Bongaerts, T., van Summeren, C., Planken B., & Schils, E
(1997) Age and ultimate attainment in the pronunciation of a foreign language. Studies in Second Language Acquisition, 191, 447–465. DOI logoGoogle Scholar
Bygate, M
(2001) Speaking. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages (pp. 14–20). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Cerezo, L
(2007) Investigación sobre las directrices curriculares relativas a la enseñanza de la lengua inglesa y su aplicación en el aula (1º de bachillerato). Dissertation. University of Murcia, Spain.Google Scholar
Chen, R.T.H
(2013) East-Asian teaching practices through the eyes of Western learners. Teaching in higher education, 18(7), 761–772. DOI logoGoogle Scholar
Council of Europe
(2001) Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University PressGoogle Scholar
Criado, R., & Sánchez, A
(2009) English language teaching in Spain: Do textbooks comply with the official methodological regulations?: A sample analysis. International Journal of English Studies, 9(1), 1–28.Google Scholar
(2012) Lexical frequency, textbooks and learning from a cognitive perspective: A corpus-based sample analysis of ELT materials. RESLA, Special Issue, 77–94.Google Scholar
Cunningsworth, A
(1995) Choosing your coursebook. Oxford: Macmillan Heinemann ELT.Google Scholar
Derwing, T
(2008) Curriculum issues in teaching pronunciation to second language learners. In J.G. Hansen Edwards & M.L. Zampini (Eds.), Phonology and second language acquisition (pp. 347–369). Philadelphia: John Benjamins. DOI logoGoogle Scholar
Derwing, T.M., Munro, M.J., & Wiebe, G.E
(1998) Evidence in favor of a broad framework for pronunciation instruction. Language Learning, 481, 393–410. DOI logoGoogle Scholar
Ellis, R
(1997) The empirical evaluation of language teaching materials. ELT Journal, 51(1), 36–42. Doi: DOI logoGoogle Scholar
Fleiss, J.L
(1981) Statistical methods for rates and proportions (2nd ed.). New York/London: Wiley & Sons. Doi: DOI logoGoogle Scholar
Fromkin, V., & Bernstein, N.R
(1999) Producción del lenguaje. En J. Berko & N. Bernstein (Eds.), Psicolingüística (pp. 329–368). Madrid: McGraw Hill.Google Scholar
Gilmore, A
(2004) A comparison of textbooks and authentic interactions. ELT Journal, 58(4), 363–374. Doi: DOI logoGoogle Scholar
Gómez-Rodríguez, L
(2010) English textbooks for teaching and learning English as a foreign language: Do they really help to develop communicative competence? Educación y Educadores, 13(3), 327–342. [URL] DOI: DOI logoGoogle Scholar
Harmer, J
(2007) The practice of English language teaching (4th ed.). New York: Pearson Education.Google Scholar
Hu, G
(2002) Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum, 15(2), 93–105. DOI logoGoogle Scholar
Hutchinson, T., & Torres, E
(1994) The textbook as agent of change. ELT Journal, 48(4), 315–328. Doi: DOI logoGoogle Scholar
Jiménez, R.M
(2003) Libros de texto para la enseñanza precoz del inglés: estudio comparativo. RESLA, 161, 237–250.Google Scholar
Jiménez, R.M., & Mancebo, R
(2008) Vocabulary input in EFL textbooks. RESLA, 211, 147–165.Google Scholar
Krashen, S
(1985) The input hypothesis: Issues and implications. New York: Longman.Google Scholar
Kumaravadivelu, B
(2006) Understanding language teaching: From method to postmethod. London/New York: Routledge. DOI logoGoogle Scholar
Levelt, W
(1993) Language use in normal speakers and its disorders. In G. Blanken, J. Dittman, H. Grimm, J. Marshall, & C. Wallesch (Eds.), Linguistic disorders and pathologies: An international handbook (pp.1–15). Berlin: de Gruyter.Google Scholar
Littlejohn, A
(2011) The analysis of language teaching materials: Inside the Trojan Horse. In B. Tomlinson (Ed.), Materials development in language teaching (pp.179–211). Cambridge: Cambridge University Press.Google Scholar
Manchón, R
(2008) Taking strategies to the foreign language classroom: Where are we now in theory and research? IRAL 461, 221–243. DOI logoGoogle Scholar
McDonough, J., & Shaw, C
(1993) Materials and methods in ELT. Oxford: Blackwell.Google Scholar
Morales, D., & Izquierdo, J
(2011) L2 phonology learning among young-adult learners of English: Effects of regular classroom-based instruction and L2 proficiency. Revista Electrónica de Investigación Educativa, 13(1), 86–107.Google Scholar
Mukundan, J., & Ahour, T
(2010) A review of textbook evaluation checklists across four decades (1970–2008). In B. Tomlinson & H. Masuhara (Eds), Research for materials development in language learning: Evidence for best practice (pp. 336–352). London: Continuum.Google Scholar
Mukundan, J., Hajimohammadi, R., & Nimehchisalem, V
(2011) Developing an English language textbook evaluation checklist. Contemporary Issues in Education Research, 4(6), 21–28. DOI logoGoogle Scholar
Munro, M.J., & Derwing, T.M
(1995) Foreign accent, comprehensibility and intelligibility in the speech of second language learners. Language Learning, 451, 73–97. DOI logoGoogle Scholar
Naiman, N
(1978) The good language learner. London: Multilingual Matters.Google Scholar
Nicolson, M., & Adams, H
(2010) The languages classroom: place of comfort or obstacle course? The Language Learning Journal, 38(1), 37–49 DOI logoGoogle Scholar
Oxford, R
(2001) Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a second language (pp. 359–366). Boston: Heinle and Heinle.Google Scholar
Razmloo, S
(2007) High schools or private institutions textbooks?: Which fulfill communicative language teaching principles in Iranian context? Asian EFL Journal: The EFL Professional’s Written Forum, 9(4), 126–140.Google Scholar
Riasati, M.J., & Zare, P
(2010) Textbook evaluation: EFL teacher´s perspectives on new interchange. Studies in Literature and Language, 1(8), 54–60. DOI logoGoogle Scholar
Richards, J
(2008) Teaching listening and speaking: From theory to practice. Cambridge: Cambridge University Press.Google Scholar
Roldán, A., Lucena, D., Mesenger, L., Roldán, J.E., & Sánchez, M
(2009) Adecuación de los libros de texto al Marco Común Europeo de Referencia para las Lenguas (MCERL). Porta Linguarum, 111, 189–206.Google Scholar
Rost, M
(2002) Teaching and researching listening. Hong Kong: Pearson EducationGoogle Scholar
Sahragard, R., Rahimi, A., & Zaremoayeddi, I
(2009) An in-depth evaluation of interchange series (3rd edition). Porta Linguarum,121, 37–54.Google Scholar
Schmidt, R
(2001) Attention. In P. Robinson (Ed.), Cognition and second language instruction (pp. 3–32). Cambridge: Cambridge University Press. DOI logoGoogle Scholar
Sheldon, L.E
(1988) Evaluating ELT textbooks and materials. ELT Journal, 42(4), 237–246. DOI logoGoogle Scholar
Tok, H
(2010) TEFL textbook evaluation: From teachers’ perspectives. Educational Research and Review, 5(9), 508–517.Google Scholar
Tomlinson, B., & Masuhara, H
(2011) Research for materials development in language learning: Evidence for best practice. London: Bloomsbury.Google Scholar
Williams, D
(1983) Developing criteria for textbook evaluation. ELT Journal, 37(3), 251–255. DOI logoGoogle Scholar
Ying Leung, C., & Andrews, S
(2012) The mediating role of textbooks in high-stakes assessment reform. ELT Journal, 66 (3), 356–365. DOI logoGoogle Scholar
Cited by

Cited by 3 other publications

Li, Xiangdong
2019. Analyzing translation and interpreting textbooks. Translation and Interpreting Studies 14:3  pp. 392 ff. DOI logo
Luque-Agulló, Gloria & Encarnación Almazán-Ruiz
2023. A Checklist Proposal for Assessing the Potential of Language Teaching Apps. In Optimizing Online English Language Learning and Teaching [English Language Education, 31],  pp. 357 ff. DOI logo
van Batenburg, Eline SL, Ron J Oostdam, Amos JS van Gelderen, Ruben G Fukkink & Nivja H de Jong
2020. Evaluating opportunities in Dutch EFL course books for developing pre-vocational learners’ oral interactional ability. Language Teaching Research 24:4  pp. 434 ff. DOI logo

This list is based on CrossRef data as of 14 may 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.