Luận văn an evaluation of the esp coursebook for second year students at marine engine department vietnam maritime university vimaru

For these above- mentioned reason, the researcher decided to choose materials evaluation as the theme of this minor thesis titled as: AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEA

LƯƠNG THỊ MINH THU

AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEAR STUDENTS AT MARINE ENGINE DEPARTMENT-VIETNAM MARITIME UNIVERSITY (VIMARU)

(Đánh giá giáo trình tiếng Anh chuyên ngành đành cho sinh viền năm

thar hai Khoa May Tau Bién - Trường ĐH Hàng Hải Việt Nam)

M A MINOR THESIS

MAJOR : ELT METHODOLOGY

CODE : 601410

VIETNAM NATIGONAI., UXTVERSITY, HANOT UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST — GRADUATE STUDIES:

to # og

LUONG THI MINIT THU

AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEAR STUDENTS AT MARINE ENGINE DEPARTMENT-VIETNAM MARITIME UNIVERSITY (VIMARL)

Đánh giá giáo trình tiếng Anh chuyên ngành dành cho sinh viên năm

thứ hai Khoa Máy Tàu Biển - Trường ĐH Hàng Hải Việt Nam)

MA A MINOR THIBSIS

SUPERVISOR: PROF DR HOANG VAN VAN

HANOI - 2012

1.4 Scope of the study

1.6 Design of the study

PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Introduction

1.2 Textbook, course-book and material

1.2.2 Roles of teaching materials in a language program

1.3 Course-book evaluation

1.3.1, Definition of course-book evaluation

1.3.2 Why coursebook evaluation

1.3.3 Types of course-book evaluation

1.3.4, Course-book evaluation in USP

1.3.5 Why studerits’ evaluation

io

3.1.2, Learners” evaluation of the curent HSP course-book 2

3.1.5 Teachers’ views of LISP course-book cscs essen 36

3.2.1 The suitability of the course-book to the audience 38

3.2.4, The suitability of the course-book to the methodology 39

1, Summary of the study 45

3 Suggestions [or furthor rescarch 47

REFERENCE

APPENDIX 1 (Students questionnaure in English)

APPENDIX 2 (Students questionnaire in Vietnamese)

APPENDIX 3 (Teachers* views as stated in the interview)

APPENDIX 4 (Checklist for evaluating HSP materials by Hutchinson and waters) APPENDIX 5 (A sample of an original unit

vi

Hutchinson and Waters (1993) and many other language evaluation experts agreed that evaluating a teaching material is a complicated process based on different

crieria such as audience, comlerl, physical appearance, cullural bias, needs

Llowever, because of the constraint of this kind of research, the researcher just focuses

on three criteria: aims, confent, and methodology

1.5 METHOD OF THE STUDY

‘The study follows a quantitative research approach A Survey questionnaire is

designed for 162 second-year students at Marine Engine Department, VIMARU, who

have worked with two-thirds of the course-book fo evaluate the quality of the ESP course-book In addition, interviews are conducted with three USP teachers who have

been using the course-book te teach second-year students at VIMARU to gain additional information about the qualily of the course-book

1.6 DESIGN OF THE STUDY

There are three main parts in this study: introduction, development, and conclusion

The introduction provides the rationale, the aims, the research question, the scope, and design of the thesis

The development consisls o! three chapters

- Chapter 1, Literature Review, provides the relevant theories related to

textbook, course-book and material and course-book evaluation

- Chapter 2, Mothodology, introduces the context of the study and describes the methodology employed in the study, research procedures and the participants,

instruments and the research procedures

- Chapter 3, Data Analysis and Discussion, presents and diswusses the findings

expecially in Vietnamese setting Ihe couse-book “Hnglish for Marine Engine Students and Ship’s Engineers” was designed for the second-year students at Marine

Engins Department VIMARU with the greatest effort of teachers of Fnghsh

Department ‘This course-book has been used for nearly 15 years, however, no research

on the course-book evaluation has been carried out to see how much it meets the

students’ needs For these above- mentioned reason, the researcher decided to choose

materials evaluation as the theme of this minor thesis titled as:

AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEAR

STUDENTS AT MARINE ENGINE DEPARTMENT VIETNAM MARITIME

UNIVERSITY (VIMARU)

1.2 AIMS OF THE STUDY

The paper aims at evaluating the course-book Hnglish for Marine Engine Students and Ship’s Engineers to see how far it is suitable to the second-year students

al the Marine Engine Department, VIMARU The spevific aims are:

¥ to evaluate the appropriateness of the material to the course requirements in

terms of aims, content, and methodology

Y Ww ofler some suggestions for further improvement of the coursc-book which is appropriate to the needs and expectations of the students

1.3 RESEARCH QUESTION

The following research question is raised for exploration

To what extent does the ESP course-book English for Marine Engine Students and Ship's Engineers at Marine Engine Department-VIMARU meet the course

requirements in lerms of aims, content, and methodology?

1.4, SCOPE OF THE STUDY

The ESP course is only for the second year students at VIMAR, thus the study focuses on the evaluation of the second year students at Marine Engine Department

VIMARU on ESP course-book currently used.

1.3.6 Techmiques for course-book evaluation H

1.4, Previous studies on materials evaluation cssssssessssseenssieneenoee 14

2.2.1, An overview on Vietnam Maritime University and the Marine lingine

3.2.2, The course ke HH1 kg tr re 16

2.2.5, The ESP teachers ke HH1 kg tr re 19

LIST OF CHARTS, FUGURES, AND TABLES

Charl 1: Students’ levels of English

Chart 2: The aims of the material

Chart 3: The usefulness of tasks and exercises im skill development

Figure 1: Stages in the ESP process

Figure 2: The material evaluation process

Table 1: Students’ time of leaning English

Table 2: Students’ rariking of their purposes of learning ESP

Table 3: Students’ needs met by the HSP course-book

Table 4: Students’ attitude towards the content of the ESP course-hook

Table 5: Students’ attitude towards time allocation for ESP

‘Table 6: Students’ attitude towards vocabulary and grammar

Table 7: Students’ attitude towards language skills cavered

Table 8: Students’ attitude towards tasks and exercises

Table 9: Students’ satisfaction towards classroom activities

Table 10: Students’ suggestions

‘Table 11: Students’ opinions towards teacher’s use of language and the course-book

Table 12: Teachers’ views of corlcnt

Table 13 Teachers’ perceived limitations of the course-book

Table 15 Challenges to the students in using the courso-book as observed by teachers

‘Table 16: Teachers’ self-reported challenges in using the course-book

3.1.2, Learners” evaluation of the curent HSP course-book 2

3.1.5 Teachers’ views of LISP course-book cscs essen 36

3.2.1 The suitability of the course-book to the audience 38

3.2.4, The suitability of the course-book to the methodology 39

1, Summary of the study 45

3 Suggestions [or furthor rescarch 47

REFERENCE

APPENDIX 1 (Students questionnaure in English)

APPENDIX 2 (Students questionnaire in Vietnamese)

APPENDIX 3 (Teachers* views as stated in the interview)

APPENDIX 4 (Checklist for evaluating HSP materials by Hutchinson and waters) APPENDIX 5 (A sample of an original unit

vi

PART I: INTRODUCTION

1.1 RATIONALE

Tl gocs without saying thal English is by far the mosl popular language of all Since Vietnam began its apen-door policy, the English teaching and leaming has

strongly developed More and more people lear English in order lo have a better work

opportunity In Maritime field, English has been considered ‘the language of the sca!

This means English is the only language used by seafarers of all nationalities at sea and

this shows how important English is for seafarers

Vietnam Maritime University (VIMARU) has been the leading university in

maritime seation After graduating from VIMARU, the students of Navigation Department and students of Engine Department work not only on board domestic ships but also on board foreign ships sailing around the world Moreover, Vietmam is now a

member of WTO, Vietnamese seafarers will have golden opportunities to work on

Huropean ships for higher payment if their English is good enough Because of this, the VIMARU leaders always consider English to be a very important subject

A ship crew is divided into two departments: Deck depariment and Engine

department When they work on a ship, it means that they live and work in an

international environment English becomes their most important communication

instrument lo cany out their daily communication Espovially, engine orews work im the engine room and they need a good Linglish for their marine engine major so that they can operate all machinery on board well Tn other words, ESP (Fnglish for Specific Purposes) plays a fundamental role in the success of the marine-engine students’ future occupation if they are to work on board the ship

3.1.2, Learners” evaluation of the curent HSP course-book 2

3.1.5 Teachers’ views of LISP course-book cscs essen 36

3.2.1 The suitability of the course-book to the audience 38

3.2.4, The suitability of the course-book to the methodology 39

1, Summary of the study 45

3 Suggestions [or furthor rescarch 47

REFERENCE

APPENDIX 1 (Students questionnaure in English)

APPENDIX 2 (Students questionnaire in Vietnamese)

APPENDIX 3 (Teachers* views as stated in the interview)

APPENDIX 4 (Checklist for evaluating HSP materials by Hutchinson and waters) APPENDIX 5 (A sample of an original unit

vi

LIST OF CHARTS, FUGURES, AND TABLES

Charl 1: Students’ levels of English

Chart 2: The aims of the material

Chart 3: The usefulness of tasks and exercises im skill development

Figure 1: Stages in the ESP process

Figure 2: The material evaluation process

Table 1: Students’ time of leaning English

Table 2: Students’ rariking of their purposes of learning ESP

Table 3: Students’ needs met by the HSP course-book

Table 4: Students’ attitude towards the content of the ESP course-hook

Table 5: Students’ attitude towards time allocation for ESP

‘Table 6: Students’ attitude towards vocabulary and grammar

Table 7: Students’ attitude towards language skills cavered

Table 8: Students’ attitude towards tasks and exercises

Table 9: Students’ satisfaction towards classroom activities

Table 10: Students’ suggestions

‘Table 11: Students’ opinions towards teacher’s use of language and the course-book

Table 12: Teachers’ views of corlcnt

Table 13 Teachers’ perceived limitations of the course-book

Table 15 Challenges to the students in using the courso-book as observed by teachers

‘Table 16: Teachers’ self-reported challenges in using the course-book

expecially in Vietnamese setting Ihe couse-book “Hnglish for Marine Engine Students and Ship’s Engineers” was designed for the second-year students at Marine

Engins Department VIMARU with the greatest effort of teachers of Fnghsh

Department ‘This course-book has been used for nearly 15 years, however, no research

on the course-book evaluation has been carried out to see how much it meets the

students’ needs For these above- mentioned reason, the researcher decided to choose

materials evaluation as the theme of this minor thesis titled as:

AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEAR

STUDENTS AT MARINE ENGINE DEPARTMENT VIETNAM MARITIME

UNIVERSITY (VIMARU)

1.2 AIMS OF THE STUDY

The paper aims at evaluating the course-book Hnglish for Marine Engine Students and Ship’s Engineers to see how far it is suitable to the second-year students

al the Marine Engine Department, VIMARU The spevific aims are:

¥ to evaluate the appropriateness of the material to the course requirements in

terms of aims, content, and methodology

Y Ww ofler some suggestions for further improvement of the coursc-book which is appropriate to the needs and expectations of the students

1.3 RESEARCH QUESTION

The following research question is raised for exploration

To what extent does the ESP course-book English for Marine Engine Students and Ship's Engineers at Marine Engine Department-VIMARU meet the course

requirements in lerms of aims, content, and methodology?

1.4, SCOPE OF THE STUDY

The ESP course is only for the second year students at VIMAR, thus the study focuses on the evaluation of the second year students at Marine Engine Department

VIMARU on ESP course-book currently used.

PART I: INTRODUCTION

1.1 RATIONALE

Tl gocs without saying thal English is by far the mosl popular language of all Since Vietnam began its apen-door policy, the English teaching and leaming has

strongly developed More and more people lear English in order lo have a better work

opportunity In Maritime field, English has been considered ‘the language of the sca!

This means English is the only language used by seafarers of all nationalities at sea and

this shows how important English is for seafarers

Vietnam Maritime University (VIMARU) has been the leading university in

maritime seation After graduating from VIMARU, the students of Navigation Department and students of Engine Department work not only on board domestic ships but also on board foreign ships sailing around the world Moreover, Vietmam is now a

member of WTO, Vietnamese seafarers will have golden opportunities to work on

Huropean ships for higher payment if their English is good enough Because of this, the VIMARU leaders always consider English to be a very important subject

A ship crew is divided into two departments: Deck depariment and Engine

department When they work on a ship, it means that they live and work in an

international environment English becomes their most important communication

instrument lo cany out their daily communication Espovially, engine orews work im the engine room and they need a good Linglish for their marine engine major so that they can operate all machinery on board well Tn other words, ESP (Fnglish for Specific Purposes) plays a fundamental role in the success of the marine-engine students’ future occupation if they are to work on board the ship

Tt can't be denied that materials in general and ESP materials in particular play

an important role in the process of language teaching and learning as appropriate

materials can stimulate effective teaching and learning Therefore, in order to have a successful language lcaching program, it is ttecossary to have good malorials,

PART I: INTRODUCTION

1.1 RATIONALE

Tl gocs without saying thal English is by far the mosl popular language of all Since Vietnam began its apen-door policy, the English teaching and leaming has

strongly developed More and more people lear English in order lo have a better work

opportunity In Maritime field, English has been considered ‘the language of the sca!

This means English is the only language used by seafarers of all nationalities at sea and

this shows how important English is for seafarers

Vietnam Maritime University (VIMARU) has been the leading university in

maritime seation After graduating from VIMARU, the students of Navigation Department and students of Engine Department work not only on board domestic ships but also on board foreign ships sailing around the world Moreover, Vietmam is now a

member of WTO, Vietnamese seafarers will have golden opportunities to work on

Huropean ships for higher payment if their English is good enough Because of this, the VIMARU leaders always consider English to be a very important subject

A ship crew is divided into two departments: Deck depariment and Engine

department When they work on a ship, it means that they live and work in an

international environment English becomes their most important communication

instrument lo cany out their daily communication Espovially, engine orews work im the engine room and they need a good Linglish for their marine engine major so that they can operate all machinery on board well Tn other words, ESP (Fnglish for Specific Purposes) plays a fundamental role in the success of the marine-engine students’ future occupation if they are to work on board the ship

Tt can't be denied that materials in general and ESP materials in particular play

an important role in the process of language teaching and learning as appropriate

materials can stimulate effective teaching and learning Therefore, in order to have a successful language lcaching program, it is ttecossary to have good malorials,

LIST OF CHARTS, FUGURES, AND TABLES

Charl 1: Students’ levels of English

Chart 2: The aims of the material

Chart 3: The usefulness of tasks and exercises im skill development

Figure 1: Stages in the ESP process

Figure 2: The material evaluation process

Table 1: Students’ time of leaning English

Table 2: Students’ rariking of their purposes of learning ESP

Table 3: Students’ needs met by the HSP course-book

Table 4: Students’ attitude towards the content of the ESP course-hook

Table 5: Students’ attitude towards time allocation for ESP

‘Table 6: Students’ attitude towards vocabulary and grammar

Table 7: Students’ attitude towards language skills cavered

Table 8: Students’ attitude towards tasks and exercises

Table 9: Students’ satisfaction towards classroom activities

Table 10: Students’ suggestions

‘Table 11: Students’ opinions towards teacher’s use of language and the course-book

Table 12: Teachers’ views of corlcnt

Table 13 Teachers’ perceived limitations of the course-book

Table 15 Challenges to the students in using the courso-book as observed by teachers

‘Table 16: Teachers’ self-reported challenges in using the course-book

1.3.6 Techmiques for course-book evaluation H

1.4, Previous studies on materials evaluation cssssssessssseenssieneenoee 14

2.2.1, An overview on Vietnam Maritime University and the Marine lingine

3.2.2, The course ke HH1 kg tr re 16

2.2.5, The ESP teachers ke HH1 kg tr re 19

CHAPTER 3: DATA ANAI.YSIS AND DISCUSSION

LIST OF CHARTS, FUGURES, AND TABLES

Charl 1: Students’ levels of English

Chart 2: The aims of the material

Chart 3: The usefulness of tasks and exercises im skill development

Figure 1: Stages in the ESP process

Figure 2: The material evaluation process

Table 1: Students’ time of leaning English

Table 2: Students’ rariking of their purposes of learning ESP

Table 3: Students’ needs met by the HSP course-book

Table 4: Students’ attitude towards the content of the ESP course-hook

Table 5: Students’ attitude towards time allocation for ESP

‘Table 6: Students’ attitude towards vocabulary and grammar

Table 7: Students’ attitude towards language skills cavered

Table 8: Students’ attitude towards tasks and exercises

Table 9: Students’ satisfaction towards classroom activities

Table 10: Students’ suggestions

‘Table 11: Students’ opinions towards teacher’s use of language and the course-book

Table 12: Teachers’ views of corlcnt

Table 13 Teachers’ perceived limitations of the course-book

Table 15 Challenges to the students in using the courso-book as observed by teachers

‘Table 16: Teachers’ self-reported challenges in using the course-book

PART I: INTRODUCTION

1.1 RATIONALE

Tl gocs without saying thal English is by far the mosl popular language of all Since Vietnam began its apen-door policy, the English teaching and leaming has

strongly developed More and more people lear English in order lo have a better work

opportunity In Maritime field, English has been considered ‘the language of the sca!

This means English is the only language used by seafarers of all nationalities at sea and

this shows how important English is for seafarers

Vietnam Maritime University (VIMARU) has been the leading university in

maritime seation After graduating from VIMARU, the students of Navigation Department and students of Engine Department work not only on board domestic ships but also on board foreign ships sailing around the world Moreover, Vietmam is now a

member of WTO, Vietnamese seafarers will have golden opportunities to work on

Huropean ships for higher payment if their English is good enough Because of this, the VIMARU leaders always consider English to be a very important subject

A ship crew is divided into two departments: Deck depariment and Engine

department When they work on a ship, it means that they live and work in an

international environment English becomes their most important communication

instrument lo cany out their daily communication Espovially, engine orews work im the engine room and they need a good Linglish for their marine engine major so that they can operate all machinery on board well Tn other words, ESP (Fnglish for Specific Purposes) plays a fundamental role in the success of the marine-engine students’ future occupation if they are to work on board the ship

Tt can't be denied that materials in general and ESP materials in particular play

an important role in the process of language teaching and learning as appropriate

materials can stimulate effective teaching and learning Therefore, in order to have a successful language lcaching program, it is ttecossary to have good malorials,

3.1.2, Learners” evaluation of the curent HSP course-book 2

3.1.5 Teachers’ views of LISP course-book cscs essen 36

3.2.1 The suitability of the course-book to the audience 38

3.2.4, The suitability of the course-book to the methodology 39

1, Summary of the study 45

3 Suggestions [or furthor rescarch 47

REFERENCE

APPENDIX 1 (Students questionnaure in English)

APPENDIX 2 (Students questionnaire in Vietnamese)

APPENDIX 3 (Teachers* views as stated in the interview)

APPENDIX 4 (Checklist for evaluating HSP materials by Hutchinson and waters) APPENDIX 5 (A sample of an original unit

expecially in Vietnamese setting Ihe couse-book “Hnglish for Marine Engine Students and Ship’s Engineers” was designed for the second-year students at Marine

Engins Department VIMARU with the greatest effort of teachers of Fnghsh

Department ‘This course-book has been used for nearly 15 years, however, no research

on the course-book evaluation has been carried out to see how much it meets the

students’ needs For these above- mentioned reason, the researcher decided to choose

materials evaluation as the theme of this minor thesis titled as:

AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEAR

STUDENTS AT MARINE ENGINE DEPARTMENT VIETNAM MARITIME

UNIVERSITY (VIMARU)

1.2 AIMS OF THE STUDY

The paper aims at evaluating the course-book Hnglish for Marine Engine Students and Ship’s Engineers to see how far it is suitable to the second-year students

al the Marine Engine Department, VIMARU The spevific aims are:

¥ to evaluate the appropriateness of the material to the course requirements in

terms of aims, content, and methodology

Y Ww ofler some suggestions for further improvement of the coursc-book which is appropriate to the needs and expectations of the students

1.3 RESEARCH QUESTION

The following research question is raised for exploration

To what extent does the ESP course-book English for Marine Engine Students and Ship's Engineers at Marine Engine Department-VIMARU meet the course

requirements in lerms of aims, content, and methodology?

1.4, SCOPE OF THE STUDY

The ESP course is only for the second year students at VIMAR, thus the study focuses on the evaluation of the second year students at Marine Engine Department

VIMARU on ESP course-book currently used.

Hutchinson and Waters (1993) and many other language evaluation experts agreed that evaluating a teaching material is a complicated process based on different

crieria such as audience, comlerl, physical appearance, cullural bias, needs

Llowever, because of the constraint of this kind of research, the researcher just focuses

on three criteria: aims, confent, and methodology

1.5 METHOD OF THE STUDY

‘The study follows a quantitative research approach A Survey questionnaire is

designed for 162 second-year students at Marine Engine Department, VIMARU, who

have worked with two-thirds of the course-book fo evaluate the quality of the ESP course-book In addition, interviews are conducted with three USP teachers who have

been using the course-book te teach second-year students at VIMARU to gain additional information about the qualily of the course-book

1.6 DESIGN OF THE STUDY

There are three main parts in this study: introduction, development, and conclusion

The introduction provides the rationale, the aims, the research question, the scope, and design of the thesis

The development consisls o! three chapters

- Chapter 1, Literature Review, provides the relevant theories related to

textbook, course-book and material and course-book evaluation

- Chapter 2, Mothodology, introduces the context of the study and describes the methodology employed in the study, research procedures and the participants,

instruments and the research procedures

- Chapter 3, Data Analysis and Discussion, presents and diswusses the findings

1.3.6 Techmiques for course-book evaluation H

1.4, Previous studies on materials evaluation cssssssessssseenssieneenoee 14

2.2.1, An overview on Vietnam Maritime University and the Marine lingine

3.2.2, The course ke HH1 kg tr re 16

2.2.5, The ESP teachers ke HH1 kg tr re 19

CHAPTER 3: DATA ANAI.YSIS AND DISCUSSION

expecially in Vietnamese setting Ihe couse-book “Hnglish for Marine Engine Students and Ship’s Engineers” was designed for the second-year students at Marine

Engins Department VIMARU with the greatest effort of teachers of Fnghsh

Department ‘This course-book has been used for nearly 15 years, however, no research

on the course-book evaluation has been carried out to see how much it meets the

students’ needs For these above- mentioned reason, the researcher decided to choose

materials evaluation as the theme of this minor thesis titled as:

AN EVALUATION OF THE ESP COURSEBOOK FOR SECOND-YEAR

STUDENTS AT MARINE ENGINE DEPARTMENT VIETNAM MARITIME

UNIVERSITY (VIMARU)

1.2 AIMS OF THE STUDY

The paper aims at evaluating the course-book Hnglish for Marine Engine Students and Ship’s Engineers to see how far it is suitable to the second-year students

al the Marine Engine Department, VIMARU The spevific aims are:

¥ to evaluate the appropriateness of the material to the course requirements in

terms of aims, content, and methodology

Y Ww ofler some suggestions for further improvement of the coursc-book which is appropriate to the needs and expectations of the students

1.3 RESEARCH QUESTION

The following research question is raised for exploration

To what extent does the ESP course-book English for Marine Engine Students and Ship's Engineers at Marine Engine Department-VIMARU meet the course

requirements in lerms of aims, content, and methodology?

1.4, SCOPE OF THE STUDY

The ESP course is only for the second year students at VIMAR, thus the study focuses on the evaluation of the second year students at Marine Engine Department

VIMARU on ESP course-book currently used.

PART I: INTRODUCTION

1.1 RATIONALE

Tl gocs without saying thal English is by far the mosl popular language of all Since Vietnam began its apen-door policy, the English teaching and leaming has

strongly developed More and more people lear English in order lo have a better work

opportunity In Maritime field, English has been considered ‘the language of the sca!

This means English is the only language used by seafarers of all nationalities at sea and

this shows how important English is for seafarers

Vietnam Maritime University (VIMARU) has been the leading university in

maritime seation After graduating from VIMARU, the students of Navigation Department and students of Engine Department work not only on board domestic ships but also on board foreign ships sailing around the world Moreover, Vietmam is now a

member of WTO, Vietnamese seafarers will have golden opportunities to work on

Huropean ships for higher payment if their English is good enough Because of this, the VIMARU leaders always consider English to be a very important subject

A ship crew is divided into two departments: Deck depariment and Engine

department When they work on a ship, it means that they live and work in an

international environment English becomes their most important communication

instrument lo cany out their daily communication Espovially, engine orews work im the engine room and they need a good Linglish for their marine engine major so that they can operate all machinery on board well Tn other words, ESP (Fnglish for Specific Purposes) plays a fundamental role in the success of the marine-engine students’ future occupation if they are to work on board the ship

Tt can't be denied that materials in general and ESP materials in particular play

an important role in the process of language teaching and learning as appropriate

materials can stimulate effective teaching and learning Therefore, in order to have a successful language lcaching program, it is ttecossary to have good malorials,

Hutchinson and Waters (1993) and many other language evaluation experts agreed that evaluating a teaching material is a complicated process based on different

crieria such as audience, comlerl, physical appearance, cullural bias, needs

Llowever, because of the constraint of this kind of research, the researcher just focuses

on three criteria: aims, confent, and methodology

1.5 METHOD OF THE STUDY

‘The study follows a quantitative research approach A Survey questionnaire is

designed for 162 second-year students at Marine Engine Department, VIMARU, who

have worked with two-thirds of the course-book fo evaluate the quality of the ESP course-book In addition, interviews are conducted with three USP teachers who have

been using the course-book te teach second-year students at VIMARU to gain additional information about the qualily of the course-book

1.6 DESIGN OF THE STUDY

There are three main parts in this study: introduction, development, and conclusion

The introduction provides the rationale, the aims, the research question, the scope, and design of the thesis

The development consisls o! three chapters

- Chapter 1, Literature Review, provides the relevant theories related to

textbook, course-book and material and course-book evaluation

- Chapter 2, Mothodology, introduces the context of the study and describes the methodology employed in the study, research procedures and the participants,

instruments and the research procedures

- Chapter 3, Data Analysis and Discussion, presents and diswusses the findings

3.1.2, Learners” evaluation of the curent HSP course-book 2

3.1.5 Teachers’ views of LISP course-book cscs essen 36

3.2.1 The suitability of the course-book to the audience 38

3.2.4, The suitability of the course-book to the methodology 39

1, Summary of the study 45

3 Suggestions [or furthor rescarch 47

REFERENCE

APPENDIX 1 (Students questionnaure in English)

APPENDIX 2 (Students questionnaire in Vietnamese)

APPENDIX 3 (Teachers* views as stated in the interview)

APPENDIX 4 (Checklist for evaluating HSP materials by Hutchinson and waters) APPENDIX 5 (A sample of an original unit

vi

1.3.6 Techmiques for course-book evaluation H

1.4, Previous studies on materials evaluation cssssssessssseenssieneenoee 14

2.2.1, An overview on Vietnam Maritime University and the Marine lingine

3.2.2, The course ke HH1 kg tr re 16

2.2.5, The ESP teachers ke HH1 kg tr re 19

CHAPTER 3: DATA ANAI.YSIS AND DISCUSSION

LIST OF CHARTS, FUGURES, AND TABLES

Charl 1: Students’ levels of English

Chart 2: The aims of the material

Chart 3: The usefulness of tasks and exercises im skill development

Figure 1: Stages in the ESP process

Figure 2: The material evaluation process

Table 1: Students’ time of leaning English

Table 2: Students’ rariking of their purposes of learning ESP

Table 3: Students’ needs met by the HSP course-book

Table 4: Students’ attitude towards the content of the ESP course-hook

Table 5: Students’ attitude towards time allocation for ESP

‘Table 6: Students’ attitude towards vocabulary and grammar

Table 7: Students’ attitude towards language skills cavered

Table 8: Students’ attitude towards tasks and exercises

Table 9: Students’ satisfaction towards classroom activities

Table 10: Students’ suggestions

‘Table 11: Students’ opinions towards teacher’s use of language and the course-book

Table 12: Teachers’ views of corlcnt

Table 13 Teachers’ perceived limitations of the course-book

Table 15 Challenges to the students in using the courso-book as observed by teachers

‘Table 16: Teachers’ self-reported challenges in using the course-book

PART I: INTRODUCTION

1.1 RATIONALE

Tl gocs without saying thal English is by far the mosl popular language of all Since Vietnam began its apen-door policy, the English teaching and leaming has

strongly developed More and more people lear English in order lo have a better work

opportunity In Maritime field, English has been considered ‘the language of the sca!

This means English is the only language used by seafarers of all nationalities at sea and

this shows how important English is for seafarers

Vietnam Maritime University (VIMARU) has been the leading university in

maritime seation After graduating from VIMARU, the students of Navigation Department and students of Engine Department work not only on board domestic ships but also on board foreign ships sailing around the world Moreover, Vietmam is now a

member of WTO, Vietnamese seafarers will have golden opportunities to work on

Huropean ships for higher payment if their English is good enough Because of this, the VIMARU leaders always consider English to be a very important subject

A ship crew is divided into two departments: Deck depariment and Engine

department When they work on a ship, it means that they live and work in an

international environment English becomes their most important communication

instrument lo cany out their daily communication Espovially, engine orews work im the engine room and they need a good Linglish for their marine engine major so that they can operate all machinery on board well Tn other words, ESP (Fnglish for Specific Purposes) plays a fundamental role in the success of the marine-engine students’ future occupation if they are to work on board the ship

Tt can't be denied that materials in general and ESP materials in particular play

an important role in the process of language teaching and learning as appropriate

materials can stimulate effective teaching and learning Therefore, in order to have a successful language lcaching program, it is ttecossary to have good malorials,

LIST OF CHARTS, FUGURES, AND TABLES

Charl 1: Students’ levels of English

Chart 2: The aims of the material

Chart 3: The usefulness of tasks and exercises im skill development

Figure 1: Stages in the ESP process

Figure 2: The material evaluation process

Table 1: Students’ time of leaning English

Table 2: Students’ rariking of their purposes of learning ESP

Table 3: Students’ needs met by the HSP course-book

Table 4: Students’ attitude towards the content of the ESP course-hook

Table 5: Students’ attitude towards time allocation for ESP

‘Table 6: Students’ attitude towards vocabulary and grammar

Table 7: Students’ attitude towards language skills cavered

Table 8: Students’ attitude towards tasks and exercises

Table 9: Students’ satisfaction towards classroom activities

Table 10: Students’ suggestions

‘Table 11: Students’ opinions towards teacher’s use of language and the course-book

Table 12: Teachers’ views of corlcnt

Table 13 Teachers’ perceived limitations of the course-book

Table 15 Challenges to the students in using the courso-book as observed by teachers

‘Table 16: Teachers’ self-reported challenges in using the course-book