Arezoo Shafiee - Department of English, Abadeh Branch, Islamic Azad University, Abadeh, Iran
Seyed Jamal Abdorahimzade - Department of English, Abadeh Branch, Islamic Azad University, Abadeh, Iran
Mohammad Rostampour - Department of English, Abadeh Branch, Islamic Azad University, Abadeh, Iran

The quality of textbooks has the main role in teaching and learning, so they should have the highest and the best quality. Moreover, and English education curriculum and syllabus designers as well as materials developers should pay attention to this fact, but unfortunately the quality of English textbooks used in Iranian high shool is low and have shortcomings and need basic changes and modifications. Although it is believed that the textbook is an important input, the quality of this input in high school education in Iran is not satisfactory. It is simply the reminder of an absolutely bitter and undeniable fact. To address this issue, this study has focused on foreign language learning while concerning with the role of input and output quality of English textbooks and their influence on the development of Iranian students’ learning after graduating from high school. The present study proposed in to the quality of English textbooks in high school from the view point of teachers. The participants in this study were 40 high school English teachers (20 males and 20 females) from Abadeh, Fars province, Iran and cities around it. As for the main focus of the study, the quality of textbook in high school English education was extensively investigated with the help of questionnaires administered to language teachers. The findings indicated that teachers are not satisfied with the quality of textbook and hence the result indicated that the quality of English textbooks is low.

Input, Input enhancment, Output