This paper evaluates the English Plus 1 textbook (Oxford University Press, 2016) for lower-secondary English as a Foreign Language (EFL) learners. It examines the textbook’s structural design, key methodological approaches (task-based learning, lexical approach), and suitability for CEFR A1–A2 levels. The paper also addresses legitimate access options (institutional purchase, Oxford’s digital platforms) and contrasts these with the risks of using unauthorized PDF copies. Findings suggest that while the textbook offers robust skills integration and learner engagement features, teachers must supplement digital materials when official e-books are inaccessible.
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This paper evaluates the English Plus 1 textbook (Oxford University Press, 2016) for lower-secondary English as a Foreign Language (EFL) learners. It examines the textbook’s structural design, key methodological approaches (task-based learning, lexical approach), and suitability for CEFR A1–A2 levels. The paper also addresses legitimate access options (institutional purchase, Oxford’s digital platforms) and contrasts these with the risks of using unauthorized PDF copies. Findings suggest that while the textbook offers robust skills integration and learner engagement features, teachers must supplement digital materials when official e-books are inaccessible.