EFL Teachers’ Textbook Evaluation Practices, their Perception and Challenges: General Secondary School Teachers in Focus

The aim of the study was to assess EFL teachers’ English for Ethiopia students’ textbook evaluation practices, their perception and challenges to evaluate textbooks. A sample of forty-eight EFL teachers who were chosen through convenient sampling technique from eleven schools that are found in Dessie City, Ethiopia involved in the study. Questionnaire and semi-structured interview were the types of data gathering instruments that the researcher employed to collect data from those teacher respondents. After gathering data, mixed method of data analysis was utilized in order to analyse those obtained data. As the results indicate, EFL teachers did not have a good practice of evaluating English for Ethiopia students’ textbooks. Additionally, although they had good perception on the term textbook evaluation, lack of motivation, lack of continuous training on textbook evaluation and lack of incentive were some of the challenges that EFL teachers encountered in their textbook evaluation. Accordingly, it can be concluded that EFL teachers did not evaluate the physical aspects, contents, activities, and cultural balances of any textbooks. Hence, it is recommended that EFL teachers should enhance their practice of evaluating English for Ethiopia students’ textbooks for the betterment of the materials and fulfil the needs of their students.