The Cambodia Educational System

Published Date: 02 Nov 2017

Cambodia educational system has undergone many twists and turns in the history; the education of the nation collapsed during the genocidal regime (1975-79). After the fall of Pol Pot regime, however, the kingdom’s education system has been reborn and continuously reformed to meet the demand of economic and social development (Mak, 2006). Foreign languages were subsequently introduced to Cambodia education such as Russian, Vietnamese. As cold war ended, French and English, after a long period of prohibition, were taught once gain at Cambodia secondary schools (Igawa, 2008). However, English was regarded as the first foreign language due to the shifting allocation of language resources away from French. In other words, the government and people of Cambodia have chosen English as the second language to communicate and do business with people, organizations and companies from abroad. In this respect, Cambodia shows a clear example of language policy and its impact on the people’s life, education and future of a country in transition (Clayton, 2006).

In fact, the education of foreign in Cambodia educational system experienced a few unstable changes. Vietnamese and Russian language were officially introduced in school curriculum from 1979 to 1986 when French and English were prohibited. From 1986 to 1996, the ban of English and French was lift, paving way for these two languages to be taught together with Russian and Vietnamese. According to Radio Free Asia, Vietnamese was introduced into the Kingdom’s education system partly due to the fact that Cambodian scholars could further pursue their study abroad. With the help from Vietnamese language in the curriculum, Cambodian scholars would find it more convenient to take courses in Vietnamese language, especially in military health service. Radio Free Asia(September, 2012). Until recently, only French and English have been officially allowed in Cambodian National Curriculum (Neau, 2002).

In realizing the important role of English, Ministry of education paid high attention to make this language available for school girls and boys at basic education level. Moreover, the objective of these levels is to provide students with basic communicative competence in order for them to participate fully and become productive citizens in the society (MoYES, 2004).

MoEYS (1999) applied a series of books titled English for Cambodia initially piloted in 1996-1997 in Lower and Upper Secondary school level. Before the publication of English for Cambodia (EFC) series was introduced, various English textbooks namely Headway, English for Today, and Streamline were applied for Secondary School students. MoEYS English Language Textbook Writing Team supported by the British government through CAMSET (=Cambodian Secondary English Teaching Project) has made it possible for English for Cambodia textbook to be fully developed with 6 different textbooks applied in both lower secondary and upper secondary school. MoEYS introduced English for Cambodia EFC book 1 in 1996, EFC book 2 in 1997, EFC book 3 in 1998, EFC book 4 in 1999, EFC book 5 in 2000 and EFC book 6 in 2001 respectively.All English for Cambodia Textbooks have their own teacher’s guide supervised by a MoEYS /CAMSET textbook specialist (Neau, 2002).

English for Cambodia series were developed into two parts: teacher's guide and student book in line with MoEYS Textbook Master Plan (1996) and in cooperation with Cambodian research institutions. This textbook was designed on the basis of MoEYS English Syllabus The main features of teaching methodology in this book is characterized as: enhancing 4 language skill practices namely listening, speaking, reading, and writing; practicing grammatical structure and vocabulary and introducing systematic and appropriate means of communicative language function; various effective teaching and learning technique presented in each unit; and regular interaction between students and teachers (MoEYS, 1999).

1.2 Research Problem

Byrd (2000) proposed that textbook should serve as a link between students’ need and language objective. MoEYS introduced English for Cambodia EFC book 1 in 1996, EFC book 2 in 1997, EFC book 3 in 1998, EFC book 4 in 1999, EFC book 5 in 2000 and EFC book 6 in 2001 respectively.Although EFC textbook series have been applied in public school setting for more than a decade, few studies have been done one the English textbook used for public school learners. Sem (2012) found that EFC textbook lacks listening materials such as CD and tapes (Sem, 2012). Nunan (1989) maintained that successful listening skills should incorporate the flow of speech and turning of it into meaningful wordsand phrases relevant to students’ background of knowledge (Nunan, 1989). Until recently, EFC textbook series have not been changed or revised, thus there is a real need for a study to investigate the perceptions of teacherson the EFC textbook in order to ensure its quality at present.

1.3 Research Objectives

Having seen such rather alarming issues occurring in public school, I would propose this research. This study will seek to (1) seek the perception of Cambodian public school teachers on English for Cambodia Textbook (EFC) used in upper secondary school in Cambodia.(2)explore their view in terms of communicative language teaching practice (CLT) (3)ask for their suggestions to better improve English for Cambodia Textbook (EFC).

1.4 Research Questions

This study is going to be guided by the following research questions.

What are theCambodian public school English teachers’ perceptions onEnglish for Cambodia Textbook (EFC) used in Upper Secondary School in Cambodia?

What do Cambodian public school English teachers think about the practice of Communicative Language Teaching (CLT) using the English for Cambodia Textbook?

What are their suggestions for the further improvement of the English for Cambodia Textbook (EFC)?

1.5 Significance of Study

This study will particularly expand understanding of teacher perceptions of English for Cambodia Textbook (EFC) in terms of its strength and weaknesses. It is hoped that it will also inform teachers, school administrators, English for Cambodia Textbook developers about difficulties encountered in implementing English for Cambodia textbook (EFC) in public school and identify area where improvement is needed.The findings of this study will be a great contribution to both pre-service and in-service EFL teacher training programmes in terms of the design and improvement in coping with the current teaching and learning setting in public school.

1.6 Definitions of Key Term

Perception: the ability to understand the true nature of something. (Oxford Advance Leaner’s Dictionary)

English for Cambodia textbook: a series of English textbook developed by Camset for public school students.

Communicative Language Teaching (CLT): refers to a student-centre approach in EFL, which focuses on improving students’ communicative proficiency in a target foreign language (Quing-xue & Jin-fan, 2007).

1.7 Proposed Chapter Outline

This study is organized into six chapters. The first chapter contains introduction which includes the research background, problem statement, research objective, significant of the study, research questions, and the definition of key terms. The second chapter included a literature review of both national and international studies relevant to the topic of this study. The third chapter focuses on the search methodology detailing the participants, instrument, data collection and procedures, data analysis, ethical consideration and limitations of the study. Chapter 4 presents the findings pertaining to the perceptions of Cambodian public school teachers on English for Cambodia Textbook (EFC) as well as their view about the practice of Communicative Language Teaching in the upper secondary school context in addition to their suggestion for the textbook improvement based on their practical experience. The chapter 5 entails discussion. The chapter 6 presents the conclusion and recommendation about English for Cambodia Textbook (EFC).

CHAPTER 2

LITERATURE REVIEW

Due to the limited prior research studies related to teachers’ perceptions on English textbook in Cambodian context, this study will primarily base on relevant studies of various countries to draw the theoretical framework to textbook assessment.

2.1 Teachers’ Perceptions

The word perception can be referred to "the way you understand or think of something and your beliefs about what it is like" (Longman Advanced American Dictionary, 2000). In other words, part of this research objective is to seek public high school teachers’ perceptions with regard to their way of understanding and thinking about English for Cambodia Textbook used in upper secondary school, the attempt to obtain sufficient information in term of curriculum, textbook design in addition to textbook evaluation.

In his study titled Evaluative Study of the Palestinian 11th Grade English Textbook from the Teachers' Perspective in Southern Nablus and SalfitDistricts, Aqel (2009) aims to evaluate textbook from teachers’ perspective. To achieve this goal, an evaluation scale, was developed on the basis of language teaching and learning criteria that determine the specifications of good quality textbook. He includes different kind of domains in the textbook evaluation such as book general shape, book objective, book content, and teaching aids as well as the four macro skills in addition to vocabulary, structure, and literature. His research study relates to my study because in term of teachers’ perception as well as the evaluation of the four macro skills no to mention the vocabulary and grammar.

Another research stuydy by Cakit (2006) titled Evaluation of the of the EFL textbook "New Bridge to Success 3" fromtheperpective of students and teachers presents the perspective of both students and teachers on EFL textbook by pointing out both teachers and students’ negative feeling towards many characteristics of the textbook. He found out that the reading passage needs to be simplified in term of both vocabulary load and structures. In addition to the reading passage, the level of textbook itself is not appropriate for the particular age group and the materials used failed to consider different learning style preference. Cakit’s work on both teachers and students’ perspective is relevant to my study because it is about the perspective on EFL textbook.

2.2Roles of the Textbooks in Language Teaching Program

Longman Advanced American Dictionary defines textbook as "a book that contains information about a subject that people study." Morris (1996) offers a similardefinitionthat textbook is a "curriculum material" devised by teachers and adapted by schools. Morris also provides some pre-selected criteria of selecting a textbook on the bases of academic purpose, accuracy, comprehensiveness, and detailed coverage (Morris, 1996). According to (Richards, 2001), textbook in the context of language teaching program is regarded as one type of instructional material which providesinput of the function of language the students would achieve.In languageteaching, textbook specifically plays very important roles.

According to Cunningsworths (1995) textbooks had multiple roles in EFL classrooms and could serve as: (a) a resource for presenting material (spoken and written); (b) a source of activities for learner practice and communicative interaction; (c) a reference source for learners on grammar, vocabulary, pronunciation, etc., (d) source of stimulation and ideas for language activities; (e) a resource for self-direct learning or self-access work; and (f) a support for less experienced teachers. (As cited Wang, 2005, p. 15)

Richards (2001) provides some questions regarding the roles of textbooks. First, he mentionsthe clear description of the objective in the syllabus and content in the curriculum of the textbook as well as the single main focus or various focuses in program. This is to be determined whether it is to be used in small or large class and whether it provides students with some practical work needed. However, Richards further stresses the advantages and disadvantages of textbooks on the bases of context and how they are to be used in term of the structure and the syllabus of the grammar; the standardized instruction; the quality assurance; the variety of learning resources; the efficiency; the effective language model and input; teacher trainer; physical appealing; inauthenticity of the language; distort content; deskill teacher; expensiveness.(Richards, 2000, pp. 254-256)

In a journal article, as cited by Weddle (2009) & Betsy Parrish (2004) also mentions some benefits of using a textbook: (a) it assures a measure of structure, consistency, and logical progression in a class.(b) It minimizes preparation time for teachers.(c) It allows learners to review material or preview other lessons.(d) It meets a learner’s needs or expectations of having something concrete to work from and take home for further study.(e) It provides novice teachers with guidance in course and activity design.(f) It may provide multi resources: tapes, CDs, videos, self-study workbook etc.(As cited in Weddle, 2009, p. 3)

Weddle (2009) further mentions the additional benefitstextbook providesnaïve teachers with the standard of ESL teaching approach and technique through the provision of resource materials. Healso categorizes ESL textbook program into twomain components: the component of ESL student book and the component of ESL teacher book.A typical ESL student book, as Weddle outlines, may contain the componentscomponent such as:Introductory notes to the teacher and/or learner; scope and sequence of a table of contents of the topics, vocabulary, skills, and outcomes in each unit; units with a presentation of new language, practice activities and evaluation; tape scripts; answer keys; grammar appendices; index.A typical ESL teacher book or guide may contain the components such as: notes to the teacher, scope and sequence, objectives for each unit, list of vocabulary, structures, or skills covered in each unit, correlation of textbook levels and standardized assessment levels used in adult education programs, lists of needed materials, step-by-step instructions for each lesson in a unit, suggestion for supplemental or extension exercises, reproducible illustrations, worksheets, quizzes etc., suggestion for multi-level instruction.(Weddle, 2009, p. 5)

UNICEF (2000) stresses the significance of textbook resource materialsdeveloped after a curriculum has been designed. The role of textbook, therefore, must be inconsistency with curriculum design and serve as a tool to specify learning outcome. This makes the textbook vitally important to be regulated and shape with regard tocommon features of teaching and learning process. Content of textbookshould further represent daily life reflecting the local context. Finally, textbookshould be evaluated to assure its accuracy, appropriate topics, and balanced level of difficulty and students’ interest (UNICEF, 2000, pp. 19-23).

2.3General Features of Textbook Design and Evaluation

Textbook evaluation plays a significant role both in language teaching and learning. The result of this evaluation could informteachers and educational administrators aboutthe strength and weakness of particular textbook, providing the grounds for the adoption of the new textbook. Textbook evaluation could also provide further insights intoteacher development and help educators to continuously absorb the horizons of the nature of textbook. The results of the thorough analysis of the textbook may also provide the textbook writers with constructive ideas for the future revisions of the textbook. (Yong & Shutang, 2005).

According to the study conducted by Sawin (1990), the study textbook evaluation are crucially important due to the fact that it can shed light on the strengthand weakness of the syllabus, therefore , loopholes in the syllabus can besubsequently improved. The purpose of evaluation, as its name suggests, is to eliminate the gaps and unnecessary repetitionby removing the inconsistencies among various textbooks in different subjects and levels to servethe needs of the students. Banks (1977) pp. 489-490 offers similar explanation to the evaluation, regarding it as a technical aspect of instruction and a part of teaching/learning process involving smooth adjustment of system through the feedback of data collected. Nevo (1977) p. 127 further maintains that "evaluation refers to the process of delineating, obtaining and providing information on the merit of goals, designs, implementation and outcomes of educational activities, and should help to improve educational activities, and should help to improve and educational product during the process of its development, and/or demonstrate the merit of the final product when its development is complete." As cited in (Aqel, 2009).

Since textbook is a significant learning material used by both teachers and students, the evaluation framework is another important aspect of the further revision and adaption of the textbook. In Second Language Teaching program there are many criteria developed to make the framework of evaluation more effective.In a research conducted by Sharma (2005) shows some important physical qualities of a good EFL textbook in term of attractive layout, appropriate size and weight, clarity and vividness in writing and drawing in addition to colourful pictures and legibility. A good EFL textbook, moreover,shouldcontain sufficient number of illustrationslinking to life-liked situation. In other words, the textbook should contain colour photographs and drawings varied from lower to high grade. In lower grade, for example, the presentation of picturesdiffers in quality and colour, which provides more authenticity to the textbookcompared to other higher grades. The quality of paper is another attribute of good quality of textbook. In other words, the thickness and the durability of the texts are dependent on good quality of each sheet as well as the resistance to rough handling. In this sense, the fine quality of printing both attracts students’ attention in learning and motivates them to read. However, crowded printing or small fonts means demotivation to the students. Bigger font size is suitable for the beginners’ textbook.

In the theses conducted in 2006,Cakit statesthat materials such ascolour, drawings, photographs, cartoons, charts, table in the textbook should attract the interest, attention and curiosity of the learners, which could possibly increase their learning motivation resulting in higher learning outcome. The physical appearance of materials in the textbook, however, should not serve as decorative purpose to appeal to the students’ motivation but should serve a function to enhance students learning. (Dougill, 1987), as cited in Cakit (2006). In this sense, evaluation of physical appearance of materialsinclude motivation and attractiveness, suitability of durability, organizational clarity and function, effectiveness in presentation, relativity, linkage and integration, suitability of artwork, illustrative clarity and simplicity and motivational atmosphere created within the material. (Skierso, 1991), as cited in Cakit (2006).

As Senior Lecturer and the head of Language Art Section at Ahmadu Bello University of Nigeria,David William (1982) proposed the evaluative scheme based on his work: Developing Criteria for Textbook Evaluation. This scheme is judged against four criteria namely linguistic, pedagogical, general, and technical principles. These introduced principalsare to benefit teachers from state-of-the-art teaching methodology and from introduced guidelines in the textbook, especially for those whose native languages are not English. The provided guideline in the textbook is vitally important in the context of second language learners since studentsstudying together have various backgrounds of English ability.In addition to the evaluative scheme, the presentation of the vocabulary and grammar in the textbook should be in respect to students’ socio-cultural norm in order to link their native language to the introduced target language. Accordingly, David William suggests a textbook checklist that should be include in the ESL textbook. First, textbook in general should introduce up-to-date teaching methodology in the ESL/EFL context as well as the guideline of the presentation of the language items that could meet the individual difference in their language background. The language items introduced in the content in the textbook, moreover, should relate to learners’ socio-cultural aspects.Second, thespeaking in the textbook should base upon thecomparing and contrasting analysis of students’ mother tongue with their second language learning. Textbook should also introduce methods of presenting and practicing speaking items related to pupils’ background,which varies in pronunciation in accordance with non-native English speakers.Third, in grammar teaching, textbook should place high emphasis on communicative competence, offeringample models of structures that could harness expected response in drilling with the selected structure with regard to the difference between L1 and L2 cultures. Fourth, in the context of vocabulary teaching, high attention should be paid to the frequency and functional loads. Therefore, textbook could be able distinguish between productive and receptive skills in teaching new words, introduce vocabulary in an appropriate way and guide learner towards the usage of new word on the basis of their social background.Fifth, in teaching reading, textbook should contain exercises with simple sense and implied meaning to maximize students’ level of comprehension. The learners’ background should relate closely to the reading passage which reflects a various model of contemporary English. Activities in the textbook should enhance students’ capacity building in written work by relating it to structure and vocabulary.In addition, textbook should provide controlledpractice and a step-by-step guided writing on the basis of learners’ interests in addition to demonstration ofsolution of writing techniques. After all,as for textbook design, the development of textbook should depend on up-to-date technical aspects in term of quality and external features such as cover page, typeface, illustration etc.durability and inexpensiveness are also an important consideration in developing textbook. The Authenticity of language and styles this respect should be evident throughout the book. (William, 1983, pp. 251-255).

The result of the study conducted by Cunningworth (1995) regarding evaluation criteria of textbook shows thattextbook should reflect clear aims and objectives of the programs. These aims and objectives would provide the learners with their needs and guide them towards better learning outcome. Textbook should play an important role in facilitating and promotingstudents’ learning processso as to bring about a smooth flow of learning-teaching activities. Therefore,Cunningsworth suggests achecklist, grouping textbook evaluation into aims and approaches, design and organization, language content, skills, topic, methodology, teacher's guide, and practical consideration. Below is a checklist for evaluation and selection of course books proposed by Cunningsworth:

Aims and approaches

Whether the course book aims are in line with the aims of the teaching program and the learners’ needs.

Whether the course book fits into the teaching and learning situation.

Whether the course book is comprehensive, including what is needed learners, serving as a good teaching and learning resources.

Whether the course book allows more flexibility in term of teaching and learning styles.

Design and organization

Whether the course book includes the package such as student book, teacher book, workbook, and cassettes etc.

Whether the content of the course book is arranged according to structures, functions, topics, and skills etc.

Whether the content sequence is organized on the basis of complexity, learning ability, and usefulness etc.

Whether the grading and progression suitable for the learners?

Whether the course book contain grammar reference sections etc. Are the materials at the learners’ ability?

Language content

Whether the course book contains the main grammar points at the level of learners.

Whether teaching material for vocabulary is adequate, including a range of vocabulary in addition to strategies for individual learning?

Whether the pronunciation section is included in the course book, including individual sounds, word stress, and intonation etc.

Whether the structuring and conventions of language are properly presented above the learners’ level like how to participate in conversation and how to identify the main ideas in a reading passage etc.

Whether the styles and appropriateness are given attention and whether the language style matches with the social situation.

Skills

Whether all macro skills in the course book are well in balance, taking into the account of the aims and syllabus requirements.

Whether the materials designed for integrated skills applicable.

Whether the reading passage and related activities appropriate for the learners’ levels and interest etc.

Whether the listening materials are authentic with background information, questions, and activities adding learning comprehension.

Whether the materials for spoken English such as dialogues or role-plays are well designed for learners’ real life interaction.

Whether the use ofappropriate style of guidance/control, degree of accuracy and organization are included in the writing activities.

Topics

Whether the materials are sufficient in term of learners’ interest.

Whether there is a variety of topics.

Whether the topics will promote students’ awareness and their experience.

Whether the topics in the content are up-to-date within the learners’ language level.

Whether the students can relate their social and cultural background introduced in the course book.

Whether man and woman are equally included in the course book.

Whether the other parties presented with reference to their ethnic origin, occupation, disability etc.

Methodology

Whether the approaches to language learning are given emphasis in the course book. Whether these approaches are suitable to the learning/teaching situation.

Whether the level of leaner involvement can be widely expected throughout the course book and whether this matched with the learning styles and expectation of the learners.

Whethervarious techniques are introduced in presenting and practicing new language item and whether these techniques are suitable for the learners.

How are the different skills taught in the course book?

Whether the communicative abilities in the course book are properly developed.

Whether the materials in the course book introduce tips to improve students’ learning skills and strategies.

Whether the students are supposed to take a degree of responsibility for their own learning like planning their own targets in learning.

Teachers’ books

Whether the guidance introduced in the teachers’ book is adequate for those how use it as well as its supported materials.

Whether the information in the teachers’ book is comprehensive and supportive.

Whether the teachers’ book covers teaching techniques, language items like grammar rules.

Whether the author states the basic premises and principles underlying th materials.

Whether exercise key are given in the teachers’ book.

Practical considerations

How much is the whole package? Whether this represent a good value for money.

Whether the books are strong and long-lasting and are attractive in appearance.

Whether they are easily obtained.

Whether some parts of the package are accompanied by specific equipment like a language laboratory, listening centre and video players.

(As Cited in Richards, 2001, pp. 274-276)

Textbook utilized in a particular program is an important component need to be carefully chosen.Dudley-Evan and St. John (1998) proposes key decision making into textbook selection by stating function of stimulation and motivation of textbook, the match of learning objective and learner learning objective and the further facilitation of the textbook into learning process (As cited in Richards, 2001). Richards (2001) also agrees upon the influential factors on process of choosing and assessing textbook in many language programs:

Program factors: the relation to the program concern.

Teacher factors: the relation to the teacher concern.

Learner factors: the relation to the learner concern.

Content factors: the relation to the content and organization of the material in the book.

Pedagogical factors: the relation to the principles underlining the materials and the pedagogical design, with the selection of activities and types of exercises.

(Richards, 2001, p. 259)

In order to evaluate the course book, Hutchinson and Waters (1987) suggest 4 steps. The very first step in course book evaluation is the question of what criteria should be used to judge the materials. The second step is to put the subject into the analysis whether it is what learners are advisory to learn. The third step is who are learning from the materials and how contents of the course book are arranged. The final step isto take into the consideration of the extent to which the material wouldbest match with the need of stakeholders(Hutchinson &Waters, 1987).

Unlike evaluating second language teaching book, Paul Morris (1996) suggests guideline of assessing textbook in general. If it is to serve the purpose of textbook assessment, according to his work, the textbook blueprint to ensure the effective use of the textbook by pupil at school. Morris addresses that:

Some focus on the ease by which the textbook can be read by pupils by analysing the level of difficulty of the words used and the complexity of the sentences. Other schemes involve the use of checklists which try to measure a text’s use of visual aids, cultural and sex biases, supporting materials, the quality of writing and the linkages between concepts. Some of these schemes are too narrowly focused and others are so complex to use that it might be quicker to write a new text.

(Morris, 1996, p. 97)

A research finding conducted by Armbruster and Anderson (1991) shows that some text features effectively contribute to pupils’ learning achievement. This results in the following theoretical framework of text assessment criteria:

Structure:whether the key ideas connected together in a clear and logical manner.For instance, signalling devices are introduced to make the structure clear, eliciting explicit statement of structure, previews, introductory statements and summaries. Cohesion:whether the use of linguistic links is well connected together and between sentences. The use of "so", "and", "but", "yet", and "therefore" are the example of linguistic links used to connect ides in a sentences.

Idea Density:the ideas in the text which are less tense, focusing on fewer concepts at a time.

Important-unimportant Ratio:the text focus stressing on the main ideas is highly likely to be understood.

Cognitive Strategies:the method dealing with how pupils are expected to use the text. The following have been associated with effective learning:

Text processing: the method which students are asked to do tasks or exercises related to the objective of the chapter or lesson.

Text structure: the method which students are informed about the structure of the text and offered the guidance to do it.

Prior Knowledge: the method which introduces and explains new ideas based on pupils’ previously learned knowledge.

Studying strategies: the method which pupils are trained to be aware of key ideas. (e.g. outlining or concept mapping)

(As cited in Morris, 1996, pp. 97-98)

Byrd (2000) proposed a systematic evaluation by recommending a practical textbook analysis prior its implementation in English class. He mentions three factors contributing to assessing an effective textbook use in general:the fit between curriculum and text, students and text, andteacher and text. The first matchrequires curriculum set and materials to be consistent so as to achieve the common goal of the textbook. The second matchprovides a link connecting students’ needs to the textbook. Thus, key indispensible elements should be combined including content explanation, examples, and exercise or tasks as to meet the students’ interest and use, the appropriateness of target language as well as the facilitation in student learning. As a result, students from different background should receive benefit from varied activities presented in the textbook. In order to achieve this end, the enhancement of the three key elements in the textbook should be employed a physically make-up strategy by including graphics, arts, print size, as well as attractive illustration. The final match is to provide teachers with benefit which they use the textbook to help them solve problem related to teaching language in their classrooms. In other words, the textbook should equip teachers with guidelines, extra materials, activities, and teaching methods to extend their knowledge in language teaching in their assigned classroom (As cited in Celce-Murcia, 2001).

In a journal article written by Asary and Esmat (2002), 10 ESL/EFL textbook evaluation schemes and 10 ESL/EFL reviews were selected as a part of universal feature of textbook analysis.The result from this analysis indicates the universal characteristic of EFL/ESL textbooks as the followings: 1) the related approach to the theory of nature of language and learning; 2) the presentation of content, purpose and objective as well as the sequence of presentation and student consideration in addition to teaching syllabus; 3) physical make-up including the appropriate layout, pictures, and publishing quality; and 4) administrative concern relating cultural and social aspects of the texts (Ansary&Babii, 2002). Textbook, however, requires adjusting to the particular context in which it is applied. Accordingly, Richards (2001) suggests some forms of adaptation of textbook in a particular context where it is used:

Modifying content:textbook content may need adjustment as it mismatches with the target leaners, Content may need to be changed because it does not suit the target learners. This mismatch could relate to the learners’ age, gender, social class, occupation, religion, or cultural background.

Adding or deleting content: the fact that part of the textbook needs to be adjust either by removing the whole textbook unit or a particular section of the textbook.The example for this is that the focal point of the program centres on the listening and speaking skills; therefore, writing activities in the book are to be removed.Reorganizing content:the decision made by teachers to rearrange the syllabus of the book due the more appropriate way or the decision not to follow the sequences of activities in the unit for a suitable reason.

Addressing omission:the decision to omit any items deem necessary by teacher. However, teachers may add extra vocabulary activities or grammar activities to the unit.

Modifying tasks:the rearranging of the exercises and activities deem necessary so as to get additional focus. In case of listening activities, the listening objective is about getting gist of the speaker, but students can listen for the second and third time for a different purpose.For another, the activity may be extruded to allow more personalised practice.

Extending tasks:the additional practice task may be given to the textbook exercise due to insufficient practice.

(Richards, 2001, p. 260)

In assessing textbook, Abdulrahman(2008) conducted a research study to evaluate the quality of grade 6 English Language textbook in Saudi Arabia. This newly published textbook named Sixth Grade English Language was used in Saudi Boys' Schools. Similar criteria previously introduced in textbook evaluation were used to assess this textbook. These theories of textbook evaluation includethe general appearance, design and illustration, accompanying materials, objectives, topic appropriateness, learning components, socio-cultural contexts, skills development, teach-ability, flexibility, teaching methods, and practice and testing. The result from this study showed that Sixth Grade English Language Text really satisfied all 104 participantsdespite the author’s suggest comments to further improve the quality of textbook. His comments includes the additionof appropriate glossary to further facilitate teachers and learners, the integration of attractive illustration to promote more creativity, the encouragement for critical thinking through interesting topics, the introduction of more authentic themes to encourage student activeness, the life-like interaction to encourage more flexibility of language practices, and the effective teaching methods to promotes more communicative practice in classroom. (Abdulrhman, 2008).

In addition, criteria for textbook assessment have been similarly developed by Bulent (2006). The 11 course book assessment criteria relate to whether the subject matter or content of tasks are consistent to the aim or objective of the syllabus, whether the tasks attract students’ interest, whether the language is relevant to the assigned talks, whether the textbook contains a variety of tasks, whether the tasks are authentic, whether the textbook provides strategy for skill training, whether the general knowledge enhancement is given emphasis, whether the objective is stated clearly, whether cultural sensitivities isconsidered in the textbook, whether the course book reflects the aim ofthe language-learning in addition to school view on language teaching. Bulent further stress his view that the decision of selection of the course book should be based on teachers, students, educational institution (Bulent, 2006).

Another proposal on textbook evaluation suggested by Fredriksson and Olsson (2006) offers key assessing criteria, including content, layout, structure, practicality, student factors, and pedagogic perspective.For one thing, the authenticity of the textbook content is the most significant aspect of assessing textbook as well as the stimulation of students’ interests. For another thing,the textbook should contain relatively short text to allow student to finish reading at the predetermined time in addition to glossary to further help students. The layout was considered to be an important criterion of assessing textbook due to the fact that it contains colour pictures contributing to stimulating new, fresh, impressive feeling of the learners. Moreover, it is advisory that the textbook and workbookshould have a clear structure, containing a separated part between textbook and workbook together with the smaller size with which students can bring. Significantly, student factors and pedagogic perspectives are the concerned aspect to be considered in textbook selection process, meaning the appropriate level of textbook could fit well to the students’ learning competency.After all, course book should contain a variety of tasks to suit student learning styles and interests. (Fredriksson& Olsson, 2006).

Mochizuki and Watanabe (2006) use evaluation framework developed by Littlejohn (1998) to assess textbook in Junior and Senior high school of Japan and Korea.The basis of Littlejohn’s assessment framework is divided into physical feature and internal feature. For physical feature part, evaluator should take into the consideration of two primary target areas to be assessed: the target audience and the material in general. Accordingly, the analysis of textbook assessment bases on publication, format, text length, supplementary materials, and sequential and functional organizations. For internal feature part, it is related positively to the