A Comparative Textbook Evaluation of Vision Versus Former English High School Series in Iranian EFL Academic Context
محورهای موضوعی : Journal of Studies in Learning and Teaching English
Mehdi Solati
1
(English teaching department, Sarab branch, Islamic Azad University, Sarab, Iran.)
Shima Ahmadi-Azad
2
(English deprtment, Sarab branch, Islamic Azad University, Sarab, Iran)
محمد حسین یوسفی
3
(Islamic Azad University, Bonab Branch, Bonab, Iran)
کلید واژه: Textbook, Evaluation Iranian, EFL Academic, Context Vision, Series, FES, Checklist,
چکیده مقاله :
This research evaluated and compared Vision series, a series of three obligatory textbooks for all students from grades 10 to 12 in Iranian academic context since 2013, versus former English series (FES). The study aimed to explain the weaknesses and strengths of the two series and provide recommendations about how to ameliorate the Vision series to learn English more effectively. The evaluation was accomplished using a checklist founded on the evaluation criteria suggested by Tomlinson (2013), Cunningsworth (1984, 1995), McDonough and Shaw (2003), Crookes and Gass (1993) and Jolly and Bolitho (2011). The evaluation checklist was applied to five sections namely theoretical considerations, organizational features and practical considerations, language components, language skills, and teacher’s manuals. Results showed that in theoretical considerations, grammar, speaking, listening, and teachers’ manuals, Vision series surpassed FES but in organizational features and practical considerations, vocabulary, reading, and writing there was no considerable change in these criteria. The results suggested some key points for the authors of Vision to improve its quality. Furthermore, the study proposed an established checklist for textbook evaluation in various educational settings.
This research evaluated and compared Vision series, a series of three obligatory textbooks for all students from grades 10 to 12 in Iranian academic context since 2013, versus former English series (FES). The study aimed to explain the weaknesses and strengths of the two series and provide recommendations about how to ameliorate the Vision series to learn English more effectively. The evaluation was accomplished using a checklist founded on the evaluation criteria suggested by Tomlinson (2013), Cunningsworth (1984, 1995), McDonough and Shaw (2003), Crookes and Gass (1993) and Jolly and Bolitho (2011). The evaluation checklist was applied to five sections namely theoretical considerations, organizational features and practical considerations, language components, language skills, and teacher’s manuals. Results showed that in theoretical considerations, grammar, speaking, listening, and teachers’ manuals, Vision series surpassed FES but in organizational features and practical considerations, vocabulary, reading, and writing there was no considerable change in these criteria. The results suggested some key points for the authors of Vision to improve its quality. Furthermore, the study proposed an established checklist for textbook evaluation in various educational settings.
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