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College Institutes
[PP: 153-169]
Ali Derakhshan
Department of English Language and Literature
Golestan University, Iran
Batool Faghani
Department of English Language Teaching,
Islamic Azad University, Gorgan Branch, Gorgan, Iran
Department of English Language Teaching
Islamic Azad University, Golestan Science and Research Branch, Gorgan, Iran
ABSTRACT
With growth of EFL in Iran, based on context requirements, textbook evaluation has received substantial
attention. Teachers' experiences and perceptions play vital roles in the process of book evaluation. The study
is based on the Jolly Phonics series (Lloyd & Wernham, 1995) used by number of institutes and colleges in
teaching in Iran. The main objective of the study was to find out whether this teaching material follows the
essential objectives for teaching English as a foreign language to children or not. Considering the point that
teachers have an indispensable role in analyzing and making an applicable and practical decision on
evaluating and choosing the best possible material to be taught, the study focused on the teachers’
perceptions. The series were evaluated against Nokelainen's (2006) checklist. To this end, 72 female
experienced teachers of Baby College institutes in Tehran and Gorgan branches, Iran, were randomly selected
and given the Pedagogically Meaningful Learning Questionnaire (PMLQ) of 40 questions to fill in. The
findings showed that teachers mostly believe Jolly Phonics series and the teaching method can stand as a
capable and trustable material for young EFL learners. However, in order to make it more profitable it may
involve using decisions in adapting textual materials to the needs and interests of pupils as the learners'
requirements are changing regarding the adventures of their environment. It is suggested that being a
teacher’s guide to educate the teachers how to adapt and teach the materials on the base of learners' needs
would be much better than just knowing or learning how to teach it. The textbook will continue to play an
important role in helping teachers in teaching process, but it should not be a dictator (Williams, 1983), and
the investigated material is respectful to this idea as it can well cover the flexibility, motivation, applicability,
learner control and learner activity objectives since most of the teachers agreed on this fact.
Keywords: citations, Lesotho, academic writing, research projects, undergraduate students
ARTICLE The paper received on: 14/12/2015 Reviewed on: 26/01/2016 Accepted after revisions on: 31/03/2016
INFO
Suggested citation:
Derakhshan, A. & Faghani, B (2016). An Empirical Evaluation of Jolly Phonics Series Being Taught in Iran's Baby
College Institutes. International Journal of English Language & Translation Studies. 4(1), 153-169. Retrieved From
http://www.eltsjournal.org
International Journal of English Language & Translation Studies ISSN:2308-5460
Volume: 04 Issue: 01 January- March, 2016
meet the criteria of good EFL textbook. weaknesses which emerge over a period of
After all, only a few studies have been continuous use. The evaluation type of the
conducted on the evaluation of Jolly present study consists of in-use and post-
Phonics teaching series used for kids. use evaluation which is done by the
Furthermore, there seems to be no study on experienced teachers.
this case in Iran. 2. Literature Review
There are many descriptions of A textbook can be referred to as a
evaluation. Fundamentally, evaluation is published book especially designed to help
asking some organized questions and acting language learners to improve their linguistic
on the base of responses. It is believed that and communicative abilities (Sheldon,
evaluation must be more than just collecting 1987). In addition to be a learning
and analyzing. This process involves instrument, textbooks are also used as a
judging which means that we certainly need supporting learning instrument (O'Neil,
to have conditions for comparative aims. 1982; Ur, 1996). McGrath (2002) intends
What the conditions are will be dependent that course books are a central element in
on which aspect of work is going to be teaching-learning encounters, and they tend
evaluated and why, and are likely to relate to dictate what is taught, in what order and
to the course aims and objectives (Dudley- how as well as what learners learn. The
Evans & John, 2005). Hutchinson and student's book usually comes with other
Waters (1993) describe evaluation as a materials such as a work book, a teacher's
fundamentally matching procedure: book or even additional multimodal texts
matching needs to available way outs. To for reference as a textbook package
fully evaluate the material, we should (Masuhara & Tomlinson, 2008). "They are
decide on the pedagogic worth related to the designed to give cohesion to the language
proposed context of use (Tomlinson, 2011). teaching and learning process by providing
Evaluation is a process of judging direction, support and specific language-
something's fitness for a specific purpose. based activities aimed at offering classroom
In each kind of evaluation, the final decision practice for students (Mares, 2003) and
is likely to be better for being based on a foster effective and quick learning of the
systematic check of all the vital variables language (Cunningsworth, 1995).
(Hutchinson & Waters, 1993). How to Alternatively, the wide spread use of
evaluate a material depends on what you textbooks in different ELT contexts
consider to be important (Hutchinson & requires little further explanation. It
Waters, 1993). continues to play an essential role in ELT
Cunningsworth (1995) informs that classrooms all over the world (Dendrinos,
there are three types of materials evaluation: 1992; Lee, 1997; Williams, 1983).
Pre-use evaluation, in-use evaluation, and Tomlinson (as cited in Lawrence, 2011,
post-use evaluation. Pre-use evaluation is p. 9) announces that a number of studies
when there is no actual experience of using have suggested that most current global,
the book for teachers to draw on. In-use local ELT textbooks are developed for
evaluation refers to textbook evaluation commercial purposes but are not based on
whilst the materials are in use. Post-use principles of language acquisitions and
evaluation provides retrospective development recommended by scholars and
assessment of a textbook’s performance and educators. Financial success has become
can be useful for identifying strengths and the primary goal of textbook publishing
International Journal of English Language & Translation Studies ISSN:2308-5460
Volume: 04 Issue: 01 January- March, 2016
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International Journal of English Language & Translation Studies ISSN:2308-5460
Volume: 04 Issue: 01 January- March, 2016
(Sheldon, 1988; Litz 2005; & Tomlinson, leading to the fact that textbooks should be
2003). Evaluating the current materials can taken into consideration (Cunningworth,
provide a worthy source of concepts and 1995). The evaluation of materials will help
techniques. It can also save a lot of the evaluator to set out the aspects that are
repetition of trying by possible revealing appropriate (Tomlinson, 2011). Normally, a
current material that can afford at least a range of questions get set to evaluate a
part or even of our material needs material. Evaluation questions may be
(Hutchinson & Waters, 1993). In asked for different purposes. Some may
developing material objectives and goals evaluate the current situations, others may
will have to be examined and studied in draw information for the next edited
order to find out what skills and knowledge versions, while the others might be a
does each activity imply (Richards, 2001). support for a longer-term modification
Catering to the needs of the second- (Dudley-Evans & John, 2005). The main
language learner can be a complex task in a problem of this study is to see whether this
multilingual setting (Williams, 1983). On teaching material follows the necessary
the basis of teachers' perceptions, Golpour objectives for teaching English as a foreign
(2012) believes that the subject and content language to children or not. The necessary
of the textbook should attract the students' objectives considered in this research,
interest, needs, and concerns. The exercises according to Nokelainen (2006), are as
and activities in the textbook must involve follows:
and encourage sufficient communicative 2.1 Learner Control
and meaningful practice. Similarly, The learners’ memory should be
Cunningworth (1995) considers that burdened to an optimal level while learning
teachers in all language classrooms are a new topic (Miller, 1956; Shneiderman,
required to use textbook to support their 1998). It is problematic to define a generally
teaching. Using or adapting textbooks is an optimal level (commonly people can have 5
important part of teachers' professional to 9 items in their short term work memory),
knowledge but it is undoubtedly helpful to break down
Azizifar, Koosha, and Lotfi (2010) the material into meaningful units to be
evaluated two series of ELT textbooks used learned with less problems (Wilson &
for teaching English in Iranian high schools Myers, 2000). In so-called structured
from 1965 to the present. To do so, Tucker’s learning materials, the learned material has
(1975) textbook evaluation model was already been broken down into meaningful
employed and the findings suggested that units by the teacher from the students' view
one of the main factors for the students’ point.
achievement in English is the ELT 2.2 Learner Activity
textbooks. They suggested that in the A teacher's “didactic role” in a learning
textbooks, there should be enough situation may strongly skeleton the learners'
opportunity for the learners to practice the own activity, however, when the teacher
language they are learning stays in the background, as a “facilitator”,
communicatively. the learners' independent activity may be
Furthermore, the textbook should be amplified (Reeves, 1994). Learners' activity
provided mainly to match the teachers' is determined in large measure by the
instruction; evaluation of textbooks shows characteristics of the learners themselves,
problems with the teaching materials, but the learning material can affect it
Cite this article as: Derakhshan, A. & Faghani, B (2016). An Empirical Evaluation of Jolly Phonics Series Being
Taught in Iran's Baby College Institutes. International Journal of English Language & Translation Studies. 4(1),
153-169. Retrieved From http://www.eltsjournal.org
Page | 156
An Empirical Evaluation of Jolly Phonics Series Being Taught in Iran … Derakhshan, Ali & Faghani, Batool
through assignments that support students' learners themselves (Wilson & Myers,
activity by being fascinating and authentic 2000).
(Nokelainen, 2006). 2.5 Applicability
2.3 Cooperative/Collaborative Learning The approach taken in learning
Cooperative and collaborative learning material ought to resemble to the skills that
means to cooperate with other learners to the learners will later need in authentic life
reach a common learning goal (Nokelainen, (Jonassen, Peck & Wilson, 1999; Quinn,
2006). Learners are moving away from 1996). The learned knowledge or skills
acquisition metaphor (acquiring knowledge should be transferable and capable of using
that is constituted of symbolic mental in other contexts (Quinn, 1996; Reeves,
representations) to participation metaphor 1994). Learning something new is most
(knowledge that is considered effectively accomplished by doing
fundamentally situated in practice) (Barab techniques that involve practical tasks.
& Duffy, 2000). Learners construct Learning material would always better to be
knowledge as members of communities in at an appropriate level from the point of
practice instead of acquiring personal view of learners' learning procedure
knowledge, (Lave & Wenger, 1991). To be (Wilson & Myers, 2000). For instance,
more definite, cooperative learning is more students in the early grades of
structured than collaborative learning, since comprehensive school have limited ability
the teacher has the control. Learning takes to adopt abstract concepts, but it becomes
place in groups in which the members far easier for fifth and sixth graders. It is
gather and structure information and the possible to adapt learning material to meet
system or learning material should offer the the needs of a student (Chalmers, 2003).
learner instruments that can be used in 2.6 Added Value
communicating and negotiating different A formal learning situation, planned by
approaches to a learning problem a teacher, can be carried out in many ways,
(Jonassen, 1995). such as cooperative or individual learning
2.4 Goal Orientation approaches, directed by a teacher or as
As learning is a goal-oriented activity, group work or individual practice. The
goals and intentions must be clear to the learning material or system ought to offer
learners (Quinn, 1996). When the goals of the students instruments that are suited to
the learning material, teacher and students control the contents of the learning material
are closely aligned, the best results are and that make the use of the material more
attained. If the learners themselves do not effective (Nokelainen, 2006).
regular the goals, their meaningfulness 2.7 Motivation
should be warranted from the motivation Motivation (rooted in Latin: Movere, to
view point. They should have a chance to move) makes people behave the way they
pursue their own interests in relation to the do and it affects all learning procedure.
learning goals. Based on the instructivist Behaviourists explain the motivation to do
learning theory, learners should be things by reference to instincts, desires and
introduced to only a few, clearly specified reinforcement (Wilson & Myers, 2000).
goals at any time. Hence, the goals should Motivations, which can be either
be clearly defined, but they have to be consciously or subconsciously goal-
originated, as much as possible, by the oriented, support the direction of an
individual's general behaviour (Ruohotie,
International Journal of English Language & Translation Studies ISSN:2308-5460
Volume: 04 Issue: 01 January- March, 2016
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International Journal of English Language & Translation Studies ISSN:2308-5460
Volume: 04 Issue: 01 January- March, 2016
study, a questionnaire was used in order to After the required data were collected,
gather the information (see Appendix A). It the researchers applied the Statistical
was prepared on the basis of guidelines and Package for Social Sciences (SPSS),
concepts relating to the materials and design version 19.0 to analyze the quantitative data
of the intended textbook, rehearsed by for this study. The master data file was
Nokelainen (2006). A PMLQ checked to ensure that each of the variable
(Pedagogically Meaningful Learning values is within its potential range, and that
Questionnaire) research instrument was no outliers existed, as it is informed by
developed on the basis of the Pallant (2007). Then, frequency counts and
aforementioned technical and pedagogical percentage indexes were reported for each
usability criteria (Nokelainen, 2006). The single question in the questionnaire, and
five-point Likert scale was utilized ranging also for each of 10 components of
from 1 (Strongly disagree) to 5 (Strongly pedagogical aspects of the learning material
agree). developed by Nokelainen (2006).
The questionnaire consisted of 40 4. Results & Discussion
multiple-choice items covering 10 According to the data analysis, the
pedagogical aspects of learning materials answer sheet of questionnaires was
which include the following components analyzed in two sections; one which is
according to Nokelainen (2006). Table 1 based on the 10 necessary objectives for
shows the detailed description and teaching English as a foreign language
classification of all constructs and considered in this research, according to
questions. Nokelainen (2006), and another section
Table 1: Description and classification of covers some important issues which are
the questions involved in the questionnaire and
researchers believe that they need more and
separate elaboration apart from their
grouping objectives by Nokelainen (2006).
The frequency tables and histograms are as
below:
4.1 Frequency Table and Histograms for
Each Learning Objectives
It should be mentioned that some questions There are ten major objectives
may be classified in more than one group. according to Nokelainen (2006) that an EFL
3.3 Procedure material should have:
In this research, the questionnaire was Table 2: Frequency Table
distributed to 72 English teachers who had
enough experience of teaching English to
children using Phonics series developed by
Lloyd and Wernham (1995), to collect their
points of view. The main focus of this
questionnaire was to see whether the
teaching materials follow the necessary
objectives for teaching English as a foreign
language to children or not.
3.4 Data Analysis
International Journal of English Language & Translation Studies ISSN:2308-5460
Volume: 04 Issue: 01 January- March, 2016
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International Journal of English Language & Translation Studies ISSN:2308-5460
Volume: 04 Issue: 01 January- March, 2016
4.10 Flexibility
Figure 9: Flexibility agreement histogram
4.8 Motivation
Figure 7: Motivation agreement histogram.
Cite this article as: Derakhshan, A. & Faghani, B (2016). An Empirical Evaluation of Jolly Phonics Series Being
Taught in Iran's Baby College Institutes. International Journal of English Language & Translation Studies. 4(1),
153-169. Retrieved From http://www.eltsjournal.org
Page | 162
An Empirical Evaluation of Jolly Phonics Series Being Taught in Iran … Derakhshan, Ali & Faghani, Batool
McGeown, Johnston and Medford (2012) in teaching material and system through the
keeping with a part of the present study, teachers view, the fact that is the most
have worked on a synthetic phonics important difference between this study and
approach, where children were taught others. Almost in all of 10 objectives of the
solely to sound and blend letters to read present study, teachers significantly agreed
unfamiliar words. The results demonstrated on the usefulness of the material.
differences in the skills supporting Furthermore, in some other factors such as
children's word reading based on their learner control, learner activity and goal
method of reading instruction; as alike the orientation it is proved that Jolly Phonics
present study based on the questionnaires, teaching material and system can positively
teachers had the same idea in case of being cover the learners' needs and pursue what
capable of reading. Nishanimut, Johnston, teachers expect from a material and system
Joshi, Thomas and Padakannaya (2013) to teach EFL to children.
stated the metalinguistic knowledge of the In addition, it should be mentioned that
letter sounds seems to have been beneficial there were some factors in the questionnaire
in developing literacy skills in English. which the perception behind the answers to
They have concluded that phonics approach them got hidden among other questions in
performed significantly effective on the their objective group. Like the songs and
reading, spelling, and graphophonological pictures which seems to be not clear and
tasks. Equally, according to the enough to the point to get the exact mean
questionnaires, teachers had the same behind them or it may provide less help and
opinion. effect on learners' learning process; and
According to Rymes (2003), bringing also, the responsibility for the answers that
the concepts of communicative competence students give to the assignments is not
and language socialization to a Vygotskian considered in the material, according to
realization of development, may lead the teachers' point of view.
current educational policy to encourage 5. Conclusion and Implications
teachers and learners both to retreat to Based on the gained results from the
conflicting comfort zones, and that a policy questionnaire, it can be concluded that Jolly
which encourages them to depart from those Phonics teaching series are satisfactorily
retreats, by taking advantage of learners' considered as a good EFL material for
multiple communicative competencies, children, from teachers' point of view.
which could more adequately prepare The textbook is a tool, and the teacher
students to take active roles in the current must know not only how to use it, but also
world. In line with that statement, in the how useful it can be. Just as Jolly Phonics
present study, we came to this fact that this series which need to be taught according to
material has positive feedback and prepare the pre-prepared schedules, as well as its
fine motivation for children while learning need to be followed by some creativity and
a foreign language. Similarly, in the present inspiration from the teachers. Finding out
study, we came to this conclusion that will involve distinguishing between method
teachers have positive attitudes towards the in the use of printed materials, and method
cooperative-collaborative features of Jolly in face-to-face teaching. It will involve
Phonics material. using decisions in adapting textual
Although, there seems to be few or no materials to the needs and interests of
study on the evaluation of Jolly Phonics pupils, choosing only those materials and
Cite this article as: Derakhshan, A. & Faghani, B (2016). An Empirical Evaluation of Jolly Phonics Series Being
Taught in Iran's Baby College Institutes. International Journal of English Language & Translation Studies. 4(1),
153-169. Retrieved From http://www.eltsjournal.org
Page | 164
An Empirical Evaluation of Jolly Phonics Series Being Taught in Iran … Derakhshan, Ali & Faghani, Batool
methods which are based on sound Akbari Kelishadi, A., & Sharifzadeh, A.
linguistic and pedagogical principles (2013). An evaluation of Top Notch series.
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