Does this book help learners become better writers? A triangulation of teacher-student attitudes to an ESL writing textbook

Textbook Evaluation has been the topic of a variety of education-related articles and books. Overall, the existing body of literature can be divided into two main categories, the one providing checklist criteria for conducting the evaluation process, and the other encompassing empirical research on the issue. However, none of the latter category attempted to triangulate teacher-student attitudes towards a certain textbook.; The current study addresses this gap in the literature by investigating the effectiveness of Interactions II Writing through the attitudes of teachers and students at Riyadh Teachers College, Saudi Arabia, who were involved in using the textbook. The evaluation process included Likert scale questions about the topics, activities, aspect of writing, language, and visuals of the textbook. It also incorporated open-ended questions for qualitative interpretations. The participants' sample included 36 male Saudi students and 4 male Arab teachers at Riyadh Teachers College in Saudi Arabia.; The findings indicate that Interactions II was positively perceived by both groups of participants since most of its topics were considered stimulating, and its activities helpful for developing students' writing skills. The qualitative analyses revealed that to some of the participants the mechanics of writing seemed more important than the process of writing.; Some observations were made about culture-related problems in the textbook. Other observations touched upon biases of Interactions II Writing toward gender and culture conveyed via the language or/and visuals in each chapter.