INTRODUCTION
Rationale
English for Specific Purposes (ESP) has been a longstanding component of the curriculum at Hanoi University of Pharmacy (HUP), focusing on equipping undergraduates with the skills to utilize English for professional objectives, particularly in comprehending specialized documents relevant to their studies Key factors influencing the effectiveness of ESP instruction include the choice of materials, teaching methodologies, and students' motivation towards learning A critical element in the success of the ESP course is the relevance and utility of the coursebook in meeting the specific needs of the learners.
The book "A Text-Based ESP Course for Pharmacy Students," utilized since 2016 at HUP, is tailored for fourth-year pharmacy students with foundational knowledge in the field Its objectives align with educational goals, focusing on vocabulary, grammar, and effective reading techniques, while also guiding students in selecting relevant professional documents To gain a more objective perspective on the course material, an evaluation of the textbook will be conducted involving feedback from both teachers and students at HUP.
Aim(s) of the study
The thesis aims to assess the effectiveness of the current ESP coursebook utilized at HUP, focusing on its alignment with the course objectives and the needs of the students, as well as its methodological approach.
Research questions
In order to fulfill the above aims, the study is expected to answer the following research questions:
1 To what extent does the course book “A Text-based ESP Course for Pharmacy Students” satisfy the aims of the course?
2 To what extent does the book meet students’ needs?
3 Is the book suitable to the current teaching and learning methods?
Scope of the Study
In material evaluation, it is essential to consider various criteria, including the audience, content, methodology, cultural bias, layout, and authenticity This study's evaluation criteria were derived from the framework established by Hutchinson and Waters.
(1995) with focus on the three following criteria: objectives of the material,contents of the material, and methodology.
Significance of the study
This study aims to gather insights from HUP teachers and students regarding their evaluation of the existing ESP coursebook The findings will serve as valuable evidence to enhance the current ESP coursebook at HUP, ensuring it better aligns with the learners' needs.
Also, the finding of this study will help ESP teachers at the university to meet the learners’ expectations better by narrowing the gap between teaching and learning.
Research methods
The study utilized a mixed-methods approach, incorporating both quantitative and qualitative designs to assess the ESP coursebook tailored for HUP students A questionnaire was administered to gather students' perceptions of the coursebook, complemented by interviews to enhance the reliability and validity of the findings.
Structure of the study
The study consists of 5 chapters:
Chapter 1 - Introduction - presents a general overview of the study with specific references to the rationale, the aims of the study, research questions, scope of the study, significance of the study, overview of the thesis.
Chapter 2 - Literature review - provides theoretical basis for the study with the detailed discussion about some relevant theories related to textbook, course book, material, material evaluation and need analysis.
Chapter 3 - Research Methodology - includes an overview of the approach used in conducting the study It also provides a thorough description of the data collection procedure as well as the analytical procedure.
Chapter 4 - Findings and Discussions - includes a detailed description of the findings as well as full explanation and interpretation of these findings.
Chapter 5 - Conclusion - makes conclusion of the study; recommends the improvements to the material; expresses the limitations and suggestions for further research.
LITERATURE REVIEW
Text book, coursebook and material
Teaching materials are essential for effective language teaching curricula, encompassing a wide range of resources that facilitate the learning process Researchers like Littlejohn (1998) and Tomlinson (2011) define these materials as including students' books, workbooks, teacher's guides, videos, CDs, DVDs, lesson plans, and online activities McGrath (2002) expands this definition to include "realia" (real objects) and presentations such as drawings or photographs, as well as textbooks, worksheets, computer software, and recordings Among these, textbooks are often regarded as the core component of English Language Teaching (ELT) programs, serving as "the visible heart" of the curriculum (Sheldon).
1988) It plays an important role of teaching a particular subject in schools and colleges and serves a basis of study for students and a primary teaching instrument for teachers (Oxfordlearnersdictionaries.com, 2008).
As a type of teaching materials, a course book is defined as “a textbook that students and teachers use as the basis of a course” (Collinsdictionary.com,
A coursebook is defined as a book utilized by students for a specific course of study (Dictionary.cambridge.org, 2018) According to Ur (1996) and Tomlinson (2011), coursebooks serve as essential materials for language-learning courses, ensuring that both teachers and students have access to the same resources These books aim to consolidate comprehensive content in one volume, often being the primary resource used throughout the course Typically, a coursebook encompasses exercises that cover various language components, including grammar, vocabulary, and pronunciation, as well as essential skills such as reading, writing, listening, and speaking.
In the context of English Language Teaching (ELT), the terms "textbook," "course book," and "materials" are often used interchangeably, with both textbooks and course books being specific types of educational materials.
2.1.2 Roles of materials in ELT classrooms
According to Richards and Rogers (2001) as cited in Ulaş Kayapinar
Course books are essential in the curriculum as they define syllabus content and coverage, serving multiple roles in English Language Teaching (ELT) They provide systematic knowledge of grammar, vocabulary, and pronunciation, support learners' self-study, and align with established learning objectives, making them invaluable for inexperienced teachers (Cunningsworth, 1995) Additionally, course books standardize instruction, frame language content, and offer practical models and exercises for classroom use (Ur, 1996) Their convenience and cost-effectiveness make them popular among universities, private, and state schools, as ready-made syllabi in course books are favored by school administrations and English teachers Furthermore, they enable learners to practice the target language in a classroom setting before applying it in real-life situations.
Course books, while commonly used as instructional materials, have notable disadvantages They often fail to provide authentic language models and relevant contextual activities, neglecting essential aspects like linguistic competence and idiomatic expressions (Richards & Renandya, 2002; Ulaş Kayapinar, 2009) Additionally, issues such as gender representation and cultural understanding are inadequately addressed Ur (1996) highlights that course books cannot meet the diverse learning needs of every student, leading to irrelevance and potential boredom Furthermore, they do not accommodate the varying levels of ability within classrooms Despite being viewed as essential tools for language instruction, overly structured course books can inadvertently de-skill teachers (Hutchinson & Torres, 1994; Osman Dülger, 2016).
In conclusion, coursebooks offer significant benefits for school administrations, language teachers, and students by providing structured syllabi and tailored texts that cater to a wide range of language learners However, they also present limitations, including inadequacy, irrelevance, and inauthenticity Therefore, it is essential to evaluate coursebooks to ensure they align with the school curriculum and meet the needs and interests of learners.
Coursebook evaluation
Coursebook evaluation is crucial for identifying the strengths and weaknesses of educational materials, guiding decisions on whether to adapt existing resources or adopt new ones This evaluation process, as defined by Tomlinson (2011), measures the potential value of coursebooks by assessing their impact on learners, instructors, and administrators through features like credibility and flexibility Rea-Dickins and Germanie (1994) further emphasize that evaluation helps us understand what is effective and what is not Effective coursebook evaluation hinges on asking the right questions and accurately interpreting the responses (Cunningsworth, 1995).
Coursebook evaluation involves gathering data and assessing the effectiveness of educational materials to make informed decisions about their usage or replacement.
Material evaluation is a subjective and dynamic process that lacks a definitive formula, as highlighted by Sheldon (1988) Various models and criteria for coursebook evaluation exist, tailored to different English Language Teaching (ELT) contexts Therefore, it is essential for administrators and instructors to select the most appropriate criteria for evaluating coursebooks, taking into account their specific teaching and learning environments.
This article outlines various models for coursebook evaluation, focusing on four key aspects: the internal content, the educational aims and approaches, the supplementary resources, and the physical appearance of the coursebook.
According to Ellis (1997), coursebook evaluation can be categorized into two types: predictive and retrospective evaluation Predictive evaluation assists teachers in selecting appropriate coursebooks, utilizing expert evaluations or checklists from literature In contrast, retrospective evaluation occurs during or after the use of a coursebook, further divided into impressionistic and empirical methods Impressionistic evaluation relies on observing learner engagement, while empirical evaluation systematically collects data through tools like end-of-course questionnaires, offering objective feedback on the material's effectiveness This feedback helps determine the suitability of the coursebook for future use.
(1997) states that retrospective evaluation is a good way of testing the validity of a predictive evaluation.
Another approach of evaluating coursebooks is proposed by Tomlinson
Tomlinson (2003) outlines a three-stage process for evaluating educational materials: pre-use, whilst-use, and post-use evaluation The pre-use evaluation is described as impressionistic, where a teacher quickly assesses a book's potential value through its physical appearance and content In contrast, whilst-use evaluation provides a more in-depth assessment by observing materials in action and gathering user feedback, though it raises challenges in measurement, such as the credibility of tasks and motivation levels Tomlinson suggests that these criteria can be estimated through open-ended observations, emphasizing the importance of focusing on one criterion at a time for greater reliability To evaluate the motivating power of materials, he recommends observing factors like student engagement and interaction with the content Finally, post-use evaluation seeks to determine the overall impact of the coursebook on learners' outcomes.
The impact of post-use evaluation on teachers and administrators is significant, as it assesses the effects of course materials on users after implementation According to Tomlinson (2003), this evaluation stage is crucial for understanding the effectiveness of the coursebook Additionally, Cunningsworth (1995) emphasizes that post-use evaluation aids in determining the future viability of a coursebook, guiding educators in their decision-making process regarding continued use.
Littlejohn's three-level evaluation checklist for coursebook assessment, introduced in 1998 and 2011, encompasses: (1) What is there? (2) What is required of users? and (3) What is implied? The first level addresses the coursebook's physical properties, such as publication date, target audience, and quality of materials, aligning with Tomlinson's criteria Level 2 delves into the language learning activities and tasks, focusing on the expectations for teachers and learners Finally, the third level examines the coursebook's approach, philosophy, and objectives Littlejohn emphasizes that these evaluation levels progress from objective criteria at the first level to more subjective considerations at the third level.
The fourth approach to coursebook evaluation is suggested by McGrath
In a systematic materials evaluation process outlined by (2002), two key stages are emphasized: 'first-glance' evaluation and 'in-depth' evaluation The 'first-glance' evaluation comprises four essential steps, each designed to assess the coursebook effectively.
The evaluation of a coursebook begins with practical considerations, focusing on availability, cost, and the levels offered If deemed satisfactory, the assessment moves to support for teaching and learning, evaluating the teacher’s book and supporting resources Next, context relevance is assessed, ensuring the coursebook aligns with aims, syllabus, length, and learners’ proficiency, age, and background If these criteria are met, the evaluator examines learner appeal, particularly the book's appearance The process continues to the next step only if all key criteria are satisfied; otherwise, the coursebook is rejected Upon meeting all criteria, an in-depth evaluation is conducted to analyze the coursebook in detail.
According to McGrath (2002), the in-depth evaluation tends to address the following points:
- The aims and content of the book
- What they require learners to do
- What they require the teacher to do
- Their function as a classroom resource
- Learner approaches to language learning
- The teaching-learning approach in the teacher’s own classroom
McDonough and Shaw (1993 & 2003) propose a three-stage approach to coursebook evaluation: external evaluation, internal evaluation, and overall evaluation, emphasizing that evaluation is an ongoing process adaptable to various teaching contexts External evaluation, akin to McGrath’s ‘first-glance evaluation’ and Tomlinson’s ‘pre-use evaluation,’ assesses factors such as the target audience, proficiency level, context, unit organization, author methodology, and physical presentation, alongside layout, design, and resource availability In contrast, internal evaluation focuses on content aspects, including grading and sequencing, aligning with McGrath’s ‘in-depth evaluation.’
Each coursebook evaluation method has distinct strengths and weaknesses, prompting evaluators to select or create an approach that is principled, systematic, and contextually appropriate It is beneficial for evaluators to integrate various approaches to balance the limitations of one with the advantages of others This study employs a mixed evaluation approach, primarily grounded in a modified version of Ellis’s framework (1997), supplemented by criteria from additional authors.
From different approaches to the evaluation of coursebooks, there are also different sets of criteria for evaluating coursebooks.
Criteria proposed by Hutchinson and Water (1987)
Hutchinson and Water (1987) proposed a checklist of material evaluation including items related to subjective and objective analysis of the book such as: audience, aim, content, methodology, price and its availability.
Understanding your audience is crucial for effective content creation This checklist includes key questions that gather essential information about learners, including their age, gender, nationality, field of study or work, language proficiency, and personal interests.
Aim: Evaluators need to consider if the aims and objectives of the coursebook match those of the course/ school program.
This section addresses key aspects of language instruction, including language description, macro-skills and their proportions, micro-skills, various types, subject matter areas, topics, as well as the organization of the course and its units, along with content sequencing.
The methodology section of the checklist examines key aspects such as the learning theory, learners' attitudes and expectations, the exercises and tasks implemented, the teaching and learning techniques employed, the teaching aids utilized, the necessary teaching guidance, and the adaptability of the materials for various teaching contexts.
Needs analysis
Needs analysis, or needs assessment, is essential for effectively designing and implementing language courses, a fact recognized by numerous scholars and authors in the field.
The term “needs analysis”, according to Elaine Tarone and George Yule
Needs analysis, as defined by various scholars, is essential for understanding what specific language skills learners require Mountford (1981) emphasizes that "needs" encompass the capabilities students should achieve by the end of their language courses, reflecting the expectations of educational institutions and society Brindley (1984) expands this definition to include a range of factors such as wants, demands, and constraints According to Johns (1991), conducting a needs analysis is crucial as it lays the foundation for effective course design, ensuring that subsequent activities are valid and relevant Dudley-Evans and St John (1998) present a modern, comprehensive approach to needs analysis, highlighting its importance in addressing learners' requirements in second language acquisition.
Environmental situation – information about the situation in which the course will be run (means analysis)
Personal information about learners – factors which may affect the way they learn (wants, means, subjective needs)
Language information about learners – what their current skills and language use are (present situation analysis)
Learners often face gaps between their current skills and the professional knowledge required for their courses Identifying short-term needs is crucial for tailoring course content to meet these demands Additionally, understanding language learning needs is essential for developing effective strategies to acquire the necessary skills and language proficiency, addressing the specific lacks that learners experience.
Professional information about learners – the tasks and activities English learners are/will be using English for (Target Situation Analysis and objective needs)
How to communicate in the target situation – knowledge of how language and skills are used in the target situation (register analysis, discourse analysis, genre analysis)
Different types of need analysis are presented in the below figure:
As can be seen from the figure, these types of needs analyses are not exclusive but supplementary Each of them provide a piece to complete the jigsaw of needs analysis.
Previous studies on coursebook evaluation
Numerous studies have focused on coursebook evaluation, including a 2009 study by Ulaş KAYAPINAR, which assessed teachers' perceptions of foreign coursebook packages used in English preparatory classes across twenty-five high schools This study involved evaluations of popular coursebooks, gathering data from questionnaires completed by ninety-four teachers and interviews with forty others The findings indicated that teachers generally held negative views about the coursebooks, emphasizing the need for materials that cater to learners' needs within the national context In the same year, Azadeh Nemati evaluated the English Pre-University textbook in Karnataka, India, using a questionnaire based on critical features from various material evaluation checklists, completed by 26 teachers from 12 randomly selected schools The study detailed the strengths and weaknesses of the textbook and systematically analyzed its vocabulary, ensuring it was sequenced according to frequency, as highlighted by Nation (1990) as crucial for effective vocabulary teaching.
In a study conducted by Tran Minh Thanh (2014) in Vietnam, the relevance of the book "English for Information Technology" was evaluated for second-year university students in Thai Nguyen Utilizing survey questionnaires and semi-structured interviews, the research assessed the perceptions of both students and teachers regarding the coursebook's content, format, and methodology The findings indicated that the coursebook is generally aligned with the learners' needs, suggesting that it should continue to be utilized by second-year students, albeit with some necessary modifications and adaptations.
In 2015, Tran Thi Thuy carried out an evaluation of the coursebook
The study evaluates "New English File - Elementary" for first-year university students in Hanoi, aiming to assess its alignment with course requirements regarding audience, content, aims, and methodology Utilizing Hutchinson and Warter's (1987) criteria alongside document analysis and survey questionnaires, the findings indicate that the textbook generally fulfills the Faculty of English Department's needs, although some areas require modification and adaptation.
In 2018, Vu Thi Hong Luyen made a study of evaluating the course book
The "English File Beginner Student’s Book – Third edition" by Christina Latham-Koenig and Clive Oxenden is well-suited for non-English major students at a preparatory school in Viet Tri, aligning effectively with the course objectives and students' needs The analysis indicates that the course book integrates seamlessly with current teaching and learning methods, although some minor elements require adaptation for optimal effectiveness.
The result of this study would benefit both teachers and learners who work with this material for better use in the future.
This study is also carried out to evaluate the course book “A Text-based
The evaluation of the "ESP Course for Pharmacy Students" focuses on assessing the alignment of the course materials with its objectives and the specific needs of the students Instead of relying on a single evaluation model, the researcher adopts criteria from various evaluators, utilizing questionnaires and interviews with both teachers and students This approach aims to uncover reliable and valuable insights into the course's effectiveness.
English for Specific Purposes
English for Specific Purposes (ESP) has been defined in various ways by numerous scholars, often focusing on what it is not However, a consensus among researchers identifies ESP as a language learning approach centered on specific fields of human activity, considering learners' time constraints Hutchinson and Waters (1997) describe ESP as a crucial component of the English as a Foreign/Second Language (EFL/ESL) system, emphasizing that it is not merely a type of language or methodology, but rather a tailored approach to language learning that addresses the unique needs of learners.
Robinson (1980) defines English for Specific Purposes (ESP) courses as those designed for participants with specific academic, occupational, or scientific goals She highlights the importance of understanding learners' purposes, as emphasized by Strevens (1977), which should drive the curriculum and prevent the inclusion of irrelevant materials Additionally, she advocates for involving learners as curriculum designers to create a more learner-centered approach Strevens further asserts that ESP courses must be grounded in a thorough analysis of participants' needs, which is essential for tailoring the curriculum to effectively meet its intended objectives.
English for Specific Purposes (ESP) is a flexible approach to language teaching that is not limited to a specific discipline, age group, or ability level It can be applied to any subject and any learner, emphasizing the importance of tailoring content and methods to the individual reasons for learning As Dudley-Evans notes, ESP reflects a mindset focused on the learner's needs, aligning with Hutchinson et al.'s view that all teaching decisions should be based on these motivations.
Summary
This chapter provides a comprehensive overview of key issues related to the study, focusing on the definitions of textbook, coursebook, and educational materials, as well as their roles in the English Language Teaching (ELT) classroom It also explores the concepts of coursebook evaluation, including various approaches and criteria used in the evaluation process Additionally, the literature review of previous research on coursebook evaluation serves as a foundation for the current study The next chapter will outline the methodology utilized in this research.
METHODOLOGY
The setting
3.1.1 Overview of ESP teaching and learning at Hanoi University of Pharmacy
ESP courses are used for the fourth year students and last for 2 credits.
The course is designed to provide students with essential English skills relevant to their future careers or further education Students participate in four class sessions each week for a duration of eight weeks To successfully complete the course, students will be assessed on their attendance, a 40-minute mid-term test, and a final written examination.
The course is designed to:
Provide students with vocabulary related to different specialties in the field of pharmaceutical sciences.
Introduce students to some general knowledge in several aspects of pharmaceutical sciences.
Provide students with opportunities to practice and develop their language skills in general as well as pharmacy context.
Develop students’ language skills in the context of pharmacy with emphasis on reading.
The English coursebook for pharmacy students “A Text-based ESP
The "Course for Pharmacy Students" was designed to equip students with essential English vocabulary related to pharmaceutical sciences, including chemistry, basic pharmacology, drug interactions, and traditional medicine This initiative marked a significant advancement for both educators and learners, as it prioritized key subject areas and relevant language forms, enhancing the educational experience at the University.
The "Text-based ESP Course for Pharmacy Students" comprises ten units that cover essential knowledge in basic pharmaceutical sciences while enhancing grammar and vocabulary skills This course emphasizes reading proficiency and includes writing exercises, along with numerous opportunities to develop speaking abilities.
The ESP course offered by the Faculty of Foreign Languages is designed to equip pharmacy students with essential knowledge pertinent to their field By the end of the course, students are expected to distinguish pharmaceutical terminology from other disciplines and everyday language, infer meanings of relevant words and phrases through contextual understanding, and master key grammatical structures found in ESP texts Additionally, the course enhances students' vocabulary across seven specialized areas, enabling them to independently read and translate various English reference materials related to their specialization.
Due to the limited time available for English for Specific Purposes (ESP) instruction, the assessment strategy consists solely of two types of summative evaluations: a midterm test lasting forty-five minutes and a comprehensive end-of-term test lasting sixty minutes.
Research methodology
According to Dudley-Even (1988, p.132), the main sources to provide data should be the learners, the people with whom the learners work or study, documents being used, evaluator and colleagues.
The research utilized mixed methods to gather data from multiple sources, including ESP teachers actively using and adapting the coursebook for improved teaching outcomes Additionally, data was collected from fourth-year students engaged with the materials during the study The researcher, who had experience with the materials, also contributed to data analysis To evaluate the ESP materials effectively, the researcher analyzed the ESP course syllabus and conducted a survey to gather relevant information.
The research participants would be described as follows:
3.2.1.1 The first group of participants
Eighty-six fourth-year pharmacy students from three groups participated in the study after completing their English for Specific Purposes (ESP) course At the time of data collection, these students were in their eighth semester and had successfully completed three semesters of General English, utilizing the New Cutting Edge Pre-Intermediate and Intermediate materials.
Most fourth-year students, aged 20 to 22, have completed their general English credits but exhibit varying levels of language proficiency While some students from urban backgrounds began learning English at an early age and have developed strong skills, many others, particularly those from remote areas, struggle with the language This disparity in proficiency is especially evident among students from minority groups.
The researcher can obtain valuable insights from students regarding their evaluation of coursebooks, focusing on their proficiency levels, educational objectives, material content, assigned tasks, exercises, and the teaching techniques employed during their courses.
3.3.1.2 The second group of participants
Four experienced ESP teachers from the Faculty of Foreign Language at HUP, aged between 36 and 47, participated in the interviews They have utilized the coursebook “A Text-based ESP Course for Pharmacy Students” and hold MA degrees in English from either the National University or the University of Foreign Studies in Hanoi Their extensive teaching backgrounds enable them to effectively identify and address the specific English language needs of pharmacy students, ensuring a tailored learning experience.
The interview was done in June 2019 when the participants have just finished the teaching of their ESP course.
The evaluation of the coursebook's alignment with the course's methodology, objectives, and student needs was conducted using two data collection methods: questionnaires and semi-structured interviews.
This study utilized questionnaires for both teachers and students to investigate three key aspects of materials evaluation: alignment with course objectives, addressing students' needs, and compatibility with current teaching and learning methods The student questionnaire was presented in Vietnamese, while the teacher questionnaire was provided in English, each consisting of five sections.
Part 1 consists of three questions They are designed to investigate the students’ English learning background.
Part 2 consists of nine items Among these items, items one to eight are used to look into the attitudes of the students towards the suitability of the aims of the ESP material to the aims of the course Item nine is an open-ended question which aims to ask the respondents to add the other areas relating to the aims of the coursebook that the researcher could take into account.
Part 3 includes four items in order to collect the students’ information relating to suitability of the coursebook to the content requirements of the course Item four is designed in an open way to let the students express the opinions on the the suitability of the coursebook to learners’ needs.
Part 4 comprises three questions (questions six to eight) to investigate the appropriateness of the methodology used in the coursebook to the course requirements through questions about the teaching and learning techniques used in the book and the teaching aids required by the book.
Part 5 is teachers’ and students’ general evaluation of the course book as well their suggestions and expectations for the book adjustment if necessary.
While questionnaires can yield valuable information, they may not provide all the necessary data for a study Therefore, this research also incorporated interviews, which, as noted by Nunan (1998), offer in-depth insights and greater flexibility, despite being potentially costly and time-consuming The researcher determined that, with a limited number of informants, interviews proved to be a suitable and effective method for data collection.
The interview questions were formulated in Vietnamese to ensure clear understanding among participants They were primarily adapted from previous theses by Nguyen (2003, 2004) and Le (2018), with additional questions created by the researcher The questions focused on three key evaluation criteria: the alignment of the ESP material with students' language proficiency, the objectives of the course, and the teaching methodology The interviews involved ESP teachers to gather insights on the materials they utilized and to obtain recommendations for enhancing material quality.
ESP teachers evaluated the coursebook based on its aims, learners' needs, and methodology Their feedback, aligned with the fourth-year students' questionnaire, focused on comments and suggestions for material improvement The scales used in the teacher interviews mirrored those in the students' questionnaire, facilitating a later comparison of perspectives between students and teachers.
Data collection was carried out through questionnaires for students and interviews for teachers.
The researcher developed questionnaires using carefully selected criteria adapted from various evaluators and distributed them to 90 fourth-year students following the final ESP course lesson Students were given over half an hour in class to complete the questionnaires, which were collected immediately after completion Despite some absences due to illness, a total of 86 questionnaires were successfully returned from the fourth-year students.
The formal interviews with four ESP teachers were conducted following the collection of students' questionnaires A checklist of questions was prepared in advance to ensure the teachers were well-prepared for the interviews During the interviews, the researcher took brief notes on the interviewee format while also using a recorder to enhance the reliability of the results.
Summary
Evaluating materials is a crucial step in language teaching and learning, aimed at enhancing the effectiveness of educational resources The success of this evaluation largely hinges on the chosen research methods This chapter outlines the data collection instruments and analysis procedures utilized in the thesis, along with a description of the study's participants The researcher aims to apply the specified data instruments and select appropriate evaluators to gain a critical perspective on the coursebook being examined The findings of this study will be detailed in the subsequent chapter.
FINDINGS AND DISCUSSION
About the learners
Understanding learners' backgrounds, including their age, years of English study, and current proficiency levels, is essential for educational institutions to develop effective curricula and select appropriate course materials The following charts provide a summary of key information about the learners at HUP.
The three pie charts below presents students’ age and their background of learning English as the result collected from students’ questionnaires.
According to Chart 4.1, 92% of the surveyed students were twenty-two years old, indicating that they transitioned directly from high school to university Meanwhile, 8% of the students were twenty-three, having enrolled in university one year after completing high school.
Chart 4.2: Students’ period of learning English
Chart 4.2 clearly indicates that all students have extensive experience in learning English, with 57% having studied the language for seven years, 28% for ten years, and 15% for over ten years This data suggests that their English education began during primary school.
Chart 4.3: Students’ background of learning English
Chart 4.3 shows that all students (100%) asked to complete the questionnaires have studied the pharmaceutical specialties.
Students at Hanoi University of Pharmacy originate from various regions across the country, including both rural areas and urban centers Many have engaged in diverse English courses, such as IELTS and TOEIC preparation, English communication, and specialized English training Their primary resource for learning is the coursebook "A Text-based ESP Course for Pharmacy Students," supplemented occasionally by IELTS and TOEIC materials, Grammar in Use, or handouts provided by their instructors.
The suitability of the coursebook to the objectives of the course
This section addresses the initial research question regarding the effectiveness of the course book “A Text-based ESP Course for Pharmacy Students” in meeting the objectives of the course.
The article summarizes insights gathered from questionnaires and interviews with teachers regarding their opinions on the appropriateness of the coursebook "A Text-based ESP Course for Pharmacy."
Students” to the objectives of the course.
4.2.1 Data collected from the questionnaire
Results from questions for teachers and students in the questionnaires are presented in the tables below.
Table 4.1: Teachers’ evaluation of the objectives of the coursebook
1 The coursebook is consistent with objectives.
2 The coursebook pharmaceutical vocabulary terminology appropriate to the objectives of theESP course.
3 The knowledge of seven pharmacy taught in accordance course.
4 In the reading integrated skills skills.
5 The content and number of vocabulary presented in the students translate treatises in English or
6 After the course, based on the seven oriented – specialties, vocabulary developed
7 Having course students had a thorough grasp of the grammatical points of ESP texts.
8 The provided with practice both spoken and written languages.
4 appropriate Table 4.2: Students’ evaluation of the objectives of the coursebook
1 The coursebook consistent course objectives.
2 The coursebook pharmaceutical vocabulary terminology appropriate objectives course.
3 The knowledge seven pharmacy majors is taught university accordance course.
4 In the reading integrated skills except listening skills.
5 The number presented coursebook students translate some treatises
6 After the course, based on the seven oriented – specialties, vocabulary developed
7 Having course students had a thorough grasp grammatical points ESP texts.
8 The provided the with opportunities practice and written languages.
The data reveals that both students and teachers generally found the coursebook “A Text-based ESP Course for Pharmacy Students” to effectively meet most course objectives, with the exception of the final objective Notably, neither group considered any of the objectives to be "completely inappropriate," although the fifth objective received the lowest agreement rates, at 1.1% from teachers and 6.9% from students.
The evaluation of the coursebook's alignment with course objectives revealed a strong consensus among both teachers and students, with 75% of teachers and 87.2% of students agreeing that the content was appropriately suited to the course goals Additionally, a notable percentage of teachers (25%) and a smaller group of students (4.7%) rated the coursebook as "completely appropriate." Very few participants expressed uncertainty or deemed the material inappropriate, indicating overall satisfaction with the coursebook's relevance.
The evaluation of the coursebook revealed a strong consensus among teachers and students regarding its appropriateness for the pharmaceutical field, with 100% of teachers and 73.2% of students agreeing on the suitability of the vocabulary provided Only 3 out of 86 students found the pharmaceutical terminology inappropriate, while 16.3% expressed uncertainty about its relevance Both teachers and students rated the suitability of the pharmacy majors and vocabulary development positively, with significant percentages deeming them appropriate Additionally, a majority of students felt that reading skills were effectively integrated with other skills, excluding listening, and all teachers acknowledged the coursebook's role in enhancing reading and integrated skills Overall, there was a notable alignment in the evaluations of the fifth and seventh objectives, with minimal ratings of inappropriateness from both groups, although teachers tended to have a more favorable view of the coursebook's alignment with the objectives.
“inappropriate” for the objectives and only 25% of them rated “not sure”.
Over 50% of students expressed uncertainty regarding the coursebook's effectiveness in providing opportunities for practicing both spoken and written language Teacher opinions were divided, with 50% agreeing that the coursebook met this objective, while the other half disagreed Only 6.9% of students rated the material as "completely inappropriate," and 24.5% felt it was not adequately addressed Additionally, a significant number of students were unsure about the coursebook's ability to facilitate language practice, while 18.6% believed it was met appropriately.
4.2.2 Data collected from semi-structured interviews
The interviewed teachers largely concurred that the coursebook effectively aligns with the course objectives, as it equips students with essential technical vocabulary in English pertinent to pharmaceutical sciences.
1) Teacher 4 added that “the subject areas in the book are closely related to learners’ subject matters in terms of general specialty and specific specialty”.
However, they supposed that “the material focuses on reading skills whereas the other skills are marginalized in pre or post reading stages”.
The analysis of questionnaires and interviews indicates that the coursebook effectively met the majority of the course objectives As a result, most students expanded their vocabulary, enabling them to read and comprehend reference materials and translate basic texts from English or American pharmacopoeia.
However, the material doesn’t still create the learners with a lot of opportunities to practice both spoken and written language.
The suitability of the coursebook to students’ needs
This section aims to evaluate how well the course book meets the needs of students Both students and teachers provided feedback on the course book's relevance to their learning objectives.
The data presented in Tables 4.3 and 4.4 indicate a strong consensus among students and teachers regarding the coursebook's appropriateness for meeting students’ needs, with no participants strongly disagreeing A significant majority of students (73.3%) and teachers (75%) affirmed that the coursebook enables students to differentiate pharmaceutical terminology from other fields and everyday language, while only 3.5% of students expressed disagreement Both groups largely concurred that the coursebook enhances vocabulary related to pharmaceutical sciences, with half of the teachers and 31.4% of students strongly endorsing this view Furthermore, a substantial portion of students (74.5%) and half of the teachers (50%) recognized the coursebook's utility in aiding students with reading and translating pharmaceutical materials.
Table 4.3: Teachers’ evaluation of the suitability of the coursebook to the students’ needs
1 After learning the course book, you can distinguish the terms and words used in pharmaceutical sciences from those of other specialties and in daily communication
2 The course book gives you opportunities to enrich your vocabulary in pharmaceutical sciences.
3 The course book is used to assist you with the reading and translation of the material relating to pharmaceutical sciences.
Table 4.4: Students’ evaluation of the suitability of the coursebook to their needs
After learning the course book, you can distinguish the terms and words used in pharmaceutical sciences from those other specialties and daily communication
The course book gives you opportunities enrich your vocabulary in pharmaceutical sciences.
The course book is used to assist you with reading and translation of the material relating pharmaceutical sciences.
4.3.2 Data collected from semi-structured interviews
In terms of the topics of the book, the interviewed teachers found that these topics were “related to the students’ major” and equipped the students
“with an amount of subject matter knowledge”.
The book significantly enhanced learners' technical vocabulary in pharmaceutical sciences, including pharmacology, medicinal chemistry, and pharmaceutical toxicology This enriched vocabulary empowered them to read and comprehend professional documents in their field, facilitating further study and understanding.
When being asked about the strengths and weaknesses or what they like or do not like about the book, teachers had good reviews Teacher 2 thought that
The book addressed topics that aligned with the interests of HUP students, significantly boosting their motivation in English class Each unit emphasized reading skills, providing students with opportunities to enhance both their reading and communication abilities However, the length of some reading texts posed a challenge, limiting the time available for students to complete tasks and exercises in the coursebook.
The analysis indicates that the coursebook effectively meets students' needs, with most topics resonating well and generating excitement among learners Significant emphasis is placed on expanding specialist vocabulary, which aids students in comprehending professional documents in their fields However, the limited course duration poses challenges for both teachers and students at HUP in fully covering the curriculum.
The suitability of the coursebook to the current teaching and learning methods
This section of the questionnaire, including three questions from part 4, aims to assess the alignment of the coursebook with contemporary teaching and learning methods The author investigates the effectiveness of interactions facilitated by the coursebook, the frequency of teaching aids employed, and the evaluations provided by both students and teachers regarding the coursebook's methodology.
Table 4.5: Teachers’ views on the effectiveness of the teaching and learning interactions used with the coursebook
Table 4.6: Students’ views on the effectiveness of the teaching and learning interactions used with the coursebook
Tables 4.5 and 4.6 present the evaluations of teaching and learning interactions from both students and teachers regarding their effectiveness in the coursebook Overall, the majority rated the interactions as "effective," with individual work, group work, teacher presentations, and pair work identified as the most effective methods Notably, no teachers rated these four interaction patterns as "very ineffective," and only a minimal percentage of students (0% - 3.5%) classified them as such.
In a recent assessment of student presentations and whole class work, a significant portion of students (31.3% - 32.6%) rated these activities as "effective" or "very effective." However, the majority, comprising 50% - 51.1%, felt they were "neither ineffective nor effective." In contrast, teachers viewed both student presentations and whole class work more favorably, with 50% rating them as "effective" and 25% as "very effective," indicating a perception of their efficiency comparable to other interaction methods.
Table 4.7: Teachers’ views on the frequency of the teaching aids used with the coursebook
Table 4.8: Students’ views on the frequency of the teaching aids used with the coursebook
According to tables 4.7 and 4.8, projectors were the most commonly utilized teaching aids by both teachers and students, as all lessons were delivered using this technology While charts, videos, and realia were also incorporated, their usage was infrequent A total of 100% of teachers and 96.5% of students reported that charts were "rarely" used, with a few students suggesting they were "sometimes" employed Videos were utilized "sometimes" by 62.8% to 75% of respondents.
“rarely” (25% - 37.2%) used to illustrate the processes Realia were
A significant portion of teachers (25% - 32.6%) reported occasionally using real-life objects, such as medicine boxes and tablets, to enhance lessons on dosage forms and traditional medicines In contrast, a majority (67.4% - 75%) indicated that these materials were rarely utilized Notably, both teachers and students unanimously agreed that a cassette recorder was never employed in conjunction with this educational resource.
Table 4.9: Teachers’ evaluation on the methodology of the coursebook.
.1 The material provides a good balance of four-skill practice, pronunciation, and grammar reinforcement
2 The material language students and suggestions for their further self-study.
3 The material orders of different units and language points It can also be linked to other materials for references.
4 Grammatical vocabulary are introduced in real situations.
Table 4.10: Students’ evaluation on the methodology of the coursebook
1 The material provides a good balance of four-skill pronunciation, vocabulary grammar reinforcement.
2 The material includes language for students suggestions further self-study.
3 The material flexible in orders of different units language points It can also be linked to other materials references.
4 Grammatical points and vocabulary real introduced in
Table 4.9 and 4.10 reveal that the majority of teachers and students believe the coursebook meets the criteria well, with minimal ratings of "poorly" or "not very well." Notably, teachers exhibited a more positive outlook on the book's alignment with the criteria compared to students, as no participants rated it negatively.
“poorly” or “not very well” for the criteria and only 25% of them rated
A significant portion of students expressed a neutral stance regarding the coursebook's effectiveness in meeting certain criteria, with 8.2% to 18.6% indicating this view However, both teachers and students largely agreed that the material adequately fulfills these requirements, with 25% to 75% rating it as "well" and 2.3% to 75% as "very well." Notably, the coursebook excelled in providing integrated and meaningful knowledge and skills, as well as offering language guidance and suggestions for further study.
4.4.2 Data collected from semi-structured interviews
The interviewed teacher affirmed that the coursebook aligns well with contemporary teaching and learning methods It incorporates effective methodologies such as pair work, group work, student presentations, and class activities that cater to various learning styles Additionally, the language elements and skills in the book are interconnected, facilitating regular practice for students.
The evaluation of the coursebook, based on questionnaire and interview results, indicates that it aligns well with the current teaching methodologies at the university Individual, pair, and group work are deemed the most effective classroom interactions, while student presentations and whole-class activities received less favorable feedback Additionally, the coursebook effectively supports the communicative language teaching approach, fulfilling most of its requirements and frequently utilizing projectors in the learning process.
General evaluation and suggestion for further use of the coursebook
This part investigates teachers’ and students’ overall evaluation of the coursebook and asks for suggestions for better further use of the material.
Table 4.11 below reveals the overall rating of the coursebook by students and teachers It is obvious that no one rated the quality of the book
A comparison of ratings reveals a discrepancy between students and teachers regarding the coursebook's quality While 12.8% of students rated it as "very good," none of the teachers shared this view Additionally, a minority of teachers rated the book as "fair" (20.9% - 25%), whereas the majority considered it to be of "good" quality, with ratings ranging from 66.3% to 75%.
Table 4.11: Students’ and teachers’ overall rating of the coursebook unit
Table 4.12: Students’ and teachers’ judgment on the time allocation for each unit
The analysis of time allocation for each unit reveals that a significant number of teachers and students perceive the current allocation of 3-4 periods (150-200 minutes) per unit as insufficient, with 50% of teachers and 69.7% of students expressing this sentiment Conversely, only 0% to 5.9% of participants felt that the time was excessive While a minority of students and half of the teachers (24.4% - 50%) considered the current allocation adequate, the overall feedback indicates a strong desire for increased time per unit This suggests that teachers should consider the varying abilities of students in each group to adjust time allocations more flexibly.
The data from the questionnaires indicated that most students did not have additional suggestions for the ESP course, except for a desire for more time dedicated to speaking and listening skills, as well as increased opportunities for interaction This finding aligns with insights from interviews, where Teacher 4 noted the challenges of covering the curriculum within the limited course timeframe, making it difficult for both teachers and students at HUP to engage with extra materials Additionally, Teacher 2 provided further suggestions to enhance the learning experience.
“more time for each unit so that teachers and students have enough opportunities for language skill development”.
Chapter Four outlines the findings from the research methods employed, including questionnaires and interviews, which were utilized to evaluate the strengths and weaknesses of the coursebook The insights gained from this data will inform the material adaptations discussed in the subsequent chapter.