Điển cứu về việc thực hiện cuốn sách giáo khoa tiếng anh 10 mới trong đổi mới phương pháp

VIETNAM NATIONAL UNIVERSITY, HANOICOLLEGE OF FOREIGN LANGUAGES DEPARTMENT OF POSTGRADUATE STUDIES -----Nguyễn thị bích hằng the implementation of the new ENGLISH textbook for grade

VIETNAM NATIONAL UNIVERSITY, HANOI

COLLEGE OF FOREIGN LANGUAGES DEPARTMENT OF POSTGRADUATE STUDIES

 -Nguyễn thị bích hằng

the implementation of the new ENGLISH textbook

for grade 10 in innovation: a case study

(điển cứu về việc thực hiện cuốn sách giáo khoa tiếng anh 10 mới trong đổi mới phơng pháp)

Combined Programme Thesis

Field: Methodology

Code: 60.14.10

HA NOI – 2009

CANDIDATE’S STATEMENT

I certificate that this combined thesis entitled “the implementation of the new Englishtextbook for grade 10 in innovation A case study” is submitted in partial fulfillment of therequirements for the degree of Master of Arts is the result of my own work, except whereotherwise acknowledge and that this combined thesis or any part of the same has not beensubmitted for a higher degree to any other universities or institutions

Signed:

Hanoi, February 2009

The completion of this study would not have been possible without the assistance

of special and wonderful people

First of all, I would like to acknowledge my indebtedness and gratitude to Mr LeVan Canh, for his unfailing encouragement, constant support and supervision during allstages of the study His enthusiastic assistance, guidance, support, and his wisdom greatlycontributed to the fulfillment of my thesis I would also like to thank my supervisor for hispatience in reading and editing my draft It must be an excruciating experience

I am also indebted to Dr Nguyen Hoa, Dr Le Hung Tien, Dr Hoang Van Van, Dr

Vo Dai Quang, Dr Nguyen Quang, Dr Nguyen Thi Thuy Minh, Dr Roger Barnard and allthe professors for their encouragement and wonderful lectures while I was taking the M.Acourse in language methodology at College of Foreign Languages Vietnam NationalUniversity (VNU) Their constructive ideas, assistance and advice helped me much duringvarious stages of learning and my M.A study

Many thanks to Dr Roger Barnard who gave me significant materials and valuablesuggestions during the process of my writing literature reviews

My heartfelt gratitude is also to the four English teachers and students of Hadongupper secondary school for their tremendous supports in the collection of data andinformation for my study

My appreciation also goes to my loving parents, my uncle Dr Nguyen Huu Tho,

my husband and my two little sons whose unconditional love, understanding,encouragement, and support are invaluable during my whole study

Special thanks to my friends, Luong Quynh Trang and Nguyen Ngoc Quynh fortheir critical reading and comments on my dissertation They helped me in more ways thanthey can ever imagine how huge help they made the fulfillment of my thesis

Last but not least, I wish to express my acknowledgment to other individuals whohave indirectly contributed to the completion of this thesis.

To all these people I only hope that the achievement of my thesis will be favorableenough to satisfy their expectation

Ha Noi-2008

Nguyễn Thị Bích Hằng

Innovation in ELT tends to be materialized through the introduction of new

materials, textbooks, teaching methods, and teacher education programs There is a for-granted view that the introduction of the new textbook which claims to be based on thefindings of current theory and research results in the improvement of teaching Despite thefact that textbooks can influence the quality of classroom teaching and learning, there hasbeen relatively little research in ELT on how teachers use the textbook inside theclassroom

taken-Through interviews, classroom observation, and informal chats with classroomteachers this study demonstrates the gap between the intended innovation embedded in thetextbook and the actual delivery in the classroom Also, the study seeks to identify factorsthat affect the way teachers use the textbook Some conclusions deriving from the studywill be drawn to inform teacher educators of how to help teachers approach the innovativetextbook more effectively

1 The role of textbooks in English language teaching

3 Rationale for choosing a case study

6.2 Post-observation interview

6.3 Data collection and data analysis procedures

6.3.1 Data collection procedures

6.3.2 Data analysis procedures

I.1 Teachers’ Classroom Practice

I.1.1 Teachers’ Adaptation of the Textbook

I.1.2 Dependence on the Textbook

I.1.3 Emphasis on forms rather on communication

I.1.4 Teaching is more product-based than process-based

I.1.5 Extensive use of L1

28

2929

I.2.1 Teachers’ understanding of communicative teachingapproach

I.2.2 Teachers’ perceptions of their students’ level of English

I.2.2 Teachers’ perceptions of their students’ motivation and

V.1.1 How is the new textbook implemented in the classroom? 48V.1.2 To what extent does such implementation match the underlying

V.1.3 What are teachers’ rationales for their innovation

V.2.4 Providing teachers with more professional support 54

Appendix 1: Confirmation Letter I

Appendix 3: Post-Observation interview schedule III

Appendix 4: Observations and Post-Observation interviews 1-6 I

V

CHAPTER I INTRODUCTION

I RATIONALE

For some decades Vietnam has seen an explosion in the demand for English and theknowledge of English has become the passport to a better job in all aspects of modern life.English is taught as a compulsory subject in almost all secondary schools in 61 provincesand cities throughout Vietnam where students learn English for three 45-minute periods aweek, which means that before entering upper secondary schools students had four yearsexperience studying English “communicatively” in lower secondary schools However, thefact is that after those years of learning English, not many pupils have a clear cut purpose

of learning English in their mind and they are likely passively motivated to learn Englishbasing on the textbooks and teachers’ method of delivery Consequently, most pupils findthemselves unable to use English for day-to-day communication after having passed theEnglish national examination as a requirement for the General Education Diploma

To remedy such a problem and to satisfy the demand of its economic open doorpolicy as well as its integration into the world economy, the Vietnamese has required theMinistry of Education and Training (MOET) to reform English language teaching at uppersecondary schools toward a greater emphasis on communication and student centeredness

In implementing this reform, a new textbook series for upper secondary school studentshave recently been institutionalized in schools nation-wide It has been claimed that thenew textbook will help teachers to change their teaching toward a greater emphasis oncommunication and student-centeredness However, the practical information about howthe prescribed change affects teachers, students, and the school as well as how teachersrespond to such prescribed change has not been researched yet This study is an attempt tolook into the issue more empirically

It is my hope that the findings of this study will inform concerned people of howinnovation is being implemented and what further actions are needed to achieve thetargeted success

II AIMS OF THE STUDY

With the above presented rationale, the purpose of this study is to examine theimplementation of the new textbook inside high school classrooms Specifically, it aims to(1) find out how the described innovation is being implemented through the use of the newtextbook in the classroom; (2) understand teachers’ attitudes towards and beliefs about theinnovation embedded in the new textbook; and (3) find out the factors affected teachers’use of the new textbook

III RESEARCH QUESTIONS

The study intends to find out the answers to the following questions:

1 How is the new textbook implemented in the classrooms?

2 To what extent does such implementation match the underlying methodology of thetextbook?

3 What are teachers' rationales for their innovation implementation?

IV RESEARCH METHODOLOGY

Since this study sets out to explore the implementation of the new textbook in thecontext of the recent curriculum renewal, it is a natural inquiry in nature The purpose ofthe study is not to evaluate, but to understand how the innovation is being implemented bylooking at the way the new textbook is being used Therefore, it is designed as a singlequalitative case study The case here is an upper secondary school on the outskirts ofHanoi The school has both the characteristics of an urban school and a rural school.Qualitative data were collected through semi-structured interviews and classroomobservations

V SCOPE OF THE STUDY

As the study was designed as a single qualitative case study, it is limited to theexploration of the implementation of the new textbook for Grade 10 in one particularsecondary school Generalization is therefore not intended The reasons for the scope of the

study was that the new textbooks for 10th grade have been in use for three year meanwhilethe textbooks for grade 11 is being used at the first time, 12th grade textbook is not in useyet

VI SIGNIFICANCE OF THE STUDY

This project can be significant in a number of ways First, as discussed earlier, thetextbook is a key component in most language programs In an EFL context like Vietnam,

it may even constitute the main source of language input that learners receive and the basisfor language practice that occurs both inside and outside the classroom For manyVietnamese senior high school learners, textbooks may even help to supplement teachers’instruction, which is constrained by less than three class hours a week In order to servetheir purposes most effectively, textbooks need to be professionally designed, fit thecurriculum and closely correspond with the aims of the teaching program and the needs ofthe students However, a close look at the MOET funded new textbooks has indicated thatthere might be several problems with them Thus, teachers and learners working with thenew textbooks might experience considerable difficulty in achieving the ultimate goal oftheir teaching and learning program, which is developing students’ communicativecompetence

The current project helps to identify the problems and suggests ways of improvingthem This contribution would be of practical value to textbook authors, teachers andteacher trainers in Vietnam Besides, the project focuses on a teaching context that islargely unheard of and under-represented in the world’s TESOL (Teaching English toSpeakers of Other Languages) scholarship Therefore, for the scholars outside Vietnam, theproject report would be a rich source of information for their use and reference

Findings of this study may also provide useful information for textbook writers,teacher educators and educational authorities so that they can make appropriate decisions

on how to achieve the goal of innovating the teaching of English in the upper secondaryschools It may also contribute to the common knowledge about the role of textbooks ineducational innovation

VII ORGANIZATION OF THE THESIS

There are 5 chapters in my thesis:

Chapter 1 is the Introduction presenting the rationale, aims, scope, significance, research

questions and methods of the study

Chapter 2 is the Literature Review, which reviews theoretical issues related to the role of

textbooks in English language education in general and in innovation in particular as well

as previous studies on the implementation of innovation and the role of textbook in Englishlanguage teaching (ELT) innovation

Chapter 3 is the Research Methodology, which is composed of 3 parts: research design,

research procedures, the settings (the case) and the participants of the study

Chapter 4 is the discussion of the findings through an analysis of the data collected by

means of classroom observations and semi-structured interviews

Chapter 5 is the Conclusion In this Chapter, major findings of the study will be briefly

summarized as well as the acknowledgement of the limitations of the study will be made

Besides, the classroom transcripts and interview transcripts are included in the

Appendices

CHAPTER II LITERATURE REVIEW

Chapter one presents the rationale, the aim, scope and significance of the presentstudy This Chapter reviews the literature on teachers’ implementation of innovation andthe role of textbooks in ELT innovation It begins with a discussion of the role of textbooks

in ELT in general This will lead to the discussion of the role of textbooks in ELTinnovation, which is followed by a review of previous studies of the issue underinvestigation The last section discusses necessary conditions for successfulimplementation of curricular innovation

2.1 The role of textbooks in English language teaching

ELT textbooks play a very important role in many language classrooms but inrecent years there have been a lot of debates throughout the ELT profession on the actualrole of textbooks in teaching English as a second/ foreign language Arguments haveencompassed both the potential and limitations of textbooks for ‘guiding’ students throughthe learning process and curriculum as well as the need and preferences of teachers whoare using textbooks Other issues that have arisen very recently include textbook designand practicality, methodological validity, and the role of textbooks in innovation.Nonetheless, there has been very little research on the role of textbooks in ELT innovation

Materials are among the five important components in language instruction.Allright (1990) argues that materials should teach students to learn, that they should beresource books for ideas and activities for instructions/ learning, and that they should giveteachers rationale for what they do Textbooks are one type of teaching and learningmaterials, and they as a matter of fact share the role materials Textbooks are considered to

be a key component in most language programs Among many important components ofEnglish language instruction, textbooks used by language instructors are considered as themost essential constituent to any language program Hutchinson and Torres (1994) haveclaimed that

The textbook is an almost universal element of [English language]teaching…No teaching-learning situation, it seems, is complete until ithas its relevant textbook (p 315)

Thus, textbooks, in Hutchinson and Torres’ view, are the nuts and bolts of alanguage program or a language course Textbooks play such a crucial role simply becausethey offer a variety of different benefits to both students and teachers (Sheldon, 1998;Croft 1988) For example, Sheldon (1998) argues that

[Textbooks] represent not merely the visible heart of any ELT programbut also offer considerable advantages for both the students and theteachers when they are being used in the ESL/EFL classroom (p.237)

Those advantages include their greater credibility in comparison with generated materials or in-house materials (Sheldon, op.cit), their sensitivity to students’needs as well as their efficiency in terms of time and money (O’Neill, 1982) Theseadvantages have been elaborated by Sheldon (1988) that textbooks yield a respectablereturn on investment and relatively inexpensive and involve low lesson preparation time,whereas teacher-generated materials can be time, cost, and quality defective In this way,textbooks can reduce potential occupational over-load and allow teachers the opportunity

teacher-to spend their time undertaking more worthwhile pursuits

A textbook, as described by Cunningsworth (1995), is “a syllabus” which not onlydefines the learning objectives but also helps less experienced teachers who have yet togain in confidence to feel more confident in teaching

From learners’ perspectives, textbooks are useful in the sense that they function as

a guide-map which helps learners know exactly what they have learned, what they aregoing to learn, what they will have learned by the end of the course, and what they shouldrevise for achievement exams (Wendy, submited by Admin, 2008) In addition, Anon(submited by Admin, 2008) has maintained that textbooks add a definite structure whichallows students to work on their own at their own pace

Thus, textbooks are useful because they are considered as not only a starting pointbut also as a finishing point; students know exactly what they are supposed to be learningduring the lesson of the day and what they need to revise before the next one To thosestudents who are working for the exams, the use of a course book is even more essential in

odder to be sure that they have already covered all the grammar, structures and vocabularythey need

It is these advantages that give such credibility to textbooks that it is hard toimagine a language program or a language course without a textbook Of course, there arepeople who advocate a zero option or teach English without using a particular textbook,but teachers will be overburdened if they are supposed to develop the teaching materialsthemselves This is not to say that a textbook can be a source of available activities orlearning tasks for both the teacher and the learners (Cunningsworth, 1995) Richards’(online manuscript) words may best summarize the role of textbooks, according to whichtextbooks have been and will be, no doubt, a useful resource for both teachers and learners

He observes that textbooks not merely provide learners with major source of contact theyhave in language practice that occurs in the classroom but also give primary supplement toteachers to plan their lessons appropriately and perfectively He concludes that it seems not

to be able to carry out any language teaching throughout the world without the extensiveuse of textbooks

Despite the above-mentioned undeniable advantages of textbooks in languageteaching, the limitations of textbooks are also well documented in the literature According

to Allright (1981), these limitations include the inflexibility, the writers’ biases in terms ofthe underlying methodology, the selection of linguistic content, and the ignorance oflearners’ needs Therefore, textbooks may ‘de-skill’ the teachers who use them (Richards,1998) Another drawback of textbooks has been pointed out by Sheldon (1988) that manyELT textbooks are often regarded as the “…tainted end-product of an author’s or apublisher’s desire for quick profit” (p.239) This drawback is understandable Too manytextbooks are often marketed with grand artificial claims by their authors and publishers,yet these same books tend to contain serious theoretical problems, design flaws andpractical shortcomings They also present disjointed material that is either too limited ortoo generalized in a superficial and flashy manner and the vast array of “…single edition,now defunct [text]books produced during the past ten years testifies to the marketconsequences of the teachers’ verdicts on such practices” (Sheldon, 1988 p.239)

In dealing with these limitations of textbooks, Cunningsworth (1995) has advisedthat textbooks should be adapted rather than adopted The advice is sound enough, butwhether all teachers in the role of textbook users have the required skills to adapt thetextbook or not is a question

N Reynaud (submitted by Admin, 2008), who has been teaching English for over

30 years also concludes that textbooks are all right because they offer a "progression" ingrammar which is to be studied so textbooks are perfect when the schedule of your classesinclude “British literature.”

Researchers of language teaching have much in common in the role of textbooks as

a controller factor of the procedure of teaching and learning It is really difficult forinexperienced teachers to teach languages without textbooks and the important thing to do

is that teachers need to be awarded for selecting a good book for their perfect lectures

Textbooks play a pivotal role in language classrooms in all types of educationalinstitutions - public schools, colleges, and language schools - all over the world In somecontexts, teachers are free to choose their own textbooks The vast majority of teachers,however, have textbooks suggested, prescribed, or assigned to them (Garinger,2001) According to Riazi (2003, p 52), "textbooks play a very crucial role in the realm of

language teaching and learning and are considered the next important factor (element)

[italics added] in the second/foreign language classroom after the teacher." The textbook is

a tool in the hands of the teacher, and the teacher must know not only how to use it, butalso how useful it can be The wealth of published materials for English language teaching(ELT) available in the market makes selecting the right course book a challenging task.Moreover, the selection of a particular core textbook signals an executive educationaldecision in which there is considerable professional, financial, and even political investment(Sheldon,1988)

In some situations, textbooks serve as the basis for much of the language input learnersreceive and the language practice that occurs in the classroom They may provide the basisfor the content of the lessons, the balance of skills taught, and the kinds of language tasksstudents actively use In other situations, textbooks may serve primarily to supplement theteacher's instruction For learners, textbooks may provide a major source of contact they

have with the target language, excluding the input provided by the teacher In the case ofnovice teachers, textbooks may also be utilized as a form of teacher training; that is, theyprovide ideas on how to plan and teach lessons as well as formats that teachers can use.Much of the language teaching that occurs throughout the world today could not take placewithout the extensive use of commercial textbooks Learning how to use and adapttextbooks is hence an important part of a teacher’s professional knowledge (Richards,2001)

2 2 The role of textbooks in ELT innovation

The role of textbooks in ELT program is identified much clearer and it is muchmore important in innovation Dealing with the help of textbooks in times of educationalchange Hutchinson and Torres (1994, p 232) identify that textbook is considered as:

 a vehicle for teacher and learner training

 a “support and relief” from the burden of looking for materials

 a completed picture what the change will look like

 the psychological support they give to teachers

However, the fulfillment of these goals, especially the first and the third, depends

on the approach and quality of the textbook The materials may not be in tune with the newkind of teaching being encouraged, following instead the methodology already commonlybeing practiced; alternatively, the materials may be so difficult to use that teachers areunable to follow them as intended, making them revert to their previous practice In eithercase, rather than agents of change, books will be “agents of conservatism,” reducing thelikelihood of teachers trying out new, alternative approaches and methods (Garinger,2001)

No doubt, a course book is looked upon as an indispensable vehicle for foreignlanguage acquisition whose validity and significance are seldom impugned Many studentsworking with a course book feel secure and have a sense of progress and achievement.They always have a book to relate to; they are not groping in the dark Consequently, theybecome more confident and satisfied as they tackle the target language within a certain

framework Furthermore, a textbook provides students with the opportunity to go back andrevise They can also use the textbook for self-study and as a reference tool Besides, awell-illustrated book, equipped with eye-catching phrases and sensational pictures or titles,

is preferable to tons of photocopied material, which teachers and students often take a dimviewof

Hutchinson and Torres (1994) also see the textbook as a possible agent of change.This can be achieved if a number of conditions are met First, the textbook needs tobecome a vehicle for teachers and learners training In other words, as well as an explicitand detailed teacher’s guide, the student book should also include appropriate learning-how-to-learn suggestions Second, the textbook must provide support and help withclassroom management, thus freeing the teacher from coping with new content andprocedures Third, the textbook will become an agent of change if it provides the teacherswith a clear picture of what the change looks like and clear practical guidance on how toimplement it in the classroom Finally, if adopted by a school, a textbook can result in thecollegial support and shared responsibilities for, and commitment to, the change Again,more research is needed to see whether preplanned materials actually do change practice orare simply adapted to maintain the status quo Stodolsky’s study of the use of textbooks bysocial-studies teachers (1989) suggests that innovative curriculum packages may producestricter adherence to content and procedures than standard textbooks, but that teachersfrequently make instruction more teacher-centered by eliminating group projects and theuse of exploratory, hands-on activities, or those focused on higher-order mental processes

In other words the textbook writer’s aims may be overridden vitiated by the teacher’simplementation skills (Jarvis, 1987) or reading of the text (Apple, 1992)

Another function of textbooks that is often overlooked is their role as a structuring

tool Communicative language classes are social events, and so, inherently unpredictable

and potentially threatening to all participants (e.g., Reid, 1994) This is particularly so inperiods of change (Luxon, 1994) such as those experienced by teachers implementing newprograms or working with unfamiliar learners types Learners are, of course, by definitionalways facing enormous and possibly threatening change as their language skills develop.One strategy both teachers and students use in dealing with this uncertainty is ‘social

routilization’, the process by which classroom interaction becomes increasinglystereotyped to reduce the unpredictability and, thereby, the stress Materials can play a keyrole in this process: ‘Textbooks survive … and prosper primarily because they are the mostconvenient means of providing the structure that the teaching and learning system -particularly the system in change – requires’ (Hutchinson and Torres, 1994, p 317) Atextbook, from this perspective, does not necessarily drive the teaching process, but it doesprovide the structure and predictability that are necessary to make the event sociallytolerable to the participants It also serves as a useful map or plan of what is intended andexpected, thus allowing participants to see where a lesson fits into the wider context of thelanguage program Hutchinson and Torres (1994) suggest that this is important because itallows for:

1 Negotiation: The textbook can actually contribute by providingsomething negotiate about This can include teacher and learner roles aswell as content and learning strategies

2 Accountability: The textbook show all stakeholders ‘what is beingdone … in the closed and ephemeral world of the classroom’

3 Orientation: Teachers and learners need to know what is happeningelsewhere, what standards are expected, how much work should becovered, and so on

Again, it is a question of balance Using a textbook does reduce some options forlearners, but it can also allow for greater autonomy They can, for example, know what toexpect and better take charge of their own learning It may well be this sense of controlwhich explains the popularity of textbooks with many students Consequently, a teacher’sdecision not to use a textbook may actually be a ‘touch of imperialism’ – in the words of aTESLMW-L colleague – because it retains control in the hands of the teacher rather than inthe learners

Therefore, despite the frequently expressed reservations about published materials,these do not need to be a debilitating crutch used only by those unable to do without.Indeed, the preceding discussion suggests that the use of appropriate teaching materials canadvantage both teachers and learners The issue, then, is not whether teachers should or

should not use such materials – most do so at some point in their career (Cunningsworth,1984) – but what form these materials should take if they are to contribute positively toteaching and learning.

Finally, Hutchinson and Torres (1994) have drawn attention to the pivotal role oftextbooks in innovation They prove that textbooks can support teachers throughpotentially disturbing and threatening change processes, demonstrate new and/or untriedmethodologies, introduce change gradually, and create scaffolding upon which teacherscan build a more creative methodology of their own

Above we have looked at the roles that textbooks can play and researchers haveshown that the contribution of textbooks in any language program needs not debilitating toteachers and learners; textbooks can not only scaffold the work of teachers and learners butalso serve as agents of change, provided act as guides and negotiating points, rather thanstrait-jackets However, practitioners need to look carefully at the principles underpinningsuch textbooks to ensure that they contribute positively to the languageenvironment.Teachers obviously need much information about how to use the textbooks tofacilitate their teaching and learning process

As can be seen from the fact that the most common activity that educatorswhenever conduct research on textbooks is looking at the quality of the books, the content

as well as the format and the appropriateness they supply for students in terms ofvocabulary and ethnic and gender biases Educator researchers have found out that it doesmatter if students do not know what the books say and the way in which teachers use thetextbooks aids students learning

In short, the textbook can play a significant role in curriculum renewal However,how the textbook can function as an agent of change is conditioned In the followingsection, the conditions for the textbook to play its role in the curriculum renewal will bediscussed

2.3 Previous studies on the use of textbooks in ELT Innovation

As a number of writers have noted, effecting curriculum renewal or curriculuminnovation is a complex process Putting a new curriculum, which is represented by thenew textbook, in place does not necessarily mean that a change in classroom behaviors willoccur Nunan (1988, pp.138-141) for example, discusses the frequent mismatch between

what was planned (the planned curriculum) and what actually occurs in the language classroom (the implemented curriculum) The planned curriculum here is understood as the

new textbook and the implemented curriculum as how the new textbook is used in theclassroom Nunan also emphasizes the importance of establishing the degree of mismatch

(the evaluated or assessed curriculum) White (1988), citing Sockett (1976, p 22),

continues the latter’s metaphor of comparing a curriculum with the plan of a house, buttakes the metaphor further, saying that the curriculum is three things First, it is the plan

which is “directed towards an objective yet to be realized.” Second, it is the plan of how to

build the house – “the systems that are needed in order successfully to build the house.”Third, he says that curriculum also has to include the view of the house after it has beencompleted – and how it matches up to the requirements and expectations This importantevaluative aspect provides a feedback loop so that “planned and actual outcomes can becompared and appropriate remedial action taken to repair failures or deficits” (White,

1988, p 4)

Although the role of textbooks as tools of innovation implementation has recentlyacknowledged, not much research has ever been conducted in this regard Despite theresearcher’s strenuous efforts in identifying studies on how teachers use the textbook in thecontext of innovation, just a couple of studies on this topic were found in the literature

Harrison (1996) examines changes in learner and teacher behaviors as a way ofevaluating a large-scale curriculum renewal project in the Middle East The focus of theinvestigation is whether learners’ classroom language behavior changed as a result of theintroduction of a new EFL curriculum with new textbooks and a new examination system.The data for the study include lesson transcripts, inspectors’ reports, interviews withinspectors, and reports from teachers’ meetings Harrison concludes from his investigationthat simply changing the raw materials of the curriculum – that is, the materials thatteachers and learners use – will not necessarily effect a change in language behavior

Bathmaker (2007) conducted a study to investigate teachers’ beliefs in the use of Englishtextbooks for teaching English in the upper secondary Normal Technical stream inSingapore Through the analysis of the semi-structured questionnaire data, the researcherfound that there was a relationship between teachers’ use of textbooks and their attitudestowards the less academically-inclined Normal Technical students Also teachers’ use ofthe textbook was greatly influenced by their beliefs about factors related to the institutionand the classroom such as the demands of meeting the stipulated pass rate in Englishexaminations and the students’ cognitive weakness and behavioral problems

Kurgoz (2008) conducted a two-year case study on teachers’ instructional practices,and the impact of teachers’ understandings and training on teachers’ implementation of theCommunicative Oriented Curriculum initiative in the context of a major curriculuminnovation in teaching English to young learners in Turkish state schools Usingmultidimensional qualitative research procedures, comprising classroom observations,teacher interviews and lesson transcripts, a picture is developed of how two teachersimplemented the Communicative Oriented Curriculum Results showed that teachers’instructional practices ranged along the transmission and interpretation teachingcontinuum, and teachers’ understandings and their prior training had an impact on theextent of their implementation of the curriculum initiative

In Vietnam, Mr Canh (2008) used questionnaires and semi-structured interviews toexplore upper secondary teachers’ beliefs about, and their self-reports of theimplementation of, the new English curriculum with the new textbook which is theme-based, task-based and learner-centered Findings showed that although teachers’ beliefsabout the new textbook were positive, their self-report of actual classroom practice did notseem to be consistent with their stated beliefs According to their self-report through semi-structured interviews teachers found that the teaching methodology underlying the newtextbook did not match up with their students’ level of proficiency and expectations as well

as with the physical conditions of their school Teachers taught the new textbook, which iscommunicative and task-based, in a conventional manner The study supports the idea thatinnovation is unlikely to be fully implemented if it is just transmitted through the

introduction of a new curriculum Also, the study reinforces the truism that there can be nocurriculum development without teacher development.

2 1 Conditions necessary for the success of curricular innovations

Curriculum development, according to Nunan and Lamb (2001, p.36) is “a delicatejuggling act” for change agents as they consider the various issues and stakeholders withintheir educational environments The literature is replete with impressive lists that describethe attributes needed for innovations to thrive Based upon his research of over 1,500studies on innovations in various educational fields, Rogers (1962/1995) concludes thatinnovations succeed when they are:

 Advantageous to the end users

 Compatible with earlier educational practices in the institution

 Simple to understand and utilize

 Easy to try out and easy to back away from

 Visible to all the stakeholders

In addition to our earlier discussion of stakeholders’ salient beliefs, Kennedy et al(1999, pp 53-54) identify further issues to consider:

 There must be a collaborative environment that is conducive forinnovations to occur

 Support from management is crucial for successful implementation

 Teachers need to be trained in the innovation

 Change agents must maximize benefits and minimize costs tostakeholders

 Change agents must be skilled in the subject content, and needexpertise in management and interpersonal relations

 Change agents must remember that innovation is as much a political

as a rational activity

These and related studies can be summarized by identifying three important factorsthat should be considered when planning innovations: the change agent, the educationalenvironment, and the real needs of stakeholders

Change Agents

It is often the case that much of the responsibility for the success or failure ofinnovations is placed on the change agents This is unfortunate, since in many projects,change agents are inexperienced foreign language teachers who lack knowledge about thewider dynamics within the institutions they are serving Teachers are the most importantchange agents, and there are three major teacher variables related to the success or failure

of innovation, i.e teachers’ attitudes, teachers’ training and teachers’ understanding ofinnovation (Fullan, 1991; Markee, 1997)

Teachers’ attitudes, which are derived from their experience as language learnersand teachers, their training and their interaction with colleagues, affect their behavior in theclassroom If teachers’ attitudes are congruent with the innovation, then they are positivelydisposed towards its implementation However, teachers who are initially enthusiasticabout an innovation may easily become disillusioned if there is a lack of support for theinnovation implementation, such as inadequate resourcing or students’ low motivation.There have been a number of recent reviews of unsuccessful attempts to implementlearner-centered communicative curricula amongst teachers whose background andexperience tends toward more traditional teacher-centered methods (Hui, 1997; Penner,1995; Holliday, 1994; Karavas-Doukas, 1995; Harrison, 1996)

Teacher training and support are a critical issue in preparing teachers to implement

a new curriculum and can play a major role in shaping teachers’ attitudes Withoutsufficient training and support, even teachers initially enthusiastic about an innovation maybecome frustrated by implementation problems (Gross et al., 1971; Verspoor, 1989)

If teachers are to implement an innovation successfully, they need to have athorough understanding of the principles and practices underlying the innovation Fullan(1991) warns that “people will always misinterpret and misunderstand some aspects of thepurpose or practice of something that is new to them” (p 199).

For the reason of limited space I just focus on the most important factors thatshould be looked upon as planning innovation, change agents, here

Conclusion

This Chapter has reviewed the Literature on teachers’ implementation of innovation

or curriculum renewal in ELT Two critical issues emerge in this review First, there is agap between the planned curriculum and the implemented curriculum In other words,teachers appear to interpret the planned curriculum according to their understandings,experiences and perceptions of contextual factors Second, the role of the textbook in thecontext of ELT innovation or the role of the textbook as agent of change in ELT remainsunder-researched The gap is even wider in the Vietnamese context This study is therefore

an attempt to narrow the gap and to contribute to the common knowledge of how teachersimplement curriculum renewal through their use of the textbook in the classroom

CHAPTER III: RESEARCH METHODOLOGY

This chapter presents the research questions and research methods used for the datacollection as well as research procedures The first section of the chapter presents thebackground information of the study, i.e., the recent introduction of the new curriculum forEnglish in the high school in Vietnam and the institutionalization of a new textbook series

as the mediator of such innovation Then it presents the research questions which constitutethe focus of this study and a discussion of the methodology which was used to guide thepresent study Next, information about the case including the bounded context andparticipants is provided The Chapter concludes with a discussion of the instruments ofdata collection as well as the procedure of data collection

1 Background

Responding to the need to increase the number of people who can communicatecompletely in English to support the recent adoption of a market economy as well as theentry into the ASEAN bloc and World Trade Organization in Vietnam, the VietnameseMOET has recently decided to reform the English language curriculum for secondaryschool which starts from Grade 6 through to Grade 12 The new series of Englishtextbooks aim to enable school pupils

a To communicate in English at the basic level in all modes ofcommunication, i.e., listening, speaking, reading and writing;

b To master the basic formal knowledge of the English language; and

c To have general understanding of, and a positive attitude towards thecultures of the English speaking countries

(Ministry of Education and Training, 2006, p 5)

It is also stated in the new English curriculum for secondary schools that

“communicative skills are the goal of the teaching of English at the secondary school whileformal knowledge of the language serves as means to the end” (p.6) The new curriculumhas become an ordinance, which is promulgated and prescribed by the MOET, for allsecondary schools throughout the country

The innovative textbooks are theme-based and skill-based which adopt the “twocurrently popular teaching approaches, the learner-centered approach and thecommunicative approach A focus is on task-based teaching as the leading methodology”Hoang et al (2006, p 12) The topic fields covered in the textbooks are “You and me”,

“Education”, “Community”, “Nature and Environment”, “Recreation”, and “People andPlaces” The textbook is structured according to standard pattern consisting of 16 didacticunits, each comprising five sections: Reading, Speaking, Listening, Writing, and LanguageFocus which presents the target grammatical structures and phonetic sounds Each of thesesections is prescribed to be dealt within one 45-minute lesson Although the new textbookwas introduced in 2002 for Grade 6, it was not until 2006 that the new curriculum wasapproved and institutionalized

After the new textbook set had been piloted, revised and institutionalized, service teacher training workshops were organized through a cascading model Thecurriculum developer led the workshop with ‘key’ teachers nominated by provincialeducational authorities, who then went back to the provinces and ran the workshop forother teachers (among whom were the four teachers in this study) These workshopsusually lasted 10 days each during the summer break with key trainers being the textbookwriters themselves During the workshop, teachers were introduced the structure of thetextbook, the underlying methodology and classroom techniques that teachers weresupported to employ in delivering the textbook

in-2 Research Questions

This is a single qualitative case study The major goal of the study is to examine theimplementation of the new textbook for grade 10 at an upper secondary school on theoutskirts of Hanoi The design and methodology oriented around the following researchquestions:

1 How is the new textbook implemented in the classrooms?

2 To what extent does such implementation match the underlyingmethodology of the new textbook?

3 What are teachers' rationales for their innovation implementation?

3 Rationale for Choosing a Case Study

With regard to the choice of research methodology, Larsen-Freeman and Long(1991) maintain that

What is important for researchers is not the choice of a priori paradigms

or even methodologies, but rather to be clear on what the purpose of thestudy is to match that purpose with the attributes most likely toaccomplish it Put another way, the methodological design should bedetermined by the research question (p 14)

What is implied in the above quotation is that it is the purpose of the study thatdetermines the choice of research methodology, not the other way round The purpose ofthis study is to explore how teachers implement English language teaching innovationwhich is promoted by the Ministry of Education and Training in the classroom and therationale behind their implementation Such a purpose fits well the choice of a singlequalitative case study

Case studies, as described by Yin (2003) are “the preferred strategy when “how”

or “why” questions are being posed, when the investigator has little control over events,and when the focus is on a contemporary phenomenon within some real-life context” (p.1).Yin also goes on to assert that the case study method allows the researcher to get insightsinto the holistic and meaningful characteristics of real-life events (p 2) A study on theimplementation of innovation in the classroom is, in effect, an exploration of a pedagogicalphenomenon in its natural context, i.e., in the classroom

A case can be defined in a variety of different ways, but fundamentally is referred

to as a ‘bounded system’, a term originally coined by Louis Smith, an educationalethnographer (see Stake, 1995) However, the notion of ‘boundedness’ is complex at theoperational level In this study I used Hitchcock and Hughes’ (1995,p 319) definition of

‘boundedness’ according to which a case can be “looked at in terms of ‘key players’, ‘keysituations’ and ‘critical incidents’ in the life of the case (McDonough and McDonough,

1997, p 205) In addition to this, the definition by Miles and Huberman (1994 cited in

McDonough and McDonough, 1997, p.205) was also used Miles and Huberman relate

‘boundedness’ to the following:

 organizational/ institutional arrangements

Information about the case in this study regarding the above aspects is presented inthe subsequent section

With regard to typology, Yin (2003) categorizes case studies into three main types:(i) exploratory case studies; (ii) descriptive case studies; and (iii) explanatory case studies(p 1) This study is a combination of an exploratory study and a descriptive study It isexploratory in the sense that it sets out to explore the way teachers implement innovation

in their classroom and their explanation of the way they implemented innovation But it isdescriptive, too, because it aims to describe the extent to which the methodologyunderlying the innovation is employed in real classrooms

4 The Case

The case in this study is a private senior high school, which is located in the centralarea of Ha Tay province Economically, this area is developing fast The school wasfounded in 2005 At the time when the study was conducted, the school had a pupilpopulation of almost 1600 Of this pupil population, 560 were in Grade 10 Admission wasselected according to their academic records in the junior high school One of theprerequisites for admission was that the pupils had earned the title “hoc sinh tien tien” forall four years of schooling in the junior high school

There were 11 English language teachers working for the school Like teachers ofother subjects working in this school, all these English teachers had their permanent jobs in

other state-run senior high schools Most of them had five years or more of teachingexperience except for two who had just retired from other schools All of them wereemployed on the contractual basis.

Originally I planned to conduct the study in a state-run school However, after Itried with two schools, I failed to get the permission from the teachers who did not agree toget involved in the study This private school was my third choice, and the reason forchoosing it was just for convenience I did not have to travel very far to the school when Ipaid field trips to the school But more important was the permission I got from the schoolleadership and the teachers who were teaching English in the school Although this was aprivate school, it had many similar characteristics of many other state-run senior highschools in the rural area On average, 50 pupils were put in one classroom which wasbasically furnished with rows of long desks Every five pupils shared one desk Betweenrows of desks was a narrow aisle for the teacher to move around

Although the area is economically developing, there are very few opportunities forthe students to use English outside the school because this is not a tourist destination.Neither is it an industrial area which accommodates joint–venture or foreign-ownedcompanies Local people live chiefly by working as state officials or having their ownbusiness

5 Participants of the study

Participants were four female teachers of English (ranging from 29 to 45 years old)who had been teaching both the old textbook and the new one at the high schools (bothprivate and state-run) in Ha Tay province All of them were university graduates and theyall have at least six years of English teaching experience at different high schools in urban

as well as suburban areas of Ha Tay All these teachers attended a short in-service trainingworkshop organized by the MOET on using the new textbook, and three of them were eventrained in using the new textbook by the English Language Trainer Training Project(ELTTP) with British trainers

6 Instruments

McDonough and McDonough (1997) have cautioned that cases are objects to beexplored rather than methods or techniques of data collection According to them, thebattery of possible instruments for a case study typically includes:

 naturalistic and descriptive observation

 narrative diaries

 unstructured and ethnographic interviews

 verbal reports

 collection of existing information (p 208)

For the purpose of this study, a triangulation of three different methods was usedfor data collection These included classroom observation, post-observation semi-structured interviews and an analysis of the existing information related to the Englishlanguage teaching innovation in the secondary school, i.e., the curriculum and the textbook(student’s book and teacher’s book)

Of these methods, classroom observation assists the researcher in understandingaccurately the innovation implementation in the natural setting whereas post-observationinterviews helps to provide more useful information about how and why teachers taughtthe new textbook in the way they did In other words, interviews help to obtain in-depthand rich information about the observed behaviors All these instruments will be discussed

in detail in the following sections

6.1 Classroom observation

According to Hopkins (cited in Mr Donough, J and Mr Donough, S 1997, p.101)

“Observation is a pivotal activity with a crucial role to play in classroom research”.Observing classrooms helps to see the various interactions between the instructor andstudents Over time patterns of interaction that are complex in nature will emerge These inturn will assist the researcher in exploring accurately and quickly how the instructionalprocesses carry out, then the validity of information in the way that teachers empiricallyuse to implement the new textbooks can be tested and clarified

In this study, I observed all four teachers who are in charged of 10th grades, andamong the classes I observed, there were two lessons of speaking skill, two of readingskill, two of language focus, one of listening and one of writing skill

6.2 Post-observation interview

According to Nunan (1992), in a research interview “the agenda is totallypredetermined order and the types of interview one chooses will be determined by thenature of the research and the degree of control the interviewer wishes to exert” (p 149)

As the aim of this study was to explore the implementation of the new textbook, it is ofnaturalistic inquiry by nature The aim of the interviews was to understand the rationale ofteachers’ behaviors in the classroom, and for this aim all post-observation interviews wereunstructured The design of unstructured interviews helped me to gain understanding ofwhy teachers taught the way they did in the classroom

The interviews were conducted after the classroom observation if the teachers werehaving an interval waiting for their next period Otherwise I had to wait until they had freetime later in the day Each interview lasted around 25 minutes and the language of theinterview was Vietnamese to ensure mutual understanding between the teacher and myself

as an interviewer The interviews were not recorded Instead I took notes of importantpoints during the interviews

6.3 Data collection and data analysis procedures

6.3.1 Datacollection procedures

In order to get empirical information about teachers’ implementation of theintended syllabus innovation in their real classroom and the rationales for theirimplementation, on the 18th of March I decided to come to meet the leader of the school toask for cooperation for my study It was really lucky for me to be given warm welcome byall four English teachers of 10th graders Some days later, on March 27th 2008, I wrote them

a letter to inform them of my visits to their lessons in advance Data collection methodsused for the study comprised classroom observation and post-observation in-depthinterviews Classroom observations were conducted for two lessons for each teacher in

three weeks, totaling 2 lessons per teacher or 8 lessons altogether for four teachers.Because teachers were not comfortable with their lessons being video or audio-recorded, Itook extensive field notes of all the observed events in the classroom in the most possiblenaturally detailed manner to determine the teaching styles of a single case As a result,classroom observation helped me collect the data “which is not what participants havewritten on the topic (what they intend to do, or should do), not what they say they do”.(Gillham, 2000, p 47) The interviews were conducted after the classroom observation ifthe teachers were having an interval waiting for their next period Otherwise I had to waituntil they had free time later in the day Since teachers were not comfortable with theirinterviews being audio-recorded, I took notes of important points focusing on the criticalissues arising from the observed lessons as well as issues related to teachers’ rationaleunderlying their implementation of the intended syllabus innovation.

Each interview lasted around 25 minutes and all the interviews were conducted inVietnamese in order for the participants to fully articulate their views without beingconstrained by the use of English or it helped them to avoid getting confused inunderstanding the English interviewing questions and giving answers to the askedquestions They were then translated and analyzed by the researcher to uncover theemerging themes The full transcript of the interviews is given in Appendix 4 Eachinterviewee was asked seven questions:

1 How long have you been teaching English?

2 Can you name the teaching methodology underlying the curricular innovation?

3 Does the new teaching methodology tally with the teachers and the students’English learning purpose at your school? Why? And Why not?

4 Do you find any advantages or disadvantages of the new teaching methodologyunderlying the new curricular innovation? What are they?

5 Do you focus on teaching vocabulary and grammar or teaching language skills?Why?

6 Do you agree with the recent survey that the quality of English teaching is verypoor?

7 In your mind what should be done to appraise the quality of English teaching?

6.3.2 Data analysis procedures.

The procedures of collecting data took me only a month but it took me aboutmonths to analyze the data Data collected from the above different sources werecategorized into i) Teachers’ classroom practice and ii) Factors affecting teachers’teaching The data was categorized this way simply for seeking answers to the researchquestions established for this study The data was then analyzed both descriptively andinterpretively The qualitative data from classroom observation and the interviews werepresented by quoting relevant responses from the respondents

7 Conclusion

This chapter presented the research questions, the research methodology and adescription of the instruments for data collection Given the aims and objectives of thestudy as stated in Chapter I the researcher decided to use mixed instruments in qualitativemethod with a hope to get a provision of reliable and valid data for analysis in thefollowing chapter

CHAPTER 4: DATA ANALYSIS AND DISCUSSION

The first Chapter presents the rationale and the aims of the study as well as theresearch questions and the research methods Chapter II reviews the literature on the role

of the textbook in ELT innovation and factors affecting the way to use the textbook in thecontext of innovation Chapter III presents the research questions and research methodsused for the data collection as well as analysis procedures This Chapter presents anddiscusses the findings that arise from the data which were collected for answering theintended research questions There are two types of data which were analyzed andpresented separately, i.e classroom observation data and post-observation interview data

Firstly, the analysis of the classroom observation data will be presented to provideempirical information of how the intended innovation embedded in the new textbook wasactually implemented in the classroom Secondly, the data collected from the post-observation interviews will be analyzed and presented The outcome of this part will beused to answer the second research question about why teachers taught the textbook theway they did In other words, this will help to understand the factors that affect the wayteachers implemented the intended innovation from the teachers’ perspectives Finally, adiscussion of these findings will be presented

Collecting data from classroom observation and post-observation interviews Idecided to categorize into two main issues: 1) Teachers’ classroom practice and 2) Factorsaffecting teachers’ teaching The data was categorized that way simply for answering theresearch question presented in chapter I Following is the description of the data in detail

I Findings

In order to get empirical information about the way teachers implemented the newEnglish textbook for grade 10 I came to visit 8 English lessons which were conducted byfour different teachers, the participants of the study, at a private senior high school forthree weeks from 27 April 2008 to 20 April 2008 Due to technical constraints as well asgetting the permit and approval from the participants of the study, I informed them of myvisits to their lessons in advance and while I was attending their classroom I did not

videotape or audio-tape the lessons I observed Instead, I took notes of classroomprocedures and activities in the most possible naturally detailed manner which determiningteaching styles to reflect on a single case After collecting the data from classroomobservations and post observation interviews, some most interesting and significantfindings were selected to present below.

I.1 Teachers’ Classroom Practice

I.1.1 Teachers’ Adaptation of the Textbook

First and foremost, it can be seen obviously from the classroom observations thatteachers tried to adapt the tasks and activities employed in the new textbook to attract theirlearners’ participation Below are two typical extracts from two different lessonsimplemented by two different teachers

Extract 1 (Observation 2 Unit 13 Language Focus) In stead of asking students to

do exercise 1 on Grammar and Vocabulary (Appendix 6) in their textbook, the teachercreated a table of three columns and asked her students to complete the table in order tomake adjectival forms of the verbs

T: Can you complete the table on the board by adding “ing” or “ed” to the verbs? Now two

students go to the board

Ss: (Two students go to the board and complete the table)

Extract 2 from observation 2: The teacher helped her students practice

pronouncing the sounds /v/ and /f/ She herself found two pictures as visual aids to

introduce the sounds

T: Look at the poster and answer my questions What’s this?

S: (in chorus) it’s a face /feis/

T: And this?

S: (just silent) …….

T: It’s a vase /veis/ Who can tell me the difference between them?

S: (some audible) v and f.

T: yes the meaning, the pronunciation of these words are different Today we’ll practice

two sounds: /v/ and /f/

Extract 3: Another extract from observation 1 which describes the way the teacher

tried to adapt the tasks provided in the book Instead of answering four questions one after

another in Task 2, p 148: Listen again and answer the questions, the teacher asked her

students to work in groups, then each group had to answer two questions in the table

T: Bây giờ cô cho 2 nhóm lên bảng, now Questions 1and 3 group A;

Questions 2 and 4 group B Trong khi các bạn 2 nhóm làm trên bảng, các bạn dưới

lớp chú ý quan sát và nhắc trợ giúp các bạn nếu cần (Now two groups go to the

board, questions 1 and 3 group A; Questions 2 and 4 group B While your friends are

doing the others can assist them if necessary)

1 As a football-player, Pele is famous for

skills in controlling and manage (managing)

the ball

3 he play (plays) for an American club before

2 he participate (participates) in three world cups

4 He became in (an) international ambassador forthe past, working to promote peace andunderstanding through friendly sport activities

he retired

It can be seen obviously from the extracts above the ways the teachers tried toadapt the tasks provided in the textbook for activating their students to get involved in theactivities as much as possible As a result, it helps the class to run more effectively duringthe period because they could understand what to do and how to find and retrieveinformation from the lesson

I.1.2 Dependence on the textbook

The teachers tried to adapt the classroom activities to get a more interesting andlively lessons However, the adaptation that teachers made seemed to be simple and reallylittle Basically, most classroom activities as well as teaching methods and classroomprocedures as shown from observation data relied so heavily on the textbook As a result,the textbook is the center of instruction influencing the teaching and learning process in the

class Below is a typical excerpt from one of the lesson transcripts

T: Today we come to unit 5 Cities Let’s start the first part reading

T(writes on the board) : A Reading

I Before you read

T: Look at the pictures and answer the questions.

T: Now who can match the pictures with the places.

(Extract from observation 5, a reading lesson)

Since all four observed teachers employed a similar textbook-based format for theirlessons: before you read/ listen; while you read/listen; and after you read/listen, ect…, Ijust give only one extract here as a typical example Although the students could finish allthe prescribed tasks in their textbook, they might not be able to improve their languageskills What they did to answer their teachers is simply repeated all the words, phrases andsentences from the textbooks; there seemed not any communicative interactions betweenthe teachers and students as well as among students

I.1.3 Emphasis on forms rather than on communication

The next issue arising from most observed lessons demonstrates that the teacherstended to focus on forms and there was little emphasis on communicative ability, themeaningful use of language Two of the excerpts below are typical examples of theproblem

Excerpt 1: from observation 6, a language focus lesson on the use of will and be

going to The students had just done their two first exercises on the use of be going to and will to express future plans or future predictions In this part they practiced using will to

make offers

T: (writes on the board) 3 Will: making offers.

T: Ta dùng will để đa ra một lời đề nghị Chẳng hạn một bạn bảo là It’s very hot thì

em sẽ đa ra lời đề nghị là tớ sẽ mở cửa cho bạn thì nói thế nào?(points to a students)

(We use “will” to make an offer For example someone says “It’s hot”then how doyou make an offer to open the door for her?)

S: I will open the window.

T: Còn bạn bạn nói tớ sẽ bật quạt bằng tiếng Anh thế nào?(points to another

student)

S: I will turn on the fan.

T: good Vậy là chúng ta sẽ dùng will để đa ra lời đề nghị giúp ai đó

Excerpt 2: from observation 2 Teacher explained a grammatical phenomenon:

“ing” adjective and “ed” adjective)

T (writes on the board) The film is interesting “ing” – active meaning

I am interested in the film “ed”_ passive meaning

T: ta sử dụng dạng “ing” với nghĩa bản chất của sự việc cũn dạng “ed” thỡ thể hiện

tõm trạng