Luận văn an evaluation of the material lifeline for the first non english major students at hai phong university

Significance of the study: The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps t

VIETNAM NATIONAL UNIVERSITY, HANOT

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

TRAN THI CHUNG OANH

AN EVALUATION OF THE MATERIAL “LIFELINES* FOR THE FIRST NON-

‘LISIL MAJOR STUDENTSAT HAL PLEONG UNIVERSETY

DANH GIA GIAO TRINH “LIFELINES” DANH CHO SINH VIEN KHONG

CHUYEN NAM THU NHAT TRUONG DAI HOC HAI PHONG

MINOR PROGRAMME TIIESIS

FIELD: METHODOLOGY

CODE: 601410

HANO01-— 2010

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUIMES

FACULTY OF POST-GRADUATE STUDIES

TRAN THỊ CHUNG OANH

AN EVALUATION OF THE MATERIAL “LIFELINES"¥OR THE FIRS’

ENGLISH MAJOR STUDENTS AT HAI PHONG UNTVERSITY

ĐÁNH GIÁ GIÁO TRÌXH “LIFELIXES” DÀNH CHO SINH VIỄN KHÔNG

CHUYÊN NĂM TIIỮ NHẤT TRƯỜNG ĐẠI HỌC HẢI PHÒNG

MIXOR PROGRAMME THESIS

FIELD: METTIODOLOGY CODE: 601410

SUPERVISOR: DR HOANG THI XUAN HOA

HANOI— 2010

LIST OF ABBREVIATIONS T: Teachers

S: Students

HPU: Hai Phong University

1 Summary of previous parts

2 Conclusion

3 Limitations and suggestions for further research

References

APPENDICES:

Appendix 1: Questionnaire for teachers

Appendix 2: Questionnaire for students

Appendix 3: Hutchinson and Water's criteria checklist

7 Organization of the thesis

The thesis consists of three parts:

Part J: introduce the rationale, aims, significance, scope and methodology of the study Part TT: includes three chapters

Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on,

Chapter 2: Methodology: Includes an overview of the approach used on conducting the study It also provides a thorough description of the data collection procedure as well

as the analytical procedlare

Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects

Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study

7 Organization of the thesis

The thesis consists of three parts:

Part J: introduce the rationale, aims, significance, scope and methodology of the study Part TT: includes three chapters

Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on,

Chapter 2: Methodology: Includes an overview of the approach used on conducting the study It also provides a thorough description of the data collection procedure as well

as the analytical procedlare

Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects

Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study

7 Organization of the thesis

The thesis consists of three parts:

Part J: introduce the rationale, aims, significance, scope and methodology of the study Part TT: includes three chapters

Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on,

Chapter 2: Methodology: Includes an overview of the approach used on conducting the study It also provides a thorough description of the data collection procedure as well

as the analytical procedlare

Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects

Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study

PART E INTRODUCTION This part includes seven sections The first seclion [ocuscs ơn the ratiơnalc of the thesis; the second section presents the aims of the thesis; the third section touches on the research questions; the fourth section is the significance of the thesis; the fifth

section poinis out the methodatogy, lhe next section is the scops and the fast is the

organization of the study

1 Rationale of the study

Textbooks are a key component in most language programs, They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the studcnts take part in (Richards, 2001:35)

Allwright (1981:5-18) also emphasizes that textbooks are too inflexible to be used directly as instructional material, they should give teachers rationales for what they do

From O'Neill's points, in many , toachors and students rely heavily an loxlbooks and they determine the components and methods of leaming, Students leam what is presented

in the textbook and the way the textbook presents material is the way students learn it

Thus, according ta Mink (2007) “lexthook should bs carefully ovaluaicd and selected before being used for a language program Textbook evaluation helps the managerial and teaching staff select the most appropriate materials available for a

parueular course Tt alsa helps lo identify the strengths and weskne

textbook that is already in use”,

Cunningsworth (1995:45) and Ellis (1997) also suggest that textbook evaluation

helps teachers move beyond impressionistic assessments and it helps them to acquire

of a, particular

useful, accurate, systematic and contextual insights into overall nature of textbook

material,

Al Hai Phong University, “Lifstines” has hoon used as major tmalerial far several

‘years but no evaluation or consultation has been condusted to determine its strengths and weaknesses and to see how well it suited the desired and attainable goals of the course

From above raasons, if ne wy to conducl an evaluation for the “Lifelines” lextbook, it is also a gond opportunily to discover the suitability of the material with Ihe students’ level ftom the students’ and the teachers’ perceptions and so that adaptation can

be made to gain better results of teaching and learning

LIST OF TABLES

‘Table 1: ‘The teachers and students’ opinion about using text types in the

xralzrial

Table 2: The teachers and students’ opinion about proportion of 4 macro skills

‘Table 3: The teachers and students’ opinion about allocation time for each unit

Table 4: The leackers and siuđenls” øpiriơn abou! content sequenced of this

material

‘Table 5: The teachers and stvdents’ opinion about language points in this

material

Table 6: The teachers and students’ opinion about kinds of exercises need to be

included in this material

Table 7; Ths teachers amd students’ opinion about using techniques in this

2, Aims of the study:

‘This study aims to evaluate the “Lifelines” textbook in terms of its content and

methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements

3, Rescarch questions

The sludy is lo discuss the following questions

1 Does the content of the textbook suit the students’ requirements in the teachers’ and

the students’ opinions?

2 Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions?

4 Significance of the study:

The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective

More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation

5, Methodology

In this thesis, survey questionaire and informal interview used lo collcet data:

Survey questionnaires here play an important role in collection ideas of teachers and studemts on the material which are very usefill for the completion of the thesis

Informal interview is uscd to scck for detailed and objcctive opinions of participants on the material and students ‘requirement,

6 Scope of the study

In Hai Phong University, “ifctine” material uses for both major and non-major students with different levels in the first year and second year, But due to the limitation of minor thesis, this study only focuses on evaluating the “Lifelines” material using for the firsl non-Fnglish major sludents i terms of ils content and methodology to determine

whether the material is suitable with the students’ requirements.

7 Organization of the thesis

The thesis consists of three parts:

Part J: introduce the rationale, aims, significance, scope and methodology of the study Part TT: includes three chapters

Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on,

Chapter 2: Methodology: Includes an overview of the approach used on conducting the study It also provides a thorough description of the data collection procedure as well

as the analytical procedlare

Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects

Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study

2, Aims of the study:

‘This study aims to evaluate the “Lifelines” textbook in terms of its content and

methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements

3, Rescarch questions

The sludy is lo discuss the following questions

1 Does the content of the textbook suit the students’ requirements in the teachers’ and

the students’ opinions?

2 Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions?

4 Significance of the study:

The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective

More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation

5, Methodology

In this thesis, survey questionaire and informal interview used lo collcet data:

Survey questionnaires here play an important role in collection ideas of teachers and studemts on the material which are very usefill for the completion of the thesis

Informal interview is uscd to scck for detailed and objcctive opinions of participants on the material and students ‘requirement,

6 Scope of the study

In Hai Phong University, “ifctine” material uses for both major and non-major students with different levels in the first year and second year, But due to the limitation of minor thesis, this study only focuses on evaluating the “Lifelines” material using for the firsl non-Fnglish major sludents i terms of ils content and methodology to determine

whether the material is suitable with the students’ requirements.

LIST OF TABLES

‘Table 1: ‘The teachers and students’ opinion about using text types in the

xralzrial

Table 2: The teachers and students’ opinion about proportion of 4 macro skills

‘Table 3: The teachers and students’ opinion about allocation time for each unit

Table 4: The leackers and siuđenls” øpiriơn abou! content sequenced of this

material

‘Table 5: The teachers and stvdents’ opinion about language points in this

material

Table 6: The teachers and students’ opinion about kinds of exercises need to be

included in this material

Table 7; Ths teachers amd students’ opinion about using techniques in this

1 Summary of previous parts

2 Conclusion

3 Limitations and suggestions for further research

References

APPENDICES:

Appendix 1: Questionnaire for teachers

Appendix 2: Questionnaire for students

Appendix 3: Hutchinson and Water's criteria checklist

2, Aims of the study:

‘This study aims to evaluate the “Lifelines” textbook in terms of its content and

methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements

3, Rescarch questions

The sludy is lo discuss the following questions

1 Does the content of the textbook suit the students’ requirements in the teachers’ and

the students’ opinions?

2 Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions?

4 Significance of the study:

The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective

More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation

5, Methodology

In this thesis, survey questionaire and informal interview used lo collcet data:

Survey questionnaires here play an important role in collection ideas of teachers and studemts on the material which are very usefill for the completion of the thesis

Informal interview is uscd to scck for detailed and objcctive opinions of participants on the material and students ‘requirement,

6 Scope of the study

In Hai Phong University, “ifctine” material uses for both major and non-major students with different levels in the first year and second year, But due to the limitation of minor thesis, this study only focuses on evaluating the “Lifelines” material using for the firsl non-Fnglish major sludents i terms of ils content and methodology to determine

whether the material is suitable with the students’ requirements.

LIST OF TABLES

‘Table 1: ‘The teachers and students’ opinion about using text types in the

xralzrial

Table 2: The teachers and students’ opinion about proportion of 4 macro skills

‘Table 3: The teachers and students’ opinion about allocation time for each unit

Table 4: The leackers and siuđenls” øpiriơn abou! content sequenced of this

material

‘Table 5: The teachers and stvdents’ opinion about language points in this

material

Table 6: The teachers and students’ opinion about kinds of exercises need to be

included in this material

Table 7; Ths teachers amd students’ opinion about using techniques in this

LIST OF TABLES

‘Table 1: ‘The teachers and students’ opinion about using text types in the

xralzrial

Table 2: The teachers and students’ opinion about proportion of 4 macro skills

‘Table 3: The teachers and students’ opinion about allocation time for each unit

Table 4: The leackers and siuđenls” øpiriơn abou! content sequenced of this

material

‘Table 5: The teachers and stvdents’ opinion about language points in this

material

Table 6: The teachers and students’ opinion about kinds of exercises need to be

included in this material

Table 7; Ths teachers amd students’ opinion about using techniques in this

1 Summary of previous parts

2 Conclusion

3 Limitations and suggestions for further research

References

APPENDICES:

Appendix 1: Questionnaire for teachers

Appendix 2: Questionnaire for students

Appendix 3: Hutchinson and Water's criteria checklist

PART E INTRODUCTION This part includes seven sections The first seclion [ocuscs ơn the ratiơnalc of the thesis; the second section presents the aims of the thesis; the third section touches on the research questions; the fourth section is the significance of the thesis; the fifth

section poinis out the methodatogy, lhe next section is the scops and the fast is the

organization of the study

1 Rationale of the study

Textbooks are a key component in most language programs, They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the studcnts take part in (Richards, 2001:35)

Allwright (1981:5-18) also emphasizes that textbooks are too inflexible to be used directly as instructional material, they should give teachers rationales for what they do

From O'Neill's points, in many , toachors and students rely heavily an loxlbooks and they determine the components and methods of leaming, Students leam what is presented

in the textbook and the way the textbook presents material is the way students learn it

Thus, according ta Mink (2007) “lexthook should bs carefully ovaluaicd and selected before being used for a language program Textbook evaluation helps the managerial and teaching staff select the most appropriate materials available for a

parueular course Tt alsa helps lo identify the strengths and weskne

textbook that is already in use”,

Cunningsworth (1995:45) and Ellis (1997) also suggest that textbook evaluation

helps teachers move beyond impressionistic assessments and it helps them to acquire

of a, particular

useful, accurate, systematic and contextual insights into overall nature of textbook

material,

Al Hai Phong University, “Lifstines” has hoon used as major tmalerial far several

‘years but no evaluation or consultation has been condusted to determine its strengths and weaknesses and to see how well it suited the desired and attainable goals of the course

From above raasons, if ne wy to conducl an evaluation for the “Lifelines” lextbook, it is also a gond opportunily to discover the suitability of the material with Ihe students’ level ftom the students’ and the teachers’ perceptions and so that adaptation can

be made to gain better results of teaching and learning

1.3.1 Reasons lor adaptation

1.3.2 Arens for adaptation

1.3.3 Techniques for adaptation

1.4 Summary

CHAPTER 2: METHODOLOGY

2.1 The current teaching and learning situation at HPU

2.1.1 The vontexL of the study

2.1.2, The material description

2.2.3, Data collection procedure

2.2.4, Data analysis procedure

CHAPTER 3: RESULYS AND DISCUSSION

3.1 Material analysis,

3.1.1 The contents of the material

3.1.2 The methodology of the material

3.2 Survey revults

3.1.1, The suitability of the content of the textbook with the students’

requirements ffom the teachers and students’ opinions

3.1.2 The suitability of the methodology of the textbook with the

students’ requirements fiom the teachers and students’ opinions

3.3 Major findings

3.2.1 The

requirements ftom the teachers and students’ opinions

3.2.2 The suitability of the methodology of the textbook with the

students’ requirerrumls from the Leachers and students’ opinions

3.4.Recommendations for material improvements

3.5.Summary

PART TIT: CONCLUSION

suitability of the content of the textbook with the students”

26

awe ao

1.3.1 Reasons lor adaptation

1.3.2 Arens for adaptation

1.3.3 Techniques for adaptation

1.4 Summary

CHAPTER 2: METHODOLOGY

2.1 The current teaching and learning situation at HPU

2.1.1 The vontexL of the study

2.1.2, The material description

2.2.3, Data collection procedure

2.2.4, Data analysis procedure

CHAPTER 3: RESULYS AND DISCUSSION

3.1 Material analysis,

3.1.1 The contents of the material

3.1.2 The methodology of the material

3.2 Survey revults

3.1.1, The suitability of the content of the textbook with the students’

requirements ffom the teachers and students’ opinions

3.1.2 The suitability of the methodology of the textbook with the

students’ requirements fiom the teachers and students’ opinions

3.3 Major findings

3.2.1 The

requirements ftom the teachers and students’ opinions

3.2.2 The suitability of the methodology of the textbook with the

students’ requirerrumls from the Leachers and students’ opinions

3.4.Recommendations for material improvements

3.5.Summary

PART TIT: CONCLUSION

suitability of the content of the textbook with the students”

26

awe ao

1 Summary of previous parts

2 Conclusion

3 Limitations and suggestions for further research

References

APPENDICES:

Appendix 1: Questionnaire for teachers

Appendix 2: Questionnaire for students

Appendix 3: Hutchinson and Water's criteria checklist

LIST OF TABLES

‘Table 1: ‘The teachers and students’ opinion about using text types in the

xralzrial

Table 2: The teachers and students’ opinion about proportion of 4 macro skills

‘Table 3: The teachers and students’ opinion about allocation time for each unit

Table 4: The leackers and siuđenls” øpiriơn abou! content sequenced of this

material

‘Table 5: The teachers and stvdents’ opinion about language points in this

material

Table 6: The teachers and students’ opinion about kinds of exercises need to be

included in this material

Table 7; Ths teachers amd students’ opinion about using techniques in this

7 Organization of the thesis

The thesis consists of three parts:

Part J: introduce the rationale, aims, significance, scope and methodology of the study Part TT: includes three chapters

Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on,

Chapter 2: Methodology: Includes an overview of the approach used on conducting the study It also provides a thorough description of the data collection procedure as well

as the analytical procedlare

Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects

Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study

PART E INTRODUCTION This part includes seven sections The first seclion [ocuscs ơn the ratiơnalc of the thesis; the second section presents the aims of the thesis; the third section touches on the research questions; the fourth section is the significance of the thesis; the fifth

section poinis out the methodatogy, lhe next section is the scops and the fast is the

organization of the study

1 Rationale of the study

Textbooks are a key component in most language programs, They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the studcnts take part in (Richards, 2001:35)

Allwright (1981:5-18) also emphasizes that textbooks are too inflexible to be used directly as instructional material, they should give teachers rationales for what they do

From O'Neill's points, in many , toachors and students rely heavily an loxlbooks and they determine the components and methods of leaming, Students leam what is presented

in the textbook and the way the textbook presents material is the way students learn it

Thus, according ta Mink (2007) “lexthook should bs carefully ovaluaicd and selected before being used for a language program Textbook evaluation helps the managerial and teaching staff select the most appropriate materials available for a

parueular course Tt alsa helps lo identify the strengths and weskne

textbook that is already in use”,

Cunningsworth (1995:45) and Ellis (1997) also suggest that textbook evaluation

helps teachers move beyond impressionistic assessments and it helps them to acquire

of a, particular

useful, accurate, systematic and contextual insights into overall nature of textbook

material,

Al Hai Phong University, “Lifstines” has hoon used as major tmalerial far several

‘years but no evaluation or consultation has been condusted to determine its strengths and weaknesses and to see how well it suited the desired and attainable goals of the course

From above raasons, if ne wy to conducl an evaluation for the “Lifelines” lextbook, it is also a gond opportunily to discover the suitability of the material with Ihe students’ level ftom the students’ and the teachers’ perceptions and so that adaptation can

be made to gain better results of teaching and learning

PART E INTRODUCTION This part includes seven sections The first seclion [ocuscs ơn the ratiơnalc of the thesis; the second section presents the aims of the thesis; the third section touches on the research questions; the fourth section is the significance of the thesis; the fifth

section poinis out the methodatogy, lhe next section is the scops and the fast is the

organization of the study

1 Rationale of the study

Textbooks are a key component in most language programs, They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the studcnts take part in (Richards, 2001:35)

Allwright (1981:5-18) also emphasizes that textbooks are too inflexible to be used directly as instructional material, they should give teachers rationales for what they do

From O'Neill's points, in many , toachors and students rely heavily an loxlbooks and they determine the components and methods of leaming, Students leam what is presented

in the textbook and the way the textbook presents material is the way students learn it

Thus, according ta Mink (2007) “lexthook should bs carefully ovaluaicd and selected before being used for a language program Textbook evaluation helps the managerial and teaching staff select the most appropriate materials available for a

parueular course Tt alsa helps lo identify the strengths and weskne

textbook that is already in use”,

Cunningsworth (1995:45) and Ellis (1997) also suggest that textbook evaluation

helps teachers move beyond impressionistic assessments and it helps them to acquire

of a, particular

useful, accurate, systematic and contextual insights into overall nature of textbook

material,

Al Hai Phong University, “Lifstines” has hoon used as major tmalerial far several

‘years but no evaluation or consultation has been condusted to determine its strengths and weaknesses and to see how well it suited the desired and attainable goals of the course

From above raasons, if ne wy to conducl an evaluation for the “Lifelines” lextbook, it is also a gond opportunily to discover the suitability of the material with Ihe students’ level ftom the students’ and the teachers’ perceptions and so that adaptation can

be made to gain better results of teaching and learning

7 Organization of the thesis

The thesis consists of three parts:

Part J: introduce the rationale, aims, significance, scope and methodology of the study Part TT: includes three chapters

Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on,

Chapter 2: Methodology: Includes an overview of the approach used on conducting the study It also provides a thorough description of the data collection procedure as well

as the analytical procedlare

Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects

Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study

2, Aims of the study:

‘This study aims to evaluate the “Lifelines” textbook in terms of its content and

methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements

3, Rescarch questions

The sludy is lo discuss the following questions

1 Does the content of the textbook suit the students’ requirements in the teachers’ and

the students’ opinions?

2 Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions?

4 Significance of the study:

The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective

More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation

5, Methodology

In this thesis, survey questionaire and informal interview used lo collcet data:

Survey questionnaires here play an important role in collection ideas of teachers and studemts on the material which are very usefill for the completion of the thesis

Informal interview is uscd to scck for detailed and objcctive opinions of participants on the material and students ‘requirement,

6 Scope of the study

In Hai Phong University, “ifctine” material uses for both major and non-major students with different levels in the first year and second year, But due to the limitation of minor thesis, this study only focuses on evaluating the “Lifelines” material using for the firsl non-Fnglish major sludents i terms of ils content and methodology to determine

whether the material is suitable with the students’ requirements.

6 Scope of the study

„ Organization of the study

PART LU: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

1.2.1 Definitions of material evaluation

1.2.2 Types of matezial cvaluation

1.2.3 Purposes of material evaluation

2, Aims of the study:

‘This study aims to evaluate the “Lifelines” textbook in terms of its content and

methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements

3, Rescarch questions

The sludy is lo discuss the following questions

1 Does the content of the textbook suit the students’ requirements in the teachers’ and

the students’ opinions?

2 Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions?

4 Significance of the study:

The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective

More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation

5, Methodology

In this thesis, survey questionaire and informal interview used lo collcet data:

Survey questionnaires here play an important role in collection ideas of teachers and studemts on the material which are very usefill for the completion of the thesis

Informal interview is uscd to scck for detailed and objcctive opinions of participants on the material and students ‘requirement,

6 Scope of the study

In Hai Phong University, “ifctine” material uses for both major and non-major students with different levels in the first year and second year, But due to the limitation of minor thesis, this study only focuses on evaluating the “Lifelines” material using for the firsl non-Fnglish major sludents i terms of ils content and methodology to determine

whether the material is suitable with the students’ requirements.

PART E INTRODUCTION This part includes seven sections The first seclion [ocuscs ơn the ratiơnalc of the thesis; the second section presents the aims of the thesis; the third section touches on the research questions; the fourth section is the significance of the thesis; the fifth

section poinis out the methodatogy, lhe next section is the scops and the fast is the

organization of the study

1 Rationale of the study

Textbooks are a key component in most language programs, They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the studcnts take part in (Richards, 2001:35)

Allwright (1981:5-18) also emphasizes that textbooks are too inflexible to be used directly as instructional material, they should give teachers rationales for what they do

From O'Neill's points, in many , toachors and students rely heavily an loxlbooks and they determine the components and methods of leaming, Students leam what is presented

in the textbook and the way the textbook presents material is the way students learn it

Thus, according ta Mink (2007) “lexthook should bs carefully ovaluaicd and selected before being used for a language program Textbook evaluation helps the managerial and teaching staff select the most appropriate materials available for a

parueular course Tt alsa helps lo identify the strengths and weskne

textbook that is already in use”,

Cunningsworth (1995:45) and Ellis (1997) also suggest that textbook evaluation

helps teachers move beyond impressionistic assessments and it helps them to acquire

of a, particular

useful, accurate, systematic and contextual insights into overall nature of textbook

material,

Al Hai Phong University, “Lifstines” has hoon used as major tmalerial far several

‘years but no evaluation or consultation has been condusted to determine its strengths and weaknesses and to see how well it suited the desired and attainable goals of the course

From above raasons, if ne wy to conducl an evaluation for the “Lifelines” lextbook, it is also a gond opportunily to discover the suitability of the material with Ihe students’ level ftom the students’ and the teachers’ perceptions and so that adaptation can

be made to gain better results of teaching and learning

1.3.1 Reasons lor adaptation

1.3.2 Arens for adaptation

1.3.3 Techniques for adaptation

1.4 Summary

CHAPTER 2: METHODOLOGY

2.1 The current teaching and learning situation at HPU

2.1.1 The vontexL of the study

2.1.2, The material description

2.2.3, Data collection procedure

2.2.4, Data analysis procedure

CHAPTER 3: RESULYS AND DISCUSSION

3.1 Material analysis,

3.1.1 The contents of the material

3.1.2 The methodology of the material

3.2 Survey revults

3.1.1, The suitability of the content of the textbook with the students’

requirements ffom the teachers and students’ opinions

3.1.2 The suitability of the methodology of the textbook with the

students’ requirements fiom the teachers and students’ opinions

3.3 Major findings

3.2.1 The

requirements ftom the teachers and students’ opinions

3.2.2 The suitability of the methodology of the textbook with the

students’ requirerrumls from the Leachers and students’ opinions

3.4.Recommendations for material improvements

3.5.Summary

PART TIT: CONCLUSION

suitability of the content of the textbook with the students”

26

awe ao

2, Aims of the study:

‘This study aims to evaluate the “Lifelines” textbook in terms of its content and

methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements

3, Rescarch questions

The sludy is lo discuss the following questions

1 Does the content of the textbook suit the students’ requirements in the teachers’ and

the students’ opinions?

2 Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions?

4 Significance of the study:

The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective

More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation

5, Methodology

In this thesis, survey questionaire and informal interview used lo collcet data:

Survey questionnaires here play an important role in collection ideas of teachers and studemts on the material which are very usefill for the completion of the thesis

Informal interview is uscd to scck for detailed and objcctive opinions of participants on the material and students ‘requirement,

6 Scope of the study

In Hai Phong University, “ifctine” material uses for both major and non-major students with different levels in the first year and second year, But due to the limitation of minor thesis, this study only focuses on evaluating the “Lifelines” material using for the firsl non-Fnglish major sludents i terms of ils content and methodology to determine

whether the material is suitable with the students’ requirements.

2, Aims of the study:

‘This study aims to evaluate the “Lifelines” textbook in terms of its content and

methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements

3, Rescarch questions

The sludy is lo discuss the following questions

1 Does the content of the textbook suit the students’ requirements in the teachers’ and

the students’ opinions?

2 Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions?

4 Significance of the study:

The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective

More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation

5, Methodology

In this thesis, survey questionaire and informal interview used lo collcet data:

Survey questionnaires here play an important role in collection ideas of teachers and studemts on the material which are very usefill for the completion of the thesis

Informal interview is uscd to scck for detailed and objcctive opinions of participants on the material and students ‘requirement,

6 Scope of the study

In Hai Phong University, “ifctine” material uses for both major and non-major students with different levels in the first year and second year, But due to the limitation of minor thesis, this study only focuses on evaluating the “Lifelines” material using for the firsl non-Fnglish major sludents i terms of ils content and methodology to determine

whether the material is suitable with the students’ requirements.

PART E INTRODUCTION This part includes seven sections The first seclion [ocuscs ơn the ratiơnalc of the thesis; the second section presents the aims of the thesis; the third section touches on the research questions; the fourth section is the significance of the thesis; the fifth

section poinis out the methodatogy, lhe next section is the scops and the fast is the

organization of the study

1 Rationale of the study

Textbooks are a key component in most language programs, They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the studcnts take part in (Richards, 2001:35)

Allwright (1981:5-18) also emphasizes that textbooks are too inflexible to be used directly as instructional material, they should give teachers rationales for what they do

From O'Neill's points, in many , toachors and students rely heavily an loxlbooks and they determine the components and methods of leaming, Students leam what is presented

in the textbook and the way the textbook presents material is the way students learn it

Thus, according ta Mink (2007) “lexthook should bs carefully ovaluaicd and selected before being used for a language program Textbook evaluation helps the managerial and teaching staff select the most appropriate materials available for a

parueular course Tt alsa helps lo identify the strengths and weskne

textbook that is already in use”,

Cunningsworth (1995:45) and Ellis (1997) also suggest that textbook evaluation

helps teachers move beyond impressionistic assessments and it helps them to acquire

of a, particular

useful, accurate, systematic and contextual insights into overall nature of textbook

material,

Al Hai Phong University, “Lifstines” has hoon used as major tmalerial far several

‘years but no evaluation or consultation has been condusted to determine its strengths and weaknesses and to see how well it suited the desired and attainable goals of the course

From above raasons, if ne wy to conducl an evaluation for the “Lifelines” lextbook, it is also a gond opportunily to discover the suitability of the material with Ihe students’ level ftom the students’ and the teachers’ perceptions and so that adaptation can

be made to gain better results of teaching and learning

1 Summary of previous parts

2 Conclusion

3 Limitations and suggestions for further research

References

APPENDICES:

Appendix 1: Questionnaire for teachers

Appendix 2: Questionnaire for students

Appendix 3: Hutchinson and Water's criteria checklist

PART E INTRODUCTION This part includes seven sections The first seclion [ocuscs ơn the ratiơnalc of the thesis; the second section presents the aims of the thesis; the third section touches on the research questions; the fourth section is the significance of the thesis; the fifth

section poinis out the methodatogy, lhe next section is the scops and the fast is the

organization of the study

1 Rationale of the study

Textbooks are a key component in most language programs, They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the studcnts take part in (Richards, 2001:35)

Allwright (1981:5-18) also emphasizes that textbooks are too inflexible to be used directly as instructional material, they should give teachers rationales for what they do

From O'Neill's points, in many , toachors and students rely heavily an loxlbooks and they determine the components and methods of leaming, Students leam what is presented

in the textbook and the way the textbook presents material is the way students learn it

Thus, according ta Mink (2007) “lexthook should bs carefully ovaluaicd and selected before being used for a language program Textbook evaluation helps the managerial and teaching staff select the most appropriate materials available for a

parueular course Tt alsa helps lo identify the strengths and weskne

textbook that is already in use”,

Cunningsworth (1995:45) and Ellis (1997) also suggest that textbook evaluation

helps teachers move beyond impressionistic assessments and it helps them to acquire

of a, particular

useful, accurate, systematic and contextual insights into overall nature of textbook

material,

Al Hai Phong University, “Lifstines” has hoon used as major tmalerial far several

‘years but no evaluation or consultation has been condusted to determine its strengths and weaknesses and to see how well it suited the desired and attainable goals of the course

From above raasons, if ne wy to conducl an evaluation for the “Lifelines” lextbook, it is also a gond opportunily to discover the suitability of the material with Ihe students’ level ftom the students’ and the teachers’ perceptions and so that adaptation can

be made to gain better results of teaching and learning