VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VNU FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ YẾN AN EVALUATION OF “OXFORD DISCOVER 2, STUDENT
INTRODUCTION
Rationale of the study
In the history of English language teaching, the domains of material development and evaluation have consistently held significant prominence Cunningsworth
Materials evaluation is essential for English teachers, as it provides contextual insights that go beyond mere impressions (1995; Ellis, 1997) According to William (1983), teachers must understand various models, criteria, approaches, and principles of materials evaluation to assess the appropriateness of teaching resources and identify their strengths and weaknesses This evaluative skill is crucial for both educators and program designers in enhancing the teaching and learning process.
In Vietnam, public schools utilize textbooks from the Vietnam Education Publishing House, which align with the curriculum set by the Ministry of Education and Training (MOET) In contrast, private schools often opt for textbooks published by foreign companies.
The Oxford Discover 2 Student Book, published by Oxford University Press, is a widely used textbook in schools across Hanoi and provinces like Vinh Phuc and Thanh Hoa Notably, Newton Grammar School has incorporated this series into its curriculum since the 2018-2019 academic year.
Although the Oxford Discover 2 textbook has been utilized for six years, it has yet to undergo evaluation by researchers to assess its effectiveness in the context of teaching and learning English in Vietnam Currently, there are no studies investigating its suitability for this specific educational environment.
The Student Book meets the Ministry of Education and Training (MOET) standards for primary school textbooks by adhering to essential criteria, effective design and organization, clear educational objectives, sound teaching principles and methodologies, comprehensive content, and language skills development, along with robust support for users.
A thorough evaluation of the book is essential for teachers to suggest improvements to the authorities, ensuring that the teaching content aligns more effectively with the actual teaching and learning conditions.
To enhance the effectiveness of English teaching in primary schools and Vietnamese education overall, it is essential for educators to adapt their teaching methods to align with the varying levels and conditions of their students This study aims to address this need.
Aim of the study
This study evaluates the Oxford Discover 2 Student Book against the English textbook evaluation criteria established by the Ministry of Education and Training (MOET) in Vietnam, as outlined in Decision No 2258/QĐ-BGDĐT The research aims to determine whether the textbook complies with MOET’s selection criteria and assesses its suitability for primary teachers.
Scope of the study
This research paper, conducted as part of an M.A minor thesis, evaluates the Oxford Discover 2 Student Book, utilized by third-grade students at a private primary school in Hanoi The study involved 30 teachers completing questionnaires and 5 teachers participating in interviews, as the book is designed for young learners who are not yet able to assess its suitability themselves The evaluation criteria were aligned with the standards set forth in Circular 31/2015/TT-BGDDT issued by the Ministry of Education and Training (MOET).
Research question
The study is conducted to determine the response to the following questions:
1 To what extent, does Oxford Discover 2, Student Book satisfy the requirements of the MOET’s English Textbook Evaluation Criteria for primary schools in Vietnam?
2 To what extent does the textbook suit the primary teaching contexts in Vietnam?
Significance of the study
This study is designed to support English teachers by offering insights into essential criteria such as the design and organization of curricula, objectives, teaching principles and methodologies, content and language skills, as well as textbook user support.
3 feedback will enable them to identify strengths and weaknesses, guiding them in designing lesson plans and effectively allocating time for each lesson
Identifying the pros and cons of textbooks is essential for enhancing English teaching methods By adapting and refining these methods, educators can improve teaching quality, resulting in increased student engagement and better outcomes in language learning.
The study aims to equip teachers and designers with valuable insights for evaluating educational materials, serving as a reference for selecting resources that align with course objectives and cater to students' levels and interests.
Method of the study
This study uses a combination of qualitative and quantitative methods with two main instruments to collect information:
A survey was conducted involving thirty teachers of third-grade students to evaluate whether the Oxford Discover 2 Student Book aligns with the textbook evaluation criteria established by the Ministry of Education and Training (MOET) in Vietnam, as outlined in Decision No 2258/QĐ-BGDĐT.
Semi-structured interviews were conducted to gather teachers' opinions on the effectiveness of their current textbooks The insights gained also included their recommendations for enhancing the textbooks' efficiency in the coming years.
Organization of the thesis
The study consists of five chapters presented as below:
Chapter 1: Introduction – provides a general overview of the study with specific references to the rationale, aim and objectives of the study, research questions, scope of the study, significance of the study and organization of the thesis
Chapter 2: Literature Review – provides a theoretical basis for the study with literature review on the aspects relating to materials in language teaching and learning; material evaluation, materials adaption and previous studies on materials evaluation
Chapter 3: Research Methodology – describes the methods used in this thesis It
4 includes four main things: the setting of the study, the participants, data collection instruments and procedures and data analysis
Chapter 4: Research Result and Discussions – is devoted to a detailed description of survey and interview’s results In this thesis, the main findings of the thesis are explored to address the research questions
Chapter 5: Conclusion – summarizes the content of the thesis with regard to the relevance of the textbook, proposes some adaptation techniques to make the textbook more effectively, points out the limitations of the study, and gives suggestions for further research
LITERATURE REVIEW
Materials in language teaching and learning
Materials in education can be defined in various ways According to Brown (1995), materials encompass any systematic approach to teaching techniques and exercises in the classroom Tomlinson (2001) expands this definition, stating that materials can facilitate language learning through various forms, including linguistic, visual, auditory, and kinesthetic elements, presented in formats such as print, live performances, or digital media like CDs and the internet Additionally, McGrath (2002) notes that materials can include both presentations, such as drawings or family photos, and tangible objects like pens and rulers.
In language instruction, educators have access to a diverse range of text materials, including worksheets, computer programs, textbooks, and teacher-authored resources Today, instructors can select from various published course books or opt to create their own tailored materials, enhancing the learning experience for their students.
Published materials offer numerous benefits for educators, as highlighted by Tomlinson (2003), who notes that well-designed and systematic resources are typically crafted by professional writers These materials provide teachers with authentic language and cultural insights while saving valuable preparation time However, Tomlinson also points out that there are some drawbacks to relying solely on these published resources.
Relying heavily on published materials can hinder teachers' creativity and imagination, while teacher-prepared materials offer a more tailored approach to specific classroom scenarios These custom materials allow educators to align lessons with students' interests and needs, making them highly adaptable However, preparing such resources requires significant time and effort, and teaching can be particularly challenging for less experienced educators.
Materials serve as essential educational tools that facilitate lesson objectives, enhance the teaching and learning process, and optimize teachers' time They should be designed with a focus on learning rather than merely on teaching (Tomlinson, 2012, p 143) This study will adopt this definition of materials.
Materials are crucial in language education, serving as a reflection of the aims, values, and methods within a specific teaching and learning context, as highlighted by Hutchinson & Waters (1987) Consequently, the selection of resources is considered the most significant decision that language teachers face, emphasizing the impact of well-chosen materials on the learning experience.
In 2006, he elaborates on the significance of materials by discussing their six essential roles, which include serving as a framework, guiding syllabi, providing ready-made texts and tasks, offering material resources, ensuring effective guidance, and fostering learner autonomy.
Language teaching frameworks offer a clear structure that facilitates tracking the progress of both educators and students By acting as a comprehensive syllabus, these frameworks ensure a systematic and thoughtful selection of language materials Furthermore, teachers benefit from significant time savings by utilizing pre-prepared texts.
Educational resources provide learners with affordable tools that enhance their study experience and offer guidance for new teachers or those unsure of their language skills These materials empower students to independently explore new content and revise their knowledge, reducing their reliance on teachers According to Tomlinson (2003), educational materials serve four key functions: instructional, experiential, eliciting, and exploratory, which collectively support language learners in practicing, experiencing, and understanding the language Both Tomlinson (2003) and Ur (2006) emphasize the importance of these materials in English Language Teaching (ELT), highlighting their essential role in effective education.
Materials evaluation
2.2.1 The definitions and the reasons of materials evaluation
According to Hedge (2000), evaluation has evolved from simply assessing students at the end of a course to encompassing all aspects of a program, which includes the use of teaching materials This process involves assessing the suitability of educational materials for specific purposes and making necessary adjustments Tomlinson (2003) defines this procedure as materials evaluation, which aims to determine the value or potential value of a collection of educational resources.
Materials evaluation is a crucial process in curriculum development, providing essential insights for selecting or constructing materials effectively It involves collecting data, making informed decisions, and aligning materials with specific goals and objectives.
8 well as to the aspirations of the students The evaluation must, above all, be connected to actual actions
According to Hutchinson and Waters (1987), evaluation is crucial for determining the suitability of materials for specific educational purposes, emphasizing that there are varying degrees of fitness rather than absolute standards Evaluating educational materials is vital for ensuring they effectively support students' learning objectives This process aids educators in selecting appropriate textbooks by considering the diverse needs and preferences of students Additionally, administrators must address concerns related to standardization, syllabus compliance, language acquisition philosophies, exam criteria, and government language policies, highlighting the necessity of balancing the requirements of both teachers and students in the selection process.
Evaluating teaching materials is essential to ensure they fit the educational context, as not all available textbooks are suitable for language programs According to Sheldon (1998), selecting a textbook reflects important educational decisions that carry professional, economic, and political consequences Through the evaluation process, teachers become familiar with the content of the textbook, allowing them to recognize its strengths and weaknesses This two-way evaluation process not only aids in textbook selection but also enhances teachers' understanding of their own classroom and learning environment.
Material evaluation varies among researchers, as highlighted by Ellis (1997), who identifies two primary approaches: retrospective and predictive Predictive evaluation emphasizes the selection of materials to be used, while retrospective evaluation assesses the effectiveness of materials that have already been implemented.
Besides, Cunningsworth (1995: 76), McGrath (2002: 14–15), and Tomlinson (2003)
The evaluation of materials can be categorized into three phases: pre-use, in-use, and post-use Notably, post-use evaluation occurs after students finish the course book, providing a clearer and more comprehensive assessment of materials compared to Ellis's evaluation approach.
Pre-use evaluation is essential for familiarizing users with textbook contents to identify their advantages and disadvantages The main goal of this phase is to select a textbook that aligns with the course objectives and the students' proficiency levels As noted by Tomlinson (2003), this process involves assessing the potential value of resources for users However, a quick skim of a book often leads to subjective and unreliable impressions of its worth.
In-use evaluation is a process that assesses the strengths and weaknesses of a currently utilized course book in the classroom This evaluation allows teachers and course designers to determine the ongoing suitability of the course book based on students' ability to meet learning objectives and enhance their educational experience As noted by Tomlinson (2003), this method relies on direct observation and immediate results, making it more reliable and objective than pre-use evaluation.
Post-use evaluation, often overlooked despite its importance in enhancing the teaching and learning process, is crucial for assessing the effectiveness of a course book after its implementation Also referred to as end-of-program evaluation, this stage aims to determine whether the course book should be modified, supplemented, or retained as is, as noted by McGrath (2002) Tomlinson (1998, 2003) emphasizes that this type of evaluation is the most significant and beneficial, as it measures the actual impact of the materials on users and provides accurate insights for future improvements.
Researchers have identified various types of materials evaluation, which, despite their differences, share fundamental similarities Each material possesses distinct strengths and weaknesses, highlighting the importance for researchers to assess and determine the most suitable option for their needs.
In light of the current challenges faced by private schools, this research categorizes materials evaluation into three distinct types: pre-use, while-use, and post-use evaluation Focusing specifically on post-use evaluation, the study aims to assess the effectiveness of textbooks, determining whether they require modification, supplementation, or retention.
According to Tomlinson (1998), researchers utilize criteria to determine what aspects need evaluation, making the identification of these criteria a crucial initial step in the evaluation process It is essential for evaluators to avoid selecting criteria arbitrarily or based on personal bias; instead, they should choose the most relevant checklist tailored to their specific teaching and learning contexts.
The evaluation of materials is contingent upon the specific aspects being assessed and the underlying reasons for the evaluation (Evans and Dudley-Dudley, 1998) Below is a summary of diverse methods for material evaluation along with the corresponding criteria.
Hutchinson and Waters (1987) outline a four-step process for evaluating English for Specific Purposes (ESP) course books, which includes defining criteria, conducting subjective analysis, performing objective analysis, and ensuring alignment They emphasize the importance of both subjective and objective evaluations to meet the diverse needs of key stakeholders, including teachers, students, and sponsors.
1987) Evaluators should consider the needs and make sure that subjective factors cannot make objectivity difficult to realize in the early stages of analysis
Figure 1: The materials evaluation model of Hutchinson and Waters (1987: 97)
Four primary criteria are included in the checklist: audience, aims, content, and methodology There are 21 questions in total on the checklist, split into two groups:
When evaluating an ESP textbook, it's crucial to prioritize the audience, as highlighted by Hutchinson and Waters (1987) Understanding the students' demographics—including age, gender, nationality, study area, education level, interests, and hobbies—is essential for effective evaluation Additionally, comprehending both the course and material objectives is vital Evaluators should analyze various aspects of the content, such as language descriptions, language points, macro- and micro-skills distribution, text types, subject matter areas, knowledge levels, topic types, content organization, and sequencing Finally, it's important to assess the appropriateness of the methodology used in the materials, considering factors like learning theory, attitudes toward learning English, exercise types, teaching techniques, support materials, and the flexibility of the approach.
Materials adaptation
2.3.1 The definitions of materials adaptation
The process of developing new materials is incredibly intricate and involves many other distinct and significant steps The term "material development" encompasses
Adaptation is a crucial process in language learning material development, involving the modification of specific components within a course book to suit the needs of a particular class or level (Tomlinson, 2012; McDonough, Shaw, & Masuhara, 2018) Unlike adoption, which focuses on the entire textbook, adaptation emphasizes tailoring content to enhance student engagement and effectiveness Cunningsworth (1984) describes material adaptation as essential for guiding students to achieve desired learning outcomes Furthermore, Madsen & Bowen (1978) highlight that effective teachers continually adapt their materials and methods, demonstrating the necessity of flexibility in instructional environments This ongoing adjustment process underscores the importance of responsiveness in teaching practices.
Material adaptation is essential for enhancing the suitability of educational resources to specific contexts and addressing inherent deficiencies in the materials, as highlighted by McGrath (2002: 62) Tomlinson (2003) identifies key factors that may lead teachers to perceive incongruence when contemplating modifications, emphasizing the importance of evaluating these elements to ensure effective material adaptation.
Teaching contexts (e.g national, regional, institutional, cultural situations)
Course requirements (e.g objectives, syllabus, methodology, assessment)
Teachers (e.g teaching style, belief about learning and teaching)
Moreover, Tomlinson (2003) states that adaptation is also required when resources are not truly appropriate in terms of:
Methods (e.g an exercise could be extremely mechanical, useless, or tough.)
Language content (e.g there may be an overemphasis on grammar that your children easily grasp or an underemphasis on what they struggle with.)
Subject matter (e.g themes can be unappealing to students, outdated, or inadequately authentic.)
Balance of skills (e.g exaggeration on written or spoken language ability, or insufficient emphasis on skill integration.)
Previous research has highlighted various adaptation strategies for course materials McGrath (2002) identifies four key evaluative processes for material selection: adopting, partially adopting or rejecting materials, adding extensions to existing resources, and completely replacing materials.
(2003) defined adaptive methods as adding, deleting, simplifying, reordering, and replacing, with little emphasis on adding (sub-categories include extending and expanding, while removing and abridging are categorized as deleting)
McDonough, Shaw, and Masuhara (2018) introduced a detailed five-step process for content adaptation, which includes adding, omitting, modifying, simplifying, and reordering The first step, adding, involves supplementing materials with additional linguistic items and activities to address gaps in content This can be achieved through quantitative and qualitative changes, especially when existing materials are insufficient in texts, images, or tasks The second step, omitting, entails removing content that may be redundant or inappropriate, particularly when students are already familiar with the material or when there are excessive tasks in a lesson.
To align better with the objectives, it is essential to reduce the number of materials through omission Additionally, modification involves internal changes that can be categorized into two groups: restructuring and rewriting.
Restructuring involves modifying the content's organization to better accommodate students and enhance the learning environment In contrast, rewriting considers students' interests and backgrounds by providing an authentic language model Simplifying leads to materials that are easier to comprehend, as teachers may rephrase content or streamline activities for better clarity Finally, reordering entails adjusting the sequence of units presented, allowing for a different arrangement than initially planned.
Review of previous studies
The evaluation of English language teaching materials has become a focal point for researchers, leading to numerous studies that assess the effectiveness of these materials through diverse evaluation methods While the methodologies may vary, a key aspect shared by these studies is their emphasis on the evaluation process, which provides essential feedback for enhancing and refining teaching resources.
Tomlinson (2001) conducted an evaluation of several materials published by prominent UK publishers, including Language in Use by Cambridge University
The evaluation of UK language courses utilized both general and course-specific criteria, categorized into four main areas It also included specific assessments for supplementary materials like cassettes, CD-ROMs, teacher's books, workbooks, and videos The author offered detailed feedback on each coursebook, highlighting seven positive trends and sixteen negative trends observed in the current offerings.
Alamri (1998) conducted a study to evaluate the Sixth Grade English Language Textbook used in Saudi Boys' Schools The evaluation utilized a 63-item
The study utilized a 19-question questionnaire organized into 12 key categories, including general appearance, design and illustrations, and teaching methods Findings revealed that the textbook was effective, meeting nearly all specified criteria Additionally, the research offered ten recommendations for improvement, emphasizing the need for a comprehensive glossary, visually appealing illustrations, topics that encourage critical thinking, enhanced listening materials, and an approach that considers students' multiple intelligences.
The evaluations by two foreign scholars reveal that diverse methods can yield valuable data for the evaluation process The first scholar highlights multiple factors related to materials that significantly affect their effectiveness, while Alamri emphasizes the essential role of teachers in offering practical recommendations for material enhancement Furthermore, Alamri utilized a comprehensive data collection approach that included documents and records such as curriculum plans, needs assessments, educational objectives, and teachers' lesson records.
Nguyễn Thị Hương Lan (2004) conducted an evaluation of the piloted "English 10
The study conducted at Nguyen Tat Thanh High School evaluated the "Textbook 2" using the model proposed by Hutchinson and Waters (1993) Researchers utilized a twenty-item questionnaire for teachers, a twenty-two-item questionnaire for students, and informal interviews with both teachers and students The evaluation aimed to assess the textbook's objectives, content, and methodology in alignment with the goals set by Vietnam's Ministry of Education and Training (MOET) for grade 10 Findings indicated that the textbook partially fulfilled course requirements and was generally suitable for students' English proficiency levels, highlighting positive aspects such as relevant topics, well-designed listening sections, and a variety of appropriate texts.
The textbook offers 20 types of skill-integrated tasks and activities, but it fails to adequately support students in effectively communicating in English on the specified topics The speaking, reading, and writing sections present significant challenges due to a lack of sufficient guidance The study suggests necessary revisions to the textbook's content and methodology, recommending changes to exercises through techniques such as adding, removing, simplifying, and reordering to enhance student learning outcomes.
In 2010, Nguyễn Thị Nguyệt Ánh conducted a study assessing teachers' perspectives on the "Let's Go 1A - 2nd Edition" textbook for third-grade students in northern Vietnam's primary schools This evaluation utilized a model by Hutchinson and Waters (1987) alongside Cunningsworth's (1995) checklist, focusing on six key criteria: objectives, content, language points, supplementary materials, overall appearance, and methodology.
The survey results revealed that "Let's Go 1A - 2nd Edition" generally met course objectives and curriculum standards, yet it exhibited significant shortcomings such as a narrow topic range, uneven skill development, and a communicative methodology that created challenges for educators Additionally, the approach to introducing linguistic input was found lacking To address these concerns, the study recommended integrating communicative goals into the course syllabus and employing adaptation techniques.
In conclusion, various checklists focus on different aspects of education, including physical appearance, teaching methods, and socio-cultural dimensions The authors utilized either single or multiple checklists based on their specific goals For this study, the researcher selected the English textbook evaluation criteria established by Vietnamese experts, as outlined in circular 31/2015/TT-BGDĐT from the Minister of Education and Training This checklist was chosen for its clarity and adequacy, reflecting the insights of experienced professionals who understand the dynamics of foreign language teaching and learning in Vietnam.
Vietnam's language landscape and educational policies play a crucial role in determining the suitability of textbooks for primary students This checklist serves as an effective tool to evaluate whether the Oxford Discover 2 Student Book meets the specific needs and requirements of Vietnamese primary education.
METHODOLOGY
An overview of the research contexts and the evaluated textbooks
The study was conducted at a private primary school in Hanoi, where Oxford Discover 2, Student Book has been used officially It contains six series of books
(Oxford Discover 1, 2, 3, 4, 5, and 6) Currently, Oxford Discover 2, Student Book is expected to be used for teaching and learning in grade three classes in the school
The primary textbook set includes a Student Book, Teacher Book, Workbook, Grammar Book, and two CDs, organized into 18 units Each unit is paired with a central theme introduced by a Big Question Odd-numbered units feature seven lessons, including vocabulary preparation and comprehension activities, while even-numbered units consist of eight lessons that incorporate wrap-up projects and storytelling Each lesson is designed with diverse communicative activities, encouraging individual, pair, and group work, as well as class discussions, fostering interactive learning through various patterns such as student-to-student and student-to-teacher engagement.
The participants of the study
A study was conducted involving 30 English teachers at a private primary school in Hanoi, where a particular textbook has been utilized for seven years Among these educators, 6 possess Master’s degrees, while 24 hold Bachelor’s degrees in English.
The study involved 23 teachers aged between 27 and 40, including 4 males, all possessing over six years of experience with the Oxford Discover 2 Student Book Following the completion of a questionnaire survey, 5 out of 30 English teachers were randomly selected for interviews.
Data collection instruments and procedures
In this study, a survey questionnaire was utilized as a key tool for data collection, as highlighted by Litz (2005), who notes its effectiveness in gathering data from large groups and analyzing educational goals and contexts A significant benefit of this method is that it allows respondents to provide answers without revealing personal information, thereby enhancing the objectivity of the results (Gillham, 2000).
This research utilized questionnaires to gather teachers' perspectives on the effectiveness of the textbook in meeting essential criteria, objectives, teaching principles, methodology, content, language skills, and support for users The survey included 44 questions with multiple-choice options, organized into five distinct sections for comprehensive analysis.
Part 1: 5 questions to collect teachers’ opinions about how the textbook meet the prerequisite criteria
Part 2: aimed at seeking for information about to what extent how the textbook meets in terms of design and organization which consists of 5 questions
Part 3: consisted of 9 questions to find out teachers’ evaluations of objectives, teaching principles, and methodology
Part 4: was designed to ask for teachers’ opinions about content and language skills which has 21 questions
Part 5: had 3 questions and was mentioned to get teachers’ opinions about the textbook user supports
The questionnaires were delivered to 30 teachers on May 15th, 2023 and then
On June 16th, 2023, a total of 24 responses were collected from participants who evaluated key questions using a Likert scale ranging from 1 (strongly unsatisfied) to 4 (strongly satisfied) For detailed information regarding the questionnaire, please refer to Appendix 1.
In this study, a semi-structured interview was utilized as a key data collection instrument, providing a flexible and open format that enhances the depth and reliability of the information gathered Five Vietnamese primary school teachers, comprising four with M.A degrees and one with a B.A degree, were interviewed, coded as Teacher 1 through Teacher 5 The interviews, lasting approximately five minutes each, focused on predetermined questions and encouraged participants to share their insights and recommendations for evaluating the textbook The sessions were recorded for later analysis, with detailed questions and responses available in the appendices.
3.3.3 Design of the study and data collection process
The researcher collected data through survey questionnaires and semi-structured interviews with teachers
Data collection from survey questionnaires
Step 1: Prepare beforehand and ask for consent: In order to finish a questionnaire, the researcher received a help from her supervisor to certify its contents Next, the author contacted teachers from a private primary school in Hanoi to collect data
25 directly The researcher also asked for the teachers’ consent to take part in the survey
Step 2: Collect the data: The survey questionnaires were given online to 30 teachers using Oxford Discover 2, Student Book Luckily, all of the teachers answered the surveys
Step 3: Evaluate the data collection process: After collecting the questionnaires from the participants, the survey data were ready to be analyzed
The researcher reached out to 5 of the 30 initial English teachers to confirm their participation in semi-structured interviews, providing them with specific details about the time and location of the interviews.
Semi-structured interviews were held with five English teachers to collect their insights on the textbook's suitability, along with their suggestions for enhancement The interviews were recorded to facilitate thorough data analysis All participating teachers expressed their willingness to contribute to the improvement and adaptation of the textbook for future use.
After the interviews, the researcher analyzed and transcribed the recorded data.
Data analysis
This study utilized two data collection instruments: a survey questionnaire and semi-structured interviews, employing both descriptive statistics and interpretative methods for data analysis The analysis of the questionnaire data followed three main steps.
Step 1: Examine the data: When receiving the questionnaires, the researcher examined thoroughly whether (1) the questionnaires were done; (2) the given answers were reasonable and understandable; and (3) the given data responded to the questions Then, the researcher moved to the next step
Step 2: Report the data: Data from 30 surveys were analyzed and synthesized based on the parts of the questionnaire In each section, the frequency of each option was calculated in percentages Results of the questionnaires helped answer the first research question about the teachers’ evaluation of the textbook Oxford Discover 2
Step 3: Visualize the results: Besides presenting in written form with descriptions and numbers, the result was illustrated in bar charts, pie charts, or tables to generalize the data
Besides quantitative data from questionnaires, qualitative one from interviews were completed to answer the second research question about the teachers’ evaluation on the textbook Oxford Discover 2, Student Book
Step 1: Transcribe the recordings: In the first step, the researcher listened to the recordings of five teachers interviewed before transcribing them into written form for further analysis
Step 2: Choose the relevant data: Once all the recordings had been transcribed, only suitable data to answer the research question were chosen for in-depth analysis
Step 3: Conclude the findings: The findings were reported and the discussion was concluded correspondingly
FINDINGS AND DISCUSSION
Findings from the teacher survey
A survey was conducted among 30 primary school teachers in Hanoi who utilize the Oxford Discover 2 Student Book for English instruction The research aimed to gather feedback on the textbook's compliance with the Ministry of Education and Training's (MOET) English Textbook Evaluation Criteria for primary education in Vietnam The collected data is presented in the following tables and charts.
4.1.1 The appropriateness of the material to the requirement of the checklist regarding some prerequisite criteria
The results from the first five survey questions, presented in Table 1, indicate a strong positive satisfaction rate among teachers regarding the legal, social, and cultural aspects of the Oxford Discover 2, Student Book Notably, 50% of respondents expressed extreme satisfaction, while 33% were satisfied and 17% were quite satisfied, with no teachers reporting dissatisfaction This outcome is significant, as the legality of educational materials is crucial for their distribution in Vietnam, underscoring the importance of compliance with Vietnamese laws.
Table 1: Teachers’ perspectives on the textbook's alignment with the prerequisite criteria in the checklist
The textbook complies with Vietnamese legal requirements 0 % 17% 33% 50%
The textbook's content aligns with the curriculum for each educational level as published by Vietnam's Ministry of
The textbook's content is related to the trend of global integration and does not contradict any Vietnamese cultural norms, history, geography, morality, customs, or traditions
The textbook supports education of patriotism, nationalism, and the preservation of social order, political security, and national sovereignty
Prejudices against people based on their gender, ethnicity, religion, occupation, socioeconomic class, or age are absent from the textbook's material
A significant majority of teachers believe that the Oxford Discover 2 Student Book aligns well with the primary school curriculum set by Vietnam's Ministry of Education and Training, with 67% expressing strong satisfaction and 33% being satisfied They find that the textbook effectively meets the Ministry's requirements for teaching English to primary school students However, there is some confusion among teachers regarding the textbook's role in promoting patriotism and nationalism, as well as its impact on political security and social order According to survey data, 17% of teachers are strongly dissatisfied with this aspect, while 50% are fairly satisfied, 23% are satisfied, and 10% are strongly satisfied, indicating a lack of significant variation in attitudes on this issue.
29 commercial product and does not include any sensitive factors As a result, topics like nationalism and national sovereignty are left out
While only 7% of teachers express satisfaction with the Oxford Discover 2 Student Book, most agree that its content aligns with Vietnamese culture, customs, history, and traditions The textbook is intended for a global audience, which is why it does not focus specifically on Vietnamese culture The material presented is considered common knowledge and adheres to general moral standards Additionally, 73% of teachers strongly believe that the book is free from biases related to gender, ethnicity, religion, occupation, social status, or age Notably, no respondents reported feeling strongly dissatisfied with these aspects of the textbook.
To sum up, it can be seen that Oxford Discover 2, Student Book aligns with
Vietnamese laws are well-aligned with the primary school curriculum, as most teachers agree that the content respects Vietnamese culture, customs, history, and traditions However, there is some uncertainty among educators regarding the textbook's effectiveness in promoting patriotism and nationalism among students.
4.1.2 The appropriateness of the material to the requirement of the checklist regarding design and organization
Table 2: Teacher survey result on the match of textbook to the requirement of the checklist in terms of design
The textbook size and weight, the sizes of the visuals, and the text fonts are age-appropriate
The textbook design is attractive; the subtitles, logo, text fonts, punctuation marks, and page numbers are consistent, conventional, and error-free
The textbook's images are appealing, pertinent to the lessons, and encourage teachers' and students' creativity while offering material for language and communication practice
Table 2 reveals that over 90% of teachers are satisfied with the overall appearance of the Oxford Discover 2, Student Book, with 80% expressing high satisfaction regarding its size and weight The design elements, including visual and text font sizes, are deemed appropriate for the target age group, highlighting the importance teachers place on textbook design Additionally, 86% of respondents believe the textbook appeals to their students, and it is free of errors, with consistent design in subtitles, logos, text fonts, punctuation marks, and page numbers This quality assurance is attributed to its publication by Oxford University Press, a reputable institution, ensuring thorough validation before distribution.
31 textbook's visuals The majority of them highly believe that the visuals are appealing, related to the content of the lessons, and useful for language practice
Table 3: Teacher survey result on the match of textbook to the requirement of the checklist in terms of organization
The textbook is well-organized and presents lessons methodically It includes Introduction, Table of contents, Units/Lessons, Revisions,
The textbook provides a good mix of the teaching of new vocabulary and practice activities, which works well with each educational level's standard class hours
The organization of the Oxford Discover 2 Student Book has received positive feedback from educators, with 90% agreeing that it is logically and effectively structured Teachers appreciate the systematic presentation and the adequacy of resources, including the Scope and Sequence and Playscript However, 10% express only moderate satisfaction due to the absence of an Introduction, detailed Revisions, and a Glossary Additionally, 70% of participants believe the book strikes a good balance between introducing new language concepts and providing practice exercises, while 20% feel somewhat satisfied with this aspect.
The majority of participants express satisfaction with the overall design of the Oxford Discover 2 Student Book Key elements such as subtitles, logos, text fonts, punctuation, and page numbers are presented in a consistent and conventional manner Additionally, the book is logically and effectively organized, enhancing the user experience.
Additionally, the book offers a good balance between introducing new language concepts and providing practice exercises
4.1.3 The appropriateness of the material to the requirement of the checklist in terms of objectives and methodology
Table 4: The appropriateness of the material to the requirement of the checklist regarding Objectives and Teaching Principles
The textbook satisfies the objectives of the English teaching curriculum, taking into account the teaching conditions and standard teaching volume of the school system
The textbook follows psychological characteristics that are appropriate for the student’s age
The textbook shows good consistency among objectives, teaching methodology, teaching-learning modes, and testing and assessment
The textbook has a balance of the four skills: Listening, Speaking,
The textbook is structured and systematic, aligning with the language content and skills required for each educational level It effectively meets the learning outcomes outlined in the six-level framework of foreign language competencies.
According to Table 4, the Oxford Discover 2 Student Book successfully meets the criteria of the textbook evaluation checklist, with no significant dissatisfaction reported Over 80% of respondents indicate they are satisfied or extremely satisfied with the book This suggests that the textbook aligns well with the objectives of the English teaching curriculum and is appropriate for the standard teaching volume in elementary schools Overall, the content of the book is deemed suitable for its intended audience.
This article outlines 33 psychological characteristics of students, emphasizing the alignment of objectives, teaching methodologies, and assessment methods It highlights the importance of targeting the four language skills equally to enhance overall English proficiency All these elements are interconnected and support the common learning objectives tailored for elementary school students.
Table 5: The appropriateness of the material to the requirement of the checklist regarding Methodology
The layout of the textbook’s content enables teachers to choose suitable teaching methods and aids
The textbook promotes the use of advanced teaching methods in light of the development of communicative competence and active learning
The teaching methods used in the textbook apply to different groups of English teachers
The teaching-learning activities are various, which enables the teachers to flexibly apply different teaching methods to different learners
Table 5 demonstrates that the structured content layout of the textbook enables teachers to effectively choose suitable teaching strategies and resources The advanced methods promote student creativity and engagement, emphasizing communicative competence over traditional approaches With a diverse range of activities, teachers can flexibly implement various strategies tailored to different student needs Additionally, the textbook prioritizes knowledge and skill-based objectives across individual, pair, and group tasks.
4.1.4 The appropriateness of the textbook to the requirement of the checklist considering content and skills
Table 6.1: Teacher survey result on the match of textbook to the requirement of the checklist in terms of general content
The textbook includes a wide range of topics that are appropriate for students' skill levels and is educational in terms of behavior and life skill development
The content is updated and appealing, which stimulates teachers’ creativity and students’ motivation and interests and helps enhance students’ knowledge and experiences
Speaking competencies and the contents of Vocabulary,
Pronunciation, and Grammar are proportional in each lesson
The language used in the textbook is natural, authentic, and age-appropriate
According to Table 6.1, a majority of teachers find that the Oxford Discover 2, Student Book offers a diverse range of topics appropriate for third-grade students, promoting good behavior and problem-solving skills Over 60% of respondents appreciate the book's engaging content, which allows teachers to foster creativity and enhance students' knowledge However, nearly 40% suggest that more current and captivating themes should be incorporated Additionally, several teachers express satisfaction with the balance of the four skills taught, while emphasizing the need for increased focus on speaking activities.
This book does not include lessons on pronunciation, limiting learners' opportunities to practice word sounds However, almost all teachers believe that the language used in the book is natural, authentic, and suitable for the appropriate age group.
Table 6.2: Teacher survey result on the match of textbook to the requirement of the checklist in terms of general content
Every language skill is appropriately practiced, incorporating the exercise and improvement of other skills
The teaching and learning activities are diverse and well-structured, guiding learners from easy to difficult and simple to complex tasks, with clear objectives and instructions
The textbook offers a balanced mix of activities and tasks that emphasize both fluency and accuracy
Most teachers believe that practicing each linguistic skill not only enhances that skill but also improves others, and the textbook offers a diverse range of exercises aimed at developing both fluency and accuracy Over 70% of educators agree that the structured activities effectively guide students from simple to complex tasks, while nearly 20% express satisfaction with the current approach Some educators suggest incorporating more grammatical tasks to provide additional practice opportunities, while others advocate for the design of more speaking activities.
Table 7: Teacher survey results on how well the textbook aligns with the checklist requirements for listening skills
The listening activities are diverse, aiding learners in enhancing their comprehension skills
The listening material is well- recorded and authentic, concentrating on English language skills like stress, intonation, and connected speech elements
The listening passages' length and difficulty are appropriate for the learners' level of proficiency and encourage the practice of other language skills following listening
Findings from the semi-structured interviews
The researcher conducted interviews with 5 of the 30 teachers who completed a questionnaire to gain insights into cultural and social factors, as well as the design, organization, content, and skills presented in the book, while also gathering suggestions for its improvement.
Five teachers have positive attitudes when evaluating the cultural and social factors of
The Oxford Discover 2 Student Book is well-aligned with Vietnamese culture, history, and traditions, as noted by teachers who emphasize its conformity to local laws and values It promotes global integration through diverse topics that celebrate various cultures and lifestyles, teaching students essential concepts in physical science, history, and life sciences from countries like the UK, USA, and India The content is free from age, gender, or ethnic prejudices, focusing on elementary education without delving into social organizations or religion Additionally, it avoids themes of nationalism or political security, instead fostering good manners and behaviors through stories like "Bandar the Greedy Monkey." Overall, this textbook is designed for use in Vietnam and beyond, making it a versatile educational resource.
The design of the Oxford Discover 2 Student Book receives positive feedback from teachers, highlighting its ability to promote student engagement through interactive activities and a consistent structure that facilitates easy comprehension Teachers appreciate its inquiry-based approach, which effectively engages young learners while enhancing their English language skills Additionally, the overall aesthetic appeal of the book is noted, contributing to its effectiveness in the classroom.
The textbook maintains consistent and conventional text fonts, page numbers, punctuation, and subtitles, with no grammar or spelling errors Its weight and size are suitable for elementary school students, ensuring readability with appropriately large text The book features bright and vibrant images, which Teacher 4 commends for their colorful illustrations, photographs, and charts Additionally, Teacher 5 appreciates the book's layout and interactive elements, including word webs, speech bubbles, icons, and symbols.
When it comes to the organization of the textbook, all the interviewed teachers share the same idea that Oxford Discover 2, Student Book is quite “good”, “clear”, and
“logical” The book is organized into 18 units that follow a structured format Each unit is structured around a central question that fosters critical thinking and curiosity
In the curriculum, odd units feature a structured sequence of lessons: Big Question, Get Ready, Before You Read, Read, Comprehension, Grammar, and Communicate, while even units include Get Ready, Before You Read, Read, Comprehension, Grammar, Communicate, Wrap-up – Review, and Wrap-up – Project This division into seven or eight lessons per unit facilitates effective time management for teachers The program incorporates a variety of activities such as pair work, group discussions, stories, and exercises to cater to diverse learning styles However, some teachers, like Teacher 3, note that the Communicate lesson is excessively lengthy for the standard 35-minute primary school class, and Teacher 5 suggests incorporating more speaking activities to enhance student engagement.
Frequent integration of 45 activities is essential for enhancing the learning experience Additionally, a significant majority of teachers—three out of five—believe the textbook is missing a glossary Furthermore, two teachers recommend including an introductory section at the beginning of the book to give readers a comprehensive overview of its content.
Oxford Discover 2 is praised by teachers for being "updated," "appealing," and "quite good," with Teacher 1 highlighting its balanced approach to skill practice in reading, listening, speaking, and writing, which are interconnected for comprehensive student development Teacher 2 notes the book's focus on teaching appropriate behavior and essential life skills, while Teacher 5 appreciates the engaging grammar model presented through songs, making language learning enjoyable However, some drawbacks have been identified: Teacher 1 points out the absence of phonics lessons in each unit, Teacher 2 suggests more time should be dedicated to speaking practice, Teacher 3 mentions that some texts are too lengthy for grade 3 students, and both Teachers 4 and 5 agree that the book lacks exercises for completing sentences to enhance students' sentence structure skills.
To enhance the suitability of the textbook for Vietnamese primary schools, teachers have proposed several key improvements Firstly, three out of five educators advocate for the inclusion of a Glossary at the end of the book to aid students in vocabulary retention Secondly, Teacher 2 emphasizes the need for an Introduction that outlines the book's contents and objectives Lastly, Teacher 1 suggests incorporating Phonics lessons in each unit, which would benefit third-grade students who are beginning their English language journey, as Phonics instruction emphasizes the relationship between sounds and letters.
To enhance the learning experience for Vietnamese primary school students, it is recommended that lessons on the relationship between sounds and their corresponding letters be placed after the Communicate lesson, allowing students to first engage with thematic content before focusing on sound practice The Communicate lesson should be divided into two 35-minute periods, with the first dedicated to vocabulary and listening skills, and the second to speaking, writing, or word study Additionally, readings in Oxford Discover 2 should be simplified by shortening them, breaking them into smaller sections, or using simpler language to improve comprehension within the allotted time The textbook should also feature more exercises to practice sentence structures before students are tasked with writing paragraphs, as well as additional grammar exercises like verb conjugation, sentence completion, reordering, and transformation to help reinforce their knowledge.