Semnan University

Faculty of Humanities

Thesis title:
An Evaluative Study of ELT Textbooks in
Private Institutes by ELT Experts and Learners
in Mazandaran

Thesis Submitted to the Graduate Studies Office

in Partial Fulfillment of the Requirements for the
Degree of MA in TEFL

Supervisor:
Dr. A. R. Sadeghi

Advisor:
Dr. A. Moradan

By:
Negar Rahmani

January, 2011

1 
 
Dedication

To:

All the curious minds who want to know

more…

2 
 
Acknowledgement

I would like to express my heartfelt gratitude to my

most honored professor and supervisor Dr. Sadeghi.
Equally, I would like to express my appreciation to
Dr. Moradan for his enlightening advice.
I would like to thank my family whose support has
kept me going. I am also indebted to my friends for
their support and kindness.
I wish to thank all the professors and students whose
help and participation enable me to carry out this study.
I would also like to appreciate the cooperation of all
who participated in the present study.

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Table of contents

Title Page
Dedication ……………………………………………………............. I
Acknowledgements ……………………...…………………………....II
Table of contents……………………………………………………...III
List of tables………………………………………………………...VIII
Abstract ………………………………………………………….….XIV

Chapter 1: Introduction ………………………………….…....…….1

1.1. Overview………………………………………………..…....… .2
1.2. Statement of the problem …………………………………..…... ..3
1.3. Significance of the Study………………………….…………….. .6
1.4. Research Questions………………………………………...….,…9
1.5. Research hypothesis……………………………………………...10
1.6. The limitations of the study………………………………………11
1.7. The definitions of the key terms……………………….………....12
1.8. Conclusion…………………………………………..………........14

Chapter 2: Review of literature ………………………………...…..15

2.1. Overview……………………………………….……….……......16

2.2. The Role of Textbook in Classroom………………….……….…16

2.3. Features of Effective Textbooks……………………………...…..19

2.4. Differences of Emphasis in Textbooks…………………………...22

2.5. Monitoring the Use of Textbooks…………………………….......24

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2.6. Justification for Textbook Evaluation…………………………….25

2.7. Textbook Evaluation Methods………………………….…...........26

2.7.1. Predictive Evaluation……………………………………...28

2.7.2. Retrospective evaluation…………………………………..29

2.7.3. Empirical and impressionistic evaluations………….….….30

2.7.4. Macro and micro evaluations………………………..….....30

2.7.5. External evaluation……………………………….……….31

2.8. Evaluation Procedure…………………………………….……….32

2. 9. Criteria for Textbook Evaluation………………….……....……..33

2.10. Checklist approach and Textbook Evaluation………………......36

2.11. Research on Textbook Evaluation…………………………........40

2.11.1. Research on textbook evaluation studies in Iran………...40

2.11.2. Some material evaluation studies in other countries…….48

2.12. Conclusion…………………………………………………........54

Chapter 3: Method …………………………………………….....….55

3.1. Overview………………………………………………….………56
3.2. Research questions…………………………………………….….56
3.3. Method………………………………………………………..…..57
3.4. Participants…………………………………………………....…..57
3.4.1. Iranian ELT experts………………………………………...57
3.4.2. Intermediate level Students of different English institutes in
Mazandaran province………………………………………………….58
5 
 
3.5. Data collection instruments……………………………………...60
3.5.1. Questionnaire…………………………………………….61
3.5.1.1. Reliability of the questionnaires…………………..…...62
3.5.1.2. Experts` questionnaire……………………………...….62
3.5.1.3. Students` questionnaire…………………………….......63
3.6. Materials………………………………………………………....65
3.6.1. Interchange Third edition, Book 1…………………….....66
3.6.2. New Headway English Course, Intermediate level……....66
3.6.3. True Colors, Basic B………………………………….….66
3.6.4. Spectrum, Book 4B………………………………….…...67
3.7. Procedure…………………………………………….……...……67
3.8. Data analysis……………………………………………………..70
3.9. Conclusion……………………………………………………......71
Chapter 4: Results and discussions………………………………...72
4.1. Overview………………………………………………………....73
4.2. Results……………………………………………………….…...73
4.3. General results for experts` questionnaire………………………..74
4.4. Concluding analysis of experts` questionnaire………..........…...103
4.5. General results for students` questionnaire……………….....…..113
4.6. Concluding analysis of students` questionnaire…………….…...128
4.7. Comments and opinions…………………………………………133
4.7.1. ELT experts` Comments……………………………...…....133
4.7.2. ELT students` comments…………………………………..135
4.8. Evaluation of the four widely used ELT textbooks in
Mazandaran………………………………………………………......137
4.8.1. The evaluation of the Interchange third edition, book 1 based
on the criteria prepared by Iranian ELT experts and ELT learners of
Mazandaran…………………………..………………………….....137

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 4.8.2. The evaluation of the New Headway English Course,
Intermediate level based on Iranian ELT experts and Mazandaran`s
students` criteria……………………………………...…………..….159
4.8.3. The evaluation of the True Colors, 4B, Intermediate level
based on Iranian ELT experts and Mazandaran`s students`
criteria……………………………………………………………......179
4.8.4. The evaluation of the Spectrum, Book 4B based on Iranian
ELT experts and Mazandaran`s students` criteria………………...…198
4.9. Conclusion………………………………………………….…...216

Chapter 5: Conclusions and implications…………………..….....217

5.1. Overview……………………………………………………..…218
5.2. Conclusions for the research questions and hypothesis……..….218
5.3. Discussion……………………………………………………….233
5.4. Implications for policy makers……………………………..…...236
5.5. Implications for language teachers………………………….......237
5.6. Implications for material developers…………………………....238
5.7. Suggestions for further research…………………………..…….239

References..........................................................................................241
Appendix A: ELT experts` questionnaire ……………………..…...253
Appendix B: ELT students` questionnaire …………………...……..255

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List of tables

Table 1. The frequencies of textbook distribution………………….….68

General results for experts` questionnaire…………………….........74
Table 2. The price of a textbook…………………………….………....75
Table 3. The accessibility of a textbook………………………………..76
Table 4. Date of the publication………………………………………..76
Table 5. Considering whether the material imposes any physical
restraints………….……………………………………………………..77
Table 6. Considering the existence of a teacher`s guide, workbook, and
audio-tapes accompany the textbook…………………………………...77
Table7. Appropriateness of the layout and design of the pages………..78
Table 8. Effective organization of the table of contents of a
textbook………………………………………………………………...79
Table 9. Attractiveness of the pictures of a textbook……………….….79
Table 10. Readable fonts……………………………………………….80
Table 11. Motivating cover of the textbook……………………….…...80
Table 12. Clearness of the reason why the material was written by the
writer………...…………………………………………………………81
Table 13. Considering intended audiences and suitable context of a
textbook……………………………………………………………..…82
Table 14. Considering teaching approach of the material………….…..82
Table 15. Considering the roles of the teacher and the students in various
parts of the material………………………………………………….....83
Table 16. The author`s view on language and methodology…………...83
Table 17. Inclusion of a detailed overview of the functions, structures
and vocabulary that will be taught in each unit of the
book…………………………………………………………………….84
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Table 18. Inclusion of adequate review sections and exercises……..…85
Table 19. Inclusion of an adequate set of evaluation quizzes or testing
suggestions……………………………………………………………..85
Table 20. Inclusion of guidance and overview part in teacher`s book
about how the textbook can be used to utmost advantage…………….86
Table 21. Inclusion of an adequate vocabulary list or glossary……….86
Table 22. Sufficient communicative and meaningful practice ………..87
Table 23. Inclusion of pair and group work activities…………………88
Table 24. Introduction of the grammar points and vocabulary items in
motivating and realistic contexts……………………………………....88
Table 25. Activities which promote creative, original and independent
responses……………………………………………………………….89
Table 26. Easiness of the modification and adaptation of the textbook`s
activities………………………………………………………………..89
Table 27. Variety of the tasks in the textbook…………………………90
Table 28. Meaningfulness and authenticity of the tasks……………….91
Table 29. Tasks which encourage cooperation among learners……..…91
Table 30. Motivating and interesting tasks……………………….……92
Table 31. Tasks which are bound to classroom context…………….…92
Table 32. Inclusion of the skills that are related to the students` lives…93
Table 33. Appropriate balance of the four language skills in the
material……………..….……………………………………………….94
Table 34. Paying attention to sub-skills……………………...……..…..94
Table 35. Practicing natural pronunciation……………………………..95
Table 36. Focus on one skill more than others based on different
situations and needs………………………………………………….…96
Table 37. Authentic and real-life use of English in the textbook………97
Table 38. Appropriateness of the level of the language for students`
current ability in a specific context……………………………….…….97

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Table 39. Progression of grammar points and vocabulary items in an
appropriate way………………………………………………………..98
Table 40. Presentation of the grammar points with brief and easy
examples and explanations…………………………………………….99
Table 41. Representation of a diverse range of registers and accents in
the textbook…………………………………………………………....99
Table 42. The relevance of the subject and content of the textbook to
students` needs as English language learners………………………...100
Table 43. The realistic subject and content of the textbook………......101
Table 44. The interesting, challenging and motivating subject for
textbooks…………..………………………………………………….102
Table 45. Sufficient variety in the subject and content of the
textbook………………..……………………………………………...102
Table 46. The use of subjects and contents which are not culturally
biased……………….............................................................................103
Concluding analysis of experts` questionnaire………………….....103
Table 47. Practical considerations………………………………..…...105
Table 48. Layout and Design……………………………………….....106
Table 49. Approach and Methodology……………………………......107
Table 50. Overviews and Reviews………………..……………….….108
Table 51. Activities……………………………….……………..……109
Table 52. Tasks………………………………………..……………....110
Table 53. Skills ………………………………………………..….…..111
Table 54. Language type………………………………….…...……...112
Table 55. Subject and Content…………………………………...…...113
General results for students` questionnaire…………………….….113
Table 56. The price of the textbook…………………………………...114
Table 57. Accessibility of the textbook…………………………….....115
Table 58. The date of the publication……………………………....…115
Table 59. Appropriate design and layout of the pages……………….116
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Table 60. Motivating pictures of the textbook……………………….116
Table 61. Effective organization of the table of the contents………...117
Table 62. Communicative and meaningful practice……………….....117
Table 63. Group work activities……………………………………...118
Table 64. Practicing grammar……………………………………......119
Table 65. Practicing Vocabularies……………………………….......119
Table 66. Activities which promote creative, original and independent
responses……………………………………………………………...120
Table 67. Skills that are related to students` lives…………….……....121
Table 68. Appropriate balance of the four language skills in the
material…………………………………………………………....….121
Table 69. Practicing natural pronunciation (stress and
intonation)………………………........................................................122
Table 70. Paying attention to sub-skills i.e. listening for gist, note-taking,
skimming, etc………………………………………………………..122
Table 71. Practicing communicative strategies……………………...123
Table 72. Appropriateness of the level of the language for students`
current ability………………………………………………………..124
Table 73. Authentic and real life use of English in the textbook…....124
Table 74. The relevance of the subject and content of the textbook to
students` needs as English language learners…………………….….125
Table 75. Sufficient variety in the subject and content of the
textbook…………...……………………………………………...….125
Table 76. The use of subjects and contents which are not culturally
biased………………………………………………………………..126
Table 77. The existence of audio-tapes and CD accompany the
textbook………………......................................................................126
Table 78. The existence of keys and answers to tests and exercises at the
end of the textbook ………………………………………………….127

11 
 
Table 79. The existence of vocabulary lists at the end of the
textbook……………………………………………………………...127
Concluding analysis of students` questionnaire…………….…....128
Table 80. Practical considerations………………….…………..…...129
Table 81. Layout and Design………………………………………..130
Table 82. Activities………………………………………………….130
Table 83. Skills ……………………………………………………...131
Table 84. Language type………………………………………….…131
Table 85. Subject and Content…………………………….…….…..132
Table 86. Book facilities …………………………………………....133

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Abstract

Textbook is an indispensible part of every English classroom. The importance

of textbook in teaching and learning of English is undeniable. In fact, most of
the English language learners specially in Iran learn English through textbooks.
This importance shows that there must be an evaluative system in our
educational system. In other words, different kinds of material evaluation
procedures must be performed in order to ascertain the good quality of these
textbooks. Different kinds of ELT materials evaluation have been performed
during these years. Literature review of ELT materials evaluation shows that
most of these evaluative studies considered limited factors such as cultural
factors or sexuality factors in their evaluations. In Iran, the history of ELT
materials evaluation is still young. The reason for this deficit is deeply rooted
in our educational system. Most of the evaluation studies which have been
performed are also based on international criteria proposed by famous ELT
experts. The present study combines the evaluative criteria prepared by the
international ELT experts with the evaluative criteria proposed and ranked by
the Iranian ELT professors and students. The present study limited the scope of
this study by considering ELT materials in Mazandaran province. In order to
perform this study, the researcher considered four widely used ELT materials
in private English institutes of Mazandaran. Then, these textbooks were
evaluated based on some international evaluation criteria and some evaluation
schemes prepared and ranked by the Iranian ELT experts and ELT students of
Mazandaran. In fact, the present study wanted to determine whether these
widely used textbooks comply with the evaluative criteria proposed and ranked
by Iranian experts and students or not. The results show that while these widely
used textbooks are qualified in so many aspects, they enjoy some certain
deficits. However, in general, evaluation of these textbooks shows that these
textbooks comply with the predetermined evaluative criteria.

Key words: ELT material, ELT expert, evaluation, material evaluation,

checklist, criterion, scheme, material evaluation checklist

13 
 
Chapter One

Introduction

Plato:

"Do not request quickness of the work but try for its goodness,
because people will not ask you how long you did it, they search
for perfect work".

14 
 
1.1. Overview

The importance of textbooks in every educational system is

undeniable. According to Razmjoo (2007), Textbooks play a crucial role
in language classrooms in all types of educational institutions - public
schools, colleges, and language schools - all over the world. In some
contexts, teachers are free to choose their own textbooks. The vast
majority of teachers, however, have textbooks suggested, prescribed, or
assigned to them.
In some situations, textbooks serve as the basis for much of the
language input learners receive and the language practice that occurs in
the classroom. They may provide the basis for the content of the lessons,
the balance of skills taught, and the kinds of language tasks students
actively use. In other situations, textbooks may serve primarily to
supplement the teacher's instruction. For learners, textbooks may provide
a major source of contact they have with the target language, excluding
the input provided by the teacher. In the case of novice teachers,
textbook may also be utilized as a form of teacher training; that is, they
provide ideas on how to plan and teach lessons as well as formats that
teachers can use. Much of the language teaching that occurs throughout
the world today could not take place without the extensive use of
commercial textbooks. Learning how to use and adapt textbooks is hence
an important part of a teacher's professional knowledge (Richards, 2001).

Therefore, the importance of textbooks in the classroom context is

undeniable. Textbooks can put crucial and observable effects on teaching
and learning process and they are considered as the most visible
representation of what happens in the classroom. The evaluation of
current ELT materials merits serious considerations as an inappropriate

15 
 
choice may waste money and time, not to mention the bad effect that it
would have on students and possibly other colleagues. Because of this
importance, qualities and characteristics of the widely used materials and
textbooks must be considered. Therefore, textbooks must be evaluated
based on a series of predetermined criteria.

1.2. Statement of the problem

Language teaching nowadays is quite important in order to be able

to connect with different nations or people. English is the language that
most people speak around the world. It is also quite motivating to know
that two thirds of the world’s scientists write in English, while 80% of all
the information stored electronically around the world is in English.
English language is used everywhere whether in books, newspapers,
sports, medicine, technology or even music and academic conferences. In
fact, learning English or any other subject involves three main
participants, the teacher, the textbook, and the student (Alshumaimeri,
2001). 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).
Textbooks are the base of the curriculum and syllabus in most of
our classes, according to Vellegna (2004). Hutchinson and Torres (1994)
also 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 countries. No
teaching-learning situation, it seems, is complete until it has its relevant
textbook. “(p.315). yet, rarely do they offer adequate information for
learners’ pragmatic competence (Al-Madany, 2009). Therefore, these

16 
 
important issues about textbooks show that attention must be paid to the
quality and appropriateness of these widely used textbooks because, a
bad textbook can impede proper teaching and learning of English.
Therefore, teachers must have open minds towards textbook selections.
In fact the very important issue for teachers is to have a critical view
toward selecting and teaching textbooks. It means that teachers and any
educational system should not accept a textbook blindly without in-depth
textbook evaluation.
Sheldon (1988, as cited in Jahangard, 2007) 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. 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 (Jahangard, 2007).

The results of textbook evaluation done by teachers are more

practical and down to earth. It means that the consequences of these
evaluations can be used directly and easily by the teachers in their
17 
 
teaching process and in their selection of a particular textbook among
many other ones available in the market. Even if teachers are not allowed
to select their preferred textbook, the evaluation process can help them to
gain a more profound and critical view toward their textbook. By
considering merits or drawbacks of a textbook, teachers can understand
their book more deeply and this understanding can be beneficial for their
teaching ability. They can also enhance their self confidence by knowing
from A to Z of their textbook. All these would help teachers to become
experienced in their respective fields.

The culture of doing research, investigation and evaluation in Iran

is not common and developed. In fact it is not common for us to ask
"why" and "how". Most of us are satisfied with knowing "what". In ELT
realm "what" can be considered as teachers` will to know the name of the
textbook they are supposed to teach. But teachers should learn to go
beyond and take a critical view toward everything which is related to the
teaching and learning process.

Although many efforts have been done in the realm of English

language teaching in Iran, the average age and history of ELT in Iran is
young and inexperienced in comparison with other countries. In fact,
ELT has recently been considered as a serious field in Iran. Therefore,
teachers can fill this gap with their own efforts and they can start with
their own classes and with thoroughly evaluation of the widely used
materials available in their teaching contexts.

There are some widely used ELT textbooks in Iran like

Interchange, Headway, True Colors, Spectrum and many others which
are used in many institutes without considering and reviewing their
drawbacks and benefits. If teachers are going to teach a new language to
18 
 
others and if they are going to be good teachers, they should not accept
to choose a textbook blindly. This process will kill their creativity and
productivity. In other words, they should not teach a book because other
teachers teach that book. So, if they want to improve their teaching and
learning situation, they should not forget the most important means of
achieving this aim which is a textbook. Therefore, all ELT teachers must
be not only good teachers, but also good evaluators and reviewers of the
textbooks.
Another important issue is the fact that most of the ELT textbook
evaluations in Iran are performed based on the mere evaluative criteria of
the foreign ELT experts. Of course, their criteria are important and
reliable. But it must also be considered that different situations and
contexts can also influence the teaching and learning processes. Every
textbook should be modified to some extent based on different special
situations of different countries or different educational situations. The
present study considers international ELT experts` material evaluation
criteria with Iranian ELT experts` criteria. Therefore, the present study is
not biased and it considers the special preferences and ideas of Iranian
ELT experts in textbook evaluation. This combination of International
ELT experts` criteria with Iranian ELT experts` criteria makes the
evaluative criteria of the present study complete, comprehensive, and
contextually relevant.

1.3. Significance of the Study

Nowadays the importance of learning English as a foreign/second

language is undeniable and the need for learning English is increasing
among different groups of learners. In many educational fields
competence in English can be considered as the key factor for

19 
 
successfulness. In Iran the most reliable contexts for learning English are
the private English institutes. Because most of the learners of English
cannot learn it through university courses, therefore, they will rush into
the private institutes. So an in-depth study of the influential parameters
in learning a language can be considered significant here.

Different elements are influential in learning a language. Among

them are the context of learning or the classroom, the teacher, the learner
and the textbook. In fact textbooks are the most visible and manageable
variable in the process of language learning. Considering textbooks or
their different roles in the classroom is a practical and applicable concern
in comparison with other concerns.

ELT Textbooks can put significant and observable effects on

teaching and learning process and they are often the most visible
representation of what happens in the classrooms. Textbooks have many
benefits and these benefits are more than their drawbacks. Textbooks
give order and sequence to the teaching and learning procedure. They
can help teachers feel more confident and they can also empower
learners and provide a ground for learner autonomy. As it is obvious,
learners who want to study by their own can learn English through
textbooks without the help of teachers. Textbooks are also observable
and referable references for teaching and learning. Textbooks can
provide syllabus for ELT programs, they provide variety of learning
resources, they save teachers and learners` time, they can train young and
inexperienced teachers and they are also interesting and usually
appealing for their colorful pictures and images which show the culture
and life of other people.

20