مطالب مرتبط با کلیدواژه

Textbook Evaluation


۱.

Developing a Textbook Evaluation Scheme for the Expanding Circle(مقاله علمی وزارت علوم)

نویسنده:
منبع: مطالعات کاربردی زبان دوره ۲ سال ۲۰۱۰ شماره ۱

کلیدواژه‌ها: Textbooks Textbook Evaluation Evaluation Schemes Materials Development

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تعداد بازدید : ۷۳۶ تعداد دانلود : ۳۵۸
Among the four important factors in the educational contexts, namely, teachers, learners, textbooks and contexts, textbooks play an important role in English Language Teaching (ELT), particularly in the English as a Foreign Language (EFL) classroom where it provides the primary source of linguistic input. The wealth of published material for English language teaching (ELT) available in the market makes selecting the right coursebook a challenging task. As such, it necessitates developing a textbook evaluation scheme so that the stakeholders benefit from the proposed model as a dependable criterion with regard to selecting the most appropriate textbook among the wealth of published textbooks. Taking these points into consideration, this study aimed at investigating and evaluating the available textbook evaluation schemes and checklists and seeking the experts’ viewpoints with the objective of developing and designing a textbook evaluation scheme pertinent and beneficial to the expanding circle. As such, the existing textbooks evaluation schemes were reviewed critically and the experts’ viewpoints were sought. Accordingly, a textbook evaluation scheme consisting of 6 main factors containing 41 items has been developed and proposed
۲.

Core Units of Spoken Grammar in Global ELT Textbooks واحدهای اصلی دستور زبان محاوره ای در کتاب های جهانی آموزش زبان انگلیسی(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱, No. ۱, June ۲۰۱۲

کلیدواژه‌ها: Textbook Evaluation ارزیابی کتاب دستور زبان محاوره ای کتاب های آموزش زبان انگلیسی طرح کدگذاری spoken grammar ELT textbooks coding scheme

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Materials evaluation studies have constantly demonstrated that there is no one fixed procedure for conducting textbook evaluation studies. Instead, the criteria must be selected according to the needs and objectives of the context in which evaluation takes place. The speaking skill as part of the communicative competence has been emphasized as an important objective in language teaching. The present study explored the core units of spoken grammar inherent in four widely-used ELT textbooks following McCarthy and Carter’s (2002) classification. A coding scheme was developed to make it possible for the researchers to use the classification in codifying the data. The data were then analyzed to detect the units of spoken grammar inherent in the target textbooks. Results from codification of dialogues and transcripts of audio recordings showed that the units of spoken grammar are not evenly distributed in these ELT textbooks. In addition, a significant difference was found between the textbooks in their inclusion of different categories of the spoken grammar.
۳.

Comparative Textbook Evaluation: Representation of Learning Objectives in Locally and Internationally Published ELT Textbooks(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۸, No. ۱, June ۲۰۱۹ 249 - 277

کلیدواژه‌ها: Textbook Evaluation learning objectives Bloom’s revised taxonomy Prospect & Vision series Four Corners series

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تعداد بازدید : ۴۳۸ تعداد دانلود : ۴۲۲
The present study evaluated the learning objectives represented in the recent Iranian nation-wide ELT textbooks, i.e. Prospect and Vision series, and compared them to those in the internationally-published textbook of Four Corners. To this end, Bloom’s revised taxonomy of learning objectives was utilized as the analytical framework to scrutinize the tasks and exercises of the textbooks using a researcher-made coding scheme based on the taxonomy and investigate the extent to which they represent lower-order thinking skills (LOTS) (i.e. remembering, understanding, and applying) and higher-order thinking skills (HOTS) (i.e. analyzing, evaluating, and creating). Inter-coder reliability procedure was carried out to ensure the consistency of the scheme (Phi-coefficient =.89). Results of chi-square analysis revealed that Four Corners series dealt with LOTS and HOTS significantly more and above Prospect and Vision series. Furthermore, while Prospect and Vision series portrayed a completely imbalanced view towards LOTS and HOTS, Four Corners provided a somehow balanced representation in the tasks and exercises. The findings make the ELT teachers aware of the cognitive levels in the textbooks and recommend them to add supplementary materials when needed. Moreover, the results point to the significance of modifying the cognitive load of the Prospect and Vision series.
۴.

Content Evaluation of Iranian EFL Textbook Vision 1 Based on Bloom’s Revised Taxonomy of Cognitive Domain

نویسنده:
منبع: Iinternational Journal of Foreign Language Teaching & Research, Volume ۸, Issue ۲۹, Spring ۲۰۲۰ 11-24

کلیدواژه‌ها: Bloom's Revised Taxonomy Cognitive domain Content Analysis Textbook Textbook Evaluation Thinking Skills Vision 1

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Textbooks are considered as the common features of the classrooms and are important means to make contributions to curricula. Therefore, their contents are very essential to develop the adequate curriculum planning. A textbook analysis is a means by which different features of the textbooks can be analyzed and hence their effectiveness is validated. This study set out to evaluate the content of Vision 1, the textbook of Senior High School, grade 1, in order to investigate in which six levels of cognition in Bloom’s (2001) Revised Taxonomy of Cognitive Domain the activities of the four skills of Listening, Speaking, Reading, and Writing would be graded. Thus, the activities of the textbook were codified based on the coding levels in Bloom's Revised Taxonomy of Cognitive Domain. Then, the data were analyzed and the frequencies and percentages of occurrence of various codes related to the cognition levels in Bloom’s Taxonomy were calculated. The results of the study did not detect any evidence for the presence of higher levels of the cognition and thinking process in the textbook activities related to the four skills. In other words, all activities in the domain of Listening, Speaking, Reading, and Writing were classified in low levels of cognition, namely Remembering, Understanding, and Applying and failed to nurture the students for high levels of thinking skills. The findings provided some supports for supplying complementary materials by the teachers in order to train the learners for higher levels of the cognition.
۵.

Greeting Speech Act Forms in Iranian Junior High School Textbooks: Prospect Series vs Four Corners Series

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۶, Issue ۲۳, Autumn ۲۰۱۸ 51 - 68

کلیدواژه‌ها: Greeting Speech Act Hang’s classification of speech aActs Communicative competence Textbook Evaluation

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تعداد بازدید : ۴۱۸ تعداد دانلود : ۱۹۷
The present study is an attempt to compare the use of different forms of greeting speech acts presented in Iranian junior high school textbooks, i.e. Prospect series (I, II, III) and Four Corners series (1, 2, 3 and 4) which are quite popular in Iranian high schools and institutions. To this end, greeting forms in the language function and conversation sections of these two series were analyzed to see how they were presented on the basis of a modified version of Searle’s (1967) greeting speech act classification introduced by Hang (2010). The obtained results indicated that ‘greeting by using questions’ was the most frequent form of all greeting forms in both series. In addition, the results of chi-square revealed that there was no significant difference between the occurrence frequencies of greeting forms of speech act in the two series. The findings of the study have some implications for textbook designers in terms of incorporation of speech acts in upcoming textbooks.
۶.

A Checklist-Based Evaluative Study of English Textbook “Prospect 3” from Teachers’ and Students’ Perspectives(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۲, No. ۱, ۲۰۲۰ 1 - 34

کلیدواژه‌ها: Textbook Evaluation Prospect 3 EFL Teachers EFL Learners

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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.  
۷.

EAP Learners’ Perception of Language Needs and its Matches/Mismatches with Textbook Materials(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۲, No. ۲, ۲۰۲۰ 161 - 184

کلیدواژه‌ها: English for Academic Purposes (EAP) Needs analysis Textbook Evaluation

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تعداد بازدید : ۳۱۴ تعداد دانلود : ۲۷۷
Academic literacy is a transformative approach to EAP studies that highlight the backgrounds and needs of the EAP learners in order to empower them by participating in the social practices of the international research community. From this perspective, EAP textbook development research aims to find how textbooks could empower EAP learners though considering their real needs. Accordingly , this study aims to find how EAP textbooks match/mismatch with the EAP learners’ needs. The sample of the study included 40 participants who were selected through purposeful homogeneous sampling. All participants who had passed ‘English for the Students of Science (ESS)’ as the main textbook of the EAP course completed a structured interview questionnaire that its findings were gone under content analysis and a nonparametric test of rankings themes, i.e. Friedman test. Then textbook was evaluated in terms of the established frameworks. Finally, identified themes of the interviews were compared with the content of the textbook evaluation. Findings of the study showed that EAP learners prioritized reading, writing, listening, and speaking English language skills respectively as the main language needs in the EAP community of practice. The study also found that although the design of the EAP textbook matched learners’ needs at the macro-level of needs analysis, there was little enough evidence in the content of the book that could support and match these EAP learners’ needs. The findings might have many implications for EAP textbook developers, learners, and teachers. 
۸.

Evaluative Content Analysis of the Iranian EFL Textbook for Senior High School Second Graders: Vision 2

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۹, Issue ۳۷, Autumn ۲۰۲۱ 31 - 48

کلیدواژه‌ها: Analytical Evaluation Content Analysis Textbook Evaluation Vision 2

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تعداد بازدید : ۷۰۱ تعداد دانلود : ۳۰۶
This study sought to evaluate the usefulness and desirability of the English textbooks for Iranian second grade students in senior high school, Vision 2. To this end, the extent to which the textbooks materials satisfy the prescribed curriculum was explored based on Littlejohn’s (2011) evaluative framework. Employing stratified random sampling, a total of 12 private and public senior high schools (six girl students and six boy students) were selected randomly among all the schools located in the six education districts in Isfahan. To select the teacher participants, a convenience sampling method was employed and those who agreed to be surveyed took part in the study. The 20 teachers who participated in this study have been teaching Vision 2 since the beginning of 2017 fall. The process of the content analysis deals with a deeply analytical content evaluation based on a framework containing different parts (objective description analysis, subjective analysis, subjective inference) done by a teacher committee. The results revealed that there is a need to adapt the materials to the target situation of use. Such adaptation needs to cover both design- and publication-oriented aspects of the materials. As a practical implication, the findings may urge the developers of the textbooks to launch a modification project relying upon the results of the systematic phase, therefore, it may enrich English teaching and learning material in Iranian high schools.
۹.

A comparative study of the previous and the new English language textbook: Pre-university book versus Vision 3(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۷, Spring & summer ۲۰۲۱ 333 - 358

کلیدواژه‌ها: English textbook evaluation Pre-university English textbook Textbook Evaluation Vision 3

حوزه های تخصصی:
تعداد بازدید : ۲۵۳ تعداد دانلود : ۱۴۷
The current comparative study aimed to juxtapose the newly compiled English textbook for the students in the third grade of senior high school, Vision 3, and the previously taught English textbook for pre-university students. To this end, 130 experienced teachers, with the experience of teaching both textbooks, were asked to complete an eclectic checklist comprising 38 items and evaluating the book in terms of nine major criteria, namely general considerations, vocabulary, grammar, speaking, listening, reading, writing, pronunciation supplementary materials, tasks, and activities. Following that, 20 teachers were interviewed to enrich the results of the quantitative data. Overall, the results revealed the teachers’ contentment with the newly developed English textbook. In particular, the mean values indicated that English teachers rated the speaking and listening sections as the most satisfactory parts while they ranked the supplementary materials criterion as the least satisfactory one in Vision 3. Indeed, they believed that notwithstanding the dramatically positive changes in Vision 3, the book still requires undergoing major revisions to act as a rich source for enabling the EFL students to communicate fluently, accurately, and effectively. In this regard, the findings would benefit the materials developers to locate the areas for further modifications.
۱۰.

A Tale of Three Official English Textbooks: An Evaluation of Their Horizontal and Vertical Alignments(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره دوزادهم مرداد و شهریور ۱۴۰۰ شماره ۳ (پیاپی ۶۳) ۵۱-۷۹

کلیدواژه‌ها: Alignment Official English Textbooks Prospect Series Textbook Evaluation Educational objectives

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تعداد بازدید : ۲۶۷ تعداد دانلود : ۲۰۸
Instructional materials as a basic component of curriculums and a central constituent of standards-based programs play a provisional role in both setting the aims and leading the way. English textbooks in Iran’s public education are officially developed and used nationwide. One recently introduced English textbook series is Prospects (I-III) . It is intended for the the Iranian junior high schools and is normally supposed to guide teachers and provide students with the basic exposure to English as a Foreign Language (EFL) context. The textbooks, together with the lessons, have to be aligned in targeting educational objectives given the sequential nature of the intended grades and the serial contents of instruction. This study evaluated the vertical and horizontal alignment among the series’ textbooks and lessons drawing on Bloom’s revised taxonomy of educational objectives (Anderson & Krathwohl, 2001). The evaluation initially involved descriptive content analysis of the activities within and across the textbooks using a checklist developed based on the taxonomy. Then, the content matrixes were subjected to Porter et al.’s (2007) alignment index for the statistical assessment of lessons and textbooks’ alignment. The findings generally suggested that the lessons were tuned adequately, albeit accommodating mainly lower-order knowledge types and cognitive skills at the cost of discarding the higher-order ones. In addition, the statistically positive and significant PAIs of 0.93, 0.78, and 0.74 between Prospect I & II, Prospect I & III, and Prospect II & III, respectively pointed to a harmony in the series’ content. The paper discusses the findings and implications in the Iranian EFL context
۱۱.

Evaluation of Pre-Intermediate Three (Pre-3) English Textbook of Iran Language Institute

نویسنده:
منبع: Journal Of English Language and Literature Teaching, Volume ۱, Issue ۱, Summer ۲۰۲۱ 174 - 194

کلیدواژه‌ها: Textbook Evaluation Grant Iran Language Institute

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تعداد بازدید : ۲۰۳ تعداد دانلود : ۲۳۹
As the most basic means of instruction and learning, textbooks play a pivotal role in teaching any language since they provide a dependable source of language input for learners. However, with the wide array of textbooks available in the market, opting for the textbooks suiting the peculiar educational parameters of different settings, seems to be a cumbersome task; therefore, to gain greater educational outcomes, to save time, and to incur less costs on learning, logical selection of textbooks through scientifically sound principles seems to be a sensible strategy. The present study utilized an a priori evaluation of the widely-used Pre-intermediate Three (Pre3) textbook of Iran Language Institute (ILI) by using two textbook evaluation schemes by Grant and Demir and Ertas. The results indicated that, despite the numerous merits of the mentioned textbook, including the active role of the learners in completing the tasks, it has got a rather traditional view of the learners’ roles, and one-way teacher-student interaction predominates at the expense of invaluable group and team interaction. Moreover, the written mode of input outweighs the oral one and with its over-emphasis on forms instruction, it prescribes structures for use by learners. Some revisions, are, finally, proposed to make the book more suitable for the Digi-minded learners today.
۱۲.

Iranian EFL Teachers’ Perspective towards the High School English Textbook, Vision3: An Evaluation Based on Communicative Approach

نویسنده:
منبع: Research in English Education Volume ۶, Issue ۳ (۲۰۲۱) 96-116

کلیدواژه‌ها: communicative approach Textbook Evaluation Vision 3

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Textbook evaluation seems to be inevitable where textbooks are the main source of teaching and learning processes. This study aimed to investigate to what extent ''Vision 3'' (the last volume of the English book series entitled “English for schools”) has the characteristics of a CLT syllabus based on teachers’ points of view. To fulfill the objectives of this study, 60 male and female high school English teachers, teaching at different high schools answered an online questionnaire adapted from AbdelWahab (2013) which is a 3-point Likert scale checklist (i.e. poor, satisfactory, & good). The design of the scale enabled the researchers to evaluate the book in terms of four main criteria including; (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary materials, (3) learning/teaching content, and (4) language skills. The analysis of the data indicated that EFL teachers had a positive attitude towards the English textbook based on the CLT principles except for cultural considerations. The conclusion indicates that the book needs to be modified to include some aspects of cultural values about the target language culture. The results can guide the teachers, syllabus designers, textbook writers, evaluators, and curriculum designers in their planning and designing of future textbooks.
۱۳.

Iranian EFL Learners’ and Teachers’ Attitudes Towards High School English Textbooks(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۴, No.۲۸, Spring & Summer ۲۰۲۱ 221 - 244

کلیدواژه‌ها: high school textbooks students attitude teachers attitude Textbook Evaluation

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تعداد بازدید : ۲۲۱ تعداد دانلود : ۱۶۶
The current study aimed to evaluate the content of the English textbooks taught in Iranian senior high schools. To this purpose, the study relied upon a descriptive survey design. Through a stratified random sampling, a total of 12 senior high schools were selected from the high schools located in Isfahan. To select the teacher participants, a convenience sampling method was employed. Then, a structured questionnaire was administered to the selected teachers and students. The obtained data were statistically analyzed and item analysis revealed that the accessibility and affordability of the textbooks were the most-favored features. However, most of the students wondered whether the textbooks were equipped with supplementary (online and offline) materials. The post-hoc analysis results revealed the significant overall teacher-student disagreement towards the textbooks. Generally, the results showed that there is a need to adapt the teaching materials to the target situation of use. As a practical implication, the findings may urge the developers of the textbooks to launch a modification project in order to get more conscious in developing future textbooks. Moreover, the findings are of use for the teachers of the textbooks as well as the pedagogical policy makers. 
۱۴.

An Evaluation of Iranian Tenth-grade English Textbook: With a Focus on Language Skills, Activities and Teachers’ Perceptions(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۹, Spring & summer ۲۰۲۲ 171 - 197

کلیدواژه‌ها: Textbook Evaluation Four language skills (TBLT) Task-based lesson plan High school English textbook

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تعداد بازدید : ۲۰۶ تعداد دانلود : ۱۲۷
Learning English proficiently specially in English as a foreign language (EFL) context needs developing proficiency in all four language skills (listening, speaking, reading, and writing). Knowing four language skills helps language learners to learn the language faster and more fundamentally. Teachers and textbooks as the important sources of materials in EFL education play vital roles to improve students' language skills. Improving language skills need learners' active participation. Task-based language teaching (TBLT) as an important concept in language teaching method is very helpful to develop learners' integrated language skills. In this study, a descriptive qualitative approach, using content analysis of the textbook, was used to evaluate Iranian tenth-grade senior high school English textbook Vision1 in terms of four language skills activities based on Willis' (1996) task-based lesson plan model. A questionnaire adapted from Wuttisrisiriporn and Usaha's (2019) was also administered to 107 (51 males and 56 females) first-grade senior high school English teachers to evaluate their perceptions towards four language skills activities in the textbook. Findings regarding the textbook analysis indicated that it does not adequately include four language skills activities. Considering teachers' perceptions towards Vision 1 skills activities, the findings revealed that most of the teachers disagreed with the adequacy of the four language skills activities. Based on the findings, it is suggested that appropriate language skills activities should be included in Iranian tenth-grade English textbook to enable learners to interact accurately and fluently. In this regard, the study provides some helpful guidance which might be useful for Iranian English language material developers and teachers of tenth-grade senior high school to reconsider the textbook content
۱۵.

Can We Learn about Culture by EFL Textbook Images? A Semiotic Approach Perspective(مقاله علمی وزارت علوم)

نویسنده:
منبع: جستارهای زبانی دوره سیزدهم مرداد و شهریور ۱۴۰۱ شماره ۳ (پیاپی ۶۹) 499-479

کلیدواژه‌ها: Keywords: culture cultural representation English as a Foreign Language semiotics Textbook Evaluation

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A close look at the education system reveals that too much attention is attached to text while visuals, such as pictures and cartoons, are often deemed as “decoration”, or are not incorporated in the textbooks at all. Visual texts constitute a part of daily communication, which can potentially bear many layers of meaning. Such a complexity involved in visuals turns them into an ideal resource for not only L2 learning but also the improvement of intercultural communicative competence (ICC), along with cultural awareness. The status of cultural elements and representation of culture in English instruction has proved to be a tricky issue. This is mainly because of the diverse range of contexts where English is used on an international scale globally. Given the integral relationship between language and culture, it is essential to teach cultural elements in L2 classes, in particular, the representation of cultural values and elements as an integral part of the L2 curriculum of English language teaching (ELT). Furthermore, from a critical linguistics viewpoint, language textbooks should be viewed as social and cultural vehicles. Therefore, the incorporation of cultural symbols and raising cultural awareness are considered essential issues in ELT textbooks, particularly in the context of English as a foreign language (EFL). Furthermore, multiple approaches to the analysis of textbooks and cultural contents have been adopted by different researchers. Here, the present study is based on the core principles of semiotic analysis which implies that texts, pictures, and other modes of communication can be used as potential semiotic resources. This review study can yield important theoretical and pedagogical implications for researchers, L2 instructors, and the developers of ELT textbooks to take the images into account to represent culture in the textbook.
۱۶.

A Checklist-Based Evaluative and Comparative Study of ESP Books: The Case of Mechanical Engineering

نویسنده:
منبع: Journal of Foreign Language Teaching and Translation Studies, Vol. ۲ No. ۲, August ۲۰۱۳ 50 - 69

کلیدواژه‌ها: ESP mechanical engineering Textbook Evaluation

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Textbook evaluation serves as a useful tool at teachers‘ disposal to cope with uncertainty in opting for the proper material prior to embarking on their teaching career. This study aims at comparing two different ESP textbooks, one of them English for students of Mechanical Engineering, design of solids (SAMT publication), and the other one English in Mechanical Engineering (Oxford University Press). For the purpose of comparison and contrast, Textbook Evaluation Checklist (Miekley, 2005) was used against which the components of these two books were weighed to show what they have in common and where the point of departure from any commonality is. Although based on evaluative questions some inherent inefficiencies of these textbooks were revealed, it was generally concluded that both of them have tenable justification to be taught as an ESP course book.
۱۷.

The Evaluation of “Vision” English Textbooks- A Literature Review(مقاله علمی وزارت علوم)

نویسنده:
منبع: Journal Of English Language and Literature Teaching, Volume ۲, Issue ۲, September ۲۰۲۳ 93 - 114

کلیدواژه‌ها: Textbook Evaluation Vision series Textbook literature review

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تعداد بازدید : ۱۳ تعداد دانلود : ۱۰
In the world of language teaching, textbooks have a central role; therefore, they influence the entire process of learning/teaching languages. Having them analyzed and evaluated is vital for ensuring their efficiency and alignment with the goals of language classes. Reviewing the vision series textbook evaluation studies is the purpose of this paper. Due to the extensive use of this series in Iranian high schools, students' worldviews are inevitably affected by it. Students may also be lead wrongly by biased perspectives in high school textbooks. Since these textbooks are new and taught to every Iranian student, they need continuous evaluation and analysis to achieve their specified goals. While some studies have evaluated and analyzed these textbooks, a review of published articles in this field is still lacking. Throughout the literature, 24 research articles from the last 5 years are discussed. Generally, the study found that most teachers believe Vision text books have adhered to the guidelines of the CLT method and are an improvement over the old English language teaching books. Several revisions have also been suggested because they believe these books have cultural shortcomings and do not allow students to become familiar with the target culture. As a final point, some implications are presented regarding the evaluation of English textbooks in Iranian contexts.