The “Project 2” English Language Textbook for Lower Secondary Schools:Meta-review of Learning Material Evaluations

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61988987%3A17450%2F25%3AA2603DQM" target="_blank" >RIV/61988987:17450/25:A2603DQM - isvavai.cz</a>

Výsledek na webu

<a href="https://www.dilema-journal.de/index.php/dilema/issue/view/477/330" target="_blank" >https://www.dilema-journal.de/index.php/dilema/issue/view/477/330</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.11576/dilema-7563" target="_blank" >10.11576/dilema-7563</a>

Jazyk výsledku

angličtina

Název v původním jazyce

The “Project 2” English Language Textbook for Lower Secondary Schools:Meta-review of Learning Material Evaluations

Popis výsledku v původním jazyce

English is the first foreign language that pupils encounter in Czech primary schools. It is a mandatory part of the curriculum, which aims to develop language competencies through a combination of reading, writing, listening, and active communication. Barriers to teaching in Czech schools include a persistent shortage of qualified teachers and the diverse skill levels of students who come from varied backgrounds. The goal of this meta-review of the digital English language textbook “Project 2” (Hutchinson, 2018) is to identify and evaluate, using the FRoLLM framework, the extent to which inclusive elements are incorporated in the textbook. The analysis examines inclusion parameters and their fulfilment through the content and didactic structure of the textbook. We believe that diverse instructional activities and formats contribute, particularly in foreign language learning, to more effective language acquisition and increased student motivation (Černá, 2018; Haas et al., 2018). The meta-review yielded several insights. While the “Project 2” English language textbook is clearly structured and logically organized, its potential in terms of inclusive elements is not sufficiently developed or anchored in the methodology. The textbook authors do not explicitly state an inclusive approach or mention specific inclusive elements in the text. However, the material provides a selection of learning tasks with varying levels of difficulty and scaffolding support in certain lessons. Additionally, the textbook incorporates multiple representations of the content using sensory stimuli and is designed to support a variety of learning strategies. The material encourages collaborative learning and, in some cases, even facilitates peer reflection and self-as-sessment.

Název v anglickém jazyce

The “Project 2” English Language Textbook for Lower Secondary Schools:Meta-review of Learning Material Evaluations

Popis výsledku anglicky

English is the first foreign language that pupils encounter in Czech primary schools. It is a mandatory part of the curriculum, which aims to develop language competencies through a combination of reading, writing, listening, and active communication. Barriers to teaching in Czech schools include a persistent shortage of qualified teachers and the diverse skill levels of students who come from varied backgrounds. The goal of this meta-review of the digital English language textbook “Project 2” (Hutchinson, 2018) is to identify and evaluate, using the FRoLLM framework, the extent to which inclusive elements are incorporated in the textbook. The analysis examines inclusion parameters and their fulfilment through the content and didactic structure of the textbook. We believe that diverse instructional activities and formats contribute, particularly in foreign language learning, to more effective language acquisition and increased student motivation (Černá, 2018; Haas et al., 2018). The meta-review yielded several insights. While the “Project 2” English language textbook is clearly structured and logically organized, its potential in terms of inclusive elements is not sufficiently developed or anchored in the methodology. The textbook authors do not explicitly state an inclusive approach or mention specific inclusive elements in the text. However, the material provides a selection of learning tasks with varying levels of difficulty and scaffolding support in certain lessons. Additionally, the textbook incorporates multiple representations of the content using sensory stimuli and is designed to support a variety of learning strategies. The material encourages collaborative learning and, in some cases, even facilitates peer reflection and self-as-sessment.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Digital Inlusive Learning Materials (DILeMa)

ISSN

3053-4305

e-ISSN

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Svazek periodika

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Číslo periodika v rámci svazku

1

Stát vydavatele periodika

DE - Spolková republika Německo

Počet stran výsledku

11

Strana od-do

120-130

Kód UT WoS článku

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EID výsledku v databázi Scopus

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