22. teachers with guidance in course and
activity design; it assures a measure
of structure,consistency, and logical
progression in a class; It meets a lear
ner’s needs or expectations of havin
g something concrete to work from a
nd take home for further study; It ma
y provide multiple resources: tapes,
CDs, videos, self-study workbooks et
c. While the quality of ESL reading te
xtbooks has improved dramatically i
n recent years, the process of selecti
23. Thus, the paper discusses for
evaluating reading textbooks for us
e in ESL/EFL classrooms. Classroom
teachers spend much time using te
xtbooks in class, so choosing an ap
propriate one is important. And the
paper describes the role of the text
book. Using this will make the textb
ook selection process more efficien
t and more reliable.
24. learning materials/media have been
adapted continuously to the ever-
changing and growing challenges
and demands of learning English as
a foreign language
2. The Role of the Textbook in the
English Classroom
The focus is on whether learners
engage each other in text-based
dialogues regarding the language
use in pursuit of the task goal in
25. within school curricula worldwide,
presenting teachers and students
with the official
knowledge of school subjects as
well as the preferred values,
attitudes, skills, and behaviors of
experts in those fields.
4. English Textbook Selection and
Evaluation
The reliability of selecting and
evaluating a commercial textbook is
influenced by the target use group,
26. Thisstudy to discussatextbook
evaluation checklist for standardized useat t
heelementary level, based on ameta-analysi
sof checklistspublished internationally and
locally. It isexpected that theadvent of an of
ficial, standardized textbook checklist capabl
eof both predictiveand retrospectiveevaluat
ion of thetextbook itself, and itspedagogical
implicationson teaching skills, and classroo
m dynamics, would becomecritical amidst t
hegrowing number of commercial textbooks
availablefor selection at theelementary leve
27. affect teachers, students, and theoverall cla
ssroom dynamic. It isprobably oneof the
most important decisionsfacing ESL educa
tors. Teachersshould beableto respond to
thesenew challengesand changesby alteri
ng activitiesand creating themoretailored
ones. Theuseof an evaluation procedureor
checklist can lead to amoresystematic and
thorough examination of potential textbook
sand to enhanced outcomesfor learners, in
structors, and administrators. Thetextbook
isatool, and theteacher must know not onl
