A Comparative Critique of the Teaching of Arabic Textbooks in Middle and High School During the 1990s and 2010s in Iran
Keywords:
high school, Arabic language teaching , middle school, textbooks, educational content criticism, language skillsAbstract
Purpose: This study aims to conduct a comparative critique of Arabic textbooks in Iranian middle and high schools during the 1990s and 2010s, focusing on structure, linguistic content, educational goals, and teaching approaches.
Methodology: Using a narrative review and descriptive analysis approach, this study analyzed Arabic textbooks used in secondary education across two decades. Key dimensions included textbook structure and design, types of texts and exercises, attention to four core language skills, assessment methods, and alignment with the National Curriculum.
Findings: The findings indicate that 1990s textbooks were rooted in traditional, grammar-based instruction, lacking visual design and student engagement, with a strong teacher-centered orientation. In contrast, 2010s textbooks incorporated interactive tasks, practical language use, visual enhancements, and emphasized speaking and listening skills. However, implementation challenges remained due to limited teacher training and resource gaps.
Conclusion: While 2010s textbooks represent substantial improvement over previous decades in structure and pedagogy, their success depends on improved alignment with classroom realities, supplementary materials, and teacher empowerment. The study highlights that textbook reform must be accompanied by broader institutional support for effective language education.
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Copyright (c) 2025 Zahra Abbaszadeh (Author); Gholam Abbas Zakeri; Foruzan Haghshenas Getabi (Author)
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