Marianna Lisna


The right choice of a coursebook makes both teaching and learning experiences effective and enjoyable. However, the real strengths and weaknesses of the chosen teaching material become apparent only over a period of continuous use. This article looks into the way coursebook effectiveness can be evaluated by the participants of the educational process. The importance of retrospective assessment of a coursebook is emphasised, considering the fact that it enables to evaluate the work done and make the appropriate decisions for the future courses. The evaluation should be performed not only by teachers, but also by students. For this purpose, two different assessment forms have been developed. The author stresses that learners and educators view coursebooks from the various standpoints, that’s why their evaluation forms should include different sets of parameters. The principles for creating the questionnaires for teachers and students are outlined in the present work. The article suggests that the most effective way to conduct a coursebook evaluation is to use free data mining web tools which not only streamline the evaluation process, but also enable to effectively process the results of the survey. The author outlines the process of creating interactive questionnaires using one of such web tools. The last part of the article features description of the practical implementation of the suggested evaluation approach. The developed questionnaires have been used to evaluate Speakout Intermediate coursebook with which a general course of English was taught to a group of adult learners. The results of the survey and possible implications thereof are discussed in the article.


ELT coursebook; retrospective empirical evaluation; coursebook effectiveness; evaluation criteria; online forms.

Full Text:



Burynska, N. M. (2003). Personality-oriented tuition as a key didactic function of a modern coursebook. Problemy suchasnogo pidruchnyka, 4, 7-10.

Cunningsworth, A. (1995). Choosing Your Coursebook . Oxford, England: Heinemann.

Ellis, R. (1997). The Empirical Evaluation of Language Teaching Materials. ELT Journal, 51(1), 36-42.

Harmer, J. (2007). The practice of English language teaching . Harlow, England: Pearson Longman.

Kodliuk, Y. (2003). Analysis and evaluation of school coursebooks. Pidruchnyk XXI stolittya: naukovo-pedagogichnyi zhurnal, 1-4, 72-79.

Miekley, J. (2005). ESL textbook evaluation checklist. The Reading Matrix, 5 (2). Retrieved from:

Mukundan, J. & Ahour, T. (2010). 21 A Review of Textbook Evaluation Checklists across Four Decades (1970–2008). In Research for materials development in language learning: Evidence for best practice (pp. 336-352).

Prokopenko, A. I. (2003). Informatsiina tekhnologia leksychnoi kvalimetrii dydaktychnykh zasobiv (na prykladi pidruchnykiv angliiskoi movy) [Information technology of lexical quality measurement of didactive materials – evidence from the coursebooks of the English language ]. Unpublished Doctoral dissertation. Kyiv, Ukraine: In-t. pedahohiky i psykholohiyi prof. osvity APN Ukrayiny.

Rubdy, R. (2003). Selection of materials. In Developing materials for language teaching (pp. 37-57).

Skierso, A. (1991). Textbook selection and evaluation. Teaching English as a second or foreign language, 2, 432-453.

Tok, H. (2010). TEFL textbook evaluation: From teachers' perspectives. Educational Research and Reviews, 5 (9), 508.

Tomlinson, B. (Ed.). (2014). Developing Materials for Language Teaching. Bloomsbury Publishing.

Ur, P. (1996). A Course in Language Teaching: Practice and Theory. Cambridge: Cambridge University Press.

Zhuk, J. O. (2009). Evaluation of the quality of school coursebooks. Problemy suchasnogo pidruchnyka, 9, 7-18.

Copyright (c) 2016 Marianna Lisna

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

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)