Vocabulary plays an important part in an EFL/ ESL textbook. The language input contained in textbooks and the representation of dimensions in vocabulary activities may have various impacts on learners’ language acquisition and development. According to Webb and Nation, vocabulary development requires the establishment of certain learning situations. It is imperative to analyze whether the vocabulary exercises presented in the book serve the desired purpose or not. The present research analyzed present General English textbook to ensure that it fulfills the learning needs of students. During the analysis, it was found that most of the sections of the vocabulary are well presented with proper context. However, there were some sections which do not contextualize the vocabulary as presented in the book. These items need to be substituted. Certain sections of the vocabulary are above the level of learners and need to be replaced with the easy ones.

The course design has been paid attention to by both teachers and administrators. However, for a long time, some problems, such as the fragmented course design, and the repeated teaching contents, have existed in the college English curriculum for non- English majors from undergraduates, graduates and Ph. D students in the mainland China. Based on the ESP “learning-centred” approach, this study intends to construct an integrated curriculum system to help solve these problems through three main features of the integrated curriculum system: systematicness, hierarchy and openness. To investigate the feasibility of the course system, the combination of quantitative and qualitative research methods were used through questionnaire, text analysis and interview. The results show that, 1. This curriculum system can avoid the repetition of the course content. The fragmented curriculum design and the needs from the nation, society and students can be met through the systematicness, hierarchy and openness. 2. This system can facilitate teachers’ teaching reform and research interest because they have more choices to adapt the materials from students’ disciplines besides textbooks. This curriculum system is hoped to provide a possible way to meet the nation, society and students’ needs in the Chinese tertiary context.

Textbooks are of utmost importance in an academic setting. They cannot achieve their goals and objectives until they address the particular needs of students. The current study aims to assess the grammar textbook used at Najran University's Preparatory Year Program. The study's objectives are to examine the textbook's material in light of the course objectives and to pinpoint the factors that contribute to discrepancies between course objectives and learning outcomes. Additionally, it offers solutions to close the gaps between the course objectives and learning objectives. Twenty PYP teachers were chosen to participate in the study. To collect information from the participants, a quantitative questionnaire with 10 statements based on the course objectives was used. The teachers were also the subject of a qualitative interview to get their advice and insights. The analysis backs the current textbook because of its advantages, which the teachers who participated in the questionnaire said they liked. However, there is always room to update the textbook and improve particular sections or courses to better suit the needs of students. This specific section replacement can address those precise goals that the questionnaire's respondents did not rate very high.