An Evaluation of English Textbook "Prospect 3" in Iranian Junior High Schools: A Mixed Methods Study
Objective: This study evaluated the “Prospect 3” English textbook used in Iranian junior high schools based on teachers’ perceptions. Methods: A sequential explanatory mixed-methods design was employed, starting with quantitative data collection from 90 teachers (50 males, 40 females) using the Teac...
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| Format: | Article |
| Language: | English |
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University of Hormozgan
2024-01-01
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| Series: | Iranian Journal of Educational Research |
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| Online Access: | http://ijer.hormozgan.ac.ir/article-1-211-en.pdf |
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| author | Seyed Mohamad Jafari Samantha Curle Mostafa Bahraman |
| author_facet | Seyed Mohamad Jafari Samantha Curle Mostafa Bahraman |
| author_sort | Seyed Mohamad Jafari |
| collection | DOAJ |
| description | Objective: This study evaluated the “Prospect 3” English textbook used in Iranian junior high schools based on teachers’ perceptions.
Methods: A sequential explanatory mixed-methods design was employed, starting with quantitative data collection from 90 teachers (50 males, 40 females) using the Teacher Textbook Evaluation Form (TTEF) of Litz’s (2005) questionnaire. Follow-up interviews were conducted with 8 teachers actively teaching “Prospect 3” in the qualitative phase. Quantitative data were analyzed using descriptive statistics, including mean values, standard deviations, and percentages on a 5-point Likert scale. Thematic analysis was applied to the qualitative data.
Results: Findings indicated general dissatisfaction with the textbook, highlighting issues in practical considerations, layout and design, and integration of skills. Qualitative data revealed that the textbook inadequately addressed diverse learning needs, failed to engage students effectively, and lacked appropriate cultural content. Teachers expressed concerns about the relevance and applicability of the language tasks provided.
Conclusions: Comprehensive revisions to the “Prospect 3” textbook are necessary to better meet educational goals and enhance language learning outcomes in Iranian junior high schools. |
| format | Article |
| id | doaj-art-28ffb5acd73142b79557e61409254389 |
| institution | Kabale University |
| issn | 1735-563X 2980-874X |
| language | English |
| publishDate | 2024-01-01 |
| publisher | University of Hormozgan |
| record_format | Article |
| series | Iranian Journal of Educational Research |
| spelling | doaj-art-28ffb5acd73142b79557e614092543892025-01-08T10:32:00ZengUniversity of HormozganIranian Journal of Educational Research1735-563X2980-874X2024-01-01335074An Evaluation of English Textbook "Prospect 3" in Iranian Junior High Schools: A Mixed Methods StudySeyed Mohamad Jafari0Samantha Curle1Mostafa Bahraman2 Assistant Professor, Department of Applied Humanities, Kashmar Higher Education Institute, Kashmar, Iran Department of Education, University of Bath, UK. Department of English Language and Literature, Khazar University, Azerbaijan Assistant Professor, Department of Applied Humanities, Kashmar Higher Education Institute, Kashmar, Iran Objective: This study evaluated the “Prospect 3” English textbook used in Iranian junior high schools based on teachers’ perceptions. Methods: A sequential explanatory mixed-methods design was employed, starting with quantitative data collection from 90 teachers (50 males, 40 females) using the Teacher Textbook Evaluation Form (TTEF) of Litz’s (2005) questionnaire. Follow-up interviews were conducted with 8 teachers actively teaching “Prospect 3” in the qualitative phase. Quantitative data were analyzed using descriptive statistics, including mean values, standard deviations, and percentages on a 5-point Likert scale. Thematic analysis was applied to the qualitative data. Results: Findings indicated general dissatisfaction with the textbook, highlighting issues in practical considerations, layout and design, and integration of skills. Qualitative data revealed that the textbook inadequately addressed diverse learning needs, failed to engage students effectively, and lacked appropriate cultural content. Teachers expressed concerns about the relevance and applicability of the language tasks provided. Conclusions: Comprehensive revisions to the “Prospect 3” textbook are necessary to better meet educational goals and enhance language learning outcomes in Iranian junior high schools.http://ijer.hormozgan.ac.ir/article-1-211-en.pdfenglish as a foreign languageeducational material assessmentmixed-method researchprospect 3 textbookteacher evaluations |
| spellingShingle | Seyed Mohamad Jafari Samantha Curle Mostafa Bahraman An Evaluation of English Textbook "Prospect 3" in Iranian Junior High Schools: A Mixed Methods Study Iranian Journal of Educational Research english as a foreign language educational material assessment mixed-method research prospect 3 textbook teacher evaluations |
| title | An Evaluation of English Textbook "Prospect 3" in Iranian Junior High Schools: A Mixed Methods Study |
| title_full | An Evaluation of English Textbook "Prospect 3" in Iranian Junior High Schools: A Mixed Methods Study |
| title_fullStr | An Evaluation of English Textbook "Prospect 3" in Iranian Junior High Schools: A Mixed Methods Study |
| title_full_unstemmed | An Evaluation of English Textbook "Prospect 3" in Iranian Junior High Schools: A Mixed Methods Study |
| title_short | An Evaluation of English Textbook "Prospect 3" in Iranian Junior High Schools: A Mixed Methods Study |
| title_sort | evaluation of english textbook prospect 3 in iranian junior high schools a mixed methods study |
| topic | english as a foreign language educational material assessment mixed-method research prospect 3 textbook teacher evaluations |
| url | http://ijer.hormozgan.ac.ir/article-1-211-en.pdf |
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