Куәлік №16507-Ж. Журнал жылына 4 рет жарыққа шығады (наурыз, маусым, қыркүйек, желтоқсан) иб №15211
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| Plus, 63,3% with Excel.
As is the case with communication skills, there was much less emphasis on collaboration skills in the workbooks compared to the student’s and the teacher’s books, apart from the English Plus series. This was mainly because of the fact that group work and project tasks were presented in the student’s books while the workbooks included more of indi- vidual works. However, as it is suggested collaboration skills are important in learning together. Therefore, activi- ties designed to practise what is learned should not only include individual works, but pair and group works as well. Based on the collaboration skills analysed in the current study, it can be said that the majority of them were found in group and pair works, but evalu- ation of others’ contribution and sharing of tasks in a group work were the ones which are included the least in the coursebooks, but also were two of the collaboration skills identified in Cambridge Frame- work for Life Competencies in Education . In order to find an answer to the third sub- question of the main research question, a 12- item evaluation checklist was used. Regarding the critical thinking skills identified in the evaluation checklist items, all four coursebook series presented exam- ples to some degree. The overall evaluation of criti- cal thinking skills found in coursebook series was 87,3% in Full Blast, 85,4% in English Plus and 82% in Excel. Proposed in Bloom’s revised taxonomy six cat- egories of critical thinking which are ‘remember’, ‘understand’, ‘apply’, ‘analyze’, ‘evaluate’ and ‘cre- ate’ were analysed in the coursebooks as well as skills to develop synthesising information and ideas, identifying problems, evaluating options, providing reasons to the decisions and reflecting on one’s own learning. The findings have shown that all course- book series included examples of these five critical thinking categories in every unit while the ‘evaluate’ category was missing in some units. In the available literature, the first three categories are regarded as ‘lower-order thinking skills’ while the last three are the examples of ‘higher-order thinking skills’. In their study Razmjoo and Kazempourfard (Razm- joo and Kazempourfard ,2012:175) [24] concluded that learners’ language proficiency level affected the thinking skills; that is, the higher the language level was, the more instances of higher-order think- ing skills were presented. However, the coursebook series analysed in the current study, despite being primary coursebooks and having lower language proficiency levels, included a great many examples of higher-order thinking skills as well as the lower ones. Another critical thinking skill that existed in each unit of the coursebooks was reflecting on learn- ing experiences. Regarded as one of the indicators of critical thinking in P21 Framework Definitions (2015), learners’ reflection on their learning experi- ences and processes helps them improve their think- ing and learning skills. Provided in self-evaluation and task evaluation parts in the coursebooks, re- flection on student’s learning was managed in all coursebooks to a certain degree. The answer regarding the fourth sub-question, which aimed to analyse the inclusion of creativity skills in the coursebooks, was found out through an evaluation checklist that contained 7-items. These items mainly intended to look for the ex- 100 An analysis of elt coursebooks in terms of 21 st century skills amples of creative activities and idea creation techniques in the coursebooks. In addition to these creativity skills, some attitudes and values regarding creativity skills were addressed too, such as creating new content from one’s own idea or other resources, expressing feelings and iden- tity, providing real-world limits to creative tasks and being open to new ideas. According to the findings of the current study, creativity skills are mostly included in the course- books. The two course book series English Plus and Full Blast were found to include the same number of examples of creativity skills in over- all evaluation with 92,5% even though the course components showed different results. In the Excel series, the overall evaluation of creativity skills was 87,8%. Similar to the findings of other skills presented previously, creativity skills were dealt with less in the workbooks but most in the teach- er’s books since workbook activities were rather mechanical and teacher’s book notes provided idea creation techniques and real-world limits to the creative tasks. The analysis has shown that each coursebook series provided tasks that students were required to use their creativity skills to a certain extent. Regarded as the knowledge of creativity in KSAVE Framework , using idea creation techniques in creative tasks was not addressed in each unit of the coursebook series. Some of the coursebooks in- cluded a few idea creation practices in the student’s books while some included guidance in the teach- er’s book on how to help student’s use idea creation techniques. However, being suggested as one of the very first knowledge category to create new con- tent, enough emphasis was placed on idea creation techniques in the coursebooks. The other creativity skill that was included less in the creative tasks was guidance around real-world limits to the task itself. This creativity skill was addressed to both in P21 Framework and KSAVE Framework as a part of the creative efforts and knowledge. Providing model tasks and guiding students along the limits of the task with questions were some implicit examples of this skill found in the course- books. However, guiding students with explicit instructions would also be needed as suggested in these two frameworks. As for the main research question aiming to find out the extent to which the 21st century skills were included in ELT coursebooks, two different evalu- ation types were used; external coursebook evalu- ation and internal coursebook evaluation. The in- ternal evaluation findings were gathered after each of the 4Cs was analysed. Once ‘communication’, ‘collaboration’,‘critical thinking’ and ‘creativity’ skills were investigated and the examples of these skills were calculated, the overall evaluation of the 21st century skills was done. According to the over- all evaluation of the findings, the Full Blast series included 21st century skills up to 81,3%, which was followed by the English Plus series with 79,3%. As for the Excel series, the overall inclusion of 21st century skills was found to be 69,4%. жүктеу/скачать 3.54 Mb. Достарыңызбен бөлісу:
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