Evaluating english teaching material (pilot book) for grade 10 at tran nguyen han high school in vung tau master of tesol

Keywords Curriculum Syllabus Materials Textbook Evaluation Teaching material evaluation European Association for Language Testing and Assessment English 10 textbook pilot book – E10 P.B

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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

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Keywords

Curriculum Syllabus Materials Textbook Evaluation Teaching material evaluation European Association for Language Testing and Assessment English 10 textbook (pilot book) – E10 (P.B)

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Table of Contents

Abstract i

Keywords ii

Table of Contents iii

List of Figures v

List of Tables vi

List of Abbreviations vii

Statement of Original Authorship viii

Acknowledgements ix

Chapter 1: Introduction 1

1.1 1.1 Background 1

1.2 Context 7

1.2.1 National Foreign Language Policy 7

1.2.2 Common European Framework of Reference for Languages 11

1.2.3 The Curriculum of Teaching English for High Schools 13

1.2.4 The Textbook "Tiếng Anh 10" (Pilot Book) 14

1.3 Purposes of the study 15

1.4 Scope of the Study 16

1.5 Signification of the Study 16

1.6 Structure of the Study 16

Chapter 2: Literature Review 19

2.1 Introduction 19

2.2 Teaching Materials in Teaching and Learning Language 19

2.2.1 Positions and Purposes of Teaching Materials in Teaching and Learning Language 19

2.2.2 Textbooks 21

2.3 Textbook Evaluation Error! Bookmark not defined 2.3.1 Definition of Textbook Evaluation 22

2.3.2 Needs for Textbook Evaluation 23

2.3.3 Textbook Evaluation Criteria 24

2.4 Communicative Language Teaching Approach 30

2.5 Previous Studies on Textbook Evaluation 33

2.5.1 Previous Studies carried out in Foreign Countries 33

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2.5.2 Previous Studies carried out in Vietnam 35

2.6 Chapter summary 37

Chapter 3: Research Methodology 39

3.1 Introduction 39

3.2 Research Methodology 39

3.3 Research Instruments 40

3.3.1 Document Analysis 40

3.3.2 Survey Questionnaires 42

3.4 Data Analysis 45

3.5 Trustworthiness 46

3.6 Participants 47

3.7 Summary 48

Chapter 4: Findings and Discussion 49

4.1 Introduction 49

4.2 Evaluation of Aims 49

4.2.1 Aims Stated in the Curriculum 49

4.2.2 Aims Stated in the Textbook 50

4.2.3 Aims perceived by Teachers and Students 51

4.3 4.3 Evaluation on Methodology 55

4.3.1 Methodology stated in the Curriculum 55

4.3.2 Methodology stated in the Textbook 56

4.3.3 Methodology perceived by teachers and students 57

4.3.4 Methodology enacted by teachers and students 59

4.2 Evaluation on Audience 62

4.4.1 Audience stated in the curriculum 62

4.4.2 Audience stated in the textbook 63

4.4.3 Audience perceived by teachers and students 63

4.5 Evaluation on Contents 68

4.5.1 Contents perceived in the curriculum 68

4.6 Discussion 75

4.7 Summary 79

Chapter 5 Recommendation and Conclusion 81

5.2 Limitations and suggestion for further studY 83

5.2.1 Limitations 83

5.2.2 Suggestion for Further Study 83

5.3 Conclusion 84

References 87

Appendices 90

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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

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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

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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

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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: _

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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.

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

2 Chapter 1: Introduction

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) (2.5 points) 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

Chapter 1: Introduction 3

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 According to (J C 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 C Richards, 2005) 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 created or in-house materials because they are rigorously verified before being sold in schools When students are learning a language curriculum, they typically use textbooks Sheldon (1988) If they don't have textbooks, students may assume that their studying isn't formal or serious; as a result, they Finally, textbooks can be used in the classroom as well as for independent study A Cunningsworth (1995) Without a textbook, a student may be unable to participate in class and become overly reliant on the teacher Xtbooks are required

teacher-Despite the above-mentioned positive attitude on textbook use, there are certain key considerations The most frequently expressed worry is that textbooks are frequently implicitly regulated, implying that they control methods, procedures, and classroom practices, as well as teachers (Allwright, 1982) Another issue is that, while textbooks are frequently intended for a broad audience, they may not be appropriate for all classes and may require more revision to match students' actual needs (J C Richards, 2005) Other researchers, such as Prodromou (1988) and Alptekin (1993), have demonstrated that textbooks are frequently cultural creations since they are unable to teach languages without including cultural roots However, in many circumstances, it will be impossible to attract students if they are obliged to express

as a tactic for establishing uniformity Bouton (1996) found that the textbooks studied taught invitations that are rarely found in published texts written or spoken by native speakers (NS) Many textbooks rely on NS intuition about how communication functions are communicated in language rather than practicing the usage of legitimate words for unrealistic communicative tasks Pickering (1995) In contrast to intuition regarding linguistic or grammatical form, research has shown that NS's intuition about language use is often inaccurate (Wolfson, 1988), and so can be fully informed in instructional materials Pickering (1995)

Second, there are multiple challenges in learning how to convey the learners' intentions through textbooks, which do not appear to be effective in teaching the appropriate norms for employing the various communication functions Students must therefore understand not only the language sources to express but also the principles

of use in order to effectively employ the communicative function However, past study has revealed that textbooks frequently contain insufficient information regarding when and for what purpose it is appropriate to use it, as well as which communicative functions and expressions will be appropriate in a specific scenario (surreal information) (Litz, 2001) Unfortunately, the guide is just for teachers' use (Schauer, 2019) Similarly, other academics, such as (Bardovi-Harlig, 2001), O'Neill (1981), and Hashemi (2011), have offered authentic classroom language models, demonstrating that many language models and dialogues in textbooks are unnatural and simplistic

As a result, they often provide insufficient preparation for pupils in terms of the types

of pronunciation, vocabulary, grammar, and discourse that are employed in real-life communication While authentic documents may not always result in effective learning

Chapter 1: Introduction 5

and cannot be considered more important than their involvement with learners' needs and experiences (Aftab, 2000), those that present language use in such a simplistic and unrealistic manner may be more repressive than helpful in developing students' language proficiency and communicative competence Because of these potential issues, textbooks must be thoroughly assessed and selected before being utilized in a language program

Examining textbooks aids management and teaching personnel in picking the best material for a certain course (predictive assessment) It also assists in determining

a textbook's strengths and weaknesses (current and past assessment) This is to provide teachers with the most effective teaching approaches as well as suggestions for the following course Ellis (1997) Textbooks are fundamental documents that must be used

in schools As a result, it is critical to use proper textbooks in teaching and learning, particularly when studying a target language like English The learner is the textbook's intended audience Students can obtain basic, modern, and systematic knowledge through textbooks Students may have a wide range of knowledge from a variety of sources, but textbook knowledge is considered the most conventional Textbooks are also items that can be used to assist them strengthen, synthesize, and systematize their knowledge through review and instruction

Given the above importance, English textbook 10 (pilot book) - E10 (P.B) written for innovation to replace English textbook 10 (10-year prpogamme) used since 2005 E10 (P.B) for grade 10 students in Vietnam developed by Vietnam Education Publishing House under with the English upper secondary education programme by the Ministry Education and Training by Decision No.01/ QD-BGDĐT January 3 2012 The book was created in such a way that students can use language (phonetics, vocabulary, grammar) to improve their English communication skills through these four skills: Listening, Speaking, Reading, and Writing, with a concentration on the two listening and speaking skills The student is the central subject of the teaching process in the student-centered approach, in which the psychological age of high school students, as well as cultural characteristics of Vietnam and other countries around the world, particularly English-speaking countries, are of particular importance

6 Chapter 1: Introduction

Furthermore, as an English instructor, I've been working with the new English 10 textbook, and I've found that while the new textbook has many benefits over the old grammar-based textbook, it also has a number of limitations Teachers who desire to educate in a communicative manner may face considerable challenges as a result of these limits E10 (P.B) for grade 10 students has been taught in some classes at high schools around the country, as well as at Tran Nguyen Han high school, for the past five years

Because this new E10 (P.B) was taught in an experimental setting, it sparked debate among teachers It is claimed to be beautifully written, although it is not entirely appropriate for pupils who lack basic understanding from primary school Some teachers believe that each lesson in each textbook unit contains a considerable amount

of vocabulary and grammatical points This makes it difficult for students to recall the terminology and put all of the grammatical elements into practice The instructors, on the other hand, were pleased about it, saying that it was well-planned and in accordance with Vietnam's current ELT trend

It is obvious that reviewing teaching materials is necessary for effective teaching and learning - a guide (1997) However, no evaluation of E10 (P.B) has been conducted

at Tran Nguyen Han High School in Vung Tau, and no scholarly papers have been published on the subject, despite the fact that it has been utilized there with various limits and justifications For this reason, “Evaluating English Teaching Material Grade

10 (pilot book) Tran Nguyen Han high school in Vung Tau” has been chosen as the title of this thesis to check (1) whether the new English textbook really meets the teaching and learning objectives of the course of English 10 at Tran Nguyen Han high

school and (2) whether it suits the students’ English language level and their

background knowledge The researcher expects that the study's findings will assist other researchers and teachers in identifying appropriate and inappropriate locations for future enhancement or modification of this content She would also like to demonstrate some practical ramifications for both teachers and the textbook's author in the adaptation and modification process

Chapter 1: Introduction 7

1.2 CONTEXT

1.2.1 National Foreign Language Policy

The Ministry of Education and Training of Vietnam is continuing to implement the "Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020" project, which was approved by the Prime Minister in September

2008 (Decision No 1400/QD-TTg - see Appendix 4) The NFL 2020 Project specifies the English teaching and learning goals in the national education system (overall and specialized objectives), as well as seven macro and micro tasks to implement the project in three stages (2008-2010, 2011-2015, and 2016-2020) at a cost of VND 9,378 billion The main objectives of the project include increasing the use of foreign languages, mainly English in teaching and the foreign language ability amongst

Vietnamese youth: ' by 2020 most Vietnamese youth whoever graduate from vocational schools, colleges and universities gain the capacity to use a foreign language independently This will enable them to be more confident in communication, further their chance to study and work in an integrated and multicultural environment with a wide variety of languages This goal also makes language as an advantage for Vietnamese people, serving the cause of industrialization and modernization for the country' (Decision No 1400/QD-TTg - See Appendix D) Seven particular missions

have been devised to attain these objectives The mission's most important task is to develop a language program in accordance with the 10-year National Curriculum for English from primary to upper secondary education, which will be implemented nationwide from 2011 to 2015, including the compilation of textbooks, assessment procedures, and teacher training courses on teaching methods, as well as the upgrading

of teaching and learning facilities

1 To make it mandatory to teach English and a few other foreign languages

as part of the national education system's foreign language curriculum

2 Develop and disseminate a consistent and detailed framework of six levels of foreign language proficiency appropriate for universal foreign language levels to serve

as a foundation for developing curricula and teaching courses and plans, as well as elaborating assessment criteria at each level of education or training, ensuring the

8 Chapter 1: Introduction

ability to convert in foreign language training between education levels The foreign language proficiency framework must specify the standards for hearing and reading comprehension, as well as speaking and writing skills, which must adhere to EALTA criteria, which are separated into six levels, with level 1 being the lowest and level 6 being the highest

3 To develop and implement a new compulsory foreign language training program at the secondary school level in order to achieve the following goals: primary school graduates attain EALTA level 1, lower secondary school graduates attain EALTA level 2, and upper secondary school graduates attain EALTA level 3 To plan the development of 10-year foreign language teaching programs for general education students in grades 3–12, as well as textbooks, learning materials, and training materials suited for each grade or level of education Encourage educational institutions to develop and implement more comprehensive bilingual and foreign language programs Students may elect to study a second foreign language in addition to the required foreign language (foreign language 1) (foreigne language 2) Language 2 can only be taught to students in years 6-12 who will graduate from high school with an EALTA-equivalent level two To develop and implement foreign language teaching and learning programs in a range of settings, including high schools, incorporating Mathematics and several associated topics

4 To adopt a new foreign language training program in professional education (professional secondary schools and vocational secondary schools), with EALTA level 2 graduates for vocational secondary school and EALTA level 3 graduates for professional secondary school Professional education employs a variety of foreign languages, and the training program is appropriate for students

5 A new higher education foreign language training program will be launched The content of foreign language training at higher education institutions can be applied to two groups of subjects: those who studied foreign languages in high school under the 7-year foreign language teaching program and those who studied foreign languages in high school under the 10-year foreign language teaching program The new training program for non-foreign language-oriented

Chapter 1: Introduction 9

tertiary-level training schools must ensure that graduates obtain EALTA level 3 or higher The new training program for foreign language-oriented training institutions must ensure that college graduates reach level 4 and university graduates reach level

5, and that learners in a training program must learn two foreign languages, one primary (foreign language 1) and the other secondary (foreign language 2) Additional foreign language training takes no more than half the time that learning

a main foreign language does In the final year of higher education, develop and implement a foreign language teaching curriculum that comprises a variety of basic, fundamental, specialized, and elective subjects from a variety of areas

6 Foreign language training programs for continuing education institutions must be diverse in terms of teaching styles, levels, and learners in order to meet the demands of learners while actively addressing the restrictions of formal education Foreign language training programs at continuing education institutions must meet content and quality standards Graduates of continuing education institutions must have the same level of foreign language proficiency as persons who have received official training at the respective educational and training levels

7 To develop new methods of testing and assessment in foreign language training; to create a question bank to aid in the testing and assessment of learners' foreign language proficiency; to increase the use of information technology in foreign language training; and to improve the effectiveness of examinations and foreign language training quality assurance The NFLP 2008-2020 emphasized the importance of a structured English instruction at the elementary level From primary to secondary school, it adopted two programs: a seven-year program and a ten-year program (T C a H Nguyen, X.H, 2006) English was a three-period-a-week mandatory subject in primary, lower, and upper secondary schools The NFLP 2008-2020 highlighted the Vietnamese government's continued attempts to improve students' conversational abilities in learning English High school pupils nearing the end of their upper secondary education are expected to be able to:

- Communicate in English at a set level of proficiency in four macro skills: listening, speaking, reading, and writing, as well as read textbook texts at the same

10 Chapter 1: Introduction

level utilizing a dictionary Basic English phonetics and grammar, as well as at least

2500 English vocabulary items, must be taught

- To have a basic understanding of English and American culture, to be aware

of cultural differences in order to be better communicators in general, to better educate the world about Vietnamese people, their history, and their culture, and to be proud of Vietnam, its language, and culture (MoET, 2007) After completing the 10th grade teaching materials, a high school student, particularly a 10th grader, can obtain CEFR level B1 and EALTA level 3 according to the NFL 2020 Project This is how the quality of English training in Vietnam is measured

Grade 10 (Level 3.1 in CEFR) – (Level 3 EALTA)

Chapter 1: Introduction 11

1.2.2 Common European Framework of Reference for Languages

The mapping of English learners' outcomes to the Common European Framework

of Reference (CEFR) benchmark is one of the most significant developments in the broad foreign language reform across the national education system ("Common European Framework of References for Lanaguages,") As the organization in charge of the project's implementation, the Ministry of Education and Training (MoET) established the Common Framework of Levels of Foreign Language Proficiency, which is based on the CEFR:

Learning, Teaching and Assessment (NFLP, 2020) (See Appendix D) In MoET framework, there are six levels of English Proficiency similar to those of CEFR Using these six levels, the national language curriculum will be designed accordingly (Lê Hùng, 2012) Vietnamese high school students are expected to achieve level B1 by 2020, which means they will be "able to use English confidently

to communicate and study and work in a multilingual and multicultural environment; thus, better enabling young Vietnamese people to contribute to the country's industrialisation and modernisation" (Huong, 2010, p 106) The NFLP

2020 reflects the Vietnamese government's commitment to improving English education These are the goals:

1 To serve as a uniform framework for determining the proficiency requirements for all foreign languages taught in the national educational system

2 To serve as a foundation for program development, to compile or select textbooks, textbooks, teaching plans, and other foreign language teaching materials, and to develop criteria for testing, testing, and evaluation at each educational level and training level, ensuring that educational levels and training levels are linked in foreign language training

3 To provide a foundation for teachers and lecturers to choose and implement content, teaching methods, examinations, and assessments for learners in order to meet the training program's needs

4 Assist learners in understanding the material and requirements for each level

of foreign language proficiency and in self-evaluation

12 Chapter 1: Introduction

5 Facilitate collaboration, educational exchange, and diploma and credential recognition with nations that use the Common European Framework of Reference (CEFR)

Each level defines what a learner must be able to perform in reading, listening, speaking, and writing The CEFR divides students into three major divisions that can be broken down into six levels The table below depicts these stages A more detailed description of each level, including criteria for listening, reading, speaking, and writing

The Common European Framework of Reference for language

Level B1 - Threshold or Intermediate

Can understand the

in an area where the language is spoken For example, they can bargain for what they want and ask

effectively for a refund or

exchange an item

Can read articles and reports concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints Can understand contemporary literary prose

Can write letters expressing opinions and giving

reasons Can produce clear, detailed text on a wide range of subjects and explain a viewpoint

on a topical issue giving the

advantages and disadvantages of various options

The Council of Europe's Common European Framework of Reference (CEFR)

is designed to provide a common foundation in curriculum design, curriculum introduction, assessments, textbooks, and so on throughout Europe The Common European Proficiency Framework (officially known as the Common European Framework of Reference) is intended to provide universal standards for learning, teaching, and evaluating all existing European languages The Common European Framework of Reference for Languages (CEFR) is a prominent reference framework

Chapter 1: Introduction 13

in Europe and many other nations throughout the world, including Vietnam The Framework was created by the Council of European Examinations with assistance from Cambridge ESOL Examinations University

1.2.3 The Curriculum of Teaching English for High Schools

The upper secondary school English language curriculum is divided into two parts: theoretical issues and instructional content ideas for each grade and level The first section discusses theoretical concerns such as curriculum construction and development concepts, objectives, content, methodology, testing and assessment, and curriculum implementation circumstances The second half of the program includes suggestions for teaching subject for each grade level

The curriculum is developed and established based on the principle of ten things, with an emphasis on language competence and communication capacity about themes and issues that are selected and linked, according to the principles of curriculum creation and development Students will be able to reach the B1 level stated in the CFFR after finishing the curriculum

The general aims for using four abilities in everyday life and familiar circumstances similar to B1 level, linguistic, social, and cultural knowledge, English learning attitudes, and learning methodologies are offered Specific targets have also been established for each grade and level After completing grade 10, for example, students' four skills of listening, speaking, reading, and writing, as well as linguistic knowledge of phonetics, vocabulary, and grammar, are targeted at a basic level, including the ability to understand and react to familiar topics such as family, school, friends, festivals, landscapes, celebrities, TV, sports, or community, social awareness

The curriculum's content includes a system of themes and topics, communication capacity, linguistic knowledge, learning how to learn, the application

of Communicative Language Teaching (CLT) and the learner-centered approach, testing and evaluation procedures, and program execution conditions, which are all further described in the curriculum Finally, specific suggestions on themes, topics,

14 Chapter 1: Introduction

communicative competences, and language items for each grade and level's teaching content are introduced

1.2.4 The Textbook "Tiếng Anh 10" (Pilot Book)

"Tiếng Anh 10" (pilot book) is a two-volume set that follows "Tiếng Anh 6",

"Tiếng Anh 7" ,"Tiếng Anh 8" and "Tiếng Anh 9" It is the first series of a level English textbook for Vietnamese students in upper secondary schools learning English as a foreign language in Vietnam (EFL) Since October 2011, it has essentially followed the Ministry of Education and Training's certified structured, theme-based syllabus The series employs a linguistic and learner-centered teaching style that focuses on the use of language (pronunciation, vocabulary, and grammar)

three-to develop the four language skills (listening, speaking, reading, and writing) and is appropriate for Vietnamese culture as well as other countries around the world, particularly those that speak English

The E10 (P.B) is ideal for practical involvement and participation in ESL learning and teaching in Vietnam, thanks to the collaboration of the British Council and Pearson The book is divided into two sections: Our Lives and Our Society Each theme is broken down into two or three parts, each containing a wide range of topics There is a review after each theme Each unit is organized into six sections: Getting Started, Language (vocabulary, pronunciation, and grammar), Skills (reading, speaking, listening, and writing), Communication, and Culture Projecting and looking back

Section 1- Getting started: It consists of two pages and is planned for a

45-minute class period Initially, there is a conversation set the subject of the unit Next are vocabulary and grammar items like language input for the skills and activities of the sequels

Section 2- Language (Vocabulary- Pronunciation -Grammar): It is

scheduled as two 45-minute lessons Particularly, in Period 1, it helps students practice the unit's vocabulary and pronunciation focus on providing a variety of exercises to practice concentration vocabulary and pronunciation In Period 2, it presents of the main grammar points of unit The grammar in use is displayed in an

Chapter 1: Introduction 15

accompanying short text/ talk/ interview with grammar tables and specific exercises There are also some "Memos Box” to help students work to avoid some familiar mistakes

Section 3- Skills (Reading- Speaking- Listening- Writing): It builds and improves Reading and Speaking skills There is a reading that is usually lexical and the structures that students have learned in the past Significantly, new vocabulary entries are presented in the text and practiced in the next section work Speaking activities to help students speak English freely, using recent practice language and

their knowledge of English In addition, it gives students the opportunity to listen the language they practice in the above part and improve Listening skills like general information and specific listening

Section 4- Communication and Culture: It allows students to apply what they've studied in earlier parts in everyday circumstances while also providing cultural information about Vietnam and other countries across the world

Section 5-6 Looking back and Project: lasts about a period of 45 minute Language recycling review section adopted various activities while the Project section helps students work individually or teamwork on an area related to the unit topic

The time allocated for the book is 52 periods (approximately 39 hours)

1.3 PURPOSES OF THE STUDY

The goal of this study is to determine whether the new E10 (P.B) satisfies the course's defined goals and is appropriate for students with English competence and background knowledge I also expect that the findings of the thesis will assist in determining whether any material or structure of the book should be changed in order to improve the quality and efficiency of this material

The study will be conducted to answer the following research questions:

1 To what extent does the English 10 textbook (pilot book) meet the teaching and learning objectives of the course of English 10 at Tran Nguyen Han high school?

2 To what extent is the textbook appropriate to the students’ English language level and background knowledge?

16 Chapter 1: Introduction

1.4 SCOPE OF THE STUDY

According to Waters (1993), when reviewing textbooks, a number of criteria such as learners, material purposes, material substance, teaching approach, and other criteria should

be considered As a result, due to time constraints and the scope of the minor study, the primary focus of the textbook review in this study is on learners, material aims, material content, and methodology

1.5 SIGNIFICATION OF THE STUDY

The conclusions of the thesis should be relevant to instructors at Tran Nguyen Han high school and other Vietnamese high schools who are implementing the new E10 (P.B) in the similar educational context The results reflect the textbook's strengths and weaknesses so that teachers can match appropriate teaching approaches for students of various levels, and the textbook's authorities and author groups can revise the textbook if necessary Furthermore, the findings of the thesis can be used to make some recommendations to the Ministry of Education and Training of Vietnam's administration and textbook author groups on how to improve the quality of the new English 10 textbook that is currently being used for grade 10 students in Vietnam, based on scientific evidence

1.6 STRUCTURE OF THE STUDY

Chapter 1: Introduction

This chapter introduces the study's background and issue statement, as well as the study's goals, research questions, scope, and significance

Chapter 2: Literature Review

This chapter provides an overview of textbook evaluation theory, with a focus

on difficulties relating to ELT textbook evaluation

Chapter 1: Introduction 17

The results of the data are reported, described, analysed and discussed Therefore, answers of the two questions are clarified in the chapter

Chapter 5: Recommendation and Conclusion

This chapter concludes the thesis and discusses implications for future research

Chapter 2: Literature Review 19

Chapter 2: Literature Review

2.1 INTRODUCTION

This chapter is devoted to a survey of prior research in order to develop a theoretical framework for assessing this textbook The first section included definitions, roles, and purposes for language teaching and learning resources The second section discusses material evaluation and related concerns such as textbook definition, textbook evaluation, and textbook assessment standards The final section goes through the CLT Approach Finally, the fourth section provides a number of earlier studies on textbook reviews in various contexts from its predecessors Teaching Materials in Teaching and Learning Language

2.2.1 Positions and Purposes of Teaching Materials in Teaching and Learning Language

It is usually believed that teaching material is crucial in teaching and learning any language because it is one of the most successful means

of teaching communication in the classroom (Mehmet, 2013 ) Class procedures cannot be carried out if there are no teaching materials available Teaching resources are sources of stimulation and ideas that can be used in class activities to provide students with valuable practice

in communicating and interacting Furthermore, the teaching materials serve as a source of information for students on topics like as vocabulary, grammar, and pronunciation A Cunningsworth (1995) Furthermore, according to Dudley (2000), educational materials can motivate and encourage pupils to learn independently in more effective methods Teaching materials, the next crucial role for learners, are considered a teaching support for both inexperienced and experienced teachers because, in general, teachers require materials to complete their jobs and lesson plans Giving a suitable explanation for this fact, (J C Richards, 2005) noted that ideal teaching resources are those that can train teachers

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and allow them to plan their own classes using the concepts supplied in the materials

The four basic functions of instructional materials, according to Dudley (2000) are to give linguistic sources, academic support, incentive, and references

To begin with, involving students and instructors in supplying the language source, especially when using a novel type of textbook such as E10 (P.B), can confirm that the teaching material is the sole device available for students and teachers to access language content As a result, instructional materials must present and explain a real language in order to be appropriate for a large number of students and match their needs and requirements in learning

Second, Dudley (2000) stated that instructional material has a better participant in employing intellectual ideas to apply language in terms of learning assistance That is why in class exercises should be designed to "stimulate cognitive rather than mechanical processes" (p.171)

Thirdly, Dudley (2000) reiterates that materials must be "difficult yet doable to offer new concepts and information while being grounded

in the learners' experience and expertise" when it comes to incentive source provision (p.172).with regard to the motivation source provision,

Finally, resources that serve as a reference source are provided Teaching materials, according to Tomlinson (1998), are beneficial when they enable students in class to "make efficient use of the resources in order to support self-discovery." In other words, the documentation should include terminology that corresponds to, for example, explanations, practical exercises, and activities both within and outside the classroom It's also important to give extensive explanations and answers so that students may utilize the resources for self-study at home, and teachers can use the keys and answers to learn more Materials such as English 10 (pilot

Chapter 2: Literature Review 21

book), precise and suitable language usage models, and active teaching processes for specific goals in class are included in the ELT situation

Teachers and scholars, in general, use a variety of National Foreign Language teaching materials due to the relevance of teaching materials in the academic process Printed materials such as textbooks, workbooks, photos, pictures, handouts, activity sheets, and worksheets, as well as non-printed materials such as recorded files and computer-based files, PowerPoint presentations, videos and audio tapes, computer software, and visual aids, are the most common teaching materials in large quantities They feature a wide range of content culled from a variety of sources ranging from books to websites Whatever form of content is created, each type of teaching and learning material has its own roles and strengths, as well as a variety of uses for a variety of learning goals, particularly textbooks, which will be covered further below

to public scrutiny and assessment to assure their usefulness When textbooks are used in the school system, they are still approved and upgraded That is why textbooks are used as a standard knowledge tool

by both students and teachers Textbooks are seen as a means of fulfilling the goals that have been defined in terms of the needs of students

Textbooks are the most important teaching component because they are essential learning tools in most language curricula, and they are typically determined based on the fact that they are released and

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published documents that are mostly reliable, engaging, and friendly in order for their use to be effective (Vera, 2016) To achieve this efficacy in language instruction, a helpful textbook in general, and a course book in particular, must have features such as establishing successful teaching and learning courses, which are, in essence, to build and develop a systematic and planned learning and teaching program When designating textbooks for use, students study the content offered

user-in the textbook, and they can outluser-ine the essential aspects they need to study in the textbook using the book map and table of contents

No textbook or set of materials, however, is going to be perfect According to Harmer (2007), textbook content is not excellent in all aspects Specifically, despite the fact that textbooks are well-designed and well-organized in content, they can nevertheless be challenging and incompatible with some aspects of learners' studying activities, as students' ability may not match the target language offered in the book Swales (2000) also claims that textbooks are "less self-sufficient" in terms of practice resources and skill covering (p.57) According to this viewpoint, it is vital to supplement textbooks with other appropriate materials in order to complement them and improve the learning schedule's effectiveness and success

2.3.1 Definition of Textbook Evaluation

Since the 1980s, textbook evaluation has become such an important part of applied linguistics that it has attracted the attention of numerous scholars According to Hutchinson and Waters (1993, p.72), evaluation is the process of determining the suitability of something for

a specific purpose: 'Given a certain need, and in the light of the resources available, which out of number of possibilities can represent the best solution? There is no absolute good or bad - only degrees of fitness for the required purpose'

Chapter 2: Literature Review 23

According to Brown (1979), textbook evaluation is 'the systematic collection and analysis of all relevant information necessary to promote the improvement of a curriculum and assess its effectiveness within the context of the particular institution involved' Brown emphasizes the

importance of assessing information in a methodical manner in connection to curriculum creation and an educational institution's surrounding situation

To conduct any evaluation, the evaluator must first specify the criteria to be evaluated, as these serve as a functional foundation for the assessor to rely on the assessment Criteria are things that evaluators employ to "reach a decision regarding what ought to be evaluated," according to Tomlinson (1998) Furthermore, Ellis (1997) argued that checklists are frequently used for materials evaluation in order to forecast and determine the usefulness of materials provided in specific instructional contexts Dudley (2000) also pointed out that evaluation criteria are frequently dependent on what and why this type of material should be evaluated Because of the diversity of resources, several researchers have offered various sets of criteria, including Waters (1993),

A Cunningsworth (1995), Brown (1979), and Tomlinson (1998)

In general, textbook assessment may be defined as the process of methodically judging the necessary material in order to determine its worth to specific users while taking into account the contextual aspect

2.3.2 Needs for Textbook Evaluation

The review of textbooks, along with curriculum design, learner assessment, and classroom process research, are all centralized applied language tasks Textbook evaluation is one method of addressing

textbook flaws and limits Textbook evaluation process “begins with

determining what information to gather and ends with bringing about the

change in current activities or influencing future ones” (Dudley, 1998,

p.28)

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According to Ellis (1997), it is necessary to choose which materials from the available materials are best suited to use for a certain setting, or to determine whether the chosen materials are suitable for that condition after they have been utilized for a period of time After various criteria have been evaluated, the findings of textbook evaluation will suggest remedial action, such as altering, augmenting, or providing appropriate instructions and help to teachers or learners on how to use them appropriately

2.3.3 Textbook Evaluation Criteria

It is apparent that a good textbook must fulfill a wide range of evaluation alternatives and standards when examining the consequences

of textbook evaluation If that's the case, what scheme and criteria should

be utilized to determine the success of a language program based on the textbook? Many experts, including Cunningsworth (1984, 1995), Davies (2006), Ellis (1997), Hutchison and Waters (1993), Mc Donald and Shaw (1993), Sheldon (1988), Hashemi (2011) and Tomlinson (1998), have established practical and applicable advice on textbook evaluation in an attempt to answer this question

Cunningsworth (1985) goes over a textbook analysis in great depth Language content, selection and classification of language items, practice and presentation of new language items, development of language skills and communication skills, materials supporting motivation and learners, and overall conclusions and evaluations are among the six categories he recommends for course analysis

A Cunningsworth (1995) distinguishes between two methods of evaluating a textbook: impressionistic and in-depth evaluation The first method necessitates selecting a material from a large pool of current new materials The second section delves more into 'how specific topics are handled, particularly those that relate to students' learning needs and syllabus requirements, how different components of language are

Chapter 2: Literature Review 25

handled, and so on.' As a result, he recommends a set of seven checklists: The following sections cover the following topics: objective and approach, design and organization, language content, skill, topic, methodology, and teacher's instruction

Sheldon (1988) pays attention not only to the textbook's inherent value, but also to the textbook's design To evaluate any textbook, he suggests using a seventeen-item checklist: reasoning, usability, user definitions, layout and visuals, accessibility, alignment, selection and classification, physical features, relevance, authenticity, cultural bias, educational value, practice, and revision He further clarifies each of these points by asking critical questions

Hashemi (2011) brings to focus two main categories in a textbook evaluation: the textbook and the teacher's manual

• Bibliographical information; objectives and goals; theme; vocabulary and structures; exercises and activities; composition and make-up

• General Features; Supplementary Exercises; Methods and Pedagogy Guidelines; Linguistic Background Information in the teacher's manual

Ellis (1997, p 37) presents a two-step assessment methodology for empirical micro-evaluation In the first phase, L2 instruction and textbooks will be assessed against predicted standards using a variety of established assessment checklists Teachers and evaluators are then asked to evaluate the content either by engaging students and asking them to remark on the materials used, or by engaging students and asking them to comment on the materials used When compared to macro-assessments, a micro-assessment can be regarded easier to manage, according to Ellis (1997) However, it has significant drawbacks, such as being time- and labor-intensive, because it necessitates a lot of effort to create a foundation for macro-assessment

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of subsequent processes Furthermore, this type of evaluation is only done in the classroom when the target material is used

There are three sorts of material evaluations: assessment before use, evaluation during use, and evaluation after use, according to the definition’s Tomlinson (1998) He also agrees that material assessment

is a procedure for determining some or all of the following aspects: learner attractiveness; credibility to learners, teachers, and administrators; effect; reliability; ability to interest learners; ability to motivate learners; short-term and long-term learning value; learners' and teachers' perceptions of the material's value; assistance to teachers in preparing, distributing, and evaluating the material

More recently, Davies (2006) developed a fourteen-item questionnaire that identifies three items in the evaluation of a textbook: how interesting the course is, the classroom atmosphere, the teacher, teachers' likes and dislikes about the course; textbook content, teacher-made materials, the extent of class assignments, and learning language skills; learners' attitudes toward learning English, their ability to expose them to English outside of the classroom, and learning language skills; learners' attitudes toward learning English, their ability to expose them

to English outside of the classroom His class-specific questionnaire is used to uncover students' desires and wants from a course, resulting in major modifications in curriculum, attention skills, assignment type, teaching styles, and themes

In conclusion, the provided criteria and checklists in these publications serve as a good beginning point for any assessment procedure Despite the fact that they were established using diverse rationales, they all have three things in common:

1 In terms of learners, textbooks should be suitable to students' interests, needs, competence level, and socio-cultural background are all factors to consider

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2 In terms of Curriculum, textbooks should reflect the teaching objectives and be written in conformity with the Curriculum Guidelines

3 In terms of methodology, the compilation of textbooks should be based on the most up-to-date language teaching practices and second language acquisition theories

Although Davie's textbook rating standards are the most recent and comprehensive, they appear to be lacking in content evaluation criteria

Because each scholar has a unique set of material evaluation criteria, as well as strengths and weaknesses, it is necessary to consider a variety of objective and subjective factors in order to select a set of criteria that is appropriate for the specific context, learners, goals, and teaching method

Therefore, it appears that Hutchinson and Waters criteria are reasonably full of the above variables, and Hutchinson and Waters models were chosen for evaluating material: E10 (P.B) at Tran Nguyen Han high school for the reasons stated above According to Hutchinson and Waters (1993), material evaluation is a process in which the appropriateness of a particular issue for a specified purpose is assessed

Material evaluation is essentially a matching process, therefore the solution should incorporate matching From this approach, a review can be divided into four main sections: identifying criteria, subjective analysis, objective analysis, and matching