The pivotal role of English language textbook in language pedagogy is widely recognized by language teachers in various English as a Second Language and English as a Foreign Language contexts. As for the Iranian English as a Foreign Language context, English learners usually face tremendous difficulty in attaining EGP due to the traditional reliance on old approaches in de-signing course-books and generally out-dated teaching methodologies. To fulfill this gap, a new course-book, based on a communicative approach, was introduced for the seventh grade in public high schools in Iran during the academic year 2013-2014. The present research, a mix-method comparative study, aims at evaluating this new English course-book. Specifically, it at-tempts to investigate the effectiveness of the course-book from the students’ and teachers’ per-spective. Data were obtained through a 50-item five-point Likert Scale questionnaire. Semi-structured interviews were administered to two groups of participants in order to collect qualita-tive data. The quantitative data was analyzed using SPSS 20.0, and the qualitative data, once analyzed using MAXQDA, was also quantified and analyzed by SPSS v 20.0. Students’ Mean for the Teacher Textbook Evaluation Form is 2.77. Teachers’ Mean for the same form is 3.33. The Mean value for the quantified, qualitative data is 2.33. In the researcher’s assessment, these Mean values clearly signify that the majority of participants were not satisfied with the overall efficacy of the reviewed features of the textbook. This calls for revision of the current course-book. The findings of the present research, reflecting the assessed and analyzed views of both students and teachers, could be found of interest – and use - to textbook designers and policy makers.
Asadi et al. (Sat,) studied this question.