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 are essential in education across all institutions, serving as a critical resource in language teaching and learning, second only to the teacher They outline the syllabus, aiding novice teachers by providing methodological guidance and allowing them to focus on more meaningful tasks Textbooks often form the primary source of language input and practice for students, making it vital for teachers to learn how to effectively use and adapt them For learners, textbooks serve as a key instructional tool, facilitating self-study and practice Additionally, they offer inexperienced teachers valuable lesson planning ideas and formats, acting as a form of teacher training.
Several studies have explored the attitudes of teachers and students towards English textbooks in ESL/EFL classrooms, including research by Wen-Cheng et al (2011), Kirkgüz (2009), Rahimi & Hassani (2012), and Khodabandeh & Mombini (2018) These studies proposed a standardized textbook evaluation checklist for elementary education Additionally, the National Foreign Language 2020 project introduced a Pilot English Curriculum aimed at enhancing language instruction.
On November 23, 2012, the Ministry of Education and Training (MOET) implemented a new curriculum for Vietnamese upper secondary schools This initiative included the renovation of English textbooks, leading to a study that examined how EFL teachers utilized the English textbook set Tieng Anh 11 for achievement tests (Ha Linh & Le, 2020) The research revealed that teachers actively practiced using Tieng Anh 11 as a resource for these assessments Additionally, another study was conducted by Tran, P.
N T., & Tran, 2020) to explore EFL teachers‟ and students‟ perspectives on communicative skills represented in the 11 th grade English textbooks
Despite the piloting of the English textbooks under the National Foreign Language 2020 project in Vietnamese high schools, many institutions are just now implementing them for the first time Consequently, there has been limited research on the perceptions of teachers and students who engage with these textbooks, particularly the new "English 11" edition Investigating these English textbooks presents significant challenges Therefore, this study aims to explore how teachers and students perceive the new English 11 textbooks, with the goal of contributing to the enhancement of textbook tasks and activities.
AIMS AND OBJECTIVES
This study aims to explore the perceptions of teachers and students regarding the physical appearance, format, and content—including units, activities, exercises, skills, and sub-skills—of the 11th grade English textbooks released in 2014, which were developed as part of the National Foreign Language 2020 project (MOET, 2013).
To achieve this aim, two main objectives were set up
This study aims to explore teachers' perceptions regarding the physical appearance and format of 11th grade English textbooks, as well as their content, which includes units, activities, exercises, skills, and sub-skills.
+ 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
The 11th-grade English textbooks are structured with eight headings per unit This study aims to explore the perceptions of both teachers and students regarding the physical appearance, format, language aspects (including vocabulary, pronunciation, and grammar), and skills (reading, speaking, listening, and writing) of these textbooks The research involves 10 teachers and 100 students from various high schools in Song Cau town.
SIGNIFICANCE OF THE STUDY
This research aims to explore how teachers and students in Song Cau Town perceive textbooks as suitable or unsuitable resources for English teaching and learning in high schools The findings provide valuable insights that can enhance practical teaching and learning experiences in these educational settings.
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 is now a mandatory subject for all students in Vietnam's General Education Level, which consists of three tiers across 12 grades The primary level includes Grades 1 to 5 for children aged 6 to 11, the lower secondary level covers Grades 6 to 9 for those aged 11 to 15, and the upper secondary level encompasses Grades 10 to 12 for students aged 15 to 18 (Hoang, V V., 2010).
Vietnam's current English teaching curriculum is part of a 10-year educational program that begins in grade 3, making foreign language subjects compulsory at all educational levels While English instruction in grades 1 and 2 is optional, it is mandatory for students in grades 3 to 5, as well as in lower and upper secondary education English is also a required subject in the national examination for the General Certificate of Secondary Education (GCSE) Public schools must adhere to government-set curricula, which include both 7-year and 10-year English textbooks, with the choice of textbooks depending on individual school requirements and local authority demands.
Concerning the detail of content, English is introduced from Form 3 –
At the primary level, students engage in English for a total of 210 periods across Forms 3, 4, and 5, with 5 periods in Forms 3 and 4, and 2 periods in Form 5 In the lower secondary level, English is taught for 385 periods, with 3 periods per week in Forms 6, 7, and 8, and 2 periods in Form 9 Finally, at the upper secondary level, students study English for 315 periods, with 3 periods each in Forms 10, 11, and 12 (Hoang, V V., 2010).
In Vietnam, the formal general education system can be summarized by the number of English periods allocated at each educational level, as detailed in Table 2.1.
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 rise of English as a global language has shifted the focus of English teaching in Vietnam towards the learners, positioning them at the center of the learning process Consequently, teachers are now seen as facilitators who create innovative contexts for language instruction In response to this evolving educational landscape, the Vietnamese Ministry of Education and Training (MOET) initiated the development of a new curriculum and the creation of English textbooks for all schools, as outlined in Decree No 14/2001 TC-TTG on the Renovation of 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 teaching units along with six reviews, each unit divided into five sections: Reading, Speaking, Listening, Writing, and Language Focus Each section is designed to be taught in a 45-minute timeframe (Minh, N T T., 2007).
In a reading lesson, the process starts with "Before you read" activities designed to engage students with the topic and introduce new vocabulary This is followed by "While you read" activities that focus on enhancing reading skills and strategies, including scanning, skimming, and inferring meaning from context Finally, "After you read" activities provide students with opportunities for further practice and written language production.
The Speaking section consists of three to four activities designed to enhance language skills The initial activities focus on providing language input and developing essential functions like expressing opinions, agreements, and disagreements The subsequent tasks allow students to practice these skills effectively.
The Listening section is similar to the Reading section with three stages
This article outlines three key phases of listening activities: before, during, and after listening It emphasizes the importance of starting the Writing section with a model to assist students in analyzing content, enhancing their language skills, and guiding their writing process Ultimately, each writing lesson culminates in the creation of a written text by the students.
The Language Focus section is divided into two key components: Pronunciation and Grammar and Vocabulary The Pronunciation part emphasizes practicing sounds, including vowels, consonants, and clusters, to aid students in accurate pronunciation Meanwhile, the Grammar and Vocabulary component is designed to reinforce the target forms introduced in the unit, requiring students to complete exercises that focus on these structural elements.
The six "Test Yourself" review units are designed to reinforce vocabulary, grammar, and structure learned in each unit These units serve as sample tests for teachers to create 45-minute assessments for their classes Each review includes four key components: Listening, Reading, Writing, and Language Focus, while the speaking component is excluded.
2.1.2 The renovation of the textbooks in Vietnam
In the era of globalization, the importance of English as an international language has led to an increased focus on enhancing English education in Vietnam This emphasis aims to improve the quality of English teaching and learning, ensuring that it aligns with global trends.
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, the majority of Vietnamese students completing secondary, vocational schools, colleges, and universities will confidently communicate in a foreign language, enhancing their daily interactions and academic and professional pursuits This proficiency in foreign languages will serve as a significant advantage for the Vietnamese people in the nation's industrialization and modernization efforts.
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 Minister of Education and Training appointed Hoang Van Van as the chief author of a ten-year English textbook series for schools, as part of the National Foreign Language 2020 Project This initiative involved three teams of 15 Vietnamese textbook writers, collaborating with English textbook authors from MacMillan Education and Pearson Education, two prominent international publishers, to create a comprehensive English curriculum for grades 3 to 12 in Vietnamese schools.
TEXTBOOKS
A textbook is defined by the Cambridge Dictionary as a comprehensive resource that provides detailed information on a specific subject for students It serves as a vital teaching and learning tool for both students and teachers, aligning with curriculum development Teachers utilize textbooks to effectively manage lessons and guide the teaching and learning process Additionally, textbooks act as a source of direction and a repository of ideas for educators on lesson delivery (Tomlinson, 2008).
Hutchinson and Torres (1994) highlight that textbooks are a fundamental component of English language teaching, serving as systematically organized resources (Richards, 2001) EFL textbooks provide essential knowledge, language skills, and cultural insights, preparing students for interactions with diverse individuals They offer valuable information on grammar, vocabulary, and communicative competencies, enabling students to enhance their language skills effectively Thus, textbooks play a crucial role in facilitating language acquisition and competence development.
2.2.2 The role of textbooks for EFL teachers and students
English has become a crucial component of the educational curriculum in Vietnamese schools Teaching English as a foreign language presents significant challenges, particularly in developing countries like Vietnam The process relies heavily on key resources, with textbooks being one of the most vital materials for effective EFL teaching and learning Textbooks provide essential information about the subject matter, benefiting both teachers and students in the educational process.
English is widely learned as a second language globally, with Vietnam focusing on effective English education English textbooks often serve as the primary source of language input for students, forming the foundation for language practice both in and out of the classroom According to Richards (2001), textbooks are essential in many language classrooms, functioning as systematically planned and developed courses (Day & Krzanowski, 2001).
Textbooks are essential components of school curricula globally, providing both teachers and students with official subject knowledge and the values, attitudes, skills, and behaviors endorsed by experts (Wen-Cheng et al., 2011) Research by Radić-Bojanić & Topalov (2016) highlights that in the EFL classroom, textbooks offer a grammatical and functional framework that enables students to adapt and engage effectively in their learning environment.
O'Neill identifies four key purposes for utilizing course books in education Firstly, course book materials cater to students' needs, enhancing their learning experience Secondly, they provide a structured program that aids in planning for the future and evaluating past coursework Lastly, students gain access to valuable and relevant resources through these materials.
Teachers now have the opportunity to modify course books to better meet students' needs (O'Neill, 1982) The content of textbooks significantly influences both teaching methods and learning processes Therefore, evaluating English textbooks is essential to identify suitable materials for language programs This evaluation enables teachers to choose professionally designed textbooks that align with the curriculum, local economy, and the specific goals of the teaching program, as well as the unique needs of students in each school.
English textbooks serve as essential guides for both teachers and learners, providing explicit frameworks for lesson planning and execution According to Tomlinson (2008), they offer foundational ideas and directions for educators He defines materials evaluation as the systematic assessment of materials' value in relation to their objectives and those of the learners (Tomlinson, 2011) Richards and Rodgers (2006) note that textbooks are designed to facilitate a gradual progression from basic to complex language forms and functions Additionally, textbooks often include visual aids that enhance student understanding beyond verbal descriptions Ahour and Ahmadi (2012) emphasize that textbooks are primary sources for delivering knowledge in an organized manner Brown (1995) highlights the numerous benefits of textbooks, including their role as sources of language, learning support, inspiration, and reference Consequently, textbooks are vital resources for achieving course objectives aligned with learners' needs.
Textbooks play a crucial role in improving English learning and teaching, providing essential support for teachers in fulfilling their responsibilities Both students and teachers frequently utilize EFL textbooks, making it important to gather and analyze their opinions on these resources Teachers rely on textbooks as valuable tools in the classroom, highlighting the significance of using or adapting them as a key component of their professional knowledge.
2.2.3 A description of the 11 th – grade English textbooks
The textbooks were created in alignment with the new national curriculum under the National Foreign Language 2020 Project, adhering to the Common European Framework of Reference for Languages (CEFR) and Threshold Level English Each unit's teaching content is summarized in a book map located on the fourth and fifth pages Accompanying materials include cassette tapes, a student workbook, and a teacher's manual The curriculum emphasizes essential language elements such as pronunciation, vocabulary, and grammar, while also focusing on developing listening, speaking, reading, writing skills, and cultural competence (Hoang, V V., 2016).
Each book contains 10 teaching units and 4 review units, with each period at the upper secondary level lasting 45 minutes Each unit is structured around eight key headings: Getting Started, Language (including Vocabulary, Pronunciation, and Grammar), Skills (covering Reading, Speaking, Listening, and Writing), Communication & Culture, and Looking Back & Project The unit begins with a dialogue that introduces phonological and lexical items, specific functions and notions, and relevant grammatical structures The curriculum encompasses four main themes: Our Lives, Our Society, Our Environment, and Our Future.
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 features a dialogue that integrates phonological and lexical elements related to the topic, along with specific functions, notions, and grammatical structures It includes four activities: listening to and reading the conversation, followed by three practice exercises The first activity is designed to introduce the topic, enhance listening skills, activate prior knowledge, encourage reading, and introduce new vocabulary The subsequent exercises focus on developing reading skills and strategies, such as scanning and skimming.
The Language section encompasses essential elements such as vocabulary, pronunciation, and grammar It aims to reinforce the vocabulary introduced in the Getting Started section while providing practice in pronunciation through rhythm, intonation, and sound linking Additionally, the grammar component focuses on expanding the structures presented earlier This section is crucial for preparing students to develop the four macro skills: reading, speaking, listening, and writing.
The Skills section encompasses four key areas: reading, speaking, listening, and writing The reading component follows a traditional lesson structure, starting with an introductory activity, followed by a text of 250-280 words, and concluding with three activities designed to enhance skills like scanning, skimming, and contextual guessing The speaking section includes four to five activities that provide language input and focus on functions such as expressing opinions and engaging in discussions Similarly, the listening section features four to five activities aimed at motivating students, building background knowledge, and developing macro-skills through various exercises like gap-filling and True-False questions, culminating in a discussion to enhance speaking or writing abilities Lastly, the writing section consists of three to four activities that introduce writing models and vocabulary, guiding students through the writing process and culminating in practical writing tasks such as personal letters, emails, and blogs about familiar topics and experiences.
The Communication and Culture lesson is designed to enhance students' communicative skills and cultural awareness It includes activities focused on providing information and fostering discussion skills in the communication section The culture segment features additional activities that promote understanding of cultural concepts through reading, answering questions, and engaging in true-false exercises, ultimately encouraging meaningful discussions on various cultural topics.
PERCEPTION
The concept of perception has been defined differently in many ways by many theorists
Perception is defined as a belief or opinion based on how things appear, encompassing awareness through the physical senses, particularly sight It involves the ability to notice and understand things that may not be obvious to others In business contexts, perception reflects how individuals think and feel about a company, product, or service According to the Macmillan English Dictionary, perception is a specific way of understanding something, involving the recognition and comprehension of events and stimuli through the senses Ultimately, perception encompasses the act of perceiving, along with the opinions, beliefs, attitudes, and judgments formed about one's environment.
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 significance in understanding the connection between perceptual experiences and the real world He noted that vision is the most crucial type of experience, highlighting that this relationship has been a central focus of Western philosophy for three centuries following Descartes.
Perception is the process of interpreting information received from human sensory organs, allowing individuals to derive meaning from their surroundings and understand various objects and events.
2.3.2 Importance of perception on learning and teaching
The roles of teachers and students are crucial in shaping the educational system, with teachers acting as controllers, advisers, mentors, and planners who enhance both student learning and behavior According to Razmjoo (2007), the use of textbooks boosts students' confidence and accelerates their understanding of the curriculum Additionally, teachers' perceptions significantly influence the learning environment (Windiarti et al., 2019) McDonald (2011) emphasizes that perception is shaped by an individual's background knowledge, affecting how they interpret and evaluate phenomena in the world.
Perception can be categorized into two types: positive and negative, based on the interaction between an individual and an object (Irwanto, 2002) Positive perception reflects an optimistic assessment of an object or information, aligning with expectations, while negative perception indicates a pessimistic view that diverges from those expectations According to Lee & Tsai (2005), teachers' perceptions significantly shape the learning environment, influencing student behavior Additionally, King (2000) suggests that linguistic attitudes represent specific aspects of a language, implying that students' attitudes towards textbooks can serve as indicators of their competence in the learning process.
Textbooks play a crucial role in education, significantly influencing classroom activities Teachers rely on textbooks as primary resources for instruction, and their perceptions shape how they address challenges in teaching (Moloi, 2009) Consequently, teachers' views affect various aspects of the learning process, including techniques, strategies, methods, materials, and classroom dynamics Additionally, research on pedagogical aids in textbooks suggests that while the design should cater to students' needs, the perceptions of instructors may be less critical than those of the students themselves (Weiten et al.).
1996) Hence, students‟ views of the textbooks are necessary to investigate
In conclusion, perception is essential in the teaching and learning process within EFL classrooms, as it offers valuable insights across various educational domains.
EVALUATION OF TEXTBOOKS
Textbooks play a crucial role in English Language Teaching (ELT) by facilitating the language learning process and aligning with curriculum goals Evaluating textbooks enables teachers to select suitable materials that cater to learners' needs and promote natural interaction According to Cunningsworth (1995), careful selection ensures that chosen materials reflect the learners' requirements and the teaching program's aims and values Additionally, Sheldon (1988) highlights that the choice of an ELT textbook represents a significant administrative and educational decision, often involving substantial professional, financial, or political considerations.
When evaluating textbooks, practical considerations include the durability and visual appeal of the book, as well as the ease of obtaining the textbook package promptly Ur (1996) and Cunningsworth (1995) outline a "leveled" approach to evaluation, consisting of two types The first is "impressionistic" evaluation, where teachers assess textbooks based on the attractiveness of the cover, accompanying materials, and overall structure The second type, "in-depth evaluation," involves a thorough examination of specific areas, such as language skills and the quality of exercises provided.
According to (2004), three key methods for evaluating textbooks are the “Impressionistic Method,” the “Checklist Method,” and the “In-depth Method.” The Impressionistic Method focuses on assessing general impressions from the book's description, contents page, and a brief exploration of its organization, topics, layout, and visuals The Checklist Method involves systematically reviewing a predetermined list of criteria Meanwhile, the In-depth Method emphasizes a detailed analysis of specific features, such as the design of individual units or exercises and the treatment of particular language elements.
ELT textbook evaluation can be classified into three distinct types based on different stages: 'predictive' or 'pre-use' evaluation, 'in-use' evaluation, and 'retrospective' or 'post-use' (reflective) evaluation, as noted by Cunningsworth (1995), Tomlinson (2003), and Ellis.
In the realm of English Language Teaching (ELT), textbook evaluation can be categorized into three main types: 'predictive' or 'pre-use' evaluation, which assesses the potential performance of a textbook; 'in-use' evaluation, focused on the effects of textbooks currently utilized in classrooms; and 'retrospective' or 'post-use' evaluation, which reflects on the impact of textbooks used over varying durations Each evaluation type aims to measure the effectiveness of ELT textbooks in specific areas, including learners' academic literacy development, curriculum implementation, and test preparation.
Grant (1987) outlines a three-stage approach for evaluating textbooks: "Initial Evaluation," "Detailed Evaluation," and "In-use Evaluation." The first stage focuses on determining the book's appropriateness through the CATALYST test, which assesses eight criteria: Communicative, Aims, Teachability, Available Add-ons, Level, Your impression, Student interest, and Tried and tested The second stage involves piloting the selected textbook following the CATALYST assessment Finally, the last stage emphasizes a continuous process of reevaluation.
2.4.1 Evaluating the design of ELT textbooks
Evaluating textbook design involves assessing its physical appearance, layout, and features, including the presentation of illustrations, tables, and figures Key elements such as cover durability and the attractiveness of the cover, page layout, and binding significantly impact the textbook's overall appeal (Celce-Murcia, 2001) Additionally, the size and weight of the textbook must be suitable for student use (Sheldon, 1988; Celce-Murcia, 2001) Williams (1983) emphasizes the importance of ensuring that the design incorporates recent technological advancements Illustrations play a crucial role in engaging students during the language learning process, with Sheldon (1988) noting that colorful and appealing images can effectively capture attention Furthermore, illustrations should represent diverse genders, classes, races, and cultures (Graves, 2000) The simplicity of these illustrations is vital, as they often convey significant information However, if images reinforce gender stereotypes or depict culturally offensive scenes, they may provoke negative reactions among language learners.
2.4.2 Evaluating the language content of ELT textbooks
When selecting a textbook, various learner and teacher factors must be considered (McGrath, 2004) Key learner factors include age range, proficiency level, motivations for learning the target language, and gender distribution Additionally, learner needs such as dialect preferences, emphasis on specific language skills, and attention to mechanics like spelling and punctuation are crucial Teacher factors encompass language competence, methodological expertise, awareness, and teaching experience Cuningsworth (1995) highlights that effective ELT textbooks should address the four main language skills and outlines six criteria for evaluating these skills in textbooks.
- 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 ESL textbooks, it is essential to consider the language needs of learners (Cunningsworth, 1995) Presenting structural issues in concise units or modules can enhance the language learning experience Additionally, Williams (1983) emphasizes the importance of providing meaningful contexts and diverse teaching techniques for structural units in ESL materials.
It is crucial to explore whether the focus should be on language form or language use, leading to an analysis of the balance between structural and meaningful presentations Grammar serves as a vital bridge in this context, guiding the design of exercises to enhance understanding This approach encourages students to clarify structures within context, aiming to achieve both structural accuracy and communicative meaning Ultimately, one of the primary objectives of teaching grammar is to facilitate the transition for language learners from form-focused accuracy to fluency.
When presenting vocabulary, it is crucial to align the vocabulary load with the learners' proficiency levels Defining vocabulary items is essential for systematic gradation, and it is important to consider the criteria for selecting these items (Celce-Murcia, 2001) Ur (1999) provides a list of recommendations for the selection process of lexical units, emphasizing that word definitions can vary and can be supplemented with explanations and images Vocabulary instruction should also incorporate antonyms, synonyms, and collocations, as well as contextual usage in sentences, paragraphs, and texts Additionally, Cunningsworth (1995) offers a checklist for evaluating vocabulary presentation in English Language Teaching (ELT) materials.
- 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)
Exercises are crucial in teaching and learning English, as they help enhance students' comprehension skills and test their understanding of main ideas and details in relevant materials The selection of exercises should align with specific language programs and consider students' background knowledge and experiences Additionally, utilizing exercises in meaningful contexts fosters authentic communication, ensuring that they are relevant to students' current situations.
Cultural issues in English Language Teaching (ELT) textbooks can pose challenges for students in understanding the target language culture EFL students often struggle with cultural aspects due to their own cultural norms, which can hinder their foreign language learning Therefore, textbooks play a crucial role in helping students adapt to the new values of the second language (L2) by initially presenting familiar topics Additionally, fostering intercultural knowledge through comparisons between different cultures can help address misunderstandings related to the representations of the target language.
Cunningsworth (1995) emphasizes the importance of familiar characters and the social and cultural context in effective language learning Additionally, Sheldon (1988) addresses the evaluation of cultural issues in English Language Teaching (ELT) textbooks, highlighting the concept of "cultural bias" and proposing specific criteria for assessment.
- 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)
In language textbooks, the integration of linguistic and structural elements is essential, while thematic content plays a vital role in enhancing language instruction This study focuses on the topics presented in textbooks, emphasizing that language learning cannot be isolated from real-life contexts (Cunningsworth, 1995) Engaging, relevant, and challenging topics are crucial for student interest and interaction, fostering communicative skills such as expressing opinions and drawing conclusions It is important to evaluate the relevance of these topics and ensure adequate time is allocated for their presentation Additionally, prioritizing essential areas in material preparation is necessary, as suggested by Richards (2001), to align with student expectations and achieve desired learning outcomes.
REVIEW OF RELATED EMPIRICAL STUDIES
Recent studies highlight the challenges faced by teachers regarding the pilot textbook, which serves as a model for this research Nguyễn, T T T (2018) conducted a case study focusing on high school teachers in Northern Vietnam, aiming to understand their perceptions of difficulties in implementing the English textbooks The study involved five English teachers from various high schools and two teacher trainers who contributed to the textbook's development Findings revealed six key challenges: (1) a wide range of difficult and unfamiliar topics, (2) inadequate time and program allocation, (3) lack of resources for teachers, (4) misalignment between learning and testing, (5) mixed-level classes, and (6) low student motivation Additionally, the study included proposed solutions from teacher trainers and textbook authors to address these challenges.
A study conducted by Tran, P N T., & Tran, Q T (2020) examined the perspectives of high school teachers and students on the communicative skills presented in the new Grade 10 English textbook The research aimed to explore the views of EFL teachers and students regarding these skills In total, 42 students completed a questionnaire, and 5 teachers participated in interviews at Bui Thi Xuan High School in Lam Dong Province The findings revealed that both teachers and students believed the new Grade 10 English textbook could 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.,
In a study conducted in 2017-2018 at Can Tho University in Vietnam's Mekong Delta, forty-five senior students from the English education department demonstrated a strong willingness to engage in Intercultural Communication Competence (ICC) during their language teaching performances The findings highlighted their active recognition of the importance of ICC in enhancing their teaching effectiveness.
A study conducted by Chow (2004) investigated the perceptions of teachers and learners regarding the suitability of EFL textbooks in Hong Kong secondary schools, involving 555 teachers and 2,535 learners from 52 schools The findings revealed significant differences in perceptions between various groups, including teachers and learners, as well as among different subject streams, learning stages, and teacher qualifications The study emphasized the need for enhanced collaboration among stakeholders in textbook development and evaluation to improve textbook suitability and user satisfaction.
Nguyet, H T T., & Van Long, N (2020) conducted a study comparing two sets of senior high school textbooks in Vietnam, focusing on the effectiveness of the new textbook in terms of lexical resources at the word level, including individual words and phrasal verbs The findings provided a quantifiable assessment of the lexical resources, highlighting both mutual and exclusive words, and analyzing the lexical complexity of the two textbook sets.
In a study conducted by Srakang (2013), the perceptions of 12 English teachers regarding the use of English textbooks in 10th Grade classrooms in Maha Sarakham Province were investigated Data was collected through questionnaires, classroom observations, and semi-structured interviews The findings revealed the impact of English textbooks on teaching, highlighting teachers' perceptions, the role of textbooks in classroom practice, and the challenges associated with their use.
Seda Aytuğ (2007) investigated the attitudes of English teachers towards the evaluation of the textbook "New Bridge to Success" for 9th Grade New Beginners (NBS) and their perceptions of the key characteristics of an effective English Language Teaching (ELT) textbook for high school students in Ankara The study involved 60 English teachers from 13 different Anatolian High Schools in Ankara, conducted in June 2006 The findings revealed a range of agreement and disagreement among teachers regarding the features of the NBS textbook.
A study by Hoshangabadwala (2015) investigated students' perceptions of textbook layout and organization, focusing on how these factors influence learning simplicity The research involved 73 students from various private schools in Pakistan's cosmopolitan areas Findings revealed that students prioritize print and color over paper quality, indicating no significant link between textbook design and actual usage.
Khodabandeh and Mombini (2018) assessed the English textbook "Vision 1," designed for first-grade high school students in Iran The study involved 30 teachers and 70 students from Baghmalek, Khuzestan province Results showed that both teachers and students expressed interest in the textbook across all criteria, with the exception of cultural considerations.
This chapter provides an overview of English language teaching at the general education level in Vietnam, highlighting the significance of textbooks in the teaching and learning process, as well as addressing issues related to textbook evaluation Additionally, it presents relevant studies that contribute to the discussion The upcoming chapter will delve into the methodology, detailing the study's participants, instruments, and data analysis procedures.
RESEARCH METHODOLOGY
RESEARCH DESIGN
The research utilized a descriptive methodology to explore the perceptions of teachers and students regarding 11th-grade English textbooks By employing both quantitative and qualitative approaches, the study aimed to gain a comprehensive understanding of the research issues (Creswell, 2014, p 565) Quantitative data were collected through questionnaires to measure perceptions, while semi-structured interviews were conducted to delve deeper into the insights of teachers and students.
POPULATION AND PARTICIPANT SELECTION
The research focused on teachers and students from high schools in Song Cau Town, all utilizing the same Ministry of Training Education-approved textbooks for the 11th class Participants were selected through purposive sampling, a method aimed at gaining deeper insights into the phenomenon under investigation, as noted by Patton (2014) This approach specifically targets individuals who can provide valuable experiences related to the specific issues being studied (Silverman, 2013).
This study involved 10 certified high school English teachers from Song Cau Town, all of whom have extensive experience in teaching English and selecting appropriate textbooks Their insights into the use of 11th grade English textbooks in the classroom were gathered through surveys and interviews, focusing on their perceptions and application of these resources in their teaching practices The participants' backgrounds are detailed in Table 3.1.
Table 3.1 The background of teacher participants
Years of teaching the 11 th – grade
Table 3.1 reveals that 70% of the participants in the study were female, and 90% of them had between one to five years of experience teaching 11th grade English textbooks.
A total of 100 randomly selected 11th grade students from High Schools in Song Cau Town participated in the study, providing feedback on their English textbooks The students completed a questionnaire and were interviewed to share their thoughts on the textbooks Detailed background information about the participants is presented in Table 3.2.
Table 3.2 The background of student participants
Table 3.2 reveals that a majority of the participants, specifically 56%, were females Furthermore, the data indicates that 58% of the participants had eight years of experience in learning English, while 42% had more than eight years of experience.
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 technique that utilizes survey questions answered by a selected group of participants (Gay, Geoffrey, & Peter, 2011) It serves as an instrument to gather information on various issues (Richards, 2001) Consequently, the researcher employed a questionnaire as the primary tool to assess the perceptions of teachers and students.
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 on 11th grade English textbooks utilized a questionnaire divided into two key sections: (A) Background Information and (B) Perceptions of both teachers and students regarding the textbooks Detailed questionnaires for teachers and students can be found in Appendices 1 and 2, respectively, on pages 80 and 83.
This section provides essential background information about both teachers and students, focusing on their gender, the number of years teachers have been instructing 11th-grade English using specific textbooks, and the duration of English language learning experienced by the students.
- Teachers‟ and Students‟ Perceptions on the 11 th grade English textbooks
The study evaluated 30 items related to the physical appearance and format, content, and roles of English textbooks It included 6 criteria for assessing physical appearance, 19 statements regarding content such as units, activities, exercises, skills, and sub-skills, and 5 statements on the roles of textbooks Participants rated their perceptions using a five-point Likert scale, ranging from "Strongly agree" to "Strongly disagree." The reliability of the questionnaire was confirmed with Cronbach's Alpha scores of 81, 89, and 80 for teachers, and 73, 86, and 71 for students, indicating acceptable reliability across all categories.
The study focuses on the physical appearance and format of 11th-grade English textbooks, specifically examining the cover, layout, illustrations, headings, and instructions through questions (1-6) These questions aim to assess the attractiveness and durability of the textbook's cover and layout, as well as the overall organization and presentation of illustrations, headings, and instructions to gather relevant data.
The 11th-grade English textbooks include 19 questions (7-25) designed to collect information on various elements such as units, activities, exercises, vocabulary, skills, and sub-skills featured in 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
Due to varying levels of English proficiency among participants, the questionnaire was translated into Vietnamese with assistance from experienced English teachers To ensure content validity, the initial version was distributed to a sample of 20 students and 5 teachers, all in Vietnamese After analyzing their feedback, the final version of the questionnaire was prepared for the survey participants The reliability of the questionnaires was established by piloting them prior to the main study and calculating the Cronbach Alpha coefficients.
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
An interview is defined as a question-and-answer conversation between a researcher and a participant, aimed at gathering specific information related to a research study (Gay, Geoffrey, & Peter, 2011) According to Merriam and Tisdell (2015), the primary purpose of an interview is to gain deeper insights into individuals' opinions The structured interview questions were designed to elicit detailed information on the subject matter.
In response to the challenges posed by the severe Covid-19 pandemic, individual semi-structured interviews were conducted with 8 students and 3 teachers from 11th grade English textbooks to ensure safety and minimize disruptions to learning The interviews were carried out via personal mobile phones for convenience, with questions translated into Vietnamese and tailored to the context of each interview This approach followed a preliminary survey using a questionnaire.
The interview questions were structured to gain deeper answers and check the accuracy of questionnaire data about participants‟ perceptions of the
The study on 11th-grade English textbooks involved interviews with teachers and students, focusing on key areas of content Teachers were asked five questions covering physical appearance and format, the four main English skills, activities, exercises, and vocabulary In contrast, students responded to four questions regarding the physical appearance and format, activities, exercises, and vocabulary, with a final question addressing their interests and challenges in learning from the textbooks.
DATA COLLECTION
The data collection for the research was initiated in January 2022, at the start of the second academic semester The researcher sought permission from teachers and students in various schools in Song Cau Town to conduct the study using online Google Forms Upon receiving approval, the researcher coordinated with 11th Grade English teachers and students to schedule the administration of the questionnaires A total of 10 teachers and 100 students participated, and they were informed that by completing the questionnaire, they consented to participate in the study Participants were instructed to respond by selecting one of the following options: (5) Strongly agree or (4) Agree.
(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 information and supplement data from questionnaires Eight students and three teachers volunteered for individual interviews, which were randomly selected and conducted via the Zalo app The interviews, conducted in Vietnamese, lasted approximately 10 minutes each and utilized open-ended questions All participants consented to audio recording and written documentation, with smartphones and laptops employed for recording and note-taking The entire interview process was recorded and later transcribed.
DATA ANALYSIS
The study employed both quantitative and qualitative data analysis methods, integrating findings from questionnaires and semi-structured interviews to meet its objectives The analysis utilized Statistical Package for Social Sciences (SPSS) version 26, where essential calculations were performed, including frequency, mean, standard deviation, and percentages The interpretation of mean values followed the guidelines established by Srakang (2013).
The qualitative data obtained from the interviews were meticulously analyzed, starting with the transcription of audio recordings into text Teacher participants were coded as T1, T2, and T3, while student participants were labeled S1 through S8 The researcher then reviewed the transcribed data, making relevant notations to address the research questions Ultimately, the findings from both the questionnaires and semi-structured interviews were integrated to provide comprehensive answers to the research inquiries.
RELIABILITY AND VALIDITY
The researcher employed a questionnaire and semi-structured interviews to gather data for the study Utilizing the Statistical Package for Social Science (IBM SPSS; Version 26), Scale Tests were conducted to assess the reliability of the questionnaire The results of the Scale Reliability Statistics are presented in Table 3.4.
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 details about the participants, research instruments, and the processes for data collection and analysis The following chapter will focus on analyzing the data gathered 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 of scale data reveals that most participants selected Neutral and Strongly Agree options concerning the roles of English textbooks With an average mean score of 4.02 for all textbook roles, the findings suggest that teachers consider the 11th-grade English textbooks essential Overall, teachers hold positive perceptions of the roles these textbooks play in their instruction.
The findings about the roles of textbook support the result from Srakang
Textbooks are crucial in the teaching process and classroom practices, as highlighted by research from 2013 This aligns with the assertions of O'Neil (1982) and Sheldon (1988), who emphasize that textbooks significantly minimize the time required for material preparation Furthermore, Harmer (2001) argues that textbooks, being the result of extensive research, serve as an effective knowledge source for both teachers and learners.
This study explored teachers' perceptions of five key areas in 11th grade English textbooks, including physical appearance, difficulty level, unit organization, exercises and activities, and the roles of the textbook The findings revealed that teachers generally found the visual aspects, difficulty level, and unit organization to be suitable for students However, concerns were raised regarding certain exercises, activities, and the vocabulary load, which were perceived as challenging for students.