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This study investigated Listening Comprehension components in Top Notch 2A & 2B (2nd edition), which contains 10 units and 2–4 listening parts per unit. The findings show non-uniform distribution and identify strengths and weaknesses, including unclear visuals, audio that does not fully match learners’ English level, and discussion activities that fail to stimulate speaking. 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With respect to the importance of textbooks in a language course, evaluation of course books is a significant issue for most researchers. The present study investigated and analyzed Listening Comprehension parts in Top Notch 2A & 2B 2nd edition. Top Notch 2A & 2B have 10 Units. The number of listening comprehension parts is in the range of 2 to 4 parts in each unit through the book. So the number of listening comprehension parts is not equally distributed. The participants of this study are 10 EFL teachers of two English language Institutes in Jahrom. Strong and weak aspects of Listening Comprehension parts have indicated in this research. The weaknesses involve the pictures and visuals are not clear enough to enhance students' motivation and interest, the audio is not completely suitable for students' English level, and Discussion parts are not stimulating students' talking. Furthermore this study revealed the crucial function of teachers in listening achievement of students.  \nKeywords: textbook evaluation, listening comprehension, ELT  \n1. Introduction  \nEvaluation is systematic collecting information for purposes of decision making. It involves gathering information on patterns of language use, language ability, and attitudes toward language. In language program evaluation, evaluation is the decisions about the quality of curriculum or materials program. (Longman Dictionary of Language teaching & Applied Linguistics, 2002, page.188) .Evaluation means paying attention to both the results of a course, and the designing and performing of the course. The aim of evaluation is to examine the course achievement and where it requires improvement. (Nation & Macalister, 2010, p.123) .  \nMany researchers try to find strengths and weaknesses in every teaching material in order to take advantage of the former and anticipate the latter. (Ur, 2012, p.203) . In every language teaching classroom, course books have significant role in the process of learning and teaching. Course books refer to the materials which are used as the basis for courses.(Ur, 2012, p.197) .  \nAs Nation & Macalister (2010) mentioned in adapting an existing course book, teachers may wish to add some changes to it. For doing this the teaching material must suit the interests and proficiency of learners. The existing course book should have comprehensible input (\"interesting comprehensible receptive activity in both listening and reading\") . Also the course book must contain fluency both in receptive and productive skills. (p. 161-2) .  \nIn every language course students spend plenty of time and money passing the course. Therefore it is worthwhile to evaluate the course book in a systematic way. In the beginning of every evaluation process, the teacher considers the essential features of evaluation procedure which are \"right vocabulary and grammar level for learners, focus on language and skills, certain price of book, readily availability of book, appropriate size and number of lessons according to length of course, and not offend religious ","cbCailXjsPhUhxVo","https://ap.wps.com/l/cbCailXjsPhUhxVo","pdf",179200,"English","# Abstract\n# Introduction\n## Course-book evaluation in language programs\n## Listening comprehension as a skill prerequisite\n## Design features of listening tasks","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study analyzes Listening Comprehension parts in Top Notch 2A \\u0026 2B (2nd edition) and examines their strengths and weaknesses.\"},{\"question\":\"How many listening comprehension parts are included in each unit?\",\"answer\":\"Each unit contains between 2 and 4 listening comprehension parts, and the distribution is not equal across the book.\"},{\"question\":\"What weaknesses were identified in the listening comprehension components?\",\"answer\":\"Weaknesses include unclear pictures and visuals, audio that is not completely suitable for students’ English level, and discussion parts that do not stimulate students’ talking.\"}]","Textbook Evaluation - An Analysis of Listening Comprehension Parts in Top Notch 2A & 2B | PDF",1792067606,18]