After the teacher, the most important factor in foreign language classroom is
the textbook. It is vital that the best possible text be chosen for each situation.
Even with the development of new technologies that allow for higher quality
teacher-generated materials, demand for textbooks continues to grow, and
the publishing industry responds with new series and textbooks each year.
Therefore, it is absolutely essential to establish and employ a certain number of
relevant and contextually appropriate criteria for the evaluation of the textbooks
that are used in our language classrooms. In order to evaluate ELT textbooks,
theorists and writers have offered different kinds of evaluative frameworks
based on a number of principles and criteria. The purpose of this study was to
evaluate a series of ELT textbook, namely intermediate Top Notch based on
Littlejohn’s (1998) evaluative framework, in order to determine the strengths,
weaknesses, and explicit features of the books and to see whether the books are
in line with the CLT principles and the objectives set for them. Six ELT teachers
helped the researcher rate the evaluative checklists. The results of the study
showed that although a number of shortcomings were found in Top Notch, it
stood up reasonably well to a detailed and in-depth analysis and that its positive
attributes far out-weighed its shortcomings.