EFL Coursebook Adaptation Using Focused Tasks

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Grant Agawa, Nagoya University of Commerce and Business; Kevin Watson, Nagoya University of Commerce and Business

Listening and reading strategy practice is widely accepted and applied in EFL coursebooks for the instruction and assessment of learner comprehension. However, Agawa (2011) points out that coursebook sessions of strategy practice are often sequentially clustered, leading to extended periods of input. When the content is lengthy, as in higher-level materials, there is the possibility of learner attention issues and lack of synthesis opportunities between input passes. Therefore, in this article, we suggest focused tasks that separate and complement reading and listening strategy practice sequences. In support of this concept, this paper introduces three learning theories: Learning styles, brain-based learning, and multiple intelligences. These learning theories are important considerations for instructors who endeavor to adapt clustered input-strategy-practice. Following the pedagogical explanation of these concepts, this article also includes practical examples of clustered input-strategy-practice adaptation from two selected EFL coursebooks.