THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES TRAN THI NGOC ANH AN INVESTIGATION INTO STUDENTS’ AND TEACHERS’ PERSPECTIVES TOWARDS THE USE OF NEW GRADE 10 ENGLISH TEXTBOOK AT A HIGH SCHOOL IN QUANG NINH PROVINCE MASTER THESIS Thai Nguyen, 2023 THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES TRAN THI NGOC ANH AN INVESTIGATION INTO STUDENTS’ AND TEACHERS’ PERSPECTIVES TOWARDS THE USE OF NEW GRADE 10 ENGLISH TEXTBOOK AT A HIGH SCHOOL IN QUANG NINH PROVINCE Major: English teaching theories & methodologies Code: 8140111 MASTER THESIS Instructor: Nguyen Thi Que, Ph.D Thai Nguyen, 2023 i STATEMENT OF AUTHORSHIP Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. No other person’s work has been used without due acknowledgements in the thesis. This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution. Thai Nguyen, 2023 ii ACKNOWLEDGMENT My deepest thanks extend out to Mrs.
Nguyen Thi Que, Ph., my supervisor, for her insightful advice and supportive guidance. I benefited from her assistance and direction at every stage of the project's creation. I would especially like to thank my family for their unwavering support and patience as I conducted my research and wrote my thesis. I also would like to epress my gratitude to the students and the co-workers who actively participated in the questionaire and interview, providing me with necessary information to complete this project.
Last but not least, I want to thank all English lecturers at the Thai Nguyen University of Education for their support. As a university student, I have greatly benefited from your kind counsel and encouragement, which has been really helpful to me in completing my studies. iii ABSTRACT Textbooks play a crucial part in a student’s learning journey since it does not only act as a syllabus reference but also teach students knowledge, skills, attitudes, and values. In addition, teachers' and students’ opinions on the use of the textbooks are valuable sources for textbook designers to make appropriate adjustments to improve the quality of English teaching and learning.
Therefore, the purpose of the study was to investigate the students' and teachers' perspectives on the new 10th-grade English textbook. In order to complete this study, the researcher employs both quantitative and qualitative methods. The investigation was conducted at Quang Ninh high school. All 200 tenth-graders and five English instructors who were using the new tenth-grade textbook participated in the study in order to evaluate the textbook using total sampling techniques.
Results of the study show that students and teachers generally have positive attitudes toward the new grade 10 English textbook. In addition, several issues remain an obstacle for the implementation of the courebook and therefore needs to be taken into consideration when using the book in teaching students at particular teaching contexts. Keywords: textbook, the new grade 10 English textbook, teacher’s perspectives, students’ perspectives iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP. iii LIST OF TABLES.
vi LIST OF ABBREVIATION. vii CHAPTER I: INTRODUCTION. Aims and Objectives. Aims of the Study.
Scope of the Study. Significance of the Study. Organisation of the study .3 CHAPTER II: LITERATURE REVIEW. Definitions of terms.
The importance of textbooks. Limitations of textbooks. Types of textbooks. Evaluation of textbooks.
Aspects of the textbook quality. The new grade 10 English textbook.28 CHAPTER III: RESEARCH METHODOLOGY. Respondents and locale of the study. Data Collection Instrument.
Data collection procedure .35 CHAPTER IV: DISCUSSIONS OF FINDINGS. Findings from students’ questionnaire. Students’ background information. Students’ perspectives towards the use of the new grade 10 English textbook.
Findings from teachers’ questionnaire. Teachers’ background information. Teachers’ perspectives towards the use of the new grade 10 English textbook. Findings from the teachers’ interview.
Teachers’ general perspectives of the new grade 10 English textbook. Teachers’ use of the new grade 10 English textbook. Teachers’ difficulties using the new grade 10 English textbook .47 CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS. Students’ perspectives toward the use of the new grade 10 English textbook.
Teachers’ perspectives toward the use of the new grade 10 English textbook .64 TIMLINE OF THE STUDY .65 vi LIST OF TABLES Name of tables Page Table 2. Time allocated for teaching, reviews, tests, and 25 reserves Table 2. Book structure, unit structure, component headings and time allocated for each heading (Hoang Van Van, 2015, 26 p. Details of the textbook series suggested by the collaborative writers and authorized by the collaborative 27 publishers (Hoang Van Van, 2015, p.
Steps to conducting survey research (Nunan, 1992, 33 p. Students’ perspectives on the new grade 10 English 36 textbook Table 4. Students’ perspectives on the roles of the new grade 38 10 English textbook Table 4. Teachers’ background information 39 Table 4.
Teachers’ perspectives on the new grade 10 English 40 textbook Table 4. Teachers’ perspectives on the role of new grade 10 43 English textbook vii LIST OF ABBREVIATION Abbreviation Meaning EFL English as a Foreign Language ESL English as a Second Language 1 CHAPTER I: INTRODUCTION 1. Rationale Textbooks play a crucial part in a student’s learning journey since it does not only act as a syllabus reference but teach students knowledge, skills, attitudes, and values. In addition, textbooks provide both teachers and students with instructions and sources of knowledge so they help them save time and effort while searching for information.
In the case of English, textbooks are more important as the role of English has been more and more highly valued to suit the needs of modernization and integration. As English is increasingly significant, English teaching and learning have been increasingly concerned by the Government in general and The Ministry of Education and Training in particular. Foreign languages have always been required coursework from the general education level to the graduate level in Vietnam's language policy since the 1960s. From the early 1970s, when English was taught without explicit curriculum and textbooks, to the late 1970s and early 1980s, when English was taught for 3 years in the North and for 7 years in the South with the curricula implicitly incorporated in the contents of the two respective textbook series, to the period of 7 years, when English was explicitly taught throughout the country.
Along with improvements in textbook and curriculum development, Vietnam's English teachers have made commendable strides in their educational backgrounds and communication abilities. Some English teachers in schools are capable of teaching a whole lesson in English. However, in a world where internationalization and integration are unavoidable trends, Vietnam now faces a pressing need for highly qualified individuals who can communicate effectively in English. It was a challenge to uphold the current standards for education and use because of this intense political and economic need.
Without significant adjustments and substantial contributions to curricula, textbooks, teaching strategies, and assessment, foreign language teaching in general and English 2 language teaching in particular in Vietnam would be unable to adequately meet the expectations placed upon it (Hoang Van Van, 2015). As being newly applied in Quang Ninh for nearly a year, the textbook of “Tieng Anh 10 (Global Success)” has drawn much attention from the teachers and students. However, there are certainly no perfect textbooks that match all the preferences and levels of all learners. Therefore, textbooks need to be updated and adjusted to satisfy the needs of teachers and learners.
In order to do that, teachers' and students’ opinions on the use of the new textbooks are valuable sources for textbook designers to make appropriate adjustments to improve the quality of English teaching and learning. The above-mentioned reasons have endlessly urged the the researcher to put more effort to conduct this study “An Investigation into Students’ and Teachers’ Perspectives towards the Use of New Grade 10 English Textbook in Quang Ninh Province”. Aims and Objectives 1. Aims of the Study The study aimed at investigating the students’ and teachers’ perspectives on the use of the new grade 10 English textbook at a high school in Quang Ninh province with a view to find ways to better English teaching and learning at this particular context.
Objectives More specifically, the study was conducted to shed light on: - Looking into the students’ opinions toward the use of the new grade 10 English textbook. - Identifying the teachers’ opinions toward the use of the new grade 10 English textbook. Scope of the Study The study was implemented on 200 ten-grader students and five English teachers at Doan Thi Diem Ha Long high school in Quang Ninh. Besides, the study only collected students’ and teacher’s opinions on the use of the new grade 3 10 English textbook.
There are many aspects regarding opinions on textbooks, but the study only focused on several areas adopted from Srakang (2013). Other aspects were not the concern of this study. Research Questions The study aimed at finding the answers for the following questions: 1) What are the students’ opinions toward the use of the new grade 10 English textbook? 2) What are the teachers’ opinions toward the use of the new grade 10 English textbook? 1. Significance of the Study The project investigated the opinions of teachers and students who experience the new textbook.
The findings of the study were expected to identify problems and propose ways to improve the quality of using new English textbook in this context and beyond. Moreover, it would suggest ideas for textbook authors, teachers, and teacher trainers in Vietnam to have appropriate adjustments to help learners improve their English proficiency. In addition, the study would give an overview on how the book was evaluated in students and teachers’ opinions and therefore would offer policy makers and boards of managers an insight on better adaptation and choices of textbooks in the following academic years. Finally, the study would hopefully serve as a reference for further researchers who would like to conduct similar research related to this field in the future.
Organisation of the study Chapter I: Introduction Chapter II: Literature Review Chapter III: Research Methodology Chapter IV: Researching Findings Chapter V: Conclusions and Recommendations 4 CHAPTER II: LITERATURE REVIEW In this part, the researcher briefly goes through some theoretical background related to definitions of important terms, the importance of textbooks, limitations of textbooks, types of textbooks, evaluation of textbooks, aspects of the textbook quality, the new grade 10 English textbook and previous studies regarding students and teachers’ perspectives on the new textbook. Definitions of terms 2. Textbook According to Oxford Learner’s Dictionary, a textbook is a book that teaches a particular subject and that is used especially in schools and colleges. Yulianti (2011) defines a textbook as an instructional material that consists of content and material of the subject that is well organized in written form and has a great contribution to the teaching and learning process.
A textbook is a book that contains comprehensive information about a course or a subject that a student needs, to get through the academic year. This has a set of chapters, question-answers, and exercises included in the curriculum to improve the learning standards of a student (https://www. Lisbdnetwork (2014) explains that a textbook is a book of instruction. Its primary aim is not to impart information about a specific subject but to enable one to develop a proper understanding of the subject.
While Gak (2011) defined the textbook as one of the many resources that enables teachers to deliver quality instruction, Poljak (1983) considered the textbook to be the fundamental teaching and learning material that enables students to acquire the necessary knowledge, develop critical, creative, and dialectical thinking, and develop their mental skills.
