Analysis of teachers’ and students’ attitudes toward Iranian senior high school textbook series
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Abstract
The English Book series are the EFL textbooks that have been prescribed by the Ministry of Education for the public senior high schools. The researchers of the current study embarked on the evaluation of the series through examining teachers’ and students’ perspectives in this regard. Employing Litz’s questionnaires, attitudes of both Iranian learners and teachers from both genders were obtained; the two questionnaires used in the study incorporated seven categories including Practical Consideration, Layout and Design, Activities, Skills, Language type, Subject and Content, and Summary. Some 1128 participants from the Senior high school learners and 74 teachers took part in the study. A detailed analysis of the textbooks of the series was made using descriptive statistics, namely median and mode accompanied with standardized skewness value. The findings of the study revealed that there were positive attitudes toward the textbooks price and accessibility; however, other criterial parameters, i.e., the resources, vocabulary lists, the series language type, and the treatment of cultural issues were viewed as partially appropriate or, in the majority of the cases, in need of improvement.
Keywords: Textbook evaluation, English language teaching, English book series, curriculum study
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