The Level of Soft Skills Inclusion in the 6th Grade English Textbooks | ||
| مجلة الدراسات التربوية والإنسانية | ||
| Volume 15, Issue -4, October 2023, Pages 765-801 PDF (1.32 M) | ||
| Document Type: المقالة الأصلية | ||
| DOI: 10.21608/jehs.2023.322549 | ||
| Authors | ||
| Øنان عبدالله العكشان1; خالد Ù…Øمد2 | ||
| 1the Master Degree in Curricula and methods of teaching the English language, Department of Curricula and Instruction, Faculty of Education, Qassim University, Kingdom of Saudi Arabia | ||
| 2Associate Professor of Curricula and Instruction at Qassim University | ||
| Abstract | ||
| This study aimed to determine the level of inclusion of soft skills in English language textbooks for the sixth grade. The study adopted a descriptive approach. To achieve the study's goal, content analysis was used on English textbooks, specifically "We Can 3" (formerly known as "We Can 5-6"), for the academic year 1444. Data collection tools, developed by the researchers, included a content analysis card for the soft skills that should be included in the sixth-grade English language textbooks and a survey questionnaire distributed to 261 English language teachers for the sixth grade in the Kingdom of Saudi Arabia. The primary tool was a list of soft skills that should be included in sixth-grade English language textbooks. After verifying the tool's reliability and validity, it was transformed into a content analysis card, which was statistically analyzed by extracting frequencies and percentages. The study yielded the following results: (1) Identification of a list of soft skills that should be included in the content of sixth-grade English language textbooks, consisting of three main skills, seven sub-skills, and 30 indicators. (2) The number of sub-skills included in the content of "We Can 3" was 899 skills, including 346 related to personal skills, 220 related to social skills, and 333 related to cognitive skills. (3) Personal skills had the highest representation in the activities of "We Can 3," with a percentage of 38%, followed by cognitive skills at 37%, and finally, social skills at 24%. (4) Personal skills were included in "We Can 3" with 346 indicators, accounting for 38%, followed by cognitive skills with 333 indicators at 37%, and social skills with 220 indicators at 24%. (5) Based on a survey questionnaire provided by the researcher to English language teachers, it is evident that sixth-grade English language textbooks have a low level of inclusion of soft skills. Based on the study's results, it is recommended to identify the training requirements for English language teachers to acquire knowledge about soft skills and how to assist learners in developing them. | ||
| Keywords | ||
| Soft Skills; Cognitive Skills; Social Skills; Content Analysis | ||
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