Tugas Journal ESL

How to Use Skype in the ESL/EFL Classroom
Sarah Elaine Eaton
saraheaton2001 (}at{) yahoo.ca
http://www.drsaraheaton.wordpress.com
University of Calgary (Calgary, Canada)
This paper discusses how Skype can be used to: 1) empower ESL/EFL teachers and tutors to incorporate a simple and popular technology into their teaching practice 2) give presentations and workshops 3) be a stepping stone to using more sophisticated technology in the classroom. For those who are new to using technology in the language learning classroom, Skype is an effective way to experiment while minimizing the risk of things going wrong. Skype can help ESL/EFL teachers improve their technology literacy and increase their confidence using technology in the classroom. It provides an excellent stepping stone for those who are not entirely "fluent" with more sophisticated technologies. This paper builds upon previous work done on using Skype for literacy and language learning (Eaton, 2009a, 2010c).
Introduction
Skype is a communication tool that allows users to make audio and video calls over the Internet. Calls to other Skype users are free. Skype also offers a computer-to-land-line service for both local and international calls, as a fee-based service. Similar to needing an e-mail address to send e-mails, a Skype account is required in order to make and receive calls.  Users choose a user name, which remains with them for as long as the account is active.

It is necessary for users to have a mic and audio capabilities enabled on their computer. If the  computer does not have these features built in, users must buy a Skype-enabled headset with earphones and a mic.

Once the user has the necessary equipment and an account set up, he or she can begin using Skype to make computer-to-computer calls. If both the account holder and the party on the other end have web cams, they can make a point-to-point video call. Users can see each other throughout the call. If the connection is slow or if users do not have web cams, they can still make audio calls.

It is important to remember that Skype works computer-to-computer, not necessarily person-to-person. One computer may be hooked up to a large screen and presenter slides may be projected onto that large screen to a group of people sitting in a theatre-style classroom. In this way, Skype may be used to teach groups of people. For teaching, it is key to know that  Skype may be used to connect individuals, one individual to a group, or one group to another group.

It is reported that in first half of 2010, Skype had 124 million users who placed 95 billion calls, of which approximately 40% were video calls (Melanson, 2010). Educators have been incorporating Skype into their classrooms for a number of years now (Davis, 2006; Mirtschin, 2008; Smith, 2009a, 2009b; Stephenson, 2009; Waters, 2008a).

Pioneers of using Skype in the classroom immediately noted the potential for international connections between classrooms and students (Waters, 2008b). This is a natural fit for language educators interested in having cross-cultural exchanges with students using Skype. One Australian educator has used Skype for inter-school debates (Smethurst, 2009). This may be of interest to language teachers, as it is noted that activities such as debates and speech competitions in the target language are on the rise (Eaton, 2010a).
Skype Versus Other Technologies
Some argue that Skype is less powerful than other synchronous learning technologies such as Elluminate or other webinar-type services. This may be true. It offers interaction with only a very limited number of users at one time. It also does not include the same interactive features such as white boards, polls or other features found with more sophisticated technologies. Skype’s simplicity, on the other hand, makes it an accessible tool for those who are less comfortable using technology in the classroom - and it is free.
Relationship between Anxiety, Curiosity and Receptiveness to Learning
Using a progressive approach to incorporating technology into the classroom is an effective way for ESL/EFL teachers to update their teaching techniques at their own pace, building confidence and skills as they progress. For teachers who are reluctant to use technology due to lack of skills or confidence or high levels of anxiety, getting started with simpler tools may be an effective way for them to explore and incorporate new technologies. Simpler technologies allow users to minimize their risk and “performance anxiety” as they learn.

As users become comfortable with more advanced features, they can engage in higher level uses. This may lead them to being open to trying more sophisticated technologies in the future. Skype is an excellent tool to help teachers build technology skills. It also happens to be an effective tool to teach languages, as it incorporates high levels of verbal interaction between users, in this case between teachers and students.
Advanced Features
Although Skype could arguably be considered less sophisticated than other web or video conferencing tools, it has some advanced features that make it useful for teaching English. These include:
Conference Calls
Skype can be used to make conference calls with a number of users (Family Matters, n.d.). Up to six users may be on the line at one time. At the time of writing, the conference calling feature included audio only. Video calls can only be made between two parties.
Instant Messaging or Chat
Skype has a chat function that can be used for a variety of purposes. Users may chat while in a real-time audio or video call. This is useful if the connection breaks up. Users may indicate that they are unable to see or hear well using the chat function.

In addition, if another call comes in while a user is in a real-time call, he or she may send the other party a quick instant message to let them know that their cannot be answered at that time.

The chat function helps to smooth out online communications, allowing users to briefly acknowledge one another or explain a situation, rather than simply terminating a call. This is particularly useful for ESL/EFL students who may find writing easier than speaking.
File Sharing
Users can send files, which is much like adding an attachment to an e-mail, except that the sharing takes place in real time, during a call. Users can send almost any kind of file such as a .pdf, a Word document. The the party on the other end can open it as soon as they receive it, allowing users to discuss it during their call. Teachers can use this feature to share activities or resources with students during a lesson.
Screen Sharing
This feature allows users to share a portion of their screen or their entire screen, with others on the call. This is particularly useful for giving presentations. One user may enable a presentation in full-screen mode, while sharing their screen with other users. Teachers can use the screen sharing option to give slide presentations to students during a lesson. The screen sharing function is only activated once the user is in a call. The downside is that one can only “learn by doing” for this feature.

To access this function, click on the “call” tab on the menu at the top of the screen. That displays a drop-down menu. From there the user must choose “share screen”. The user will be asked if  he or she wants to share part or all of their screen. An important tip: I open my presentation before the call and then have it running in the background. I choose to share my entire screen and then I quickly flip to my slides and run my slides in full-screen mode.

There will be a moment where the party on the other end will see the user’s entire screen before the slides begin, so ensure there is nothing else open on the desktop such as personal e-mails, etc. Screen sharing requires practice, and it is a powerful feature for learning.
Using Skype for Marketing ESL/EFL Programs
Marketing is all about relationships, particularly in education (Drysdale, n.d.; Eaton, 2005, 2009b). Skype can be used to create and maintain relationships with prospective students. This may be of particular relevance for programs that recruit international students. One example is to have a Skype account that students can call to ask questions. These calls can be answered by ESL/EFL school staff, just as the phone is.

Another way to use Skype for marketing is to conduct pre-arrival orientation tutorials with students. This can be done on a one-to-one basis, but also with groups. The orientation session can review a variety of pre-arrival information: an introduction to the school, an introduction to some of the key staff the students will meet when they arrive (including a photo to make it more personal). It can include information about airport arrivals and pick up, a list of things to bring with them (such as a warm sweater or coat), the schedule for a typical day of classes, etc.
Conclusion
Skype is an excellent tool for ESL/EFL educators who are tentative about using more sophisticated learning technologies. Because Skype originally began as a voice-over-Internet-protocol (VOIP) service, as a cost-effective alternative to traditional phone calls, its application as a personal communication tool makes it more attractive to those who struggle to incorporate technology into their classrooms.

Skype’s advanced features such as screen sharing, file transfer and instant messaging make this VOIP technology appropriate as a teaching tool, in addition to a personal communication tool.

In the ESL/EFL classroom, Skype can be used to provide a variety of authentic learning experiences to students, including an interview with an author or other native English speaker,  or an international collaborative projects with other classrooms.
Bibliography and Resources
Davis, V. A. (2006, August 6). Using Skype in the Classroom (or just learning how to use it!). http://coolcatteacher.blogspot.com/2006/10/using-skype-in-classroom-or-just.html
Drysdale, L. (n.d.). Getting the most out of marketing for schools.   Retrieved July 13, 2006, from http://www.marketingschools.net/viewpoints/viewpoints_drysdale.htm
Eaton, S. E. (2005). Marketing Matters for Language Schools: Tips and tricks for generating interest in your language courses: A webinar presented by Horizon Wimba.
Eaton, S. E. (2009a). How Technology Can Enhance the Non-Profit Organization: What it can do for you and how to make it happen. Paper presented at the Literacy and Learning Symposium "Inspiring Leadership".
Eaton, S. E. (2009b). Marketing of Revenue-generating ESL Programs at the University of Calgary: A qualitative study. University of Calgary, Calgary.
Eaton, S. E. (2010a). Global Trends in Language Learning in the Twenty-first Centurty. Calgary: Onate Press.
Eaton, S. E. (2010b). Using Skype in ESL and Literacy Programs (Presentation slides).   Retrieved August 6, 2010, from http://www.slideshare.net/saraheaton/using-skype-in-esl-and-literacy-programs
Eaton, S. E. (2010c, May 18). Using Skype in ESL and Literacy Programs: Webinar Follow Up. http://drsaraheaton.wordpress.com/2010/05/18/using-skype-in-esl-and-literacy-programs-webinar-follow-up/
Family Matters. (n.d.). Managing a Skype Conference Call.   Retrieved August 6, 2010, from http://www.scribd.com/doc/6462847/Managing-a-Skype-Conference-Call
Fullan, M. (2006). Turnaround leadership. San Francisco: Jossey-Bass.
Melanson, M. (2010). Skype Files for Initial Public Offering.   Retrieved August 9, 2010, from http://www.readwriteweb.com/archives/skype_files_for_initial_public_offering_1.php?utm_source=AnaLuciaNovak&utm_medium=twitter&utm_campaign=Feed%3A+readwriteweb+%28ReadWriteWeb%29
Mirtschin, A. (2008). Using skype in the classroom. http://murcha.wordpress.com/2008/12/06/using-skype-in-education/
Skype. Technical issues & Using Skype: Instant messaging with Skype: What are chat commands and roles?   Retrieved August 6, 2010, from https://support.skype.com/en_GB/faq/FA10042/What-are-chat-commands-and-roles
Skype Community. (2009). How To Make Links To Skype Chats On Web Pages And Email.   Retrieved August 6, 2010, from http://forum.skype.com/index.php?showtopic=311671
Smethurst, L. (2009, August 6). Student Inter-school Debating with Skype. http://loisath.edublogs.org/2009/08/29/student-inter-school-debating-with-skype/
Smith, K. (2009a, August 6). From the Coal Face - Skype in the Classroom #2. http://blogs.educationau.edu.au/ksmith/2009/11/25/from-the-coal-face-skype-in-the-classroom-2/
Smith, K. (2009b, August 6). From the Coal Face: Skype in the Classroom#1. http://blogs.educationau.edu.au/ksmith/2009/11/19/from-the-coal-face-skype-in-the-classroom1/
Stephenson, N. (2009). The Many Roles of Skype in the Classroom. from http://www.isteconnects.org/2009/02/15/the-many-roles-of-skype-in-the-classroom/
Teacher Training Videos. Skype Online Training Vidoes.   Retrieved August 6, 2010, from http://www.teachertrainingvideos.com/skype/index.html
TeachingDegree.Org. (n.d.). 50 Awesome Ways to Use Skype in the Classroom.   Retrieved August 6, 2010, from http://www.teachingdegree.org/2009/06/30/50-awesome-ways-to-use-skype-in-the-classroom/
Waters, S. (2008a, August 6). Quick Start Tips For New Skype Users. http://theedublogger.com/2008/12/16/quick-start-tips-for-new-skype-users/
Waters, S. (2008b, August 6). Skype Other Classrooms! http://theedublogger.com/want-to-connect-with-other-classrooms/

The Internet TESL Journal, Vol. XVI, No. 11, November 2010
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Making College Writing Fun for ESL and EFL Learner Using Kamishibai
Pauline Baird
paulinefbaird ]-at-[ hotmail.com
University of Guam (Guam, USA)
Introduction
First year college students in writing classes can identify at least one writing experience that makes them apprehensive about writing (Gungle & Taylor, 1989; McLeod, 1987).  Some students say that the stress of beginning to write essays and completing the writing process prevents them from enjoying and maximizing their ability to write.  Research suggests that students may have difficulty writing because of their unfamiliarity with the requirements of academic writing. However, when composition is regarded as a dialect, native speakers and ESL students alike should expect to find writing a challenge.  In addition, the more students feel inadequate to the task, the greater the chances are that they would not perform well (Leki, 1992). 

The larger question is, “How can students feel confident enough to write well and still have fun?”  Students should explore and express language in their authentic voice before making hasty commitments to their writing projects (Fletcher, 1993, pp. 77-78).  In essence, when students flesh out their thoughts in their ways of knowing, and in a non–threatening, yet academic way, they are more willing to take risks.  The Kamishibai (Japanese for "paper drama") is a creative way for students to engage in writing. This pre-writing technique not only fosters creativity and risk-taking, but also, reduces tension and allows students to draft, sketch and converse repeatedly before they commit to a formal draft. 
Rationale for Kamishibai as Pre-writing Tool
Kamishibai or "paper drama", when adapted and used as a pre-writing tool helps students to think out loud and gain confidence in writing. Its features allow students to create and organize ideas, and to present them in an academic and enjoyable manner. Students get to invent, and present arguments without intimidation; they collaborate, mico-teach, change strategies, and fine tune their thoughts before committing their writing to the scrutiny of the teacher.

When adapted for pre-writing, students begin to craft outlines of their discourse.  Students fine-tune ideas, design visuals, and present their proposals orally to a real audience of their peers and solicit feedback before they write out a formal rough draft. Both students and teachers benefit from using the Kamishibai as a strategy for organizing and presenting a paper because it requires low technology, few materials, and is readily adaptable for all kinds of writing. In addition, it provides a safe setting necessary for students to allay their fears of speaking to a real audience.

This activity is versatile and can be prepared with ease by students to test run their ideas multiple times before investing in typing or making a first draft. I have used this method multiple times as a peer teaching activity at various universities. The Kamishibai is versatile and can be used in small groups for delivering part of a lesson or for giving instruction for the entire lesson. However, as a writing tool for students, the Kamishibai is most rewarding; no matter the class size, students remain engaged throughout the process.
An Introduction to Kamishibai
Kamishibai, an ancient narrative art form used by Japanese monks between the 9th and 10th century, to teach their followers, later served as a moneymaker for candy salesmen in the 1950’s. Later, lay evangelists and teachers used it to instruct others, and nowadays it is used in schools and libraries to teach Japanese children culture and morals. Traditional Kamishibai consisted of a set of paper picture cards in sets of 16, measuring 15” x 10.5” that depicted a story (McGowan). The cards have a picture side with prominent colorful drawings that always faces the audience. The back side of the card is the text side, with the words the storyteller will use, and a small replica of the picture shown on the front side. Most important is the last card; on the back is the textual message for the first card (Rowe,1997; Canning, 2002).

Kamishibai is like paper PowerPoint; storytellers change “slides” or “story cards” as they make presentations. However, in Kamishibai performances, the story teller puts the “slides” or story cards to the back of the entire set of cards, using the right hand, with exaggerated movements for dramatic effect and suspense. In addition, traditionally, storytellers engaged their audience by asking questions intermittently to create suspense and lure children to buy their wares (McGowan).

The storytellers told their story in a manner resembling puppet shows. They displayed their story cards in a wooden frame on stages in villages or in a box mounted at the back of a bicycle. Nowadays, teachers place the entire stack on the knees, firmly grasping them at the left side with the left hand, using the right hand to move the cards (Battino & Kataoka, 2007).
Notebook Kamishibai in the Writing Classroom
First, I demonstrate by performing a Kamishibai story, Momotaro, the Peach Boy, in English.  As I read the story, from a stack of 16 cards, students see the pictures displayed on the front of the story cards, just like a slide in PowerPoint presentation. The only exception is that the students see me read the text from the back of the last card in the stack. As I read, I make my voice appealing and as dramatic as is necessary for each stage of the story. Sometimes I remove the card slowly to match my pace of speaking or sometimes I move the card to the back of the stack using wide sweeping movements for dramatic effect. At the end of the performance, I ask comprehension questions and solicit answers from students.  Students get to examine the cards to see how they are designed.
Preparation for Writing a Process Essay
Prepare students for the task of writing in one of the rhetorical modes; the process essay writing, for example. Ensure that students have materials such as pencils, spiral back notebooks, scratch paper for writing an outline, and sticky post-its.  Students will use the notebooks as a flipchart to prepare their Kamishibai.
The Process Essay
1. Students make a tentative outline for a process essay - making a dish - for example, on scratch paper.
2. First, they turn the notebook horizontally, so that the spiral is at the top. As they continue writing, they must ensure that the spiral is always at the top. Then, they write the title on the first page.  Afterwards, they add page numbers in the top right hand corner of the second and third pages. Next, they write a part of the outline on page two; namely, they write the complete introduction.
3. Second, they sketch an image, to match the message in the introduction, on a post–it. When they are satisfied with the quality and appropriateness, they make a bigger sketch on the right side of the notebook, landscape format (spiral at the top). This is page two. I encourage students to make their sketches of stick figures and shapes if necessary-this evokes lots of laughter and excitement. No words accompany the pictures.
4. Afterward, they go back to page one and attach the post-it just like a postage stamp or a thumbnail.
5. The students continue this process of writing out the paragraphs for the outline, adding the thumbnail, on one page and the picture on other, until the essay is complete. Between each stage they must add transition words to signal each step in the process after the introduction. Students are encouraged to write sentences to flesh out the outlines to ensure fluency in the presentations. I encourage students to complete most of the preparation in class and then to finish at home.
6. Finally, they prepare a quiz page consisting of two questions, and a matching answer key page. They ask their classmates these questions at the end of their presentation.
Presenting to Peers
Unlike formal presentations, in which students stand in front of the class, the students sit and present for three to five minutes to small groups. To present, students do one of the following:
Presentation A
Students sit in groups of four. One person is a presenter who sits facing the other three persons.  The others are listeners who have small pieces of scratch paper for writing comments.  Each person takes a turn at presenting their Kamishibai. The presenter holds the notebook on their knees, or at a comfortable level with one hand, with the picture side facing the audience, and reads the paragraph from the back of the corresponding side. After each presentation, the presenter gives a quiz; the audience answers. The questions ensure that the audience remains engaged in its role. After the quiz, the listeners write comments telling the reader two things they liked, and one wish they had. While the listeners write, the presenter may edit the notes or make corrections if necessary. They give the notes to the presenter. The students take turns presenting until everyone is finished.  All presentations can be finished in a 90 minutes lesson involving 20 - 24 students.
Presentation B
In a more rigorous presentation routine, the class has four presenters stationed at four different places in the room. The remainder of the students in the class becomes the audience, which comprises an equal number of listeners for each presenter. The listeners sit facing a presenter.  After the four presenters perform for their audience, and give the quiz, the listeners write feedback on pieces of paper, for one to two minutes.

When a presenter is finished, the audience moves clockwise to the next station. The presenter is given a minute or so to edit the script if necessary. The presenter retells the story to a new audience. Retelling allows the presenter to polish his story and get better at delivering it. As students give feedback, they remain engaged and figure out how they can better their own presentations. Each presenter will speak four times.  This activity takes 20 minutes of the class time and is completed over the course of a week.
Discussion and Conclusion
Students do not make presentations after writing a draft as is usual in college. When students adapt the Japanese traditional story-telling method, Kamishibai, they craft outlines of their paper, make oral presentations to a real audience of their peers, and solicit feedback before they write out formal rough drafts. Both students and teachers benefit from using the Kamishibai as a strategy for organizing and presenting a paper because it requires low technology, few materials, and is readily adaptable for all kinds of writing. In addition, it provides a safe setting necessary for students to allay their fears and speak to a real audience. This activity is versatile and can be prepared with ease by students to test run their ideas multiple times before investing in typing or making a first draft. Students optimize the time they spend on a task by sounding out their voice, editing and rehearsing the template based on peer feedback.

I have used this method multiple times as a peer teaching activity and as a small group teaching activity for delivering part of a lesson or for giving instruction for the entire lesson. Students remain engaged throughout the process. Students may get tired and to alleviate that, I allow students who participate in the more vigorous presentation B, to retire after two presentations. However, in my experience, the students do not want to retire because either they want their friends to hear them or they are enjoying themselves so much they want to continue.  After the presentation, students write out the first draft of the essay which is rich with voice and academic style. They seem less anxious and more willing to make revisions.
References
Battino, D. & Kataoka, H. (2007). Kamishibai performance tips. Moon Leaf Arts. Retrieved from http://www.cla-net.org/included/docs/07conf/children-teen7.pdf
Canning, C. (2002). Kamishibai English. The Language Teacher. Retrieved from http://www.jalt-publications.org/tlt/articles/2002/02/canning
Fletcher, R. (1993). What a writer needs. New Hampshire: Heinemann.
Gungle, B. W,. & Taylor,V. (1989). Writing apprehension and second language writer. In Eds. D.M Johnson & D.H. Roen (Eds). Richness in writing: Empowering ESL students. New York : Longman.
Leki, I. (1992). Understanding ESL writers. New Hampshire: Heinemann.
McGowan, T. “Kamishibai-a brief history”. Kamishibai for kids. Retrieved from http://www.kamishibai.com/history.html
McLeod, S. (1987). Some thoughts about feelings: The affective domain and the writing process. College Composition and Communication. 38, 426-435.
Rowe, A. (1997). Using a Japanese storytelling box to teach English. The Language Teacher. Retrieved from http//www.jalt-publications.org/tlt/files/97/dec/sh_row.html

The Internet TESL Journal, Vol. XVI, No. 11, November 2010
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A Teacher Friendly Process for Evaluating and Selecting ESL/EFL Coursebooks
Jon Shave
jonathanshave ({-at-}) hotmail.com
Alpha Beta Piccadilly (Bolzano, Italy)
This article demonstrates a simple and effective coursebook evaluation process suitable for all teaching professionals regardless of workload or experience. Existing evaluation methods (Cunningsworth, 1995; McGrath 2002 etc) often require considerable time and experience for effective use. An authentic example is used to model this simple and effective analysis process which examines the teaching situation and coursebook characteristics in order to enable appropriate selection and effective use of materials.
Introduction
This article is intended to help language teachers and departmental heads make suitable decisions when choosing a coursebook. As teachers, we know that selection of a suitable coursebook is vital, as coursebooks can provide a structure from which the process of language learning can begin (O’Neill, 1982: 110-111).  A logical decision-making process rather than purely instinctive selection ensures a reliable decision is made without entering into impractical and lengthy evaluation research which may not be possible for many teachers due to time constraints or lack of experience, as well as the number of variables involved (Cunningsworth, 1995: 5).

In this article, an efficient evaluation process is demonstrated in order to provide an example which may be helpful to other teaching professionals. The process can be used to evaluate several coursebooks comparatively (as in this example) for selection purposes or with individual coursebooks in order to maximize effective teaching and learning.
The first step in the selection process involves analyzing (or reanalyzing) the situation in which the coursebooks will be used, and comparing this information with the intended teaching/learning situation as stated by the publishers. The next stage analyzes the methodology and syllabus of the materials. Next, using selected comparable units, the main teaching points are identified and strengths and weaknesses evaluated. A single selected exercise can then be trialled with the learners to gain further insight.
Step 1: Who Will Use the Coursebook? In What Situation?
As materials can only be meaningfully evaluated in relation to their intended teaching situation (Richards, 2001: 256), the first stage of the evaluation involves assessing (or reassessing) the unique situation in which the materials will be used.  In order to gather information on the specific learning context, a comprehensive, yet lengthy, published questionnaire which required a high level of theoretical knowledge (Cunningsworth, 1995: 6) was adapted and condensed into two equally important and codependent sets of questions.
The Learning/Teaching Situation
What are the overall aims of the English programme?  What are the specific objectives for this course?  Is there a detailed syllabus or will the coursebook provide the syllabus?    How long is the course?  How many learners are there?  What resources are available in the class?  Will progress be measured? How?
The Learners and Teacher
How old are the learners and what is their level of English? Are they all the same age and level? What type of language learning experience, if any, do they have? What do they expect from the classes? How do they like to learn? Are they motivated? What is their motivation? What are their interests and values? What is the role, experience and teaching style of the teacher? Are they free to adapt materials?

All teaching/learning situations are unique (McGrath, 2002: 10) and the above questions provide data relevant to the specific investigation in question (ibid. 25-27). No pre-prepared set of questions will be completely suited to a real classroom (Cunningsworth, 1996: 5). For this reason, questions can and should be revised to meet the needs of the specific evaluation in order to best identify the actual teaching/learning situation.
 
In the example situation the following characteristics were identified:
Adult learners aged 50+
Intermediate to Upper Intermediate level.
Learning English for social personal motivation rather than academic or business reasons.
Learners tend towards Authority Oriented (they prefer the teacher to explain things) and Concrete Learning (they prefer to play games and work in pairs) styles (Nunan, 1999: 57).
Group 11 students, 100 minutes per week
Experienced teacher. Free to adapt materials.

Following analysis of the actual learning situation, a comparison can be made with the intended learner/teaching situation as stated by the publishers. This is often found in the introduction of the teacher’s book or in the coursebook. A summary of the intended learner/teaching situations as stated by the publishers in the example materials is show below:

Coursebook Y (the old/existing coursebook)
For use by adults and young adults
Provides fun user-centred lessons
Prepares learners to begin FCE course

Coursebook X (the new/replacement coursebook)
For use by adults and young adults
Uses a communicative approach to teaching
Is intended to cover B2 level of the Common European Framework

In our example we see that the coursebooks are suitable in terms of learner age, level  and desire for a communicative learning situation. Points of divergence include; preparation for FCE which is not the course aim, and an absence of reference to the social aspect of the learning situation. Following the first stage of our evaluation we can see that the intended learning situation in both coursebooks is compatible with the actual situation, and we are already starting to get an idea of what areas of the coursebook might need to be adapted.
Step 2: Analysis of the Methodology and Syllabus
After identifying the learning situation, we can begin to think about what type of methodology might be suitable. Inexperienced teachers may lack extensive knowledge of methodological theory but can still consider what type of teaching is appropriate. Possibilities include a traditional teacher centred methodology, a communicative approach or task based learning.  Whether a structural, functional or other type of syllabus is suitable can also be considered. The most appropriate methodology and syllabus will depend on the group.

A starting point for identification of methodology might be claims made in the teacher’s book. The teacher can then look in the coursebook in an attempt to verify these claims (Cunningsworth, 1995: 97-108). In the case of the example, the coursebooks both claimed to use a communicative approach, which, although it cannot be clearly defined as a unified methodology, can be characterized by authenticity, real world simulation and meaningful tasks (Brown, 2001: 39).  Analysis showed that not only was language usage taught, but was also combined with varying degrees of opportunity for use, which does imply perspectives based on communicative methodology (Larsen-Freeman, 1986: 123). However, the unit structures observed in both coursebooks implied a more traditional methodology.

In order to analyse the syllabus, a simple list of the sequencing of language items or uses can be made. Both coursebooks devoted each unit to the presentation of one or (a small selection) of grammatical structures, which were sequenced according to complexity, learnability and usefulness, which implies a traditional structural influence to syllabus design (Cunningsworth, 1995: 55).  The sequencing was arranged reflecting a common ‘simple to complex’ pattern (Richards: 2001, 150). The courses covered structures which upper intermediate level students would be familiar with, such as past simple and continuous, and progressed to less frequently occurring, more complex or more difficult to learn structures. This sequencing of units determined by linguistic complexity is a characteristic typically associated with an Audio-Lingual methodology (Richards and Rodgers, 1986: 67).

The second step has revealed through observation that Coursebook X and Coursebook Y tend towards more traditional types of methodology and syllabi. Judgment can now begin to be made as to whether this is appropriate for the group.
Step 3: A Closer Look at Individual Units
Having established the needs of the learners and the methodologies of the coursebooks, open and unbiased closer analysis of the materials is now beneficial. In this stage, single units are evaluated, as how a unit presents language can indicate the strengths and weaknesses of coursebooks. However, remember that one unit may not reflect the whole coursebook (Cunningsworth, 1995: 2). Following analysis the teacher can again reflect upon which coursebook seems most appropriate.

In the case of this example, comparable units presenting the narrative tenses were selected, as an accurate and increasingly fluent use of the narrative tenses represents the transition from Threshold to Independent user, (Association of Language Teachers in Europe, 2002: 6-10). The selection of unit depends on the unique situation and should be decided by the evaluating teacher.

In the Contents section of the students’ book, Coursebook Y lists the following areas of language covered in five student book pages, plus two extra pages for vocabulary and writing, two additional photocopiable activities and three workbook pages.

Coursebook Y Main Teaching Points
Narrative tenses and past perfect continuous
Common verbs which are often confused
Pronunciation of regular and irregular past tenses
Telling an anecdote
Reading mini sagas and authentic materials in the form of newspaper articles
Writing a story (short and long)
Coursebook X Main Teaching Points
Narrative tenses and past perfect continuous
Phrasal verbs
Reading and listening to urban myths
Telling stories in the form of urban myths
In summary, the main teaching points of the units are grammatically similar although in terms of vocabulary, the units each cover different areas. Coursebook Y appears to be more suitable for the learners in this example.
Step 4: Evaluation Strengths and Weaknesses of each Unit
In this stage, a subjective evaluation of the strengths and weakness of the coursebooks is made. In order to systematically evaluate strengths and weaknesses, a process of selecting and rating criteria can be used (McGrath, 2002: 56). Use of some academic evaluation techniques may require extensive experience or post graduate theoretical knowledge. In order to make the process suitable for all professionals, a more concise list of criteria was developed. Which criteria to assess depends on the individual situation. A rating system using a simple numerical score or judgement of suitable (S) or not suitable (NS) can be used depending on time constraints.  The criteria selected were:

Aims and Approaches
Correspondence between coursebook and course aims, text adaptability, design and organization, the inclusion of structural and functional aspects, attention to language recycling and user-friendliness were all rated.

Language Content
The authenticity of materials, coverage of suitable language, range of vocabulary, attention to pronunciation, attention to language above sentence level (social norms etc), and attention to language styles and moods were rated.

Skills
The degree of coverage of all four skills was rated, as was integration of skills work and balance of skills practised. The suitability of reading, listening, writing and speaking activities was assessed.

Topic:
The suitability of topics in terms of age, culture and social issues was rated, along with the adaptability and sophistication of topic and inclusion of humour.

Methodology
The appropriateness of approach, degree of student centreedness, suitability for presenting and practising language, the degree of structural aspect to grammar presentation, attention to study skills and learner autonomy were rated.

The example evaluation indicated that no unit is more suitable in all categories, and for some criteria, such as methodology, the units show little variation. The language content is slightly more suitable in Coursebook Y. Skills are a strength of Coursebook X
Step 5: Trialling
If the specific situation allows, in-depth scrutiny of individual exercises can also provide valuable insights (Cunningsworth, 1995: 2). This process involves trialling comparable exercises with the learners. Inclusion of learners in material evaluation can encourage ownership of the resulting decisions (Chambers, 1997: 29). Furthermore, learners may provide insights which teachers have neglected to consider. In this example, feedback after trialling indicated that in contrast to the teachers’ opinion, the replacement text was not viewed negatively by learners.
Step 6: Selection
Having completed the above process, which should be achievable by most professional teachers despite differences in experience or busy schedules, the involved parties can now make a selection of an appropriate coursebook, or, if the evaluation is of only one coursebook, decisions based on the evaluation can be made as to the best way to use the material.

In the case of the example we can conclude that both coursebooks display desirable characteristics and areas of weakness. Following the systematic example the strengths and weaknesses of the replacement coursebook were better understood causing them to reconsider the initial negative opinions of the replacement (which may have been due to reluctance to change), allowing teaching staff to use the new material more effectively to the benefit and increased satisfaction of teachers and learners. Later feedback from the learners expressed satisfaction with new text.
Conclusions
Using an authentic example situation, this article has demonstrated a process which inexperienced and/or busy teachers can use to evaluate coursebooks, individually or comparatively, for the purpose of either selection or maximizing effective use.
As a teacher, school manager or Director of Studies, it is advantageous to be able to select appropriately from available materials, be creative and modify and supplement coursebooks (Dudley-Evans and St. John (1998) in Richards, 2001: 260). Furthermore, the process of evaluation itself can increase understanding of the factors involved in evaluation and the advantages of systemized analysis and evaluation (Ellis, 1997b: 41).
References
Association of Language Teacher in Europe (2002), The ALTE Can Do Project http://www.alte.org/cando/alte_cando.pdf [online] Accessed 15/11/11
Brown, H.D. (2001) Teaching by Principles (2nd Edition) White Plains, Addison Wesley Longman.
Chambers, R. (1997) Seeking consensus in coursebook evaluation ELT Journal, 51 (1), pp. 29–35.
Cunningsworth, A. (1995) Choosing your coursebook Oxford: Heinemann.
Ellis, R. (1997b) The empirical evaluation of language teaching materials ELT Journal 51: 36-42.
Larsen-Freeman, D. (1986) Techniques and Principles in Language Teaching Oxford: OUP
McGrath, I. (2002) Materials Evaluation and Design for Language Teaching Edinburgh: Edinburgh University Press.
Nunan, D. (1999b) Second language teaching and learning Boston: Heinle and Heinle.
O’Neill, R. (1982) Why use textbooks? English Language Teaching Journal, 36, 104-111
Richards, J. C. & Rogers, T. S. (1986) Approaches and Methods in Language Teaching: a description and analysis. Cambridge: CUP
Richards, J. C. (2001). Curriculum Development in Language Teaching. New York: CUP.

The Internet TESL Journal, Vol. XVI, No. 11, November 2010
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