Malzeme değerlendirmede özelleştirilmiş kontrol listeleri: Türkiye’deki İngilizce sınıfları için bağlama duyarlı ölçüt geliştirilmesi

İngilizce öğretim malzemelerini değerlendirmede ana eğilim, geçmişteki kontrol listelerinden ödünç maddeler yardımıyla kullanıcıların genel memnuniyet düzeylerinin ölçülmesi olmuştur. Ancak bunların gerçek niteliği, bağlama duyarlı ölçütlerin kullanımıyla doğru olarak ölçülebilir. Bu araştırmada, 85 İngilizce öğretmeni ve 500 yedinci sınıf öğrencisi yerel İngilizce ders kitaplarının etkililiğini standardize edilmiş, özelleştirilmiş ve ağırlıklandırılmış Likert-tipi kontrol listeleri aracılığıyla değerlendirmiştir. Kullanıcıların ana odak alanlarındaki memnuniyetsizliğin, salt genel değerlendirmenin sağladığından daha büyük olduğu saptanmıştır. Öğretmenlerin değerlendirmeleri, cinsiyet, deneyim ve ders kitabı kullanım süresinden etkilenmediyse de en çok tercih ettikleri ölçütler, ders kitabının farklı dil düzeyleri ve öğrenici türleri ile uyumuna yoğunlaşmıştır. Öğrencilerin en çok tercih ettiği ölçütler ise yardımcı kaynaklar ve konusal çekicilik ile ilgilidir. Öğretmenlere rehberlik etmesi ve öğrencilere bireysel öğrenme imkanı vermesi açısından yardımcı kaynakların eksikliği ve özgünlüğün yoksunluğu, ders kitabının birinci sıradaki kusurlarındandır. Fakat kullanıcı görüşlerinin örtüştüğü diğer ciddi zayıflıkları ise şunlardır: yaratıcı düşünme için destek eksikliği, konusal çekicilik, dilbilgisi açıklamaları ve kültürel çeşitlilik yoksunluğu. Bu süreğen sorunları, yerel malzemelerin küresel (İngiltere/ABD-üretimi) muadillerine yeğlendiği ve İngilizcenin yabancı dil olarak öğretildiği benzer bağlamlarda tanılandığından, İngilizce öğretim malzemelerini tasarlama, düzenleme ve değerlendirmede bağlama duyarlı ve sinerjistik bir model kullanımı önerilmiştir.

Particularised checklists in materials evaluation: Developing contextually relevant criteria for Turkish EFL classes

The major trend in ELT materials evaluation has been the measurement of general satisfaction levels againstborrowed items from previous checklists. However, their real quality can be accurately assessed throughcontextually relevant criteria. In this study, 85 English teachers, and 500 seventh-graders evaluated theeffectiveness of their locally-produced English coursebook with standardised, particularised, and importanceweighted Likert-type checklists. The extent of consumer dissatisfaction in their primary focus areas was foundmuch greater than the overall evaluation alone had yielded. The teachers’ evaluations were yet unaffected bygender, experience, and length of textbook use. The top teacher-preferred criteria focused on accommodatingdifferent proficiency levels, and learner types; and the top student-preferred criteria on supplementary resources,and thematic appeal. The list of coursebook deficiencies might have been topped by the lack of authenticity, andsupplementary resources for teacher guidance, and student self- instruction, but further overlaps existed betweenuser views over such serious weaknesses as lack of: support for creative thinking, thematic appeal, grammaticalexplanations, and cultural diversity. Since these persistent coursebook concerns have been diagnosed in similarEFL contexts, where local materials were preferred over their global (UK/US-produced) counterparts, a contextsensitive, synergistic model was recommended for drafting, editing, and assessing ELT materials.

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