understand and help them to develop relevant language skills. All teachers in my research indicated that the new course book helped them to teach their course effectively and agreed that students’ learning skills had improved after using the course book. Negative views about the current course book focused on the following issues: Complicated vocabulary used in the books; The complexity of the listening activities does not always match the students’ level of study; The organisation of the contents is not in a logical sequence. Most of the teachers, eight out of nine, complained that the current course book contains many difficult words for the students. While it can be appreciated that students have an opportunity to expand their vocabulary, on the one hand, teachers felt that it was too much hard work for the students to learn all the complex words over a short period of time. In some cases, teachers indicated that they also found that some of the words used in the book were not familiar to the teachers themselves. The other problem cited by teachers was the mismatch between the complexity of the learning activities with students’ level of study. For example, it was observed that in some cases the listening activities for level 2 students were easier than those of level 1 students. Teachers indicated that the speed of listening activities was faster for level 1 students compared to level 2 students which defied the logical sequence of progression in students’ learning. There was also a feeling that the way the activities were organised could be improved. Significant for me also was the meaning of the ELT curriculum content to the teachers in my study. Although in some cases teachers made use of their own created resources, when asked to comment on the ELT curriculum content, all the teachers thought about the content of the ELT curriculum in terms of the course book only. I felt that this was rather limited way of thinking about the ELT curriculum, however, in practice, they actually make use of other sources to supplement the content from the textbook. 6.3 The design and implementation of the lesson plan My study found that the way teachers design and deliver the lesson plan is very important in the learning and teaching of English language. In general, teachers plan their lessons both collaboratively and individually. Each school identified a convenient time for the teachers to come together to plan the lessons and after that, individual teachers then selected relevant
understand and help them to develop relevant language skills. All teachers in my research indicated that the new course book helped them to teach their course effectively and agreed that students’ learning skills had improved after using the course book. Negative views about the current course book focused on the following issues: Complicated vocabulary used in the books; The complexity of the listening activities does not always match the students’ level of study; The organisation of the contents is not in a logical sequence. Most of the teachers, eight out of nine, complained that the current course book contains many difficult words for the students. While it can be appreciated that students have an opportunity to expand their vocabulary, on the one hand, teachers felt that it was too much hard work for the students to learn all the complex words over a short period of time. In some cases, teachers indicated that they also found that some of the words used in the book were not familiar to the teachers themselves. The other problem cited by teachers was the mismatch between the complexity of the learning activities with students’ level of study. For example, it was observed that in some cases the listening activities for level 2 students were easier than those of level 1 students. Teachers indicated that the speed of listening activities was faster for level 1 students compared to level 2 students which defied the logical sequence of progression in students’ learning. There was also a feeling that the way the activities were organised could be improved. Significant for me also was the meaning of the ELT curriculum content to the teachers in my study. Although in some cases teachers made use of their own created resources, when asked to comment on the ELT curriculum content, all the teachers thought about the content of the ELT curriculum in terms of the course book only. I felt that this was rather limited way of thinking about the ELT curriculum, however, in practice, they actually make use of other sources to supplement the content from the textbook. 6.3 The design and implementation of the lesson plan My study found that the way teachers design and deliver the lesson plan is very important in the learning and teaching of English language. In general, teachers plan their lessons both collaboratively and individually. Each school identified a convenient time for the teachers to come together to plan the lessons and after that, individual teachers then selected relevant
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