Faculty of foreign philology english teaching methodolgy department course paper

CONCLUSION

Text book is defined as a book used for instructional purposes, especially in schools and colleges‖(Harris and Hodges, 1995:124), or books used by students for particular branches of study.Although a text book has some disadvantages like inauthentic language, distortedcontents, irrelevant to students' needs and de-skilling teachers, it contain so many advantages that makes its role integral in language learning. Then the question is not whether to use a textbook or not, the question is how to select, use and evaluate them in an appropriate and productive way. The literature on textbook selection and/or textbook evaluation procedure is vast. Various scholars have suggested different ways to help teachers become more systematic and objective in their approach. Factors such as a) program factors b) teacher factors c) learner factors d) pedagogical factors are essential for textbook selection and evaluation. Adding, simplifying, deleting, reordering and replacing are among vital techniques and procedures in adapting a text book. Three- phase process of material evaluation includes ‗predictive ‗ or ‗pre-use ‗ evaluation that is conduct to evaluate the future use of the text book ,‘ in-use ‗evaluation is conducted when the text book is currently used and ‗retrospective ‗ or ‗post-use‘(reflective) evaluation of a text book that has been used formerly.it seems necessary that other eagers in the field of language learning and teaching do other studies and investigation about selecting ,adapting and evaluating text book components for instance grammar and vocabulary in addition to the way as well as amount of presentinglanguage skills as reading and writing.

As learning environments are changing so rapidly, an indispensable learning content in the classroom - e-textbooks, combined with mobile devices and connected to the Internet, is becoming more important for supporting learning and teaching in the classroom. E-textbooks are worth further study, as they will guide students into the next generation of learning - smart learning environments.
Adoption of technologies lies in the hands of teachers. To bring e-textbook multimedia and m-learning features into play, it is advisable to provide customized teaching application assistance for different teacher groups when promoting the use of e-textbooks in the future, and involve the students and parents in the preparation of using such teaching application assistance in advance. Moreover, Education Bureaus and schools should provide proper training programs about independent thinking and the application of new technologies to guide in-service teachers to use e-textbooks to improve cooperative learning, interactions, etc.
Limited by time and resources this study was for teachers in three areas who attended, cannot be grouped by age and sample each course subject teachers to assign sampling, therefore, unable to explore the idea of teachers from different disciplines. One limitation is that some teachers who may understand the questionnaire described, but have no practical teaching experience with e-textbooks before. Their awareness of e-book may not be mature or sophisticated enough, which might affect the results of this study. Suggestion for future research is to enlarge the sample size. It will lead to a greater extension of exploration and discovery. Further topics regarding teachers and students’ application quality surveys, application of e-textbook assessing tools, and use of multimedia contents and m-learning deserve further studies to help teachers to understand, assess and improve teaching effects.