INTRODUCTION
Background to the study
Research has highlighted the importance of understanding learners' needs and effective textbook use in language education Nunan (1988) argues that courses tailored to learners' needs lead to more meaningful and relevant learning experiences aligned with their language use goals Similarly, Richards (1990) emphasizes that conducting a needs analysis helps gather comprehensive input for designing and implementing effective language programs by involving all stakeholders Additionally, textbook use plays a crucial role in the success of a course, as textbooks influence course structure and knowledge development within specific fields (Issitt, 2004).
Lam Dong College of Technology and Economics has recently focused on identifying learners' real needs in conjunction with the effective use of textbooks As a newly upgraded institution from Lam Dong High School of Technology and Economics since 2009, LDCTE prioritizes the development of its Tourism Department, recognizing tourism as a key industry in Da Lat Given the rapid changes in the tourism sector, there is an urgent need to equip students with job-specific knowledge and skills, particularly in effective, formal, and professional communication As the work environment demands these competencies, students must acquire new skills and ideas to meet future challenges and leverage emerging opportunities (Smith, 1989) Therefore, this study aims to gather insightful information on the needs of tourism learners and explore how English textbooks can be aligned with their educational requirements to enhance learning outcomes.
Rationale
The current research was conducted for the following reasons:
Needs analysis is crucial in the Tourism course at LDCTE as it helps assess learners' true needs and objectives It identifies students’ learning requirements, professional needs, and attitudes toward the course, ensuring that instructional methods and content are tailored effectively By analyzing these needs, educators can optimize their teaching strategies to better align the "English for Tourism" course with students’ expectations, ultimately enhancing learner engagement and success.
Learner's needs are diverse and can be challenging for teachers to address simultaneously Textbooks play a crucial role in this context, serving as the foundation for lesson planning and instruction Educators can utilize textbook content and procedures to develop suitable activities that meet various learner needs, ensuring effective language acquisition.
Third, the subject English for Tourism is given with an already made book -
Highly recommended textbooks, chosen by teachers based on their personal perspectives rather than a thorough analysis of students' actual needs, can result in a mismatch between the content and learners' requirements This disconnect may lead to decreased motivation and engagement in studying the subject To ensure effective learning, it's essential to select educational resources that align closely with students' specific needs and interests.
Last but not least, the hospitality requirement is demanding an effort of both teachers and learners This industry has a special need for employees; especially
English proficiency is essential for effective communication in most jobs, especially in industries that require interaction with foreigners Therefore, preparing students with strong English skills is crucial to enhance their career effectiveness and efficiency Colleges should focus on developing English language skills within tourism-oriented programs to meet the growing demands of the hospitality industry and to improve overall service quality (Sirikhan, 2011).
1.2.1 Description of the English course for Tourism at Lam Dong College of Technology and Economics
The English course for Tourism is offered after students complete 90 periods of General English Its primary objectives are to build a strong vocabulary related to the tourism industry, broaden students' understanding of various tourism topics, review essential grammar points, and enhance their communicative skills This course equips students with the necessary language skills and industry knowledge to excel in tourism services, making it essential for aspiring professionals in the tourism sector.
The course utilizes the "Highly Recommended 2 - English for the Hotel and Catering Industry" (Stott & Polh, 2010) as the primary textbook for teaching English in the tourism sector Originally comprising 28 units covering diverse tourism topics, the current Tourism English course has been condensed to 22 units, with six units removed to focus on practical work-based skills and activities This streamlined content is designed to be covered over 150 periods across two semesters, effectively enhancing students' language proficiency and industry readiness.
At LDCTE, a comprehensive assessment procedure is implemented to enhance students' English proficiency, including final exams that evaluate reading, writing, and grammar skills, and duration tests for listening and speaking Student participation, such as class attendance, also plays a crucial role in determining eligibility for final exams alongside mid-term assessments This evaluation method provides an accurate measure of students' knowledge and skills, ensuring that their learning progress is thoroughly assessed Ultimately, the assessment reflects students' individual needs, helps achieve course objectives, and ensures a fair and unbiased evaluation process.
1.2.2 Description of the textbook for the English course for Tourism at Lam Dong College of Technology and Economics
The textbook Highly Recommended 2 published by Oxford University Press
Since 2011, the textbook "English for Tourism" by Trish Stott and Alison Pohl has been the primary resource at LDCTE for teaching English to tourism students This book provides students with practical, functional language skills for handling customer interactions and workplace situations such as reservations and complaints The course emphasizes a simple and effective approach to developing essential speaking and listening skills within the context of the tourism industry.
The textbook contains 22 units; each of them follows a format as follow:
1 Starter: is usually guided by questions, listing or matching activity
2 Listening: provides conversations that students have to listen to and fill in the gaps, then work with their partners to make their own dialogues
3 Language study: includes Part 1- Expressions to learn, Part 2- New words to use and Part 3- Language check
Part 1- Expressions to learn: furnishes the useful expressions related to the topic of the unit
Part 2- New words to use: supplies the necessary vocabulary for the topic
Part 3- Language check: is the grammar point of the unit It always consists of the summary of the grammar point and a practical exercise
4 Listening: This is another listening task in the unit In this task, students often listen and tick the correct answers, answer the given questions or underline the appropriate items After that, they work with their partners to make the conversations
5 Activity: includes the situations in the target working environment to help students get acquainted with the real context
Most units in the textbook "Highly Recommended 2" typically include five key sections, ensuring comprehensive language development However, in Unit 4, the first Listening task is replaced by a Writing task to diversify learning activities Additionally, in Units 18 and 22, the second Listening task is replaced by a Reading task to enhance reading skills, while in Unit 21, the Listening task is substituted with a Writing task for varied practice Each unit is designed to be completed within six periods of 45 minutes, with a structured teaching plan that optimizes time management and learning outcomes.
Table 1.1 Typical time frame of a unit
1.2.3 Some difficulties encountered by teachers and students at Lam Dong College of Technology and Economics
English for Tourism at LDCTE primarily uses the Highly Recommended 2 textbook, which provides essential language knowledge, skills, and strategies to familiarize students with practical language use The program emphasizes enhancing students' communicative abilities through listening and speaking practice However, many tourism students at LDCTE struggle with English communication skills due to various challenges, such as limited exposure and practice in real-life situations.
The primary challenge in English language teaching stems from the varying proficiency levels among learners Some students have studied English for seven years, while others have only learned it for three years or have no prior exposure at all Many students in continuation schools have not received any English instruction, and those from rural areas in Northern Vietnam often lack any background in the language This wide disparity in English proficiency creates significant difficulties in delivering an effective and cohesive course.
Many students lack awareness of the importance of English for their learning, leading to limited participation in classroom activities Most students pay little attention to their teachers and are often willing to accept poor grades on homework and exams Additionally, a significant number rarely share their ideas unless prompted by teachers, showing a heavy dependence on instructor guidance Although some students possess strong grammar and vocabulary skills, this reliance negatively impacts their current academic performance and hinders their ability to communicate effectively in future professional environments.
Large class sizes, typically ranging from 50 to 70 students, pose significant challenges for effective learning While there is no one-size-fits-all ideal class size across different levels and subjects, smaller classes generally promote better student performance by reducing stress and boosting confidence In large classes, opportunities for meaningful interaction through group work, pair activities, and classroom presentations are limited, which can hinder language development and active participation.
To effectively address the challenges faced by Tourism students in English learning, it is essential to identify their genuine needs Understanding these needs enables teachers to develop tailored teaching strategies, including the optimal use of textbooks and engaging classroom activities Aligning textbook usage with learners' specific requirements enhances language acquisition, especially in specialized courses like English for Tourism at LDCTE, ultimately improving student outcomes and language proficiency.
Aims of the study
The purpose of this study is to:
- get insight information about learner’s needs
- investigate the relationship between learner’s needs and the textbook use at LDCTE
- discover the ways that the use of the current textbook meets the learner’s needs.
Research questions
1 What are the needs of Tourism major students?
2 In what ways does the use of textbook meet the learner’s needs?
Scope of the study
This study focuses on discovering the needs of Tourism students and investigating whether the use of Tourism English textbook at LDCTE suits the learner’s needs.
Significance of the study
The successful completion of the research helps to:
1 Understand the needs of tourism students.
Explore the ways of textbook use to fulfill the needs of Tourism students at LDCTE
The study consists of the following assumptions:
1 The sample of the total amount of 150 tourism students from 4 classes at LDCTE, all 4 teachers of English at this college, 1 hotel employer and 7 employees in Tourism Industry is suitable and reliable
2 The methods and procedures of data collection and analysis are appropriate to obtain the information to answer the research questions
3 The teachers, students and personnel are willing to cooperate during the study
4 The teachers, students and personnel have no difficulty in understanding the items of the questionnaires and the interview questions
This study specifically examines the needs of Tourism students at LDCTE, without addressing the needs of students in other majors at the institution It focuses solely on the use of the Tourism English textbook, without evaluating its effectiveness or exploring the impact of additional factors such as teaching and learning environments, students’ attitudes, teaching methods, or classroom facilities.
The study consists of five chapters including (1) Introduction, (2) Literature Review, (3) Research Methodology, (4) Data analysis and Discussions of results and
(5) Summary of findings, Recommendations and Conclusion
Chapter I (Introduction) provides the background of the study and the rationale to the thesis Next, it focuses on the aims of the study, the research questions, and the significance of the study, and the assumption Lastly, it gives the limitation of the study and the organization of the thesis
Chapter II (Literature review) includes the findings of other researchers under the topic of learner’s needs and the use of textbook It first gives the general information about needs analysis It then presents a description of learner’s needs, some conceptions about textbook and its use This chapter provides the theoretical background of the present study
Chapter III (Methodology) deals with the research methodology used in the present study It explains how the study was carried out The chapter consists of the research questions, research design and the demographic information of the participants It also describes in detail the methodology of choosing the sample, the data collection instruments, the procedure to carry out the study and the data analysis methods
Chapter IV (Data analysis and Discussion of results) gives out the results of the questionnaires for teachers and students along with teachers’ and tourism staff’s interviews In addition, it discusses and analyzes the major research findings with reference to the literature reviewed in chapter two
Chapter V (Summary of Findings, Recommendations and Conclusion) contains a summary of the main findings of the study in the light of the two research questions along with the conclusion of the study The findings about the learner’s needs and the use of the textbook Highly Recommended 2 at LDCTE are also presented It then gives out recommendations for the administrators, the teachers and the learners concerning how to use the textbook more effectively for the future workforce as well as suggestions for further research.
RESEARCH METHODOLOGY
Overview of the study
This study explores the relationship between learners' needs and textbook usage at LDCTE, aiming to identify effective strategies for utilizing textbooks to better meet students' educational and language development requirements By understanding these connections, the research seeks to optimize textbook application, ensuring it aligns with learners' individual needs and provides a solid language foundation for their future careers Ultimately, the findings will help educators select and implement textbooks more effectively to enhance language learning outcomes.
This descriptive study involved 150 tourism students at LDCTE, four English teachers specializing in tourism language instruction, and eight hospitality and tourism professionals Data were collected through student questionnaires, teacher and personnel interviews, classroom observations, and analysis of textbook usage records to identify learners' needs and examine how teachers utilize the Highly Recommended 2 textbook The study included distribution of questionnaires to students, interviews with four teachers conducted twice during the academic year, and interviews with eight tourism-related professionals to gather comprehensive insights.
Research design
A descriptive research design was used to explore learners' needs and their use of textbooks According to Khan (1990), the descriptive method focuses on understanding the current status of a phenomenon, providing valuable insights without manipulating variables As Seliger (1989) explains, this approach offers natural descriptions of phenomena as they occur, emphasizing observation over experimental intervention.
This study utilized both quantitative and qualitative research methods to ensure comprehensive insights Quantitative research, focused on numerical data analysis (Denscombe, 2001), involved using questionnaires that were measured and converted into statistical data This approach allows for precise, data-driven results, enhancing the reliability and validity of the study's findings.
Qualitative research, as highlighted by Tetnowski & Damico (2008), aims to gain an in-depth understanding of phenomena through detailed information collected from interviews, observations, and records It transforms this information into rich, descriptive data reflected in written words, emphasizing detailed descriptions of observed events and individuals in their natural settings This approach allows researchers to explore complex aspects of human behavior and experiences with nuance and context.
This study employs a qualitative research approach, analyzing data from interviews, classroom observations, and textbook use records to gain in-depth insights Combining both qualitative and quantitative methods offers a comprehensive understanding of learners' needs and how textbooks are utilized in the educational environment.
This study employed questionnaires, interviews, observations, and textbook use records to gather comprehensive data Quantitative data on learners’ needs and textbook usage were collected through questionnaires, providing insights into students' requirements and how they utilize textbooks Qualitative data were obtained from interviews with teachers and Tourism staff, exploring the specific needs related to Tourism working conditions Additionally, textbook use information records, documented through notes during the research period, illustrated actual textbook usage practices These combined methods ensured a thorough understanding of learner needs, textbook application, and the working environment in Tourism.
The setting
This study was conducted at Lam Dong College of Technology and Economics in Da Lat City, Lam Dong Province, a centrally located institution with approximately 2,000 students across 50 classes The research focused on two classes from the Tourism Department each year, comprising first- and second-year students During the 2011-2012 academic year, the study involved classes KS2K11, KS3K10, DL3K11, and DL2K12 The course "English for Tourism" at the college uses the highly recommended textbook "Highly Recommended 2 - English for the Hotel and Catering Industry" by Stott and Polh (2010).
Current research focuses on identifying the needs of Tourism students at LDCTE, given that the tourism industry is a key economic driver in Da Lat In 2012, Da Lat welcomed approximately 2.8 million tourists, including 233,400 international visitors, highlighting a significant tourism market (Lam Dong Newspaper, 2012) The region plans to promote high-quality tours and boost tourism projects, increasing the demand for skilled tourism professionals To meet this local demand, LDCTE has been training students with professional knowledge, skills, and strategic expertise, with a particular emphasis on enhancing English communication skills to better serve foreign tourists.
Participants
This research was conducted between September 2011 and June 2012, involving four English teachers responsible for teaching Tourism English, 150 students enrolled in Tourism courses at LDCTE, and eight industry professionals working in the tourism sector.
The study was implemented with the help of four teachers of English who were teaching at LDCTE The background information of the teacher subjects was summarized in table 3.1
Table 3.1 Demographic data of teacher subjects
Demographic data Number of participants
The data indicated that the English teaching staff at LDCTE consisted of one male and three female teachers, with female teachers forming the majority The teachers ranged in age from 26 to 41 years and all had a minimum of four years of high school English teaching experience, including one with 11 years of experience Their age and extensive teaching background enabled them to provide valuable insights for the research.
This study involved 150 tourism students at LDCTE, representing approximately 95% of the student population The cohort included 70 first-year students and 80 second-year students, highlighting a balanced distribution across academic levels These students belonged to four different classes: KS2K11, KS3K10, DL3K11, and DL2K12, providing diverse insights into the student body and their learning experiences.
Due to the small number of students, there was no need for participant selection, and nearly all students participated in the study Questionnaires were distributed to first-year students in October 2011 and to second-year students in April 2012, when they were already familiar with the English for Tourism course The background profiles of the students are summarized in the accompanying table, providing relevant demographic information for the research.
Table 3.2 Demographic data of student subjects
Demographic data Number of participants Percent
The study revealed that class sizes differed, with more students in KS2K11 and DL2K13 compared to KS3K10 and DL3K11 The gender distribution was unequal, with females constituting 74% (111 students) and males 26% (39 students), indicating a higher female interest in tourism studies Participants ranged in age from 16 to 21, with the majority (34.7%) being 18 years old, followed by 24% aged 19, 18.7% aged 17, 12.6% aged 16, 5.3% aged 20, and 4.7% aged 21, suggesting that most students possess the ability to acquire knowledge and apply it in practical contexts.
This study involved tourism staff members, including one employer and seven employees actively working in the tourism industry, providing valuable insights into their professional needs Through interviews with these eight participants, the researcher was able to identify key requirements for learners in the working environment Background information of the participants is summarized in Table 3.3, offering additional context for the study’s findings.
Table 3.3 Demographic data of personnel subjects
Subject Age Gender Professional careers Years in career
1 28 female Receptionist at Sai Gon- Da Lat Hotel 6
2 22 male Waiter at Nhu Ngoc Restaurant 1
3 30 female Room attendant at Sai Gon- Da Lat Hotel 8
4 34 male Maintenance man at Ngoc Lan Hotel 7
5 45 female Blend drink attendant at Sofitel 15
6 28 female Tour operator at Viettravel 5
7 39 male Tour guide at Dalat Travel 14
8 38 male Manager of Tri Ky Hotel 12
Table 3.3 shows that the personnel participants' ages ranged from 22 to 45 years, with work experience spanning 1 to 15 years, providing diverse perspectives valuable for the study The variation in age and experience among participants enhances the richness of the insights collected Additionally, interviews were conducted with eight hospitality industry professionals—four females and four males across different positions—offering a wide range of ideas and viewpoints about their jobs.
Instruments
This study addressed two key research questions by utilizing multiple data collection methods, including student questionnaires, interviews with teachers and staff, classroom observations, and records of textbook usage These diverse instruments provided comprehensive insights into the research focus, ensuring robust and reliable results.
Questionnaires are an effective method for collecting data, as they enable researchers to survey large populations across multiple locations efficiently According to Wray & Bloomer (2006), questionnaires are particularly useful for reaching diverse groups, while Brown (2001) emphasizes their ability to provide fast and cost-effective self-report data from a large number of respondents.
This study utilized a questionnaire to gather insights into students' learning needs and their use of textbooks from 150 students across four classes—KS3K10, KS2K11, DL3K11, and DL2K12—at LDCTE The questionnaire consisted of two main sections, designed to provide comprehensive information about students' preferences, challenges, and textbook engagement, thereby informing targeted improvements in educational materials and instructional strategies.
Part I was used to collect personal information of the subjects such as gender, age, class, English learning experience, opinions about the necessity of English, the reasons why they learning English and the job they like doing in the future
Part II comprised 45 statements in order to approach the learner’s needs and the use of textbook The students responded according to a five point Likert scale such as strongly agree, agree, neutral, disagree and strongly disagree with each statement
These 45 statements were divided into two groups The first group was for learner’s needs and the other one is for textbook and its use
The first group consists of 25 items focused on the learner's needs, with the initial 12 items designed to gather information about the "English for Tourism" course at LDCTE The next 8 items (items 13 to 20) aim to understand learners' learning needs, while the final 5 items (items 21 to 25) pertain to their professional needs.
The second group, consisting of 20 items related to textbooks and their usage, was divided into two sub-groups The first sub-group, containing items 26 to 35, focused on the advantages of textbooks, highlighting their benefits in the educational process The second sub-group, comprising items 36 to 45, explored how textbooks are used effectively in learning environments This categorization underscores the importance of both the benefits and practical applications of textbooks in education.
Table 3.4 showed the number of questions in the questionnaire and the focus of each part
Part II Learner’s needs and the use of textbook 45
Learner’s needs Learner’s needs in relation to the course English for Tourism
Table 3.4 Distribution of Questions on Students’ Questionnaire
This study employed a questionnaire as the data collection method due to its numerous advantages, such as efficiency and detailed insights The questionnaire targeted students at LDCTE to explore their needs and assess the current textbook usage in the learning environment The primary goal was to identify how textbooks can be optimally utilized to enhance learning outcomes and better align with students’ working conditions Ultimately, the questionnaire aimed to answer two key research questions: evaluating students’ needs and understanding the realities of textbook use at LDCTE.
1 What are the needs of Tourism major students?
2 In what ways does the use of textbook meet learner’s needs?
To enhance the reliability of the research, the researcher emphasized the importance of participants' responses and explained how their answers would contribute to the study's success Additionally, the questionnaire was translated into Vietnamese to ensure clear understanding and accurate responses from participants, thereby improving data quality.
Most questionnaire items in Part 2 were informed by a comprehensive literature review of learners' needs and textbook usage discussed in Chapter Two They were also specifically designed to address the actual needs of students and reflect the real practices of textbook use at LDCTE, ensuring relevance and applicability.
Interviews with teachers and staff complemented the questionnaire to gather insights into teachers’ perspectives on learners’ needs and the effectiveness of the "Highly Recommended 2" textbooks in the classroom These discussions also aimed to identify the actual working conditions and challenges faced by educators, ensuring a comprehensive understanding of how the textbooks are integrated into teaching practices.
Despite criticisms that interviews are time-consuming and susceptible to interviewer bias (Cohen et al., 2007) and that they may present challenges as a data collection method (Menkabu, 2010), they remain a widely used approach for exploring phenomena that are not directly observable, such as teachers’ attitudes (Mackey & Gass, 2005) Interviews are highly interactive, allowing researchers to seek detailed, clear responses and explore emerging topics in depth (Mackey & Gass, 2005; Cohen et al., 2007) Dudley-Evans and St John (1998) highlight the importance of interviews in language needs analysis, emphasizing their ability to gather nuanced insights through open-ended questions rooted in theoretical frameworks Compared to questionnaires, interviews facilitate a more comprehensive understanding of individuals’ perspectives (Cohen et al., 2007) The primary purpose of interviews is to obtain valuable information through direct communication with participants (Seliger, 1989) In this study, interviews with teachers provided insights into learners’ needs, their use of textbooks, and the professional language skills required for their careers Additionally, interviews with tourism industry personnel offered critical information on job requirements, aiding in the development of effective textbook strategies to meet learners’ needs.
One-to-one interviews were selected as a key data collection method because they effectively explore teachers' opinions on learners' needs, their own learning and professional development requirements, and their usage of the textbook Highly Recommended 2 This approach also helped establish rapport with teachers, facilitating ongoing collaboration throughout the project Additionally, this strong relationship enabled a better understanding of industry-specific needs, particularly in the tourism sector, by gathering detailed insights from industry professionals.
To best taking advantages of interviews, in many studies, interviews are rarely used alone; they more commonly complement other data collection methods like those based on observations (Richards, 2009)
3.5.2.1 Structure of teachers’ interview questions
A total of five interview questions were prepared for the teachers as followed:
1 According to you, is it essential to do need analysis before taking a course? Why?
2 What can be done when the needs of learners are understood?
3 Is there any relationship between learner’s needs and textbooks?
4 For the course English for Tourism, does the textbook Highly Recommended 2 satisfy the needs of learners?
5 What techniques do you often use to make the textbook more suitable with the learner’s needs?
Question 1 identified teacher’s opinions about doing needs analysis before a course
Question 2 explored their ideas about the thing they do after understanding about learner’s needs
Question 3 found their ideas about the relationship between learner’s needs and textbooks
Question 4 determined their opinions about the degree of satisfaction of the current textbook Highly Recommended 2 to the needs of learners
Question 5 aimed to find out their techniques in textbook use
3.5.2.2 Structure of personnel’s interview questions
The study involved interviews with eight professionals across various positions in the tourism industry, conducted in their native languages at their request These interviews provided valuable insights, enabling the researcher to explore diverse perspectives and identify key professional needs within the tourism workplace.
A total of four interview questions were prepared for the personnel as followed:
1 How long have you worked in tourism industry?
2 What is your responsibility at your workplace?
3 How often do you use English in your job?
4 What difficulties do you often encounter at your workplace?
Question 1 investigated personnel’s working experience
Question 2 showed their positions in their jobs
Question 3 described the frequency of English language use in their working condition
Question 4 found the obstacles that employees encountered when working in tourism environment
According to Menkabu (2010), classroom observation is valuable because it allows researchers to gather 'live' data from real classroom situations, providing authentic insights into teaching and learning processes Observations reveal how curriculum materials are utilized by teachers and students in practice Gebhard (1999) defines classroom observation as a method for systematically examining classroom interactions and activities to understand instructional dynamics and student engagement.
Data collection procedure
This study employed both quantitative and qualitative methods to gather data on learners' needs and textbook usage at LDCTE Quantitative data were collected through questionnaires distributed to teachers and students, providing measurable insights into textbook utilization Additionally, qualitative techniques involved analyzing interview responses from teachers and staff, classroom observations, and textbook use records, offering a comprehensive understanding of how learners engage with textbooks and meet their educational needs at the college.
3.6.1 Procedure for conducting the questionnaire survey
The researcher obtained prior permission from school administrators before distributing the questionnaires Once the principal and vice-principals approved the data collection, the questionnaires were promptly distributed to participants.
A survey was conducted with 150 tourism students to gather insights into their needs and opinions regarding the use of the "Highly Recommended 2" textbook Simultaneously, questionnaires were distributed to four teachers to collect valuable information about students' requirements and their experiences with the textbook The questionnaires encompassed five different scales to ensure comprehensive data collection and meaningful analysis.
3.6.2 Procedure for conducting the interview
The researcher conducted interviews with teachers and personnel, utilizing a flexible questioning approach that allowed for modification of question order and wording to gather comprehensive insights To analyze the interview data effectively, the researcher presented the responses in charts, enhancing clarity and organization This method aligns with best practices in qualitative research, ensuring a thorough understanding of participant perspectives (Mackey & Gass, 2005; Cohen et al., 2007).
During the interview scheduling process, all teachers were prepared to participate, with each interview lasting at least 20 minutes For tourism industry personnel, it was essential to arrange interview times that suited their availability, ensuring minimal disruption Both the questionnaire and interview sessions were designed to be concise, with each lasting no more than 30 minutes to optimize efficiency and convenience.
Interviews with the four English teachers at LDCTE were conducted at the end of each semester during the 2011-2012 school year to assess student needs and the effectiveness of current textbooks The teachers were asked six questions to gather detailed insights into their instructional challenges and curriculum usage To ensure a comfortable environment and accommodate their busy schedules, prior appointments were arranged before each interview, facilitating open and productive discussions.
3.6.3 Procedure for conducting the observation
In this study, the researcher obtained teachers’ permission and conducted two classroom observations in each class, focusing on learners’ needs and textbook usage Standard observation sheets were utilized, with four columns recording teachers’ activities, students’ activities, timing, and comments on teaching methods and textbook integration As Swann (2003) suggests, these comments facilitated reflection and review of the observational data, helping to analyze how teachers incorporate textbooks into their instruction This structured approach allowed the researcher to systematically organize and interpret the observational findings related to teaching practices and learner engagement.
The analysis of observation data focused on understanding how teachers progress through various teaching stages and utilize techniques with the "Highly Recommended 2" textbook This approach aimed to examine the effectiveness and relevance of the textbook in meeting learners' needs By linking teaching methods and textbook usage, the study highlights the importance of aligning instructional practices with student requirements for improved learning outcomes.
3.6.4 Procedure for conducting the textbook use information record
This study examined textbook use at LDCTE through a comprehensive approach, utilizing textbook use records, questionnaires, interviews, and observations Between September 2011 and June 2012, researchers documented the textbook usage of four English teachers across all 22 units, with detailed records available in Appendix 7 These records provided insights into each unit’s content, the procedures employed in textbook implementation, and the adaptation techniques applied by teachers Additionally, the records captured teachers' rationales for using specific adaptation methods and identified supplementary resources incorporated into the teaching process, offering a thorough understanding of textbook utilization and instructional strategies at LDCTE for SEO optimized content.
The textbook use information record was finalized in June 2012, providing insights into how frequently teachers incorporate the "Highly Recommended 2" textbook in their daily instruction The data highlights the extent of textbook integration in lesson planning and classroom activities Teacher responses included numerical notes, categorizing activities and tasks based on their source within the textbook, offering a detailed view of its practical application in teaching practices.
This study analyzed data collected through questionnaires from students and teachers, interviews with teachers and staff, classroom observation notes, and records of textbook usage The findings provide comprehensive insights into the educational environment, highlighting key patterns and trends identified through thorough data analysis and interpretation.
DATA ANALYSIS AND DISCUSSION OF RESULTS
Results
The study's findings are organized into five key sections The first section analyzes students’ questionnaire responses, providing insights into their experiences and perceptions The second section presents the results of interviews conducted with teachers, highlighting their perspectives and teaching strategies The third section details interviews with personnel, offering additional contextual information The fourth section reports observations made during the study, capturing real-time behavioral and environmental data Finally, the fifth section details the results from the textbook usage records at LDCTE, shedding light on how educational materials are utilized in practice.
A questionnaire was distributed to 150 tourism students at LDCTE, including 70 first-year and 80 second-year students, with all participants providing complete responses The survey collected demographic information and insights into students’ needs and their usage of the "Highly Recommended 2" textbook at LDCTE.
The study involved 150 learners enrolled in the English for Tourism program at LDCTE Demographic data collected included gender, age, class level, and English learning experience Participants also shared their opinions on the importance of learning English, reasons for studying the language, and their future career plans This comprehensive demographic profiling helps understand the learners' backgrounds and motivations, supporting targeted language instruction aligned with their professional goals.
Chart 4.1 Distribution of students by gender
Chart 4.1 showed the distribution of students by gender The respondents consisted of 111 female which accounted for (74%) and 39 male which calculated to (26%) The data indicated that the course English for Tourism was chosen by a high number of female students
Chart 4.2 Distribution of students by age
Chart 4.2 presented the distribution of students by age As indicated in the chart, a high proportion of participants (46.0%) was at the age of 18, whereas there were 42 students at the age of 19 (28%), 12 students at the age of 20 (8.0%), 11 students at the age of 17 (7.0%), 10 students at the age of 16 (7.0%), and the least distribution of them (6 students) was at the age of 21, occupied 4.0% The reason for such various age was because the course English for Tourism mentioned in this study aimed to students at intermediate level at LDCTE Data from chart 4.2 showed that most of the students were in the age of good acquisition So they have the ability to learn the course English for Tourism
Chart 4.3 Distribution of students by classes
The study involved students from four different classes: KS3K10, KS2K11, DL3K11, and DL2K12, with participation rates varying across these groups The highest proportion of students was from class DL2K12 (40%), followed by KS2K11 (37%), while only 13% of participants belonged to DL3K11, and just 10% came from KS3K10 The majority of participants from KS2K11 and DL2K12 had completed senior high school but failed their university entrance exams Conversely, students from KS3K10 and DL3K11, representing the lower participation numbers, had not finished senior high school; some had only recently graduated from ninth grade These differences highlight the diverse educational backgrounds of the study's participants, which may influence the research findings. -Enhance your SEO content strategy with AI-powered summaries that capture every key insight—try it now! [Learn more](https://pollinations.ai/redirect/2699274)
Chart 4.4 Student’s English learning experience
10,0 20,0 30,0 40,0 50,0 60,0 70,0 80,0 no English learning experience less than 3 years from 3 to 7 years more than 7 years
Chart 4.4 described students’ English learning experience As indicated in the chart, 3.3% of the participants had no English learning experience, 18.7% of them had studied English for less than 3 years The participants had English learning experience from 3 to 7 years hold 72.0 % which was also the highest percentage in the group Then 6% is the percentage of students who had more than 7 years English learning experience Data from the chart revealed that the English level of students were uneven As a result, the use of textbook should be flexible to meet all the requirements of them
Chart 4.5 Student’s opinion about the necessity of English
Chart 4.5 reveals that 93.3% of respondents believe English is necessary, highlighting its importance in their lives Conversely, only 6.7% consider English unnecessary, often due to negative attitudes or unpleasant experiences during learning Interview data suggest that students who answered "no" to English necessity tend to have negative perceptions of the language Overall, the statistics demonstrate that the majority of participants recognize the significant role of English in real-world contexts.
Chart 4.6 Student’s reasons for learning English
English is the main foreign language in your job.
English can give you more opportunities in your job.
English can enlarge your job- related knowledge.
English can help you communicate better in your job.others
Chart 4.6 showed the reasons why the student subjects learned English Every participant could choose any reasons related to them The result from the chart reflected that most of the participants (44%) learned English because it can give them more opportunities in their jobs 28.7% of the participants learn English since it was the main language in their jobs 16% of them agreed that English can enlarge their job- related knowledge The reason that English can help to communicate better in their jobs was chosen by 9.3% of the participants Last but not least, 2% of the participants stated that they had other reasons from the list like English could help them to self study about cars and its operation since they wished to be drivers for a travel agent, or they could use English to grasp the knowledge and techniques of hotel maintenance
Chart 4.6 reveals that the majority of students recognize the importance of English for their careers, highlighting its significance in various professions such as travel agency drivers and hotel maintenance staff Many students have a clear understanding of how they plan to use English in their jobs, demonstrating purposeful learning These findings indicate that most students pursue English language courses with specific career goals in mind, underscoring the relevance of English proficiency in the job market.
In this part of the questionnaire, students chose a job that they like doing in their future The result was presented in chart 4.7
1 p e rc e n ta g e a tourist guide a tour operator a receptionist an officer in a tourist board a hotel manager a hotel manager assistant a room attendant a member of front staff a clerk a cook other
According to Chart 4.7, a significant portion of students preferred careers in the tourism industry, with 16.7% aiming to become tourist guides and 14.7% aspiring to work as officers in a tourist board Additionally, 14.0% expressed interest in front desk roles, while 13.3% wanted to pursue careers as cooks A smaller percentage of participants, 9.3%, favored becoming tour operators, and 8.0% targeted receptionist positions Opportunities as hotel managers and room attendants were equally popular, with 7.3% of students each Moreover, 4.7% of participants showed interest in clerical roles, and 2.0% intended to become hotel manager assistants Notably, 2.7% of students selected other jobs, including aspirations to work as taxi drivers, bartenders, hotel maintenance staff, or tourism entrepreneurs, based on follow-up interviews conducted after questionnaire completion.
Chart 4.7 showed that a considered number of students loved working in the travel industry Besides, working in hotel and catering industry was also chosen by plenty of them Then being a cook were the wish of many students Obviously, the choice of careers of the students in Tourism department was multiform So how to choose the topics in the textbook which are in accordance with the various needs of students is necessary
4.1.1.2 Learner’s needs and the use of textbook
Participants responded to 45 five-point Likert-scale items assessing their learning and professional needs, as well as their opinions on using the "Highly Recommended 2" textbook at LDCTE Responses were rated on a scale from Strongly Agree (SA) to Strongly Disagree (SD) The collected data were analyzed in two sessions: Session A focused on learners’ needs, while Session B examined their opinions about the textbook.
This session focused on identifying learners’ expectations for the "English for Tourism" course at LDCTE and exploring effective strategies to enhance their learning experience The discussion was divided into two parts addressing learners’ needs: Part 1 concentrated on understanding their specific learning needs to tailor the course content accordingly.
Part 2 was about objective needs (or professional needs)
This session's questions (1 to 14) explored students' needs, focusing on their ideas about the English for Tourism course (questions 1 to 7) and their suggestions for improving their learning experiences The findings are summarized and presented in Table 4.1 below.
You expect that the course English for Tourism can help you:
2 to obtain English language skills
5 to work in collaboration with others
6 to apply knowledge in job- related situations
7 to solve job- related problems
You will learn the course English for Tourism better if:
8 You have opportunities to express your needs in learning
9 You have opportunities to express your language
10 You have opportunities to express your language background
11 You have opportunities to assess your learning achievement
12 You are supplied some strategies which help you benefit from the course
Discussion of results
This chapter examines data collected through questionnaires, interviews with students, personnel, and teachers, observations, and textbook usage records The analysis emphasizes learners’ needs and the effective use of textbooks at LDCTE, providing insights into how these factors influence educational practices.
Research question 1: What are the needs of Tourism major learners?
The result of the students’ questionnaire indicated that the needs of Tourism major students were as follow:
Effective language learning requires learners to utilize appropriate strategies, as studies show that 90% of students rely on their teachers and textbooks to equip them with essential skills These strategies include practical tips for mastering grammar and vocabulary, methods for developing language skills, gaining valuable job experience, and handling job-related situations Implementing these strategies significantly enhances students’ learning outcomes and boosts their interest in the course, highlighting the critical role of strategic learning in language education.
To enhance language proficiency, learners need ample opportunities to practice English within the classroom environment According to the questionnaire, 96.6% of students indicated that their learning would improve significantly with more practice opportunities Therefore, teachers should foster a supportive and collaborative classroom setting, providing optimal conditions for students to work together and communicate effectively in English.
Students expressed a strong desire to practice English outside the classroom, with 97.3% of them wishing to engage with foreigners in various settings To meet this need, developing essential language communicative skills is crucial These skills should initially be cultivated through in-class practice, followed by participation in extracurricular activities, learning tours, or real job training experiences, which can significantly enhance their English proficiency and confident communication.
Learners must develop strong problem-solving skills to succeed in their careers, as 92.7% of students identified this as the top expectation from their course To meet this need, students should first be able to accurately identify job-related problems and then effectively apply their knowledge to resolve them, ensuring they are well-prepared for real-world challenges.
In the scope of classroom environment, the ability of identifying problems could be equipped through different situations and tasks suggested by the textbook Highly
Recommended 2 However, data from the questionnaire showed that 66% of the learners disagreed with the statement “the course English for Tourism has helped them to identify problems in job- related situations” Moreover, the ability of applying knowledge was expected by 91.4% students when they decided to take part in the course also received negative ideas from the students because 47.3% of them disagreed that the course helped them to obtain language professional knowledge These opinions may be caused from the following reasons: at LDCTE, there were three different branches in Tourism Department: (1) Hotel and Catering Industry, (2) Tourist Industry and (3) Food and Beverage Industry Whatever tourism major students learned, they had to join in the course English for Tourism with the use of the textbook Highly Recommended 2 This textbook only focuses on listening and speaking skills for Hotel, Catering and Tourist Industries As a result, this textbook was very useful for the students in these two branches However, for the students who learned Food and Beverage Industry, they did not receive much benefit from the course
To effectively address learners' needs for solving job-related problems, it is essential to provide tailored English courses that meet the diverse requirements of students across various branches within the Tourism Department.
Research question 2: In what ways does the use of textbook meet the learner’s needs?
The use of textbooks can address learners' needs for language learning strategies, but there is a discrepancy between student perceptions and classroom practices While 60% of learners disagreed that textbooks provided language strategies, classroom observations revealed that 100% of teachers actively supplied lexical items and strategies for language learning Additionally, 62% of students agreed that teachers frequently offered strategies for language practice As a result, teachers recognized learners' needs and adapted by incorporating effective strategies to compensate for textbook shortcomings, ultimately enhancing student engagement and better preparing them for future careers.
Second, the need of gaining opportunities to practice English inside classroom was not completely met It obtained both satisfactory and unsatisfactory results as follow:
Satisfactory results, as evidenced by student questionnaire data, indicate that the textbook effectively guided classroom discussions, activities, and grammar explanations Teachers consistently provided clear instructions and allocated sufficient time for in-class practice, creating an optimal environment for learners to practice and improve their skills Overall, the data demonstrates that students were supported by well-structured classroom conditions conducive to active learning.
Despite efforts to improve language learning, 68% of learners reported that the textbook did not effectively help them become familiar with the target language use Key challenges contributing to these negative perceptions include learners' varied levels of English proficiency, their attitudes during the course, large class sizes, and teachers' tendency to exert full control over in-class activities These factors collectively hindered students' engagement and the overall effectiveness of the language education experience.
Providing additional opportunities for students to practice English outside the classroom is essential for language mastery Although LDCTE offers extracurricular activities, learning tours, and real-world training annually, these opportunities are primarily conducted in Vietnamese The English for Tourism course has historically received little support from college administrators, who view it as a secondary subject of the Tourism department As a result, students lack sufficient chances to practice English during practical tours, since their environments do not require the use of the language, highlighting the need for more targeted language practice opportunities in real-world contexts.
Certainly! Here's a coherent paragraph containing key sentences from your article, optimized for SEO:Solving job-related situations demands significant effort from learners, who must supplement the knowledge and skills provided by teachers with essential industry-specific information According to interviews with personnel, many professionals use English regularly in their jobs and face various challenges, such as responding quickly to questions, understanding different accents, and communicating effectively with fast or quiet speakers They also encounter difficulties in managing multilingual telephone calls, comprehending emails, faxes, and letters in English, and handling multiple tasks simultaneously Overcoming these obstacles requires a concerted effort from both teachers in delivering effective instruction and learners in applying their skills in real work scenarios.
Chapter summary
This chapter presents key findings from questionnaires administered to students, interviews with teachers and staff, classroom observations, and textbook usage records, providing valuable insights into learners' needs and the utilization of textbooks at LDCTE The discussion of results offers a comprehensive understanding of how these factors influence language learning experiences in the institution.
This chapter summarizes the key findings of the study in relation to the two research questions, providing a clear conclusion of the research It offers practical recommendations for teachers and administrators to enhance educational practices Additionally, the chapter suggests areas for future research to build on these findings and improve understanding in the field.
