Critical Analysis of a New English Textbook Used in Iranian Junior High Schools

Abstract

Textbook evaluation would involve the careful selection of materials examining whether they reflect the needs of the students, the aims, methods and, values of a specific teaching program or not. The present study is an attempt to evaluate the seventh grade English language textbook for Iranian junior high schools named Prospect 1 which was introduced by the Iranian Ministry of Education in 2014. To achieve the main goal, three objectives have been introduced and two researcher-made questionnaires were used. Sample of this study consisted of 150 teachers teaching this book in cities of Isfahan province, Najafabad and Fooladshahr and 200 students studying in mentioned cities. The textbook was evaluated in terms of eight main factors including layout and physical appearance, content, objectives, language type, skills, activities and tasks, culture values, and teacher's needs. Quantitative data were collected through a five-point Likert scale questionnaire consisting of 47 items for both teachers and students. According to the results, the book is mostly in favor of teachers and students in terms of different parts of the book. The findings of the study also showed that there was no significant difference between the attitudes of high school teachers and students in Iran. Theoretically, the findings of the present study provide positive support for the significant role of textbooks in teaching and learning process. It seems to be an urgent need to include some aspects of cultural values that serve as a window into learning American or British language culture.