Research in English Language Education Journal (formerly JELT) | EISSN: 3115-7599
Abstract
A vital aspect of educational reform involves the careful evaluation of English Language Teaching (ELT) materials to confirm that coursebooks align with learner requirements. This article presents the results of a comprehensive investigation into the Vision series, the state-issued English textbooks used in high schools in Iran. The study examines the correspondence between the textbook content and the language learning priorities identified by students and teachers. Using a survey-based method, needs analysis questionnaires were administered to 200 high school students (100 males and 100 females) and 50 English teachers (25 males and 25 females). The findings indicate a considerable gap between the pedagogical content of the Vision series and the expressed needs of learners, especially in the area of communicative abilities. These results imply that educators and curriculum planners should re-evaluate the appropriateness of the current textbooks and consider using supplementary or different materials that better align with the functional language skills students require. This work highlights the need for ongoing, context-specific assessment and modification of ELT materials to maintain their relevance and effectiveness.
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