Introduction
Rationale
English is now a compulsory subject in senior high schools and is set to be introduced in grade 3 at primary schools in Vietnam, highlighting its importance in education Effective English teaching enables learners to communicate effectively, prompting innovations such as the introduction of new textbooks, which play a crucial role in language education These textbooks not only reflect the teaching methods and objectives but also build students' confidence through manageable tasks and activities that cater to diverse learning styles In Vietnam, textbooks are central to the teaching-learning process, raising questions about their effectiveness in improving students' language skills and their appropriateness for the educational context This thesis specifically evaluates the English 11 textbook used at Phan Dinh Phung secondary school in Hanoi, aiming to contribute to the enhancement of English teaching and learning in Vietnamese secondary schools.
1.2 Aims and objectives of the study
This study evaluates the objectives, content, and methodology of the textbook to assess its alignment with the Ministry of Education and Training (MOET) standards for the course, as well as its appropriateness for students at Phan Dinh Phung Secondary School It aims to determine the textbook's effectiveness in engaging students and supporting teachers in their instruction Additionally, the study provides recommendations for improving the textbook to enhance its usability in future academic years.
The thesis is to find out the answers to the following research questions:
1 Does the textbook English 11 truly follow the objectives prescribed by MOET for the course?
2 Is it suitable to the students‟ level at Phan Dinh Phung secondary school?
3 Does it bring about the interests in learning to the students at Phan Dinh Phung secondary school?
4 Is it suitable for the teachers at Phan Dinh Phung secondary school, Hanoi in terms of methodology, language competence, tasks, skills and subject and contents?
To collect the data, the methods used in the thesis are document analysis, survey questionnaires and classroom observation
Documents analysis here refers to the analysis of the textbook itself and the objectives for the course prescribed by MOET in the curriculum document
Survey questionnaires here play a vital role in getting feedback from teachers and students about the textbook they have used
Classroom observation are also used to help the researcher interpret the questionnaire data more accurately
The researcher acknowledges that a comprehensive evaluation of a textbook would ideally involve multiple secondary schools across the country However, due to time constraints and the scope of the minor thesis, the focus is limited to the textbook used at Phan Dinh Phung Secondary School in Hanoi As the study is conducted at this specific institution with its teachers and students, the findings cannot be generalized to all secondary schools in Vietnam Nonetheless, these results may serve as a valuable reference for future evaluations of textbooks in other schools.
The study consists of five chapters:
Chapter I Introduction, presents the general introduction of the study, consisting of rationale, aims and objectives, research questions, methods, scope and design of the study
Chapter II of the literature review focuses on key concepts of textbook evaluation, including definitions and the significance of textbooks in language teaching and learning It outlines the definition, rationale, various types, methods, and criteria for evaluating textbooks, as well as the definition, purpose, and methods of textbook adaptation Additionally, this chapter includes a discussion of previous studies related to the topic.
Chapter III, Methodology, provides information about Research Design, Setting,
Participants, Data Collection Instruments, Data Collection Procedures
Chapter 4 Data Analysis and Discussion, analyses and discusses the data collected from document analysis, survey questionnaires and classroom observation
Chapter 5 Conclusions and recommendations, presents the major findings of the study and recommends some suggestions for further study.
Research questions
The thesis is to find out the answers to the following research questions:
1 Does the textbook English 11 truly follow the objectives prescribed by MOET for the course?
2 Is it suitable to the students‟ level at Phan Dinh Phung secondary school?
3 Does it bring about the interests in learning to the students at Phan Dinh Phung secondary school?
4 Is it suitable for the teachers at Phan Dinh Phung secondary school, Hanoi in terms of methodology, language competence, tasks, skills and subject and contents?
Methods of the study
To collect the data, the methods used in the thesis are document analysis, survey questionnaires and classroom observation
Documents analysis here refers to the analysis of the textbook itself and the objectives for the course prescribed by MOET in the curriculum document
Survey questionnaires here play a vital role in getting feedback from teachers and students about the textbook they have used
Classroom observation are also used to help the researcher interpret the questionnaire data more accurately.
Scope of the study
The researcher recognizes that a comprehensive evaluation of a textbook would ideally involve multiple secondary schools across the country However, due to time constraints and the limitations of the minor thesis, the focus is narrowed to the evaluation of the textbook used at Phan Dinh Phung Secondary School in Hanoi Since the study is conducted within a single school and involves only its teachers and students, the findings are specific to this institution and cannot be generalized to all secondary schools in Vietnam Nevertheless, these results may serve as a valuable reference for evaluating textbooks in other educational settings.
Design of the study
The study consists of five chapters:
Chapter I Introduction, presents the general introduction of the study, consisting of rationale, aims and objectives, research questions, methods, scope and design of the study
Chapter II, the Literature Review, outlines key concepts in textbook evaluation, including definitions and the significance of textbooks in language teaching and learning It explores the definition, rationale, types, methods, and criteria for evaluating textbooks, as well as the definition, purpose, and methods of textbook adaptation Additionally, this chapter presents previous studies related to the topic.
Chapter III, Methodology, provides information about Research Design, Setting,
Participants, Data Collection Instruments, Data Collection Procedures
Chapter 4 Data Analysis and Discussion, analyses and discusses the data collected from document analysis, survey questionnaires and classroom observation
Chapter 5 Conclusions and recommendations, presents the major findings of the study and recommends some suggestions for further study.
Literature review
Textbook
Traditional textbooks typically feature multiple chapters covering diverse topics, each with varying text lengths Each chapter may introduce a distinct theme and often includes pre-reading activities or post-reading exercises Additionally, the texts are usually accompanied by audio recordings available on CD or tape In some instances, the textbook and workbook are combined into a single volume, while in others, they exist as separate entities.
This study is aimed at evaluating textbook English 11 by Hoang Van Van et al (2008) therefore it would be sensible to clarify the related terminology “textbook”
Textbooks are defined as instructional books primarily utilized in schools and colleges, serving as essential resources for students in specific fields of study A key characteristic of these educational materials is their inherently challenging nature, which helps to deepen students' understanding of complex subjects.
According to the Merriam-Webster Online Dictionary, a "textbook" is defined as a book utilized for studying a subject, which can include a comprehensive presentation of the subject's principles or a literary work pertinent to the subject matter.
Collins Cobuild English Dictionary for Advanced Learners 4 th Edition (2003) also defines textbook as “a book containing facts about a particular subject that is used by people studying that subject”
A textbook is essentially an instructional manual or standard reference book used in various fields of study, created to meet the needs of educational institutions.
Textbooks are distinct from other types of books as they are crafted based on standardized curricula, primarily serving teachers and students in educational settings They undergo a level of standardization due to oversight systems and public examinations that assess their appropriateness Additionally, textbooks are regularly reviewed and updated while in use within the school system, solidifying their role as essential tools for conveying knowledge As such, textbooks are vital resources that help achieve established educational goals tailored to learners' needs.
2.1.2 The roles of textbook in language teaching and learning
English language instruction relies heavily on key components, with textbooks and instructional materials being vital for ESL/EFL classrooms Various theorists emphasize the significant role that textbooks play in effective language teaching.
Garinger (2001) cited in http://www.teflweb-j.org/v1n1/garinger.html points out that
„Textbooks play a pivotal role in language classrooms in all types of educational institutions - public schools, colleges, and language schools - all over the world.‟ Riazi
Textbooks play a crucial role in language teaching and learning, serving as the second most important element in the classroom after the teacher (2003, p 52) They are considered the "visible heart" of any English Language Teaching (ELT) program (Sheldon, 1988, p 237) and offer significant advantages for both students and teachers in ESL/EFL contexts Textbooks often form the foundation of language input and practice, influencing lesson content, skill balance, and language tasks They can also supplement teacher instruction and provide learners with a primary source of exposure to the target language For novice teachers, textbooks act as valuable training tools, offering lesson planning ideas and teaching formats The widespread use of commercial textbooks is essential for effective language teaching worldwide, as they serve as a roadmap, showcasing progress and providing language samples and variety (McGrath, 2002, p 10).
A course book is essential for foreign language acquisition, providing students with a sense of security and measurable progress With a structured framework, learners gain confidence and satisfaction as they engage with the target language Textbooks also facilitate revision and serve as valuable self-study and reference tools Additionally, well-designed course books with appealing visuals and engaging content are far more effective than overwhelming photocopied materials, which are often viewed unfavorably by both teachers and students.
While many theorists highlight the benefits of ESL/EFL textbooks, there are significant reservations among researchers and practitioners regarding their effectiveness Brumfit (1979) argues that although textbooks can support teachers, they often hinder initiative by suggesting there is an "expert" who can solve problems for both educators and students Similarly, Allwright (1982) criticizes textbooks for their inflexibility, asserting that they often reflect the personal biases and preferences of their authors rather than meeting the diverse needs of learners.
Textbooks play a crucial role in the teaching and learning processes in secondary schools in Vietnam, serving as essential resources for self-directed learning and presentation materials They provide a wealth of ideas and activities, act as reference sources for students, and outline predetermined learning objectives Additionally, textbooks offer valuable support for less experienced teachers, helping them build confidence and explore new methodologies By introducing gradual changes and creating a foundation for innovative teaching approaches, textbooks empower educators to develop more creative methodologies tailored to their students' needs.
According to Cunningsworth (1984:15), course materials for English should serve the teacher rather than dictate their approach This perspective highlights the importance of evaluating, selecting, and adapting teaching materials to effectively address both teaching objectives and students' learning needs, ultimately enhancing their learning potential.
Textbook Evaluation
Evaluation is fundamentally the process of asking questions and acting on the responses, beginning with the determination of what information to gather and concluding with the implementation of changes to current activities According to the Longman Dictionary of Contemporary English (2001), evaluation is defined as "the act of considering something to decide how useful or valuable it is." Hutchinson and Waters (1987) emphasize that evaluation involves judging the suitability of something for a specific purpose, while Cunningsworth (1984) further elaborates on this concept.
The evaluation process in language learning is not merely mechanical; it requires professional judgment at every stage This judgment is rooted in a deep understanding of the principles of language acquisition and is supported by practical experience, forming the foundation of effective evaluation procedures.
Evaluating textbooks serves as a form of educational judgment, inherently involving subjective decision-making This process entails comparing the characteristics of a textbook with the specific context in which it will be used, allowing us to preliminarily assess its suitability for that environment.
According to Low (1987, p 21), teachers must evaluate educational materials to determine their appropriateness for specific classes This study aims to assess the suitability of the English 11 textbook used at Phan Dinh Phung Secondary School, focusing on its alignment with students' levels and interests.
2 2 2 The reasons to evaluate textbook
Evaluating textbooks is essential for effective selection, as highlighted by Sheldon (1988), who emphasizes that choosing an ELT textbook represents a significant administrative and educational decision with substantial professional, financial, or political implications A comprehensive evaluation allows educational institutions to differentiate among available textbooks, fostering familiarity with their content This process aids educators in identifying the strengths and weaknesses of current materials, ultimately enabling teachers to leverage the advantages of a textbook while addressing its shortcomings in exercises and tasks.
Hutchinson (1987) highlights the importance of an interactive approach to materials evaluation in language teaching, urging educators to consider the underlying reasons for the structure of materials He argues that materials evaluation significantly impacts teaching practices, suggesting that it should be a reciprocal process that not only aids teachers in selecting textbooks but also enhances their understanding of their unique teaching and learning environments.
Textbook evaluation plays a crucial role in teacher development and professional growth by providing systematic and contextual insights into textbook materials, as highlighted by Cunningsworth (1995) and Ellis (1997) This process enables teachers to move beyond subjective assessments and engage in action research, fostering professional empowerment and improvement Additionally, incorporating textbook evaluation into teacher training programs equips student teachers with the knowledge of essential features to consider in textbooks while exposing them to a diverse array of published language instruction materials.
In terms of when to evaluate a course book, Cunningsworth (1995, p 14) and Ellis
(1997) point out that pre-use evaluation, in-use evaluation and post-use evaluation are engendered
The 'predictive' or 'pre-use' evaluation is the most prevalent method used to assess the potential performance of a textbook This type of evaluation is often the most challenging, as it relies on theoretical analysis rather than actual experience with the course book.
In-use evaluation is a method of textbook assessment focused on materials currently in use, aimed at determining their suitability This evaluation involves aligning the course book with specific requirements, such as learners' objectives, backgrounds, and available resources (Cunningsworth, 1995, p 14).
In-use textbook evaluation emphasizes meticulous record-keeping and evidence-based reflection, focusing on both the assessment of the original material and its adaptability to various contexts.
Post-use evaluation involves assessing a textbook's effectiveness after a sustained period of use, allowing for a thorough understanding of its impact This evaluation is crucial for determining whether to continue using the same textbook in future courses.
This study presents findings from a survey conducted at Phan Dinh Phung High School in Hanoi, aimed at evaluating the English 11 textbook currently in use Classified as an "in-use" type of evaluation, the primary goal is to assess the textbook's effectiveness based on the opinions of its users.
Evaluators in educational settings can be categorized as insiders, such as teachers and students, or outsiders, like consultants and administrators While outsiders may be perceived as impartial, they often face criticism for their lack of familiarity with local contexts The term "expert" can carry negative connotations, suggesting a disconnect from the realities of the environment Insiders, despite having a vested interest, possess in-depth knowledge of historical and contextual factors Both groups navigate a complex landscape of power dynamics and stakeholder relationships, where insiders may question the relevance of outsiders' expertise The evaluation process is intricately linked to the political landscape and various unpredictable factors, as highlighted by Rea-Dickins (1994), who emphasizes the complexities surrounding objectivity, subjectivity, and the value of information from both insiders and outsiders.
Both insider and outsider doing the evaluation have pros and cons It is described clearly in the following table.
Insiders doing the evaluation Outsiders doing the evaluation
Can have a deep understanding of project and its context
Likely to be developed trust with staff and community groups involved
Part of the organizational structure
A way of developing evaluation skills, critical reflection
Can be viewed by funders as a providing a more independent evaluation
Can provide a fresh look at the project
Provide evaluation expertise & experience from other evaluations
Can free up more time for the doing of the project
May not have time to devote to evaluation
May lack skills in evaluation
Can have less knowledge of project and organizational and political environment
Not part of normal organizational structure
May require time to develop trust among staff and participant
The choice between using outsiders or insiders for evaluation is determined by the evaluation's objectives and the specific circumstances and limitations present during the assessment process.
Textbook evaluation can be approached through three primary methods: the impressionistic method, the checklist method, and the in-depth method, as outlined by McGrath (2002).
Previous Research on textbook evaluation
Numerous studies conducted by researchers worldwide assess the effectiveness of textbooks used in their respective countries Each study employs a unique methodology, yet they all share the common goal of evaluating the overall pedagogical value and suitability of these textbooks for specific language programs.
In "Evaluating an EFL Textbook – A New English Course," Jiazhi Wang (2007) examines the effectiveness of the EFL course book, A New English Course, utilized by university English majors in China The study begins with an overview of the current state of EFL teaching materials in China, followed by a detailed description of the course book Wang then conducts a comprehensive evaluation of a specific unit from the textbook, analyzing it from both micro and macro perspectives to assess its educational value and relevance.
The method used in this research is document analysis By evaluating the teaching material, the researcher gives ideas to adjust, modify and eventually improve the material
“Textbook evaluation and ELT management – A South Korean Case Study” by David
R A Litz (2005) discusses and describes the intricate and complex evaluation process that was undertaken at Sung Kyun Kwan University in Suwon, South Korea in 2000-2001 for a textbook (English Firsthand 2) that was being used in this particular learning environment This study applies a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbooks that are being used in the language classrooms to find out whether contents of the textbooks are of an acceptable standard or level of quality and appropriate to the learners for whom they are being used Doing this research, a series of textbook evaluation questionnaires had been created and provided to the instructors and students at the conclusion of the first year of the course They contained questions that pertained to the practical considerations (price, accessories, methodology etc.), layout and design, range and balance of activities, skills appropriateness and integration, social and cultural considerations, subject content, and language types represented in the textbook An additional component of the study consisted of a student 'needs analysis' that was conducted at the same time as the textbook evaluation survey
“Evaluation of EFL Materials Taught at Iranian Public High Schools” by Ali Jahangard
In 2007, a comprehensive evaluation of four EFL textbooks mandated by the Iranian Ministry of Education for high schools was conducted The analysis highlighted both the strengths and weaknesses of these textbooks, referencing 13 common features derived from various material evaluation checklists Additionally, the study offered recommendations to address the identified shortcomings within the textbooks, aiming to enhance their effectiveness in the classroom.
The article "An Evaluation of the Piloted English 10 – Textbook 2 at Nguyen Tat Thanh High School" by Nguyen Thu Huong Lan (2004) assesses the textbook's objectives, content, and methodology to determine its alignment with the Ministry of Education and Training (MOET) standards and the students' English proficiency levels Additionally, it offers recommendations for improving the textbook to enhance its effectiveness as a learning resource.
The various studies highlight that while researchers aim to evaluate the effectiveness of materials and provide improvement suggestions, they employ diverse criteria and methodologies This study also identifies appropriate criteria and methods for conducting research effectively.
Textbook Adaptation
Definition of adaptation can be unhelpfully broad Madsen and Bowen (1978) claim that
Every teacher inherently adapts the materials they use to enhance their effectiveness for specific learners According to Tomlinson (1998b:xi), material adaptation involves altering resources to improve their suitability, which can include reducing, adding, omitting, modifying, or supplementing content Most educators routinely modify textbooks to better meet the needs of their students, thereby maximizing the educational value of the materials.
2 4.2 The purpose of adapting textbook
McGrath (2002:64) states that the two most frequently cited purposes for adaptation are as follows:
1 to make the material more suitable for the circumstances in which it is being used, i.e to mould it to the needs and interests of learners, the teacher‟s own capabilities and such constraints as time, or as McDonough and Shaw (1993:85) put it: „to maximize the appropriacy of teaching materials in context, by changing some of the internal characteristics of a course book to better suit our particular circumstances‟;
2 to compensate for any intrinsic deficiencies in the material, such as linguistic inaccuracies, out-of-datedness, lack of authenticity or lack of variety
Textbook writers strive to address the needs of their intended users; however, these resources often require adaptation for effective classroom use Since most commercial textbooks are not tailored to specific classes, Maley (1998:281) recommends several strategies for material adaptation.
• omission: the teacher leaves out things deemed inappropriate, offensive, unpro- ductive, etc., for the particular group
• addition: where there seems to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material
• reduction: where the teacher shortens an activity to give it less weight or emphasis
• extension: where an activity is lengthened in order to give it an additional dimen- sion (For example, a vocabulary activity is extended to draw attention to some syntactic patterning.)
• rewriting/modification: teacher may occasionally decide to rewrite material, espe- cially exercise material, to make it more appropriate, more “communicative”, more demanding, more accessible to their students, etc
• replacement: text or exercise material which is considered inadequate, for whatever reason, may be replaced by more suitable material This is often culled from other resource materials
Teachers have the flexibility to reorder textbooks to better suit their students' needs By choosing a different sequence than the one suggested by the author, educators can create a more effective learning path that aligns with their students' learning styles and objectives.
• branching: teachers may decide to add options to the existing activity or to suggest alternative pathways through the activities (For example, an experiential route or an analytical route.)
Summary
This chapter explores theories regarding the significance of textbooks in the teaching and learning process, highlighting key considerations for effective textbook evaluation It also examines previous research on textbook evaluation across various global contexts Additionally, the chapter discusses theoretical perspectives on textbook adaptation, providing a foundation for the forthcoming evaluation of a specific secondary school textbook in the next chapter.
Research Methodology
Research Design
This study evaluates the English 11 textbook used at Phan Dinh Phung High School in Hanoi, focusing on its objectives, content, and methodology Conducted during the ongoing use of the textbook by teachers and students, the research aims to assess its effectiveness and identify necessary adaptations for future improvement The researcher employs a triangulation of methods, including document analysis, survey questionnaires, and classroom observation, to ensure the collection of reliable and valid data for a comprehensive evaluation.
Setting
In the 2007-2008 academic year, Vietnam implemented a new English textbook for grade 11 across all secondary schools, as mandated by the Ministry of Education and Training (MOET) English is a compulsory subject in the curriculum, and only textbooks published by the Education Publishing House (EPH) are authorized for use in these schools.
A study conducted at Phan Dinh Phung High School in Hanoi focused on the implementation of the new English 11 textbook, which is currently being taught across 15 classes in the 11th grade Each class consists of approximately 45 students, resulting in large class sizes that negatively impact the teaching and learning of English at the school.
In addition to key subjects like Mathematics and Literature, English is regarded as a core subject at this school, with over half of the students specializing in it The school's management places significant emphasis on the teaching and learning of English, aiming for high standards in educational outcomes.
Participants
The school employs ten female English teachers, aged between 25 and 53, all of whom are graduates from the English Department at the University of Language and International Studies, VNU Their teaching experience in secondary education varies from 3 to 30 years, and each has taught English 11 These dedicated educators demonstrate a strong commitment and enthusiasm for their teaching roles.
The school has a total of 675 students in grade 11, all of whom have been learning English since grade 3, resulting in a solid competence in the language Among these students, 300 focus on natural science subjects, while the remaining students specialize in English as a foreign language The latter group demonstrates superior English proficiency, allowing them to excel in their English 11 studies compared to their peers in other schools across Vietnam In contrast, students majoring in natural sciences possess average English skills, aligning with the national standard for secondary schools By selecting 300 natural science students for the study, the findings are expected to provide a reliable insight into the realities of English teaching and learning in Vietnamese secondary education.
Data Collection Instruments
This section outlines the data collection instruments utilized in the research, highlighting the strengths of the selected methods to justify their use in evaluating the textbook The research employed document analysis, survey questionnaires, and classroom observation as its primary tools for gathering data.
This research method is said to bring an important source of data for evaluation and it forms “an essential part of the data for an evaluation exercise” (Robinson, 1991:71)
This thesis utilizes document analysis as an effective method for data collection, focusing on the evaluation of the English 11 textbook used at Phan Dinh Phung Secondary School in Hanoi The primary aim is to determine the textbook's alignment with the Ministry of Education and Training (MOET) requirements for the course The evaluator systematically analyzed the textbook to assess its suitability.
11 and compared it to the curriculum of the course prescribed by MOET in order to find out the answer (Appendices 1 and 2)
Survey questionnaires are essential tools for data collection, offering numerous advantages According to Gilliham (2000), they reduce pressure on respondents, eliminate the influence of interview bias, and allow for straightforward analysis of responses.
This thesis involved the creation of survey questionnaires aimed at gathering insights from both teachers and students regarding their opinions and attitudes toward the utilized textbook Participants were asked to provide feedback specifically related to the content and methodology presented in the textbook.
The researcher utilized two distinct survey questionnaires—one targeting teachers and the other for students—to gather insights on textbook suitability The teacher's questionnaire comprised thirty items divided into five sections: the first section included seven questions assessing the alignment of the textbook with teaching methodologies, focusing on tasks related to Reading, Speaking, Listening, Writing, and Language Focus The second section contained five questions evaluating the textbook's appropriateness regarding Language Types, while the third section aimed to assess the suitability of Activities through five additional questions The fourth section comprised three questions examining the relevance of Skills, and the fifth section included four questions regarding Subjects and content Finally, the questionnaire sought teachers' recommendations for textbook adaptations In parallel, a twelve-item questionnaire was administered to students in natural science classes, designed to gauge their opinions on the textbook's subjects, contents, skills, activities, language, and social knowledge, ensuring the questions were presented in Vietnamese for better comprehension and reliable responses.
Teachers and students are encouraged to fill out the questionnaires and submit them to the researcher The researcher will then analyze the collected data, presenting the findings in tables and charts for clarity.
Classroom observation seems to be one of the most effective methods to examine the textbooks as they are being used in authentic teaching/learning context
This study utilizes a combination of survey questionnaires, document analysis, and classroom observation to provide a comprehensive understanding of classroom dynamics Classroom observations are conducted to validate the reliability of the data collected from the questionnaires, ensuring a thorough examination of real classroom interactions.
The researcher conducted observations in five different classes at Phan Dinh Phung Secondary School in Hanoi, focusing on various periods: Reading, Speaking, Listening, Writing, and Language Focus The primary aim was to assess student interest in the textbook and its suitability for their proficiency level During the observations, the researcher documented classroom activities and student engagement, later sharing these notes with teachers for validation and insights.
Data Collection Procedures
In this thesis, data was collected using three methods: document analysis, survey questionnaires, and classroom observations Initially, the researcher assessed the textbook in relation to the standards established by the Ministry of Education and Training (MOET) Concurrently, classroom observations were conducted while questionnaires were distributed to both students and teachers Following the collection of the questionnaires, the researcher analyzed the data and compared it with insights gained from the classroom observations.
Summary
This chapter outlines the research design, detailing the study's setting and participants It also clearly presents the data collection instruments and the procedures employed for gathering data.
Data Analysis and discussion
Document Analysis
To determine if the English 11 textbook aligns with the MOET curriculum, a comparison between the curriculum (Appendix 1) and the textbook contents (Appendix 2) is essential The analysis reveals that the textbook's content largely corresponds with the curriculum requirements regarding topics, grammatical structures, and competencies.
The English 11 curriculum comprises six themes encompassing 16 topics, including Friendship, Personal Experiences, Parties, Volunteer Work, Illiteracy, Competitions, Population, Celebrations, Postal and Telecommunication Services, Nature in Danger, Sources of Energy, The Asian Games, Hobbies, Entertainment, Space Conquest, and Wonders of the World These topics are systematically organized into 16 units within the English 11 textbook, providing a comprehensive framework for students to explore diverse subjects.
In terms of vocabulary, all of the new words that are presented in the curriculum are written in the glossary in the textbook
However, some requirements of the course are not dealt with in the textbook which are grammatical points and competences
In terms of grammatical points, some were not integrated in the textbook listed below: -Perfect infinitive
In terms of competences, some are targeted to be acquired by the students but were not included in the textbook:
- Discuss qualities for true friendship
- Write a letter to ask for and give information about competitions
- Express satisfaction and dissatisfaction towards postal services
- Talk about types and sources of energy
- Talk about possibilities of events
Whereas, several competences are not required but were employed as new inputs:
- Interpreting statistics on population from a chart
Moreover, pronunciation is not required but is included in the textbook
A comparison between the textbook contents and MOET course requirements indicates that only a few items are missing, suggesting that the textbook largely meets the necessary topics, grammatical points, and competencies To determine the textbook's suitability for students and teachers, the researcher primarily considered feedback gathered from surveys conducted with both teachers and students.
Survey questionnaire
A total of 10 English teachers from Phan Dinh Phung Secondary School in Hanoi completed the questionnaires (Appendix 3) The collected data was subsequently analyzed and is presented in the following sections.
This section presents six methodology-related questions aimed at gathering teachers' perspectives on their teaching approaches The findings are summarized in the table below.
1 By teaching tasks in Pre-reading, you interest your students in the topics they are going to learn
2 By teaching tasks in while-reading, you help your students acquire knowledge to understand the reading texts
3 You taught tasks in post-reading easily because you only help your students consolidate what they have learnt
4 By teaching tasks in Pre-listening you provide your students some key words to do the tasks in while-listening stages
5 By teaching tasks in while-listening, you help your students acquire knowledge to understand listening texts
6 You taught tasks in post-listening easily because your students only show their understanding in the form of writing or speaking
7 In Speaking section, teachers always ask the students to work in pairs and groups to discuss topics and they can speak about topics they have learnt
8 In Writing section, teachers provide the students the models of the writing and ideas necessary for the writing
9 In Language Focus section, teachers help the students understand grammar points and practise them in communicative situation
Table 1 Teachers’ opinions about methodology in the textbook
The data indicates that all teachers were enthusiastic about teaching pre-reading tasks, which significantly motivated students by introducing engaging topics and encouraging them to share their ideas through vivid illustrations To successfully complete these tasks, students engaged in brainstorming and utilized their background knowledge, creating an enjoyable classroom atmosphere Informal interactions with teachers at Phan Dinh Phung Secondary School in Hanoi revealed that the tasks provided clear instructions and were appropriately challenging, resulting in students performing well.
A survey revealed that 90% of teachers found no difficulty in teaching while-reading tasks, attributing this ease to their students' early acquisition of reading skills since grade 6 Over the years, students have become familiar with various reading tasks, including comprehension questions, word meanings in context, and multiple-choice questions, while also enriching their vocabulary through eight years of English learning Additionally, the textbook's tasks effectively assess students' understanding of new words, enabling them to grasp word usage in context and comprehend reading texts more thoroughly.
Seventy percent of teachers agreed that post-reading tasks were not difficult to teach, as they were engaging and motivated students to be more active in class These tasks often involved summarizing learned content and comparing opinions with peers, fostering a competitive spirit among students Additionally, some tasks required students to apply their knowledge to solve problems presented in the reading text, which heightened their interest as they connected their background knowledge with the material Other units included personal questions that encouraged students to learn more about each other, further enhancing motivation Overall, students demonstrated a strong understanding of the reading texts and effectively completed the post-reading tasks, making it easier for teachers to facilitate learning.
Teachers emphasized that pre-listening tasks significantly aid students in completing while-listening activities more effectively In certain units, cultural knowledge was integrated into the listening exercises, reducing students' difficulties Particularly during the "Listen and Repeat" segment, teachers introduced new vocabulary from the listening texts, which greatly assisted students in their tasks Overall, teachers expressed high satisfaction with the pre-listening tasks and recommended no changes to this approach.
Nine out of ten teachers reported challenges in teaching listening tasks during while-listening activities, as students struggled to perform well despite being introduced to new vocabulary and cultural context Many students found the listening texts overwhelming, leading to confusion For instance, in Unit 1, students had difficulty understanding two conversations, while Unit 6 presented numerous events and participants that were hard to remember Similarly, Unit 7 featured challenging comprehension questions, prompting teachers to modify tasks, such as converting Task 2 into multiple-choice questions and adjusting Task 10 into a gap-filling exercise Additionally, observations revealed that large class sizes of forty-five students and the lack of headphones contributed to poor listening outcomes.
Despite having only one post-listening task that required students to demonstrate their understanding through writing or speaking, 90% of teachers reported that preparing for these activities was challenging and time-consuming Given the students' current English proficiency at Phan Dinh Phung Secondary School, they struggled to articulate or write their responses fluently without guidance The limited time allocated for post-listening tasks necessitated a redesign, prompting teachers to have students answer questions before speaking or rewriting their responses Additionally, teachers often provided vocabulary, structures, or ideas to assist students in their speaking and writing, as guided cues were essential for students to successfully complete post-listening tasks.
All teachers (100%) agreed that the speaking tasks in the textbook, such as reporting results, role-playing, practicing dialogues, and interviewing, provided students with opportunities to work individually, in pairs, and in groups They noted that the task instructions were clear and effective, incorporating structures and key ideas that facilitated student engagement This clarity allowed students to generate sentences and passages with ease, enabling them to discuss familiar topics without difficulty Consequently, teachers were able to conduct lessons smoothly with minimal preparation.
The data indicates that 70% of teachers disagree that the writing tasks provided adequate models and ideas for students, leading to challenges in guiding them effectively Few units included writing models, and students struggled with complex writing types, such as reply letters, chart descriptions, and biographies Due to their insufficient English proficiency, students found it difficult to produce complete compositions correctly Consequently, teachers invested significant time in providing and explaining good writing samples to their students.
A significant majority of teachers (70%) expressed dissatisfaction with the language focus in their exercises, noting that they often did not align with the necessary language points for practice The emphasis on correctness limited teachers to merely having students check their answers, preventing opportunities for practicing grammar in communicative contexts Consequently, teachers sought to create communicative situations that would allow students to effectively utilize the language points they had learned.
In summary, the analysis indicates that the English 11 textbook is partially suitable for teachers at Phan Dinh Phung High School in Hanoi, particularly regarding its methodology The reading and speaking tasks are generally appropriate and easily implementable in the classroom However, the listening and language focus sections necessitate modifications to enhance adaptability for teaching purposes.
Under “language type” the textbook questionnaires for teachers asked five questions about language types in the textbook The results as follows:
1 The language in the textbook is authentic
2 The text types in the textbook are varied 20% 80%
3 The language used is at the right level for students
4 Grammar points are brief and easy 80% 20%
English students will be likely to use
Table 2 Teachers’ opinions about language types in the textbook
Teachers were asked to evaluate the authenticity and realism of the language in the textbook The survey revealed that 70% of teachers strongly agreed that the textbook effectively represented real-life language use, while 30% found the language to be relatively authentic Educators noted that the language models provided were genuine and reflective of everyday communication, suggesting that exposure to such language could enhance student motivation.
Eighty percent of teachers agreed that the textbook offered a diverse range of text types, which is a valid observation The textbook effectively incorporates various styles, including reading texts, images, tables, charts, and graphs, enhancing its educational value.
A survey of teachers revealed that 60% believed the language used in the curriculum was appropriate for students' English proficiency, while 40% felt it was only partially suitable Observations in the classroom indicated that certain units, such as unit 5 on illiteracy and unit 7 on population, contained language that was unfamiliar to students, leading to difficulties in comprehension and task completion Consequently, it can be concluded that the language used in the textbook only partially aligns with the students' English language abilities.
Classroom observation
The researcher conducted observations in five classes, ranging from 11A1 to 11A5, where students focused on natural subjects rather than English Acting solely as an observer, the researcher refrained from participating in classroom activities while meticulously noting details during each lesson Following each observation, the researcher collaborated with the teacher to review and validate the interpretations of the classroom dynamics, ensuring accuracy in understanding the activities.
The researcher observed class 11A1 during a reading lesson on Unit 7 (World Population), which addressed the reality, sequences, and solutions to global population growth Despite the lengthy text and challenging vocabulary that initially hindered comprehension, the teacher effectively engaged students through various interesting activities Utilizing a diagram to introduce key topics and explain new terms, students eagerly participated by contributing related words Following this, all students successfully completed Tasks 1 and 2, fostering a competitive and exciting classroom atmosphere In the post-reading activity, students worked in pairs to identify the five most populous countries, discussing their locations and economic statuses While students were enthusiastic about sharing their background knowledge, time constraints limited the opportunity for all pairs to respond and for the teacher to assign homework.
In the class observation of 11A2 during Speaking - Unit 12 (The Asian Games), the teacher initiated the lesson by having students pair up to act out conversations based on a provided table While all pairs successfully completed this task, the conversations lacked engagement due to their repetitive nature The lesson became more dynamic during Task 2, where students were challenged to memorize medal counts from the textbook table in a competitive format This task encouraged active participation, as pairs earned points for correct answers, fostering a lively and interactive learning environment.
The third observation was done in the class 11A3 with Listening – Unit 13 (Hobbies)
In the pre-listening phase, teachers engaged students with pictures, sparking their enthusiasm for the tasks ahead After listening to the text, students tackled Task 1, which presented numerous challenging questions, resulting in few students answering all correctly Conversely, Task 2 was easier, as most students successfully identified missing words, although they found this task somewhat dull During the post-listening activity, students collaborated in pairs to discuss the drawbacks of over-reading, drawing on familiar topics that inspired a wealth of interesting ideas.
In a recent observation of class 11A4 during Writing – Unit 15 (Space Conquest), the teacher engaged students by asking about the first human to walk on the moon, Neil Armstrong Following this discussion, students successfully completed Task 1 with ease However, in Task 2, where they were required to write a biography of Armstrong, many struggled with grammar and sentence structure, resulting in compositions that lacked clarity and accuracy.
The final observation was the class 11A5 with Language focus – Unit 15 (Space Conquest) In pronunciation, it seemed very difficult for them to repeat precisely, especially reading aloud the dialogue
In grammar lessons, students struggled with the concepts of "could/be able to" and tag questions, with over half unable to grasp these language points due to their complexity Furthermore, these topics were not adequately covered in Unit 15, and the limited exercises provided did not sufficiently aid comprehension Consequently, many students performed poorly on the exercises, highlighting the need for additional practice to master these essential grammar concepts.
The researcher observed five classes and found that students were highly engaged in the activities presented by the teacher, indicating that the textbook effectively captured their interest Additionally, the textbook was well-aligned with the students' English proficiency levels in reading and speaking, as evidenced by their higher accuracy in these areas However, while students were able to complete the writing activities, their performance was not as strong Furthermore, in the listening and language focus sections, modifications to the textbook tasks are necessary to enhance teaching and learning outcomes.