Evaluation Study for Secondary Stage EFL Textbook : EFL Teachers ’ Perspectives

This study aimed at evaluating EFL textbook for secondary stage in Saudi Public schools. Participants consisted of (100) male teachers and (73) female teachers teaching secondary stage students in two cities: Madinah and Dowadmi. The tool of the study designed to cover five dimensions: layout and design, the objectives of the textbook, teaching methods and activities, language skills, and evaluation. The results revealed that EFL textbook for Saudi secondary schools needs more development to be more effective in learning and teaching EFL. Clarity of the textbook objectives was one of teachers’ negative comments about the current textbook especially female teachers who disagreed that the objectives were treated effectively in the current course. The content of the textbook is not helpful in applying teaching theories and practices. In addition, the content of the textbook has no helpful tests or procedures to evaluate the achievement of the students effectively.


Introduction
Textbooks (Charalambous, 2011) play a significant role in EFL teaching and learning by providing useful ready-made material to both teachers and students.However, inappropriate use of course books may de-skill teachers and their students.
A textbook (Lee, 2013) occupies a very important place in foreign language education.The analysis and evaluation of existing textbooks plays a very important role in the process of developing new textbooks.Analyzing and fixing problems with existing textbooks provides the basis on which the direction of development of new teaching materials can be presented.One essential consideration (Hammad, 2014) in the evaluation process is obtaining the teachers' perceptions of the value of the materials.Since language teachers can teach successfully if they enjoy the materials they are employing, it is essential to take teachers' opinions and experiences into consideration.Additionally, the selection of materials involves matching them against the context (teachers' and students' needs and interests) in which they are going to be used.Thus, there is a critical need to involve teachers in the evaluation process.In order to improve any textbook usability or develop it, it is necessary to explore the opinions of the users of the textbook: Teachers and Students (Kim, 2015).
As for evaluating EFL materials in particular, Hammad and Abdellatif (2012) view that exploring EFL teachers' perceptions of the learning materials can offer Insightful information about such materials.Tok (2010) also provides that EFL teachers have the right to participate in evaluation since they are the real users of school textbooks.
The Ministry of Education in Saudi Arabia considers English one of the main school subjects.It is taught as a compulsory subject at government schools, starting from the first grade.While three class periods a week are devoted to teaching English to first, second, third, and fourth graders, students of the other grade shave four English class periods a week.The Ministry rules imply that all teachers of English should have at least B.A. (Bachelor of Arts) in English language teaching from a teaching education program offering a number of courses, that is, English linguistics, literature, and TEFL (Teaching English as a foreign language) courses.Additionally, the Ministry holds annual training courses and workshops to improve EFL teachers' professional skills and to help them use textbooks intelligently.In fact, teachers' training is not the only one of the factors contributing to English language learning development.Language materials are one of the other important factors affecting learning.That is why the Saudi Ministry of Education has taken steps to improve EFL curricula since 2010, the year that witnessed trying, many different textbooks presented by different specialized publishers, in all Saudi schools.
One of these textbooks is a Traveler series.The series consists of six textbooks (traveler1-6) covering the six levels of the secondary stage (3 years).Every level has three books: a textbook for student, a workbook, and teacher's guide.A Traveler series presented, by MM Publications as Pilot Edition in 2011, to English Language Development Project (ELDP) in Saudi Ministry of Education.The current study evaluates the textbook for 2nd grade in the secondary stage (Traveler 3&4).

The Purpose of the Study
The purpose of this study is to explore the opinions of EFL secondary stage teachers about the EFL textbooks for the 2nd grade levels.

Study Questions
The specific research questions are listed as follows: 1).To what extent is the textbook effective according to the layout and design?
2).To what extent is the textbook objectives are clear to the users?
3).To what extent is the textbook effective according to the activities?4).To what extent is the textbook helpful in varying teaching methods?5).To what extent is the textbook effective according to the skills?6).To what extent is the textbook helpful in evaluating students progress in EFL? 7).Are there any statistically significant differences at the level (0.05) in the teachers' responses are attributable to the teachers' sex or their experience in teaching or their place of work or qualifications?

The Importance of the Study
According to (Lawrence, 2011), EFL textbook evaluation is in need because most of them are printed originally for commercial purposes.It is, therefore, very important for us to conduct EFL textbook evaluation so as to ensure EFL textbooks effectively facilitate attainment of our teaching objectives.Wrong Choice of EFL textbooks would be likely to negatively affect both teaching and learning.Financial resources would also be wasted.
In addition, the researcher was one of the participants in English Language Development Project during the period, from 2011 to 2013, which witnessed trying many textbooks.These attempts notified the researcher towards the need to evaluation study for these textbooks.Thus, the importance of this study can be clarified in the following: 1).The study is useful to EFL education policy in Saudi Arabia.It assists textbook designers in determining the readability problems to help in developing the new EFL textbooks used at the secondary schools in Saudi Arabia.
2).It offers useful information related to EFL/ESL materials assessment research.
3).The implications of the study also shed some light on EFL instruction, particularly in the Saudi context.

Limits of the Study
This study is limited to Pupils' EFL textbook which taught for 2nd grade level at Saudi secondary schools during the 2 nd term and 1 st term 2016/2017 in Madinah and Dowadmi cities.Therefore, conclusions need to be verified by conducting similar studies across different cities in Saudi Arabia.It is assumed that teachers answered the questions honestly and with seriousness.Another limitation of this study is that the present study is a macro level evaluation study, however, it can be complemented with a micro evaluation study, which is on the task level.The study does not contain students' perceptions because they may not be as expressive as their teachers.We assume that teachers' evaluations will be more accurate.(Lappalainen, 2011) stated that:" a textbook includes books made and published for educational purpose or even any book used as a help tool in the classroom.He also stated that an EFL textbook is also defined as a guide, which forms the image of the English language and culture and the practice to study English.

The Significance of EFL Textbook
Teaching the English language and publishing EFL textbooks are a big business and a great deal of time and money is spent on planning and marketing textbooks.Therefore, textbooks are supposed to fulfill many expectations.They should follow the national curriculum, consider the expectations, needs and hopes of the teachers and the pupils and enable language learning.As (Lawerene, 2011) mentioned, EFL textbook serves as a learning instrument.Textbooks are also used to support teaching process.Teacher's textbook and pupil's text are providing a direction for EFL teaching and learning process.(Opoku-Amankwa et al., 2011) ensured that textbooks should not simply aim at providing a body of knowledge.Rather, they should stimulate the pupils' interest, develop creativity and interactive learning, and create cultural awareness.

Theories of Evaluating EFL Textbooks
According to (Lee, 2013), the evaluation of a textbook contributes to the area of English education in two aspects.That is, one aspect is a simple contribution through the teacher's deed of selecting a textbook and the other is that the teacher can enhance his own understanding of the teaching and learning situation.The theoretical foundation for evaluating and analyzing EFL textbooks started in early 1970s.In 1972, Stevick classified the assessment standards of the English textbook into three qualifications, three dimensions and four components.In1978, Mary Newton Bruder has presented the assessment standards for 8 items in English textbook analysis like as follows: level, objectives, style, language background, age background, time, and convictions.In 1978 also, Tucker maintained that second language educators have a responsibility to evaluate the ESL textbook for the development of English education and pointed out that English education has so far lacked the systematic and efficient approach of evaluation.He also maintained the textbook evaluation system should include four elements: it should extend over such a wide range; it should be flexible system; the sign for easy identification should be rendered; and regarding the ideal model of textbook.In the 1980s, the theory of English textbook analysis was systematically established.During this period.Rivers (1981), Cunningsworth (1984), Dougill (1987), Sheldon (1988) and others have presented theories of textbook analysis.The most notable feature with the theory of English textbook analysis in 1980s is that it has established the parent category to which the detailed items of textbook analysis are bound.The fact that the theory of the 1980s began to ask for the evaluator's subjective evaluation.

Review of Literature
Previous studies had been reviewed to help the current study in attaining its objectives and designing its tool.
A study conducted by (Dweikat, 2011), it aimed at analyzing the exercises and activities of "English for Palestine" textbook for the Tenth Grade and investigating teachers' and students' attitudes towards the appropriateness and usefulness of the activities and exercises.The results indicated that the activities and exercises included in the textbook are suitable for the targeted objectives by them.(Al-Qazaq, 2011) study aimed at evaluating the content of "Action Pack" Textbook Series for the Jordanian tenth grade students in light of the lifelong learning and the basic academic competencies and investigating the Jordanian English language teachers' views concerning it.The findings of the study showed that the lifelong learning competencies (thinking and learning) were not fairly available in the tenth grade units of the "Action Pack" textbook series.In addition, the findings of the study showed that the basic academic competencies (listening, speaking, reading and writing) were not available in the tenth grade units of "Action Pack" textbook series, except the reading competency.Also, (Ali, 2011) conducted a study aimed at examining the extent to which English for Palestine 9 textbook met the five Cs of EFL textbooks.A standard-based textbook evaluation list was used to evaluate the content of English for Palestine 9 textbook in the light of the five Cs.The results of the study showed a variance in the existence of the five Cs in the textbook.The communication goal got the highest score, with a mean of (3.31), and percentage of (82.81%).However, the community goal had the lowest score with a mean of (1.00), and percentage of (25.00%).On the other hand, the culture goal occupied the second position with a mean of (2.66), and percentage of (66.41%).The connection goal came at the third position with a mean of (2.44), and percentage of (60.94%).The comparison goal had the forth position with a mean of (1.25), and percentage of (31.25%).The overall total mean of the five Cs was (2.13), and their overall total percentage was (53.28%).A study conducted by (Al-Rihaily, 2011), and aimed at evaluating exercises given in the third grade EFL textbook and its attached workbook prescribed by Saudi Ministry of Education for the public intermediate schools.The results indicated that the knowledge and comprehension were representative in the textbook more than the applications (practical use of English in real situations).(Al-Dawoodi, 2011) conducted a study that aimed at evaluating EFL Sunrise Course (Book 9) in terms of its behavioural objectives.Results of the study showed that the instructional tasks, exercises, topics of EFL Sunrise Course (Book 9) don't achieve their identified behavioural objectives.They also, showed that Student's Book supplies pupils with sufficient practice on different language areas, and it gives pupils enough opportunities for practising all language skills.Another study conducted by (Alshehri, 2012), it aimed at evaluating the EFL textbooks used for teaching/learning English in the Saudi intermediate schools.The findings of the study indicate that the first three objectives of the English curriculum are only slightly met by the textbooks, while objectives four does not seem to be met at all.Other findings indicate that learners' wants and autonomy need to be more emphasized.In addition, the grammar content seems to be quite dominant, whereas vocabulary content appears to be well presented.Furthermore, the findings show that listening, writing, and speaking skills merit further emphasis, while reading content seems to be enough.Topics are mainly derived from the local culture and need to be more interesting and motivating.(Dweikat, 2013) conducted a study aimed to investigate the cultural values in the NorthStar textbook which has been taught since 2008 at An-Najah University as a compulsory course.The content analysis revealed that the most frequent cultural values were related the American culture.This thing indicated an obvious bias towards the foreign cultural values in general and the American cultural values in particular at the expense of the Arab-Islamic culture as no unit talked about Arabs or Muslims except the mentioning of the word "Arab" which was mentioned only once in the textbook and in a way that even displeases the Arabs.(Alosaimi, 2013) conducted a study aimed at investigating KSA Primary EFL textbook in the light of active learning principles.The results of the study showed that there is low relevance between the content of EFL textbook and the active learning principles.
A study conducted by (Al-Thubaiti, 2013) and aimed at evaluating to what extent do the activities of KSA intermediate English syllabuses match the principles of learner-centered instruction and propose guidelines to improve these activities.The obtained results show that: the syllabuses lack effective learner-centered activities.They suffer serious mismatch particularly between teacher's and student's books as well as between the books of the three years.Results reveal a serious gap between both student's and teacher's books in terms of the distribution of learner-centered activities rubrics which can be attributed to the lack of co-ordination between teams of authors who were responsible for both books.(Hammad, 2014) conducted a study that aimed at exploring Palestinian English as a foreign language (EFL) teachers' attitudes towards the different aspects of the English textbooks used at the first three grades of elementary school in Gaza.The results revealed that the participants had positive (high) attitudes towards the English materials in that the topics in such materials were perceived by the teachers to be relevant to pupils' cultural background and needs.However, the teachers had some problems related to the large number of unfamiliar words and the inadequacy of the time devoted to delivering the materials.A study conducted by (Kim, 2015) and aimed at identifying differences in opinions on the evaluation of ELT teachers' books between pre-service and in-service teachers.The results revealed that pre-service teachers stressed the importance of clear objectives for each lesson, but the in-service teachers emphasized the need for the inclusion of process tests in teachers' books.

Method
This research used descriptive method to explore EFL teachers' perceptions.Statistical treatment for data included: frequencies, Cronbach alpha coefficients, and analysis of variance (ANOVA).

Participants
The study was done with 173 EFL teachers (73 females, 100 males) at secondary schools in two cities of Saudi Arabia: Madinah and Dowadmi.23.6%% of participants have 1 to 5 years experience in teaching, 36.4% of the participants have 5 to 10 years experience in teaching, 40 % of the participants have more than 10 years experience in teaching.Information on the subject group is demonstrated in Table 1.

Instrument
The data collection instrument is a questionnaire, designed by the researcher and consisted of two parts.The first part is about the subjects' personal information; the second part is the Pupil's Textbook Evaluation scale items, which covers five dimensions: layout and design, the objectives of the target EFL textbook, teaching methods and activities, language skills, and evaluation.For the statements in the "EFL Textbook Evaluation Scale "a Likert-type of equal-range and five sections was used.The statements in the inventory have been labelled as; "Strongly Agree (5)", "Agree (4)", "undecided (3)", "Disagree (2)", "Strongly Disagree (1)".In order to test the reliability of the "EFL Textbook Evaluation Scale, both as a whole and each of the five dimensions, the Cronbach Alpha Coefficients were calculated.As a whole the "EFL Textbook Evaluation Scale " has a high degree of reliability ("0.973").Table 2 shows that when Alpha coefficient evaluation value criteria are considered, "EFL Textbook Evaluation Scale" has a high degree of reliability as a whole.In group comparisons, reliability values between 0.972 and 0.973 are also high.(18,19,20,21,22,23,24,25,26,27,28,29,30) 0.972 Language Skills (31,32,33,34,35,36,37,38,39,40,41,42) 0.972 The evaluation (43,44,45,46,47,48,49) 0.973 Total 49 items 0.973

Discussion of the Results
The current aims to assess the effectiveness of an EFL textbook on teaching and learning English from the perspectives of teachers.The evaluation carried out at macro level focuses on five criteria namely, 'layout and design, the objectives of the target EFL textbook, teaching methods and activities, language skills, and evaluation.
In presenting the results of the study, the means, standard deviations and signs of differences for each item were calculated to describe and summarize the responses of EFL teachers.The results of items that relate to each evaluation criteria (dimension) were presented in tables and explanations were provided accordingly.Variables of sex, qualifications, experience and the place of work, were considered in discussing the data analysis.The means of responses were interpreted as the following: 1 to 1.80 = Strongly disagree, 1.81 to 2.60 = Disagree, 2.61 to 3.40 = Undecided, 3.41 to 4.20 = Agree, 4.21 to 5 = Strongly agree.

Layout and Design
The first research question was: To what extent is the textbook effective according to its layout and design?.It was measured through first eleven items in the questionnaire (see the appendix).There is also general question for all the five questionnaire dimensions about the variables that may affect responses: Are there any statistically significant differences at the level (0.05) in the teachers' responses are attributable to the teachers' sex or their experience in teaching or their place of work or qualifications?In table 3 showed us that although there is a statically difference Sig.=.015 attributed to respondents' sex , and the mean of responses for male teachers, M=3.38, and female teachers, F= 3.079, but the total mean for both of them = 3.26, which means that they responded in (undecided) degree.In regard to EFL experience, table 4 showed that the total mean= 3.26, SD=.82.This also means that they responded inside the range (2.61-3.40)=undecided.In consideration of the place of work, Table 5 showed that the mean responses of Madinah teachers =3.30, SD= .88 and the mean of Dowadmi teachers = 3.17, SD = .71,the total mean = 3.26, SD = .81.Also, there is no statistically significant difference at (.05) level, Sig.=.293.The same result can be seen in Table 6 in regard to responses attributed to qualifications, Total mean = 3.26 SD= .81 and there is no statistically significant difference at (.05) level, Sig.=.343 in the responses attributed to qualifications.

The Objectives of the Textbook
This dimension of the questionnaire appeared through six items (12, 13, 14 ,15, 16, 17) to answer the second question of the study: "To what extent is the textbook objectives are clear to the users?".And the joint question for all dimensions: "Are there any statistically significant differences at the level (0.05) in the teachers' responses attributed to the teachers' sex, their experience in teaching, their place of work, and qualifications?".  3 showed the mean for responses of the targets according to their sex: M=2.97, SD=.87, (responses label= undecided).F= 2.36, SD = .93,(responses label = Disagree).There is statistically significant difference at (.05) level, Sig.= .000in the responses attributed to sex.In table 4, it can be seen that there is no statistically significant difference at (.05) level, Sig.=.464 in the responses mean attributed to experience in teaching EFL.Total mean = 2.71, SD= .95(responses label= Undecided).In table 5, it can be seen that there is no statistically significant difference at (.05) level, Sig.=.275 in the responses mean attributed to the place of work.Madinah teachers: M = 2.77, SD = 1.3, Dowadmi Teachers: M= 2.61, SD = .79(responses label= Undecided).In Table 6, it can be seen that there is no statistically significant difference at (.05) level, Sig.=.433 in the responses mean attributed to respondents' qualifications.Mean = 2.71, SD = .95(responses label = undecided)

Teaching Methods and Activities
This dimension of the study covered by two questions of the study: - To what extent is the textbook effective according to the activities?
-To what extent is the textbook helpful in varying teaching methods?.
To answer these two questions, the EFL teachers' perceptions have been explored in 13 items in the questionnaire: (18,19,20,21,22,23,24,25,26,27,28,29,30).Table 3 showed that there is slightly differences in the mean of responses attributed to sex: M=3.16, SD = .93,F=2.69, SD = .88( M&F responses label = undecided).In table 4, it can be seen that there is no statistically significant difference at (.05) level, Sig.=.4253 in the responses mean attributed to respondents' experince.Mean = 2.9, SD = .93(responses label = undecided).In table 5, it can be seen that there is no statistically significant difference at (.05) level, Sig.=.481 in the responses mean attributed to respondents' the place of work.Mean = 2.9, SD = .93(responses label = undecided).In table 6, it can be seen that there is no statistically significant difference at (.05) level, Sig.=.353 in the responses mean attributed to respondents' the place of work.Mean = 2.9, SD = .93(responses label = undecided).

Language Skills
This dimension of the study covered by the question: "To what extent is the textbook effective according to the skills?".To answer the question, the EFL teachers asked to express their opinions through 12 items of the questionnaire (31,32,33,34,35,36,37,38,39,40,41,42).Table 3 showed that there is no statistically significant difference at (.05) level, Sig.=.228 in the responses mean attributed to respondents' sex.Mean = 3.07, SD = .92(responses label = undecided).Table 4 showed that there is no statistically significant difference at (.05) level, Sig.=.224 in the responses mean attributed to respondents' experience.Mean = 3.07, SD = .92(responses label = undecided).Table 5 showed that there is no statistically significant difference at (.05) level, Sig.=.475 in the responses mean attributed to respondents' experience.Mean = 3.07, SD = .92(responses label = undecided).Table 6 showed that there is no statistically significant difference at (.05) level, Sig.=.497 in the responses mean attributed to respondents' experience.Mean = 3.07, SD = .92(responses label = undecided).

The Evaluation
This dimension covered by the question:" To what extent is the textbook helpful in evaluating students progress in EFL?" to answer this question 6 items were included in the tool of the study (43, 44, 45. 46, 47, 48, 49).Table 3 showed that there is slightly differences in the mean of responses attributed to sex: M=2.97, SD = .81,F=2.69, SD = .89(M&F responses label = undecided).).In Table 4, it can be seen that there is no statistically significant difference at (.05) level, Sig.=.206 in the responses mean attributed to respondents' experience.Mean = 2.85, SD =.85 (responses label = undecided).In Table 5, it can be seen that there is no statistically significant difference at (.05) level, Sig.=.164 in the responses mean attributed to respondents' experience.Mean = 2.85, SD =.85 (responses label = undecided).In Table 6, it can be seen that there is no statistically significant difference at (.05) level, Sig.=.585 in the responses mean attributed to respondents' experience.Mean = 2.85, SD =.85 (responses label = undecided).

Conclusion
EFL textbook for Saudi secondary schools need more development to be more effective in learning and teaching EFL at this stage.Clarity of the textbook objectives was one of the teachers' negative comments about the current textbook especially female teachers who disagreed (m=2.6) that the objectives were treated effectively in the current course.The content of the textbook is not helpful in applying teaching theories and practices.In addition, the content of the textbook has no helpful tests or procedures to evaluate the achievement of the students effectively.There are differences in the mean of the responses between female teachers (m=2.36) and male teachers (2.97), Sig.(.000) about the textbook objectives attributed to sex.There are statistical differences attributed to experience in the mean of responses of the teachers in the dimension of layout and design where the (1-5years-experience) teachers suggested additional development (m= 2.9) more than the other experience types (m= 3.1, and m= 3.4), Sig.= .005.

Response Item No
Strongly agree agree undecided disagree Strongly disagree

Layout and design
The cover of the textbook is an attractive and its information indicating its content 1 Font style and size of the written content is appropriate for this stage 2 There is a page at the beginning of the textbook guides students on how to take advantage of it 3 The textbook contains a detailed list of contents 4 Each lesson in the textbook has a title 5 The paper used for this textbook of a quality fit this stage 6 The textbook contains a variety of attractive designs 7 There is enough space between the Lines confirms the clarity of content 8 There is consistency in the use of titles and designations and symbols 9 Textbook illustrations are diverse and attractive 10 Pictures inside the textbook are employed to facilitate the process of student learning 11

The objectives of the textbooks
The textbook objectives are clear to me as a teacher 12 The goals of the textbook is characterized by its propensity for measuring and verifying implementation 13 The organization of the content is compatible with the objectives of the text book 14 The textbook objectives reflect the needs of learners at this stage 15 The objectives of the textbook are written at the beginning 16 I find the objectives of the lessons written at the beginning of each lesson 17

Teaching Methods and activities textbook content takes into account the logical progression of topics 18
The organization of the textbook content takes into account the integration with the There is (teacher handbook) explains how to teach this book to students 27 The content encourages learners to use modern technologies such as the Internet.28 The textbook content fits the scientific level for students of this stage 29 The content of the textbook fits the number of lessons allocated for each week .

Textbook content Improves listening skill of learners 31
The textbook contains exercises and activities increase the ability of the learner to pronounce words correctly.

32
The textbook contains exercises and activities increase the student's ability to speak English.

33
The textbook helps learner to gain English grammar readily with full clarity, 34 The textbook contains a variety of reading topics 35 The textbook contains exercises and activities increase the ability of the learner to read English texts.

The evaluation
The textbook offers a variety of exercises and activities to use the vocabulary and practice their skills.

43
The textbook provides exercises and activities that help students to communicate in English implementation tasks in real life.

44
There are clear instructions for all activities and exercises contained in the textbook.

45
The number of exercises and activities appropriate to the content of the textbook.46 There are valid tests questions for the textbook.47 The textbook contains periodic reviews for the purpose of diagnostic assessment 48 There are models for quarterly and final tests.49 the textbook helps in the application of constructivist theory of learning 24 the textbook content Contributes in conducting realistic applications in the classroom 25 the textbook content Fits teaching process and professional development for teachers 26

36
Content of the textbook is linked to the needs of the students and their orientation 37 the content of the textbook raises thinking

Table 2 .
The cronbach alpha coefficients of EFL textbook evaluation scale

Table 3 .
Responses to responders' sex

Table 4 .
Responses to responders' experience in teaching EFL

Table 5 .
Responses to responders' place of work

Table 6 .
Responses according to responders' qualifications