چكيده
New series of course books, entitled Vision, which is in use nationwide at high schools in Iran, consider speaking as one of the major skills to develop in EFL learners. To evaluate the extent to which this objective has been achieved, the present study was conducted. This study intended to make a comparison between the speaking sections of two textbooks, namely Vision (I) and Solution (I) based on three criteria: the integrated speaking activities, the strategies implemented for speaking practice, and the suggested pattern of interaction. First, Content analysis of the textbooks was made and Cohen’s Kappa was computed to measure the degree of the inter-coder agreement between the two coders. Then, the data obtained from the textbook analysis were fed into the statistical package for social science (SPSS) version 26 for the analysis. Descriptive statistics as well as inferential statistics were performed to summarize the data and provide answer to the research questions. The non-parametric Chi-square goodness of fit tests were run to examine if there were any statistically significant difference between the two textbooks regarding the three criteria. The results indicated that the two books were significantly different in terms of integrated speaking activities as well as pattern of interaction. However, the difference regarding speaking strategies did not prove to be significant. All in all, compared to Solution 1, the book Solution 1, appeared superior in terms of the number and variety in type of speaking activities. Suggestions were made to improve Vision 1 with regard to speaking skill.
