Criteria in English language textbook evaluation checklists
a systematic review
DOI:
https://doi.org/10.21344/iartem.v14i1.978Keywords:
Checklist, EFL, ESL, Textbook evaluation, English language teachingAbstract
The systematic review was carried out to examine evaluation criteria in textbook evaluation checklists used to evaluate ESL/EFL textbooks around the world and to identify gaps and additional criteria that could be included in future textbook evaluation checklists to meet the demand of current teaching and learning situations. Two databases - Scopus and the Web of Science - were explored to collect data. Primary searches between 2011 and 2021 revealed 92 studies dealing with the topic under investigation. After scrutinizing abstracts and removing duplicates, 36 studies were retained for further analysis. A thematic analysis was conducted to derive themes for the criteria enlisted in these studies. The themes of criteria that emerged were: (1) practical considerations; (2) layout and design; (3) language skills; (4) language activities and tasks; (5) topic/subject of the content; (6) appropriateness for students; (7) cultural considerations; (8) supplementary materials; and (9) fitness with the language program aims and objectives. It is recommended that future textbook evaluation checklists could focus on criteria that relate to an ESL/EFL textbook’s relatability to its users, especially in terms of its culture representation, its ability to enable self-study, and a wider integration of technology, especially in the era of online distance learning which is expected to stay even if the COVID-19 pandemic subsides later.
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Copyright (c) 2022 Mohamad Syafiq Ya Shak, Intan Safinas Mohd Arif Albakri, Siti Shuhaida Shukor, Mohd Haniff Mohd Tahir
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