Developing a Critical Checklist for Textbook Evaluation

Document Type: Research Paper

Authors

1 Department of English Language and Literature, Qaemshahr Branch, Islamic Azad University, Mazandaran, Iran

2 Department of English , Qaemshahr Branch, Islamic Azad University, Mazandaran, Iran

Abstract

This study has been carried out to develop a critical checklist for global/commercial textbooks which play a crucial role in language teaching/learning. For this aim, a number of items have been developed based on a comprehensive review of the related literature and experts’ opinions. The tentative checklist was administered to the targeted population, yet 326 checklists were deemed appropriate for the analysis. The statistical analyses utilized in this study were exploratory factor analysis and partial confirmatory factor analysis. Prior to the exploratory factor analysis, a correlation analysis reduced the items into 44. Next, the exploratory factor analysis identified ten components. Additionally, six items were excluded from the checklist due to simultaneous factor loading and the finalized checklist was truncated into 38 items.  To investigate the possibility for further validation studies, the result of partial confirmatory factor analysis was not statistically significant.  Results of this study have the potentials to shed some lights on the ideological aspects of textbook evaluation.

Keywords


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Biodata

Siavash Zokaeieh is a Ph.D. candidate at Islamic Azad University, Qaemshahr Branch, Iran. His main reseach area  is critical language studies.

Shaban Najafi Karimi is an assistant professor at Islamic Azad University, Qaemshahr Branch.His main research interests include teaching langauge skills and materials development.

Farzaneh Nouri is currently a Ph.D. candidate  in TEFL at Islamic Azad University, Qaemshahr Branch, Iran. Her research interest is critical language testing.

Afsaneh Hakimzadeh is a Ph.D. candidate in TEFL at Islamic  Azad University of Qaemshahr, Iran. Her research interests is checklist development in postmethod pedagogy.