Students'' evaluation of ESP coursebook in Faculty of Geography, Hanoi National University of Education

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES    NGUYEN THI KIEU GIANG STUDENTS’ EVALUATION OF ESP COURSEBO

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES

FACULTY OF POST – GRADUATE STUDIES

   NGUYEN THI KIEU GIANG

STUDENTS’ EVALUATION OF ESP COURSEBOOK

IN FACULTY OF GEOGRAPHY, HANOI NATIONAL UNIVERSITY OF EDUCATION

(Đánh giá của sinh viên đối với giáo trình tiếng Anh chuyên ngành giảng dạy tại Khoa Địa lý - Trường ĐH Sư phạm Hà Nội)

M A MINOR PROGRAMME THESIS

FIELD: METHODOLOGY CODE: 601410

HANOI - 2010

FACULTY OF POST – GRADUATE STUDIES

   NGUYEN THI KIEU GIANG

STUDENTS’ EVALUATION OF ESP COURSEBOOK

IN FACULTY OF GEOGRAPHY, HANOI NATIONAL UNIVERSITY OF EDUCATION

(Đánh giá của sinh viên đối với giáo trình tiếng Anh chuyên ngành giảng dạy tại Khoa Địa lý - Trường ĐH Sư phạm Hà Nội)

M A MINOR PROGRAMME THESIS

FIELD: METHODOLOGY CODE: 601410

SUPERVISOR: LE VAN CANH, M.A

HANOI - 2010

ESP M.A Thesis 5

LIST OF CHARTS, FUGURES, AND TABLES

Chart 3.1: Learners’ attitude towards skill development

Chart 3.2: Learners’ attitude towards the usefulness of exercises in skill development Chart 3.3: Learners’ fulfillment of exercises and activities

Chart 3.4: Learners’ attitude towards the necessity of an ESP course

Chart 3.5: Learners’ expectations in terms of the the time allocation for ESP course Chart 3.6: Learners’ expectations of additional topics

Chart 3.7: Learners’ preference in terms of additional topics of the coursebook

Figure 1.1: Stages in the ESP process

Figure 1.2: The material evaluation process

Figure 1.3: A preliminary framework for materials analysis and action

Table 3.1: Learners’ ranking of their purposes of learning ESP

Table 3.2: Learners’ needs met by the ESP coursebook

Table 3.3: Learners’ attitude towards the content of the ESP coursebook

Table 3.4: Learners’ evaluation on time allocation for ESP

Table 3.5: Learners’ attitude towards vocabulary and grammar

Table 3.6: Learners’ attitude towards exercises and follow-up activities

Table 3.7: Learners’ preference for types of exercises and activities

Table 3.8: Learners’ suggestions for better coursebook

Table 3.9: Learners’ satisfaction towards classroom activities

Table 3.10: Learners’ attitude towards teacher’s use of language and the coursebook

Table 1: Teachers’ views of physical characteristics

Table 2: Teachers’ views of content

Table 3: Teachers’ perceived limitations of the coursebook

Table 4: Students’ reactions to the coursebook as observed by teachers

Table 5: Challenges to the students in using the coursebook as observed by teachers Table 6: Teachers’ self-reported challenges in using the coursebook

TABLE OF CONTENTS

Certificate of originality of study project report i

Acknowledgements ii

Abstract iii

List of abbreviations iv

List of charts, figures and tables v

Table of contents vi

PART I: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims of the study 1

1.3 Scope of the study 2

1.4 Research questions ………2

1.5 Method of the study 2

1.6 Composition of the thesis 2

PART II: DEVELOPMENT 3

CHAPTER 1: LITERATURE REVIEW 3

1.1 Approaches to ESP……….……….3

1.1.1 Learner-centeredness in ESP………3

1.1.2 Learner-centeredness vs learning-centeredness in ESP……… 3

1.2 Coursebook evaluation 5

1.2.1 Definition of coursebook evaluation 5

1.2.2 Purposes of coursebook evaluation 6

1.2.3 Types of coursebook evaluation 6

1.2.4 Coursebook evaluation in ESP 8

1.2.5 Rationales of students’ evaluation 9

1.2.6 Models for evaluation 10

1.2.7 Criteria for evaluation 12

1.3 Conclusion 12

CHAPTER 2: METHODOLOGY 13

2.1 The context of the study 13

2.1.1 The course 13

2.1.2 The coursebook 13

ESP M.A Thesis 7

2.1.3 The ESP teachers 14

2.1.4 The students 14

2.2 The methodology 15

2.2.1 Participants 15

2.2.2 Data collection instruments 16

2.2.3 Procedure 17

CHAPTER 3: DATA ANALYSIS AND DISCUSSION 18

3.1 Results and discussion 18

3.1.1 Learners’ attitude towards learning ESP 18

3.1.2 Learners’ evaluation of ESP coursebook 19

3.1.3 Learners’ evaluation of the teachers’ exploitation of ESP coursebook 29

3.1.4 Learners’ evaluation of the teachers’ exploitation of ESP coursebook 31

3.1.5 Teachers’ views of ESP coursebook 33

3.2 Major findings 34

3.2.1 The suitability of the coursebook to the audiences 34

3.2.2 The suitability of the coursebook to the aims 35

3.2.3 The suitability of the coursebook to the content requirements 35

3.2.4 The suitability of the coursebook to the methodology 36

3.3 Recommendations 37

3.3.1 Content improvements 38

3.3.2 Methodology improvements 38

3.3.3 Other recommendations……… 39

PAER III: CONCLUSION 41

1 Conclusion 41

2 Limitations of the study 41

3 Suggestions for further researches 42

REFERENCES……… 43 APPENDIX 1 (Students questionnaire) I APPENDIX 2 (Teachers’ views as stated in the interviews) ……….VI APPENDIX 3 (A sample unit in the coursebook)……….VIII