The evaluation of merits and demerits of Iranian first year high school English textbook

Despite the effects of new technologies, textbooks will certainly continue to play an important role in the process of language teaching and learning. The purpose of this study is to evaluate the English textbook which is taught in Iranian high schools. For this purpose, the weaknesses and strengths of the textbook are explained using 31 current criteria characteristics which are taken from different materials evaluation checklists by Jahangard. The study was carried out at four schools of Tabriz. The researcher used the mixed method, a combination of both quantitative and qualitative approaches. The data were obtained from a total of 321 language learners, both female and male. It was collected through a questionnaire with 13 close-ended questions which were related to the seven sections of the book including the layout or physical make-up, vocabulary, topics and content, grammar points and exercises, language skills, pronunciation practice, and language function and social and cultural activities. Quantitative data were submitted into the SPSS programs. Meanwhile, qualitative data which were related to interview with 33 open- ended questions were given to the teachers and selected students. The results demonstrated that this book cannot meet the Iranian students’ and teachers’ needs and they are not acceptable and desirable for them. It can be concluded that the English book 3is structural based. So, the writers of the book should modify the textbook by employing more communicative tasks in order to meet the teachers’ expectations and students’ needs