The Effectiveness of Using Touchstone 1a to Promote Low English Proficiency Students of College


EFL textbooks are perceived as a vital and important element in English language teaching and learning as it not only provides teachers with a framework in reaching the aims and objectives of the course, and also serves as an effective resource for students self-directed learning. The majority of the research on the essential components of an appropriate and effective EFL textbook focuses on educators_øΩ_øΩ evaluative perspectives while limited research examined students perspectives as end-users. Therefore, the purpose of this study was to explore low English proficiency students whose overall average CSEPT score was 102 level students perception toward the effectiveness of using Touchstone 1A in the 24-credit General English courses at Wenzao Ursuline University of Languages in Kaohsiung, Taiwan. The overall aim of the 24-credit program running for 3 years since 2012 is to improve students English proficiency and to broaden their learning horizon. The school set up a corpus-informed English course and implemented the Touchstone series as its textbook since it was a large database of everyday conversations and written texts to show students how people can actually use English. Data was collected through a questionnaire consisting of 30 items for general content, self-access proficiency improvement, supplementary materials, and learning difficulties in the General English course context. The findings revealed that most participants held positive perceptions toward the use of Touchstone 1A in the General English course. Findings also revealed the areas that students believe should be improved.

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Hui Lin Hsieh, Wenzao Ursuline University of Languages, Taiwan

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Conference: ACEID2016

This paper is part of the ACEID2016 Conference Proceedings (View)
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Posted by James Alexander Gordon