Textbook Evaluation: A Case Study of Cutting Edge
DOI:
https://doi.org/10.17507/jltr.1206.18Keywords:
cutting edge, EFL teachers, textbook evaluation etcAbstract
This paper, in deviation from the traditional practices of textbook evaluation, reports the faculty members’ evaluation of Cutting Edge, Student Book, KSA Third Edition Intermediate Level, by Sarah Cunningham & Peter Moor, published by Pearson 2013 in terms of Language Development Skills, in general, and, Listening, Speaking, Reading, Writing, Grammar & Vocabulary, and Style & Appropriacy in particular. 20 EFL teachers participated in this mixed method approach of study who work at the Department of English Skills, Preparatory Year, Najran University, Saudi Arabia. A google form questionnaire, consisted of 57 numerically rated items & open-ended questions under 7 domains, was created to elicit faculty members’ responses. The validity of the questionnaire was examined by a group of experts in the textbook evaluation and content analysis. The analysis indicates that the respondents evaluated the textbook contents positively and the majority viewed them mostly suitable in terms of language skills, usage, and appropriacy. However, the researcher, based on the adverse comments like video material for listening, lack of specific strategies for conversation or other spoken activities, and hardly distinction between active and passive vocabulary under listening, speaking and grammar & vocabulary domains, suggests that a latest EFL commercial textbook or series be reviewed which, potentially, will cover the space. To conclude, the researcher recommends developing authentic materials that are tailored to the needs and interests of the learners.
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