Iranian EFL Teachers' and Students' Perceptions towards the First Grade High School English Textbook (Vision1)

Document Type : Research Paper


Department of Linguistics and Language Teaching, Payame Noor University, Tehran, Iran


In countries where textbooks are considered as the main source of teaching/learning process, textbook evaluation seems to be inevitable and necessary. The current study aimed at evaluating the new English textbook entitled “Vision 1”, developed for the Iranian first grade high school students. To achieve this goal, two groups of participants took part in the study. They consisted of 30 teachers teaching this book in Baghmalek in Khuzestan province and 70 students studying in the first grade high school in the city mentioned. The quantitative data were collected through two questionnaires. The questionnaires were designed to evaluate the book in terms of seven criteria namely, practical considerations, layout and design, activities, skills, language type, subject and content and cultural considerations. The findings showed that teachers and students were interested in the book in all criteria except cultural considerations. The results also showed no significant difference between Iranian teachers' and students' perceptions towards the book. It can be concluded that the book needs to be modified to include some aspects of cultural values to open a window into learning about the target language culture.


Ajideh, P., & Panahi, M. (2016). An analysis of culture-related content in English textbooks for Iranian students entitled ‘Prospect’ and ‘Vision’ series. International Journal of Language and Linguistics, 3(6), 87-93.
Alavimoghadam, B., Khadirshariban, S., Kheirabadi, R., & Forouzande, E. (2014). Prospect 1. Tehran: Textbook Publishing Company in Iran.
Alavimoghadam, B., Khadirshariban, S., Kheirabadi, R., & Forouzande, E. (2015). Prospect  2. Tehran: Textbook Publishing Company in Iran.
Alavimoghadam, B., Khadirshariban, S., Kheirabadi, R., & Forouzande, E. (2016). Prospect 3. Tehran: Textbook Publishing Company in Iran.
Alavimoghadam, B., Kheirabadi, R., Rahimi, M., & Davari, H. (2016). Vision 1, Tehran: Ministry of Education.
Alimorad, Z. (2014). Examining Identity Options in Native and Nonnative Produced Textbooks Taught in Iran: A Critical Textbook Evaluation. Journal of Research in Applied Linguistics, 5(2), 95-112.
Alipour, A. M., Mohebzadeh, G. A., Gholamhosseinzadeh, M., & Mirzapour, M. (2014). Exploring Iranian EFL Teachers’ Perspective towards the Junior High School Textbook: Prospect III. International Journal of Research in Linguistics, Language Teaching and Testing, 1(1), 14-19.
Arabloo, P. (2015). The Iranian Junior High School English Textbook “Prospect 2” from the Teachers’ point of view. International Journal of Language Learning and Applied Linguistics World, 9(1), 85-91
Azizifar, A. (2009). An analytical evaluation of Iranian high school: FLT textbooks from 1970 to 2010. The Journal of Applied Linguistics, 2(2), 52-79
Beydokhtinezhad, S., Azarnoosh, M., & Abdolmanafi-Rokni, S. J. (2015). The strengths and weaknesses of the Iranian junior high school English textbooks" PROSPECT 1 and 2" from teachers' attitude. Veda'sJournal of English Language and Literature (JOELL), 2(2), 165-17.
Birjandi, P., Soheili, A., Nowroozi, M. & Mahmoodi, G. H. (2011). English high school 1. Tehran, Iran: Textbook Publisher
Birjandi, P., Nowrozi, M., & Mahmoodi, G. H. (2002). Right path to English book. Tehran: Textbook Publishing Company of Iran.
Cunningsworth, A. (1995). Choosing your coursebook. Oxford: Heinemann.
Dudley-Evans, T., & St John, M. G. (2005). Developments in English for specific purposes: A multi-disciplinary approach. Cambridge: Cambridge University Press.
Fairclough, N. (1995). Critical discourse analysis: The critical study of language. London/New York: Longman.
Garinger, D. (2002). Textbook selection for the ESL classroom. Center for Applied Linguistics Digest. Retrieved from
Gibson, B. (2011). The Impact of Physical Features On the Book Selection Process of Fourth and Eighth Graders. (Electronic Thesis or Dissertation). Retrieved from
Harmer, J. (2007). The Practice of English Language Teaching. Pearson Education Limited. Essex: England.
Howard, J., & Major, J. (2004). Guidelines for designing effective English language teaching materials. The TESOLANZ Journal, 12, 50-58.
Hutchinson, T., & Waters, A. (1993). English for specific purposes: A learning-centered approach. Cambridge: Cambridge University Press.
Jahangard, A. (2007). Evaluation of the EFL materials taught at Iranian high schools. The Asian EFL Journal, 9(2), 130-150.
Javadi, M., & Azizinejad, Z. (2017). Prospect 1 and Four Corners 1 in the Spotlight: Textbook Evaluation with Some Reference to Critical Discourse Analysis. Journal of Research in Applied Linguistics, 24(8), 221-231.
Kia-Ahmadi, E. & Arabmofrad, A. (2015).  An Analysis of First Grade Junior High Schools’ English Textbooks in the light of Multiple Intelligence Theory: The comparison Between Newly Published “Prospect1” and The Old One “Right Path to English2”. International Journal of Basic Sciences & Applied Research, 4(2), 111-120.  
Kilickaya, F. (2004). Guidelines to Evaluate Cultural Content in Textbooks. Online Submission, 10(12).
Kırkgöz, Y. (2009). Evaluating the English textbooks for young learners of English at Turkish        primary education. Procedia. Social and Behavioral Sciences, 1, 79–83.
Littlejohn, A., & Hicks, D. (1996). Cambridge English for Schools. Cambridge: Cambridge University Press.
Littlejohn, A. (2011). The analysis of language teaching materials: Inside the Trojan Horse. In B. Tomlinson (Ed.), Materials development in language teaching (pp. 179-211). Cambridge: Cambridge University Press.
Litz, D. R. A. (2005). Textbook evaluation and ELT management: A South Korean case study. Asian EFL Journal, Retrieved November 12, 2012, from
Long, M. H. (1990). 'Task, Group, and Task-Group Interactions' in S. Anivan (Ed.). Language Teaching Methodology for the Nineties, SEAMEO Regional Language Centre.
Mares, C. (2003). Writing a course book. In B. Tomlinson (Ed.), Developing Materials for Language Teaching (pp, 130 -140). London Continuum.
McDonough, J., & Shaw, C. (2012). Materials and Methods in ELT. Oxford, UK: John Wiley & Sons.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh: Edinburgh University Press.
Němcová, P. (2012). Textbook Design for Teaching Business English at Secondary School: A master thesis. Masaryk: Masaryk University Press.
Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle.
Pouranshirvani, M. (2017a). The External Evaluation of New English Textbook "Vision1" For Tenth –Grade Students in Iranian High Schools from Teachers' Perspectives. Science Arena Publications Specialty Journal of Language Studies and Literature, 1(2), 11-21.
 Pouranshirvani, M. (2017b). The Internal Evaluation of New English Textbook "Vision1" For Tenth – Grade Students in Iranian High Schools from Teachers' Perspectives. Science Arena Publications Specialty Journal of Language Studies and Literature, 1(3), 1-14.
Rahimpour, M & Hashemi, R. (2011). Textbook selection and evaluation in EFL context. World Journal of Education, 1 (2), 62-68.
Ramirez, A. G., & Hall, J. K. (1990). Language and culture in secondary level Spanish textbooks. The Modern Language Journal, 74(1), 48-65.
Razmjoo, S. A. (2007). High schools or private institutes course books? Which fulfill communicative language teaching principles in the Iranian context? Asian EFL Journal, 9(4), 126 - 140.
Riazi, A. M., & Aryashokouh, A. (2007). Lexis in English textbooks in Iran: Analysis of exercises and proposals for consciousness- raising activities. Pacific Association of Applied Linguistics, 11(1), 17-34.
Riazi, A. M. (2003). What textbook evaluation schemes tell us? A study of the textbook evaluation schemes of three decades. In W. A. Renandya. (Ed.), Methodology and materials design in language teaching (pp. 52-68). Singapore: SEAMEO Regional Center.
Richards, J. C., Platt, J., & Platt, H. (1992). Dictionary of Language Teaching and Applied Linguistics. London: Longman.
Richards, J. C. (2001a). The role of textbooks in a language program. Cambridge: Cambridge University Press.
Richards, J. C. (2001b). Curriculum development in language teaching. Cambridge: Cambridge University Press.
Richards, J. C., Hull, J. & Proctor, S. (2005). Interchange 1 (3rd ed.). Cambridge: CUP.
Richards, J. C., & Bohlke, D. (2012). Four Corners 1. Cambridge: Cambridge University Press.
Salehi, H & Amini, M. (2016). Critical Analysis of a New English Textbook Used in Iranian Junior High Schools. Journal of Applied Linguistics and Language Research, 3(3), 42-54.
Sheldon, L. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42 (4), 237-246.
Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives. Educational Research and Review, 5(9), 508-517.
Tomlinson, B. (Ed.). (2003). Developing materials for language teaching. London: continuum.
Tomlinson, B. (2011). Materials development in language teaching. Cambridge: Cambridge University Press.
Tucker, C. A. (1975). Evaluating beginning textbooks. English Teaching Forum, 13(3), 335-361.
Vongxay, H. (2013). The implementation of communicative language teaching (CLT) in an English department in a Lao higher educational institution: a case study (Master's thesis).
Weninger, C., & Kiss, T. (2015). Analyzing culture in foreign/second language textbooks. In Curdt-Christiansen, X., Weninger, C. (Eds.), Language, ideology and education: The politics of textbooks in language education (pp. 50-66). London, England: Routledge.
Williams, D. (1983). Developing criteria for coursebook evaluation. ELT Journal, 37(3), 251-255.
Williams, M. (1994). Motivation in foreign and second language learning: an interactive perspective. Educational and Child Psychology, 11, 77-84
Yarmohammadi, L. (2002). The evaluation of pre-university text books. The Newsletter of the Iranian Academy of Science, 18(7), 70-87.