University Textbooks; Research and Writting

University Textbooks; Research and Writting

Teaching Persian prose: Evaluation of educational resources

Document Type : Research Paper

Authors
Amirreza Vakilifard 1
Zoya Rezaei Mahalati 2
Fatemeh Janatirad 3
1 Associate professor of Persian Language Didactics, Imam Khomeini International University, Tehran.Iran .
2 Master of Persian Language Teaching to Speakers of other Languages, Tehran, Iran.
3 . Master of Persian Language Teaching to Speakers of other Languages, Tehran.Iran.
10.30487/rwab.2024.562869.1536
Abstract
The selection and evaluation of educational resources has an effect on increasing and decreasing the quality of learning and teaching and achieving educational goals. Teachers need reliable and valid tools to evaluate educational resources. Due to the lack of a suitable reviewer to evaluate prose literature teaching resources, an artificial researcher's reviewer was designed. After validation, Cronbach's alpha reliability coefficient of 0.939 was obtained, which indicates the appropriate internal consistency between the components of the reviewer. The Persian textbook for teaching Persian prose literature was evaluated by 52 teachers of Persian language and literature with the help of the aforementioned reviewer. In general, the results show the effectiveness of the two-volume collection of Faarsinaameh for teaching Persian prose literature. The findings obtained with the help of Friedman's test show a significant difference in terms of importance and rank between the 12 review sections of the prose literature textbook from the teachers' point of view. Also, t-tests show that according to the average ranks, the section of listening, speaking, reading and writing skills ranks first, the special section of prose literature teaching books ranks second, and the general literary ability section ranks third, as well as the methodological guide and attractiveness section. The text and the appearance of the book are ranked eleven and twelve. The findings of this research help teachers to improve the quality of content and teaching methods by reflecting on the strengths and weaknesses of the textbook.
Keywords
"Teaching Literature"
"Non-Iranian Persian"
"Prose "
Evaluation"
"Textbook"

Subjects

  1. Rostgaar Fasaei, Mansour (1380). Anvae Nasr-e Farsi. Tehran: Samt.

  2. Gharibi, Afsaneh (1395). “Charchebhaye arzyabiye mavade amuzeshii: Mo’arafi va moghayeseye morde-do charcheb Kaningworth va Littlejohn”, Majmooe maqalat-e avvalin hamayesh-e vakaavi manabe amuzesh zaban farsi beh gheyre farsi-zabanan, 883-864.

  3. Ghomari, Haydar (1396). “Arzeshyabi-ye mohtava-ye dars-e tarikh-e adabiat dore-ye dovvom-e motavasset bar asas-e do mo’allefe-ye sakhtar va tahaghog-e ahdaf-e pishbini-shodeh”, Faslnameye Taalim va Tarbiyat, 33(4), 113-134.

  4. Ghomari, Haydar (1395). “Arzeshyabi-ye mohtava-ye dars-e tarikh-e adabiat dore-ye motavasset bar asas-e mo’allef-haye jami’at va sahat va e’tebar-e elmi”, Faslnameye Motale’at-e Barnameh-ye Darsi Iran, 11(42), 135-152.

  5. Nourian, Mohammad (1393). “Raveshhaye arzeshyabiye ketabhaye darsi daneshgahii, mazaaya va mahdoodiyat-ha”, Pazhoohesh va Negarish Ketabhaye Daneshgahii, 33, 1-17.

  6. Vakilifard, Amir Reza; va Rezayi Mahalati, Zoya (1402). Farsiname-ye Amuzeshe Adabiat-e Mansour, Jeld-e Nakhst va Do, Tehran: Farhikhtagan.

  7. Vakilifard, Amir Reza; Mirzaei Hasarian, Mohammad Bagher; va Ahmadi Khalakhali, Nadia (1398). “Farsi baraye ahdaf-e daneshgahii: Tahlil-e ketab-e farsi vizhe ye olume ejtemaee”, Pazhoohesh va Negarish Ketabhaye Daneshgahii, Shomareh 44, 21-48.

  8. Vakilifard, Amir Reza; Rezayi Mahalati, Zoya; va Jantirad, Fatemeh (1399). “Adabiat-e Manzoom va Mansour Farsi baraye gheyrefarsi-zabanan: Dar jostojoo-ye meyari baraye sazmandahiye mohtava-ye darsnamehaye amuzeshi”, Pazhoohesh-haye beinolrashti adabi, 2(4), 346-391.

  9. Vakilifard, Amir Reza; Heydari Khusro, Parisa; va Jantirad, Fatemeh (1397). “Arzyabi-ye majmooe farsi bi-amuzim dar charchebhaye shakhshayye ghatresh manabe amuzesh bar asas-e engareh-ye Macdonough va Shaw (2003)”, Majmooe maqalat-e dahomin hamayesh beinolmelali zaban shenasi Iran, 667-686.

English Language Sources:

  1. Alkhaldi, A. A. (2010). Developing a principled framework for materials evaluation: Some considerations. Advances in Language and Literary Studies, 1(2), 281-298.

  2. Al-Mahrooqi, R. (2012). An investigation of literature teaching methodologies at a higher educational institution in Oman. TESOL Journal, 6(1), 172-180.

  3. Bélanger, A. (2015). Pourquoi enseigner la littérature au secondaire? Québec français, (175), 40-41.

  4. Bloemert, J., Jansen, E., & van de Grift, W. (2016). Exploring EFL literature approaches in Dutch secondary education. Language, Culture and Curriculum, 29(2), 169-188.

  5. Blondeau, N., Alouache, & Ne, M. F. (2006). Literature progressive du Français. CLE international.

  6. Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.

  7. Ellis, R. (1997). Second language acquisition. The United States: Oxford, 98.

  8. Healy, S. (2010). Literature in the EFL Classroom: From theory to practice. Kyoto Sangyo University essays. Humanities series, 42, 178-191.

  9. Jafarigohar, M., & Ghaderi, E. (2013). Evaluation of two popular EFL coursebooks. International Journal of Applied Linguistics and English Literature, 2(6), 194-201.

  10. Khodadady, E., & Hashemnezhad, H. (2020). Evaluating EFL coursebooks: Teachers’ and students’ perspectives. SAGE Open, 10(3), 2158244020940330. https://doi.org/10.1177/2158244020940330

  11. Lynch, B. K. (1996). Language program evaluation: Theory and practice. Ernst Klett Sprachen GmbH.

  12. McDonough, J., Shaw, C., Masuhara, H. (2003). Materials and methods in ELT: A teacher’s guide (3rd edition). London: Blackwell.

  13. Miekley, J. (2005). ESL textbook evaluation checklist. The Reading Matrix, 5(2).

  14. Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V. (2011). Developing an English Language Textbook Evaluation Checklist. Contemporary Issues in Education Research, 4(6), 21-28.

  15. Ocak, G. (2013). The Evaluation of a Turkish Literature Coursebook According to the Constructivist Learning Approach. Journal of Theoretical Educational Science, 6(3), 389-407.

  16. Ogan-Bekiroglu, F. (2007). To what degree do the currently used physics textbooks meet the expectations? Journal of Science Teacher Education, 18, 599-628.

  17. Padurean, A. N. (2015). Approaches to teaching literature in EFL classrooms. Journal of Romanian Literary Studies, (06), 195-200.

  18. Paran, A. (2008). The role of literature in instructed foreign language learning and teaching: An evidence-based survey. Language Teaching, 41(4), 465-496.

  19. Richards, J. C. (2017). Curriculum development in language teaching (Second edition). Cambridge University Press.

  20. Tasneem Wasti, A. (2016). The Role of Literary Texts in Pakistani EFL Classroom: Issues and Challenges. Unpublished thesis. UK: University of Essex.

  21. Vakilifard, A. (2023). Teaching Persian Narrative Texts: Efficacy of a Combined Strategy to Understand Kalileh o Demneh (pp. 494-529). In K. Talattof, Routledge Handbook of Post Classical and Contemporary Persian Literature (1st Ed.), Routledge.

  22. Zhang, X. (2017). A critical review of literature on English language teaching textbook evaluation: What systemic functional linguistics can offer. Journal of Language and Cultural Education, 5(1), 78-102.

  23. Zohrabi, M. (2011). Coursebook Development and Evaluation for English for General Purposes Course. English Language Teaching, 4(2), 213-222.