INTRODUCTION 1.1 Rationale
Aims of the study
The paper aims at evaluating the course-book English for Marine Engine Students and Ship‟s Engineers to see how far it is suitable to the second-year students at the Marine Engine Department, VIMARU The specific aims are:
to evaluate the appropriateness of the material to the course requirements in terms of aims, content, and methodology
to offer some suggestions for further improvement of the course-book which is appropriate to the needs and expectations of the students
Research question
The following research question is raised for exploration:
To what extent does the ESP course-book English for Marine Engine Students and Ship‟s Engineers at Marine Engine Department-VIMARU meet the course requirements in terms of aims, content, and methodology?
Scope of the study
focuses on the evaluation of the second year students at Marine Engine Department-VIMARU on ESP course-book currently used
Hutchinson and Waters (1993) and many other language evaluation experts agreed that evaluating a teaching material is a complicated process based on different criteria such as audience, content, physical appearance, cultural bias, needs…
However, because of the constraint of this kind of research, the researcher just focuses on three criteria: aims, content, and methodology.
Method of the study
The study follows a quantitative research approach A Survey questionnaire is designed for 162 second-year students at Marine Engine Department, VIMARU, who have worked with two-thirds of the course-book to evaluate the quality of the ESP course-book In addition, interviews are conducted with three ESP teachers who have been using the course-book to teach second-year students at VIMARU to gain additional information about the quality of the course-book.
Design of the study
There are three main parts in this study: introduction, development, and conclusion
The introduction provides the rationale, the aims, the research question, the scope, and design of the thesis
The development consists of three chapters:
- Chapter 1, Literature Review, provides the relevant theories related to textbook, course-book and material and course-book evaluation
- Chapter 2, Methodology, introduces the context of the study and describes the methodology employed in the study, research procedures and the participants, instruments and the research procedures
- Chapter 3, Data Analysis and Discussion, presents and discusses the findings that arise from the data collected and recommendations
The conclusion provides a brief summary of all the contents studied, draws some conclusions drawn and makes some suggestions for further research
This chapter is concerned with the review of a theoretical base to develop a framework in which the study operates As a way of start, I will first explore the three notions textbook, course-book and materials Then, I will present an overview of course-book evaluation including definitions; why course-book evaluation; types of course-book evaluation; course-book evaluation in ESP; why students’ evaluation; techniques, models and criteria for evaluation Last but not least, previous studies on materials evaluation are mentioned
1.2 TEXTOOK, COURSE-BOOK AND MATERIALS
McGrath (2002, p.7) defines a course-book as “a textbook on which a course is based” Tomlinson (1998: p.ix) shares similar point with McGrath when he considers a course-book as “a textbook which provides the core materials for a course” In his viewpoint, a course-book is used to provide as much as possible in one book and it is designed to serve as the only book which the learners necessarily use during a course
In Materials Development in Language Teaching (Littlejohn, 1998) the term
“materials” is defined as “anything which is used to help to teach language learners It can be in the form of a textbook, a workbook, a cassette, a CD-Rom, a video, a photocopied handout, a newspaper, a paragraph written on a whiteboard.”
(Tomlinson,1998: p.xi) Therefore, it can be pointed out that course-book is a type of materials
1.2.2 Roles of teaching material in a language program
The relationship between materials and other components in language teaching many years Since the end of 1970s, there has been a movement to make learners rather than teachers the center of language learning According to this teaching approach, learners become the targets of teaching and learning process Therefore, materials, curriculum, teaching method and evaluation should be designed for learners and their needs For the teaching and learning English to be successful, besides teachers, learners, curriculum, method and evaluation, materials play a decisive part in language teaching and learning The importance of teaching and learning materials cannot be denied and so far, there have been a great number of discussions on different perspectives on the role of materials in relation to other elements Teaching materials are considered the essential components in most language courses because they help students and teachers know teaching and learning content Discussing the importance of English language teaching materials to learners, Allwright (1981) indicates that materials help students know what to learn In addition, he says, they are resources for ideas, activities for instruction and they give teachers rationale for what to do He also emphasizes that materials control learning and teaching It is undoubted that materials are of importance in teachers’ language instruction Both experienced and inexperienced teachers rely on the materials O’Neill (1982) supports Wright’s ideas that materials help learning and teaching It is true that in many cases, teachers and students rely heavily on materials and materials determine the components and methods of learning They control the content, method and procedures of learning
Students learn what is presented in the textbook and the way the textbook presents materials in the way the teacher teaches it Therefore, the materials become the center of instruction and one of the most important influences on what goes on in the class
Obviously, good teaching materials are of great help to both inexperienced and experienced teachers, especially the inexperienced or poorly trained teachers because they also provide models for teachers to follow in developing their own materials
(Nunan, 1998) Therefore, the first thing the teachers need to do when preparing his course in his own situation is to select the appropriate materials
In VIMARU, English for Marine Engine Students and Ship‟s Engineers was designed by teachers of English Department Due to the unavailability of various resources, the material was compiled from various texts and most of the exercises were designed by teachers After being used for 15 years, it is necessary to evaluate the material to see if it is appropriate or not
1.3 COURSEBOOK EVALUATION 1.3.1 Definition of course-book evaluation
Until now, there have been a number of materials evaluations of different author in ELT According to Tomlinson (1998: p.3), materials evaluation is defined as “a systematic appraisal of the value of materials in relation to their objectives and to the objectives of learners using them.” (Ellis, quoted in Figen, 2002, available at http://www.metu.edu.tr./home/wwwsbe/thabs/2002/EDS.htm)
Hutchinson and Waters (1993: p96) also give definition of materials evaluation, as “Evaluation is a matter of judging the fitness of something for a particular purposes
Given a certain need, and in light of the resources available, which is out of a number of possibilities can represent the best solution?” In other words, “Evaluation is basically a matching process: matching needs to available solutions.”
In conclusion, from the general definition of evaluation and the definition of specific area of materials evaluation, it can be inferred that materials evaluation involve the determination of what needs to be evaluated, the objectives and requirements of the materials, and the judgments of the value of the materials being evaluated in relation to the objective and requirements determined
Evaluation plays a very important role in the development of materials
Robinson (1991) asserts the importance of evaluation as to provide the advantages, disadvantages and the effectiveness of the being used materials so that the material can be decided to be reused, adapted to meet the needs of the particular teaching situation or changed
Also, Ellis (1997) points out two reasons for materials evaluation Firstly, evaluation is carried out to choose among the available materials the most suitable one to use for a particular situation and such valuation is taken before the course takes place Secondly, evaluation is carried out to determine whether the material which has been chosen works for that situation after it has been used for a period of time This helps to decide whether to continue using the material or to replace it with a better material
In the words of Cunningsworth (1995: p 7), course-book is “a resource in achieving aims and objectives that have already been set in terms of learner needs”
Through evaluation, we can assess whether the course-book is the most appropriate for the target learners at various levels and in various teaching settings What is more, the evaluation process will involve elements of comparison, especially where existing materials are being challenged by newly produced materials
In summary, materials especially authentic materials play a significant role in foreign language teaching They are not simply the everyday tools of the language teachers; they are an embodiment of the aims and methods of the particular teaching/learning situation Materials evaluation in general and course-book evaluation in specific is very necessary and important It may be taken for two reasons: first, it confirms the course-book and second, it adjusts the course-book Then, it will increase the strengths and minimize the drawback of the course-book
1.3.3 Types of course-book evaluation
There are many different ways of dividing course-book evaluation according to different researchers
According to some scholars, material evaluation in general and course-book evaluation in specific are divided into three main types depending on the reasons for evaluation, namely Preliminary, Formative and Summative
LITERATURE REVIEW 1.1 Introduction
Course-book evaluation
Until now, there have been a number of materials evaluations of different author in ELT According to Tomlinson (1998: p.3), materials evaluation is defined as “a systematic appraisal of the value of materials in relation to their objectives and to the objectives of learners using them.” (Ellis, quoted in Figen, 2002, available at http://www.metu.edu.tr./home/wwwsbe/thabs/2002/EDS.htm)
Hutchinson and Waters (1993: p96) also give definition of materials evaluation, as “Evaluation is a matter of judging the fitness of something for a particular purposes
Given a certain need, and in light of the resources available, which is out of a number of possibilities can represent the best solution?” In other words, “Evaluation is basically a matching process: matching needs to available solutions.”
In conclusion, from the general definition of evaluation and the definition of specific area of materials evaluation, it can be inferred that materials evaluation involve the determination of what needs to be evaluated, the objectives and requirements of the materials, and the judgments of the value of the materials being evaluated in relation to the objective and requirements determined
Evaluation plays a very important role in the development of materials
Robinson (1991) asserts the importance of evaluation as to provide the advantages, disadvantages and the effectiveness of the being used materials so that the material can be decided to be reused, adapted to meet the needs of the particular teaching situation or changed
Also, Ellis (1997) points out two reasons for materials evaluation Firstly, evaluation is carried out to choose among the available materials the most suitable one to use for a particular situation and such valuation is taken before the course takes place Secondly, evaluation is carried out to determine whether the material which has been chosen works for that situation after it has been used for a period of time This helps to decide whether to continue using the material or to replace it with a better material
In the words of Cunningsworth (1995: p 7), course-book is “a resource in achieving aims and objectives that have already been set in terms of learner needs”
Through evaluation, we can assess whether the course-book is the most appropriate for the target learners at various levels and in various teaching settings What is more, the evaluation process will involve elements of comparison, especially where existing materials are being challenged by newly produced materials
In summary, materials especially authentic materials play a significant role in foreign language teaching They are not simply the everyday tools of the language teachers; they are an embodiment of the aims and methods of the particular teaching/learning situation Materials evaluation in general and course-book evaluation in specific is very necessary and important It may be taken for two reasons: first, it confirms the course-book and second, it adjusts the course-book Then, it will increase the strengths and minimize the drawback of the course-book
1.3.3 Types of course-book evaluation
There are many different ways of dividing course-book evaluation according to different researchers
According to some scholars, material evaluation in general and course-book evaluation in specific are divided into three main types depending on the reasons for evaluation, namely Preliminary, Formative and Summative
The first type, Preliminary evaluation, is carried out by determining a set of criteria which are used to reach a decision regarding which book to adopt and how it needs to be adapted (Ellis cited in Tomlinson, 1998); thus, it is done before the beginning of a course The purposes of this type are to select “the most relevant and appropriate materials for a particular group of learners”, and identify “specific aspects of the published materials” needed adapting to suit the purposes of the evaluators
The second type, Formative evaluation, is carried out during the course This type is aimed at shaping the material during its lifetime and suggesting the improvement of the material in the future (Dudley-Evans & St John, 1998)
The third one, Summative evaluation, is carried out at the end of the course
According to Dudley-Evans & St John (1998: p.128), this type of evaluation is obtained to “assess impact and to provide information that can be fed into repeat versions” of the material In addition, they believe that summative evaluation is especially valuable for durable courses Also, Richards (2001) claims that this type of evaluation can determine the effectiveness of the material Findings will help to decide whether to use the material again or not; which tasks and activities are suitable and which are not; which aspects of the materials need to be changed and how to modify them to make the materials more effective and efficient for future use (Ellis, 1997) In short, summative evaluation is carried out to determine the worth and value of teaching materials after they have been used
In addition, there is another way of dividing materials evaluation introduced by Tomlinson (1998) and McGrath (2002) These authors identify three types of materials evaluation namely Pre-use, Whilst-use and Post-use
Tomlinson (1998: p.xi) who affirms that evaluation is “the systematic appraisal of the value of materials in relation to their objectives and to the objectives of learners” distinguishes three types of materials evaluations as follows:
- Pre-use evaluation focuses on predictions of potential value
- Whilst-use evaluation focuses on awareness and description of what the learners are actually doing whilst the materials are being used
- Post-use evaluation focuses on analysis of what happened as a result of using the materials
McGrath (2002) shares the similar point with Tomlinson when he introduces three concepts: Pre-use, In-use and Post-use From his opinion, McGrath (2002) claims that these three types and their purposes are interrelated
- Pre-use evaluation establishes potential suitability
- In-use evaluation gathers data on planning decisions, implementation and response; may stimulate preliminary reconsiderations of selection criteria
- Post-use evaluation uses data on in-course use and data on effects to access suitability of selection and selection procedures
In summary, although types of materials evaluation are indicated with different terms, there is no difference in distinguishing evaluation process Preliminary or pre- use evaluation establishes potential suitability of the materials Formative or in-use evaluation examines how materials really work in by gathering data on planning decisions, implementation and response Summative or post-use evaluation is used at the end of the course in order to provide retrospective assessment and identify which strengths and weaknesses of the materials
1.3.4 Course-book evaluation in ESP
Previous studies on materials evaluation
Evaluation is obviously a world-wide activity which has been more and more appreciated by teachers and researchers According to Brown (1989, p223), evaluation is the systematic collection and analysis of all relevant information necessary to promote the improvement of a curriculum and assess its effectiveness and efficiency
Up to now, there have been many studies done in the field of evaluation of ESP materials Many of these studies have brought about good improvement for the textbooks or teaching materials themselves and for ESP courses We can count on Figen (2002), Griffiths (1995), James (2002) or Nguyen Thi Thai Ha (2004,), Vo Thi Anh Dao (2004), Tran Thi Thuy Nga (2005), Dong Thi Hien (2006) or Hoang Thi Tham (2007) These evaluation had been done on different kinds of materials such as ESP for engineering students, for Electronics and Telecommunications students, for marine students, for information technology students or medical students Vo Thi Anh Dao (2004) made an evaluation on the ESP textbook used for the students of Husbandry and Veterinary Science in 2000 Nguyen Thi Thai Ha (2004) evaluated the ESP material used for freshman postgraduate students at Hanoi University of Technology in 1999 Vu Thi Lua (2005) had a critical look at the ESP course book for students of Business and Management at Hanoi UBM and then she made some recommendations for a better use Dong Thi Hien (2006) made an evaluation of ESP materials used for the second year students of Security at People’s Security Academy
All of these researchers of ESP materials aimed at finding out the strengths and the weaknesses of the materials and then usually gave suggestions for improving the materials As this thesis aims at evaluating the ESP course-book for second-year students at Marine Engine Department-VIMARU in terms of aims, content and methodology, to determine whether it meets students’ needs and the aims of the course, the researcher just want to review two Vietnamese studies that have the similar aspects shall be reviewed in more detail
Pham Thi Thu Huong (2006) carried out an evaluation of the ESP material
“English in medicine” for 3 rd year students of medicine at the Military Academy of Medicine (MAM) in terms of aims, content, methodology and to determine whether the material is suitable to the students with regards to their level of English The study employed a combination of two data collection instruments, namely questionnaires and interviews for teachers and students Also a research on ESP material, Pham Thi Thanh
Huyen (2009) made an evaluation of the material for freshman postgraduate students of General Medicine which has been used as the official course book for the ESP courses at ThaiBinh medical university since 2003 to see if it met the students’ language levels, the course’s aims, content and methodology She also followed the model of material evaluation proposed by Hutchinson and Waters (1993)
From the studies on the material evaluation presented above, it is founded that the material evaluation model suggested by Hutchinson and Waters (1993) was employed by most of researchers, especially the Vietnamese ones This model seems to fit their teaching and learning contexts The data collection instruments including questionnaires and interviews were the most popular The review of the studies above have prompted the researcher to use Hutchinson and Waters (1993)’s model to carry out the material evaluation at Marine Engine Department-VIMARU.
Summary
This chapter has provided a brief review of literature on materials evaluation
Therefore, this chapter can be seen as the theoretical foundation for the applications for the study and the improvements that should be made to the course book “English for
Marine Engine Students and Ship‟s Engineers” for second-year students at Marine
Engine Department, Vietnam Maritime University.
THE STUDY 2.1 Introduction
The context of the study
Founded in 1956, The Vietnam Maritime University (VIMARU) has been a leading university of Vietnam in the maritime section With total number of nearly 16,000 students who study 19 (nineteen) fields of education and constant-annual enrolment of 2,400 to 3,000 students, VIMARU nowadays has been being assigned for educating higher education level graduates of nautical science, marine engineering, electrical and electronic engineering, shipbuilding, sea-transport economics, waterway engineering and all the other fields relating to the national maritime sector Besides, the University also educates postgraduates of Master of Science (Msc.) and Doctor of Philosophy (PhD.) in the fields of Nautical Science, Marine Engineering, Energetic Engineering, Naval Architecture, Waterway Engineering, Sea-transport Economics, etc Furthermore, VIMARU is in charge of training for upgrading and refreshing courses to meet the STCW78/95 requirements of all levels of competent certifications (Master, Chief Engineer, Deck and Engine Officers, Chief Radio Operator, Chief Electrician, etc ) for the whole country
Marine Engine department and Navigation Department can be said to be two most important departments of VIMARU These two departments train students to work on ships, not only on Vietnamese ships but also on foreign ships Because of this, English has become the key subject for the students of the two departments
English is taught as a compulsory subject at Vietnam Maritime University As for marine-engine students, English as a subject is taught in five semesters in the whole course with totally 345 periods The whole curriculum of English for marine-engine students is divided into 2 stages as follows:
Stage 1 : Semester 1 consists of 75 periods of GE Semester 2 consists of 75 periods of GE
Semester 3 consists of 75 periods of GE Stage 2 : Semester 4 consists of 60 periods of ESP Semester 5 consists of 60 periods of ESP The first three semesters for GE occupy 225 periods and the course-book used for GE are New Headway Elementary and New Headway Pre-intermediate (Third
Edition) by John and Liz Soars In the second stage, ESP are taught for 120 periods in the fourth and the fifth semester with 14 units of the course-book “English for Marine
Engine Students and Ship‟s Engineers”
2.2.3 The aims of the ESP course
The aims of the ESP course is to provide the students with linguistic knowledge relevant to their field and skills up to the expectation of their future employment of working on board the ship At the end of the course, the students are able to achieve:
- Listening skills: listening and understanding common orders and instructions on board the ship as well as in the engine room
- Speaking skills: communicating with multilingual crews on board vessels and in the engine room
- Reading skills: reading and comprehending manuals for operating equipment and engineering documents
- Writing skills: writing letters, messages and engine log-book
The following is a description of the ESP course-book currently used:
- The course-book title: English for Marine Engine Students and Ship‟s Engineers For many years, the English teachers at VIMARU used teaching materials designed or selected by themselves for the 120 periods for ESP However, the demand of a specially designed ESP material for an ESP training course of marine engine was increasing, and English for Marine Engine Students and Ship’s Engineers was compiled by the Dean of the Department of Foreign language, Mr Nguyen Tuong Luan, who was the most experienced teacher with more than 25 years teaching English at VIMARU This material has been officially used as the core teaching material for students of marine engine at VIMARU since 1998
- The course-book content: consists of five parts
Part I: consists of 23 basic lessons but only 14 first lessons are taught in two semesters for ESP Each lesson has 5 sections namely Reading, Vocabulary, Grammar Notes, Engine Telegraph orders, and Exercises It covers topics: diesel engine, pistons, cylinders, crankshafts, valve gear, cooling, kinds of fuel pumps, automatic warning units, direct current generators
Part II : Practical business English conversation
Part V: International conversation on standards of training, certification and watch-keeping for seafarers
- Types of task and exercise in the course-book:
Reading: comprehension questions, True-False sentences, gap filling
Grammar: building sentences, sentence transformation and gap filling
Translation: translating from English into Vietnamese and translating from Vietnamese into English
The teaching staff of English Department at VIMARU consists of 35 teachers aged between 25 and 50 There are 15 teachers who take the charge of teaching ESP of all fields Only 3 teachers are responsible for teaching ESP for marine-engine students
Most of the ESP teachers have finished or are doing their MA degrees They always try their best to give their students attractive and interesting ESP lessons However, due to their inexperience in ESP, they have to face with some difficulties in terms of knowledge of the specific field and the teaching methodologies appropriate to ESP
The students whose evaluation this study focuses on are all the second-year students of Marine Engine Department All of them are male ranging from 19 to 22 years old Most of them are expected to learn English related to their field which will help them in studying materials for their jobs in the future Those factors seem to be their advantages in learning English
However, those students have some disadvantages in learning English:
The first disadvantage is that most students of the Engine Department come from rural areas Before entering VIMARU, some students learned English for 6 years, some learned English for 3 years, some learned Russian or French It can be said that marine engine classes consist of students of mixed English levels and abilities
Moreover, classes are becoming bigger and bigger This is a challenge for the teachers teaching English to the students of the Marine Engine Department
The second disadvantage is about the students’ learning styles They do not have the habit of learning independently and tend to depend much on teachers and the given course-book for knowledge Accordingly, it is difficult for them to follow a new learning style which is used in learning English in general and ESP in particular The teachers, therefore, have to help students be familiar with this new learning method
The third disadvantage is student’s limited time frame for ESP They do not have much time in class, so they cannot learn much but only learn a few of marine- engine terms or concepts in English Thus, the students find it hard acquire and develop their English communicative competence to meet the needs of their future jobs.
The study
162 out of 448 second-year students from Marine Engine Department were chosen to take part in this study They are all male students from three classes MKT 51DH1, MKT51DH3 and MKT51DH6 At the time when the survey was conducted, these students had finished three first GE semesters and were in the second semester of the ESP course
The other group was 3 respondents who are currently working as ESP teachers of marine engine at VIMARU
Questionnaire is used as an instrument to collect data for this study It is designed to collect students’ information on evaluation of the currently- used ESP course-book in Marine Engine Department at VIMARU The questionnaire includes four sections with twelve items The researcher hoped to confirm the reliability of the information about the appropriateness of the material in terms of course aims, content, methodology The questionnaire (see Appendix 1) consists of four sections:
- Section 1 was designed to get the information of the learners: the time of learning English, the level of English, and their purpose of learning ESP
- Section 2 was designed to collect the information on the learners’ evaluation of the current ESP course-book related to aims, needs met by the course-book, content, time allocation of ESP, vocabulary, grammar, skill development
- Section 3 was designed to gather the information about the learners’ evaluation of the teachers’ exploitation of ESP course-book
- Section 4 was designed to collect the learners’ suggestions
To gather more information for the study, interview is also used as an instrument To make the result of the interviews objective, three interviews were conducted with three ESP teachers of Marine Engine at three points of time (see Appendix 3 for the results of the interviews) The interviews were designed with the same questions related to the following issues:
- The content of the course-book
- The teachers’ perceived limitations of the course-book
- The students’ reactions to the course-book as observed by teachers
- The challenges to the students in using the course-book
- The teachers’ self-reported challenges in using the course-book
The questionnaires were delivered to the learners while they were in their classrooms The researcher guided to the students how to write the answers appropriately The researcher also helped them when necessary The students spent about 30 minutes thinking and answering the questions After all the questionnaires were collected, data was analyzed and results were then interpreted
In addition to questionnaires, three interviews were carried out with three ESP teachers of marine engine at three different points of time in the teachers’ classrooms
The researcher raised the same questions to each teacher and collected all the answers
All the answers were represented in five tables (see Appendix 3).
Summary
This chapter has provided an overview of the current English teaching and learning context at VIMARU The participants were second-year students at Marine Engine Department and ESP teachers of English Department, VIMARU Besides, questionnaire and interview being primarily based on three criteria: aims, content, and methodology were employed as major research instruments.
DATA ANALYSIS AND DISCUSSION 3.1 Results and discussion
Learners’ attitude towards learning ESP
As mentioned in the previous chapter, these learners are the second-year students who finished three semesters of GE courses and are in the second semester of ESP course
Students’ time of learning English
162 students participating the research provided us with a variety of answers to the question about their time of learning English:
Time 1-3 years 3-5 years 5-7 years 7-9 years 9-11 years > 11 years No(%) 14(8.6%) 16 (9.8%) 18(11.2%) 42 (25.9%) 55(33.9%) 17 (10.5%)
Table 1: Students’ time of learning English
Most of them (51/162 = 33.9%) have learned English for 9 to 11 years, others (42/162 %.9%) have been learning English for 7 to 9 years, 8.6% (14/162) have been learning English for 1 to 3 years (because they leant Russian of French at school and started learning English when entering VIMARU) Surprisingly, there are 17 students (10.5%) have learned English for more than 11 years The rest of the learners (34/162! %) have been learning English for 3-5 years, and 5-7 years
Elementary Pre-intermediate Intermediater Upper-intermeidate
Chart 1: Students’ levels of English (Total number of informants: 162)
Most of these learners (75.4%) are at Pre-intermediate level, only 9.8 % of the learners are at Elementary level and 13% are at Intermediate level Only 3 students (1.8%) are at Upper-intermediate The difference in the time of their learning English and in levels of English, to some extend, lead to the difference in identifying their purposes of learning ESP
Students’ purposes of learning ESP
The following table shows a variety of purposes among these students:
Purposes Least important Important Very important
To read technical documents/ texts in English
To apply for working on board foreign ships
The figures in Table 2 indicate that the most important purpose of learning ESP to many learners is to read technical documents and to widen ESP vocabulary in English Reading technical documents in English is seen as the most important purpose to most of the learners (51.3%) About 47% of the learners consider widening ESP vocabulary as their most important purpose when taking ESP course whereas only 3.1% of them rank this purpose of the least importance Similarly, applying for a job on foreign ships seems to be the important purpose to these learners when 46.3% of them see this purpose of any importance Besides, there are still 26.3% thinking that improving English basis grammar is the most important
Obviously, all the learners take part in the ESP course purposefully Although some learners consider the purpose of learning ESP as a means of improving English basis grammar, most of them are aware that ESP is really a means of broadening technical vocabulary as well as specialized knowledge in English and applying for working on board foreign ships
3.1.2 Students’ evaluation of the current ESP material
This part presents and discusses the information on learners’ evaluation of the current ESP course-book in terms of its relevance and usefulness, its content, its time allocation, vocabulary, grammar, skills development and exercises/ activities
Section 1: Students’ evaluation on the aims of the course-book
100 The course-book provided technical terms used in marine engine field Focus on reading & translating skills
Reading& translating are integrated with other skills
Your grammar is improved Skills forfuture jobs Other comments
All of students (100%) agreed that the course-book provides technical terms used in marine engine field Besides, most of them (142/162.6%) think that the course-book mainly focuses on training reading and translating skills However only nearly one-third of informants which account for 31.5% (51/162) agree that reading and translating are integrated with other skills In addition, only 35 out of 162 informants (21.7%) confirm that after learning the course-book your grammar is improved Especially, only 25.3% agree that the course-book provides skills which are useful for their future jobs
Needs met by the ESP course-book
The students were asked to evaluate how much the course-book meet their needs This is shown in the following table:
Categories Group1(%) Group2(%) Group3(%) Average(%)
The course-book meets learners‟ needs:
0 (0) Total number of informants: 162 (group 1: 58, group 2: 51, group 4: 53)
Table 3: Students’ needs met by the ESP course-book
As shown in Table 3, only 45 students( 27.8%) of 162 satisfied with the ESP course-book One noticed thing is that there is a significant percentage of the learners (46.3%) finding that the ESP course-book meets their needs little while only 29 of 162 informants (17.9%) think that the ESP course-book meets their needs much
Obviously, the findings indicate that the ESP course-book does not really meet most of the learners’ needs, and it should have some changes to be more appropriate to the students and meet more their needs
Section 2: Students’ evaluation on the content of ESP course-book
The information in the course-book is
The course-book provides learners with
Total number of informants: 162 (group 1: 58, group 2: 51, group 4: 53)
Table 4: Students’ attitude towards the content of the ESP course-book Topics covered in the ESP course-book
As can be seen from Table 4, no one thinks that the topics covered in the ESP course-book are very impractical and only 4.9% of the learners think that the topics are impractical Most of the learners (50.6%) think that the topics covered in the ESP course-book are all right and 30.3% & 14.2% find that the topics are practical and very practical respectively In general, those figures show that the majority of the learners satisfy with the topics in the ESP course-book However, it is a good idea to provide more interesting topics in order to satisfy more learners
Information in the ESP course-book The figures in Table 4 indicate that no one in the three groups think the information in the ESP course-book is useless In addition, no one in group 1 and group 3 find that the information is not very useful There is only 4 out of 51 informants 0f group 2 (2.5%) think that the information is not very useful Most of the learners (62.3%) find that the information is useful (62% in group 1, 60.8% in group 2 and 64.2% in group 3) This finding indicates that most of the learners are satisfied with the usefulness of the information given in the course-book
However, information in the ESP course-book should be paid more attention in terms of its update Although there is a slight difference in the proportions of the learners who think that the course-book should provide them with more update information (58%) and 42% of them find that the information in the course-book is update More learners are not satisfied with the information given in the course-book
Accordingly, more up-to-date information should be added to the course-book to meet the learners’ needs better
Section 3: Students’ evaluation on time allocation for ESP
N/ (%) much N/ (%) enough N/ (%) little N/ (%) too little N/ (%) Time for the course 6 (3.7%) 8 (4.9%) 51 (31.5) 75 (46.3) 22 (13.6) Time for each unit 15 (9.2%) 24 (14.8) 98 (60.5) 17 (10.5) 8 (5%)
Table 5: Students’ attitude towards time allocation for ESP
As mentioned in the previous chapter, time allocated for an ESP course is 120 periods and time allocated for each of 14 units in the ESP course-book is 8 periods On answering the survey question of time allocation for ESP course, most of the learners (46.3%) agree that it is little and the other (13.6%) think that it is too little Only 6 out of 162 informants (account for 3.7%) find that it is too much and the other 4.9% find that it is much With respect to time allocated for each of 14 units in the course-book, more than a half of the learners (60.5%) claim that it is sufficient In most of the learners’ opinion, time for an ESP course should be 180 periods, so the course-book should cover more topics with more various and interesting content
Section 4: Students’ evaluation on vocabulary and grammar
Besides providing the learners a range of technical vocabulary through reading texts, the ESP course-book introduces to the learners new grammar items and structures The quantity of technical vocabulary and the level of difficulty in grammar in each unit in the course-book are shown by the three groups of students in the following table:
Technical vocabulary in each unit is
Grammar in the course- book is
Total number of informants: 162 (group 1: 58, group 2: 51, group 4: 53)
Table 6: Students’ attitude towards vocabulary and grammar Technical vocabulary
According to the informants’ assessment in Table 6, over a half of the learners 50.6% feel satisfied with the quantity of technical vocabulary contained in each unit of the course-book 20.4% thinks that there is much technical vocabulary in each unit
However, there are still 30 students (18.5%) who consider that each unit provides little technical vocabulary No students find that there is too little technical vocabulary in each unit In short, for a majority of the learners (50.6%), the course-book should provide enough technical vocabulary
Students’ suggestions
Firstly, to make the course-book better in terms of content, lay-out, vocabulary, grammar, activities, etc the learners give some suggestion as follows:
More listening and speaking tasks
The glossary of vocabulary at the end of each unit
More pictures to illustrate vocabulary
More example of grammar structures
More grammar exercises with keys
Clearer presentation of grammar structures
More films related to engine marine
More time for ESP course
The course-book should provide occupational-oriented topics Also, the listening section such as common orders in the engine room should be added to the course-book Reading texts should be recorded to CD players so that the learners can practice listening skill Lastly, the speaking section should be more focused so that students can communicate with crews when they work on board the vessel
The course-book should insert more pictures and it should be printed in colors and the font of words should be larger The introductory table of contents should be provided with a detailed overview of topics, grammar structures and skills in each unit so that learners have the overview of the course-book
The glossary of vocabulary should be added at the end of each unit and more pictures should be supplemented to the course-book for illustration
More grammar structures should be provided and they should be presented more clearly Besides, more grammar exercises with keys should be added for further practice
More activities should be carried out such as games related to engine marine These useful available suggestions are really necessary and important to teachers and course-book designers at VIMARU in improving the course-book
Students’ opinion towards teachers’ use of language and the course-book
The following table will show the learners’ opinion towards teachers’ use of language and the course-book:
3 use both English and Vietnamese 147 (90.7%)
4 use more English than Vietnamese 156 (96.3%)
5 use more Vietnamese than English 6 (3.7%)
6 follow the course-book closely 42 (25.9%)
7 adapt the course-book when necessary 103 (63.6%)
8 supplement more relevant reading texts 99 (61.1%)
10 explain technical terms in Vietnamese 93 (57.4%)
Table 11:Students’ opinions toward teacher’s use of language and the course-book
According to the results shown in Table 11, nearly all the learners (90.7%) suppose that the teacher should use both English and Vietnamese in classroom
Additionally, in their opinion, the teacher should use more English than Vietnamese
However, over a half of the learners (57.4%) expects their teacher will explain any technical terms in Vietnamese when necessary For these learners, there are many difficult English technical words and phrases provided in the course-book and sometimes used in the teacher’s lesson which they do not know and need their teacher’ explanation Moreover, most of the learners (61.1% and 64.2%) expect their teacher supplement more relevant reading texts and grammar exercises Besides, only 25.9% of the learners want their teacher follow the course-book closely It seems that this makes the learner follow easily the teachers’ lesson However, 63.6% thinks that the teacher does not have to follow the course-book closely but adapts it when necessary.
Teachers’ views of ESP course-book
In order to find out teachers’ opinions of the course-book, three teachers were interviewed Data from the interviews there are agreements among these teachers in
When talking about the content of the course-book, they had the same opinion that vocabulary is suitable; the amount of technical vocabulary is sufficient; grammar exercises are basic; activities are not varied and plentiful; texts are suitable linguistically However, only one of them realized that topics related to different areas of marine engine are not useful to students She explained that topics in the course- book are not up-to-date (See Table 12, Appendix 3)
Table 13 (Appendix 3) shows that all of them saw the limitations of the course- book The glossary section at the end of course-book only consists of technical terms and Vietnamese meanings It doesn’t contain pronunciation and parts of speech
Speaking activity is too little I addition, all of them had the same point that there is no listening section in the course-book
As can be seen from Table 14 (Appendix 3), all the three teachers stated that in general the students are satisfied with technical terms and reading texts in the course- book However, they agreed that the students are not interested in speaking and listening activity
Table 15 (Appendix 3) indicates that in teachers’ views, the students sometimes cannot understand when the teachers explains difficult issues in English
Two teachers said that the students find it difficult to speak in groups because they are afraid of speaking and feel embarrassed
Being asked about teachers’ challenges in using the course-book, all of the teachers answered that the number of the students in a class are large Besides, levels of the students are unequal (See Table 16, Appendix 3).
Major findings
Based on the above data analysis, discussion of the learners’ evaluation in this chapter and the ESP teachers’ views as stated in the interviews (see Appendix 3), the major findings of the study will be summarized in the following frame:
3.2.1 The suitability of the course-book to the audiences
The learners taking part in the ESP course at Marine Engine Department – VIMARU have been learning English for 2-12 years Therefore, the ESP course-book
English for Marine Engine Students and Ship‟s Engineers is evaluated to be a good choice for them in terms of the audience
3.2.2 The suitability of the course-book to the aims
The learners’ main purposes of learning ESP, as presented in Table 1, are to widen technical vocabulary; read technical documents in English and apply for a job on a foreign ship Also, the main purposes of the ESP course are to provide the students with linguistic knowledge relevant to their field and skills up to the expectation of their future employment However, the main aims of the course-book are to provide students with technical terms used in marine engine field and develop reading and translating skills Thus, it can be concluded that the course-book English for Marine Engine Students and Ship‟s Engineers is partly suitable with the aims of the course and the aims of the learners at Marine Engine Department – VIMARU This opinion of the learners matches the teachers’ view In other words, the course-book does not completely meet the learners’ needs in terms of aims
3.2.3 The suitability of the course-book to the content requirements
The suitability of the course-book to the content requirements will be summarized as follows:
In terms of the topics and information, the learners’ opinion, as shown in Table
4, matches the teachers’ views (as shown in Table 12, Appendix 3) The course-book in general meets the majority of learners’ needs The topics of the reading texts and information provided in the course-book are rather practical and useful for the learners’ job in the future For this criterion, the course-book is a good choice for the learners because it matches their needs However, according the learners’ assessment in Table
4, the course-book does not give the learners with much update information This is another weakness of the course-book
Regarding to vocabulary, as described in Table 6, for most of the learners, the amount of technical vocabulary contained in each unit is sufficient However, there is no glossary of technical vocabulary in each unit The glossary of vocabulary at the end of the course-book doesn’t contain pronunciation and parts of speech (based on the learners’ suggestions for better course-book - question 1, section IV in the survey questionnaire) These are unsuitabilities of the course-book and they should be improved next time
A good point of the course-book is that the level of difficulty of grammar is suitable to a majority of the learners The learners’ views of the level of difficulty of grammar matches the teachers’ views All the three teachers agree that it is basic and suitable to the levels of the learners However, based on most of the learners’ suggestions for better course-book (question 1, section IV in the survey questionnaire), grammar exercises are monotonous and grammar structures in the grammar sections are not introduced clearly enough Therefore, the students’ grammar isn’t improved much in the ESP course
In summary, there are both suitabilities and unsuitablilities of the course-book to the content In other words, the course-book meets partly the learners’ needs in terms of content Besides, there are some weaknesses that need improving so that the course- book can meet better the learners’ needs in the future
3.2.4 The suitability of the course-book to the methodology
According to the survey results shown in Table 8, types of exercises designed in the ESP course-book are monotonous This is another weak point of the course-book
As can be seen from Table 12 (Appendix 3), this learners’ opinion matches the teachers’ view
However, as shown in Chart 3, exercises are not very useful in developing the learners’ skills As can be seen from Table 7, the findings of practice of four language skills show that the ESP course-book does not meet the learners’ needs The practice of reading and writing skills is paid much more attention than the other two language skills, speaking and listening skills This is supposed to be the weakness of this course- book The course-book has no listening section and speaking section designed in the course-book is not paid much attention This learners’ attitudes of the unequality of practice of four language skills match the teachers’ attitudes (Table 12, Appendix 3)
In terms of classroom activities, most of the learners feel rather satisfied with these activities such as listening and taking note of new grammar and vocabulary, practising language structures in pairs/ groups, answering teacher’s questions, and practising reading skills in pairs or groups Only two activities related to discussing and presenting skills which do not satisfy the learners are presenting on given topics in English and discussing given topics in English
Regarding to the teacher’s use of languages in teaching ESP, as described in Table 9, the learners’ need is that the teacher uses both English and Vietnamese in classroom In their opinion, the teacher should use more English than Vietnamese
However, they expect their teacher will explain any technical terms in Vietnamese when necessary For these learners, there are difficult English technical words and phrases provided in the course-book and sometimes used in the teacher’s lectures which they do not know and need their teacher’ explanation Additionally, the learners expect their teacher will supplement more relevant reading texts and grammar exercises Besides, they want their teacher to add more activities to adapt the course- book in each lesson
To sum up, in view of methodology, the ESP course-book has both strong points as well as weaknesses To improve the effectiveness of the course-book, recommendations are presented in the following section.
Recommendations
Based on the learners’ evaluation of the ESP course-book at Marine Engine Department–VIMARU and the survey results of the learners’ needs, the following suggestions will be provided for the improvement of the course-book:
In terms of topics of the reading texts, besides topics related to marine engine major which the course-book has introduced, more topics related to situation and orders in the engine room should be added to the course-book such as:
- Dealing with an engine telegraph order
- Dealing with a radio telephone message
Also, information provided in the course-book should be more update to meet better the learners’ needs
In relation to vocabulary, the glossary of technical vocabulary should be added to each unit or at the end of the course-book with meanings, pronunciation and parts of speech In addition, more pictures should be provided to illustrate for technical terms so that it is easier for the students to understand For example:
Piston rings hot water boiler connecting rod
The grammar section with new grammar structures should be introduced more clearly with examples so that the learners can follow more easily Additionally, more varied grammar exercises with keys for further practice should be added to the course-book
Based on the learners’ suggestions for the better course-book (Question 1, section IV in the students survey questionnaire), some recommendations dealing with the lay-out improvements will be discussed as follows
When designing the course-book, the designers should pay attention to make the format appealing to their learners The size of words should be printed appropriately so that the learners feel easy to read Besides, the coloured version would be more pleasant to the eyes than the black and white one Thus, it is suggested that the course- book should be printed in colour or posted on to the course website of VIMARU
The introductory table of contents should be provided with a detailed overview of topics, grammar structures and skills in each unit so that learners have overview of the course-book
Reading and translating skills are integrated with other skills
The first recommendation related to methodology improvement is that four language skills should be paid attention more equally As a matter of fact, the course- book has no listening section, thus it is suggested that this section should be added to the course-book Besides, speaking activities are too little, so speaking section in the course-book should be paid more attention When designing speaking activities, the teacher should give explanation as well as suggestions so that the learners can carry out speaking activities in pairs or in groups more effectively and more excitingly
The teacher’s use of languages in teaching ESP and the adaptation of the course-book
The teacher should use both English and Vietnamese in classroom and more English should be used than Vietnamese However, any technical terms should be explained in Vietnamese when necessary because for most of the learners, there are many difficult English technical words and phrases provided in the course-book and sometimes used in the teacher’s lectures which they do not know and need their teacher’ explanation Additionally, the teacher should follow the course-book closely for the learners to easily know what is going on in the lesson However, the teacher can add more activities to the lesson as long as main steps provided in each unit in the course-book are followed closely
Using visual aids in teaching
Visual aids which can be used in the classroom are the teachers themselves, the blackboard, real objects, flash cards, pictures and charts, laptops and others It is always advisable for teachers to use blackboard, especially pictures to introduce new vocabularies relating to engines Visual aids are better than any explanations when introducing engine parts because they can give what exactly students need to know without translating into Vietnamese
As discussed in the section of major findings, some evaluations of the learners on the course-book English for Marine Engine Students and Ship‟s Engineers match the teachers’ view However, sometimes there are disagreement among the teachers
Therefore, some recommendations are presented as follows:
Firstly, it is necessary to have discussions among the ESP teachers so that they have the agreements on the course-book evaluation in terms of aims, content, methodology, strengths and weaknesses Then, appropriate teaching and learning methods are chosen
Secondly, it is useful for the teachers to carry out surveys each ESP course so that they can have the students’ evaluation on the course-book and the teachers’ use of the course-book Then, they can meet better the learners’ need and expectation of the ESP course
Thirdly, according to the current ESP program, the time allocated for the ESP course is 120 periods As shown in table 5, over a half of the learners evaluate that it is little and they need more time for the ESP course Therefore, it is suggested that the time allocation for the ESP course should be 180 periods.
CONCLUSION 1 Summary of the study
Limitations of the study
Like other studies, limitations are inevitable and this study is of no exception
Firstly, the questionnaires were only conducted with limited population of students and teachers (162 students and 3 teachers) As a matter of fact, the validity of the study would increase if the study were carried out with a larger population
Secondly, all the informants taking part in the survey are within one course The results of the study will be more objective and comprehensive if the study is conducted among students in many different courses
Within the scope of the current study, the author only focuses on the learners’ evaluation on the ESP course-book for second-year students at Marine Engine Department– Vietnam Maritime University Therefore, it would be useful to carry out other researches on the learners’ evaluation, the ESP teachers’ evaluation, the subject teachers’ evaluation and the course-book designers’ evaluation on other ESP course- books in other faculties at VIMARU in order to improve the quality of ESP teaching and learning at VIMARU
It is hoped that this study will make a significant contribution for the improvement of the course-book English for Marine Engine Students and Ship‟s Engineers at Marine Engine Department–Vietnam Maritime University to meet better the learners’ needs and expectation in the coming years
The ESP material English for Marine Engine Students and Ship’s Engineers at Vietnam Maritime University which has been used for 15 years is evaluated in this research according to the criteria suggested by Hutchinson and Waters (1993) The evaluation was carried out in terms of the aims, the content and the methodology
Comments and suggestions of the study also come from the teachers and the students who have used the material The results from the research indicate the suitability and unsuitability compared with the course requirements and students’ needs Totally evaluating, the ESP course-book has both strengths and weaknesses In other words, the ESP material doesn’t completely meet the students’ needs and the requirements of the course
Based on the findings, it can be concluded that the current course book can be used again for the second-year students at Marine Engine Department–Vietnam Maritime University, but some changes mentioned above should be taken into account to better meet the course requirements and students’ needs The author of this study expects that the findings of the research will provide an insight into the constructive adaptation of the ESP materials, so that the teaching and learning ESP at VIMARU will be improved
1 Allwright, R L (1981) What do we want teaching material for? ELT journal
2 Anthony, L (1997) ESP: What does it mean? ON CUE, Retrieved April 6, 2000, from the World Wide Web: http://interserver.miyazaki-med.ac.jp/-cue/pc/anthony,htm
3 Brown J B (1997), The Language Teacher Textbook Evaluation Form Retrieved from the World Wide Web: http://www.jalt-publication.org/tlt/file/97/oct/brown.htm
4 Cunningsworth, A (1995) Choosing your coursebook London: Macmillan
5 Dong Thi Hien (2006), An evaluation of the ESP materials used for the second year students of security major at the People‟s Security Academy Unpublished
6 Dudley-Evans, T and St John, M J (1998) A Multi-Disciplinary Approach:
Developments in ESP Cambridge: Cambridge University Press
7 Ellis, R (1997) The Empirical Evaluation of Language Teaching Materials
8 Hedge, T (2000) Teaching and learning in the Language Classroom Oxford”
9 Hoang Thi Tham (2007) An evaluation of reading material for students of mechanical engineering at Thainguyen University of Technology Unpublished
10 Hutchinson, T and Waters, A (1993) English for Specific Purpose- A Learning- centred Approach Cambridge: Cambridge University Press
11 Littlejohn, A (1998) The Analysis of Language Teaching Materials inside the Trojan House, in Tomlinson, B Material Development in Language Teaching
12 Lynch, B.K (1996) Language Program Evaluation-Theory and practice
13 Mackay, R & Mountford, A (Eds) (1978) English for Specific Purposes
14 McDonough, J., & Shaw, C (1993) Materials and Methods in ELT A teacher s guide Oxford: Blackwell Publishers
15 McGrath, I (2002) Materials Evaluation and Design for Language Teaching
16 Pham Thi Thanh Huyen (2009) An evaluation of the ESP materials for third year students of general medicine at Thaibinh medical university Unpublished MA thesis Hanoi university
17 Pham Thi Thu Huong (2006) An evaluation of the ESP materials for the third year students at the Military Academy of Medicine Unpublished MA Thesis
18 O’Neill R (1982) Why use textbooks? In R Rossner and R Bolitho, (Ed),
Currents in language teaching, Oxford University Press
19 Richards, J C (2001), Curriculum Development in Language Teaching
20 Robinson, P (1991) ESP today: a Practitioner's Guide Hemel Hemstead:
21 Tomlinson, B (1998) Materials Development in Language Teaching
22 Torres, E (1993) A fish's story: insights from investigating use of a fisheries- based ESP textbook in classrooms In J Edge & K Richards (eds.) Teachers Develop Teachers Research Oxford: Heinemann
23 Williams D (1983), „Developing Criteria for Textbook Evaluation‟ In ELT Journal Volume 37/3
This questionnaire is designed to collect students’ information on evaluation of the current- used ESP course-book in Marine Engine Department at Vietnam Maritime University The information collected from this survey will be of great value in improving ESP teaching and learning We are grateful for your goodwill and cooperation in truthfully completing the survey Please be assured that your names as well as the information given will be kept in confidential
1 How long have you been learning English?
1-3 years 3-5years 5-7 years 7-9 years 9-11 years more than 11
2 At which level is your English?
Elementary Pre-intermediate Intermediate Upper-intermediate
3 How important is each of the following purposes in your learning ESP? Please rank in ascending order 1-4 (from the most important to the least one)
- To improve English basic grammar
- To read technical documents/ texts in English
- To apply for a job on board foreign ships
SECTION II: LEARNERS’ EVALUATION OF THE ESP COURSEBOOK
Aims of the course-book
1 Which of the following aims does the course-book contain by ticking the appropriate box (You can tick more than one choice)
Least important 1 a The course-book provided technical terms used in marine engine field b After learning the course-book, your grammar is improved c The course-book mainly focuses on training/enhancing reading and translating skills d In the course-book, reading and translating skills are integrated with other skills f The course-book provides skills for your future job g Others………
Needs met by the course-book
2 To what extent does the course-book meet your needs?
very much much enough little very little none
Content of the course-book
3 What do you think of the topics related to marine engine field in the course- book?
very practical practical ok impractical very impractical
4 What do you think of the information presented in the course-book?
very useful useful not very useful useless
5 Does the course-book give you with update information?
6 You think 120 periods on ESP course is:
too much much enough little too little
7 8 periods for each unit is:
too much much enough little too little
8 What do you think about the number of technical vocabulary in each unit?
too much much enough little too little
9 What do you think of grammar in the course-book?
very difficult difficult ok easy very easy
10 How much practice of each language skill did you get through the course?
Speaking: more than enough enough not enough none Listening: more than enough enough not enough none Reading: more than enough enough not enough none Writing: more than enough enough not enough none
11 The tasks and exercises (reading, translating, writing, grammar exercises) in each unit
extremely various and plentiful various and plentiful
12 For skill development, how are the exercises?
very useful useful not very useful useless
SECTION III: LEARNERS’ EVALUATION OF THE TEAHCERS’
EXPLOITATION OF THE ESP COURSEBOOK
To what extent are you satisfied with the classroom activities?
50 % satisfied Listening and taking note of new grammar structures and vocabulary
Practising language structures in pairs/ groups
Practising reading skills in pairs or groups
Presenting on given topics in English
Discussing given topics in English
1 What changes do you suggest to make the course-book better? (Content, lay-out, vocabulary, grammar, activities, texts, etc)
2 In your opinion, in classroom the teacher should:
3 use both English and Vietnamese
4 use more English than Vietnamese
5 use more Vietnamese than English
6 follow the course-book closely
7 adapt the course-book when necessary
8 supplement more relevant reading texts
10 explain technical terms in Vietnamese
Thank you for your cooperation!
APPENDIX 2 Bảng hỏi dành cho sinh viên (Vietnamese version)
Bản điều tra này dùng để lấy ý kiến đánh giá của bạn về giáo trình tiếng Anh chuyên ngành “English for Marine Engine Students and Ship’s Engineers” được dùng cho sinh viên năm thứ hai- Khoa máy Tàu Biển- Trường Đại học Hàng Hải Việt Nam
Tôi vô cùng cảm ơn sự giúp đỡ nhiệt tình của bạn qua việc đưa ra ý kiến về giáo trình
Các ý kiến của bạn sẽ chỉ được dùng cho nghiên cứu này
PHẦN I: THÔNG TIN CÁ NHÂN
1 Bạn học tiếng Anh được bao lâu rồi?
1-3 năm 3-5 năm 5-7 năm 7-9 năm 9-11 năm more than
2 Tiếng Anh của Bạn hiện đang ở trình đô nào?
Sơ cấp Tiền Trung Cấp Trung cấp Sau trung cấp
3 Mục đích học tiếng Anh chuyên ngành cảu bạn là gì? Săp xếp theo trật tự tăng dần 1-4 (từ mức đô ít quan trọng nhất đến quan trọng nhất)
- Để nâng cao ngữ pháp cơ bản Tiếng Anh
- Để nâng cao vốn từ vựng chuyên ngành
- Để đọc các văn bản chuyên ngành bằng tiếng Anh
- Để làm việc trên tàu nước ngoài
- Những mục đích khác (Nếu có):………
PHẦN II: ĐÁNH GIÁ CỦA SINH VIÊN VỀ GIÁO TRÌNH TIẾNG ANH CHUYÊN NGÀNH MÁY TÀU BIỂN ĐANG ĐƯỢC SỬ DỤNG
Mục tiêu của giáo trình
1 Đánh dấu những mục tiêu của giáo trình chuyên ngành máy tàu biển đang được sử dụng cho sinh viên năm 2
Quan trọng nhất 4 Rất quan trọng 3
Quan trọng 2 Ít quan trọng nhất 1 a Giáo trình cung cấp các thuật ngữ chuyên ngành máy tàu biển b Ngữ pháp của bạn được nâng cao sau khi học giáo trình c Giáo trình chủ yếu tập trung vào việc nâng cao kỹ năng đọc và kỹ năng dịch d Trong giáo trình, kỹ năng đọc và kỹ năng dịch được tích hợp với các kỹ năng khác f Giáo trình cung cấp các kỹ năng làm việc cần thiết cho công việc tương lai của bạn g Những mục tiêu khác………
Giáo trính đáp ứng nhu cầu của sinh viên?
2 Giáo trình đáp ứng nhu cầu của bạn ở mức độ nào?
rất nhiều nhiều đủ ít rất ít không
Nội dung của giáo trình
3 Bạn nghĩ gì về những chủ đề về chuyên ngành máy tài biển trong giáo trình?
rất thực tế thực tế Được không thực tế rất không thực tế
4 Bạn nghĩ gì về những thông tin được đưa ra trong giáo trình?
rất hữu ích hữu ích không hữu ích lắm vô ích
5 Giáo trình có cung cấp các thong tin cập nhật cho bạn không?
Thời gian phân bổ cho môn tiếng anh chuyên ngành
6 Bạn nghĩ 120 tiết cho môn tiếng anh chuyên ngành là:
quá nhiều nhiều đủ ít quá ít
7 Tám tiết cho một bài học là:
quá nhiều nhiều đủ ít quá ít
quá nhiều nhiều đủ ít quá ít
9 Bạn nghĩ gì về ngữ pháp trong giáo trình?
rất khó khó vừa phải dễ rất dễ
Phát triển các kỹ năng
10 Các kỹ năng ngôn ngữ được luyên tập như thế nào trong giáo trình?
Nói : nhiều hơn mức đủ đủ không đủ không luyện tập Nghe : : nhiều hơn mức đủ đủ không đủ không luyện tập Đọc : : nhiều hơn mức đủ đủ không đủ không luyện tập Viết: : nhiều hơn mức đủ đủ không đủ không luyện tập 11.Các nhiệm vụ và bài tập trong mỗi bài học là:
vô cùng phong phú và đa dạng phong phú và đa dạng
đơn điệu vô cùng đơn điệu
12 Đối với việc phát triển kỹ năng, các nhiệm vụ và bài tâp này là:
rất hữu ích hữu ích không hữu ích lắm vô ích
PHẦN III: ĐÁNH GIÁ CỦA SINH VIÊN VỀ VIÊC KHAI THÁC GIÁO TRÌNH CỦA GIÁO VIÊN
Bạn hài lòng với các hoạt động trên lớp ở múc dộ nào?
Hơn 50% hài lòng Được
