ENGLISH FOR TODAY, FOR CLASSES 9-10:

AN EMPIRICAL STUDY

Mohammad Elius Hossain

Lecturer
English Language Lab, World University of Bangladesh

ABSTRACT

This study is concerned with the evaluation of the English textbook currently used for classes 9-10
of secondary schools in Bangladesh. Our students‘ level of English proficiency in all the four skills
– reading, writing, listening, and speaking, even after the completion of SSC, is very inadequate.
One of the major reasons for this may be the absence of effective textbook/materials. It is,
therefore, necessary to examine the effectiveness of the textbook/materials in light of the recent
theoretical developments in the field. The purpose of the study is to examine: (a) layout and design
of the book, (b) activities and tasks in the book, (c) skills covered and balance of skills, (d)
language type provided, (e) grading and sequencing of the items, and (f) subject and content used.
For empirical research, the study used teachers‘ and students‘ questionnaires survey and for the
researcher‘s own evaluation of the book, the teacher‘s questionnaire in the form of a checklist was
used. The results show that the textbook in question has a number of strengths, but at the same time
it has several weaknesses too. Finally, the study suggests measures to overcome the weaknesses of
the book.

1.1 Background of the Study and, if there are any weaknesses, the study will
help overcome them and suggest measures to
It is a well established fact that it is not possible to produce more effective and mean ingful materials.
teach and learn language effectively in formal As Hutchinson and Waters (1987: 105) have stated
settings of classroom without effective materials . that while writ ing new materials, the evaluation of
In our context the materials for the Secondary and existing materials can provide a good source of
Higher Secondary classes are centrally produced ideas (of what to avoid as well as what to include)
textbooks and they are used for the entire country. and techniques. Identifying particular strengths and
As the issue of English language teaching is of weaknesses in the textbook through this evaluation
great national significance due to the growing will also play an important role in assisting
demand for English in an increasingly globalized teachers to exploit the book‘s strong points and
world, having an effective ELT program is a recognizing the shortcomings of certain exercises,
priority area for national progress and prosperity. tasks, and entire texts.
As the present state of ELT in the country does not
seem satisfactory, despite various efforts to 1.2 Background information on English For
improve the conditions, it is important to examine Today, For Cl asses 9-10
the problems and prospects of ELT practices in
Bangladesh. Materials being one important factor The English textbook has been written by English
for language learning, evaluation of ELT textbooks Language Teaching Improvement Project (ELTIP)
and materials, especially of the Secondary and jointly funded by the Government of Bangladesh
Higher Secondary levels, which are very impo rtant and DFID of the UK Govern ment. A team of 3
levels of education, is highly significant for writers trained in the UK through ELTIP has
Bangladesh. written the book. The publisher of the book is the
National Curriculu m & Textbook Board (NCTB).
The study is significant because by examining the This is the core text currently used for classes 9-10.
effectiveness of the teaching materials in light of
the developments in the field o f material As claimed in the prefaces to the book, the book
development, it will be possible to find out the follows the commun icative approach to the
strengths and weaknesses of the existing textbook teaching and learning of English in Bangladesh
 Mohammad Elius Hossain

context. The book provides learners with a variety mix o f text and graphical material on each page.
of materials such as reading texts, dialogues, The artwork and typefaces should be functional,
pictures, diagrams, tasks and activities. Using these colorful and appealing.
materials learners can practice all four basic
language skills: listening, speaking, read ing and 2.1.2 Setting Objecti ves
writing. They can actively participate in pair or
group or individual work. Cunningsworth (1995: 15) points out that ―aims
and objectives can reflect learners‘ needs in terms
The NCTB claims that it includes a wide range of of both language content and communicative
topics from both national and global contexts. abilities.‖ In designing or selecting coursebooks, it
Topics are appropriate and interesting to the should be made sure that they help achieve these
learners themat ically, cu lturally and linguistically. objectives. It is very important that coursebooks
Also adequate grammar elements are integrated should facilitate learners‘ progress and take them
with language skills so that learners can transfer the forward as effectively as possible towards their
elements learned to the real life situations. This goals. Consequently the content of the material
opposes the memorization of d iscrete grammar should correspond to what students need to learn,
items. in terms of language items, skills and
communicat ive strategies (ibid).
The present evaluation will also exhibit whether
the claims made by the NCTB in the preface to 2.2.1 Acti vi ties and Tasks:
English For Today, For Classes 9-10 are genuine.
In describing the theory of learning in
2. Theoretical Developments in Materials Design Co mmunicat ive Language Teaching, Richards and
and Evaluati on Rodgers (2001: 161) point out three principles
which pro mote language learning: firstly,
There have been significant developments in the activities that involve real co mmunicat ion;
theories and practices of material develop ment and secondly, activities in which language is used for
evaluation. So me of the important considerations carrying out mean ingful tasks; and finally,
for designing, selecting, adapting and evaluating language that is meaningful to the learner. Learning
language teaching materials have been discussed activities should be designed to engage the learners
briefly here with reference to the available in meaningful and authentic language use (rather
literature in the field. than merely mechanical pract ice of language
patterns).
2.1.1 Layout and Design
Savignon (2001) looks at communicat ion in terms
The layout and design of the materials must be
appropriate for the students. It is also important to of interpretation, expression and negotiation of
know whether the materials look attractive to them. mean ing. A number of theorists such as Vygotsky
(1978) and Long (1990) advocate the cognitive
Two other important aspects of good materials are
that they are clearly written and the objectives are value of student-student/social interaction for
clearly stated for both students and teachers. promoting learn ing. Long (1990), fo r example,
cites five benefits of interactive group activities in
(Harmer, 1991: 279-284)
comparison with teacher-fronted whole class
Harmer (2001: 302) has provided materials instruction. These include increased quantities of
students' language use; enhanced quality of the
evaluators with a checklist for evaluating the layout
and design of the materials. They are: 1) the page language students use; more opportunities to
should look clean and uncluttered, 2) the lesson individualize instruction; a less threatening
environment in which to use the language; and
sequence should be easy to follow, 3) the
illustration should be attractive and appropriate for greater motivation for learn ing. In addit ion, peer
the age group and 4) the instructions should be interaction gives students an opportunity to share,
clarify, elaborate, reorganize, and re-conceptualize
easy to read.
informat ion, exp ress ideas, get feedback, and
According to Sheldon (1988: 243), in an ELT justify their claims (Bruning, Schraw, and
Ronning, 1995).
textbook, there should be an optimu m density and

112
 English For Today

2.2.2 Negotiati on of Meaning/ Task-Based and English (e.g., information gaps, jigsaw
Co-operati ve Learning Acti vi ties activities, role plays) may support the
development of speaking skills and help
Proponents of the 'Communicative Approach' to students apply the skills in real-life contexts.
language teaching stress the importance of
language use versus knowledge about language 2. Are the exercises balanced in their format,
(Harmer, 1996). Observation of social interactions containing both controlled and free practice?
attests to the importance of communicative Controlled exercises refer to those that ask for
competence and shows that authentic language a single correct answer such as a fill-in-the-
communicat ion also involves the negotiation of blank grammar activity, whereas free practice
mean ing between interlocutors. Negotiation of involves exercises in which the answers are
mean ing occurs when some form of info rmation limited only by the students‘ creativity and
exchange transpires for a real purpose thereby knowledge. Th is includes open-ended
making the context of co mmunication as relevant discussion questions. A proper balance of such
as the content (Harmer, 1996). exercises ensures effective language learning.

Jacobs and Ball (1996: 99-101) suggest that the 3. Are the exercises progressive as the students
best types of activities are those that encourage move through the textbook?
negotiation of meaning or those that promote Exercises should build on and reinforce what
positive interdependence and facilitate individual students have already learned and should
accountability through cooperative learning progress from simp le—both linguistically and
strategies. Negotiation of meaning, they argue, cognitively—to more co mplex and demanding
ensures that communication has been successful topics and items. A textbook should require
among all the group members. It helps create more fro m students as their language skills
positive interdependence and co-ordination among develop, so they are continually stimu lated and
group members to comp lete as assigned task. challenged.

Alternately, some exercises may exemplify 'non- 4. Are the exercises varied and challenging?
communicat ive' situations that demand controlled Keeping students motivated and interested as
responses, such as listing, ordering and sorting, they work through a textbook is much easier if
comparing, matching and filling-in-the-blanks. the students see something new in each
Rossner and Bolitho (1990) and Harmer (1991) chapter. Familiarity and routine can be
suggest that a variation in activ ity types, tasks and comfo rting, but too much familiarity can lead
interaction patterns such as these may not be to lack of interest and boredom. The textbook
particularly genuine or authentic but they are still should fulfill its role as a stimulus for
effective in the sense that they play an important communicat ion and not be simply an
role in striking a balance in the activit ies. organizational tool for the teacher.

2.2.3 Balanced Acti vities and a Few More Cunningsworth (1995:117) opines that it is
Considerations possible to include realistic activities at most
levels, often based on contrived information
The need for balance is a mot ivational gaps of various kinds, which involve language
consideration since similar activ ities day after day use which is communicat ive in the context of
will bore the students (Harmer, 1991:286). the classroom. When evaluating such
Garinger (2002) in his article Textbook Selection activities, we must consider to what extent the
for the ESL Classroom says that when evaluating skills and strategies learned and practiced are
the quality of a textbook‘s exercises and activities, transferable to the real world. In general, the
four key questions should be answered: grater the potential for t ransfer, the more
1. Do the exercises and activities in the textbook valuable the activity.
contribute to learners’ language acquisition?
Textbooks should include exercises that give 2.3.1 Skills
students opportunities to practice and extend
their language skills. For examp le, activities The four skills of language (listening, speaking,
that require students to negotiate meaning in reading and writ ing) are seen as central to language

113
 Mohammad Elius Hossain

learning. It is important to check if the coursebook says that authentic reading, speaking, listening,
adequately covers all four skills, taking the level writing and grammat ical language models should
and overall aims into account, and if there is a be used to teach English language skills, the
suitable balance between the skills. In order to use activities or tasks associated with them should also
language skills co mpetently the users of language be authentic and suitably graded to the level of the
need a number of sub-skills for processing the students with whom they are being used.
language that they use and are faced with. If we Proponents of authentic materials such as Cathcart
concentrate on these skills and sub-skills it will (1989) and Lee (1995) suggest that when we
help the students to approach the language with expose our students to these types of materials we
more confidence and a greater experience of can be confident that the models of language are
success. (Harmer, 1991:16-17, 25) not only genuine but also representative of real life
language use, particularly in terms of d iscourse
2.3.2 Integrated Skills structure. In addition, they point out that the use of
these materials brings greater realism and relevance
Many prominent authors in ELT, such as Swan to the ESL / EFL classroom and they can increase
(1985), Harmer (1996) and McDonough and Shaw learner mot ivation.
(1997) advocate for integrated, mult i-skills syllabus
because it considers and incorporates several 2.4.3 Language Form and Language Use
categories of both meaning and form.
Cunningsworth (1995: 31) says that coursebooks
People rarely use one skill in isolation wh ile using are concerned with the teaching and learning of the
the language for practical purposes. In actual language itself, in some or all of its aspects.
language use, people rarely use one skill in Themes, topics, communicative strategies, cultural
isolation. In real life most of the communicative issues and other factors are also important. But the
situations involve integrating two or more of the actual items of language taught – grammar,
four skills. For example, taking a message over the vocabulary and phonology – form the foundation
telephone, taking part in any sort of conversation, of everything else that contributes to the complex
filling in a form, writ ing an abstract of an article, process of language teaching. So, part of a lesson
and taking notes from a talk o r lecture. In all these may concentrate on teaching a new grammatical
situations, and in many more, the user of the form and another part may focus on vocabulary
language exercises his abilities in two or more development.
skills, either simu ltaneously or in close succession
(Cunningsworth, 1984:46). 2.4.3.1 Grammar

The integrated-skill approach helps learners get According to Cunningsworth, (1995:32), g rammar
exposed to authentic language and encourages is a major co mponent of any general language
them to interact naturally in the language. That is course, whether it is acknowledged as such, or
how learners rap idly develop an understanding of disguised as something else. It is an understanding
the richness and complexity of English language as of and an ability to use grammar that equips
found in commun ication. (Oxford, 2001) learners with the ability to create their own
utterances and use language for their o wn purposes.
2.4.1 Language Type Harmer (1991: 42-43) argues that since the
knowledge of grammar is essential fo r co mpetent
It is important to know whether the language users of a language, it is clearly necessary for our
included in the materials is realistic and authentic.
students. Our aim in teaching grammar should be
It is also important to examine whether or not the to ensure that students are communicat ively
language is at the right level or of the right type for competent with the grammar they have at their
the students and whether the progression of new
level.
language is both logical and appropriate for the
students (Harmer 1991:280). 2.4.3.2 Vocabulary
2.4.2 Authentic and Realistic texts Sustained communication is v irtually impossible
Since the advent of the ‗Co mmunicative Approach‘ without access to a relevant and fairly wide range
to language teaching in the 1970‘s and 1980‘s, that of vocabulary (Cunningsworth, 1995: 38). So, it is

114
 English For Today

important for a textbook to help students enrich 2.5.1 Gradi ng and Sequencing Items and
their vocabulary. For teaching as many new words Relating Them to Communicati ve
as possible, coursebooks can equip students with
strategies for handling the unfamiliar vocabulary Functions
items that they will inevitably co me across. It is
worth examining the nature of the activit ies and The organization of the content in the syllabus or
exercises to ensure that they help learners to extend coursebook refers to grading which especially
and develop their vocabulary in a purposeful and involves the order of items and the speed with
structured way. which the students progress through the course
(Cunningsworth, 1995: 59). Sequencing refers to
2.4.4 The Progression of New Language the order in which new items are taught, how the
components fit with one another and how the range
In order to learn effectively, students should be of language taught develops as learners progress
presented with a small or limited amount of new through the course (ibid). The concept of
language (an ‗i + 1‘ input, Krashen, 1982) at a time progression is implicit in sequencing. In it there
and materials should be planned and divided into will be a princip led development fro m the
learning units. These learning units should be beginning to the end point. To meet the learners‘
related to each other in such a way that the learner communicat ive needs there should be a coherent
can relate new language to what s/he already functional organization in grading the introduction
knows and can build up his/her knowledge of the grammatical items and vocabulary, in
English by moving to new language units that presenting them in context and also in giving
should be carefully graded and sequenced. exponent of them (ibid).

Harmer (1991: 40) also says that the roughly-tuned 2.5.2 Recycling
input is language which is comprehensive, i.e. the
students can more or less understand even though it According to Cunningsworth (1995: 59) recycling
is above their own productive level. While is an important consideration within the sequencing
evaluating a textbook, it is important to evaluate, as of material. . It is insufficient to present and
Harmer (ibid: 280) says, ―how, and in what order, practice a language item once only. Cunningsworth
students are asked to produce new language.‖ In (ib id) observes that ―learners need to meet items on
general, we would expect some intelligib le several occasions, and preferably in different
connection or sequence between what students contexts, in order to fix them in memory, gain
have previously learned and what they are learning fluency in using them and come to a full
now. understanding of their meanings.‖ Therefore it is
important to check that new items are recycled
2.4.5 Style and Appropriacy sufficiently frequently in the course. This applies to
grammar and part icularly to vocabulary items.
Language is very sensitive to its context of use and
is stylistically variable. We should look at the 2.6.1 Subject and content
coursebooks from the angle of appropriacy to see
how far they go in preparing learners to use While evaluating course materials, according to
appropriate style in varying situations. Stylistic Harmer (1991: 280), it is necessary to analyze what
differences in English can be signaled by aspects of topics, etc. are included in the materials and
grammar, choice of vocabulary, discourse structure whether they match up to the students‘
and aspects of phonology. For examp le, in the area personalities, backgrounds and needs. It should be
of grammar, use of the passive as opposed to the checked, therefore, if the subjects and contents are
active form of verbs can be cited as an example o f relevant to the students‘ needs, whether they are
formal style. Turn ing to discourse, the discourse realistic, interesting and sufficiently diverse to
structure of a formal speech is very different fro m sustain motivation.
that of a conversation between friends. Similarly,
an informal letter is structured and set out Language is used in real situations for real
differently fro m a business letter. (Cunningsworth, purposes. A study of language solely as an abstract
1995: 50) system would not equip learners to use it in the real
world. As a consequence, coursebook must and do

115
 Mohammad Elius Hossain

represent language as it is actually used and objective and easy to analyze and discuss (Best,
therefore, they contain subject-matter and deal with 1977).
topics of various kinds. (Cunningsworth, 1995: 86)
According to Cunningsworth (1995: 2), evaluation
Learners co me to the class with, among other of materials using a checklist is characterized by its
attributes, knowledge, attitudes, skills, cognitive active nature because we actively seek out
abilities, curiosity and experience. Language informat ion about the material in line with an
learning as a process will relate to and engage these agenda that we have already decided on.
attributes so that the learning process is enriched
and made more meaningfu l. Coursebooks can 3.2 Designing Instruments
contribute to this process by including subject
matter which, wh ilst being primarily designed for Sheldon suggests that no general list of criteria can
language teaching, is also informative, challenging, ever really be applied to all teaching and learning
amusing, exciting and occasionally provocative. contexts without considerable modifications, most
They can provide opportunities for expanding of these standardized evaluation checklists contain
student‘s awareness and experience in general, as similar co mponents that can be used as helpful
well as in language learning. (Cunningsworth, loc. starting points for ELT practit ioners in a wide
cit) variety of situations (237).

2.6.2 Social and Cultural Values A number of textbook evaluation checklists and
guidelines were b rowsed for the study. In designing
It is also impo rtant to analyze whether different and the checklist and questionnaires to evaluate the
appropriate relig ious and social environ ments are English For Today, For Classes 9-10, the
catered, both in terms of the topics/situations researcher was highly influenced by Sheldon
presented and of those left out. It is worth assessing (1988), Harmer (1991), Garinger (2002),
whether the materials avoid harmful stereotyped, Cunningsworth (1984) and Cunningsworth (1995).
inaccurate, condescending or offensive images of He thoroughly studied the checklists/
gender, race, social class, or nationality. (Sheldon, questionnaires proposed by them and selected 28
1988 and Harmer, 1991: 280) items in 6 areas which are common to most of
these checklists/questionnaires. In some cases he
It needs to be made sure that the social and cultural modified the statements of items in the
contexts set by the textbook are understandable and questionnaires to fit best to Bangladeshi teaching
recognizable to the learners in terms of location, and learning contexts. The items also have their
social background, age group, etc (Cunningsworth, basis in the theoretical development for designing,
1995: 90). The students need to comprehend the selecting, evaluating and adapting materials for
relationships, modes of behavior and intention of language teaching and learning discussed in this
the characters in the book so that they can relate the paper.
language used to its purpose in the social context
(ib id). In designing students‘ and teachers‘ questionnaires,
the same items were used with some changes in the
3.1 Methods of Data Collecti on language to fit the respondents. The researcher
adapted a well-organized pattern, so that the
The methods used for this study include: informants felt easy and comfortable in answering
 Students‘ questionnaire survey the questions and expressing their opinions. The
 Teachers‘ questionnaire survey items basically asked the respondents about their
 Researcher‘s own evaluation using a checklist. positive and negative attitudes towards different
aspects of the English textbook for classes 9-10. In
Using questionnaire as a method of data collection the questionnaire, a respondent had to tick an
is one of the most useful methods. Questionnaires appropriate box fro m five options for each item.
have a number of advantages. Questionnaires are For analysis, the responses were converted into
designed to make the quantification and mathematical figures as follows:
interpretation of the results easier. For the
respondents, to fill in structured questionnaire Entirely disagree = 1, Disagree =2, Not sure =
requires little time. The answers are relatively 3, Agree = 4, Ent irely agree = 5

116
 English For Today

The checklist used in this study for the researcher‘s students. The respondents were co-operative in
own evaluation of the textbook has been filling up the questionnaire.
constructed with the same items and their order as
were in the teachers‘ questionnaires but in it they Samples selected for the survey are shown below:
are in the fo rm of questions, not statements.
Table 1: Samples for the survey
3.3 Sampling of the Study
Type Number
To collect the data the main task was to set a 1. Students‘ questionnaire 83
sample unit where 5 public and private schools of 2. Teachers‘ questionnaire 17
the country were chosen for the study and the
number of subjects was 17 teachers and 83 Institution wise numbers of student and teacher
respondents are given bellow:

Table 2: Detailed Sampli ng Plan

Instituti on Teachers Students
No. Class No.
1. Faizur Rah man Ideal Institute, Dhaka 4 IX 5
X 8
2. Mohammadpur Govt. High School, Dhaka 3 IX 7
X 13
3. Sher-e-Bangla Nagar Govt. Boys‘ High School, 3 IX 5
X 10
4. Dhan mondi Govt. Boys‘ School, Dhaka 4 IX 7
Dhaka X 13
5. Mohammadpur Girls‘ High School, Dhaka 3 IX 5
X 10

3.4 Data Anal ysis money, manpower and a long period of time.
Therefore, the sample size was rather small and the
The data collected by using the instruments from universe was only a few schools. However, this
the samples described above were hand tabulated small universe and small sample size was
and analyzed in terms of mean scores. The mean is examined closely and carefully to analyze the
the sum of all scores of all subjects in a group situation in Bangladesh. The researcher also took
divided by the number of subjects, [X = ∑X/n] every step to make the study as objective and valid
(Seliger and Shohamy, 1989: 215). The mean of as possible.
each of the items, therefore, is the average score for
each item and it is the summation of all the scores For the publication of this paper, space constraint
divided by the number of subjects. has been a major limitation. It has forced the
researcher not present detailed discussion of the
The mean provides informat ion on the average results. Only the major findings of the study have
performances or behavior of a group on given been presented briefly in the conclusion.
tasks, and help the researcher obtain insight by
condensing large amounts of data. The mean tells 4. Result found from Students’ and Teachers’
the researcher how the group as a whole performed questionnaire survey
and that does provide more significant information.
(Seliger and Shohamy, 1989: 216) The survey results in terms of mean scores are
presented in the table below:
3.5 Li mitation of the Study
** (The interpretation key of teachers‘ and
For the researcher it was not possible to cover a students‘ attitude is: 1.00-2.25 = negative attitude,
good number of schools from all around the 2.26-3.00 = not satisfactory, 3.01-4.25 =
country, which would have involved a lot of satisfactory and 4.26-5.00 = very satisfactory.)

117
Table 3: Survey results
Mean score

questionna

questionna
Teachers‘
Students‘

ire results

ire results
No. Statements
A. Layout and Design
1. The layout and design of the textbook is appropriate, clear and attractive. 3.27 2.94
2. The textbook‘s objectives are clearly stated for both teachers and students. 3.41 3.74
3. The textbook is organized effectively. 3.22 2.88
4. The artwork and typefaces are functional, colourful and appealing. 2.41 2.18
B. Acti vities and Tasks
5. The textbook provides a balance of activit ies (Ex. There is an even 3.01 2.76
distribution of free Vs. control exercises and task that focus on both fluent
and accurate production).
6. The activities encourage sufficient commun icative and meaningful practice. 3.28 3.24
7. The activities incorporate indiv idual, pair and group works. 3.07 3.35
8. The grammar points and vocabulary items are introduced in mot ivating and 2.94 3.12
realistic contexts.
9. The activities pro mote creative, original and independent responses. 3.16 2.76
10. The exercises are varied and challenging. 3.33 2.94
C. Skills
11. The materials include and focus on the skills that learners need to practice. 3.02 3.59
12. The materials provide an appropriate balance of the four language skills (i.e. 2.95 3.06
listening, speaking, reading, and writing).
13. The textbook pays attention to sub-skills – i.e. listing for gist, note taking, 2.69 2.82
skimming for info rmation, etc.
14. The practice of individual skills is integrated into the practice of other skills. 2.98 3.59
D. Language Type
15. The language used in the textbook is authentic- i.e. like real-life English. 3.46 3.35
16. The language used is at the right level fo r learners‘ current English ability. 3.37 3.00
17. New language is introduced in motivating and realistic context and the 3.29 3.29
progression of ‗new‘ language is appropriate for learners.
18. The language functions exemp lify English that learners will be likely to use. 3.28 3.00
19. The textbook teaches formal and informal styles and appropriate use of 3.33 3.24
language in different social situations.
E. Grading and Sequencing
20. The grading and sequencing is suitable for learners. 2.96 2.82
21. The progression of the language and vocabulary activities is cyclical. 3.13 2.94
F. Subject and Content
22. The subject and content of the textbook is relevant to learners‘ needs. 3.20 2.82
23. The subject and content of the textbook is generally realistic. 3.51 3.65
24. The subject and content of the textbook is interesting, challenging and 2.82 2.82
motivating.
25. There is sufficient variety in the subject and content of the textbook. 3.57 3.82
26. The textbook will contribute to expanding learners‘ awareness and enriching 2.96 3.59
their experience.
27. There is nothing which is culturally and religiously inappropriate, negative 3.46 3.76
and offensive.
G. Overall View
28. The textbook raises learners‘ interest in further English language study. 3.04 2.76
5.1 Conclusion mean ingful pract ice, while checklist evaluation
reveals that there are sufficient activit ies for
The objectives of the study have been to evaluate communicat ive and meaningful practice but many
the English textbook for classes 9-10 under a of them are repetitive and fail to promote realistic
number of headings. The majo r findings of the discourse.
study are presented briefly in the follo wing
sections. The activities incorporate individual, pair and
group works. Vocabulary items are introduced in
A. Layout and Design motivating and rea listic contexts. But grammar
points are not introduced in motivating contexts.
Layout and design of the English textbook for Checklist evaluation and students‘ questionnaire
classes 9-10, according to the survey results and survey results show that activities promote
checklist evaluation, is not attractive and effective. creative, orig inal and independent responses, while
Teachers‘ overall view of the area is dissatisfactory teachers‘ questionnaire survey displays a ‗not
(attitude to 3 items out of 4 is ‗not satisfactory‘), satisfactory‘ result. This difference may mean that
with a negative attitude to the quality of the there is a lack of motivation in some of the
artwork and typefaces. However, the students‘ activities.
attitude is ‗satisfactory‘ for the organization of the
book. But they too do not think that the artwork The exercises are varied and challenging,
and typefaces are functional, colorful and according to students‘ questionnaire survey results
appealing. The checklist evaluation also shows that and checklist evaluation, wh ile teachers‘
the cover pages of the book are not in hard or thick questionnaire survey results show that they are not
enough papers and the paper quality of the book is varied and challenging enough.
not good. About the artwork and typefaces, the
researcher finds that the artworks and pictures in C. Skills
the book are in one color – black and white and
most of them are not clear and therefore, fail to According to the checklist evaluation of the book,
appeal to the learners. the materials do not effectively focus on the skills
that the learners need to practice. Listening and
About aims and objectives, the checklist evaluation speaking, specially listening is neglected. But
reveals that the overall objectives of the book – the teachers‘ and students‘ questionnaire survey results
purposes of this book, what it wants students to show that the materials satisfactorily includes and
achieve in the end and in what ways and how far focuses on the skills that learners need to practice.
those will be achieved are not stated clearly fo r
both teachers and students. On the other hand, The textbook does not provide a balance of the four
major skills. Reading and writ ing are dominant
lesson wise objectives are very clearly mentioned
on top of each lesson and a detailed overview o f skills throughout the book.
the topics, functions, structures/grammar, and skills All the results show that textbook pays little
within each unit can be found in the introductory attention to many of the sub-skills of the majo r
tables of content. skills. But the practice of individual skills is
integrated into the practice of other skills.
B. Acti vities and Tasks
D. Language Type
Survey results and checklist evaluation display that
the textbook does not provide a balance of The language used in the textbook is not
activities, that means there is no well thought-out completely authentic, but a degree of authenticity
distribution of free vs. controlled exercises and has been maintained which seems to be more or
tasks that focus on both fluent and accurate less appropriate in our context, because for the
production. The book has only a very little amount students of classes 9-10, fu lly authentic language
of listening activities. might be difficu lt to cope with.

Students‘ and teachers‘ questionnaire survey The language used is at the right level of the
results demonstrate that the activities satisfactorily learners‘ current English ability. Students do not
encourage sufficient co mmunicative and find it difficult to understand.
 Mohammad Elius Hossain

About whether or not the language functions Researcher‘s own evaluation of the textbook using
exemplify English that the learners will be likely to the checklist shows that it raises the interest,
use, students‘ attitude is ‗satisfactory‘. But the though not to the expected degree.
researcher‘s evaluation and teachers‘ attitude to it
are not satisfactory. Actually, the language 5.2. Recommendations
functions exemplify mostly written forms of
English, not spoken forms, whereas in the preface To ensure a good and effective textbook, the
to the book it has been claimed that materials in the researcher makes 16 suggestions to eliminate or
book have been designed and developed to practice overcome the weaknesses and shortcomings of
the four basic language skills. different areas. They are as follows:

Checklist evaluation of the book exhib its that A. Layout and Design
formal and informal styles and appropriate use of
language in different social situations has got little 1. To make it appropriate, clear and attractive,
attention in it, though teachers‘ and students‘ presentation of texts, artworks, illustrations,
questionnaire survey results indicate otherwise. etc need to be attractive, clear and catchy.
2. Overall objective and purpose of the book may
E. Grading and Sequencing be clearly stated for both teachers and
students.
Students‘ and teachers‘ attitude to the grading and 3. Artwork and typefaces may be colorful,
sequencing of the materials is not satisfactory. And functional and appealing.
at the same time in the checklist evaluation, the 4. The quality of paper and cover pages may be
researcher finds it to be satisfactory. The enhanced and the density of texts may be
progression of language activities is cyclical, but optimu m.
vocabulary activities are not cyclical.
B. Acti vities and Tasks
F. Subject and Content
5. It may provide a balance of activities, i.e. there
The subject and content of the textbook is relevant may be an even distribution of free and control
to the learners‘ needs. They are also realistic. exercises, and tasks may focus on both fluent
Students‘ and teachers‘ questionnaire survey and accurate production.
results manifest that the subject and content are not 6. Too much repetition of the same type of
interesting, challenging and motivating enough. communicat ive activities may be avoided to
But checklist evaluation of the book reveals that prevent monotony and boredom, otherwise it
though not all, there are a good number of subjects would be demoralizing and optimu m outcome
and contents which are interesting, challenging and would not be possible to achieve.
motivating. 7. Grammar points may be introduced in
motivating and realistic context.
There is sufficient variety in the subject and
content. In all the units, each indiv idual lesson C. Skills
deals with a new subject, but each lesson is related
with the other lessons of the unit. The textbook will 8. An appropriate balance of four major skills
also contribute to expanding learners‘ awareness may be prov ided for preparing the learners
and enriching their experience. And there is communicat ively co mpetent.
nothing which is culturally and relig iously 9. Careful attention to the sub-skills of all the
inappropriate, negative and offensive. four basic skills may be ensured.

G. Overall View D. Language Type

Teachers‘ questionnaire survey results show that 10. To make use of real life like language,
the textbook does not make interested in further authentic language of both written and spoken
English language study. Students‘ questionnaire forms may be introduced or the degree of
survey results show that it does but the mean score authenticity should be improved.
is 3.04, just a bit above the ‗not satisfactory‘ level.

120
 English For Today

11. Along with the existing written form o f Ellis, Rod. ―The Emp irical Evaluation of Language
English, language function may exemp lify the Teaching Materials.‖ ELT Journal 51.1(1997):
spoken form of English which learners are 36-42.
likely to use in practical life. Garinger, Dawn. ―Textbook Selection for the ESL
12. The book may teach formal and informal Classroom.‖ Digest. 2002. Web. 03 Jul. 2006.
styles and appropriate use of language in <http://www.cal.org/resources/Digest/0210gari
different social situations. nger.html.>
Harmer, Jeremy. The Practice of English Language
E. Grading and Sequencing Teaching. 2nd ed. London: Long man,
1991.
13. The progression of both language and Harmer, Jeremy.. The Practice of English
vocabulary activities may be properly cyclical. Language Teaching (3rd edition). Malaysia:
Long man, 2001.
F. Subject and Content Hutchinson, Tom and Alan Waters. English for
Specific Purpose. Cambridge: Cambridge
14. The subject and content may be more University Press, 1987.
interesting, motivating and challenging. Hutchinson, Tom and Eunice Torres. ―The
15. More items for the expansion of learners‘ Textbook as Agent of Change.‖ ELT Journal
awareness and enrichment of experience may 48.4 (1994): 315-26.
be introduced (surely in interesting, motivating Jacobs, George. M., and Jessica Ball. ―An
and realistic context). Investigation of the Structure of Group
16. The present relevance of the subject and Activities in ELT Coursebooks.‖ ELT Journal
content to learners‘ needs may be enhanced to 50.2 (1996): 99-107.
an optimu m level. Kothari, C. R. Research Methodology: Methods
and Techniques. India: Wishwa Prakashan,
Overall: The size of the book, number of units and 1985.
activities, has to be increased. If necessary, Krashen, Stephen. 1982. "The Input Hypothesis."
supplementary reading and writing materials may The Georgetown Round Table on Language
be included. Listening skills should be also and Linguistics. Ed. Alatis, J. Georgetown
emphasized. University Press, 1982.
Krashen, Stephen. The Input Hypothesis: Issues
WORKS CITED and Implications. New York: Longman, 1985.
Lee, W innie Y. ―Authenticity Revisited: Text
Allwright, Richard. ―What Do We Want Teaching Authenticity and Learner Authenticity‖. ELT
Materials For?‖ ELT Journal 36.1(1982): 5-18. Journal 49.4 (1995): 323-328.
Alptekin, Cem. ―Target-Language Culture in EFL Likert, R. A. 1932. “A Technique for the
Materials‖. ELT Journal 47.2 (1993): 136-43. Measurement of Attitudes ‖. Archives of
Best, John W. and Jams V. Kahn. Research in Psychology 140.
Education. 5th ed. New Delhi: Prentice-Hall of Long, M. H. 1990. "Task, Group, and Task-Group
India Pvt. Ltd, 1986. Interactions." Language Teaching
Bruning, Roger. H., Gregory. J. Schraw, and Methodology for the Nineties. Ed. Anivan, S.
Royce, R. Ronning. Cognitive Psychology and SEAMEO Regional Language Centre.
Instruction. Prentice Hall, 1999. McDonough, Jo and Christopher Shaw. Materials
Cathcart, Ruth L. ―Authentic Discourse and the and Methods in ELT. Oxford : Blackwell
Survival English Curriculu m.‖ TES OL Publishing Ltd, 1997.
Quarterly 23.1(1989) 105-26. O'Neill, Robert."Why Use Textbooks?' ELT
Chambers, Fred. ―Seeking Consensus in Journal 36.2 (1982):104-11.
Coursebook Evaluation.‖ ELT Journal Oxford, Rebecca. "Integrated Skills in the
51.1(1997): 29-35. ESL/ EFL Classroom". Digest. 2001. Web. 03
Cunningsworth, Alan. Evaluating and Selecting Jul.2006.
EFL Teaching Materials. London: Heinemann <http://www.cal.org/resources/digest/0105o xford.h
Educational, 1984. tmu>
Cunningsworth, Alan. Choosing Your Coursebook . Richards, Jack C. and Theodore S. Rodgers.
Great Britain : Heinemann, 1995. Approaches and Methods in Language

121
 Mohammad Elius Hossain

Teaching. Manoa: Camb ridge University Shohamy. Second Language Research

Press, 2001. Methods. China: Oxford University Press,
Rossner, Richard. and Rod Bolitho. Eds. Currents 1989.
of Change in English Language Teaching. Sheldon, Leslie E. " Evaluating ELT textbooks and
Oxford University Press, 1990. Materials." ELT Journal 42.2 (1988): 237-246.
Savignon, Sandra. J. Co mmunicat ive language Swan, Michael. "A Critical Look at the
teaching for the twenty-first century. Teaching Co mmunicat ive Approach." ELT Journal
English as a Second or Foreign language. Ed. 39.1(1985): 2-12.
Celce-Murcia, M. Boston: Hein le & Heinle, Vygotsky, Lev. S. Mind in Society. Harvard
2001.13-28. Seliger, Herbert. W and Elana. University Press, 1978.

122
 English For Today

Appendices

Appendi x: I

Questionnaire for the students

A note for the students:

This questionnaire is meant for a study on ‗An Evaluation of the English Textbook for Classes - IX & X‘ for
a Master‘s thesis in English. Your answers will be strictly confidential and used only for the purposes of the
research. Your co-operation will be highly appreciated.

Section A: Personal Information

1. Name:
2. Class:
3. Institution:

Signature-------------------------------

Section B: Instructi on

Each of the items has 5 points scale where 1= Entirely disagree, 2= Disagree, 3= Not sure, 4= Agree, 5=
Entirely agree. Tick the appropriate number for your opinion about each statement .

Entirely disagree

Statements

Entirely agree
No.
Disagree

Not sure

Agree
A. Layout and Design

1. The layout and design of the textbook is appropriate, clear and 1 2 3 4 5

attractive.
2. The textbook‘s objectives are clearly stated for both the teachers 1 2 3 4 5
and students.
3. The textbook is organized effectively. 1 2 3 4 5
4. The artworks and typefaces are functional, colourful and 1 2 3 4 5
appealing.
B. Acti vities and Tasks

5. The textbook provides a balance of activit ies (Ex. There is an 1 2 3 4 5

even distribution of free vs. control exercises and task that focus
on both fluent and accurate production).
6. The activities encourage sufficient communicative and 1 2 3 4 5
mean ingful practice.
7. The activities incorporate indiv idual, pair and group works. 1 2 3 4 5
8. The grammar points and vocabulary items are introduced in 1 2 3 4 5
motivating and realistic contexts.
9. The activities promote creative, original and independent 1 2 3 4 5
responses.

123
 Mohammad Elius Hossain

10. The exercises are varied and challenging. 1 2 3 4 5

C. Skills

11. The materials include and focus on the skills that you need to 1 2 3 4 5
practice.
12. The materials provide an appropriate balance of the four 1 2 3 4 5
language skills (i.e. listening, speaking, reading, and writing).
13. The textbook pays attention to sub-skills – i.e. listing for g ist, 1 2 3 4 5
note taking, skimming fo r informat ion, etc.
14. The practice of individual skills is integrated into the practice of 1 2 3 4 5
other skills.
D. Language Type

15. The language used in the textbook is authentic- i.e. like real-life 1 2 3 4 5
English.
16. The language used is at the right level for your current English 1 2 3 4 5
ability.
17. New language is introduced in motivating and realistic context 1 2 3 4 5
and the progression of ‗new‘ language is appropriate for you.
18. The language functions exemplify English that you will be likely 1 2 3 4 5
to use.
19. The textbook teaches formal and informal styles and appropriate 1 2 3 4 5
use of language in different social situations.
E. Grading and Sequencing

20. The grading and sequencing is suitable for you. 1 2 3 4 5

21. The progression of the language and vocabulary activities is 1 2 3 4 5
cyclical.
F. Subject and Content

22. The subject and content of the textbook is relevant to your needs. 1 2 3 4 5
23. The subject and content of the textbook is generally realistic. 1 2 3 4 5
24. The subject and content of the textbook is interesting, 1 2 3 4 5
challenging and motivating.
25. There is sufficient variety in the subject and content of the 1 2 3 4 5
textbook.
26. The textbook will contribute to expanding your awareness and 1 2 3 4 5
enriching your experience.
27. There is nothing which is culturally and religiously 1 2 3 4 5
inappropriate, negative and offensive.
G. Overall View

28. The textbook raises your interest in further English language 1 2 3 4 5

study.

124
 English For Today

Appendi x: II
Questionnaire for the teachers
A note for the teachers:

This questionnaire is meant for a study on ‗An Evaluation of the English Textbook for Classes- IX & X‘ for
a Master‘s thesis in English. Your answers will be strictly confidential and used only for the purposes of the
research. Your co-operation will be highly appreciated.

Section A: Personal Information

4. Name:
5. Teaching experience (year/s):
6. Teaching institution:
Signature-------------------------------
Section B: Instructi on

Each of the items has 5 points scale where 1= Entirely disagree, 2= Disagree, 3= Not sure, 4= Agree, 5=
Entirely agree. Tick the appropriate number for your opinion about each statement.

Disagree
disagree

Not sure
Entirely

Entirely
Agree

agree
Statements
No.
A. Layout and Design
1. The layout and design of the textbook is appropriate, clear and 1 2 3 4 5
attractive.
2. The textbook‘s objectives are clearly stated for both the teachers 1 2 3 4 5
and students.
3. The textbook is organized effectively. 1 2 3 4 5
4. The artworks and typefaces are functional, colourful and 1 2 3 4 5
appealing.
B. Acti vi ties and Tasks
5. The textbook provides a balance of activit ies (Ex. There is an 1 2 3 4 5
even distribution of free Vs. control exercises and task that focus
on both fluent and accurate production).
6. The activities encourage sufficient communicative and 1 2 3 4 5
mean ingful practice.
7. The activities incorporate indiv idual, pair and group works. 1 2 3 4 5
8. The grammar points and vocabulary items are introduced in 1 2 3 4 5
motivating and realistic contexts.
9. The activities promote creative, original and independent 1 2 3 4 5
responses.
10. The exercises are varied and challenging. 1 2 3 4 5
C. Skills
11. The materials include and focus on the skills that the students 1 2 3 4 5
need to practice.
12. The materials provide an appropriate balance of the four 1 2 3 4 5
language skills.
13. The textbook pays attention to sub-skills – i.e. listing for g ist, 1 2 3 4 5
note taking, skimming fo r informat ion, etc.
14. The practice of individual skills is integrated into the practice of 1 2 3 4 5
other skills.

125
 Mohammad Elius Hossain

D. Language Type
15. The language used in the textbook is authentic- i.e. like real-life 1 2 3 4 5
English.
16. The language used is at the right level for the students‘ current 1 2 3 4 5
English ability.
17. New language is introduced in motivating and realistic context 1 2 3 4 5
and the progression of ‗new‘ language is appropriate for the
students.
18. The language functions exemp lify English that the students will 1 2 3 4 5
be likely to use.
19. The textbook teaches formal and informal styles and appropriate 1 2 3 4 5
use of language in different social situations.

E. Gradi ng and Sequencing

20. The grading and sequencing suitable for the learners. 1 2 3 4 5
21. The progression of the language and vocabulary activities is 1 2 3 4 5
cyclical.

F. Subject and Content

22. The subject and content of the textbook is relevant to the 1 2 3 4 5
students‘ needs.
23. The subject and content of the textbook is generally realistic. 1 2 3 4 5
24. The subject and content of the textbook is interesting, 1 2 3 4 5
challenging and motivating.
25. There is sufficient variety in the subject and content of the 1 2 3 4 5
textbook.
26. The textbook will contribute to expanding learners awareness 1 2 3 4 5
and enriching their experience.
27. There is nothing which is culturally and religiously 1 2 3 4 5
inappropriate, negative and offensive.

G. Overall View
28. The textbook raises the students‘ interest in further English 1 2 3 4 5
language study.

126
 English For Today

Appendi x: III

Checklist for the Researcher

A. Layout and Design

1. Is the layout and design of the textbook is appropriate, clear and attractive?
2. Are the textbook‘s objectives clearly stated for both the teacher and the student?
3. Is the textbook organized effect ively?
4. Are the artwork and typefaces functional, colorful and appealing ?

B. Acti vi ties and Tasks

5. Does the textbook provide a balance of act ivities (Ex. there is an even distribution of free vs.
control exercises and tasks that focus on both fluent and accurate production)?
6. Do the activities encourage sufficient co mmunicative and meaningfu l practice?
7. Do the activities incorporate individual, pair and group works?
8. Are the grammar points and vocabulary items introduced in motivating and realistic contexts?
9. Do the activities pro mote creative, o rig inal and independent responses?
10. Are the exercises varied and challenging?

C. Skills
11. Do the materials include and focus on the skills that the learners need to practice?
12. Do the materials provide an appropriate balance of the four language skills (i.e. listening,
speaking, reading and writing)?
13. Does the textbook pay attention to sub-skills – i.e. listing for gist, note taking, skimming for
informat ion, etc?
14. Is the practice of indiv idual skills integrated into the practice of other skills?

D. Language Type
15. Is the language in the classroom authentic – i.e. like real life Eng lish?
16. Is the language used at the right level for the learners‘ current English ability?
17. Is the new language introduced in motivating and realistic context and is the progression of ‗new‘
language appropriate for the learners?
18. Do the language functions exemp lify English that the learners will be likely to use?
19. Does the textbook teach formal and informal styles and appropriate use of language in different
social situations?

E. Gradi ng and Sequencing

20. Is the grading and sequencing suitable for the learners?
21. Is the progression of the language and vocabulary activities is cyclical?

F. Subject and Content

22. Is the subject and content of the textbook is relevant to the learners needs?
23. Is the subject and content of the textbook generally realistic?
24. Is the subject and content of the textbook is interesting, challenging and motivating?
25. Is there sufficient variety in the subject and content of the textbook?
26. Will the textbook contribute to expanding learners‘ awareness and enriching t heir experience?
27. Is there anything which is culturally and religiously inappropriate, negative and offensive?

Overall View
28. Does the textbook raise learners‘ interest in the further English language study?

127