Evaluating Commercial EFL Textbooks in Iran: Cognitive and Cultural Alignment through the Lens of Bloom’s Taxonomy

Zohrabi, Momammad; Aghajani-Refah, Solmaz

doi:10.30470/irelc.2025.2064735.1027

Evaluating Commercial EFL Textbooks in Iran: Cognitive and Cultural Alignment through the Lens of Bloom’s Taxonomy

Document Type : Research Article

Authors

Momammad Zohrabi

Solmaz Aghajani-Refah

Department of English Language, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran

10.30470/irelc.2025.2064735.1027

Abstract

Textbooks play a pivotal role in shaping learners’ experiences and outcomes in language education. This study evaluates the effectiveness of commercial English as a Foreign Language (EFL) textbooks used in Iranian language institutes, focusing on their alignment with the cognitive and linguistic needs of Iranian learners, as framed by Bloom's Taxonomy. A mixed-methods approach was employed, integrating quantitative surveys and qualitative interviews with 210 EFL teachers from various regions across Iran. The majority of the participants were highly qualified, with 72% holding postgraduate degrees and 68% possessing over five years of teaching experience, thereby enhancing the credibility of their evaluations. The findings indicate that while the textbooks provide structured content and are generally rated highly for usability and organization, concerns were raised regarding the cultural appropriateness of the material – particularly among teachers in rural areas. A significant positive correlation was identified between teaching experience and perceived textbook effectiveness. The study concludes that adaptations are needed to enhance both cognitive engagement and cultural alignment, which could lead to more effective EFL instruction in Iran. Recommendations are offered for educators and policymakers to inform textbook selection and adaptation.

Keywords

Textbook Evaluation

Bloom&rsquo

s Taxonomy

Cultural Relevance

Subjects