Evaluation of Going Global in the “Theoretical Framework for Evaluating POA-Based Teaching Materials”

Oriented by the theoretical framework for evaluating POA-based materials, this paper aims to evaluate Going Global from three dimensions: appropriate productive objectives, effective enabling activities and successful attainment of productive objectives by collecting interview data of six teachers, questionnaire of students and students’ works. The results show that Going Global embodies the concept of POA textbook evaluation. It has the following advantages: each unit set appropriate productive objectives which help students to have clear mind about what they need do in the unit learning; the textbook provides various related input materials and task types to assist students’ accomplishment of unit objectives; the teaching material itself stimulates students’ interest and enhances the internal driving force of students’ study. The possible disadvantage is that the gradual progress of the difficulty among the units in the same level textbooks still needs to be improved. In addition, the teaching material is deficient in the cultivation of basic language skills, and lacks relevant language training, which needs further improvement.


Introduction
Teaching material can defined from broad sense and narrow sense. Broadly speaking, any material that is beneficial to learners' knowledge growth or skills development can be called teaching materials. However, in a narrow sense, teaching materials only refer to textbooks. This paper will discuss it from the narrow sense.
Teaching material is the main carrier of teaching content and the basic guarantee to achieve teaching goal. The same is true of college English textbooks. College English textbooks are not only reference books for teachers to organize teaching activities, but also important resources for students to input language and complete learning tasks. Choosing excellent English textbooks is very important for realizing teaching goals. Therefore, attention should be paid to the evaluation of textbooks. From the statistics of 2000-2019 (see Table 1) (Wei & Wang, 2020), the analysis of university English teaching materials by domestic scholars is mostly internal evaluation (79.3%), the external evaluation and the combination of internal and external evaluation accounting for 13.8% and 6.9%, respectively. And the evaluation of teaching materials by domestic scholars mainly focus on the text difficulty, language elements, such as vocabulary re-emergence mode (Zhu & Xu, 2014), vocabulary coverage (Zheng, 2012), or static evaluation of the overall composition of textbooks or unit composition. For example, Evaluation of "Contemporary College English" Based on Cunningsworth Evaluation Framework (Hu, 2017)  workplace scene is designed according to the real workplace tasks encountered by the main characters in their work. In addition, the protagonist's design follows the law of career development, and the position increases step by step. Through the change of characters' positions, students understand that different positions require different core competencies to complete different workplace tasks.

Research Issues
The purpose of this study is to explore whether Going Global meets the evaluation criteria. Research questions include: 1) Does Going Global conform to the textbook evaluation standard of "appropriate productive objectives"?
2) Does Going Global conform to the textbook evaluation standard of "effective enabling activities"?
3) Does Going Global conform the teaching material evaluation standard of "attainment of productive objectives"?

Research Target
The interviewees are freshmen from non-English major,with about 750, and six English teachers who apply Going Global in class of our school, represented by T1, T2, T3, T4, T5 and T6 respectively. Both students and teachers are from the same school with the researcher. Table 2 shows the basic information of teachers interviewed.

Research Method
For teachers, this research adopts semi-structured interview method. The interview questions roughly include four parts: background information of teachers, macro evaluation of teaching materials, evaluation questions related to "appropriate productive objectives" and "effective enabling activities", and open questions.
Structured questionnaires and works analysis are adopted for students. The questionnaire focuses on two dimensions of students' engagement and sense of acquisition. The works analysis concentrates on the dimension of product quality.
See Appendix A and Appendix B for specific interview questions and questionnaire.

Data Collection and Collation
For teachers, one-on-one interviews are conducted for about one hour. After the interview, the researcher first sorts out the interview data. In order to ensure the accuracy of the interview content, the researcher returns the edited excerpts of interview data to the interviewee for reconfirmation. Secondly, the researcher compares the confirmed interview data with the measurement indicators under the two dimensions of "appropriate productive objectives" and "effective enabling activities", and analyzes and interprets the data accordingly. Finally, draw a conclusion based on the data analysis.
For students, after the questionnaire and the collection of works, the researcher firstly classifies and counts the collected questionnaire data through data statistics software and sort out the students' works. Secondly, the researcher analyzes and interprets the above data according to the measurement indicators under "attainment of productive objectives". Finally, draw a conclusion based on the data analysis.

Evaluating Going Global from the Perspective of "Appropriate Productive Objectives"
4.1.1 Driving Force "Driving force" refers to the strength stimulating students' desire to learn (Wen, 2017). All the six teachers The localization of the design of teaching materials should be based on the principle of "the object target learners are the local; the input materials are integrated with the local features; the output tasks serve the local; and the distance between the teaching content and the teaching object should be shorten (Jia & Shen, 2020)", so as to stimulate students' interest in learning and enhance the driving force of teaching materials.

Teachability
Teachers interviewed all think although Going Global involves difficult fields such as business, science and technology, it doesn't use obscure professional vocabulary, and many contents are closely related to Chinese native land and students' daily life, so students are relatively easy to master. The goal of the textbook is also in line with students' English level, and the content of the textbook can be basically completed within the time specified by the school, so the textbook is highly teachable.
However, because the textbook focuses on cultivating students' communication ability and problem-solving ability, and the designed tasks are mostly real workplace tasks, teachers worry that they will not suitable for students who have accepted traditional English for a long time. However, after some observation, it is found that the students do not know how to start at beginning, but after a period of study, they basically respond well.

Subdivision and Logicality
Wen (2017) thinks that "subdivision" means that the produced target needs to be refined into series subheadings. "Logicality" means that the series subheadings that have been refined can be shaped into an subheading chain with internal logic. Going Global includes four cases, presenting four real workplace tasks, which are the four overall goals. Each case has two units which are the two steps to accomplish the overall goal. Either unit has its own sub-goal, and includes five sections: Starting up, Taking in, Building up, Carrying out and Looking beyond. Starting up is a "driving" step, presenting workplace situations, defining output tasks and learning objectives, and stimulating students' learning motivation. Taking in and Building up are the "facilitating" links, which cultivate students' communication ability, problem analysis and problem solving ability through information acquisition and skill construction. This part serves the driving link. Carrying out is an "evaluation" step. In this stage, students comprehensively apply what they have learned to realize the output. This part is the detection of the first two parts. Looking beyond is a field of vision expansion, which provides different forms of materials related to the theme of the unit to cultivate students' core competence and enhance their humanistic quality. All the five plates interlock with each other to sever for arriving at the sub-goal. The overall structure of each case and the function of each plate and their relations in each unit are shown in Figure 3. ies.ccsenet.

In addition example:
The   Through the analysis of questionnaire data (see Table 3), it is found that most of students are satisfied with the textbook. 58% of the students think that the compilation of the textbook greatly encourages their participation in the classroom, and 60% and 56% of the students who believe that they have acquire a lot from the study of each unit and the study of the whole textbook, respectively. In addition, about 30% of the students think that it is more interesting than the traditional textbook even if they do not get such a high sense of accomplishment.

Product Quality
According to the completion of students' works, most students can complete the unit task output satisfactorily, which fully reflects that the real business background and future professional experience in Going Global stimulate students' thirst for knowledge. Students perceive the workplace situation and the skills they need to learn from the external environment and internal mood, gain experience and sentiment through full participation, and gain growth through experience.

Conclusion
This survey shows that Going Global embodies the concept of POA textbook evaluation, and the textbook has great driving strength. The teaching goals are classified into logical sub-goals. At the same time, the input materials accurately reflect productive objectives. The textbook provides multilevel teaching objectives, various driving means, sufficient input materials and manifold types of task. The series of teaching materials have clear increasing trend in difficulty. The teaching material itself stimulates students' interest and enhances the internal driving force of students' study.
The disadvantage is that the gradual progress of the difficulty among the units in the same level textbooks still needs to be improved. In addition, the teaching material is deficient in the cultivation of basic language skills, and lacks relevant language training, which needs further improvement.
This study has the following two implications for textbook evaluation: First, the criteria for evaluating the effectiveness of POA textbooks provide a local theoretical framework for the evaluation of local college English textbooks.
Second, the compilation, use and evaluation of teaching materials should be integrated. The purpose of textbook evaluation is not to grade textbooks, but to better serve the compilation and the use of textbooks. The evaluation results should be fed back to the editors of relevant teaching materials. Textbook writers should pay full attention to the deficiencies in the evaluation results of textbooks and improve them, so as to improve the compilation of textbooks in an all-round way. These writers also need to integrate the advantages into the future reprint or compilation of teaching materials. The evaluation results should also be fed back to the front-line teachers, so as to help them realize the deficiencies of the teaching materials and make appropriate adjustments to the teaching materials according to the actual teaching situation.

Limitation of the Study
The main shortcomings of this study are as follows: 1) The number of teachers interviewed is small, and all of them are from the same school.
2) The interviewed teachers' gender and educational background are unbalanced.
3) Students' questionnaires are not designed scientifically enough because of researcher's limited abilities.

4) Students were not interviewed and their final feedback is not collected.
Follow-up studies will improve these aspects.