Nasrollah Bayat Afshar - (M.A. in TEFL)Kharazmi University, Tehran, Iran
Seyed Mohammad Mohammadi - (M.A. in TEFL) Kharazmi University, Tehran, Iran

Textbooks occupy an outstanding place in the field of language teaching and learning and it seems that a reasonable evaluation of these sources contributes a lot to consistency with and efficiency of the objectives defined and expected of any given course. Due to the importance of textbooks as one of the basic elements in the curriculum, essential role of textbook evaluation and lack of any systematic research on the effectiveness of current textbooks in Iranian high schools, this paper attempted to measure the suitability of the English Book One which is prescribed and designed by Iran’s Ministry of Education for first-year high school students. To this end, a revised version of the World Language Standards Based Textbook Evaluation Form was used.Regarding the perspective and perception of English teachers, it was found that there was a weak level of appropriateness and complacency with the textbook. However, neglect of cultural issues was enumerated as the major drawback with the book. Furthermore, the results of T-test for male and female EFL teachers’ attitudes showed that gender had no significant role in this regard. Finally, some insightful suggestions are proposed to be used in the future revision and/or designing the textbooks for young learners of English.

Textbook evaluation, high school, English teachers, EFL learners, perceptions