INTRODUCTION
Background to the study
Learner's needs and textbook use are crucial topics in education, with research highlighting their significance Nunan (1988) argues that courses designed around learner needs lead to more relevant and engaging learning experiences Similarly, Richards (1990) emphasizes that analyzing learner needs can enhance the content and implementation of language programs by involving all stakeholders Additionally, effective textbook use is vital for teachers, as textbooks shape course structure and the knowledge developed within a subject area (Issitt, 2004).
Lam Dong College of Technology and Economics (LDCTE) aims to identify the real needs of learners while utilizing textbooks, particularly focusing on its Tourism Department due to the industry's potential in Da Lat As a newly upgraded institution from Lam Dong High School of Technology and Economics in 2009, LDCTE recognizes the rapid changes in tourism necessitate the training of staff with relevant job-related skills Effective and professional communication is essential for students in this field, as they must acquire new skills to navigate emerging challenges and opportunities (Smith, 1989) This study seeks to gather insightful information on the needs of tourism learners and evaluate the alignment of English textbooks with those needs.
Rationale
The current research was conducted for the following reasons:
Needs analysis is essential in the Tourism course at LDCTE as it assesses learners' actual needs Each student has unique desires and goals when enrolling in the English for Tourism course By conducting a needs analysis, educators can identify students' learning requirements, gather insights on their professional aspirations, and understand their attitudes towards the course The findings from this analysis enable teachers to make informed decisions regarding teaching methods and course content, ensuring that the English for Tourism program effectively addresses the needs of its learners.
Learner needs are diverse, making it challenging for teachers to address them all effectively Textbooks can serve as a foundational resource in lesson planning and instruction, providing reliable content and structured procedures By utilizing textbooks, teachers can create suitable activities tailored to meet the varied needs of their students.
Third, the subject English for Tourism is given with an already made book -
Highly Recommended 2 is selected by teachers based on their perspectives rather than an analysis of students' actual needs This approach can result in a disconnect between the textbook content and the real requirements of learners, potentially leading to decreased motivation in studying the subject.
Last but not least, the hospitality requirement is demanding an effort of both teachers and learners This industry has a special need for employees; especially
English proficiency is crucial for effective communication in the workplace, particularly in industries that interact with international clients To enhance career readiness, colleges must prioritize English language skills within tourism-focused programs This focus is essential to address the growing demands of the hospitality sector and to elevate overall service quality (Sirikhan, 2011).
1.2.1 Description of the English course for Tourism at Lam Dong College of Technology and Economics
The English course for Tourism is designed for students who have completed 90 periods of General English, aiming to enhance their vocabulary related to the tourism industry This course broadens students' understanding of various tourism topics, reinforces essential grammar concepts, and develops their communication skills Ultimately, English for Tourism equips students with the necessary language skills and knowledge essential for success in the tourism services sector.
The course aims to enhance English language skills for the hotel and catering industry by utilizing the textbook "Highly Recommended 2 - English for the Hotel and Catering Industry" (Stott, T., & Polh, A., 2010) While the original edition features 28 units covering diverse tourism topics, the current course book has been streamlined to 22 units This modification allows for a focused approach on work-based skills and activities, effectively utilizing 150 periods over two semesters.
At LDCTE, a comprehensive assessment procedure is implemented to enhance students' English proficiency, evaluating reading, writing, grammar, listening, and speaking skills through final examinations and duration tests Class attendance plays a crucial role in determining eligibility for final exams, alongside mid-term evaluations This multifaceted assessment approach effectively measures students' knowledge and skills, aligning with their learning needs and course objectives, ensuring an unbiased evaluation of their progress.
1.2.2 Description of the textbook for the English course for Tourism at Lam Dong College of Technology and Economics
The textbook Highly Recommended 2 published by Oxford University Press
Since 2011, the textbook "English for Tourism" by Trish Stott and Alison Pohl has served as the primary resource for teaching English at LDCTE This book equips students with practical language skills necessary for interacting with customers and colleagues in various tourism-related scenarios, such as handling reservations and addressing complaints The course emphasizes a clear and effective method for enhancing speaking and listening abilities within the tourism industry context.
The textbook contains 22 units; each of them follows a format as follow:
1 Starter: is usually guided by questions, listing or matching activity
2 Listening: provides conversations that students have to listen to and fill in the gaps, then work with their partners to make their own dialogues
3 Language study: includes Part 1- Expressions to learn, Part 2- New words to use and Part 3- Language check
Part 1- Expressions to learn: furnishes the useful expressions related to the topic of the unit
Part 2- New words to use: supplies the necessary vocabulary for the topic
Part 3- Language check: is the grammar point of the unit It always consists of the summary of the grammar point and a practical exercise
4 Listening: This is another listening task in the unit In this task, students often listen and tick the correct answers, answer the given questions or underline the appropriate items After that, they work with their partners to make the conversations
5 Activity: includes the situations in the target working environment to help students get acquainted with the real context
The textbook Highly Recommended 2 features a consistent structure across most units, incorporating five key sections Notably, Unit 4 substitutes the first Listening task with a Writing task, while Units 18 and 22 replace the second Listening task with a Reading task Additionally, Unit 21 also exchanges a Listening task for a Writing task Each unit is designed to be completed within six 45-minute periods, ensuring a structured and efficient learning experience.
Table 1.1 Typical time frame of a unit
1.2.3 Some difficulties encountered by teachers and students at Lam Dong College of Technology and Economics
At LDCTE, the English for Tourism program primarily utilizes the textbook "Highly Recommended 2," which offers essential language knowledge, skills, and strategies to enhance students' familiarity with the target language This textbook emphasizes improving communicative abilities, particularly in listening and speaking Despite this focus, many tourism learners at LDCTE struggle to achieve effective English communication skills due to various challenges.
The varying levels of English language proficiency among learners present significant challenges in the classroom While some students have studied English for seven years, others have only three years of experience or none at all, particularly those who attended continuation schools where English was not offered Additionally, students from rural areas in northern Vietnam often lack any prior exposure to the language This disparity in English backgrounds complicates the teaching process and affects overall course effectiveness.
The learners' attitude significantly impacts their English language acquisition, with only a small percentage recognizing its importance and actively engaging in classroom activities Many students show little interest in lessons, often accepting poor grades on homework and exams Furthermore, a large number rarely contribute their thoughts in class unless prompted by teachers, relying heavily on instruction despite having a solid grasp of grammar and vocabulary This reliance can adversely affect their current academic performance and future career prospects in a communicative work environment.
Large class sizes, typically ranging from 50 to 70 students, can hinder student performance and engagement While there is no universally ideal class size, smaller classes often lead to reduced stress and increased confidence among students This smaller environment fosters better language interaction through group work and presentations, which are crucial for effective learning.
To address the challenges faced by Tourism students in learning English, it is essential to identify their actual needs Understanding these needs will enable teachers to develop effective textbook strategies and suitable classroom activities Additionally, aligning textbook usage with learner requirements is crucial for successful language instruction, particularly in the English for Tourism course at LDCTE.
Aims of the study
The purpose of this study is to:
- get insight information about learner’s needs
- investigate the relationship between learner’s needs and the textbook use at LDCTE
- discover the ways that the use of the current textbook meets the learner’s needs.
Research questions
1 What are the needs of Tourism major students?
2 In what ways does the use of textbook meet the learner’s needs?
Scope of the study
This study focuses on discovering the needs of Tourism students and investigating whether the use of Tourism English textbook at LDCTE suits the learner’s needs.
Significance of the study
The successful completion of the research helps to:
1 Understand the needs of tourism students.
Explore the ways of textbook use to fulfill the needs of Tourism students at LDCTE
The study consists of the following assumptions:
1 The sample of the total amount of 150 tourism students from 4 classes at LDCTE, all 4 teachers of English at this college, 1 hotel employer and 7 employees in Tourism Industry is suitable and reliable
2 The methods and procedures of data collection and analysis are appropriate to obtain the information to answer the research questions
3 The teachers, students and personnel are willing to cooperate during the study
4 The teachers, students and personnel have no difficulty in understanding the items of the questionnaires and the interview questions
This study exclusively examines the needs of Tourism students at LDCTE, without addressing the requirements of students in other disciplines Additionally, it concentrates solely on the use of the Tourism English textbook, neglecting to evaluate its effectiveness or consider other influential factors such as the teaching and learning environment, students' attitudes, teaching methods, or classroom facilities.
The study consists of five chapters including (1) Introduction, (2) Literature Review, (3) Research Methodology, (4) Data analysis and Discussions of results and
(5) Summary of findings, Recommendations and Conclusion
Chapter I (Introduction) provides the background of the study and the rationale to the thesis Next, it focuses on the aims of the study, the research questions, and the significance of the study, and the assumption Lastly, it gives the limitation of the study and the organization of the thesis
Chapter II (Literature review) includes the findings of other researchers under the topic of learner’s needs and the use of textbook It first gives the general information about needs analysis It then presents a description of learner’s needs, some conceptions about textbook and its use This chapter provides the theoretical background of the present study
Chapter III (Methodology) deals with the research methodology used in the present study It explains how the study was carried out The chapter consists of the research questions, research design and the demographic information of the participants It also describes in detail the methodology of choosing the sample, the data collection instruments, the procedure to carry out the study and the data analysis methods
Chapter IV (Data analysis and Discussion of results) gives out the results of the questionnaires for teachers and students along with teachers’ and tourism staff’s interviews In addition, it discusses and analyzes the major research findings with reference to the literature reviewed in chapter two
Chapter V (Summary of Findings, Recommendations and Conclusion) contains a summary of the main findings of the study in the light of the two research questions along with the conclusion of the study The findings about the learner’s needs and the use of the textbook Highly Recommended 2 at LDCTE are also presented It then gives out recommendations for the administrators, the teachers and the learners concerning how to use the textbook more effectively for the future workforce as well as suggestions for further research.
LITERATURE REVIEW
Needs analysis
Needs analysis is the process of identifying the general and specific language requirements of students, enabling the development of tailored goals, objectives, and course content (Hutchinson and Water, 1987).
According to Brindley (1989), "need" refers to the discrepancy between current language performance and the performance required for specific communication situations He emphasizes that conducting a needs assessment is the most effective way to identify learners' needs This process enables educators to formulate course objectives and make informed decisions about textbook content, focusing on essential functions, topics, vocabulary, and language procedures that require emphasis over those already mastered by students.
Needs analysis in language education serves several crucial purposes, as highlighted by Richards et al (1993) It facilitates broader input into the content, design, and implementation of language programs, aids in developing goals and objectives, and provides essential data for evaluating existing programs Their 2001 research further emphasizes that needs assessment can identify the specific language skills learners require for particular roles, assess whether current courses meet students' needs, pinpoint students needing targeted training, reveal important shifts desired by reference groups, highlight gaps between learners' current abilities and necessary skills, and gather insights into specific challenges faced by learners Similarly, Nation and Macalister (2010) assert that conducting a needs analysis ensures that courses include relevant and beneficial learning materials.
Needs analysis is essential for educators to design classroom activities that enable students to apply their acquired skills and knowledge to address real-life situations effectively (Nunan, 1988) Additionally, Soriano (1995) emphasizes that conducting a needs assessment is crucial for optimizing the use of limited resources in educational settings.
A thorough needs analysis is essential in education to ensure alignment between students' actual needs and the program's goals and objectives Without this analysis, a significant mismatch may occur, impacting the effectiveness of teaching methods and learning content Ultimately, conducting a needs analysis helps identify and leverage the potential that can be harnessed throughout the course.
Learner’s needs
People learn new languages for various reasons, such as improving job prospects, enhancing workplace efficiency, connecting with neighbors, or accessing specific literature Each learner has unique language needs, highlighting that not everyone requires the same skills or knowledge.
Students are more effective learners when they are motivated by their own desire to learn, rather than feeling forced to do so, as supported by various studies (Brindley 1989; Graves 2000; Hutchinson & Waters 1987; John 1991; Jordan 1997; Munby 1978; Richards 1990; Richterich & Chancerel 1980; Savage & Storer 2000; Stern 1992; Tarone & Yule 1989; Young).
A needs-based curriculum effectively aligns educational objectives with the specific requirements of learners, as highlighted by Hutchinson and Waters (1987) It is essential for learners to have opportunities to articulate and evaluate their existing knowledge, aspirations, and strategies, serving as a foundation for their new learning experiences (Breen and Littlejohn).
Learners should be encouraged to express their views on language learning, including their needs, preferred learning styles, and beliefs about the process To enhance their learning experience, it is essential to provide strategies tailored to their academic needs, language proficiency, and cultural backgrounds By considering these factors, teachers can create an effective learning environment that aligns with students' intellectual abilities and personal development, ultimately preparing them for future advancement.
In educational settings, it is crucial to assess learners' needs from various perspectives, including their objective needs—such as the professional information relevant to their tasks—and subjective needs, which encompass personal factors like previous experiences, cultural background, and expectations for the course Additionally, understanding learners' present situations, including their current language skills and usage, is essential This study focuses primarily on identifying learners' learning needs and objective needs to enhance the effectiveness of language education.
Learning needs, as defined by Hutchinson and Waters (1987), encompass what learners must do to effectively acquire a language These needs reflect individual requirements for achieving specific goals or outcomes, whether for job readiness or further education (Najjar, 2010) To better understand these learning needs, Hutchinson and Waters proposed several key questions: Why are learners enrolled in the course? How do they prefer to learn? What resources are accessible to them? Who exactly are the learners? And when and where will the course be conducted?
Effective learning should be grounded in a thorough analysis of students' needs and expectations According to Tomlinson (1995), learners benefit from starting with simple concepts and require structured rules to succeed While controlled grammar practice remains prevalent in many course books and is valued by both teachers and students, it is crucial for learners to engage in genuine communication rather than merely practicing in teacher-led scenarios Additionally, as noted by Ellis (1985), learners must filter the information they receive, connecting it to their prior knowledge, and strive to express ideas that exceed their current language skills By understanding the underlying intentions and meanings in their interactions, learners can produce language that is not only accurate but also appropriate and effective.
Effective language learning requires learners to understand both grammatical and lexical options, as well as the appropriate strategies for different situations (Tomlinson, 1995) It is essential for learning materials to not only facilitate the learning process but also expose students to real-world applications of the target language According to Robinson (1980), students studying English for specific purposes must be able to convincingly perform roles, such as hotel waiters or food technologists, in English Al-Husseini (2004) emphasizes the need for more opportunities for students to practice English communicatively both inside and outside the classroom Ultimately, the success of any language program hinges on meeting learners’ needs and ensuring a positive learning experience.
Learning needs cover the knowledge, skills and competencies that need improvement (Grant, 2002) According to European Qualification Framework
Knowledge is the assimilation of information through learning, encompassing facts, principles, theories, and practices relevant to a specific field It reflects what a learner knows but requires application to be practically useful Skills, defined as the ability to apply knowledge and solve problems, manifest in a learner's actions and are supported by knowledge Competence, on the other hand, is the proven ability to utilize knowledge and skills in various work or study situations, as well as in personal and professional development It involves the application of knowledge and skills, considering both the learner's attributes and the contexts in which they are applied.
Indeed, to cope with the demands of learning and working today, as Mehmet
In today's educational landscape, it is essential for learners to go beyond core subjects and develop critical thinking skills They must learn to apply their knowledge in new contexts, analyze information effectively, and understand new concepts Additionally, effective communication, collaboration, problem-solving, and decision-making are crucial competencies that empower individuals to navigate complex situations successfully.
From the mentioned studies, learner’s learning needs has a close relationship with the practice in classroom to form the necessary knowledge, skills and competence to serve certain purposes of learners
The research identifies that learners require professional information relevant to their roles in the tourism industry, highlighting the significant differences between workplace and classroom environments To address this gap, an effective English program, as noted by Wenli (2009), must cater to both the academic and career aspirations of students.
Sweeney (1994) emphasizes the importance of preparing students before their placement in a successful program Vanessa (2010) highlights that students are expected to demonstrate independence and maturity in the workplace, where their performance is assessed not only by supervisors but also by customers and other industry stakeholders, providing a comprehensive evaluation of their competence Effective communication encompasses not just language but also gestures, eye contact, and appropriate body language Additionally, Noor (2006) suggests that exposing students to diverse cultures and communication styles fosters awareness of effective communication practices.
The tourism industry demands employees with strong communication skills, particularly in English, as highlighted by Hassan (2009) From airport tourism agents to hotel receptionists and marketing secretaries, proficiency in English is essential for effective business operations Therefore, it is crucial to provide students with the necessary language skills and professional knowledge to enhance their career development As noted by Smircich & Morgan (1982), when students accurately understand the expectations of their future organizations, their transition into the workplace becomes a more positive experience.
Graduates must showcase advanced cognitive skills to effectively identify challenges, devise appropriate strategies, and enhance their professional competence and practical skills in today's dynamic work environment.
Textbooks
Previous research indicates a strong link between textbooks and learners' needs According to Cunningsworth (1995), textbooks should be viewed as valuable resources for meeting established educational goals that cater to learners' requirements This section of the study reviews relevant research on the utilization of textbooks and their impact on learning.
Textbooks have garnered significant interest from researchers, leading to a range of opinions regarding their role in education Allwright (1981) critiques textbooks for their inflexibility and for reflecting the biases of their authors Further studies by Porreca (1984), Florent and Walter (1989), Clarke and Clarke (1990), Carrell and Korwitz (1994), and Renner (1997) highlight the prevalence of gender bias, sexism, and stereotyping in many EFL/ESL textbooks Despite these criticisms, Richards (2001) emphasizes that textbooks remain vital in language teaching, serving as essential resources for both teachers and learners A well-designed textbook can effectively transform government syllabus guidelines into a comprehensive array of content, texts, and activities that most teachers would struggle to create independently.
Textbooks offer significant advantages for both teachers and students, serving as essential resources that streamline lesson preparation and enhance the teaching process According to Hutchinson and Torres (1994), they provide a structured framework for lesson management and facilitate social interaction among all parties involved Textbooks not only save time and guide lesson direction but also support homework facilitation, making teaching more organized and convenient Akbar (2010) emphasizes their role as foundational instructional tools that assist students in learning various subjects, including English For learners, textbooks act as a crucial framework for knowledge acquisition, with Hutchinson and Torres noting that they are often the primary source of language exposure beyond teacher input Additionally, Richards (2001) highlights that textbooks help define lesson content, skill balance, and language practice, ensuring students grasp essential knowledge and values Haycroft (1998) further asserts that textbooks are psychologically important for students, as they provide measurable indicators of progress and achievement.
Textbooks must align with learners' needs, as emphasized by Hutchinson and Torres (1994), who argue that a textbook serves as a workable compromise addressing diverse requirements in any educational setting Similarly, Yalden (1987) and Mohammad (2007) highlight that the selection of textbooks should reflect the preferences and needs of learners, allowing for various themes to be incorporated throughout a language course These themes can be related to specific subjects within an educational framework or can focus on job-related topics or general interests.
Textbooks play a crucial role in education by providing essential knowledge, concepts, principles, and career guidance According to Hutchinson and Torres (1994), textbooks are a fundamental component of English language teaching, and no teaching-learning scenario is considered complete without an appropriate textbook.
Textbooks serve as essential resources for both teachers and learners, offering numerous advantages To maximize their effectiveness, teachers employ various strategies based on their individual experiences, teaching styles, and areas of expertise This section of the study examines the utilization of textbooks and the techniques involved in their effective use.
Textbook usage has long been a topic of concern among researchers, yet a definitive approach remains elusive Stodolsky (1989) emphasizes that determining correct or incorrect textbook use is complex Henningsen & Stein (1997) highlight the importance of teachers understanding their students to make informed decisions about motivational appeal, difficulty level, and task clarity, which are essential for fostering high-level thinking and progress Furthermore, Thompson (1992) found that a simplistic model of teaching and learning fails to encompass the dynamics of classroom interactions between teachers and students While textbooks often shape learning components and methodologies, they should be viewed merely as tools in the educational process, as over-reliance or outright rejection of textbooks can hinder effective learning.
(2001), it is strongly criticized that in the training programs, teachers use textbook as the ‘only resource in the classroom’ because of its limited outcomes
Freeman and Porter (1989) identify three common styles of textbook use in education The first style, known as "textbook bound," involves teachers following the textbook page by page, sometimes omitting certain chapters to complete the material The second style, referred to as "basics," emphasizes chapters that cover fundamental arithmetic operations such as addition, subtraction, multiplication, and division, along with the introduction of fractions.
“management by objectives” teachers required all students acquire minimal competencies These teachers coordinated textbook exercises with each instructional objective
Textbooks play a crucial role in education, serving as essential resources for teachers and foundational tools for student learning They are the primary source of information for educators (Akbar, 2010) and continue to be the most significant support for both teachers and students, even amidst the increasing variety of educational resources and technologies (İbrahim, 2011).
Teachers often need to gather and modify materials from published books to align with their educational goals Textbooks serve as a vital framework for syllabi, offering grammar explanations, practice opportunities, and resources for activities (Ogura, 2008) According to Robitaille and Travers (1992), teachers must make critical decisions regarding what to teach, how to teach, and the types of exercises assigned to students While engaging content is important, it is essential that materials are closely tied to course objectives (Tomlinson, 1998) As noted by Beth R Crisp (2005), textbooks are frequently utilized to guide course planning and identify necessary topics for coverage, with various benefits highlighted by Parrish.
Textbooks play a crucial role in education by providing structure, consistency, and logical progression in lessons, which helps minimize preparation time for teachers They enable students to review materials or preview upcoming lessons, catering to learners' needs for concrete resources to enhance their studies Additionally, textbooks offer valuable guidance for novice teachers in course and activity design, ultimately equipping students with essential knowledge, skills, and competencies.
Textbooks should be viewed as a starting point for learners, encouraging them to explore additional sources of knowledge (Maxwell, 1985) According to Allright (1981), educational materials should empower students to learn, serving as resource books for instructional ideas and activities Through effective textbooks and teacher guidance, students can develop the skills necessary for career success Cunningsworth (1995) emphasizes that course books must align with learners' needs, enabling them to use language effectively for their purposes, facilitating the learning process, and clearly mediating the target language Thus, it is crucial for learners to recognize the role of textbooks in their education, fostering their perspectives on necessary changes to topics covered, ultimately enhancing their English proficiency.
Teachers adapt textbooks to meet the specific needs of their students, customizing materials, selecting appropriate tasks, and utilizing instructional resources to effectively respond to learners' requirements.
Textbooks, even if not specifically tailored for students, are generally responsive to their needs and offer efficient use of time and resources A significant portion of course material can meet students' requirements, allowing for adaptation and improvisation Some course books enable students to preview upcoming lessons or revisit previous content, reducing unexpected elements in their learning experience Additionally, these resources often present well-structured, cost-effective materials that encourage teacher flexibility and foster spontaneous classroom interactions.
Textbooks should be utilized thoughtfully, as they may not meet the diverse needs of every classroom Teachers must effectively leverage textbooks by building on students' existing knowledge, creating meaningful contexts for language use, and offering comprehensible input through various models Additionally, it is essential to provide ample opportunities for practice to enhance fluency, foster a positive learning environment with clear objectives and immediate feedback, and reflect on language forms and the learning process (Dutro and Moran, 2003).
Learner’s needs in relation to the use of textbook
In the language learning process, learners play a central role, while teachers are responsible for facilitating their education It is essential for educators to assess the effectiveness of all learning components and make necessary adjustments Among various teaching elements, textbooks are particularly significant as they cater to learners' needs, fostering self-directed study by providing essential knowledge and encouraging independent exploration.
Effective use of textbooks enhances learners' comfort and engagement in their studies, facilitating a strong connection between curriculum goals and classroom activities (Schmidt, McKnight, & Raizen, 2002) Textbooks that lack engaging teaching suggestions or fail to inspire students can hinder effective learning, leading to pressure and frustration Therefore, it is crucial for teachers to assess the specific learning and professional needs of their students to develop optimal strategies for utilizing textbooks Quality textbooks serve as valuable teaching aids, particularly for vocational college students who are motivated to acquire knowledge relevant to their careers.
The choice of teaching methods in education significantly relies on the effective use of textbooks, which serve as a central resource for students Textbooks provide a wealth of engaging facts and experiences, shaping both the content and learning procedures By effectively utilizing the instructional strategies outlined in textbooks, educators can clarify expectations for each lesson and activity, facilitating student understanding A well-structured textbook not only guides learners but also helps them save time and avoid confusion, enabling them to focus on achieving their educational goals.
The use of textbooks by teachers significantly influences learners' development, as they serve as a central resource for planning and instruction While no single textbook can cater to all educators or students, it fosters unity in teaching a subject Textbooks provide essential knowledge that supports learners' self-development in their respective fields They also guide important content decisions, such as topic selection, time allocation, and sequencing Furthermore, effective textbook utilization in the classroom can enhance the learning experience by aligning with learners' educational expectations, ultimately fostering a sense of progress toward their goals.
Understanding learner needs is crucial for effectively utilizing textbooks in education Identifying the genuine needs of students and supporting them can be challenging It is essential for learners to communicate their educational preferences and learning styles (Willing, 1988) Once these needs are recognized, textbooks can be used more effectively in the curriculum The content within textbooks must align with learners' future career aspirations and life skills, equipping them to face various job market challenges In essence, textbooks should prioritize a learner-centered approach.
The role of teachers is crucial in fostering students' interest in learning and utilizing textbooks effectively As highlighted by the Swedish International Development Authority (1991), teachers and course books serve as the foundation of education With appropriate teaching methods, educators can instill a love for study and books in learners, while also addressing their intrinsic motivation to learn Many students struggle to recognize the value of subjects, particularly when they are mandatory and lack a strong English background Their motivation often hinges on the subject's relevance to their practical needs Understanding the significance of a subject can significantly enhance students' learning experiences However, the diverse needs of learners pose a challenge for teachers in providing comprehensive support By leveraging students' prior knowledge, experiences, learning styles, and skill levels, teachers can tailor their approach to effectively utilize textbooks and help students achieve shared educational goals.
Textbooks play a crucial role in enhancing learner outcomes, making it essential for instructors to identify and address learner needs effectively By combining their language and facilitation skills with an understanding of these needs, educators can align their instructional goals with those of their students This approach allows learners to leverage the knowledge, skills, and strategies gained from textbooks, ultimately fostering improvement in both academic and professional settings.
Chapter summary
This chapter provides a comprehensive overview of the literature pertinent to the thesis topic, beginning with an exploration of learner needs and progressing to a synthesis of prior research on textbooks and their application Consequently, this foundation enables the effective resolution of the study's research questions.
This chapter reviews literature on students' needs regarding textbook use in learning English for Tourism at LDCTE The following chapter will discuss the instruments, participants, research methodology, and data analysis methods employed to meet these objectives.
RESEARCH METHODOLOGY
Overview of the study
This study explores the connection between learners' needs and textbook utilization at LDCTE The findings will assist in identifying effective textbook strategies that align with learners' requirements and provide essential language foundations for their future careers.
A descriptive study involving 150 Tourism students at LDCTE, four English teachers, and eight tourism professionals was conducted to assess learners' needs and evaluate the use of the Highly Recommended 2 textbook Data was collected through student questionnaires, interviews with teachers and tourism personnel, classroom observations, and textbook usage records The students completed questionnaires, while all four teachers participated in interviews and were observed twice throughout the academic year Additionally, eight individuals employed in the tourism sector were interviewed during the study.
Research design
A descriptive research design was utilized to examine learners' needs and the utilization of textbooks As noted by Khan (1990), this method focuses on the present and aims to assess the current status of the phenomenon being studied Additionally, it offers insights into naturally occurring phenomena without the influence of experimental manipulation, as highlighted by Seliger (1989).
This study utilized both quantitative and qualitative research methods Quantitative research focuses on numerical data, as highlighted by Denscombe (2001), where questionnaires are quantified and analyzed statistically Joleen's insights further support this approach.
Qualitative research, as outlined in 2008, seeks to deeply understand a phenomenon by utilizing detailed information gathered from interviews, observations, and recordings This approach transforms raw data into written narratives that emphasize thorough descriptions of events and individuals in their natural environments Qualitative researchers focus on providing rich, contextual insights into the behaviors and experiences of people, as noted by Tetnowski & Damico.
In this study, qualitative research methods were employed to analyze data gathered from interviews, classroom observations, and textbook usage records By integrating both quantitative and qualitative approaches, the research aims to gain a comprehensive understanding of learners' needs and their interaction with textbooks.
The study utilized various data collection instruments, including questionnaires, interviews, observations, and textbook use information records Initially, questionnaires gathered quantitative data on learners' needs and their textbook usage, enabling a clear understanding of their requirements Subsequently, interviews with teachers and Tourism staff provided qualitative insights into the working conditions within the Tourism sector Additionally, textbook use information records documented the techniques employed during the research period, further illustrating the findings.
The setting
The research was conducted at Lam Dong College of Technology and Economics in Da Lat, Lam Dong province, which serves approximately 2,000 students across 50 classes The Tourism Department enrolls two first-year and two second-year classes annually This study focused on the 2011-2012 academic year, specifically examining the classes KS2K11, KS3K10, DL3K11, and DL2K12 The course utilized the textbook "Highly Recommended 2 - English for the Hotel and Catering Industry" by Stott and Polh (2010).
Current research focuses on the needs of tourism students at LDCTE, reflecting the significance of the tourism industry in Da Lat In 2012, Da Lat attracted approximately 2.8 million tourists, including 233,400 foreigners, highlighting the region's growing appeal (Lam Dong Newspaper, 2012) As Da Lat plans to enhance its high-quality tours and promote tourism projects, the demand for skilled tourism professionals is on the rise To address this local tourism need, LDCTE is dedicated to training a workforce equipped with essential professional knowledge and skills, with a particular emphasis on English communication abilities to effectively engage with international tourists.
Participants
The study was conducted between September 2011 and June 2012, involving four English teachers specializing in Tourism, 150 students enrolled in a Tourism program at LDCTE, and eight professionals from the tourism industry.
The study was implemented with the help of four teachers of English who were teaching at LDCTE The background information of the teacher subjects was summarized in table 3.1
Table 3.1 Demographic data of teacher subjects
Demographic data Number of participants
The study, as presented in Table 3.1, comprised one male and three female teachers, with females making up the majority of the English teaching staff at LDCTE The participants' ages ranged from 26 to 41 years, and all had a minimum of four years of high school English teaching experience, including one teacher with 11 years of experience This combination of age and teaching background equipped the participants to provide valuable insights for the research.
The study involved 150 tourism students from LDCTE, comprising 70 first-year and 80 second-year students, representing about 95% of the total population These students were divided into four distinct classes: KS2K11, KS3K10, DL3K11, and DL2K12.
Due to the small number of students, nearly all participated in the study without the need for selection Questionnaires were distributed to first-year students in October 2011 and to second-year students in April 2012, by which time they were all acquainted with the English for Tourism course The background profiles of the students are summarized in the following table.
Table 3.2 Demographic data of student subjects
Demographic data Number of participants Percent
Table 3.2 reveals that classes KS2K11 and DL2K13 had a higher student enrollment compared to KS3K10 and DL3K11 The gender distribution was notably imbalanced, with 111 female participants (74%) and 39 male participants (26%), indicating a strong preference for tourism studies among female students The participants' ages ranged from 16 to 21, with the majority (34.7%) being 18 years old, followed by 24% aged 19, 18.7% aged 17, 12.6% aged 16, 5.3% aged 20, and 4.7% aged 21 This data suggests that most students possess the ability to acquire and apply knowledge effectively in real-world contexts.
The study focused on a group of eight participants from the Tourism Industry, including one employer and seven employees, who provided valuable insights into the professional needs within the sector Through interviews, the researcher identified the specific needs of learners in a working environment A summary of the participants' background information is presented in Table 3.3.
Table 3.3 Demographic data of personnel subjects
Subject Age Gender Professional careers Years in career
1 28 female Receptionist at Sai Gon- Da Lat Hotel 6
2 22 male Waiter at Nhu Ngoc Restaurant 1
3 30 female Room attendant at Sai Gon- Da Lat Hotel 8
4 34 male Maintenance man at Ngoc Lan Hotel 7
5 45 female Blend drink attendant at Sofitel 15
6 28 female Tour operator at Viettravel 5
7 39 male Tour guide at Dalat Travel 14
8 38 male Manager of Tri Ky Hotel 12
Table 3.3 reveals that the age of personnel participants ranged from 22 to 45 years, with work experience spanning from 1 to 15 years This diversity in age and experience allowed participants to provide valuable insights for the study Additionally, the researcher conducted interviews with 4 female and 4 male personnel from various positions in the hospitality industry, offering a range of perspectives on their roles.
Instruments
To address the two research questions, the study employed various data collection methods, including student questionnaires, teacher and staff interviews, classroom observations, and records of textbook usage.
Questionnaires are an effective tool for gathering data, as they allow for the surveying of numerous individuals across various locations (Wray & Bloomer, 2006) This self-report instrument is advantageous for quickly and economically collecting information from a large pool of respondents (Brown, 2001).
This study utilized a questionnaire to gather insights on learners' needs and textbook usage among 150 students from four classes: KS3K10, KS2K11, DL3K11, and DL2K12 at LDCTE The questionnaire consisted of two main sections, focusing on essential aspects of the educational experience.
Part I was used to collect personal information of the subjects such as gender, age, class, English learning experience, opinions about the necessity of English, the reasons why they learning English and the job they like doing in the future
Part II comprised 45 statements in order to approach the learner’s needs and the use of textbook The students responded according to a five point Likert scale such as strongly agree, agree, neutral, disagree and strongly disagree with each statement
These 45 statements were divided into two groups The first group was for learner’s needs and the other one is for textbook and its use
The first group consists of 25 items that assess learner needs, with the initial 12 items focused on gathering information about the English for Tourism course at LDCTE The subsequent 8 items (items 13 to 20) are designed to identify learning needs, while the final 5 items (items 21 to 25) aim to gather insights into professional needs.
The second group of the study focused on 20 items related to textbooks and their usage, divided into two sub-groups The first sub-group examined the advantages of textbooks, featuring 10 items numbered 26 to 35, while the second sub-group analyzed textbook usage, consisting of 10 items numbered 36 to 45.
Table 3.4 showed the number of questions in the questionnaire and the focus of each part
Part II Learner’s needs and the use of textbook 45
Learner’s needs Learner’s needs in relation to the course English for Tourism
Table 3.4 Distribution of Questions on Students’ Questionnaire
The study utilized a questionnaire to gather data, capitalizing on its advantages to explore student needs and the realities of textbook use at LDCTE This approach aimed to identify the most effective ways to use textbooks in alignment with learning and working conditions Ultimately, the questionnaire was instrumental in addressing the two primary research questions.
1 What are the needs of Tourism major students?
2 In what ways does the use of textbook meet learner’s needs?
To enhance the reliability of the research, the researcher emphasized the importance of the subjects' responses to the questionnaire, ensuring they understood its significance for the study's completion Additionally, to facilitate accurate comprehension and responses, the questionnaire was translated into Vietnamese.
The questionnaire items in Part 2 were designed based on a thorough literature review of learners' needs and textbook usage discussed in Chapter Two Additionally, they were tailored to reflect the actual needs of students and the practical application of textbooks at LDCTE.
In addition to utilizing questionnaires, interviews were conducted with teachers and staff to gather insights on educators' perceptions of learners' needs and the effectiveness of the Highly Recommended 2 textbooks in their teaching practices This approach also aimed to uncover the actual working conditions based on the perspectives of the personnel involved.
Despite criticisms regarding the time-consuming nature and potential biases of interviews (Cohen et al., 2007; Menkabu, 2010), they remain a prevalent data collection method that enables researchers to explore non-observable phenomena, such as teachers' attitudes (Mackey & Gass, 2005) Interviews are interactive, allowing interviewers to seek comprehensive and clear responses while probing new topics (Mackey & Gass, 2005; Cohen et al., 2007) Dudley-Evans and St John (1998) highlight interviews as a key method for language needs analysis, utilizing open-ended questions aligned with the study's theoretical framework Unlike questionnaires, interviews facilitate a deeper investigation into individuals' perspectives (Cohen et al., 2007) This study employed interviews with teachers to gain insights into their views on learner needs, textbook usage, and the professional language skills required for careers Additionally, interviewing personnel in the tourism industry provides valuable information on job requirements, guiding effective textbook use to meet learners' needs.
One-to-one interviewing was selected as a key data collection method in this study for two main reasons Firstly, it effectively explored teachers' perspectives on learners' needs, their own professional requirements, and their use of the textbook Highly Recommended 2 Secondly, these interviews fostered a strong rapport with participants, which was crucial for maintaining relationships throughout the project This rapport also enables teachers and the college to better address the diverse needs within the tourism industry, thanks to the in-depth insights provided by industry professionals.
To best taking advantages of interviews, in many studies, interviews are rarely used alone; they more commonly complement other data collection methods like those based on observations (Richards, 2009)
3.5.2.1 Structure of teachers’ interview questions
A total of five interview questions were prepared for the teachers as followed:
1 According to you, is it essential to do need analysis before taking a course? Why?
2 What can be done when the needs of learners are understood?
3 Is there any relationship between learner’s needs and textbooks?
4 For the course English for Tourism, does the textbook Highly Recommended 2 satisfy the needs of learners?
5 What techniques do you often use to make the textbook more suitable with the learner’s needs?
Question 1 identified teacher’s opinions about doing needs analysis before a course
Question 2 explored their ideas about the thing they do after understanding about learner’s needs
Question 3 found their ideas about the relationship between learner’s needs and textbooks
Question 4 determined their opinions about the degree of satisfaction of the current textbook Highly Recommended 2 to the needs of learners
Question 5 aimed to find out their techniques in textbook use
3.5.2.2 Structure of personnel’s interview questions
Interviews were conducted with eight individuals in various positions within the tourism industry, allowing them to speak in their native languages The insights gained from these interviews enabled the researcher to investigate alternative explanations for the professional needs within the tourism workplace.
A total of four interview questions were prepared for the personnel as followed:
1 How long have you worked in tourism industry?
2 What is your responsibility at your workplace?
3 How often do you use English in your job?
4 What difficulties do you often encounter at your workplace?
Question 1 investigated personnel’s working experience
Question 2 showed their positions in their jobs
Question 3 described the frequency of English language use in their working condition
Question 4 found the obstacles that employees encountered when working in tourism environment
Classroom observation is a valuable method for researchers, as it allows for the collection of 'live' data from real situations, according to Menkabu (2010) This approach provides insights into the use of curriculum materials by both teachers and students Gebhard (1999) further defines classroom observation, emphasizing its significance in educational research.
Data collection procedure
To assess learner needs and textbook usage at LDCTE, a combination of quantitative and qualitative research methods was employed Quantitative data was gathered through questionnaires distributed to both teachers and students Additionally, qualitative analysis was conducted using data from teacher interviews, classroom observations, and records of textbook usage, providing comprehensive insights into learners' needs and the effectiveness of textbooks at the college.
3.6.1 Procedure for conducting the questionnaire survey
Prior to distributing the questionnaires, the researcher obtained permission from the school administrators for data collection Once the principal and vice-principals approved the request, the questionnaires were distributed for the study.
A survey was conducted with 150 Tourism students to gather insights into their needs and opinions regarding the textbook "Highly Recommended 2." Concurrently, questionnaires were distributed to four teachers to obtain valuable information about the learners' requirements and their experiences with the textbook The survey utilized a five-point scale for responses.
3.6.2 Procedure for conducting the interview
The researcher conducted interviews with teachers and personnel, utilizing a flexible approach to question sequencing and wording to gather comprehensive information (Mackey & Gass, 2005; Cohen et al., 2007) The data collected from these interviews was analyzed and presented in charts for clarity and ease of understanding.
During the scheduling of interviews, all teachers were prepared to respond, with each session lasting a minimum of 20 minutes For professionals in the tourism industry, it was essential to arrange the interview timetable according to the participants' availability Overall, the combined duration for both the questionnaire and interview did not exceed 30 minutes for each individual.
At the end of the 2011-2012 school year, interviews were conducted with four English teachers at LDCTE to explore student needs and the effectiveness of current textbooks Each teacher was asked six targeted questions, and to ensure a comfortable environment for the discussions, appointments were scheduled in advance to accommodate their busy schedules.
3.6.3 Procedure for conducting the observation
In this study, the researcher conducted two classroom observations with teacher consent, utilizing a standardized observation method to assess learner needs and textbook usage Observations focused on teachers' instructional methods across various units, which share similar components The observation sheets were organized into four columns: the first noted teacher activities, the second documented student activities, the third recorded timing, and the fourth included comments on teaching methods and textbook utilization in relation to student needs As highlighted by Swann (2003), these comments facilitated the researcher's reflection on the data and provided insight into the teachers' use of textbooks during lessons, ultimately aiding in the systematic organization of the observational findings.
The analysis of observation data focused on research questions regarding the various teaching stages and techniques employed by teachers This investigation aimed to assess the alignment between the use of the textbook "Highly Recommended 2" and the specific needs of learners.
3.6.4 Procedure for conducting the textbook use information record
To investigate the use of textbooks at LDCTE, a comprehensive record of textbook usage was compiled alongside questionnaires, interviews, and observations From September 2011 to June 2012, the researcher documented the textbook usage of four English teachers across all 22 units Detailed findings are available in Appendix 7, which outlines the units, textbook usage procedures, and adaptation techniques employed Additionally, the records highlight the rationale behind the teachers' adaptation techniques and the supplementary resources utilized in their instruction.
In June 2012, a comprehensive record of textbook usage was finalized, revealing how extensively educators incorporate the Highly Recommended 2 textbook into their daily lesson planning and instruction Data was gathered through numerical notes based on teachers' feedback regarding the sources of activities or tasks utilized in their lessons.
This study involved the collection, analysis, and interpretation of data derived from various sources, including questionnaires from students and teachers, interviews with educators and staff, classroom observation notes, and records of textbook usage.
Chapter summary
This chapter outlines the methodology for exploring the connection between learner needs and textbook usage at LDCTE A descriptive research design was utilized, incorporating student questionnaires, teacher and personnel interviews, and classroom observation data Additionally, records of teachers' textbook usage were analyzed The study involved four English teachers, 150 Tourism students, and eight personnel from the Tourism industry Data analysis was conducted using SPSS 11.5.
The results of the analysis of data from the questionnaire, interviews, classroom observation and textbook use information record are detail presented in the next chapter.