Abstract

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.

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