Textbook Evaluation Research Articles

Evaluating EFL textbooks for vocational high schools in Indonesia: A corpus-informed and lexile-based model

Even though textbooks play an integral role in EFL teaching and learning processes, evaluation of English textbooks for vocational high schools in the Indonesian context and their relevancy to the targeted proficiency was still rare. This study identified text difficulty levels and English vocabulary profiles of a set of digital English coursebooks for vocational high schools in Indonesia. It also analyzed how text difficulty levels and vocabulary profiles correspond with the targeted proficiency level of vocational high school graduates. A corpus-informed and Lexile-based model was employed as the design of this research. Lexile framework was employed to measure text difficulty, while corpus information was utilized to determine the vocabulary profiles of the selected textbooks. Three tools were used to analyze the data quantitatively, namely Lexile Text Analyzer® Professional, LancsBox, and English Vocabulary Profile in Text Inspector. This study found that the approximate text difficulty of reading passages in the coursebooks for grades 10 and 12 is slightly higher than the expected language proficiency level for vocational high school graduates. On the other hand, the approximate text difficulty of reading passages in the coursebook for grade 11 is slightly lower. However, in terms of vocabulary profiles, the three books emphasize the target vocabulary at the expected level (B1), as suggested by the Directorate of Vocational High School Development. In addition to those findings, it is important that teachers consider other factors outside the scope of this research, such as learners’ proficiency levels and interests or other qualitative data about the books, to determine whether the coursebooks are appropriate for their classes.

종교교재 개발의 과제와 전망

[Objective] The purpose of this study is to present the challenges and prospects of religious textbook development through religious pedagogical analysis and evaluation of religious subjects and religious textbooks. [Contents] Religion and culture are important factors and variables that define an era and society. Therefore, religion serves as an important conduit to recognize the culture and history of a society. However, Korean society, which needs a broader understanding of religious phenomena, does not have access to education about religion to alleviate religious illiteracy and strengthen religious literacy. Religious education in most schools is perceived as a one-sided indoctrination of religious ideology, or as a system that restricts freedom of faith, as it operates under a specific religious background. Instead of promoting interreligious peace, it promotes antagonism and religious illiteracy. [Conclusions] In this light, this study aims to trace the changes in religious education and suggest the direction of desirable religious education through the analysis and evaluation of religious pedagogical materials. Furthermore, it proposes religious education as a universal liberal arts education with religious neutrality.

Research on the Path and Mechanism of Enhancing Student Subjectivity in the Process of University Textbook Selection: A Case Study of S College

This paper discusses how to promote students' subjectivity in the process of selecting teaching materials in colleges and universities and constructs an effective teaching material selection mechanism. By analyzing the actual situation of S College, this paper reveals the marginalization of students in the decision-making of textbook selection and probes into the significance of enhancing students' subjectivity from both theoretical and practical dimensions. A number of strategies are put forward, including establishing a textbook selection committee, developing an online textbook evaluation system, encouraging individualized textbook selection, and implementing a textbook recycling strategy in order to build an open, active, and student-centered textbook selection mechanism. These strategies not only help to improve teaching quality and students' learning experience but also promote students' all-round development. The purpose of this study is to provide a reference for the reform of higher education and promote the promotion of students' subjectivity and the continuous improvement of education quality.

Comparative Study of AI Textbooks for Primary and Secondary Schools

With the development of information technology, artificial intelligence (AI) has become a new focal point of international competition. AI education in primary and secondary schools is gradually becoming an important component of education in the intelligent era in China. Textbooks are a crucial medium for courses, and AI textbooks for primary and secondary schools are the core teaching materials for AI courses. This study examines 18 AI textbooks for primary and secondary schools, based on relevant curriculum standards such as the AI Curriculum Development Standards for Primary and Secondary Schools in China (Trial). Using content analysis and quantitative curriculum difficulty models, the study compares and analyzes the textbooks from five dimensions: teaching arrangement logic, textbook content, textbook usage conditions, textbook evaluation, and textbook difficulty. The study concludes that the textbooks have systematic teaching arrangement logic, though some lack learning objectives; the content is contemporary, but the knowledge system is not comprehensive; the usage conditions are diverse, but some schools lack the necessary implementation environment; and the difficulty is moderate, though there is a gap compared to the curriculum standards.

Attitude in ecological evaluations of college English textbooks in China

Ecolinguistics, as an emerging paradigm in linguistic studies, provides an approach for analysing ecological constructions in texts. However, different contexts feature quite different ecological philosophical traditions. English textbooks, often including imported materials, raise consideration for its ecological suitability for different social contexts. This study examines the ecological evaluations of College English textbooks used in China to elucidate the underlying evaluations and assess them according to Chinese harmonious ecosophy. Adopting Martin and White's (2005) attitude system, this study analyses the selected textbooks from the aspects of affect, judgment and appreciation with the UAM Corpus Tool to annotate instantiations of natural resources. Semantic analyses suggest that the authorial construction of nature in textbooks propagate some inharmonious ecological worldviews. The study not only improves our understanding of stance of textbooks towards the natural world but also helps to explore the role textbooks play in ecological education.

Speaking and Listening in English For Today at SSC and HSC Levels: Accentuation and Actualization

To be communicatively competent, speaking and listening skill sare two of the four macro-skills to be given importance. However, teaching these two is highly neglected in Bangladeshi classrooms as there have been no initiatives to assess them although the prescribed textbooks English For Today: Classes Nine-Ten and English For Today: Classes Eleven-Twelve by the National Curriculum and Textbook Board, Bangladesh (NCTB) assign speaking and listening tasks to perform in CLT methodology, which Bangladesh introduced in 2001 (Rahman & Karim, 2015). This study investigates how much emphasis these two set books have given to the twoneglected skills i.e., speaking and listening by comparing the tasks assigned in the books. Also, this paper attempts to find out the classroom practices of these activities in reality. To achieve these aims, the books were evaluated following a textbook evaluation checklist. Five teachers teaching English in classes 9-10 and 11-12 were interviewed and 50 students in classes 9-10 and 11-12 were given questionnaires to know the actuality of classroom practices following the activities in the books. The study shows that the books have a range of listening and speaking activities though little exposure to speaking and listening activities is made in classrooms and there is no sufficient logistic support or motivation (i.e., central assessment) for the actualization of them.

The Content Analysis of Cognitive and Psychomotor Domains in an English Textbook for Senior High School Grade XI

This research investigated the evaluation of an English textbook. This research aimed to analyze the relevance between the revised edition of the 2013 Curriculum English textbook “Modul Pembelajaran SMA Bahasa Inggris” for Senior High School grade XI to the Core Competence concerning cognitive and psychomotor domains. This research employed content analysis under descriptive qualitative as the research design. The data of this research was collected from the English textbook “Modul Pembelajaran SMA Bahasa Inggris” for Senior High School grade XI. The collected data was categorized into tables and elaborated into each core Competence, Learning Indicator, and Learning process. The data was analysed using a conclusion drawn and then it was interpreted. The results of this research indicated that the relevance between learning indicators to the Basic competencies is adequately relevant for the Cognitive Domain and slightly relevant for the Psychomotor Domain. Besides, the relevance between learning activity to the Basic competencies is barely relevant for the Cognitive Domain and barely relevant for the Psychomotor Domain. The findings came up with the fact that the English textbook has more emphasis on the cognitive domain than the psychomotor aspect. Thus, the teacher should cover the rest of those aspects in the process of teaching and learning so that the students can achieve the Basic competencies optimally.

An Evaluation of ESP Textbook “Aviation English for ICAO Compliance” From Lectures’ Perspectives at Vietnam Aviation Academy

An Evaluation of ESP Textbook “Aviation English for ICAO Compliance” From Lectures’ Perspectives at Vietnam Aviation Academy

An Evaluation of the English Textbooks: Perspectives from High School Teachers in Thai Nguyen City

This paper presents a study on investigating high school teachers’ perspectives on the English textbooks implemented in Thai Nguyen city. In investigating, a questionnaire was used to collect data and then the data was analyzed through the descriptive statistical procedures of SPSS Version 20. The findings reveal high school teachers’ evaluation of the English textbooks in terms of price and availability, extra materials, layout and design, instruction, methodology, language areas, language skills and topics. Although the English textbooks are appropriate for their students, it is desirable that publishers and teachers should make some changes in the English textbooks to enhance teaching and learning.

EFL Teachers’ Perspectives on the English Textbooks of the Adopted Self-Learning Program in Northern Syria

This study investigates the perspectives of the English language teachers who teach the adopted Self-Learning Program English Textbooks in North-west Syria by evaluating the English textbooks. It analyses the effectiveness and suitability of this curriculum in non-formal education settings considering the crisis context in Syria. So, to get an actual evaluation of the English textbooks, teachers proved their viewpoints on the context of teaching and the students’ educational levels during war conditions. In this mixed method research, the first tool was a questionnaire with 49 items distributed into five structured dimensions: layout and design, the objectives of the textbook, teaching methods and activities, and language skills. The second tool focused on the qualitative data obtained from interviews with five open-ended questions. A total of respondents from 106 English language teachers in the northern Syria crisis region, 43 females and 63 males, and five separate interviews. Over 60% of teachers believe that the adapted Self-Learning Program English textbooks are appropriate to the context and include a precise sequence of English units that fit children’s needs in northern Syrian crisis contexts.

Content Analysis Of Textbook Evaluation: Assessing Everyday English For Hospitality Professionals

This study conducts a comprehensive content analysis of the textbook titled "Everyday English for Hospitality Professionals". Through the lens of textbook evaluation, the research aims to assess the effectiveness and suitability of the content in meeting the learning needs of professionals in the hospitality industry. Utilizing established criteria, the analysis scrutinizes the relevance, clarity, and practicality of the material, particularly in facilitating language skill development tailored to the demands of the hospitality profession. The findings of this study offer valuable insights for curriculum development and instructional material selection, contributing to the enhancement of English language learning experiences for hospitality professionals.

Quality Text Book Assessment System

The Quality Textbook Assessment System (QTAS) is a sophisticated methodology aimed at rigorously evaluating the quality and appropriateness of textbooks utilized within educational contexts. With the proliferation of educational materials and the pivotal role textbooks play in shaping students' learning experiences, there arises a critical need for a systematic approach to assess their efficacy and alignment with educational standards. QTAS addresses this need by providing educators, curriculum developers, and policymakers with a structured framework for textbook evaluation. The primary objectives of QTAS are multifaceted. Firstly, it seeks to ensure the accuracy and reliability of information presented in textbooks across various subjects and grade levels. Through meticulous fact- checking and content validation processes, QTAS identifies and rectifies inaccuracies, misconceptions, and biases that may compromise the integrity of educational materials. Additionally, QTAS evaluates the clarity and coherence of textbook content, assessing its ability to facilitate comprehension and knowledge retention among students. Moreover, QTAS places a strong emphasis on the alignment of textbooks with established educational standards and learning objectives. By scrutinizing the curriculum relevance and instructional coherence of textbooks, QTAS helps educators select materials that seamlessly integrate with existing teaching practices and educational frameworks. Furthermore, QTAS evaluates the inclusivity and diversity of textbook content, ensuring representation and recognition of diverse perspectives, cultures, and identities. Incorporating both qualitative and quantitative assessment methods, QTAS employs a combination of expert reviews, stakeholder feedback, and statistical analyses to evaluate textbooks comprehensively. This holistic approach enables QTAS to generate nuanced insights into the strengths and weaknesses of educational materials, guiding informed decision-making regarding textbook adoption, adaptation, or supplementation..

LOTS vs HOTS: Evaluation of History Textbooks for Class XII Senior High School

This study evaluates the prevalence of Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) questions in Indonesian History textbooks for twelfth-grade students. Utilizing a quantitative research methodology, the study analyzes the first-semester evaluation questions from textbooks published by the Ministry of Education and Culture, Erlangga, and Grafindo. Employing descriptive statistical techniques, the analysis reveals distinct disparities in the balance of LOTS and HOTS questions. Specifically, the Erlangga textbook contains 82.6% LOTS and 17.4% HOTS questions, while the Grafindo textbook shows a distribution of 96.7% LOTS and 3.3% HOTS questions. Furthermore, a comparative assessment of descriptive questions shows that the Ministry of Education and Culture’s textbook exhibits a ratio of 38.9% LOTS to 61.2% HOTS, Erlangga has 73.4% LOTS to 26.6% HOTS, and Grafindo features 90% LOTS to 10% HOTS. The findings indicate a significant underrepresentation of HOTS-based questions in the analyzed textbooks, suggesting a potential gap in fostering higher-level cognitive skills among students.

An Evaluation of Secondary School Thai Language Textbooks in Pattani, Thailand: An Islamic Perspectives

This study focuses on the evaluation of Thai language textbooks used in secondary schools in Pattani, Thailand, with a specific emphasis on the opinions of Islamic teachers. Due to the cultural and religious diversity in the area, this study aims to assess whether these textbooks align with Islamic principles and perspectives. It provides an in-depth analysis of the educational materials used in the region. Through qualitative methods such as content analysis and in-depth interviews, the study aims to understand the perceptions, experiences, and challenges of Islamic teachers in integrating Islamic content into Thai language instruction. It also explores the extent to which these textbooks incorporate linguistic skills, cultural representation, and Islamic values, and sheds light on the role of teachers in promoting culturally sensitive and religiously inclusive education. Additionally, the study investigates the particular challenges faced by Islamic teachers in Pattani when implementing the integration of Islamic perspectives. It examines their teaching strategies, the adaptation of materials, and any unique considerations that arise in comparison to teachers in non-Islamic contexts. The findings of this study will offer practical recommendations for curriculum development and teacher training programs, aiming to improve the quality of language education and promote a more culturally responsive and inclusive learning environment in secondary schools in the region.

ASSESING STUDENT PERPECTIVES

This study contains the evaluation of the textbook "Idiom Drills: For Students of English as a Second Language" based on the perceptions of five students of Tarbiyah Department of English at Institut Agama Islam Palangka Raya. The research method used for data collection was giving the physical book to five students, who were then evaluated using a questionnaire through Google Form and Tentative Checklist. The results of the analysis indicated that the book successfully met the learners' age-based usage needs, needs, and interests. The book is considered effective in vocabulary management, with the distribution of new words according to the level of learning difficulty. The book also offered a well-structured language learning experience, with tasks designed progressively from simple to complex, and using immersive natural language, which contributed to increased student engagement. However, the findings also identified some shortcomings in terms of unattractive layout, suboptimal use of text, and lack of additional support materials such as audio. The implication of these findings is the importance of enhancing and developing textbooks that are more effective and responsive to students' needs. It is, therefore, a valuable contribution to our understanding of textbook evaluation in the context of teaching English as a second language.

Investigating Critical Thinking in ELT Textbooks: A Systematic Literature Review of Textbook Evaluation Studies

The pivotal role of critical thinking and its integration in English language education are synthesised through systematic literature reviews and meta-analysis studies in the areas of pedagogical interventions, teaching methods, and assessment methods. However, there is little evidence of systematic literature review on the integration of critical thinking into English language teaching materials such as textbooks. In this study, 41 empirical textbook evaluation studies published between 2010 and 2021 were reviewed from critical thinking perspective. The purpose of this study is to provide an overview of English textbook evaluations on critical thinking integration, to identify critical thinking frameworks applied, and to look for possible research gaps among the studies. An extensive literature search was conducted by applying Xiao and Watson’s (2017) eight-step systematic literature review method. From a collection of 41 empirical studies, this review focuses on such four aspects as applied critical thinking frameworks, findings, recommendations, and the language levels and content areas of the textbooks studied. The results revealed that (1) Bloom’s Taxonomy and Bloom’s Revised Taxonomy were most frequently applied critical thinking frameworks, (2) integration of higher-order thinking skills in textbooks was less common than lower-order thinking skills, (3) textbook assessment occurred primarily at the middle and high school levels more than at other levels, and (4) methodological considerations regarding the reliability and validity of the coding process in textbook content analysis received little attention. This study contributes a synthesised literature background of English textbook evaluation with recommendations for methodological improvements in future studies.

Exploration and Research on Textbook Quality Evaluation Index System Based on Engineering Major in Higher Education

The report of the Chinese 20th National Congress put forward “strengthening the construction and management of textbooks” for the first time, which indicates the importance of textbook construction and highlights the vital position of textbooks in the overall development of the country. From the perspective of textbook quality, and based on the research and analysis of the policy requirements and current evaluation indicators of higher education textbooks, this paper establishes the textbook quality evaluation index system composed of basic indicators and evaluation indicators. This system is based on the principles of science, comprehensiveness, operability, and target-oriented approach. It provides a relatively scientific, objective, and fair reference system for the management and evaluation of textbooks.

“Coursebook or No Coursebook”? A False Dilemma

The outdated debate over whether an EFL coursebook is necessary or not seems as relevant as ever since it is by no means a self-evident truth to every EFL educator. This paper argues that among the range of factors affecting the assessment of a given textbook is the teacher’s promptness to promote closer collaboration with students through appropriate means. More specifically, a pre-use textbook evaluation through the compilation of an appropriate checklist was put to the test with the aim of checking the serviceability of the new coursebook for the first grade of Greek General Lyceum. The case of an EFL teacher who tried to predict the impact of a textbook on her specific teaching context indicated that the expectation of student inputs to the implementation of learning activities (e.g., participation in activities using technology) was valued as a key determinant in setting priorities for in-use textbook evaluation.

An Evaluation of English Language Textbook for Senior High School Students in Indonesia

The transition from the revised 2013 curriculum in Indonesia to the Merdeka curriculum necessitates the utilization of learning resources, particularly textbooks employed by teachers and students in teaching and learning process. Consequently, this study aims to evaluate English textbooks utilized for the tenth grade of senior high schools in Indonesia. This research employs a qualitative approach with a content analysis design. The subject of this research is an English textbook designed for the tenth grade at the high school level, focusing on on odd semester material. The analysis of the textbooks took into account aspects of content feasibility and presentation. The study’s findings indicate that, in terms of content feasibility: 1) three chapters scored below four on the compatibility of materials with learning objective indicator, 2) three chapters scored below four on the accuracy of the materials indicator, and 3) three chapters scored below four on the supporting materials indicator. In terms of presentation feasibility, some chapters some chapters still received a score of two on the presentation of the material indicator, particularly in the project-based learning sub-indicator. The study’s results suggest that curriculum changes should be accompanied by adjustments to the learning resources utilized by teachers and students.
 Keywords: English textbook, content analysis, senior high school

Approaches and Limitations of L2 Textbook Evaluation Research

The evaluation of L2 textbooks is an important aspect of curriculum development in L2 learning and teaching. It has been the subject of research since the 1970s. A large number of studies have been conducted to investigate the language skills, linguistic elements, or/and social factors presented in textbooks. However, even so, the issue of evaluation research approaches has not received very much critical attention. As a result, this research project is concerned with the methodology used in textbook research. It aims to provide an overview of current approaches to L2 textbook evaluation research, as well to highlight their major limitations. It reviews research methods used in previous studies targeting textbooks from grade one to grade twelve in various countries and reveals two main approaches. The first approach seeks to conduct a thorough assessment of one specific English textbook. L2 material researchers often use a Likert scale checklist to investigate the strengths and weaknesses of an entire English language textbook. The second approach evaluates an English textbook from a micro perspective, with a particular emphasis on one single aspect of it, such as reading or writing. These findings may help us to better understand current evaluation approaches used by textbook researchers and their limitations. It shows what needs to be done to improve this evaluation process in the future.