مودت سعیدی - English Department, Faculty of Humanities, Shahid Rajaee Teacher Training University, Tehran, Iran

The current comparative study aimed to juxtapose the newly compiled English textbook for the students in the third grade of senior high school, Vision ۳, and the previously taught English textbook for pre-university students. To this end, ۱۳۰ experienced teachers, with the experience of teaching both textbooks, were asked to complete an eclectic checklist comprising ۳۸ items and evaluating the book in terms of nine major criteria, namely general considerations, vocabulary, grammar, speaking, listening, reading, writing, pronunciation supplementary materials, tasks, and activities. Following that, ۲۰ teachers were interviewed to enrich the results of the quantitative data. Overall, the results revealed the teachers’ contentment with the newly developed English textbook. In particular, the mean values indicated that English teachers rated the speaking and listening sections as the most satisfactory parts while they ranked the supplementary materials criterion as the least satisfactory one in Vision ۳. Indeed, they believed that notwithstanding the dramatically positive changes in Vision ۳, the book still requires undergoing major revisions to act as a rich source for enabling the EFL students to communicate fluently, accurately, and effectively. In this regard, the findings would benefit the materials developers to locate the areas for further modifications.

English textbook, evaluation, Pre-university English textbook, Textbook evaluation, Vision ۳