VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND EVTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES, NGUYEN TIH PHƯƠNG AN EVALUATION OF THE COURSEBOOK “SOLUTIONS UPPER- INTERMEDIATE” KOR TENTH-GRADE ENGLISH MAJORS AT FOREIGN LANGUAGE SPECIALIZED SCIIOOL, ULIS, VNU (Đánh giá giáo trình “Solutions Upper-intermediate” dùng cho học sinh chuyên Anh lớp 10 tại trường THPT Chuyên Ngoại Ngữ, Đại học Ngoại Ngữ, Dại học Quốc Gia Là Nội) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 6014.0111 HANOI — 2016 VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN TIH PHƯƠNG AN EVALUATION OF THE COURSEBOOK “SOLUTIONS UPPER- INTERMEDIATE” FOR TENTH-GRADE ENGLISH MAJORS AT FOREIGN LANGUAGE SPECIALIZED SCHOOL, ULIS, VNU @anh gid gido trinh “Solutions Upper-intermediate” dimg cho hac sink chuyên Anh lớp 10 tại trường THPT Chuyên Ngoại Ngữ, Đại học Ngoại Ngữ, Đại học Quốc Gia Hà Nội) MLA. MINOR PROGRAMME TITESIS Field: English Teaching Methodology Code: 6014. Nguyén Hoa HANOL - 2016 CANDIDATE'S STATEMENT i, Nguyen ‘hi Phuong, hereby certify that the thesis entitled: An cvaluation of the courscbook “Solutions Uppcr-intermediate” for tenth- grade English majors at Foreign Language Specialized School, ULIS, VNU is the results of my research for the degree of Master of Arts at University of Languages and International Studies, Vietnam National University, Hanoi and the thesis has nol been submilted for any degrees al any olher universilics or tertiary Institutions.
Hanoi, 2016 Nguyễn Thị Phương APPENDIX 1. vì ACKNOW LEDEGEMENT A thesis costs every researcher a lot of time to complete and mine does, too. However, 1 vould not finalize this study with personal efforts and without the assistance of some enthusiastic people who I want to send my deep thanks to. The first one, T want lo sincerely thank is Prof.
He is my supervisor. Llis constructive comments helped me realize my mistakes and have the reasonable corrections. In addition, his enthusiasm made each step in my research proceas easier and made me fecl more comforlable and be under less stress caused by the great amount of work. Nothing oan totally and exaotly express my gratitude to him.
I also acknowledge my gratitude to Dr. Tran Thi Tuyet for her useful lectures on meierials evaluation and development. She also gives me valuable instructions, comments, and her kindly encouragement during the development of this thesis. Additionally, I would like to express my appreciation to many teachers, especially ‘Iran Thi Lan, (M.A), who is a head of English Division at LLSS and tenth-grade English majors at FLSS, ULIS, VNU for their cooperation as well as their help in the smvey.
Without their support, the questionnaires and interviews which orientate the suggestions — the heart of my thesis — could not be completed as. expected Lastly, 1 want to thank my parents who gave me the life and stand by me on each step I take in this life. The completion of my research could not be achieved wilhoul their spirilual supporls. LIST OF ABBREVIATIONS FLT: Fnglish Language Teaching FLSS, Forcign Language Specialized School MOET: Ministry of Education and Training ULIS: University of Languages and Tricmational Studies VNU: Vietnam National University vii LIST OF ABBREVIATIONS FLT: Fnglish Language Teaching FLSS, Forcign Language Specialized School MOET: Ministry of Education and Training ULIS: University of Languages and Tricmational Studies VNU: Vietnam National University vii APPENDIX 1.
vì LIST OF ABBREVIATIONS FLT: Fnglish Language Teaching FLSS, Forcign Language Specialized School MOET: Ministry of Education and Training ULIS: University of Languages and Tricmational Studies VNU: Vietnam National University vii LIST OF ABBREVIATIONS FLT: Fnglish Language Teaching FLSS, Forcign Language Specialized School MOET: Ministry of Education and Training ULIS: University of Languages and Tricmational Studies VNU: Vietnam National University vii LIST OF FIGURES AND TABLES Figure 1: Four basic components of evaluation. 5 Figure 2: Macro and micro-evaluation in languago teaching. Adaption from MORT’s checklish. 25 ‘fable 2: Students’ evaluation on the appropriateness of the content and language skills to their levels.
- - - - 31 Fable 3: Studenis? evaluation on the approprialcness of genoral content to their expectations. Table 4: Students’ GXp0OLAL[OHS,. tớ HH HH1 m1 ae. „35 Table 5: Students" evaluation on the appropriateness of speaking skills to their expectations.
36 able 6, Students’ evaluation on the appropriateness of reading skills to their expectations. Table 7: Students’ evaluation on the appropriateness of writing skills to their expectations - - - 38 Table 8: Students’ evaluation on the appropriateness of vocabulary and grammar to their expectations: - 39 vi 3. THECƠNTEXT GF THE STUDY. The courschock “Solutions Upper-inlermediate” — Students book 19 3.
cee ceeanisee seeseicsnieseaeessnesssnesreeereessee 21 EU. Data collection instruments. Procedure o£ data collection. Data analysis procedure and presentation of data 28 3.
Summary - - - - 28 CHAPTER 4: RESULTS AND DISCUSSION. Findings for the first research question. Rimdmgs [or the sccond rescarch queslior - 32 4. The appropriateness of general content to students’ expectations.
The appropriateness of listenmg skills to students’ expeclalions 35 4. The appropriateness of speaking skills to students’ cxpoctations.4, ‘The appiopriateness of reading skills to students” expectations. The appropriateness of writing skills to students’ expectations 38 4.6, The appropriateness of language content to students’ expectations .imilaHơns 43 ACKNOW LEDEGEMENT A thesis costs every researcher a lot of time to complete and mine does, too. However, 1 vould not finalize this study with personal efforts and without the assistance of some enthusiastic people who I want to send my deep thanks to.
The first one, T want lo sincerely thank is Prof. He is my supervisor. Llis constructive comments helped me realize my mistakes and have the reasonable corrections. In addition, his enthusiasm made each step in my research proceas easier and made me fecl more comforlable and be under less stress caused by the great amount of work.
Nothing oan totally and exaotly express my gratitude to him. I also acknowledge my gratitude to Dr. Tran Thi Tuyet for her useful lectures on meierials evaluation and development. She also gives me valuable instructions, comments, and her kindly encouragement during the development of this thesis.
Additionally, I would like to express my appreciation to many teachers, especially ‘Iran Thi Lan, (M.A), who is a head of English Division at LLSS and tenth-grade English majors at FLSS, ULIS, VNU for their cooperation as well as their help in the smvey. Without their support, the questionnaires and interviews which orientate the suggestions — the heart of my thesis — could not be completed as. expected Lastly, 1 want to thank my parents who gave me the life and stand by me on each step I take in this life. The completion of my research could not be achieved wilhoul their spirilual supporls.
LIST OF FIGURES AND TABLES Figure 1: Four basic components of evaluation. 5 Figure 2: Macro and micro-evaluation in languago teaching. Adaption from MORT’s checklish. 25 ‘fable 2: Students’ evaluation on the appropriateness of the content and language skills to their levels.
- - - - 31 Fable 3: Studenis? evaluation on the approprialcness of genoral content to their expectations. Table 4: Students’ GXp0OLAL[OHS,. tớ HH HH1 m1 ae. „35 Table 5: Students" evaluation on the appropriateness of speaking skills to their expectations.
36 able 6, Students’ evaluation on the appropriateness of reading skills to their expectations. Table 7: Students’ evaluation on the appropriateness of writing skills to their expectations - - - 38 Table 8: Students’ evaluation on the appropriateness of vocabulary and grammar to their expectations: - 39 vi 3. THECƠNTEXT GF THE STUDY. The courschock “Solutions Upper-inlermediate” — Students book 19 3.
cee ceeanisee seeseicsnieseaeessnesssnesreeereessee 21 EU. Data collection instruments. Procedure o£ data collection. Data analysis procedure and presentation of data 28 3.
Summary - - - - 28 CHAPTER 4: RESULTS AND DISCUSSION. Findings for the first research question. Rimdmgs [or the sccond rescarch queslior - 32 4. The appropriateness of general content to students’ expectations.
The appropriateness of listenmg skills to students’ expeclalions 35 4. The appropriateness of speaking skills to students’ cxpoctations.4, ‘The appiopriateness of reading skills to students” expectations. The appropriateness of writing skills to students’ expectations 38 4.6, The appropriateness of language content to students’ expectations .imilaHơns 43 TABLE OF CONTENTS CANDIDATE'S STATEMENT. LIST OF FIGURES AND TABLE! CHAPTER 1: INTRODUCTION.
Aims and objectives wv 1. Organization of the thesis. 3 CHAPTER 2: LITERATURE REVIEW. Definition of coursebook - 4 2.
Definition of evahuation. Definition of materials evaluation 2. Types of materials evaluation. Pre-use evaluation 9 2.
In-use evaluation or whilst-use evaluation. Post-use evaluation. Purposes of materials cvaluation. Methods of textbook evaluation, 11 2.
The impressionistic method, - 11 2. The checklist method. HT HH HH Hưng HH hờ go re 11 2. The in-depth method.
Criteria for materials evaluaHun 13 2. Previous studies on materials evaluatien. Summary - 7 CHAPTER 3: METHODOLODY. ACKNOW LEDEGEMENT A thesis costs every researcher a lot of time to complete and mine does, too.
However, 1 vould not finalize this study with personal efforts and without the assistance of some enthusiastic people who I want to send my deep thanks to. The first one, T want lo sincerely thank is Prof. He is my supervisor. Llis constructive comments helped me realize my mistakes and have the reasonable corrections.
In addition, his enthusiasm made each step in my research proceas easier and made me fecl more comforlable and be under less stress caused by the great amount of work. Nothing oan totally and exaotly express my gratitude to him. I also acknowledge my gratitude to Dr. Tran Thi Tuyet for her useful lectures on meierials evaluation and development.
She also gives me valuable instructions, comments, and her kindly encouragement during the development of this thesis. Additionally, I would like to express my appreciation to many teachers, especially ‘Iran Thi Lan, (M.A), who is a head of English Division at LLSS and tenth-grade English majors at FLSS, ULIS, VNU for their cooperation as well as their help in the smvey. Without their support, the questionnaires and interviews which orientate the suggestions — the heart of my thesis — could not be completed as. expected Lastly, 1 want to thank my parents who gave me the life and stand by me on each step I take in this life.
The completion of my research could not be achieved wilhoul their spirilual supporls. LIST OF FIGURES AND TABLES Figure 1: Four basic components of evaluation. 5 Figure 2: Macro and micro-evaluation in languago teaching. Adaption from MORT’s checklish.
25 ‘fable 2: Students’ evaluation on the appropriateness of the content and language skills to their levels. - - - - 31 Fable 3: Studenis? evaluation on the approprialcness of genoral content to their expectations. Table 4: Students’ GXp0OLAL[OHS,. tớ HH HH1 m1 ae.
„35 Table 5: Students" evaluation on the appropriateness of speaking skills to their expectations. 36 able 6, Students’ evaluation on the appropriateness of reading skills to their expectations. Table 7: Students’ evaluation on the appropriateness of writing skills to their expectations - - - 38 Table 8: Students’ evaluation on the appropriateness of vocabulary and grammar to their expectations: - 39 vi LIST OF FIGURES AND TABLES Figure 1: Four basic components of evaluation. 5 Figure 2: Macro and micro-evaluation in languago teaching.
Adaption from MORT’s checklish. 25 ‘fable 2: Students’ evaluation on the appropriateness of the content and language skills to their levels. - - - - 31 Fable 3: Studenis? evaluation on the approprialcness of genoral content to their expectations. Table 4: Students’ GXp0OLAL[OHS,.
tớ HH HH1 m1 ae. „35 Table 5: Students" evaluation on the appropriateness of speaking skills to their expectations. 36 able 6, Students’ evaluation on the appropriateness of reading skills to their expectations. Table 7: Students’ evaluation on the appropriateness of writing skills to their expectations - - - 38 Table 8: Students’ evaluation on the appropriateness of vocabulary and grammar to their expectations: - 39 vi TABLE OF CONTENTS CANDIDATE'S STATEMENT.
