Qualitative Evaluation and Critique of English Textbook of 1st Grade of High School with Focus on CLT from the Perspective of Iranian EFL Teachers

This study was conducted to explore Iranian EFL teachers’ beliefs about the appropriateness of English Textbook of 1st grade of high school (Vision 1) with focus on CLT from the perspective of Iranian EFL teachers. In other words the tangible aim was to evaluate the English textbook Vision 1 in Iranian high schools. To this end, a 28 itemquestionnaire, consisting of 5-point Likert-scale items, which measured appropriateness of Vision 1 was used. 80 Iranian EFL teachers who were selected through random sampling from different provinces in Iran completed the questionnaire. The obtained data which were analyzed using SPSS software indicated established that Iranian Englishlanguage teachers were somewhat satisfied with the new-compiled textbook. The results in which Iranian English language teachers evaluated Vision 1, revealed very slightly (or not much) higher than 3.00 and closer to agreement status of the textbook. The score in which there is a big and remarkable gap between neutral case and adequatecondition. According to statistical analysis of the results in the study, the findings suggest that the mean of 13 items in the checklist were lower than three, meanwhile 15 ones were higher than. Most of the items were in skills part of the questionnaire, practical considerations, and a case in layout and physical make-up as well. On the whole, the authors in organization for educational research and planning of the Education Ministry should move on revising the textbooks in order to achieve the pedagogical ambitions and English language teaching objectives in Iran