Evaluating the Global Elementary textbook used in the Certified Intensive English Programme (CIEP) at Komar University of Science and Technology, Iraqi Kurdistan, through the perspectives of teachers and students

Salah Babakr Hussein,Bayez Enayati

 University of Raparin,  Komar University of Science and Technology, Sulaymaniyah

DOI: http://doi.org/10.31918/twejer/2252.27

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https://www.doi.org/10.31918/twejer. 2252.27

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Evaluating the Global Elementary textbook used in the Certified Intensive English Programme (CIEP) at Komar University of Science and Technology, Iraqi Kurdistan, through the perspectives of teachers and students



Salah Babakr Hussein Khoshnaw

PhD Applied Linguistics, Lecturer, University of Raparin, Rania

[email protected]



Bayez Enayati,

 PhD TESOL, Lecturer, Komar University of Science and Technology, Sulaymaniyah

[email protected]



The Global Elementary textbooks have been designed to give instructors and learners opportunities to access syllabi relevant to the topic they are teaching/studying, and they usually do this in some detail. Often, the information and materials these textbooks provide are presented to their readers in a balanced manner. This paper deals with the research conducted on the Global Elementary textbook used by elementary nursery students in the Certified Intensive English Program (CIEP) at Kumar University of Science and Technology (KUST). The study examines the educational value and compatibility of the textbooks in the context of the ambitions of Iraqi nursery students. It achieved this by selecting 40 teachers and 120 students and collecting data via the Litz (2001) questionnaire, which comprised 40 items for the teachers and 20 for the students. Despite some shortcomings, the study’s results show that the Global Elementary textbook does meet the majority of the elementary nursery students’ needs.


Keywords: Evaluation, Global Elementary textbook, teachers and students perspectives.










1. Introduction

Textbooks are widely regarded as being fundamental components of any English language-learning environment. Available in both printed and digital formats, these textbooks are specifically designed to meet the needs of EFL/ESL students, provide language programs constructed around a central theme as well as ensure that language teachers have access to similar instructional sources.





























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پەرتووکەکانی خوێندن بە شێوەیەک داڕێژراون کە دەرفەت بدەن بە مامۆستایان و فێرخوازان بۆ دەست ڕاگەیشتن بە مەنهەجە پەیوەندیدارەکانی ئەو بابەتەی کە دەیڵێنەوە یان دەیخوێنن، و بە شێوەیەکی گشتیش پەرتووکەکانی خوێندن بە هەندێک وردەکاری ئەو کارە دەکەن. زۆر جار ئەو زانیاری و کەرەستانەی ئەو کتێبە مەنهەجیانە پێشکەشی دەکەن بە شێوەیەکی هاوسەنگ دەخرێنە بەردەم خوێنەرانیان. ئەم توێژینەوەیە تایبەتە بە ئەنجامدانی لێکۆڵینەوەیەک لەسەر کتێبی خوێندنی ئاستی سەرەتایی گلۆوبڵ کە لە لایەن فێرخوازانی بەشی پەرستاری لە ناوەندی بەرنامەی چڕی زمانی ئینگلیزی لە زانکۆی کۆمار بۆ زانست و تەکنۆلۆژیا بەکار دەهێنرێت.

توێژینەوەکە لە بەهای پەروەردەیی و گونجانی مەنهەجی خوێندنەکە لە چوارچێوەی تموحی خوێندکارانی پەرستاری عێراقدا دەکۆڵێتەوە. ئەمەش بە هەڵبژاردنی ٤٠ مامۆستا و ١٢٠ فێرخواز و کۆکردنەوەی زانیاری لە ڕێگەی پرسیار نامەی لیتز (٢٠٠١)ەوە بەدەست هێنا، کە ٤٠ بابەتی بۆ مامۆستایان و ٢٠ بابەتی بۆ خوێندکاران لە خۆ گرتبوو. سەرەڕای هەندێک کەموکوڕی، ئەنجامەکانی توێژینەوەکە دەری دەخەن کە کتێبی مەنهەجی خوێندنی ئاستی سەرەتایی گلۆوبڵ زۆربەی پێداویستییەکانی خوێندکارانی پەرستاری سەرەتایی دابین دەکات.






تمت صياغة المناهج الدراسية بصورة تتيح الفرصة للمعلمين والمتعلمين للوصول إلى المناهج ذات الصلة بالمادة التي يدرّسونها أو يدرُسونها. وبصورة عامة تحقق المناهج الدراسة ذلك الغرض عن طريق بعض التفاصيل المهمة، وغالبا إن المعلومات والمواد التي تقدمها تلك المناهج الدراسية، توضع بين أيدي المتعلمين بشكل متوازن..

إن هذه الدراسة كُرّست للقيام بالتحقيق في كتاب الدراسة المستوى الأساسي (جلوبال) المعتمد في قسم التمريض في مركز المنهج المكثف لللغة الانجليزية في جامعة كومار للعلوم والتكنولوجيا.

تحقق الدراسة في القيمة التربوية وملاءمة المنهج الدراسي في إطار طموحات طلاب التمريض في العراق، وذلك عن طريق اختيار 40 معلما و 120 متعلما، وجمع المعلومات عن طريق أسئلة ليتز (2001)، والتي احتوت على 40 مادة للمعلمين و20 مادة للمتعلمين، ورغم بعض النواقص، أظهرت نتائج الدراسة أن كتاب منهج الدراسة المستوى الأساسي (جلوبال)، لا توفر معظم حاجات طلاب التمريض.