A framework for assessing vocabulary selection, presentation, and development in EFL coursebooks

The study aims to present a comprehensive set of criteria for evaluating vocabulary in EFL coursebooks, focusing on three main aspects of this category of language content: (1) principles of vocabulary selection, integration, and presentation; (2) vocabulary practice activities; and (3) principles that promote learner autonomy in vocabulary expansion. The article provides theoretical input for developing a checklist for analysis, considering whether vocabulary is explicitly taught or integrated incidentally, the volume of lexical items introduced, and whether selection follows a principled approach to presenting structured vocabulary input. Additionally, the study examines criteria for assessing vocabulary development activities, particularly the types of decision-making and production tasks employed. Finally, it suggests criteria for assessing whether materials promote learner autonomy through strategy instruction for vocabulary development. The results are expected to contribute to a broader understanding of vocabulary instruction in EFL contexts and support a principled approach to vocabulary assessment in ELT coursebooks.