Kurdistan Regional Government _ Iraq

Ministry of Higher Education and Scientific

Research
University of Raparin
College of Basic Education
Department of English Language

Addition of ELT Materials in Primary Level Schools:

English Language Learning Classes

Thesis submitted to English Department/ College of Basic Education,

University of Raparin in Partial Fulfillment of the Requirements for the
Degree of Bachelor in English Language Teaching.

By:
Bakhtyar Mustafa A.Qadir
Supervised by:
Assistant Professor Dr. Jamal Omar Ali
 Acknowledgements

The research would never be successful without the help of many kind
people. I would like to express my greatest gratitude to Allah Who made
everything possible. Special thanks to my family and my supervisor Dr,
Jamal Ali Omar for their support throughout the research. I also want to
appreciate the support of those teachers and colleagues who gave me a hand
to complete this work with their knowledge and experience.

I
 Dedication

This paper is dedicated to:

● My family and dear friends

● Peshmerga

● Department of English

● The Library of University of Raparin / College of Basic Education

II
 Table of Contents
Acknowledgements ........................................................................................................... I
Dedication ........................................................................................................................ II
Table of Content ............................................................................................................ III
List of Abbriviations ........................................................................................................ II
List of Tables ................................................................................................................ VII
Abstract ....................................................................................................................... VIII
Chapter One ..................................................................................................................... 1
Introduction ...................................................................................................................... 1
1.2- Background ............................................................................................................... 2
1.3- The Problem of the Study ......................................................................................... 2
1.4- The Questions of the Study ...................................................................................... 3
1.5- The Sample of the Study .......................................................................................... 3
1.6- The Aim of the Study ............................................................................................... 4
1.7 The Significance of the Study.................................................................................... 4
1.8- Definition of Terms .................................................................................................. 5
Chapter Two..................................................................................................................... 6
2.1- Introduction .............................................................................................................. 6
2.3- Previous Studies ....................................................................................................... 7
2.4- Adaptation................................................................................................................. 9
2.5- Types of Adaptation ............................................................................................... 13
2.5.1 Addition ................................................................................................................ 13
2.5.1.1 Extending ........................................................................................................... 13
2.5.1.2 Expanding ......................................................................................................... .14
2.5.2 Deleting ................................................................................................................. 14
2.5.2.1 Subtracting ......................................................................................................... 14
2.5.2.2 Abridging ........................................................................................................... 14
2.5.3 Simplifying ........................................................................................................... 14

III
2.5.4 Reordering............................................................................................................. 14
2.5.5 Replacing .............................................................................................................. 15
2.6- Reasons for Adaptation .......................................................................................... 15
2.7- Objectives for Adaptation ....................................................................................... 17
Chapter Three ................................................................................................................. 19
3.1 Introduction............................................................................................................ 19
3.2 Research Methods .................................................................................................. 19
3.3 Participants............................................................................................................. 20
3.4 The Pilot Study ...................................................................................................... 20
3.6 Data Collection Procedures...................................................................................... 21
Chapter Four................................................................................................................... 22
4.1 Introduction............................................................................................................ 22
4.2 Results and Discussions ......................................................................................... 23
4.2.1 Table (1) Results and Discussions of the Questionnaire....................................... 25
Figure 1: Results of the Questionnaire ........................................................................... 25
4.2.2 Discussion One: Item one and two ..................................................................... 25
4.2.3 Discussion Two: Item three ................................................................................ 26
4.2.4 Discussion Three: Item four ............................................................................... 27
4.2.5 Discussion Four: Item five .................................................................................. 28
4.2.6 Discussion Five: Item six and seven ................................................................... 29
4.2.7 Discussion Six: Item eight .................................................................................. 30
4.2.8 Discussion Seven: Item nine ............................................................................... 31
4.2.9 Discussion Eight: Item ten .................................................................................. 32
4.3 Table (2) Results and Discussions of the Observation ....................................... 33
4.3.1 Discussion 1: item one ........................................................................................ 34
4.3.2 Discussion 2: Item two ....................................................................................... 35
4.3.3 Discussion 3: Item Three .................................................................................... 36
4.3.4 Discussion 4: Item four and five ......................................................................... 37
4.3.5 Discussion 5: Item six ......................................................................................... 38

IV
4.3.6 Discussion 6: Item seven .................................................................................... 39
4.3.7 Discussion 7: Item eight ..................................................................................... 40
4.3.8 Discussion 8: Item nine....................................................................................... 41
4.3.9 Discussion 9: Item ten......................................................................................... 41
Chapter Five ................................................................................................................... 42
Conclusions, Suggestions, and Recommendations ........................................................ 42
4.3 Conclusion ............................................................................................................. 42
4.4 Suggestions ............................................................................................................ 43
4.5 Recommendations for Further Studies .................................................................. 44
References ...................................................................................................................... 45
Appendix A .................................................................................................................... 49
Teachers’ Questionnaire ................................................................................................ 49
Appendix B .................................................................................................................... 52
Observation of the Teachers .......................................................................................... 52

V
 List of Abbriviations

EFL English as a Foreign Language

ELT English Language Teaching

VI
 List of Tables
Table 1. The Questionnaire Responses Given by the Participants ………………………………….. 24
Table 2. The Results of the Observed Classrooms…………………………………………………... 34

VII
Abstract
Adaptation is the process of modifying learning materials to meet the
students’ needs. Even though the process of adaptation includes several
techniques, this research studies theuse of addition technique specifically in
Ranya city. The purpose of the research is to investigate: if teachers adapt
materials or not. What technique of adaptation is more common and Which
type of addition they use during their classes, extension or expansion. For
this purpose, a mixed method of collecting related data has been used. The
questionnaire results have been collected from 25 primary English language
teachers, and 20 English language classes have been observed. Our analysis
showed that the teachers adapt the learning materials. Addition technique is
common to use, and most teachers use extension as a type of addition
technique. To conclude, adapting learning materials is necessary, and
addition technique provides advantageous results from the learning process.

Key words: Adaptation, addition, extension, expansion, primary schools,

materials, items

VIII
 Chapter One

Introduction

Introduction

Adaptation is a procedure of modifying the learning activities and

materials slightly to matching with the learners’ needs in order to create an
acquisition that achieves learning aims. Materials development is the study
and practice of developing materials for the teaching of language, including
the principles and processes of designing, implementing, and evaluating
materials (Tomlinson, 2001). Adaptation is a general term for the process
that involves making changes to existing materials to better suit specific
learners, teachers and contexts for the purpose of facilitating effective
learning (Tomlinson & Basuhara, 2018). Materials adaptation is a
fundamental phase of learning because not all teaching materials are
completely effective and useful for the learners. For example, concerning the
language learning course-book, some activities might need to be omitted due
to the diversity of religion or cultural norms and some might need to be
added with more details or examples to be finished by the learner.

1
1.2- Background
Since many centuries, the desire of learning other languages has been
increased numerously. This has become a main reason to produce several
language teaching methods and intensive amount of materials to facilitate
the process of acquiring languages. Language officials keenly seek to find
the most suitable and productive techniques or materials for learning other
languages. Beside the importance of learning approaches, teaching materials
play essential roles of transferring language knowledge due to the fact that
materials are the main objects that learners interact with while learning the
language. Within systematic language learning, not all the materials
involved in a curriculum or syllabus are useful for learning, so they need be
adjusted in order to achieve the goal of learning. Then, teaching materials
need to stimulate the intellectual, aesthetic and emotional involvement of the
student (Tomlinson, 2016).

1.3- The Problem of the Study

I as a researcher wanted to investigate whether adaptation is well
implemented or not in the primary schools in Ranya city. Depending on
(Kalajahi, 2013), in the absence of adaptation students usually have
feelings of unease which negatively impacts their learning process and they
become the first victims of this issue and fixing this problem in primary
schools makes the course-books, workbooks and lesson plans more
advantageous and brings an engaging environment in which students can
build up their performance and efficiency. It is also thought that the current
in-use language teaching materials need to be changed as they may not be
effective any more. Since its implementation in 2012, the current syllabus
is in need to be updated, amended, and more suitable to the learners’

2
needs. The above mentioned reasons have motivated the teachers to adapt
the materials. However, the question of which technique of adaptation the
teachers should use in their teaching to fill this gap. The current study
attempts to answer the questions mentioned below and it strives to solve
teaching and learning problems in this EFL context.

1.4- The Questions of the Study

This research aims to answer the following questions:

1- Do teachers adapt language teaching materials in their teaching?

2- What technique of adaptation do teachers more commonly use in their
teaching?
3- Which type of addition do they use, extension or expansion

1.5- The Sample of the Study

The samples of this study are English primary school teachers in
Raparin Area – Ranya. The population of this study consists of 25 English
teachers used for the questionnaire and 20 other teachers for the purpose of
observation. The gender of the respondents of the questionnaire was 12
males and 13 females. The age of the participants was between 29 to 40
years. They all had at least 10 years of teaching experience.

3
1.6- The Aim of the Study
The aim of this research is to find out whether adaptation, specifically
addition with both types extension and expansion are practically used and
implemented or not as well as to find out which type of adaptation technique
is commonly used. And within the research, the English Language teachers
can identify the positive influence of ELT materials on students in the
classroom.

1.7 The Significance of the Study

The study also shows how developed teaching materials facilitate
students’ learning process, make lessons interesting, and produce an
engaging learning environment. These findings help the study to benefit
teachers, educators, policy makers, and test designers to be aware of all the
adaptation techniques needed in the classrooms in Ranya city. The Ministry
of Education and director of education will get benefit from the results of
this study about the current situation of the classrooms. Nevertheless, the
study will add more knowledge to the existing literature that will help other
researchers in the field which expands the idea of the topic.

4
1.8- Definition of Terms
To facilitate the understanding of this research, different relevant terms are
defined below.

Material adaptation- refers to the application of some strategies to make

the textbook more effective and to meet the students’ needs. (Halim &
Halim, 2016)

Addition- is a branch of adaptation which is to supplement extra materials

subsequent to the existing one. (Shameem, 2009)
Extending- is to supply more of the same kind of material to make
quantitative change in it. (Islam & Mares, 2014)

Expanding- is to add something different to the material qualitative change in

it. (Islam & Mares, 2014).

5
 Chapter Two

Literature Review

2.1- Introduction
This chapter shows various perspectives of many other researchers
toward the process of applying adaptation techniques on learning materials
in the classrooms. Many other researches have shown that using materials in
classrooms can change learning process and provide a better context for
students. Teaching materials are important parts to help students’ desired
learning outcomes. (Tonawanik & Donavanik, 2010). However, modern
classes cannot be taught as traditional ones in the past, with developing the
technology, using materials in different techniques, for different reasons is
necessary. The current phase of ELT is markedly different because of the
crucial role played by materials in teaching-learning process. (Nehal, 2016).

6
2.3- Previous Studies
Course-books are fundamental source of learning materials that plays
important role of transferring language competence. While textbooks have
constructive role in the curriculum, many experienced teachers and
educators believe that current textbooks need to be adapted because the
existing materials do not cover the learning objectives sufficiently. Now we
take a look at some previous studies and expert speeches about learning
materials adaptation:

Teachers and students often struggle finding sufficient materials in

their classes. ‘Despite the bounteous harvest of ELT materials which the past
decades have provided, published materials do not always provide the type
of texts and activities that a teacher is seeking for a given class’. (Block,
1991).

Published materials have a very limited range to prepare the students

in the real world. ‘Published materials of any kind have to cater for a very
wide range of possible users, which means they cannot address any
individual student or group of students directly.’ (White, 1998)"

Adaptation techniques can also be advantageous for modifying

materials from outdated textbooks. As (Stevick, 1971) mentioned in his
study that: one of the ways in which teachers quite properly attempt to do so
is through adapting old textbooks to fit new needs. Also, he describes
bridging a gap: the teacher must satisfy the demands of the textbook but in
ways that will be satisfying to those who learn from it.

7
 Material adaptation is helpful to enable specific learners to be engaged
into the learning environment. “We understand the process of improving
materials with the aim of adjusting them for a target learner as materials
adaptation. To adapt authentic materials, we can reduce, modify or
supplement them”. (BIELOUSOVÁ, 2020)
Adaptation techniques cannot be applied unintentionally with no
purpose. As (Mede Şenel and Yalçın Enisa, 2019) Have mentioned
important points to make decisions on adapting materials. While teachers
attempt to start teaching the course book, they need to realize answers to
several questions: is the textbook at the right level? Is the content suitable
for the students? And is the sequence of the items logical? Based on these
questionsthe teachers decide on selection and adaptation of the materials.

The view of the experts and studies mentioned above demonstrates

that learning materials especially the textbooks would not provide an
effective useful learning without adaptation in order to modify them to be
suitable for the students’ needs. Nevertheless, none of these studies have
focused on the addition technique in materials adaptation in particular.
Therefore, we will mainly concentrate on this common technique used by
teachers and its importance within the process of adaptation.

8
2.4- Adaptation

Since the time that English Language has been used in the education
field, the requirements of using superlative learning materials raised
intensively. The importance of materials is defined as “It is undeniable that
the use of ideal materials is significant and that it would, in return, give
positive outcomes to learners, especially in English as a Second Language
(ESL) context (Kalajahi and Mukundan , 2013). So in order to create ideal
materials, there need to be adaptation of the learning materials. In fact,
learning processes generally exist with the help of good materials, even with
bad or non-existing teaching (Ahmed, 2017). The term of adaptation refers
to the process of making adjustments to the existing learning materials. This
signifies to create a better match to the students’ needs, teachers, and
contexts in the light of offering affective and productive learning.
“Adaptation means reducing mismatches between materials, learners,
teachers and contexts or making fuller use of the potential value of existing
materials” (Tomlinson, 2018). This means when the materials are adapted
properly suitable to the proficiency language level of the students, there will
be more chance for them to benefit from the input, and the teachers will
achieve their learning goal effectively in the dynamic environment of the
classroom as well. Materials for language learning, according to
(Tomlinson, 2012), could appear in forms that can facilitate language
learning such as informative, instructional, experiential, eliciting, and
exploratory materials.

9
 Most teachers afford to create useful materials by selecting, evaluating,
and adapting strategies due to the fact that the learning materials are
considered to be a fundamental part of the most English teaching programs.
The reality of using course-books is defined as “Clearly, what actually
happens in classrooms using published materials is that there is a complex
trade-off between the three major elements in the equation: the materials, the
teacher and the learners.” (Maley, 2011). Meaning that adjustments need to
be made in the most published learning materials, however, they are
designed carefully. (Edge and Wharton, 1998) claimed that “experienced
teachers do not tend to follow the script of a course book inflexibly”. They
add, delete and change tasks at the planning stage, and they reshape their
plans during the lesson in response to the interaction that take place”.
(Maley, 2011) claimed that teachers have to adapt the course book items for
a suitable learning context to meet the students’ needs. So these adaptations
will be done through using the techniques of adaptation While the
curriculum provides a particular syllabus or course book suggested by
Ministry ofEducation, teachers will be restricted of using other materials and
be left with no choice. The use of text books are considered negatively.
(Shak, 2021) explained that reasons are: Imbalanced cultural content, high
lexical density, lack of supplementary materials, steep price, ambiguous
selection procedure, and fitness with the goals, and objective of English
curriculum. The idea of materials adaptation is based on several sound
principles that are underlined by learning theories. (McDonough, Shaw, and
Masuhara, 2013) Focused on three major principles of adaptation which are:

10
 - Personalizing which is creating relevance between the materials and
the interest of learners and their needs.
- Individualizing that provides the learning styles and the way of class-
work.
- Localizing which is being aware of the international geography of the
English language teaching and considering what works well in that
particular area in terms of learning the language.

“Experienced teachers do not tend to follow the script of a course book

inflexibly. They add, delete and change tasks at the planning stage, and they
reshape their plans during the lesson in response to the interaction that take
place” (Edge and Wharton, 1998). This means that even though the syllabus
requires following its sequence and method of transferring the materials to
the learners, teachers usually go beyond to use other more useful materials
by using adaptation techniques. One of the purposes of adaptation is to
make the learning materials more effective and flexible by using the
adaptation strategies. Several adaptation strategies have been suggested by
scholars. (McGrath, 2002), for instance, recommends “four evaluative
processes” in material selection in a course-book that includes adopting the
material as is, partially or completely rejecting the material, adding
extensions to the existing materials, and replacing the materials. According
to (Ahamad and Kabilan, 2022), Addition is the most common adaptation
technique is used frequently by teachers comparing to the other strategies.
(Maley, 1998) Describes that addition technique is ‘where there seems to be
inadequate coverage, teachers may decide to add to textbooks, either in the
form of texts or exercise material.’

11
 Addition is the process of adding more materials upon the existing
published one. Addition can be done through two ways:

1. Extension which refers to adding more items quantitatively similar to

the topic while the existing items do not cover the topic sufficiently,
so number of additional items will be supplemented regarding to the
topic (Block, D, 1991)

2. Expansion which refers to adding more to the methodology

qualitatively. Meaning that the additional items be used beyond the
major learning purpose of the existing one in order to learn other
subjects different and along with the published material (Shak, 2021).

12
2.5- Types of Adaptation
Material adaptation means to modify the teaching materials to meet
learners’ needs and teachers’ demands. (Mendoza, 2016). In order to adapt
materials, there are five factors to be considered:

• Adding; extending and expanding

• Deleting/omission; subtracting and abridging
• Simplifying
• Reordering
• Replacing

2.5.1 Addition is an adaptation procedure which involves

supplementationof extra linguistic items and activities to make up for the
inadequacy/insufficiency of materials

Adding extra materials is appropriate if the following situations are faced:

• Areas are not covered sufficiently.

• Texts/pictures/tasks are not provided.
• Texts/pictures/tasks are fewer than needed.
• Tasks are of limited range.

2.5.1.1 Extending is a type of addition in which the teacher utilizes more of the
same material to extend the subject and to make a qualitative change in the
materials. For example, a teacher may have ten sentences in present simple but
he/she might believe that these examples are not enough to help

13
the students to get adapted to it, thus, he/she adds five more example about
the same lesson. (Islam & Mares, 2014).

2.5.1.2 Expanding is when teachers add different things to the lesson to make a quantitative
change. For instance, the teacher may think that his/her students need to be aware about
sounds of verb endings while using in past simple but the course book has not mentioned it.
Consequently, she providesthe information even it is out of the book. (Islam & Mares, 2014)

2.5.2 Deleting is when materials are deleted in either ways:

2.5.2.1 Subtracting is removing a part of an activity or lesson because the

teacher may believe that students already know about the subject. For
example, instead of doing ten examples, he/she can reduce it for five.
(Sonmez, 2017).

2.5.2.2 Abridging is leaving an activity because the teacher may think that
focusing on the activity may not benefit students due to the high level of it.
(Sonmez, 2017).

2.5.3 Simplifying is making the instructions and activities manageable or

rewording the instructions and texts to facilitate them. For example, when a
text contains much unknown vocabulary, the teacher may give synonyms to
help the learners understand it. (Saraceni, 2003).

2.5.4 Reordering is when a teacher decides to sequence the activities to

make them more pedagogic. For instance, starting with a general discussion
before going to the reading section. (Shameem, 2009)

14
 2.5.5 Replacing: is using a better material instead of the existing one. In
thiscase, the teacher should be aware about learners’ competence, which
material works better for them and which one serves less should be
replaced. ( Busenurmaral, 2018)

2.6- Reasons for Adaptation

In order to make materials accessible and sound practical, there are
always strong reasons for adaptation. These reasons may vary and depend on
the course book since the field has been developed with new perspectives
about it. According to (Islam & Mares, 2014) many teachers find materials
challenging while adapting them in the classroom which do not reflect the
teaching and learning principles. Course books largely focus on structure
and were impacted by Grammar Translation Method. Communicative
competence is completely neglected in the course books. In addition,
materials should aim to be ‘communicative and authentic’. (Mcdonough &
Shaw, 2012). And they have listed the reasons of adaptation clearly in their
book Materials and Methods in ELT which are as the following:

• Not enough grammar coverage in general.

• The communicative focus means that grammar is presented
unsystematically.
• Reading passages contain too much unknown vocabulary.
• Comprehension questions are too easy, because the answers can be
lifted directly from the text with no real understanding.

15
 • Listening passages are inauthentic, because they sound too much like
written material being read out.
• Not enough guidance on pronunciation.
• Photographs and other illustrative material not culturally acceptable.

Surely there are more reasons for adapting materials in the classroom.
(Breen & N. Candlin, 1908) Discussed issues related to materials that are
designed for communicative language learning. Their list shows that
materials do not provide many opportunities for real communication but
they deeply focus on linguistic structures as:

1. Communicative materials do not provide enough opportunities for

personal or psychological negotiation between the learner and the text.

2. Communicative materials do not provide enough opportunities for

inter personal or social negotiation between all participants in the
learning process, between learners and teachers, and learners and
learners.

3. Activities and tasks do not promote enough communicative performance.

4. Activities and tasks do not promote enough meta-communicating

opportunities.

5. Activities and tasks do not promote co-participation. Teachers and

learners are not involved as co-participants in the teaching-learning
process.

16
2.7- Objectives for Adaptation
The process of material adaptation shall be underlined by useful clear
objectives that are necessary to exist. Objectives can be an essential starting
point of the procedure that takes role of directing the decision of which
technique to use that works to consider what is fundamental to be adapted to
achieve the learning goals. (McDonough and Shaw, 2003) Drew the
objectives list regarding to materials adaptation which are:

- Personalize
- Individualize
- Localize
- Modernize

And the list has been developed and expanded by (Islam and Mares, 2003)
to:

1. Add real choice

It is the way of giving opportunity to learners to choose what to study.
For instance, giving the students the choice of selecting texts to read
and unify them to study.
2. Cater for all sensory learner styles

It is the way of learning in which students are learning through

practical, visual, and auditory activities and materials. In other words,
it is learning with hands-on materials which students feel them by
senses.

17
3. Provide for more learner autonomy

It is accustoming students to be self-learners in order to teach

themselves even outside class-rooms without having learning
guidance.

4. Encourage higher-level cognitive skills

It is referred to teach students in a way that activates their mind and

cognition process as well as taking benefits from their 1st language
developed skills.

5. Make the language input more accessible

It is related to making the language input linguistically optimal and

accessible. In other words, the materials shall be understandable and
useful.

6. Make the language input more engaging

It is referred to making the students be engaged and interested by

rewriting the texts, making materials authentic, involving games,
changing nature of the input, making students to predict, and requiring
students to write the ending in their own opinion.

18
 Chapter Three

Methodology

3.1 Introduction
This chapter provides the description of the research methodology. It
provides information about various areas of the research such as the
selection of participants, who the participants are and how they were
sampled and the location of the study. It also explains the instruments that
have been used to collect data, and the method implemented to conduct the
investigation.

3.2 Research Methods

Research methods are techniques to collect evidence and data
regarding to the concentrated topic. They support to expose beneficial
information relating to the research topic based on reliable data and
statistics. Even though, several distinct methods exist to be applied during
data collection, we have used mixed-method that includes lesson
observations and survey by which data is gathered qualitatively and
quantitatively.

19
3.3 Participants
The samples of this research were taken from ten different primary
schools among thirty-nine schools. They were taken from grades one to nine
in Ranya city. There are 197 EFL teachers in the area among which 25
teachers were participated as samples which amounts to 13% of the overall
population. The gender of the participants was 12 males and 13 females that
all hold bachelor degrees. All the participants voluntarily agreed to be part of
the study. In addition, to assemble more data about the study, we decided to
attend twenty English classes practically to observe the teachers closely.
Before observing their classes, the teachers and the students’ consent was
obtained.

3.4 The Pilot Study

As the items of the questionnaire have been prepared, we decided to
do a pilot study in order to find out the errors or weaknesses of the
questionnaire paper. So we handed them to three English language teachers
from two different primary schools to fill in their answers. We realized that
they all had difficulties with understanding several terms as (Authentic,
input, qualitatively, quantitatively, etc.). Thus, we decided to translate the
questionnaire paper into Kurdish in order to avoid teachers’
misunderstandings toward the items because we had to explain and elaborate
each item for the teachers. Also, we have modified some items to be relevant
with the research questions. For example, we have modified this statement:

20
(It is easy for ELT teachers to apply addition technique on the textbook) to
(Most of Sunrise’s materials need to be adapted).

3.6 Data Collection Procedures

Data collection is the process of gathering quantitative and qualitative
information on specific variables with the aim of evaluating outcomes or
collecting actionable insights. For collecting the data on our research, we
used two different tools which were observation and Questionnaire. Due to
having time problem, we could not take all the 197 EFL teachers so we
decided to choose 25 teachers that have more than 10 years of experience in
teaching the English language and ask them about the use of addition
technique and how they utilize it to adapt the course-books through a
checklist. However, we attended 20 different classes of different grades to
see how they get the students involved with it. We chose schools of different
locations to avoid the impact of nearness.

Each method we used consisted of ten different statements about

adaptation and specifically about addition, they were designed to see to what
extent adaptation and its techniques are used in the classrooms.

21
 Chapter Four

Results and Discussions

4.1 Introduction
In this chapter, the findings of the study would be shown that contain
the results, discussions and conclusion of the questionnaire and the
observations. For this purpose, we used questionnaire and observation to
collect data qualitatively and quantitatively to answer the three questions of
the study which are: Do teachers adapt materials? What technique of
adaptation is more common? And ‘What type of addition do they use:
Extension or expansion?

22
 4.2 Results and Discussions

4.2.1 Results and Discussions of the Questionnaire

Table (1): The Questionnaire Responses Given by the Participants

▪ Number of participants 25 Teachers

A + SA N D + SD
Statement Results in Results in Results in Results in Results in Results in
Numbers Percentage Numbers Percentage Numbers Percentage
1. Most of subject matters in (Sunrise)
16 64% 4 16% 5 20%
need to be adapted.
2. (Sunrise) does not provide sufficient
input to improve students’ 10 40% 6 24% 9 36%
proficiency.
3. “Addition technique” is necessary to 15 60% 5 20% 5 20%
be applied on (Sunrise) materials.
4. “Addition technique” helps both
teachers and students to achieve the 12 48% 8 32% 5 20%
lesson goal.
5. “Addition” is the most common
technique to be used during the 11 44% 5 20% 9 36%
lessons.
6. (Sunrise) input needs to be expanded 13 52% 6 24% 6 24%
qualitatively.
7. (Sunrise) input needs to be extended 14 56% 5 20% 6 24%
quantitatively.
8. “Addition technique” increases
students’ understanding toward the 16 64% 4 16% 5 20%
lesson.
9. “Addition technique” converses the 14 56% 7 28% 4 16%
input to be clearer.
10.“Addition technique” lets teachers to 13 52% 5 20% 7 28%
involve authentic materials.

23
Figure 1: Results of the Questionnaire

Bar Chart of the Questionnaire

70%
64% 64%
60%
60% 56% 56%
52% 52%
50% 48%
44%
40%
Percentages

40% 36% 36%

32%
30% 28% 28%
24% 24%
24% 24%
20% 20%
20% 20% 20% 20% 20% 20%
20% 16% 16% 16%

10%

0%
ITEM 1 ITEM 2 ITEM 3 ITEM 4 ITEM 5 ITEM 6 ITEM 7 ITEM 8 ITEM 9 ITEM 10
Items

A + SA N D + SD

Note\ A= Agree, SA= Strongly Agree, N= Neutral,

D= Disagree, SD= Strongly Disagree

24
 4.2.2 Discussion One: Item one and two

▪ Number of participants 25 Teachers

A + SA N D + SD
Statement Results in Results in Results in Results in Results in Results in
Numbers Percentage Numbers Percentage Numbers Percentage
1.Most of subject matters in (Sunrise)
16 64% 4 16% 5 20%
need to be adapted.
2.(Sunrise) does not provide sufficient 10 40% 6 24% 9 36%
input to improve students’ proficiency.

Though, these items are not fully related to our research questions but
as a start, we wanted to make sure by taking various teachers perspectives if
Sunrise truly needs adaptation and if it develops students’ proficiency or not.
According to the results of our research questionnaire that are shown in the
table and in the bar chart, we found that among 25 primary school teachers,
sixteen of them which is equal to %64 agreed that Sunrise needs to be
adapted to facilitate learning, four of them that is %16 were neutral and five
of them which means %20 disagreed.

For item number 2, 40% chose to agree and strongly agree that it does
not provide adequate input to students, six chose to be neutral that is 24%
and nine of them (36%) disagreed with it.

These results helped us to start our study as we felt that the majority
of the teachers admitted that adaptation is necessary to the course book.
After that we started collecting information about other aspects of adaptation
which is going to be discussed in the following steps to find the answers of
our research questions.

25
 4.2.3 Discussion Two: Item three

▪ Number of participants 25 Teachers

A + SA N D + SD
Statement Results in Results in Results in Results in Results in Results in
Numbers Percentage Numbers Percentage Numbers Percentage
3.“Addition technique” is necessary to 15 60% 5 20% 5 20%
be applied on (Sunrise) materials.

Because our study is designed to investigate generally the use of

adaptation and specifically the use of addition in primary schools, we
requested some teachers (as it is displayed in the table and the bar chart) to
declare if addition technique is needed for sunrise. The results of the
questionnaire for item 3 are %60 which means 15/25 of the teachers chose
to agree and strongly agree, they truly believed that Sunrise is not enough
alone for students’ learning but also, teachers should work collaboratively to
enrich it by providing their knowledge. It is important to share that %20 of
the teachers did not decide and %20 disagreed because they believed that
the course book is complete and while adding anything else, it may lose its
perfection by means of complexity which finally baffles the students.

26
 4.2.4 Discussion Three: Item four

▪ Number of participants 25 Teachers

A + SA N D + SD
Statement Results in
Results in Results in Results in Results in Results in Percentag
Numbers Percentage Numbers Percentage Numbers e
4.“Addition technique” helps both
teachers and students to achieve the 12 48% 8 32% 5 20%
lesson goal.

This item supports the first question of the study which is about
adapting materials by the teachers. We wanted to realize that if addition
technique can compensate for the gaps of the course book because most of
the teachers believed that the course book needs adaptation. The results of
the questionnaire were that %48 of the participants that is counted as the
biggest part, agreed that addition technique can pave their ways for teaching
and students' learning Because they have a wider range to explain the lesson
with real life examples not only those mentioned in the book. We need to
take the other sides of the survey into consideration in a way that %32 could
not decide because of the same reasons mentioned in the previous
discussion. On the other hand, %20 of the participants disagreed because
they did believe that they can achieve the lesson goal without any additions.

27
 4.2.5 Discussion Four: Item five

▪ Number of participants 25 Teachers

A + SA N D + SD
Statement Results in Results in Results in Results in Results in Results in
Numbers Percentage Numbers Percentage Numbers Percentage
5.“Addition” is the most common 11 44% 5 20% 9 36%
technique to be used during the lessons.

One of the research questions is designed to investigate the most

common type of adaptation among Adding, Deleting, Simplifying,
Reordering and Replacing. In the questionnaire, we demanded 25 primary
teachers to give their responses if addition technique is the most common
one or not, the results exposed that eleven of the participants which means
44% of all, agreed that they use addition more than other types because it is
more formative for students which can be done through extending or
expanding the lesson. Among them, five teachers that are 20% did not
decide and 36% or 9/25 rejected addition as the most dominant type because
they seemed to use it less than the other four types.

28
 4.2.6 Discussion Five: Item six and seven

▪ Number of participants 25 Teachers

A + SA N D + SD
Statement Results in Results in Results in Results in Results in Results in
Numbers Percentage Numbers Percentage Numbers Percentage
6. (Sunrise) input needs to be
13 52% 6 24% 6 24%
expanded qualitatively.
7. (Sunrise) input needs to be
14 56% 5 20% 6 24%
extended quantitatively.

Item number (6) and (7) are relevant to each other to some extent.
They both include statements that illustrate answers to one of the research
questions which is: What type of addition do they use: Extension or
expansion? The answers to those two specific items that are given by 25
teachers are agreeable in general. Meaning that most of the teachers agree
that the learning sections and activities within (Sunrise) need to be expanded
and extended. Item number (6) demonstrates that (52%) of teachers believe
that the subject matters and sections within (Sunrise) need to be expanded
qualitatively in order to achieve more crucial learning goals. On the other
hand, (24%) of the participants disagree on expanding the items qualitatively
within (Sunrise). And the rest (24%) of the participants have chosen neutral.
Next, Item number (7) which (56%) of the participants agree with, is related
to extending the subject matters within (Sunrise) quantitatively. Then,
(24%) of the participants disagree on extending the learning items
quantitatively, and the rest (20%) of the participants chose neutral.

29
 4.2.7 Discussion Six: Item eight

▪ Number of participants 25 Teachers

A + SA N D + SD
Statement Results in Results in Results in Results in Results in Results in
Numbers Percentage Numbers Percentage Numbers Percentage
8. “Addition technique” increases
students’ understanding toward 16 64% 4 16% 5 20%
the lesson.

Item number (8) shows the function of addition technique on increasing

students’ understanding. Meaning that while teachers apply addition
technique on the items, it helps to improve students’ cognition to understand
the subject since more items and ideas will be shown regarding to the lesson.
(64%) of the participants agree that applying addition technique increases
students’ understanding toward the items. Nevertheless, (20%) of the
participants disagree on the idea of using addition technique to increase
students’ understanding toward the lesson. And, the rest (16%) of the
participants chose neutral.

30
 4.2.8 Discussion Seven: Item nine

▪ Number of participants 25 Teachers

A + SA N D + SD
Statement Results in Results in Results in Results in Results in Results in
Numbers Percentage Numbers Percentage Numbers Percentage
9. “Addition technique” converses
14 56% 7 28% 4 16%
the input to be clearer.

Statement number (9) demonstrates that since addition technique shows

further items regarding to the lesson, it modifies the subject matter to be
clear, simple, and far from being complicated for the students to learn it
easier. Then, (56%) of the participants agree that using addition technique
changes the learning items to be clearer. (16%) of the participants disagree
and believe that applying addition technique does not clarify the subject
matter. And the rest (28%) of the participants have chosen neutral.

31
 4.2.9 Discussion Eight: Item ten

▪ Number of participants 25 Teachers

A + SA N D + SD
Statement Results in Results in Results in Results in Results in Results in
Numbers Percentage Numbers Percentage Numbers Percentage
10.“Addition technique” lets teachers
to involve authentic and engaging 13 52% 5 20% 7 28%
materials.

Item number (10) is related to the zone that addition technique provides
for teachers to insert authentic learning materials that increase students’
engagement to the lesson. (52%) of the participants agree that addition
technique provides chance for the teachers to involve authentic materials.
Nevertheless, (28%) of the participants have different opinion and believe
that using addition technique does not let teachers to involve authentic
materials. And the rest (20%) of the participants have chosen neutral.

32
 4.3 Results and Discussions of the Observation

Table (2): The Results of the Observed Classrooms

ITEM Yes No

1. The teacher adapted the learning materials 65% 35%

2. The teacher applied “addition technique” on the materials 55% 45%

3. The most common adaptation technique was addition among theother

55% 45%
techniques

4. The teacher used addition technique quantitatively (extension) 40% 60%

5. The teacher used addition technique qualitatively (expansion) 60% 40%

6. The teacher had reasons for using the addition technique 55% 45%

7. Using the addition technique seemed useful for the students 55% 45%

8. The teacher used addition technique in a correct manner 40% 60%

9. The use of addition technique made the materials understandable 55% 45%

10. Addition technique helped the teacher to insert engaging materials 55% 45%

33
 4.3.1 Discussion 1: item one

ITEM Yes No

1. The teacher adapted the learning materials 65% 35%

One of the research questions is to make sure if the teachers adapt

materials or not in the classroom. For this purpose, we observed 20 teachers
of various grades and we found that among them, 65% which 13/20 used
adaptation with its different types in a very good way and students had better
understandings for the lesson. Conversely, 7 teachers that are equal to 35%
did not use any kind of adaptation during the class. We as researchers during
the time of the observation realized that those teachers who did not adapt the
materials, did not have adequate knowledge and experience about
adaptation.

34
 4.3.2 Discussion 2: Item two

ITEM Yes No

2. The teacher applied “addition technique” on the materials 55% 45%

During the observation, we wanted to make sure whether the teachers we

chose for our research apply addition technique on Sunrise in the classroom
or not. The results of the observation displayed that only eleven teachers
which is 55% of all used the technique and nine of them that is 45% did not
apply addition but they used other types of adaptation instead. It is important
to consider that those who applied the technique were aware of it because we
more or less realized that they did it intentionally not randomly. These
results clarified that primary teachers adapt materials but not every teacher
might be familiar with addition which is the aim of our research.

35
 4.3.3 Discussion 3: Item Three

ITEM Yes No

3. The most common used adaptation technique was addition amongthe

55% 45%
other techniques

To answer the second question of the study, we attended many classes for
the purpose of observing the teachers to identify the most common type of
adaptation used during the lessons. The results of attending 20 classes
showed that %55 of the teachers used addition type properly and the most
common type of adaptation between all the attended teachers was addition.
On the other side, 45% of the teachers used other types of adaptation whose
results were as the followings:

• Deleting 20%
• Simplifying 10%
• Reordering 10%
• Replacing 5%

36
 4.3.4 Discussion 4: Item four and five

ITEM Yes No

4. The teacher used addition technique quantitatively (extension) 40% 60%

5. The teacher used addition technique qualitatively (expansion) 60% 40%

After observing the twenty classes, we also found the answer of the
last question of our study which is about the two kinds of addition that are
Extension and Expansion. Our aim was to find out which of these two
techniques is mostly used during the English lessons. The outcome revealed
that the primary teachers are more likely to use expansion rather than
extension, 60% (12/20) of the participant teachers who were observed by us,
expanded their lessons qualitatively and 40% (8/20) extended quantitatively.
After these results, we did believe that the course book is not fully included
of everything, there for, teachers are eager to cover every aspect of the
lesson for example in past simple, verbs that end with a (consonant + y) is
not completely focused on but the teachers can accurately explain how these
verbs can change into past tense. Alternatively, to benefit the process of
learning the lessons need to be expanded not only concentrating on the
sections that are in the book.

37
 4.3.5 Discussion 5: Item six

ITEM Yes No

6. The teacher had reasons for using the addition technique 55% 45%

During the observation process, we as researchers had discussions with

each teacher we observed about the reasons of using adaptation technique
with the learning materials, especially within the Sunrise textbook items.
45% of the teachers had no special or serious reasons of using addition
technique. Conversely, we have found out that 55% of the teachers had
reasons for adapting the learning items. In addition, one of the most common
reasons were: the textbook does not provide sufficient items to make the
learning take place, and using adaptation techniques make the materials be
more understandable, especially while demonstrating more details by using
addition technique.

38
 4.3.6 Discussion 6: Item seven

ITEM Yes No

7. Using the addition technique seemed useful for the students 55% 45%

While observing the teachers during using adaptation techniques

especially addition, we have noticed positive feedback from the students
since the use of addition technique has provided more useful points
regarding to the lesson. We have found out that using addition technique
seemed beneficial for the students by 55% of the classes we have observed.
On the other hand, using addition technique seemed normal or not useful in
the other 45% of the classes we observed.

39
 4.3.7 Discussion 7: Item eight

ITEM Yes No

8. The teacher used addition technique in a correct manner 40% 60%

While observing the teachers to find out what type of addition technique
they apply, we were also focusing on whether the teachers had sufficient
proficiency to apply the addition technique in a correct manner. Even though
40% of the teachers were able to apply the addition technique in a correct
manner, most of usages of addition technique were still effective and
facilitating the subject matter. On the other hand, the rest 60% of the other
teachers were using addition technique, but there ways of applying the
technique were not effective to some extent, yet they still had benefits for
learning the students.

40
 4.3.8 Discussion 8: Item nine

ITEM Yes No

9. The use of addition technique made the materials understandable 55% 45%

Item number 9 is focusing on how much the use of addition technique

made the learning items more understandable and clear. We have noticed
that while addition technique provides more details regarding to the subject,
it increases the possibility of students’ understanding toward the lesson. We
have noticed that the learning items have been more understandable for the
students in 55% of those lessons in which the teachers used addition
technique. On the other hand, the addition technique did not modify or affect
the learning items to be more understandable for the learners in 45% of the
other classes in which addition technique has been used.

4.3.9 Discussion 9: Item ten

10. Addition technique helped the teacher to insert engaging materials 55% 45%

Since engaging materials is defined as a learning key to motivate the

students to be connected to the subject, we have noticed that, during the
observation process, using addition technique provides opportunity for the
teachers to insert engaging and encouraging learning materials due to the
fact that the technique allows teachers to add further items upon the existing
ones to create an effective learning. 55% of the teachers took benefit of
addition technique to insert engaging materials.
41
 Chapter Five

Conclusions, Suggestions, and Recommendations

4.3 Conclusion

Adaptation is an integral part of teaching and learning process,

teaching materials should be adapted with the five techniques of adaptation
in a way that meet the students’ needs because different types of learning
style should be considered by the teachers. In the light of the results, the
following conclusions are reached:

The first result is that the majority of the teachers adapt learning materials,
the research found that the addition technique was the most common type
among all the other types of adaptation and the majority of the teachers
believed that the reason of using addition technique is that Sunrise does not
provide adequate objects. In addition, among the twenty classes we
observed, the study results declared that expansion which is a type of
addition is more used comparing to extension which is the second type of
addition. Also, one of the other findings of the study is that using the
addition technique engages the learners into the classroom environment.

42
4.4 Suggestions

1. This research suggests English language teachers to prioritize learning

the language instead of only covering the lessons and taking it into
account whether the sections provide adequate items for learning or
not.

2. One of the crucial suggestions for the teachers is to adapt the text
book and use addition technique over the existing items especially
when the teachers expect that the items are not sufficient enough to
take place. Addition technique will be a suitable idea to be applied in
order to establisha useful learning to create an outstanding result and
performance of the language from the students.

3. We as researchers kindly suggest English language teachers to

concern the use of the language practically with the students. Addition
technique helps improving students’ speaking skills while the items do
not seem to be sufficient enough for practicing the language. During
writing the research especially in the period of data collection and
observing English lessons in the schools, we have noticed that
students were not able to use thelanguage communicatively inside
classroom, so it is true for outside the classroom because the goal of
learning English language is to use the language communicatively.

4. The majorities of English language teachers adapt the textbook and

use addition technique due to the fact that most of the learning items
are not sufficient and effective. Nevertheless, we suggest that
teachers try to apply the technique in an effective and correct
manner because the way ofapplying it is as important as having
knowledge about the technique.
43
4.5 Recommendations for Further Studies

Based on the results that we found in this research, we would like to give
some more suggestions to the future researchers who want to keep
researching on the same subject.

1. Future researchers can investigate adaptation, specifically addition

technique in high schools.
2. Since a number of teachers disagree on applying addition technique,
the benefits and drawbacks of using it can be researched.
3. Students’ perspectives can be taken about adaptation.
4. They can also compare between the uses of every technique of
adaptation.
5. Future researchers can consider the results of the teachers who put
adaptation in application and those who do not.

In addition, the issue of inability of students of using the language

communicatively can be another essential and serious topic to be studied by
further researchers as one of the issues of English language teaching in our
country. Also, interpreting those inaccurate approaches and methods has
been attached to the existing language learning textbook helps to find the
errors that causes this serious issue.

Future investigators, who want to conduct research on the same subject,

can get benefit from this study as an additional reference.

44
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48
Appendix A

Teachers’ Questionnaire

Kurdistan Region – Iraq

Council of Ministries
Ministry of Higher Education & Scientific Research
University of Raparin
Faculty of Basic Education
English Language Department

Dear teacher, this sheet is a survey designed to collect some data for
research entitled (Addition of ELT Materials in Primary Level Schools: English
Language Learning Classes). Which investigates whether teachers adapt learning
materials or not, which adaptation technique is the most used, and which type of
addition is more common (extension or expansion). Therefore, you have been
chosen as a teacher for answering this questionnaire. We appreciate your
participation and support for this research. Your responses will be kept
anonymous and confidential.

Section 1: Teachers’s Information

Gender: Age: Years of Experience:

49
‫‪Section 2: Teacher’s Questionnaire Items: Kurdish Version‬‬

‫زۆر‬ ‫بڕیارم‬ ‫زۆر‬

‫تيبينى‬ ‫ناڕازیم‬
‫ناڕازیم‬
‫نەداوە‬
‫ڕازیم‬
‫ڕازیم‬ ‫بۆچوونەكان‬

‫‪ .1‬زۆربەی بابەتەكانی (‪ )Sunrise‬پێویستیان بە گونجاندن هەیە‬

‫‪ .2‬كتێبی (‪ )Sunrise‬بابەتی ت ەواو پێویست دابین ناكات بۆ‬

‫بەرەوپێشچوونی ئاستی خوێنكار‬

‫‪ .3‬تەكنیكی ”زیادكردن” پێویستە جێبەجێ بكرێت لەسەر‬

‫بابەتەكانی كتێبی (‪(Sunrise‬‬

‫‪ .4‬تەكنیكی ”زیادكردن” یارمەتی خوێنكار و مامۆستا دەدات لە‬

‫بەدەست هێنانی ئامانجی بابەتەكە‬

‫‪ .5‬تەكنیكی ”زیادكردن” بەراورد بە تەكنیكەكانی تری گونجاندن‬

‫زیاتر بەكاردێت‪.‬‬

‫‪ .6‬بابەتەكانی (‪ )Sunrise‬پێوێستیان بە فراوان كردن هەیە‬

‫بابەتەكانی (‪ )Sunrise‬پێویستیان بە درێژكردنەوە هەیە‪.‬‬ ‫‪.7‬‬

‫‪ .8‬تەكنیكی ”زیادكردن” تێگەشتنی خوێنكار زیاتر دەكات لە‬

‫بابەتەكە‬

‫‪ .9‬تەكنیكی ”زیادكردن” بابەت ڕوونتر و ئاسانتر دەكات‬

‫‪ .10‬تەكنیكی ”زیادكردن” ڕێگە خۆشكەرە بۆ مامۆستا كە زمانی‬

‫ئینگلیزی ڕاستەقینە و بابەتی سەرنجڕاكێش تێكەڵ بە وانە‬
‫بكات‪.‬‬

‫‪50‬‬
 Section 3:Section 3: Questionnaire Items: English Version
Teacher’s

▪ Number of participants 25 Teachers

Strongly Strongly

Statement Agree Agree Neutral disagree disagree

1. Most of subject matters in (Sunrise)

need to be adapted.
2. (Sunrise) does not provide sufficient
input to improve students’
proficiency.
3. “Addition technique” is necessary to
be applied on (Sunrise) materials.
4. “Addition technique” helps both
teachers and students to achieve the
lesson goal.
5. “Addition” is the most common
technique to be used during the
lessons.
6. (Sunrise) input needs to be expanded
qualitatively.
7. (Sunrise) input needs to be extended
quantitatively.
8. “Addition technique” increases
students’ understanding toward the
lesson.
9. “Addition technique” converses the
input to be clearer.
10.“Addition technique” lets teachers to
involve authentic materials.

51
 Appendix B

Observation of the Teachers

Kurdistan Region – Iraq

Council of Ministries
Ministry of Higher Education & Scientific Research
University of Raparin
Faculty of Basic Education
English Language Department

Dear teacher, this sheet is an observation designed to collect some data

for research entitled (Addition of ELT Materials in Primary Level Schools:
English Language Learning Classes). Which investigates whether teachers adapt
learning materials or not, which adaptation technique is the most used, and which
type of addition is more common (extension or expansion)? Therefore, your
class-room has been chosen to be observed in order to collect some related data.
We appreciate your support for this research. Your performance and the data that
we collect will be kept anonymous and confidential.

52
Section 1: Observation Items

ITEMS YES NO

1. The teacher adapted the learning materials

2. The teacher applied “addition technique” on the materials

3. The most common adaptation technique was addition among the other techniques

4. The teacher used addition technique quantitatively (extension)

5. The teacher used addition technique qualitatively (expansion)

6. The teacher had reasons for using the addition technique

7. Using the addition technique seemed useful for the students

8. The teacher used addition technique in a correct manner

9. The use of addition technique made the materials understandable

10. Addition technique helped the teacher to insert engaging materials

53