Textbook evaluation in foreign language teaching

ELT textbooks carry great weight in many language classrooms. Nevertheless, thereare also counter-arguments on the actual role of these textbooks with a range of issues fromtextbook design, subject matter and the authenticity of materials to methodological validity.However, textbooks need to be assessed attaching the adequate significance to flexibility ofeducational settings to reach an overall evaluation. Accordingly, this study aims to identifythe views of 4th grade students and EFL teachers pertaining to English textbook for the 4thgrade keeping the aforementioned issues into account.Two questionnaires ?one for students and one for teachers? consisting of textbookevaluation criteria were administered in primary schools selected randomly from Seyhan andYüreğir districts of Adana. Besides, interviews were conducted with 20 EFL teachers workingin these schools to reveal their additional thoughts.The data obtained were analyzed through SPSS, a Statistical Programme for SocialSciences. The analysis of the data shed significant light on the evaluation of the presentlanguage textbook through divulging both students? and teachers? views. The results, in thisrespect, have diverged in two directions. On one hand, students with a high percentage haveattributed positive senses to the pre-determined set of criteria involved in the questionnaire.The views of teachers, on the other hand, have varied remarkably. In the first place, theresponses by a total of seven out of 20 teachers have designated an approval regarding theoverall appreciation for the present language textbook while another group of teachers withthe same number have not concured in this notion. In the second place, however, six teachershave not expressed determining views concerning this issue.Keywords: Textbook, Evaluation, Textbook Evaluation, Foreign Language Education,Material, Materials Evaluation