Abstract section 1: Relevance
Textbooks remain the primary source of linguistic input in EFL classrooms. They play a vital role in the skills development and mastery of the target language (Richards, 2017). Hence, identifying how tasks or exercises are designed and arranged in the textbook will influence how the learning outcome and communicative competence of its end-users develop.
Abstract section 2: Contribution/research questions
- What types of tasks, skills, and language components are included in the textbook?
- What cognitive, linguistic, and interactional demands do the activities place on the learners?
- What language teaching and learning assumptions are reflected in the sequencing and design of activities in the textbook?
Abstract section 3: Content/method
The textbook used for Grade 4 was analyzed. Data includes the book’s design & structure, language focus, skills focus, and types of activities. A sample unit from the textbook was specifically analyzed to determine the congruence of the book’s features with the desired learning outcome. The design of the exercise was systematically analyzed following these levels: description, task analysis, and interpretation. The results were, then, interpreted against Taiwan’s bilingual education goals.
Abstract section 4: Outcomes/results
With the aid of Littlejohn’s framework, the analysis shows that Wonder World 4 focuses on structured language learning through controlled practice while incorporating limited communicative activities. The material reflects a form-focused pedagogical orientation while introducing interactive language use. Against the nation’s aim of being bilingual by 2030, activities in the book could provide more opportunities for freer communicative interaction.
Abstract section 5: References
Littlejohn, A. (2022). The analysis and evaluation of language teaching materials. In Norton, J & Buchanan, H. (Eds). The Routledge handbook of materials development for language teaching. Routledge.
Richards, J. C. (2017). Curriculum development in language teaching. Cambridge: Cambridge University Press.
| Title | Analysis of a primary school English textbook in Taiwan |
|---|---|
| Teaching Context | Teaching children |