چکیده:
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
خلاصه ماشینی:
"Iranian EFL Teachers' and Students' Perceptions towards the First Grade High School English Textbook (Vision1) Farzaneh Khodabandeh1*, Rahman Mombini2 1,2.
The current study aimed at evaluating the new English textbook entitled "Vision 1", developed for the Iranian first grade high school students.
evaluation, textbooks, Vision 1 Keywords: Introduction In the realm of education, generally and in Teaching English as a Foreign Language (TEFL) specifically, there are various factors in teaching and learning such as teachers, students, the basic physical and organizational structures and facilities.
With the introduction of the junior high schools' new English textbooks, that is, "Prospect" in 2014, they have been under the evaluation of the researchers (Salehi & Amini, 2016; Arablo, 2015; Alipour, Mohebzadeh, Gholamhosseinzadeh, and Mirzapour, 2016; Kia-Ahmadi & Arabmofrad, 2015).
They selected eight criteria (layout and physical appearance, language type, content, activities and tasks, objectives, skills, teacher's needs, and cultural considerations) to evaluate the book.
However, the findings of the current study are well supported by Pouranshirvani (2017b) and Ajideh (2016) and reveal that the book fails to cover topics and themes related to L2 culture that both teachers and students seemed to enjoy, that is, the content of the book does not deal with those L2 socio-cultural factors that create positive attitudes towards the target language community on the part of learners to learn their language.
The External Evaluation of New English Textbook "Vision1" For Tenth –Grade Students in Iranian High Schools from Teachers' Perspectives.
The Internal Evaluation of New English Textbook "Vision1" For Tenth – Grade Students in Iranian High Schools from Teachers' Perspectives."