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  This research explores the issue of tasks in middle school English textbooks. The objective of the evaluation is twofold. In the first place, an assessment of the cause and the effect of tasks in the textbooks is sought Second, collection of information is sought on variables that are identified by students and teachers as implicated in the tasks. The subjects are 100 middle school students and middle school English teachers. This study is conducted based on responses from questionnaires. In order to promote a systematic analysis I modifies a set of questionnaires that utilize three variables: (1) the contents of current textbooks; (2) the teaching methods; and (3) the achievement of teaching and learning. Results of the analysis are presented.

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