An Evaluation of Authenticity: A Case of EAP Textbooks in Iran
Zahra Zohoorian, Prof. Dr. AmbigapathyPandian

Authenticity and authentic materials are advocated for language teaching extensively. This criterion is also recommended for English language teaching settings such as EAP where the students are to deal with real-world and authentic language use. The present study aims at evaluating the current status of the EAP textbooks and the materials included in them in Iran by the administration of the authenticity evaluation checklist. Accordingly, seeking to find data both qualitatively and quantitatively, the study was conducted to seek for the lecturers’ views on the authenticity level of the EAP textbooks. Thus, the results of the interview and the evaluation checklist reveal that although authenticity of context, teacher, student, and text is deemed as essential by this group of teachers, the current textbooks for EAP have limited authenticity and in some aspects authenticity is even absent. The interview results revealed that the majority of the EAP teachers believed that the current EAP textbooks need to be reengineered and the texts need revision. Thus, the findings can be used by EAP curriculum designers and materials developers in taking into consideration the authenticity feature as an important factor in designing EAP textbooks in future in Iran and in similar language teaching contexts.

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