NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1075971
Record Type: Journal
Publication Date: 2014
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1916-4742
Theorizing Teachers' Perspectives on an EFL Textbook for Public High Schools of Iran: A Grounded Theory
Namaghi, Seyyed Ali Ostovar; Moghaddam, Mohammad Reza Saboor; Tajzad, Maryam
English Language Teaching, v7 n10 p123-129 2014
The purpose of this study is to explore language teachers' perspectives on Iranian third grade senior high school EFL textbook, which is prescribed by the Ministry of Education. In data collection and analysis, the researchers used theoretical sampling and the coding schemes presented in grounded theory. Final analysis yielded "Negative Evaluation of English Book 3" as the core category, and eight subcategories including "Dullness of pictures", "Disregarding Learners' Interest", "Grammar Overload", "Inadequate Explanations", "Inefficient Presentation of Pronunciation", "Contrived Dialogues" and "Decontextualized Vocabulary", and "Ignoring Language skills", which capture the teachers' perspectives on Iranian third grade senior high school EFL textbook. The results have clear implications for curriculum development, syllabus design.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iran
Grant or Contract Numbers: N/A