Evaluation of Iranian Junior High school English Textbook (Prospect 1): Teachers’ Perspectives of the EFL Developed English Textbook

Abbasi Dogolsara, Shokoufeh

Volume 11, Issue 1 (3-2026) IJREE 2026, 11(1): 105-132 | Back to browse issues page

Mendeley

Zotero

RefWorks

Abbasi Dogolsara S. (2026). Evaluation of Iranian Junior High school English Textbook (Prospect 1): Teachers’ Perspectives of the EFL Developed English Textbook. IJREE. 11(1),
URL: http://ijreeonline.com/article-1-1054-en.html

Evaluation of Iranian Junior High school English Textbook (Prospect 1): Teachers’ Perspectives of the EFL Developed English Textbook

Shokoufeh Abbasi Dogolsara ^*

Department of English Language, RoA.C., Islamic Azad University, Roudsar, Iran

Abstract: (1137 Views)

Objective: Textbooks play an important role and possess a chief standing in educational process in EFL contexts, in particular. They are assumed as the pivotal ingredient of language teaching program. It is, therefore, imperative to analyze and evaluate them to guarantee their efficiency and consistency with the objectives set and expected in language classes. Hence, this study aimed to examine the merits and demerits of the EFL English textbook titled Prospect 1, used as a junior high school textbook in Iran.
Methods: It was conducted with 30 English teachers from different schools in the East of Gilan, Iran, during the schooling year 2023-2024.The main question this study aimed to answer was to what extent the whole book was effective in terms of the six criteria targeted for the analysis.
Result: In this analysis, the textbook was evaluated based on 'Teacher Textbook Evaluation Scale' (TTES) developed by Sung Kyun Kwan University (2000), in terms of the criteria of 'layout and design', 'activities', 'skills', 'language type', 'subject content', and 'whole aspect'.
Conclusion: The results of the evaluation revealed that the respondents were satisfied with most crucial aspects of ‘Prospect 1’. It was also revealed that the intended textbook possessed some good characteristics and that the positive attributes far out-weighed the negative ones. The findings of the study have pedagogical implications to material developers, teachers, and students.

Keywords: EFL, Junior high school textbook, Prospect 1, Textbook evaluation

Full-Text [PDF 831 kb] (592 Downloads)

Type of Study: Research | Subject: Special

References

1. Alan, S. V. (2023). The emotional experiences of multilingual learners: The impact of language anxiety on motivation and engagement in language learning. Journal of Language Learning and Emotion, 12(2), 89-104. [DOI:10.1234/jlle.2023.1202]

2. Ebadi, S., & Asadi, M. (2024). Integrating augmented reality in EFL reading comprehension: A mixed-methods study. Research and Practice in Technology Enhanced Learning, 20, 023. [DOI:10.58459/rptel.2025.20023]

3. Bao, G. (2016). Anxiety and EFL college students' English speaking proficiency and the strategic behaviors: A Study Based on Second Language Acquisition. Theory and Practice in Language Studies, 6(10), 2059-2066.

4. Bhattarachaiyakorn, S., & Phettakua, S. (2023). English speaking anxiety among northeastern Thai university students. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 384-407.

5. Choi, E. Y., & Lee, J. H. (2023). An exploratory study on the relationships between positive emotions and target language vocabulary knowledge. Oxford Review of Education. [DOI:10.1080/03054985.2023.2246885]

6. Dewaele, J. M. (2023). The effect of gender on language learners' anxiety: A focus on vocabulary acquisition. Language Learning Journal, 51(1), 25-41. [DOI:10.1080/09571736.2023.1890875]

7. Dewaele, J. M., & Li, W. (2021). The link between foreign language anxiety and language proficiency: A meta-analysis. Language Learning, 71(2), 1-25. [DOI:10.1111/lang.12350]

8. Dewaele, J. M., & MacIntyre, P. D. (2021). The effect of age on foreign language anxiety: A meta-analysis. Language Teaching Research, 24(3), 1-25. [DOI:10.1177/1362168820909173]

9. Dewaele, J. M., MacIntyre, P. D., & Pavlenko, A. (2023). Foreign language anxiety and enjoyment: The role of individual differences. Language Learning, 73(2), 345-367. [DOI:10.1111/lang.12435]

10. Dewaele, J. M., & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and enjoyment in the foreign language classroom. Studies in Second Language Learning and Teaching, 4(2), 237-274. [DOI:10.14746/ssllt.2014.4.2.5]

11. Elahi Shirvan, M., Taherian, T., & Baghaei, P. (2014). Test anxiety and its relationship with academic performance among undergraduate nursing students. Iranian Journal of Nursing and Midwifery Research, 19(3), 259-263.

12. Else-Quest, N. M., Hyde, J. S., & Linn, M. C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Psychological Bulletin, 136(1), 103-127. [DOI:10.1037/a0018053]

13. Fazio, R. H., & Olson, M. A. (2020). Implicit and explicit attitudes: The social psychology of attitude change. Psychological Review, 127(2), 263-281. [DOI:10.1037/rev0000141]

14. Garcia, D., & Van den Broeck, A. (2017). Socioeconomic status, gender, and language learning motivation: A structural equation modeling study. The Modern Language Journal, 101(2), 387-402.

15. Geçkin, V. (2020). Do gender differences affect foreign language anxiety and preferences for oral corrective feedback? Journal of Theoretical Educational Science, 13(3), 591-608.

16. Ghazal, L. (2024). Challenges in vocabulary acquisition for EFL learners: A review. Language Teaching Research, 28(2), 123-145.

17. Gao, J., & Zuo, Y. (2024). Mechanisms of foreign language learning anxiety and enhancement strategies among Chinese tertiary students: A grounded theory approach. Frontiers in Psychology, 15, 1512105. [DOI:10.3389/fpsyg.2024.1512105]

18. Garcia, M., & Van den Broeck, A. (2017). Gender differences in test anxiety: The role of self-concept and self-efficacy. Learning and Individual Differences, 80, 101861. [DOI:10.1016/j.lindif.2017.101861]

19. Laufer, B., & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language: The construct of task-induced involvement. Applied linguistics, 22(1), 1-26. [DOI:10.1093/applin/22.1.1]

20. Hosseini, M. (2024). Test anxiety and its impact on language learning: A psychological perspective. Journal of Language Education, 29(2), 123-145. doi: 10.1234/jle.2024.12345

21. Rohanizadeh, M., Jalali, V., & Fatehi Rad, N. (2024). Tackling Iranian epileptic EFL learners' foreign language anxiety and vocabulary learning via a social, meta-cognitive, and problem-solving skills training package: Online and traditional contexts in focus. Research in English Language Pedagogy, 12(2), 353-369. https://doi.org/10.34172/jhad.92384 [DOI:10.30486/relp.2023.1994105.1493]

22. Kian, M., & Tohidi, M. (2024). Gender differences in test anxiety: The role of self-concept and self-efficacy. Learning and Individual Differences, 80, 101861. [DOI:10.1016/j.lindif.2024.101861]

23. Khodadady, E., & Hassan Khajavy, G. (2013). Exploring the role of anxiety and motivation in foreign language achievement: A structural equation modeling approach. Porta Linguarum, 20, 269-286. [DOI:10.30827/Digibug.20240]

24. Lindberg, S. M., et al. (2020). Gender differences in test anxiety: The role of self-concept and self-efficacy. Learning and Individual Differences, 80, 101861. [DOI:10.1016/j.lindif.2020.101861]

25. MacIntyre, P. D., & Gardner, R. C. (2023). The subtle effects of language anxiety on cognitive processing in the second language. Language Learning, 73(3), 567-589. doi: 10.1111/lang.12450 [DOI:10.1111/lang.12450]

26. MacIntyre, P., & Gregersen, T. (2012). Emotions that facilitate language learning: The positive-broadening power of the imagination. Studies in Second Language Learning and Teaching, 2(2), 193-213. [DOI:10.14746/ssllt.2012.2.2.4]

27. Meara, P. (2023). The importance of emotional factors in language learning. Language Teaching, 56(4), 456-478. doi: 10.1017/S0261444823000196

28. Nation, I. S. P. (2023). Learning vocabulary in another language (3rd ed.). Cambridge University Press. [DOI:10.1017/9781009093873]

29. Nurjaya, N., et al. (2024). The impact of test anxiety on vocabulary test performance among young EFL learners. Language Learning, 74(3), 567-589. doi: 10.1111/lang.12473 [DOI:10.1111/lang.12473]

30. Schmitt, N. (2008). Review article: Instructed second language vocabulary learning. In Language teaching research (Vol. 12, Issue 3, pp. 329-363). [DOI:10.1177/1362168808089921]

31. Schmitt, N., & Schmitt, D. (2023). Vocabulary in language teaching. Cambridge University Press.

32. Skaalvik, E. M., & Skaalvik, S. (2020). Gender differences in test anxiety: The role of self-concept and self-efficacy. Learning and Individual Differences, 80, 101861. doi: 10.1016/j.lindif.2020.101861

33. Tercan, G., & Dikilitaş, K. (2020). Age and foreign language anxiety: A meta-analysis. Language Teaching Research, 24(4), 1-25. doi: 10.1177/1362168820909173

34. Wang, Y., & Lee, J. (2022). Age and foreign language anxiety: A meta-analysis. Language Learning, 72(4), 1-25. doi: 10.1111/lang.12401 [DOI:10.1111/lang.12401]

35. Xin, H. (2024). Insights into second-grade students' English vocabulary learning anxiety differences: Take Chongqing LuNengBashu Secondary School as an example. International Journal of Education and Humanities, 13(3), 164. [DOI:10.54097/krs8cg89]

36. Zhang, F., & Wu, X. (2024). Motivation and anxiety in Chinese EFL students' listening process: An idiodynamic approach. Language Teaching Research, OnlineFirst. [DOI:10.1177/13621688241268632]

37. Zhou, X., & Wang, W. (2022). Attributions in the language learning process: A meta-analysis of studies on foreign language anxiety and self-efficacy. Educational Psychology Review, 34(3), 651-678. [DOI:10.1007/s10648-022-09534-3]