Luận văn evaluating the quality of the two textbooks tiếng anh 3 tập 1 and family and friends grade 3

The current study aimed at evaluating the quality of the two textbooks Tiéng Anh 3 - Tdp I and Family and Friends - Grade 3 to reveal their similarities and differences, strengths and we

HANOI NATIONAL UNIVERSITY, VIETNAM UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

'ĐẠI HỌC NGOẠI NGỮ

NGUYÊN THỊ MAI

EVALUATING THE QUALITY OF THE TWO TEXTBOOKS TIENG

ANH 3 - TAP 1 AND FAMILY AND FRIENDS - GRADE 3: A

COMPARATIVE STUDY

(Đánh giá chất lượng của 2 cuốn sich Tiéng Anh 3 - Tập 1 và Family and

Friends - Grade 3 : M6t nghién cứu so sánh) (MA MINOR PROGRAM THESIS)

Field : English Teaching Methodology

Code : 60140111

HA NOI - 2016

HANOI NATIONAL UNIVERSITY, VIETNAM UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF GRADUATE STUDIES

ĐẠI HỌC NGOẠI NGỮ

NGUYÊN THỊ MAI

EVALUATING THE QUALITY OF THE TWO TEXTBOOKS TIENG

ANH 3 - TAP 1 AND FAMILY AND FRIENDS - GRADE 3: A

COMPARATIVE STUDY

(Đánh giá chất lượng của 2 cuốn sách Tiếng Anh 3 - Tập 1 và Family and

Friends - Grade 3 : Một nghiên cứu so sánh)

(MA MINOR PROGRAM THESIS)

Major: English Teaching Methodology

Code: 60140111

Supervisor: Prof Dr Hoang Van Van

HA NOI - 2016

DECLARATION

1, Nguyễn Thị Mai, hereby certify that the thesis “Evaluating the quality

of the two textbooks Ting Anh 3 - Tập 1 and Family and Friends - Grade 3:

A comparative study is submitted for the partial fulfillment of the Degree of Master of Arts at the Faculty of Graduate Studies - University of Languages and

Intemational Studies - Vicinam National University, Hanoi I also declare that this thesis is the result of my own research and efforts and that it has not been

submitted for any other purposes

Hanoi, 2016

Signature

Nguyễn Thị Mai

ACKNOWLEDGEMENTS

First of all, I would like ta express my indebtedness and sincere gratitude to

my supervisor Prof Dr Hoang Van Van for his invaluable guidance and great support without which this thesis would not have been completed

Besides, I am heartily thankful to all the lecturers and teachers of the Faculty of Graduate Studies - Unrversity of Languages and International Studies - Vietnam National University, Ilanoi for their valuable and interesting lectures and assistance

during my study al the university

Many thanks go to all the teachers of English from many primary schools whose active participation and cooperation helped me to fulfill this studv

Last but nol least, I send my special thanks to my husband, my family and my

friends who have provided abundant assistance and encouragement while this work

was in progress

ABSTRACT

The basic goai o[ maicrial cvaluation is sclccling tcachmg matenals which arc appropriately relevant for a particular teaching context The current study aimed at evaluating the quality of the two textbooks Tiéng Anh 3 - Tdp I and Family and

Friends - Grade 3 to reveal their similarities and differences, strengths and

weaknesses, and their appropriateness to Vietnamese teachers and students The

researcher designed a questionnaire consisting of 35 items lo evaluate the textbooks

‘The study results showed that 7iéng Anh 3 - 4p 7 meets almost all criteria given and

seemed to be highly suitable for Vietnamese teachers and students while Family and

Friends - Grade 3 alsu gol positive lecdbacks frum teachers However, this scl of

textbook offered a large amount of knowledge, big size of paper, unfamiliar contents

and so on , that affect leachers’ low ratings on the quality of the lextbook compared

to Tiéng Anh 3 - Tap 1 However, il can be concluded that Tiéng Anh 3 - Tap J and

Family and Friends - Grade 3 are suitable to Vietnamese teachers and pupils

Although there exist some minor weaknesses, these two sels of the textbooks are scen,

to be a good choice of textbook and can be widely used

LIST OF APPENDIXES 0 ees ice iicenees nee isseneesiesiissneeennssiereaneceisesssenesssees WILL

CHAPTER 1 LITERATURE REVIEW scssssessessueenssnsoneensennnatineeninesneenrnneniend

11 Teaching and Learning Frglish in Vietnam undor the National Foreign Langnage Project Untitled: “Teaching and Learning loreign Languages in the National Liducation

1.1.1 ‘Teaching and Learning English at Primary Schools in Vietnam 17

1.1.2 The National Foreign Language 2020 Project 17

1.1.3 The Pict English Curriculum for Vietnamese Primary Schools LÉ

1⁄22 Rolesof[extbook

1.23 The Needs for Textbook Evaluation

1.2.4 Quality Standards for Textbook

1.2.5 Textbook Evaluation Methods

1.2.6 Previous Studies on Comparative Evaluation of the Textbook

2.1.5 Methods of Data Analysis

31 Overall Rating

32 Teachers’ Evaluation of the Textbooks in each of the Nine Categories

3.2.1, Teachers’ Evaluation of the Textbooks in the “Objectives” Category

3.2.2 Teachers’ Evaluation of the Textbooks in the “Layout and Design” Category

3.2.3 Teachers” Hvaluation of the Textbooks in the “Topics” Category

3.2.4 Teachers’ Evaluation of the Textbooks in the “Language Skills” Category

3.2.5 Teachers’ Evaluation of the Textbooks in the “Methodology” Category

3.2.6 Teachers’ Evaluation of the Textbooks in the “Types of Activities” Section

3.2.7, Teachers’ Evaluation of the ‘lextbooks in the “Teaching Aids” Section

3.2.8 Teachers’ Evaluation of the Textbooks m the *

3.2.9, Teachers’ Evaluation of the ‘lextbooks in the “Cultural Values” Category

3.3 Findings for Research Question Onc

3.4 Findings for Research Question [wo

inkaye” Category

3.5 Fuadings for Research Questlon lÏree - essaneesseess eevee

3.6 Summary of Main Findings

PART C CONCLUSION AND RECOMMENDATIONS sec

1 Conclusion

2 Limitaions of the Study Họng dai

3 Suggestions for Further Studies

vi

39

40

Al

LIST OF ABBREVIATIORS

LIST OF APPENDIXES

Page

Appendix 1: QUESTIONNAIRE FOR TEACIIERS OF TIENG

ANH 3 - TAP 1 (ENGLISH VERSION)

Appendix 1: PIU KIIAO SAT DANII CIIO GIAO VIEN

DAY TIENG ANH 3 - TAP 7 (VIETNAMESE VERSION)

Appendix 2: QUESTIONNAIRE FOR TEACHERS OF

KAMILY AND FRIENDS - GRADE 3 (ENGLISH VERSION)

I

Appendix 2: PIIẺU KIIẢO SÁT DẢNHI CHO GIÁO VIÊN

DAY FAMILY AND FRIENDS - GRADE 3 (VIETNAMESE

VERSION)

IV

Appendix 3: TRANSCRIPT OF EMAIL INTERVIEW OF

TIENG ANH 3 - TAP I

Appendix 4: TRANSCRIPT OF EMAIL INTERVIEW OF

FAMILY AND FRIENDS - GRADE 3

PART A: INTRODUCTION

1 Rationale for the Study

We are living and working in the world of cultural diversity, in which languages operalc Leaming a language provides us with ä new communicative tool lo transfer advanced science and technology knowledge and to learn about different

cultures, which makes a contribution to mutual understanding, helps to form

global citizen awareness and develops personal qualitics and performance By dint

of learning a foreign language and having much knowledge of different cultures,

we gain a deeper understanding of our own language and culture

English is one of the most common international languages in the world Learning English at primary level helps students form and develop their English

communicative ability by practicing listening, speaking, reading and writing

skills, English learning is also a beginning step in forming and developing long- life studying skills, working ability in the future and cultural-social activity parlicipation at the same time Leaming English from primary level provides a basis for continuously studying English at higher levels or leaning other

languages in the future 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 English icaching and learning has attracted considerable interest from the socicly Such

issues as the quality of teachers, facilities, and curriculum 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

good textbook for use Therefore, the selection of a course book is one of the most important decisions 4 teacher will make to have a textbook that involves matching

the material against the context in which il is going to be used, following the aims

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

teacher

Tn the Vietnamese context, the Ministry of Education and Training (MORT) has implemented its policy of radical and comprehensive reform, in which the quality

of education, teachers and textbooks has received a lot of special attention When

working on the national project “Teaching and Learning Foreign Tanguages in the

National Education System, period 2008 - 2020”, at the end of 2010, MOET approved Pilot English Curriculum for Vietnamese Primary Schools and assigned

Vietnam Education Publishing House to organize the writing of the set of

textbooks, including Tiéng Anh 3, Tiéng Anh 4 and Tiéng Anh 5 This set of

lextbooks is being piloled in sume selected primary schools While the set of

primary English textbooks published by Vietnam Education Publishing House is

being piloted, the Family and Friends set compiled by foreign authors has also been used m a number of primary schouls in Viclnam since the mid 1990s Il has

been familiar to many teachers and pupils After that, this set of textbooks has

been adapted to suit the Leaching context of Vicinam However, there are different opinions on the advantages and disadvantages of these two sets of textbooks But there has not been any research to compare them For this reason, in this minor

thesis, T will attempt lo conduct a preliminary research to compare two sels of

textbooks Specifically, I will attempt to compare Tiéng Anh 3 Tap J compiled

by Vietnamese authors of Vietnam Education Publishing [louse in collaboration

with English native authors of MacMillan Publishing House and Family and

I'riends - Grade 3 compiled and adapted by foreign writers of Oxford University

tà

2 Aim and Objectives of Study

2.1 Aim of Study

As slated, the aim of this sludy is Lo ovaluale the quality of the twa sols of English

textbooks currently in use in Vietnamese primary schools Ting 4nh 3 — Tập ï

written by Vietnamese authors in collaboration with English native authors and

Fumily and Friends - Grade 3 wniicn and adapted by foreign authors in order to find out their strong and weak points

2.2 Objectives

To achieve the above aim, the following objcelives are sel for exploration:

- Establishing quality standards for evaluating 7iéng Anh 3 — Tập 1 and Kamily

and Friends - Grade 3

- Establishing criteria basing on quality standards (or evalualing the textbooks

- Comparing the twe sets of textbooks in terms of the established criteria to find

their similarities end differences, their strong pomls and weak poinls and their

appropriateness to Vietnamese teachers and students

3 Research Questions

1 What are the similarities and differences of the two textbooks Tiéng Anh 3 Tập 1 and Family and Friends — Grade 3°

2 What arc the strong and weak points of cach sct of the textbooks?

3 Which set of textbooks is more suited to Vietnamese teachers and pupils?

4 Scope of Study

Given the aim and objectives, the study is confined to the evaluation of the two sets of primary English texthooks: Tiéng Anh 3 - 7p 7 and Hamily and Kriends -

Grade 3 To do this, the study will focus on establishing the criteria for evaluating

these lwo sets of textbooks and comparing them in terms of the established criteria

to point out the strengths and weaknesses of each set of textbooks ‘lo explore

which set of Iextbooks is more preforred m the Vietnamese contoxt, thẻ gpinions

of the teachers who have used the textbooks are consulted

5, Significance of the Study

This study can be significant because textbooks are a key component in most language programs In an EFL context like Vietnam, it may cven constitute the main source of language mput that leamers receive and the basis for language

practice that occurs both inside and outside the classroom Therefore, textbooks

need to be professionally designed, fit the curriculum, and closely correspond with the aims of the teaching program and the needs of the learners However, a variety

of textbook types currently is in use for grade 3 in Vietnam, either written by

Vietnamese authors or foreign authors, has created confusion on the appropriateness of those textbooks to the teaching context, which has great influence on the leaming quality The current study allempts lo evaluate the

quality of the bwo above mentioned textbooks It is hoped that this research will be

of some value to textbook writers and primary English teachers in Vietnam

PART B: DEVELOPMENT

To provide the theorctical basis [or thịs suudy, in this chapter, I will review issues regarding the content of the study Firstly, 1 present the teaching and learning English in Viet Kam, in which, teaching and learning English at primary schools and the pilot foreign Fnghsh curriculum for Victnamese primary schools and the textbooks are reviewed Secondly, I mention such

textbook evaluation as roles of textbook, the need, quality standard and method

of textbook evaluation ‘The last part of this chapter presents previous studies on comparative evaluation of the textbook Textbook Evaluation

1.1.1 Textbooks

Textbooks are an important element in language teaching curriculums They are necessary for both teachers and learners as they give them confidence

According to Brown (2001: 136), “The most obvious and most common form of

material support for language instruction comes through textbooks.” [Iutchinson

and ‘Torres (1994: 232) defined the role of textbooks in educational system as “a vehicle for teacher and learner training, as a support and relief, as providing as

complete a picture as possible of what the change will look like and as a

psychological support they give to teachers.” It can he argued that although

there are role plays, conversations, discussions, and chalkboard work, none of them fullls the role of textbooks which are unified mstructional matcrials,

moreover as supporting materials they play a very important role in the

classroom (Brown, 2001)

1.1.2 Roles of Textbook

English language leaching/leaming has many important components bul the essential one to many EFI classrooms is the textbook ‘leachers feel that it is

vory dilficult for them to leach systomatically without a textbook Indeed, the textbook plays a crucial role in providing a base of materials for both teachers and learners Sheldon (1988: 237) suggests that textbooks do not only represent the visible heart of any EFL program bul also offer considerable advantages for both students and the teacher when they are being used in the ESL/EFL classrooms IIutchinson and Torres (1994: 315} and I]oang Van Van (2012: 75),

on the other hand, maintam that "the textbook is an almost universal element of

teaching Millions of copies are sold every year, and numerous aid projects have

been set up to produce them in different countries -N\o teaching-learning situation, it seems, is complete until it has its relevant textbook"

Cunningsworth (1995: 7) identifies a number of roles that textbooks ean serve in

the curriculum, including previding (a) a syllabus based on pre-determined learning objectives, (b) an effective resource for self-directed leaming, (c)} an

ellective medium [or lhe presentalion of new material, (đ) a source of ideas and

activities, (¢) a reference source for students, and (f) support for less experienced

teachers who need to gain confidence

Hutchinson and Torres (1994: 232) identily four ways m which texthaoks can help in times of educational change: first as a vehicle for teacher and learner training; sccond because they provide support and relief from the burden of looking for materials; third by providing as complete a picture as possible of what the change will look like; and fourth through the psychological support they give to teachers

1.1.3 The Needs for Textbook Evaluation

The ever mercasing number of textbook on the market makes formulaling the

right choice in textbook difficult (Cumningsworth, 1995; Green, 1926) Textbook selection can have a massive impact on the caching and learning process as

teachers would make references to the textbooks (Cunningsworth, 1995, Ilarmer, 1991) or even design the entire EFL syllabus around it In that sense,

the quality of a textbook might be so important that it can determine the success

6

or failure of an ELT course (Green, 1926) However, textbooks are often

purchased without carcful analyses (Groen, 1926) Frequently, a textbook selection is not based on its intrinsic pedagogical value, but of the perceived prestige ol the auther and or the publisher (Green, 1926), or skillful marketing

by the publishers (McGrath, 2002) Preference is given to 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 bul 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 publishing (Sheldon, 1988) “Textbuoks, like any other book that

publishers print, are pieces of merchandise, the ultimate objective of their

production is for commercial success” (Dendrinos, 1992: 35) Instead of

contributing positively to student’s development in the acquisition of the English language, many textbooks are in fact leading to learner’s failure in acquiring the language and in the worst case, contam serious pedagogical flaws and practical

shortcomings (Litz, 2005) According to Tomlinson (2008), the cause of

learning failure is twofold The first cause of failure is that possibly motivated

by the need of commercial success, publishers would have to 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 students to acquire the

language (Tomlinson, 2008) Also, teachers tend to choose textbooks that are

designed to allow fur minimal preparation for their classes (Tomlinson, 2008)

‘The second cause of failure is that instead of focusing on how learners could

actually benefit from using textbook, textbook writers relied on their intuition

and produce materials what they think would work best for their intended

learners (‘Tomlinson, 2008: 7) They are biased toward perceived rather than

aclual need of learners In view of the above, il is therefore very important for us

to conduct EFL textbook cvalualon se as to cnsure ELT textbooks can

cffectivcly faeilitatc the attamment of our teaching objectives, and at the same

time, be economically viable to teachers and students Wrong choice of

textbooks would be likely to nogatively affect both teaching and lcarming Financial resources would also be wasted (Sheldon, 1983)

1.14 Quality Standards for Textbook

According to Ornstein (1990) a good textbook has many desirable characteristics They werc all organized, relatively up lo date, and accurate A good textbook must be well organized Here, texthook must have a good composition of instructional materials The materials must be organized clearly and contam of all English skills A good texibook is relatively up to date It

means that the material of the textbook must contain of the newest things, so it

will give some new news or information to the students A good textbook should

be accurate In this case materials in the textbook should not present wrong information or presented in error grammatical language and incorrectly words

According to Celce and Murcia (2001) a textbooks categorized good if it is

viewed from the whole aspects of ihe textbook ‘They are subject matter,

vocabulary and structure, exercises, illustration, and physical appearance A

textbook is good if, The subject maUer covers variety of topics which are

suitable with the curriculum ‘Lhe ordering of materials are arranged in logical

form; the content grade are appropriate with the students’ need; And the

materials arc accurate up to date The vocabulary and struciure which is uscd is appropriate with the students’ grade, The vocabulary items are controlled from the simple to complex one, The now vocabularies are ropealed in the next chapter to make the students’ memory stronger; ‘lhe sentences length is suitable with the students’ level; the structures gradually increase in difficulty level to suil lhe growing ability of the students; the words thal 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 m meaning/ul situation A textbook can be said goud 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 difference types of written work (like sentence completion, spelling

and dictation, guided composition, and others), cumulatively test new materials,

and develop meaningful communication by referring to realistic activities The illustration of a good textbook should create a favorable atmosphere by

depicting realism and reaction; be clear, simple, free, and interesting; and directly related lo the content to help the learners in understanding the text the

last aspect is physical appearance the cover is durable enough; the text is

attractive, the picture on the cover can make the students are interested; and the size is suilable with the students’ handle

In the book entitled “Ye Guide for the Good Textbook”, lvi'c, Pesikan and

Anti’c (2008) attempt to define general quality standards for textbooks In their

research work, quality standards [or the following arcas have been delined as

Group A: Quality standards for textbook sets

Group B: Quality standards lor textbook as books Lor student usc

Group C: Quality standards for thematic units

Group D: Quality standards for textbook content

Group F: 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,

Mamocd (2009) based on studying 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 a textbook

i Conformity to curriculum policy and scope

a Vocabulary and format

ii Horizontal and vertical alignment of the text

v Text roliability

vi Cognitive development and creative thinking

vii Learning and Assessment

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

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, Topies, Language Skills, Methodology, Types of Activities, Teaching Aids, Linkage and Cultural Values

1.1.5 Textbook Fyaluation Methods

1.5.1 Impressionislic and In-depth Method

Many researchers (eg Cunningsworth, 1995) have suggested that it would be

best for textbook evalualion schemes to adopt a “leveled” approach in evaluation in which a Lirst level overview “impressionisic” cvaluation should be

conducted followed by an in-depth evaluation

Impressionislic evaluation is conducted by quickly looking through the Lexlbook

cover to caver te try and get an overview of the strengths and weaknesses of the book (Cunningsworth, 1995) An in-depth evaluation will be undertaken

subscquenlly lo provide a detailed cvalualion of specilic items im cach textbook

on areas such as how the exercises can cater for the syllabus and learners’ needs (Cunningsworth, 1995, McDonough & Shaw, 1993)

“First glance and Arm-chair evaluation” of MeGrath (2002), “Internal and

Extemal evaluation” of McDonough & Shaw (1993) and “General and Specific evaluation” of Lr (1996) refer to the importance of a combination of impressionistic and in-depth evaluation of a textbook in order to bring about a quality evaluation process

1.1.5.2 Pre-use Evaluation Method

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

making decisions about the potential value of matcrials for their users

10

1.1.5.3 In-use Evaluation Method

Tn-usc (McGrath, 2002} or whilst-use cvaluation (Tomlinson, 2003) invalves

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

used

1.1.5.4 Post-use Evaluation Method

Post-usc cvaluauion (McGrath, 2002; Tomlinson, 2003) measures the aclual

effect of the materials on the users As Tomlinson (2003: 25) states, post-use

evaluavion can measure the actual culcome of the use of the materials and thus

provide the data on which reliable decisions about the usc, adaptation or replacement of materials can be made

1.1.5.5 Checklist Mcthod

A checklist is an instrument thal provides the evalualor with a list of features of

sucocssÏul lcarning-leaching materials As Tomlinson (2003) suggests, checklists are categorized separately into quantitative, qualitative, or outline

formal Quantitative checklisls are those thal utilize rating scales with or

without accompanying questions Qualitative checklists are thosc that use closefopen-ended questions without rating scales and outline format

checklists arc those withoul any rating scale and questions of any kind

Harmer (1998) states that there are nine main areas which teachers 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 (4 items), topics (5 items), stereotyping (4 items), and the teacher’s guide (S items) The weighting in this checklist is based on the descriptive answers provided by the

users

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

sevin major aroas: approprialoness [br local situation (including 6 evaluative

items), appropriateness for teachers and students (10 items), language and

ideational content (6 items), linguistic coverage and organization (9 items),

lypos of activities (6 items), practical consideration (7 items), and enjoyment

index (1 ilem) Each of these evaluating ilems also includes several questions that aim at cvaluatmg some features The 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 suilable (4), and uscless (5)

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

broad evaluative checklist They consider five major components for the

textbook in their checklist: subject matter {including 4 evaluative items), vocabulary and structures (9 items), exercises (5 items), illustrations (3 items),

and physical make-up (4 items) Also there is a section for teacher’s manual

which inchides four major parts: general features (including 5 evaluative items), type and amount of supplementary exercises for each language skill (6 items),

mothodological/pedagogical guidance (7 items), and linguistic background

information (4 items) ‘Ihe rating system is based on a 5-point scale: excellent

A), good (3), adequate (2), weak (1) and totally lacking (0)

Sheldon (1988) presenicd a checklist that mcludes two main categories: [actual

details and factors Factual details contain the title, author, publisher, price,

physical size, durauon of the course, targol leamer, Wacher, and skill Factors

include rationale (3 evaluative items), availability (2 evaluative items), user definition (3 evaluative items), layout/graphics (2 evaluative items, accessibility

(4 cvalualive items), Imkage (3 cvalualive items), scleclion/grading (3

evaluative items), physical characteristics (4 evaluative items), appropriacy (3

evaluative items), authenticity (3 evaluative items}, sufficiency (2 evaluative items), cultural bias (6 evaluative items), educational vahdity (1 evaluative

item), stimulus/practical revision (3 evaluative items), flexibility (3 evaluative ilems), guidance (6 evaluative ilems), and overall value for money (2 evaluative

items) ‘Ihe assessment in this checklist is based on a 4-point scale: poor, fair,

good, and excellent

Cunningsworth (1995) also supgesls a checklist for textbook evaluation and

selection organized under the following categories: aims and approaches design

and organization, language conten(, skills, methodelogy, tcacher°s books and practical considerations

1.1.6 Previous Studies on Evaluation of the Textbook

Al-Hojailan (1999) investigated the quality of the Rnglish 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 results 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 study included

merging the texthook, the Workbook, and the Writing Book: stating the educational goals in the Teacher's Manual; inserting pictures in the book's cover

to make it allraclive, inereasmg grammar, adding free composition, translation,

and dictation; putting in model tests; and updating the book's topics every five

years

Saced Roshan (2014) investigated into the comparative critical cvalualim of New Interchange Intro and New Headway Pre-intermediate series two well-

known serncs employed in EFL/EFL contexts The evaluation is dene im terms of

two assumptions; firstly, cultural and ideological assumptions, and secondly, assumptions about language, language learning and best practice Findings reveal that both New Interchange and New Headway toxts reflect ideological and cultural assumptions through their focus on the US and UK way of life respectively, The pictures and the material are found biased towards the culture

of these countries in their depiction of local cities and lifestyles and in the

inclusion of subjects Regarding assumptions about language, language learning

and best practice, the books focus on both form and meaning, and the grammar included is inductive and implicit In the context of Iran, however, New

Ileadway seems to be better for school students while New Interchange would

be suilable for students and persons who aim to migraic or travel overseas, The study gives some suggestions for improving the usability of thesc books in the

context of Iran

Nguyen Thi Huong Lan (2004) conducted a study “An Fvaluation of the piloted

“English 10” Textbook 2 at Nguyen Tat Thanh High School” Research instruments used to collect data were questionnaire for teachers and students and informal interviews The author used the model suggested by Hutchinson and Waters (1993) to evaluate the textbook’s objectives, content and methodology as

compared to the slalement objectives and aims defined by the Vietnam's

Ministry of Kducation and 'lraining (MOET) for grade 10 Findings reveal that

the textbook under evaluation partly met the requirements of the course, suited

to the students’ level Such crilcria as Topies, listening secuions and Tasks and

Activities were highly evaluated However, there were some aspects of the

textbook that need improving and changing The texts chosen for speaking,

readmg and writing sections wore quile dilficult for students to comprchond, there was not enough proper instructions given Some adjustment to the content and molhodology and adaptation techniques such as adding, deleting, sumplifying and reordering are also included in the study

Nguyen Thi Nguvet Anh (2010) conducted a study “Teacher’s evaluation on

“L.et’s go 1A second edition” for grade 3 al primary schools in North Victnam”

to determine whether the employment of this material is appropriate in the context of teaching ar primary schools in the North of Vietnam In order to accomplish the aim, the author used document analysis and questionnaire as Tesearch instruments The questionnaire consists of 4 main parts with 25 items

The participants in the study were twenty grade 3 leachers of English The

results of the study indicated that the textbook basically met the objectives prescribed of the course requirement There was a good match between what the

textbook provides and whal is required by the curriculum regarding linguistic

imput including vocabulary, grammar and pronunciation as well as

communicative functions [lowever, the topics of the lextbook are not

14

divorsiiod The mothodology of thơ toxthook is ä chaÌlengc to many toachors using the book

Most recently, Hoing Vin Van (2015) conducted a survey on “Teachers’ Evaluation of Primary English Textbooks [or Vietnamese Schools Developed

under the National Foreign Language 2020 Project: A Preliminary Internal Survey” to get evaluative feedback from the teachers who are using the primary

English textbooks to tind out their strengths and weaknesses so that further

corrections and revisions will be made to perfect the materials The author used

the questionnaire consisting of 52 items to ask leachers to evaluate the

textbooks ‘The participants of the study were teachers who are piloting the textbooks in 92 primary schools The results of the 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 modern foreign

language textbook and the requirements of MOET’s Pilot English Curriculum for Viemamese Primary Schools Research resulls, however, have also

suggested that there are still some minor drawbacks of the textbooks in the catogorics of “Goncral issues” and “Components accompanying Student's Book” that need to be improved to pertect the materials before putting them into use on a large scale

Tn summary, in this chapter, T have provided a literature review on the researches on textbook evaluation I began the chapter by looking briefly the teaching and learning English at primary schools in which, the National Foreign Language 2620 Project, the Pilot English Curriculum for Vietnamese Primary Schools, Tiếng Anh 3 - Tap J and Family and Ifnends - Grade 3 were reviewed

Then, I examined some issues concerming Textbook Evaluation by looking al the roles of textbook, the need for textbook evaluation, and the quality standards for

textbook evaluation The methods and instruments for textbook evaluation are

developed by different researchers It is clear from the reveal that different researchers held different views on how to evaluate the textbook ‘hey all seem

to prefer questionnaires and interview as the main research instruments

Drawing on this insight in the next chapter, I will develop a questionnaire lo ask primary teachers who are teaching Tiéng Anh 3 - Tap 7 and Family and Friends

- Grade 3 to evaluate the quality of the two textbooks

CHIAPTER 2 METIIODOLOGY

In the Tntreduction part, Thave presented the aim and objectives of the study and scope of the study Chapter 1 introduces literature review on teaching and learmng English at primary school, the pilot English curriculum for Victnamesc primary schools, the two sets of textbooks and roles, need and quality and standards and methods for textbook evaluation This chapter will present

research method used for the study

2.1 Teaching and Learning English in Vietnam

2.1.1 Teaching and Learning English at Primary Schools in Vietnam

Teaching and leaming English al primary level have allracied greal interest from

schools, parents, managers and educational strategic planners as well

According to Trinh Quoc Thai (2005), primary students in [la Noi and Ilo Chi

Minh City have started to learn English since 1990s at English centors or clubs

In 1996, MOET issued an official document that permits some primary schools

to leach English as an elective subject with 2 periods per week

Tn 2000, some Departments of Education and Training gradually considered English as a main subject by publishing the guidance document concerning

teaching Enghsh al pnmary schools and opening trainmg courses on teaching

methodology for teachers In 2003, MOET officially issued the English primary curriculum beginning with grade 3 with 2 periods per week

From the year 2010-2011, MORT launched the pilot teaching program for third grade according to 2020 National Foreign Project at 92 primary schools nationwide English is taught 3 periods a week The curriculum covers 4 skills (listening, speaking reading and writing), in which particular emphasis is laid

on listening and speaking at the early stage

2.1.2 The National Forcign Language 2024 Project

MOET is currently launching the Project entitled “Teaching and Learning Forcign Languages in the National Education System, Period 2008-2020" which was approved by the Prime Minister on September 2008 (For more detail, see

Apprndix 5) The Naional Eoroign Langusge (NEL) 2020 ProjeoL spcoilios the goals of teaching and learning English 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) at a

projected cost of 9,378 billion VND

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 universiles gain the

capacity to use a foreign language independently ‘This will enable them to be

more confident communication, further their chance to study and work in an inicgrated and mulucullural environment with varicly of languages This goal

also makes language an advantage for Vietnamese people, serving the cause of

industrialiation and modernization for the country” (For more detail, see

Appundix 5)

In order to achieve these goals, ten specific tasks have been designed Contrally important to the tasks are making of language programs compiled with the 10-year National Curriculum for English from primary, lower secondary to upper secondary schools which will be launched nationwide from the year 201 1-

2012 The completion of the textbook writing, the procedures of assessment and training courses on teaching methodology for teachers and the upgrading of teaching and learning facilities, ete

2.1.3 The Pilot English Curriculum for Vietnamese Primary Schools

The Pilot English Curriculum for Victnamose Primary Schools is designed and developed with the whole time of 420 periods, from grade 3 to grade 5, 140 periods for grade 3, 140 periods for grade 4 and 140 periods for grade 5 In regard 10 principles of curriculum design and development, aller finishmg the

curriculum, students will be able to reach Al level as specified in the CFFR

Specilivally, students can understand and usc daily expressions and simple phrases to moct communicative need They can know how to introduce themselves and others, know how to ask and answer questions about personal information and wall be able to carry out simple conversations in English

Specific goals of the curriculum are to help primary students form and develop English communicative competence through 4 skills (listening, speaking, readmg, and writing), in which, speaking and listening are given priority Students show their basic knowledge of English including vocabulary, phonetic,

grammar, and understanding of English-speaking country’s people and culture

‘The curriculum equips students with positive attitude towards leaming English, which boots knowledge and love for their language and culture, forms strategies

to loam English cilectively and provides a basis for sludying another language

in the future Students’ study results are shown in 2 forms of testing: continuous

and periodic Basing on the facts af communicative competence students have

achicved in their learning process The orms of testing also rely on teachers’ observation and feedback during the school year Testing is various, both written

tost and oral lest, and is 4 combination of 4 language skills

214 Tiéng Anh 3 -Téip 1

The textbook Tiéng Anh 3 - Tập J + the first of the thre ‘I English course

books for Vietnamese primary school pupils learning English as a foreign

language (EFL) The teaching contents [or each unit are summarized in a book

map which is provided on the lirst page of the Lextbook IL is accompanied with

an audio CD, student's workbook and teacher’s manual

The book follows a systematic, cyclical and theme-based syllabus, approved by the Ministry of Education and ‘lraining in August, 2010, which takes a thorough development of skills, but gives particular emphasis to listening and speaking at the carly silage The textbook rellecis the carefully sequenced pcdsgogy of warn-up, presentation, practice, application and assessment to develop language

and developmental skills through two macro themes - Me and My Friends, Mc and My School

There are ten teaching units and two review units Each teaching unit covers a

lopic (see lable) and is structured into dilTerent sections: Look, Listen and Repeat, Point and Say, let's Talk, Listen and Tick, Let’s Write, Let's Sing, Listen and Number, Read and Complete, Read and Match, Read and Write, Let's

Chant and Project Ten units richly illustrated, cross-curricular and theme-based

units focus on offering pupils motivation, memorable lessons and a joyful

leaming experience of English 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 lea to speak and

understand English

Singing activities, total physical response (PR) chants, and exciting games

reinforce previously learnt vocabulary, motivate pupils and help them build

confidence in communicating in English There is a glossary al the end of the textbook The glossary contains Vietnamese translation for each word

2.1.5 Family and Friends - Grade?

The amily and Friends - Grade 3 set has been used in a number of primary

schools mm Viclnam since mid 1990s Currently, there are three different versions

of Hamily and #riends in use The first version compiled by Oxford University

Fress is a seven-level primary series which offers wachers a package of

iniogratod print and digilal resources It combines a phonics programme, skills training and a fast-paced language syllabus with comprehensive testing material and givio cduoalion The socond version is Family and Friends (Amorican English) which is a six-level primary course offering an exceptionally strong skill-training programme covering language, phonics and civic education The last vorsion and also the onc T evaluate and compare with Tiény Ank 3 - Tap Tis

a three-level primary course which is said to be designed in accordance with the Vietnamese Ministry of Lducation and Training’s primary curriculum It

20

comprises Fumily and Friends - Grade 3, Family and Friends - Grade 4, Family

and Friends - Grade 5 Family and Friends - Grade 3 contains 9 units After

every three units, there is one review unit Each unit is organized by a set pattern

of different components including Listen, Point and Repeal, Listen and Chant, Listen and Read Ask and Answer, Listen and Tick, Match, Write, etc The teaching contents for each unit are summarized in a book map which is provided

on the first page of the textbook It is accompanied by a Student MultiROM,

Student’s Workbook, and Teacher’s book, Audio Class CDs, Digital Class Resources and a Website It provides excepuonal strong skills training with

extra classroom activities in the Photocopy Masters Book, a unique phonics programme, and plenty of practice for the Cambridge Young learners English

Tests, There is a glossary al the end af the lexibook

2.2 Research Method

2.2.1 Sites and Subjects of the Research

The intended research sile lo conduel the evaluation of Tiéng Anh 3 - Tap 1 is al

a good teacher contest held in Lap Thach Town Primary School, Lap Thach

District, Vinh Phuc Province The intended research sites to conduct Family and Friends - Grade § are 3 primary schools (Mai Dich Primary School, Nam Trung

Yen Primary School and Cong Hoa Primary School) and 3 English centers (AMA English center, Popodoo English center and May School) All these sites have good physical and teaching and Icarning facilities such as standard

classroom, sufficient CD players, computers, etc

The subjects of the survey are teachers wha are teaching Tiéng Anh 3 - Tap I and Family and Hriends - Grade 3, All teachers have at least three or four years

of teaching experiences, have good basic of English and have enough conditions

ta allend a good teacher contest

2.2.2 Research Instrument

To accomplish the aim as set above, a questionnaire and cmail interview were employed as research instruments The reason for choosing questionnaire is that

of all the rososrch imstruments, quostionnair is the most commonly used format

(ef Trochin, 2005, Cohen, Manion & Morison, 2007), it is the least expensive

which can be sent to a large number of respondents and can allow easy and quick dala collection (Robinson, 1991, Bargicla-Chiappimi, Nickerson &

Planken, 2007) An email interview was also chosen for research instrument

because the email interview reduces costs associated with data collection and

participants have time to think of their responses before they send them, often leading to responses which are detailed, thoughtful and richer (Mann & Stewart,

2000, McCoyd & Kerson, 2006: 397)

2.2.3 The Questionnaire

The questionnaire is a rescarch instrument widely used for textbook evaluation

by many researchers River (1968) developed a set of criteria to evaluate

whether the textbook fits the needs of the students, the teachers and the school

The questionnaire consists of 45 items that cover appropriateness for local situation, appropriateness for teachers and students, language and ideational

content, Iinguisic coverage and organization, types of aclivilies, practical

consideration and enjoyment index Harmer (1998) used the questionnaire

consisting of 42 items that focus on evaluating nine main areas such as price,

availabilily, layout and design, methodology, skills, syllabus, topies,

stereotyping, and the teacher's guide Hoang Vin Van (2015) tends to evaluate

as many aspects of the textbooks as possible Therefore, he developed a

questionnaire consisting of 52 items which fall into four major categories such

as General Issues, Book Contents (including Phonics, Vocabulary, Grammar,

Listening Speaking, Reading and Writing), Physical Features of the lextbuoks and Components Accompanying Student’s Book

As mentioned, for the purpose of this study, a questionnaire is developed to evaluate the quality of the wo texlbooks The researcher bases on the qualily standards to select appropriate criteria for evaluation The questionnaire consists

of 35 items which fall into nine major categories as follows:

A, Objectives consisting of 2 items asks teachers to cvaluate the suilabilily

between objectives of the textbooks and the levels of third grade students Gtem1), the objectives of the textbooks, and time allocation (item 2)

B Layout und Design consisting of 3 items (3, 4, 5) asks loachers lo cvaluate the quality of paper and binding, the appropriateness of appearance, color,

layout, and size of the textbooks

C Topies 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 consisling of 8 ilems asks teachers Wo evaluate the

appropriateness of the listening texts (item 10), the diversify and relevance of the listening activities (item 11), the appropriateness of the listening activities

being practiced in conlext (item 12), the approprialoncss of speaking Iopies

Gitem 13), the diversification of the speaking activities (item 14), the appropriateness of the reading texts lo the units of the textbooks Glem 15), the

diversity and richness of the reading toxIs (ilem 16), the appropriateness of writing tasks to students ‘age and social background, and the length of writing

lasks (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 texthooks to help toachers oxploit actvilics (item 19), and the ability of the textbooks to help teachers and students localize activities Gitem

20)

F Types of Activities consisting of 4 items asks teachers to evaluate the diversity of activities in the textbooks (item 21), the instruction of the textbooks

(tem 22), the appropriateness of the number of unit 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 audiv CDs and accompanying components (item 25, 26), the quality and

suggesting abilities of Jeacher’s Book (item 27, 28), and the ability to

tà bộ

consolidatc, support and oxpand linguistie knowlodge and communication skills

of Workbooks (item 29, 30)

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

cohcrencc of[ the lextbooks and the topics and content of the textbooks to

connect students’ daily life and experience

I Culture Values consisting of 3 items asks teachers to evaluate Vietnamese

contents of the textbooks (item 33), British and American contents of the textbooks (item 34), and the suitability of the content of the textbooks to students’ background knowledge and social environment (item 35)

‘Yo facilitate the teachers’ evaluation process, the questionnaire is presented in a Likert-type scale — in this case a five-point scale: excellent, very good, not very

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

2.2.4 Survey Procedure

Before sending the questionnaire to the teachers, the researcher contacted the head of English department of the school where the good teacher contest was

held to ask for permission to carry out the survey During the evaluation pracess,

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 evalualed

‘Lhe questionnaire was written in Vietnamese (in this study it is translated into

English) to make sure that all the items in the questionnaire were equally understood

2.2.5 Methods of Data Analysis

Data was quantitatively calculated using Microsoft Hxcel for statistics and was converted into percentages from overall average percentage of 35 items to

average porvenlage of 9 calogories as doseribed in Section 2.1.3, and lo

percentage of each item For convenience of presentation and observation,

except for the overall evaluation and the evaluation of nine categories, the

cvaluation of cach ilem in cach column on the Live-poinl scale was analyzed and

2

presented [ollowing thứ order: the nưmbr oÏ rospondents and the porucntsgc

that number accounts for cut of 25 respondents of cach textbook participating in

the survey (for more detailed, see APPENDIX 1 and 2 (both English and

present method of dala analysis that is used to reach the aim 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

CIIAPTER 3 FINDINGS AND DISCUSSION

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

research instrumenls, survey procedure and method of data analysis This

chapter, chapter 3, will present the main findings from the questionnaire and discuss in some detail these findings

3.1) Overall Rating

The questionnaires were sent to teachers of Tiếng 4nh 3 - Tập 1 (TA3) on

October 58 2015 and were retumed to the author on the same day 25 TA3

teachers were under survey, 25 teachers returned the questionnaires, Accounting for 100%, The questionnaires were sent lo teachers of Family and Friends -

Grade 3 (FF3) in early August, 2015 and were returned to the author at the end

of month 25 IFT3 were teachers under survey, 25 teachers returned the

questionnaires, accounting for 100% Krom the results obtained, it can be said that the teachers have a very positive view of the quality of TA3 and FF3 This

can bố son in the fact that the overall cvaluation of the teachers of TA3 on 35

items at three scales excellent, very good and good is very high: 98.8%, of

which 20.3% rated as excellent, 34.2% rated as very good, 44.3% rated as good,

only 1.2% raled as nol very good, 0% raicd as not good The overall evaluation

of the teachers of FF30n 35 items at three scales excellent, very good and good

is more modest than TA3 but still very high: 93.8, of which 11% rated as excellent, 21.9 % rated as very good, 61.9% rated as good: 6.2 % rated as not very good, 0% rated as not good

3.2 Teachers’ Evaluation of the Textbooks in each of the Nine Categories

3.2.1 Teachers’ Evaluation of the Textbooks in the “Objectives” Category

‘The results obtained from the “Objectives” category show that the evaluation of the teachers on TA3 is very positive Overall, the average rating of the teachers

of TA3 on 2 items at three levels excellent, very good, and good is very high

100%, of which 32% rated as excellent, 56% rated as very good, and 12% rated

26

as good, 0% ralcd as not very good and not good Regarding the evaluation of particular items, first, with ropard to the suitability of the texthook’s objectives

to pupils (item 1), 5 teachers (20°) rated as excellent, 14 (56%) rated as very good and 6 (24%) raled as good Sceondly, concernmg time allocation for the

textbook’s objectives (tem 2), 1] teachers (44%) rated as excellent, and 14 (56)

rated as very good No teachers rated as not very good and not good The average rating of the teachers of FF3 was quite positive However, the numbers

of teachers who rated IT3 excellent and very good is more modest when

compared to TA3 94%, of which 8% rated as excellent, 12% rated as very good, and 74% rated as good 6% rated as not very good 1 teacher (4%) rated item 1

and 2 teachers (8%) rated item 2 as not very good The interview was conducted

to colloel leachers’ opinions for these lwo items Teachers of FF3 confirmed that

they could not exploit all amount of knowledge and activities as well given by

each lesson because of ume limitation and students’ level

3.2.2 ‘Teachers’ Kyaluation of the Textbooks in the “Layout and Design” Category

‘The results obtained from the teachers’ evaluation of the “Layout and Design”

Category indicate that teacher’s evaluation on the two textbooks is very positive

Overall, the average raling of 3 Homs by the 25 teachers of TA3 al three levels

excellent, very good and good accounts for 98.7%, of which 22.7% rated as

excellent, 66.7% rated as very good, and 9.3% rated as good, only 1.3% raled as

not very good (item 4) the color and organization of the textbook and (ile 5) the size of the textbook was rated very good while one teacher (1.3%) rated the quahty of paper and binding as not very good

‘the average rating of 3 items by 25 teachers of FF3 was positive but lower than

those of TA3 93.3 %, of which 10.6 rated as excellent, 28% rated as very good,

and 54.7 raled as good 6.7 % rated as nol very good Being similar to TA3, item

3 of FF3 was rated as excellent (20%), very good (72%), and good (8%)

Ilowever, 5 (20%) teachers rated item 5 as not very good The interview for this

ilem was conducted to collect teachers’ opinion Teachers confirmed thal the

size of the textbook is quite big for pupils to handlc and it is also bigger than other textbooks They found that their pupils are familiar with the common

medium size of Vietnamese textbooks and il came Lo a bil strange and difficult

to use a bigger textbook like FF3

3.2.3 Teachers’ Evaluation of the Textbooks in the “Topics” Category

96% teachers highly appreciated TA3, of which 13% rated as excellent, 29% rated as very good, and $4% rated as good 4% raled as nol very good Familiar topics to pupils (item 7) and real and natural languages (item 8) received good feedbacks from teachers ] (4%) teacher thought that the topics of the textbook (tem 6) was nol very varied and 3 (12%) teachers thought thal there was not many funny elements (item 9 exploited by the textbook

The number of teachers who highly appreciate FF3 accounts for 100%, of which

12% rated as excellent, 36% rated as very good, and 52% rated as good No

teachers rated as not very good and not good 4 items (6, 7, 8, 9) were given

high ralings with 100% (Item 6) the variely of topics, 4 teachers (16%) rated as

excellent, 13 (52%) rated as very good, 8 (32%) rated as good (Item 7) familiar

topics to pupils, 4 teachers (16%) rated as excellent, 10 (40%) rated as very

good, 11 (44%) raled as good (Ilem 8) real and natural language, 3 leachers

(12%) rated as excellent, 9 (36%) rated as very good, 13 (52%) rated as good

Clem 9) funny elements, 1 teacher (4%) rated as excellent, 9 (36%) rated as very

good, 13 (52%) raled as pood

In general, the quality of topics covered by the two textbooks was highly appreciated by teachers FF3 has strong points in having the variety of lopics, real and natural language, familiar topics and funny factors 7.43 was given high ratings with familiar topics and funny factors However, participants also said

that there should be more funny elements in the textbook TAZ

3.2.4 Teachers’ Evaluation of the Textbooks in the “Language Skills”

66% teachers of IT'3 rated as good 0.5% teacher of TA3 rated as not very good

and 1% teacher of TIZ3 rated as not very good, 0% teacher rated as not good

‘Two sections including listening and reading of the two textbooks were given high ratings With regard to the listening section of TA3, The average rating of 3

items (10, 11, 12) by 25 teachers at three levels excellent, very good and good

account for 100%, of which 12% rated as excellent, 42.7% rated as very good,

and 45.3 % rated as good 0% rated as nol very good and not good With regard

to reading scetion, the average rating of 2 items (15, 16) at three levels excellent, very good and good also accounts for 100% Of which, 8% of teachers rated as cxcellent, 8% tcachers rated as very good, 84% teachers rated as good and 0% rated as not very good and not good Concemung to listening section of FF3, the average ratings of 3 items was that 10.7% teachers rated as excellent, 37.3% teachers rated as very good and 52% tcachers rated as good Concerning to reading section of FF3, the average ratings of 2 items was that 12% teachers rated as excellent, 14% teachers rated as very good and 74% teachers rated as good Two sections including speaking and writing of the two textbooks were given quite modest ratings from the teachers 1 (4%) teacher of TA3 rated (item

14) as not very good The leacher said thal group discussions in the textbook

have not yet been fully exploited while the textbook concentrates mainly on other activities like monologue and pair work 1 (4%) teacher of FT'3 rated (item

17) as nol very good The wailing skill of the textbook 1s quile simple and docs

not present the particular level of difficulty

3.2.5 Teachers’ Evaluation of the Textbooks in the “Methodology”

Category

Teachers’ average rating of 3 items (18, 19, 20) relating to the “methodology of

the textbooks” eatcgory al three levels exeollent, very good and good makes up

100%, of which 5.3% TA teachers rated as excellent, 14.7% rated as very good and 80% rated as good while 2.7 % I'I'3 teachers rated as excellent, 13.3 % rated

as very good and 84% rated as good Detailed ratings of each of the three items

as follows: with item 17, | TA3 teacher (4%) and 0 IF3 teacher (0%) believed

that the usefulness of the aclivities im the Lextbooks reach excellent level, 2 TA3

teachers (8%) and 2 KF3 teachers (8%) rated as very good, 22 'IA3 teachers

(88%) and 23 I'F3 teachers (92%) rated as good and 0 teachers of both of the

textbooks rated as nol very good and not goud With item 19, 3 TA3 teachers

(12%) and 2 KF3 teachers (8%) rated the textbooks’ usefulness for teachers to

exploit activities as excellent, the same number of teachers of the two texthavks,

6 (24%) rated as very good, and 16 (64%) and 17 (68%) rated as good; and wilh regard to the usefulness of the textbooks to help teachers and students localize activitics (item 20), 2 levels off raling given by toachers were very good and good accounting for 100%, of which 3 ‘'A3 teachers (12%) and 2 FF3 teachers (8%) rated as very good and 22 (88%) and 23 (92%) rated as good

3.2.6 Teachers’ Evaluation of the ‘I'extbooks in the ““l'ypes of Activitics”

excellent, 15% rated as very good, 56% rated as good, 1% raled as not very

good and 0% rated as not good Various activities (item 21), clear and sufficient

instructions (item 22) and the provision of communicative exercises (item 23) of

30