The evaluation of the 3rd grade English course book in accordance with teachers' views

In our changing and developing World, along with the need for foreign language for societies and individuals to have communication with each other and finding out that learning a foreign language at early ages is easier, resulted in including learning a foreign language in curriculum and since 2013-2014 academic year, English as foreign language has started to be taught in Primary schools and the books as a part of foreign language teaching programme have been revised as a result of this development. The purpose of this study was to evaluate the English Coursebook taught in Primary School Third Grades to provide feedback regarding the strengths and weaknesses of the coursebook and to make changes if needed in accordance with the teachers' views. In this study carried out to evaluate the coursebook, a teacher questionnaire ,of which validity and reliability analysis were done, was used. For the analysis of 51 items that form the quantitative part of the questionnaire, MS Excel and SPSS were used and for the analysis of open-ended questions that form the qualitative part of the questionnaire, content analysis was used. 46 primary school English teachers from Burdur center and districts participated in this study. Findings obtained from the study showed that according to the views of teachers, negative and positive sides of the coursebook were perceived similarly. Also, it was found that, for the seven of eight sub-categories, which at the same time were the categories of the questionnaire; teachers were found to be neutral. It could be said that teachers had no positive or negative perceptions about the coursebook. Only for supporting sources category, teachers' views were found as "I disagree". When the questonnaire was analysed on item basis it was found that teachers stated their views as "neutral" for thirty-seven items, as "I disagree" for seven and as "I agree" for seven items and mean of questionnaire in general was found as 3,08. On the basis of these findings, it could be stated that teachers were "neutral" about the efficiency of the coursebook in general. For the open-ended questions, it was found that lacking of workbook and inadequate drills were stated as the most important defect of the coursebook by the teachers.