Teachers‟ perception on the exercises and activities of the 11th – grade English textbooks .... Students‟ perception on the exercises and activities of the 11th – grade English textbooks
INTRODUCTION
RATIONALE
Textbooks play a vital role in education worldwide, especially in language teaching and learning, serving as the second most important factor after the teacher They provide essential syllabus support, aid in teacher training by offering methodological guidance, and save time by reducing material production efforts (Cunningsworth, 1995) In many cases, textbooks are the primary source of language input and practice for students, making their effective use and adaptation a key component of teachers' professional development (Richards, 2001) For learners, textbooks facilitate independent practice and self-study, offering the primary contact with the language alongside classroom input Additionally, for inexperienced teachers, textbooks serve as valuable tools for lesson planning and presentation, providing useful ideas and formats to enhance instructional effectiveness.
Several studies have explored teachers' and students' attitudes toward English textbooks in ESL/EFL classrooms (Wen-Cheng et al., 2011; Kirkgűz, 2009; Rahimi & Hassani, 2012; Khodabandeh & Mombini, 2018) These research works focus on developing a textbook evaluation checklist for standardized use at the elementary level Additionally, as part of the National Foreign Language 2020 project, a Pilot English Curriculum has been introduced to enhance language teaching and learning.
Vietnamese upper secondary schools began implementing the pilot program on November 23, 2012, initiated by the Ministry of Education and Training (MOET) A subsequent study investigated how EFL teachers utilized the English textbooks, specifically Tieng Anh 11, as resources for achievement tests The research findings revealed insights into teachers’ practices in using these textbooks for assessment purposes Additionally, another study by Tran P further explored related aspects of English language teaching and assessment in Vietnamese upper secondary education.
N T., & Tran, 2020) to explore EFL teachers‟ and students‟ perspectives on communicative skills represented in the 11 th grade English textbooks
Despite the implementation of the set English textbooks under the National Foreign Language 2020 project in Vietnamese high schools, many schools have recently adopted these materials for the first time, leading to limited research on teachers’ and students’ perceptions There is a notable scarcity of studies specifically focused on the new “English 11” textbooks Furthermore, investigating the perceptions related to the National Foreign Language 2020 project’s textbooks poses significant challenges Therefore, this study aims to explore how teachers and students perceive the new English 11 textbooks, with the goal of providing insights to improve textbook tasks and activities.
AIMS AND OBJECTIVES
This study explores the perceptions of teachers and students regarding the physical appearance, format, and content of 11th grade English textbooks issued in 2014 under the National Foreign Language 2020 project It examines their views on the textbook's units, activities, exercises, and the development of skills and sub-skills The research aims to evaluate how these textbooks meet educational standards and support language learning objectives The findings provide valuable insights into the effectiveness and usability of the textbooks in fostering language proficiency among 11th grade students.
To achieve this aim, two main objectives were set up
This study explores teachers’ perceptions of the physical appearance and format of 11th grade English textbooks, as well as their opinions on the content structure, including units, activities, exercises, skills, and sub-skills The research aims to assess how these textbooks meet educational needs and support effective language learning Findings highlight the importance of well-organized content and engaging activities in enhancing students’ language development, while also evaluating the textbooks’ overall usability and role in the curriculum This comprehensive review provides insights into optimizing textbook design to improve teaching and learning outcomes in English education.
+ To examine the students‟ perceptions of the physical appearance and format, the content (units, activities, exercises, skills, and sub-skills), and the roles of the 11 th grade English textbooks.
RESEARCH QUESTIONS
The following research questions are proposed in order to determine the perceptions of the teachers and the students on eight sections of the 11 th grade English textbooks:
1 What do high school teachers in Song Cau town perceive the 11 th grade English textbooks?
2 What do high school students in Song Cau town perceive the 11 th grade English textbooks?
SCOPE OF THE STUDY
This study investigates teachers' and students' perceptions of the physical appearance, format, language components (vocabulary, pronunciation, grammar), and skills (reading, speaking, listening, writing) of 11th-grade English textbooks The textbooks are structured with eight headings per unit, with research limited by time, resources, and research conditions The participants include 10 teachers and 100 students from various high schools in Song Cau town, providing insights into the effectiveness and usability of these textbooks in enhancing English language learning.
SIGNIFICANCE OF THE STUDY
This study explores teachers' and students' perceptions of textbooks as effective or inadequate resources for English instruction in high schools in Song Cau Town The findings provide practical insights to improve teaching and learning experiences, highlighting the importance of selecting appropriate instructional materials to enhance English education at the high school level.
ORGANIZATION OF THE STUDY
The study consists of five chapters
Chapter 1 “Introduction”, presents the rationale, aims and objectives, research questions, the scope of the study, the significance of the study and the organization of the study
Chapter 2 “Literature Review”, briefly reviews the literature of previous studies on teachers‟ and students‟ perception on the English textbooks related to this study This chapter also provides the theoretical background textbook evaluation of the physical appearance and format, the content (units, activities, exercises, skills, and sub-skills), and the roles of the textbooks
Chapter 3 “Research Methodology”, deals with the research methods, the description of the data, data analysis and research procedures This chapter also presents the reliability and validity of the data
Chapter 4 “Findings and Discussions”, focuses on describing, analyzing and discussing the perceptions of the teachers and the students on eight sections of the 11 th grade English textbooks
Chapter 5 “Conclusion and Implications”, reveals a summary of the results of the study It also offers implications for making the effective ways to implement these books and mentions the limitations of the study and the suggestions for further research.
LITERATURE REVIEW
TEACHING ENGLISH AT THE GENERAL EDUCATION LEVEL
English has become a mandatory subject for all students at the General Education Level in Vietnam The Vietnamese education system is divided into three levels with a total of 12 grades: primary (Grades 1-5 for children aged 6 to 11), lower secondary (Grades 6-9 for children aged 11 to 15), and upper secondary (Grades 10-12 for students aged 15 to 18) (Hoang, V V., 2010).
Vietnam’s current English curriculum includes a 10-year program starting from grade 3, with compulsory foreign language subjects required at all educational levels, while teaching English in grades 1 and 2 remains optional (MOET, 2018) English is a mandatory subject in primary (grades 3-5), lower secondary, and upper secondary schools, and students must take English in the national GCSE examination All public schools adhere to the government-approved curriculum, which currently consists of either 7-year or 10-year English textbooks, with textbook selection depending on school requirements and local authorities’ demands.
Concerning the detail of content, English is introduced from Form 3 –
At the primary level, students study English for a total of 210 periods, with 2 periods allocated in Forms 3, 4, and 5 each In lower secondary education, English is taught for 385 periods, with Forms 6, 7, and 8 receiving 3 periods per week, and Form 9 receiving 2 periods At the upper secondary level, students engage in English lessons for a total of 315 periods across Forms 10, 11, and 12, with 3 periods dedicated each week (Hoang, V V., 2010).
Vietnam's formal general education system is characterized by a structured schedule of English language instruction, with specific numbers of English periods allocated at each educational level The total number of English lessons across all levels is detailed in Table 2.1, providing a comprehensive overview of English language exposure within the system.
Table 2.1 The number of English periods for each level of education in Vietnam Level of Education (forms) Number of Periods each Week Total periods
Primary (Grades 3 - 5) 2 periods/week/35 weeks 210
70 Upper secondary (Grades 10 -12) 3 periods/week/35 weeks 315
2.1.1 The 7-year set of English textbooks
The global development of English has elevated the importance of learner-centered approaches in Vietnam's English education Teachers are now seen as facilitators who create creative learning contexts to enhance language acquisition In response, the Vietnamese Ministry of Education and Training (MOET) designed a new curriculum and English textbooks for all schools under Decree No 14/2001/TT-TTG, focusing on renovating the Vietnamese general education curriculum (Hoang, V V., 2010).
2008, all high schools applied the 7– year set of English textbooks
The book features 16 comprehensive teaching units complemented by six review sections, designed to enhance language learning Each unit is systematically organized into five sections—Reading, Speaking, Listening, Writing, and Language Focus—each lasting approximately 45 minutes to ensure balanced skill development This structured approach facilitates effective language instruction and aligns with modern pedagogical standards (Minh, N T T., 2007).
Effective reading lessons start with "Before You Read" activities that introduce students to the topic, motivate reading, and elicit new vocabulary These are followed by "While You Read" exercises aimed at developing essential reading skills like scanning, skimming, and inferring meaning from context Concluding with "After You Read" activities helps students reinforce understanding through additional practice and encourages written language production, ensuring comprehensive skill development.
The Speaking section typically consists of three or four activities designed to assess language skills The initial activities provide targeted language input and focus on developing specific language functions, such as expressing opinions, agreements, and disagreements The later activities serve as practice tasks, allowing students to apply their speaking skills in real-life contexts.
The Listening section is similar to the Reading section with three stages
This article outlines a comprehensive approach to listening and writing activities, focusing on "Before You Listen," "While You Listen," and "After You Listen" stages to enhance comprehension The writing section often begins with a model lesson, which helps students analyze examples, develop language skills, and engage in guided writing exercises The ultimate goal of each writing lesson is for students to produce a complete and coherent written text, demonstrating their understanding and language proficiency Incorporating these structured activities ensures effective skill development and supports student improvement in both listening and writing.
The Language Focus section is divided into Pronunciation and Grammar and Vocabulary, enhancing both speaking and language skills The Pronunciation part emphasizes practicing sounds such as vowels, consonants, and clusters to help students pronounce words accurately Meanwhile, the Grammar and Vocabulary component is designed to reinforce the target language structures covered in the unit Students engage in exercises to practice and solidify these grammatical and vocabulary points, ensuring comprehensive language development.
The six "Test Yourself" review units are designed to help students reinforce vocabulary, grammar, and structural concepts covered in each unit These review units serve as valuable sample tests for teachers when creating 45-minute assessments for their classes Each review includes four key components: Listening, Reading, Writing, and Language Focus, providing a comprehensive practice experience Notably, the speaking component is not included in these review units.
2.1.2 The renovation of the textbooks in Vietnam
In the era of globalization, the demand for teaching and learning English as an international language has significantly increased This trend has amplified the importance of enhancing English education quality in Vietnam to keep pace with global standards Consequently, efforts to improve English teaching methods and learning experiences in Vietnam are essential to stay aligned with the global movement towards English proficiency.
Vietnamese Prime Minister of the Socialist Republic of Vietnam signed Decision N0 1400/QĐ-TTG to promulgate the National Project entitled
“Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020 (henceforth 2020 Project) on the 30 th of September, 2008 (MOET, 2008) The general goal of the 2020 project is “
By 2020, most Vietnamese students graduating from secondary schools, vocational institutions, colleges, and universities will confidently use foreign languages in daily communication, study, and work This language proficiency will enable them to thrive in integrated, multi-cultural, and multi-lingual environments, turning foreign languages into a strategic advantage Developing strong foreign language skills will support Vietnam's industrialization and modernization efforts, fostering economic growth and global integration.
In 2008 MOET issued a new curriculum to implement a ten–year education program on teaching and learning a foreign language (MOET,
2008) It describes the tasks for ELT at the secondary school level as enabling students to:
1 “Identify English and other languages as foreign language subjects to be taught and learned at education institutions that belong to the national education system
2 Construct and issue a detailed and unified language proficiency framework that consists of 6 levels This framework is compatible with other common international language proficiency levels and used as a reference when writing curriculums and teaching plans Based on this framework, criteria of evaluation are set up for different learning and training levels, ensuring interconnection in language training between school levels
3 Construct and implement a new program on compulsory language training at different school levels as follows: qualify KNLNN level
1 when graduating primary school; qualify KNLNN level 2 when graduating secondary school; qualify KNLNN level 3 when graduating high school.”
In 2008, the Vietnamese Ministry of Education and Training, through Decision 1400, appointed Hoang Van Van as the chief author of a ten-year English textbook series aligned with the National Foreign Language 2020 Project The development involved three dedicated teams—primary, lower secondary, and upper secondary—comprising 15 Vietnamese textbook writers, alongside English textbook experts from MacMillan Education and Pearson Education These collaborations resulted in a comprehensive ten-year English curriculum, spanning from grade 3 to grade 12, tailored for Vietnamese schools.
TEXTBOOKS
A textbook is defined by the Cambridge Dictionary as a book containing detailed information about a subject for students studying that topic It serves as a crucial teaching and learning resource utilized by both students and teachers in alignment with curriculum development Teachers rely on textbooks to effectively manage lesson delivery and guide the teaching process Additionally, textbooks function as a source of direction and inspiration, providing teachers with ideas on how to teach lessons effectively (Tomlinson, 2008).
Textbooks are an essential and almost universal element of English language teaching, serving as systematically organized schedules that facilitate structured learning (Hutchinson & Torres, 1994; Richards, 2001) EFL textbooks provide students with critical knowledge, including grammar, vocabulary, and cultural information about English-speaking countries, helping them prepare for intercultural communication By offering comprehensive content on language skills and cultural awareness, textbooks support students in developing their communicative competencies and overall language proficiency As effective learning tools, textbooks play a vital role in encouraging students to acquire and improve their English language skills.
2.2.2 The role of textbooks for EFL teachers and students
English has become an essential part of the educational curriculum in Vietnamese schools Teaching English as a foreign language presents significant challenges, especially in developing countries like Vietnam Textbooks are vital teaching materials that support both teachers and students, providing structured information for effective language learning As a core resource in EFL education, textbooks facilitate better understanding and engagement in the classroom.
English is widely studied as a second language across many countries, including Vietnam, which emphasizes effective English teaching and learning In Vietnam, English textbooks often serve as the primary or sole source of language input for students and form a foundation for practice both inside and outside the classroom According to Richards (2001), textbooks play a crucial role in language education, acting as systematically planned and developed course materials (Day & Krzanowski, 2001).
Textbooks continue to be a fundamental component of school curricula worldwide, providing both teachers and students with official knowledge of subjects and the associated values, attitudes, skills, and behaviors of experts in the field (Wen-Cheng et al., 2011) In the context of EFL classrooms, textbooks serve as a crucial grammatical and functional framework that helps students adapt and engage effectively during lessons (Radić-Bojanić & Topalov, 2016).
O'Neill identifies four key purposes for using course books in language education Firstly, course books help meet students' specific learning needs, ensuring a tailored educational experience Secondly, they provide students with a structured program for their language development and facilitate the assessment of previous courses Thirdly, using course books allows students to access valuable and well-organized learning materials, promoting effective language acquisition.
Teachers now have opportunities to modify and adapt course books based on students' specific needs, enhancing the effectiveness of language instruction (O’Neill, 1982) The content of textbooks significantly influences both teaching methods and student learning experiences Therefore, textbook evaluation is essential to ensure the materials are appropriate before integration into a language program Conducting thorough evaluations helps teachers select professionally designed textbooks that align with curriculum goals, suit the local economic context, and meet the diverse needs of students in each school, ultimately improving language education outcomes.
Teachers and learners utilize English textbooks as essential guides because they provide explicit frameworks for accomplishing current tasks and planning future lessons According to Tomlinson (2008, 2011), textbooks serve as foundations for lesson planning and are systematically evaluated based on their alignment with learning objectives Richards and Rodgers (2006) highlight that textbooks are structured to facilitate a gradual development of language forms and functions from basic to complex levels Visual aids such as pictures and graphics in English textbooks enhance student understanding beyond teacher explanations Ahour and Ahmadi (2012) emphasize that textbooks are primary sources for delivering knowledge in an organized and accessible manner Brown (1995) notes that textbooks offer numerous benefits, including language exposure, learning support, inspiration, stimulation, and reference, making them vital resources for achieving course goals aligned with learners' needs.
EFL textbooks are essential tools for enhancing both learning and teaching English, supporting teachers in fulfilling their responsibilities effectively Since students and teachers frequently use these textbooks, collecting and analyzing their opinions is crucial for continuous improvement Teachers rely on textbooks as valuable supportive tools in the classroom, making the use and adaptation of these materials a vital aspect of their professional knowledge and teaching effectiveness.
2.2.3 A description of the 11 th – grade English textbooks
The textbooks were developed in alignment with the new national curriculum under the National Foreign Language 2020 Project, ensuring contemporary language education standards They adhere to the Common European Framework of Reference for Languages (CEFR) and Threshold Level English, providing a standardized framework for language learning, teaching, and assessment Each unit's content is summarized in a book map found on pages four and five, facilitating structured learning The materials include cassette tapes, student workbooks, and teacher manuals to support diverse teaching methods Key language elements such as pronunciation, vocabulary, and grammar are emphasized, with a focus on developing listening, speaking, reading, and writing skills, as well as fostering learners' cultural competence (Hoang, V V., 2016).
Each textbook includes 10 teaching units and 4 review units, with a 45-minute class period at upper secondary levels Every unit is structured around eight key sections: Getting Started, Language (Vocabulary, Pronunciation, Grammar), Skills (Reading, Speaking, Listening, Writing), Communication & Culture, and Looking Back & Project, ensuring comprehensive language development (MOET, 2012) The units begin with dialogues that introduce phonological and lexical items related to the topic, along with specific functions and grammatical structures The curriculum is organized around four main themes: Our Lives, Our Society, Our Environment, and Our Future, promoting relevant and engaging content for students (Table 2.3).
Table 2.2 Book structure, unit structure, component headings, and time allocated for each heading ( Hoang, V V., 2015)
Number of components per unit 8
Reading Speaking Listening Writing Communication & Culture Looking Back & Project Time allocated for each heading 1 period
Table 2.3 The topics in the 11 th grade Textbooks (MOET, 2012)
Theme Our Lives Our Society Our Environment Our Future
- Caring for those in need
-People and the environment in conflict
The "Getting Started" section opens with a dialogue that introduces key phonological and lexical items related to the topic, incorporating specific functions and grammatical structures It includes four activities: listening and reading the conversation, along with three practice exercises designed to develop reading skills such as scanning and skimming The first activity aims to familiarize students with the topic, improve listening comprehension, activate prior knowledge, encourage reading, and introduce new vocabulary The subsequent exercises focus on enhancing reading strategies to strengthen overall comprehension skills.
The Language section focuses on essential language elements and functions, including vocabulary, pronunciation, and grammar It aims to reinforce vocabulary introduced earlier and provides pronunciation exercises to improve rhythm, intonation, strong and weak word forms, sound linking, and stress patterns Additionally, the grammar component helps students practice and expand their understanding of grammar structures introduced previously Overall, the Language section prepares students with foundational skills in vocabulary, pronunciation, and grammar before they develop the four macro-skills of reading, speaking, listening, and writing.
The Skills section includes four key areas: reading, speaking, listening, and writing, each structured to develop specific language competencies The reading component follows a traditional lesson framework, starting with an activity to introduce the topic, followed by a text of 250-280 words and exercises to enhance skills like scanning, skimming, and contextual guessing It concludes with practice tasks that promote oral or written language production The speaking section consists of four to five activities that focus on practicing language functions such as expressing opinions and engaging in short talks, often encouraging personal discussions The listening section similarly includes four to five activities designed to motivate students, build background knowledge, and develop skills like understanding main ideas, specific details, and note-taking through exercises like gap-filling and multiple-choice questions, ending with discussions to improve speaking or writing skills The writing section comprises three to four tasks beginning with models and vocabulary, progressing through guided writing processes, and culminating in students composing personal letters, emails, diaries, or blogs about familiar topics such as films, books, or events, to foster expressive writing skills (MOET, 2012).
The "Communication and Culture" section is divided into two parts: communication and culture, aimed at enhancing students’ communicative skills and cultural awareness The communication component includes activities designed to provide information on various topics and to develop students’ discussion abilities The culture part features exercises such as reading texts, answering questions, determining true-false statements, and engaging in discussions to help students understand and explore cultural concepts These activities foster both cultural understanding and effective communication skills.
PERCEPTION
The concept of perception has been defined differently in many ways by many theorists
Perception is broadly defined as the process of recognizing and understanding our environment through the physical senses such as sight, hearing, and touch, as outlined in The Cambridge Advanced Learner's Dictionary It encompasses beliefs or opinions held by many people based on how things appear, as well as the awareness of stimuli that may not be immediately obvious According to the Macmillan English Dictionary for Advanced Learners, perception also refers to the way individuals think and feel about a company, product, or service, highlighting its importance in understanding attitudes and judgments Richard and Schmidt (2010) emphasize that perception involves the recognition and comprehension of events, objects, and stimuli, shaping our opinions, beliefs, attitudes, and judgments about the surrounding environment Overall, perception is a complex process that affects how we interpret and respond to the world around us.
According to Norman (2002), perception is a cognizant mindfulness reaction to items and events in the beneficiary's current circumstance Searle
In 2015, Searle explored the concept of perception through visual consciousness, emphasizing its crucial role in human experience He highlighted that understanding the relationship between perceptual experiences and the real world, particularly through vision, has been a central focus of Western philosophy since Descartes This ongoing exploration underscores the importance of visual perception in shaping our understanding of reality.
Perception is the mental process of interpreting information received through human receptor organs, allowing individuals to understand and assign meaning to their environment It involves clarifying sensory data about objects and events, enabling us to navigate and respond effectively to the world around us.
2.3.2 Importance of perception on learning and teaching
The roles of teachers and students are crucial in shaping an effective educational system, with teachers serving as controllers, advisers, mentors, counselors, role models, and planners who support both students’ learning abilities and behavior development According to Razmjoo (2007), students gain confidence and learn more effectively when textbooks are utilized, highlighting the importance of instructional resources Teachers’ perceptions significantly influence the learning environment, as they shape how educational experiences are facilitated (Windiarti et al., 2019) McDonald (2011) explains that perception is the way individuals interpret phenomena based on their background knowledge, which affects their personal viewpoints and evaluations of educational processes.
Perception is typically categorized into two types: positive and negative, resulting from the interaction between individuals and objects (Irwanto, 2002) Positive perception involves an optimistic assessment aligned with expectations or established rules, while negative perception reflects pessimistic views that differ from expected standards According to Lee & Tsai (2005), teachers' perceptions significantly influence the learning environment and can impact students’ behavior Additionally, King (2000) highlights that linguistic attitudes, which are specific aspects of a language, play a crucial role in shaping students' attitudes toward textbook usage, thereby affecting their overall learning competence.
Textbooks play a crucial role in teaching, significantly impacting classroom activities by serving as primary source materials for teachers Teachers rely on textbooks to guide their instruction, and their perceptions influence how they address challenges and adapt teaching methods (Moloi, 2009) Consequently, teachers' attitudes towards textbooks affect the learning process, including the choice of techniques, strategies, and classroom dynamics Additionally, research indicates that while textbook design should meet students' needs, students' perceptions may be more influential on effective learning than teachers' views (Weiten et al.,).
1996) Hence, students‟ views of the textbooks are necessary to investigate
Perception is essential in the EFL classroom as it significantly influences teaching and learning processes Understanding students' perceptions offers valuable insights that can enhance educational strategies and improve language acquisition outcomes Incorporating perceptual considerations into EFL teaching creates a more effective and engaging learning environment.
EVALUATION OF TEXTBOOKS
Textbooks play a crucial role in English Language Teaching (ELT) by supporting the teaching and learning process, making their evaluation essential for selecting suitable course materials Effective textbook evaluation enables teachers to choose and adapt resources to meet learners' needs and foster natural interaction in the classroom Cunningsworth (1995) emphasizes that careful selection ensures materials align with learners' needs and the goals, methods, and values of the teaching program Additionally, Sheldon (1988) highlights that choosing an ELT textbook is a significant administrative and educational decision, often involving substantial professional, financial, or political investment.
When evaluating textbooks, practical considerations include the durability and visual appeal of the physical appearance, as well as the ease of obtaining the textbook package quickly Ur (1996) and Cunningsworth (1995) introduce a “leveled” evaluation approach, consisting of an initial “impressionistic” overview where teachers assess the attractiveness of the cover, accompanying materials, and the textbook’s structure The second level involves an “in-depth evaluation,” focusing on detailed analysis of language skills, content, and exercises to ensure the suitability of the textbook for classroom use.
According to 2004, evaluating textbooks involves three key methods: the Impressionistic Method, the Checklist Method, and the In-depth Method The Impressionistic Method focuses on forming general impressions by reviewing the book’s description, contents page, organization, topics, layout, and visuals The Checklist Method uses a structured list of criteria to systematically assess the textbook The In-depth Method involves detailed analysis of specific features, such as the design of particular units or exercises and the treatment of specific language elements.
ELT textbook evaluation can be categorized into three main types based on the different stages of use: predictive or pre-use evaluation, which involves assessing the suitability of the textbook before implementation; in-use evaluation, focused on ongoing assessment during classroom use; and retrospective or post-use evaluation, which reflects on the textbook’s effectiveness after its completion (Cunningsworth, 1995; Tomlinson, 2003; Ellis).
Textbook evaluation can be classified into three main types: predictive (pre-use), in-use, and retrospective (post-use) Predictive evaluation aims to assess the potential performance of a textbook before its implementation, helping educators choose the most suitable resource In-use evaluation focuses on analyzing the actual effects of the textbook during classroom use, providing insights into its effectiveness in real teaching environments Retrospective evaluation involves reflecting on the impact of a textbook after its use, whether short-term or long-term, to determine its influence on learners’ academic development, curriculum implementation, and test preparation All three evaluation types are essential for understanding how ELT textbooks support specific educational goals.
Grant (1987) outlines a three-stage process for evaluating textbooks: Initial Evaluation, Detailed Evaluation, and In-use Evaluation The first stage focuses on determining the textbook’s appropriateness by applying the CATALYST test, which assesses eight key criteria—Communicative ability, Aims, Teachability, Available Add-ons, Level, Your impression, Student interest, and Tried and tested The second stage involves piloting the selected textbook after the initial assessment, while the final stage emphasizes continuous reevaluation to ensure ongoing suitability and effectiveness.
2.4.1 Evaluating the design of ELT textbooks
Evaluating the design of a textbook involves assessing its physical appearance, layout, format, and other features such as illustrations, tables, and figures (Celce-Murcia, 2001) The durability and attractiveness of elements like the cover, pages, and binding also play a crucial role in its overall design Additionally, the size and weight of the textbook should be appropriate for student use (Sheldon, 1988; Celce-Murcia, 2001) It is important to determine if the design reflects current technological advancements, with illustrations being a key aspect Sheldon (1988) emphasizes that colorful and appealing images effectively attract students' attention during language learning Furthermore, illustrations should consider cultural sensitivity and avoid portraying stereotypes related to gender, race, or class, as culturally offensive images can lead to negative reactions among learners (Graves, 2000) The simplicity and appropriateness of visual content are vital since images often convey significant information, and culturally inappropriate portrayals can hinder effective learning.
2.4.2 Evaluating the language content of ELT textbooks
Choosing an appropriate textbook requires consideration of both learner and teacher factors (McGrath, 2004) Key learner factors include age, proficiency level, reasons for learning the target language, and gender distribution, which influence the selection process Additionally, learner needs such as dialect preferences, emphasis on specific language skills, focus on grammar or vocabulary, and attention to mechanics like spelling and punctuation are crucial Teacher-related factors involve language competence, methodological expertise, awareness, and teaching experience, all essential for effective instruction According to Cuningsworth (1995), ELT textbooks should address the four main language skills—listening, speaking, reading, and writing—and be evaluated based on six criteria to ensure they meet language learning objectives.
- Considering the stated aims and curriculum requirements, are all the language skills are emphasized adequately?
- Does the textbook include materials that integrate language skills?
- Are the reading passages and activities are appropriate to the students‟ level, expectations?
- Is the number of reading materials adequate for students?
- Do the listening materials in the cassettes have high-quality recordings and are they authentic?
- Do the materials provide background information, questions, and activities in order to enhance students‟ comprehension?
When selecting grammatical items for textbooks, it is essential to consider learners' specific language needs to ensure effective learning (Cunningsworth, 1995) Presenting grammatical concepts in short, focused units or modules can enhance the learning process by making complex topics more manageable Additionally, incorporating meaningful real-life situations and diverse teaching techniques within ESL textbooks can improve student engagement and comprehension of structural language units (Williams, 1983).
When teaching language, it is crucial to distinguish between the focus on language form and language use, ensuring a balanced approach between structural accuracy and meaningful communication Grammar functions as a bridge that connects these aspects, and thoughtful exercise design can reinforce this connection The primary goal is to help learners effectively perform both grammatical structures and communicative purposes, ultimately shifting from form-focused accuracy to fluency in language learning.
When designing vocabulary instruction, it is crucial to ensure that vocabulary load aligns with learners' proficiency levels Defining vocabulary items systematically supports appropriate gradation, and selection criteria—such as those suggested by Celce-Murcia (2001)—help ensure effective vocabulary teaching Ur (1999) emphasizes that word definitions can vary, and recommends using explanations and visual aids like pictures to introduce new words Vocabulary should be taught using contextual strategies, including antonyms, synonyms, and collocations within sentences, paragraphs, or texts Additionally, Cunningsworth (1995) provides a checklist to evaluate the presentation of vocabulary in ELT materials, supporting effective lexical instruction.
- Is vocabulary learning material included on its own right? If so, how prominent is it? Is it central to the course or peripheral?
- How much vocabulary is taught?
- Is there any principled basis for the selection of vocabulary?
- Is there any distinction of between the active and passive vocabulary, or classroom vocabulary?
- Is vocabulary presented in a structured, purposeful way?
- Are learners sensitized to the structures of the lexicon through vocabulary learning exercises based on semantic relationships, formal relationships, collocations and situation-based word groups?
- Does the material enable students to expand their own vocabularies independently by helping them to develop their own learning strategies? (p.46)
Exercise usage is crucial in teaching and learning English, serving as key activities aligned with specific language programs (Richards, 1990) Textbook exercises aim to enhance students' comprehension skills by testing main ideas and detailed content, promoting effective understanding Incorporating exercises in authentic contexts fosters genuine communication and should align with students’ background knowledge, experiences, and current situations (Graves, 2000; Celce-Murcia, 2001).
In teaching and learning English, cultural issues in ELT textbooks can pose challenges for students in acquiring unfamiliar aspects of the target language culture EFL students often struggle with cultural understanding due to their own cultural norms, which may create obstacles in learning a foreign language Therefore, textbooks play a crucial role in helping students become familiar with new L2 values by introducing relatable cultural content in the early stages of language acquisition Additionally, fostering intercultural knowledge through comparisons across different cultures helps students address misunderstandings related to target language representations, enhancing their overall cultural competence.
According to Cunningsworth (1995), familiar characters and social and cultural contexts are essential for effective language learning Sheldon (1988) emphasizes the importance of evaluating cultural issues in ELT textbooks, highlighting the concept of "cultural bias" and proposing specific criteria to assess it Incorporating culturally relevant content and reducing bias can significantly enhance learners' engagement and intercultural understanding.
- Are different and appropriate religious and social environments catered for, both in terms of the topics/situations presented and of those left out?
- Are students‟ expectations in regard to content, methodology, and format successfully accommodated?
- If not, would the book be able to wean students away from their preconceived notions?
- Is the author‟s sense of humor or philosophy obvious or appropriate?
- Does the course book enshrine stereotyped, inaccurate, condescending or offensive images of gender, race, social class, or nationality?
- Are accurate or „sanitized‟ views of the USA or Britain presented; are uncomfortable social realities (e.g unemployment, poverty, family breakdowns, racism) left out? (p.244)
Effective language textbooks combine linguistic content with the structural aspects of the language while incorporating thematic content that reinforces learning through interesting, lively, and challenging topics These topics should reflect real-life situations to promote authenticity and foster student interaction, enhancing communicative skills such as expressing opinions and drawing conclusions To ensure relevance, textbooks' unit topics must be carefully examined for their importance and the adequacy of time allocated for their presentation According to Richards (2001), prioritizing areas that align with students’ expectations helps achieve desired learning outcomes and supports effective material preparation.
REVIEW OF RELATED EMPIRICAL STUDIES
Several studies highlight the challenges teachers face when implementing pilot textbooks For instance, Nguyễn T T (2018) conducted a case study on high school English teachers in Northern Vietnam, exploring their perceptions of difficulties in using English textbooks The research identified six main challenges: unfamiliar and complex topics, limited time and curriculum resources, insufficient teaching references, mismatched learning and assessment methods, mixed-level classes, and low student motivation Teacher trainers and textbook authors suggested strategies to address these issues, emphasizing the need for tailored support and resource development to enhance textbook implementation effectiveness.
A study by Tran, P N T., and Tran, Q T (2020) explored high school teachers’ and students’ perspectives on communicative skills in the Grade 10 English textbook The research aimed to assess how the new textbook facilitates the development of students’ communicative abilities The study involved 42 students who completed questionnaires and 5 teachers who responded to interview questions at Bui Thi Xuan High School, Lam Dong Province The findings indicated that both teachers and students believed that the new English textbook could effectively enhance their communicative skills.
The third study investigated EFL Student-Teachers‟ perception of intercultural communication competence and whether perceptions were practiced in their language teaching in high school settings (Minh, T Q et al.,
This study involved 45 senior students majoring in English Education at the School of Foreign Languages, Can Tho University, in the Mekong Delta region of Vietnam during 2017-2018 The findings revealed that these students demonstrated a strong willingness to practice Intercultural Communication Competence (ICC) in language teaching, actively incorporating ICC into their teaching performances.
A study exploring perceptions of EFL textbooks in Hong Kong secondary schools revealed significant differences between teachers and learners, as well as among various subgroups such as subject streams, learning stages, and teacher qualifications (Chow, 2004) The findings highlight the need for increased collaboration among stakeholders involved in textbook development and evaluation to enhance the suitability and user satisfaction of EFL textbooks This research underscores the importance of stakeholder cooperation in improving textbook quality and alignment with learner needs in Hong Kong's secondary education.
Nguyet, H T T., and Van Long, N (2020) conducted a comparative study of two sets of senior high school textbooks in Vietnam, focusing on evaluating the effectiveness of the newer edition based on lexical resources at the word level Their research specifically analyzed individual words and phrasal verbs to assess the richness and adequacy of vocabulary The findings highlighted a quantifiable assessment of lexical resources, including the analysis of mutual and exclusive words, as well as the lexical complexity across both textbook sets This study provides valuable insights into the lexical development and vocabulary coverage in Vietnamese high school English textbooks.
Srakang (2013) conducted a study exploring 10th-grade English teachers' perceptions of using English textbooks, involving 12 teachers from Maha Sarakham Province The research utilized questionnaires, classroom observations, and semi-structured interviews to collect comprehensive data The findings revealed how English textbooks influence teaching practices, teachers’ attitudes towards their use, and the challenges faced in incorporating textbooks effectively in the classroom.
Seda Aytuğ (2007) examined English teachers’ attitudes toward evaluating the "New Bridge to Success" (NBS) textbook for 9th-grade beginners and explored teachers’ perceptions of the key characteristics of an effective ELT textbook for high school students in Ankara The study involved 60 English teachers from 13 different Anatolian High Schools in Ankara in June 2006 The findings highlighted both agreement and disagreement among teachers regarding the features of the NBS textbook, providing valuable insights into its strengths and areas for improvement.
Hoshangabadwala (2015) conducted a study on students’ perceptions of textbook layout, organization, and simplicity of learning, examining how layout impacts student interest and understanding The research involved 73 students from diverse private schools in Pakistan’s cosmopolitan areas The findings reveal that students prioritize print quality and color over paper quality, but there is no significant link between textbook design and effective utilization of learning materials.
Khodabandeh and Mombini (2018) evaluated the effectiveness of the "Vision 1" English textbook designed for Iranian first-grade high school students Their study involved 30 teachers and 70 first-grade high school students from Baghmalek, Khuzestan province The results showed that both teachers and students generally found the textbook appealing across multiple criteria, although cultural considerations were identified as a weakness This study highlights the importance of addressing cultural relevance in English language teaching materials for Iranian students.
This chapter provides an overview of teaching English at the general education level in Vietnam, emphasizing the crucial role of textbooks in effective teaching and learning It also addresses key issues in textbook evaluation to ensure quality instructional resources Additionally, relevant studies related to English education and textbook assessment are discussed to provide a comprehensive background The subsequent chapter will outline the research methodology, including details about participants, instruments, and data analysis procedures employed in the study.
RESEARCH METHODOLOGY
RESEARCH DESIGN
This research primarily employed a descriptive design to explore teachers' and students' perceptions of 11th-grade English textbooks A mixed-methods approach was used, combining quantitative data from questionnaires with qualitative insights from semi-structured interviews to provide a comprehensive understanding of the research questions (Creswell, 2014, p 565) Quantitative findings summarized teachers' and students' perceptions through measurable questionnaire responses, while the qualitative interviews offered in-depth perspectives on their experiences with the textbooks.
POPULATION AND PARTICIPANT SELECTION
The study focused on teachers and students in several high schools in Song Cau Town, all of whom used the officially approved 11th-grade textbooks by the Ministry of Education Participants were selected through purposive sampling to gain deeper insights into the phenomenon under investigation, as this method helps identify individuals with relevant experience According to Patton (2014), purposive sampling is designed to enhance understanding of prominent aspects of the research topic, while Silverman (2013) emphasizes that it specifically targets individuals who can provide valuable insights into the specific issues being studied.
This study involved 10 experienced high school English teachers from Song Cau Town, all of whom are certified to teach English and have extensive teaching backgrounds Their expertise in selecting and implementing English textbooks provides valuable insights into their perceptions of textbook usage in the classroom Data was collected through surveys and interviews focusing on the 11th grade English textbooks used in high school education The demographic backgrounds of the participants are detailed in Table 3.1.
Table 3.1 The background of teacher participants
Years of teaching the 11 th – grade
The data in Table 3.1 reveal that 70% of the participants were females, highlighting gender distribution in the study Additionally, a significant majority (90%) of participants have between one to five years of experience teaching 11th-grade English textbooks These findings provide insights into the demographic and professional background of the study sample.
A total of 100 randomly selected 11th-grade students from high schools in Song Cau Town participated in this study All students provided feedback after using the 11th-grade English textbooks, completing questionnaires and participating in interviews about their perceptions of the materials The participants' backgrounds are detailed in Table 3.2 to provide context for the responses.
Table 3.2 The background of student participants
According to Table 3.2, more than half of the participants (56%) were female, indicating strong female representation in the study Additionally, 58% of the participants had eight years of English language learning experience, while 42% had more than eight years of experience These demographic insights highlight the gender distribution and extensive English learning backgrounds of the participants, emphasizing the study's relevance to language acquisition research.
RESEARCH INSTRUMENTS
The research instruments employed in this study included questionnaires for quantitative data, and semi-structured interviews for qualitative data
A questionnaire is a data collection method that uses survey questions answered by a selected group of research participants, as explained by Gay, Geoffrey, and Peter (2011) Richards (2001) further describes a questionnaire as an instrument designed to gather information on a wide range of issues In this study, the researcher used a questionnaire as the primary tool to collect data on the perceptions of teachers and students, ensuring comprehensive insights into their attitudes and experiences.
To construct the questionnaire, the researcher took the following steps:
1 A review of basic concepts, information on the existing physical appearance and format, the content (units, activities, exercises, skills, and sub-skills), and role of textbooks proposed by researchers from Vietnam and abroad as were presented in the Literature Review
2 A drafting of the questionnaire was prepared by adapting and developing questionnaires of Seda Aytuğ (2007) and Ladaporn Srakang
(2013) The questionnaires of two researchers were designed for textbook evaluation for users The questionnaire let participants share their beliefs, attitudes, and ideas explaining their perceptions toward the
The study investigated 11th grade English textbooks through a comprehensive questionnaire divided into two key sections: (A) Background Information and (B) Teachers’ Perceptions of the 11th Grade English Textbooks, as detailed in Appendix 1 (page 80) Additionally, students’ perceptions of these textbooks were gathered using a separate questionnaire outlined in Appendix 2 (page 83).
This section provides essential background information about the participants, highlighting their gender, years of teaching experience with Grade 11 English textbooks, and students' duration of learning English Understanding the teachers' teaching tenure and students' language learning history helps contextualize the study findings and enhances the overall insight into the educational environment.
- Teachers‟ and Students‟ Perceptions on the 11 th grade English textbooks
This study involved a 30-item questionnaire assessing the physical appearance and format, content of units, activities, exercises, skills, sub-skills, and roles of textbooks The questionnaire included specific criteria: 6 statements for physical appearance and format, 19 for content-related aspects, and 5 for textbook roles, all measured using a five-point Likert scale ranging from strongly agree to strongly disagree Participants rated each statement based on their perceptions, with scores from 1 (strongly disagree) to 5 (strongly agree) The reliability of the questionnaire was confirmed with Cronbach’s Alpha coefficients of 81, 89, and 80 for teachers’ responses, and 73, 86, and 71 for students’, indicating acceptable internal consistency.
The article evaluates the physical appearance and format of 11th-grade English textbooks, focusing on aspects such as cover design, layout, illustrations, headings, and instructions These questions aim to assess the attractiveness and durability of the textbook's cover and overall layout Additionally, the study examines the textbook's general organization, the presentation of illustrations, and the clarity of headings and instructions to gather comprehensive data on its design quality.
The analysis of 11th-grade English textbooks revealed 19 questions (7-25) designed to gather comprehensive information about the content, including units, activities, exercises, vocabulary, skills, and sub-skills embedded within the curriculum.
The last items representing the roles of English textbooks included 5 questions (26-30) The aim was to collect data to find out the importance of the textbooks in teaching and learning
I made a minor modification of Aytuğ‟s questionnaire (2007) and Srakang‟s questionnaire (2013) The phrase “the textbook” was changed into
“the 11 th grade English textbooks” so that it is more appropriate for the survey context
To accommodate participants' varying English proficiency levels, the questionnaire was translated into Vietnamese with support from experienced English teachers The initial version was tested on 20 students and 5 teachers to ensure content validity, with feedback used to finalize the survey The reliability of the questionnaires was established through pilot testing and calculating Cronbach's Alpha coefficients before the main study, ensuring consistency and accuracy.
The whole process of conducting the survey lasted about six months The following steps were taken (Table 3.3)
Table 3.3 Process of Conducting the Survey
Construction of items for the questionnaires October, 2021
Preparation of the first draft of the questionnaire November, 2021
Pilot for the first draft of the questionnaires; Translation December, 2022
Identifying the items into constructs January, 2022
Preparation of the final version of the questionnaires The middle of February, 2022
Administration of the survey March, 2022
Gay, Geoffrey, and Peter (2011) define an interview as a conversation involving questions and answers between a researcher and participant related to a research study Merriam and Tisdell (2015) emphasize that the primary purpose of an interview is to gather specific and in-depth information Consequently, interviews are used to gain a better understanding of people's opinions and perspectives In this study, the interview questions were carefully structured to gather detailed information relevant to the research objectives.
During the Covid-19 pandemic, to ensure safety and minimize disruptions to learning and teaching, the researcher conducted individual semi-structured interviews via participants' personal phones The interview questions were translated into Vietnamese and adapted to each interview setting The interviews, conducted in Vietnamese after administering the questionnaire, included 8 students and 3 teachers, providing valuable insights while prioritizing participant convenience.
The interview questions were structured to gain deeper answers and check the accuracy of questionnaire data about participants‟ perceptions of the
The interview questions for teachers focused on five key areas: physical appearance and format of the 11th-grade English textbooks, the four main English skills (reading, writing, listening, and speaking), activities and exercises included in the curriculum, and vocabulary content In contrast, students' interview questions addressed four areas: physical appearance and format, activities, exercises, and vocabulary, with the final question exploring their interests and challenges in learning from the 11th-grade English textbooks These insights aim to evaluate the effectiveness and usability of the textbooks for both educators and students.
DATA COLLECTION
The data collection for this study was conducted at the start of the second semester in January 2022, involving both teachers and 11th-grade students in Song Cau Town schools The researcher obtained permission via online Google Forms (https://forms.gle/SKa49B3176Wr4Dgn6 for teachers and https://forms.gle/bpJFt713UGVcLbQw9 for students) before scheduling questionnaire sessions with participating English teachers and students A total of 11 teachers and 100 students were informed that by completing and submitting the questionnaires, they consigned their voluntary participation in the study Participants responded to the questionnaires by selecting responses from a Likert scale, ranging from "5 – Strongly agree" to other categories This online data collection method facilitated efficient gathering of feedback from key participants in the research.
(3) Neutral; (2) Disagree; and (1) Strongly disagree The responses to questionnaires from the teacher and student participants were then quantitatively analyzed
A semi-structured interview was conducted to gather in-depth insights and complement questionnaire data Eight students and three teachers volunteered and were randomly selected for individual interviews conducted in Vietnamese via the Zalo app, each lasting approximately 10 minutes Open-ended questions facilitated rich, detailed responses, with interviews recorded and transcribed for accuracy Participants consented to both audio recordings and written notes, using smartphones and laptops during the process to ensure comprehensive data collection.
DATA ANALYSIS
The study utilized both quantitative and qualitative analyses of data collected from questionnaires and semi-structured interviews, which were integrated to achieve the research objectives SPSS version 26 was employed to analyze the questionnaire data, conducting essential statistical calculations such as frequency, mean, standard deviation, and percentages The interpretation of the mean values followed the guidelines provided by Srakang (2013), ensuring accurate and meaningful analysis of the data.
Qualitative data from interviews were thoroughly analyzed by transcribing audio recordings into text Participants were anonymized, with teachers coded as T1, T2, T3, and students as S1 through S8 The researcher carefully reviewed the transcriptions, making annotations related to the research questions Finally, data from questionnaires and semi-structured interviews were integrated to effectively address the study's research objectives.
RELIABILITY AND VALIDITY
The researcher collected data through questionnaires and semi-structured interviews to ensure comprehensive insights The reliability of the questionnaire was validated using the IBM SPSS Statistics 26 software by conducting scale tests Table 3.4 presents the Scale Reliability Statistics, confirming the questionnaire's consistency and dependability for the study.
Table 3.4 Reliability Statistics of the questionnaire
Sections Cronbach‟s Alpha Number of items
The physical appearance and format 81 73 6
The content of units, activities, exercises, skills, and sub-skills
It can be seen that the reliability of the questionnaire was acceptable (α>0.60) Accordingly, this questionnaire was reliable enough to be used as instruments in this research
In terms of validity, the questionnaire adapted from Aytuğ (2007) in combination with the roles of textbooks by Srakang (2013) are used, so the quality of the data is quite valid
This chapter outlines the research methodology, including detailed background information on the participants, the research instruments used, and the procedures for data collection and analysis It provides a comprehensive overview of how the study was conducted to ensure validity and reliability The subsequent chapter focuses on the data analysis, presenting findings derived from questionnaires and interviews conducted with high school teachers and students.
FINDINGS AND DISCUSSIONS
th – grade English textbooks
Teachers‟ perception of the roles of the textbooks
Concerning the roles of the textbooks, most of the answers from teachers show that they agreed with almost all the items.
Table 4.6 Teachers’ perception of the roles of the textbooks
Roles of English textbooks N Min Max Mean S D Level of agreement
26) The 11 th grade English textbooks serve as a syllabus 10 3 5 3.60 0.97 Agree
27) The 11 th grade English textbooks help plan daily instruction 10 3 5 3.80 0.79 Agree
28) The 11 th grade English textbooks serve as a source of assessment items 10 3 5 4.20 0.63 Agree
29) The 11 th grade English textbooks serve as a source of homework 10 3 5 4.00 0.82 Agree
30) The 11 th grade English textbooks serve as an essential source for the teacher
The analysis shows that most participants selected Neutral and Strongly Agree when evaluating the roles of English textbooks The overall average score of 4.02 reflects teachers’ positive perceptions of the 11th-grade English textbooks These findings indicate that teachers consider these textbooks essential, demonstrating their recognition of the textbooks’ importance in language learning In summary, teachers highly value and perceive the roles of 11th-grade English textbooks as necessary for effective teaching.
The findings about the roles of textbook support the result from Srakang
Textbooks play an essential role in the teaching process and classroom practices, as highlighted by research from 2013 This is supported by O’Neil (1982) and Sheldon (1988), who emphasize that textbooks significantly reduce preparation time for teachers Additionally, Harmer (2001) notes that textbooks are the result of extensive research, making them a valuable and effective source of knowledge for both teachers and learners.
This study explored teachers' perceptions of 11th grade English textbooks, focusing on five key areas: physical appearance and format, difficulty level and unit organization, exercises and activities, skill and sub-skill distribution, and the roles of the textbook Teachers generally found the visual aspects, difficulty level, and overall roles of the textbook to be appropriate for students However, they also expressed concerns that some exercises, activities, and vocabulary load remain challenging for students, indicating areas for potential improvement.