EFL Teachers’ Textbook Evaluation Practices, their Perception and Challenges: General Secondary School Teachers in Focus

EFL Teachers’ Textbook Evaluation Practices, their Perception and Challenges: General Secondary School Teachers in Focus | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article EFL Teachers’ Textbook Evaluation Practices, their Perception and Challenges: General Secondary School Teachers in Focus Getaneh Berta This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-5805379/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The aim of the study was to assess EFL teachers’ English for Ethiopia students’ textbook evaluation practices, their perception and challenges to evaluate textbooks. A sample of forty-eight EFL teachers who were chosen through convenient sampling technique from eleven schools that are found in Dessie City, Ethiopia involved in the study. Questionnaire and semi-structured interview were the types of data gathering instruments that the researcher employed to collect data from those teacher respondents. After gathering data, mixed method of data analysis was utilized in order to analyse those obtained data. As the results indicate, EFL teachers did not have a good practice of evaluating English for Ethiopia students’ textbooks. Additionally, although they had good perception on the term textbook evaluation, lack of motivation, lack of continuous training on textbook evaluation and lack of incentive were some of the challenges that EFL teachers encountered in their textbook evaluation. Accordingly, it can be concluded that EFL teachers did not evaluate the physical aspects, contents, activities, and cultural balances of any textbooks. Hence, it is recommended that EFL teachers should enhance their practice of evaluating English for Ethiopia students’ textbooks for the betterment of the materials and fulfil the needs of their students. EFL Teachers English for Ethiopia Textbook Evaluation Textbook Evaluation Practices Textbook Evaluation Challenges Figures Figure 1 Introduction EFL teaching is the practice of imparting language-related knowledge and empowering speakers of other languages in basic language skills. This practice cannot be conducted without the utilization of instructional materials and media. According to Tomlinson (2011, as cited in Moazam & Jodai, 2014 ), these materials are anything that teachers and students utilize to facilitate language teaching and learning processes. Material developers and language experts attempted to give clear and concise definitions for teaching or educational materials from their experience and perspective. For instance, Tety ( 2016 ) defined teaching or educational materials as tools that teachers and students use to make their instruction memorable. Moreover, Graves (2000, as cited in, Putri & Jufrizal, 2021 ) defined that these materials are resources that teachers use to attain desirable learning objectives. Sale ( 2016 ) also defined them as tools that promote, encourage, and influence the behaviour of learners and make learning progression simple and comprehensible. Besides, instructional materials are invariably fundamental for the delivery of language activities. When they are used properly, they ignite the interest of students' language learning. Furthermore, as Sun ( 2010 ) indicated, the success and the failure of language learning and acquisition depend on these materials, and they also enhance the memory level of language learners (Adelowo & Babatunde, 2015 ). Cunningsworth ( 2008 ) also highlighted that teaching materials influence contents and the nature of teaching and learning practices. According to Kwegyiriba, Mensah, and Ewusi ( 2022 ), instructional or educational materials can be classified into three major categories. The first kinds which include records, podcasts, storytelling, or anything that can be heard are called audio media. The second kinds of educational materials that appeal to both the sight and auditory senses of students are called audio-visual media. Under these, television and video podcasts can be included. The last kinds of educational materials that appeal to the sense of sight are called visual media. Flipcharts, images, chalkboard, whiteboard, slides and textbook are classified under these categories. Many tried to define what a textbook is. For instance, Richards ( 1998 : 2001) defined a textbook as a specialized written tool that is used as a source of ideas for teaching. Moreover, according to Brown (2001, as cited in Fuyudloturromaniyyah, 2015 ), it is a kind of text or a book which is utilized in the educational curriculum. Additionally, the textbook is one aspect that determines the success and implementation of any curriculum activities with proper progression (Dharma & Aristo, 2018 ). Nafchi, Ghorbanimoghadam, and Safarpoor ( 2014 ) similarly defined that a textbook is an indispensable classroom tool that specifies themes to be covered from the syllabus, and it provides pieces of advice for teachers about the techniques of presenting activities. Likewise, textbook guides teachers and students on the steps to learning and teaching success (Efendi, Nurhidayah & Prihantini, 2023 ). Moreover, textbook, specifically ELT textbook, serves as the basis for language inputs and embraces the rationale for EFL teachers for the delivery of contents (Ramadhana, Indah & Suhardi, 2019 ). It also provides the foundation for kinds of activities that students should practice, and the ways and techniques to achieve learning objectives. Furthermore, Sheldon ( 1988 , as cited in Moazam & Jodai, 2014 ) showed that the EFL textbook is the central and essential constituent of ELT classrooms which represents the observable heart of any ELT program. Textbook has a variety of importance and plenty of functions in teaching and learning processes. For example, Vitta ( 2021 ) specified two major functions of ELT textbook. The first function of a textbook is to support the second and foreign language proficiency level of learners. Moreover, the second function which is stated by the researcher in his review is enabling complete learning experiences. Additionally, other experts and researchers provide supplementary functions of textbooks. For instance, Radic-Bojanic and Topalov ( 2016 ) pointed out that textbook has the role of presenting essential tasks, activities or elements of language. Moreover, as stated in Richards ( 2001 ), materials including textbooks can be used as trainers for inexperienced teachers, and they provide ideas on how to prepare plans and deliver lessons and formats that teachers must use. Textbooks in ESP can also have the role of providing exposure for language learners as well. Dudley-Evans and St. John (1998 as cited in Richards, 2001 ) indicated that textbooks function as the basis of language, reference, and inspiration as well. Furthermore, according to Trisha ( 2016 ), textbook can be used as a guideline which elaborates how contents and activities must be delivered. Waltermann and Forel ( 2015 ) vitalized the role of a textbook as the bridge between theory and practice, and it helps teachers to be great and efficient practitioners. Besides, Okeeffe ( 2013 ) explained that a textbook is the most important tool for the promotion of a specific vision of curriculum. Ekwueme and Igwe (2001, as cited in Sale, 2016 ) stated that textbook has the role of enabling learners to effectively learn and retain what they have learned. Damayanti, Fauzi, and Inayati ( 2018 ) also revealed that textbook has the function of signifying the unseen syllabus of linguistic elements and lessons, and providing structure for program. Additionally, it has supreme implications for the presentation of similar contents and activities for different students in different classes (Richards, 2001 ). Likewise, Wen-Cheng, Chien-Hung, and Chung-Chieh ( 2011 ) also wrote that textbook functions as an assertion of consistency, structure, and logical and proper progression. Although textbooks have undeniable functions and are extensively used by EFL learners and EFL teachers, they do not satisfy the needs of both stakeholders, and this indicates the imperfection of any textbook (Kodriyah, Dayu & Hakim, 2018 ). It is believed that textbooks might have their own limitations; even some might have their own inadequacies. Some textbooks might have difficult contents, and others might have easy contents. Likewise, some textbooks may include contents which may not be culturally and linguistically appropriate for EFL learners, and these yield challenges on the improvement of EFL students’ language skills (Tomlinson 1998, as cited in Alkhaldi, 2010 ). Hence, in order to alleviate these challenges, textbook evaluation must be carried out. Ahmadi and Derakhshan ( 2016 ) indicated that textbook evaluation is the process of determining the quality of a book based on numerous standards. The standards may range from the relevance of the textbook to its comprehensiveness and from its completeness to its engagement of learners. Additionally, they asserted that textbook evaluation is classroom teachers’ act which they reflect their point of view on strengths and weaknesses of materials. Furthermore, Cunningsworth ( 2008 ) defined evaluation as the formation of general impressions on the significant features of the material, the quality of the visuals, the attractiveness of the layouts, the sequence of the items and so forth. Moreover, Tomlinson (2003, as cited in Alkhaldi, 2010 ) showed material evaluation as a systematic assessment of the values of materials for learners, and reach for a decision whether the materials will work or not. Moreover, according to Hutchinson and Waters (1987, as cited in Sheldon, 1988 ) it is a procedural analysis which bears the goal of matching the needs of learners. Textbook evaluation can be carried out for different needs and reasons. For instance, Sheldon ( 1988 ) put two major reasons for the need of textbook evaluation. These reasons are for adaptation, and for wise decision in selecting the materials which influences the teaching and learning processes in the actual classroom. Cunningsworth (1995, as cited in Mohammadi and Abdib, 2014) also showed that material evaluation is held in order to predict the future performance of the material. Considering the above critical reasons, EFL teachers are supposed to have frequent practice of evaluating English for Ethiopian Students’ textbooks. Nevertheless, since the researcher has served as EFL teacher in primary and secondary schools and tertiary education level for the past twelve years, primary and secondary EFL teachers were not seen evaluating the EFL teaching textbooks. On the other hand, EFL university lecturers are seen having a better practice of evaluating English for Ethiopia textbooks. For instance, Tewachew ( 2023 ) evaluated grade twelve English for Ethiopia students’ textbook, and provided what must be improved based on his evaluation. In addition, (Abraha, n.d) evaluated grades seven and eight English for Ethiopia students’ textbooks based on curriculum balance of Bloom’s Taxonomy, and recommended that EFL teachers and other concerned bodies to include the overlooked (affective and psychomotor) domains. Additionally, Dibekulu ( 2020 ) evaluated some selected units of English for Ethiopia grade ten students’ textbook, and indicated that although the units of the book are well-organized, little attention was given for listening skill. Likewise, Gashaw ( 2022 ) evaluated the objectives of grade ten English for Ethiopia students’ textbook using the revised Bloom’s Taxonomy and concluded that 85.1% of the objectives were measurable and achievable; however, the remaining 14.9% of the objectives were non-measurable. In addition, Sewbihon ( 2020 ) evaluated the vocabulary and grammar contents of grade nine English for Ethiopia students’ textbook, and found out that vocabulary and grammar contents are not presented lexically in the textbook, and not suitable to teach the contents. All those people who evaluated English for Ethiopia students’ textbooks are EFL tertiary (university) education level lecturers. This indicates that secondary schools teachers rarely involved in the practice of evaluating textbooks. Therefore, this study was conducted to fill some research gaps. The first gap was EFL secondary school teachers’ textbook evaluation practice related gap. Even though, there were a few textbook book evaluation practices and explained above, all were conducted by university lecturers. The practices were appreciative, crucial, and have insurmountable importance for the promotion of quality education. Nevertheless, EFL secondary school teachers who know their students’ language proficiency level, needs, and learning styles should have done the practices of evaluating textbooks. Consequently, this study is expected to pave the way for those teachers to make textbook evaluation as one of their professional practice. The other gap which the study tries to fill is lack of study gap in the area. The researcher tried to find similar studies on EFL secondary school teachers’ practice, perception and challenges related to textbook evaluation. Nevertheless, it was difficult to get a study, and the study would fill lack of sufficient study on the topic. However, if the issue is not researched, plenty of hindrances would be possibly experienced. The first would be students’ language learning interest may decline. In textbooks, there might be difficult and culturally inappropriate contents. If those contents are not corrected after intensive evaluation, severe issue on the interest of students’ learning English language will happen, and their result will decline simultaneously. The second problem would be regarding quality education. There is strong synergy between textbook evaluation, students’ academic achievement and quality education. There may be pleasing students’ achievement in their language learning if the contents are prepared in alignment with their need. When students’ achievement is not pleasing, it might be impossible to be global competitor, and this may signify low quality of education in the country. The other problem which may occur if the problem is not researched is related to teachers’ practice of textbook evaluation. EFL general secondary school teachers are expected to evaluate EFL textbooks, and the researching of this issue will pave the avenue for the improvement of their practice of textbook evaluation. Hence, this study was conducted with the objective of assessing EFL Secondary School teachers’ textbook evaluation practice, their perception and challenges. More precisely, it attempted to address the following specific objectives. Such as: assessing EFL secondary school teachers’ textbook evaluation practice assessing EFL secondary school teachers’ perception towards textbook evaluation and assessing challenges which EFL secondary school teachers face in textbook evaluation Methods Research Approach and Design The study was a descriptive in approach and mixed in design. As Creswell ( 2009 ) highlighted, research design is a plan and a procedure which the researcher utilizes to get answer for the problems. Moreover, it is a pronouncement concerning what, how, how much, where, by what means of inquiring a research problem (Kothari, 2004 ). This ranges from data gathering to the analysis of the collected data. Creswell ( 2007 ) added that mixed research design incorporates collecting and analysing quantitative and qualitative research in a single study. Then, since both qualitative and quantitative data (in combination) were collected from the respondents through questionnaire and interview, and analysed data quantitatively and qualitatively, it was vital to use the design. Research Setting The study was conducted in Amhara region, South Wollo Zone, Dessie City. Dessie City is located in Amhara region about 401 km away from the capital city of Ethiopia-Addis Ababa. The city had 11 secondary schools, and around 100 EFL teachers who taught English as a foreign language for grades 9, 10, 11 and 12 EFL students. The following figure shows the map of Dessie City Administartion and its whereabouts in both Ethiopia and Amhara Region. Research Sample and Sampling Technique According to Kothari ( 2004 ), sample is any item or any individual that is chosen from the population and involves in the study. In addition, as Bordens and Abbott ( 2018 ) explained, sample is a small group of people or animals or items which are chosen from the population by using different selection processes. Accordingly, the researcher tried to choose optimum sample, and 48 EFL teachers who were teaching grades 9, 10, 11 and 12 EFL students were chosen by using convenience sampling technique. As Taherdoost ( 2016 ) wrote, convenience sampling technique is a process that readily available participants are selected from a population. Data Gathering Instruments Two data gathering instruments were deployed so as to gather data from the sources. Such as: questionnaire and interview. Questionnaire This is the first kind of instrument that data were collected from EFL teacher respondents. Twenty nine dichotomous (yes/no) closed-ended questions which dealt around the four major characteristics (physical, content, activity and culture related characteristics) of textbook were prepared, and used by the researcher. Ten more (a five-point Likert scale) statements which were to get answered by choosing one of the five points (strongly disagree, disagree, neutral, agree and strongly agree) were utilized as well in order to collect data from EFL teachers. Moreover, eight textbook evaluation challenges related (a three-point Likert scale) statements were prepared and administered by the researcher. Interview semi-structured interview was the other tool which was used to collect data from EFL teacher respondents. The major issues or contents which were used in both interview and questionnaire data gathering instruments were adapted from Cunningsworth (1995), Bhandari ( 2022 ), British Council ( 1987 ) and USAID ( 2013 ). Findings and Results Ranges of Responses Twenty-nine dichotomous (Yes/No) questions were used by the researcher under four general thematic areas. The responses of the questions have their own ranges, and are illustrated in the following table with description. Table 1 Ranges of the Responses Responses Label Description Ranges Yes 1 2 − 1 = 1 ;therefore, 1/2 = 0.5 1 + 0.5 = 1.5 therefore, the answer “Yes” has from 1 to 1.5 ranges, and the answer “No” has from 1.51 to 2.00 ranges. 1-1.5 No 2 1.51-2.00 EFL Teachers’ Textbook Evaluation Practice This section highlights EFL teachers’ textbook evaluation practice. Each statement has two alternatives that are “Yes” and “No.” Findings and Results Obtained from Questionnaire Table 2 Physical Aspects of Textbook Theme 1 N o Sentences Responses Frequency Mean Std. Deviation Physical Aspect 1 Have you ever evaluated the cover page of any English for Ethiopia textbook? Yes 18 (37.5%) 1.6250 .48925 No 30 (62.5%) 2 Have you ever evaluated the durability of any English for Ethiopia textbook? Yes 20 (41.7%) 1.5833 .49822 No 28 (58.3%) 3 Have you ever evaluated the size of any English for Ethiopia textbook? Yes 19 (39.6%) 1.6042 .49420 No 29 (60.4%) 4 Have you ever evaluated the quality of paper of any English for Ethiopia textbook? Yes 20 (41.7%) 1.5833 .49822 No 28 (58.3%) 5 Have you ever evaluated the quality of printing of any English for Ethiopia textbook? Yes 16 (33.3%) 1.6667 .47639 No 32 (66.7%) 6 Have you ever evaluated the layout and design of any English for Ethiopia textbook? Yes 14 (29.2%) 1.7083 .45934 No 34 (70.8%) 7 Have you ever evaluated the illustrations of any English for Ethiopia textbook? Yes 16 (33.3%) 1.6667 .47639 No 32 (66.7%) EFL teacher respondents were asked about their practice of evaluation of the physical aspects of the textbook that they used in their language teaching. As it is shown in the above table in question 1, 30 (62.5%) of the respondents replied that they did not evaluate the cover page of the textbooks (mean = 1.6250, std.=.48925). Nevertheless, the remaining 18 (37.5%) of those respondents replied that they had evaluated the cover page of the textbook which they were using to deliver language contents. In addition, the respondents were asked whether they had evaluated the durability of the textbooks or not in question 2, and as it is shown in the above table, 28 (58.3%) of teacher respondents replied that they had not evaluated the durability of the textbook which they were utilizing for the delivery of language contents (mean = 1.5833, std.=.49822). On the hand, the remaining 20 (41.7%) of them replied that they had evaluated the durability of the textbooks. Moreover, the size of the textbook was the other aspect which EFL teachers were asked whether they had evaluated or not, and 29 (60.4%) of the respondents replied that they had not evaluated the size of the textbook which they were using (mean = 1.6042, std. = .49420). However, the others, 19 (39.6%) replied that they had evaluated the size of their textbooks. Additionally, the respondents were invited to answer if they had evaluated the quality of the paper of their textbook in question 4, and 28 (58.3%) of EFL teacher respondents answered that they had not evaluated the quality of the paper of their textbook (mean = 1.5833, std.=.49822). In contrary, the remaining 20 (41.7%) of the teachers replied that they had evaluated the aspect. In question 5, the teachers were also asked if they had evaluated the printing quality of their textbook, and 32 (66.7%) of the respondents replied they had not evaluated the aspect (mean = 1.6667, std. = .47639). However, the remaining, 16 (33.3%) of those teachers replied they had evaluated the printing quality of their textbook. Moreover, the evaluation of the layout and the design of their textbook were the other issues which EFL teacher respondents were asked if they had evaluated, and 34 (70.8%) of the teachers answered that they had not evaluated the aspects (mean = 1.7083, std. = .45934). On the other hand, the remaining 14 (29.2%) of EFL teacher respondents replied that they had evaluated both the layout and the design of their textbooks. Lastly, the practice of evaluating the illustrations of their textbooks was the other concern that EFL respondents were asked if they had evaluated or not, and 32 (66.7%) of the teachers revealed that they had not evaluated the illustrations of their textbook (mean = 1.6667, std. = .47639), but the others 16 (33.3%) of the teachers replied they had evaluated the illustrations of the textbooks. As it is shown in the above table, they were EFL teacher respondents who claimed that they had evaluated the cover page, the durability, the size, the paper quality, the printing quality, the layout and design, and the illustrations of their textbooks. Their responses were not overlooked, and the researcher tried to get the written textbook evaluation document from the school archive, and it was impossible to get any. Moreover, as the respondents showed in their interview, they held informal oral discussion with their colleagues about the physical aspects of their textbook instead of conducting formal textbook evaluation. According to Ellis ( 1997 ) someone is said to have evaluated any aspect of a textbook if he/she has used these six steps. These are: picking a task to evaluate, recounting about the task, planning the evaluation, gathering the information for the evaluation, examining the information, reaching conclusions and making recommendations, and writing the report. However, since the teachers did not utilize these six steps, it is impossible to say they had evaluated those physical aspects of their textbooks. Table 3 Contents of Textbook Theme 2 N o Sentences Responses Frequency Mean Std. Deviation Contents 8 Have you ever evaluated mechanics (spelling, punctuation and capitalization) contents of any English for Ethiopia textbook? Yes 24 (50.0%) 1.5000 .50529 No 24 (50.0%) 9 Have you ever evaluated vocabulary contents of any English for Ethiopia textbook? Yes 24 (50.0%) 1.5000 .50529 No 24 (50.0%) 10 Have you ever evaluated pronunciation contents of any English for Ethiopia textbook? Yes 17 (35.4%) 1.6458 .48332 No 31 (64.6%) 11 Have you ever evaluated grammar contents of any English for Ethiopia textbook? Yes 23 (47.9%) 1.5208 .50485 No 25 (52.1%) 12 Have you ever evaluated listening skill contents of any English for Ethiopia textbook? Yes 21 (43.8%) 1.5625 .50133 No 27 (56.3%) 13 Have you ever evaluated speaking skill contents of any English for Ethiopia textbook? Yes 21 (43.8%) 1.5625 .50133 No 27 (56.3%) 14 Have you ever evaluated writing skill contents of any English for Ethiopia textbook? Yes 18 (37.5%) 1.6250 .48925 No 30 (62.5%) 15 Have you ever evaluated reading skills contents of any English for Ethiopia textbook? Yes 24 (50.0%) 1.5000 .50529 No 24 (50.0%) The EFL teacher respondents were also asked their practice of evaluating contents of textbook that they were utilizing to deliver those contents. As it is shown in question 8, 24 (50%) of the respondents answered that they had not evaluated the spelling, punctuation and capitalization contents of their textbook (mean = 1.5000, std.=.5052), but the remaining 24 (50%) replied that they had evaluated those aspects of their textbooks. In addition, as it is shown in question 9, the respondents were asked if they had evaluated the vocabulary contents of their textbooks, and 24 (50%) of them answered that they had not evaluated, but the others 24 (50%) had evaluated vocabulary related contents of their textbook. Moreover, the teachers were enquired if they had evaluated the pronunciation contents of their textbook in question 10, and 31 (64.6%) of them replied that they had not evaluated the pronunciation contents of their textbook (mean = 1.6458, std.=.48332), but the remaining 17 (35.4%) of them replied they had evaluated those contents. In question 11, they were asked whether they had evaluated grammar contents of their textbook or not, and 25 (52.1%) of those respondents replied that they had not evaluated those grammar contents of their textbook (mean = 1.5208, std.=.50485), and the remaining 23 (47.9%) replied they had evaluated grammar contents which are found in their textbook. Additionally, EFL teacher respondents were asked about their practice of evaluating listening contents of their textbook in question 12, and 27 (56.3%) of them answered that they had not evaluated those contents (mean = 1.5625, std. =.50133), and the remaining 21 (43.8%) replied that they had evaluated listening contents which are found in their textbook. Furthermore, in question 13, teachers were asked if they had evaluated speaking skill contents which are found in their textbooks, and 27 (56.3%) of them answered that they had not evaluated those contents (mean = 1.5625, std. =.50133), but the remaining 21 (43.8%) replied they had evaluated those contents. The other content which EFL teacher respondents were asked about was writing skill contents in question in question 14, and 30 (62.5%) of those respondents answered that they had not evaluated the contents, but the others 18 (37.5%) replied they had evaluated writing contents which are found in their textbook. Lastly, in question 15, reading skill contents were the other areas which EFL teacher respondents were asked to reflect their ideas and 24 (50.0%) of them replied that they had not evaluated those contents, and the remaining 24 (50.0%) answered they had evaluated reading skill contents which are found in their textbooks. Similarly, the researcher attempted to find any written textbook evaluation document, but it was difficult to get any. Moreover, as those EFL teacher respondents reflected in their interview, they had informal discussion with their classmates about those contents rather than conducting proper textbook evaluation by using the six steps which are suggested by Ellis ( 1997 ). Table 4 Activities of Textbook Theme 3 N o Sentences Responses Frequency Mean Std. Deviation Textbook Activities 16 Have you ever evaluated mechanic (spelling, punctuation and capitalization) activities of any English of Ethiopia textbook? Yes 20 (41.7%) 1.5833 .49822 No 28 (58.3%) 17 Have you ever evaluated vocabulary activities of any English for Ethiopia textbook? Yes 21 (43.8%) 1.5625 .50133 No 27 (56.3%) 18 Have you ever evaluated pronunciation activities of any English for Ethiopia textbook? Yes 15 (31.3%) 1.6875 .46842 No 33 (68.8%) 19 Have you ever evaluated grammar activities of any English for Ethiopia textbook? Yes 24 (50.0%) 1.5000 .50529 No 24 (50.0%) 20 Have you ever evaluated listening activities of any English for Ethiopia textbook? Yes 16 (33.3%) 1.6667 .47639 No 32 (66.7%) 21 Have you ever evaluated speaking activities of any English for Ethiopia textbook? Yes 20 (41.7%) 1.5833 .49822 No 28 (58.3%) 22 Have you ever evaluated writing activities of any English for Ethiopia textbook? Yes 21 (43.8%) 1.5625 .50133 No 27 (56.3%) 23 Have you ever evaluated reading activities of any English for Ethiopia textbook? Yes 20 (41.7%) 1.5833 .49822 No 28 (58.3%) Activities of students’ English for Ethiopia textbooks were the other areas which EFL teacher respondents were asked about. In question 16, their evaluation of mechanics (spelling, punctuation and capitalization) activities were asked, and 28 (58.3%) of those teachers replied that they had not evaluated those activities (mean = 1.5833, std. =.49822); however, the remaining 20 (41.7%) replied that they had evaluated the spelling, punctuation and capitalization activities which are available in their textbooks. In addition, in question 17, those teachers were asked about their practice of evaluating vocabulary activities of the textbooks, and 27 (56.3%) of them replied they had not evaluated those activities (mean = 1.5625, std. =.50133), but the remaining 21 (43.8%) answered they had evaluated those activities. The other activities that EFL teacher respondents were asked to reflect were pronunciation activities of the textbooks in question 18, and 33 (68.8%) of those teachers replied that they had not evaluated those activities (mean = 1.6875, std. =.46842), and the remaining 15 (31.3%) replied they had evaluated them. The evaluation of grammar activities were the other areas which teachers were asked about in question 19, and 24 (50.0%) of those respondents replied that they had not evaluated those activities (mean = 1.5000, std. =.50529), but the remaining 24 (50.0%) replied they had evaluated those activities which are found in the textbooks. Moreover, their evaluation of listening activities of the textbooks were the other areas which EFL teacher respondents were asked to reflect, and 32 (66.7%) of those teachers answered that they had not evaluated those activities (mean = 1.6667, std. =.47639), and the remaining 16 (33.3%) replied they had evaluated listening activities of the textbooks. In question 21, the evaluation of speaking skill activities were the other areas that respondents reflected their ideas and 28 (58.3%) of those teachers replied that they had not evaluated those activities, but the remaining 20 (41.7%) answered that they had evaluated speaking skill activities which are found in the textbook. In addition, in question 22, the evaluation of writing skill activities were the other aspects which EFL teacher respondents were asked about and 27 (56.3%) of those respondents responded that they had not evaluated those activities (mean = 1.5625, std. =.50133), but the others 21 (43.8%) replied that they had evaluated those aspects. Lastly, teachers were asked if they had evaluated reading skill activities which are found in the textbooks and 28 (58.3%) replied that they had not evaluated those activities and the remaining 20 (41.7%) replied they had evaluated those activities. Moreover, as it is shown in the table and in the analysis, they were EFL teacher respondents that replied they had evaluated every activity given in the table, but again, when the researcher tried to conduct document analysis, it was not possible to get any textbook evaluation document in schools’ archive. Table 5 Culture Related Characteristics of Textbook Theme 4 N o Sentences Responses Frequency Mean Std. Deviation Culture 24 Have you ever evaluated the appropriateness of any English for Ethiopia textbook? Yes 21 (43.8%) 1.5625 .50133 No 27 (56.3%) 25 Have you ever evaluated the suitability (meets the needs of learners) of any English for Ethiopia textbook? Yes 17 (35.4%) 1.6458 .48332 No 31 (64.6%) 26 Have you ever evaluated the authenticity of any English for Ethiopia textbook? Yes 16 (33.3%) 1.6667 .47639 No 32 (66.7%) 27 Have you ever evaluated the sufficiency of any English for Ethiopia textbook? Yes 14 (29.2%) 1.7083 .45934 No 34 (70.8%) 28 Have you ever evaluated the relevance of any English for Ethiopia textbook? Yes 17 (35.4%) 1.6458 .48332 No 31 (64.6%) 29 Have you ever evaluated the balance of cultural representation of any English for Ethiopia textbook? Yes 12 (25.0%) 1.7500 .43759 No 36 (75.0%) The last textbook evaluation area that researcher attempted to gather data was regarding to culture related issues. Under this general issue, six specific areas were identified, and EFL teacher respondents had reacted on the issues. The first specific issue which is found on question 24 was related to EFL teachers’ practice of evaluating the appropriateness of their textbooks, and 27 (56.3%) of those teacher responded that they had not evaluated the appropriateness of any English for Ethiopia textbooks (mean = 1.5625, std. = .50133), but the rest 21 (43.8%) of those teachers claimed that they had evaluated the appropriateness of any English for Ethiopia textbook. Furthermore, the evaluation of the suitability of textbook was the other area that EFL teachers were asked to reflect their idea. Accordingly, 31 (64.6%) of those teachers admitted that they had not evaluated the issue (mean = 1.6458, std. =.48332), but the remaining 17 (35.4%) had claimed that they had evaluated the appropriateness of any of English for Ethiopia textbook. Besides, the practice if evaluating the authenticity of any English for Ethiopia textbook was the other area as it is show in question 26, and 32 (66.7%) of the teachers admitted that they had not evaluated the authenticity of any textbook (mean = 1.6667, std. =.47639), but the remaining 16 (33.3%) claimed the evaluation of the issue. In question 27, EFL teacher respondents were asked if they had evaluated the sufficiency of any English for Ethiopia textbook and 34 (70.8%) of those teachers claimed that they had evaluated the sufficiency of their textbook (mean = 1.7083, std. =.45934), but the others 14 (29.2%) admitted that they had evaluated the issue of the textbook. The evaluation of the relevance of any English for Ethiopia textbook was another issue that EFL teacher respondents were asked, and 31 (64.6%) replied that they had not evaluated the issue (mean = 1.6458, std. =.48332), but the remaining 17 (35.4%) admitted that they had evaluated the relevance of any English for Ethiopia textbook. The last issue that EFL teachers responded on was the evaluation of cultural balance of students’ textbook that EFL teachers were using to guide their teaching practices, and 36 (75.0%) of those EFL teachers had not evaluated the issue (mean = 1.7500, std. =.43759), but the remaining 12 (25.0%) claimed that they had evaluated the cultural balance of any English for Ethiopia textbook that EFL teachers were utilizing in their language teaching practices. Similarly, for those EFL teachers who claimed the evaluation of the given textbook evaluation issues in the above table, the researcher attempted to hold document analysis. Nevertheless, it was demanding to get any written textbook evaluation document in their schools’ archive. Findings and Results Obtained from EFL Teachers’ Interview Semi-structured interview was employed for EFL teacher respondents so as to get their practice of evaluating any of grades 9, 10, 11, and 12 English for Ethiopia students’ textbooks. Nevertheless, before they were asked to answer on the issue, they had been invited to uncover the weaknesses of the textbook that they utilized to teach their students, they specified that spelling errors, lack of proportionality of male and female images, content difficulty (particularly phrasal verbs and pronunciation contents), wordiness, presentation of tenses redundantly, cluster of lots of contents in a single activity, rely on grammar, and the presentation of boring contents are some of the weaknesses of their textbooks. Next, they were asked whether or not they had evaluated those weaknesses, and wrote reports for concerned stakeholder. Some of EFL teacher respondents indicated that they had tried to evaluate some aspects dominantly the activities of the four language skills, and spelling errors. Nevertheless, they admitted that they had not evaluated by using particular criteria suggested by textbook evaluation experts instead they held informal oral evaluation. This kind of practice of textbook evaluation cannot be considered formal textbook evaluation. On the other hand, some respondents replied that they had not evaluated any of those textbooks because they believed that every activity, grammar contents, physical aspects and illustrations of the textbook that they utilized to teach their students are suitable for both the students. Additionally, some believed that the sequences of the activities, the size, and conciseness of activities are better than the previous English for Ethiopia students’ textbooks. In contrary, some respondents justified that they had not evaluated because of numerous challenges and constraints. EFL Teachers’ Perception about Textbook Evaluation Findings and Results Obtained from Questionnaire This section highlights EFL teacher respondents’ perception about textbook evaluation. Each statement has five alternatives as SA, A, N, D and SD which denote SA- Strongly Agree, A-Agree, N-Neutral, D-Disagree and SD-Strongly Disagree. Table 6 EFL Teachers’ Perception about Textbook Evaluation N o Statements Responses Frequency/Percent Mean Std. Deviation 1 Textbook evaluation is an integral task in my teaching profession. SA 21 (43.8%) 1.6667 .69446 A 23 (47.9%) N 3 (6.3%) D 1 (2.1%) SD - 2 Textbook evaluation is important for my career development. SA 14 (29.2%) 2.0625 .93185 A 22 (45.8%) N 7 (14.6%) D 5 (10.4%) SD - 3 Textbook evaluation can help me to identify strengths of materials. SA 24 (50.0%) 1.5833 .70961 A 22 (45.8%) N - D 2 (4.2%) SD - 4 Textbook evaluation can help me to identify weaknesses of materials. SA 24 (50.0%) 1.5833 .70961 A 22 (45.8%) N - D 2 (4.2%) SD - 5 Textbook evaluation can help me to get a better concordance between my theoretical knowledge and practice. SA 18 (37.5%) 1.8333 .80776 A 22 (45.8%) N 6 (12.5%) D 2 (4.2%) SD 6 Textbook evaluation can help me to establish my priorities. SA 13 (27.1%) 2.1458 1.54355 A 27 (56.3%) N 3 (6.3%) D 4 (8.3%) SD 1 (2.1%) 7 Textbook evaluation can help me to fulfil my students’ needs. SA 14 (29.2%) 1.8750 .78889 A 30 (62.5%) N - D 4 (8.3%) SD - 8 Textbook evaluation can help me to produce best suited materials. SA 19 (39.6%) 1.7500 .75794 A 24 (50.0%) N 3 (6.3%) D 2 (4.2%) SD - 9 Textbook evaluation can help me to produce input for curriculum designers. SA 20 (41.7%) 1.8125 .89100 A 20 (41.7%) N 6 (12.5%) D 1 (2.1%) SD 1 (2.1%) 10 Textbook evaluation can boost quality of education. SA 21 (43.8%) 1.8125 1.00332 A 21 (43.8%) N 2 (4.2%) D 2 (4.2%) SD 2 (4.2%) EFL teachers’ perception towards textbook evaluation was the other area that the researcher collected data from them. As it is indicated in the above table in statement 1, 21 (43.8%) and 23 (47.9%) of those teachers strongly agreed and agreed respectively that textbook evaluation is integral task in their teaching profession (mean = 1.6667, std. = .69446). However, 3 (6.3%) of the teachers disagreed on the issue, and the remaining 1 (2.1%) replied neutral about the issue. On the other hand, EFL teacher respondents were invited to react on whether textbook evaluation is an important thing for the development of their profession, and 14 (29.2%) and 22 (45.8%) of them strongly agreed and agreed that textbook evaluation is an important thing for their career development (mean = 2.0625, std.=.93185). Nevertheless, 5 (10.4%) disagreed on the issue. The remaining 7 (14.6%) of those teacher respondents chose neutral. In statement 3, those teachers were also invited to reflect their idea if textbook evaluation helps them identify strengthens of their materials, and 24 (50.0%) and 22 (45.8%) of the teachers strongly agreed and agreed respectively that textbook evaluation could help them identify strengthens of their materials (mean = 1.5833, std. = .70961). However, the remaining 2 (4.2%) of those teachers disagreed on the issue. Moreover, in statement 4, EFL teacher respondents were invited to react on if textbook evaluation could help them identify the weaknesses of their materials and 24 (50.0%) and 22 (45.8%) of the teachers strongly agreed and agreed respectively about the topic (mean = 1.5833, std. = .70961). However, the remaining 2 (4.2%) of the teachers disagreed that textbook evaluation could help them identify the weaknesses of their materials. Furthermore, in statement 5, teachers were invited to provide their perception if textbook evaluation could help them to get a better concordance between their theoretical knowledge and practice and 18 (37.5%) and 22 (45.8%) of those EFL teachers strongly agreed and agreed that textbook evaluation could help them to get a better concordance between their theoretical and practice (mean = 1.8333, std. =.80776). On the contrary, 2 (4.2%) of them disagreed on the topic, and the remaining 6 (12.5%) chose neutral. Moreover, in statement 6, if textbook evaluation could help them to establish their priorities was the other perception related idea that they were invited to say something, and 13 (27.1%) and 27 (56.3%) of those teachers strongly agreed and agreed respectively on the issue (mean = 2.1458, std. = 1.54355). On the other hand, 1 (2.1%) and 4 (8.3%) strongly disagreed and disagreed that textbook evaluation could not help them to establish their priorities. Conversely, the remaining 3 (6.3%) of those EFL teachers chose neutral. In addition, in statement 7, teachers were invited to react on if textbook evaluation could help them fulfil the needs of their students, and 14 (29.2%) and 30 (62.5%) the teachers strongly agreed and agreed that textbook evaluation could help them to fulfil the needs of their students (mean = 1.8750, std. =.78889). On the hand, 4 (8.3%) of the teachers were neutral. Besides, those teachers were made reflect their ideas on if textbook evaluation could help them to produce best suited materials or not in statement 8, and 19 (39.6%) and 24 (50.0%) of the teachers strongly agreed and agreed that textbook evaluation could help them produce best suited materials for their students (mean = 1.7500, std. = .75794). Nevertheless, 2 (4.2%) of the teachers disagreed ‘on the idea, and the remaining 3 (6.3%) of them selected neutral. On the other hand, EFL teachers were invited if textbook evaluation could help them to produce input for curriculum designers, and 20 (41.7%) and 20 (41.7%) strongly agreed and agreed that the practice of text book evaluation could help them produce input for curriculum designers (mean = 1.8125, std. =.89100), but 1 (2.1%) and 1 (2.1%) of those teachers strongly disagreed and disagreed on the topic. However, the remaining 6 (12.5%) of those EFL teacher respondents picked neutral. The last perception related statement that was given for EFL teachers to react on was whether or not textbook evaluation could boost quality of education, and 21 (43.8%) and 21 (43.8%) of the teachers strongly agreed and agreed that textbook evaluation could enhance quality education (mean = 1.8125, std. = 1.00332). On the other hand, 2 (4.2%), 2 (4.2%) and 2 (4.2%) of those teachers strongly disagreed, disagreed and were neutral respectively. Findings and Results Obtained from EFL Teachers’ Interview Findings and results about EFL teacher respondents’ perception towards textbook evaluation were also found from the interview. Respondents who reacted on the concept and the relevance of textbook evaluation gave their own perception and said that textbook evaluation is the technique that helps to identify the weaknesses and strengths of any material. They unveiled that textbook evaluation is valuable for the improvement of the system of teaching and learning by pinpointing the areas to be improved. In addition, the respondents in their interview specified that textbook evaluation has greater implication for the correcting of errors committed by the writers and for the adjustment of the contents with the need of students. Additionally, they indicated that it is helpful to aware curricula designers about what need to be added and what need to be removed from the material, and to ensure the suitability of language contents with the needs and proficiency levels of students. EFL Teachers’ Challenges in Textbook Evaluation Findings and Results Obtained from Questionnaire This section provides overview on the challenges that EFL teachers experience in textbook evaluation. Each statement has three choices A, N, and D which denote A = Agree, N = Neutral and D = Disagree. Table 7 EFL Teachers’ Challenges in Textbook Evaluation N o Statements Responses Frequency/Percent Mean Std. Deviation 1 Lack of time is a challenge for me in textbook evaluation. A 26 (54.2%) 1.7292 .86884 N 9 (18.8%) D 13 (27.1%) 2 Lack of knowledge is a challenge for me in textbook evaluation. A 20 (41.7%) 1.9167 .87113 N 12 (25.0%) D 16 (33.3%) 3 Lack of resources is a challenge for me in textbook evaluation. A 28 (58.3%) 1.6875 .87898 N 7 (14.6%) D 13 (27.1%) 4 Lack of continuous training on how to evaluate textbook is a challenge for me in textbook evaluation. A 40 (83.3%) 1.2917 .68287 N 2 (4.2%) D 6 (12.5%) 5 Lack of support from school is a challenge for me in textbook evaluation. A 35 (72.9%) 1.4375 .76926 N 5 (10.4%0 D 8 (16.7%) 6 Lack of support from Woreda Education Bureau is a challenge for me in textbook evaluation. A 35 (72.9%) 1.3333 .59549 N 10 (20.8%) D 3 (6.3%) 7 Lack of support from Zone Education Bureau is a challenge for me in textbook evaluation. A 34 (70.8%) 1.3750 .63998 N 10 (20.8%) D 4 (8.3%) 8 Lack of support from Regional Education Bureau is a challenge for me in textbook evaluation. A 34 (70.8%) 1.3958 .67602 N 9 (18.8%) D 5 (10.4%) 9 Lack of motivation is a challenge for me in textbook evaluation. A 33 (68.8%) 1.5417 .84949 N 4 (8.3%) D 11 (22.9%) 10 External pressure (not to evaluate textbooks) is a challenge for me in textbook evaluation. A 18 (37.5%) 1.9167 .82083 N 16 (33.3%) D 14 (29.2%) 11 Lack of incentive from stakeholders is a challenge for me in textbook evaluation. A 42 (87.5%) 1.2500 .66844 N - D 6 (12.5) Challenges which EFL teachers would experience in textbook evaluation were the other aspects that EFL teachers commented on in the above table. As it is shown in question1, lack of time was a challenge for 26 (54.2%) of those teachers (mean = 1.7292, std. =.86884), but 13 (27.1%) of those EFL teachers disagree on the challenge. The remaining 9 (18.8%) teachers were neutral on the issue. In addition, in question 2, teachers were asked whether lack of knowledge is the challenge in their textbook evaluation, and 20 (41.7%) of those teachers claimed that lack of knowledge is the challenge for them in textbook valuation (mean = 1.9167,std. =.87113). However, 16 (33.3%) of them disagreed that lack of knowledge was not a challenge in their textbook evaluation. The rest 12 (25.0%) of the teachers were neutral on the issue. In question 3, EFL teachers were asked whether lack of resources was a challenge in their textbook evaluation or not, and 20 (41.7%) of those teachers replied that lack of resources was a challenge in their textbook evaluation (mean = 1.6875, std. =.87898), but the remaining 16 (33.3%) and 12 (25.0%) disagreed and were neutral on the issue respectively. Moreover, EFL teacher respondents were asked whether or not lack of continuous training about textbook evaluation was a challenge in textbook evaluation in question 4, and 40 (83.3%) agreed that it was a challenge (mean = 1.2917, std. = .68287), but the remaining 6 (12.5%) and 2 (4.2%) of those EFL teachers disagreed and were neutral on the issue. Additionally, lack of support from their school was the other possible challenge that EFL teachers were asked about, and 35 (72.9%) of the teachers agreed that lack of support was a challenge for them in their textbook evaluation (mean = 1.4375, std. =.76926), but 8 (16.7%) of the teachers disagreed and the remaining 5 (10.4%) were neutral about the given challenge. In statement 6, EFL teachers were requested if lack of support from Woreda Education Bureau was a challenge in their textbook evaluation or not, and 35 (72.9%) agreed on the issue (mean = 1.3333, std. =.59549), but 3 (6.3%) of those teachers disagreed on the statement, but the remaining 10 (20.8%) of those EFL teachers replied neutral on the statement. In statement 7, lack of support from zone education bureau was the other possible challenge that teachers were asked, and 34 (70.8%) of those teachers agreed that that was a challenge for them in textbook evaluation (mean = 1.3750, std. =.63998), but 4 (8.3%) of the teachers disagreed on the challenge. The remaining 10 (20.8%) replied neutral on the given challenge. Besides, EFL teacher respondents were invited to reply if lack of support from regional education bureau was a challenge for them in their textbook evaluation in statement 8, and 34 (70.8%) of the teachers agreed that that was a challenge (mean = 1.3958, std. =.67602), but 5 (10.4%) of the teachers disagreed. However, the remaining, 9 (18.8%) of the teachers answered neutral. Lack of motivation was the other challenge that teachers were invited to reply in statement 9, and 33 (68.8%) of those EFL teachers agreed that lack of motivation was a challenge for them in their textbook evaluation (mean = 1.5417, std. =.84949), but 11 (22.9%) of them disagreed on the issue. The remaining 4 (8.3%) of those respondents chose neutral regarding to the given challenge. Penultimately, EFL teacher respondents were invited to react if external pressure (not to evaluate textbook) was a challenge or not in statement 10, and 18 (37.5%) of those teachers agreed that there was external pressure not to evaluate any textbook (mean = 1.9167, std. =.82083), but 14 (29.2%) disagreed that external pressure was not a challenge for them in their textbook evaluation. The remaining 16 (33.3%) replied neutral on the given challenge. Finally, in statement 11, EFL teachers were invited to reflect whether lack of incentive was a challenge in their textbook evaluation or not and 42 (87.5%) of those teachers agreed on the challenge (mean = 1.2500, std. =.66844), but the remaining 6 (12.5) of the teachers disagreed on the given challenge. Findings and Results Obtained from EFL Teachers’ Interview EFL teacher respondents were asked about the challenges in their textbook evaluation as well in the interview. Most of the respondents who reacted on the challenges replied that lack of knowledge about textbook evaluation, lack of support from education stakeholders, lack of encouragement, lack of spare time and lack of knowledge about the kinds of criteria which must be used to evaluate any textbook was the major challenges that prevent them from evaluating English for Ethiopia students’ grades 9, 10, 11, and 12 textbooks. Discussion Three specific objectives were the centres of this study. The first one was regarding to EFL teachers’ practice of English for Ethiopia students’ textbook evaluation. Data obtained through questionnaire and semi-structured interview were analysed and as the results indicate EFL teachers did not have a good practice evaluating the physical aspect, contents, activities, and cultural balances of any English for Ethiopia students’ textbooks. Even though some of the respondents believed that they had evaluated the above aspects, they did not use any kind of standardized textbook evaluation criteria, and generated written textbook analysis document report for concerned stakeholders. This act of textbook evaluation may clash with the ideas of experts who prepare textbook evaluation guidelines. Such as: Ellis ( 1997 ), Cunningsworth ( 2008 ) and so forth. In addition, the data obtained from questionnaire and semi-structured interview about EFL teachers’ challenges in textbook evaluation was the second one analysed and indicate above. As the results indicate, EFL teachers refrained from evaluating any English for Ethiopia students’ textbook because of lack of time, lack of incentive, lack of motivation, lack of inspiration from education officers, lack of knowledge about textbook evaluation, and lack of continuous trainings about textbook evaluation. The last data was elated to EFL teachers’ perception about textbook evaluation. Data obtained through questionnaire and semi-structured interview was analysed and results were found. The first one was related to how textbook evaluation is important for both EFL teachers and EFL students, and the respondents reacted positively that textbook evaluation has greater advantage to fulfil students’ needs and to develop EFL teachers’’ professional career. The other one was related to identification of weaknesses and strengths of any material. The teachers responded that textbook evaluation is crucial indicate areas that need to be corrected by curricula designers, and this results is the same with the result obtained by Bhandari ( 2022 ). The crux of the findings is that EFL general secondary school teachers do not have a good practice of evaluating textbooks even though they experience handful of challenges and have good perception for it. Conclusion Textbook evaluation is the act of identifying and analysing the weaknesses and strengths of a textbook by using standards prepared by material evaluation experts. Hence, this study was conducted to assess the practice of EFL secondary school teachers’ English for Ethiopia textbook evaluation, their perception about textbook evaluation and the challenges which they experienced in textbook evaluation. As the findings of the study indicate, most of EFL teacher respondents unveiled that they had not evaluated the physical, contents, activities, and cultural balance of grades 9, 10, 11 and 12 English for Ethiopia textbooks. On the other hand, there were a few EFL teacher respondents who claimed the evaluation of those aspects in questionnaire and their interview. However, the researcher was unable to get any written textbook evaluation document in their schools’ archives. In addition, many reflected that they informally held oral discussion with their colleagues about the weaknesses of their textbooks. In addition, regarding to perception about textbook evaluation, many almost all of the respondents believed that textbook evaluation is the integral task of their profession. Additionally, they revealed that the practice of textbook evaluation could help them identify the weaknesses and strengths of their materials, and it even would help them fulfil the needs of their students. Finally, the respondents were invited to react on the challenges in their textbook evaluation, and they indicated that lack of time, lack of knowledge on textbook evaluation, lack of continuous training on textbook evaluation, lack of motivation and lack of incentive were some of the challenges that EFL teachers unveiled. The results of the study will have great contribution to ignite the interest of EFL teachers in English for Ethiopia textbooks evaluation, and getting rid of the challenges that EFL teachers experience in their textbook evaluation in conjunction with other stakeholders. Recommendations Based on the findings and conclusions available above, the following recommendations have been given. EFL teachers should enhance their habit of evaluating textbooks. EFL teachers should use specific standards to evaluate textbooks, and use scholarly recommended steps while evaluating textbooks. EFL teachers should make written textbook evaluation document which illustrates the overall steps they have used. School stakeholders should provide continuous training on textbook evaluation for EFL teachers. School stakeholders should motivate EFL teachers to evaluate textbooks. Schools and Woreda, and Region Education Offices should provide incentives for those teachers that evaluate textbooks. School stakeholders should make EFL teachers have ample time for textbook evaluation. Declarations We EFL teachers, who voluntarily participate in the study (EFL Teachers' Textbook Evaluation Practices, their Perception and Challenges) have been given clear understanding about the aim of the study and our contribution in the study. In addition, we have been given ultimate right to withdraw from the study when we don't want to involve in it. Additionally, since we have been informed our identity has been confidential, it has been our pleasure and consent to involve by giving our opinion and by being observed. Availability of data and materials The datasets used and/or analysed during the current study are available from the corresponding author on reasonable request. Competing interests The author declares that he has no competing interests. Non-financial interests: none. Funding The author did not receive support from any organization for the submitted work. 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ELTED , 43-48. https://www.academia.edu/64949073/Why_and_How_to_Include_Textbook_Analysis_in_Language_Teacher_Education_Programs Wen-Cheng, W., Chien-Hung, L. & Chung-Chieh, L. (2011). Thinking of the Textbook in the ESL/EFL Classroom. English Langu age Teaching , 91-96. DOI: 10.5539/elt.v4n2p91 Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-5805379","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":400597329,"identity":"0caf2971-326b-4226-899f-39d695478907","order_by":0,"name":"Getaneh Berta","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA9klEQVRIiWNgGAWjYPCCA3L8DAcbHwBZPHyEVTODtRhLNh5uNgBpYSNWS+KGw8fbJEBMglrk3fsPfi6ouMPYcOxgW+XXHDsZNgbmh49u4NFieOYws/SMM8+YGXsOtt2W3ZYMdBibsXEOPi0zkhmkedsOszFLALVIbmMGauFhk8arZf5j5t+8/w7zsMk/bCuW3FZPWIu8BDObNG/DYQkehoNtjB+3HSasxYAn2cya59hhAwmGg83SjNuO87AxE/CLfPvBx7d5ag7X7z9w/OHHn9uq7fnZmx8+xmvLASQOMw+YxKMcbEsDEofxBwHVo2AUjIJRMDIBANBuS6d6THJbAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0009-0006-1835-962X","institution":"Wollo University","correspondingAuthor":true,"prefix":"","firstName":"Getaneh","middleName":"","lastName":"Berta","suffix":""}],"badges":[],"createdAt":"2025-01-10 16:55:40","currentVersionCode":1,"declarations":{"humanSubjects":true,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":true,"humanSubjectConsent":true,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-5805379/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-5805379/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":73853474,"identity":"f1f55e5b-73f0-42ab-a1ec-d9f3bde2cfd6","added_by":"auto","created_at":"2025-01-15 10:05:18","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":291425,"visible":true,"origin":"","legend":"\u003cp\u003eWhereabouts and Map of Dessie City Administration (Source: Ayele, Weldehanna \u0026amp; Demsiss, 2023)\u003c/p\u003e","description":"","filename":"1.png","url":"https://assets-eu.researchsquare.com/files/rs-5805379/v1/672eb036509ba08a0e9d106f.png"},{"id":73855168,"identity":"7ad600ef-abbc-4eed-83da-d12eed4aad33","added_by":"auto","created_at":"2025-01-15 10:21:18","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1522963,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-5805379/v1/a85a668b-2e85-4608-a70e-86b2ca305be7.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003eEFL Teachers’ Textbook Evaluation Practices, their Perception and Challenges: General Secondary School Teachers in Focus\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eEFL teaching is the practice of imparting language-related knowledge and empowering speakers of other languages in basic language skills. This practice cannot be conducted without the utilization of instructional materials and media. According to Tomlinson (2011, as cited in Moazam \u0026amp; Jodai, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2014\u003c/span\u003e), these materials are anything that teachers and students utilize to facilitate language teaching and learning processes.\u003c/p\u003e \u003cp\u003eMaterial developers and language experts attempted to give clear and concise definitions for teaching or educational materials from their experience and perspective. For instance, Tety (\u003cspan citationid=\"CR38\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) defined teaching or educational materials as tools that teachers and students use to make their instruction memorable. Moreover, Graves (2000, as cited in, Putri \u0026amp; Jufrizal, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) defined that these materials are resources that teachers use to attain desirable learning objectives. Sale (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) also defined them as tools that promote, encourage, and influence the behaviour of learners and make learning progression simple and comprehensible.\u003c/p\u003e \u003cp\u003eBesides, instructional materials are invariably fundamental for the delivery of language activities. When they are used properly, they ignite the interest of students' language learning. Furthermore, as Sun (\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) indicated, the success and the failure of language learning and acquisition depend on these materials, and they also enhance the memory level of language learners (Adelowo \u0026amp; Babatunde, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Cunningsworth (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) also highlighted that teaching materials influence contents and the nature of teaching and learning practices.\u003c/p\u003e \u003cp\u003eAccording to Kwegyiriba, Mensah, and Ewusi (\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), instructional or educational materials can be classified into three major categories. The first kinds which include records, podcasts, storytelling, or anything that can be heard are called audio media. The second kinds of educational materials that appeal to both the sight and auditory senses of students are called audio-visual media. Under these, television and video podcasts can be included. The last kinds of educational materials that appeal to the sense of sight are called visual media. Flipcharts, images, chalkboard, whiteboard, slides and textbook are classified under these categories.\u003c/p\u003e \u003cp\u003eMany tried to define what a textbook is. For instance, Richards (\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e1998\u003c/span\u003e: 2001) defined a textbook as a specialized written tool that is used as a source of ideas for teaching. Moreover, according to Brown (2001, as cited in Fuyudloturromaniyyah, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2015\u003c/span\u003e), it is a kind of text or a book which is utilized in the educational curriculum. Additionally, the textbook is one aspect that determines the success and implementation of any curriculum activities with proper progression (Dharma \u0026amp; Aristo, \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Nafchi, Ghorbanimoghadam, and Safarpoor (\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) similarly defined that a textbook is an indispensable classroom tool that specifies themes to be covered from the syllabus, and it provides pieces of advice for teachers about the techniques of presenting activities. Likewise, textbook guides teachers and students on the steps to learning and teaching success (Efendi, Nurhidayah \u0026amp; Prihantini, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Moreover, textbook, specifically ELT textbook, serves as the basis for language inputs and embraces the rationale for EFL teachers for the delivery of contents (Ramadhana, Indah \u0026amp; Suhardi, \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2019\u003c/span\u003e). It also provides the foundation for kinds of activities that students should practice, and the ways and techniques to achieve learning objectives. Furthermore, Sheldon (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e1988\u003c/span\u003e, as cited in Moazam \u0026amp; Jodai, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) showed that the EFL textbook is the central and essential constituent of ELT classrooms which represents the observable heart of any ELT program.\u003c/p\u003e \u003cp\u003eTextbook has a variety of importance and plenty of functions in teaching and learning processes. For example, Vitta (\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2021\u003c/span\u003e) specified two major functions of ELT textbook. The first function of a textbook is to support the second and foreign language proficiency level of learners. Moreover, the second function which is stated by the researcher in his review is enabling complete learning experiences. Additionally, other experts and researchers provide supplementary functions of textbooks. For instance, Radic-Bojanic and Topalov (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) pointed out that textbook has the role of presenting essential tasks, activities or elements of language. Moreover, as stated in Richards (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2001\u003c/span\u003e), materials including textbooks can be used as trainers for inexperienced teachers, and they provide ideas on how to prepare plans and deliver lessons and formats that teachers must use. Textbooks in ESP can also have the role of providing exposure for language learners as well. Dudley-Evans and St. John (1998 as cited in Richards, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2001\u003c/span\u003e) indicated that textbooks function as the basis of language, reference, and inspiration as well.\u003c/p\u003e \u003cp\u003eFurthermore, according to Trisha (\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), textbook can be used as a guideline which elaborates how contents and activities must be delivered. Waltermann and Forel (\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2015\u003c/span\u003e) vitalized the role of a textbook as the bridge between theory and practice, and it helps teachers to be great and efficient practitioners. Besides, Okeeffe (\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) explained that a textbook is the most important tool for the promotion of a specific vision of curriculum. Ekwueme and Igwe (2001, as cited in Sale, \u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) stated that textbook has the role of enabling learners to effectively learn and retain what they have learned. Damayanti, Fauzi, and Inayati (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) also revealed that textbook has the function of signifying the unseen syllabus of linguistic elements and lessons, and providing structure for program. Additionally, it has supreme implications for the presentation of similar contents and activities for different students in different classes (Richards, \u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2001\u003c/span\u003e). Likewise, Wen-Cheng, Chien-Hung, and Chung-Chieh (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2011\u003c/span\u003e) also wrote that textbook functions as an assertion of consistency, structure, and logical and proper progression.\u003c/p\u003e \u003cp\u003eAlthough textbooks have undeniable functions and are extensively used by EFL learners and EFL teachers, they do not satisfy the needs of both stakeholders, and this indicates the imperfection of any textbook (Kodriyah, Dayu \u0026amp; Hakim, \u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). It is believed that textbooks might have their own limitations; even some might have their own inadequacies. Some textbooks might have difficult contents, and others might have easy contents. Likewise, some textbooks may include contents which may not be culturally and linguistically appropriate for EFL learners, and these yield challenges on the improvement of EFL students\u0026rsquo; language skills (Tomlinson 1998, as cited in Alkhaldi, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Hence, in order to alleviate these challenges, textbook evaluation must be carried out.\u003c/p\u003e \u003cp\u003eAhmadi and Derakhshan (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) indicated that textbook evaluation is the process of determining the quality of a book based on numerous standards. The standards may range from the relevance of the textbook to its comprehensiveness and from its completeness to its engagement of learners. Additionally, they asserted that textbook evaluation is classroom teachers\u0026rsquo; act which they reflect their point of view on strengths and weaknesses of materials. Furthermore, Cunningsworth (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) defined evaluation as the formation of general impressions on the significant features of the material, the quality of the visuals, the attractiveness of the layouts, the sequence of the items and so forth. Moreover, Tomlinson (2003, as cited in Alkhaldi, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) showed material evaluation as a systematic assessment of the values of materials for learners, and reach for a decision whether the materials will work or not. Moreover, according to Hutchinson and Waters (1987, as cited in Sheldon, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e1988\u003c/span\u003e) it is a procedural analysis which bears the goal of matching the needs of learners.\u003c/p\u003e \u003cp\u003eTextbook evaluation can be carried out for different needs and reasons. For instance, Sheldon (\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e1988\u003c/span\u003e) put two major reasons for the need of textbook evaluation. These reasons are for adaptation, and for wise decision in selecting the materials which influences the teaching and learning processes in the actual classroom. Cunningsworth (1995, as cited in Mohammadi and Abdib, 2014) also showed that material evaluation is held in order to predict the future performance of the material. Considering the above critical reasons, EFL teachers are supposed to have frequent practice of evaluating English for Ethiopian Students\u0026rsquo; textbooks. Nevertheless, since the researcher has served as EFL teacher in primary and secondary schools and tertiary education level for the past twelve years, primary and secondary EFL teachers were not seen evaluating the EFL teaching textbooks.\u003c/p\u003e \u003cp\u003eOn the other hand, EFL university lecturers are seen having a better practice of evaluating English for Ethiopia textbooks. For instance, Tewachew (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) evaluated grade twelve English for Ethiopia students\u0026rsquo; textbook, and provided what must be improved based on his evaluation. In addition, (Abraha, n.d) evaluated grades seven and eight English for Ethiopia students\u0026rsquo; textbooks based on curriculum balance of Bloom\u0026rsquo;s Taxonomy, and recommended that EFL teachers and other concerned bodies to include the overlooked (affective and psychomotor) domains. Additionally, Dibekulu (\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) evaluated some selected units of English for Ethiopia grade ten students\u0026rsquo; textbook, and indicated that although the units of the book are well-organized, little attention was given for listening skill. Likewise, Gashaw (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) evaluated the objectives of grade ten English for Ethiopia students\u0026rsquo; textbook using the revised Bloom\u0026rsquo;s Taxonomy and concluded that 85.1% of the objectives were measurable and achievable; however, the remaining 14.9% of the objectives were non-measurable. In addition, Sewbihon (\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) evaluated the vocabulary and grammar contents of grade nine English for Ethiopia students\u0026rsquo; textbook, and found out that vocabulary and grammar contents are not presented lexically in the textbook, and not suitable to teach the contents.\u003c/p\u003e \u003cp\u003eAll those people who evaluated English for Ethiopia students\u0026rsquo; textbooks are EFL tertiary (university) education level lecturers. This indicates that secondary schools teachers rarely involved in the practice of evaluating textbooks. Therefore, this study was conducted to fill some research gaps. The first gap was EFL secondary school teachers\u0026rsquo; textbook evaluation practice related gap. Even though, there were a few textbook book evaluation practices and explained above, all were conducted by university lecturers. The practices were appreciative, crucial, and have insurmountable importance for the promotion of quality education. Nevertheless, EFL secondary school teachers who know their students\u0026rsquo; language proficiency level, needs, and learning styles should have done the practices of evaluating textbooks. Consequently, this study is expected to pave the way for those teachers to make textbook evaluation as one of their professional practice. The other gap which the study tries to fill is lack of study gap in the area. The researcher tried to find similar studies on EFL secondary school teachers\u0026rsquo; practice, perception and challenges related to textbook evaluation. Nevertheless, it was difficult to get a study, and the study would fill lack of sufficient study on the topic.\u003c/p\u003e \u003cp\u003eHowever, if the issue is not researched, plenty of hindrances would be possibly experienced. The first would be students\u0026rsquo; language learning interest may decline. In textbooks, there might be difficult and culturally inappropriate contents. If those contents are not corrected after intensive evaluation, severe issue on the interest of students\u0026rsquo; learning English language will happen, and their result will decline simultaneously. The second problem would be regarding quality education. There is strong synergy between textbook evaluation, students\u0026rsquo; academic achievement and quality education. There may be pleasing students\u0026rsquo; achievement in their language learning if the contents are prepared in alignment with their need. When students\u0026rsquo; achievement is not pleasing, it might be impossible to be global competitor, and this may signify low quality of education in the country. The other problem which may occur if the problem is not researched is related to teachers\u0026rsquo; practice of textbook evaluation. EFL general secondary school teachers are expected to evaluate EFL textbooks, and the researching of this issue will pave the avenue for the improvement of their practice of textbook evaluation. Hence, this study was conducted with the objective of assessing EFL Secondary School teachers\u0026rsquo; textbook evaluation practice, their perception and challenges. More precisely, it attempted to address the following specific objectives. Such as:\u003c/p\u003e \u003cp\u003e \u003cul\u003e \u003cli\u003e \u003cp\u003eassessing EFL secondary school teachers\u0026rsquo; textbook evaluation practice\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eassessing EFL secondary school teachers\u0026rsquo; perception towards textbook evaluation and\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eassessing challenges which EFL secondary school teachers face in textbook evaluation\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e \u003c/p\u003e"},{"header":"Methods","content":"\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eResearch Approach and Design\u003c/h2\u003e \u003cp\u003eThe study was a descriptive in approach and mixed in design. As Creswell (\u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2009\u003c/span\u003e) highlighted, research design is a plan and a procedure which the researcher utilizes to get answer for the problems. Moreover, it is a pronouncement concerning what, how, how much, where, by what means of inquiring a research problem (Kothari, \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). This ranges from data gathering to the analysis of the collected data. Creswell (\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) added that mixed research design incorporates collecting and analysing quantitative and qualitative research in a single study. Then, since both qualitative and quantitative data (in combination) were collected from the respondents through questionnaire and interview, and analysed data quantitatively and qualitatively, it was vital to use the design.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eResearch Setting\u003c/h3\u003e\n\u003cp\u003eThe study was conducted in Amhara region, South Wollo Zone, Dessie City. Dessie City is located in Amhara region about 401 km away from the capital city of Ethiopia-Addis Ababa. The city had 11 secondary schools, and around 100 EFL teachers who taught English as a foreign language for grades 9, 10, 11 and 12 EFL students. The following figure shows the map of Dessie City Administartion and its whereabouts in both Ethiopia and Amhara Region.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e\n\u003ch3\u003eResearch Sample and Sampling Technique\u003c/h3\u003e\n\u003cp\u003eAccording to Kothari (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2004\u003c/span\u003e), sample is any item or any individual that is chosen from the population and involves in the study. In addition, as Bordens and Abbott (\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) explained, sample is a small group of people or animals or items which are chosen from the population by using different selection processes. Accordingly, the researcher tried to choose optimum sample, and 48 EFL teachers who were teaching grades 9, 10, 11 and 12 EFL students were chosen by using convenience sampling technique. As Taherdoost (\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) wrote, convenience sampling technique is a process that readily available participants are selected from a population.\u003c/p\u003e\n\u003ch3\u003eData Gathering Instruments\u003c/h3\u003e\n\u003cp\u003eTwo data gathering instruments were deployed so as to gather data from the sources. Such as: questionnaire and interview.\u003c/p\u003e \u003cp\u003e \u003cstrong\u003eQuestionnaire\u003c/strong\u003e \u003cp\u003eThis is the first kind of instrument that data were collected from EFL teacher respondents. Twenty nine dichotomous (yes/no) closed-ended questions which dealt around the four major characteristics (physical, content, activity and culture related characteristics) of textbook were prepared, and used by the researcher. Ten more (a five-point Likert scale) statements which were to get answered by choosing one of the five points (strongly disagree, disagree, neutral, agree and strongly agree) were utilized as well in order to collect data from EFL teachers. Moreover, eight textbook evaluation challenges related (a three-point Likert scale) statements were prepared and administered by the researcher.\u003c/p\u003e \u003c/p\u003e \u003cp\u003e \u003cstrong\u003eInterview\u003c/strong\u003e \u003cp\u003esemi-structured interview was the other tool which was used to collect data from EFL teacher respondents. The major issues or contents which were used in both interview and questionnaire data gathering instruments were adapted from Cunningsworth (1995), Bhandari (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), British Council (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e1987\u003c/span\u003e) and USAID (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2013\u003c/span\u003e).\u003c/p\u003e \u003c/p\u003e"},{"header":"Findings and Results","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e \u003ch2\u003eRanges of Responses\u003c/h2\u003e \u003cp\u003eTwenty-nine dichotomous (Yes/No) questions were used by the researcher under four general thematic areas. The responses of the questions have their own ranges, and are illustrated in the following table with description.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eRanges of the Responses\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\"\u0026minus;\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eResponses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLabel\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eDescription\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eRanges\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e2\u0026thinsp;\u0026minus;\u0026thinsp;1\u0026thinsp;=\u0026thinsp;1 ;therefore, 1/2\u0026thinsp;=\u0026thinsp;0.5\u003c/p\u003e \u003cp\u003e1\u0026thinsp;+\u0026thinsp;0.5\u0026thinsp;=\u0026thinsp;1.5 therefore, the answer \u003cb\u003e\u0026ldquo;Yes\u0026rdquo;\u003c/b\u003e has from 1 to 1.5 ranges, and the answer \u003cb\u003e\u0026ldquo;No\u0026rdquo;\u003c/b\u003e has from 1.51 to 2.00 ranges.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026minus;\" colname=\"c4\"\u003e \u003cp\u003e1-1.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\"\u0026minus;\" colname=\"c4\"\u003e \u003cp\u003e1.51-2.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eEFL Teachers’ Textbook Evaluation Practice\u003c/h3\u003e\n\u003cp\u003eThis section highlights EFL teachers\u0026rsquo; textbook evaluation practice. Each statement has two alternatives that are \u0026ldquo;Yes\u0026rdquo; and \u0026ldquo;No.\u0026rdquo;\u003c/p\u003e\n\u003ch3\u003eFindings and Results Obtained from Questionnaire\u003c/h3\u003e\n\u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePhysical Aspects of Textbook\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme 1\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSentences\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eResponses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"13\" rowspan=\"14\"\u003e \u003cp\u003ePhysical Aspect\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the cover page of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e18 (37.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6250\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.48925\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e30 (62.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the durability of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e20 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5833\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.49822\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e28 (58.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the size of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e19 (39.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6042\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.49420\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e29 (60.4%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the quality of paper of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e20 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5833\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.49822\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e28 (58.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the quality of printing of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e16 (33.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6667\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.47639\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e32 (66.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the layout and design of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e14 (29.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.7083\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.45934\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e34 (70.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the illustrations of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e16 (33.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6667\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.47639\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e32 (66.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eEFL teacher respondents were asked about their practice of evaluation of the physical aspects of the textbook that they used in their language teaching. As it is shown in the above table in question 1, 30 (62.5%) of the respondents replied that they did not evaluate the cover page of the textbooks (mean\u0026thinsp;=\u0026thinsp;1.6250, std.=.48925). Nevertheless, the remaining 18 (37.5%) of those respondents replied that they had evaluated the cover page of the textbook which they were using to deliver language contents.\u003c/p\u003e \u003cp\u003eIn addition, the respondents were asked whether they had evaluated the durability of the textbooks or not in question 2, and as it is shown in the above table, 28 (58.3%) of teacher respondents replied that they had not evaluated the durability of the textbook which they were utilizing for the delivery of language contents (mean\u0026thinsp;=\u0026thinsp;1.5833, std.=.49822). On the hand, the remaining 20 (41.7%) of them replied that they had evaluated the durability of the textbooks.\u003c/p\u003e \u003cp\u003eMoreover, the size of the textbook was the other aspect which EFL teachers were asked whether they had evaluated or not, and 29 (60.4%) of the respondents replied that they had not evaluated the size of the textbook which they were using (mean\u0026thinsp;=\u0026thinsp;1.6042, std. = .49420). However, the others, 19 (39.6%) replied that they had evaluated the size of their textbooks.\u003c/p\u003e \u003cp\u003eAdditionally, the respondents were invited to answer if they had evaluated the quality of the paper of their textbook in question 4, and 28 (58.3%) of EFL teacher respondents answered that they had not evaluated the quality of the paper of their textbook (mean\u0026thinsp;=\u0026thinsp;1.5833, std.=.49822). In contrary, the remaining 20 (41.7%) of the teachers replied that they had evaluated the aspect.\u003c/p\u003e \u003cp\u003eIn question 5, the teachers were also asked if they had evaluated the printing quality of their textbook, and 32 (66.7%) of the respondents replied they had not evaluated the aspect (mean\u0026thinsp;=\u0026thinsp;1.6667, std. = .47639). However, the remaining, 16 (33.3%) of those teachers replied they had evaluated the printing quality of their textbook.\u003c/p\u003e \u003cp\u003eMoreover, the evaluation of the layout and the design of their textbook were the other issues which EFL teacher respondents were asked if they had evaluated, and 34 (70.8%) of the teachers answered that they had not evaluated the aspects (mean\u0026thinsp;=\u0026thinsp;1.7083, std. = .45934). On the other hand, the remaining 14 (29.2%) of EFL teacher respondents replied that they had evaluated both the layout and the design of their textbooks.\u003c/p\u003e \u003cp\u003eLastly, the practice of evaluating the illustrations of their textbooks was the other concern that EFL respondents were asked if they had evaluated or not, and 32 (66.7%) of the teachers revealed that they had not evaluated the illustrations of their textbook (mean\u0026thinsp;=\u0026thinsp;1.6667, std. = .47639), but the others 16 (33.3%) of the teachers replied they had evaluated the illustrations of the textbooks.\u003c/p\u003e \u003cp\u003eAs it is shown in the above table, they were EFL teacher respondents who claimed that they had evaluated the cover page, the durability, the size, the paper quality, the printing quality, the layout and design, and the illustrations of their textbooks. Their responses were not overlooked, and the researcher tried to get the written textbook evaluation document from the school archive, and it was impossible to get any. Moreover, as the respondents showed in their interview, they held informal oral discussion with their colleagues about the physical aspects of their textbook instead of conducting formal textbook evaluation. According to Ellis (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e1997\u003c/span\u003e) someone is said to have evaluated any aspect of a textbook if he/she has used these six steps. These are: picking a task to evaluate, recounting about the task, planning the evaluation, gathering the information for the evaluation, examining the information, reaching conclusions and making recommendations, and writing the report. However, since the teachers did not utilize these six steps, it is impossible to say they had evaluated those physical aspects of their textbooks.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eContents of Textbook\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme 2\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSentences\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eResponses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"15\" rowspan=\"16\"\u003e \u003cp\u003eContents\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated mechanics (spelling, punctuation and capitalization) contents of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50529\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated vocabulary contents of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50529\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated pronunciation contents of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e17 (35.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6458\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.48332\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e31 (64.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated grammar contents of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e23 (47.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5208\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50485\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e25 (52.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e12\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated listening skill contents of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21 (43.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5625\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50133\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e27 (56.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated speaking skill contents of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21 (43.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5625\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50133\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e27 (56.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated writing skill contents of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e18 (37.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6250\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.48925\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e30 (62.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated reading skills contents of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50529\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe EFL teacher respondents were also asked their practice of evaluating contents of textbook that they were utilizing to deliver those contents. As it is shown in question 8, 24 (50%) of the respondents answered that they had not evaluated the spelling, punctuation and capitalization contents of their textbook (mean\u0026thinsp;=\u0026thinsp;1.5000, std.=.5052), but the remaining 24 (50%) replied that they had evaluated those aspects of their textbooks.\u003c/p\u003e \u003cp\u003eIn addition, as it is shown in question 9, the respondents were asked if they had evaluated the vocabulary contents of their textbooks, and 24 (50%) of them answered that they had not evaluated, but the others 24 (50%) had evaluated vocabulary related contents of their textbook.\u003c/p\u003e \u003cp\u003eMoreover, the teachers were enquired if they had evaluated the pronunciation contents of their textbook in question 10, and 31 (64.6%) of them replied that they had not evaluated the pronunciation contents of their textbook (mean\u0026thinsp;=\u0026thinsp;1.6458, std.=.48332), but the remaining 17 (35.4%) of them replied they had evaluated those contents.\u003c/p\u003e \u003cp\u003eIn question 11, they were asked whether they had evaluated grammar contents of their textbook or not, and 25 (52.1%) of those respondents replied that they had not evaluated those grammar contents of their textbook (mean\u0026thinsp;=\u0026thinsp;1.5208, std.=.50485), and the remaining 23 (47.9%) replied they had evaluated grammar contents which are found in their textbook.\u003c/p\u003e \u003cp\u003eAdditionally, EFL teacher respondents were asked about their practice of evaluating listening contents of their textbook in question 12, and 27 (56.3%) of them answered that they had not evaluated those contents (mean\u0026thinsp;=\u0026thinsp;1.5625, std. =.50133), and the remaining 21 (43.8%) replied that they had evaluated listening contents which are found in their textbook.\u003c/p\u003e \u003cp\u003eFurthermore, in question 13, teachers were asked if they had evaluated speaking skill contents which are found in their textbooks, and 27 (56.3%) of them answered that they had not evaluated those contents (mean\u0026thinsp;=\u0026thinsp;1.5625, std. =.50133), but the remaining 21 (43.8%) replied they had evaluated those contents.\u003c/p\u003e \u003cp\u003eThe other content which EFL teacher respondents were asked about was writing skill contents in question in question 14, and 30 (62.5%) of those respondents answered that they had not evaluated the contents, but the others 18 (37.5%) replied they had evaluated writing contents which are found in their textbook.\u003c/p\u003e \u003cp\u003eLastly, in question 15, reading skill contents were the other areas which EFL teacher respondents were asked to reflect their ideas and 24 (50.0%) of them replied that they had not evaluated those contents, and the remaining 24 (50.0%) answered they had evaluated reading skill contents which are found in their textbooks. Similarly, the researcher attempted to find any written textbook evaluation document, but it was difficult to get any. Moreover, as those EFL teacher respondents reflected in their interview, they had informal discussion with their classmates about those contents rather than conducting proper textbook evaluation by using the six steps which are suggested by Ellis (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e1997\u003c/span\u003e).\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eActivities of Textbook\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme 3\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSentences\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eResponses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"15\" rowspan=\"16\"\u003e \u003cp\u003eTextbook Activities\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated mechanic (spelling, punctuation and capitalization) activities of any English of Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e20 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5833\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.49822\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e28 (58.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e17\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated vocabulary activities of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21 (43.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5625\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50133\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e27 (56.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated pronunciation activities of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e15 (31.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6875\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.46842\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e33 (68.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated grammar activities of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50529\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e20\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated listening activities of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e16 (33.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6667\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.47639\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e32 (66.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e21\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated speaking activities of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e20 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5833\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.49822\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e28 (58.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e22\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated writing activities of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21 (43.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5625\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50133\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e27 (56.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated reading activities of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e20 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5833\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.49822\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e28 (58.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eActivities of students\u0026rsquo; English for Ethiopia textbooks were the other areas which EFL teacher respondents were asked about. In question 16, their evaluation of mechanics (spelling, punctuation and capitalization) activities were asked, and 28 (58.3%) of those teachers replied that they had not evaluated those activities (mean\u0026thinsp;=\u0026thinsp;1.5833, std. =.49822); however, the remaining 20 (41.7%) replied that they had evaluated the spelling, punctuation and capitalization activities which are available in their textbooks.\u003c/p\u003e \u003cp\u003eIn addition, in question 17, those teachers were asked about their practice of evaluating vocabulary activities of the textbooks, and 27 (56.3%) of them replied they had not evaluated those activities (mean\u0026thinsp;=\u0026thinsp;1.5625, std. =.50133), but the remaining 21 (43.8%) answered they had evaluated those activities.\u003c/p\u003e \u003cp\u003eThe other activities that EFL teacher respondents were asked to reflect were pronunciation activities of the textbooks in question 18, and 33 (68.8%) of those teachers replied that they had not evaluated those activities (mean\u0026thinsp;=\u0026thinsp;1.6875, std. =.46842), and the remaining 15 (31.3%) replied they had evaluated them.\u003c/p\u003e \u003cp\u003eThe evaluation of grammar activities were the other areas which teachers were asked about in question 19, and 24 (50.0%) of those respondents replied that they had not evaluated those activities (mean\u0026thinsp;=\u0026thinsp;1.5000, std. =.50529), but the remaining 24 (50.0%) replied they had evaluated those activities which are found in the textbooks.\u003c/p\u003e \u003cp\u003eMoreover, their evaluation of listening activities of the textbooks were the other areas which EFL teacher respondents were asked to reflect, and 32 (66.7%) of those teachers answered that they had not evaluated those activities (mean\u0026thinsp;=\u0026thinsp;1.6667, std. =.47639), and the remaining 16 (33.3%) replied they had evaluated listening activities of the textbooks.\u003c/p\u003e \u003cp\u003eIn question 21, the evaluation of speaking skill activities were the other areas that respondents reflected their ideas and 28 (58.3%) of those teachers replied that they had not evaluated those activities, but the remaining 20 (41.7%) answered that they had evaluated speaking skill activities which are found in the textbook.\u003c/p\u003e \u003cp\u003eIn addition, in question 22, the evaluation of writing skill activities were the other aspects which EFL teacher respondents were asked about and 27 (56.3%) of those respondents responded that they had not evaluated those activities (mean\u0026thinsp;=\u0026thinsp;1.5625, std. =.50133), but the others 21 (43.8%) replied that they had evaluated those aspects.\u003c/p\u003e \u003cp\u003eLastly, teachers were asked if they had evaluated reading skill activities which are found in the textbooks and 28 (58.3%) replied that they had not evaluated those activities and the remaining 20 (41.7%) replied they had evaluated those activities. Moreover, as it is shown in the table and in the analysis, they were EFL teacher respondents that replied they had evaluated every activity given in the table, but again, when the researcher tried to conduct document analysis, it was not possible to get any textbook evaluation document in schools\u0026rsquo; archive.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eCulture Related Characteristics of Textbook\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"7\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTheme 4\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSentences\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eResponses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"11\" rowspan=\"12\"\u003e \u003cp\u003eCulture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the appropriateness of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e21 (43.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.5625\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.50133\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e27 (56.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the suitability (meets the needs of learners) of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e17 (35.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6458\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.48332\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e31 (64.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the authenticity of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e16 (33.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6667\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.47639\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e32 (66.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the sufficiency of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e14 (29.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.7083\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.45934\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e34 (70.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the relevance of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e17 (35.4%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.6458\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.48332\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e31 (64.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e29\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHave you ever evaluated the balance of cultural representation of any English for Ethiopia textbook?\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e12 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.7500\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e.43759\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e36 (75.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eThe last textbook evaluation area that researcher attempted to gather data was regarding to culture related issues. Under this general issue, six specific areas were identified, and EFL teacher respondents had reacted on the issues. The first specific issue which is found on question 24 was related to EFL teachers\u0026rsquo; practice of evaluating the appropriateness of their textbooks, and 27 (56.3%) of those teacher responded that they had not evaluated the appropriateness of any English for Ethiopia textbooks (mean\u0026thinsp;=\u0026thinsp;1.5625, std. = .50133), but the rest 21 (43.8%) of those teachers claimed that they had evaluated the appropriateness of any English for Ethiopia textbook.\u003c/p\u003e \u003cp\u003eFurthermore, the evaluation of the suitability of textbook was the other area that EFL teachers were asked to reflect their idea. Accordingly, 31 (64.6%) of those teachers admitted that they had not evaluated the issue (mean\u0026thinsp;=\u0026thinsp;1.6458, std. =.48332), but the remaining 17 (35.4%) had claimed that they had evaluated the appropriateness of any of English for Ethiopia textbook.\u003c/p\u003e \u003cp\u003eBesides, the practice if evaluating the authenticity of any English for Ethiopia textbook was the other area as it is show in question 26, and 32 (66.7%) of the teachers admitted that they had not evaluated the authenticity of any textbook (mean\u0026thinsp;=\u0026thinsp;1.6667, std. =.47639), but the remaining 16 (33.3%) claimed the evaluation of the issue.\u003c/p\u003e \u003cp\u003eIn question 27, EFL teacher respondents were asked if they had evaluated the sufficiency of any English for Ethiopia textbook and 34 (70.8%) of those teachers claimed that they had evaluated the sufficiency of their textbook (mean\u0026thinsp;=\u0026thinsp;1.7083, std. =.45934), but the others 14 (29.2%) admitted that they had evaluated the issue of the textbook.\u003c/p\u003e \u003cp\u003eThe evaluation of the relevance of any English for Ethiopia textbook was another issue that EFL teacher respondents were asked, and 31 (64.6%) replied that they had not evaluated the issue (mean\u0026thinsp;=\u0026thinsp;1.6458, std. =.48332), but the remaining 17 (35.4%) admitted that they had evaluated the relevance of any English for Ethiopia textbook.\u003c/p\u003e \u003cp\u003eThe last issue that EFL teachers responded on was the evaluation of cultural balance of students\u0026rsquo; textbook that EFL teachers were using to guide their teaching practices, and 36 (75.0%) of those EFL teachers had not evaluated the issue (mean\u0026thinsp;=\u0026thinsp;1.7500, std. =.43759), but the remaining 12 (25.0%) claimed that they had evaluated the cultural balance of any English for Ethiopia textbook that EFL teachers were utilizing in their language teaching practices.\u003c/p\u003e \u003cp\u003eSimilarly, for those EFL teachers who claimed the evaluation of the given textbook evaluation issues in the above table, the researcher attempted to hold document analysis. Nevertheless, it was demanding to get any written textbook evaluation document in their schools\u0026rsquo; archive.\u003c/p\u003e \u003cdiv id=\"Sec11\" class=\"Section2\"\u003e \u003ch2\u003eFindings and Results Obtained from EFL Teachers\u0026rsquo; Interview\u003c/h2\u003e \u003cp\u003eSemi-structured interview was employed for EFL teacher respondents so as to get their practice of evaluating any of grades 9, 10, 11, and 12 English for Ethiopia students\u0026rsquo; textbooks. Nevertheless, before they were asked to answer on the issue, they had been invited to uncover the weaknesses of the textbook that they utilized to teach their students, they specified that spelling errors, lack of proportionality of male and female images, content difficulty (particularly phrasal verbs and pronunciation contents), wordiness, presentation of tenses redundantly, cluster of lots of contents in a single activity, rely on grammar, and the presentation of boring contents are some of the weaknesses of their textbooks.\u003c/p\u003e \u003cp\u003eNext, they were asked whether or not they had evaluated those weaknesses, and wrote reports for concerned stakeholder. Some of EFL teacher respondents indicated that they had tried to evaluate some aspects dominantly the activities of the four language skills, and spelling errors. Nevertheless, they admitted that they had not evaluated by using particular criteria suggested by textbook evaluation experts instead they held informal oral evaluation. This kind of practice of textbook evaluation cannot be considered formal textbook evaluation.\u003c/p\u003e \u003cp\u003eOn the other hand, some respondents replied that they had not evaluated any of those textbooks because they believed that every activity, grammar contents, physical aspects and illustrations of the textbook that they utilized to teach their students are suitable for both the students. Additionally, some believed that the sequences of the activities, the size, and conciseness of activities are better than the previous English for Ethiopia students\u0026rsquo; textbooks.\u003c/p\u003e \u003cp\u003eIn contrary, some respondents justified that they had not evaluated because of numerous challenges and constraints.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003eEFL Teachers\u0026rsquo; Perception about Textbook Evaluation\u003c/h2\u003e \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e \u003ch2\u003eFindings and Results Obtained from Questionnaire\u003c/h2\u003e \u003cp\u003eThis section highlights EFL teacher respondents\u0026rsquo; perception about textbook evaluation. Each statement has five alternatives as SA, A, N, D and SD which denote SA- Strongly Agree, A-Agree, N-Neutral, D-Disagree and SD-Strongly Disagree.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eEFL Teachers\u0026rsquo; Perception about Textbook Evaluation\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStatements\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResponses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eFrequency/Percent\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation is an integral task in my teaching profession.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21 (43.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.6667\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e.69446\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e23 (47.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (6.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (2.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation is important for my career development.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14 (29.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e2.0625\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e.93185\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22 (45.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7 (14.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5 (10.4%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation can help me to identify strengths of materials.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.5833\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e.70961\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22 (45.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (4.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation can help me to identify weaknesses of materials.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.5833\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e.70961\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22 (45.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (4.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation can help me to get a better concordance between my theoretical knowledge and practice.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e18 (37.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.8333\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e.80776\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22 (45.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6 (12.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (4.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation can help me to establish my priorities.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13 (27.1%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e2.1458\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.54355\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e27 (56.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (6.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (8.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (2.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e7\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation can help me to fulfil my students\u0026rsquo; needs.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14 (29.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.8750\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e.78889\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30 (62.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (8.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e8\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation can help me to produce best suited materials.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e19 (39.6%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.7500\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e.75794\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e24 (50.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (6.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (4.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation can help me to produce input for curriculum designers.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.8125\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e.89100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6 (12.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (2.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1 (2.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eTextbook evaluation can boost quality of education.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21 (43.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.8125\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e1.00332\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21 (43.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (4.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (4.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eSD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (4.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eEFL teachers\u0026rsquo; perception towards textbook evaluation was the other area that the researcher collected data from them. As it is indicated in the above table in statement 1, 21 (43.8%) and 23 (47.9%) of those teachers strongly agreed and agreed respectively that textbook evaluation is integral task in their teaching profession (mean\u0026thinsp;=\u0026thinsp;1.6667, std. = .69446). However, 3 (6.3%) of the teachers disagreed on the issue, and the remaining 1 (2.1%) replied neutral about the issue.\u003c/p\u003e \u003cp\u003eOn the other hand, EFL teacher respondents were invited to react on whether textbook evaluation is an important thing for the development of their profession, and 14 (29.2%) and 22 (45.8%) of them strongly agreed and agreed that textbook evaluation is an important thing for their career development (mean\u0026thinsp;=\u0026thinsp;2.0625, std.=.93185). Nevertheless, 5 (10.4%) disagreed on the issue. The remaining 7 (14.6%) of those teacher respondents chose neutral.\u003c/p\u003e \u003cp\u003eIn statement 3, those teachers were also invited to reflect their idea if textbook evaluation helps them identify strengthens of their materials, and 24 (50.0%) and 22 (45.8%) of the teachers strongly agreed and agreed respectively that textbook evaluation could help them identify strengthens of their materials (mean\u0026thinsp;=\u0026thinsp;1.5833, std. = .70961). However, the remaining 2 (4.2%) of those teachers disagreed on the issue.\u003c/p\u003e \u003cp\u003eMoreover, in statement 4, EFL teacher respondents were invited to react on if textbook evaluation could help them identify the weaknesses of their materials and 24 (50.0%) and 22 (45.8%) of the teachers strongly agreed and agreed respectively about the topic (mean\u0026thinsp;=\u0026thinsp;1.5833, std. = .70961). However, the remaining 2 (4.2%) of the teachers disagreed that textbook evaluation could help them identify the weaknesses of their materials.\u003c/p\u003e \u003cp\u003eFurthermore, in statement 5, teachers were invited to provide their perception if textbook evaluation could help them to get a better concordance between their theoretical knowledge and practice and 18 (37.5%) and 22 (45.8%) of those EFL teachers strongly agreed and agreed that textbook evaluation could help them to get a better concordance between their theoretical and practice (mean\u0026thinsp;=\u0026thinsp;1.8333, std. =.80776). On the contrary, 2 (4.2%) of them disagreed on the topic, and the remaining 6 (12.5%) chose neutral.\u003c/p\u003e \u003cp\u003eMoreover, in statement 6, if textbook evaluation could help them to establish their priorities was the other perception related idea that they were invited to say something, and 13 (27.1%) and 27 (56.3%) of those teachers strongly agreed and agreed respectively on the issue (mean\u0026thinsp;=\u0026thinsp;2.1458, std. = 1.54355). On the other hand, 1 (2.1%) and 4 (8.3%) strongly disagreed and disagreed that textbook evaluation could not help them to establish their priorities. Conversely, the remaining 3 (6.3%) of those EFL teachers chose neutral.\u003c/p\u003e \u003cp\u003eIn addition, in statement 7, teachers were invited to react on if textbook evaluation could help them fulfil the needs of their students, and 14 (29.2%) and 30 (62.5%) the teachers strongly agreed and agreed that textbook evaluation could help them to fulfil the needs of their students (mean\u0026thinsp;=\u0026thinsp;1.8750, std. =.78889). On the hand, 4 (8.3%) of the teachers were neutral.\u003c/p\u003e \u003cp\u003eBesides, those teachers were made reflect their ideas on if textbook evaluation could help them to produce best suited materials or not in statement 8, and 19 (39.6%) and 24 (50.0%) of the teachers strongly agreed and agreed that textbook evaluation could help them produce best suited materials for their students (mean\u0026thinsp;=\u0026thinsp;1.7500, std. = .75794). Nevertheless, 2 (4.2%) of the teachers disagreed \u0026lsquo;on the idea, and the remaining 3 (6.3%) of them selected neutral.\u003c/p\u003e \u003cp\u003eOn the other hand, EFL teachers were invited if textbook evaluation could help them to produce input for curriculum designers, and 20 (41.7%) and 20 (41.7%) strongly agreed and agreed that the practice of text book evaluation could help them produce input for curriculum designers (mean\u0026thinsp;=\u0026thinsp;1.8125, std. =.89100), but 1 (2.1%) and 1 (2.1%) of those teachers strongly disagreed and disagreed on the topic. However, the remaining 6 (12.5%) of those EFL teacher respondents picked neutral.\u003c/p\u003e \u003cp\u003eThe last perception related statement that was given for EFL teachers to react on was whether or not textbook evaluation could boost quality of education, and 21 (43.8%) and 21 (43.8%) of the teachers strongly agreed and agreed that textbook evaluation could enhance quality education (mean\u0026thinsp;=\u0026thinsp;1.8125, std. = 1.00332). On the other hand, 2 (4.2%), 2 (4.2%) and 2 (4.2%) of those teachers strongly disagreed, disagreed and were neutral respectively.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section2\"\u003e \u003ch2\u003eFindings and Results Obtained from EFL Teachers\u0026rsquo; Interview\u003c/h2\u003e \u003cp\u003eFindings and results about EFL teacher respondents\u0026rsquo; perception towards textbook evaluation were also found from the interview. Respondents who reacted on the concept and the relevance of textbook evaluation gave their own perception and said that textbook evaluation is the technique that helps to identify the weaknesses and strengths of any material. They unveiled that textbook evaluation is valuable for the improvement of the system of teaching and learning by pinpointing the areas to be improved. In addition, the respondents in their interview specified that textbook evaluation has greater implication for the correcting of errors committed by the writers and for the adjustment of the contents with the need of students. Additionally, they indicated that it is helpful to aware curricula designers about what need to be added and what need to be removed from the material, and to ensure the suitability of language contents with the needs and proficiency levels of students.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section2\"\u003e \u003ch2\u003eEFL Teachers\u0026rsquo; Challenges in Textbook Evaluation\u003c/h2\u003e \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e \u003ch2\u003eFindings and Results Obtained from Questionnaire\u003c/h2\u003e \u003cp\u003eThis section provides overview on the challenges that EFL teachers experience in textbook evaluation. Each statement has three choices A, N, and D which denote A\u0026thinsp;=\u0026thinsp;Agree, N\u0026thinsp;=\u0026thinsp;Neutral and D\u0026thinsp;=\u0026thinsp;Disagree.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eEFL Teachers\u0026rsquo; Challenges in Textbook Evaluation\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eN\u003cspan type=\"Underline\" class=\"Underline\" name=\"Emphasis\"\u003eo\u003c/span\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStatements\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eResponses\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eFrequency/Percent\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eMean\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eStd. Deviation\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e1\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of time is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e26 (54.2%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.7292\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.86884\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9 (18.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13 (27.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e2\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of knowledge is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20 (41.7%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.9167\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.87113\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12 (25.0%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16 (33.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e3\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of resources is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28 (58.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.6875\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.87898\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7 (14.6%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13 (27.1%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e4\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of continuous training on how to evaluate textbook is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e40 (83.3%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.2917\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.68287\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2 (4.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6 (12.5%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e5\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of support from school is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35 (72.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.4375\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.76926\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5 (10.4%0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e8 (16.7%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e6\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of support from Woreda Education Bureau is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35 (72.9%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.3333\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.59549\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10 (20.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3 (6.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e7\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of support from Zone Education Bureau is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34 (70.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.3750\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.63998\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10 (20.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (8.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e8\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of support from Regional Education Bureau is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34 (70.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.3958\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.67602\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9 (18.8%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5 (10.4%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e9\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of motivation is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33 (68.8%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.5417\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.84949\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4 (8.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11 (22.9%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e10\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eExternal pressure (not to evaluate textbooks) is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e18 (37.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.9167\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.82083\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16 (33.3%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14 (29.2%)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003e11\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eLack of incentive from stakeholders is a challenge for me in textbook evaluation.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eA\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42 (87.5%)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e1.2500\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e.66844\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eN\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e-\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eD\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6 (12.5)\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eChallenges which EFL teachers would experience in textbook evaluation were the other aspects that EFL teachers commented on in the above table. As it is shown in question1, lack of time was a challenge for 26 (54.2%) of those teachers (mean\u0026thinsp;=\u0026thinsp;1.7292, std. =.86884), but 13 (27.1%) of those EFL teachers disagree on the challenge. The remaining 9 (18.8%) teachers were neutral on the issue.\u003c/p\u003e \u003cp\u003eIn addition, in question 2, teachers were asked whether lack of knowledge is the challenge in their textbook evaluation, and 20 (41.7%) of those teachers claimed that lack of knowledge is the challenge for them in textbook valuation (mean\u0026thinsp;=\u0026thinsp;1.9167,std. =.87113). However, 16 (33.3%) of them disagreed that lack of knowledge was not a challenge in their textbook evaluation. The rest 12 (25.0%) of the teachers were neutral on the issue.\u003c/p\u003e \u003cp\u003eIn question 3, EFL teachers were asked whether lack of resources was a challenge in their textbook evaluation or not, and 20 (41.7%) of those teachers replied that lack of resources was a challenge in their textbook evaluation (mean\u0026thinsp;=\u0026thinsp;1.6875, std. =.87898), but the remaining 16 (33.3%) and 12 (25.0%) disagreed and were neutral on the issue respectively.\u003c/p\u003e \u003cp\u003eMoreover, EFL teacher respondents were asked whether or not lack of continuous training about textbook evaluation was a challenge in textbook evaluation in question 4, and 40 (83.3%) agreed that it was a challenge (mean\u0026thinsp;=\u0026thinsp;1.2917, std. = .68287), but the remaining 6 (12.5%) and 2 (4.2%) of those EFL teachers disagreed and were neutral on the issue.\u003c/p\u003e \u003cp\u003eAdditionally, lack of support from their school was the other possible challenge that EFL teachers were asked about, and 35 (72.9%) of the teachers agreed that lack of support was a challenge for them in their textbook evaluation (mean\u0026thinsp;=\u0026thinsp;1.4375, std. =.76926), but 8 (16.7%) of the teachers disagreed and the remaining 5 (10.4%) were neutral about the given challenge.\u003c/p\u003e \u003cp\u003eIn statement 6, EFL teachers were requested if lack of support from Woreda Education Bureau was a challenge in their textbook evaluation or not, and 35 (72.9%) agreed on the issue (mean\u0026thinsp;=\u0026thinsp;1.3333, std. =.59549), but 3 (6.3%) of those teachers disagreed on the statement, but the remaining 10 (20.8%) of those EFL teachers replied neutral on the statement.\u003c/p\u003e \u003cp\u003eIn statement 7, lack of support from zone education bureau was the other possible challenge that teachers were asked, and 34 (70.8%) of those teachers agreed that that was a challenge for them in textbook evaluation (mean\u0026thinsp;=\u0026thinsp;1.3750, std. =.63998), but 4 (8.3%) of the teachers disagreed on the challenge. The remaining 10 (20.8%) replied neutral on the given challenge.\u003c/p\u003e \u003cp\u003eBesides, EFL teacher respondents were invited to reply if lack of support from regional education bureau was a challenge for them in their textbook evaluation in statement 8, and 34 (70.8%) of the teachers agreed that that was a challenge (mean\u0026thinsp;=\u0026thinsp;1.3958, std. =.67602), but 5 (10.4%) of the teachers disagreed. However, the remaining, 9 (18.8%) of the teachers answered neutral.\u003c/p\u003e \u003cp\u003eLack of motivation was the other challenge that teachers were invited to reply in statement 9, and 33 (68.8%) of those EFL teachers agreed that lack of motivation was a challenge for them in their textbook evaluation (mean\u0026thinsp;=\u0026thinsp;1.5417, std. =.84949), but 11 (22.9%) of them disagreed on the issue. The remaining 4 (8.3%) of those respondents chose neutral regarding to the given challenge.\u003c/p\u003e \u003cp\u003ePenultimately, EFL teacher respondents were invited to react if external pressure (not to evaluate textbook) was a challenge or not in statement 10, and 18 (37.5%) of those teachers agreed that there was external pressure not to evaluate any textbook (mean\u0026thinsp;=\u0026thinsp;1.9167, std. =.82083), but 14 (29.2%) disagreed that external pressure was not a challenge for them in their textbook evaluation. The remaining 16 (33.3%) replied neutral on the given challenge.\u003c/p\u003e \u003cp\u003eFinally, in statement 11, EFL teachers were invited to reflect whether lack of incentive was a challenge in their textbook evaluation or not and 42 (87.5%) of those teachers agreed on the challenge (mean\u0026thinsp;=\u0026thinsp;1.2500, std. =.66844), but the remaining 6 (12.5) of the teachers disagreed on the given challenge.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eFindings and Results Obtained from EFL Teachers\u0026rsquo; Interview\u003c/h2\u003e \u003cp\u003eEFL teacher respondents were asked about the challenges in their textbook evaluation as well in the interview. Most of the respondents who reacted on the challenges replied that lack of knowledge about textbook evaluation, lack of support from education stakeholders, lack of encouragement, lack of spare time and lack of knowledge about the kinds of criteria which must be used to evaluate any textbook was the major challenges that prevent them from evaluating English for Ethiopia students\u0026rsquo; grades 9, 10, 11, and 12 textbooks.\u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThree specific objectives were the centres of this study. The first one was regarding to EFL teachers\u0026rsquo; practice of English for Ethiopia students\u0026rsquo; textbook evaluation. Data obtained through questionnaire and semi-structured interview were analysed and as the results indicate EFL teachers did not have a good practice evaluating the physical aspect, contents, activities, and cultural balances of any English for Ethiopia students\u0026rsquo; textbooks. Even though some of the respondents believed that they had evaluated the above aspects, they did not use any kind of standardized textbook evaluation criteria, and generated written textbook analysis document report for concerned stakeholders. This act of textbook evaluation may clash with the ideas of experts who prepare textbook evaluation guidelines. Such as: Ellis (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e1997\u003c/span\u003e), Cunningsworth (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) and so forth.\u003c/p\u003e \u003cp\u003eIn addition, the data obtained from questionnaire and semi-structured interview about EFL teachers\u0026rsquo; challenges in textbook evaluation was the second one analysed and indicate above. As the results indicate, EFL teachers refrained from evaluating any English for Ethiopia students\u0026rsquo; textbook because of lack of time, lack of incentive, lack of motivation, lack of inspiration from education officers, lack of knowledge about textbook evaluation, and lack of continuous trainings about textbook evaluation.\u003c/p\u003e \u003cp\u003eThe last data was elated to EFL teachers\u0026rsquo; perception about textbook evaluation. Data obtained through questionnaire and semi-structured interview was analysed and results were found. The first one was related to how textbook evaluation is important for both EFL teachers and EFL students, and the respondents reacted positively that textbook evaluation has greater advantage to fulfil students\u0026rsquo; needs and to develop EFL teachers\u0026rsquo;\u0026rsquo; professional career. The other one was related to identification of weaknesses and strengths of any material. The teachers responded that textbook evaluation is crucial indicate areas that need to be corrected by curricula designers, and this results is the same with the result obtained by Bhandari (\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2022\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eThe crux of the findings is that EFL general secondary school teachers do not have a good practice of evaluating textbooks even though they experience handful of challenges and have good perception for it.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eTextbook evaluation is the act of identifying and analysing the weaknesses and strengths of a textbook by using standards prepared by material evaluation experts. Hence, this study was conducted to assess the practice of EFL secondary school teachers’ English for Ethiopia textbook evaluation, their perception about textbook evaluation and the challenges which they experienced in textbook evaluation. As the findings of the study indicate, most of EFL teacher respondents unveiled that they had not evaluated the physical, contents, activities, and cultural balance of grades 9, 10, 11 and 12 English for Ethiopia textbooks. On the other hand, there were a few EFL teacher respondents who claimed the evaluation of those aspects in questionnaire and their interview. However, the researcher was unable to get any written textbook evaluation document in their schools’ archives. In addition, many reflected that they informally held oral discussion with their colleagues about the weaknesses of their textbooks.\u003c/p\u003e \u003cp\u003eIn addition, regarding to perception about textbook evaluation, many almost all of the respondents believed that textbook evaluation is the integral task of their profession. Additionally, they revealed that the practice of textbook evaluation could help them identify the weaknesses and strengths of their materials, and it even would help them fulfil the needs of their students.\u003c/p\u003e \u003cp\u003eFinally, the respondents were invited to react on the challenges in their textbook evaluation, and they indicated that lack of time, lack of knowledge on textbook evaluation, lack of continuous training on textbook evaluation, lack of motivation and lack of incentive were some of the challenges that EFL teachers unveiled.\u003c/p\u003e \u003cp\u003eThe results of the study will have great contribution to ignite the interest of EFL teachers in English for Ethiopia textbooks evaluation, and getting rid of the challenges that EFL teachers experience in their textbook evaluation in conjunction with other stakeholders.\u003c/p\u003e \u003cdiv id=\"Sec20\" class=\"Section2\"\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003e\u003c/p\u003e \u003c/div\u003e"},{"header":"Recommendations","content":"\u003cp\u003eBased on the findings and conclusions available above, the following recommendations have been given.\u003c/p\u003e\u003cul\u003e \u003cli\u003e \u003cp\u003eEFL teachers should enhance their habit of evaluating textbooks.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eEFL teachers should use specific standards to evaluate textbooks, and use scholarly recommended steps while evaluating textbooks.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eEFL teachers should make written textbook evaluation document which illustrates the overall steps they have used.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eSchool stakeholders should provide continuous training on textbook evaluation for EFL teachers.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eSchool stakeholders should motivate EFL teachers to evaluate textbooks.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eSchools and Woreda, and Region Education Offices should provide incentives for those teachers that evaluate textbooks.\u003c/p\u003e \u003c/li\u003e \u003cli\u003e \u003cp\u003eSchool stakeholders should make EFL teachers have ample time for textbook evaluation.\u003c/p\u003e \u003c/li\u003e \u003c/ul\u003e"},{"header":"Declarations","content":"\u003cp\u003eWe EFL teachers, who voluntarily participate in the study (EFL Teachers' Textbook Evaluation Practices, their Perception and Challenges) have been given clear understanding about the aim of the study and our contribution in the study. In addition, we have been given ultimate right to withdraw from the study when we don't want to involve in it. Additionally, since we have been informed our identity has been confidential, it has been our pleasure and consent to involve by giving our opinion and by being observed.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe datasets used and/or analysed during the current study are available from the corresponding author on reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author declares that he has no competing interests.\u003c/p\u003e\n\u003cp\u003eNon-financial interests: none.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author did not receive support from any organization for the submitted work.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthors\u0026apos; contributions\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGB conducted the study, wrote the manuscript text, prepared the instruments, collected and analysed data, and edited the manuscript.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgements\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable \u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAbraha, M. 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Thinking of the Textbook in the ESL/EFL Classroom. \u003cem\u003eEnglish Langu\u003c/em\u003e\u003cem\u003eage Teaching\u003c/em\u003e, 91-96. DOI: 10.5539/elt.v4n2p91\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"Wollo University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"EFL Teachers, English for Ethiopia, Textbook Evaluation, Textbook Evaluation Practices, Textbook Evaluation Challenges","lastPublishedDoi":"10.21203/rs.3.rs-5805379/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-5805379/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe aim of the study was to assess EFL teachers\u0026rsquo; English for Ethiopia students\u0026rsquo; textbook evaluation practices, their perception and challenges to evaluate textbooks. A sample of forty-eight EFL teachers who were chosen through convenient sampling technique from eleven schools that are found in Dessie City, Ethiopia involved in the study. Questionnaire and semi-structured interview were the types of data gathering instruments that the researcher employed to collect data from those teacher respondents. After gathering data, mixed method of data analysis was utilized in order to analyse those obtained data. As the results indicate, EFL teachers did not have a good practice of evaluating English for Ethiopia students\u0026rsquo; textbooks. Additionally, although they had good perception on the term textbook evaluation, lack of motivation, lack of continuous training on textbook evaluation and lack of incentive were some of the challenges that EFL teachers encountered in their textbook evaluation. Accordingly, it can be concluded that EFL teachers did not evaluate the physical aspects, contents, activities, and cultural balances of any textbooks. Hence, it is recommended that EFL teachers should enhance their practice of evaluating English for Ethiopia students\u0026rsquo; textbooks for the betterment of the materials and fulfil the needs of their students.\u003c/p\u003e","manuscriptTitle":"EFL Teachers’ Textbook Evaluation Practices, their Perception and Challenges: General Secondary School Teachers in Focus","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-01-15 09:57:13","doi":"10.21203/rs.3.rs-5805379/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"9bd81ba9-bb0a-4168-8878-6c2c974bace8","owner":[],"postedDate":"January 15th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[],"tags":[],"updatedAt":"2025-01-24T04:38:06+00:00","versionOfRecord":[],"versionCreatedAt":"2025-01-15 09:57:13","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-5805379","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-5805379","identity":"rs-5805379","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}