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 z 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 z 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 1.3 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 z 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 z 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 z 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 z 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.