Nguyễn thị vân anh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ VÂN ANH AN EVALUATION OF THE COURSEBOOK NETWORK-GET CONNECTED FOR FIRST-YEAR STUDENTS AT A UNIVERSITY IN HANOI: TEACHERS’ AND STUDENTS’ PERSPECTIVES (Đánh giá giáo trình Network-Get Connected dành cho sinh viên năm trường Đại học Hà Nội góc nhìn giáo viên sinh viên) M.A MINOR PROGRAMME THESIS MAJOR: ENGLISH TEACHING METHODOLOGY CODE: 8140231.01 Hanoi - 2021 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ VÂN ANH AN EVALUATION OF THE COURSEBOOK NETWORK-GET CONNECTED FOR FIRST-YEAR STUDENTS AT A UNIVERSITY IN HANOI: TEACHERS’ AND STUDENTS’ PERSPECTIVES (Đánh giá giáo trình Network-Get Connected dành cho sinh viên năm trường Đại học Hà Nội góc nhìn giáo viên sinh viên) M.A MINOR PROGRAMME THESIS MAJOR: ENGLISH TEACHING METHODOLOGY CODE: 8140231.01 SUPERVISOR: PROF HOÀNG VĂN VÂN Hanoi - 2021 DECLARATION I, Nguyen Thi Van Anh, hereby certify that the thesis entitled “ An evaluation of the course book Network - Get Connected for first-year students at a university in Hanoi: teachers’ and students’ perspective” is summited for the partial fullfillment of the Degree of Master of Arts at the Falcuty of PostGraduate Studies, University of Languages and International Studies, Vietnam National University, Hanoi I also declare that this thesis is the result of my own research and efforts and it has not been submitted for any other purpose Hanoi, 2021 Nguyen Thi Van Anh Approved by SUPERVISOR (Signature and full name) Hoang Van Van Date: …………………… i ACKNOWLEGEMENTS I, first and foremost would like to express my deepest gratitude to my dedicated supervisor, Prof Dr Hoang Van Van for his valuable suggestions and comments which helped me complete the study Besides, I would like to give my special thanks to the teachers and students at the university for their help in completing survey as well as their willingness to share their ideas on the accomplishment of the research I also wish to acknowledge the assistance and encouragement of all the lecturers of the Faculty of Postgraduate Studies, University of Languages and International Studies, Vietnam National University My sincere thanks go to a number of my colleagues and friends who helped me a lot in gathering data for the study Finally, my gratefulness is to my family members who have constantly supported and encouraged me to carry out this thesis ii ABSTRACT The primary purpose of this research is to evaluate the coursebook Network- get connected which has been currently used for the first-year students at a university in Hanoi and find out suitable ways to implement the use of this material and to teach effectively On the purpose of achieving the professional goal above, data is collected through document analysis, survey questionnaire and interview This study was conducted with 111 students and teachers of English The results of the data analysis indicate that the coursebook was generally suitable to the intended learners and course’s requirements Whereas, there should be made some changes for more effective exploitation of the material in the future Based on the findings, some recommendations or adapting, modifying several items in this syllabus have come out in order to make the best use of the coursebook in the future iii LIST OF FIGURES, CHARTS AND TABLES Table 4.1 Students’ and teachers’ opinions of the aims of the coursebook Network - Get Connected 27 Table 4.2 Teachers and students’ opinions about the linguistics covered in the coursebook 32 Table 4.3 Teachers and students’ opinions about the skills covered in the coursebook 34 Table 4.4 The topics and its outcomes in the materials 37 Table 4.5 Evaluation on tasks or activities of language elements 40 Table 4.6 Evaluation on tasks or activities of skills 42 Figure 4.1 Students’ opinions about the difficulty of the coursebook’s content 29 Figure 4.2 Teachers’ opinions about the difficulty of the coursebook’s content 29 Figure 4.3 Teachers’ evaluation on the guidance for doing tasks 43 Figure 4.4 Students’ evaluation on the guidance for doing tasks 44 Chart 4.1.Teachers and students’ evaluation on topics 38 Chart 4.2 Evaluation on the students’ progress 39 iv TABLE OF CONTENTS DECLARATION i ACKNOWLEGEMENTS ii ABSTRACT iii LIST OF FIGURES, CHARTS AND TABLES iv CHAPTER 1: INTRODUCTION 1 Rationale Objectives of the study Research questions Scope of the study Significance of the study Organization of the thesis CHAPTER 2: LITERATURE REVIEW 1.1 Teaching materials in language teaching and learning 1.1.1 Definition 1.1.2 The role of materials in general English course 1.1.3 Types of materials 1.2 Materials evaluation 1.2.1 Definition of materials evaluation 1.2.2 Reasons for materials evaluation 1.2.3 Types of materials evaluation 1.2.4 Types of evaluators 11 1.2.5 Methods of materials evaluation 12 1.2.6 Criteria for material evaluation 13 1.2.7 Models of materials evaluation 14 1.3 Materials adaptation 16 1.4 Previous studies 18 v 1.5 Chapter summary 20 CHAPTER 3: METHODOLOGY 21 3.1 The setting of the study 21 3.1.1 Context of the study 21 3.1.2 Objectives 22 3.1.3 Description of the coursebook 22 3.2 Research Methods 23 3.2.1 Research questions 23 3.2.2 Participants 23 3.2.3 Data collection instruments 24 3.2.4 Data collection procedure 25 3.2.5 Chapter summary 26 CHAPTER 4: RESEARCH RESULTS AND DISCUSSIONS 27 4.1 Findings for the first research question 27 4.1.1 Coursebook’s aim 27 4.1.2 Coursebook’s content 29 4.1.3 Teaching methodology 40 4.2 Findings for the second research question 45 CHAPTER 5: CONCLUSION 46 REFERENCES 49 APPENDICES I vi CHAPTER 1: INTRODUCTION Rationale It is stressed that coursebook plays an important role in process of language teaching and learning since they indicate the content and identify coverage for syllabus items For teachers, especially for young teachers who are unexperienced in teaching, a textbook gives a structure that teachers can be easy to keep track of what they have taught Additionally, it also helps teachers save time to prepare materials by using linguistics and activities or tasks in the coursebook According to Cunningsworth (1995) and Elis (1997), evaluation of coursebooks helps teachers move beyond impressionistic assessments and supports them to acquire helpful and contextual insights into the overall nature of the material Textbooks “serve as one of the main instruments, in shaping knowledge, attitudes, and principles of our young people” (Hoang Van Van, 2012: 80) For students, a textbook is a main key material for them to concentrate on because it expresses what they are going to learn and what they are going to be tested during the time using the coursebook In the curriculum for this study, English courses consist of 20 credits, which are allocated into two phases: General English (GE) and English for Specific Purposes (ESP) GE including courses (a total of 14 credits) aims to help students have knowledge of English for years in semesters ESP concluding two courses with credits is made to teach students English language for specific purposes, for example: English for Tourism, English for Business or English for Information Technology The coursebook is mostly used either teachers or students in learning and teaching at the university It not only constructs a framework for teachers in reaching the aims and objectives of the course but also roles as an important part to teachers in lecturing the lessons In fact, this is the second year that the coursebook Network - Get Connected has been used at the university The material is approved and used as an official coursebook for teaching all firstyear students Up to now, there have been a lot of different opinions from both teachers and students about this material Yet, there are not any researchers evaluating the book to see whether or not it meets the requirements of the course and from that teachers can use the material more effectively Thus, it is very important for language teachers to carefully examine all aspects of this coursebook and to take advantages of this material In Vietnam education context, language plans and language policies are vital to a nation which not only direct the national language development but also affect their social aspects In the formal educational system, especially in foreign language teaching, the importance of coursebooks leads the way to the coursebook’s exploration by teachers With this respect, the study focuses on the merits and demerits of the text book in order to enhance and modify the material for future use It is hoped that the findings of this research are helpful values not only for teachers and students but also for the coursebook’s designers Objectives of the study The main purpose of this study is to reveal the advantages and disadvantages of the coursebook Network - Get Connected in order to find the suitable ways to teach and improve students’ learning Moreover, the research aims at evaluating the material of current use to determine whether its contents, activities, vocabularies and grammar match course’s requirements at level A2 and whether the coursebook meets students and teachers’ expectations and objectives Câu hỏi 8: Giáo trình cung cấp dạng tập kĩ năng? 5: hoàn toàn đồng ý 4: đồng ý 3: trung lập 2: khơng đồng ý 1: hồn tồn khơng đồng ý STT Kĩ Dạng tập thực hành Số điểm Đóng vai đoạn hội thoại Kĩ nói Phỏng vấn Miêu tả Chọn đáp án Điền từ Kĩ Hoàn thành câu nghe Hoàn thành bảng biểu Chọn đúng/sai Chọn đáp án Điền từ Kĩ đọc Hoàn thành câu Hoàn thành bảng biểu Chọn đúng/sai Trả lời câu hỏi Kĩ viết Thực hành viết câu đơn, sau viết câu ghép câu phức Thực hành dạng viết XI 3.2 Chỉ dẫn tập thực hành Câu hỏi 9: Hãy nêu ý kiến bạn nhận xét sau cách lựa chọn điểm thích hợp 5: hồn toàn đồng ý 4: đồng ý 3: trung lập 2: khơng đồng ý 1: hồn tồn khơng đồng ý Nhận xét STT Số điểm Khi thực hành điểm ngôn ngữ, sinh viên tự luyện mình, tiếp luyện theo cặp theo nhóm Khi thực hành nói, sinh viên tự luyện , tiếp luyện theo cặp theo nhóm Khi thực hành nghe, sinh viên tự luyện mình, tiếp luyện theo cặp theo nhóm Khi thực hành đọc, sinh viên tự luyện mình, tiếp luyện theo cặp theo nhóm Khi thực hành viết, sinh viên tự luyện mình, tiếp luyện theo cặp theo nhóm Sinh viên tự luyện tập kĩ 3.3 Phương pháp giảng dạy học tập Câu hỏi 10: Hãy nêu ý kiến bạn phương pháp giảng dạy học tập cách lựa chọn số điểm thích hợp 5: thích 4: thích 3: trung lập hồn tồn khơng thích XII 2: khơng thích 1: STT Phương pháp giảng dạy học tập Số điểm Hoạt động cá nhân Hoạt động theo cặp Hoạt động theo nhóm Hoạt động đóng vai 3.4 Công cụ hỗ trợ giảng dạy học tập Câu hỏi 11: Những dụng cụ dạy học sau giáo viên bạn sử dụng? Băng đĩa Máy chiếu Tranh ảnh Trò chơi Bài hát Các giáo cụ dạy học khác Phần 4: Đánh giá chung, kiến nghị góp ý Câu hỏi 12: Cuối cùng, em có ý kiến hay đề xuất giáo trình dựa tiêu chí sau đây? -Nội dung: …………………………………………………………………………………… …………………………………………………………………………………… -Sự phân bố thời gian bài: …………………………………………………………………………………… …………………………………………………………………………………… -4 kĩ năng: …………………………………………………………………………………… …………………………………………………………………………………… XIII -Phương pháp giảng dạy: …………………………………………………………………………………… …………………………………………………………………………………… -Ý kiến, đề xuất khác: …………………………………………………………………………………… …………………………………………………………………………………… …………………………………………………………………………………… Xin chân thành cảm ơn hợp tác từ em! XIV APPENDIX 3: QUESTIONNAIRE FOR TEACHERS Dear teachers, This questionnaire is designed to collect opinions of teachers toward the current English teaching on the coursebook Network - Get Connected The researcher highly appreciates your support by completing this survey Your contribution would be valuable and useful to the evaluation research and improvement of the coursebook and the information given will be assured to be used only for this study and kept in confidential Please answer the following questions carefully and honestly! Thank you so much for your cooperation! Section 1: Background information 1.Name _ Qualifications: B.A /B.S field: M.A field: PhDfield: _ Other: Teaching experience: • < years • 5-10 years • 10-20 years • > 20 years This survey consists of sections: Section 1: Coursebook’s aim Section 2: Coursebook’s content Section 3: Teaching methodology Section 4: Student’s comment and evaluation Section 1: Coursebook’s aim Question 1: Do you agree or disagree with those statements by choosing suitable numbers below: XV 5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1: Strongly disagree No Criteria Grade The coursebook helps students learn basic grammar and vocabulary in daily life The coursebook helps students improve listening and speaking skills The coursebook helps students improve reading and writing skills Students can practice speaking by using real conversations in the coursebook Students can expand their knowledge of communication, culture and team work The coursebook helps students improve pronunciation Section 2: Coursebook’s content 2.1 The difficulty Question 2: How difficult is the content of the coursebook? 5: strongly difficult 4: difficult 3: medium 2: not difficult 1: easy No Criteria Grammar structure Vocabulary Speaking practice Listening practice Reading practice Writing practice XVI Grade 2.2 Linguistics characteristics Question 3: What you think about the linguistics covered in the coursebook No Linguistics A lot Adequate Not much Not at all characteristics Grammar Vocabulary Pronunciation 2.3 Skills Question 4: What you think about the proportion of work on each skill designed in the coursebook? No Skills Listening Speaking Reading Writing A lot Adequate Not much Not at all Question 5: Are the topics in the coursebook familiar with your real life? 5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1: Strongly disagree Question 6: How could your students improve their English after finishing this course? Very much Much not much XVII not at all Section 3: Teaching methodology 3.1 Exercise/task Question 7: Does the material provide the tasks/activities of language element below? 5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1: Strongly disagree No Tasks/exercises Grade Giving the right tense of the verbs Rearranging the word orders Gap-filling Changing the word form Using grammar to practice speaking Speaking out loud Reading with rhythm and intonation Question 8: Does the coursebook provide the tasks/activities of skills below? 5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1: Strongly disagree No Skills Tasks/activities Grade Role-play Speaking Interview Making description Multiple choice Gap-filling Listening Completing sentences Completing charts-tables False/True XVIII Multiple choice Gap-filling Reading Completing sentences Completing charts-tables False/True Answering questions Writing Writing simple, complex and compound sentences Practicing essays, emails, notes 3.2 Guidance for practicing tasks Question 9: Please, indicate your opinion by ticking the grade below 5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1: Strongly disagree No Statements Grade When learning language elements, the students work individually, work in pairs and work in groups When learning speaking tasks, the students work individually, work in pairs and work in groups When learning listening tasks, the students work individually, work in pairs and work in groups When learning reading tasks, the students work individually, work in pairs and work in groups XIX When learning writing tasks, the students work individually, work in pairs and work in groups Students self-study at school or at home 3.3 Methodology Question 10: The following teaching learning techniques are used in the coursebook Please tick the appropriate boxes 5: Strongly like 4: Like 3: Neutral 2: dislike 1: Strongly dislike No Methodology Grade Individual work Pair work Group work Role-play 3.4 Teaching and learning techniques Question 11: Which teaching and learning techniques are used in your classroom? CD/DVD Projecter Photos/pictures Games Songs Others XX Section 4: Teacher’s comment and evaluation Question 12: What are your suggestions or comments for improvement the coursebook? -Content: -Time: -Skills: -Methodology: -Others: Thank you so much for your co-operation! XXI APPENDIX 4: TABLE OF CHECKLIST FOR EVALUATION (adapted from Hutchinson and Water’s checklist (1987)) SUBJECTIVE ANALYSIS OBJECTIVE ANALYSIS AIMS What are the aims of your course? What are the aims of the materials? Note: check that the aims are actually what they are said to be, by looking carefully at the material itself.) CONTENT What language points should be What language points the materials covered? cover? (i.e What particular structures, functions, vocabulary areas etc.) What micro-skills the materials cover? What micro-skills you need? (e.g deducing the unfamiliar words) What is/are the subject- matter areas, What subject-matter is/are required? assumed level of knowledge, and types of (e.g medicine, biology etc.) topics in the materials? What level of knowledge should be assumed? (e.g secondary school, first year college/ university, post-graduate etc.)? What types of topics are needed? (e.g in medicine, hospital organization , medical technology etc.) What treatment should the topics be What treatment are the topics given? given? (e.g straightforward, factual, taking into account issues, controversy, etc.) How is the content organized throughout XXII How should the content be organized the materials? throughout the course? - around language points? - by subject-matter? - by some other means (e.g study How is the content organized within the skills)? - by a combination of means? units? How should the content be organized within the course units? - By a set pattern of components? - By a variety of patterns? - By some other means? How is the content sequenced throughout - To allow a clear focus on (e.g the materials? certain skill areas, a communicative task etc.)? How should the content be sequenced throughout the course? e.g - from easier to more difficult? How is the content sequenced within a - to create variety? unit? - by other criteria? Should there be no obvious sequence? How should the content be sequenced within a unit? e.g – from guided to free? - from comprehension to production? - accuracy to fluency? - by some other means? XXIII Should there be no obvious sequence? METHODOLOGY What aspects of the learners’ attitudes What learners’ attitudes to learning to learning English should the course English are the materials based on? take into account? What kinds of exercises/tasks are What kinds of exercises/tasks are needed? included in the materials? e.g - guided free - comprehension language/skills use? - language/skills practice many possible right answers? - whole class group individual? - language-/skill-based contentbased -mechanical problem-solving? - role-play, simulation, drama, games? - ones involving visual? - self-study? What teaching-learning techniques can be - some other kinds? used with the materials? What teaching-learning techniques are to be used? e.g - lockstep? - pair-work? - small-group work? XXIV - student presentations? - work involving technical subject- What guidance the materials provide? matter? - other kinds? What guidance/ support from teaching the course will be needed? e.g In what ways are the materials flexible? - list of vocabulary and language-skills e.g points? - can they begin at different points? - language guidance? - can the units be used in different orders? - methodological directions or hints? - can they be linked to other materials? - suggestion for further work? - tests? How flexible the materials need to be? XXV ... HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ VÂN ANH AN EVALUATION OF THE COURSEBOOK NETWORK-GET CONNECTED FOR FIRST-YEAR STUDENTS AT A UNIVERSITY... evaluation of Tiếng Anh and Tiếng Anh is very positive The ratio rates at three levels such as excellent, very good and good are very high That means Tiếng Anh and Tiếng Anh are written with... positive The author devides the research into main parts Part is a brief overview of Tieng Anh and Tieng Anh - the two English textbooks being piloted in 92 selected primary schools in Vietnam Part