Evaluating the Global Elementary textbook used in the Certified Intensive English Programme (CIEP) at Komar University of Science and Technology, Iraqi Kurdistan, through the perspectives of teachers and students

Abstract

The Global Elementary textbooks have been designed to give instructors and learners opportunities to access syllabi relevant to the topic they are teaching/studying, and they usually do this in some detail. Often, the information and materials these textbooks provide are presented to their readers in a balanced manner. This paper deals with the research conducted on the Global Elementary textbook used by elementary nursery students in the Certified Intensive English Program (CIEP) at Kumar University of Science and Technology (KUST). The study examines the educational value and compatibility of the textbooks in the context of the ambitions of Iraqi nursery students. It achieved this by selecting 40 teachers and 120 students and collecting data via the Litz (2001) questionnaire, which comprised 40 items for the teachers and 20 for the students. Despite some shortcomings, the study’s results show that the Global Elementary textbook does meet the majority of the elementary nursery students’ needs.