Despite the fact that the new triggers of technology have introduced multiple means into the classroom settings and allowed teachers and learners to make use of them and reach a fruitful interaction, published textbooks are still the most commonly used source for most instructional situations. In the English Foreign Language Algerian secondary school classes, the situation is similar; just after independence many EFL textbooks are regularly published in order to meet the changing demands of the Algerian EFL learners. In addition, since English in Algeria is considered as a Foreign Language, learners have little opportunity to use it outside classroom settings. Thus, textbooks undertake a more important role for both teachers and learners to interact and see thetextbook as the only available source that help them to undertake the process of interaction. As a result, it is reasonable to argue that the good quality of the EFL education depends largely on the good quality of the textbooks. In other words, the general principle that governsthe process of EFL teaching and learning in Algeria is whether or not high quality textbooks are made available to teachers and learners.

 In this respect, it is apparently understood that whenever any failure or difficulty is observed in the EFL classroom, the quality of the textbooks is the first factor that seems to be held responsible. Consequently, it is safe to claim that the quality of the textbooks has direct implications on the overall achievements of the EFLeducation. Furthermore, the present research work is concerned with the issue that many EFL teachers complain all the time about the nature and quality of the textbooks. On the basis of that, this study adopts a critical analysis into the second level secondary school textbook“Getting Through” to find out points of weaknesses and strengths. To sum up, this study will shed light on the quality of the in-use textbook in relation to ten criteria with an idea to sort out from the teachers’ opinions the likely results and recommendations forimprovements.   

The job of introducing any textbook requires a systematic evaluation. That is why, when designing EFL textbooks, it is important to consider EFL teachers’ thoughts, observations, and perspectives about the quality of the textbooks. In other words, teachers should be given active roles in the evaluation process. These active roles are assigned due to them on the basis that they are the immediate users of the target textbooks, as well as they spend most of the time with textbooks thus; they are considered as the most knowledgeable about the quality of the textbooks. 

Questions of the study

The present study is concerned with a macro analysis of the EFL textbook “Getting Through”. The main question is about the macro way in which EFL teachers evaluate the target textbook while the sub-specific research questions are listed below:

1To what extent is the textbook effective according to the layout and appearance?

2To what extent is the textbook effective according to the clarity of illustrations?

3To what extent is the textbook effective according to the clarity of instructions?

4To what extent is the textbook effective according to the language typed used?

5To what extent is the textbook effective according to the subjects, topics and contents?

6To what extent is the textbook effective according to the four language skills?

7To what extent is the textbook effective according to the clarity of objectives?

8To what extent is the textbook effective according to the teaching methods?

9To what extentis the textbook effective according to the flexibility?

10                     To what extent is the textbook effective according to the socio-cultural contexts?

1. Literature Review

1. 1. Textbook Evaluation

The term “evaluation” is widely used in the field of applied linguistics.It isexplained that evaluation is a procedure to measure the value of the learning materials to make judgments about the effect of the materials on the people using them.(Tomlinson (2003)[i] In this study, the process of evaluation is concerned with the EFL textbook “Getting Through” from EFL teachers.

Textbook’s evaluation is basically a straightforward, analytical “matching process: matching needs to available solutions”. Hutchinson (1987)[ii] It is about making judgments about the quality of the textbook by using a particular research tool for the sake of making improvements to the quality of the textbooks. 

As far as textbooks evaluation is concerned, it can be predictive evaluation, ongoing evaluation and retrospective evaluation. Cunningsworth (1995)[iii] The predictive evaluationis often impressionistic and rather aiming at establishing the future or potential performance of newly designed textbooks. They state that it “involves making predictions about the potential value of materials for their users”. The second type is known “as in-use evaluation which involves measuring the value of the textbook either by using it or by observing it being used. It is more objective and reliable. This type is done throughout the period it is used and re-evaluated to determine suitability and teachers can benefit from its evaluation by making the textbooks more productive and their teaching more effective by identifying parts of the textbook that need adaptation. (Mukunan,2007)[iv]

Tomlinson has listed some basic points that can be taken into consideration in whilst evaluating. These are: clarity of instruction, clarity of layout, clarity of objectives, credibility of tasks, achievement of performance, practicality of the materials, flexibility of the materials, motivating power of the materials and impact of the materials. Tomlinson(2003)[v]     

The third type is known as the “post-use evaluation”. It is certainly more valuable than the previous two types but the least administered type of evaluation because it allows the actual effects of a textbook on its users showing its intrinsic value (Ibid). This type also “provides retrospective assessment of a course-book’s performance and can be useful for identifying strengths and weaknesses which emerge over a period of continuous use”. (Cunningsworth, 1995)[vi]

1.2. Description of the Criteria to be used in the Study

The following ten criteria have appeared to be among the most important ones for good textbooks. The common criteria with regard to the underlying principles for each are explained briefly in one paragraph and they are referred to in bold type:

Any textbook evaluation in terms of the General Designmust cover a wide range of aspects such as attractiveness, font size, type used, tables of contents, unit’s titles, lesson’s titles, adequate vocabulary, adequate bibliography, consistency in headings, colors, and units’ formats. In more proper words, the general layout has impacts on the teaching and learning outcomes. In this respect, a number of researchers put emphasis on the question of textbooks’ design and appearance from different perspectives as practical criteria for evaluating the quality of textbooks. It is pointed out that attention must be put on these criterions in order to ensure the question whether textbooks are successful or not. Furthermore, Sheldon (1988) argues that the textbooks must be informative and thought provoking[vii].

In order for the EFL textbook authors to communicate effectively the different essence of the concepts and emotions and make them clearer to the target populations, they need to integrate the use of pictures, diagrams, posters, flash cards, graphs, and all other visuals. Regarding this issue, Illustrationscan be considered as the most important aspects of good textbooks. Sheldon (1987) also states that one picture may be worth a thousand words and they should serve a particular pedagogical function[viii]. They are considered as an integral part of any EFL textbook in the sense that they should appeal to the learners; be so simple that they can be easily comprehensible and should be related to the subject matter at hand.

 Another germane criterion for evaluating EFL textbooks is checking the extent of Presence of the Instructions. EFL textbooks should have clear instructional, that is, both teachers and learners should be able to understand what is expected in each activity, lesson, and unit. They argue that clear instructions can facilitate learning and teaching processes if they really meet learners’ and teachers’ readiness to interact in a wide range of linguistic and real-life contexts. (Tomlinson, 2003)[ix] In relation to this, another researcher points out that textbooks should inform about the order in which various activities should be done and how they are to be done, and what medium they should be done, and finally how much time they might take. (Dickinson, 1991)[x] They also point out that most of the pedagogical outcomes are efficient when instructions are well written and vice versa. Therefore, EFL textbooks are expected to incorporate direct, easy, simple, sufficient, and clear instructions. (Tomlinson,1998)[xi]      

TheLanguage Typeused in textbooks should consider a number of matters such as whether the input is authentic or not, whether it meets learners’ levels or not, whether it covers widely the language skills or not, and whether it is realistic or not. In fact, any EFL textbooks should have correct, recent, authentic and standard English. The language input in textbooks must be comprehensive and it should meet the learners’ abilities. They states that textbooks can be enriched through the use of authentic, clear, direct, simple, and realistic inputs (Cunningsworth, 1995)[xii] Another one elaborates the advantages of authentic, clear language input in EFL textbooks as follows;

·  They have positive effect on the learners motivation;

·  They provide exposure to real language situations;

·  They support a more creative approach to language teaching. (Richards,201)[xiii]   

 Another criterion is the appropriateness of the Subjects, Topics and Contentsto the interests of the target populations. They think that EFL teachers and learners attend classroom context with myriad attributes such as knowledge, attitudes, skills, cognitive ability, and experience. (Cunningsworth,1995)[xiv] Consequently, textbooks can expand learners’ interest by including subject matters and topics which are relevant, informative, challenging, interesting, varied, and appealing. Therefore, the contents selection should avoid potentially embarrassing topics. Furthermore, he contends that the good selection of the subjects, topics and contents can appeal learners to think for themselves around the topics (Ibid). So, textbooks of this type can provide much of the stimulation which finally develops in them the spirit of being more independent and be critical thinkers. This criterion without doubt contributes effectively to make all the objectives of the EFL teaching and learning easy to reach.             

As far as EFL textbooks are concerned, the Language four Skills should be introduced in an integrated way since many situations require the use of many different skills at the same time. For many scholars, evaluating these skills is essential to decide about the quality of the textbooks. For this reason, it is believed that among the most important point in textbook’s quality is a kind of enough and balance materials between skills. Language is a combination of integrated skills where each language skill depends on another one. (Tomlinson, 1988)[xv] Others suggest some effective language lessons that help to develop the integration of language skills. Some of the lessons are; task continuity, real world tasks, problem solving, role play, etc. it is important for EFL textbook to incorporate these lessons for the integration of both productive and receptive language skills. (Nunan (1989)[xvi] and McDonagh, 1993)[xvii]. 

Objectivesare important features in any textbook so it is imperative to check their presence and evaluate their quality in textbooks. A researcher identifies the urgent need for thorough coverage of course objectives in the textbook. She states that when learners know why and what they are learning it makes their job more purposeful and meaningful. (Ur,1996)[xviii] In the same respect, another one emphasizes that any content must be decided on the basis of the assigned objectives in the sense of providing both teachers and learners with a clear path of where they are going and what they can expect to achieve at the end (Cunningsworth, (1995)[xix] For this, it seems that it is essential for both teachers and learners to be clear aware about all the types of objectives of the unit and lesson in order to develop their responsibilities. This study considers the clarity of objectives as criterion of textbook evaluation through a set of sub-questions and attempts to evaluate them according to teachers’ opinions.      

The question of teachers’ needs in terms of Teaching Methodsand role must be considered. Teachers’ must be given an important role in the context of EFL classroom because they act as mediators between the textbooks and learners, and also they are among the users of textbooks. (Al-sowat, 2012)[xx] Due to the fact that teachers spend a lot of time with the textbooks either in front of the learners or during preparation so they can have powerful role. It is difficult to make learners like what the teachers themselves do not like in the sense that teachers select from the textbooks’ contents only what they like, understand, and believe to deliver and tend to put aside what they dislike. (McGrath, 2002)[xxi] The researcher believes that teachers’ perspectives are important since it is concerned with textbook evaluation. The current study tries to sort out teachers’ opinions about the teaching methods adopted in the textbooks. It seeks to evaluate the following points;

-          whether the teaching methods are the latest ones,

-          whether the teaching used in textbooks are learners’-centered,

-          whether the teaching methods meet learners’ expectations, learning styles and levels,

-          Whether the teaching methods used are easily manageable by teachers.              

Flexibilityis another criterion of evaluation. Textbooks’ flexibility and adaptability to the learners’ needs and levels is among the major signs of a good textbook. (Sheldon, 1988)[xxii] The textbook should be flexible and easy to modify according to the learners’ needs and to the triggers of the practical problems that may appear from time to time. They explain that good textbooks should be flexible and appeal to different styles and strategies, and should not favor one type or level of learner over others. (Richards, 2001)[xxiii] Consequently, teachers can deal successfully with any possible emerging teaching situation. In this respect, textbooks have to provide a variety of activities based on thorough understanding of learners’ needs at large. In order to ensure that textbooks consider the question of learners’ autonomy the current study integrates a number of points such as the usefulness of textbooks, different learning styles, different learning levels, and self-check progress into the evaluation process.         

On a more practical plan, it is important to ensure that the textbook sets its materials in Social and Cultural Contextsthat are comprehensible. The textbook will directly or indirectly communicate set of social and cultural values. (Cunningsworth, 1995)[xxiv] Based on the relationship between language and culture, many scholars believe that communication might be broken down if cultural and social constraints are not taken into account. Moreover, the textbooks should be culturally and socially suitable to the learners. Therefore, it is high illuminating to look at textbooks how they represent people according to their ethnic origin, social class, culture, etc. Furthermore, they state that the home culture and the target culture should be integrated in the textbooks. In other words, learners should discover both themselves and the target cultures through the textbooks. (Al-sowat, 2012)[xxv]     

2. Research methodology

2. 1. Research Instrument “Questionnaire”

In order to answer the research questions of the study, a questionnaire was employed to collect data from the points of views of EFL teachers. The questionnaire contained ten questions in which each one is concerned with one criterion of evaluation.The questionnaire is one of the common tools which are used to gather and describe the characteristics and opinions of teachers or any other people who are important to the study[xxvi]. So it is the most appropriate tool since it can be easily administered and can gather sufficient and relevant data.  

Most of the items in the questionnaire were adapted and modified from the criteria used to evaluate EFL textbooks from a number of related studies. The researcher used checklists of Cunningsworth (1995), Tomlinson (1998), Richard (2001), Abraha (2008), and Alsowat (2012). The questionnaire is composed of two sections. The first one is about background information while the second is about the ten criteria of evaluation determined in the literature review. The questionnaire was designed according to Likertscale which is the most frequently applied scaling technique in educational research. With this scale the participants respond to a set of statements on a given topic in which they choose the response that most represents their feelings. (Siniscalco and Auriat, 2005)[xxvii]. This study aims at evaluating the opinions of EFL teachers towards the quality of EFL “Getting Through” textbook.  

2. 2. Population and Sampling

A total number of 60EFL male and female teachers sorted out of 300EFL teachers from Setif, Algeria secondary schools participated in the study. They were chosen randomly from the whole population. They also were asked to fill in the questionnaire carefully and express their opinions about the quality of the textbook they are using. It is worth to mention that all the teachers are using the same textbook for the second level secondary school as it is also the only textbook approved by the Ministry of National Education. The research used the frequencies and percentages to classify the teachers’ demographic information in the Figures and below.