INTRODUCTION
Background of the study
English is the most widely used communication tool globally, emphasizing the importance of learning it alongside one's mother tongue In Vietnam, English is a crucial subject from primary school through university, and it is one of the six subjects in the upper secondary school graduation exam According to Circular No 04/2017/BGDĐT, candidates with specific certificates from the Ministry of Education and Training (MOET), such as an IELTS score of 4.0 or equivalent qualifications from recognized international institutions like the British Council, may be exempt from the English language test in the graduation exam This policy facilitates students' educational progress by recognizing their proficiency in English through converted scores from tests like IELTS and TOEFL.
Textbooks are fundamental to upper-secondary education, serving as the backbone of English language programs by providing essential content, skills, and knowledge for both teaching and assessment (Richards, 2005) They not only support teachers in delivering lessons but also offer tools for evaluating student progress through exercises and tests The choice of English textbooks is a significant educational decision, impacting how effectively they are utilized in the classroom (Seldon, 1998) Recently, the Ministry of Education and Training (MOET) in Vietnam has introduced new English textbook sets in upper-secondary schools, which have transformed teaching and learning methods by offering innovative resources and ideas for educators.
The teaching and learning processes are inherently linked to testing and assessment, which serve various purposes such as identifying learners' strengths and weaknesses, measuring language proficiency, placing students in appropriate course levels, and evaluating knowledge acquisition Textbooks play a crucial role in this context, as they provide essential content for assessments, while the outcomes of tests influence textbook development Despite some limitations in using textbooks for teaching and testing, teachers can effectively leverage them when applied thoughtfully.
In the circular no 7972/BGGĐT-GDTrH about guiding the implementation of the pilot English curriculum by MOET on 1 st November in
In 2013, upper-secondary schools established a minimum teaching load of three periods per week, focusing on familiar themes and topics to promote comprehensive language skill development and evaluate student outcomes The expected proficiency level for students upon completing the 12th grade is B1 The circular emphasizes that while teachers are encouraged to design and implement lessons based on these materials, they may supplement with additional resources, although the prescribed textbooks must remain in use.
The pilot English textbooks for upper secondary schools allocate 8 periods for "reviews" and 6 periods for periodic and end-term achievement tests each week This structure indicates that the textbooks are designed to facilitate content revision and the creation of assessment tests.
The circular mandates that student assessments encompass all four language skills—listening, speaking, reading, and writing—alongside language knowledge, including pronunciation, grammar, and vocabulary Regular formative assessments focus primarily on speaking skills, with students undergoing tests at least twice per semester Additionally, progress achievement tests, lasting 45 minutes, are integrated evaluations that assess listening, reading, writing, and language knowledge Final achievement tests evaluate all four skills, with speaking assessments conducted either in conjunction with or separately from other skill tests.
Rationale of the study
This research focuses on the utilization of the new English textbooks "Tieng Anh 11" by teachers in Quang Tri province, specifically examining their effectiveness as resources for achievement tests in upper secondary schools The study aims to explore how these textbooks contribute to educational outcomes and assess their impact on teaching practices within the region.
In the realm of education reform, Decision 1400/QD-TTg, which focuses on "Teaching and learning a foreign language in the national education system from 2008 to 2020," was enacted to enhance language education This decision facilitated the rollout of a ten-year language program in upper-secondary schools starting in the 2012-2013 academic year Additionally, Decision 5209/QD-BGDDT, issued by the Ministry of Education and Training (MOET) in November 2012, introduced a Pilot English curriculum for Vietnamese upper secondary schools, further supporting the initiative outlined in Decision 88/2014/QH 13.
The "Innovating Curriculum, Upper-Secondary Schools Textbook" is a new set of English textbooks implemented in various Vietnamese upper-secondary schools, aimed at enhancing students' listening, speaking, reading, and writing skills alongside their language knowledge Despite receiving positive feedback from both teachers and students, challenges persist, including difficult topics, insufficient resources for teachers, and a disconnect between learning objectives and assessment methods (Nguyen Thi Thuy Trang, 2018).
Textbooks are essential in Vietnamese upper secondary schools, serving as crucial resources for both teaching and learning languages They guide educators in achieving educational goals and employing effective methods while providing students with systematic knowledge and opportunities to enhance their language skills through diverse topics tailored to various age groups and proficiency levels This research specifically examines the new English textbook set, Tieng Anh 11, one of three approved for upper-secondary education The selection is based on the insights gained from using the Tieng Anh 10 version over a year, which has helped teachers better understand the advantages and disadvantages of these new English textbooks, ultimately enriching their approach to the Tieng Anh 11 curriculum.
The new English textbook series Tieng Anh 11 offers a comprehensive syllabus tailored for 11th graders, serving as a valuable resource for teaching and assessment This set includes two student books, two teacher books, two workbooks, and two CDs, enabling educators to effectively evaluate student comprehension and to create or revise tests and exams.
Testing plays a crucial role in the education system, particularly for upper-secondary school teachers and students Achievement tests allow teachers to gauge student performance and enable students to evaluate their own understanding Textbooks serve as primary resources for both educators and learners, providing a foundation for designing review sections and achievement tests The new English textbooks, Tieng Anh 11, are currently utilized in select upper-secondary schools in Quang Tri Province Therefore, assessing the effectiveness of these textbooks in creating achievement tests is essential for empowering English teachers to enhance student learning and improve their own test design skills.
In summary, while numerous studies have explored the implementation of new English textbooks in upper-secondary schools, there has been limited focus on their role as resources for achievement tests This gap in research motivated my decision to investigate this topic further.
Research aims
This research focused on evaluating the new English textbooks, Tieng Anh 11, used for achievement tests in upper secondary schools in Quang Tri Province It aimed to identify the challenges and advantages teachers face when utilizing these textbooks for assessments Based on the findings, the researcher will provide recommendations for optimizing the use of these materials in achievement testing.
Research questions
This research aims at answering the following questions:
1/ How do teachers use the set of new English textbooks Tieng Anh 11 as resources for achievement tests?
2/ What benefits do teachers have in using the set of new English textbooks Tieng Anh 11 as resources for achievement tests?
3/ What challenges do teachers have in using the set of new English textbooks Tieng Anh 11 as resources for achievement tests?
Significance of the study
The study aims to assist teachers in overcoming challenges in teaching and assessing the English language, while also evaluating the effectiveness of a new set of English textbooks.
The effectiveness of Tieng Anh 11 for achievement tests highlights the importance of selecting and applying additional materials based on practical experience This research enables teachers to identify challenges encountered in developing activities and assessments, allowing them to refine their teaching methods and instructional strategies By doing so, educators can facilitate student comprehension, accurately assess their proficiency levels, and enhance their learning approaches for greater success.
The study's findings offer valuable insights for textbook writers and author groups, highlighting the need to enhance the existing materials used for 11th graders in Vietnam.
Scope of the study
This study evaluates the utilization of the new Tieng Anh 11 textbooks by upper-secondary school teachers in Quang Tri Province as resources for achievement tests for 11th graders The research was conducted across several upper-secondary schools in the region.
Structure of the study
This research paper included in five chapters:
Chapter 1: INTRODUCTION It provides the background and rationales of the study, research aims, research questions, significance of the study, the scope and structure of the study
Chapter 2: LITERATURE REVIEW It presents the definition of textbooks, the definition of resources, the role of textbooks, an overview of the set of new English textbooks Tieng Anh 11 Besides, this part shows the basic concepts of testing, the definition of the types of tests (achievement tests, placement tests, proficiency tests, diagnostic tests), an overview of achievement tests at Vietnamese upper-secondary schools, the connection between textbooks and testing, and the previous related researches
Chapter 3: METHODOLOGY OF RESEARCH The methodology of this study is explained in this chapter Here the author describes the research site, the research design, the research approaches and tools, and how the data analysis is conducted
Chapter 4: FINDINGS AND DISCUSSION The data and research findings are revealed in this part In other words, the author presents the results of her research collected through the questionnaire, the interviews The analysis and discussion of the findings are based on her research questions
Chapter 5: CONCLUSION AND IMPLICATIONS It presents summary of findings, limitations, implications, and further researches.
LITERATURE REVIEW
Textbooks in language teaching and testing
2.1.1 Definition of textbooks and the set of textbooks
Textbooks are essential resources in the teaching and learning process, serving as both teaching materials for educators and learning materials for students (Awasthi, 2006) They play a crucial role in the educational framework, particularly in English language teaching (ELT), where they are deemed a fundamental component of most language programs (Hutchinson & Torres, 1994; Richards, 2001) Seldon (1988) describes textbooks as "the visible heart of any ELT program," highlighting their significance in lesson structure and content delivery Ultimately, textbooks provide valuable guidance for teachers in planning and executing effective learning experiences for students.
Textbook concepts are commonly referred to using phrases like "textbook series," "series of textbooks," or "sets of textbooks," which describe the materials used in a course According to Tomlinson (1998), educational materials can include various formats such as textbooks, workbooks, cassettes, CD-ROMs, videos, and newspapers, all of which present the language being learned.
The 2012 Tieng Anh 11 textbook set includes student books, teacher books, workbooks, CDs, and additional materials tailored for specific courses.
The Oxford Advanced Learner's Dictionary defines "resource" as something utilized to achieve a goal, particularly in the form of books or equipment that offer valuable information for educators and learners Consequently, textbooks serve as essential resources, providing crucial information and knowledge to support teachers and students in various educational activities, including teaching, learning, testing, and assessment, as noted by Cunningsworth.
(1995) and Awasthi (2006) asserted that textbook as an effective resource for self-directed learning, a source of ideas and activities, and a reference for learners
Textbooks are essential resources that provide knowledge for students and teaching materials for educators According to Nazeer et al (2015), they are crucial for transferring knowledge to students across various age groups Additionally, Garinger (2002) highlights that textbooks serve multiple purposes for teachers, including acting as a core resource, offering supplemental materials, inspiring classroom activities, and even serving as the curriculum for teaching and assessment.
In short, textbooks are considered as resources that supply the source of knowledge and teaching materials for teachers and learners
2.1.3 The role of textbooks in teaching and testing
Textbooks are essential in the educational process, serving as a primary source of language input and practice, as highlighted by Richards (2001) They not only deliver knowledge to students but also facilitate learning through various activities Additionally, textbooks outline lesson topics, teaching methods, and assessment formats, offering valuable ideas for lesson development.
Textbooks play a crucial role in foreign language classrooms, serving as essential tools for both teachers and students According to McGrath (2002), textbooks act as a "map," guiding educators on teaching instructions, content, and methods while providing students with a clear outline of what they will learn Nazeer et al (2015) emphasize that textbooks, alongside teachers, are fundamental in shaping the educational experience They are designed based on a curriculum, ensuring that both teachers and students adhere to established principles in schools Furthermore, Hutchinson and Torres (1994) highlight that learners perceive textbooks as frameworks that help them organize their studies, ultimately leading to measurable outcomes in achievement tests.
According to Richards (2001), textbooks offer significant advantages in teaching and learning They provide a structured syllabus that guides both educators and students, facilitating self-study and helping teachers assess student understanding Additionally, textbooks standardize instruction, allowing for efficient evaluation of students across different classes They also offer a diverse range of learning resources, effective language models, and input, while serving as valuable training tools for teachers.
Textbooks serve as essential resources for teachers, offering a foundation for evaluating student learning, as noted by Graves (2000) and Basturkmen (2010) Many textbooks include tests and evaluation tools that assist educators in assessing and identifying students' proficiency levels Consequently, textbooks play a vital role in enhancing both the teaching and learning experience while significantly improving the effectiveness of testing and assessment.
According to Leung and Andrews (2012), textbooks play a crucial role in high-stakes assessment reforms by offering learning materials that emphasize both content and skills in realistic contexts They also supply essential guidelines and practices aligned with school-based assessment (SBA) requirements, including test design and review Additionally, textbooks provide sample tasks and oral activities, along with language input and adaptable materials, enhancing the overall educational experience.
Hence, textbooks not only provide the language input, useful lessons but also set the teaching and testing principles
2.1.4 The disadvantages of using textbooks
While textbooks offer several advantages in education, they also present notable drawbacks According to Richards (2001), textbooks often contain "inauthentic language," featuring texts and dialogues that do not reflect real-life usage Similarly, Gak (2011) highlights concerns raised by Graves (2000) and Basturkmen (2010) regarding the relevance of textbook content, which frequently fails to align with everyday language and experiences Additionally, textbooks may lack comprehensive coverage of the knowledge teachers aim to impart and often overlook the diverse backgrounds and prior knowledge of learners.
According to Richard (2001), textbooks can lead to a decrease in teachers' skills, as reliance on these resources may hinder their ability to provide flexible and creative instruction once they move beyond the textbook framework Similarly, Swan (1992) highlights that in exam-oriented English Language Teaching (ELT) environments, teachers often become overly dependent on textbooks, utilizing the exercises and tests provided, which can result in a lack of responsibility for crafting effective learning experiences for their students.
According to a 2012 study, while SBA textbooks are beneficial during the initial two years of study, their usefulness diminishes as students gain more knowledge and experience Additionally, criticisms highlight the inadequacies of these textbooks in adapting materials and addressing the diverse needs of students.
According to Gak (2011) and Graves (2000), teachers can alleviate the challenges of selecting textbooks by utilizing them as valuable resources for students The effectiveness of textbooks in the teaching and learning process presents both advantages and disadvantages, which ultimately depend on how teachers and students engage with these materials.
2.1.5 An overview of the set of new English textbooks Tieng Anh 11
The Tieng Anh 11 English textbook series has been implemented in select upper-secondary schools across Vietnam, marking the second level of a three-part curriculum approved by the Ministry of Education and Training (MOET) in 2012 This series is designed to enhance students' communicative competence across four key skills and is structured into two volumes, including a student’s book, teacher’s book, workbook, and accompanying CD It features a comprehensive syllabus that provides essential information about each unit's structure, aligning with the national curriculum framework outlined in Circular No 7972/BGDĐT-GDTrH The curriculum encompasses 105 periods, structured into 10 units with reviews and assessments, aiming to equip students with the necessary language skills to meet the B1.2 proficiency level as specified in the guidelines.
B1 at upper-secodary school which students need to achieve are equivalent with the contents (in appendix H) students will gain after finishing course of three grades (10,11,12) at upper-secondary school
Language testing
2.2.1 Basic concepts of test and testing
Testing plays a crucial role in the teaching and learning process, helping to assess whether students can effectively follow lessons and grasp the material presented by teachers It serves to evaluate students' understanding and proficiency in the subject matter As noted by Penny Ur (2012), a test is primarily an activity designed to demonstrate the extent of knowledge or skills that the tester possesses.
(p 33).” Following this opinion, testers can identify the current students‟ level and give the solution to improve their capability Whereas Allen and Corden
According to a 1974 study, a test serves as a measuring tool used to compare individuals within the same group Test results enable teachers to distinguish one student from others in the class or a specific group.
According to Caroll (1968), an educational test is crafted to provoke specific behaviors that allow for inferences about an individual's characteristics This enables testers to evaluate and identify the abilities and traits of learners effectively.
Heaton (1998) emphasizes that tests serve as tools to enhance the learning process and boost student motivation, while also assessing language performance They are instrumental in shaping students' perceptions and encouraging engagement in learning Broughton (1990) identifies three key aspects of tests: they act as measuring instruments, quick teacher-created activities, and components of examinations The primary goal of testing is to evaluate students in various dimensions, including knowledge, skills, attitudes, and beliefs.
Testing is a crucial educational tool utilized from primary school through university, serving as a method for students to demonstrate their understanding According to Chastain (1988), assessments not only help learners identify areas they need to improve but also provide teachers with insights on how to enhance future lessons for better student outcomes.
Tests serve as essential tools for assessing students' understanding and capabilities in various situations, particularly within the classroom Additionally, they play a crucial role in enhancing students' motivation to learn The concept of testing is inherently linked to the various types of assessments available.
There are many types of tests and each test has a different purpose Those tests are diagnostic tests, proficiency tests, achievement tests, and placement tests
Diagnostic tests are essential tools for identifying students' strengths and weaknesses, allowing educators to address learning challenges effectively According to Brown H.D (2004), these assessments focus on individual performance and instructional objectives, enabling timely intervention to correct deficiencies before they impact overall learning outcomes.
Diagnostic tests play a crucial role in identifying students' strengths and weaknesses, as noted by Hughes (1990) These assessments not only help teachers understand their instructional needs but also enable them to discover innovative methodologies that can enhance student learning outcomes.
According to Harrison (1983b), Diagnostic tests are administered at the end of a unit in the course-book after the lesson teachers designed and taught
It is used to measure the students‟ knowledge in the past and present learning
Proficiency tests assess students' language knowledge and skills, serving as crucial tools for admission into foreign universities or job applications While not mandatory for courses, many students rely on these test results for their academic and professional advancement According to Hughes (1990), "proficiency tests are designed to measure people’s ability in language regardless of any training they may have had in that language" (p.9).
According to Brown (1995), proficiency tests are designed to assess students' overall language abilities by identifying what they have learned and retained Carroll and Hall (1985) emphasize that these tests are valuable for both teachers and students, as they provide guidance on suitable courses and necessary assessments, including standardized tests like TOEIC, TOEFL, and IELTS.
Placement tests are essential tools designed to assess students' abilities and determine the most suitable level for their educational program According to Hughes (1990), these tests provide valuable information to effectively assign students to appropriate classes (p.14) Brown J.D (1995) further emphasizes that placement tests aim to categorize students into classes based on their overall skill levels, ensuring that new learners are placed in the right course before instruction begins Ultimately, these assessments play a crucial role in guiding students to the right starting point in their learning journey.
Achievement tests are designed to assess the progress made by students during or at the conclusion of a course, reflecting their learning outcomes (McNamara, 2000) These tests serve to evaluate the effectiveness of teaching by measuring what students have learned Similarly, Hughes (1989) emphasizes that achievement tests are directly linked to language courses, helping to determine the knowledge and skills acquired by individual students or groups throughout their learning journey.
Achievement tests are tools created to assess what students have learned within a specified timeframe, as defined by Davies et al (1999) These tests focus on the knowledge outlined in the syllabus relevant to the period being evaluated.
Besides, Brown (2004) shows that an achievement test is related directly to classroom lessons, units or even a total curriculum
An achievement test is conducted at the conclusion of a course or term, featuring clear instructions and a set time limit to evaluate students' knowledge and proficiency Consequently, it is essential for educators to create these assessments to effectively gauge student learning outcomes.
Achievement tests consist of two basic types: progress achievement tests and final achievement tests a Progress achievement tests
Progress achievement tests are short-term assessments conducted at the end of a term, unit, or fortnight to evaluate students' understanding following each lesson As noted by Hughes (1989), these tests aim to measure the progress students are making They serve as valuable tools for teachers to identify student weaknesses and adjust course objectives accordingly.
The role of testing in teaching and learning
Heaton (1988) states that teaching and learning are both interwoven and independent, they are so closely interrelated Thus, teaching geared to testing and testing promotes the teaching process
Teaching and testing are interconnected, with testing exerting both positive and negative effects on education As noted by Huge (1989), "Backwash can be harmful or beneficial" (p.1), referring to the influence of testing on teaching and learning When the content and methods of testing diverge from the course objectives, backwash can be detrimental, leading to misleading results, such as a reading course focused solely on vocabulary rather than overall reading skills Conversely, when testing aligns with teaching content and methods, it can enhance the educational process, prompting improvements like the development of a new syllabus or the adoption of different course materials.
The connection between textbooks and testing
Textbooks and testing are interdependent, with textbooks supplying essential content and resources for language testing, while testing influences teaching and textbook development Bailey and Masuhara (2012) emphasize that materials designed for high-stakes standardized tests significantly affect students' futures, as test scores can determine college admissions and job opportunities Therefore, it is crucial that the materials and assessments align with both classroom learning and examination expectations Weigle and Jensen (1997) support this notion, highlighting the importance of coherence between teaching materials and testing practices.
Effective test tasks should mirror the authentic, interactive language skills taught in the classroom, ensuring alignment between instruction and assessment There is no distinction between teaching the curriculum and preparing students for tests; assessments should evaluate what students have learned from specific educational materials A test is deemed effective when it accurately measures students' understanding of the course content Additionally, recent exam updates reflect curriculum changes, and textbooks designed for high-stakes testing are often developed rapidly in response to these modifications (Cheng, 2005).
Leung and Andrews (2012), as cited in Swan (1992), highlight the potential negative washback from ready-made textbooks, suggesting that it may lead to teachers neglecting their responsibility in designing effective learning experiences for students (p.356) In their discussion on "Language Testing and Washback: The Role of Materials," Bailey and Masuhara (2012) outline several criteria for test preparation materials, emphasizing the important connection between textbooks or materials and the testing process.
In 2012, it became essential for test support materials to be updated whenever a test is replaced or modified, ensuring they align with all constructs assessed by the exam Moreover, these materials should not only focus on test-taking strategies but also foster language development to genuinely improve student scores Lastly, it is crucial for test preparation resources to clearly outline the scoring criteria associated with the exam.
In summary, textbooks and tests are closely linked and interacted with each other.
Previous studies
Moulton (1994) emphasizes that textbooks play a vital role in the English language teaching process Consequently, numerous studies have been conducted to investigate various aspects of textbook usage in English teaching, including their role in instruction and assessment, evaluation methods, and their effectiveness in teaching specific language skills.
Leung and Andrews (2012) explored the mediating role of textbooks in high-stakes assessment reform, revealing that new textbooks emerge alongside curriculum changes Their study involved analyzing textbooks and administering a questionnaire to 93 teachers from various Hong Kong schools, with 66 teachers having two or fewer years of experience The research aimed to determine if textbook content aligned with school-based assessment (SBA) principles and objectives Findings indicated that while teachers utilized SBA textbooks for the Hong Kong Certificate of Education Examination in English, these resources primarily offered exercises for skill development rather than focusing on oral practice Teachers adapted materials to suit student levels but generally did not rely heavily on SBA textbooks The study highlighted limitations in oral practice activities and material adaptation, recommending enhancements such as including sample videos of varied student performances and guidelines for developing oral skills and scoring.
Bailey and Masuhara (2012) explored the significance of materials in language testing and their washback effects, emphasizing the evaluation of test preparation materials for high-stakes assessments They identified criteria to assess whether textbooks positively or negatively influence teaching and testing Targeted materials can aid students with low scores by addressing specific skill deficiencies, such as using listening exercises to enhance listening skills Additionally, effective materials should offer test-taking strategies while aiming to boost overall language proficiency They should cover essential sub-skills like skimming, scanning, and listening comprehension, while also providing authentic texts to enhance practical awareness Conversely, the authors stressed that materials must encompass all exam constructs; for instance, if a test evaluates four skills but a textbook only addresses two, students may struggle Furthermore, textbooks should clarify scoring criteria and help teachers utilize scoring information to identify students' strengths and weaknesses, guiding them in their preparation for future assessments.
In Vietnam, numerous studies have explored the use of English textbooks and the challenges faced in teaching them from primary school to university However, there is still a scarcity of research focused on the application of these textbooks for testing and achievement assessments.
A significant study by Nguyen Thi Thuy Trang (2018) examined the challenges faced by high school English teachers in Vietnam when implementing a new set of English textbooks, alongside suggestions from teacher trainers The research highlighted the comprehensive education reforms in Vietnam's national education system from 2008 to 2020, emphasizing the importance of teacher training Utilizing a case study approach, the study involved five English teachers and two teacher trainers who contributed to the textbook development Findings revealed six primary challenges: difficult and unfamiliar topics, inadequate time and program allocation, lack of teaching references, mismatched learning and testing, mixed-level classes, and low student motivation To address these challenges, the study recommended that teachers update their knowledge of teaching topics, provide model writings for students, enhance their teaching methods, and implement tiered tasks for flexibility in course materials Despite offering valuable insights into teachers' difficulties with the new textbooks, the study's findings lacked clarity due to its broad scope.
Nguyen Le Yen My (2016) conducted a study on the use of the pilot textbook "Tieng Anh 6" for teaching grammar to 6th graders in lower secondary schools in Hue city The research evaluated the effectiveness of the pilot English textbook and provided practical implications for teachers and publishers in enhancing grammar instruction.
A study conducted by Dinh (2020) examined the washback effect of English achievement tests on teachers' perceptions at a Vietnamese university, highlighting the significant impact these tests have on classroom teaching and learning The research involved four female English teachers, with varying years of experience, and revealed that little attention has been given to the washback of English achievement tests (EAT) The findings indicated that teachers believed the course was primarily oriented towards EAT, particularly in terms of test format and linguistic input, emphasizing the importance of familiarizing students with the test format to boost their confidence Additionally, the study pointed out a disconnect between the university's goal of enhancing students' communication skills and the actual training provided It also highlighted the crucial role of coursebooks and supplementary materials in preparing students for achievement tests, suggesting that coursebooks should include "exam advice" to help students navigate lessons and test tasks effectively However, teachers often selected only a limited range of topics from the coursebook, as dictated by the syllabus.
Research on achievement tests includes Nguyen Thi Le Suong's (2011) study, which examined tests created by educators at the Quang Tri Continuing Education Centre, and Vo Thi Dieu Hien's (2012) investigation into teachers' perceptions and practices regarding test design in upper-secondary schools in Thue Thien Hue Province However, both studies primarily concentrate on the design aspects of the tests.
In summary, prior research primarily focused on the role of textbooks in language instruction and their correlation with tests or achievement outcomes However, these studies do not adequately address the broader application of textbooks in testing contexts, particularly regarding achievement assessments.
METHODOLOGY
Research questions
As mentioned in Chapter 1, the research aims are to seek the answers to the following research questions:
1/ How do teachers use the set of new English textbooks Tieng Anh 11 as resources for achievement tests?
2/ What benefits do teachers have in using the set of new English textbooks Tieng Anh 11 as resources for achievement tests?
3/ What challenges do teachers have in using the set of new English textbooks Tieng Anh 11 as resources for achievement tests?
Research approach
This study employs both quantitative and qualitative research methods According to Mcmillan and Schumacher (1993), the qualitative approach aims to "understand the person or phenomena," relying on verbal descriptions rather than numerical data Brink (1993) adds that this method excludes statistical or empirical calculations, focusing instead on gathering detailed insights into participants' feelings, opinions, and experiences (Denzin, 1989) Various qualitative research methods, such as open-ended questionnaire items, interviews, and observations, are utilized to achieve these insights.
The quantitative research method prioritizes objectivity and the quantification of phenomena, focusing on statistical and numerical analysis of data collected through questionnaires, surveys, polls, or computational techniques (Mcmillan & Schumacher, 1993; Babbie, 2010) This approach enhances clarity in research through the use of statistics presented in tables, charts, or figures, while also allowing for structured experimentation and control by the researcher Additionally, the results obtained from quantitative research are often generalizable to larger populations or specific sub-populations due to the use of randomly selected larger samples (Carr, 1994).
Therefore, the combination between the qualitative research method and the quantitative method makes this research more obvious and valid.
Research participants
The participants of this study are 60 teachers from 7 upper-secondary schools in Quang Tri province However, four teachers did not send the questionnaire back
This study examines the utilization of the new English textbooks, Tieng Anh 11, by teachers for achievement tests in selected upper-secondary schools To gather comprehensive insights, teachers completed a questionnaire, followed by individual interviews with 10 voluntary English language teachers to explore their experiences and challenges in using these textbooks for assessment purposes The characteristics of the participating teachers are detailed in Table 3.1.
Table 3.1 Demographic characteristics of the respondents to the questionnaire for teachers
Year (s) of teaching English 1 year - 3 years 9 16.1
41 to 50 years old 30 53.6 Over 50 years old 2 3.6
Data collection instruments
The data collection instruments consist of questionnaire and interviews
A questionnaire is an effective and cost-efficient method for gathering information in research, featuring standardized questions that ensure participant anonymity and can be tailored to specific objectives (McMillan and Schumacher, 1993, p.238).
The researcher administers a questionnaire designed to save time and effectively manage survey participants According to Babbie (1989), it is crucial for questions to be clear and straightforward, avoiding double-barreled questions and negative phrasing Consequently, the questionnaire must utilize simple and easily comprehensible language.
This study utilized an English-language questionnaire to gather data from teacher participants regarding their use of the new English textbooks, Tieng Anh 11, as resources for achievement tests.
Teachers participated in a questionnaire (Appendix 4) that was designed to address the three research questions outlined in Chapter 1, with their personal information excluded from the data analysis.
In the questionnaire, there were 44 items grouped into three main themes and shown in Table 3.2
Table 3.2 Themes, subthemes and items in the teachers' questionnaire
I How teachers used the set of new English textbooks Tieng Anh
Teachers‟ adopting the teaching procedure, activities in the books 1-2
Teachers‟ reference the topics of the units to find relevant materials 3-4 Teachers‟ use and adaptation of exercises and activities in the set of new English textbooks
Teachers‟ designing practice exercises and test items for achievement tests
II The benefits teachers had in using the set of new English textbooks
Tieng Anh 11 as resources for achievement tests
The benefits of the contents and unit sections 15-24
The benefits of the components
The difficulties or challenges teachers had in using the set of new English textbooks
Tieng Anh 11 as resources for achievement tests
The lack of test formats and scoring criteria
The difficulties in finding relevant materials
The questionnaire utilized a five-point Likert scale for statistical analysis, allowing participants to express their degree of agreement with specific statements As noted by Bertram (2007), this scale ranges from strongly disagree to strongly agree, encompassing five levels from 1 to 5.
The questionnaire was developed through a four-step process, drawing on theories discussed in Chapter 2, which include the role of textbooks, their advantages and disadvantages concerning achievement tests, and their connection to testing, supported by previous studies Specifically, the items in Theme I (1-11) were formulated based on Richard's (2001) definition of textbooks and their roles, and adapted from Andrew's (1994) questionnaire as referenced by Leung and Andrew (2012), along with guidelines from circulars no 7972/BGDĐT-GDTrH and no 5333/BGDĐT-GDTrH, aimed at identifying how teachers can utilize the new English textbooks Tieng Anh 11 for achievement tests.
12 to 15 were designed based on the theory of Richard (2001), items from 15 to 30 were in Leung and Andrew (2012) Items in theme III (from items 31 to
44) were in Andrew and Leung (2012) and Bailey and Mashuhara (2012) Besides, the items were developed from the content of lessons on the set of textbooks Tieng Anh 11: Language (pronunciation, vocabulary, grammar), skills (reading, listening, speaking, and writing), reviews section, or accompanying materials
The initial questionnaire was refined based on feedback from 15 teachers who participated in the pilot study, leading to the division of some items for greater precision and the addition of new questions (items 24, 31, and 42 to 45) Following these adjustments, a second pilot questionnaire was distributed to the same group of teachers, and the results demonstrated reliability The reliability was confirmed using Cronbach's Alpha coefficient via the Statistical Package for the Social Sciences (SPSS).
Table 3.3 Cronbach’s alpha coefficient of the pilot questionnaire
Cronbach’s Alpha coefficient Cluster 1 Cluster 2 Cluster 3
The final stage involved distributing a questionnaire to 60 teachers across 7 schools in Quang Tri province This questionnaire comprised two primary sections: one focused on the demographic information of the participants and the other addressed questions pertinent to the research.
Interviews, as defined by McMillan and Schumacher (1993), are essentially vocal questionnaires that facilitate interaction between interviewers and participants, such as students or teachers Annum (2015) emphasizes that these interactions involve oral questions posed by the interviewer to elicit verbal responses from interviewees Moreover, interviews effectively reveal the individual opinions and thoughts of both students and teachers, providing valuable insights into their perspectives.
(1998) described interviewing as one of the most common ways we use to try to understand our fellows
In this study, interviews were conducted with 10 out of 56 volunteer English language teachers to assess the effectiveness of new English textbooks in aiding the revision and design of achievement tests To encourage open communication, interviews were conducted in Vietnamese, allowing teachers to express their thoughts and provide in-depth insights regarding the use of the Tieng Anh 11 textbooks Participants shared both the benefits and challenges they encountered while utilizing these textbooks for assessment purposes The findings from the interviews were analyzed alongside data from a questionnaire, leading to recommendations aimed at enhancing teachers' use of the Tieng Anh 11 textbooks for achievement tests.
Tieng Anh 11 for the achievement tests successfully.
Data collection procedure
In this stage, only pilot questionnaire was conducted The pilot questionnaire development process was described in 3.4.1
The final questionnaire was sent to 60 teachers directly at 7 schools in Quang Tri province; 4 did not respond Then, 56 completed questionnaire were sent back within a week
Following the analysis of the questionnaire data, the researcher conducted individual face-to-face interviews with 10 volunteer teachers to gain deeper insights into their responses Each interview was conducted in Vietnamese and coded as Teacher 1 (T1) through Teacher 10 (T10) The sessions were recorded, transcribed, and subsequently translated into English for analysis The researcher then proceeded with a thorough data analysis.
Data analysis
The study employed both qualitative and quantitative research methods to ensure the validity of the questionnaires and interviews, allowing for a comprehensive analysis of various research aspects and cross-validation of data Specifically, the quantitative approach was utilized to assess the frequency with which teachers used the new English textbooks Tieng Anh 11 for achievement tests Data collected via questionnaires were analyzed using SPSS 20.0 to determine mean values and percentages, with results presented in tabular form in the chapter.
4 Whereas, the qualitative method was applied in analyzing the data by transcribing and translating the data The researcher transcribed the data from teachers‟ interviews in Vietnamese and then translated them into English.
Research validity and reliability
Successful social science research relies on various factors, including effective sampling methods and appropriate data collection techniques According to Litwin (1995), the quality of a study is determined by its ability to ensure data reliability and validity, as highlighted by Robson (2010).
Reliability testing is a statistical method used to evaluate the effectiveness of a research toolkit, as defined by McMillan and Schumacher (1993) It refers to the degree to which independent researchers can observe the same phenomena, reflecting the agreement between researchers and participants regarding the description of those phenomena Robson (2010) emphasizes that reliability remains stable over time A questionnaire is considered reliable when it demonstrates internal consistency or homogeneity, typically assessed through the correlations among various items on the same test, with Cronbach's coefficient alpha being a common measure of this internal consistency.
To ensure the reliability of the questionnaire, the reliability coefficient was analyzed using Cronbach's alpha coefficient, which measures the degree of positive correlation among all variables within the scales.
Nunnally and Bernstein (1994) proposed that a reliability coefficient of 70 is acceptable, a view supported by Sekaran (2000), who noted that a Cronbach’s alpha above 70 indicates internal consistency reliability Similarly, Hair et al (2006) aligned with this perspective, echoing the criteria for measuring reliability established by Murphy and Davidshoter (1989) According to Murphy and Davidshoter (1988), the evaluation principle for reliability assessment is crucial for ensuring the validity of measurement instruments.
Table 3.4 The criteria to measure the reliability coefficient via Cronbach’s alpha coefficient
The study's questionnaire was organized into three primary clusters: Cluster 1 contained 11 items related to theme I, Cluster 2 included 19 items for theme II, and Cluster 3 comprised 14 items focused on theme III To ensure accuracy, Cronbach's alpha was utilized to analyze the items within each cluster, as illustrated in the accompanying table.
Table 3.5 Cronbach’s alpha coefficient of three main clusters to evaluate the reliability of questionnaire
In this research, items were retained if their "Cronbach's alpha if item deleted" values were lower than the overall Cronbach's alpha of the clusters and greater than 0.7 Additionally, a "corrected item-total correlation" of 0.3 or higher indicated the reliability of the variables, as per Nunnally (1978) Since the Cronbach's alpha values of the items were deemed reasonable, none of the variables were rejected, as detailed in Appendix 3.
Validity in social science research, as highlighted by Robson (2010), refers to the extent to which evaluation tools accurately measure the research problem Litwin (1995) emphasizes that to fully understand validity, researchers must address two key aspects: external validity and internal validity.
External validity assesses whether research findings can be generalized to broader populations According to McMillan and Schumacher (1993), it pertains to the generalizability of results, highlighting that study subjects possess specific characteristics such as age, race, sex, and ability In this study, participant information, including gender, age, education levels, and years of teaching experience, is clearly presented in Table 3.1 of Chapter 3.
Internal validity refers to the degree of control over extraneous variables, which is maximized through careful study design, including the selection of subjects, instruments, and procedures (Mcmillan & Schumacher, 1993) It ensures that no other variables influence the outcome aside from those being studied This research focuses exclusively on English language teachers at upper-secondary schools, utilizing a questionnaire based on a 5-level Likert scale To enhance validity, data collection follows a systematic procedure, and the questionnaire undergoes pretesting prior to implementation.
Teachers asked to conduct the pilot questionnaire as a pretest, after identifying the pilot questionnaire is reliable, the posttest continues to carry out.
Summary
This chapter presented the research methodology including the research approach, participants, data collection methods, data collection instruments, and data analysis.
FINDINGS AND DISCUSSION
Results of the study
This research involved a questionnaire survey conducted at seven upper secondary schools in Quang Tri province, collecting 56 samples Data analysis was performed using SPSS software version 20.0, focusing on a descriptive statistical analysis of teachers' responses The survey utilized a 5-point Likert scale ranging from strongly disagree (1) to strongly agree (5).
If the mean scores of teachers‟ usage of the set of new English textbooks
The findings from the Tieng Anh 11 assessment indicate a range of responses based on the Likert scale Scores between 1.00 and 2.60 reflect a "Disagree" stance, while mean scores from 2.61 to 3.40 suggest respondents are "Not sure." Scores exceeding 3.40 up to 5.00 indicate agreement with the items presented.
“Agree” with the items To be more convenient in the process of analyzing the questionnaire, 3 levels of results are grouped “Strongly disagree” and
“disagree” into “disagree”, “Not sure” still remains “not sure”, and “strongly agree” and “agree” into “Agree” The results were analyzed with SPSS 20.0 and presented by tables and pie charts
4.1.1 How teachers use the set of new English textbooks Tieng Anh
11 as resources for achievement tests
The responses to the first theme of the questionnaire (from items 1 to 11) represent teachers‟ use of the set of new English textbooks Tieng Anh 11 as resources for achievement tests
4.1.1.1 Teachers’ adopting the teaching procedure, activities in the books
Table 4.1 Teachers’ adopting the teaching procedure, activities in the books
1 I follow the teaching procedures, activities, and testing forms in the set of new English textbooks Tieng
2 I refer to the book maps in the students‟ books/ teachers‟ books to identify the objectives for the topics, units, skills and knowledge in the set of new English textbooks Tieng Anh 11 to teach and prepare students for achievement tests relating to the objectives DESIGN
Table 4.1 reveals that the mean score for item 1 was 3.32, indicating that respondents were uncertain about adhering to the teaching procedures and activities outlined in the new English textbooks, Tieng Anh 11 While 53.5% of teachers agreed with this uncertainty, 25% expressed disagreement Furthermore, 60.7% of teachers confirmed that they utilized the book maps in both students' and teachers' books to identify objectives for topics and units, as well as to prepare students for achievement tests related to semester exam objectives; however, 21.4% disagreed and 17.9% were unsure about their stance on this practice.
4.1.1.2 Teachers’ reference to the topics of the units to find relevant materials
Table 4.2 Teachers’ reference to the topics of the units to find relevant materials
3 I refer to the topics of the units in the set of new
Anh 11 and to find relevant test preparation materials for students to REVISE for
4 I refer to the topics of the units in the set of new
Anh 11 and to find relevant test preparation materials to
Teachers utilized the new English textbooks Tieng Anh 11 as a primary resource for test preparation, with an average rating of 3.46 indicating their effectiveness in revising for achievement tests A significant 84% of teachers reported successfully finding relevant materials for designing these tests, while only 8.9% disagreed and 7.1% remained uncertain about the usefulness of the textbooks.
In interviews, teachers emphasized the importance of workbooks as a key resource for guiding students in test preparation and designing assessments Additionally, some educators utilized locally produced materials, including the textbook "Tieng Anh 11" by Bui Van, to enhance their teaching strategies.
Vinh and Luu Hoang Tri (T7, T8), and international productions which have an equivalent level of B1 or PET for strong students (T2, T4)
4.1.1.3 Teachers’ use and adaptation of exercises and activities in the set of new English textbooks Tieng Anh 11
Table 4.3 Teachers’ use and adaptation of exercises and activities
5 I use all exercises and activities in the set of new
6 I refer to all exercises and activities in the set of new
7 I adapt the exercises and activities in the set of new
In the analysis of the new English textbooks Tieng Anh 11, data from Table 4.3, items 5 to 9, indicate that teachers prefer to adapt exercises and activities rather than using them directly This suggests a trend where the majority of educators modify the provided content to better suit their students' needs.
A significant majority of teachers, 57.1%, disagreed with utilizing all exercises in textbooks for student revision before tests, as indicated by a low mean score of 2.50 Additionally, 53.5% of educators did not reference all textbook activities when designing achievement tests, while only 26.8% agreed to do so, and 19.6% remained uncertain Furthermore, some teachers noted restrictions on reusing textbook exercises and reading materials without modifications for test design.
Teachers believed they were creating achievement tests by adapting exercises from new English textbooks; however, they primarily developed one-period tests instead of comprehensive semester exams.
Anh 11 in designing one-period tests), 53.6 % of teachers expressed agreement and 21.4% disagreed With regard to item 8, 53.6% of respondents denied adapting the exercises on the set of textbooks for designing the semester exams The interviewed teachers explained that they wanted to evoke students‟ creativity when they took the achievement tests, so they designed semester tests by looking for other relevant materials and adapting them to students‟ level
The highest mean of 4.05 (item 9) in Table 4.3 suggests that most of the
8 I adapt the exercises and activities in the set of new
9 I use exercises in the workbooks to help students
REVISE what students learnt in each unit (both skills and language knowledge) as a way to consolidate their abilities and prepare them for achievement tests
0% 5.4% 1.8% 75% 17.9% 4.05 644 teachers used exercises in the workbooks as necessary materials for revising and supporting students to consolidate what they learned
In interviews, many teachers reported adapting exercises from the new English textbooks Tieng Anh 11 to create achievement tests for their students, although their methods and objectives varied For instance, teachers T1 and T7 primarily focused on modifying the listening sections, while others, such as T2, T4, T8, and T10, concentrated on adapting grammatical structures, sentences, and reading texts for their test designs.
4.1.1.4 Teachers’ designing practice exercises and test items for achievement tests
Table 4.4 Teachers’ designing practice exercises and test items for achievement tests
Table 4.4 illustrates how teachers developed achievement tests, with a notable mean value of 3.79 indicating that they created additional practice exercises based on the formats found in the Tieng Anh 11 textbooks Furthermore, the test items were tailored to reflect the content students learned from this resource In an interview, Teacher 3 emphasized that she aligned her tests with classroom learning to facilitate easier comprehension for her students.
4.1.2 The benefits teachers had in using the set of new English textbooks Tieng Anh 11 as resources for achievement tests
The responses of the benefits of using the set of new English textbooks
Tieng Anh 11 for achievement tests are divided into 17 statements in theme II
(from item 12 to item 28) The data collected in questionnaire and interviews showed the set of new English textbooks Tieng Anh 11 brought many
10 I design achievement test items that reflect what is learnt from the set of new English textbooks Tieng Anh 11
11 I design further practice exercises for students to
REVISE for achievement tests based on the format of the exercises and activities in the set of new English textbooks
0% 12.5% 8.9% 66.1% 12.5% 3.79 825 advantages for teachers in teaching, revising, and designing achievement tests for their students
Table 4.5 The benefits of the syllabus in the set of new English textbooks
Table 4.5 showed the advantages of the syllabus provided in the set of new English textbooks Tieng Anh 11 as reference for achievement tests
A significant majority of teachers, nearly 68%, believe that the new English textbooks Tieng Anh 11 effectively provide the necessary syllabus for preparing students for achievement tests, with only 16.1% expressing disagreement Furthermore, over 60% of respondents feel that the syllabus aids in developing test formats and matrix frames for these assessments Additionally, 67.9% of teachers agree with the related item, while only 10.7% disagree.
In an interview, T9 praised the new English textbooks, Tieng Anh 11, highlighting their significant improvements over the previous edition The updated syllabus allows teachers to clearly define their teaching objectives and assessment methods, facilitating the creation of a structured framework for achievement tests.
12 The set of new English textbooks Tieng Anh 11 provides the syllabus to identify the content and time to prepare students for achievement tests
13 The syllabus reflected in the book map can be sources of reference to develop the matrix frame/ test formats for achievement tests
14 I know what I should teach and test students by referring the course syllabus program reflected in the set of new English textbooks Tieng Anh 11
4.1.2.2 The benefits of the contents and unit sections
Table 4.6 The benefits of contents and unit sections
15 It is easy to identify contents in the new English textbooks Tieng Anh 11 to
REVISE and TEST the students
16 The REVIEW sections in the new English Student‟s books Tieng Anh 11 help me know the knowledge to help students REVISE for achievement tests
17 The REVIEW sections in the new English Student‟s book
Tieng Anh 11 help me know the knowledge to DESIGN achievement tests
18 The set of new English textbooks Tieng Anh 11 helps me know what students should be tested in Writing skill
19 The set of new English textbooks Tieng Anh 11 helps me know what students should be tested in Speaking skill
20 The set of new English textbooks Tieng Anh 11 helps me know what students should be tested in Listening skill
21 The set of new English textbooks Tieng Anh 11 helps me know what students should be tested in Reading skill
22 The set of new English textbooks Tieng Anh 11 helps me know what students should be tested in grammar
23 The set of new English textbooks Tieng Anh 11 helps me know what students should be tested in vocabulary
24 The set of new English textbooks Tieng Anh 11 helps me know what students should be tested in pronunciation
As observed in Table 4.6, the means score from 3.45 to 4.04 indicated that the contents and sections of the units in the set of new English textbooks
The Tieng Anh 11 curriculum offers significant advantages for teachers in preparing for achievement tests, with 67.8% of educators finding it easy to identify relevant content in the new textbooks, while only 12.5% consider it challenging Additionally, the Review sections in the English student books effectively aid in organizing revisions and designing achievement tests, garnering agreement from 73.2% and 60.7% of teachers, respectively.
With items 18 to 21 on the role of the set of new English textbooks
Tieng Anh 11 in preparing students for the skills sections in achievement tests, the proportion of agreement among the surveyed teachers ranges from approximately 60 % ( Listening) to 82 % ( Speaking)
Discussion
This section discusses teachers‟ used the set of new English textbooks
Tieng Anh 11, the benefits and difficulties of this set for achievement tests
The discussion was to compare the similarities and differences between these research findings and the theories mentioned in chapter 2
4.2.1 Teachers’ use the set of new English textbooks Tieng Anh 11 for achievement tests
The study revealed that teachers utilized the new English textbooks Tieng Anh 11 for achievement tests, but not comprehensively Many educators did not adhere strictly to the prescribed teaching procedures, activities, or testing formats, often sourcing relevant materials from the textbook units instead While some teachers adapted exercises from the textbook for revision and test design, others opted for external materials For instance, one teacher noted that due to her students' low proficiency levels, she primarily used exercises from the student books, while another adapted materials like PET for higher-level students preparing for tests This variation in adaptation was attributed to differing student abilities across classes and schools Additionally, teachers typically refrained from adapting the textbook for final achievement tests, aiming to foster flexible and creative thinking in students during examinations Given that the Tieng Anh 11 textbooks have only recently been introduced in upper secondary schools, reference materials remain limited, leading teachers to rely heavily on the accompanying workbooks for test preparation.
Research by Leung and Andrew (2012) indicates that teachers typically do not depend on school-based assessment (SBA) textbooks for implementing SBA in their schools Instead, they frequently modify exercises and activities from the new English textbook Tieng Anh 11 and other relevant materials to help students prepare for exams and to create achievement tests This perspective contrasts sharply with that of Swan.
(1992) and Richard (2001) that textbooks can deskill teachers and decrease their responsibility in designing the tasks and tests relating to what and how students learnt in the set of textbooks
Teachers utilized the new English textbooks to structure revision sessions and design achievement tests; however, they did not rely significantly on these textbooks for the creation of the tests.
4.2.2 The benefits teachers encountered in using the set of new
English textbooks Tieng Anh 11 for achievement tests
Teachers reported several advantages of using the new English textbooks, Tieng Anh 11, for achievement tests The textbooks offer a comprehensive syllabus that simplifies lesson content identification, revision, and test design Features like review sections and skill assessments enable teachers to effectively prepare students for periodic and semester exams Additionally, the student books and workbooks serve as valuable resources for vocabulary and grammatical structures needed for testing While accompanying CDs can aid in revision, teachers noted that they require new audio files for test creation However, the teacher's books lack specific instructions for revising and testing, highlighting an area for improvement.
These findings were compared with the statements in the previous studies presented in chapter 2 Firstly, the set of new English textbooks Tieng
Anh 11 provided a syllabus for teachers to identify the content, time for preparing the achievement tests, and develop the matrix frame/ test formats for achievement tests This was consistent with Richard (2001) and Hutchinson and Torres (1994) that textbooks provide a syllabus or framework for a teaching and learning program Secondly, according to Leung and Andrew
In 2012, textbooks offered essential learning materials encompassing content, knowledge, and skills necessary for high-stakes assessments The research highlighted that the new English textbooks, Tieng Anh 11, effectively addressed the knowledge requirements across all skills.
Teachers can effectively prepare students for achievement tests by focusing on the four key language skills: reading, listening, speaking, and writing, along with essential grammar and vocabulary This aligns with Dinh's (2020) perspective on the positive washback effect of achievement tests, which facilitates students' understanding of fundamental vocabulary, pronunciation, and grammar The new English textbooks, Tieng Anh 11, provide valuable content and lesson sections that support both teaching and assessment.
On the other hand, the finding in the study of Nguyen Thi Thuy Trang
(2018) provided evidence against those of this study Nguyen (2018) said that the new set of English textbooks including the set of new English textbooks
In the context of Tieng Anh 11, there is often a mismatch between learning and testing This study reveals that textbooks play a crucial role in helping teachers determine what to assess and how to conduct assessments To bridge the gap between teaching and testing, it is essential for educators to actively design relevant tests that align with the textbooks used in their courses.
4.2.3 The difficulties teachers faced in using the set of new English textbooks Tieng Anh 11 for achievement tests
Teachers faced significant challenges when using the new English textbooks Tieng Anh 11 for achievement tests They noted that the content was excessive, making it difficult to prepare students for semester exams Additionally, the teacher's books lacked guidance for revising and designing these tests Furthermore, educators struggled to find relevant materials that aligned with the prescribed test formats and the language competencies required across all skills for effective test preparation.
Leung and Andrews (2012) highlighted that while textbooks offered materials for adaptations in earlier studies, the accompanying CDs fell short in assisting teachers with revising and designing achievement tests Consequently, teachers faced challenges due to the absence of additional CDs related to the new English textbooks, Tieng Anh 11, for effective test design.
According to Bailey and Masuhara (2012), textbooks should clarify the scoring criteria and score interpretation for exams to assist teachers in creating effective test formats However, the findings revealed that the analyzed textbooks failed to offer this crucial information, hindering teachers' ability to effectively design assessments.
Nguyen (2018) highlighted that the new English textbooks for high schools in Vietnam, including Tieng Anh 11, lack adequate references for teachers, a sentiment echoed by Leung and Andrew (2012) regarding the limitations in materials adaptation Most teachers concurred with these findings, expressing particular difficulties in locating materials that align with the required language competencies outlined in Tieng Anh 11 Additionally, teachers faced challenges due to the absence of guidance in the teacher's books for revising and testing their students.
Conclusion
In summary, this chapter highlighted the findings from the data gathered through questionnaires and interviews, comparing them with previous studies It emphasized the significance of the new English textbooks Tieng Anh 11 for teachers in the processes of teaching, revising, and designing tests The results revealed several advantages for teachers utilizing these textbooks for achievement tests, while also noting some disadvantages in their application for organizing revisions and developing these tests.