VIETNAM NATIONAL UNIVERSITY- HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE An evaluation of an English textbook used for intensive program at a Junior High School in Ho Chi Minh City A thesis submitted to the Faculty of English Linguistics & Literature By TRAN MINH MAN Supervised by NGUYEN THUY NGA, Ph. HO CHI MINH CITY, AUGUST 2022 i ABSTRACT Despite their important role, textbooks are not always perfectly designed and do not always fit the context of teaching and learning or closely match with the objectives of the teaching program and the needs of students. This study aimed to discover teachers’ views on the strengths and weaknesses of the Achievers grade 6 textbook currently in use for intensive English program at a Junior high school in Ho Chi Minh City. The study also explored teachers’ recommendations on using the textbook effectively.
The researcher employed a mixed-methods design using questionnaires, semi-structured interviews, and observations to get data for evaluating this textbook. The data from the questionnaires were coded and analyzed using SPSS (version 20) and the data from interviews, and observations were coded and analyzed by themes. The results from the questionnaires indicated that the textbook was good in general, however, there were still some weaknesses relating to the design, language content, and activities and tasks, and the supporting materials of the textbook. The findings from the interviews indicated teachers’ recommendations on using the textbook effectively.
Based on the weaknesses, they recommended that the textbook should have smaller size and shorter passages; school administrator should choose students with suitable level of English; teacher should focus on activities and tasks, which are suitable for students; textbook writer, author, publisher should provide more tasks to reinforce the language and more activities for students of different levels and provide teachers with suitable methods to teach each lesson and concise instructions in the supporting materials. Keywords: textbook evaluation, intensive program, Junior High School ii ACKNOWLEDGEMENT I would like to express my sincere gratitude to my supervisor, Dr. Nguyen Thuy Nga, for her continuous guidance and support. Her great expertise and diligent editing have been beneficial to me.
I really enjoyed my time conducting the study under her supervision. This study would not have been completed without the great support from the teachers at Hoang Le Kha Junior High School. I would like to give special thanks to their valuable time helping me with the questionnaires, and the interviews. Finally, I want to express my thanks to all the instructors and classmates, who have supported me during my study at University of Social Sciences and Humanities.
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Date: ____________ Candidate’s signature ____________ v TABLE OF CONTENTS LIST OF ABBREVIATIONS. IX LIST OF TABLES.1 Background to the study .2 Statement of problem .3 Aims of the study .4 Significance of the study .5 Scope of the study .6 Organization of thesis. 5 CHAPTER 2: LITERATURE REVIEW .1 Definition, the role, the strengths and weaknesses of textbook .1 Definition of the textbook .2 The role of the textbook .3 The benefits and drawbacks of textbook .2 The intensive program and the textbook currently in use for this intensive program.1 The intensive program .2 The textbook currently in use for this intensive program .3 Textbook evaluation and the role of textbook evaluation in EFL classroom .1 Definition of textbook evaluation .2 The role of textbook evaluation in EFL classroom .3 Textbook evaluation approaches and criteria .4 Review of previous studies .5 Theoretical framework of the study .2 Context of the study .2 Teachers’semi-structured interview .5 Data collection procedure .6 Data analysis scheme. 30 CHAPTER 4: RESULTS AND DISCUSSION.1 Teachers’ opinions on the design and organization of the textbook.2 Teachers’ opinions on the language content of the textbook.3 Teachers’ opinions on activities and tasks.4 Teachers’ opinions on supporting materials.1 Summary of the findings.3 Limitations and recommendations.
50 vii LIST OF ABBREVIATIONS CEFR: Common European Framework of Reference for languages EFL: English as a Foreign Language EIL: English as an international language ELT: English Language Teaching ESOL: English for Speakers of Other Languages ESL: English as a Second Language FCE: First Certificate in English IELTS: International English Language Testing System RQ: Research question TOEFL: Test Of English as a Foreign Language IX LIST OF TABLES Table 2.1 The learning outcome for students in intensive program P.1: General information about the teacher participants p.2: Distribution and reliability of the questionnaire items p.3: Interview questions in response to research question 1 and research question 2 p27 Table 3.4: Summary of basic information about the classroom observation p.5: Stages for collecting quantitative and qualitative data p.1: Rates for explaining the findings of the questionnaires p.2 : Teachers’ opinions on the design and organiztion of the textbook p.3: Teachers’ opinions on the language content of the textbook.4: Teachers’ opinions on the activities and tasks of the textbook.5: Teachers’ opinions on supporting materials.6: Findings from the interview data p.1: Summary of main findings p.44 X LIST OF FIGURES Figure 2.1: Theoretical framework of the study adapted from Tomlinson’s (2003 & 2013) p.1: A thematic network adapted from Attride-Stirling, (2001) p.31 XI CHAPTER 1: INTRODUCTION This introduction chapter shows the study’s background, statement of the problem, aims of the study, research questions, significance of the study, scope of the study, and thesis organization.1 Background to the study Textbooks are key components in any language program. In English as a foreign language (EFL) classes, they have a very important role because they are the main material used to teach English in EFL classrooms. They may motivate or discourage learners according to their contents, learning and teaching methods, structure and organization, language and layout. Using a good textbook will help students achieve a language effectively and easily.
On the contrary, using an unsuitable textbook will make it difficult for students to achieve a language. Textbooks may be even the main and only source of language input that learners receive in EFL classrooms. They are the basis for language practice that happens inside as well as outside the classrooms. However, despite their important role, many studies have shown that textbook writer and publisher may design textbooks unprofessionally.
They may not meet the needs of the students and the goal of the curriculum, match the objectives of a specific language program. Since textbooks have a significant role in language teaching, it is necessary for us to choose the best textbooks, which are appropriate for students and meet their needs. Therefore, the managerial and teaching staff in an EFL school should evaluate and select textbooks carefully before using them for a specific English class. Evaluating textbooks is the best way for the educational manager and teachers to choose the best textbook for specific program.
Moreover, evaluators can discover the advantages as well as drawbacks of a textbook, which had been already used, by evaluating it. Textbook evaluation helps teachers and educational managers understand clearly the adavatages and disadvantages of a textbook used for a program. Understanding clearly a specific textbook, which is currently used for a program, will help them make some changes with the textbook for future use to fit students’ learning context and needs. This will also help teachers decide whether the textbook should be used in the future and will be helpful for the managerial and teaching staff to select a suitable textbook for a course in the future.
Intensive English program for Junior High Schools is a popular English program in Junior High Schools in Ho Chi Minh City. According to documentary 3448/GDĐT-TrH 1 issued on September 26th, 2019 by Department of Education and Training of Ho Chi Minh City, students in intensive English classes have eight periods per week to learn English. The program involves diverse learning activities: Learning Maths and Science through English, Project-based Activities, My Passion for Reading, Learning Vietnamese and International Culture through English, TOEFL Practice Tests and Cambridge English for Speakers of Other Languages (ESOL) Test Skills. The teaching content in the intensive program must align with the current standard of knowledge and skills of the general education program set by the Ministry of Education and Training for the new 2018 curriculum, according to decision 32/2018/TT-BGDĐT on December 26th, 2018.
This intensive English program is for students who have studied in intensive English program from primary school. Achievers grade is a series of English textbooks currently in use for intensive English program at Hoang Le Kha Junior High School. The series includes Achievers grade 6, Achievers grade 7, Achievers grade 8, and Achievers grade 9. Students are expected to be at level A1 according to the Common European Framework of Reference for languages (CEFR) when they study at grade 6.
They are expected to achieve level A2+ when they finish grade 6, A2++ when they finish grade 7, lower than B1 or B1 when they finish grade 8, B1 when they finish grade 9. The instensive program is a program which is much more difficult than the main curriculum, with a wide range of language knowledge and culture. This program supports and helps students study the main curriculum effectively. According to the results of the final tests of the main curriculum, the students who were in intensive program classes received much better scores than students in normal classes.
The intensive program is designed to meet the need to study English more of students. The goals of this program are to help students study the four language skills including listening, speaking, reading, and writing effectively and help students prepare well for the international language tests like Cambridge First Certificate in English (FCE), Test Of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), etc. The content of the textbook covers four language skills and grammar which is necessary for students to study a language effectively. The textbook is included with students’ workbook, teachers’ resources, teacher’s i-book including student’s book, workbook, teacher’s book and resource book.
The students in this program are assessed by four skills including listening, 2 speaking, reading, and writing. The assessment of intensive program align with the international standards of language assessment.2 Statement of problem Although textbooks are key components and they should be evaluated carefully before using for a language program. To the best of my knowledge, Textbook evaluation does not receive enough attention.