‘The second reason for this choice originated fiom the fact that in the recent two years, there have been different opinions of both teachers and learners on the actual effectiveness of
Prdlirninary rosnlts and analysis 14 1 Students’ Frglish background and their expeetalions from the course 14 1,1 Students° English lcarning time and the resuẽts
Students’ difficulties in learning English KH Hy H3 3.1.3 Suderts' expeotatHions #om an English eourse
3.1.3 Suderts' expeotatHions #om an English eourse 7
2.2, Students’ improvement after learning the textbook 17
2.2 1 Students’ level of Huency in language points 17
Students’ tasks completion 19 22.2.1 Students’ reading tasks completion 20 2 Students’ writing tasks completion 20 3 Students’ speaking tasks completion 22 4 Students’ listening tasks completion 23 5 Stustonis” satisfaction level in cach skill and teachers’ assesstnent
2.2.2.5 Stustonis” satisfaction level in cach skill and teachers’ assesstnent on their skill improvement eee kHu Hư 24
2.3 Teachers’ and students’ cvaluation on the content of the materials 25
Materials reqruirements of he courss
ÔbjectiYe8 nhe 31 1.2 Contents 3
Methodology 33 2 Analysis of the material “Reward Pre — intermediate” 33 2.1 Objaclives of the maisrial
2 Analysis of the material “Reward Pre — intermediate” 33
Contents of the material 34 2.3 Mathodology of the textbook 35 3 Evaluation findings 36 4 Suggestions for the textbouk’s adaptation 38 4.1, Supplementing
4 Suggestions for the textbouk’s adaptation 38
Baiting, 39 4.3, Expanding
4.6 Localizing or modifying cultural’ situational content 41
Communicative Language Teaching English Language Teaching
2.4 Teachers’ and students’ evaluation on the methodology of the book 28
2.5 Teaehers and students' opinions on the fextbook s appearance and current time for aching and Izarning the textbook 29
Chapter 3: An evaluation of the texthook “Reward” for the frst-vear non-Fnglish major students af Haiphong Private University 31
1 Materials reqruirements of he courss 31
2 Analysis of the material “Reward Pre — intermediate” 33
4 Suggestions for the textbouk’s adaptation 38
4.6 Localizing or modifying cultural’ situational content 41
Communicative Language Teaching English Language Teaching
4.2.3 Good points and limitations of CLT 11
1 Description of data collection instruments and procedures 13
1.1.2 Description of the survey questionnaires 3
1.2 Formml itcrvicws and class obscrvatiơn 14
2.1 Students’ Frglish background and their expeetalions from the course 14
2.1,1 Students° English lcarning time and the resuẽts 14
2.1.2 Students’ difficulties in learning English KH Hy H3
3.1.3 Suderts' expeotatHions #om an English eourse 7
2.2, Students’ improvement after learning the textbook 17
2.2 1 Students’ level of Huency in language points 17
2.2.2.5 Stustonis” satisfaction level in cach skill and teachers’ assesstnent on their skill improvement eee kHu Hư 24
2.3 Teachers’ and students’ cvaluation on the content of the materials 25
2.3.4 Tasks and exercises in the texthook 27
Chapter 2 is ds evaluation implemented al Haiphong Private University in which objcetives, description, data voted 1o the analysis of the survey questionnaire of the texthonk collection and analysis arc discussed in detail
Chapter 3 deals with the evaluation of the textbock Reward Pre — intermediate for the first year non English major students at Haiphong Private University in terms of the materials requirement of the course, the analysis of the textbook, and gives out the evaluation findings as well as encloses suggestions for the textbook adaptation,
Part C Conclusion summarizes all the obtained results and includes suggestions for ủuther study iv
4.2.3 Good points and limitations of CLT 11
1 Description of data collection instruments and procedures 13
1.1.2 Description of the survey questionnaires 3
1.2 Formml itcrvicws and class obscrvatiơn 14
2.1 Students’ Frglish background and their expeetalions from the course 14
2.1,1 Students° English lcarning time and the resuẽts 14
2.1.2 Students’ difficulties in learning English KH Hy H3
3.1.3 Suderts' expeotatHions #om an English eourse 7
2.2, Students’ improvement after learning the textbook 17
2.2 1 Students’ level of Huency in language points 17
2.2.2.5 Stustonis” satisfaction level in cach skill and teachers’ assesstnent on their skill improvement eee kHu Hư 24
2.3 Teachers’ and students’ cvaluation on the content of the materials 25
2.3.4 Tasks and exercises in the texthook 27
In response to the ongoing trend of international integration, mastering foreign languages—particularly English—has become essential for success among both undergraduates and professionals The increasing demand for English language learning has driven the growth of the English Language Teaching (ELT) industry and the development of diverse ELT materials Publishing commercial textbooks has become a multimillion-dollar industry, providing abundant resources that enable English teachers and learners to choose textbooks tailored to their specific needs.
ELT materials, especially textbooks, are considered “an inevitable teaching partner” and “the visible heart of any ELT program,” serving as essential tools for teaching and learning, guiding instruction, and assessing student progress Selecting the appropriate textbook that aligns with students' learning goals and enhances their communicative competence remains a challenging task amid numerous commercially available options Therefore, teachers must develop strong assessment skills to evaluate materials effectively, ensuring students derive maximum benefit from their textbooks Recognizing the critical role of materials evaluation for English teachers in ELT programs has motivated me to focus this study on the importance of evaluating educational materials.
The second reason for this choice stems from recent differing opinions among teachers and learners regarding the effectiveness of the Reward Pre-intermediate textbook by Simon Greenall, currently used for teaching first-year non-English major students at Haiphong Private University This textbook has demonstrated both potential benefits and notable shortcomings within HPU’s teaching and learning environment Therefore, conducting an evaluation of the textbook is essential to assess its suitability for learning objectives and to identify solutions that can enhance the quality of English education at the university.
‘The purpose of the research projects are:
- Yo investigate the evaluation methods discussed by a number of researchers and choose the most appropriate one for the project. iv
4.2.3 Good points and limitations of CLT 11
1 Description of data collection instruments and procedures 13
1.1.2 Description of the survey questionnaires 3
1.2 Formml itcrvicws and class obscrvatiơn 14
2.1 Students’ Frglish background and their expeetalions from the course 14
2.1,1 Students° English lcarning time and the resuẽts 14
2.1.2 Students’ difficulties in learning English KH Hy H3
3.1.3 Suderts' expeotatHions #om an English eourse 7
2.2, Students’ improvement after learning the textbook 17
2.2 1 Students’ level of Huency in language points 17
2.2.2.5 Stustonis” satisfaction level in cach skill and teachers’ assesstnent on their skill improvement eee kHu Hư 24
2.3 Teachers’ and students’ cvaluation on the content of the materials 25
2.3.4 Tasks and exercises in the texthook 27
2.4 Teachers’ and students’ evaluation on the methodology of the book 28
2.5 Teaehers and students' opinions on the fextbook s appearance and current time for aching and Izarning the textbook 29
Chapter 3: An evaluation of the texthook “Reward” for the frst-vear non-Fnglish major students af Haiphong Private University 31
1 Materials reqruirements of he courss 31
2 Analysis of the material “Reward Pre — intermediate” 33
4 Suggestions for the textbouk’s adaptation 38
4.6 Localizing or modifying cultural’ situational content 41
2.4 Teachers’ and students’ evaluation on the methodology of the book 28
2.5 Teaehers and students' opinions on the fextbook s appearance and current time for aching and Izarning the textbook 29
Chapter 3: An evaluation of the texthook “Reward” for the frst-vear non-Fnglish major students af Haiphong Private University 31
1 Materials reqruirements of he courss 31
2 Analysis of the material “Reward Pre — intermediate” 33
4 Suggestions for the textbouk’s adaptation 38
4.6 Localizing or modifying cultural’ situational content 41
Chapter 2 is ds evaluation implemented al Haiphong Private University in which objcetives, description, data voted 1o the analysis of the survey questionnaire of the texthonk collection and analysis arc discussed in detail
Chapter 3 deals with the evaluation of the textbock Reward Pre — intermediate for the first year non English major students at Haiphong Private University in terms of the materials requirement of the course, the analysis of the textbook, and gives out the evaluation findings as well as encloses suggestions for the textbook adaptation,
Part C Conclusion summarizes all the obtained results and includes suggestions for ủuther study
Chapter 2 is ds evaluation implemented al Haiphong Private University in which objcetives, description, data voted 1o the analysis of the survey questionnaire of the texthonk collection and analysis arc discussed in detail
Chapter 3 deals with the evaluation of the textbock Reward Pre — intermediate for the first year non English major students at Haiphong Private University in terms of the materials requirement of the course, the analysis of the textbook, and gives out the evaluation findings as well as encloses suggestions for the textbook adaptation,
Part C Conclusion summarizes all the obtained results and includes suggestions for ủuther study
Mastering foreign languages, especially English, has become essential for success in the era of international integration, making English proficiency a prerequisite for both undergraduates and working professionals The increasing demand for English learning has driven the rapid development of the English Language Teaching (ELT) industry and the creation of diverse ELT materials Publishing commercial English textbooks has become a lucrative industry, providing abundant resources that enable English teachers and learners to select materials best suited to their specific needs.
ELT materials and textbooks are regarded as vital components of any English Language Teaching (ELT) program, serving as essential teaching tools, guides, and assessment references Selecting the most suitable textbook that aligns with students' learning goals and enhances their communicative competence is a challenging task for teachers Therefore, effective assessment skills are crucial for evaluating materials to ensure students maximize their benefits from their textbooks Recognizing the importance of materials evaluation for English teachers has led to the focus of this study on its role in successful ELT programs.
Recent feedback from both teachers and learners over the past two years has raised concerns about the effectiveness of the Reward Pre-Intermediate textbook by Simon Greenall, currently used for first-year non-English major students at Haiphong Private University While the textbook shows significant potential, it also reveals certain shortcomings that impact the teaching and learning environment at HPU This highlights the importance of conducting a thorough evaluation of the textbook to determine its suitability for learning objectives and to identify strategies for improving English instruction quality at the university.
‘The purpose of the research projects are:
- Yo investigate the evaluation methods discussed by a number of researchers and choose the most appropriate one for the project.
In response to the growing trend of international integration, mastering foreign languages—particularly English—has become a crucial prerequisite for success English proficiency is essential for both undergraduates and working professionals, driving the rapid development of the English Language Teaching (ELT) industry and the creation of diverse ELT materials The commercial textbook publishing industry is a multi-million dollar market, providing abundant resources that enable English teachers and learners to select suitable textbooks tailored to their specific needs.
ELT materials, especially textbooks, are considered essential components of any English Language Teaching (ELT) program, serving as vital tools for teaching, guiding, and assessing student progress (Sheldon, 1988) Selecting the appropriate textbook that aligns with students’ learning goals and enhances their communicative competence is a challenging task for educators Therefore, teachers must develop strong evaluation skills to assess and choose suitable materials, ensuring students benefit maximally from their learning resources Recognizing the critical role of materials evaluation in effective ELT practices has motivated this study to focus on its importance for English teachers.
Recent opinions from both teachers and students highlight the need to evaluate the effectiveness of the Reward Pre-Intermediate textbook by Simon Greenall, currently used for first-year non-English major students at Haiphong Private University While the textbook shows significant potential, it also reveals several shortcomings within the university’s teaching and learning environment Conducting a thorough assessment of the textbook's suitability is essential to align it with learning objectives and to identify strategies for improving the quality of English education at HPU.
‘The purpose of the research projects are:
- Yo investigate the evaluation methods discussed by a number of researchers and choose the most appropriate one for the project.
Communicative Language Teaching English Language Teaching