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1. CRITERIA TO ANALYZE THE EFFECTIVENESS OF
ENGLISH TEXTBOOKS FOR THE I CYCLE OF THE
PUBLIC-ELEMENTARY SCHOOLS IN COSTA RICA.
Bach. Shirley Peraza Corella
September, 2012

2. BACKGOUND OF THE PROBLEM
• Since 1994, EFL is taught at the public-elementary level.
• To use English for communicative purposes.
• In 1999, a series of textbooks was created by the Costa Rican
Foreign Language Office.
• Later, many books were published.
• Nowadays, there is a proliferation of textbooks.

3. JUSTIFICATION
• Textbooks play an essential role in the teaching process.
• It is very important to evaluate materials to make good choices when
selecting textbooks.
• Evaluating textbooks is crucial since it makes educators concern
about the books used to teach EFL learners.
• To ensure textbooks can effectively facilitate the success of the
teaching objectives.

4. STATEMENT OF THE PROBLEM
• In the Costa Rican public-educational system teachers are expected
to develop the communicative competence of learners.
• Teachers try to achieve that objective by using English textbooks as
a main resource.

5. STATEMENT OF THE PROBLEM
• The questions are:
– Are those textbooks to teach EFL learners of the I cycle of
public-elementary schools in Costa Rica effective enough to
acquire successfully communicative competence?
– What are the characteristics those textbooks should have to
enhance communicative competence in Costa Rican children?

6. GENERAL OBJECTIVE
• To evaluate the effectiveness of English textbooks used in the I
cycle of public-elementary schools in Costa Rica.

7. RESEARCH QUESTIONS
• What would be an efficient and theoretically way to evaluate the
effectiveness of English textbooks used in the I cycle of the publicelementary schools in Costa Rica?
• What are the relevant theoretical considerations to evaluate English
textbooks used in the I cycle of public-elementary schools?
• How can this be applied to the development of a coherent evaluation
procedure for Costa Rican English textbooks for the I cycle of publicelementary schools?

8. SPECIFIC OBJECTIVES
• To define important criteria that should be taken into account when
evaluating textbooks.
• To elaborate a checklist of items to measure the quality of a
textbook.
• To identify possible physical features to be evaluated in a textbook.

9. CATEGORIES OF ANALYSIS
• Textbook
• Teacher’s manual
• Context
• Accessibility

10. COMMUNICATIVE COMPETENCE
• Hymes (1972), cited on (Gómez, 2010), defines communicative
competence “as the ability to convey and interpret messages and to
negotiate meaning with other speakers in specific contexts” (p.329).
• The notion of communicative competence centers primarily on the
negotiation of meaning in real situational contexts.
• Based on this definition, the research focused on determining
whether or not instructional materials offer learners solid
communicative activities to reinforce their opportunities to become
communicatively competent.

11. COMMUNICATIVE COMPETENCE
• The criteria to analyze textbooks concentrated on three types of
language practice (mechanical, meaningful, and communicative)
proposed by Richards (2005).
• Mechanical practice is defined as a controlled practice activity in
where the students can work without necessarily understanding the
language they are using.
• Meaningful practice is an activity where language control is still
required, but where students are asked to make meaningful choices
when practicing.

12. COMMUNICATIVE COMPETENCE
• Communicative practice is those activities where the focus is on
practicing in using language within a real communicative context.

13. THE ROLE OF TEXTBOOKS IN THE EFL
CLASSROOM
• Richards (2006), states that textbooks are key elements in most
language programs.
• Language input.
• Provide content for the lesson.
• Practice for the skills taught.
• Save teachers' time.
• Provide a guide with ideas on how to plan and teach lessons.
• Support those teachers whose first language is not English.

14. ENGLISH TEXTBOOKS TO DEVELOP
COMMUNICATIVE COMPETENCE
• Gómez (2010) states that “Communicative texts are educational
materials for language learning that focus on the genuine use of a
language for communicative purposes in a variety of meaningful
contexts”(p. 327).
• These texts offer opportunities to communicate, interact and
negotiate meaning.
• Therefore, communicative textbooks should be designed to provide
the means to enhance communicative language competence.
• They should incorporate the three types of language practice
(mechanical, meaningful, and communicative) proposed Richards
(2005).

15. DEVELOPING CRITERIA FOR TEXTBOOK
EVALUATION
• The previous aspects are considered the major features that
communicative textbooks must possess.
• There are many other characteristics that a good textbook should
have.

16. ISSUES RELATED TO THE TEXTBOOK
• CONTENT
• EXERCISES AND ACTIVITIES
• ATTRACTIVENESS OF THE TEXTBOOK AND PHYSICAL MAKEUP

17. TEACHER’S MANUAL
• GENERAL FEATURES
• METHODOLOGICAL GUIDANCE
• SUPPLEMENTARY EXERCISES AND MATERIALS

18. CONTEXT
• APPROPRIATENESS
• ACCESSIBILITY

19. IMPORTANCE OF TEXTBOOK EVALUATION
• There is a proliferation of textbooks so making the right choice is a
difficult task.
• Textbook evaluation is a very important process to follow.

20. TYPE OF INVESTIGATION
• This is a documentary research.
• It is an exploratory research.
• Methodology: Qualitative research.
• Technique: Content analysis

21. SAMPLES
• Three EFL textbooks.
• The names of the textbooks will not be revealed. They were labeled
with the letters A, B, and C.

22. DATA COLLECTION INSTRUMENT
• A four-point checklist developed by the researcher was used.
• Rating scales and their numerical responses are:
– Excellent = 4
– Good = 3
– Adequate = 2,
– Poor = 1
– Totally lacking = 0

23. CATEGORIES OF ANALYSIS
• TEXTBOOK:
– Conceptual Definition: The material that teachers and students
use to teach and learn; respectively, a foreign language and that
includes elements such as content, exercises and activities,
attractiveness and physical make-up.
– Operational Definition: This category will be used to evaluate the
quality of the information, activities and exercises, as well as the
physical make-up of the textbook.
– Instrumental Definition: It will be instrumented within the
checklist in section I, parts A, B, and C.

24. CATEGORIES OF ANALYSIS
• TEACHER’S MANUAL
– Conceptual Definition: It is a support for the teacher. It is the
material that addresses issues including aims and objectives,
suggested alternative materials and learners’ activities,
alternative teaching strategies and methodology of the textbook,
instructions, assessment, an answer key, among others.
– Operational Definition: This category will be used to evaluate to
what extent this can benefit the quality of the book.
– Instrumental Definition: It will be instrumented within the
checklist in section II, parts A, B, and C.

25. CATEGORIES OF ANALYSIS
• CONTEXT
– Conceptual Definition: It is the background, the environment, the
framework, the setting, or the situation that surrounds the
textbook.
– Operational Definition: This category will be used to evaluate if
the textbook matches the context where it is going to be used.
– Instrumental Definition: It will be instrumented within the
checklist in section III, part A.

26. CATEGORIES OF ANALYSIS
• ACCESIBILITY
– Conceptual Definition: Accessibility refers to the extent to which
the learner or the user can obtain the textbook at the time it is
needed and at a reasonable price.
– Operational Definition: This category will be used to evaluate
how easy it is to get the textbook.
– Instrumental Definition: It will be instrumented within the
checklist in section IV, part A.

27. GRAPH #1: CONTENT OF THE TEXTBOOK
4
4
4
4
Totally Lacking
3
3
3
2
3
2
2
2
Poor
Adequate
Content coincides with
syllabus.
The subject matter is
organized.
Real-lif e applications are
given.
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Good
Directions are clearly
explained.
Excellent

28. GRAPH #2: EXERCISES AND ACTIVITIES OF THE
TEXTBOOK
4
4
4
4
4
Totally Lacking
3
Poor
2
1
1
2
2
2
Adequate
1
1
Examples to learn
vocabulary
Pair and group work
Mechanical practice
Meaningf ul practice
Textbook C
Excellent
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
0
Good
Communicative
practice

29. GRAPH #3: ATTRACTIVENESS AND PHYSICAL
MAKE-UP OF THE TEXTBOOK
4
4
4
4
4
4
3
4
3
4
4
4
3
4
4
4
4
3
Totally Lacking
3
Poor
2
1
1
2
2
2
2
Adequate
Good
1
Ilustrations
Visuals and Illustrations
graphics help to
culturally
understand
sensitive meanings of
vocabulary
Format
Size and
f ormat of
print
Book's size
and weight
Paper
Table of
contents
0
Textbook B
Textbook C
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook B
Textbook A
Textbook C
Textbook A
Textbook B
Cover
0
Textbook A
Excellent
0
Bibliography

30. GRAPH #4: GENERAL FEATURES OF THE
TEACHER S MANUAL
Totally Lacking
4
Poor
4
Adequate
3
Good
2
Excellent
1
0
Textbook A
Textbook B
Textbook C
The teacher's guide is helpf ul.
Textbook A
Textbook B
Textbook C
There is an answer key.

31. GRAPH #5: METHODOLOGICAL GUIDANCE OF
THE TEACHER S MANUAL
4
2
Techniques f or activating
students’ background
knowledge.
2
Method given in the
manual.
2
1
Listening and speaking
skills.
Poor
Textbook C
Adequate
Textbook B
Textbook B
Textbook A
Textbook C
1
Textbook B
Textbook A
Textbook C
1
Textbook B
Textbook A
1
Totally Lacking
3
Textbook A
3
Textbook C
3
4
Dif f erent learning styles.
Good
Excellent

32. GRAPH #6: SUPPLEMENTARY EXERCISES AND
MATERIALS OF THE TEACHER S MANUAL
Totally Lacking
3
3
3
Poor
Adequate
2
Good
1
1
0
Textbook
A
Textbook
B
Textbook
C
There are CD-ROMs, f lashcards,
etc.
Textbook
A
0
Textbook
B
Textbook
C
Instructions to incorporate
audiovisual materials.
Textbook
A
Excellent
0
Textbook
B
Textbook
C
Extra practice, test, and review
vocabulary words.

33. GRAPH #7: APPROPRIATENESS OF THE
TEXTBOOK
Totally Lacking
4
4
4
4
3
4
4
3
Poor
3
Adequate
2
1
1
Excellent
Textbook Textbook Textbook Textbook Textbook Textbook Textbook Textbook Textbook Textbook Textbook Textbook
A
B
C
A
B
C
A
B
C
A
B
C
The textbook is appropriate
f or I cycle students.
Free of material that might
be of f ensive.
Images of children of both
sexes.
Good
Appropriate f or the teacher.

34. GRAPH #8: ACCESSIBILITY OF THE TEXTBOOK
Totally Lacking
4
Poor
4
3
Adequate
3
Good
2
Excellent
1
Textbook A
Textbook B
The price is reasonable.
Textbook C
Textbook A
Textbook B
Textbook C
The textbook is easy to f ind.

35. CONCLUSIONS
I CATEGORY ANALYSIS
ATTRACTIVENESS
AND PHYSICAL
MAKE-UP
TEXTBOOK
CONTENT
EXERCISES AND
ACTIVITIES
TEXTBOOK A
REGULAR
REGULAR
REGULAR
TEXTBOOK B
EXCELLENT
EXCELLENT
EXCELLENT
TEXTBOOK C
POOR
POOR
POOR

36. CONCLUSIONS
II CATEGORY ANALYSIS
TEACHER´S
MANUAL
GENERAL
FEATURES
METHODOLOGICAL
GUIDANCE
SUPPLEMENTARY
EXERCISES AND
MATERIALS
TEXTBOOK A
REGULAR
POOR
POOR
TEXTBOOK B
EXCELLENT
EXCELLENT
EXCELLENT
TEXTBOOK C
POOR
REGULAR
REGULAR

37. CONCLUSIONS
III CATEGORY ANALYSIS
CONTEXT
APPROPRIATENESS OF THE
TEXTBOOK
TEXTBOOK A
REGULAR
TEXTBOOK B
EXCELLENT
TEXTBOOK C
POOR

38. CONCLUSIONS
IV CATEGORY ANALYSIS
ACCESSIBILITY
ACCESSIBILITY
TEXTBOOK A
EXCELLENT
TEXTBOOK B
REGULAR
TEXTBOOK C
POOR

39. RECOMMENDATIONS
1.
The content in textbooks should always be well organized and it
should perfectly match the one incorporated in the MEP syllabus.
2.
It is extremely likely to recommend that all textbooks include wellbalanced mechanical, meaningful, and communicative practice.
3.
English textbooks should be illustrated and the quality of the
illustrations should show good taste in drawing and painting. The
cover should be visually appealing. They should include a table of
contents as well as references.
4.
A teacher’s manual should be included with the textbook since it
has significant influence on how the course is taught.

40. RECOMMENDATIONS
5.
Textbooks should portray social realities of the country.
6.
Price should be reasonable for the average students. It should also
be easy to find.
7.
Textbooks should keep a good balance in all the criteria proposed
in this study.

41. PROPOSAL
• PROPOSAL OF AN EVALUATION OF ENGLISH TEXTBOOKS IN
COSTA RICA

42. GENERAL OBJECTIVE
• To present a textbook evaluation guide, to determine the
effectiveness of a textbook whose intention is to cultivate
communicative competence in English at the Public-Elementary
Schools in Costa Rica.

43. SPECIFIC OBJECTIVES
• To attain that the Costa Rican Ministry of Education creates a
Technical Standard to establish uniform technical criteria in all
textbooks.
• To create a Board of Evaluators to revise and approve the
textbooks.
• To certificate the effectiveness of textbooks to make students
communicatively competent.

44. DEVELOPMENT OF THE PROPOSAL
• The proposal consists of three elements, namely:
– Technical Criteria Guide (TCG),
– Board of Evaluators Committee (BEC),
– Quality Certification of the textbook (COC).

45. TECHNICAL CRITERIA GUIDE (TCG)
• The TCG is what will ensure that textbooks fulfill the Technical
Standard.

46. B. Exercises and Activities
i. There are sufficient examples to learn the vocabulary.
ii. The activities incorporate individual, pair and group work.
iii. The book offers the right amount of mechanical practice.
Controlled activities that involve repetition and substitution
drills. e.g. Sentence completion in isolation without a
relevant context.
iv. The book offers the right amount of meaningful practice.
Those activities where the students need to pay attention to
and comprehend the stimulus to provide a correct
response.
v. The book offers the right amount of communicative
practice. Activities where the students are asked to produce
language within a real communicative context and real
information is exchanged.
C. Attractiveness of the Textbook and Physical Make-Up
i. The cover of the book is appealing.
ii. Illustrations are clear.
iii. Visuals and graphics are appropriate for children and also
culturally sensitive.
iv. The illustrations help the students to understand the
meaning of the vocabulary words.
v. The format of the book is visually appealing and interesting.
vi.
vii.
viii.
ix.
The size and format of print is appropriate.
The book has an appropriate size & weight for children.
The paper is a high-quality paper.
The textbook provide a useful table of contents, glossary
and index.
x. The textbook contains references, bibliography, and
resources.
Adequate
Poor
Totally
Lacking
CRITERIA
I Textbook
A. Content
i. The content coincides with the MEP syllabus
ii. The subject matter is presented either topically or
functionally in a logical, organized manner.
iii. Real-life applications are given.
iv. The information and directions are clearly written and
explained.
Good
RATING
Excellent
Title of the book: ________________________________
Evaluator: ________________________________
Date: ________________________________
Checklist code: ________________________________
TECHNICAL CRITERIA GUIDE (TCG)
4
3
2
1
0

47. II Teacher's Manual
A. General Features
i. The teacher's guide is helpful so that the teacher
understands the objectives and methodology of the book.
ii. There is an answer key with correct or suggested answers
for the exercises in the textbook.
B. Methodological Guidance
i. Teachers are given techniques for activating students’
background knowledge before teaching vocabulary.
ii. The manual suggests a clear, concise method for teaching
each lesson.
iii. The textbook includes and focus on the listening and
speaking skills that I need to practice.
iv. The book integrates different learning styles; such as aural,
oral, visual, and kinesthetic.
C. Supplementary Exercises and Materials
i. There are CD-ROMs, flashcards, posters, and/or audio CD
along with the textbook.
ii. The manual gives instructions on how to incorporate
audiovisual materials produced for the textbook.
iii. The manual provides teachers with exercises to practice,
test, and review vocabulary words.
III. Context
A. Appropriateness
i. The textbook is appropriate for I cycle students.
ii. The textbook is free of material that might be offensive.
iii. The textbook includes images of children of both sexes and
various cultures and physical conditions.
v. The textbook and teacher’s manual are appropriate for the
teacher who will be teaching with them.
IV. Accessibility
i. The price is reasonable.
ii. The textbook is easy to find.

48. BOARD OF EVALUATORS COMMITTEE (BEC)
• Executive Director
• Three Postgraduate English teachers
• An Industrial Engineer (advisor) and a philologist to write the
Technical Standard
• One typist and a secretary

49. QUALITY CERTIFICATION (COC)
• Certification number
• Printed on the cover of the textbook
• List on an official web site
• A maximum period of four (4) years
• Sample of the logotype

50. BUDGET
ITEM
ELEMENTS
TCG
TIME
COST ¢
2 Advisors
6 moths
12.000.000
Executive Director
12 months
18.000.000
3 Postgraduate
12 months
36.000.000
6 moths
12.000.000
1 Philologist
2 moths
1.000.000
1 Typist
6 moths
3.000.000
1 Secretary
12 months
6.500.000
Administrative
12 months
50.000.000
Fixed expenses
12 months
12.000.000
Variable expenses
12 months
5.000.000
Unforeseen
12 months
7.000.000
3 months
3.000.000
English teachers
1 Industrial
Engineer (Advisor)
BEC
expenses
expenses
COC
Total
1 Advertising
Agency
166.500.000

51. INITIAL INVESTMENT
• The initial investment will be paid by the Ministry of Education.
• Each publisher will be charged a three thousand dollars, ($3.000)
evaluation fee.

52. IMPACTS OF THE PROPOSAL
• Academic impact
• Economical impact

53. DERIVED STUDIES FROM THIS PROPOSAL
• Development of a technical standard by an industrial engineer.
• Development of a logo by a Publicist.
• Development of an advertising Campaign by an Advertising Agency.
• Development of Technical Criteria Guides for the rest of the basic
subjects taught in the country. By Science, Social Studies, Civic,
Mathematics, Spanish, and French professors.

54. UNIQUE AND INNOVATIVE CHARACTER OF THIS
PROPOSAL
• The Costa Rican education system does not have any guidelines
that standardize all the processes when selecting textbooks.
• Innovative because it would come to normalize those processes.

55. UNIVERSIDAD MAGISTER