An evaluation of the coursebook “solutions pre intermediate 3rd edition” for teenage students at duong minh language center

INTRODUCTION

Background to the study

English has emerged as a global phenomenon, experiencing a significant rise in learners and diverse applications (Galloway & Rose, 2015) The evolving role and perception of English as a global language necessitate that educational practitioners reassess and update their English learning and teaching (ELT) models and materials This need is particularly crucial in countries like Vietnam, where traditional ELT approaches have been predominant for many years (Sharifian, 2009).

Since the Economic Renovation in 1986, Vietnam has seen significant economic growth driven by deep internationalization, with foreign language education playing a crucial role in this integration The emphasis on foreign languages, particularly English, is vital for enhancing human resources and facilitating international collaboration In 2008, the Vietnamese Ministry of Education approved a National Plan titled “Teaching and Learning Foreign Languages in the National Formal Educational System in the Period of 2008-2020,” aimed at improving the quality of English Language Teaching (ELT) in Vietnam.

Under Vietnam's National Plan, English has been established as a compulsory subject starting from Grade 3, encompassing primary (ages 6-11), lower secondary (ages 11-15), and upper secondary education (ages 15-18) (Nguyen Thi Thuy Lan, 2016) A key aspect of this initiative is the comprehensive redesign of foreign language curriculums, with the Ministry of Education and Training (MOET) overseeing the standards, compilation, and publication of official foreign language textbooks (Educational Law, 2005) Additionally, research by Hoang Van Van (2010) confirms that since 2008, English instruction has been mandatory for students beginning in Grade 3, with some schools offering it as early as Grade 1, continuing through to Grade 12.

The Ministry of Education and Training (MoET) mandates that students complete 35 weeks of foreign language instruction during their secondary education, equating to approximately 600 periods dedicated to language learning At the tertiary level, foreign language courses comprise 10 to 12% of the total credit hours required for graduation.

The importance of English in Vietnam has led to significant growth in both formal and informal education systems As a result, English learning and teaching have become increasingly prevalent across the country, reflecting the language's vital role in education and communication.

In Vietnam, various English teaching establishments, including language centers at colleges and universities, foreign and joint venture language schools, and professional associations, offer a diverse array of English courses to cater to learners' needs Notable institutions in this non-formal educational sector include American Apollo, the British Council, ACET, and ILA, which provide courses tailored for different learners with varying levels of English proficiency These centers have successfully attracted many students, especially teenagers, and their collective efforts have led to significant improvements in the quality of English Language Teaching (ELT) in the country.

Duong Minh Language Center stands out as a leading choice for secondary education learners seeking English language instruction Renowned for its skilled teachers and innovative teaching methods, the center employs materials primarily sourced from foreign countries or adapted from Vietnamese textbooks While such materials are common in many language centers, they often lack relevance for English as a Foreign Language (EFL) students in Vietnam, as they do not reflect the cultural context necessary for effective learning Consequently, the authentic language used in these materials may not adequately address the specific needs of Vietnamese learners.

Evaluating teaching materials is essential to assess their appropriateness and effectiveness for English learners, as well as to understand the attitudes of both teachers and students towards their use Without proper evaluation, dissatisfaction may arise, leading to resistance in utilizing these resources effectively.

Problem statement

Coursebooks play a vital role in enhancing the quality of teaching and learning, as they encompass the entire curriculum (Butcher et al., 2006) Consequently, it is essential to assess and evaluate these coursebooks to identify their strengths and weaknesses, facilitating further improvements.

Through coursebook evaluation, teachers can identify the most suitable materials that align with learners' needs, leveraging strengths while addressing weaknesses to enhance teaching and learning outcomes Cunningsworth (1995) outlines three types of coursebook evaluation: pre-use, in-use, and post-use, which guide educators in selecting effective resources.

Pre-use coursebook evaluation is considered the most challenging type, as teachers and learners lack prior experience with the materials In contrast, in-use evaluation is typically performed to meet specific needs, taking into account the audience, objectives, and resources associated with the coursebooks Lastly, post-use evaluation allows teachers and learners to share their insights based on their experiences, highlighting the strengths and weaknesses of the coursebooks for future enhancements.

The "Solutions: Pre-Intermediate Student's Book, 3rd Edition" has been effectively utilized at Duong Minh Language Center for nearly two years, offering 100% new content that enriches the learning experience This updated edition presents diverse and engaging resources, backed by reliable teaching methodologies that ignite student interest and motivation for success Additionally, it retains successful language content and learning strategies from previous editions, ensuring a comprehensive approach to language acquisition.

The "Solutions: Pre-Intermediate Student's Book, 3rd Edition" introduces new sections on listening and vocabulary, enhancing EFL learners' comprehensive English skills and confidence as communicators The coursebook supports Communicative Learning and Teaching (CLT), promoting active learning through various tasks and study guides Each unit offers a wide range of opportunities for skill development and language knowledge However, despite these improvements, the material has not been evaluated by teachers at Duong Minh Language Centers or by students who have used it, leading to mixed feedback; while some appreciate its design and content, others find it unsuitable for the EFL context in Vietnam.

The researcher conducted a study titled “An Evaluation of the Coursebook ‘Solutions: Pre-Intermediate – Student Book 3rd Edition’ for Teenage Students at Duong Minh Language Center.”

Aims and objectives of the study

This study evaluates the "Solutions: Pre-Intermediate – Student Book 3rd Edition" to assess both teacher and learner satisfaction regarding its suitability for students' English proficiency and background knowledge.

The following objectives are derived from the overall aims:

(1) To examine the students‟ views on the coursebook “Solutions: Pre- Intermediate 3rd Edition”

(2) To explore the teachers‟ views on the coursebook “Solutions: Pre-Intermediate 3rd Edition”

Research questions

The following research questions are formulated in response to research aims and objectives:

1 What are the students‟ views on the coursebook “Solutions: Pre-Intermediate 3rd Edition”?

2 What are the teachers‟ views on the coursebook “Solutions: Pre-Intermediate 3rd Edition”?

Scope of the study

Hutchinson and Waters (1993) outline various criteria for coursebook evaluation, including audience, aims, language content, skills, and methodology This thesis, however, concentrates primarily on the satisfaction of teachers and learners regarding key aspects of the coursebook, specifically language skills, language components, teaching methodology, and physical appearance.

The subjects of the study are 150 elementary learners with the age range of 12-

15 years old who are taught with coursebook „Solutions: Pre-Intermediate – Student Book 3rd Edition‟ and 6 teachers of English at Duong Minh Language Center in 2019 – 2020

The study was implemented from early October 2018 to late March 2020 at Duong Minh Language Center, Ho Chi Minh City.

Significance of the study

The study's findings will benefit both the researcher and teachers using the "Solutions: Pre-Intermediate - Student Book 3rd Edition" at Duong Minh Language Center in Ho Chi Minh The research aims to uncover the strengths and weaknesses of the coursebook, providing valuable insights for effective teaching.

The "Solutions: Pre-Intermediate – Student Book 3rd Edition" is currently utilized as the coursebook for pre-intermediate learners at Duong Minh, aiming to evaluate its suitability for English teaching and learning in Vietnam's EFL context Additionally, the study assesses the satisfaction levels of both teachers and students regarding the coursebook.

Exploring six different aspects of books, including their physical appearance, format, content, and supplementary materials, offers empirical evidence that can enhance lesson planning and ultimately improve English teaching and learning outcomes.

„Solutions: Pre-Intermediate – Student Book 3rd Edition‟.

Definition of key terms

1) Coursebook: It is defined by Dudley (1998) that a coursebook refers to a book used by students when they do a particular course of study In the current study it is the coursebook „Solutions: Pre-Intermediate – Student Book 3rd Edition‟ which is used for English learning and teaching at Duong Minh Language Center

2) Coursebook evaluation: Tomlinson and Masuhara‟s (2004:1) definition of coursebook evaluation is: “Coursebook evaluation involves measuring the value (or potential value) of a set of learning materials by making judgements about the effect of materials on people using it” In the current study, the coursebook will be evaluated in reference to its Physical appearance and format, Content (Units, activities, exercises, skills and sub- skills), and Supplementary materials.

Organization of the thesis

In order to obtain the research aims and objectives, there are five chapters covered in the study, including:

Chapter 1: Introduction – The first chapter focuses on providing the research background, problems leading to the study, intended research aims and objectives, formulated research questions, the scope of the study, and the significance of the study

Chapter 2: Literature Review – The second chapter provides a theoretical overview of previous literature concerning coursebook evaluation, particularly the issues related to ELT coursebook evaluation Previous studies are also explored to formulate the conceptual framework

Chapter 3: Methodology – This chapter describes research design, sampling method, data collection instruments, data collection process, and data analysis of collected data

Chapter 4: Findings and Discussions – In this chapter, data collected from research instruments are presented and analyzed in alignment to research questions Some findings are also discussed to draw up important conclusion

Chapter 5: Conclusion – Lastly, the final chapter summarizes the main findings to generate practical implications and suggestions

LITERATURE REVIEW

Introduction

This chapter outlines the theoretical foundation for assessing the "Solutions: Pre-Intermediate – Student Book 3rd Edition" used by learners at Duong Minh Language Center It consists of five sections: the first highlights the significance of materials in English teaching and learning, while the second examines various approaches and methods for coursebook evaluation The third section reviews previous studies on coursebook evaluation in EFL contexts Finally, the chapter culminates in the development of a conceptual framework for the study based on the literature review.

ELT materials in learning and teaching language

2.2.1 Role and purpose of materials in teaching language

There is no doubt that teaching materials are amongst the most important components of learning and teaching because they are used in all the curriculum for

Teaching and learning are fundamentally reliant on materials, as highlighted by Cunningsworth (1995), who asserts that these resources offer diverse ideas for engaging learning activities that foster meaningful communication Additionally, EFL learners can leverage these materials as crucial references for acquiring and revising grammar, vocabulary, and pronunciation skills.

Dudley (1998) highlighted that the effective use of teaching materials significantly boosts learners' motivation and interest Moreover, these materials benefit teachers, whether they are experienced or novice, by offering valuable ideas and content for lesson planning Supporting this notion, Richards (2001) views teaching materials as a vital resource for teacher training, enhancing their experience with coursebook usage.

Referring to the coursebook‟s functions, Dudley (1998) lists four main functions of materials, including providing sources of language, providing learning

The "Solutions: Pre-Intermediate – Student Book 3rd Edition" serves as a vital resource for both teachers and learners, offering a meaningful and diverse source of language essential for effective learning and teaching To maximize its potential, it is crucial that teaching materials are employed appropriately, enabling learners to engage intellectually with the language rather than relying on mechanical processes Dudley (1998) emphasizes that well-designed materials present challenging yet achievable tasks, fostering motivation and allowing students to build on their existing knowledge Furthermore, Tomlinson (1998) highlights the importance of materials as tools for self-discovery, providing detailed explanations, examples, and practice tasks that support at-home study By utilizing effective language and teaching methodologies, the Solutions coursebook can successfully fulfill its roles in enhancing learning and teaching experiences.

The significance of materials in education is paramount, leading to the use of various teaching resources in learning processes In the realm of language education, two primary categories of materials are prevalent among scholars, educators, and students: printed and non-printed materials Printed materials encompass resources like official textbooks, coursebooks, and workbooks, which play a crucial role in facilitating language learning.

Supplementary materials, including books, handouts, worksheets, and digital resources like computer files and recorded content, play a crucial role in education (Zhorabi, 2011) Regardless of the format, these materials serve diverse learning objectives and cater to the specific needs of both teachers and learners (Richards, 2001).

Coursebooks are the most prevalent and essential teaching materials in the learning process (Richards, 2001) Designed to be reliable, attractive, and user-friendly, they significantly enhance effectiveness on a large scale To maximize their impact, effective coursebooks should include a strong course framework and a systematically planned syllabus (Shabani, 2013) By utilizing coursebooks, learners can effectively grasp key knowledge and language concepts while also understanding the content's overarching ideas.

According to Harmer (1998), while coursebooks are generally well-organized and designed for language content, they are not flawless and can present challenges for both teachers and learners due to certain inappropriate aspects One significant issue is the mismatch between learners' competence and the language presented in these coursebooks Additionally, as noted by Swales (2000), coursebooks may lack self-sufficiency, leading educators to often supplement them with additional materials to improve the overall quality of teaching and learning.

In-house materials, as described by McDonough and Shaw (1993), are tailored teaching resources that are specifically designed to meet the needs of a particular target language, offering a more relevant alternative to published materials Additionally, these materials incorporate customized content and methodologies that enhance the learning experience.

In-house materials offer greater flexibility in learning and teaching activities compared to other materials (Richard, 2001), making this flexibility a key criterion for teachers when selecting resources Additionally, in-house materials effectively address the mismatch between target content and learners' competence, a significant drawback often associated with traditional coursebooks Overall, authors of in-house materials tend to create more tailored and controlled language content that better suits the needs of learners than other types of teaching materials.

In-house materials, while beneficial, have notable drawbacks, particularly in terms of time consumption According to Swales (2000), these locally designed materials often share characteristics with previously rejected published resources Furthermore, Swales (2000) points out that in-house materials tend to be less systematic compared to other types, especially when it comes to delivering single-page handouts This lack of structure can adversely affect the teaching procedure.

McDonough and Shaw (1993) noted that in-house materials lack the polar division found in other published resources, making them unique Additionally, they are often seen as time-consuming and costly due to the lengthy and complex publication process involved.

Material evaluation

Materials encompass a wide range of resources, including documents, design drawings, maps, research works, books, and statistical tables They also include various media formats such as negatives, positive film versions, photographs, microfilm, tapes, and discs for audio and video recording Additionally, electronic documents, manuscripts of literary and artistic works, workbooks, diaries, memoirs, autographs, and handwritten documents are part of this collection Furthermore, it features paintings, prints, publications, and other news items, highlighting the diversity of materials available for research and creative endeavors.

Learning materials play a crucial role in the teaching and learning process, serving as essential resources to facilitate effective education Their primary purpose is to enhance knowledge acquisition efficiently and comprehensively Additionally, these materials significantly contribute to mastering concepts and fostering intellectual engagement among learners.

Material evaluation is an "interactive process" that involves a thorough assessment of teaching materials, as defined by Cunningsworth (1995) This process fosters interaction between teachers, students, and the materials themselves Tomlinson (2003) highlights that material evaluation serves as a functional language activity within applied linguistics, allowing educators and curriculum managers to assess the benefits of the syllabus for its users Additionally, Ellis (1997) and Cunningsworth (1995) note that material evaluation enables teachers to critically re-evaluate their teaching methods, particularly in relation to the appropriateness of student assessments.

2.3.2 Coursebook evaluation and significance of coursebook evaluation

According to Ur (1996), an effective coursebook should include a systematic framework, appropriate texts, and suitable tasks, along with teacher guides for inexperienced educators She also highlights the importance of promoting learner autonomy by transitioning from a teacher-centered to a student-centered approach This viewpoint is echoed by Zhorabi (2011), who identifies key characteristics of a good coursebook as a systematically planned syllabus and a balanced selection of contextual materials.

According to Cunningsworth (1995), evaluating coursebooks is essential for both teachers and learners, as it offers valuable insights into their usage The evaluation process involves identifying the strengths and weaknesses of coursebooks, allowing educators to enhance the effective aspects while addressing the shortcomings If certain materials fail to meet educational requirements, they may be replaced with more suitable alternatives.

With the significant rise in the availability of designed coursebooks, the necessity for coursebook evaluation has gained prominence Zhorabi (2011) highlights that coursebooks reflect the target audience, educational objectives, and teaching methods, making their evaluation crucial Consequently, effective coursebook evaluation empowers teachers to make informed decisions in selecting the most suitable materials for their classrooms.

Cunningsworth (1995) emphasized the importance of teachers' involvement in coursebook evaluation, as they are the primary users responsible for the quality of learning and teaching Teachers' evaluative feedback offers a comprehensive review of coursebooks, making them a critical resource for evaluation Harmer (2002) supports this view, stating that material development and evaluation can enhance teachers' professional growth and help them better understand their students' needs Additionally, evaluating coursebooks allows teachers to identify and refine teaching theories and pedagogies, facilitating effective implementation of tasks and activities.

To conduct an effective evaluation, it is essential for evaluators to consider the definition of evaluation criteria, as these criteria serve as the foundation for their assessments.

In 1998, criteria were defined as the standards evaluators utilize to make decisions about what should be assessed (p.23) Furthermore, Ellis (1997) indicated that checklists have been conventionally employed to evaluate educational materials in a predictive manner, helping to ascertain their suitability for specific teaching contexts.

Brown (1995) identifies five key aspects to consider when evaluating coursebooks, which include teaching ability, curriculum fit, background, and both physical and logical characteristics However, many evaluations tend to focus primarily on external factors, often neglecting a detailed examination of other crucial elements such as the content and methodology of the materials.

Tomlinson (1998) proposed a set of criteria for the general assessment of coursebooks, emphasizing an in-depth examination of their content This close analysis serves as a crucial preliminary step in evaluating textbooks and conducting research in educational settings Tomlinson highlights various aspects that contribute to the effective evaluation of course materials.

In the analysis of coursebooks, two main aspects are emphasized: design and publication Publication pertains to the physical attributes of the coursebooks, presenting them as cohesive learning tools for students, while design reflects a scholarly viewpoint that positions coursebooks as essential pedagogical aids in foreign language education The author challenges the conventional three levels of analysis—physical elements, teacher needs, and student needs—suggesting that these levels allow teacher-analysts to explore a broad spectrum of coursebook elements, including modes of practice, ideas, and language.

Approaches to coursebook evaluation

Research on earlier studies reveals that there are several methodologies for developing coursebook materials, with the approaches suggested by Cunningsworth (1995), McGrath (2002), and Tomlinson (2014) being the most widely recognized.

2.4.1 Approach to coursebook evaluation by Cunningsworth (1995)

Cunningsworth (1995) emphasizes that material evaluation must incorporate linguistic criteria, which encompass language content, teaching methodologies, and language skills Specifically, he highlights the necessity for evaluators to assess the appropriateness of grammar, vocabulary, structures, and functions within the materials Additionally, Cunningsworth underscores the significance of evaluating the effectiveness of the instructional approaches used in the materials.

The materials integrate 15 engaging topics that captivate learners and enhance their language knowledge Cunningsworth (1995) emphasizes that coursebook evaluation should assess the extent to which essential language skills—listening, speaking, reading, and writing—are addressed in each lesson and their relevance to learners' needs and course requirements Additionally, the evaluation should consider the effectiveness of study guides, teaching techniques, and the overall suitability of the materials for the teaching and learning context.

2.4.2 Approach to coursebook evaluation by McGrath (2002)

According to McGrath (2002), teaching materials, particularly coursebooks, are essential in education as they must fulfill the needs of both teachers and students while aligning with syllabus requirements Furthermore, these coursebooks should empower teachers to effectively manage student engagement and make necessary adjustments or additions McGrath offers a systematic method for selecting and evaluating syllabi, along with practical guidance on adapting and supplementing teaching materials.

McGrath identifies five document types: verbal, published, authentic, teacher-written, and learner-produced, primarily focusing on syllabus evaluation throughout the book He emphasizes that the evaluation and design of materials, alongside curriculum and learner assessment, are crucial activities in language learning The significance of evaluating ELT materials is evident in numerous publications and is increasingly integrated into Master's programs Additionally, the creation and publication of teaching materials have evolved into a professional pathway within the realm of English language education.

Post-use textbook evaluation is often overlooked in assessment materials, with a predominant focus on pre-use evaluation Consequently, there is a scarcity of resources available for in-depth exploration of post-use assessment methods.

2.4.3 Approach to coursebook evaluation by Tomlinson (2014)

In the realm of English Language Teaching (ELT), coursebooks are frequently viewed as mere practice sessions rather than essential tools for effective language acquisition (Tomlinson, 2014) There is a growing consensus on the benefits of language learning, which can guide the principles for evaluating educational documents Beyond the criteria outlined by Tomlinson (2014), an effective and relevant coursebook must also meet specific standards to enhance the learning experience.

(1) Help learners develop cultural awareness and sensitivity;

(2) Reflect on the actual use of language;

(3) Help learners in ways similar to the circumstances in which they will have to use language;

(4) Help to create readiness to learn; and

Evaluation of coursebook usage is often neglected, with many teachers unaware of existing evaluation plans (Tomlinson, 2014) Additionally, there is a scarcity of resources outlining effective methods for conducting these assessments.

Previous studies

Coursebook evaluation plays a crucial role in language teaching and learning, attracting significant attention from researchers Numerous theses have been conducted to assess the effectiveness of currently used coursebooks, employing various approaches to evaluation Despite their different methodologies, these studies share a common goal: to outline the evaluation process and demonstrate how it facilitates feedback for the improvement and enhancement of coursebooks.

Alamri (1998) conducted a study to assess the English textbooks used for grade 6 students in Saudi schools The research involved a comprehensive 63-item questionnaire that evaluated 12 critical aspects of the textbooks, such as aims and objectives, topic relevance, language components, skill integration, socio-cultural contexts, teaching methods, teachability, flexibility, and practice opportunities.

The study concluded that the textbook is highly effective, meeting nearly all established criteria for quality educational materials It also provided ten key recommendations for enhancing textbook features, including the incorporation of a comprehensive glossary, engaging illustrations, topics that foster critical thinking, improved listening resources, and consideration of diverse student intelligences.

In a quantitative study conducted by Garayeva (2001) at a language center of Ankara University, the research aimed to explore the criteria students use to evaluate coursebooks The study also examined how these evaluation criteria varied among students based on factors such as gender, age, and English learning experience.

A study involving 146 EFL learners utilized two questionnaires to gather data on coursebook evaluation criteria The first questionnaire included eight open-ended questions aimed at identifying the specific criteria learners used, while the second featured 47 Likert-type questions to assess how these criteria aligned with scholarly recommendations Findings indicated that learners prioritized factors such as the physical appearance of the coursebook, organization of language items, language content, tasks and exercises, and supplementary materials Notably, evaluation criteria varied by gender and type of English learning experience, though no significant differences were observed concerning age or duration of English study The study also highlighted varied perceptions and attitudes among learners regarding evaluation criteria, leading to the researcher suggesting further investigation into these discrepancies.

In his 2001 evaluation, Tomlinson assessed notable UK textbooks, including "Language in Use" from Cambridge University Press, using comprehensive criteria divided into four categories The study also included specific criteria for various multimedia components such as cassettes, CD-ROMs, teacher's books, workbooks, and videos, with detailed commentary provided for each element.

18 coursebook and drew seven positive trends and sixteen negative trends in the UK's current courses

In his 2013 evaluation of the Third-Grade High School English Textbook, Shabani identifies that while the subject matter is reasonable, significant revisions are necessary regarding the layout, design, activities, language proficiency, and overall content mastery.

Chegeni et al (2016) evaluated the coursebook "Four Corners," detailing its content, including total pages, activities, exercises, and tasks The study highlights key language skills addressed in the book, such as pronunciation and vocabulary exercises The authors conclude that "Four Corners" possesses numerous strengths, making it suitable for elementary to intermediate English learners This coursebook is likely to remain a popular choice among students and teachers globally.

In his 2017 assessment of English textbooks at the Matriculation Level in Multan Division, Gulzar found that the textbooks align well with the curriculum and cater to the needs and interests of students The texts, examples, and explanations are effectively crafted, facilitating easy comprehension for learners Additionally, the organization of the textbooks is consistent with the course objectives, ensuring a coherent educational experience.

The 2017 study is crucial for educators, students, textbook designers, and educational professionals as it emphasizes the importance of tailoring instructional content to meet student needs It encourages teachers to adapt their teaching and assessment methods in English classes, ensuring that they implement strategies that are suitable for their students' levels.

In a study conducted by Nguyen Thi Nguyet Anh in 2010, the evaluation of the "Let's go 1A - 2nd edition" textbook for grade 3 primary schools in northern Vietnam was examined The research utilized a combination of evaluation models from Hutchison and Waters (1987) and a checklist by Cunningsworth (1995) The assessment criteria were categorized into six key areas: objectives, content, language points, supplementary materials, overall appearance, and methodology.

The survey revealed that "Let's go 1A second edition" effectively met the course and curriculum objectives, although it faced limitations such as a narrow range of topics, uneven skill development, a demanding communicative methodology for teachers, and the presentation of linguistic input To address these issues, incorporating communicative goals into the course syllabus and utilizing adaptation techniques were proposed as viable solutions.

Tran Thi Phi, Le Phuong Nga, Truong Thi Anh Dao and Ho Minh Thang

In a 2014 study evaluating the coursebook "Market Leader – Elementary" at the University of Economics Ho Chi Minh City, 329 students from classes K37 and K38 completed a questionnaire assessing their English learning background, needs, and perceptions of the coursebook Additionally, 18 English teachers provided their evaluations of the material The analysis revealed that both teachers and students were satisfied with the coursebook due to its appropriateness and teachability The findings highlighted the coursebook's systematic framework, structured progress, and balanced coverage of skills and linguistic aspects, which were well-received by both educators and learners.

Le Van Tuyen (2015) conducted a study evaluating the coursebook used for non-English majored students at the tertiary level in Ho Chi Minh City, Vietnam, as part of a broader project assessing the effectiveness of the ELT curriculum in the non-public education sector The research focused on the selection and utilization of the coursebook, along with the satisfaction levels of both teachers and students Findings revealed that the coursebook selection did not align with students' needs, and its implementation in classrooms was ineffective, highlighting significant weaknesses in the current approach.

The coursebook's general issues, including language content, skill coverage, language functions, and learning context, have hindered the effectiveness of the English curriculum at universities, leading to dissatisfaction among both teachers and learners This study offers recommendations aimed at enhancing the quality of coursebook usage in Vietnamese universities and at the tertiary level overall.

Conceptual framework

This study's conceptual framework is grounded in Garayeva's (2001) research, focusing on the evaluation of the English coursebook "Solutions: Pre-Intermediate – Student Book 3rd Edition." The assessment is structured around three key aspects: physical appearance and format, content (including units, activities, exercises, skills, and sub-skills), and supplementary materials.

In the current study, the researcher employed the evaluation by Garayeva

The current study prioritizes the examination of teachers' and learners' perspectives on the coursebook based on their personal experiences, emphasizing post-use evaluation This approach differs from the evaluation criteria suggested by McGrath (2002) and Tomlinson (2014).

The 2002 study emphasizes the importance of pre-use evaluation of coursebooks Additionally, the researcher aims to explore the perspectives of both teachers and learners regarding various aspects of the coursebook However, it is important to note that Tomlinson's criteria (2014) primarily concentrate on the delivery of skills within the materials.

21 the coursebook, but neglected other aspects such as appearance and format Therefore, the researcher adapted the evaluation criteria from the study of Garayeva

(2001) is that it allowed the researcher to make a complete and thorough evaluation in all aspects of the coursebook

Figure 2.1 presents the conceptual framework of this current study

Summary

This chapter provides a comprehensive overview of coursebook evaluation, highlighting its significance, defining the concept, and outlining three evaluation approaches along with relevant criteria It specifically employs Garayeva's (2001) framework to establish a conceptual model focused on three key aspects: physical appearance and format, content (including units, activities, exercises, skills, and sub-skills), and supplementary materials These elements significantly shape teachers' and students' perceptions of coursebooks, influencing their evaluation processes Additionally, the literature review presented here will inform the research methodology discussed in the subsequent chapter.

Content (Units, activities, exercises, skills and sub-skills)

METHODOLOGY

Research design

This study adopts a descriptive mixed methods design (Creswell, 2012) Quantitative and qualitative methods were deployed to investigate the content, aims and methodology of “Solutions pre-intermediate 3rd Edition”

Qualitative research primarily involves gathering data through textual analysis, with conclusions drawn from significant commonalities (Sutton & Austin, 2015) This method employs a flexible and dialectical strategy, enabling researchers to uncover important topics that may have previously been overlooked.

In qualitative research, some research questions and information collection methods are prepared in advance, but they can be adjusted accordingly when new information appears during the collection process

Qualitative research, as noted by Cohen, Manion, & Morrison (2007), is a widely used method in sociology that emphasizes the quality and content of research subjects, contrasting with the quantitative approach, which focuses on numerical data and statistical analysis While qualitative research explores deeper insights, quantitative research generates data sets that can validate or refute hypotheses through measurable conclusions.

The study employs both quantitative and qualitative methods to effectively gather primary and secondary data from respondents This approach evaluates the suitability of the "Solutions Pre-Intermediate 3rd Edition" coursebook used for teaching English at Duong Minh Language Center by measuring the satisfaction levels of both teachers and students regarding the coursebook during and after its use.

Sample site

Duong Minh provides a comprehensive selection of courses for all ages, from children to adults, including classes for international certification exams to cater to diverse learning needs Students benefit from a modern educational environment featuring well-equipped classrooms with projectors, TVs, and air conditioning.

The "Solutions Pre-Intermediate 3rd Edition" textbook, widely utilized by Duong Minh, offers a comprehensive educational experience by integrating electronic lesson plans with engaging content from leading global publishers This innovative approach enhances learning by providing students with dynamic and enriching lectures.

Duong Minh Language Center employs skilled and dedicated Vietnamese and native teachers to support learners in achieving consistent progress The center offers engaging extracurricular activities that enhance language skills in a dynamic, real-world context Additionally, Duong Minh provides a fee-based incentive system to encourage long-term commitment and ensure continuity in the learning journey.

Research material – Solutions coursebook

The Solutions Pre-Intermediate coursebook is designed for a 12-month study period, encompassing 11 lessons and regular reviews after every two lessons, along with assessments of all four language skills Upon completion, students will be equipped to communicate effectively in everyday situations, read simple literature, write letters on familiar subjects, and take notes during meetings.

This English proficiency level corresponds to B2 on the CEFR framework and is equivalent to an IELTS score of 6.0 For this level, the Syllabus Solutions Intermediate is utilized, offering a comprehensive curriculum that goes beyond basic language skills.

The "Intermediate Solutions" textbook offers a comprehensive understanding of daily life, alongside insights into the science and history of humanity, utilizing a diverse vocabulary Spanning approximately 12 months, it consists of 10 lessons designed to enhance knowledge effectively.

Archbishop, as the publisher, has developed additional exercises aimed at enhancing children's grammar skills At this educational stage, students can effectively write and speak in complete paragraphs and essays, preparing them for pre-university studies in English-speaking countries This foundation equips them to thrive in English-speaking environments, both academically and professionally.

At Duong Minh Language Center, the "Solutions Pre-Intermediate 3rd Edition" coursebook comprises 11 units, each taught over five 45-minute sessions, totaling 57 periods, including two revision sessions To enhance learners' communication skills, instructors utilize the Communicative Language Teaching (CLT) method throughout the course.

The evaluation of the "Solutions Pre-Intermediate 3rd Edition" coursebook focuses on its strengths and weaknesses across three key areas: physical appearance and format, content (including units, activities, exercises, skills, and sub-skills), and supplementary materials The findings aim to assist English teachers in leveraging the book's strengths while addressing its weaknesses to improve their teaching effectiveness.

Sample and sampling procedures

The target group for the study was learners who are taught with the coursebook

The study focused on the "Solutions Pre-Intermediate 3rd Edition" and involved English teachers at Duong Minh Language Center Utilizing convenience sampling, the researcher gathered a sample of 80 learners aged 13-19, all possessing similar English proficiency levels The participant group included both native and Vietnamese teachers, with their backgrounds detailed in accompanying tables.

3 Teaching experiences Less than 3 years 3 10.00%

The researcher analyzed the demographics of teacher respondents across four key aspects: gender, qualifications, years of experience teaching English, and duration of using the Solutions Pre-Intermediate 3rd Edition coursebook The findings are detailed in Table 3.1, which presents the demographic profile of the respondents.

Among 30 teachers of Duong Minh Center participating in the study, the majority of respondents are female (76.67%) while the rest (23.33%) are male

Table 3.1 indicates that all teachers at Duong Minh Center possess at least a bachelor's degree Among them, 20 teachers hold a master's degree, representing 66.67% of the faculty, while 10% of the teachers, or 3 individuals, have earned a Ph.D degree.

Figure 3.2 Teacher‟s qualification Experience in teaching English

Table 4.1 indicates that most English teachers at Duong Minh Center are seasoned professionals, with over 3 years of teaching experience Specifically, 46.67% of the teachers have taught English for 5 to 10 years, while 36.67% possess 3 to 5 years of experience Notably, there are two Ph.D teachers, accounting for 6.67%, who have been teaching English for more than a decade.

Figure 3.3 Teacher‟s experience Time of using „Solutions Pre-Intermediate 3rd edition‟

Lastly, the research explored how long the teachers have used the coursebook

At Duong Minh Center, the teaching material "Solutions Pre-Intermediate 3rd edition" has been utilized by all teachers for a minimum of six months Notably, 43.33% of the educators have employed this coursebook for over 12 years, while 56.67% have been using it for approximately 6 to 12 months.

Figure 3.4 Teacher‟s time of using „Solutions Pre-Intermediate 3rd edition‟

Additionally, the researcher found out demographic characteristics of learners concerning four aspects, including gender, age range, years of learning English and

Less than 3 years 3-5 years 5-10 years More than 10 years

Teacher’s time of using ‘Solutions Pre -

28 time of using the coursebook “Solutions Pre-Intermediate 3rd Edition” Table 3.2 shows results collected from the questionnaire

3 Years of learning English Less than 3 years 0 0.00%

There are 150 teenage learners participating in this current study as research samples Among 150 learner respondents, there are 114 female learners, accounting for 76% while the rest (24%) are male learners

Figure 3.5 Learner‟s gender Age range

Teenage learners involve those learners who are aged from 13 to 19 years old

In the current study, learners were categorized into three age groups: 13-15, 15-17, and 17-19 years old The largest group, consisting of students aged 15-17, included 100 respondents, representing 66.67% of the sample and primarily comprised junior high school students The second group, aged 13-15, accounted for 20.67% of the sample with 31 learners, all of whom are secondary school students Finally, the 17-19 age group, which includes senior high school students, constituted 22.66% of the participants.

Figure 3.6 Learner‟s age Years of learning English

The study examined the years of English learning among Vietnamese students, all of whom have studied the language for at least three years, as it becomes mandatory in the third grade Approximately 45.33% of respondents have been learning English for 5 to 7 years, while 39.33% have studied for 3 to 5 years Additionally, 23 learners reported having more than 7 years of English learning experience.

13-15 years old 15-17 years old 17-19 years old

Figure 3.7 Learner‟s years of learning English Time of using “Solutions Pre-Intermediate 3rd edition”

The researcher analyzed the final question in Section A of the questionnaire to assess the duration of learners' use of "Solutions: Pre-Intermediate 3rd Edition." Among the 150 respondents, 54.67% (82 learners) reported using the coursebook for 6 to 12 months, while 45.33% (68 learners) indicated they have utilized it for more than 12 months at Duong Minh Center.

Figure 3.8 Learner‟s time of using „Solutions Pre-Intermediate 3rd edition‟

Learner's years of learning English

3-5 years 5-7 years More than 7 years

Learner’s time of using ‘Solutions Pre-

At the beginning of the course, all students participated into a test to measure their language proficiency Results revealed that the learners‟ proficiency ranged from Elementary to Pre-Intermediate.

Research instruments

Field evaluations and textbook assessments have traditionally relied on scientific methods that aim to establish cause-and-effect relationships, produce generalizable conclusions, and deliver both quantitative and qualitative data (Taylor, 1996) However, various scholars, including Robinson (1991) and Hutchinson and Waters, have highlighted alternative perspectives on these evaluation methods.

In evaluating textbooks, essential instruments such as document analysis, questionnaires, interviews, assessments, and checklists have been utilized, as noted by researchers in 1993 and 1995 In this study, the researcher specifically employed questionnaires and interviews as the primary research instruments.

Questionnaires are a widely used data collection method that facilitates the gathering of quantifiable information in field settings, as noted by Nunan (1992) Lynch (1996) highlights that questionnaires serve as effective written interviews, often replacing traditional interviews when time and resources are limited The key advantages of questionnaires include their efficiency in data collection and the ability to reach a large audience In this study, the researcher utilized a questionnaire adapted from Garayeva (2001), which focuses on assessing the suitability of a coursebook for teaching English to teenagers at Duong Minh Language Center The framework includes measurement items that evaluate three critical aspects: physical appearance and format, content (including units, activities, exercises, skills, and sub-skills), and supplementary materials.

At Duong Minh Language Center, questionnaires are distributed to both learners and teachers, consisting of two main sections: General Information and Evaluation of Satisfaction The first section gathers essential background details from respondents, including optional teacher names, gender, qualifications, teaching experience, and duration of using the 'Solutions Pre-Intermediate Student's Book, 3rd Edition.' Similarly, it collects learner information such as optional names, gender, age, years of English learning, and the duration of using the same educational material The second section focuses on assessing the satisfaction levels of both students and teachers.

The study includes 25 evaluation items for learners and 28 for teachers to assess coursebooks based on three key aspects: physical appearance and format, content (including units, activities, exercises, skills, and sub-skills), and supplementary materials To ensure the questionnaire's relevance for respondents, the researcher modified certain questions in the learners' set before distributing it to teachers All statements were negatively framed and utilized a five-point Likert scale, ranging from "Strongly disagree" to "Agree."

The questionnaires for learners and teachers, detailed in Tables 3.3 and 3.4, are included in Appendices A and B, respectively To prevent any misunderstandings, the learner questionnaire has been translated into Vietnamese, as shown in Appendix C.

Table 3.3: Items of questionnaire for learners

No Items of questionnaire Item

1 Physical appearance and format Item 1 to item 6

2 Content (Units, activities, exercises, skills and sub-skills)

3 Supplementary materials Item 24 and item 25

Table 3.4: Items of questionnaire for teachers

No Items of questionnaire Item

1 Physical appearance and format Item 1 to item 6

3 Supplementary materials Item 26 to item 28

According to Taylor (1996), interviews are a method of data collection that involves conversing with randomly selected participants who willingly share their opinions on relevant issues Interviews can be conducted in various formats, ranging from highly structured formal interviews to more casual, free-flowing conversations There are several types of interviews, including structured, semi-structured, and unstructured, with the semi-structured interview being the most popular choice for interpretive research, as noted by Brown (1995) This format allows for the collection of more comprehensive data In this study, semi-structured interviews were utilized to gather additional information to verify responses from questionnaires completed by learners and teachers The interviews were conducted with ten learners and six English teachers from Duong Minh Language Center to clarify and expand on the questionnaire data.

The interview questions, derived from Garayeva's (2001) study, align closely with items designed for learners and teachers Initially, rapport-building questions were posed, followed by ten specific questions aimed at assessing the coursebook's effectiveness The first question focused on the physical appearance of the coursebook, including layout and organization, while questions two through nine evaluated how well the coursebook's content enhanced learners' skills and language competence The final question addressed the use of supplementary materials to support English learning and teaching For a complete list of interview items, please refer to Appendix D.

The use of data collected from each instrument is to answer research questions as follows:

Table 3.5: Instruments for research questions

No Research instrument Research question

Data collection procedures

The data collection process involves three key steps utilizing specific instruments Initially, the researcher evaluated the textbook according to established criteria, resulting in a table that displayed the evaluation outcomes aligned with course objectives and students' English proficiency levels Document analysis plays a crucial role in this process, providing insights into the internal characteristics of the documents This method aims to offer systematic background information for the evaluation process and enhance the objectivity of qualitative research, particularly when examining participant attitudes.

The questionnaire was distributed to 150 students and 30 teachers at Duong Minh Language Center, serving as the primary tool for assessing the coursebook due to its advantages The researcher explained the purpose of the questionnaire and provided guidance for completion, ensuring that participants were engaged and cooperative With sufficient time allotted for thoughtful responses, the completed questionnaires were returned after three days The results met the researcher’s expectations, highlighting the effectiveness of this assessment method.

To validate the quantitative data from the coursebook evaluation questionnaire, interviews were conducted with ten students divided into two groups of five Each focus group interview lasted between ten to fifteen minutes, allowing for a comprehensive discussion of the interview questions It was mutually agreed upon by the students that all discussions would remain confidential.

A focus group interview was conducted in a separate room to minimize interruptions, allowing for a thorough analysis of the recorded data The researcher was available to clarify any questions from students regarding the topics discussed during the interview.

The researcher conducted face-to-face interviews with teachers to gather insights on their perceptions of coursebook appropriateness, the challenges they face while using the material, and their overall satisfaction with it Each interview lasted between ten to fifteen minutes, and all responses were recorded and transcribed for analysis.

Data analysis procedures

In this study data were analyzed as per the objectives and the research questions Firstly, results by questionnaire were evaluated by using a rating scale by Likert (1932) as follows:

Table 3.6: Rating scale of the questionnaire

The Statistical Package for the Social Sciences (SPSS) facilitated the analysis of quantitative data collected from questionnaires administered to learners and teachers The data underwent a thorough process of inspection, sorting, cleaning, verification, and coding before being entered into the computer for descriptive analysis The findings were then presented in tables featuring descriptive statistics to effectively address the research questions.

Qualitative data from semi-structured interviews with teachers and students were translated and transcribed for analysis The data was organized into themes based on the study variables, followed by coding and analysis Students were coded as S1 through S10, while English teachers were coded as T1 through T6 for the purpose of the analysis.

Validity and reliability

Ensuring the quality of research necessitates the consideration of validity and reliability In this study, Cronbach's Alpha was utilized to assess the reliability of the questionnaire variables Many researchers concur that a Cronbach's Alpha value between 0.8 and 1.0 indicates good reliability, while values from 0.7 to 0.8 are deemed acceptable The research demonstrated a high Cronbach's Alpha, reflecting strong reliability in the findings.

Table 3.7: Reliability results of questionnaire

No Items of questionnaire Cronbach‟s Alpha Internal

1 Physical appearance and format 0.918 Excellent

Summary

This chapter outlines the data collection instruments utilized in the research, including document analysis, questionnaires, and interviews It also details the subjects involved and the data collection process This foundational information will support the analysis and interpretation of results in the subsequent chapter.

RESULTS AND DISCUSSIONS

Introduction

This chapter presents the findings from a study conducted at Duong Minh Language Center, focusing on teachers' and teenage learners' perceptions of the "Solutions: Pre-Intermediate – Student Book 3rd Edition." It is divided into three main sections: the first section analyzes quantitative data on satisfaction regarding the coursebook's physical format, content, and supplementary materials The second section incorporates qualitative insights from interviews with teachers and learners to enhance the questionnaire findings Finally, the chapter compares these results with previous studies to discuss effective strategies for utilizing the coursebook in English teaching and learning.

Results from teachers‟ questionnaire

A survey involving 30 English teachers from diverse demographics achieved a 100% response rate This article presents the findings from the questionnaire, focusing on the teachers' demographic information and their evaluations of the "Solutions Pre-Intermediate 3rd Edition" coursebook for teenagers at Duong Minh Language Center The results are analyzed across three key aspects: i) physical format and appearance, ii) content, and iii) supplementary materials.

4.2.1 Overall descriptions of teacher evaluation

The researcher conducts an evaluation of teachers' perceptions regarding the coursebook "Solutions: Pre-Intermediate 3rd Edition." In analyzing the responses, the categories "Strongly agree" and "Agree" are combined to reflect overall Agreement.

The evaluation of responses categorized "Neutral" separately, while "Strongly disagree" and "Disagree" were grouped as Disagreement Data from teacher questionnaires indicated that English teachers generally agreed with nearly all statements regarding the use of the coursebook "Solutions: Pre-Intermediate 3rd Edition." Furthermore, the results revealed a relatively positive perception among teachers towards the coursebook in three key aspects: Physical appearance and format, Content, and Supplementary materials, with mean scores between 3.18 and 3.89.

English teachers at Duong Minh Center highly value the supplementary materials in the "Solutions Pre-Intermediate 3rd edition" coursebook, rating them at an average of 3.89, indicating their usefulness for teaching teenage learners Additionally, the format and appearance of the coursebook received a positive assessment with a mean score of 3.41, while the content was also appreciated, scoring an average of 3.18.

Table 4.1: Teachers‟ evaluation of the coursebook „Solutions Pre-Intermediate

No Teachers‟ evaluation of the coursebook

„Solutions Pre-Intermediate 3rd edition‟

The following sections will explain how teachers evaluated three aspects of Physical appearance and format, Content, and Supplementary materials in more details

Firstly, the researcher presented their evaluation of the coursebook „Solutions Pre-Intermediate 3rd edition‟ which were measured by six items from PF1 to PF6

Table 4.2: Teachers‟ evaluation of physical appearance and format of the coursebook „Solutions Pre-Intermediate 3rd edition‟

Coded Teachers‟ evaluation of the coursebook

Physical appearance and format Agree Neutral Disagree

PF6 The instructions in the coursebook help the learners to comprehend the items thoroughly

PF4 The illustrations in the coursebook are directly related to the content to help the learners understand the printed text

PF5 Main headings and subheadings in the coursebook are well organized

PF3 The layout of the coursebook motivates learners to perform the tasks

PF2 The coursebook is durable 43.33% 34.33% 22.34%

PF1 The cover of the coursebook is attractive 23.33% 53.33% 23.34%

Table 4.2 illustrates that English teachers generally agreed with the physical appearance and format of the coursebook "Solutions: Pre-Intermediate 3rd Edition." Specifically, they expressed strong agreement with four items: PF3, PF4, PF5, and PF6 Notably, the highest level of agreement was observed for item PF6, which addresses key aspects of the coursebook's design.

English teachers at Duong Minh Center reported that the 40 instructions in the "Solutions: Pre-Intermediate 3rd Edition" coursebook significantly enhance learners' comprehension, achieving an 80% understanding rate They found the coursebook's illustrations and organized headings beneficial for task comprehension, with 63.33% agreement on these aspects Additionally, 53.33% of teachers noted that the coursebook's layout motivates teenage learners to engage with tasks However, there was notable dissatisfaction regarding the coursebook's durability (43.33%) and attractiveness (23.33%) Overall, teachers acknowledged that factors like layout, illustrations, instructions, and organization positively influence English learning for teenagers.

„Solutions Pre-Intermediate 3rd edition‟ is explained in the next section

This study evaluates the content of the "Solutions: Pre-Intermediate 3rd Edition" coursebook, focusing on three key subcategories: skills, language areas, and general content.

Table 4.3: Teachers‟ evaluation of content of the coursebook „Solutions Pre-

English teachers at Duong Minh Center generally agree that the coursebook "Solutions: Pre-Intermediate 3rd edition" is suitable for teenagers' English learning, particularly in the sub-categories of Language areas (M = 3.73; SD = 1.13) and Skills (M = 3.49; SD = 0.97) However, they maintain a neutral stance regarding the General aspect of the content (M = 2.87; SD = 0.95) The evaluation of these three sub-categories by the teachers is detailed in Table 4.4.

The researcher employed six items, labeled CT1 to CT6, to assess the skills outlined in the coursebook "Solutions: Pre-Intermediate 3rd Edition." The findings from the teachers' questionnaire are detailed in Table 4.4.

Table 4.4: Teachers‟ evaluation of content - skills of the coursebook „Solutions

„Solutions Pre-Intermediate 3rd edition‟ N = 30

Content – Skills Agree Neutral Disagree

CT1 The reading exercises in the coursebook enhance the learners‟ reading skills 90% 3.33% 6.67%

CT5 The exercises in the coursebook improve learners‟ comprehension skills 90% 6.67% 3.33%

CT2 The writing exercises in the coursebook enhance the learners‟ writing skills 73.33% 13.33% 13.34%

CT6 The exercises improve learners‟ ability to distinguish between main ideas and details 46.67% 33.33% 20.00%

CT4 The listening exercises in the coursebook enhance the learners‟ listening skills 43.33% 36.67% 20.00%

CT3 The speaking exercises in the coursebook enhance the learners‟ speaking skills 40% 23.33% 36.67%

In order to measure the satisfaction of English teachers to Skills provided in the studied coursebook, the researcher employed six items, including reading exercises

English teachers express strong agreement on the effectiveness of reading and comprehension exercises in coursebooks, with 90% affirming that these enhance learners' reading and comprehension skills (CT1 and CT5) Additionally, 73.33% of teachers believe that writing exercises promote students' writing abilities However, satisfaction levels are lower for speaking, listening, and distinguishing main ideas from details, with only 40%, 43.33%, and 46.67% agreement on the effectiveness of these exercises (CT3, CT4, and CT6, respectively).

In the coursebook "Solutions: Pre-Intermediate 3rd Edition," teacher respondents indicated the highest agreement regarding the usefulness of reading exercises, while expressing the least agreement about speaking lessons Notably, 36.67% of teachers disagreed with the appropriateness and effectiveness of the speaking exercises, which may be attributed to the unfamiliarity of the topics for teenage learners at Duong Minh Language Center and the lack of integration of Vietnamese culture.

The researcher investigated English teachers' evaluations of language areas in the coursebook "Solutions: Pre-Intermediate 3rd Edition." Utilizing items CT7 to CT10, the study focused on assessing the effectiveness of the language content presented in the coursebook.

„Solutions Pre-Intermediate 3rd edition‟ Results in this sub-category are presented in Table 4.5

Table 4.5: Teachers‟ evaluation of content - language areas,, of the coursebook

N = 30 Content – Language areas Agree Neutral Disagree

The units in the coursebook provide the learners coverage of four main skills and other sub-skills (vocabulary and grammar)

CT10 The sample listening materials and dialogues help learners to improve their pronunciation 60% 23.33% 16.67%

CT8 The number of vocabularies in each unit is reasonable for the learners‟ level 53.33% 26.67% 20.00% CT9

The exercises promote meaningful communication by referring to realistic situations

The researcher utilized items CT7 to CT10 to investigate English teachers' perceptions regarding the coverage of the four main skills and sub-skills, including vocabulary and grammar According to Table 4.5, a significant majority of English teachers strongly agreed on the importance of incorporating various activities to address all skills and language areas, with 96.7% supporting this view (CT7), and 60% endorsing the use of supportive listening materials (CT10) Furthermore, 53.33% of teachers believed that the vocabulary count in each unit is appropriate for learners' levels (CT8) Lastly, 43.33% of respondents agreed on the effectiveness of the listening materials and dialogues in enhancing pronunciation.

The exercises aim to enhance meaningful communication by addressing realistic situations; however, item CT9 revealed significant disagreement, indicating that some tasks in the coursebook lack cultural relevance for Vietnamese teenage learners As a result, this limits the effectiveness of promoting meaningful communication among students, a finding that aligns with the results of item CT3.

The final sub-category focuses on the general contents of the coursebook "Solutions: Pre-Intermediate 3rd Edition." The researcher utilized nine items, labeled CT11 to CT19, to assess English teachers' evaluations of the coursebook's general contents The findings from the questionnaire are detailed in Table 4.6.

Table 4.6: Teachers‟ evaluation of content - general of the coursebook „Solutions

Content – General Agree Neutral Disagree

CT11 The difficulty level of the coursebook is appropriate to the learners‟ level 86.67% 3.33% 10.00%

CT12 The coursebook‟s content meets the learners‟ language needs 86.67% 6.67% 6.66%

CT15 The coursebook includes information about different people from different countries 46.67% 13.33% 40.00%

CT16 The content of the coursebook is prepared by taking into consideration the whole course 43.33% 26.67% 30.00% CT13

Each unit is in the same format which facilitates the learners‟ language learning process

CT14 The topics of the units are interesting for the learners 26.67% 60.67% 12.66%

CT17 The exercises in the coursebook are relevant to learners‟ interests 26.67% 50.33% 23.00%

CT18 The coursebook content reflects cultural characteristics of the target language 13.33% 63.33% 23.34% CT19

The exercises promote meaningful communication by referring to realistic situations

Results from learners‟ questionnaires

4.3.1 Overall descriptions of learner evaluation

The evaluation of the coursebook "Solutions: Pre-Intermediate 3rd Edition" revealed a disparity in satisfaction levels between teachers and learners While teachers rated the coursebook positively, data from learner questionnaires indicated a lower degree of satisfaction among students regarding its use.

In a recent study, teenage learners utilizing the "Solutions: Pre-Intermediate 3rd Edition" coursebook identified content as the most beneficial aspect of their learning experience, with an average rating of 3.67.

SD = 0.89), followed by supplementary materials (M = 3.53; SD = 0.83) and Physical appearance and format (M= 2.43; SD = 1.12)

A notable disparity exists between teachers' and learners' perceptions of the coursebook, with teachers consistently rating its aspects higher than teenage learners Specifically, teachers' mean scores for the coursebook's components are 3.41, 3.18, and 3.89, indicating a stronger appreciation compared to their students.

Table 4.8: Learners‟ evaluation of the coursebook „Solutions Pre-Intermediate

No Learners‟ evaluation of the coursebook

In the next section, the researcher will provide results of teenage learners‟ perceptions of each statement referring to Physical appearance and format, Content, and Supplementary materials of the coursebook

Firstly, the researcher presented the learners‟ evaluation of the coursebook

„Solutions Pre-Intermediate 3rd edition‟ which were measured by six items from PF1 to PF6

Table 4.9: Learners‟ evaluation of physical appearance and format of the coursebook „Solutions Pre-Intermediate 3rd edition‟

Coded Learners‟ evaluation of the coursebook

Physical appearance and format Agree Neutral Disagree

PF4 My understanding of texts is promoted by the illustrations in the coursebook 60.00% 26.67% 13.33%

PF5 Main headings and subheadings in the coursebook are well organized 58.67% 31.33% 10.00%

PF6 The instructions in the coursebook help me to comprehend the items thoroughly 58.00% 18.67% 23.33%

PF3 I am motivated to perform tasks because of the appropriate and layout 52.00% 28.33% 19.67%

PF2 The coursebook is durable 48.67% 43.33% 8.00%

PF1 The cover of the coursebook is attractive 22.00% 53.67% 24.33%

Table 4.9 indicates that out of six items assessing teenage learners' perceptions of the coursebook's appearance and format, there was agreement on four of the items.

A significant majority of learners, with over 50% agreement, found various aspects of the coursebook beneficial, particularly in relation to illustrations, organization, and instructions Specifically, 60% of learners agreed that illustrations enhance their understanding of texts (PF4), while 58.67% acknowledged the effective organization of main headings and subheadings (PF5) Additionally, 58% agreed that the coursebook's instructions aid in comprehensive understanding (PF3), and 52% felt motivated to complete tasks due to the coursebook's appropriate layout (PF6) This contrasts with teachers, who expressed lower satisfaction with the illustrations, highlighting a divergence in perceptions between learners and teachers regarding the effectiveness of coursebook elements.

A majority of teenage learners agreed on items PF3, PF4, PF5, and PF6, while PF1 and PF2 received limited support, with only 22% finding the coursebook cover attractive and 48.67% satisfied with its durability Additionally, 58% appreciated the coursebook's instructions, yet 23.33% expressed concerns about their effectiveness, which may stem from the use of complex vocabulary that could lead to misunderstandings.

Teenage learners at Duong Minh Center utilize the coursebook "Solutions: Pre-Intermediate 3rd Edition" for their English studies To assess their perceptions of the coursebook's content, the researcher developed a questionnaire consisting of 17 items categorized into three areas: Skills, Language Areas, and General.

49 edition‟ Table 4.10 provides an overview of how learners perceived three different aspects of content of the studied coursebook

Table 4.10: Learners‟ evaluation of content of the coursebook „Solutions Pre-

Table 4.10 reveals that most teenage learners using the "Solutions: Pre-Intermediate 3rd edition" coursebook feel that it meets their English learning needs, with their satisfaction levels surpassing those of teachers Among the three content aspects evaluated, the Skills aspect received the highest satisfaction rating from students (M = 3.61; SD = 0.88), followed by Language areas (M = 3.53; SD = 0.91) and General content (M = 3.38; SD = 0.91).

= 1.05) In the next section, how teenage learners evaluated each item concerning content of the coursebook is presented in detail

A study was conducted to assess how teenage learners perceived and evaluated the skills content in the coursebook "Solutions: Pre-Intermediate 3rd Edition." The researcher utilized six statements, labeled CT1 to CT6, mirroring those used for teachers Results from 150 teenage learners at Duong Minh Language Center regarding the "Skills" category are detailed in Table 4.11.

Table 4.11: Learners‟ evaluation of content - skills of the coursebook „Solutions

Content – Skills Agree Neutral Disagree

CT5 The exercises in the coursebook improve my comprehension skills 96.67% 3.33% 0.00%

CT6 The exercises improve my ability to distinguish between main ideas and details 68.67% 13.67% 17.66%

CT1 The reading exercises in the coursebook enhance my reading skills 61.33% 16.33% 22.34%

CT4 The listening exercises in the coursebook enhance my listening skills 60% 23.67% 16.33%

CT2 The writing exercises in the coursebook enhance my writing skills 55.33% 30.00% 14.67%

CT3 The speaking exercises in the coursebook enhance my speaking skills 55.33% 33.33% 11.34%

Table 4.11 indicates that learners express a higher level of satisfaction regarding six specific items related to the coursebook's physical appearance and format, with satisfaction rates ranging from 55.33% to 96.67% These items include reading exercises (CT1), writing exercises (CT2), speaking exercises (CT3), listening exercises (CT4), comprehension (CT5), and the ability to distinguish between main ideas and details (CT6) Notably, 96.67% of learners aligned their perceptions with their teachers on these aspects.

Teenage learners at Duong Minh Language Center find the exercises in their coursebook significantly enhance their comprehension skills across various language domains A notable 68.67% of students agreed that these exercises help them distinguish between main ideas and details, contrasting with only 46.67% of teachers who shared this view Additionally, 61.33% of learners using "Solutions: Pre-Intermediate 3rd Edition" reported improvements in their reading skills due to the coursebook tasks More than half of the respondents also affirmed that the listening exercises (60%) and writing exercises (55.33%) in the coursebook contribute positively to their respective skills.

“The speaking exercises in the coursebook enhance my speaking skills” (55.33%)

While a significant majority of learners expressed agreement with item CT1, 22.34% did not share this view, potentially due to the lengthy reading texts and a lack of culturally relevant topics.

Another category of the coursebook‟s content which was investigated by the researcher in this current study refers to Language areas which are provided in tasks in

The researcher utilized four items, coded CT7 to CT10, to assess teenage learners' satisfaction with the language areas presented in the "Solutions Pre-Intermediate 3rd edition" coursebook The results, derived from teachers' responses to a questionnaire, are summarized in the following table.

Table 4.12: Learners‟ evaluation of content - language areas of the coursebook

Content – Language areas Agree Neutral Disagree

CT8 The number of vocabularies in each unit is reasonable for my level 67.33% 23.33% 9.34%

CT9 The exercises in the coursebook improve my grammar proficiency 66.67% 18.33% 15.00%

CT10 The sample listening materials and dialogues help me to improve my pronunciation 66.67% 23.67% 9.66% CT7

The units in the coursebook provide my coverage of four main skills and other sub- skills (vocabulary and grammar)

Table 4.12 indicates that there is no significant difference in agreement percentages among four items (CT7, CT8, CT9, and CT10) However, Table 4.14 shows that the item CT8, stating “The number of vocabularies in each unit is reasonable for my level,” received the highest agreement at 67.33% This suggests that most teenage learners at Duong Minh Language Center feel that the coursebook effectively meets their vocabulary needs.

A reasonable number of vocabulary words aligned with learners' English competence was noted, with 66.67% of respondents agreeing that the coursebook offered effective tasks to enhance their grammar skills (CT9) Despite this, students expressed concerns over the insufficient number of grammar structures provided in each lesson Similarly, item CT10 received a 66.67% agreement, indicating that learners felt the grammatical structures in various exercises supported their grammar proficiency Additionally, 60% of learners acknowledged that the coursebook includes a diverse range of language tools to aid in the development of four fundamental English skills and sub-skills The next section of the study focuses on evaluating the coursebook's overall effectiveness based on questionnaire data.

Responses from teachers‟ interview

To gather additional data on the evaluation of "Solutions: Pre-Intermediate 3rd Edition" used at Duong Minh Language Center, the researcher conducted in-depth interviews with five English teachers and a focus group session with ten learners The findings from these interviews will be detailed in the subsequent sections.

Five English teachers with diverse teaching backgrounds participated in an interview to evaluate a coursebook Among them, three teachers had over five years of experience, while the other two had one year and three months of experience, respectively The interview began with questions about the teachers' backgrounds, followed by seven main questions and eleven follow-up questions designed to collect data The questionnaire specifically focused on the teachers' evaluations of three key aspects outlined in the conceptual framework: physical appearance and format, content, and supplementary materials.

The researcher utilized a single question to assess teachers' evaluations of the coursebook "Solutions: Pre-Intermediate 3rd Edition." All participating English teachers expressed satisfaction with the design and physical appearance of the coursebook These findings are consistent with the results gathered from a questionnaire regarding teachers' perceptions.

56 physical appearance of the studied coursebook Durability, attractive design and appropriate layout are the strong points mentioned the teachers

“Basically, I feel satisfied with the coursebook design and physical appearance The boom cover is durable, colorful and attractive” (T2)

“The coursebook is designed in an attractive appearance Furthermore, the tasks are also organized systematically and appropriately” (T3)

The illustrations in the coursebook is also another point appreciated by the teachers

“Visual illustrations such as images and figures which are used in the coursebook are very useful” (T5)

The researcher examined the coursebook's content by utilizing eight items from questions 2 to 9, focusing on evaluations made by English teachers regarding both the Teacher and Student books.

In an interview, most teachers found the Student book's content to be engaging, diverse, and suitable for learners' proficiency and interests They particularly highlighted the Speaking section as valuable, featuring interesting and inspiring topics However, this perspective contrasts with the earlier questionnaire results, where teachers expressed dissatisfaction with the coursebook's topics.

“The training content in the student book is quite interesting and relevant Activities are well analyzed to make sure students can practice all English skills and enhance their vocabulary.” (T1)

The student book content is highly effective in improving English skills, featuring a diverse range of engaging and contemporary topics Additionally, the speaking topics are particularly inspiring and captivating for learners.

“Yes, the student book content is sufficient to equip my students with all needed skills and vocabulary.” (T4)

Teachers highlighted the importance of lesson topics being relevant to learners' cultural backgrounds and expressed a desire for changes in the student book They noted that the cultural content in the coursebook predominantly reflects English-speaking countries, rather than being inclusive of Vietnamese culture.

“…some of the topics are not very familiar to Vietnamese students because it often describes and relates to English culture.” (T2)

“…because this coursebook is designed and developed by foreigners, so it fits more with English's culture, and some contents quite different from Vietnamese's culture and norms.” (T3)

Additionally, teachers also supposed some changes in the sections of grammar and vocabulary and choice of topics

The student book must offer a diverse vocabulary suitable for various proficiency levels Additionally, the grammar section should be more comprehensive and organized in a logical, systematic manner to facilitate effective practice for students.

“I will add in more hot topics that many people concern now.” (T3)

The Teacher Book is a crucial component of the "Solutions: Pre-Intermediate 3rd Edition" coursebook, prompting an evaluation of its usage by educators Research revealed that most English teachers were dissatisfied with the content, organization, and comprehensiveness of the Teacher Book, leading to infrequent use Some educators noted that the guidance and suggested activities could distract from learning, resulting in lesson plans that relied more on their own experiences and student needs rather than the Teacher Book.

The teacher rarely consults the teacher's book, using it primarily to reference scripts for listening activities Instead, they prefer to design classroom activities based on their own experiences and teaching methods.

The teacher's book offers only basic grammar topics, lacking a comprehensive system for grammar knowledge As a result, I frequently find myself needing to study and prepare additional grammar information to effectively equip my students.

The teacher book lacks effectiveness compared to other materials in the coursebook set, as its overly detailed content for each activity prevents teachers from grasping the overall focus needed for effective instruction.

Teachers also suggested that Teacher book should be redesigned in a more systematic, focused, and comprehensive way to support teachers‟ lesson planning

“Show the key point for each part or give more clear guidance on how to make student's success on the required skill” (T2)

I aim to restructure the teacher's book to provide clearer guidelines and ideas for educators, minimizing excessive details that may lead to distractions.

The audio component is a crucial supplementary element of the "Solutions: Pre-Intermediate 3rd Edition" coursebook Consequently, the researcher sought to investigate teachers' perceptions of using supplementary materials in their instruction at Duong Minh Language Center, as indicated by the final question in the interview protocol.

A recent study assessed teachers' satisfaction with the use of audio materials in English instruction, specifically focusing on the coursebook "Solutions: Pre-Intermediate 3rd Edition." The findings revealed that teachers had positive experiences with the audio resources, which effectively met their expectations for listening activities Due to their high level of satisfaction, the teachers recommended no changes to the audio components of the coursebook.

“Very satisfied I often use audio files for listening activities.” (T1)

Responses from learners‟ interview

To generate comprehensive research findings, the researcher employed ten items to assess learners' perceptions of the "Solutions: Pre-Intermediate 3rd edition" within a defined conceptual framework Data gathered from a focus group of ten learners highlighted their positive perceptions of the material.

Research data indicated that many learners are satisfied with the design and the physical appearance of the coursebook

Learners in the study highlighted that one significant advantage of the coursebook is its visually appealing illustrations Specifically, students S1, S2, S5, and S8 expressed their appreciation for the attractive visuals, while S3 also noted the appealing nature of the textbook's graphics.

“The pictures are both colorful and attractive and there is nothing boring about them Colorful and beautiful, attractive pictures are used in this book.” (S3)

The other category which was considered as equally important was effective use of visuals for presentation of the content S4 said that:

The inclusion of pictures in the coursebook enhances my understanding of the text By examining the images prior to reading or listening, I find that I grasp the content more effectively.

The learners expressed their perceptions of the content of the coursebook which is evaluated in the current study in three aspects, including topics, grammar and vocabulary, and language skills

Teenage learners at Duong Minh Language Center shared their views on the coursebook's content, highlighting its diverse range of topics as a key strength One student, referred to as S3, noted that the variety of subjects covered in the coursebook enhances its effectiveness, making it a valuable resource for their learning experience.

“I appreciated the topics used in this coursebook because the topics cover almost fields of life For example, sports, travel, school, entertainment, family and so on are the major topics.” (S3)

A focus group of learners indicated that they found the course topics engaging and interesting Notably, learners S1, S2, S5, S7, and S9 expressed strong support for the intriguing subjects presented in the coursebook.

“…the topics in the coursebook were interesting” (S1, S2, S5, S9)

Similarly, when asked what about the topics of coursebook possessed, S8 said that:

“The strongest point of the coursebook is its interesting topics.” (S8)

S4 also agreed on the importance of building on students‟ knowledge when it comes to introducing new topics:

Learners often find that they can grasp the essence of lessons on familiar topics, even if they do not fully comprehend the specific vocabulary used in the texts.

A significant strength of the coursebook lies in its effective facilitation of grammar and vocabulary development among learners Interview responses highlight that students value the clear and concise organization of grammatical structures, which enhances their understanding One student specifically noted the clarity with which grammar is presented, contributing to their overall learning experience.

“Throughout the lessons of the coursebook, grammatical points are clearly presented and explained.” (S1)

S4 also gave the following comment:

“Although the sections of grammar in each unit are short, the explanation and presentation are clear and understandable.” (S4)

Another positive quality attributed to the grammar coverage in the coursebook was the inclusion of a concise grammar reference section S8 said that:

The coursebook includes a dedicated grammar section at the end that addresses all essential grammatical concepts from each unit This section is particularly beneficial as it offers comprehensive grammar points along with clear explanations supported by examples.

Many learners believe that the coursebook is an effective resource for enhancing their vocabulary skills Feedback from interviews revealed that numerous students found the coursebook to offer a meaningful context for vocabulary acquisition.

Another positive feature attributed to the coursebook by the learner was exposing learners to vocabulary on a wide range of topics S7 told in the interview that:

“The coursebook is diverse in vocabulary because… Well, vocabulary covers a variety of fields with different topics such as family and school, health, entertainment or travel and so on.” (S7)

Learners highlighted the significance of vocabulary reproduction through targeted activities S6 elaborated on the coursebook's approach to effectively reproducing words, emphasizing its importance in enhancing vocabulary retention and usage.

This coursebook effectively enhances my vocabulary acquisition by recycling vocabulary items across different topics, allowing me to reinforce my learning I have previously learned several vocabulary words that are included in this coursebook, which strengthens its value in my studies.

Data from focus groups indicated that learners found certain aspects of the coursebook effective for enhancing the four language skills Specifically, students noted that the coursebook emphasizes the development of reading strategies, leading to significant improvements in their reading skills For instance, one student highlighted the positive impact of these strategies on their reading abilities.

“But with the use of coursebook, I can understand the text meaning owing to reading strategies provided in the coursebook” (S3)

Many learners noted that the coursebook emphasized the development of listening subskills, highlighting a variety of tasks and activities designed to enhance these skills Specifically, S1 detailed the listening skills featured in the coursebook, showcasing its comprehensive approach to improving learners' listening abilities.

“Listening exercises through the dialogues and conservations enable me to understand what the speakers intend to convey.” (S1)

S4 also indicated that her listening level improved and elaborated on the topic using the following sentences:

“… and referring to listening skills, I can understand what I hear from the conversations in the coursebook Therefore, I can conclude that the listening section is effective.” (S4)

Another point brought up by the learners was related to the provision of sufficient listening input S5 explained this point by explaining that:

“Listening is integrated in every lesson; so we can access sufficient practices.”

Listening activities included in the coursebook are also very stimulating that made it effective based on what the learners said S2 said that:

“Listening activities in all lessons are interesting and motivating; I enjoyed them” (S5)

Participants in the study highlighted that the coursebook offered exposure to various accents, which they viewed as a beneficial feature S4 specifically noted this aspect as a significant advantage of the coursebook.

Hearing various accents is beneficial for language learners, as it exposes them to the distinct sounds of different countries For instance, the differences between a British accent and an Irish accent provide valuable opportunities to enhance listening skills and comprehension.

Referring to speaking skills, to begin with several learners indicated that the coursebook had stimulating speaking activities S7 made a more detailed explanation about the point:

Discussions

This section presents the discussions of the findings in relation to the literature with reference to such three aspects Physical appearance and format, Content and Supplementary materials

The results from the questionnaire and interviews indicated that both teachers and students had a positive perception of the coursebook's physical appearance, particularly regarding its layout, illustrations, and headings Both groups acknowledged that the visuals were up to date and contributed to better understanding of the lessons Learners specifically noted that the layout motivated them in task performance However, they also expressed concerns about the systematic layout making it challenging to follow and comprehend the text Additionally, both teachers and students shared a negative view regarding the attractiveness of the coursebook's cover.

Both students and teachers desire a more colorful and attractive book cover, along with a well-organized layout that enhances visual appeal and engagement.

65 implies that visual appeal of the materials to learners not only to facilitate their learning but also to motivate them in their learning

The physical appearance of coursebooks plays a crucial role in motivating learners and enhancing their engagement in the educational process Griffiths (1995) emphasizes that visually appealing and well-illustrated materials are more effective for learners Additionally, McDonough and Shaw (1993) highlight the importance of clear layouts and visuals, such as tables and charts, in textbook evaluation Skierso (1991) further suggests that criteria for evaluating physical materials should include motivational attractiveness, organizational clarity, and effective use of artwork Overall, a well-designed layout and appealing physical attributes significantly contribute to student motivation and learning outcomes.

Students' positive perceptions of the coursebook's layout suggest that they recognize the organization and grading of materials, highlighting the need for clear orientation regarding the structure of the coursebook It is essential for learners to understand that skills, tasks, and activities are arranged by increasing difficulty Breen and Candlin (2007) emphasize the significance of thoughtfully selecting and organizing content, ensuring that materials enable learners to engage with and internalize the information effectively The organization should transition from simple and familiar concepts to more complex and less familiar ones, while also maintaining continuity throughout the materials by logically sequencing and dividing the content.

The "Solutions: Pre-Intermediate 3rd Edition" has successfully fostered a positive emotional response among students, primarily due to its engaging layout and appealing visuals Additionally, the findings regarding the motivational impact of the coursebook's design and the attractiveness of its visuals align closely with Ayman's results.

The study indicated that both teachers and learners had a positive perception of the content in the "Solutions: Pre-Intermediate 3rd edition" coursebook A significant majority found the unit topics engaging and relevant to their daily lives, aligning with Cunningsworth's (1995) assertion that effective coursebooks should incorporate subject matter that resonates with learners' interests He warns that materials lacking relevant and stimulating topics risk losing user engagement Similarly, Breen and Candlin (2007) emphasize that learners are naturally drawn to specific themes, suggesting that textbook developers should anticipate and include motivating and pertinent subject matter.

Both teachers and learners found the topics in the coursebook engaging, which contributed to enhancing speaking skills in the classroom Learners reported that these topics motivated them to communicate in the target language with peers This aligns with Cunningsworth's (1995) assertion that an effective communicative coursebook fosters meaningful communication through relevant and interesting content Additionally, Tomlinson (1998) emphasizes the importance of providing learners with opportunities to utilize the target language for communicative purposes.

Research findings confirm that the coursebook lacks sufficient coverage of the four essential language skills: reading, speaking, writing, and listening Teachers surveyed expressed concerns about the limited variety and number of tasks designed to enhance these skills, particularly speaking and listening, which are emphasized in the literature McDonough and Shaw (1993) highlight the importance of skill development, urging material developers to offer students ample opportunities for practice Therefore, it is crucial for coursebook writers to ensure comprehensive coverage of all four skills, providing adequate practice tailored to the specific needs of learners.

The content of a coursebook is crucial, as highlighted by Breen and Candlin (2007), who assert that instructional materials must align with learners' personal interests When the topics and themes resonate with students, their motivation levels significantly increase.

The findings of this study align with Tomlinson's (1998) assertion that fostering learner curiosity and engagement requires a variety of approaches, such as incorporating unexpected activities and appealing content Learners are more engaged when exposed to texts related to familiar topics, which enhances their willingness to participate in learning tasks While the analyzed coursebook meets the needs of learners, it falls short in satisfying teachers, highlighting the significance of content quality in language coursebook evaluation and design, as emphasized by various authors in the field.

The study revealed that both teachers and learners had a positive perception of the consolidation components in the "Solutions: Pre-Intermediate 3rd Edition" coursebook, which includes the Teacher's book, audio, and video resources They found these elements to be beneficial for providing students with valuable practice Additionally, teachers noted that the consolidation sections offered a sufficient number of exercises for effectively reviewing the material covered in the book.

Teachers generally found the workbook effective, noting it offered adequate exercises to reinforce concepts from the coursebook However, they expressed concerns about it adding extra workload related to grammar and vocabulary Overall, the workbook was seen as a valuable tool for reinforcing grammar structures and vocabulary, with audio materials identified as effective supplementary resources.

The findings indicate that the workbook and audio resources serve as valuable supplementary materials, enhancing the retention of concepts introduced in the coursebook.

Research highlights that the evaluation of supplementary sources is crucial in coursebook assessment A well-rounded coursebook should include additional resources, like workbooks, to enhance learners' practice opportunities Various authors, including Zenger (1982), Dougill (1987), Sheldon (1988), and Skierso, have proposed checklists emphasizing the importance of these supplementary materials.

(1991), there is a part related to supplementary sources which stated the importance of supplementary materials as revealed in this current study.

Summary

In conclusion, data gathered from questionnaires and interviews with English teachers and teenage learners at Duong Minh Language Center indicate that, despite some identified weaknesses, respondents express a general satisfaction with the coursebook's physical appearance, format, content, and supplementary materials.

The "Solutions: Pre-Intermediate 3rd Edition" coursebook, utilized by teenage learners at Duong Minh Language Center, has garnered high satisfaction from teachers regarding its supplementary materials, physical appearance, and format In contrast, students express greater satisfaction with the content of the coursebook compared to other features These insights are reinforced by data from interviews Additionally, this chapter includes discussions that align with previous studies, leading to implications and recommendations that will be presented in the following chapter.

CONCLUSION

Tiêu đề	An evaluation of the coursebook “solutions - pre-intermediate 3rd edition” for teenage students at duong minh language center
Tác giả	Truong Thi Ngoc Tram
Người hướng dẫn	Le Xuan Quynh, Ph.D.
Trường học	Ho Chi Minh City University of Technology
Chuyên ngành	English Language
Thể loại	Thesis
Năm xuất bản	2020
Thành phố	Ho Chi Minh City

Định dạng
Số trang	102
Dung lượng	1,71 MB

An evaluation of the coursebook “solutions pre intermediate 3rd edition” for teenage students at duong minh language center

INTRODUCTION

Background to the study

Problem statement

Aims and objectives of the study

Research questions

Scope of the study

Significance of the study

Definition of key terms

Organization of the thesis

LITERATURE REVIEW

Introduction

ELT materials in learning and teaching language

Material evaluation

Approaches to coursebook evaluation

Previous studies

Conceptual framework

Summary

METHODOLOGY

Research design

Sample site

Research material – Solutions coursebook

Sample and sampling procedures

Research instruments

Data collection procedures

Data analysis procedures

Validity and reliability

Summary

RESULTS AND DISCUSSIONS

Introduction

Results from teachers‟ questionnaire

Results from learners‟ questionnaires

Responses from teachers‟ interview

Responses from learners‟ interview

Discussions

Summary

CONCLUSION

ELT materials in learning and teaching language

Recommendations for the further studies