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APPENDIX I: CHECKLISTS CHECKLIST 1: COURSEBOOK Adequate Good Excellent Comments I. Design and organization 1. Are the contents of the coursebook well displayed and organized in a table of contents? Yes / No 2. Are units organized... - thematically? - grammatically? - other? Yes / No Yes / No Specify 3. Is there... - a summary of the main grammatical points at the end of the coursebook? - a list of English sounds? - a phonetic alphabet or a list of phonetic symbols? - a transcript of the listening texts? Yes / No Yes / No Yes / No Yes / No II. Appropriateness 4. Are different varieties of English represented? Yes / No 5. Are contents and language focus in line with the curriculum? Yes / No III. Materials and motivation 6. Are the materials used updated in terms of the topics proposed? Yes / No 7. Are materials in the coursebook adjusted to the specific purposes of the course – Graphic Design? Yes / No 8. Is there a variety of materials? Yes / No 9. Does the coursebook foster... - individual work? - pair work? - group work? Yes / No Yes / No Yes / No IV. Methodology 10. Is the coursebook flexible, that is, does it allow for different teaching and learning styles? Yes / No 11. Does the coursebook promote students’ communicative competence? Yes / No 12. Is there enough emphasis on pronunciation? Yes / No 13. Is the pronunciation work - Integrated work on pronunciation - Isolated work on pronunciation built on to other types of work (i.e. listening, dialogues, etc.) or does it stand separately? 14. Does the coursebook cover the four skills: reading, listening, writing, and speaking? Is there a balance between the skills? Yes / No Yes / No 15. Are skills integrated? Yes / No 16. Do students review the contents of the coursebook by means of tests or revisions? Yes / No 17. In general terms, are activities appropriate to students’ level? Yes / No 18. Does the material progress in terms of complexity and difficulty? Yes / No V. Supplementary materials 19. Are supplementary materials, such as a teacher’s book, a students’ workbook, CDs/tapes with the recordings, etc. provided? Yes / No 20. Is there a webpage of reference? Yes / No Comments CHECKLIST 2: ORAL COMMUNICATIVE ACTIVITIES Adequate Good Excellent Comments I. General Impression 1. Are activities challenging and varied? Yes / No 2. Are activities balanced in format, going from controlled to freer practice? Yes / No - Controlled - Semi-controlled - Free 3. Within each unit, are the surrounding activities organized in such a way that a logical and progressive learning process is promoted? Yes / No 4. Is listening material... - well recorded? - authentic? - associated with background information? Yes / No Yes / No Yes / No 5. If there are specific listening passages, what kind of activities are based on them? - Dictation? - Filling in the blanks? - Ticking the right answer? - Comprehension questions? - Extracting information? - Information gap? - Jigsaw listening? - Other? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Specify 6. Which listening strategies and subskills are practiced in the coursebook? - Listening discrimination? - Intensive listening? - Extensive listening? - Elaboration? - Inference? - Summarising? - Note-taking? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No 7. What kind of speaking activities are contained in the coursebook? - Oral presentations? - Practice of language items? - Dialogues? - Role-plays? - Information gap? Yes / No Yes / No Yes / No Yes / No Yes / No 8. Is there enough emphasis on segmental features such as... - individual sounds (vowels, diphthongs, and consonants)? Yes / No - sound sequences? - minimal pairs? - letter-pronunciation associations? Is there enough emphasis on suprasegmental features such as... - segmentation? - word stress? - sentence stress? - weak and strong forms? - rhythm? - intonation? - assimilation? - elision? - linking? - intrusion? - juncture? - contractions? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No 9. Does the coursebook include material that reflects upon the nature of spontaneous oral discourse and communicative interaction, as regards... - shared background knowledge? - interactional features (i.e. topic change, turn-taking)? - simplicity of structures (i.e. lack of subordination, vagueness, restricted vocabulary range, etc.? - real-time production (i.e. no time for planning and editing the message)? - normal dysfluencies (i.e. hesitation pauses, repetitions, false starts, etc.)? - co-constructed units? - adjency pairs? - interactive particles (i.e. discourse markers, response forms, etc.)? - use of vocatives? - exclamative interjections? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No II. Listening activities 10. Does the activity reflect authentic, real-life situations? Yes / No 11. Does the activity make use of real, authentic materials? Yes / No 12. If non-authentic material is used, is it nevertheless a good model for learners to follow? Yes / No 13. Are students well prepared to Yes / No carry out the activity successfully, that is, is there a pre-listening activity? 14. Is the activity well sequenced? Yes / No 15. What particular strategies and sub skills are practiced in this activity? 16. How does the activity contribute to the students’ language acquisition and development? III. Speaking activities 17. Does the activity reflect authentic, real-life situations? Yes / No 18. Does the activity make use of real, authentic materials? Yes / No 19. If non-authentic material is used, is it nevertheless a good model for learners to follow? Yes / No 20. Are students well prepared to carry out the activity successfully, that is, is there a pre-speaking activity? Yes / No 21. Is the activity well sequenced? Yes / No 22. What particular strategies and sub skills are practiced in this activity? 23. How does the activity contribute to the students’ language acquisition and development? 24. Is interaction required to complete the activity? Yes / No 25. Is an outcome required? Yes / No 26. Does the activity focus on... - fluency? - accuracy? - asking for clarification? - organization? Yes / No Yes / No Yes / No Yes / No Comments APPENDIX II: RESULTS OF CHECKLISTS CHECKLIST 1: COURSEBOOK Adequate Good Excellent Comments I. Design and organization 1. Are the contents of the coursebook well displayed and organized in a table of contents? Yes / No X The table of contents is very clear and it is excellently organized. 2. Are units organized... - thematically? - grammatically? - other? Yes / No Yes / No Specify X Each unit topic is different from the next but some kind of organization is guessed. 3. Is there... - a summary of the main grammatical points at the end of the coursebook? - a list of English sounds? - a phonetic alphabet or a list of phonetic symbols? - a transcript of the listening texts? Yes / No Yes / No Yes / No Yes / No X X X X All the items considered in these questions are covered by NEF. II. Appropriateness 4. Are different varieties of English represented? Yes / No X British English is the dominant variety. 5. Are contents and language focus in line with the curriculum? Yes / No X NEF covers the regulations included in the Curriculum of the Community of Aragon. III. Materials and motivation 6. Are the materials used updated in terms of the topics proposed? Yes / No X Topics are not updated, they belong to a recent past. 7. Are materials in the coursebook adjusted to the specific purposes of the course – Graphic Design? Yes / No Contents do not take into account students’ studies. 8. Is there a variety of materials? Yes / No X There is a wide variety of materials: designed for an English lesson, interviews, news, articles, etc. 9. Does the coursebook foster... - individual work? - pair work? - group work? Yes / No Yes / No Yes / No X X X Individual work and group work are less frequent than pair work. IV. Methodology 10. Is the coursebook flexible, that is, does it allow for different teaching and learning styles? Yes / No X The teacher can be a formal authority, a model to follow or a facilitator. NEF, however, does not cover a wide variety of learning styles. 11. Does the coursebook promote students’ communicative competence? Yes / No X There are few opportunities for freer communication. 12. Is there enough emphasis on pronunciation? Yes / No X There are ‘Pronunciation’ sections in each unit, but pronunciation work is usually isolated from other types of work. 13. Is the pronunciation work built on to other types of work (i.e. listening, dialogues, etc.) or does it stand separately? - Integrated work on pronunciation - Isolated work on pronunciation 14. Does the coursebook cover the four skills: reading, listening, writing, and speaking? Is there a balance between the skills? Yes / No Yes / No X X All four skills are developed and there is a good balance between them. 15. Are skills integrated? Yes / No X The combination of skills is not so frequent in NEF. 16. Do students review the contents of the coursebook by means of tests or revisions? Yes / No X In NEF there are good opportunities for revision; more opportunities for self-assessment would be advisable. 17. In general terms, are activities appropriate to students’ level? Yes / No X Appropriate to a B1 level in the CEFR. 18. Does the material progress in terms of complexity and difficulty? Yes / No X Materials and activities, as well as skills, progress in complexity and difficulty. However, there is no progression in strategies and subskills and topics. V. Supplementary materials 19. Are supplementary materials, such as a teacher’s book, a students’ workbook, CDs/tapes with the recordings, etc. provided? Yes / No X NEF is supplemented by a wide variety of materials. 20. Is there a webpage of reference? Yes / No X The Oxford webpage displays more activities and materials. Comments CHECKLIST 2: ORAL COMMUNICATIVE ACTIVITIES Adequate Good Excellent Comments I. General Impression 1. Are activities challenging and varied? Yes / No X Appropriate to students’ level, although sometimes repetitive. 2. Are activities balanced in format, going from controlled to freer practice? Yes / No - Controlled - Semi-controlled - Free Activities do not usually promote a free practice; there is always some control over language. 3. Within each unit, are the surrounding activities organized in such a way that a logical and progressive learning process is promoted? Yes / No X Activities are usually well sequenced and it is possible to find pre, while, and postactivities. 4. Is listening material... - well recorded? - authentic? - associated with background information? Yes / No Yes / No Yes / No X X Texts are specially designed for an English lesson. 5. If there are specific listening passages, what kind of activities are based on them? - Dictation? - Filling in the blanks? - Ticking the right answer? - Comprehension questions? - Extracting information? - Information gap? - Jigsaw listening? - Other? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Specify X X X X X The most frequent type of listening activities are filling in the blanks, ticking the right answers, and filling information gaps. 6. Which listening strategies and subskills are practiced in the coursebook? - Listening discrimination? - Intensive listening? - Extensive listening? - Elaboration? - Inference? - Summarizing? - Note-taking? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No X X X X X X Some listening strategies and subskills are practiced, especially intensive and extensive listening. However, these skills could be further developed. 7. What kind of speaking activities are contained in the coursebook? - Oral presentations? - Practice of language items? - Dialogues? - Role-plays? - Information gap? Yes / No Yes / No Yes / No Yes / No Yes / No X X X X Speaking activities are usually about prepared interviews and dialogues and do not offer a real free practice. Role-plays allow for a freer practice. 8. Is there enough emphasis on segmental features such as... NEF does not cover many segmental and - individual sounds (vowels, diphthongs, and consonants)? - sound sequences? - minimal pairs? - letter-pronunciation associations? Is there enough emphasis on suprasegmental features such as... - segmentation? - word stress? - sentence stress? - weak and strong forms? - rhythm? - intonation? - assimilation? - elision? - linking? - intrusion? - juncture? - contractions? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No X X X X X X X X X suprasegmental features, so further development is advised since they are really helpful and important for the development of listening and speaking subskills. 9. Does the coursebook include material that reflects upon the nature of spontaneous oral discourse and communicative interaction, as regards... - shared background knowledge? - interactional features (i.e. topic change, turn-taking)? - simplicity of structures (i.e. lack of subordination, vagueness, restricted vocabulary range, etc.? - real-time production (i.e. no time for planning and editing the message)? - normal dysfluencies (i.e. hesitation pauses, repetitions, false starts, etc.)? - co-constructed units? - adjency pairs? - interactive particles (i.e. discourse markers, response forms, etc.)? - use of vocatives? - exclamative interjections? Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No Yes / No X X X X There is nearly no material in the coursebook reflecting upon the nature of oral discourse; most of the items displayed in this question are not covered, although they are essential. Moreover, the input students receive from listening texts does not tend to reflect these oral discourse features, so students are not prepared for successful speech events outside the classroom. II. Listening activities 10. Does the activity reflect authentic, real-life situations? Yes / No X In terms of the topics they deal with; especially the ‘Practical English’ sections. 11. Does the activity make use of real, authentic materials? Yes / No Materials are designed for an questions to their classmates. Is an outcome required? Yes / No X These activities require the production of an output, rather than an outcome. Does the activity focus on... - fluency? - accuracy? - asking for clarification? - organization? Yes / No Yes / No Yes / No Yes / No X X The activity focuses on the use of questions, on clarification, and focus on form.