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Abstract Textbooks are required in the majority of language programs In the case of English as a foreign language, it may be the learner's primary and possibly only source of language input, as well as the foundation for both inside and outside the classroom language practice Despite their importance, textbooks are not always well-designed, curriculum-consistent, and closely connected with the goals of the teaching program and the needs of the students As a result, textbooks must be properly scrutinized and selected before being used in language classes The evaluation of textbooks aids administrators and teachers in deciding which resources are most appropriate for a certain course It also assists in determining a textbook's strengths and weaknesses This information will be useful to teachers as they rewrite textbooks and plan for the following course This thesis was written for the goal of completing the E10 (P.B) evaluation, specifically in the context of teaching English at Tran Nguyen Han High School in Vung Tau, Ba Ria-Vung Tau This thesis aims to assess the official English textbooks used by teachers and students at Vung Tau's Tran Nguyen Han High School Document analysis, questionnaires, and interviews were used to collect and evaluate data and information, as well as figures, all of which are based on the textbook assessment theoretical framework This thesis looks at the benefits, drawbacks, and limitations of using textbooks A survey questionnaire was created utilizing a combination of evaluative checklists and informal interactions with respondents as the study's research instruments The results of the survey show that the participants had a high level of agreement on the applicability of the book There are also some options for dealing with these issues Error! No text of specified style in document i Keywords Curriculum Syllabus Materials Textbook Evaluation Teaching material evaluation European Association for Language Testing and Assessment English 10 textbook (pilot book) – E10 (P.B) ii Error! No text of specified style in document Table of Contents Abstract i Keywords ii Table of Contents iii List of Figures v List of Tables vi List of Abbreviations vii Statement of Original Authorship viii Acknowledgements ix Chapter 1: Introduction 1.1 1.1 Background 1.2 Context 1.2.1 National Foreign Language Policy 1.2.2 Common European Framework of Reference for Languages 11 1.2.3 The Curriculum of Teaching English for High Schools 13 1.2.4 The Textbook "Tiếng Anh 10" (Pilot Book) 14 1.3 Purposes of the study 15 1.4 Scope of the Study 16 1.5 Signification of the Study 16 1.6 Structure of the Study 16 Chapter 2: 2.1 Literature Review 19 Introduction 19 2.2 Teaching Materials in Teaching and Learning Language 19 2.2.1 Positions and Purposes of Teaching Materials in Teaching and Learning Language 19 2.2.2 Textbooks 21 2.3 Textbook Evaluation Error! Bookmark not defined 2.3.1 Definition of Textbook Evaluation 22 2.3.2 Needs for Textbook Evaluation 23 2.3.3 Textbook Evaluation Criteria 24 2.4 Communicative Language Teaching Approach 30 2.5 Previous Studies on Textbook Evaluation 33 2.5.1 Previous Studies carried out in Foreign Countries 33 Error! No text of specified style in document iii 2.5.2 Previous Studies carried out in Vietnam 35 2.6 Chapter summary 37 Chapter 3: Research Methodology 39 3.1 Introduction 39 3.2 Research Methodology 39 3.3 Research Instruments 40 3.3.1 Document Analysis 40 3.3.2 Survey Questionnaires 42 3.4 Data Analysis 45 3.5 Trustworthiness 46 3.6 Participants 47 3.7 Summary 48 Chapter 4: Findings and Discussion 49 4.1 Introduction 49 4.2 Evaluation of Aims 49 4.2.1 Aims Stated in the Curriculum 49 4.2.2 Aims Stated in the Textbook 50 4.2.3 Aims perceived by Teachers and Students 51 4.3 4.3 Evaluation on Methodology 55 4.3.1 Methodology stated in the Curriculum 55 4.3.2 Methodology stated in the Textbook 56 4.3.3 Methodology perceived by teachers and students 57 4.3.4 Methodology enacted by teachers and students 59 4.2 Evaluation on Audience 62 4.4.1 Audience stated in the curriculum 62 4.4.2 Audience stated in the textbook 63 4.4.3 Audience perceived by teachers and students 63 4.5 Evaluation on Contents 68 4.5.1 Contents perceived in the curriculum 68 4.6 Discussion 75 4.7 Summary 79 Chapter Recommendation and Conclusion 81 5.2 Limitations and suggestion for further studY 83 5.2.1 Limitations 83 5.2.2 Suggestion for Further Study 83 5.3 Conclusion 84 References 87 Appendices 90 iv Error! No text of specified style in document List of Figures Figure 1: The material evaluation model by Hutchinson and Waters 34 Figure 2: Judgment on Objectives 53 Figure 3: Evaluation on Skills Development 55 Figure 4: Evaluation on Methodology 60 Figure 5: Evaluation on General Appearance 65 Figure 6: Details of evaluation on Design and Illustration 67 Figure 7: Judgment on topic appropriateness 68 Figure 8: Judgment on Content Appropriateness 72 Figure 9: Evaluation on Social and Cultural Context 73 Figure 10: Evaluation on Methodology Error! No text of specified style in document 74 v List of Tables vi Table 1: Judgment on Objectives 54 Table 2: Evaluation on Skills Development 55 Table 3: Evaluation on Methodology 60 Table 4: Evaluation on General Appearance 65 Table 5: Judgment on Design and Illustration 67 Table 6: Judgment on topic appropriateness 69 Table 7: Number of tasks in the book 70 Table 8: Judgment on Content Appropriateness 72 Table 9: Evaluation on Social and Cultural Context…… 73 Table 10: Evaluation on Social and Cultural Context 75 Table 11: Evaluation on Methodology 81 Error! No text of specified style in document List of Abbreviations DOET Department of Education and Training ELT English Language Teaching CEFR Common European Framework of Reference for Language EFL GCSE MOET CLT EALTA English as a Foreign Language General Certificate of Secondary Education Ministry of Education and Training Communicative Language Teaching European Association for Language Testing and Assessment Error! No text of specified style in document vii These are the researcher's recommendations and expectations, as well as those of the teachers and students who took part in the study Hopefully, these suggestions will be adopted soon for better E10 (P.B) deployment, and will become popular and available to people in the future for teaching and learning the textbook in schools and across the country 5.2 LIMITATIONS AND SUGGESTION FOR FURTHER STUDY 5.2.1 Limitations Even if I tried my hardest during the research process, the researcher is aware that there are some limitations to the research that are unavoidable First, because the researcher is an insider, the observations may be subjective to some extent, despite my best efforts to perform the most objective study feasible Second, the study did not assess the students' English abilities prior to their study of this specific material Third, due to the scope of the study, not all possible standards for evaluating a teaching material are included In this study, the researcher concentrates primarily on four factors: audience, objective, technique, and document content As a result, it is envisaged that various distinct methods of material evaluation will be used to aid in the collecting of more specific results for this material assessment 5.2.2 Suggestion for Further Study Different studies should concentrate on other criteria because the researcher in this study did not use the textbook evaluation to obtain more specific results for evaluating this material The study's scope should be broadened to include other high schools in other Vietnamese regions with large populations of instructors and pupils Chapter Recommendation and Conclusion 83 5.3 CONCLUSION The current research looks at the context of English language teaching and learning in a specific learning and teaching setting at Vung Tau's Tran Nguyen Han high school Because the textbook "E10" (P.B) is now officially used across Vietnam, it would be tremendously advantageous if the research review could be expanded to high schools in additional districts or provinces in Vietnam with substantial populations of students and teachers No one can deny the importance of textbook evaluation in language acquisition and education Through textbook evaluation, each college or institution can select the most relevant materials for students, teaching, and learning conditions Additionally, textbook assessments are conducted in order to discover material strengths and defects in order to improve the applicability and efficacy of materials Based on the findings of the examination, the agency can decide whether to replace the current material with a more suitable type or to adapt existing materials The findings of the study reveal that the textbook meets both the curriculum's aims as well as the goals of teachers and students teaching and studying English in grade 10 The material's goal is to provide students with new vocabulary, either expert terminology related to their major or more appropriate grammatical understanding All of the themes are intriguing and relevant to the diverse interests of students Furthermore, the textbook's goal is to strengthen students' English skills in a very practical way Especially, about Listening skills, students can understand information they have heard about a number of topics In terms of Speaking, students can ask and answer questions on familiar topics In terms of Reading, students can comprehend and understand the main content and detailed information in the text within 150 words and about 84 Chapter Recommendation and Conclusion Writing, students can write a short paragraph with a length of 120 words about familiar topics Based on these findings, it may be stated that the material under review is appropriate for pupils at Tran Nguyen Han High School However, there is a flaw in the book that needs to be addressed: some of the lessons require more than 45 minutes of practice time Because there isn't enough time to complete all of the lessons' tasks, there is a need for improvement Some changes in terms of the linguistic aspect and duration of a number of units should be made to make material more relevant to students' English competence and accomplish the course goals As a result, the researcher has sought to give some recommendations in order to improve the appropriateness and efficiency of the material The findings of the study, according to the researcher, will provide a solid foundation for further research into specific aspects of the material at Tran Nguyen Han high school, as well as attempts to create a new and evolved syllabus – the kit for the benefit of all Tran Nguyen Han high school students Chapter Recommendation and Conclusion 85 References Aftab, A (2011) English Language Textbooks Evaluation in Pakistan Allwright (1982) ELT Textbooks and Materials: Problems in Evaluation and Development: Modern English Publications Alptekin, C (1993) Target-language culture in EFL materials ELT journal Bardovi-Harlig (2001) Studies in second language acquisition Indiana University Bouton, L F (1996) Pragmatics and Language Learning University of Illinois, Urbana- Champaign Brooker, D (2018) English for Development: a review of research into the role of English as a driver for socio-economic development Cambrigde Assessment English Brown, J D (1979) Language Program Evaluation: UK: Cambridge University Press Common European Framework of References for Lanaguages Retrieved from https://blog.e2.com.vn/tag/common-european-framework-of-reference-forlanguages/ Communicative Language Teaching Approach Retrieved from https://www2.vobs.at/ludescher/Alternative%20methods/communicative_lan guage_teaching.htm Crookes (1991) Action Research For Second Language Teachers Cunningsworth (1985) Evaluating and selecting EFL Teaching Materials.: London: Heinemann Cunningsworth, A (1995) Choosing Your Coursebook: Oxford: Heinemann Davies, A (2006) What learners really want from their EFL courses? ELT journal Do, T T (2015) An Evaluation of the Textbook "Kid's Box 5" for Grade at Doan Thi Diem Private Primary School Vietnam National University, Hanoi, Dudley, T (2000) Developments in English for Specific Purposes: A MultiDisciplinary Approach : The UK: Cambridge University Press Ellis, R (1997) The empirical evaluation of language teaching materials English Language Teaching Journal Harmer, J (2007) How to Teach English: Pearson Education Limited References 87 Hashemi (2011) Textbook Selection and Evaluation in EFL Context World Journal of Education Hoang, V (2014) The Current Situation and Issues of the Teaching of English in Vietnam James, H (2015) The Role of Junior High School English Textbooks in Communicative Language Teaching Based on a Case Study of Two Junior High School Teachers Teaching Sunshine Jonathan, J H (1996) Performance evaluation for document analysis International Journal of Imaging Systems and Technology Le, T B (2013) Evaluating the Coursebook TIẾNG ANH - TẬP (SÁCH THÍ ĐIỂM) Complied under the National Foreign Language Project entitled "Teaching and learning Forein languages in the natioanl Education System, period 2008-2020" University of languages and International Studies Department of Post- Graduate Studies , Le, T H (2009) An evaluation of the Textbook English 11 Taught at Phan Dinh Phung Secondary school in Hanoi: A case study Vietnam National University, Hanoi University of Language and International Studies, Litz, D R A (2001) Textbook Evaluation and ELT Management: A South Kokean Case Study EFL Asian Journal Mc Grath, I (2013) English language teaching materials: Theory and Practice ELT Journal McDonough, J a S (1993) Materials and Methods in ELT: A Teacher's Guide Wiley- Blackwell Mehmet (2013 ) Evaluation of language teaching materials according to English teacher's point of views International Journal of Academic Research Nguyen, T C a H., X.H (2006) Innovating ELT Methodology in Vietnam’s Upper secondary school Nguyen, T T M (2007) Textbook evaluation: The case of English textbooks currently in use in Vietnam’s upper secondary schools College of Foreign Languages- Vietnam National University Hanoi, Nunan, D (1992) Language teaching methodology A textbook for teachers O'Neill, R (1981) Why use textbooks? ELTJournal Vol 36.1 Pickering, B a (1995) The Communicalive Approach to Language Teaching.: Oxford: Oxford University Press Prodromou (1988) Evaluation of a ELT Coursebook Based on Criteria Richards (2005) Communicative Language Teaching Appraoch Richards, J C (2005) The Role of Textbooks in a Language Program Ronald, J C (1999) What qualitative research can be Psychology and Marketing(4 351 367) Sandra, L (2000) Teaching English as an International language: Implications for cultural materials in the classroom Tesol Journal Schauer, A (2019) Teaching and Learning English in the Primary School: Interlanguage Pragmatics in the EFL Context Springer International Publishing Sheldon, L E (1988) Evaluating ELT textbooks and materials English Language Teaching Journal, 42(4), 237-246 Swales (2000) Languages for Specific Purposes Annual Review of Applied Linguistics Todorova (2018) Skills and Activities for Modern Leaders and Managers International Journal of Economics, Commerce and Management Tomlinson, B (1998) Principles and Procedures of Materials Development for Language Learning Vera, V (2016) Understanding the role of teaching Materials as a foreign language course Waters, T H a A (1993) Performance and Competence in English for Specific Purposes: A learning centered approach The British Council and the Institute for English Language Education: University of Lancaster Wolfson, N (1988) Perspectives: Sociolinguistics and TESOL Cambridge, MA: Newbury House Zohrabi (2000) An Evaluation of Classroom Activities and Exercises in ELT Classroom for General Purposes Course References 89 Appendices APPENDIX A CITATION OF AIMS OF THE TEXTBOOK 10 (PILOT BOOK) The Objectives of Teaching and Learning English In High School * The General Objective: The goal of high school English teaching and learning is to help students use English as a universal communication tool by forming and developing communication skills such as listening, speaking, reading, and writing on the basis of mastering the basic English language system through which to find and collect information to improve the general level of culture, fostering moral qualities, and developing thinking In other words, teaching and learning English in high school is to help students: - utilize English as a basic communication tool in verbal and written form - have basic knowledge, systematic and complete in English language, appropriate with level, psychological traits, and ages - have a general understanding of the country, people, and culture of some English-speaking countries, from which there is good sentiment and attitude towards the country, people, culture, and language of the English speaking, proud, beloved, and respect the culture and language of their nation - foster moral qualities, develop thinking, and develop new learning methods in addition to other subjects and educational activities * The Specific Objective: Students who complete the high school curriculum will be able to use the English they learned in the program to serve: Listening skills: listening understanding of the primary and detailed substance of the dialogue or dialogue within the program's subject matter The text length is around 120-150 words for grades 10 and 11, and 180-200 words for grades 12; interprets text at a reasonably sluggish rate for grades 10 and 11, and closer to nature for grades 12 Speaking abilities: Q&A or presentation on program-related topics; performs some basic communication functions or tasks: guiding, expressing ideas, asking for directions, asking and providing information for grade 10; expressing satisfaction and dissatisfaction; respecting facts and opinions for grade 11; and expressing personal views, talking about needs and interests, explaining reasons for grade 12 Reading comprehension: reading comprehends the main content and detailed content of the text revolves around the topics covered in the program, with the length of the text being approximately 190-230 words for the 10th grade, 240-270 words for the Grade 11 and 290-320 words for the Grade 12; developing vocabulary skills: dictionaries, contexts for the 10th grade, recognizing grammar elements, linking text in the Grade 11 and using the main ideas to summarize the text in the Grade 12 Writing abilities: write in a template and offer texts relevant to the topic studied or to meet basic social and communication needs The text length for the 10th grade is approximately 100-120 words, 120-130 words for the 11th grade, and 130-150 words for the 12th grade Grade 10 Completing the learning program of grade 10, the students can: Listening - - Speaking - - Reading - - Writing - - Appendices Recognize and repeat sounds, stress, intonation, and rhythm in words and phrases in a variety of sentences Listen to and grasp the general and detailed content of conversations, dialogues, monologues about topics in the study program such as family, school life, daily routines, friends, sports, famous people and places Listen to and comprehend the primary information exchanged between peers and teachers in the classroom, broadcasting on TV, radio, and news in real life Pronounce sounds, emphasis, intonation, and rhythm in a variety of sentences Speak and use instructions for usage in learning and practice activities in class smoothly Ask and answer questions, share your thoughts on issues covered in the program such as family, friends, school life, daily activities, festivals, and sports Deliver a speech in front of the class to tell a tale, explain some persons, favorite places, or express your thoughts Comprehend the main and detailed content of paragraphs (100-150 words) on topics in the program such as family, school life, friends, festival, scenic, sport Read and understand the main contents of individual letters, notices, newspaper or magazines, paragraphs and applications belongs to familiar topic range (may have some new words or structures) Write an 80-120-word paragraph about a topic from the learning program, such as family, school life, friends, festivals, places of interest, sports, and entertainments Write a letter, postcards, messages, or personal notes about the needs of daily communication within the scope of the themes learned and indicated in the content 91 APPENDIX B: QUESTIONNAIRES Xin chào Cô (Thầy) em học sinh Tôi tên Từ Ngọc Vân Anh, giáo viên dạy trường THPT Trần Nguyên Hãn, Thành phố Vũng Tàu, Tỉnh BR-VT Hiện nay, nghiên cứu việc đánh giá SGK “English 10” (10 year programme) Ý kiến quý Cô em đóng góp vơ q giá nghiên cứu Tôi xin chân thành cám ơn THÔNG TIN CÁ NHÂN Họ tên: Class: Giới tính: Nam / Nữ INSTRUCTIONS Tơi mong q Cơ em sẵn lịng trả lời câu hỏi cách ( ) vào ô trả lời Có (đồng ý) Không (không đồng ý)dưới A MỤC TIÊU Có Quyển sách giáo khoa “Tiếng Anh 10” có đáp ứng yêu cầu “Dự án 2020 việc giảng dạy Tiếng Anh” “chương trình Tiếng Anh thí điểm dành cho khối THPT”? Quyển sách có giúp học sinh hồn thành mục tiêu cuối sử dụng thành thạo Tiếng Anh? Quyển sách có đáp ứng nhu cầu mong muốn học sinh? Mục đích sử dụng sách có phù hợp với trình độ Tiếng Anh học sinh? B CÁC KỸ NĂNG Quyển sách có giúp học sinh phát triển kỹ học Tiếng Anh? Phần “Listening” trình bày đa dạng nhiều thể loại (độc thoại, đối thoại, vấn, tin ) Nội dung phần “Reading” lấy từ nhiều nguồn khác (sách, báo, tạp chí, thư tín, mẫu quảng cáo ) Khơng Có nhiều hoạt động học yêu cầu phần “Speaking” (nói theo nhóm, nói theo cặp, diễn văn, đóng vai, thảo luận ) C PHƯƠNG PHÁP GIẢNG DẠY Phương pháp giảng dạy sách có phù hợp với tình hình học tập thực tế lóp Phương pháp giảng dạy sách có phù hợp với mức độ tham gia vào học học sinh Cách trình bày tập thực hành sách có phù hợp với lự người học D BỐ CỤC CỦA SÁCH Bìa sách trang trí cách hài hịa; bố cục trình bày sách hợp lý Kiểu chữ, phông chữ sách phù hợp cho học sinh Đơn vị học sách vừa phải, có đầy đủ kỹ Speaking, Reading, Listening, Writing, Pronunciation, Language Focus Số lượng trang sách vừa phải hợp lý Sách có đầy đủ mục như: Lời nói đầu, “Bookmap”, phần ơn tập, danh sách từ vựng, phần phiên âm phụ âm nguyên âm, mục lục E THIẾT KẾ VÀ SỰ MINH HỌA Sách thiết kế cách khoa học; hình ảnh minh họa sách bắt mắt Hình thức minh họa sách đa dạng (in đậm, in nghiêng, gạch chân, icons, nhãn dán …) Sự minh họa tranh ảnh sách có kích thích tính sáng tạo học sinh Sự minh họa trực quan sách gần gũi với sống thường ngày học sinh F NỘI DUNG Appendices 93 Các điểm ngữ pháp sách phù hợp với lực học sinh lớp 10 Sách có đầy đủ tài liệu để dạy từ vựng cách phát âm (Glossary, Pronunciation and Phonetic Symbols) Nội dung kỹ sách xếp cách hợp lý, khoa học (Reading, Speaking, Listening, Writing, Pronunciation, and Language Focus) Các đề tài học cách sử dụng từ vưng sách phù hợp với học sinh G BỐI CẢNH VĂN HÓA VÀ XÃ HỘI Các tình giao tiếp sách gần gũi với sống ngày học sinh Quyển sách khơng bị rập khn, khơng xúc phạm đến giới tính, sắc tộc, tôn giáo, quốc tịch, địa vị xã hội… Quyển sách sử dụng nhiều thành ngữ, đặc ngữ, tiếng lóng phù hợp với văn hóa Việt Nam Thông qua sách này, học sinh đạt tảng kiến thức văn hóa xã hội H ÔN TẬP VÀ KIỂM TRA Sự phân bố thời gian ôn tập kiểm tra đơn vị học cân đối, hợp lý Quyển sách cung cấp ôn tập (Test Yourself) với nhiều kỹ (Reading, Listening, Grammar) Quyển sách cung cấp dạng tập có kỳ thi Quyển sách cung cấp đề kiểm tra mẫu (15- minute Test, 45- minute Test, mid-term Test, Examination) APPENDIX C: INTERVIEW QUESTIONS Teacher’s interview: Does the book English 10 (pilot book) help you improve your teaching approaches in the classroom? ……………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… What are the advantages of E10 (P.B)? Are there any issues with utilizing E10 (P.B)? What exactly are they? What you to overcome the problem? Students’ interview: What you think of the book E10 (P.B)? Could you tell me what the usefulness of E10 (P.B) is after learning some lessons? _ _ Are there any difficulties in learning the book E10 (P.B)? What are they? …………………………………………………………………… …………………………………………………………………… Appendices 95 APPENDIX D: DECISION APPROVING THE SCHEME ON FOREIGN LANGUAGE TEACHING AND LEARNING IN THE NATIONAL EDUCATION SYSTEM IN THE 2008-2020 PERIOD THE PRIME MINISTER Pursuant to the December 25, 2001 Law on Organization of the Government; Pursuant to the June 14, 2005 Education Law and the Government's Decree No 75/ 2006/ND-CP of August 2, 2006, detailing and guiding the implementation of a number of articles of the Education Law; At the proposal of the Minister of Education and Training, DECIDES: Article 1.- To approve the Scheme on foreign language teaching and learning in the 2008-2020 period with the following principal contents: I OBJECTIVES Overall objectives Renewal of foreign language teaching and learning in the national education system, as well as the implementation of new foreign language teaching and learning programs at various education and training levels, in order to significantly improve human resources' foreign language proficiency, particularly in a number of prioritized domains; Most young Vietnamese graduates of professional secondary schools, colleges, and universities will have a good command of a foreign language by 2015; by 2020, most young Vietnamese graduates of professional secondary schools, colleges, and universities will have a good command of a foreign language, enabling them to communicate, study, and work independently and confidently in a multilingual and multicultural environment of integration; to turn foreign languages into a strength of Vietnamese to serve national industrialization and modernization Specific targets a/ To adopt a 10-year foreign language teaching program in which foreign language is a mandatory subject in all levels of general education beginning in third grade Implement a new foreign language teaching program for 20% of third graders beginning in the 2010-2011 school year, eventually increasing the program to about 70% by the 2015-2016 school year and 100% by the 20182019 school year; b/ Implement an intensive foreign language training program in vocational education for 10% of vocational and professional secondary school students in 2010-2011, 60% in 2015-2016, and 100% in 2019-2020: c/ Implement an intensive foreign language training program for around 10% of college and university students in tertiary education (for both foreign languageoriented and non-foreign language-oriented training institutions) by the 20102011 school year; 60% by the 2015-2016 school year; and 100% by the 20192020 school year; d/ To renew foreign language teaching and learning in the continuing education program with training contents and curricula appropriate for education and training levels, contributing actively to fostering and improving foreign language proficiency of human resources, state employees, and civil servants; to diversify forms of learning to meet learners' demand By 2015 and 2020, the goal is for 5% and 30% of cadres, state employees, and civil servants in state agencies to have a level-3 or above command of a foreign language, respectively FOR THE PRIME MINISTER DEPUTY PRIME MINISTER Nguyen Thien Nhan Appendices 97 ... predecessors Teaching Materials in Teaching and Learning Language 2.2.1 Positions and Purposes of Teaching Materials in Teaching and Learning Language It is usually believed that teaching material. .. that reviewing teaching materials is necessary for effective teaching and learning - a guide (1997) However, no evaluation of E10 (P.B) has been conducted at Tran Nguyen Han High School in Vung. .. thesis was written for the goal of completing the E10 (P.B) evaluation, specifically in the context of teaching English at Tran Nguyen Han High School in Vung Tau, Ba Ria -Vung Tau This thesis aims
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