A Textbook Evaluation Framework Analysis of the Grade XI English Textbook under the New Syllabus (2025)

Abstract

The 11th-grade New English Syllabus, which was established in 2025, represents one of the largest curriculum changes to date in terms of changing language instruction, enhancing communicative competence, and encouraging students’ critical and analytical abilities. This study conducts a descriptive qualitative analysis of the textbook by addressing the content, thematic elements, instructional framework and adaptation of the new textbook in accordance with planned learning outcomes. This study analyzes the textbook’s written and visual components, pedagogical activities, theme-based content and competency development elements by employing qualitative content analysis within the research methodology framework. The analysis explores the effectiveness with which the textbook incorporates language proficiency activities and considers the level in relation to these components that promote skill based learning as described in the 2025 syllabus. The analysis indicates that the textbook offers a variety of literary and informational texts that foster moral development, community awareness, and sociocultural identity. Reading interpretation activities are organized and easily understandable , at the same time  written tasks explore fundamental academic genres. A restricted number of speaking tasks, few critical thinking activities, and a lack of comprehensive integration of 21st-century skills including multimodal literacy and creative skills highlight considerable weaknesses in the study. The functionality of the textbook can be improved through a series of suggestions presented in the study, taking these findings into account. The study suggests adding speaking activities, enhancing critical thinking,  and including modern and global themes. This analysis presents practical suggestions for educators, curriculum planners, and policymakers to enhance English education in Pakistan.