پژوهش و نگارش کتب دانشگاهی

پژوهش و نگارش کتب دانشگاهی

معیارهای ارزیابی فرهنگی کتاب‌های درسی آموزش زبان انگلیسی: مرور نظام‌مند، تدوین چک‌لیست و روایی‌یابی

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استادیار آموزش زبان انگلیسی پژوهشکدۀ تحقیق و توسعۀ علوم انسانی «سمت»
2 استادیار روانشناسی پژوهشکدۀ تحقیق و توسعۀ علوم انسانی «سمت»
چکیده
مدل‌ها، چارچوب‌ها و چک‌لیست‌های فعلی ارزیابی فرهنگی کتاب‌های درسیِ آموزش زبان انگلیسی هیچ کدام کاملاً مبتنی بر پژوهش و یا پیشینۀ پژوهشی نیستند. پژوهش حاضر با استفاده از روش مرور نظام‌مند کیفی، مطالعاتی را که به ارزیابی فرهنگی کتاب‌های درسی این حوزه پرداخته‌اند، مورد بررسی قرار داد و با توجه به یافته‌ها و همچین نظر متخصصان، چک‌لیستی منسجم و جامع از مؤلفه‌های ضروری برای ارزیابی فرهنگی کتاب‌های درسی آموزش زبان انگلیسی را ارائه داد. فاز اول با بهره‌گیری از دستورالعمل پیشنهادی برای مرورهای نظام‌مند و فراتحلیل (PRISMA)‌ اجرا شد. با استفاده از کلیدواژه‌های مرتبط، جستجو در دو پایگاه دادۀ علمیِ Web of Science و SCOPUS در بازۀ زمانی 2010 تا 2025 صورت گرفت. پس از شناسایی، غربالگری، ارزیابیِ واجد شرایط بودن و شمول نهایی مطالعات، 62 مورد به عنوان مجموعۀ نهایی انتخاب شدند. تحلیل درون‌مایه‌ای منجر به شناسایی 281 کد و 21 درون‌مایۀ فرعی شد. درفاز دوم، یک پنل تخصصی متشکل از پنج متخصص در حوزة آموزش زبان انگلیسی برگزار شد. در پایان این مرحله، با افزودن چهار گویه و اصلاح محتوای برخی از درون‌مایه‌ها در نهایت 25 درون‌مایة فرعی به عنوان گویه‌های چک‌لیست انتخاب و در پنج درون‌مایة اصلی با عناوین 1) بازنماییِ فرهنگ؛ 2) بافتارمندسازیِ محتوا؛ 3) فراگیر بودن و تنوع؛ 4) درگیرسازی و بازخورد؛ و 5) ملاحظات اخلاقی سازمان‌دهی شدند. چک‌لیست ارزیابی فرهنگی کتاب‌های درسی آموزش زبان انگلیسی ابزار معتبری را در اختیار مدرسان، نویسندگان کتاب‌های درسی و سیاست‌گذاران قرار می‌دهد تا در مسیر ارزیابی و بهبود محتوای فرهنگی این دسته از مواد آموزشی گام بردارند.
کلیدواژه‌ها

موضوعات


عنوان مقاله English

Criteria for Cultural Evaluation of English Language Teaching Textbooks: Systematic Review, Checklist Development, and Validation

نویسندگان English

Mohammad Shahin Taghaddomi 1
Amir Ali Mazandarani 2
1 Assistant Professor of TEFL at the Institute for Research and Development in the Humanities (SAMT)
2 Assistant Professor of Psychology at the Institute for Research and Development in the Humanities (SAMT),
چکیده English

None of the current models, frameworks, and checklists for cultural assessment of English language teaching (ELT) textbooks is fully grounded in research or the related literature. The present study attempted to examine studies that have addressed the cultural assessment of ELT textbooks using a qualitative systematic review method and, based on the findings and expert judgment, present a coherent and comprehensive checklist of essential components for the cultural assessment of textbooks in ELT. The first phase was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. Using relevant keywords, a search was conducted in two scientific databases, Web of Science and SCOPUS, between 2010 and 2025. After identification, screening, assessment of eligibility, and final inclusion of studies, 62 were selected as the final set. Thematic analysis led to the identification of 281 codes and 21 subordinate themes. In the second phase, an expert panel consisting of five experts in the field of ELT was held. At the end of this phase, by adding four items and modifying the content of some subordinate themes, 25 subordinate themes were finally selected as the checklist items and organized into five themes, namely 1) Representation of culture; 2) Contextualization of content; 3) Inclusivity and diversity; 4) Engagement and feedback; and 5) ethical considerations. The checklist provides educators, textbook writers, and policymakers with a valid tool to assess and improve the cultural content of this type of educational materials.

کلیدواژه‌ها English

culture
textbook
checklist
systematic review
thematic analysis
 
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