Abstract
In spite of remarkable advances in teaching and developing new technologies, textbooks have a very crucial effect in the process of language teaching and learning. This paper evaluates the first year English textbook which is taught in Iranian high schools. For this purpose, textbook evaluation model was employed to conduct the research. The advantages and shortcomings of the textbooks are discussed in detail with reference to 13 common criteria extracted from different material evaluation checklists. The results suggest that one of the main factors for the students’ achievement in English language is the ELT textbooks. Throughout the study, Iranian first year high school English textbook was examined with reference to the relevant theoretical background, and the content analysis. The study was carried out at four schools in Tabriz, Iran. The mixed method, a combination of both quantitative and qualitative approaches was used in this study. The data were obtained from a total of 126 language learners, both female and male. It was collected through a questionnaire with 34 close-ended questions which were related to the seven sections of the book including the layout or physical make-up, vocabulary, topics and content, grammar points and exercises, language skills, pronunciation practice, and language function and social and cultural activities. Quantitative data were analyzed through SPSS. Meanwhile, qualitative data were gathered via interview with 14 teachers and selected students. It is realized that there should be enough opportunities for learners to practice the language communicatively. The research findings make it clear that the current material or textbook cannot meet the Iranian students’ and teachers’ needs and they are not acceptable and desirable for them. It can be concluded that the English textbook 1 is structure-based. So, the writers of the book should modify it by employing more communicative tasks in order to meet the teachers’ expectations and students’ needs.
Highlights
Textbooks are a core part of any curriculum, and they are crucial to the teacher so one might assume they are researched, written, and published as unique contributions to advancing knowledge
In evaluating materials to decide and judge their usefulness, the evaluation process can start by considering what information to choose and collect, and how and from whom to gather it
To conduct the evaluation and due to lack of time and ease of administration a checklist was used. This checklist consisted of 13 characteristics which are presented below: 1. Explicit statement of the objectives in the introduction and their implementation in the material
Summary
Textbooks are a core part of any curriculum, and they are crucial to the teacher so one might assume they are researched, written, and published as unique contributions to advancing knowledge They have an important influence in the instructional process. Textbooks are an almost universal component of English language teaching They are of great value and effect in the process of teaching and learning. Material development and evaluation is a relatively new trend in the field of language teaching. Constant evaluation of textbooks to see if they are appropriate is of great importance This process enables us to make informed decisions through which student www.ccsenet.org/ells achievement will increase and educational programs will be more successful. In the Iranian context of ELT, there has been an increase in the teaching of English as a foreign language. Iranian students are to study English as a foreign language for approximately seven years in a way that there is one special book for each grade of these seven years
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