Abstract
It is thoroughly agreed that English language textbooks stand amongst the foremost components in any language classrooms worldwide, being referred to as valid, beneficial and labor-saving tools to fulfill an extensive range of needs. An ELT textbook is not merely a set of sheets of paper fastened together to hinge at one side, but is the beating heart of any education system whereupon the whole learning revolves. Notwithstanding their interminable benefits, it is admitted that still the compiled textbooks, especially the ones prescribed in Educational systems have to be evaluated and assessed to confirm whether they fulfil the objectives they are meant for or not, as it is said no perfect textbook exists. Having dealt with evaluation in general, this research meticulously elaborates on textbook evaluation more specifically concluding that there is a dearth of inquiry on textbook selection and evaluation. Afterwards, this research introduces the most common approaches for evaluating ELT textbooks and materials. The paper culminates with concluding remarks and implications, hoping to shed light on how textbook evaluation is practiced worldwide.
Highlights
It is thoroughly agreed that English language textbooks stand amongst the foremost components in any language classrooms worldwide, being referred to as valid, beneficial and labor-saving tools to fulfill an extensive range of needs
An ELT textbook is not merely a set of sheets of paper fastened together to hinge at one side, but is the beating heart of any education system whereupon the whole learning revolves
This research highlighted that the ELT textbooks are the most relevant source of learning English, as they are useable, expedient, and laborsaving that fulfill an extensive range of needs, among which to impart the knowledge to the learners, to enhance opportunities to learn as well as students’ linguistic and communicative abilities, to present the source of input, either linguistic, or cultural and social, a framework, and to serve as a guide for learners and instructors, especially the inexperienced ones as well as a syllabus for language content
Summary
English school textbooks are reckoned to be the most relevant source of learning English worldwide (Allehyani, Burnapp, & Wilson, 2017a; Ebadi & Naderifarjad, 2015; Maleki, Mollaee & Khosravi, 2014; Moghtadi, 2014), which function as a guide for learners and instructors making them engaged in practices and make both the teaching and learning activities to thrive (Margana & Widyantoro, 2017). Jamalvandi (2014) bring to light that textbooks hold a paramount status as an indispensable ingredient of language teaching profession. They guide the teachers in delivering their contents in classroom and a framework for learners to organize their learning (Dalim & Mubarrak, 2013), and are the best tool to properly implement the school curricula (Mahmood, 2010), guiding teachers in designing the courses and activities, while being sources to deliver the knowledge to students more and systematically (Ahour & Ahmadi, 2012; Ghufron & Saleh, 2016a; Ghufron & Saleh, 2016b; Karimi, Kargar, & Behjat, 2015; Nazeer, Shah, & Sarwat, 2015; Naseem, Shah, & Tabassum, 2015), and being considered as commodities, political objects, and cultural representations (Mohammadi & Abdi, 2014) Depending on their provisions, textbooks would either encourage or dishearten the students but they majorly support them and their teachers, provide them consistency (Zohrabi, Sabouri & Kheradmand, 2014). The section elaborates on evaluation in education in general, followed by another section dealing with textbook evaluation and necessity of evaluation
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