Abstract:
The quality of a textbook might have fundamental roles that it can determine the success
or failure in teaching and learning course. The present study evaluated English
textbooks used in Iranian high schools, which are claimed to have been published based
on the components of Communicative Language Teaching (CLT) approach. The
purpose of this study was to explore high school teachers’ and students’ attitudes
towards the Iranian high school English textbooks. To fulfill the objectives, a
questionnaire consisting of 45 questions related to high school English textbooks was
administered to 150 male and female high school students and their teachers in Isfahan,
Iran. The participants were also interviewed in terms of their attitudes towards CLT
and its implementation in Iranian high school English textbooks. The descriptive
analysis of the data indicated that Iranian teachers and learners in Isfahan had a
positive attitude towards the English textbooks based on the CLT principles. The
majority of participants stated that 80 percent of CLT principles were currently
practiced in Iranian high school English textbooks; however, some changes might
improve the quality of these English textbooks.
Machine summary:
<H1>An Evaluation of English Textbooks Used in Iranian High Schools: Teachers’ and Learners’ Attitudes</H1> <H3>Firouzeh Torki</H3> Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran f.
The present study evaluated English textbooks used in Iranian high schools, which are claimed to have been published based on the components of Communicative Language Teaching (CLT) approach.
The descriptive analysis of the data indicated that Iranian teachers and learners in Isfahan had a positive attitude towards the English textbooks based on the CLT principles.
The main aim of this study was to explore high school teachers’ and students’ attitudes toward English textbooks based on the principles of CLT.
The researcher tried to evaluate the Iranian junior high school English textbooks in terms of teachers’ and learners’ attitudes and content of these textbooks based on CLT principles.
The researcher focused on the English textbooks which are taught in Iranian high schools, written by Alavi Moghaddam, Khodaparastan, Kheirabadi, Anani Sarab, Foruzndeh, and Ghorbani, (2012).
Based on the problems and purposes discussed above, the present study was an attempt to provide answers to the following questions: 1- What are the overall attitudes of Iranian high school English teachers and learners towards new English textbooks with respect to the principles of CLT?
The data analyzed in this study were gathered from a questionnaire and structural interview to identify English language learners’ and their teachers’ attitudes towards high school English textbooks based on CLT approach.