INTRODUCTION
Rationale
In today's globalized world, English has become an essential international language, significantly impacting daily life in many countries, including Vietnam Its usage spans various sectors such as politics, economy, culture, and notably, education The role of foreign languages, particularly English, is crucial in the education and training system, contributing to the overall development of the nation.
English is an essential tool for communication and collaboration among nations, particularly since Vietnam joined the Asian Bloc in 1995 and the World Trade Organization in 2007 Proficiency in English is crucial for accessing global knowledge, as it serves as the official language in fields such as science, technology, commerce, and education Additionally, strong English skills are a key criterion for securing desirable jobs after university graduation Consequently, the significance of English in schools and universities has never been greater.
Nearly all Vietnamese universities utilize English textbooks as primary teaching resources, underscoring the importance of materials, particularly authentic ones, in foreign language education The use of textbooks in English instruction is essential, as highlighted by Cunningsworth (1995, pp 7-15), who emphasizes that textbooks should align with learners' needs, empower them to use the language effectively for their purposes, facilitate the learning process, and clearly mediate between the target language and the learner.
Since 2007, the New Cutting Edge Pre-Intermediate textbook has been the primary resource for teaching general English at all colleges within Hue University Although it is a theme-based textbook designed for pre-intermediate students, recent observations indicate that after two years of English study, only a small number of students demonstrate proficiency in the language The majority exhibit low English skills, falling short of the expectations set by both the school and society Furthermore, many arts students appear disengaged from English classes and activities, raising significant concerns among English teachers.
To address the global demand for English language education, an increasing number of English textbooks are being published to facilitate the teaching and learning process both in and out of schools These materials are vital resources for educators and learners alike As noted by Brown (1994, cited in Prafitasani, 2010), textbooks play a crucial role in supporting effective teaching and learning However, many textbooks are designed for diverse audiences across various countries, where English may be a first, second, or foreign language This raises concerns about the quality and appropriateness of the content, as it may not align with the specific levels and needs of our students Therefore, it is essential to critically evaluate the suitability of these materials.
In 1995, it was noted that "No course book designed for a general market will be absolutely ideal for a particular group of learners." This highlights the necessity of evaluating textbooks, which is crucial for effective teaching and learning of foreign languages in educational institutions.
The evaluation process is essential for teachers to gain valuable insights into the material It serves as a matching process that aligns learners' needs with available solutions, as noted by Hutchinson and others.
Teachers must carefully select materials to ensure their suitability for specific classes, highlighting the importance of material evaluation This process not only determines the quality of the materials but also helps identify the strengths and weaknesses of textbooks.
Textbooks serve as essential resources for learners at different levels and in diverse teaching environments While a particular textbook may be highly effective in one context, it may not yield the same results in another due to varying objectives, student demographics, teaching styles, and environmental factors.
Material plays a crucial role in the success of the teaching and learning process Effective educational materials align with school training objectives, meet students' needs, match their proficiency levels, and engage learners Through textbook evaluation, educators can leverage strengths and address weaknesses by adapting or substituting content from other resources.
In 1995, it was highlighted that issues arise in the absence of teaching materials Notably, there has been no comprehensive study at Hue University focused on enhancing English teaching and learning among college members As an experienced English teacher, I have discovered that evaluating textbooks provides educators with valuable, precise, systematic, and contextual insights into the characteristics of teaching materials.
The author aims to assess the textbook "New Cutting Edge Pre-Intermediate" to determine its alignment with the criteria of a quality textbook and its relevance to the context of the College of Arts – Hue University This evaluation seeks to identify solutions for enhancing the quality of English teaching and learning at the institution.
Aims of the study
- Find out if the textbook meets the general aims of the course
- Explore the strengths and weaknesses of the “New Cutting Edge Pre-
- Give implications and suggestions to improve the English teaching and learning at the College of Arts – Hue University
This study aims to enhance my English teaching methods for students at CA – HU and to support fellow English instructors at the college in their teaching practices.
Research questions
This research aims to assess the effectiveness of the "New Cutting Edge Pre-Intermediate" course at the College of Arts – Hue University by addressing key evaluation questions.
1 To what extent does the textbook fit in the English teaching and learning setting at the College of Arts – Hue University?
2 What are the teachers’ and students’ perceptions of the use of the book
“New Cutting Edge Pre-Intermediate”?
3 What should be done to improve the English teaching and learning at the College of Arts – Hue University?
Scope of the study
In this study, the researcher does not intend to evaluate all the aspects in a textbook First, the scope of this study is to evaluate the following aspects: Practical
The study examines key factors such as considerations, layout and design, activities, skills, language type, subject matter, and overall consensus in the context of English teaching and learning at the College of Arts – Hue University It also investigates the challenges faced by both teachers and students while using the textbook Ultimately, the researcher aims to identify strategies for enhancing English education in this academic setting.
Structure of the thesis
This thesis consists of five chapters, namely Introduction, Literature Review, Methodology, Findings and Discussion, and Conclusion and Implications
Chapter 1 introduces the reasons, aims, research questions and scope of the study From these, the readers can easily have a whole view of the topic Chapter 2 focuses on literature review This chapter presents the theoretical background, supplying fundamental and theoretical concepts which are relevant to the study Chapter 3 presents research methodology: the subjects, data collection and other
The research process is outlined in 12 steps, with Chapter 4 detailing the findings and discussions derived from the study Chapter 5 then summarizes the key findings, highlighting their implications, proposing potential adaptations, acknowledging limitations, and offering suggestions for future research.
LITERATURE REVIEW
The role of textbooks in EFL/ESL classroom
In the process of teaching and learning English, textbooks and instructional materials are crucial components in ESL/EFL classrooms Numerous educators and researchers have explored the role of textbooks in language teaching programs, each contributing their own concepts and insights.
Textbooks serve as foundational resources in education, offering a core set of materials that educators can build upon As O’Neil (1982) notes, they act as starting points for teachers and classroom activities, with significant learning often initiated from these texts.
According to Torres (1994), textbooks are essential in English language teaching, as they complete the teaching-learning experience (p 315) Similarly, Penny Ur (1996) emphasizes that textbooks offer a framework that guides both teachers and learners, providing clarity on the learning journey and fostering a sense of structure and progress.
Textbooks significantly reduce the time teachers spend on material production, allowing them to focus more on teaching They also offer diverse learning resources, as noted by Richards (2001), who states that "workbooks, cassettes, videos, CDs, etc., and comprehensive teaching guides provide rich and varied resources for teachers and learners."
While many theorists highlight the benefits of ESL/EFL textbooks, others, like Allwright (1982), express significant reservations He critiques textbooks for their inflexibility and for reflecting the biases of their authors, which can impose external language objectives and instructional paradigms on both students and teachers Consequently, textbooks can dictate the methods and processes of language teaching and learning, potentially limiting the educational experience.
Theorists like Prodromou (1988) and Alptekin (1993) emphasize the crucial role of incorporating the target language culture in language teaching through textbooks They argue that teaching a language without its cultural context is ineffective, as it can lead to learners feeling alienated or resistant due to their lack of familiarity with the culture This highlights the importance of cultural integration in language education to prevent stereotyping and enhance the learning experience.
Proponents of authentic classroom language models argue that the issues with many textbooks stem not from cultural or social bias, but from their overly contrived and artificial presentation of the target language They emphasize the importance of exposing learners to real-life examples of both spoken and written discourse Research has shown that scripted language models and dialogues in textbooks are often unnatural and fail to prepare students for the pronunciation, language structures, grammar, idioms, vocabulary, and conversational strategies they will encounter in real-world communication.
Harlig et al (1991) and Yule et al (1992) argue that the scripted and unauthentic language present in many textbooks hinders effective communicative practice This approach not only oversimplifies language but also creates unrealistic perceptions of real-life situations Additionally, it can offer misleading information about the target language's culture, posing risks for students who are about to enter the target language community or engage in meaningful interactions with native speakers.
Richards (2001, p.13) argues that reliance on textbooks and teachers' manuals can diminish teachers' skills When educators depend heavily on these resources for instructional decisions, their role may be reduced to merely presenting pre-prepared materials, akin to that of a technician.
McDonough and Christopher (1993) argue that while textbooks do not deskill teachers, they can effectively train them They emphasize that for teachers with limited experience, a textbook accompanied by a teachers’ manual can act as a valuable resource for initial teacher training.
In summary, both researchers and educators agree on the essential role of textbooks in language programs, viewing them as crucial components and foundational tools for both teachers and learners.
Syllabus and types of syllabus
Widdowson (1984, cited in Nunan, 1988) points out that “syllabus is simply a framework within which activities can be carried out: a teaching device to facilitate learning”
Yalden (1984, cited in Nunan, 1988) emphasizes that the syllabus serves as a tool for teachers to align the needs and goals of learners, both as individuals and social beings, with the classroom activities.
Many teachers find the terms "function" and "notion" confusing Functions refer to the communicative purposes of language, such as identifying, agreeing, and advising In contrast, notions represent the conceptual meanings conveyed through language, including objects, states of affairs, and logical relationships.
Functional-notional syllabi are a semantically-based approach to syllabus design, regarded as a leading alternative to traditional structural syllabi This type of syllabus integrates two crucial components: meanings, referred to as notions, and communicative acts, known as functions.
(b) was one of the first syllabi to discourage the behavioral input-output chain in which the highest priority is given to formal accuracy
Finocchiaro and Brumfit (1983) suggest that functional-notionalism have the
“tremendous merit” of placing the students and their communicative purposes at the centre of the curriculum They also list many benefits of adopting a functional- notional orientation
Procedural and task-based syllabuses, while differing in application, are fundamentally aligned in their core principles Both approaches prioritize classroom objectives that foster effective learning Richards, Platt, and Weber (1985, cited in Nunan, 1988) consider these syllabuses to be synonymous, highlighting their shared focus on enhancing the learning experience.
A task-based syllabus focuses on organizing language learning around practical tasks instead of traditional grammar or vocabulary This approach encourages learners to engage in activities such as making phone calls for information, following commands in the target language, and giving orders or instructions Advocates argue that this method enhances language acquisition by promoting real-life language use.
17 provides a purpose for the use and learning of a language other than simply learning language items for their own sake” (Richards, Platt, and Weber, 1985, p.289)
In other words, Richards, Platt, and Weber (1985, cited in Nunan, 1988) define it as follows:
An activity or action resulting from language processing or understanding is considered a response Typically, a task necessitates that the teacher defines the criteria for what constitutes successful completion.
According to Prabhu (1987), a task-based approach posits that language proficiency is best developed through practice and interaction This method emphasizes the use of tasks and activities that promote communicative language use to achieve specific goals It is essential that these tasks are relevant to the real-world language needs of learners, as both task-based and communicative language teaching theories indicate that engaging in meaningful tasks significantly enhances language learning.
Vygotsky (1978) and Long (1990) emphasize the cognitive benefits of student-student and social interactions in enhancing learning Long (1990) identifies five key advantages of interactive group activities over traditional teacher-led instruction: increased language usage, improved language quality, personalized instruction opportunities, a less intimidating environment for language use, and heightened motivation for learning Furthermore, peer interaction allows students to engage with diverse ideas and perspectives, enabling them to clarify, elaborate, reorganize, and reconceptualize information, express their thoughts, receive feedback, and substantiate their claims (Bruning, Schraw, and Ronning, 1995).
Nevertheless, as Jacobs and Ball (1996) have pointed out, not all group work promotes learning:
Many ELT textbooks introduce group activities simply by adding phrases like “in groups” or “in pairs” to previously individual tasks, without implementing any modifications to foster genuine collaboration among learners.
Effective student interactions require more than basic instructions; they need guidance and encouragement Activities that foster negotiation of meaning and promote positive interdependence are essential for cooperative learning Negotiation of meaning ensures successful communication among group members, while positive interdependence emphasizes that students succeed together, relying on each other's efforts Individual accountability is crucial, as it assesses each student's performance and holds them responsible for contributing to the group's success To prevent issues where some members do not contribute or dominate the group, it is vital to create a balanced and collaborative environment.
Advocates of the "Communicative Approach" to language teaching emphasize the significance of using language rather than merely understanding its rules (Harmer, 1996) Observations of social interactions highlight the role of communicative competence, demonstrating that genuine language exchange involves negotiating meaning between speakers This negotiation occurs when information is shared for a specific purpose, underscoring the relevance of the communication context alongside its content (Harmer, 1996; Nunan, 1998).
Theme-based textbook
Brinton, Snow, and Wesche (1989) state that theme-based courses, taught by
ESL/EFL teachers design their courses around specific topics or themes, which serve as the foundation of the curriculum These topics guide the instruction in essential language skills, including reading, speaking, listening, writing, and occasionally grammar, ensuring a cohesive learning experience.
According to Wachs (1994), the first principle of the theme-based method is simply to always work with a theme What is meant by theme is a topic or subject
Theme-based English lessons offer rich opportunities for discussion and language development, contrasting with traditional approaches that often lack relevance to students' lives While conventional classes focus on tenses and vocabulary, theme-based programs prioritize meaning and fluency, encouraging students to embrace errors as signs of growth This integrated approach not only enhances accuracy but also fosters a deeper engagement with the language, aligning teaching activities with thematic content for a more cohesive learning experience.
Theme-based instruction, as noted by Brown (2002, cited in Hung, 2008), offers an alternative to traditional language classes by organizing courses around engaging themes or topics This approach caters to diverse student interests while ensuring compliance with institutional language course requirements Key principles of theme-based instruction include automaticity, meaningful learning, intrinsic motivation, and communicative competence By fostering excitement and interest in relevant topics, students are less likely to become disengaged by the tedious analysis of linguistic rules Many contemporary ESL textbooks, particularly those aimed at elementary through advanced levels, utilize theme-based curricula that stimulate student curiosity and motivation, allowing learners to tackle real-life issues while simultaneously enhancing their language skills.
Textbook adaptation and techniques of adaptation
When adapting teaching materials to specific classroom environments, it is essential to consider various factors that indicate a need for change in design features The relationship between evaluating and adapting materials is crucial, as it involves understanding the reasons for adaptation and the criteria applied Effective adaptation hinges on achieving "congruence," as highlighted by Madsen and Bowen (1978).
A successful teacher continually seeks alignment among various interconnected factors, including teaching materials, instructional methods, students, course objectives, the target language, its contextual relevance, and their own personality and teaching style.
According to McDonough and Shaw (1993), adaptation is a practical activity primarily performed by teachers to enhance the relevance of their work for learners they interact with daily Consequently, it is essential for teachers to learn how to effectively use and adapt textbooks to advance their professional development.
Teachers frequently engage in the process of adaptation, which involves modifying various elements of a course book to better align with the dynamic realities of the classroom and the needs of learners This smaller-scale adjustment is crucial for effective teaching in a responsive educational environment (Pham, 2004, p 16).
Adaptation in education involves aligning external factors, such as learners' characteristics, physical environment, resources, and class size, with internal factors like topic selection, skill coverage, proficiency levels, and exercise grading The goal is to enhance the relevance of teaching materials to the specific teaching context According to McDonough and Shaw (1993), adapting materials means integrating these individual elements to achieve the closest possible match between them.
In fact, every learner has his/her own learning needs, and no textbook can supply these satisfactorily (Penny Ur, 1996)
Richards (2001) notes that textbooks, typically designed for global markets, may not adequately address the specific interests and needs of learners, necessitating adaptation While he acknowledges the significant role textbooks play in language teaching programs, he also highlights their limitations, particularly regarding the cultural appropriateness of the content within the classroom.
According to Alex Ragan (2006), a key advantage of adapting textbooks is the enhancement of comprehensibility, which reduces frustration and fosters greater academic success and self-confidence among students.
Textbook adaptation aims to enhance the relevance of teaching materials by modifying certain internal characteristics to suit specific educational contexts Since no single textbook can encompass all facets of a language course, adaptation serves to make content more accessible for learners It is essential to remember that the classroom curriculum should not rely solely on one textbook; instead, it should be utilized thoughtfully and strategically.
Adapting teaching materials involves modifying content such as exercises, activities, texts, instructions, and tests to better fit specific contexts As noted by Richards (2001), textbooks often require adaptation to enhance their relevance and effectiveness in particular educational settings This process can take various forms to ensure that the materials meet the needs of learners.
Content should be tailored to meet the needs of target learners, taking into account factors such as age, gender, social class, occupation, religion, and cultural background.
The book may have content that is either excessive or insufficient for the program, necessitating the removal of entire units or specific sections For instance, if a course emphasizes listening and speaking skills, writing activities within the book may be excluded.
A teacher has the flexibility to reorganize the syllabus by rearranging the units in a more suitable order Additionally, within a unit, the teacher may choose to alter the sequence of activities to better meet specific educational goals.
The text may omit items that the teacher feels are important For example a teacher may add vocabulary activities or grammar activities to a unit
To enhance the effectiveness of exercises and activities, it's essential to adjust their focus For instance, a listening activity can be modified to encourage students to listen multiple times, each time with a distinct purpose Additionally, activities can be expanded to offer more opportunities for personalized practice.
Exercises may contain insufficient practice and additional practice tasks may need to be added
It can be concluded that the ability to be able to adapt textbooks in these ways is an essential skill for teachers to develop their profession As Richards
In the process of adaptation, teachers personalize texts to enhance their effectiveness as teaching resources and tailor them for specific groups of learners This gradual process occurs as teachers become more familiar with the material, as the aspects requiring adaptation often become evident only after the book is utilized in the classroom.
To enhance collaboration among the 23 teachers in the program using the same textbook, it is essential to create opportunities for them to share insights on their adaptations.
An overview on the textbook “New Cutting Edge Pre-Intermediate”
The New Cutting Edge Pre-Intermediate by Sarah Cunningham & Peter
Moor offers a comprehensive range of educational materials, including a Students’ Book, Class Cassettes/CDs, Workbook (with and without key editions), Teacher’s Resource Book, Tests, Videos, Mini-Dictionary, and a Companion Website (www.longman.com/cuttingedge) Published in 2005, it targets young adults learning general English at a pre-intermediate level, providing around 120 hours of teaching material, equivalent to 160 periods of 45 minutes each The authors emphasize that it follows a topic-based syllabus.
new reading and listening texts bring the real world to the classroom
new activities and tasks present, practice and extend the language in meaningful contexts
new Study…Practice…Remember! sections combine study skills with consolidation to encourage students to learn more effectively
new mini-checks allows students to monitor their progress
new pronunciation boxes develop ear-training skills
new design and layout make the course even easier to follow
The textbook offers a comprehensive syllabus that includes detailed grammar, vocabulary, and skills work, along with systematic vocabulary building focused on high-frequency words and phrases It features clearly-structured tasks designed to enhance student fluency and confidence, along with a mini-dictionary in every Student's Book To motivate learners, the authors have selected contemporary topics of international interest, encouraging students to explore the world and diverse cultures through English Personalization is a key emphasis, aligning with the textbook's philosophy that promotes learner engagement.
24 encouraged to take an active, systematic approach to developing their knowledge of grammar, and the opportunity to use new language is provided in a natural, communicative way
The New Cutting Edge Pre-Intermediate Students’ Book is divided into fifteen modules Each module contains some or all of the following:
Reading and/or listening and/or vocabulary – an introduction to the topic of the module, and incorporates speaking
Grammar – input/revision in two Language focus sections with practice activities and integrated pronunciation work
Vocabulary – includes a Wordspot section which focuses on common words
Task preparation – a stimulus or model for the task (often listening or reading) and Useful language for the task
Task – extended speaking, often with an optional writing component
Real life section – language needed in more complex real-life situations, usually including listening and speaking
Writing skills - to develop writing skills, with writing activities
A Study…Practise…Remember ! Section – to develop study skills, with practice activities and a self-assessment section for students to monitor their progress
The current educational structure presents challenges in the teaching and learning process, primarily due to time constraints Teachers and students are required to cover multiple components, including Reading, Listening, Vocabulary, Grammar, Task preparation, and Writing skills, within a limited framework of ten periods allocated by the College of Arts for each module This time limitation poses significant difficulties for both educators and learners, particularly with the numerous tasks and activities associated with listening exercises.
Many students show little concern for listening, speaking, and writing activities in their modules due to limited class time and the lack of assessments for these skills Additionally, the presence of numerous unfamiliar words in reading texts hinders students' comprehension Finally, while it is essential to check speaking tasks and correct writing exercises in class, both teachers and students often struggle to find the time to do so effectively.
In short, is it difficult for the users to use this textbook effectively because the content is too large and beyond students’ level
The textbook adopts a Communicative Language Teaching (CLT) approach; however, its implementation has encountered challenges in Vietnam, which will be discussed further.
CLT and its implementation in classroom in Vietnam
Communicative Language Teaching (CLT), also known as the Communicative Approach, emerged from the British Situational Language Teaching method in the late 1960s, evolving into a prominent language teaching method that has gradually replaced traditional grammar-translation and audio-lingual methods Advocates from both the American and British educational spheres emphasize that CLT aims to make communicative competence the primary goal of language instruction while developing teaching procedures that recognize the interdependence of language and communication skills It is important to highlight that there is no universally accepted model or authoritative text on CLT; for some educators, it represents merely an integration of grammatical and functional teaching.
“one of the features of communicative language teaching is that it pays attention to functional as well as structural aspects of language” For others, it means using
26 procedures where learners work in pairs or groups employing available language resources in problem-solving tasks
Effective communication in a language requires more than just grammatical competence; it also necessitates an understanding of how language is utilized within a speech community to achieve specific goals (Hymes, 1968).
In conclusion, the Communicative Language Teaching (CLT) approach is recognized as an innovative method for learning English speaking skills, enabling individuals to engage in authentic communication within real-life contexts during classroom interactions.
2.6.2 Implementation of CLT in the Vietnamese classroom
Vietnamese teachers generally have a positive attitude towards the communicative approach to language teaching; however, they face significant challenges in its implementation Key obstacles include the educational system's structure, characterized by large class sizes, grammar-focused exams, insufficient funding, and limited support for teacher training Additionally, students often struggle with low English proficiency, a lack of motivation to enhance their communicative skills, and reluctance to participate in class Furthermore, teachers often feel inadequate due to insufficient training in communicative language teaching (CLT) and a lack of access to resources that foster communicative competence.
According to Tran and Ho (2003, p.9), the communicative approach is undeniably significant in language teaching and learning However, its effectiveness hinges on the appropriateness of the specific environment and context in which it is applied Thus, Communicative Language Teaching (CLT) proves to be most effective when implemented in suitable settings.
Evaluation
Evaluation, as defined by Davis (1980), is the process of assigning value to various elements such as intentions, actions, and performances To effectively improve the object of evaluation, a solid understanding is essential, which relies on appropriate data and information The primary objective of evaluation is to provide the most accurate and useful information to enhance understanding and facilitate informed decision-making Ultimately, evaluation involves delineating, obtaining, and delivering information that aids in making sound decisions and judgments.
Davis (1980) argues that curriculum evaluation and student assessment are often viewed as the same, yet traditional examinations and tests offer limited insights for teachers to enhance curricula Importantly, well-designed tests can fulfill at least three distinct functions.
Te detest or establish individual differences of achievement (i.e competitive assessment for selection and certification purposes)
To effectively identify students' strengths, weaknesses, and unique characteristics, it is essential to assess their developmental levels This evaluation aids in recommending suitable study programs that align with their abilities, utilizing appropriate techniques and materials Additionally, it allows for the modification of students' learning strategies, interests, and motivation to enhance their educational experience.
To diagnose strengths and weaknesses of the curriculum (with a view to discarding, modifying or developing aims, materials and processes, particularly teaching approaches)
According to Cronbach (1963), there are three types of decision for which evaluation data may be used:
Course improvement: deciding on needed changes in instructional material and methods
Individuals: decisions about individuals for planning instruction, for selection or placement, for informing students on progress
Administration: judging effectiveness of the system, or of teachers
Scriven (1967) proposed a now constantly used distinction between
Formative evaluation is an investigatory process that examines various elements of the curriculum, offering insights that enhance the understanding of curriculum-related challenges and opportunities.
Teachers engage in formative evaluation by critically assessing their teaching practices, materials, and learning environments to foster improvement In contrast, summative evaluation measures success and failure against established criteria, standards, or values, primarily serving to report outcomes rather than guide future enhancements.
Cunningsworth (1995) emphasizes the importance of careful selection of educational materials that align with learners' needs and the objectives, methods, and values of the teaching program.
Textbook evaluation is crucial in the selection of English Language Teaching (ELT) materials, as it reflects significant administrative, educational, and financial commitments A comprehensive evaluation allows educational institutions to effectively differentiate among available textbooks, fostering a deeper understanding of their content This process helps educators identify the strengths and weaknesses of current textbooks, enabling them to maximize the benefits of effective exercises and tasks while addressing any shortcomings.
Textbook evaluation plays a crucial role in teacher development and professional growth by providing systematic and contextual insights into textbook materials, as noted by Cunningsworth (1995) It enables teachers to move beyond subjective assessments, making it a valuable tool for action research and professional empowerment Additionally, textbook evaluation is essential in teacher training programs, as it helps student teachers recognize key features to consider in textbooks while exposing them to a diverse array of language instruction materials.
Cunningsworth (1995) and Ellis (1997, cited in David, 2001) identify three types of material evaluation: pre-use, in-use, and post-use evaluation The pre-use evaluation, which assesses a textbook's potential performance, is often the most challenging due to the lack of actual usage experience In contrast, in-use evaluation focuses on the suitability of materials currently in use, aligning textbooks with specific requirements such as learners' objectives and backgrounds Finally, post-use evaluation reviews the effectiveness of a textbook after it has been utilized, aiding decisions on future textbook selections However, Cunningsworth (1995) emphasizes the need for a more thorough evaluation that deeply examines how materials address learners' needs.
The evaluation of 30 syllabus requirements involves examining how various language aspects are addressed A balanced approach that combines an impressionistic overview with a detailed analysis of the textbook will provide a solid foundation for selecting the most appropriate textbook for adoption.
This study aims to evaluate the current textbook's suitability for students' needs and objectives, with the goal of adapting the material to enhance the quality of English teaching and learning in future college courses.
When evaluating textbooks, it is essential to follow specific guidelines that align with learners’ needs and enhance their language proficiency Cunningsworth (1995) emphasizes that textbooks should facilitate the learning process and effectively mediate the target language Although the literature on textbook evaluation is limited, various evaluation checklists have been proposed to assist teachers in adopting a more refined evaluative approach Sheldon (1988) notes that while no universal criteria can apply to all contexts without modification, many standardized checklists share common components that serve as useful starting points for English Language Teaching (ELT) practitioners Leading theorists in ELT, including Williams (1983), Sheldon (1988), Brown (1995), Cunningsworth (1995), and Hammer (1996), agree that evaluation criteria should encompass physical characteristics, such as layout and organization, as well as methodological aspects and the teachability of materials Additionally, assessments should analyze the specific language, functions, skills content, and cultural components present in the textbooks.
31 items, subjects, content, and topics match up to students’ personalities, backgrounds, needs, and interests as well as those of the teacher
Cunningsworth (1995) has also selected some of the most important general criteria for evaluation and selection purposes (See Appendix 11)
Based on the evaluation criteria and adapting David R.A Litz’s (2001) Textbook Evaluation Form, I will incorporate Cunningsworth’s (1995) more detailed criteria to assess the suitability of the textbook for English teaching and learning at the College of Arts I plan to create two distinct textbook evaluation forms: one for teachers and another for students who have utilized the textbook New Cutting Edge Pre-Intermediate (Refer to Appendices 1 and 2)
Previous studies relating to the research
This section presents the studies related to the research in Vietnam and in other countries
Liz’s thesis (2001) examined the detailed evaluation process conducted at Sung Kyun Kwan University in South Korea for the textbook English Firsthand 2 during the 2000-2001 academic year The research aimed to assess the pedagogical value and appropriateness of the textbook for the specific language program in use The study revealed significant issues regarding the textbook's effectiveness in this educational context.
English Firsthand 2 received a favorable evaluation from Liz, who noted that the textbook held up well under thorough analysis The positive aspects significantly surpassed any negative traits Additionally, teachers expressed satisfaction with the material.
Firsthand 2 actually raised their students’ interest in further language study and would voluntarily choose to use the textbook again while the majority of students reported that the textbook was somewhat stimulating and useful for their purposes Litz concluded that the English Firsthand 2 can be neither whole neither heartedly recommended nor unreservedly utilized in this particular teaching and learning
32 situation Nevertheless, it still can be an effective textbook in the hands of good teachers and instructors should not be discouraged from using it with the appropriate learner audience
In Raghdah Al-Madany’s 2009 study, the perceptions of Saudi students regarding the Headway Series English textbooks were examined through a needs analysis aimed at enhancing their language learning experience The study revealed that the textbooks are visually appealing and effectively cater to learners' needs by fostering both receptive and productive skills in various contexts Additionally, the materials expose students to diverse cultures through interactions with native and non-native English speakers A variety of tasks and activities promote collaborative learning, emphasizing learner autonomy and the importance of communicative exercises Furthermore, the thorough grammar analysis was not seen as a limitation, highlighting the textbooks' comprehensive approach to language education.
The New Headway Series Upper-Intermediate is expertly crafted to support language learning effectively It strikes an excellent balance between accuracy and fluency, engaging learners through a variety of tasks and activities Additionally, the book promotes a communicative approach, encouraging students to learn through trial and error.
Pham Thi Bao Uyen (2004) conducted a study on the use of the textbook Tieng Anh 6 in Lower High Schools in Hue Province, revealing that both teachers and students held positive attitudes towards the book and were eager to engage with it While teachers recognized the challenges they faced and sought ways to mitigate them, several issues emerged Notably, the textbook lacked adequate preparation for both teachers and students, and there was insufficient training and administrative support for effectively using and adapting the material.
The demanding nature of the teaching profession necessitates exceptional skills and a multi-faceted approach, akin to that of a superhuman, to adapt to new understandings and technologies Additionally, a disconnect between teaching methods and assessment practices obstructs educators from effectively implementing communicative learning and teaching strategies.
Vo Thi Phuong Khanh's thesis (2008) highlights several challenges teachers faced with English textbook 8 Firstly, the Read section contained an overwhelming number of new and complex words, making the tasks unsuitable for Vietnamese students' levels and contexts Secondly, the listening tasks were lengthy and unengaging Additionally, some speaking topics were overly difficult and inappropriate for students' ages, hindering their ability to communicate effectively The Write section also posed challenges, as the topics were too broad and required knowledge beyond students' experience, complicating their writing skills development Furthermore, the grammar points in English textbook 8 were excessive, leaving teachers insufficient time to thoroughly teach and correct exercises in the Language focus section Lastly, most teachers agreed that the overall knowledge level of the textbook was too advanced for their students.
Le Thanh Hung (2008) evaluates the Interactions 2: A Listening/Speaking Skills Book (3rd Edition) to assess its alignment with learner needs and teaching objectives at Can Tho University The analysis reveals that the textbook generally meets the university's language learning goals, particularly for small, homogeneous classes of second-year Vietnamese students While some shortcomings exist, the positive aspects outweigh the negatives To enhance its effectiveness, it is recommended that teachers supplement, modify, and adapt certain elements of the book Additionally, Interactions 2 successfully engages students' interest in learning.
The Interactions 2: A Listening/Speaking Skills Book has proven to be effective when utilized by a skilled teacher who is aware of its limitations and can adapt it to the specific teaching and learning environment at Can Tho University Both teachers and students expressed a willingness to use the textbook again for further English language study.
Numerous studies have examined the impact of textbooks in various schools both within and outside Vietnam Findings indicate that teachers and students in Vietnam encounter significant challenges when utilizing language textbooks Consequently, it is essential to conduct a study on the native textbook "New Cutting Edge Pre-Intermediate" by Sarah.
Cunningham and Peter Moor are being used for teaching and learning at CA
This chapter outlines essential terms that define the scope of the research, highlighting the significance of textbooks in language programs, including various syllabus types such as functional/notional and task-based approaches It discusses the evaluation of theme-based textbooks, adaptation techniques, and design methodologies Additionally, a description of the current textbook in use is provided, alongside a review of previous studies that identify gaps in the existing literature The importance of English in daily life underscores the necessity of effective English programs, making textbook evaluation a critical component in educational institutions.
Research methodology will be presented in Chapter 3
RESEARCH METHODOLOGY
Research methodology
This research will be carried out with a view to evaluating the teaching of
The "New Cutting Edge Pre-Intermediate" textbook is utilized for evaluating General English teachers and arts students at the College of Arts, Hue University.
The research aims to evaluate the "New Cutting Edge Pre-Intermediate" textbook by determining its alignment with the course's general objectives, assessing its strengths and weaknesses, and providing recommendations to enhance English teaching and learning at the College of Arts – Hue University To ensure reliability, the study will utilize both quantitative and qualitative methods, incorporating questionnaires for teachers and students as well as interviews.
The quantitative approach was utilized due to its efficiency, cost-effectiveness, and accuracy in gathering information from a substantial number of participants As noted by McNeill (1985), this method allows for the collection of extensive data, typically in statistical form, from a large population within a brief timeframe.
Qualitative research emphasizes understanding participants' perceptions and experiences, as highlighted by Cresswell (1994) This approach is utilized to explore and comprehend individuals' beliefs, attitudes, behaviors, and interactions, as noted by researchers such as Johnson & Saville-Troike (1992) and Newman (2000).
Subjects
On the process of conducting the evaluation the teaching of “New Cutting
The evaluation of the "Edge Pre-Intermediate" textbook will be conducted based on established criteria from the literature review This study involves two groups: 30 General English (GE) teachers from HUCFL and 150 arts students According to Chambers (1997), collective evaluation by all stakeholders in the teaching and learning process enhances the benefits of textbook assessment Therefore, it is essential for the teaching materials to be reviewed by those who will actively use them, ensuring a comprehensive evaluation.
A total of 30 General English (GE) teachers from the ESP Department at HUCFL were initially involved in the experiment, but only 20 participated in the investigation due to some teachers evaluating the same textbook across two different colleges The participants included 6 teachers from College of Arts (CA)—1 male and 5 females, aged 37 to 48—and 14 teachers from various other colleges: 1 male and 23 females from the College of Sciences (CS), College of Economics (CE), College of Pedagogy (CP), and College of Agriculture and Forest (CAF), aged between 23 and 48 Notably, 25 of these teachers held advanced degrees.
The study included participants with diverse educational backgrounds, comprising MA degree holders and BA graduates, and their teaching experience ranged from one to twenty years, highlighting a mix of novice and experienced educators The following table provides a concise summary of the participants involved in this research.
Table 3.1: Summary of teacher participants
Male teachers at other colleges 1 0
Female teachers at other colleges 23 1
A total of 150 students from six first and second-year classes at the College of Arts in Central Vietnam participated in the experiment, representing a diverse mix of urban, rural, and remote backgrounds Despite having studied English since grade 6, many students entered university with limited English proficiency The cohort included 60 first-year and 90 second-year students, comprising 63 males and 87 females, aged between 19 and 27, with 88% of them aged 19 to 22 The first-year students had completed nearly one academic year of study, covering 6 out of 15 modules, while the second-year students had progressed through 13 out of 15 modules of the textbook.
Table 3.2: Summary of student participants
Instruments and procedures of data collection
In this research, necessary data are mainly collected through questionnaires for teachers and students and interviews with teachers and students
In my study, questionnaires were utilized to gather both quantitative and qualitative data, as they are recognized as an effective method for data collection.
38 researcher can obtain a great number of responses within a limit of time (McMillan
The two questionnaires, one for teachers and the other for students, are adapted from David R.A.Litz’s (2001) Textbook Evaluation Form and informed by the literature review in Chapter 2 of this thesis These tailored questionnaires aim to address the research questions effectively.
A pilot version of the questionnaires was distributed to 10 GE teachers and 10 second-year art students, yielding a reliability coefficient of α = 87 for the teacher questionnaire and α = 88 for the student questionnaire These results demonstrate that the data collected is reliable.
Table 3.3: Reliability of teachers’ and students’ questionnaires
Number of cases Number of items Cronbach’s Alpha
A week after the pilot study, questionnaires were distributed to 30 English teachers at HUCFL and 150 students at CA, who were informed about the importance of the collected data for the research The 150 questionnaires for first and second-year students were handed out at the start of the first class period and collected at the end of the last period Meanwhile, 30 questionnaires were distributed to GE teachers at various times on their campus and collected after a few days.
The questionnaire was divided into two parts with 44 items (See Appendix 1) The first part including 40 items is grouped into seven categories: (A) Practical
Considerations, (B) Layout and Design, (C) Activities, (D) Skills, (E) Language Type, (F) Subject and Content, and (G) Overall Consensus The items are designed
The study utilized a five-point Likert scale checklist, ranging from 1, indicating "strongly disagree," to 5, indicating "strongly agree." The intermediate values of 2, 3, and 4 reflect varying degrees of agreement Likert-scale items were chosen because they provide a continuous variable that captures participants' levels of agreement more accurately and sensitively than simple Agree-Disagree questions.
The second section of the questionnaire focused on class size and the languages utilized in instruction, featuring two closed questions It also explored the challenges teachers encounter when using textbooks and sought suggestions for teaching enhancements through two open-ended questions These open questions aimed to gather insights into teachers' perceptions and experiences In total, the questionnaire comprised 44 items organized into relevant categories.
Table 3.4: Questions for teachers grouped into categories
43, 44 Difficulties and suggestions for improvement
For the students, the questionnaire was divided into two parts with 26 items
(See Appendix 2) The first part including 24 items is grouped into seven categories:
(A) Practical Considerations, (B) Layout and Design, (C) Activities, (D) Skills, (E)
Language Type, (F) Subject and Content, and (G) Overall Consensus The items are also designed in the form of a five-point scale checklist like in the teachers’
The article discusses a study involving 40 questionnaires that explored students' perceptions of the challenges they face and their suggestions for improving textbook-based teaching and learning The second part of the study included two open-ended questions, while 26 items from the questionnaire were categorized into specific clusters for analysis.
Table 3.5: Questions for students grouped into categories
25, 26 Difficulties and suggestions for improvement
The purpose of the teachers' and students' interviews was to enhance the data gathered from questionnaires and to gain a comprehensive understanding of the participants' perspectives Semi-structured interviews were utilized due to their flexible framework, promoting focused and conversational two-way communication As noted by Nunan (1992), face-to-face interviews facilitate immediate clarification of participants' experiences In May 2011, I conducted semi-structured interviews with five teachers and three students, each lasting between 20 to 30 minutes, either on campus or at their homes To accurately capture the discussions, both tape-recording and note-taking methods were employed Conducting the interviews in Vietnamese allowed participants to express their opinions more comfortably To maintain confidentiality, participants were identified by pseudonyms (T1, T2, T3, T4, T5 for teachers and S1, S2, S3 for students) rather than their real names.
The study involved interviews with five teachers, including four from CA and one from CP, utilizing a semi-structured format with eight questions split into two sections The first section explored the teachers' perceptions of their students and the English course, while the second section addressed their views on the textbook's effectiveness, the challenges faced, and suggestions for improvement.
The semi-structured interviews conducted with three students included nine questions, focusing initially on background information Following this, five questions explored their perceptions regarding the use of the textbook The final two questions addressed the challenges they faced while studying English and their suggestions for improvement.
Data analysis
This study utilized descriptive statistics to analyze data collected from questionnaires and interviews Quantitative data from the questionnaires was processed using SPSS and presented in tables and charts, while qualitative data from interviews was quoted and analyzed The reliability of the questionnaire was assessed using Cronbach’s Alpha coefficient, and the Mean Score was frequently employed to summarize and draw inferences from the data.
This chapter outlined the research methodology, detailing the subjects involved, as well as the processes for data collection and analysis Data was gathered through questionnaires and interviews with both students and teachers The findings from this research will be discussed in the subsequent chapter.
FINDINGS AND DISCUSSION
Teachers' and students' perceptions on the textbook
In the previous chapter, Textbook Evaluation Forms were collected from 30 English teachers and 150 first and second-year students at CA The data from the questionnaires were analyzed using SPSS to ensure reliability, while interview data were referenced to clarify the findings The results from the questionnaires are presented in Table 4.1.
Table 4.1: Reliability of teachers’ and students’ data
Number of cases Number of items Cronbach’s Alpha
Hoang and Chu (2008) suggest that a reliability coefficient of 70 or higher is deemed "acceptable" in social science research The reliability coefficients for the study show a moderately high value of α = 85 for students and an even higher α = 92 for teachers, indicating that the collected data is reliable.
Table 4.2: Descriptive Statistics of teachers’ cluster mean
Language Type 30 1.83 4.00 3.28 56 Subject and Content 30 1.60 4.00 3.17 68 Overall Consensus 30 1.25 3.50 2.62 63 Valid N (listwise) 30
Table 4.3: Descriptive Statistics of students’ cluster mean
Language Type 150 1.80 4.60 3.49 60 Subject and Content 150 1.40 4.80 3.35 65 Overall Consensus 150 1.00 5.00 3.07 926 Valid N (listwise) 150
The evaluation of the textbook revealed that the overall mean scores for both teachers and students ranged from 3.07 to 3.62, with only one cluster scoring slightly higher at 3.95 These scores, which are just above the neutral point of 3, suggest that many educators and learners find the textbook inadequately aligned with the teaching and learning context at CA Detailed discussions on specific clusters and items will follow in subsequent sections.
Chart 4.1: Teachers’ and students’ item mean on Practical Considerations
Note : 1 – Strongly disagree, 2 – Disagree, 3 – Neutral, 4- Agree, 5 – Strongly agree
Cluster A, which focuses on the textbook Practical Considerations, ranks third among all clusters for teachers with a mean score of 3.61, significantly above the midpoint of the scale (3) Conversely, Chart 4.1 reveals that teachers generally have a positive attitude towards Practical Considerations, while students exhibit the lowest cluster mean score of 2.62, indicating a negative perception regarding its price, accessibility, and availability The differing viewpoints of teachers and students on specific aspects of Practical Considerations will be explored in the subsequent sections.
Chart 4.2: Teachers’ and students’ view on textbook price
Disagree Neutral Agree Strongly agree
The cost of textbooks is a crucial factor in their evaluation, particularly for ESL/EFL materials published in affluent English-speaking countries like the United States and England, yet used in less-developed nations For instance, a package containing a student’s book, workbook, and CDs from NCEP costs 230,000 VND, which is unaffordable for many students and teachers in Hue Additionally, teachers must purchase the Teacher’s Resource Book for another 80,000 VND Consequently, most students opt for photocopied versions available for only 30,000 VND This financial burden is reflected in survey results, where 76.7% of teachers and 88% of students expressed that textbook prices are excessively high, while only a small fraction found them reasonable.
Accessibility and availability are crucial for a book's purchase potential, requiring it to be in print and easily obtainable The publisher should also provide accessible support for inquiries and orders The NCEP textbook, first published in 2005 and with its eleventh impression in 2010, largely meets these criteria Teachers rated its accessibility highly, with a mean score of 4.03, indicating that 90% found it easily accessible In contrast, students rated it lower, with a mean score of 3.39; 27.3% reported difficulties in purchasing the textbook, while others were neutral or found it accessible Interviews revealed that the textbook was mostly unavailable in bookstores in Hue, except for a few larger ones in the city center.
46 usually takes students time to buy a photocopied textbook because they had to wait for the shop keeper to make the photocopy for them
Another Practical Consideration is how long ago the textbook was published
In 2005, Item 3 of Ts' questionnaire received a high mean score of M=3.80, indicating that over half of the teachers surveyed (56.7%) considered it a recent publication Additionally, 16.7% strongly agreed with this assessment, while another 16.7% were uncertain, and 10% believed it was outdated This highlights the desire among teachers to continually update their teaching materials and ensure that their students remain informed about current developments in the world.
Item 4 (in teachers’ questionnaire), which aims to ask if a teacher's guide, workbook, and audio-tapes accompany the textbook, got the highest mean score of all in this cluster with M=4.50 (See Chart 4.1) Half of teachers chose “agree” and the other half chose “strongly agree” (See Appendix 10, Item 4) As presented in the Literature review, NCEP provides an excellent complete teaching package including Students’ Book with Mini-Dictionary, Class Cassettes/CDs, Workbook (with and without key editions), Students’ Cassettes/CDs, Teacher’s Resource Book, and Tests More practically, there is a Companion Website (www.longman.com/cuttingedge) designed to accompany the textbook for teachers and learners get materials for self-study or teaching
Chart 4.3: Teachers’ view on textbook’s language and methodology
Disagree Neutral Agree Strongly agree
Teachers' view on textbook's language and methodology
The author's approach to teaching methodology is crucial for evaluating any textbook, as it must align with institutional aims and classroom context (Brown, 1995; Cunningsworth, 1995) The NCEP textbook adopts a topic-based format under the “Communicative Approach,” emphasizing both accurate and fluent communication, integrated language-skills practice, and the development of topical themes, grammatical structures, and lexical knowledge It prioritizes meaningful and authentic communication to foster communicative competence, utilizing activities like information-gap tasks and role-playing to encourage genuine interaction Questionnaire results indicate that teachers generally find the author's methodology appropriate for modern English Language Teaching (ELT) (M=3.80), with 80% in agreement, although 13.3% expressed disagreement One teacher highlighted challenges in implementing the “Communicative Approach” for Arts students due to their lower English proficiency.
Many educators view the NCEP as a recent and comprehensive teaching resource that aligns well with modern English Language Teaching (ELT) methodologies However, both teachers and students express concerns over the textbook's high cost, which limits accessibility for many learners.
Chart 4.4: Teachers’ and students’ item mean on Layout and Design
Item 6 Item 7 Item 8 Item 9 Item 10 Item 11 Item 12 Item 13
Note : 1 – Strongly disagree, 2 – Disagree, 3 – Neutral, 4- Agree, 5 – Strongly agree
Items 6-13 in teachers’ questionnaire, Items 7 & 8 equivalent to Items 3 & 4 in Ss’ questionnaire
The layout and design of a textbook encompasses its organization and presentation of language items and activities While most teachers hold a very positive perspective on the layout and design, students tend to have a more neutral view The average score for teachers is significantly higher at M=3.95, indicating agreement, whereas students' score is slightly above neutral at M=3.36 Further discussion on specific items will follow.
This textbook features clear and concise learning objectives, providing a comprehensive overview of topics, language focus, vocabulary, and various skills The introductory table of contents, located in the first pages, outlines listening, speaking, reading, and writing tasks, along with a "Study, Practice, Remember" section for each module Consequently, an overwhelming majority of teachers (96.7%) expressed agreement or strong agreement with these features.
NCEP includes a detailed overview of the functions, structures, vocabulary and skills that will be taught in each unit, only 1 teacher (3.3%) was neutral (See Appendix 7, Item 6)
Item 7 (in teachers’ questionnaire) and Item 3 (in students’ questionnaire), the layout and design is appropriate and clear, got lower mean score in compare with item 6 with M= 3.87 and 3.42 respectively (See Chart 4.4) The data shows that most of teachers (80%) and students (58%) think that the layout and design of the textbook is appropriate and clear, whereas a small number of teachers (20%) and students (16.7%) perceive that it is not clear and appropriate Another 25.3% of students stay neutral (See Appendix 7, Item 7 & Appendix 8, Item 3)
The analysis of Item 8 from the teachers' questionnaire and Item 4 from the students' questionnaire reveals that while the textbook is perceived as organized effectively, with mean scores of M=3.73 for teachers and M=3.31 for students, a significant portion of respondents holds neutral views Specifically, 60% of teachers and 46.7% of students agree with the effectiveness of the textbook's organization, while 33.3% of teachers and 37.3% of students remain neutral Additionally, a small percentage of respondents, 6.7% of teachers and 16% of students, expressed disagreement These findings suggest that many activities and tasks in the NCEP may not align well with the needs of the users.
Vietnamese students, especially those in the Arts, benefit from a well-structured curriculum that focuses on contemporary global themes Key course components include topics like Leisure and Lifestyle, Significant Firsts, and the balance of Rest and Work, ensuring relevance and engagement in their learning experience.
Difficulties or challenges faced by teachers and students in the English teaching – learning process at the College of Arts
4.2.1 Large class size and multi-level classes
Results from the questionnaires and interviews show that most of the Basic English classes in Hue University in general and at CA in particular are large (from
Teaching English to classes with 40 to over 70 multi-level students presents significant challenges for educators Teachers must possess not only a strong command of the English language but also effective classroom management skills to enhance student learning As highlighted by one teacher, rearranging students for various activities requires considerable time, while another expressed concerns about insufficient time to monitor all groups Additionally, many English teachers noted a higher number of struggling students compared to proficient ones in their classes To facilitate better understanding of the lessons, teachers often utilize both English and Vietnamese during instruction.
4.2.2 Students’ motivation in studying English
Result from interviews points out that the majority of art students seem not to have a good motivation in studying English According to Crookes and Schmidt
Motivation plays a crucial role in a learner's orientation towards acquiring a second language, significantly influencing their success or failure Many students express that certain English classes lack engagement and relevance, as the topics often do not align with their interests or proficiency levels As Teacher 1 noted, students focused on art may view English learning merely as a means to pass exams, which hinders their expected progress.
In recent years, many students have been consistently arriving late to English classes, often appearing disengaged as they look out the window or struggle to stay awake during lessons While a small number of students actively participate by raising their hands and engaging with their teachers, their enthusiasm is overshadowed by the majority who seem disinterested in the subject.
In the Basic English program, students focus on four language skills: listening, speaking, reading, and writing However, mid and final exams emphasize only grammar and reading, leading to a lack of motivation among students to develop their listening, speaking, and writing skills Consequently, teachers are compelled to concentrate primarily on grammar and reading, neglecting the other essential language skills.
Some suggestions from teachers and students for improvement
Following are some suggestions from teachers with the hope to improve the English teaching and learning at the College of Arts – Hue University
- Class size should be smaller from 30 to 40 students
- Classrooms should be equipped with facilities such as projectors, computers, etc to better serve for the teaching and learning
- The placement test should be conducted to reduce the gap between students’ level in each class
- Testing type and evaluation should be changed for more suitable There should be a consistence between the teaching and final testing
- Students should study English at school at least twice to three times a week so that students have more opportunity to practise the language in class
- Selecting an easier textbook for art students
To enhance students' foundational knowledge for future study in English for Specific Purposes (ESP), it is essential to minimize certain activities in the listening and speaking components, thereby prioritizing the development of writing and reading skills Additionally, educators should place greater emphasis on translation skills tailored for art students.
- Some activities in the warm-up in the first modules should be deleted because they are not suitable to art students’ levels
- Teachers should research and provide more information relating to the cultures of the countries mentioned in lessons such as regions, customs, life, animals, etc
To effectively address the diverse needs and proficiency levels of students, English teachers must tailor their materials to fit the specific context of each class This may involve reducing, removing, or replacing certain activities or tasks to enhance the overall teaching experience.
- Students should be active in studying English and participating in activities and tasks in class
- Students need to complete homework, review old lessons and prepare new lessons before going to class to be able to study English in class more effectively
- Students need to practise speaking and listening more regularly at home to improve the speaking and listening skills
Like teachers, many students also want to improve the English teaching and learning for them and have some suggestions to the university and English teachers as following
- Class size should be smaller to 30-40 students and equipped with facilities such as projectors, computers, and better CD players to serve for the teaching and learning process
- Inviting foreign teachers to improve students’ communication skills
- Teachers should introduce and guide students with learning techniques and strategies in each skill so that students can master them and study more effectively
- Teachers should teach grammar points more slowly with realistic and motivating examples
- Teachers should create different activities or tasks for students to work in pairs or in groups to motivate them in learning English
- Teachers should let for students more time practising speaking skills in class
- Teachers should use some visual aids to make the lessons more interesting
In summary, this chapter has introduced the study’s findings and discussion
The research analyzed data from questionnaires, interviews with teachers and students, and document reviews, revealing that the textbook "New Cutting Edge Pre-Intermediate" has notable strengths and weaknesses that impact English teaching and learning at the College of Arts and other colleges within Hue University The findings are presented clearly through descriptive tables and charts, offering a comprehensive analysis and explanation of each aspect of the study.
The article highlights key aspects of English teaching and learning, including practical considerations, layout and design, activities, skills, language type, and overall consensus It identifies challenges faced by teachers and students, such as large class sizes, multi-level classes, student motivation, and testing methods The findings and discussions align with the research questions posed, and suggestions from teachers, students, and university administrators will be explored in the following chapter.
