Rationale
As English has become essential for international technology and commerce, the development of English for Specific Purposes (ESP) courses has naturally followed According to Hutchinson and Waters (1987), understanding the specific needs of learners is crucial for effective language instruction Therefore, it is vital for Business Administration students at Haiphong University to acquire strong Business English skills in addition to their General English proficiency.
To enhance learner motivation and facilitate more effective and efficient learning, it is essential for any English for Specific Purposes (ESP) course to select teaching materials that align with learners' wishes, needs, interests, and demands "Market Leader Elementary" has recently been adopted as the official textbook for first-year Business Administration students at Haiphong University However, there has been no prior study examining the suitability of "Market Leader Elementary" within the specific teaching and learning context at Haiphong University This gap in research prompted the author to undertake the study titled:
“Teachers‟ and the 1 st year Business Administration Students‟ evaluations of the merits and demerits of the EBP Material „Market Leader‟ in Haiphong University.”
Aims of the study
The writer‟s concern in this study includes:
This study examines the effectiveness of the "Market Leader" EBP material by analyzing its objectives, content, and methodology from the perspectives of both teachers and first-year Business Administration students at Haiphong University Insights gathered from this investigation aim to enhance the learning experience and ensure that the material aligns with educational goals and student needs.
- Give some suggestions to make more advantages and fewer disadvantages of the application of „Market Leader‟ for both Teachers and the 1 st year Business Administration Students in Haiphong University.
Significance of the study
Numerous pre-researchers have identified materials evaluation as a significant area of interest, leading to extensive literature on the subject This study aims to assist BA teachers in refining their teaching methods to better engage students and meet their needs, ultimately improving students' efficiency in EBP learning Additionally, it is anticipated that this thesis will contribute to the evaluation and adaptation of ESP materials.
Scope of the study
Given the constraints of time, knowledge, and experience, a comprehensive discussion of all material evaluation criteria—such as audience, objectives, content, methodology, cultural bias, and authenticity—is unfeasible Consequently, this article will concentrate on three key criteria: objectives, content, and methodology.
Research questions
The study is carried out with an attempt to find out the answers to the following questions:
- Does the book Market Leader for the 1 st year Business Administration students meet the requirements of the course in terms of audience, objectives, content and methodology?
- What should be done to help improve the book?
Methods of the study
In order to achieve the aims the reliable answers to the questions mentioned above, the combination of the following methods are involved:
- Survey questionnaires were designed to collect data from the BA teachers and students in Haiphong University towards their EBP material evaluation
- Informal interviews made teachers and students comfortably express their ideas, so the findings of the thesis are more objective
- Data analysis was employed to analyze the data collected from survey questionnaires and informal interviews.
Design of the study
This study consists of the main three parts:
- Part A: Introduction includes the rationale, the aims, the significance, the scope, the methods, the research questions and also the design of the study
- Part B: Development is devided into the following chapters:
- Chapter 1: Literature review presents an overview of EBP, the roles and types of materials in language teaching and learning, materials evaluation and adaptation
- Chapter 2: Methodology describes the current EBP teaching and learning situation in
Haiphong University, the methodology employed in the study, research design as well as the research procedures and the participants involved in the research process
- Chapter 3: Findings and Discussions analyses the data and discusses the findings of the study
- Chapter 4: Suggestions is the recommendations for material improvement and the conclusion of the study
- Part C: Conclusion gives the conclusion of the study as well as the suggested further study and the limitations of the study
LITERATURE REVIEW
An overview of English for Business Purpose (EBP)
1.1.1 English for Specific Purpose (ESP)
Many authors have offered their definitions and characteristics of ESP in their studies, namely Hutchison and Waters (1987), Strevens (1988) Robinson (1991), Widdowson
(1983), Charles (1994 and 1996), Dudley- Evans and St John (1998)
According to Tom Hutchinson and Alan Waters (1987), English for Specific Purposes (ESP) should be viewed as an approach rather than a product ESP is not defined by a specific method or teaching material; instead, it emphasizes language learning tailored to learner needs This approach prioritizes understanding how individuals learn over merely focusing on the content they learn.
English for Specific Purposes (ESP) is tailored to address the unique needs of learners, utilizing methodologies and activities relevant to specific disciplines It focuses on the essential language components, including grammar, vocabulary, and register, while also emphasizing the skills, discourse, and genres pertinent to the intended activities.
According to Robinson (1991), English for Specific Purposes (ESP) can be categorized into two primary types: English for Occupational Purposes (EOP), English for Vocational Purposes (EVP), and Vocational English as a Second Language (VESL) for learners who need English for work or training, and English for Academic Purposes (EAP), which is typically taught in educational institutions to students requiring English for their studies.
Duddley – Evans and St John suggest the flowing absolute characteristics and variable characteristics
- ESP is designed to meet specific needs of learners
- ESP makes use of the underlying methodology and activities of the disciplines it serves
- ESP is centred on the language (grammar, lexis, register), skills, discourse and genres appropriate to these activities
- ESP may be related to or designed for specific disciplines
- ESP may use, in specific teaching situations, a different methodology from that of general English
- ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation
- ESP is generally designed for intermediate or advanced students Most ESP courses assume basic knowledge of the language system, but it can be used with beginners as well
1.1.2 English for Business Purposes (EBP)
Business English is defined as follows:
- Business English is the careful research and design of pedagogical materials and activities for an identifiable group of adult learners within a specific learning content (Johns & Dudley-Evans, 1991)
- Business English is designed to meet specified needs of the learner (Strevens, 1998)
The primary goals of English for Business Purposes (EBP) are to equip individuals for employment in a business environment and to enhance their proficiency in Business English within a professional setting Additionally, EBP is essential for courses in various fields, including business, finance, accounting, and banking, as it shares similarities with other English for Academic Purposes (EAP) disciplines.
The characteristics of EBP can be seen from the following pie chart
Chart 1: Characteristics of EBP (Ellis & Johnson,1994)
In business interactions such as meetings, phone calls, and discussions, a clear sense of purpose is essential for effective communication Professionals using Business English aim to enhance their job performance through effective dialogue Additionally, a universally accepted communication framework is necessary to foster comfort among individuals from diverse cultural backgrounds and language proficiencies It is crucial to convey information accurately to minimize misunderstandings while ensuring that processing time is kept to a minimum.
Materials in language teaching and learning
1.2.1 Definition and roles of Teaching Materials
According to Tomlinson (1998), "materials" encompass any resources utilized to aid language learners, including textbooks, workbooks, audio and video recordings, photocopied handouts, newspapers, online news, and stories These diverse forms of materials can be effectively leveraged in various ways to enhance language teaching and learning experiences.
Materials are used in all language teaching and their role in the process of language teaching and learning is of great significance (Dudley-Evans & St John, 1998; Richards,
Teaching materials are essential for lesson content, providing valuable support for inexperienced or poorly trained teachers (Richards, 2001; Nunan, 1991) These resources can act as a form of teacher training, offering ideas for lesson planning and delivery (Richards, 2001) However, it's crucial for educators to view course materials as tools to assist them rather than dictate their teaching approach (Cunningsworth, 1984).
For ESP courses, Dudley-Evans & St John (1998) present four functions of teaching materials: a source of language, a learning support, a source of motivation and stimulation, and a source for reference
Materials used in English Language Teaching (ELT) can include published textbooks, institutionally prepared resources, or teacher-created materials (Richards, 2001) Published textbooks are often favored, while in-house materials are recognized for their tailored approach (Robinson, 1991) The debate among ELT specialists regarding the choice between these options continues, as both have their advantages and disadvantages Ultimately, it's important to note that "there is no such thing as a perfect textbook" (Brown, 1995: 166).
Materials play a crucial role in language teaching and learning, serving as effective tools to enhance lessons Teachers must carefully evaluate various types of materials to ensure they meet the specific needs of their learners and align with the context of language instruction.
Materials Evaluation
Materials evaluation serves two primary purposes: first, it helps identify the most appropriate materials for specific situations; second, it assesses the effectiveness of the chosen materials after they have been utilized for some time (Ellis, 1997).
Dudley-Evans and St John (1998) highlight that materials evaluation is a crucial component in the key stages of the English for Specific Purposes (ESP) process, which includes evaluation, needs analysis, assessment, course design, and teaching-learning.
Figure 1: Stages in the ESP Process (Dudley-Evans and St John, 1998:121)
Evaluation plays a crucial role in quality control, as highlighted by Robinson (1991) It uncovers the strengths and weaknesses of materials, allowing for an informed assessment of their effectiveness This process not only guides decisions regarding future use and potential adaptations but also offers recommendations for improvements, ensuring that materials perform more efficiently in the future Ultimately, the insights gained from material evaluations serve as valuable input for stakeholders to assess and enhance material effectiveness.
According to Hutchinson and Waters (1987), making decisions based on a systematic evaluation of all key variables can lead to improved outcomes A thorough assessment not only enhances decision-making but also helps to minimize costs and reduce frustration.
There are a number of researchers expressed their own point of view towards materials evaluation
Evaluation involves assessing the suitability of something for a specific purpose, focusing on its relative merits rather than an absolute standard of good or bad According to Hutchinson and Waters (1987), this process recognizes that fitness can vary in degrees based on the intended objective.
Evaluation involves both describing existing materials and making value judgments about them (Murphy, 1985) According to Nunan (1991), it is not merely about gathering information but also entails decision-making Dudley and Jo (1998) emphasize that evaluation is a comprehensive process that starts with identifying the necessary information and concludes with implementing changes to current practices or shaping future ones In essence, materials evaluation systematically assesses the value of educational resources in relation to the learners' objectives.
There are three types of evaluation depending on the reasons for materials evaluation:
Preliminary evaluation is conducted prior to the start of a course to determine the most suitable materials for a specific group of learners This evaluation also aims to identify which elements of the published resources require modification to better align with the evaluators' objectives (Robinson, 1991; Ellis, cited in Tomlinson, 1993).
- Formative Evaluation: normally takes place while the course is on-going and the findings can suggest modifications for future use
Summative evaluation, as described by Dudley-Evans (1998), occurs at the conclusion or some time after a course, making it particularly beneficial for "durable courses." Ellis refers to this type of evaluation as retrospective evaluation Additionally, Richards (2001) emphasizes that the purpose of summative material evaluation is to assess the effectiveness of the course content and outcomes.
In this thesis, material evaluation is implemented while the EBP material „Market Leader‟ is in use and it is hoped to give some recommendations for improvement
Dudley – Evans & St John (1998); Tomlinson (1998); Robinson(1991) and Richard
The evaluation of materials can be performed by external parties, such as consultants, inspectors, and administrators, or by internal stakeholders, including teachers, students, and course or material designers.
Involving outsiders in material evaluation offers clear advantages, such as introducing fresh and objective perspectives However, there are notable disadvantages, as these external evaluators may hold preconceived notions about language teaching methods and lack a comprehensive understanding of the specific teaching and learning context This can lead to misunderstandings of local needs, facilities, and constraints, resulting in less empathetic evaluations Consequently, outsiders may struggle to make accurate judgments and provide realistic recommendations, potentially reiterating findings that have already been established (Dudley-Evans & St John, 1998).
Insider evaluation of materials offers distinct advantages, as those involved in the program possess a deeper understanding of the teaching and learning dynamics (Tomlinson, 1998) According to Richards, teachers, as insiders, are well-positioned to modify materials to enhance their effectiveness.
“may be too close and involved” (Dudley-Evans and St John, 1998: 131), the evaluation may be influenced by their teaching experiences and their subjective points of view
Evaluation is inherently subjective, as it focuses on relative merit rather than absolute standards of good or bad (Hutchinson & Waters, 1987) Consequently, each material evaluator possesses unique strengths and weaknesses shaped by their personal opinions, course involvement, and teaching experiences.
Evaluation data can be sourced from multiple stakeholders involved in a program, including students, instructors, administrators, and evaluators, as highlighted by Lynch (1996).
Robinson, 1991) indicated that, in the case of ESP, if participants are given “a share in the responsibility for its success”, the success of evaluation is even more ensured
Tom Hutchinson & Alan Waters (1987) recommend the four main following steps which can be presented in the following model
On what bases will you judge materials? Which criteria will be more important?
What realizations of the criteria do you want in your courses?
How does the material being evaluated realize the criteria?
How far does the material match your needs?
Figure 2: The materials evaluation process by Hutchinson, T & Waters, A (1987:98)
The evaluation process consists of four key steps: first, establishing a checklist of criteria for both subjective and objective analysis; second, identifying the evaluator's requirements and analyzing the relevant materials; third, comparing these aspects through data analysis; and finally, creating a rank order of factors to prioritize their importance while also considering which unsatisfactory features can be easily addressed.
Hutchinson & Waters, along with other scholars like Ellis (1997) and McDonough & Shaw (1993), present various models for materials evaluation However, for this minor thesis, the widely recognized model by Hutchinson & Waters has been selected for the evaluation process.
The research design
This research investigates the perceptions of teachers and students regarding the advantages and disadvantages of the "Market Leader" material, focusing on its audience, objectives, content, and methodology The evaluation took place after the completion of nine units in the first semester To ensure the collection of reliable and valid data, a combination of methods was employed, including document analysis, survey questionnaires, and informal interviews.
The research methods
As being said above, the research methods of the thesis are the combination of document analysis, survey questionnaires and informal interviews
- First, document analysis is an effective method to collect the data because it helps to compare the appropriateness of the material and the course objectives, contents and methodology
Survey questionnaires are crucial for data collection due to their numerous advantages They allow participants ample time to thoughtfully consider their responses, unlike interviews that demand immediate answers Additionally, the indirect nature of the questions encourages honest feedback, enabling evaluators to gather insights from a diverse group simultaneously However, some participants may lack enthusiasm in completing the questionnaires, which can affect the reliability of the returned data.
Informal interviews serve as a valuable complement to the two prior research methods, as they create a comfortable environment for participants, encouraging them to share their hopes and opinions The insights gathered from these interviews, when combined with data from the questionnaires, significantly enhance the evaluation and adaptation of materials.
Utilizing a combination of data collection instruments can significantly enhance the reliability and accuracy of findings By leveraging the unique advantages of each instrument, researchers can mitigate their respective limitations and biases Implementing multiple instruments can help to minimize the risk of misleading information and subjective perceptions, ultimately providing a more comprehensive understanding of the research topic.
Research procedures
Due to the limitation of the minor thesis, it is suitable to choose the model of the Material Evaluation Process by Hutchinson, T & Waters, A (1993) which includes 4 major steps as follow:
- The first step is to define criteria for subjective and objective analysis and present a checklist
- Secondly, subjective analysis shows the course requirements on the material
- Next, objective analysis presents the suitability of the material to the audience, the objectives and the contents as well as the methodology of the course
- The last step is to match the material with the prescribed ESP course by analyzing the data in terms of Audience, Objectives, Contents and Methodology
The survey questionnaires, structured identically for both teachers and students, aim to gather their perspectives and insights on the evaluation of the currently utilized material, "Market Leader." Each questionnaire is divided into three sections, with the teachers' questionnaires specifically tailored to address their unique experiences and feedback.
The study includes 15 questions in student questionnaires, comprising four specific inquiries One question in the teacher questionnaires focuses on the Teacher's Resource Book Both questionnaires consist solely of closed questions to facilitate ease of completion for participants, while open questions are addressed during informal interviews The key points of investigation are detailed in the accompanying table.
Points of Investigation Questions in the Questionnaires
1 The Suitability of the Material to the Objectives of the Course
Q2: Students‟ abilities to do Tasks Required by the Course
Q3: Language Points that help students to do the Tasks required by the Course
Q4: Students‟ skills improvement after the Course
2 The Suitability of the Material to the Content Requirement
Q5: Proportion of 4 macro skills in the Material
Q6: Opinions on Vocabulary in the Material
Q7: Opinions on the Text-types in the Material
Q8: Opinions on Language Competence that help enable students to achieve the aims of the Course
Q1 Q12: The usefulness of Teacher‟s Resource Book (For teachers only)
Q13: The usefulness of Practice File
Q14: The frequency in use of Practice File
Table 1: Points of investigations of the two survey questionnaires
The setting and the participants
A study conducted at HPU, where English is a mandatory subject, involved BA teachers and first-year BA students Previously, "Lifelines" was the official textbook, but from 2009-2010, "Market Leader" was adopted as a more suitable option for BA students Despite this transition to a new textbook, the overall teaching and learning environment remained largely the same.
Based on informal interviews, both teachers and students at HPU overwhelmingly agreed that learning English for Specific Purposes (ESP) in the first semester is beneficial Students recognize the importance of ESP for their future careers and are eager to engage with the material Teachers also believe that early exposure to ESP is crucial for students to develop essential skills in both everyday and business communication However, there remains a significant concern among both groups regarding the effectiveness of the teaching methods used in EBP to enhance students' English proficiency.
Teachers and students alike have expressed concerns about the overcrowded classrooms, with around fifty students per class following different modules: A (math, physics, and chemistry) and D (math, literature, and English) This diversity in modules has resulted in varying levels of Basic English proficiency among students, yet there has been no systematic classification of their English skills The limited teaching resources, primarily consisting of boards, chalk, and cassettes, have hindered effective instruction, as computers and projectors are rarely utilized Consequently, teachers face challenges in implementing engaging teaching methods Informal interviews suggest a need for smaller class sizes and better classification of students' English levels Furthermore, while most BA teachers have prior business experience, they primarily rely on self-study through books, newspapers, and the Internet, which sometimes leaves them feeling unprepared and lacking confidence in teaching English for Specific Purposes (ESP) There is a strong desire among these educators to participate in ESP teacher-training courses.
The current state of Evidence-Based Practice (EBP) teaching and learning requires significant improvement It is essential for the Faculty to prioritize the insights of both teachers and students while implementing educational reforms to address existing challenges.
DATA ANALYSIS AND DISCUSSION
The Requirements of the Course
Market Leader is an essential course book designed to prepare students for the workplace in English for Business Purposes (EBP) It provides a comprehensive vocabulary for business, enabling students to effectively handle English business documents Additionally, the course emphasizes presentation skills, helping students build confidence in public speaking Utilizing a learner-centered approach, Market Leader aims to enhance communicative competence among its users.
According to the course objectives set by the Faculty of English, at the end of the term, each student should be able to:
Acquire a large amount of English vocabulary for both General English and English Business
Improve their reading skills in order to comprehend English Business documents
Join in pair work, group work & presentations confidently and constructively
Develop their writing skill and self-study skills
Raise awareness of life-long learning
These are the points students are expected to fulfill:
Thorough preparation of the lesson before each class
Effort to self-study (including group work activities)
Participation in class, which includes both speaking up and listening
Access the internet for necessary information
Honesty in doing both the oral and written tests
The English course offered by the Faculty emphasizes essential components for student development, including vocabulary acquisition through new words and tasks that activate prior knowledge Key grammar areas are covered, such as Present Simple, Present Continuous, and comparative forms, ensuring accuracy in language use Listening skills are enhanced through techniques like prediction and note-taking, while communication abilities are refined for presentations, meetings, and social interactions Reading exercises involve adapted authentic texts to improve scanning and skimming skills, alongside the learning of vital business vocabulary Finally, students practice writing various forms of communication, including emails and memos, to prepare for real-world applications.
The Material Description
Market Leader Elementary is the textbook currently utilized by first-year students in the Business Administration Department This article outlines the key features of the book, including its objectives, contents, and teaching methodology.
Market Leader, created in collaboration with the Financial Times—one of the world's premier business information sources—features contributions from experienced educators David Falvey, Simon Kent, and David Cotton, who collectively bring years of expertise in business teaching.
This is the first time it has used for the 1 st Business Administration students 2009 –
- Market Leader consists of the course book, practice file and teacher‟s resource book
Market Leader Elementary is an essential business English course tailored for both business professionals and students This course significantly enhances English communication skills across various business contexts, equipping learners with the necessary tools for success in the corporate world Additionally, it fosters fluency and confidence in using business language, ultimately boosting students' career prospects and expanding their understanding of the business environment.
The course book features 12 units and 4 revision sections covering diverse topics such as introductions, work and leisure, travel, and cultures Each unit includes essential components: a Starting Up section for idea exchange, Vocabulary lessons to enhance word usage, and Discussion activities to boost fluency Students engage with adapted articles from the Financial Times for Reading practice, while Listening exercises involve interviews with business professionals to improve information retention and note-taking skills The Language Review focuses on common grammar challenges, supplemented by Skills sections that teach vital business communication techniques like presentations and negotiations Each unit culminates in a Case Study that presents realistic business scenarios, allowing students to apply their language skills, followed by a writing task supported by models in the Writing File Additionally, four revision units reinforce the material from previous lessons, ensuring comprehensive learning and retention.
- Methodology: Market Leader combines recent ideas from the world of business with a strongly task – based approach
Types of Tasks and Exercises:
- Grammar: Present Simple, Present Continuous, Past Simple, Present Perfect, Modal verb „Can, Could, Should‟, Countable vs Uncountable Nouns, Comparatives and
Superlatives, Future of „will‟ and „going to‟, Have got, There is/are, some/any, much/a lot, a little/a bit
- Vocabulary: write the words under the correct heading, complete the sentences, match words with definitions and collocations, make sentences, do crosswords
- Listening: Note taking, Gap Filling, True/False questions, Comprehension questions, Chart Completion, Number the correct order
- Speaking: controlled practice of the target language in each unit that involved pair work and group work
- Reading: Multiple choices, Gap – filling, Comprehension Questions, True/False Statement, Chart Completion, Matching
- Writing: Writing e-mail, list, telephone message, fax, memo, catalogue description, company profile.
The Survey Results
3.3.1 The Suitability of the Material to the Objectives of the Course
The answers to this question by T and S can be summarized in the following table:
Table 2: Students’ Vocabulary enrichment after the course
The data indicates a consensus between teachers and students regarding vocabulary enrichment, with over half acknowledging that the material significantly enhanced vocabulary skills However, one-fifth of both groups felt the vocabulary acquisition was still lacking, suggesting that a portion of students struggled to grasp essential English Business and Daily Communication vocabulary Overall, the findings reveal that students' vocabulary development only partially meets the expected standards.
Question 2: Students’ abilities to do Tasks Required by the Course
TASKS Very Well Well Not Very
Talking about work and leisure 70 45 20 15 10 30 0 10
Making bookings and checking arrangements
Table 3: Students’ abilities to do Tasks Required by the Course
According to the statistics presented in Table 2, teachers pointed out seven tasks that their students are able to do well and very well as follows:
- Talking about work and leisure (90%)
- Making bookings and checking arrangements (57%)
In contrast, students revealed that of all the nine tasks listed above, they could master only three ones
- Talking about work and leisure (60%)
Teachers exhibited a strong sense of optimism regarding their students' abilities, often valuing their potential more than the students recognized in themselves Additionally, there were notable discrepancies between the perspectives of teachers and students, highlighting differing views on student capabilities.
- Talking about work and leisure (not very well: T 10% - S 30%; not well at all: T 0% - S 10%)
- Telephoning: solving problems (very well: T 30% - S 15%; not well at all: T 18% - S 45%)
- Making bookings and checking arrangements (very well: T 30% - S 15%; well: T 27% - S 15%; not very well: T 20% - S 40%)
In conclusion, teachers seem to believe that their students can perform the tasks required by the course meanwhile students found it problematic and difficult to deal with
Question 3: Language Points that Help Students Do the Tasks Required by the Course
LANGUAGE POINTS Very Well Well Not Very
T (%) S(%) T S T S T S to be 98 95 2 3 0 2 0 0 a, an with jobs 100 97 0 3 0 0 0 0 wh-questions 95 95 2 2 3 3 0 0 present simple adverbs of frequency
90 92 5 6 5 2 0 0 can/ can‟t 98 95 2 5 0 0 0 0 there is/ are 92 95 5 3 3 2 0 0 some/ any countable vs uncountable nouns
90 90 8 5 2 5 0 0 past simple 85 83 8 10 7 7 0 0 comparatives and superlatives
Table 4: Language Points that help Students Do the Tasks Required by the Course
The data presented in the table indicates that Language Points pose minimal challenges for students, as both teachers and students expressed similar views, reflected in the high percentages.
Students reported a strong understanding of the language points "well" and "very well," with minimal concern for "not very well" and "not well at all." Many indicated that these concepts were introduced during their primary, secondary, and high school education, alleviating any difficulties they faced They noted that their teachers emphasized these language points, dedicating significant time to practice exercises, which contributed to their successful mastery of the material.
Question 4: Students’ skills improvement after the course
SKILLS Much improved Improved Not Much
Table 5: Students’ skills improvement after the course
Students showed limited progress in improving their listening, speaking, and writing skills, largely due to inadequate teaching resources, such as reliance on CDs and cassettes in overcrowded classrooms Despite teachers dedicating significant time to enhancing these skills, students' speaking and listening abilities did not meet expectations Writing skills, particularly in composing faxes, emails, and telephone messages, suffered due to a lack of practice and limited classroom time, as teachers prioritized other skills Additionally, students typically communicate in Vietnamese for everyday writing tasks, which hampers their familiarity with English writing Overall, while there was some improvement in listening and speaking, writing skills remained significantly underdeveloped, with reading being the only skill that aligned with educational goals.
3.3.2 The Suitability of the Material to the Content Requirement
Question 5: Proportion of four macro skills in the Material
Table 6: Proportion of four macro skills in the Material
The data presented in the table indicates an unequal distribution of the four macro skills in the material, with a significant emphasis on listening and speaking compared to reading and writing.
A recent study revealed that while 100% of teachers believed reading was adequately emphasized in the curriculum, 20% of students felt it was not sufficiently focused on In contrast, only half of the teachers found writing skills to be adequately addressed, with 70% of students expressing a similar sentiment of insufficient focus Interviews with both teachers and students indicated a consensus that the instructional materials predominantly prioritized listening and speaking skills, featuring numerous tasks for these areas but only a limited number for reading and writing.
Question 6: Teachers and Students’ perception of Vocabulary in the Material
Very Familiar and relevant to business
Familiar and relevant to business
Not very familiar and relevant to business
Not familiar and relevant to business at all
Table 7: Teachers and Students’ perception of Vocabulary in the Material
All teachers and students reported that the vocabulary in the material was familiar and relevant to their daily lives and business communication, with no particularly challenging new words While a few uncommon terms, like "goulash" and "paella," were noted, the material lacked vocabulary that reflects Vietnamese characteristics and specialties This omission is significant, as it would greatly benefit students in effectively discussing and introducing their country in both everyday and professional contexts.
Question 7: Teachers and Students’ perception of the Text-types in the Material
Very Varied Varied Not very
Table 8: Teachers and Students’ perception of the Text-types in the Material
The Table shows that Text-types does not satisfy teachers and students‟ needs and interests
Many students and teachers have expressed dissatisfaction with the learning materials, noting that nearly half of the listening texts consist solely of dialogues, while reading texts are predominantly presented as simple articles lacking engaging visuals such as pictures, diagrams, charts, and graphs.
Question 8: Teachers and Students’ perception of on Language Competence that helps enable students to achieve the aims of the Course
Talking about work and leisure
Making bookings and checking arrangements
Reading the articles and ads 100 100 0 0 0 0 0 0
Mastering 600 basic words and phrases with 40% relating to business
Table 9: Teachers and Students’ perception of on Language Competence that helps enable students to achieve the aims of the Course
The aim of this inquiry is to evaluate whether the Language Competence in the Material contributed to students' success in meeting the Course objectives Both teachers and students identified most items in the Table as beneficial, while three specific items were deemed not very helpful.
As the result, the Language Competence is believed to closely meet the Course requirement
Question 9: what teacher focused on
Table 10: What teacher focused on
The analysis of the collected data reveals that teachers prioritize Grammar, Listening, Speaking, Vocabulary, and Writing in that order While educators claim to give equal attention to Grammar, Vocabulary, Listening, and Speaking, students perceive Vocabulary as receiving less focus Notably, Writing is significantly neglected, with only 7% of students acknowledging that their teachers emphasize this crucial skill Consequently, this imbalance in attention contributes to the limited comprehensive development of students' four essential language skills.
Question 10: Teachers – students’ interaction patterns
Table 11: Teachers – students’ interaction patterns
The analysis of teacher-student interaction patterns in the classroom revealed that while various methods were employed, many were deemed ineffective by both teachers and students The primary issue identified in informal interviews was the large class size and the significant disparity in students' Basic English competence This led to excessive noise levels, making it difficult for students to respond collectively, as teachers had to raise their voices Additionally, students often lacked the confidence to participate actively, preferring to wait for prompts from teachers rather than raising their hands to share ideas A considerable number of students found individual, group, and pair work to be ineffective, as teachers struggled to manage discussions among numerous students simultaneously Many students failed to fulfill their responsibilities, often talking during class and neglecting assigned tasks These challenges, combined with time constraints, hindered teachers' ability to monitor all students effectively.
Among the various teaching aids, while Pictures were frequently used, Computers and Projectors were less effective, primarily due to registration issues A significant portion of teachers (40%) and students (30%) found CDs and cassettes ineffective in large classes, which hindered clear listening Photocopied exercises often focused solely on Grammar and Reading, with teachers acknowledging a lack of resources for Writing Although 60% of teachers and 70% of students deemed Games and Songs effective for enhancing engagement, repetitive use of certain games like Bingo and Hang-up led to boredom Ultimately, the limited variety of teaching aids resulted in unengaging lessons, making it challenging for students to meet course objectives.
Question 12: The usefulness of Teacher’s Resource Book (For teachers only)
Very useful Useful Not very useful Not useful at all
Table 13: The usefulness of Teacher’s Resource Book
The findings indicate that all teachers found the Teacher's Resource Book extremely valuable, as it offers a comprehensive overview of the course along with detailed teaching notes, business content briefings, and a variety of supplementary materials This resource effectively enhances students' reading skills and improves lesson effectiveness, especially since reading is not heavily emphasized in the Course book However, teachers noted that while the book enriched their knowledge of business and teaching methodologies, they did not rely solely on its guidance Instead, they actively sought new information and innovative teaching methods to engage their students further Unfortunately, time constraints often limited their ability to provide additional practice or information in class Consequently, teachers blended the Teacher's Resource Book with their own strategies, making the success of the lessons largely dependent on their creativity and teaching skills.
Question 13 and 14: The frequency in use and usefulness of Practice File
Very useful Useful Not very useful
Table 14: The usefulness of Practice File
The Practice File is regarded as highly beneficial by all teachers and 60% of students, with an additional 40% also finding it useful Teachers recognize that the Practice File provides essential practice in grammar and vocabulary, along with a comprehensive syllabus for business writing Each unit includes text models and practical language, followed by writing tasks that reinforce classroom learning Consequently, it is believed that students could enhance their English skills rapidly by completing Practice File tasks at home However, many students reportedly do not finish the tasks in the Practice File units before class.
Always Usually Sometimes Rarely Never
Table 15: The frequency in use of Practice File
Major findings
This section outlines the advantages and disadvantages of the "Market Leader" material, reflecting the perspectives of BA teachers and students regarding its objectives, content, and methodology.
3.4.1 The suitability of the Material to the Course Objectives
The material objectives align closely with the course requirements, leading to significant vocabulary enrichment in both General and Business English for most students While language points were generally manageable, students struggled to fully meet the course task requirements, despite differing perspectives from teachers and students Specifically, three out of nine tasks remain unachieved, as noted by both BA teachers and students.
- Making bookings and making arrangements
The findings indicate that the material's objectives align well with the course goals for enhancing students' Speaking, Listening, and Reading skills However, the writing objectives set by the Faculty appear unfamiliar to students, with certain tasks, such as writing a company profile and catalogue description, proving to be overly challenging It is challenging to find materials that fully meet the course requirements Overall, it can be concluded that the objectives of the Market Leader program are largely suitable for the course objectives.
3.4.2 The suitability of the Material in terms of Content Requirements a The suitability of the Material to the Four Macro – skills and their Proportions
The current imbalance among the four macro-skills shows a greater emphasis on Listening and Speaking compared to Reading and Writing Despite this, students demonstrated significant progress in Reading, successfully meeting the Course objectives, which makes the proportion of Reading to Listening and Speaking acceptable However, there is a pressing need to enhance the focus on Writing to further support students in achieving the Course objectives Additionally, the suitability of the material in terms of vocabulary also requires attention.
The vocabulary used in the material is well-regarded for its relevance to everyday English communication and business contexts, making it accessible for students While it is deemed suitable for their level of competence, students expressed a desire for additional vocabulary related to Vietnam's socio-economy, culture, and cuisine This expansion is believed to enhance their ability to engage in successful and friendly interactions with foreign business partners.
The materials analyzed lacked variety and appeal, primarily featuring just one or two forms of listening and reading texts sourced mainly from the Financial Times Additionally, the visual elements, including pictures, diagrams, and charts, were notably limited To enhance engagement, participants would benefit from more colorful and diverse text types Furthermore, the suitability of the materials concerning language competence needs to be addressed.
Both educators and learners agreed that Language Competence significantly contributed to students' success in meeting course objectives, indicating that the material's language proficiency aligns perfectly with the course requirements without the need for modifications.
3.4.3 The suitability of the Material in terms of Methodology
The result of the investigation has expressed some good points as well as the weak ones in teaching and learning methods as follows:
Both teachers and students expressed disappointment with inadequate teaching and learning facilities, primarily relying on outdated resources such as chalk, boards, CDs, and cassettes Additionally, the overcrowded language classes hindered the implementation of effective teaching and learning methods, leading to further dissatisfaction among both groups.
Despite recognizing the importance of English for international integration, many students were not fully committed to mastering the language Survey data indicated that, although the Practice File was beneficial, numerous students failed to complete the assigned tasks, often prioritizing leisure activities over their studies As a result, their progress post-course was limited Nevertheless, it is important to acknowledge that some students remain motivated to enhance their English skills, highlighting a divide in commitment levels among learners Consequently, many students did not fulfill the course requirements effectively.
Teachers made significant efforts to enhance their knowledge and teaching methods by integrating their creativity with supplementary materials tailored to their students' interests and English proficiency While the Teachers' Resource Book and Practice File were utilized effectively, there was an imbalance in the focus on grammar, vocabulary, and the four macro skills, particularly in developing students' writing abilities Additionally, the teaching aids used were not diverse enough to engage students and make lessons more appealing In terms of interaction patterns, aside from teacher talk, other methods such as choral responses, student initiation with teacher responses, individual work, pair work, and group work were not well-managed, leading to passive student participation Consequently, teachers found themselves shouldering a heavier workload compared to their students.
In summary, the analysis of documents, survey responses, and informal interviews with teachers and students highlights both the advantages and disadvantages of the Market Leader materials regarding objectives, content, and methodology, including the Teacher's Resource Book and Practice File Additionally, the findings suggest adaptations to better align the materials with the teaching-learning environment and course requirements The upcoming chapter will provide recommendations for improved material adaptation.
SOME SUGGESTIONS FOR THE MATERIAL ADAPTATION
Objectives Adaptation
The study revealed that certain objectives set by the Faculty were not met, leading to significant stress among students To alleviate this issue, it is recommended to decrease the course requirements for the three specified tasks.
- Making bookings and making arrangements
Writing company profiles and catalogue descriptions poses a significant challenge for first-year students, as they often lack access to real companies and catalogues for practice Consequently, many students quickly forget the concepts and show little interest in completing these assignments To enhance engagement and effectiveness, it may be more beneficial to eliminate these impractical and unfamiliar tasks from the curriculum.
Content Adaptation
With regards to the proportion of four macro – skills, the following techniques should be used:
To enhance writing skills, it is essential to incorporate more practice activities that help students become familiar with the various forms and structures of writing tasks, including letters, faxes, and memos "Business Correspondence" by Lin Lougheed serves as an excellent supplementary resource for both educators and learners Additionally, examples of memo and email writing practices can be found in Appendix 3.
Due to time constraints, teachers often struggle to give equal attention to all language skills, leading to an overload of speaking and listening exercises for students To alleviate this issue, educators are encouraged to reduce the emphasis on certain listening and speaking activities, allowing for greater flexibility in lesson planning This approach involves carefully selecting which tasks to skip based on the specific needs of students in each class For instance, in Unit 1, Task C "talk about yourself" on page 7 is redundant with Task C "introduce yourself to a partner" on page 10, highlighting the need for streamlined exercises.
To enhance vocabulary acquisition, it is essential to employ techniques of modification and extension, combining reading texts with vocabulary practice exercises The Internet serves as a valuable resource for English learners, allowing teachers to access numerous business texts and create tailored vocabulary exercises Attention must be given to the types of texts used to engage students effectively For additional resources, consider visiting the following websites for English Business Vocabulary Practice and Business news: [VietnamBusiness.asia](http://vietnambusiness.asia/), [DTiNews](http://www.dtinews.vn/news/business), [CNN Money](http://money.cnn.com/news/international/), [Better English](http://www.better-english.com/vocabulary.htm), and [English Club](http://www.englishclub.com/business-english/vocabulary.htm).
Methodology Adaptation
Large language classes and varying levels of English proficiency among students create significant challenges in teaching and learning To address this issue, it is recommended that the Faculty consider dividing classes into smaller groups based on diagnostic assessments and grading tests However, if the Faculty does not agree, teachers can implement restructuring techniques to effectively manage large classes by assigning activities that promote collaboration in smaller groups.
Teachers should prioritize all four macro skills—speaking, listening, reading, and writing—since communicative language teaching emphasizes fluency across these areas In the context of business communication, strong writing skills are crucial; students who do not master both informal and formal writing forms are likely to struggle in their professional endeavors.
Unsuccessful interaction patterns reveal that teachers do not effectively encourage Vietnamese students to express their opinions and participate actively in class Typically, these students lack self-confidence and are accustomed to passive learning methods Therefore, it is essential to implement interaction patterns that promote student initiation, such as group and pair work, more frequently Additionally, teachers should incorporate engaging games and songs to stimulate student participation For resources, websites like [Learn English Today](http://www.learn-english-today.com/wordgames.html) and others provide various interesting English games and songs to enhance learning.
The book "Business Communication: Ten Steps to Success" by Lin Lougheed enhances the learning experience by incorporating engaging Business Hints, Idioms, and Common Expressions, making the lessons both appealing and effective.
- In the United States, making eye contact is a sign of honesty (pg.5)
- Use last names until people ask you to use their first name (pg.14)
Mark Grant: How do you do, Mr.Grodosky?
Bob Grodosky: Please call me Bob
- In some companies, the Personnel Director is called the Resources Director (pg.32)
Business Idioms and Common Expressions
- I‟m bad with names = I can‟t remember names (pg.12)
I‟m good with faces = I always remember a face
- The Chief Executive Officer is the person who actually runs the company The CEO can be either the Chairman of the Board or the President (pg.31)
- (to) be free for lunch = (to) be available to have lunch (pg.56)
(to) run late = (to) be behind schedule, to last longer than expected
To enhance the learning and teaching experience, educational facilities must be better equipped with modern technology beyond traditional tools like chalkboards and audio materials The inclusion of computers and projectors is essential for both teachers and students, enabling the display of engaging visuals such as pictures, diagrams, and charts that make lessons more captivating and effective Additionally, providing internet access will facilitate the timely updating of news and information relevant to business, significantly benefiting the
This chapter offers suggestions to mitigate the shortcomings of the material in relation to course requirements The material is found to align well with the desired features, indicating that minimal adaptation techniques are necessary Consequently, the selected material is deemed appropriate and does not require replacement The provided recommendations aim to benefit both teachers and students.
The recent implementation of the Market Leader textbook for BA students at HPU marks its inaugural use, making post-course material evaluation essential for assessing its suitability To align with faculty requirements, a thorough investigation was conducted involving BA teachers and students at HPU, aimed at comparing the textbook against course objectives, content, and methodology.
This study is structured into three main parts: Part A outlines the study's rationale, objectives, significance, scope, methods, research questions, and design Part B Development comprises four chapters: Chapter 1 provides an overview of essential theories, including Evidence-Based Practice (EBP), the roles and types of materials in language teaching, and the processes of materials evaluation and adaptation Chapter 2 details the current EBP teaching and learning landscape, the methodology, research design, procedures, and participant involvement The subsequent chapter analyzes the collected data and discusses the study's findings, while the final chapter offers recommendations for material adaptation Part C concludes the thesis with a summary of the key insights.
To explore the perceptions of BA teachers and students regarding the advantages and disadvantages of the EBP material Market Leader, a combination of document analysis, tailored survey questionnaires for both teachers and students, and informal interviews were selected as the most effective research methods.
The study's findings indicate a misalignment between the course material and its requirements, with certain objectives, such as writing company profiles and engaging in problem-solving and negotiation tasks, proving to be overly challenging for students Additionally, the four macro skills were not evenly emphasized, particularly with writing often being overlooked while speaking and listening received excessive focus Furthermore, the vocabulary and text types used were insufficiently diverse, which diminished the lessons' engagement However, the language competence provided was deemed appropriate and beneficial for students in meeting the course requirements.
In conclusion, rather than replacing existing materials, careful consideration should be given to adapting them through techniques such as adding, deleting, reducing, modifying, extending, and restructuring It is essential to eliminate or reduce challenging objectives for students while incorporating more practice exercises, engaging games, and activities to foster enthusiasm Restructuring can also enhance classroom management in larger classes Additionally, teachers should seek supplementary materials and teaching aids, including computers, projectors, and online resources, to enrich the learning experience The suggested websites in Chapter Five aim to boost student engagement and serve as valuable references for educators Finally, the Faculty should provide greater support and create improved conditions for English teaching and learning.
This study aims to provide valuable recommendations for material adaptation to assist both teachers and students at HPU in meeting course requirements Additionally, it seeks to benefit researchers and individuals interested in this area of study or concerned with the thesis.
Despite constraints in time and knowledge, certain weaknesses are inevitable The survey was conducted with a small sample size, and the criteria were limited to objectives, content, and methodology Additionally, the recommendations may not receive approval from the Faculty, highlighting the need for further research.
Lastly, valuable critical ideas and comments from all the teachers and those who are concerned with the study would be welcomed and highly appreciated
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Explore valuable resources for enhancing your business English skills through various online platforms Websites like Slideshare offer presentations on English for Specific Purposes and business English practice files EnglishClub provides extensive vocabulary lists tailored for business contexts, while Vietnam Business highlights the country's friendly business environment according to HSBC's survey CNN Money delivers international news that can enrich your understanding of global markets Additionally, Better English and Learn English Today offer engaging word games and exercises to boost your vocabulary TEFL.net features worksheets and role-play activities to improve telephoning skills and job descriptions For a fun approach, ESL Galaxy and Bogglesworld ESL provide interactive games and resources specifically designed for business English learners.
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