چکیده

The present study aimed to explore EFL teachers’ cognition as to the criteria for the evaluation of ELT textbooks. Participants were 12 Iranian EFL teachers: seven females and five males. Their teaching experience ranged from one to 15 years and their age ranged from 20 to 33. The participants were selected through purposeful sampling and then were categorized into three focus groups by their teaching experience. There were four EFL teachers in each collaborative group. Collaborative discussions were chosen as the main instrument of the study and three collaborative discussion sessions were held. Every session took around one hour. In collaborative discussion sessions, the topic of discussion was textbook evaluation criteria and 10 questions were addressed in this regard. The collaborative discussions were recorded and the audio recordings were transcribed. Analysis of the data indicated that the participants of each focus group held similar cognition about most of the issues in textbook evaluation. Although there were similarities between the three focus groups regarding the participants’ cognition, with an increase in the participants’ experience, their cognition on the criteria for the evaluation of ELT textbooks seemed to be more developed. In general, however, participants of all the three groups had a good understanding of textbook evaluation criteria.

کليدواژه ها

teachers’ cognition, textbook evaluation criteria

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Nafeeseh Aryaeian , 1398 , EFL Teachers’ Cognition of the Criteria for the Evaluation of ELT Textbooks: A Collaboration-Based Investigation , اولين کنفرانس بين المللي مطالعات زبان انگليسي