An Analysic Of Language Teaching Textbooks For Young Learner At English Centers In Hcmc M.a. .Pdf

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN ANALYSIS OF LANGUAGE TEACHING TEXTBOOKS FOR YOUNG LEARNERS AT E[.]

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

AN ANALYSIS OF LANGUAGE TEACHING TEXTBOOKS FOR YOUNG

LEARNERS AT ENGLISH CENTERS IN HCMC

A thesis submitted to the Faculty of English Linguistics & Literature

in partial fulfillment of the Master’s degree in TESOL

By

NGO THUY DUNG

Supervised by

NGUYEN DANG NGUYEN, Ph.D

HO CHI MINH CITY, JUNE 2022

VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

AN ANALYSIS OF LANGUAGE TEACHING

TEXTBOOKS FOR YOUNG LEARNERS AT ENGLISH

NGUYEN DANG NGUYEN, Ph.D

HO CHI MINH CITY, JUNE 2022

ABSTRACT

This research analyzes the textbook Prepare 1 to examine the suitability and effectiveness of young learners aged 9 to 12 at ASTON English language center, Ho Chi Minh city in order to suggest adaptations for improvements of the textbook This analysis aims at achieving insights into perceptions of the textbook activities in terms of learners’ expectation in relation to the objectives of the textbook and teachers’ content with the textbook as the basis for adaptations The textbook is thoroughly analyzed based on a variety of frameworks The extent to which the textbook activities and exercises in use meet the aims of the learning and teaching processes in the classroom is also considered The research focuses on the strengths and weaknesses of the textbook itself, and the extent to which the designed activities are compatible with their initial purposes in order

to find out the effectiveness of the textbook and the perceptions of teachers and learners

as well as further suggestions for improvement For the purpose of implementing this analysis, a questionnaire and interview questions were submitted to teachers and learners for gathering the necessary data about contents within the textbook The empirical evaluation was based on data collected from 30 learners and 6 teachers at ASTON in the form of questionnaires and semi-structured interviews The results revealed that despite the systematic organization of the textbook, it did not completely fulfil teachers' and learners' expectations and their practical concerns

I also would like to express my gratitude to Dr Pho Phuong Dung, the Chair of the Board of Examiners for her valuable remarks, ever encouraging and motivating guidance

on my thesis defense

My special thanks go to the management of Aston Language Center and their local leadership for giving me permission to conduct the research activities for this study; all the students, teachers and the staff participating in research activities of this study

Most importantly, my warm and heartfelt thanks go to my parents, whose unconditional love and support keep me motivated and confident throughout my study

My accomplishments and success are because they believed in me Without that, this thesis would not have been possible

Finally, I would like to express my sincere appreciation towards my dear friends in class TESOL 2017B, who have always been a great motivation and inspiration to me, so that I can complete my thesis with joy and happiness

Table of Contents

CHAPTER 1 INTRODUCTION 1

1.1 Background of the study 1

1.1.1 English language teaching in Vietnam 1

1.1.2 Common European Framework of Reference of Language (CEFR) and its application in Vietnamese settings 2

1.1.3 English language teaching textbooks 4

1.2 Aims of the study 5

1.3 Research questions 6

1.4 Significance of the study 6

1.4.1 Students 6

1.4.2 Teachers 6

1.4.3 Future researchers 6

1.5 Scope of the study 7

1.6 Organization of thesis chapters 7

CHAPTER 2 LITERATURE REVIEW 8

2.1 Textbook analysis and evaluation 8

2.2 Types of textbook evaluation 11

2.3 Definitions and the role of English textbooks in the classroom 12

2.4 Advantages and disadvantages of ELT textbooks in the classroom 15

2.5 Young language learner’s characteristics 17

2.6 Textbooks for young learners in Vietnamese contexts 18

2.7 Textbook evaluation criteria 20

2.7.1 Evaluating the language objectives in ELT textbooks 22

2.7.2 Evaluating the language skills in ELT textbooks 22

2.7.3 Evaluating the grammar in ELT textbooks 24

2.7.4 Evaluating the vocabulary in ELT textbooks 26

2.7.5 Evaluating the exercises in ELT textbooks 27

2.7.6 Evaluating the topics in ELT textbooks 28

2.8 Conceptual framework for textbook evaluation 29

2.9 Previous research 31

2.9.1 International EFL materials 31

2.9.2 Vietnamese EFL materials 33

2.9.3 Summary 35

CHAPTER 3 METHODOLOGY 36

3.1 Research aims 36

3.2 Research questions 36

3.3 Research design 36

3.4 Research site 38

3.5 Participants 39

3.6 Research instruments 39

3.6.1 Questionnaire 39

3.6.2 Semi-structured interview 40

3.7 Data collection procedure 42

3.8 Data analysis scheme 43

CHAPTER 4 RESULTS AND DISCUSSIONS 45

4.1 Analysis and Evaluation of the Language objectives of the Textbook 45

4.1.1 Results of the student questionnaire 45

4.1.2 Results of the teacher interview about Language objectives 46

4.2 Analysis and Evaluation of the Language content of the Textbook 48

4.2.1 Results of the student questionnaire 48

4.2.2 Results of the teacher interview about Language Content 50

4.3 Analysis and Evaluation of the Topics of the Textbook 52

4.3.1 Results of the student questionnaire 52

4.3.2 Results of the teacher interview about Topics 54

4.4 Analysis and Evaluation of the Skills of the Textbook 56

4.4.1 Results of the student questionnaire 56

4.4.2 Results of the teacher interview about Skills 58

4.5 Analysis and Evaluation of the Activities of the Textbook 62

4.5.1 Results of the student questionnaire 62

4.5.2 Results of the teacher interview about Activities 63

CHAPTER 5 CONCLUSIONS 66

5.1 Limitations 67

5.2 Implications 69

5.3 Recommendations 70

REFERENCES 73

APPENDIX A QUESTIONNAIRE 81

APPENDIX B INTERVIEW QUESTIONS 82

APPENDIX C CONTENT OF THE TEXTBOOK 'PREPARE 1' 88

LIST OF FIGURES

Figure 1 Common European Framework of Reference of Language (CEFR) 2 Figure 2 Framework for materials analysis and evaluation Adapted from Littlejohn (1998, p 204) 30 Figure 3 Data analysis scheme of the study 44

LIST OF TABLES

Table 4.1 Mean scores of the responses given to the Language content items 45

Table 4.2 Mean scores of the responses given to the Language content items 48

Table 4.3 Mean scores of the responses given to the Topic items 52

Table 4.4 Mean scores of the responses given to the Skill items 56

Table 4.5 Mean scores of the responses given to the Activities items 62

LIST OF ABBREVIATION

EFL English as a foreign language

ELT English language teaching

ESL English as a Second Language

CEFT The Common European Framework of Reference for Languages KET Key for schools

MOET Ministry of Education and Training of Viet Nam

NFL National Foreign Language Project

PET Preliminary English Test

LIST OF APPENDICES

APPENDIX A QUESTIONNAIRE 81 APPENDIX B INTERVIEW QUESTIONS 82 APPENDIX C CONTENT OF THE TEXTBOOK 'PREPARE 1' 88

CHAPTER 1 INTRODUCTION

1.1.1 English language teaching in Vietnam

Since the 1990s, English has been introduced as an optional foreign language

in many primary schools, particularly those in privileged backgrounds locations like

Ha Noi and Ho Chi Minh City This is due to English's influence as a global language (Nguyen, 2007) From the beginning of the 2000s, English has since become a compulsory subject at elementary and upper secondary levels While acknowledging the importance of oral and reading comprehension, however, according to Hoang (2010:10), grammar sections tend to predominate in each unit Until 2008, Viet Nam planned an extensive program to improve foreign language competency among Vietnamese students The Ministry of Education and Training of Viet Nam (MOET) seeks to improve the relevance, efficiency, and productivity of English language teaching and learning in Vietnam It is predicted that by 2020, the majority of Vietnamese students graduating from secondary and vocational schools, colleges, and universities would be able to utilize a foreign language effectively in the workplace, while studying abroad, and as global citizens Therefore, the National Foreign Language 2020 Project (NFL 2020) was launched with the goal of “renovating foreign language teaching and learning within the national education system” (Socialist Republic of Vietnam 2008) and achieving the target of MOET As a part of Project 2020, under Decision 1400/QĐ-TTG, the Common European Framework of Reference for Languages (CEFR) was formally adopted as the national framework of reference for Viet Nam's foreign language education

The CEFR, which has six levels of criteria from A1 to C2, was implemented in Vietnam as a benchmark framework for monitoring and assessing language competency According to the project, target levels have been established for learners

at the elementary stage (CEFR's A1 level), junior high school (A2), senior high school (B1), university students with non-English majors (B2), and university students with English majors (C1) The CEFR's B2 level of English proficiency was required for

primary and lower secondary school teachers, while C1 was demanded of upper secondary and high school teachers

1.1.2 Common European Framework of Reference of Language (CEFR) and its application in Vietnamese settings

In 2001, the Council of Europe introduced the Common European Framework

of Reference for Languages (CEFR): Learning, Teaching, and Assessment According

to the Council of Europe (2001:1), the CEFR provides a standard framework for the development of language syllabuses, exams, and textbooks by explaining what language learners should learn in order to use language successfully for communication It indicates that language learners should understand how to apply language knowledge and skills and to successfully implement the language in communicative circumstances The CEFR has six primary levels of language proficiency ranging from A1 (the lowest level) to C2 (the highest level), with the goal

of describing language skill using existing standards or examinations to simplify comparisons between different qualification systems The figure below depicts the CEFR's global scale of common reference levels (2001:24)

Figure 1 Common European Framework of Reference of Language (CEFR)

The levels of CEFR can ‘describe in a comprehensive way objective that learners can set to achieve at different levels of language proficiency’ (Coombe et al, 2012: 85) As a result, users of the CEFR may evaluate their level appropriately based

on what they can truly achieve in the target language With realistic proficiency scales, the CEFR may be utilized in a variety of ways and in a variety of linguistic situations to obtain the prospect for a common standard

Under Decision 01/2014/TT-BGDĐT by MOET in 2014, the purposes of adopting CEFR were introduced for all foreign languages in the Vietnamese educational system, comprising five key goals

1 To establish standards for all foreign languages taught in the country's educational system in terms of capacity requirements

2 To develop guidelines for testing, examination, and evaluation of each level

of education and training in order to guarantee the relationship between the foreign language teaching among educational levels and training level This includes standardizing the organization of programs, selection of curriculum, textbooks, lesson plans, and other foreign language teaching materials

3 To standardize how instructors choose and use materials, teaching methods and assessments to help students meet academic requirements

4 To assist learners in understanding the material and requirements for each level of language skills, as well as in self-assessing their ability

5 To benefit from collaboration, educational exchanges, and diploma and credential recognition with countries that have adopted the Common European Framework of Reference for Languages (CEFR)

Many measures have been implemented to construct a new method of teaching foreign languages in Vietnam in order to achieve these goals It provides numerous options for Vietnamese learners to achieve language competence at the international level Among Cambridge textbooks, “Cambridge English Prepare! Level 1” is the book chosen to conduct this research in multiple classrooms consisting of 10-15

students each aged 9-11 As a majority of students have the need to achieve English certificates according to CEFR, this textbook can be used as a basic foundation

1.1.3 English language teaching textbooks

English language teaching (ELT) materials have been mostly painted as exceptional and irreplaceable by many publishers and educators throughout decades However, in recent years there have been a lot of discussions about the actual role of these materials, specifically English textbooks and the reality of adapting them as a Second Language in an English classroom Debates and arguments about potentials and limitations were continuously made regarding the effectiveness of these materials Hence, it is completely necessary to prepare and apply appropriate standards for the analysis and evaluation of the textbooks used in English classrooms

Tomlinson (2003) stresses the importance of textbook analysis and evaluation, which can be seen as a way of developing our understanding of the ways in which it works and, in doing so, of contributing to both acquisition theory and pedagogic practices Similarly, Kitao (1997) stated “even though textbooks are not designed to suit a particular group of students, they may be appropriate for a student's needs.” In the same manner, according to Wahab (2013), there are various reasons for evaluating textbooks Firstly, it is the need to adopt new textbooks Secondly, it is to determine and recognize particular strengths and weaknesses in textbooks already in use Hence, analysis and subsequent evaluation make textbooks “a helpful tool that teachers can use flexibly, and combine with other resources” (Gabrielato, 2004) Teachers sometimes need to combine activities outside of the textbook with the knowledge already presented in the textbook As a matter of fact, since coursebooks cannot be suitable to all teaching and learning contexts, there is a necessity for adapting materials depending on the needs of specific classes (Gabrielato, 2004)

However, textbooks are often applied without thorough analyses prior to evaluation (McGrath, 2002) Normally, a textbook selection process is not based on its academic sense, but on the reputation or popularity of the author, or skillful promotion by the publishers Best-selling textbooks printed with attractive covers are

overwhelmingly preferred and widely used in many other contexts (Tomlinson, B., 2013)

A number of scholars agreed that textbook selection is one of the key problems

of today´s EFL education and at the same time one of the most demanding tasks (Cunningsworth, 1995) On one hand, the reasons which lay behind it include the fact that one can feel completely lost, due to the overwhelming and confusing range of ELT products On the other hand, teachers still lack the necessary skills to choose the most appropriate course-books and they often decide under the pressure of time or other circumstances (Ansary, H & Babaii, I., 2002) It would be unrealistic to think that there is a course book which could fulfill one´s overall expectations, “but the aim

is to find the best possible fit, together with potential for adapting or supplementing parts of the material where it is inadequate or unsuitable” (Cunningsworth, 1995, p 5)

In conclusion, wrong use of textbooks would likely negatively affect both teaching and learning, and financial resources would also be wasted (Sheldon, 1988) Textbooks are very important, and analyzing and adapting a textbook is very necessary as mentioned above Consequently, an in-depth analysis of the selected textbooks must be undertaken in order for teachers to prepare themselves with adapted teaching objectives so as to accommodate students with their choice of learning

1.2 Aims of the study

Since English textbooks have a great impact on the effectiveness of teaching and learning a second language, appropriately using textbooks is worth considering and inspecting for both teachers and learners Thus, in order to adapt the process of language teaching and learning, an analysis of the textbook is needed As stated above, the aim of this study is to analyze the textbook “Cambridge English Prepare! Level 1” for young learners at English centers in HCMC Specifically, the study attempts to answer the following research questions

1.3 Research questions

This study sought to find answers to the following research questions:

1 To what extent is the textbook “Prepare 1” compatible for young learners?

2 In what ways can the textbook “Prepare 1” be adapted?

1.4 Significance of the study

Data produced from this study is used to provide insight into the issue of some obstacles of a communicative task The results of the study are of great benefit to the following

1.4.2 Teachers

The outcome of this research could suggest pathways through even integrated units and urge teachers to cut, adapt and supplement the material for their context, as well as introducing personalized practice where possible (Hyde, D et al., 2008) The given data would guide the teachers towards choosing more appropriate materials for the purpose of testing students’ English competence Consequently, teachers could adjust themselves to be dedicated, flexible and nurturing educators who are well qualified to provide the motivation needed for students

well-1.4.3 Future researchers

The output of this study might serve as an overview for Vietnamese future researchers in the process of conducting topic-related research It would be an inspiration to discover different aspects of themselves and develop their background knowledge It could also offer them some empirical messages for employing the method and procedure on a diversity of subjects Future researchers might deem this

as an advantage in order not to repeat less-effective approaches as previous researchers

1.5 Scope of the study

Overall, this research is expected to establish an understanding on teachers’ perceptions, attitudes, and their participation towards the process The participants are

6 Vietnamese teachers and 30 students at Aston Language Center, Ho Chi Minh city, Vietnam The participants are selected randomly by one researcher The data will be collected via questionnaires and interviews from June 2021 Afterwards, the researcher comes up with the assessment procedures where the information gathered were analyzed and evaluated

1.6 Organization of thesis chapters

This thesis consists of five chapters in total, including this introductory chapter and the conclusion at the very end The introduction chapter presents the theoretical background for my research as well as research questions Included in this are scope and significance of the study in order to provide appropriate context for my discussion The second chapter highlights previous authors’ literature reviews about the outline of a proper analysis study The third chapter starts with a presentation of the research design, followed by the methods used in the study and a description of the approach to the data collection The fourth chapter summarizes the findings and the discussion, while the filth chapter concludes the thesis and considers some suggestions for possible further research

CHAPTER 2 LITERATURE REVIEW

There are a number of reasons as to why Sheldon (1988) suggested evaluating textbooks Among those, he claims that selecting an ELT textbook is frequently a key factor in educational contexts involving kinds of investment, professionally and financially As a result of a detailed analysis and evaluation, the staff, the teachers and the board of directors of a certain school or organization will be able to differentiate between all of the current textbooks being used In addition, this will provide a sense

of familiarity with the content of the book, thereby helping teachers to identify the strengths and weaknesses of the textbooks used This would go a long way in helping teachers take full advantage of the book's strengths and recognizing shortcomings in certain assignments, tasks, and activities as a whole

An evaluation shares different features from an analysis It can include or follow

an analysis, but the aims and processes are not exactly the same An evaluation prioritizes the users of the materials and draws conclusions regarding their effects An evaluation, no matter how well-structured, criterion-based, or thorough it is, will fundamentally be subjective An analysis, on the other hand, emphasizes the materials and seeks to provide an objective analysis of them, and “asks questions about what the materials contain, what they aim to achieve and what they ask learners to do” (Tomlinson, 1999) It must be highlighted and recognized, stated by Tomlinson (2003), that analyzing materials “as they are”, with the content and techniques of working that they offer, is a distinct thing from analyzing “materials-in-action” What happens in classrooms and what outcomes emerge when materials are introduced will

be influenced by a number of other factors For this reason, it is necessary to build a framework that enables materials to “speak for themselves” while also assisting teachers in studying them properly before reaching their own conclusions about the extent to which the materials are useful

However, although this study is an analysis of English textbooks, in order to warrant solutions to problems found in the findings, a transition step needs to be taken

prior to evaluating the textbooks to ensure that the results obtained are objective

While selecting and evaluating a textbook, some scholars prioritize the rationality of the textbook package price (Sheldon, 1988; Mc Donough and Shaw, 1993; Cunningsworth, 1995) According to Cunningsworth (1995), it is necessary to pay attention to the physical appearance of the textbooks, especially the durability and the availability in which users can get access to in the shortest amount of time Textbook users should keep in mind that reliability and validity of the textbooks’ content also needs to be emphasized As stated by Tomlinson (2003), materials evaluation is a procedure that involves measuring the potential value of a set of learning materials It entails making judgments about the impact of materials on the people who use them and attempting to measure criteria such as the credibility, validity and reliability of the materials According to Tomlinson and Masuhara (2004, p 1), “materials evaluation involves measuring the value (or potential value) of a set of learning materials by making judgments about the effect of the materials on the people using them [emphasis added]” This concept suggests that the evaluation should consider “the people who come into contact with them”, in addition to measuring the value of the items being evaluated, as stated by Tomlinson (2003c, p 16)

The first group of “the persons who come into contact with them” are primarily their “school inhabitants” (Werner & Rothe, 1979, p 3), which are mostly teachers and students Rea-Dickins and Germaine (1992, p 25) made the following statement

on the importance of teachers: “It is the teacher, rather than the ‘tester’ or the evaluation ‘expert’, who has the greatest information about particular classroom settings” Moreover, it can be extremely beneficial to teacher development and professional growth According to Cunningsworth (1995) and Ellis (1997), teachers can gain insights into the nature of the material in a systematic and accurate way through textbook evaluation Hence, it might be a vital element in teacher training programs due to the fact that it doubles the purpose of keeping teachers informed of the features in the textbook and familiarizing them with many kinds of instructional materials Finally, in order to assist teachers in combining and adapting their own

teaching experiences with the students’ learning experiences, textbooks should be evaluated so as to prove its validity and reliability As a matter of fact, the result helps teachers look back on how they make use of textbooks and decide whether to use them as the ultimate tool that does not require adaptation or flexible resources

Students, on the other hand, ought to be contacted for their thoughts on the resources they are utilizing (Jolly & Bolitho, 1998, p.112), since they are the primary

‘clients’ of the materials used In reality, students’ voices, which are even less audible than instructors’, are more likely to be disregarded Since the researcher, as an evaluator from the outside, would find it challenging to properly comprehend the teaching and learning settings without the input of at least these two main types of users, it is crucial that the evaluation of materials be influenced by them As Low (1989) stated “The evaluation of a language learning program, or the materials used to teach it,” requires “more viewpoints than that of the ‘independent’ outside observer”.Additionally, the contexts in which the materials are used must be carefully considered It is also recommended that “local criteria” that “relate to the actual or potential environment of use” be taken into account while developing new materials (Tomlinson & Masuhara, 2004, p 9) Perhaps, for this reason, “materials localization” was becoming a word used in ELT groups, according to Bao (2003, p 170), and

“scholarly concern has recently begun to highlight the need to bring materials closer

to local cultures” Hence, learning materials evaluation, as provided in the following section, is viewed not just as an evaluation of the resources in question, but rather as a review of those materials in relation to their context of usage

To conclude, it is crucial to recognize the distinction between materials analysis and materials evaluation in this context Although the findings of the study may serve

as the foundation for the evaluation of the materials, the main focus of a materials analysis is what the materials under consideration have to offer rather than how they are actually used or what effects that use has in a particular setting Littlejohn (1998,

p 191) distinguishes between the two tasks by saying: “Analyzing materials, it must

be recognized, is quite a different issue from analysing ‘materials-in-action’”

2.2 Types of textbook evaluation

Tomlinson (2013) claimed materials evaluation to be a procedure that involves measuring the potential value of a set of learning materials (p.22) This procedure involves making judgements about the effect of materials on people using them Similarly, McDonough and Shaw (2003) stated that the textbook evaluation process usually results in deciding whether or not to adopt the textbook To make it more appropriate to the context of learning and teaching, adjustment and adaptation may then be executed upon the adopted textbook Textbooks are substantially evaluated at three different stages: pre-use, whilst-use and post-use evaluation Pre-use evaluation, which occurs before actually using the textbook, is a process of deciding whether to adopt a textbook, and according to Tomlinson (2003, p23), a pre-use evaluation

“consists of a teacher flicking through a book to gain a quick impression of its potential value” Likewise, Cunningsworth (1995) proposed that pre-use evaluation is intended to predict the potential performance of a material While-use evaluation is conducted while the textbook is in use This process consists of monitoring and inspecting the suitability of the material to observe how it is being used (Tomlinson, 2003), and to see if a replacement is necessary (Cunningsworth, 1995) Finally, post-use evaluation, according to Ellis (1997), is a retrospective assessment to decide whether the material can be used for future occasions This is a process done after the material is used to discover whether it is effective for the learners

According to Tomlinson (2003), although it is the least administered type of evaluation, post-use evaluation can actually measure the short-term effects (impact, achievability, instant learning….) and long-term effects (durable learning and application) of the materials on the users While pre-use assessment is useful in predicting selection of poor materials or poor selection of materials, post-use evaluation, according to Mishan & Timmis (2015), is perhaps the most informative type McGrath (2002) also pointed out that post-use evaluation can help to identify and pinpoint the weaknesses in the materials, hence resulting in practical revision and

adaptation In other words, implementing a post-use evaluation allows one to measure the actual outcomes of the use of the materials, and provide data to make reliable judgments regarding the usage, adaptation, or substitution of the materials

However, the challenge is that no single set of criteria can be applied to all situations, and consistency between materials and curriculum, as well as between students and teachers, is also essential (Byrd, 2001) In addition, Matthews (1985), Cunningsworth (1995) and Tomlinson (2013) have already addressed the need of connecting evaluation criteria to what is already understood about the learning situation, implying that the criteria should be compatible with the context of learning

In their examination of 48 evaluation checklists, Mukundan and Ahour (2010) found that the majority of them were too context-bound to be generalizable, that is, the criteria were too context-specific For that reason, Mukundan and Ahour (2010) stated that a framework for producing and developing flexible criteria, rather than detailed and restrictive checklists, would be more beneficial Furthermore, post-use evaluation should receive greater attention than predictive evaluation (pre-use evaluation) It indicates that, rather than employing checklists, each practitioner can use or design their own set of evaluation criteria Hence, this study would be executed by involving the post-use evaluation of the textbook, as the teachers participating in the interview

have already used it for over five years and they are still using this material in class

2.3 Definitions and the role of English textbooks in the classroom

English materials are anything that can be utilized to aid in language acquisition They can be delivered on paper, through a live performance or display, or

on cassette, CD-ROM, DVD, or the Internet, and they can be linguistic, visual, aural,

or kinesthetic (Tomlinson, 2001:66) They can inform learners about the language, give them experience of the language in use, motivate language usage, or assist learners in making their own discoveries about the language They can also be instructional, interactive, explanatory, or exploratory

Textbooks have been extremely crucial in English Language Teaching contexts Language materials reflect numerous characteristics of language, such as

grammar, vocabulary, and pronunciation, in addition to the written and spoken features of language The materials contain ideas for in-class activities as well as tasks for students to practice and communicate Particularly, textbooks consist of the goals and objectives of language learning in a specific setting, and so serve as a curriculum for a language program Since both students and teachers use the materials in many circumstances, they have a significant impact on classroom dynamics The materials outline all of the techniques, methods, and strategies employed in the classroom, and

in the process, the fundamental notion of language is delivered to the students as well (Kitao, 1997) As a result, materials should provide succinct, precise, instructive, and functional information in order to meet the needs of a certain language course and school curriculum

According to Richards and Rodgers (2001), the role of textbooks fluctuates depending on the methodology The primary role of materials in a functional approach is to stimulate students' perception, negotiation, and expression in interactive circumstances A wide range of exercises and linguistic activities should

be chosen carefully, and these kinds of tasks should be “presented in different instructional sources” (Richards and Rodgers, 2001, p 30) Students with different styles of learning, on the other hand, should be included in a personalized methodology As each student has a different style of learning as well as different learning speed, materials should be designed in a way that can identify multiple levels among students and allow room for self-evaluation and self-study

Moreover, textbooks serve as a tool to promote and encourage language learning Besides being a learning instrument, textbooks are also adopted as a teaching assistance The student’s book is usually followed with others such as a workbook, a teacher’s book or supplementary materials They are designed to offer direction, support and language activities as well as classroom practice for learners and nurture effective and quick learning of the language (Cunningsworth, 1995) The importance of textbooks in an English classroom is so broad that it is nearly a

universal factor in teaching, therefore necessary to any English courses or program

By the same token, textbooks have often been portrayed as ultimate teaching and learning guides There are advantages of using textbooks in the classroom which both teachers and learners can benefit from Many good textbooks are attractively displayed and they are composed with a systematic structure that offer a consistent syllabus and satisfactory language control and motivating texts (Harmer, 2001) Richards and Rodgers (2001) emphasizes that teachers can save a great deal of time

by using textbooks They can use their time for teaching instead of preparing material themselves As stated by Woodward (1987), it would be very time-consuming and unfeasible sometimes for the teachers to teach and give instructions without the help

of textbooks Textbooks are effective tools in terms of providing a balanced, chronological presentation of information (Ur, 1996), and can facilitate curriculum change (McGrath, 2002) Moreover, they can help teachers to evaluate students’ English competency by giving exams according to textbooks’ criteria as a reference point (Tomlinson, 2008) Additionally, inexperienced teachers use textbooks in order

to ensure their support and security, since they might experience low confidence and unfamiliarity due to a new teaching environment (Edge and Wharton, 1998) Likewise, textbooks are excellent tools because the content supports these teachers by offering alternative teaching methods (Cunningsworth, 1995)

Similar to teachers, ELT textbooks also help learners in many other aspects First, they help learners to improve their linguistic and communicative abilities (Sheldon, 1988) Second, textbooks provide a certain framework for them to follow The order of units and chapters are constructed to provide an outline of how lessons shall be delivered (Hutchinson and Torres, 1994) Third, learners might also find textbooks useful and effective in many different ways They can familiarize themselves with the contents and sections before class, and even revise previous lessons by using textbooks as a tool Cunningsworth (1995) claimed that textbooks offer additional benefits to learners as they are a collection of materials for self-assessed learning, a reference source of ideas and activities, a syllabus with well-prepared learning objects, and knowledge consolidation Fourth, Woodward (2001)

proved that many learners prefer textbooks because they have a feeling of achieving something after they finish a lesson, and then finally the whole book, as progress encourages them in a positive way As a result, textbooks can be applied as references and help learners monitor their own development and learning process Finally, they can assist themselves with textbooks in case teachers show signs of incompetency or knowledge shortage (O'Neill, 1990)

2.4 Advantages and disadvantages of ELT textbooks in the classroom

Harmer (1998) claims that textbooks feature a consistent syllabus, a clear vocabulary range, and a collection of supplementary materials (workbooks, cassettes, etc.) to back them up, they have the advantage of “offering teachers something to fall back on when they run out of ideas of their own” Similarly, Be and David (2000) argued that materials may be deemed resources Teachers in this situation use their own imagination to bring a personal touch to the class by customizing the lessons in the textbooks to the needs and benefit of the students However, in order to follow a different agenda, educators must have the necessary skills and time to do so in a way that is not determined prior to actual lessons

On the other hand, textbooks might sometimes be considered as detrimental tools or “examples of educational failure”, albeit being “the visible heart of any ELT programme” (Sheldon, 1988) The author revealed, however, through an examination

of textbook theoretical and practical issues, that textbooks evolve only from other textbooks and do not acknowledge modification from research, methodological experimentation, or classroom feedback Despite the fact that textbooks have been seen as an irreplaceable function in ELT settings, it is clear that they have some flaws that should be addressed

For example, sometimes the textbook is designed as the sole source of information, leading to learners only seeing one perspective on a concept or issue Likewise, the information within textbooks might be outdated or irrelevant to current issues in the world In other circumstances, textbooks authors and publishers do not take learners’ background knowledge into account, hence taking the teachers a great

amount of time to tailor lessons to the specific attributes and interests of students (Sheldon, 1988)

Furthermore, textbooks are viewed as inflexible instruments that restrain the teaching and learning process Indeed, Allwright (1990) came to a conclusion from a study of teaching materials that can help with the creation of learning goals, content, and the overall process of language learning management, still they are limited in some aspects To put it another way, Allwright (1990) promoted textbook inflexibility, viewing them as tools that dominate teaching and learning As a result, given the concerns regarding the inflexible nature of textbooks sometimes, their effectiveness as instructional material might be jeopardized

Moreover, textbooks can be used as a script, which is a downside to both teachers and learners As identified by Be and Crabbe (2000), teachers have a tendency to take full advantage of all the categories and strictly follow the content without considering the pros and cons, or the learning outcomes of learners In this way, it is clear that utilizing textbooks as scripts has limitations since the activities may not correspond to the process of learning, especially when it comes to distinct groups of learners with varied interests and requirements

It is undeniable that English textbooks still maintain popularity and applicability, albeit being inflexible and biased to use as some educators assume Since the movement to make learners the center of language instruction in the 1970’s, it is probably best to think of textbooks as resources for achieving predetermined goals and objectives in terms of learner needs Yet, they should not necessarily define the goals or become the goals themselves, but should always assist teachers and learners (Brown, 2001) As a result, teachers should make every effort to develop and apply a wide range of relevant and contextually appropriate criteria for evaluating the textbooks used in language classrooms In addition, textbooks not only become one of the main teaching resources, but also become the core supporting element in the teaching process In this sense, Fredriksson and Olsson (2006) explained why teachers are interested in developing materials, saying “What is really important in preparing

materials is the realization of teachers” This awareness means that teachers can be aware and proud of the work they can do with their students and the progress they have made in using specific textbooks when learning foreign languages Therefore, teachers must be able to analyze and then evaluate in order to adapt and produce appropriate materials to improve their teaching

Nevertheless, while using textbooks as resources has some advantages and disadvantages, it does not diminish their value as useful teaching tools Thus, there is

no perfect textbook for every classroom situation Since textbooks are a type of learning material, it is critical for teachers to understand the qualities of effective materials in order to pick resources that meet the requirements and learning goals of their students The next section explains some rationales in the process of evaluating textbooks

2.5 Young language learner’s characteristics

The term “young language learners” refers to children of various ages, ranging from toddlers to elementary students Understanding the attributes of young learners that may be related to their unique traits, such as age, intellectual, and affective development, is essential for efficient primary foreign language instruction In the research on teaching foreign languages to children (Cameron, 2001; Nunan, 2011), young learners are frequently classified as children of primary school age, generally between the ages of 6 and 11 However, according to Pinter (2006) and Nunan (2011, p.2-3), young language learners can be divided into two categories: those aged six to seven and those aged eight to eleven The current study focuses on the second learner type since in Vietnam, third graders and above begin their foreign language acquisition As a result, the term “young language learners” in this research refers to Vietnamese EFL students aged 9 to 11

On an intellectual level, according to Doyé and Hurell (1997), young language learners learn their native language first and then foreign language at grade three, so they can make the best use of their concepts of mother tongue to find their path to foreign language, which they rarely hear outside of school and only learn in class as a

school subject (McKay, 2006) As a result, they are slow at handwriting yet excellent

at speaking Young language learners improve their logical thinking, generalizing, systematizing, abstracting, and conceptualizing at fundamental levels after the first two years of schooling with their established native language They are becoming more aware of themselves as language learners, as well as of the perspectives of others and the environment around them

On an emotional level, according to Halliwell (1992) and Pinter (2006), young language learners are multisensory and sensitive They learn by seeing and hearing, so reassurance and support from teachers combined with visual and kinesthetic clues are the best strategies to capture their attention and increase motivation Young language learners also have an innate need for play and enjoyment, and their motivation to study a foreign language is neither strong nor apparent In other words, as Moon (2005) states, the learners are physically active in casual and relaxing circumstances, with short attention span, uncertain learning motivation, and a desire for playing and fun They prefer kinesthetic or physical activities including interacting with others, asking questions, mimicking, role-playing, and exploring their surroundings

2.6 Textbooks for young learners in Vietnamese contexts

As stated by Hutchinson (1994), textbooks can provide a basic framework on how a lesson can be delivered However, at the age of 11 and older, learners may show disinterest in the topics covered in the textbook, if they find the contents monotonous and repetitive, no matter how educational the textbook is (Cunningsworth 1995) Furthermore, in his analysis of this age range, (Woolfolk, 2004) suggested that one of the things teachers must do for students at this stage of thinking is to make sure that their classroom is open and understanding This is extremely important since learners might feel that everyone is watching them They will be less likely to participate in class if they believe they are being made fun of Among Woolfolk’s guidelines, it is advisable for teachers to give learners the opportunity to explore many hypothetical questions, so as for them to feel the lessons more appealing and challenging When learners feel they are acquiring knowledge by

solving problems and reason scientifically with the help of the teachers, it is easier for them to be motivated Teachers discover that when students are inspired to learn, the classroom atmosphere becomes brighter and it is also easier to facilitate and organize the classroom Additionally, the more engaging the students are with the lessons, the faster it is for them to achieve their respected learning outcomes On the other hand, learners are not ready to perform the tasks assigned by educators no matter how substantial a curriculum is, if they are not motivated to learn Then teachers need to spend an increased amount of their time and energy trying to get them engaged before learning can actually occur

Apart from textbooks designed for different age groups, it is necessary for any teachers to consider some crucial features of materials to be integrated and selected

To be specific, materials for young learners at this age group:

● should be understandable, clear and relevant to the target learners Conversations and reading comprehensions should be placed in a natural context or setting It is necessary to provide meaningful activities so that young learners can apply the target language to reality

● should be developed appropriately The activities should be stimulating enough The materials should be of interest to young learners and involve them effectively and cognitively They must be adapted to the motor, cognitive and social-emotional development of the child

● should be recycled for further purposes Children have a tendency to learn slowly and forget quickly Materials need to be constantly reviewed and recycled in different ways according to different contexts

● should contain precise and proper use of the target language The language offered should consist of correct grammar points and good choices of words

● should be mixed and integrated Making the most of technology such as learning softwares and websites should be applied instead of traditional methods such

as flashcards, story books or posters

● should promote curiosity or self-motivation Materials for children at this age group should help them take full advantage of their creativity and imagination

2.7 Textbook evaluation criteria

In order to identify the suitability of ELT textbooks for young learners, researchers have proposed various criteria for textbook evaluation such as Cunningsworth (1995), Ellis (1997), Hutchinson and Waters (1987), Sheldon (1988) Some authors such as Akkaya and Kara (2014) took the teachers' viewpoints into consideration and later the results showed that there was some disapproval and criticisms about the design, content and purposes of the textbooks

As suggested by McDonough and Shaw (1993), an external examination of the textbook should be implemented, starting with an overview of the information presented on the cover page of the textbooks, along with the introduction and table of contents This approach helps to establish guidelines for external evaluation, with the primary goal of determining the true purpose of a particular textbook, as it is important to identify whether they are prioritized as the main materials for the course

or they just simply act as supplementary documents It is also necessary to include a teacher's book and a vocabulary list at the end of the textbook itself An external evaluation might have other purposes such as recognizing and investigating a clear layout, culturally appropriate content, and equivalent depictions of other cultures and societies

Grant (1987) presented a “three-stage” approach to textbook evaluation The goal of the first stage is to determine whether the book needs further investigation At this point, a succinct evaluative framework CATALYST test is introduced, which stands for Communicative, Aims, Teachability, Available add-ons, Level, Your impression, Students interest and Tried and tested (p 119) Hence, a textbook should function as an agent of change in the classroom, just like a catalyst starting the changing process in Chemistry

A checklist approach is perhaps the most widely employed way to make the process more orderly and systematically correct A checklist is a means that English

teachers use to evaluate language teaching resources such as textbooks It enables an extensive and advanced evaluation of the textbook that uses a list of criteria Some scholars such as Byrd (2001) and Sheldon (1988) believe that evaluation criteria of checklists should be determined based on the context of teaching and learning, as well

as the specific needs of the learners and teachers Most well-established checklists such as Cunningsworth (1991) or (Skierso, 1991) investigate similar attributes, for example physical appearance of textbooks, aims, methodology, and organization The checklist approach is a systematic and thorough method to assure all relevant items are equally evaluated (Cunningsworth 1995) Evaluation items can be changed to allow more flexibility during the evaluation process (Mukundan and Ahour, 2010) A checklist is a quick platform to make comparisons between a variety of textbook materials Hence, it simplifies the decision making process (McGrath, 2002, p 27) In addition to the aforementioned criteria, a checklist should take into account the background of the learners The background might include a variety of attributes such

as the student's age, along with their interests and hobbies (Byrd, 2001; Skierso, 1991)

Several checklists have been designed so as to guide educators on how to evaluate ELT materials For a long time, checklists implementation has been used to achieve in-depth evaluation of a textbook It is a helpful and convenient tool to examine the suitability of the textbook as well as individual and situational demands

of students For instance, William (1983) investigated language content in terms of speech, grammar and vocabulary Low (1989) paid more attention to the design of units He inspected how units are constructed, how activities are arranged and the theoretical basis of the units in general Skierso (1991) was more concerned about the activities within the textbook He emphasized the extent to which those activities promote students’ participation, develop their competency and comprehension skills Sheldon (1988) tested the cultural aspects in the textbooks to see if they were biased

or offensive based on social factors, genders, nationalities or races Among previous methods to evaluate the effectiveness of a textbook, Cunningsworth (1995) clearly

suggested eight aspects in his framework for textbook evaluation They are aims, design and organization, language content, skills, topics, activities, teachers’ books, and practical consideration

2.7.1 Evaluating the language objectives in ELT textbooks

According to Cunningsworth (1995), the first three criteria relating to the purposes and objectives of the textbook may be analyzed, and they can represent the contents and communication needs of students In another word, the content of the material helps to realize the aims and objectives of the textbooks The second criterion

is that the material must be in agreement with the needs of students in three major areas, namely language, skills, and communication techniques Textbooks should promote students' learning processes, according to the third criteria Since textbooks overtly and completely encourage specific learning patterns, this criterion seeks to answer the question of what the textbook's aims and approaches are

2.7.2 Evaluating the language skills in ELT textbooks

The initial considerations for evaluating textbook skills, according to Breen and Candlin (1987), should be focused on three criteria In terms of the first criteria, it's critical to determine which language skills are emphasized within the materials and see if there are any suggestions for developing them Another criterion is if the proportion of each skill is effectively executed during the course duration In light of the last criteria, it is vital to evaluate the skills so as to decide whether the basic aim for learning skills is understandable and whether the textbook includes options for carrying out activities that will help students improve their language skills

McDonough and Shaw (1993) presented some major criteria to consider when evaluating the four language skills in the materials Regarding receptive skills such as reading skill, teachers should investigate whether the places in the materials are in accordance with issues and discourses related to said skill Another goal is to find valuable phrases that are above the level of a sentence Teachers should also monitor

to ensure if all language skills are adequately emphasized, and more significantly, to see the extent to which the materials help students practice those skills On the other

hand, reading is a skill that requires effort and concentration According to Davies (1995), learning from a text needs hard work, which is often overlooked in many English textbooks In textbooks, reading materials should be enhanced with images or activities that draw students' attention Furthermore, when selecting coursebooks, students' language levels should be recognized and taken into consideration If a reading text is remarkably beyond the level of the learners, there might be a possibility that they lose interest Additionally, the organization of a reading program should be determined by a systematic analysis of students' needs, perceptions and background Moreover, general description about reading should be eliminated, and students should be given the opportunity to work on a variety of reading types for multiple purposes Through this approach, it is expected that students would make improvements since encouraging students to actively engage in lessons creates a better learning environment.

Another receptive skill is listening, and it is important to analyze which sections

of the textbook promote listening and the authenticity perceived in these materials In order to make the listening process more effective, students might be requested to complete exercises while listening to a tape recorder in the textbooks Hutchinson (1994) states that when we read or listen to something, we have an objective As it is not obligatory to comprehend everything, learners should be given a listening and reading task that minimizes the difficulties of understanding It is critical for learners

to know what they should do before the beginning of the activity, since they are given

a purpose, their listening and reading skills might develop As a result, pre-listening exercises should also be included in textbooks Learners' general knowledge of the world is highly crucial in terms of their understanding throughout the listening process Cunningsworth (1995) emphasizes that most of what is said is often difficult

to understand because of vague references to the information shared which the listener

is uninformed about We frequently misjudge the difficulties that students are facing while listening to such material, and the textbook is expected to include as much background information as possible to assist students' comprehension

Regarding productive skills, specifically speaking skills, there should be an analysis to see if the content of the speaking materials is compatible with interactions

in real life, as such content encourages spontaneous communication Furthermore, teachers should select textbooks that incorporate speaking exercises to other skills as well Students might be encouraged to communicate through dialogues within the textbooks With the purpose of practicing the dialogue provided in mind, learners should be instructed to initiate a conversation with their peers by the teachers Rivers (1981) stresses the importance of dialogues by stating: Dialogues, which we will refer

to as conversation- facilitation dialogues, are primarily intended to provide students with useful phrases with which to practice speaking, while grammar is taught as a parallel but distinct activity The more students practice speaking through dialogues, the more confident they will become in their ability to use a foreign language successfully When selecting learning activities, we must remember, according to Rivers (1981), that our goal is to equip the students to speak comfortably with others,

to generally capture what they say, and to explain what they themselves want to express

The last skill to be considered is writing skill It is incredibly helpful to employ a number of writing styles while teaching a foreign language According to Cunningsworth (1995), a textbook should incorporate many various forms of writing since they differ in terms of design and format, and it should be appropriate for learners' purposes and abilities

2.7.3 Evaluating the grammar in ELT textbooks

When it comes to the presentation of grammatical issues in textbooks, the selection of grammatical items should be designed with the learner's language needs

in mind The structural concerns should be addressed in short sections or units to make the language learning process easier It is also necessary to take into account if the language form or the meaning takes precedence over, and thus examine the balance between structural and meaningful presentations By comparing and contrasting previously acquired features with the new ones, the new acquisitions

should be based on students' previous learning A number of grammatical patterns, such as the use of the present perfect tense and the present continuous tense, have several meanings In this respect, the textbook would be useful in terms of explaining the various meanings of structural issues (Cunningsworth, 1995)

It is indicated by Daoud and Celce-Murcia (1979) that establishing a balanced presentation in terms of the number and order of grammatical components is significant It is also vital to integrate grammatical structures to reading texts, with the goal of following an organization in which the structures get more complicated with time Furthermore, grammatical structures should follow a typical word order and be structured in conformity with current everyday language Moreover, between the sentences and paragraphs, a logical order must be discovered In order to activate learners' comprehension and ensure assimilation and consolidation, a meaningful context should be presented In addition to some of the authors’ observations, Skierso (1991) recommended that conjugation and paradigms should be included in verb forms with a summarized version in the student's book

One of the teachers’ goals while teaching grammar is to assist language learners

in progressing from accuracy to fluency To turn this into reality, a bridge should be formed in such a way that the activities are designed in a logical and orderly manner Moreover, this bridge should also motivate students to get familiar with these structures, with the purpose of providing communicative meaning as well as structures The first step toward achieving a transition from accuracy to fluency is awareness Students are provided with authentic materials at this stage, and they should search those texts for relevant structures This is followed by controlled practices where students practice certain grammatical points using examples provided

in textbooks, and students are not allowed to employ alternative structures Likewise, meaningful drills are monitored, however learners only have a restricted number of ways to use a collection of expressions or sentences Another stage is structured practice, or guided practice, in which learners create sentences in response to certain scenarios Structure-based free sentence comparisons can then be conducted The

learners are given the necessary prompts at this point, then they start constructing ideas, phrases and paragraphs based on these prompts This writing and discussions procedure is controlled and the students should practice specific grammatical aspects Although students are obliged to employ specific structures in structures-based composition in the following stage, the purpose is to encourage creativity among students and offer them a foundation for expressing thoughts and ideas by creating meaningful paragraphs and sentences, and turning those into actual writing pieces This result is frequently accomplished by giving assignments in which students seek answers, voice their opinions, and criticize the problems in the given settings Similar steps can be taken in the final stage, namely free discourse, as in the preceding stage On the other hand, learners are not restricted to using just grammatical terms which are already identified (Ur, 1996)

Similarly, it was found by Gonen (2004) that the use of grammar in particular contexts supported the presentation of features and their implementations in contextual settings as well Also, the learners were informed that visual aids would be used to teach grammar Although the learners viewed the grammar activities in the textbook as helpful, they are prevented from understanding the aim of the activities by confusing sentence structures The grammar is introduced using four language skills

in the textbook, which follows an integrated skill strategy However, educators should remind learners about the various types of activity that they are unfamiliar with in the textbook

2.7.4 Evaluating the vocabulary in ELT textbooks

Regarding the amount of vocabulary, the textbooks should present the vocabulary in a way that is compatible with the learners' intended level Another important aspect in teaching vocabulary is recycling Thus, vocabulary that is already taught should be reviewed at regular breaks Furthermore, sentences should not be too long to the point that they divert learners’ attention (Daoud and Celce-Murcia, 1979) Moreover, Skierso (1991) believes that it is necessary to further look into the criteria used to choose vocabulary items to teach These criteria should also be investigated

to demonstrate how and what foundation they are based and structured, on units, frequency, or other functions

Ur (1996) suggested a list of items of the lexical units regarding the selection procedure According to her, numerous meanings of words can be presented in the same way that dictionaries provide definitions Explanations and images can also be used to introduce new words Furthermore, for teaching vocabulary, a situation or dialogue with different texts and phrases is required It is an alternative to use antonyms, synonyms, and collocations to teach vocabulary In order to explain and deliver the meaning of new vocabulary, translation is a suitable approach

Furthermore, Lewis (1993, p 115) presents several crucial considerations to help learners to acquire vocabulary more successfully and to minimize misunderstanding While introducing vocabulary, he instructs teachers to mix new words with the grammar connected with those words, which is called collocation These collocations require close attention from learners and clear explanation from teachers Lewis also emphasizes the need of teaching vocabulary through verbs, especially irregular verbs Understanding how verbs go with certain nouns is a strategy to improve learning these new words quickly This style of learning raises the attention and thus enhances the amount of vocabulary acquired by learners Finally, teaching time of the day is a means of teaching time expressions combining with the relevant verbs and tenses

2.7.5 Evaluating the exercises in ELT textbooks

In terms of exercises, Richards (1990) emphasizes the significance of the process of selecting exercises based on different units and topics Likewise, he states that it is helpful to arrange the time allotted for various activities According to Daoud and Celce-Murcia (1979), besides helping learners to improve their comprehension skills, materials for language teaching should help learners to understand multiple aspects such as the main ideas or general ideas in that respective material Another goal of the textbook exercises is to develop students' competence with certain structures and vocabulary Each student has different background knowledge, learning

experience and learning speed Hence, exercises in the textbooks should be designed and presented in a way that they provide authentic communication (Daoud and Celce-Murcia, 1979; Graves, 2000) These exercises should also meet students' diverse needs outside of the classroom, such as discovering, analyzing and problem solving Finally, the students will achieve competency and fluency in the four key language skills if the activities are taught in an integrated manner

2.7.6 Evaluating the topics in ELT textbooks

Considering topics in ELT textbooks, it is worth noting that a number of researchers (Richards, 1998; Graves, 2000; Byrd, 2001) highlighted the difference between linguistic content and thematic content The linguistic content is linked to specific structural aspects of the language Thematic content, or ‘subject matter’, on the other hand, offers adequate contents and topics to make teaching and instructing language easier At this stage, we are focusing on the subject matter since it is directly connected to the topics covered in the textbook

The topics that are being used by teachers in the materials function as a tool for reflecting the thematic content According to Cunningsworth (1995), while the primary goal of designing language courses is to improve language learning, language cannot be taught as a single subject because it occurs in real-life situations Furthermore, students bring their own “attributes, knowledge, attitudes, skills, cognitive abilities, curiosity, and experience” to the classroom A textbook will be beneficial if it has both knowledge needed for learning a language and equivalent subject matter that is effective in identifying students’ backgrounds Moreover, in order to make the topics more engaging, entertaining, and challenging for students, the topics should represent authenticity by addressing various aspects of real life Additionally, interactions among learners should be encouraged so that they can achieve communication skills such as voicing opinions, coming to a conclusion, and transforming those conclusions into other settings

The topics distributed among units must be analyzed to understand whether they are necessary, and whether the time allotted for these topics is reasonable The process

of selection is also critical because instead of choosing the most important topics, the most beneficial topics for learners should be included in the materials Furthermore, priority should be given to the most critical areas when preparing the materials It is advisable to examine whether the topics are equally emphasized so that various aspects can be depicted in these areas As a result, these areas should be in line with the expectations of students so that the teachers can assist them while they are trying

to achieve their learning objectives (Richards, 2001)

However, there are no criteria that can satisfy all circumstances in the post-use evaluation stage Moreover, there needs to be a compatibility between the materials and the curriculum, students and teachers (Byrd, 2001) According to Tomlinson (2003c), evaluators play an important role where they construct their own criteria with their own principles that take into account the context of the evaluation as well as their own opinions He also believes that criteria for evaluation should be created prior to the production of materials In the next section, I hereby present a conceptual framework in relation to the learners, the teachers and the settings where the textbook

‘Prepare 1’ was utilized

2.8 Conceptual framework for textbook evaluation

Based on a review of the relevant literature, there are normally two aspects on which materials evaluation can be performed According to Littlejohn (1998, p 204), they involve the analysis of the materials in question as well as the analysis of their intended use in context, as depicted in Figure 2 On the one hand, the materials in question are evaluated using a set of criteria which are important to measure their

theoretical worth The findings will reveal (1) the nature of the materials, (2) what

they need from the users, and (3) their implications Material evaluation, on the other hand, is performed through an analysis of the intended situation of use to establish

their empirical worth This analysis will provide insights into (1) the classroom, (2)

the course (including intended objectives, content, methodology, and assessment), and (3) the teachers and students The findings will then be compared to determine how