Abstract
The critical evaluation of systematic planning, development and review practices of instructional materials intend to improve the quality of teaching and learning. This study investigates the objectives of communicative language teaching and curricular components of two important textbooks which are widely studied in Iran: the New Headway Advanced Series (2015), the Iran Language Institute (ILI) Advanced1 (2008). The evaluation is done in terms of two prospects; firstly, the interpretation of communicative language teaching objectives and secondly, curricular components of the books. To this aim, a checklist of 5 Cs standards and seven curricular components evaluation developed by American Council on the Teaching of Foreign Languages (ACTFL) was employed. The evaluation reveals that the New Headway advanced series is more preferable and desirable than the ILI Advanced 1 due to the design and organization, authenticity, attractiveness, functionality, practicality and the other qualities mentioned above regarding communication, cultures, connection, comparison, and community in all aspects. The evaluation based on the seven curricular components- language systems, communication strategies, cultural knowledge, learning strategies, content from other subject areas, critical thinking skills, technology and the other features- indicates that the ILI textbook enjoys low standards and is not well developed in all components. The ILI textbook is highly reading and writing oriented and not appropriate for transactional and interactional learning purposes. This study acquaints language teachers and learners with the more desirable and cogent book.
Highlights
There are three key factors in language classes: learners, teachers and textbooks
This study investigates the objectives of communicative language teaching and curricular components of two important textbooks which are widely studied in Iran: the New Headway Advanced Series (2015), the Iran Language Institute (ILI) Advanced1 (2008)
The evaluation based on the seven curricular components- language systems, communication strategies, cultural knowledge, learning strategies, content from other subject areas, critical thinking skills, technology and the other features- indicates that the ILI textbook enjoys low standards and is not well developed in all components
Summary
There are three key factors in language classes: learners, teachers and textbooks. The textbooks are the most viable and adaptable ones, being investigated and updated in the field. The present study aimed to compare the New Headway Advanced (4th edition) and the ILI Advanced Series in terms of five goals in foreign language teaching and education; and the seven curricular elements based on ACTFL standards to find out similarities and differences of these series. Such a study is significant because it provides information especially for all Iranian English language training institutes, language-planners, language instructors, curriculum designers, teachers as well as learners to select their favorable textbook. Results of this critical evaluation would hope to benefit English teachers in many of language institutes in that it might provide them insight into the textbook they require and how they may utilize it best
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