Mirzaei, N., Tabatabaei, O. (2017). Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in Focus. Research in English language pedagogy, 5(2), 167-180.
Nazila Mirzaei; Omid Tabatabaei. "Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in Focus". Research in English language pedagogy, 5, 2, 2017, 167-180.
Mirzaei, N., Tabatabaei, O. (2017). 'Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in Focus', Research in English language pedagogy, 5(2), pp. 167-180.
Mirzaei, N., Tabatabaei, O. Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in Focus. Research in English language pedagogy, 2017; 5(2): 167-180.
Textbook Analysis: Comparing the Recent and the Old First Grade High School English Textbooks, Teachers and Learners’ Perspective in Focus
1Department of English, Faculty of Humanities, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2English Department, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Receive Date: 31 October 2015,
Revise Date: 28 October 2015,
Accept Date: 14 December 2015
Abstract
Abstract The present study was an attempt to investigate and compare the efficiency of the new and the old first grade high school English textbooks by focusing on thirty teachers and three hundred learners’ attitudes through a textbook evaluation checklist and a questionnaire. The analysis of the results revealed that, with regard to teachers' attitude toward the two books compared with each other, these books were nearly the same with regard to pronunciation and exercises. The old book was considered more efficient regarding grammar. Regarding the rest of the items, the new book was more efficient. Taking the learners perspective into account toward these two books compared with each other, there were no noteworthy difference between the books regarding vocabulary. Regarding the other items, the new book was considered more efficient. The findings of this study can assist decision-makers to pay more attention to the evaluation of textbooks and consequently the selection of an appropriate book according to the teachers and learners’ expectations, needs and interests.
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