CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled: EVALUATION OF “AMERICAN HOTLINE – Intermediate AND SUGGESTIONS ON HOW TO USE IT EFFECTIVELY AS
INTRODUCTION
BACKGROUND
In today's rapidly developing socio-economic landscape, enhancing international relationships is crucial for countries like Vietnam, enabling them to leverage advanced techniques for effective application in their unique contexts Recognizing these benefits, the Vietnamese government has implemented an open policy to foster cooperation across various sectors, including education An increasing number of students are now pursuing studies abroad at younger ages, often transitioning directly from junior school to international education This shift necessitates early foreign language acquisition, particularly in English, to help students adapt to new environments To address this need, the Department of Education and Training in Ho Chi Minh City has introduced the Intensive English Curriculum, tailored for elementary, junior high, and high school levels, with distinct objectives and materials for each stage Elementary students utilize the "Let’s Go" series, aiming to achieve the Movers certificate from Cambridge University, while junior high students engage with the "American Hotline" coursebook.
In this comprehensive four-level series, students are prepared to obtain the Cambridge Preliminary English Test (PET) certificates Senior high school students engage with the First Certificate Examination (FCE) series, which includes "Countdown to First Certificate" for grade 10, "First Certificate Knockout" for grade 11, and "First Certificate Masterclass" for grade 12, all published by Oxford University Press Upon completing this series, students are anticipated to achieve their FCE certificates.
The Let’s Go series has been effectively utilized for over a decade, aligning well with student age and the standards set by the Department of Education and Training In contrast, the American Hotline series, particularly at the Intermediate level, has been criticized for including content that may not be appropriate for students or compatible with Vietnamese educational values Therefore, a thorough evaluation of this series, especially the Intermediate level, is essential for teachers to identify and address any unsuitable elements, ensuring the materials are used effectively in the classroom.
STATEMENT OF PURPOSE
This study aims to assess the AMERICAN HOTLINE – Intermediate course materials, including the student’s book, workbook, teacher’s book, and cassettes, to determine their suitability for the Vietnamese educational context It seeks to identify potential challenges faced by both students and teachers when utilizing the coursebook and offers recommendations to help overcome these difficulties for more effective use of the materials.
1 The evaluation of AMERICAN HOTLINE - Intermediate (the whole package)
2 The potential obstacles that students as well as teachers encounter when using the coursebook
3 The implications for teaching and learning the coursebook effectively.
RESEARCH QUESTIONS
One main question guides this study:
Is AMERICAN HOTLINE - Intermediate suitable for ninth graders at Vietnamese junior high schools as the coursebook of the Intensive English Curriculum?
Two sub-questions are also addressed:
1 What are the potential obstacles in teaching and learning AMERICAN HOTLINE - Intermediate?
2 How can teachers and students use AMERICAN HOTLINE - Intermediate effectively?
SIGNIFICANCE OF THE STUDY
The demand for English language proficiency in Vietnam is rising due to societal developments and an open policy approach Consequently, many Vietnamese parents are eager for their children to begin studying English at an early age, aiming for international certificates to facilitate overseas education The implementation of the Intensive English Program by the Department of Education and Training in elementary, junior high, and senior high schools has helped meet this aspiration, enabling students to obtain FCE certificates upon completion Initially, only a few schools in Ho Chi Minh City, excluding Tran Dai Nghia High School, offered intensive English classes However, as the need for English improvement has surged, approximately 154 schools, including 99 elementary and 47 junior high schools, now provide such programs.
Four schools and eight high schools offer intensive English classes, highlighting the program's popularity Therefore, it is essential to study the coursebook's content to identify suggestions for its effective use.
DEFINITIONS OF TERMS
Department of Education and Training: the government body in charge of education and training of all levels and forms in the city, including foreign language education curriculum and implementation
The Intensive English Program: an English Program piloted by the Department of
Ho Chi Minh City is focused on enhancing English education and training to develop students into proficient English experts, meeting the evolving demands of society The introduction of intensive English classes aims to reduce the prevalence of ineffective English programs in the city This initiative, approved by the City People’s Committee in 1998, has been successfully implemented for over a decade.
Junior high school serves as an educational bridge between elementary and high school, typically encompassing grades 6 to 8, although in Vietnam, it includes grades 6 through 9 This structure follows the completion of elementary education, which consists of grades 1 to 5 or 6.
Textbooks: “Tieng Anh 6, 7, 8, 9” – written by a group of Vietnamese teachers:
In 2000, a group of authors including Nguyen Van Loi, Nguyen Hanh Dung, Than Trong Lien Nhan, Nguyen Quoc Tuan, Dang Van Hung, Dao Ngoc Lo, and Tran Huy Phuong published educational materials through Nha Xuat Ban Giao Duc These books were initially piloted in all junior high schools in Ho Chi Minh City's Third District and later revised by the Ministry of Education.
Training and the authors, and finally have been applied in the whole country since
Coursebooks: American Hotline series – Starters, Progress, Early-intermediate, and
The "Intermediate" series, authored by Tom Hutchinson, Associate Director of the Institute for English Language Education at Lancaster University, was published by Oxford University Press in 1997 It was officially adopted in Vietnam as the coursebooks for the Intensive English Program starting in the 1998 school year.
In 1999, the series was initially implemented in several schools within the First District, including Tran Dai Nghia Grammar School and Minh Duc School, before being adopted more widely.
47 junior high schools in the whole city up to now.
LIMITATIONS
The study conducted over seven years, from the 2001-2002 to the 2007-2008 school year, focused on the effective utilization of the AMERICAN HOTLINE-Intermediate coursebook.
The research focuses on utilizing the author's own coursebook while conducting interviews and observations with teachers, students, and parents primarily at HAI BA TRUNG School, as well as in select junior high schools in the Third District and TRAN DAI NGHIA Grammar School.
DELIMITATIONS
This study focuses on the teaching and learning of the AMERICAN HOTLINE coursebook at the Intermediate level in Vietnamese junior high schools in Ho Chi Minh City While the generalizations and recommendations are specific to this context, they may also provide valuable insights for other levels of the AMERICAN HOTLINE series, including Starter, Progress, and Early-Intermediate.
METHODOLOGY
This study employs qualitative methods, including interviews and observations, to explore the subject matter Additionally, questionnaires will be utilized to gather supplementary information and clarify relevant data.
Data of the intensive curriculum at junior high schools was compiled through the documents issued by the Department of Education and Training of Ho Chi Minh City
In the Third District, five junior high schools—Le Quy Don, Hai Ba Trung, Le Loi, Kien Thiet, and Doan Thi Diem—along with Tran Dai Nghia Grammar School, were chosen for observation and data collection due to their intensive program classes.
The study involved questionnaires distributed to 10 teachers across six schools who teach the AMERICAN HOTLINE – intermediate course, along with 114 ninth graders (54 from Hai Ba Trung School and 60 from Le Quy Don School) currently using the coursebook Additionally, interviews were conducted with five parents of students from Hai Ba Trung School.
The researcher, serving as an English-language teacher at Hai Ba Trung School, utilized their observational role to gather valuable experience and data for the study Additionally, the collaboration with English-language teachers at Tran Dai Nghia Grammar School, which offers an intensive program for all classes, significantly aided the researcher in exploring the relevant issues.
ORGANIZATION OF THE REMAINDER OF THE STUDY
Chapter II presents a review of the literature and research relevant to this study – evaluation of a coursebook, factors affecting English learning and teaching and potential obstacles in teaching and learning English Chapter III provides an overview of the Intensive English Program in terms of the purposes, the requirements, the targets, the curriculum, testing and the cousebook Chapter IV
Chapter 7 outlines the research design and methodology, while Chapter V presents an analysis of the findings related to the American Hotline – Intermediate coursebook It highlights the similarities and differences between American Hotline – Intermediate and the TIENG ANH 9 textbook, along with the advantages and challenges encountered in teaching and learning the coursebook Finally, Chapter VI provides a summary of the study's conclusions and offers suggestions for effective utilization of the book.
LITERATURE REVIEW
EVALUATION OF A COURSEBOOK
2.1.1 What are language-teaching materials?
Language-teaching materials are often equated with coursebooks, but they encompass a broader range of resources, including cassettes, videos, dictionaries, and even everyday items like newspapers and food packages, as defined by Tomlinson (1998) These materials can be categorized into authentic and created types, with authentic materials being those not specifically designed for teaching, while created materials include coursebooks and tailored instructional resources Each type has its own pros and cons, but coursebooks are particularly advantageous due to their structured syllabus, which guides learners effectively, standardizes instruction across different classes, and provides high-quality, tested materials This efficiency allows teachers to focus more on teaching rather than on sourcing materials.
9 developing Due to their convenience, coursebooks are the commonest form of materials in language teaching
2.1.2 The role of materials in language teaching
Teaching materials, while varying in type and possessing unique advantages and disadvantages, share essential roles in language education As noted by Cunningsworth (1995, p 7), language teaching materials, especially coursebooks, serve critical functions in the learning process.
- a resource for presentation materials (spoken and written;
- a source of activities for learner practice and communicative interaction;
- a reference source for learners on grammar, vocabulary, pronunciation, etc.;
- a source of stimulation and ideas for classroom activities;
- a syllabus (where they reflect learning objectives that have already been determined); [and,]
- a support for less experienced teachers who have yet to gain in confidence
According to Cunningworth, coursebooks significantly influence language programs, teachers, and learners They often act as a syllabus, offering a structured framework that guides both teachers and learners in tracking their progress For educators, coursebooks present a well-organized selection of language content, a balanced approach to skill development, and suitable learning tasks for language practice While some teachers rely on coursebooks as their main teaching resource, others utilize them as supplementary materials For learners, these materials often represent their primary source of language exposure.
Coursebooks are essential tools in language education, enabling students to independently learn new material, review content, and track their progress Their significant role in the teaching process directly impacts learning outcomes.
2.1.3 Why do we evaluate coursebooks?
The significance of materials in language program development is undeniable, yet no coursebook can perfectly suit every language program A book that works well in one context may be unsuitable in another Cunningsworth (1995) emphasizes the importance of evaluating materials to adopt new textbooks or to enhance existing ones by identifying their strengths and weaknesses Similarly, Littlejohn (1998) highlights four possible responses to material evaluation: adopt, reject, adapt, or supplement.
Evaluation of coursebooks, as outlined by Cunningsworth (1995), occurs at three stages: pre-use, in-use, and post-use Pre-use evaluation determines the suitability of a coursebook for a language program, while in-use evaluation assesses whether it should be replaced Post-use evaluation aids in deciding if the same coursebook should be utilized in the future Each evaluation type serves a specific purpose and context, emphasizing the importance of aligning with both the overall program aims and specific language objectives.
The evaluation of a coursebook requires a comprehensive understanding of various factors, including the 11 items, functions, and skills to be addressed, as well as the methods for measuring achievement It is essential to examine the learning and teaching context, focusing on the status and role of English, program intentions, class sizes, and available resources for language learning Additionally, understanding the learners—such as their ages, levels, expectations, motivation, interests, previous language-learning experiences, and learning styles—is crucial Equally important is considering the teachers' roles within educational systems, their teaching methodologies, and personalities A clear overview of this context provides valuable background information that enhances the accuracy and objectivity of the coursebook evaluation.
2.1.4 How do we evaluate a coursebook?
Material evaluation is crucial in language teaching, as a quality coursebook significantly influences learning outcomes To ensure a thorough and precise assessment of a language-learning coursebook, it is vital to adhere to established criteria.
According to Rowntree (1997), Tomlinson (1998), and others, effective language learning materials should meet four key criteria Firstly, they must align with both the students' needs and the objectives of the language program Secondly, the materials should offer authentic language that supports communicative goals Thirdly, they should create a comfortable learning environment that boosts students' confidence and encourages practice Lastly, these materials should act as a teacher, providing clear presentations, practice opportunities, and ways for students to assess their progress These criteria serve as a guiding framework for comprehensive evaluation.
To make it clearer, Cunningsworth (1995) presents a checklist for coursebook evaluation and selection in terms of aims and approaches, design and organization,
The evaluation of language materials encompasses two key aspects: publication and design, as defined by Littlejohn (1995) Publication refers to the tangible elements of the materials, while design reflects the underlying thought processes Cunningsworth emphasizes the importance of both an impressionistic overview and an in-depth examination of coursebooks The overview provides a general impression of the material's attractiveness and content, but it is insufficient for a thorough evaluation A detailed analysis, focusing on 10% to 15% of the material, particularly units from the middle of the curriculum, is essential to assess how well the materials meet students' learning needs and syllabus requirements This analysis should consider the balance of activities, skills, and opportunities for learner participation, ultimately ensuring effective design and use of the materials.
FACTORS AFFECTING ENGLISH LEARNING AND TEACHING
Motivation, as defined by Harmer (1992), is an internal drive that propels individuals to pursue specific goals Language learners typically set both long-term goals, such as improving job prospects or integrating into a target language community, and short-term goals, like passing exams or enjoying travel experiences Students with strong motivation are generally easier to teach, as their reasons for learning influence the choice of course materials, teaching methods, and personal learning styles.
2.1.1.2 The learning style of students
Our students are likely to differ quite widely in the way they learn Neville Grant
In 1991, distinctions were made between two types of learners with contrasting personality traits Some learners prefer having written texts available, even during oral lessons, while others favor listening and speaking without the distraction of written words Additionally, in terms of knowledge acquisition, certain learners believe they learn best by first being taught grammatical rules in their first language (L1) before applying them in exercises, whereas others prefer to rely on their intuition to understand the language.
Learners can enhance their language skills by adhering to 14 essential rules, which involve actively listening, reading, and practicing the language Additionally, some students thrive in a structured environment where the teacher leads the lesson, as they find joy in engaging with the activities provided.
“teacher talks – students listen” In contrast, others like to get busy in pairs or groups, i.e the teacher, at these times, acts as a kind of referee or manager
The design of a course book and the teaching methods employed by educators significantly influence students' learning styles Nevertheless, it is the individual psychology of each student that ultimately shapes their unique approach to learning.
The psychology of language learners varies significantly across different age groups, influencing how adults and children acquire new languages Harmer (2007) identifies three categories of learners: children (ages 2 to 14), adolescents (ages 12 to 17), and adults (over 17) Children are highly motivated and curious, absorbing information from their surroundings rather than solely focusing on the teacher Their learning is enhanced through sensory experiences, as they find seeing, hearing, and touching essential for comprehension While children can become proficient speakers of a new language with sufficient exposure, their attention span is shorter than that of adults, typically lasting around forty-five minutes Consequently, Harmer emphasizes the need for varied and engaging activities to maintain children's interest and stimulate their curiosity Additionally, memory plays a crucial role in language acquisition, as highlighted by Steinberg (1993), who notes the importance of rote memory in this process.
Very young children possess an exceptional ability to absorb vast amounts of information, although their memory capacity tends to decline with age Additionally, according to Harmer, children's desire for teacher approval plays a crucial role in their learning process; when teachers acknowledge and appreciate their efforts, it significantly motivates them to engage more enthusiastically in their studies.
Adolescents possess a heightened ability for abstract thought, allowing them to engage with complex ideas and demonstrate significant potential for creative learning As they explore their interests, teachers should select topics that resonate with these emerging passions Additionally, the quest for identity and self-esteem during this developmental stage is crucial; adolescents often express their thoughts candidly, influenced more by their peer group than by teacher approval Consequently, educators must be mindful of each student's social dynamics and approach corrections and role assignments with care to foster a supportive learning environment.
Effective teachers possess a diverse range of skills and qualities that are essential for fostering student motivation Understanding the key attributes that contribute to teaching excellence allows educators to leverage their strengths and create an engaging learning environment.
In 1970, Denis Girard conducted a study involving one thousand children aged twelve to seventeen to identify the qualities they value in a teacher The findings ranked the qualities from most important (1) to least important (9).
1 He makes his course interesting
5 He shows the same interest in all his students
6 He makes all the students participate
8 He insists on the spoken language
9 He makes his pupils work
According to Harmer (1992), the personality of a teacher is crucial, though challenging to quantify or train Establishing a strong rapport with students is essential, along with demonstrating subject knowledge and providing clear instructions and answers to questions Harmer (2007) further emphasizes that effective teachers must adapt to various roles in the classroom, such as a controller, prompter, or assessor, depending on the students' needs Ultimately, teachers should cultivate their natural qualities while also developing the skills necessary to excel in their profession.
The effectiveness of English language learning and teaching is significantly influenced by the teaching method employed, which largely depends on the teacher Various approaches have been proposed by experienced educators, including the grammar translation approach, direct method, audio-lingual approach, eclectic approach, and communicative approach Research has not definitively proven one method superior to another, as each has its own advantages and disadvantages As noted by Harmer (1992), if students find a teaching method unengaging, they may lose motivation; conversely, confidence in the method can enhance motivation Therefore, teachers should select the most suitable teaching style for their students, particularly considering their individual needs Today, a primary objective for many language learners is to achieve communicative competence, as defined in the "Dictionary of Language Teaching & Applied Linguistics."
Communicative competence encompasses the ability to not only construct grammatically correct sentences but also to understand the appropriate contexts for their use This includes a solid grasp of grammar and vocabulary, as well as knowledge of conversational rules, such as how to initiate and conclude discussions, the suitable topics for various speech events, and the appropriate forms of address for different audiences.
Effective communication involves engaging with 18 different individuals across various situations It is essential to understand and appropriately respond to diverse speech acts, including requests, apologies, expressions of gratitude, and invitations Additionally, using language in a suitable manner is crucial for successful interactions.
In order to help students acquire communicative competence, most teachers choose communicative approach for its distinctive features raised by Richards and Rodgers
1 Language is a system of the expression of meaning
2 The primary function of language is for interaction and communication
3 The structure of language reflects its functional and communicative uses
4 The primary units of language are merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse
Finocchiaro and Brumfit (1983) describe communicative language teaching as a method characterized by several positive attributes, which can be categorized into seven key features related to various aspects of language.
1 Communicative competence is the desired goal, i.e language learning is learning to communicate Therefore, attempts to communicate are encouraged at the very beginning although making mistakes may occur
2 The needs of the learners are analyzed to find out what kinds of language use are most necessary for them In other words, meaning is paramount, so fluency with acceptable language is the primary goal and accuracy is judged in the context
POTENTIAL OBSTACLES IN ENGLISH TEACHING AND LEARNING
2.3.1 The non-motivation of students
Motivation plays a crucial role in students' success in language learning Currently, many high school students study English primarily because it is a requirement in their curriculum.
Students are required to learn 23 compulsory subjects, which poses significant challenges for teachers Engaging de-motivated students is difficult as they often fail to see the relevance of the language being taught Additionally, changing their perception of the subject to make it interesting and useful is a struggle Ultimately, helping these students make progress in their language learning becomes a considerable challenge.
There are two primary types of learning environments: natural settings and classrooms According to Danny D Steinberg (1993), a natural learning situation for second-language acquisition occurs when the language is experienced in contexts similar to those in which the native language is learned, involving everyday objects and events In contrast, classroom learning is a structured environment where the language experience is planned by the teacher Steinberg highlights key characteristics of classroom learning, such as the necessity for social adjustment, attendance, prolonged concentration, and home study He concludes that adults tend to perform better in classroom settings due to their maturity, while children excel in natural environments because they learn inductively and have strong memory and motor skills However, most children are required to learn in classrooms, which lack the natural context, making it challenging for teachers to create stimulating environments that provide exposure to authentic language use.
2.3.3 The cultural differences between L1 and L2
Learning a foreign language is increasingly recognized as a means of communication rather than just an academic pursuit Effective communication is context-dependent and intertwined with culture, making it essential for language learners to understand both the language and the target culture According to Martin Cortazzi and Lixian Jin, culture serves as a framework of assumptions and beliefs that shape our interpretation of others' actions and words It is vital for learners to be aware of their own cultural perspectives and those of others to avoid misinterpretations and cultural shocks Consequently, teachers must incorporate target-language cultures into their lessons and enhance students' intercultural communication skills, a challenging task that demands extensive knowledge of the cultures of English-speaking countries.
Common obstacles in English teaching and learning include various factors that hinder progress It is the responsibility of the teacher to address these challenges to enhance the effectiveness of language instruction.
SUMMARY
This chapter explores the essential theoretical and empirical literature related to evaluating English coursebooks, highlighting the factors that influence English teaching and learning, as well as the potential challenges faced in the educational process.
This article explores the evaluation methods and purposes of coursebooks in English education It analyzes various factors influencing English teaching and learning, including learner-related aspects like motivation, learning styles, and psychology, as well as teacher characteristics such as personality and teaching methods Additionally, it considers physical conditions, including brightness, temperature, and desk layout, alongside the role of testing The chapter also addresses common obstacles in English education, such as student demotivation, challenging learning environments, and cultural differences between first and second languages, which are prevalent issues in high schools.
English-language teachers should pay attention to in order to succeed in teaching
OVERVIEW OF THE INTENSIVE ENGLISH PROGRAM
PURPOSES
In today's rapidly evolving economy and political landscape, enhancing international relationships is crucial This necessitates exchanges in trade, culture, and education to keep pace with global progress A key component of this is improving English proficiency, which serves as a vital means of international communication Consequently, there is a growing demand for English experts to meet societal needs, making English competence a mandatory requirement in job applications Additionally, English proficiency is essential for students aspiring to study abroad, as they must provide TOEFL or IELTS certificates with their applications or complete intensive English courses beforehand Recognizing the importance of English, many parents are now encouraging their children to specialize in the language from an early age to increase their future job prospects and opportunities for higher education overseas.
To meet societal needs and enhance students' English skills, the Department of Education and Training in Ho Chi Minh City submitted report number 1217 / GD-DT-TrH on August 8, 1998, to the City People’s Committee, seeking approval for an Intensive English classes project This initiative aims to improve students' English proficiency, particularly in listening and speaking, enabling them to use English as a second language upon high school graduation.
Education and Training has designed the Intensive English Program in two models for different kinds of students:
Model A (12 years): Students who follow this model start studying English at the age of six - grade one and continue up to grade 12
Model B (7 years): Students who follow this model start studying English at the age of eleven - grade 6 and continue up to grade 12
Both models have varying timeframes, yet they share a common goal: students are expected to achieve fluency in English by the conclusion of the program.
REQUIREMENTS
The Department of Education and Training outlines specific requirements for Intensive English Classes to establish an ESL (English as a Second Language) program that meets international standards.
- Students in Intensive English Classes are supposed to have aptitude for language, which is investigated through an exam
- The number of students in each class cannot exceed 35 so that the teacher would have balance care on every student
Intensive English Classes require students to complete both the textbooks provided by the Ministry of Education and additional supplementary materials, necessitating a schedule of two sessions per day.
- The classrooms should be well-equipped with teaching aids which are necessary for a language class such as pictures, posters, wall-charts, cassette recorders, televisions, video players, …
A flexible classroom layout is essential for teachers to effectively implement the communicative approach, facilitating activities such as pair discussions, group work, role plays, and interactive games.
Schools offering Intensive English Classes should invite native speakers to engage with students, enhancing their listening and speaking skills while deepening their understanding of English-speaking cultures Additionally, English Speaking Clubs and outdoor activities are vital for dynamic and curious teenagers, providing opportunities to express themselves in English Participation in these activities helps students develop essential communication skills, such as initiating conversations, active listening, polite interruption, and delivering impactful speeches, all of which are crucial for successful communication.
TARGETS
To ensure uniform standards across all classes in the Intensive English Program, the Department of Education and Training has established specific targets for junior high school intensive classes These targets emphasize not only linguistic knowledge but also the development of the four essential language skills.
In terms of knowledge, the students are supposed to acquire:
- basic conceptions about the English-speaking countries in the field of geography, history, people’s lifestyles as well as the differences in customs compared with Vietnam;
- basic linguistic material of English (grammar and structures) as the background for higher level at high schools ; and
- a storage of over 2000 vocabulary items related to daily life in family and in society
The Intensive English Program at junior high schools emphasizes the development of listening and speaking skills to ensure students can communicate fluently in English upon completion While these skills are prioritized, reading and writing are also important, and students must meet specific targets for each skill, including listening.
Students are supposed to be able to comprehend daily life conversations, small talks, as well as stories in the length of 150 to 200 words b) Speaking
Students should be capable of sharing information about themselves, their family, friends, and acquaintances At an advanced level, they are expected to articulate their feelings and present their opinions in English on a specific topic, using approximately 100 words.
Students need to understand various types of English documents, including informal letters, newspaper or magazine articles, scientific reports, and short stories, each typically around 200 words in length.
Students should be able to fill out simple forms, write informal letters, biographies and descriptive or narrative compositions in the length of 100 words
The linguistic knowledge as well as the four skills is tested periodically to ensure that the students reach the standards required
THE CURRICULUM
To meet the established targets, a practical curriculum is crucial Consequently, the Department of Education and Training enlisted qualified English teachers in the city to create the curriculum for Intensive English Classes This initiative was conducted as a scientific research project, which was reviewed and implemented in September 2003 The curriculum was developed following specific guidelines.
The Ministry of Education's textbook and the supplementary coursebook must be thoroughly addressed together Consequently, the coursebook should incorporate the language elements found in the textbook while offering a more intensive approach.
A supplementary coursebook must focus on communicative skills, emphasizing intensive practice in listening and speaking This approach ensures that students are equipped to use English effectively as a second language for communication after graduating from high school.
The coursebook content must align with the learning abilities and psychology of teenage students, ensuring that the material is not overly challenging to prevent discouragement Topics should resonate with teenagers to spark their interest, and the activities included must be engaging enough to involve all students effectively.
- The methodology should be suitable for the teaching and learning situation in Vietnam In other words, they should not be against the Vietnamese ideology about education
The Intensive English Program utilizes a blend of Vietnamese textbooks, specifically the TIENG ANH series for grades 6 to 9 published by Nha Xuat Ban Giao Duc, alongside the American Hotline coursebooks (Starter, Progress, Early-intermediate, Intermediate) from Oxford University Press Both series are designed to be used interactively and simultaneously at each educational level.
Grade 6: TIENG ANH 6 + AMERICAN HOTLINE (Starter)
Grade 7: TIENG ANH 7 + AMERICAN HOTLINE (Progress)
Grade 8: TIENG ANH 8 + AMERICAN HOTLINE (Early Intermediate)
Grade 9: TIENG ANH 9 + AMERICAN HOTLINE (Intermediate)
TESTING
In order to help students reinforce their knowledge, in addition to the frequent tests
Students in the mainstream program, as outlined by the Ministry of Education in 2000, are required to complete a one-period test after each review lesson in American Hotline, which assesses their understanding of the covered language items These tests are designed to be manageable, allowing teachers to accurately evaluate students' learning abilities Additionally, students in the intensive program must take an extra English exam at the end of each semester, focusing on listening and speaking skills, with results reflected in their report cards Those with an average score below 6.0 at the end of the school year are not permitted to continue in Intensive English Classes, a policy that encourages students to strive for higher academic standards.
THE AMERICAN HOTLINE SERIES
American Hotline is a four-year course designed for teenagers, progressing from beginner to intermediate levels It features a grammar-based syllabus that is structurally graded and incorporates a loop back principle for constant review The coursebook is integrated-skill, with each unit addressing listening, speaking, reading, and writing, while emphasizing the integration of these skills This blend of modern and traditional teaching methods aligns well with Vietnamese learning styles Additionally, the language items in American Hotline correspond closely with those in Vietnamese textbooks (TIENG ANH 6, 7, 8, 9), facilitating simultaneous study and increased practice opportunities As a result, the series has been adopted for the Intensive English Program in junior high schools in Ho Chi Minh City Despite being in use for over a decade, its effectiveness regarding student motivation, learning environment, and coursebook relevance remains uncertain, highlighting the need for a thorough evaluation to identify areas for improvement.
SUMMARY
This chapter outlines the Intensive English Program, detailing its purposes, requirements, targets, curriculum, testing methods, and the coursebook series used This information is essential for the researcher’s assessment of the coursebook, ensuring it meets the necessary criteria.
33 decide whether or not the coursebook is suitable for the learning and teaching situation
DESIGN AND METHODOLOGY
RESEARCH SETTING
This research was conducted in the Third District of Ho Chi Minh City, Vietnam, spanning from the middle of the first term to the middle of the second term of the academic year.
From November 2007 to March 2008, the researcher, an English teacher with over seven years of experience at Hai Ba Trung School, had the opportunity to teach Intensive English Classes This role allowed for the implementation of the American Hotline series, catering to students from beginner to intermediate levels Additionally, the researcher observed colleagues' classes, engaged with students and their parents, and monitored the teaching and learning outcomes of the program.
Primary and secondary documents were sourced from the Department of Education and Training of Ho Chi Minh City, along with minutes shared with Hai Ba Trung School Additionally, insights were gathered from discussions and contributions made by teachers who have utilized the American Hotline series.
Interviews, class observations, and teacher questionnaires were conducted at Hai Ba Trung School and four junior high schools in Ho Chi Minh City's Third District: Le Quy Don, Le Loi, Kien Thiet, and Doan Thi Diem, as part of scheduled meetings by the Department of Education and Training Additionally, student questionnaires and parent interviews were carried out at Hai Ba Trung and Le Quy Don Schools to ensure objectivity and accuracy, given the similarity in family backgrounds and knowledge standards of the students.
RESEARCH QUESTIONS
The main question guiding this study is:
Is AMERICAN HOTLINE - Intermediate suitable for ninth graders at Vietnamese junior high schools as the coursebook of the Intensive English Curriculum?
To determine the suitability of a coursebook, it is crucial to identify the challenges faced in teaching and learning it, followed by strategies for effective utilization This leads to the exploration of two key sub-questions.
1 What are the potential obstacles in teaching and learning AMERICAN HOTLINE - Intermediate?
2 How can teachers and students use AMERICAN HOTLINE - Intermediate effectively?
To address the research questions, data was gathered through questionnaires and interviews with both teachers and students, alongside observations of intensive classes The analysis of this data was conducted to support the research hypothesis.
RESEARCH DESIGN
The research involves three parts: the interviews, the questionnaires and the class observations
Interviews with English language teachers and ninth-graders that have been using American Hotline – intermediate helped collect data on the potential obstacles in teaching and learning the book
In-depth interviews with ten experienced English language teachers of American Hotline-intermediate revealed valuable insights into the content's strengths, teaching challenges, testing issues, and students' attitudes and motivation These discussions highlighted the suitability of the coursebook for junior high school students in Ho Chi Minh City and identified obstacles faced by both students and teachers Conducted in Vietnamese, the interviews allowed participants to express their thoughts freely, facilitating the development of effective teaching and learning strategies for optimal use of the book.
The research utilizes qualitative case studies to gather data and insights from interviews, primary and secondary documents, and field notes This approach allows the researcher to explore a specific entity or phenomenon, referred to as "the case," which is defined by time and activity, such as a program, event, process, institution, or social group Detailed information is collected through various data collection methods over an extended period.
The questionnaire, adapted from models by Cambridge University Press, was completed by ten English language teachers from Hai Ba Trung, Le Quy Don, Le Loi, Kien Thiet, Doan Thi Diem, and Tran Dai Nghia schools The administration of the questionnaires coincided with the interviews, as noted by Tomlinson (1998, 171).
“Questionnaires are often a balance of objective questions requiring limited answers, and scope for more
Open-ended responses provide valuable insights, as they allow users to express their subjective experiences While objective answers help create a basic profile of feedback, the descriptive nature of subjective responses is crucial for evaluating the effectiveness of the material.
The effectiveness of class interaction and motivation significantly influences learning outcomes and the achievement of educational standards By integrating questionnaires with interviews conducted by publishers, editors, or authors, a comprehensive and valuable profile can be developed.
The questionnaire was divided into two sections: Section A focused on the teacher's background and general feedback on the American Hotline - Intermediate, while Section B gathered the teacher's insights on Units 5, 6, and 7, which will be analyzed in Chapter V for a comprehensive understanding of the book The data collected offers valuable perspectives from the teachers regarding the book's effectiveness and practical recommendations for its improved utilization.
In the 2007-2008 school year, a questionnaire was administered to 114 students in two Intensive English Classes at Hai Ba Trung and Le Quy Don Schools Conducted in Vietnamese, the questionnaire aimed to ensure students felt comfortable sharing their thoughts without language barriers The data collected provided insights into students' impressions of the American Hotline-intermediate materials, identified potential challenges they faced while using the book, and gathered their suggestions for improvements.
Teachers’ opinions along with students’ ideas provided a comprehensive evaluation on the book so that the researcher could figure out practical suggestions on how to use it effectively
Observations in Intensive English Classes at Hai Ba Trung, Le Quy Don, Le Loi, Kien Thiet, and Doan Thi Diem schools offered valuable insights into the execution of activities, student engagement, and the challenges faced by teachers These practical experiences yielded reliable data that enhanced the in-depth analysis of the curriculum.
Information collected from the interviews, questionnaires and class observations was analyzed and used as the most valuable examples to support the arguments throughout the study.
ANALYSIS AND EVALUATION OF AMERICAN HOTLINE-INTERMEDIATE
To determine the suitability of the American Hotline – intermediate for junior high schools in Ho Chi Minh City, a comprehensive review of the material is essential This includes an analysis of the course package, which consists of the Student’s Book, Workbook (without key), Teacher’s Book, and audio resources A detailed examination of Units 5, 6, and 7 will focus on the unit structure, language presentation (grammar, vocabulary, phonology, and discourse), and activities designed to practice the four skills: listening, speaking, reading, and writing The findings from this analysis will provide insights into the content's comprehensiveness, student engagement, and the effectiveness of content recycling.
SUMMARY
This study utilized a qualitative approach, incorporating interviews, in-field observations, and a supplementary questionnaire to gather data on the use of the American Hotline-intermediate The research aimed to identify potential challenges faced by teachers and students, assess the effectiveness of the book, and determine an appropriate and effective method for learning English through a communicative approach.
FINDINGS AND ANALYSIS
THE ANALYSIS AND EVALUATION OF AMERICAN HOTLINE INTERMEDIATE….41 5.2 COMPARISON BETWEEN THE TEXTBOOK TIENG ANH 9 AND AMERICAN HOTLINE-INTERMEDIATE
The American Hotline-intermediate coursebook, along with the TIENG ANH 9 textbook, serves as the primary resource for grade-nine students enrolled in the Intensive English Program at junior high schools in Ho Chi Minh City This comprehensive package is designed to enhance English language learning for students.
The American Hotline-intermediate package, which includes a Student’s Book, a Workbook (without key), a Teacher’s Book, and a set of two CDs/cassettes, was evaluated through observation, interviews, and questionnaires to gather insights from teachers, students, and their parents.
5.1.1 The Student’s Book a The book is full of beautiful colored pictures and photographs
A survey revealed that 100% of students found the American Hotline-intermediate coursebook visually appealing, featuring vibrant photographs and colorful images Out of 114 students interviewed, 110 expressed a preference for studying this book over the TIENG ANH 9 textbook, attributing their choice to its attractive design and high-quality paper However, 89 students noted that the price of 166,000 dong is significantly higher than the 7,000 dong cost of the TIENG ANH 9 textbook Additionally, the book's layout is consistently clear and uniform across all units.
All 114 students surveyed agreed that the book is well-organized, with a consistent structure across each unit, including the Jefferson Road story, Language Work, Reading, Listening, Interaction, and Project sections This consistent layout enables them to easily follow their progress in the material.
42 c Sections in each unit are presented logically from receptive skills (reading and listening) to productive skills (speaking and writing)
A significant majority of teachers (8 out of 10) agree that the sections within each unit are organized logically The components, including the Jefferson Road Story, Language Work, Reading, and Listening, are designed to equip students with essential linguistic material for effective Interaction (speaking) and Project (writing) tasks This structured approach enables teachers to facilitate language production, ensuring students are well-prepared with the necessary vocabulary and grammar Additionally, the lessons are presented methodologically.
All interviewed teachers concurred that each unit is primarily structured in two formats: warm-up – presentation – practice and pre – while – post The first format is utilized for Language Work and Interaction.
The activities in the Jefferson Road story, along with the Reading and Listening sections, are structured to facilitate lesson planning for teachers This methodological approach ensures that the content aligns with the students' proficiency levels However, some units in the Jefferson Road story address topics that may conflict with Vietnamese educational traditions For a detailed lesson plan, refer to appendix E.
A survey revealed that 70% of teachers believe the book's content is suitable for intermediate students with sufficient language skills to engage with the topics in each unit The reading and listening materials are particularly informative, albeit lengthy However, all teachers echoed the same feedback as the five interviewed.
43 parents on the content of the Jefferson Road Story Both the teachers and the parents agreed that it focuses too much on emotional problems among the characters (unit 3,
In Vietnam, sections 6 and 9 of the book are deemed unsuitable for senior high school students, while nearly 100% of the surveyed students found the Jefferson Road Story to be the most engaging part The researcher observed that students are particularly excited about the emotional dynamics between the characters and are eager to see how their conflicts are resolved Additionally, students enjoy role-playing their favorite characters and expressing their thoughts on the story However, many topics in the book do not align with the interests of Vietnamese senior high school students, with some being quite unpopular.
7 of 10 teachers as well as 98 of 114 students complained in the questionnaire that the book deals with uninteresting topics such as genetics (unit 1), expeditions (unit
Many topics in the curriculum, such as crime and space, are not suitable for 15-year-olds, whose interests typically revolve around fashion, music, movies, and relationships with peers and adults Six teachers noted that some reading passages cover subjects like biology, history, and literature, which are outside their expertise Additionally, both teachers and students observed that certain units address issues like parking incidents and forming music bands, which Vietnamese senior high school students have not encountered Consequently, this lack of relatable experiences hinders their ability to engage in meaningful discussions and find solutions to these topics However, the exercises provided are diverse and logically organized.
All teachers who participated in the questionnaire confirmed that the exercises are thoughtfully designed in various formats and organized methodically In the Language Work section, the exercises progress from controlled practice to free practice, while the Reading and Listening sections consistently focus on tasks that target the main ideas.
The comprehension exercises often differ based on the passage content, including formats like True/False, Multiple Choice, Table Filling, and Question-Answer Notably, 5 out of 10 teachers and 76% of students engage with these varied exercises effectively.
A survey of 114 students revealed that several listening comprehension tasks, particularly activity 4 in unit 2, activity 3 in unit 3, activity 4 in unit 7, activity 3 in unit 9, and activity 5 in unit 10, are perceived as overly challenging These tasks require students to infer answers from lengthy discussions while simultaneously writing them down, which proves difficult even for capable students, let alone those who are average or struggling As a result, student engagement in these activities diminishes, leading to a loss of interest in listening classes However, the book does provide valuable exercises for pronunciation practice.
All teachers (100%) appreciated the Pronunciation Practice section at the back of the book, which addresses phonological aspects from each unit This section offers clear explanations and diverse practice activities, enabling students to gradually enhance their pronunciation skills However, its placement at the back often leads to it being overlooked Consequently, 60% of teachers recommended that the Pronunciation Practice be included at the end of each unit The book employs a communicative and student-centered approach.
The majority of teachers (8 out of 10) praised the book's communicative and student-centered approach, highlighting that grammar is taught through contextualized examples and vocabulary is organized by topics All practice tasks, including grammar exercises, are contextualized, encouraging students to demonstrate problem-solving in the target language Additionally, the Language Use section enhances students' communicative skills by providing functional language for making polite requests and suggestions, essential for effective communication.
ADVANTAGES AND POTENTIAL OBSTACLES IN TEACHING AND LEARNING
5.3.1 Advantages of American Hotline-intermediate
All English-language teachers from five secondary schools in the Third District unanimously agree that the American Hotline - Intermediate coursebook is suitable for the Vietnamese teaching and learning context They highlight that the book systematically presents language concepts that align with students' proficiency levels, featuring a gradual increase in difficulty Additionally, it offers students a wealth of knowledge.
The book covers 51 diverse fields through engaging texts and discussions, enhancing students' cultural awareness and language skills, thereby providing a solid foundation for their higher education Additionally, its visually appealing layout, featuring numerous colorful images and photographs, effectively encourages student participation in the lessons.
Students have numerous opportunities to practice the language through engaging activities like role-playing, interviewing, and games, while the self-check section allows them to assess their mastery The book employs a communicative and student-centered approach, encouraging learners to explore language independently through contextualized examples and express their thoughts freely in the "What do you think?" section Emphasizing functional language, it teaches students how to communicate effectively Additionally, the Teacher’s Book offers a variety of methodical activities and step-by-step instructions, minimizing preparation time for teachers by providing ready-made warm-up activities, lead-in questions, and evaluation tools, ensuring a comprehensive teaching experience.
A significant majority of students (106 out of 114) expressed their enjoyment of studying the book, citing several key reasons Firstly, the book features vibrant and engaging images that capture their attention and provide insights into the lesson content, offering a preview of what they will learn Secondly, the entertaining Jefferson Road story includes humorous events and practical expressions for everyday communication, allowing students to gain a deeper understanding of American teenage behavior and perspectives Lastly, the book presents language concepts clearly and incorporates practical activities that encourage students to practice the language and express their opinions freely.
Parents express satisfaction with their children's progress in English, noting increased confidence in communication despite occasional grammatical errors They highlight significant improvements in pronunciation, with some children sounding like native speakers Additionally, through reading and listening activities, students have expanded their general knowledge in various fields, including the environment, space, and law.
The project work fosters the development of self-study and teamwork skills Students are often tasked with independently gathering information and presenting their findings, while at other times, they must collaborate with peers to successfully complete the project.
5.3.2 Potential obstacles in teaching and learning American Hotline - intermediate
5.3.2.1 The teachers’ difficulties a 100 % of the teachers stated in the questionnaire that they have difficulty dealing with the Jefferson Road because the content of some episodes is not suitable for Vietnamese junior high school students who are only fifteen years old whereas the characters are eighteen The story mostly mentions emotional problems between the characters which are, by tradition, not considered educational for junior high school students in Vietnam Therefore, they find it hard to help students understand the story as it is without breaking the tradition and social ideology of the country In reality, the teachers at Hai Ba Trung School, where the students’ parents are very seriously cautious about their children’s emotional relationship, must lead the students to understand the story in a less sensitive way so as to avoid making them imitate the characters’ behaviors and thoughts This sometimes results in the fact that the story is not understood as it is expected by the writer b 7 of 10 interviewed teachers shared the same idea that there are many exercises for the Language Work section in the Workbook, but some of them are so easy that students can do automatically without thinking carefully because each of them focuses on only one aspect of the grammar point However, there is a lack of integrated exercises which are more challenging for students to practice so that they can deal with such difficult ones in the exams Actually, teachers at Le Quy Don and Hai Ba Trung schools, where
Students at this school demonstrate superior English competence compared to peers at three other institutions, prompting teachers to create more challenging exercises to maintain student motivation through the discovery of new knowledge However, 60% of teachers reported that the reading topics often exceed their expertise, particularly in areas like biology, history, and technology, necessitating additional research to adequately prepare for lessons, which is time-consuming Furthermore, all interviewed teachers expressed frustration with the CDs used in class, as the lack of track divisions complicates navigation during lessons To address this, some teachers have sought assistance from experts to segment the recordings for easier access Additionally, while speaking activities, especially role-playing, generate beneficial noise that indicates active student engagement, it can disrupt neighboring classes, which is problematic in the Vietnamese educational context.
Students at Kien Thiet, a semi-public school, often become overly excited during activities like role-playing the Jefferson Road story, making it challenging for teachers to maintain classroom control To minimize disruptions, teachers sometimes resort to punitive measures, which can discourage students from participating and diminish their interest in speaking activities This issue warrants attention from school authorities to ensure students continue to progress in their English learning A significant 80% of teachers reported difficulties in conducting project activities, as students struggle to collaborate outside of school due to distance Consequently, teachers often assign simpler projects that can be completed in class, limiting students' opportunities to gather additional information and resources, which results in less engaging and informative work This time constraint also prevents students from exploring more complex projects that could enhance their language skills Furthermore, 70% of teachers expressed concern that classroom tasks differ from exam content, leading to challenges in exam preparation and unsatisfactory results Addressing these issues is crucial for the success of the Intensive English Program.
After completing the intermediate level, students are expected to obtain the PET certificate, with exam formats designed by the Department of Education and Training based on the Cambridge Preliminary English Test structure To ensure students are well-prepared, teachers at Le Quy Don and Hai Ba Trung schools, where students are motivated and have ample spare time, gather additional exercises that mirror the exam format, providing students with opportunities to familiarize themselves with and practice more challenging tasks.
The Format of the Written Exam for Intensive English Classes
I Choose the word or phrase that best completes the sentences
II Choose the best options (A, B, C, D) to fill in each blank to make a meaningful passage
III Reading comprehension (true / false, matching,…)
I Use the following set of words and phrases to complete the sentences
II Rewrite the sentences so that they mean almost the same as those printed before them
III Put the verbs in brackets into correct tenses
IV Complete the text with one suitable word
Many students enjoy studying this book; however, they face challenges that can be discouraging In a recent questionnaire, 76 out of 114 students expressed concerns about certain reading passages being lengthy and filled with unfamiliar vocabulary, which hinders their comprehension.
Many students express anxiety about memorizing vocabulary, especially since it is tested separately in exams, leading teachers to focus on essential words to enhance understanding and motivation A survey revealed that 83 out of 114 students lose interest in listening classes due to the fast pace of audio extracts, unfamiliar topics, and challenging comprehension tasks, which hinder their ability to keep up and complete exercises To rekindle motivation, teachers should provide listening strategies and adjust task difficulty Additionally, 79 students noted that some scenarios in the Interaction section are irrelevant to their daily lives, causing them to struggle with conversations and lose interest in speaking classes Furthermore, 85 students pointed out the imbalance in workbook exercises, where grammar tasks are often too simple while more complex tasks, like filling in blanks and writing summaries, are overwhelming, leading to decreased student engagement and responsibility in their learning.
Many teachers face challenges in covering all exercises in workbooks due to time constraints, often leading them to skip seemingly easy tasks This can leave some students feeling discouraged and confused, especially those who are too shy to ask for help Unfortunately, teachers may not recognize these struggles, resulting in a growing gap in understanding for these students.
Parents expressed concerns about the Jefferson Road story program, highlighting several inappropriate aspects and negative effects on their children They unanimously agreed that some episodes focus excessively on emotional issues unsuitable for their children's age, yet the engaging story prompts them to spend considerable time practicing conversations from the book This has led to students imitating characters' speech, behaviors, and even hairstyles, which sometimes clash with social conventions Additionally, four parents noted that the program demands significant time investment, as students not only attend five classes a week but also need to prepare lessons, complete workbook exercises, learn new vocabulary and grammar, and work on projects, leaving little time for other subjects Furthermore, three parents found it challenging to monitor their children's progress since all notes and assignments are in English, as required for intensive English classes.
To effectively support their children's learning, parents must understand English, as the focus is on listening, speaking, reading, writing, and taking notes in English without translation into Vietnamese.