Introduction

Cosmetics in materials design and development is an issue neglected

in ESP books. It is important, according to Mc Donough and Shaw (), to
take in to account cosmetic as well as instructional value and make a
balance between these two factors. A textbook should be suitable and
convenient for the learners to handle and carry (Ahmed, 2011; Daoud &
Celce-Murcia, 1979; Sheldon, 1988). Another important characteristic is
layout and representation of a textbook which refers to organization and
presentation of language items and activities. In a study by Litz (2001),
the results of the teacher/student evaluation survey demonstrated that,
aside from a few shortcomings, most people actually responded relatively
favorably to particular aspects including layout and representation of the
book. Clear layout and attractive representation are important issues in
designing course books ( McGrath, 2002; Ur, 1996 cited in Alamri, 2008).
Durability of textbook, binding, pages and cover (Aytug, 2007 ; Ahmed, 2011;
Mc Donough & Shaw, 2003; Daoud & Celce-Murcia, 1979) are also among
necessary factors in designing course books. Another important factor in
materials development is attractive cover (Daoud & Celce-Murcia, 1979;

Aytug, 2007). The cover of the book should encourage students to

consider the elements inside the textbook (Aytug, 2007). Using illustrations
and pictures is also a significant factor increasing the cosmetic value of the
materials for learners ( Alamri, 2008). To Aytug (2007), illustrations can be

considered as the most important aspect of the design in EFL textbook

since, in most cases, the information in the relevant material is transferred
by the use of pictures. Pictures should have a functional purpose to
sustain the practice of the relevant skill or issue presented in a particular
page (Sheldon, 1988). Byrd (2001) states that the textbooks illustrations,
graphical and design elements should be suitable for the students and
also there should be a variety of graphical elements including print size,
font, style, white space, and illustrations. Mc Donough and Shaw (2003)
have suggested that visual materials such as photographs, chart, and
diagrams not only should have cosmetic value but also instructive value
and have learning purpose.

Some other characteristics for a qualified textbook in order to be

attractive and hold attention are, for instance, appropriate type face
(Riazi, 2005), different type size for the cover page, title, text and captions
which should be suitable for the age group (Ahmed, 2011), high quality,
well-presented and lavishly illustrated, up to date, and available on time
(Portway & Lane1997cited in Mahmood, 2010), and mix of text and
graphical materials on each page and having colorful and appealing
artwork (Sheldon, 1988). Furthermore according to Ahmed (2011), the paper
used in textbooks should be adequately thick, durable, smooth and
reasonable of good quality. Printing of the books should be neat and clean,
free from errors. The spacing between words, lines and paragraphs should
be satisfactory. Sheldon (1988) has also suggested that there would be
enough space for students to take notes during the lessons and focuses
on the necessity of labeling the binding of the textbook. In addition, to
Aytug (2007), the internal design of the textbook elements such as
lettering, headings, and the placement of texts, instructions and
illustrations into the pages are stated as other important considerations
under the heading of physical appearance.
Mahmood (2010) stated that for textbooks, the aesthetic dimension,
which was mentioned by Garvin (1988) as one of the characteristics of a
quality product, refers to the formulation of the title, binding, font and
font size, page layout, format, illustrations, and other graphicsacceptability with respect to age and level, and relevant to content and
context.
What aspects of materials we focus on in evaluating them will
largely depend upon the purposes one has in looking at materials. It is
possible to describe materials in terms of the quality of paper and binding,
pricing, layout, size, typeface, (Tomlinson, 2003; Aytug, 2007; Mc Donough
& Shaw (2003)), physical appearance presentation of illustrations, the
tables and figures in a textbook (Aytug, 2007). Williams (1983), Sheldon
(1988), Brown (1995), and Cunningsworth (1995) all agree that evaluation
checklists should have some criteria pertaining to the physical

characteristics of textbooks such as appearance, layout, organizational,

and logistical characteristics (cited in Tok, 2010).
As ESP textbooks should arouse the interest of the students and be
motivating (Baleghizadeh & Rahimi, 2011), one of the techniques which
can be used to achieve this goal is to use cosmetic factors, such as good
printing. Appealing and colorful cover (Aytug, 2007), using colorful and
appealing pictures, illustrations, tasks, clear layout, authentic materials
are among those factors which are important and necessary in attracting
the students attention and motivating them to read in language learning
process (Sheldon, 1988; Baleghizadeh & Rahimi, 2011). Baleghizadeh and
Rahimi (..) also state that a book without photographs or illustrations
is definitely a source of boredom for the learners.
According to the statements so far, what Mc Donough and Shaw
() mean by cosmetic value in textbooks is all the factors attracting
readers attention to read a book. It is organizational feature and practical
considerations of textbooks (Razmjoo & Raissi, 2010), textbooks physical
appearance (Riazi, 2005; Aytug, 2007), software (Riazi, 2005), aesthetic
(Garvin, 1988; Mahmood, 2010), layout and appearance (Mahmood,
2010), physical and academic features (Ahmed, 2011) and physical makeup (Ansary & Babaii 2002; Daoud & Celce-Murcia, 1979).
Razmjoo and Raissi (2010) analyzed some SAMT ESP books developed
in most of Iran universities. Their questionnaire contained six categories.
Related to organizational features and practical considerations category,
they asked some questions about cover, size, text books durability,
layout, usefulness of table of content, glossary, index and appendices,
references, bibliography, and resources, clearness of diagrams, figures
and pictures. Related to these features they concluded that the instructors
were not satisfied but the students found them satisfactory.
Kayapinar (2009) evaluated two foreign course book packages
(Opportunities and New English File) used in 25 high schools in Mersin city
center. The questionnaire included eight sub-titles. The responses
according to the physical make-up of the books expressed that the books

were usually attractive considering its cover, page design, and binding but
it included enlarged illustrations that only fill pages and increase the cost.
Ghorbani (2011) examined the first grade English textbook used in
Irans senior high schools based on the current research findings in
syllabus design under seven subheadings. Related to practical
consideration subheading, he concluded that despite many shortcomings
related to content, the textbook was perfect in physical qualities like
paper quality, binding, printing, etc. and it had sufficient number of
pictures to make the situation more life-like, although there was a lack of
color photographs and drawings in it. The papers were of good quality;
thick and durable. Binding was not so strong, but the physical appearance
was interesting and attractive. The good printing, size and type of the
fonts were used in this book. The layout was clear and well-organized. The
space between words, sentences, lines and paragraphs, the quality and
color of ink used, etc were right.
Aytug (2007) investigated some issues regarding the ELT textbook
New Bridge to Success used at 9th classes in Anatolian High Schools
Ankara. Related to the attractiveness and durability of the cover of NBS,
the cover was durable but it was not designed by using different colors.
There were no pictures on either the front or back cover. Although the
participants were in favor of attractive and colorful textbook covers, most
of them strongly disagreed concerning the degree of attractiveness of the
textbook cover.
Zare and Riasati (2010) also evaluated New Interchange Series. The
questionnaire was divided into several categories included layout and
design of the book, activities, skills, language type, subject and content of
the book and also some open ended questions. They concluded that the
participants were happiest with the practical consideration and were the
least satisfied with is the layout and design of the series.
Atkin (2001) presented a study to evaluate the course book used for
Oral Communication One at a privately funded senior high school in Japan
according to the points which are mentioned in McDonough and Shaw

(2003). Related to one of these questions, (What visual material does the
book contain and is it there for cosmetic value or is it actually integrated
into the text?), he stated that the student book contained colorful
illustrations in every unit.
In his research, Tok (2010) evaluated Spot On textbook used in state
primary schools in Turkey in term of layout and design, activities and
tasks, language type, subject, content and skills and whole aspect. More
than half of the participants stated that the layout and design was not
appropriate and clear. Litz (2001) conducted a survey to evaluate English
Firsthand 2 in South Korea. He concluded that FH2 was made of highgrade and durable paper and the presentation of information appears to
be clear, concise, and user-friendly. The book also contained several
charts, models, and photographs that helped clarify and contextualize
information while the presence of hand-drawn pictures portrays a friendly
and humorous atmosphere. The book was also very attractive and
organized in a clear, logical, and coherent manner.
Alamri (2008) in his thesis evaluated the quality of the Sixth Grade
English Language Textbook for Saudi Boys' Schools. A survey
questionnaire was prepared under 12 main categories. He concluded that
the majority of the participants believed that the cover of the textbook
was informative and attractive, the font size and type were also
appropriate, but the majority of them were not satisfied with the glossary
provided in the book in question.
Baleghizadeh & Rahimi (2011) attempted to evaluate English for the Students of
Sociology: Social Science Texts taught at the University of Tehran, Iran. A questionnaire
consisted of six main factors was used. The findings indicated that the book, despite having
merits, was not very suitable for the course. Related to layout of materials, it was not very
attractive. There were no photographs and illustrations in the book.
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