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This study evaluates the amount of whitespace, measured in pixels, in the Malaysian KBSM Form 2 English textbook using MATLAB 7.5. Results show that local textbooks contain inadequate whitespace. 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The study notes that congested pages and limited whitespace can discourage students and hinder progress.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the study measure whitespace in the Malaysian KBSM Form 2 textbook?",{"text":117,"@type":113},"The study converts colored images into black-and-white so they are treated as non-whitespace elements. It then measures whitespace area in pixels using MATLAB 7.5 and computes the percentage per page.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about local textbook design?",{"text":121,"@type":113},"Local textbooks show inadequate whitespace in terms of pixels, and only a small proportion of pages exceed 90% whitespace. 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This study evaluates the amount of white space in terms ofpixels in the Malaysian KBSM Form 2 English textbook using MATLAB 7.5. The findings reveal the inadequacy of white space in terms of pixels in our local textbooks. Not many pages have the percentage of white space exceeding 90 percent which is believed to be the ideal on a page. Hence, this method of evaluation can aid textbooks writers or evaluators to create textbooks that are less threatening so that learning a language with textbooks might just be productive to both learners and educators.  \nIntroduction  \nTextbooks are undisputed essential components in most language programs which serve as the basis for much of the language input learners receive and the language practice that takes place in the classroom. In some situations, the textbook may function as a   \nteaching and learning process. For most teachers, textbooks provide the foundation for the content of lessons, the balance of the skills taught, as well asthe kinds of language practice the students engage in during class activities.  \nsecondary 3 students, the textbooks are developed differently for the different zones in Malaysia. The Malaysian government provides students free textbooks. As quoted from the New Straits Times dated 10th March 2007, the Malaysian Education Minister pointed out that 97 per cent of the five million student population were a authority to decline the use of the textbooks. This is very much the situation inmost Third World countries where the vast majority of teachers have textbooks suggested, prescribed, or assigned to them (Garinger, 2001) . Although the state sponsored textbooks are controlled and overseen by the authorities, the element of cost-saving has revealed that free textbooks actually come with hidden costs (Mukundan, 2003) . These stated-sponsored materials are believed to be developed in an ad hoc manner (Mukundan, 2003, 2006, 2007) .  \nand attention (Tomlinson, 1998) . The textbooks have failed to attain novelty, variety, attractive presentation and appealing content. Somehow the books are rejected both by teachers and learners as they are not appealing enough to be part of the classroom language learning. Thus, attractive colours, white space and eyecatching photographs should be well inserted and spread through-out the textbooks (Tomlinson, 1998) . The more varied choice of topics, texts and  \nactivities, the more likely is the achievement of impact. Other than that, materialsought to help learners to feel at ease. Relaxed and comfortable students apparently can learn more in shorter periods of time (Dulay, Burt, & Krashen, 1982) . If thereis ample white space in the pages, feelings of comfort and assurance will be attained by learners. Limited white space in the text book discourages students to proceed further as psychological barriers hinder them.  \nMaterials can help learners to feel at ease in a number of ways. For instance, most learners will feel more comfortable with materials with lots of white space than they do with materials in which lots of different activities are crammed together on the same page. Amount of white space in texts is important to reduce anxiety among readers. The better or more white space in a particular text, the lesser the level of anxiety of the readers. (Tomlinson, 1998, p. 8)  \nThe amount of white space in a given page can be analysed and data about the page can be obtained in terms of percentage. With the pre-written MATLAB program, material developers are able to ensure the percentage of white space available on the pages is high. By diminishin","cbCaibcmftbwtEWH","https://ap.wps.com/l/cbCaibcmftbwtEWH","pdf",828913,13,"English","# Introduction\n## Textbooks and learner experience\n## Anxiety and design factors\n# Objectives of the Study\n## Evaluation of whitespace per page\n## Diagnostic value of MATLAB 7.5\n# White space in ELT Materials\n## Defining whitespace\n## Measurement method using pixels\n## Percentage calculation","[{\"question\":\"Why is whitespace considered important in ELT textbooks?\",\"answer\":\"Whitespace is believed to reduce anxiety and help learners feel more comfortable. The study notes that congested pages and limited whitespace can discourage students and hinder progress.\"},{\"question\":\"How does the study measure whitespace in the Malaysian KBSM Form 2 textbook?\",\"answer\":\"The study converts colored images into black-and-white so they are treated as non-whitespace elements. It then measures whitespace area in pixels using MATLAB 7.5 and computes the percentage per page.\"},{\"question\":\"What do the findings suggest about local textbook design?\",\"answer\":\"Local textbooks show inadequate whitespace in terms of pixels, and only a small proportion of pages exceed 90% whitespace. The approach supports designing materials with less threatening page layouts.\"}]","Evaluating White Space of a Malaysian Secondary ELT Textbook - Abstract | PDF",1792067893,33]