“Coursebook or No Coursebook”? A False Dilemma

Angeliki Ypsilanti and Ioannis Karras

European Journal of Education and Pedagogy, 2024, vol. 5, issue 2, 45-51

Abstract: The outdated debate over whether an EFL coursebook is necessary or not seems as relevant as ever since it is by no means a self-evident truth to every EFL educator. This paper argues that among the range of factors affecting the assessment of a given textbook is the teacher’s promptness to promote closer collaboration with students through appropriate means. More specifically, a pre-use textbook evaluation through the compilation of an appropriate checklist was put to the test with the aim of checking the serviceability of the new coursebook for the first grade of Greek General Lyceum. The case of an EFL teacher who tried to predict the impact of a textbook on her specific teaching context indicated that the expectation of student inputs to the implementation of learning activities (e.g., participation in activities using technology) was valued as a key determinant in setting priorities for in-use textbook evaluation.

Keywords: Checklist; EFL Teacher; Pre-use; Textbook Evaluation (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations:

Downloads: (external link)
https://eu-opensci.org/index.php/ejedu/article/view/30808 Abstract page (text/html)
https://eu-opensci.org/index.php/ejedu/article/download/30808/6184 Full text (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:epw:ejedu0:v:5:y:2024:i:2:id:30808

DOI: 10.24018/ejedu.2024.5.2.808

Access Statistics for this article

More articles in European Journal of Education and Pedagogy from European Open Science
Bibliographic data for series maintained by Support ().