INTRODUCTION
Rationale of the study
Language learning is essential for human expression, encompassing opinions, hopes, and dreams (Tavil, 2009) In recent years, English has become a mandatory subject across all school levels, prompting educators and researchers to explore effective teaching and learning methods Several factors influence the foreign language learning process, including personal characteristics, teacher and student backgrounds, language difficulty, and the availability of instructional media and facilities Additionally, motivation, attitudes, anxiety, learning achievements, and individual traits such as intelligence and age play significant roles (Gardner, 1960; Lehmann, 2006, cited in Shams, 2008) The attitudes of both teachers and students greatly affect the success of language education, while textbooks provide essential frameworks for achieving course objectives Notably, there is a lack of studies regarding the piloted textbook English 10 This research aims to investigate the attitudes of teachers and learners towards this textbook, highlighting its importance as a key factor in successful foreign language teaching and learning.
As an English teacher in Upper Secondary School, I understand that the attitudes of both teachers and students towards the newly introduced textbook can significantly impact the effectiveness of language teaching and learning Therefore, I aim to investigate this relationship further.
2 investigation with a hope to elucidate the roles of attitudes in teaching and learning L2 so that I have carried out the study entitled:
Teachers’ and students’ attitudes towards the piloted textbook English 10: The case of Nghia Hung Upper Secondary School, Nam Dinh City.
Aims of the study
The present study aims to investigate the attitudes of the teachers and students in the piloted textbook English 10
The following were the objectives of this study:
- To find out the teachers‟ and students‟ attitudes towards the piloted textbook English 10
- To find out the feelings of teachers and students in the classroom toward the piloted textbook English 10.
Research questions
To order to achieve the above purposes in the research, there are 2 questions in the research:
(i).What are the attitudes of the teachers towards the teaching of the piloted English 10?
(ii).What are the attitudes of the students towards the learning of the piloted English 10?
Scope of the study
The piloted English 10 textbook is unique due to its limited implementation across a small number of schools and subjects This study aims to explore the attitudes of both teachers and students towards this new textbook Specifically, it focuses on the perspectives of 80 students and 5 teachers selected for the program at Nghia Hung.
Upper Secondary School Therefore, it cannot be said that the result of the study are generalized to all students and teachers who piloted this new textbook.
Significance of the study
Understanding the attitudes of teachers and students is crucial, as these attitudes directly influence their behaviors and responses in the educational environment, as highlighted by Ajzen and Fishbein (1980) This study aims to provide valuable insights into the perceptions of both teachers and students regarding the piloted English 10 textbook The findings are expected to enhance their attitudes towards teaching and learning, ultimately fostering the development of positive attitudes necessary for effective second language acquisition By addressing these attitudes, the study seeks to support teachers and students in achieving more successful language teaching and learning outcomes.
Methodology
In the study of language attitudes, two primary theoretical approaches are recognized: the behaviorist view and the mentalist view (Fasold, 1984) The behaviorist perspective posits that attitudes are dependent variables, analyzed through users' observable responses to language in real interactions In contrast, the mentalist view considers attitudes as internal mental states that cannot be directly observed but can be inferred from users' behaviors or self-reported data Cognitivists, aligned with the mentalist approach, argue that learning should not be equated with behavior, as observable actions are merely the external expressions of internal changes resulting from the learning process.
The behaviorist theory of language teaching and learning focuses on habit formation and highlights the significance of verbal behavior, despite internal changes being unobservable This research will employ three data collection methods: observation, questionnaires, and interviews Classroom observation is particularly valuable as it allows researchers to assess nonverbal expressions of feelings, understand interaction dynamics, observe communication patterns among participants, and evaluate the time allocated to different activities.
Interviews can serve as a valuable follow-up to questionnaires, which are a widely used method for data collection due to their efficiency and reliability In a study involving 80 students from Nghia Hung Upper Secondary School, data was gathered using survey questionnaires that featured both closed-ended and open-ended questions Additional data sources included classroom observations and interviews conducted with two teachers and ten students.
This study will utilize both quantitative and qualitative data analysis methods to achieve its objectives The quantitative approach involves collecting data via survey questionnaires, while the qualitative approach focuses on gathering insights through informal interviews and classroom observations with teachers and students.
Design of the study
The thesis consists of three parts:
The introduction outlines the rationale behind the study, detailing the objectives, methods, and design employed It explains the author's motivation for selecting this topic and the strategies implemented to achieve the study's goals.
Part two, DEVELOPMENT, includes three chapters
Chapter One provides a historical overview of literature, focusing on the theoretical aspects of teachers' and students' attitudes towards the piloted textbook It examines the definition and components of attitudes, as well as the connections between perception, belief, and attitude, and how these relate to motivation Additionally, it highlights the significance of attitudes in language learning and their impact on teaching within the piloted curriculum The chapter further defines textbooks and explores their essential roles in teaching and learning a second language (L2).
Chapter Two focuses on the study's methodology and presents key findings, while Chapter Three offers recommendations aimed at enhancing the teaching and learning of the piloted English 10 curriculum.
Part three, CONCLUSION, summarizes the thesis with key issues in the study, makes some suggestions for further study
DEVELOPMENT
1 Attitudes in teaching and learning foreign language
Recent research in both first and second language acquisition has highlighted the significance of attitude, which is defined in social psychology as a mental readiness for action that shapes visible behaviors and beliefs According to Richards (2002) in the Longman Dictionary of Language Teaching and Applied Linguistics, attitude encompasses expressions of positive or negative feelings towards a language, influenced by perceptions of linguistic difficulty, learning ease, importance, elegance, and social status.
Attitude is a complex mental state shaped by beliefs and feelings, influencing how individuals respond to various objects and situations It reflects a person's tendency to react positively or negatively, as highlighted by Morries and Maisto (2005), and encompasses likes and dislikes toward specific items, according to Hallorah (1967) Attitudes can be categorized as positive, negative, or neutral, often coexisting within an individual Gibb (1988) describes attitude as a state of mind influenced by personal experiences and beliefs In the context of education, teachers' attitudes toward their profession significantly affect student achievement, with both positive and negative attitudes playing a crucial role in the success of language learning and teaching.
LITERATURE REVIEW
Attitudes in teaching and learning foreign language
Recent research in both first and second language acquisition has highlighted the significance of attitude, which is defined in social psychology as a mental readiness for action that shapes visible behaviors and beliefs According to Richards (2002) in the Longman Dictionary of Language Teaching and Applied Linguistics, attitude encompasses expressions of positive or negative feelings towards a language, reflecting perceptions of its complexity, ease of learning, importance, elegance, and social status.
Attitude is a complex mental state that encompasses beliefs and feelings, influencing how individuals respond to various objects and situations Defined as a readiness shaped by experience, attitudes can be positive, negative, or neutral, reflecting an individual's preferences towards specific items, such as teaching styles or events According to Hallorah (1967), attitudes reveal an individual's likes and dislikes, often coexisting with both positive and negative biases Gibb (1988) describes attitude as a state of mind influenced by feelings and experiences, highlighting that teachers' attitudes towards their profession can significantly impact student achievement Ultimately, both positive and negative attitudes play a crucial role in the success of language learning and teaching, with positive attitudes often correlating with greater success.
Teachers' attitudes significantly influence language teaching effectiveness, as positive attitudes enhance teaching behaviors and promote student progress Conversely, negative attitudes can hinder both teacher performance and student learning outcomes Ultimately, the success or failure of language education is closely linked to the attitudes of educators.
Belief, perception, and attitude are closely interconnected elements that shape an individual's thinking and behavior According to Richard R Bootzin, Gordon H Bower, and Elizabeth Hall (1991), beliefs and perceptions reside within the mind and are not actively questioned or filtered in everyday life; individuals often accept their beliefs as truths Perception serves as a lens through which one interprets the world, while attitude reflects how individuals act or react based on their thoughts Consequently, a person's actions are manifestations of their underlying beliefs and perceptions, often occurring without self-awareness.
In conclusion, three interconnected components can significantly influence one another through changes in attitude, actions, or reactions These elements are essential for researchers as they help shape the objectives of the study.
Attitudes and motivation are crucial determinants in language learning and second language acquisition According to Gardner (1985), attitudes reflect evaluative reactions toward various aspects of the learning environment, such as teachers, classrooms, and textbooks, shaped by the learner's beliefs and feelings These attitudes encompass three fundamental factors that significantly influence the effectiveness of language learning.
- cognitive: the learner‟s belief structure
- conative: tendency to behave in a certain way
Motivation contains favorable attitudes As used by Gardner, it is a combination of effort, desire and positive attitudes towards the learning of the
8 second/ foreign language It includes: effort, want, affect on the one hand and it is also goal directed (cognitive component)
Motivation and a positive attitude are crucial for success in learning a second language, as research by linguists such as Gardner and Lambert (1972) indicates a strong correlation between these factors and language acquisition Higher motivation and a favorable outlook enhance learners' chances of success, while negative attitudes can diminish motivation and hinder proficiency, as noted by Brown (2000) Therefore, fostering a positive mindset is essential for effective language learning.
Research indicates that the attitudes of both teachers and students play a crucial role in the effectiveness of language teaching and learning, making them a vital aspect of second language pedagogy Attitudes consist of three components: cognitive (the beliefs or assumptions underlying the attitude), affective (the emotional response to the issue), and behavioral (the inclination to act in accordance with those beliefs) (Wood, 2000) These attitudes can be either positive or negative, and each significantly influences the overall success of the language learning process.
Gardner's comprehensive definition of the attitude concept encompasses three interrelated components: cognitive, affective, and behavioral The cognitive component pertains to an individual's beliefs and thoughts about the attitude object, while the affective component reflects their feelings and emotions, indicating whether they like or dislike it The behavioral component signifies the tendency to engage in specific learning behaviors According to Gardner (1985), attitude is an evaluative reaction to a referent or attitude object, inferred from the individual's beliefs and opinions about it.
9 person‟s values and beliefs and promotes or discourages the choices made in all realms of activity, whether academic or informal.”
Fishbein and Ajzen (1975) propose a conceptual framework of attitude construct which consists of four categories: cognition, affect, conation, and behavior Brown (1994), in his book „Principles of Language Learning and
Attitudes in individuals begin to form early in childhood, shaped significantly by the influences of parents and peers These attitudes are also influenced by interactions with diverse individuals and various emotional factors throughout human experiences.
Attitude is shaped by an individual's beliefs regarding the outcomes of a behavior, known as behavioral beliefs, and the evaluation of those outcomes When a person strongly believes that engaging in a behavior will lead to positive results, they tend to develop a positive attitude towards it Conversely, if they believe that the behavior will lead to negative outcomes, their attitude will be negative The concept of attitude can be analyzed through three distinct dimensions, each contributing unique aspects to understanding language attitudes.
According to 1986, attitude consists of three key components: affective, cognitive, and behavioral The affective component involves feelings and evaluations about an object, while the cognitive aspect encompasses beliefs regarding that object The behavioral component reflects how individuals act and respond in specific situations Successful language learning enables learners to connect with native speakers and adopt behaviors characteristic of the target language community In summary, attitudes are comprised of affective, behavioral, and cognitive elements, with affective components often assessed through physical signs like heart rate, while behavioral aspects can be observed through actions.
This study focuses on the affective and cognitive components of attitudes, specifically examining the feelings and beliefs of teachers and students regarding the piloted textbook English 10 While direct observation is used to assess certain aspects, cognitive attitudes are typically evaluated through interviews, surveys, and other reporting methods.
The behavioral aspect of attitude influences how individuals react in specific situations, particularly in language learning Successful language acquisition allows learners to connect with native speakers and adopt behaviors characteristic of the target language community Positive attitudes foster constructive behaviors towards studies, encouraging students to immerse themselves in their courses and pursue further knowledge These motivated learners demonstrate a willingness to tackle challenges, seek valuable information and skills for everyday life, and engage emotionally in the learning process.
According to Gardner (1985), affective factors influencing learners' attitudes toward language learning can be categorized into two groups: those that exist before engaging with a second or foreign language and those that emerge during the learning process These attitudes encompass learners' beliefs about the knowledge they acquire and their comprehension throughout the language learning journey The cognitive attitude can be broken down into four stages: connecting prior knowledge with new information, creating new knowledge, evaluating this new knowledge, and applying it in various contexts.
Attitude can help the learners to express whether they like or dislike the objects or surrounding situations It is agreed that the inner feelings and emotions of
FL learners influence their perspectives and their attitudes towards the target language
The textbook in teaching and learning language
The selection of language teaching materials significantly influences the effectiveness of the learning process Among these materials, textbooks are vital components that can greatly impact students' success or failure in language acquisition.
Textbooks play a crucial role in language programs, serving as essential resources for both language input and practice for students (Skowronski, 2000; Hinchman, 2002) They are often considered the "visible heart" of any English Language Teaching (ELT) program, highlighting their significance in the teaching and learning process (Tomlinson, 1998; Sheldon).
Textbooks play a crucial role in English Language Teaching (ELT) as they are considered essential components of most language programs (Richards, 2001) Jan Amos Comenius emphasized the communicative values of coursebooks, while Zujev (1986) viewed them as the culmination of learning content According to Tomlinson (2002), textbooks provide necessary input through various activities, readings, and explanations Cunningsworth (1995) highlighted their multifaceted role, serving as sources for material presentation, learner practice, and reference for grammar, vocabulary, and pronunciation Furthermore, Prucha (1984) asserted that coursebooks are integral to the teaching-learning process, aiding classroom management and promoting learner autonomy His recent work describes coursebooks as curricular objects that serve as knowledge sources for students and teaching materials for instructors A survey by Richards confirmed that textbooks are among the primary sources of teaching materials, underscoring their widespread use in local ELT classrooms.
Textbooks are not just everyday tools for language teachers; they reflect the aims, values, and methods of specific teaching and learning contexts (Hutchinson, 1987) As Riazi points out, these materials play a crucial role in shaping educational experiences.
Textbooks play a vital role in language teaching and learning, ranking just after the teacher in importance (2003, p.52) O'Neill (1982) identifies four key reasons for using coursebooks: they align with students' needs, facilitate planning and review, offer high-quality materials at affordable prices, and allow for adaptation to meet learners' requirements while promoting natural interaction In essence, textbooks are essential tools that help both teachers and students establish clear objectives in the second language learning process They serve as both starting and finishing points, enabling students to understand their learning goals and review necessary materials for future lessons By effectively utilizing coursebooks, teachers can successfully achieve the aims and values of their teaching programs.
Textbooks play a crucial role in language programs by offering essential input through various activities, readings, and explanations (Richards, 2001; Tomlinson, 2002) Cunningsworth (1995) highlights that textbooks serve multiple functions in English Language Teaching (ELT), acting as a resource for presenting material, a practice tool for learners, and a reference for grammar, vocabulary, and pronunciation Additionally, they provide a structured syllabus and serve as a self-study resource, supporting novice teachers in building their confidence Therefore, the fundamental role of textbooks in language education is undeniable.
Textbooks play a crucial role in English Language Teaching (ELT) by serving as valuable resources for both teachers and learners According to Clandfield (2010), they offer a structured framework that guides the educational process, while also presenting engaging, colorful, and diverse content that motivates students Additionally, textbooks serve as a rich source of ideas and methodologies, enhancing the overall learning experience.
In summary, textbooks play a significant role in the teaching and learning of a second language (L2), as they effectively motivate and assist both teachers and learners, facilitating the adoption of various teaching styles and learning strategies.
2.3 The roles of a textbook in language learning
No single textbook can meet the diverse learning needs of all students (Hutchinson & Torres, 1994) According to Tomlinson (1998), teachers must consider their students' abilities, needs, and interests when selecting a textbook, as well as the quality of the material Teachers should also evaluate how much the textbook needs to be adapted and supplemented with additional resources Richards (2001) emphasizes that textbooks are essential components of language programs, offering necessary input through various activities and readings Cunningsworth (1995) notes that textbooks provide material for presentation, practice activities, communicative interaction, and serve as references for grammar, vocabulary, and pronunciation Clandfield (2010) highlights that textbooks are valuable tools in English Language Teaching (ELT), offering structure, engaging and diverse content, saving time for teachers, and providing a wealth of ideas and methodologies.
Despite their advantages, textbooks can have negative impacts, such as presenting learners with inauthentic language, distorted information, and failing to address students' needs, which can lead to deskilled teachers (Richards, 2001) Consequently, many language experts argue that an ideal textbook does not exist.
15 exist, however “the best book available for teachers and students does exist” (Grant,
In 1987, it was emphasized that an effective textbook should cater to the needs, interests, and abilities of both learners and teachers To identify the most suitable educational resources, continuous innovation in teaching materials is essential A well-designed textbook not only aligns with students' interests and capabilities but also complements the teaching style of the educator.
Textbooks are vital in shaping social attitudes and influencing learner behavior, serving as essential teaching materials for both educators and students They provide a structured framework for achieving course objectives and guide teachers in their instruction A positive perception of textbooks can enhance student engagement and participation, while factors such as content, organization, and presentation format can significantly impact learners' attitudes, leading to either interest or disinterest Kochhhar (1985) identified key attributes of effective textbooks, including content quality, physical appearance, and user suitability Furthermore, Aggarwal (2001) emphasized that the psychological aspects of textbooks influence learner attitudes, while Maxwell (2008) noted that teachers' understanding of textbook use affects their teaching effectiveness Therefore, attitudes toward textbooks are crucial in language teaching and learning, potentially facilitating or hindering the acquisition of a second language.
Related Studies
Many studies have been conducted to explore the nature of students‟ attitudes towards learning foreign language in general and EFL in particular,
Over the past three decades, studies have consistently highlighted the attitudes of ESL learners towards English language learning Shams (2008) found that students exhibited positive attitudes and high motivation towards learning English, emphasizing its importance in daily life Similarly, Momani (2009) reported that secondary students had neutral to positive attitudes towards English, with a strong correlation between these attitudes and their reading comprehension performance Research by AlTamimi and Shuib (2009) indicated that Petroleum Engineering students held positive views on the use of English in Yemeni society and appreciated the culture of English-speaking countries AlZahrani (2008) found no significant differences in attitudes among Saudi students over three years, while Fakeye (2010) revealed a significant relationship between attitude and achievement in English, noting that these attitudes were not influenced by gender.
At Vietnam National University, Hanoi College of Foreign Languages, research involving 17 male and female students has been conducted to explore both students' and teachers' attitudes towards various aspects of English learning and teaching This includes an examination of English language skills, teaching techniques employed by educators, and the content of textbooks For instance, a study by N.T.T Hang highlights these critical areas of focus.
Several studies have explored the attitudes of students and teachers towards teaching and learning grammar and various language skills, including research by T.T Phuong (2006), N.H Tuyet (2009), and N.T Chung (2010) Notably, N.T.B Hang (2009) examined the implementation of a new English textbook for grade 10, but this research did not address the attitudes towards the piloted version of the textbook Therefore, this study aims to investigate the attitudes of teachers and students regarding the newly piloted English 10 textbook currently being implemented in select high schools across Vietnam.
RESEARCH METHODOLOGY
1 Practical situation of teaching and learning the piloted English 10 in Nghia Hung Upper Secondary School
In the previous chapter, theoretical aspects of the topic were discussed; however, to understand their application in real teaching and learning, a practical research study was conducted, following a series of systematic steps.
1 Designing survey questionnaires, observation and interview
2 Delivering questionnaires to the pilot informants
5 Proposing some remarks and comments from the results of the questionnaires and giving suggestions
In this chapter, only the first four steps will be mentioned The last step will be presented in the next chapter
1.1 Description of the English course and its objectives at Nghia Hung Upper Secondary School
Nghia Hung Upper Secondary School is recognized as one of the top-ranked institutions in Nam Dinh Province, where English is a mandatory subject for all students who pass the entrance examination Students engage with this subject over two terms, participating in various assessments This academic year, two classes, 10T1 and 10T2, have been selected to pilot the new English 10 curriculum based on their entrance exam scores and personal preferences Each term consists of 54 periods, with each period lasting 45 minutes, aligning with the guidelines set by the Ministry of Education and Training (MOET).
English 10 is the first of a three- level English language set of textbooks for the Vietnamese upper secondary school It follows the systematic, cyclical and theme-based curriculum approved by the Ministry of Education and Training on
On November 23, 2012, a series of textbooks was introduced to enhance students' communicative skills in listening, speaking, reading, and writing The goal is for students to reach level three of the Vietnamese Foreign Language Competence Framework, which aligns with B1 proficiency in the Common European Framework for Languages, by the time they complete upper secondary school.
The objectives of Nghia Hung Upper Secondary School:
After the 10 th school year, students will be able to:
- Develop the proficiency of language so that they can adopt the demand of this subject
- Develop the skills of reading, writing, listening and speaking
- Achieve B1 level after graduating the school and use L2 in practice fluently
- Achieve the high results in the exam
1.2 Description of the students at Upper Secondary School
At Nghia Hung Upper Secondary School, all students must achieve high marks on the entrance exam to qualify for English classes Having studied English since Junior Secondary School, students in classes 10T1 and 10T2 are selected based on their total marks and personal aspirations Each class consists of 40 students and follows the piloted textbook English 10 While most students approach English as a second language, their focus has primarily been on grammar, with placement in the two classes determined by the results of a written test.
1.3 Description of the teachers at Nghia Hung Upper Secondary School
At Nghia Hung Upper Secondary School, teachers play a crucial role in the teaching process, with nine English teachers nearly all achieving a C1 level in the Common European Framework of Reference Notably, two of these teachers have been selected to enhance the piloted English 10 textbook, bringing valuable teaching experience and proficiency in a second language Additionally, they have the opportunity to participate in a summer training course focused on utilizing the new textbook and innovative teaching methods.
The piloted English 10 textbooks, designed for select high schools, align with the new national curriculum and are based on the primary and junior school programs These textbooks employ a learner-centered and communicative approach, utilizing a theme-based curriculum to enhance student engagement and learning outcomes.
The new textbook comprises 10 teaching units and four review units, each structured into five sections: Reading, Speaking, Listening, Writing, and Language Focus, delivered over eight 45-minute lessons These theme-based units aim to create memorable and enjoyable learning experiences for students Review lessons, conducted in two 45-minute sessions, reinforce and practice the material from the preceding units A glossary is included, offering phonetic transcriptions of new vocabulary along with their Vietnamese translations This textbook meets the requirements set by Vietnam's Ministry of Education and Training (MOET), aligning with students' educational psychology and cultural backgrounds, while also incorporating global cultural elements, particularly from English-speaking countries.
To facilitate data collection and analysis for the study, the author selected eight teachers aged between 30 and 40 years, along with all students from two classes, 10T1 and 10T2, who are using the piloted textbook These participants were involved in completing survey questionnaires, as well as in observations and interviews.
Eight experienced teachers, each with over seven years of English teaching at various high schools, utilized both the old and piloted textbooks Most participated in a Ministry of Education and Training (MOET) workshop focused on the new textbook They expressed a willingness to cooperate with the research, supported the data collection plan, and warmly welcomed classroom observations and interviews.
Both teachers and learners in the two classes showed enthusiasm for my plan, as evidenced by their full participation in the survey questionnaire and interviews The students were eager to share their opinions about the textbook, and notably, many expressed a strong intention to continue studying the language to enroll in university or college.
The data was obtained with three instruments: observation, interview and questionnaire
This study involved a questionnaire designed to assess students' attitudes toward the piloted textbook English 10 The questionnaire comprises 15 questions, organized into three sections The first part gathers personal information from the participants, while the second part focuses on their beliefs regarding the textbook.
The article explores 22 student perceptions of a piloted textbook, focusing on categories such as topic and content, vocabulary, grammar and pronunciation, language contents, physical appearance, and social and cultural contexts Part III includes questions aimed at assessing both teachers' and students' feelings about the textbook Both parts II and III utilize a four-point Likert-type scale for responses, ranging from strongly agree to strongly disagree To ensure comprehension, the questionnaire for students was translated into Vietnamese and distributed to 80 participants, allowing for a clearer understanding of the questions posed.
The study aimed to explore the attitudes of teachers and students regarding a newly piloted textbook through a naturalistic inquiry approach By conducting interviews with two teachers, the research sought to gain insights into their behaviors and feelings in the classroom, shedding light on the underlying rationale behind their perspectives.
In week 13, 15 students participated in a semi-structured interview, each lasting 10 minutes, conducted in Vietnamese to facilitate clear communication among the teacher, students, and the interviewer The interviews were not recorded, but notes were taken to capture the students' and teachers' responses effectively.
DATA ANALYSIS AND DISCUSSIONS
A questionnaire was distributed to 80 students across two classes utilizing the piloted textbook English 10, taking around twenty minutes to complete This survey aimed to explore the beliefs and feelings of the students regarding their learning experience.
Table 1: The attitudes of students towards the topic and the content of the piloted textbook English 10
1 The topic and content of the piloted textbook English
10 are appealing for the students 15% 65% 7% 8%
2 The topic and content allow students to think critically 15% 80 5% 0%
3 The subject matters has logical, organized manner 10% 87% 3% 0%
4 The topic and content meet the students' needs 50% 50% 0% 0%
The topics and contents of a textbook play a crucial role in creating a conducive learning environment for both students and teachers They should be engaging, logically organized, and relevant to the context, fostering creativity and critical thinking A survey revealed that 65% of participants agreed and 15% strongly agreed that the piloted textbook met these criteria, while 20% disagreed Additionally, an impressive 95% of students felt that the textbook encouraged them to express their own views When it comes to meeting students' needs, 50% agreed and another 50% strongly agreed, with no participants expressing disagreement.
The textbook was designed with a logical and concise structure, resulting in a high percentage of relevant subject matter for students It effectively met students' needs while promoting critical thinking skills.
Table 2: The attitudes of students towards the vocabulary, grammar and pronunciation of the textbook
1 The vocabulary and structures are understandable and appropriate for students 20% 28% 27% 25%
2 The materials for teaching grammar, vocabulary and pronunciation are graded in an appropriate manner
3 The exercises and activities for practicing the grammatical points are sufficient 25% 63% 5% 7%
4 The vocabulary of the book is applicable for students 20% 57% 15% 8%
5 The book includes adequate materials for pronunciation 10% 50% 30% 10%
A significant portion of students, over half, felt that the vocabulary and structures were neither understandable nor suitable for their level Conversely, all students agreed that the materials for teaching grammar and vocabulary were appropriately designed The exercises and activities related to grammatical points were deemed sufficient for practice Regarding vocabulary, nearly 80% of students found it applicable, while 23% felt it was unsuitable, likely due to the presence of many unfamiliar words in each unit of the textbook.
The comprehensive exercises offered 27 pronunciation practices, allowing teachers to emphasize both grammar and pronunciation through consistent practice This focus has led students to appreciate grammar and pronunciation, ultimately aiding in their development and reinforcement of essential grammatical concepts.
Table 3: The attitudes of students toward language contents of the textbook
1 Language contents are helpful in achieving four skills 15% 54% 18% 13%
2 The texts in reading skill are authentic 15% 68% 10% 7%
3 Three steps: pre- reading, while-reading, post- reading are useful to train effective reader 35% 50% 10% 5%
4 Speaking activities are sufficient to practice and encourage students sufficient communicative and meaningful practice
5 The language functions are presented in meaningful contexts 7% 45% 22% 26%
6 The listening passages help students develop their listening comprehension skills 5% 40% 35% 20%
7 The textbook has appropriate listening tasks with well-defined goals 20% 45% 30% 5%
8 Tasks have achievable goals and takes into consideration learner's capabilities 16% 60% 10% 24%
9 The textbook leads students from single controlled writing activities to guided writing activities 24% 58% 9% 9%
10 Activities encourage the use of a process approach to writing 5% 49% 40% 6%
Table 3 illustrates the varied attitudes of students towards language content, particularly in the four essential skills: reading, speaking, listening, and writing Notably, 69% of students expressed agreement regarding the significance of language content in their learning experience.
A recent study highlighted the effectiveness of certain educational activities in developing four key skills among students The majority of students found the reading materials to be authentic, with a structured approach that includes pre-reading, while reading, and post-reading phases In speaking activities, 52% of students felt the exercises were sufficient, while 48% disagreed Similarly, 52% acknowledged the relevance of language functions in meaningful contexts, contrasting with 48% who did not Regarding listening skills, 45% agreed that the passages enhanced comprehension, but 55% disagreed, and 65% opposed the goals of the listening tasks On the other hand, 66% of students supported the overall task objectives When it came to writing activities, a significant 82% agreed that they effectively guided students from controlled to more independent writing, although 46% felt these activities did not promote a process-oriented writing approach, while 53% believed they did.
Table 4: The attitudes of students towards the physical appearance of the textbook
1 The artwork (pictures, illustrations, graphs, tables etc) in the textbook is helpful to students to understand the lesson
2 The physical appearance is interesting, informative and attractive 32% 58% 8% 2%
The table evaluates student attitudes toward the physical appearance of the textbook, revealing that most students find it interesting, informative, and attractive, with only 10% expressing negative views Additionally, 79% of students believe the artwork enhances their learning experience, while 20% feel it is unhelpful Overall, the findings indicate a positive perception of the textbook's physical design among students.
Most students expressed satisfaction with the program, indicating that it is functioning well Additionally, the importance of an orientation is recognized as crucial for ensuring the textbook's success among students.
Table 5: The attitudes of students towards social and cultural contexts of the textbook
1 The content suits the learners' current knowledge and culture 31% 45% 20% 4%
2 The text offers opportunities for students to demonstrate understanding of similarities and differences between their own culture and the culture of speakers of their foreign language
3 The students can learn about the inner lives of the characters used in the book 14% 49% 30% 7%
A significant majority of students, 76%, believe that the educational content aligns well with their existing knowledge and cultural background, while 24% disagree Additionally, most students recognize that the material facilitates an understanding of both similarities and differences between their own culture and foreign cultures, with only 20% expressing disagreement Furthermore, when it comes to learning about the inner lives of the book's characters, 59% of students agree, whereas 37% do not.
Table 6: The attitudes of students’ towards teaching methods
1 The methods used are student- centered 15% 65% 10% 10%
2 The methods used allow students to talk more than teachers 15% 35% 29% 21%
3 The methods in the textbook is helpful for doing group work, pair work and etc and helpful in achieving language competency
Effective teaching methods serve as essential tools for educators, facilitating group and pair work while enhancing language competency According to 80% of students, these methods are predominantly student-centered, promoting increased student participation over teacher-led instruction Additionally, a significant number of students affirm that the techniques outlined in the textbook significantly aid in collaborative learning and skill development.
Chart 1: The students’ preferences toward the piloted textbook English 10
Chart 1 revealed that the students‟ preferences toward the textbook As can be shown, the majority of the students preferred the piloted textbook 10% students do not like the piloted textbook; only 2% students do not like very much toward the textbook
Chart 2: The beliefs of the students about the students’ proficiency toward the textbook
Chart 2 illustrates student beliefs regarding the piloted textbook, revealing that a significant majority, 80%, found the textbook beneficial for improving their proficiency Conversely, 20% of students expressed doubts about its reliability.
1.2 Data analysis of the interview
Two teachers shared their experiences with the piloted textbook, expressing that it is both useful and systematic, although they found it time-consuming to develop lesson plans They noted that the textbook encourages student engagement and promotes self-study One teacher highlighted the challenge of researching lesson-related topics and seeking assistance from colleagues for unfamiliar content The themes in the textbook resonate with students' lives, featuring comparisons between Vietnam and other countries, necessitating teachers to stay updated on cultural and practical knowledge Additionally, the teachers acknowledged that the textbook equips students with essential life skills and social knowledge, with diverse content that integrates multiple skills and knowledge areas in each lesson.
Both educators have adopted the communicative teaching method, emphasizing a learner-centered approach where students actively engage in discovering information This dynamic classroom environment encourages students to contribute interesting and humorous elements to their learning experience To ensure effective lessons, teachers meticulously plan ahead and require students to prepare relevant knowledge before each class One teacher noted, “I always make a plan for students to work in groups to discuss and research topics related to the lesson; if students do not prepare, it hinders their learning.”