1. Textbook Evaluation: A Neglected Need of Language Teaching
Hojat Jodai
University of Guilan-Iran
January 2012

2. Evaluation of WorldView Textbooks
Introduction
The Reasons for textbook evaluation
The Present Study
Types of Textbook Evaluation
Criteria for Textbook Evaluation
Procedures for Textbook Evaluation
Evaluation Checklists
English Textbook Evaluation in Iran
Findings
Conclusion

3. Introduction
EFL materials and textbooks are key factors in many language programs and making judgments about them needs “book evaluation.”

4. The reasons for textbook evaluation
Teacher
Learner
Content

5. No textbook evaluation
The Present Study
No textbook evaluation
No reasonable answer
No consultation

6. Types of Textbook Evaluation
Pre use
In use
Post-use

7. Criteria for Textbook Evaluation
1. The role of the textbook in the program
2.The teacher in the program
3.The learners in the program

8. Procedures for Textbook Evaluation
1. Checklists :The most common
2. Taxonomies: Bloom’s taxonomy(1956)

9. Evaluation Checklists
Physical layout
Organization
Content characteristics

10. The Literature of English Textbook Evaluation in Iran

11. developing criteria for textbook evaluation
using these criteria for evaluation
studying the discourse elements of textbooks

12. Case 1 Jahangard’s Evaluation of EFL Materials Taught at Iranian Public High Schools(2008)

13. Case2 Evaluation of Pre-University English Textbooks Using Bloom’s Taxonomy Riazi & Mosalanejad (2010)
lower-order cognitive skills was more prevalent than higher-order skills.

14. Case 3 Hajimohammandi (2011)
1.General attributes
2.Methodology
3.Suitability to learners
4.Physical and utilitarian attributes
5.efficincy of supplementary materials
6.learning and teaching content

15. Discussion
Only the first criteria i.e. The role of the textbook in the program
Learner needs, teacher roles and the context of learning, culture, values, identities, respects
Reliability & validity
Only Outsiders

16. Advantages of checklists (Nation & Macalister, 2010)
A systematic coverage of important contents
a comparison of different courses, lessons, teachers
act as a basis for the improvement of a course through formative evaluation

17. Disadvantageous of checklists
Other important features are neglected
Out of datedness
Summing the parts is equal to the whole

18. Findings
Neglecting positive multiculturalism in the case of our country, Iran.
Neglecting the role of local culture
Bias towards rich nations and developed countries

19. Conclusion

20. Textbook Evaluation
Teacher
Leaner
Content
Context

21. Thank You