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There are many different kinds of English as a Second Language (ESL) course books that are designed for students of all levels and ages. Therefore, the process of choosing the right course book for use in the classroom, especially at the college level, is a daunting task. In addition, what we choose for our classrooms often shapes the syllabi, and sometimes even the entire language program (Angell, DuBravac and Gonglewski, 2008; Byrnes, 1988). There are many reasons why English teachers choose to use ESL course books in the classroom. Sometimes it is based on our impressions and expectations of what teaching materials should look like. Other reasons might be that the course books are visually appealing, easy for the teacher to prepare, and the activities fits well into the timetable (Angell et al., 2008). However, all course books should be chosen based on its educational values and whether or not it meets the program objectives. Most importantly, students should learn something beyond just simple practices of ABC?s. According to Cheung and Wong (2002), the major premise of an academic curriculum should aim at developing students? intellectual abilities in subject areas that are most worthy of study. This means that the curriculum should provide intrinsically rewarding experiences for the students while developing their affective and cognitive domain. Schwartz (2006) mentioned that a good curriculum is not only designed for the students, it is also designed for the teachers as well. In other words, a good curriculum not only educates the student, but teachers can also teach something of value to the students.
