04051001894 Đánh giá giáo trình “English File Elementary Student’s Book - Third Edition” dùng cho học sinh chuyên Tiếng Anh tại một trường dự bị đại học dành cho người dân tộc ở tỉnh Phú Thọ.
INTRODUCTION
Rationale
The global spread of English, driven by globalization and a rise in multilingual users, has significantly transformed English language teaching (ELT) Traditionally, English was linked to Anglophone countries, with the goal of achieving 'native-speaker' competence However, as English has become more pluralized, ownership has shifted away from its Anglophone roots, making the monolingual model less relevant for learners In multilingual contexts, English is learned not to replace first languages but to enhance communication skills for specific purposes, allowing users to maintain their cultural identities Research indicates that multilingual English users often do not adhere to native speaker norms, successfully interacting by utilizing their diverse linguistic backgrounds As the number of multilingual English users continues to grow, they now outnumber monolingual Anglophone speakers, indicating a significant shift in the landscape of English language use.
2006), communication in English is expected to increasingly involve a broader
To effectively prepare learners for global English usage, English Language Teaching (ELT) must transition from monolingual and monocultural norms to embrace diversity and the unique identities of multilingual users (McKay, 2018) This paradigm shift from teaching English as a second or foreign language to recognizing it as an international language (EIL) should be reflected in both curriculum and classroom practices, particularly in teaching materials The development and evaluation of materials play a crucial role in English language teaching history Cunningsworth (1995) and Ellis (1997) emphasize that materials evaluation enables teachers to move beyond subjective assessments, providing contextual insights into the materials' effectiveness Furthermore, William (1983) highlights the necessity for English language teachers to identify various criteria and principles for materials evaluation to ensure their appropriateness for teaching and learning, as well as to assess the strengths and weaknesses of different resources Thus, materials evaluation is an essential activity for all English language teachers and program designers.
At the pre-university school for ethnic students (CPSEM), all students belong to various ethnic minority groups, each with unique cultural identities The primary objective of teaching English at this institution is to equip students with the necessary language skills for independent and confident communication, while also ensuring they remain competent users of English without losing their cultural and linguistic heritage This marks the fifth year of utilizing the coursebook “English.”
The "File Elementary Student’s Book – Third Edition" is officially recognized as the coursebook for English majors in the first semester at a pre-university school for ethnic students in Phu Tho province While it has received various feedback from both teachers and students, there has yet to be a formal evaluation of the material.
The evaluation research focuses on the relevance of the "English File Elementary Student’s Book – Third Edition" to contemporary trends in teaching English as a global language The author undertook this study to assess how well the coursebook aligns with current pedagogical approaches in English language education.
This study aims to identify the strengths and weaknesses of the coursebook to enhance and adapt the material for future use, ultimately contributing to the teaching and learning of foreign languages at the targeted school.
Objectives of the study
This research evaluates the relevance of the "English File Elementary Student's Book – third edition" for teaching English as an international language in a pre-university school for ethnic students The findings aim to assist the English teaching staff in determining the material's suitability for the upcoming year and identifying potential improvements to enhance its effectiveness.
Research questions
The study aims at answering two following questions:
- What are the students’ perspectives on the coursebook as an EIL teaching material?
- What are the teachers’ perspectives on the coursebook as an EIL teaching material?
Scope of the study
This research paper, part of an M.A minor thesis, evaluates the "English File Elementary Student's Book – Third Edition," currently used in the first semester for English majors at a pre-university school for ethnic students in Phu Tho province The study involved teachers and students as participants, employing a post-use evaluation method that included survey questionnaires for students and semi-structured interviews for teachers The evaluation criteria were derived from a combination of various models rather than a single specific framework.
4 different researchers on its relevance to current trends of teaching English as an international language.
Significance of the study
English teachers can greatly benefit from feedback on the content and curriculum, as it helps them identify the strengths and weaknesses of the coursebook This insight enables them to design more effective lesson plans and allocate time appropriately for each lesson.
Evaluating the strengths and weaknesses of a coursebook is essential for enhancing English teaching methods By refining instructional strategies, teachers can elevate the quality of their lessons, leading to increased student engagement and improved outcomes in foreign language learning.
This resource will provide valuable insights for teachers and designers in evaluating documents, serving as a reference for researchers involved in selecting materials that align with educational objectives and cater to the interests and levels of students.
Method of the study
There are two main instruments applied in the study to collect the data:
+ Survey questionnaires – were designed for English majored students Survey questionnaires were employed for students to get the students‘ opinion about the multiculturalism and the multilingualism of the coursebook
Semi-structured interviews were conducted to gather teachers' perspectives on the coursebook they are currently utilizing, along with their recommendations for enhancing its effectiveness in the coming years.
Organization of the thesis
The study consists of five chapters presented as below:
Chapter 1: Introduction – provides a general overview of the study with specific references to the rationale, aim and objectives of the study, research questions, scope of the study, significance of the study and organization of the thesis
Chapter 2: Literature Review – provides a theoretical basis for the study with literature review on the aspects relating to materials in language teaching and learning; material evaluation, EIL materials evaluation and previous studies on materials evaluation according to EIL
Chapter 3: Research Methodology – describes the methods used in this thesis It includes four main things: the setting of the study, the participants, data collection instruments and procedures and data analysis
Chapter 4: Research Result and Discussions – is devoted to a detailed description of document analysis and survey‘s results In this thesis, the main findings of the thesis are explored to address the research questions
Chapter 5: Conclusion – summarizes the content of the thesis with regard to the relevance of the coursebook The researcher proposed some adaptation techniques to make the coursebook more effective Moreover, this study also includes the limitations of the study and gives suggestions for further research
LITERATURE REVIEW
Materials in language teaching and learning
Materials in language education are defined as systematic descriptions of techniques and exercises for classroom teaching (Brown, 1995) and encompass any resources used by teachers or learners to aid language acquisition These materials can be linguistic, visual, auditory, or kinesthetic, and may be presented in various formats, including print, live performance, or digital media such as CDs and the internet (Tomlinson, 1998) Examples of language materials include course books, videos, graded readers, flash cards, games, and websites (Tomlinson, 2012).
In the past, English Language Teaching (ELT) materials primarily included reading texts accompanied by comprehension questions, grammar, and vocabulary exercises Today, however, these materials have evolved to offer a wider variety of resources and activities.
Language learning and teaching packages include teachers' guides, workbooks, and audio and video resources, fostering collaboration between educators and students to enhance lesson effectiveness (Littlejohn, 1998).
McGrath (2002) states that materials in a broad sense can be real objects such
Educational materials for language teaching and learning include various tools such as pens, rulers, and erasers, as well as presentations like houses, drawings, or family photographs Text materials encompass worksheets, computer software, coursebooks, textbooks, and teacher-created resources.
Materials serve as essential learning resources, including teachers' guides, workbooks, coursebooks, textbooks, videos, and CD-ROMs, to enhance the teaching and learning process while achieving lesson objectives and saving teachers' time According to Tomlinson (2012), materials should ideally be designed for learning rather than merely for teaching, and this definition will be utilized in this study.
Materials play a crucial role in English Language Teaching (ELT), as they embody the aims, values, and methods of specific teaching and learning contexts (Hutchinson & Waters, 1987) The selection of appropriate materials is one of the most significant decisions language teachers face Ur (2006) identifies seven essential roles of materials, including providing a clear framework for teaching and learning, acting as a systematic syllabus, and offering ready-made texts and tasks that cater to students' levels, thereby saving teachers' time Additionally, materials serve as cost-effective resources for learners and offer effective guidance for those who are inexperienced in the language learning process.
To foster learner autonomy and reduce dependence on teachers, students can utilize textbooks for acquiring new knowledge, revising content, and monitoring their learning progress Ur (2006) highlights the multifaceted roles of educational materials, while Tomlinson (2012) identifies four key functions: instructional, experiential, eliciting, and exploratory These functions indicate that materials not only inform learners about language objectives but also guide them in language use, provide practical experience, encourage active engagement, and facilitate discovery of language concepts.
(2006) present different roles of materials in different writing styles but have the same purposes as both also agree that materials are helpful and necessary in ELT teaching and learning
While materials offer numerous benefits, researchers highlight significant drawbacks, such as the potential negative impact on learners' needs due to over-reliance on them (Allwright, 1981) This dependence can diminish the value of learners' contributions, which are essential for effective teaching at all levels (Cunningsworth, 1995) Furthermore, as noted by Tomlinson (2003), Ur (1996), and Williams (1983), no single material can adequately address the diverse learning styles and requirements of every classroom Teachers who overly depend on materials without investing time in lesson planning may inadvertently foster boredom and discouragement among students in English lessons.
In conclusion, it is essential to weigh both the advantages and disadvantages in any ideal scenario However, within the context of Vietnamese schools, particularly at CPSEM, materials are viewed as key resources for enhancement.
Effective teaching and learning are essential for enabling teachers to design impactful lessons and fostering student autonomy in knowledge acquisition It is crucial for both educators and learners to avoid over-reliance on materials; instead, integrating various supplementary resources can enhance lesson quality Additionally, teachers should demonstrate flexibility in applying and adapting materials to suit the diverse levels and abilities of their students.
Choosing the right materials for learners is a critical concern for administrators, teachers, and students alike, often leading to dilemmas between published and teacher-produced resources Regardless of the choice made, the primary objective remains to enhance the learning process This section will explore the advantages and disadvantages of both published materials and teacher-produced materials.
Commercial materials are standardized resources designed to meet classroom teaching needs, typically produced by book publishers in alignment with established curricula According to Richards (2004), the effectiveness of course books largely depends on their usability and ease of implementation by teachers Successful course books are often well-constructed and thoughtfully organized, while less effective ones may suffer from flaws due to rushed assembly or inadequate editing and testing, leading to perceptions of difficulty and boredom Thus, these materials present both advantages and disadvantages in educational settings.
Effective teaching materials can enhance learning, but their success often depends on the context in which they are used When materials fail to engage both teachers and students, they may be perceived as difficult and uninteresting Cunningsworth (1995) echoes Richards (2014) in highlighting the challenges teachers face in selecting appropriate textbooks and resources, given the overwhelming number of published materials available in the market.
Richards (2004) discussed the pros and cons of commercial materials, while Block (1991) advocated for the use of teacher-produced materials, highlighting their advantages despite some drawbacks He argued that these materials can effectively support student learning, primarily due to their contextualization, which tailors resources to specific groups of learners and educational contexts Additionally, teacher-produced materials address individual teacher needs and respond to the diverse backgrounds of students, including their languages, cultures, and experiences This approach allows for the selection of activities that are appropriately challenging and beneficial for students Overall, teacher-produced materials can mitigate the limitations of the "one-size-fits-all" approach found in published resources However, a significant drawback is the considerable time required for teachers to create suitable materials tailored to their specific teaching contexts.
All in all, each type of materials including commercial materials and teacher- produced materials have both benefits and drawbacks so administrators, teachers or
Designers must carefully select materials that fit the appropriate English teaching and learning contexts Prior to 2015, a pre-university school for ethnic students relied on teacher-produced materials, but these textbooks fell short in form and lacked suitable teaching aids, data sources, and listening files Consequently, since 2017, the school has adopted the coursebook "English" to better meet educational needs.
File Elementary Students’ Book - third edition” used for English majored students with the aim of giving students the opportunity to develop skills and use English fluently in communication
2.1.3 Coursebooks as a type of materials in ELT
Materials evaluation
2.2.1 Definitions and purposes of materials evaluation
Researchers have explored the concept of materials evaluation, which is defined by Dudley-Evans and St John (1998) as a comprehensive process that starts with identifying the necessary information and concludes with implementing changes to current practices or shaping future ones Hedge (2000) expands on this by noting that evaluation, initially focused on student assessment at the end of a course, has evolved to encompass all facets of a program Consequently, materials evaluation involves assessing whether teaching materials meet specific purposes and aims to facilitate improvements to existing resources.
Materials evaluation is a systematic process that assesses the value or potential value of learning materials, as defined by Tomlinson (2003) This principled approach provides practical information about the materials, enabling educators to select or develop them in a reliable and valid manner.
Materials evaluation is a crucial aspect of curriculum development, involving the systematic collection of data to assess materials against their intended aims and the learning objectives of students This evaluation process must be connected to actionable outcomes, ensuring that it informs practical decisions in educational settings.
Materials evaluation is essential for determining their suitability for specific educational purposes As Hutchinson & Waters (1987) state, "evaluation is a matter of judging the fitness of something for a particular purpose," highlighting that there are varying degrees of appropriateness rather than absolute standards This process is crucial to ensure that materials effectively support students' learning objectives and goals.
Sheldon (1988) has expressed his point of views toward the purposes of materials evaluation One reason for evaluating the material is that it would assist
The program assists managerial and teaching staff at universities and colleges in evaluating available educational materials It provides educators with insights into the advantages and disadvantages of the textbooks currently in use, enabling them to leverage the strengths of these resources while addressing the weaknesses of specific tasks or activities.
Rea-Dickins and Germaine (1992) pointed out some purposes of materials evaluation They are divided into two types: general purposes and specific, topic- related purposes
For general purposes of evaluation, they claim three main reasons as follows:
● Self-development: teachers and other language teaching professionals
For general purposes, the key aims of evaluation for purposes of accountability are to give judgements on coursebooks whether they are ―good‖ or
Evaluating curriculum development focuses on assessing value for money by gathering insights from teachers and staff Additionally, it serves as a tool for teachers' self-development, enabling them to identify their unique contexts and enhance their teaching practices.
Evaluation serves as a crucial tool for identifying the levels of efficiency in specific topics, allowing us to discern what is effective, what is moderately effective, and what is ineffective.
Tomlinson and Masuhara (2004) emphasize that the primary goal of materials evaluation is to facilitate the re-development of educational resources They highlight the importance of identifying both the strengths and weaknesses of materials to inform effective selection and development processes.
The primary goal of materials evaluation is to assess the strengths and weaknesses of educational resources, enabling the selection of the most suitable materials for teaching and learning In my research, this process focuses on identifying the effectiveness of various materials.
15 of coursebooks to aims, objectives as well as students‘ levels and interests In this study, the general purpose is to evaluate the relevance of the coursebook ― English
File Elementary Student’s Book – third edition” to current trends of teaching
English as an international language
Each researcher has different views about types of materials evaluation
Ellis (1997) identifies two distinct approaches to materials evaluation: predictive and retrospective Predictive evaluation aims to determine the types of materials to be utilized, whereas retrospective evaluation assesses the effectiveness of materials that have already been implemented.
Cunningsworth (1995), McGrath (2002), and Tomlinson (2003) identify three types of materials evaluation: pre-use, in-use, and post-use Their approach to material evaluation is more comprehensive than Ellis's, particularly as post-use evaluation occurs after students complete the coursebook.
Pre-use evaluation is essential for assessing textbook content to identify strengths and weaknesses, ensuring the selected course book aligns with the course objectives and students' levels According to Tomlinson (2003), this process involves predicting the potential value of materials for users However, it can be subjective and unreliable, as teachers often form quick impressions by merely flipping through the book.
In-use evaluation assesses the strengths and weaknesses of a currently utilized course book, helping teachers and designers decide on its continued use based on students' success in achieving course objectives and their learning progress According to Tomlinson (2003), this evaluation relies on observation and short-term outcomes, making it a more objective and reliable method compared to pre-use evaluation.
Post-use evaluation, often overlooked in educational settings, is crucial for enhancing teaching and learning processes Also referred to as end-of-program evaluation, it assesses the effectiveness of a coursebook after its implementation According to McGrath (2002), this evaluation helps determine whether a coursebook should be modified, supplemented, or retained as is Tomlinson (1998, 2003) emphasizes that this type of evaluation is the most valuable, as it measures the actual impact of materials on users, providing reliable insights It can also assess short-term effects, including motivation, impact achievability, and immediate learning outcomes.
Robinson (1991) identifies three types of materials evaluation in ESL courses: preliminary, summative, and formative Preliminary evaluation occurs before the course begins, focusing on selecting suitable course books, while summative evaluation takes place at the course's end to assess the effectiveness of those materials for both teachers and learners Formative evaluation is conducted during the course to allow for adjustments to the materials Additionally, Robinson distinguishes between process evaluation, which examines teaching strategies and decision-making, and product evaluation, which looks at student outputs like essays and exam results He also highlights various evaluation techniques, including tests, questionnaires, checklists, rating scales, interviews, and observations.
English as an international language (EIL) and materials evaluation in EIL
2.3.1 An overview of the field of teaching English as an International Language
An international language is often viewed as one with a significant number of native speakers, such as Mandarin, English, Spanish, Hindi, and Arabic However, for a language to function as a means of wider communication, it must also be spoken by many non-native speakers In this regard, English stands out as the premier international language, facilitating communication not only among individuals from different countries but also within a single country Thus, English serves as an international language on both global and local levels.
A language attains global status when it is recognized for a unique role in every country, as noted by the author in 1997 This special status can be established either by designating the language as an official language or by prioritizing its study as a foreign language within the country.
Currently, more than seventy countries recognize English as having special status, while numerous others prioritize it as a mandatory foreign language, as noted by Crystal.
Kachru (1989) categorizes the global roles of English into three concentric circles: the Inner Circle, where English is the primary language in countries like Australia, Canada, the United States, and the United Kingdom; the Outer Circle, where it functions as a second language in multilingual nations such as Singapore, India, and the Philippines; and the Expanding Circle, where English is predominantly learned as a foreign language in countries like China, Japan, and Korea.
Figure 2: Kachru's categorization of countries in which English is used
Graddol (1997) highlights a significant shift in the status of English globally, particularly in many countries within the Expanding Circle, where it is increasingly used for both domestic and international communication, similar to the Outer Circle nations He identifies several countries transitioning from an English as a Foreign Language (EFL) context to a Second Language (L2) context, including Argentina, Belgium, Costa Rica, Denmark, Ethiopia, Honduras, Lebanon, Myanmar, Nepal, the Netherlands, Nicaragua, Norway, Panama, Somalia, Sudan, Surinam, Sweden, Switzerland, and the United Arab Emirates.
According to Tomlison (2019), English as an International Language (EIL) is primarily utilized by non-native speakers when interacting with other non-native users or native speakers of various English dialects EIL is not a distinct variety of English but a communicative approach that emphasizes the development of specific skills and competencies Effective communication in EIL does not require native-like pronunciation or mastery of standard grammar; instead, it necessitates internationally intelligible pronunciation and a grammar and vocabulary that are sufficiently close to those of diverse language backgrounds to avoid misunderstandings Additionally, it is essential to comprehend the spoken and written English of individuals from various linguistic backgrounds, tolerate ambiguity, seek clarification, and adapt one's English to facilitate better communication.
2.3.2 Features of an international language
Smith (1976) was a pioneer in defining the term "international language," describing it as a means of communication among people from different nations (p 38) He further elaborates on this concept by highlighting the significant connection between an international language and culture.
+ Its learners do not need to internalize the cultural norms of native speakers of that language;
+ The ownership of an international language becomes 'de-nationalized'; + The educational goal of learning it is to enable learners to communicate their ideas and culture to others
The assumptions regarding English as an International Language (EIL) are applicable globally, where English facilitates communication among individuals from different countries However, these assumptions require adjustment when considering EIL's role in local contexts, particularly in many Outer Circle countries, where English serves as a common language within a single nation Importantly, EIL users, regardless of whether they engage in global or local communication, do not need to adopt the cultural norms of Inner Circle countries to effectively utilize the language as a means of broader communication.
Brutt-Griffler (forthcoming) contends that four central features accompany the development of a world or international language
The emergence of a global ecocultural system is driven by the growth of a worldwide market and business community, alongside advancements in global scientific, cultural, and intellectual spheres.
+ Second, it tends to establish itself alongside local languages in multilingual contexts composed of bilingual speakers
+ Third, unlike an elite lingua franca, it is not confined to the socio economic elite but is learned by various levels of society
+ Finally, an international language spreads not by speakers of that language migrating to other areas but rather by many individuals acquiring the language
English is increasingly recognized as an international language due to several key characteristics It is being adopted by a growing number of individuals as a second language, plays a crucial role in the expanding global economy, and serves as the primary language of a rapidly evolving mass culture.
Standard English, as defined by Strevens (1983), is a unique dialect of English that stands out as the only non-localized form with global significance It is widely recognized as the ideal educational standard for teaching English, allowing for a diverse range of accents in its spoken form.
Strevens highlights that there is no standardized accent linked to Standard English, which is crucial for understanding phonological variation in English as an International Language (EIL) In contrast, some scholars, like Quirk (1990), argue that Standard English is primarily associated with its written form, describing it as the unmarked variety that is neither unusual nor distinct, and is typically linked to written communication.
The Longman Dictionary of Applied Linguistics (Richards, Platt, and Weber
Standard English is defined as the highest-status variety of a language within a community or nation, typically reflecting the speech and writing of educated speakers It is associated with written language and holds a significant position in relation to other language varieties.
- Used in the news media and in literature
- Described in dictionaries and grammars
- Taught in schools and taught to non-native speakers when they learn the language as a foreign language
When innovations emerge in an Outer Circle country and become widely adopted, there is debate over when they should be recognized as standards The challenge lies in identifying the precise moment an innovation transitions into a norm According to Bamgbose (1998), five key factors can help assess whether an innovation qualifies as a standard.
- Demographic (How many people use the innovation?)
- Geographical (How widely is the innovation used within the country?)
- Authoritative (Who uses the innovation?)
- Codification (Where is the usage sanctioned?)
- Acceptability (What is the attitude of users and non-users toward the innovation?)
Bamgbose contends that the most important factors in determining if an
Innovation is deemed a norm when it is officially recognized in dictionaries, coursebooks, and manuals, and when it gains widespread acceptance.
Previous studies in materials evaluation according to EIL
The author would like to mention some similar works about materials evaluation
Ayỗa Berna Bửcỹ (2016) conducted a study evaluating the cultural components of the textbook series 'Life' at A1 and A2 levels, published by National Geographic Learning The research aimed to identify elements related to 'intercultural communicative competence' through an analysis of activities based on the four skills and visuals, using a checklist that focused on source, target, and international cultural elements, as well as big C and little c features A questionnaire was distributed to six lecturers from two universities in Istanbul, along with an adapted version for 26 students, while four lecturers were interviewed for further insights The findings revealed that the textbooks effectively covered a variety of cultures, although they lacked direct references to the Turkish source culture While big C and little c themes were generally balanced, there was an overrepresentation of geography due to the National Geographic content Overall, the textbooks were deemed satisfactory, but there is a need for more developed guidance for teachers to effectively integrate cultural components into classroom lessons.
In Vietnam, Nguyen, Cang T (2015) conducted a comprehensive evaluation of the "Textbook English 6," which is utilized by grade 6 students across all secondary schools in the Mekong Delta This study involved a two-stage approach, comprising a theoretical evaluation grounded in the researcher’s expertise and existing literature, alongside an empirical evaluation that gathered data from 22 teachers and 313 students across eight secondary schools in four provinces The research employed questionnaires, semi-structured interviews, document analysis, and classroom observations to assess user perspectives on the textbook, its effects on learners, and recommendations for improvement.
The evaluation results indicate that the textbook is well-suited to the teaching and learning context and culture, providing significant support to both teachers and students, and has garnered positive feedback from both groups.
The research titled "An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective" by Thi Thuy Minh Nguyen et al (2020) examines how well locally produced English textbooks in Vietnam align with EIL-informed pedagogy and prepare students for intercultural communication The study reveals that while international communication encompasses a diverse range of global English users, the textbooks primarily focus on interactions with Anglophone English speakers, thereby only partially addressing learners' real-world communicative needs The findings underscore the necessity of adopting an EIL-oriented approach in the development and use of English Language Teaching (ELT) materials, promoting multilingualism and globalization, and mitigating ideological biases.
In this thesis, the researcher also carries out an evaluation of the course book
The study evaluates the "English File Elementary Student's Book – Third Edition" used in the first semester for English majors at CPSEM, focusing on its alignment with course requirements related to multiculturalism and multilingualism Instead of relying on a single evaluation model, the researcher employs criteria from various evaluators, utilizing questionnaires and interviews with both teachers and students The aim is to uncover reliable and valuable insights from the evaluation process.
Chapter summary
The chapter has presented the relevant literature which has supported to form the theoretical framework for the research ―An evaluation of the coursebook
The "English File Elementary Student's Book – Third Edition" at CPSEM explores various aspects of language teaching and learning materials, focusing on definitions, materials evaluation, and the role of English as an International Language (EIL) It emphasizes the importance of EIL materials in enhancing language education and promoting effective communication in a global context.
45 materials evaluation have been discussed critically All in all, an evaluation work needs a systematic approach with a comprehensive flexible framework