Evaluating EFL Textbook: Checklist and Rubric Approaches in a Qualitative Library Research
DOI:
https://doi.org/10.30599/x67ghb68Keywords:
Checklist Approach, EFL Textbook Evaluation, Qualitative Library Research, Rubric-Based AssessmentAbstract
Abstract
Assessing English as a Foreign Language (EFL) textbooks is essential to ensure that learning materials meet students’ needs, align with curriculum requirements, and support instructional objectives. Previous evaluation approaches commonly rely on checklists, which are efficient but often lack depth, while rubric-based assessments provide richer analysis yet remain underutilized in EFL research. This study aims to develop a comprehensive textbook evaluation model by integrating both approaches. Using a qualitative library research method, the study synthesizes key textbook evaluation frameworks proposed by Cunningsworth, Tomlinson, Richards, Samuda, and Brown. The findings result in a hybrid evaluation model that combines the structured clarity of checklists with the analytical depth of rubrics. This model enables more valid, reliable, and reflective evaluation of EFL textbooks, including those incorporating digital and interactive elements. The study contributes a practical and systematic tool to support teachers, researchers, and decision makers in selecting and evaluating EFL textbooks.
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Copyright (c) 2026 Novelia Fitriani, Angelia Margono, Maulidatun Nisa, Salma, Hesty Widiastuty
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