From Expectations to Reality: Teacher's Perspectives of the Newly Developed English Textbook (Prospect 1) of the First Grade of Junior High School

Radical changes in the English textbook of the first grade of junior high after 27 years have aroused researchers’ incentives to conduct evaluations of the new textbook (Prospect 1) to get insights into its strengths and weaknesses. In line with this trend, this study aimed at evaluating the new textbook from teachers’ perspectives. For this purpose, a quantitative research methodology was applied. To collect data, a researcher-made textbook evaluation checklist was administered to 405 junior high school English teachers and the data were analyzed by SPSS. The results revealed that from teachers’ perspectives, there were some pitfalls with the new textbook such as applying an unsuitable method of literacy instruction; over-attention to the communication skills at the expense of literacy skills; over-localization of the content; overlooking the development of intercultural competence in students; and lack of authenticity in the presentation of the content. Finally, as the central figures in the process of educational change, teachers offered some suggestions to amend the new textbook with the hope that their voices be heard by the pertinent authorities.