INTRODUCTION
RATIONALE OF THE STUDY
Effective course books play a crucial role in language teaching and learning, as they provide suitable materials that stimulate student engagement and facilitate comprehension In the Vietnamese educational context, having high-quality and well-designed textbooks is essential for the success of any language program, ensuring that teaching methods are supported and learning outcomes are maximized.
English has been a core subject at Vinh University for many years, with course books for non-English major students regularly updated to align with training objectives and student needs Despite the availability of numerous textbooks on the market, selecting the most suitable materials remains challenging due to the diverse English proficiency levels among non-English major students.
In 2008, Vietnam issued Government Decision 1400 to thoroughly renovate foreign language teaching and learning within the national education system To implement this national reform, the Ministry of Education and Training launched the National Foreign Language 2020 Project, also known as Project 2020, in 2010.
Among the objectives of the project is establishing regional foreign language centers as a major strategy to address teacher development and language teaching quality throughout the country
Under Project 2020, Vietnam aims to ensure that the majority of students can confidently use a foreign language, particularly English, for academic, daily communication, and professional purposes by 2020 The project targets non-English major students, expecting graduates from Vinh University to achieve the third-highest level of English proficiency according to Vietnamese language standards This initiative enhances language skills among students to improve their employability and global competitiveness.
Vinh University English teachers have chosen to adopt the "Target Pet" textbook for first-year non-English majors in the credit-based system, based on its alignment with the six-level framework compatible with the Common European Framework This decision aims to ensure a coherent progression in English language proficiency, adhering to internationally recognized standards The implementation of "Target Pet" supports effective language acquisition by providing structured content tailored to various competency levels Using this textbook enhances the quality of English education at Vinh University, facilitating students' development of practical communication skills suited for diverse contexts.
There has been limited research evaluating course books to determine how well these materials align with students' needs and course requirements regarding aims, content, and methodology To address this gap, I conducted a study titled "An Evaluation of the Book 'Target Pet' for First-Year Non-," aimed at assessing the effectiveness and appropriateness of this textbook for first-year students.
The article "English majors at Vinh University from the perspective of teachers and students" aims to improve the quality of educational materials, enhance students' learning efficiency, and stimulate their interest in language learning It explores both teacher and student perspectives to identify effective teaching methods and learning strategies By understanding these viewpoints, the article seeks to foster a more engaging and effective English learning environment at Vinh University Ultimately, the goal is to motivate students to develop a stronger passion for English language mastery, contributing to their academic success and future opportunities.
AIMS OF THE STUDY
The aims of the study are as follow:
Assessing the suitability of a course book is essential to ensure it aligns with students' levels and needs, effectively supporting their learning process It should also meet the course requirements related to aims, content, and methodology, considering both students' and teachers' perspectives This evaluation helps optimize course materials for better engagement and educational outcomes.
+ to evaluate the effectiveness of the course book in helping the students achieve the goals and objectives from the perspective of students and teachers
+ to suggest the material adaptations in responding to the course requirements and students‟ needs.
RESEARCH QUESTIONS
In order to meet the aims of the study, the following research questions are generated:
1 How far does the book “Target Pet” match the 1 st year non - English majors’ level, needs and the course requirements in relation to aims, content, and methodology at Vinh university?
2 What adaptations should be made to the book “Target Pet” to make it more effective in response to the course requirements and the non - English majors’ needs?
SCOPE OF THE STUDY
This study evaluates the "Target Pet" textbook for first-year non-English majors at Vinh University based on Hutchinson and Waters' (1987) criteria The assessment focuses on three key areas: the aims of the material, the content of the material, and the methodology employed Findings highlight how well the textbook aligns with its intended educational objectives, the relevance and comprehensiveness of its content, and the effectiveness of the teaching methods used to facilitate language learning among first-year students.
ORGANIZATION OF THE STUDY
The thesis consists of the following parts:
This part provides the rationale, the aims, the scope, research questions and organiztion of the thesis
Chapter 2: Literature Review and Theoretical Background
This section presents the theoretical background pertinent to the study, including a comprehensive review of relevant articles, books, and other scholarly resources It offers detailed descriptions, summaries, and critical evaluations of each work cited to establish a solid foundation for understanding the research topic and highlight existing gaps or debates in the literature.
This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis
The part discusses the findings of the study; points out the strengths and weaknesses of the book “Target Pet”, and offers the recommendations for the material supplements and adaptations
The conclusion provides a summary of all the major parts being presented in the study, the conclusions drawn out and suggestions for further research.
THEORETICAL BACKGROUND AND LITERATURE
THEORETICAL BACKGROUND
Textbooks are essential tools in foreign language teaching, but their varied purposes make it challenging to define them universally According to Tomlinson (2001), language-learning materials include anything used by teachers or learners to facilitate language acquisition, aimed at increasing knowledge and experience of the language Recognizing this pragmatic view helps materials developers utilize diverse input sources effectively and reminds teachers of their role as materials creators Ultimately, effective language teaching materials should provide exposure to language use, stimulate active language use, and facilitate discovery and understanding of language concepts.
Ur (1996) defined the term “course book” as a textbook typically used by teachers and students, serving as a systematic foundation for language courses Similarly, Hutchinson and Torres emphasized the importance of course books as essential resources that guide the instructional process and support learner progression in language education.
Textbooks serve as vital sources of input in classroom lessons, offering a variety of texts, activities, and explanations that facilitate language learning Sheldon (1987) defines a textbook as a published book designed specifically to help foreign learners of English enhance their linguistic knowledge and communicative skills.
Textbooks are essential tools in language education, serving as a constant companion for learners, providers of classroom input, and drivers of educational interaction According to Grant (1987), textbooks are categorized into traditional and communicative types, with traditional textbooks focusing on language as a system and emphasizing forms and patterns, while communicative textbooks prioritize the functional aspects of language for real-life communication Despite differing perspectives on their definitions, there is a consensus that textbooks are integral to the teaching process In the Vietnamese context, textbooks are vital for providing necessary materials for both teachers and students, with most educators relying on at least one textbook as their primary teaching resource, making them indispensable for effective language instruction across the country.
According to Harrison (2002) who is a teacher, teacher trainer and writer of a number of EFL courses e.g Better Writing, English Please, and New Headway
Academic Skills, Level 1 (Oxford University Press), teaching materials come in all shapes and sizes depending on the situation and the intended audience However, we can identify two main types:
+ In-house/ Teacher - produced materials + Commercial materials
Educational materials are produced by institutions to support learning, often covering entire modules or courses For example, an English department may identify gaps in their current course book, such as insufficient writing practice for students at a specific level To address this, they design additional writing modules to complement existing curricula, enhancing students' writing skills effectively.
The use of commercial materials, especially course-books, is often subject to controversy A primary concern is that a single course-book may not effectively address the diverse needs of students in language classrooms This limitations can impact the overall effectiveness of language learning, highlighting the importance of selecting adaptable and inclusive teaching resources.
Commercial materials (textbooks) are largely produced in various levels, and available in the market They can be for general English and English for specific purposes
Selecting commercial materials requires aligning them with the goals and objectives of the program to ensure effectiveness It is essential to choose resources that reflect one’s beliefs about the nature of language and learning Additionally, materials should be compatible with learners’ attitudes, beliefs, and preferences to enhance engagement and success.
Sheldon in Nunan (1991:209) offers an extensive checklist of questions to assist in selecting suitable commercial teaching materials, emphasizing criteria such as rationale, accessibility, layout, and ease of use For a more accessible evaluation, Breen and Candlin (1987:14-23) provide a simplified list of questions that encourage teachers to adopt a critical approach when assessing educational resources, ensuring their alignment with teaching objectives and learner needs.
According to Littlejohn and Windeatt (1991:209) in Nunan, evaluating commercial teaching materials involves analyzing six key aspects: the general or subject knowledge they contain, their perspective on the nature and acquisition of knowledge, beliefs about the nature of language learning, the role relations implicitly presented, opportunities they offer for developing cognitive abilities, and the inherent values and attitudes embedded within the materials.
Commercial educational materials, like the Headway series, Cutting Edge, and Business Objectives, are created by reputable publishers with contributions from one or multiple authors Authors often collaborate with publishers by proposing ideas for new textbooks, or publishers may initiate the development of specific courses based on market needs Additionally, some published courses originate from in-house materials developed by the publishers themselves.
The use of commercial textbooks in teaching has both advantages and disadvantages, depending on how they are used and the contexts for their use Among the principal advantages are:
- They provide structure and a syllabus for a program Without textbooks a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed
Using a standardized textbook in educational programs helps ensure consistent instruction across different classes, providing students with uniform content This standardization allows for fair and comparable assessments, as all students study the same material Implementing a common textbook promotes equitable learning experiences and simplifies the evaluation process, making it an essential tool for maintaining instructional consistency.
Using well-developed textbooks ensures that students access reliable, proven educational materials grounded in sound learning principles and appropriately paced for effective learning, thereby maintaining high educational quality.
They offer a wide range of learning resources, including textbooks, workbooks, audio CDs, cassettes, videos, CD-ROMs, and comprehensive teaching guides, providing a diverse and comprehensive toolkit for both teachers and students.
- They are efficient They save teachers' time, enabling teachers to devote time to teaching rather than material's production
Effective language models and input are essential for supporting teachers, especially those whose first language is not English Textbooks play a crucial role by offering reliable language resources, ensuring teachers can deliver accurate and consistent language input even if they struggle to generate it independently This support helps enhance language learning outcomes and maintains instructional quality.
- They can train teachers If teachers have limited teaching experience, a textbook together with the teacher's manual can serve as a medium of initial teacher training
- They are visually appealing Commercial textbooks usually have high standards of design and production and hence are appealing to learners and teachers
However there are also potential negative effects of the use of textbooks For example:
Textbooks often feature inauthentic language, as their texts, dialogues, and other content are specifically designed to highlight teaching points rather than reflect real-world language use This can result in language that differs from how native speakers actually communicate in everyday situations.
RESEARCH METHODOLOGY
AN OVERVIEW OF CURRENT ENGLISH TEACHING AND LEARNING
At Vinh University, English is a mandatory subject for most students across various majors, with non-English majors in the 54th course expected to reach a B1 level according to the Vietnamese Language Proficiency Framework To achieve this, teachers adopted the “Target Pet” book beginning in the 2013-2014 academic year, requiring students to complete 7 credits of English, including 105 periods of 50 minutes each Students must pass a placement test at the A2 level to enroll, with scores of 5 allowing enrollment in any English class However, many students have low and mixed English proficiency, with some learning only for three years or not at all, which hampers their communication skills Students often feel shy and fearful of making mistakes due to limited social and English language knowledge Large class sizes and limited class time pose challenges for teachers in managing effective lessons, especially since only some motivated students participate actively Most students focus on individual work rather than group activities and lack skills in note-taking and speaking Their learning motivation is influenced by the belief that English is not crucial for their future careers; many students see passing exams as the primary goal, leading to poor preparation and irregular review These diverse learning styles create difficulties for teachers in delivering engaging lessons, ultimately affecting students’ language development and classroom effectiveness.
At Vinh University, 20 teachers of non-English majors utilize both traditional and communicative teaching approaches to meet core English course requirements, emphasizing the importance of effective classroom practices To evaluate the suitability of the course book for the EFL curriculum, the teaching staff decided to develop and distribute textbook evaluation questionnaires to both teachers and students after the first year These surveys focused on key priorities such as practical considerations, layout and design, activity range, skills integration, social and cultural relevance, subject content, and language variety, all tailored to Vinh University's specific concerns The questionnaires aimed to clearly identify the strengths and weaknesses of the textbook, gather diverse opinions, and enhance the understanding of the teaching and learning processes, ultimately guiding improvements aligned with curriculum goals.
A student needs analysis was conducted alongside the textbook evaluation survey to accurately understand classroom demographics, students' goals, concerns, interests, and expectations This comprehensive approach helps assess the alignment between students' needs and the EFL program’s objectives, ensuring the textbook effectively addresses learner requirements Understanding students’ perspectives on teaching methodology and their personal motivations enhances the overall evaluation process and supports the development of more targeted and effective language instruction.
The primary goal of selecting the questionnaire for this study is to gather valuable insights from teachers and students regarding the instructional materials Using a questionnaire reduces respondents' pressure compared to participation in interviews or direct discussions with researchers Additionally, the standardized format of the questionnaire facilitates easy data collection, summarization, and reporting, as all participants answer the same set of questions, enhancing the efficiency and clarity of the research process.
The teaching material currently used for the non- English major students is “Target
"Pet" by Sue Ireland and Joanna Kosta is being used for the first time at Vinh University, marking a significant addition to their language curriculum This comprehensive textbook effectively covers all four essential language skills—listening, speaking, reading, and writing—ensuring a well-rounded learning experience It integrates traditional teaching methods with modern communicative approaches, promoting both linguistic accuracy and practical language use The innovative combination of these techniques aims to enhance students' overall language proficiency in an engaging and effective manner.
The 12-unit textbook is programmed to be taught in 2 semesters as presented below in Table 3.1:
Table 3.1: Distribution of Time and Units in 2 Semesters
Time (50- minute lesson period/ week) Units Textbook
RESEARCH DESIGN
This study utilizes both quantitative and qualitative methods through questionnaires and tests to evaluate the book "Target Pet" for non-English majors at Vinh University The questionnaires assess students' and teachers' perceptions and overall evaluations of the book, providing comprehensive insights into its effectiveness and suitability for the target audience.
The test aims to evaluate how well the book “Target Pet” aligns with the 1st-year non-English majors’ level, needs, and course requirements at Vinh University It assesses the suitability of the book's content, aims, and methodology in meeting students' language learning goals This analysis helps determine whether “Target Pet” effectively supports the curriculum's objectives for first-year students Overall, the evaluation provides insights into the book’s appropriateness for enhancing non-English majors’ English proficiency at Vinh University.
PARTICIPANTS
This research involved two key participant groups: English teachers and non-English major students at Vinh University To ensure privacy, no individuals are identified by their names, maintaining confidentiality throughout the study.
This research involves twenty teachers who graduated from various Vietnamese universities, including the College of Foreign Languages at Vietnam National University-Hanoi and Vinh University They are responsible for teaching non-English major students at Vinh University The teachers' ages range from 32 to 56, with most being experienced educators; 10% have at least five years of teaching experience, while 45% have been teaching for over five years Among these, the most experienced teachers have more than a decade of teaching practice, highlighting their extensive expertise in language instruction.
Among the teaching staff, one teacher holds a Ph.D degree, while 14 teachers (70%) have completed their M.A degrees, and the remaining 25% are currently pursuing M.A studies Each teacher is responsible for teaching 3 to 4 classes, with class sizes averaging up to 50 students, ensuring effective student engagement The training program requires teachers to follow the designated textbook “Target Pet” by Sue Ireland and Joanna Kosta during 105 instructional periods, emphasizing standardized teaching methods This qualification and training structure aim to enhance teaching quality and student learning outcomes.
This study surveyed 200 first-year students across various majors, including Finance and Banking, Accounting, Information Technology, Business Administration, Mathematics, Literature, and Law The participants completed questionnaires specifically designed by the researcher to gather comprehensive data on their academic experiences and perceptions.
Many students have studied English for between 3 and over 10 years, while some have never learned English at all because secondary and high schools only emphasize French or Russian This significant gap in English learning experience influences students' attitudes towards learning the language, affecting their motivation and confidence in mastering English.
DATA COLLECTION INSTRUMENTS
This study utilizes carefully designed survey questionnaires for both teachers and students, along with thorough analyses of test results, teaching materials, and the syllabus These elements are integrated to gather comprehensive data aimed at enhancing understanding and informing future improvements in the educational process.
Many scholars, including Cunningsworth (1995), Sheldon (1987), Ur (1996), Tomlinson (1998), and Richards (2001), recommend using a series of textbook evaluation survey questionnaires to assess the strengths and weaknesses of educational books This approach helps determine how well a textbook aligns with learners' desired and attainable goals, ensuring effective language learning resources.
Three types of questionnaires were distributed to teachers and students to collect reliable, unbiased data on the “Target Pet” ELT material, ensuring consistent focus across all respondent groups The questionnaires address key aspects such as the objectives, range and balance of activities, skills integration and appropriateness, subject content, and language representations Most items were adapted from established checklists and criteria by Hutchinson and Waters (1987) to evaluate ELT materials The survey primarily utilizes close-ended questions, with respondents marking their choices on a five-point Likert scale ranging from strongly disagree (1) to strongly agree (5) In data analysis, responses of strongly disagree and disagree are combined, as are strongly agree and agree; responses of “not sure” are excluded from the analysis to maintain clarity in respondents’ opinions.
Based on an analysis of the syllabus and course materials, questionnaires were developed and distributed to students and teachers at the end of the first semester of the 2013-2014 school year.
Questionnaires have been read thoroughly to make sure that any ambiguity arising could be avoided The respondents then are asked to return the questionnaire in a week
All questions are written in Vietnamese to ensure students' accurate understanding when responding Allowing answers in Vietnamese enables students to express their ideas clearly and comfortably This approach facilitates precise communication and enhances the quality of their responses.
The syllabus is analyzed according to three criteria: aims, content and methodology The course objectives in the syllabus are carefully examined as a subjective analysis
The book “Target Pet,” designed by Sue Iceland and Joanna Kosta for international students, has been thoroughly analyzed by researchers The study compared the findings with participants' responses to evaluate its effectiveness Results indicate that “Target Pet” is a valuable resource for enhancing language learning among global students This analysis highlights the book’s role in supporting diverse learners and improving their engagement with language acquisition materials.
This study involves teachers who have experience using the "Target Pet" material and are qualified to evaluate its effectiveness based on course requirements The evaluation is conducted through document analysis, focusing on the course syllabus and the "Target Pet" material The criteria for assessment include aims, content, and methodology, ensuring a comprehensive review aligned with educational standards and course objectives.
The final achievement test serves as a vital tool for assessing student learning outcomes It comprised three sections: grammar-vocabulary, reading comprehension, and writing, mirroring the B1 exam format university students must take before graduating The researcher analyzed the test results of 200 students involved in the study to evaluate the effectiveness of using the "Target Pet" book in helping students achieve the course goals at Vinh University.
DATA COLLECTION ANALYSIS
The data were carefully collected using appropriate instruments as outlined in the study, then analyzed with various statistical tools and descriptive methods Frequency counts, percentages, and qualitative descriptions were employed to thoroughly analyze and interpret the data The findings were presented both qualitatively and quantitatively, as detailed in unit three.
RESEARCH PROCEDURES
The procedures of the research have been carried out as follows:
1 Collecting data through questionnaires and analyses of course syllabus, materials and test results
2 Categorizing the data into intended groups
4 Describing the collected data presented in tables and figures
5 Generalizing and giving comments and evaluations.
SUMMARY
This chapter offers an overview of the current English teaching and learning context at Vinh University, focusing on both teachers and first-year non-English major students The study involves English teachers with experience teaching the "Target Pet" material and first-year students at Vinh University Data collection methods include analysis of questionnaires, course syllabi, and learning materials, primarily evaluated based on aims, content, and methodology These instruments help address the research questions regarding the effectiveness and challenges of English teaching at the university.
FINDINGS AND DISCUSSION
FINDINGS AND DISCUSSIONS
4.1.1 Aims of the Course syllabus and “Target Pet”
4.1.1.1 Aims of the course syllabus
The 7- credit course English I, II is aimed at orientating students in the content requirement of the exam tasks at level B1 by providing them with:
- basic vocabulary for daily communication
- the opportunity to practice reading skills through reading texts about different themes
- the opportunity to practice listening skills through a variety of listening activities
- the opportunity to practice writing skills with focus on writing complex sentences, notes, emails and stories
- the opportunity to practice everyday spoken language in common situations
The course primarily aims to enhance students' foundational grammatical knowledge and vocabulary, which are essential for success in learning English for communication at a low-intermediate level To achieve these goals, the course emphasizes the development of all four language skills—reading, speaking, writing, and listening Additionally, improving pronunciation is considered a key objective to ensure comprehensive language proficiency.
Target PET is a focused, intensive course designed to help learners improve their English skills and prepare effectively for the B1 level exam according to the Common European Framework of Reference for Languages (CEFR) The course features 12 units, each split into two lessons that cover potential exam topics, including vocabulary, language focus, and authentic practice tests This structured approach enables students to develop essential exam skills and confidently tackle question types encountered in the PET exam.
The language skills covered, including grammar, vocabulary, reading, writing, listening, and speaking, align with the course requirements However, the material does not emphasize pronunciation, indicating that pronunciation improvement needs further attention Overall, while most language aspects meet the course standards, there is a gap in pronunciation training that should be addressed to achieve comprehensive language proficiency.
Each lesson introduces and revisits essential topic vocabulary to enhance learning The Language Focus sections systematically practice key language skills necessary for exam success Additionally, a comprehensive Language Summary (pages 101 to 112) provides in-depth review of the language points covered in the lessons Learners can further reinforce their understanding of vocabulary and language skills through additional practice opportunities provided in the book.
Workbook and in the Review units
The grammar section is designed to build students' understanding of essential grammar skills that support their reading and writing at the B1 level It is structured into three stages: presentation, rules, and practice During the presentation stage, students engage with tasks that introduce new grammar points The second stage involves exploring the rules and usage of these grammatical items to deepen their understanding In the final stage, students complete exercises to reinforce their knowledge of the newly learned structures, ensuring they are well-prepared for the exam.
As shown above, the material proves to be successful in providing students with the basic knowledge of grammar as the course requires
The vocabulary section deals with vocabulary for daily communication on common topics such as: hobbies and interests (unit 1), family, ages, describing people (unit
2), daily life (unit 3), food and special occasions (unit 4 ), travel and transport (unit
6), sport (unit 7), etc The list of vocabulary is just found at the end of the book (for a sample, see table 4.1 below)
Table 4.1: The vocabulary list of unit 1 (Target Pet, p 122)
The article highlights that the inclusion of diverse examples and numerous illustrative pictures effectively demonstrates the correct usage of new vocabulary words Vocabulary exercises further aid students in practicing and retaining these words Therefore, it is reasonable to conclude that this educational material successfully meets the goals of enhancing students' vocabulary skills and supports effective language learning.
The material fails to support students in mastering essential pronunciation elements such as stress, intonation, reduced vowels, and word linking due to the lack of targeted pronunciation practice in each unit Additionally, there is no dedicated pronunciation section available in the table of contents (see Appendix 9), with relevant content only included in the syllabus outline (see Appendix 2) Consequently, the objective of improving pronunciation skills has not been achieved through this material.
"Target Pet" helps students understand the reading component of the PET exam, consisting of 35 questions across five different tasks These tasks are designed to assess a wide range of reading skills essential for the test The texts used are sourced from real-world contexts and adapted to match the level of the PET examination, ensuring practical relevance and appropriate difficulty.
The book "Target Pet" offers a variety of short and longer factual texts from sources like signs, brochures, newspapers, magazines, and messages such as notes, emails, cards, and postcards, helping students familiarize themselves with PET exam formats and task types These materials focus on topics relevant to everyday life and aim to improve reading skills through a structured three-stage approach: pre-reading, while-reading, and post-reading, as outlined in Appendix 5 (unit 3 sample) During pre-reading, students predict content based on questions; in the while-reading stage, they read the text and answer the initial questions; and post-reading activities like short answers, multiple choice, and true/false tasks assess comprehension and further develop reading skills.
The book “Target Pet” is designed to help students practice all components of the exam, including tasks like completing gapped sentences and writing short messages or stories It features Exam Tips with useful hints to improve performance Key exam tasks covered include filling in gapped sentences (units: 2, 11), crafting 35–45 word messages based on given instructions (units: 1, 7), and producing longer writings such as informal letters (unit 4) or 100-word stories (units: 6) This comprehensive approach aims to enhance students’ exam readiness and writing skills.
12) As a result, students are able to use the words they know appropriately and accurately in different written contexts, and be capable of producing variations on simple sentences
The book “Target Pet” provides a comprehensive overview of the listening component in the PET exam, featuring recorded materials like announcements, interviews, and discussions about daily life This resource offers students valuable practice in various listening skills, including identifying keywords, understanding details, grasping the overall gist, and recognizing questions and specific information Utilizing this book can effectively prepare learners for the PET listening exam by enhancing their ability to listen for different purposes and improve their overall comprehension skills.
In the book “Target Pet,” speaking activities are primarily incorporated as follow-up exercises to reinforce introduced vocabulary and grammatical structures These activities are designed for post-reading practice rather than standalone sections, ensuring students consolidate their language skills effectively.
"Target Pet" is designed to help students develop essential communication skills, enabling them to ask and understand questions effectively It also encourages students to respond appropriately and speak freely to express their emotions and reactions This comprehensive approach aims to enhance language proficiency and confidence in social interactions.
4.1.1.3 Comments on the material evaluation in term of aims
The analysis shows that the material successfully achieves the course objectives in grammar, vocabulary, and all four language skills However, it falls short in meeting the standards for pronunciation.
4.1.2 Content of the course syllabus and the book “Target Pet”
To assess whether "Target Pet" effectively meets the course content requirements, the author conducted a comparison between the course guidelines and the actual content provided by "Target Pet." This analysis aimed to determine the alignment and completeness of the company's content in relation to the course standards The evaluation highlights whether "Target Pet" addresses key topics and adheres to recommended content strategies, ensuring it fulfills the desired educational and informational criteria.
4.1.2.1 Content requirement of the course
Table 4.2: The content requirements of the course
- Tenses: present simple, present continuous, Past simple, used to, Past continuous, present perfect, past perfect
- Grammatical structures: such that and too / enough to; passive and active; first and second conditional modal passives; have/ get something done; reported speech
- Verbs of like and dislike, Agreeing, disagreeing and suggesting, Predicting the future; Obligation, prohibition and permission
- Using of comparative and superlative adjectives and adverbs ; quantifiers; - ed/-ing adjectives, adverbs and adverbial phrases, Conjunctions; Adjective order, Relative pronouns
Vocabulary - Words related to common topics
2 Macro-skills and their proportion
Reading, writing, listening and speaking (with more focus on listening and speaking skills in class)
Writing Writing complex sentences, communicative texts such as notes, messages, emails, and stories
Listening Listening for key information, listening for detailed meaning and speaker opinion
Speaking Asking for information, making an interview, making a description, asking for clarification
- Written texts from everyday lives such as street signs and public announcements, information on the radio, and talks and interviews
5 Topics Common, interesting topics with updated information
8 Time allocation 8 periods per unit
4.1.2.2 Content of the book “Target Pet”
ANALYSIS OF TEST RESULTS
The final achievement test results were carefully analyzed to assess the effectiveness of using “Target Pet” as a teaching and learning tool for English at Vinh University The data indicate that incorporating “Target Pet” significantly enhanced students’ language proficiency, leading to improved test scores These results support the use of “Target Pet” in English education to promote better learning outcomes at Vinh University.
Table 4.7: Students‟ final achievement paper test results
Most students at Vinh University scored between 0 to 3.4 (39%) and 4 to 5.4 (45%), while only 16% achieved higher scores from 5.5 to 10 This is the first time students have taken an exam similar to Test Format B1, but limited exposure and practice have resulted in lower scores The exam emphasizes reading and writing sections, which account for 80% of the total marks, yet students' skills in these areas remain underdeveloped Evidence shows that few students score well in reading part 1, which involves interpreting short notices or messages, and in writing part 2, which requires composing informal letters Moreover, the book “Target Pet” has not effectively helped students meet their learning objectives in these core skills.
RECOMMENDATIONS FOR MATERIAL IMPROVEMENT
"Target Pet is a valuable resource for non-English major students at Vinh University under current circumstances, showcasing significant strengths However, noticeable weaknesses highlight the need for immediate improvements to enhance its effectiveness To address these issues, recommended strategies include adding relevant content, deleting unnecessary sections, and replacing outdated material, ensuring the resource better meets students' learning needs."
The technique of addition involves supplementing material both quantitatively and qualitatively to enhance learning Quantitative addition focuses on expanding existing components without altering the core methodology, while qualitative addition introduces new language skills or components to develop the material in fresh directions At Vinh University, applying qualitative addition is particularly beneficial, as it involves adding essential language skills such as writing, speaking, and pronunciation This includes designing additional exercises like sentence transformation, paragraph writing, and role-playing activities, along with providing clear teacher instructions Moreover, allocating appropriate time for these skills—reducing time spent on reading and grammar—can improve focus Finally, integrating speaking and listening sections into placement and achievement tests allows for accurate assessment of students’ proficiency and boosts motivation, thereby enriching the overall language learning experience.
Deletion involves removing one or more stages of an activity, an entire activity, or even a full lesson, and replacing it with a more suitable alternative to align with the overall objectives of the unit In this context, teachers are encouraged to delete certain tasks or exercises from the activity section and move them to the workbook for students to practice at home For instance, it is recommended to omit reading part 2 and listening part 1 from the exam practice section since these components do not appear in the final achievement test (see appendix 6) Additionally, classroom observations reveal that these tasks require a significant amount of time to complete, indicating that their removal can help streamline the lesson.
After evaluating the course materials, ineffective or inappropriate parts or exercises are identified and replaced with more engaging and updated content to enhance student motivation in learning English Implementing this technique involves designing targeted tasks and exercises in grammar, vocabulary, reading, and writing sections that align with the final achievement test This approach ensures the curriculum remains relevant and effective, ultimately improving students' language proficiency and test performance.
Materials are essential tools in language teaching and learning, but teachers and learners should not rely on them exclusively Effective use of teaching materials requires educators and students to understand how to maximize their strengths and address their weaknesses By carefully evaluating and adapting materials, teachers can enhance their effectiveness, ensuring they support a more engaging and productive learning environment Ultimately, materials serve as aids, and their success depends on how skillfully they are utilized within the teaching and learning process.
SUMMARY
This chapter presents the findings from three key research methods: material and syllabus analysis, questionnaires administered to teachers and students, and test results The combined data from these sources were analyzed to gain comprehensive insights and facilitate discussion on relevant issues Additionally, a summary of major findings and practical suggestions for improving the curriculum materials are provided to enhance educational effectiveness.