Luận văn Đánh giá chất lượng của bộ sách giáo khoa tiếng anh 10 mới biên soạn trong khuôn khổ của Đề Án ngoại ngữ quốc gia 2020

The Common European Framework of Reference for Languages English as a Foreign 7anguage English as a Second Language Fnglish Language Teaching General Certificate of Secondary Education M

HANOI NATIONAL UNIVERSITY, VIETNAM UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

Inioobobiiociocitan

NH TRANG

EVALUATING THE QUALITY OF THE NEW TEXTBOOK TIENG ANH 10 DEY ELOPED UNDER ‘THE NATIONAL 2020 PROJECT

(Đánh giá chất lượng của bộ sách giáo khoa 7iểng Anh 16 mới biên soạn trong

khuôn khô của Đề án Ngoại ngữ Quốc gia 2020)

MA, MINOR PROGRAM THESIS

Major: English Teaching Methodology Code: 60140111

Tlanoi - 2016

HANOI NATIONAL UNIVERSITY, VIETNAM UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

#E*PEEEE đo EMCEle4oF4DtE

TRAN THỊ MINII TRANG

EVALUATING THE QUALITY OF THE NEW TEXTBOOK TIENG ANH 16 DEY ELOPED UNDER THE NATIONAL 202¢ PROJECT

(Đánh giả chất lrựng của bộ sách giảu khua Tiếng 4;sh 10 mửi hiên suạn trưng,

khuôn khổ của Đề án Ngaại ngữ Quốc gia 2020)

MA MINOR PROGRAM TIE

Major: English Teaching Methodology

Code: 60140111

Supervisor: Prof Dr Hoang Van Van

Tlanoi - 2016

DECLARATION

I, Tran Thi Minh Trang, hereby certify that this thesis is the result of amy own research and the substance of this thesis has not, wholly or in part, been submitted for a degree to any other university or institution

Ilanoi, 2016

Signature

Tran Thi Minh Trang

ACKNOWLEDGEMENTS

First and foremost, T would like to express my special and sineere thanks to

my supervisor, Prof, Dr Huang Van Van, who has given me great help with this thesis Without his experienced guidance, valuable suggestions and dutiful

supervision, my research would be [ar from finished

J also wish to acknowledge my debt of gratitude to the staff memibers of the

Postgraduate Department and the lecturers at College of foreign Languages,

Vivtnam National University for thew valuable lectures, which provide me wath

scientific knowledge that help to fulfill the study

I am also thankful to many teachers of English and students at upper secondary schools in Ha Nam, teachers of English in certain upper sccondary schools in lla Nam Yen Bai, Dien Bien, Lai Duong, Vinh Phuc, Son La Provinces

for answering the questionnaires and interviews

Last but not least, my thanks go to my family, especially my husband, who

has given me so much love, patience and encouragement,

ABSTRACT

The basic goal of material evaluation is selecting teaching materials

which are appropriaicly relevanl for a particular teaching context The current study

aimed at evaluating the quality of the New ‘Textbook 1iéng Anh 10 developed under the National Foreign Language 2020 Project to get feedback from teachers teaching

it and students learning from it so as to establish its strengths and weaknesses and to

see if it is suited to the teachers and students ‘he study results showed that the New

Textbook Tiếng Anh 10 meets almost all criteria given and seemed to be highly suitable for Upper Secondary Vietuamese teachers and students and also got positive feedbacks from teachers and students Mowever, there is something that needs to be done to improve the quality of the materials The research consists of

four parts The first part introduces the rationale, aims and objectives, research

questions, scope as well as the significance of the study The second part is

concemed with the literature review that the study mainly based on; the

amethodology thal the researcher used to carry oul this sludy as well as the Findings

and discussion Basically, Tieng Anh 10 was written with the high quality, meeting

most of the cnileria for a modern language textbook In particular, iL suits the teachers teaching it and students leamming from it, The last part provides a summary

of the strengths and weaknesses of the textbook as seen from the point of view of

the teachers and studerts’ evaluation Tl also arkl poms out some limitations of the

research and make some suggestions and recommendation for further study.

The Common European Framework of Reference for Languages English as a Foreign 7anguage

English as a Second Language Fnglish Language Teaching General Certificate of Secondary Education Ministry of Education and Training

The National Foreign Language

‘The New English Textbook, Ting Anh 10

LIST OF THE APPENDICES

Questionnaire for teachers of the New English Text Book, Tiéng Anh 10

Questionnaire for students of the New English Text Book, Tiếng

Anh 10

Transcrips of the interviews for the teachers and students

1 Rationale for the St0đÿ 1x H221,

5 Significanee of the Study, soi

1.1 Tntroduction TH HH nhàng rdrdrrrrririerireeriiot

12 Teaching and Learning English in Vietnam under the National Foreign

Language Project Entitled: “Teaching and Toarning Forcign Languages in the

1.2.1 Teaching and Learning English al Upper Secondary Schools in Vielnam 3 1.2.2 The National Koreign Language 2020 Project .sccscsesesssnetneieenenenie 1.2.3 Thơ PiloL English Curieuhim for Vieinamese Uppor Secondary Schools .5

1.3 The New English TexIbook, Tiếng Anh 10

1.4 Texfbook Evaluation

1.4.1 Textbooks

1.4.2 Roles of Textbook

1.4.3 The Needs for ‘Textbook Hwalwation 0.000 cccccee ieee ieee sec

1.4.4 Quality Standards for Texthook

1.4.5 Textbook livaluation Methods

1.4.6 Related Studies on Evaluation of the Textbook

CHAPTER 2 METHODOLOGY,

3.3 Research Method

2.2.1 Sites of the Research

2.2.3 The Subject of the Research:

2.2.3 The Participants sess nieeoiatisnnestnietatneinaeteteessee

3.3 Teachers and Students’ Evaluation of the Textbook on Hach Category

3.3.1 Teachers’ valuation of the Textbook on “Objectives” Category

3.3.2 Students’ Evaluation of the Textbook on “Contents” Category

3.3.3 Teachers and Students’ Evaluation of the Textbook on “Layout and Design”

3.3.4 Teachers and Students’ Evaluation of the Textbook on “Topics” Category 30 3.3.5 Teachers and students’ evaluation of the textbook on “Language Skills”

3.3.6 Teachers’ Evaluation of the Textbook on “Methodology” Category 32

3.3.7 Teachers and Students’ Evaluation of the Texlbook on “Types of activities”

3.3.8 The Teachers' Evalualiem of the TexIbook em “Teaching aids” Category 32

3.3.9, Students’ Evaluation of the Textbook on “Supplementary materials” Category

33 3.3.10 Teachers" Lvaluatien of the ‘Textbook on “Linkage” Calegory 33

3.3.11 Teachers and Students’ Evaluation of the Textbook on “Cultural values”

Category es scseenetnneeinee Ha gh Hinh re "

3.4.1 Main findings {or rosoarch quesliơn Ï - 36 3.4.2 Main findings for research question 2 - - 38 3.4.3 Main findings for rosoarch question Ẵ seo ee)

PART A: INTRODUCTION

1 Rationale tor the Study

English is one af the most common inlervalional Jangnages in the world

Learning English helps students form and develop their English communicative ability by practicing listening, speaking, reading and writing skills English learning

is also a beginning slop in forming and developing long-life studying skills, working ability in the future and cultural-social activity participation at the same

time Besides, English study gives students a chance to form their idea-expressing

ability confidently, independently and creatively

With the thorough understanding of the importance of English, the quality of Tnglish teaching and leaming has attracted considerable interest from the society Such issucs as the quality of teachers, facilities, and curiculum have been widely discussed in the media in order to have a quality curriculum, the quality of the textbooks plays an extremely important role Nevertheless, a countless number of English textbooks are available on the market today, The eyes can easily be

deceived by colorful covers, a beautiful layout and attractive artwork As an inexperienced teacher it can be particularly difficult to know what to look for a gond textbook for use Therefore, the selection of a course book is one of the most

important decisions a teacher will make to have a textbook that involves matching

the material against the conlext in which if is going to he used, follawing the aims

of the teaching program, as well as fitting the personal methodology of the teacher

In 2008, the Ministry of Education and Training (MOET) has implemented its policy of radical and comprehensive relorm, in which the quality of education,

teachers and textbooks has received a lot of special attention When working on the

national project “Teaching and Leaming Foreign Languages in the National Education Sysiem, period 2008 - 2020”, al the end of 2012, MOET approved “Pilot

English Curriculum for Vietnamese Upper Secondary Scheols” continuing the

Primary and Lower Secondary Pilot English Curriculum and assigned Vietnam

Education Publishing House to orgamze the whtng of the sel of textbooks,

including Tiếng Anh 10, Tiếng Anh 11 and Tiếng Anh 12 This sct of textbooks is

being piloted in some selected upper secondary schools nationwide But there has nol been any rescarch 10 cvaluate ils quality ita large scale For this roasem, m this

suinor thesis, 1 will attempt to conduet a preliminary research to evaluate the set of textbook The New Lnglish Textbook Tiéng Anh 10 compiled by Vietnamese authors of Vielnam Education Publishing House in collaboration with Fnglish native authors of Pearson Publishing House

2 Aim of the Study

The aim of the slusly is

‘Yo evaluate the quality of the New linglish ‘lextbook YiéngAnh 10, from the point

of views of its users (teachers and students) so as to find out its strengths and weaknesses and lo sec if il ig suited to the teachers and the sludents

3 Research questions

1 To what extent does Tigng Anh 10 suit the teachers who are teaching it?

2 To whal exient does Tigng 4nh 10 suit the sludents who are learning from it?

3 What are the strong points and weak points of the new textbook 7iéng Anh 10?

4, Scope of the study

Given the aun and the research questions, the study is confined to the

evaluation of the now set of high school English textbook, Tiéng Anh 10 The sludy will focus on establishing the criteria for the evaluating the new textbook Tiéng Anh

20 (eluding Student's Book, Teacher’s Book and Workbook, Audio CD) to ask teachers and students who are using the material tơ evaluate whether the teachers can use it to teach and the students can learn from it

5 Significance of the Study

This study can be significant in some ways First, the study aims at getting

the evaluative feedback from teachers and students working with this material in order to see how suitable it is for their teaching and learning context and to establish

its strengths and weaknesses ‘Ihe more significant intention, the researcher has expected that the study will be of some value to textbook writers and upper secondary English teachers in Vietnam

TART B: DEVELOPMENT CHAPTER 1 LITERATURE REVIEW

1.1 Introduction

‘This chapter will explore the literature to establish the evaluation criteria, formulate a problem or research enquiry and will define the value of pursuing the

Tine of enquiry established The first part of the Hterature review will be involved in

the teaching and learning of Mnglish in Viet Nam under the National Foreign Language Project entitled “Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020", m which, leaching and learninys nglish at upper secondary schools and the pilot foreign English curriculum The

second part of the literature review will look at issues related textbook evaluation

such as roles of Lexthook, the need, quality standard and method of textbook evaluation ‘he last part of this chapter will present the related studies on evaluation

of the textbook

1.2 Teaching and Learning English in Vielnam under the National Foreign

Language Project Entitled: “Teaching and Learning oreign Languages in the

National Education System, Period 20018-2020”

1.2.1 Teaching and Learning Knglish at Upper Secondary Schools in Vietnam

Teaching and leaning English at upper secondary level have attracted great interest from schools, parents, managers and educational strategic planners as well

According to Hoang Van Van (2010), English has been introduced into upper secondary schools since the period before 1954 Although English made its presence during that period, it did not become a foreign language to be learnt as widely as French,

Te the period from 1945 lo 1954, Bnglish was the dominant foreign language

in upper secondary schools in the South while in the North Russian dominated the first place in upper secondary schools English was taught in only some classes in

those schools in Lowns and hig cilies as pitol subject,

Tu the period ñơm 1975 to 1986, when Russian đominated the seene both in the North and in the South, Unglish suffered a setback It was taught in a limited

number of classes itt upper sccondary schools, particularly in towns and in big cities

‘The period from 1986 up to the present oan be seen with the rapid growth and expansion of English in Viet Nam This English boom was mainly because of the initiation of an overall economic reform knows as Pdi méi (Renovation) The reform started at the Six National Congress held by Vietnamese Communist Party In the context of economic renovation and of the open door policy, English became foreign

language number 1 be taught in Viel Nam At upper secondary education, it is one of

the six compulsory examinations that students have to pass if they want to get the General Certificate of Secondary Education (GCSE)

1.2.2 The National Foreign Language 2020 Project

The Vietamese Ministry of Education and Training (MOET) is currently

launching dhe Project entitled “Teaching and Learning Foreign Tanguages in the

National Education System, Period 2008-2020” which was approved by the Prime

Minister on September 2008 (For more details, see Appendix 4) The National Foreign Language (NFL) 2020 Project specifies the goals of teaching and leaming 1inglish within the national education system and identifies seven tasks at both macro

and micro level for implementing the project in three different phases (2008-2010

2011-2015 and 2016-2020),

‘The main goals of the project include increasing the use of foreign languages,

mainly English in teaching and the foreign language competence amongst

Vietnamese young people: so that “ by 2020 most Vietnamese youth whoever

graduate from vocational schools, colleges and universities gain the capacity to use a

foreign langmage independently This will enable them lo be more confident

communication, further their chance to study and work in an integrated and multicultural environment with variety of languages This goal also makes language

an advantage for Viclnamesc people, serving the cause of industvalivation and

+nodermization for the country”,

1u implementing the Vietnamese Prirne Mimister's Deeision 1400/QD-TTg on the approval of the national project entitled “Yeaching and learaing a foreign language in the national education system, Period 2008-2020”, Unce pilot English curricula for Vietmamese schools were designed and promulgated by MOET Chương

trình Hếng Anh thí điểm tiểu hoc (Pilot English Curiculum for Vietnamese Primary Schools), Chuong trinh gido đục phổ thông môn tiếng Anh thú điểm cấp trung học cơ

sở (Pilot Hnglish Curicuhun for Vietnamese Lower Secondary Schools), Chương,

trình giáo đục phố thông môn tiéng Anh thi điếm cắp trưng học phỏ thöng (Pilot

English Curiculum for Vietnamese Upper Secoudary Schools)

1.2.3 The Pilot English Curriculum for Victuamese Upper Sccondary Schools

Also according lo Hoang Van Van (2015) the Pilot Enghsh Cumrtenhm for Vietnamese Upper Secondary Schools is designed to implement the Prime Minister’s

Decision (on the 23° November, 2012,) The Minister of Education and Training

9/QĐ-BGDĐT en the Approval o[ Chương trình giáo duc phố

signed Decision 52

thông môn tiéng Anh thi diém cắp trung học phê thông (Pilot English Curriculum for Vietnamese Upper Secondary Schools) The curriculum is organized around two

sain parts: (i) Curriculum Framework and (ii) Syllabus

‘The Curriculum Mramework provides general orientations such as principles of

curriculum design, objectives of the currieulum which includes general objectives

specific objectives, and performance objectives, cuzricuhun content which provides four macro-themes, definition of communicative competences, linguistic knowledge

and skills, teaching methodology, assessment, and conditions for effective

curriculum implementation It can be noted that this pilot curriculum among three pilot curricula shows a high degree of continuity, coherence and integration This can

be seen in the fact thal the level of proficiency required for the higher level is

developed on the level of ability that students have gained at the lower level Further,

in terms of performance objectives, there is a contimmm running from primary to

lower scoondary and to upper secondary level so thal on finishityg primary level

students will have reached the equivalent of CEFR level Al, on finishing lower secondary level students will have reached the equivalent of CEFR level A, and on

finishing upper secondary Ievel students will have reached the equivalent of CEFR Level B1 ‘Ihe second thing to note is that in all three pilot Lnglish curricula, performance objectives are consistently and coherently related to the four communicative language areas of listening, speaking, reading and writing which, ina continuum, cover all 10 grades of the three educational levels

The Pilot English Curriculum for Vietnamese Upper Secondary Schools is designed and developed with the total time frame of 315 periods, from grade 10 to prade 12 In regard to principles of curriculum design and development, after finishing the curriculum, students will be able to reach BI level as specified in the CUER,

In order to reach these aims, the curriculum is specified based on the performance objectives They are buill to help upper secondary students form and develop English communicative competence through 4 skills: Grade 10 (Level 3.1), Grade 11 (Level 3.2}, Grade 12 (Level 3.3)

Students’ study results are shown in 2 forms of assessments: formative and summative forms Basing on the facts of communicative competence students have achieved in their learning process The forms of testing also rely on teachers’ observation and fecdback during the school year Forms of testing are various comprising of both written test and oral test, and is a combination of 4 language skills

1.3 The New English Textbook, Tigng Anh 10

Tiéng Anh 10 - is the first of the three-level English language set of textbooks for the Vietnamese upper secondary school students learning English as a foreign language (GEL) The teaching contents for each unit are summarized in a bock map which is provided on the first page of the textbook TL is accompanied wilh an audio

CD, student’s workbook and teacher’s book and is divided into two volumes: Tiéng

Anh 10, Volume 1 and Tiéng Anh 10, Volume 2

The book follows a systematic, cyclical and theme-bascd curriculum, approved by the Ministry of Kducation and Training on November, 2012 The aim of

this set of textbook is to develop students’ communicative competence in listening,

speaking, reading and writing so that when finishing upper secondary school students

will achieve Level 3 (equivalent to CLFR 131) of Six Language Proficiency Level

Framework as developed in CEFR ( Common European Framework of Reference [or Languages)

Tach Student's Book (Volume | and Volume 2) contains

* A book map which provides information about the sections of each unit

and the structure of the book

* 5 topic-based units, each comprising 5 sections taught in eight 45- munule lessons

«7 review units providing revision and further practice of the preceding

unit, laugh! in lwo 45-minute lessons

« A Glossary section providing phonetic transcription of the new words

of the units and their Vietnamese equivalents

The Teacher's Book gives full procedural notes for teaching different parts of

each unil and suggestions for the teaching techniques which leachers could use

depending on their teaching contexts It also provides the answer keys to the

exercises in the Student's Book and the audio script

The Workbeok mirrors and remforees the content of the Student?s Book Tt

offers farther practice of the language skills taught in the class, and four additional

tests for students’ self-assessment

The CD includes the audio for the listering activihies and recording of the seading passages

There are ten (eachiryg units and four review unils Rach leaching unil covers a

topic and is structured into different scctions: section 1: Getting started, section 2: Language, section 3: Skills, section 4: Communication and Culture, section 5: Looking Back and Projecl Ton unils richly illustrated, cross-curricular and theme- based units foous on offering pupils motivation, memorable lessons and a joyful learning experience of Enghsh Clear lessons follow a logical progression and

include a wide range of leaming styles with activities that help pupils develop

coordination, critical thinking, pre-language skills as they learn to speak and understand English

Tho Pilot English Cuurieulam for Vietnamese Uppor Socondary Schools is designed and developed with the whole time of 315 periods, from grade 10 to grade

12 m which the time [or grade 10 is 105 periads

he performance objectives of the textbook for 10 graders are designed based

on the 1 communicative skills as follows After finishing grade 10, with the text

length between 200-220 words in listening skills, siudents can follow clearly

articulated speech in everyday conversation, though they sometimes have to ask for repetition of particular words or phrases They can understand the main points in

selected TV programmes on (familiar lopics when the delivery is slow and clear

Moreover, they can understand the simple technical information, such as operating instructions far everyday equipment

Tn speaking skills, students can start, wamtain and lose simple face-Lo-face

conversations on topics that are familiar or of personal interest They also can

express and respond to feeling such as surprise, happiness, sadness, interest and

difTerence and agree and disagree politely and give advice

in reading skills, within the text length between 220-250 wards, students can

understand the main points in shorl lexts about current aud familiar topics They are

able to understand the most important information in short, simple overyday brochures In addition, they can understand simple messages and standard communications (cg from club, social organizations and schuol authorities)

In writing skills, with the text length between 140-160 words, students can

write personal messages to friends or acquaintances asking for or giving them the

news and narrating events They also can write simple text about experiences or

avents (e.g about a trip, for school newspaper or a club news letter) ‘They are also able ta write a simple connected text on topics which are familiar or of personal

interest

‘The themes and topics of the New Lnglish Textbook, 7iéng Anh 10, is embedded in a systematic, cyclical and theme-based curriculum, approved by the

Ministry of Rducation and Training on November, 2012 There are for main themes,

each main theme contains three topics: Our lives (Family Life, Healthy Lifestyle, Entertainment), Our Environment (Cultural Diversity, Preserving the Natural

8

Tmironment, Eco-tourisra), Qur Soeicty (Serving Our Conwnunitios, Inventions that changed our lives, Gender and iquality) and Our Vuture (New ways to leam, Colonizing other planets, Using the World Wide Web for learning)

1.4.2 Roles of Textbook

We are living in a multimedia age, although there are advantages of using a computer to teach and Jeain a language, no matter how advanced technology is, it is obvious that textbooks still play a key role in the education today,

According to Hoang Van Van (2012), textbooks are an important resource for

icachers in assisting students to eam They are the foundation of school instruction and the primary source of information for students and teachers They serve as one of

the main imsiruments for shaping knowledge, altiludes and principles of our young

people It is no exaggeration to say that “much of the language teaching that ocours

throughout the world today could not take place without the extensive use of

materials (lextbooks)” (Richards, 2001) And in the opinions of many contemporary scholars (e.g Allwright, 1995; Cunningsworth, 1995; Gonzales, 1995; ickoo, 1995; O'Neill, 1995; Hutchinson & Ilutchinson, 1997; Richards, 2001; Ur, 2001; and

Harmer, 2005), textbooks are unportant to and useful for students, teachers,

cducation administrators, and, therefore, they are important to and useful for the

2020 Project as well ilere we only state the roles of textbook for students and

teachers

Far Students:

Textbooks beeome the major source of conlact sludenls have with the language apart from the input provided by the teacher

Textbooks make it possible for those students, who, for various reasons, have

missed lessons to catch up

Without textbooks, students think their learning is not taken seriously

A textbook is the cheapest way of providing learning material for each leaner, alternatives, such as kits, sets of photocopied papers or computer software, are likely to be more expensive relative lo the amount of material provided

Students can use textbooks to leam new material, review and monitor

progress with some degree of autonomy

A textbook is a convenient package It is bound, so that its components stick

together and stay in order, it is light and small enough to carry around easily;

it is of a shape that is easily packed and stacked: it does not depend on its use

on hardware or a supply of electricity (extbook is a source of activities for

students to practice and communicate

A textbook is a reference source for students on grammar, vocabulary, pronunciation,

A textbook is a source of stimulation and ideas for classroom activities

A textbook serves as the basis for much of the language input students receive and the language practice that takes place in the classroom

For Teachers:

A textbook provides the foundation for the content of lessons, the balance of

lhe skills taught, as well as the kinds of language practice the sludenls engage

in during class activities

For novice teachers, a textbook means security, guidance, and support, and a

form of teacher training If teachers have limited teaching experience, a

10

textbook together with the teachor’s guide can serve as a medium of initial teacher training by providing ideas on how to plan and teach lessons as well

as formals that teachers can use

« A textbook provides ready-made teaching texts and leaming tasks

«A textbook provides a clear framework: teacher and leamer know where they

are gomg and whal is coming nexi, so thal there is a sense of structure and

progress

& A textbook provides (exis and learning tasks which are likely lo be of an appropriate level for most of the class This saves time for the teacher who would otherwise have ta prepare his or her own materials

« A textbook can provide effective language models and input It can provide

support [or non-native teachers who may not be able to generate accurale

language input on their own,

1.4.3 The Needs for Textbook Evaluation

‘The ever increasing number of textbooks on the market makes formulating the right choice in textbooks difficult (Cunningsworth, 1995); (Green, 1926) Textbook selection can have a massive impact on the taching and Jearning process as leachers

would make references to the textbooks (Cunningsworth, 1995, Harmer, 1991) or even design the entire EFL syllabus around it In that sense, the quality of a textbook

aight be sa anportant hal it can determine the success or Gailure of ant ELT course (Green, 1926), However, textbooks are often purchased without careful analyses

(Green, 1926) Frequently, a textbook selection is not based on its intrinsic

pedagogical valuo, but of the perceived prestige of the author and or the publisher (Green, 1926), or skillful marketing by the publishers (McGrath, 2002) Preference is

given ta books printed in attractive covers or that teaches would blindly use the best-

selling textbooks which are used in many other places (Green, 1926, Tomlinson, 2010) A number of studies have suggested that most current global, local ELT

textbooks are developed for commercial purposes but are not based on principles of

language acquisitions and development recommended by scholars and educators

(Tomlinson, 2003; 2008) Financial success has become the primary goal of textbook

11

publishing (Sheldon, 1988), “Toxtbeoks, like any other book that publishers print, are pieces of merchandise, the ultimate objective of their production is for

commercial success” (Dendrimos, 1992: 35) Tistead of contnbuting posilively to

student’s development in the acquisition of the Hinglish language, many textbooks are

in fact leading to leamer’s failure in acquiring the language and in the worst case,

publishers would have lo produce according to the public demand Textbook writing

as a result is molded according to the liking of teachers, parents and administrators with a heavy focus on teaching of linguistic items instead of creating opportunities for sludents Lo acquire the language (Tomlinson, 2008) Also, leachers Lend to choose textbooks that are designed to allow for minimal preparation for their classes

(Tomlinson, 2008) The second cause of failure is that instead of focusing on how

learners could actually benelit, from using textbook, Lextbook writers rehed on their

intuition and produce materials what they think would work best for their intended leamers (Tomlinson, 2008: 7) They are biased Loward percetved rather than actual

need of leamers In view of the above, it is therefore very important for us to conduct

JFL textbook evaluation so as to ensure ULT textbooks can effectively facilitate the

allaimment of our teaching objectives, and at the same time, be economically viable

to teachers and students Wrong choice of textbooks would be likely to negatively

affect both teaching and learning Ifinancial resources would also be wasted

(Sheldon, 1988)

1.4.4 Quality Standards for ‘Textbook

According io Omsisin (1990), a good textbook has many desirable

characteristics They were all organized, relatively up to date, and accurate A good textbook must be well organized Here, textbook must have a good composition of instructional malerials The materials must be organized clearly and contain of all English skills A good textbook is relatively up to date It means that the material of

the textbook must contain the newest things, so it will give some new news or

information to the students Besides, “up-to-date” here also means up-to-date

methodology ‘he ESL textbook should be consistent with the psychological and

Linguistic prmeiples underlying cumvent and agcoplad methods of 24 language

teaching Omstein also presumed that a reliable textbook should be guidance for non- native teachers It can provide appropriate guidance so that novice teachers have no

doubts on the procedures proposed ly the texthoak A good texibook should be

accurate In this case materials in the textbook should not present wrong information

or presented in error grammatical language and incorrect words A good course

book, according to him, is also the need for the second language learners and the

relevance to the socio-cultural environment ‘I'extbook must suit multilingual settings and have the distinction between English as a subject and English as a medium of

instruction in order to meet the demand of the students T should be relevant to the

socio cultural environment because the 2™ language problems in learning vocabulary

and syntax often arise from differences between cultures associated with the target

language and the mother tongue

According to Murcia (2001), a textbook categorized good if it is viewed from

the whole aspects of the textbook They are subject matler, vocabulary and structure,

exercises, illustration, and physical appearance A textbook is good if! The subject matter covers variety of topics which are suitable with the cwriculum ‘Ihe ordering

of materials is arranged in logical form, the content grade is appropriate with the

students’ need; and the materials are accurate up to date The vocabulary and structure which is used is appropriate with the students’ grade; ‘I'he vocabulary items

are controlled from the simple to complex one; The new vocabularies are repeated in

the next chapter to make the students’ memory stronger, Ihe sentences length is

suitable with the students’ level; the structures gradually increase in difficulty level

to suit the growing ability of the students, the words that are used are the daily

words, and the sentence structures follow normal word order, the sentence and

paragraph follow one another in logical sequence: and linguistic items are introduced

in menningfil situation A textbook can be said good if the exercises develop

comprehension and test knowledge of main ideas; involve vocabulary, structures,

and language skills which build up the students’ ability: Provide practice in different

13

types of written work (like sentence completion, spelling and dictation, guided composition, and others); cumulatively test new materials, and develop meaningful commurigation by rolerrmg to realistic activities The ilustralion of a good textbook should create a favorable atmosphere by depicting realism and reaction; be clear, simple, free, and interesting; and directly related to the content to help the leamers in understandity, the icxi The Jasl aspect is physical appoaranioe The cover is durable enough; the text is attractive, the picture on the cover can make the students are

interested; and the size is suitable with the students’ handle

Tn the book entitled “The Guide for the Good Textbook” Tvi'c, Pesikan and

Anti’, (2008) attempt to define general quality standards for textbooks In their research work, quality standards for the following areas have been defined as

Group A: Quality slandards for Lextbook sets

Group B: Quality standards for textbook as books for student use

Group C: Quality standards for thematic units

Group D: Quality standards for lexthock content

Group E: Quality standards for the didactic design of textbooks

Group F: Quality standards for the language of textbook

Group G: Quality standards for electronic textbook components and electronic

textbooks

Mamood (2009) bused on slidying internationally available criteria for

textbook evaluation and Garvin's (1988) eight dimensional model of quality product,

and, later on finalized them with the following characteristics of 2 textbook

i Conformity to curriculum policy and scope

ii, Vocabulary and format

iti, Horizontal and vertical alignment of the text

iv Acceptability

v Text reliability

vi Cognitive development and creative thinking

vn Learmng and Asscssment

viii, Bias free: diverse background of students, gender equality

14

With various standards for a quality textbook, the writer selects the most common quality standards to evaluate the textbook in terms of Objectives, Layout and Design, Topics, Language Skills, Methodology, Typos of Activities, Teachinys Aids, Linkage and Cultural Values hese quality standards cover almost all the

aspects that are necessary for evaluating a certain textbook,

1.4.5 Texthonok Evaluative Methods

Impressionistic and In-depth Method

A famous ELT textbook evaluative researcher, Cunningsworth (1995) has

suggested that it would be best for textboak evaluation schemes to adopt a “leveled”

approach in evaluation in which a [rst level overview “impressionistic” cvalualion

should be conducted followed by an in-depth evaluation

Tenpressionistic evaluation is conducted by quickly looking through the

textbook cover to cover to try and get an overview of the strengths and weaknesses

of the book An in-depth evaluation will be undertaken subsequently to provide a

detailed evaluation of specific items in each textbook on areas such as how the exercises can cater for the syllabus and leamers’ needs (Cunmmgsworth, 1995;

McDonough & Shaw, 1993)

Pre-use Evaluation Method

Pre-use evaluation proposed by McGrath (2002) and Tomlinson (2003)

involves making decisions about the potential value of materials for their users

in-use Evaluation Method

Treuse (McGrath, 2002) or whikti-usc evaluation (Tomlinson, 2003) involves

measuring the value of materials while using them or observing them as being used

Past-use Evaluation Method

Post-use evaluation (MoGrath, 2002; ‘Tomlinson, 2003) measures the actual effect of the materials on the users As Tomlinson (2003: 25) states, post-use

evaluation can measure the actual outcome of the use of the materials and thus

provide the data on which reliable decisions about the use, adaptation or replacement

of materials can be made.

Checklist Method

A checklist is an instrument that provides the evaluator with a list of features

of sucvess(ul Iearning-teaching matcrials As Torufinson (2003) suggests, checklists are ontegorized separately into quantitative, qualitative, or outline format Quantitative checklists are those that utilize rating scales with or without accompanying questions Qualitative chevklisis are those thal use closc/open- ended questions without rating scales and outline format checklists are those without any rating scale and questions of any kind

Harmer (1998) states that there are wine main areas which (eachers should

consider in the books they evaluate: Price (5 items), Availability (6 items), Layout and Design (5 items), Methodology (3 items), Skills (5 items), Syllabus (1 items),

Topics (5 items), Stereotyping (4 ilems), and the Teacher’s guide (S ilems) The

weighting in this checklist is based on the descriptive answers provided by the users

In this study we exploited certain categories as Layout and Design, Skills, Topics to

design our questionnaire

Rivers (1968) presents a set of criteria for textbook evaluation which is based

on seven major areas: Approprialeness [or local situation Gncluding 6 evaluative

items), Appropriateness for teachers and students (10 items), Language and Ideational content (6 items), Linguistic coverage and Organization (9 items), ‘I'ypes

of activities (6 ilems), Practical consideration (7 items), and Enjoyment mdsx (1

item) Each of these evaluating items also includes several questions that aim at

evaluating some features ‘he rating system in River (1968; 477-483)’s checklist is

based on a 5-point scale: Excellent (1), Suitable (2), Will do (3), Not very suitable

(4), and Useless (5) We also used Language and Ideational and ‘Types of activities

categories in Rivers’ checklist to establish our own evaluative criteria

Daoud and Celce-Murcia (1979) cited in Celce-Murcia, (2001) introduced a

broad evaluative checklist ‘hey consider five major components for the textbook in their checklist: Subject matter (including 4 evaluative items), Vocabulary and

Struckaes (9 ilerns), Exercises (5 items), Ulustrations (3 tems), and Physical make-

‘up (4 items) Also there is a section for teacher’s manual which includes four major

parts) General features (inchiding 5 evaluative items), Type and amount of

16

supplementary oxercises for cách language skill (6 iiems), Methodological/pedagogical guidance (7 items), and Linguistic background information (4 items) The raling syslom is based on a S-point scale: Excellent (4) Good (3), Adequate (2), Weak (1) and Totally lacking (0) In this study, the researcher referred evaluative category, Methodological guidance to design the questionnaire for the Ioachers

Sheldon (1988) presented a checklist that includes two main categories:

Factual details and Factors Factual details contain The Ttitle, Author, Publisher,

Trice, Physical size, Duration of the course, Targel, leaner, Teacher, and Skill

Vactors include Rationale (3 evaluative items), Availability (2 evaluative items),

User definition (3 evaluative items), Layout/graphics (2 evaluative items, accessibility (4 evaluative items), Linkage (3 evalualive ilems), Scleclion/grading (3 evaluative items), Physical characteristics (4 evaluative items), Appropriateness (3

evaluative items), Authenticity (3 evaluative items), Sufficiency (2 evaluative items)

Cultural bias (6 evaluative items), Educalional validity (1 evaluative ilem), Stimulus/practical sevision (3 evaluative items), Flexibility (3 evaluative items), Guidance (6 evaluative ilems), and Overall value for money (2 evaluslive items)

The assessment in this checklist is based on a 4-point scale: Poor, Fair, Good, and

Lixcellent Sheldon’s criterion of Linkage was also employed by us to make our own

questionnaires for both teachers and sLudents

The most recently, on December 14 2015, the Vietnam MOET finished and

enacted the decision No 31/2015/1I- BGDDY on the checklist for Unglish Textbook

evaluation and organization The decision suggests the checklist under the following categories: General prioritized attributes (4 evaluative items), Aums, Objectives and

Methodology (10 evaluative items); Content and Language Skills (22 evaluative

items); Tayoul and Graphics (5 evaluative tems); Supplementary materials (3

evaluative items) ‘I'he assessment in this checklist is based on the grading scale: 0 point, 1 point and 2 points Supplementary materials category was also referred in

our survey.

1.4.6 Related Studies on Evaluation of the Texthook

Al-llojailan, (1999) investigated the quality of the Unglish third grade secondary textbook, English for Saudi Arabia The study used both quantitative data collection methods and statistical test analysis, supported by qualitative data and content analysis The participants in the study were teachers and supervisors The questionnaire contained 8 criteria The resulls of the study revealed support for the

book’s Appearance, Accompanying materials, Academic content, Cultural content,

and Evaluation techniques Disagreements appeared in terms of the national goals

and the teaching methods The implications of the sludy included merging the

textbook, the Workbook, and the Writing ook; stating the educational goals in the Teacher's Manual; inserting pictures in the book's cover to make it attractive: imeroasing grammar, adding [rec composition, translation, and diclation: putting in model tests; and updating the book's topics every five years

Saeed Roshan (2014) investigated inta the comparative critical evaluation of

New Interchange and New Headway Pre-intermediate series two, well-known series employed in KFL/E¥L contexts ‘fhe evaluation is done in terms of two

assumplions; firstly, cullural and ideological assumptions, and secondly, assumptions

about language, language learning and best practice Findings reveal that both New Interchange and New Lleadway texts reflect ideological and cultural assumptions

through (heir focus on the US aud UK way of lift respectively The piclures and the

material are found biased towards the culture of these countries in their depiction of

local cities and lifestyles and im the inclusion of subjects.‘the study gives some

suggestions for improving the usability of these books in the context of Iran

Most recently, Hoang Van Van, (2015) conducted a survey on “Teachers’ valuation of Primary English Textbooks for Vietmamese Schools Develaped under

the National Foreign Language 2020 Project: A Preliminary Twlernal Survey” Lo get

evaluative feedback from the teachers who are using the primary Lnglish textbooks

to find out their strengths and wealmesses so that further corrections and revisions

will be made to perfect the materials The author used the questionnaire consisting of

52 items to ask teachers to evaluate the textbooks The participants of the study were

teachers who are piloting the textbooks in 92 primary schools The results of the

18

study have shown that teachers’ evaluations of the textbooks are very positive The textbooks are written with high quality, meeting most of the criteria for a modem foreign language textbook and the requirements of MORT’s Pilot English

Curriculum for Vietnamese Primary Schools ‘The research results, however, have also suggested that there are still some minor drawbacks of the textbooks in the

categories of “General issues” and “Components accompanying Student’s Book” that need to be improved to perfect the materials before putting them into use on a large

scale

1.5 Summary

Jn summary, in this chapter, the researcher has provided a literature review on the researches on textbook evaluation, an overview of teaching and learning English

al upper secondary schools under the National Foreign Language 2020 Project, The

New English Textbook 10 was then reviewed After that, the researcher examined

some issues concerning Textbook Evaluation by looking at the roles of textbook, the

need for textbook evaluation, and the quality standards for textbook evaluation TLis

clear from the reveal that different researchers held different views on how to

evaluate the textbook Although researchers talked aboul different methods and

rescarch instruments, the most commonly used instruments are questiomaire and interview because they are easy to be carried out in a large number of participants

and the most economical,

CHAPTER2 METIIODOLOGV 2.1 Introduction

This chapter will present research methods used for the study It will first

present the sites of the research, the subject of the resvarch and the participants

‘then it will present in details the categories of the questionnaires for teachers and students as well as the interviews for the teachers and students

2.2 Research Method

2.2.1 Sites of the Research

The first intended research site ta conduct the evaluation of the New

English Textbook, Tiếng Anh 10 is at two upper secondary schools in Ha Nam

Province namely, A-Binh Lue, and Ly Nhan Upper Secondary Schools These

two schools are among six schools in Ha Nam which are piloting Tiéng Anh

20 Lach school has two classes of this material trialling with the number of

students ranging from 40 to 45 All students in those classes passed the

proficiency test designed by Ha Nam Department Education and Training (DOLT) involving four English skills More importantly, in each school, the

principal selected two qualified English teachers to try this material out

Besides, the two schools targeted have good physical and teaching and learming facilities such as standard classroom, sufficient CD_ players,

computers, etc

The second research site to conduct the evaluation of the material is at

the 52 day workshop held in Hanoi University [rom November 10" to December 31%, 2015

2.2.2 The Subject of the Research:

The subject of the research is the New English Textbook, Tiéng Anh 10.

2.2.3 The Participants

The participants of the research include Fnglish teachers who are

teaching the New English Textbook and 10" form students who are learning

from the textbook

The participants of this research are four English teachers who are teaching Tiéng Anh J0 at four above mentioned classes in Ly Nhan Upper

Secondary School and A-Binh Tuc Upper Sccandary School

However, four intended English teachers in two above-metioned schools

are not enough for our survey Luckily, in the workshop held at Ilanci University, the researcher had an opportunity to meet with 74 school English teachers in eight northen provinces Among them, 26 teachers are using7iếng Anh 10 to wach their students The rescacher invilcd them to be under the survey in this study and they were willing to help

Besides, the participants of the research are also 150 students learning al

Ly Nhan and A-Binh Luc Upper Secondary Schools We chose these schools

for two main reasons First, Ly Nhan Upper Secondary School is the place

where the researcher is working im and A-Binh Luc Upper Secondary Schaol

used to be the place where the researcher studied at ‘Therefore, it is convenient

to collect the data from the students as well as their English teachers Second,

these two schools are siluated in the two big towns in Ha Nam Province They

have students coming from both urban and rural areas Accordingly, the data got from students may be more objective

2.3 Research Instrument

2.3.1 Questionnaire and Interview

‘Yo accomplish the aim as set above, questionnaire and interview were

employed as research instruments

The reason for choosing questionnaire is that of all the rescarch

instruments, questionnaire is the most commonly used format (‘lrochin, 2005:

21

Cohen, Mamion & Morison, 2007, Iloang Van Van, 2015), 1L is the least

expensive which can be sent to a large number of respondents and can allow

easy and quick data collection (Robinson, 1991; Bargiela-Chiappini, Nickerson

& Planken, 2007)

An email interview was also chosen for research instrument to get opinions of the teachers The reason is thal the email interview reduces cosls

associated with data collection and particpanis have time to think of thoir

responses before they send them, often leading to responses which are detailed,

thoughtful and ncher (Mann & Stewart, 2000; MeCoyd & Kerson, 2006: 397)

Informal interview was identified as the most appropriate method to

compliment the other main methods crployed in this research lo get opinion from

the students The informal interviews were conducted after the survey mformation had been obtained to clarify information from the surveys The results of the

interviews were noted; any variance (hus can be revealed and adjusted with other

anethods

As mentioned, for the purpose of this study, a questionnaire is developed to

evaluate the qualily of the textbook The researcher bases on the quality standards to

select appropriate criteria for evaluation lor a questionnaire, the more aspects it cavers the better it is for the evaluating process The questionnaire for teachers

includes Iwo sleps In step 1, we studied carefully the questionnaires developed by

many researchers and organizations and selected the most common and appropriate

criteria for textbook evaluation In step 2, a draft questionnaire based on the

common crileria sclecied im slep | was designed and piloted to the sample of all 30

above mentioned teachers to check its validity and reality ‘The piloted questionnaire

then was re-edited as seen on lhe poitt, of view of the teachers using the malerial

(This way is, to some extent, like the way we design a test, Before composing the

real test, the test designers often design the pre-test to see which test items are appropriate) Afler obtaining the resulls rơm the piloted survey and basing on the

factual circumstances of our thesis, we composed the one for teachers consisting 35

items These criteria can cover all the basic aspects to evaluate the textbook Our

i) nN

questionnaire for tcachers Falls into nine major categories and the one for the students consists of seven major categories as follows:

Questionnaire for teachers

‘The questionnaire for teachers consists of nine categories and is presented in

the detail below

A Objectives, consisting of 2 iems, asks teachers to evaluate the suitabality between objective of the textbook and the level of 10" praders (item), the objectives of the textbooks, and time allocation (item 2)

B Layout and Design, consisting of 3 items (3, 4, 5), asks leachers to evaluate the appropriateness of photos, pictures, tables and diagrams, quality of paper and binding, the appropriateness of appearance, colour layout, and size of the textbook,

C Topics, consisting of 4 items (6, 7, 8, 9), asks teachers to evaluate the

diversity of topic, familiar topics, real and natural used language and fun elements

D Language Skills, consisting of 8 items, asks teachers to cvaluale the appropriateness of the listening texts (item 10), the diversify and relevance of the

listerang activities (em 11), the appropriateness of the listemng activities being

practiced in context (item 12), the appropriateness of speaking topics (item 13), the diversification of the speaking activities (item 14), the appropriateness of the reading

jexis to the units of dhe lextbooks (item 15), the diversity and richness of the reading,

texts (item 16), the appropriateness of writing tasks to students ‘age and social background, and the length of writing tasks (item 17)

E Methodology, consisting of 3 items, asks teachers to evaluate the activities

of the textbooks to help students to use English outside the class (item 18), the ability

of the textbooks to help teachers exploit activities (item 19), and the ability of the

textbooks to help leachers and students localize aclivities (item 20)

J, ‘Types of Activities, consisting of 4 items, asks teachers to evaluate the

diversity of activities in the textbooks (item 71), the instruction of the textbooks

(tem 22), the appropriatenoss of the number of unil to students (item 23), and

communicative exercises of the textbooks (item 24).

G Teaching Aids, consisting of 6 items, asks teachers to evaluate the quality

of the audio CDs and accompanying components (item 25, 26), the quality and suggesting abilities of Teachers Book (item 27, 28), and the ability to consolidate, support and expand linguistic knowledge and communication skills of Workbooks (item 29, 30)

i

Linkage, consisting of 2 items (31, 32), asks loachers to evaluate the

coherence of the textbooks and the topics and content of the textbooks to connect

students’ daily life and experience

I Culture Values, consisting of 3 ilems, asks teachers lo evaluale

Vietnamese culture contents of the textbooks (item 33), British and American

contents of the textbooks (item 34), and the suitabili

of the content of the textbooks

to sLudents’ background knowledge and social environment (item 35)

Questionnaire for students

The questionnaire for students consists of seven categories We built the

questionnaire for the studerts maimly based on the one for the teachers However, we seplaced Objective and Methodology category by Contents category because students

are uol able to answer the questions of Objective and Melhodology The

questionnaire for students is presented in the detail below

A Contents, consisting of 6 evaluating items, asks students to evaluate the

aids [or the learning pronunciation Glem 1), the techniques for learmng granunar

(item 2), the skills for learning vocabulary (item 3), guidance for reading (item 4) devices for writing (item 5), the advantages of project part (item 6)

B Layout and design

C Topics

D Language and skills

FE Types of activities

G Culture values

These above major categories ask the students to evaluate the same aspects of the

textbook as Ihose im the questionaire for the Leachars

F Supplementary materials, consisting of two evaluating items, asks

students to evaluate the quality of the audio CDs and the help of the workbook

14

To facilitate the teachers’ evaluation process, the questionnaire is prescnted in

a Likert-type scale, in this case a five-point scale: Lixcellent, Very good, Not very

good, Not good 100% of the questions are close-cnded

2.3.2 Survey Procedure

Before sending the questionnaire to the students, the researcher contacted the

headmasters of the two schools, Ly Nhan Upper Secondary School and A-Binh Luc Upper Secondary School where the imtended students are leaming to ask for

permission lo carry oul Ihe survey Turing the evalualion process, the respondents

could communicate directly with the researcher to receive detailed instructions to

ensure that all the items in the questionnaire were fully and accurately evaluated

The researcher also asked [or permission to carry oul the survey for four

English teachers teaching in these four classes

The survey for the teachers was carried out curing the 52 day-workshops for

Fnghsh teachers in the 2020 Project held in Ha Not Unversity from November to

December, 2015

The questiormaires for both teachers and students were written in Vietnamese

Gin this study it is translated into English) to make sure that all the items in the

questionnaires were equally understood

After getting the data from the questionnaires, if the researcher was not clear

about the teachers’ answers or any evaluating items were left blanked, the email

interview instrument could be used Similarly, the formal interview instrument could

‘be used for the students if any of their answers were unclear enough The interviews

surely helped the researcher clarify the responses of the teachers and the students in

the questionnaires

2.3.3 Methods of Data Analysis

Data was quantitatively calculated using Microsoft Excel for statistics and was converled inlo percentages from overall average percentage of 35 ilems to average percentage of nine categories as described in Section 2.1.3, and to percentage of each item Then the percentage of those categories will be shown in the formu of the coluun chart for being clearly seen For converisence of presentation and

25

observation, except for the overall evaluation and the cvaluation of nine categories, the evaluation of each item in each column on the five-point scale was analyzed and presented foHowing the order the number of respondenis and the percentage hal number accounts for out of 20 respondents of the textbook participating in the survey (for more detail, see Appendices | and 2 [both Inglish and Vietnamese Versions])

2.4 Summary

In summary, in this chapter, the researcher has presented the main

information regarding the sites and the subject, the participants of the research,

yesearch instruments and the survey procedure The rescarcher has also presented

anethod of data analysis that is used to reach the aun of the study at the same time

Data collected from the study are both quantitative and qualitative The results of

data analysis are revealed in the next chapter.

CHIAPTER 3 FINDISGS AND DISCUSSION

3.1 Recapitulation

Chapter 1 introduces the literature review Chapter 2 presents research method,

research instruments, survey procedure and method of data analysis This chaprer,

chapter 3, will present the main Gndings from dhe questionnaire and disouss in some

detail these findings

3.2 Overall Rating

The first questionnaires were sort to teachers in the early December, 2015 in

the Workshop at Ha Noi University and were xetumed to the author on the later days

of ihe same month 30 teachers were under survey aud all of them retumed the

questionnaires, accounting for 100%

‘The second questionnaires were sent to the students of two schools, Ly Nhan

‘Upper Secondary School ard A Binh Lue Upper Secondary School on the last days

of their school year, They had just finished their final examinations and were going

to have their summer holidays so they were very ready to be under the survey The

number of questionnaires delivered is the same as the number of those returned to the

author, 150, accounting for 100%

Trom the results obtained, it can be said that, in general, both the teachers and

the students have a posilive view of the qualily of the New Fnglish Texthook, Tiếng

Anh 10 This can be scen from the table that, the overall rating of the teachers of

Tiéng Anh 10 on 35 items at the three scales Excellent, Very good and Good is high:

93.4% The numbers of percentage are 19.6%, 37.3% and 36.5% respectively

However, there is 6.6% of teachers rating the set of book as Not very good and no

one rated the book set as Not good

The overall evaluation of the students of Tiéng Anh 10 on the 31 items is also high with 86.1% (17.7% students rated this textbook set as Hxcellent, 25.2 % as Very

good and 13.2 % as Good Iowever, the percentage of students rated the book set as

Not very good is 11% and Not good is 2.9%) (See Chart 1 below}

Chart 1: The overall rating of the teachers and the students on the textbook

3.3 Teachers and Students’ Evaluation of the Textbook on Each Category

3.3.1 Teachers’ Evaluation of the Textbook on “Objectives” Category

The results obtained from the “Objectives” category show that the evaluation

of the teachers on the new textbook, Tiéng Anh 10 is positive Overall, the average

rating of the teachers of this textbook set on two items at three levels Excellent,

Very good and Good is quite high, 81.7%, of which 10 % rated as Excellent, 25%

rated as Very good, 46,7% rated as Good Besides, 18.3% teachers rated this item

Not very good and 0% rated as Not good Regarding the evaluation of particular

items, first, with regards to the suitability of the textbook’s objectives to the 10

graders (item 1), 4 teachers (13.3%) rated as Excellent, 11 teachers ( 36.7%) rated as

Very good and 13 out of 30 teachers (43.3%) rated as Good Only 2 teachers (6.7%)

rated as Not very good and no one rated as Not good Secondly, concerning time

allocation for the textbook’s objectives (item 2), there are 2 teachers (6.7%) rating

the textbook as Excellent, 4 out of 30 teachers (13.3%) rating it as Very good, 15

teachers (50%) rating it as Good, However, there are 9 teachers (30%) evaluated the

text book Not very good and no teacher rated it as Not good

28

The interviow was conducted to collect the teachers’ opinion of item 2 in this category ‘The interview confirmed that they could not exploit all amount of knowledge as well as aclivilies given by cach lesson because of the lime lirntation and students level Only for the class with the large number of students better at Bnglish and with the condition that teacher asks students well prepare the lesson

‘belore hand, the objectives of the textbook ean be fulfilled

3.3.2, Students’ Evaluation of the Textbook on “Contents” Category

The resulls obtamedd from the Cortents calegory show that the evaluation of

the students on the new textbook 7iéng Anh 10 is quite positive Overall, the average

rating of 6 items by the 150 students of this textbook set at three levels Excellent,

Very good and Good accounts for 84.6 % (with 14.4% Excellent, 23.9% Very Good and 46.3% Good) 11.2 % students rated as Not very good and 2.9% students rated as

4 5 were

Not good Regarding the evaluation of particular items, the items 1, 2, 3,

approximately high raled with the percentage numbers of total three first scales arc

84.9%, 86%, 82.6%, 88.7%; 82%, respectively ltem 4 about Writing was highest

raled with 16.7% Excellent, 27.3% Very good and 45.3% Good Only 8% (12

students) rated as Not very good and 2.7% (4 students) rated as Not good Although the percentage is much above the average, item 6 about the Project part was rated the

lowest with in this category with the toial percentage of three scales Excellent, Very

good and Good is 78.6 %, (13.3% Excellent, 24% Very good, 41.3% Good) ‘here

are 19 students rated this item as Not very good, making up of 12.7% and 13 students

rated it as Not good, accouming for 8.7 %

‘The interview was also conducted to collect the opiion on this item The students interviewed shared that this part is rather difficult for them They have to

use the language knowledge and skills they learnt throughout the unit in a realistic

situation They have to do a survey or rescarch that they have not been well familiar

with They have to involve in teamwork and not all of them have the teamwork skills

and experience Sometimes their leachers do not instruct them elearly so they can

finish their tasks Some other students said that although they prepared their oral and

Power Point presentations very carefully, the time limitation or the technical failure prevented them from fulfilling their tasks in project assignment

3.3.3 Teachers and Students’ Evaluation of the Textbook on “Layout and

Design” Category

The results obtained from the teachers and students’ evaluation of the “Layout

and Design” Category indicate that both teachers and students’ evaluation on the textbook is very positive Overall, the average rating of 3 items (item 6,7.8) by 30

teachers al lbree scales Excellent, Very good and Good account totaly 100%, of

which 35.6% rated as lixcellent, 46.7% rated as Very good, 17.7% rated as Good ho

teacher rated as Not very goad and Not good (See Chart 2) A little bit lower than the

result gol by the Leachers, le overall rating of 3 tems (ilurns 7, 8, 9) (with the same

content with items 6,7,8 in the questionnaire for the teachers) by the students is 82.9% 22% of the students rated as Excellent, 25.6% rated as Very good and 35.1% rated as Good 13.6% and 3.5% students rated as Nol very good and Not goad,

respectively (See Chart 3)

3.3.4, Teachers and Students’ Evaluation of the Texthook an “Topics” Category

As can be seen from the Chart 2 that 87.5% teachers highly appreciated the new textbook Tiéng Anh 10, of which 18.3% rated as Excellent, 32.5% rated as Very

good and 36.7 rated as Good 12.5 % rated as Not very good and 0% rated as Not

good Item 6(enough variety and range of topics), item 7 (familiar topics to the students) and item & (real and natural language) received good feedback from teachers Only 1 teacher (3.4%) thought that the lopics of the textbook were nol varied 3 teachers (10.1%) thought that the selected topics were unfamiliar to

students Only 1 teacher believed thal the language im the textbook was unnatural ard

unreal (See Appendix 1) However, in tems of the fun elements (item 9) in this

category, there were LC teachers believing that the funny elements were not fully

exploited in this textbook

Similarly, 87.1% students highly appreciated the textbook in the *Topie”

Category 20.7 % students thought this category was Excellent, 28.2% thought it was

Very good and 38.2% though! il was Good Yel, 9.6 studouts (hought it was Nol very

30

good and 3.3% thought that it was Not good, The fun clements in this category was also evaluated lowest with 11.3% students rated as Not very good and 8% rated as Nol good (See Appendix 2)

The interview was also conducted to collect he teachers and students’ opinion

on this item In general, both teachers and students asked thought that the fun dlements are not only important for the pupils al early age but students int the upper- secondary level ‘They shared that more fun elements should be provided in the textbook because it is better for the learning process

3.3.5 Teachers and students’ evaluation of the textbook on “Language Skills”

Category

Teachers’ avorage raling of 8 items in the “Tanguage skills” section al three

levels Excellent, Very good, and Good accounts for 92.9% and that of students

makes up of 88.5% 19.6% teachers rated these 8 items (about the skills of Listening,

Speaking, Reading and Writing) as Excellent, while the percentage umber of

students is 17.8% 34.6% teachers rated this section as Very good while that of

students is 27% 38.7% teachers rated “Tanguage skills” Calegory as Good while

that of students accounts for 43.7% Only 7.1% tcachers rated it as Not very good

and no teacher rated it as Not good llowever, 9.6% students rated it as Not very

good and 1.9% students rated it as Not good (See Charts 2,3) Item 15 (the suitability

of the reading contents to the topic of the unit and to the age of the students) was highly appreciated by teachers with 6 out of 30 teachers (20%) rated as Excellent, 9

out of 30 (30%) teachers rated as Very good and 15 out of 30 (50%) rated as Good

item 17 (the authentic writing content suitability of the writing contents to the topic

of the unit and to the age of the students) was evaluated not as high as other items

wilh 83.4% of the tolal (iree first evaluating scales There were 5 teachers (16.6%)

rated as Not ver,

good This item was also cvaluated not so high as other items by students with 20 out of 150 students (13.3%) rated as Not very goad and “1 students (2.7%) rated as Nat good ( See the Appendices 1, 2)

31