Analysis of the quantitative data

The online questionnaire sent to 893 Taiwanese teachers attempted to understand how

Taiwanese teachers valued these criteria, that is, the importance of each criterion. To

analyse the quantitative data, first, I adopted a descriptive statistics analysis by using

SPSS 16.0 to summarise sets of numerical data in order to reach consensus among the

teachers. For the information with regard to frequency, percentage, range, mean and

standard deviation of each criterion see Appendix 12. After that, I calculated the scores

to the questions on each scale. I integrated the scores in the category of „not at all

important‟ and „unimportant‟ as „unimportant‟, and „important‟ and „very important‟ as „important‟ in order to simplify the presentation of the data. Data are reported in a bar chart and by means of percentages for presentation. From the bar charts, I compared the

items in each category. The process continued until all the categories had been analysed.

I will present the data in Chapter 7.

In this chapter, I have illustrated how I conducted a mixed-methods approach to address

a set of related questions regarding materials evaluation (which I have discussed in

Chapter 3). In the next chapters, I will present the findings of the three-phase interviews

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Chapter 6 Findings (1): The current

situation of materials evaluation

6.0 Introduction

This chapter presents findings relating to RQ1: „What is the role of textbooks in English

teaching in Universities and Institutes of Technology in Taiwan?‟ and RQ2: „What kind

of materials evaluation occurs in this context? Who conducts it? When is it conducted?

How is it conducted?‟

It introduces the current situation for evaluating materials in Taiwan and aims to

provide the background information for the interviews and the survey results in the next

two chapters. It starts with the uses and roles of the textbooks (section 6.1, data from

Phase One, Preliminary interview; Phase Two, Interview 1). After that, the issues

regarding who the evaluators are, and how Taiwanese teachers evaluate materials will

be investigated and described in terms of pre-use, in-use, and post-use phase (section

6.2, data from Phase One, Preliminary interview; Phase Two, Interview 1; Phase Three,

Interview 2). Finally, the need for evaluation training will be discussed (section 6.3,

Phase Three, Interview 2).

6.1 Materials: uses and roles

In this context the textbook might determine language teaching to a certain extent. The

majority of teachers, except T3, T6, and T8, agreed that their teaching is considerably

129 A textbook determines the design of course and the sequence of my teaching. (T10, Oct. 2008, Interview 1)

We have to follow the same teaching progression which is agreed by other teachers, so all the exercises in the textbook have to be practised, for example. The reading texts presented in the textbook also determine how to teach. If the text is the type of text I am familiar with, I would know how to present it better. (T5, Oct. 2008, Interview 1)

All the textbooks provide teacher manuals, so we are bound to the method that the textbook offers. It also seems to be a convention that we have to buy textbooks from publishers. (T12, Oct. 2008, Interview 1)

We have no choice in selecting a textbook we like. The department decides which textbook we are going to use, so we have to follow the same textbook. (T21, Oct. 2008, Interview 1)

In contrast, T3 and T6 use the textbook more flexibly. Examples are:

For 70% of the lesson I follow the textbook. 30% of the lesson will depend on, first, students‟ feedback; second, current issues, for example, bird flu, and finally the insufficiency of the textbook. (T6, Oct. 2008, Interview 1)

Basically what I teach is based on the textbook. However, I follow the pace of my own rather than that of the textbook. I select what I want to teach from the textbook. (T3, Oct. 2008, Interview 1)

130 I have the authority to choose what to use. I decide how to present my lesson. I use the same teaching method, no matter which textbook I use, for example, the use of TPR. Only when students can‟t accept what I teach, then I modify my teaching. (Oct. 2008, Interview 1)

In addition, the roles of textbook are identified by Taiwanese teachers as follows.

 A textbook is a teaching-learning guideline (T1, T2, T4, T6, T9, T10, T11, T20, Oct. 2008, Interview 1).

 It provides the basic structure of language teaching (T4, Oct. 2008, Interview 1) and a guideline for students to prepare for examinations (T3, Oct. 2008, Interview

1). Teachers and students would know what has been done and what is going to be

taught next (T1, T2, T3, T6, T7, T10, T12, T16, T20, Oct. 2008, Interview 1). This can be used to evaluate students‟ learning progress (T16, Oct. 2008, Interview 1).

 A textbook is a main (TA, TB, Oct. 2008, Preliminary interview 1&2; T5, T7, T8, T9, T10, T11, T12, T14, T17, T18, T19, T20, T22, Oct. 2008, Interview 1) and

convenient teaching tool which saves teachers‟ time and energy (T16, Oct. 2008, Interview 1).

 A textbook is a resource book (T3, T12, T13, T16, Oct. 2008, Interview 1). It should offer teachers the choice of which lesson to teach (T8, T12, T15, T23, Oct.

2008, Interview 1) and help the teacher to develop their own teaching (T12, Oct.

2008, Interview 1).

 A textbook is a treasury of knowledge (T5, Oct. 2008, Interview 1). It needs to be presented and integrated logically and systematically by „following the theory of

language teaching‟ (T16, Oct. 2008, Interview 1). Students can use the textbook for self-instruction to preview and review (T7, T15, Oct. 2008, Interview 1).

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 A textbook provides a standardised evaluation for students in different classes in the same year (T21, Oct. 2008, Interview 1).

 A textbook helps students to concentrate on study in class (T3, Oct. 2008, Interview 1).

 A textbook is the medium between the teacher and the students (T5, Oct. 2008, Interview 1).

 A textbook functions as a tool of entertainment for students. Students not only learn the knowledge of language itself but also real-life experiences, for example,

introducing dating websites, or fashion designs etc. It helps students feel relaxed

when learning English. The premise is the textbook should be well-organized,

lively, and presented attractively (T5, Oct. 2008, Interview 1).

To sum up, a textbook is still a core teaching material and widely used by the teachers

in Universities and Institutes of Technology in Taiwan. After understanding the uses

and roles of materials, I will continue to explain how evaluation is conducted in this

teaching context.

6.2 How is evaluation conducted?

According to the data from the three-phase interviews, the textbook is selected by the

institution (12%), the committee (4%), individual teacher (80%) or others (4%) (see

Appendix 5). I structure the findings according to pre-use, in-use and post-use phases,

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6.2.1 Pre-use phase

Different Universities and Institutes conduct the process of evaluation and selection in

different ways, which I will illustrate in terms of both individual evaluation and group

evaluation. Often individual evaluation is conducted before group evaluation. The

detailed criteria which the teachers employ with associated reasons will be presented in