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 Nottingham(UNMC) July 2014
Kabx2arv@nottingham.edu.my rizvialireza@gmail.com
Rate the criteria below numerically on a scale from 0 to 2 or say your words.
1= Satisfactory 2= Good 0= Poor
Section I. General impression

1. ( ) Flick through the book briefly. The overall appearance is attractive and will be
appealing to learners.
2. ( ) The book’s description of itself appears to match the contents.

Section II. Appropriacy

3. Who Will Use the Coursebook? In What Situation? -------------------- , -----------------.

4. ( ) The materials, language focus and activities are adaptable to personal learning and
teaching styles or in general appropriate for your learners.

a. Materials used in the book are authentic and up-to—date to an acceptable degree. ---------
b. Is there practice in all four skills (listening, speaking, reading, writing)? If so, is it
balanced? If not, which skills are omitted?------------------------------------------------
c. Does the coursebook use authentic reading material at an appropriate level?--------------
d. What kind of comprehension questions are asked? (Concept questions asking about the
meaning are always better than display question that can be answered automatically
without understanding the meaning.) ---------------------------------------------------
e. Does the coursebook use authentic listening material at an appropriate level?-------------
f. Is accuracy balanced with fluency? How is accuracy and fluency balanced in speaking
and writing? ----------------------------------, ----------------------------------------------
g. How long are the units? (Short units are believed to be more motivating than very long
ones as they give learners a sense of progress.) ----------------------------------------
h. Does the material discuss and identify areas of student need? ------------------------
i. Is the book sensitive to what students need in order to learn well? ------------------
j. Does the book encourage deductive or inductive approach to learning – or a balance of
both? -------------------------------------------------
k. Is the material suitable for use in a self-study mode? Does it have a key to exercises? (It
is important as many learners will have to study on their own from time to time, eg. when
absent from school due to an illness.) --------------------------------------------------------

Section III. Motivation and the Learner

5. ( )Materials with variety and pace are used while personal involvement of learners is
encouraged.
6. Do you feel that the material is suitable for different learning styles and is it sufficiently’
transparent’ to motivate both students and teachers alike? ------------
a. Are learners encouraged to use language creatively? -------------------------------

CUNNINGSWORTH, Alan. Choosing Your Coursebook. Macmillan Heinemann, 1995. HARMER, Jeremy.
The Practice of English Language Teaching. Longman, 1994. Page 2
Ali Reza Razavi The university of Nottingham(UNMC) July 2014
Kabx2arv@nottingham.edu.my rizvialireza@gmail.com
 b. What is the attitude towards error? -------------------------------------------------------
c. What is the attitude towards the use of students´ mother tongue? --------------------

Section IV. Cultural Differences

7. ( )Any cultural bias in the book is restricted to a degree acceptable to your learners in
the sense that the cultural tone overall is appropriate for your learners.

Section V. Padagogic Analysis and the Language Content

8. What techniques are used for recycling and reinforcement? (The term of recycling refers
to the situation when you meet one item more than once in the coursebook to be able to
store it in long-term memory.) -------------------------------------------------------------
9. How the language has been presented and organized into teachable units or lessons? ------
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10. ( ) Methodologically the book is in line with your institute / language academy
approach to language learning.
11. ( ) There are activities for communicative interaction and the development of
communicative strategies.
12. ( ) There are mechanisms( reviews / revision tasks) for giving regular feedback to
learners.
13. Are the visuals in the book used as an integral part of teaching or are they
essentially decorative? Are they reasonable well produced and attractive? -------------------
------------------------------------------, ------------------------------------------------------
14 . Is there any reflection on study techniques? Or Any advice on study skills development? ----
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15. Are students encouraged to take some degree of responsibility for their learning? --------------
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 Grammar
16. What grammar items are included? Do they correspond to students´ language
needs? --------------------------------------------------------------------------------------------
a. Are they presented in small enough units for easy learning?
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b. How balanced is the treatment of form and use?
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 Vocabulary
17. Is there any principled basis for selection of vocabulary? Is there any distinction between
active and passive vocabulary, or classroom vocabulary? ------------------------------------------------
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c. Are learners sensitized to the structure of the lexicon through vocabulary learning
exercises based on semantic relationships, formal relationships, or collocations? -----------
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d. Is there a list of new vocabulary or index included? ------------------------------------
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CUNNINGSWORTH, Alan. Choosing Your Coursebook. Macmillan Heinemann, 1995. HARMER, Jeremy.
The Practice of English Language Teaching. Longman, 1994. Page 3
Ali Reza Razavi The university of Nottingham(UNMC) July 2014
Kabx2arv@nottingham.edu.my rizvialireza@gmail.com
  Phonology:
18. How thoroughly and systematically are each of the following aspects of the phonological
system covered: individual sounds, word stress, sentence stress, intonation? -------------------------
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e. Is the pronunciation work built on the other types of work, such as listening,
dialogue practice etc., or does it stand separately? ----------------------------------
f. Are there CDs or cassettes for pronunciation practice? --------------------------
g. Is there any attempt to match language style to social situations? --------------------
---------------------------
h. Which geographical variety of English is taught? British, American, other,
International English?

Section VII. Supplementary Materials

19. Followings are locally available? (Please tick √ )

o Student´s Book and Teacher´s Book.
o Workbook or Activity Book.
o Cassettes, Tests and Video + Activity Book + Teacher´s Book.
o CALL materials (CALL refers to Computer Aided Language Learning) and
Internet support (available e.g. for coursebooks published by Macmillan or by
OUP. Teachers who register can get materials regularly on their e-mail.)

20. ( )Sufficient guidance is given for the needs of both experienced and inexperienced
teachers.

NB When evaluating a teacher´s book, you can ask the following questions:
a. What components does the teacher´s book include?
b. Is it written so as to be comprehensible enough to less experienced teachers?
c. Is it suitable for native and non-native speakers?
d. Is the underlying approach of the writers expressed clearly and explicitly?
e. Is there cultural explanation to enable teachers unfamiliar with, for example, British
lifestyles to interpret and exploit appropriately the situations portrayed in the
coursebook?
f. Are learning difficulties predicted and appropriate advice given?
g. Are keys to exercises and other activities provided?
h. Are there regular progress tests?
i. Are there guidelines for evaluating how well lessons went?
j. Are there any photocopiable additional materials?

CUNNINGSWORTH, Alan. Choosing Your Coursebook. Macmillan Heinemann, 1995. HARMER, Jeremy.
The Practice of English Language Teaching. Longman, 1994. Page 4
Ali Reza Razavi The university of Nottingham(UNMC) July 2014
Kabx2arv@nottingham.edu.my rizvialireza@gmail.com
Other

o Cost Effectiveness: This is particularly the case in countries in which the

economic conditions are somewhat less than desirable and many students with
limited incomes are required to purchase the books for language courses.

o Author’s Claims— the Methodological Principles underpinning the Book:

One of the most important and essential criterion that pertains to the overall
textbook evaluation is the author’s approach to teaching methodology. Brown
(1995) and Cunningsworth (1995) suggest that it is absolutely essential in
evaluating any textbook to determine whether or not its inherent methodology
matches the aims and objectives and conforms to the classroom context.

21. What materials or activities are missing from the book which should be included?
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22. What helpful ways of learning are missing from the book which should be included?
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Evaluator(s) Signature: ---------------------------------------- Date: ---- / ---- / -------

CUNNINGSWORTH, Alan. Choosing Your Coursebook. Macmillan Heinemann, 1995. HARMER, Jeremy.
The Practice of English Language Teaching. Longman, 1994. Page 5
Ali Reza Razavi The university of Nottingham(UNMC) July 2014
Kabx2arv@nottingham.edu.my rizvialireza@gmail.com