CEFR-Based Textbook Evaluation: Enhancing Thai Tertiary Students’ English Proficiency through a B1 ELT Textbook
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Abstract
The adoption of the Common European Framework of Reference for Languages (CEFR) into Thailand’s language education has significantly shaped teaching practices, leading to notable adaptations in ELT textbooks to address emerging challenges. This article presents the findings of an evaluation of Personal Best B1 Student’s Book, a widely used textbook among Thai ELT tertiary students at the B1 CEFR level. The evaluation employed a localized CEFR-based textbook evaluation checklist encompassing eight evaluation categories: layout, design, and physical makeup; unit organization; content, topics, and language; language teaching methods and activities; four language skills; vocabulary; grammar; and accompanying materials. Overall, the evaluation indicates that the textbook is well-designed and supports Thai ELT students in achieving B1 CEFR proficiency. However, limitations of the textbook were identified, including infrequent reviews, excessive content and activities, and uneven cultural content distribution. The study discusses the strengths and weaknesses of the textbook based on these findings and proposes pedagogical implications for ELT teachers to enhance classroom instruction using this key resource.
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References
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