Analyzing the effectiveness of an English textbook approved for use by the Education Bureau in Hong Kong primary schools

Abstract

Textbook has always been an essential component for teachers to make informed decisions in the English as Second Language classroom. The majority of the Hong Kong primary schools tend to heavily rely on the use of textbook (Chen, 2012). In fact, it may be the only resource in which the students have access to and, very often, classwork as well as homework make close reference to textbook as a major source of information to ascertain students’ understanding. Textbook evaluation in Hong Kong is, therefore, of utmost importance to ensure effective and efficient teaching and learning.

The literature review establishes a need for research to evaluate the textbooks used for English language teaching. A lack of research, and the finding that some textbooks may not be properly aligned with criteria set forth by applicable guidelines reveal a significant potential problem worthy of further investigation and analysis. Furthermore, the finding that teachers can play an active and important role in accurate evaluation of textbook materials adds to the argument that research projects should involve teachers in the process of evaluating these important learning resources. Thus, the research proposed here aims to address a gap in the literature by providing greater insights into whether or not a specific English language learning resource used in Hong Kong primary classrooms conforms to guidelines established by the Hong Kong Education Bureau (2012), as well as how teachers view this resource. This study provides insights into the effectiveness of such, as well as how teachers feel about materials approved for use in their classrooms.