Internal Evaluation of English Textbook "Vision 2" from Teachers’ Perspectives

Document Type : Research Paper


Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran



The present study was an attempt to evaluate the suitability of English textbook "Vision2" for the Iranian senior high-school students in grade 11 from the teachers' perception. The participants included 45 English teachers (22 males & 23 females) selected based on convenience sampling from various secondary high-schools in Tabriz, Iran. The internal evaluation of the textbook was accomplished through a materials evaluation checklist with 82 items in the form of 5-point Likert scale and the items examined internal aspects (e.g., subject and content, exercises, social and cultural contexts, language skills, vocabulary, grammar, and pronunciation) of the textbook. The results of descriptive statistics revealed that Vision2 matches with some of the students’ needs and with a few changes it can be used as an acceptable textbook for the 11th -grade students. For example, by adding some authentic and interesting sections and exercises for listening and speaking, this textbook can be appropriate for the students and encourage them for further learning. The results can be useful for both the English teachers and curriculum designers. The results point out that textbook writers should perform learner needs analysis before writing new textbooks to make sure they meet learners' needs.


AbdelWahab, M. M. (2013). Developing an English language textbook evaluative             checklist. Journal of Research & Method in Education, 1(3), 55-70.
Ahour, T., Towhidiyan, B., & Saedi, M. (2014). The evaluation of "English Textbook 2" taught in Iranian high schools from teachers' perspectives. English Language             Teaching, 7( 3), 150-158.
Ahour, T., & Golpour, F. (2016). Iranian new junior high school book (Prospec1) weighted against material evaluation checklist from teachers’ perspective. Journal of English Language Pedagogy and Practice, 6(13), 16-35.
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.
Alamri, A. A. M. (2008). An evaluation of the sixth grade English language textbook for Saudi boys' schools (Unpublished master's thesis). King Saudi University, Riyadh.
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.
Alavimogaddam, S. B., Kheirabadi, R., Rahimi, M., & Davari, R. (2017). The English
          textbook vision2: English for schools. Tehran: Ministry of Education of Iran.
Amalsaleh, E. (2004). The representation of social actors in the EFL text books in Iran.    (Unpublished doctoral dissertation). Shiraz University, Shiraz.
Ansary, H., & Babaii, E. (2002). Universal characteristics of EFL/ESL textbooks: A step towards systematic textbook evaluation. The Internet TESL Journal, 8(2), available      on-line at: http:/
Ansary, T. (2004). An analytic look at high school English textbook and introducing a                   sample lesson based on communicative syllabus design. Unpublished master's thesis,         Islamic Azad University- Tabriz Branch, Iran.
Antic, S., Ivic, I., & Pesikan, A. (2013). Textbook quality: A guide to textbook standards. Gottingen: V & R Unipress.
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.
Awasthi, R. J., (2006). Textbook and its evaluation. Journal of NELTA, 11(12), 1-10.
Azizfar, A., Koosha, M., & Lotfi, A. R. (2010). An analytical evaluation of Iranian high   school ELT textbook from 1970 to the present. Procedia Social and Behavioral            Published by Elsevier Ltd., 3, 336-344.
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's Journal of English Language and Literature (JOELL),
      2(2), 165-17.
Brown, H. D. (2001). Teaching by Principles: An interactive approach to language          Pedagogy (2nd Ed). New York: Longman.
Cunningsworth, A. (1995). Choosing Your Course book. Oxford: Heinemann.
Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT Journal, 51(1),  36-42.
Englebert, J. (2004). Character or culture? EFL Journal, 24(2), 37-41.
Fatima, G., KazimShah, S., & Sultan, H. (2015). Text book analysis and evaluation of 7th & 8th grade in Pakistan context. International Journal of English Language Teaching, 3(4), 79-97.
Ghorbani, M. R. (2011). Quantification and graphic representation of EFL textbook
          evaluation results. Theory and Practice in Language Studies, 1(5), 511-520.
Jahangard, A. (2007). Evaluation of the EFL materials taught at Iranian high schools. The             Asian EFL Journal, 9(2), 130-150.
Juan, R. (2010). A content analysis of the cultural content in the EFL textbooks. Canadian Social Science, 6(5), 137-144.
Khodabandeh, F., & Mombini, R. (2018). Iranian EFL teachers’ and students’ perceptions towards the first grade high school English textbook (Vision1). The Journal of English Language Pedagogy and Practice, 11(22), 141-167.
Kheibari, S. (1999). Text analysis and evaluation of TEPSOL course books. Unpublished (Unpublished Master's thesis), Shiraz University.
Kiely, R. (2009). Small answers to the big question: Learning from language program       evaluation. Language Teaching Research, 13, 9-16.
McDonough, J., & Shaw, C. (2003). Materials and Methods in ELT: A teacher's guide (2nd           Edn.). Oxford: Blackwell Publishing.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh:   Edinburgh University Press.
Najafi, S., Hamidi, H., & Mahmoudi, R. (2013). A critical look at textbook evaluation. A case study of evaluating an ESP course book: English for international tourism.   International Research Journal of Applied and Basic Science, 4(2), 312-380.
Nguyen, T. M. (2015). Textbook evaluation: The case of English textbooks currently in use at Vietnams upper-secondary school. Unpublished research report, Singapore: RELC SEAMEO.
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.
Rashidi, N., & Kehtarfard, R. (2014). A needs analysis approach to the evaluation of Iranian        third-grade high school English textbook. Sage Publication, 4(3), 1-9.
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.
Richard, J, C. (2001). The role of text books in a language program. Journal of Arts and   Scinces, 5, 19-29.
Shabani, M. B., & Mansoori Nejad, A. (2013). An Evaluation of the Third-Grade High School     English Textbook: An Iranian Case Study. Journal of Studies in Social Sciences, 2(1), 67-80.
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42, 237-246.
Soori, A., Kafipour, R., & Souri, M. (2011). ELT textbook evaluation and graphic             representation. European Journal of Social Sciences, 26(3), 481-493.
Tok, H. (2010). TEFL textbook evaluation: From teachers’ perspectives. Educational
        Research and Review, 5(9), 508-517.
Tomlinson, B. (2003). Developing materials for language learning. London: Continuum.
Tomlinson, B. (2010). Principles of effective materials development. In N. Harwood (Ed.),          English language teaching materials: Theory and practice (pp. 81-98). Cambridge University Press.
Williams, D. (1983). Developing criteria for course book evaluation. ELT Journal, 37(3),
          251- 255. 
Yousefi, A., Bashirnezhad, H., & Andy, A. (2017). Digital storytelling listening influence
              on Iranian intermediate EFL learners’ pronunciation. Revista QUID (Special Issue),
             1702- 1707.
Zohrabi, M., Sabouri, H. & Behroozian, R. (2012). An evaluation of merits and demerits of
          Iranian first year high school English textbook. English Language Teaching, 5(8), 14-