www.ccsenet.org/ells English Language and Literature Studies Vol. 2, No. 2; June 2012 Published by Canadian Center of Science and Education 89 An Assessment of Strengths and Weaknesses of Iranian First Year High School English Coursebook Using Evaluation Checklist Mohammad Zohrabi (Corresponding author) Department of English Language, Faculty of Literature, University of Tabriz, Tabriz, Iran E-mail: mohammadzohrabi@gmail.com Hossein Sabouri Department of English Language, Faculty of Literature, University of Tabriz, Tabriz, Iran E-mail: kassabouri@gmail.com Raziyeh Behroozian Aras International Campus E-mail: Behroozyan216@gmail.com Received: April 29, 2012 Accepted: May 10, 2012 Published: June 1, 2012 doi:10.5539/ells.v2n2p89 URL: http://dx.doi.org/10.5539/ells.v2n2p89 Abstract In spite of remarkable advances in teaching and developing new technologies, textbooks have a very crucial effect in the process of language teaching and learning. This paper evaluates the first year English textbook which is taught in Iranian high schools. For this purpose, textbook evaluation model was employed to conduct the research. The advantages and shortcomings of the textbooks are discussed in detail with reference to 13 common criteria extracted from different material evaluation checklists. The results suggest that one of the main factors for the students’ achievement in English language is the ELT textbooks. Throughout the study, Iranian first year high school English textbook was examined with reference to the relevant theoretical background, and the content analysis. The study was carried out at four schools in Tabriz, Iran. The mixed method, a combination of both quantitative and qualitative approaches was used in this study. The data were obtained from a total of 126 language learners, both female and male. It was collected through a questionnaire with 34 close-ended questions which were related to the seven sections of the book including the layout or physical make-up, vocabulary, topics and content, grammar points and exercises, language skills, pronunciation practice, and language function and social and cultural activities. Quantitative data were analyzed through SPSS. Meanwhile, qualitative data were gathered via interview with 14 teachers and selected students. It is realized that there should be enough opportunities for learners to practice the language communicatively. The research findings make it clear that the current material or textbook cannot meet the Iranian students’ and teachers’ needs and they are not acceptable and desirable for them. It can be concluded that the English textbook 1 is structure-based. So, the writers of the book should modify it by employing more communicative tasks in order to meet the teachers’ expectations and students’ needs. Keywords: Coursebook, Evaluation, Materials, Checklist, Criterion 1. Introduction Textbooks are a core part of any curriculum, and they are crucial to the teacher so one might assume they are researched, written, and published as unique contributions to advancing knowledge. They have an important influence in the instructional process. ELT textbooks have major function in the current discussion. Sheldon (1988, p. 237) states that “textbooks represent the visible heart of any ELT program”. Textbooks are an almost universal component of English language teaching. They are of great value and effect in the process of teaching and learning. Material development and evaluation is a relatively new trend in the field of language teaching. In practical sense, it includes the production, evaluation and adaptation of materials. Tomlinson (2001, p. 66) defines materials as “anything which can be used to facilitate the learning of a language.” Constant evaluation of textbooks to see if they are appropriate is of great importance. This process enables us to make informed decisions through which student