Consumers’ Evaluation of the Content Parameters of the English Course Books (Iranian High-School...

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The Iranian EFL Journal October 2012 Volume 8 Issue 5 ISSN On-line: 1836-8751 ISSN Print: 1836-8743

pp.224-245

Consumers’ Evaluation of the Content Parameters

of the English Course Books (Iranian High-School Level)

Authors

Gholam-Reza Abbasian (Ph.D.) Imam Ali University, Tehran, Iran IAU, South Tehran Branch, Tehran

[email protected]

Bahareh Malmeer, MA IAU, South Tehran Branch

Bio data

Gholam-Reza Abbasian, an assistant professor of TEFL at Islamic Azad University (IAU, South Tehran Branch), has been teaching English for more than 15 years at various levels. He has presented at a good number of both national and international conferences. He is also the author of five books and has translated at least ten others. Furthermore, he has published several scholarly articles in referred academic journals. It is for some years that he is offering courses like psycholinguistics, language testing, and syllabus design at MA level, as his main areas of interests. He has supervised a number of MA theses. Meanwhile, he has been introduced as the top scholar for four consecutive years and identified as the most successful teacher in 2011 in his affiliated university

Bahareh Malmeer holds an M.A. in TEFL from Islamic Azad University, South Tehran Brach, Iran. She has extensive experience of teaching English as a foreign language. She is an English teacher for Iran Language Institute and also Jahad Language School. Her research interest includes material development and evaluation.

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Abstract

This study aimed to evaluate the content of the three English course books written for Iranian High-School students. The proposed hypothesis predicted the content of Iranian English High-School textbooks suffers from lack of EFL textbooks standards from the main consumers’ perspectives; teachers’ professional and learners’ intuitive ones. To this end, 50 EFL teachers holding MA or BA degrees in TEFL who had been teaching High-School English textbooks and 100 senior EFL learners from the three grades of High-School were randomly selected as the participants. Data were collected through: a) two comprehensive textbook evaluation checklists prepared by Joshua Mickley, b) a written protocol based on Leslie E. Sheldon checklist. Both quantitative and qualitative methods were employed for data analyses. The analyses of chi-square and correlational copulations revealed that Iranian English textbooks do not much meet the consumers’ standards in terms of content parameters. Based on the analyses, it is concluded that the content parameters of target textbooks are not much keeping abreast of the assumed standards and criteria in the field of material development regarding their content. Key Words

: Textbooks, Textbook Evaluation, Materials preparations, Context analysis

Introduction

It goes without saying that English language is of prime importance and being able to communicate in this language is one of the keys for success in any field. In Iran, however, English is still considered as a foreign language. Each year, millions of Iranian students attend English classes held in schools with the hope of mastering this highly significant skill. After studying English for almost 6 years in schools, they graduate. Now the question is if these students achieve the first and the most important purpose of learning a language during these years. In other words, are they really able to communicate in English after spending much time and energy struggling to learn the language?

It’s unfortunate to say that most of the students who have graduated from High Schools are not able to communicate in English even at the very basic levels. Ali Jahangard (2007) stated: “I’ve been teaching in High School for more than 8 years throughout which time my mind has almost always been occupied with the question that why the curriculum in Iranian public High School meets neither the expectations of the teachers and students nor those of the specialists who were involved in the developing of the curriculum”. Consequently, after attending English classes for almost 6 years in schools, the majority of these students rush to language institutes in order to learn the ability that they could not learn in educational system in schools.

There are many factors which contribute to the learners’ success in achieving the ultimate purpose of learning a language. Chief among these factors is the teaching materials (textbooks) which play a significant role in many language classrooms. While the extend of textbooks contribution to students’ success in learning is still debatable, it is undeniable that they do play a crucial role in determining learners’ success or failure. Regarding the importance of textbooks, Hutchinson and Torres (1994 cited in Litz, 2005) suggest: “The textbook is an almost universal element of [English language] teaching. Millions of copies are sold every year, and numerous aid

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projects have been set up to produce them in [various] countries…No teaching-learning situation, it seems, is complete until it has its relevant textbook” (p. 315).

Regardless of the necessity of textbooks, educational materials including books need to be evaluated in terms of many features to make sure of their match with the objectives they are designed for. Textbooks can be evaluated from many different viewpoints and in terms of many different factors. Content is only one factor among many that can be the basis for textbook evaluation. Content mainly accommodates vocabulary and grammar, exercises and activities. Subsequently, each factor has its own categories and subcategories. And for each factor, different textbook evaluation checklists exist that specifically define the details and elements that should be considered while evaluating.

Curriculum development

It is unquestionable that developing and evaluating materials cannot be considered apart from curriculum development in language education. Nunan (2001) says “curriculum is concerned with the planning, implementation, evaluation, management, and administration of education programs"(p.8). Wilkins, (1976) defined Curriculum development as " …the curriculum includes the goals, objectives, content, processes, resources, and means of evaluation of all the learning experiences planned for pupils both in and out of the school and community through classroom instruction and related programs” (p.18). In other words, curriculum development is a term which covers both materials preparation and materials evaluation.

Syllabus design

The concept of curriculum development is closely related to syllabus design. Candlin (1984) stated that "syllabuses are more localized and are based on accounts and records of what actually happens at the classroom level as teachers and learners apply a given curriculum to their own situation". On the other hand, Harmer (2001) says "syllabus design concerns the selection of items to be learnt and the grading of those items into an appropriate sequence"(p. 295). Also Widowson (1984) maintains that "…the syllabus is simply a framework within which activities can be carried out: a teaching advice to facilitate learning. It only becomes a threat to pedagogy when it is regarded as absolute rules for determining what is to be learned”.

Within any syllabus identified as an orderly presentation of instructional materials, textbook plays a crucial part since the framework is boxed in the textbook as a means to the determined end. Syllabus evaluation as an unavoidable requirement for any respective curriculum would be rational through the channel of textbook evaluation.

Textbooks Evaluation

Generally speaking, “an evaluation is a judgment of merits, sometimes based solely on the measurement such as those provided by test scores but more frequently involving the synthesis of various measurement, critical incidents, subjective impressions, and other kinds of evidences” (Ebel, 1980, p. 554). Sheldon (1988) stated “whether we like it or not, textbooks represent for both students and teachers the visible heart of any ELT program. The selection of a particular core volume signals an executive educational decision in which there is considerable professional, financial, and even political investment”. In fact, “the choice is not whether to use or reject the textbooks, but adaptation as a third alternative can be an efficient alternative”

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(Allwright, 1981). According to Cunnigworth (1984), “there is a need to ensure that the textbook is selected carefully and it reflects the needs of the learners and the aims, methods and values of the teaching program. Attention should be given to principles and procedures for developing criteria for specific situation in which the textbook is used”.

Types of textbook evaluation

Many authors have proposed different classifications for the types of textbook evaluation among which the one suggested by Cunning worth (1995) and Ellis (1997) could be considered the most comprehensive one. They believe that there are three main types of textbook evaluation: pre-use evaluation, in-use evaluation, post-use evaluation.

Pre-use or predictive evaluation: As the most common form, it is designed to determine the possible performance of the book in future. Hayo Reinders and Marilyn Lewis (2006)stated, “at the pre-use stage , materials are seen as work plans or constructs” .Ellis (1997)claims that “predictive evaluation, which aims to determine appropriateness for a specific context , is carried out either by experts or by teachers using checklists and guidelines”.

In-use evaluation: Refers to a continuous evaluation of the material currently in use. At the in-use Stage, ‘long-term, systematic evaluation of the material … is generally considered to be successful.’(Tomlinson, 1998) The in-use evaluation includes “formative decisions for improvement through supplementation, adaptation and sensitizing teachers to their own teaching methodology as well as their learning situation’ (Nedkova 2000)

Post-use or retrospective evaluation

Empirical studies

: As an advantage, Jahangard (2007) calls it “an attempt to check the characteristics of textbooks under study against a collection of criteria’s proposed by various researchers”.

A number of scholars have studied Iranian High School textbooks from different perspectives. Riazi and Mosalanejad (2010) evaluated the learning objectives in Iranian High-school and pre-university English textbooks using Bloom’s taxonomy of learning objectives. They came to the conclusion that there is even a lack of progression from the lowest (knowledge) to the highest (evaluation) cognitive levels as one move from Grade 1 to pre-university textbooks. Abbasian and Hassan Oghli’s (2011) study entitled: “Evaluation of Iranian EFL textbooks :( a study of learner- teacher’s criteria compatibility” revealed that teachers and learners held different views on most areas and criteria related to textbooks; signifying that their views are not much compatible, though they held some common views with respect to certain measures. Meanwhile, the teachers showed to be less satisfied with the EFL textbooks than their learners. Jahangard (2007) , in the same vein, claimed that “In sum, the final goals of the EFL program, as well as the behavioral objectives which are aimed at by the curriculum designers, are obscure and remain to be delineated”. He also asserted that “Teachers actually dissent as to what teaching methodology to be employed, which skills and psycholinguistic abilities to emphasize and what to include in their exams. Now, the nationwide exams which are administered by the officials for third graders are playing the role of an agreement document among teachers which, in turn, has its own negative effects known as the ‘wash back effect’”.

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Chief among the pertinent studies one may refer to those conducted by Amalsaleh (2004), Ansary and Babaii (2002), Yarmohammadi (2002) and Shahedi (2002), among others. Amalsaleh (2004) examined the representation of social factors in three types of textbooks, including junior and senior High School textbooks, based on Van Leeuwen's model (1996).the results showed that the textbooks demonstrated a representation of social factors that tended to depict females as belonging to a home context and having limited job opportunities in society. In addition, junior and senior High School textbooks tended to shape normative views of gender and class relations in which a middle-class urban male was considered to be the norm. Ansary and Babaii’s (2002) study was an exploratory study which has lead to offering common core features of standard EFL/ESL textbooks. Yarmohammadi (2002) evaluated the senior High School textbooks based on a revised version of Tucker's model. He came to the conclusion that these textbooks suffer from a lot of shortcomings: 1. they are not authentic; 2. English and Persian names are used interchangeably; and 3. oral skills are ignored. Shahedi (2001) analyzed one of the leading texts in TPSOL and stated that in these series, not enough attention has been attached to the four skills of the language. Moreover, the manner and amount of the presentation of vocabulary and pronunciation are not in harmony with language learners' proficiency levels.

Purpose of the study

While textbooks provide the structure and a central core for the process of teaching and learning in any academic course, there have been unfortuanately, too few researches on their nature at least in the Iranian setting. To this end and to fill the stated gap, this study aimed at evaluating Iranian High School English textbooks designed for Iranian High School students from content perspective which specifically focuses on material presentation, second language culture relatedness, authenticity, potential for challenging critical thinking, use of variety of literary genres, vocabulary and grammar, exercises, and activities of the series of high-school English course books.

The following research questions were raised in the present study

1. Do the content parameters of Iranian English High School textbooks meet the EFL teacher’ needs and expectations?

2. Do the content parameters of Iranian English High School textbooks meet the EFL learners’ needs and expectations?

3. Do the content parameters of Iranian English High School textbooks meet the teachers’ professional and the learners’ intuitive standard criteria?

Method

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Participants

50 EFL teachers holding an MA or BA degree, and 100 EFL learners who have been at three grades in High Schools were the participants of this study.

Instrumentation

Two different checklists were used in this study. The first one was Miekley’s checklist (2005) entitled “Textbook Evaluation Checklist”, which consists of 40 items classified into three main categories as textbook, teachers’ manual, and context. The second checklist was proposed by Sheldon (1988), which consists of 17 items as rationale, availability, user definition layout and Figures, accessibility, linkage, selection, grading, appropriacy, authenticity, sufficiency, cultural bias, stimulus practical revision, flexibility, guidance, and overall value for money. Another instrument used in this study was in the form of two separate written protocols based on the two checklists mentioned. Each protocol consisted of 11 items to be answered. The rationale behind the written protocols use was to enhance the reliability of the data. Written protocols allow opportunities for the respondents to open-endedly express their views. Three English High School textbooks which are being taught in Iran were used in this study. These books are entitled

Birjandi, P., Norozi, M. and Mahmoodi, GH. (2011)English Book One. Iran Textbook Development Center

Birjandi, P., Norozi, M. and Mahmoodi, GH. (2011)English Book Two. Iran Textbook Development Center

Birjandi, P., Norozi, M. and Mahmoodi, GH. (2011)English Book Three. Iran Textbook Development Center

Procedures

To conduct the study, the participants were first randomly selected from various High Schools in Kermanshah, Iran. Then, both groups of the participants were given the checklists and protocols. The checklists and protocols for teachers were in English but the ones for the learners were in Persian.

Design

The design of the study is a survey which takes advantage of checklists and protocols.

3.5 Data Analysis

Data analysis was the most demanding section of this study as far as multiple analyses were required. To this end, the data from both checklists were coded and inserted into SPSS software version 16.0 for analyzing. Both descriptive and inferential statistics were run. In other words, the data was analyzed both as a whole and in details. Descriptive statistics and inferential statistic included chi-square analysis, and correlational analysis like frequency and percentage were calculated for both checklists by both groups of participants.

Results and Discussion

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Investigation of the research question one

The aim of the first question raised in this research was to investigate if the content parameters of Iranian English High School textbooks meet the EFL teacher’ needs and expectations. The investigation of this question was followed through percentage, Frequency and Chi-Square and of the data gathered from EFL teachers. Table 1 displays the frequencies and the percentages of the teachers’ responses to the checklists. The teachers evaluated Iranians English High School textbooks as being poor at all nine main categories of Content Presentation, Teaching Culture, Authenticity, and Challenges for Critical Thinking, Use of Variety of Literary Genres, Vocabularies, Grammar, Exercises and Activities, and Attractiveness. Except for two items of “Content Presentation” and “Exercises and Activities” which are evaluated as “Adequate” by the teachers, The Percentages of teachers selecting the “Poor” and “Lacking” choices for the above mentioned categories are more than the percentages of teachers selecting other alternatives like “ Excellent”, “Good” and “Adequate”. A total of 31 percent of teachers evaluated these textbooks as “Poor” and 28.1% as Lacking”. While only 14 percent of them evaluated these textbooks as “Good” and 7.42 percent as “Adequate”.

Table 1: Frequencies and Percentages of Teachers’ Responses to the Checklists

CHOICES TOTAL

Excellent Good Adequate Poor Lacking Content

Presentation N 10 18 33 37 28 100 % 10% 18% 33% 37% 28% 100%

Teaching Culture

N 2 7 6 22 13 50 % 4% 14% 12% 44% 26% 100%

Authenticity

N 4 11 5 18 12 50 % 8% 22% 10% 36% 24% 100%

Critical Thinking

N 13 24 26 18 19 100 $ 13% 24% 26% 18% 19% 100%

Literary Genres

N 2 4 5 15 24 50 % 4% 8% 10% 30% 48% 100%

Vocabularies

N 8 13 20 65 93 200 % 4% 6.5% 10% 32.% 46.5% 100%

Grammar

N 5 8 14 37 36 100 % 5% 8% 14% 37% 36% 100%

Exercises

N 19 49 55 53 24 200 % 9.5% 24% 27.5% 26% 12% 100%

Total N 78 147 216 336 296 1050 % 7.42% 14% 20.5% 32% 28.1% 100%

This result is also verified by the Chi-square value of 24.41 presented In Table 2. The computed value exceeds the appropriate critical value which justifies rejection of the Null Hypothesis at the

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.01 degree of freedom. Based on these results, it can be concluded that the content parameters of Iranian High School English textbooks do not meet the EFL teacher’ needs and expectations.

Table 2: Analysis of Chi Square on Teachers View

Value Df Asymp. Sig. (2-sided) Pearson Chi Square 24.41a 12 .01

a.3 cells (15.0%)have expected count less than 5. The minimum expected count is 3.24.

Figure 1 demonstrates the percentages of the teachers’ views toward Iranian High School English textbooks.

Figure 1: Percentages of the Teachers’ Views.

As it is demonstrated, it can be expressed that the teachers are not generally satisfied with the Iranian High School English textbooks. A total 32% of them evaluated these books as “Poor”. Although they are more satisfied with the way the content of these books are presented and the exercises and activities. 18 and 33 percent of teachers evaluated “Content Presentation” as “Good” and “Adequate” and 24 and 27 percent of them evaluated the exercises and activities “Good” and “Adequate”.

Investigation of Research Question Two

The second research question aimed to investigate if the content parameters of Iranian High School English textbooks meet the EFL learners’ needs and expectations. Similar statistical analyses as those of the first research question were run. The learners hold more positive attitudes toward their English textbooks at High Schools. Table 3 displays the frequencies and percentages of the students’ responses to the 9 main items mentioned in the checklists. The findings revealed that students hold more positive views toward their English textbooks in terms of “Content Presentation”, “Grammar” and “Exercises”. 32 percent of students evaluated the

0

5

10

15

20

25

30

35

Excellent Good Adequate Poor Adequate

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presentation of content as adequate. Also 35.5 and 34.5 percent of them evaluated grammar and exercises as adequate.

However, they hold negative view toward other 5 items including “Authenticity”, “Teaching Culture”, “Vocabularies” and “Use of Varity of Literary Genre”. A total 30.7 percent of them evaluated these textbooks as “Poor” and only 9.38 percent of them chose the choice “Excellent”.

Table 3: Frequencies and Percentages of Students’ Responses to the Checklists

CHOICES TOTAL

Excellent Good Adequate Poor Lacking Content

Presentation N 23 48 64 40 25 200

% 11.% 24% 32% 20% 12.5% 100% Teaching Culture

N 12 17 16 32 23 100 % 12% 17% 16% 32% 23% 100%

Authenticity

N 13 9 19 33 26 100 % 8% 9% 19% 33% 26% 100%

Critical Thinking

N 33 44 38 46 39 200 $ 16.5% 22% 18% 43% 19% 100%

Literary Genres

N 11 9 17 35 28 100 % 11% 9% 17% 35% 28% 100%

Vocabularies

N 24 73 112 126 65 400 % 6% 18.25% 28% 31.% 16.5% 100%

Grammar

N 12 30 71 58 29 200 % 6% 15% 35.5% 28% 14.5% 100%

Exercises

N 39 52 138 105 66 400 % 9% 13% 34.5 % 26% 16.5% 100%

Total N 197 336 567 625 355 2100 % 9.38% 16% 25% 30.7% 16.9% 100%

These results are also verified by the significant Chi-square value of 34.95 presented in Table 4.also Figure 4 also shows the percentages of students’ views toward Iranian High School English textbooks.

Table 4: Analysis of Chi-Square on Students’ Views


a.0 cells (0%) have expected count less than 5. The minimum expected count is 4.53.

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The computed value exceeds the appropriate critical value at .01 degree of freedom. Based on these results it can be concluded that Iranian students are not satisfied with the content of their English textbooks, although they evaluated three specific features of these textbooks as adequate. Then, the second research question was similarly rejected.

Figure 2: Percentages of the Students’ Views.

Investigation of Research Question Three

The aim of the third research question was to investigate if the content parameters meet the teachers’ and learners’ professional and intuitive standard criteria of content development and presentation, respectively. As the analyses made concerning the question one and two, further analyses were made to compare the perspectives of both groups on the content of English textbooks designed for Iran’s High School students.

Table 5 displays the frequencies and percentages both the teachers and students’ responses to the checklists. The teachers evaluated these textbooks more negatively.60 percent of them evaluated the textbooks as “Poor” or “Lacking” while the same percentage for students is 47.6 percent. On the other hand, 21.42 percent of teachers had positive views toward the content of these textbooks as far as they chose the choices of “Excellent” and “Good” while the same percentage for the students is 25.38.Moreover, a total of 51.21 percent of all participants hold negative views toward the content of English textbooks taught at Iran’s educational system and 24.3 percent of them hold positive views.

Table 5: Frequencies and Percentages of Students and Teachers’ Responses

CHOICES Total Excellent Good Adequate Poor Lacking

Teachers N 78 147 216 336 296 1050 % 7.42% 14% 20.5% 32% 28.1% 100%

Students N 197 336 567 625 355 2100

0

5

10

15

20

25

30

35

Excellent Good Adequate Poor Lacking

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% 9.38% 16% 25% 30.7% 16.9% 100% Total N 275 483 783 961 651 3150

% 8.7% 15.33% 24.85% 30.50% 20.66% 100%

The observed chi-square presented in Table 6 exceeds the appropriate critical value at .00 degree of freedom implying that the Null Hypothesis is rejected. It can be concluded that the content parameters of Iranian English High School textbooks meet neither the expectations of teachers nor those of the students. The results also show that the content parameters do not meet the standard criteria of content development and presentation from the learners and teachers perspectives, of course.

Table 6: Analysis of Chi-Square on Students and teachers’ Views


a.0 cells (0%) have expected count less than 5. The minimum expected count is 29.89

Based on these results, it can be concluded that teachers hold more negative views toward High Schools textbooks as compared to that of student and students evaluated these textbooks as “Adequate” more than teachers. Figure 3 also shows the percentages of teachers and students’ views toward the content of English textbooks at High School level. Still, as it is shown in Figure 3, both students and teachers chose the item “poor” more than the other alternatives.

Figure 3: Frequencies and Percentages of Students and Teachers’ Responses

To investigate if there are any significant differences between the teachers and students ‘evaluations of the content of Iranian High-School English textbooks, descriptive statistics and correlational analyses were run.

Table 7: Descriptive Statistics: Teachers and Students’ Evaluations

Mean Std. deviation

0

5

10

15

20

25

30

35

Excellent Good Adequate Poor Lacking

Teachers

Students

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Teachers 3.54 3.34 Students 1.24 1.20

As illustrated in Table 7, the grand means of teachers and students’ evaluation is 3.54 and 3.34, respectively, implying that both groups of participant hold the same views toward the content of High Schools English textbooks.

Table 8: Correlational analyses: Teachers and Students’ Evaluation

Value Asymp. Std. Error Approx. Ta Approx. Sig. b Pearson’s R .902 .021 14.447 .000c Spearman correlation .884 .030 13.101 .000c

Based on the observed values, it can be concluded there are not significant differences between the teachers and students’ attitudes and views on the content of High School English textbooks.

Written Protocols Data Analysis

As a triangulating effort and in order to maximize the reliability of the data collected, a written protocol was applied. The participants answered 11 items extracted from the checklists, addressing mainly:

1. Rationales, goals, and objectives

2. Layout/Figures

3. User Definition and specification of the target learners

4. Accessibility and organization of the content

5. Linkage/connection in terms of situation and topics

6. Selection/Grading

7. Appropriacy

8. Authenticity

9. Sufficiency

10. Cultural bias

11. Stimulus/practice/revision

All the data gathered through the Protocol were analyzed in terms of the frequencies and percentages of the Participants' common views on each item.

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The first item addressed the textbooks’ rationales, goals, and objectives. Concepts such as clear, good, general, unclear, and lacking were the items which enjoyed the highest frequency. As illustrated in Table 9, 29.3 percent of all participants believed that the statement of goals and objectives in High School English textbooks are not clearly stated. Also 18 percent of all participants believed that learning goals and objectives are not stated at all. Only 12 percent of all participants evaluated this item as clear, 16 percent Good.

Table 9: Descriptive Statistics on the 1st

Item No.1

Item of the Written Protocol

Total Clear Good General Unclear Lacking

Teachers N 4 16 10 13 7 50 % 8% 32% 20% 26% 14% 100%

Students N 12 26 9 33 20 100 % 12% 26% 9% 33% 20% 100%

Total N 18 24 19 44 27 150 % 12% 16% 12.6 29.3 18% 100%

The second item addressed the “Layout and graphs”. Concepts such as Bad, Irrelevant, Black and White, Old, and Childish were the items which enjoyed the highest frequency regarding this item. It was surprising that almost none of the participants had a positive view toward the physical characteristics, pictures and illustrations. The findings are illustrated in Table 8.

Table 10: Descriptive Statistics on the 2nd

Item No.2


Total Bad Irrelevant Black/white Old Childish

Teachers N 14 15 8 9 4 50 % 28% 30% 16% 18% 8% 100%

Students N 11 12 15 7 5 100 % 11% 12% 15% 7% 5% 100%

Total N 25 27 23 16 9 150 % 16.6% 18% 15.3% 10.6% 6% 100%

As shown in Table 10, a total 16 percent of all participants believed that the pictures, Figures and the layout of High Schools English textbooks are irrelevant and that they do not clarify the learning points. While 30 percent of teachers believed evaluate this item as irrelevant, the majority of students hold negative views toward the textbooks expressing that pictures and illustrations are black and white. Also 12 percent of students believed that these pictures are old and childish.

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The third item addressed “User Definition and specification of the target learners”. This item investigated if there is a clear specification of the target age range, background, probable learning preferences, and educational expectation. In other words, it attempted to specify if the entry/exit language levels are precisely defined. Unfortunately like the previous item, none of the participants hold positive view toward this aspect of the textbooks. The concepts like “Weak”, “Lacking” enjoyed the highest frequencies.

Table 11: Descriptive Statistics on the 3rd

Item No.3


Total Weak Lacking

Teachers N 23 27 50 % 46% 54% 100%

Students N 39 61 100 % 39% 61% 100%

Total N 62 88 150 % 41.3% 58.6% 100%

As shown in Table 11, 54 percent of teachers and 61 percent of students believed that Iranian High Schools English textbooks do not have specification of the target age range, background, probable learning preferences, and educational expectation. Also a total of 41.3 percent of both groups evaluated this item as “Weak” and 58.6 percent as “Lacking”.

The fourth item addressed “accessibility and organization of the content” in order to specify if the material is clearly organized and if different sections of the textbook allow students to use the material easily specially for the purpose of self-study. . The concepts like “Good”, “Satisfying” and “Confusing”, enjoyed the highest frequencies. The findings observed are shown in Table 12.

Table 12. Descriptive Statistics on the 4th

Item No.4


Total Good Satisfying Confusing

Teachers N 21 24 5 50 % 42% 48% 10% 100%

Students N 22 15 63 100 % 22% 15% 63% 100%

Total N 43 39 68 150 % 28.6% 26% 45% 100%

As shown in Table 12, teachers are more satisfied with the organization of the content and accessibility as far as 48 percent of them evaluated this item as “satisfying”. Unlike teachers, students are not satisfied with content organization and that 63 percent of them evaluated the

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content organization as “confusing”. In general, a total of 45 percent of both groups of participants evaluated this item as “Lacking”

The fifth item addressed “Linkage/connection in terms of situation and topics” to see if the units and exercises connect in terms of theme, situation, topic and pattern of skill development. In other words, the question is if the nature of connection is obvious by placing input texts and supporting exercises in proximity. Regarding this item, the concepts of “Good”, “Related”, Irrelevant” and “Weak” were the most common. The findings are shown in Table 13.

Table 13: Descriptive Statistics on the 5th

Item No.5


Total Good Related Irrelevant Weak

Teachers N 12 10 14 14 50 % 24% 20% 28% 28% 100%

Students N 3 10 51 36 100 % 3% 10% 51% 36% 100%

Total N 15 20 65 50 150 % 10% 13.3% 43.3 33.3 100%

As shown in Table 13, a total 43.3 percent of all participants evaluated this item as “irrelevant”. In other words, they believed that units and exercises are not connected in terms of theme and topics and situations. Only 12 percent of teachers and 3 percent of students evaluated this item as “Good”.

The Sixth item addressed the “Selection/Grading”. This item investigated a discernable system in selection and grading of different sections in Iranian High School English textbooks. Students and teachers evaluated this item from different perspectives differently. The concepts of “systematic”, “useful”, “unsystematic”, and “Weak” enjoyed the highest frequency. The findings are summarized in Table 14.


Item No.6


Total Systematic Useful Unsystematic Weak

Teachers N 8 7 23 12 50 % 16% 14% 46% 24% 100%

Students N 3 10 21 66 100 % 3% 10% 21% 66% 100%

Total N 11 17 44 78 150 % 7.3% 11.3% 29.3% 52% 100%

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As shown in Table 14, 46 percent of teachers and 21 percent of students evaluated this item as “Unsystematic”. Also 24 percent of teachers and 66 percent of students evaluated this item as “Weak”. While a total 81 percent of all participants hold negative views toward the selection and grading of content in Iranian High School English textbooks 19 percent they held positive attitudes toward the selection and grading. Still they believed that the content sequence, selection and grading are based on a linguistic system.

The Seventh item addressed the “Appropriacy”. The question raised was if the textbooks’ content is interesting enough to hold the attentions of learners and if it is at the right conceptual level. Regarding this issue, the concepts of “Good”, “Boring”, “Repetitive” and “old” enjoyed the highest frequency. The findings observed are illustrated in Table 15.


Item No.7


Total Good Boring Repetitive Old

Teachers N 10 14 5 21 50 % 20% 28% 10% 42% 100%

Students N 5 48 15 32 100 % 5% 48% 15% 32% 100%

Total N 15 62 20 53 150 % 24.19% 41.3% 13.3% 35% 100%

As it can be observed, 24 percent of all participants held positive views toward the item of “Appropriacy”. A total 80.1 percent of both groups believed that the content of Iranian High Schools English textbooks is boring, repetitive and old.

The Eighth item addressed the “Authenticity”. The question is if the content is obviously realistic, being taken from L1 material not initially intended for ELT purposes. In other words, do the tasks exploit language in a communicative and ‘real-world’ way? The concepts of “Good”, “Average” and “Lacking” were the most frequent responses given to this item. The results are shown in Table 16.


Item No.8


Total Good Average Lacking

Teachers N 3 5 42 50 % 6% 10% 84% 100%

Students N 5 13 82 100 % 5% 13% 82% 100%

Total N 8 18 124 150 % 5.3% 12% 82.6% 100%

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As shown in Table 16, a significant number of all participants believed that the content of Iranian High School English textbooks is not authentic and that they have designed for purpose of language learning at first place. A total 82.6 percent of all participants evaluated this item as “Lacking” and only 5 percent of them evaluated this item as “Good”.

The Ninth item addressed the “Sufficiency”. This item explores if the books is complete enough to stand on its own or the teacher must produce a lot of ancillary bridging materials to make it workable. Put simply, can a teacher teach the curse using only the student’s book or he/she must deploy all the attendant aids. The most frequent concepts observed for the ninth item were “Good”, “Enough”, “Confusing” and “Imperfect”. The findings are shown in Table 17.


Item No.9


Total Good Enough Confusing Imperfect

Teachers N 5 22 4 19 50 % 10% 44% 8% 38% 100%

Students N 7 7 54 32 100 % 7% 7% 54% 32% 100%

Total N 12 29 58 51 150 % 8% 19.3% 38.6% 34% 100%

As shown in Table 17, 38.5 of all participants evaluated the ninth items mentioned in protocol as “confusing”. While teachers were more satisfied with these textbooks as to the item of sufficiency, 54 percent of students believed that the content of their English textbooks were confusing and hard to understand on its own. They believed that they depend strongly on teachers’ explanations so as to understand the instructions, grammar, vocabularies as well as other sections.

The Tenth item addressed the concept of “Cultural Bias”. The questions raised were if different religious and social environment catered for are left out and if an accurate or sanitized view of the USA or Britain could be presented and finally if the unpleasant social realities are left out. The most frequent concepts observed regarding this item were “Adequate”, “weak”, “Rarely” and “Lacking”. The findings are summarized in Table 18.


Item No.10


Total Adequate Weak Rarely Lacking

Teachers N 8 24 13 5 50 % 16% 48% 26% 10% 100%

Students N 9 12 18 61 100 % 9% 12% 18% 61% 100%

Total N 17 36 31 66 150 % 11.3% 24% 20.6% 44% 100%

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As illustrated in Table 18, 44 percent of all participants believed that there is almost no attention paid to teaching the culture of second language .Many students believed that the pictures and topics in their English textbooks represent Iranian people’s culture and way of living. Also the topics chosen for the readings sections are generally scientific topics which have nothing to do with the actual culture, custom and traditions of the people who speak the target language.

The Eleventh item addressed the “Stimulus/practice/revision”. It evaluated the extent to which the course material is interactive and if there are sufficient opportunities for the learner to use his or her English so that effective consolidation takes place. Also, it attempted to investigate if the material is likely to be remembered by learners. Table 19 summarizes the findings.


Item No.17


Total Good Adequate Weak Lacking

Teachers N 24 13 7 6 50 % 48% 26% 14% 12% 100%

Students N 11 16 53 20 100 % 11% 16% 53% 20% 100%

Total N 35 29 60 26 150 % 23.3% 19.3% 40% 17.3% 100%

The results showed that teachers are more satisfied with this aspect of textbooks and that they believe the learning materials are likely to be remembered by the students as far as they evaluated this item 48 percent “good”. Unfortunately, this is not how students feel. A total of 73 percent of all students hold negative views toward the potential of their English textbooks to stimulate them. By and large, 40 percent of both groups of the participants evaluated this item as “Weak”.

Discussion

As stated before, three research questions were raised in this study. The results revealed that in general, neither teachers nor students hold positive views toward the content of English course books at high school level. The teachers evaluated these textbooks more negatively.60 percent of them evaluated the textbooks as “Poor” or “Lacking” while the same percentage for students is 47.6 percent. These findings are aligned with the findings of study conducted by Abbasian and Hassan-Oghli (2011) which proved that the main consumers are less satisfied with textbooks than their learners.

In addition, the results of this study revealed that teachers and students hold different views toward some specific items mentioned in both checklists and protocols. As an example, the learners approached positively the exercises and vocabulary and grammar presentation in their course books, while the teachers did negatively. These findings are also compatible with the findings of the study conducted by Abbasian and Hassan-Oghli (2011) which revealed that teachers and learners hold different views on most areas and criteria related to the EFL textbooks.

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Moreover, in this study, the written protocols analysis revealed that 29.3 percent of all participants believed that the statement of goals and objectives in High School English textbooks are not clearly stated and 18 percent of them believed that learning goals and objectives are not stated at all. Regarding this issue, Jahangard’s (2007) claim and position is warranted. The findings of the present study also proved that both teachers and student had totally negative views toward the Iranian high school English course books as far concepts such as ‘Bad’, ‘Irrelevant’, ‘Black and White’, ‘Old’, and ‘Childish’ were the items which enjoyed the highest frequency regarding this item.

Conclusively speaking, then, the content parameters of the Iranian English High School Course books are judged meeting the standard criteria of neither the teachers nor the learners’. Although teachers were more satisfied with some specific features of these course books, in general, both teachers and students had negative attitudes toward these course books, although students were more satisfied about the exercises and grammar. The results of this study are of value since it has taken the ideas of both teachers and students into account; the perspectives of those who deal with this course books. In other words, this study is the reflection of Iranian high school English textbooks’ strengths and weaknesses. Now, this is the responsibility of policy makers, curriculum planners and syllabus designers to develop or update the materials which have been used in Iran’s educational system for years and open new horizons for innovations which will consequently change Iranian High School English textbooks for betterment.

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