Nghiên cứu thăm dò về việc giáo viên sử dụng sách giáo khoa tiếng anh thí điểm 10 trong lớp học tại một trường THPT ở quảng ninh

VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ THU HÀ AN EXPLORATORY STUDY ON TEACHERS’ USE OF THE TEXTBOO

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL

STUDIES FACULTY OF POST-GRADUATE STUDIES

TRẦN THỊ THU HÀ

AN EXPLORATORY STUDY ON TEACHERS’ USE

OF THE TEXTBOOK TIENG ANH THI DIEM 10

IN THE CLASSROOM AT A HIGH SCHOOL IN

QUANG NINH

NGHIÊN CỨU THĂM DÒ VỀ VIỆC GIÁO VIÊN SỬ DỤNG SÁCH GIÁO KHOA TIẾNG ANH THÍ ĐIỂM 10 TRONG LỚP HỌC

TẠI MỘT TRƯỜNG THPT Ở QUẢNG NINH

M.A MINOR PROGRAMME THESISFIELD:ENGLISH TEACHING METHODOLOGY CODE: 8140231.01

HANOI – 2018

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL

STUDIES FACULTY OF POST-GRADUATE STUDIES

TRẦN THỊ THU HÀ

AN EXPLORATORY STUDY ON TEACHERS’ USE

OF THE TEXTBOOK TIENG ANH THI DIEM 10

IN THE CLASSROOM AT A HIGH SCHOOL IN

QUANG NINH

NGHIÊN CỨU THĂM DÒ VỀ VIỆC GIÁO VIÊN SỬ DỤNG SÁCH GIÁO KHOA TIẾNG ANH THÍ ĐIỂM 10 TRONG LỚP HỌC

TẠI MỘT TRƯỜNG THPT Ở QUẢNG NINH

M.A MINOR PROGRAMME THESIS

FIELD:ENGLISH TEACHING METHODOLOGY CODE: 8140231.01

SUPERVISOR: ASSOC.PROF DR LÊ VĂN CANH

HANOI – 2018

CANDIDATE’S STATEMENT

I certificate that this combined thesis entitled “An exploratory study on teachers’ use of the textbook Tieng Anh Thi Diem 10 in the classroom at a high school in Quang Ninh” is submitted in partial fulfillment of the requirements for

the degree of Master of Arts is the result of my own work, except where otherwiseacknowledge and that this combined thesis or any part of the same has not beensubmitted for a higher degree to any other universities or institutions

Signature

TRẦN THỊ THU HÀ

The completion of this study would not have been possible without theassistance of special and wonderful people

First of all, I would like to acknowledge my indebtedness and gratitude to

Mr Le Van Canh, for his unfailing encouragement, constant support andsupervision during all stages of the study His enthusiastic assistance, guidance,support, and his wisdom greatly contributed to the fulfillment of my thesis I wouldalso like to thank my supervisor for his patience in reading and editing my draft Itmust be an excruciating experience

I am also indebted to all my friends in the Master Course whose constructiveideas, assistance and advice helped me much during various stages of learning and

my M.A study

Many thanks to my colleagues at Ha Long gifted high school for theirsupport and encouragement for my survey research and all the time I do thisgraduation paper

Last but not least, I wish to express my acknowledgment to my husband, myparents for their invaluable contribution which indirectly contributed to thecompletion of this thesis

To all these people I only hope that the achievement of my thesis will befavorable enough to satisfy their expectations

ABSTRACT Innovation in ELT tends to be materialized through the introduction of new

materials, textbooks, teaching methods, and teacher education programs There is ataken-for-granted view that the introduction of the new textbook which claims to bebased on the findings of current theory and research results in the improvement ofteaching Despite the fact that textbooks can influence the quality of classroomteaching and learning, there has been relatively little research in ELT on howteachers use the textbook inside the classroom

Through interviews, classroom observation, and informal chats withclassroom teachers this study demonstrates the gap between the intended innovationembedded in the textbook and the actual delivery in the classroom Also, the studyseeks to identify factors that affect the way teachers use the textbook Someconclusions deriving from the study will be drawn to inform teacher educators ofhow to help teachers approach the innovative textbook more effectively

TABLE OF CONTENTS

CANDIDATE’S STATEMENT i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

CHAPTER 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims of the study 1

1.3 Research questions 1

1.4 Methods of the study 2

1.5 Scope of the study 2

1.6 Significance of the study 2

1.7 Organization of the thesis 3

CHAPTER 2: LITERATURE REVIEW 5

2.1 The role of textbooks in English language teaching (ELT) 5

2.1.1 The role of textbooks in ELT 5

2.1.2 Advantages and disadvantages of using textbooks in ELT to teachers and learners 8 2.2 Textbooks as agents of change in ELT 10

2.3 Previous studies on the use of textbooks in ELT 13

2.4 The design of the three pilot English curricula and their innovative points 16

2.5 The intended methodology of the textbook CHAPTER 3: RESEARCH METHODOLOGY 23

3.1 Background 23

3.2 Research questions 25

3.3 The case of the study 25

3.4 Participants of the study 26

3.5 Instruments 26

3.5.1 Classroom observations 27

3.5.2 Post-observation interview 27

3.6 Data collection and data analysis procedures 27

CHAPTER 4: DATA ANALYSIS AND DISCUSSION 30

4.1 The implementation of the textbook Tieng Anh Thi Diem in the Classroom31 4.1.1 Findings: 31

4.1.2 Discussion 38

4.2 Factors affecting teachers’ implementation of the new textbook 40

4.2.1 Teachers’ understanding of the textbook methodology 41

4.2.2 The level of suitability of the textbook Tieng Anh Thi Diem 10 on the teachers and students 43

4.2.3.Teachers’ recognition of the strengths and weaknesses of the textbook and their impacts on teachers and students 44

4 2.4 Teachers and students’ difficulties when using Tieng Anh thi Diem 10 46 4.2.5 Discussion 47

CHAPTER 5: CONCLUSION 50

5.1 Summary of the findings 50

5.1.1 How is the new textbook implemented in the classrooms? 50

5.1.2 To what extent do such implementations match the underlying methodology of the textbook? 50

5.1.3 What are teachers' rationales for their innovation implementation? 51

5.2 Recommendations for more effective use of the textbook Tieng Anh Thi Diem 10 52

5.2.1 For infrastructure and equipment 52

5.2.2 For teachers 53

5.2.3 For administrators 54

5.3 Limitations of the study 55

5.4 Suggestions for further study 55

5.5 Conclusion 56

REFERENCES 57 APPENDIXES I

Appendix 1 The Interview Protocal I Appendix 2 III Appendix 3 VI Appendix 4 X Appendix 5 XIV Appendix 6 XVII Appendix 7 XX Appendix 8 XXIII Appendix 9: XXIX

CHAPTER 1: INTRODUCTION1.1 Rationale

The textbook Tieng Anh Thi Diem has been in use in our school for 5 yearsand it has received rhetorical approvals and postitive feedbacks from teachers andstudents However, how this new textbook is being used in the actual classroomremains to be under-researched As the book is being piloted, it is necessary toobtain empirical evidence of the way it is being used by teachers with their students.This is the reason that motivates my exploratory study that is reported in this thesis.This study also finds out the reasons why the teachers do so and the results of thisstudy will therefore help teachers have better understanding and assessment of thisnew textbook then can make appropariate adaptions for better exploitaiton of it intheir future’s teaching

1.2 Aims of the study

With the above presented rationale, the purpose of this study is to examinethe implementation of the new textbook Tieng Anh Thi Diem 10 inside high schoolclassrooms Specifically, it aims to:

(1) find out how the intended methodology of Tieng Anh Thi Diem textbook

10 is being implemented in the classroom;

(2) understand teachers’ attitudes towards and beliefs about the innovationimplied in the textbook Tieng Anh Thi Diem 10; and

(3) find out the factors affected teachers’ use of the textbook Tieng Anh ThiDiem 10

2 Why do they use the textbook Tieng Anh Thi Diem that way?

3 To what extent does such implementation match the underlying methodology

of the textbook?

1.4 Methods of the study

The study is to explore the implementation of the new textbook Tieng AnhThi Diem 10 in the context of the recent curriculum renewal The purpose of thestudy is not to evaluate, but to understand how the innovation is being implemented

by looking at the way the textbook is being used Therefore, it is designed as asingle qualitative case study The case here is a gifted high school in Quang Ninhprovince Qualitative data were collected through interviews and classroomobservations

1 Participants

The subjects chosen for the research include 6 English teachers at a highschool in Quang Ninh province The research is carried out during the secondsemester of the school year 2017-2018

2 Instruments of data collection

Data for this study were obtained by means of class observations and teacherinterviews

- Class observations: There are total 8 lessons being observed.Sixlessons foreach teachers teaching different skills will be video recorded Three other lessonswill be observed and taken notes

- Recording classroom atmosphere in lessons

- Interview with the teachers

1.5 Scope of the study

As the study was designed as a single qualitative case study, it is limited tothe exploration of the implementation of the new textbook Tieng Anh Thi Diem forGrade 10 in one single upper secondary school Generalization is therefore notintended The reasons for the scope of the study was that the new textbooks TiengAnh Thi Diem for 10th grade have been in use in all classes of grade 10 in ourschool this year

1.6 Significance of the study

This study can be significant in a number of ways First, as discussed earlier,the curriculum and textbook is a key component in most language programs In an

EFL context like Vietnam, it may even constitute the main source of language inputthat learners receive and the basis for language practice that occurs both inside andoutside the classroom For many Vietnamese senior high school learners, textbooksmay even help to supplement teachers’ instruction, which is constrained by threeclass hours a week In order to serve their purposes most effectively, textbooks need

to be professionally designed, fit the curriculum and closely correspond with theaims of the teaching program and the needs of the students However, a close look

at the MOET funded new textbooks has indicated that there might be severalproblems with them Thus, teachers and learners working with the new curriculumand textbooks might experience considerable difficulty in achieving the ultimategoal of their teaching and learning program, which is developing students’communicative competence

The research helps to identify the problems and suggests ways of improvingthem This contribution would be of practical value to textbook authors, teachersand teacher trainers in Vietnam

Findings of this study may also provide useful information for curriculumand textbook writers, teacher educators and educational authorities so that they canmake appropriate decisions on how to achieve the goal of innovating the teaching ofEnglish in the upper secondary schools It may also contribute to the commonknowledge about the role of textbooks in educational innovation

1.7 Organization of the thesis

There are 5 chapters in my thesis:

Chapter 1 is the Introduction presenting the rationale, aims, scope, significance,

research questions and methods of the study

Chapter 2 is the Literature Review, which reviews theoretical issues related to the

role of textbooks in English language education in general and in innovation inparticular as well as previous studies on the implementation of innovation and therole of textbook in English language teaching (ELT) innovation

Chapter 3 is the Research Methodology, which is composed of 3 parts: research

design, research procedures, the settings (the case) and the participants of the study

Chapter 4 is the discussion of the findings through an analysis of the data collected

by means of classroom observations and semi-structured interviews

Chapter 5 is the Conclusion In this chapter, major findings of the study will be

briefly summarized as well as the acknowledgement of the limitations of the studywill be made

Besides, the classroom transcripts and interview transcripts are included in the

Appendixes

CHAPTER 2: LITERATURE REVIEW

Chapter one presents the rationale, the aim, scope and significance of the present study This Chapter reviews the literature on teachers’ implementation of innovation and the role of textbooks in ELT innovation It begins with a discussion

of the role of textbooks in ELT in general This will lead to the discussion of the role of textbooks in ELT innovation, which is followed by a review of previous studies of the issue under investigation The last section discusses necessary conditions for successful implementation of curricular innovation.

2.1 The role of textbooks in English language teaching (ELT)

2.1.1 The role of textbooks in ELT

ELT textbooks play a very important role in many language classrooms but

in recent years there have been a lot of debates throughout the ELT profession onthe actual role of textbooks in teaching English as a second/ foreign language.Arguments have encompassed both the potential and limitations of textbooks for

‘guiding’ students through the learning process and curriculum as well as the needand preferences of teachers who are using textbooks Other issues that have arisenvery recently include textbook design and practicality, methodological validity, andthe role of textbooks in innovation Nonetheless, there has been very little research

on the role of textbooks in ELT innovation

Materials are among the five important components in language instruction.Allright (1990) argues that materials should teach students to learn, that they should

be resource books for ideas and activities for instructions/ learning, and that theyshould give teachers rationale for what they do Textbooks are one type of teachingand learning materials, and they as a matter of fact share the role materials.Textbooks are considered to be a key component in most language programs.Among many important components of English language instruction, textbooksused by language instructors are considered as the most essential constituent to anylanguage program Hutchinson and Torres (1994) have claimed that

The textbook is an almost universal element of [English language] teaching…No teaching-learning situation, it seems, is complete until it has its relevant textbook (p 315)

Thus, textbooks, in Hutchinson and Torres’ view, are the nuts and bolts of alanguage program or a language course Textbooks play such a crucial role simplybecause they offer a variety of different benefits to both students and teachers(Sheldon, 1998; Croft 1988) For example, Sheldon (1998) argues that

[Textbooks] represent not merely the visible heart of any ELT program but also offer considerable advantages for both the students and the teachers when they are being used in the ESL/EFL classroom (p.237).

A textbook, as described by Cunningsworth (1995), is “a syllabus” which notonly defines the learning objectives but also helps less experienced teachers whohave yet to gain in confidence to feel more confident in teaching

From learners’ perspectives, textbooks are useful in the sense that they function

as a guide-map which helps learners know exactly what they have learned, what theyare going to learn, what they will have learned by the end of the course, and what theyshould revise for achievement exams (Wendy, submitted by Admin, 2008) In addition,Anon (submited by Admin, 2008) has maintained that textbooks add a definitestructure which allows students to work on their own at their own pace

Thus, textbooks are useful because they are considered as not only a startingpoint but also as a finishing point; students know exactly what they are supposed to

be learning during the lesson of the day and what they need to revise before the nextone To those students who are working for the exams, the use of a course book iseven more essential in order to be sure that they have already covered all thegrammar, structures and vocabulary they need

It is these advantages that give such credibility to textbooks that it is hard toimagine a language program or a language course without a textbook Of course,there are people who advocate a zero option or teach English without using aparticular textbook, but teachers will be overburdened if they are supposed to

develop the teaching materials themselves This is not to say that a textbook can be

a source of available activities or learning tasks for both the teacher and the learners(Cunningsworth, 1995) Richards’ (online manuscript) words may best summarizethe role of textbooks, according to which textbooks have been and will be, no doubt,

a useful resource for both teachers and learners He observes that textbooks notmerely provide learners with major source of contact they have in language practicethat occurs in the classroom but also give primary supplement to teachers to plantheir lessons appropriately and perfectively He concludes that it seems not to beable to carry out any language teaching throughout the world without the extensiveuse of textbooks

Despite the above-mentioned undeniable advantages of textbooks inlanguage teaching, the limitations of textbooks are also well documented.According to Allright (1981), these limitations include the inflexibility, the writers’biases in terms of the underlying methodology, the selection of linguistic content,and the ignorance of learners’ needs Therefore, textbooks may ‘de-skill’ theteachers who use them (Richards, 1998) Another drawback of textbooks has beenpointed out by Sheldon (1988) that many ELT textbooks are often regarded as the

“…tainted end-product of an author’s or a publisher’s desire for quick profit”(p.239) This drawback is understandable Too many textbooks are often marketedwith grand artificial claims by their authors and publishers, yet these same bookstend to contain serious theoretical problems, design flaws and practicalshortcomings They also present disjointed material that is either too limited or toogeneralized in a superficial and flashy manner and the vast array of “…singleedition, now defunct [text]books produced during the past ten years testifies to themarket consequences of the teachers’ verdicts on such practices” (Sheldon, 1988p.239)

In dealing with these limitations of textbooks, Cunningsworth (1995) hasadvised that textbooks should be adapted rather than adopted The advice is soundenough, but whether all teachers in the role of textbook users have the requiredskills to adapt the textbook or not is a question

N Reynaud (submitted by Admin, 2008), who has been teaching English for

over 30 years also concludes that textbooks are all right because they offer a

"progression" in grammar which is to be studied so textbooks are perfect when theschedule of your classes include “British literature.”

Researchers of language teaching have much in common in the role oftextbooks as a controller factor of the procedure of teaching and learning It is reallydifficult for inexperienced teachers to teach languages without textbooks and theimportant thing to do is that teachers need to be awarded for selecting a good bookfor their perfect lectures

Textbooks play a pivotal role in language classrooms in all types ofeducational institutions - public schools, colleges, and language schools - all overthe world In some contexts, teachers are free to choose their own textbooks Thevast majority of teachers, however, have textbooks suggested, prescribed, orassigned to them (Garinger,2001)

In some situations, textbooks serve as the basis for much of the languageinput learners receive and the language practice that occurs in the classroom Theymay provide the basis for the content of the lessons, the balance of skills taught, andthe kinds of language tasks students actively use In other situations, textbooks mayserve primarily to supplement the teacher's instruction For learners, textbooks mayprovide a major source of contact they have with the target language, excluding theinput provided by the teacher In the case of novice teachers, textbooks may also beutilized as a form of teacher training; that is, they provide ideas on how to plan andteach lessons as well as formats that teachers can use Much of the languageteaching that occurs throughout the world today could not take place without theextensive use of commercial textbooks Learning how to use and adapt textbooks ishence an important part of a teacher’s professional knowledge (Richards, 2001)

2.1.2 Advantages and disadvantages of using textbooks in ELT

to teachers and learners

The use of textbooks in teaching has both advantages and disadvantages,depending on how they are used and what the contexts for their use are What one

teacher considers an advantage in a textbook, another teacher may consider adisadvantage (Graves 2000: 175) The following list contains the most frequentlystated advantages of using textbooks (Graves 2000: 175; Basturkmen 2010: 149):

• It provides a syllabus for the course because the authors of the syllabushave made decisions about what will be learned and in what order

• It provides security for the students because they have a kind of a road map

of the course: they know what to expect and they know what is expected from them

• It provides a set of visuals, activities, readings, etc., and so saves theteacher time in finding or developing such materials

• It provides teachers with a basis for assessing students’ learning Sometextbooks include tests or evaluation tools

• It may include supporting materials (teacher’s guide, cd, worksheets, and video.)

• It provides consistency within a program across a given level, if all teachersuse the same textbook If textbooks follow a sequence, as within a series, it providesconsistency between levels

Textbooks also have limitations, which can lead to teachers’ and learners’dissatisfaction with the course The following list contains the most frequentlystated disadvantages of using only ready-made textbooks (Graves: 175; Basturkmen2010: 149):

• The content or examples may not be relevant or appropriate to the groupand they may not reflect the students’ needs since textbooks are often written forglobal markets and often do not reflect the interests and needs of students

• They may contain inauthentic language, since texts, dialogs and otheraspects of content tend to be specially written to incorporate teaching points and areoften not representative of real language use

• The content may not be at the right level There may not be the right mix ofactivities (too much of X, too little of Y), there may be too much focus on one ormore aspects of language and not enough focus on others, or it may not includeeverything teachers want to include

• The sequence of units is not in accordance with the real work-related needs

• The activities, readings, visuals, etc., may be boring

• The timetable for completing the textbook or parts of it may be unrealistic

• The textbook doesn’t take the students’ background knowledge intoaccount Graves (2000: 176) suggests that, in order to minimize difficulties whenselecting textbooks, teachers should: use the textbook as a resource for students, butnot the only resource; use a textbook as a guide, be free to modify, evaluate,develop, change, eliminate, or add to the material in the textbook, supplement thetextbook with lots of outside readings

2.2 Textbooks as agents of change in ELT

The role of textbooks in ELT program is identified much clearer and it ismuch more important in innovation Dealing with the help of textbooks in times ofeducational change Hutchinson and Torres (1994, p 232) identify that textbook isconsidered as:

 a vehicle for teacher and learner training

 a “support and relief” from the burden of looking for materials

 a completed picture what the change will look like

 the psychological support they give to teachers

However, the fulfillment of these goals, especially the first and the third,depends on the approach and quality of the textbook The materials may not be intune with the new kind of teaching being encouraged, following instead themethodology already commonly being practiced; alternatively, the materials may be

so difficult to use that teachers are unable to follow them as intended, making themrevert to their previous practice In either case, rather than agents of change, bookswill be “agents of conservatism,” reducing the likelihood of teachers trying out new,alternative approaches and methods (Garinger, 2001)

No doubt, a course book is looked upon as an indispensable vehicle forforeign language acquisition whose validity and significance are seldom impugned.Many students working with a course book feel secure and have a sense of progressand achievement They always have a book to relate to; they are not groping in thedark Consequently, they become more confident and satisfied as they tackle the

target language within a certain framework Furthermore, a textbook providesstudents with the opportunity to go back and revise They can also use the textbookfor self-study and as a reference tool Besides, a well-illustrated book, equippedwith eye-catching phrases and sensational pictures or titles, is preferable to tons ofphotocopied material, which teachers and students often take a dim view of

Hutchinson and Torres (1994) also see the textbook as a possible agent ofchange This can be achieved if a number of conditions are met First, the textbookneeds to become a vehicle for teachers and learners training In other words, as well

as an explicit and detailed teacher’s guide, the student book should also includeappropriate learning-how-to-learn suggestions Second, the textbook must providesupport and help with classroom management, thus freeing the teacher from copingwith new content and procedures Third, the textbook will become an agent ofchange if it provides the teachers with a clear picture of what the change looks likeand clear practical guidance on how to implement it in the classroom Finally, ifadopted by a school, a textbook can result in the collegial support and sharedresponsibilities for, and commitment to, the change Again, more research is needed

to see whether preplanned materials actually do change practice or are simplyadapted to maintain the status quo

Another function of textbooks that is often overlooked is their role as a

structuring tool Communicative language classes are social events, and so,

inherently unpredictable and potentially threatening to all participants (e.g., Reid,1994) This is particularly so in periods of change (Luxon, 1994) such as thoseexperienced by teachers implementing new programs or working with unfamiliarlearners types Learners are, of course, by definition always facing enormous andpossibly threatening change as their language skills develop One strategy bothteachers and students use in dealing with this uncertainty is ‘social routilization’, theprocess by which classroom interaction becomes increasingly stereotyped to reducethe unpredictability and, thereby, the stress Materials can play a key role in thisprocess: ‘Textbooks survive … and prosper primarily because they are the mostconvenient means of providing the structure that the teaching and learning system -

particularly the system in change – requires’ (Hutchinson and Torres, 1994, p 317).

A textbook, from this perspective, does not necessarily drive the teaching process,but it does provide the structure and predictability that are necessary to make theevent socially tolerable to the participants It also serves as a useful map or plan ofwhat is intended and expected, thus allowing participants to see where a lesson fitsinto the wider context of the language program Hutchinson and Torres (1994)suggest that this is important because it allows for:

1 Negotiation: The textbook can actually contribute by providing something negotiate about This can include teacher and learner roles as well as content and learning strategies

2 Accountability: The textbook show all stakeholders ‘what is being done … in the closed and ephemeral world of the classroom’

3 Orientation: Teachers and learners need to know what is happening elsewhere, what standards are expected, how much work should be covered, and so on

Again, it is a question of balance Using a textbook does reduce some optionsfor learners, but it can also allow for greater autonomy They can, for example,know what to expect and better take charge of their own learning It may well bethis sense of control which explains the popularity of textbooks with many students.Consequently, a teacher’s decision not to use a textbook may actually be a ‘touch ofimperialism’ – in the words of a TESLMW-L colleague – because it retains control

in the hands of the teacher rather than in the learners

Therefore, despite the frequently expressed reservations about publishedmaterials, these do not need to be a debilitating crutch used only by those unable to

do without Indeed, the preceding discussion suggests that the use of appropriateteaching materials can advantage both teachers and learners The issue, then, is notwhether teachers should or should not use such materials – most do so at some point

in their career (Cunningsworth, 1984) – but what form these materials should take ifthey are to contribute positively to teaching and learning

Finally, Hutchinson and Torres (1994) have drawn attention to the pivotal

role of textbooks in innovation They prove that textbooks can support teachersthrough potentially disturbing and threatening change processes, demonstrate newand/or untried methodologies, introduce change gradually, and create scaffoldingupon which teachers can build a more creative methodology of their own.

Above we have looked at the roles that textbooks can play and researchershave shown that the contribution of textbooks in any language program needs notdebilitating to teachers and learners; textbooks can not only scaffold the work ofteachers and learners but also serve as agents of change, provided act as guides andnegotiating points, rather than strait-jackets However, practitioners need to lookcarefully at the principles underpinning such textbooks to ensure that theycontribute positively to the language environment Teachers obviously need muchinformation about how to use the textbooks to facilitate their teaching and learningprocess

As can be seen from the fact that the most common activity that educatorswhenever conduct research on textbooks is looking at the quality of the books, thecontent as well as the format and the appropriateness they supply for students interms of vocabulary and ethnic and gender biases Educator researchers have foundout that it does matter if students do not know what the books say and the way inwhich teachers use the textbooks aids students learning

In short, the textbook can play a significant role in curriculum renewal.However, how the textbook can function as an agent of change is conditioned Inthe following section, the conditions for the textbook to play its role in thecurriculum renewal will be discussed

2.3 Previous studies on the use of textbooks in ELT

As a number of writers have noted, effecting curriculum renewal orcurriculum innovation is a complex process Putting a new curriculum, which isrepresented by the new textbook, in place does not necessarily mean that a change

in classroom behaviors will occur Nunan (1988, pp.138-141) for example,

discusses the frequent mismatch between what was planned (the planned curriculum) and what actually occurs in the language classroom (the implemented

curriculum) The planned curriculum here is understood as the new textbook and theimplemented curriculum as how the new textbook is used in the classroom Nunanalso emphasizes the importance of establishing the degree of mismatch (the

evaluated or assessed curriculum) White (1988), citing Sockett (1976, p 22),

continues the latter’s metaphor of comparing a curriculum with the plan of a house,but takes the metaphor further, saying that the curriculum is three things First, it isthe plan which is “directed towards an objective yet to be realized.” Second, it is the

plan of how to build the house – “the systems that are needed in order successfully

to build the house.” Third, he says that curriculum also has to include the view ofthe house after it has been completed – and how it matches up to the requirementsand expectations This important evaluative aspect provides a feedback loop so that

“planned and actual outcomes can be compared and appropriate remedial actiontaken to repair failures or deficits” (White, 1988, p 4)

Although the role of textbooks as tools of innovation implementation hasrecently acknowledged, not much research has ever been conducted in this regard.Despite the researcher’s strenuous efforts in identifying studies on how teachers usethe textbook in the context of innovation, just a couple of studies on this topic werefound in the literature

Harrison (1996) examines changes in learner and teacher behaviors as a way

of evaluating a large-scale curriculum renewal project in the Middle East The focus

of the investigation is whether learners’ classroom language behavior changed as aresult of the introduction of a new EFL curriculum with new textbooks and a newexamination system The data for the study include lesson transcripts, inspectors’reports, interviews with inspectors, and reports from teachers’ meetings Harrisonconcludes from his investigation that simply changing the raw materials of thecurriculum – that is, the materials that teachers and learners use – will notnecessarily effect a change in language behavior Bathmaker (2007) conducted astudy to investigate teachers’ beliefs in the use of English textbooks for teachingEnglish in the upper secondary Normal Technical stream in Singapore Through theanalysis of the semi-structured questionnaire data, the researcher found that there

was a relationship between teachers’ use of textbooks and their attitudes towards theless academically-inclined Normal Technical students Also teachers’ use of thetextbook was greatly influenced by their beliefs about factors related to theinstitution and the classroom such as the demands of meeting the stipulated passrate in English examinations and the students’ cognitive weakness and behavioralproblems

Kurgoz (2008) conducted a two-year case study on teachers’ instructionalpractices, and the impact of teachers’ understandings and training on teachers’implementation of the Communicative Oriented Curriculum initiative in the context

of a major curriculum innovation in teaching English to young learners in Turkishstate schools Using multidimensional qualitative research procedures, comprisingclassroom observations, teacher interviews and lesson transcripts, a picture isdeveloped of how two teachers implemented the Communicative OrientedCurriculum Results showed that teachers’ instructional practices ranged along thetransmission and interpretation teaching continuum, and teachers’ understandingsand their prior training had an impact on the extent of their implementation of thecurriculum initiative

In Vietnam, Canh and Barnard (2008) used questionnaires and structured interviews to explore upper secondary teachers’ beliefs about, and theirself-reports of the implementation of, the new English curriculum with the newtextbook which is theme-based, task-based and learner-centered Findings showedthat although teachers’ beliefs about the new textbook were positive, their self-report of actual classroom practice did not seem to be consistent with their statedbeliefs According to their self-report through semi-structured interviews teachersfound that the teaching methodology underlying the new textbook did not match upwith their students’ level of proficiency and expectations as well as with thephysical conditions of their school Teachers taught the new textbook, which iscommunicative and task-based, in a conventional manner The study supports theidea that innovation is unlikely to be fully implemented if it is just transmittedthrough the introduction of a new curriculum Also, the study reinforces the truism

semi-that there can be no curriculum development without teacher development.

2.4 The design of the three pilot English curricula and their innovative points

New challenge requires new objectives, and new objectives require a newcurriculum In implementing the Prime Minister’s Decision 1400/QĐ-TTg, MOETassigned the VNIES to design three pilot English curricula for three levels ofVietnamese general education The result was that three pilot English curricula forVietnamese schools came into being:

(i) Pilot English Curriculum for Vietnamese Primary Schools

(ii) Pilot English Curriculum for Vietnamese Lower Secondary

Schoolsand (iii) Pilot English Curriculum for Vietnamese Upper Secondary Schools The three pilot English curricula for Vietnamese schools were designed withthe close collaboration between curriculum designers of the VNIES and those fromVietnamese foreign language universities

In terms of the structure, they are multi-component curricula, taking thedevelopment of communicative competence through four macro-skills (listening,speaking, reading and writing) as the focus, and seeing theme/topic, languageelements (pronunciation, vocabulary, grammar) and intercultural aspects as thecomponents that contribute to the comprehensive development of students’communicative competence in English Three innovative points can be seen in thethree pilot English curricula for Vietnamese schools First, unlike MOET’s EnglishCurriculum for Vietnamese Schools or the Seven-year English Curriculum, thethree pilot English curricula for Vietnamese schools, as mentioned above, wasdesigned with the participation of British curriculum designers Secondly, the threepilot English curricula define clearly and consistently the levels of communicativecompetence school pupils are required to achieve at each grade and each level ofeducation, reflecting a continuity of knowledge and skills from primary, to lowersecondary, and to upper secondary level And thirdly, the three pilot Englishcurricula calibrated output standards equivalent4 to CEFR5 levels ofcommunicative competence, using them as important bases for curriculum design,

textbook development and the development of competence framework for eachgrade and each level of education This is a professional approach to curriculumdesign, defining clearly the role of each component in the sequence: design (ofcurriculum) → application (textbook writing) → implementation (teaching, learningand testing & assessment)

- At primary level: students are required to achieve CEFR Level A1 orVNFLPF (Sixlevel Foreign Language Proficiency Framework for Vietnam, 2014)[23] Level 1

- At lower secondary level: students are required to achieve CEFR Level A2

in a simple way provided the other person talks slowly and clearly and is prepared

to help

● Lower secondary level: Can understand sentences and frequently used expressionsrelated to areas of most immediate relevance (e.g very basic personal and familyinformation, shopping, local geography, employment) Can communicate in simple androutine tasks requiring simple and direct exchange of information on familiar androutine matters Can describe in simple terms aspects of his or her background,immediate environment and matters in areas of immediate need

● Upper secondary level: Can understand the main points of clear standard input onfamiliar matters regularly encountered in work, school, leisure, etc Can deal withmost situations likely to arise whilst travelling in an area where the language isspoken Can produce simple, connected text on topics which are familiar or ofpersonal interest Can describe experiences and events, dreams and hopes andambitions and briefly give reasons and explanations for opinions and plans

(Council of Europe, [6, 24])

The Student’s Book Tieng Anh Thi Diem 10 consists of 10 learning units Atthe beginning of each Unit, the learning contents consisting of the language pointsand sub-skills to be taught are stated Each unit has five sections to be learnt ineight 45-minute lessons These 10 richly illustrated and theme-based units aredesigned with a view to providing students with memorable lessons and joyfullearning experiences

Section 1: Getting started: is the first section of the unit It begins with a

conversation which introduces the overall topic of the Unit, the basic vocabularyand the main grammatical structures for students to start the lesson Theconversation is followed by a number of activities for checking students’comprehension and providing them with practices in using the vocabulary andgrammatical structures presented in this section

Section 2: Language: The Language section is comprised of three

subsections: Vocabulary, Pronunciation and Grammar In the Vocabulary andGrammar subsection, some of the vocabulary and grammar points presented inGetting started are now practiced in some depth and some new ones are presented toexpand students’ vocabulary and grammatical structures In the Pronunciationsubsection, students are given opportunities to practice sounds, sound clusters orword stress which are thought to be difficult for them When teaching thesesubsections, it is advisable that all the three aspects of a new language point-form,meaning and use-are each paid due attention to Word collocation is also a focalpoint in the Vocabulary subsection The “Do you know….?” box summarizes themeaning, and the ‘ Watch out’ box is the reminder of the grammar points presentedand learnt in the section

Section 3: Skills

1 Reading: This section provides students with language and ideas about the topic

through the reading text, which they can use later in the Speaking and Writinglessons

The Reading subsection follows a three-stage teaching procedure:

pre-reading, while-pre-reading, post-reading On average, there are 5 or 6 activities in eachReading lesson The first activities are the pre-reading stage It introduces the topic

of the reading text, providing students with an opportunity to brain storm on thetopic or activate their knowledge about it It also helps students become involved inthe reading lesson The next two or three activities are the while reading stage Themost basic reading skills of skimming, scanning, understanding word meaning incontext, referencing, ect are practiced through various types of tasks such asdeciding the best title for the text’, multiple choice, true/false comprehensionquestions, gap-filling The last activity in the reading subsection is the post-readingstage It is usually a discussion activity in which students are asked to give theirown ideas/opinions or share their own experience with their partners about the issuepresented in or related to the reading text This helps students both understand thecontents of the text more thoroughly and have a chance to practice the languageused in the text

2 Speaking: Students can use the ideas and apply the language they learnt for their

speaking There are three to four activities in this subsection The more guidedpractice activity is followed by a less controlled one The language and ides arebuilt up through the continuation of activities and examples are given whennecessary, so that in the last activity students are fully prepared for free production

of the language on the given topic In all speaking activities, students areencouraged to apply and share their own knowledge and experience to talk aboutthe topic, therefore the learning is highly personalized

3 Listening: The Listening one also consists of 4 or 5 activities representing the

three stages of the lessons: pre-, while-, and post- The first activity is to drawstudents’ attention to the topic of the lesson, making them interested in the content

of the listening text This is also a chance for students to share with their peers theirbackground knowledge related to the topic The following two activities providestudents with practice in the skills of listening for gist and/or listening for details.There are also tasks that help students learn new vocabulary or additionaldefinitions of previously leant of the vocabulary in meaningful contexts The last

activity, which can be considered post-listening, is checking students’’ listeningcomprehension and asking them to express their opinions of the contents of thelistening lesson.

4 Writing: When students learn to write in English, the two biggest problems they

usually experience are lack of ideas and lack of the necessary language to expressideas The Writing subsection prepares students to cope with both of those It oftenbegins with a pre-writing activity that presents the topic and gives students anopportunity to brainstorm on ideas related to the given topic In the followingactivity, useful phrases are presented and practiced so that students can use themlater Sometimes, a model text is presented with one or two tasks for students tostudy its structure and format before producing their own text This supported theapproach to writing gives students some guidance so that they will feel moreconfident and are better prepared for the writing task

Section 4: Communication and Culture

The communication subsection provides students with an opportunity forfurther practice and consolidation of the skills and the language learnt previously inthe unit The skills are integrated: speaking with either reading or listening, or withboth After getting some input from the reading or listening activities, students areengaged in a discussion about the issue brought up in the reading or listening texts.Compared to the speaking activities in the Speaking lesson, speaking incommunication is less controlled Students are encouraged to apply what they havelearnt to communicate their ideas and opinions freely Extra vocabulary is provided

in this subsection if necessary

The Culture subsection is aimed to provide students with cultural knowledge

of the ASEAN countries and English speaking countries around the world This willbroaden students’ background knowledge about the world and deepen theirknowledge around the culture of Vietnam

Section 5: This section consists of two subsections: Looking back and Project

The Looking back subsection is designed for the revision and consolidation

of the language leant in the previous sections

The project is the last part of the unit It is aimed at providing students with

an opportunity to apply the language and skills they learnt throughout the unit toperform a task in a realistic situation Students are asked to do a survey or research

to get real information about their friends, their neighborhood or to broaden theirknowledge about the real world The project tasks are often designed requiringteamwork so that students’ teamwork skills are developed and their team spirits areenhanced

2.5 The intended methodology of the new text book:

In the page 8 of the textbook Tieng Anh Thi Diem 10, it is noted that thetextbook is theme-based and skill-based which adopt the “two currently popularteaching approaches, the learner-centered approach and the communicativeapproach In terms of the structure, they are multi-component curricula, taking thedevelopment of communicative competence through four macro-skills (listening,speaking, reading and writing) as the focus, and seeing theme/topic, languageelements (pronunciation, vocabulary, grammar) and intercultural aspects as thecomponents that contribute to the comprehensive development of students’communicative competence in English The use of pair work and group work andproject based learning are enhanced to promote the students’ autonomy in class Theteaching of both the language skills and language elements follow a three-stageprocedure The pre-,while-,post- stages procedure is for the skill lessons and thepresentation-practice-production (PPP) procedure is for the language lessons Bothprocedures should be handled appropriately with respect to the prior knowledge,beliefs and expectations that students bring to class and the stress on the needs todevelop awareness, self-reflection, critical thinking and learning strategies

Students’ talking time should be maximized and interactions betweenstudents should be facilitated The teacher can use different question types to elicitideas from students and guide them in the process of practicing the language

Vocabulary and grammatical items should be presented and practiced in

meaningful contexts Focus should be on use as well as form and meaning.

The use of pair-work and group-work should be used appropriately so thatstudents have more opportunities to practice the language in class However, inputsshould be provided with clear instructions and demonstration before asking students

to work in pairs or groups

The use of group-work should also be used to help develop students’ teamspirits and teamwork skills Due attention should be paid to both cooperation andcompetition when having students work in pairs or groups

The problems of mixed-ability class should be dealt with by using multipletiered tasks so that students are assigned tasks suitable with their levels In that way,both the weaker and the better students are encouraged to contribute to the lesson

CHAPTER 3: RESEARCH METHODOLOGY

This chapter presents the research questions and research methods used for the data collection as well as research procedures The first section of the chapter presents the background information of the study, i.e., the recent introduction of the new curriculum for English in the high school in Vietnam and the institutionalization of a new textbook series as the mediator of such innovation Then it presents the research questions which constitute the focus of this study and

a discussion of the methodology which was used to guide the present study Next, information about the case including the bounded context and participants is provided The Chapter concludes with a discussion of the instruments of data collection as well as the procedure of data collection

3.1 Background

There are many solutions to improving the quality of teaching and learningforeign languages in general and teaching and learning English in Vietnameseschools in particular One of the most important solutions is probably the renovation

in curriculum design and textbook development In the world of today, internationalexchanges have been increasingly developing Along with the ever increasingdevelopment of international exchanges, communication between nations,organizations, and people through language is also developing The most effectiveand indispensible means of communication to maintain and develop internationalexchanges is language In the article ‘Renovation in Curriculum Design andTextbook Development: An Effective Solution to Improving the Quality of EnglishTeaching in Vietnamese Schools in the Context of Integration and Globalization’

by Hoang Van Van he states that ‘the aim of teaching and learning a foreignlanguage today is no longer limited to the teacher’s providing the student with anunderstanding of the nature of the foreign language being learnt; neither is it limited

to the teacher’s asking the student to do lexical and grammatical exercises, or todevelop one or two language skills such as reading or writing Rather, the aim ofteaching and learning a foreign language today is for communication in which the

language elements such as pronunciation, vocabulary, and grammar (linguisticcompetence) are the means and the skills of listening, speaking, reading and writing(communicative competence) and the learner’s cultural competence are the targets(the ends) which the teaching and learning process should target at so that whencommunicating with foreigners we can understand them and they can understand us.’

In the introduction of the textbook Tieng Anh Thi Diem 10 it sets its aims asfollows:

“Tieng Anh 10 is the first of a three-level English language set of textbooksfor Vietnamese upper secondary schools It follows the systematic, cyclical andtheme-based curriculum approved by the Minister of Education and Training on 23rdNovember 2012 The aim of this set of textbook is to develop students’communicative competence in listening, speaking, reading and writing so that uponcompletion of upper secondary schools, students will achieve level three of theVietnamese Foreign Language Competence Framework for the Vietnamese( equivalent to B1 in the Common European Framework of Reference ofLanguage.)

It is also stated in the new English curriculum for secondary schools that

“communicative skills are the goal of the teaching of English at the secondaryschool while formal knowledge of the language serves as means to the end” (p.6).The new curriculum has become an ordinance, which is promulgated and prescribed

by the MOET, for all secondary schools throughout the country

The Experimental textbooks are theme-based and skill-based which adopt the

“two currently popular teaching approaches, the learner-centered approach and thecommunicative approach In terms of the structure, they are multi-componentcurricula, taking the development of communicative competence through fourmacro-skills (listening, speaking, reading and writing) as the focus, and seeingtheme/topic, language elements (pronunciation, vocabulary, grammar) andintercultural aspects as the components that contribute to the comprehensivedevelopment of students’ communicative competence in English ‘In the Uppersecondary level students can understand the main points of clear standard input on

familiar matters regularly encountered in work, school, leisure, etc Students candeal with most situations likely to arise whilst travelling in an area where thelanguage is spoken and can produce simple, connected text on topics which arefamiliar or of personal interest and can describe experiences and events, dreams andhopes and ambitions and briefly give reasons and explanations for opinions andplans.’(Council of Europe, [6, 24])

3.2 Research Questions

This is a single qualitative case study The major goal of the study is toexplore the implementation of the Experimental textbook Tieng Anh Thi Diem forgrade 10 at an upper secondary school in Quang Ninh province The design andmethodology oriented around the following research questions:

1 How is the new textbook Tieng Anh Thi Diem 10 implemented in the

classrooms?

2 Why do they use the textbook Tieng Anh Thi Diem that way?

3 To what extent does such implementation match the underlying

methodology of the textbook?

3.3 The case of the study

The case in my study is a High school for gifted students where I amcurrently teaching, which is located in Ha Long city Quang Ninh province This city

is a fast-developing city in terms of economy and tourism This gifted high schoolwas founded in 1990 When the study was carried out, the school had about 1400pupils, among whom 350 were students of grade 10 Admission into this gifted highschool was selected according to their academic records in the junior high schooland a special exam for gifted students and a compulsory admission subject isEnglish Therefore the overall English level of the 10th form students is relativelyhigh However, that level is not even in different specialized classes Students atEnglish major classes are at the highest in terms of English level, followed byLiterature class, Math class, IT class, Natural science class and the least is in theSocial Science Class of History and Geography

There were 11 English language teachers working for the school Most of

them are experienced teachers with Master Degree, two of whom studied inAustralia and the US As the state-run school, teachers have to work full time notonly for official classes in the morning but also extra classes in the afternoon Of theteachers in English group, in the school year 2017-2018, 6 of whom were assigned

to teach English for 10th form students From the year 2012 until 2017, only theEnglish and Literature majoring classes were chosen to experiment the newtextbook One of the outstanding features of this school year is that all classes have

to study the Experimental English textbook 10 As for this reasons, a lot ofdifficulties arise when the students’ English levels are not the same in the 10classes Therefore teachers cannot use the same lesson plan but have to adapt it tosuit the students’ levels and expectations

As this city is economically developing, there are many opportunities forstudents to improve their English level Some families let their children to haveextra classes to improve their English speaking and listening skills Therefore, ingeneral the students’ English skills are quite good

3.4 Participants of the study

Participants were six female teachers of English (ranging from 29 to 54years old) who had been teaching both the old textbook and the Experimental one atthe school Five of them had Master degree and they all have at least six years ofEnglish teaching experience The participants all have taught this new textbook for

at least 2 years and are familiar with the methodology as well as the contents of thebook That is the reason why they are chosen to take part in the study

Of these methods, video-recorded lessons and classroom observations help

the researchers in understanding accurately the innovation implementation in thenatural setting whereas post-observation interviews helps to provide more usefulinformation about how and why teachers taught the new textbook in the way theydid In other words, interviews help to obtain in-depth and rich information aboutthe teacher behaviors All these instruments will be discussed in detail in thefollowing sections.

3.5.1 Classroom observations

In this study, I video recorded and observed all 6 lessons and I observed twoothers in which the teachers did not allow me to record the lesson due to thepersonal reasons There were one lesson of getting started, one lesson of language,one lesson of speaking skill, one lesson of listening skill, one lesson of speakingskill, one lesson of writing and one lesson of communication and culture

3.5.2 Post-observation interview

The purpose of the interviews was to understand the reasons for teachers’behaviors in the classroom The design of unstructured interviews helped me to gainunderstanding of why teachers taught the way they did in the classroom

The interviews were conducted after the classroom observation if theteachers were having a short break waiting for their next period Otherwise I had towait until they had free time later in the day Each interview lasted around 15minutes and the language of the interview was Vietnamese to ensure mutualunderstanding between the teacher and myself as an interviewer The interviewswere not recorded Instead I took notes of important points during the interviews

3.6 Data collection and data analysis procedures

i Data collection procedures

In order to get information for this research, I intended to video the lessons

of the teachers in the English group so as to get a clear understanding of the matterbeing studied However, because some teachers did not allow me to video theirlesson for many private reasons, I only had permission to attend and record theprocedure in the lesson As a result, I could only record 4 lessons and then tooknotes 2 others for analyzing In order to have an overview understanding of the

textbook I tried my best to record and took notes as many skills and sections in theunit as possible ranging from getting started to communication and culture The fact

is that when having the lesson observed the teachers often perform rather thanteaching like what they often do in everyday lesson Therefore, the teachers incharge of the class being observed were asked to teach as naturally as they can sothat I can get the most authentic results

Classroom observations were conducted for two three Unit 8,9,10 in 2ndsemester for each teacher in two months, totaling one or two period per teacher or 8lessons altogether for 6 teachers Because two teachers were not comfortable withtheir lessons being video or audio-recorded, the author took notes of all theobserved events in the classroom in the most possible naturally detailed manner todetermine the teaching styles of a single case As a result, classroom observationhelped me collect the data “which is not what participants have written on the topic(what they intend to do, or should do), not what they say they do” (Gillham, 2000,

p 47) The interviews were conducted after the classroom observation if theteachers were having a 10 minute- short break for their next period Otherwise thewriter of this research had to wait until they had free time later in the day For someteachers the author had to get information from email because they hardly had sparetime for me at during the very short break Since teachers were not comfortable withtheir interviews being audio-recorded, the researcher took notes of important pointsfocusing on the critical issues arising from the observed lessons as well as issuesrelated to teachers’ rationale underlying their implementation of the intendedsyllabus innovation

Each interview lasted around 15-20 minutes and the interviews wereconducted in English or in Vietnamese depending on the teacher participants’preference The interview was guided by an interview protocol (see Appendix 1:The Interview Protocal)

ii Data analysis procedures.

The procedures of collecting data took me only a month but it took me nearly

a month and a half to analyze the data Data collected from the above different

sources were categorized into

i) Teachers’ classroom implementation

ii) Factors affecting teachers’ teaching

The data was categorized this way simply for seeking answers to the researchquestions established for this study The data was then analyzed The qualitativedata from classroom observation and the interviews were presented by quotingrelevant responses from the respondents

CHAPTER 4: DATA ANALYSIS AND DISCUSSION

This Chapter will present and analyze the findings coming from the data which were then collected for finding out the answers to the previous research questions There are two types of data which were analyzed and presented separately, i.e classroom observation from the video and note-takings and teacher interview data.

Firstly, the analysis of the classroom observation data will be presented toprovide a better understanding of how the Experimental Textbook Tieng Anh ThiDiem 10 was actually implemented in the classroom Secondly, the data collectedfrom the interviews with the English teachers will be analyzed and presented Thefindings from this section will be used to answer the second research question aboutwhy teachers taught the textbook the way they did Moreover, the findings from the

data analyzed can also give answers to the question 3: To what extent does such

implementation match the underlying methodology of the textbook? Finally, a

discussion of these findings will be presented

Collecting data from classroom observation and post-observation interviews

I decided to categorize into two main issues: 1) Teachers’ classroom practice and 2)Factors affecting teachers’ teaching The data was categorized that way simply foranswering the research question presented in chapter I Following is the description

of the findings of the data in detail

In order to find out more how English teachers actually implement thetextbook Tieng Anh Thi Diem 10 in their classes The researcher made a plan tovisit their lesson and recorded the period both by video recording and note-taking.Totally, the researcher came to visit 8 English lessons which were conducted by 6different teachers, the participants of the study, at a gifted high school from the timeMarch 2018 to May 2018 In order to get enough information for my research, theauthor informed them of my visits to their lessons in advance and while attendingtheir classroom the authorvcould take notes or videotape or audio-tape the lessonsobserved if they allowed me to do so I also asked them to perform the lesson as