Textbook is regarded as the visible heart of any English language teaching program. It is the foundation for how much linguistic input the students will get in the classroom (O’Neill, 2008). Richards (2011) argues that in some contexts, textbooks may provide the ground for the content of the lessons, and the type of linguistic practice the learners engage in. In other contexts, textbooks may be complementary to the teacher’s instruction. For students, textbooks may be the main source of contact they have with the language apart from input given by the instructor (Cowling, 2007). Furthermore,textbooks may serve as a kind of training to the teachers by giving them ideas on how to teach lessons.