Teaching conversation skills is a difficult task for teachers and requires careful attention when selecting
the textbook that best suits learners' needs and interests in addition to their different learning
dispositions. This study proposes a system for analyzing the content of the conversation English
textbook for second-year undergraduate students in An-Najah National University according to five
major rubrics: topic consistency, frequency of drill use, type of syllabus, self-expressing activities, and
the appropriate type of language they use. These rubrics, which include the different learning
dispositions, determine the appropriateness or the inappropriateness of the textbook used for teaching
oral communication depending on the level of existence or absence in the textbook. After analyzing the
content of the conversation textbook, it was found that it lacks creative and interactive activities.
Besides, it is revealed that there are not enough exercises to practise the language naturally and
authentically. Based on these results, the researcher recommended specialists and a conversation
textbook designers to include adequate role-playing activities and problem-solving activities that
enhance students' interaction, motivation and develop their speaking ability in constructing further
conversation textbooks.