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Abstract
The current research examines English fourth-grade textbooks in Cambodia, with the goal of determining the alignment between the prescribed curriculum and the textbooks' actual content. It is hypothesized that differences between the two may affect students' language acquisition and academic performance in English. The study also seeks to identify potential areas for improvement in the design and delivery of English language education in Cambodian schools. The background of textbook content analysis research refers to the context and rationale for the study of textbook content analysis. This type of analysis examines the information, representations, and points of view included in educational textbooks. Moreover, by doing a content analysis of these educational resources, researchers can gain additional insight into the types of knowledge, values, biases, and points of view that students are being taught through textbooks. This analysis can help identify any imbalances or potential issues in the text, such as mistakes, stereotypes, or omissions. It can also provide recommendations for improving the standard and diversity of textbook content. However, the following conclusions are drawn from the evaluation's findings. First, the analysis demonstrates that the English textbook for fourth graders satisfies the standards of a fair textbook. It is decided that the English Fourth Grade textbook is reasonable because of the achievement rate of 78%. Second, the review reveals that Fourth Grade English has met the majority of the criteria needed for a textbook assessment. English Fourth Grade satisfied most of the requirements for curricular relevance, language appropriateness, presentation coverage, teaching and learning methodologies, accuracy of materials, andpresentation coverage of auxiliary learning resources.
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Copyright (c) 2025 Chea Samnangroth, Kam Kina, Roeun Loch
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
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References
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Amelia Deya, (2023). The background for such a study could include reviewing previous studies on textbook content analysis, emphasizing the importance of looking into textbook content.
Lisa O’Keeffe, (2013) The study of textbook content analysis is important because it can assess the quality and effectiveness of educational resources.
Yvonne Konstanze Behnke,(2018) The goal of textbook content analysis research is to examine the impact of textbook material on students' learning experiences and outcomes.
Sezen Arslan,(2010) Cultural details and real-world examples are frequently included in English textbooks to aid students in understanding and using the language in context.
Carl-Christian Fey & Eva Matthes ,(2018) A variety of criteria need to be made while assessing exceptional textbooks.
Nurdan Kavakli İzmir,(2020) The Relationship Between Language and Culture, and Its Implications for EFL Teaching
Lorena Manaj, (2015) The textbook should cover the core language skills like reading, writing, listening, and speaking.
Naser Rashidi, (2016) It is vital that the textbook include cultural content that is relevant to the local Cambodian context
Lawrence P W Wong, (2011) The textbook should offer regular assessments to evaluate students' progress and understanding of the content.
Aihua Zhu, (2023) The language proficiency levels targeted in the textbooks align well with the developmental stage of fourth-grade students.
J. Elliott Casal, (2018) The textbooks employ a variety of interactive activities, promoting student engagement and active participation in the learning process.
M.Nordlund, (2023) An Analysis of Fourth Grade English Textbooks in Elementary School
Tina Madiyana, (2023) The research on textbook content analysis is important since it can evaluate the quality and efficacy of educational resources.
Zuzana Sandorova, (2019) Content Analysis as a Research Method in Investigating the Cultural Components in Foreign Language Textbooks
Yan Sun, (2022) Students' linguistic and cognitive development is greatly influenced by their English language instruction,
Barbara Japel, (2022) The current status of the problem with textbook content analysis is the requirement to comprehend the ways in which textbooks influence students' attitudes and areas of knowledge.
M.Nordlund, (2020) The textbook should introduce new vocabulary words and explain their meanings clearly.
Kimkong Heng, (2021) While the English fourth-grade textbook in Cambodia has several positive aspects, there are some areas for improvement that, if addressed, can contribute to a more comprehensive and effective language learning experience for both students and educators.
Jocelyn Howard, (2004) Educators can create an English textbook tailored to the specific needs and context of fourth-grade students in Cambodia by incorporating these elements into the curriculum design and development process.
References
Lisa O’Keeffe, (2013) The study of textbook content analysis is important because it can assess the quality and effectiveness of educational resources.
Yvonne Konstanze Behnke,(2018) The goal of textbook content analysis research is to examine the impact of textbook material on students' learning experiences and outcomes.
Sezen Arslan,(2010) Cultural details and real-world examples are frequently included in English textbooks to aid students in understanding and using the language in context.
Carl-Christian Fey & Eva Matthes ,(2018) A variety of criteria need to be made while assessing exceptional textbooks.
Nurdan Kavakli İzmir,(2020) The Relationship Between Language and Culture, and Its Implications for EFL Teaching
Lorena Manaj, (2015) The textbook should cover the core language skills like reading, writing, listening, and speaking.
Naser Rashidi, (2016) It is vital that the textbook include cultural content that is relevant to the local Cambodian context
Lawrence P W Wong, (2011) The textbook should offer regular assessments to evaluate students' progress and understanding of the content.
Aihua Zhu, (2023) The language proficiency levels targeted in the textbooks align well with the developmental stage of fourth-grade students.
J. Elliott Casal, (2018) The textbooks employ a variety of interactive activities, promoting student engagement and active participation in the learning process.
M.Nordlund, (2023) An Analysis of Fourth Grade English Textbooks in Elementary School
Tina Madiyana, (2023) The research on textbook content analysis is important since it can evaluate the quality and efficacy of educational resources.
Zuzana Sandorova, (2019) Content Analysis as a Research Method in Investigating the Cultural Components in Foreign Language Textbooks
Yan Sun, (2022) Students' linguistic and cognitive development is greatly influenced by their English language instruction,
Barbara Japel, (2022) The current status of the problem with textbook content analysis is the requirement to comprehend the ways in which textbooks influence students' attitudes and areas of knowledge.
M.Nordlund, (2020) The textbook should introduce new vocabulary words and explain their meanings clearly.
Kimkong Heng, (2021) While the English fourth-grade textbook in Cambodia has several positive aspects, there are some areas for improvement that, if addressed, can contribute to a more comprehensive and effective language learning experience for both students and educators.
Jocelyn Howard, (2004) Educators can create an English textbook tailored to the specific needs and context of fourth-grade students in Cambodia by incorporating these elements into the curriculum design and development process.