Speaker
Abstract section 1: Relevance
Many English instructors in Japanese universities report that incoming students appear to have weaker English foundations than previous cohorts, a perception reflected in survey research of tertiary-level instructors (JACET SIG on English Education, 2010). In addition, research on Japanese learners suggests that perceived difficulty and repeated failure experiences can contribute to learner demotivation (Falout, Elwood, & Hood, 2009), highlighting the importance of aligning instructional materials with students' current proficiency levels. For language educators, selecting appropriate textbook levels is a constant pedagogical challenge. Understanding teachers’ perceptions of students’ abilities can therefore provide valuable insights for curriculum decisions and classroom practice.
Abstract section 4: Outcomes/results
Preliminary interviews suggested that instructors would welcome materials that better match students’ current English level, particularly in courses that require sustained reading of textbooks. However, some instructors may express concern that lowering textbook levels could reduce academic challenge. The study aims to illuminate how instructors negotiate this tension between accessibility and challenge and to stimulate discussion on appropriate curriculum responses to changing student profiles in Japanese university EFL contexts.
Abstract section 2: Contribution/research questions
This study addresses the following questions:
1. How do university instructors perceive the current English proficiency level of their students?
2. How appropriate do instructors consider the newly adopted lower-level textbook for first-year students?
3. Do instructors believe that further adjustment of textbook difficulty is necessary?
Abstract section 3: Content/method
The study focuses on a first-year English program at a private Japanese university that recently adopted a lower-level textbook. Data will be collected using a mixed-methods design. A questionnaire distributed to 8 part-time instructors in the program to gather quantitative data regarding perceptions of student proficiency, textbook suitability, and classroom challenges is analyzed. Second, semi-structured interviews are used to explore more qualitative data, such as their classroom experiences and expectations regarding the new materials.
Abstract section 5: References
JACET SIG on English Education. (2011). A comprehensive study on the framework of English language education in Japan (2010–2012 research report). Japan Association of College English Teachers (JACET)
Falout, J., Elwood, J., & Hood, M. (2009). Demotivation: Affective states and learning outcomes. System, 37(3), 403–417. https://doi.org/10.1016/j.system.2009.03.004
| Title | How Far Should We Go Down the Level of the Textbook? |
|---|---|
| Teaching Context | College and university education |