Textbook Adaptation Techniques in a Technology-Integrated Environment by an Indonesian EFL Teacher

Muhammad Ibnu Mustofa; Ika Lestari Damayanti

doi:10.21093/ijeltal.v9i1.1623

Textbook Adaptation Techniques in a Technology-Integrated Environment by an Indonesian EFL Teacher

Muhammad Ibnu Mustofa, Ika Lestari Damayanti

Abstract

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technology-based classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively

Keywords

English language teaching; English textbook; materials adaptation; technology integration

Full Text:

Download PDF

References

Ahamat, M. I., & Kabilan, M. K. (2022). Material Adaptation Among Rural Primary School English Language Teachers. 3L: Southeast Asian Journal of English Language Studies, 28(1), 90-102. http://doi.org/10.17576/3L-2022-2801-07

Alfiras, M., & Bojiah, J. (2020). Printed textbooks versus electronic textbooks: A study on the preference of students of Gulf university in kingdom of Bahrain. International Journal of Emerging Technologies in Learning, 15(18), 40-52. https://doi.org/10.3991/ijet.v15i18.15217

Ariyan, M. A., & Pavlova, L. V. (2019). An English language textbook: A friend or a foe. In Z. Anikina (Ed.), Going global through social sciences and humanities: A systems and ICT perspective (Vol. 907, pp. 83–90). Springer International Publishing. https://doi.org/10.1007/978-3-030-11473-2_10

Asratie, M. G., Wale, B. D., & Aylet, Y. T. (2023). Effects of using educational technology tools to enhance EFL students’ speaking performance. Education and Information Technologies,28(8), 10031–10051. https://doi.org/10.1007/s10639-022-11562-y

Atkinson, D. (2021). The adaptive expertise of expert ELT textbook writers. RELC Journal, 52(3), 603-617. https://doi.org/10.1177/0033688219893119

Bosompem, E. G. (2014). Materials adaptation in Ghana. In S. Garton & K. Graves (Eds.), International perspectives on materials in ELT (pp. 104–120). Palgrave Macmillan.

Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27–40. https://doi.org/10.3316/QRJ0902027

Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological. (pp. 57–71). American Psychological Association. https://doi.org/10.1037/13620-004

Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed). Pearson Education.

Chou, I. (2016). Reading for the purpose of responding to literature: EFL students’ perceptions of e-books. Computer Assisted Language Learning, 29(1), 1-20. https://doi.org/10.1080/09588221.2014.881388

Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed). Pearson.

Creswell, J. W., Creswell, J. D., Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE.

Criado, R. (2023). Patterns of Textbook Use in EFL: Adaptation Techniques and Their Effects on Form-Focused and Meaning-Focused Instruction. Open Journal of Modern Linguistics, 13(6), 924-972. https://doi.org/10.4236/ojml.2023.136054

Cunningsworth, A. (2003). Choosing your coursebook. Macmillan Heinemann English Language Teaching.

Damayanti, I. L. & Febrianti, Y. (2020). Multimodal literacy: Unfolding reading path in children’s picture book and its potential for EFL classrooms. Indonesian Journal of Applied Linguistics, 9(3), 616-627. https://doi.org/10.17509/ijal.v9i3.23212

Darmayenti, Besral, & Yustina, L. S. (2021). Developing an EFL religious characters and local wisdom based EFL textbook for Islamic higher education. Studies in English Language and Education, 8(1), 157-180. https://doi.org/10.24815/siele.v8i1.18263

Franklin, C., & Ballan, M. (2001). Reliability and validity in qualitative research. In B. Thyer (Ed.), The handbook of social work research methods (pp.273–292). Sage Publications. https://doi.org/10.4135/9781412986182

Gebhard, J. G. (2017). Teaching English as a foreign or second language: A self-development and methodology guide (3rd ed.). University of Michigan Press.

Gilakjani, A. P. (2017). A review of the literature on the integration of technology into the learning and teaching of English language skills. International Journal of English Linguistics, 7(5), 95. https://doi.org/10.5539/ijel.v7n5p95

Grammatosi, F. and Harwood, N. (2014). An experienced teacher’s use of the textbook on an academic English course: a case study. In Harwood N. (ed.) English Language Teaching Textbooks: Content, consumption, production (pp. 178–204). Palgrave.

Graves, K. & Garton, S. (2019). Materials use and development. In S. Walsh & S. Mann. The Routledge handbook of English language teacher education (pp. 417-431). Routledge.

Gray, J. (2016). ELT materials: Claims, critiques and controversies. In G. Hall (Ed.), The Routledge handbook of English language teaching (pp. 95–108). Routledge.

Halim, S., & Halim, T. (2016). Adapting Materials: Revisiting the needs of learners. International Journal of Humanities and Cultural Studies, 2(4), 633–642. https://www.ijhcs.com/index.php/IJHCS/issue/viewIssue/8/26

Hanifa, R. (2017). Investigating English teachers’ understanding of materials adaptation in curriculum 2013. Proceedings of the Tenth Conference on Applied Linguistics and the Second English Language Teaching and Technology (pp. 319-324). SciTePress. https://doi.org/10.5220/0007166703190324

Hanifa, R., & Yusra, S. R. (2023). Tailoring EFL lessons through materials adaptation: A look into an Acehnese teacher’s experiences. LingTera, 10(1), 1–14. https://doi.org/10.21831/lt.v10i1.58035

Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-Assisted Vocabulary Learning for EFL Learners: A Meta-Analysis. Journal of Research on Educational Effectiveness, 14(3), 645–667. https://doi.org/10.1080/19345747.2021.1917028

Harmer, J. (2005). How to teach English: An introduction to the practice of English language teaching. Longman.

Harmer, J. (2015). The practice of English language teaching (5th ed.). Pearson Education.

Hennink, M., Hutter, I., & Bailey, A. (2019). Qualitative research methods (2nd ed.). SAGE Publications Ltd.

Hsieh, Y., & Huang, S. (202o). Using an E-book in the secondary English classroom: Effects on EFL reading and listening. Education and Information Technologies, 25(2), 1285–1301. https://doi.org/10.1007/s10639-019-10036-y

Li, R. (2022). Effects of Mobile-Assisted Language Learning on EFL/ESL Reading Comprehension. Educational Technology & Society, 25(3), 15–29. https://www.jstor.org/stable/48673721

Li, Z., & Xu, Y. (2020). Unpacking the processes of materials use: An interdisciplinary perspective of language teachers’ use of materials in China. SAGE Open, 10(4), 215824402097787. https://doi.org/10.1177/2158244020977875

Liang, W. (2021). University teachers’ technology integration in teaching English as a foreign language: Evidence from a case study in mainland China. SN Social Sciences, 1(8), 219. https://doi.org/10.1007/s43545-021-00223-5

Maryono, G. D., & Lengkanawati, N. S. (2022). EFL teachers’ strategies to accommodate students’ learning styles in distance learning and their challenges. Journal on English as a Foreign Language, 12(1), 159–178. https://doi.org/10.23971/jefl.v12i1.3130

Masuhara, H. (2022). Approaches to materials adaptation. In J. Norton & H. Buchanan (Eds.). The Routledge handbook of materials development for language teaching (pp. 277-290). Routledge.

McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher’s guide (3rd ed.). Wiley-Blackwell.

McGrath, I. (2013). Teaching materials and the roles of EFL/ESL teachers: Practice and theory. Bloomsbury Academic. https://doi.org/10.5040/9781472542076

Mede, E., & Yalçin, S. (2019). Utilizing textbook adaptation strategies: Experiences and challenges of novice and experienced EFL instructors. TESOL International Journal, 14(1), 91–104. https://eric.ed.gov/?id=EJ1244104

Menkabu, A., & Harwood, N. (2014). Teachers’ conceptualization and use of the textbook on a medical English course. In N. Harwood (Ed.), English language teaching textbooks (pp. 145–177). Palgrave Macmillan UK. https://doi.org/10.1057/9781137276285_5

Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation (4th ed.). John Wiley & Sons.

Meurant, R. C. (2010). Dematerialization and deformalization of the EFL/ESL textbook—Literature review and relevant issues. In T. Kim, S. K. Pal, W. I. Grosky, N. Pissinou, T. K. Shih, & D. Ślęzak (Eds.), Signal processing and multimedia (Vol. 123, pp. 235–244). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-17641-8_28

Mustofa, M. I., & Wirza, Y. (2023). Promoting learner autonomy through EFL textbook: the textbook facilitation and the students’ and teacher’s perceptions. Journal on English as a Foreign Language, 13(1), 289-313. https://doi.org/10.23971/jefl.v13i1.6056

Nouichi, F. (2022). Do Algerian High School EFL Teachers Adapt Textbook Materials?. Milev Journal of Research and Studies, 8(2), 325–337. https://doi.org/10.58205/mjrs.v8i2.106

Orfan, S. N., Noori, A. Q., & Akramy, S. A. (2021). Afghan EFL instructors’ perceptions of English textbooks. Heliyon, 7(11), 1-6. https://doi.org/10.1016/j.heliyon.2021.e08340

Pratiwi, N. U., Jufrizal, & Hamzah. (2020). English language teachers’ practices of textbook adaptation techniques. Advances in Social Science, Education and Humanities Research: Proceedings of the Eighth International Conference on Languages and Arts (pp. 28-31). Atlantis Press. https://doi.org/10.2991/assehr.k.200819.006

Rathert, S., & Cabaroglu, N. (2022). Theorising textbook adaptation in English language teaching. Center for Educational Policy Study Journal, 12(2), 169-188. https://doi.org/10.25656/01:25227

Richards, J. C. (2014). The ELT Textbook. In S. Garton & K. Graves (Eds.), International Perspectives on Materials in ELT (pp. 19–36). Palgrave Macmillan UK. https://doi.org/10.1057/9781137023315_2

Richards, J. C. (2017). Jack C. Richards’ 50 tips for teacher development. Cambridge University Press.

Robinson, R. S. (2014). Purposive sampling. In A. C. Michalos (Ed.), Encyclopedia of quality of life and well-being research (pp. 5243–5245). Springer Netherlands. https://doi.org/10.1007/978-94-007-0753-5_2337

Sanfo, J. B. M. B. (2023). Examining student ICT use and learning outcomes: Evidence from Japanese PISA data. Computers and Education Open, 4(1), 1-20. https://doi.org/10.1016/j.caeo.2023.100141

Saraceni, C. (2013). Adapting courses: A personal view. In B. Tomlinson. Developing materials for language teaching (Ed.). (pp. 49-62). Bloomsbury Publishing.

Savova, L. (Ed.). (2009). Using textbooks effectively. Teachers of English to Speakers of Other Languages, Inc.

Serrar, O., & Bouhanna, Y. (2020). An investigation of the textbook adaptation strategies used by middle school teachers of English [Master’s Thesis]. University of Mohammed Seddik Ben Yahia, Jijel.

Seyyedrezaei, M. S., Amiryousefi, M., Gimeno-Sanz, A., & Tavakoli, M. (2022). A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: Retrospect and prospect. Computer Assisted Language Learning, 0(0), 1-34. https://doi.org/10.1080/09588221.2022.2118782

Sun, Y., & Dang, T. N. Y. (2020). Vocabulary in high-school EFL textbooks: Texts and learner knowledge. System, 93(1), 2-45. https://doi.org/10.1016/j.system.2020.102279

Tibebu, M. (2017). EFL Teachers’ Practice of Adapting Textbook Materials: The Case of Five Selected High Schools in ILU ABA BOR Zone. International Journal of Social Science and Humanities Research, 5(2), 253–276.

Toledo-Sandoval, F. (2020). Local culture and locally produced ELT textbooks: How do teachers bridge the gap?. System, 95(1), 102362. https://doi.org/10.1016/j.system.2020.102362

Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179. https://doi.org/10.1017/S0261444811000528

Tomlinson, B. (2023). Developing Materials for Language Teaching (3rd Ed.). Bloomsbury.

Tomlinson, B. R., & Tomlinson, B. (Eds.). (2011). Materials development in language teaching (2. ed). Cambridge University Press.

Tonawanik, P., & Donavanik, N. (2019). Teaching materials: Adopting and adapting. Journal of Suvarnabhumi Institute of Technology (Humanities and Social Sciences), 5(2), 635–648. https://so04.tci-thaijo.org/index.php/svittj/article/view/234088

Tseng, J.-J., Chai, C. S., Tan, L., & Park, M. (2020). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 1–24. https://doi.org/10.1080/09588221.2020.1868531

Ward, K., Gott, M., & Hoare, K. (2015). Participants’ views of telephone interviews within a grounded theory study. Journal of Advanced Nursing, 71(12), 2775–2785. https://doi.org/10.1111/jan.12748

Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54(4), 1202–1211. https://doi.org/10.1016/j.compedu.2009.11.006

Wiles, R. (2013). What are qualitative research ethics? Bloomsbury Academic.

Wilkinson, M. (2016). Language Learning with ICT. In W. A. Renandya & H. P. Widodo (Eds.), English Language Teaching Today (Vol. 5, pp. 257–276). Springer International Publishing. https://doi.org/10.1007/978-3-319-38834-2_18

Yin, R. K. (2014). Case study research: Design and methods (5th ed). Sage Publications.

Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491–523. https://doi.org/10.1017/S0261444820000208

Zhang, H., Liu, W., & Li, H. (2022). English-as-a-Foreign-Language Teachers’ Beliefs and Coursebook Adaptation Practices: A Latent Profile Analysis. RELC Journal, 0(0), 1-18. https://doi.org/10.1177/00336882221143184

DOI: http://dx.doi.org/10.21093/ijeltal.v9i1.1623

Refbacks

There are currently no refbacks.

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) by http://ijeltal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.