000091290 AN EVALUATION OF THE ESP READING MATERIAL FOR THE THIRD-YEAR COLLEGE STUDENTS OF AUDITING AND ACCOUNTING IN HANOI UNIVERSITY OF INDUSTRY ĐÁNH GIÁ TÀI LIỆU ĐỌC THÊM ESP DÀNH CHO SINH VIÊN NĂM THỨ BA KIỂM TOÁN KẾ TOÁN TRƯỜNG ĐẠI HỌC CÔNG NGHIỆP HÀ NỘI
An overview o f teaching and studying English at Hanoi University o f Industry I 1.3 Statement o f the problem
HaUI's Faculty of Foreign Languages is one of the largest units on campus, with about 120 teachers and 3 assistants aged 25–30, most of whom have formal training in English language teaching from major Vietnamese universities; 80 staff hold a Master’s degree in TESOL, while others are pursuing MA degrees, giving the faculty a strong background of knowledge and teaching experience Each year HaUI admits roughly 8,000 students from various provinces, many who have studied English since secondary school, while some come from mountainous or remote areas with limited access to English and may study other languages such as French or Russian, resulting in lower English proficiency upon entry The main aim of English instruction at HaUI is to provide General English, with an ESP course designed to support future career needs The English program for HaUI college students unfolds in two stages: the first stage spans four semesters, totaling 180 forty-five-minute periods, during which students study General English 1 and General English 2 using New Headway Elementary and Pre-Intermediate, 3rd edition by Liz and John Soars.
1996) The fifth semester includes 60 forty- five minute periods o f ESP.
Upon entering this university, students’ English proficiency is generally low and varies in ability After completing 180 periods of General English (GE), they have acquired basic English knowledge, including common vocabulary and fundamental structures Once the GE stage is finished, students are expected to develop reading, writing, listening, and speaking skills as much as possible In the final semester, they study 60 periods of English for Specific Purposes (ESP) called “English for Business and Administration.” The course material used is compiled by the group of English teachers at HaUI.
Although ESP material in English for Business and Administration has been taught for many years at Hanoi University of Industry, there has been no systematic evaluation of its suitability and effectiveness specifically for accounting and auditing students Both teachers and students who use the textbook report dissatisfaction, noting that the material does not work effectively and that learning outcomes are not satisfactory As a result, the study proposes to assess the textbook's content, structure, and alignment with the needs of accounting and auditing curricula, with the aim of identifying practical adaptations to improve its usefulness It is expected that the findings will strengthen English teaching and learning across the university, given that few textbooks are perfectly suited to every context Rather than designing a completely new textbook, the researcher believes that evaluating and revising the existing material is a more feasible approach The research will determine to what extent the ESP material aligns with the faculty’s goals and what specific adaptations are required to enhance its effectiveness for Auditing and Accounting students.
Aims of the study and research questions
This study evaluates the English textbook English for Business and Administration, designed by a team of English instructors from the Faculty of Foreign Languages at HaUI It is used to teach third-year students majoring in economics, business, and finance The research specifically assesses how well the textbook meets the requirements of the English for Specific Purposes (ESP) course The findings will provide Hanoi University of Industry’s English teaching staff with a basis for making changes to enhance the textbook’s effectiveness for future use.
To achieve the stated aims, this study seeks answers to two questions: a) To what extent does the textbook English for Students of Business and Administration satisfy the ESP course requirements in terms of aims, content, and methodology?
Scope o f the stu d y
An evaluator should examine every aspect of the material to achieve an overall, critical assessment Brown (1995) contends that the material evaluation process should measure the effectiveness, efficiency, and the attitudes of the course stakeholders Moreover, William (1983) and Cunningsworth also discuss these dimensions in the evaluation of instructional materials.
(1984) and McDonough and Shaw (1993) also are the large number o f evaluative criteria should be considered in materials evaluation However, because o f limited time, the researcher o f this study only investigates the attitudes o f the third year students o f accounting and auditing and English teachers at HaUI towards focus on Hutchinson and
W aters’ (1987) criteria in the materials evaluation process as follow: a The aims o f material and the course b The content o f the material ( in terms o f the language points, language skills, text types and topics ) c The methodology ( in terms o f types o f tasks and exercises, teaching and learning techniques)
Outline o f the thesis
The Thesis is organized into five chapters.
Chapter one “INT R O D U C T IO N ” offers the background o f the study, statement o f the problem, the aims, the scopes, the significance and the organization o f the study.
Chapter two “LITERATURE R EVIEW ” present a comprehensive evaluation o f all literature relating to the role o f the materials, the evaluation o f the materials as well as the adaptation o f the materials.
Chapter three “M E T H O D O L O G Y ” describe the research methods used, the procedures and the subjects o f the research.
Chapter four “ANALYSIS AND D ISC U SSIO N ” discuss the results o f the research including document analysis, results from questionnaires to answer the research questions Then show the findings.
Chapter five “R EC O M M E N D A T IO N AND C O N C LU S IO N ” is the last part o f the thesis which has some recommendations for the improvement o f the material, the limitation and the conclusion o f the study.
This chapter provides a theoretical foundation for developing an operational framework for evaluating the textbook “English for Business and Administration,” currently used by third‑year students in the Accounting Faculty at Hanoi University of Industry It comprises three main parts: (1) issues related to teaching and learning materials in language education, (2) a review of the literature on material evaluation, and (3) material adaptation The discussion also surveys previous research on material evaluation conducted in Vietnam and in other countries.
Teaching materials in language teaching and learning
In order to know more about subject o f the study, the definition o f “textbook”, “course book”, and materials would be clarified shortly.
According to Etoh (2005), a textbook is defined as a book that provides a comprehensive treatment of a subject and serves as a foundation for student study Often referred to as a "text," this term is the most common label for instructional books used in teaching and learning contexts.
In many cases, it is expected that teaching will be based on single textbook, although other materials may be used at the teachers’ direction.
The term “course book” is used to refer to a textbook on which a course is based In ELT, it is defined more specifically by Tomlinson (1998, p.9).
This textbook delivers the core materials for a course and is designed to pack as much content as possible into a single volume, so it can serve as the primary resource learners use during the course It typically covers grammar, vocabulary, pronunciation, language functions, and the four essential skills—reading, writing, listening, and speaking—within an integrated, one-book solution.
A course book refers to the core teaching materials that are specially selected and used by classroom teachers, especially in the local setting, to support instruction Typically, a course book is considered the central material for a given course and may be accompanied by a variety of supplementary materials to enrich learning.
Tomlinson (1998) defines 'materials' in a broad sense as anything used to support language learning, including printed resources such as textbooks and workbooks and non-printed media like videotapes and audio cassettes—essentially any tool that presents or conveys information about the language being learned.
Because o f these concepts, the terms “textbook”, “text”, “course book”, and “ materials” will be used interchangeably throughout the study.
2.1.2 The roles o f materials in language teaching and learning
Teaching materials are foundational in most language programs, used across various teaching contexts and playing a pivotal role in both language teaching and learning They range from textbooks and lesson plans to games and a broad spectrum of classroom activities, all designed to support instruction and engage learners in the language classroom.
Teaching materials are ubiquitous in the language classroom, with hardly any class existing without them According to Cunningsworth (1995), a course book serves six functions: a source for presentation materials in both spoken and written form; a reservoir of learner activities addressing grammar, vocabulary, and pronunciation; a wellspring of stimulation and ideas for classroom tasks; a syllabus that mirrors predefined learning objectives; and a support tool that helps less experienced teachers build confidence In the ESP context at HaUI, the roles of materials are even more critical, since ESP resources may be the learners’ sole exposure to the language Moreover, ESP materials can streamline the language learning process by guiding students through the complex mass of language and by offering engaging tasks closely aligned with learners’ specific needs, as Hutchinson (1987) notes ESP materials also provide models of correct language use for particular purposes and acquaint teachers with new teaching techniques Taken together, teaching materials exert substantial influence on the success of any language program, especially in ESP.
In general, materials include textbooks, audio tapes and video or visual aids These elements also influence the contents and procedures o f learning There are many types o f
6 materials designed in different forms for different purposes and based on different criteria
Educational materials can be categorized by technology into two broad types: hard materials and soft materials Hard materials are tangible items, such as printed documents and textbooks, whereas soft materials are digital resources created with technology, like slides and videos For teaching and learning purposes, these resources are also classified into four categories: writing, listening, reading, and speaking materials.
Robinson (1991) identifies two main ESP material types: published textbooks and in-house materials Published texts offer easy accessibility, and textbooks—especially course books—can structure a course and effectively function as a syllabus, a notable advantage for both students and teachers, particularly those with less experience However, Ewer and Boys (as cited in Robinson) critique published materials on fundamental issues such as the validity of linguistic content, the accuracy of explanations and examples, and the comprehensiveness of exercises In-house materials, defined as locally produced by teachers, are often more specific and contextually appropriate and may exhibit better face validity regarding language and context, as well as greater instructional flexibility Yet they come with downsides: producing in-house materials is time consuming and costly, and many locally produced resources can resemble rejected published materials (Swales, cited in Robinson).
This study evaluates the in-house material English for Business and Administration, acknowledging that, like any textbook, it has both strengths and weaknesses While no textbook is perfect, this material can be the best choice for learners and teachers in certain contexts, depending on the learning goals and instructional settings.
Teaching materials are a key component of most language programs, guiding the language learning process across all teaching contexts Textbooks, lesson plans, and classroom activities provide learners with practice in communicative interaction and serve as sources of ideas and reference for both students and teachers They can also function as a syllabus that reflects predefined learning objectives and supports new instructors in delivering instruction In ESP contexts, learners are often exposed to English primarily through ESP textbooks, which help streamline the vast language content and structure the learning path These textbooks model correct and appropriate language use for specific purposes, such as English for business and economics, thereby facilitating targeted learning Overall, teaching materials have a substantial impact on the success of any language teaching program, especially in ESP-focused instruction.
M aterial evaluation
Definitions o f materials evaluation
There are many ways o f defining evaluation According to Hutchinson and Waters
Materials evaluation is the process of judging the fitness of educational materials for a particular purpose and, therefore, concerns their relative merit Hutchinson and Waters identify two core characteristics: first, evaluation involves collecting and analyzing data and making value judgments about how well the materials meet the course objectives and address the language needs and language use needs of a specific group of learners; second, evaluation is action oriented and centers on a decision-making process that proposes constructive changes, requiring the evaluator to identify which aspects fit the educational context and to modify the less suitable ones.
Materials evaluation involves examining how well the course objectives, the available materials, and students’ needs align within a specific learning context, with the aim of identifying the strengths and weaknesses of the materials when matched against these aims In this study, a post-use evaluation of the textbook “English for Business and Administration” used at UaUl was conducted to gauge its value from users’ perspectives and to inform any necessary adaptations for more effective use in the future.
Types o f materials evaluation
There have been different terms to indicate types o f materials evaluation given by different specialists.
Ellis (1997) introduces two new terms: predictive and retrospective material evaluation
One approach guides material selection for future use by evaluating potential performance, while the other analyzes textbooks currently employed in educational institutions to assess their suitability and instructional value.
Cunningsworth (1995) outlines three types of textbook evaluation: pre-use, in-use, and post-use Pre-use evaluation is often the most challenging because there is no actual experience with the book yet In-use evaluation concentrates on suitability by matching the textbook to specific requirements, including learners’ objectives, learners’ background, and available resources Post-use evaluation assesses the textbook’s fitness over a period of continual use, offering practical guidance on whether to reuse the same textbook in future courses.
Robinson (1991) identifies three types of materials evaluation: preliminary (predictive) evaluation, formative evaluation, and summative evaluation Preliminary evaluation takes place before the course begins to select relevant and appropriate materials for learners and to identify specific aspects of the materials that may require adaptation (Ellis, cited in Tomlinson, 1998) Formative evaluation occurs during the course, and its findings drive modifications to the materials, a view echoed by Alderson (cited in Robinson, 1991, p.59) and by Dudley‑Evans (1998) The authors also outline the main techniques used in this type of evaluation.
Summative evaluation, also known as retrospective evaluation, is used at the end of a course to determine whether the teaching materials were effective Its aim is to assess the value and suitability of those materials for students, teachers, and other teaching methods after they have been used, typically through a combination of nine tests, questionnaires, and interviews.
Reasons fo r materials evaluation
There are many reasons for educators and teachers are concerned about how and when they conduct materials evaluation.
According to Ellis (1997), there are two core reasons for evaluating ELT materials: first, to identify the most suitable resources for a particular group of students within a given teaching context; and second, to determine whether the selected or designed materials effectively fulfill their intended purposes after they have been used for a period of time.
According to Hutchinson and Waters (1993), the results of an evaluation may trigger a substantial investment of time and money in developing home-produced or adapted materials, an investment that would certainly bring much greater benefits to learners and teachers.
Textbook evaluation functions as a rich source of information and experience that supports teacher development Drawing on Cunningsworth (1995) and Ellis (1997), textbook evaluation helps teachers move beyond generalized assessments and gain precise, systematic, and contextual insights into the overall nature of textbook material Consequently, it can be a particularly worthwhile avenue for action research and for ongoing professional development Additionally, textbook evaluation can serve as a valuable component of teacher training programs, fulfilling a dual purpose: helping future teachers recognize key features of textbooks while familiarizing them with a wide range of published language instruction materials.
According to Richards (2001), materials evaluation contributes to the ongoing development and improvement of a course, and the results reveal the strengths and weaknesses of the evaluated materials, giving teachers and course authors clear insights to guide future revisions and enhance overall course quality.
The Models o f Evaluation
There have been a number o f models o f material evaluations among which the models by McDonough and Shaw (1993), Little John (1998) and Hutchinson and Waters
(1987) and Cunningsworth (1995) are widely known.
2.2.4.1 Evaluation by McDonough and Shaw (1993)
This article presents a three-stage evaluation model for materials: external evaluation, internal evaluation, and overall evaluation In the external evaluation, an outside perspective is used to gain a quick overview by examining the cover claims, the introduction, and the table of contents (McDonough and Shaw, 1993) This stage helps determine whether the material is potentially suitable as a textbook If it appears to be, the process then proceeds to the internal evaluation as the second stage.
During the internal stage, researchers conduct an in-depth examination of the materials (McDonough and Shaw, 1993) This evaluation analyzes how well the materials support the required skills and learning outcomes, focusing on the design of grading exercises and tasks, the instructional methodology, and the teaching and learning techniques embedded in the textbook, among other internal criteria.
Final stage: the overall evaluation Based on a thorough analysis of the materials, a decision can be made about selecting and adopting those that best fit the specific language teaching and learning context If the external evaluation is not detailed enough, internal evaluation should be added to promote a closer and more thorough examination of the materials.
Macro- evaluation * inappropriate/ potentially appropriate ►
Exit Micro- e v alu a tio n ► inappropriate / appropriate - ► adopt/ select i
According to the Littlejohn model (1998), material evaluation unfolds in four stages: in the first stage, the target situation and the materials are analyzed, with the target situation examined in terms of cultural context, the institution, the course, the teachers, and the learners, while the materials are evaluated for design and publication features The second stage, matching and evaluation, assesses how well the design and publication aspects align with the target situation The final stage, the action stage, translates these insights into concrete improvements through adoption, rejection, adaptation, and supplementation of the materials.
Different from those two authors, Cunningsworth (1995) suggested leaching materials evaluation being done in some following aspects.
• Language content: finding out what aspects o f language system (form, function ) appropriate to the social context and if they are taught fully and systematically.
• Selection and grading o f language items: finding out the kind o f syllabus and approach the materials follow and how the language content is graded throughout the material.
• Presentation and practice o f new language items: finding out how the new language items are presented and practiced in the material.
• Developing language skills and communicative abilities.
2.2.4.4 Evaluation by Hutchinson and Waters (1987)
According to this model, Hutchinson and Waters (1987) divide the evaluation process into four major steps Defining criteria, Subjective analysis, matching (see the figure below)
Evaluation proceeds in four steps: first, define the criteria on which the assessment will be based; second, perform subject analysis by examining the course syllabus and students’ needs; third, conduct an objective analysis of the textbook under evaluation; and fourth, compare the subjective and objective findings to determine how well the textbook aligns with the course requirements.
As the result, this model presents a logical procedure for the textbook evaluation
Evaluating a textbook’s suitability for a specific learner group requires clear criteria that define the textbook’s objectives and requirements Such criteria guide our judgments and establish measurable targets for both individual activities and the textbook as a whole, because without well-defined learning goals, neither progress nor success can be effectively assessed.
Four approaches presented above suggest four options to do the materials evaluation, surely, which model to choose depends upon the evaluators’ purposes.
According to McDonough and Shaw, the procedure combines external and internal evaluations, urging evaluators to apply their model to select appropriate teaching materials The external evaluation provides an overview of how the materials are organized, while the internal evaluation conducts a deeper examination to assess the extent to which the materials align with the aims of the teaching process Littlejohn’s evaluation framework connects to three levels of analysis, requiring evaluators to examine different sections and move through these levels His model proposes an open procedure in which evaluators can investigate the internal character of the materials and the context in which they will be used, making their own judgments and acting accordingly.
14 model helps teachers and learners take more control over the materials in teaching process.
Hutchinson and Waters (1987) propose a two-component model for evaluating instructional materials, comprising subjective analysis and objective analysis The subjective analysis identifies the course requirements embedded in the materials, while the objective analysis assesses the extent to which those requirements are realized The matching component then compares insights from the analyses to determine how well the materials satisfy the prescribed course objectives.
Three models differ in their processes and purposes, but all aim to determine whether a given set of materials is appropriate for a particular situation or group of learners Evaluators should ground their choice in the evaluation’s aims, along with the available time and facilities, to decide which model best fits the context In this study, the Hutchinson and Waters model provides a clear, logical framework and practical guidance for analysis while remaining flexible, making it well suited to evaluating ESP materials for auditing and accounting students This approach is chosen because it aligns with the specific context of Hanoi University of Industry and offers a suitable method for assessing ESP material in that setting.
Evaluation in research means making judgments, which requires clear criteria for comparative purposes The criteria used in materials evaluation determine which perspectives of the materials should be considered, shaping how analysts compare options and assess quality According to Tomlinson, effective evaluation hinges on defining standards that are aligned with the intended use and context of the materials, ensuring that judgments are transparent, repeatable, and justifiable.
(1998, p.220) criteria are what evaluators use to “reach a decision regarding what needs to be evaluated” Furthermore, criteria are the bases upon which evaluators depend when making judgments.
Defining criteria for evaluation is a foundational step that evaluators must undertake before any assessment can begin In this study, the researcher identifies three widely used evaluation criteria and discusses how each criterion shapes the evaluation process, from framing questions to interpreting findings, and clarifies their definitions, applications, and potential impact on the reliability and validity of the assessment.
2.2.5.1 Criteria suggested by McDonough & Shaw (1993)
McDonough and Shaw (1993) argue that classroom observation plays a central role in material analysis, presenting basic techniques that reveal how teachers and learners actually use particular materials These methods allow analysts to observe the kinds of language the materials tend to generate and to notice how teachers and learners adapt the materials in real classroom settings.
2.2.5.2 Criteria suggested by Hutchinson and Waters (1987)
Hutchinson and Waters (1987) proposed criteria for evaluating ESP (English for Specific Purposes) materials These criteria are detailed and provide a practical framework for ESP material analysis When evaluating ESP materials, the focus should be on four key dimensions: the audience (target learners), the aims (learning objectives), the content (relevance and authenticity of material), and the methodology (instructional approaches and activities).
Audience analysis: The evaluator collects and reviews learner information—age, gender, English proficiency, prior knowledge, interests, and learning context—to determine whether the materials are suitable for the target students and aligned with their needs This check helps ensure appropriate difficulty, cultural relevance, and accessible language, optimizing engagement and learning outcomes for the intended audience.
• The aims o f the materials(the evaluator has to check if the materials match the aims and objectives o f the course)
• The content o f the materials(the evaluator has to analyze the requirements o f the language description( text types, topics, language point, macro- skills within a u n i t )
• The methodology o f the materials( the evaluator has to find out the theories o f learning, learners’ attitudes to teaching- learning techniques, guidance, exercises , the flexibility in the course )
Cunningsworth (1995) proposed criteria which consist o f some below items:
• Course books should correspond to learners’ needs and match the course’ objectives.
Course books should reflect the present and future uses that learners will make of the language, ensuring the material stays relevant to real-world communication and upcoming needs They should be selected to equip students to use language effectively for their own purposes, prioritizing practical proficiency, authentic contexts, and activities that build autonomy and transferable skills.
• Course books should take into account students’ needs as learners and should facilitate their learning process, without dogmatically imposing a rigid
• Course books should have a clear role as a support for learning Like teachers they mediate between the target language and the learners.
Brown (1995) suggested a checklist for evaluation textbooks He considers materials from five perspectives: background, appropriateness to curriculum, physical characteristics, logical characteristics and teach ability However, most o f them focus on
16 external evaluation The inside contents and methodology o f the materials are not described in details.
Techniques fo r adaptation
There are numbers o f techniques for adaptation This technique is proposed by
Addition is an adaptation procedure in language education that involves supplementing extra linguistic items and activities to compensate for inadequate materials This approach becomes necessary when learners face limited authentic resources, insufficient exposure to the target language, or gaps in communicative opportunities provided by the curriculum By thoughtfully integrating authentic texts, multimedia, and task-based activities, instructors can expand input, practice, and meaningful use of language, thereby supporting comprehension, production, and retention Effective implementation requires aligning additions with learning objectives, managing cognitive load, and ensuring coherence with existing materials and assessments In practice, this approach helps address shortages of thematic content, cultural materials, or specialized vocabulary, making the learning experience more comprehensive and accessible.
• Areas are not covered sufficiently.
• Texts or tasks are not provided.
• Texts or tasks are fewer than needed.
• Tasks are limited in scope.
In this technique, he provides more about the main ways o f modifying materials as follows:
Content and tasks may need to be changed because it does not suit the learners according to the factors relating to leaners’ age, social classes, occupation or learning style.
Dudley -E v a n and St John (1998, p 173) suggest that a good provider o f materials would be able to:
• Select appropriately from what is available
• Be creative with what is available
• Modify activities to suit leaners’ needs
• Supplement by providing extra activities and extra input.
Rearrangement is a materials-adaptation process in which different parts of a course book are rearranged in a new order to better suit learners' needs and teaching goals This rearrangement makes the material more appropriate for both learners and teachers, supporting varied learning styles and instructional approaches Learners may record materials by taking notes, outlining sections, or summarizing key points to reinforce understanding and retention.
• Using a practice task for a lead-in and an elicitation.
• Revising an area earlier than the course book does.
• Providing an appropriate follow- up.
Previous research on textbook evaluation
In recent years, English is becoming more popular and widely used all over the world English textbooks have been commercial available in the market The careful decision o f using one textbook in each school must be always considered In fact, textbook evaluation is an utmost important way to discover how well one textbook meets the students’ needs and the requirements o f the course Consequently, choosing a suitable book for a certain context is a very hard work To give a correct decision for choosing textbook, it is not unnecessary to evaluate the textbook So far, it has also been received much attention from many pedagogical researchers who wish to study whether a certain textbook match their teaching and learning context or not Therefore a number o f researchers have made great effort in textbook evaluation.
The first study is the evaluation o f the textbook “English Firsthand 2”by Litz (2005). The researcher carried out his study at Sung Kyun Kwan University in Suwon, South Korea in 2000- 2001 to determine the overall pedagogical value and suitability o f the book towards the specific language program The subjects o f the study were all eight o f the intermediate English course instructors as well as four hundred students who were enrolled in the 2000-2001 programs His study followed the evaluation model o f Cunningsworth (1995) and Hutchinson and Waters (1987) and data analysis Litz delivered questionnaires containing questions that pertained to the practical considerations (price, accessories, methodology etc.) design, range and balance o f activities, skills,
The study evaluated the textbook's coverage of 18 subject content areas and language types, complemented by a student needs analysis After analyzing the data, the author concluded that the textbook possesses more positive attributes than negative characteristics The material evaluation spanned an entire academic year and involved a large number of participants—both instructors and 400 students—making the study time-consuming and resource-intensive.
The second study is an evaluation o f course book “Enterprise one” in the teaching and learning context o f Hanoi Economics College conducted by Nguyen Thi Thu Hang
This 2011 study collected opinions from 100 students across 10 classes and 5 English teachers using questionnaires to assess the textbook’s aims, content, and methodology Using the Hutchinson and Waters (1987) evaluation framework and data analysis, the researcher found that the book’s aims and methodology largely aligned with course requirements, while some grammar sections were too easy and certain listening tasks were too difficult The study also recommends teacher adaptations when using the textbook to address these mismatches To enhance reliability, the researcher notes that incorporating data from students’ and teachers’ questionnaires alongside document analysis would be beneficial.
Tran Thanh Nhan (2006) evaluated the textbook Oxford English for Electronics in the Telecommunication Department of Hanoi College of Industry Data were collected through a mix of survey questionnaires for teachers and students, interviews with teachers, and informal discussions with students The study applied a combination of Hutchinson and Waters’ (1987) macro evaluation and Cunningsworth’s (1995) detailed framework, with adaptations drawn from Tomlinson (1998) to fit the ESP context This integration of macro evaluation and a detailed framework was a strength that helped the researcher complete the textbook evaluation, although it also created a rather challenging path to follow throughout the study.
These studies provide the researcher with general views on materials evaluation and were conducted in clearly different contexts, employing diverse models, checklists, and data-collection instruments They also offer a guide to follow when writing a thesis on the concerned issue, even though the authors of those studies drew different conclusions.
Studies on different textbooks have identified their strengths and weaknesses for General English (GE) and English for Specific Purposes (ESP) teaching and learning; however, in some studies by Nguyen Thu Hang (2011) and Trang Thanh Nhan, the findings varied.
(2006), the researchers did not analyze clearly their syllabus description and requirements to show the matching o f the textbook and the course’s requirements.
This chapter surveys theoretical issues in evaluating reading materials and focuses on instructional approaches to materials evaluation It discusses definitions and types of evaluation, explains the reasons for evaluating materials, and offers a framework researchers can apply when assessing textbooks The discussion equips researchers to conduct textbook evaluation, with a concrete example drawn from the English for Business and Administration textbook at HaUI, highlighting how to judge its relevance to learning objectives, appropriateness for learners, and overall educational effectiveness.
Chapter three outlines the research method used in this study and is organized into five sections: an introduction that links the research questions to the study, the research questions themselves, the details of the data collection instruments, the description of the data collection procedures, and the presentation of the study’s subjects in the final section.
Research Q uestions
As presented in Chapter one, this research was designed to address the following research question:
“To what extent does the textbook English f o r students o f business and adm inistration satisfy the requirem ents o f the E S P course in term s o f aims, content an d m ethodology?”
Data Collection Instruments
Document Analysis
Document analysis is an effective method for collecting data in a study; it yields useful information and can form an essential part of the data used for evaluation, as Robinson (1991: 71) suggests It also enables researchers to leverage preexisting information that may already be available in documents Specifically, the documents to be analyzed are those that contain relevant data tied to the study’s aims, such as reports, records, correspondence, and other written materials.
Data sources within a program can include materials under evaluation, the course syllabus, the curriculum, or external data sources such as library resources (Browns, 1995) Document analysis is necessary for evaluators to understand the nature of the textbook and the course requirements, making it a key source of evidence in program assessment In this study, two documents were analyzed.
Firstly the ESP syllabus for Accounting and Auditing students at HaUI was analyzed This analysis was to provide insight into the aims and objectives o f the course
This study also evaluated how well the materials met the course’s final aims and objectives A team of English teachers at HaUI designed this ESP (English for Specific Purposes) syllabus to strengthen the English reading ability of Accounting and Auditing students The ESP syllabus has been implemented in the English teaching and learning for the fifth semester of the program.
This analysis examines a 21-item curriculum framework organized by topics, vocabulary, grammar, tasks, and language skills, assessing course objectives and material requirements against defined criteria that include aims, content, and methodology In addition to aims and objectives, the syllabus analysis provides essential information such as time allocation, assessment approaches, and guidelines for methodology to guide effective language instruction.
This study analyzes the textbook English for Business and Administration using the material evaluation criteria proposed by Hutchinson and Waters (1987) The ESP material used by Accounting and Auditing students at HaUI is examined to describe its content, which comprises 10 units designed for the fifth semester The analysis assesses how effectively the material helps students achieve aims related to reading and writing skills, topics, grammar points, and vocabulary, and it presents the language points—structures, functions, and vocabulary—embedded in the content The methodology reflected in the activities and exercises, along with the teaching/learning techniques proposed by the authors, is explored, and the teacher’s book and supplementary activities are evaluated to determine the materials’ effectiveness and ease of use for teachers.
An instrument analysis examined whether the textbook English for Business and Administration is suitable for a particular group of students using this text The study aimed to determine how well English for Business and Administration meets the ESP course requirements for this group, evaluating its aims, audience, content, and methodology.
The Questionnaires
Data can be collected through multiple methods, including mail surveys, telephone surveys, interviews, and questionnaires, with questionnaires being one of the instruments most often used by researchers in the social sciences Gillham (2000:6) points out that questionnaires have a number of significant advantages, which contribute to their popularity in data collection.
- Low cost in time and money.
- Easy to get information from a lot o f people very quickly.
- Respondents can complete the questionnaire when it suits them.
- Analysis o f answers to closed questions is straightforward.
To capture the opinions of both students and ESP teachers, this study employed a questionnaire survey for reasons of convenience and to ensure a high response rate, while seeking objective feedback on the aims, content, and methodology of the English for Business and Administration textbook Some items were adapted from Nguyen Thu Hang (2011), which originated in the Hutchinson and Waters (1993) checklist and was used to evaluate Enterprise One; this study also adapts the Hutchinson and Waters evaluation model and criteria to align with its aims The instrument uses a five-point Likert scale (strongly disagree to strongly agree) for ease of understanding and consists of three parts: the first addresses students’ opinions on the aims and objectives of the English for Business and Administration textbook; the second gathers ideas about language content—vocabulary exercises, grammar exercises, reading texts, sub-skills, and topics—from students (items 5–20) and from teachers (items 4–22); the third collects opinions on time allocation and the methodology indicated in the textbook from students (items 21–31) and teachers (items 23–32); finally, the questionnaire includes items (32–33) inviting suggestions for textbook improvement from both students and ESP teachers.
This study recruited 100 third-year students majoring in accounting and auditing from three classes at HaUI, aged 20–22, to participate in a questionnaire survey, with details shown in the table below.
First, the researcher asked the teacher for the class list With the teacher’s help, students on the list were selected to participate in the study, involving 1,111 questionnaires The researcher then distributed all the questionnaires.
With the teachers' permission, questionnaires were distributed to students in Accounting 1, 2, and 3 after their English lesson The researcher explained the purpose of the survey and provided brief instructions on how to complete it In the following class, the completed questionnaires were collected Of the 100 questionnaires distributed, all were returned, yielding a 100% response rate and were used for analysis (see the table above) The data were tallied as raw counts and then converted to percentages for reporting To ensure that respondents understood the items, a piloting survey was conducted at HalJI.
A group of ten third-year students majoring in accounting and auditing were invited to complete the survey and return it for analysis Based on the results, the survey instrument was upgraded to improve clarity and reliability, with obscure questions rewritten and wording mistakes corrected for future use (see Appendix 3 for the revised questionnaires).
The Interview
Qualitative research interviews aim to see the world through participants’ own perspectives, seeking to uncover the meanings of their experiences and their lived reality before any scientific interpretation is applied They are especially effective for evaluating programs that are dynamic or evolving, since they can capture ongoing processes and changes as they unfold With the current study’s aims in mind, qualitative interviewing therefore offers a promising path to generating deep, context-rich insights that align with the research questions.
Interviews provide researchers with valuable insights into the ESP textbook, enabling them to glean more information and compare responses across participants They offer flexible formats—face-to-face, voice-to-voice, or screen-to-screen (Robinson, 1991)—which simplifies data collection and deepens understanding of how ESP materials are used and perceived.
Interviews were conducted with four specialist lecturers and comprised two parts: the first collected the lecturers' personal information, and the second consisted of four questions on the importance of studying English, the document types students must read, the topics students should choose to read, and the reading sub-skills students use when engaging with textbooks.
All the teachers’ interviews were conducted in Vietnamese to avoid misunderstandings and were recorded with the interviewees’ permission Because of the limited time, the interviews were held during breaks or after class in the staff room at HaUI See Appendix 5 for the interview questions.
Data collection procedure
In this section, the researcher outlines the data collection procedure for the study, detailing the steps taken to gather evidence This includes the examination of the course syllabus and the textbook English for Business and Administration, followed by the administration of questionnaires and the conduct of interviews to capture participants’ perspectives and experiences.
In the study’s initial phase, the researcher evaluated the ESP syllabus for Accounting and Auditing students at HaUI, along with the textbook English for Business and Administration, using the materials-evaluation criteria proposed by Hutchinson and Waters (1987).
In the second phase, a pilot test was conducted by distributing questionnaires to 10 third-year students to evaluate wording, the number of questions, and formatting for reader comprehension After collecting and analyzing the pilot data, some questions were paraphrased to improve clarity The refined questionnaire was then administered to 100 final-year Accounting and Auditing students across three classes—33 in Accounting Class 1, 33 in Accounting Class 2, and 34 in Accounting Class 3—all of whom had recently completed the English for Business and Administration course All participants agreed to complete the questionnaires after the researcher explained the study’s purposes.
In the next phase, four English teachers who have been teaching the textbook
“English for Business and Administration” were invited to complete the survey
To evaluate ESP language materials, 25 questionnaires were used to capture opinions on textbook topics, text types and lengths, vocabulary, grammar structures, and reading sub-skills, while also examining the methods, tasks and exercises, and time allocation embedded in the textbooks along with teachers’ suggestions for improvement Additionally, four specialist teachers in business and administration were invited to interview, discussing the need for English for third-year students, the document types students must read, how reading tasks are handled, and the topics students are likely to encounter in business and economics readings.
All interviews were conducted in the staff room and in classrooms after lesson time Before each interview, the purpose was clearly explained and appointments were arranged with all teachers by telephone Interviews lasted about 20 minutes overall, with sessions for specialist teachers taking about 15 minutes each.
Drawing on the ESP syllabus analysis, responses from students and ESP teachers to questionnaires, and interviews with specialist teachers, along with a review of the ESP syllabus and the textbook English for Business and Administration, several conclusions about the textbook emerge The findings suggest the book generally aligns with ESP objectives by offering topic-relevant content, authentic business language, and a coherent progression of activities; yet it reveals gaps in local-context relevance, sector-specific realism, and strategies for developing speaking and listening competencies Teachers report that the textbook provides clear organization, useful supplementary materials, and workable tasks, but also call for greater integration of skills practice and closer alignment with assessment criteria Students find the text motivating and practically oriented for routine business communication, though some activities may not always map directly to real-work tasks Overall, the evaluation indicates that English for Business and Administration is a solid foundation for ESP instruction, with concrete recommendations to improve contextual relevance, task authenticity, and assessment alignment.
Subjects
The students
In this study, 100 students aged 20 to 22 from three third-year classes in the Faculty of Accounting and Auditing were invited to complete questionnaires, the classes selected because they majored in Accounting and Auditing; the researcher explained the aims of the questionnaires and how to complete them before the students filled them in Most HAUI students come from different provinces and have learned English since secondary school, while those from mountainous or remote areas have less access and may have studied other languages such as French or Russian; consequently, when they enter the university environment, their English ability is low, a major challenge in teaching and learning English at HaUI.
At ITaUI, 26 college students with a background in general English participate in an English for Specific Purposes (ESP) course designed to support their studies and future careers All non‑professional English learners undertake 240 periods, each 45 minutes long, divided into two stages across five terms In the first two years, four terms cover 180 periods of General English, where students develop listening, speaking, reading, and writing skills plus basic grammar and essential vocabulary using the New Headway Elementary and Pre-Intermediate, Third Edition (1996) by Liz and John Soar By the end of the second year, in the fourth term, they take an English test and must score at least 5 to progress to the third year After Stage 1, students are placed at a pre‑intermediate level when they begin Stage 2 in the third year, consisting of 60 periods of ESP titled English for Business and Administration The ESP course uses the textbook English for Business and Administration compiled by the group of English teachers at HaUI.
The teachers
Four English teachers from the Foreign Languages Department, aged 24 to over 35, were invited to complete the survey questionnaires because they are responsible for teaching English to students of Accounting and Business Administration in the fifth term Among them, three are female and one male All are qualified teachers who graduated from well-known Vietnamese universities known for English teacher training, including Vietnam National University, the College of Foreign Languages, and Hanoi University Additionally, two teachers have at least ten years of experience teaching English and using the ESP textbook for accounting, while the other two have five years of teaching experience and have used this ESP textbook for three years.
Secondly, four specialist teachers who are in charge o f teaching accounting and auditing for many years were interviewed on the use o f English they required their students to do.
Sum m ary
This chapter outlines the three data collection methods and the procedures used, along with a detailed description of the study participants In this study, data were collected using three instruments: document analysis, questionnaires, and interviews.
The first data collection instrument was document analysis The two documents: ESP syllabus for third-year Accounting and Auditing students at HaUI and the textbook
English for Business and Administration was evaluated using the material-evaluation criteria proposed by Hutchinson and Waters (1987) A second instrument consisted of questionnaires completed by 100 third-year students and four ESP teachers to assess the textbook’s aims, content, and methodology The study did not evaluate audiences, as the textbook is deemed suitable for Accounting students at HaUI Additionally, four specialist teachers were interviewed to explore language content, reading skills, textbook topics, and methodological approaches All data—questionnaires, interviews, and document analysis—were analyzed in line with Hutchinson and Waters’ (1993) checklist, which comprises aims, audience, contents, and methodology.
DA TA ANALYSIS AND D ISCUSIO N
The appropriateness o f the material to the aims o f the course
According to the authors of the textbook English for Business and Administration, the aims of the ESP course at HaUI for students in the Accounting and Auditing Faculty are to develop essential reading skills and strategies that enable students to extract information from their specialist materials; to equip them with specialized vocabulary and common sentence structures used in reading English documents related to accounting, banking, finance, and business; to provide opportunities for writing simple sentences and summaries of the reading texts; and to emphasize that these activities are designed to give students repeated chances to review and consolidate the language points embedded in the texts.
4.1.2 T eachers’ opinions on the aims o f the textbook
Based on these above objectives o f the course, the researcher designed some questions in order to ask teachers o f English and third-year students o f accounting at HaUI about their aims and objectives o f their English o f business and administration textbook at school By means o f an interview checklist, the information collected from the four teachers would be presented in the form o f table 4.1.
T he m a t e r ia l p r o v id e d stu d e n ts ——
1.E n g lish v o c a b u la ry used in B u sin e s s and a d m in is tra tio n
2.G ra m m a tic a l stru c tu re s ty p ic a l o f B u sin e ss and a d m in is tra tio n
3.R e a d in g skills pra c tice that stu d e n ts need 3 1
Table 4.1: Teachers ' opinions on the aims o f the material
As you can be seen from table 4.1 All four teachers respondents believed that the material provided the students with the opportunity to practice with vocabulary used in accounting and economical market (e.g market, economy, production, business firm ) and basic grammatical structures (relative possessive pronoun, passive voice , relative clause, connecting words, etc) Among the four teachers, three of them agree that the reading components in the material have created opportunities for the students to read texts about accounting relevant to students’ needs One respondent, however, stated that the reading passages seem too long and difficult Consequently, when dealing with these passages students may fall into the habit o f reading word by word to understand the text, which causes certain difficulties for reading teachers to exploit the reading texts to fulfill the aim of developing reading strategies As a result, most o f the teachers thought that the material failed to prepare students for summarizing skills, which are listed as one o f the aims o f the course.
Overall, the teachers agree that the material is designed to strengthen students' grammatical knowledge and their business and accounting vocabulary, but targeted modifications are needed to improve readability and support faster, more efficient comprehension.
4.1.3 Students’ opinions on the aims o f the material
Data collected from ESP teachers regarding the aims of the material informed a survey administered to 100 student subjects to assess whether student users of English for business and administration hold the same views as their teachers about the textbook’s aims All participants (100%) answered the questions concerning the textbook’s aims, and their opinions are shown in Table 4.2.
Table 4.2 indicates that the majority of students discussed the textbook’s aims with their teachers, and 84% of students felt the material successfully provides opportunities to practice the basic vocabulary of accounting and business The material is relevant to the accounting field, offering a substantial amount of business vocabulary, and the analysis shows that students learn many accounting and business terms such as market, labor, stocks and changes, and inflation The new vocabulary is presented in a word list with Vietnamese translations at the end of each unit, giving learners a clear path to mastering accounting terms and jargon in business contexts The aims of providing basic grammatical structures and vocabulary for garment are assumed to be fulfilled.
2 You know a lot o f new words related to your specialized areas after learning the textbook.
3 The textbook provides you with grammatical points you often meet with when reading documents given by specialist teachers.
4 You can improve your reading skills 30 32 23 8 7
(1= strongly agree 2= agree 3 = neutral 4 = disagree 5 = strongly disagree)
Table 4.2: students’ opinion on the aims o f the material
Regarding grammar structures, approximately 70% of students reported that they were provided with grammatical patterns they frequently encounter in documents read for classes, prepared by specialist teachers The material analysis shows that the core areas of grammar are well emphasized in the curriculum, with key points such as relative pronouns, linking words, prepositions, and the passive voice already introduced to students in prior terms.
Grammar sections in accounting and business texts typically introduce unit-specific items—such as relative pronouns in unit one, pattern structures in unit two, and conditionals in unit nine—making the grammar portion of the textbook a useful tool for processing materials in this specialization Survey results show that participants responded positively to this component, though they also noted a shortage of grammatical exercises and called for more practice to reinforce learning About 62% of students praised the textbook for providing opportunities to practice reading skills, while around 15% reported difficulties in reading, which is understandable in mixed-level Accounting classes Some learners also suggested that certain reading tasks were too long and needed more time to develop reading skills Overall, the aim of developing reading skills is viewed as quite satisfactory.
4.1.4 M atching the results and discussion
By triangulating data from document analysis of the textbook, teacher interviews, and student questionnaires, this study compared the textbook evaluation findings from three sources with the curriculum’s defined aims to assess alignment The analysis sought to determine whether the textbook content and structure matched the stated learning outcomes The results show that the textbook under evaluation could meet most of the curriculum’s aims, indicating substantial alignment between the textbook and the intended educational goals.
Overall, teachers (100%) and the majority of students (84%) agree that the reading texts in the business textbook introduce new words related to their specialization after study, and the textbook successfully provides a wealth of domain-specific vocabulary across units with topics in business and administration, reinforced by a final unit structure that includes Vocabulary, Grammar points, and reading-skill development, which helps explain why nearly all teachers and students report widened vocabulary and improved reading skills However, findings from three sources indicate that although grammatical points are included, there is a shortage of grammatical exercises and more practice is needed A small minority (15%) does not believe the textbook can improve their reading skills, and within this group, about 62% support this view Some teachers and students also note that some reading tasks are too long and require more time for skill development In summary, the aim of improving reading skills is judged to be satisfactory.
The appropriateness o f the material to the content requirements o f the course
According to the course requirements, the textbook must cover a wide range of language forms and skills, including grammar, vocabulary, and core language abilities such as reading and writing (see Appendix 2) It should also introduce a diverse selection of text types and topics to ensure comprehensive coverage This specification outlines the content requirements for the course and guides textbook development to meet learner needs and instructional goals.
32 a Language form : According to the language description, the language forms that must he covered in the course fall into two headings: grammatical structures and vocabulary
HaUI's English for Specific Purposes (ESP) course prioritizes grammar items that are most frequently used in ESP contexts, selectively grading them to include clauses, connective words, relative pronouns, and the passive voice For vocabulary, the course is designed for Accounting and Auditing students and introduces ESP terminology from the outset, with vocabulary gradually integrated into the textbook so students become familiar with specialized technical terms Regarding language skills, the ESP curriculum currently focuses on reading, as outlined in the syllabus, with reading activities centered on skimming to grasp general information and scanning to locate specific details Text types emphasized are instructions and descriptions of processes, reflecting typical professional tasks ESP topics are organized to highlight business and accounting perspectives, spanning markets, principles of business, various business activities, finance, and banking.
4.2.2.1 Results from the textbook analysis
Appendix 7 describes the textbook’s language content as comprising three parts: vocabulary, grammatical structures, and reading skills This three-part framework aligns with the curriculum, with the textbook’s language content meeting most requirements for grammar, vocabulary, reading skills, and related topics.
The primary focus of language learning points is the business vocabulary, especially the new words related to market, finance, capital, labor, and banking as presented in the textbook A word list accompanying a reading passage shows that each unit introduces about 30–35 new words and phrases, most of which pertain to business and administration topics Although the vocabulary load is substantial for learners, it provides a solid foundation for engaging in business communication.
33 the students who studying ESI1 English, many new words provided were not new such as: market, labor, money, economy, macroeconomics, trade, firms which are very popular in society now.
This study examines the extent to which the textbook meets the course requirements for grammar by focusing on core language points and the accompanying grammatical exercises It evaluates whether the textbook consolidates and revises the grammatical system in a way that fits English for Specific Purposes (ESP) usage The analysis shows that the textbook reinforces basic grammatical knowledge while providing practical exercises in each unit to support ongoing practice Specifically, it revises elements such as the relative possessive pronoun within a unit, illustrating the book’s targeted approach to key grammar points for ESP learners.
Discover essential English grammar topics covered across the course, including prefixes combined with the -ing form of the verb in Unit 2, the first conditional and its common synonyms in Unit 9, and the Passive voice in Unit 10 You’ll also explore the use of so and such, the difference between since and as in Unit 13, and the relationship between as and like in Unit 14 The guide examines structures with though, although, and even though in Unit 17, followed by the second conditional sentences in Unit 18 It also explains the verb infinitive in Unit 22 and how to form comparatives along with their corresponding nouns in Unit 25 This overview provides a clear roadmap for mastering these core grammar areas to improve accuracy and fluency in English.
ESP materials provide a range of reading text types, but because topics are highly specialized, the texts are typical of the business genre Most reading passages are long and not always easily exploitable, which makes it difficult for students to practice their language skills through these texts.
English for Business and Administration is designed to develop reading skills, with reading consistently recognized as the strongest area of language proficiency Essential reading micro-skills—scanning, skimming, guessing words, inferring meaning, and interpreting the author's opinions—are introduced and reinforced across multiple units, providing ample practice on a wide range of topics to build confident, transferable reading ability in business and administrative contexts.
M atching the results and discussion
Results from textbook analysis, along with data from students' questionnaires and teachers' interviews, indicate a generally positive perception of topic appropriateness This positive outlook is supported by the high percentage of favorable responses from both students and teachers Moreover, the textbook is perceived to include a variety of topics that align with the students' knowledge level, demonstrating content diversification.
Table 4.9: The specialist teachers’ opinions on topics o f the textbook.
Disagree Undecided Agree Strongly agree
16 The topics o f the textbook are relevant to your knowledge level.
17 The topics attract your interests.
Forty-one of the textbook’s topics attracted students’ interest and broadened their knowledge in business and administration This finding suggests that the textbook effectively meets most of the curriculum requirements for the topics it covers, aligning well with course objectives and learning outcomes.
Results from the stu den ts’ questionnaires and teachers’ interviews in terms o f
According to the curriculum document, reading texts should be matched to students' level of difficulty, ensuring accessible yet challenging content for effective reading practice To develop reading skills, activities should target micro-skills such as guessing the meaning of words in context, identifying the main idea, evaluating statements as true or false, identifying and correcting information, and incorporating tasks like gap-filling, word formation, multiple-choice questions, and matching to reinforce comprehension.
The data collected from the student questionnaires and teacher interviews can be seen in Table 4.11 and Table 4.12
Which sub-skill s could students improve after studying the textbook? Tick (v)
- Reading to get the main ideas 72%
-Identifying addressee for the text 62%
- Reading to locate specific information 6 0 %
-Guessing the meaning o f the new words from context 5 4 %
- Guessing the meaning o f new words through word formation 5 2 %
- Identifying the topic o f the text 70%
-Interpreting the charts or table 65%
Table 4.11: Students’ opinions on reading skill
T h e q u e s tio n s: W hich su b -sk ills could s tu d e n ts im p ro v e after s t u d y in g th e te x tb o o k ?
18 Reading to get the main ideas 75%
19 Reading to locate specific information 75%
20 Guessing the meaning o f the new words from context 50%
21 Guessing the meaning o f new words through word formation 50%
22 Identifying the topic o f the passage 75%
Table 4.12: ESP Teachers’ opinions on reading skill
Results from Tables 4.11 and 4.12 indicate that both students and teachers perceive reading-skill activities as enhancing comprehension, including guessing word meanings, matching, True/False statements, and answering questions, with 75% agreement About 70% of students can read a text to identify its main ideas and topic, while roughly 60% can extract specific information, since just over half are able to infer the meaning of new words from context or word formation In interviews with specialist teachers, all participants (100%) advised that students should use essential reading sub-skills such as identifying the topic, reading for main ideas, and locating specific information.
M atching the results and discussion
Based on the results cited above, the textbook largely meets the curriculum’s reading-skill requirements It helps students develop essential sub-skills—such as skimming the main idea, scanning for specific details, and inferring word meanings—that are required by the coursebook Consequently, the textbook stands out as an effective resource for building reading proficiency aligned with the curriculum.
44 it can be concluded that the textbook met most o f the curriculum requirements o f the language skills.
The appropriateness o f the m aterial to the methodology requirements o f the course
According to the syllabus designer, the ESP English course at HaUI is designed to help students use English accurately In the English for Business and Administration module, learners are exposed to practical, job-relevant language and terminology, with opportunities to personalize what they learn by tapping into their own knowledge and experiences, so they can confidently express their ideas and opinions.
The theory implies a cognitive approach to language learning in which language is seen as both creative and rule-governed communication, so tasks and exercises should progress from comprehension to competence while introducing language skills at the same time A Presentation–Practice–Production model is ideal, involving substantial practice that moves from accuracy to fluency (Willis & Willis, 1996) The teacher’s role is to facilitate student acquisition, organization, and retention of knowledge, using a variety of teaching–learning techniques—such as individual work, pair work, group work, and role-play—to foster different interactions in the language classroom Students are expected to be aware of what they are learning In short, the English for Business and Administration method aligns with global teaching trends and is well suited to this educational purpose.
4.3.2 Methodology requirements o f the ESP material
An examination of the material contents shows that a cognitive approach underpins the course Each unit introduces core reading skills and includes tasks designed to move learners from comprehension toward production Every unit begins with a reading text, often accompanied by descriptive content, and the reading tasks require transferring information to charts or tables, reading for detailed comprehension, and practicing with sentence matching and True/False exercises.
4.3.3 Students’ and teachers’ opinions on exercises/tasks
21 The material contains a variety o f grammatical exercises
22.The material contains a variety o f vocabulary exercises
23.The material contains a variety o f reading exercises
24 The level o f appropriateness o f different types o f True or False exercises
25.The level o f appropriateness o f different types o f multiple choices exercises:
26 The level o f appropriateness o f different types o f gap-filling exercises:
27 The instructions for exercises in the material are clear enough for the students to understand
28 The tasks are interesting to students 75 62
Table 4.14: Students’ and teachers’ opinions on exercises/tasks
Results from Table 4.14 indicate the opinions of both students and teachers on the exercises About 75% of teachers and more than 60% of students agree on the variety of exercises, noting that the coursebook provides a wide range of activities covering grammar, vocabulary, and reading skills Both groups also rate the appropriateness of these exercises highly, and the instructions are clear and easy to understand, suitable to students’ proficiency levels.
According to the table, most students favored collaborative learning: 92% loved lockstep activities, 88% enjoyed pair-work activities, and 73% agreed on the benefits of group-work when asked about learning styles, while only 30% voted for individual work.
4.3.4 Students’ opinions on the learning activities
Table 4.15: Students’ opinions on the learning activities 4.3.5 Students’ and teachers’ opinions on tim e allocation
An evaluation of the English for Business and Administration syllabus shows that time allocation per unit is inadequate, with only four periods assigned to each unit The reading texts are long (250–400 words) and introduce more than 30 new words per unit, while the follow-up activities are quite difficult Consequently, the current pacing and workload do not seem appropriate for effective learning, indicating a need to adjust unit duration, reading load, vocabulary introduction, and activity difficulty to better support learners and improve outcomes.
5 p e rio ds fo r each unit 1 (2 5% ) 25 (25% )
M ore than 6 p e rio d s for each unit 0 8 (8% )
Table 4.16: Teachers and students' opinions on time allocation
The overall impression of the time allocation for English for business and administration is not quite positive Table 4.16 indicates that both teachers and students believe each unit should last six periods because there are long reading texts and sequences of follow-up exercises This suggests that the current pacing may be too ambitious given the workload, and extending unit length could help learners engage more effectively with the material.
Respondents generally feel that four periods per unit are appropriate; about a quarter of teachers and 25% of students expect five periods per unit None of the teachers and only 8% of students suggest more than six periods for a unit Therefore, six forty-five minute periods per unit would better fit the current material Yet increasing time is difficult because it depends on the school curriculum Thus, the only way to boost learning is to reduce the amount of activities or shorten the texts.
Overall, the textbook aligns with the course’s methodological requirements across the range of task types and exercises It covers most of the task types and activities prescribed by the course, and most activities were engaging for students, with the exception of individual tasks English for business and administration has been evaluated using the criteria proposed by Hutchinson and Waters (1993) The textbook is clearly compiled in detail and exhibits notable strengths, though it also contains weaknesses that should be addressed to better meet student needs and the course objectives Consequently, the material can be further optimized to enhance students’ information-acquisition abilities and overall learning outcomes.
The respondents’ suggestions f o r textbook improvement
Having surveyed the strengths and weaknesses of English for business and administration, the researcher asked teachers and students to offer suggestions for improving the textbook based on identified needs and experiences The recommendations gathered from these inputs could inform adaptations for future courses.
Teachers' recommendations for textbook improvement align with earlier findings about problems identified in previous sections They call for several key changes: grammar instruction should be presented and practiced more consistently, with additional grammar exercises; reading texts and topics should be updated, and a wider variety of reading tasks should be incorporated; the writing component should be less challenging and more closely integrated with reading instruction; and most teachers emphasize adding more visual materials or visual aids to illustrate lessons whenever possible to enhance understanding.
To make the textbook more appealing, three teachers shared the view that sixty periods are not enough for students to complete an English specialist course properly; as a result, more time should be allocated to teaching this textbook.
This study shows that most students offered suggestions for enhanced learning support, including a workbook with more grammar and vocabulary practice for at-home study About half of the students expected the textbook to include more pictures and illustrations They also called for more time in class to practice language skills In short, both teachers and students want more lively visuals in presentations and discussions to support learning.
Technology in education, including videos, projectors, and televisions, can improve reading skills by engaging students with audio-visual content Visual aids are categorized into simple tools—blackboard, charts, cartoons, posters, maps, and pictures—and advanced tools such as projectors and filmstrips, both of which support reading instruction and help learners understand more effectively through appealing visuals and real-life contexts These aids provide strong support at the start of a reading course, making it easier for students to learn from lively pictures and authentic situations They also serve diverse purposes and can be adjusted to a learner’s pace, allowing advanced readers to progress quickly while supporting slower readers and listeners to grasp lessons through varied stimuli.
Visual aids are often key to teaching word meanings, since some terms are best conveyed through pictures and sketches—an approach reflected by the extensive use of sketches in dictionaries Audio aids, such as radio programs or cassette recordings, alongside a teacher who uses a tape recorder, can further enhance language learning by offering authentic pronunciation and richer auditory input, while also helping the teacher sharpen their own command of the language.
4.4.3 Sum m ary o f the major findings
This chapter has analyzed and discussed the data gather from the document analysis teacher interview and student questionnaires The evaluation results reveal certain strengths and weaknesses o f the current textbook.
As stated in the aim section the aims o f the course and the aims o f the textbook seem to match perfectly Besides, data collected from the students and teaching staff showed that there is still much room for improvement before the users could feel satisfied
49 having all the aims fulfilled The point o f concern here is not in the lexical, gram m ar or reading skills but the development o f writing section in their supporting roles to reading
This study identifies clear strengths in grammar structures, vocabulary coverage, and overall content organization across the course and its units It also notes limitations, including a small number of complex structures and concepts and a restricted variety of text-types Additionally, there are concerns about insufficient coverage of essential reading strategies, such as skimming and scanning.
From a methodological standpoint, students are receptive to all types of classroom interaction—individual work, pair work, and group work—but the textbook leaves little room for teachers to design additional activities Students also call for more up-to-date information and a visually engaging layout In addition, essential supporting materials such as a workbook, tests, and a teacher’s guide are not included, even though respondents consistently express a strong demand for them Therefore, the textbook should be available or supplemented to better support English for Business and Administration.
Overall, the current textbook is an acceptable educational resource despite several weaknesses Addressing the weaknesses discussed above would make the textbook even more effective and useful for learners, enhancing its clarity, relevance, and overall instructional value.