An Analysis of the Speaking and Writing Activities of Career English Textbooks

This study analyzed two career English textbooks - textbook A and textbook B - to examine whether these coursebooks were designed relevantly in accordance with the revised 2015 national curriculum. Both textbooks covered a great deal of career-related topics. In the speaking activities, both textbooks employed both individual and collaborative learning modes. However, problematically in the writing activities, the two textbooks used mostly individual activities. In terms of evaluation, while textbook A used the self- and peer-assessment in every unit, textbook B rarely did. According to content analysis, both textbooks attempted to design the speaking and writing activities in a learner-friendly manner, by breaking each activity into smaller steps. However, in general, textbook B was more systematically designed by arranging each step to smoothly progress to the next one. The study concludes with pedagogic suggestions. (Gyeongsang National University)