مطالب مرتبط با کلیدواژه

Vision series


۱.

Evaluating the Iranian Senior ELT High School Vision Series in Terms of Bloom’s Revised Taxonomy(مقاله علمی وزارت علوم)

کلیدواژه‌ها: autonomy BRT Critical thinking Textbook analysis Vision series

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تعداد بازدید : ۳۲۹ تعداد دانلود : ۱۶۶
T The textbook analysis is a vigorous research approach for evaluating the conformity between the content and the purpose of education. Accordingly, the relatively newly-published Iranian ELT textbooks for senior high school, known as the “Vision series” were analyzed for their prominent levels of learning objectives according to Bloom’s Revised Taxonomy. Activity sections of textbooks were codified according to the Taxonomy’s coding scheme, and the inter/intra-rater reliability which were measured and approved. Results revealed that the lower-order categories of cognitive domain are more frequently represented in Vision series of 1 and 2, and chi-square statistics indicate that Vision 3 is significantly different from the other two. The inclusion of higher-order categories in Vision 3 creates hope for increasing students’ proficiency and activating students’ need to develop higher-order thinking skills which are prerequisites to critical thinking and autonomous learning. Findings also maintain that the cognitive domain and metacognitive knowledge domain were the least perceived in the three textbooks which call for inclusion of more reflective activities and supplementing higher-order cognitive activities or complementary tasks in Visions 1 and 2.
۲.

Critical Cultural Awareness in Iranian ELT Coursrbooksd: Coursebook Realizations and Ideals

کلیدواژه‌ها: critical cultural awareness ELT coursebooks intercultural communicative competence Vision series

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تعداد بازدید : ۱۲۳ تعداد دانلود : ۱۰۰
Numerous academics in the domains of language instruction, cultural studies, communication studies, ethnic studies, gender studies, etc. have focused on critical cultural awareness (CCA) as a crucial element of intercultural competency. Therefore, this study aimed to investigate whether the cultural elements in Iranian high school coursebooks (Vision Series) have been (un)touched by the ministry of education. To this end, the conversation contents of the Vision Series (levels 1-3) were examined by the analytic hierarchy process (AHP) to evaluate possible intercultural competence used in Vision Series. It was found that the content was biased toward the source culture in general. Finally, some ideal ways of presenting culture in the coursebooks were put forward in the form of a cultural rubric. The pedagogical implications of this study are discussed.       
۳.

The Correspondence between Teachers’ Guide Recommendations and Actual Teaching of Iranian English Teachers: Vision Series in Focus(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Correspondence English teachers localized textbooks Teachers' guide Vision series

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تعداد بازدید : ۸۳ تعداد دانلود : ۱۰۲
New generation of English textbooks, Vision Series, has been introduced and taught in Iranian high schools since 2017. This study aimed to scrutinize the correspondence between the recommendations suggested in the English teachers’ guides (TGs) of Vision Series and the actual teaching practices of Iranian high school English teachers. It follows a descriptive and correlational design, enjoying both qualitative and quantitative research methods. Participants of the present study included three groups: English teachers, high school students, and supervisors of English teachers in Iranian Ministry of Education. A total number of 100 high school English teachers, teaching in Sistan and Balouchestan Province, filled out a researcher-made piloted questionnaire. Out of them, 3 male and 3 female English teachers were later invited for an oral semi-structured interview. The second group of participants were 48 high school students. The last group of participants were 2 supervisors of English teachers in Iranian Ministry of Education. The researchers also participated in and observed two female teachers' English classes. By and large, the results of supervisors’ interviews and class observations were negative about the correspondence between actual teaching of Vision Series and recommendations of TG for most sections of the book. By contrast, the results of teachers' and students' questionnaires demonstrated that English teachers' teaching was perceived to be consistent with the recommendations of TG in more than half of the cases. The interviews with teachers indicated that half of the interviewees believed that they followed the suggestions of the TG. The implications of findings, especially for English teachers, are also discussed.
۴.

The Evaluation of “Vision” English Textbooks- A Literature Review(مقاله علمی وزارت علوم)

کلیدواژه‌ها: Textbook Evaluation Vision series Textbook literature review

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تعداد بازدید : ۲۳ تعداد دانلود : ۲۰
In the world of language teaching, textbooks have a central role; therefore, they influence the entire process of learning/teaching languages. Having them analyzed and evaluated is vital for ensuring their efficiency and alignment with the goals of language classes. Reviewing the vision series textbook evaluation studies is the purpose of this paper. Due to the extensive use of this series in Iranian high schools, students' worldviews are inevitably affected by it. Students may also be lead wrongly by biased perspectives in high school textbooks. Since these textbooks are new and taught to every Iranian student, they need continuous evaluation and analysis to achieve their specified goals. While some studies have evaluated and analyzed these textbooks, a review of published articles in this field is still lacking. Throughout the literature, 24 research articles from the last 5 years are discussed. Generally, the study found that most teachers believe Vision text books have adhered to the guidelines of the CLT method and are an improvement over the old English language teaching books. Several revisions have also been suggested because they believe these books have cultural shortcomings and do not allow students to become familiar with the target culture. As a final point, some implications are presented regarding the evaluation of English textbooks in Iranian contexts.