The current study is an attempt to evaluate Interactions Access Reading textbook, which is the first in the series, for beginners of English; a related objective is to establish a basic
INTRODUCTION
Rationale
In today's global economy, English is the essential language for international commerce and communication, making it crucial for Vietnam to enhance its English literacy alongside its neighbors Proficiency in English facilitates global interactions, business transactions, and diplomatic relations, transcending political systems, races, and religions Since the implementation of the "open door" policy in 1986, the Vietnamese government has recognized the increasing importance of English in fostering international connections.
In Vietnam, particularly at Ca Mau Community College, the effectiveness of English teaching and learning remains a significant concern for government officials, educators, and administrators Despite the use of various English textbooks, there is a pressing need to critically reassess the aims, goals, objectives, methods, and materials of the curriculum A prevailing perspective in curriculum development suggests that an effective curriculum is one that is successfully achieved, with evaluation serving as the essential measure of this success Thus, evaluation plays a crucial role in both the development and implementation of the curriculum.
Materials evaluation is crucial in education as it highlights ways to enhance or justify textbooks Teaching materials significantly impact the learning and teaching process According to Nunan (1988), materials are vital components of the curriculum, serving more than just a supportive role in learning When utilized effectively, they offer concrete examples of effective classroom practices, function as curriculum models, and contribute to teacher development (Nunan, 1988, p 98).
The researcher was motivated to assess the English language textbook used at CMCC due to its long-standing presence in the curriculum This evaluation is crucial and valuable, as it will serve as a reference for future revisions and enhancements of this essential textbook and related materials.
This book serves as the curriculum for English language education at CMCC While numerous studies have assessed English textbooks, there remains a lack of comprehensive evaluations, particularly for the Interactions Access Reading textbook used at CMCC.
This study aims to assess the Interactions Access Reading textbook, the first in a series designed for English beginners, while also laying the groundwork for evaluating subsequent textbooks in the series.
Aims and objectives of the study
This study seeks to analyze the strengths and weaknesses of the reading materials in the Interactions Access Reading textbook, with the goal of enhancing the quality of English teaching and learning at CMCC.
Research questions
To achieve the aim articulated above, this thesis will try to find the information to answer the following research question:
1 What is the quality of the textbook? Is it appropriate to language teaching and the learning context in CMCC?
2 How do teachers and students assess the quality of the textbook?
3 What recommendations do the teachers and students make for improving the textbook?
Methods of the study
The study is carried out by using both qualitative and quantitative methods including questionnaires and interviews
- Collecting information associated with reading skills and activities from the textbook
- Investigating and analyzing the situation of teaching and learning reading skills and using activities in reading class at CMCC
- Synthesizing and analyzing the results gained in investigating duration to suggest suitable activities and materials for reading class.
Scope of the study
This study focuses on the texts from Interactions Access Reading, specifically examining the perspectives of teachers and students at Ca Mau Community College, as constrained by the limitations of a graduation thesis.
Design of the study
The thesis is structured as follows:
Chapter 1 problematizes the object of the study To do this, it deals with the six parts of rationale, aims and objectives of the study, research questions, and methods of the study, scope of the study focus and design of the study
Chapter 2 contains the literature review, with a discussion of textbooks, textbook design, textbook evaluation and the evaluation criteria used in this research This chapter also reviews some previous research studies on textbook evaluation
Chapter 3 deals with research design and methodology employed to carry out the research It describes four main issues regarding the research site, participants, data types and methods of data collection, and analytical framework
Chapter 4 analyses and discusses the findings grounded in the data analyzed in the previous chapter
Chapter 5 will be summarized the main points and contents of the study based on the results of the study The implication of the study and the recommendation for further research will be presented.
LITERATURE REVIEW AND THEORETICAL
Textbook
In the world of English language teaching, the term textbooks and course books is interchangeably used These common definitions are mentioned below:
Textbooks are essential resources in ESL/EFL classrooms, serving as a learning tool that facilitates the educational process (Graves in Nunan, 2003: 226) They are also recognized as a guiding principle (Ur, 1996: 183) and a fundamental component of language instruction (Garinger, 2001: 1).
Textbooks play a crucial role in the teaching and learning process, benefiting both teachers and students They serve as systematic guides in the classroom, forming the foundation of language courses (Ur, 1996) A textbook is essential teaching and learning material that both educators and learners rely on (Awasthi, 2006) According to Tomlinson (2011), textbooks assist teachers in delivering lessons effectively Hutchinson and Torres (1994) describe textbooks as tools for teachers to guide instruction and for students to review their knowledge, also serving as records to measure what has been taught Cunningsworth (1995) further emphasizes the importance of textbooks in education.
A textbook serves as a vital tool for self-directed learning, offering a structured presentation of materials and a wealth of ideas and activities It acts as a reference for students and outlines predetermined language objectives, while also providing essential support for less experienced teachers seeking to build their confidence.
(Cunningsworth, 1995 as cited in Awasthi, 2006: 2)
Textbooks are essential learning materials tailored for specific educational contexts within a country They play a crucial role in the teaching and learning process by serving as a structured guide for lessons Additionally, textbooks present foundational theories, principles, and approaches that help shape course development Furthermore, they supply both input and output of language, significantly aiding students in their language acquisition journey.
2.1.2 The roles of textbook in language teaching and learning
Throughout the history of second language acquisition research, many studies have discussed the advantages and disadvantages of using a textbook Cunningsworth
Course books play a crucial role in English Language Teaching (ELT) by serving multiple functions They provide essential resources for both spoken and written presentation materials, facilitate learner practice through various activities, and act as reference guides for grammar, vocabulary, and pronunciation Additionally, course books offer simulations and ideas for classroom activities, align with predetermined learning objectives, support self-directed learning, and assist less experienced teachers in building their confidence.
Graves (2000) highlights several advantages of using a textbook in education, including its role as a course syllabus that offers students a clear roadmap Textbooks save teachers time by providing a variety of visual aids, activities, and readings, while also serving as a foundation for assessing student learning Additionally, they often come with supplementary materials such as teacher guides and worksheets, ensuring consistency within a program when all educators utilize the same resource Furthermore, a well-structured textbook can maintain continuity across different educational levels.
Graves (2000) highlights several disadvantages of textbooks, including the potential for outdated material and content that may not align with the appropriate educational level.
Excessive emphasis on certain language aspects can lead to neglecting others, resulting in an incomplete curriculum or an imbalance in activities Additionally, the rigid sequence of textbooks may hinder a more flexible and effective learning experience.
Textbook evaluation
Textbook evaluation aims to assess the potential value of textbooks by analyzing their impact on learners, instructors, and administrators (Tomlinson, 2011) This process involves evaluating features such as credibility, validity, and flexibility According to Rea-Dickins and Germanie (1994), evaluation serves as a tool to understand what is effective, less effective, and ineffective in educational materials (Rea-Dickins and Germanie, 1994: 28).
Weir and Roberts (1994) define textbook evaluation as a systematic analysis of all relevant information aimed at enhancing the textbook Nevo (1977) reinforces this perspective, emphasizing the importance of thorough evaluation in the improvement process.
Evaluation is the process of assessing and providing information on the effectiveness of educational goals, designs, implementation, and outcomes It aims to enhance educational activities and improve products during their development, while also demonstrating the value of the final product upon completion.
Textbook evaluation is the systematic process of gathering and analyzing information about a textbook to identify its strengths and weaknesses This assessment aims to determine what aspects are effective (merits) and what areas require improvement, adjustment, or removal (deficiencies) for a specific instructional course.
2.2.2 The reasons to evaluate the textbook
Textbook evaluation is crucial in the teaching and learning process, as it reveals the strengths and weaknesses of textbooks and their relevance to specific contexts This evaluation enables teachers to better understand the materials, allowing them to adapt their teaching methods to align with course objectives and meet the needs of learners.
Sheldon (1988) emphasizes the significance of textbook evaluation, stating that it allows administrators and teachers to effectively differentiate among the various textbooks available in the market This process not only clarifies distinctions between numerous options but also provides a comprehensive overview of the textbook landscape.
Textbook evaluation serves as a valuable tool for teacher development and professional growth, as it equips educators with insights to critically assess their own assumptions regarding language and the textbooks they use.
Teachers must possess a deep understanding of the language they teach, as well as the strengths and weaknesses of their textbooks, enabling them to effectively adapt and utilize these resources in their instruction Litz (2002) suggests that this awareness not only benefits teachers but also helps students recognize key features to consider in textbooks Furthermore, it equips both educators and learners with evaluation criteria, fostering a more critical approach to assessing a variety of published textbooks.
Last but not least the textbook Interactions Access Reading Silver Edition has been used for a period of more than five years in Ca Mau Community College for students
Textbook evaluation is a multifaceted process influenced by various factors that can determine a textbook's effectiveness in a specific instructional setting Evaluators must carefully choose evaluation criteria, as there is no universally applicable list The criteria may vary based on the unique teaching and learning contexts, as highlighted by researchers such as Ellis (1997), McDonough and Shaw (1998), McGrath (2002), and Tomlinson (2003).
Evaluators have the flexibility to use existing checklists or create their own criteria tailored to their unique teaching and learning environments Various approaches to textbook evaluation, as outlined by experts like Ellis, Tomlinson, McGrath, and Littlejohn, typically focus on four essential aspects of evaluation.
1 The internal content of the textbook;
Research Studies on Textbook Evaluation
Cunningsworth (1995: 15-17) identifies four key internal criteria for textbook evaluation: alignment with learners' needs, relevance to current and future language use, facilitation of diverse learning methods, and provision of support for the learning process These criteria serve as essential guidelines for creating a comprehensive checklist for evaluating textbooks.
The primary criterion for evaluating textbooks is their alignment with learners' needs, which is evident in the aims and objectives outlined in the materials These materials should effectively address the content and communicative requirements of the learners, ensuring that they are tailored to their specific needs in terms of language items, skills, and communicative strategies.
Textbooks must align with the present and future applications of language, ensuring that the content and materials cater to students' learning needs both in and out of the classroom.
Textbooks should enhance the learning process by promoting various learning styles, both explicitly and implicitly This criterion addresses the identification and presentation of these styles Additionally, fostering learners' motivation can be achieved through a diverse range of tasks and topics.
The final criterion emphasizes the importance of support for learning, benefiting both teachers and learners For educators, textbooks offer prepared materials, instructional ideas, and various exercises Meanwhile, learners gain access to language models and practice tasks that enhance their understanding.
2.3.2 Textbook Evaluation Criteria by Rod Ellis (1997)
Rod Ellis proposed there are two types of materials evaluation: a predictive evaluation and a retrospective evaluation
A predictive evaluation focuses on determining the appropriate materials to use, while a retrospective evaluation analyzes the materials that have already been implemented Teachers utilize retrospective evaluations to assess the strengths and weaknesses of the syllabus in practice This approach not only validates the predictive evaluation but also highlights potential improvements for future assessments (Eliss, 1997, p 37).
Ellis (1997) emphasizes that the evaluation of textbooks is influenced by the time frame and the individuals conducting the assessment Notably, this approach lacks specific criteria, and classroom observation is not utilized as a technique for evaluation.
2.3.3 Textbook Evaluation Criteria by Littlejohn (1998 & 2011)
Littlejohn (1998 & 2011) established criteria for book evaluation, emphasizing aspects such as appearance, practical issues like pricing, and organization While he did not delve deeply into the evaluation process, his primary focus was on the book's content and the needs of its users He proposed a three-level evaluation checklist that includes practical features at level 1 and content considerations at subsequent levels.
Level 1 is related about the physical properties of the textbook such as publication date, intended audience, physical aspects (number of pages, paper quality, artwork, etc.)
Level 2 focuses on the language learning activities and tasks in the textbook to see what teachers and learners using the textbooks need to do Littlejohn (2011) proposed a list of questions for analyzing activities and tasks relating to the role of learners in the classroom, the focus of the activities and tasks (form, meaning or both) and the mental process; types of learner participation in the classroom (individual, pair or group work); the nature of content of the input and of the learner’s expected output (Littlejohn, 2011: 190)
Level 3 consists of questions on the approach, philosophy and aims of the textbook
2.3.4 Textbook Evaluation Criteria by Litz’s study (2002)
In a study conducted at Sung Kyun Kwan University Science & Technology in Suwon, South Korea, Litz gathered data from 8 instructors and 500 students using the textbook "English Firsthand 2" during the 2000-01 academic year The research utilized questionnaires aimed at assessing various factors, including practical considerations such as price and methodology, as well as the textbook's layout, design, activity range, skills integration, social and cultural relevance, subject content, and the types of language represented (Litz, 2002: 11).
The study included a student needs analysis through a questionnaire, in conjunction with a textbook evaluation Findings revealed that the textbook featured an appealing physical design and was well-organized, demonstrating clarity and logical structure.
It was a multi-skills focus textbook, which integrates all four language skills without neglecting the development of other language elements such as vocabulary and grammar
The textbook includes a variety of communicative activities and tasks that promote both controlled language practice and encourage students to engage in creative and personal responses (Litz, 2002: 33).
Besides the strengths of the textbook mentioned above, the shortcomings were recorded: repetition of activities, lack of encouragement of meaningful practice, and lack of realistic discourse, etc
While questionnaires offer comprehensive insights into various aspects of textbooks, including their physical design and lesson activities, they are inherently limited in their persuasiveness.
2.3.5 Textbook Evaluation Criteria by Tomlinson (2003)
Tomlinson (2003) suggested a three-stage process of evaluation: pre-use evaluation, whilst-use evaluation and post-use evaluation
Pre-use evaluation, as described by Tomlinson (2003), involves assessing the physical appearance and content of pages This stage of evaluation appears to provide a broad overview without specific criteria for assessment.
So he suggests that there should be more than two evaluators to evaluate a textbook independently and then average their conclusions for a more principled, rigorous, systematic and reliable evaluation
The whilst-use evaluation stage focuses on assessing the effectiveness of materials in practice, incorporating in-depth analysis of content through classroom observations and user feedback While the criteria for evaluation appear to be broad, certain aspects, such as the credibility of tasks, achievement of performance objectives, and the motivational impact of the materials, present challenges in measurement.
Description of the Textbook
Interactions Access Reading – Silver Edition is a beginner-level English textbook series published by McGraw-Hill It includes three levels: Interactions Access Reading – Silver Edition, Interactions 1 Reading – Silver Edition, and Interactions 2 Reading – Silver Edition.
The book, published in 2007 by Pamela Hartmann and James Mentel, is specifically designed for university students It was supervised by contributor Lawrence J Zwier, who focused on testing, alongside reading strand leader Pamela Hartmann.
Interactions Access Reading – Silver Edition has 192 pages and ten chapters covering descriptive, recount, and narrative text Each chapter has a title i.e
“Neighborhoods, Cities, and Towns”, “Shopping and e-Commerce”, “Friends and Family”, “Health Care”, “Men and Women”, “Sleep and Dreams”, “Work and Lifestyles”, “Food and Nutrition”, “Great Destinations” and “Our planet”.
Conclusion
Material evaluation is crucial, yet empirical research in this area is limited compared to theoretical studies Additionally, there is a scarcity of textbook evaluation research in Ca Mau.
Various methods and checklists exist for evaluating textbooks, each with its own advantages and disadvantages Consequently, no single approach or checklist is universally ideal for every context This textbook evaluation study utilizes a mixed approach to effectively balance the weaknesses of one method with the strengths of others.
The approach suggested by Tomlinson (2003) was utilized, featuring a three-stage evaluation process: pre-use, whilst-in-use, and post-use evaluation This framework was enhanced by incorporating evaluation criteria, such as the assessment of activities and vocabulary and grammar, drawn from various other methodologies and checklists proposed by authors like Crook and Gass (1993) and Cunningsworth (1984).
1995), Jolly and Bolitho (1998 & 2011), Littlejohn (1998 & 2011), Long (1990), McDonough and Shaw (1993), and so on.
METHODOLOGY
Introduction
This study evaluates the Interactions Access Reading textbook for CMCC, highlighting that materials evaluation is a crucial applied linguistic activity It enables teachers, supervisors, administrators, and materials developers to assess the impact of educational materials on their users, as noted by Tomlinson et al (2001).
It is also of an important value for the development and administration of language- learning programs" (McGrath, 2001, p 1)
On the other hand, the purpose of this study is to address the following research questions:
1 What is the quality of the textbook? Is it appropriate to language teaching and the learning context in CMCC?
2 How do teachers and students assess the quality of the textbook?
3 What recommendations do the teachers and students make for improving the textbook?
In this research, the textbook was evaluated by these following aspects:
1 Aims and objectives of the book
9 Number and length of units
Cunningsworth (1995) emphasizes that a primary purpose of materials evaluation is to pinpoint the strengths and weaknesses of existing course books This process allows educators to leverage the strong aspects of these materials while addressing their shortcomings, either by enhancing them or by incorporating resources from alternative texts.
For the reasons above, a survey was conducted in this study to stimulate the views of a representative number of English language teachers in CMCC about the Interactions Access Reading textbook.
Population of the Study
The population of this study included English teachers and students who major in English and working at CMCC during the academic year 2016-2017
It consisted of 83 students studying English in CMCC including 40 students are girls, and 43 are boys who are in the second year of the academic year 2016-2017
3.2.2 Population of the English teachers
It consisted of 11 English teachers including 7 males and 4 females All of them are working as English teachers for more than five years.
Data collection instruments
The researcher outlined the data collection instruments utilized in the study, emphasizing the strengths of the selected research methods for evaluating the textbook The primary instruments included document analysis and survey questionnaires, which were chosen to effectively gather relevant information for the research.
This research method is said to bring an important source of data for evaluation and it forms “an essential part of the data for an evaluation exercise” (Robinson, 1991:71)
This thesis employs document analysis as an effective method for data collection, aimed at evaluating the CMCC textbook to determine its alignment with MOET requirements for the course.
The evaluator conducted an analysis of the textbook and compared it to the curriculum of the course prescribed by MOET in order to find out the answer (Appendices 1 and 2)
Survey questionnaires are essential tools for data collection, offering several key benefits According to Gilliham (2000), they reduce pressure on respondents, eliminate the risk of interview bias, and allow for straightforward analysis of responses.
This thesis involved the design of survey questionnaires aimed at gathering the opinions and attitudes of both teachers and students regarding their current textbook Participants were asked to provide feedback on the textbook's content and methodology through these questionnaires.
The researcher utilized two distinct survey questionnaires, one targeting teachers and the other for students A comprehensive twenty-two item questionnaire was crafted to gather insights from teachers, organized into six essential sections.
The initial section included seven questions designed to assess the textbook's suitability for teachers based on its overall appearance, practical considerations, and content organization These inquiries aimed to determine how these factors facilitate effective and successful teaching for educators.
The second part of the survey aimed to gather teachers' opinions on the textbook's organization and structure, while the third part focused on assessing the appropriateness of the textbook's activities for teachers.
Part 4 of the study included five questions aimed at assessing the textbook's suitability for teachers in terms of methodology and language level Additionally, two questions in the subsequent section evaluated the appropriateness of the skills presented in the textbook To gather student perspectives, a twenty-two item questionnaire was distributed to English majors, focusing on whether the subjects, content, skills, activities, language, and social knowledge in the textbook matched their proficiency levels and interests (Appendix 4).
Teachers and students are encouraged to fill out the questionnaires and submit them to the researcher, who will then generate and analyze the data, presenting the findings in tables or charts.
Data Collection Procedures
As being mentioned in the previous part, the instruments were employed to collect data for this thesis: document analysis, and survey questionnaire
The researcher conducted an analysis of the textbook to ensure it aligns with the requirements established by MOET Subsequently, questionnaires were distributed to both students and teachers After collecting the responses, the researcher evaluated the data to determine its effectiveness in meeting the teaching and learning needs of English at CMCC.
Research methods
The present research study is divided into two stages, theoretical and empirical evaluation The two stages are presented as follows:
The theoretical evaluation, as detailed in Chapter IV, is performed by the researcher utilizing insights from textbook evaluation literature and personal teaching experience It starts with an analysis of the characteristics of learners, teachers, classrooms, and the overall teaching and learning culture Following this, a general description of the textbook is provided, leading into a theoretical evaluation that employs Tomlinson's (2003) criteria, supplemented by modifications from other authors' evaluation standards.
The basis for the theoretical evaluation is as follows:
Drawing from my extensive experience as a teacher and counselor, I engaged in discussions about the textbook with various educators and trainee teachers, while also observing numerous lessons conducted by trainees This hands-on experience has provided me with valuable insights into the learning and teaching conditions in schools, as well as the language proficiency and expectations of teachers regarding the textbook Additionally, my theoretical evaluation is grounded in a thorough review of literature on textbook evaluation, including works by Cunningsworth (1995), Ellis (1997), McGrath (2002), Tomlinson (2003), and Littlejohn (1998 & 2011) By integrating my practical experience with established literature, I have developed a comprehensive theoretical evaluation.
The evaluation method and criteria are derived from existing literature, focusing on the context of teaching and learning, which includes characteristics of teachers and learners, available resources, classroom environments, and the overall culture of education Additionally, the assessment encompasses a detailed examination of the textbook, considering its physical attributes, educational goals, organizational structure, and content quality.
The evaluation of a textbook considers its suitability for the specific context, including the characteristics of both teachers and learners, as well as the prevailing teaching and learning culture Additionally, the assessment focuses on the content, which encompasses activities, exercises, vocabulary, grammar, and relevant topics Other important qualities, such as the textbook's physical appearance and the skills it promotes, are also taken into account.
In the second stage of the evaluation, I analyze user feedback on the textbook to understand their perceptions, supported by classroom observation data to assess its actual usage This stage also examines the textbook's impact on both teachers and students through questionnaire analysis.
The analysis of the teacher and student evaluations of the textbook proceeds from the more important features to the less important ones
This study employs a mixed methods approach, which combines quantitative and qualitative methods (Creswell & Clark, 2011; O’Cathain et al., 2007; Teddlie & Tashakkori, 2009) Tashakkori and Creswell (2008) define mixed methods as follows:
Research involves the collection and analysis of data, integrating findings, and drawing inferences through both qualitative and quantitative methods within a single study or inquiry program.
Mixed methods research combines quantitative and qualitative approaches to leverage the strengths of each while mitigating their weaknesses (Creswell, 2003) This integration allows for a richer understanding, as qualitative insights can enhance the interpretation of numerical data, while quantitative metrics can provide precision to qualitative findings (Dửrnyei, 2007).
Among research methods, quantitative research is helpful for summarizing large amounts of data and reaching generalizations, based on statistics (Babbie, 2008)
A qualitative method approach is employed to obtain in-depth insights for a comprehensive understanding of evaluations and improvement suggestions This research method allows the researcher to develop a nuanced understanding of issues, identify trends, analyze data through narrative, and present detailed perspectives from respondents in a natural setting As noted by Denzin and Lincoln (2000), qualitative researchers aim to interpret phenomena based on the meanings individuals attribute to them.
Thus, a qualitative research approach provides descriptive detail that sets quantitative results in their human context (Creswell, 2007, Denzin & Lincoln,
Incorporating both qualitative and quantitative methods in a complementary manner is essential for effective research (Rubin & Babbie, 2008) According to Dửrnyei (2007), qualitative insights should guide quantitative approaches, while quantitative data should provide feedback to enhance qualitative understanding, creating a circular relationship between the two methodologies.
Relying solely on quantitative methods may limit the depth of data gathered; thus, incorporating qualitative methods is essential for a comprehensive evaluation of the book and for obtaining valuable suggestions for its improvement from participants.
FINDINGS AND DISCUSSIONS
Theoretical evaluation
The evaluation of the Interactions Access Reading – Silver edition primarily assesses the textbook's suitability for the context and its alignment with curriculum goals, as well as the quality and content of the material.
4.1.1 Appropriateness of Interactions Access Reading – Silver edition to curriculum aims and objectives
Cunningsworth (1984) emphasizes that a textbook's alignment with curriculum aims and objectives is crucial for developing a personalized criteria checklist that ensures local relevance Therefore, it is essential for textbooks to be closely related to the specific aims and objectives of the curriculum (Aftab).
The curriculum aims and objectives for English at university level says students should be able to undertake the following:
- Skim, scan and identify the details, main ideas of the passages in the textbook
- Read and understand some summary of the passages and summarize texts in the textbook
- Understand the outline of the passage and get the details of the readings about family, environment, lifestyle…
Enhancing reading skills and critical thinking is achievable through both reading and listening activities The curriculum is designed to assist teachers in meeting specific educational objectives, with the grammar and vocabulary in the textbook aligned accordingly While the textbook offers numerous speaking and listening opportunities, these are primarily limited to repetition and substitution drills, lacking sufficient free practice activities In contrast, the reading activities and tasks are more beneficial, as they align well with the learning objectives, typically featuring a reading text followed by comprehension-checking tasks.
To summarize, the textbook covers the knowledge required by the MOET’s curriculum specification However, it should be modified by adding more activities to develop listening and speaking particularly
4.1.2 Appropriateness of the textbook to the context
The appropriateness of the textbook to the context of English language teaching and learning in CMCC is discussed under the headings below
For the teachers who have somehow limited language proficiency and are not well trained the textbook offers them the following advantages:
The textbook features a diverse range of global contexts, including England, Egypt, Thailand, and Japan, illustrated with engaging pictures that facilitate the introduction and explanation of language material to students.
- The textbook and the teacher’s manual facilitate step-by-step teaching
- The textbook goes with the new best practices approach in Teacher’s Edition which promotes excellence in language teaching
For learners who are beginners in foreign language learning, the textbook is useful in the following ways:
- Familiar topics, situations and pictures in the textbook enable students to practice the target language together more easily (Tomlinson, 1998 & 2011)
Numerous games promote learning through enjoyable activities, allowing learners to acquire vocabulary, spelling, and structure unconsciously According to Çakir (2004), engaging in games facilitates language knowledge acquisition without the participants being aware of the learning process.
- The Self-Assessment Log may be suitable in the context; as Vietnamese students can check what they have learnt from every chapter
The textbook's materials and tasks are designed to provide students with a meaningful learning experience by connecting academic content to real-world issues Through engaging discussions on relevant topics and the exploration of thematic materials, students gain a deeper understanding of the subject matter.
- Students learn to organize thoughts and notes through a variety of graphic organizers that accommodate diverse learning and thinking styles
Connecting new spoken or written material to prior knowledge enhances students' understanding By activating what they already know, students can build on their existing knowledge and foster a curiosity for further learning.
The textbook adopts a learner-centered approach, aligning well with the teaching culture at CMCC, where teachers act as facilitators Its practice activities and group work resonate with the belief that students acquire knowledge from teachers and textbooks, enhancing its acceptance among both educators and learners Additionally, the textbook features a scaffold structure that supports the construction of knowledge, similar to scaffolding instruction, which aids language learning through predictable and adaptable tasks.
Engaging in pair work, small group activities, and whole class interactions not only enhances human interaction but also provides valuable opportunities for real-world language use and contact.
The content of the textbook analyzed below contains topics, activities and tasks, and vocabulary and grammar
The 10 topics introduced in the textbook partly cover up updated topics The sequencing of the topics seems to go from simple to more complex (from Cities, neighborhood, families… to food and nutrition and environment), and strongly connect with the students’ real-life situations The textbook generally covers meets the demand of topic appropriateness Importantly, the textbook was further perceived to include many topics which are varied and engaging to appeal to students with different interests and personality types
Supervisors and teachers generally agree that the textbook promotes critical thinking, which is beneficial for students Thein (2006) discovered that students appreciate engaging in discussions on topics that foster their critical thinking and allow them to evaluate others' viewpoints.
The textbook activities encompass individual, pair, and group work, featuring numerous form-focused tasks that emphasize specific structures or grammar points Examples include activities like "Thinking about the topic," "Comparing answers," and "Previewing vocabulary" in Chapter 4 on Health Care, as well as "Understanding the main ideas," "Identifying vocabulary," and "Finding important details" in Chapter 5 on Men and Women However, the textbook lacks transcriptions for new words, which would allow learners to check their pronunciation and practice speaking with peers, as seen in Part 4 "Vocabulary Practice."
The textbook includes engaging vocabulary games designed to enhance learning while allowing students to play, as detailed in Part 4, Building Vocabulary, in Chapter 7, Work and Lifestyles (pp 127-128) Additionally, it covers essential health care topics on pages 72-73.
The textbook enhances learner interaction and communicative skills by offering a variety of activities that emphasize fluency and open-ended questions, thereby improving classroom engagement.
In general, although Interactions Access Reading helps students practice the target language through numerous listening, speaking, reading and even writing activities, it does help develop communicative abilities
Interactions Access Reading presents a selection of new vocabulary words for each chapter, incorporating diverse activities like Building Vocabulary, Previewing Vocabulary, and Identifying Vocabulary Notably, these words are drawn from the 1,000 most frequently used words in English.
Summary of the theoretical evaluation of the textbook Interactions Access Reading
The textbook "Interactions Access Reading" possesses several strengths that align well with the teaching and learning context and culture Nonetheless, it also has certain weaknesses that require attention Below is an analysis highlighting both the strengths and weaknesses of the textbook.
1 The textbook provides contexts for the introduction of new structures and vocabulary, which are generally appropriate for learners’ level at CMCC
2 It provides a good quantity of practice, following the target structure and vocabulary The activities include pair work, group work activities, which would be appropriate in a class of students of identical L1 background and with fixed chairs, tables and poor furnishing
3 The variety of contexts are somewhat limited it means that there are numerous foreign contexts and few Asian contexts In particular, there are very few Vietnamese contexts which students can get familiar with, though this is understandable, as the textbook aims at beginner level
4 The pictures and artwork are likely to be attractive to young learners and provide a helpful context for modelling and practicing structures It also provides learners with games to help them study and play at the same time in a relaxed environment Thus, it has sufficient supporting resources to assist the teaching and learning process
5 There are no activities or drills for checking pronunciation or transcription in the textbook as it is one of the weaknesses of most students at CMCC.
Empirical evaluation
In this part, the textbook Interactions Access Reading will be evaluated and reported questionnaire findings The evaluation is carried out for not only teachers but also students at CMCC
Questionnaires for teachers (Appendix 3) were completed by 11 teachers of English who have been teaching English at CMCC The data collected were analyzed and described below
4.3.1.1 Practical considerations, physical appearance and content pages
In Table 4.1 the results of the survey on practical considerations, physical appearance and content pages were shown
Strongly disagree Disagree Not sure Agree Strongly agree
1 The book is easy to achieve
2 The cover sheet is eye- catching with beautiful and colorful pictures
3 The paper quality is good
5 The aims and audience are clearly stated
6 There is a clear overview of the content page (topics, functions, grammar, and
7 The topics are interesting and suitable for my students
Table 4.1: Summary of teachers’ evaluation on practical considerations, physical appearance and content pages
It is clear that the majority of teachers actually responded relatively favorably to these particular aspects of the book
Teachers overwhelmingly agreed that the book is easy to achieve, with a high approval rating of 90.9% This textbook features clear and concise learning objectives, along with a comprehensive overview of topics, functions, structures/grammar, and skills presented in each lesson, all conveniently outlined in the introductory table of contents.
The course components are well-structured and focused on key topics like culture, travel, rules, jobs, and stories, demonstrating the book's alignment with the teaching process at CMCC However, the term "cover" received the lowest positive evaluation at 54.6%, with a significant disagreement rate of 27.3%.
The textbook's cover was found to be unappealing and of low quality, which likely contributed to the low scores given by survey respondents for this aspect of the book.
The textbook is user-friendly and appropriately sized, featuring clear objectives and target audience descriptions, along with a well-organized content overview.
The physical appearance and cover sheet of the materials are perceived as unattractive by a significant number of teachers, with 40.9% and 45.5% expressing disagreement This indicates a need for improvements in these areas for future use.
Table 4.2 below shows the teacher evaluation of the organization and structure of the textbook These two sources of information will be examined in turn
Strongly disagree Disagree Not sure Agree Strongly agree
1 The textbook is well- organized
2 The lessons in the textbook are well-linked with each other
Table 4.2: Summary of teachers’ evaluation of organization and structure
The results in Table 4.2 indicate that a significant majority of teachers, 54.5%, agreed with the organization and structure of the textbook Notably, only 9.1% disagreed, while 63.6% affirmed that they found the textbook to be well organized A key strength of the textbook is its specific layout and design for each unit, which includes tasks, expansion activities, and reviews in the student books.
However, the percentage of 9.1% and 18.2% answered “Strongly disagree” and
Some teachers expressed uncertainty about the organization of the textbook, indicating a lack of consensus on its effectiveness They identified a significant weakness in the design, noting that the units are nearly identical, which can render the material simplistic, redundant, and monotonous after a few chapters This is particularly concerning for new and inexperienced teachers who may depend heavily on the text for teaching ideas, strategies, activities, and lesson planning Therefore, it is essential to revise the textbook's structure to better align with the needs of learners at CMCC.
The percentage of teachers who agreed on the connection between lessons increased to 72.7%, compared to 27.3% who disagreed The textbook "Interaction Access Reading" is designed with a linear organization that reinforces specific grammatical structures and vocabulary, aiding learners in retaining information in long-term memory This approach involves recycling items by presenting them in a structured manner across various contexts, allowing learners to progressively encounter and understand these items more deeply.
Activities are crucial in language teaching and learning, significantly impacting learners positively or negatively Engaging and relevant activities can motivate students to study, while uninteresting ones can have the opposite effect The evaluation of activities revealed insights from teachers regarding their effectiveness.
Strongly disagree Disagree Not sure Agree Strongly agree
1 The difficulty of the activities and tasks is relevant at my students’ level
2 The amount of listening, speaking, reading and writing in tasks and activities is distributed appropriately
Table 4.3: Summary of teachers’ evaluation on activities and tasks
Table 4.3 shows that 81.8% of teachers positively evaluated the difficulty level of activities However, only 63.6% felt satisfied with the distribution of the four skills—listening, speaking, reading, and writing—indicating a significant 36.4% of respondents were unsure or disagreed This suggests that the distribution of skills in the textbook may not align with learners' levels, with many teachers noting an imbalance among the four skills.
The textbook primarily emphasizes reading skills, offering numerous techniques that benefit both students and teachers In contrast, speaking, writing, and listening skills are minimally addressed Notably, pronunciation emerges as a significant weakness, with few lessons dedicated to teaching word stress, sentence stress, and intonation When these phonological aspects are covered, the activities often lack a communicative focus and context, relying instead on vague and generalized rules regarding speech patterns, stress, and intonation.
Intonation issues are commonly found in both traditional and modern English Language Teaching (ELT) textbooks, as noted by authors Cauldwell and Hewings (1996), Clenell (1997), and Levis (1999) However, these shortcomings can often be addressed effectively.
"greatly lessened by thinking differently about the uses of intonation and the needs and abilities of learners" (Levis, 1999 p.53)
The primary goal of teaching intonation should be to emphasize its importance and function in communication and discourse, rather than merely focusing on intonation patterns Additionally, redesigning the skills, activities, and tasks in the textbook used at CMCC could enhance its quality.
In this part, five questions relating to methodology were targeted teachers to ask their views toward their teaching methodology The results are described in the following table
Strongly disagree Disagree Not sure Agree Strongly agree
1 By teaching tasks in Pre- reading, you interest your students in the topics they are going to learn
2 By teaching tasks in while-reading, you help your students acquire knowledge to understand the reading texts
3 You taught tasks in post- reading easily because you only help your students consolidate what they have learnt
4 The methods used allow students to talk more than teachers
5 The methods used allow various class activities
Table 4.4: Teachers’ opinions about methodology in the textbook
An analysis of the evaluation questionnaire indicated that respondents held the methodology in high regard, with most teachers expressing enthusiasm for teaching pre-reading tasks These tasks effectively motivated students by introducing topics and encouraging them to share their ideas through engaging illustrations Additionally, students were required to brainstorm and utilize their background knowledge to complete the tasks, contributing to a lively classroom atmosphere Data collected and informal interactions with teachers at CMCC revealed that the tasks provided clear instructions and were manageable, leading to successful student performance.
A significant majority of teachers (81.8%) reported no challenges in teaching while-reading tasks, attributing this ease to students' early exposure to reading skills from the beginner level Students have become accustomed to various reading tasks, including comprehension questions, contextual word meanings, multiple-choice questions, True/False statements, title matching, summarization, and reading discussions This foundational experience has also contributed to the enhancement of their basic academic vocabulary in English.