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Shim, Soo-Jin & An, Chi-Hyun. “Korean College Students’ Perceptions and Preferences in Their English Textbook Evaluation.” Studies in English Language & Literature. 42.4 (2016): 215-243. This study investigates students’ evaluations and perceptions of the textbooks after they use them. The findings reveal which factors influence students’ textbook preferences and identify whether there are any achievement differences between two student-groups using different textbooks. 118 low-level college students in English proficiency participated in this study, which employed a mixed methods approach using both quantitative and qualitative data: a textbook-evaluation survey, student interviews, and achievement scores. The results suggest that the students tend to be more attracted and motivated by the physical make-up of textbooks: layout, organizational and illustrative clarity, and visually clear representation of content with graphic devices (e.g., colored boxes and tables). Also, the detailed explanation for textbook exercises is considered important. In light of students’ achievement, the two groups showed a statistically significant difference in their vocabulary achievement. Textbook B group evaluated their textbook more highly than Textbook A group did, and it showed higher vocabulary score. It is generally assumed that more clearly organized presentation of vocabulary/relevant exercises and students’ preference about it might have positive effects on their learning motivation and achievement. (Hanyang University & Kyunghee University)