دراسة
Investigating Grade Four Teachers’ Perceptions of the Writing Skill in Grade Four English Textbooks and the Level of its Alignment with Learning Outcomes
مرفقات :
(1)
Investigating Grade Four Teachers’ Perceptions of the Writing Skill in Grade Four English Textbooks and the Level of its Alignment with Learning Outcomes
Al Rawahi, Muzna Muhammed Saud.
The study aimed to assess the writing skill components in the fourth-grade textbook "English for Me." Specifically, it explored fourth-grade teachers' perceptions of various aspects of writing activities within the textbook, including physical characteristics, topics, language content, activity characteristics, and alignment with learning outcomes. The study employed a descriptive quantitative study design. The study findings indicated that the teachers were moderately in agreement regarding the writing skill components of the textbooks. The findings also reported that the textbooks adequately addressed learning outcomes of writing skill. In light of these research findings longitudinal research is recommended to Adaptation of Criteria; Teachers could adapt the evaluation criteria used in this study for assessing different features or skills in textbooks, potentially yielding diverse results. This approach could be extended to other grade levels. Involving teachers in textbook decisions earlier in the process might enhance their awareness of textbook construction and encourage their participation in future evaluations. Continuous teacher involvement in textbook decisions could foster a sense of ownership and motivation for further evaluations. Similar content analysis designs used in this study could be applied to evaluate other language skills to determine if they are balanced, aligned with content, and meet learning outcomes. Recommendations for Further Research: • Inclusion of Supervisors and Students: Future research could involve supervisors and students in evaluating writing skills to gather a broader range of perspectives. • Understanding Perceptions: Additional research could explore the reasons behind teachers' moderate perceptions of writing skills in textbooks, potentially through follow-up interviews to identify factors influencing these perceptions. • Linking Writing Activities with Literature: Aligning writing activities in textbooks with theoretical frameworks about suitable activities for fourth graders could offer clarity on learning outcomes
The study aimed to assess the writing skill components in the fourth-grade textbook "English for Me." Specifically, it explored fourth-grade teachers' perceptions of various aspects of writing activities within the textbook, including physical characteristics, topics, language content, activity char...