Arab World English Journal (AWEJ) Volume 12. Number3 September 2021 Pp.323-337
An Empirical Evaluation of Two College English Textbooks in China Based on the China
Standards English Framework
Graduate School of the Human Sciences
Assumption University, Bangkok, Thailand
School of Human Sciences, Wenshan University
Wenshan City, Yunnan Province, China
Corresponding Author: firstname.lastname@example.org
Marilyn Fernandez Deocampo
Graduate School of the Human Sciences
Assumption University, Bangkok, Thailand
Received: 5/16/2021 Accepted: 8/12/2021 Published: 9/24/2021
It is generally known that textbook is the first and the most vital tool for teachers to proceed with successful English language teaching activities. Hence, it is indispensable for all language teachers to evaluate books critically and choose a suitable textbook. This article aimed to explore the different features of two famous college English textbooks utilized in the researcher’s school of Wenshan University, Yunnan, China, in alignment with the China Standards English framework, and whether the two books satisfied local students’ needs and proficiency. It is hoped to provide an empirical example of textbook evaluation from a Chinese context and inspire local teachers to make possible improvements during evaluating and selecting a textbook. To achieve the objective, a checklist aligned with the framework and a questionnaire was utilized for the collection of comparable data. Moreover, content analysis and percentage were used during the analysis of the two textbooks and students’ perception about the textbooks, respectively. Results of the evaluation indicated that the two books are not aligned with the China Standards English framework suggested levels. Both textbook levels tend to be lower than the framework demanded levels, namely level five and six. Students also implied that the textbooks are accessible and seem not to help their language skills improvement. The recommendation is that these textbooks need to be adapted and modified for the English educational practices to suit local students’ needs and English proficiency to achieve the China Standards English suggested levels.
Keywords: College English textbook, China Standards English, Chinese context, textbook evaluation, Wenshan University
Cite as: Li, X., & Deocampo, M. F. (2021). An Empirical Evaluation of Two College English Textbooks in China Based on the China Standards English Framework. Arab World English Journal, 12 (3) 323-337.
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