Teachers should act as interfaces between textbooks and learners, adapting strategies to individual learner variables¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The article recommends that because learners within one educational level differ in proficiency and prior knowledge, teachers should select, adopt, and present instructional strategies relevant to individuals rather than follow the textbook uniformly. It suggests teachers "act as an interface between the textbooks and learners", considering learners' needs, fostering a climate for learning, and developing confidence and respect for learners' individuality. Engagement in action research is recommended so teachers gain in-depth knowledge of textbook strengths and weaknesses and provide supplementary material.

Design Implications¶

Context¶

Requirements¶

• Teacher familiarity with textbook organization and strengths and weaknesses, developed through action research

Constraints¶

• Educational level alone cannot determine learners' proficiency; geographic position, private institute participation, motivation, and individual differences all contribute

Target Learners¶

• Iranian secondary and pre-university EFL learners with heterogeneous proficiency levels

Target Learning Goals¶

• English language learning matched to individual learners' proficiency and prior knowledge

Related Strategies¶

• Educators should internalize individual differences and consider the advantages and disadvantages of students' learning styles
• Incorporate explicit direct instruction of metacognitive reading strategies into the reading curriculum

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