000084288 AN EVALUATIONOF THE TEXTBOOK "ENGLISH FOR THE 11th GRADE STUDENTS"AT HA TAY CONTINUING EDUCATION CENTER, HANOI
BACKGROUND TO TH E S T U D Y
An overview o f teaching and learning English at Ha Tay Continuing
Ha Tay Continuing Education Centre (HTCEC), located in Ha Dong District, Hanoi, currently offers three Grade 11 classes The centre employs 10 English teachers aged 26 to 53, all graduates of prestigious Vietnamese colleges and universities; one teacher is pursuing an M.A in TESOL These educators have taught at HTCEC for many years, bringing solid English teaching experience to their classrooms, and they consistently demonstrate strong enthusiasm and commitment to teaching English.
The students at HTCEC have already finished the English fo r the 11th grade students textbook (henceforth English 11) complied by the group o f authors under Ministry o f
Education and training: They spent several years studying English in secondary school, but their English proficiency—and their performance in other subjects—remains limited They generally have a basic grasp of English rules and are assumed to read, listen, speak, and write at an elementary level, indicating that they share the same background knowledge.
Statement o f the p ro b lem
Teaching materials are widely recognized as pivotal in language teaching and learning, because they can significantly boost student achievement by supporting learning and guiding teachers Although English 11 has clearly contributed to changing the way English is taught and learned by teachers and learners at HTCEC, it is now time to evaluate this textbook The reasons for this evaluation are listed below.
Theoretically, materials evaluation is an indispensable component o f teaching program development According to McDonough and Shaw (1993, p 63), the ability
Evaluating teaching materials is a fundamental professional activity for language teachers, helping determine whether resources meet curriculum requirements, address student needs, and reflect teachers’ preferences The findings guide educators to select relevant and appropriate materials for a specific group of learners and can lead to revisions—either of the whole materials or parts of them—to maximize effectiveness in future use.
Textbook English I has been in use for eight years at HTCEC, but both researchers and teachers still struggle with how to exploit it effectively and whether its quality aligns with curriculum requirements The book appears to mismatch students’ language acquisition needs, as observed in many classes where discussions swing between quietness and excessive use of both the mother tongue and English Students report that some sections are easy while others are difficult, leading to boredom and pressure when tasks exceed their abilities, and they fear challenging activities and struggle to complete the exercises Time constraints and the need to look up numerous new words further hinder progress Some teachers note that the lessons are monotonous and that students often remain passive Additionally, HTCEC instructors report that the textbook is too difficult for many students: certain reading texts are too long and contain many new words, and some topics fail to engage learners.
For these reasons, this study, titled “An Evaluation of Textbook English for the 11th Grade Students at Ha Tay Continuing Education Center,” was undertaken to determine whether the textbook meets the curriculum requirements and supports effective English-language learning for 11th graders in Ha Tay’s continuing education setting The evaluation examines content relevance, clarity of explanations, quality of exercises, alignment with stated learning outcomes, and overall pedagogical usefulness for both teachers and students, providing actionable insights for curriculum planning and textbook selection in non-formal education contexts.
AIMS AND RESEARCH Q U ESTIO N S
This study evaluates English 11 used by HTCEC students to determine the textbook’s suitability with respect to curriculum requirements, focusing on aims, design and organization, language components, topics, skills, methodology, and supporting materials Based on the data analysis, the research offers recommendations to improve the textbook for future use, and it seeks to answer specific research questions that probe how well English 11 aligns with educational objectives and how its content and resources can be enhanced to support effective learning at HTCEC.
(1) Does the textbook meet the requirements o f the curriculum in terms o f aims, design and organization, language components, topics, skills, methodology, and supporting materials?
(2) What suggestions can be offered to make the textbook more appropriate?
SCOPE OF TH E S T U D Y
This study evaluates English /7 using the eight-stage model proposed by Cunningsworth (1984) The textbook is examined to determine its prospective suitability for HTCEC students, focusing on seven criteria from Cunningsworth (1984, 1995): aims, design and organization, language components, topics, skills, methodology, and supporting materials.
SIGNIFICANCE OF TH E S T U D Y
The textbook plays a vital role in the English learning process for students at HTCEC This textbook evaluation provides academic managers and teachers with important information about the textbook’s strengths and weaknesses and outlines steps to improve its quality The study also offers students using the textbook a chance to express their ideas and needs for the course, which is meaningful to the researcher and to the English teachers at HTCEC Moreover, the findings of this evaluation could serve as valuable input to the Ministry of Education and Training, guiding similar future textbook evaluations.
OVERVIEW OF TH E T H E S IS
This thesis consists o f the following five chapters.
Chapter One, the Introduction, offers a concise overview of the study, presenting its background and context, outlining the research questions, stating the aims, defining the scope, highlighting the significance, and detailing the overall organization of the thesis.
Chapter two, Literature Review, provides an overview of the theories underpinning textbook evaluation It begins by identifying the types of textbooks and their roles in language teaching and learning, then defines textbook evaluation and outlines the different types of evaluation, the rationale for conducting evaluations, and the models and criteria used in assessing textbooks, concluding with a synthesis of relevant previous studies on textbook evaluation.
Chapter three, Methodology, outlines the research approach employed in this study, detailing the evaluation criteria and the research questions that guide the inquiry It describes the evaluation model used to interpret findings, identifies the subjects of the study, and specifies the data collection instruments and research procedures used to gather and analyze data.
Chapter four - Results and Discussion - reports the results from data collected and their discussion.
Chapter five - Recommendations and Conclusion - makes recommendations for the improvements o f the textbook This chapter also states the limitations and some suggestions for further study, and ends with the conclusion.
This chapter lays the theoretical foundation for evaluating the teaching materials used for 11th graders at HTCEC It is organized into four parts: the first outlines the role of materials in English language teaching and identifies the different types of materials; the second defines materials evaluation, explains why evaluation is needed, and describes the various evaluation types and the models used to assess materials; the third presents the criteria for materials evaluation; and the final section discusses several previous studies on materials evaluation.
MATERIALS IN LANGUAGE TEACHING AND LEA RN IN G
Roles o f m aterials in language teaching and learning
Textbooks, coursebooks, and other learning materials play a central role in teaching and learning a language These terms are often used interchangeably, but together they denote resources that teachers use in schools and colleges to support specific learning objectives and develop different language skills Tomlinson (2001) defines materials as anything that can facilitate language learning, while Lewis (2011) describes learning/teaching materials as a spectrum of educational resources used in the classroom to support lesson plans Sheldon (1988) argues that textbooks represent the visible heart of any ELT programme for both students and teachers Tomlinson (1998) also highlights the importance of textbooks in the ELT context.
A textbook serves as the core material for a course, designed to be as comprehensive as possible in one volume so that it can function as the primary, if not the sole, resource learners use throughout the course Such a book typically includes coverage of grammar, vocabulary, pronunciation, language functions, and the four essential skills—reading, writing, listening, and speaking (p.9).
Textbooks provide the essential input for classroom lessons through a variety of activities, readings, and explanations (Hutchinson & Torres, 1994) They are also regarded as a central component of most language programs, delivering the basis for lesson content, shaping the balance of skills taught, and defining the kinds of language practice students engage in (Richards, 2001).
Scholars such as Cunningsworth (1995), Graves (2000, p.174), and Richards (2001) all emphasize the central role and value of textbooks in language learning and teaching Cunningsworth outlines multiple roles for textbooks: they provide presentation materials, offer activities for learner practice and communicative interaction, serve as reference sources for grammar, vocabulary, and pronunciation, supply ideas for classroom simulations and activities, function as a syllabus, support self-directed or self-access learning, and give guidance for less experienced teachers to build confidence Graves and Richards likewise discuss the significance of textbooks as essential resources that shape instruction and support both learners and teachers.
Textbooks provide a structured syllabus and give students certainty, serving as the basis for assessment while saving teachers time by guiding material selection and development and offering ready-made supports such as teacher guides, cassettes, worksheets, and videos When a program uses the same textbook across all teachers, it creates coherence within a level, and a sequenced textbook also ensures continuity between levels Ur (1996) concurs, describing textbooks as a syllabus, time-savers for teachers, and a guide for inexperienced educators In addition, textbooks can foster learner autonomy, whereas a learner without a textbook may become overly dependent on the teacher, which should be avoided.
Textbooks are valuable resources for both teachers and learners, and using them can maximize learning and teaching outcomes To achieve the highest results, teachers and learners should leverage the advantages textbooks offer When teachers use textbooks, they gain more time to study and prepare lessons more carefully; assessments should be based on the knowledge and criteria mentioned in the textbooks Students can also engage in self-study at home using the suggested textbooks.
Textbooks play a central role in teaching and learning, a claim supported not only by opinions but also by data According to Applebee (1981, cited in Christenbury and Kelly, 1994), 91% of teachers use textbooks regularly Young and Riegeluth (1988, pp 7–8) contend that textbooks are responsible for about 75% to 90% of what students will learn in a given subject, and students spend 90% to 95% of classroom time interacting with textbooks Collectively, these findings suggest that teaching and learning cannot be separated from textbooks.
To maximize the effectiveness of textbooks, users should ensure they are of acceptable quality, usefulness, and appropriateness for the specific context and learners (Litz, 2001, p 9) Graves (2000) lists several drawbacks that teachers and learners must navigate: content or examples may be irrelevant or inappropriate for the group; the material may not match the learners’ level; there may be an uneven focus on language aspects or omissions of important content; there can be a poor mix of activities, rigid sequencing, and dull or unengaging tasks; materials can be outdated or timetable expectations unrealistic; and Richards (2001) notes potential negative effects such as inauthentic language, distortions of content, deskilling of teachers, and high costs Taken together, these limitations highlight that while textbooks have value, careful selection and adaptation are essential.
Teaching materials, including textbooks and coursebooks (terms that are interchangeable in this study), are central to language teaching and learning Therefore, designing or selecting effective course materials is essential, while the limitations of textbooks must be acknowledged The chosen material should undergo evaluation to assess its suitability for the subject and to identify necessary changes or improvements to maximize its effectiveness As Richards (2001) notes, evaluating educational materials is important because evaluation results help teachers implement timely remedial actions.
Types o f tex tb o o k s
Teaching materials are a key component in most language programs Much o f the language teaching that occurs throughout the world today could not take place without the extensive use o f commercial materials These may take the form o f (a) printed materials such as books, workbooks, worksheets or readers; (b) non-printed materials such as cassette or audio materials, videos or computer-based materials; (c) materials that comprise both print and non-print sources such as self-access materials and materials on the Internet (Richards, 2001).
As mentioned above, textbooks play an important role in language teaching and learning This is because o f the variety o f textbooks According to Grant (1987), textbooks are classified into two kinds: traditional textbooks and communicative textbooks.
Traditional textbooks have all or most o f these characteristics:
In many language-learning frameworks, the emphasis tends to fall on grammar—the forms and patterns of language—rather than on its communicative functions, the actual purposes we use language to achieve, such as asking for information, making requests, apologizing, or asking for directions.
• They tend to focus on reading and writing activities rather than listening and speaking activities.
• They often m ake use o f a great deal o f L I
• They emphasize the importance o f accuracy.
• They tend to focus rather narrowly on a syllabus and examinations
• They are often attractive to some teachers, because they seem easy to use and are highly examination- orientate.
Communicative textbooks address the limitations of traditional textbooks by creating opportunities for students to use the language in the classroom, acting as a “halfway house” before real-life use Their defining characteristics include a learner‑centered, meaning‑focused approach that favors authentic, task‑based activities; extensive pair and group work; contextualized language use; and feedback aimed at improving communicative effectiveness rather than rote accuracy By weaving real‑world tasks—such as role‑plays, interviews, and problem‑solving activities—into lessons, these textbooks help learners practice language in social contexts and facilitate transfer to real‑life communication.
• They emphasize the communicative functions o f language - the job people do using the language - not ju st the forms.
• They emphasize skills in using the language, not ju st the forms o f language, and they are, therefore, activity-based.
• They usually have a good balance among the four language skills but may emphasize listening and speaking more than a traditional textbook does.
• They tend to be very specific in their definition o f aims
• Both content and methods reflect the authentic language o f everyday life.
• They encourage work in groups and pairs, and therefore make heavier demands on teachers’ organizational abilities.
• They emphasize fluency, not just accuracy.
Because foreign language serves as a key medium of communication in social life, communicative textbooks are a premium choice for learners Their defining characteristics—such as authentic language use, interactive exercises, and a strong emphasis on communicative competence—are used as the criteria to evaluate a textbook’s effectiveness in promoting real-world communication.
MATERIALS EV A LU A TIO N
Definition o f textbook evaluation
Materials evaluation forms part of a larger, complex process; even after selection, materials can be judged successful only once they have been implemented in the classroom and feedback has been gathered Evaluation is the determination of worth: it entails collecting information that helps judge the value of a program, product, procedure, or object, or assess the potential utility of alternative approaches designed to achieve defined objectives In educational settings, evaluation involves the systematic collection and analysis of all relevant data to promote curriculum improvement and to assess its effectiveness within the specific institutional context.
Reasons o f m aterials evaluation
Evaluating teaching materials serves two core purposes: first, to select the most suitable educational resources for a specific group of students in a defined context, ensuring they meet learners’ needs; second, to assess whether the chosen or designed materials effectively achieve the intended learning outcomes after use for a period of time (Ellis, 1997).
Evaluation is the process of judging the fitness of classroom materials for a specific purpose Any material used in the classroom must be evaluated to identify its merits and demerits and to determine whether it works well for the intended situation and the students Teachers also need to understand the materials to use them effectively in instruction.
Types o f m aterials ev alu atio n
Cunningsworth (1995) suggests that there are three types o f evaluation:
Pre-use evaluation is the most challenging type of assessment because there is no actual experience using the course book to draw on In this phase, evaluators look at the book’s future or potential performance, predicting how it would perform in real-use scenarios and what impact it might have on learners once it is adopted.
In-use evaluation refers to course book evaluation whilst the materials is in use
Post-use evaluation provides retrospective assessment o f a course book's performance and can be useful for identifying strengths and weaknesses, which emerge over a period o f continuous used
The suggestion o f Cunningsworth is supported by McGrath (2001) who argues for a cyclical approach to m aterials evaluation that encompasses three stages: pre-use, in- use, and post-use evaluation.
P o st-u se e v a lu a tio n uses d a ta o n in c o u rse use a n d d a ta on e ffe c ts to assess su ita b ility o f selection
P re -u se e v a lu a tio n selectio n p ro c e d u re s e sta b lish e s p o te n tia l s u ita b ility
In -u se e v a lu atio n g a th e r s d a ta o n p la n n in g decisions, im p le m e n ta tio n a n d re sp o n se ; m ay s tim u la te p re lim in a ry r e c o n s id e ra tio n s o f selection c rite ria
Figure 1: Closing the circle by McGrath (2001)
Brown (1995) and Lynch (1996) argue that ongoing curriculum development involves two types of evaluation: formative evaluation and summative evaluation Formative evaluation is conducted during the process to collect and analyze information that directly informs ongoing improvements to the curriculum, while summative evaluation assesses overall effectiveness at defined points, guiding strategic decisions about revisions and future development.
Ellis (1997) identifies two forms of materials evaluation: predictive evaluation and retrospective evaluation Predictive evaluation decides which materials are best suited to the intended purposes before use, guiding choices for the teaching/learning context; retrospective evaluation assesses whether the materials performed as intended after they have been used, informing future selections Together, predictive and retrospective evaluations aim to improve the effectiveness of the teaching/learning environment by ensuring that chosen materials meet their objectives.
Popular models for material evaluation
There are a num ber o f m odels and frameworks for m aterials evaluation A short description o f som e popular ones will be presented as follows.
Ellis (1997) argues that evaluation in English Language Teaching (ELT) has predominantly centered on macro-evaluation—assessing entire programs or projects through the appraisal of materials, teachers, and learners—while also urging attention to micro-evaluations He advocates a detailed empirical approach that evaluates at the task level within its actual teaching‑learning context, with the aim of determining whether the task achieved its objectives and identifying ways to improve it for future use.
Evaluating a task involves such steps:
4 Collecting the information for the evaluation;
6 Reaching conclusions and m aking recom m endations; and
Although Ellis’s model outlines a sequence of specific steps, the study did not adopt it The model emphasizes addressing student needs, while the textbook under evaluation follows a fixed syllabus, creating a mismatch with the research design Consequently, the researcher did not choose Ellis’s model for this evaluation.
2.2.4.2 McDonough and Shaw ’s model (a combination o f macro and micro evaluation)
McDonough and Shaw (1993) suggest a model o f three stages for the evaluation process They are external evaluation, internal evaluation, and overall evaluation.
An external stage provides an outsider’s comprehensive view of how the material is organized, focusing on the intended audience, proficiency level, context, the organization of language units, and the language and methodology used in the materials The internal evaluation stage is a closer, more detailed process that requires examining at least two units from a book or set of materials, assessing presentation skills, grading, and sequencing The overall evaluation is the final stage, examining the materials’ suitability based on four factors: usability, generalizability, adaptability, and flexibility, including how well the materials can be integrated into a particular syllabus.
In this model, the generalizability factor determines whether there is a restricted use of core features, which makes the materials more generally useful; however, some parts of the materials may not be useful for a given individual or group, and those parts may need to be added, extracted, or modified—this is the adaptability factor The flexibility factor then covers whether the sequencing and grading are rigid, or whether the material can be easily integrated into different types of syllabi This model is shown in figure 1 below.
M acro-evaluation - > inappropriate/potentially appropriate —>
M aero- eval uation > inappropriate/ appropriate —ằ adopt/select
Figure 2: The M aterial evaluation model proposed by McDonough and Shaw
McDonough and Shaw (1993) propose a logical procedure for evaluating teaching materials Their model is designed to be flexible enough to be used in English Language Teaching (ELT) contexts worldwide, avoiding long checklists and allowing evaluation to proceed according to the evaluator’s specific objectives In doing so, the approach aims to streamline materials assessment by prioritizing purpose, relevance, and context over exhaustive data collection.
During preliminary screening, this model can save time when materials are deemed inappropriate at the external stage; however, if the external evaluation indicates potential suitability, it requires significant time and effort to conduct an internal evaluation to determine whether the materials warrant a more detailed inspection.
Cunningsworth (1984) argues that evaluation cannot be purely mechanical and that professional judgment is involved at every stage of the process He therefore proposes a nine-step model for materials evaluation, offering a structured approach to assess the suitability, quality, and usefulness of teaching materials This framework emphasizes informed decision-making in selecting, adapting, and integrating resources to meet classroom needs.
1 Briefly state the objectives o f the material.
2 To what extent is it successful in achieving these objectives?
5 Are there any notable omissions?
6 For what type o f learning situations is the material suitable?
7 For what type o f learning situations is the material unsuitable?
8 Comparisons with any other material evaluated
The nine steps provide general guidance for evaluating a book without referencing a specific class or group of students, helping the evaluator form an overall impression They highlight the book’s strengths and limitations across general learning contexts Steps six and seven explicitly identify the learning situations the book is suitable for and those for which it is unsuitable, clarifying its scope Together, these steps enable a balanced, context-aware assessment of where the book can be most effective and where it may fall short.
Cunningsworth (1984) also states that if the evaluators are evaluating material for a particular class in a particular situation they will probably have drawn up a list o f the
13 objectives educators aim to achieve with their class, a framework that lets them assess how their teaching goals align with the material's potential The argument that follows contends that once these objectives are set, teachers can compare their instructional aims against the material's capabilities, ensuring that lessons are purposeful and feasible His argument proceeds in a structured sequence, illustrating how aligning goals with the material's potentialities guides curriculum design and strengthens classroom practice.
When selecting a course book, don’t expect a perfect fit; if there is a significant discrepancy, look for material elsewhere A course book is likely to be ideally suited to your class only at its current stage of development, unless you’re very lucky Therefore, aim to choose the book that comes closest to your requirements and be prepared to adapt the material to meet your specific needs.
Among the evaluation models considered, the researcher bases the study on Cunningsworth’s (1984) model because it best aligns with the research aims The model’s systematic, specific, and easy-to-use steps enable a comprehensive assessment of the textbook, helping to identify its strengths and weaknesses and to outline concrete improvements for its future use in classrooms and training settings.
CRITERIA FOR TEXTBOOK EV A LU A TIO N
Criteria suggested by Hutchinson and Waters (1987)
The criteria for evaluation include audience, aims, content and methodology.
Audience: This is the first section of the checklist, intended to collect essential information about learners It covers details such as age, gender, nationality or nationalities, study or work specialization, language background, and interests Collecting these data helps tailor content and instruction to learners’ profiles, improving relevance and engagement in the learning experience.
This material aims to help learners develop targeted language skills and communicative functions, or to improve language proficiency as a whole In any language course, it is necessary to assess whether the material satisfies the course aims and objectives and supports the intended learning outcomes.
To evaluate the material’s content, evaluators should consider language description, language points, the macro-skills and their proportions, micro-skills, the types, subject matter areas, and topics; plus how the content is organized across the course and within each course unit, including the overall content sequence and the sequence within the unit, to determine if these elements satisfy the requirements established by the learners’ needs analysis and the course objectives.
Methodology in this course is defined by the learning theories it rests on, the learners' attitudes and expectations toward learning English, the types of exercises and tasks included, and the teaching and learning techniques employed It also encompasses the teaching aids, the guidance provided to instructors, and the material's flexibility to adapt to different teaching contexts, ensuring effective English language instruction across diverse settings By integrating theoretical foundations, learner needs, practical activities, instructional methods, resources, and adaptability, this methodology supports coherent, engaging, and scalable English learning outcomes.
Besides, the four criteria mentioned above, Hutchinson and Waters suggest other criteria such as the price and availability o f the material.
A detailed description o f the checklist is presented in Appendix 2
Criteria by Cunningsworth (1 9 8 4 )
Cunningsworth (1984) identifies a comprehensive set of criteria for evaluating language teaching materials Key elements include the language content, the selection and grading of language items, and how new language is presented and practiced The framework also considers the development of language skills and communicative abilities, the usefulness of supporting materials, and factors such as learner motivation and the overall needs of the learner.
For the language content, the evaluators should focus on what is being taught in terms o f grammar and vocabulary and also in terms o f meaning, function and appropriateness.
The selection and grading o f language items
This criterion examines how instructional material relates to the syllabus, posing the key question of whether the material follows a structural syllabus or a functional one If the approach is functional, the design centers on selecting relevant communicative functions and sequencing them in a logical order to support meaningful language use.
Syllabi are evaluated according to their usefulness to the learner and the extent to which they meet the learner’s communicative needs The structural syllabus represents a more traditional approach, starting from the internal structure of the language rather than its use in real communication, and is often described as subject-centered.
According to Cunningsworth, the selection and grading of language items for teaching should be guided by two complementary perspectives: a student-centered approach that identifies probable learner needs and a subject-centered approach that emphasizes the internal structure of the language.
Presentation and practice o f new language items
This criterion relates to the aspects such as presentation and practice o f grammar items, new structures and lexis.
Developing language skills an d communicative abilities
This criterion concerns about the development o f four skills such as listening, speaking, reading and writing as well as their combinations.
According to Cunningsworth, the level of a course’s comprehensiveness determines the visual materials it may offer, which can include recorded (taped) material, a teacher’s book, an index of grammatical items and functions, a vocabulary list, and tests.
This criterion is evaluated in terms o f psychological factors as well as social and cultural factors.
Cunningsworth (1995) suggests more specific and detailed criteria nam ely aims and approaches, design and organization, language content, skills, topics, methodology, teachers ' book, practical consideration.
This criterion concerns about the aims o f the course book, the aims o f teaching program and the needs o f the learners.
This criterion relates to the general layout and the organization o f the course book’s content
For the language content, the evaluators should focus on what the course book covers in terms o f grammar, vocabulary and pronunciation work.
According to Cunningsworth, when evaluating a course book you should assess whether it adequately covers the four language skills—listening, speaking, reading, and writing—while taking into account the target level and the course’s overall aims You should also look for a balanced distribution of activities across the skills to ensure no single area is neglected and that the material aligns with the intended learning objectives.
This criterion deals with the topics content o f the course book as well as its interest to the learners.
Cunningsworth argues that a key function of a coursebook is to present language in a way that makes learning efficient and rapid, reflecting the author’s views on how language is learned and the most effective teaching approaches Even if a coursebook does not seek to impose a rigid methodology, the way it structures content and the kinds of activities it promotes can profoundly influence classroom practice.
According to Cunningsworth, a high-quality teacher’s book is invaluable because it offers clear guidelines for maximizing the course, detailed unit-by-unit lesson plans, and ready-to-use answer keys for the exercises.
This criterion focuses on the cost and availability o f the course book.
To ensure the evaluation framework matched the study’s scope and purpose, the researcher adopted Cunningsworth’s criteria (1984, 1995); consequently, only seven criteria were prioritized to align with the research aims: aims; design and organization; language components; topics; skills; methodology; and supporting materials.
PREVIOUS ON TEXTBOOK AND MATERIAL EV ALU A TIO N
There are a great num ber o f previous studies on textbook evaluation in different contexts Different authors and researchers have employed different textbook criteria to evaluate different textbooks or materials Litz (2005), for example, evaluated the ELT textbook English Firsthand 2 that is used as the language teaching course book in the Sung Kyun Kwan University in Suwon, South Korea The objective behind this research project was to determine the overall pedagogical value and suitability o f the book towards this specific language program Litz (2005) developed a series o f textbook evaluation questionnaires which are created to be answered by the instructors and students Litz’s checklist is organised and distinguishes several main categories and some detail items The item contains sim ple terms and are mostly comprehensible and the checklists seems to be comprehensive and balanced in terms o f various aspects it covers though it lacks some points as instruction on language learning strategies or advice about using the book.
Riasati and Zare (2010) evaluated the New Interchange series, widely used in language classrooms in Iran, to determine its overall pedagogical value and suitability The study used a textbook evaluation questionnaire developed by Liz (2000) as its instrument Results demonstrated the strong and weak points of the series; among the strong points teachers cited are the practical considerations—reasonable price, accessibility, and the presence of a teacher’s guide as well as an audio tape—and the layout and design, which are clear and appropriate The series also offers a balance of activities and covers the four skills, facilitating adequate use in teaching However, no single textbook can meet the needs of large and diverse groups of learners, so the burden falls on the teacher to compensate for deficiencies through appropriate measures to achieve effective learning outcomes.
In Vietnam, researchers Nguyen Thi Hai Ha (2004), Vo Thi Anh Dao (2003), Tran Thi Thuy Nga (2005), Dong Thi Hien (2006), and Hoang Thi Tham (2007) conducted studies on various ESP materials designed for different student groups—engineering students, electronics and telecommunications students, marine students, information technology students, and medical students All of these studies examined whether the ESP materials aligned with and fulfilled the corresponding course objectives.
In 2005, Vu Phuong Hien conducted an evaluation of English for 10th-form students at Kim Lien High School to identify the difficulties faced by both teachers and students in English teaching and learning, assess whether the textbook matches the students’ learning abilities, and propose recommendations for improvement The study was based on Hutchinson's evaluation model.
Nguyen Thi Thuy Hang (2010) carried out a research on the textbook English for the
This study examines the current textbook used by tenth-grade students at Chuong My A High School to determine whether it matches the students’ learning level and whether it is engaging enough to promote active student involvement in lessons The author conducts a general evaluation of the textbook, focusing on its appropriateness and its ability to capture students’ interest The research was conducted at Chuong My A High School, a school located far from Hanoi’s city center.
Le Kim Lien’s 2013 study, “An evaluation of the textbook English 10 at Dao Duy Tu high school under the light of CLT,” investigates the strengths and weaknesses in the textbook’s design based on Communicative Language Teaching (CLT) principles The researcher uses Cunningsworth’s (1995) evaluation model and criteria to assess the text, and finds that the English 10 textbook largely conforms to CLT aims, its overall design and organization, and the language content Nevertheless, Lien notes that certain alterations would improve its effectiveness for classroom use By evaluating the textbook through an up-to-date CLT framework, her study offers a distinctive contribution compared with earlier research in the field.
To date, numerous studies have evaluated teaching materials and textbooks, yet each study targets different materials and adopts methodologies tailored to its specific context This study stands apart because no prior evaluation has examined the English textbook used by 11th-grade students at HTCEC By conducting this evaluation, the research fills a notable gap and provides insights into the textbook’s suitability, strengths, and limitations for instruction in this setting.
S U M M A R Y
This chapter examines theoretical issues in evaluating educational materials, focusing on the types and roles of textbooks, and presenting clear definitions along with the reasons and categories of textbook evaluation It also discusses evaluation models and criteria and surveys prior materials evaluation studies conducted by other researchers to place current practice in context.
This study aimed to determine whether the textbook meets curriculum requirements in aims, design and organization, language components, topics, skills, methodology, and supporting materials, and to identify adaptations that would make it more appropriate The evaluation followed Cunningsworth’s eight-stage model and the seven criteria he and colleagues outlined (aims, design and organization, language components, topics, skills, methodology, and supporting materials) The research was conducted at HTCEC from April to May 2014.
DATA COLLECTION INSTRUM ENTS
Document an aly sis
Document analysis is an effective data collection method in evaluation research, yielding useful information and forming an essential part of the evidence base for assessment (Robinson, 1991, p 71) By examining the content and structure of documents, it provides systematic background information that supports the evaluation process and helps enhance the objectivity of qualitative research Documents also offer evaluators critical insights into program activities and processes, contributing to a clearer understanding of how the program operates (Patton, cited in Lynch, 1996).
Data collected through document analysis instruments served as the major source of information for this study, aligning with the aim to evaluate English 11, a program that has been in use for more than eight years.
This study analyzes the curriculum document to identify the implied requirements for teaching materials and then examines the textbook to collect information on its aims, design and organization, language content, skills, topics, methodology, and supporting materials The results from the curriculum analysis are compared with those from the textbook analysis to reveal how well the textbook aligns with curriculum requirements In short, the study evaluates two documents—the curriculum and the textbook—to assess their alignment and determine the extent to which the textbook meets curricular expectations.
3.2.1.1 The analysis o f the curriculum document
Những yêu cầu và nội dung của chương trình giảng dạy tiếng Anh lớp 11 dành cho giáo dục thường xuyên cấp THPT do Bộ Giáo dục và Đào tạo ban hành nhằm phát triển đồng bộ năng lực ngôn ngữ và phẩm chất người học thông qua 4 kỹ năng nghe, nói, đọc, viết; hệ thống hóa kiến thức ngữ âm, từ vựng và ngữ pháp cần thiết cho giao tiếp và học tập nâng cao Chương trình xác định các mục tiêu học tập rõ ràng, các chủ đề xuyên suốt phù hợp với đời sống và nhu cầu giáo dục của học sinh THPT, đồng thời gợi ý các hoạt động dạy học tích cực, ứng dụng công nghệ thông tin và phương pháp học tập hợp tác để tăng tính tự chủ và sáng tạo Nội dung được phân chia thành các đơn vị môn học, giới hạn thời lượng phù hợp với khung thời gian của lớp 11 và đảm bảo liên thông với các cấp học trước và sau, nhằm chuẩn bị cho kỳ thi và cho việc vận dụng tiếng Anh trong học tập và công việc sau này Đánh giá kết quả học tập bao gồm đánh giá thường xuyên, đánh giá định kỳ và tự đánh giá để đo lường mức đạt được các chuẩn đầu ra, đồng thời cung cấp phản hồi nhằm cải thiện quá trình học tập Chương trình cũng nhấn mạnh yêu cầu đổi mới phương pháp giảng dạy, tăng cường tích hợp các nguồn lực giáo dục mở, tài nguyên số và hoạt động thực hành ngôn ngữ trong môi trường lớp học và ngoài giờ lên lớp.
Since 2005, the guidelines for teaching and learning English at HTCEC have guided curriculum development and instructional practice The analysis examined requirements across aims, topics, skills, language content, methodology, schedule, and assessment In the present study, however, only a subset of these aspects—aims, design and organization, language content, skills, topics, methodology, and supporting materials—were carefully examined.
3.2.1.2 The analysis o f the textbook English 11
English II, used for HTCEC high school students, was analyzed in this study with an evaluation checklist adapted from Cunningsworth’s 1984 and 1995 criteria The analysis collected data on the textbook’s aims, design and organization, language content, skills coverage, topics, methodology, and supporting materials to answer the research questions A comparison between the textbook findings and the curriculum analysis determined whether the textbook aligns with the curriculum requirements, and the results revealed its strengths and weaknesses, suggesting avenues for improvement for future use.
Q uestionnaires
Questionnaires are a widely used instrument for data collection in the social sciences; as Gillham (2000) notes, they are often the most appropriate method for gauging respondents’ attitudes, while Gabr (2000) emphasizes that the questionnaire is the most popular tool for post-course evaluation due to its many advantages In this study, the evaluation was post-course and aimed to gather feedback from teachers and students about the course material to ensure the reliability of conclusions drawn from curriculum–material analysis Questionnaires are easy to analyze, their format is familiar to most respondents, and they are simple and quick to complete They also require minimal time from participants and provide a flexible, convenient way to participate, enabling data collection from a large number of participants at a high response rate (Wallace, 1998).
Questionnaire items can be closed-ended, where the researcher determines the range of possible responses (for example Yes/No or fixed options), or open-ended, where respondents decide what to say and how to say it Closed-ended questions simplify data analysis, and questionnaires can consist entirely of closed questions, entirely of open questions, or a mix of both In survey research, the Likert scale is the most widely used rating scale, typically a five-point scale where respondents express their level of agreement or disagreement—strongly disagree, disagree, neutral, agree, and strongly agree.
“neither agree nor disagree”, “agree”, and “strongly agree” Sometimes a four-point scale is used since the middle option o f “neither disagree nor agree” is not available.
Apart from the advantages, questionnaires also express negative features Creswell
Research suggests that respondents may have little personal investment in a study, which can lead them to opt not to return the survey instrument, reducing response rates and compromising data quality Additionally, when researchers lack the means to clarify questions during administration, respondents may misinterpret items, undermining the reliability and validity of the questionnaire results.
In this study, the questionnaires contained items designed to capture the same information defined by the checklist criteria Their purpose was to elicit both teachers' and students' opinions and attitudes toward the textbook, examining its aims, design and organization, language content, the skills it develops, the topics it covers, the teaching methodology it employs, and the supporting materials provided.
The questionnaires were adapted from different questionnaires by Litz (2005) and Ali
(2008) which were based on the criteria for evaluation suggested by Cunningsworth
(1984, 1995) The questionnaires consisted o f seven parts in accordance with the seven criteria including (A) aims, (B) design and organization, (C) language content,
To gather data, the study used structured questionnaires aligned with four categories: D skills, E topics, F methodology, and G supporting materials The teachers’ questionnaire comprised 41 items, while the students’ included 38 items All items were closed-ended, a design choice that yields reliable results and simplifies response collection since participants only circled the options This format also supports straightforward data coding into numeric values and subsequent statistical analysis The instruments were built on a five-point Likert scale (1: strongly disagree; 2: disagree; 3: undecided; 4: agree; 5: strongly agree), and respondents were asked to indicate their level of agreement for each item.
An instrument with 38 questions was administered to students (see Appendix 6) to capture their opinions about the textbook across seven dimensions: aims, design and organization, language content, skills, topics, methodology, and supporting materials The items in the questionnaire are organized into seven parts to comprehensively assess how well the textbook meets its stated aims, the clarity of its design and organization, the relevance and quality of language content, the development of language skills, the breadth of topics, the instructional method, and the usefulness of accompanying resources.
(A) aims, (B) design a n d organization, (C) language content, (D) skills, (E) topics, (F) methodology, and (G) supporting materials.
Specifically, in the first part o f the questionnaire - Part A- A im s, there were 3 questions for the students to find out express their opinions about the aims o f the textbook.
In part two - P a rt B - Design and Organization, there were 7 questions for the students to collect show their comments on the layout, illustrations and overall organization o f parts in the textbook.
Part three of the questionnaire, Section C—Language Content, consisted of eight questions designed to capture students' opinions on the grammar items, vocabulary, and pronunciation work included in the textbook The questions aimed to assess how well the language content supports learning, its clarity and relevance, and the overall usefulness of the textbook's grammar, vocabulary, and pronunciation activities for student progress.
Part four - P a rt D - Topics - included 4 questions for the students which highlighted their viewpoints about the topics content o f the textbook.
In Part Five, Section E: Skills, eleven questions were used to collect students' opinions on the four core language skills—listening, speaking, reading, and writing—as outlined in the textbook.
Part six - Part F - Methodology - included 4 questions for the students which aimed at discovering their perceptions about the methodology implied in the textbook such as the learning techniques and activities.
Part G, the final section of the questionnaire focused on Supporting Materials, comprises two questions designed to gauge students’ opinions about the textbook’s supporting materials This section seeks to capture how students perceive the usefulness and relevance of these materials as provided with the textbook.
As with the student questionnaire, substantial information was collected, and the study would lack some depth if the teachers’ questionnaire had not been conducted The teachers’ instrument contains 41 questions (Appendix 5) designed to capture teachers’ general assessments of the textbook in terms of aims, design and organization, language content, the skills covered, topics, teaching methodology, and supporting materials.
Also, the questionnaire for teachers consisted o f seven parts with the same aims similar to those o f the questionnaire for students.
As noted in Chapter 3, the teacher questionnaire contained more items than the student questionnaire because only teachers could provide information on aspects beyond students’ experience or knowledge.
25 ideas about More specifically, only part C, part D and part E o f the two questionnaires had the sam e num ber o f questions, the other parts: part A, part B, part
F and part G contained m ore questions.
PA RTICIPA N TS
The te a c h e rs
All 10 teachers o f English at HTCEC (1 m ales and 9 females), aged from 25 to 53 took part in the study Am ong the 10 teachers, there were only two young teachers who have taught English at the school for two years T he other eight teachers were the ones who have taught English at the school for a long time, so they mastered much precious experience in teaching English To keep up w ith the changes in teaching the new English textbooks, they have been trying their best to find out more suitable teaching methods in order to bring about the best results for their students.
The stu d e n ts
The largest group of questionnaire respondents consisted of 72 students from HTCEC’s classes 12A1 and 12A2 who had just finished learning English and participated in the study Of these, 58% were female; the students were all 18 years old and came from different communes, and all had learned English at secondary school All 72 students were invited to participate because they had already studied this textbook, making their opinions about English 11 precise and reliable By contrast, 11th graders were not invited since they were currently studying the book and might not provide precise comments, and 10th graders did not participate because they had not learned the book yet Therefore, the entire population of students in classes 12A1 and 12A2 served as the respondents for the questionnaire.
DATA COLLECTION PRO CED U RES
In order to find out the answers to the research questions, the data collection procedure was implemented through three steps as follows:
To support the evaluation, the curriculum document and English 11 were analyzed to gather essential information on aims, design and organization, language components, topics, skills, teaching methodologies, and accompanying materials The findings from this analysis enabled the researcher to assess both the suitability and potential shortcomings of the curriculum.
Secondly, the researcher developed two sets of survey questionnaires for teachers and students to collect additional information needed for the evaluation, with the questions adapted from those used by Litz (2005) and Ali.
In 2008, questionnaires were administered to both teachers and students to gather their opinions on the textbook’s aims, design and organization, language content, topics, skills, methodology, and supporting materials The study ensured that the purpose of the questionnaires was clearly explained before distribution, and all completed surveys were returned within one day The findings from these questionnaires provided a crucial data source for addressing the research questions.
The information collected was gathered, summarized, and coded for analysis, yielding an overall conclusion about textbook evaluation based on seven criteria proposed by Cunningworth (1984) The findings revealed both the appropriateness and the mismatch between the textbook and curriculum requirements, as well as students’ preferences, and several recommendations were offered to enhance the material’s effectiveness for future use.
S U M M A R Y
This chapter outlines the study’s methodology, presenting a detailed description of the evaluation model, the evaluation criteria, and the evaluation checklist, as well as the study participants, and the data collection instruments and procedures The sample included 72 students from classes 12A1 and 12A2 and 10 English teachers at the center Data were collected using two methods: document analysis and questionnaires.
In this chapter, the results o f the students’ and teachers’ opinions about whether the
English 1 demonstrates curriculum alignment across aims, design and organization, language components, topics, skills, methodology, and supporting materials, with each element clearly demonstrated; based on the data analysis, the discussion then addresses the textbook’s appropriateness.
EVALUATION ON A IM S
The defined aim s o f the curriculum
English 11 was written based on the Standard English Curriculum o f the Ministry o f
Education and Training, as the follow-up o f the English 10th grade curriculum The aims o f the English curriculum for the 11th graders are as follows:
• Providing and increasing the basic grammatical knowledge, as the follow-up o f English for the 10th grade such as the use o f English tenses, new grammartical structures;
• Developing equally the students’ four skills including listening, speaking, reading and writing, part from the knowledge o f grammar;
• Widening the students’ knowledge about culture, society and sports through different topics o f each unit;
Using the 11th-grade English curriculum, students master foundational grammar knowledge and skills, building a solid linguistic base that prepares them for the 12th-grade English program This focused study enhances sentence structure, verb tenses, punctuation, and syntax, ensuring a smoother transition to advanced reading, writing, and communication tasks in the 12th grade.
The aims o f the textbook
As can be seen from Appendix 7, the English / / i s composed o f 16 units with different topics (Unit 1 -Friendship, Unit 2- Personal experiences, Unit 3- A Party,
Sources o f energy, Unit 12- The Asian games, Unit 13-Hobbies, \3r\\X\4-Recreation,
Unit 15- Space conquest and Unit 16-The Wonders o f the world It is obvious that most o f the topics are relevant to the culture and society in Vietnam and those in the English-speaking countries By learning the lessons with such different topics, the students could enrich their knowledge about the culture, society and sports inside and outside Vietnam.
The textbook centers on the four macro skills of listening, speaking, reading, and writing, with grammar and pronunciation taught in a separate Language Focus section Six revision units, presented as Test Yourself, are designed to check students' knowledge and skills as well as basic language knowledge throughout the textbook However, these skills are not distributed equally across the book, a discrepancy clearly illustrated in Table 1 Overall, this structure shapes how learners practice core language competencies and how teachers assess progress through the integrated revision units.
Table 1: Number o f tasks in each skill in the textbook
Table 1 shows the distribution of tasks across language skills, with Speaking totaling 45 tasks and Reading 43 tasks—the largest counts The Listening section includes 32 tasks, while Writing has 27 tasks, the smallest count among the four skills.
An imbalance in the distribution of language tasks is evident in Units 1 and 2 of the textbook Unit 1 offers three tasks for speaking and reading skills, while only two tasks are allocated to writing and listening In Unit 2, three tasks are dedicated to speaking and reading, whereas writing and listening have just one task.
The description and analysis o f the overall organization o f the textbook and each unit demonstrate that although the weight o f different skills in the textbook was not similar, its aims were mainly to provide the students with four skills and language knowledge At the same time, English 11 introduces various aspects o f culture and society o f not only Vietnam, but also the English-speaking countries via through the different topics o f each unit.
4.1.2.2 Results fro m th e student and teacher questionnaires
The data obtained from the students’ and teachers’ responses are presented in frequency o f choices, percentages and summarized in Table 2 and Table 3.
Table 2: The students’ opinions about the aims o f the textbook
Statements Strongly disagree Disagree Undecided Agree Strongly agree
1 English 11 provides and helps you consolidate and widen basic English grammatical knowledge.
2 English 11 helps you develop equally four skills such as listening, speaking, reading and writing.
3 English 11 is a good source to widen your knowledge about culture, society and sports through
T able 3: The teach ers’ opinions about the aim s o f the textbook
Statem ents Strongly disagree Disagree U ndecided Agree Strongly agree
1 English I I provides and helps your students consolidate and widen basic
2 English 11 helps your students develop equally four skills such as listening, speaking, reading and writing.
3 English 11 is a good source to widen your students’ knowledge about culture, society and sports through the different topics o f each unit.
As has been presented in Table 2 and Table 3, the majority o f the students (97%) and all in 10 teachers (100%) agreed that English 11 helps the students leam much o f the basic English grammar However, with regard to developing skills, more than a h alf o f the students (55%) and teachers (60%) stated that the textbook failed to develop equally four skills o f listening, speaking, reading and writing Meanwhile, many o f the students (67%) and 80% o f the teachers reported that students’ knowledge about culture, society and sports were widened through the different topics o f each unit.
M atching the results and discussion
Based on the data analysis and a cross-source comparison of the textbook evaluation from three sources against the curriculum’s defined aims, the study finds that the textbook under review largely meets most of the curriculum objectives.
English I I is successful in supplying the students with basic English grammatical knowledge This is proved by the textbook analysis which pointed out that the textbook includes the final part Language Focus with three sections namely Pronunciation, Grammar and the set o f exercises for grammar development This also explains why nearly all o f the students and all teachers responded that the students’ grammatical knowledge was widened and improved when learning this textbook.
English I I provides the students with four basic skills o f listening, speaking, reading and writing through each unit However, the textbook fails to help the students
Survey results indicate that equal development of the four language skills—listening, speaking, reading, and writing—has not been achieved A majority of both students (55%) and teachers (60%) report that language knowledge is not given equal weight in the textbook In addition, Table 1 shows that reading and speaking are given more detail and more tasks than writing and listening, with 43 reading tasks, 45 speaking tasks, 32 listening tasks, and 27 writing tasks Therefore, the aim of balanced skill development across listening, speaking, reading, and writing has not been met.
The textbook effectively broadens students’ knowledge of culture, society, and sports by covering a wide range of topics in each unit This impact is supported by the analysis results and the percentage of positive responses from respondents, with 67% of students and 80% of teachers reporting favorable opinions.
EVALUATION ON DESIGN AND ORGANIZATION
The curriculum requirem ents about design and organization
Per the curriculum, the English 11 sections should be evenly organized and well-structured To help students access the textbook easily and usefully, each unit’s content is clearly organized and divided into Part A - Reading, Part B - Speaking, Part C - Listening, Part D - Writing, and Part E - Language Focus In addition, the textbook should feature a clear layout, include a vocabulary list in every unit, provide a table of contents, and incorporate review sections to support students’ consolidation of knowledge.
Design and organization o f the tex tb o o k
4.2.2.1 Results from the textbook analysis
English 11 has a significant number o f illustrations Its word printing size was equivalent to the font size 14 Microsoft Word Besides, with beautiful and colorful pictures introducing the context o f the lesson, the students could be more interested in the topic and have higher motivation in learning The textbook also provides a table o f contents at the beginning o f the book and a glossary at the end o f the book which could help the students systematically grasp the input. unit is also the topic o f the reading text which belongs to Reading skill presented at the beginning o f each unit The next parts include Speaking, Listening, Writing Skills and Language Focus (with two sub-sections o f Pronunciation and Grammar) presented at the end o f the unit A number o f tasks are given after the presentation o f each skill for consolidation practice o f the targeted skills or language points.
The data show that the description o f the textbook is familiar with the students (Unit 1: Friendship, Unit 2: Personal experiences, Unit 3: Party) However, from Units 6 to
With Units 6 and 7, topics become less personal and, to a certain extent, less familiar to students For example, the Units 6 and 7 topics—Competitions and World Population—address external, global issues that are not closely tied to students’ daily lives or living circumstances (see Table 8).
Vocabulary progression in the course begins with only a handful of new items—about 5–6 words—in the early units and climbs to 12–15 new words in later units The rising level of difficulty is shown not only by the sheer number of terms but also by their nature and complexity Early units introduce simple nouns and noun phrases for concrete objects, such as “floppy cotton hat” (Unit 2), and basic adjectives describing personalities, like “helpful” and “understanding” (Unit 1) By contrast, later units feature more complicated and difficult words, including abstract nouns and noun phrases, such as “digit subscriber.”
(Unit 9), agrarian (Unit 8), solitude (Unit 14) and verb phrases such as mark the miles stone (Unit 4) and make a fu ss (Unit 5) appear more difficult for the students to learn.
The textbook arranges grammar content from easy to difficult, starting with a revision of basic grammar for 10th graders, including tenses (present simple, past simple, past progressive, and past perfect) and verb forms (infinitive, gerund, present participle, present gerund, and perfect participle) In later units, new structures are introduced: conditional sentences in Unit 7, relative clauses in Units 9–12, cleft sentences in Units 13–14, conjunctions in Unit 14, and the passive voice in Unit 16 Overall, the language content, including vocabulary and grammar, is organized to progress from easy to difficult, supporting an incremental learning trajectory.
Within the textbook, the review sections and Test Yourself exercises include only one to two tasks aimed at reinforcing skills and language points covered across the three units, while Language Focus offers only two to three exercises to practice grammatical points; however, there are no pronunciation exercises in either part.
4.2.2.2 Results from the student and teacher questionnaires
The comments on Design and Organization o f the textbook collected from the student and teacher questionnaires are presented in Table 3 and Table 4 below.
Table 4: The students’ opinions about the design and organization o f the textbook
Statements Strongly disagree Disagree Undecided Agree Strongly agree
1 The overall layout o f the textbook is clear.
2 Each unit has beautiful colorful illustrations.
3 The illustrations help you understand the content o f the lessons more easily.
4 The illustrations stimulate you to be creative.
5 The content o f the units is arranged from easy level to difficult level.
6 The textbook includes an adequate vocabulary list or glossary o f each unit.
7 The textbook includes adequate review sections and exercises.
Table 5: The teachers' opinions about the design and organization o f the textbook
Statem ents Strongly disagree Disagree U ndecided Agree Strongly agree
1 The overall layout o f the textbook is clear.
2 Each unit has beautiful colorful illustrations.
3 The illustrations help your students understand the content o f the lessons more easily.
4 The illustrations stimulate your students to be creative.
5 The textbook includes an adequate vocabulary list or glossary o f each unit.
6 The textbook includes adequate review sections and exercises.
7 The overall organization o f the parts in the textbook is appropriate.
Tables 4 and 5 indicate a clear textbook layout is perceived by 93% of students and 100% of teachers, and 92% of students along with 100% of teachers say each unit has beautiful, colorful illustrations However, about 42% of students feel the illustrations do not help them understand the lessons as easily, while 60% of teachers believe they do The data also suggest the book lacks illustrations that stimulate creativity, with 64% of students and 50% of teachers disagreeing with the idea that the illustrations encourage creativity, and 6% of students and 10% of teachers having no opinion.
Regarding the organization of English 11, all participants concur that the textbook provides an adequate vocabulary list or glossary for each unit In contrast, only 64% of students and 60% of teachers agree that the textbook offers adequate review sections and exercises These findings highlight strong support for the glossary component while revealing room for improvement in the review materials and practice activities.
It is noted that 60% o f the teachers agreed that the overall organization o f the parts in the textbook is appropriate (see Table 5).
4.2.3 M atching the results an d discussion
Overall, the textbook aligns well with curriculum requirements for design and organization, and its layout and design receive strong acceptance from users—93% of students and 100% of teachers However, while the design is appropriate, the illustrations do not effectively foster student creativity or engagement; only 40% of students and 50% of teachers express approval, as the visuals are perceived as dull and simple, failing to inspire exploration, draw attention, or spark interest in the topics.
The textbook’s overall organization aligns well with curriculum requirements since it covers all the required teaching points (see Appendix 7), including Part A: Reading, Part B: Speaking, Part C: Listening, and Part D.
The course structure consists of five parts, each focusing on one skill and one aspect of language knowledge, enabling easy organization of teaching at HTCEC For instance, Part 1 addresses reading in a single 45-minute session, with the remaining parts following a similar pattern The units are arranged from easy to difficult to align with students’ language development, and the topics, vocabulary, and grammar are presented progressively from simple to complex to suit learners’ abilities Nevertheless, the review sections and exercises are not adequately designed for revision and consolidation, which helps explain why only 64% of students and 60% of teachers are satisfied with these parts It could be inferred that the textbook should include revisions of more specific points and provide more practice to reinforce the lesson content.
EVALUATION ON LANGUAGE C O N TEN T
The curriculum requirem ents about language content
As described in the curriculum, after finishing the course, the students will be able to understand and m aster basic knowledge o f English language.
In the 10th grade, students will strengthen their mastery of verb tenses and the verb forms they have learned, building a solid grammar foundation They will also be introduced to new, level-appropriate grammar points that extend their understanding and keep pace with their development This approach blends review and new concepts to improve accuracy, versatility, and overall English language proficiency.
The students will be able to memorize and use about 10-15 new words relating to the different topics o f each unit.
The students will be able to pronoun consonants o f individual words and o f the whole sentences As a result, they will be able to im prove their speaking skill.
4.3.2.1 Results from the textbook analysis
Appendix 7 shows that the textbook's language content is organized into three parts: grammar, vocabulary, and pronunciation work Overall, this structure aligns with most of the curriculum's requirements.
The English 11 provides the students with basic grammatical knowledge reflected in
Language Focus appears at the end of each unit, guiding learners through key grammar topics The textbook consolidates tense usage in Unit 2, verb forms in Units 1, 3 and 4, reported speech in Units 5 and 6, conditional sentences in Unit 7, pronouns in Unit 8, and relative clauses in Unit 9.
10, 11 and 12; cleft sentences in Units 13 and 14; conjunctions in Unit 14; tag questions in Unit 15; and passive voice in Unit 16.
That simple grammatical knowledge is revised before the complicated points were presented makes it possible for the students to obtain the knowledge presented in the
The grammar content of the textbook is extensive, making it hard for students to master the grammar points distributed across 16 units The book offers too few grammar exercises—only two or three per unit and just one or two in the revision units after every three units—an arrangement that undermines practice and consolidation As a result, learners struggle to reinforce the grammar they have been taught, revealing a key drawback of the textbook's design for effective grammar acquisition.
As regards vocabulary, the Reading section o f each unit introduces about 10 to 15 new words These new words repeatedly appear in the part o f Listening, Reading, and
Vocabulary is consolidated and revised in Language Focus, helping students remember and use it more effectively Because the textbook aims to expand learners’ knowledge of culture and society, the vocabulary in the reading texts is closely related to these themes For example, sincere, honest, generous, and understanding appear in Unit 1—Friendship, while phrases like express mail service, express money transfer, and messenger call service relate to Unit 9—The Post Office However, some units introduce less common words, making it difficult for students to obtain, memorize, and use their meanings in real communication, such as fuss in Unit 2 and geothermal in Unit 7.
Instructions for pronunciation are found in Language Focus o f each unit The English
This section guides students through pronunciation within the Language Focus of each unit, starting with how to pronounce individual consonants and then presenting whole sentences with stress patterns to bridge from sounds and words to larger units like sentences, all aimed at improving speaking skills However, there are few pronunciation exercises in this part: after Pronunciation in Unit 2 there are no exercises, and only one pronunciation activity appears after the Listen and Repeat section With limited opportunities to practice the sounds or words introduced, students may easily forget them and struggle to apply them in daily life.
4.3.2.2 Results from the student and teacher questionnaires
The data presented in Table 6 and Table 7 involve the students’ and teachers’ opinions about the language content o f the textbook.
Table 4: The students’ opinions about language the content o f the textbook
Statements Strongly disagree Disagree Undecided Agree Strongly agree
1 The textbook includes basic grammar items that are suitable for the level of your knowledge.
2 A certain number o f vocabularies are clearly demonstrated in specific contexts o f each unit.
3 The textbook includes pronunciation work that is useful for improving your speaking skill.
Table 5: The teachers’ opinions about language the content o f the textbook
Statements Strongly disagree Disagree Undecided Agree Strongly agree
1 The textbook includes basic grammar items that are suitable for the level o f your students.
2 A certain number o f vocabularies are clearly demonstrated in specific contexts o f each unit.
3 The textbook includes pronunciation work that is useful for improving your students’ speaking skill.
Tables 6 and 7 show that 78% of students and 80% of teachers agree that the textbook presents basic grammar items appropriate to the students' level By contrast, 50% of teachers and 46% of students agree that a certain number of vocabulary items are clearly demonstrated within the specific contexts of each unit.
While a half o f the teachcrs agreed that the textbook includes pronunciation work that is useful for improving the students’ speaking skill, only 47% o f the students agreed, 42% disagreed and 11% had no idea.
4.3.3 Matching the results and discussion
Although the textbook covers all required language components—grammar, vocabulary, and pronunciation—its effectiveness varies across these areas An analysis of the textbook shows it successfully introduces basic grammar items, including reported speech, conditional sentences, pronouns, relative clauses, cleft sentences, conjunctions, tag questions, and the passive voice, aligning with the curriculum However, the volume of grammar content is too heavy for students to master within all 16 units Adding more revision-focused exercises could help learners consolidate grammatical knowledge and apply it more effectively.
English I I provides the students with vocabulary w hich is demonstrated in reading and listening texts However, there are quite a few vocabulary tasks, only five vocabulary exercises in 16 units and this weakness actually prevents the students from memorizing and know ing how to use the new words This also explains why only h a lf o f the teachers and 46% o f the students agreed that a certain num ber o f vocabularies are clearly dem onstrated in specific contexts o f each unit The percentage o f the negative answers o f the students and teachers could b e explained that the contexts in which the words are presented in the textbook do not help the students to guess the meaning o f the words as expected by the teachers.
Pronunciation work in the textbook does not effectively improve students' speaking skills Only about half of the teachers and less than half of the students support this claim, suggesting that the Pronunciation section in Language Focus is not efficient enough for learners Therefore, this section needs improvement To enhance its effectiveness, more drilling exercises should be designed, and recordings should accompany them.
Overall, the students’ language content shows both strengths and weaknesses in delivering basic grammar items within the course The textbook presents too many grammar topics at once, making mastery difficult and hindering progress toward the vocabulary and pronunciation objectives identified by students and supported by the text analysis This gap should be addressed to improve learning outcomes Additionally, the content is organized in a from-easy-to-difficult and from-simple-to-complicated sequence, a design choice that influences how learners build foundational skills in grammar, vocabulary, and pronunciation.