EVALUATING ENGLISH LANGUAGE TEXTBOOKS IN BOSNIAN PRIMARY EDUCATION: STRUCTURE, LEARNER ENGAGEMENT, CULTURE, AND CURRICULUM ALIGNMENT

Authors

  • Melisa Bureković Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina
  • Senad Mujičić Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina
  • Edina Rizvić-Eminović Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina

DOI:

https://doi.org/10.46827/ejes.v12i7.6064

Keywords:

textbook assessment, curriculum alignment, culture-based material, textbook comparison, primary school

Abstract

This study offers a comprehensive evaluation of two English language textbooks, Way to Go 8 and Challenges 4, widely used in primary schools in the Canton of Central Bosnia. Utilizing Littlejohn's analytical framework for material analysis and Xiao's model of cultural categorization, the research investigates the structural design, learner engagement strategies, curriculum alignment, and cultural content integration in both textbooks. The findings reveal that Challenges 4 exhibits greater coherence in design and organization, while Way to Go 8 demonstrates a fragmented presentation of topics and grammar. Both textbooks predominantly emphasize individual written exercises, focusing on information decoding and selection, while offering limited opportunities for developing functional skills such as problem-solving, communication, and critical thinking. Although both textbooks align with the official curriculum regarding topics, grammar, and vocabulary, the integration of cultural content is minimal and lacks depth, with cultural references being sporadic and not thoroughly embedded within the learning material. The study suggests that enhancing the incorporation of functional skill development activities and more substantial cultural content could improve the effectiveness of these textbooks in fostering comprehensive language proficiency among learners.

 

Article visualizations:

Hit counter

Author Biographies

  • Melisa Bureković, Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina

    Melisa Bureković (PhD) is an Associate Professor in the Department of English Language and Literature at the Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina. She obtained both her MA and PhD in Linguistics from the University of Sarajevo. Her teaching career began in primary and secondary schools before transitioning to higher education, where she has accumulated nineteen years of experience. Her research focuses on descriptive and theoretical syntax of English, corpus linguistics, and contrastive analysis, with a particular emphasis on their practical applications in language learning and teaching.

    ORCID: https://orcid.org/0009-0002-4036-9729

  • Senad Mujičić, Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina

    Senad Mujičić earned his BA and MA degrees in English Language and Literature from the University of Zenica, Bosnia and Herzegovina, where he is currently working as an external associate and pursuing a PhD. He is also employed as an English teacher in a primary school and as a freelance interpreter.

  • Edina Rizvić-Eminović, Faculty of Philosophy, University of Zenica, Bosnia and Herzegovina

    Edina Rizvić-Eminović (PhD) is an Associate Professor in the English Language and Literature Department at the Faculty of Philosophy of the University of Zenica, Bosnia and Herzegovina. She earned her MA and PhD degrees in Linguistics from the University of Sarajevo. Her research interests and published articles revolve around contrastive analysis, ELT methodology and corpus linguistics. She is an active member of the Society for the Advancement of Applied Linguistics in Bosnia and Herzegovina (SAALinBiH) and the Society for the Study of English in Bosnia and Herzegovina (DAuBiH).

    ORCID: https://orcid.org/0000-0002-7629-3984

References

Byrd, P., 2001. Textbooks: Evaluation and selection and analysis for implementation. In M. Celce-Murcia, ed. Teaching English as a second or foreign language. 2nd ed., Boston, MA: Heinle & Heinle Publishers, pp. 432–453. Retrieved from https://discovered.ed.ac.uk/discovery/fulldisplay?docid=alma9919573673502466&context=L&vid=44UOE_INST:44UOE_VU2&lang=en&adaptor=Local%20Search%20Engine&tab=Everything&query=sub,exact,Criticism,AND&sortby=rank&facet=topic,include,Criticism&mode=advanced&pfilter=pfilter,exact,books,AND&offset=0

Bureković, M., Rizvić-Eminović, E., and Pilav, M, 2023. Review of Five Methods Used in English Language Teaching, Zbornik radova Islamskog pedagoškog fakulteta u Zenici 21/2023, pp. 447-466. http://dx.doi.org/10.51728/issn.2637-1480.2023.447

Chen, B.B., 2004. A survey on cultural learning and its variables analysis. Xi’an Journal of Xi’an International Studies University, 12(3), pp. 21-24.

Council of Europe, 2020. Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Strasbourg: Council of Europe Publishing. Retrieved from https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4

OECD, 2019. PISA 2018 Results (Volume I): What Students Know and Can Do. Paris: OECD Publishing. https://doi.org/10.1787/5f07c754-en.

Cunningsworth, A.,1995. Choosing Your Coursebook. Oxford: Heineman. Retrieved from https://www.abebooks.com/9780435240585/Choosing-Coursebook-Cunningsworth-Alan-0435240587/plp

Garinger, D., 2001. Textbook evaluation. (online) Available at: http://www.teflweb–j.org/v1n1/garinger.html (Accessed 27 Dec. 2024)

Grant, N., 1987. Making the Most of Your Textbook. Longman. Retrieved from https://books.google.ro/books/about/Making_the_Most_of_Your_Textbook.html?id=pM14AAAAIAAJ&redir_esc=y

Graves, K., 2000. Designing Language Courses: A Guide for Teachers. Boston, MA: Heinle & Heinle. Retrieved from https://www.library.brawnblog.com/Designing%20Language%20Courses-A%20guide%20for%20teachers-p320.pdf

Hakkander, H., 2018. Cultural Representations in English Textbooks A Content Analysis of Viewpoints 1, 2, and 3. Lund: Lund University. Retrieved from https://lup.lub.lu.se/luur/download?func=downloadFile&recordOId=8971895&fileOId=8971899

Harmer, J., 1998. How to Teach English. Harlow: Longman. Retrieved from https://books.google.ro/books/about/How_to_Teach_English.html?id=0s_JZIuhHP8C&redir_esc=y

Harmer, J., 2000. How to Teach English. Beijing: Foreign Language Teaching and Research Press.

Harris M., Mower D., Sikorzynska A., Mešić A. (2012). Challenges Students’ Book 4. Pearson Education. Retrieved from https://www.librairiestephan.com/product/challenges-student-book-4-global/

Henderson, S. and Yeow, J., 2012. iPad in Education: A Case Study of iPad Adoption and Use in a Primary School. In: 2012 45th Hawaii International Conference on System Sciences, pp. 78-87. http://dx.doi.org/10.1109/HICSS.2012.390

Lee, K-Y., 2009. Treating culture: what 11 high school EFL conversation textbooks in South Korea. English Teaching: Practice and Critique, 8, pp. 76-96. Retrieved from https://files.eric.ed.gov/fulltext/EJ847287.pdf

Littlejohn, A., 2011. The analysis and evaluation of language teaching materials. In: J. Norton and H. Buchanan, eds. The Routledge Handbook of Materials Development for Language Teaching. London: Routledge. Retrieved from https://www.routledge.com/The-Routledge-Handbook-of-Materials-Development-for-Language-Teaching/Norton-Buchanan/p/book/9781032201528?srsltid=AfmBOoroOqVmJU1kzDFZmlqar2XHNHrUGyBFxAAOGFezeVrVupTELFP8

McGrath, S., 2012. Vocational education and training for development: a policy in need of a theory? International Journal of Educational Development 32(5). Retrieved from https://doi.org/10.1016/j.ijedudev.2011.12.001

McKay, S. L., 2000. Teaching English as an International Language: Implications for Cultural Materials in the Classroom. TESOL Journal, 9, pp.7-11. https://doi.org/10.1002/j.1949-3533.2000.tb00276.x

O’Neill, R., 1982. Why use textbooks?, ELT Journal, 36(2), pp.104–111, https://doi.org/10.1093/elt/36.2.104

Paige, M. R., Jorstad, H., Siaya, L., Klein, F., and Colby, J., 1999. Culture Learning in Language Education: A Review of the Literature. In R. M. Paige, D. L. Lange, and Y. A. Yeshova, eds. Culture as the Core: Integrating Culture into the Language Curriculum. Minneapolis, MN: University of Minnesota, pp. 47-113.

Radić-Bojanić, B., & Topalov, J. (2016). Textbooks in the EFL classroom: Defining, assessing and analyzing. Zbornik radova Filozofskog fakulteta u Prištini, 46(3), pp.137-153. http://dx.doi.org/10.5937/ZRFFP46-12094

Rafidah, S. and Emaliana, I., 2023. Analysis of Cultural Contents in CEFR- Aligned English Proficiency Textbook: Implications for Material Development for Intercultural Learning. International Young Scholars Journal of Languages, 6, pp.44-55. Retrieved from http://irep.iium.edu.my/110270/1/Sahar_Ive%20Emaliana_Analysis.pdf

Richards, J. C., 2001. Curriculum Development in Language Teaching. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/CBO9780511667220

Rizvić-Eminović, E., Hadžić, A., and Bureković, M, 2023. The Effect of Corpus-Based Activities on the Acquisition of Phrasal Verbs – A Case Study, International Journal of Science Academic Research (IJSAR), 04/12, pp. 6749-6757. Retrieved from http://dx.doi.org/10.5281/zenodo.13370228

Sheldon, L., 1988. Evaluating ELT Textbooks and Materials. ELT Journal, 42(2), pp. 237–246. Retrieved from https://textbookuse.pbworks.com/f/Evaluating+ELT+textbooks+%26+materials.pdf

Ur, P., 1996. A course in language teaching: Practice & theory. Cambridge: Cambridge University Press. Retrieved from https://sacunslc.wordpress.com/wp-content/uploads/2015/03/penny-ur-a-course-in-language-teaching-practice-of-theory-cambridge-teacher-training-and-development-1996.pdf

Vasić, M., Breka, O., and Mardešić, M., 2001. Way to go 8. Sarajevo: Sarajevo Publishing.

Xiao, J., 2010. Cultural Contents in a University EFL Listening Textbook in China. In: The 2nd International Conference on Humanities and Social Sciences: Proceedings, China www.libartsconference.psu.ac.th/proceedings/Proceedings2/.../003.p.

Downloads

Published

2025-06-09

Issue

Vol. 12 No. 7 (2025)

Section

Articles

License

Authors who publish with this journal agree to the following terms:

Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).