Abstract

Textbook splays a vital role in any educational system. So textbooks need to

be designed and evaluated according to the needs of the learners in
Pakistan. The present study evaluated English textbooks for Grade-IX-X
selected for implementation by Ministry of Education, Pakistan, designed
according to the curriculum, 2006, published by Punjab Textbook Board. It
analyzed these textbooks according to the English language needs of the
learners in Pakistan. The evaluation was done by the criteria developed by
the researchers themselves. Exercises and Contents were selected for
evaluation. The study revealed that speaking skill was not focused which the
main requirement of the Pakistani students is according to the needs
analysis. But these prescribed textbooks pays maximum attention on
teaching grammar, vocabulary and writing skills which have the leas
requirements for the students. Thus the study concludes that the present
textbooks do not meet the needs of the Pakistani learners and suggests that
the Punjab Textbook Board should improve these textbooks for a successful
learning of English language.

CHAPTER 1
Introduction
It is inevitable to decide whether the current English textbooks are
effective enough in fulfilling the

requirements

teaching

English.

and

the

students

of

of

English

language

This study was designed to

evaluate to prescribed textbooks. It was based on the hypothesis that the

Pakistani official English language programme prescribe textbooks which
do not facilitate

the students to achieve the

objectives

of

the target

language. The research project focused on two compulsory English course

book prescribed in matriculation programme (9 & 10 classes) of Board of
Intermediate and Secondary Education, Faisalabad. This evaluation argues
that the selected textbook may be confirming to the requirements of the
publishers, authors and administrators, but it is definitely not meeting the
needs of learners.
Any person who comes across the process of teaching learning has
come across the term evaluation. In many cases evaluation differ according
to the target aims of evaluation whether it is curriculum evaluation, teacher
evaluation, student evaluation or more recently textbook evaluation. In this
study textbook is taken as curriculum for evaluation. At this initial level, we
have to know what the term evaluation means. Evaluation is a systematic
process to investigate data, which is gathered through different instruments
and from different sources to determine effectiveness of that data.
Textbook is a source of knowledge and used for transferring and
imparting knowledge to students of different age groups. Textbook provides a

key to subject matter for those who are completely new to that discipline.
Textbook evaluation includes attempts to measure the value of material:
(Tomlinson, 1998, p.3). Two terms analysis and evaluation differ in terms
of goal. A distinction is made between analysis and evaluation. In its
simplest way analysis seeks to discover what is there (Littlejohn, 1998), on
the other hand evaluation is more concerned to discover whether what one is
looking for is there and, if it is, to put a value on it (McGrath, 2002, p.22).
Needs Analysis is actually a proces of emphasizing the requirments
to evaluate that how
much the proposed curriculum is well-matched with the needs of learners.
Munby (1978)
introduced the concept of needs analyis in the field of english for specific
puposes (ESP).
This concept was advanced by Hutchinson and Waters (1987), they
categorized needs into
learners requirments in relation to the target situations (target needs) and
their learning
inclinations(learning needs). Language curriculum and materials should be
built on the needs of the target learners (Graves, 2000: Bodegas, 2007). The
present study is also based on this idea to evaluate the English text-books
on the bases of the needs of the students to whom they are going to be
taught.
Significance of the Study
This evaluation has importance for teachers as well as for learners. It
will collect a lot of information about the merits and demerits of these books.
Moreover, this evaluation will provide sufficient feedback on the quality of
the materials used in these textbooks.

Statement of the Problem

English textbooks of Punjab Textbook Board Grade IX-X have not been
evaluated by any researcher before. So these books need to be evaluated
properly according to the needs of the learners. So that the syllabus
designers, teachers as well as the learners may know the merits and
demerits of these books. These books also need to be evaluated just to
check either these textbooks activities are focusing on the speaking skill or
not which is the requirement of the curriculum,2006, Pakistan?
Research Questions
This research has the following major questions
1. Whether the Punjab Textbooks of English for Grade IX-X have been
designed properly according to the needs of the learners or not?
2. Are the contents of these textbooks designed according to the
students own cultural needs?
2. What are the merits and demerits of these books?
Sub Questions
This research has the following minor questions
1. Whether these books are successful in balancing among the basic skills i-e
listening, speaking, reading, writing, vocabulary and grammar?
2. If there are any shortcomings in these textbooks?
3. Whether Literature based material in the textbooks is based upon the 25%
of the reading material or not?
5. How much improvement the learners can feel towards their speaking skill?
Hypothesis

The textbooks of English of Punjab Board Grade IX-X fulfill the needs of the
learners..
Objectives
This research has following objectives

To find out whether these textbooks have been fully designed

according to the learners needs.

To check the contents of these books whether they are properly

designed or not.
To examine strengths and weaknesses of prescribed textbooks.
To find out whether the textbooks provide sufficient Learning Materials

for learners.
To find out how much linguistic features have been focused.
To sort out whether these two books have been designed according to

the social needs of the learners.

To provide feedback on how these books work.

Significance of the Study

There has been a great amount of material on textbook evaluation.
This emphasizes its importance in material development. There is a serious
need to put focus on the improvement of the quality of the textbooks (Govt.
of Pakistan, 2007, p.24). This highlights the need for a careful review of
textbooks. Williams (1983) maintains that, any textbook should be used
judiciously, since it cannot cater equally to the requirements of every
classroom setting (p.251). Sheldon (1988) has offered several reasons for
textbook evaluation. He suggests that the selection of an ELT textbook often
signals an important administrative and educational decision in which there
is considerable professional, financial, or even political investment. A
thorough evaluation, therefore, would enable the managerial and teaching
staff of a specific institution or organization to discriminate between all of the
available textbooks on the market. Moreover, it would provide for a sense of
familiarity with a book's content thus assisting educators in identifying the

particular strengths and weaknesses in textbooks already in use. This would

go a long way in ultimately assisting teachers with making optimum use of a
book's strong points and recognizing the shortcomings of certain exercises,
tasks, and entire texts.
This evaluation has importance for teachers as well as for learners. It
will collect a lot of information about the merits and demerits of these books.
Moreover, this evaluation will provide sufficient feedback on the quality of
the materials used in these textbooks.

CHAPTER 2
Review of Literature
Karatas (2009) conducted a study to evaluate English II curriculum at
YTU using Context, Input, Process and Product (CIPP) model. According to
the results of the research, noteworthy differences were found among the
opinions of teachers and students concerning some items related with the
context, input, process and product of the curriculum. The researcher
concluded that while the students perceptions are higher, the teachers
expectations are higher for the items regarding the components of the
curriculum and suggested that the needs and opinions of the students
should be taken into account while designing a curriculum.
What is Textbook?
Textbook is a book that "the teacher and each student have a copy of
and which is in principle to be followed systematically as the basis for a
language course" (Ur, 1996, p.183). The term (course book) is used
alternatively. Textbooks are specially designed for instructional purpose
(Richards, 2001). Hutchinson and Torres (1994) suggest:"The textbook is an
almost universal element of [English language] teaching. Millions of copies
are sold every year, and numerous aid projects have been set up to produce
them in [various] countriesNo teaching-learning situation, it seems, is
complete until it has its relevant textbook" (p.315).
Textbooks have many purposes. A textbook is a powerful media for
teaching and learning (Tanner, 1988, p. 141). It is a necessary tool for
regular students and guide for the inexperienced teachers (Govt. of
Pakistan, 2000, p.23).
Sheldon (1988) believes textbooks are heavily utilized by teachers and
he identified three main reasons for this:

a) developing their own classroom materials is extremely difficult and

an arduous process

for teachers;

b) teachers have limited time in which developing new materials might

not be possible;
c) external pressure which restricts many teachers in introducing their
own developed

materials.

According to John (2001) majority of teachers use textbooks as their

principal curriculum guide and source of lessons(p.32). Tyson (1997) found
those new and in-experienced teachers, or those who lack in adequate time
for lesson planning, may actually teach from the first page of the textbook to
the last, skipping little or nothing (p. 89).
Evaluation
Evaluation is a systematic form to assemble and interpret data for
making decisions about future. Surfraz (2001) described two major types of
evaluation, summative evaluation and

formative evaluation. Summative

evaluation is conducted at the end of program. Summative

evaluation

determines whether the educational objectives have been achieved or not?

What types of results have been achieved? Summative evaluation provides
that to what extent a program is satisfactory and appropriate and should
this program be continued for learners? On

the other hand, formative

evaluation can be described as a day-to-day activity, which is conducted at

the end of the day. In this typeof evaluation, both teacher and student
emphasize

on feedback on a regular basis. It providesmotivation and

encouragement to learners.

According to Rowntree (1887) in formative

evaluation, a teacher gives marks on homework, and any other activity. All
these aspects are included in formative evaluation. Both summative

and

formative evaluation carries equal importanceaccording to various scholars

like (Fuchs & Fuchs, 1986; Fuchs, Fuchs, Hamlett, & Allinder, 1991; Fuchs,
Fuchs, Hamlett, & Stecker, 1990; Salvia, Ysseldyke, & Bolt, 2007). Scriven
(1967) devised the term formative evaluation in reference to curriculum

development

but Bloom and colleagues (1971) application to education

hypothesized it as the systematic evaluation in the process of curriculum

construction, teaching and learning for the purposes of

improving any of

these three processes: (p. 117). According to Weston, Mc Alpine and

Bordonaro (1995) purpose of formative evaluation is to validate or ensure
that the goals of the

instruction are being achieved and to improve the

instruction if necessary, by means of

identification and subsequent

remediation of problematic aspects. Worthen, Sanders and Fitzpatrick (1997)

says that formative evaluation is conducted to provide program staff
evaluative information useful in improving the program. Robert stakes
beautifully described as
When the cook tastes the soup, thats formative; when the guests
taste the soup, thats summative. Present study is aimed to evaluate at
formative level. Curriculum evaluation refers to checking effectiveness of
implemented curriculum. It determines the worth of curriculum in practical
aspect. Scholars described curriculum

evaluation from different aspects

(McNeil, 1997; Ornstein and Hunkins, 1998; Worthen and Sanders, 1987;
Gay, 1985 and Oliva, 1988). McNeil (1977) describes that curriculum
evaluation is an attempt to throw light on two questions: Doplanned learning
opportunities, programs, courses and activities actually produce desired
results? How can the curriculum offerings best be improved? (p. 134).
Ornstein and Hunkins (1998) define curriculum evaluation as a process or
cluster of processes that people perform in order to gather data that will
enable them to decide whether to accept, change, or eliminate something
from the curriculum in general or an educational textbook in particular
(p.320). Worthen and Sanders (1987) stated curriculum evaluation as the
formal determination of the quality, effectiveness, or value of a program,
product, project, process, objective, or curriculum (p.22-23). Gay (1985)
claims that the objective of curriculum evaluation is to identify its drawbacks
and strengths as well as problems encountered inimplementation; to improve

the curriculum development process; to decide the effectiveness of the

curriculum and the returns on finance allocated.

In his point of view

curriculum evaluation is the process of delineating, obtaining, and providing

useful information for judging decision alternatives. The primary decision
alternatives to consider based upon the evaluation results are: to maintain
the curriculum as is; to modify the curriculum; or to eliminate the curriculum.
As it is described earlier, evaluation is the overall process to determine value
of programs or procedures. However, Scriven (1967) early differentiated
evaluation as formative and summative evaluation. Moreover, curriculum
evaluation is defined as a systematic process for collecting and analyzing all
relevant information for the purpose of judging and assessing the
effectiveness of the curriculum to promote improvement (Nichols et al.,
2006; Simons, 1987 in Marsh, 2004: 106; Brown, 1989: 223 in Brown, 1995:
218). The definition consists of key words such as systematic, process,
collect

and

analyze,

relevant

information,

curriculum

effectiveness

assessment, and to improve. The current study is focusing on formative level

of evaluation, initial evaluation at the start of anything. Moreover, the
present study has taken textbook as a curriculum for evaluation.
2.4 Textbook Evaluation
There is also a wide range of works done on textbook evaluation
previously, in different contexts. Many authors and researchers have used
different textbook evaluation techniques or checklists to analyse certain
textbooks or resources. Litz (2000), for example, analysed a textbook named
English Firsthand 2 (EF2). He concluded that EF2 was a comparatively new
addition to the vast range of ELT materials available in the market, at that
time. According tohim the textbook had many prominent and valuable
features. For instance, the whole textbook package was well conceived and it
had a wide range of worthwhile supplementary materials. He found the book
very attractive and arranged in a clear, logical, and coherent manner. But
it had some weaknesses as well, because many of the activities, for

example, were monotonous, unsuccessful to encourage actual meaningful

practice, unable to stimulate realistic discourse and thus lead to the
internalization of language. In one study, Ranalli (2002) analysed New
Headway Upper-Intermediate, one of the course books used at the Foreign
Language Institute of Yunsei University in Seoul, South Korea. After
evaluating the data, the researcher concluded that New Headway UpperIntermediate was well designed and well written which provides a great deal
of support for learning.

In another context, Udenwa and Ikonta (2008)

worked on the evaluation of textbooks in use in Lagos State junior secondary

schools. Their study tried to build the readability, comprehensibility,
availability and the level of integration of English language and Literature in
English in those books. Their findings showed that those books were
difficult for the intended readers and there was a discrepancy between the
integration of English language and literature present in them. Later, the
research of Riasati and Zare (2010) intended to analyse New Interchange
Series, which is widely used in language classrooms in Iran. It was revealed
that most of the teachers had similar views on the usefulness and
appropriateness of the series. Their findings proved that there were
numerous weak points of the series that required teachers awareness and
consideration.
Another study by Shabani and Nejad (2013) aimed to portray the
educational worth of third-grade English Book in Iranian high schools and its
significance in the language program. From the results of the questionnaires,
filled by the selected students and teachers, it was revealed that only a
minor number of teachers and students were ready to pick the same
textbook to teach or study again. Gholampour, Kasmani and Talebi (2013)
examined some popular English textbooks used in junior high school and
English teaching institutesin Iran. They identified their strengths and
weaknesses so that authors may have those points in mind for the revision
of those books or writing of new ones.

Ahou, Towhidiyan and Saeidi (2014) conducted a research to check the

suitability of English Textbook 2, for Iranian EFL school pupils, according to
the perspectives of teachers. The result of their research indicated that
teachers perceptions about the selected book were not positive. So they
suggested the pedagogical authorities to revise the current textbook or
adopt a new textbook instead. Rashidi and Kehtarfard (2014) analysed an
English textbook (the third-grade high school English book), which is being
used in all state high schools in Iran by using a needs analysis framework
The results of the textbook evaluation revealed that although all language
skills and components were almost important for the majority of the
students, the textbook could not fully support all of them together. Finally, it
was suggested that the textbook be revised or at least supplemented by
other instructional materials, so that it could be more effective for the
aforementioned learners. In Pakistani context, a few researchers have
worked in the field of textbook evaluation. Amongst them a lot of work is
done by Khalid Mahmood. In one of his articles, Mahmood (2011) talked over
the features of a quality textbook and checked the appearance or nonappearance of these features in the textbooks approved by the Ministry of
Education, Pakistan in the light of enacted written (intended) curricula. The
investigation of the data showed that the approved textbooks lacked in many
of the necessary features.
Then Aftab (2012), in her PhD thesis, extensively explored the English
language textbook situation in Pakistan. She found the curriculum and
textbook

policies

to

be

deficient.

In

conclusion,

she

recommended

improvements in the curriculum development process, teachers and

textbook writers training programmes and, importantly, the prescribed
course books, which in the long run can facilitate English language
acquisition in the Pakistani learners.
Apart from these, Morgan (2003) evaluated IELTS preparation materials
and Melo (2003)analysed a textbook series named True Colors, which was

taught in Brazil. A textbook is compilation of useful material relevant to

subject area for formal study. The check and balance of a useful textbook can
be an open and collaborative process. Textbook plays an essential role as a
tool for imparting knowledge. Sometimes it is only the source of content and
pedagogic

information

for

the

teacher.

School

textbooks

pass

on

fundamental knowledge to the younger generation. Ahour and Ahmadi

(2012, p. 176) state, textbooks are the main sources that convey the
knowledge and information to the learners in an easy and organized way.
Davison (1975), for example, suggests that after the teacher the textbook is
the most important component in the foreign language classrooms. ReaDickens and Germaine (1994) describes that evaluation is a fundamental
part of teaching and learning. Hutchinson and Torres (1994) advise that the
text book be considered, as universal element of English language teaching
and textbook is an essential part of any educational context.
Sheldon (1988) has offered several reasons
for textbook evaluation. He suggests that the selection of an ELT textbook
often signals an important administrative and educational decision in which
there is considerable professional, financial, or even political investment. A
thorough evaluation, therefore, would enable the managerial and teaching
staff of a specific institution or organization to discriminate between all of the
available textbooks on the market. Moreover, it would provide for a sense of
familiarity with a book's content thus assisting educators in identifying the
particular strengths and weaknesses in textbooks already in use. This would
go a long way in ultimately assisting teachers with making optimum use of a
book's strong points and recognizing the shortcomings of certain exercises,
tasks, and entire texts .If one accepts the value of textbooks in ELT then it
must surely be with the qualification that they are of an acceptable level of
quality, usefulness, and appropriateness for the context and people with
whom they are being used. While the literature on the subject of textbook
evaluation is not particularly extensive, various writers have suggested ways

of helping teachers to be more sophisticated in their evaluative approach, by

presenting evaluation 'checklists' based on apparently generalize criteria
that can be used by both teachers and learners in many different situations.
Although Sheldon (1988) suggests that no general list of criteria can ever
really be applied to all teaching and learning contexts without considerable
modification. Most of these standardized evaluation checklists contain similar
components that can be used as helpful starting points for ELT practitioners
in a wide variety of situations. Planning in strategies involves deciding on
where to focus attention, how to focus the attention, and how often to give
attention to the item. Different types of planning strategies include choosing
word, choosing different aspects of word knowledge, choosing appropriate
strategies and planning repetition.
The analysis of the approved textbooks is based on four parameters: a)
compliance of these textbooks with objectives (based on cognition levels) of
the National Curriculum; b) coverage of the depth and breadth of the content
given in the curriculum; c) amount of space allocated to different topics in
the book with respect to amount of time and weightage of the topic specified
in the curriculum guidelines to deliver in the grade, and d) overall
presentation of the book. These are the basic parameters for textbook
evaluation in any setting (American Textbook Council , 2002; Department of
Education

of

Philippines,

2004;

National

Institute

for

Educational

Development, Ministry of Education, Republic of Namibia, 2005; Ministry of

Education, Government of the republic of Trinidad and Tobago, 2005; Ontario
Ministry of Education, Canada, 2006; Rotich and Musakali (2006) in
describing Role of the Ministerial Textbook Vetting Committee in Kenya;
Ministry of Education Malaysia, 2009).
Cunningsworth (1995) discusses the reasons for materials evaluation
as follows: Reasons for material evaluation activities are many and varied.
The intention to adopt new course books is a major and frequent reason for
evaluation. Another reason is to identify particular strengths and weaknesses

in course books already in use, so that optimum use can be made of their
strong points, whilst their weaker areas can be strengthened through
adaptation or by substituting material from other books (p.14).
Ellis (1997) distinguishes two types of predictive and retrospective
material evaluation and argues that teachers should perform empirical,
impressionistic evaluation of the course books during the course. Although a
rich body of research can be found in the literature in the field regarding the
evaluation of Iranian high School English textbooks, little research can be
found in the literature which scrutinizes the materials in the books.
Williams (1983), Sheldon (1988), Brown (1995), Cunningsworth (1995)
and Harmer (1996) all agree, for instance, that evaluation checklists should
have some criteria pertaining to the physical characteristics of textbooks
such as layout, organizational, and logistical characteristics. Other important
criteria that should be incorporated are those that assess a textbook's
methodology, aims, and approaches and the degree to which a set of
materials is not only teachable but also fits the needs of the individual
teacher's approach as well as the organization's overall curriculum.
Moreover, criteria should analyze the specific language, functions, grammar,
and skills content that are covered by a particular textbook as well as the
relevance of linguistic items to the prevailing socio-cultural environment.
Finally,

textbook

evaluations

should

include

criteria

that

pertain

to

representation of cultural and gender components in addition to the extent

to which the linguistic items, subjects, content, and topics match up to
learners' personalities, backgrounds, needs, and interests as well as those of
the teacher and/or institution. Cunningsworth (1995) and Ellis (1997) have
suggested that there are three different types of material evaluation. They
argue that the most common form is probably the predictive or pre-use
evaluation that is designed to examine the future or potential performance of
a textbook. The other types of textbook evaluation are the in-use evaluation
designed to examine material that is currently being used and the

retrospective or post-use (reflective) evaluation of a textbook that has

been used in any respective institution.
This particular research can be classified as the retrospective type of
evaluation in which an attempt is made to check the characteristics of the
textbooks under study against a collection of criteria proposed by various
researchers. Grant (1987) regards material evaluation as an ongoing
process. He suggests three stages of evaluation

Initial evaluation
Detailed evaluation
In-use evaluation

1) The initial evaluation as it implies, refers to the quick process in which

teachers are engaged in preface, contents and abstracts of a textbook. The
purpose is to decide whether book available is likely to be worth looking
2) The next stage of Grants suggestion is called detailed evaluation by
which teacher can make their own value judgment in choosing new
materials. In doing so,
A questionnaire is of great assistance to teachers.
3) Through in use evaluation, a further concern derived this process is that
by constant evaluation one can ensure that teacher is the master and not
the slave of textbook.
Cunningsworth (1984) one of the leading scholar offers a set of
guidelines that summarize the underlying principles with regard to material
evaluation:
1) Relates the teaching materials to your aims and objectives.
2) Be aware of what is for and select teachings material which will help to
equip learners to use language effectively for their own purpose.
3) Consider the relationship between language, the learning process and the
learner.
Cunningsworth (1995) points out that choosing a coursework is a
challenging task which is not an all-night one-shot decision, and needs the
investment of budget, time and energy on the side of both curriculum

developers and syllabus designers. Hence, the current textbooks which are
used in teaching curricula need to be evaluated according to certain criteria
to improve their effectiveness. Cunningsworth (1995) [cited in J.C.Richard.
The

Role

of

Textbooks

in

Program.www.professorjacjrichards.com/pdfs/role-of-textbokk.pdf]

Language
proposes

four criteria for evaluating textbook particularly course book

1) They should correspond to needs. They should match the aims and
objectives of language learning program
2) They should reflect the uses (present of future) which will make of the
language. Textbooks should be chosen that will help to equip learners to use
language effectively for their own purposes.
3) They should take account of learners need as should facilitate their
learning processes, without dogmatically imposing a rigid method.
4) They should have a clear role as a support for learning. Like teacher, they
mediate between the target language and the learner.
It is often stated that most teachers tend to follow at least one
textbook as their source of guidance in process of language teaching. They
feel that it is very difficult for them to teach systematically without
textbooks. Indeed, textbooks play a crucial role in providing a base of
materials for both teachers and learners.
Similarly, Grant (1987) stated that there are no perfect textbooks.
There is need of evaluation of English language teaching material in order to
assess its worth and to fulfill the needs of user in educational context.
Haycroft (1998) highlights the most vital incentive of using textbooks as
being psychologically essential for measuring their actions properly. A
textbook is essential because it sets the direction, content and the teaching
of method (McGrath, 2002). Tomlinson (2001) defined two reasons why the
interestin material development increased.

The first reason was that

material development assisted the teachers to understand and apply the

theories of language learning more easily. The later reason was that teachers

needed to evaluate and revise materials, which would be refined form for
their particular learners. Ellis (1997) presented three levels of evaluation i.e.
pre-use, in-use and post-use in textbook evaluation. Textbook evaluation
must be evaluated in order to check and ensure their appropriateness. For
Tomlinson (2001) textbook evaluation is an activity within applied linguistic
field through which teachers, supervisors, administrators, and material
developers can judge about the effectiveness and worth of material which is
used for the learners. On the other hand, Harmer (1996) considers that
textbook evaluation is a class internal judgment about the real performance
of a book. In this favor, Genesee (2001) claims that book evaluation can be
described as a process of collecting, analyzing, and interpreting information.
Because of this process, there will be improvement in language competence
of learners and educational programs will be more flourishing. Moreover,
Sheldon (1988) describes about the professional, financial and political
benefits for the selection of a language-teaching textbook. There are various
checklists based on which we evaluate textbook, examples of which, could
be Litz (2005) Textbook Evaluation Questionnaire, Thein (2006) survey
questionnaire, and Dougills textbook evaluation checklist. As stated earlier,
Ellis (1997) described the pre-use, in-use and post-use textbook evaluation,
the present study is conducting pre-use textbook evaluation assuming that
these books are not yet applied in teaching learning environment. Pre-use
evaluation is intended to judge the potential performance of a course book.
Four Strands of Language Course
Nation (2007) is pioneer of Four Strand concept in language. According
to him, the activities in language course can be divided into four strands
(e.g., Meaning focused input, Meaning-focused output, Language-focused
learning and fluency development). Balance between all these four strands is
vital for successful language teaching/course giving equal time to all of
these. First strand, which is Meaning Focused Input, focuses on learning
through listening and speaking, use language receptively. While second,

strand Meaning Focused Output focuses on learning through speaking and

writing, use language productively. Third strand Language Focused Learning
is focused on forms the vocabulary, dialogues, translation and memorization
type of activities are involved in it. The last fourth strand Fluency
Development is about becoming fluent in listening, speaking, writing and
reading. If language teaching course/textbook balances all these four strands
then the product result is fluency. The current study material textbook has
tried to follow these strands but there is a dearth in strand one and strand
two. From both strands, one receptive and one productive skill is completely
ignored. Somehow, third strand is followed but last strand is affected by
eliminating

two

skills.

The

four

language

skills

are

important

for

communication to be done effectively and in an appropriate manner (Bailey,

1999). These language skills are also known as macro skills and all the basic
skills e.g., listening, speaking, writing and reading are used in a combination
but if any of these basic skills is ignored in a textbook it can be a hindrance
in effective communication. Many sub skills or micro skills like vocabulary,
punctuation are also taught while teaching these macro skills.

2.5 Checklist as a tool of Evaluation

There are many checklists proposed by various scholars at different
times from different perspectives. Checklist is the most popular tool for
textbook evaluation, which is supposed to check particular features.
Checklist is comprised of list of features. A number of other scholars and
researchers have used checklist as an evaluation tool such as (Chastain,
1971; Tucker, 1975; Daoud and Celce-Murcia, 1979; Candlin and Breen,
1979; Sheldon, 1988 and Cunningsworth, 1995). The review of textbook
evaluation checklists within four decades (1970-2000) by Mukundan and
Ahour (2010) described that most of the checklists are qualitative (Rahimy,
2007; Driss, 2006; McDonough and Shaw, 2003; Rubdy, 2003; Garinger,

2002; Krug, 2002; McGrath, 2002; Garinger, 2001; Richards, 2001; Zabawa,
2001; Hemsley, 1997; Cunningsworth, 1995; Griffiths, 1995; Cunningsworth
and Kusel, 1991; Harmer, 1991; Sheldon, 1988; Breen & Candlin, 1987;
Dougill, 1987; Hutchinson & Waters, 1987; Matthews, 1985; Cunningsworth,
1984; Bruder, 1978; Haycraft , 1978; Robinett , 1978); than quantitative
(e.g., Canado & Esteban, 2005; Litz, 2005; Miekley, 2005; Harmer, 1998;
Peacock, 1997; Ur, 1996; Skierso, 1991; Sheldon, 1988; Grant, 1987;
Williams, 1983; Daoud & Celce-Murcia, 1979; Tucker, 1978); or head
words/outline format, i.e., those without rating scales or questions (Ansari &
Babaii, 2002; Littlejohn, 1998; Roberts, 1996; Brown, 1995). In the present
study, Mukunduns (2011) chechklist is adapted for the framework of current
evaluation. In this study, a checklist proposed and revised by (Mukundan,
Hajimohammadi, & Nimehchisalem, 2011) was adapted by the researchers.
The checklist is called the English Language Teaching Textbook Evaluation
Checklist (ELT-TEC). It is a validated and reliable tool for evaluation. It was
developed by a review of the literature (Mukundan & Ahour, 2010;
Mukundan, Hajimohammadi, &Nimehchisalem, 2011) and was refined
through qualitative (Mukundan, Nimehchisalem, & Hajimohammadi, 2011;
Nimehchisalem & Mukundan, In Press, a) and quantitative (Mukundan &
Nimchisalem, 2011) methods.

It is divided into parts: 1. The Textbook

general attributes 2. Textbook learning Content. There are five major

components under general attributes, which are (a) Syllabus and curriculum,
(b) Methodology, (c) Suitability to learners, (d) Physical and Utilitarian
Attributes, (e) Efficient outlay of supplementary materials. The main other
components under learning-teaching content are (a) General content, (b)
Listening, (c) Speaking, (d) Reading, (e) Writing, (f) Vocabulary, (g) Grammar,
(h)

Pronunciation,

and

(i)

Exercise.

While the literature on the subject of textbook evaluation is not particularly

extensive, various writers have suggested ways of helping teachers to be
more

sophisticated

in

their

evaluative

approach,

by

presenting

evaluation 'checklists' based on supposedly generalizable criteria that

can

be

used

by

both teachers

and

students

situations. Although Sheldon (1988) suggests

criteria

can

ever

really

be

applied

to

all

in

many

different

that no general list of

teaching

and

learning

contexts without considerable modification, most of these standardized

evaluation

checklists

contain

similar components that can be used as

helpful starting points for ELT practitioners in a wide variety of situations.

Preeminent theorists in the field of ELT textbook design and analysis
such

as Williams (1983), Sheldon (1988), Brown (1995), Cunningsworth

(1995) and Harmer (1996)all agree, for instance, that evaluation checklists
should have some criteria pertaining to the physical characteristics

of

textbooks such as layout, organizational, and logistical characteristics.

Other important criteria that should be incorporated are those that
assess a textbook's methodology, aims, and approaches and the degree to
which a set of materials is not only teachable but also fits the needs of the
individual teacher's approach as well as the organization's overall curriculum.
Moreover, criteria should analyze the specific language, functions, grammar,
and skills content that are covered by a particular textbook as well as
the

relevance

of

linguistic

items

to

the prevailing socio-cultural

environment. Finally, textbook evaluations should include criteria that

pertain to representation of cultural and gender components in addition to
the extent to which the linguistic items, subjects, content, and topics match
up to students' personalities, backgrounds, needs, and interests as well as
those of the teacher and/or institution.
Cunningsworth (1995) and Ellis (1997) have suggested that there are
three different types of material evaluation. They argue that the most
common form is probably the 'predictive' or 'pre-use' evaluation that is
designed to examine the future or potential performance of a textbook. The
other types of textbook evaluation are the 'in-use' evaluation designed to
examine material that is currently being used and the 'retrospective' or
'post-use' (reflective) evaluation of a textbook that has been used in any

respective institution. This particular paper will report on a survey that was
conducted at the Sung Kyun Kwan University Science & Technology Campus
in.
Justification for Textbook Evaluation:
Whether one believes that textbooks are too inflexible and biased
to be used directly as instructional material or that they actually help
teaching and learning, there can be no denying the fact that textbooks still
maintain enormous popularity and are most definitely here to stay.

It is

important to remember, however, that since the 1970's there has been a
movement to make learners the center of language instruction and it is
probably best to view textbooks as resources learners the center of language
instruction and it is probably best to view textbooks as resources in
achieving aims and objectives that have already been set in terms of learner
needs. Moreover, they

should

not

necessarily

determine

the

aims

themselves (components of teaching and learning) or become the aims

but they should always be at the service of the teachers and learners
(Brown, 1995). Consequently, we must make every effort to establish and
apply a wide variety of relevant and contextually appropriate criteria for the
evaluation of the textbooks that we use in our language classrooms. We
should also ensure "that careful selection is made, and that the materials
selected closely reflect [the needs of the learners and] the aims, methods,
and values of the teaching program." (Cunningsworth, 1995 p.7).
Moreover, it would provide for a sense of familiarity with a
book's

content

thus

assisting educators in identifying the particular

strengths and weaknesses in textbooks already in use. This would

go

long way in ultimately assisting teachers with making optimum use of

a

book's strong points and recognizing the shortcomings of certain

exercises, tasks, and entire texts. One

evaluation

is

the

fact

that

it

additional

can

be

reason

very

for

useful

textbook
in teacher

development and professional growth. Cunningsworth (1995) and Ellis

(1997) suggest that textbook evaluation helps teachers move beyond
impressionistic

assessments

and

it

helps them

to

acquire

useful,

accurate, systematic, and contextual insights into the overall nature of

textbook material. Textbook evaluation, therefore, can potentially be
aparticularly worthwhile means of conducting action research as well as
a

form

of

professional

empowerment

and improvement.

Similarly,

textbook evaluation can also be a valuable component of teacher

training programs for it serves the dual purpose of making student teachers
aware of important features to look for in textbooks while familiarizing
them with a wide range of published language instruction materials.
Williams (1983), Sheldon (1988), Brown (1995), Cunningsworth
(1995) and Harmer (1996)all agree, for instance, that evaluation checklists
should have some criteria pertaining to the physical characteristics

of

textbooks such as layout, organizational, and logistical characteristics.

Other important criteria that should be incorporated are those that
assess a textbook's methodology, aims, and approaches and the degree to
which a set of materials is not only teachable but also fits the needs of the
individual teacher's approach as well as the organization's overall curriculum.
Moreover, criteria should analyze the specific language, functions,
grammar, and skills content that are covered by a particular textbook as
well as the relevance of linguistic items to the prevailing socio-cultural
environment. Finally, textbook evaluations should include criteria that
pertain to representation of cultural and gender components in addition to
the extent to which the linguistic items, subjects, content, and topics match
up to students' personalities, backgrounds, needs, and interests as well as
those of the teacher and/or institution.
In addition, textbooks should not necessarily establish the aims
themselves or become the aims but they should always be at the

service of the teachers and learners (Brown, 1995). As pointed out by

Breen

and

Candlin

(1987),

Hutchinson

and

Waters

(1987)

and

Tomlinson (2003) what is being taught should be relevant to learners. In

other words, they should be in line with students life and experiences or
needs, and the objectives or goals of the program.

As Williams (1983)

states, any textbook should be used judiciously, since it cannot cater

equally to the requirements of every classroom setting(p. 251).
Different
proposed

by

definitions

different

and

scholars.

interpretations
Evaluation

of

for

evaluation

textbooks

are

is typically

considered to function as a kind of educational judgment. Hutchinson

and Waters (1987) define evaluation as a matter of judging the fitness
of something for a particular purpose. Richards, Platt, and Weber(1985)
consider evaluation as
purposes of

the systematic gathering of information

for

making decisions (p. 98). Brown (1989) gives a rather

comprehensive definition of evaluation. He defines it as the systematic

collection and analysis of all relevant information necessary to promote
the improvement of a curriculum and assess its effectiveness within the
context of the particular

institutions

involved

(p.223).

Lynch

(1996)

defines evaluation as the systematic attempt to gather information in

order to make judgments or decisions(p. 2).
According to Sheldon (1988), we need to evaluate textbooks
for two reasons. First, the evaluation will help the teacher or program
developer in making decisions on selecting the appropriate textbook.
Furthermore, evaluation of the merits and demerits of a textbook will
familiarize the teacher with its content and consequently assist educators in
identifying the particular strengths and weaknesses in textbooks already in
use.
McDonough and Shaw (2003) have listed four reasons that highlight
the importance of evaluation of textbooks. The first reason shows the

importance of evaluation for teachers. They believe that writing their own
materials can be very most suitable one for the particular context can be an
appropriate course of action for these teachers. The second reason stated
by McDonough and Shaw (2003) to evaluate the textbooks is the fact
that an inappropriate choice may waste time and funds and this may
have a demotivating effect on both students and other teachers who
will have to use the textbooks for many years. The third reason is the
difficulty of the organizing authentic and stimulating materials. They
emphasize the

value of

good textbook especially

in situations

where

compiling an authentic and motivating textbook in an organized manner is

a difficult job to handle. The fourth reason relates to the teachers
whose course materials are supplied by the ministry of education or
another

authority.

They

have

maintained

that

even

those

teachers

might find evaluation a useful process which gives them insight into
the organizational principles of the materials and helps them to keep up
with the developments in the field.
Research on textbooks/textbook evaluation
A

number

of

studies

have

been

conducted

on

textbook

evaluation all over the world. They emphasize the great significance of
textbooks in language teaching and learning. Several of these
centered on developing criteria

for materials

evaluation

and

studies
selection.

Studies done by Kearsey and Turner (1999), Xu (2004), and Altman,

Ericksen, and Pena-Shaff (2006) are among these works. Several others
have

evaluated

some

particular

materials.

Gray

(2000),

Yakhontova(2001), andMorgan(2003) have evaluated different materials.

Litz (2005) evaluated English firsthand 2 used in all beginner
EFL classes in one of the universities of Suwon, South Korea to find out
its suitability for the intended language program. Litz (2005) believed that
the book was appealing for many English language teachers and learners.

Litz asserted that the textbook was communicative on the whole in that it
constantly

supported

an

activity

approach

towards

teaching

and

learning. Tok (2010) examined the advantages and disadvantages of

English language textbookSpot On used at primary schools in Turkey.
He came to the conclusion that the textbook actually did not stand up
reasonably well to a systematic in-depth analysis so that the negative
attributes of it outweighed highly its positive characteristics.
Some studies have been conducted on textbook evaluation in Iran
including

Ansary and Babaii (2002), Yarmohammadi (2002),

Khormaei

(2005), Davatgarzadeh (2007), Iraji (2007), Zare Asl (2007), Razmjoo

(2007),

Dahmardeh

(2009),

Sarhady(2009),

Gordani(2010),

and

Soozandehfar and Sahargard (2012). Some of these studies are discussed

briefly. Razmjoo (2007) conducted a comparative study in which he
analyzed

English

high

school

textbooks

and EFL institute textbooks,

Interchange Series, to find out to what extent they are different in

representing CLT principles. Using a combination of different textbook
evaluation schemes based on CLT principles, he found that unlike the
EFL private institute textbooks that represent the CLT principles to a
great extent, English high school textbooks in Iran are not conducive to
CLT implementation.
Dahmardeh (2009) claims new words in the textbooks under
analysis are presented out of a plausible context as isolated sentences.
Azizfar,

Koosha,

and

Lotfi

(2010)

have

stated

that

the

materials

designers have just focused on the mechanical drills. They contend

textbooks are limited to substitution and repetition drills, and students
are required to produce simple sentences with no opportunity to practice
communicatively the language they are learning.
Gordani (2010) investigated different types of learning objectives
inherent in Iranian guidance school English textbooks from the viewpoint of

Bloom's taxonomy. He focused on the English textbooks taught in Iranian

guidance schools at the present time. The results showed that all of the
items were concentrated in the first three levels of Bloom's taxonomy
which

are

referred

to

as

the

lower

levels

of

cognitive

skills.

Soozandehfar and Sahargard (2012) conducted an in-depth evaluation of

speech acts and language functions in Top Notch series. The results
revealed that the conversations in these newly-arrived textbooks are not
pragmatically efficacious and functional.
There are many factors to be taken into account when evaluating
material for use with EFL students. According to Nunan (1988) materials are
an essential part of the curriculum. Chambers (1997), Harmer (1998), and
Garinger (2002) offer a number of criteria to consider when analyzing
textbooks for EFL/ESL classes. Cunningsworth (1984) deals with the
necessity of relating materials to course objectives and the learner's needs.
Sheldon's (1988) checklist focuses on assessing all aspects of content
ranging from graphics and physical characteristics to authenticity and
flexibility. Though these approaches are more common and straightforward,
other writers go beyond simply content and instead focus on cognitive and
affective factors.
Skierso
Bloom's

(1991)

Taxonomy

of

and
the

Chall
Cognitive

and

Conard

Domain

to

(1991)

employed

assess textbooks.

According to Umer Azim (2005), Chall and Conard use Bloom's Taxonomy
and a "Question Complexity Rating Scale" to evaluate textbook activities.
These improvements and amendments refer to a paradigm shift to the
process of learning versus the product of learning which implies focusing
only on outcomes may not always address all the EFL learner's needs.
Ansary and Babaii (2002) believe that teachers, students, and
administers are all consumers of textbooks. They may have

conflicting

views about what a good textbook is. However, the question is where

they can turn to for reliable advice on how to make an informed decision
and select a suitable textbook. T he literature on textbook selection and
evaluation procedure is vast. There have been various suggestions by
different scholars for teachers (Chastain, 1971; Tucker, 1975; Candlin &
Breen, 1979; Daoud & Celce-Murcia, 1979; Williams, 1983; Hutchinson and
Waters, 1987; Sheldon, 1988; Skierso, 1991; Ur, 1996; Littlejohn, 1996).
Checklists offered by them are usually based on supposedly generalizable
criteria and a variety of methods to assess a particular textbook under
scrutiny.
In the researcher's point of view, textbook evaluation is a matter of
examining and checking the ready-written in hand material/textbook to
know the appropriateness or otherwise of this textbook for a particular
context. In this concern, the process of evaluation can take four stages
: Defining the principles/criteria of designing materials in addition to the
features of the situation it is applied in and of students it is applied for
Defining the criteria on which the evaluation will be based on: a
checklist, a framework, etc
. Matching both criteria using a valid, reliable, practical instrument of
collecting data such as a questionnaire
Analyzing the findings that will help the evaluator decide to what
extent the course book/material is suitable for the user.
Criteria for Evaluating ELT material
Power

(2003)

suggests

thirty

criteria

for

evaluating

materials/textbooks:
1- Learners' needs
2- Ordering and pacing of syllabus
3- Maintenance of interest-suitable (perhaps for captive learners)

ELT

4- Type of course, exam based, intensive, vacation-fixed period or

continuous intake
5- Age group-suitable for maturity-level and motivation of learners
6- Time scale-variety and quantity of material-suitable for length of
course
7- Cultural orientation
8- Suitable for the class-size
9- Role of teachers and learners appropriate to preferred teaching
and learning styles
10Mono or multilingual
11Narrative or topic based
12Assumption of learner knowledge
13Mixture of syllabus; structural; national functional; task based
14Right measure of authenticity i.e. suitable adapted for level
15Appropriateness of lexis, structure for learner's level
16Right selection of vocabulary and syntax for learners' refection
and complexity
17Range and Appropriateness of texts
18Range and weight of skills
19Revision technique: cyclical or linear
20Suitability for self-access
21Do learners' exercise, activities and task work?
22Ease of use for teacher
23Ease of use for students
24Summary of items for reference
25Visual impact
26Accompanying aids: charts, cassettes, etc
27Dated or modern language
28Metalanguage
29Teacher's' Book
30Course or part course book
According to Prabhu (1987), textbooks ensure uniformity and
accountability. They are both realizations and determinants of methods
(Vassilakis 1997). In Iran, English language textbooks are pivotal to the
language teaching program because they are the sole source of language
input for the students who need to master English language for their future
use. Since all decisions regarding curriculum, materials and instruction are
determined by the Curriculum Development Center of the Ministry of
Education, teachers are expected to strictly Development Center of the

Ministry of Education, teachers are expected to strictly follow the guidelines

created for them by the national government. Therefore, textbooks need to
be continuously evaluated based on updated criteria. There are many factors
to be taken into account when evaluating material for use with EFL students.
According toNunan (1988) materials are an essential part of the curriculum.
Chambers (1997), Harmer (1998), and Garinger (2002) offer a number of
criteria

to

consider

when

analyzing

textbooks

Cunningsworth (1984) deals with the necessity of

for

EFL/ESL

classes.

relating materials to

course objectives and the learner's needs. Sheldon's (1988) checklist focuses
on assessing all aspects of content ranging from graphics and physical
characteristics to authenticity and flexibility. Though these approaches are
more common and straightforward, other writers go beyond simply content
and instead focus on cognitive and affective factors. Skierso

(1991)

and

Chall and Conard (1991) employed Bloom's Taxonomy of the Cognitive

Domain to assess textbooks. According to Umer Azim (2005), Chall and
Conard use Bloom's Taxonomy and a "Question Complexity Rating Scale"
to evaluate textbook activities. These improvements and amendments
refer to a paradigm shift to the process of learning versus the product of
learning which implies focusing only on outcomes may not always address all
the EFL learner's needs.
According
evaluation

studies

to

Riazi

in

Iran

and

Mosalanejad

have

focused

on

(2010),

the

textbook

developing textbook

evaluation criteria (Ansary & Babaii, 2002) or investigating st rengths and

weaknesses of the present textbooks (Jahangard, 2007; Riazi & Aryashokouh,
2007). This study used most of those criteria to examine the shortcomings of
the current English textbook (English 1).
Ansary and Babaii (2002) believe that teachers, students, and
administers are all consumers of textbooks. They may have

conflicting

views about what a good textbook is. However, the question is where
they can turn to for reliable advice on how to make an informed decision

and select a suitable textbook. T he literature on textbook selection and

evaluation procedure is vast. There have been various suggestions by
different scholars for teachers (Chastain, 1971; Tucker, 1975; Candlin &
Breen, 1979; Daoud & Celce-Murcia, 1979; Williams, 1983; Hutchinson and
Waters, 1987; Sheldon, 1988; Skierso, 1991; Ur, 1996; Littlejohn, 1996).
Checklists offered by them are usually based on supposedly generalizable
criteria and a variety of methods to assess a particular textbook under
scrutiny.
According to Ansary and Babaii (2002), the fundamental problem
with such checklists is their dependence on the swings of the theoretical
pendulum (Sheldon, 1988). For example, Tucker (1975, p. 357) proposes
"adequacy of pattern practice" and Penny Ur (1996, p. 186) offers "good
grammar practice" as two criteria which may not be rated now the same as
a decade or so ago. In addition, these checklists neglect some important
criteria like "competence of the author"(Tucker, 1978, p.358) and "whether or
not a textbook is based on the finding s of a contrastive analysis of English
and L1 sound systems" (William, 1983, p. 255). If one's own priorities
and specific requirements are not identified and taken into account in a
specific teaching situation, it would be difficult to rely on any already
-available checklist criteria to judge teaching materials. That is why such
checklists and their criteria lose their significance over the years and new
ones are required. Ansary and Babaii (2002) argue that no neat formula can
provide a definite way to judge a textbook. They therefore compiled a list
of

what

they

deem

to

be

set

of

theory-neutral

and

universal

features of EFL/ESL textbooks.

Collectively, these evaluation lists may or may not include the
issues or elements that reflect the concerns of teachers using

textbooks.

Therefore, selecting particular items to create a personal evaluation

index

is

the

best

method

for ensuring

that

the

realities

of

each

individual learning situation are addressed. Some of those criteria are

used in the newly developed checklist by the researcher.
English language instruction has many important components
but the essential constituents to many ESL/EFL classrooms and programs
are the textbooks and instruction materials that are often used by language
instructors. As Hutchinson and Torres (1994) suggest:
"The textbook is an almost universal element of [English language] teaching.
Millions of copies are sold every year, and numerous aid projects have
been

set

up

to

produce

them

in

[various] countriesNo teaching-

learning situation, it seems, is complete until it has its relevant textbook.

Sheldon (1988) suggests that textbooks not only "represent the
visible heart of any ELT program" but also offer considerable advantages - for
both the student and the teacher - when they are being used in the ESL/EFL
classroom. As Sheldon (1988) has pointed out, students often harbor
expectations about using a textbook in their particular language classroom
and program and believe that published materials have more credibility
than teacher-generated

or

"in-house"

materials.

O'Neill

(1982)

has

indicated, textbooks are generally sensitive to students' needs, even if

they are not designed specifically for them, they are efficient in terms of time
and money, and they can and should allow for adaptation and improvisation.
Schmidt, McKnight, and Raizen (1997) identified textbooks as
playing an important role in making the leap from intentions and plans to
classroom activities, by making content available, organizing it, and
setting

out learning

students. To

make

tasks
the

in a

most

form designed

effective

use

of

to
a

be appealing to
textbook, however,

teachers must decide which textbooks are appropriate for their needs. A
teacher needs to determine the extent to which a textbook focuses on and
is aligned with a coherent set

of significant, age-appropriate student

learning goals that the teacher, school, or district has identified as integral to

the understanding of and progress in a particular academic subject. They

must also assess how well a textbook's instructional design effectively
supports the attainment of those specified learning goals. The only way to
gain this information is through careful evaluations of textbooks and other
curriculum materials. (Schmidt, McKnight, & Raizen, 1997).
Cunningsworth (1995) is the potential which textbooks have for
serving several additional roles in the ELT curriculum. He argues that they
are

an

effective

resource

for

self-directed

learning,

an

effective

resource for reflect pre-determined learning objectives, and support for

less experienced teachers who have yet to gain in confidence. Finally,
Hutchinson and Torres (1994) have pointed out that textbooks may
play a pivotal role in innovation. They suggest that textbooks can
support teachers through potentially disturbing and threatening change
processes, demonstrate new and/or untried methodologies, introduce
change gradually, and create scaffolding upon which teachers can build a
more creative methodology of their own. Ur (1996) states the advantages of
coursebooks as follows: (a) they provide a clear framework which the teacher
and the students know where they are going and what is coming next, (b)
mostly, they serve as a syllabus which includes a carefully planned and
balanced selection of language content if it is followed systematically, (c)
they provide readymade texts and tasks with possible appropriate level for
most of the class, which save time for the teacher, (d) they are the cheapest
way of providing learning material for each student, (e) they are convenient
packages whose components are bound in order, (f) they are useful guides
especially for inexperienced teachers who are occasionally unsure of their
language knowledge, (g) They provide autonomy that the students can use
them to learn new material, review and monitor progress in order to be less
teacher-dependent.
Richards and Renandya (2002) enumerate the disadvantages
of

textbooks

as: (a)

they

fail

to

present appropriate and realistic

language models, (b) They propose subordinate learner roles, (c) they fail to
contextualize language

activities, (d)

they

foster

inadequate

cultural

understanding, (e) they fail to address discourse competence, (f) they fail
to teach idioms, (g) they have lack of equity in gender representation.
There are numerous checklists and guidelines available to help
them do so (e.g. Chambers, 1997; Cunningsworth, 1984; Breen & Candlin,
1987; Hutchinson & Waters, 1987; Littelejohn, 1996; Mathews, 1985;
McDonough & Shaw, 1993; Shelden, 1988; Skierso, 1991; Tucker, C. A.,
1975; Ur, P. 1996). These instruments are generally organized in a manner
that reflects the decision-making process which it is hypothesized teachers
go

through.

Breen

and

Candlin

(1987,

cited

in

Ellis,

1997),

for

example, organize the questions in their checklist into two phases, the first
of which enables teachers to address the overall usefulness of the
materials, while the second caters for a more searching analysis based on
the teachers actual teaching situation. The idea behind these guides is
to

help

teachers

carry

out

predictive

evaluation systematically.

According to Hutchinson and Waters (1987), textbook evaluation is basically

a straightforward, analytical matching process.
Teachers

can

perform

retrospective

evaluation

impressionistically or they can attempt to collect information in a more

systematic manner (i.e. conduct an empirical evaluation). It is probably true
to say that most teachers do carry out impressionistic evaluations of their
teaching materials. That is, during the course they assess whether particular
activities work (usually with reference to the enthusiasm and degree of
involvement manifested by

the

students),

while

at

the

end

of

the

course they make summative judgments of the materials. Empirical

evaluations are perhaps less common, if only because they are timeconsuming. However, teachers report using students journals and end-ofcourse

questionnaires

to

judge

including the materials they use.

the

effectiveness

of

their

teaching,

Ellis (1997) introduces two types of evaluation namely microevaluation and macro-evaluation. A macro evaluation calls for an overall
assessment of whether an entire set of materials has worked. To plan and
collect the necessary information for such an empirical evaluation is a
daunting prospect. In a micro-evaluation, however, theteacher selects one
particular teaching task in which he or she has a special interest, and
submits this to a detailed empirical

evaluation.

series

of

micro-

evaluations can provide the basis for a subsequent macro-evaluation.

However, a micro-evaluation can also stand by itself and can serve as a
practical and legitimate way of conducting an empirical evaluation of
teaching materials. A micro-evaluation of teaching materials is perhaps best
carried out in

relation

to

task. This

term

is

now

widely

used

in

language teaching methodology (e.g. Prabhu 1987; Nunan 1989), often

with very different meanings. Following Skehan (1996), a task is here viewed
as an activity in which: meaning is primary; there is some sort of
relationship to the real world; task completion has some priority; and the
assessment of task performance is in terms of task outcome. Thus, the
information

and

opinion

and

opinion-gap

activities

common

in

communicative language teaching are tasks.

Sheldon (1988) has offered several other reasons for textbook
evaluation. He suggests that the selection of

an

ELT

textbook

often

signals an important administrative and educational decision in which

there is considerable professional, financial, or even political investment. A
thorough evaluation, therefore, would enable the managerial and teaching
staff of a specific institution or organization to discriminate between all of the
available textbooks on the market. Moreover, it would provide for a sense of
familiarity with a book's content thus assisting educators in identifying the
particular strengths and weaknesses in textbooks already in use. This would
go a long way in ultimately assisting teachers with making optimum use
of a book's strong points and recognizing the shortcomings of certain

exercises, tasks, and entire texts. One additional reason for textbook
evaluation is the fact that it can be very useful in teacher development and
professional growth. Cunningsworth (1995) and Ellis (1997) suggest that
textbook

evaluation

helps

teachers

move

beyond

impressionistic

assessments and it helps them to acquire useful, accurate, systematic, and

contextual insights into the overall nature of textbook material. Textbook
evaluation, therefore, can potentially be a particularly worthwhile means of
conducting action research as well as a form of professional empowerment
and improvement. Similarly, textbook evaluation can also be a valuable
component of teacher training programs for it serves the dual purpose
of making student teachers aware of important features to look for in
textbooks while familiarizing them with a wide range of published
language instruction materials.
As was previously mentioned, the most common method of
executing

textbook

evaluation

is

using

a valid checklist which is

constructed by famous scholars. Next section deals with what a checklist is

and introduces the evaluation checklist which has been used in the current
project.
The choice of language teaching materials can determine the
quality of learning-teaching procedure. As a part of the materials used in the
language classroom, the textbook can often play a crucial role in students
success or failure.

Therefore,

particular

attention

must

be

paid

to

evaluate such materials based on valid and reliable instruments. One of

the common methods to evaluate English Language Teaching (ELT) materials
is the checklist. An evaluation checklist is an instrument that provides the
evaluator with a list of features of successful learning teaching materials.
According to these criteria, evaluators like teachers, researchers as well as
students can rate the quality of the material. (Souri, Kafipur, & Souri, 2011).

Many experts advocate a very detailed examination of a course

book's language content, which has led to the production of extensive
evaluation checklists. These include Cunningsworth (1984) who touches
upon the importance of relating materials to course objectives and the
learner's

needs

and processes.

Sheldon's

(1988) checklist is very

expansive and attempts to assess all aspects of content including such

diverse factors as graphics and physical characteristics to authenticity and
flexibility. A review of the ELT material evaluation checklists reveals
that they all have a global set of features. For instance, Skiersos
(1991) checklist considers the characteristics related to bibliographical
data, aims and goals, subject
exercises

and activities,

matter,

and layout

vocabulary

and

structures,

and physical makeup.

These

domains are mostly in line with those in Cunningsworths (1995) checklist

which include aims and approaches, design and organization, language
content, skills, topic, methodology, and practical considerations.
Although the headings of the sections in the two checklists appear to be
different, an examination of the items will show that they are more or less
the same. For example, Skierso (1991) refers to the cost-effectiveness of the
textbook in the bibliographical

data

section

while

Cunningsworth

considers it in the practical considerations section. Similarly, Daoud and

Celce-Murcia (1979) offer an evaluation checklist which is widely referred to
for textbook evaluation and consists of five major sections including: (a)
subject

matter,

(b)

vocabulary

and

structures,

(c)

exercises,

(d)

illustrations, and finally (e) physical make-up. Each section is composed of

several detailed strategies which can be utilized in evaluating and analyzing
every textbook.
Ansary

and

Babaii

(2002)

believe

that

although

these

approaches are the most common and likely straightforward, the shaky
theoretical basis of such checklists and the subjectivity of judgments have
often been a source of disappointment. Perhaps, that is why the relative

merits

of

such

checklists and their

criteria,

over

the years, would

diminish and new checklists would be offered.

In Ruben (2010) research, a content analysis of the textbooks used
in the Dutch early childhood teacher education shows clear inconsistencies
with the intended curriculum.Neither the content standards found in the
professional profile for teachers nor the content standards from the
educational profile of their training courses are adequately covered in the
books. Whilst they pay considerable attention to the teachers educational
duties, other tasks outside the primary work process are either dealt with in
much less detail or ignored altogether, including the need for strategic
planning, for reflection and evaluation, for the development of educational
policy, and for co-operation and liaison with colleagues from other
disciplines. Marc and Kees (2009) analyze the content of textbooks as well as
teachers usage of them. Results show author representation in textbooks
increasingly resembles students reading preferences at the expense of
selections made by literary experts. At the same time, teachers have
increasingly adopted textbooks that regarded students preferences the
most. These trends seem to be the result of changes in the student
population rather than teachers professional characteristics.
English Textbook in Teaching and Learning
Textbooks

remain

staple

within

school

curricula

worldwide,

presenting teachers and students with the official knowledge of school

subjects as well as the preferred values, attitudes, skills, and behaviors of
experts in those www.ccsenet.org/elt English Language Teaching Vol. 4, No.
2; June 2011 Published by Canadian Center of Science and Education
fields.

Textbooks

are

commodities,

political

objects,

and

93

cultural

representations and, therefore, are the site and result of struggles and
compromise in order to determine how and by whom they will be produced,
how and by whom their contents will be selected, how and to whom they will

be

distributed,

and

howteachers

and

students

will

make

use

of

them(Shannon, 2010). The integration of language and content instruction is

of increasing interest in second and foreign language programs at
elementary, secondary, and tertiary levels around the world (Short, 2006).
Joan (2001) presents research on the potential of four intermediate-level ESL
grammar textbooks to provide student control of learning, based on the
textbook authors' presentation of student decision making opportunities in
tasks. Textbook tasks were analyzed for the potential controller of learning
conditions related to content choice, procedure options, and evaluation
techniques, based on the studies of Grannis. The findings suggest that
students potentially have few choices and thus little control of the
educational process. The majority of tasks may train students primarily for
bureaucratic jobs while the focus on right answers may impede language
learning. ESL teachers need to mediate a textbook's potential to control if
the goal isto create learners who have some control over their own learning
through curricular decision making. According to Cortazzi and Jin (1999), the
textbook can be a teacher, a map, a resource, a trainer, an authority, and an
ideology. Hence, the textbook can be a major source of cultural elements
besides providing linguistic and topical contents which necessarily reflect the
ideology inherent in the ESLcontext of a particular circle.
According to Feryok (2008), previous studies have shown that teacher
cognitions and practices can be inconsistent, particularly with claims about
communicative teaching practices. Analysis ofthe interview data shows that
the teacher articulated a cohesive, coherentpractical theory. The observation
showed that she implemented many of her stated cognitions; however, some
cognition appeared to diverge in practice. Both her cognitions and practices
were influenced by her understanding of the context in which she worked;
meeting different expectations in particular may have contributed to the
divergence between cognitionsand practices. Inceay & Inceay (2009)
investigates the perceptions of 30 Turkish university students in order to

better understand the appropriateness and effectiveness of communicative

and non-communicative activities in their English as a foreign language (EFL)
courses in a private university preparatory school in Istanbul, Turkey. Using
multi-method, data were collected by means of a questionnaire and semistructured interview. Quantitative data were supported by the qualitative
data to provide more reliable results. The results suggest that, EFL countries
like Turkey need to modernize and update their teaching methods which
means doing changes by taking studentsprevious educational habits into
consideration. It is obvious from the study that students in non-English
speaking countries make use of communicative language teaching (CLT) if
communicative activities and non-communicative activities are combined in
English classrooms.
The attributing of the textbook as a direct cause of learning or teaching
failure is superficial, given thateven a strict adherence to a well-constructed
textbook requires as much mastery in teaching as ones ability to employ
flexible and creative teaching techniques after fully integrating its contents
and structure. The teacher-textbook model is more accurately conceptualized
as a constant upward trend of improvements in teaching skills that levels off
at a threshold, after which teaching skills can only stagnate or improve. Skillbuilding and gradual mastery is expected of any skill when exercised
constantly, yet novel advances occur only with individual potential or
circumstances with fewer limiting factors; the textbook, in this sense, is a
mediating effectwhich determines how quickly teachers can achieve a
threshold of standardizedteaching, and how much room there isfor teaching
flexibility and creativity once textbook training is complete. A wellconstructed textbook should present not only language content that is
communicable and interactive to the student, but also form a framework
from which adequate teacher improvisation and teaching flexibility can
develop and gradually improve. Determining how feasible or appropriate the
use of one or more commercial textbook is in terms of satisfying learning

objectives and the teacher/student relationship in the classroom would be

the first step in preventing poor teaching and learning quality. When used
effectively, authentic materials help bring the real world intothe classroom
and significantly enliven the ESL class. Exposing the students to cultural
features generates a deeper understanding of and interest in the topic. On
one hand, the students develop their ability to zero in on relevant
information, and on the other, they learn how to disregard what is not
relevant. As students pool their individual strengths they gain confidence in
being able to function in an English-speaking society (Kelly, Lawrence, Mark
& Bruce, 2002).
English Textbook Selection
The reliability of selecting and evaluating a commercial textbook is
influenced by the target use group, the perspective used in making the
selection and the instruments used in the process (Gall, 1981). According to
Hutchinson

and

Waters

(1987),

textbook

evaluation

is

basically

straightforward, analytical matching process: matching needs to available

solutions. Though providing food for thought, checklists and questionnaires
like these have probably had little real influence on textbook evaluation in
terms of either ELT reviewing practice or educational decision making.
Perhaps they have simply not had the currency they deserve, most teachers,
at any rate, www.ccsenet.org/elt English Language Teaching Vol. 4, No. 2;
June 2011 ISSN 1916-4742 E-ISSN 1916-4750 94 being unaware that they
even exist. Finding back issues of relevant journals in many teaching
contexts (and indeed in some ELT libraries) is also very difficult (Sheldon,
1988).
In some situations, the textbook may function as a supplement to the
teachers instruction in the ESL teaching and learning process. For most
teachers, textbooks provide the foundation for the content of lessons, the
balance of the skills taught, as well as the kinds of language practice the

students engage in during class activities. For the ESL learners, the textbook
becomes the major source of contact they have with the language apart from
the input provided by the teacher. Prior to selecting a textbook, educators
should thoroughly examine the program curriculum. If the goals and
curriculum of the program are clear and well defined, the parallels with
certain textbooks may become obvious. For example, if one of the goals of
the program is to give students an opportunity to interact with authentic
texts, then books that use articles written for native English speakers would
be appropriate. If the program focuses on developing reading fluency, books
designed to support the development of reading skills would be appropriate.
According to Gretchen (2003) research, the textbook has a process for
developing curriculum that is based on a needs assessment of learners and
includes participation and input from other stakeholders. The curriculum and
instructional materials are easily accessible, up to date, appropriate for
learners, culturally sensitive, oriented to the language and literacy needs of
the learners, and suitable for a variety of learning styles.
Textbooks and Culture
Textbooks across the world are of different cultural orientations;
whether they are based on source cultures, target culture or international
target cultures. Source cultures refer to learners own culture, target culture
is the culture in which the target language is used as a first language while
international target cultures refer to various cultures in English, or nonEnglish-speaking countries which use English as an international language.
(Cortazzi and Jin, 1999). Consequently, this categorization will assist in
describing the cultural orientation of the textbook in this study.
Major Types of ELT Materials Evaluation
Hemsely (1997) drawing on the work of Chambers (1997)

impressionistic approach, a formal prior-to-use evaluation, and a process

approach. The impressionistic approach is an intuitive, informal approach
based on first impressions, perhaps gathered simply by flicking through
materials or by reading publicity blurb.
The second approach, widely advocated by Chambers (1997), is
considered systematic, detailed, principled and comprehensive, involving the
use of carefully developed procedures and checklist of criteria which are
used to perform a step-by-step examination of the materials.
The third approach, advocated mainly by Ellis (1987) includes three
sub-types: The "predictive" or pre-use evaluation, an "in-use" evaluation, and
a "post-use retrospective" evaluation. These stages equate with the "input
and throughput stage of Sheldons (1987, p.5) tripartite schema, the third
stage of which, output, refers to evaluation according to eventual learning
outcomes.
Combining the second and third approaches above, a systematic,
detailed and comprehensive post-use approach was followed to scrutinize
Interchange series using the main criteria of the checklists below.
Evaluation Checklists
Any

systematic

evaluation

will

necessarily

involve

the

use

of

formalized lists of criteria. There are many checklists proposed for the
purposes of course book evaluation. None of these checklists alone are
sufficient and effective.
Efforts have been made in this study to combine the salient features or
criteria of major checklists like those of Cunnigworth (1984, 1995), Sheldon
(1988), Skierso (1991), Hemsely (1997) and Coleman (1985).
The researcher has added some of his own mainly based on his
experience, as well as that of his colleagues. Therefore, the remainder of the

present study focuses on the criteria used to evaluate the series adopted in a
specific context, a private language school (a Cambridge Open Centre)
offering general EFL conversation classes.
As

textbook is a key component in most language programs. In

some situations serve as the basis for much of language input learners
receive and language practice that occurs in classroom. No matter what
form

of

materials

teacher

make

use

of

whether

they

teach

from

textbooks, institutional materials or teacher prepared materials, they

represent plans for teaching. They do not represent the process of teaching
itself. As teachers use material, they adapt and transform them to suit the
needs of particular group of learners and their own teaching styles. It is
useful, therefore, to collect information. The collected information can serve
following purposes
To document effective ways of using materials
To provide feedback on how materials work.
To keep a record of additions, deletions and supplementary materials may
has used with the materials.
To assist other teachers in using the materials.
Cunningsworth (1995) [cited in J.C. Richard. The Role of Textbooks in a
Language Program. www.professorjacjrichards.com/pdfs/role-of-textbokk.pdf]
proposes four criteria for evaluating textbook particularly course book:
1) They should correspond to learners needs. They should match the aims
and objectives of language learning program
2) They should reflect the uses (present of future) which learners will
make of the language. Textbooks should be chosen that will help to
equip students to use language effectively for their own purposes.

3) They should take account of students need as learners should

facilitate their learning processes, without dogmatically imposing a
rigid method
4) They should have a clear role as a support for learning. Like
teachers

they

mediate between the target language and the

learner.
Textbook is a book that "the teacher and each student have a copy of
and which is in principle to be followed systematically as the basis for a
language course" (Ur, 1996, p.183). The term (course book) is used
alternatively. Textbooks are specially designed for instructional purpose
(Richards, 2001). Hutchinson and Torres (1994) suggest:"The textbook is an
almost universal element of [English language] teaching. Millions of copies
are sold every year, and numerous aid projects have been set up to produce
them in [various] countriesNo teaching-learning situation, it seems, is
complete until it has its relevant textbook" (p.315).
Textbooks have many purposes. A textbook is a powerful media for
teaching and learning (Tanner, 1988, p. 141). It is a necessary tool for
regular students and guide for the inexperienced teachers (Govt. of
Pakistan, 2000, p.23).
Sheldon (1988) believes textbooks are heavily utilized by teachers and
he identified three main reasons for this:
a) developing their own classroom materials is extremely difficult and
an arduous process

for teachers;

b) teachers have limited time in which developing new materials might

not be possible;
c) external pressure which restricts many teachers in introducing their
own developed

materials.

According to John (2001) majority of teachers use textbooks as their

principal curriculum guide and source of lessons(p.32). Tyson (1997) found
those new and in-experienced teachers, or those who lack in adequate time

for lesson planning, may actually teach from the first page of the textbook to
the last, skipping little or nothing (p. 89).
Cunningsworth (1995) points out that choosing a coursework is a
challenging task which is not an all-night one-shot decision, and needs the
investment of budget, time and energy on the side of both curriculum
developers and syllabus designers. Hence, the current textbooks which are
used in teaching curricula need to be evaluated according to certain criteria
to improve their effectiveness. Cunningsworth (1995) [cited in J.C.Richard.
The

Role

of

Textbooks

in

Program.www.professorjacjrichards.com/pdfs/role-of-textbokk.pdf]

Language
proposes

four criteria for evaluating textbook particularly course book

1) They should correspond to needs. They should match the aims and
objectives of language learning program
2) They should reflect the uses (present of future) which will make of the
language. Textbooks should be chosen that will help to equip learners to use
language effectively for their own purposes.
3) They should take account of learners need as should facilitate their
learning processes, without dogmatically imposing a rigid method.
4) They should have a clear role as a support for learning. Like teacher, they
mediate between the target language and the learner.
It is often stated that most teachers tend to follow at least one
textbook as their source of guidance in process of language teaching. They
feel that it is very difficult for them to teach systematically without
textbooks. Indeed, textbooks play a crucial role in providing a base of
materials for both teachers and learners.
There has been a great amount of literature
review on textbook evaluation. This emphasizes its importance in material
development. There is a serious need to put focus on the improvement of
the quality of the textbooks (Govt. of Pakistan, 2007, p.24). This highlights
the need for a careful review of textbooks. Williams (1983) maintains that,

any textbook should be used judiciously, since it cannot cater equally to the
requirements of every classroom setting (p.251). Sheldon (1988) has
offered several reasons for textbook evaluation. He suggests that the
selection of an ELT textbook often signals an important administrative and
educational decision in which there is considerable professional, financial, or
even political investment. A thorough evaluation, therefore, would enable the
managerial and teaching staff of a specific institution or organization to
discriminate between all of the available textbooks on the market. Moreover,
it would provide for a sense of familiarity with a book's content thus assisting
educators in identifying the particular strengths and weaknesses in
textbooks already in use. This would go a long way in ultimately assisting
teachers with making optimum use of a book's strong points and recognizing
the shortcomings of certain exercises, tasks, and entire texts .If one accepts
the value of textbooks in ELT then it must surely be with the qualification that
they are of an acceptable level of quality, usefulness, and appropriateness
for the context and people with whom they are being used. While the
literature on the subject of textbook evaluation is not particularly extensive,
various writers have suggested ways of helping teachers to be more
sophisticated in

their

evaluative

approach, by

presenting

evaluation

'checklists' based on apparently generalize criteria that can be used by both

teachers and learners in many different situations. Although Sheldon (1988)
suggests that no general list of criteria can ever really be applied to all
teaching and learning contexts without considerable modification. Most of
these standardized evaluation checklists contain similar components that
can be used as helpful starting points for ELT practitioners in a wide variety
of situations. Planning in strategies involves deciding on where to focus
attention, how to focus the attention, and how often to give attention to the
item. Different types of planning strategies include choosing word, choosing
different aspects of word knowledge, choosing appropriate strategies and
planning repetition.

The analysis of the approved textbooks is based on four parameters: a)

compliance of these textbooks with objectives (based on cognition levels) of
the National Curriculum; b) coverage of the depth and breadth of the content
given in the curriculum; c) amount of space allocated to different topics in
the book with respect to amount of time and weightage of the topic specified
in the curriculum guidelines to deliver in the grade, and d) overall
presentation of the book. These are the basic parameters for textbook
evaluation in any setting (American Textbook Council , 2002; Department of
Education

of

Philippines,

2004;

National

Institute

for

Educational

Development, Ministry of Education, Republic of Namibia, 2005; Ministry of

Education, Government of the republic of Trinidad and Tobago, 2005; Ontario
Ministry of Education, Canada, 2006; Rotich and Musakali (2006) in
describing Role of the Ministerial Textbook Vetting Committee in Kenya;
Ministry of Education Malaysia, 2009).
Cunningsworth (1995) discusses the reasons for materials evaluation
as follows: Reasons for material evaluation activities are many and varied.
The intention to adopt new course books is a major and frequent reason for
evaluation. Another reason is to identify particular strengths and weaknesses
in course books already in use, so that optimum use can be made of their
strong points, whilst their weaker areas can be strengthened through
adaptation or by substituting material from other books (p.14).
Ellis (1997) distinguishes two types of predictive and retrospective
material evaluation and argues that teachers should perform empirical,
impressionistic evaluation of the course books during the course. Although a
rich body of research can be found in the literature in the field regarding the
evaluation of Iranian high School English textbooks, little research can be
found in the literature which scrutinizes the materials in the books.
Williams (1983), Sheldon (1988), Brown (1995), Cunningsworth (1995)
and Harmer (1996) all agree, for instance, that evaluation checklists should
have some criteria pertaining to the physical characteristics of textbooks
such as layout, organizational, and logistical characteristics. Other important

criteria that should be incorporated are those that assess a textbook's

methodology, aims, and approaches and the degree to which a set of
materials is not only teachable but also fits the needs of the individual
teacher's approach as well as the organization's overall curriculum.
Moreover, criteria should analyze the specific language, functions, grammar,
and skills content that are covered by a particular textbook as well as the
relevance of linguistic items to the prevailing socio-cultural environment.
Finally,

textbook

evaluations

should

include

criteria

that

pertain

to

representation of cultural and gender components in addition to the extent

to which the linguistic items, subjects, content, and topics match up to
learners' personalities, backgrounds, needs, and interests as well as those of
the teacher and/or institution. Cunningsworth (1995) and Ellis (1997) have
suggested that there are three different types of material evaluation. They
argue that the most common form is probably the predictive or pre-use
evaluation that is designed to examine the future or potential performance of
a textbook. The other types of textbook evaluation are the in-use evaluation
designed to examine material that is currently being used and the
retrospective or post-use (reflective) evaluation of a textbook that has
been used in any respective institution.
This particular research can be classified as the retrospective type of
evaluation in which an attempt is made to check the characteristics of the
textbooks under study against a collection of criteria proposed by various
researchers. Grant (1987) regards material evaluation as an ongoing
process. He suggests three stages of evaluation

Initial evaluation
Detailed evaluation
In-use evaluation

1) The initial evaluation as it implies, refers to the quick process in which

teachers are engaged in preface, contents and abstracts of a textbook. The
purpose is to decide whether book available is likely to be worth looking

2) The next stage of Grants suggestion is called detailed evaluation by

which teacher can make their own value judgment in choosing new
materials. In doing so,
A questionnaire is of great assistance to teachers.
3) Through in use evaluation, a further concern derived this process is that
by constant evaluation one can ensure that teacher is the master and not
the slave of textbook.
Cunningsworth (1984) one of the leading scholar offers a set of
guidelines that summarize the underlying principles with regard to material
evaluation:
1) Relates the teaching materials to your aims and objectives.
2) Be aware of what is for and select teachings material which will help to
equip learners to use language effectively for their own purpose.
3) Consider the relationship between language, the learning process and the
learner.

CHAPTER 3
Materials and Methods
3.1 Material
Two English textbooks of Grade-9 and Grade-10 are selected for current
study prepared under the approval of Government of Punjab, Pakistan. The
textbook of Grade-9 is published by Punjab textbook Board, Lahore and the
textbook of Grade-10 is published by Caravan Book House, Lahore, Pakistan.
3.2 Research Design
For the analysis and evaluation of data, research design provides a graphic
representation of the whole work. In this study quantitative and qualitative
evaluation produced significant results. The data were selected from the
exercises and contents of these textbooks for evaluation and analyzed
according to the needs of the Pakistani students. The design of this
evaluation was based on this assumption that these English textbooks are
designed according to the needs of the Pakistani students.
3.3 Procedure
Two kinds of methods are applied to find out textbook evaluation
results. The first method is to analyze the quantitative aspects. Both the
frequency and the percentage of activities, exercises and contents are given
in textbooks in which different skills are to interpret. Both textbooks are
evaluated individually and the data analysis and interpretation of the data
are described in tables, graphs quantitatively and discussed qualitatively.
Then from these results an adopted checklist is designed by the researcher
herself.
3.4 Instrument
In this evaluation the instruments are content and exercises
activities related to different language skills like listening, speaking, reading,

writing, vocabulary, and grammar and interpreted in the form of tables and
graphs. Then from these findings an adapted checklist was developed as an
instrument.
3.5 Data Collection Procedure
Data were collected from the English textbooks exercises activities
and contents for Grade-9 and Grade-10.
3.5 Data Analysis
Data were analyzed through using frequency and percentages of
different English language skills used in exercises activities and contents of
grade-9 and grade-10 textbooks. Then from this evaluation a checklist was
developed to evaluate the results of this evaluation.

CHAPTER 4
Discussion and Results
According to Vilagran, Idioma estranger i la seva didctica 4 Skills: Listening,
2008, four basic skills are related to each other by two parameters:
1.the mode of communication: oral or written
2. the direction of communication: producing or receiving the message
They have classified these four skills in such a way.
SKILLS
RECEPTIVE
PRODUCTIVE

ORAL
LISTENING
SPEAKING

WRITTEN
READING
WRITING

First of all they have categorized these skills. They preferred receptive
skill first i.e listening and reading. Then comes productive skill i.e speaking
and writing.
In both textbooks of Grade-9 & Grade-10, one section of oral
communication skills is given which means listening & speaking skills. So
first if all, we will discuss Oral communication skills.
4.1 Oral Communication Skills
4.1.1 Listening Skill
Frequency and percentage 0f listening skill in Exercise type
Exercise Type

Frequency in Grade- Frequency in Grade-

Interactive
Non-Interactive
Total
Percentage

9
11
10
21
9%
Table.1

10
12
06
18
8%

The listening skill is further divided into two types (Vilagran, Idioma
estranger i la seva didctica 4 Skills: Listening, 2008), interactive i-e face-toface conversations, telephone calls. It occurs between two persons or groups
where other persons interact with each other. Then there is non-interactive
activity which means one-way communication. There is no interaction with
each other .Its examples are listening to the radio, TV, films, lectures or
sermons.

Prcentage of Listening skill activities in Grade-9

Non-Interactive; 48%

Interactive; 52%

Figure.1

Percentage of Lisening skill activities in Grade-10

Non-Interactive; 33%

Interactive; 67%

Figure.2
Interactive activities in Grade-9 & Grade-10 textbooks

are group

discussions, interviews, dialogues and answering questions. Non-interactive

activities in Grade-9 and Grade-10 are expressions, role plays, analyzing
questions and answers, and presentations.
Percentages of listening skill in Grade-9 & in Grade-10 Textbooks are 9% &
8% respectively.
4.1.2 Speaking Skill
Frequency and percentage of speaking skill in Exercise type
Exercise Type

Frequency in Grade- Frequency in Grade-

Interactive
Partially Interactive
Non-Interactive
Pronunciation
Total
Percentage

9
07
09
05
05
26
11 %

10
11
07
02
04
24
11%

Table.2
Activities in the exercises related to speaking skill are interactive,
partially interactive, non-interactive (Vilagran, Idioma estranger i la seva
didctica 4 Skills: Speaking, 2008) and pronunciation. The concept of
interactive and non-interactive is the same in this skill too. Partially
interactive means speech to a live audience where an audience does not
speak. The speaker notices the impressions of audience only.

Percentage of speaking skill activities in Grade-9

Pronunciation; 19%

Interactive; 27%

Non-Interactive; 19%

Patially Interactive; 35%

Figure.3

Percentage speaking skill activities in Grade=10

Pronunciation; 17%
Non-Interactive; 8%

Interactive; 46%

Partially Interactive; 29%

Figure.4
Percentages of speaking skill in Grade-9 & in Grade-10 textbooks are 11% &
11% respectively.
4.2

Written Skills

4.2.1. Reading Skill

Frequency and percentage 0f reading skill in Exercise type
Exercise Type

Frequency in Grade- Frequency in Grade9

literary 13

10
10

Experience
Reading to acquire and use 21

21

information
Total
Percentage

31
14 %

Reading

for

34
15 %
Table.3

Reading skill is divided into two categories i-e reading for literary
experience which means imagined events, actions, setting, characters,
atmosphere, feelings and ideas. It is a narrative fiction. It explores situations
and feelings for the readers they never encountered.
Secondly Reading to acquire and use information is related to the
aspects of real life universe and not imagined one. Readers can go beyond
information and use it in reasoning and action. (PIRLS Reading Purposes and
Processes of Reading Comprehension, n.d.)

Percentage of reading skill activities in Grade-9

Reading for literary Experience; 38%

Reading to acquire and use information; 62%

Figure.5

Percentage of reading skill activities in Grade-10

Reading for literary experience; 32%

reading to acquire and use information; 68%

Figure.6
Percentages of reading skill in Grade-9 & in Grade-10 textbooks are 15% &
14% respectively.

4.2.2 Writing Skill

Frequency and percentage 0f Writing skill in Exercise type
Exercise Type

Frequency in Grade- Frequency in Grade-

Descriptive
Compare and Contrast
Expository
Narrative
Persuasive
Paraphrase
Precis
Summary
Letter
Application
Main Idea
Total
Percentage

9
02
03
17
01
02
01
02
07
02
02
0
39
17 %
Table.4

Different

types

of

writing

exercises

10
08
02
15
02
O
01
05
05
04
05
03
50
22 %

are

included

here

depewschools.org, 2015 presented five types of writing which are also

included here. These are Descriptive; in which a picture for readers is
created through description so they can become the part of it, compare
and contrast; related to similarities and differences about topics, subjects
or objects, Expository means to explain something lie essays etc,
Narrative is that kind of writing where a story is told, and the last one is
Persuasive that means a kind of writings which change the mind of the
reader about something.
Other writing skills are also included in Exercise types which are
paraphrase, prcis, summary, letter, application, main idea.

Percentage of writing skill activities in Grade-9

application; 5% descriptive; 5%
letter; 5%
compare and contrast; 8%
summary; 18%
precis; 5%
paraphrase; 3%
persuasive; 5%

expository; 44%

narrative; 3%

Figure.7

Percentage of writing skill activities in Grade-10

main idea; 6%
application; 10%
letter; 8%

descriptive; 16%
compare and contrast; 4%

summary; 10%
precis; 10%

expository; 30%

paraphrase; 2% narrative; 4%

Figure.8
Percentages of writing skill activities in Grade-9 & Grade-10 textbooks are
17% & 22% respectively.
4.3

Other Skills

4.3.1 Vocabulary
Frequency and percentage 0f vocabulary in Exercise type
Exercise Type

Frequency

Synonyms
Antonyms
Prefix/ Suffix
Sentence formation
Word formation
Matching Column
Multiple Choice
Dictionary use
Connotation
Abbreviation

Grade-9
06
02
01
08
02
04
07
05
02
01

in Frequency in
Grade-10
13
01
03
07
01
0
01
01
04
0

Cognates
Phrasal verb
Translation
Denotation
Comparative adjective
To-infinitive
Specialized
vocabulary
specific field/person
Total
percentage

related

01
0
0
0
0
0
to 0

39
17 %
Table.5

0
01
05
01
01
01
02
42
19 %

specialized vocabulary related

specialized
to specific
vocabulary
field/person
related to specific field/person; 0%
To-Infinitive
To-Infinitive; 0%
comparecompare
adjectiveadjective; 0%
denotation
denotation; 0%
translation
translation; 0%
phrasal
phrasal
verb verb; 0%
cognates
cognates; 3%
abbrevation
abbrevation; 3%
connotation
connotation; 5%
dictionary use dictionary use; 13%
multiple choice

multiple choice; 18%

matching column
matching column; 10%
word formation
word formation; 5%
sentence formation

sentence formation; 21%

prefix/suffix
prefix/suffix; 3%
antonyms
antonyms; 5%
synonyms
0%

Figure.9

synonyms; 15%
5%

10%

15%

20%

25%

specialized vocabulary related to specific field/person; 5%

To-Infinitive; 2%
comparative adjective; 2%
denotation; 2%

synonms; 32%

translation; 12%
phrasal verb; 2%
connotation; 10%
dictionary use; 2%
multiple hoice; 2%

antonyms; 2%
prefix/suffix; 7%

word formation; 2% sentence formation; 17%

Figure.10
Percentages of vocabulary activities in Grade-9 & Grade-10 textbooks are
17% & 19% respectively.
4.3.2 Grammar
Frequency and percentage of grammar in Exercise type
Exercise Type

Frequency

Activities related to verb

Nouns
Pronouns
Adjectives
Adverb
Preposition
Gerund/ infinitive
Gerund/ Indefinite/Prepositional phrase
Participles
Article

Grade-9
06
03
04
06
10
06
01
0
02
02

in Frequency in
Grade-10
04
05
05
05
05
02
02
01
01
01

Punctuation
Tense
Exclamatory/ Assertive/ Imperative.
Conjunction
Different kinds of sentences
Change voice
Direct/ Indirect
Transitional devices
Use of comma
Multiple choice based on mixed grammar

05
06
01
04
06
02
03
02
0
03

02
08
0
01
05
05
03
0
01
0

items
Use of must/ mustnt
Hyphen
Total
Frequency

0
0
72
31 %

01
01
56
25 %

Table .6
Grammar items are graded from easy to complex. Every grammar item
is explained nicely before its related activity with proper examples. So we
can say that input about grammar is applied first then exercises are given.

1% related to verb; 8%
multiple choice based on mixed grammargerund/infinitive;
items; 4% activities
transitional devices; 3%

nouns; 4%
different kinds
of sentences;
direct/indirect;
4% 8%
pronouns; 6%
conjunction; 6%
adjectives; 8%
change voice; 3%
exclamatory/assertive/imperative; 1%
adverb; 13%
tense; 8%
preposition; 8%
punctuation; 7%
article; 3% participles; 3%

Figure.11

use of must/mustn't; 2% hyphen; 2% activities related to verb; 7%

changeuse
voice;
8%
of comma;
2%

nouns; 8%
pronouns; 8%

direct/indirect;
5%8%
different kinds
of sentences;

adjectives; 8%

conjunction; 2%
tense; 13%

adverb; 8%

punctuation; 4%
preposition; 4%
article; 2% participles; 2% gerund/indefinite/prepositional phrase; 2% gerund/infinitive; 4%

Figure.12
The percentage of grammar items in Grade-9 is 31% and in Grade-10 is 25%.
This is the major part of all the skills in exercise type.

4.5 Percentages of all Major Skills in Textbooks

Exercise Type

Grammar
vocabulary
Writing
Reading
Speaking
Listening
Multiple

Total

Percentag

Total

Percentage

Frequency in e

Frequency

Grade-9

in

72
39
39
34
26
21
o

Grade-

10
56
42
50
31
24
18
03

31 %
17 %
17 %
15 %
11 %
9%
O%

25 %
19 %
50 %
31 %
24 %
8%
1%

choice based
on all skills
Table .7

Chart Title
Percentageof all major skills in Textbook in Grade-9
100%
31%

200%
17%

300%
17%

400%
15%

500%

11%

600%

700%

9%
0%

Figure.13

Percentage of all the major skills in Textbook in Grade-10

Percentage of all the major skills in Textbook in Grade-10
25%
19% 22%
14%
11%
8%
1%

Figure.14
4.5 Needs Analysis
The new curriculum aims to provide holistic opportunities to the
students for language development and to equip them with competencies in
using the English language for communication in academic and social
contexts, while enabling them to be autonomous and lifelong learners to
better adapt to the ever changing local and world society, and to knowledge
advancement.(National Curriculum for English Language Grades I-XII, 2006.
p.1)
The main focus of the curriculum 2006 is to equip the students with
competencies in using the English language for communication in academic
and social contexts. In such regard a survey has been done on needs
analysis of the students of Pakistan. The results of this survey of Pakistani
students ( Khan, 2007) can be represented graphically as:

Grammar; 4% Listening; 8%
Vocabulary; 5%
Writing; 6%
Reading; 4%

Speaking; 73%

Figure.16
The main focus of the students' needs in Pakistani scenario is speaking
skill as they have to communicate efficiently in various spheres of their life.
Students should learn English as their second language. The main focus is on
communication skill because they have to communicate with the natives and
non-natives as well.
For this study the course is showing a completely different trend.
Only11% & 24% activities in the textbooks of Grade-9 & Grade-10 for
speaking skill are not enough for communicative needs. .
On the other hand, the focus is on grammar and writing, vocabulary
skills. Grammar skills in Grade-9 & Grade-10 are 31% & 25% respectively
and vocabulary items are 17% & 19%. While according to the needs of the
students, they required only 4% for grammar skills and 5% for vocabulary
skills.
Other skills like listening and reading are acceptable to some extent as
compared to the needs analysis of Pakistani students.

The major focus of these two English textbooks is on grammar skill but
the requirement is totally the speaking skill which is neglected in these
prescribed textbooks.
4.6 Comparative analysis of all major skills with needs analysis of
Pakistani students
Exercise Type

Percentage

of Percentage

Grammar
vocabulary
Writing
Reading
Speaking
Listening

needs analysis
4%
5%
6%
4%
74%
8%

Grade-9
31 %
17 %
17 %
15 %
11 %
9%
Table .8

of Percentage

of

Grade-10
25 %
19 %
50 %
31 %
24 %
8%

4.7 Content analysis

Content analysis shows that how much selected units are according to
the needs of the learners. As it is the demand of National Curriculum 2006
that prescribed textbooks should fulfill the social needs of the students so
these textbooks must contain some topics on their own culture. Students
learn English as their second language. So topics on foreign culture should
be added too. In this way they have the material to speak about or
communicate with the foreigners. The following table shows the frequency of
textbooks topics about local and foreign culture and other important topics
too.

4.8 Content Types in Textbooks of Grade 9 and 10

Type
Local Culture
Foreign Culture

Frequency in units Frequency in units

in Grade-9
0
0

in Grade-10
0
01

Religion specific
Literary type
Media
Politics
Nation Specific
Related to real life
Related to history

02
03
01
0
02
03
01

02
06
01
0
0
03
0
Table .9

The following charts show the percentage of textbooks contents of Grade-9

& Grade-10.

related to history; 8%
religion specific; 17%
related to real life; 25%

literary type; 25%

nation specific; 17%

media; 8%

Figure.17

foreign culture; 8%
related to real life; 23%
religion specific; 15%

media; 8%

literary type; 46%

Figure.18
The content related data shows that contents are related to learners
real life but according the culture point of view they are not meeting
students needs. If students learn through their own culture, it will be
beneficial in understanding the foreign culture. These textbooks content
show that percentage of foreign culture is 0 % in Grade-9 and 8% in Grade10 and percentage of local culture is 0% in both books. This result is making
a contrast to the students actual needs.
On the other hand religious, literary type, media are to some extent
acceptable but topics about history and politics are almost missing.
On the basis

of this

quantitative analysis

some features

are

represented qualitatively in the form of a checklist. For this purpose, a scale

was developed as:
Not Meeting Approaching Meeting Exceeding
Sr.

Grad

Not

Approachi

Meetin Exceedi

No

Meetin

ng

ng

In

exercises

activities,
listening skill is
fulfilling

the

students needs
2

In

exercises

activities,
speaking skill is
fulfilling
3

the

students needs
In
exercises
activities,
reading skill is
fulfilling

the

students needs
In
exercises
activities,
writing

skill

fulfilling
5

is
the

students needs
In
exercises
activities,
grammar skill is
fulfilling

the

students needs
In
exercises
activities,
vocabulary skill
is

fulfilling

the

students needs
Contents of
these textbooks

meet

the

language needs
8

of the students
Contents
of
these textbooks
are
corresponding

students

real

life
Contents

of

these textbooks
are
corresponding
10

history
Contents

of

these textbooks
are
with
11

associated
students

local culture
Contents

of

these textbooks
are
12

elaborating

foreign culture
Contents
of
these textbooks
are

related

to

religious
13

ideology
Contents

of

these textbooks

14

are related

to

literature
Contents

of

these textbooks
are
15

related

media
Contents

to
of

these textbooks
are
16

related

politics
Contents

to
of

these textbooks
are

related

to

national aspects

Findings and Results

According to the needs analysis of the students in Pakistan, speaking
skill is focused and its requirement is 74% in learning perspective. But the
results of speaking skill activities in both text books are 11% in grade-9 and
11% in grade-10 which is totally not meeting the students needs. The main
focus is on grammar which is 31% in grade-9 and 25% in grade-10.but the
requirement according to the needs analysis is 4% only. On the other hand
vocabulary items are 17% in grade-9 and 19% in grade-10 but the students
need only 5%.Writing activities in grade-9 are 17% and in grade-10 are 22%
but the requirement of the students is only 6%.Reading activities in grade-9
are 15% and in grade-10 are 14% but the requirement of the students is only
4%.Only the listening skill is according to the needs of the Pakistani students
as its percentage in grade-9 is 9% and in grade-10 is 8% and students need
8% which is almost equivalent to their needs.

The evaluation shows that the contents are related to students real life
but culturally they are totally ignored as real life topics in grade-9 are 25%
and in grade-10 are 23%.If students will not be able to speak about their own
culture then how they will be able to learn about foreign cultural language.
But in these prescribed text books the percentage of local culture in both
books id 0% and topics related to foreign culture in grade-9 is 0% and in
grade 10 is 8% only. This result is not fulfilling the students needs according
to their social environment. The elements of religion, literature, media and
nation are to some extent meeting the students needs. But topics about
politics and history are altogether missing.

CHAPTER 5
Summary and Conclusion
Summary
The present evaluation was related to the basic English language skills
(i-e listening, speaking, reading, writing, vocabulary, grammar) in exercises
and content analysis according to the needs of the Pakistani learners. The
aim of the present study was to investigate the merits and demerits of these
textbooks according to the needs of the students in Pakistan.

The data for the study were collected quantitatively from the exercises
found at the end of each unit. The contents of these textbooks were also
selected for evaluation and analyzed according to students individual and
social needs .Results were shown in the form of frequency and percentage.
Then an adopted checklist was developed to show the findings of this
evaluation qualitatively. The findings showed that the selected textbooks do
not meet the needs of the Pakistani students. The need of the students in
Pakistani scenario is speaking skill of which practical activities are almost not
up to the mark.

Conclusion

The pre-use evaluation of the prescribed text books depicts that these
text books are not designed according to the learners needs. They are
lacking

in

speaking

skill

based

activities

which

is

students

major

requirement. Contents are also not meeting the cultural needs of the
students. The evaluation shows that there are sets of shortcomings which
need urgent remedies in order to improve the English language skills of the
students. The text books need to be balanced in all skills that is listening,
speaking, reading and writing.

Recommendations
On

the

basis

of

the

above

conclusions,

recommend

some

recommendations.
1. Textbooks must be revised time to time according to the needs of the
learners in their individual and social environment.
2. Textbooks of good qualities should be retained and shortcomings
should be reduced.
3. Supervisors and teachers must be consulted when designing or
revising a textbook..
4. An appropriate plan should be developed to play a proper role by the
textbook developers, teachers, students and educationist for effective
textbook development and implementation in an educational field.

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