An Evaluation of the Second Intermediate Saudi English Language Textbook from the Teachers' Point of View

Reem BinObaid


The study evaluates the quality of the second intermediate grade English language textbook for Saudi girls' schools "from the teachers point of view" which was introduced at the intermediate stage by the Ministry of Education in 2004. This research project evaluates a new textbook that is considered to be the foundation stone in the English language program in Saudi Arabia. A survey questionnaire was used in this study to elicit the perspectives of 50 English language teachers and the population is about 220 teachers in Riyadh Educational Zone about the textbook in question. The questionnaire consisted of 23 items grouped under 5 main categories that are listed as: CB objectives, content, language style, skills, technical aspect and appearance of the CB. The data was subjected to analysis through descriptive statistics. The analysis of the results used several statistical methods which are as follows: Cronbach's alpha, means, percentage, chi square and standard deviations. The findings were generally in favor of the textbook except for the language style and some other sub-items. Out of 23 items in the questionnaire, only 4 items had arithmetic means less than 3.50 (the average). The category that had the highest mean was the one on technical aspects, while the category that had the lowest mean was the one on language style.

Keywords:  Evaluation, textbook, content, curriculum and syllabus, goals and objectives, materials evaluation

Full Text:



Alamri, A. (2008). An Evaluation of the Sixth Grade English Language Textbook for Saudi Boys' Schools. Thesis Submitted to the Department of English Language in Partial Fulfilment of the Requirements for the Master Degree of Arts in Applied Linguistics at the College of Arts at King Saud University.

Al-Hajailan, T. (2003). Teaching English in Saudi Arabia. Riyadh: Aldar Alsawtia for Publishing and Distribution.

Al-Jaser, A. M. (1989). An analysis of the English language textbooks taught at the first year boy and girls' secondary schools: a comparative study. Unpublished MA dissertation, King Saud University, Riyadh.

Al-Mofarreh, et al. (2005) English for Saudi Arabia: Sixth Grade Elementary. Riyadh: Ministry of Education.

Al-Sadan, I. A. (2000) Educational assessment in Saudi Arabian schools. Unpublished PhD thesis, Cardiff University.

Al-Subahi, A. A. O. (1989) A Communicative-Functional English Curriculum For Intermediate School in Saudi Arabia: a model for English syllabus design and implementation. Unpublished PhD thesis, Department of Education, University of Edinburgh.

Al-Saif, A. (2005). An evaluation of the TEFL textbook for the 6th elementary class in Saudi Arabia. Unpublished MA thesis, 78 pages. Essex University, UK.

Al-Sowat, H. (2012), An evaluation of English language Textbook "say it in English" for first year Intermediate Grade in Saudi Arabia. Journal of studies in curriculum and supervision, 3(2).

Alshumaimeri, Y (2001), Saudi Students’ Perceptions of Their Textbook: English for Saudi Arabia, (EFSA), Secondary Year One : Needs Analysis.

Al-Yousef, H.S. (2007). An evaluation of the third grade intermediate English textbook in Saudi Arabia. Retrieved: December 1, 2012. From the World Wide Web:

Anderson, R.D. )1995(. Curriculum Reforms. Dilemmas and Promise. Phi Delta Kappan 77 (1), 33–36.

Chambers, F. (1997). Seeking consensus in textbook evaluation. ELT Journal. 51(1).

Chambliss, M.J. (1994). Evaluating the quality of textbooks for diverse learners. Remedial and Special Education, 15, 348-362.

Cowling, J. (2007). Needs analysis: Planning a syllabus for a series of intensive workplace courses at a leading Japanese company. English for Specific Purposes 26, 426–442.

Cunningsworth, A. (1984). Evaluating and selecting EFL teaching materials. Oxford: Heinemann Educational.

Cunningsworth, A. (1995). Choosing Your Course Book, Max Hueber Verlag.

Ellis, R. (1997). The empirical evaluation of teaching materials. ELT Journal, 51(1), 36-42.

Eliss , R. (2005), Principles of instructed Language Learning. System 33, 209-224.[1,4]

Ereksoussy, M. (1993). Evaluating the English language textbook studied in the first year at girls' intermediate schools in Saudi Arabia. Unpublished MA dissertation, King Saud University, Riyadh.

Flutter, J. )2007(. Teacher development and pupil voice. The Curriculum Journal 18, no. 3: 343–54.

Fullan, M., Miles, M.B. )1992(. Getting reform right: what works and what doesn’t. Phi Delta Kappan 73 (10), 744–752.

Gamoran, A. )1997(. Curriculum change as a reform strategy: lessons from the United States and Scotland. Teacher College Records 98(4), 608–628.

Garinger, D. (2001). Textbook evaluation. TEFL Web Journal. Retrieved from:

Habtoor, H.A. (2012). English for Specific Purpose Textbook in EFL Milieu: An Instructor’s Perspective Evaluation. International Journal of Linguistics, 4(3).

Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48(4), 315-328.

Jackson, J. (2005). An Inter-university, Cross-disciplinary Analysis of Business Education: Perceptions of Business Faculty in Hong Kong. English for Specific Purposes, 24(3), 293-306.

Khafaji, A. (2004). An evaluation of the materials used for teaching English to the second secondary level in male public high school in Saudi Arabia. Unpublished MA thesis, University of Exeter. Exeter, UK.

Kirkgöz, Y. (2009). Evaluating the English Text Books for Young Learners of English at Turkish Primary Education. Procedia Social and Behavioral Sciences 1, 79-83.

Klein, M.F. )1994(. The toll for curriculum reforms. Peabody Journal of Education 69(3), 19–34.

Mabdkhali, H. (2005). A language curriculum model: A case study in Saudi Arabia. Unpublished doctoral dissertation. Ball State University, Muncie Indiana. Retrieved January 22, 2006, from

McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press

Mehrdad, A. (2012). A subjective needs assessment of EGP students. Social and Behavioral Sciences. 31,546 – 554.

Mertens, D.M. (2005). Research and evaluation in education and psychology. 2nd Edition. California: Sage Publications Inc.

O’Neill, R. (2008). Why use textbooks? ELT Journal, 36, 2, 104-111.

Ranalli,J ,M. (2002), Comaring Scoring Procedures on a Cloze Test, Retrieved on Nov. 23.2005: http/ recourses/ essays/ Ranalli5.pdf

Richards, J. C. (2011). Curriculum development in language teaching. Cambridge: Cambridge University Press.

Sheldon, L.E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237-246.

Skierso, A. (1991), Text Book Selection and Evaluation, In M Celce-Murcia (Ed) Teaching English as a Second or Foreign Language (pp.432-453). Boston: Heinle and Heinle.

Thein, N. (2006) Evaluating the suitability and effectiveness of three English course books at Myanmar Institute of Technology. Unpublished MA thesis, University of Thailand. Thailand.

Williams, P., M.Williams, C. Guray, A. Bertram, R. Brenton, and A. McCormack. )1994(. Perceived barriers to implementing a new integrated curriculum. Curriculum Perspectives, 14(1), 17–23.

Zarei, G. & Khalessi, M. (2011). Cultural load in English language textbooks: an analysis of interchange series. Procedia Social and Behavioral Sciences 15, 294–301.


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

2010-2022 (CC-BY) Australian International Academic Centre PTY.LTD.

Advances in Language and Literary Studies

You may require to add the '' domain to your e-mail 'safe list’ If you do not receive e-mail in your 'inbox'. Otherwise, you may check your 'Spam mail' or 'junk mail' folders.