INTRODUCTION
BACKGROUND
English has become a vital global language, essential in fields such as science, technology, and trade, leading to its mandatory inclusion in Vietnam's secondary education curriculum As Vietnam embraces globalization through an open-door policy across various sectors, the demand for proficient foreign language skills among learners has intensified, presenting challenges in meeting the labor market's needs Consequently, English teachers are urged to innovate their teaching methods to enhance students' communication abilities In response, the Ministry of Education and Training has developed a range of English textbooks that emphasize the four key skills: listening, speaking, reading, and writing, to better prepare students for the demands of the modern world.
Learning English, as noted by Alshumaimeri (2001), relies on three key participants: the teacher, the textbook, and the student Consequently, the content of English textbooks plays a crucial role in student learning It is essential that these textbooks are free from errors, as inaccuracies can negatively impact a student's educational experience.
Evaluating official English textbooks is crucial for the success of Vietnam's educational program, as the choice of textbook will significantly impact future generations of students Careful examination of the selected materials ensures that the educational needs of Vietnamese children are effectively addressed.
Evaluating a new English textbook for primary school students is essential to ensure its effectiveness in education This process involves a thorough examination of the textbook's physical appearance, design, illustrations, objectives, content, flexibility, teachability, teaching methods, and assessment practices By conducting this close scrutiny, parents, teachers, and students can be confident in the quality of learning provided by the textbook.
The researcher aimed to evaluate the First Friends-grade 1 English language textbook used in primary schools in Dong Hoi city, Quang Binh province, due to its recent introduction in 2013 This evaluation is crucial as it addresses the urgent need for improvements and revisions of this foundational textbook, which serves as the primary resource for students' initial exposure to a foreign language The findings will not only enhance the textbook itself but also provide valuable insights for related educational materials.
RATIONALE
This study was conducted for the following reasons:
Firstly, textbooks/ materials play a vital role in teaching and learning a language Therefore, choosing good textbooks/ materials leads to an effective language teaching program
In recent years, the Ministry of Education and Training (MOET) has mandated that textbooks and curricula adopt a communication-oriented and learner-centered approach, making the selection of appropriate textbooks crucial for achieving educational objectives The First Friends Grade 1 series, designed for two periods per week in primary schools in Dong Hoi, serves as a foundational element of the English language program implemented in Quang Binh province since 2013 Evaluating this series is essential, as no prior research has assessed its alignment with MOET's current requirements.
No single textbook meets the needs of all students due to their varying interests, motivations, proficiency levels, and learning styles Consequently, it is essential to customize educational materials to help students effectively balance language skills within their unique contexts.
In conclusion, English teachers should conduct thorough evaluations of textbook series to enhance the effectiveness and practicality of the teaching and learning process in specific contexts Personally, I have gained valuable experience in evaluating, selecting, and adapting textbooks and materials for my teaching through this study.
AIMS OF STUDY
The aims of this study is to: 1- evaluate the English textbook First Friends- grade 1 that has been recently released for the first time at primary schools in Dong
Hoi city, Quang Binh province; 2- suggest some adaptation for teachers of English to improve the quality of their teaching, which later helps improve the quality of students’ learning.
RESEARCH QUESTIONS
The study aims to answer the following research questions:
1 To which degree does the textbook " First Friends- grade 1" fit in the English teaching and learning setting at primary schools in Dong Hoi city, Quang Binh province?
2 What suggestions should be made for the effective teaching and learning of the textbook?
SCOPE OF STUDY
This study evaluates the First Friends grade 1 English textbook used in primary schools in Dong Hoi city, Quang Binh province It also offers suggested adaptations to better align the textbook with students' needs and abilities in the future.
ORGANIZATION OF THE STUDY
This study is structured into six chapters: Introduction, Literature Review, Research Methodology, Research Results, Result Analysis and Discussion, and Conclusion Chapter 2 focuses on reviewing literature related to Teaching English as a Foreign Language in Vietnam, including aspects of materials evaluation and adaptation.
Chapter 3 outlines the research design, participants, materials, research instruments, and procedures used in the study Chapter 4 presents the results derived from actual classroom situations In Chapter 5, I will analyze these findings and draw theoretical conclusions The final chapter summarizes the strengths and weaknesses of the course book, offers suggestions for improvement, discusses the study's limitations, and proposes avenues for future research.
LITERATURE REVIEW
Teaching English as a Foreign Language in Viet Nam
2.1.1 The educational policies for teaching English for young learners
Generally, English at the primary level in Vietnam has been neglected for years, although English has gained popularity in this country since the Doi Moi (innovation) Policy in the 1980s
Since the implementation of the national socio-economic reform policy in 1986 and the influence of globalization, English has emerged as the favored foreign language across all educational levels in Vietnam (Wright, 2002; Le, 2007; Nguyen, 2011) Consequently, English language instruction has been integrated into primary schools throughout the country.
In the early 1990s, English transitioned into an elective subject in primary schools, significantly altering its status in the educational curriculum The Ministry of Education and Training (MOET) issued Decision No 662/TH on September 18, 1996, which outlined the implementation of English as an elective for students starting in the second semester of grade 3 However, it wasn't until 2003 that English was officially recognized as an elective course in primary education, as noted in Decision No 50/2003 on October 30.
The 2020 project, "Teaching and Learning Foreign Languages in the National Educational System for 2008-2020," aims to make foreign languages a compulsory subject from grades 3 to 12 Under Decision 1400, all primary school graduates are required to achieve an A1 level in the Common European Framework of Reference for Languages (CEFR) as the standard learning outcome (MOET, 2008).
In 2010, the English curriculum was designed with a set of three English textbooks: English for grade 3, 4, 5 (Hoang et all., 2010, 2011, 2012) and piloted in turn in 2010-2011, 2011- 2012, 2012- 2013 (Decision No 3321/QD-BGDDT dated August 12, 2010)
2.1.2 The curriculum of teaching English at the primary level
In Vietnam, Decision No 50/2003 introduced English language education in primary schools, focusing on four key themes: You and Me, My Family, My School, and The World Around Me English is taught to students in grades 3, 4, and 5 through two 35-minute lessons each week.
In 2010, Decision No 3321/QD-BGDDT established the development of three primary English textbook series for grades 3, 4, and 5, based on a new curriculum These textbooks were piloted with four 40-minute periods per week and were implemented in the academic years 2010-2011, 2011-2012, and 2012-2013 (Hoang et al., 2010, 2011, 2012).
In 2014, Dispatch No 406/PGĐDH dated September 8, 2014 guided the English teaching at primary schools: Encouraging students grade 1 and 2 to get acquainted with English using First Friends 1, 2 for 2 periods one week.
Views on role of textbooks in the EFL/ESL classroom
Hutchinson and Torres (1994) emphasize the vital role of textbooks in English teaching and learning, asserting that they fulfill essential needs by providing valuable input through various activities, readings, and explanations They highlight that a well-utilized textbook can serve as an excellent tool for fostering effective and lasting educational change Furthermore, textbooks play a crucial role in addressing diverse classroom needs, ultimately making the teaching and learning experience more manageable, secure, and rewarding for both educators and students.
Textbooks have long been the preferred instructional material in English Language Teaching (ELT), serving as essential resources to meet established learner needs (Cunningsworth, 1995) They facilitate the teaching and learning process by providing organized knowledge that aids students in their studies According to Cunningsworth, textbooks present material, offer practice opportunities, and act as reference sources for grammar, vocabulary, and pronunciation Additionally, they function as both a syllabus and a self-study aid for learners while supporting novice teachers in building their confidence Ultimately, textbooks serve as valuable tools for both teachers and learners rather than dictating the educational process.
According to Ur (1996), a textbook offers a structured instructional framework that outlines upcoming content, aiding learners in understanding their learning trajectory It functions as a syllabus, streamlining the teacher's workload by providing pre-selected texts and tasks tailored for specific learner groups Additionally, it serves as a valuable resource for novice teachers, guiding them in their instructional practices.
Richards (2001) emphasizes that textbooks are essential in language programs, offering crucial input and practice for learners while serving as the foundation for language skills and content They provide structure and a syllabus when a program lacks direction, ensuring consistent content across different classes for equitable evaluation Textbooks establish instructional standards and enhance the learning experience by including diverse resources such as workbooks, CDs, cassettes, and videos, making it more engaging for students This is particularly beneficial for inexperienced teachers, as it aids in delivering effective instruction.
(2001) states that textbooks can serve as a tool to train them
Despite emerging technologies, textbooks remain essential in language teaching, serving as valuable resources for both educators and students Their significance in the language classroom is indisputable.
Material evaluation
Evaluation in applied linguistics encompasses various processes aimed at attributing value to intentions, actions, decisions, and more (Davis, 1980) To enhance the object of evaluation, a solid understanding based on relevant data and information is essential The primary goal of evaluation is to provide the best information to improve understanding and facilitate informed decision-making According to Davis, evaluation involves delineating, obtaining, and supplying information that aids in making informed decisions and judgments.
Hutchinson and Waters (1987) define evaluation as the assessment of the suitability of something for a specific purpose, aimed at identifying optimal solutions to meet particular needs In this context, materials evaluation involves judging the appropriateness of teaching materials for designated objectives They emphasize that effective teaching materials should align with the needs of both teachers and students, highlighting the importance of matching educational resources with the requirements of the learning environment.
Evaluation is defined as the systematic effort to collect information for informed decision-making (Lynch, 1996) According to Dulken-Evans and M.J St John (1998), materials evaluation is a comprehensive process that starts with identifying relevant information to gather and concludes with implementing changes to current practices or shaping future actions This process involves both data collection and analysis, ultimately leading to actionable modifications.
Harmer (2001) differentiates between evaluation and assessment, defining assessment as an out-of-class judgment regarding the potential performance of a new course book, while course book evaluation refers to the actual performance of the book in practice Furthermore, McGrath (2002) expands the definition of materials to include realia, which encompasses tangible objects like pencils and chairs, as well as representations such as drawings and photographs.
As for materials evaluation as a field of study, Carter and Nunan defines it as
“the process of measuring the value of learning materials This can be predictive pre-use evaluation, ongoing whilst-use evaluation or retrospective post use evaluation (p 223).
Material adaptation
Material adaptation involves aligning educational materials with the specific needs of learners, the requirements of teachers, and the objectives of the administration As noted by Richards (2001), commercial textbooks often require adaptation to be effectively utilized in distinct educational contexts This process allows teachers to modify or rewrite sections of the textbook to better suit their teaching situations Key methods of material adaptation include adding or deleting content, modifying existing content, recognizing important concepts, addressing omissions, and extending tasks to enhance learning outcomes.
According to Sinan Misirli (2010), material adaptation involves completely altering the lesson's objectives when needed, which may include adjusting the level, context, or activities to better suit learners' needs He emphasizes that this process can encompass various strategies such as adding, omitting, reducing, extending, rewording, modifying, replacing, reordering, and branching content, allowing teachers to tailor textbook materials to fit specific teaching scenarios effectively.
Purposes of materials evaluation
Evaluating materials is essential for identifying their strengths and weaknesses in educational settings After a period of classroom use, it is important to assess whether these materials effectively meet the needs of the specific situation and the students involved.
According to Ellis (1997), material evaluation is essential for two primary reasons: first, it helps identify the most appropriate materials for specific situations, and second, it assesses the effectiveness of those materials after a certain period of use This evaluation process is crucial in deciding whether to continue using the materials or to replace them with more suitable alternatives.
According to Cunningsworth (1984), course book analysis and evaluation is helpful not only in teacher development but also in gaining good and useful insights into the nature of the materials
In brief, materials evaluation helps us to make decision in selecting textbook, form professional judgments, and raise awareness of or reflect on our teaching and learning experience.
Criteria for evaluation
Evaluating materials is a complex process influenced by various factors that can impact the effectiveness of course books Consequently, establishing clear evaluation criteria is essential for assessing the quality of these educational materials.
2.6.1 Criteria defined by Hutchinson and Waters (1987)
Hutchinson and Water (1987, p.99-104) presented five evaluation criteria for objective and subjective analysis including:
- Audience: the learners and the materials intended for
- Aims: the aims of the course and the aims of the materials
This article provides a comprehensive overview of language instruction, detailing key aspects such as language descriptions and essential language points It emphasizes the distribution of effort across macro-skills and micro-skills, as well as various text types and subject-matter areas The content organization within course units is carefully structured, highlighting the level of knowledge required and the types of topics covered Additionally, the article outlines the sequence of content throughout the course and within individual units, ensuring a coherent and effective learning experience.
The methodology encompasses various theories of learning, addressing learners' attitudes and expectations towards education It includes diverse exercises and tasks, along with effective teaching-learning techniques Additionally, it emphasizes the importance of teaching aids and support systems, ensuring flexibility in the learning process to cater to individual needs.
- Other criteria: price, quantities, availability
Sheldon (1988, as referenced in Hedge, 2000) proposed a comprehensive set of evaluation criteria for educational resources, which includes rationale, availability, user definition, layout and graphics, accessibility, linkage, selection and grading, physical characteristics, appropriateness, authenticity, sufficiency, cultural bias, educational validity, stimulus and practice revision, flexibility, guidance, and overall value for money.
Ur (1996, p.184) outlines essential criteria for educational materials, distinguishing between general and specific aspects General criteria include a clear layout and print, along with periodic review or test sections to enhance learning Specific criteria focus on engaging elements such as attractive and colorful illustrations, which are particularly beneficial for young learners, as well as ensuring that the vocabulary and text are relevant to the topic, especially for materials aimed at students in science and technology.
Tomlinson (1999, cited in McGrath, 2002) proposed four specific criteria for evaluating educational materials First, media-specific criteria focus on the characteristics of the medium used, such as the audibility of audio recordings Second, content-specific criteria pertain to the nature of the material, including topic selection and language used in business English books Third, age-specific criteria assess the appropriateness of materials for the intended age group, considering factors like visuals and cognitive challenges Lastly, local criteria evaluate the suitability of the material for the specific context in which it will be utilized.
McGrath (2002) proposed a hierarchical approach to book evaluation, emphasizing the transition from general to specific criteria He identified general criteria as overarching themes that summarize more detailed factors, which should be tailored to individual circumstances Key evaluation criteria include practical considerations such as the availability of components, affordability, and suitability for various learning levels Additionally, support for teaching and learning is crucial, encompassing supplementary materials like teacher's books and assessments, as well as resources for self-study Context relevance is also vital, ensuring that the materials align with course objectives, learner demographics, and available resources Lastly, the potential appeal to learners is significant, taking into account the layout, visual elements, and engaging topics that maintain interest over time.
2.6.6 Criteria defined by Mc.Donough and Shaw (1993)
Mc.Donough and Shaw (1993, p 67-71) presented criteria for the external and internal evaluation The external evaluation concerns with the following criteria:
- The “blurb” or the claim made on the cover of the teacher’s/ students’ book
- The introduction and table of contents
- The context in which the materials are to be used
- How the language has been presented and organized into teachable units/ lessons
- The author’s views on language and methodology
The internal evaluation considers the following criteria:
- The presentation of the skills of the materials
- The grading and sequencing of the materials
- When reading “discourse” skills are involved, is there much in the way of appropriate text beyond the sentence?
- When listening skill is involved, are recording “authentic” or artificial?
- Do speaking materials incorporate what we know about the nature of real interaction or are artificial dialogues offered instead?
- The relationship of texts and exercises to: a) learner needs and b) what is taught by the course materials
- Do you feel that the material suitable for different learning styles is a claim and provisions made for self-study and is such a claim justified?
- Are the materials sufficiency “transparent” to motivate both students and teachers alike or would you foresee a student/ teacher mismatch?
Cunningsworth (1995) discussed the general criteria for materials evaluation and presented a basic quick-reference checklist His view focused on eight main points:
Here, I present these criteria in details as a basic quick reference checklist a Practical considerations
- How much does the whole package cost? Does this represent good value for money?
- Are the books strong and long- lasting? Are they attractive in appearance?
- Are they easy to obtain? Are further supplies be obtained at short notice?
When considering the package, it's essential to identify if specific equipment is necessary, such as a language lab, listening center, or cassette recorder Ensure that this equipment is not only available for use but also reliable to facilitate effective learning Additionally, focus on the design and organization of the materials to enhance user experience and engagement.
- What components make up the total package ( e.g student’s book, teacher’s book, cassette, etc.)
- How is the content organized (e.g according to structures, functions, topics, skills, etc.) Is it clear for learners and teachers?
- How is the content sequenced (e.g on the basis of complexity, learnability, usefulness, etc.)?
- Is there adequate recycling and revision?
- Is some of the material suitable for individual study?
- Is it easy to find your way around the textbook? Is the layout clear? c Teachers’ book
- Is there adequate guidance for the teachers who will be using the textbook and its supporting materials?
- Are the teacher’s books comprehension and supportive?
- Do the writers set out and justify the basis premises and principles underlying the material?
- Are keys to exercises given? d Language content
- Is the material for vocabulary teaching adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development, strategies for individual learning?
- Does the textbook include material for pronunciation work? If so, what is covered: individual sounds, word stress, sentence stress, intonation, reduction?
The textbook addresses the organization and conventions of language use beyond the sentence level, focusing on essential skills such as participating in conversations, structuring extended written pieces, and identifying key points in reading passages.
- Are style and appropriacy dealt with? If so, is language style matched to social situation? e Subject and content
- Is there sufficient material of genuine interest to learners?
- Is there enough variety and range of topic?
- Will the topic help expand students’ awareness and enrich their experience?
- Are the topics sophisticated enough in content, yet within the learners’ language level?
- Will your students be able to relate to the social and cultural contexts presented in the textbook?
- Are women portrayed and represented equally with men?
- Are other groups represented, with reference to ethnic origin, occupation, disability, etc f Skills
- Is there material for integrated skills work?
- Is listening material well recorded, as authentic as possible, accompanied by background information, questions and activities which help comprehension?
- Is material for spoken English (dialogue, role- play, etc.) well designed to equip learners for real-life interactions?
- Are all four skills covered, bearing in mind your course aims and syllabus requirements? g Methodology
- What approach/ approaches are taken by the textbook? Is it appropriate to the learning/teaching situation?
- What level of active learner involvement can be expected? Does this match your students’ learning styles and expectations?
- What techniques are used to present/ practice new language items? Are they suitable for your learners?
- How are communicative abilities developed?
- How are different skills taught?
- Does the material include any advice/help to students on study skills and learning styles strategies?
Based on these above evaluation criteria and adapting Cunningsworth (1995) Textbook Evaluation Form, I would like to design my textbook evaluation form for
50 teachers of English at primary schools in Dong Hoi, Quang Binh who have used the “First Friends- grade 1”
Studying criteria is crucial for evaluating materials, as it establishes suitable benchmarks and personal preferences, facilitating easy comparison of various material options.
This research paper’s materials evaluation is closely based on Cunningsworth’s checklist of criteria because of its comprehensiveness and sufficiency.
Previous studies
There is a wealth of academic literature on the design, selection, adoption and evaluation of English language textbooks
Hedges (2000) proposes a two-stage evaluation process for determining a book's relevance to specific student groups The first stage involves assessing the book's content in relation to its stated objectives, while the second stage evaluates it against the needs and context of the intended learners She identifies key evaluation categories, each containing questions tailored to learner characteristics, institutional settings, and sociocultural contexts Her checklist is organized into five primary categories: the view of language, the view of language learning, the learner, the view of education, and the learning environment.
Phan Thi Bao Uyen (2004) conducted a study on the Tieng Anh 6 textbook used in secondary schools in Hue, revealing that both teachers and students showed interest in utilizing the book However, teachers faced several challenges, including the book's limited resources, insufficient training and administrative support for adaptation, and the high demands it placed on teachers' skills for fostering new understandings Additionally, a disconnect between teaching methods and testing practices complicated the learning and teaching process in a communicative context.
Lizt (2005) evaluated the pedagogical value and appropriateness of the textbook "English Firsthand 2" for the language program at Sung Kyun Kwan University in Suwon, South Korea The findings revealed that teachers found the textbook generally compatible with the language goals and suitable for small, homogeneous classes of senior Korean students, despite some reservations Additionally, teachers noted that the textbook effectively increased students' interest in further language study, while most students considered it to be somewhat stimulating and beneficial for their learning objectives.
Le Thanh Hung's 2008 thesis conducted a formal evaluation of the Interaction 2 Listening/Speaking skill book, assessing its alignment with the English teaching and learning context at Can Tho University The findings indicated that Interaction 2 is relatively well-suited for the university's language education, particularly in addressing the target learners' needs by emphasizing listening and speaking skills Its application was deemed appropriate for credit-based curriculum classes However, the study identified several limitations, including repetitive activities, an imbalance between listening and speaking skills, a lack of supplementary materials, insufficient engagement with diverse accents, and challenges in fostering meaningful practice, realistic discourse, and language internalization.
A study conducted by Abraha (2008) evaluated the quality of English textbooks for grade 11 students in Ethiopia, specifically at Weldu Nugus Secondary School in Quiha The findings revealed that the textbooks lacked quality, as many exercises were not designed for effective communication, essential skills were inadequately presented for learner practice, and numerous topics did not align with the interests and cultural backgrounds of the students.
Tran Quy Thien Nga's study (2010) evaluated the quality and practical use of the new textbook "Tieng Anh 11" among students and teachers in a province The findings revealed a disconnect between teachers' perceptions and their actual classroom practices; while teachers deemed the textbook suitable for students, they did not utilize it effectively The study highlighted limitations in the textbook's usage, as teachers often overlooked listening, speaking, and writing skills, which are not assessed in exams and are perceived as challenging by students.
A study by Al Fraidan (2012) assessed two ESP textbooks: Business Objectives (1996) by Vicki and Hollett, and Business Studies, Second Edition (2002) by Alain Anderton The findings suggested that merging these two books, along with incorporating additional materials, could create a more comprehensive textbook, as no single textbook currently meets the diverse needs of all learners.
The study “An Investigation into Touchstone Series” by Zahra Hashemi and Borhani concluded that the Touchstone series is an effective tool for language teachers to achieve both their educational goals and those of language institutes Additionally, the research found no statistically significant difference in the attitudes of male and female teachers regarding the series, aside from practical considerations of the books.
Hammad (2014) investigated Palestinian English as a foreign language (EFL) teachers' attitudes towards the English textbooks used in the first three grades of elementary school in Gaza, specifically "English for Palestine." The study revealed that while teachers generally held positive views about the English materials, they faced challenges due to the high number of unfamiliar vocabulary and insufficient time allocated for teaching the content effectively.
Recent studies on textbook utilization in today's education system reveal valuable insights While various solutions have been proposed, no specific adaptations have been identified to enhance their effectiveness.
METHODOLOGY
Research design
The diverse range of data necessitates established rules of evidence to maintain rigor in research As researchers gain insights and reach tentative conclusions, it is common for their choices in quantitative data collection to adapt accordingly The primary focus of the quantitative data analysis was to gather teachers' perspectives on the textbook and assess its practical application To evaluate the textbook's suitability, SPSS software version 17.0 was utilized for the analysis.
In addition to the quantitative analysis, relevant participants’ responses in the interview data were analyzed qualitatively to provide a more detailed information on the textbook effectiveness and textbook adaptation
This study applies both quantitative and qualitative approaches The evaluation on the First Friends – grade 1 will be conducted with one questionnaire for 50 teachers and one interview for 10 of those.
Participants
In evaluating the Grade 1 textbook "First Friends," I will utilize established criteria from the literature to ensure an objective assessment To gather diverse insights, I will solicit feedback from 50 teachers across 22 primary schools in Dong Hoi city, Quang Binh province, all of whom have 1 to 20 years of English teaching experience These educators will evaluate 48 statements regarding the textbook, indicating their level of agreement or disagreement Additionally, 10 selected teachers will provide their thoughts by answering 6 open-ended questions about the textbook.
Materials
The authors of the First Friends- grade 1 is Susan Iannuzzi and the publisher is one of the most famous ones, namely The Oxford University Press
Published in 2011, First Friends is a fun two-level beginner's course that develops vocabulary, practices phonics, and teaches family values
First Friends makes children's first year of learning English motivating and fun
We all know that primary is such a key year - it shapes children's attitudes to learning and English for years to come We are also teaching something incredibly important - reading
The alphabet featured at the top of each phonics page emphasizes the specific letter being studied, allowing learners to track their progress effectively Additionally, all letters are introduced in both upper and lower case to enhance understanding.
But that's not all - the catchy phonics chants, colorful alphabet poster and interactive digital material make your lessons even more motivating and fun, ensuring happy learners
Parents will also appreciate the Audio CD with songs, chants, and stories to practice at home.
Research Instrument
A total of 48 survey questionnaires were utilized to assess the textbooks employed in primary schools in Dong Hoi city, Quang Binh province The questionnaires are designed for easy administration and can effectively collect comprehensive information when properly constructed This study involved conducting surveys through interviews, questionnaires, or a combination of both methods.
Interviews can be conducted face-to-face, over the phone, or in group settings, while questionnaires are typically distributed in written form to individuals or groups Interviews primarily feature open-ended questions, whereas questionnaires mainly consist of closed-response items, including Likert scales, multiple-choice questions, yes-no options, and ranking systems (Brown & Rogers, 2002).
The questionnaire, adapted from Cunningsworth's (1995) Textbook Evaluation Form and informed by the literature review in Chapter 2 of this thesis, aims to address the initial research questions.
1 How well has the textbook First Friends- grade 1 satisfied teachers’ needs?
2 What suggestions should be made for the effective teaching and learning of the textbook?
The evaluation form consists of 48 items categorized into eight distinct groups: (A) Practical Consideration, (B) Layout and Design, (C) Themes, (D) Activities, (E) Skills, (F) Language Type, (G) Subject and Content, and (H) Overall Consensus.
Table 3.1 Display the items grouped into 7 categories
The questionnaire utilizes a five-point scale checklist, ranging from 1, which signifies "strongly disagree," to 5, indicating "strongly agree." The intermediate values of 2, 3, and 4 represent progressively increasing levels of agreement.
The questionnaire includes both questions and statements designed to gauge levels of agreement, aiming to capture opinions rather than factual information; this type of tool is often referred to as an "opinionaire."
According to Cannell and Kahn (1968), a research interview is a structured conversation initiated by the interviewer to gather information relevant to research objectives, which may include systematic description, prediction, or explanation (Cohen and Manion, 1994, p 271) Interviews can serve multiple purposes in research; they may be the primary method of data collection based on the study's objectives, be utilized to test existing hypotheses or propose new ones, or function as an explanatory tool to identify variables and their relationships.
It is necessary for researcher to prepare carefully before the actual interview When the interview is conducted, the researcher needs to make sure that the respondents have:
- A clear of why they have been asked;
- Basic information about the purpose of the interview and the research project of which it is a part;
- Some ideas of the probable length of the interview and that the researcher would like to record it (the research should explain it);
- A clear idea of precise where and when the interview will take place (Gillham in Kajornboon, 2004, p2)
In order to acquire further data for the evaluation of “First Friends- grade
1”, standard level- and practical use the interviews were conducted with 20 of 50 teachers of primary schools in Dong Hoi, Quang Binh
The content of the interview consists of six questions:
1 What do you think about the English teaching program using “First
Friends- grade 1”? Is it suitable for children in your school/ province? Why
2 Do you follow the format of all activities in the textbook “First Friends- grade 1” accordance to teacher’s book or you make your own lesson plan?
3 Are you satisfied with the result of this English teaching program with the book “First Friends- grade 1”? Why?
4 What are some strong points as well as weak points we can tell from the book “First Friends-grade 1”?
5 What are some obstacles in teaching English to primary children at your school?
6 What suggestions should be made for effective teaching and learning of this textbook at primary schools?
The open-ended questions have offered valuable insights into teachers' perspectives on the textbook evaluation, highlighting their additional thoughts and suggestions for optimizing its use.
Procedure
The following things will be have to be done (1) piloting the questionnaires, (2) administering the questionnaires and interviews, (3) collecting and analyzing the result
A pilot version of the questionnaires was distributed to 10 primary school teachers in Dong Hoi, Quang Binh, who utilized “First Friends - Grade 1” as their teaching materials The reliability coefficient for the teacher questionnaire was found to be 78, demonstrating that the questionnaire is reliable.
In December 2014, questionnaires were distributed to primary school teachers in Dong Hoi, Quang Binh, allowing respondents one week to complete them The researcher maintained regular contact during this period to ensure a smooth process, ultimately resulting in a four-week timeframe for the delivery and collection of the questionnaires.
After collecting all the questionnaires, the researcher coded them and used the SPSS to analyze the data
Following the analysis of the collected questionnaires, the researcher conducted interviews with twenty teachers who agreed to participate in December 2014 and January 2015 Prior to the interviews, the researcher provided the teachers with the questions in advance, allowing them ample time to reflect on their responses.
Data Analysis Methods
The survey data utilized Likert Scales for ratings, which were numerically coded as follows: 1 for strongly disagree, 2 for disagree, 3 for neutral, 3 for agree, and 4 for strongly agree This coding system significantly streamlined the statistical analysis process.
The Statistical Package for the Social Sciences (SPSS) was used to analyze the survey data The data was subjected to analysis through descriptive statistics.
RESULTS ANALYSIS AND DISCUSSION
Results
In the previous chapter, 48 Textbook Evaluation Forms were distributed to 50 teachers, comprising 42 items for analysis and 6 items for detailed feedback Teachers were asked to express their level of agreement or disagreement with various statements regarding the textbook Following data collection, the reliability of the responses was analyzed using the Statistical Package for the Social Sciences (SPSS), with the results presented in Table 4.1.
Cronbach's Alpha N of Items N of Cases
From Table 4.1, we see that the data’s reliability coefficient is moderately high (α = 785) The results indicate that the data collected are reliable
4.1.2 Descriptive statistics of total mean
The 50 teachers’ overall mean was obtained through three groups First, each item’s mean was calculated Second, all 48 items’ mean was added up for the sum Finally, the sum was averaged out to provide the overall mean for the 50 teachers The results are showed in table 4.2 below
Table 4.2 Descriptive statistics of data’s overall mean
N Minimum Maximum Mean Std Deviation
From the Table 4.2, we observe that 50 teachers’ overall mean (M = 2.31) is below average This can be concluded that the result obtained is negative
4.1.3 Descriptive statistics of cluster mean scores
Table 4.3 Descriptive Statistics of cluster mean scores
The Descriptive Statistics Test assessed the overall mean score, minimum, maximum, and standard deviation for each cluster This analysis aims to evaluate the results of each cluster, providing an overview of the textbook based on specific evaluation criteria and identifying areas for improvement The findings, presented in Table 4.3, indicate that the majority of the mean scores across the eight clusters were negative.
4.1.4 Descriptive statistics of item mean scores
The Descriptive Statistics Test was utilized to analyze the overall mean score, minimum, maximum, and standard deviation of each item This analysis aims to provide a detailed examination of the textbook based on evaluation criteria and to offer concrete suggestions for addressing identified shortcomings The results, presented in Table 4.4, indicate that the majority of item means were negative, with values below 3, while only a few items had positive means above 3.
N Minimum Maximum Mean Std Deviation
Table 4.4 Descriptive Statistics of item mean scores
Item N Minimum Maximum Mean Std Deviation
The SPSS analysis was conducted to examine the frequency of score selections made by 50 teachers, revealing how many respondents expressed agreement or disagreement with specific statements For detailed results, refer to Appendix 1.
Results analysis and discussion
In this study, a total of 50 female teachers participated, representing 100% of the sample The majority, 64%, were aged between 30 and 39 years, while 28% were in the 20 to 29 age group, and only 8% were between 40 and 49 years old Their teaching experience varied from 1 to 20 years, with 58% having 11 to 15 years of experience.
Table 4.5 Analysis of participants’ profile
The study results were summarized using means, standard deviations, and percentages to effectively describe teachers' responses Evaluation criteria were detailed in tables, accompanied by explanatory notes Additionally, teachers were invited to provide extra comments on their textbooks, with the frequencies of these comments calculated and incorporated into the overall responses Finally, insights gathered from teacher interviews were also presented to enrich the findings.
A crucial first step in evaluating any textbook is to assess the credentials of its authors and publisher For instance, the authors of "First Friends - Grade 1" are Susan Iannuzzi, and it is published by a well-known and reputable publisher.
The Oxford University Press provides contact information on the inside back cover, but lacks details regarding the author's formal education and expertise in teaching, administration, and curriculum development This absence of information raises concerns about the authors' credibility and their established reputation in the field of educational material production.
When selecting a textbook, the cost is a crucial factor to consider, especially for ESL/EFL materials often published in affluent English-speaking countries like the United States and the United Kingdom but used in less-developed nations In Dong Hoi city, for instance, teachers and students benefit from the affordable price of the First Friends grade 1 textbook, which is available for only 92,000 VND compared to its original price of 450,000 VND (18.5 USD) Despite borrowing the textbook and accompanying audio materials from the library, educators express that this price is still not reasonable for a copyright.
Accessibility and availability are crucial for ensuring that textbooks can be purchased In Dong Hoi, both teachers and students have easy access to the required textbooks Teachers can borrow textbooks from the library, while students can conveniently purchase them at their school or at major bookstores in the area.
Table 4.6 Mean score of cluster 1
N Mean Std Deviation Std Error Mean
Table 4.7 One-Sample Test of cluster 1
95% Confidence Interval of the Difference
The analysis presented in Tables 4.6 and 4.7 indicates that the mean score for cluster 1 was 1.97 (SD = 0.085), which significantly differs from the neutral score of 3 (t = -84.71, DfI, p = 000) These findings confirm that teachers hold negative perceptions regarding the practical implementation of the First Friends program for grade 1.
In the realm of Practical Considerations, the First Friends grade 1 curriculum received a low average rating of 1.97, indicating that English teachers in Dong Hoi are eager to enhance their teaching resources and seek a diverse range of affordable supplementary materials.
Table 4.3 indicates that the cluster mean score is neutral, with a mean of 3.02 This suggests that while the layout and design are appropriate and clear, there is significant room for improvement.
The layout and design of a textbook encompass the organization and presentation of language items and activities Each unit includes a comprehensive overview of topics, structures, vocabulary, phonics, numbers, and songs, which can be found in the introductory table of contents Teachers have provided ratings for the First edition, reflecting their evaluations of its effectiveness.
Friends- grade 1 quite high for item 4, (See Table 4.4, M=4.02) When asked, teachers almost agree that the layout and design of the First Friends- grade 1 is appropriate and clear (See Table 4.4, M=4.06)
The book is well-organized around key themes such as Me, My Classroom, My Toys, and more, making it easy for both teachers and students to navigate Each theme encompasses essential elements like structure, vocabulary, letters and phonics, numbers, and songs, enhancing the learning experience Teachers overwhelmingly agree on the effective organization and comprehensive vocabulary list of the textbook, as indicated by high average ratings (M=4.04 and M=4.96).
How about the review sections and exercises? Are they adequate? Why was
The First Friends Grade 1 Activity Book, while containing review sections, often falls short of teachers' expectations for student review Consequently, educators frequently supplement lesson plans with additional activities to reinforce learning This includes oral reviews of key vocabulary followed by writing exercises on the board, allowing students to repeat and take notes However, these activities can be time-consuming, prompting some teachers to assign lesson review as homework to allocate more time for other classroom tasks.
The results for item 9 in Table 4.4 were notably low, with a mean score of 1.02, indicating a lack of evaluation quizzes and testing suggestions This English teaching program primarily aims to familiarize grade 1 students with a new language through engaging contexts rather than formal assessments.
Teachers rated items 10 and 11 very low, with means of 1.02 and 1.94, respectively (See Table 4.4) This low evaluation may be attributed to several factors: the unavailability of Teacher’s Books in libraries and bookstores, a lack of training for most interviewed teachers prior to using the textbook, insufficient discussion of material objectives, and a failure to clearly communicate these objectives to students.
Table 4.8 Mean score of cluster 2
N Mean Std Deviation Std Error Mean
Table 4.9 One-Sample Test of cluster 2
95% Confidence Interval of the Difference
The analysis of Table 4.8 and Table 4.9 reveals a significant difference in the mean score of cluster 2 (M=2.52, SD=0.11) compared to a score of 3, with a t-value of -29.02, degrees of freedom (Df) of 49, and a p-value of 000 These findings indicate that teachers hold negative perceptions regarding the Layout and Design of the First Friends curriculum for grade 1.