ESL Course Book Evaluation Form Libre
Coursebook Evaluation Form
This form is designed for evaluating EFL course books from beginning to upper intermediate level.
Basic Information
Name of Evaluator(s):
Title of course book(s):
Current level of learners:
Publisher(s):
Cost of Course-book package:
Date of Publication:
Is book now available (Yes/ No):
Reasons for Textbook Evaluation:
i.
Since the 1970’s there has been a movement to make learners the center of language instruction and it is probably best to view textbooks as resources in achieving aims and objectives that have already been set in terms of learner needs. Therefore, we must make every effort to establish and apply a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbooks that we use in our language classrooms. We should also ensure “that careful selection is made, and that the materials selected closely reflect the aims, methods, and values of the teaching program.” (Cunningsworth, 1995).
ii.
Another reason for textbook evaluation is the fact that it can be very useful in teacher development and professional growth. Cunningsworth (1995) states that textbook evaluation helps teachers to acquire useful, accurate, systematic, and contextual insights into the overall nature of textbook material.
Course Book Evaluation Methods
Effective evaluation relies on asking appropriate questions and interpreting the answers to them.
(Cunningsworth 1995). The creation of extensive evaluation checklists by leading experts provides criteria for detailed coursebook analysis. Cunningsworth’s checklist for evaluation and selection contains 45 questions, covering criteria such as “aims”, “design”,” language content”,
“skills”, and “methodology”, as well as “practical considerations such as cost and obtainability.”
CUNNINGSWORTH, Alan. Choosing Your Coursebook. Macmillan Heinemann, 1995. HARMER, Jeremy.
The Practice of English Language Teaching. Longman, 1994.
Page 1
Ali Reza Razavi
The university of
This form is designed for evaluating EFL course books from beginning to upper intermediate level.
Basic Information
Name of Evaluator(s):
Title of course book(s):
Current level of learners:
Publisher(s):
Cost of Course-book package:
Date of Publication:
Is book now available (Yes/ No):
Reasons for Textbook Evaluation:
i.
Since the 1970’s there has been a movement to make learners the center of language instruction and it is probably best to view textbooks as resources in achieving aims and objectives that have already been set in terms of learner needs. Therefore, we must make every effort to establish and apply a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbooks that we use in our language classrooms. We should also ensure “that careful selection is made, and that the materials selected closely reflect the aims, methods, and values of the teaching program.” (Cunningsworth, 1995).
ii.
Another reason for textbook evaluation is the fact that it can be very useful in teacher development and professional growth. Cunningsworth (1995) states that textbook evaluation helps teachers to acquire useful, accurate, systematic, and contextual insights into the overall nature of textbook material.
Course Book Evaluation Methods
Effective evaluation relies on asking appropriate questions and interpreting the answers to them.
(Cunningsworth 1995). The creation of extensive evaluation checklists by leading experts provides criteria for detailed coursebook analysis. Cunningsworth’s checklist for evaluation and selection contains 45 questions, covering criteria such as “aims”, “design”,” language content”,
“skills”, and “methodology”, as well as “practical considerations such as cost and obtainability.”
CUNNINGSWORTH, Alan. Choosing Your Coursebook. Macmillan Heinemann, 1995. HARMER, Jeremy.
The Practice of English Language Teaching. Longman, 1994.
Page 1
Ali Reza Razavi
The university of