Every year, tens of new EFL textbooks are introduced into the market, putting teachers at a continuous strain to choose the most appropriate for their classes. The selection process is far from being an easy one; it has rather become too challenging at times due to the large number of textbooks, the well-reputed publishers getting into the business, the fast development of more updated and authentic materials, the need for a diversity of supplementary packages and the aggressive marketing campaigns by publishing houses. Add to all that the other priorities for teachers, whether academic, social or economical, while selecting textbooks, and also the accountability of textbook selection committees to different stakeholders and indeed to the institution at large. A question that strongly arises, therefore, is: How to choose the ‘right’ EFL textbook from all those on sale? The present paper aims to highlight the significance of selecting EFL course books on the basis of firm principles derived from both research and practical experience. The paper first discusses the importance of using course books even with the availability of other rich supplementary materials and resources. This is followed by a survey of key factors that guide the selection process, with each factor discussed from different perspectives and supplemented with practical tips for ease of selection.
|Keywords:||Textbook Selection, Textbook Evaluation|
Assistant Professor, Arab Academy for Science and Technology – Institute for Language Studies (Egypt), Prince Sultan University - College for Women, Riyadh, Saudi Arabia
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