INTRODUCTION
Background
The Ministry of Education and Training (MOET) mandates that English is a required subject for elementary students starting in the third grade and continuing through high school Beginning in the 2010-2011 academic year, MOET aims to expand English language instruction to a broader range of students.
In Vietnam, the importance of English learning is underscored by the fact that 20 percent of third-grade students are gradually increasing each year, with an estimated 70 percent expected to learn English during the 2015-2016 school year and reaching 100 percent by 2018-2019 Despite this growth, many employers and language educators, including Nguyen Huu Tho, Director of Saigon Tourist, express concerns that school-leavers often lack proficiency in speaking English.
At our company, most of the applicants graduating get ‘dumb’ by fifty percent and
A significant percentage of individuals, specifically forty percent, are perceived as 'deaf' during interviews, highlighting a concerning gap in communication skills The Director of the Southeast Asian Ministers of Education Organization Centre in Vietnam emphasizes that many Bachelor’s degree holders struggle to articulate everyday concepts and perform essential communicative tasks They often lack productive skills and strategies, leading to difficulties in negotiating meaning effectively Ultimately, this indicates a deficiency in their overall communicative competence (Pham Van Chi, 2008, p.1).
According to Candlin and Edelhoff (1982, cited in Phan Van Chi, 2008, p.2), many language teaching materials used in Vietnamese schools in general are
The term 'authentic' refers to materials that include genuine language, relevant tasks, and a true focus on communication However, Candlin and Edehoff (1982) argue that textbooks often fall short, failing to address the diverse needs and interests of learners Consequently, many students opt for additional English courses at language centers to enhance their communicative competence In response to this trend, numerous foreign language centers have adopted native textbooks and authentic materials as essential tools for teaching and learning English.
Rationale
Textbooks play a crucial role in the success of language programs, serving as essential components that shape both the input learners receive and the classroom practices They often form the foundation for lesson content, the balance of skills taught, and the types of language tasks students engage in Additionally, textbooks can supplement teacher instructions and provide learners with significant exposure to the target language For inexperienced teachers, they offer valuable guidance on lesson planning and teaching methods Ultimately, the widespread use of textbooks is integral to language teaching worldwide, making the ability to effectively utilize and adapt them a vital aspect of a teacher’s professional expertise.
In recent years, the market for English-language teaching materials has expanded significantly, catering to diverse learner interests, skill levels, and preferences These resources differ in linguistic design, focus, and objectives, which makes selecting the right textbook a challenging yet essential task for many English Language Teaching (ELT) classrooms To facilitate informed decision-making during textbook evaluation, teachers and prospective educators can refer to various resources and guidelines.
In Vietnam, employers increasingly demand job applicants to possess A, B, or C language certificates, particularly in English English proficiency is assessed through national levels: A (Elementary), B (Intermediate), and C (Advanced), as outlined in Decision No.
The Ministry of Education and Training (MOET) mandates that Foreign Language Centres (FLCs) utilize native textbooks such as the Streamline English series, Headway, New Headway, Cutting Edges, or Life Lines to enhance learners' English language skills The National Syllabus for FLCs comprises 400 sessions of 45 minutes each for every level, typically conducted six times a week MOET has established clear objectives for the development of language skills—Speaking, Listening, Reading, and Writing—across all levels Notably, speaking and listening are given equal importance to reading and writing, with speaking comprising up to 10 percent of the final examination score and being assessed separately by teachers, ensuring a balanced evaluation of language proficiency.
According to Vietnam's English proficiency framework established by MOET in 2005, learners at level 3 (elementary) can engage in basic conversations and share their thoughts on cultural and social issues, while those at level 4 (intermediate) are able to discuss familiar topics and articulate their ideas more effectively.
As a teacher with over a decade of experience at Kon Tum Foreign Language-Informatics Centre (KFLIC), I have observed that most students enrolling in English courses are eager to enhance their speaking and listening skills In response to this demand, KFLIC has adopted the New Headway textbook series to better address learners' needs However, the impact of these textbooks on the development of speaking skills in teaching and learning remains to be explored Consequently, this study is titled “The Effects of the Use of New Headway.”
Textbooks at Elementary Level on Teaching and Learning Speaking Skills atKon Tum Foreign Language–Informatics Centre”.
Research Questions
The study aims to answer the following questions:
1 How effective are the books as a teaching and learning tool to improve learners’ speaking skills?
2 What are the difficulties that teachers and learners encounter when using the books?
3 What adaptations can be made to the books so they can be used more effectively at the center?
Significance of the study
This study aims to enhance the existing literature on teaching and learning speaking skills through effective textbook use Specifically, it seeks to provide practical implications for utilizing the New Headway series as an effective teaching and learning resource to improve speaking skills, particularly at KFLIC and similar educational settings.
Scope of the study
This study examines the impact of New Headway Beginner and Elementary textbooks on speaking skills development at KFLIC It involves a sample of 40 randomly selected elementary students and 5 teachers responsible for instructing these classes.
Structure of the thesis
This study is structured into five chapters: the first chapter provides an overview of the research, the second chapter reviews relevant literature, and the third chapter outlines the research methodology The fourth chapter presents the findings and discussion, while the fifth chapter summarizes the research and offers implications and suggestions.
LITERATURE REVIEW
Introduction
This chapter begins by defining key terminology associated with speaking skills and their teaching and learning processes It then explores the significance of textbooks within language programs and the methods for adapting them Following this, various approaches to textbook design are introduced An overview of the New Headway Beginner and Elementary textbooks, along with insights into the learners at the elementary level and the educators at the Kon Tum Foreign Language-Informatics Centre, is provided Lastly, the chapter presents an analysis and synthesis of previous research focused on teaching and learning speaking skills, as well as textbook evaluation.
Definitions of key terms
Speaking is defined as the process of constructing and sharing meaning through verbal and non-verbal symbols in various contexts (Chaney, 1998; Pham Van Chi, 2008) It is an interactive process that involves producing, receiving, and processing information (Brown, 1994; Burn Joyce, 1997; Pham Van Chi, 2008) This skill is essential in foreign language learning and teaching, as its form and meaning depend on the context, participants, their experiences, the physical environment, and the purpose of communication Additionally, speaking is characterized as an aural/oral skill that involves producing systematic verbal utterances to convey meaning (Kathleen, 2003; Nunan, 2003).
Speaking involves communicating with someone about a topic, utilizing one's voice to express thoughts or ideas It encompasses the ability to use a language effectively, delivering speeches to audiences, and articulating statements clearly.
According to Harmer (2001, p.269), fluency in speaking requires not just knowledge of language features but also the capacity to process information and language in real-time He identifies several key elements essential for effective speaking.
Effective speakers of English need to be able not only to produce the individual phonemes of English but also to use fluent “connected speech”.
Native English speakers utilize pitch, stress, volume, and speed variations, along with non-verbal cues, to express emotions and convey meaning effectively, particularly in face-to-face interactions Mastering these suprasegmental features is essential for students to enhance their communication skills and fully express intensity and emotion in their conversations.
Spontaneous speech often relies on common lexical phrases essential for various language functions To enhance students' speaking skills, teachers should provide a diverse range of phrases for functions like agreeing, disagreeing, expressing surprise, shock, or approval Additionally, in specific speaking contexts, such as job interviews, educators can equip students with useful phrases to facilitate effective communication at different stages of the interaction.
Effective speaking benefits from the negotiatory language we use to seek clarification and to show the structure of what we are saying.
According to Harmer (2001, p.271), a speaker's productive ability relies not only on language skills but also on the quick processing skills essential for effective communication.
Effective speakers must process language internally and organize it coherently to convey intended meanings clearly This involves retrieving words and phrases from memory and assembling them into grammatically correct sequences Incorporating speaking activities in language lessons is essential for helping students develop these crucial language habits.
Most speaking involves interaction with one or more participants This means that effective speaking also involves a good deal of listening, an understanding of how the other participants are feeling.
On-the-spot information processing
In addition to responding to others' emotions, it is crucial to effectively process the information they share with us immediately The quicker we can comprehend and react to this information, the better our communication and relationships will be.
The phrase "the penny to drop" highlights that our effectiveness as instant communicators can be diminished It's important to note that the value placed on instant responses varies significantly across different cultures, and many language communities do not prioritize this immediacy in communication.
Bygate (1987, cited in Nunan 1991, p.49) highlights that oral interactions are defined by routines that provide predictable methods for conveying information, which can emphasize either content or interaction This differentiation aligns with the transactional and interactional functions of language Furthermore, he emphasizes that a key aspect of oral interaction is the continuous negotiation of meaning among participants regarding who speaks, to whom, when, and on what topics.
Brown and Yule (1983, cited in Richards 2008, p21-27) distinguish between two key functions of speaking: interactional, which aims to establish and maintain social relationships, and transactional, which focuses on the exchange of information These distinct speech activities necessitate different teaching approaches due to their unique forms and functions They identify three types of speaking that reflect these differences.
Talk as interaction, commonly understood as "conversation," serves a social function where individuals exchange greetings and engage in small talk to foster friendliness and comfort This interaction emphasizes the speakers' presentation over the content of the message, allowing for both casual and formal exchanges depending on the context, as detailed by Brown and Yule (1983).
Some of the skills involved in using talk as interaction involve knowing how to do the following things:
- Recounting personal incidents and experiences
- Using an appropriate style of speaking
Talk as transaction emphasizes the clarity and accuracy of communication, prioritizing the message over social interactions among participants In this context, spoken language is often linked to practical activities, such as students conducting hands-on experiments in a science lesson to grasp concepts like floating and sinking This approach encourages both students and teachers to concentrate on meaning and collaboratively work towards understanding (Jones 1996:14).
- Classroom group discussions and problem-solving activities
- A class activity during which students design a poster
- Discussing needed computer repairs with a technician
- Discussing sightseeing plans with a hotel clerk or tour guide
- Making a telephone call to obtain flight information
- Asking someone for directions on the street
- Ordering food from a menu in a restaurant
Burns (1998) identifies two distinct types of transactional talk The first type centers on the exchange of information, where participants concentrate mainly on the content and outcomes of the communication.
(e.g., asking someone for directions) Accuracy may not be a priority, as long as
Information is successfully communicated or understood The second type is transactions that focus on obtaining goods or services, such as checking into a hotel or ordering food in a restaurant.
Some of the skills involved in using talk for transactions are:
Talk as performance is a distinct form of communication that occurs in public settings, such as classroom presentations, speeches, and public announcements This type of talk is primarily monologic, adhering to structured formats like welcome speeches, and resembles written language more than everyday conversation Its effectiveness is often assessed based on its impact on the audience, unlike other forms of talk, such as interaction or transaction Examples of talk as performance include various public speaking scenarios.
- Giving a class report about a school trip
The main features of talk as performance are:
- A focus on both message and audience
- Importance of both form and accuracy
- Language is more like written language
Some of the skills involved in using talk as performance are:
- Presenting information in an appropriate sequence
- Using correct pronunciation and grammar
- Creating an effect on the audience
- Using an appropriate opening and closing
2.2.4 Speaking skills and spoken English
Factors affecting English speaking abilities
Effective communication requires structuring discourse for listener comprehension (Harmer, 2001, p.247) When individuals share similar cultural and linguistic backgrounds, they navigate conversations effortlessly due to their understanding of conversational rules inherent in their language and culture.
Speakers from the same cultural background intuitively understand the nuances of communication, including the appropriate level of formality, language style, volume, and physical proximity These socio-cultural norms shape interactions between men and women across various societies, influence the dynamics of conversations involving differing social or professional statuses, and govern behaviors in recognized speech events like invitations, social interactions, and negotiations.
Language is inherently linked to culture, as highlighted by Kramsch (1994) and McDonough and Shaw (1997), making it essential for English Language Teaching (ELT) textbooks to incorporate elements of the target culture Achieving fluency in a second language necessitates communicative competence, which includes understanding cultural aspects such as conversational routines, discourse nuances, and societal norms Therefore, ELT textbooks must accurately represent the culture of the target language to effectively equip students with the necessary cultural insights for successful communication.
Turn-taking is a fundamental aspect of conversation, as defined by Kramsch (1998, cited in Fuyuko, 2000) It serves to facilitate and sustain dialogue, requiring an understanding of both linguistic and conversational rules specific to the target language Since conversational norms are influenced by cultural attitudes, beliefs, and values, they can differ significantly across various cultures and languages.
In conversations, "turn-taking" is essential, allowing participants to signal when they wish to speak or recognize when others are finishing their turn (Harmer, 2001, p.247) This understanding of conversational dynamics is rooted in socio-cultural rules, where individuals are aware of different styles and spoken genres The effectiveness of our communication hinges on our goals, which are influenced by various factors such as the setting, communication channel, and genre For instance, delivering facts in a lecture theatre through a microphone necessitates the use of a lecture genre, characterized by specific rhetorical patterns and organizational styles.
The nature of teaching speaking
Teaching speaking in EFL contexts, as highlighted by Nunan (2003), focuses on enabling learners to produce English speech sounds and patterns effectively This approach aids students in mastering word and sentence stress, intonation, and rhythm, while also helping them choose appropriate language based on social settings, audiences, and subjects The goal is to guide learners in organizing their thoughts logically, expressing values and judgments clearly, and achieving fluency—speaking quickly and confidently with minimal unnatural pauses.
2.4.2 Goals of teaching speaking in the classroom
According to Harmer (2001), classroom speaking activities provide students a safe environment to practice language production, allowing them to experiment with various linguistic styles for future use While engaging in language production, students should focus on communicative exercises rather than drills, which, despite being oral, do not enhance productive skills However, it's important to note that speaking skill training may not always be fully communicative, as structured practices like turn-taking and correct language usage often require significant teacher intervention.
Burkard (1998) emphasizes that the primary objective of teaching speaking is to achieve communicative efficiency Learners must effectively convey their messages by maximizing their current language proficiency It is crucial for them to minimize misunderstandings caused by errors in pronunciation, grammar, or vocabulary, while also adhering to the relevant social and cultural norms during communication.
To enhance communicative efficiency among learners, teachers should implement a balanced activities approach that integrates both language input and output According to Harmer (2001, p.250-251), educators must consider several key factors in this process.
When a student produces a piece of language and sees how it turns out, that information is fed back into the acquisition process so that output can become input.
In face-to face spoken interactions, our listeners tell us in a number of ways whether we are managing to get our message across.
Spoken texts are a vital way of providing models for them to follow Getting students to give spoken direction can help them benefit from hearing other people doing it first.
Language production in students often stems from exposure to various texts, whether through reading or listening For instance, hearing a compelling story on a tape or disk can inspire students to share their own narratives.
Reception as part of production
In many situations, production can only continue in combination with the receptive skills Thus, conversation between two or more people is a blend of listening and speaking.
Mastering speaking skills in English is a key priority for foreign-language learners, as highlighted by Richards (2008) Learners often gauge their success and the effectiveness of their English courses based on their perceived improvement in spoken proficiency While oral skills are emphasized in EFL courses, evidenced by the abundance of conversation and speaking textbooks available, the best methods for teaching these skills remain a topic of ongoing debate Educators utilize a range of approaches, from direct methods that focus on specific aspects of oral interaction, such as turn-taking and questioning strategies, to indirect methods that foster oral interaction through group work and task-based activities.
Many learners mistakenly believe that speaking a language equates to knowing it, leading them to focus solely on conversational skills As Nunan (1991) points out, success in language learning is often measured by the ability to engage in conversation If learners lack opportunities to practice speaking, they may quickly become demotivated and lose interest Conversely, when engaging and effective speaking activities are incorporated into lessons, the classroom environment becomes enjoyable and dynamic, ultimately boosting motivation and enhancing the overall learning experience.
2.4.4 Principles for teaching speaking skills
Harmer (2001, p.252-253) suggests some principles of teaching the speaking skills as follows:
Learners often experience frustration in speaking when they lack the necessary vocabulary and grammar to articulate their thoughts To facilitate their success, several strategies can be implemented to enhance their communication skills.
Before engaging students in spoken activities, it's essential to assess their understanding of key vocabulary and provide supportive phrases or questions It's important to recognize that language learners may struggle to use newly introduced grammatical, lexical, or phrasal elements in spontaneous conversation Typically, additional exposure and practice are required for students to achieve fluency with new language Therefore, we should not anticipate that students will immediately incorporate newly learned language into communicative activities.
Effective production planning should encourage the use of previously acquired language skills Additionally, speaking tasks must facilitate negotiation for meaning to enhance communication.
When students lack interest in the topics presented by teachers, their effort in language production diminishes significantly This is especially true for students with language limitations, who struggle further when faced with unengaging subjects and insufficient information To enhance language production activities, Harmer (2001) recommends several strategies to ensure topics are engaging and relevant to students.
It is important to try and find the type of tasks (and the topic materials) which will involve the members of our classes.
Create interest in the topic
To ensure student engagement in activities, it is essential to generate interest in the topic being explored.
Students may struggle to engage enthusiastically in a topic of interest if they lack familiarity with the associated tasks.
To effectively engage students, it's essential to diversify the topics we present, catering to the diverse interests within the class By offering a wide range of subjects and activities, we significantly increase the likelihood of organizing successful language production activities over time.
When planning a speaking task, it is crucial to identify the essential information that will ensure the task's success Providing this key information to students before they begin is vital for effective learning and performance.
2.4.5 Classroom techniques and tasks for speaking
Nunan (2003, p.56, 57) suggests the following classroom techniques or tasks for teaching and learning the speaking skills
Information gap is a useful activity in which one person has information that the other lacks They must use the target language to share that information.
Jigsaw activities are a bidirectional or multidirectional information gap. Each person in a pair or group has some information the other persons need.
Sub-skills in teaching and learning the speaking skills
According to Roger (2008, p.6), speaking is one of the most challenging skills to master, as it requires learners to effectively produce linguistic elements such as pronunciation, vocabulary, and grammar while also understanding the context of language use Successful speaking relies on both listening comprehension and various speech production sub-skills, including vocabulary retrieval and grammatical pattern selection, particularly in unpredictable situations Additionally, McCarthy and O’Keeffe (2004), Fulcher (2003), and Richard (1994) highlight that the macro skill of speaking encompasses smaller fluency sub-skills, emphasizing the necessity of a solid grasp of these sub-skills for achieving English speaking competency (Roger, 2008, p.6-7).
Native English speakers utilize various coping strategies to navigate communication challenges in conversations Non-native speakers can enhance their conversational skills by adopting techniques such as paraphrasing, reduction, and word coinage These strategies offer learners alternative methods to reach language goals that may seem unattainable due to their current proficiency Additionally, employing coping strategies can boost learners' confidence, making them more willing to engage and interact with others in dialogue.
Competent English speakers excel in negotiating meaning during conversations, as highlighted by Roger (2008), who notes the importance of phrases for negotiation and re-negotiation to clarify intentions Learners often lack the diverse range of negotiative functions and strategies that native speakers use, leading to potential misunderstandings in dialogue Therefore, speaking syllabi should incorporate negotiative functions such as clarification requests, expressing opinions, making requests or suggestions, and reacting to others' statements, along with insights on indirect communication Early exposure to these functions enhances learners' ability to effectively convey meaning and ensures that their messages are understood, ultimately fostering more competent English speakers.
A crucial sub-skill in communication is the ability to effectively open and close conversations According to McCarthy and O'Keeffe (2004, cited in Roger, 2008, p.8), teaching learners how to initiate conversations is essential for developing their speaking competence Additionally, English conversation closings are often ritualized, with a variety of pre-closing and closing phrases that native speakers use to gracefully end discussions and avoid rudeness (Dornyei and Thurell, 1994, cited in Roger, 2008, p.8).
A crucial sub-skill for learners is discourse management, which involves the effective use of discourse facilitators By mastering this skill, learners can improve the clarity and coherence of their dialogues, making it easier for their conversation partners to follow and engage with their utterances.
In short, Dornyei and Thurell (1994, cited in Roger, 2008, p.9) concludes that the acquisition of the above sub-skills is very important to foreign language learners.
Textbooks and their roles in a language program
Textbooks are defined as instructional manuals or standard books used in various fields of study, tailored to meet the needs of educational institutions According to Penny Ur (1987), a textbook serves as a systematic resource for both teachers and students in a language course Furthermore, Warren (1981) describes textbooks as organized printed materials designed for use in elementary or high school curricula.
2.6.2 The roles of textbooks in the ELT classroom
Textbooks are essential educational tools that offer guidance on teaching methods and content They save valuable time by providing ready-made activities and materials, allowing educators to focus on instruction rather than creation Additionally, textbooks serve as a resource for inexperienced teachers, offering innovative teaching ideas they may not have considered on their own.
Textbooks are the primary teaching resource for most educators, serving as a key structure for course content and instructional sequence (Komoski, 1985) Research indicates that teachers often rely heavily on these texts (Elliot & Woodward, 1990) The lack of a textbook can negatively impact the perceived value of a subject among students and their parents (Laws, 1988; Laws & Horsley, 1990).
Penny Ur (1996) emphasized the essential role of textbooks in language teaching programs, stating that they serve as a backbone, providing a clear framework for both teachers and learners This structure allows for a sense of direction and progress throughout the learning process (Pham Thi Bao Uyen, 2004, p.14) Without textbooks, language programs may lack a cohesive core, potentially leading to an unstructured syllabus that is not systematically planned O’Neil (1982) supports this perspective, reinforcing the importance of textbooks in educational settings.
Textbooks serve as essential foundational resources for teachers and classrooms, acting as starting points for lessons and discussions Much of the significant instructional work in the classroom often begins with the content provided in these textbooks.
According to Richard (2001, p.2), reliance on textbooks and teachers' manuals can diminish the skills of educators When teachers depend heavily on these resources for instructional decisions, their role may be reduced to that of a technician, primarily focused on delivering pre-prepared materials rather than engaging in creative teaching practices.
McDonough and Christopher (1993) argue that while textbooks do not deskill teachers, they can effectively train them, especially for those with limited teaching experience According to Pham Thi Bao Uyen (2004, p.14), a textbook paired with its teacher's manual can act as a valuable resource for initial teacher training Wright (1981) also acknowledges the significant role that textbooks play in the educational process.
Effective teaching materials are essential for addressing the gaps in teachers' knowledge and ensuring comprehensive syllabus coverage, along with well-designed exercises Additionally, these materials serve as vehicles for implementing decisions that are ideally made outside the classroom by experts.
Moreover, Ur (1978,cited in Pham Thi Bao Uyen 2004, p.15) emphasizes:
The learner can use the textbook to learn new material, review and monitor progress with some degree of autonomy A learner without a textbook is more teachers–dependent.
Textbooks play a crucial role in standardizing instruction by ensuring that students across different classes receive consistent content This uniformity allows for equitable testing and assessment, as all students are evaluated on the same material As Richard (2001) notes, the use of textbooks facilitates this important aspect of education (Awasthi, 2006, p.9).
Textbooks help to save teachers’ time, enabling teachers to devote time to teaching rather than materials production They also provide a variety of learning resources Richard (2001, cited in Awasthi,2006,p.9) confirms:
Workbooks, cassettes, Videos, CDs etc and comprehensive teaching guides, providing rich and varied resources for teachers and learners often accompany textbooks.
In summary, both researchers and educators agree on the essential role of textbooks within language programs, viewing them as fundamental components that serve as starting points for both teachers and learners.
There are numerous approaches which offer valuable insights into creating a language program White (1988, p.92) comments:
A complete syllabus specification will include all five aspects: structure, function, situation, topic, and skills The difference between syllabuses will lie in the priority given to each of these aspects.
Attempting to combine the various aspects of language has also been addressed by Hutchinson and Waters (cited in Rabbini and Gakuen, 2002, p.1)who state:
Effective teaching materials simultaneously incorporate multiple syllabuses, with one typically serving as the primary organizing element while the others remain present to support the overall learning experience.
If our assumptions about the nature of linguistics and language learning are one of
"language as communication" (Richards and Rodgers 1986, cited in Rabbini and Gakuen, 2002, p.2) then a syllabus based around activities and tasks which promote real and meaningful communication will seem advantageous.
When critically reviewing a syllabus, it is essential to consider both the course objectives and the learners' needs Ideally, a hybrid syllabus should emerge from practical considerations, as highlighted by Hutchinson and Waters (1987, cited in Rabbini and Gakuen, 2002, p.3).
It is wise to take an eclectic approach, taking what is useful from each theory and trusting also in the evidence of your own experience as a teacher.
When designing or evaluating a syllabus, it is crucial to assess whether it encompasses all necessary aspects and to establish clear priorities These considerations should be integral to the criteria used in the syllabus development process.
2.6.4 Textbook adaptation and techniques of adaptation
Textbooks are often designed for global markets, which may not align with the specific interests and needs of learners, necessitating adaptation (Richard, 2001) Adaptations can enhance comprehensibility and reduce frustration, ultimately fostering academic success and self-confidence (Alex Ragan, 2006) According to McDonough and Shaw (1999), teachers primarily engage in adaptation to make their teaching more relevant to their students Consequently, it is essential for educators to learn how to effectively use and adapt textbooks to advance their professional development.
Teachers often engage in adaptation, which involves modifying course materials to better align with the dynamic realities of classroom learning This process of adjusting various components of a course book is essential for effectively addressing the needs of students in a flexible educational environment.
Overview of the textbooks New Headway Beginner and Elementary
The New Headway series, including Beginner (2000) and Elementary (2004) by Liz Soars and John, is designed for adult and young adult learners at the elementary level The Beginner level is ideal for those with some prior English knowledge who lack confidence to advance It introduces new language gradually and logically, with carefully selected vocabulary to prevent overload Numerous controlled practice activities help build confidence, alongside simple skill work featuring manageable communicative tasks The Everyday English section focuses on essential social and functional language The Elementary level aligns with higher levels of New Headway, aiming to enhance learners' language skills through a diverse range of speaking practice activities.
The syllabus encompasses grammar, lexis, language functions, topics, tasks, and various language skills, including pronunciation It combines proven traditional methods with recent research-based approaches, ensuring lower-level students receive essential structural input for future learning A diverse range of practice activities is included, with vocabulary development integrated throughout the syllabus and emphasized in a dedicated section to enhance speaking skills Skill work is balanced and derived from authentic sources, tailored to suit learners' levels The Everyday English section focuses on helping students improve their conversational abilities through practical situations.
The New Headway Textbooks at elementary level are structured as follows:
This activity serves as an engaging introduction to the lesson, directly connecting to the language concepts to be explored in the unit It may focus on topical or grammatical elements, or it could review material from the previous unit, ensuring a seamless transition and reinforcing learning.
Presentation the new language (Grammar Spot)
New language concepts are introduced via texts, primarily dialogues, allowing students to engage in simultaneous reading and listening This dual approach aids in connecting spelling with English sounds, enhancing pronunciation, form, and usage Occasionally, two presentation sections are included to divide larger segments of new language, making learning more manageable.
This section features a diverse range of controlled and freer practice exercises that primarily focus on speaking and listening skills, while also incorporating reading and writing tasks Activities include information gap exercises, mingle activities, information transfer listening exercises, and questionnaires, alongside numerous personalized activities Additionally, there are grammar-focused exercises designed for overt analysis, such as the "check it" activity.
The vocabulary in the book is thoughtfully graded and consistently recycled to prevent student overload Lexical sets are chosen based on their relevance to the grammar input, such as daily activities, and their practical utility These categories encompass essential aspects of everyday life, including food, sports, numbers, dates, travel, time, occupations, descriptions of people and places, shopping, sightseeing, and emotions.
Moreover, the pronunciation is focused to get students familiar with the sounds in English and make them understandable.
Consistent practice with unseen listening sections, whether in dialogue or monologue format, enhances language skills relevant to each unit As the course progresses, these exercises are crucial for developing students' ability to grasp the main message of various texts.
In the presentation sections, students enhance their English pronunciation and intonation, while the practice sections offer less controlled exercises for freer speaking opportunities Numerous speaking exercises are integrated with listening and reading activities, including pre-text discussions to engage students and post-text discussions to deepen understanding.
This is a very important part of the books There is language input and practice of several kinds:
- Survival skills, such as numbers, saying dates, the alphabet, saying prices, filling forms and asking for direction.
- Social skills such as social expressions and greetings.
- Functional areas such making requests, asking for help, etc.
The New Headway textbooks for elementary students prioritize speaking skills, emphasizing conversational fluency through various oral communication opportunities The curriculum includes oral presentations, dialogues, role plays, and class activities to enhance speaking practice Pronunciation practice addresses the mechanical aspects of speaking, while specific conversation strategies are taught, such as initiating and closing conversations, topic development, turn-taking, and using idiomatic expressions "Conversation" dialogues serve as role-play exercises that introduce new structures and functional expressions, with pair exercises further promoting individual practice Ultimately, the New Headway textbooks aim to engage students in active information sharing and collaborative tasks to foster effective communication skills.
The English Program for elementary level at KFLIC
The Ministry of Education and Training's Decision 31/2007/QĐ-BGDĐT establishes regulations for foreign language teaching across national language centers, mandating a course duration of 400 periods, each lasting 45 minutes KFLI.C has selected the "New Headway Beginner" and "Elementary" course books for its elementary level English classes.
2.8.2 Overview of learners and teachers of English at Kon Tum Foreign Language - Informatics Centre
At Kon Tum Foreign Language-Informatics Centre, English learners vary significantly in age, aptitude, characteristics, motivation, and learning attitudes The age of learners influences teaching methods, as adult learners, primarily government employees, focus on obtaining a level A certificate to meet job qualifications, aiming solely to pass exams In contrast, adolescent learners from high schools and colleges seek to enhance their speaking skills, which are often neglected in their formal education Consequently, they enroll in English courses at the center to improve their communication abilities.
English speaking skills Others find it essential to get a certificate such as A or B certificate for their future life, or job.
The English teachers at K.F.L.I.C are approximately thirty years old and possess the necessary qualifications for teaching at the Centre They are certified educators with over five years of experience from lower and junior secondary schools in the province, holding university degrees in English teaching Additionally, they have strong English speaking skills and participate in nationwide workshops on English language teaching annually At the Centre, the primary emphasis of their instruction is on enhancing learners' speaking and listening abilities.
Previous studies on teaching speaking skills and textbook adaptation
This section presents the studies related to my research in Vietnam and in other countries.
Liz's thesis (2001) examined the evaluation process of the textbook English Firsthand 2 at Sung Kyun Kwan University in South Korea during 2000-2001, aiming to assess its pedagogical value for the language program The research revealed some concerning issues with the textbook; however, it also highlighted that its strengths significantly outweighed its weaknesses Teachers noted that English Firsthand 2 sparked greater interest in language study among students, who generally found the textbook engaging and useful Liz concluded that while the textbook cannot be fully endorsed or rejected for this specific context, it can still be effective when used by skilled instructors with the right audience.
Luchini's (2004) evaluative case study examined the impact of a spoken English program at Shanghai Normal University, where the researcher served as a facilitator, assessor, and evaluator The study emphasized the importance of integrating both form-focused and accuracy-focused activities to enhance the development of oral skills in foreign language classrooms Luchini concluded that providing opportunities for learners to engage in both instructional approaches is essential, as each contributes significantly to second language acquisition.
In his 2008 thesis, Roger highlighted that Japanese students, despite starting English studies around the age of twelve, exhibit the lowest oral English proficiency in Asia The research aimed to uncover the reasons for this underperformance and proposed a foundational English speaking skills course specifically designed for Japanese high school students This course seeks to address the oral communication needs of first-year students, enhancing their speaking abilities beyond what current English programs in Japan provide, ultimately improving the overall oral proficiency and competence of high school students.
Sripathum’s study (2008) explored the results of an intervention designed to improve the listening-speaking skills of students with low English proficiency for
A study conducted at Thammasat University in Thailand over 60 hours revealed that less-able English students struggle with multiple language skills due to limited learning strategies These students find listening and speaking more motivating as they facilitate everyday communication To enhance their learning, it is essential to provide intensive exposure to the target language both in and outside the classroom, fostering a relaxing and supportive environment for repetitive learning Additionally, clear assessment guidelines, descriptors, and benchmarks are necessary to help learners understand their current abilities and the language functions they need to master in order to progress to higher levels.
Pham Thi Bao Uyen (2004) conducted a study on the use of the textbook Tieng Anh 6 in Lower High Schools in Hue Province, revealing that both teachers and students held positive attitudes towards the textbook and expressed enthusiasm for its use Despite recognizing various constraints, teachers demonstrated awareness and developed strategies to mitigate these challenges However, the study also identified some ongoing difficulties in the implementation of the textbook.
The book fails to adequately prepare both teachers and students for effective use, compounded by insufficient training and administrative support for its adaptation Additionally, the textbook imposes a heavy workload, demanding extraordinary abilities from teachers to navigate the new understanding and skills required Lastly, a disconnect between teaching methods and testing practices obstructs teachers from implementing communicative learning and teaching activities effectively.
Pham Van Chi (2008) conducted a study at AGU that examined the impact of communicative tasks on learners' speaking skills and motivation in English The findings indicated that these tasks significantly improved students' speaking abilities and increased their motivation to speak Additionally, students expressed positive reactions towards the use of communicative tasks in language teaching.
Bui Thi Minh Hong (2006) highlights the inadequate teaching of speaking skills at a Vietnamese university, leading to graduates struggling with English communication She critiques the Lifeline textbook (Hutchinson, 2001) for its focus on pronunciation, situational conversations, and arguments, noting that teachers often rely on passive listening exercises without explaining sound production, resulting in students forgetting correct pronunciations Additionally, the lack of teacher motivation diminishes student cooperation during situational conversations, while argumentation is often neglected due to teachers prioritizing writing and reading for exam success Hong also points to syllabus designers' oversight of speaking skills' importance and advocates for integrating technology, specifically computer-mediated communication (CMC), to enhance teaching methods and improve students' oral skills in English as a foreign language (EFL).
Numerous studies have explored the impact of textbooks on teaching and learning speaking skills, particularly in Asia and Vietnam Most research, such as that by Pham Thi Bao Uyen (2004) and Pham Van Chi (2008), has concentrated on compulsory English education in secondary schools and universities, highlighting challenges due to limited syllabus timeframes Uyen evaluated the Tieng Anh 6 textbook, while Chi focused on communicative tasks to boost university students' speaking abilities However, there is a notable lack of research on teaching speaking skills and the assessment of native textbooks used in National Foreign Language Centers This gap underscores the need for a study on the effectiveness of the New Headway series by Liz and Soars in enhancing speaking skills.
Summary
This chapter outlines essential terms that define the research's scope and content, addressing the significance of textbooks in language programs It explores adaptation techniques and design approaches while describing the textbooks utilized, along with the learners and teachers at the Kon Tum Foreign Language-Informatics Centre Additionally, it reviews prior studies and identifies gaps in the existing literature The following chapter will delve into the research methodology.
METHODOLOGY
Introduction
This chapters presents information regarding the methodology used in the study It then gives details about research participants and data collection.
Participants
The study involved 40 elementary-level English learners from classes A2, A3, A4, and A6 at the Kon Tum Foreign Language-Informatics Center, alongside 5 English teachers (3 females and 2 males) Participants were randomly selected, comprising 20 females and 20 males, aged between 13 and 24 years The teachers, aged 28 to 35, all hold a Bachelor's degree and possess over four years of teaching experience Detailed participant information is provided in the accompanying table.
Number of learners Ages Level of
Table 3.1: Learners and teachers’ profiles
Methodology
This study utilizes a mixed methods approach, incorporating both quantitative and qualitative research techniques as outlined by McMillan and Schumacher (1993) and Hannan (2007) Qualitative data, gathered through interviews, enhances the understanding and interpretation of results, enriching the overall study Furthermore, this qualitative data serves as a means to crosscheck and validate the findings obtained from the questionnaires.
Data Collection Instruments
To investigate the impact of the New Headway textbooks by Liz Soars and John on the teaching and learning of speaking skills, as well as the challenges encountered by both teachers and students, and to enhance the effectiveness of these textbooks, various research tools were employed.
To assess the perceptions of learners and teachers regarding the impact of New Headway at the elementary level, questionnaires were utilized to gather data on the challenges faced when using the textbooks to enhance speaking skills and their overall adaptability Written questionnaires were deemed suitable for this study, as they are widely recognized and understood by respondents (Berdie, Anderson, and Niebuhr, 1986) A significant benefit of using questionnaires is that the data collected is largely independent of the specific system, users, or tasks involved Furthermore, questionnaire data serves as a reliable foundation for comparisons and can effectively demonstrate whether quantitative usability targets have been achieved (Jurek Kirakowski, 2000).
This study utilized two distinct versions of questionnaires employing a Likert scale to gather data The first questionnaire, aimed at teachers, was composed in English and included 17 questions (refer to appendix 1) The second questionnaire, designed for learners, was written in Vietnamese to eliminate potential misunderstandings related to the second language.
It had 16 questions (see Appendix 2).
In March 2010, two sets of questionnaires were administered, undergoing revisions after an initial pilot stage with a small group of English learners and a teacher Feedback from this pilot was utilized to enhance the clarity of the questionnaires, leading to adjustments in the order of questions and the rewriting of specific words and phrases for better comprehension by both students and teachers.
In the revised questionnaire for teachers, question 6 was initially aimed at assessing how grammar points were presented in textbooks but was changed to evaluate teachers' perceptions of pronunciation Additionally, question 9 was relocated to question 13, while question 10 was removed due to findings from interviews and class observations indicating varied interaction methods used by teachers during speaking sessions Furthermore, question 11 was also shifted to question 13, and questions 12, 13, 14, and 15 were retained for further analysis.
16 were changed into the order questions 9, 10, 11, 12 and 13.
There were 16 questions in questionnaire 2 (for learners) at first However, after the pilot, questions 8 and 9 were deleted Therefore, questionnaire 2 consisted of 14 questions only.
Before the questionnaires were used for the main scheme, they were read by the teachers and colleagues who have experience in using the textbooks for teaching English at KFLIC.
In the primary study, elementary-level learners from classes A2, A3, A4, and A6, along with their teachers, completed questionnaires in the classroom To enhance the reliability of their responses and encourage positive participation, clear instructions were provided prior to answering the questions Additionally, students were assured that their answers and opinions would not impact their learning experience.
Interviews are essential for uncovering the narratives behind participants' experiences, allowing interviewers to delve deeply into specific topics As noted by McNamara (1999), they serve as effective follow-ups to questionnaire responses, facilitating the collection of qualitative data Steinar Kvale (1996) emphasizes that interviews enable individuals to express their perspectives in their own words, capturing a range of subjective views While research interviews may not yield purely objective information, they focus on meaningful relationships that require interpretation In this study, structured interviews were conducted with five students and five teachers who had previously completed questionnaires, aiming to gather qualitative insights on textbook evaluation related to teaching and learning speaking skills, challenges faced by educators and students, and necessary modifications to the textbooks The interviews were conducted in both Vietnamese and English, each lasting a considerable duration.
The study involved semi-structured interviews lasting between 10 and 15 minutes, focusing on textbooks evaluation, teaching speaking skills, and textbook adaptation Two interview checklists were utilized, with the first containing 14 questions and the second 11 questions A total of five learners, selected from a sample of 40, participated in the interviews, which included three students aged 13-14, one 18-year-old, and one 24-year-old The researcher conducted two interviews for two groups of learners on April 15, along with two additional interviews for teachers.
Classroom observation provides researchers with an immediate and comprehensive view of events (Wragg, 1994, p.9) This study involved two classroom observations to verify the alignment between teachers' perceptions reported in questionnaires and interviews and their actual classroom practices Careful note-taking was employed during these observations, with the first taking place in class A6 on May 15, 2010, and the second in class A2 on June 20, 2010.
The experimental teaching utilized the New Headway Beginner (2000) and Elementary (2004) textbooks by Liz Soars and John During the research, classes A2, A3, and A4 had completed unit 6 of the New Headway Elementary textbook, while class A6 had worked on unit 1.
Methods of data analysis
The study's data were collected and categorized from questionnaires, interviews, and class observations, followed by analysis using statistical frequency and percentage Quantitative, descriptive, and interpretive methods were utilized to interpret the findings effectively.
Summary
This chapter outlines the data collection methods and tools used in the study After piloting and refining the questionnaires, they were distributed to 40 students and 5 English teachers at KFLIC Following the completion of the questionnaires, interviews were conducted with the participants Additionally, classroom observations were carried out to assess the effectiveness of teaching and learning speaking skills using the textbooks at KFLIC.