Learning-theory-based evaluation checklist of instructional strategies and techniques for textbook analysis¶

Element · All elements
Evidence · 3 claims (3 for) · 1 study (1 design), q2 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

The study devised an evaluation framework in which instructional techniques and strategies associated with behaviourism, cognitivism, and constructivism served as the checklist for analyzing textbooks. Strategies were "constructed based on the works in the related literature": behaviourist techniques from Richards and Rodgers (2001), cognitivist strategies from Oxford (1990) and Williams and Burden (1997), and constructivist strategies from Doolittle (1998), Jonassen (1991), and Matusevich (1995). Frequencies were counted once per technique per lesson section rather than per repetition.

Design Implications¶

Context¶

Requirements¶

• Textbooks whose lessons share a consistent format so that technique occurrences can be counted once per section of a single lesson

Constraints¶

• Because lesson formats repeat exactly, the researcher counted a single occurrence of a technique per lesson section rather than every repetition, which affects absolute frequency counts

Target Learners¶

• Secondary and pre-university EFL learners in the Iranian national curriculum

Target Learning Goals¶

• English language learning aligned with behaviourist, cognitivist, and constructivist instructional techniques

Claims¶

• Cognitivism is the second most important learning theory reflected across all Iranian ELT textbook levels [+W]
• Constructivism is the major learning theory reflected in Iranian Pre-University ELT textbooks [+M]
• Chi-square analysis shows the distribution of learning theories in Iranian ELT textbooks differs significantly from chance [+W]

Related Elements¶

Examples¶

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Key Sources¶

• Hossein Hashem Neghad. (2014). Reflection of Learning Theories in Iranian ELT Textbooks. Advances in Language and Literary Studies, 5(2). https://doi.org/10.7575/aiac.alls.v.5n.2p.115