摘要：This study aimed at conducting a program evaluation of the newly developed textbook (Prospect 1) in the Iranian Ministry of education by applying the CIPP (context, input, process, and product) program evaluation model. To this end, the study was done in two different phases: in phase I, context, input, and process evaluation of the new textbook were conducted and the participants were 4 members of the textbook development team. In phase II, product evaluation of the new textbook was done and the participants were 30 junior high school teachers. For both phases of the study, a qualitative research method was adopted using interviews. The interviews were then analyzed using content analysis. The results of phase I indicated that there were some challenges with the textbook development project such as lack of suitable infrastructure, lack of enough budgets, and lack of necessary human and physical resources. The findings of the phase II showed that there were some pitfalls with the new English textbook such as using an unsuitable method of literacy instruction; over-localizing the content; complete abandoning of grammatical structures; and setting unrealistic objectives considering the time and resources constraints.
其他摘要：This study aimed at conducting a program evaluation of the newly developed textbook (Prospect 1) in the Iranian Ministry of education by applying the CIPP (context, input, process, and product) program evaluation model. To this end, the study was done in two different phases: in phase I, context, input, and process evaluation of the new textbook were conducted and the participants were 4 members of the textbook development team. In phase II, product evaluation of the new textbook was done and the participants were 30 junior high school teachers. For both phases of the study, a qualitative research method was adopted using interviews. The interviews were then analyzed using content analysis. The results of phase I indicated that there were some challenges with the textbook development project such as lack of suitable infrastructure, lack of enough budgets, and lack of necessary human and physical resources. The findings of the phase II showed that there were some pitfalls with the new English textbook such as using an unsuitable method of literacy instruction; over-localizing the content; complete abandoning of grammatical structures; and setting unrealistic objectives considering the time and resources constraints.
