International Journal of Research in English Education

en Iranian EFL Teachers’ Perspective towards the High School English Textbook, Vision3: An Evaluation Based on Communicative Approach Iranian EFL Teachers’ Perspective towards the High School English Textbook, Vision3: An Evaluation Based on Communicative Approach تخصصي Special پژوهشي Research Textbook evaluation seems to be inevitable where textbooks are the main source of teaching and learning processes. This study aimed to investigate to what extent ''Vision 3'' (the last volume of the English book series entitled “English for schools”) has the characteristics of a CLT syllabus based on teachers’ points of view. To fulfill the objectives of this study, 60 male and female high school English teachers, teaching at different high schools answered an online questionnaire adapted from AbdelWahab (2013) which is a 3-point Likert scale checklist (i.e. poor, satisfactory, & good). The design of the scale enabled the researchers to evaluate the book in terms of four main criteria including; (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary materials, (3) learning/teaching content, and (4) language skills. The analysis of the data indicated that EFL teachers had a positive attitude towards the English textbook based on the CLT principles except for cultural considerations. The conclusion indicates that the book needs to be modified to include some aspects of cultural values about the target language culture. The results can guide the teachers, syllabus designers, textbook writers, evaluators, and curriculum designers in their planning and designing of future textbooks.   Textbook evaluation seems to be inevitable where textbooks are the main source of teaching and learning processes. This study aimed to investigate to what extent ''Vision 3'' (the last volume of the English book series entitled “English for schools”) has the characteristics of a CLT syllabus based on teachers’ points of view. To fulfill the objectives of this study, 60 male and female high school English teachers, teaching at different high schools answered an online questionnaire adapted from AbdelWahab (2013) which is a 3-point Likert scale checklist (i.e. poor, satisfactory, & good). The design of the scale enabled the researchers to evaluate the book in terms of four main criteria including; (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary materials, (3) learning/teaching content, and (4) language skills. The analysis of the data indicated that EFL teachers had a positive attitude towards the English textbook based on the CLT principles except for cultural considerations. The conclusion indicates that the book needs to be modified to include some aspects of cultural values about the target language culture. The results can guide the teachers, syllabus designers, textbook writers, evaluators, and curriculum designers in their planning and designing of future textbooks.   communicative approach, textbook evaluation, vision 3 communicative approach, textbook evaluation, vision 3 96 116 http://ijreeonline.com/browse.php?a_code=A-10-685-2&slc_lang=en&sid=1 Ashraf Khandaghi Khameneh Ashraf Khandaghi Khameneh ashrafkhandaghi@yahoo.co.uk 10031947532846002322 10031947532846002322 Yes Department of English Language Teaching, Karaj Branch, Islamic Azad University, Tehran, Iran Department of English Language Teaching, Karaj Branch, Islamic Azad University, Tehran, Iran Mohammad Hashamdar Mohammad m_hashamdar@yahoo.com 10031947532846002323 10031947532846002323 No Department of English Language Teaching, Karaj Branch, Islamic Azad University, Karaj, Iran Department of English Language Teaching, Karaj Branch, Islamic Azad University, Karaj, Iran