A Checklist-Based Evaluative Study of English Textbook “Prospect 3” from Teachers’ and Students’ Perspectives

Document Type : Research Paper


English Language Department, Faculty of Literature and Humanities, Bu Ali Sina University, Hamedan, Iran


A key component of any educational program is the “textbook”, the efficiency of which greatly contributes to the accomplishment of the pedagogical goals of the program. The grave significance of the textbook necessitates its rigorous evaluation (Tomlinson, 2008). This study aimed to investigate EFL teachers’ and students’ perspectives on a recently developed Iranian EFL junior high school textbook entitled “Prospect 3”. The participants were 218 third-grade junior high school students and 103 EFL teachers conveniently selected from different junior high schools of Khuzestan, Golestan, Hamedan, and Qom provinces. The evaluation of the textbook was carried out quantitatively through a 5-point Likert scale questionnaire. The analyses revealed that EFL teachers were partially satisfied with Prospect 3; however, EFL students were rather neutral. For the teachers,                                                                       “Vocabulary and Grammar” was the most meritorious aspect, while “Language Type” was the least acceptable dimension. From the students’ perspective, the most meritorious aspect of the text was “Vocabulary and Grammar”,  while Layout and Physical Appearance was viewed as the least satisfactory dimension. The findings of this work might be of interest to Iranian EFL teachers, syllabus designers, materials developers, and the stakeholders involved in the materials preparation Bureaus of the Iranian Ministry of General Education.  


Ahmadi Safa, M., Donyaee, S., Sohrabi, S., Farahani, M., Khassemy, D., & Saeedpanah, E. (2018). First grade high school English textbook evaluation: Prospect I. Critical Studies in Texts & Programs of Human Sciences, 8(18), 1-26.
Ahmadi Safa, M., Ghonche Poor, A., Malek Mohammadi, R., Seifi, Z., & Zekrati, S. (2017). Prospect II: A textbook evaluation study based on EFL teachers’ perspective. Journal of Language Studies, 9(24), 7-32.
Alavi Moghadam, B., Kheir Abadi, R., Rahimi, M., & Alavi, M. (2015). Prospect 3: English book for school. Textbook Publishing Company.
Bemani, M., & A. Jahangard (2014). Attitude analysis of teachers: The case of Iranian newly developed EFL textbook for junior high schools. International Journal of Language Learning and Applied Linguistics World, 7(1), 198-215
Chang, D.Y. (1996). Applications of the extent analysis method on fuzzy AHP. European Journal of Operational Research, 95(3), 649–655.
Ellis, R. (1997). The empirical evaluation of language teaching materials. ELT Journal, 51(1), 36-42.
Haycroft, J. (1998). An introduction to English language teaching. Longman.
Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328.
Jahangard, A. (2007). Evaluation of EFL materials taught at Iranian public high schools. The Asian EFL Journal, 9(2), 130-150.
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 University Press.
Litz, D. R. A. (2005). Textbook evaluation and ELT management: A South Korean case study. Asian EFL Journal. Retrieved May, 2014 from http://www.asian-efljournal. com/Litz thesis.
Lynch, B. K. (1996). Language program evaluation: Theory and practice. Cambridge University Press.
McDonough, J., & Shaw, C. (2003). Materials and methods in ELT: A teacher’s guide. (2nd Ed). Blackwell.
McGrath, I. (2001). Materials evaluation and design for language teaching. Edinburgh University Press.
McGrath, I. (2002). Materials evaluation and design for language teaching. Edinburgh University Press
Mukundan, J. (2007). Evaluation of English language textbooks: Some important issue for consideration. Journal of NELTA, 1(2), 80-84.
Nunan, D. (1988). Learner-centered curriculum. Cambridge University Press.
Nunan, D. (1999). Second language teaching and learning. Heinle & Heinle Publishers.
Riazi, A. M. (2003). What textbook evaluation schemes tell us? A study of the textbook evaluation schemes of three decades. In W.A. Renanda (Ed.), Methodology and materials design in language teaching (pp. 52-68). SEAMEO Regional Center.
Richards, G. (2007). Cultural tourism: Global and local perspectives. Haworth Press.
Tavakoli Gheinani, M., Tabatabaei, O., & Chakhorzade, Sh. (2017). Critical evaluation of Iranian junior high school textbooks (Prospect 1, 2, 3):    Teachers’ view in focus. Journal of Applied Linguistics and Language Research Volume, 4(8), 241-255.
Tomlinson, B. (2001). Materials development. In R. Carter, & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 66-71). Cambridge University Press.
Tomlinson, B. (2003). Developing materials for language teaching. Continuum.
Tomlinson, B. (2008). English language learning materials: A critical review. Continuum.
Tomlinson, B. (2001). Materials development. In R. Carter, & D. Nunan (Eds.), Cambridge guide to teaching English to speakers of other languages (pp. 66–71). Cambridge University Press.
Tomlinson, B. (2011). Material development in language teaching (2nd ed.). Cambridge University Press.
Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal, 37(3), 251-255.