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ERIC Number: EJ1088698
Record Type: Journal
Publication Date: 2013
Pages: 15
Abstractor: As Provided
Reference Count: 34
ISSN: ISSN-1750-1229
Working with Textbooks: Reconceptualising Student and Teacher Roles in the Classroom
Rowland, Luke; Barrs, Keith
Innovation in Language Learning and Teaching, v7 n1 p57-71 2013
Student reactions to different methods of in-class textbook use have received little attention in the literature on English language teaching. This article explores the responses of 57 Japanese university students to the replacement of teacher-led textbook lessons with small group, role-based textbook work in regular English reading classes. Insights into the challenges and opportunities presented by small group, role-based work were gained through a qualitative analysis of the students' written lesson reflections. The findings reveal that although the students tended to view the new approach favourably, there were underlying issues related to responsibility, pressure and collaboration that emerged from the students' lesson reflections. Conclusions point to the context-dependent and individually realised nature of classroom enterprise. In this article, the authors also contend that insights into classroom activity are best gained through research methodologies that allow for inquiry into teaching/learning environments without disturbing pedagogical endeavour.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan