Textbook Evaluation: Investigating the Development of the Reading Strategies through the Activities of My Book of English.

Loading...
Thumbnail Image

Date

2018

Journal Title

Journal ISSN

Volume Title

Publisher

Mouloud Mammeri University of Tizi-Ouzou

Abstract

The present study is concerned with the investigation of the reading sections activities in the Algerian Middle School third year textbook My Book of English. Our dissertation aims at finding out whether the reading sections activities that are anticipated in the textbook conform to Françoise Grellet’s (1981) theory of developing reading skills. This theory is based on reading comprehension strategies which include some principles used to teach reading. In addition, the study aims at evaluate the amount of reading tasks included in each sequence. The checklist is adopted from McGrath’s methodology (2002). For the sake of achieving this aim, we have conducted an analysis of the reading activities that are proposed in the textbook to demonstrate the data obtained from the evaluation of reading tasks of the textbook. For gathering more data, we designed a questionnaire and distributed it to the third year middle school EFL teachers in the wilaya of Tizi Ouzou. The present investigation is based on a mixed (quantitative and qualitative) methods research. The data are analyzed according to the Qualitative and quantitative Content Analysis (QCA) and statistical program of analysis (SPSS). On the basis of the results of the study, it is concluded that the investigating of the development reading strategies through the activities in the Algerian EFL textbook My Book of English comply with the strategies used in the theoretical framework of Françoise Grellet. The findings have been converted into numerical data, and then have been interpreted using content analysis. A total number of the teachers (87.5%) view that the EFL textbook contains reading comprehension strategies, this confirms the fact that the EFL textbook of MS3 My Book of English gives great focus on learners’ comprehension of the included written texts. Besides, the results obtained from the questionnaire show that learners face difficulties to understand texts that are included in their textbook with a percentage of 50%. However, 93.75% of the teachers use the stages of reading (pre-reading, while reading and post reading stage) and they also apply reading strategies such as, predicting, skimming, and scanning to help their learners understand meanings from the texts and answer reading comprehension questions easily while they are reading.

Description

66p.:ill;30cm.(+cd)

Keywords

Reading Strategies, Reading Activities, Developing Reading Skills

Citation

Didactique des Langues Etrangères