1 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐOÀN PHƯƠNG NGÂN TEACHERS’ AND STUDENTS’ EVALUATION OF ENGLISH 1.1 TEXTBOOK IN USE AT VIETNAM UNIVERSITY OF COMMERCE ĐÁ NH GIÁ CỦA GIÁ O VIÊN VÀ SINH VIÊN VỀ GIÁO TRÌNH TIẾNG ANH 1.1 ĐANG SỬ DỤNG TẠ I TRƯỜ NG ĐẠI HỌC THƯƠNG MẠI M. Minor Programme Thesis English Teaching Methodology Code: 60 14 10 Hanoi - 2010 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐOÀN PHƯƠNG NGÂN TEACHERS’ AND STUDENTS’ EVALUATION OF ENGLISH 1.1 TEXTBOOK IN USE AT VIETNAM UNIVERSITY OF COMMERCE ĐÁ NH GIÁ CỦA GIÁ O VIÊN VÀ SINH VIÊN VỀ GIÁO TRÌNH TIẾNG ANH 1.1 ĐANG SỬ DỤNG TẠ I TRƯỜ NG ĐẠI HỌC THƯƠNG MẠI M. Minor Programme Thesis English Teaching Methodology Code: 60 14 10 Supervisor: Nguyễn Minh Huệ, M. Hanoi - 2010 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 6 TABLE OF CONTENTS Acknowledgements…………….
ii Abstract…………………………………………………………………………… iii Table of contents…………………………………………………………………. iv List of Abbreviations……………………………………………………………. vi List of Tables .…………………………………………………………………… vii List of Figures and Charts………………………………………………………. viii CHAPTER I: INTRODUCTION ……………………………………………….1 Rationale of the study………………………………………………………….2 Aims of the study……………………………………………………………… 2 1.4 Scope of the study…………………………………………………………….5 Significance of the study……………………………………………………… 2 1.6 Overview of the paper ………………………………………………………… 3 CHAPTER TWO: LITERATURE REVIEW.
Categories of materials …………………………………………………….1 Definitions of material evaluation ………………………………………… 5 2.2 Types of material evaluation ……………………………………………….3 Purposes of material evaluation …………………………………………….4 Approaches to material evaluation ………………………………………….5 Principles for material evaluation ………………………………………….6 Models for material evaluation …………………………………………….7 Criteria for material evaluation ……………………………………………. 11 CHAPTER THREE: METHODOLOGY……………………………………… 14 3.1 An introduction to English 1.1 course and English 1. 14 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.3 Data collection instruments …………………………………………………. 18 CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION ……………….1 Results and discussion………………………………………………………… 19 4.1 Student questionnaire results …………………………………………….2 Teacher questionnaire results …………………………………………….2 Follow-up interview results ………………………………………………… 28 4.1 Student follow-up interview results ……………………………………….2 Teacher follow-up interview results ……………………………………… 31 4.1 Summary of main findings………………………………………………….2 Strengths and weaknesses of the textbook ………………………………… 33 CHAPTER FIVE: CONCLUSION…………………………………………….2 Limitations of the study……………………………………………………… 37 5.4 Recommendations for further studies.
XIII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 8 LIST OF ABBREVIATIONS Abbreviation Meaning A Agree D Disagree EFL English as Foreign Language M. Mean N Neutral Ord. Order SA Strongly Agree SD Strongly Disagree Sd. Standard Deviation VUC Vietnam University of Commerce LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 9 LIST OF TABLES Table Page 3.1 Description of Student Participants 15 3.2 Description of Teacher Participants 16 4.1 Students‟ Evaluation of the Textbook Aims 19 4.2 Students‟ Evaluation of the Textbook Design and Organization 20 4.3 Students‟ Attitudes toward the Textbook Topics 21 4.4: Students‟ Opinions on the Textbook Language Content 22 4.5: Students‟ Evaluation of the Textbook Language Skills 22 4.6 Teachers‟ Evaluation of the Textbook Aims and Approach 24 4.7 Teachers‟ Evaluation of the Textbook Design and Organization 25 4.8 Teachers‟ Evaluation of the Textbook Topics 26 4.9 Teachers‟ Opinions on the Textbook Language Content 26 4.10 Teachers‟ Evaluation of the Textbook Language Skills 27 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 10 LIST OF FIGURES AND CHARTS Figures and Charts Page Figure 2.1: The Materials Evaluation Model of Hutchinson and 9 Waters (1987: 98) Figure 2.2: A preliminary framework for materials analysis and 10 action by Littlejohn (1998) Chart 4.1: Students‟ main studying purposes for the course 20 Chart 4.2: Teachers‟ Opinions on Purposes of the Course 24 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 11 CHAPTER ONE: INTRODUCTION 1.1 Rationale of the study The textbook, a key component in most language programs, is one of the major teaching and learning resources used both inside and outside the classroom (Richard 2005).
It has an enormous influence on what is taught in class and how it is taught. In Tyson‟s research (1997), he found “those new and in-experienced teachers, or those who lack adequate time for lesson planning, may actually teach from the first page of the textbook to the last, skipping little or nothing” (p. Due to its very important role, selecting a right textbook for an English course is not an easy task for each EFL teacher. Nguyen (2007) reviews all the advantages and disadvantages of using the textbook in her research.
On the one hand, the textbook offers certain advantages like instruction and assessment standardization (Richard 2005), providing syllabus for a program (Cunningsworth 1995), receiving students‟ credibility (Sheldon 1988) and making an effective resource for learning in the classroom and self-directed learning (Cunningsworth 1995). On the other hand, it also shows several reservations like being able to control the methods, processes, and procedures of classroom practice and „deskill‟ teachers (Allwright 1982); and not suiting all classrooms as it is written for global market (Richard 2005). Being aware of all the above advantages and disadvantages, the teachers at English Department, University of Commerce carefully selected content for English 1.1 textbook, which is used for English 1.1 course, the first English course for the students at this university. The content selection for the textbook is based on the course objectives, students‟ levels and their needs and the course length.
Sources of the textbook are Business Basics (2000) written by David Grand and Robert Mc Larty, published by Oxford Press, and Market Leader (2004) written by David Cotton, David Falvey and Simon Kent, published by Longman. This textbook has been in use at Vietnam University of Commerce since 2008. It has, undeniably, contributed greatly to the English language teaching and learning there, but for some unanticipated problems, it remains unsatisfactory. As a matter of fact, no research on evaluation of this textbook had been carried out to see how far it suited the course.
Thus, LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 12 this study was conducted to evaluate the textbook and suggest ways to improve the quality of the textbook as well as the course.2 Aims of the study This study is aimed at evaluating English 1.1 textbook used at Vietnam University of Commerce from perspectives of teachers and students. It is designed to find the strengths and weaknesses of the textbook, and also suggest some solutions for further improvement of the textbook which undoubtedly will enhance the learning efficiency as well as stimulate students‟ interest in the language learning process.3 Research questions In order to meet the aims of the study, the following research questions are generated: 1. What are the strengths of English 1.1 textbook from the perspective of teachers and students at Vietnam University of Commerce? 2. What are the weaknesses of English 1.1 textbook from the perspective of teachers and students at Vietnam University of Commerce? 1.4 Scope of the study As its name “ Teachers’ and Students’ Evaluation of English 1.1 Textbook in Use at University of Commerce” suggests, the thesis will focus on the communicative nature of the English 1.1 textbook and the ease of its use from the perspectives of teachers and students in the studied context.
The textbook will be evaluated under certain categories namely aims and approach, design and organization, topic, language content and language skills.5 Significance of the study The findings of the thesis give teachers and students at Vietnam University of Commerce a comprehensive look at their textbook. They have a systematic evaluation of the book which “may even constitute the main source of language input that learners receive and the basis for language practice that occurs both inside and outside the classroom” (Nguyen LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Practically, those findings are beneficial to both teachers and course designers in improving the quality of the course 1.6 Overview of the paper The study consists of five chapters as follows: Chapter 1 introduces the background to the thesis, the aims, significance, scope and methods of the thesis Chapter 2 is a review of literature on material evaluation. Chapter 3 presents an overview of English 1.1 course and English 1.1 textbook, and describes the methodologies employed in the study.
Chapter 4 analyses data and discusses the findings of the study. Chapter 5 concludes the study. LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 14 CHAPTER TWO: LITERATURE REVIEW The present chapter reviews previous research related to evaluating EFL materials. It first sheds light on materials with their definitions and classifications (section 2.
Then, the chapter reviews material evaluation with its associated issues (section 2. In this section, definitions, types, purposes, approaches, and principles of materials evaluations are explored. The section also outlines criteria and models for evaluating materials with different viewpoints of different researchers.1 Definition Language learning materials are often associated with coursebooks as they have been the main source of people‟s experience of using materials. However, according to Tomlinson (1998), materials are a “term used to refer to anything which is used by teachers or learners to facilitate the learning of a language”.
He affirmed teachers can adapt materials according to ages and proficiency level of the students.2 Categories of materials Materials can vary from textbooks, audio, and video tapes to electronic documents like power point files or e-books. According to McGrath (2002), these materials can be categorized into four main types. Published materials This category includes books and reference materials such as dictionaries, grammars, test practice materials, tapes accompanying coursebooks or supplementary skills books. Authentic materials Authentic materials are those taken from real life.
They consist of newspaper, magazines, user manuals, leaflets and brochures, foreign mission information, letters faxes, emails, videos (films or documentaries) and songs. Adapting and supplementing published materials LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 15 Materials in this category are those refer to published ones that have been adapted or supplemented in some way. These cut-up materials can be self-standing or deliberately designed to supplement the coursebooks. Specially-prepared materials This kind of materials proves to be useful as there is always a need for material that is more precisely tailored to the needs of students working on their own.
Whatever types of materials they are, EFL materials should be appropriate to the specific body of learners. In other words, when choosing EFL material, factors like learners‟ level, needs, culture, course‟s length, and objectives should be taken into consideration. Whether an EFL material is appropriate calls for material evaluation.1 Definitions of material evaluation In the words of Williams (1983), “any textbook should be used judiciously, since it cannot cater equally to the requirements of every classroom setting”. Thus material evaluation has been given a great deal of attention.
Murphy (2000) strengthens this point when he considers evaluation one of the key concepts in ELT to “determine the extent to which a programme is worthwhile, and to aid decision-making through the purposeful gathering information”.237) agrees with Hutchinson and Waters (1987, p.97) that textbook evaluation is basically a straightforward, analytical “matching process: matching needs to available solutions”. Dudley-Evans and St John (1998) regard material evaluation “as a whole process which begins with determining what information to gather and ends with bringing about change in current activities or influencing future ones.” In order to evaluate a textbook, Cunningsworth (1984, p.2) raises a number of questions and emphasizes the one: “Good for what and bad for whom?” He believes that textbook evaluation does not mean making “absolute judgments in the abstract” and that it is “making relative judgments, taking the learning situation in consideration.” LUAN VAN CHAT LUONG download : add luanvanchat@agmail.2 Types of material evaluation In classifying material evaluation, different authors suggest different terms. Johnson (1989) and Robinson (1991) both agree on three types of material evaluation: preliminary, formative and summative. Cunningsworth (1995) and McGrath (2002) introduce similar distinction but in different terms: pre-use, in-use and post-use evaluation.
Preliminary or pre-use evaluation establishes potential suitability of the materials. Formative or in-use evaluation examines how materials really work in the classroom by gathering data on planning decisions, implementation and response.