Designing and Validating a Brainling Model: A Case of High School and Language School Textbooks
محل انتشار: مطالعات زبان کاربردی ایران، دوره: 16، شماره: 1
سال انتشار: 1403
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 35
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شناسه ملی سند علمی:
JR_IJALS-16-1_001
تاریخ نمایه سازی: 28 فروردین 1403
چکیده مقاله:
Textbook evaluation is of paramount importance in ensuring that textbooks are of high quality and aligned with educational goals. This study evaluated two common English language textbooks in Iran (i.e., American English File [private schools] and Vision series [state schools]) based on the brainling (brain+ language) model, heeding EFL learners’ cognition, senses, emotions, and culture. To this end, a brainling-based scale was validated based on “cogling”, “emoling”, “sensoling”, and “cultuling” components of the brainling model and distributed among Iranian teachers (N=۲۱۸) and EFL learners (N=۲۳۶). It was found that there were significant differences in the brainling components present in English textbooks used in state and private schools. Moreover, the independent samples t-tests revealed that there were significant differences in mean scores for brainling components between the two types of textbooks for students. However, it is worth noting that such differences were not observed among teachers’ ratings of these components. The results could assist content developers in incorporating brainling as a worthwhile scale for evaluating English language textbooks.
کلیدواژه ها:
نویسندگان
Samira Sanatipour
Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran
Shaghayegh Shayesteh
Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran
Reza Pishghadam
Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran
Nasim Boustani
Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad, Mashhad, Iran
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