Luận văn challenges in teaching new textbook english 6 at a secondary school in rural area in hanoi

VY tt th Y H Ế MỜ TRAN THI HAT YEN CHALLENGES IN TEACHING NEW TEXTBOOK “ENGLISH 6” AT A SECONDARY SCHOGLIN RURAL AREA IN HANOI: A SURVEY STUDY Những thách thức trong việc dạy sách gi

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDLES

FACULTY OF POST-GRADUATE STUDIES

VY tt th Y H Ế MỜ

TRAN THI HAT YEN

CHALLENGES IN TEACHING NEW TEXTBOOK “ENGLISH 6” AT A

SECONDARY SCHOGLIN RURAL AREA IN HANOI: A SURVEY STUDY

(Những thách thức trong việc dạy sách giáo khoa Tiếng Anh 6 mới tại một

trường THCS ngoại é Ha Nội- một nghiên cứu khảo sát)

M.A MINOR PROGRAMME TIIESIS

Field: English Teaching Methodology Code: $140231,01

HANOI — 2019

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDLES

FACULTY OF POST-GRADUATE STUDIES

VY tt th Y H Ế MỜ

TRAN THI HAT YEN

CHALLENGES IN TEACHING NEW TEXTBOOK “ENGLISH 6” AT A

SECONDARY SCHOGLIN RURAL AREA IN HANOI: A SURVEY STUDY

(Những thách thức trong việc dạy sách giáo khoa Tiếng Anh 6 mới tại một

trường THCS ngoại é Ha Nội- một nghiên cứu khảo sát)

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology Code: $140231,01

Supervisor: Dr ‘Iran ‘Thi Thu Lien

HANOT - 2019

the text of the thesis

Approved by Signature

Tran Tin Hai Yen.

2.4, Data collection instrumenis and procodurq oceesoseeseeseseoe TẾ 2.4.1, Interviews ncsscssstsnisesseenesnoinenstntsnessieesnsiaenastrsiansinenseassneensenen TS 2.4.2 Questionnaires 19 2.4.3 Classroom observation sscssoisesninisnes sine snsieenestsiansinenseasseensenen 20 2.5 Data analysis n ốốốốốốốố 2.6 Chapter summary 20 CHAPTER 3: FLNDINGS AND DISCUSSION

3.1 Challenges faced by teachers in teaching new textbook “Ing

secondary school iu rural area of Hanoi 21

3.1.1.Challenges related to shtudanfs ác St t2 nem 3.1.2 Challenges related to teaching skills and language components 22

3.1.5 Challenges in teaching the new iexthook “English 6” compared with teaching

ACKNOWLEDGEMENTS

First of all, T would like to express my sincere thanks lo my thesis supervisor,

Dr ‘Tran ‘Thi Thu Hien for her appreciated advice, her gradual assistance and her usefull correction, without which 1 would find it difficult to fulfill my thesis

Tam grateful to my colleges al secondary school, who are enthusiastic to help me in my data collection process as well as a lot of students who are willing to become participants in my research and support me with valuable responses

Finally, T wish to appreciate my close frend, my classmates, my family who were supportive and helpful to give me necessary advices and stimulation during

my thesis completion.

1.1.3 Advantages and disadvantages of textbooks

1.2 Communicative language teaching (CL'!)

1.2.1 Definitions of CLT

1.2.2, Principles of CLT

1.2.3 Peculiarities of communicative methodology

1.2.4 CLT in Vietnamese leachirys context

1.3 Review of previous related studies

ABSTRACT

This research cmphasives on cxamining the challenges encountered by

English teachers in teaching the new Knglish textbook for 6" grade leamers at a

secondary school in nual area of Ilanoi, and comes up with essential recommendations for the issues For serving as the data sources of this study, three English teachers and 146 grade-6 students at the school have been surveyed and interviewed By triangulating data collected from 3 instruments namely interviews, questionnaires and classroom observalions, the challenges faced up with by English teachers were found out, including the learners’ poor studying habits, learners’ low level of English proficiency, time constraint, inadequacy of school facilities, shorleoming of supplementary Leaching materials, mmuovable classroom selling and large class size To get better teaching practice with the new textbook “Lnglish 6”,

the recommendations were proposed as an inevitable part of the study In other

words, variely of suggestions for holler leaching and using of the new textbook

“English 6” were proposed with regard to the authoritative, the teachers, the learners, anc the textbook designers

ii

LIST OF ABBREVIATION

CLT: Conmunicative Language Teaching

MOET: Ministry of Education and ‘raining,

CEPR: Common European Framework of Reference XFL: National Foreign Language

vi

ABSTRACT

This research cmphasives on cxamining the challenges encountered by

English teachers in teaching the new Knglish textbook for 6" grade leamers at a

secondary school in nual area of Ilanoi, and comes up with essential recommendations for the issues For serving as the data sources of this study, three English teachers and 146 grade-6 students at the school have been surveyed and interviewed By triangulating data collected from 3 instruments namely interviews, questionnaires and classroom observalions, the challenges faced up with by English teachers were found out, including the learners’ poor studying habits, learners’ low level of English proficiency, time constraint, inadequacy of school facilities, shorleoming of supplementary Leaching materials, mmuovable classroom selling and large class size To get better teaching practice with the new textbook “Lnglish 6”,

the recommendations were proposed as an inevitable part of the study In other

words, variely of suggestions for holler leaching and using of the new textbook

“English 6” were proposed with regard to the authoritative, the teachers, the learners, anc the textbook designers

ii

LIST OF ABBREVIATION

CLT: Conmunicative Language Teaching

MOET: Ministry of Education and ‘raining,

CEPR: Common European Framework of Reference XFL: National Foreign Language

vi

1.1.3 Advantages and disadvantages of textbooks

1.2 Communicative language teaching (CL'!)

1.2.1 Definitions of CLT

1.2.2, Principles of CLT

1.2.3 Peculiarities of communicative methodology

1.2.4 CLT in Vietnamese leachirys context

1.3 Review of previous related studies

ABSTRACT

This research cmphasives on cxamining the challenges encountered by

English teachers in teaching the new Knglish textbook for 6" grade leamers at a

secondary school in nual area of Ilanoi, and comes up with essential recommendations for the issues For serving as the data sources of this study, three English teachers and 146 grade-6 students at the school have been surveyed and interviewed By triangulating data collected from 3 instruments namely interviews, questionnaires and classroom observalions, the challenges faced up with by English teachers were found out, including the learners’ poor studying habits, learners’ low level of English proficiency, time constraint, inadequacy of school facilities, shorleoming of supplementary Leaching materials, mmuovable classroom selling and large class size To get better teaching practice with the new textbook “Lnglish 6”,

the recommendations were proposed as an inevitable part of the study In other

words, variely of suggestions for holler leaching and using of the new textbook

“English 6” were proposed with regard to the authoritative, the teachers, the learners, anc the textbook designers

ii

LIST OF TABLES AND FIGURES

Table 2.1 The lessons’ focus of the new textbook “English 6” 1Õ Table 2.2 The teachers’ background information .:.seuenseeseesmenaeeeneel 7 Figure 3.1 Studenis’ studying habits in Frighsh a

‘Table 3.1 Lessons ranked according to their levels of difficulty in teaching .22 Table 3.2 Skills ranked according to their degree of difficulty in teaching 23 Figure 3.2 Students’ challenges in studying listening skills 24 Virgure 3.3 Students’ challenges in studying speaking skilL 28 Firpure 3.4 Students’ challenges in studying reading skill 26

27

Figure 3.5, Studorits” challonges in studying wriling skill

Table 3.3 Language components ranked according to their level of difficulty in teaching - - - 28

vii

2.4, Data collection instrumenis and procodurq oceesoseeseeseseoe TẾ 2.4.1, Interviews ncsscssstsnisesseenesnoinenstntsnessieesnsiaenastrsiansinenseassneensenen TS 2.4.2 Questionnaires 19 2.4.3 Classroom observation sscssoisesninisnes sine snsieenestsiansinenseasseensenen 20 2.5 Data analysis n ốốốốốốốố 2.6 Chapter summary 20 CHAPTER 3: FLNDINGS AND DISCUSSION

3.1 Challenges faced by teachers in teaching new textbook “Ing

secondary school iu rural area of Hanoi 21

3.1.1.Challenges related to shtudanfs ác St t2 nem 3.1.2 Challenges related to teaching skills and language components 22

3.1.5 Challenges in teaching the new iexthook “English 6” compared with teaching

ACKNOWLEDGEMENTS

First of all, T would like to express my sincere thanks lo my thesis supervisor,

Dr ‘Tran ‘Thi Thu Hien for her appreciated advice, her gradual assistance and her usefull correction, without which 1 would find it difficult to fulfill my thesis

Tam grateful to my colleges al secondary school, who are enthusiastic to help me in my data collection process as well as a lot of students who are willing to become participants in my research and support me with valuable responses

Finally, T wish to appreciate my close frend, my classmates, my family who were supportive and helpful to give me necessary advices and stimulation during

my thesis completion.

LIST OF ABBREVIATION

CLT: Conmunicative Language Teaching

MOET: Ministry of Education and ‘raining,

CEPR: Common European Framework of Reference XFL: National Foreign Language

vi

1.1.3 Advantages and disadvantages of textbooks

1.2 Communicative language teaching (CL'!)

1.2.1 Definitions of CLT

1.2.2, Principles of CLT

1.2.3 Peculiarities of communicative methodology

1.2.4 CLT in Vietnamese leachirys context

1.3 Review of previous related studies

2.4, Data collection instrumenis and procodurq oceesoseeseeseseoe TẾ 2.4.1, Interviews ncsscssstsnisesseenesnoinenstntsnessieesnsiaenastrsiansinenseassneensenen TS 2.4.2 Questionnaires 19 2.4.3 Classroom observation sscssoisesninisnes sine snsieenestsiansinenseasseensenen 20 2.5 Data analysis n ốốốốốốốố 2.6 Chapter summary 20 CHAPTER 3: FLNDINGS AND DISCUSSION

3.1 Challenges faced by teachers in teaching new textbook “Ing

secondary school iu rural area of Hanoi 21

3.1.1.Challenges related to shtudanfs ác St t2 nem 3.1.2 Challenges related to teaching skills and language components 22

3.1.5 Challenges in teaching the new iexthook “English 6” compared with teaching

PART A: INTRODUCTION:

1 Rationale

With the purpose of enhancing Knglish communicative competence

effectively among Vietnamese youth, the National Foreign Language (NFL) project

has been issued since the year of 2008 To satisfy the objectives set in the NFL project, the need of reformulating English teaching and learning scrves as a requirement As a result, since 2012, the series of English textbooks from grade 3 to grade 12 has been published and piloted in a number of Vietnamese institutions The new textbook series has been designed alier the communicative approach with the hape of developing communicative competence of the learners This is considered a remarkable change from the former textbook series which also worked

wilh 4 skills bul let teachers tend Lo foeus more on grammar Sines the series of the

new textbooks has been piloted in several schools in Vietnam, most of teachers who teach the books in this series held positive attitude on the books’ design, content and

the book approach Tn addition, English teachers are encouraged to lake part in

training courses in new teaching methodology to adapt themselves well with the

expected (eachiny and leaning approach of the new lextbooks

Beside the positive features of the new textbooks recagnized by most of

English teachers, the new textbook requires the English teachers a lot of effort to

cover all its aspects with expected method within the time bound Being a teacher

who has used the new textbook “Iinglish 6” in teaching for 2 years, the researcher realized that English teachers faced a number of challenges in teaching the new

textbook with the expected teaching method For that reason, the study is carried out

with the purpose of revealing the challenges that English teachers face up with in leaching the new English loxlbouks “English 6” al a secondary school in rural area

of Ianoi, and come up with possible suggestions to solve the stated difficulties

2 Objectives of the study

Tho interrelated objectives of the study arc indentilying the challenges thal

teachers have faced up with in teaching new textbook “ Inglish 6” issued by

2.4, Data collection instrumenis and procodurq oceesoseeseeseseoe TẾ 2.4.1, Interviews ncsscssstsnisesseenesnoinenstntsnessieesnsiaenastrsiansinenseassneensenen TS 2.4.2 Questionnaires 19 2.4.3 Classroom observation sscssoisesninisnes sine snsieenestsiansinenseasseensenen 20 2.5 Data analysis n ốốốốốốốố 2.6 Chapter summary 20 CHAPTER 3: FLNDINGS AND DISCUSSION

3.1 Challenges faced by teachers in teaching new textbook “Ing

secondary school iu rural area of Hanoi 21

3.1.1.Challenges related to shtudanfs ác St t2 nem 3.1.2 Challenges related to teaching skills and language components 22

3.1.5 Challenges in teaching the new iexthook “English 6” compared with teaching

1.1.3 Advantages and disadvantages of textbooks

1.2 Communicative language teaching (CL'!)

1.2.1 Definitions of CLT

1.2.2, Principles of CLT

1.2.3 Peculiarities of communicative methodology

1.2.4 CLT in Vietnamese leachirys context

1.3 Review of previous related studies

PART A: INTRODUCTION:

1 Rationale

With the purpose of enhancing Knglish communicative competence

effectively among Vietnamese youth, the National Foreign Language (NFL) project

has been issued since the year of 2008 To satisfy the objectives set in the NFL project, the need of reformulating English teaching and learning scrves as a requirement As a result, since 2012, the series of English textbooks from grade 3 to grade 12 has been published and piloted in a number of Vietnamese institutions The new textbook series has been designed alier the communicative approach with the hape of developing communicative competence of the learners This is considered a remarkable change from the former textbook series which also worked

wilh 4 skills bul let teachers tend Lo foeus more on grammar Sines the series of the

new textbooks has been piloted in several schools in Vietnam, most of teachers who teach the books in this series held positive attitude on the books’ design, content and

the book approach Tn addition, English teachers are encouraged to lake part in

training courses in new teaching methodology to adapt themselves well with the

expected (eachiny and leaning approach of the new lextbooks

Beside the positive features of the new textbooks recagnized by most of

English teachers, the new textbook requires the English teachers a lot of effort to

cover all its aspects with expected method within the time bound Being a teacher

who has used the new textbook “Iinglish 6” in teaching for 2 years, the researcher realized that English teachers faced a number of challenges in teaching the new

textbook with the expected teaching method For that reason, the study is carried out

with the purpose of revealing the challenges that English teachers face up with in leaching the new English loxlbouks “English 6” al a secondary school in rural area

of Ianoi, and come up with possible suggestions to solve the stated difficulties

2 Objectives of the study

Tho interrelated objectives of the study arc indentilying the challenges thal

teachers have faced up with in teaching new textbook “ Inglish 6” issued by

LIST OF TABLES AND FIGURES

Table 2.1 The lessons’ focus of the new textbook “English 6” 1Õ Table 2.2 The teachers’ background information .:.seuenseeseesmenaeeeneel 7 Figure 3.1 Studenis’ studying habits in Frighsh a

‘Table 3.1 Lessons ranked according to their levels of difficulty in teaching .22 Table 3.2 Skills ranked according to their degree of difficulty in teaching 23 Figure 3.2 Students’ challenges in studying listening skills 24 Virgure 3.3 Students’ challenges in studying speaking skilL 28 Firpure 3.4 Students’ challenges in studying reading skill 26

27

Figure 3.5, Studorits” challonges in studying wriling skill

Table 3.3 Language components ranked according to their level of difficulty in teaching - - - 28

vii

1.1.3 Advantages and disadvantages of textbooks

1.2 Communicative language teaching (CL'!)

1.2.1 Definitions of CLT

1.2.2, Principles of CLT

1.2.3 Peculiarities of communicative methodology

1.2.4 CLT in Vietnamese leachirys context

1.3 Review of previous related studies

LIST OF TABLES AND FIGURES

Table 2.1 The lessons’ focus of the new textbook “English 6” 1Õ Table 2.2 The teachers’ background information .:.seuenseeseesmenaeeeneel 7 Figure 3.1 Studenis’ studying habits in Frighsh a

‘Table 3.1 Lessons ranked according to their levels of difficulty in teaching .22 Table 3.2 Skills ranked according to their degree of difficulty in teaching 23 Figure 3.2 Students’ challenges in studying listening skills 24 Virgure 3.3 Students’ challenges in studying speaking skilL 28 Firpure 3.4 Students’ challenges in studying reading skill 26

27

Figure 3.5, Studorits” challonges in studying wriling skill

Table 3.3 Language components ranked according to their level of difficulty in teaching - - - 28

vii

ACKNOWLEDGEMENTS

First of all, T would like to express my sincere thanks lo my thesis supervisor,

Dr ‘Tran ‘Thi Thu Hien for her appreciated advice, her gradual assistance and her usefull correction, without which 1 would find it difficult to fulfill my thesis

Tam grateful to my colleges al secondary school, who are enthusiastic to help me in my data collection process as well as a lot of students who are willing to become participants in my research and support me with valuable responses

Finally, T wish to appreciate my close frend, my classmates, my family who were supportive and helpful to give me necessary advices and stimulation during

my thesis completion.

PART A: INTRODUCTION:

1 Rationale

With the purpose of enhancing Knglish communicative competence

effectively among Vietnamese youth, the National Foreign Language (NFL) project

has been issued since the year of 2008 To satisfy the objectives set in the NFL project, the need of reformulating English teaching and learning scrves as a requirement As a result, since 2012, the series of English textbooks from grade 3 to grade 12 has been published and piloted in a number of Vietnamese institutions The new textbook series has been designed alier the communicative approach with the hape of developing communicative competence of the learners This is considered a remarkable change from the former textbook series which also worked

wilh 4 skills bul let teachers tend Lo foeus more on grammar Sines the series of the

new textbooks has been piloted in several schools in Vietnam, most of teachers who teach the books in this series held positive attitude on the books’ design, content and

the book approach Tn addition, English teachers are encouraged to lake part in

training courses in new teaching methodology to adapt themselves well with the

expected (eachiny and leaning approach of the new lextbooks

Beside the positive features of the new textbooks recagnized by most of

English teachers, the new textbook requires the English teachers a lot of effort to

cover all its aspects with expected method within the time bound Being a teacher

who has used the new textbook “Iinglish 6” in teaching for 2 years, the researcher realized that English teachers faced a number of challenges in teaching the new

textbook with the expected teaching method For that reason, the study is carried out

with the purpose of revealing the challenges that English teachers face up with in leaching the new English loxlbouks “English 6” al a secondary school in rural area

of Ianoi, and come up with possible suggestions to solve the stated difficulties

2 Objectives of the study

Tho interrelated objectives of the study arc indentilying the challenges thal

teachers have faced up with in teaching new textbook “ Inglish 6” issued by

ABSTRACT

This research cmphasives on cxamining the challenges encountered by

English teachers in teaching the new Knglish textbook for 6" grade leamers at a

secondary school in nual area of Ilanoi, and comes up with essential recommendations for the issues For serving as the data sources of this study, three English teachers and 146 grade-6 students at the school have been surveyed and interviewed By triangulating data collected from 3 instruments namely interviews, questionnaires and classroom observalions, the challenges faced up with by English teachers were found out, including the learners’ poor studying habits, learners’ low level of English proficiency, time constraint, inadequacy of school facilities, shorleoming of supplementary Leaching materials, mmuovable classroom selling and large class size To get better teaching practice with the new textbook “Lnglish 6”,

the recommendations were proposed as an inevitable part of the study In other

words, variely of suggestions for holler leaching and using of the new textbook

“English 6” were proposed with regard to the authoritative, the teachers, the learners, anc the textbook designers

ii

ACKNOWLEDGEMENTS

First of all, T would like to express my sincere thanks lo my thesis supervisor,

Dr ‘Tran ‘Thi Thu Hien for her appreciated advice, her gradual assistance and her usefull correction, without which 1 would find it difficult to fulfill my thesis

Tam grateful to my colleges al secondary school, who are enthusiastic to help me in my data collection process as well as a lot of students who are willing to become participants in my research and support me with valuable responses

Finally, T wish to appreciate my close frend, my classmates, my family who were supportive and helpful to give me necessary advices and stimulation during

my thesis completion.

2.4, Data collection instrumenis and procodurq oceesoseeseeseseoe TẾ 2.4.1, Interviews ncsscssstsnisesseenesnoinenstntsnessieesnsiaenastrsiansinenseassneensenen TS 2.4.2 Questionnaires 19 2.4.3 Classroom observation sscssoisesninisnes sine snsieenestsiansinenseasseensenen 20 2.5 Data analysis n ốốốốốốốố 2.6 Chapter summary 20 CHAPTER 3: FLNDINGS AND DISCUSSION

3.1 Challenges faced by teachers in teaching new textbook “Ing

secondary school iu rural area of Hanoi 21

3.1.1.Challenges related to shtudanfs ác St t2 nem 3.1.2 Challenges related to teaching skills and language components 22

3.1.5 Challenges in teaching the new iexthook “English 6” compared with teaching

ABSTRACT

This research cmphasives on cxamining the challenges encountered by

English teachers in teaching the new Knglish textbook for 6" grade leamers at a

secondary school in nual area of Ilanoi, and comes up with essential recommendations for the issues For serving as the data sources of this study, three English teachers and 146 grade-6 students at the school have been surveyed and interviewed By triangulating data collected from 3 instruments namely interviews, questionnaires and classroom observalions, the challenges faced up with by English teachers were found out, including the learners’ poor studying habits, learners’ low level of English proficiency, time constraint, inadequacy of school facilities, shorleoming of supplementary Leaching materials, mmuovable classroom selling and large class size To get better teaching practice with the new textbook “Lnglish 6”,

the recommendations were proposed as an inevitable part of the study In other

words, variely of suggestions for holler leaching and using of the new textbook

“English 6” were proposed with regard to the authoritative, the teachers, the learners, anc the textbook designers

ii

PART A: INTRODUCTION:

1 Rationale

With the purpose of enhancing Knglish communicative competence

effectively among Vietnamese youth, the National Foreign Language (NFL) project

has been issued since the year of 2008 To satisfy the objectives set in the NFL project, the need of reformulating English teaching and learning scrves as a requirement As a result, since 2012, the series of English textbooks from grade 3 to grade 12 has been published and piloted in a number of Vietnamese institutions The new textbook series has been designed alier the communicative approach with the hape of developing communicative competence of the learners This is considered a remarkable change from the former textbook series which also worked

wilh 4 skills bul let teachers tend Lo foeus more on grammar Sines the series of the

new textbooks has been piloted in several schools in Vietnam, most of teachers who teach the books in this series held positive attitude on the books’ design, content and

the book approach Tn addition, English teachers are encouraged to lake part in

training courses in new teaching methodology to adapt themselves well with the

expected (eachiny and leaning approach of the new lextbooks

Beside the positive features of the new textbooks recagnized by most of

English teachers, the new textbook requires the English teachers a lot of effort to

cover all its aspects with expected method within the time bound Being a teacher

who has used the new textbook “Iinglish 6” in teaching for 2 years, the researcher realized that English teachers faced a number of challenges in teaching the new

textbook with the expected teaching method For that reason, the study is carried out

with the purpose of revealing the challenges that English teachers face up with in leaching the new English loxlbouks “English 6” al a secondary school in rural area

of Ianoi, and come up with possible suggestions to solve the stated difficulties

2 Objectives of the study

Tho interrelated objectives of the study arc indentilying the challenges thal

teachers have faced up with in teaching new textbook “ Inglish 6” issued by

LIST OF TABLES AND FIGURES

Table 2.1 The lessons’ focus of the new textbook “English 6” 1Õ Table 2.2 The teachers’ background information .:.seuenseeseesmenaeeeneel 7 Figure 3.1 Studenis’ studying habits in Frighsh a

‘Table 3.1 Lessons ranked according to their levels of difficulty in teaching .22 Table 3.2 Skills ranked according to their degree of difficulty in teaching 23 Figure 3.2 Students’ challenges in studying listening skills 24 Virgure 3.3 Students’ challenges in studying speaking skilL 28 Firpure 3.4 Students’ challenges in studying reading skill 26

27

Figure 3.5, Studorits” challonges in studying wriling skill

Table 3.3 Language components ranked according to their level of difficulty in teaching - - - 28

vii

1.1.3 Advantages and disadvantages of textbooks

1.2 Communicative language teaching (CL'!)

1.2.1 Definitions of CLT

1.2.2, Principles of CLT

1.2.3 Peculiarities of communicative methodology

1.2.4 CLT in Vietnamese leachirys context

1.3 Review of previous related studies

PART A: INTRODUCTION:

1 Rationale

With the purpose of enhancing Knglish communicative competence

effectively among Vietnamese youth, the National Foreign Language (NFL) project

has been issued since the year of 2008 To satisfy the objectives set in the NFL project, the need of reformulating English teaching and learning scrves as a requirement As a result, since 2012, the series of English textbooks from grade 3 to grade 12 has been published and piloted in a number of Vietnamese institutions The new textbook series has been designed alier the communicative approach with the hape of developing communicative competence of the learners This is considered a remarkable change from the former textbook series which also worked

wilh 4 skills bul let teachers tend Lo foeus more on grammar Sines the series of the

new textbooks has been piloted in several schools in Vietnam, most of teachers who teach the books in this series held positive attitude on the books’ design, content and

the book approach Tn addition, English teachers are encouraged to lake part in

training courses in new teaching methodology to adapt themselves well with the

expected (eachiny and leaning approach of the new lextbooks

Beside the positive features of the new textbooks recagnized by most of

English teachers, the new textbook requires the English teachers a lot of effort to

cover all its aspects with expected method within the time bound Being a teacher

who has used the new textbook “Iinglish 6” in teaching for 2 years, the researcher realized that English teachers faced a number of challenges in teaching the new

textbook with the expected teaching method For that reason, the study is carried out

with the purpose of revealing the challenges that English teachers face up with in leaching the new English loxlbouks “English 6” al a secondary school in rural area

of Ianoi, and come up with possible suggestions to solve the stated difficulties

2 Objectives of the study

Tho interrelated objectives of the study arc indentilying the challenges thal

teachers have faced up with in teaching new textbook “ Inglish 6” issued by

LIST OF ABBREVIATION

CLT: Conmunicative Language Teaching

MOET: Ministry of Education and ‘raining,

CEPR: Common European Framework of Reference XFL: National Foreign Language

vi

2.4, Data collection instrumenis and procodurq oceesoseeseeseseoe TẾ 2.4.1, Interviews ncsscssstsnisesseenesnoinenstntsnessieesnsiaenastrsiansinenseassneensenen TS 2.4.2 Questionnaires 19 2.4.3 Classroom observation sscssoisesninisnes sine snsieenestsiansinenseasseensenen 20 2.5 Data analysis n ốốốốốốốố 2.6 Chapter summary 20 CHAPTER 3: FLNDINGS AND DISCUSSION

3.1 Challenges faced by teachers in teaching new textbook “Ing

secondary school iu rural area of Hanoi 21

3.1.1.Challenges related to shtudanfs ác St t2 nem 3.1.2 Challenges related to teaching skills and language components 22

3.1.5 Challenges in teaching the new iexthook “English 6” compared with teaching