Assessing English coursebooks for young learners: A critical analysis using Tomlinson's framework

Siti Raudhah Maidari

Abstract


This study evaluates an English coursebook for young learners, My Next Words, using Tomlinson’s (2011) framework, which emphasizes meaningful input, engagement, affective involvement, and learner autonomy. The analysis focuses on the coursebook's ability to align with young learners’ developmental needs, cognitive processes, and social interactions. Findings reveal that the coursebook excels in engaging learners through repetitive activities, songs, and colorful illustrations that support vocabulary retention. However, limitations were identified in areas such as personalization, cultural inclusivity, and opportunities for learner autonomy. The lack of open-ended tasks and minimal scaffolding in grammar activities restricts learners’ ability to explore language creatively. Additionally, the coursebook assumes a uniform classroom context, which reduces its applicability across diverse cultural settings. Recommendations include incorporating more scaffolded tasks, integrating culturally inclusive content, and designing activities that foster personalization and learner autonomy. By addressing these gaps, My Next Words could better support young learners' language acquisition and align with both developmental and pedagogical principles. This research contributes valuable insights into the evaluation and development of effective EYL coursebooks that cater to holistic language learning needs.


Keywords


Coursebook evaluation; Materials development; Young learners

Full Text:

PDF

References


Al-Amri, H.M. (2020). Digital storytelling as a communicative language teaching–based Method in EFL classroom. Arab World English Journal (AWEJ), 11(1), 270–281. doi: https://dx.doi.org/10.24093/awej/vol11no1.20

Brown, H. D., & Lee, H. (2018). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Pearson.

Cadime, I., Ribeiro, I., & Lorusso, M. L. (2025). Cognitive and linguistic development in children and adolescents. Children, 12(1), 12. https://doi.org/10.3390/children12010012

Ghosn, I.-K. (2013). Language learning for young learners. In B. Tomlinson (Ed.), applied linguistics and materials development (pp. 61–74). Bloomsbury Academic.

Ghosn, I.-K. (2018). Materials for early language learning. In S. Garton & F. Copland (Eds.), The Routledge handbook of teaching English to young learners (pp. 374–388). Routledge.

Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.

Gillies, R. M. (2016). Cooperative learning: Review of research and practice. Australian Journal of Teacher Education, 41(3), 39-54. https://doi.org/10.14221/ajte.2016v41n3.3

Guerrettaz, A. M., & Johnston, B. (2013). Materials in the classroom ecology. The Modern Language Journal, 97(3), 779–796. https://doi.org/10.1111/j.1540-4781.2013.12027.x

Haq, T. F., & Madany, N. Z. (2025). Visual media on language learning: How different visual aids affect comprehension and retention. QOSIM: Jurnal Pendidikan Sosial & Humaniora, 3(2), 671-686.

Hornay, P. M. A. (2021). Cognitive load theory and the English language instruction. Accentia: Journal of English Language and Education, 1(1), 43-55.

Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315–328. https://doi.org/10.1093/elt/48.4.315

Lier, L. van. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching, 1(1), 46–65. https://doi.org/10.2167/illt42.0

Lightbown, P. M., & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.

Lin, T. J., Lan, Y. J., & Kan, Y. H. (2015). Research trends of language learning in virtual reality from 2003 to 2012: A content analysis. In D. Chiu, et al. (Eds.), Advances in web-based learning – ICWL 2013 workshops (Lecture Notes in Computer Science, Vol. 8390). Springer. https://doi.org/10.1007/978-3-662-46315-4_8

Littlejohn, A. (2011). The analysis of language teaching materials: Inside the Trojan horse. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 179–211). Cambridge University Press.

Masuhara, H. (2011). What do teachers really want from coursebooks? In B. Tomlinson (Ed.), Materials development in language teaching (pp. 236–266). Cambridge University Press.

McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher’s guide (Vol. 2). John Wiley & Sons.

Neolaka, D. J., Fitria, R., & Trisnawati, I. K. (2021). EFL teacher’s view on virtual based storytelling in teaching vocabulary for elementary students. Accentia: Journal of English Language and Education, 1(2), 56-63.

Newport, E. L. (2020). Children and adults as language learners: Rules, variation, and maturational change. Topics in Cognitive Science, 12(1), 153–169. https://doi.org/10.1111/tops.12416

Nguyen, T. T., & Pham, H. T. T. (2024). The effectiveness of using visual aids in teaching English vocabulary to Vietnamese young learners: An experimental study. English Education and Applied Linguistics Journal (EEAL Journal), 7(3), 149-162.

Pateşan, M., Balagiu, A., & Alibec, C. (2018, June). Visual aids in language education. In International conference Knowledge-based Organization (Vol. 24, No. 2, pp. 356-361).

Piaget, J. (1972). The psychology of the child. Basic Books.

Pinter, A. (2017). Teaching young language learners. Oxford University Press.

Richards, J. C. (2001). Curriculum development in language teaching. Cambridge University Press.

Syahid, A., Hapsari, M. S., Anisah, S., Almadani, T. N. F., & Maharani, W. A. (2024). Analyzing English textbook through the lens of Tomlinson’s theory. International Journal of Educational Technology and Society, 1(2), 66-73.

Takacs, Z. K., Swart, E. K., & Bus, A. G. (2015). Benefits and pitfalls of multimedia and interactive features in technology-enhanced storybooks: A meta-analysis. Review of Educational Research, 85(4), 698-739.

Tomlinson, B. (2008). Language acquisition and language learning materials. In B. Tomlinson (Ed.), English language learning materials: A critical review (pp. 3–14). Continuum.

Tomlinson, B. (Ed.). (2011). Materials development in language teaching (2nd ed.). Cambridge University Press.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.




DOI: https://doi.org/10.37598/accentia.v5i1.2426

Refbacks

  • There are currently no refbacks.