A Needs Analysis Approach to the Evaluation of Iranian Third-Grade High School English Textbook

Needs analysis as an integral part of evaluative review of Englishmaterials, mainly textbooks, requires giving sufficient attention in all Englishlanguage learning contexts. This issue seems to be more demanding in English as aForeign Language (EFL) contexts where the textbooks are the main sources of input forthe learners. However, in some cases, this important factor is excluded entirely or atleast limited to the ideas of major stakeholders. This article reports on the findingsof a study conducted to evaluate an English textbook (the third-grade high schoolEnglish book), which is being used in all state high schools in Iran by using a needsanalysis framework. First, the needs analysis questionnaires were administered among 180third-grade female high school students for whom the textbook was designed. Havinginvestigated the students’ perceived foreign language needs, the researcher then used itas the basis for evaluating the textbook. The results of the textbook evaluationrevealed that although all language skills and components were almost important for themajority of the students, the textbook could not fully support all of them together.Finally, it was suggested that the textbook be revised or at least supplemented by otherinstructional materials, so that it could be more effective for the aforementionedlearners