EVALUATION OF AN ESP TEXTBOOK FROM PSYCHOLOGY STUDENTS’ PERSPECTIVE – A PILOT STUDY

The paper explores the evaluation of an English for Specific Purposes (ESP) textbook, focusing on tertiary-level psychology students. The study emphasizes the importance of selecting appropriate materials that align with learners’ professional needs. Using a Likert scale-based evaluation questionnaire, this study assesses English for Psychology in Higher Education Studies, analyzing criteria such as physical appearance, topics, language skills, activities, and motivation. The results show that students value the book’s topical relevance and vocabulary but identify a lack of listening and writing tasks, as well as insufficient grammar exercises. The findings imply the need for better integration of interactive elements and a more balanced approach to language skills. Some implications and recommendations from the study focus on improvements in textbook content, including more independent learning features and contemporary teaching strategies to enhance student engagement and meet professional needs. The study acknowledges certain limitations, including the small sample size and the absence of activities targeting specific language skills, and offers recommendations for future improvements in textbook design. Given these constraints and the exploratory nature of the research, further studies are needed to gain more comprehensive insights into the evaluation of ESP textbooks in tertiary education.