Abstract Textbooks are required in the majority of language programs. In the case of English as a foreign language, it may be the learner's primary and possibly only source of language input, as well as the foundation for both inside and outside the classroom language practice. Despite their importance, textbooks are not always well-designed, curriculum-consistent, and closely connected with the goals of the teaching program and the needs of the students. As a result, textbooks must be properly scrutinized and selected before being used in language classes.
The evaluation of textbooks aids administrators and teachers in deciding which resources are most appropriate for a certain course. It also assists in determining a textbook's strengths and weaknesses. This information will be useful to teachers as they rewrite textbooks and plan for the following course. This thesis was written for the goal of completing the E10 (P.B) evaluation, specifically in the context of teaching English at Tran Nguyen Han High School in Vung Tau, Ba Ria-Vung Tau.
This thesis aims to assess the official English textbooks used by teachers and students at Vung Tau's Tran Nguyen Han High School. Document analysis, questionnaires, and interviews were used to collect and evaluate data and information, as well as figures, all of which are based on the textbook assessment theoretical framework. This thesis looks at the benefits, drawbacks, and limitations of using textbooks. A survey questionnaire was created utilizing a combination of evaluative checklists and informal interactions with respondents as the study's research instruments.
The results of the survey show that the participants had a high level of agreement on the applicability of the book. There are also some options for dealing with these issues. Error! No text of specified style in document. i Keywords Curriculum Syllabus Materials Textbook Evaluation Teaching material evaluation European Association for Language Testing and Assessment English 10 textbook (pilot book) – E10 (P.B) ii Error! No text of specified style in document.
Table of Contents Abstract. ii Table of Contents. iii List of Figures. v List of Tables.
vi List of Abbreviations. vii Statement of Original Authorship. ix Chapter 1: Introduction .1 National Foreign Language Policy .2 Common European Framework of Reference for Languages .3 The Curriculum of Teaching English for High Schools .4 The Textbook "Tiếng Anh 10" (Pilot Book) .3 Purposes of the study .4 Scope of the Study .5 Signification of the Study .6 Structure of the Study. 16 Chapter 2: Literature Review .2 Teaching Materials in Teaching and Learning Language.
Positions and Purposes of Teaching Materials in Teaching and Learning Language. Error! Bookmark not defined.1 Definition of Textbook Evaluation .2 Needs for Textbook Evaluation .3 Textbook Evaluation Criteria .4 Communicative Language Teaching Approach.5 Previous Studies on Textbook Evaluation. Previous Studies carried out in Foreign Countries. 33 Error! No text of specified style in document.
Previous Studies carried out in Vietnam. 37 Chapter 3: Research Methodology. 48 Chapter 4: Findings and Discussion .2 Evaluation of Aims .1 Aims Stated in the Curriculum .2 Aims Stated in the Textbook .3 Aims perceived by Teachers and Students .3 Evaluation on Methodology .1 Methodology stated in the Curriculum .2 Methodology stated in the Textbook .3 Methodology perceived by teachers and students .4 Methodology enacted by teachers and students .2 Evaluation on Audience. Audience stated in the curriculum .2 Audience stated in the textbook .3 Audience perceived by teachers and students .5 Evaluation on Contents.
Contents perceived in the curriculum. 79 Chapter 5 Recommendation and Conclusion .2 Limitations and suggestion for further studY .2 Suggestion for Further Study. 90 iv Error! No text of specified style in document. List of Figures Figure 1: The material evaluation model by Hutchinson and Waters.
34 Figure 2: Judgment on Objectives. 53 Figure 3: Evaluation on Skills Development. 55 Figure 4: Evaluation on Methodology. 60 Figure 5: Evaluation on General Appearance.
65 Figure 6: Details of evaluation on Design and Illustration. 67 Figure 7: Judgment on topic appropriateness. 68 Figure 8: Judgment on Content Appropriateness. 72 Figure 9: Evaluation on Social and Cultural Context.
73 Figure 10: Evaluation on Methodology. 74 Error! No text of specified style in document. v List of Tables Table 1: Judgment on Objectives. 54 Table 2: Evaluation on Skills Development.
55 Table 3: Evaluation on Methodology. 60 Table 4: Evaluation on General Appearance. 65 Table 5: Judgment on Design and Illustration. 67 Table 6: Judgment on topic appropriateness.
69 Table 7: Number of tasks in the book. 70 Table 8: Judgment on Content Appropriateness. 72 Table 9: Evaluation on Social and Cultural Context……. 73 Table 10: Evaluation on Social and Cultural Context.
75 Table 11: Evaluation on Methodology. 81 vi Error! No text of specified style in document. List of Abbreviations DOET Department of Education and Training ELT English Language Teaching CEFR Common European Framework of Reference for Language EFL English as a Foreign Language GCSE General Certificate of Secondary Education MOET Ministry of Education and Training CLT Communicative Language Teaching EALTA European Association for Language Testing and Assessment Error! No text of specified style in document. vii Statement of Original Authorship This thesis' work has never been submitted before to meet the requirements for an award at this or any other higher education institution.
Except where adequate citation is made, the thesis contains no material previously published or written by another individual, to the best of my knowledge and belief. Signature: _________________________ Date: _________________________ viii Error! No text of specified style in document. Acknowledgements This thesis was written over many hours of work and with a great deal of excitement, effort, and assistance from many people. First and foremost, I want to thank my supervisor, Dr.
Le Lan Phuong, for her assistance. I will not be able to complete this research work without her help, ideas, and comments. In addition, I'd want to express my gratitude to all of the teachers at Tran Nguyen Han High School for their assistance and helpful recommendations in the implementation of this thesis. In addition, I appreciate the students from Tran Nguyen Han high school's assistance with their answers to the interviews and questionnaires.
Last but not least, I'd like to express my gratitude to my family, who have always been supportive and enthusiastic during this thesis process. Error! No text of specified style in document. ix Chapter 1: Introduction 1.1 BACKGROUND According to the Wikipedia encyclopedia, English is spoken by around 1.5 billion people worldwide, and this figure is rapidly rising. This widely spoken language is the first language in 53 nations and territories.
It's also the language of choice at important national and international conferences, events, and festivals. According to Sandra (2000), the gold key to unlocking the world door is English, which is considered one of the most widely spoken languages. This language is an essential component of the country's present industrialization and modernization efforts. Learning English is just as important as eating and drinking for survival.
English is the language of study and research in every discipline. As a result, it is critical to learn to read, speak, and write in English. It's critical because we'll need to communicate in this language no matter where we go. English is the world's most frequently spoken and written language, and most people can communicate well in it.
It is necessary for the transfer of data in all forms. It is necessary to have a good grasp of the English language in order to access information sources. From 1986 until the present, the rapid rise and spread of English in Vietnam has been marked by rapid growth and expansion of English. The Communist Party of Vietnam Congress started "Doi Moi" (Renovation), a sweeping economic reform that opened Vietnam to the rest of the world, in December 1986.
English becomes the first foreign (and international) language in the context of economic innovation and open- door policy. English is taught as the first foreign (and nearly unique) language in Vietnam. There are now more English teachers and students than any other subject. Furthermore, the pressure to teach this subject at all levels of the educational system has intensified as a result of innovation.
Simultaneously, maintaining current and recognized standards in a fast-paced globalization process – the most critical requirement for teaching and learning English in Vietnam – has proven to be incredibly difficult. According to the Ministry of Education and Training, teaching English in Chapter 1: Introduction 1 Vietnam would soon stop serving successfully the requests made on it unless significant changes and large inputs are made to its program and course, methodologies, and resources (MOET). This has resulted in the current situation of English language instruction in Vietnam, which I shall describe below. According to Hoang (2014), teaching and mastering English is always a top priority in Vietnam, and it is the official foreign language taught in all of the country's high schools.
According to Hoang (2014), the majority of students who have spent seven years in high school are unable to use their listening, speaking, reading, and writing abilities in real life or at a basic level. The alarming fact is that employing English textbooks and teaching methods in high schools does not have a positive impact or produce high results. Despite the fact that English is generally regarded a core subject, teaching materials and methods are still limited. Only exams and examinations in schools, in local areas, and written examinations on a national scale are used to teach English in high schools.
High school students have a hard time scoring well on foreign examinations like IELTS, TOEFL, and SAT, as well as earning Cambridge credentials like FCE, PET, and CAE. High school pupils' English learning is limited to English textbooks 10, 11, and 12. Students in high schools benefit from studying English in school to improve their test scores or pass the high school graduation examination. According to statistics from the Ministry of Education and Training released by Vietnam.net Express on July 29, 2015, in the past high school graduation examinations, English was supposed to be the subject with the lowest point in four subjects: mathematics, literature, English, and (Chemistry- Physics- Biology; or History- Geography- Education) (2.
According to the Ministry of Education and Training's ranking, 74,151 pupils received a 2.25 on the national English tests. According to Dr. Tran Hong Quan, former Minister of Education and Training, this figure "shocks us all," is a "major concern," and truly depicts the realities of the student population. According to the author of this article, many people have negative opinions about the current English program in high school, citing heavy grammar, a lack of practice, and a lack of motivation to learn a new language.
In order to encourage improved English study, the conditions for teaching and learning English, as well as effective supporting resources with appropriate teaching 2 Chapter 1: Introduction approaches, are being enhanced and utilised in the expanding trends of modernization and globalization. Without textbooks, every ELT (English Learning Teaching) curriculum would be incomplete (Sheldon, 1988). For students studying English as a foreign language (EFL), the textbook is the major source of knowledge and perhaps linguistic input, as well as the foundation for language practice both within and outside the classroom. Richards, 2005), There are various advantages to adopting textbooks for studying and teaching.
In truth, textbooks aid in the standardization of teaching and assessment. That is, teachers can use the same textbook in numerous classrooms to educate and assess students (J. Textbooks also provide a program's established syllabus, which aids trainee teachers by supporting them, training them on the method, and allowing them to concentrate their time and effort to other worthwhile activities. Furthermore, textbooks are more likely to be trusted by students than teacher- created or in-house materials because they are rigorously verified before being sold in schools.