Teachers’ Perspectives on the Suitability of English Language Textbooks: A Case Study of Prospect One and Family and Friends One in the Iranian Context

This study evaluates two prominent English language textbooks in Iran—Prospect One and Family and Friends One—to assess their alignment with Iranian learners’ needs and teaching contexts. Using semi-structured interviews with seven purposefully selected proficient English teachers, the research explored participants’ experiences, preferences, and suggestions through nine targeted questions conducted in English. Results reveal a clear preference for Family and Friends One, praised for its interactive learning opportunities, self-assessment tasks, diverse teaching methods, and flexible lesson plans, making it adaptable to various learning styles. In contrast, Prospect One was criticized for its limited grammar instruction, insufficient writing exercises, lack of authentic audio, and less dynamic activities, along with an overemphasis on Persian culture and insufficient accommodation of diverse learner preferences. For educators, the study stresses the necessity of carefully evaluating materials to ensure alignment with curriculum goals, student needs, and teaching contexts. Curriculum designers can leverage these insights to develop more effective materials that consider learners’ cognitive and cultural backgrounds, while policymakers may improve textbook selection processes system-wide. Ultimately, this study emphasizes moving beyond superficial features to assess pedagogical effectiveness, enhancing teaching and learning outcomes in Iranian ELT settings.

کلیدواژه ها:

Prospect One ، Family and Friends One ، Textbook evaluation ، Interviews ، English teachers