Textbook Evaluation in Morocco: A study of EFL students’ perceptions and attitudes towards ‘Ticket to English 2’

Abstract

While textbooks are one of the key factors to successful foreign language development, they are likely to contain some pedagogical issues as they are, after all, human-made products. This, in turn, explains the vast amount of scholarly attention that has been invested in research on EFL textbook evaluation. To contribute to this line of research, the present paper aimed to explore second-year Baccalaureate students’ perspectives on Ticket to English 2, an ELT textbook currently used in Moroccan public high schools. More specifically, it aimed to elicit students’ attitudes and perceptions towards learning English through this locally-designed EFL textbook. The study adopted a quantitative research design. Data were collected using a self-developed questionnaire that was, based on Litz’ (2005) textbook evaluation checklist and, administered to 104 EFL students who were taught using the textbook under study. The findings indicated that most participants are not generally satisfied with their textbook. The majority of students stress that the activities do not develop their listening and speaking skills, the topics do not meet their interests, and the physical appearance is not attractive. In light of these findings, the current study offers a set of recommendations for curriculum designers and textbook writers suggesting ways in which the content of future Moroccan EFL textbooks can be improved.

Keywords

• efl students
• elt textbooks
• textbook evaluation