Objective: This study evaluated the “Prospect 3” English textbook used in Iranian junior high schools based on teachers’ perceptions.
Methods: A sequential explanatory mixed-methods design was employed, starting with quantitative data collection from 90 teachers (50 males, 40 females) using the Teacher Textbook Evaluation Form (TTEF) of Litz’s (2005) questionnaire. Follow-up interviews were conducted with 8 teachers actively teaching “Prospect 3” in the qualitative phase. Quantitative data were analyzed using descriptive statistics, including mean values, standard deviations, and percentages on a 5-point Likert scale. Thematic analysis was applied to the qualitative data.
Results: Findings indicated general dissatisfaction with the textbook, highlighting issues in practical considerations, layout and design, and integration of skills. Qualitative data revealed that the textbook inadequately addressed diverse learning needs, failed to engage students effectively, and lacked appropriate cultural content. Teachers expressed concerns about the relevance and applicability of the language tasks provided.
Conclusions: Comprehensive revisions to the “Prospect 3” textbook are necessary to better meet educational goals and enhance language learning outcomes in Iranian junior high schools.
