An evaluation of the coursebook english for mechanical engineering 3” at a technical university in hanoi

INTRODUCTION

Rationale

The field of material development and evaluation has always been an important one in the history of English language teaching According to Cunningsworth (1995) and Ellis

Materials evaluation, as highlighted by 1997, helps teachers move beyond impressionistic assessments and gain contextual insights into the nature of teaching materials William (1983) emphasizes that English language teachers must understand various criteria, models, approaches, and principles of materials evaluation to determine their suitability for effective teaching and learning Developing strong evaluation skills enables teachers and program designers to identify the strengths and weaknesses of different materials, making materials evaluation an essential activity in language education.

At Hanoi University of Industry (HaUI), enhancing the quality and effectiveness of English language training programs is a key goal to prepare students for suitable employment and to develop their professional skills post-graduation In 2017, teachers at the Faculty of Foreign Languages (FFL) developed blended learning materials for English for Occupational Purposes (EOP), which have since been integrated into most English courses for specialized majors over the first three years of study The adoption of blended learning models has increased due to their significant benefits, including increased flexibility, affordability, and the promotion of student autonomy, making learners more independent and confident in applying language skills in real-world contexts According to Reay (2001), blended learning combines online and face-to-face instruction, thereby creating a more individualized and accessible learning experience Overall, blended learning for EOP plays a crucial role in modern education by making language learning more personalized and practically connected to real-life use.

Identifying effective EOP materials for local learning programs remains a challenge, as it is difficult to determine which resources genuinely enhance student outcomes A key concern is whether English coursebooks developed at HaUI, such as "English for Mechanical Engineering 3," meet the needs of both teachers and learners Assessing the suitability of these materials is essential to ensure they support successful language acquisition in the specific educational context.

Besides, there are some issues that arise during the teaching process Although most

Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn

English coursebooks at HaUI focus on essential topics to prepare students for their future careers, yet many students do not fully utilize these resources to enhance their skills All undergraduate students are required to study online lectures at home—covering reading, listening, writing, vocabulary, and grammar—before attending face-to-face classes, which can be challenging for students lacking basic knowledge Additionally, the repetition of similar games and activities in each lesson often leads to student disinterest and reduced engagement.

Since "English for Mechanical Engineering 3," introduced in 2018, has been used by over 500 students at HaUI each semester, there has been no formal evaluation to assess its alignment with course objectives, students' proficiency levels, and interests Conducting an evaluation of this coursebook is essential to identify effective solutions for the challenges faced by local students in learning English This study aims to provide insights into the book’s suitability and offer strategies to enhance English learning outcomes for students.

Aims and objectives of the study

This study aimed to evaluate the relevance of the coursebook “English for Mechanical Engineering 3” in terms of 5 criteria: Aims, Contents, Methodology,

Technology and Design The specific aims are:

 to examine the students and teachers‘ evaluation of the coursebook

 to offer suggestions or adaptations for improving the effectiveness of the coursebook.

Research questions

The study was designed to answer the two following questions:

 What is the students’ evaluation of the coursebook “English for Mechanical Engineering 3?

 What is the teachers’ evaluation of the coursebook “English for Mechanical Engineering 3?

Scope of the study

This research paper evaluates the "English for Mechanical Engineering 3" coursebook, used by second-year Mechanical Engineering students at Hanoi University of Industry, as part of an M.A minor thesis The study aims to assess the effectiveness and suitability of the coursebook for students' learning needs Data was collected through questionnaires completed by students and interviews with teachers to gather comprehensive feedback The findings provide insights into the coursebook’s strengths and areas for improvement, contributing to enhancing English language instruction in technical education.

The evaluation criteria for teachers were developed by integrating multiple models from various researchers, focusing on key themes such as Aims, Contents, Methodology, Technology, and Design These comprehensive standards ensure a well-rounded assessment of teaching effectiveness, emphasizing the importance of clear objectives, relevant content, effective teaching methods, innovative use of technology, and thoughtful lesson design By combining these core themes, the evaluation process provides a holistic approach to measuring teacher performance across different educational contexts and frameworks.

Significance of the study

This paper provides valuable feedback for English teachers on course content and curriculum, helping them identify strengths and weaknesses in their textbooks By analyzing this feedback, teachers can improve their lesson planning and optimize time allocation for more effective instruction.

Identifying the strengths and weaknesses of a coursebook is essential for enhancing English teaching methods By evaluating and refining these materials, teachers can adopt more effective instructional strategies, leading to improved teaching quality As a result, student engagement increases, fostering a more interactive learning environment and ultimately helping students achieve higher language proficiency.

This article provides valuable insights for teachers and designers on how to effectively evaluate educational materials It serves as a useful reference for researchers involved in selecting and designing course materials tailored to specific objectives, student levels, and interests By understanding these evaluation criteria, educators can improve material quality and ensure better alignment with learning goals.

Method of the study

There are two main instruments applied in the study to collect the data:

+ Survey questionnaires – were designed for second-year students majoring in

+ Semi- structured interviews – were used for asking teachers‘ views about the coursebook they are currently using and their suggestions to make it more efficient in the next few years.

Organization of the thesis

The study consists of five chapters presented as below:

Chapter 1: Introduction – provides a general overview of the study with specific references to the rationale, aim and objectives of the study, research questions, scope of the study, significance of the study and organization of the thesis

Chapter 2: Literature Review – provides a theoretical basis for the study with literature review on the aspects relating to materials in language teaching and learning; material

4 evaluation, blended learning for EOP materials evaluation and previous studies on materials evaluation

Chapter 3: Research Methodology – describes the methods used in this thesis It includes four main things: the setting of the study, the participants, data collection instruments and procedures and data analysis

Chapter 4: Research Result and Discussions – is devoted to a detailed description of document analysis and survey‘s results In this thesis, the main findings of the thesis are explored to address the research questions

Chapter 5: Conclusion – summarizes the content of the thesis with regard to the relevance of the coursebook The researcher proposed some adaptation techniques to make the coursebook more effectively Moreover, this study also includes the limitations of the study and gives suggestions for further research

LITERATURE REVIEW

Materials in language teaching and learning

Materials in language teaching are broadly defined as resources that facilitate language learning, encompassing linguistic, visual, auditory, and kinesthetic formats presented through print, multimedia, or digital platforms (Brown, 1995; Tomlinson, 1998) They include items such as course books, videos, flashcards, games, and online resources that support both teachers and learners (Tomlinson, 2012) Traditionally, ELT materials mainly consisted of reading texts with comprehension questions and grammar exercises; however, modern materials have evolved to offer comprehensive packages comprising teacher guides, workbooks, audio, and video supports, requiring active collaboration between teachers and learners to optimize lesson effectiveness (Littlejohn, 1998).

According to McGrath (2002), materials in a broad sense include tangible objects like pens, rulers, erasers, and visual presentations such as houses, drawings, or photographs of families He highlights that text-based materials encompass worksheets, computer software, course books, textbooks, and teacher-created resources, all of which are essential tools in language teaching and learning.

Educational materials such as teachers’ guides, workbooks, coursebooks, textbooks, videos, and CD-ROMs serve as essential learning resources that facilitate effective teaching and enhance student learning outcomes These materials help achieve lesson objectives and save teachers' time by providing structured and engaging content Ideally, educational materials should be designed with a focus on learners’ needs and learning processes, emphasizing development for learning rather than merely for teaching, as emphasized by Tomlinson.

2012, p 143) This definition of materials will be applied in this study

Materials are essential in ELT, embodying the aims, values, and methods of specific teaching contexts, making their selection a pivotal decision for language teachers (Hutchinson & Waters, 1987) They provide a clear framework for both teachers and students, helping track learning progress and objectives, while serving as a systematic syllabus that ensures balanced and planned language content coverage (Ur, 2006) Ready-made texts and tasks save teachers time and cater to students' appropriate levels, enhancing efficiency Materials also offer accessible resources, supporting cost-effective learning and serving as convenient tools for students Additionally, they provide effective guidance for inexperienced teachers and promote learner autonomy by enabling students to review, revise, and learn independently According to Tomlinson (2012), materials serve four main functions: instructional, experiential, eliciting, and exploratory, helping learners understand language targets, practice using the language, gain practical experience, and explore new language concepts, thereby supporting both teaching effectiveness and learner development.

7 function); encourage them from using the language (eliciting function); and support them to discover about the language (exploratory function) That is to say, both Tomlinson

According to Ur (2006), materials play diverse roles across different writing styles, but they share the common purpose of supporting effective language teaching Both Ur (2006) and other researchers agree that materials are essential and beneficial components in English Language Teaching (ELT) for enhancing teaching effectiveness and student learning outcomes.

While materials offer numerous benefits in educational settings, research also highlights some drawbacks Heavy reliance on specific materials can negatively impact learners' needs and engagement, as noted by scholars like Allwright It is important to balance material usage to optimize educational outcomes and address potential limitations.

Heavy dependence on teaching materials can diminish the crucial role of teachers’ contributions throughout the learning process, potentially leading to student disengagement According to Cunningsworth (1995), overly relying on materials reduces their effectiveness, especially when considering varied learner styles and classroom needs highlighted by Tomlinson (2003), Ur (1996), and Williams (1983) No single set of materials can fully cater to individual learning differences or the unique requirements of each classroom Teachers who depend excessively on provided materials without customizing lessons risk causing students’ boredom and discouragement in English language classes, underscoring the importance of teacher flexibility and active lesson planning for effective language learning.

In Vietnamese universities, particularly Hanoi University of Industry, teaching materials are essential resources that support effective lesson planning and enable students to acquire knowledge more autonomously While these materials offer significant benefits, it is important for both teachers and students not to rely solely on them Instead, integrating supplementary materials and diverse references can enhance the quality of lessons Teachers should also be flexible in adapting and applying these materials to suit students’ levels and abilities, ensuring a more efficient and engaging learning experience.

Choosing the right learning materials for specific learners is a critical issue that concerns administrators, teachers, and students alike, often leading to dilemmas between published and teacher-produced resources The primary goal of any selected material is to stimulate and enhance the learners' learning process This section explores the two main types of educational materials—published materials and teacher-produced materials—highlighting their respective benefits and drawbacks to inform effective material selection.

Commercial materials refer to standard educational resources produced for market distribution, designed to meet classroom teaching needs Typically created by book publishers, these materials align with current curriculum standards and are tailored to support specific courses or teaching requirements They include textbooks, exercises, and supplementary resources that facilitate effective instruction and student learning.

Effective course books are those that teachers find useful and easy to navigate, leading to greater success in the classroom Their ease of use is often due to clever and skillful design, making them accessible and practical for educators Ultimately, successful course books are those that are artfully constructed, ensuring they support effective teaching and enhance learning experiences.

Less successful course books often suffer from structural flaws due to rushed development or inadequate editing and field-testing Consequently, these materials are perceived as difficult to use and boring, negatively impacting the learning experience (Richards, 2004).

Educational materials offer both advantages and disadvantages; they assist teachers in developing effective teaching strategies but may become less effective if used in inappropriate contexts When not aligned with learners’ needs or interests, these materials can fail to motivate both teachers and students, leading to perceptions of difficulty and boredom According to Cunningsworth, understanding these pros and cons is essential for selecting the most suitable teaching materials to enhance learning outcomes.

In 1995, it was recognized that the widespread availability of published materials creates challenges for teachers and designers in selecting the most appropriate textbooks and supporting resources This perspective aligns with Richards (2014), who also emphasized the difficulty of making informed choices amidst the abundance of educational materials The growing popularity of such published resources complicates the decision-making process, highlighting the need for careful consideration when choosing effective teaching materials.

Block (1991) advocates for the use of teacher-produced materials, highlighting their advantages and disadvantages compared to commercial options He argues that, despite some limitations, teacher-created materials can better support student learning by offering tailored, context-specific resources One key benefit is contextualization, as homemade materials are customized for particular learner groups and educational settings, making them more relevant Additionally, teacher-produced resources effectively address individual student needs, enhancing personalized learning experiences.

Materials evaluation

Many researchers have expressed their ideas about the field materials evaluation Firstly, to define ―evaluation‖, Dudley-Evans and St John (1998:128) states that

Evaluation is a comprehensive process that begins with identifying the necessary information to gather and ends with implementing changes in current activities or influencing future plans According to Hedge (2000:351), evaluation originally referred to assessing students at the end of a course, but its scope has expanded to encompass all aspects of a program, including teaching materials Materials evaluation involves determining whether educational resources are adequate for their intended purpose and aims to improve or modify existing materials Specifically, it is a systematic procedure used to measure the value or potential value of learning materials, ensuring a trustworthy and valid approach in selecting or developing effective educational content (Tomlinson, 2003c) Proper evaluation provides practical information about materials, facilitating informed decision-making in educational material development.

Materials evaluation is a crucial component in curriculum development, involving the systematic collection and analysis of data to assess the effectiveness of educational materials It ensures that materials align with specific learning objectives and meet the needs of learners Effective evaluation not only measures the suitability of materials but also directly informs actionable improvements, making it an essential step in fostering meaningful and targeted educational experiences.

Materials need to be evaluated to determine their suitability for specific learning objectives According to Hutchinson & Waters (1987), evaluation involves judging the fitness of materials for a particular purpose, emphasizing that there are no absolute good or bad materials—only degrees of appropriateness Therefore, conducting thorough evaluations is essential to ensure that educational materials align with students' learning goals and effectively support their development.

Sheldon (1988) highlights the importance of materials evaluation in helping educational institutions' managerial and teaching staff differentiate among available resources This process provides teachers with valuable insights into the strengths and weaknesses of textbooks, enabling them to optimize the use of effective materials and address areas needing improvement Proper evaluation ensures that educational materials are selected and utilized to enhance teaching effectiveness and student learning outcomes.

Rea-Dickins and Germaine (1992) pointed out some purposes of materials evaluation They are divided into two types: general purposes and specific, topic-related purposes

For general purposes of evaluation, they claim three main reasons as follows:

Evaluation in language teaching serves multiple purposes: assessing the quality of coursebooks to determine their value for money, gathering essential feedback from teachers and staff for curriculum development, and supporting teachers' self-development by identifying their unique contexts to enhance their teaching effectiveness.

Evaluation is a crucial tool for assessing the efficiency of different processes, helping us identify what works well, what is less effective, and what is entirely inefficient It enables targeted analysis for specific, topic-related purposes, ensuring that resources are allocated wisely and improvements are based on accurate performance data By understanding the strengths and weaknesses through evaluation, organizations can make informed decisions to enhance overall effectiveness.

According to Tomlinson and Masuhara (2004), the primary goal of materials evaluation is to facilitate the re-development of teaching resources They emphasize that identifying the strengths and weaknesses of materials is essential for selecting and improving educational content, ensuring materials effectively support language learning objectives.

Materials evaluation aims to assess the strengths and drawbacks of educational resources to ensure the selection of appropriate materials for effective teaching and learning In this study, materials evaluation focuses on determining the effectiveness of course books in achieving learning objectives, aligning with students’ levels and interests The primary goal is to evaluate the relevance of the coursebook based on its aims, content, methodology, technology integration, and design, ensuring it meets educational standards and learner needs.

Each researcher has different views about types of materials evaluation

Ellis (1997) distinguishes between two types of materials evaluation: predictive and retrospective Predictive evaluation is used to determine the appropriate materials to be employed in a project, while retrospective evaluation assesses the performance of materials that have already been applied Both methods are essential for ensuring the selection of suitable materials and verifying their effectiveness in real-world applications.

According to Cunningsworth (1995:76), McGrath (2002:14-15) and Tomlinson

(2003), there are three types of materials evaluation: pre-use, in-use and post-use Compared to Ellis‘s material evaluation; material evaluation conducted by these authors

13 is clearer and more detailed as post-use evaluation is applied after the students have just already finished the coursebook

Pre-use evaluation is a crucial step in selecting appropriate teaching materials, allowing educators to assess the strengths and weaknesses of textbooks to ensure they align with course objectives and students’ proficiency levels According to Tomlinson (2003), this process involves predicting the potential value of materials for users; however, it is often subjective and impressionistic because teachers may only quickly review a book to gauge its suitability, which can lead to unreliable judgments.

In-use evaluation assesses the strengths and weaknesses of a course book currently used in the classroom, helping teachers and designers decide whether to continue its use This process is based on students' success in achieving course objectives and making learning progress According to Tomlinson (2003), in-use evaluation relies on observation and short-term results, making it more objective and reliable than pre-use assessments.

Post-use evaluation, also known as end-of-program evaluation, is crucial for improving teaching and learning processes but is often overlooked According to McGrath (2002), this stage assesses the effectiveness of a coursebook to decide whether it should be changed, adapted, supplemented, or retained as is Tomlinson (1998, 2003) emphasizes that post-use evaluation is the most valuable type of materials assessment because it measures the actual impact on users and provides reliable insights, including short-term effects such as motivation, achievable learning outcomes, and immediate learning gains.

Robinson (1991:59) identified three types of materials evaluation: preliminary, summative, and formative Preliminary evaluation occurs before an ESP course begins, focusing on selecting the most appropriate course books Summative evaluation takes place at the end of the course, assessing whether the chosen materials were effective for both teachers and learners Formative evaluation is conducted during the course to monitor ongoing progress and identify areas for improvement.

Robinson (1991) states that evaluation can be conducted by both insiders and outsiders, encompassing process and product assessments Process evaluation focuses on teaching and learning strategies, decision-making, and instructional methods, while product evaluation examines student outputs like essays and exam results Key techniques for effective evaluation include tests, questionnaires, checklists, rating scales, interviews, observation, and record analysis, making materials easily modifiable to suit different assessment needs.

While different researchers refer to various types of materials evaluation, these approaches are fundamentally similar, encompassing preliminary, pre-evaluation, and other stages Robinson (1991), Cunningsworth (1995), McGrath (2002), and Tomlinson (2003) all highlight evaluation types that serve to assess materials at different points in their use Each evaluation method has its own advantages and disadvantages, making it essential for researchers to select the most appropriate type for their specific context In the case of Hanoi University of Industry, materials are categorized into pre-use, while-use, and post-use evaluations This study specifically focuses on post-use evaluation to determine how well course books align with course objectives and meet students’ needs, levels, and interests.

There are some different models of materials evaluation developed by some famous researchers and the popular frameworks are suggested by McDonough and Shaw (1993), Hutchinson and Waters (1987)

2.2.3.1 McDonough and Saw’s model of the process for material evaluation

Blended learning for English for Occupational Purposes (EOP)

Blended learning emerged in the late 1990s as an innovative teaching approach that integrates technology and the internet to promote student autonomy and encourage teachers to adopt more student-centered instructional methods (Talor, 1995) Although there was initial debate regarding its definition, the term "blended learning" did not become widely understood until the early 21st century, as scholars like Laster, Otte, and Picciano contributed to clarifying its concepts.

Blended learning, as described by Sorg (2005), involves courses that integrate online activities with traditional face-to-face classes in a planned manner, substituting part of in-person time with online engagement Graham (2006) defines blended learning as the combination of face-to-face instruction with computer-mediated teaching Currently, the term "blended learning" generally refers to the fusion of digital learning components with conventional classroom methods that necessitate physical presence for both teachers and students.

Blended learning, which combines online and face-to-face instruction, involves distributing 30-80% of course content online while maintaining some in-person interaction According to Poon (2013), the primary aim of both traditional and online methods is to complement each other, creating a balanced educational experience This approach allows learners to engage with course materials partly online and grants teachers control over students' learning pace, location, and timeline, making it a flexible and effective instructional strategy.

Blended learning can be categorized into enabling blends, enhancing blends and transforming blends in terms of a learning scope (Graham, 2006)

Enabling blends provide learners with convenient and accessible learning options through online tools and resources, enhancing flexibility and opportunities for review Access to audio and video recordings of face-to-face lectures allows students to revisit lessons they miss or need to reinforce This approach does not significantly alter traditional pedagogy but serves as an additional support mechanism, offering learners versatile ways to engage with course content (Lindquist, 2012).

Enhancing blends significantly transform course pedagogy by integrating incremental online materials with face-to-face instruction In a blended learning English course, traditional in-class lecture time is reduced and replaced with interactive lessons to foster student engagement Classroom time previously used for teacher presentations is now dedicated to student-centered activities like pair work and group projects This approach is among the most popular forms of blended learning implemented in universities and colleges, as highlighted by Graham (2012).

Transforming blends enable a radical shift in teaching methods, transitioning from passive student learning to an active learning approach where students collaboratively develop their skills and knowledge through interactions both online and face-to-face This pedagogical change requires the redesign of traditional classroom practices to effectively support and enhance online learning experiences, fostering a more interactive and engaging educational environment.

To put it simply, this type of learning is identified as ―thoughtful fusion‖ of face-to-face and online learning (Garrison& Vaughan, 2008, p.5)

Blended learning offers numerous benefits that enhance the educational experience It ensures continuity of teaching and learning even when schools are closed, facilitating uninterrupted education (Riel and Paul, 2009) Additionally, it supports students in becoming active and flexible learners by enabling them to communicate their needs and interests to their guides, thereby increasing their chances of success (Pape, 2012) Blended learning also broadens access to knowledge, fosters learner autonomy, and encourages independence in language learning, which boosts students' confidence and awareness of language use in real-world contexts Furthermore, it enables teachers to better understand individual student progress through online learning records and assessment tools, allowing for tailored support and active engagement These tools help educators gain insights into students’ knowledge, understanding, and emotional experience, ultimately enhancing personalized learning outcomes (Joosten et al., 2013; Murphy, 2008).

Blended learning combines traditional in-class education with online instruction, allowing learners to enjoy a richer, more flexible educational experience This approach enables students to access diverse learning resources and participate in lessons at their own pace, while teachers maintain control over class management through varied learning modes and schedules By integrating face-to-face and digital learning methods, blended learning enhances engagement and personalized development for students.

Since its implementation in 2018 at Hanoi University of Industry, the blended learning model has positively transformed teaching practices by emphasizing student-centered learning over traditional teacher-centered approaches This model encourages students to complete online exercises prior to class, fostering more personalized and connected learning experiences Overall, the blended learning approach at Hanoi University of Industry enhances student engagement and promotes autonomous learning, as detailed in Chapter 3: Methodology.

2.3.2 English for Occupational Purposes (EOP)

English for Occupational Purposes (EOP) is a specialized branch of English for Specific Purposes (ESP) focused on meeting learners’ occupational language needs The primary goal of the EOP course is to prepare students for real-world workplace communication by developing relevant language skills EOP is utilized in both university settings, where students prepare for future careers, and in business environments to enhance workplace communication For instance, a technician handling customer complaints about technical issues may require specific occupational English skills to effectively resolve problems and ensure customer satisfaction.

- Great the customer and ask for his name

- Ask for the details of the problem

- Ask for details of the product (model, order number…)

Say goodbye to generic language courses; specialized EOP courses like English for Mechanical Engineering, Nursing, Business, and Accountants are designed to meet targeted communication needs in specific professional fields As communication becomes more complex, these courses offer focused and detailed training tailored to particular industries, ensuring learners master precise terminology and skills relevant to their careers rather than covering a broad range of general topics.

One of the key features of the English for Occupational Purposes (EOP) is its emphasis on learner-centered strategies that prioritize students’ needs and interests in curriculum development (Hutchinson and Waters, 1987) Ensuring the curriculum is grounded in thorough needs analysis rather than mere perceptions or intuitions is crucial for effective EOP program design (Gatehouse, 2001).

According to Kim (2008, 76) suggests some of the following emerging features of EOP in recent times when he collected data from employees‘ interviews at Korean companies

- It has clear purpose (e.g., business skills for presentations in English, business letter writing, etc.);

- It deals with needs in proficiency as well as a need‘s analysis or needs in workplace;

- The relevant vocabulary and expressions are link to their workplace;

- It is more appropriate to immediate needs, and assists more practical purposes than general English in the workplace

At HaUI, a variety of EOP courses are designed to meet students' needs and interests, including English for Mechanical Engineering and English for Electrical and Electronic Engineering, helping students enhance their career prospects after graduation These courses are tailored to be more detailed and specific, with clear objectives to ensure student satisfaction A comprehensive introduction to EOP will be provided primarily in Chapter 3: Methodology.

2.3.3 Blended learning for EOP materials

Blended learning in ELT leverages computer-assisted language learning (CALL) by combining online resources with traditional face-to-face teaching Teachers can access a variety of multimedia materials such as videos, texts, audiotapes with workbooks, slide shows, and online quizzes to tailor their instruction to specific needs These materials often include engaging activities that can be completed individually or interactively, either within the classroom or across different locations Integrating ICT with classroom instruction enhances learning experiences by expanding interaction opportunities between students and teachers, and among students themselves, fostering computer-based interactive activities Additionally, this approach broadens communication channels from direct face-to-face interactions to online communication via the internet and electronic platforms, enriching the overall language learning process.

According to Mayer (2005) cited in Gruba and Hunelman, 2002a, he proposed a framework for blended learning

Figure 2: A framework for blended language learning by Mayer (2005 )

The materials dimension reflects how educational materials are presented to students rather than how they are created or delivered, emphasizing their impact on learning This perspective classifies materials along a continuum from static to dynamic, with printed handouts, images, web pages, and textbooks considered static, while presentation tools like Prezi and PowerPoint are more dynamic Moving further, recorded audio-visual content such as YouTube videos and Skype casts, along with podcasts and live interactive texts like SMS messaging and online chats, represent increasingly dynamic learning materials This leads to the learner-material dimension, which functions as a two-way interaction, enhancing engagement and personalized learning experiences Incorporating these varied material types aligns with SEO best practices by highlighting key concepts like dynamic learning materials and interactive educational tools.

‗symbiotic‘ relationship‖ This is because materials at the ‗dynamic‘ end of the spectrum in particular, are learner-produced and learner-influenced‖ (Mayer, 2005 cited in Gruba and Hunelman, 2002a)

Blended learning for EOP materials evaluation

This study primarily utilizes three key criteria for evaluating blended learning for EOP materials, as recommended by researchers Oliver and Herrington (2001) The first criterion, pedagogies, emphasizes activity-based learning within online units that prioritize complex, sustained tasks reflecting real-life scenarios, fostering collaborative student work and shifting the teacher's role to that of a facilitator or coach The second criterion, resources, underscores the importance of providing diverse, high-quality content that offers multiple perspectives, enabling students to critically evaluate different viewpoints and access primary sources whenever possible The third criterion, delivery strategies, relates to the methods used to transfer course content effectively to learners These three criteria are essential for developing high-quality online programs at HaUI, ensuring engaging, resource-rich, and well-delivered educational experiences.

Nautaa, J.M., Platenkamp, J., and Hettingaa, M (2016) identified three key criteria for evaluating blended learning materials Firstly, effective blended learning resources should include a diverse range of instructional videos and regularly updated online assignments Secondly, user-friendliness is crucial, ensuring digital materials are easy to use, navigate, and download Lastly, clarity is essential, meaning that the content must be clearly presented to facilitate learners' understanding and knowledge acquisition These interconnected criteria help ensure the effectiveness and quality of blended learning materials.

Moreover, this research also applies criteria suggested by Bowyer& Chambers (2017) related to aims, contents (online & in class) and technology for evaluating blended learning materials

Criteria Evaluating blended learning materials

1 Aim Some elements of aim need to evaluate such as the scope or learning objectives

2 Content Some elements of content need to evaluate such as: Quality (content and present gain attention); Validity (Content is integral); Accuracy and balance (Vocabulary and terminology used are appropriate for the learners); Interactivity (there is interactivity in lecture notes) Accessibility (Given examples are up-to-date); Organization (Exam duration are well-organized); Currently (The content is up-to-date); Support (Lecture notes are supported by multimedia tools: video, audio, etc.)

3 Technology Some elements of technology need to evaluate such as: Interface design, Ease of use, Reliability, Usability, Availability, Interactivity, Currency (up-to-dateness); Support

Table 1: Criteria to evaluate blended learning materials suggested by Bowyer, J (2017)

Nezhad, H.Y., Atarodi, I., and Khalili, M (2013) expanded the evaluation criteria for ESP coursebooks in Mechanical Engineering by incorporating four additional factors: vocabulary and grammar, exercises and activities, attractiveness of the text and physical layout, and contextual relevance These comprehensive criteria enhance the comparison of ESP coursebooks, ensuring they effectively meet learners' needs and facilitate better language acquisition Implementing these evaluation standards can lead to more engaging and contextually appropriate educational materials in technical fields.

Criteria Questions to evaluate ESP coursebooks

1 Content 1.1 Is the subject matter presented either topically or functionally in a logical, organized manner?

1.2 Are the reading selections authentic pieces of language?

2.1 Are the grammar rules presented in a logical manner and in increasing order of difficulty?

2.2 Are the new vocabulary words presented in a variety of ways (e.g., glosses, multi glosses, and appositives)?

2.3 Are the new vocabulary words repeated in subsequent lessons to reinforce their meaning and use?

3.1 Are there interactive and task-based activities that require students to use new vocabulary to communicate?

3.2 Do instructions in the textbook tell students to read for comprehension?

3.3 Do the activities facilitate students‘ use of grammar rules by creating situations in which these rules are needed?

3.4 Do the exercises promote critical thinking of the text?

4 Attractiveness of the Text and Physical Make-up

4.1 Is the cover of the book appealing?

4.2 Is the visual imagery of high aesthetic quality?

5 Context 5.1 Does the text coincide with the course goals?

5.2 Is the textbook appropriate for the students who will be using it?

5.3 Is the textbook appropriate for the teacher who will be teaching it?

Table 2: Criteria to evaluate ESP coursebook suggested by Nezhad, H.Y., Atarodi, I., & Khalili, M (2013)

Ali Isik (2018) emphasized the importance of content criteria, such as aims, syllabus, instruction, contents, skills, and culture, in evaluating ESP course materials He highlighted that evaluating materials should consider whether ESP courses focus on specific language skills, content, texts, or tasks, and whether they incorporate real-life workplace demands, such as specific documents, terminology, symbols, and acronyms Additionally, the format of instructional units—including warm-up, main content, and follow-up—should be carefully assessed Furthermore, the evaluation of supporting software to ensure ease of use and compatibility with course goals is crucial His detailed content and software criteria provide a comprehensive framework that will be primarily applied in this study to ensure effective ESP material evaluation.

Based on various research criteria proposed by scholars such as Hutchinson & Water (1987), Oliver and Herrington (2001), Tomlinson (2003), Dickinson (2010), Bowyer (2017), Nezhad et al (2013), and Işik (2018), the author has developed a comprehensive framework consisting of five main criteria: Aims, Contents, Technology, Methodology, and Design This framework is used to evaluate the coursebook "English for Mechanical Engineering," ensuring it aligns with established pedagogical standards These criteria collectively address the purpose, content quality, technological integration, instructional approaches, and overall design of the coursebook The structured evaluation aims to enhance the effectiveness and relevance of the learning material for engineering students.

3‖ at HaUI Here is the framework adapted from different authors and what can be applied in this study can be seen in the Appendix 5

Figure 5: Researcher’s own framework adapted from different authors

Previous studies on materials evaluation

Several studies have been conducted to assess the effectiveness of blended learning for EOP/ESP materials, each utilizing distinct approaches to materials evaluation These research efforts highlight diverse methods and insights into optimizing EOP/ESP resource design, making them valuable references for educators aiming to enhance language instruction.

Shih (2010) conducted a study on blended learning utilizing video-based blogs for an English for Specific Purposes (ESP) course called English Publish Speaking The research framework integrated four key components of blended learning: instructor, technology, student, and classroom, highlighting their essential roles in enhancing language learning through innovative digital tools.

Figure 5: A blended learning model for an English Public Speaking course by Shih, R C (2010)

This study employed a mixed-methods approach, incorporating qualitative and quantitative data, along with peer and instructor feedback, interviews, self-reflections, and a learning satisfaction survey Involving 44 final-year Business English students, the research found that the blended learning model was effective and satisfying for students when supported by adequate equipment and comprehensive lesson plans Key factors enhancing learner satisfaction included timely feedback from peers and instructors, as well as the blog’s features like free access, easy revision, and engaging learning materials, which collectively encouraged efficient learning and increased motivation.

Klimova (2017) conducted research on the blended learning model and its materials in a Business English course at the Faculty of Informatics and Management in Hradec Kralove, Czech Republic, focusing on evaluating its efficiency and learning outcomes in an international context The study employed a case study approach, questionnaire surveys, and online course reports to gather data The results indicated that the blended learning approach was not significantly effective in this setting.

BL approach in teaching Business English although the learners were interested in BL strategy and preferred it to traditional learning approach

Kalugina et al (2018) conducted a study on "ESP blended learning based on the use of a smart coursebook" to evaluate its effectiveness in improving ESP education through blended learning strategies The research involved 48 undergraduate students from a non-linguistic university, with an experimental group studying via blended learning methods and assessed through pre- and post-tests The study also utilized questionnaires to gather students' evaluations of the ESP blended learning approach The results demonstrated that students found blended learning to be practical and beneficial for enhancing their English skills, with significantly higher scores on the post-test, indicating the effectiveness of using a smart coursebook in ESP blended learning environments.

Recent studies by Klimova (2017) and Kalugina et al (2018) suggest that blended learning is not significantly effective for ESP/EOP teaching However, based on these findings, the researcher has decided to implement blended learning specifically for EOP materials to enhance learning outcomes.

This evaluation focuses on the "English for Mechanical Engineering 3" model to determine its effectiveness in achieving learning outcomes relevant to occupational purposes The study aims to assess whether the course content aligns with learners’ needs and interests at HaUI Overall, the evaluation seeks to verify if this English program adequately supports students in acquiring necessary language skills for their careers in mechanical engineering.

Chapter summary

This chapter reviews the relevant literature that underpins the theoretical framework for evaluating the coursebook “English for Mechanical Engineering 3” at a technical university in Hanoi Key topics covered include definitions of materials in language teaching and learning, the importance of systematic materials evaluation, and the role of blended learning in English for Occupational Purposes (EOP) Critical discussions focus on blended learning approaches for EOP, including the development and evaluation of EOP materials Ultimately, effective evaluation requires a systematic, flexible, and comprehensive framework to ensure efficiency and accuracy.

METHODOLOGY

RESULTS AND DISCUSSIONS

CONCLUSION

Tiêu đề	An Evaluation of the Coursebook ‘English for Mechanical Engineering 3’ at a Technical University in Hanoi
Tác giả	Nguyễn Thị Nhung
Người hướng dẫn	Dr. Duong Thu Mai
Trường học	Vietnam National University, Hanoi University of Languages & International Studies
Chuyên ngành	English Teaching Methodology
Thể loại	Thesis
Năm xuất bản	2021
Thành phố	Hanoi

Định dạng
Số trang	113
Dung lượng	2,29 MB