Introduction

The learners and teachers of English and EFL (English as a Foreign Language) textbooks are three major inter-related elements in the process of present day education. Hutchinson, 1994 cited in (Evaluating an EFL textbook - A new English Course) states that, “The textbook is an almost universal element of ELT teaching”. Therefore, a textbook can be mentioned as a useful instrument which serves as a guide or an instructional manual for studying a particular subject. Against the common belief that students are the key in this direction, many scholars hold the view that textbooks are the heart of education with regard to the fact that both teachers and students are to a large extent dependent on the books (Sarem, S. N., Hamidi, H., Mahmoudie, R., 2013).Therefore, it is clear that a textbook facilitates the teaching and learning process and thus, is helpful both for the teacher and the students.

Textbooks are compiled and developed because they are the most convenient means of providing the structure that the teaching-learning system requires. Textbooks are a good solution to overcome the weaknesses in teaching materials. Ansary and Babaii (2002) cited in (An Evaluation of English Language Textbook 'Say it in English' for first year intermediate Grade in South Arabia, 2012) state that, “Although the textbook is not the only tool for the teaching and learning process, it is still of a significant impact for achieving the language learning objectives. Since teachers find it difficult to develop their own classroom materials, have limited time and lie under external pressure that restricts their ability, it gives more emphasis on the use and utility of the textbook to compensate the loss of authentic materials" The content of a particular textbook generally aims at achieving the competency levels defined in the syllabus.