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Textbook Selection, Evaluation, and Adaptation Procedures

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 International Journal of Language Learning and Applied Linguistics World
(IJLLALW)
Volume 6 (1), May 2014; 523-533 Amerian, M., & Khaivar, A
EISSN: 2289-2737 & ISSN: 2289-3245 www.ijllalw.org
TEXTBOOK SELECTION, EVALUATION AND ADAPTATION
PROCEDURES
Majid Amerian (PhD)
Assistant Professor, Arak University

Alimorad Khaivar
M.A in teaching English, Arak University
High school Teacher. Ministry of Education. Arak, Iran
E-mail address: khadivar20@yahoo.com

ABSTRACT
Textbooks are of great significance for teaching and learning. Teaching and learning are tasks
carried out by teachers and students. Then they need to know what a good source is to carry out
their activities satisfactorily. We should apply widely appropriate and contextually determined
criteria in our selection and evaluation of the textbooks.The purpose of the present study was to
identify those measures to conduct this investigation successfully. The findings show that the
factors influencing the process include teachers, learners and pedagogical principles. And the
standards involved in this realm are either general or specific. The general standards have to do
with the appearance and the price while the specific principles should satisfy the intended
readers' needs and interests. Moreover, this paper presents some useful features and techniques
for choosing, judging and altering a coursebook as well as its advantages and disadvantages.
The results may be insightful for educational administrators, syllabus designers, material
developers, teachers and learners.

KEYWORDS: textbook, criteria, selection, evaluation, adaptation

INTRODUCTION
Widdowson (1972, 15-19)claims:

The problem is that the students who receive several years of formal English
teaching,frequentlyremain deficient in the ability to actually use the language and
to understand its use, in normal communication, whether in spoken or in written
mode.

One of the factors that seem to be responsible for this failure is the textbook. Needless to say that
designing and developing appropriate textbooks and learning materials is one of the most
important steps of the successful language teaching.In EFL situation learners and teachers mainly
do the task of learning and teaching according to a textbook as a main means of instructing and
understanding. Then needless to say majority of class time is devoted to use of this source. So it
is important that the coursebook they use fulfills their needs, attract their attentions, motivates
their interests and leads them to acquire the language. To do so textbook should meet features
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related to particular educating situation. Moreover it is better to have some general appealing
qualities. A necessary duty of instructors and pupils is to be aware of selecting, evaluation, and
adaption process besides text book definition and its significance.This paper presents the
importance, definition and literature on procedures, techniques, adaptation, evaluation, and
selectionof a textbook in company with its merits and demerits.
The significance of the textbook in language learning

Textbooks are the central core of a variety of language learning and teaching programs and they
have many advantages for both teachers and students. According to Richards (2001) ―they
provide structure and a syllabus for a program.‖ Also, Hutchinson and Torres (1994) as quoted
by Litz (2005) state their vital role in learning and teaching programs as the following:

The textbook is an almost universal element of English language teaching .Millions

of copies are sold each year , and numerous aid projects have been set up to
produce them in various countries ….No teaching learning situation is
complete until it has its relevant textbook (p.315).

According to the above –mentioned scholars, textbooks are of great significance for teaching and
learning .Teaching and learning are tasks carried out by teachers and students. Then the teachers
and learners need textbooks.

The teachers use the textbooks not as the objectives of instruction but as an instrument in order to
acquire their objectives or aims (Brown, 1995). They tell the teachers ―what to teach and in what
order‖ (Davies and Pearse, 2000).And ―they help standardize instruction.‖ They also provide
inexperienced teachers with congruous training activities of how to present and sequence
teaching content of the language program. They save the teachers‘ time because they are not in
need of preparing teaching materials (Richards, 2001).

The concluding point is that all of the above –mentioned benefits could be derived from the
content of the textbooks. The content of a textbook may consist of a list of vocabulary,
grammatical structures, functions and more other things such as reading passages (Davies and
Pearse, 2000).

According to Random House Webster‘s College Dictionary (1997), the first written occurrences
of the word ‗textbook‘ in English seem to have been from 1770 to 1780. Universally, that key
concept has an older history, as can be illustrated by the fact that in 1658 the great Czech
educator Jan Amos Komensky (John Comenius, in English), published his pioneering textbook
―OrbisSensualiumPictus‖ (The Visible World) which became universalized, having been
translated into 14 languages.

DEFINITIONS OF TEXTBOOK AND CRITERIA FOR ITS SELECTION AND

EVALUATION

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There are various definitions for textbook ―Textbook — a book used for instructional purposes,
especially in schools and colleges‖(Harris & Hodges, 1995:124), books used by students for
particular branches of study can be characterized by another important feature: their intrinsically
challenging nature. Thus, in the introductory part of her innovative ESL textbook, Price-Machado
(1998) acknowledges, "the development of a textbook is a long and complex process, and many
individuals contribute along the way".

The literature on textbook selection and/or textbook evaluation procedure is vast. Various
scholars have suggested different ways to help teachers become more systematic and objective in
their approach (Daoud & Celce-Murcia, 1979; Williams, 1983; Hutchinson and Waters, 1987;
Sheldon, 1988; Skierso, 1991; Littlejohn, 1996;Ur, 1996). They have often offered checklists
based on generalizable criteria. These sometimes detailed check-sheets use a variety of methods
to assess how well a particular textbook under scrutiny measures up.We should apply widely
appropriate and contextually determined criteria in our selection and evaluation of the textbooks.
Harmer (1996) claims that in textbook evaluation there should be some general criteria for
physical appearance, content of the text, methodology and aims of the teaching program, specific
needs of the teacher and how much the textbook fulfill these needs.We are in need of presenting a
criterion for scrutinizing of relevance of linguistic-materials to the socio-cultural environment In
textbook evaluations that have been conducted up to now, the evaluators solicit information about
the author‘s background knowledge, publishers as well as they pay close attention to the price of
the books. Some of the EFL/ESL English textbooks are written in western countries with
developed economies and are sold in many foreign countries with less developed economies.
This makes it hard for many of the students to purchase these textbooks. Another important
criterion that has been considered in this regard up to now is the accessibility and availability of
the textbook so that the students can find it easily and soon. Other criteria are specific language
functions, grammar and skills to fulfill the need of the learners. There should be a representation
of culture and gender components as well as the relevance of content, topics and linguistic items
to the students‘ background knowledge, personalities and needs (Liz, 2005 and Richards, 2001).
Richards (2001) identifies four types of factors, which are essential for textbook selection and
evaluation: a) program factors b) teacher factors c) learner factors d) pedagogical factors. ―The
consistency of presentation of skills, spiraling of vocabulary, and reasonable progression of text
difficulty‖ In Garinger (2002:1) words are the vital criteria for textbook selection. Another
important criterion is the intended learners. The material should be interesting for them and
satisfying their needs. As Grant (1987:10) states:

The reasons why students are learning English will determine our choice of course
books and methods. However, our choice of books and methods will also depend not
just on the reasons why our students are learning English, but the way they learn it.

APPROACHES TO TEXT BOOK SELECTION, EVALUATION AND ADAPTATION.

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There is a variety of the approaches for textbook selection. One of the most practical methods is
considering the general goals and the curriculum of the program at first step and specific details
as exercises and activities at the later steps. It means a movement from general to specific or a
top –down approach in textbook selection. Prior to selecting a textbook, the curriculum of the
program should be examined closely to see whether the goals are clearly defined. After that, it
should be evident whether the objective of the textbook matches the objective of the course or not
(Garinger, 2002; Nunan, 1991).

Celce-Murcia and McIntosh (1979) describe some preliminary information prior to textbook
selection about the background information of the students, course syllabus and institutional data
by which about five to ten relevant textbook should be selected. The stage of the selection is
divided to three steps. At the first step or survey the text-book selector skims ― through
introduction ,table of content , the text , the glossary or index in order to get an idea about the
purpose , organization , and methods of presentation ,as well as the range and kinds of materials
that the book includes.‖ At the second stage or analysis the content of the text book is carefully
examined so that the process of selection is narrowed down to two or few books. At the third
stage, the judgment is made about the quantitative and qualitative content of these few or two
books in order to make the final decision about the appropriate textbook.

A detailed analysis of course book is possible through the two-stage model of McDonough and
Shaw‘s (1993). In this model, one stage is an external evaluation that gives an overall judgment
about the textbook by a cursory evaluation of the table of content, introduction and coverage.
Another stage called internal gives comprehensive information about the content of the textbook.
Another model of evaluation purposed by Tucker (1975) as quoted in Ansary (2007) introduces a
system that has three components:

(1). a set of criteria claimed to be "consistent with the basic linguistic,

psychological, and pedagogical principles" (p. 355),
(2).a rating scheme which provides a method for judging a textbook's
merits, and
(3).a chart/graph which provides a visual comparison between the
evaluator's opinion of the book and a hypothetical ideal model,
hence facilitating a quick and easy display of the evaluator‘s
judgment.
Two types of criteria are introduced in this scheme: internal criteria
which are language-related and external criteria which give a
broader view of the book.

Ansary, (2003) discusses a two-tier approach to E LT textbook evaluation. Two-tier evaluation

takes its name from the two purposes of textbook evaluation. These two purposes are; selection
and production of a textbook. He states;

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Volume 6 (1), May 2014; 523-533 Amerian, M., & Khaivar, A
EISSN: 2289-2737 & ISSN: 2289-3245 www.ijllalw.org
To select a textbook, one should define his own preferred criteria in order to
evaluate a textbook or make choices. To make choices, one either accepts a
particular textbook with some reservations or rejects it as in appropriate (p.45).

He also believes that there should be criteria for rejection .The evaluator based on the criteria
chose another textbook or generate an appropriate one. There is a schematic representation for the
―two- tier" approach in this article, which is used here to show the relationship among textbook
selection, evaluation and adaptation.

In need of textbook?

Selection Production

Criteria Evaluation

Rejection Acceptance

Criteria Production Supplementation Acceptance

Source: Ansary (2003)
Figure 1: The relationship among textbook selection, evaluation and adaptation

Alibakhshi (2007) describes textbook adaptation, reasons for adaptation, objectives of adaptation
and techniques for adaptation. He claims that the teacher or instructor is not obliged to cover all
the content of the textbook .Sometimes some parts of the textbook are not appropriate for the
teaching situation. He adds that now a day, the process of textbook adaptation is left for language
teachers. He mentioned some objectives for material adaptation:

1.To eliminate the unnecessary content,

2. To consider individual differences,
3. To provide the content based on learning strategies and cognitive
styles of the learners.
4. To justify the content based on the learners‘ culture and values,
5. To establish challenges for the talent learners,
6. To accomplish the learners‘ interests and goals,
7. To maximize the learners‘ involvementin teaching process,
8. To reduce stress and anxiety on the part of the learners,

He further explains five useful techniques under the headline of techniques for adaptation. They
are:

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Volume 6 (1), May 2014; 523-533 Amerian, M., & Khaivar, A
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1. Adding: It means to add necessary materials by expanding or extending to contextualize the
pattern.
2. Simplifying: It is rewording or paraphrasing the text with out damaging its authenticity.
3. Deleting: Deleting refers to omission of some exercises quantitatively by answering a
proportion of it or qualitatively by omitting a tedious and boring exercise.
4. Reordering:It is the change in the order or sequence of materials, so that they are more
tangible and learnable for the learners.
5. Replacing: In this technique, the teacher replace some activities and exercises in textbook with
more appropriate ones.

Modifying content, adding or deleting content, reorganizing content, addressing omissions,

modifying tasks and extending tasks are a variety of forms for textbook adaptation proposed by
Richard (2001:4).

THE PROCESS OF EVALUATION

Textbook evaluation is very vital for language learning and teaching, textbook writing, teacher
training and professional growth. Ellis (1997) claims that the process of textbook evaluation
enables teachers to acquire a crucial, precise and systematic understanding of the whole nature of
the textbooks. It also severs double benefits for student teachers; they become familiar with large
number of the textbooks and they learn the significant features of those textbooks to have the
knowledge of textbook evaluation (Liz, 2005). Textbook evaluations can be used as worthwhile
means of conducting action research and professional development. It reveals the strength and
weakness of a particular textbook for future adaptation by textbook writers, teachers and
administrators (Litz, 2005).

The process of materials evaluation can be seen as a way of developing our understanding of the
ways in which it works and, in doing so, of contributing to both acquisition theory and pedagogic
practices. It can also be seen as one way of carrying out action research (Tomlinson, 1996).
Richard (2001s) claims:

Teachers and others responsible for choosing materials need to be able to make
informed judgments about textbooks and teaching materials. Evaluation; however, can
be done by considering something to its purpose (p.2).

He adds a book suitable for one situation may be completely unsuitable for another situation,
teachers and learners. He also claims prior to evaluation, the information about the role of the
textbook, teachers and learners in the program is required. According to Hutchison and
Waters(1987)evaluation is a process of matching needs to their solutions which can be
conducted in four stages: 1)defining criteria 2)subjective analysis 3)objective analysis
4)matching.

There are three types of approaches for material evaluation ; an intuitive, impressionistic
approach , a formal prior to use evaluation and a process approach .The intuitive, informal

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Volume 6 (1), May 2014; 523-533 Amerian, M., & Khaivar, A
EISSN: 2289-2737 & ISSN: 2289-3245 www.ijllalw.org
evaluation is based on the first impression of the evaluator by a quick glance at the textbook or
reading the blurb of it. It is not a comprehensive and valuable evaluation. These limitations of
this type of evaluation have been thoroughly discussed by Ellis (1977)and Low (1987).The
second approach is widely acceptable, for instance by Chambers (1997). It is consider detailed,
systematic and comprehensive. This approach uses developed procedures and criteria for step-by-
step evaluation of the materials.

Cunnings worth (1995)and Ellis(1997) propose a three- phase process of material evaluation ;
‗predictive ‗ or ‗pre-use ‗ evaluation that is conduct to evaluate the future use of the text book ,‘
in-use ‗evaluation is conducted when the text book is currently used and ‗retrospective ‗ or
‗post-use‘(reflective) evaluation of a text book that has been used formerly. When teaching
materials are to be used by large number of students and teachers, it is better to be evaluated by
all or most of the teachers or students who are involved (Chambers 1997).This process of
evaluation has three advantages; first, the implicit stress on need analysis ensures validity.
Second, a large number of individuals are involved in evaluation. Third, post-use or retrospective
evaluations that may involve empirical data confirm or refute the validity of initial stages of
evaluation (Hemsley, 1977).

ADVANTAGE AND DISADVANTAGE OF TEXT-BOOK

Since the 1970‘s there has been a movement to make learners the center of language instruction
and text books are viewed as the instrument for achieving aims and objectives that have been set
according to the learners‘ need. They are not aims or do not determine the aims but they are at the
service of the teachers and learners (Brown, 1995).

Even with the improvement of technology, textbook is still seen as central to teaching-learning
by the majority of teachers in most if not all national educational systems. In EFL situations, the
role of the textbook is very crucial. ―A textbook can serve different purposes for teachers; as a
core resource, as a source of supplemental material, as an inspiration for classroom material and
as the curriculum itself‖ (Garinger, 2002). For this reason, care should be taken in developing and
choosing text book for EFL classes. Therefore, textbook evaluation and selection plays a
significant role in language learning and teaching.

According to Ur (1996) in some places, course book is taken for granted. In other places they are
not used at all and in some situations they are used selectively based on the proper parts for the
objectives of the course. He names some advantages of course book such as;

1. The course book provides a clear frame work for both teachers and learners. Following
this framework they feel progress.
2. Sometimes, it is used as a syllabus in which the content is systematically determined.
3. It provides teachers with ready-made texts and tasks of appropriate level of difficulty and
save their time.
4. Large amount of information are presented with the lowest price, then economically a
textbook is better than other types of materials.

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5. The transportation and use of a textbook is easy and it does not need extra equipment.
6. The course book can be used as guidance for inexperienced teachers and it also increase s
the autonomy of the learners.

He also mentioned some disadvantage of a course book such as;

1. Inadequacy: Every individual learner has its own need and a course bookcannot satisfy all
of them.
2. Irrelevant or lack of interest: All the topics and activities of a course book may not
match the interests of the learners
3. Limitation: Course books establish a confining situation and thwart the creativity of the
teachers.
4. Homogeneity: Every course book has its own purpose and approach and neglects the
individual differences of the learners regarding the strategies and styles of learning.
5. Over-easiness: Teachers may assume following of the course book is too easy.

Richards (2001) claims depending how the textbooks are used and their contexts of use,
textbooks have some advantages and disadvantages:
1. The structure and the syllabus of the program are provided by the textbook.
2. They maintain standard instruction.
3. They increase the quality of instruction because they are prepared and tested in advanced
based on learning principles.
4. They bring a variety of CDs, teachers‘ guide, cassettes and other learning resources to the
learning situation.
5. By using textbooks, teachers have more time for teaching rather than material
preparation.
6. They can help inexperienced teachers and provide language input for the learners.

He also mentions some disadvantages for the textbooks. They are:

1. Textbooks contain inauthentic language.
2. The contents of the textbooks are distorted in order to avoid controversial issues.
3. Texts books are not prepared based on the students‘ needs.
4. The use of textbooks limits teachers and de-skills them.
5. The price of the textbooks may be high for many learners.

According to Ansary (2003) in the case of ELT textbook selection , the reaction of the scholars
are of two types; some of them believe that they are vital, useful and labor saving tools and the
others consider them as mass of rubbish and useless goods which are sold skillfully.

Coherent syllabus, satisfactory way of controlling language, offering motivating text and
enjoyable accompanying teaching aids are the advantages of a good book. On the other hand,
imposing learning style and content on class, stereotyped sequence of presentation, practice and
production as their methodology are the main disadvantages and restrictions of the textbooks
(Harmer, 2001).

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We are in need to do other new researches in the dynamic of textbook use (J Crawford in
Richards & Renandya, 2002). Hutchison and Torres (1994) claim that textbooks are the cause of
many changes in the field of language learning in the presence of the following conditions: first,
when they act as a means of movement for teachers and learners. Second, when they help the
instructor to control the class and manage it effectively. Third, while they clearly show the need
and equipment of changes. They claim that there are three advantages for the textbooks; 1.
Teachers and learners have something to negotiate about, 2. They are accountable for what
should be done in class, 3. They are orientation of amount of work to be done in class and they
tell us what happen in the outside world.Crawford (2002 in Richards and Renandya (Eds.) states
that determination of the significance of the textbook and their advantages and disadvantages is a
complex task that requires many factors such as ―pedagogical‖ and ―pragmatic‖. Making decision
instead of teachers and learners, artificial and non-realistic language, assuming subordinate role
to learners and lack of discourse competence are disadvantages of the textbooks on his point of
view. He specifies that ―structuring tool‖ is one of the neglected functions of the textbooks. He
argues that communicative classes are unpredictable social events. These events are threatening
for the participants. Textbooks reduce or eliminate this threat and anxiety.Although textbooks
restrict and limit the power of choice on the side of the learners, they increase autonomy and
independence for them. While a teacher decides not to use any textbook, he acts like a dictator
who wants to have the control of the class. The question is not whether to use a textbook or not.
The question is how to select, use and evaluate them in an appropriate and productive way.

Some proponents of authentic language models argue that many textbooks are too contrived and
artificial in presentation of the language material. They claim that it is better that a textbook
reveals some real examples of real life both spoken and written (Litz, 2005). Some of the
language textbooks are inappropriate and unreal for communicative and cooperative purposes
because they do not reflect natural pieces of language, that is, the real pronunciation (Brazil,
Coulthard & Johns, 1980; Levis, 1999), language structures, grammar, vocabulary and
conversational strategies in the real communication (Yule, et al., 1992)

CONCLUSION
Text book is defined as a book used for instructional purposes, especially in schools and
colleges‖(Harris and Hodges, 1995:124), or books used by students for particular branches of
study.Although a text book has some disadvantages like inauthentic language, distortedcontents,
irrelevant to students' needs and de-skilling teachers, it contain so many advantages that makes its
role integral in language learning. Then the question is not whether to use a textbook or not, the
question is how to select, use and evaluate them in an appropriate and productive way. The
literature on textbook selection and/or textbook evaluation procedure is vast. Various scholars
have suggested different ways to help teachers become more systematic and objective in their
approach. Factors such as a) program factors b) teacher factors c) learner factors d) pedagogical
factors are essential for textbook selection and evaluation. Adding, simplifying, deleting,
reordering and replacing are among vital techniques and procedures in adapting a text book.
Three- phase process of material evaluation includes ‗predictive ‗ or ‗pre-use ‗ evaluation that
is conduct to evaluate the future use of the text book ,‘ in-use ‗evaluation is conducted when the

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text book is currently used and ‗retrospective ‗ or ‗post-use‘(reflective) evaluation of a text book
that has been used formerly.it seems necessary that other eagers in the field of language learning
and teaching do other studies and investigation about selecting ,adapting and evaluating text
book components for instance grammar and vocabulary in addition to the way as well as amount
of presentinglanguage skills as reading and writing.

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