000091306 AN EVALUATION OF THE READING SECTION OF THE BOOK "MASTER ENGLISH 1" FOR THE FIRST-YEAR STUDENTS AT UNIVERSITY OF ECONOMICS AND BUSINESS ADMINISTRATION-THAI NGUYEN UNIVERSITY (ĐÁNH GIÁ PHẦN ĐỌC SÁCH "MASTER ENGLISH 1" DÀNH CHO SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC KINH TẾ VÀ QUẢN TRỊ KINH DOANH - ĐẠI HỌC THÁI NGUYÊN).
T h e s i g n i f i c a n c e o f t h e s t u d y
According to the study aims described earlier, the researcher intends to determine whether the reading section of the book Master English meets the course requirements in terms of aims, content, and methodology The anticipated findings are expected to help English teachers at TUEBA enhance their teaching effectiveness and support students’ learning through appropriate adjustments.
S c o p e o f t h e S t u d y
McDonough and Shaw (1993) and Tomlinson (1998) recommend that various factors be considered in material evaluation, including audience, aims, content, methodology, needs, cultural bias, and context, with each factor demanding its own evaluative criteria However, due to time constraints, the research will be limited to focusing on these core dimensions to assess how well they align with the intended objectives and the target audience, providing a focused, criteria-driven evaluation of the materials.
1) aim s (the aim s o f the reading section in the boo k in relation to the aims o f the course);
2 ) content (in term s o f proportion o f w o rk on reading skills, types o f topics/them es and text types in the reading section);
3 ) m ethodology (kinds o f tasks/exercises and teach in g and learning techniques included in the reading section) o f the reading section in “M aster English 1
O u t l i n e o f t h e t h e s i s
The importance o f teaching reading
R eading is an im portant skill that any students w ho study a language, particularly a foreign language need to acquire A s E skey (2005, p 563) points out that m any students o f E nglish as a Foreign L anguage (E F L ) rarely need to speak the language in th eir day -to -d ay lives but m ay need to read in o rd er to “ assess the w ealth o f inform ation” O f the four language skills, reading has conventionally been the m ost em phasized in E S L o r EFL situations o v er the years B right and M cG regor (1970, pp 52-53) dem onstrate that “ further education d ep en d s o n quantity and quality o f reading
A ll the im portant sk ills, in fact, require quick and efficien t im aginative reading”
From a second language acquisition (S L A ) perspective, reading and reading texts are a source o f in p u t o f the target language w ith o u t w hich acquisition o f the second language can h ard ly happen It is because read in g texts can be used for several different p urposes, and it is reflected in th e co u rse book as follows.
- d ev eloping reading skills and strategies
- presenting /re cy clin g gram m ar item s, ex ten d in g vocabulary
- giving info rm atio n o f interest to students
- stim ulating oral work (C unningsw orth, 1995, p 73)
Stages in teaching reading
To help students get ready to read and make the text easier to understand, teachers should implement a range of pre-reading strategies, including activating prior knowledge, clarifying the purpose for reading, previewing the text structure, and introducing essential vocabulary so students have a useful frame of reference before they begin Providing brief background information, guiding questions, and purposeful predictions helps students connect new content to what they already know, manage their reading load, and stay engaged, ultimately improving text comprehension when they tackle the material.
According to E Williams (1984), the pre-reading stage aims to spark students' interest in the topic, motivate them by giving a reason to read, and provide some language preparation for the text This stage typically requires only a small amount of time in a reading lesson, though its duration may vary across lessons Taken together, the pre-reading stage serves as an important lead-in to the reading lesson and supports its overall success.
While-reading is the central stage of a reading lesson, where learners base their understanding on the text to analyze its structure, content, and the writer's purpose In this phase, students trace how ideas are organized, interpret key details, and infer meaning behind the author's choices Effective while-reading activities encourage annotation, prediction, and questioning, helping readers build evidence-based comprehension and prepare for post-reading tasks By focusing on the text itself, learners develop critical thinking, vocabulary insight, and a clearer sense of the author's intent, which strengthens overall reading proficiency and supports a smooth progression to subsequent activities.
During the while-reading stage, the teacher ensures all learners are actively involved in tasks that lead to text comprehension Learners apply key strategies—skimming, scanning, and using context to infer unfamiliar words—to support decoding and understanding By referring to the text and drawing on prior knowledge, they employ these reading skills to grasp the meaning of the passage.
P o st-read in g stag e takes p lace a fte r learners h a v e u n derstood the text F ro m E
According to Williams (1984, p 39), the post-reading stage is designed to consolidate and reflect on what has been read, connecting the text to the learner’s existing knowledge, interests, and perspectives The main objective of this phase is to deepen and refine interpretations of the text and to help students retain and articulate what they have personally constructed in their minds from the reading.
Conclusion: Each stage mentioned above has its own aims and characteristics, yet all are important for learners to achieve both text comprehension and production of the target language Reading tasks at different stages should be arranged flexibly, so that later tasks follow from earlier ones and build on them, ensuring a coherent progression through the material.
2.2 M a t e r i a l s in E ng li s h l a n g u a g e t e a c h i n g a n d le arn ing
Materials play a significant role in the process of language teaching and learning, a view supported by Dudley-Evans & St John (1998) and Richards (1998) By definition, materials are any systematic description of the techniques and exercises used in classroom teaching (Brown, 1995, p 139) This broad definition encompasses lesson plans and can include books, packets of audiovisual aids, games, and other activities that occur in a language classroom The following sections will explore the roles of materials and the various types of materials used in language instruction.
The roles o f m aterials in English language teaching an d lea rn in g
There have been a variety of discussions about the roles of materials in language classrooms Brown (1995) argues that materials are among the essential components of curriculum development, with each element playing a crucial role in both shaping and sustaining a sound language curriculum Nunan (1988) likewise emphasizes their importance, noting that materials facilitate learning, provide concrete models for effective classroom practice, and support teachers’ professional development Together, these perspectives position classroom materials as foundational to effective language teaching, guiding the selection, adaptation, and implementation of instructional activities, resources, and assessments.
Dudley-Evans and St John (1998) identify four key purposes for using language learning materials: to provide a source of language input, to act as learning supports that facilitate instruction, to enhance motivation and stimulation, and to serve as reference resources for learners This section mainly reviews the descriptions of these four functions and how each role contributes to effective language teaching.
According to Dudley-Evans and St John (1998), materials are key because they shape how learners are exposed to the language They argue that effective materials should present authentic language—language used in real-life situations—and be designed to meet the diverse needs of a wide range of learners.
Reliable, effective language-learning materials are those that work consistently, follow recognizable patterns, and engage learners with meaningful content Rather than presenting a rigid, fixed format, such materials should be evaluated for their real content and for whether they invite students to think about and use the language in authentic contexts For materials to truly support learning, learners must be given opportunities to use the language for genuine communication, not merely to practice in teacher-controlled activities or in resources that constrain their use of language.
For effective learning, materials must motivate learners and stimulate engagement in their own right They should be challenging yet achievable, offering new ideas and information while remaining grounded in the learners’ experience and knowledge (Dudley-Evans & St John, 1998, p 172) The input should combine familiar concepts with novel content, giving learners a reason to communicate and actively participate.
A s stated by T o m linson (1998, p 11), m aterials, as a source for reference, help learners to m ake “effective use o f the resources in order to facilitate self-discovery”
According to Dudley-Evans and St John (1998), effective teaching materials should be complete, well laid out, and self-explanatory, providing explanations, examples, and practice activities that include answers and answer keys for students to use in self-study They also stress that materials must accommodate different learning styles, with activities that are variable and capable of catering to all learners (Tomlinson, 1998, p 17).
Teaching materials serve diverse roles across different teaching contexts and should support teachers and learners rather than dominate the process They are tools that facilitate and enrich teaching and learning, and must be designed or adapted to meet learners’ needs and the specific instructional context Consequently, it is essential to establish contextually appropriate evaluation criteria for the books used in the TUEBA language classroom to ensure relevance, effectiveness, and alignment with learning goals.
Types o f m aterials
Materials can be classified using a variety of criteria, and from a technological perspective, they fall into two broad categories: hard materials and soft materials Hard materials are tangible items that can be touched, such as hard copy documents and textbooks Soft materials, on the other hand, are digital or software-based creations, including slides, e-books, and video recordings.
In term s o f the teaching/learning purposes, there are four types o f m aterials: w riting, listening, reading and speaking m aterials.
In the sco p e o f this study, how ever, only tw o types o f m aterials related to m aterials evaluation are presented: published textbooks and in-house m aterials (R obinson, 1991).
A textbook or course book is a m anual o f instruction in any branch o f study
A cco rd in g to R obinson (1991), the term textbooks also refers to published m aterials
T he m ost obvious advantage o f these m aterials is its availability for use T extbooks are a vital com ponent in m ost language program s b ecau se they are main teaching and learning aids.
T here are som e argum ents for and against using a published textbook A s Ur
(1996) claim ed, published textbooks have m any advantages as follows.
A well-structured textbook provides a clear framework for teachers and learners, clarifying learning goals, outlining what comes next, and building a strong sense of structure and steady progress throughout the course.
- Syllabus: in m any places, the course book serv es as a syllabus I f the syllabus is follow ed system atically, a carefully planned and balanced selection o f language co n ten t w ill be m ade;
Ready-made texts and tasks are included in the course book, providing reading passages and learning activities that are typically at an appropriate level for most of the class This built-in content saves teachers time by eliminating the need to prepare their own materials, while ensuring consistent, ready-to-use lessons that support productive student learning.
From an economic perspective, a book is the most cost-effective way to provide learning materials for each learner Alternatives such as kits, sets of photocopied papers, or computer software tend to be more expensive relative to the amount of material they deliver.
A book is one of the most convenient forms of access to carefully structured packaged learning materials Bound, it keeps its components together and in order It is lightweight and small enough to carry around easily Its shape and size are designed to be easily packed and stacked In addition, it does not depend on hardware or a supply of electricity for use.
- Guidance: F o r teachers w ho are inexperienced or occasionally unsure o f their know ledge o f th e language, the course book can provide useful guidance and support.
Textbooks provide numerous benefits for learners by enabling self-directed study: they can learn new material, review content, and monitor their progress with a degree of autonomy Without a textbook, learners become more teacher-dependent, relying largely on the teacher for guidance and materials.
Nevertheless, not everything in a textbook is ideal for every classroom Harmer (1991) suggests that although textbooks are carefully designed, they cannot suit all teaching contexts Even though they are well-planned resources, their content and pace may not be appropriate for every group of learners or setting Ur (1996) also highlights the drawbacks of relying on textbooks, outlining the negative aspects of using them as a sole instructional tool.
- Inadequacy: In every class, every learner h as h is/ her ow n learning needs: no textbook can p o ssib ly supply th ese satisfactorily.
- Irrelevance, lack o f interest: the topics d ealt w ith in the textbook m ay not necessarily b e relev an t o r in teresting for any individual class.
Textbooks can be confining because their fixed structure and sequence limit a teacher's initiative and creativity This restriction often leads to student boredom and a lack of motivation, reducing engagement and hindering learning outcomes.
Textbooks tend to follow their own predefined rationale and a fixed teaching and learning approach They often do not accommodate the wide variation in ability levels, prior knowledge, and learning styles found in most classrooms.
Over-easiness occurs when teachers rely too readily on the textbook, following it uncritically instead of using their own initiative As a result, they may find themselves functioning merely as mediators of the content rather than as teachers in their own right.
In practice, the advantages and disadvantages of using published textbooks must be considered by educators who intend to employ textbooks in the teaching and learning process By recognizing these factors, instructors can enhance textbooks' strengths and minimize their weaknesses to better serve the course objectives and improve learner outcomes.
Unlike published textbooks, in-house materials are specifically designed for a defined group of learners, ensuring they meet learners’ needs and align with the aims and objectives of the language-learning program This targeted design enhances relevance and instructional fit, but may limit broad applicability and resource sharing The pros and cons of using in-house materials are presented in the next section.
According to Robinson (1991), in-house materials are locally produced resources or materials created by teachers, and this type offers many advantages in ESP teaching and learning.
1) In-house m aterials are likely to be m ore specific and appropriate than published m aterials and have greater face validity in term s o f the language dealt with and the contexts it is presented in;
2) In-house m aterials m ay be m ore flexible than published textbooks;
3) T he w riters o f in-house m aterials can m ak e sure o f the suitability o f m ethodology for the intended learners.
T he im portance o f in-house m aterials is also appreciated by H utchinson and
Hutchinson and Waters (1987) suggest that ESP materials written by teachers can be aligned with the specific subject areas of individual learners Even when suitable textbooks exist, it may not be possible to purchase them due to currency fluctuations or import restrictions, making teacher-created ESP resources a viable alternative.
Definition o f m aterials evaluation
T h ere are a variety o f definitions o f evaluation As the A m erican Evaluation
Evaluation is the systematic process of assessing the strengths and weaknesses of programs, policies, personnel, products, and organizations to improve their effectiveness Rossi and Freeman describe evaluation as the disciplined application of social research methods to judge a program’s conceptualization, design, implementation, and utility D Nunan adds that evaluation involves not only gathering information but also interpreting it to make value judgments about its significance.
Material evaluation is a complex task that can be viewed from different perspectives Dudley-Evans and St John (1998) describe the fundamental process of evaluation and its practical underpinnings, noting that evaluation is a complete cycle that begins with determining what information to gather and ends with implementing changes in current activities to influence future outcomes.
Hutchinson and Water (1987, p 97) argue that evaluation is essentially a matching process in which the chosen solution must fit the identified needs They emphasize the importance of analyzing needs and solutions separately so that the matching can be objective Isolated consideration of needs and options reduces bias and enhances the accuracy of identifying the most appropriate solution In short, a disciplined evaluation approach treats needs and available solutions as distinct elements before performing the match.
From the above definitions, materials evaluation is a process of gathering information and judging the materials in relation to the course objectives, requirements, and learners’ needs In this thesis, information about different aspects of the reading section of the book—its aims, content, and methodology—will be collected and analyzed to assess the fit of the material and identify adaptations that could enhance its effectiveness for future use.
Reasons fo r materials evaluation
I ill is (1 9 9 7 ) points o ut tw o m ain reasons for carrying out m aterials evaluation Firstly, in the m arket Hooded by a w ide range o f m aterials, there m ay be a need to choose the m ost suitable ones to use for a p articu lar situation Secondly, a dem and for m aterials e v alu atio n to d eterm in e w h eth er the m aterial, w hich has been chosen, w orks for that situ atio n a fte r it has been used for a period o f tim e is highly increasing This m ay help in d ecid in g w hether to use the m aterial ag ain o r replace it w ith a better one
In this study, th e book "M aster English / ” is evaluated for its appropriateness after it has been used for o n e year.
S im ilar to E llis (1 9 9 7 )’s opinion, H utchinson and W ater (1987) em phasize that the results o f an ev alu atio n m ay lead to large investm ents o f tim e and m oney on hom e- produced o r ad ap ted m aterials, w hich w o u ld certain ly be o f m uch greater benefit to learners and teach ers T his view point is also stro n g ly supported by R obinson (1991, p
67) as “ ev alu atio n is b eing used as p art o f q u a lity control A ny o r all aspects o f a program m ay be changed, hopefully for the better, a s a result o f inform ation obtained from the ev a lu atio n ” M oreover, an evaluation m ay function as a source o f inform ation and experience F or ex am ple, an evaluation o f a o n e -o ff course (i.e the course that occurs once) w ill not lead to an im proved versio n o f the sam e course but can serve as a reso u rce for ad m inistrators, co u rse d esig n ers and teachers thinking o f running sim ilar courses.
An evaluation of educational materials identifies their strengths and weaknesses, guiding both the selection of resources and the assessment of whether the chosen materials remain effective after extended use Based on these findings, changes or adaptations to the materials can be made to maintain or improve their impact on learning Therefore, this study aims to offer the best recommendations to enhance teaching and learning textbooks.
Types o f materials evaluation
Scholars have long proposed tripartite frameworks for evaluating instructional materials Robinson (1991) differentiates three types: preliminary, summative, and formative evaluation Cunningsworth (1995) and McGrath (2002) outline a three-stage approach—pre-use, in-use, and post-use evaluation Ellis (1997) adds two terms: predictive and retrospective material evaluation Although different labels are used, these schemes convey largely similar ideas about evaluating materials across the various phases of their life cycle.
Pre-use evaluation, also known as predictive evaluation, is typically conducted before a course begins Its goals are to (1) select materials that are relevant and appropriate for students, and (2) identify specific aspects of those materials that may require adaptation to meet learner needs and ensure the course objectives are supported.
Formative or in-use evaluation occurs during the learning process, and the results obtained can be used to modify what is being done; in other words, such findings may suggest adapting the instructional materials and activities in the future The authors also point out that the main techniques used in this type of evaluation are tests, questionnaires, and interviews.
Summative evaluation, also known as post-use or retrospective evaluation, is typically conducted after a course ends to determine whether the material was successful and effective, and the findings guide decisions on whether to reuse or repeat the materials in the future; for a one-off course, the evaluation determines whether the money was well spent (Robinson, 1991).
Predictive material evaluation informs decisions about which materials to use in the future by assessing their potential performance, guiding material selection for upcoming curricula and programs Retrospective evaluation, on the other hand, examines how a textbook has performed in the institutions where it has been used, offering insights into its effectiveness and areas for improvement.
There are different types of material evaluation, and when conducting an evaluation, evaluators must determine which type best fits their project In the TUEBA teaching and learning context, since the material has been in use for one year, the researcher opted for a summative post-use (retrospective) evaluation with the aim of determining whether the material is effective and offering recommendations for further improvements.
M aterials evaluation models
There are several models for materials evaluation, broadly categorized into macro and micro approaches Macro evaluation assesses course books and materials as a whole against a set of criteria, while micro evaluation provides an in-depth analysis of specific tasks for particular learner groups The most commonly cited models in this field are those proposed by Hutchinson and Waters (1987), Ellis (1997), and McDonough and Shaw.
(1993) will be outlined in this section.
2.3.4.I M aterials evaluation m odel by Hutchinson and Water (1987)
Macro-evaluation, as described by Hutchinson and Water (1987) and defined by Ellis (1997, p 37) as “an overall assessment of whether an entire set of materials has worked” for a given situation, frames materials evaluation as judging the fitness of something for a particular purpose In this framework, materials evaluation focuses on how well the materials meet their intended goals within the specific context To guard against subjectivity in evaluation, Hutchinson and Water advocate using explicit criteria and measurable outcomes to determine fitness for purpose.
As noted in 1987 (p 97), evaluation is basically a matching process: it pairs needs with available solutions The materials evaluation process comprises four stages: defining criteria, subjective analysis, objective analysis, and the final matching of options to those criteria By clearly defining criteria and blending subjective judgments with objective measurements, evaluators can systematically identify the best matches among available materials.
Figure I Materials evaluation model o f Hutchinson and Waters (1987)
The initial step in evaluation is to define the criteria that will guide the assessment The researcher identifies which perspectives of the material need to be examined and then establishes a tailored set of criteria aligned with the evaluation’s specific purposes.
The second stage is a subjective analysis in w hich the analysis o f the course requirem ents in aspects related to the criteria is conducted H utchinson and Water
In 1987, it was suggested that a course can be analyzed based on three criteria—aims, content, and methodology—and that the results of the analysis specify the material requirements Subjective analysis then provides a detailed description of the ideal materials for both learners and the course.
During the third stage, materials are evaluated through objective analysis against clearly defined criteria Key questions about the aims, content, and teaching and learning methodologies are addressed not for course analysis alone but to illuminate the material itself—its actual aims, what it contains, and the instructional methods it employs A detailed description of the materials follows from these answers In this evaluation study, objective analysis encompasses the assessments of both the researcher and the teachers about the course book Data from teachers’ and students’ checklists support the reliability and objectivity of the material analysis.
M atching is the final stage o f the evaluation process T he findings obtained from th e tw o analyses are com pared to conclude w hether they m atch up to each other or not
Based on the results, the analysis identifies both the strengths and the problematic areas of the material, and these insights suggest targeted modifications to enhance the content and align it with the ideal performance.
2.3.4.2 M aterials evaluation m odel by Ellis (¡997)
A ccording to E llis (1997, p 236), it is likely that the concern o f evaluation in
E L T has prim arily been w ith m acro-evaluation w hich is “ the evaluation o f com plete program s o r projects through the evaluations o f m aterials, teachers and learners”
There is an urgent need to consider micro-evaluations, specifically the task-level evaluation model proposed by Ellis (1997), which assesses materials within the actual teaching and learning context The aim of this model is to determine whether the planned tasks align with the tasks used in practice and to identify how the task can be improved for future use Ellis (1997) notes that a task evaluation is an example of a micro-evaluation, illustrating how context-aware assessment can refine instructional tasks.
E valuating a task involves such steps:
2 D escribing the task w ith specification o f input, procedures, language activities, and outcom es;
3 P lanning the evaluation w ith reference to the dim ensions above;
4 C ollecting inform ation before, w hile and a fte r the task w as used, and w hat and how the task w as perform ed;
5 A nalyzing the inform ation collected;
6 R eaching conclusions relatin g to w hat h as been discovered, and m aking recom m endations for th e future teaching;
2.3.4.3 M aterials evaluation m odel by M cD onough and Shaw (1993)
McDonough and Shaw (1993) present a hybrid macro- and micro-evaluation model organized as a three-stage process: external evaluation, internal evaluation, and overall evaluation The approach begins with an external evaluation of materials, after which teachers and evaluators offer an overview of the organizational principles involved, forming the basis for subsequent internal evaluation and the final overall assessment.
Begin with an external review, then proceed to a thorough internal evaluation of the materials to determine how closely they match the author's claims and how well they align with the aims and objectives of the given teaching program.
As described by Tomlinson (1998), the external stage, or macro-evaluation, involves examining the claims made on the covers of students’ and teachers’ books, as well as the introductions and the table of contents This process helps educators determine the intended audience, the appropriate proficiency level, the context for which the materials are designed, how the language is organized into teachable units, and the writer’s views on language and methodology.
During the internal stage, or micro-evaluation, an in-depth examination of the materials is required This involves analyzing at least two or more units from the book to assess the extent to which the external evaluation factors align with the internal consistency and organization presented by the author and publisher The goal is to determine whether external criteria accurately reflect the book's structure and content, ensuring coherence between the external evaluation and the materials staged by the author and publisher.
The final step is the overall evaluation, where the suitability of materials for specified groups or individuals is assessed by considering usability, generalizability, adaptability, and flexibility The model behind this evaluation is clearly described in Figure 2.
Macro - evaluation -► inappropriate/ potentially appropriate - ►
Exit Micro - evaluation * inappropriate/ appropriate * adopt/select
Figure 2 Materials evaluation model o f McDonough and Shaw (1993)
Figure 2 demonstrates that the internal evaluation proceeds only after materials have been assessed in the external evaluation stage as potentially appropriate or inappropriate If the external findings indicate that the materials are inappropriate, the evaluation process stops and no further assessment is carried out.
Taking into account the teaching and learning context of the study, its aims, and the types of materials evaluated, this review supports using Hutchinson and Water (1987) as the most appropriate model for the study This choice aligns with the research objectives and material considerations, providing a solid framework for analysis and interpretation of the findings.
Research instruments em ployed f o r materials evaluation
T here is a vast num ber o f techniques and instrum ents o f m aterials evaluation.
I low ever, so m e popular instrum ents for m aterials evaluation such as questionnaires, interview s, check list, and docum ent an aly sis are briefly presented in this section.
Questionnaires are the most popular method of data collection because they can be administered to a large sample, enabling a substantial amount of information to be gathered quickly When the questionnaire is well-constructed, data processing is faster and the overall efficiency of the study improves In addition, using questionnaires reduces the time, effort, and financial resources required from researchers, making the data collection process more cost-efficient However, there are drawbacks: there is no guaranteed way to ensure respondent honesty, and the degree of thought and care respondents invest in their answers can vary.
A ccording to R obinson (1991), it is easy to co m p are answ ers by interview s and som e com m on ty p e s o f interview are face-to-face, voice-to-voice o r screen-to-screen
Interviews are useful for obtaining detailed information about personal feelings, perceptions, and opinions Because respondents' own words are recorded, ambiguities can be clarified and incomplete answers followed up However, a major drawback of interviews is that they can be very time-consuming, involving setting up, conducting, transcribing, analyzing, and reporting.
Textbook evaluation in ELT seems under-researched, with a limited body of relevant literature A number of researchers have proposed textbook evaluation frameworks, including D Williams (1983), Harmer (1991), Cunningsworth (1995), and Ellis, who emphasize the impact of textbooks on classroom practice and learning outcomes while offering criteria for selecting and using teaching materials.
Ur (1996), McDonough and Shaw (2003), and Tomlinson (2008)—along with earlier work from 1997—have employed a checklist-based approach to help teachers evaluate ELT textbooks, but the literature on this method remains relatively limited (Litz, 2005).
One major advantage of using the checklist approach is that it provides an economical and systematic way to ensure that all relevant items are considered during evaluation.
A well-designed checklist should include evaluation criteria that are clear and concise, drawing on guidance from Cunningsworth (1995) and McGrath (2002) Evaluation items can be customized to fit one’s needs, providing flexibility throughout the assessment process (Mukundan & Ahour, 2010) While this instrument works well for small-scale evaluations, it can be effectively applied to specific components such as the speaking skills within a syllabus.
This instrument is designed to leverage preexisting information that may be available for analysis It can examine documents such as data sources within a program—including materials under evaluation, the course syllabus, and the curriculum—as well as external data sources like library resources or correspondence with other programs that have similar students By enabling comparison of different writers’ perspectives, the tool supports a richer understanding of the material, but it also faces practical challenges such as selecting participants who can express themselves clearly in writing, maintaining consistent record-keeping over time, and the substantial time and effort required to carry out the analysis.
Although the market offers more textbooks than ever, no single book fits every class perfectly Teachers should judiciously select suitable teaching materials and then carefully adapt certain features to meet learners’ needs, classroom demands, and administrators’ goals In other words, after selecting materials, material adaptation plays a key role in the teaching process.
Material adaptation, as defined by McDonough and Shaw (1993), aims to maximize the appropriateness of teaching materials in a given context by altering certain internal features of a coursebook to better fit specific circumstances Effective adaptation requires examining and adjusting elements such as the coursebook’s aims, topics, texts, visuals, guidelines and explanations, exercises, and activities to meet learners’ needs and the teaching context.
A lthough m aterials adaptation receives high attention o f such w ell-know n experts as
M cD onough an d Shaw (1993), M aley (1998) an d T om linson (1998), the eight m aterials a d ap tatio n techniques proposed by M aley (1998, p 281) seem to be m uch favorable.
O m issio n : ihc teacher leaves oul things deem ed inappropriate, offensive, unproductive, etc., for the particular group.
Addition: w here there seem s to be inadequate coverage, teachers may decide to add to textbooks, either in the form o f texts or exercise m aterial.
Reduction: w here the teacher shortens an activity to give it less w eight or em phasis.
Extension: w here an activity is lengthened in order to give it an additional dim ension (For exam ple, a vocabulary activity is extended to draw attention to some syntactic patterning.)
Rewriting/modification: teacher m ay occasionally decide to rew rite m aterial, especially exercise m aterial, to m ake it m ore appropriate, m ore
“ com m unicative” , m ore dem anding, more accessible to their students, etc.
Replacement: text o r exercise m aterial w hich is considered inadequate, for w h atev er reason, m ay be replaced by m ore suitable m aterial T his is often culled from o th er resource m aterials.
Reordering textbooks gives teachers the flexibility to adapt the sequence of content to their students’ needs If the published order isn’t suitable, they can chart an alternate path through the material, deviating from the writer’s original sequence to better align with learning goals and pacing.
Branching enables teachers to enrich a single activity by adding options or proposing alternative pathways They may introduce choices within the activity or guide learners along different routes, such as an experiential route that emphasizes hands-on exploration or an analytical route that centers on reasoning and analysis.
In conclusion, since no m aterial can m eet the needs o f every single teacher or learner in any g iven context (Edge & C arto n , 2009), adaptation is alm ost inevitable in
In ELT, despite the availability of numerous adaptation techniques, teachers should select the most suitable approaches to maximize the book’s value for their learners and to achieve the highest effectiveness in the teaching and learning process.
2.5 Previous studies on textbook evaluation
Numerous studies have explored English textbook evaluation by both foreign and Vietnamese researchers across diverse contexts, with researchers employing a variety of textbook evaluation schemes and checklists to assess different textbooks and materials Within the scope of this study, we review five studies that are relevant to Mohammadi and Abdi (2014).
K aram ouzian (2010), Nhàn (2006), Yen (2008) and T h u (2011).
A study w ith an aim o f evaluating the textbook Top Notch, w hich is used in som e o f th e Iranian English language institutions, w as carried out by M oham m adi and Abdi
(2014) The purp o se o f this research w as to determ ine the overall pedagogical value and su itab ility o f the book tow ards stu d en ts' needs F or this purpose, 105 students and
32 teachers w ere selected and data were gathered by tw o questionnaires w hich were prepared by L itz (2005) T he teacher questionnaire consisted o f 40 item s and the student version consisted o f 25 item s An additional co m ponent o f the study consisted o f a stu d en t “ n eed s analysis” that was conducted at the sam e time as the textbook evaluation su rv ey It can be concluded that the positive attributes far outw eighed the negative ch aracteristics A lthough the book had so m e shortcom ings such as lack o f v ocabulary g lo ssary and the w ay o f presenting g ram m ar (P-P-P approach), the results indicated th at th e textbook w as suitable for the language- learning aim s and it also raised stu d e n ts’ interest in further English language study.
Description o f the teachers at TU E B A
C urrently, U niversity o f Econom ics and B usiness A dm inislration-T hai N guyen
U n iversity (T U E B A ) has seven faculties, w hich o ffe r som e m ain m ajors such as
E conom ics, A ccounting, B usiness A dm inistration, B anking and Finance,
M anag em en t-E co n o m ics Law , M arketing-T rade an d Tourism Each year, the
U niversity accep ts from 800 to 1000 students T he E nglish D ivision, w hich belongs to
Founded in 2006, the Faculty of Basic Sciences oversees English instruction for all university students The English Division comprises nineteen English teachers, aged 23 to 35 Fourteen hold a Master’s degree in Applied Linguistics, while the remaining teachers are pursuing master’s programs.
Adopting the Communicative Language Teaching (CLT) approach in the EFL classroom is supported by strong administrative backing from the TU EBA Board of Management, which provides essential facilities that foster teaching and learning progress The TU EBA’s facilities have noticeably improved, with classrooms now equipped with high-speed Internet, computers, loudspeakers, a projector, and an LCD screen Reliable power is ensured even during outages thanks to the electricity generator, ensuring uninterrupted teaching and learning More importantly, English teaching staff are encouraged to participate regularly in professional development through training courses focused on language teaching and learning software applications, equipping them with modern tools and methods for CLT-driven instruction.
Description o f the students at TUEBA
M ost students in TU EB A , com ing from different places and backgrounds in the
Students in Northern Vietnam have studied English for at least three years as part of their school curriculum High school course books, designed and published under the Ministry of Education, adopt a communicative approach to developing language skills For most students, grammar and vocabulary difficulties are relatively minimal due to long exposure to these patterns during prior high school training It seems that students are highly motivated and eager to study English after entering university The four macro-skills—listening, reading, speaking, and writing—are given greater emphasis, with students dedicating most of their time to developing reading and listening skills to meet graduation requirements and to access English-language materials In terms of classroom involvement, large class sizes and immovable desks can hinder student participation and the effective implementation of communicative activities such as role-plays, group work, and games (Rao, 2002).
Description o f the English teaching and learning situation at TU EB A
English is a compulsory subject at TU EBA Similar to many universities, the English curriculum at TU EBA is divided into General English (GE) and English for Specific Purposes (ESP), distributed evenly across four academic years At the start of the first term, students take a placement test to determine their level and then enroll in three GE courses based on the Master English 1–2 book series to develop their language skills In the first stage, GE courses account for seven credits, equal to 126 periods (60 minutes per period) It is compulsory for students to complete these three GE courses in order to enroll in ESP courses in various business fields, including Accounting, Economics, and Business Administration.
M arketing - T rade and Tourism , etc.) In the second stage, students study ESP in 72 periods d u rin g th e next tw o sem esters.
Stage 1 Stage 2 l'sl sem ester
Table I The brief schedule o f the English program at TUEBA
English courses in the university curriculum are designed to cover the four macro skills—listening, speaking, reading, and writing—and to provide students with the knowledge and principles of business communication in English, as well as cultural awareness of diverse countries around the world, forming a solid basis for English communication activities These courses also help students develop communication proficiency for business contexts in English across different settings, enabling them to apply business communication concepts in real-world scenarios Additionally, they support students’ language foundations to meet graduation requirements Notably, the university states that successful completion of these courses fulfills degree requirements and equips graduates for professional communication in international environments.
A TOEIC certificate with a minimum score of 450 is used as the graduation criterion through the final academic year This emphasis on English proficiency underscores the role of English courses in preparing students for their future professions.
A s m entioned earlier, the aim o f this study are to answ er the follow ing research question:
To what extent is the reading section given in the hook "M aster English I ” suitable fo r the fir s t yea r students at TUEBA in terms o f aims, content a nd methodology?
T o b e m ore specific, the research has been done w ith focusing on:
1 ) aim s (th e aim s o f the reading section in the boo k in relation to the aim s o f the course);
2 ) content (in term s o f proportion o f w ork on reading skills, types o f topics/them es an d text types in the reading section);
3) m ethodology (kinds o f tasks/exercises and teach in g and learning techniques included in the reading section) o f the reading section in "'Master English I
Evaluation employs a variety of techniques and instruments, including questionnaires, interviews, observation, and document analysis, each offering distinct strengths for assessing material Among these, questionnaires and document analysis stand out for their major advantages, making them the most appreciated and relevant methods compared with the others.
Document analysis is essential for evaluators to understand the nature of materials and course requirements, while questionnaires capture the perceptions of teachers and students Questionnaires can be administered to large groups, enabling the collection of a substantial amount of information When a questionnaire is well-constructed, data processing proceeds more quickly, and using questionnaires can reduce researchers' time, effort, and financial resources.
A s the study aim s at finding out the suitability o f the reading section o f the book
“M aster English 7” to the requirem ents o f the course for the first year students at
T U E B A , the tw o kinds o f docum ents analyzed in this study are the course syllabus and the reading section o f the book.
This analysis uses clearly defined criteria to evaluate the reading section of Master English 1, focusing on its aims, the overall course objectives, and the content and methodology of the reading component The syllabus objectives are carefully examined as part of a subjective analysis to assess how well the reading section aligns with the broader goals of the course.
After completing the syllabus analysis, the material will be evaluated objectively using the same three criteria described earlier Specifically, the reading sections across the four topic-based units will be analyzed to provide a detailed description of the material’s contents, enabling a direct comparison between what the material covers and the course requirements.
The m aterial analysis is broken into sub- criteria as follows:
- Proportion o f work on reading skill
- T ypes o f topics/them es in reading section
- T ext types in reading section
- K inds o f exercises/ tasks included in reading section
- T eaching- learning techniques can be used w ith the reading section
The results of the syllabus analysis (a subjective evaluation) will be compared with the findings from the material analysis (an objective evaluation) This comparison will assess how well the two analyses align with each other.
Questionnaire
Two questionnaires—the Questionnaire for Material Designers and Teachers and the Questionnaire for Students—were used to gather evidence from teachers and students about the degree to which the reading section of the material aligns with the course objectives, considering its aims, content, and methodology.
Each questionnaire consists of fourteen items and is divided into two parts Part A, comprising Questions 1–9, uses close-ended items to gather teachers' and students' opinions on the aims, content, and methodology of using the book.
P art B contains five open-ended questions to seek ideas from teachers and students ab o u t suggestions for the m aterial’s further im provem ent in som e specific terms.
In p articular, in the questionnaire for the m aterial designers and teachers, there are three m inor parts in Part A:
Part 1 investigates the m aterial designers and te a c h e rs’ opinions about the aim s an d objectives o f the reading section in the m aterial.
Part 2 seeks their opinions about th e content o f th e reading section in the m aterial.Part 3 asks for their opinions about the m ethodology o f the reading section in the m a teria l.
The questionnaire is sum m arized in detail as follow s:
The aims o f the reading seclion in the material in relation to the aims o f the course Q 1-3
Proportion o f work on reading skill + macro- skill
+ micro- skills + Time allocation + The level o f difficulty
Types o f topics/themes and text types in the reading section
Kinds o f tasks/ exercises included in the reading section Q 9.1 - 9 4
Teaching and learning techniques included in the reading section Q 9.5-9.8
Table 2 Types o f information in the questionnaire
The student questionnaire follows the same structure as the teachers' questionnaire, but includes a section on students' personal details to gather information about their English background and their perceived purposes for learning reading This section will not be analyzed in the study.
The study involved 200 first-year students and 10 teachers To select the student sample, researchers chose 10 classes that were most easily accessible based on students’ consent, and then randomly selected 20 first-year students from the name list of each class In addition, 10 teachers were included to participate in the study.
E nglish D ivision (including the researcher) w ere selected to participate in this study
By the tim e the research w as carried out, they had experience in teaching the m aterial
M aster English 1 to first year students o f different classes at T U E B A ; thus, they were in a better position to evaluate the m aterial.
An initial analysis of the syllabus and the reading section was conducted to extract essential information for the evaluation, focusing on the aims, content, and methodology Subsequently, a questionnaire was administered to 200 participants invited to the Great Hall of TUEBA (101-GK1) with permission from the Board of Management After all participants were gathered, the researcher explained the purpose of the questionnaire and instructed them on how to complete the items, then asked the students to review all questions and raise any questions they might have Following confirmation that everyone understood their tasks, thirty minutes were allotted to complete the questionnaire With the help of three department assistants, the researcher supervised the collection process and checked the completion of all returned questionnaires to ensure validity.
After administering the questionnaire to the students, ten teachers from the English Division at TUEBA who had taught the book to first-year students were invited to participate in the survey All of the collected questionnaires were then carefully analyzed.
Descriptive statistics were chosen as the primary method for analyzing the data After data collection, the results were analyzed and presented in tables, with an accompanying explanation of the descriptive statistics to report the study findings.
This chapter describes the study's methodology, beginning with an overview of current English teaching and learning at TUEBA, including descriptions of the teachers, students, the English teaching and learning situation, and materials It then discusses the data collection instruments, noting that document analysis and a questionnaire were used to collect data for this study Next, the research procedures are outlined, detailing data gathering techniques, the subjects involved, and the steps followed Finally, the method of data analysis is presented, with the results of the data analysis to be discussed in detail in the next chapter.
C H A P T E R 4: F IN D IN G S AND D ISC U SSIO N
The results of the data analysis are presented and discussed in this chapter, showing how the course requirements derived from the syllabus are interpreted as subjective analysis, while objective analysis is conducted by reviewing the course material—specifically the reading sections of the course book The teachers’ and students’ responses in the questionnaire are carefully considered to ensure the reliability and objectivity of the evaluation, and a subsequent comparison of these findings assesses how well the material aligns with the stated course requirements.
Based on the research questions, the results and discussion are organized into three major sections: evaluation of the aims, evaluation of the content, and evaluation of the methodology, with respondent suggestions incorporated from Section 4.4, and a concise summary of the major findings provided at the end of this chapter.
4.1 T he evaluation on the aims
4.1.1 The resu lts o f th e d ocu m en t analysis in term s o f aim s
4.1.1.1 The results o f the course syllabus analysis in terms o f aims
T he course syllabus w as designed by the teachers o f English o f the TU EB A
F oreign L anguage D ivision in 2014 and it has been officially used as the guidelines for teaching and learning English for first year students a t T U E B A up to now.
According to the course syllabus, the program at TUEBA is designed to help first-year students improve their English communication skills for daily life and for operating in business environments The course objectives include enabling students to think and exchange information with peers on familiar topics such as self-introduction, work, leisure activities, and common challenges encountered during business trips To support this, students will acquire a practical vocabulary and a set of language rules covering topics such as career development, numbers, entertainment, workplace etiquette, and education.
Students will become familiar with common business communication scenarios, such as planning agendas and arranging meetings with business partners, through topics covered in the reading section They will develop their business communication skills through self-, pair-, and group-work, discussions, presentations, expressing opinions, making telephone calls, solving problems, and summarizing In reading, students are expected to read and understand simple texts and to learn a range of high-frequency vocabulary in context.
To meet the university’s graduation requirements, this course integrates TOEIC reading and listening skills into each unit so students can master and apply these abilities in the actual exam By embedding targeted practice after every unit, learners develop practical competencies for the TOEIC test, while maintaining a positive attitude that sustains motivation to master English and achieve the course objectives.
4.1.1.2 The results o f the course book analysis in terms o f aims
To achieve these aims, the in-house material Master English was selected to teach first-year students at TUEBA It was compiled and adapted by the university's English teachers The content was carefully drawn from Market Leader Elementary New Edition by Cotton, Falvey, and Kent (2013) and Building Skills for the New TOEIC Tests by Lougheed (2009) Master English comprises four topic-based units, each centered on a theme such as introductions, work and leisure, problems at work, and travel, and is divided into five main sections: Discussion, Texts, Language Work, Skills, and Case Study After each unit, there is a system of exercises to practice, develop, or consolidate the language content introduced earlier Furthermore, a TOEIC-focused component is integrated to support exam preparation.
An oriented supplementary exercise system was integrated after each unit to help students practice and reinforce the two essential testing skills—Reading and Listening It was also innovative in compiling textbooks designed to assist students in meeting graduation requirements.
The results o f the teachers ' and students ' questionnaire in terms o f aims 38 4.1.3 The appropriateness o f the material to the course requirements in terms o f
A set of questionnaires for English teachers and students at TU EBA began with a question asking respondents to indicate the extent of their agreement or disagreement with the effectiveness of the reading section of the book Master English in relation to the course aims, by ticking an X in the corresponding column on a Likert-type scale from 'disagree' to 'agree'.
No Statem ents Disagree Uncertain Agree
Y our students can understand the com m on reading tex ts in business areas after learning the course book
Y our students can acq u ire and im prove reading skills th ro u g h co m p letin g the reading task- types
Y our stu d en ts can d o th e extra reading exercises in th e T O E IC practice test given in the course book.
Table 3 Teachers’ opinions about the aims o f the material
No Statements Disagree Uncertain Agree
You c a n un d erstan d the com m on reading texts in business areas after learning the course book
2 You can acq u ire an d im prove reading skills through co m p letin g the reading task-types
3 Y ou can do ex tra read in g exercises in the
T O E IC p ractice test given in the course book.
Table 4 Students’ opinions about the aims o f the material
Results from the two tables show that the majority of respondents were positive for most items, with scores similar to those of teachers Notably, students’ evaluations were slightly less positive than teachers’ responses regarding the improvement of students’ reading skills through completing different types of reading tasks by the end of the course For example, 100.0% of teachers and 76.5% of students believed that students’ reading skills would develop by engaging in diverse reading tasks, while 7.5% of students disagreed and 16% were undecided.
Results from the teachers’ questionnaire were similar to the other two items in this section Teachers rated students’ ability to understand common reading texts in business contexts after studying the course book and completing the extra TOEIC practice-reading exercises as somewhat lower than the students’ own assessments, with 60.00% agreement from teachers compared to 70.5% from students for the course-book measure, and 70.00% versus 83.5% for the TOEIC-exercise measure.
Uncertain answers likely arose because students were unable or unwilling to answer these items confidently Based on the opinions of both teachers and students, the reading section of the book Master English effectively meets the course requirements in terms of its aims.
4.1.3 The appropriateness o f th e m a teria l to th e cou rse requirem ents in term s o f aim s
From the analysis above, it can be concluded that the reading section of the material fully achieves the course objectives Initially, the material successfully develops students' reading skills by providing practical techniques and ample exercises for practice It is evident that reading received substantial attention, with its exercises integrated into each of the four units and supplemented by TOEIC-oriented reading practices at the end of Units 3 and 4.
Students favored the reading supplementary practice in the course book for the TOEIC test because it met their expectations by helping them achieve high scores in the TOEIC reading section Document analysis showed that this reading component effectively familiarized students with the TOEIC test format through a range of tasks matched to their levels, while also providing useful vocabulary and structures for the lesson Overall, the questionnaire results indicate that both teachers and students were satisfied with the TOEIC reading supplementary practice.
Last but not least, a majority of teachers and students confirmed that students' understanding of common business-reading texts could be improved by incorporating excerpts from the Financial Times.
4.2.1 The resu lts o f th e d o cu m en t a n a lysis in te rm s o f con ten ts
4 2 1.1 The results o f the course syllabus analysis in term s o f contents
D u e to the scope o f the study, th e an aly sis o f the read in g section from the sy llabus in te rm s o f co n ten t w as m uch con cen trated A s stated in the syllabus, the co u rse book w o u ld pro v id e students w ith th e read in g tex ts (200-300 w ords) o f d ifferen t text ty p es ab out very basic personal info rm atio n to help students acq u ire and im prove the follow ing basic read in g skills such as read in g for m ain ideas, read in g for sp ecific in fo rm atio n and g uessing n ew w ords in th e context.
In addition, such skills as und erstan d in g p refix es, su ffix es, identifying pronouns, u n d erstan d in g facts and m ak in g in feren ces w hich are used in T O E IC read in g test are p resented after each unit.
According to the syllabus, the reading section of the book is designed to boost students’ reading skills by using texts that match their English level, typically around 200–300 words Each unit presents reading content on different topics, yet all units share a practical purpose by introducing real business situations that help learners apply language in authentic contexts In addition, the reading materials give students the opportunity to learn about culture and society in other countries through a range of topics, expanding their global awareness This combination of level-appropriate texts, authentic business scenarios, and cross-cultural insights supports gradual skill development, enhances comprehension, and broadens vocabulary for international communication.
4.2.1.2 The results o f the course book analysis in terms o f contents
M acro-skill and its proportion
Among the four basic skills presented in this textbook, listening and reading attract the most attention from both teachers and students Given the study’s aims, the concentration is on reading Specifically, the reading section includes the reading of the four units and the related supplementary reading practice for the course.
TOI-IC accounts for 3–4 lessons out of 12 in each unit After reading different texts, students complete tasks such as answering questions, deciding true/false statements, answering multiple-choice questions, matching items, and guessing word meanings In terms of organization, the reading sections from Unit 1 to Unit 4 follow the same structure, classified into three phases: pre-reading, while-reading, and post-reading In the supplementary practice, the model emphasizes skills and practice At the beginning of each supplementary practice section, a skill called Business Vocabulary is introduced to help students develop vocabulary in the field of business.
Reading lessons typically include pre-reading, while-reading, and post-reading activities For example, in unit 2, students are asked to discuss three questions related to the topic of the reading text, and then they read the text to check their answers The pre-reading activities are designed to spark interest in the topic and provide language preparation, since students already know what they will do next.
During the while-reading phase, students complete a range of reading tasks related to the content, such as ticking the correct answers, filling in sentences, answering questions, and deciding true or false These activities are designed to help students apply their prior knowledge and develop essential reading skills to comprehend the text For example, in unit 3, students examine a chart and mark with a V the problems the call-centre workers talk about in the replies, then identify which person—Birgit (B), Vijay (V), or Kevin (K)—discussed each problem by entering the corresponding initial into the chart.
Look at the chart and tick ( / ) the problem s the call-centre workers ta lk about in the replies W ho ta lks about each pro blem ? W rite Birgit (8),
P r o b le m s long working day breaks too shurt long hours st workstation boring work no promotion
N am e low pay no time between calls high staff turnover a lot of noise
Post-reading activities are typically follow-up discussions that give students a chance to develop and clarify their interpretations of the text while reinforcing what they have formed in their minds For example, in Unit 3, after reading three call-centre workers’ replies, the prompt “What are the biggest problems for you at work?” required students to pair up and ask and answer questions about problems in their place of study or workplace.
The results o f the teachers ’ a nd students ’ questionnaire in terms o f
To determine the suitability of the reading section in relation to the course content, the participants’ responses from the second section of the questionnaire will be analyzed to assess how well the readings align with course objectives, identify any gaps, and gauge overall coherence and usefulness for the curriculum.
Teachers and students were surveyed to gauge opinions about the proportion of reading skills relative to listening, speaking, and writing in the textbook, and the results are presented in the table below The findings show how respondents perceive the balance of reading content compared with the other language skills, indicating whether reading is given more, less, or comparable emphasis These insights can inform curriculum design and classroom practice toward a more balanced development of reading alongside listening, speaking, and writing.
Sufficient proportion o f the textbook is specified to reading comprehension and other skills
Table 5 Participants' opinions about the proportion o f the reading skills compared to that o f other macro-skUls
Table 5 indicates that the majority of teachers (80.00%) and students (74%) share the same assessment of the proportion of reading skills relative to other macro-skills, with most respondents believing the material provides a balanced mix of macro-skills A minority disagreed: 2 teachers and 32 students, accounting for 20.00% and 16% of respondents, respectively To reconfirm the macro-skill proportion, participants were asked for their opinions on the number of reading lessons in each unit, and the results are shown in the table below.
T he n u m b er o f read in g lesson s in each unit M any Enough Little
Table 6 Participants’ opinions about the proportion o f the number o f reading lessons in each unit
Table 6 indicates that most teachers and students are satisfied with 3–4 reading lessons in each unit, because the reading skill emphasized in the course aims is the element they focus on most.
Among 22 students, only two out of ten teachers believed that three to four reading lessons per unit were too many This may be because students were assigned homework to practice reading skills at home, while they were not required to do exercises at home to develop other skills.
Each reading section distinctly contains pre-, d u rin g -, and post- reading phases
Table 7 Participants’ opinions about reading phases in each reading section
Regarding the distribution of reading phases in the curriculum, only 30% of teachers reported that pre-reading, during-reading, and post-reading phases were distinctly included in the reading section, while about 70% held the opposite view Concerning students' opinions, 34% agreed with the statement, 21% disagreed, and 43% (86 students) were unsure whether the reading section was clearly divided into three reading phases This uncertainty may be explained by students' lack of awareness of the reading phases along with the in-class reading activities designed to be conducted.
Because the study concentrated on reading, only the micro-skills, comprising three reading sub-skills, were evaluated Both teachers’ and students’ feedback on the coverage of these micro-skills (sub-skills) is presented in the table below.
S u b - skills Much A dequate Not much
R eading for s p ecific inform ation 64
Table 8 a Students’ opinions about the sub-skills o f reading
S u b - skills Much Adequate N ot much
R eading for sp ecific inform ation
Table 8a Teachers ’ opinions about the sub-skills o f reading
Participants reported that the textbook effectively develops students’ reading sub-skills, including reading for main ideas, reading for specific information, and reading for detail However, they also argued that the workload allocated to these sub-skills is uneven, with the tasks for reading for main ideas and reading for detail deemed inadequate Specifically, 84.5% of students and 90% of teachers said the book should provide more tasks to help students enhance these two sub-skills By contrast, more than two-thirds of students were satisfied with the amount of work for developing the skill of reading for specific information, and six out of ten teachers shared this view The book should be adjusted to create a balance among these reading sub-skills.
Sub-skills Difficult N orm al Easy
R eading for specific inform ation 64
Table 9a Students' opinions about the level o f difficulty o f reading sub-skills
Sub-skills Difficult Norm al Easy
R eading for specific inform ation 2
Table 9 a Teachers1 opinions about the level o f difficulty o f reading sub-skills
Tables 9a and 9b show that the majority of teachers and students perceive the three reading sub-skills as being at a normal level relative to students’ reading ability However, no students rated these sub-skills as easy About one-third of students share the view that reading for detail is more difficult than the other skills, and a similar pattern emerges among teachers, with 40% finding reading for detail more difficult than the other sub-skills Only one teacher considers reading for specific information easy.
Questions 4.3, 4.4, and 4.5 measure whether the topics in the reading section align with the course topics Teachers’ and students’ responses about these topics are presented below, highlighting areas of strong alignment and any mismatches between the reading material and the course objectives This synthesis provides insights for curriculum alignment and instructional planning, showing how well the readings support the course goals and where adjustments may be needed.
T op ics o f the reading section Students Teachers
T opics/them es o f m ain texts are integrated in each unit
T he topics/them es o f m ain texts o f the reading section are fam iliar and up-to-date
Table 10 Participants’ opinions about the topics o f the reading section
Table 10 shows that both teachers and students agree the topics of the main texts are integrated in each unit of the reading section: 100% of teachers agreed, while 88% of students agreed and the remaining students held neutral views The book presents four topics, and both teachers and students believe these topics are familiar and up-to-date Overall results indicate that the topics and themes of the reading section satisfy both teachers and students, with the perceived interestingness of specific reading-section topics illustrated in the tables.
No C ategories Boring Uncertain Interesting
Table ! I Students’ opinions about the interestingness o f the particular topic o f the reading section
No C ategories Boring Uncertain Interesting
Table I la Teachers’ opinions about the interestingness o f the particular topic o f the reading section
Table 11a and 11b present figures on students’ and teachers’ opinions about the interest level of topics in the reading section The data show that most students found Introduction and Problems the most interesting, while Travel appeared to be the least interesting topic Teachers echoed this pattern: 64 students disagreed with Travel’s level of interest, and about 3 in 10 teachers stated that Travel was not interesting This lower interest may stem from Unit 4’s focus on the Hilton Tokyo hotel, which might not have sparked enough student motivation and engagement.
T e x t types o f the reading section Students T eachers
T he co u rse b o o k has a variety o f text types re la tin g to econom ics and business
Table 12 Participants' opinions about the text types o f the reading section
Both teachers and students concur that the course book lacks a diverse range of text types related to economics and business A large majority of students (91) share this view, while only 8% offered a neutral opinion Although teachers and students were satisfied with the topics in the reading section—considered interesting, familiar, and up-to-date—the texts were not appealing enough due to a narrow mix of mainly authentic articles that were not varied or engaging enough for deeper learning.
The appropriateness o f the material to the course requirements in terms o f
Based on a comparison of document analysis findings with data from student and teacher questionnaires on content, the reading section of the book largely meets the course content requirements, as discussed below.
From a macro-skill perspective and its distribution, the TOEIC reading section—comprising the readings of the four units and the supplementary reading practice—proved effective in developing students’ reading skills and preparing them for the TOEIC reading test Questionnaire data showed that the majority of participants believed the material provided a balanced mix of macro-skills In addition, most teachers and students were satisfied with 3–4 reading lessons within the total 12 lessons per unit, reflecting the course’s emphasis on reading as the central skill The reading lessons followed the same four-unit model and were organized into three phases: pre-reading, while-reading, and post-reading.
In terms of developing students' reading sub-skills, all participants reported that the textbook is effective in helping students improve key reading sub-skills, including reading for main ideas, reading for specific information, and reading for detail.
However, regarding the amount of work allocated to each reading skill, almost all participants agreed that the workload for the sub-skills of reading for main ideas and reading for detail was inadequate, while there was an excessive number of tasks for reading for specific information The book should be adjusted to create a better balance among these reading sub-skills to optimize learning outcomes.
In terms of difficulty, most teachers and students agree that the three reading sub-skills are at a normal level in line with students’ overall reading ability Document analysis shows that students are familiar with exercises aimed at developing reading for specific information, since this skill appears frequently across the four units, while reading for main ideas and reading for detail receive less emphasis, which may make it harder for students to master these two skills.
Both teachers and students share a similar perspective on classroom challenges, and the document analysis identifies a key difficulty: students lack engaging pre-reading activities that spark their interest, and they encounter unengaging post-reading activities that fail to consolidate the knowledge and skills they've learned, which can hinder learning outcomes.
The reading section of the book covers four topics—introductions, work and leisure, problems, and travel A majority of participants confirmed that these topics are up-to-date, familiar, and well suited to the students’ language proficiency level and their potential application in business environments Document analysis alongside participants’ questionnaires indicated that the main texts’ topics are integrated into each unit of the reading section However, regarding text types, the material should be presented in varied formats, including letters, dialogues, newspapers, inventions, stories, and descriptions, rather than relying solely on authentic articles from the Financial Times as the main source.
4.3 T he evaluation on the m ethodology
The results o f the document analysis in term s o f m ethodology
4 3.1.1 The results o f the course syllabus analysis in terms o f methodology
Derived from the course syllabus, the methodology requirements of the course are organized into two main parts: tasks and exercises that focus on language points and language skills, and teaching and learning techniques that concentrate on different forms of teaching and learning These components define how students practice language and how instructors employ diverse instructional approaches, with the methodology summarized in the table below.
Content Methodology requirements of the course
Vocabulary: Matching, gap-filling, word explaining, multiple choice word form, listening and checking, correcting the mistakes
Grammar: Recognizing structures and tenses o f verbs, gap-filling, producing sentences using new grammatical structures and expressions, completing sentence, combining sentence, matching
- Reading: Comprehension questions, multiple choices, guessing the meanings o f words/expressions, true/false, matching, answering questions
- Listening: Answering questions, multiple choices, filling in the blanks, ordering, true/false
- Speaking: Asking and answering questions, role-play, discussion
- Writing: Rewriting sentences, reordering sentences, writing emails
Teaching and learning techniques Lockstep, individual work, pair-work and group-work
Table 13 The methodology requirements o f the course
In the grammar and vocabulary section, a variety of tasks were used to cover language points, including recognizing verb tenses and sentence structures, gap-filling, producing sentences with new grammatical structures and expressions, completing sentences, combining sentences, correcting mistakes, and matching activities These exercises consistently helped students remember new grammar structures and expand their vocabulary, making language learning more effective.
Among the four macro-skills, listening and reading receive substantial attention, supported by tasks such as multiple-choice questions, guessing the meanings of words and expressions, true/false items, matching, and comprehension questions designed to develop students’ reading skills The syllabus also employs teaching-learning techniques like lockstep, individual work, pair work, and group work, all aimed at motivating students to engage more deeply with English and to foster greater interaction between teachers and students as well as among students in the language classroom.
Concerning the types of reading tasks introduced in the book, the exercises are varied True/False tasks appear in units 1 and 2; reading the text and answering questions occurs in units 2, 3, and 4; reading the text and ticking the correct answers appears in units 3 and 4; comprehension questions are provided in unit 4; and there are discussion prompts across all four units When compared with the requirements shown in table 13, the material appears to have successfully met the specified task types.
The reading section was organized both separately and in integrated ways depending on the lesson, with each skill taught in its own section while preserving strong connections across units Within a single unit, reading and speaking skills were frequently integrated, for example through reading and acting out dialogues or through reading and asking and answering questions Students also produced dialogues using cue words from the reading passages or engaged in topic discussions based on the reading sample This combination of reading and speaking activities helps learners develop multiple language skills simultaneously and keeps them engaged by avoiding monotony from focusing on a single skill.
The supplementary TOEIC practice activities were carefully selected to help learners expand their vocabulary, revise grammar, and become familiar with the TOEIC reading section At the start of each reading lesson, learners built vocabulary development skills, followed by a range of exercises that reinforce word knowledge through practice For example, in Exercise 1 of Unit 3, learners first complete a matching task and then use the matched words to finish the passage.
A fter that, they w ere asked to com plete the sentences w ith the correct w ord form in the exercise 2.
4.3.1.2 The results o f the course hook analysis in terms o f methodology
Write the letter of the correct definition next to each w ord Then complete the passage with the correct words.
3 display c large size or quantity
Wetherell Design Build, Inc did the renovation for Gourmet Groceries The store was expanded and repainted New, larger windows were added to the front so that the store can more attractively display its products to passersby Several more aisles were added to the interior to enable the store to stock a greater selection of grocery items for its customers to buy In the back of the store, special larger shelves were built to hold bulk items The entire store was reorganized for the convenience of customers “We designed a store where shopping would always be easy and comfortable,” said Madeline Wetherell, president of the firm.
Complete the sentences with the correct word form. p u b l i s h e r {noun) p u b l i c a t i o n {noun) p u b l i s h {verb)
1 We are a small company a n d _ only five o r six books a year.
2 T h e has decided to increase the money paid to authors.
3 I read this every month. e x t e n s i o n {noun) e x t e n d (verb) e x t e n s i v e {adjective)
4 T h e entrance to the building is very small, so they decided to add a n _
5 His knowledge o f the subject i s _ ; he is definitely an expert.
6 We will sell more if we the store hours. p r o p r i e t y {noun) p r o p e r {adjective) p r o p e r l y {adverb)
7 They will n o t consider the application unless it is com pleted
8 She won’t get the job because she didn’t g ive _ answers during the interview.
9 T h e _ of their behavior was gready appreciated
Secondly, following a focus on vocabulary expansion, a structured set of grammar-revision skills was introduced For example, in Unit 3, students receive targeted instruction on prefixes and suffixes to apply these morphemes correctly in the test, reinforcing word formation and improving test performance.
Providing vocabulary and grammar instruction helps students become more confident with language points, enabling them to approach subsequent reading exercises more effectively This targeted support supports deeper understanding and smoother progression in reading tasks.
The course syllabus lists teaching and learning techniques—lockstep, individual work, pair work, and group work—but the material offers only sparse guidance on how to apply these methods, with detailed instructions mainly for pair work in post-reading tasks and little direction for independent work or small-group collaboration.
O n the other hand, individual work seem ed to be the m ost suitable for students to m ake acquaintance w ith the tasks o f the T O E IC actual test.
The reading section of the book largely meets the course objectives The book offers a variety of tasks and exercises that help students develop both their language points and language skills This range of activities satisfies both students and teachers, as it supports the development of reading skills and meets course requirements While teaching and learning activities include teacher presentations, individual work, pair work, and group work, which can engage students and boost motivation, there are relatively few group-work activities in the reading section Additionally, the material fails to provide sufficient instructions and explanations for the techniques used in specific reading lessons.
T o ensure the conclusion, the results o f the teach ers’ and students’ questionnaire in term s o f m ethodology w ill be discussed in th e follow ing section.
The results o f the teachers ’ and students ’ questionnaire in terms o f
No S ta te m e n ts D isag ree U n c e rta in A g ree
1 T h e reading section o f the co u rse book m ain tain s a variety o f tasks/exercises
2 T h e types o f tasks/exercises in th e reading sectio n are fam iliar to you
3 Y ou find the tasks/exercises in the reading section interesting
T he instructions/explanation for the task s/ex ercises in th e reading sectio n are c le a r en o u g h for you to understand
Table 14a Students' opinions about the tasks/exercises provided by the material
No Statem en ts D isagree U ncertain A gree
1 T h e read in g section o f the co u rse book m ain tain s a variety o f tasks/exercises
2 T h e ty p es o f tasks/exercises in th e reading sectio n are fam iliar to you
3 Y ou find the tasks/exercises in th e reading sectio n in teresting
T h e in stru ctio n s/ex p lan atio n for the task s/ex ercises in th e reading sectio n are c le a r e n o u g h for y o u r students to understand
Table 14a Teachers' opinions about the tasks/ exercises provided by the material
Tables 14a and 14b show that almost all aspects of the tasks and exercises satisfied both teachers and students In the reading section, 83% of students and 100% of teachers agreed that the course book provides a variety of tasks and exercises for practice Regarding familiarity with the task types in the reading section, all teachers and 190 of 200 students strongly agreed, while 10 students reported unfamiliarity Both groups shared the view that the task types are interesting; two-thirds of participants found them interesting, while 21.5% of students and 40% of teachers somewhat disagreed, and 12% of students remained neutral For the instruction of task types, 66% of students believed the explanations for each task were clear enough to understand, while the remainder did not From the teachers' perspective, responses showed a slight diversity.
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