A Global Perspective on the Evaluation of English Coursebooks

Abstract

Coursebooks play a central role in English language instruction worldwide. However, variations in educational goals, curriculum standards, and cultural contexts often lead to differences in coursebook design and content. This study adopts a global perspective to evaluate English coursebooks used in the third year of English language learning across four countries; Uzbekistan, Iraq, Ukraine, and Türkiye. Using a Coursebook Evaluation Template (CET), the analysis focuses on key aspects; coursebook components, language skills and activities, cultural representation, pedagogy, and gender representation. The findings reveal that while each coursebook reflects its country’s national educational priorities, they consistently feature themes related to children's everyday lives, support language learning through familiar contexts, and offer engaging materials that foster communication skills. All four coursebooks effectively use appealing visuals, relatable topics, and age-appropriate activities to capture students' interest and enhance their learning experience. Some differences are also evident, such as variations in gender representation. Türkiye, in particular, shows the most balanced portrayal of male and female characters in both text and illustrations. By analysing third-year of English learning coursebooks from four countries, this study highlights the role of coursebooks in shaping language education globally. It also underscores the need for future research that includes learners' perspectives and longitudinal studies to better understand the long-term impact of coursebook use on students’ language development and cultural awareness.