Luận văn an evaluation of the coursebook english for pharmaceutical course for the second year students at văn hiến medical and pharmaceutical school

Aims of the study This study is to evaluate the ESP material “English for pharmaceutical course” to determine how the material satisfies the requirements in terms of aims, content and

AN EVALUATION OF THE COURSEBOOK

“ENGLISH FOR PHARMACEUTICAL COURSE”

FOR THE SECOND - YEAR STUDENTS AT VAN HIEN MEDICAL

AND PHARMACEUTICAL SCHOOL

(Đánh giá giáo trinh “English for pharmaceutical course” danh cho sinh

viên năm thứ hai Trưởng Trung cấp Y, Dược Văn Hiến)

M.A PROGRAM PROGRAMME THESIS

PFLELD: ENGLISH LANGUAGE TEACHING METHODOLOGY CODE: 601410

HA NOT- 2013

AN EVALUATION OF THE COURSEBOOK

“ENGLISII FOR PIIARMACEUTICAL COURSE”

FOR THE SECOND - YEAR STUDENTS AT VAN HIEN MEDICAL

AND PHARMACEUTICAL SCHOOL,

(Đánh giá giáo trinh “English for pharmaceutical course” đành cha sinh

viên năm thứ hai Irường Trung cấp Y, Dược Văn Hiến)

M.A PROGRAM PROGRAMME THESIS

FIELD: ENGLISH LANGUAGE TEACHING METHODOLOGY CODE: 601410

SUPERVISOR: Dr NGO ATU HOANG

DA NOL - 2013

English Language Teaching

English for Specific Purposes

- [Hanoi University of ‘Technology

PARTA INTRODUCTION

In park A, T will introduce ralionale, aims, significance, scope and organization of the study

1 Rationale of the study

English has been the main language of intemational communication which

has become an integral part of most modern professions Along with this trend, branch of English Language Teaching (ELT) — English for Specific Purposes (BSP)

has been focused on more Harding (2007: 6) puts it: “in ESP — English for Specific

Purposes the purpose for learning the language is paramount and relates directly

to what the leamer needs to do in their vacation or job”

ESP material for pharmaceutical students at Van Hien School is designed Lo

help students get effective knowledge related to their job in the future This material

has been introduced to students since 2009 It has been officially used as the core

inalerial for the students of Pharmacy al Vari Hien School English is a compulsory subject at this school Knglish course for pharmaceutical students is divided into two

slages The first slage consists 60 class hours of general English with the

courscbook Headway Elementary written by Liz and John Soars (2000) And in the

second part (the third semester), they have 30 class hours of USP with Linglish for Pharmacy It was designed by two first teachers but they moved ta other school

This material contains 25 units Hach unit includes one reading text and pronunciation of new words The reading text introduces the theme of unit related to

pharmacy The secand one is the list of new words with pronunciation

Teachers and students feel dissatisfactions with this material because of many reasons Until now, no research on the course baok evaluation has been cared out to examine how well the material being im use match the course

requirements in terms of aims, content and methodology And based on those reasons, the researcher decides to evaluate this material named “English for

pharmaceutical course” with Ihe hope thal ik will help lo improve the materia!’s

vil

1.3.6 Criteria for Materials Evaluation

1.4, Rescarch instruments in materials evaluation

3.1 The results from the evaluation of aims

3.1.1 Aims of the course

quality and get better learning cfficiency as well as stimulate students’ interest in language learning to meet the students’ needs and the course requirements

2 Aims of the study

This study is to evaluate the ESP material “English for pharmaceutical

course” to determine how the material satisfies the requirements in terms of aims,

content and methodology and what the material effects on students From the

evaluation, some suggestions for using the material will be shown to change and

improve the effectiveness of the material for the better use

This study aims al answering the follawing questions:

1 What effects does the material “Lnglish for pharmaceutical course” have on students in terms of aims, content and methodology?

2 Whal are students and Leachers’ altitudes Lowards this matcrial?

3 Significance of the study

The findings of the study are expected to be useful not only to the researcher,

the English teachers who are caching Fnglish but alsa to the sccond year

pharmaceutical students at Van Hien Intermediate School Besides, the evaluation

tesulls will show the suitability and unsuitability of the ESP material in use, so thal

the roscarcher will make some suggestions to improve the material to be better use

in the nearest time

4 Scope of the study

In textbook and evaluation, many criteria need to be examined like layout,

cultural bias, audience, aims, content, methodology, and so on Ilowever, because

of limited time, the researcher bases on the Hutchinson and Waters’ (1987) criteria

for evaluation with focus on the three following criteria: aims of the material,

content of the material (in term of language points covered, skills, text types, and

topics), and methodology (im terms of types of Lasks and exercises, and Leaching -

learning techniques) And the researcher only investigates the attitude of the second year pharmaceutical students and English teachers at Van Hien Intermediate School

based on their feedback.

5 Organization of the study

The sludy is orgamad into lwo parls ax follows:

Part A discusses about rationale, aims, significance, scope and organization

of the study

Part B, development, the main part in this study, consists of four chapters

Chapter 1 presents a review of literate of this study and theoretical

background about materials and materials evaluation Previous studies are presented

first This chapter 1s concentraled on the issues relaled to ELT material evaluation

including the roles and types of materials in language ‘hen, it presents major issues

in materials evaluation such as: definitions, reasons, types, principles, models as

well as crilcria of materials evaluation The chapter ends with research mslruments:

in materials evaluation

Chapter 2 describes the choices of methodology adopted in the study, the

dala collection instruments, the subjects as well as the dala collection procedures

Chapter 3 presents the results of the study and the discussion of those results,

data analysis ard the firslmgs of the study, poimting out Lhe strengths and

weaknesses of the material

Chapter 4 shows recommendations of the study, the limitations of the study, suggestions for further study and conclusion of the study

quality and get better learning cfficiency as well as stimulate students’ interest in language learning to meet the students’ needs and the course requirements

2 Aims of the study

This study is to evaluate the ESP material “English for pharmaceutical

course” to determine how the material satisfies the requirements in terms of aims,

content and methodology and what the material effects on students From the

evaluation, some suggestions for using the material will be shown to change and

improve the effectiveness of the material for the better use

This study aims al answering the follawing questions:

1 What effects does the material “Lnglish for pharmaceutical course” have on students in terms of aims, content and methodology?

2 Whal are students and Leachers’ altitudes Lowards this matcrial?

3 Significance of the study

The findings of the study are expected to be useful not only to the researcher,

the English teachers who are caching Fnglish but alsa to the sccond year

pharmaceutical students at Van Hien Intermediate School Besides, the evaluation

tesulls will show the suitability and unsuitability of the ESP material in use, so thal

the roscarcher will make some suggestions to improve the material to be better use

in the nearest time

4 Scope of the study

In textbook and evaluation, many criteria need to be examined like layout,

cultural bias, audience, aims, content, methodology, and so on Ilowever, because

of limited time, the researcher bases on the Hutchinson and Waters’ (1987) criteria

for evaluation with focus on the three following criteria: aims of the material,

content of the material (in term of language points covered, skills, text types, and

topics), and methodology (im terms of types of Lasks and exercises, and Leaching -

learning techniques) And the researcher only investigates the attitude of the second year pharmaceutical students and English teachers at Van Hien Intermediate School

based on their feedback.

3.3.2.3 Language points and tokE fyPQS cào dc ccc c3

3.2.2.3 TopICs khe "— « " SD 3.3 Results from the evaluation of the methodology

CITAPTER 4: RECOMMENDATIONS AND CONCLUSTO!

4.1, Recommendations for the material improvement

4.2 Limitations of the study and suggestions for further study

Appendix 2: Questionnaire for students

Appendix 3: Questionnaire for teachers Appendix 4: A sample unit

quality and get better learning cfficiency as well as stimulate students’ interest in language learning to meet the students’ needs and the course requirements

2 Aims of the study

This study is to evaluate the ESP material “English for pharmaceutical

course” to determine how the material satisfies the requirements in terms of aims,

content and methodology and what the material effects on students From the

evaluation, some suggestions for using the material will be shown to change and

improve the effectiveness of the material for the better use

This study aims al answering the follawing questions:

1 What effects does the material “Lnglish for pharmaceutical course” have on students in terms of aims, content and methodology?

2 Whal are students and Leachers’ altitudes Lowards this matcrial?

3 Significance of the study

The findings of the study are expected to be useful not only to the researcher,

the English teachers who are caching Fnglish but alsa to the sccond year

pharmaceutical students at Van Hien Intermediate School Besides, the evaluation

tesulls will show the suitability and unsuitability of the ESP material in use, so thal

the roscarcher will make some suggestions to improve the material to be better use

in the nearest time

4 Scope of the study

In textbook and evaluation, many criteria need to be examined like layout,

cultural bias, audience, aims, content, methodology, and so on Ilowever, because

of limited time, the researcher bases on the Hutchinson and Waters’ (1987) criteria

for evaluation with focus on the three following criteria: aims of the material,

content of the material (in term of language points covered, skills, text types, and

topics), and methodology (im terms of types of Lasks and exercises, and Leaching -

learning techniques) And the researcher only investigates the attitude of the second year pharmaceutical students and English teachers at Van Hien Intermediate School

based on their feedback.

quality and get better learning cfficiency as well as stimulate students’ interest in language learning to meet the students’ needs and the course requirements

2 Aims of the study

This study is to evaluate the ESP material “English for pharmaceutical

course” to determine how the material satisfies the requirements in terms of aims,

content and methodology and what the material effects on students From the

evaluation, some suggestions for using the material will be shown to change and

improve the effectiveness of the material for the better use

This study aims al answering the follawing questions:

1 What effects does the material “Lnglish for pharmaceutical course” have on students in terms of aims, content and methodology?

2 Whal are students and Leachers’ altitudes Lowards this matcrial?

3 Significance of the study

The findings of the study are expected to be useful not only to the researcher,

the English teachers who are caching Fnglish but alsa to the sccond year

pharmaceutical students at Van Hien Intermediate School Besides, the evaluation

tesulls will show the suitability and unsuitability of the ESP material in use, so thal

the roscarcher will make some suggestions to improve the material to be better use

in the nearest time

4 Scope of the study

In textbook and evaluation, many criteria need to be examined like layout,

cultural bias, audience, aims, content, methodology, and so on Ilowever, because

of limited time, the researcher bases on the Hutchinson and Waters’ (1987) criteria

for evaluation with focus on the three following criteria: aims of the material,

content of the material (in term of language points covered, skills, text types, and

topics), and methodology (im terms of types of Lasks and exercises, and Leaching -

learning techniques) And the researcher only investigates the attitude of the second year pharmaceutical students and English teachers at Van Hien Intermediate School

based on their feedback.

3.3.2.3 Language points and tokE fyPQS cào dc ccc c3

3.2.2.3 TopICs khe "— « " SD 3.3 Results from the evaluation of the methodology

CITAPTER 4: RECOMMENDATIONS AND CONCLUSTO!

4.1, Recommendations for the material improvement

4.2 Limitations of the study and suggestions for further study

Appendix 2: Questionnaire for students

Appendix 3: Questionnaire for teachers Appendix 4: A sample unit

LIST OF FIGURES AND TABLES Figures

Figure 1; Materials Evaluation Process of Hutchinson aud Waters (1987)

Figure 2: Materials valuation Model of McDonough and Shaw (1993)

Tables

Table 1: Types of information in the teachers and students’ questionnaires

Table 2A: The teachers’ opinions aboul the aims of the materials ( Q1 - 6)

Table 2B: The students’ opinions about the aims of the materials ( Q1 - 6)

Table 3A: Students’ opinions on the skills of the material ( Q7 - 11)

Table 3B: Teachers’ oprmons on the skills of the matenat ( Q7 - 11)

‘Table 4A: Students’ opinions on the language points and text types of the material

(G12-16)

Table 4B: Teachers’ opinions on the language points and text types of the material

(Q12-16) Table 5A: Students’ opinions on the topics of the material ( Q17 - 20)

‘Table 5B: Teachers’ opinions on the topics of the material ( Q1 7 - 20)

Table 6A: Students’ opinions on the tasks/exercises of the material (Q20 - 25)

Table 6B: Teachers’ opinions on the tasks/exercises of the material (Q20 - 25)

‘Table 7A: Students’ opinions on the teaching - learning techniques of the material

(Q25 - 30)

Table 7B: Students’ opimons on the teaching - learning techniques of the rualsrial

(25 - 30)

3.3.2.3 Language points and tokE fyPQS cào dc ccc c3

3.2.2.3 TopICs khe "— « " SD 3.3 Results from the evaluation of the methodology

CITAPTER 4: RECOMMENDATIONS AND CONCLUSTO!

4.1, Recommendations for the material improvement

4.2 Limitations of the study and suggestions for further study

Appendix 2: Questionnaire for students

Appendix 3: Questionnaire for teachers Appendix 4: A sample unit

vi

TABLE OF CONTENTS

Page

PART A: INTRODUCTION

1.Background and Rationale of the study

2 Aims of the study

3 Significance of the study

4 Scope of the stuiy

1.3.1 Defrntions of Malerials Bvaluatioru 11

1.3.2 Reasons of Materials Evaluation — — 12

1.3.3 Types of Materials Evaluation 13 1.3.4 Principles of Materials Evaluation 14 1.3.5 Models of Materials Evaluation ke ke 7Ö 14 1.3.5.1 Evaluation by Hutchinson and Waters (1987) 14 1.3.5.2 Evaluation by McDonough and Shaw (1993) - eo DE

1.3.5.3 Evaluation by Hllis (1997) cscs esrsseesscseeeetseneetetenr need’

PARTA INTRODUCTION

In park A, T will introduce ralionale, aims, significance, scope and organization of the study

1 Rationale of the study

English has been the main language of intemational communication which

has become an integral part of most modern professions Along with this trend, branch of English Language Teaching (ELT) — English for Specific Purposes (BSP)

has been focused on more Harding (2007: 6) puts it: “in ESP — English for Specific

Purposes the purpose for learning the language is paramount and relates directly

to what the leamer needs to do in their vacation or job”

ESP material for pharmaceutical students at Van Hien School is designed Lo

help students get effective knowledge related to their job in the future This material

has been introduced to students since 2009 It has been officially used as the core

inalerial for the students of Pharmacy al Vari Hien School English is a compulsory subject at this school Knglish course for pharmaceutical students is divided into two

slages The first slage consists 60 class hours of general English with the

courscbook Headway Elementary written by Liz and John Soars (2000) And in the

second part (the third semester), they have 30 class hours of USP with Linglish for Pharmacy It was designed by two first teachers but they moved ta other school

This material contains 25 units Hach unit includes one reading text and pronunciation of new words The reading text introduces the theme of unit related to

pharmacy The secand one is the list of new words with pronunciation

Teachers and students feel dissatisfactions with this material because of many reasons Until now, no research on the course baok evaluation has been cared out to examine how well the material being im use match the course

requirements in terms of aims, content and methodology And based on those reasons, the researcher decides to evaluate this material named “English for

pharmaceutical course” with Ihe hope thal ik will help lo improve the materia!’s

vi

TABLE OF CONTENTS

Page

PART A: INTRODUCTION

1.Background and Rationale of the study

2 Aims of the study

3 Significance of the study

4 Scope of the stuiy

1.3.1 Defrntions of Malerials Bvaluatioru 11

1.3.2 Reasons of Materials Evaluation — — 12

1.3.3 Types of Materials Evaluation 13 1.3.4 Principles of Materials Evaluation 14 1.3.5 Models of Materials Evaluation ke ke 7Ö 14 1.3.5.1 Evaluation by Hutchinson and Waters (1987) 14 1.3.5.2 Evaluation by McDonough and Shaw (1993) - eo DE

1.3.5.3 Evaluation by Hllis (1997) cscs esrsseesscseeeetseneetetenr need’

vi

TABLE OF CONTENTS

Page

PART A: INTRODUCTION

1.Background and Rationale of the study

2 Aims of the study

3 Significance of the study

4 Scope of the stuiy

1.3.1 Defrntions of Malerials Bvaluatioru 11

1.3.2 Reasons of Materials Evaluation — — 12

1.3.3 Types of Materials Evaluation 13 1.3.4 Principles of Materials Evaluation 14 1.3.5 Models of Materials Evaluation ke ke 7Ö 14 1.3.5.1 Evaluation by Hutchinson and Waters (1987) 14 1.3.5.2 Evaluation by McDonough and Shaw (1993) - eo DE

1.3.5.3 Evaluation by Hllis (1997) cscs esrsseesscseeeetseneetetenr need’

5 Organization of the study

The sludy is orgamad into lwo parls ax follows:

Part A discusses about rationale, aims, significance, scope and organization

of the study

Part B, development, the main part in this study, consists of four chapters

Chapter 1 presents a review of literate of this study and theoretical

background about materials and materials evaluation Previous studies are presented

first This chapter 1s concentraled on the issues relaled to ELT material evaluation

including the roles and types of materials in language ‘hen, it presents major issues

in materials evaluation such as: definitions, reasons, types, principles, models as

well as crilcria of materials evaluation The chapter ends with research mslruments:

in materials evaluation

Chapter 2 describes the choices of methodology adopted in the study, the

dala collection instruments, the subjects as well as the dala collection procedures

Chapter 3 presents the results of the study and the discussion of those results,

data analysis ard the firslmgs of the study, poimting out Lhe strengths and

weaknesses of the material

Chapter 4 shows recommendations of the study, the limitations of the study, suggestions for further study and conclusion of the study

LIST OF FIGURES AND TABLES Figures

Figure 1; Materials Evaluation Process of Hutchinson aud Waters (1987)

Figure 2: Materials valuation Model of McDonough and Shaw (1993)

Tables

Table 1: Types of information in the teachers and students’ questionnaires

Table 2A: The teachers’ opinions aboul the aims of the materials ( Q1 - 6)

Table 2B: The students’ opinions about the aims of the materials ( Q1 - 6)

Table 3A: Students’ opinions on the skills of the material ( Q7 - 11)

Table 3B: Teachers’ oprmons on the skills of the matenat ( Q7 - 11)

‘Table 4A: Students’ opinions on the language points and text types of the material

(G12-16)

Table 4B: Teachers’ opinions on the language points and text types of the material

(Q12-16) Table 5A: Students’ opinions on the topics of the material ( Q17 - 20)

‘Table 5B: Teachers’ opinions on the topics of the material ( Q1 7 - 20)

Table 6A: Students’ opinions on the tasks/exercises of the material (Q20 - 25)

Table 6B: Teachers’ opinions on the tasks/exercises of the material (Q20 - 25)

‘Table 7A: Students’ opinions on the teaching - learning techniques of the material

(Q25 - 30)

Table 7B: Students’ opimons on the teaching - learning techniques of the rualsrial

(25 - 30)

5 Organization of the study

The sludy is orgamad into lwo parls ax follows:

Part A discusses about rationale, aims, significance, scope and organization

of the study

Part B, development, the main part in this study, consists of four chapters

Chapter 1 presents a review of literate of this study and theoretical

background about materials and materials evaluation Previous studies are presented

first This chapter 1s concentraled on the issues relaled to ELT material evaluation

including the roles and types of materials in language ‘hen, it presents major issues

in materials evaluation such as: definitions, reasons, types, principles, models as

well as crilcria of materials evaluation The chapter ends with research mslruments:

in materials evaluation

Chapter 2 describes the choices of methodology adopted in the study, the

dala collection instruments, the subjects as well as the dala collection procedures

Chapter 3 presents the results of the study and the discussion of those results,

data analysis ard the firslmgs of the study, poimting out Lhe strengths and

weaknesses of the material

Chapter 4 shows recommendations of the study, the limitations of the study, suggestions for further study and conclusion of the study

3.3.2.3 Language points and tokE fyPQS cào dc ccc c3

3.2.2.3 TopICs khe "— « " SD 3.3 Results from the evaluation of the methodology

CITAPTER 4: RECOMMENDATIONS AND CONCLUSTO!

4.1, Recommendations for the material improvement

4.2 Limitations of the study and suggestions for further study

Appendix 2: Questionnaire for students

Appendix 3: Questionnaire for teachers Appendix 4: A sample unit

LIST OF FIGURES AND TABLES Figures

Figure 1; Materials Evaluation Process of Hutchinson aud Waters (1987)

Figure 2: Materials valuation Model of McDonough and Shaw (1993)

Tables

Table 1: Types of information in the teachers and students’ questionnaires

Table 2A: The teachers’ opinions aboul the aims of the materials ( Q1 - 6)

Table 2B: The students’ opinions about the aims of the materials ( Q1 - 6)

Table 3A: Students’ opinions on the skills of the material ( Q7 - 11)

Table 3B: Teachers’ oprmons on the skills of the matenat ( Q7 - 11)

‘Table 4A: Students’ opinions on the language points and text types of the material

(G12-16)

Table 4B: Teachers’ opinions on the language points and text types of the material

(Q12-16) Table 5A: Students’ opinions on the topics of the material ( Q17 - 20)

‘Table 5B: Teachers’ opinions on the topics of the material ( Q1 7 - 20)

Table 6A: Students’ opinions on the tasks/exercises of the material (Q20 - 25)

Table 6B: Teachers’ opinions on the tasks/exercises of the material (Q20 - 25)

‘Table 7A: Students’ opinions on the teaching - learning techniques of the material

(Q25 - 30)

Table 7B: Students’ opimons on the teaching - learning techniques of the rualsrial

(25 - 30)

3.3.2.3 Language points and tokE fyPQS cào dc ccc c3

3.2.2.3 TopICs khe "— « " SD 3.3 Results from the evaluation of the methodology

CITAPTER 4: RECOMMENDATIONS AND CONCLUSTO!

4.1, Recommendations for the material improvement

4.2 Limitations of the study and suggestions for further study

Appendix 2: Questionnaire for students

Appendix 3: Questionnaire for teachers Appendix 4: A sample unit

PARTA INTRODUCTION

In park A, T will introduce ralionale, aims, significance, scope and organization of the study

1 Rationale of the study

English has been the main language of intemational communication which

has become an integral part of most modern professions Along with this trend, branch of English Language Teaching (ELT) — English for Specific Purposes (BSP)

has been focused on more Harding (2007: 6) puts it: “in ESP — English for Specific

Purposes the purpose for learning the language is paramount and relates directly

to what the leamer needs to do in their vacation or job”

ESP material for pharmaceutical students at Van Hien School is designed Lo

help students get effective knowledge related to their job in the future This material

has been introduced to students since 2009 It has been officially used as the core

inalerial for the students of Pharmacy al Vari Hien School English is a compulsory subject at this school Knglish course for pharmaceutical students is divided into two

slages The first slage consists 60 class hours of general English with the

courscbook Headway Elementary written by Liz and John Soars (2000) And in the

second part (the third semester), they have 30 class hours of USP with Linglish for Pharmacy It was designed by two first teachers but they moved ta other school

This material contains 25 units Hach unit includes one reading text and pronunciation of new words The reading text introduces the theme of unit related to

pharmacy The secand one is the list of new words with pronunciation

Teachers and students feel dissatisfactions with this material because of many reasons Until now, no research on the course baok evaluation has been cared out to examine how well the material being im use match the course

requirements in terms of aims, content and methodology And based on those reasons, the researcher decides to evaluate this material named “English for

pharmaceutical course” with Ihe hope thal ik will help lo improve the materia!’s

vil

1.3.6 Criteria for Materials Evaluation

1.4, Rescarch instruments in materials evaluation

3.1 The results from the evaluation of aims

3.1.1 Aims of the course

vil

1.3.6 Criteria for Materials Evaluation

1.4, Rescarch instruments in materials evaluation

3.1 The results from the evaluation of aims

3.1.1 Aims of the course

vil

1.3.6 Criteria for Materials Evaluation

1.4, Rescarch instruments in materials evaluation

3.1 The results from the evaluation of aims

3.1.1 Aims of the course

5 Organization of the study

The sludy is orgamad into lwo parls ax follows:

Part A discusses about rationale, aims, significance, scope and organization

of the study

Part B, development, the main part in this study, consists of four chapters

Chapter 1 presents a review of literate of this study and theoretical

background about materials and materials evaluation Previous studies are presented

first This chapter 1s concentraled on the issues relaled to ELT material evaluation

including the roles and types of materials in language ‘hen, it presents major issues

in materials evaluation such as: definitions, reasons, types, principles, models as

well as crilcria of materials evaluation The chapter ends with research mslruments:

in materials evaluation

Chapter 2 describes the choices of methodology adopted in the study, the

dala collection instruments, the subjects as well as the dala collection procedures

Chapter 3 presents the results of the study and the discussion of those results,

data analysis ard the firslmgs of the study, poimting out Lhe strengths and

weaknesses of the material

Chapter 4 shows recommendations of the study, the limitations of the study, suggestions for further study and conclusion of the study

LIST OF FIGURES AND TABLES Figures

Figure 1; Materials Evaluation Process of Hutchinson aud Waters (1987)

Figure 2: Materials valuation Model of McDonough and Shaw (1993)

Tables

Table 1: Types of information in the teachers and students’ questionnaires

Table 2A: The teachers’ opinions aboul the aims of the materials ( Q1 - 6)

Table 2B: The students’ opinions about the aims of the materials ( Q1 - 6)

Table 3A: Students’ opinions on the skills of the material ( Q7 - 11)

Table 3B: Teachers’ oprmons on the skills of the matenat ( Q7 - 11)

‘Table 4A: Students’ opinions on the language points and text types of the material

(G12-16)

Table 4B: Teachers’ opinions on the language points and text types of the material

(Q12-16) Table 5A: Students’ opinions on the topics of the material ( Q17 - 20)

‘Table 5B: Teachers’ opinions on the topics of the material ( Q1 7 - 20)

Table 6A: Students’ opinions on the tasks/exercises of the material (Q20 - 25)

Table 6B: Teachers’ opinions on the tasks/exercises of the material (Q20 - 25)

‘Table 7A: Students’ opinions on the teaching - learning techniques of the material

(Q25 - 30)

Table 7B: Students’ opimons on the teaching - learning techniques of the rualsrial

(25 - 30)

LIST OF FIGURES AND TABLES Figures

Figure 1; Materials Evaluation Process of Hutchinson aud Waters (1987)

Figure 2: Materials valuation Model of McDonough and Shaw (1993)

Tables

Table 1: Types of information in the teachers and students’ questionnaires

Table 2A: The teachers’ opinions aboul the aims of the materials ( Q1 - 6)

Table 2B: The students’ opinions about the aims of the materials ( Q1 - 6)

Table 3A: Students’ opinions on the skills of the material ( Q7 - 11)

Table 3B: Teachers’ oprmons on the skills of the matenat ( Q7 - 11)

‘Table 4A: Students’ opinions on the language points and text types of the material

(G12-16)

Table 4B: Teachers’ opinions on the language points and text types of the material

(Q12-16) Table 5A: Students’ opinions on the topics of the material ( Q17 - 20)

‘Table 5B: Teachers’ opinions on the topics of the material ( Q1 7 - 20)

Table 6A: Students’ opinions on the tasks/exercises of the material (Q20 - 25)

Table 6B: Teachers’ opinions on the tasks/exercises of the material (Q20 - 25)

‘Table 7A: Students’ opinions on the teaching - learning techniques of the material

(Q25 - 30)

Table 7B: Students’ opimons on the teaching - learning techniques of the rualsrial

(25 - 30)

5 Organization of the study

The sludy is orgamad into lwo parls ax follows:

Part A discusses about rationale, aims, significance, scope and organization

of the study

Part B, development, the main part in this study, consists of four chapters

Chapter 1 presents a review of literate of this study and theoretical

background about materials and materials evaluation Previous studies are presented

first This chapter 1s concentraled on the issues relaled to ELT material evaluation

including the roles and types of materials in language ‘hen, it presents major issues

in materials evaluation such as: definitions, reasons, types, principles, models as

well as crilcria of materials evaluation The chapter ends with research mslruments:

in materials evaluation

Chapter 2 describes the choices of methodology adopted in the study, the

dala collection instruments, the subjects as well as the dala collection procedures

Chapter 3 presents the results of the study and the discussion of those results,

data analysis ard the firslmgs of the study, poimting out Lhe strengths and

weaknesses of the material

Chapter 4 shows recommendations of the study, the limitations of the study, suggestions for further study and conclusion of the study

vi

TABLE OF CONTENTS

Page

PART A: INTRODUCTION

1.Background and Rationale of the study

2 Aims of the study

3 Significance of the study

4 Scope of the stuiy

1.3.1 Defrntions of Malerials Bvaluatioru 11

1.3.2 Reasons of Materials Evaluation — — 12

1.3.3 Types of Materials Evaluation 13 1.3.4 Principles of Materials Evaluation 14 1.3.5 Models of Materials Evaluation ke ke 7Ö 14 1.3.5.1 Evaluation by Hutchinson and Waters (1987) 14 1.3.5.2 Evaluation by McDonough and Shaw (1993) - eo DE

1.3.5.3 Evaluation by Hllis (1997) cscs esrsseesscseeeetseneetetenr need’

vi

TABLE OF CONTENTS

Page

PART A: INTRODUCTION

1.Background and Rationale of the study

2 Aims of the study

3 Significance of the study

4 Scope of the stuiy

1.3.1 Defrntions of Malerials Bvaluatioru 11

1.3.2 Reasons of Materials Evaluation — — 12

1.3.3 Types of Materials Evaluation 13 1.3.4 Principles of Materials Evaluation 14 1.3.5 Models of Materials Evaluation ke ke 7Ö 14 1.3.5.1 Evaluation by Hutchinson and Waters (1987) 14 1.3.5.2 Evaluation by McDonough and Shaw (1993) - eo DE

1.3.5.3 Evaluation by Hllis (1997) cscs esrsseesscseeeetseneetetenr need’

5 Organization of the study

The sludy is orgamad into lwo parls ax follows:

Part A discusses about rationale, aims, significance, scope and organization

of the study

Part B, development, the main part in this study, consists of four chapters

Chapter 1 presents a review of literate of this study and theoretical

background about materials and materials evaluation Previous studies are presented

first This chapter 1s concentraled on the issues relaled to ELT material evaluation

including the roles and types of materials in language ‘hen, it presents major issues

in materials evaluation such as: definitions, reasons, types, principles, models as

well as crilcria of materials evaluation The chapter ends with research mslruments:

in materials evaluation

Chapter 2 describes the choices of methodology adopted in the study, the

dala collection instruments, the subjects as well as the dala collection procedures

Chapter 3 presents the results of the study and the discussion of those results,

data analysis ard the firslmgs of the study, poimting out Lhe strengths and

weaknesses of the material

Chapter 4 shows recommendations of the study, the limitations of the study, suggestions for further study and conclusion of the study

vi

TABLE OF CONTENTS

Page

PART A: INTRODUCTION

1.Background and Rationale of the study

2 Aims of the study

3 Significance of the study

4 Scope of the stuiy

1.3.1 Defrntions of Malerials Bvaluatioru 11

1.3.2 Reasons of Materials Evaluation — — 12

1.3.3 Types of Materials Evaluation 13 1.3.4 Principles of Materials Evaluation 14 1.3.5 Models of Materials Evaluation ke ke 7Ö 14 1.3.5.1 Evaluation by Hutchinson and Waters (1987) 14 1.3.5.2 Evaluation by McDonough and Shaw (1993) - eo DE

1.3.5.3 Evaluation by Hllis (1997) cscs esrsseesscseeeetseneetetenr need’

5 Organization of the study

The sludy is orgamad into lwo parls ax follows:

Part A discusses about rationale, aims, significance, scope and organization

of the study

Part B, development, the main part in this study, consists of four chapters

Chapter 1 presents a review of literate of this study and theoretical

background about materials and materials evaluation Previous studies are presented

first This chapter 1s concentraled on the issues relaled to ELT material evaluation

including the roles and types of materials in language ‘hen, it presents major issues

in materials evaluation such as: definitions, reasons, types, principles, models as

well as crilcria of materials evaluation The chapter ends with research mslruments:

in materials evaluation

Chapter 2 describes the choices of methodology adopted in the study, the

dala collection instruments, the subjects as well as the dala collection procedures

Chapter 3 presents the results of the study and the discussion of those results,

data analysis ard the firslmgs of the study, poimting out Lhe strengths and

weaknesses of the material

Chapter 4 shows recommendations of the study, the limitations of the study, suggestions for further study and conclusion of the study