An Evaluation of an ELT Textbook: A Case Study of a Senior High School Unit on Advertising
DOI:
https://doi.org/10.67148/fahss-2026-256Keywords:
ELT textbook evaluation; curriculum design; senior high school English; advertising unit; needs analysis; task-based learning; testingAbstract
This paper evaluates an ELT textbook through a case study of one complete senior high school unit on advertising. The target learners are at approximately B1–B2 level and need English both for college entrance examinations and for practical real-life communication. Using a set of curriculum evaluation criteria—goals and objectives, language learning philosophy, syllabus, needs analysis, methodology, materials used, testing, and programme evaluation—the study analyzes the unit’s strengths and weaknesses. The findings indicate that the unit has clear goals, a logical progression from vocabulary and grammar to sentence writing and discourse, authentic contexts, and a reasonable combination of grammar translation, task-based learning, and presentation–practice–production procedures. It also caters to learners’ needs for reading strategies, academic writing, and vocabulary expansion. However, the unit lacks explicit affective objectives, sufficient structural guidance, balanced skill coverage, and effective testing measures; assessment is largely indirect and formative. The study concludes that the material is generally well designed but should be improved by adding emotional and non-linguistic objectives, more authentic texts, communicative tasks, and clearer grading criteria. Due to the single-unit focus, the findings are illustrative rather than generalizable.
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