A Comparative Study of English Coursebooks Using The Eclectic Checklist

Coursebooks are a central part of classrooms and schools often rely on materials that differ significantly in content, design, and pedagogy. This qualitative study analyzes two Grade 8 English coursebooks, New Oxford Modern English and My English, to uncover how each promotes language learning. The evaluation is conducted using the Eclectic Checklist for ELT Coursebook Evaluation and focuses on areas such as subject matter, skill integration, cultural appropriateness, curriculum alignment, and accessibility. The study aimed to: (a) assess pedagogical usability through the Eclectic Checklist’s four domains (subject/content, skills, layout, practical considerations), (b) compare cultural representation in local vs. global contexts, and (c) evaluate alignment with Pakistan’s National Curriculum Student Learning Outcomes (SLOs). Using purposive sampling, the two textbooks—NOME (widely adopted in private schools) and My English (mandated in Sindh’s public schools)—were selected for their contrasting pedagogical approaches. The analysis reveals that NOME offers greater exposure to global content, communicative tasks, and digital resources, whereas My English demonstrates stronger local relevance and alignment with national curriculum outcomes. While both textbooks effectively scaffold writing and grammar, My English lacks systematic listening activities (e.g., no audio supplements), and NOME’s Western literary focus may marginalize local cultural narratives. These disparities highlight the tension between global communicative language teaching (CLT) and localized curriculum-driven designs in Pakistani EFL contexts. These findings indicate the extent to which contextual issues impact coursebook effectiveness and signify the necessity of balanced and fair materials within Pakistani ELT contexts. The study recommends hybrid materials that merge My English’s curriculum alignment with NOME’s technological integration, alongside mandatory audio resources for public-sector textbooks. A limitation is the focus on content analysis without teacher/learner input, suggesting future classroom-based research.