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A mixed-methods approach uses an adapted content analysis framework, structured questionnaires with 28 teachers and 530 students, and interviews with 10 teachers to examine the textbook in context. Results show mixed criteria: reading and, in some cases, writing receive emphasis, while listening and speaking are weak. Units and lessons lack clearly stated objectives aligned with the curriculum, and support materials for communicative competence are insufficient. 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All Rights Reserved.  \nAn empirical appraisal of the HSC level English textbook: A Bangladesh perspective  \nMd. Munibur Rahman1  \n Marium Jamila2+  \n Md. Abdullah Al Mamun3  \n1,2,3Department of English, Jashore University of Science and Technology, Bangladesh.  \n[1](1Email: munibur@just.edu.bd)[Email:](1Email: munibur@just.edu.bd)[ ](1Email: munibur@just.edu.bd)[munibur@just.edu.bd](1Email: munibur@just.edu.bd)  \n[2](2Email: mj. amila@just.edu.bd)[Email:](2Email: mj. amila@just.edu.bd)[ ](2Email: mj. amila@just.edu.bd)[mj. amila@just.edu.bd](2Email: mj. amila@just.edu.bd)  \n[3](3Email: mamun@just.edu.bd)[Email:](3Email: mamun@just.edu.bd)[ ](3Email: mamun@just.edu.bd)[mamun@just.edu.bd](3Email: mamun@just.edu.bd)  \n(+ Corresponding author)  \nABSTRACT  \nArticle History  \nReceived: 4 September 2024  \nRevised: 31 October 2024  \nAccepted: 13 November 2024  \nPublished: 3 December 2024  \nKeywords  \nContent analysis Curriculum objectives English textbook HSC level Language skills Tasks and activities.  \nThis study aimed to critically evaluate the effectiveness and suitability of the textbook English for Today designed to instill English language skills and communicative competence into Higher Secondary Certificate (HSC) level students in Bangladesh. To carry out the research, a mixed methods approach was followed. The researchers used an adapted content analysis framework, surveyed 28 teachers and 530 students with two separate structured questionnaires, and interviewed 10 teachers to analyze the English textbook in context. The findings of this study revealed that the textbook English for Today has mixed criteria, i.e. though it fulfills several criteria of a standard English textbook, it has many shortcomings that need to be addressed. The textbook has focused much on reading and in some cases on writing skills, but the focus on listening and speaking skills is poor and paltry. The units and lessons have less clearly stated objectives in line with the curriculum, and the materials and support provided to develop language skills and communicative competence are not sufficient. The findings of this study are expected to support the teachers, textbook board authorities, syllabus designers, and writers while planning to teach or design English textbooks in English as a second language (ESL) ESL or English as a foreign language (EFL) EFL contexts.  \nContribution/ Originality: The suitability of an English textbook is a prerequisite to ensure the quality of EFL education. So, this research tried to analyze the suitability and effectiveness of the English textbook by using multiple research tools, e.g. content analysis, questionnaires, and interviews which made the research reliable and unique.  \n1. INTRODUCTION  \nTextbooks are used in formal educational institutions as part of actualizing the educational curriculums of a country. To uphold and ensure quality teaching, usually, the national education system or authority of every country suggests and designs unified textbooks for different levels of instruction which are supervised by that particular country’s specific education ministry. Textbooks play a pivotal role in disseminating the curriculum objectives to the learners (Gak, 2011) . These books are easily accessible and available to students. Moreover, classroom teaching, class assessment, and testing are usually conducted based on textbooks (Jeon & Hahn, 2006) . Like textbooks of other subjects, English textbooks are used worldwide for teaching and learning English. Good English textbooks are written following the curriculum and syllabus keeping in mind the necessity and capacity of the particular country or students intended for and before writing any English textbook, it is necessary to make  \nsure that all the skills, activities, exercises, and competence have got sufficient focus, o","cbCaidxU7bmCxzIv","https://ap.wps.com/l/cbCaidxU7bmCxzIv","pdf",378224,17,"English","# Abstract\n# Article History\n# Keywords\n# 1. INTRODUCTION","[{\"question\":\"What is the main purpose of this research?\",\"answer\":\"To critically evaluate how effective and suitable the English for Today textbook is for HSC level students in Bangladesh, focusing on language skills and communicative competence.\"},{\"question\":\"How did the researchers collect and analyze data?\",\"answer\":\"They used a mixed-methods design: an adapted content analysis framework, two structured questionnaires for 28 teachers and 530 students, and interviews with 10 teachers.\"},{\"question\":\"What weaknesses does the study find in the textbook?\",\"answer\":\"The textbook has limited focus on listening and speaking skills, provides less clearly stated lesson objectives aligned with the curriculum, and offers insufficient materials and support to develop communicative competence.\"}]","An empirical appraisal of the HSC level English textbook - A Bangladesh perspective | PDF",1792073705,43]