INTRODUCTION
S TATEMENT OF P URPOSE
The purpose of this study is to evaluate the new textbook “TIẾNG ANH 6” (including the textbook, the workbook, the teacher’s book, the cassette, the CD-ROM, and ready-made pictures) in order to find out if it can be adopted in the current learning and teaching situation, to explore the potential obstacles that students and teachers encounter when using the new textbook “TIẾNG ANH 6” and finally, to present some suggestions to help them employ the book effectively
The objectives of this study are to investigate:
1 The evaluation of the new textbook “TIẾNG ANH 6” (the whole package)
2 The potential obstacles that students and teachers encounter when using the new textbook
3 The implications for teaching and learning the new textbook effectively.
R ESEARCH Q UESTIONS
One question guides this study:
Is “TIẾNG ANH 6” suitable for use at middle schools?
Two subquestions are also addressed:
A What are the potential obstacles in teaching and learning the new textbook “TIẾNG ANH 6” ?
B How can teachers and students use the new textbook “TIẾNG ANH 6” effectively?
The study will include a discussion of whether the new textbook “TIẾNG ANH 6” might be suitable to our students, or, in other words, it could meet the students’ demands, and, above all, might be worth using Further, the discussion will explore if there is anything which should be changed or modified to make the textbook more suitable for the students.
S IGNIFICANCE OF THE S TUDY
The implementation of the new English textbook "TIẾNG ANH 6" across all Vietnamese middle schools starting from the 2002–2003 academic year, as mandated by Resolution 40/2000/QH10, will impact the entire community Given that almost every family has at least one child in middle school, studying the new curriculum is essential to develop effective strategies for utilizing the textbook This research will also provide valuable insights for middle school English teachers to understand the material's nature, master its content, and employ the textbook efficiently.
D EFINITIONS OF T ERMS
Ministry of Education and Training (MOET): the government body in charge of education and training of all levels and forms in Vietnam, including foreign language education curriculum and implementation
The Business Alliance for Vietnamese Education (BAVE) is a coalition of prominent corporations including Citibank, The Boeing Company, Chase, The Coca-Cola Company, Eli Lilly and Company, Federal Express, GE Fund, The Gillette Company, Harris, John Hancock, Microsoft, Mobil, Procter & Gamble, R.R Donnelley & Sons Company, UNOCAL, and Cathay Pacific BAVE sponsors the development, printing, and implementation of new English textbooks for Vietnam, specifically targeting Grade 6 students This collaboration aims to enhance educational quality and support language learning initiatives across Vietnam.
Old textbooks: “English – Grades 6, 7, 8, 9, 10, 11, 12”; the current textbooks which have been being used since 1977 up till now (2002)
New English textbooks for Vietnam—"English for Vietnam Grades 6-9"—have been developed with support from MOET and BAVE Originally piloted in 34 middle schools across 17 cities and provinces since 1997, these textbooks were subsequently revised and tested in 149 schools within 11 districts across Vietnam The first version of the book was introduced in Ho Chi Minh City, marking a significant step in enhancing English education nationwide.
In 2000, the new English textbooks were piloted in all middle schools within the third district After two school years of testing and evaluation, the MOET and authors revised the books, releasing a second version in 2002 The updated editions, “TIẾNG ANH 6” and “TIẾNG ANH 6 – SÁCH BÀI TẬP,” were then implemented nationwide starting from the 2002–2003 school year, marking a significant step in standardizing English education across Vietnam.
Middle school is an educational stage positioned between elementary and high school, typically comprising three or four grades; according to UNESCO and Webster’s Dictionary, it often includes grades 5 through 8 In the context of this study, Vietnamese middle schools specifically refer to schools covering Grades 6 to 9, following elementary education from Grades 1 to 5 English language instruction in Vietnamese middle schools consists of three periods per week, with each period lasting 45 minutes.
A SSUMPTIONS
The study was based on the following assumptions:
1 The sample population of middle schools in the third district and in Tân Bình District of Ho Chi Minh City was representative of the majority of middle school students in Vietnam
2 The methods and procedures of data collection and analysis were reliable and appropriate to obtain the information to answer the research question and the subquestions.
L IMITATIONS
This study examines the evaluation of the new middle school English textbook, "TIẾNG ANH 6," assessing its effectiveness and quality It also explores potential challenges faced by teachers and students in teaching and learning English with this new resource Additionally, the research identifies strategies for both teachers and students to utilize "TIẾNG ANH 6" effectively, enhancing language acquisition and classroom performance.
The investigation mainly covered a period of six years, from the school year 1997 – 1998 to the school year 2002 – 2003 The study particularly emphasized the way to use the book “TIẾNG ANH 6” effectively
This study focused on piloting the textbook developed by the researcher, complemented by interviews and observations involving teachers, students, and parents at Nguyễn Gia Thiệu Middle School and several other middle schools in District 3, Ho Chi Minh City.
D ELIMITATIONS
This study focuses on teaching and learning English for Grade Six in Vietnamese middle schools, and its findings are primarily applicable within this context However, the recommendations may also benefit other grades, particularly with the new “TIẾNG ANH 7 & 8” textbooks currently piloted in the third district since the 2001 school year.
M ETHODOLOGY
This is a descriptive and exploratory study consisting basically of qualitative methods such as interviews and observations In addition, questionnaires were employed to obtain additional information and clarify related data
According to Morse (1991), a qualitative research problem is characterized by an immature concept due to a lack of existing theory and research, or a need to explore and describe phenomena to develop new theories It also involves situations where available theories may be inaccurate, biased, or inappropriate, and where the nature of the phenomenon is not suited for quantitative measurement Therefore, studying the organization of the new textbook, identifying potential obstacles faced by teachers, students, and parents, and providing effective strategies for implementing "TIẾNG ANH 6" require a qualitative research approach to gain in-depth insights.
This article examines the latest innovations in middle school education, drawing data from government documents and publications by the Ministry of Education and Training and the Ho Chi Minh City Department of Education and Training Insights were also obtained through interviews with key education figures, including Ms Nguyễn Hạnh Dung, the author of the new textbook, and Mr Huỳnh Công Minh, Vice-Director of the Ho Chi Minh City Department of Education and Training Additionally, perspectives from Mr Đặng Hữu Liêm, an English web-teacher in the third district, provide valuable insights into the textbook’s structure, time allocation, and lesson formats, offering teachers a comprehensive understanding of the educational innovations.
Between December 2001 and April 2002, three middle schools in District 3—Lê Lợi, Lê Quí Đôn (public schools), and Kiến Thiết (semi-public)—were selected for observation and data collection A total of twenty Vietnamese English teachers from these schools, along with teachers from Nguyễn Gia Thiều School in Tân Bình District, participated in interviews Additionally, forty Grade Six students from Lê Lợi School and three parents from Nguyễn Gia Thiều School were included in the study to gather comprehensive insights into English language education in district 3.
The study included a diverse selection of public and semi-public schools in Ho Chi Minh City to ensure representative insights A questionnaire was distributed to twenty teachers across three schools, complementing interviews conducted by the researcher Additionally, ninety grade-six students from Nguyễn Gia Thiều School participated in the student questionnaire, providing valuable data for the research.
From 1997 to 2002, the researcher served as an English-language teacher at Nguyễn Gia Thiều Middle School, utilizing participant observation to gather valuable insights and data for the study Additionally, collaboration with English teachers in the third district enhanced the research's depth and understanding of language teaching practices in the region.
Ho Chi Minh City through interviews and questionnaire was very helpful for the researcher to explore the issues.
O RGANIZATION OF THE R EMAINDER OF THE S TUDY
Chapter II presents a review of the literature and research relevant to this study – the evaluation of a textbook, the potential obstacles in teaching and learning English, and the communicative language teaching Chapter III provides an overview of the English teaching in Vietnam Chapter IV describes the research design and methodology Chapter V analyzes and discusses the research findings: the analysis and the evaluation of the new textbook, the differences between the old textbook and the new one, and, finally, the advantages and the obstacles in teaching and learning the new textbook Chapter VI offers a summary and conclusions of the study with suggestions on how to put the new English textbook “TIẾNG ANH 6” in effective use.
REVIEW OF THE LITERATURE
E VALUATION OF A T EXTBOOK
2.1.1 Why do we evaluate a material?
Cunningsworth (1995) emphasizes that one key reason for analyzing textbooks is to identify their strengths and weaknesses, allowing teachers to maximize their benefits through adaptation or substitution, thus optimizing instructional effectiveness Littlejohn (1998) highlights that analyzing and evaluating materials supports teachers in making informed decisions such as adopting, rejecting, adapting, or supplementing content Additionally, Cunningsworth states that textbook analysis provides valuable insights into the material’s nature, enhancing teachers' understanding and utilization Similarly, Littlejohn notes that thorough materials evaluation enables educators to gain deeper insights and greater control over the design and application of teaching resources.
2.1.2 How do we evaluate a textbook?
Cunningsworth emphasizes that while a quick overview of a textbook can reveal its strengths, weaknesses, and significant features, it does not provide sufficient detail to determine its suitability for specific teaching contexts An initial, impressionistic look—such as assessing cover attractiveness, images, topics, and grammar sequencing—serves as a helpful starting point but must be complemented by an in-depth evaluation He advises examining how particular items address students’ learning needs, syllabus requirements, and language components To facilitate this, Cunningsworth recommends analyzing one or two units in detail, focusing on the balance of activities and skills, learner participation potential, volume of new language introduced, and recycling strategies, ensuring the textbook effectively supports language learning objectives.
Littlejohn (1998) describes materials as a pedagogic device that serves as an aid to teaching and learning a foreign language He emphasizes two key aspects for analyzing educational materials: publication, which pertains to the physical and tangible features of the materials, and design, which involves the underlying pedagogical thinking behind their development Understanding both publication and design is essential for effectively utilizing language learning resources.
Effective lesson design involves understanding the aims of the materials, including the selection and sequence of tasks, language, and content to ensure engaging teaching and learning activities To evaluate a teaching resource, experts like Littlejohn and Cunningsworth recommend analyzing about 10% to 15% of the material, preferably units located around the middle of the curriculum, such as Units 9, 10, and 11 in a 20-unit book, to gain a representative impression of its structure and effectiveness.
An effective evaluation of the material begins with an impressionistic overview and an in-depth examination of key units, providing a solid foundation for assessment To ensure fairness, insights from teachers and students who have used the book are essential, offering practical perspectives on its effectiveness Analyzing the language content—covering grammar, vocabulary, phonology, discourse, style, and appropriateness—helps determine the material's suitability for learners Additionally, assessing how the textbook addresses the four core language skills—listening, speaking, reading, and writing—is crucial for a comprehensive evaluation According to Cunningsworth, a successful assessment relies on detailed analysis of these elements to ensure the material meets pedagogical needs.
P OTENTIAL O BSTACLES IN E NGLISH T EACHING AND L EARNING
In the Vietnamese educational system, particularly in middle schools, textbooks are officially designated and meticulously taught section by section, page by page, in the exact order they appear However, Cunningsworth (1998) highlights that this rigid approach can lead to several disadvantages, potentially limiting flexible and contextual learning opportunities.
-a possible lack of variety in teaching procedures
-a reduced range of response to individual student needs and problems
-a sharply reduced level of creativity in teaching technique and language use [4, p.10]
According to Cunningsworth, heavy reliance on textbooks is not ideal because it diminishes the vital role of teachers' individual contributions in the learning process This dependence can hinder innovation and significantly restrict flexibility in teaching methods.
2.2.2 The non-motivation and psychology of the students
A major challenge in English teaching and learning is that students often study the language primarily because it is a mandatory subject in the school curriculum, regardless of their interest or motivation Additionally, sixth graders, who are around eleven years old, typically have a limited attention span Harmer (1991) emphasizes that children require frequent changes in activities to maintain engagement; these activities should be exciting, stimulate curiosity, and involve active participation, as children generally do not prefer to sit and listen passively Moreover, teachers play a crucial role in appreciating and motivating students to foster effective learning.
2.2.3 The physical conditions of teaching and learning
Harmer emphasizes that physical classroom conditions significantly impact the effectiveness of teaching and learning English Poor lighting, overcrowded classes, and invisible boards can demotivate students and hinder their progress Additionally, instructional aids like textbooks, flashcards, charts, audio cassettes, tapes, language labs, and computers (including CD-ROMs) are essential tools that enhance the teaching process and improve language acquisition.
A major challenge in learning and teaching English is the effectiveness of the teaching method itself Harmer (1991) emphasizes that student motivation is closely tied to their confidence in the method: "if students find the teaching method boring, they will probably become de-motivated, whereas if they have confidence in the method, they will find it motivating." Despite numerous efforts, no definitive research proves one method's superiority over others However, it is clear that losing confidence in a teaching method can lead to student demotivation, negatively impacting the learning process.
The effectiveness of a teaching method largely depends on the teacher's qualities and approach According to Harmer, student preference for a teacher does not impact learning outcomes; rather, the key factor is how the teacher applies the method Even with the same teaching strategy, two educators can achieve vastly different results based on their skills and attitude To motivate students effectively, a teacher must possess qualities such as enthusiasm, adaptability, and the ability to inspire confidence These characteristics are essential for fostering a positive learning environment and ensuring student engagement and success.
In 1970, Denis Girard conducted a study involving 1,000 children aged 12 to 17 to determine which teacher qualities they valued most Participants were asked to rank a list of nine qualities from 1 (most important) to 9 (least important) The results revealed insights into what students consider essential traits in teachers, highlighting the priorities and preferences of adolescents in educational settings This study provides valuable understanding of student perceptions and the qualities that foster effective teaching relationships.
1 He makes his course interesting
5 He shows the same interest in all his students
6 He makes all the students participate
8 He insists on the spoken language
9 He makes his pupils work [7,p.6]
From the study of Denis Girard and his own study on the same subject in
In 1990, Harmer emphasized that a teacher’s personality significantly influences student learning, though it is challenging to quantify or train He also highlighted the importance of building strong rapport with students to create an effective learning environment Additionally, teachers must demonstrate subject expertise by providing clear instructions and relevant examples, as well as effectively addressing students’ questions to enhance understanding.
Effective English teaching and learning are influenced by several key factors, including the reliance on textbooks, which can limit dynamic engagement; student motivation, which drives active participation and achievement; physical conditions of the learning environment, impacting comfort and focus; teaching methods, that need to be innovative and adaptable; and the teacher’s personality, which affects classroom atmosphere and student rapport Addressing these factors can significantly enhance language education outcomes.
C OMMUNICATIVE L ANGUAGE T EACHING
2.3.1 The development of Communicative Language Teaching
Up to the 1960s, language was considered as a system of rules, and language learners had to internalize and master these rules That is why Kelly
Historically, language teaching has primarily focused on written language, as noted by Stern (1983), Howatt (1984), and others (1969) However, in the 1970s, linguists reexamined language as a system for expressing meaning, emphasizing its role as a means of communication D A Wilkins (1972) viewed language as a tool learners need to understand and convey messages effectively His 1976 book, *Notional Syllabuses*, significantly contributed to the development of Communicative Language Teaching According to the *Dictionary of Language Teaching and Applied Linguistics* (1992), Communicative Language Teaching is defined as an approach that prioritizes enabling learners to communicate effectively in real-life situations.
The communicative approach to foreign or second language teaching focuses on achieving communicative competence as its primary goal, emphasizing real-life language use over traditional grammar-based methods Developed by British applied linguists as a reaction to approaches like the audiolingual method, this approach utilizes teaching materials that prioritize expressing and understanding various functions such as requesting, describing, and sharing preferences These materials are typically organized around a notional or communicatively oriented syllabus, promoting the processes of effective communication, including appropriate language use in different situations, task-oriented activities like solving puzzles or obtaining information, and social interaction with others.
Communicative Language Teaching (CLT), as described by Richards and Rodgers (1986), is an approach focused on making communicative competence the primary goal of language instruction It emphasizes developing teaching procedures that integrate the four essential language skills—listening, speaking, reading, and writing—while recognizing the interdependence of language and effective communication.
Communicative competence, as defined by Hymes in his 1972 work, refers to the essential knowledge and skills a speaker must possess to communicate effectively within a speech community According to Richards & Rodgers, it means acquiring both the knowledge and ability to use language appropriately in various contexts The Dictionary of Language Teaching & Applied Linguistics (1992) further describes communicative competence as the combination of linguistic knowledge and social skills necessary for successful communication.
Communicative competence involves more than just understanding grammatical rules; it encompasses knowing when and where to use language appropriately and to whom It includes a comprehensive knowledge of grammar and vocabulary, mastery of conversational rules such as initiating and ending conversations, and understanding suitable topics for different speech contexts Additionally, it requires awareness of appropriate address forms, effective response strategies for various speech acts like requests, apologies, thanks, and invitations, and overall appropriate language use across diverse social situations.
2.3.3 Characteristics of Communicative Language Teaching
In addition, Finocchiaro and Brumfit (1983) raise the characteristics of Communicative Language Teaching in the following terms:
2.Dialogs, if used, center around communicative functions and are not normally memorized
4.Language learning is learning to communicate
6.Drilling may occur, but peripherally
8.Any device which helps the learners is accepted – varying according to their age, interest, etc
9.Attempts to communicate may be encouraged from the very beginning
10.Judicious use of native language is accepted where feasible
11.Translation may be used where students need or benefit from it
12.Reading and writing can start from the first day, if desired
13.The target linguistic system will be learned best through the process of struggling to communicate
14.Communicative competence is the desired goal (i.e the ability to use the linguistic system effectively and appropriately)
15.Linguistic variation is a central concept in materials and methodology
16.Sequencing is determined by any consideration of content, function, or meaning which maintains interest
17.Teachers help learners in any way that motivates them to work with the language
18.Language is created by the individual often through trial and error
19.Fluency and acceptable language is the primary goal: accuracy is judged not in the abstract but in context
20.Students are expected to interact with other people, either in the flesh, through pair and group work, or in their writing
21.The teacher cannot know exactly what language the students will use
22.Intrinsic motivation will spring from an interest in what is being communicated by the language [6, p.91-93]
According to Richards and Rodgers (1986), Communicative Language Teaching has the following distinctive features:
1.Language is a system for the expression of meaning
2.The primary function of language is for interaction and communication
3.The structure of language reflects its functional and communicative uses
4.The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse [26, p.71]
Textbooks are essential in the learning and teaching process, as they significantly influence what and how teachers deliver lessons Cunningsworth emphasizes that “teaching materials can exert considerable influence over what teachers teach and how they do it,” highlighting their impact on instructional methods Additionally, Richards and Rodgers note that materials in Communicative Language Teaching serve to influence the quality of classroom interaction and language use They describe the role of teaching materials in this approach as pivotal in shaping effective communication and engagement within the classroom.
1.Materials will focus on the communicative abilities of interpretation, expression, and negotiation
2.Materials will focus on understandable, relevant, and interesting exchanges of information, rather than on the presentation of grammatical form
3.Materials will involve different kinds of texts and different media, which the learners can use to develop their competence through a variety of different activities and tasks [26, p.25]
2.3.5 The roles of teachers and students
In traditional classroom settings, teachers often assume the role of authority and expert, primarily transmitting knowledge to students, which can lead to student passivity According to Lee and VanPatten (1995), this authoritative role causes students to listen passively and participate minimally, often only providing answers to teacher questions, with only some students actively engaged in the lesson.
Modern communicative language development has transformed the role of teachers, who now primarily act as resource persons and architects of learning experiences According to Lee and VanPatten (1995), instructors are increasingly assuming these key roles to facilitate effective language acquisition, emphasizing their importance in creating dynamic and student-centered learning environments.
In a modern language learning environment, the teacher acts as a resource person and architect, responsible for designing interactive activities that promote meaningful communication Students are no longer passive listeners but must actively seek information and negotiate meaning, taking on new roles as information gatherers and negotiators According to Lee and VanPatten, effective communication involves the interpretation, expression, and negotiation of meaning both inside and outside the classroom They emphasize the importance of providing students with opportunities to engage in genuine communicative interactions similar to real-life situations, ensuring that instructional materials support these active roles and facilitate authentic language use.
Breen and Candlin (1980) describe the teacher’s role in communicative language teaching in the following terms:
The teacher's primary roles are to facilitate effective communication among all classroom participants and between participants and learning activities or texts, and to act as an independent member within the learning environment These roles are interconnected, with the teacher also serving as a resource and guide in managing classroom procedures and activities Additionally, the teacher assumes the role of researcher and learner, contributing valuable knowledge and experiences that enhance understanding of the learning process.
Moreover, Richards and Rodgers suggest other roles for teachers such as a needs analyst, a counselor and a group process manager
Breen and Candlin also mention the learner’s role in communicative language teaching in the following terms:
The learner as negotiator plays a vital role in balancing the self, the learning process, and the object of learning, fostering an active engagement in their educational journey This individual role interacts dynamically with the student's function as a joint negotiator within group settings and classroom activities, emphasizing the importance of collaboration For effective learning, it is essential that learners contribute as much as they gain, promoting interdependent learning that enhances understanding and skill development This interconnected approach underscores the importance of social negotiation in creating a meaningful and participatory learning experience.
Effective communication is essential for students, who must understand that language encompasses more than just grammar and vocabulary It involves applying these language skills to listen, speak, read, and write with others, enabling meaningful interactions Developing the ability to communicate clearly and confidently is a crucial aspect of language learning.
2.3.6 Why should students learn a language through the communicative approach?
Savignon’s 1972 study established that "one learns to communicate by practicing communication," emphasizing the importance of active engagement Lee and VanPatten (1995) assert that "communicative language ability—the capacity to express and understand others—develops through engaging in communication rather than habit formation with grammatical items," highlighting the need for early incorporation of communicative activities in language learning Hatch (1978) notes that "learners negotiate and regulate input during communication to meet their individual needs," underscoring the personalized nature of language acquisition Additionally, Swain (1985) emphasizes that "communicative production encourages learners to attend to input better because they need to use the language they hear," advocating for interactive and meaningful linguistic practice to enhance comprehension.
According to Lee and VanPatten, effective language input must be both meaning-bearing and comprehensible, meaning students need engaging messages they can understand For beginners, simplified input is crucial to facilitate learning and comprehension This highlights the importance of providing clear, meaningful, and accessible language to support effective language acquisition.
According to Lee and VanPatten, "input" refers to the language learners are exposed to, while "intake" is the portion of that language which learners actively attend to and process in their working memory Not all input becomes intake, as teachers can modify and simplify language to enhance student understanding Additionally, learners often seek clarification or repetition from teachers, engaging in negotiation of meaning and fostering interaction that promotes effective language acquisition.
However, if the language is used, how can we make beginning learners comprehend? Lee and VanPatten suggest that the teacher could use
“nonlinguistic means,” that is, drawings, photos, diagrams, objects, gestures, and other visual aids; to “provide a mechanism for making the subject of conversation concrete rather than abstract” [12, p.44] In addition to
S UMMARY
This chapter reviews key theoretical and empirical literature on evaluating English textbooks, identifying potential obstacles in teaching and learning English, and exploring Communicative Language Teaching (CLT) It highlights the importance of appropriate textbook evaluation methods and their purposes The chapter also analyzes challenges such as reliance on textbooks, student motivation, physical learning conditions, teaching methods, and teacher personality Additionally, it examines the development of CLT, focusing on communicative competence, classroom roles of teachers and students, and the rationale for adopting a communicative approach to language learning Emphasis is placed on vocabulary and grammar acquisition through input and classroom testing, providing guidance for middle school English teachers to effectively implement new textbooks and teaching strategies.
To understand the importance of educational innovation, it is helpful to examine historical perspectives on traditional middle school English textbooks Education researchers have critiqued these outdated materials for lacking engagement and relevance, highlighting the need for modern, innovative approaches that enhance learning effectiveness and student interest.
In their article “Về Nội Dung và Phương Pháp Dạy Học ở Trung Học Cơ
Nguyễn Minh Phương and Nguyễn Hữu Chí highlight that Vietnamese middle school curricula and textbooks were developed based on global research and practical teaching experiences, particularly from former socialist countries, over the past twenty-five years They emphasize that these curricula are rooted in advanced theories from the 1970s, incorporating modern principles, local characteristics, and scientific accuracy, ensuring relevance to Vietnam's reality The strengths of these curricula include their foundation in sound theoretical development, adaptability to local context, and a focus on logical, coherent subject content.
According to these educationists, the traditional curricula and textbooks effectively supported the educational objectives of their time, played a key role in unifying Vietnam's middle school education system after national reunification, and contributed to stabilizing and improving the overall quality of middle school education.
According to Phương and Chí, the old curricula and textbooks exhibit several limitations Firstly, they cover too many topics, heavily emphasize theory, and include difficult content beyond students' comprehension Secondly, the teaching materials are highly detailed and rigidly prescribed Thirdly, the curriculum tends to focus on theoretical knowledge without connecting to practical application; especially in foreign language teaching, there is insufficient time for communicative activities, leading teachers to teach 'about' the language rather than using it actively Fourthly, some content is outdated compared to advancements in science, life, and society, with certain patterns in English and French used by Vietnamese learners being overly formal or incorrect Lastly, the exercises mainly test theoretical understanding rather than practical skills or real-life application.
Between 1975 and 2002, teaching primarily relied on lectures and explanations, with the teacher delivering content while students listened and took notes Student participation was limited, as teachers asked questions and some students responded, but most students did not have opportunities to share their opinions in class There was a lack of collaborative activities such as group work or pair work, resulting in a predominantly lecture-based teaching methodology.
The investigation within the English-language teacher training project highlights the limitations of the traditional teacher-centered approach and highly controlled activities in middle school English education It emphasizes the need for a shift toward a learner-centered approach to develop students' genuine language competence, as current methods do not sufficiently engage students The project criticizes existing textbooks for being outdated, unsuitable for Vietnamese students, and lacking clarity in grammatical content, while failing to address the practical use of English and students' needs, with an overemphasis on grammar and vocabulary It also notes that the current curriculum neglects the development of the four essential skills—listening, speaking, reading, and writing—and relies heavily on behaviorist principles, focusing on repetition and pattern drills at a low level These insights have contributed to the development of new textbooks for middle and high school English classes starting from 1995, supported by the BAVE project.
During the 1970s and 1980s in Vietnam, English was not considered as important as Russian due to the country's foreign language policy According to Nguyễn Nhật Quang (1993), English was only taught in select classes within towns and major urban areas, and it was introduced as an experimental subject in secondary schools since the 1970s The Ministry of Education and Training (MOET, 1994) also noted that English education during this period was limited and not widely prioritized compared to Russian.
Following Vietnam's shift towards establishing international relations and adopting a market-oriented economy, foreign investment from countries like Taiwan, Singapore, Hong Kong, Australia, Malaysia, and the European Union increased significantly According to Nguyễn Huy Thịnh (1996), this surge in foreign capital created an urgent need for English as the primary means of communication, leading to the formulation of a national policy prioritizing English language education Consequently, Vietnam integrated English as a compulsory subject in primary and high schools, focused on improving teaching quality, and prioritized training and retraining foreign language teachers In 1993, the Ministry of Education and Training (MOET) conducted a survey on foreign language needs, which resulted in the publication of the “A National Strategy for Foreign Language Teaching and Learning Throughout All Levels of Education” in 1994, marking a significant step in Vietnam’s language education development.
Educational innovation in Vietnamese schools has been driven by various factors, including out-of-date curricula, recent foreign language policy reforms, and evolving student and community demands These changes have led to updated textbooks and the adoption of new teaching and learning approaches to better meet contemporary educational needs.
Since 1995, the Ministry of Education and Training of Vietnam (MOET) has collaborated with the Business Alliance for Vietnamese Education (BAVE) to develop new English textbooks for middle school students, ensuring updated and effective language learning resources for the country's education system.
In 1997, Vietnam introduced the new "English for Vietnam – Grade 6" textbook, initially piloted in 34 schools across 17 cities and provinces nationwide In Ho Chi Minh City, the pilot program included two schools: Hoa Lư School in Thủ Đức and Nguyễn Gia Thiều School in Tân Bình District The implementation of this textbook was supported by the BAVE – MOET project, marking a significant step in Vietnam’s English language education reform Following this successful pilot, the curriculum expanded, and the "English for Vietnam – Grade 9" textbook was first taught during the 2000–2001 school year, reflecting ongoing efforts to improve English education across the country.
In 2000, the "English for Vietnam – Grade 6" textbook was revised based on feedback from language researchers and teachers who piloted the material The revised edition was divided into two parts: a textbook and a workbook, and was given a new name to enhance its effectiveness for students' learning.
“TIẾNG ANH 6” and “TIẾNG ANH 6 – SÁCH BÀI TẬP” In the school years
Between 2000 and 2002, the new English textbooks "TIẾNG ANH 6" and the accompanying workbook "TIẾNG ANH 6 – SÁCH BÀI TẬP" were officially implemented in 149 middle schools across eleven districts, spanning eleven cities and provinces including Hanoi, Hai Phong, Bac Ninh, Vinh Phuc, Tuyen Quang, Ha Tinh, Quang Ngai, Kontum, Ho Chi Minh City, Ben Tre, and Bac Lieu This nationwide adoption was authorized by the Ministry of Education and Training (MOET) through Decision 2434, issued on July 8, 2001.
In Ho Chi Minh City, the new English textbooks for Grade 6 were initially piloted across all middle schools in District 3 After a successful two-year pilot period, the Ministry of Education and Training (MOET), along with the authors, revised the books, resulting in the second edition released in 2002 This updated version of “TIẾNG ANH 6” and “TIẾNG ANH 6 – SÁCH BÀI TẬP” was then implemented nationwide starting from the 2002–2003 school year, marking a significant step in improving English language education across Vietnam.
OVERVIEW OF ENGLISH TEACHING IN VIETNAM
T HE ANALYSIS AND EVALUATION OF THE NEW TEXTBOOK
In this part, the new textbook “TIẾNG ANH 6” is examined through (1) the impressionistic overview of the whole package, and (2) the in-depth analysis of Units 6, 7 and 8
5.1.1 The impressionistic overview of the new textbook
The new "TIẾNG ANH 6" textbook serves as the primary curriculum for sixth-grade students in Vietnamese middle schools It encompasses various components to enhance learning, including a Student’s Book, Teacher’s Book, Class Cassette, Workbook Without Key, a set of colorful pictures, and a CD-ROM This comprehensive package aims to create an engaging and effective English language learning experience for students at this level.
The Student’s Book is a colorful, 204-page resource priced at 11,200 VND, designed to enhance the learning experience It features a rich array of high-quality photographs and illustrations that are more engaging than those in the pilot textbook "English for Vietnam." The book is organized into 16 units, offering comprehensive material suitable for approximately 105 classroom periods, ensuring thorough language skill development.
The curriculum spans a 35-week school year, structured into units that typically consist of three sections—A, B, and C—with exceptions for Units 9, 11, 13, and 16, which contain only sections A and B The material is organized around six broad themes tailored to students’ age, level, needs, and interests, with each theme further divided into specific topics reflected in the unit titles and sub-topics within sections A glossary featuring phonetic transcriptions is included at the end of the book; however, it currently offers inconsistent vocabulary coverage—sometimes lacking necessary words and occasionally misplacing words in the wrong units Additionally, the glossary employs British English phonetic symbols, while the course is taught using American English, creating an inconsistency that needs correction to enhance coherence and usability.
The Teacher’s Book, priced at 6,000 VND and printed in two colors with 151 pages, offers comprehensive guidance for language teaching It includes an introduction to the curriculum, outlining the objectives, material rationale, language content, activity principles, picture channels, methodology, teaching aids, and assessment methods The book also details its structure, provides a general guide to language instruction, and supplies detailed teaching plans for each unit Additionally, it offers teachers exercise keys and tape transcripts for listening activities to facilitate effective teaching and assessment.
The Class Cassette, produced by the Textbooks and School Equipment Company of Ho Chi Minh City and widely available for 12,000 VND, offers good quality sound suitable for Vietnamese grade-six students While the sound clarity is fairly good, Professor Hồ Liên Biện from the Teacher Training University of Ho Chi Minh City notes that the playback speed is slightly slower than native speakers' normal pace, but still appropriate for its target audience To enhance engagement, the cassette should include English songs about greetings, the alphabet, and numbers, making the learning experience more enjoyable.
This two-color, 143-page workbook is affordably priced at 5,700 VND, making it an ideal resource for students throughout the school year It features engaging exercises along with six captivating picture stories accompanied by reading quizzes to enhance learning However, the limited space in the blank exercises, which ask students to complete dialogues or sentences, is a drawback, as they are too short to accommodate the required words As a result, students need to use their own exercise notebooks to complete these tasks, despite the workbook being designed for writing directly in it.
Ready-made colorful pictures printed on plastic paper, provided by the Textbooks and School Equipment Company of Ho Chi Minh City, are ideal teaching aids These durable images can be easily attached to magnetic boards, helping teachers effectively illustrate lessons The collection includes 57 pictures covering the first five units, priced at 114,000 VND, and has been available since August 2002.
You can easily purchase the CD-ROM for only 60,000 VND, which is designed to support self-study with six comprehensive sections: English 6 (Units, Vocabulary, Grammar), Tests, Glossary, Entertainment, Playing with Words, and Listening Comprehension The disc is engaging and user-friendly, allowing students to complete exercises and instantly check their results on their personal computers Additionally, students can listen to any sentence instantly by clicking, with the added benefit of hearing native speakers and observing their mouth and lip movements for improved pronunciation.
5.1.2 The in-depth analysis of Units 6, 7 and 8
Units 6, 7, and 8 are selected for detailed analysis because they are typical units, each comprising three sections: A, B, and C These units are thematically connected under the overarching topic of "Community," providing students with both English language skills and useful knowledge about their community Our evaluation focuses on the language form and usage within these units of the "TIẾNG ANH 6" textbook, examining lesson structure, grammar, vocabulary, phonology, and the development of the four skills—listening, speaking, reading, and writing—as well as the effectiveness of the picture channel in enhancing learning.
Units 6, 7 and 8 in the textbook “TIẾNG ANH 6” comprises 3 sections: A,
B and C for 18 periods in class (six periods a unit)
An effective lesson format begins with a warm-up phase, where images and activities are used by the teacher to engage students and introduce the lesson topic Next, the presentation of new language items involves activities like Listen-Repeat and Listen-Read, which introduce vocabulary and structures within real-life contexts Comprehension checks such as Ask-Answer, Match, and True-False ensure students understand new words and content before practice The practice stage offers varied exercises in listening, speaking, reading, and writing to reinforce language skills, with optional activities marked by an asterisk that teachers can assign as homework or omit Finally, the lesson concludes with a summary called "Remember," helping students consolidate their understanding of the key points of each unit.
After Unit 8, the 'Grammar Practice' section is designed to help students consolidate their understanding of grammatical structures through carefully graded and recycled material in both the textbook and workbook The workbook also features a reading passage, "The Adventures of Bi and Fifi," presented as a story to enhance reading skills and review new vocabulary and structures Additionally, it includes a reading quiz and self-evaluation exercises, allowing students to assess their progress after completing the lessons.
The grammar in the units progresses from familiar to unfamiliar and from simple to more complex items, beginning with the positive form of the simple present tense of common verbs in Unit 4 and reinforcing this in Units 5 and 6 Step-by-step introduction of yes-no and wh-questions of the simple present enhances students’ ability to create their own utterances and communicate purposefully Emphasis is placed on listening and speaking activities, with new grammar points related to previously learned content—for example, introducing ‘There is a…near…’ in Unit 6, revised to yes-no questions in Unit 7, and contrasting statements like ‘He travels by plane’ with ‘He is traveling by plane’ across Units 7 and 8 Students are encouraged to apply these new grammar points in both spoken and written English, though they tend to use them more accurately in speaking than in written exercises, where mistakes are more common.
In grade 6, the present progressive tense is introduced to describe actions that are happening at the moment of speaking By grade 7, students revisit the present progressive, reinforcing its primary use for indicating ongoing actions in the present (Units 4 and beyond).
6) In grade 8, the present progressive is taught to talk about the future and to show changes (Unit 14)
In grades 6 and 7, the simple present tense is used to describe ongoing actions, habits, and routines, highlighting how often we do things By grade 8, students learn to use the simple present to express general truths, providing a deeper understanding of its applications The curriculum systematically revisits grammar points, ensuring effective learning and mastery of the simple present tense throughout different grade levels.
The vocabulary is obviously selected topically All the new words in Units
Units 6, 7, and 8 focus on the theme of community, covering locations, surroundings, places, layouts, actions, activities, transportation, and road signs Students develop their vocabulary skills through context-based activities that emphasize situational relationships and collocations, ensuring meaningful and practical language acquisition Vocabulary is introduced purposefully within relevant contexts, reviewed, and reinforced through various exercises to promote effective usage In Unit 6, students learn vocabulary related to locations and surroundings, which is then reviewed in Unit 7, while transportation vocabulary introduced in Unit 7 is revisited in Unit 8, supporting retention and competence The curriculum provides an adequate number of new words—38 in Unit 6, 23 in Unit 7—helping students build a solid and level-appropriate vocabulary foundation for effective communication.
33 for Unit 8) But in reality, students have to deal with more new words than they are supposed to meet while studying (43 new words for Unit 6, 33 for Unit
D IFFERENCES BETWEEN THE OLD TEXTBOOK “ENGLISH 6” AND THE NEW ONE “TIẾNG ANH 6”
We can see the differences between the old textbook and the new one through the following table:
Table 5-2: Differences between the old textbook “ENGLISH 6” and the new one
- Textbook, cassette, picture set (printed on black paper in two colors)
- Textbook, workbook, cassette, CD- ROM, picture set (printed on plastic paper in four colors)
- Transmission of language: students learn how to communicate in model and predictable situations
- Transformation of language: students learn how to express ideas, to talk and write to other people, to read and listen
- Passive: students listen and repeat chorally and individually
- Active: students participate in collaborative small groups
- Students practice patterns provided by the textbook; therefore, they cannot use their knowledge to communicate appropriately
- Students practice the new concepts using activities going from ‘guided’ (teacher’s guide) to ‘controlled’ (pairwork/groupwork) to ‘independent’ (listen / think / respond)
5 The structure of the book:
- Controlled practice (sets): Listen and repeat
- Pronunciation (isolated sounds such as /s/,/z/,/iz/, etc.)
- Homework (some brief instructions such as “learn the dialogue by heart, copy the dialogue into the students’ notebook”, etc.)
- New language items presentation: listen and repeat, listen and read
- Comprehension checks: ask and answer, practice with your partner, match, true-false, test yourself, quizzes, etc
- Practice: listen and read, write, match, choose the correct answer, complete the gaps, games, stories, etc
- Summary of the language focus: remember
- Homework: various forms of exercises in the workbook
7 The four skills are taught isolatedly
- Listening: students practice listening very simply, at a low level with the only activity “listen and repeat” (dialogues)
- Speaking: students just read the dialogue and the sentences in the controlled practice (sets)
The four skills are integrated in all activities
- Listening: students practice listening first When listening, students try to answer the questions, match the right pictures, choose true-false, etc
- Speaking: students usually practice speaking in pairs (guided practice
- Reading: students do not have any reading texts to practice reading skill
- Writing: students always write sentences with provided words according to the exact models (sets & further practice) and free practice)
- Reading: reading skill is always combined with listening & writing skills
- Writing: the writing skill is drilled mainly through homework (exercises in the workbook) in order to consolidate the listening, speaking and reading skills proceeded in class
Sounds are taught in isolated parts with the phonetic transcription of vowel and consonant sounds
Sounds, stress and intonation are not introduced in isolation from vocabulary and speaking practice.
A DVANTAGES AND POTENTIAL OBSTACLES IN TEACHING AND LEARNING THE NEW TEXTBOOK
The implementation of the new English textbook and the associated changes in teaching and learning approaches have significantly impacted English teachers, students, and parents Interviews and questionnaires reveal both the benefits and challenges of integrating the new curriculum, highlighting its influence on teaching effectiveness and student engagement While the updated textbook promotes more interactive and student-centered learning, some teachers and students face obstacles such as adaptation difficulties and resource limitations Overall, the new educational materials offer opportunities for improved language skills but also require adjustments in instructional methods to overcome existing challenges.
Based on interviews and questionnaires involving thirty-eight out of forty English teachers from three middle schools in the third district and Nguyễn Gia Thiều School, there is strong support for the new textbook The material is considered relevant to students’ levels, with language content organized from familiar to unfamiliar, and from easier to more challenging, facilitating effective learning progression The textbook enhances students’ ability to use English in real-life situations by including engaging topics, contextualized examples, and activities that improve communicative skills and fluency Its well-designed presentation, featuring colorful pictures and photos, boosts student motivation, while continual challenges through diverse texts and tasks promote ongoing development Additionally, self-assessment tools like reading quizzes and tests enable students to monitor their progress For teachers, the book offers a communicative approach with carefully graded reading texts, listening passages, dialogues, and exercises, along with strategic reinforcement of grammar and vocabulary to aid long-term retention.
Teachers appreciate the new textbook but also highlight challenges in its implementation They believe that three periods a week are sufficient to cover the lessons with a strong class, but inadequate for weaker classes, emphasizing the need for students to complete workbook exercises at home Additionally, teachers note that homework is not corrected in class due to time constraints, reflecting common issues faced by educators in the third district.
In high-quality schools like Nguyễn Gia Thiều, students benefit from dedicated English periods, allowing teachers to thoroughly correct homework and address students’ errors and questions during class Conversely, teachers in Lê Lợi and Kiến Thiết schools often require students to attend extra class periods weekly solely for homework correction, which limits the quality of feedback To succeed in learning English, students must be diligent and self-motivated from the start; without strong self-study habits, their progress remains limited Unfortunately, approximately one-third of semi-public school students struggle to keep up with English by the end of the first term due to a lack of homework practice at home.
Research indicates that most students in semi-public schools lack motivation, attending classes primarily to obey parental expectations rather than from personal interest or initiative These students often need regular oversight and encouragement from parents and siblings to stay engaged with their studies Additionally, the new textbook's content is lengthy and diverse, with less clear outlines compared to the previous version, leading to confusion among teachers—35 out of 40 educators reported feeling lost when planning lessons.
Old textbooks typically follow a straightforward structure across all thirty units, including dialogues, practice sets, pronunciation, further exercises, a summary, and simple homework tasks like copying dialogues or memorization In contrast, modern textbooks feature a more complex outline with sections labeled A, B, and C, each containing an average of 6 to 8 items, resulting in a more detailed and varied learning structure.
Each unit typically contains 20 items, with Section A often serving as a review of previous content, helping students reinforce their learning Teachers should carefully study the textbook to grasp new concepts and main ideas introduced in each teaching period, enabling effective instruction Understanding the authors' intentions is crucial for delivering lessons that align with the curriculum goals Additionally, the current grammar section lacks a summary of personal pronouns in the object form, which should be included to improve clarity and comprehension.
This article highlights the need for a comprehensive list of personal object pronouns to help students understand their usage While there is an exercise on possessive pronouns on page 26, there is no similar activity focusing on personal object pronouns, which limits learners' practice Additionally, many exercises provided are mechanical and lack application, reducing their effectiveness in teaching proper pronoun usage Including a clear list and more engaging exercises on personal object pronouns can enhance understanding and improve language skills.
Teachers have the discretion to select appropriate exercises tailored to their students' needs, emphasizing quality over quantity in workbook tasks Students are not required to complete every exercise, allowing teachers to adapt and enhance learning with their own teaching techniques Additionally, the use of the ‘listening’ symbol is inconsistently applied, as it is not marked on all relevant items recorded in the materials.
The absence of listening symbols on recorded items often causes confusion and embarrassment for teachers, especially when questions related to reading texts are inconsistently recorded While the 'Play with words' sections are always recorded, they lack clear listening symbols, adding to the confusion The teacher’s book should provide explanations for difficult words like 'citadel' and animal names such as 'Bactrian camel' and 'snow leopard,' which are presented in a challenging way (p 145) Additionally, translations of terms like 'produce trash,' 'throw trash,' and 'leave trash,' as well as unit titles like 'Out and About' (Unit 8) and 'Staying Healthy' (Unit 10), are often insufficiently clarified Furthermore, discrepancies between the content in the teacher’s book and the textbook can hinder effective teaching Finally, the cassette tape content is often not aligned with the textbook, reducing its usefulness as an educational resource.
This was totally right The cassette tape was done with version 2000 while teachers and students in the whole country is now using the textbook version
The 2002 edition of the textbook features numerous updates, including changes to page numbers, Vietnamese names, and the order of items in Unit 14 Notably, the content of Unit 15, Section C.3, differs completely between the printed book and the accompanying tape, reflecting significant revisions in this section for better clarity and accuracy.
The textbook (2002): The Nile River is the longest river in the world It is 6,437 kilometers long It starts in North Africa and flows to the Mediterranean Sea
The tape (2000): The Amazon River is the longest river in the world It is 6,750 kilometers long It starts in Peru and flows to the Atlantic Ocean
Since August 2002, a revised 2002-version cassette has been provided to address previous discrepancies in listening tasks, ensuring teachers can rely on accurate audio materials It is essential for educators to verify that they are using the latest cassette version before classroom use The primary goal of Teaching English 6 is to develop students’ listening and speaking skills, so assessments should be designed to align with this focus and effectively measure students’ proficiency in these areas.
In Ho Chi Minh City's middle schools, district-level English department administers term tests, which has raised concerns among teachers about the testing process Mr Đặng Hữu Liêm, an English web-teacher from the third district, highlights that the Ministry of Education and Training (MOET) provides sample tests designed to align with the goals of English instruction These standardized assessments aim to accurately evaluate students' language abilities while supporting effective teaching practices.
The Second Term Test given by the MOET
I Complete the sentences (2m) (This part is in the form of multiple choice of vocabulary)
II Match the answers to the questions (3m) III Answer the questions (3m)
1 How do you go to school?
2 What do you usually do in the morning?
3 What are you going to do this Sunday?
IV Complete the passage, using one word in the box (2m)
In the above test, there is only one part testing the writing skill (III), however, students can rely on the sentences in parts I and II to write the answers
According to Mr Liêm, although the test is designed on paper, it emphasizes communicative language use rather than mere form He highlights that the focus is on practical language skills, aligning with the goal of effective communication Notably, the issue of the "tail wagging the dog" does not occur, indicating that the test remains appropriate for assessing grade 6 students Overall, the test is considered suitable for promoting English learning objectives at this level.
All students (90 out of 90) find the new textbook attractive, featuring beautiful, colored pictures that enhance engagement They appreciate the interesting content and challenging activities that motivate learners effectively However, they have raised concerns about the glossary, which lacks new vocabulary, especially in the 'Play with words' section, indicating a need for more comprehensive word introductions to support language development.