A Micro-Evaluation of “Family and Friends” Textbook on Using TBLT vs. TSLT Approach and Teachers’ Comments on Its Efficacy

This study evaluates how well "Family and Friends" Young Learners’ textbook series aligns with Task-Based Language Teaching (TBLT) and Task-Supported Language Teaching (TSLT) methodologies. Additionally, it examines teachers’ feedback on the textbook’s efficacy based on their usage. Utilizing an explanatory mixed-methods design, the study employed checklists to assess the textbook’s underlying approach. Ten teachers from across the country, each with experience using this textbook, participated in the second phase of the study, which was an interview with teachers about their comments on the efficacy of the textbook. Two checklists were designed: one to identify tasks versus other activities in the textbook, and another to compare the textbook’s design with TBLT and TSLT approaches. The analysis revealed that the textbook predominantly follows a weak version of TSLT. Moreover, only half of the teachers expressed satisfaction with the textbook. The rest provided reasons for their dissatisfaction as well as suggestions on how to improve the textbook. The findings suggest that textbook designers should incorporate more robust task-based elements that align with TBLT principles to enhance effectiveness and meet contemporary pedagogical standards.

کلیدواژه ها:

Family and Friends textbook ، micro-evaluation ، TBLT ، textbook evaluation ، TSLT