An evaluation of two ESP coursebooks using revised Bloom Taxonomy
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Dosyalar
Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
The choice of teaching materials and a coursebook that will be used in a language
classroom is one of the crucial factors that may create significant differences in
teaching and learning process. Hence, the teacher should pay thorough attention to
determine the most appropriate teaching materials and coursebook for the particular
classroom. This paper reports an analysis of two English for Specific Purposes
(ESP) coursebooks in terms of language skills and subskills as a cognitive ability to
choose the most appropriate coursebook between two for the specific teaching
context. The criterion in the evaluation of the coursebooks will be based on four
knowledge dimensions (factual, conceptual, procedural and meta-cognitive
knowledge) which overlap the cognitive processes (remembering, understanding,
applying, analysing, evaluating and creating) of the Revised Bloom Taxonomy. The
evaluation will be quasi systematic; however, it will also be influenced by nonsystematic
qualitative judgments made by the teacher. These are based on the
knowledge and understanding of the teacher who knows the requirements of
students in this course. The study would provide some implications based on the
findings to teachers and/or material designers for effective teaching, material
development and production.
Açıklama
Anahtar Kelimeler
English for Specific Purposes (ESP), Coursebook evaluation, Revised Bloom Taxonomy
Kaynak
The Online Journal of New Horizons in Education
WoS Q Değeri
Scopus Q Değeri
Cilt
5
Sayı
1
Künye
Tokoz-Goktepe, F. (2015). An evaluation of two ESP coursebooks using revised Bloom Taxonomy. The Online Journal of New Horizons in Education, 5 (1), 53 -60.