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postgraduate thesis: An evaluation of the design of ELT textbooks used in Hong Kong primary schools : do authors integrate principles of learner autonomy into textbooks?

TitleAn evaluation of the design of ELT textbooks used in Hong Kong primary schools : do authors integrate principles of learner autonomy into textbooks?
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Kong, P. [江保平]. (2014). An evaluation of the design of ELT textbooks used in Hong Kong primary schools : do authors integrate principles of learner autonomy into textbooks?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325514
AbstractThis study investigates whether principles of learner autonomy are integrated into ELT textbooks used in Hong Kong primary schools. Primary quantitative data were generated through an analysis of textbooks, and the supporting qualitative data came from interviews with teachers and lesson observations. Two sets with a total of twelve English language textbooks published for Primary Four, Primary Five and Primary Six students by Oxford University Press (China) Ltd. and Pearson Hong Kong were evaluated. Five teachers participated in the interviews while lesson observations were conducted with three of them. The results show that principles of learner autonomy are included in the textbooks to some extent. Out of the five key principles of learner autonomy, only self-assessment is achieved fully. The other key principles are partly achieved (i.e. self-selecting learning strategies, self-selecting materials and classroom activities) or not achieved (i.e. self-setting goals and self-reflection). There is currently not enough attention given in these primary ELT textbooks to promoting learner autonomy. In addition, it is found that there is no great difference in the degree of learner autonomy promoted across educational levels. The findings also suggest that different authors have different levels of awareness of promoting learner autonomy. This study concludes that a set of guidelines about the incorporation of principles relating to learner autonomy would facilitate authors and publishers in designing textbooks.
DegreeMaster of Arts in Applied Linguistics
SubjectEnglish language - Study and teaching (Primary) - China - Hong Kong - Textbook
Dept/ProgramApplied English Studies
Persistent Identifierhttp://hdl.handle.net/10722/207133

 

DC FieldValueLanguage
dc.contributor.authorKong, Po-ping-
dc.contributor.author江保平-
dc.date.accessioned2014-12-09T23:17:06Z-
dc.date.available2014-12-09T23:17:06Z-
dc.date.issued2014-
dc.identifier.citationKong, P. [江保平]. (2014). An evaluation of the design of ELT textbooks used in Hong Kong primary schools : do authors integrate principles of learner autonomy into textbooks?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325514-
dc.identifier.urihttp://hdl.handle.net/10722/207133-
dc.description.abstractThis study investigates whether principles of learner autonomy are integrated into ELT textbooks used in Hong Kong primary schools. Primary quantitative data were generated through an analysis of textbooks, and the supporting qualitative data came from interviews with teachers and lesson observations. Two sets with a total of twelve English language textbooks published for Primary Four, Primary Five and Primary Six students by Oxford University Press (China) Ltd. and Pearson Hong Kong were evaluated. Five teachers participated in the interviews while lesson observations were conducted with three of them. The results show that principles of learner autonomy are included in the textbooks to some extent. Out of the five key principles of learner autonomy, only self-assessment is achieved fully. The other key principles are partly achieved (i.e. self-selecting learning strategies, self-selecting materials and classroom activities) or not achieved (i.e. self-setting goals and self-reflection). There is currently not enough attention given in these primary ELT textbooks to promoting learner autonomy. In addition, it is found that there is no great difference in the degree of learner autonomy promoted across educational levels. The findings also suggest that different authors have different levels of awareness of promoting learner autonomy. This study concludes that a set of guidelines about the incorporation of principles relating to learner autonomy would facilitate authors and publishers in designing textbooks.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshEnglish language - Study and teaching (Primary) - China - Hong Kong - Textbook-
dc.titleAn evaluation of the design of ELT textbooks used in Hong Kong primary schools : do authors integrate principles of learner autonomy into textbooks?-
dc.typePG_Thesis-
dc.identifier.hkulb5325514-
dc.description.thesisnameMaster of Arts in Applied Linguistics-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineApplied English Studies-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5325514-

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