Abstract
Few studies have been made in terms of comparing teachers' and students' views of English teaching materials. We conducted a survey of high school teachers and students to examine if there may be any significant difference between teachers and students in evaluating the components of English textbooks, and whether the goals for learning English would cause any differences. The results showed that teachers set a high value on the 'descriptive content' of English textbooks, while students viewed the 'grammar exercises' as more important. It was also found that the students who chose 'passing the entrance exam for university' as their goal for learning English set a low value on the 'literary' component of textbooks.
