Volume 9, Issue 5 (2018)
LRR 2018, 9(5): 197-239 |
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Janfeshan K. Investigating Iranian New Senior High School Book (Vision 1) Based on Book Evaluation Checklist from Kermanshah EFL Teachers' Perspective . LRR 2018; 9 (5) :197-239
URL: http://lrr.modares.ac.ir/article-14-16583-en.html
URL: http://lrr.modares.ac.ir/article-14-16583-en.html
Assiatant Professor of English Language Teaching – Islamic Azad University – Kermanshah – Iran. , Dr.kjanfeshan@iauksh.ac.ir
Abstract: (11843 Views)
Abstract
Publishing new Iranian high school English books after two decades has led to different reactions by educational experts and Iranian English teachers. The purpose of this study was to evaluate the newly-developed textbook of Iranian high schools (Vision 1) from teachers’ perspectives. The participants consisted of 66 experienced EFL teachers (30 females and 36 males) who were selected through convenience sampling from different high schools in Kermanshah, Iran. The evaluation of the textbook was conducted quantitatively through a checklist developed by Litz (2005). Moreover, some open-ended questions were asked from teachers to express their ideas about the book. After analyzing data, the results revealed that although the textbook had some shortcomings, it presented more authentic materials and included ample practices and drills for all four language skills. The results of this study can be helpful for the materials developers and curriculum designers in the Ministry of Education to revise the current textbook for new edition.
Publishing new Iranian high school English books after two decades has led to different reactions by educational experts and Iranian English teachers. The purpose of this study was to evaluate the newly-developed textbook of Iranian high schools (Vision 1) from teachers’ perspectives. The participants consisted of 66 experienced EFL teachers (30 females and 36 males) who were selected through convenience sampling from different high schools in Kermanshah, Iran. The evaluation of the textbook was conducted quantitatively through a checklist developed by Litz (2005). Moreover, some open-ended questions were asked from teachers to express their ideas about the book. After analyzing data, the results revealed that although the textbook had some shortcomings, it presented more authentic materials and included ample practices and drills for all four language skills. The results of this study can be helpful for the materials developers and curriculum designers in the Ministry of Education to revise the current textbook for new edition.
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