Luận văn adapting english 10 textbook for students at viet duc upper seconday school a case study

VIET NAM NATIONAL UNTVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDLES: LUU THI THCY ADAPTING ENGLISH 16 TEXTBOOK FOR STUDENTS AT VIE

VIET NAM NATIONAL UNTVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDLES:

LUU THI THCY

ADAPTING ENGLISH 16 TEXTBOOK FOR STUDENTS

AT VIET DUC UPPER SECONDARY SCHOOL — A CASE STUDY

ĐÁNH GIÁ VÀ HIỆU BINH SÁCH GIAO KHOA TIENG ANH LỚP 10 CHO HỌC SINH TRUONG TRUNG HOC PHO THONG VIET DUC —

ĐIÈN CỨU

M.A MINOR THESIS

Field: English Mcthodology Code: 60.14.10

Ha Noi, 2010

UNIVERSITY OF LANGUAGES AND INTERNATIONAT STUDIES

FACULTY OF POST-GRADUATE STUDIES

LƯU THỊ THÚY

ADAPTING ENGLISH 10 TEXTBOOK FOR STUDENTS

AT VIET DUC UPPER SECONDARY SCIIOOL — A CASE STUDY

DANH GIÁ VA HIỆU DÍNH SÁCH GIÁO KHOA TIENG ANH LOP 10 CHO HỌC SINH TRUGNG TRUNG HOC PHO THONG VIỆT ĐỨC

BIEN CUU

MLA MINOR THESIS

Field: English Methodology Code: 60.14.10

Supervisor: Dr Bd Tuan Minh

Ta Noi, 2010

1 Rationale for choosing the topic

2 Aims and objectives

3 Scope of research

4, Significance of the assignment

5 Design of the study

PART I: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1.1 Teaching materials in ELT/ESL classrooms

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Teaching and learning :TL

Viet Due Upper Secondary School: Viet Due US School

World Trade Organization :WTO

Ministry of Education and Training : MoET

Upper secondary and Professional Teacher Development Project: USPTDP

FIGURES:

Figurel Roles of textbook, (Cortazzi, M & Lixian, 1999)

Figure 2: Options for textbook (Harmer, 2002)

TABLES

‘Table 1: General objectives to achieve in Grade 10

‘Table 2: ‘Teachers’ judgment on students’ ability on writing tasks

Table 3: Students’ ability in using 4 macro skills related to the Topies

CHARTS

Chart | Teachers? opinions on the Suitability ofthe Objectives of the

Textbook

Chart 2: Teachers’ judgment on communicative aims

Chart 3 Teachers” judgment on student’s interested topics

Chart 4: Teachers? judgment on sludonts” ability on spoaking tasks

Chart 5: Teachers’ judgment on students’ ability on gramumar tasks

Chart 6 Students? opinions on demanding the sluderis? needs of the

TART T: INTRODUCTION

1 Hafionale for choosing the topic

In Việt Nam, cducalion is rcguded ø paramount investent optiơn for (he country’s long term economic growth and equitable social development, ‘he country’s accession to World Trade Organizalion (WTO) necessilaled Viel Nam lo accelerate strengthening of secondary education in developing human resources required for greater integration in the global economy With the increase in the enrolment rate to over 90%, lower secondary cdueation has made commendable progress bul expansion of uppor secondary and professional secondary education and improvement of their quality remain

to be key challenges for Viet Nam's education system,

It is a fact that the secondary education system in general and English education

in particular in Victnam has encountered a number of shortcomings in texms of teacher and teaching quality and students’ attitude, or testing systems, etc The majority off students are lacking opportunities to access and practice Finglish conmmmication a large munber of schools arc not able to provide adequate modem teaching and [caring equipments, etc have questioned educational managers, teachers and students for ages In addition, Ihe caren teaching curriculum Ive mismatched with the testing and cvaluation As a result, the students’ achicvernenl and the tcaching quality as well have not been propaily evaluated,

In execution o£ Resohfion No 14-NQ/TW of January I1, 1979 of the Political

Rureau of the Party Central Commitice (4th Congress), Soviatist Republic of Victnam, it has been indicated that innovation of teaching curriculum and textbooks have been clearly directed with four main principles: (i) to have a firm grasp of the objectives and requirements in the contents and methods of education, (ii) t ensure the systcratic, inheritance and development character of the educational program suited to the practice and traditions of Vietnam, to acquire the achievements of advanced education in the world; (iti) to ensure uniformity in knowledge amd know-how standards, lo increase the

continuity with vocational education and post-secondary eduvation, at the same time to

work out plans to make the program and textbooks suited to the conditions and circumstimecs of different arca, (iv) lo conduct synctronieally the renovation of the program, textbooks and the method of teaching and learning with the basic renovation of the method of evaluation, renovation of the management of education

In the process of buplementation of the abovc rcsolution, the Minisy of Education and ‘Training has conducted development of standard curiculum and LexIbooks for pilot testing all secondary subject areas inclusive of English This task bras boon fimitized so far English 10 textbook was carried piloting the sccond year in 44 upper secondary schools nationwide, English 11 started to pilot in school year (SY)

2004-2005 and English 12 has been completed and tested in SY 2005-2006 ‘herefore, a

sol of English lextbooks have bean officially approved for 3 yours and it would be confirmed that English teaching renovation in secondary education is crucial and assessment of implementation status in secondary schools is also very important It plays

a momentous role in continuous improvernent of the textbooks and teaching methodology in the future

For all these reasons, a thesis named: “Adapting English 10 textbook for students al Viet Duc Upper Secondary School — A case study” las been fostered and conducted

2 Alms and objectives

1 In line with the above mentioned thoughts on teachers and learners’ needs trom the textbook, the anthor sets aul lo convey 4 question “How is English 10 employed at Viet Duc 118 School?” in lerms of ils methodology, content, objectives, yractivalily and then to determine whether the book corresponds closely with the teaching curticulum prescribed by Mol"? Specifically, the researcher sesks to examine the nature of textbook and the suilability of the lexlbook al Viel Duc School context

2 It is expected that findings and discussion given would make certain contribution to the improvement of the textbook and propose samples of adaptation to cnhanee the effectiveness of the inatcrial within a case of Viel Duc US school

In short, the study is an attempt to meet two aims It not only points to the value

of teacher’s use of the textbook in pursuance with Mok'l’s curriculum but also to their wish for guidance in applying materials, adapting these and preparing their own (MoGrath, 2002),

2, How can English 10 be adapted to suit the Viet Duc School context?

In other words, this study focuses on the evaluation of suitability of teaching and learning of English 10 textbook #i Viol Due School regarding is methodology, content, objectives, and practicality, The evaluation will be compared with the teachng cumiculum preseribed by MoET and then relevant adaptation will be given to demanding both teaching and learning settings at Viet Duc US School

4 Scope of research

As mentioned in the rescarch’s tille, iL is expected ta carry out an investigation on the textbook of Standard English 10, Since then, the author will study teaching and learning situation in the light of leamnet-centred approach and communication leaming

theoretical background and actual observations, recommendations for teaching adaptation

of reading skills are given as an example

ds al grade 10 within Viel Duc US school Bas

5 Significance of the study

The study aims at conveying a poture of the leaching performance with both strengths and weaknesses of English teachers at Viet Due School in particular and in secondary schools in general, since then they would have more adjustments to demand the requirements of Vietnamese modem educational system; especially supporting

adjustments on the new English 10 standard textbook and current needs of society

My second intention is to clearly understand how suitable the English 10 textbook

hooks composers

scriously draw expericne

is as applying at Vict Duc US School, Besides, the author has expected to give recommendations for enhancing T/L quality of the school, providing consultation to educational managers to better understand Finglish studies and making relevant policies

of management in time: upgrading pre-service and in-servies leacher (raining programs under the control of the project and MoET as well,

6 Design of the study

PART [ INTRODUCTION provides the basic information such as the aims, the

seeps, und significance of the sludy

PART II; DEVELOPMENT contains of 3 chapters

Chapter 1: Literature Review justifies the literature on roles of textbook’s use in KLT

classroom, reasons on matzrial atkiptation, definitions and techniques of adaptation and especially the statement of the problems whose background of teachers and students are given cleatly with the application of textbook at the school

Chapler 2: Research Methodology focus ơn the methodology cauploycd in this study, including the methodology, the participants, the instruments and data collcetion,

Chapter 3: Findings and Discussions are reported

PART II]; CONCLUSION AND IMPLICATIONS presents a review of the

research and the recommendations for the improvement of the material with selected suggestions for further research

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PART H: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

The process of the literature review involves the researcher in exploring the literature to establish the status quo, formulate a problem or research enquiry, define the value of pursuing the line of enquiry established, and the compared the findings and ideas with his or her own (Andresen 1997, adapted fiom Bruce 1994), ‘That’s why, as stated

in the title of the thesis, the assumption has been made that the primary parts of the literature will be involved in the role of teaching materials in EL/ ESL classrooms and the review of literature concerning material adaptation The statement of the problems of teachers and students is the statements of problems which are given in the Literature Review embedded the background and the current use of textbook at Viet Due US school This assumption has influenced both the structure and the content of the literature review The third which provides the conclusion on findings and discussion is the most important part of the study

1.1 Teaching materials in ELT/ESL classrooms

ELT textbooks can be analyzed as having a number of important functions in several extents It has a vital and positive part to play in the everyday job of teaching and learning English Figure 1 is shown obvious roles of textbooks in the point of views of

Cortazzi, M and Lixian, J (1999),

showing tcachers and [carers the ground to be covered and summarizing the route taken

in previous lessons”, Other theorists such as Sheldon (1988) agree with that idea and sugges! (hal textbooks not only “represen the visible heart of any BLT prograny” (1 237) but also offer considerabls advantages — for both sIuderls and teachers — when thoy are being used in the ESL/EFL classroom Textbooks provide structure and syllabus for a program, Without textbooks a program may have no central core and leamers may not tocaive syllabus that las boon systematically planned and developed Hayerofl (1998), for example, suggests that one of the primary advantages of using textbooks is that they are psychologically essential for students since their progress and achievement can be

measured cone when we use them The © of Lextbook in a program cm ensure that the students in different classes receive similar content_and therefore can be tested in the same way It is easy to keep track of what one teacher has done and to fell others where he has teached (e.g when reporting to the Mead of Department or briefing 2 substitute teachei) Secondly, a set of materials often including textbooks, workbooks,

CDs, cassettes, CD ROMs, comprehensive teaching techniques and activities make

texIbeok lo be a very rich and varied resource for both teachers and learners Crawford, J (2001) also regards textbook as a source to explore the nonverbal and cultural aspects of language as well as the verbal, Intonation, gesture, mime, ficial expression, body posture

and so on, arc all csscnlial charmels of communication which not only help learners understand the verbal language lo which (bey are exposed, bul alsa arc an inlegral parl of the system of meaning which they are seeking to leam Thirdly, as Cortazzi, M and Lixian, J (1999) have pointed out, a textbook is also a #ainer: for inexperienced ot untrained teachers, the explanations and guidance, the step-by-step instructions of a teacher's guidebook, can be very useful, Textbooks are seen as embodying current research ard theory More than thal, sludents can use textbooks as references beyond the classroom and independently of the teacher (Crawford, 2001), Similarly, Leslie Dickinson (1987) also identified that commercial materials are best served for self- instruction, Hourthly, a textbook is thus seen as an authority: it is reliable, valid, and

written by experts Corlaxa, M and Lixian, J (1999) Oflen a lextbook carries the

authorization of important publishers or ministries of education, together with the further authority that many KEL teachers have no choice as to which text to use’ a school administrator, or the ministry itself, may take such decisions on behalf of all teachers within their purview Fiftily, as O°Neill (1982) has indicated, textbooks are generally sensitive to student’s needs even if they are not designed specifically for them, they are

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efficient in terms of time and moncy, and they can and should allow for adaptation and improvisation A sixth advantage identified by Cummingsworth (1995) is the potential which lexthooks have for serving several addilionat roles in the ELT euriculum, Te argues (nl they arc an offeclive resource for sctfirceled Tearning, am fective resource for presentation material, a source of ideas and activities, and a reference source for students, a syllabus where they reflect pre-determined learning objectives, and support for loss experienced leachors who have yel to gain in confidence Finally, Hutchinson and Torres (1994) have shown that textbooks may play a pivotal role in innovation, They suggest that textbooks can support teachers through potentially disturbing and

threatcning change pra fernonstrale ne

change gradually, and create scaifolding upon which teachers can build a more creative methodology of their own

White many of the aforementioned theorisls are quick to point oul the extensive

and‘ore untned methodologies, intraduce

benefits of using ESL/EFL textbooks, there are many other researchers and practitioners who do not necessarily accept these views and retain some well-founded reservations on the s

picel, Crawford, F (2001), for instances, lus written a scathing commentary on the use of textbooks in the ELT classroom He suggests that we are living in a multimedia age, but many teachers still have neither the time nor access to adequate teckmology to croals ‘authentic’ audiovisual malcrials (i.c., videos, o

ct the real world products the leumers encounior oul

‘Without such authenticity, however, it is difficult to provide culturally rich input, ot to develop coping strategiss that will enable students to take advantage of the

© the classroom)

extracurricular input to which they have accessed

Another assumption on the backwash effects of texlbook made by Crawford, J (2001), Cortazzi, M & Lixiam J, (1999) and Richard (2001) They stale ual textbook can deskill teachers If teachers use textbooks as the primary source of their teaching leaving the textbooks and teacher’s manmal to make major instructional decisions for them the teacher’s role can become reduced to that of a technician whose primary function is to presen smaterials prepared by others The teachers will slavishly follaw the textbook, tet

it control the classroom and what occurs therein, and fail to respond to leamer fzedback

or to challenge received ideas contamed in the materials Theonsts, in fact, have implied

lo the inkerent danger of the inexpericnecd Iachors who may usc a textbook as a pedagogic crutch, such an over-reliance may actually have the opposite effect of saving students from a teacher's deficiencies (O'Neill, 1982; William, 1983; Allwright, 1982)

In such a view justificd, and, if teachers do bchave in this way, is it realistic to expect them to prepare their own materials? In any case, as Allwright (1982) points out, materials may contibuts to boll goals and content bul they can nol dsterruine either

‘What is leamt, and indeed, learnable, is a product of the interaction between learners,

teachers and the materials at their disposal

to be a process of need demanding between the target goals and the current settings, demands pf teachers and studenty Il is somelling that is

changmg existing materials to make them more suitable for self-instruction in Dickinson, Leslie’s ideas (1987) This usually involves making several additions to the materials so

cenlial in the process of

that they will mect the minimum specifications for sclf-instructional materials, This adaptation assumes autonomous leamers In addition, McGrath, fan (2002) not only emphasizes the importance of adaptation as a process but also highlights the teachers” competence in managing thal process, Although they may nol always be in a position lo select the materials they use, teachers do decide, consciously or instinetively, how much

of those materials will be used, and how much of what is used will be modified

1.2.2, The purposes of adaptation

‘The two most frequently cited purposes for adaptation are as follows:

1 — to make the material more suitable for the circumstances in which iL is being

used, ie to mould it to the needs and interests of learners, the teacher’s own capabilities and such constrains as time, or, as McDonough and Shaw(1993:5) pul it; “to meadmize the appropriation of leaching materials (seem more relevant because it is important, it can stipulate motivation, and increased motivation is

in turn likely to lead to a classroom atmosphere more conductive to learning) in contest, by changing some of the internal characteristics of a course book to

better suit our particular cizcumstanecs (what we are rcally trying to is to improve the effectiveness of learning experience’;

2 lo compensate for any intrinsic deficiencies in the watsriat, such as linguistics

inaccuracies, out- of daledness, lack of authenticily (Madson and Bowen 1978) or lack of variety

1.2.3 Á đaplaLion techniques:

A prncipled approach to adaptation Selting a proper principle for adaptation is not an casy ask Th, thus, requires nach consideration on particular circumstances, the specific needs of teachers and students, etc It is the best solution to take into account of the following questions suggested by Cumningworth (1984: 66):

~ What docs the exercise actually get the Icamer to do?

- What do I want the learner to do?

- Tlow can I get the exercise ta do what | want it to do for the learner?

- What is the objective of the activity? (MeGrath, Ian 2002; 66)

Besides, adaptation is considered agents of change and the importance of the lexibook becomes even grealer in periods of change (Hutchinson and Torres, 1994)

Mentioning foi and forms of change, Ihorefore, is as important and offic

as providing best tools for teachers to apply at anytime, anywhere, Ian, McGrath (2002) suggests one of the reasons given above for adaptation was to maintain learner interests

by varying whal might otherwisz be a ralhcr repetitive diet

& The foci would include (1) language the language of explanations, examples, texts, exercise and the language that students are expected to produce (2) the contexts and conten! lo which the language iclates; and (3) procedures and classroom management who does what with whom and how this is organized; (4) restructuring in relation to a particular activity m order to build in variety or increase the degree of challenge is more of a procedural change

1.2.4, Classification of adaptation

Madsen and Bowen (1978) claim that ‘Every teacher is in a very real sense an adapter of the material he uses (p.vii), employing “one ore more of a number of lechniques: supplomenting, editing, expanding, porsonaliving, simplifying, modernizing,

locativing, or modifying culturalisitualionel conlent” (pix);

Ellis, M (1986: 47) mentions the processes of ‘retaining rejecting, re-ordering

and modification; Tomlinson (1998b; xi) refers to ‘reducing, adding, omitting, modifying and supplementing’ In the view point of Nunan (1991), two main categories of

adaptation are mentioned: adaptation as addition (in a restricted sense) and adaptation as

change

Adaptation, generally, is a process of changing in which may occurs adding,

rewriting, replacing, re-ordering or reducing activities or content according to Harmer

(2002) More details on the options of textbook use are given in Figure 2 below:

USE OF THE TEXTBOOK

5 GHA Repl ‘eplace active yị

Reduce

omit

Le x7 I> REPLACE,

Figure 2: Figure 2: Options for textbook (Harmer, 2002)

According to these grounds of classification, 5 main options for adaptation are

figured out as bellows:

1.2.4.1 Adding

Addition is interpreted by McGrath, Ian (2002) by four main categories:

extemporization, extension, exploitation, The notion of addition, basically, is that

materials are supplemented by putting more into them, while taking into account the practical effect on time allocation First, addition is made in the quantitative way by the technique of extending McMough and Shaw (1993) explained that “this means that the

techniques are being applied within the methodological framework of the original

materials: in other words, the model is not itself changed The following situation is an

obvious example A second reading passage parallel to the one provided is helpfull in reinforcing the key linguistic features — tenses, sentence, structures, vocabulary, cohesive

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devices — of the first text, Second, more far-reaching perspective on addition of materials can be termed expanding Whereas extension involves quantitative change, expansion Tepresenils a qualilative change (McGrath, Tan 2002) This carr be thonghl as of a change

in the overall system (Mongh and Shaw, 1993)

1.2.4.2 Rewriting

Rewriting may relate activities more closely to learners’ own background and interest, introduce model of authentic language, or set most purposeft problem-solving lasks in case the students canmat answer in prior lo be asked by the toachar Audio materials, for instance, are either not available or cannot be purchased in a particular teaching context, the teacher, then, can rewnte reading passage and deliver it orally

“perhaps by taking notes ftom the original and then speaking naturally to the classroom

fiom notes’

1.2.4.3, Deleting or omitting

Deletion is certainly the opposite process to that of addition As mentioned in the previous section that materials can be added both quantitatively (extending) and qualitalively (expanding), the same poink applies when a decision is Laken lo omit materials, The most straightforward aspect of reducing the length of materials is subtracting

Addition and deletion of ten work together Textbooks my be Laken out and then replaced with something authentically, The methodological change is greater when, for example, grammar practice is substituted after the omission of an inappropriate communicative fiction, or when a reading toxt is replaced by a Tistoning passage

1.2.4.4, Shupiifying

Simplification is defined as procedures designed to make things casier for or more accessible to learner, e.g, the editing of texts to reduce linguistic or conceptual difficulty, and modifications to tasks (MeGrath, lan 2002) Simplification could be in the following forms:

1 Sentence strueture: sentences are reduced in overall length, or complex sentence

is rewritten as a number of simple ones, for example by the replacement of relative pronouns by nouns and pronouns followed bya main verb

2 Lexienl content, so that the number of new vocabulary items is controlled by

reference to what students have already leamed

3 Grammatical structures: for instanec, passives are converted fo actives, past

perfect to simple past, reported to directed speech

1.2.4.5, Re-ordering

This procedure refers to the possibility of putting the parts ofa course book in a different order This may mean adjusting the sequence of presentation within a unit, or taking units in a different scquence fiom that originally intended

1.3 The statement of the problems

1.3.1, Teachers! background

The toaching staf has been known to be the key to succes

and learning at Vicl Duc School so fi All teachers here obtained al least Bachelor degrees and they have experienced in teaching service for various years As of English teaching group, more than half of teachers have worked in the school and have chances

to study overscas during these years Tcaching and sclf-training for updating and improving capacity are confinuous tasks at this school, One of 12 English teachers is at

of traditional teaching

the young age, Ihe rermaining teachers are almost experienced but gelling ole Thus,

“how to rejuvenate the teaching staff of English remained a question that Viet Duc School is ficing” the Viet Duc Principal said,

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fanded by giant international organizations such as RMIT, British Council, IDB, ete, It is certain that the students have tremendous opportunities to access and improve their English proficirey

Fow of students, however, learnt olher foreign languages such as Russian, Fronch

or Chinese, Consequently, students are varied in the English background,

English course for grade 10th students in Vietnam in general and for those at Viet Dus School is divided info two scmeslcrs with a lofal of 105 periads, 3 periods cach week The aims and objectives of the senior high school’s English curricukum are to help students consolidate, widen and enrich ther Lnglish competence inctuding hoth language Knowledge and skills which they have gained al junior high school (MOET, 2002)

1.4, Summary

Chapter one has presented the major roles that materials play in the process of leaching and learning as well as issues of mulariats arlaplation that need lo be Laken into account The discussion implies that issues such as what adaption is, why to adapt, how

to adapt, who are participants and other issues of material adaptation More importantly,

the detail introduction of current settings of teachers and students at Viet Duc School are

provided and if, becomes the essential background of this 11

CITAPTER 2: RESEARCTI METHODOLOGY

‘This Chapter desoribes how to collect information using a set of tools for case

;, interviews and both

study including observation, analysis of documents, questionnair

objcetives-re fereneed and classroom-based lesls

2 1 Research design

‘The study is aiming at the evaluation and adaptation of English 10 in terms of its objectives, content and methodology ‘Ihe summative adaptation was implemented as lcachars and students at Vict Duc School have just finished the textbook’s use fo determine whether the material has worked well The researcher employed a triangulation of methods, which was a combination of textbook analysis, survey questionnaires and informal interviews, The researcher’s belief was that a combination of different methods to collcet data could provide more reliable and valid information for the study

2 2 Characteristics of the case study

A case study involves a detailed exploration of a single instance of or example

of, something Gillham (2000:1) defines a case as

© unit oC furan activity cmbedded in the real world,

«which can only be studied ar understood in context:

© which exists here and now,

* that merges in with its context so that precise boundaries are difficult to draw

A case study, thus, is one which seeks a range of different kinds of evidence which is there in the case selting, and which has lo be abstracted and collalcd to get the best possible answers to the rescarch questions (Gillham, 2000)

It is a case study selected in Viet Nam with the reason that it reflects an important

currenl issue Tt may abso be thal each case selecled for thts sludy may, io some degree,

be typical of other secondary schools in Vietnam Access is an important issue to be considered in a case study ‘The school which the author chose for this stndy is the one where sho has experionee working with, and thorofGre, is quile accessible For thasc reasons, Viet Due School is selected as a case in the study of the English textbook 16 (standard version developed by MOLT)

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2 3 Methodology

In this section, the author provided the description of the instruments for collecting data that wore used and hightighted the strengths and woeknoss of the rescarch methods chosen

‘The research methods selected are textbook analysis, surveys and informal

interviews OF th is one of the main instruments with

three methods textbook arwlysi

a thorough objective analysis of the textbook under evaluation and adaptation, Survey Questionnaire is used to collect data that relates to the teachers’ and students” perspectives and altitudes towards the textbook they have applied Inforsnal intervi

arc conducted to clarify information collected in the survey The next part is a detailed discussion of the research methods used in the thesis

(Hutchinson and Waters 1987:97) Robinson (1991) also added that in evaluation and

adaptation, the analysis of existing documents can provide useful information and they

“form sential part of the data for an evaluation exercise” One of the biggast advantages

of document analysis is that in some situations, a document represents a reflection of

reality (May, 2001)

In this thesis, textbook analysis ar in other words objective analysis is an affective method to collect data for the study because the purpose of this study is to evaluate and adapt the English 10 textbook for students at Viet Duc US School The evaluator is also a teacher who has uscd the materials for teaching and is now in @ position to conduct an evaluation of the material based on an analysis of the teaching material and MOET requirements of the course ‘Ihe data collected ftom the textbook analysis would be the analysis of the approprialeness of the mmalerials in Lerms of objectives, content, and methodology to determine whether the materials is suitable to MOET requirements of the course and the student's level of English

2 3.2, Survey questionnaires

Interviewing can be a complicated business as far as finding mutually convenient times is concerned Thus, questionnaire is the bes! choice lo be the instruments in this educational research Gillham (2000) has figured out a number of great benefits of

questionnaire such as, low cost in time and moncy, analysis of answers is straightforward; less pressure for an immediate response, respondent’s anonymity and especially, tack of inlerviewer bias

Hence survey questionaire was chosen lo collect Toachers and students’ opinions and attitudes toward the textbook when they have experienced with the book,

‘Teachers and stndents were requested to complete and return the questionnaire within a weok, They thus would have apporimnities lo raflacl their own axporicnoes of teaching and leaming the material The information, therefore, would be more detailed and more

accurate

The rescarcher made usc of lwo sets of survey questionnaires to cover all belief of teachars and students and suggestions serving for the improvement of the textbook, The questionnaires were given to the population of 12 teachers who teach English at Viet Due School (Find Appendix | for tore details of the questionnaires)

2 3.3 Informal interviews

Interviews may be used as the primary rescarch tool or in an ancillary role as a checking mechanism to triangulate data gathered from other sourees Hopkins (cited in MeDonough & MeDonong, 1997) lists three applications of interviews in classroom

roscareh:

to focus on a specific aspeel of classroom life in dotait

teachor-pupil discussion => diagnostic information

to improve the classroom climate

Numan (1992) adds the following uses Lo intery needs analysis

program evaluation

individual case studies

mini-surveys (within institution)

‘This study fits well with these uses of interviews Depending on the evaluation

goals, the spceific evaluation context and the nature of the design chosen for the evaluation, an evaluator ean make use of three types of qualitative interview format: the informal conversational interview (the unstructured interview), the standardized opan- ended interview (the most structured interview), and the interview guide (semi- structured) (Patton, cited in Lynch, 1996)

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Informal interview was idcntificd as the most appropriate mcthod to compliment the other main methods employed in this research, ‘The informal interviews with the teacher informants and the student sample were conducted aller the survey information had been obtained to clarify information from the surveys Thy tesulls of the interviews were noted, any variance thus can be revealed and adjusted with other methods,

2.4 The participants

Participants or evaluators of the study are an integral part of the study Many

authors in the lierature hold the view that evaluation shonld not “be restricted lo oulside

evaluators” (Tomitinson, 1998) especially when the purpose of evaluation is to develop material, In this situation, inside evaluators may have opportunity to take advantage of the teachers who have used the material for teaching and the students who have learned the material under cvaluation and adaptation,

2.4.1, The teachers

The grade 10" English teaching group in this academic year at Viet Due School consists of (2 teachers The majority of teachers who are middle-aged have obtained more than 10 years of leaching and only teacher who is young and experiences only three years at the school Of all teachers, they graduated fiom university degree’s level, three out of 12 teachers who completed master degree ‘They, however share a similarity that

ice of the Grammmar-Translalion method, the

wore trained under the strong influ:

emphasis of which is on the learning of the rules of Ianguage, not on the acquisition of language skills ‘This is manifested in their methods even the new material follows the commuivalive approach The tsachor population was firstly surveyed and during the period of revision of final exams, informal interviews and discussions with them were conducted,

2.4.2 The students

There are £6 classes of grade 10 with approximately 100 students allocated from

class D1 to D12 The distribution of the students is divided based on levels “Excellent”,

“Good”, “Average” evaluated on the student's final academic results, It is students in each class that are similar in their background The target students are randomly chosen

surveyed and involved in the rescarch by the cnd of the acadcmic year before the final examination and later informal interviews were implemented,

2.5 Data collection Procedures

In order to collect the required data, the researcher decided to employ 4 combination of three data collection instrumenis: document analysis, teacher and student surveys and informal interviews with the aim of getting the fullest evaluation of the textbook from the teachers and students who have used and learned the material ‘The evaluation of the textbook will be carried out in accordance with the following steps:

1 To identity the criteria for evaluation based on the statements of objectives, aims and principles prescribed by MOET for grade 10°

2) Objective analysis: textbook analysis and adaptation conducted by the researcher against requircments by MOET

3) Subjective analysis; survey teacher population and student sample

4) Conchision: Matching the analysis results with the specified requirements

2.6 Summary

A discussion of data collection inslruments has been provided in this chapter Tl also

described the participants, the methodology used and data collection procedures

CITAPTER 3: FINDINGS AND DISCUSSIONS

In the closing chapter, the author integrates and summarizes briefly all of the preceding chapters

3.1 Textbook analysis of English 10

3.1.1 Overview of the national curriculum and course objectives

In 2006, a new curriculum which defines English as a compulsory subject, is

‘Snstrumenial to the access of workd science and lecknology as well as world cultures” was developed by MOET (MOET, 2006) It desotibes the aims for ELT at secondary school level as enabling students to:

Grade 10

Listening | Understand the main ideas and details of monologues’ dialogues of

120-150 words on the 6 topic covered Understand texts that are

dclivered at a slow speed,

Speaking | Ask and answer about the topics covered Perform some basic language

funetions such as giving instruction, expressing opinions, asking dircetion, asking and giving information, ote

Reading | Understand the main ideas and details of texts of 190-230 words on the

topics covered Develop vocabulary stuatcgics; using words in contexts, dictionary skills, ete

Writing Write texts of 100-120 words on familiar topics based on models or

prompls for personal or basic communicative purposes,

Table 1: General objectives to achieve in Grade 10

The curriculum specifies the teaching contents and class time allocation The

teaching contents are organized according to themes in order to provide contexts for language skills, language elements and socio-cultural knowledge to be taught and developed in an integrated manner, These themes are all drawn from the contexts of students’ daily life such as home and school, health, reaction, community and the world, Detailed analysis on topics in the textbook will be conducted in the following part of teacher's and stadent’s questionnaires

In addition, the cturiculum guidelines also state the following principles for the selection and scquoncing of tpics, skills, layguage clcmenis, instructional units,

exerci:

s and tasks in ELT syllabus

« _ Confexrualizing language via realistic commmmuueative sittations;

© Using materials that are authentic and applicable in real world communication;

© Ensuring integration between the four language skills and integration between language skills and language elements,

© Recycling language sutticiently and in a spiral manner,

+ Tailonng teaching contents to suit learners’ ages, levels of general knowledge, needs and preferences

* Using materials and tasks that are stimulating and at students’ levels of proficiency while still challenging enough

(MOET, 2006) The total number of class hours for English education is 315 time allocation for the standard textbooks Each class hour is 45 minutes in length, called ‘a period”

3.1.2 The course methodology

2 Students play an active role in the teaching and learning process and teachers are only organizers and guides

3 Teaching contents be sclsoled and organized according to themes la guararles a high level of communicativeness while catermg to the accuracy of the modem language system

4, Textbook writing, managcment of teaching and learning, testing, assessment and evaluation follow the curriculum guidelines

(MOFT, 2006) The English 10 was developed based on the new niational cunicaluun, The book is claimed to adopt a theme-based syllabus However, this syllabus may be more appropriately desoribed as a “milti-strand” ons since there is almost everything in it

topics, (asks, functions, notions, skills, grammar, vocabulary and sounds, The methodologies the books are claimed to follow are the “learner-centered approach and the communicative approach with task-based teaching being the central teaching method” (English 10, Toachor°s Manui, 2006) The (caching contents for cach unit arc

3.1.3 The course content

‘There are 16 teaching units and six review units in the book Each teaching unit covers a topic and is structured in five sections: Reading, Spealang, Listening, Writing and Language Focus Each section is supposed to be taught in one period of 45 minutes

Reading texts are provided at first and forcmost in a unit because the authors cxpect to

use the reading text to supply Ianguage inputs and ideas for practice of other language skills There is a glassary at the end of each texthook The glossary contains both

phonctic transcription and Victnamese translation for cach entry The phonetic

transcription is based on the system of transcription symbols found in Oxford Advanced

Learner Diclionary (7 edition) (English 10:4)

The Reading scolion is structured according lo the conventional stages of a

reading lesson It begins with one or two Before you read activities, the aim of which is

to introduce students to the topic, activate their background knowledgs of the topic, motivate them to read and clivit uew vocabulary TL then preseris

short lcxt followed by 2.3 While you read activities, the aim of which is to develop reading skills and strategies such as scanning, skimming, and guessing meaning in context I'he section ends with one

or two After you read activilics to offer sludents some further practice, e.g oral or wrilten language production

‘The Speaking section consists of 3-4 activities, termed “tasks” by the textbook authors (bi) The first and seco aclivities provide language input and develop specific language functions such as expressing opinions, agreements and disagreements The remaining activities involve short talks on a specific topic possible with or without

prompt

Similar to Reading section, the Listening section is also structured into three stages Before you listen activities aim to motivate students to listen, activate their background knowledge and provide vocabulary While you listen aclivilies develop such

micro-skills as listening for goncral understanding, listening for specific or detailed information and take the form of matching exercise, ‘Trus-False questions, multiple choice questions, or apsmended question After you listen activities oflen involve text summary or reproduction in oral or wrilton forms, and/or farther discussion of the topic

The Waiting section may begin with a model, followed by activities that guide students throngh the writing process such as model analysis, language work, and guided writing The toxt types students are required to produce vary from personal and formal letters to narratives, Figure, graph and table description and expository essays

‘rhe Language locus section comprises two parts, Pronmciation and Grammar

and Vocubulary The Pronunciation component focus

consonants, and clusters) that might present difficulty to students, basic stress

on practice of sounds (vowels,

pattems, zhythm and intonation, these features are firstly practiced as discrete forms and then repeated in senlences The Grammar and Vocabulary component aims ta consolidate the target forms covered in the unit Despite the claim made in the preface of the books that the forms are to be practiced both in exercises and commnnicative situations, this practice, however, is do-conlextualived and non communicative (see 2.4.1 for more detail)

‘The six review units, called “Yest Yourself”, aim to help students assess their

31 Chart 1: Teachers’ opinions on the Suitability of the Objectives of the Textbook

yes

No

According to the Figure, 75% presents three quarters of teachers agreed that all

the objectives in the introductions of units of the textbook truly reflect the requirements

of the course prescribed by MoET 25% accounting for 3/12 teachers disagreed with this idea because of disqualifying communication targets Communicativeness is one of

the utmost important targets raised to teachers’ opinions, It is undeniable that in the

teacher's belief, the textbook fail to claim to be communicative in its aims and objectives

(83% of teacher said “No” to this point, only 17% was supported to this idea), Chart 2 shows more details of teachers’ opinion on judgment of commumicative aims

No

Chart 2: Teachers’ judgment on communicative aims

Regarding the question “Do all units of the textbook correspond closely with the needs of the students”, it is confirmed that in a particular setting of Viet Duc US School,

the teachers (75%) are expecting higher qualified textbook to better demanding the needs

of students

All teachers are claimed to apply mostly methods of Learner-centered teaching (75%) and Communicative language teaching (50%) at their class Due to time

limitation, teachers revealed that they some times wanted to integrate a various methods

such as grammar-translation and audio bilingual teaching method, but they could not

afford Thus the traditional methods are mostly used at the school

In short, the beginning of the questions’ responds revealed numerous issues to investigate In general, the textbook is evaluated to closely correspond with the MoET’s teaching curriculum It however is unable to reach the communicativeness targets and to

meet the students’ needs as well In the other words, the textbook strictly comply with

requirements of MoET but it is out of expectation of teachers and students at Viet Duc

US Schools in some certain extents The following analysis on the content of textbook

will help the author to tackle with these questions in more details

3.3.2 The suitability of the textbook to the content prescribed by MoET

Music National parks Conversation undersea world Thestary of my village

Themass media

An excursion Technology and you

Special education People’s background

School talks Adday in the life of

Chart 3: Teachers’ judgment on student’ s interested topics

There was, according to the bar chart, significant difference among topics in

which the students are interested in Basically, the common topics that are on favorite

lists of students are The world cup, National Parks, Music (equally accounted for 75% of student’s interest) The second highest topics belong to group of Undersea world, The