A Checklist-Based Evaluative Study of English Textbook “Prospect 3” from Teachers’ and Students’ Perspectives

A key component of any educational program is the “textbook”, the efficiency of which greatly contributes to the accomplishment of the pedagogical goals of the program. The grave significance of the textbook necessitates its rigorous evaluation (Tomlinson, 2008). This study aimed to investigate EFL teachers’ and students’ perspectives on a recently developed Iranian EFL junior high school textbook entitled “Prospect 3”. The participants were 218 third-grade junior high school students and 103 EFL teachers conveniently selected from different junior high schools of Khuzestan, Golestan, Hamedan, and Qom provinces. The evaluation of the textbook was carried out quantitatively through a 5-point Likert scale questionnaire. The analyses revealed that EFL teachers were partially satisfied with Prospect 3; however, EFL students were rather neutral. For the teachers,                                                                       “Vocabulary and Grammar” was the most meritorious aspect, while “Language Type” was the least acceptable dimension. From the students’ perspective, the most meritorious aspect of the text was “Vocabulary and Grammar”,  while “Layout and Physical Appearance ” was viewed as the least satisfactory dimension. The findings of this work might be of interest to Iranian EFL teachers, syllabus designers, materials developers, and the stakeholders involved in the materials preparation Bureaus of the Iranian Ministry of General Education.  

A Checklist-Based Evaluative Study of English Textbook “Prospect 3” from Teachers’ and Students’ Perspectives Keywords:

Textbook Evaluation , Prospect 3 , EFL Teachers , EFL Learners