Evaluative Criteria of an English Language Textbook Evaluation Checklist

Abstract

Checklists are instruments that help teachers or researchers in the area of English Language Teaching (ELT) to evaluate teaching-learning materials like textbooks. Several checklists are available in the literature, most of which lack validity. The paper discusses the results of a survey that investigated a group of English as a Second Language (ESL) experts' (n=207) views on a checklist developed by the present researchers. The results showed an equal level of importance for all the items of the checklist. Additionally, based on the findings of factor analysis, two items were removed from the checklist. The study offers useful implications for ELT practitioners and researchers. Further research is necessary to field test the checklist for its validity and reliability.