INTRODUCTION
BACKGROUND
In today's rapidly developing socio-economic landscape, enhancing international relationships is crucial, particularly for developing nations like Vietnam This approach allows for the acquisition of advanced techniques that can be effectively tailored to the country's unique context Recognizing these benefits, the Vietnamese government has adopted an open policy promoting cooperation across various sectors, including economy, culture, and education A notable trend is the increasing number of young Vietnamese students studying abroad, often beginning their international education immediately after junior school, rather than waiting until high school To prepare these students for independent living and effective communication in new environments, parents are prioritizing early foreign language education, especially in English In response, the Department of Education and Training in Ho Chi Minh City has implemented the Intensive English Curriculum across three educational stages: elementary, junior high, and high school, each with tailored objectives and materials Elementary students use the "Let’s Go" series from Oxford University Press, aiming to earn the Movers certificate from Cambridge University, while junior high students engage with the "American Hotline" coursebook, also published by Oxford University Press.
In this four-level series, students are prepared to obtain Cambridge Preliminary English Test (PET) certificates Senior high school students engage with the First Certificate Examination (FCE) series, which includes Countdown to First Certificate for grade 10, First Certificate Knockout for grade 11, and First Certificate Masterclass for grade 12, all published by Oxford University Press Upon completing this series, students are expected to achieve FCE certificates.
The Let’s Go series has been effectively used for over a decade, aligning well with student age and the Department of Education and Training's standards In contrast, the American Hotline series, particularly at the Intermediate level, includes content that may not be appropriate for students or consistent with Vietnamese educational values Therefore, evaluating this series, especially the Intermediate level, is essential for teachers to identify and address any unsuitable elements, ensuring the material is utilized effectively in the classroom.
STATEMENT OF PURPOSE
This study aims to evaluate the AMERICAN HOTLINE – Intermediate course materials, including the student’s book, workbook, teacher’s book, and cassettes, to determine their suitability for Vietnamese learning and teaching contexts It seeks to identify potential challenges faced by both students and teachers when using the coursebook and offers suggestions to help overcome these difficulties for more effective utilization of the materials.
1 The evaluation of AMERICAN HOTLINE - Intermediate (the whole package)
2 The potential obstacles that students as well as teachers encounter when using the coursebook
3 The implications for teaching and learning the coursebook effectively.
RESEARCH QUESTIONS
One main question guides this study:
Is AMERICAN HOTLINE - Intermediate suitable for ninth graders at Vietnamese junior high schools as the coursebook of the Intensive English Curriculum?
Two sub-questions are also addressed:
1 What are the potential obstacles in teaching and learning AMERICAN HOTLINE - Intermediate?
2 How can teachers and students use AMERICAN HOTLINE - Intermediate effectively?
SIGNIFICANCE OF THE STUDY
As Vietnam's society evolves and embraces open policies, the demand for English language proficiency is on the rise Consequently, many Vietnamese parents are keen to have their children start learning English at an early age, aspiring for them to obtain international certificates that will facilitate their studies abroad The implementation of the Intensive English Program by the Department of Education and Training in elementary, junior high, and senior high schools has been instrumental in meeting this aspiration, enabling students to earn FCE certificates upon completion Initially, only a handful of schools in Ho Chi Minh City, excluding Tran Dai Nghia High School, offered intensive English classes However, the growing need for English education has led to an increase, with approximately 154 schools now providing these programs, including 99 elementary schools and 47 junior high schools.
Four schools and eight high schools offer intensive English classes, highlighting the program's popularity Consequently, it is essential to conduct a study on the coursebook to evaluate its content and provide suggestions for effective utilization.
DEFINITIONS OF TERMS
Department of Education and Training: the government body in charge of education and training of all levels and forms in the city, including foreign language education curriculum and implementation
The Intensive English Program: an English Program piloted by the Department of
Ho Chi Minh City is dedicated to enhancing English education and training, aiming to cultivate students with exceptional English skills to meet contemporary societal demands The introduction of intensive English classes seeks to address the prevalence of ineffective English courses in the city This initiative, which has been in place for over a decade, received approval from the City People’s Committee in 1998.
Junior high school serves as a transitional educational phase between elementary and high school, typically encompassing grades 6 to 8 in many systems In the context of this study, "junior high school" specifically refers to Vietnamese institutions that include four grades, from grade 6 to grade 9, following elementary education.
Textbooks: “Tieng Anh 6, 7, 8, 9” – written by a group of Vietnamese teachers:
Nguyen Van Loi, Nguyen Hanh Dung, Than Trong Lien Nhan, Nguyen Quoc Tuan, Dang Van Hung, Dao Ngoc Lo, and Tran Huy Phuong authored a series of educational books published by Nha Xuat Ban Giao Duc These books were initially piloted in all junior high schools in Ho Chi Minh City's Third District in 2000 and later revised by the Ministry of Education.
Training and the authors, and finally have been applied in the whole country since
Coursebooks: American Hotline series – Starters, Progress, Early-intermediate, and
The Intermediate series, authored by Tom Hutchinson, Associate Director of the Institute for English Language Education at Lancaster University, was published by Oxford University Press in 1997 It was officially adopted in Vietnam as the coursebooks for the Intensive English Program starting in the 1998 school year.
In 1999, the series was initially implemented in select schools within the First District, including Tran Dai Nghia Grammar School and Minh Duc School, before expanding its application to a broader range of educational institutions.
47 junior high schools in the whole city up to now.
LIMITATIONS
The investigation spanned seven years, from the 2001-2002 academic year to the 2007-2008 academic year, focusing on the effective utilization of the AMERICAN HOTLINE-Intermediate coursebook.
The study focuses on utilizing the researcher-developed coursebook while conducting interviews and observations with teachers, students, and parents at HAI BA TRUNG School, as well as selected junior high schools in the Third District and TRAN DAI NGHIA Grammar School.
DELIMITATIONS
This study focuses on the teaching and learning of the AMERICAN HOTLINE coursebook at the Intermediate level in Vietnamese junior high schools in Ho Chi Minh City While the generalizations and recommendations are specific to this context, they may also provide valuable insights for other levels of the AMERICAN HOTLINE series, including Starter, Progress, and Early-Intermediate.
METHODOLOGY
This study employs qualitative methods, primarily through interviews and observations, to explore the subject matter Additionally, questionnaires will be utilized to gather supplementary information and enhance data clarity.
Data of the intensive curriculum at junior high schools was compiled through the documents issued by the Department of Education and Training of Ho Chi Minh City
In the Third District, five junior high schools—Le Quy Don, Hai Ba Trung, Le Loi, Kien Thiet, and Doan Thi Diem—along with Tran Dai Nghia Grammar School, were chosen for observation and data collection due to their intensive program classes.
The study involved questionnaires administered to 10 teachers across six schools, focusing on their experience with the AMERICAN HOTLINE – intermediate course Additionally, 114 ninth-grade students participated, with 54 from Hai Ba Trung School and 60 from Le Quy Don School, all of whom have been using the coursebook Interviews were also conducted with five parents of students from Hai Ba Trung School to gather further insights.
The researcher, serving as an English-language teacher at Hai Ba Trung School, utilized their observational role to gather valuable data and insights for the study Additionally, the cooperation of English-language teachers at Tran Dai Nghia Grammar School, which operates under an intensive program, significantly aided the researcher in examining the relevant issues.
ORGANIZATION OF THE REMAINDER OF THE STUDY
Chapter II presents a review of the literature and research relevant to this study – evaluation of a coursebook, factors affecting English learning and teaching and potential obstacles in teaching and learning English Chapter III provides an overview of the Intensive English Program in terms of the purposes, the requirements, the targets, the curriculum, testing and the cousebook Chapter IV
Chapter 7 outlines the research design and methodology, while Chapter V presents a comprehensive analysis of the findings related to the American Hotline – Intermediate coursebook This chapter highlights the similarities and differences between American Hotline – Intermediate and the TIENG ANH 9 textbook, along with the advantages and challenges encountered in the teaching and learning process Finally, Chapter VI provides a summary of the study's conclusions and offers practical suggestions for effectively utilizing the coursebook.
LITERATURE REVIEW
EVALUATION OF A COURSEBOOK
2.1.1 What are language-teaching materials?
Language-teaching materials encompass more than just coursebooks; they include a variety of resources such as cassettes, videos, dictionaries, and even real-world items like newspapers and food packages, as defined by Tomlinson (1998) These materials can be categorized into authentic and created types, with authentic materials being those not specifically designed for teaching, while created materials include coursebooks and tailored instructional resources Each type has its pros and cons, but coursebooks are often preferred due to their structured syllabi, which guide learners effectively through the curriculum They also standardize instruction across different classes, ensuring that students receive consistent content and can be assessed uniformly Additionally, coursebooks offer high-quality materials grounded in proven learning principles, allowing teachers to focus more on teaching rather than material preparation.
9 developing Due to their convenience, coursebooks are the commonest form of materials in language teaching
2.1.2 The role of materials in language teaching
Teaching materials, while varying in type and possessing unique advantages and disadvantages, share essential roles in language education As noted by Cunningsworth (1995), language teaching materials, especially coursebooks, serve critical functions in the instructional process.
- a resource for presentation materials (spoken and written;
- a source of activities for learner practice and communicative interaction;
- a reference source for learners on grammar, vocabulary, pronunciation, etc.;
- a source of stimulation and ideas for classroom activities;
- a syllabus (where they reflect learning objectives that have already been determined); [and,]
- a support for less experienced teachers who have yet to gain in confidence
According to Cunningworth, coursebooks significantly influence language programs, teachers, and learners They often act as a syllabus, offering a structured framework that helps both teachers and students understand their learning path and track progress For educators, coursebooks present a well-organized selection of language content, a balanced approach to skill development, and suitable learning tasks for practice While some teachers rely on them as their main teaching resource, others may use them as supplementary materials For learners, coursebooks often represent their primary source of language exposure.
Coursebooks are essential tools in the teaching process, allowing students to learn new material, review content, and track their progress independently Their significant role greatly impacts learning outcomes.
2.1.3 Why do we evaluate coursebooks?
The significance of materials in language program development is undeniable, yet no coursebook can perfectly align with every language program's needs A textbook may excel in one context but be inadequate in another Cunningsworth (1995) highlights the importance of evaluating materials to either adopt new textbooks or enhance existing ones by leveraging their strengths and addressing weaknesses through adaptation or supplementary resources Similarly, Littlejohn (1998) identifies four possible responses to material evaluation: adopt, reject, adapt, or supplement.
Evaluation of coursebooks, as outlined by Cunningsworth (1995), occurs at three stages: pre-use, in-use, and post-use, each serving distinct purposes Pre-use evaluation determines the suitability of a coursebook for a language program, while in-use evaluation assesses whether the coursebook should be replaced Post-use evaluation aids in deciding if the same coursebook should be utilized in the future Regardless of the evaluation type, it is crucial to consider the context of use, including the overall program aims and specific language objectives.
To effectively evaluate a coursebook, it is essential to consider 11 key items, including functions and skills, as well as how achievement is measured Additionally, an analysis of the learning and teaching environment is crucial, focusing on the status of English, program intentions, class sizes, and available resources Understanding the learners—such as their ages, levels, expectations, motivations, interests, previous language experiences, and learning styles—is also vital Furthermore, the teachers' roles within the educational system, their teaching methodologies, and personalities must be taken into account This comprehensive overview of the context in which the coursebook is utilized provides valuable background information that enhances the accuracy and objectivity of the evaluation.
2.1.4 How do we evaluate a coursebook?
Material evaluation plays a crucial role in language teaching, as a quality coursebook significantly influences learning outcomes To ensure a thorough and precise assessment of a language-learning coursebook, it is vital to adhere to established criteria.
According to Rowntree (1997), Tomlinson (1998), and other researchers, effective language learning materials should meet four essential criteria: they must align with students' needs and the program's objectives, provide authentic language for communicative use, facilitate a comfortable learning environment that boosts confidence and encourages practice, and act as a teacher by offering clear presentations, practice opportunities, and progress assessment These criteria serve as a comprehensive framework for evaluating educational materials.
To make it clearer, Cunningsworth (1995) presents a checklist for coursebook evaluation and selection in terms of aims and approaches, design and organization,
The evaluation of language materials encompasses two key aspects: publication and design, as defined by Littlejohn (1995) Publication refers to the physical presentation of the materials, while design reflects the underlying educational philosophy Cunningsworth emphasizes the importance of both an impressionistic overview and a detailed analysis when assessing coursebooks The overview provides a general impression of the material's attractiveness, topic coverage, and grammar sequencing, but is insufficient for a thorough evaluation Therefore, a deeper examination of 10% to 15% of the content, particularly units from the middle of the curriculum, is essential to understand how well the materials meet students' learning needs and syllabus requirements This analysis should focus on the balance of activities, learner participation, and the recycling of language skills, ultimately ensuring effective design and utilization of the materials.
FACTORS AFFECTING ENGLISH LEARNING AND TEACHING
Motivation, as defined by Harmer (1992), is an internal drive that propels individuals toward their goals Language learners set various goals, which can be divided into long-term aspirations—such as improving job prospects, integrating into a target language community, or deepening cultural understanding—and short-term objectives, like passing exams or enjoying travel experiences Highly motivated students tend to be more receptive to teaching than those lacking clear goals Ultimately, the reasons behind their language learning significantly influence teachers' choices regarding course materials, teaching methods, and learning styles.
2.1.1.2 The learning style of students
Our students are likely to differ quite widely in the way they learn Neville Grant
In 1991, distinctions were made between two types of learners with contrasting personality traits Some learners prefer having written texts available during oral lessons, while others thrive on listening and speaking without the distraction of written materials Additionally, when it comes to knowledge acquisition, certain learners benefit from being taught grammatical rules in their first language (L1) before applying them in practice, whereas others favor using their intuition to understand and apply the language.
Learners can enhance their language skills by actively listening, reading, and practicing the language Additionally, some students thrive in a structured environment where the teacher leads the lesson, finding joy in guided activities.
“teacher talks – students listen” In contrast, others like to get busy in pairs or groups, i.e the teacher, at these times, acts as a kind of referee or manager
The design of a course book and the teaching methods employed by educators significantly influence students' learning styles Nonetheless, it is ultimately the students' psychology that sets their individual learning styles apart from one another.
The psychology of language learners varies significantly across different age groups, leading to distinct learning styles among children, adolescents, and adults According to Harmer (2007), children aged 2 to 14 are the most motivated learners, driven by their natural curiosity and desire to explore their surroundings Unlike adults, children often engage in learning through sensory experiences—seeing, hearing, and touching—rather than solely relying on teacher explanations Their ability to grasp new languages is remarkable, provided they receive ample exposure, although their attention span is shorter, typically around forty-five minutes This necessitates frequent changes in activities to maintain their engagement, as emphasized by Harmer Furthermore, effective memory techniques are essential for language acquisition, as highlighted by Steinberg (1993), who underscores the importance of rote memory in the learning process.
Very young children possess remarkable abilities, allowing them to absorb vast amounts of information, although their memory capacity tends to decline with age Additionally, according to Harmer, children often seek approval from their teachers, and when educators acknowledge their efforts and show appreciation, it plays a crucial role in motivating them to engage more enthusiastically in their studies.
Adolescents possess a heightened ability for abstract thinking, which enhances their capacity for learning and creative thought, as well as their passion for topics of interest According to Harmer, teachers should select subjects that resonate with these emerging interests, while also recognizing that adolescence is a critical period for identity exploration and self-esteem development Students often express themselves candidly, influenced more by their peer group dynamics than by teacher approval Therefore, it is essential for educators to consider students' social contexts when providing feedback and assigning roles in classroom activities.
Effective teachers possess a diverse range of abilities and personal qualities that are essential for fostering student motivation Understanding the key traits that contribute to their effectiveness allows educators to leverage their strengths and create an engaging learning environment.
In 1970, Denis Girard conducted a study involving one thousand children aged twelve to seventeen, asking them to rank the qualities they expect from a teacher The findings revealed a prioritized list of these qualities, with 1 being the most important and 9 the least important.
1 He makes his course interesting
5 He shows the same interest in all his students
6 He makes all the students participate
8 He insists on the spoken language
9 He makes his pupils work
According to Harmer (1992), the personality of a teacher is crucial for effective teaching, though it is challenging to quantify or train Establishing a strong rapport with students is essential, as is demonstrating expertise in the subject matter through clear instructions and the ability to answer questions Harmer (2007) emphasizes that a good teacher must also be adaptable, taking on various roles such as a controller, prompter, or assessor based on classroom activities Ultimately, teachers should cultivate their natural qualities while also training to develop the skills necessary for effective teaching.
The effectiveness of English language learning and teaching is heavily influenced by the teaching method employed, primarily determined by the teacher Various approaches have been proposed by experienced educators, including the grammar-translation method, direct method, audio-lingual method, eclectic approach, and communicative approach Research has not definitively proven one method superior to another, as each has its own strengths and weaknesses As noted by Harmer (1992), if students find a teaching method unengaging, they may lose motivation, while confidence in the method can enhance their enthusiasm Consequently, teachers should select the most suitable teaching style tailored to their students' needs In contemporary education, the primary objective for many language learners is to achieve communicative competence, as defined in the "Dictionary of Language Teaching & Applied Linguistics."
Communicative competence encompasses not only the ability to construct grammatically correct sentences but also the understanding of when, where, and to whom these sentences should be used It includes a solid grasp of grammar and vocabulary, as well as the rules of conversation, such as how to initiate and conclude discussions, appropriate topics for various speech events, and the correct forms of address for different audiences.
Effective communication involves engaging with various individuals in diverse situations, understanding and responding appropriately to different speech acts like requests, apologies, expressions of gratitude, and invitations, and using language in a suitable manner.
In order to help students acquire communicative competence, most teachers choose communicative approach for its distinctive features raised by Richards and Rodgers
1 Language is a system of the expression of meaning
2 The primary function of language is for interaction and communication
3 The structure of language reflects its functional and communicative uses
4 The primary units of language are merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse
Finocchiaro and Brumfit (1983) characterize communicative language teaching as a method rich in positive attributes, which can be distilled into seven key features that encompass various aspects of language.
1 Communicative competence is the desired goal, i.e language learning is learning to communicate Therefore, attempts to communicate are encouraged at the very beginning although making mistakes may occur
2 The needs of the learners are analyzed to find out what kinds of language use are most necessary for them In other words, meaning is paramount, so fluency with acceptable language is the primary goal and accuracy is judged in the context
POTENTIAL OBSTACLES IN ENGLISH TEACHING AND LEARNING
2.3.1 The non-motivation of students
Motivation plays a crucial role in students' success in language learning, particularly in high school settings However, many students study English primarily because it is a mandatory part of their curriculum, rather than from a genuine interest in the language.
Students are required to learn 23 compulsory subjects, regardless of their interest, which presents significant challenges for educators Engaging de-motivated students becomes difficult as they often fail to recognize the relevance of the language being taught Additionally, altering students' perceptions to view the subject as interesting and beneficial proves to be a tough task Ultimately, these factors complicate the process of helping students make meaningful progress in their language learning.
There are two primary types of learning environments: natural settings and classrooms According to Danny D Steinberg (1993), natural language learning occurs in contexts similar to those in which a native language is acquired, involving everyday objects and situations, while classroom learning is a structured and planned environment where the teacher designs the learning experience Steinberg highlights key differences, such as the necessity for social adjustment, attendance, sustained concentration, and home study in classroom settings He concludes that adults typically perform better in classrooms due to their maturity, while children excel in natural settings because they learn inductively and have strong memory and motor skills However, most children learn in classrooms, where language exposure is limited and artificial, making it challenging for teachers to create naturalistic learning opportunities.
2.3.3 The cultural differences between L1 and L2
Learning a foreign language is increasingly recognized as a means of communication rather than merely an academic pursuit, emphasizing the inseparable link between language and culture Effective communication occurs within specific contexts and is influenced by cultural backgrounds, making it essential for language learners to understand both their own cultural frameworks and those of the target language Cortazzi and Jin (1999) highlight that culture shapes our interpretations of actions and words, and a lack of cultural awareness can lead to misunderstandings and cultural shocks for learners Therefore, it is vital for educators to integrate target-language cultures into their lessons and enhance students' intercultural communication skills, despite the challenges posed by the need for comprehensive knowledge of the cultures of English-speaking countries.
Several common obstacles in English teaching and learning necessitate resolution by educators to enhance the effectiveness of language instruction.
SUMMARY
This chapter reviews essential theoretical and empirical literature that enhances the understanding of English coursebook evaluation, identifies key factors influencing English teaching and learning, and addresses potential challenges encountered in the educational process.
The article examines the evaluation methods and purposes of coursebooks in English education It highlights key factors influencing English teaching and learning, including learner motivation, learning styles, and psychological aspects, alongside teacher characteristics like personality and teaching methods Additionally, it considers physical conditions such as classroom brightness, temperature, and desk layout, as well as the impact of testing The chapter concludes by addressing common obstacles in English education, including student demotivation, challenging learning environments, and cultural differences between first and second languages, which are prevalent issues in high schools.
English-language teachers should pay attention to in order to succeed in teaching
OVERVIEW OF THE INTENSIVE ENGLISH PROGRAM
PURPOSES
In today's rapidly evolving economy and political landscape, enhancing international relationships is crucial across various fields, including trade, culture, and education To achieve this, a strong emphasis on improving English language skills is essential, as English serves as a global means of communication Consequently, the demand for English proficiency among job applicants has surged, making it a vital requirement alongside other professional qualifications Additionally, for students aspiring to study abroad, possessing TOEFL or IELTS certificates has become necessary, often leading to the need for intensive English courses for those who do not meet the criteria Recognizing the importance of English, many parents are now encouraging their children to specialize in the language from an early age to secure better job prospects and opportunities for higher education abroad.
To address societal needs and enhance students' English skills, the Department of Education and Training in Ho Chi Minh City submitted report number 1217 / GD-DT-TrH on August 8, 1998, to the City People’s Committee, seeking approval for the Intensive English classes project This initiative aims to improve students' English proficiency, particularly in listening and speaking, enabling them to effectively use English as a second language upon graduating high school.
Education and Training has designed the Intensive English Program in two models for different kinds of students:
Model A involves students beginning their English studies at age six in grade one and continuing through grade twelve, totaling twelve years of instruction In contrast, Model B has students starting English at age eleven in grade six, with studies continuing until grade twelve, resulting in seven years of English education.
Despite varying timeframes for each model, both aim to achieve the same goal: students participating in these programs are expected to communicate fluently in English by the conclusion of their studies.
REQUIREMENTS
The Department of Education and Training outlines specific requirements for Intensive English Classes to establish an ESL (English as a Second Language) program that meets international standards.
- Students in Intensive English Classes are supposed to have aptitude for language, which is investigated through an exam
- The number of students in each class cannot exceed 35 so that the teacher would have balance care on every student
Intensive English Classes require students to complete both the textbooks provided by the Ministry of Education and additional supplementary materials, necessitating a schedule of two sessions per day.
- The classrooms should be well-equipped with teaching aids which are necessary for a language class such as pictures, posters, wall-charts, cassette recorders, televisions, video players, …
A flexible classroom layout is essential for teachers to effectively implement the communicative approach, facilitating various activities such as pair discussions, group work, role plays, and interactive games.
Schools offering Intensive English Classes should invite native speakers to engage with students, enhancing their listening and speaking skills while deepening their understanding of English-speaking cultures Additionally, supporting English Speaking Clubs and outdoor activities caters to the dynamic nature of teenage students, providing them with opportunities to express themselves in English These extracurricular activities are essential for developing vital communication skills, such as initiating conversations, active listening, polite interruption, and delivering impactful public speeches, all of which are crucial for successful communication.
TARGETS
To ensure uniform standards across all classes of the Intensive English Program, the Department of Education and Training has established specific targets for junior high school intensive classes These targets emphasize not only linguistic knowledge but also the development of the four essential language skills.
In terms of knowledge, the students are supposed to acquire:
- basic conceptions about the English-speaking countries in the field of geography, history, people’s lifestyles as well as the differences in customs compared with Vietnam;
- basic linguistic material of English (grammar and structures) as the background for higher level at high schools ; and
- a storage of over 2000 vocabulary items related to daily life in family and in society
The Intensive English Program at junior high schools prioritizes the development of listening and speaking skills to ensure students can communicate fluently in English upon completion While there is a strong emphasis on these skills, reading and writing are also important, and students must meet specific targets for each area.
Students are supposed to be able to comprehend daily life conversations, small talks, as well as stories in the length of 150 to 200 words b) Speaking
Students should be able to share information about themselves and their social circles, including relatives and friends At an advanced level, they are expected to articulate their feelings and provide their opinions in English on a specific topic, with a target length of 100 words This practice not only enhances their communication skills but also encourages personal expression and critical thinking in the language.
Students need to understand various types of English documents, including informal letters, newspaper and magazine articles, scientific reports, and short stories of around 200 words.
Students should be able to fill out simple forms, write informal letters, biographies and descriptive or narrative compositions in the length of 100 words
The linguistic knowledge as well as the four skills is tested periodically to ensure that the students reach the standards required
THE CURRICULUM
To meet the established targets, a practical and effective curriculum is essential, leading the Department of Education and Training to enlist qualified English teachers to design the Intensive English Classes curriculum This initiative, conducted as a scientific research project, was implemented in September 2003 and was developed according to specific guidelines.
The Ministry of Education's textbook and the accompanying coursebook must be thoroughly addressed in tandem, ensuring that the coursebook not only aligns with the language items presented in the textbook but also offers a more intensive approach to learning.
The supplementary coursebook must prioritize communicative skills, emphasizing intensive practice in listening and speaking This approach ensures that students are equipped to effectively use English as a second language for communication upon graduating from high school.
The coursebook content must align with the learning abilities and psychology of teenage students, ensuring that the material is not overly challenging to prevent discouragement Topics should resonate with teenagers to spark their interest, while engaging activities are essential to involve all students effectively.
- The methodology should be suitable for the teaching and learning situation in Vietnam In other words, they should not be against the Vietnamese ideology about education
The Intensive English Program utilizes a blend of Vietnamese textbooks, specifically TIENG ANH 6, 7, 8, and 9 from Nha Xuat Ban Giao Duc, alongside the American Hotline series (Starter, Progress, Early-intermediate, Intermediate) published by Oxford University Press This dual approach ensures that both series are employed simultaneously and interactively at each educational level.
Grade 6: TIENG ANH 6 + AMERICAN HOTLINE (Starter)
Grade 7: TIENG ANH 7 + AMERICAN HOTLINE (Progress)
Grade 8: TIENG ANH 8 + AMERICAN HOTLINE (Early Intermediate)
Grade 9: TIENG ANH 9 + AMERICAN HOTLINE (Intermediate)
TESTING
In order to help students reinforce their knowledge, in addition to the frequent tests
According to the syllabus established by the Ministry of Education in 2000, students are required to complete a one-period test after each review lesson in the American Hotline program This test is designed to assess students' understanding of the covered language items and should not be overly challenging, allowing teachers to accurately evaluate learning progress Additionally, at the end of each semester, students in the intensive program must take an extra English exam focused on listening and speaking skills, with results reflected on their report cards Those with an average score below 6.0 at the end of the school year are not permitted to continue in Intensive English Classes, a policy that encourages students to strive for higher academic standards.
THE AMERICAN HOTLINE SERIES
American Hotline is a four-year course designed for teenagers, progressing learners from beginner to intermediate levels It features a grammar-based syllabus that employs a loop back principle for constant review, ensuring structured language development As an integrated-skill coursebook, it provides separate sections for listening, speaking, reading, and writing, while emphasizing the connection between these skills This blend of modern and traditional teaching methods aligns well with Vietnamese learning styles The content of American Hotline aligns closely with Vietnamese textbooks (TIENG ANH 6, 7, 8, 9), facilitating simultaneous study and increased practice opportunities Consequently, it has been adopted for the Intensive English Program in junior high schools in Ho Chi Minh City Despite being in use for over a decade, questions remain about its effectiveness regarding student motivation, learning environment, and coursebook relevance, highlighting the need for further evaluation and improvements to enhance its impact.
SUMMARY
This chapter outlines the Intensive English Program, detailing its objectives, requirements, target audience, curriculum, assessment methods, and the coursebook series utilized This comprehensive information is crucial for the researcher’s evaluation of the coursebook, ensuring it meets the necessary criteria.
33 decide whether or not the coursebook is suitable for the learning and teaching situation
DESIGN AND METHODOLOGY
RESEARCH SETTING
This research was conducted in the Third District of Ho Chi Minh City, Vietnam, spanning from the middle of the first academic term to the midpoint of the second term of the school year.
From November 2007 to March 2008, the researcher, an English teacher with over seven years of experience at Hai Ba Trung School, taught Intensive English Classes During this period, they utilized the American Hotline series, which catered to both beginner and intermediate students This role allowed the researcher to observe colleagues' classes, engage with students and their parents, and monitor the teaching and learning outcomes of the program.
Primary and secondary documents were sourced from the Department of Education and Training in Ho Chi Minh City, along with minutes shared with Hai Ba Trung School These materials include valuable discussions and insights from teachers who have utilized the American Hotline series in their instruction.
Interviews, class observations, and teacher questionnaires were conducted at Hai Ba Trung School and four junior high schools in Ho Chi Minh City's Third District: Le Quy Don, Le Loi, Kien Thiet, and Doan Thi Diem, as part of scheduled meetings by the Department of Education and Training Additionally, student questionnaires and parent interviews were carried out at Hai Ba Trung and Le Quy Don Schools, chosen for their similar family backgrounds and knowledge standards, ensuring more objective and accurate results.
RESEARCH QUESTIONS
The main question guiding this study is:
Is AMERICAN HOTLINE - Intermediate suitable for ninth graders at Vietnamese junior high schools as the coursebook of the Intensive English Curriculum?
To determine the suitability of a coursebook for teaching and learning, it is crucial to identify the challenges associated with its use and develop strategies for effective implementation This process involves addressing two key sub-questions.
1 What are the potential obstacles in teaching and learning AMERICAN HOTLINE - Intermediate?
2 How can teachers and students use AMERICAN HOTLINE - Intermediate effectively?
To address the research questions, data was gathered through questionnaires and interviews with both teachers and students, alongside observations of intensive classes This collected data was then analyzed to support the research hypothesis effectively.
RESEARCH DESIGN
The research involves three parts: the interviews, the questionnaires and the class observations
Interviews with English language teachers and ninth-graders that have been using American Hotline – intermediate helped collect data on the potential obstacles in teaching and learning the book
In-depth interviews with ten English language teachers, each with over four years of experience teaching American Hotline-intermediate, provided valuable insights into the strengths and challenges of the coursebook The discussions focused on content quality, teaching difficulties, testing issues, and students' attitudes and motivation, revealing important factors for determining the book's suitability for junior high school students in Ho Chi Minh City By identifying the obstacles faced by both students and teachers, the interviews aimed to inform a more effective teaching and learning approach for utilizing the book Conducted in Vietnamese, the interviews allowed participants to express their thoughts freely without language barriers.
Qualitative case studies involve the researcher examining a specific entity or phenomenon, known as "the case," which is defined by time and activity, such as a program, event, process, institution, or social group Through in-depth interviews, primary and secondary documents, and field notes, the researcher gathers comprehensive information using various data collection methods over an extended period.
The questionnaire, adapted from models by Cambridge University Press, was administered to ten English language teachers across several schools, including Hai Ba Trung, Le Quy Don, Le Loi, Kien Thiet, Doan Thi Diem, and Tran Dai Nghia Conducted simultaneously with interviews, this approach aligns with Tomlinson's (1998) methodology.
“Questionnaires are often a balance of objective questions requiring limited answers, and scope for more
Open-ended responses provide valuable insights into user experiences, complementing objective feedback by offering subjective, descriptive evaluations These qualitative responses are essential for assessing the effectiveness of the material and understanding user perspectives more deeply.
The effectiveness of class interaction and motivation plays a crucial role in enhancing learning outcomes and meeting educational standards By integrating questionnaires with interviews conducted by publishers, editors, or authors, a comprehensive and insightful profile can be developed.
The questionnaire was divided into two sections: Section A focused on the teacher’s background and general feedback on American Hotline-Intermediate, while Section B gathered insights on Units 5, 6, and 7, which will be analyzed in-depth in Chapter V The data collected offers valuable perspectives from the teachers regarding the book's effectiveness and practical suggestions for its improved utilization.
In the 2007-2008 school year, a questionnaire was administered to 114 students in two Intensive English Classes at Hai Ba Trung and Le Quy Don Schools Conducted in Vietnamese, the questionnaire aimed to ensure students felt comfortable expressing their thoughts without language barriers The responses provided valuable insights into students' impressions of the American Hotline-intermediate materials, identified potential challenges they faced while using the book, and highlighted their expectations for improvements.
Teachers’ opinions along with students’ ideas provided a comprehensive evaluation on the book so that the researcher could figure out practical suggestions on how to use it effectively
Observations in Intensive English Classes at Hai Ba Trung, Le Quy Don, Le Loi, Kien Thiet, and Doan Thi Diem schools offered valuable insights into student engagement and teaching challenges These practical experiences allowed the researcher to gather reliable data, enhancing the in-depth examination of the curriculum.
Information collected from the interviews, questionnaires and class observations was analyzed and used as the most valuable examples to support the arguments throughout the study.
ANALYSIS AND EVALUATION OF AMERICAN HOTLINE-INTERMEDIATE
To determine the suitability of the American Hotline – Intermediate course for junior high schools in Ho Chi Minh City, a comprehensive evaluation of the course materials is essential This includes an overview of the Student’s Book, Workbook (without key), Teacher’s Book, and accompanying audio resources, following the frameworks suggested by Cunningsworth (1995) and Littlejohn (1998) A detailed analysis of Units 5, 6, and 7 will focus on the unit structure, language presentation (grammar, vocabulary, phonology, and discourse), and activities designed for practicing the four skills: listening, speaking, reading, and writing This examination will provide valuable insights into the content's comprehensiveness, student engagement, and the effectiveness of content recycling.
SUMMARY
This study utilized a qualitative approach, incorporating interviews, in-field observations, and a supplementary questionnaire to gather data on the use of the American Hotline-intermediate It aimed to identify the challenges faced by teachers and students, assess the effectiveness of the book, and discover suitable methods for learning English through a communicative approach.
FINDINGS AND ANALYSIS
THE ANALYSIS AND EVALUATION OF AMERICAN HOTLINE INTERMEDIATE….41 5.2 COMPARISON BETWEEN THE TEXTBOOK TIENG ANH 9 AND AMERICAN HOTLINE-INTERMEDIATE
The Intensive English Program for grade-nine students in Ho Chi Minh City utilizes the American Hotline-intermediate coursebook in conjunction with the TIENG ANH 9 textbook as its primary learning materials This comprehensive package is designed to enhance English language proficiency among junior high school students.
The American Hotline-intermediate package, which includes a Student’s Book, a Workbook (without key), a Teacher’s Book, and a set of two CDs/cassettes, was evaluated through observation, interviews, and questionnaires, reflecting the perspectives of teachers, students, and parents.
5.1.1 The Student’s Book a The book is full of beautiful colored pictures and photographs
A survey revealed that 100% of students found the American Hotline Intermediate coursebook visually appealing, featuring vibrant photographs and colorful images Out of 114 students interviewed, 110 expressed a preference for studying this book over the TIENG ANH 9 textbook, citing its attractive design and high-quality paper However, 89 students noted that the price of 166,000 dong was significantly higher than the 7,000 dong cost of the TIENG ANH 9 textbook Additionally, the coursebook's layout was praised for its clarity and consistency across all units.
All 114 students surveyed agreed that the book is well-organized, with a consistent section order across each unit, including the Jefferson Road story, Language Work, Reading, Listening, Interaction, and Project This clear structure enables them to easily follow their progress and understand the material.
42 c Sections in each unit are presented logically from receptive skills (reading and listening) to productive skills (speaking and writing)
The majority of teachers (80%) agree that the logical organization of each unit's sections—The Jefferson Road Story, Language Work, Reading, and Listening—effectively equips students with essential linguistic material This structured approach facilitates both speaking (Interaction) and writing (Project) tasks, ensuring that students are well-prepared with the necessary vocabulary and grammar, ultimately preventing them from struggling in language production The lesson is also methodologically presented, enhancing the overall learning experience.
The interviewed teachers unanimously agreed that each unit is structured in two primary formats: warm-up – presentation – practice and pre – while – post The first format is utilized for Language Work, Interaction, and other components.
The Jefferson Road story, along with the Reading and Listening activities, is structured to facilitate lesson planning for teachers, as detailed in Appendix E with a sample lesson plan While the book's content is generally appropriate for students, some units address issues that may conflict with Vietnamese educational traditions.
A survey revealed that 70% of teachers believe the book's content is suitable for intermediate students with sufficient language skills to engage with the topics in each unit The reading and listening materials are noted for their informative nature, despite being lengthy However, all teachers echoed similar feedback as the five interviewed.
43 parents on the content of the Jefferson Road Story Both the teachers and the parents agreed that it focuses too much on emotional problems among the characters (unit 3,
In Vietnam, sections 6 and 9 of the book are deemed unsuitable for senior high school students, while nearly 100% of surveyed students found the Jefferson Road Story to be the most engaging part The researcher observed that students are particularly enthusiastic about the emotional dynamics between characters and are eager to see how their conflicts are resolved Additionally, students enjoy taking on roles of their favorite characters and expressing their thoughts on the narrative However, many topics in the book do not align with students' interests, with some being unpopular among Vietnamese senior high schoolers.
7 of 10 teachers as well as 98 of 114 students complained in the questionnaire that the book deals with uninteresting topics such as genetics (unit 1), expeditions (unit
The content of the curriculum in units 6 and 10 is deemed unsuitable for 15-year-olds, whose primary interests revolve around fashion, music, movies, and relationships with friends, parents, and teachers Six teachers admitted that certain reading passages cover topics such as biology, history, and literature, which fall outside their areas of expertise Furthermore, both teachers and students noted that some units address issues like parking incidents and forming music bands, which Vietnamese senior high school students have not encountered, resulting in a lack of ideas for discussion and problem-solving Despite this, the exercises provided are diverse and structured in a logical sequence.
All teachers surveyed confirmed that the exercises are thoughtfully designed in various formats and organized methodically In the Language Work section, the activities progress from controlled practice to free practice, while the Reading and Listening sections consistently focus on identifying the main ideas.
The comprehension exercises often differ based on the passage content, including formats like True/False, Multiple Choice, Table Filling, and Question-Answer Notably, 50% of teachers and 76% of students engage with these varied exercise types.
A survey of 114 students revealed that certain listening comprehension tasks, specifically activities 4 in unit 2, 3 in unit 3, 4 in unit 7, 3 in unit 9, and 5 in unit 10, are perceived as overly challenging These tasks require students to infer answers from lengthy discussions while simultaneously writing them down, which can be daunting for even proficient learners, let alone average or struggling students As a result, engagement in these activities diminishes, leading to a loss of interest in listening classes However, the textbook does provide valuable exercises for enhancing pronunciation skills.
All teachers expressed appreciation for the Pronunciation Practice section at the back of the book, which addresses phonology concepts from each unit This section offers clear explanations and diverse practice activities that help students enhance their pronunciation skills gradually Unfortunately, its placement at the back often leads to it being overlooked Consequently, 60% of teachers recommended that the Pronunciation Practice be included at the end of each unit The book employs a communicative and student-centered approach to learning.
A significant majority of teachers (80%) praised the communicative and student-centered approach utilized in the book, highlighting that grammar is taught through contextualized examples and vocabulary is organized by topics All practice tasks, including grammar exercises, are framed within real-life contexts, encouraging students to demonstrate their problem-solving skills in the target language Additionally, the Language Use section enhances students' communicative abilities by providing functional language necessary for making polite requests and suggestions, thus facilitating effective communication.
ADVANTAGES AND POTENTIAL OBSTACLES IN TEACHING AND LEARNING
5.3.1 Advantages of American Hotline-intermediate
In a survey conducted among English-language teachers at five secondary schools in the Third District, all participants affirmed that the American Hotline - Intermediate coursebook is suitable for the Vietnamese educational context They highlighted that the book offers a systematic presentation of language tailored to students' proficiency levels, featuring language items that progressively increase in difficulty and providing ample knowledge for learners.
The book features a well-organized layout enriched with vibrant images, which effectively engages students and encourages active participation in their lessons By presenting informative texts and discussions across 51 diverse fields, it not only enhances their cultural awareness but also improves their language skills, providing a solid foundation for pursuing higher education.
The book offers students numerous opportunities to practice the language through engaging activities like role-playing, interviewing, and games, while also featuring a self-check section for self-assessment It employs a communicative and student-centered approach, encouraging learners to discover language usage through contextual examples and express their thoughts freely in the "What do you think?" section Additionally, the book emphasizes functional language to ensure effective communication For teachers, it provides a variety of structured activities and a Teacher’s Book filled with step-by-step instructions and answer keys, minimizing preparation time for lessons and assessments, as all necessary resources are included in the package.
A significant majority of students (106 out of 114) expressed a strong preference for studying the book, citing several key reasons Firstly, its vibrant and colorful images capture their attention and provide helpful context for the lessons Secondly, the engaging Jefferson Road story features amusing events and practical expressions relevant to daily communication, allowing students to gain insights into the behaviors and thoughts of American teenagers Lastly, the book offers a clear presentation of language concepts paired with practical activities, enabling students to practice their language skills and express their opinions confidently.
Parents expressed their happiness regarding their children's progress in studying English, noting that their confidence in communication has increased, despite occasional grammatical errors Additionally, many students have significantly improved their pronunciation, with some even sounding like native speakers Moreover, through engaging with reading and listening materials, their general knowledge has expanded across various fields, including the environment, space, and law.
The project work enhances both self-study and teamwork skills, as students often need to gather information and present their findings independently, while also collaborating with peers to successfully complete their assignments.
5.3.2 Potential obstacles in teaching and learning American Hotline - intermediate
5.3.2.1 The teachers’ difficulties a 100 % of the teachers stated in the questionnaire that they have difficulty dealing with the Jefferson Road because the content of some episodes is not suitable for Vietnamese junior high school students who are only fifteen years old whereas the characters are eighteen The story mostly mentions emotional problems between the characters which are, by tradition, not considered educational for junior high school students in Vietnam Therefore, they find it hard to help students understand the story as it is without breaking the tradition and social ideology of the country In reality, the teachers at Hai Ba Trung School, where the students’ parents are very seriously cautious about their children’s emotional relationship, must lead the students to understand the story in a less sensitive way so as to avoid making them imitate the characters’ behaviors and thoughts This sometimes results in the fact that the story is not understood as it is expected by the writer b 7 of 10 interviewed teachers shared the same idea that there are many exercises for the Language Work section in the Workbook, but some of them are so easy that students can do automatically without thinking carefully because each of them focuses on only one aspect of the grammar point However, there is a lack of integrated exercises which are more challenging for students to practice so that they can deal with such difficult ones in the exams Actually, teachers at Le Quy Don and Hai Ba Trung schools, where
The students at this school demonstrate a higher competence in English compared to peers from three other institutions, prompting teachers to create more challenging exercises to maintain student motivation and engagement However, 60% of teachers reported that the reading topics often exceed their expertise, covering areas such as biology, history, and technology, which necessitates additional research to adequately prepare for lessons This process is time-consuming and detracts from instructional time Furthermore, all interviewed teachers expressed frustration with the CDs used in the curriculum, as the lack of track divisions complicates lesson delivery and interrupts the flow of teaching To alleviate this issue, some educators have sought assistance in dividing the recordings into manageable sections Additionally, while speaking activities like role-playing generate beneficial "noise" that indicates active student engagement, it can disrupt adjacent classrooms, presenting challenges within the Vietnamese educational context.
Students at Kien Thiet, a semi-public school, often become overly excited during activities like role-playing the Jefferson Road story, making it challenging for teachers to maintain a controlled classroom environment To manage noise levels, teachers sometimes resort to punishment, leading to students feeling uncomfortable and losing interest in speaking activities This issue warrants attention from school authorities to ensure students can progress in learning English Furthermore, 80% of teachers expressed difficulties in conducting project activities, as students often cannot meet after school due to distance Consequently, teachers assign simpler projects for limited class time, preventing students from gathering additional information or resources, which diminishes the quality and attractiveness of their work Additionally, time constraints hinder students from engaging in more interesting, time-consuming projects, limiting their opportunities to use the language effectively Lastly, 70% of teachers noted a disconnect between classroom exercises and exam content, resulting in unsatisfactory exam performance, which undermines the goals of the Intensive English Program.
After completing the intermediate level, students are expected to obtain the PET certificate, with exam formats designed by the Department of Education and Training based on the Cambridge Preliminary English Test structure To ensure students are well-prepared, teachers at Le Quy Don and Hai Ba Trung schools, where students are motivated and have additional time, gather extra exercises similar to those in the exams, providing students with opportunities to familiarize themselves with and practice more challenging tasks.
The Format of the Written Exam for Intensive English Classes
I Choose the word or phrase that best completes the sentences
II Choose the best options (A, B, C, D) to fill in each blank to make a meaningful passage
III Reading comprehension (true / false, matching,…)
I Use the following set of words and phrases to complete the sentences
II Rewrite the sentences so that they mean almost the same as those printed before them
III Put the verbs in brackets into correct tenses
IV Complete the text with one suitable word
Despite the general enjoyment of the book among students, many face challenges that can be discouraging In a recent survey, 76 out of 114 students expressed concerns about certain reading passages being lengthy and filled with unfamiliar vocabulary, which hampers their understanding.
Many students feel overwhelmed by the extensive vocabulary required for their exams, leading to a lack of motivation in learning new words Teachers should focus on essential vocabulary that aids comprehension and is likely to appear on tests Additionally, 83 out of 114 students reported losing interest in listening classes due to fast-paced audio, unfamiliar topics, and challenging comprehension tasks To rekindle motivation, teachers should provide listening strategies and adjust task difficulty In the Interaction section, 79 students found that irrelevant scenarios hindered their ability to engage in realistic conversations, contributing to disinterest in speaking classes Furthermore, 85 students expressed concerns about the imbalance in workbook exercises, with grammar tasks being too simple while more complex tasks, like filling blanks and writing summaries, are overly lengthy and confusing, leading to decreased student responsibility and effort in their learning.
Many teachers face challenges in covering all exercises in their workbooks due to time constraints, leading them to skip easier tasks that students may feel are unnecessary to review However, some students may be too shy to express their confusion and seek help, resulting in increased misunderstanding as teachers unknowingly move forward without addressing these gaps in comprehension.
While parents acknowledge the benefits of the Jefferson Road story program, they express concerns about its appropriateness for their children They unanimously agree that some episodes overly emphasize emotional issues unsuitable for their age, yet the engaging content leads students to spend considerable time practicing conversations from the book This imitation extends to adopting the characters' speech, behaviors, and hairstyles, which may not align with societal norms Additionally, four parents highlighted that the program demands excessive study time, as students must balance five class periods with extensive homework, including lesson preparation, workbook exercises, vocabulary, grammar, and projects, leaving little room for other subjects Furthermore, three parents noted the challenge of monitoring their children's progress since all notes and assignments are in English, making it difficult for them to assist effectively.
To effectively support their children's learning, parents must understand English, as lessons now focus on listening, speaking, reading, and writing in English without translation into Vietnamese This shift emphasizes the importance of parental involvement in tracking their children's progress in language acquisition.