REEVALUATING TEXTBOOKS ORGANIZATION: A CORPUS-BASED ANALYSIS OF CONTENT COMPLEXITY IN PTB ENGLISH TEXTBOOKS FOR INTERMEDIATE LEARNERS

Abstract

This study critically reevaluates the organization and progression of content complexity in the Punjab Curriculum and Textbook Board (PCTB) English textbooks for intermediate learners (Book I for Class 11 and Book II for Class 12) using a corpus-based methodology. Guided by the Text Complexity Framework (2010), it integrates quantitative measures from the framework with corpus linguistics tools to assess linguistic and structural complexity objectively. Voyant Tools and Text Analyzer were employed to examine lexical density, sentence length, word and sentence counts, syllables, characters, and readability scores such as the Flesch-Kincaid Grade Level. The analysis reveals inconsistencies in the progression of textual complexity across chapters, which may hinder learners’ cognitive and linguistic development. By focusing solely on intrinsic textual features, this study provides a replicable and objective method for textbook evaluation. The findings highlight the need for a systematic reorganization of textbook content to ensure logical progression in difficulty. Such improvements can support deeper learning, inform curriculum development, and guide educators, policymakers, and textbook designers. This study ultimately calls for moderation in content difficulty and improved readability to enhance English language instruction in Pakistan.