An evaluation of top notch 2 pre intermediate for first year students at fpt university submitted in partial fulfillment of requirements for the degree of master of arts in tesol

B a ckg rou nd to the s t u d y

Theoretical consideration

According to McDonough and Shaw (1993), no single set of materials can meet the diverse needs of every classroom, highlighting the importance for teachers to understand both how to use materials effectively and their potential usefulness Teachers must evaluate their strengths and weaknesses in utilizing these resources to enhance learning outcomes William (1983) emphasizes that English language teachers need to understand the principles of materials evaluation, viewing this skill as a vital aspect of their professional development Mastering materials evaluation is essential for all EFL teachers to ensure effective language teaching.

While high-quality materials are valuable, they are rarely perfectly suited to every teaching and learning context, necessitating ongoing adaptation, modification, or supplementation to enhance educational outcomes The theoretical foundations for evaluating and adapting teaching materials are well-documented in key works by Cunningsworth (1995), Hutchinson and Waters (1987), McDonough and Shaw (1993), and Littlejohn (1998) Consequently, teachers are equipped with the knowledge and tools to effectively assess and improve educational materials to meet their specific instructional needs.

Practical consideration

1.1.2.1 The English teaching at FU

Founded on September 8th, 2006, FU was established with the approval of the Vietnamese Prime Minister to become an innovative university meeting international standards and modern educational philosophies Its mission is to balance academic training with practical skills and align with national labor market demands, thereby promoting the development of Vietnam's Information Technology sector to compete with leading countries worldwide.

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

The FU specializes in training industrial engineers by integrating practical experiences with IT enterprises, research, and innovative technologies Its modern curricula are regularly updated to meet international standards, emphasizing foreign languages, manufacturing processes, group dynamics, and essential personal skills English language proficiency is a crucial component across various subjects at FU, enhancing students' global competitiveness and communication skills.

When students first enroll at FU, they begin with the Top Notch 1 Elementary English course Upon successfully completing this course and passing the final exams in all four language skills, students advance to the Top Notch 2 Pre-intermediate level The Pre-intermediate course offers 70 hours of English instruction, equivalent to 140 class hours, utilizing the renowned Top Notch textbook to enhance language proficiency.

2 Pre-intermediate and lasts in 8 weeks.

1.1.2.2 The current English teaching materials in use at FU

Recognizing the importance of English learning for students, the university and the Faculty of English continuously seek the most suitable core materials Since 2006, the renowned textbook "Top Notch" by Saslow and Ascher, published by Longman, has been officially adopted as a key resource for English education.

Published in 2006, this book is considered the most authentic and up-to-date resource by the Faculty of English, effectively meeting the teaching and learning needs of English at FU.

Top Notch 2 Pre-intermediate is a comprehensive six-level course designed for adult and young adult learners seeking to improve their English communication skills Specifically geared toward intermediate students, this program aims to help learners interact confidently and effectively with both native and non-native English speakers Whether for professional or personal purposes, Top Notch 2 prepares students to use English fluently in diverse social and academic contexts.

The educational material used at FU for the past two years has not undergone formal evaluation, revealing several shortcomings over time English teachers have expressed concerns that the content is overly focused on cultural and irrelevant factors, making it difficult to teach effectively Additionally, many units fail to engage students' interest and are often overlooked by both teachers and learners Furthermore, there are issues with the listening tasks included in the material, which have been reported as ineffective in enhancing students’ listening skills.

The provided content highlights the challenge of processing long, complex texts that contain various accents and are delivered at fast speeds, making them difficult to understand and transcribe accurately These issues are especially prevalent with materials like lengthy emails and coded information, which can hinder effective communication Overcoming these obstacles requires advanced transcription and language understanding tools capable of accurately capturing diverse accents and rapid speech Ensuring clarity and accuracy in such demanding contexts is essential for effective information retrieval and communication.

Many students have expressed dissatisfaction, noting that the material they learned does not align with the course exam requirements Additionally, some students found certain speaking topics unengaging, which affected their motivation They also faced challenges in succeeding in the reading and listening sections, indicating a need for curriculum adjustment to better prepare students for assessments.

As a result, an overall evaluation o f the material is really needed to find out it can be improved with adaptation.

A ims of the s t u d y

This study evaluates the effectiveness of the "Top Notch 2 Pre-intermediate" textbook by Saslow and Ascher (2006) for first-year students at FU The goal is to determine whether the material aligns with students' knowledge levels and course objectives The findings will offer valuable insights to FU's English teaching staff, guiding necessary improvements to enhance the textbook's impact and ensure better learning outcomes for future students.

S cope and lim itations of the s t u d y

Effective material evaluation requires considering multiple criteria, including audience, aims, content, methodology, physical appearance, cultural bias, and authenticity For each criterion, evaluators must assess various aspects to ensure comprehensive analysis In this study, the researcher focuses specifically on four key criteria: the audience's knowledge level, the aims of the material, its content, and the methodology used These elements are crucial for determining the effectiveness and appropriateness of educational materials.

This study surveys seven English teachers and 140 students enrolled in the Top Notch 2 Pre-intermediate course at FU The research acknowledges that several factors may have influenced the results, including potential variables related to the course material, which has been in use over a certain period.

This study examines the FU course, which has been in use for over two years, impacting at least two generations of students However, the research is limited to students involved during the 2008-2009 academic years and the teachers who have taught the material since then Consequently, their perspectives may lack depth and comprehensive insight Additionally, the study specifically concentrates on the audience’s knowledge and experiences, which may not fully capture all aspects of the course's effectiveness and relevance.

This article discusses the importance of understanding the content, methodology, and objectives to ensure clarity and effectiveness It emphasizes that the material provided may not be entirely comprehensive, highlighting the need for continuous improvement By focusing on key aspects such as purpose and structure, the content aims to enhance learning outcomes and engagement Ensuring that the material aligns with SEO best practices can increase visibility and accessibility Ultimately, the goal is to deliver relevant and useful information while acknowledging potential limitations in content completeness.

S ignificance of the s t u d y

Materials must be carefully evaluated to ensure they are suitable for specific teaching and learning contexts The study aims to contribute valuable insights to the field of material evaluation, offering practical benefits for teachers and students at FU These findings will inform the English teaching staff at FU about necessary modifications to enhance the effectiveness of educational materials, ultimately improving future language instruction.

O utline of the t h e s is

The thesis is structured in five chapters as follows.

Chapter 1 provides the background to the study practically and theoretically Besides, it gives the aims, the scope and limitations, the significance and the outline o f the thesis.

Chapter 2 reviews relevant literature on materials evaluation, emphasizing key issues such as the definition and roles of teaching materials in language learning It examines students' knowledge levels and explores various types of evaluation, including models and criteria used to assess educational resources Additionally, the chapter discusses different evaluation methods and presents previous studies related to materials assessment, providing a comprehensive overview of this critical aspect of language teaching.

Chapter 3 outlines the research questions guiding the study and details the methodology used, including document analysis, questionnaires, and follow-up interviews It describes the study's subjects and participants, providing a clear overview of the sampling criteria Additionally, the chapter presents the procedures followed throughout the research process to ensure validity and reliability of the findings.

Chapter 4 presents the results o f the study, their analysis and discussion M ajor findings are discussed to find out the strengths and weaknesses o f the material.

Finally, Chapter 5 looks at the suggestions for the future implementation o f the textbook Top Notch 2 Pre-intermediate at FU and makes an end to the study.

This chapter provides a comprehensive review of existing literature related to the research topic, divided into eight key sections It begins with Part 2.1, which examines studies on students’ knowledge levels, highlighting their impact on language learning outcomes Part 2.2 defines teaching materials and explores their crucial roles in facilitating effective language instruction In Part 2.3, the focus shifts to literature on materials evaluation, discussing various approaches used to assess educational resources Part 2.4 elaborates on different types of evaluation methods, while Part 2.5 reviews relevant models for materials assessment In Part 2.6, specific criteria for evaluating teaching materials are outlined, providing a framework for quality assessment Previous studies on materials evaluation are presented in Part 2.7, offering insights into research trends and findings The chapter concludes with a summary in Part 2.8, synthesizing key points from the reviewed literature to contextualize the current study.

KNOWLEDGE LEVEL

Learning styles

Learning styles refer to the various approaches students use to learn new subjects or solve problems, as defined by Oxford et al (1992) Felder (1995) further explains that learning styles encompass the ways in which individuals typically acquire, retain, and retrieve information Understanding these different learning preferences is essential for optimizing educational strategies and supporting effective learning experiences.

Reid (1995) defines learning styles as an individual's natural and preferred ways of absorbing, processing, and retaining new information and skills, which remain consistent regardless of teaching methods or subject content Kinsella (1995) supports this view, emphasizing that while everyone has a unique learning style, each person's approach is as distinctive as a signature These individual learning styles are shaped by both biological factors and environmental influences, reflecting a combination of nature and nurture.

In short Learning styles are the preferred or habitual patterns o f mental functioning when dealing with new information and a Learning style consists o f perception, cognition, conceptualization, affectation and behavior.

Language proficiency

According to Ellis (1985), language proficiency refers to a learner’s knowledge of the target language, encompassing native speaker grammar and overall linguistic competence Proficiency can be considered synonymous with 'competence' and is often described as either linguistic or communicative competence Measuring second language proficiency typically involves comparing learners' abilities to those of native speakers Clearly defining learners’ language proficiency levels is essential for researchers to determine whether educational materials, such as textbooks, adequately meet learners’ language development needs.

Attitudes and motivation

There is no consensus on the precise definitions of attitudes and motivation or their interrelationship In this context, attitudes and motivation refer to learners' beliefs about the target language culture, their own culture, and classroom factors such as teachers and learning tasks (Brown, 1981) Gardner (1972) suggests that attitudes support motivation by reinforcing learners’ overall orientation towards language learning.

Attitudes and motivation play a crucial role in language learning, influencing how learners engage with course materials Learners' attitudes toward teaching resources vary, with many adults preferring flexibility over rigid, imposed textbooks Generally, adult learners favor diverse materials and desire the freedom to use them in ways that suit their individual learning preferences Incorporating positive attitudes and motivational strategies can enhance language acquisition and make the learning process more effective.

Students' attitudes towards teachers vary, as some prefer educators who provide "space" for them to explore their own learning paths, fostering independence, while others favor more structured teachers who design tightly organized learning tasks Understanding these differences is essential for effective teaching strategies that cater to diverse student preferences.

Attitudes and motivation are crucial factors that significantly influence learners' language proficiency levels These elements determine how effectively students engage with the material and progress in their learning journey Assessing students' attitudes and motivation helps educators evaluate whether a textbook is appropriate for their proficiency level Ultimately, understanding these factors ensures that the chosen educational resources align with students' needs, enhancing overall learning outcomes.

Students ’ general knowledge about the w orld

Students’ general knowledge about the world encompasses their understanding of cultures, politics, arts, society, science, and the economy (Le Hai Yen, 2003) Assessing this broad knowledge helps researchers evaluate whether the content of the Top Notch 2 Pre-intermediate textbook for first-year students at FU aligns with their background knowledge Understanding students’ global awareness enables educators to determine if the textbook's factors are appropriate and effective for their learning needs.

T eaching m a teria ls in language teaching and l e a r n in g

Definitions o f teaching materials

This study focuses on the textbook *Top Notch 2* by Saslow and Ascher (2006), highlighting the importance of understanding key terminology To provide clarity, it is essential to distinguish between the terms "textbook," "coursebook," and "materials," as they play distinct roles in language education Clarifying these definitions helps to contextualize the use and analysis of *Top Notch 2* within instructional settings Proper understanding of these concepts enhances the effectiveness of integrating the textbook into language learning curricula, making it a valuable resource for educators and students alike.

‘Textbook’ is generally defined by Etoh (2005) as a book that treats a subject comprehensively and is used by students as a basis for study This term, also called

The term "text" is the most common reference to a book used in teaching and learning contexts Typically, instruction relies primarily on a single textbook, though educators may incorporate additional materials at their discretion to enhance student understanding.

The term ‘course book’ is used to refer to a textbook on which a course is based on In ELT, it is defined more specifically by Tomlinson (1998) as:

A core textbook is designed to contain essential materials for a comprehensive course, serving as the primary resource for learners It aims to provide all necessary content within a single book, enabling students to rely on it as their main reference throughout the course Typically, such textbooks cover a wide range of language skills, including grammar, vocabulary, pronunciation, functional language, and skills like reading, writing, listening, and speaking Using a core textbook ensures a structured, cohesive learning experience that addresses all fundamental aspects of language acquisition.

A 'course book' typically refers to selected and purposefully designed text materials used by classroom teachers for language instruction, often regarded as core resources for a specific course According to Tomlinson (1998), 'materials' broadly encompass anything utilized to support language learning, including printed resources like textbooks and workbooks, as well as non-printed tools such as cassettes, videos, or digital materials In local educational settings, textbooks are the most commonly used materials in language teaching, often supplemented with various additional resources to enhance the learning experience.

Throughout the thesis, the terms ‘textbook’, ‘text’, ‘course book’ and ‘m aterials’ will be used interchangeably.

The roles o f materials in language teaching and learning

Teaching materials are essential components of both General English (GE) and English for Specific Purposes (ESP) courses, serving as the primary source of language input and practice for learners Whether using textbooks, institutionally developed resources, or custom-made materials, these resources form the foundation for effective language instruction (Richards, 2001) According to Richard and Rogers (1986), instructional materials provide detailed content specifications and guidance for teachers on content coverage, instructional focus, and pedagogical demands, highlighting their crucial role in supporting language learning.

Richards (2001) emphasizes that teaching materials are essential for shaping lesson content, balancing skill development, and providing effective language practice for students Quality materials not only enhance the learning experience but also support inexperienced or poorly trained teachers by serving as a valuable form of teacher training They offer practical ideas on lesson planning and teaching strategies, making them a crucial resource for improving classroom instruction.

Cunningsw orth (1995, p 7) summarizes six functions o f teaching materials (particularly course books) in language teaching and learning as: i) A source for presentation materials (both spoken and written)

This resource serves as a valuable source for learners to practice and engage in communicative interactions, enhancing their language proficiency It functions as a reference tool for learners, providing guidance on grammar, vocabulary, pronunciation, and other language components Additionally, it offers stimulation and ideas for classroom activities, facilitating dynamic and effective teaching methods The resource aligns with established learning objectives, acting as a syllabus that reflects curricular goals Moreover, it provides essential support for less experienced teachers, helping them build confidence and improve their instructional skills.

Dudley-Evans and St John (1998) identify four key functions of teaching materials in language education: serving as a source of language input, providing learning support, boosting motivation, and acting as a reference tool These functions play a crucial role in facilitating effective language learning by offering authentic language exposure, guiding learners through instructional support, inspiring engagement, and offering reliable references for learners Understanding these functions helps educators select and utilize materials more effectively to enhance language acquisition.

Dudley-Evans and St John (1998) highlight that in contexts where English is a foreign language, the classroom often becomes the primary source of exposure to English Effective learning depends on instructional materials that present real, authentic language used in genuine situations, covering the full range of language skills learners need For instance, students may need to extract information from English-medium textbooks on various subjects To prevent over-reliance on journalistic content like magazines, supplementary materials should be provided to enhance learners’ exposure to diverse and realistic language uses.

According to Tomlinson (1998), effective learning support materials should provide learners with opportunities to use the language for genuine communication rather than merely practicing in teacher-controlled situations Dudley-Evans and St John (1998) emphasize that such materials need to be reliable, meaning they should be consistent and follow a recognizable pattern, without being restricted to rigid structures or fixed formats Overly constrained materials, such as texts followed by numerous comprehension questions regardless of content, can hinder authentic learning experiences To truly enhance learning, materials should be flexible, meaningful, and supportive of real language use.

M atfrjai s f v a ij ia t io n

Definition o f materials evaluation

Materials evaluation is a comprehensive process that begins with identifying the necessary information to gather and concludes with implementing changes in current activities or shaping future practices According to Dudley-Evans and St John (1998), evaluation involves systematically assessing materials to improve their effectiveness and relevance This process ensures that educational resources align with learning objectives and meet the needs of learners, making materials evaluation a vital component in instructional design and curriculum development.

According to Tom linson (1998, p 11), materials evaluation is the process with

Tomlinson emphasizes that evaluating educational materials involves assessing their relevance to both the intended objectives and the learners' needs The value of a material should be determined by its potential usefulness to learners and its effectiveness in maximizing learning outcomes Therefore, evaluators should consider not only the authors’ objectives but also learners' opinions, aligning with a learner-centered approach This systematic appraisal ensures that educational resources genuinely support learners in achieving their personal and educational goals.

Tom linson’s opinion (1998) seems to be the same as Nunan’s (1988) when he adds that evaluation should be carried out:

• Pre-use, therefore focused on predictions o f potential.

• W hilst-use, therefore focused on awareness and description o f what the learners are actually doing whilst the materials are being used.

• Post-use, therefore focused on analyses o f what happened as a result o f using the materials.

Language teaching courses require comprehensive evaluation to ensure their effectiveness Course evaluation measures whether the course objectives are achieved, while syllabus evaluation assesses if the syllabus aligns with students’ needs and course goals Additionally, program evaluation involves collecting diverse information about curriculum elements and processes to support informed decision-making.

Material evaluation involves assessing whether a course’s objectives, materials, and students’ needs align effectively within a specific context It aims to identify the strengths and weaknesses of educational materials when matched with course goals and learner requirements At FU, both whilst-use and post-use evaluations were conducted to assess the effectiveness of the textbook Top Notch 2 Pre-intermediate for first-year students The primary goal of this evaluation is to validate the merits of Top Notch 2 based on feedback from its users.

The roles o f evaluation

Rea-Dickson (1998) emphasizes that evaluation is crucial for improving teaching and learning by providing essential feedback on classroom practices Its primary goal is to identify why certain methods work well and are suitable for specific student groups Evaluation validates key aspects of the classroom environment and gathers information necessary for implementing innovations or changes As a result, evaluation and innovation are interconnected, with evaluation serving as the foundation for curriculum modifications and educational improvements.

Evaluation plays a vital role in course improvement, with Cronbach (1963) emphasizing that ongoing assessment during course development fosters greater educational enhancement than evaluations conducted after the course is finalized Renowned researchers like Nunan (1988) and Robinson (1991) also recognize the importance of evaluation as a key element in course design, curriculum development, and the teaching and learning process, highlighting its significance in creating effective educational programs.

Evaluating teaching materials is essential for identifying their strengths and weaknesses, ensuring they effectively support student learning After classroom implementation, materials should be assessed to determine their suitability for the intended context and learners At FU, the adoption of Top Notch 2 by the English staff has demonstrated notable benefits, underscoring the importance of ongoing material evaluation This need for assessment highlights the primary goal of this study—to evaluate the effectiveness of teaching materials in enhancing educational outcomes.

K inds of e v a l u a t io n

Preliminary evaluation

Pre-course evaluation is essential for selecting the most relevant and suitable materials tailored to a specific group of learners Its primary goal is to identify the necessary adaptations in published materials to meet the unique needs of the learners and the course objectives (Robinson, 1991; Ellis, cited in Tomlinson, 1993) This process involves establishing clear criteria to determine which resources to adopt and how they should be modified for optimal effectiveness (Ellis, cited in Tomlinson, 1993, p 220).

Formative evaluation

Formative evaluation is a systematic approach used during curriculum development, teaching, and learning to enhance these processes (Brown, 1995) It occurs throughout the program's development, providing ongoing opportunities for improvement during program delivery (Johnson, 1989) This type of evaluation typically leads to small-scale decisions focused on modifying and fine-tuning the existing program design for better effectiveness.

Formative evaluation plays a crucial role in addressing identified issues and enhancing program delivery It involves collecting insightful data to identify specific problems teachers face with the materials To effectively resolve these challenges, a series of workshops are organized, focusing on diagnosing and resolving the difficulties teachers encounter, ultimately improving the overall quality of the educational program.

Summative evaluation

Summative evaluation, also known as retrospective evaluation (Ellis, 1997), occurs at the conclusion of or after course implementation and is essential for assessing the effectiveness of educational materials (Dudley-Evans, 1998) It plays a crucial role in determining whether the materials have contributed to successful learning outcomes (Richards, 2001) The results of summative evaluation inform decisions on whether to reuse, revise, or discard the materials, ensuring continuous improvement in curriculum design.

Conducting a comprehensive evaluation of teaching materials is essential to determine their effectiveness, suitability for specific tasks, and activities It helps identify which aspects require modification to enhance efficiency and impact in future use As Ellis (1997) emphasizes, a summative materials assessment assesses the overall worth and value of educational resources after implementation This process guides educators in refining materials, ensuring they are more effective and aligned with learning objectives.

Understanding the purpose of evaluation—whether preliminary, formative, or summative—is crucial for its effectiveness As Robinson (1991) emphasizes, evaluators must clearly identify their evaluation's goal to maximize the usefulness of the materials Clear purpose definition ensures that the evaluation provides meaningful insights and contributes to improved decision-making and material utilization.

M odels for m aterials e v a lu a tio n

Evaluation by Hutchinson and Waters (1993) - A Macro-Evaluation

Hutchinson and W aters’ (1993) model is a m acro-evaluation w hich is defined by Ellis

(1Q97, p 37) as the “overall assessm en t o f whether an entire set o f m aterials has w orked” for a particular situation.

Hutchinson and Waters (1993) define materials evaluation as the process of judging the suitability of resources for a specific purpose They emphasize that effective evaluation involves a systematic approach, which is divided into four distinct steps This structured method ensures that materials meet the necessary requirements and enhance learning outcomes, making it a crucial aspect of instructional design.

Figure 1: The materials Evaluation Model of Hutchinson and Waters (1993, p.98)

This model outlines a logical process for materials evaluation, beginning with defining the criteria for assessment The second step involves conducting a subjective analysis by reviewing the course requirements related to materials Next, an objective analysis assesses the actual materials being evaluated Finally, these findings are compared against the materials requirements to determine how well the materials match the specified criteria, ensuring an effective and thorough evaluation process.

To determine whether materials are suitable for a specific group of learners, it is essential to establish clear evaluation criteria Additionally, defining the objectives or requirements for the materials is crucial, as success cannot be measured without clear goals This ensures that the assessment of the materials' effectiveness is accurate and aligned with learners' needs.

Evaluation by Ellis (1997) - A Micro-Evaluation

According to Ellis (1997), a micro-evaluation focuses on the detailed assessment of a specific teaching task with particular interest This model emphasizes empirical evaluation at the task level, considering its actual teaching-learning context to determine the alignment between the planned and implemented tasks Ellis highlights that macro-evaluation dimensions—such as approach, purpose, focus, scope, evaluators, timing, and types of information—are applicable to micro-evaluation The evaluation process involves systematic steps designed to analyze and improve individual teaching tasks effectively.

In this article, the focus is on selecting a teaching task by clearly defining its content, including input, procedure, language activities, and expected outcomes It emphasizes the importance of planning a thorough evaluation based on these dimensions to assess the effectiveness of the task Data collection before, during, and after the task provides insights into the performance, learning processes, and participants’ opinions The analysis involves both quantitative and qualitative methods to evaluate the collected information, leading to well-informed findings and recommendations for future teaching improvements Finally, the report consolidates these insights into a comprehensive document to guide instructional practices.

Micro-evaluation can be more manageable than macro-evaluation due to its focused scope However, it can be time-consuming and demands significant effort, as multiple micro-evaluations are often necessary to lay the groundwork for comprehensive macro-assessment This layered approach ensures thorough analysis and more accurate overall evaluations.

Evaluation by McDonough and Shaw (1993) - A Combination o f Macro- and Micro- Evaluation

McDonough and Shaw (1993) propose a comprehensive evaluation model that combines both macro- and micro-level assessments Their three-stage evaluation framework includes external evaluation, internal evaluation, and overall evaluation, providing a holistic approach to program assessment This layered model ensures thorough analysis at different levels, ultimately enhancing the validity and effectiveness of the evaluation process.

External evaluation, also known as macro-evaluation, involves reviewing the claims made about educational materials by authors or publishers, which are typically found on the cover, in instructions, or within the table of contents This stage aims to determine whether the material is potentially suitable for use, serving as a preliminary assessment before proceeding to the internal evaluation process Conducting a thorough external evaluation helps ensure that educational resources meet quality standards and align with curriculum goals.

Internal stage (micro-evaluation) is used to examine the extent to which the factor in the external evaluation stage actually matches the internal consistency and organization o f

The materials staged by the author or publisher require a thorough investigation, which involves examining at least two units of the book This in-depth analysis is essential to accurately evaluate the content and ensure quality assurance.

The next crucial step is the comprehensive evaluation of the materials, which ensures their suitability for the intended application This assessment considers key factors such as usability, generalizability, adaptability, and flexibility, to determine how well the materials meet diverse requirements The evaluation process is illustrated in Figure 2, providing a visual representation of the model used for this analysis.

M acro-evaluation -*• inappropriate/potentially ap p ro p ria te - ► (External)

M icro-evaluation -► inappropriate/potentially appropriate -► adopt/select (Internal)

Figure 2: M aterials Evaluation M odel o f McDonough and Shaw (1993, p 75)

Figure 2 illustrates that if external evaluation indicates materials are potentially suitable, the internal assessment proceeds Conversely, if external evaluation deems the materials inappropriate, further internal review is unnecessary, saving time However, when authors provide insufficiently detailed claims, internal evaluation remains essential even if external assessment suggests inappropriateness, ensuring thorough validation of materials.

Evaluation by Cunningsworth (1995)

According to Cunningsworth (1995), effective teaching materials should be evaluated based on several key aspects These include the quality of language content, the selection and appropriate grading of language items, and the presentation and practice of new language concepts Additionally, teaching materials should support the development of language skills and communication abilities, incorporate supportive supplementary resources, and actively motivate learners to engage and succeed.

According to Cunningsw orth, evaluating the language content of learning materials involves analyzing which aspects of the language system—such as form and function—are emphasized It also includes assessing the specific language skills and styles presented to determine their appropriateness to the social context Additionally, it is important to ensure that these materials cover the language components comprehensively and systematically to support effective language acquisition.

Analyzing the selection and grading of language items involves understanding the syllabus and approach used in the material, as well as how language content is systematically graded and recycled to reinforce learning and facilitate gradual progression.

Checking the presentation and practice of new language items involves evaluating how grammatical and lexical elements are introduced and reinforced within the teaching material This process ensures that new language concepts are effectively demonstrated and practiced through suitable activities Additionally, it includes analyzing comments and feedback provided on these presentation and practice stages to enhance language acquisition Properly assessing these aspects helps optimize language teaching materials for better learner outcomes.

Developing language skills and communicative abilities requires analyzing the effectiveness of reading texts, listening materials, and writing exercises included in educational content It is essential to evaluate feedback on the natural flow of these materials to enhance their impact on learners' language proficiency Incorporating authentic reading, listening, and writing activities with supportive exercises can significantly improve learners' overall communicative competence.

M oreover, activities carried out during the lesson such as activities for free production o f spoken English or for integrating language skills are also needed to take into account.

The four approaches presented above suggest four options to carry out materials evaluation Certainly, w hich m odel to choose depends upon the evaluator’s purposes.

O f the four m odels, the researcher has found that the m aterials evaluation model by

Hutchinson and Waters (1987) offer a clear and logical framework for conducting detailed material analysis, providing guidance while remaining flexible This evaluation framework is suitable for assessing educational materials, making it ideal for analyzing the "Top Notch 2 Pre-intermediate" textbook by Joan Saslow and Allen Ascher (2006) Therefore, Hutchinson and Waters’ approach has been chosen to evaluate this textbook for first-year students at FU, ensuring a comprehensive and adaptable assessment aligned with effective language teaching principles.

All criteria outlined by the syllabus designer must be clearly defined as specific requirements for the educational materials Once these criteria are established, the materials are evaluated to determine whether they effectively meet and fulfill those specified requirements This process ensures that the materials align with the intended learning objectives and quality standards.

C riteria for m aterials e v a l u a t io n

Criteria defined by Brown (1995)

Brown (1995) shows a very helpful checklist for evaluating textbooks used in a course They are listed as following:

The fitness o f the textbook to the curriculum o f the program (including approach, syllabus, general language needs, goals and objectives, and language content).

The logistical characteristics o f the textbook (including price, usability, and availability).

The teachability o f the textbook (including teachers’ editions, reviews, acceptability among learners).

Obviously, the three criteria proposed be Brown (1995) are clear but they are too general for the evaluator to carry out the jobs.

Criteria defined by Cunningsworth (1995)

The criteria suggested by Cunningsworth (1995, p 15-17) will be presented as following:

Course books should correspond to learners’ needs They should match the aims and objectives o f the language learning program.

Effective course books are essential for language learning, as they should accurately reflect the present and future language uses that learners will need Selecting appropriate materials helps equip students to use the language confidently and effectively for their specific purposes, ensuring practical application and better language mastery.

Course books should take into account students’ needs as learners and should facilitate their learning processes, without dogmatically imposing a rigid “method”.

Course books should have a clear role as a support for learning Like teachers, they m ediate betw een the target language and the learners.

Apparently, the four criteria proposed by Cunningsworth (1995) are also clear but they may cost m uch o f energy and time to evaluate all aspects perceptively.

Criteria defined by Hutchinson and Waters (1987)

The same checklist o f criteria for materials evaluation is also given by Hutchinson and

W aters (1987) However, there seems to be more specific and in more detail The checklist consists o f four main criteria for materials evaluation any evaluator should concern.

When selecting educational materials, it is essential to assess whether they are appropriate for the learners' age, English proficiency, and interests Evaluators should review various information about students to determine the suitability of the content, ensuring it effectively engages and supports their learning needs Tailoring materials to match learners' backgrounds enhances motivation and learning outcomes.

The aims o f the materials (the evaluator has to check if the materials match the aims and objectives o f the course.)

The content o f the materials (the evaluator has to check whether the m aterials’ language points, m acro-skills and micro-skills, topics, etc suit the learners’ needs.)

The m ethodology o f the materials (the evaluator has to find out if techniques, aids, guidance, etc provided in the materials satisfy the learners and teachers o f the course.)

A summary o f the checklist is presented in figure 3.

SUBJECTIVE ANALYSIS (i.e analysis o f your course, in terms o f materials requirements)

OBJECTIVE ANALYSIS (i.e analysis o f materials being evaluated)

AUDIENCE 1A Who are your learners?

(E.g ages, sex, nationality/ies, knowledge o f English, education background, in te re sts, )

IB Who is the materials intended for?

AIMS 2A W hat are the aims o f your course? 2B What are the aims o f the materials?

(Note: Check that the aims are actually what they are said to be, by looking at the material itself)

SUBJECTIVE ANALYSIS (i.e analysis o f your course, in term s o f materials requirements)

OBJECTIVE ANALYSIS (i.e analysis o f materials being evaluated)

CONTENT 3A W hat language points should be covered? (e.g W hat particular structures, functions, vocabulary areas etc?)

4A W hat proportion o f work on each (e.g reading) m acro-skill is desired? Should there be skills-integrated work?)

5A W hat m icro-skills do you need? (e.g deducing the m eanings o f unfamiliar words)

6A W hat subject-m atter area(s) is/are required (e.g medicine, biology etc.)?

7A W hat kinds o f exercise/tasks are needed?

3B What language points do the materials cover?

4B W hat is the proportion o f work on each skill? Is there skills-integrated work?

5B W hat micro-skills are covered in the materials?

6B What is/are the subject-matter area(s) assumed level o f knowledge and types o f topics in the materials?

7B What kinds o f exercise/tasks are included in the materials?

(i.e analysis o f your course, in term s o f m aterials requirem ents)

OBJECTIVE ANALYSIS (i.e analysis o f m aterials being evaluated)

8A W hat guidance for doing the kinds o f exercises/tasks the course will be needed?

- from com prehension to production?

9A W hat teaching-learning techniques are to be used? e.g ‘lock step, pair-w ork, group-work, etc.

8B W hat guidance for doing the kinds o f exercises/tasks the m aterials provide?

9B W hat teaching-learning techniques can be used w ith the materials?

Figure 3: C hecklist o f criteria f o r m aterials evaluation by H utchinson and Waters (1987)

P revious s t u d ie s

This part aim s at review ing previous studies in order to find out the appropriate m ethodology for the study.

Up to now, there have been a certain num ber o f researches done to evaluate teaching materials, each o f w hich m ay use different approaches to m aterials evaluation

H owever, they all dem onstrate how m aterials evaluation provides feedback for improvem ent and m odification As this thesis aims to evaluate the textbook Top Notch

2 Pre-interm ediate used for the first -year students at FU, the review presented in the following section includes only typical studies for practicality and appropriate data collection instruments.

Vu Thi Yen Nga (2004) evaluated the suitability of the Lifelines Pre-intermediate course book for the students' knowledge level and program objectives The study involved 220 second-year non-English major students and 6 English teachers at Quangninh Teachers’ Training College, focusing on the book’s aims, content, audience, and methodology Using criteria from Cunningsworth (1995) and Hutchinson, the research assessed how well the course book aligned with learners’ needs and pedagogical effectiveness, providing valuable insights into curriculum appropriateness.

Waters (1987) highlights that rating scales are highly systematic, narrow in scope for precise data collection, and easy to administer, making them useful for broad distinctions She also recognized that a comprehensive evaluation process involves actions such as adopting, rejecting, adapting, and supplementing, which are essential for accurate assessment Consequently, she found that combining Cunningsworth's and Hutchinson's methods was most suitable for her study The data collection instruments employed included document analysis, as well as questionnaires administered to both students and teachers.

A study conducted by Tran Thanh Nhan (2006) evaluated the textbook “Oxford English for Electronics” to propose new materials design The research involved 8 experienced teachers and 120 third-year students from the Faculty of English and Telecommunication Data collection methods included survey questionnaires for teachers and students, teacher interviews about their teaching experiences, and informal discussions with students on the COLTECH forum (http://www.fotech.org) The survey questionnaire was the primary data collection tool, with its checklist adapted from Hutchinson and Waters (1987), Cunningsworth (1995), and Tomlinson.

In 1998, frameworks and fundamental principles for evaluating ELT textbooks were developed to ensure effective teaching materials Tran Thanh Nhan’s study highlights the importance of applying specific criteria to assess a textbook’s roles and applicability within the ESP (English for Specific Purposes) context These evaluation criteria, when tailored to the unique needs of ESP courses, enhance the relevance and effectiveness of the textbooks used Overall, such adapted assessment methods contribute to selecting and implementing more suitable ELT resources for specialized language teaching.

Nguyen Hong Nga (2006) also chose the combination o f Littlejohn and Hutchinson and

This study evaluates ESP materials for telecommunications students at the Posts and Telecommunications Institute of Technology using Waters’ model, focusing on audiences, aims, content, and methodology It involves analysis of teaching materials through questionnaires, interviews, and document reviews to assess their alignment with course objectives and students’ English proficiency The findings led to recommended adaptations of the materials to address identified weaknesses, ensuring better learning outcomes Unlike Nga’s research, this study emphasizes specific methodology evaluations to enhance the relevance and effectiveness of ESP resources for technical students.

This document contains sensitive contact information, including email addresses like 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, and email addresses such as ninhddtt@edu.gmail.com.vn, which should be handled with confidentiality For improved SEO, ensure that sensitive data is anonymized or protected when publishing online Both specialized ESP materials and general English content should focus on the importance of privacy and security of personal information in digital communications Highlight the need for proper data management and adherence to privacy standards to protect individuals' identities.

Research indicates that the primary purpose of evaluating teaching materials is to determine their effectiveness and suitability for course objectives Although evaluation criteria may vary across different contexts, they can generally be categorized into five key areas outlined by Hutchinson and Waters To ensure a comprehensive analysis, the researcher has chosen to utilize document analysis, questionnaires, and follow-up interviews—methods that have been successfully employed in prior studies for materials assessment.

S u m m a r y

This chapter provides an overview of students’ knowledge levels, including learning styles, language proficiency, attitudes, motivation, and background knowledge about the world It defines teaching materials and their evaluation, reviewing relevant literature to highlight their roles in language education Different evaluation types, models, and criteria are introduced to establish an understanding of effective assessment methods The chapter also reviews previous studies to identify suitable research methodologies for this minor thesis Additionally, it outlines the research questions, procedures, and participant details, along with the data analysis methods to be employed in the study.

This chapter is structured into five key sections Section 3.1 outlines the primary research question guiding the study Section 3.2 details the data collection instruments employed to gather relevant information Section 3.3 provides a description of the study participants In Section 3.4, the procedures used during the research process are explained Finally, Section 3.5 describes the methods used to analyze the collected data.

R esearch q u e s t io n s

The study aims at evaluating the textbook Top Notch 2 Pre-intermediate by Joan Saslow and A llen Ascher (2006) for the first year students at FU.

More specifically, the following questions were investigated:

1 Does the textbook “Topnotch 2 - Pre intermediate” meet the requirements o f the course and the students’ knowledge level?

2 What should be done to contribute to the improvement of the material?

D ata collection in stru m en ts

Document analysis

This study analyzes two documents, focusing primarily on the English syllabus for first-year students at FU The analysis aims to provide insights into the course's aims and objectives, evaluating whether the curriculum aligns with its intended educational goals The goal is to determine if the course materials effectively fulfill the specified objectives and support students' language development, ensuring the curriculum meets its educational benchmarks.

The second document is the textbook *Topnotch 2 Pre-intermediate*, used as the course book for first-year students at FU The analysis applies Hutchinson and Waters' (1987) criteria for materials evaluation, focusing on identifying the target learners, the textbook’s objectives, and how its content and methodology are sequenced and presented This document analysis aims to gather comprehensive information on the textbook's purpose, structure, and teaching approach. -Enhance your course content analysis with AI-powered precision—[discover how](https://pollinations.ai/redirect/2699274).

Questionnaires

A questionnaire is an effective research tool for assessing respondents' attitudes due to its confidentiality, as respondents can remain anonymous, encouraging honest and open responses (Gillham, 2000) Additionally, questionnaires are easy to distribute, allowing researchers to collect data from a large sample efficiently Moreover, they offer flexibility, enabling respondents to complete them at their convenience, which can lead to higher response rates.

This study utilized two questionnaires, one for teachers and another for students, to gather comprehensive data The questions were adapted from Ng'a (2004) with modifications based on the frameworks developed by Cunningsworth (1995) and Hutchinson and Waters (1987) These instruments were designed to provide insights into teaching and learning experiences, ensuring relevance and validity through established research sources.

The teacher questionnaire was developed to gather educators' opinions and evaluations of the textbook, as well as insights into students' knowledge levels It includes a total of ten questions, comprising eight closed-ended and two open-ended items, allowing for both quantitative and qualitative feedback This survey tool aims to assess the effectiveness of the textbook from the teachers’ perspective and identify areas for improvement.

Questions 1 recorded teachers’ personal information about working experience, qualifications and tim e working with the textbook Topnotch 2 Pre-intermediate.

Questions 2 was to seek information about teachers’ awareness o f the amount of language points covered in the textbook Topnotch 2 Pre-intermediate This question was designed on a 4-point Likert scale.

Questions 3 to 6 aimed to gather teachers’ perspectives on the importance and relevance of various sub-skills, educational topics, exercise types, and instructional guidance in helping students effectively complete textbook tasks.

Questions 7 and 8 were designed to find out what teaching techniques and teaching aids the teachers provide their students.

Question 9 was to find out whether the teachers think the guidance o f the textbook is provided sufficiently to make the teaching and learning easier

The last one was to leave room for the teachers to express their own opinions about the textbook and give some suggestions for improving it.

The main objective o f the student questionnaire is to collect their opinions about the textbook Topnotch 2 Pre-intermediate.

Like the teacher questionnaire, the student questionnaire also consists o f eight close and two open-ended questions.

Question 1 recorded students’ personal information about age, class, years o f English studying, studied kinds o f textbooks and their purpose o f learning.

Question 2 was designed to find out what students think about the amount o f language points covered in the textbook Topnotch 2 Pre-intermediate.

Questions 3, 4, 5, and 6 focused on assessing the appropriateness of the textbook language for students' knowledge levels, including the clarity of sub-skills, relevant topics, types of exercises, and the guidance provided for completing various tasks.

Questions 7, 8, and 9 aimed to explore students' preferences regarding the supplementary sections of the textbook, including language guidance, suggestions for further practice, lists of vocabulary and language points, assessments, introductions to the materials, and consolidation activities Understanding these preferences helps improve textbook design to better meet student needs and enhance language learning outcomes Incorporating student feedback on auxiliary parts such as tests, language tips, and review sections ensures the textbook remains engaging and effective for learners These insights are crucial for developing tailored educational resources that support effective teaching and accelerate language acquisition.

Question 10 was to leave room for the students to express their overall opinions and judgm ents about the textbook.

Follow up interview

In addition to document analysis and questionnaires, follow-up interviews were conducted to gather more detailed information and verify the reliability of respondents' answers These unstructured interviews focused on understanding the reasons behind respondents' choices in the questionnaire, providing deeper insights To ensure clarity and accurate expression of ideas, Vietnamese was predominantly used during the interviews, minimizing misunderstandings related to language.

The data from the follow-up interviews is expected to supplement the data collected from document analysis and questionnaires to achieve a full and detailed evaluation of the course book.

The subjects were teachers and students at FU.

Seven English teachers at FU, including five females and two males aged between 24 and 31, participated in the study Four of these teachers hold a Master's degree in TESOL, while the remaining three hold a Bachelor's degree in English All teachers have at least twelve months of experience working with the Top Notch 2 Pre-intermediate textbook They have also participated in several academic meetings focused on the English syllabus and related materials, making them a reliable source of data for the study.

Students

The students taking part in this study are all the first-year students o f FPT University

A total of 145 students passed the entrance test for the Top Notch 2 Pre-intermediate course, demonstrating proficiency in four language skills Males outnumber females, comprising approximately 68% of the students, with ages ranging from 18 to 21 years By the time they completed the questionnaires, students had already completed 70 lessons of English, equivalent to 140 class hours, using the Top Notch 2 Pre-intermediate textbook.

As an evaluator, the research procedures will be carried out as follows:

The syllabus was initially analyzed to identify key learning goals, followed by a detailed review of the "Top Notch 2 Pre-intermediate" textbook to assess its suitability Based on these core findings, targeted questionnaires and follow-up interview questions were developed to gather comprehensive feedback This systematic approach ensures that the curriculum is aligned with effective teaching resources and learner needs.

A total of 145 questionnaires were distributed to students who had completed the 70-hour program, with all but five returning fully completed Two surveys were also administered to teachers and students to gather their feedback on the program's effectiveness, providing valuable insights for program evaluation.

The survey data included 140 fully completed questionnaires, as respondents failed to provide answers to the last three questions and were therefore excluded from analysis This ensures the integrity and completeness of the data used for insights.

Follow-up interviews were conducted with teachers and students to gather valuable insights To ensure participants felt comfortable sharing their opinions about the learning material, the researcher chose to communicate in Vietnamese During these interviews, notes were taken to accurately record the respondents’ answers, enhancing the quality of the data collected.

The follow-up interview data, combined with material analysis and questionnaire results, were thoroughly analyzed and discussed to provide a comprehensive and detailed evaluation of the materials.

The data analysis is presented and discussed in details in chapter 4.

This chapter evaluates the satisfaction levels of course objectives and gathers opinions from teachers and students regarding the Top Notch 2 Pre-intermediate textbook used by first-year students at FPT University It assesses the textbook's alignment with its intended objectives, suitability for the target audience, linguistic content, and teaching methodology The chapter is organized into five main sections, with the first four presenting the research results and discussions The key findings are summarized in the final section, 4.5.

T he satisfa cto riness of the material to the c o u rse ’ s o bjectives

The aims o f the course

This course aims to help students expand their vocabulary and improve all essential language skills at the pre-intermediate level It includes additional writing and grammar lessons to enhance language proficiency Designed to boost learners' confidence and fluency, the course offers interactive lessons and communicative exercises to enrich the overall learning experience.

Upon completion o f the course, students should be able to: a Integrated Language Skills based on the prescribed textbook

1 demonstrate know ledge o f a vocabulary range covered in lessons (including meaning, opposites, spelling and pronunciation).

2 speak confidently and use acceptable expressions in daily communication.

3 listen and respond (orally and in writing) to each other, recorded texts and video clips

4 show understanding o f the reading texts by responding to questions

5 respond to writing exercises in the textbook appropriately

6 demonstrate understanding o f grammar rules taught through exercises. b Vocabulary Development based on text book and reference books

1 show understanding o f new words learnt in textbook

2 know o f m eaning o f synonym s, antonyms and simple homonyms

3 do word puzzles and play word games c Additional Writing and Grammar

1 show ability to skim and scan for information

2 demonstrate ability to m ake inferences and predictions on readings

3 identify thesis statements in articles and be able to write thesis statements on given topics

4 construct outlines and w rite essays, description and narrative.

5 demonstrate ability to use gram m ar points learnt effectively in writing.

Data from follow-up interview

All teachers agreed that the material effectively enhanced students’ language skills, including both grammar and vocabulary The reading component provided opportunities for students to engage with texts from diverse cultures; however, the passages were often lengthy and challenging While the writing section introduced students to different forms such as letters, essays, descriptions, and narratives, the limited time allocation of 70 slots (equivalent to 140 periods of 45 minutes) hindered thorough practice and skill development.

Many teachers reported that students' listening and speaking skills did not improve due to limited class time, as extensive reading exercises left little opportunity for targeted listening practice They emphasized that the listening texts are challenging because they are lengthy, contain various accents, and are spoken quickly, making them difficult for students to process Consequently, students are often rushed, which hampers their ability to effectively prepare for discussions and develop necessary communication strategies.

Teachers agree that the materials aim to enhance students' vocabulary, grammar, and social language within all four skills However, necessary modifications are essential to improve writing effectiveness and ensure reading and listening activities are less challenging and more suitable for learners These updates will promote more efficient language development and better learning outcomes.

Discussion

Top Notch 2 Pre-intermediate is a comprehensive four-skill integrated textbook designed to engage students by focusing on both language and content interests It effectively aligns with course objectives, aiding students in mastering English across diverse situations The textbook skillfully incorporates vocabulary, grammar, and social language within all four skills, ensuring an engaging and dynamic classroom experience.

The course aims to develop learners' confidence and fluency in using the English language while enriching their learning experience through interactive lessons and communicative exercises Top Notch 2 Pre-Intermediate focuses on helping students read and understand the language in new and engaging contexts, including a variety of authentic texts This approach emphasizes the importance of practical language skills and real-world application, making the learning process both effective and relevant.

The textbook effectively covers essential language points, including vocabulary, sentence structures, pronunciation, and language functions, to ensure students can confidently use English in real-life situations It aims to prepare students for exams and support their future language development Additionally, the textbook surpasses course requirements by providing extra language practice to enhance students' overall language proficiency.

The reading skills practiced through the material effectively support the goal of developing reading proficiency, which most respondents agree is appropriate The writing sessions and respondent feedback indicate that the material aligns well with the course objectives However, limited instructional time poses a challenge for both teachers and students, affecting the overall effectiveness of the learning process.

Improving the listening component is essential, and it is recommended to make this part less challenging and more teachable by slowing down the speech speed Focusing on listening and responding to instructions and descriptions can enhance learners' comprehension and confidence Adjusting the difficulty level of listening exercises can lead to more effective language acquisition and better overall communication skills.

S a tisfa ctorin ess of the material to the a u d ie n c e

Data from document analysis

Top Notch is a comprehensive six-level communication English course designed for young adults and adults learning English as a second or foreign language The course includes two beginner entry levels, making it accessible for learners at the start of their language journey As detailed in the introduction of the textbook, Top Notch emphasizes practical communication skills tailored to real-life situations, ensuring learners improve their speaking, listening, reading, and writing abilities effectively.

Pre-intermediate is ideal for students who have completed an elementary English course or have over a year of learning experience but want to revisit fundamental concepts This level helps learners revise essential skills and deepen their understanding of the language in engaging and meaningful contexts.

Data from analysis o f the course’s audience and students ’ questionnaire

The course’s audience is all the 145 first year non-English students at FU who had passed an entrance test o f the four language skills to attend the course o f Top Notch 2

“Pre-intermediate” (according to F U ’s regulations o f education and training) Males outnumber females About 68% o f the students are males Their age ranges from eighteen to twenty-one.

The questionnaire indicated that all students had seven years of English learning experience and completed the Tieng Anh 6-12 series in high school before entering FU During their first three months at FU, they all completed the Top Notch 1 Elementary course When asked about their motivation for learning English, all students expressed that their primary goal was to enhance their future opportunities.

T he satisfa cto riness of the m ateria l ’ s conten t to the stud en ts ’ know ledge lev el

Language points

Pronunciation, vocabulary, structures and structures are considered o f great importance in any English courses The textbook Top N otch 2 Pre-interm ediate also focuses on these aspects.

"Top Notch vocabulary development includes approximately 700 new words organized into thematic lexical sets, such as Greeting and Small Talks, Movies and Entertainment, Staying at Hotels, and Cars and Driving, to support unit topics effectively." "The program ensures students acquire essential communication vocabulary through explicit teaching, practice, and systematic recycling of words, collocations, and expressions for long-term retention." "Extensive visuals, such as captioned illustrations and photos, alongside clear definitions, examples, and contextualized sentences, clarify meanings and serve as a permanent in-book reference for exam preparation." "Teachers can effectively teach vocabulary without relying on translation into students’ native language, promoting direct contextual learning (Saslow & Ascher, 2006)."

Learner-supportive grammar is a key component of Top Notch 2 Pre-intermediate, designed to orient students to essential language structures The textbook introduces core grammar areas such as tenses, passive voice, uncountable nouns, comparisons, conditional sentences, gerunds and infinitives, and the infinitive of purpose Grammar is approached explicitly and intentionally through understanding form, meaning, and use, both within unit lessons and in the dedicated Grammar Booster section Clear charts with examples and simple usage notes enhance comprehension, while exercises follow each presentation to reinforce learning and ensure adequate practice.

Each unit in Top Notch 2 Pre-intermediate offers focused pronunciation practice on specific points, ensuring learners develop accurate pronunciation skills Interactive activities provide additional opportunities for students to reinforce their understanding of pronunciation concepts, such as negative contractions, contractions with "will," and reduction sounds like /hJ/ and vowel reduction to /a/ Supplementary pronunciation exercises further deepen students' comprehension of English pronunciation through expanded presentation and practice, enhancing overall language proficiency.

Reduction o f ‘to ’ in infinitive phrases, Assim ilation o f the sounds /d/ and + /y/ and emphatic stress.

The Top Notch 2 Pre-intermediate textbook offers systematic practice of essential language functions, including leaving and taking phone messages, requesting hotel services, politely declining food, and recommending better deals—key communication skills that today's students need It presents a comprehensive range of social and functional language through practical model conversations, which are extensively practiced and adapted to build real-world communication skills This focus ensures learners develop proficiency in useful, everyday English essential for effective interpersonal interactions.

4.3.I.2 Data from the teachers and students’ questionnaires

This category analyzes teachers' and students' responses to item 2, focusing on the appropriateness of the textbook’s language points relative to students’ knowledge levels The findings highlight how well the textbook's language aligns with students' learning needs, providing insights into its suitability for different proficiency levels Understanding these responses helps evaluate the effectiveness of the textbook in supporting language acquisition and ensures the content is appropriate for learners.

Table la: Teachers’ opinions on the language points covered in the textbook

Language points A lot Adequate Not much N ot at all

Table lb: Students’ opinions on the language points covered in the textbook

Language points A lot Adequate Not much N ot at all

Tables 1a and 1b analyze the language points covered in the Top Notch 2 Pre-intermediate textbook, highlighting a notable similarity between teachers and students Both groups identified pronunciation as a weak area in the textbook, with 74% of students (103 learners) and 5 teachers indicating insufficient coverage Conversely, 26% of students (37 learners) and 2 teachers felt that pronunciation was adequately addressed This suggests that pronunciation remains a common concern among both teachers and students regarding the textbook's content.

Approximately half of the students and teachers agreed that the language functions in the textbook are appropriate, while the remaining majority believed they were not very suitable.

Most teachers and students agree that the vocabulary amount is adequate, with six out of seven teachers and 102 students (73%) indicating that the number of new words is appropriate Conversely, 10 students (7%) feel that the vocabulary is excessive, while 20% of teachers and students (including one teacher and 28 students) believe the vocabulary is insufficient Regarding grammar structures, a similar pattern emerges: 68% of teachers and students (five teachers and 98 students) find the number appropriate, whereas 6% of students (eight students) think there are too many, and 26% (two teachers and 37 students) feel there aren't enough.

4.3.1.3 Data from follow-up interview

Follow-up interview results clarify the survey findings, revealing that teachers identified linguistic and cultural features as the primary challenge for students Despite a limited number of new vocabulary, students struggled most with understanding the cultural context and linguistic nuances, which often exceeded their current knowledge level This indicates that the textbook's content may include more complex linguistic and cultural elements than students have mastered after completing an elementary-level course.

The analysis of documents, questionnaires, and follow-up interviews collectively indicates that the instructional material offers adequate vocabulary and grammar structures aligned with students’ proficiency levels However, it falls short in covering pronunciation and language functions Nearly 79% of students expressed that their social language skills are limited, and many also highlighted deficiencies in pronunciation and functional language use Despite completing the Elementary-level course, students' background knowledge varies significantly, which explains why they find the textbook’s language content insufficient for their needs.

Macro-skills and micro-skills

The study thoroughly examined the macro-skills and micro-skills of the Top Notch 2 Pre-intermediate textbook to evaluate its effectiveness in enhancing students' language abilities Findings indicate that the textbook's comprehensive approach supports overall language development, making it a valuable resource for improving language skills The analysis highlights the importance of integrating both macro- and micro-skills to achieve balanced language proficiency This research underscores the textbook's potential to effectively facilitate learning and skill acquisition in pre-intermediate learners.

It should be indicated that Top Notch 2 Pre-intermediate consists o f macro-skills, o f which each skill involves a number o f sub-skills.

Mastering the art of speaking is the most important aspect of learning a second or foreign language, with success measured by the ability to carry out conversations effectively To help students interact confidently with both native and non-native English speakers, the textbook emphasizes linguistic and cultural awareness of varied communication rules across cultures It provides practical speaking practice in diverse situations such as greetings and small talk, movies and entertainment, hotel stays, cars and driving, personal care and appearance, healthy eating, psychology and personality, arts and culture, living with computers, and ethics and values.

In Top Notch 2 Pre-intermediate, listening skills are prioritized to help students prepare for real-world English communication The program features audio recordings with both native and non-native speakers, highlighting regional variations in American and British English To enhance listening comprehension, the textbook emphasizes sub-skills such as extracting specific information, identifying key words, making inferences, understanding the general content, and paying attention to details.

The textbook offers a variety of essential reading skills designed to enhance students' comprehension and overall literacy These skills include reading for gist, guessing meaning from contextual clues, identifying specific information, understanding overall content, answering comprehension questions, and engaging in communication tasks Incorporating authentic sources and diverse reading techniques, the program aims to develop well-rounded reading abilities suitable for real-world applications and effective language learning.

Writing activities in Top Notch are related to speaking, listening or reading sections Such writing activities as Sentence linking, Writing paragraphs/ essays upon the topics,

Writing instructions, directions, summaries, descriptions of places, formal and informal letters, messages, and narratives are essential activities that empower students to take ownership of their writing These tasks encourage self-correction and critical thinking, helping students become more independent and confident writers Engaging in diverse writing exercises enhances their ability to communicate effectively in various contexts, ultimately improving their overall writing skills.

4.3.2.2 Data from the teachers and students’ questionnaires

Table 2a: Teachers and students’ opinions on preferred micro-skills of listening

Sub-skills Teachers’ opinion Students’ opinion

Table 2a highlights teachers' and students' perspectives on the micro-skills of listening that motivate students to engage with textbook content Notably, both groups showed no preference for the sub-skill of listening for making inferences, indicating it may be less motivating Additionally, listening for general understanding was rarely chosen, with only 14% of teachers and 2% of students favoring it, suggesting these skills are less impactful in motivating learning In contrast, there is a similarity in their opinions regarding the sub-skills of listening for keywords, emphasizing their perceived importance in effective listening comprehension.

Listening }or details with m ore than h alf o f the teachers and students choosing these Listening to extract specific information scored the highest percentage (5 teachers and

79 students, accounting for 71% and 56% respectively)

Table 2b: Teachers and students’ opinions on preferred micro-skills of reading

Reading for guessing meaning from context 2 (28%) 42 (30%)

Reading for specific inform ation 7 (1 0 0 % ) 136(97% )

The data from Table 2b clearly indicate that both teachers and students highly prioritize reading sub-skills such as reading for specific information (100% teachers, 136% students), reading for comprehension questions (100% teachers, 131% students), and reading for general understanding (72% teachers, 116% students) However, there is a notable discrepancy regarding the sub-skill of reading for guessing meaning from context, with only 2 out of 7 teachers (approximately 30%) sharing the same viewpoint as 42 students, highlighting differing perceptions of this skill's importance in language learning.

The data indicates a very low participation rate among teachers, with only one out of seven choosing Reading for Gist This suggests a lack of engagement or interest in this specific skill area, highlighting the need for targeted strategies to encourage teacher involvement and improve student reading comprehension Increasing focus on Reading for Gist can enhance overall language proficiency and learning outcomes.

Table 2c: Teachers and students’ opinions on preferred micro-skills of writing

W riting paragraphs/ essays upon the topics 5 (72%) 97 (69%)

Table 2c highlights teachers and students’ preferences for specific micro-skills in writing, with Sentence linking, Writing messages, and Writing formal/informal letters receiving the highest approval Both teachers and students favored writing paragraphs and essays on various topics, with 72% of teachers and 69% of students endorsing this skill Conversely, skills such as Writing instructions, Descriptions of places, Directions, and Summaries received significantly lower ratings, indicating less emphasis on these areas in students’ writing development.

14% o f the teachers and 34% 30% 0% and 0% o f the stu d en ts) E sp e cia lly , nn teach ers and students showed positive attitude towards W riting a narrative/story.

4.3.2.3 Data from follow-up interview

Many teachers and students showed interest in certain sub-skills within the questionnaires, while others did not Teachers of English criticized the material for including many cultural elements and irrelevant content that were difficult to teach and failed to engage students Additionally, some teachers found the listening texts too long, featuring various accents and rapid speech, which hindered comprehension Many also noted that the listening skills were not adequately developed in the material Furthermore, half of the respondents found the grammar structures and vocabulary in the listening texts challenging, making it hard to understand the passages thoroughly.

The study reveals a strong alignment between teachers and students in their perceptions of language sub-skills, emphasizing the importance of maintaining and enhancing these skills in future curricula Both groups highly value specific sub-skills such as Reading for specific information, comprehension questions, general understanding, and Listening for key words, highlighting their significance in language learning Additionally, skills like writing formal and informal letters, sentence linking, writing messages, and composing paragraphs or essays are widely appreciated, supporting the idea that these core sub-skills should be retained and further developed in upcoming educational materials This consensus underscores the importance of focusing on these essential language skills to improve overall language proficiency.

Several key language skills, such as Listening for making inferences, Listening for general understanding, Reading for gist, and Reading for guessing meaning from context, are underrepresented in current textbooks and fail to engage both teachers and students Conversely, sub-skills like Listening for details and Reading for detailed understanding, which are not included in the textbooks, are more appealing to students To enhance learning effectiveness, teachers should avoid relying solely on textbook materials and instead tailor and expand sub-skills based on students’ interests, thereby increasing engagement and variety in the classroom.

Subject m atters

The "Top Notch 2 Pre-intermediate" course covers a diverse range of topics related to society and culture, providing learners with practical language skills Core subject areas include greeting and small talk, movies and entertainment, staying at hotels, cars and driving, personal care and appearance, healthy eating, psychology and personality, enjoying the arts, living with computers, and ethics and values Each unit’s reading, speaking, listening, and writing activities are designed to reinforce these main topics, ensuring comprehensive language development in real-world contexts.

Table 3: Teachers and students’ opinions on the interesting and familiar level of the topics.

Topics Teachers’ opinions Students’ opinions

Table 3 highlights that despite being designed for young adults and adult learners at FU, two-thirds of the textbook topics are still perceived as unfamiliar by both teachers and students, with none finding topics like Enjoying the Arts and Ethics and Values interesting or familiar Conversely, topics such as Greetings and Small Talks, Movies and Entertainment, Eating Well, Living with Computers, Staying at Hotels, and Cars and Driving are highly attractive, with 100% of teachers and students showing interest in some Additionally, 70% of students report encountering cross-cultural challenges, indicating many lack sufficient background knowledge on these topics Overall, the data suggests that students often engage with unfamiliar subjects without adequate preparation, and insufficient consideration was given to their cultural and background knowledge during material selection at FU.

Interest in topics is primarily determined by familiarity, as confirmed by document analysis and questionnaire data The materials studied do not meet students’ interests or teachers’ demands because several topics, including cultural and scientific factors, are unfamiliar to students Consequently, students find these topics uninteresting due to their limited understanding of the content.

It is not surprising that 70% of students face cross-cultural challenges, significantly impacting their language learning process To address these issues, adaptations should be implemented to motivate both students and teachers in teaching and learning, providing students with opportunities to express themselves confidently These suggested adaptations will be explored in more detail in the next chapter.

Types o f exercises and tasks

The Top Notch 2 Pre-Intermediate textbook offers a diverse range of tasks and exercises to develop speaking, listening, reading, and writing skills These include repetition drills, transformation exercises, mingle activities, practice drills, and discussions, all aimed at enhancing various sub-skills within each language skill.

The textbook offers various speaking practice tasks designed to enhance students' English communication skills, including practicing conversation models, role-playing conversations, creating dialogues on suggested topics, asking and answering questions, and discussing questions related to the models These targeted activities aim to improve students' fluency, confidence, and overall speaking ability in English.

In reading skills development, various tasks such as guessing the meaning from the text, matching exercises, true/false questions, and comprehension questions are essential for enhancing understanding Listening exercises, often labeled as Listening Comprehension, focus on practicing comprehension, vocabulary recall, and grammar awareness These short exercises not only improve auditory discrimination but also promote careful listening for meaning and critical thinking, making them a crucial part of language proficiency.

With regards to writing component, there is a variety o f w riting activities in Top N otch

After each listening, speaking, and reading activity, students should engage in follow-up tasks to reinforce their learning Suggested activities include combining related ideas, writing messages, and composing reports to develop their fluency and comprehension skills Additionally, students can practice writing descriptions, letters, biographies, and other relevant texts to enhance their writing abilities and ensure a well-rounded language development process These activities support continuous improvement and deepen understanding of the topics covered.

Effective writing involves crafting articles, expressing opinions clearly, and developing well-structured paragraphs and essays on various topics Essential writing skills are introduced and reinforced through guided practice and free activities, utilizing both student textbooks and workbooks These methods help students enhance their writing proficiency and communicate ideas effectively.

This section presents the assessm ent o f the teachers and students about the variety o f tasks designed to improve skills.

Table 4a: Teachers and students’ preferred types of tasks in the listening section

Types o f tasks/exercises Teachers’ opinions Students’ opinions

Listening for recollection o f vocabulary/gram m ar 6 (86%) 97 (69%)

Listening for auditory discrim ination 2 (29%) 42 (30%)

Listening for sense and critical thinking 0 (0%) 0 (0%)

Listening for checking the answers 4 (57%) 79 (56%)

Table 4a indicates a strong alignment between teachers and students in selecting preferred listening tasks, with 100% of teachers favoring listening for details, a preference also reported by 98% of students Listening for recollection of vocabulary and grammar was identified as the second most popular task, favored by 86% of teachers and 69% of students Additionally, both groups considered listening for checking answers to be an important skill, with 57% of teachers and 56% of students recognizing its significance in the listening component.

Interest in auditory discrimination, comprehension questions, and gap-filling listening tasks—common in textbooks—was notably low among both teachers and students Most participants showed little engagement with these exercises, particularly in listening for understanding and developing critical thinking skills.

Table 4b: Teachers and students’ preferred types of tasks in the speaking section

Types o f tasks/exercises Teachers’ opinions

Practice speaking upon the model 4 (57%) 97 (69%)

Make conversations for the suggested topics 6 (86%) 116(83% )

Discuss the questions in the text 5 (71%) 79 (56%)

Table 4b shows minimal differences between teachers and students in selecting speaking tasks and exercises Both groups most prefer tasks such as making conversations on suggested topics and engaging in talk activities This indicates a shared preference for practical and interactive speaking exercises, highlighting their importance in language learning These findings suggest that emphasizing conversation and discussion-based tasks can enhance speaking skills effectively for both teachers and students Incorporating these preferred task types into curriculum design can improve engagement and language proficiency.

According to recent survey data, 86% of teachers and 83% of students favorably discussed the topics presented, demonstrating strong engagement from both groups When it comes to specific classroom activities, both teachers and students showed high approval for practicing speaking based on models, with 57% of teachers and 69% of students selecting this method as their preferred approach The questions and discussion activities also received positive feedback, with 72% of teachers and 56% of students expressing their preference Conversely, role-playing conversations and asking and answering questions—activities that frequently appear in textbooks—were less favored, with only around 29-42% of teachers and 30-42% of students supporting these methods, indicating a preference for more interactive and communicative learning strategies.

Table 4c: Teachers and students’ preferred types of tasks in the reading section

The data from Table 4c indicates that reading tasks such as comprehension questions, true/false exercises, and reading for specific information consistently received positive attitudes from both teachers and students, with 100%, 86%, and 57% of teachers and 90%, 69%, and 51% of students, respectively, expressing favorable views In contrast, activities like guessing meaning from contexts and finding synonyms and antonyms were less successful, attracting low levels of positive attitudes from teachers (28% and 10%) and students (14% and 0%), suggesting these tasks are less engaging or effective for both groups.

Table 4d: Teachers and students’ preferred types of tasks in the writing section

Writing paragraphs/essays upon the topics 4 (57%) 72 (51%)

An interesting coincidence emerged in the responses from teachers and students, particularly regarding writing tasks As shown in Table 4b, the highest percentage of responses was for combining related ideas, with 100% of teachers and 98% of students emphasizing its importance This highlights the significance of integrating ideas cohesively in writing assessments.

Most teachers (90%) and students (86%) show a strong interest in writing letters, highlighting its importance in language learning Additionally, nearly two-thirds of teachers and students enjoy writing messages, while more than half prefer writing paragraphs and essays on various topics In contrast, the percentage of participants interested in writing reports (43% of teachers, 49% of students) and expressing opinions (28% of teachers, 10% of students) remains relatively low Notably, none of the teachers or students expressed interest in writing articles or biographies, indicating these areas are less engaging for them These insights emphasize the prominence of letter and paragraph writing in educational activities, reflecting their central role in developing communication skills.

Most students find various types of tasks and exercises valuable for developing language skills, with well-designed exercises in the textbook playing a significant role However, survey responses indicate that students desire more diverse tasks, particularly in listening components, to enhance their learning experience This suggests that while current textbook activities are effective, incorporating additional varied exercises tailored to students’ preferences can further improve language acquisition Therefore, adapting learning materials to include a broader range of task types is essential for optimizing language skill development.

T he satisfactoriness of the m ateria l ’ s m ethodology to the stu d en ts ’ req u irem en ts 46 1 Data from document analysis

R e c o m m e n d a t io n s

Tiêu đề	An Evaluation of Top Notch 2 Pre-intermediate for First Year Students at FPT University
Tác giả	Vu Van Chinh
Người hướng dẫn	Nguyen Thi Quynh Hoa, M.A, Le Huy Truong, M.A
Trường học	Hanoi University
Chuyên ngành	TESOL
Thể loại	Thesis
Năm xuất bản	2010
Thành phố	Hanoi

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