Textbooks play a fundamental function in educational programs and language classrooms around the globe. They are extremely accessible and useful resources that teachers and students can exploit according to their requirements. The intention of this study is to investigate the significance and effectiveness of B.Sc English textbook which is taught in the affiliated colleges of The IUB from the teachers and students perspectives. The assessment of the English textbook was conducted on the foundation of five criteria: The collection and association of contents in the textbook, price of the textbook, four skills, grammar and vocabulary, mechanism of the textbook. The study was conducted at three Govt. Colleges of Bahawalpur. Quantitative information was obtained through a questionnaire administered to 200 students and 20 teachers. Percentages, frequencies, standard deviations and mean were calculated for every item to explain on the whole depiction of how the students and teachers rated the textbook in conditions of five criteria. The outcomes revealed that both the students and the teachers felt negative about the majority of the items of the textbook. It was established that both grammar and vocabulary did not fulfill the students' needs. Majority of the teachers and the students mentioned that the textbook material failed to enhance the four language skills. It also indicated that there were no exercises and activities included in the textbook. Most of the students and all the teachers declared that textbook was not up to the level of the students.

This study evaluated the content of two English language series used at public secondary schools in two regions of Pakistan namely English 9 and10 used in the Punjab and English Book 1 and 2 used in the Khyber Pakhtunkhwa region. To this end, a textbook evaluation checklist was adapted and applied to the materials, and their major aspects regarding the Overall Impression, Organization, Content, and Overall Consideration were examined. Quantitative data were collected by matching each of the evaluating items to the related features of the materials, and the extent of conformation was revealed by percentages. Detailed quality descriptions were also provided. The results revealed that the four books lack quality features regarding their Overall Consideration. English 9 and 10 obtain the highest scores for the Overall Impression and Organization, and English 10 achieves the highest score for the Content and the highest total average score. The results suggest that English Book 1 and English Book 2 are of poor quality and should be extensively reconsidered and revised or quality alternatives should be substituted. English 9 and 10 are of medium quality and can be either substituted by quality alternatives, or be adapted and used with appropriate supplementary materials.

The study aimed at evaluating 9-10 th grade textbook from teachers' perspective. This study highlights the perception o f teachers on an evaluation of English language textbook. To achieve this goal, an evaluation scale was developed on the basis of language teaching and learning crit eria that determine the specifications of good quality textbook. The sample of the study consisted of 45 male and female secondary school teachers. The researche rs developed a 31-item questionnaire and one open-ended to evaluate the te xtbook. Alpha formula was used in order to determine the reliability of the questi onnaire. Descriptive statistics were carried out to interpret the data. The questionnair e included six main domains: attractiveness of the text and physical make-up, su bject and content, exercises and activities, language type, language skills and cont ext. The findings showed that the degree of evaluation was moderate. However, there w ere no significant differences in the degree o...

Abstract Textbook evaluation is considered an important factor in the field of education from the aspect of teachers and learners. Pre-use evaluation of textbook is recommended by many researchers. In this respect, the current study is aimed at evaluating textbooks of secondary level, class 6th and 7th to find strengths and weaknesses in them. An evaluation checklist by Mukundan (2011) has been adapted for this purpose. The research is both quantitative and qualitative in its nature. The results revealed that these textbooks lack in various vital features even in basic skills. The obtained results show that these books need to be revised and this study has important implications for teachers and learners. Keywords: Evaluation, Curriculum, Textbook, Checklist, Quantitative, Basic skills, Qualitative

The present study analyzes the English textbook of Grade 8 published by Punjab Textbook Board in Pakistan in the light of student learning outcomes (SLOs) of four competencies: reading and thinking skills, writing skills, oral communication skills, and formal and lexical aspects of language of the latest English curriculum in Pakistan. Competency (C), standards (S), benchmarks (B), and SLOs are the parameters given in the National Curriculum. A semi-structured checklist was developed by the researchers, validated by three experts from the relevant field, and improved in the light of experts' opinion and pilot study findings. To evaluate the textbook competencies and their SLOs, the evidence was sought from the textbook, and remarks were given in the last column (remarks/analysis) of the checklist. The results revealed that the textbook understudy focuses on reading comprehension only. There is thus a dire need to incorporate thinking skills, writing skills, oral/aural communication skills, and formal and lexical aspects of language in the textbook.

Among the various tools in educational contexts to affect L2 learners' language proficiency, textbooks play a crucial role (Garinger, 2001) not least because of their inherent property to cater to the learners' specific needs. The aim of this study was to investigate the appropriateness of Iranian High schools “English Textbook 2” from teachers’ perspectives. For this purpose, 80 male and female experienced English language teachers were randomly selected from different high schools in Dezful, Iran. They were chosen based on the availability sampling method. The evaluation of the textbook was conducted quantitatively through a 5-point Likert scale checklist which was proposed by Litz (2005). The textbook evaluation scheme contained 19 items which relied upon four main criteria namely a) layout and design, b) subject and content, c) activities, and d) skills (see Appendix). The results indicated that from the teachers' perspective there was an incongruity between the pres...