Al-Azhar University – Gaza

Deanship of Postgraduate Studies and Scientific Research

Faculty of Education
Department of Curricula and Teaching Methods

Evaluation of English for Palestine 9 Textbook Based on

the Five Cs

Thesis

Submitted by

Mohammed Omar Al-Shaikh Ali

Supervised by

Sumer Salman Abou Shaaban

Assistant Professor in Curricula and Teaching Methods

A thesis submitted to the department of curricula and teaching method in partial fulfillment

of the requirements for the degree of master of education

July2011
 ‫جاهعــــــت األزهـــــــر – غـــــــــسة‬
‫عوادة الذراساث العليا والبحث العلوي‬
‫كليــــــــت الخربيــــــــــــــــــــــــــــــــــــت‬
‫برناهج هاجسخير الوناهج وطرق الخذريس‬

‫نخيجت الحكن علي أطروحت هاجسخير‬

‫ثٕبءَ عٍي ِ‪ٛ‬افمخ عّبدح اٌذساسبد اٌعٍيب ثجبِعخ األص٘ش – غضح عٍي رشىيً ٌجٕخ إٌّبلشخ ‪ٚ‬اٌذىُ عٍي أعش‪ٚ‬دخ اٌغبٌت‬

‫هحوذ عور هحوذ الشيخ علي‪ ،‬اٌّمذِخ ٌىٍيخ اٌزشثيخ ٌٕيً دسجخ اٌّبجسزيش في إٌّب٘ج ‪ٚ‬عشق اٌزذسيس ‪ٚ‬عٕ‪ٛ‬أ‪ٙ‬ب‬

‫‪Evaluation of English for Palestine 9 Textbook Based on the Five Cs.‬‬

‫والوكىنت هن السادة ‪:‬‬

‫ِششفَب ‪ٚ‬سئيسبَ‬ ‫د‪ .‬سّش سٍّبْ أث‪ ٛ‬شعجبْ‬

‫ِٕبلشبَ داخٍيبَ‬ ‫أ‪.‬د‪ .‬دسٓ عٍي أث‪ ٛ‬جشاد‬

‫ِٕبلشبَ خبسجيبَ‬ ‫د‪ِ .‬ذّذ عجذ اٌفزبح دّذاْ‬

‫وحوج الوناقشت العلنيت يىم الخويس بخاريخ ‪.2011/7/22‬‬

‫‪ٚ‬ثعذ اٌّذا‪ٌٚ‬خ أ‪ٚ‬صذ اٌٍجٕخ ثّٕخ اٌغبٌت‪ /‬هحوذ عور هحوذ الشيخ علي‪ ،‬دسجخ اٌّبجسزيش في اٌزشثيخ رخصص إٌّب٘ج‬

‫‪ٚ‬عشق اٌزذسيس‪.‬‬

‫حىقيع أعضاء لجنت الوناقشت والحكن‪:‬‬

‫‪.....................‬‬ ‫د‪ .‬سّش سٍّبْ أث‪ ٛ‬شعجبْ‬

‫‪.....................‬‬ ‫أ‪.‬د‪ .‬دسٓ عٍي أث‪ ٛ‬جشاد‬

‫‪....................‬‬ ‫د‪ِ .‬ذّذ عجذ اٌفزبح دّذاْ‬

‫‪ii‬‬
 Al- Azhar University – Gaza

Deanship of Postgraduate Studies and Scientific Research

Evaluation of English for Palestine 9 Textbook Based on the Five Cs

A Thesis Submitted to the Department of Curricula and Teaching

Method in Partial Fulfillment of the Requirements for the Degree of

Master of Education

by

Mohammed Omar Al-Shaikh Ali

Committee of Evaluation

Title Signature
1-Dr. Sumer Salman Abou Shaaban
Head of Committee …………………
Assistant Professor in Curricula and Teaching Methods

2-Dr. Hassan Ali Abou Jarad

Internal Examiner …………………
Professor Doctor in Applied Linqistics

3-Dr. Mohammed Abd Al Fatah Hammdan

External Examiner …………………
Associate Professor in Curricula and Teaching Methods

Faculty of Education

Department of Curricula and Teaching Methods

Gaza – Palestine 2011

iii
 Dedication

"‫" وقل ربي زدني علما‬

( 114:ٗ‫(ع‬

To the soul of my parents,

To my family,

To my aunt Rafedh.

iv
 Acknowledgement

First of all, I thank God the all mighty for giving me the strength and knowledge to do

this work.

Secondly, without the support and assistance of many individuals, this study would not

have seen the daylight.

I would like to express my grateful thanks to my supervisor Dr. Sumer Abou Shaaban

for her effort, advice, guidance and care. I will be in debted to her for her unlimited care

and kindness.

I would like to thank the Dean of the Faculty of Education and the staff of faculty

specially the staff of Curricula and Methods Department.

My thanks are extended to the members of the committee, Assistant Professor Sumer

Salman Abou Shaaban, Professor Doctor Hassan Ali Abou Jarad and Associate Professor

Mohammed Abed Al Fattah Hamdan the dean of the faculty of Mass Communication &

Languages at Gaza University.

My deepest respect and gratitude is also granted to my friends especially, Ismail

Mansour, Hassan Ewedah and Moh‘d Al Ashkar who have helped me during the textbook

analysis and data collection period.

I would like to thank my brothers, sisters, wife and children for their patience, support

and prayers, and special thanks go to my son Maysara for his unlimited support and

assistance.

v
 Abstract

In recent years a lot of debates about designing English as a foreign language (EFL)

textbook have arisen. The term "Standards " has been emphasized in designing EFL

textbooks. Furthermore, five goal areas and their standards have been indicated and they

are increasingly being applied to EFL textbooks. Communication, culture, connection,

comparison and community are the five goal areas which EFL textbooks should be

centered around, and they are called the five Cs.

The aim of this study was to examine the extent to which English for Palestine 9

textbook met the five Cs of EFL textbooks. A standard-based textbook evaluation list was

used to evaluate the content of English for Palestine 9 textbook in the light of the five Cs.

With the help of three teachers, the researcher had analyzed the textbook depending on the

aforementioned list. It was revealed that the analysis of the four evaluators correspond

considerably. The means and the percentages of each goal and its standards were

computed.

The results of the study showed a variance in the existence of the five Cs in the

textbook. The communication goal got the highest score, with a mean of (3.31), and

percentage of (82.81%). However, the community goal had the lowest score with a mean

of (1.00), and percentage of (25.00%). On the other hand, the culture goal occupied the

second position with a mean of (2.66), and percentage of (66.41%). The connection goal

came at the third position with a mean of (2.44), and percentage of (60.94%). The

comparison goal had the forth position with a mean of (1.25), and percentage of (31.25%).

The overall total mean of the five Cs was (2.13), and their overall total percentage was

(53.28%).

These findings revealed that English for Palestine 9 textbook was standard-based

textbook. However, attention should be paid to the distribution of the five Cs throughout

vi
the units of the textbook. Moreover, curriculum designers in Palestine should take into

their consideration the comparison goal and the community goal. Therefore, the study

recommended that the textbook should be reviewed and the distribution of the five Cs

throughout the textbook should be ensured. Moreover, the role of the teachers and the

learning strategies should be considered in enriching the five Cs and their standards. Thus,

teachers' awareness of the role of the five Cs in English language teaching (ELT) should be

raised in order to enable the students to achieve the ultimate goal of TEFL effectively and

appropriately.

vii
 Table of Content

Dedictation………………………………………………………………….......... iv
Acknowledgement………………………………………………………….......... v
English Abstract ………………………………………………………………… vi
Table of Content…………………………………………………………………. viii
List of Abbreviation……………………………………………………………… x
List of Tables……………………………………………………………….......... xi
Chapter 1: Background of the Study ……………………………………………. 1
1.1 Introduction …………………………………………..………………..…... 2
1.2 Statement of the Problem……………………………..……………..……... 6
1.3 Study Questions…………………………………………………..…………. 7
1.4 Purpose of the Study…………………………………………..…………….. 8
1.5 Significance of the Study…………………………………...……………….. 8
1.6 Limitations of the Study………………………………..…………………… 8
1.7 Terms of the Study ………………………………..………………………... 9
1.8 The Steps of the Study ………………………...……………………………. 9
Chapter 2: Theoretical Framework: Five Cs and Curriculum…………………… 11
Introduction……………………………………………………………………. 12
2.1 Academic Standards…………………………………...…………………… 12
2.1.1 Academic Standards and Education…………………………………… 12
2.1.2 Academic Standards and Textbooks………………………………........ 13
2.1.3 Academic Standards and EFL Textbooks……………………………... 14
2.2 Assumptions of Standards for Foreign Language Learning …………...…... 15
2.3 The Standards for Foreign Language Learning…………………………….. 16
2.4 Teaching and Learning EFL ……………………………………………….. 23
2.5 Curriculum…………………………………………………………..……… 25
2.5.1 Curriculum in Formal Education …………………...……...…………... 25
2.5.2 Curriculum in Foreign Language Education………….....……………... 27
2.5.3 Features of Foreign Language Curriculum………..……………………. 28
2.5.4 English Language Curriculum Perspectives…..………………………... 28
2.5.5 Factors Affecting the EFL Curriculum……..………………..…………. 29
2.6 Foreign Language Textbook………………...………...…………………… 30
2.6.1 Advantages of the EFL Textbook…..…………………………………... 31
2.7 Textbook Evaluation ……………………………………………………...... 32
2.7.1 Reasons for Textbooks Evaluation……………………………………... 34
2.7.2 The Purpose of Textbook Evaluation…………………………………... 35
2.8 Textbook Analysis………………………………………………………...... 36
2.9 Commentary on literature Review……………………...…………………... 37
Conclusion……………………………………………………………………... 38
Chapter 3: Previous Related Studies…………………………………………...... 39
Introduction …………………………………………….……………………... 40
3.1 Evaluation Studies Based on General Standards …………………………... 40
Commentary…………………………………………….……………......... 45

viii
 3.2 Evaluation Studies Based on the Five Cs……………...…………………... 46
Commentary………………………………………………………….......... 54
3.3 General Commentary on the Previous Studies……………...…………….... 54
Conclusion ……………………………………………………………………. 56
Chapter 4: Research Design and Methodology………………………………...... 57
Introduction………………………………………………………………......... 58
4.1 Research Design……………………………………...…………………….. 58
4.2 Tool of the Study……………….…………………………………………... 59
4.3 Checking the Validity of Standards-Based Textbook Evaluation List……... 61
4.4 Determining the Reliability of Standards-Based Textbook Evaluation List.. 61
4.5 The Book under Study……………………………..….……………………. 63
4.6 Statistical Analysis……………………….………………………………… 64
4.7 Conclusion………………..………………………………………………… 65
Chapter 5: Results, Discussion and Recommendation…………………………... 66
Introduction………………………………………………………...………….. 67
5.1 The Answer of the First Question…………………………..…………….... 67
5.2 The Answer of the Second Question……………….……………………..... 68
5.3 The Answer of the Third Question………………….……………………… 72
5.4 The Answer of the Fourth Question……………………….……………….. 74
5.5 The Answer of the Fifth Question…………………….…………………..... 78
5.6 The Answer of the Sixth Question…………………………………………. 81
5.7 Discussion of the Results……………….…………………………………... 85
5.7.1 Communication Goal…..………….……………………………………. 85
5.7.2 Culture Goal…….……………………………………………………… 86
5.7.3 Connection Goal..………...…………………………………………….. 88
5.7.4 Comparison Goal..…..………………………………………………….. 89
5.7.5 Community Goal..…..………………………………………………….. 90
5.8 Recommendations….………………………………………………………. 93
Conclusion …………………...……………………………………………….. 94
References…………………………...…………………………………………… 96
Appendices……………………………...………………………………………... 103
Appendix A………………………………………………………………………. 103
Appendix B………………………………………………………………………. 107
Appendix C………………………………………………………………………. 118
Arabic Abstract…………………………………………...……………………… 125

ix
 List of Abbreviation

Item Abbreviations
American Council on the Teaching of Foreign Languages ACTFL
Academic Standards ASs
Communicative Approach CA
Communicative Competence CC
Communicative Language Teaching CLT
English as a Second Language ESL
English as a Foreign Language EFL
English Language Teaching ELT
English Firsthand EF2
English Foreign Language Learning EFLL
English Language EL
Five Goal Areas for Foreign Language Learning
(Communication, Culture, Connection, Comparison and
Community) Five Cs
Foreign Language Learning FLL
Ministry of Education and Higher Education MOHE
Native language NL
Presentation, Practice and Production PPP
Target Language TL
Teaching English as a Foreign Language TEFL
Technology-Enhanced Language Learning TELL
The Statistical Package for Social Science SPSS

x
 List of Tables

No Title Page
1 The Outline of the Instrument 60
2 Correlation Coefficient between Evaluators 62
3 Holesty Equation 63
4 The Mean and the Percentage of Interpersonal Communication Standard 69
5 The Mean and the Percentage of Interpretive Communication Standard 69
6 The Mean and the Percentage of Presentational Communication Standard 70
7 The Mean and the Percentage of Communication Goal 70
8 The Mean and the Percentage of the Practice of Culture Standard 72
9 The Mean and the Percentage of the Products of Culture Standard 73
10 The Mean and the Percentage of Cultures Goal 73
11 The Mean and Percentage of Furthering Connections Standard 75
12 The Mean and the Percentage of Acquiring Information Standard 76
13 The Mean and the Percentage of Connections Goal 76
14 The Mean and the Percentage of Language Comparison Standard 78
15 The Mean and the Percentage of Culture Comparison Standard 79
16 The Mean and the Percentage of Comparisons Goal 80
17 The Mean and the Percentage of Schools and Community Standard 81
18 The Mean and the Percentage of Life-Long Learning Standard 82
19 The Mean and the Percentage of Communities Goal 82
20 The Mean and the Percentage of the five Cs. 84

xi
 Chapter 1

Background of the Study

1.1 Introduction

1.2 Statement of the Problem

1.3 Study Questions

1.4 Purpose of the Study

1.5 Significance of the Study

1.6 Limitations of the Study

1.7 Terms of the Study

1.8 The Steps of the Study

 Chapter 1

Background of the Study

1.1 Introduction

With the increased globalization of the world, geographical boundaries between

countries are breaking down. Through internet and satellite broadcasting, people all over

the world are now exposed to English more than never in the history. Therefore, the role of

English as a language of international communications has expanded rapidly to use in

politics, economics, society and culture. Richards (2009,p.36) states that,

"the capacity to use language appropriately in communication

based on the setting, the roles of the participants, and the nature
of transaction was referred to as communicative competence (CC)."

Thus, learners of EFL don‘t need English as a knowledge needed for studies only, but also

as a tool of communication that is necessary in order to live in the 21st century. Bolitho

(2009, p.422) explains that in real communication, language can not exist at single

sentence level. Meaning can only be understood by understanding different aspects of

language such as: lexical and grammatical cohesion, ellipsis and substitution, cultural

references and learners attitude. Students should be helped to recognize these features and

their importance in the secured environment of the classroom before engaging with them in

real context.

The American Council on the Teaching of Foreign Language (ACTFL) (1999) clarifies

that the current approach of EFL is communication approach (CA), that does not only

focus on how (grammar) to say what (vocabulary); which are crucial, but also on the why,

the whom, and the when. Knowing these things is the linguistic and social knowledge

required for effective communication which is the ultimate goal of TEFL.

Efforts to develop teaching methods and curricula have continued rapidly in the last two

decades because of the worldwide information technology evolution that leads to more

2
global integration. The global expose to English as a foreign Language EFL as one of the

most popular communicative tool identifies new non-traditional learners‘ groups from

multiple cultures, and requires more structured methodologies and goals that can be used

worldwide. Moreover, English Language skills is of inestimable value in the global

business environment, so in order for the students to be progressive and competitive in the

world market, it is necessary for them to be educated in the appropriate skills with the

appropriate tools. One of those tools is the proper textbook for teaching English.

ACTFL (1999) has outlined the goals for foreign language learning (FLL). The

academic standards (ASs) for each level of instruction are organized around the five goal

areas of Language Learning which are communication, culture, connection, comparison

and community. Each goal has two or three standards that describe what students of

English as foreign language EFL should know and be able to do at the end of each level of

study. Klimple et al (2007, p.7) explain that the goals do not prescribe how students should

get them, but they offer guidance to those responsible for assisting the students on the

journey of teaching/learning process.

Regarding the Palestinian English Language education, there is an inadequacy in the

used methodologies of TEFL comparing with the recent international developed goals and

practices. Such a deficiency starts from English Language teachers‘ recruitment and

training strategies and end with the inability of the used curriculum; including textbooks,

and teaching methodologies, to provide the learners with a reasonable communicative

language. Teachers in both UNRWA and Governmental schools tend to have Bachelor of

Arts rather than Master of Arts degrees, and the new teachers, however, do not participate

in pre-service training prior to beginning their jobs. (Teachers only attend workshops and

seminars which are mostly for teachers of all subjects and cover educational issues in

3
general). Obviously there is no special training related to TEFL either in EL college

education or in the workplace.

On respect of Palestinian EL curriculum, teaching English in Palestine began only in

the middle of the last century. After 1967 war and the occupation of the West Bank and

Gaza Strip, the existing curriculum, which was Jordanian in the West Bank and Egyptian

in Gaza Strip, is maintained by Israeli government (Yamchi, 2006).

Recently, the Ministry of Education and Higher Education (MOHE) in Palestine has

divided the basic education into two stages: the lower primary stage (Grade 1–4) and the

upper primary stage (Grade5–10) and has developed new textbooks for each grade to be

used by all schools in Palestinian authority. Thus, a New Palestinian EL Curriculum has

started to be applied gradually since 2000 for all Grades from 1st Grade to 12th one. In the

present curriculum, communicative competence (CC) is the goal of TEFL. CC consists of

linguistic competence and pragmatic competence. Thus, the core objectives for teaching

English in Palestine fall under these two categories. The followings are the four domains

which the Palestinian EFL curriculum aims to develop in the students:

1. CC which is divided into two parts:

a) linguistic competence it means the knowledge of grammatical rules and it

components are:

- oral communications;

- reading skills;

- writing skills; and

- language awareness.

b) Pragmatic competence: it means the knowledge of appropriate linguistic

behavior in a particular situation.

4
 2. Culture awareness, it means to develop students‘ understanding of their own culture

and of the EFL culture.

3. Study and thinking skills, it means to help students to utilize language and

technological resources which appropriate for EFL application and to create the

independent learner to meet the ever-changing needs of our times.

4. Values: This means helping students to maintain positive attitudes toward good and

virtue. In addition EFL curriculum aims to help students to analyze, clarify, judge

and acquire values of civil society in the areas of global concern, environmental

concern, social responsibility, etc. (English Language Curriculum, 1999, Pp15-20)

The new curriculum for 9th grade has been completely applied in the academic year 2008-

2009 due to the gradual implementation of the new curriculum in Palestine. According to the

core curriculum objectives for the Palestinian EFL curriculum, it is noticed that the

communicative learning approach and the language learning standards that are identified by

the ACTFL are considered.

There can be no doubt that evaluating official EFL textbooks is a task of great

importance to the future success of the program and to make sure that the educational needs

of the students are being met appropriately. Genesee (2009,p.150) states:

"evaluation is essential to successful education because it forms the

basis for appropriate and effective decision-making".

However, the evaluation of a textbook may seem to be a tedious task. Since a relatively

new English textbook is being utilized by students in the ninth grade and, to the best

knowledge of the researcher, there is no evaluation study has been conducted to evaluate it in

the light of the five Cs since of its implementation. So that, it is important that English for

Palestine 9 textbook passes through close evaluative study to examine whether it meets the

universal goals of EFL textbook. This is the only way that parents, teachers and students are

able to be assured of reliable and good learning. In addition, the evaluation of English for

5
Palestine 9 textbook can provide a reference for a subsequent revisions and improvements of

certain aspects of this textbook and related material as well.

Hence, as a researcher in the field, and as an English Language teacher; who has

experienced both the old Egyptian and the new Palestinian curricula for almost 14 years, the

researcher has been entirely encouraged to examine to what extent English for Palestine 9

textbook curriculum matches the five Cs. The study is essential to reveal the ambiguity of

the relation between English for Palestine 9 textbook, and the EFLLS. Illustrating the five

Cs application methodology in the new curricula will address the main issues and problems

that both students and teachers face in acquiring and delivering a communicative language,

which can be used in a variety of social and academic settings.

In conclusion, the researcher has discussed the universal change in TEFL which has led

to establish five goal areas for EFLL and to design EFL curriculum according to these goals.

He also has connected this universal change to Palestinian EFL curriculum. In addition, the

researcher has justified the demand for evaluating English for Palestine 9 textbook in the

light of the five Cs. Finally, the researcher believes that conducting this study is important

because it clarifies the objectives of English for Palestine 9 textbook especially for both

parents and teachers, and presents a clear vision for the EFL curriculum designers in

Palestine to adapt EFL curriculum according to the five Cs.

1.2 Statement of the Problem

Effective EFL instruction focuses on the role of the individual in a multilingual and

global society. In a changeable and interdependent world there are various cultural and

linguistic groups. Therefore, students should be educated in an EFL culture in order to

make them knowledgeable and active members of a global society.

6
 The Palestinian MOHE stresses the integral role of EFL education in developing the

Palestinian students in all domains taking into account the current trends of

multiculturalism and globalization, (English Language curriculum, 1999, p.13). To achieve

this ultimate goal of TEFL, Palestinian textbooks must be standard-based textbook. Since

English for Palestine 9 textbook is implemented in the academic year (2008-2009) for the

first time as a trial edition, it is essential to evaluate this textbook to find out whether it

meets the standards for EFL textbooks. The study is concerned with evaluating the

textbook of English for Palestine 9 in the light of the five Cs of EFL textbooks:

communication, culture, connection, comparison, and community which is published in

(1999) by the ACTFL at the National Standards of the Foreign Language Learning Project.

Thus, the major question of the study is :

To what extent does English for Palestine 9 textbook meet the five Cs ?

1.3 Study Questions

The following sub-questions are derived from the major question :

1. What are the five Cs?

2. To what extent does English for Palestine 9 textbook meet the communication

goal?

3. To what extent does English for Palestine 9 textbook meet the culture goal?

4. To what extent does English for Palestine 9 textbook meet the connection goal?

5. To what extent does English for Palestine 9 textbook meet the comparison goal?

6. To what extent does English for Palestine 9 textbook meet the community goal?

7
1.4 Purpose of the Study

The textbook has a direct influence on the process of learning and teaching. A good

textbook is prepared according to scientific standards to meet the needs of students, school

and local community and to keep up with the developments and scientific progress. So

that, an EFL textbook should be based on the standards of TEFL in order to achieve its

goals. Textbook evaluation is an educational necessity because it shows how a textbook

can be improved.

The main purpose of this study is to evaluate English for Palestine 9 textbook in the

light of the five Cs to identify to what extend are they exist in it.

1.5 Significance of the Study

It is hoped that the current study will benefit:

A. English majors: because it highlights the importance of aligning EFL textbooks

with the five Cs, which paves the way to them to understand the vital role of

standards-based textbook in enhancing their abilities to achieve the goals of

learning EFL.

B. Teachers of English: because it helps them during their teaching of the textbook to

understand their roles to enrich EFL textbook activities based on the five Cs in

order to develop their students‘ abilities to master EFL.

C. Textbook writers and curricula designers: because it provides them with the major

problems of an EFL textbook regarding the five Cs, so as to take actions to improve

the negative sides, strengthen the positive ones and avoid aspects of shortcomings.

1.6 Limitations of the Study

The study is applied according to these limitations:

1. The study applies the evaluation of English for Palestine 9 textbook in the light of

the five Cs as they are defined in the study.

8
 2. The study takes place in the academic year (2010-2011).

1.7 Terms of the Study

The researcher adopts the following operational definitions:

Textbook Evaluation is the process of diagnosis and treatment which aims to measure the

amount of the five Cs in the textbook and how to achieve their objectives. It also aims to

identify the aspects of failures to treat them, and the aspects of successes to strengthen and

develop them regarding the five Cs.

English for Palestine 9 Textbook is the textbook which has been assigned by the Ministry

of Education and Higher Education (MOHE) to be used at the schools of the Palestinian

National Authority to teach EFL to ninth grade.

The Five Cs are the five goal areas for EFLL which are presented by the ACTFL in (1999)

in a document named: Standards for Foreign Language Learning preparing for the 21st

century. Five key words summarize the intent of these goal areas:

1. Communication: communicate in EFL other than Arabic.

2. Culture: gain knowledge and understanding of others cultures.

3. Connection: connect with other disciplines and acquire information.

4. Comparison: develop insight into the nature of target language (TL) and culture.

5. Community: participate in multilingual communities at home and around the

world.

1.8 The Steps of the Study

To fulfill the purpose of the study, the researcher has:

1. determined the five Cs for EFL textbooks through reviewing related literature and

previous studies;

2. identified the role and importance of the five Cs in designing EFL textbooks, and

indicated the basis of designing a standard-based textbook evaluation list through:

9
  reviewing the literature and previous studies which are related to the five Cs;

and

 adopting a pre-used standard-based textbook evaluation list which is developed

and implemented by Sally Hood Cisar, Indiana University, Bloomington

Indiana, USA.

3. tested the validity and the reliability of the evaluation list;

4. analyzed the textbook depending on the evaluation list then collected the data;

5. analyzed the obtained results from the evaluation list by adopting the suitable

statistical analysis using SPSS program;

6. interpreted the results of the evaluation, and

7. given recommendations and suggestions in the light of study results.

The remainder of this dissertation will be organized as follows:

Chapter2: Theoretical Framework.

Chapter3: Previous Related Studies.

Chapter4: Research Design and Methodology.

Chapter5: Result, Discussion, and Recommendations.

10
 Chapter 2

Theoretical Framework Five Cs and Curriculum

Introduction

2.1 Academic Standards

2.2 Assumptions of Standards for Foreign Language Learning

2.3 The Standards for Foreign Language Learning

2.4 Teaching and Learning EFL

2.5 Curriculum

2.6 Foreign Language Textbooks

2.7 Textbook Evaluation

2.8 Textbook Analysis

2.9 Commentary on Literature Review

Conclusion
 Chapter 2

Theoretical Framework

The Five Cs and Curriculum

Introduction

To guarantee the success of the current study, related educational literature is reviewed.

Since the study is concerned with EFL curriculum evaluation basing on the standards of

EFLL, different opinions about the academic standards, evaluation, curriculum and

textbook are discussed in this chapter.

2.1 Academic Standards

Standards have a vital role in academic education. They involve in all aspects of

learning/teaching processes. Textbooks, goals, methodology and learning strategies should

be standard-based. Otherwise, they are unmotivated and confused in away that affects

students' achievement. Academic standards (ASs), especially in an EFL textbook, are

discussed to clarify their important role.

2.1.1 Academic Standards and Education

Friedman and Duffet (1997) point out that students also see value in standards, saying

that higher standards will make them work harder and they expect to learn more as a result.

The standards movement has began in 1990s and it has attracted the attention of many

scholars; Kendall and Marzona (1997, p.9) assert that the publication of the now-famous

report: A nation at Risk, published by the commission of excellence in Education, in

(1983) is considered as the initiating event of the modern standards movement. This report

is the starting point of standards and then efforts followed in defining, establishing and

developing them in the subject matters.

12
 Gandall (1996) investigates that since (1990) the movement has acquired considerable

attention at the state level whereas (48) states in the USA are developing common ASs.

There are two main reasons for the development of standards:

1. standards clarify and raise expectations, and

2. standards provide a set of expectations.

Such a view is apparently shared by many, for example: Johnson and Farkas (1996)

who assert that teachers support proposals to raise standards, which they expect to improve

their students‘ academic performance.

Clarifying, raising and providing standards are essential to improve achievements.

Ravitch (1995, p.25) states:

"standards can improve achievements by clearly defining what is

to be taught and what kind of performance is expected."

Farkas and other (1994) specify that most Americans strongly support higher standards

that are clear and specific believing that higher expectations produce better performance.

It is clearly that the ASs are essentially needed to clarify and improve education in order

to improve students‘ achievement which is the ultimate goal of any educational system.

Therefore, a lot of attention has been paid to them.

2.1.2 Academic Standards and Textbook

Applying the ASs across the textbook is an essential process; for they indicate what

students need to learn at a certain point in time. Kendall and Marzona (1997, p.11) assert

that analysis of standards from a wide range of subject areas confirms that a number of

basic techniques can be successfully applied to describe content knowledge of the textbook

regardless of the domain. The application of this process provides content knowledge of

the textbook in a roughly equivalent format across the subject areas, which should facilitate

communication of and about standards. Clear standards provide clearer expectations for

13
students and the possibility of better communication among teachers, administrators,

parents and community. Without such a common format, even the basics of a school

system can be broken down.

Accordingly, applying ASs to the textbook is a vital process which affects the whole

educational system and even the large community. Wisconsin's Model Academic

Standards (2001, ix) asserts that the absence of standards has consequence similar to lack

of goals. It is clear that without clear goals, students and teachers are unmotivated and

confused. A standard-based textbook is essential to give students the opportunity to acquire

the knowledge and skills that are necessary for success. Therefore, A textbook should be

based on clear ASs, to guarantee the quality of it.

2.1.3 Academic Standards and the EFL Textbook

The EFL textbook is the main tool of TEFL, and it is in the hand of the teachers as well

as the students. To ensure effective and appropriate teaching, EFL textbook should be

based on EFLL standards. Hence, the importance of applying EFLL standards in EFL

textbook is discussed.

Wisconsin's Model Academic Standards (2001, p.1) states:

"today, we are connecting across scientifical, cultural, economic and

political borders through the ever-increasing information technologies
such as Internet. To meet the challenges of global connections and to
be a front– runner in 21st century, students must be able to:
1-communicate in a culturally-appropriate manner with people around
the world,
2-be aware of different perspective reflected in both the language and
behaviors of other people,
3-acquire the language skills and concepts of other cultures to be
productive members of the various communities in which they live".

The textbook is the most important and frequent single resource. In fact, it does not only

provide the teacher with a topic, some text and a good number of activities, it also provides

some important details which are quite difficult to implement without its help. Therefore, it

is extremely important to design and organize EFL textbook appropriately and effectively

14
in order to achieve the aims of TEFL. Mecartty (2006, p.50) explains that EFL teaching is

basically organized around a textbook. Thus, a standard-based textbook is essential to

ensure pedagogically sound content and cognitively challenging activities for students.

Therefore, a textbook in EFLL must be based on clear and strong standards to achieve

the ultimate goals of learning EFL and to satisfy the demands of students, teachers, parents

and community members of a strong EFL textbook.

2.2 Assumptions of Standards for Foreign Language Learning

Understanding of the assumptions which standards for EFLL are based on facilitates

understanding of them and their role in EFL teaching. Chamot et al (2006, Pp.3-4) argue

that the standards for EFLL are based on three assumptions:

1. Competence in more than one language and culture enables students to:

a. communicate with others in other cultures in a variety of settings,

b. book beyond their customary borders,

c. develop insight into their own language and culture,

d. act with greater awareness of self, of others cultures, and of their own

relationship to those cultures,

e. gain direct access to additional bodies of knowledge, and

f. participate more fully in the global community and market place.

2. All students can be successful language and cultural learners, and they:

a. must have access to language and culture study that is integrated into the entire

school experience,

b. benefit from the development and maintenance of proficiency in more than one

language,

c. learn in a verity of ways and settings, and

d. acquire proficiency at varied rates.

15
 3. Language and cultural education is part of the core curriculum, and it:

a. is tied to program models that incorporate effective strategies, assessment,

procedures, and technologies,

b. reflects evolving goal at the national, state, and local levels, and

c. develops and enhances basic communication skills and higher order thinking

skills.

Accordingly, it is obvious that EFL standards focus on the desired outcomes of EFLL

and, these outcomes centre on:

1. the students' ability to communicate on authentic settings,

2. students' knowledge and understanding of the cultural context of the TL,

3. students' ability to make connections to knowledge through the EFL,

4. students' development of insight through making comparisons across languages and

cultures, and

5. students' lifelong participation in multilingual communities.

Chamot et al, (2006, p.4) explain that taking into consideration these outcomes, an

eleven member task force, identifies five goals areas: communication, culture, connection,

comparison, and community and known as the five Cs for foreign language learning

(EFLL).These goal are strongly interlinked and describe the "what" (content) of the EFLL

and form the core of standard-based instruction in the EFL.

2.3 The Standards for Foreign Language Learning

In this section, the standards for EFLL and their five goal areas are explained. Due to

the importance of the textbook in the teaching/learning process as the tool of knowledge,

standards movement emphasizes on giving standards for it.

In the (1999's) the U.S federal government provided funding to define national

standards for seven subject areas, one of which was foreign language education. Through a

16
collaboration projects lead by the American Council on the Teaching of Foreign Language

(ACTFL), content standards are developed to clarify the essential skills and knowledge

students should acquire in a EFL ( National Standards Project, 1999).

Smyth (2006, p.279) states:

"when students feel that their lives, experience, cultures, and

aspirations are ignored, trivialized, or denigrated by school and
the curriculum, they develop hostility to the instruction of schooling.
They feel schooling is simply not worth emotional and psychological
investment necessary to warrant their series involvement".

As a result, to highlight students' lives, standards should be given to the textbooks. EFL

is learned for many purposes, such as finding a rewarding career in the international

market place or government services, having an intellectual challenge and cognitive

benefits, understanding other cultures and fulfilling graduation requirement. However,

regardless the reason of the study, EFL has something to offer everyone. Thus, standards

task force identified five goal areas that encompass all of these reasons: communication,

culture, connection, comparison and community which are known as the five Cs of EFL

education. (National Standards Project,1999).

Following is an explanation of the five Cs of EFL education as they appear in the

National Standards Project, (1999):

“1-Communication: is the heart of second language study, whether the

communication takes place face-to-face, in writing or across centuries

through the reading of literature.

2-Culture: Through the study of other languages, students gain

knowledge and understanding of the cultures that use language and,

in fact, can‘t truly master the language until they have also mastered

the cultural contexts in which the language occurs.

3-Connection: Learning Language provides connections to additional

17
bodies of knowledge that may be unavailable to the monolingual

English speaker.

4-Comparison: Through comparisons and contrasts with the language

being studies, students develop insight into the nature of language and

the concept of culture and realize that there are multiple ways of viewing

the world.

5-Community: Together, these elements enable the student of language

to participate in multilingual communities at home and around the world in

a variety of contexts and in culturally appropriate ways.‖

These are the five goal areas of EFL education. However, each goal

has its standards. Following is an abbreviated sample of the goals

and their standards as they appear in National Standards Project, (1999).

“Goal 1: Communication, communicate in EFL.

Standard 1.1 Students engage in conversation, provide and

obtain information, express feeling and emotions, and exchange options.

This standard focuses on interpersonal communication, that is, direct oral

or written communication between individuals who are in personal contact.

In most modern languages, students can quite quickly learn a number

of phrases that will permit them to interact with each other. In the course

of their study, they will grow in their ability to converse in culturally

appropriate manner.

Standard 1.2 Students understand and interpret written and spoken

language in various topics.

This standard involves one-way listening and reading in which the

learner works with a variety of print and non-print materials. The context

18
in which the language is experienced and the ability to control what they

hear and read may impact students' development of comprehension. As

a result, the ability to read may develop before the ability to comprehend

rapid spoken language. In addition, content knowledge will often affect

successful comprehension, for students to understand easier materials that

reflect their interests or for which they have some background.

Standard 1.3 Students present information, concepts, and ideas to audience

of listeners or readers on various topics.

This standard focuses on the formal presentation of information, concepts,

and ideas in spoken and written form and is concerned, in most cases, with

one-way speaking and writing. Students with little or no previous language

experience are likely to produce written and spoken language that will

contain a variety of learned patterns or will look like English with words in

other languages. This is a natural process and, over time, they begin to acquire

authentic patterns and to use appropriate styles. By contrast, home-

background students will write in ways that closely resemble the spoken

language. Moreover, they will control informal oral styles. Over time these

learners will develop the ability to write and speak using more formal styles.

Goal 2: Culture , Gain knowledge and understanding of other cultures.

Standard 2.1 Students demonstrate the understanding of the relationship

between the practices and perspectives of the culture studied.

The standard focuses on the practices that are divided from the traditional

ideas and attitudes (perspectives) of a culture. Cultural practices refer to

patterns of behavior accepted by a society and deal with aspects of culture

such as ritual passage, the use of forms of discourse, the social "pecking

19
order", and the use of space. In short, they represent the knowledge of "what

to do when and where."

Standard 2.2 Students demonstrate the understanding of the relationship

between the products and perspectives of the culture studied.

This standard focuses on the products of the culture studied and on how they

reflect the perspectives of the culture. Products may be tangible (e.g. a

painting, a peace of literature, a pair of chopsticks) or intangible (e.g. an oral

tale, a dance, a sacred ritual, a system of education). Whatever the form of

products, its presence within the culture is required or justified by the

underlying beliefs and values (perspectives) of that culture, and the cultural

practices involved in the use of that product.

Goal 3: Connection, Connect with other disciplines and acquire

information.

Standard 3.1 Students interface and further their knowledge of other

disciplines through the foreign language .

Learning today is no longer restricted to a specific discipline; it has become

interdisciplinary . Just as reading cannot be limited to a particular segment of

the school day, so also can foreign language build upon the knowledge that

students acquire in other subject areas. In addition, students can relate the

information studied in other subjects to their learning of the foreign language

and culture. Foreign language instruction thus becomes a mean to expand and

deepen students' understanding of, and exposure to, other areas of

knowledge. The new information and concepts presented in one class

become the basis of continued learning in the foreign language classroom.

Standard 3.2 Students acquire information and recognize the viewpoints

20
distinctive that are only available through the foreign language and its

cultures.

As a consequence of learning another language and gaining access to its

unique means of communication, students are able to broaden the sources of

information available to them. They have a "new window on the world."

At the early levels of language learning, students can begin to examine a variety

of sources intended for native speakers, and extract specific information.

As they become more proficient users of the foreign language, they can seek

out materials of interest to them, analyze the content, compare it to information

available in their own language, and assess the linguistic and cultural

differences.

Goal 4: Comparison, develop insight into the nature of language and

culture.

Standard 4.1 Students demonstrate understanding of the nature of language

through comparisons of the language studied and their own.

This standard focuses on the impact that learning the linguistic elements in

the new language has on students' ability to examine English and to develop

hypotheses about the structure and use of languages. From the earliest

language learning experiences, students can compare and contrast the two

languages as different elements are presented. Activities can be

systematically integrated into instruction that will assist students in gaining

understanding and in developing their abilities to think critically about how

languages work.

Standard 4.2 Students recognize that cultures use different patterns of

interaction and can apply this knowledge to their own culture.

21
As students expand their knowledge of cultures through language learning,

they continually discover perspectives, practices, and products that are

similar and different from their own culture, and they develop the ability to

hypothesize about cultural systems in general. Some students may make

these comparisons naturally, others may not. This standard helps to focus this

reflective process for all students by encouraging integration of this process

into instruction from the earliest levels of learning.

Goal 5: Community, participate in multilingual communities at home and

around the world.

Standard 5.1 Students use the language both within and beyond the school

setting.

This standard focuses on language as a tool for communication with speakers

of the language throughout one's life: in schools, in the community, and

abroad. In schools, students share their knowledge of language and culture

with classmates and with younger students who may learn the language.

Applying what has been learned in the language programs as defined by the

other standards, students come to realize the advantages inherent in being

able to communicate in more than one language and develop an

understanding of the power of language.

Standard 5.2 Students show evidence of becoming life-long learners by

using the language for personal enjoyment and enrichment.

Each day students spend leisure time reading, listening to music, viewing

films and television programs, and they interacting with each other. By

developing a certain level of comfort with their new language, students can

use these skills to access information as they continue to learn throughout

22
 their life. Students who study a language can use their skills to further enrich

their personal life by accessing various entertainment of information sources

available to speakers of the language. Some students may have the

opportunity to travel to communities and countries where the language is

used extensively and, through this experience, further develop their language

skills and understanding of culture.‖

Many educational institutions all over the world have adopted the above

mentioned five goal areas and their standards in their EFL curriculum and have

made them the base for teaching EFL. Thus, the researcher is motivated to

evaluate English for Palestine 9 textbook in the light of these five goal areas

and their standards.

The MOHE in its first Palestinian curriculum plan stresses the integral role of foreign

language education in developing the Palestinian students in all goals, taking into account

the current trends of multiculturalism and globalization .

(English Language Curriculum, 1999, Pp.13-14)

According to the general goals for TEFL in Palestinian public schools, the ultimate goal

of Palestinian EL curriculum is to teach the Palestinian students EFL and culture in order

to make them knowledgeable and active members of a global society . (English Language

Curriculum, 1999). In order to achieve that goal EL teaching should be based on the five

Cs and they must be considered throughout the textbook.

2.4 Teaching and Learning EFL

New Jersey Core Curriculum Content Standard (1996), explains that TEFL has become

very important because of the global states of English and people all over the world are

learning this language. The primary goal of TEFL is effective communication which is a

dynamic rather than a static concept. It depends on the interaction and negotiation of

23
meaning between two or more persons who share to some degree the same symbolic

systems of written and spoken language..

Richards (2009, pp.198-213) assures that achieving the quality of TEFL is not only

through the effectiveness of the teachers in TEFL but also through creating contexts and

work environments that can facilitate good EFL teaching. He also argues that English is

learned and taught in a variety of individual and social context, which are: the setting,

participants, purposes and transactions that characterize a language learning situation.

These contexts play a crucial role in shaping the processes and outcome of learning.

Furthermore, Bolitho (2009, p.425) indicates that teaching EL enhances students'

ability to use language fluently and accurately, it should engage them in thinking critically

about how to use language for different purposes in a real context.

Wedell (2008) explains that there is no question that a widespread view of English as a

global language has led policy makers to include English for everyone as a core component

of their school curriculum.

Klimple et al (2007, p.3) assert that students of EFL learn to use language for specific

purposes in various situations with ever-increasing linguistic and cultural accuracy. In

addition to gaining communication skills, students acquire cultural knowledge and

culturally-appropriate interaction skills essential for communicating with native speakers

of the language. Relating the content they are learning in other academic areas to content in

their EFL class also enhances their EFL experience.

As a result, it seems to be that there are five important reasons for learning EFL:

1. As the world moves towards a global community, it is increasingly important to be

able to communicate in language other than the mother tongue.

2. It is important to understand the perspectives of a culture that generates its patterns

of behavior, way of life, worldviews and contributions.

24
 3. Proficiency in EFL is a vehicle to gain knowledge that can only be acquired

through that language and its culture.

4. The study of EFL enables students to develop insights into the nature of language

and culture.

5. Learning EFL enables an individual to participate in multilingual communities.

Thus, TEFL must be based on standards to achieve the goals of TEFL effectively and

appropriately.

Mecartty (2006, p.58) explains that the basic goal of standard-based teaching is for

students to be life-long learners of the EFL through training them in the use of critical

thinking skills, communication strategies and learning strategies.

McLaren and Madrid (2004, p.154) explain that language is conceived as a dynamic

phenomena, not simply as a system of forms, structures and words, but basically as a

system of communicative acts and situations. Consequently, learning EFL implies not only

the manipulation of linguistic structures and the knowledge of vocabulary and phonetic

features, but also it involves learning how to communicate in language effectively,

correctly and appropriately.

2.5 Curriculum

A curriculum is a vital part of formal education. It provides a focus for a class and sets

goals for the students throughout their study. A curriculum also gives both the students and

the teachers a guide and an idea about what they will learn and how they have progressed .

2.5.1 Curriculum in Formal Education

Through reviewing the educational literature relating to curriculum and its role in

formal education, many opinions have highlighted its important roles in formal education.

Klenowski (2010, p.335) explains that at the level of the school, the curriculum is

classified in terms of subject matters. Such selections of knowledge are further described in

25
terms of: scope and sequence, syllabus, content, goal, textbooks, course of study, and

planned experiences.

The Cambridge Guide to Teaching English to Speakers of other Language (2009,

p.221) defines curriculum in terms of the aims, content, methodology and evaluation

procedures of a particular subject taught in a particular institution or school system.

Al-Mekhlaf and Romani, P.N (2009, p.143) assert that curriculum defines a body of

learning experiences that are designed to reach the goal. Goal defines what we expect

students to know and be able to do.

Kelly (2009) states:

" Curriculum means tow things: (i) the range of courses from which
students choose what subject matters to study, and (ii) a specific learning
program. In the later case, the curriculum collectively describes the teaching,
learning and assessment material available for a given course of study.‖

National Education Standard Project (1999) explains that in formal education or

schooling, a curriculum is the set of courses, course work and content offered at school or

university. A curriculum may be partly or entirely determined by an external authoritative

body.

Brown (1995) indicates that elements of a curriculum are needs analysis, objectives,

testing, material, teaching and evaluation. He asserts that these components interact with

each other in teaching situations.

The previous opinions are varied in their definitions of curriculum. National Education

Standard Project (1999), Klenowski (2010) and Al – Mekhlaf and Romani (2009) define

curriculum in terms of the body of knowledge or content which students are supposed to

expose to. However, Kelly (2009), Cambridge Guide (2009) and Brown (1995) define

curriculum in terms of more than one component such as need, analysis, objectives,

testing, teaching, textbook and evaluation. In fact all of these component are aligned in the

teaching situations and each one affects the other. The researcher believes that Cambridge

26
Guide (2009) definition is the most comprehensive and clear one whereas curriculum

consists of four main elements: aims, content, methodology and evaluation which are

assigned for a particular institution. Nevertheless, textbook or content seems to be the most

important element of the curriculum.

No doubt, a curriculum is an indispensable mean in formal education. It gives both

teachers and students security and self-confidence.

2.5.2 Curriculum in Foreign Language Education

EFL curriculum should be aligned with the five Cs to achieve the goals of TEFL. The

features and perspectives of EFL curriculum which make it associated with the five Cs is

viewed in this section.

Howard et al (2007, p.10) have pointed out that a curriculum which is clearly aligned

with standards for EFLL is meaningful, academically challenging and thematically

integrated. It also incorporates higher thinking.

Mecartty (2006, p.50) argues that EFL curriculum is crucial to students' development

both linguistically and culturally and plays a pivotal role in preparing students to bridge the

gap between beginning EFL courses and advanced content area courses.

McLaren and Madrid (2004, p.144) define EFL curriculum in terms of procedures of

which are concerned with the planning, implementation, management, administration and

evaluation of the EFL program.

It appears that all the procedures of EFL curriculum have to be related to the concept of

the five Cs in order to enhance students' ability in learning EFL. Therefore, the researcher

adopts Howard et al (2007) definition because it highlights the features of standards-based

textbook.

27
2.5.3 Features of Foreign Language Curriculum

Howard et al (2007, p.11) have asserted that effective EFL curriculum should has the

following effective features:

―1-aligned with goal and assessment,

2-be meaningful and academically challenging,

3-integrate higher order thinking,

4-be thematically integrated,

5-be enriching not remedial,

6-aligned with the goals of bilingualism and multiculturalism,

7-reflect and value students' cultures,

8-be horizontally and vertically aligned, and

9-integrate technology.‖

To ensure the success and effectiveness of EFL curriculum, it must have the previous

mentioned features whereas, these features are typically associated with the five Cs.

Applying these features to EFL curriculum will achieve the ultimate goal of TEFL.

2.5.4 English Language Curriculum Perspectives

EL curriculum should be based on clear and effective perspectives in order to achieve

the goals of TEFL. Richards (2009, pp.114-120) points out that there are five curriculum

perspectives for English language curriculum; each of them emphasizes a different

approach to the role of language in the curriculum. The five curriculum perspectives are:

1. Academic rationalism: EFL curriculum perspective considers that the content is

the basis for a curriculum and mastery of content is an end in itself rather than a

means to solve social problems or provide means to achieve the goals of the

curriculum.

28
 2. Social and economic efficiency: EFL curriculum perspective stresses the

economic needs of society for teaching EFL.

3. Learner-centeredness: EFL curriculum perspective stresses the individual needs

of learners, the role of individual experience, the need to develop awareness, self

reflection, critical thinking, learning strategies, and other qualities and skills which

are important for learner to develop through his learning EFL.

4. Social-reconstructionism: EFL curriculum perspective emphasizes the roles that

schools and learners play in addressing social injustices and inequality. In language

teaching, this curriculum stresses to strengthen students and to help them bring

about change in their life.

5. Culture pluralism: EFL curriculum perspective indicates that school should

prepare students to participate in several different cultures. EFL curriculum should

have intercultural competencies.

The above mentioned curriculum perspectives emphasize different purposes of TEFL.

The first one emphasize the mastery of content; the second stresses the economic needs;

the third indicates the individual needs; the fourth emphasizes the role of both school and

learners and the fifth stresses the cultural needs. So, the researcher believes that these five

curriculum perspectives should be applied to EFL curriculum to meet the five Cs and to

achieve the goals of TEFL.

2.5.5 Factors Affecting the EFL Curriculum

EFL curriculum is affected by many factors. These factors should be related to the

principles of teaching and learning EFL. McLaren and Madrid (2004, pp.144-145) indicate

that the following factors should be considered when designing EFL curriculum:

1. linguistic factors,

2. social and cultural factors,

29
 3. historical setting and national political situation,

4. geographical aspects,

5. economic and technological development,

6. educational framework, and

7. autonomous community.

Taking into consideration the above mentioned factors when designing the EFL

curriculum enriches the curriculum and relates it to the five Cs and that leads to achieve the

goals of teaching EFL effectively and appropriately.

2.6 Foreign Language Textbook

Because of the important role which the textbook plays in education and as a result of

higher demand for quality of education, increased attention has been paid to the quality of

textbook.

Nogova and Huttova (2007, p.334) state:

"The quality of textbooks is based on social needs, general educational

objectives and up-to-date pedagogical and psychological theories of learning."

Riazi (2003, p.52 as quoted in Razmjo, 2007, p.127) asserts that the crucial role which

the EFL textbook plays in TEFL is considered the next important factor in the classroom

after the teacher.

Garinger (2001) asserts that the textbook plays a pivotal role in language classrooms in

all types of educational institutions-public schools, colleges and language school-all over

the world.

Realizing the role of the EFL textbook, the MOHE in Palestine has carried out a long-

term project in (2000). Its main objective is to propose a new Palestinian textbook related

to the principles of Palestinian society, to be taught in Palestinian public schools. In

accordance with the MOHE policy, which stresses the vital role of EFL education, the

30
English Curriculum National Team has established the first EFL textbook – English for

Palestine – to be taught in public schools from the first grade in (2000).

2.6.1 Advantages of the EFL Textbook

To highlight the crucial role of the EFL textbook, the researcher attempts to clarify the

advantages of it through reviewing the following studies.

Richards (2009, pp.254-255) has explained the important of EFL textbook in terms of

the following advantages:

1. It provides structure and syllabus in that without the textbook students will not

receive a syllabus that has been planned systematically.

2. It helps standardize instruction which ensures that all students receive the same

content.

3. It maintains quality in that students are exposed to materials that are based on

learning principles.

4. It provides a variety of learning resources such as workbooks, CDs, Cassettes and

comprehensive teaching aids which provide a rich and varied resource for teachers

and students.

5. It is efficient and effective as it saves teachers‘ time, support non-native language

teachers and helps teachers with limited teaching experience.

6. It is visually appealing as it has high standards of design and production, so it is

appealing to both learners and teachers.

Razmjo (2007. Pp.127-128) has ensured that the textbook is an indispensable mean for

foreign language acquisition because of the following reasons:

1. It has a high validity and significance.

2. Students feel secure and have a sense of progress and achievement.

3. Students are not groping in the dark.

31
 4. Students become more confident and satisfied.

5. Students have the opportunity to revise.

6. Students can use the textbook for self study and as a reference tool.

It is clear that both Razmjo (2007) and Richards (2009) emphasize that the EFL

textbook has a lot of advantages which serve, in addition to teachers and students, the

whole process of teaching and learning EFL.

In the light of the above mentioned advantages of EFL textbook in TEFL, the

researcher believes that EEL textbook should be designed according to the standards

movement which has characterized education since (1990s). A standard-based textbook

ensures providing these advantages to the EFL textbook and enables students to achieve

the goals of TEFL.

2.7 Textbook Evaluation

Evaluation is a part of planning, designing and implementation of a language program.

It has an interaction and interdependence relationship with the teaching-learning process.

Moreover, evaluation is an essential procedure to identify the value of the textbook and to

make decisions about it.

Klenowski (2010, p.335) asserts that evaluation is the process of description, analysis

and judgment of educational programs to show what a person knows or can do within it.

Genesee (2009, p.144) states:

"Evaluation is a purposeful, cyclical process of collecting, analyzing and

interpreting relevant information in order to make educational decision.
Education may focus on the quality, appropriateness, worth or relevance
of teacher, student, classroom instruction, instructional materials and activities
or whole courses or programs of instruction."

Tomlinson (2009, p.51) explains that to ensure the reliability and validity of the

textbook, evaluation must have comprehensive, accurate, systematic and principled

procedures. He defines textbook evaluation in term of measuring the value or potential

32
value of it. He puts some elements which textbook evaluation tries to measure, among

them:

1. the appeal of the textbook to the learners,

2. the ability of the textbook to interest the learners and the teachers ,

3. the ability of the textbook to motivate the learners,

4. the value of the materials in terms of long-term learning (of both language and

communication skills), and

5. the flexibility of the textbook ( it is easy for a teacher to adapt the textbook to suit a

particular context).

Richards (2009, p.28) argues that textbook evaluation is essential for teachers and

others to be able to make judgments about the textbook. He also asserts that in order to

evaluate a textbook, information is needed on the following issues:

1. The role of the textbook in the program,

2. The role of the teachers in the program,

3. The role of the learners in the program.

The researcher believes that textbook evaluation is a systematic method. It has a

purpose and involves collecting, analyzing, and interpreting information to make decisions

about the quality and appropriateness of the textbook regarding the five Cs.

It is undoubted that there is a lot to say about textbook evaluation and the literature in

this subject is very rich. However, the definitions which have been discussed above are

very closed to the present study. Apparently, these definitions illustrate that evaluation can

focus on different aspects of teaching and learning: respectively, textbooks and

instructional materials, students' achievement, teachers' attitude, and the whole programs of

instruction. Furthermore, they illustrate that evaluation can be undertaken in a systematic

33
way for different reasons, and that the reasons impact in substantial ways. Finally, they

illustrate that evaluation is a process that includes four basic components:

1. identify the purpose of the evaluation,

2. identify and collect relevant information,

3. analyze and interpret these information, and

4. make decisions and judgments.

In conclusion, the researcher believes that conducting the evaluation in such a

systematic method achieves the goals of the evaluation process.

2.7.1 Reasons for Textbook Evaluation

There is a lot to say about the reasons for textbook evaluation. However, some main

ideas are revised in this section to clarify the reasons which are strongly related to the

objectives of the present study.

The main goal of evaluation-according to Klenowski (2010, p.335) is to determine

what can be taught to whom, when, where, how and why and that is strongly related to

TEFL, because knowing these words is essential to design EFL textbook according to the

five Cs.

Ghazali (2008) has pointed out that there is a need for textbook evaluation because of

the following reasons :

1. teachers rely heavily on textbook,

2. adopting a new textbook,

3. identifying particular strengths and weaknesses, and

4. helping teachers to gain good and useful insights into the textbook.

Clearly, the reasons for EFL textbook evaluation is varied. Some are related to its vital

role in TEFL and others are concerned with designing EFL textbook according to its

effective goal. The researcher thinks that both groups of reasons for EFL textbook

34
evaluation are essential because the first one facilitates its nature to the teachers and the

second one specifies the goal of EFL textbook.

2.7.2 The Purpose of Textbook Evaluation

It is important to clarify the purpose of evaluation, otherwise, it will lack direction and

the resulting information will not be as valuable as it could be. Studies and researchers

have mentioned a lot of purposes for evaluation. However, evaluation is conducted largely

to improve educational efforts. Since, the main goal of this study is to evaluate English for

Palestine 9 textbook in the light of the five Cs, the researcher discusses some opinions

which are related to the current study.

Klenowski (2010, p.336) asserts that evaluation serves different purposes:

1. providing understanding about how to improve the textbook,

2. providing proof that productivity and efficiency have been achieved by the

implementation of the textbook,

3. supporting the development and implementation of the textbook innovation,

4. maintaining the textbook, and

5. modifying the textbook.

Kitao (2005) argues that evaluation can be used to check learning to make decisions

about the effectiveness and the appropriateness of the textbook

Mclaren and Madrid (2004,pp.170-171) clarify that curriculum evaluation implies a

revision of the following main stages:

1. adequacy of the national language policies for the specific school context,

2. to what extent the general aims and specific objectives have been and can be

achieved in specific groups of students,

3. appropriateness of the teaching and learning resources and materials available, and

35
 4. evaluation of didactic treatment and classroom methodology: adequacy of contents

and procedures, attitudes developed, the teachers‘ teaching style, etc.

Chelimsky (1997, as quoted in Klenowski 2010, p.336) has identified three main

purposes of evaluation:

1. Accountability: means the measurement of the efficiency of the textbook.

2. Development: means to develop or improve the textbook.

3. Knowledge: means to get deeper understanding of textbook; whether the textbook

achieve the goals which is assigned for.

It is obvious that textbook evaluation differs from context to context according to its

purpose. Ultimately, the researcher believes that these are the whole purposes which are

addressed when conducting curriculum evaluation. Thus, evaluation's purpose depends on

the stage or the component of the curriculum which is evaluated. As a result, the

fundamental purpose of evaluation is to create great understanding about the textbook in

order to determine its value to facilitate making-decision about it. It is clear that the main

purpose of the current study is to present a clear vision to the policy maker and teachers

about the extent to which English for Palestine 9 textbook meets the five Cs in order to

make decision about developing, improving or modifying it to meet them.

2.8 Textbook Analysis

There are many factors to be analyzed in the textbook evaluation. Skierso (1991,

Pp.432-453 as quoted in Kim 2001, p.15) suggests a different framework for textbook

analysis. She argues that there are two steps for textbook evaluation; the first one is to

gather information about the students‘ background, the course syllabus, and the learning

context; the second one consists of five sections: bibliographical data, aims and goals,

subject matter, vocabulary and structure, and layout and physical makeup. Each section has

a series of questions.

36
 Many other scholars, for example, Ellis (1997, Pp.36-42) and Sheldon (1988, Pp.237-

246), also suggest criteria for textbook analysis, and many aspects of their criteria are

overlapped. These criteria provide information about the elements that can be considered

in a textbook evaluation and point out which elements of textbook evaluation are most

essential to be examined.

As a result, the essential elements of textbook evaluation to be examined in the current

study are the five Cs. Thus, the researcher believes that the tool which used in this study is

the most appropriate one because of the following reasons:

1- It is divided into five sections and each section has a series of questions

addressing each goal area of the five Cs, and

2- It facilitates the process of textbook evaluation; whereas, each question is given a

numerical scale which facilitates the process of collecting data and computing the

mean and the percentage of each goal area of the five Cs in the textbook.

2.9 Commentary on Literature Review

It is undeniable that educational literature library is rich with books, research and

studies related to the subject of the present study. However, in this brief, different recent

debates in educational literature which are beneficial and closely related to the current

study have been discussed. Moreover, these recent debates give a clear vision which

facilitate understanding the purposes and objectives of the current study and to ensure its

success through:

 widening the researcher‘s knowledge about ASs especially EFLL standards;

 recognizing the important role which an EFL textbook plays in teaching/learning

process;

 realizing the importance of evaluation process in developing and improving EFL

textbook; and

37
  identifying the policy of MOHE in Palestine towards EFL textbook.

Conclusion

This chapter discusses the educational literature related to the present study, ASs and

their role in education and textbook especially EFLL and EFL textbooks have been

clarified. Curriculum and its role in EFLL has been also arisen. In addition, textbook

evaluation especially EFL textbook evaluation has been highlighted. The next chapter

shows some previous studies related to the field of evaluation and serve the present study.

38
 Chapter 3

Previous Related Studies

Introduction

3.1 Evaluation Studies Based on General Standards

Commentary

3.2 Evaluation Studies Based on the Five Cs

Commentary

3.3 General Commentary on the Previous Studies

Conclusion
 Chapter Three

Previous Related Studies

Introduction

There is a huge amount of academic literature on the evaluation of English as a foreign

language textbooks . However, the trend in evaluation has been changed since the arising

of standards movement. More specifically, some new considerations are given to the why

and how of teaching foreign language. Foreign language learning is not any more giving

syntactic structures or learning new vocabulary and expressions, but incorporates some

other elements such as communicative competence, culture competence, critical thinking,

technological connections, etc, which are intertwined with language itself.

Thus, some researchers have taken into their considerations these elements when

evaluating EFL textbook. Other researchers evaluate the textbook as a whole. They

concerns with the general characteristics of EFL textbook such as general appearance,

design and illustration, objectives and other general characteristics.

Therefore, the researcher has divided the previous studies into two parts; the first one

deals with communicative competence, culture competence, critical thinking, technological

connections, etc, which is strongly related to the current study; the second part deals with

the characteristics of the EFL textbook such as general appearance, design and illustration,

objectives, topic appropriateness, etc. This part concerns with evaluating the EFL textbook

as a whole dealing with its general characteristics. Thus, the first domain of the previous

study is the fundamental studies and the second domain of it is the applied studies.

3.1 Evaluation Studies Based on General Standards

Evaluation is still the most important and world-wild element in teaching programs

because it discovers their merits and demerits due to the interactive relationship between

innovation and evaluation through recent years, the researcher believes that reviewing

40
some fundamental evaluative studies is necessary to enhance and expand his knowledge in

this subject. Therefore, some basic studies which generally evaluate EFL textbook are

discussed in this part.

Ansary and Babaii‘s ( 2002 ) study aims to outline the common-core characteristics of

goal EFL/ESL textbooks. The study also aims to look for some theory-neutral, universal,

and broad consensus-reached characteristics of EFL/ESL textbook and to draw up some

guidelines for the generation and systematic evaluation of EFL/ESL textbooks that may

lead to the appearance of a universal textbook-evaluation schemes. The researchers use ten

EFL/ESL textbook reviews and ten EFL/ESL textbook evaluation checklists as an attempt

to jot down points for and against a particular textbook. The researchers follow the same

procedure to identify the important sub-goal elements by which teachers may evaluate and

select an appropriate teaching text. The study shows what a set of universal features of

EFL/ESL textbooks can be made: Approach, Content, Presentation, Physical make-up and

Administrative concerns. It also shows that there is no neat formula or system that may

ever provide a definite way to judge a textbook. However, at the very least, probably the

application of a set of universal characteristics of EFL/ESL textbook may well help to

make textbook evaluation a coherent, systematic and thoughtful activity.

The current study can benefit from this study in the following points:

1. enhancing the researcher‘s knowledge about evaluation subject which helps him to

write the theoretical framework;

2. application of universal characteristics in evaluating EFL textbook makes the

evaluation coherent, systematic, and thoughtful; and

3. helping the researcher in choosing the textbook evaluation checklist which suits his

study.

41
 In his study, Ranalli ( 2002 ) aims at evaluating the New Headway Upper-Intermediate

which is one of the course books which use at the Foreign Language Institute of Yonsei

University in Seoul, Korea. The evaluative framework to be employed is described then

comments are drawn on the particulars of the researcher's working situation, the country

and cultural contexts. The researcher carries out the evaluation of the book according to

Cunningsworth's four guidelines with particular emphasis on the syllabus and methodology

used. The findings of the study show that the New Headway Upper-Intermediate is a well

designed and well written book. It offers a good balance of work on accuracy and fluency.

Overall emphasis is clearly on oral communication. It includes useful and relevant

language input that provides the learners with numerous opportunities to be engaged in

learning. It also, shows satisfaction concerning the book in relation to the purpose of

Korea. On the other hand, methodology is one disadvantage where it is restrictive and

rested on some arguably shaky theoretical foundations.

Reviewing this study gives the researcher the opportunity to realize the following

points:

1. demonstrates understanding of communication; and

2. recognizes the important of reading the textbook to the students‘ culture.

Khafeji‘s ( 2004 ) study evaluates the materials used to teach English to the secondary

level in Saudi public high schools. The researcher uses three different textbook evaluation

checklists: Cunningsworth's (1995) Checklist to evaluate the textbook as a whole;

Littlejohn's (1998) framework to evaluate one unit of the textbook with reference to the

sections related to this particular unit in the teacher's guide; and a checklist adopted from

both to evaluate the reading skills. The main finding of this study is:

42
 1. The materials have failed to provide the students with an adequate source of

interesting and academically purposed substance to achieve the aims and objectives

set for the students' learning process.

Like Ansari Babii‘s (2002) this study expands the researcher‘s knowledge about

evaluation especially textbook evaluation checklist. Moreover it allows him to understand

that the textbook should provide the students with an adequate source of interesting to

achieve the objectives of learning EFL. Providing source of interesting to the textbook

helps to achieve the aims of the five Cs in the textbook.

In his study, El-Okda (2005) highlights two main assumptions about curriculum

development and teacher professional growth. One is that curriculum development is an

on-going process that never ceases once a curriculum framework and a package of

prescribed teaching/learning materials are produced and introduced in an educational

system. The other is that curriculum development and professional growth cannot be

separated. Curriculum development in almost all Arab countries follows a top-down model

in which teacher involvement is confined to the implementation of pre-designed packages

of teaching materials. The findings show that neither a top-down strategy, nor a bottom-up

one will be effective in bringing about sustainable educational reform. The former can lead

to teacher resistance to or misinterpretation of innovative features; and the latter can result

in overly local and small-scale endeavors of educational reform. A model that combines

both top-down and bottom-up strategies in curriculum development is proposed. The

model illustrates how task-based teacher research can be encouraged and systematized in

schools to allow for teacher initiatives to feed in subsequent top-down attempts to develop

curriculum. Practical suggestions for implementing this in the Omani context are made

including suggestions for teacher educators who teach pre-service teacher education

courses.

43
 Highlighting the relationship between the curriculum development and teacher

professional growth raises the researcher‘s awareness in the following:

1. textbook evaluation should be an on-going process to meet the demands of the age

that the students live in; and

2. pre-service and in-service trainer are important to guarantee teachers professional

growth to enhance their interpretation of innovative features of curriculum. Hence,

they are able to help their students in order to achieve the aims of learning EFL.

Thus, through this study the researcher demonstrate understanding of the role of the

teachers in enriching the textbook with the five Cs.

In addition to the aforementioned studies this is an evaluative study conducted by Al

Ameri in (2008) in which he evaluates the quality of the sixth grade English language

textbook for Saudi boys' schools. This research project evaluates a new textbook that is

considered to be the foundation stone in the English language program in Saudi Arabia. A

survey questionnaire is used in this study to elicit the perspectives of 93 English language

teachers and 11 supervisors in Riyadh Educational Zone about the textbook in question.

The questionnaire consists of 64 questions grouped under 12 main categories: the general

appearance, design and illustration, accompanying materials, objectives, topic

appropriateness, learning components, socio-cultural contexts, skills development,

teachablity, flexibility, teaching methods, and practice and testing. The findings are

generally in favour of the textbook. The category that has the highest mean is the one on

learning components, while the category that has the lowest mean is the one on teaching

methods. The findings also reveal that there are no significant differences between the

means of the two populations of the study (teachers and supervisors) except on the

flexibility of the textbook and the different natures of their jobs may be the reason behind

this difference.

44
 In addition to widening the researcher‘s knowledge at textbook evaluation which helps

him to enrich the theoretical framework of his study, this study also allows the researcher

to understand that EFL textbook should have some socio-cultural contexts which help to

achieve the culture goal in the textbook.

Nemati (2009) has conducted a study which aims to evaluate English Pre-University

text book of Karnataka state in India with respect to general criterion as well as vocabulary

teaching. To this end two types of evaluation are performed. First a questionnaire has made

with reference to some critical features extracted from different material evaluation

checklists in addition to, a part related to different strategies of vocabulary teaching. The

prepared questionnaire is completed by 26 Pre-University teachers from 12 randomly

selected governmental and non governmental schools. Then merits and demerits of course

book are discussed in detail. In the second phase, to analyze vocabulary of the book

systematically some texts of the book are randomly selected, submitted to vocabulary

profile to see if they are sequenced from the most frequently used words to the least used

ones which is an important factor in vocabulary teaching.

This study benefits the researcher as follows:

1. enrich his knowledge with textbook evaluation;

2. enhance the researcher‘s ability to deal with evaluation checklist; and

3. increase his understanding with vocabulary teaching which helps to achieve the

communication goal in the textbook.

Commentary

As it is shown up, these studies evaluate the EFL textbooks fundamentally. Most of

them, reveal the importance of the general characteristics of EFL textbooks, such as the

quality, shape, design and features, in achieving the aims of teaching EFL. Besides, others

highlight the role of the teachers and their attitudes towards teaching EFL which should be

45
adopted in evaluation EFL textbook in order to clarify the vital role which teachers play in

implementing the EFL textbooks. Moreover, some of them emphasis the role of

methodology used to teach and its importance in creating motivation among learners to

achieve the EFL textbooks aims. These studies are differ from the present study whereas

the present study evaluates the textbook in the light of the five Cs. However, they may

serve the present study in enriching the researcher‘s background about evaluation EFL

textbook.

3.2 Evaluation Studies Based on the Five Cs

The five Cs are dealing with many skills such as, increasing student motivation,

creating positive attitude, incorporating conscious raising enhancing communicative skills

and critical thinking, developing learning strategies, etc. Many studies have been

conducted to evaluate EFL textbooks on the light of these skills and others. Thus, in this

part, the researcher has discussed some of these studies based on the five Cs or the skills

which they comprise.

In their study, Hauch, et al (1999) aim at reporting the findings of a program evaluation

project that assesses the integration of technology-enhanced language learning (TELL) into

a second semester, college-level French course. Thirty-three French II students participate

in this study. Students in the treatment group meet with the instructor three days per week

and, for the fourth class, they participate in TELL activities. The control group meet with

the instructor four times per week. Both groups have the same instructor, textbook, and

ancillary materials. The article reports on student performance in French for listening,

speaking, reading, and writing skills, and on their cultural knowledge. Findings indicate

that the students in the treatment group perform equally well as the control group in

listening and speaking and better on reading and writing achievement measures. The study

also includes findings regarding student motivation, anxiety, and perceptions on meeting

46
the language learning goals students set for themselves. The results may be interpreted that

it is both feasible and desirable to integrate, in principled ways, TELL activities into the

language learning curriculum.

Acquiring information through technology enhances language learning and achieves the

connection goal. Thus, this study gives the researcher the opportunity to realize that the

integration of technology with textbook activities increases students‘ interest and

motivation, so they can meet the language learning goals especially connection one.

Finch‘s (2001) study presents a formative evaluation of a three-year task-based

conversation program design for tertiary students in the Republic of Korea. Three task-

based textbooks are produced in which program design, implementation, and evaluation

are a single formative process. A humanistic view of language learning in education is

found to be appropriate for the student-centred emphasis of the task-based approach, and

program goals promotes acquisition of long-term learning skills through development of

student confidence, motivation, independence, and communicative competence.

Assessment reflects these goals via self-evaluative and reflective methods. The program

evaluation use a mix of quantitative and qualitative research, focusing on affective aspects

of language learning and on the importance of student beliefs, perceptions and attitudes in

the learning process. Research questions focus on positive attitude change in students and

teachers as a marker of program success.

Life-long learning skills are important to achieve the community goal. The current

study can benefit from this study as follows:

1. a humanistic view of language learning is crucial to make students life-long

learners, so it should be included in the textbook;

2. developing student confidence, motivation, independence and communicative

competence are important to acquire life-long learning skills; and

47
 3. textbook activities should promote acquisition of life-long learning skills.

Understanding the aforementioned points helps the researcher in analyzing the textbook

under study on the light of them.

In this study, Atkins (2001) provides a practical study wherein he has used McDonough

and Shaw's (1993) model for course book evaluation as the sub-goal for his study. His

checklist consisted of two stages. The first stage is to evaluate the external characteristics

of the material which includes the book's introduction, table of contents, the claims has

made on the cover of the student's and teacher's books, the publisher's catalog and the

internet homepage. The second stage is to evaluate the internal characteristics which

include the presentation of the skills in the material, appropriateness of discourse,

authenticity of listening topics, the appropriateness of speaking materials and the

effectiveness of the teachers' guide. Atkins's most important finding is :

1. The book is still based on PPP, an approach to teaching language items follows a

sequence of presentation of the item, practice of the item and then production of the

item, and there is no attempt by the authors to incorporate consciousness-raising

activities.

This study is beneficial to the present study because:

1. it expands the researcher‘s information about textbook evaluation; and

2. consciousness raising activity helps the students to compare their own language and

culture with the EFL ones which achieve culture goal. Through this study the

researcher comprehends the nature of consciousness-raising activities which

should be incorporated to the textbook such as learning about food, clothes and

cultural events.

In ( 2001 ) Kim has conducted a study which aims to evaluate the South Korean

elementary EFL curriculum and materials based on the researcher's experience and a

48
review of the literature. The study first suggests communicative language teaching (CLT)

sub-standard appropriate for elementary school pupils who are beginning to leam EFL in

Korea, and then evaluates the two CLT-based curricula for the 4th grade based on the

suggested sub-standard. Second, this study aims to examine the two different material sets

for the two curricula focusing on spoken language communicative activities. Perceptions of

the curriculum and material change are considered from three perspectives: three teachers,

a policy maker and a researcher. It reveals that opinions from the three perspectives vary

considerably. The study also finds that despite the recent attempt to implement CLT-based

elementary EFL, there are still deficiencies in the Korean elementary EFL curriculum and

materials.

The most important benefit of this study to the current study is presenting the sub-

standards of communicative language teaching. Thus, the researcher is able to compare

these sub-standards with the sub-standards of communication goal in his study and judge

whether they are relevant.

In his study Al-Mathloum (2005) aims at evaluating the content of English for Palestine

10 Grade textbook, which is decided on for the tenth basic grade students in Gaza Strip and

West Bank and has been taught since ( 2005 ), in the light of the standards for foreign

language learning. The researcher designs an analysis card to collect data relevant to the

process of the study. The findings show a variance in the frequencies of the standards.

Communications standards get the highest score. The next is comparisons standards. The

third, forth and fifth positions are respectively communities standards, cultures standards

and connections standards . The study reveals that there is no balance in the distribution of

these standards among the units of the textbook.

49
 This study is the closest one to the current study whereas it evaluates English for

Palestine 10 on the light of the standards for foreign language learning which known as the

five Cs. Therefore, it serves the researcher as follows:

1. supports his choice for the standards for foreign language learning which assures

that these standards are universal; and

2. enriches his knowledge about the five Cs which helps him at writing the theoretical

framework.

This study is an evaluative one which has done by Litz in (2005). He discusses and

describes the intricate and complex evaluation process that is undertaken at Sung Kyun

Kwan University in Suwon, South Korea in 2000-2001 for a textbook (English Firsthand

2) that is being used in this particular learning environment. This study aims at determining

the overall pedagogical value and suitability of the book towards the language program.

The results of the study seem to demonstrate that EF2 is relatively compatible with the

university's language-learning aims (intermediate communication skills). Moreover, the

teachers find that EF2 actually raise students' interest in further language study and would

voluntarily choose to use the textbook again while the majority of students report that the

textbook is somewhat stimulating and useful for their purposes. In conclusion, EF2 still

can be an effective textbook in the hands of a good teacher and instructors shall not be

discourage from using it with the appropriate learner audience.

Raising students‘ interest in further language study means that students are motivated to

learn about other subjects using EL. Reviewing this study allows the researcher to enhance

his understanding about the activities which should be included in the textbook related to

that objectives. For example, learning about ―GPS‖ system through an activity in the

textbook motivates the students to learn more about this subject and this facilitates

50
achieving connection goal. Moreover, making the textbook stimulating and useful for

students‘ purposes strengthens the communication goal and culture one as well.

In their study Nitta and Gardner (2005) aim to investigate the occurrence of conscious-

raising and practice tasks in nine contemporary English language teaching textbooks. The

researcher develop a framework of conscious-raising and practice task types, apply it to the

aforementioned textbooks and then identify a number of current trends. After evaluating

the textbooks, the researchers come up with the following findings:

1. Both conscious-raising and practice tasks are employed in the most materials. Only

focused communication tasks do not recurrently appear;

2. Shifting from interpretation-based conscious-raising tasks to production-based

practicing tasks is a typical procedure in all the materials examined; and

3. Contemporary English language teaching textbooks usually juxtapose conscious-

raising tasks with practice tasks.

Like Atkin‘s (2001) study, through Nitta and Gardner‘s (2005) study, the researcher has

acquired a reasonable understanding about the activities which match the conscious-

raising. In addition, this study allows the researcher to identify the activities related to

producing and practicing consciousness raising. Such understanding of these things help

the researcher to analyze the textbook appropriately.

This study is an evaluative one which has been conducted by Thein in (2006). He

evaluates the suitability and effectiveness of the textbook used for teaching English to

religious studies at Myanmar Institute of Technology. The researcher uses questionnaires,

interviews, and classroom observations to collect data from both teachers and learners. The

study investigates the extent to which teacher and learners expectations match the

objectives of the program in developing the students' communicative skills and critical

thinking. The findings reveal that the textbooks are not suitable for the following reasons:

51
 1. They are not effective to promote students' critical thinking; and

2. They are not effective in improving the students' communicative skills for

everyday life situations.

Developing students‘ communicative skills for every day life situations achieves

community goal. Reviewing this study expands the researcher‘s knowledge about the

activities related to this objective. Promoting students critical thinking is essential to

achieve the objectives of the five Cs because they relates the students to the all domains of

learning EL such as communicative skills, learning about other subject areas and

connecting students‘ culture to EL one. Thus, textbook activities should allow students to

identify, analyze, discuss or produce EL effectively and appropriately. This study helps the

researcher to identify critical thinking activities.

Baladi‘s (2007) study qualitatively evaluates the adoption of critical approaches to

TESL/TEFL in the particular context of the private language school industry. The study

focuses on the flexibility of the curriculum, on the room it affords for critical pedagogy and

on the challenges of implementing critical lesson plans in the ESL/EFL classroom.

Observing the teaching of four teachers, the researcher explores the practical implications

of implementing critical lessons in multicultural ESL/EFL classrooms at a Canadian

private language school. Two main results can be drawn from this study: First, there is

space for critical pedagogy in the corporate culture of the English language teaching

industry, and second, the teachers are ready to adopt critical approaches into their teaching.

Furthermore, the four teachers participating in this study never limited themselves to the

topics and themes presents in textbooks. They all use various themes excluded from

mainstream textbook.

52
 Similar to Thein‘s (2006) study, this study can serve the researcher to recognize the

nature of critical thinking activities. Moreover, it clarifies the importance of the teachers‘

role in enriching the textbook with critical thinking activities.

In (2007) Jahangard has conducted a study that aims at evaluating four EFL textbooks

which have been prescribed for use in the Iranian high schools by the Ministry of

Education. The merits and demerits of the textbooks are discussed in detail with reference

to thirteen common sub-standards evaluation checklists. The findings reveal that book four

is considered to be qualified in helping the learners to develop some of the learning

strategies found in good language learners, although the whole idea of strategy training

appears to be a theory and a controversial issue. Books one, two and three in the series

need much revision in this regard.

EL textbook activities should provide students with learning strategies which develop

their acquisition of EL. Learning strategies such as working in small and big groups and

jigsaw enhance students‘ communicative and cultural competencies. Through this study

the researcher identifies the role of learning strategies in enriching the textbook with

communication and culture goal.

In (2007) Razmjoo has conducted a study which aims at investigating the extent to

which the Iranian high school and private institute textbooks represent the communicative

language teaching principles. The researcher has designed a textbook evaluation scheme,

in which the majority of its items have been selected from literature review, taking into

account its main features. The findings indicate that while high school textbooks are not

conductive to communicative language teaching implementation, private institute

textbooks represent the communicative language teaching(CLT) principles to a great

extent. Furthermore, they present the point that CLT principles are not utilized in the

53
Iranian high school textbooks. Moreover, the textbooks do not fit EFL communicative

teaching and do not fulfill language learners' needs.

Textbook should represents communicative language teaching principles to make the

students able to achieve the communication goal which is the ultimate goal of learning EL.

The researcher can benefit from this study by identifying the CLT principles which

Razmjoo‘s (2007) study has listed and applying them to the book under study.

Commentary

As it has been mentioned above, these studies are related to the current study in the way

they evaluate the textbook regarding the five Cs or their sub-standards. They investigate

the integration of technology, critical thinking, communicative skills, social trends, quality

issues, long-term learning skills and the five Cs into the textbook. They may serve the

present study in enhancing the researcher‘s knowledge about the five Cs and their

standards and sub-standards. However, the current study differs from these studies. It

evaluates English for Palestine 9 textbook based on an evaluation list consisting of all sub-

standards of the five Cs.

3.3 General commentary on the previous studies

Reviewing numerous previous studies related to the topic of the current study is

essential to enhance the researcher's knowledge and enrich the theme of this study. The

obtained studies are varied between fundamental studies and applied ones. They are

conducted by different researchers in different countries; evaluated different EFL

textbooks; and adopted different kinds of tools to achieve their objectives. There are

similarities and differences between these studies in each domain and between the current

one.

with respect to the first domain, the studies reveal the importance of the general

characteristics of EL textbooks. However, the current study is concerned with evaluating

54
an EFL textbook in the light of the five Cs. Nevertheless, these studies can benefit the

present study as follow,

1. enhancing the researcher‘s knowledge about evaluation concepts;

2. enriching the researcher knowledge about textbook evaluation checklist; and

3. helping the researcher in writing the theoretical framework especially about

evaluation and EL textbooks.

With respect to the second domain, the studies show the importance of evaluating EFL

textbooks regarding the five Cs and their standards in EFL textbooks to develop learners'

awareness of the EFL and enhance their motivation and communication skills. Moreover,

these studies emphasis the significance of integrating the five Cs with standard-based EFL

textbook.

Reviewing these related studies may be reflected on the present study as follows:

1. expanding the researcher‘s information about the five Cs and their existence in EFL

textbooks;

2. Writing the theoretical framework especially about the five Cs and their standards;

and

3. Choosing the suitable tool to evaluate the book under study on the light of the five

Cs.

The current study differs from those studies as it evaluates the textbook in the light of

the five Cs and their standards and sub-standards. It is conducted on English for Palestine

9 textbook which is implemented at the Palestinian schools and is taught to grade ninth

students. Generally, according to the researcher‘s limited knowledge, the available

literature about evaluation of EFL textbook in the light of the five Cs is still needed. By

carrying out such a study, the researcher hopes to enrich the evaluation studies in this field.

55
Conclusion

This chapter reviews some previous studies related to EFL textbooks evaluation. It

shows how the researcher benefits of those studies and how the current study is different

from those studies. The next chapter presents research design and methodology.

56
 Chapter Four

Research Design and Methodology

Introduction

4.1 Research Design

4.2 Tool of the Study

4.3 Checking the Validity of Standards-Based Textbook Evaluation List

4.4 Determining the Reliability of Standards-Based Textbook Evaluation

List

4.5 The Book Under Study

4.6 Statistical Analysis

4.7 Conclusion
 Chapter Four

Research Design and Methodology

Introduction

This chapter describes the research design, methodology and the instrument of the

study. In addition, it presents the different methods of data analysis and the sample of the

study. This study aims at evaluating the English for Palestine 9 textbook in the light of the

five goal areas for EFL textbook: communication, cultures, connections, comparisons and

communities. Therefore, firstly a standard-based textbook evaluation list is used as an

instrument for this study. The reliability and the validity of the instrument is checked using

Person's Correlation Coefficient and Holesty Equation. Secondly, the population and

sample of the study are discussed. Finally, the statistical analysis is described.

4.1 Research Design

This study aims at evaluating English for Palestine 9 textbook in the light of the five

Cs. Thus, the researcher has done the following procedures:

1. has conducted a workshop for fifteen EL teachers to discuss the tool of the study

and to judge whether it is appropriate to evaluate English for Palestine 9 textbook;

2. the fifteen teachers have nominated three teachers who are Ismail Mansour, Hassan

Ewedah and Mohammed Al-Ashqar to help the researcher in analyzing the

textbook because of the following reasons:

a. they and the researcher have joined a workshop for evaluating English for

Palestine 9 textbook which has been conducted by the UNRWA and supervised

by Dr. Nazmi Al-Masri in July, (2009);

b. they and the researcher have shared in preparing a support material to enrich

English for Palestine 9 textbook;

58
 c. they and the researcher have been trained to be a teacher trainers through a

workshop which has been done by the British Council under the supervision of

Cambridge University in June (2010); and

d. they and the researcher have taught English for Palestine 9 textbook since its

first implementation in the academic year (2008-2009).

3. the three teachers and the researcher have analyzed the textbook individually in

order to collect data and analyze them; and

4. the researcher has described and has discussed the results with them.

Since this study depends on collecting, analyzing and describing the results, the

researcher believes that the descriptive analytical approach is the best method to be used in

order to achieve the aims of the current study effectively.

4.2 Tool of the Study

An evaluation list is used to evaluate English for Palestine 9 textbook. This is one of the

common tools used in conducting an evaluation. In this study, a standard-based textbook

evaluation list, designed in Indiana University in (2000) and developed and implemented

by Sally Hood Cisar, Assistant Professor, school of education, University of Portland,

Portland, USA, in (2003) is used as a research instrument, (See Appendix A). The outline

of the list consists of the five goal areas and their standards. Each standard is presented by

different sub-standards in the form of Yes/No questions. Table (1) explains the outline of

the tool.

59
 Table (1)

The Outline of the Tool

No Goal Standard
Interpersonal standard
1 Communication Interpretive standard
Presentational standard
Total of sub-standards 11
Practice of culture
2 Cultures
Products of culture
Total of sub-standards 8
Furthering connection
3 Connections
Acquiring connection
Total of sub-standards 4
Language comparisons
4 Comparisons
Culture comparisons
Total of sub-standards 4
Schools and community
5 Communities
Life-Long Learning
Total of sub-standards 4
Overall total of sub-standards 31

This table shows the outline of the instrument as follows:

1. Communication goal: eleven sub-standards are used to address each of the three

standards for communication goal: interpersonal, interpretive and presentational are

respectively presented by four, three, and four sub-standards.

2. Culture goal: is divided into two standards; the first one consists of four sub-

standards that address practices of the culture, the second one consists of four sub-

standards that address products of culture.

3. Connection goal: has two standards. The first one is furthering connection standard

and is presented by two sub-standards. The second one is acquiring information and

is presented by two sub-standards

4. Comparison goal: is divided into two standards; the first one consists of two sub-

standards that address the comparisons of the students' own language and the EFL

the second one consists of two sub-standards that address the comparisons of the

students' own culture and the culture of speakers of the EFL.

60
 5. Community goal: is divided into two standards. The first one consists of two sub-

standards that address using the language within and beyond the classroom. The

second one is life-long standard and is presented by two sub-standards.

Totally, there are thirty-one sub-standards within different goal areas and standards.

To facilitate the statistical analysis of the listed data, rating scale is numerically coded

as follow:

0 = this standard is not evident in the textbook.

1 = some evidence of this standard is in the textbook.

2 = this standard is partially evident in the textbook.

3 = this standard is a component in the textbook.

4 = this standard is very evident in the textbook.

4.3 Checking the validity of Standards-Based Textbook Evaluation List

Since the survey list is designed at Indiana University and is developed and

implemented by expert like Sally Hood Cisar; the researcher believes that it has great

validity and it is valid to be used as an instrument of this study.

4.4 Determining the Reliability of Standards-based Textbook Evaluation

List

Richards (2009, p.298) defines reliability as:

"whether the information has been collected in such a way that the
same findings would be obtained by others". In order to be able to
declare that the textbook evaluation is objective, a high degree of
correspondence between the scores of the evaluators must be guaranteed.‖

The researcher has analyzed English for Palestine 9 student‘s book based on a standard-

based textbook evaluation list. To ensure the reliability of the list, the researcher has asked

three English language teachers to analyze the textbook individually. The researcher has

conducted two workshops for the three teachers. At the first one, he has explained the

61
objectives of his study and the used tool to the teachers. In the second one, he has collected

the data and has discussed the results with them. Several methods are used to determine

the reliability:

a)Person's correlation coefficient is used to determine a mutual relation between the

researcher and each one of the three evaluators as well as among the evaluators

themselves. The following table shows the correlation coefficient between the evaluators.

Table(2)

Correlation Coefficient between Evaluators

Evaluators Correlation coefficient

Evaluator 1
.889
Evaluator 2
Evaluator 1
.707
Evaluator 3
Evaluator 1
.850
Evaluator 4
Evaluator 2
.780
Evaluator 3
Evaluator 2
.854
Evaluator 4
Evaluator 3
.832
Evaluator 4

The table shows that the resultant correlation coefficient is within the range of (.707 -

.889). This indicates that there is a high degree of correspondence between the scores given

by the pairs of evaluators and between the researcher and each one of the three evaluators.

b)Holesty equation is used to measure the reliability factor. Aziz (2004) indicates that to

ensure the consensus reliability factor the resultant of the Holesty equation should be more

than (80 %). The researcher uses the Holesty equation which is mentioned by Tu‘eimah

(2004) and it is:

N1

R= * 100
N1+N2

62
Where,

R is the degree of consensus.

N1 is the points of agreements.

N2 is the points of disagreements.

The following table shows the degree of consensus among the evaluators.

Table ( 3 )

Holesty Equation

Evaluators Agreement Points Different Points Reliability Factor(%)

Evaluator1 82
3 96.34
Evaluator2 79
Evaluator1 82
16 80.49
Evaluator3 66
Evaluator1 82
5 93.9
Evaluator4 77
Evaluator2 79
13 83.45
Evaluator3 66
Evaluator2 79
2 97.47
Evaluator4 77
Evaluator3 66
11 85.71
Evaluator4 77
Total Mean --------- -------- 89.56

This table shows that the means of the evaluators are within the range of (80.49% -

97.47%) and the resultant of the total mean of the evaluators is (89.56). This indicates that

there is a high consensus among evaluators and that ensures the reliability of the

instrument used in the study.

4.5 The Book Under Study

The book which served as a population of the present study is English for Palestine 9

textbook, prepared by English language curriculum team and supervised by the authorship

supervisory committee and the authority of MOHE. It is printed in (September 2008) as a

trial edition. It consists of the following components:

63
 1. Student's book It includes sixteen units which are divided into two parts. Each part

includes seven units and a revision unit. The first part is taught in the first semester

and the second part is taught in the second semester. It presents the new language

and provides classroom activities for practice and recycling as mentioned on the

cover of the book.

2. Workbook which provides additional practice material for class and home use as

mentioned on the cover of the book.

3. Teacher's book which offers detailed, step by step lesson notes and model tests as

mentioned on the cover of the book.

4. Teacher's audio cassette which presents all the listening activities as mentioned

on the cover of the book.

The present study aims to evaluate the first part of English for Palestine 9 textbook,

which is the student's book in the light of the five Cs. The researcher has chosen the

student's book as a sample of the study to be evaluated because it provides classroom

activities which cover the four skills: listening, speaking, reading and writing. It also

presents the new language. Accordingly, analyzing and evaluating these activities and the

new language gives a clear vision about the extent to which the textbook meets the five Cs.

4.6. Statistical Analysis

The statistical package for the social science (SPSS) is used to analyze the collected

data. First, the mean, percentage and the relative weight of each sub-standard in the list are

computed. Next, the mean, percentage and relative weight of each standard in the list are

computed. Then, the mean, percentage and relative weight of each goal area are computed.

(Appendix B). Finally, the correlation coefficient and holesty equation are computed to

ensure the reliability of the tool of the study.

64
4.7 Conclusion

In this chapter the researcher has briefly discussed the research design, research tool, the

book to be reviewed and statistical analysis. The descriptive analytical approach is used as

a research method. An evaluation list of (31) sub-standards is used as a research

instrument. The researcher and other three evaluators have evaluated English for Palestine

9 using a standard-based textbook evaluation list. The data is subjected to be analyzed

through descriptive statistics. Three different types of computations are done to compute

the means and percentages of the sub-standards, the means and percentages of the

standards and the means and percentages of the five Cs in English for Palestine 9 textbook.

65
 Chapter Five

Results, Discussion and Recommendations

Introduction

5.1 The Answer of the First Question

5.2 The Answer of The Second Question

5.3 The Answer of the Third Question

5.4 The Answer of the Fourth Question

5.5 The Answer of the Fifth Question

5.6 The Answer of the Sixth Question

5.7 Discussion of the Results

5.8 Recommendations

Conclusion
 Chapter Five

Results, Discussion and Recommendations

Introduction

This chapter includes three sections. The first one presents the analysis and results of the

data collected and their interpretations. The data used in this study is primarily collected

through analyzing English for Palestine 9 textbook by the researcher and other three

evaluators. Accordingly, the results are statistically treated to identify the mean scores and

percentages and of each sub-standard of the list. Also, the total percentages and means of

each standard and each goal of the list are computed. In the second section, the researcher

interprets, discusses the results of the study and relates them to the previous studies. In the

last section, the researcher suggests some recommendations.

This study includes six questions. The first one is to indicate the goal areas for EFL

textbook. The goals of communication, culture, connection, comparison and community

are respectively measured to reveal to what extent English for Palestine 9 meets them. The

following are the answers of these questions.

5.1 The Answer of the First Question

One of the objectives of the current study is to determine the standards for EFLL as it is

stated in the first question of the study: ― What are the five Cs?‖

To answer this question, the researcher, depending on different resources such as

previous studies, books, related literature, journals, institutes publications and references

which have dealt with EFLL standards, has found that they have mostly agreed on five

main goal areas for EFLL standards which are : communication, culture, connection,

comparison and community. However, the researcher has found that the national standards

for foreign language learning, which have been published by ( ACTFL) in (1999) and

67
known as the five Cs, are the best to be adopted in the current study because of the

following reasons:

1- they can be a guide to inform the classroom instruction,

2- they reinforce the premise that language and culture are foundations of

Communication,

3- they expand the students‘ knowledge in other area subjects using EFL,

4- they reinforce students‘ EFL to be life-long learners and users of EFL, and

5- they enable students to participate in multilingual communities.

Accordingly, applying these standards to EFL curriculum and aligning instructions with

them enhance students‘ ability in acquiring and using EFL effectively. The five goal areas

and their standards appear on Pages (17-21).

5.2 The Answer of The Second Question

The second question is: "To what extent does English for Palestine 9 textbook meet the

communication goal?"

The communication goal has three standards: interpersonal, interpretive and presentational.

There are eleven sub-standards in the list that address the three standards:

A-Interpersonal standard is presented by four sub-standards. Table(4) shows the result of

the means and percentages of this standard and its sub-standards in the whole units of the

student‘s book.

Table ( 4 )
The Mean and Percentage of Interpersonal Communication Standard
Units
No Goal No Standard No Sub-standard Mean Percentage
No
Do the activities allow students to personalize
1.1.1 16 3.50 87.50
their response or provide their own meaning?
Communication

communication

Do the activities allow students to provide their

Interpersonal

1.1.2 16 3.75 93.75

own form and structure grammar formation?
1.1
1

Do students interact with each other, a native

1.1.3 16 3.00 75.00
speaker, or teacher in meaning-ways?
Do the activities allow students to demonstrate
1.1.4 or showcase their knowledge of and/ or skill in 16 3.50 87.50
using the foreign language?
Total 16 3.44 85.94

68
 The table shows that the means of the sub-standards are within the range of (3.00 -

3.75) and their percentages are within the range of (75.00% - 93.75%). This indicates that

these sub-standards are very evident in the textbook. The total mean of interpersonal

standard is (3.44) and its percentage is (85.94%). This indicates that this standard is very

evident in the textbook.

B-Interpretive standard is presented by three sub-standards. Table(5) explains the result

of the means and percentages of this standard and its sub-standards in the whole units of

the student‘s book.

Table(5)

The Mean and Percentage of Interpretive Communication Standard

Units
No Goal No Standard No Sub-Standard Mean Percentage
No
Do the activities include language
Communications

1.2.1 that is authentic, accurate, and 16 3.75 93.75

communication
Interpretive

current?
Is vocabulary presented in functional
1.2

1.2.2 16 3.50 87.50

1

and/or cultural contexts or clusters?

Are the activities set in a real-world
1.2.3 context or represented a real world 16 3.25 81.25
task?
Total 16 3.50 87.50

This table shows that the means of the sub-standards are within the range of (3.25 -

3.75) and their percentages are within the range of (81.25% - 93.75%). This indicates that

these sub-standards are very evident in the textbook. The total mean of interpretive

standard is (3.50) and its percentage is (87.50%). This indicates that this standard is very

evident in the textbook.

C-presentational standard is presented by four sub-standards. Table(6) presents the result

of the means and percentages of this standard and its sub-standards in the whole units of

the student‘s book.

69
 Table(6)
The Mean and Percentage of Presentational Communication Standard

Units
No Goal No Standard No Sub-Standard Mean Percentage
No
Do the activities provide guidance or
1.3.1 16 3.25 81.25
Communications

hints for facilitating comprehension?

communication
presentational
Do the activities allow for student
1.3.2 variation in applying different strategies 16 3.00 75.00
1.3
1

for comprehension?
Do the activities appeal to students‘
1.3.3 16 2.75 68.75
interests?
1.3.4 Are the activities age-appropriate? 16 2.75 68.75
Total 16 2.94 73.44

The table shows that the means of the first two sub-standards are within the range of

(3.00 - 3.25) and their percentages are within the range of (75.00% - 81.25%). This

indicates that these sub-standards are very evident in the textbook. However, the means of

the second two sub-standards is (2.75) and their percentage is (68.75%). This indicates that

these sub-standards are components in the textbook. The total mean of presentational goal

is (2.94) and its percentage is (73.44%) which indicates that this standard is a component

in the textbook.

Table(7) clarifies the total means of communication goal and its total percentages in the

whole units of the student‘s book.

Table(7)

The Mean and the Percentage of Communication Goal

Units
No Goal No Standard Mean Percentage
No
1.1 Interpersonal communication 16 3.44 85.94
1 Communications 1.2 Interpretive communication 16 3.50 87.5
1.3 Presentational communication 16 2.94 73.44
Total 16 3.31 82.81

This table shows that the means of the first and the second standards are (3.44 - 3.50)

and their percentages are ( 85.94% - 87.50%). This indicates that these standards are very

evident in the textbook. On the other hand, the mean of the third standard is (2.94) and its

percentage is (73.44%). This indicates that this standard is a component in the textbook. As

70
a result, the total mean of communication goal is (3.31) and its total percentage is (82.81%)

which indicates that communication goal is very evident in the textbook. This results

confirms Al Mazloum's study (2005), Ranalli's study (2002), Kim's study (2001) and Litz's

study (2005).

It is obvious that communication goal is found in the textbook evidently. Through most

units of the textbook, students have the opportunity to enhance their interpersonal,

interpretive, and presentational communication. For example, at unit one students are able

to achieve the following objectives:

1. identifying vocabulary of air travel;

2. exchanging information about air travel through practicing vocabulary with their

partners;

3. exchanging information about travel through talking about travel in the past and

present;

4. introducing past travel experiences;

5. interpreting oral and written description of past travel experiences, through reading

a comprehensive text;

6. presenting information about the position of Gaza in the past and present through

asking and answering questions;

7. interpreting spoken and written description of air travel in the present; and

8. engaging in conversation through working in groups and act out a dialogue.

The above mentioned objectives are consequently repeated at most units of the

textbook. However, each unit presents information about different themes. For instance,

unit four deals with these objectives through giving information about sport, and so on

with the all units.

71
5.3 The Answer of the Third Question

The third question is: "To what extent does English for Palestine 9 textbook meet the

culture goal?"

The culture goal consists of two standards. They are product of culture and practice of

culture.

A-Practice of culture presents the understanding of the relationship between the practice

and perspectives of the culture goal. Table(8) shows the result of the means and

percentages of the practice standard and its sub-standard in the units of the student‘s book.

Table ( 8 )

The Mean and the Percentage of the Practice of Culture Standard

Units
No Goal No Standard No Sub-standard Mean Percentage
No
2.1.1 Are they current? 16 3.50 87.50
2.1.2 Are they authentic? 16 3.75 93.75
Do they depict different people/
Practice of culture

2.1.3 cultures who use the foreign 16 3.00 75.00

Cultures

language for communication?

2.1
1

Are text activities integrated with

the visual images inviting student
2.1.4 observation, identification, 16 2.75 68.75
discussion, or analysis of cultural
practices or products?
Total 16 3.25 81.25

This table shows that the means of the first, second and third sub-standards are within

the range of (3.00 - 3.75) and their percentages are within the range of (75.00% - 93.75%).

This indicates that these sub-standards are very evident in the textbook. However, the

mean of the fourth sub-standard is (2.75) and its percentage is (68.75%). This indicates that

this sub-standard is a component in the textbook. The total mean of practice standard is

(3.25) and its total percentage is (81.25%). This indicates that this standard is very evident

in the textbook.

B-Products of culture emphasizes the understanding of the relationship between the

products and perspectives of the culture studied. Product standard includes four sub-

72
 standards. Table(9) presents the result of the means and percentages of this standard and its

sub-standards in the whole units of the student‘s book.

Table(9)

The Mean and Percentage of the Products of Culture Standard

Units
No Goal No Standard No Sub-standard Mean Percentage
No
Are a variety of regions/countries where the
2.2.1 16 2.00 50.00
foreign language is spoken represented?
Do students have opportunities to
participate in games, songs, celebrations,
2.2.2 storytelling, dramatizations, sports, or 16 2.00 50.00
Products of culture

entertainment representative of the foreign

culture?
Culture

Are students asked to identify, analyze or

2.2
2

discuss perspectives, behaviors, or practices

2.2.3 16 2.25 56.25
of the foreign culture (school, family,
games, sports, etc.)?
Are students asked to identify, experience,
analyze, produce, or discuss tangible (toys,
2.2.4 dress, foods, etc.) and expressive (artwork, 16 2.00 50.00
songs, literature, etc.) products of the
foreign culture?
Total 16 2.06 51.56

The table shows that the mean of all sub-standards are within the range of (2.00 - 2.25)

and their percentages are within the range (50.00% to 56.25%). This indicates that they are

components in the textbook. The total mean of this standard is (2.06) and its percentage is

(51.56%). This shows that products of cultures standard is also a component in the

textbook.

Table(10) shows the total means and the total percentages of culture goal in the whole

units of the student‘s book.

Table ( 10 )

The Mean and the Percentage of Cultures Goal

No Goal No Standard Units No Mean Percentage

2.1 Practice of culture 16 3.25 81.25
2 Culture
2.2 Products of culture 16 2.06 51.56
Total 16 2.66 66.41

73
 This table shows that the means of the first standard is (3.25) and its percentage is

(81.25%). This indicates that this standard is very evident in the textbook. However, the

mean of the second standard is (2.06) and its percentage is (51.56%). This indicates that

this standard is a component in the textbook. As a result, the total mean of cultures goal is

(2.66) and its percentage is (66.41%). This indicates that cultures goal is a component in

the textbook. This result confirms Baladi's study (2007) and Huges's study (2007).

Accordingly, the result of culture goal can be seen in some units of the textbook. For

example, at unit one students are expected to be able to:

1. recognize appropriate expressions for greeting, thanking and giving;

2. identify the camel as Arabian traditional means of transportation; and

3. describe the historical position of Gaza before the Palestinian catastrophe.

Moreover, at unit three students are expected to achieve the following objectives:

1. to recognize houses for different cultures including their own culture;

2. to recognize appropriate expressions for suggestion; and

3. to learn literature product of EL culture.

In addition, in unit six students are able to recognize Palestinian habits and food. In unit

ten students have the opportunity to learn about American cultures through presenting the

independence day and its firework party.

Finally, it is clear that the textbook presents the first standard of culture goal in a good

way whereas its activities are current, authentic and integrated with visual images such as

pictures. However, the second standard of culture goal is very week because the textbook

is poor with the activities which present the objectives of product of culture standards.

Thus, students don‘t have the opportunity to enhance their knowledge of this standard.

5.4 The Answer of the Fourth Question

The fourth question is: "To what extent does English for Palestine 9 textbook meet the

connection goal?"

74
The connection goal consists of two standards. The first one is furthering connections and

the second one is acquiring information.

A-Furthering Connection is related to reinforce furthering students' knowledge of other

area subjects through the EFL. The furthering connection standard has two sub-standards.

Table(11) explains the result of the means and percentages of this standard and its sub-

standards in the whole units of the student‘s book.

Table ( 11 )

The Mean and Percentage of Furthering Connections standard

Units
No Goal No Standard No Sub-standard Mean Percentage
No
Do students have opportunities
to discuss or discover more
Furthering connection

about concepts and topics

3.1.1 learned in other subject areas 16 3.50 87.50
Connection

(math, science, history,

geography, art, literature,
3.1
3

music, health, etc.)?

Are there opportunities for
students to build on prior
3.1.2 personal experiences and 16 3.25 81.25
existing background
knowledge?
Total 16 3.38 84.38

The table shows that the means of the two sub-standards are within the range of (3.25 -

3.50) and their percentages are within the range of (81.25% - 87.50%). This indicates that

they are very evident in the textbook. The total mean of this standard is (3.38) and its total

percentage is (84.38%). This indicates that Furthering connection standard is very evident

in the textbook.

B-Acquiring information is related to reinforce the ability of students to acquire

information and recognize the distinctive viewpoints that are only available through the FL

and its cultures. Acquiring connections standard includes two sub-standards. Table(12)

clarifies the means and the percentages of that standard and its sub-standards in the whole

units of the student‘s book.

75
 Table ( 12 )

The Mean and the Percentage of Acquiring Information Standard

Units
No Goal No Standard No Sub-standard Mean Percentage
No
Are students given opportunities to
participate in projects in which they
Acquiring information
acquire information through technology,
3.2.1 personal interviews, print media 16 2.00 50.00
Connection

(newspapers, magazines), visual media

(television, videos, advertising) or print
3.2
3

references (dictionaries, encyclopedias)?

Does the text provide sources written for
native speakers of the foreign language
3.2.2 16 1.00 25.00
(age and language appropriate stories,
poems, songs, media, etc.)?
Total 16 1.5 37.50

This table shows that the mean of the two sub-standards are within the range of (1.00-

2.00) and their percentages are within the range of (25.00% - 50.00%). This indicates that

there are partially evident of them in the textbook. The total mean of acquiring connection

standard is (1.50) and its total percentage is (37.50%). This indicates that this standard is

partially evident in the textbook.

Table(13) presents the total mean of connection goal and its total percentage in the

whole units of the student‘s book.

Table ( 13 )

The Mean and the Percentage of Connection Goal

Units
No Goal No Goal Mean Percentage
No
3.1 Furthering connection 16 3.38 84.38
3 Connections
3.2 Acquiring information 16 1.50 37.50
Total 16 2.32 60.94
The table shows that the mean of the first standard is (3.38) and its percentage is

(84.38%). This indicates that this standard is very evident in the textbook. However, the

mean of the second standard is (1.50) and its percentage is (37.50%). This indicates that

this standard is partially evident in the textbook. As a result, the total mean of

connections goal is (2.32) and its total percentage is (60.94%). This indicates that the

76
connections goal, in its entirety, is a component in the textbook. This result confirms

Hauch et al‘s study (1999) and Atkins's study (2001).

As it is shown in the evaluation of connection goal, the first standard of it is very

evident in the textbook because students have the opportunity to learn about other subject

areas and to build on prior personal experiences and existing background knowledge at

most units of the textbook. For instance, at unit one students are able to:

1. learn about geography through practicing map skills to identify the position of Gaza

and trade route;

2. learn about math through converting the kilometer to mile;

3. use appropriate symbols to write time and distance in EL;

4. learn present simple tense with stative verbs building on existing background

knowledge of present simple tense; and

5. learn ―used to‖ building on past simple tense.

Furthermore, at unit nine students are allowed to:

1. learn about science through reading a text about carbon cycle on the earth;

2. identify the relationship between animal life and plant life; and

3. use Conditional Type Zero building on existing background knowledge of present

simple tense.

Consequently, most units of the textbook have a reasonable amount of the

aforementioned objectives. Therefore, the students have the opportunity to enhance their

knowledge of other subject areas using EL. In addition, they are able to learn building on

existing background knowledge. However, the second standard of connection goal is very

poor. For example, at units five, seven and thirteen, students are allowed to acquire

information through newspaper, dictionary, and encyclopedia and internet respectively.

Furthermore, the students have the opportunity to learn sources written for native speakers

77
 of EL. For instance, at units three and nine, the students are able to read poems for native

writers, and at unit fifteen they can read a text from an English magazine.

Clearly, the textbook is rich with activities which strengthen students‘ abilities in

furthering connection standard, but the activities which strengthen students‘ abilities in

acquiring information are likely insufficient in the textbook and when these activities exist

in the textbook, they are not appropriate for students‘ age and language.

5.5 The Answer of the Fifth Question

The fifth question is: "To what extent does English for Palestine 9 textbook meet the

comparison goal?"

The comparison goal includes two standards which are language comparisons and culture

comparisons.

A-Language Comparison clarifies the understanding of the nature of the language

through comparisons of the TL and the native one. Language comparisons standard has

two sub-standards. Table(14) shows the result of the means and percentages of language

comparisons standard and its sub-standards in the whole units of the student‘s book.

Table ( 14 )

The Mean and the Percentage of Language Comparison Standard

Units
No Goal No Standard No Sub-standard Mean Percentage
No
Does the text present discussion or activities
based on borrowed words, cognates, and
4.1.1 16 1.00 25.00
Comparisons

comparison

idiomatic expressions in the students‘ native

Language

language and the foreign language?

4.1
4

Does the text offer opportunities for students

to demonstrate understanding of similarities
4.1.2 16 1.25 31.25
and differences between their own language
and the foreign language being studied?
Total 16 1.13 28.13

This table shows that the means of the two sub-standards are within the range of (1.00 -

1.25) and their percentages are within the range of ( 25.00% - 31.25%). This indicates that

all of them are partially evident in the textbook. The total means of this standard is (1.13)

78
and its total percentage is (28.13%). This indicates that language comparison standard is

partially evident in the textbook.

The following figure shows the relative weight of language comparisons standard and

its sub-standards.

B-Culture Comparisons clarifies the understanding of the concept of culture through

comparisons of the target culture and the native one. Culture comparison standard has two

sub-standards. Table(15) explains the means and the percentages of this standard and its

sub-standards in the whole units of the student‘s book.

Table ( 15 )

The Mean and the Percentage of Culture Comparison Standard

Units
No Goal No Standard No Sub-standard Mean Percentage
No
Are similarities and differences
presented between the culture(s) of
4.2.1 16 1.50 37.50
Culture comparison

speakers of the foreign language

and the students‘ own culture?
Comparison

Does the text offer opportunities for

4.2

students to demonstrate
4

understanding of similarities and

4.2.2 differences between their own 16 1.25 31.25
culture and the culture(s) of
speakers of the foreign language
being studied?
Total 16 1.38 34.38

The table shows that the means of the two sub-standards are within the range of (1.25 -

1.50 ) and their percentages are within the range of (31.25% - 37.50%). This indicates that

all of them are partially evident in the textbook. The total mean of this standard is (1.38)

and its percentage is (34.38%). This indicates that culture comparison standard is partially

evident in the textbook.

Table(16) presents the total mean of comparison goal and its total percentage in the whole

units of the student‘s book.

79
 Table ( 16 )

The Mean and the Percentage of Comparisons Goal

Units
No Goal No Standard Mean Percentage
No
4.1 Language comparisons 16 1.13 28.13
4 Comparisons
4.2 Culture comparisons 16 1.38 34.38
Total 16 1.25 31.25

The table shows that the means of the two standards are within the range of (1.13-

1.38) and their percentages are within the range of (28.13% - 34.38%). This indicates that

both of the standards are partially evident in the textbook. As a result, the total mean of

comparisons goal is (1.25) and its total percentage is (31.25%). This indicates that

comparison goal is partially evident in the textbook. This result confirms Thein's study

(2006) and Nitta and Gardner's study (2005).

Consequently, the following are some examples for language comparison and culture

comparison in the textbook. With respect of language comparison on unit seven, students

are able to distinguish the differences between the pronunciation of the names in EL and

Arabic one, such as, Saladin in English pronunciation but Salah Al-Din in Arabic one. In

unit nine students are able to compare the similarities and the differences between the

compound noun in English language and their own language. For example, ―plant life‖. In

unit ten students demonstrate understanding of similarities and differences of countable

and uncountable noun between EL and Arabic one. For example, ―oil‖ is an uncountable in

English and in Arabic, but ―advice‖ is an uncountable noun in English and a countable

noun in Arabic. Regarding culture comparisons, the first activity in unit two presents the

game ―Where is it?‖. In this game students are able to demonstrate understanding of

similarities between their own culture and English culture. In unit seven students have the

opportunity to compare between a leader from their own culture, ―Salah Al-Din‖, and a

leader from the culture of English language, ―Richard-The Heart of Lion‖. In unit ten

80
 students are able to demonstrate understanding of differences between English community

and Arabic one; Arab has a closer community.

These are some examples from the textbook explaining the language comparison and

culture comparison which are the standards of comparison goal.

5.6 The Answer of the Sixth Question

The sixth question is: "To what extent does English for Palestine 9 textbook meet the

community goal?"

The community goal is divided into two standards. They are schools and community, and

Life-Long Learning.

A-School and Community Standard clarifies whether the students use the EFL both

within and beyond the school setting. Two sub-standards present this standard. Table(17)

introduces the means and percentages of this standard and its sub-standards in the whole

units of the student‘s book.

Table ( 17 )

The Mean and the Percentage of Schools and Community Standard

Units
No Goal No Standard No Sub-standard Mean Percentage
No
Are students asked to communicate with
speakers of the foreign language outside their
5.1.1 16 1.00 25.00
Communities

own classroom (in conversation, writing,

community
School and

performances, or presentations)?
5.1
5

Does the text identify professions, careers, or

everyday situations which require or are
5.1.2 16 1.00 25.00
enhanced by proficiency in the foreign
language?
Total 16 1.00 25.00

This table shows that the means of the two sub-standards are (1.00) and their

percentages are (25.00%). This indicates that some evidence of them are in the textbook.

The total mean of school and community standard is (1.00) and its total percentage is

(25.00%). This indicates that some evidence of this standard exist in the textbook

81
B-Life-Long Learning Standard explains that students should show evidence of

becoming life-long learners by using the language for personal enjoyment and enrichment.

This standard is presented by two sub-standards. Table(18) clarifies the means and the

percentages of the two sub-standards. In addition, it shows the total mean of Life-Long

Learning standard and its total percentage in the whole units of the student‘s book.

Table(18)

The Mean and the Percentage of Life-Long Learning Standards

Units
No Goal No Standard No Sub-standard Mean percentage
No
Does the text present foreign language/
Life-Long Learning

culture projects that involve interacting

5.2.1 16 1.00 25.00
Communities

with members of the local community or

using community resources?
5.2
5

Are students encouraged or given

opportunities to use the language for
5.2.2 16 1.00 25.00
leisure activities (media, sports, games,
travel, music, reading, etc.)?
Total 16 1.00 25.00

The table shows that the means of the two sub-standards are (1.00) and their

percentages are (25.00%). This indicates that these sub-standards have some evidence in

the textbook. The total mean of this standard is (1.00) and its total percentage is (25.00%).

This indicates that some evidence of Life-Long Learning standard is in the textbook.

Table(19) introduces the total mean of community goal and its total percentage in the

whole units of the student‘s book.

Table ( 19 )

The Mean and the Percentage of Communities Goal

No Goal No Standard Units No Mean Percentage

5.1 School and community 16 1.00 25.00
5 Communities
5.2 Life-Long Learning 16 1.00 25.00
Total 16 1.00 25.00

82
 This table shows that the means of the two standards are (1.00) and their percentages

are (25.00%). This indicates that these standards have some evidences in the textbook.

Accordingly, the total mean of community goal is ( 1.00 ) and its percentage is (25.00).

This indicates that the community goal has some evidence in the textbook. This result

confirms Finch's study (2001) and Jahangard's study (2007).

As it is shown, community goal is presented in two standards. The first one is

concerned with the relationship between the school and community. The second standard

helps students to be life-long learners. The results show that the community goal has some

evidence in the textbook. Here are some examples from the textbook that clarify this goal.

In units one and four students are allowed to learn about professions such as captain,

stewardess and doctors which require proficiency in EL. In unit two students are asked to

draw a route on the street map. In unit five students are asked to communicate with native

speakers through the internet. In unit thirteen students are encouraged to use the internet to

communicate with EL speakers. In unit nine students are given the opportunity to share in

community project through creating a community garden.

In conclusion, table(20) summarizes the means of the five Cs and their percentage in the

whole units of the student‘s book.

83
 Table ( 20 )

The Mean and the Percentage of the five Cs

Units
No Goal No Standard Mean Percentage
No
1.1 Interpersonal communication 16 3.44 85.94
1 Communication 1.2 Interpretive communication 16 3.50 87.50
1.3 Presentational communication 16 2.94 73.44
Total 16 3.31 82.81
2.1 Practices of culture 16 3.25 81.25
2 Culture
2.2 Products of culture 16 2.06 51.56
Total 16 2.66 66.41
3.1 Furthering connection 16 3.38 84.38
3 Connection
3.2 Acquiring information 16 1.50 37.50
Total 16 2.44 60.94
4.1 Language comparisons 16 1.13 28.13
4 Comparison
4.2 Culture comparisons 16 1.38 34.38
Total 16 1.25 31.25
5.1 School and community 16 1.00 25.00
5 Community
5.2 Life-Long Learning 16 1.00 25.00
Total 16 1.00 25.00
Over total 16 2.13 53.28

The table shows that the total means of the five goal areas are within the range of (1.00

- 3.31) and their percentages are within the range of (25.00% - 82.81%). The overall total

mean of the five goal areas is (2.13) and their overall total percentage is (53.28%). This

indicates that the five Cs are components in English for Palestine 9 textbook.

These results indicate the following:

 The existence of communication goal is very evident in the textbook .

 The cultures goal and connection goal are component parts of the textbook.

 The existence of comparison goal in the textbook is partially evident.

 Community goal has some evidence in the textbook.

To conclude, the overall total percentage of the five Cs is (53.28%). This ensures that

the five Cs are component parts of the textbook. That means the five goal areas exist in the

textbook. However, the comparison goal and the community goal need to be worked on

and enriched in the next edition of the textbook.

84
 In the previous section, the researcher has presented the findings of the study by

answering its questions. The findings reveal that there is variance among the amount of the

five Cs in English for Palestine 9 textbook.

Appendix (C) is a sample of textbook analysis of unit one in English for Palestine 9

textbook.

5.7 Discussion of the Results

In this section, the researcher discusses and interprets the results of the study.

Moreover, he explains and justifies these results as possible as he can depending on the

educational literature related to the five Cs and the EFL learning theories.

5.7.1 Communication Goal

According to the second question which examines to ―what extent the content of

English for Palestine 9 textbook meets the communication goal‖. The outcomes of the

answer of this question show that this goal is largely found in the textbook and it is very

evident more than any other goal and that is because of the following reasons:

1. Since (1970s) attention has been shifted towards the communicative approach in

TEFL. Carter and Nunan, (2009, p.2) assert that the focus in syllabus design

shifted from a focus on English as a system to be studied to a focus on English as a

tool for communication. This motivates curriculum designers to design their

curriculum depending on the communicative approach theory.

2. Communication comes in different terms: listening, speaking, reading and writing

which make it the main element of the textbook.

3. Farrug (2008) explains the standards in terms of a meal which has a main course

and sub-courses. He considers the communication goal as the meat which is the

main course of the meal. This means that the superiority of communication goal is

a must in the textbook.

85
 4. The textbook should give students a sense of achievement and provide

opportunities for personalization and for individual practice (Richards, 2009,

P.264).

5. The textbook should achieve effective engagement and should reflect the reality of

language use which is communication (Tomlinson, 2009, P.22).

6. National Standards Project (1999) states:

"Communication is at the heart of language study, whether the

communication takes place face-to-face, in writing, or across
centuries through the reading of literature."

There are many reasons which justify the superiority of the communication goal in the

textbook. Some of them have been mentioned to justify the results of this study. It is

obvious that all the units of English for Palestine 9 textbook are designed to support and

enhance students‘ ability to achieve the communication goal.

It seems that the results of this question assert that the curriculum designers in Palestine

are aware of the importance and the role of communication goal in acquiring EFL

effectively and appropriately.

5.7.2 Culture Goal

One consequence of the communicative approach is the arising of the importance of

cultural learning within language learning. Cultural specificity should be seen at EFL

textbooks because culture and language are integral.

With respect of the third question which shows to ―what extent the content of English

for Palestine 9 textbook meets cultures goal‖. The results of the answer of this question

reveal that this goal is a component part of the textbook and that is because of the

following reasons:

1. Farrag (2008) assures that if the communication goal is as the meat, the culture goal

is as the potato which is the sub-course of the meal and we can‘t have one without

86
 the other. This means that the culture goal must be included in the textbook because

cultural learning and language learning are integrated.

2. The textbook views culture as a whole way of life where some aspects of the target

culture, such as food, clothes, costumes and buildings, are only presented.

3. Culture in language learning is not a skill, but it is always in the background

challenging students' ability to make sense of the world around them (Pulverness,

2009, p.428).

4. The textbook activities are rarely capable of encompassing the learners' cultural

identity as part of the learning process because they focus on communicative ability

more than cultural identity.

5. Students don't have the opportunity to use the language socially and culturally.

6. Pulverness (2009, p.431) explains that the cultural dimension of language is

complicated because of the following reasons:

a) It depends on the pragmatic awareness of language; and

b) It can be achieved by only the most advanced students because they have to make

appropriate and relevant selections by themselves.

Thus, the teacher has a vital role to play in acting as an intercultural mediator and

providing some of the cultural activities missing from the textbook to be achieved by most

of his students.

Obviously, the culture goal in the textbook is organized to help the students to improve

their communicative competence. The results of this question show that the curriculum

designers in Palestine are, to some extent, aware of the importance of culture goal.

Nevertheless, some improvements are needed to be done in the textbook to enrich it with

the culture goal.

87
5.7.3 Connection Goal

The fourth question of the study examines to ―what extent English for Palestine 9

textbook meet connection goal‖. The first standard of this goal which is presented by the

first two sub-standards has good points which indicate that it is very evident in the

textbook. It looks that the activities of the textbook give the opportunities for students to

reinforce and further their knowledge of other subject areas through English language. For

example, students are allowed to learn about science, history and geography through the

textbook. In addition, students have the opportunity to build on their prior experiences in

learning EFL because the elements of language which are presented in the textbook are

connected to their existing background knowledge about the language. And that because of

the following reasons:

1. English for Palestine 9 is a series which is designed by curriculum designers to be

taught from the first grade to the twelfth one, so that its textbooks are graded

according to the level of the students. Thus, opportunities are given for the students

to build on prior personal experience and existing background knowledge.

2. The textbook has thematic units which are graded from simple to more complicated

elements of language. Therefore, the students learn language in a graded and

systematic way.

3. English as an international language is not learned for the sake of communication

only, but also to make students able to learn other disciplines through it.

However, the second standard of connection goal which is presented by the second two

sub-standards is partially evident in the textbook which indicates that the amount of it is

little in the textbook. And that because of the following reasons:

1. Acquiring information through technology, personal interviews, print media, visual

media or print references is not very highlighted in the textbook.

88
 2. English for Palestine 9 textbook includes some sources written for native speakers

such as poems and other comprehension passages. However, they have the

following disadvantages:

a) They are too difficult to achieve by the students because their vocabulary and

themes are not appropriate for students‘ age and level; and

b) they don't expose students to the culture of English language sufficiently.

In conclusion, despite the shortcomings of the connection goal in some points, the

textbook still has a reasonable amount of this goal to help both students and teachers to

build on it. The results of this question show the awareness of the designers of the

Palestinian curriculum with the connection goal and its role in achieving the goals of EFL

learning. However some points should be reviewed to strengthen connection goal in the

textbook especially those relating to acquiring information standard. The textbook should

be provided by activities which allow students to acquire information through technology

media. Further, it should be provided with some sources written for native speakers which

are appropriate for their ages and levels.

5.7.4 Comparison Goal

The fourth question of the study investigates to ―what extent English for Palestine 9

meets comparisons goal‖. In respect to the first standard of this goal which deals with

giving the opportunity to students to compare EFL with their own language, the study

reveals that this standard is partially evident in the textbook. The researcher attributes this

to the following reasons:

1. The focus is on the expressions of the EFL rather than on the expressions of Arabic

language.

2. There are no direct activities which link EFL with the native one.

3. Lack of translation activities in the textbook which allow student to compare the

expressions of EFL with their own language.

89
 The second standard of comparisons goal which emphasizes on comparing the culture

of the EFL with the native one is also partially evident in the textbook, but a little bit more

than the first standard. And that is because of the following reasons:

1. The integration between culture comparison standard and culture goal.

2. The focus is on the culture of the EFL rather than on the culture of the native

language (NL).

3. There are no direct activities which connect EFL cultures with the NL.

To conclude, one of the benefits of learning EFL is a better understanding of NL and

culture. To do so, students need to understand the EFL and its culture and compare it to

their own. In this regard, Chamot et al,(2006) specify that comparison goal is a process, in

which students are asked to stop and think about similarities and differences, rather than a

product that teachers want to arm their students with. Accordingly, it is obvious that the

comparison goal is not sufficient enough in the textbook to achieve its ultimate goal in

teaching EFL. Therefore, the textbook should be reviewed by the designers of Palestinian

curriculum to reform the deficiencies of the comparison goal. In addition, teachers should

be trained to adopt learning strategies which help to compensate for the shortcomings of

comparison goal in the textbook.

5.7.5 Community Goal

Communities goal is concerned with participating in multicultural communities. It has

two standards, the first one deals with the opportunities which are given to students to use

EFL both within and beyond the school setting and the second one deals with the ability of

students to become life-long learners by using the language for personal enjoyment and

enrichment.

With respect to the answer of the fifth question which examine to ―what extent English

for Palestine 9 meets communities goal‖. The outcomes of both the first and second

standards of the goal, which are presented in the list by four sub-standards, are very weak.

90
This means that the community goal has some evidence in the textbook. The researcher

attributes this result to the following reasons:

1. The Palestinian community is a monolingual one which means that student rarely

use EFL outside the school;

2. There are lack of school activities involved in the textbook which encourage

students to use EFL beyond the classroom setting such as encouraging students to

involve in non-curriculum activities such as establishing EFL club or designing

EFL magazines;

3. An over-crowded classroom prevents students from using EFL freely, appropriately

and sufficiently; and

4. Students are not encouraged to involve in community activities using EFL. For

example, emailing each other or interviewing some persons from a local

community using EFL.

It is clear that the amount of the community goal in the textbook is not satisfied. So that,

the Palestinian curriculum designers should revise the textbook and provide it with

activities which empower the community goal. Moreover, the curial role of the school and

teachers should not be neglected but they should be encouraged to develop and enrich this

goal in the textbook by the Palestinian curriculum designers through workshops or leaflets

which instruct and direct them to do so.

To summarize, the existence of the five Cs in English for Palestine 9 textbook is

variant. Whereas, the communication goal is very evident in the textbook and occupies a

wide area in it, the culture and connection goal occupy a reasonable area. On the other

hand, comparison and community goal are not very evident in the textbook and they don't

sufficiently exist in it. Due to his experience as an English teacher, the researcher thinks

that the variation between the existence of the five Cs in the textbook comes as a result of

many reasons, among them:

91
 1. Since the standards theory appears at the beginning of this century, it is still new in

the EFL curriculum design. Furthermore, the Palestinian EFL curriculum is only

implemented in (2000);

2. Communication is the heart of EFLL and it is its ultimate goal;

3. Learning the cultures of EFL enhances and develops communication with it;

4. Rubdy (2009, p.52) explains that the textbook should be relevant to the students‘

cultural context and should show contrasts between the learners‘ culture and the

target culture;

5. Learning other disciplines through EFL equips students to be more powerful when

they use the EFL, but it is not essential to master it;

6. Understanding one's own language and culture is one of the benefits of learning

EFL. However, it is not necessary to enhance communication; and

7. Encouraging students to step outside of the classrooms into multicultural

communities and to become life-long learners is a complicated procedure which

involves not only the textbook, but also the policy makers, the teachers, the schools

and the whole community.

As a result, the findings of the current study come in relevant with the aforementioned

reasons. They reveal the superiority of the communication goal. They also show that the

curriculum designers in Palestine don‘t put into their considerations the rule of the other

goals in enhancing CC when they design the Palestinian EFL curriculum. Thus, it is

important to state that English for Palestine 9 is still faraway from being considered as

standard-based textbook and there is a lot to do in order to compensate the lack of some

goal areas.

In this section, the researcher has discussed and justified the results of the study. It is

obvious that despite the variance of the amount of standards in English for Palestine 9, it is

92
not difficult to compensate that variance by maximizing the efforts of the whole

educational system.

5.8 Recommendations

Some recommendations are introduced on three levels: curriculum designers, teachers,

and further studies.

A) The Curriculum Designers

Since English for Palestine series is still a trial edition, the researcher gently presents

the following recommendations for the curriculum designers in Palestine to be adopted

when designing the final edition of this series:

1. take into consideration teachers, students and communities opinions.

2. adopt the modern trends in designing EFL textbook.

3. design the EFL textbook on the light of the five Cs and take into account all goal

areas of them.

4. organize workshops for teachers to enrich their knowledge in the five Cs and the

learning strategies which are used to achieve their goals.

B)The Teachers

Whereas, the heavy job in implementing the textbook relies on the teachers whose

responsibility is to compensate for the shortcoming in the textbook, the researcher gently

recommends them to:

1. expand their knowledge about the concept of the five Cs.

2. adopt learning strategies which help their students to take on more responsibility

for their own learning.

3. enrich the textbook with material which highlights the concept of the five Cs in the

textbook.

93
 4. encourage students to use EFL outside the classroom through watching films,

reading newspaper and magazines, preparing projects, making research and using

the internet.

5. encourage students to share in extra-curriculum activities in the school such as,

making EFL club and designing EFL magazine, newspaper or leaflet.

6. encourage students to share in community activities such as, interviewing some

persons in the local community using EFL.

C) Further Studies

Standards movement is presented recently in the educational system. The studies related

to this movement and its role in the EFL textbook are still little specially in Palestine.

Therefore, the researcher would like to recommend researchers to conduct studies in the

following:

1. The role of textbook in developing critical thinking.

2. The role of textbook in enhancing research skills.

3. The role of the teacher in teaching EFL textbook based on the five Cs.

Conclusion

The researcher has presented, discussed and interpreted the result of his study. The

result reveals that the existence of the five Cs in the textbook is variant. The

communication goal is highlighted with a percentage of (80.90%.) The culture goal is less

highlighted with a percentage of (65.33%.) The connection goal is considered as a

component of the textbook with a percentage of (57.73%.) The percentage of comparison

goal is (32.13%.) This means that it is partially evident in the textbook. The community

goal is very poor and its percentage is (28.84%) which means that it has only some

evidence in the textbook. The researcher attributes these results to the following reasons:

1. Communication is the heart of EFL learning.

2. Learning the English culture enhances communication.

94
 3. Comparing the English culture with native culture improves students

communicative ability.

4. Comparing the foreign language with the native one develops communication .

5. Learning about other disciplines empowers students to use the English language

effectively.

6. Participating in multicultural communities enhances communication.

Accordingly, it is obvious that all goal areas serve the communication goal which is the

ultimate goal of learning EFL. Thus, it seems to be that the communication goal is a vital

and essential one and the other goals are organized to support achieving the

communication skills.

In conclusion, English for Palestine 9 textbook is to some extent organized around the

five Cs. However, it needs some adaptations to increase the amount of the five Cs and to

compensate the aspect of shortages in some of them across the textbook

95
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 Appendices

Appendix ( A )
STANDARDS-BASED TEXTBOOK EVALUATION GUIDE
Foreign Language Standards Implementation Guide, Indiana Standards (2000)
Developed by Sally Hood Cisar
Indiana University, Bloomington Indiana
Name of Textbook: English for Palestine 9th Grade – Student Book + Work Book
Goal: COMMUNICATION
Browse the Student Book and Work book for communicative activities that address each of
the three standards for communication ( Interpersonal , Interpretive and presentational ) .
Read through the activities carefully and rate them according to listed criteria, using the
scale 0 through 4.
Activity names(and/or numbers)

Not At All Partially Completely

0 1 2 3 4
1. Do the activities allow students to personalize their response or provide their own meaning? 87.50
2. Do the activities allow students to provide their own form and structure (grammar 93.75
formation)?
3. Do students interact with each other, a native speaker, or teacher in meaningful ways? 75.00
4. Do the activities allow students to demonstrate or showcase their knowledge of and/or skill 87.50
in using the foreign language?
5. Do the activities include language that is authentic, accurate, and current? 93.75
6. Is vocabulary presented in functional and/or cultural contexts or clusters? 87.50
7. Are the activities set in a real-world context or represent a real-world task? 81.25
8. Do the activities provide guidance or hints for facilitating comprehension? 81.25
9. Do the activities allow for student variation in applying different strategies for 75.00
comprehension?
10. Do the activities appeal to students‘ interests? 68.75
11. Are the activities age-appropriate? 68.75

Comments :
Total : __________
Goal: CULTURES
PART ONE: Select several culturally-based visual images from the Student Book and
Work Book and look at them carefully. Rate them according to the criteria listed below
using the scale 0 through 4.

Not At All Partially Completely

0 1 2 3 4

1. Are they current? 87.50

2. Are they authentic? 93.75
3. Do they depict different peoples/cultures who use the foreign language for communication? 75.00
4. Are text activities integrated with the visual images inviting student observation, identification, 68.75
discussion, or analysis of cultural practices or products?

103
 Comments :
Total : _________

PART TWO: Identify several culture sections in the Student Book and Work Book .

Not At All Partially Completely

0 1 2 3 4

1. Are a variety of regions/countries where the foreign language is spoken represented? 50.00
2. Do students have opportunities to participate in games, songs, celebrations, storytelling, 50.00
dramatizations, sports, or entertainment representative of the foreign culture?
3. Are students asked to identify, analyze or discuss perspectives, behaviors, or practices of the foreign 56.25
culture (school, family, games, sports, etc.)?
4. Are students asked to identify, experience, analyze, produce, or discuss tangible (toys, dress, foods, 50.00
etc.) and expressive (artwork, songs, literature, etc.) products of the foreign culture?

Comments:
Total: __________
Sum Total of Parts One and Two: _______________

Goal : CONNECTIONS
Peruse the Student Book to find opportunities for students to connect their foreign
language learning with other disciplines in the school curriculum and beyond. Rate them
according to the criteria below using the scale 0 through 4.

Not At All Partially Completely

0 1 2 3 4

1. Do students have opportunities to discuss or discover more about concepts and topics learned in 87.50
other subject areas (math, science, history, geography, art, literature , music, health, etc.)?
2. Are there opportunities for students to build on prior personal experiences and existing background 81.25
knowledge?
3. Are students given opportunities to participate in projects in which they acquire information 50.00
through technology, personal interviews, print media (newspapers, magazines), visual media
(television, videos, advertising) or print references (dictionaries, encyclopedias)?
4. Does the text provide sources written for native speakers of the foreign language (age and language 25.00
appropriate stories, poems, songs, media, etc.)?

Comments :
Total : _______

Goal : COMPARISONS

PART ONE: Locate sections that present comparisons of the students‘ own language and
the
foreign language. Rate them according to the criteria below using the scale 0 through 4.

Not At All Partially Completely

104
 0 1 2 3 4

1. Does the text present discussion or activities based on borrowed words, cognates, and idiomatic 25.00
expressions in the students‘ native language and the foreign language?
2. Does the text offer opportunities for students to demonstrate understanding of similarities and 31.25
differences between their own language and the foreign language being studied?

Comments:
Total: __________

PART TWO: Locate sections that present comparisons of the students‘ own culture and
the culture(s) of speakers of the foreign language.

Not At All Partially Completely

0 1 2 3 4

1. Are similarities and differences presented between the culture(s) of speakers of the foreign language 37.50
and the students‘ own culture?
2. Does the text offer opportunities for students to demonstrate understanding of similarities and 31.25
differences between their own culture and the culture(s) of speakers of the foreign language being
studied?

Comments :
Total: ________
Sum Total of Parts One and Two: ________________

Goal : COMMUNITIES
Locate areas in the Student Book and Work Book that suggest using the language beyond
the classroom.
Rate them according to the criteria below using the scale 0 through 4.

Not At All Partially Completely

0 1 2 3 4
1. Are students asked to communicate with speakers of the foreign language outside their own 25.00
classroom (in conversation, writing, performances, or presentations)?
2. Does the text identify professions, careers, or everyday situations which require or are enhanced by 25.00
proficiency in the foreign language?
3. Does the text present foreign language/culture projects that involve interacting with members of the 25.00
local community or using community resources?
4. Are students encouraged or given opportunities to use the language for leisure activities (media, 25.00
sports, games, travel, music, reading, etc.)?

Comments:
Total : __________

Sum total of All Goal Areas: ___________

105
Name of Score from Score Score from Score from Score from Grand
textbook communication from Connection comparison communitie Total
Culture from
all Five
Goals
English 82.81 66.41 60.94 31.25 25.00 53.28
for
Palestine
9th grade
– Student
book

106
 Appendix B
Communication Goal
Interpersonal Communication Standard

Total points

Percentage
Mean
Unit
No Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Do the activities allow
students to personalize

87.50
3.50

3.75

3.50

3.75

3.25

3.75

3.50

2.75

3.75

3.50

3.75

3.50

3.75

3.75

3.50

2.75

3.50
56
1 their response or
provide their own
meaning?
Do the activities allow
students to provide their

93.75
3.75

4.00

3.75

4.00

3.50

3.75

4.00

3.00

3.75

3.75

4.00

3.75

4.00

3.75

4.00

3.25

3.75
60
2 own form
structure(grammar
information)?
Do students interact

75.00
with each other, a native
3.00

3.50

3.00

2.50

3.25

3.00

3.25

2.25

3.25

2.75

3.25

3.25

3.25

3.00

3.00

2.50

3.00
48
3
speaker, or teacher in
meaning ways?
Do the activities allow
students to demonstrate

87.50
or showcase their
3.50

3.75

4.00

3.75

4.00

3.50

3.75

2.75

3.00

3.25

3.75

3.50

3.25

3.50

4.00

2.75

3.50
56
4
knowledge of and/ or
skill in using the foreign
language?

Total of interpersonal communication standard 220 3.44 85.9

107
 Communication Goal
Interpretive Communication Standard

93.75
Do the activities include

4.00

3.50

4.00

3.75

3.50

3.75

4.00

3.75

4.00

3.75

4.00

3.75

3.50

3.50

4.00

3.25

3.75
60
5 language that is
authentic accurate, and
current?

Is vocabulary presented

87.50
3.75

3.50

3.75

3.50

3.75

3.50

4.00

3.25

3.50

3.75

3.75

3.50

3.25

3.50

3.25

2.50

3.50
56
6 in functional and/or
cultural contexts or
clusters?

Are the activities set in

81.25
3.75

2.75

3.25

3.50

3.75

3.50

3.25

3.25

3.25

3.50

3.25

3.75

3.00

3.25

3.00

2.00

3.25
52
7 a real-word context or
represent a real-world
task?

Total Of Interpretive communication standard 168 3.50 87.50

108
 Communication Goal
Presentational Communication Standard

Do the activities

81.25
provide guidance or

3.00

3.75

3.25

3.00

3.75

3.00

3.25

3.00

3.75

3.50

3.25

2.75

3.25

3.50

3.75

2.25

3.25
52
8
hints for facilitating
comprehensions?
Do the activities allow
for student variation in

75.00
2.75

2.75

3.00

3.25

2.50

3.25

3.50

2.50

3.25

3.25

2.75

3.25

3.00

3.25

3.00

2.75

3.00
48
9 applying differing
strategies for
comprehension?

68.75
2.75

2.75

3.50

2.75

2.75

2.50

3.00

2.00

3.00

2.75

3.00

3.25

3.00

2.50

2.25

2.25

2.75
44
10 Do the activities appeal
to students‘ interests?

68.75
2.50

3.00

2.75

3.00

2.50

3.25

2.75

2.25

2.75

3.00

3.25

2.50

2.75

2.75

3.00

2.00

2.75
44
11 Are the activities age-
appropriate?

Total of Presentational Communication standard 188 2.94 73.44

Overall total of Communication Goal 576 3.31 82.81

109
 Culture Goal
Practices of Culture Standard

Percentage
points

Mean
Total
Unit
No Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

87.50
4.00

3.75

3.50

3.00

3.50

3.75

3.50

2.75

3.50

3.75

4.00

3.50

3.50

3.75

3.50

2.75

3.50
56
1
Are they current?

93.75
4.00

3.50

3.75

4.00

3.50

3.75

4.00

3.25

4.00

3.75

3.75

4.00

3.75

4.00

3.75

3.25

3.75
60
2
Are they authentic?
Do they dept or
different people/cultures

75.00
3.00

3.25

2.75

3.25

3.00

3.00

2.75

2.50

3.00

3.50

3.25

3.00

2.75

3.00

3.25

2.75

3.00
48
3 who use the foreign
language for
communication?
Are text activities
integrated with the
visual images inviting

68.75
student observation,
2.75

2.50

2.75

2.50

2.75

3.25

3.00

3.00

2.50

2.75

3.50

2.25

3.00

2.50

2.50

2.50

2.75
44
4
identification,
discussion, or analysis
of cultural practices or
products?

Total of Practices of Culture Standard 208 3.25 81.25

110
 Culture Goal
Products of Culture Standard

Are a variety of

50.00
1.75

1.50

2.25

2.00

2.25

2.00

1.75

1.50

2.25

2.50

2.00

2.25

2.00

2.25

2.25

1.50

2.00
32
5 regions/countries where
the foreign language is
spoken represented?
Do students have
opportunities to
participate in games,
songs, celebrations,

50.00
2.00

1.75

1.25

2.25

1.50

2.50

2.25

2.00

2.00

1.50

2.75

1.50

2.25

2.50

2.25

1.75

2.00
32
6 storytelling,
dramatizations, sports,
or entertainment
representative of the
foreign culture?
Are students asked to
identify, analyze or
discuss perspectives,

56.25
2.50

2.25

2.00

2.25

2.75

2.50

2.00

2.00

2.75

2.25

2.50

2.25

1.75

2.25

2.50

1.50

2.25
36
7 behaviours, or practices
of the foreign culture
school family, games,
sports, etc?
Are students asked to
identify, experience,
analyze, produce, or
discuss tangible(toys,

50.00
2.00

1.75

2.00

2.25

1.75

2.00

2.00

1.50

2.25

2.00

2.25

2.25

2.00

1.75

2.25

2.00

2.00
32
8 dress, foods, etc)and
expressive (artwork,
songs, literature, etc)
products of the foreign
culture?

Total of Products of Culture Standard 132 2.06 51.56

Overall Total for Culture Goal 340 2.66 66.41

111
 Connection Goal
Furthering Connection Standard

Total points

Percentage
Mean
Unit
No Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Do students have
opportunities to
discuss or discover
more about concepts

87.50
and topics learned in
3.75

3.50

3.75

3.50

3.75

3.50

3.75

2.75

3.50

3.75

3.50

3.75

3.50

3.75

3.50

2.50

3.50
56
1
other subject
areas(math, science,
history, geography,
art, literature, music,
health, etc)?
Are there
opportunities for
students to build on

81.25
3.50

3.50

3.25

3.50

3.25

3.50

3.75

2.50

3.25

3.00

3.25

3.50

3.00

3.25

3.50

2.50

3.25
52
2 prior personal
experiences and
existing background
knowledge?

Total of Furthering Connection Standard 108 3.38 84.38

112
 Connection Goal
Acquiring Information Standard

Are students given

opportunities to
participate in projects
in which they acquire
information through
technology, personal

50.00
interviews, print

2.00

2.25

2.00

1.50

2.00

2.25

2.00

1.75

2.25

2.25

1.50

2.50

2.00

2.25

2.00

1.50

2.00
32
media(newspapers,
magazines), visual
media(television,
3
videos, advertising)or
print
references)dictionaries,
encyclopaedias)?
Does the text provide
sources written for
native speakers of the

25.00
foreign language(age
1.00

0.75

1.00

1.25

1.00

1.25

1.00

0.75

0.50

1.25

1.00

1.25

1.00

1.25

1.00

0.75

1.00
16
and foreign language
appropriate stories,
poems, songs, media,
4
etc)?

Total of Acquiring information Standard 48 1.50 37.50

Overall Total for Connection Standard 156 2.32 60.94

113
 Comparison Goal
Language Comparison Standard

Total points

Percentage
Mean
Unit
No Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Does the text present
discussion or activities
based on borrowed

25.00
words, cognates, and

0.75

1.25

1.00

1.25

1.00

0.75

1.00

0.50

1.25

1.00

1.25

1.00

1.25

1.00

1.25

0.50

1.00
16
1
idiomatic expressions in
the students‘ native
language and the
foreign language?
Does the text offer
opportunities for
students to demonstrate
understanding of

31.25
1.25

1.25

1.25

1.50

1.25

1.00

1.25

1.00

1.25

1.00

1.50

1.50

1.25

1.50

1.25

1.00

1.25
20
2 similarities and
differences between
their own language and
the foreign language
being studied?

Total of Language Comparison Standard 36 1.13 28.13

114
 Comparison Goal
Culture Comparison Standard

Are similarities and

differences presented

37.50
between the culture(s)

1.50

1.50

1.25

1.50

1.75

1.50

1.75

1.00

1.75

1.50

1.25

1.75

1.75

1.50

1.75

1.00

1.50
24
3
of speakers of the
foreign language and
the students‘ own
culture?
Does the text offer
opportunities for
students to demonstrate
understanding of

31.25
similarities and
1.50

1.25

1.50

1.00

1.25

1.50

1.25

1.00

1.50

1.25

1.25

1.25

1.25

1.00

1.25

1.00

1.25
20
4
differences between
their own culture and
the culture(s)of speakers
of the foreign language
being studied?

Total of Culture Comparison Standard 44 1.38 34.38

Overall total of Comparison Goal 80 1.25 31.25

115
 Community Goal
School and Community Standard

Percentage
points

Mean
Total
Unit
No Item 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Are students asked to
communicate with
speakers of the foreign

25.00
language outside other

1.00

1.25

1.00

1.25

0.75

1.00

1.25

0.50

1.25

1.00

0.75

1.25

1.00

1.00

1.25

0.50

1.00
16
1
own classroom(in
conversation, writing
performances, or
presentations)?
Does the text identify
professions, careers, or
everyday situations

25.00
1.00

1.00

0.75

1.00

1.50

1.00

1.00

0.50

1.25

1.00

0.75

1.25

1.25

1.00

1.25

0.50

1.00
16
2 which require or are
enhanced by
proficiency in the
foreign language?

Total of School and Community Standard 32 1.00 25.00

116
 Community Goal
Life-Long Learning Standard

Does the text present

foreign language/

25.00
culture projects that

0.75

0.75

1.00

0.75

1.25

1.50

1.00

0.50

1.00

1.25

1.50

0.75

1.50

1.25

1.00

0.25

1.00
16
3
involve interacting with
members of the local
community or using
community resources?
Are students encourage
or given opportunities

25.00
to use the language for

1.00

1.25

1.00

0.75

1.00

1.25

1.25

0.50

1.25

1.00

0.75

1.25

1.00

1.25

1.00

0.50

1.00
16
4
leisure activities(media,
sports, games, travel,
music, reading, etc)?

Total of Life-Long Learning Standard 32 1.00 25.00

Overall Total of Community Goal 64 1.00 25.00

117
 Appendix (C)
English for Palestine 9 Student Book
A sample Textbook Analysis _ Unit 1: Getting to Gaza

Communication Culture Connection Comparison Community Essential

Structure
Performance Indicators
Exchanging basic Identifying the Using map Comparing Sharing an Present
information about historical position skills to identify the time aspect of the Continuous.
travel. of Gaza an locate the difference English-
position of between USA speaking
Gaza and rode and Palestine. culture.
route.
Identifying basic Recognizing Collecting and Present
vocabulary of appropriate analyze data simple with
travel, time and expressions for about travel. stative
distances. greeting, thanking verbs.
and giving.
Exchanging Distinguishing Using Travel
information about between past and appropriate expressions
trade in the past present means of symbols to with by.
and present. travel. write time and
distance in
English.
Identifying travel Identifying the Using Past simple
expressions. camel as Arabian technology to and used to.
traditional means present
of transportations. information.
Presenting past Describing the Converting the Intonation:
travel experience. reality of Gaza kilometer to Yes/No and
before and after mile. WH
the Palestine questions.
Catastrophe.
Interpreting oral
and written
description of past
travel experience.
Asking questions
related to travel.
Presenting
information about
Gaza‘s position in
the past and in the
present.
Interpreting
spoken and written
description of
travel.
Engaging in
conversations.

118
119
120
121
122
123
124
 ‫هلخص الذراست‬

‫حقىين هنهاج اللغت اإلنجليسيت للصف الخاسع في ضىء الوعايير العالويت الخوست‬

‫ظ‪ٙ‬شد في اٌسٕ‪ٛ‬اد األخيشح اٌىضيش ِٓ إٌمبشبد د‪ٛ‬ي رصّيُ وزت اٌٍغخ اإلٔجٍيضيخ اٌّذسسيخ‪ ،‬ديش رُ اٌزأويذ عٍي‬

‫ِصغٍخ "اٌّعبييش" في رصّيُ ٘زٖ اٌىزت‪ٚ .‬رّذ اإلشبسح ثشىً ِزضايذ إٌي خّس أ٘ذاف ‪ٚ‬اٌّعبييش اٌّشرجغخ ث‪ٙ‬ب ‪ٚ‬اٌزي‬

‫يجت أْ يزُ رغجيم‪ٙ‬ب عٍي وزت اٌٍغخ اإلٔجٍيضيخ اٌّذسسيخ‪ٚ ،‬األ٘ذاف اٌخّسخ اٌزي يٕجغي أْ رصُّ وزت اٌٍغخ اإلٔجٍيضيخ‬

‫اٌّذسسيخ في ض‪ٛ‬ئ‪ٙ‬ب ٘ي ‪ :‬اٌز‪ٛ‬اصً ‪ٚ‬اٌضمبفخ ‪ٚ‬االسرجبط ‪ٚ‬اٌّمبسٔخ ‪ٚ‬األٔشغخ اٌّجزّعيخ اٌّذٍيخ‪.‬‬

‫‪ٚ‬ر‪ٙ‬ذف ٘زٖ اٌذساسخ إٌي فذص اٌّذ‪ ٜ‬اٌزي رز‪ٛ‬افش فيٗ ٘زٖ األ٘ذاف اٌخّسخ في وزبة اٌٍغخ اإلٔجٍيضيخ اٌّمشس‬

‫ٌٍصف اٌزبسع "‪ٌٚ ."English for Palestine 9‬زم‪ٛ‬يُ ِذز‪ٛ‬ي وزبة اٌٍغخ اإلٔجٍيضيخ اٌّمشس ٌٍصف اٌزبسع رُ اسزخذاَ‬

‫لبئّخ رم‪ٛ‬يُ ِعيبسيخ‪ ،‬إر لبَ اٌجبدش‪ ،‬ثّسبعذح صالس ِعٍّيٓ ثزذٍيً ِذز‪ٛ‬ي اٌىزبة اٌّذسسي ثٕبءَ عٍي اٌمبئّخ اٌّزو‪ٛ‬سح‪.‬‬

‫‪ٚ‬رجيٓ أْ رذٍيً األسثع ِعٍّيٓ اٌزيٓ لبِ‪ٛ‬ا ثبٌزم‪ٛ‬يُ لذ ر‪ٛ‬افك إٌي دذ وجيش‪ٚ .‬رُ جّع اٌجيبٔبد ‪ٚ‬دسبة اٌّز‪ٛ‬سغبد‬

‫اٌذسبثيخ ‪ٚ‬إٌست اٌّئ‪ٛ‬يخ ٌىً ٘ذف ‪ٚ‬اٌّعبييش اٌّشرجغخ ثٗ وً عٍي دذٖ‪ ،‬صُ رُ دسبة اٌّز‪ٛ‬سظ اٌذسبثي ‪ٚ‬إٌسجخ اٌّئ‪ٛ‬يخ‬

‫ٌأل٘ذاف وٍ‪ٙ‬ب‪.‬‬

‫‪ٚ‬أظ‪ٙ‬شد ٔزبئج اٌذساسخ أْ ٕ٘بن رجبيٕب في ِذي ر‪ٛ‬افش األ٘ذاف اٌخّسخ في اٌىزبة اٌّذسسي‪ ،‬فمذ اسزذ‪ٛ‬ر ٘ذف‬

‫اٌز‪ٛ‬اصً عٍي أعٍي دسجخ ثّز‪ٛ‬سظ دسبثي (‪ٚ )3.31‬ثٕسجخ ِئ‪ٛ‬يخ (‪ ،)%82.81‬في ديٓ دصً ٘ذف األٔشغخ‬

‫اٌّجزّعيخ اٌّذٍيخ عٍي أدٔي دسجخ ثّز‪ٛ‬سظ دسبثي (‪ٚ )1.00‬ثٕسجخ ِئ‪ٛ‬يخ (‪ ِٓٚ)%25‬ج‪ٙ‬خ أخشي ادزً ٘ذف اٌضمبفخ‬

‫اٌّشوض اٌضبٔي ثّز‪ٛ‬سظ دسبثي (‪ٚ )2.66‬ثٕسجخ ِئ‪ٛ‬يخ (‪ )%66.41‬أِب ٘ذف االسرجبط فمذ جبء في اٌّشوض اٌضبٌش‬

‫ثّز‪ٛ‬سظ دسبثي (‪ٚ )2.44‬ثٕسجخ ِئ‪ٛ‬يخ (‪ٚ .)%60.94‬لذ جبء ٘ذف اٌّمبسٔخ في اٌّشوض اٌشاثع ثّز‪ٛ‬سظ دسبثي (‪)1.25‬‬

‫‪ٚ‬ثٕسجخ ِئ‪ٛ‬يخ (‪ )%31.25‬أِب فيّب يزعٍك ثّذي ر‪ٛ‬افش األ٘ذاف اٌخّسخ في اٌىزبة اٌّذسسي فمذ ثٍغ اٌّز‪ٛ‬سظ اٌذسبثي‬

‫اٌعبَ ٌأل٘ذاف اٌخّسخ (‪ٔٚ )2.13‬سجز‪ٙ‬ب اٌّئ‪ٛ‬يخ اٌعبِخ فمذ ثٍغذ (‪.)%53.28‬‬

‫‪ٚ‬رىشف ٘زٖ إٌزبئج أْ وزبة اٌٍغخ اإلٔجٍيضيخ اٌّمشس ٌٍصف اٌزبسع يعزجش وزبثبَ ِعيبسيبَ ديش رز‪ٛ‬افش فيٗ األ٘ذاف‬

‫اٌخّسخ إٌي دذ ِب‪ِٚ .‬ع رٌه يٕجغي اال٘زّبَ ثز‪ٛ‬صيع األ٘ذاف اٌخّسخ خالي ‪ٚ‬دذاد اٌىزبة اٌّذسسي‪ٚ ،‬ثٕبءَ عٍيٗ ر‪ٛ‬صي‬

‫اٌذساسخ ثضش‪ٚ‬سح إعبدح إٌظش في اٌىزبة اٌّذسسي ثذيش يزُ رع‪ٛ‬يض أ‪ٚ‬جٗ اٌمص‪ٛ‬س في ر‪ٛ‬افش ثعض األ٘ذاف ‪ٚ‬خبصخ‬

‫٘ذف اٌّمبسٔخ ‪٘ٚ‬ذف األٔشغخ اٌّجزّعيخ اٌّذٍيخ‪ .‬وّب ‪ٚ‬يٕجغي اٌزأويذ عٍي ر‪ٛ‬صيع ٘زٖ األ٘ذاف اٌخّسخ خالي ‪ٚ‬دذاد‬

‫اٌىزبة اٌّذسسي‪ .‬ثبإلضبفخ إٌي رٌه يجت األخز ثعيٓ االعزجبس د‪ٚ‬س اٌّعٍّيٓ ‪ٚ‬اسزشاريجيبد اٌزعٍُ في إصشاء اٌىزبة‬

‫اٌّذسسي ثبأل٘ذاف اٌخّسخ ‪ٚ‬اٌّعبييش اٌّشرجخ ث‪ٙ‬ب ‪ٚ‬رٌه ِٓ خالي سفع ِسز‪ٛ‬ي ‪ٚ‬عي اٌّعٍّيٓ ثبٌذ‪ٚ‬س اٌ‪ٙ‬بَ ٌأل٘ذاف‬

‫‪125‬‬
‫اٌخّسخ في رذسيس اٌٍغخ اإلٔجٍيضيخ ‪ٚ‬رذسيج‪ ُٙ‬عٍي اسزخذاَ اسزشاريجيبد رعٍُ رسبُ٘ في اوسبة اٌغالة اٌٍغخ اإلٔجٍيضيخ‬

‫‪ٚ‬رّىٕ‪ ِٓ ُٙ‬اسزخذاِ‪ٙ‬ب ثشىً جيذ‪.‬‬

‫‪126‬‬