04051001865 tóm tắt Đánh giá về sách giáo khoa Đang Được sử dụng cho khóa học tiếng anh của học sinh lớp 2 tại một trường tiểu học Ở thành phố hưng yên
INTRODUCTION
Rationale
The textbook “Next Stop 1” has been utilized for teaching English to grade 2 students since the program's inception However, both the researcher and fellow educators have identified several weaknesses in the textbook based on their teaching experiences Concerns have also been raised regarding the textbook's suitability for the students' proficiency levels Notably, there has been no prior evaluation to determine if the textbook effectively meets the students' needs in terms of objectives, content, and teaching methods Consequently, the researcher aims to conduct an evaluation to highlight both the strengths and weaknesses of the textbook for potential improvements.
Aim of the study
This study evaluates the textbook "Next Stop 1" for second-grade students at a primary school in Hung Yen City, focusing on its alignment with students' needs regarding aims, content, and methodology The research aims to address specific questions related to this alignment.
To what extent does the current textbook meet the students’ needs in terms of the aims, contents and methodology?
To what extent is the current textbook suitable for grade two students at the school?
Scope of the study
This study examines the attitudes of 60 second-grade students and 8 English teachers towards a specific textbook at a primary school in Hung Yen city.
Significance of the study
This study is crucial as it equips Vietnamese primary English teachers with a valuable tool for assessing their teaching textbooks Furthermore, it offers publishers insights into the strengths and weaknesses of these materials, enabling them to enhance the quality of textbooks for improved teaching and learning outcomes.
Overview of the thesis
The thesis is divided into 6 chapters:
Chapter 1 (Introduction) introduces the background to the study, aim of the study, scope of the study, significance of the study, and overview of the thesis
Chapter 2 (Literature Review) presents an overview of theoretical issues of textbook evaluation: definition, role and types of textbook, textbook evaluation, types of evaluation, criteria for evaluation and previous studies on materials evaluation
Chapter 3 (Methodology) presents a description of the methodology employed in the study consisting of four sections: research questions, description of data collection, study subjects,
Chapter 4 (Data Analysis) describes the analysis of data in details including results from document analysis and questionnaires
Chapter 5 (Finding and Discussion) reports the results found out from Chapter 4 and gives some discussions of the results Chapter 6 (Conclusion) gives out a conclusion and some suggestions on the results obtained in the previous chapters.
LTERATURE REVIEW
Materials in English language teaching
In the scope of this study, however, only two types of materials related to materials evaluation are presented They are published textbooks and in-house materials
Textbooks are vital components in most language programs because they are the main teaching and learning aids According to
According to Ur (1996), textbooks offer several key advantages in education They help both teachers and learners understand their objectives and anticipate upcoming content Additionally, textbooks function as a syllabus, ensuring comprehensive coverage of language materials when followed systematically They also present learning tasks that are suitable for the majority of the class, and provide valuable guidance and support for teachers in planning class activities.
Richards (2001) emphasizes that teachers often utilize in-house or institutionally prepared materials, as well as their own created resources, which enhances their confidence in teaching Additionally, the personal investment of time and energy in developing these materials makes them more memorable for both teachers and students.
Teaching materials serve as essential resources that inspire classroom activities and facilitate communicative interaction among learners (Cunningsworth, 1995) Additionally, they play a crucial role in motivating students and encouraging independent study (Evan and John, 1998).
Cunningsworth (1995) emphasizes that a course book must include language content, skills, topics, and social and cultural contexts Additionally, Hutchinson & Waters (1987) identify four critical aspects to consider before utilizing a textbook in an educational setting: the target audience, the book's objectives, its content, and the methodology employed.
Materials Evaluation
Evaluation, as defined by Brown (1995), involves the systematic collection and analysis of relevant information to enhance curriculum improvement and assess its effectiveness within specific institutions Additionally, Hutchinson and Waters (1987) describe material evaluation as the process of assessing the suitability of materials for a designated purpose.
Evaluation can be used as part of quality control A further
6 reason for carrying out an evaluation may be to ensure that money is being or has been well spent (Robinson, 1991) Cunningsworth
(1995) suggests that there are many reasons for materials evaluation and they are varied
Before a course begins, an evaluation is conducted to select the most suitable materials for a specific group of learners This evaluation also helps identify aspects of the materials that may need adaptation To make informed decisions regarding textbook selection and adaptation, it is essential to establish a prioritized set of criteria (Robinson, 1991; Ellis, 1997).
Formative evaluation occurs during the course to allow for real-time modifications to materials (Alderson, 1991) Its primary goal is to gather and analyze data that enhances the curriculum Decisions stemming from formative evaluation tend to be numerous and generally small in scale.
Different from the definition for formative evaluation, Johnson (1989) states that summative evaluation, on the other
Post-program evaluations are typically conducted to assess the success and effectiveness of the material presented The primary goal of gathering this information is to determine the impact of the program once it has been completed.
Materials evaluation, as defined by Hutchinson and Waters (1987), involves assessing the suitability of a resource for a specific purpose This process can be broken down into four key steps: first, establishing criteria; second, conducting a subjective analysis; third, performing an objective analysis; and finally, matching the findings to the defined criteria.
Cunningsworth (1995) emphasizes the importance of evaluating teaching materials through several key perspectives, including the language content, the selection and grading of language items, the presentation and practice of new language concepts, the development of language skills and communication abilities, the inclusion of supporting materials, and the motivation of learners.
Ellis (1997) highlights that the evaluation of language teaching materials has predominantly been predictive, concentrating on the comprehensive sets of materials utilized on a daily basis The evaluation models proposed by Ellis outline specific steps to enhance this process.
(1997) are: Choosing a task to follow; Describing the task which
The process of task specification involves detailing the input, procedures, language activities, and expected outcomes It is essential to plan the evaluation based on these dimensions and to gather information at various stages: before, during, and after the task's implementation This includes assessing task performance, learning outcomes, and feedback from both teachers and learners A thorough qualitative and quantitative analysis of the collected data is necessary to draw conclusions about the evaluation findings Finally, recommendations for future teaching practices should be made, culminating in the preparation of a comprehensive report.
2.2.5.1 Criteria suggested by Hutchinson & Waters (1987)
Hutchinson and Waters (1987) describe materials evaluation as the process of assessing the appropriateness of materials for a specific purpose To determine the suitability of these materials for a particular group of learners, it is essential to establish criteria that guide our evaluations.
Cunningsworth (1995) outlines four essential criteria for evaluating textbooks: they must align with learners' needs, reflect the current and future uses of the language, support students in effectively using the language for their own purposes, and consider students' needs as learners to enhance their educational experience.
9 learning processes, without dogmatically imposing a rigid
“method”; They should have a clear role as a support for learning
Tomlinson (1998) emphasizes the importance of forming general impressionistic judgments about educational materials while also conducting a thorough examination of their content He advocates for addressing key questions such as: What specific aspects of the materials should be analyzed? What methods can be employed to examine these materials? Additionally, how can the insights gained be applied to enhance our own teaching practices?
2.2.6 Research instruments employed for materials evaluation
Document analysis involves employing content analysis and various techniques to evaluate and summarize printed materials and existing information This method aims to leverage any available preexisting information The documents analyzed may include internal data sources related to a program, such as evaluation materials, course syllabi, and curricula, as well as external data sources (Brown, 1995).
Questionnaires are a widely used tool for data collection, allowing researchers to gather information in field settings They facilitate the quantification of data, making it easier to analyze compared to qualitative data sources like participant observer journals.
10 transcripts of oral language (Nunan, 1992)
To a certain extent, a checklist is similar to a questionnaire
“A checklist is much shorter than a questionnaire” Checklists have the same advantages and disadvantages as questionnaires (Robinson, 1991)
Interviews serve as a valuable tool for gathering information through direct conversation and active listening They can vary from highly structured formats to more relaxed, conversational styles Different types of interviews include structured, semi-structured, and unstructured formats According to Brown (1995), unstructured interviews are particularly effective in collecting richer data compared to their structured counterparts.
Assessments typically encompass tests, examinations, and the evaluation of students' projects and written work They utilize established standards to measure knowledge, skills, and performance through various methods, including pen-and-pencil tests and practical skills assessments According to Robinson (1991), both teachers and evaluators can conduct these assessments.
There have been quite a large number of studies on materials evaluation because it has been considered an important aspect of
METHODOLOGY
Research questions
This study aims to evaluate the effectiveness of the current textbook in meeting the needs of grade two students, focusing on its aims, content, and methodology Specifically, it addresses two key research questions: the extent to which the textbook aligns with students' needs and its overall suitability for the target grade level.
Data collection instruments
This study analyzes the current textbook "Next Stop 1" for second-grade students at a primary school to gather insights into the course objectives The curriculum's aims, content, and methodology were meticulously examined through a subjective analysis.
In this study, questionnaires for students (questionnaire 1) and questionnaires for teachers (questionnaire 2) were used to collect the information about the aims, contents methodology of the textbook
Questionnaire 1 was made to gather students’ answers of aims, contents and methodology of the “Next stop 1” The researcher categorized it into four parts: aims, contents, methodology of the textbook and proposals for textbook adjustments
The teacher questionnaire (Questionnaire 2) aimed to gather feedback from educators using the textbook "Next Stop 1." It focused on their opinions regarding the textbook's objectives, content, teaching methodology, and suggestions for improvement.
3.2.2.3 How to calculate means of data interpretation (in questionnaires)
Some close-ended questions utilized a Likert scale, allowing for the calculation of mean scores for responses to specific items These mean scores were then compared against the standard scale points (5-4-3-2-1) to determine respondents' perceptions, categorizing their views as very suitable, suitable, neutral, not suitable, or not very suitable.
Subjects of the study
3.3.1 Respondents of the questionnaire for students
The study involved 60 second-grade students from classes 2A and 2B at Hoang Le Primary School, who were selected as respondents for Questionnaire 1 The researcher distributed the questionnaire to all students in these classes, as they all utilized the "Next Stop 1" textbook for their learning.
3.3.2 Respondents of the questionnaire for teachers
The respondents of the questionnaire 2 of this study included
8 teachers of English from the English subject Department at Hoang Le Primary School, whose ages range from 27 to 43
DATA ANALYSIS
Satisfactoriness of the aims of textbook “Next Stop 1” 14 1 Results obtained from document analysis
According to Ordinance No 32/2018/TT-BGD from the Vietnamese Ministry of Education, primary school students have both general and specific objectives The textbook "Next Stop 1" aims to impart knowledge of English grammatical units, enhance students' understanding of sentence structures, and provide foundational knowledge of various parts of speech, phrases, and sentences in English Based on the analysis of the document, it can be concluded that the textbook partially fulfills the course objectives.
The data indicates that both teachers and students are generally satisfied with the textbook's objectives, noting its effectiveness in helping students listen, repeat simple sentences, pronounce words accurately, and construct basic sentences while introducing essential vocabulary and structures However, there is a notable lack of consensus regarding the textbook's ability to engage students enthusiastically in tasks, as it tends to prioritize knowledge delivery over interactive activities that foster enjoyable and effective learning experiences.
Satisfactoriness of the textbook contents
4.2.1 Content items of the textbook
The table indicates that both students and teachers concurred on the appropriateness of most items for the students' language level Nonetheless, a discrepancy exists between the two data sources, particularly regarding one item that students perceived differently.
“suitable” to their language level while teachers put them into the
Teachers recognize the importance of pronunciation in language learning, and the textbook effectively guides students in this area However, both teachers and students find item 6 particularly challenging due to students' limited grammar knowledge and the textbook's inadequate presentation of grammatical concepts, which lacks sufficient practice tasks As a result, students struggle to construct short paragraphs using the grammar they have learned.
In conclusion, while there were some differences between the two sources of opinions, they were minimal, and the textbook content was largely appropriate for the students' level.
4.2.2 The contents sequence of the textbook
From the collected data, the level of agreement of the teachers and students on a reasonable order of the contents of the
The textbook "Next Stop 1" received a high approval rating, with the majority of respondents agreeing that its content is organized from easier to more challenging topics Notably, only two students expressed disagreement regarding the sequence of the material, while all teachers supported the textbook's structure.
Satisfactoriness of the methodology of the textbook
The collected data show that all the teachers and students showed their preference on types of tasks/exercises such as Guided
→ Free, Comprehension → Production, Language/skills practice
The majority of teachers and students preferred the Whole class, Group, and Individual learning approaches While 75% of teachers favored self-study, only 17% of students shared this preference Neither teachers nor students expressed interest in exploring additional learning types.
Students and teachers exhibited notable differences in their approaches to textbook tasks While both groups preferred a progression from Guided to Free activities, and from Comprehension to Production, students expressed a dislike for Self-study methods, which many teachers favored.
An agreement between students and teachers regarding "self-study" is essential for enhancing students' confidence in completing tasks independently.
The improvement of language skills
According to the findings, most of the students revealed that
After studying the textbook "Next Stop 1," students enhanced their speaking, reading, and listening skills, but their writing skills did not show similar improvement Teachers evaluated the students' progress and expressed agreement with their opinions regarding these skill developments.
FINDING AND DISCUSSIONS
Summary of analysis
5.1.1 Aims of the textbook “Next stop 1”
The analysis of questionnaires and documents reveals that the textbook "Next Stop 1" meets certain student needs effectively Both teachers and students agree that it offers essential structures, enabling students to construct sentences and practice listening and repetition However, there is a notable lack of enthusiasm among students regarding the textbook, as they feel it does not engage them, leading to a less stimulating learning environment.
5.1.2 The contents of textbook “Next stop 1”
5.1.2.1 The suitability of the contents of the textbook “Next stop 1” to students’ level of proficiency
Both students and teachers assessed the material's suitability for students' proficiency levels, with general agreement on its appropriateness However, a discrepancy emerged, as students deemed one content item suitable, while teachers classified it as "very suitable." Additionally, both groups expressed concerns about the difficulty of the grammar, indicating it is not suitable for students to effectively apply.
The study found that most students reported significant improvements in their speaking, reading, and listening skills after completing the course However, both students and teachers noted a lack of progress in writing skills, indicating that this area did not see the same level of enhancement.
5.1.3 Methodology of the textbook “Next stop 1”
The data analysis highlighted notable differences between students and teachers regarding their approaches to tasks in the textbook "Next Stop 1." Both groups preferred a progression from Guided to Free activities, as well as from Comprehension to Production and Language/skills practice to Language/skills use However, students expressed a dislike for Self-study, while most teachers showed a preference for this method.
Recommendations
To enhance student engagement, textbooks should incorporate fun and dynamic activities like role-plays, games, and interactive exercises Additionally, the focus should shift from delivering excessive high-level grammar to enabling students to learn grammar and structures through these engaging activities Finally, textbooks should include project tasks that connect students with real-world knowledge.
In term of the suitability of the contents of the textbook
“Next stop 1”, first and foremost, the textbook should be added
To enhance students' proficiency in writing paragraphs, it is essential for textbooks to incorporate exercises that focus on sentence construction Additionally, instead of mandating lengthy written paragraphs, textbooks should encourage interactive activities, such as allowing students to stand up and deliver speeches that utilize the grammar concepts they have learned.
To enhance English language skills, a more integrated approach combining the four key skills is essential, with a particular focus on improving writing Textbooks should allocate more content to writing while reducing emphasis on other skills Additionally, students must have ample opportunities to practice and refine their writing abilities Providing sample paragraphs as references can further aid students in developing their writing skills effectively.
To enhance the appeal of the textbook "Next Stop 1" for both students and teachers, it is essential to incorporate additional categories that can motivate and engage them in the teaching and learning process Furthermore, the textbook should provide clear guidance and suggestions for teachers to effectively implement in their English lessons.
In terms of teaching-learning techniques, there should be some improvements in teaching methodology to motivate the students in taking part in the lectures Moreover, it is necessary to
To enhance the effectiveness of the textbook, it is essential to incorporate more communicative grammar and vocabulary practices, increase the number of exercises and tasks, and introduce engaging language games, humorous stories, and visual aids to motivate students Additionally, implementing bonuses and positive reinforcement can encourage students to participate actively in class discussions Furthermore, reducing individual activities will help maintain student interest and prevent boredom during language lessons.
CONCLUSION
Recapitulation
This thesis aims to enhance the quality of English teaching and learning at a primary school in Hung Yen province by researching the textbook "Next Stop 1." To achieve this goal, a literature review on teaching materials and textbook evaluation in language education was conducted The evaluation criteria utilized in this study are based on the frameworks established by Hutchinson and Waters (1987) and Cunningsworth (1995).
This research addresses two key questions: (1) the extent to which the current textbook aligns with students' needs regarding aims, content, and methodology, and (2) its suitability for second-grade students To explore these questions, the study employs two research methods: document analysis and questionnaires The document analysis involves comparing the textbook with the Vietnamese Ministry of Education's curriculum, while the questionnaires feature five items rated on a Likert scale, where scores range from 1 (strongly disagree) to 5 (strongly agree) Positive responses are indicated by scores from 3.0 to 5, while negative responses range from 2.9 to 1.
The results from document analysis showed that the textbook
“Next stop 1” matched with the curriculum of Ministry of Education very well as it developed students’ skills in English For questionnaires, both teacher and students were basically satisfied
The study reveals a low level of agreement among students and teachers regarding the textbook's ability to inspire classroom participation While both groups generally find the textbook content suitable for students' levels, they identify one challenging aspect: the application of grammar in paragraph writing Additionally, there is a noticeable disparity in opinions on the textbook's methodology, with teachers expressing greater confidence in its effectiveness compared to students Despite these differences, both teachers and students ultimately believe that the textbook's methodology can lead to positive outcomes and satisfaction.
The study revealed a high level of satisfaction among both teachers and students regarding the textbook "Next Stop 1." Most students and teachers found the textbook's aim to be suitable or very suitable While the majority of content items were deemed appropriate by students, there was one item that received a lower suitability rating Both teachers and students agreed that the textbook's methodology significantly enhances students' reading, speaking, and listening skills, although writing skills showed a lower improvement rate Additionally, the methodology did not effectively promote self-study among students.
Concluding remarks
For the first question, the current textbook basically met the students’ need in term of the aim, contents and methodology and
Most items in the textbook are deemed suitable for grade two students in Hung Yen city, though a few complex areas require improvement To enhance the learning experience, it is essential to incorporate more interactive activities that promote self-study and logical thinking, making lessons more engaging.
Implications of the study
The evaluation of textbooks should be contextualized by examining specific units, as not all are suitable for every student's level By analyzing these units, we can determine whether to modify parts or the entirety of a textbook Additionally, the appropriateness of textbook content varies with students' proficiency; advanced learners may find the material suitable, while those with lower skills may struggle Furthermore, teachers' effectiveness in utilizing textbooks significantly impacts their value, as some can effectively convey knowledge while others may not fully exploit the resources available This study holds significance for teachers, researchers, linguists, and educators, offering a framework for a more thorough evaluation of textbooks and fostering diverse perspectives on the subject.
25 objective opinions Therefore, textbook adjustment can be more meaningful in the future.
Limitations of the study
The research utilized online questionnaires due to Covid-19, which limited data quality control and respondent engagement It exclusively employed the Likert scale as a quantitative method to assess textbook satisfaction, overlooking other potential methods that could yield varied insights Additionally, the sample size was small, potentially affecting the representation of different English proficiency levels across classes Lastly, the evaluation focused solely on the attitudes of students and teachers, excluding input from educators or parents.
Suggestions for further research
To enhance the study's objectivity, it is essential to involve both outsiders and insiders Additionally, employing diverse criteria and data collection tools will lead to a more comprehensive assessment of the material If feasible, increasing the sample size is also recommended Lastly, evaluating textbooks should take into account aspects of effectiveness, efficiency, and attitudes.
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