Evaluation of Secondary School EFL Textbook Used in Public Schools: A Case of Oman

Conference: The Barcelona Conference on Education (BCE2022)
Title: Evaluation of Secondary School EFL Textbook Used in Public Schools: A Case of Oman
Stream: Language Development & Literacy
Presentation Type: Oral Presentation
Samia Naqvi, Middle East College, Oman


Textbooks (TBs) are undoubtedly one of the most important components of English language classrooms in schools, fulfilling a range of needs in terms of language acquisition. Considering their pivotal role in language learning, the routine evaluation of TBs is essential to confirm whether they are instrumental in achieving the desired outcomes or not. However, there have been limited studies with respect to TB evaluation in the Omani context. This study evaluated the second edition of grade 11 and 12 English language TB, ‘Engage with English’, used in Omani government schools through a mixed-methods approach. Sixty two secondary school teachers from different schools evaluated the TB using the adapted version of Cunningworth’s TB evaluation checklist which comprised 38 items under seven core areas: alignment with the curricular aims, design and organization, language content, skills development, themes, methodology, and teachers’ book. To obtain deeper insights, semi-structured interviews were conducted with eight high school teachers and two staff members from the Directorate of Curriculum Evaluation. Student perceptions (n=100) were gathered using a short survey questionnaire on various aspects including relevance, interest, language development, and engagement through interactive activities. Quantitative data were analysed using Smart PLS- Structural Equation Modeling while qualitative data were analysed thematically. The findings indicate overall positive results; however, there is scope for further improvement in the contents with respect to the development of creativity, critical thinking skills, study skills, and pronunciation practice. The study has significant pedagogical implications for the curriculum designers and teachers of the region and beyond.

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