An ELT textbook evaluation
A two-phase criterion
Keywords:EFL classes, EFL learners, materials, Summit 2B
It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study.Â Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.
Ajayi, L. (2005). Teachersâ€™ needs and predesigned instructional practices: An analysis of a reading/language arts course book for a second grade class. Reading
Improvement, 424, 200-211.
Breen, M. & Candlin, C. (1987). â€œWhich materials? A consumerâ€™s and designerâ€™s guide.â€ In Sheldon, L. E. (ed.): ELT Textbooks and Materials: Problems in Evaluation and Development. ELT Documents 126. London: MEP/ The British Council, 13-28.
Brown, H. D. (1994). Teaching by Principles. Prentice Hall.
Bouzid, H., A., Erguig, R., & Yeou, M. (2016). Towards a Reflective Textbook Evaluation Model. EFL JOURNAL, 1(3), p.219-233. DOI: http://dx.doi.org/10.21462/eflj.v1i3.21
Carter, R. (1998). Orders of reality: CANCORDE, communication and culture. ELT Journal, 521, Oxford University Press.
Cook, G. (1998). The use of reality: a reply to Ronald Carter. ELT Journal, 521.Oxford University Press.
Cunningsworth A (1995). Choosing Your Coursebook. Oxford: Heinemann Publishers Ltd.
Ellis, R. (1996). Does it â€˜Workâ€™? Evaluating Tasks in Language Teaching. The Language Teacher Online 20.Agust: www.jaltpublications.org.
Grant, N. (1987). Making the most of your textbook. Oxford: Heinnemann Publishers Ltd.
Hutchinson T. & Torres E (1994). The Textbook as Agent of Change. ELT Journal,484.
Mahmood, K. (2011). Conformity to Quality Characteristics of Textbooks: The Illusion of Textbook Evaluation in Pakistan.
Journal of Research and Reflections in Education, 52, 170 -190.
Maley A (1986) XANADU â€“ â€˜A miracle of rare deviceâ€™: the teaching of English in China. In JM Valdes (ed) Culture bound: bridging the cultural gap in language teaching. Cambridge: Cambridge University Press, pp. 102â€“111.
McDonough, J. & Shaw, C. (1993). Materials and Methods in ELT. Blackwell.
Mohammadi, M., & Abdi, H. (2014). Textbook Evaluation: A Case Study. Proceedings of the International Conference on Current Trends in ELT, p. 1148 â€“ 1155. doi: 10.1016/j.sbspro.2014.03.528
Nunan, D. (1991). Language Teaching Methodology. Prentice Hall.
Nursyahrifa, A., Mukhaiyar, B., & Jufrizal. M. (2019). Textbooks Evaluation: To What Extent Do the English Textbooks Provide Learning to promote Cognitive Skill? Metathesis: Journal of English Language Literature and Teaching, 3(1), p.78-91. DOI: 10.31002/ metathesis.v3i1.1250
Richards JC (2001). The Role Of text Books In a Language Program. Cambridge University Press.
Richards, J.C. & Rodgers, T. (1986). Approaches and Methods in Language Teaching. Cambridge University Press.
Richards, J. & Rodgers, T. (2001).Approaches and methods in language teaching.
Cambridge: Cambridge University Press.
Saslow, J. & Ascher, A. (2006). Summit 2B. Pearson Longman.
Sheldon, L. (1988). Evaluating ELT Textbooks and Materials.ELT Journal, 422, 21-37.
Sinclair, J. McH. & Renouf, A. (1988). A lexical syllabus for language learning. In Carter, R. and McCarthy, M. Vocabulary and Language Teaching. Longman.
Shahmohammadi, S. (2018). Textbook Evaluation: Looking at Prospect Series through Teachersâ€™ Perspective. Research in English Language Pedagogy, 6(2), p.182-204. DOI: 10.30486/relp.2018.542578
Skehan, P. (1996). A Cognitive Approach to Language Learning. Oxford University Press.
Skierso, A. (1991). Textbook selection and adaptation. In Celce-Murcia, M. (ed.) Teaching English as a Second or Foreign Language. Newbury House.
Stern, H.H. (1992). Issues and Options in Language Teaching. Oxford University Press.
Surtikanti, M., W. (2020). Textbook evaluation on curriculum 2013-based textbook â€œwhen English rings a bellâ€ for the seventh grade. Journal of English Education and Literature, 1(1), p.11-17.
Wharton, S. Approaches to Materials Analysis. www.philseflsupport.com
White, R. (1988). The ELM Curriculum. Blackwell.
Willis, D. (2000). Syllabus and Materials: Open Distance Learning Postgraduate Programs. The Centre for English Language Studies, The University of Birmingham.
Willis, J. (1996). A Framework for Task-Based Learning. Longman.
How to Cite
Copyright (c) 2021 Journal of English Language and Pedagogy
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.