INTRODUCTION
Background
English has become crucial for the advancement of science, technology, and international relations, leading to a heightened demand for English language education worldwide In Vietnam, English is viewed as a strategic tool for developing human resources and maintaining competitiveness with other nations Consequently, learners at all educational levels, from primary to higher education, must study English to meet university requirements, access information technology, and secure good job opportunities Thus, English language teaching and learning are essential components of effective job training.
Learning English involves three key participants: the teacher, the textbook, and the student (Alshumaimeri, 2001) It is crucial to carefully select materials that align with the learners' needs and the objectives of the teaching program (Cunningsworth, 1995, p.7) Consequently, the evaluation and development of textbooks hold significant importance in Vietnam.
Textbooks play a crucial role in the success of language programs, as they serve as a primary source of language input and practice for learners (Richards, 2001) They can form the foundation for lesson content, skill balance, and language tasks, while also supplementing teacher instructions For many students, textbooks represent their main exposure to the target language Additionally, for inexperienced teachers, textbooks can act as a valuable resource for lesson planning and teaching strategies Effective teachers assess their students' levels and select appropriate sections from the structured textbook, which typically includes focused areas such as reading, speaking, listening, and writing, while also incorporating elements of self-study into the curriculum.
However, materials can also have unexpectedly counterproductive effects on both teachers and learners Allwright (1982) considers textbooks as inflexible tool which controls teachers‟ methods and imposes external objective on students
Textbooks serve as a double-edged sword in education; when utilized effectively, they can significantly enhance the teaching and learning process However, improper use can obstruct the empowerment of both teachers and students, ultimately hindering successful learning outcomes.
Rationale
This research was conducted for the following four reasons:
Materials are crucial in language teaching and learning, as they help organize the educational process According to Hutchinson and Waters (1987), effective materials offer a clear and coherent structure that guides both teachers and learners through various activities, enhancing the learning experience Therefore, selecting high-quality materials is essential for a successful language teaching program, particularly in the Vietnamese context.
In response to national education reform, the Ministry of Education and Training in Vietnam emphasizes the need to innovate second language teaching by implementing a communicative approach in English classrooms This shift necessitates the development of learner-centered textbooks and curricula A key objective for TTHCE is to select materials that align with the Ministry's goals, leading to the adoption of the New Cutting Edge textbook series for non-English major students to meet training objectives and student needs However, there has been no research conducted to evaluate how effectively the New Cutting Edge textbooks align with course requirements regarding aims, content, and methodology.
New Cutting Edge textbooks are specifically designed for students seeking to enhance their English fluency and accuracy through a systematic development of skills These textbooks emphasize communicative approaches, encouraging students to independently discover rules and reflect on their personal opinions However, it's important to recognize that no single book can cater to the diverse learning styles, motivations, interests, and proficiency levels of all students Therefore, adapting these textbooks is essential to support Vietnamese students in achieving a more balanced mastery of language skills.
As an English teacher at TTHCE, I believe it is crucial to gain deeper insights into the evaluation of the New Cutting Edge textbook series This understanding will assist the English faculty in enhancing the effectiveness and practicality of the teaching and learning process within our specific context Additionally, the experiences gained from this study will be invaluable for my own evaluation, selection, and adaptation of materials in the language classroom.
Aims of the study
The study is aimed at:
Evaluate how well New Cutting Edge textbook Pre-Intermediate being in use match the course requirements in terms of aims, content and methodology
Suggesting some adaptation with the hope of helping English language teachers at TTHCE improve the quality of their teaching, which later helps improve students‟ learning quality.
Research question
This study is implemented to find answers to the following question:
1 How well have New Cutting Edge textbook Pre-Intermediate satisfied the requirements of the course in relation to aims, content and methodology ?
2 What adaptations should be made for effective teaching and learning of this textbook at TTHCE?
Scope of the study
The study focuses on the evaluation New Cutting Edge textbook Pre- Intermediate for non-English major students of English language proficiency at
TTHCE and some suggested adaptation which make it more suitable for the learners‟ needs and abilities in the coming years.
Organization of the study
Chapter one provides the rationale, the aims, the significance, the scope, and design of the thesis
Chapter two offers a comprehensive literature review focused on materials evaluation in language teaching and learning It highlights the significance of various materials, explores key issues in materials evaluation, and defines its purpose Additionally, it outlines different types of evaluation criteria and discusses the process of material adaptation, ensuring a thorough understanding of the subject.
Chapter three focuses on the methodology employed in this thesis including research methods, and the data collection procedures
Chapter four discusses the findings of the study; points out the strengths, weaknesses, and suggests the recommendations for the material improvement
Chapter five gives a brief summary of all the major parts being present in the study, the conclusions drawn out and suggests directions for further research.
LITERATURE REVIEW AND THEORETICAL
The role of the textbook
In the Vietnamese education system, every university and college requires a standardized textbook that both teachers and students must follow to succeed in their courses While this reliance on a specific English textbook may appear restrictive, it does not hinder creativity among educators and learners Therefore, it is crucial to assess the effectiveness of the English coursebook used at my college to determine its impact and explore potential adaptations for enhancing professional knowledge.
2.1.1 The roles of textbook in language teaching and learning
Textbooks play a crucial role in language programs, providing essential language input and practice for learners in the classroom As Hutchinson and Torres (1994) highlight, textbooks are a fundamental aspect of English language teaching, with millions sold annually and numerous aid projects focused on their production worldwide Sheldon (1988) supports this view, stating that textbooks are the "visible heart" of any English Language Teaching (ELT) program, offering significant benefits for both students and teachers in ESL/EFL settings.
According to Richard (2001), materials serve as the foundation for lesson content, skill balance, and language practice in education Textbooks can supplement teacher instructions and often represent the primary source of target language exposure for learners For novice teachers, textbooks offer valuable guidance on lesson planning and teaching methods O'Neill (1982) notes that while textbooks may not be tailored to individual student needs, they are cost-effective and time-efficient, allowing for necessary adaptation and improvisation Therefore, mastering the use and adaptation of textbooks is crucial for a teacher's professional development.
Textbooks play a crucial role in education, as both teachers and students depend on them to shape the learning experience They dictate the content, methods, and procedures of instruction, ultimately influencing how students absorb information The educational philosophy embedded in textbooks significantly impacts classroom dynamics and the overall learning process Consequently, these materials are central to instruction and serve as a major influence on classroom activities.
Effective teaching materials are essential for both inexperienced and seasoned teachers, as noted by Nunan (1991) While experienced educators may theoretically teach English without a textbook, consistently doing so presents challenges Many lack the time to create supplementary resources, leading them to rely on textbooks Consequently, textbooks play a crucial role in language instruction and are evaluated for their suitability in current teaching contexts.
Despite the advantages of textbooks, there are notable concerns regarding their use Allwright (1982) highlights that textbooks often lack flexibility and tend to reflect the biases and preferences of their authors in pedagogical, psychological, and linguistic aspects This rigidity can influence classroom dynamics by imposing external language goals and learning elements on students, while also presenting potentially misaligned teaching paradigms for educators Consequently, textbooks can dictate the methods and processes of language instruction Furthermore, the pedagogical principles found in many textbooks may be conflicting, contradictory, or outdated, often influenced by the interests of their sponsors.
Researchers like Prodromou (1988) and Alptekin (1993) emphasize that textbooks serve as cultural artifacts, highlighting the intrinsic link between language and culture This reliance on cultural context can, however, pressure learners to communicate within a culture they have little familiarity with, potentially hindering their language acquisition experience.
Learning to communicate intentions through textbooks is challenging, as many fail to effectively teach the appropriate rules for using different communicative functions To use these functions correctly, learners must understand both the linguistic resources and the contextual rules governing their use However, research shows that textbooks often lack essential meta-pragmatic information, such as when and why to use specific communicative functions and which expressions are suitable for particular situations (Crandall and Basturkmen, 2004).
The evaluation of textbooks provides a comprehensive overview of their advantages and disadvantages, enabling teachers to assess the strengths and weaknesses of currently used materials This insight aids educators in adapting textbooks and making informed decisions for future courses (Ellis, 1997).
2.1.2 The roles of textbook in Communicative Language Teaching Approach
Communicative Language Teaching (CLT) is a revolutionary approach to English language instruction that originated in Britain during the 1970s Today, CLT stands out as the most popular and widely adopted method for teaching English in Vietnam.
According to Nunan (1989, p 194), this method is as:
A meaningful communication system engages learners through oral activities and tasks that emphasize relevant language use Objectives are tailored to meet learners' needs, incorporating both functional skills and linguistic goals In this dynamic, learners act as negotiators and integrators, while teachers facilitate the communication process Authentic, task-based materials are essential to promote effective communicative language use.
Communicative Language Teaching (CLT) emphasizes functional language use, enabling learners to express their ideas, feelings, and needs It employs open-ended questioning and problem-solving activities to enhance communicative competence CLT is guided by three key principles: the communicative principle, which promotes real communication for effective learning; the task principle, which advocates for using language in meaningful tasks; and the meaningfulness principle, which asserts that language relevant to learners enhances the learning process Ultimately, CLT prioritizes understanding how language functions in discourse over mere language practice.
Communicative lessons focus on interactive activities where learners engage with one another to complete tasks In this approach, the learner's task completion takes precedence, while communication with peers is a supportive element This method often involves significant pair work, group work, and mingling activities, emphasizing successful task completion through collaboration rather than strict adherence to grammatical accuracy.
2.1.2.2 The roles of textbook in Communicative Language Teaching Approach
In Vietnam, several textbooks employing a Communicative Language Approach are enhancing English language education by integrating the four essential skills for comprehensive linguistic development This method prioritizes teaching functional English for everyday communication, addressing the common issue where students excel in grammar and vocabulary but struggle with spoken English Consequently, these textbooks have gained popularity among EFL teachers in college and university English departments.
Selecting appropriate textbooks for the Communicative Language Approach in EFL classrooms is crucial, as these resources provide essential knowledge and skills related to the English-speaking world and universal values Effective textbooks play a significant role in enhancing student motivation for language learning by exposing learners to authentic language and real-world contexts where the target language is utilized.
Materials Evaluation
Evaluation in applied linguistics encompasses various processes aimed at gathering information for informed judgments or decisions, as defined by Lynch (1996, p 2) as a systematic attempt to collect data for this purpose.
(2001) sees a distinction between evaluation and assessment He stated that “the assessment of a coursebook is an out-of-class judgment as to how well a new book will perform in class
Hutchinson and Waters (1987) define materials evaluation as the process of assessing the suitability of teaching materials for specific educational purposes They highlight that this evaluation involves a matching process, aligning the needs of teachers and students with available resources Ultimately, effective teaching materials must meet the distinct requirements of both educators and learners to ensure successful outcomes.
Dudley-Evans and M.J St John (1998) define materials evaluation as a comprehensive process that starts with identifying the information needed and concludes with implementing changes in existing practices or shaping future activities.
For them, evaluation includes not only collecting and analyzing data, but also making changes in actions
In brief, from the above definitions, materials evaluation is understood as a judgment of the fitness of teaching materials to given purposes and needs
Evaluating teaching materials is essential for identifying their strengths and weaknesses after a period of classroom use This assessment determines whether the materials effectively meet the needs of the intended students and the specific educational context.
Materials evaluation is essential for two primary reasons: first, it helps identify the most suitable materials for a specific context, and second, it assesses the effectiveness of selected materials over time This evaluation process is crucial in determining whether to continue using the materials or to replace them with more effective alternatives.
Cunningsworth (1984) emphasizes that course book analysis and evaluation is useful in teacher development and help teachers to gain good and useful insights into the nature of the material
In conclusion, materials evaluation help us make decision in selecting textbooks, form professional judgments as well as raise awareness of or reflect on our teaching and learning experience
McDonough (1993) identifies two types of evaluation: external and internal External evaluation provides a general overview of materials, assessing elements such as the cover, introduction, and table of contents to gauge organization This method is commonly used by teachers of English as a foreign language In contrast, internal evaluation involves a comprehensive analysis of the materials, offering detailed insights This type of evaluation is typically conducted by educators without direct classroom application.
Robinson (1991) classifies materials evaluation into three types: preliminary, formative, and summative Preliminary evaluation occurs before a course starts, focusing on selecting the most suitable publications Formative evaluation happens during the course, assessing the program's efficiency and acceptability to facilitate necessary modifications Lastly, summative evaluation takes place at the course's conclusion, determining the effectiveness of the materials and informing decisions about the program's continuation and potential adjustments.
Cunningsworth (1995) aligns with Robinson (1991) in advocating for a three-stage evaluation process: pre-use, in-use, and post-use Pre-use evaluation, the most challenging, occurs before a coursebook is implemented, focusing on its potential effectiveness without prior experience In-use evaluation assesses the coursebook during its application to determine if it requires adaptation or replacement Finally, post-use evaluation offers a retrospective analysis of the coursebook's performance, highlighting strengths and weaknesses that arise over time This evaluation is crucial for making informed decisions about reusing the same coursebook, especially for short-term courses that are periodically repeated.
Materials evaluation is a multifaceted process influenced by various factors that can determine the effectiveness of course books in practice Consequently, numerous authors have suggested potential evaluation criteria that encompass these diverse variables.
2.2.4.1 Criteria defined by Hutchinson and Waters (1987)
Hutchinson and Waters (1987, p 99-104) suggest five evaluation criteria for objective and subjective analysis which are summarized as follows:
- 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 description and essential language points It highlights the proportion of work dedicated to macro-skills and micro-skills, as well as various text types and subject-matter areas, indicating the required level of knowledge and types of topics covered Additionally, it examines the organization of content within course units and the sequence of content throughout the course, including the progression of topics within each unit to ensure coherent learning.
The methodology encompasses various theories of learning, focusing on learners' attitudes and expectations towards education It includes diverse exercises and tasks, effective teaching-learning techniques, and appropriate aids Additionally, it emphasizes the importance of guidance and support in teaching the course while maintaining flexibility to adapt to different learning needs.
- Other criteria: price, quantities, availability
Sheldon (1988), as referenced by Hedge (2000), outlines key evaluation criteria for educational materials, which encompass 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.
According to Ur (1996, p 184), effective educational materials should meet both general and specific criteria General criteria include a clear layout and print, as well as the inclusion of periodic review or test sections Specific criteria focus on engaging elements like attractive and colorful illustrations, which are especially beneficial for younger learners, and ensuring that vocabulary and texts are relevant to the subject matter, particularly for students studying science and technology.
Tomlinson (1999, cited in McGrath, 2002, p 32) expands the definition of criteria into four specific categories: first, media-specific criteria, which pertain to the characteristics of the medium used, such as the audibility of audio recordings; second, content-specific criteria, which relate to the nature of the material, including the selection of topics and language in business English books or reading skill development texts; third, age-specific criteria, which assess the material's suitability for the intended age group, considering factors like visuals and cognitive challenges; and fourth, local criteria, which evaluate the appropriateness of the material for the specific environment in which it will be utilized.
McGrath (2002) emphasizes the importance of evaluating criteria by moving from general to specific He suggests that general criteria serve as overarching categories that summarize more detailed criteria, which should be tailored to individual circumstances He proposes a foundational set of evaluation criteria that includes practical considerations—such as the availability and affordability of components, as well as their applicability across multiple levels—and support for teaching and learning.
(additional components (teacher‟s book, tests, cassettes), suitable or self-study);
Materials Adaption
Materials adaptation involves aligning educational materials with the specific needs of learners, the requirements of teachers, and the objectives of the administration According to Richards (2001), commercial textbooks typically require adaptation to ensure their relevance to the particular educational context This process allows teachers to modify or rewrite sections of the textbook to better suit their teaching situations Key methods of materials adaptation include adding or deleting content, modifying or reorganizing existing material, addressing omissions, and extending or modifying tasks to enhance learning outcomes.
According to Sinan Misirli (2010), materials adaptation can be described as changing the aim of the lesson totally when necessary He emphasize:
When instructional materials hinder student learning, teachers can modify them to enhance student success This adaptation involves adjusting the level, context, or components of an activity to better meet the diverse needs of learners.
Materials adaptation involves teachers modifying textbooks by adding, omitting, reducing, extending, rewording, replacing, or reordering content to suit specific teaching situations This tailored approach enhances lesson relevance and aligns with students' interests, ensuring effective communication and engagement in the classroom.
Material adaptation is a crucial concern for teachers aiming to align students' needs with educational materials and the learning process No textbook is universally perfect or suitable for every teaching context or language program, as highlighted by Richards (2001), Lamie (1999), and Ansary and Babaii (2002) Consequently, it is essential to modify, adapt, or supplement materials to enhance the learning experience.
According to McDonough and Shaw (1993), while textbooks may be internally coherent, they are not always fully applicable in the classroom They identify four key aspects that necessitate adaptation: language use, skills, classroom organization, and supplementary materials Furthermore, they outline six effective strategies for modifying educational materials: adding, deleting or omitting, modifying, simplifying, re-ordering, and replacing By employing these strategies, teachers can enhance lessons, making them more engaging and communicative for students.
For more reasons for adapting materials, in her article, Chunmei Yan (2007) lists some other researchers‟ views :
Textbooks serve as a framework for classroom teaching but cannot meet the diverse needs of all teachers and learners, as noted by O'Neill (1982) and Swale (1980) Allright (1981) emphasizes that the complexity of language learning management means no single textbook can be effective in every context Additionally, Sheldon (1988) highlights issues of cultural appropriateness, indicating that the perspectives embedded in textbook writing may conflict with teachers' assumptions.
Materials adaptation is crucial in language teaching and learning, as it enhances the relevance of teaching materials to students' needs and course objectives, ultimately boosting the effectiveness of the educational process.
Adapting teaching materials is essential for aligning with the teacher's objectives and the specific learning environment Richard (2001) emphasizes that textbooks typically require modifications to enhance their relevance to the intended context These adaptations can take multiple forms to ensure effective learning outcomes.
This way means that materials are supplemented by putting more into them
The techniques utilized are integrated within the original methodological framework, ensuring that the model remains unchanged This quantitative approach allows for an extension of the existing methods, maintaining the integrity of the original materials (McDonough and Shaw).
Deletion is essentially the reverse of addition, as it involves the removal of materials Just as materials can be added in both quantitative (extending) and qualitative (expanding) ways, the process of omitting materials follows a similar principle.
Addition and deletion often work together Material may be taken out and then replaced with something else For example, a fill – in exercise can be replaced with summarizing exercise
Modifying can be categorized into two main areas: rewriting and restructuring Rewriting involves adjusting linguistic content to better align with learners' backgrounds and interests In contrast, restructuring pertains to classroom management, where teachers, often bound by strict course book guidelines, may find that altering the class structure is the only feasible adaptation.
One common type of modification involves adjusting reading passages to better align with the proficiency levels of specific learner groups This technique typically focuses on altering sentences and bound elements to enhance comprehension and engagement.
This refers to process of putting parts of a course book in a different order This can adjust the result of presentation within a unit or taking units in a different sequence intended
Adaptability is a crucial skill for teachers, as it allows them to personalize and enhance teaching resources for specific groups of learners This adaptation process typically unfolds gradually, as teachers gain familiarity with the textbook and identify necessary modifications through classroom experience When multiple educators use the same textbook, creating opportunities for them to share their adaptation strategies can be highly beneficial.
Previous studies
It seems that “Evaluation” has been seen as a very important and interesting topic that attracts many researchers in general Such researchers as David R A Litz
(2005) and Phan Thi Bao Uyen (2004)
Liz's thesis (2005) examined the evaluation process of the textbook English Firsthand 2 at Sung Kyun Kwan University in South Korea, aiming to assess its pedagogical value for the language program The research revealed some significant issues with the textbook; however, it performed reasonably well under thorough analysis, with positive attributes outweighing the negatives Teachers noted that the textbook increased student interest in language study, and most students found it stimulating and useful Limitations included repetitive activities, insufficient pronunciation guidance, and a lack of meaningful practice and realistic discourse While the thesis offered suggestions and mentioned teacher adaptations to address these concerns, it did not specify any particular changes made.
In a study conducted in the Vietnamese context, Phan Thi Bao Uyen (2004) examined the use of the textbook Tieng Anh 6 in Lower High Schools in Hue Province The findings revealed that both teachers and students had positive attitudes towards the textbook and expressed interest in utilizing it Additionally, teachers recognized the constraints they faced and sought ways to mitigate these challenges Despite these positive outcomes, several challenges were identified.
The book inadequately prepares both teachers and students for its use, compounded by insufficient training and administrative support for effective adaptation It imposes a heavy workload that demands extraordinary abilities from teachers, akin to a multi-dimensional, high-tech superperson, to facilitate new understanding and skills Additionally, a mismatch between teaching methods and testing practices obstructs teachers from implementing communicative learning and teaching activities effectively.
Numerous studies have examined the impact of textbooks, revealing that the evaluated texts still offer valuable benefits despite their shortcomings It is essential to maximize the effectiveness of these materials while addressing their limitations Additionally, providing suggestions for adaptation could serve as a valuable resource for educators in these institutions.
Summary
This chapter has provided a brief review of literature on materials evaluation
This article explores the critical role of materials in language learning and teaching, particularly within the framework of the Communicative Language Teaching Approach It highlights key issues in materials evaluation, including definitions, purposes, types, and criteria essential for effective assessment Additionally, the article discusses theoretical perspectives on materials adaptation Consequently, this chapter serves as a theoretical foundation for the applications presented in Chapter III, focusing on necessary enhancements to the New Cutting Edge Pre-Intermediate textbook tailored for non-English major students at Thua.
Thien Hue College of Education.
METHODOLOGY
The research context
Both teachers and students are investigated to see the extent they used and/or are using New Cutting Edge Pre-Intermediate textbook and how it meets their needs
The study involves two participant groups: English teachers and students at TTHCE, with an expected gender distribution of 50% female and 50% male All participants will be recruited voluntarily.
The English section of the TTHCE comprises ten dedicated teachers who specialize in both Basic English and English for Specific Purposes (ESP) Each teacher holds a Master's Degree in TESOL from Vietnam, with one currently pursuing a PhD abroad This enthusiastic and knowledgeable staff consistently seeks innovative teaching methods to enhance their instructional quality, ensuring they adapt their approaches to meet the needs of homogenous classes As a result, students demonstrate high levels of engagement during lessons.
The research involved 100 first-year students at TTHCE, primarily from various towns and districts in Thua Thien Hue province, Vietnam These students, aged 18 to 22, exhibit diverse English proficiency levels due to their varied backgrounds Many hail from rural areas where foreign language education is often overlooked Consequently, while some students have studied English for over a decade, others have only a few years of experience, and some have never been exposed to the language This diversity leads to differing attitudes towards learning English among the students.
College students engage in six terms over three years, with a mandatory focus on learning a foreign language, predominantly English By the end of their first year, students are expected to achieve a pre-intermediate level of proficiency in reading and speaking English.
Students utilizing the New Cutting Edge Pre-Intermediate textbook provided valuable insights into which aspects align with their expectations and which do not They completed a questionnaire that included open-ended questions, allowing their suggestions for optimizing the textbook's use to be taken into serious consideration.
Participants in the interview were be five teachers and five students who participated in the questionnaire survey.
Syllabus and its objectives
At TTHCE, English is a mandatory subject in the school curriculum, with a syllabus tailored for non-major students by the English section and in use for over five years The curriculum is structured in two phases: Basic English and English for Specific Purposes (ESP) The first phase spans the first three semesters, comprising 105 forty-minute classes aimed at providing students with fundamental English knowledge while focusing on enhancing their four core language skills The second phase, dedicated entirely to ESP, consists of two final semesters with a total of 60 forty-minute periods.
To equip the students with the General English at pre-intermediate level for communication in real-life context and for their future study
- To revise students‟ grammar knowledge and help them use English at early pre-intermediate level for communicative purpose to prepare for the next semesters
The program aims to equip students with essential English skills, covering key areas such as verbs, simple questions, and various tenses including present simple, present continuous, past simple, and present perfect Additionally, it focuses on comparisons, modal verbs like can, will, should, and have to, as well as important aspects of pronunciation, stress, intonation, and everyday vocabulary.
- To consolidate students‟ grammar knowledge and help them use English at pre-intermediate level for communicative purpose to prepare for the next semesters
To strengthen students' foundational English skills, it's essential to cover key topics such as articles, countable and uncountable nouns, and the present simple, present continuous, and present perfect tenses Additionally, understanding the use of "used to," modal verbs (including will, may, and might), gerunds, and the differences between "like" and "would like" is crucial Emphasizing pronunciation, stress, intonation, and vocabulary relevant to daily life will further enhance their language proficiency.
Table 3.2 Syllabus goal and Objectives
Materials
New Cutting Edge textbook Pre-Intermediate, is written by Sara
Cunningham, Peter Moor, and Jane Comyns Carr's textbook is utilized for teaching General English to full-time students at Thua Thien Hue College, focusing on relatable topics such as leisure, lifestyle, work, and cultures The book encourages students to connect its content with their personal experiences and daily lives, while providing vocabulary, grammar support, and discussion prompts Through comprehensive grammar exercises, emphasis on high-frequency vocabulary, and structured speaking tasks, students develop effective, accurate, and confident communication skills.
The New Cutting Edge Pre-Intermediate textbook features fifteen modules, each offering around six hours of classroom content Each module includes various components designed to enhance the learning experience.
- reading and/or listening and/or vocabulary – an introduction to the topic of the module, and incorporates speaking
- grammar – input/revision in two language focus section with practice activities and integrated pronunciation work
- vocabulary- includes a Work spot section which focus on common words
- task preparation – a stimulus or model for the task ( often listening or reading) and useful language for the task
- task – extended speaking, often with an optional writing component
- real life section – language needed in more complex real-life situations, usually including listening and speaking
- A study … Practise … Remember! section – to develop study skills, with practice activities and a self-assessment section for students to monitor the progress
This textbook is accompanied by two class CDs/cassettes.
Methods of the study
The plan of the present research is to investigate teachers and students uses of New Cutting Edge textbook Pre-Intermediate textbook for EFL students at
This study investigates how well the textbook used at TTHCE meets student needs, employing both qualitative and quantitative methods for a comprehensive analysis The research offers systematic and critical insights into the experiences of teachers and students with this educational resource.
Quantitative methods are research techniques focused on collecting numerical data and statistics, minimizing the influence of personal feelings and beliefs (McMillan & Schumacher, 1993, p 14) Surveys with well-designed questionnaires were administered to both teachers and students, offering a variety of response options for ease of completion This approach is particularly effective for large student populations, as it allows for quick and objective analysis of the collected data.
In addition to utilizing questionnaires, qualitative methods involving interviews were employed to validate and gain deeper insights into the results These interviews were conducted with individual participants and could be carried out either orally or in written form, depending on the circumstances.
A questionnaire is a primary tool for collecting quantitative data, widely recognized for its effectiveness in gathering information on knowledge, attitudes, opinions, behaviors, and facts Various data collection methods exist, including mail surveys, telephone surveys, and interviews; however, as noted by James and Sally (1993, p 238), questionnaires are the most commonly used technique for obtaining valuable insights from subjects.
The purpose of using a questionnaire in this study was to gather information from teachers and students regarding the material Written questionnaires are suitable for this research as they are familiar to most individuals (Berdie, Anderson, and Niebuhr, 1986) A significant advantage of questionnaires is that the data collected is largely independent of the system, user, or tasks involved Additionally, the data obtained from questionnaires serves as a reliable basis for comparison and can demonstrate that quantitative usability targets have been achieved (Jurek Kirakowski, 2000).
This study developed two distinct questionnaires to gather data, with Questionnaire 1 tailored for teachers and presented in English, featuring 10 main categories and 42 statements Conversely, Questionnaire 2 was designed for students and written in Vietnamese to eliminate potential misunderstandings related to language proficiency.
It had 8 main categories with 36 statements
The questionnaires were created based on material analysis results and reviewed by teachers to eliminate any ambiguity After a week, the completed questionnaires were collected and piloted with a small group of participants, which is a crucial step prior to the main data collection Following the pilot, the questionnaires were revised, with adjustments made to the order of questions and the rephrasing of certain words and phrases for better clarity for both teachers and students.
Before the questionnaires were used for the main scheme, they were read by the teachers and colleagues who have experience in using textbook for teaching English at TTHCE
In the main study, students who were randomly chosen in 1353901 and
Teachers instructing pre-intermediate level classes, identified by the code 1353905, were asked to fill out questionnaires directly in the classroom To enhance the reliability of the responses from both students and teachers and to encourage positive participation in the research, clear instructions were provided before they answered the questions.
Students were informed that their responses and opinions would not impact their learning experience, and participation in the study was entirely voluntary, allowing them to withdraw at any time.
This study employs semi-structured interviews as a data collection method, following Gray's (2004) rationale for their use Interviews are essential for obtaining highly personalized data, allowing for in-depth probing of responses, and ensuring a high return rate of valuable information.
Preparation is crucial for researchers before conducting interviews, as the process begins well in advance of the actual conversation During the preparation stage, it is essential for researchers to ensure that respondents understand the purpose of the interview, the research project it relates to, and the expected duration of the interview Additionally, researchers should inform participants that the interview will be recorded.
This study involved structured interviews with 5 students and 5 teachers who had previously completed questionnaires to gather qualitative data on their evaluations of textbooks Conducted in both Vietnamese and English, each semi-structured interview lasted 10 to 15 minutes and was guided by core questions outlined in two checklists Interview checklist 1 included 9 questions, while checklist 2 comprised 6 questions, all aimed at a sample of 100 participants, including two students aged 17-18 and three aged 19-20 The researcher conducted these interviews for both groups on May 20th.
Document analysis serves as a valuable technique for data collection in research, as highlighted by Robinson (1991, p 71), who noted that it can yield important insights and is a crucial component of data for evaluation purposes.
This study features an evaluator who is also a teacher with two years of experience using the New Cutting Edge textbook at the Pre-Intermediate level The evaluation focuses on a comprehensive analysis of the teaching material and course requirements The document analysis encompasses both the course syllabus and the New Cutting Edge textbook, assessed through three primary criteria: aims, content, and methodology.
The syllabus was analyzed according to three criteria: aims, content and methodology The course objectives in the syllabus were carefully examined as a subjective analysis
After completing the curriculum analysis, an objective textbook analysis was performed using the same three criteria The evaluation of both the syllabus and materials was further divided into specific sub-criteria.
- Language points: Vocabulary and Grammar structures and pronunciation
Methods of data analysis
The study's data were gathered from questionnaires and interviews, then classified and categorized Analysis was performed using statistical frequency and percentage, employing quantitative, descriptive, and interpretive methods to derive insights from the data.
Summary
The charter outlined the methods and tools for data collection in the study Following the piloting and revision of the questionnaires, they were distributed to 100 students and 10 English teachers at TTHCE Subsequently, interviews were conducted with the participants after they completed the questionnaires.
FINDINGS AND DISCUSSION
Teachers and students‟ analysis
This section presents findings from the analysis of questionnaires regarding teachers and students, focusing on two key areas: the teaching experience of educators and the background knowledge of English among students.
Table 4.1: Teachers’ year of teaching English
Number of years Informants (N) Percentage (%)
The questionnaire results revealed a disparity in teaching experience among English teachers at the college, with 60% having over five years of teaching experience Additionally, three teachers have taught English for 3 to 5 years, while only one teacher is a novice in the faculty.
4.1.1.2 Students’ background knowledge of English
Table 4.2: Students’ year of studying English
Number of years Informants (N0) Percentage (%)
The questionnaire results revealed disparities in the learning experiences of students, as depicted in Table 4.2 Specifically, 68 students had studied English for 9 years, 23 students for 5 years, and 9 students for 3 years.
The Suitable material for the courses‟ aims
To determine the appropriateness of the material to the aims of the course, the author has based upon the analysis of the syllabus objectives and that of the material
The New Cutting Edge Pre-Intermediate textbook is aimed at providing students with:
- basic vocabulary for daily communication,
- the opportunity to practice everyday spoken language in common situations
- the opportunity to improve pronunciation with focus on reduced vowels, word linking, stress and intonation,
- the opportunity to practice reading skills through reading passages about different themes,
- the opportunity to practice writing skill with focus on writing complex sentences, paragraphs, and essay
The course primarily aims to enhance students' fundamental grammar and vocabulary, which are crucial for their success in learning English for communication at the pre-intermediate level To achieve these objectives, the curriculum emphasizes the development of all four language skills: reading, speaking, writing, and listening, while also prioritizing pronunciation improvement as a key goal.
The New Cutting Edge Pre-Intermediate textbook is designed to align with the syllabus objectives for first-year non-English major students, encompassing 12 to 15 modules that focus on essential language points and skills.
The language points in terms of grammar, vocabulary and the language skills (reading, writing, and speaking) and pronunciation seem to match with the requirements of the course
The reading skill is a primary focus for teachers, as highlighted in the course objectives The texts included in this material are closely related to everyday life, ensuring relevance for learners As demonstrated in Appendix 6 (module 4), the reading section features a variety of integrated texts.
Extended texts specially to develop reading skills
Texts which lead into grammar work and language analysis
Tests which provide a model or stimulus for tasks and a model for writing activities
There is also a strong emphasis on speaking, as follow:
The tasks provide a regular opportunity for extended and prepared speaking based around realistic topics and situations
Much of the practice of grammar and lexis is through oral exercises and activities
The topic and reading texts in each module provide opportunities for follow- up discussion
There is regular integrated work on pronunciation
Short extracts and mini-dialogues to introduce and practice new language
Words and sentences for close listening and to model pronunciation
Some longer authentic texts (interview, songs, stories, and conversations)
Systematic work on writing skills is developed in this textbook through:
Regular writing sections focus on writing e-mails and letters, composing narratives and review, drafting and redrafting, using linkers, ect
Written follow-up sections to many of the speaking tasks
The grammar section serves to prepare students for upcoming language tasks by introducing and allowing practice of fundamental grammar structures It consists of three key stages: presentation, rules, and practice, as outlined in Sample Module 4 in Appendix 6.
As shown above, the material proves to be successful in providing students with the basic grammatical structures as the course requires
The vocabulary section of the book focuses on essential words for everyday communication across various common topics, including Leisure and Lifestyle, Appearances, Countries and Cultures, and Old and New Additionally, a mini-dictionary is provided at the end for students to enhance their learning Each new word is accompanied by examples for better understanding and practical application.
Antibiotics are medications prescribed by doctors to treat infections and help patients recover from illnesses For example, when suffering from a cold, a doctor may recommend antibiotics to alleviate symptoms and promote healing.
Table 4.3: The vocabulary in mini-dictionary
New vocabulary is presented to students to give them the chance to practice, it is reasonable to conclude that the material has met the requirement of improving students‟ vocabulary
The material aids students in mastering crucial pronunciation elements such as stress, intonation, and weak forms Pronunciation practice is seamlessly incorporated with grammar and vocabulary, highlighted in dedicated sections Additionally, special Pronunciation boxes and Pronunciation spots are featured in the Study and Practice areas, enhancing the learning experience.
Remember! Sections, with focus on problem sounds Therefore, the objective of pronunciation improvement has been fulfilled
* Conclusion of the material evaluation
The analysis indicates that the material successfully meets the course objectives for grammar and reading skills, partially addresses the goals for writing and speaking skills, and fulfills the requirements for pronunciation and vocabulary development.
Students and teachers‟ evaluation of textbook New Cutting Edge Pre-
Research underscores the significance of textbook appearance, with McDonough and Shaw (1993) highlighting that external evaluation provides a concise overview of a book's exterior They advocate for a critical assessment of the claims presented on the covers of both student and teacher editions, as well as the introduction and table of contents.
First impressions play a crucial role in textbook evaluation, as students often judge a book by its cover An attractive cover and well-organized text significantly enhance students' interest in the textbook, encouraging them to engage with the material Conversely, an unattractive textbook can deter students from studying, highlighting the importance of visual appeal in educational resources.
Acknowledging the important of textbook attractiveness, the survey found to evaluate the New Cutting Edge textbook Pre-Intermediate from that perspective
Informed by a variety of studies, the criteria for determining attractiveness were 1) cover; 2) detailed table of contents; 3)appropriate titles; 4) appropriate glossary; and
The results are indicated in Figure 4.1a and 4.1b below:
1 The cover is informative and attractive
2 The textbook has a complete and detailed table of contents
3 Every lesson is given an appropriate title
4 The textbook has an appropriate glossary
5 The textbook has a complete bibliography
The majority of students find the textbook cover to be both informative and attractive, with 50% strongly agreeing and 40% agreeing with this assessment Only 10 participants disagreed, highlighting a strong consensus among students regarding the appeal and usefulness of the book's cover.
As indicated in Figure 4.1a, all the students support the statement that the book has a complete and detailed table of contents, 49% strongly agree and 51% agree
Concerning the issue of whether every lesson is given an appropriate title, nearly half of the investigated students strongly agree (46%) and more than half agree on the statement
The survey results indicate that the majority of students at TTHCE are dissatisfied with the textbook's glossary, as none of the participants strongly agreed with its adequacy, and only 8% expressed agreement In contrast, a significant 92% of respondents either disagreed or strongly disagreed, highlighting a clear lack of satisfaction with the glossary provided.
A survey illustrated in Figure 4.1a indicates that students largely reject the notion that the textbook includes a complete bibliography, with 44% strongly disagreeing and 56% expressing disagreement.
The analysis of teacher responses regarding the textbook's general appearance reveals that 100% of teachers find the table of contents complete and detailed, along with an appropriate title Additionally, 90% agree that the cover is both informative and attractive However, there is a consensus among 90% of teachers who feel the textbook lacks an appropriate glossary, and 100% believe it should include a bibliography.
Figures 4.1a and 4.1b indicate that the textbook met the criteria of appropriateness for three out of five evaluative measures, while a notable percentage of participants suggested that the glossary and bibliography sections require improvement.
Interviews with five teachers and ten students confirmed the questionnaire findings regarding the textbook's general appearance Participants praised both the attractive cover and page layout, with one student noting her interest upon opening the textbook Teacher A highlighted the purposeful illustrations that facilitated reading and comprehension Despite their positive feedback, they recommended the inclusion of an appropriate glossary and bibliography Overall, the appealing design of the textbook was seen as a motivating factor for students to engage with tasks and activities, with all participants expressing satisfaction with the cover, table of contents, and title.
In summary, the quantitative and the qualitative data revealed that both the students and the teachers‟ perceptions about the physical appearance of the textbook were positive
Both students and teachers found the textbook covers visually appealing, which likely contributed to increased student interest The attractive reading passages and illustrations throughout various modules in the textbook may enhance both learning and motivation for students.
Research suggests that evaluating a textbook should go beyond its content, incorporating an assessment of the supplementary materials that accompany it.
Tomlinson et al (2001) highlight the effectiveness of CD-ROMs and cassettes in modern language teaching materials, while McGrath (2002) emphasizes the importance of teacher's books and audio-visual components The integration of supplementary materials like visuals, cassettes, videos, and computers enhances lesson engagement and effectiveness.
The New Cutting Edge Pre-Intermediate textbook, utilized in TTHCE, is designed to enhance student learning and support teachers in effective instruction, featuring supplementary materials such as teachers' books, student exercise books, CDs, CD-ROMs, and cassettes A survey was conducted to assess the quality of these materials, and the findings are presented below.
Figure 4.2 Teachers’ evaluation on Accompanying Material
1 Cassettes/ CD-ROM that accompany the textbook are good
2 The teacher's book that accompanies the textbook is informative
The findings indicate unanimous approval regarding the effectiveness of the cassettes and CD-ROMs that accompany the textbook, with 60% of teachers expressing strong agreement and 40% agreeing with the statement Notably, there were no disagreements among the teachers, suggesting that the accompanying audio-visual materials are highly regarded.
According to Figure 4.2, a significant portion of teachers, with 40% strongly agreeing and 30% agreeing, find the teacher's book accompanying the textbook to be informative; however, 30% disagree, possibly due to the lack of diverse teaching methods provided, which limits their ability to select suitable techniques for their students Interview results further reveal that teachers generally view the accompanying materials positively, with all agreeing that the cassettes and CD-ROMs are beneficial, and three out of five teachers expressed favorable opinions during the interviews.
Yes, I think the Cassettes/ CD-ROM are really good I like them because they help my students improve their listening skills (Teacher A)
Well, the Cassettes/ CD-ROM are a good tool for teaching listening skill as well as speaking (Teacher B)
The teacher's book not only functions as an answer key for exercises but also offers practical activities and ideas for classroom use.
Summary Findings
The findings presented here are derived from the statistical analysis of two survey questionnaires, which evaluated various aspects of the textbook's quality, including its appearance, accompanying materials, objectives, topic contents, language contents, language skills, teachability, flexibility, teaching methods, and practice opportunities.
Data below shows Teachers and students‟ general evaluation
The results show that the general tendency of the participants was toward supporting the New Cutting Edge Pre-Intermediate for non- English major at TTHCE
The evaluative questionnaire revealed that teachers and students share similar attitudes towards the textbook, with the exception of language skills Teachers rated five categories highly: objectives, language contents, language skills, teaching methods, and practice In contrast, students identified four categories with high positive points: objectives, language contents, teaching methods, and practice.
The analysis reveals a notable disagreement regarding the accompanying materials, topic contents, teachability, and flexibility, all of which are deemed satisfactory yet require further enhancement Additionally, the findings indicate that the textbook's general appearance is the sole category rated as unsatisfactory, receiving the lowest percentage from both teachers and students.
So, the evaluation of teachers are more than students‟ evaluation This difference can be attributed to the different background knowledge of teachers and students
In addition to the overall assessment of the specified categories, each section and activity within the textbook was evaluated to enhance the effectiveness of the adaptations The findings are summarized below:
Both teachers and students found the textbook to have an appealing general appearance, with an attractive cover that captures student interest The detailed table of contents and appropriately titled lessons contribute to enhanced learning and motivation However, the addition of a comprehensive glossary and complete bibliography is recommended for improvement.
The textbook meets the expectations of both teachers and students regarding its supplementary materials However, some educators believe that the teacher's book should offer additional suggested procedures for lesson planning, preparation, and delivery, along with relevant cultural background information when applicable.
Participants highly valued the objectives outlined in the textbook, emphasizing its crucial role in their learning journey They believed that the textbook effectively aimed to equip students with fundamental English communication skills Upon completing the course, students reported enhancements in their communicative abilities, basic grammar understanding, and pronunciation However, there is a need for additional activities focused on improving pronunciation practice.
In summary, the textbook provides a clear outline of its objectives, with a comprehensive overview of functions and skills presented in the introductory table of contents, making it well-suited for students at TTHCE.
The survey results indicate that most participants appreciate the variety and interest of the topics, which encourage student expression and critical thinking However, some students expressed a desire for topics that enhance their knowledge of current issues to boost their interest and motivation Overall, the textbook meets participants' expectations regarding its objectives.
The analysis revealed a consensus between teachers and students regarding the textbook's language content, which effectively covers essential grammar items suitable for learners Both groups acknowledged that the textbook facilitates extensive language use, enabling students to gain vital knowledge and skills Additionally, the introduced grammar points and vocabulary are perceived as motivating and realistic, while the provided pronunciation resources are deemed adequate However, it is noteworthy that 30% of teachers and 13% of students maintain a negative attitude towards the authenticity of the language presented.
In short, the language content of this textbook satisfied with participants‟ expectation
This study highlights that the textbook effectively supports essential principles of foreign language teaching by promoting the development of the four key language skills: reading, listening, writing, and speaking It emphasizes a balanced integration of these skills, offers learners opportunities to practice the target language in everyday communication, and encourages active participation in lessons.
From the high evaluation of the participants, it can be inferred that this material well met the language skills for students‟ level
The findings indicate that the textbook effectively reduces teachers' preparation time and assists in utilizing activities that align with student expectations However, it falls short in supporting teachers with mixed-ability students and varying class sizes Large classes present significant challenges for educators when teaching communicative skills.
The majority of participants found the textbook to be a valuable resource for enhancing students' communicative competence However, both teachers and students expressed concerns that it lacks sufficient opportunities for localizing activities and accommodating diverse learning styles While the textbook is generally satisfactory, there is room for improvement to better meet the needs of all learners.
Participants expressed satisfaction with the textbook's balanced approach to the four language skills It features numerous activities that encourage student dialogue over teacher-led instruction In a student-centered teaching framework, the textbook emphasizes organizing activities that effectively enhance students' language abilities.
Generally, in view of methodology, the New Cutting Edge Pre-Intermediate at TTHCE meets the teachers‟ and students‟ expectations
Data analysis from questionnaires and interviews revealed that many participants appreciated exercises designed for communicative and meaningful practice Additionally, the textbook offers a balanced mix of activities, emphasizing those that students most need to practice, while also incorporating communicative exercises that enable students to effectively engage in real-life communicative tasks.
Suggestions for adapting the current textbook for non-English major at Thua
The survey results from teachers and students indicate that the New Cutting Edge Pre-Intermediate textbook is suitable for non-English major students at TTHCE, despite some notable shortcomings To enhance the effectiveness of the material, immediate improvements are necessary The writer proposes several recommendations for enhancements through techniques such as addition and modification.
The addition technique discussed in chapter two involves enhancing material both quantitatively and qualitatively Quantitative enhancement includes extending existing components without altering the methodological framework, while qualitative enhancement introduces new language skills or components In the context of TTHCE, qualitative improvements can be implemented for specific purposes: incorporating a glossary and bibliography to aid teachers and students, adding activities for pronunciation practice and writing tasks to foster fluency through communicative tasks, and providing detailed procedures for lesson planning and cultural background information in the teacher's book to improve pedagogy and teacher knowledge for effective material execution.
Modification means changes in different aspects of materials, such as
To enhance the linguistic level and assessment system, designers should adapt certain tasks in the exercise section to include localized activities that can be conducted in various settings, such as "visiting a museum." For instance, in module 3, students learn to use modal verbs (should, shouldn't) within the context of "at rest, at work." Teachers can facilitate this by taking students to different locations within the school, allowing them to practice in pairs effectively.
Teachers can enhance student motivation in learning English by modifying outdated topics For instance, subjects like "Time Off" and "Take Care" have lost their appeal among students To better engage learners, it's essential to update these topics to reflect contemporary issues and provide relevant knowledge about navigating relationships in today's context.
Students have diverse learning preferences, yet teachers often focus on analytical learning that emphasizes practice and memorization, overlooking those who favor experiential learning It is crucial for educators to create opportunities for hands-on involvement in activities Additionally, large class sizes and varying student levels hinder the implementation of learner-centered teaching approaches Reducing class sizes is essential to enable teachers to effectively incorporate textbooks into their teaching strategies.
Summary
This chapter outlines the results derived from two research instruments, integrating various data collection methods for comprehensive analysis and discussion of the relevant topics Additionally, it provides a summary of key findings and offers recommendations for material enhancements.