An Evaluation of English Textbook "Prospect 3" in Iranian Junior High Schools

Seyed Mohammad Jafari, Samantha Curle, Mostafa Bahraman

OAI: oai:purehost.bath.ac.uk:publications/50ec05ff-0b2a-4de3-84b8-3bacb7c3a70f

The purpose of this study was to evaluate the "Prospect 3" English textbook used in Iranian junior high schools based on teachers’ perceptions. Employing a sequential explanatory mixed-methods design, the study first gathered quantitative data from 90 teachers (50 males, 40 females) using the Teacher Textbook Evaluation Form (TTEF) of Litz’s (2005) textbook evaluation questionnaire. In the qualitative phase, follow-up interviews were conducted with 8 teachers who were actively teaching "Prospect 3". The quantitative data were analysed using descriptive statistics, including mean values, standard deviations, and percentages on a 5-point Likert scale. Thematic analysis was employed for the qualitative data. The results indicated general dissatisfaction with the textbook, highlighting issues in practical considerations, layout and design, and integration of skills. The qualitative findings further revealed that the textbook did not adequately address diverse learning needs, failed to engage students effectively, and lacked appropriate cultural content. Teachers expressed concerns about the relevance and applicability of the language tasks provided. The study concludes that comprehensive revisions to the "Prospect 3" textbook are necessary to better meet educational goals and enhance language learning outcomes in Iranian junior high schools.