Luận văn thạc sĩ teacher and students evaluation of english 1 1 textbook in use at viet nam university of commerce

1 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐOÀN PHƯƠNG NGÂN TEACHERS’ AND STUDENTS’ EVALUATION OF ENGLISH 1.1 TEXTBOOK IN USE AT VIETNAM UNIVERSITY OF COMMERCE ĐÁ NH GIÁ CỦA GIÁ O VIÊN VÀ SINH VIÊN VỀ GIÁO TRÌNH TIẾNG ANH 1.1 ĐANG SỬ DỤNG TẠ I TRƯỜ NG ĐẠI HỌC THƯƠNG MẠI M.A Minor Programme Thesis English Teaching Methodology Code: 60 14 10 Hanoi - 2010 z VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐOÀN PHƯƠNG NGÂN TEACHERS’ AND STUDENTS’ EVALUATION OF ENGLISH 1.1 TEXTBOOK IN USE AT VIETNAM UNIVERSITY OF COMMERCE ĐÁ NH GIÁ CỦA GIÁ O VIÊN VÀ SINH VIÊN VỀ GIÁO TRÌNH TIẾNG ANH 1.1 ĐANG SỬ DỤNG TẠ I TRƯỜ NG ĐẠI HỌC THƯƠNG MẠI M.A Minor Programme Thesis English Teaching Methodology Code: 60 14 10 Supervisor: Nguyễn Minh Huệ, M.A Hanoi - 2010 z TABLE OF CONTENTS Acknowledgements…………… ……………………………………………… i Declaration…………… ……………………………………………………… ii Abstract…………………………………………………………………………… iii Table of contents………………………………………………………………… iv List of Abbreviations…………………………………………………………… vi List of Tables …………………………………………………………………… vii List of Figures and Charts……………………………………………………… viii CHAPTER I: INTRODUCTION ……………………………………………… 1.1 Rationale of the study………………………………………………………… 1.2 Aims of the study……………………………………………………………… 1.3 Research questions…………………………………………………………… 1.4 Scope of the study…………………………………………………………… 1.5 Significance of the study……………………………………………………… 1.6 Overview of the paper ………………………………………………………… CHAPTER TWO: LITERATURE REVIEW ……………………………… 2.1 Materials……………………………………………………………………… 2.1.1 Definition ………………………………………………………………… 2.1.2 Categories of materials …………………………………………………… 2.2 Material evaluation …………………………………………………………… 2.2.1 Definitions of material evaluation ………………………………………… 2.2.2 Types of material evaluation ……………………………………………… 2.2.3 Purposes of material evaluation …………………………………………… 2.2.4 Approaches to material evaluation ………………………………………… 2.2.5 Principles for material evaluation ………………………………………… 2.2.6 Models for material evaluation …………………………………………… 2.2.7 Criteria for material evaluation …………………………………………… 11 CHAPTER THREE: METHODOLOGY……………………………………… 14 3.1 An introduction to English 1.1 course and English 1.1 textbook…………… 14 3.1.1 English 1.1 course ………………………………………………………… 14 3.1.2 English 1.1 textbook ……………………………………………………… 14 z 3.2 Participants…………………………………………………………………… 15 3.3 Data collection instruments ………………………………………………… 16 3.3.1 Questionnaires ……………………………………………………………… 16 3.3.1.1 Student questionnaire…………………………………………………… 16 3.3.1.2 Teacher questionnaire …………………………………………………… 17 3.3.2 Interviews…………………………………………………………………… 17 3.4 Procedures …………………………………………………………………… 17 3.5 Data analysis ………………………………………………………………… 18 CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION ……………… 19 4.1 Results and discussion………………………………………………………… 19 4.1.1 Questionnaire results ……………………………………………………… 19 4.1.1.1 Student questionnaire results …………………………………………… 19 4.1.1.2 Teacher questionnaire results …………………………………………… 23 4.1.2 Follow-up interview results ………………………………………………… 28 4.1.2.1 Student follow-up interview results ……………………………………… 29 4.1.2.2 Teacher follow-up interview results ……………………………………… 31 4.2 Major findings ………………………………………………………………… 32 4.2.1 Summary of main findings………………………………………………… 32 4.2.2 Strengths and weaknesses of the textbook ………………………………… 33 CHAPTER FIVE: CONCLUSION…………………………………………… 37 5.1 Summary……………………………………………………………………… 37 5.2 Limitations of the study……………………………………………………… 37 5.3 Implications …… ………………… ……………………………………… 38 5.4 Recommendations for further studies.……………………………………… 39 Reference………………………………………………………………………… 40 Appendix 1……………………………………………………………………… I Appendix 2……………………………………………………………………… VI Appendix 3……………………………………………………………………… IX Appendix 4……………………………………………………………………… XIII z LIST OF ABBREVIATIONS Abbreviation Meaning A Agree D Disagree EFL English as Foreign Language M Mean N Neutral Ord Order SA Strongly Agree SD Strongly Disagree Sd Standard Deviation VUC Vietnam University of Commerce z LIST OF TABLES Table Page 3.1 Description of Student Participants 15 3.2 Description of Teacher Participants 16 4.1 Students‟ Evaluation of the Textbook Aims 19 4.2 Students‟ Evaluation of the Textbook Design and Organization 20 4.3 Students‟ Attitudes toward the Textbook Topics 21 4.4: Students‟ Opinions on the Textbook Language Content 22 4.5: Students‟ Evaluation of the Textbook Language Skills 22 4.6 Teachers‟ Evaluation of the Textbook Aims and Approach 24 4.7 Teachers‟ Evaluation of the Textbook Design and Organization 25 4.8 Teachers‟ Evaluation of the Textbook Topics 26 4.9 Teachers‟ Opinions on the Textbook Language Content 26 4.10 Teachers‟ Evaluation of the Textbook Language Skills 27 z 10 LIST OF FIGURES AND CHARTS Figures and Charts Figure 2.1: The Materials Evaluation Model of Hutchinson and Page Waters (1987: 98) Figure 2.2: A preliminary framework for materials analysis and 10 action by Littlejohn (1998) Chart 4.1: Students‟ main studying purposes for the course 20 Chart 4.2: Teachers‟ Opinions on Purposes of the Course 24 z 11 CHAPTER ONE: INTRODUCTION 1.1 Rationale of the study The textbook, a key component in most language programs, is one of the major teaching and learning resources used both inside and outside the classroom (Richard 2005) It has an enormous influence on what is taught in class and how it is taught In Tyson‟s research (1997), he found “those new and in-experienced teachers, or those who lack adequate time for lesson planning, may actually teach from the first page of the textbook to the last, skipping little or nothing” (p 89) Due to its very important role, selecting a right textbook for an English course is not an easy task for each EFL teacher Nguyen (2007) reviews all the advantages and disadvantages of using the textbook in her research On the one hand, the textbook offers certain advantages like instruction and assessment standardization (Richard 2005), providing syllabus for a program (Cunningsworth 1995), receiving students‟ credibility (Sheldon 1988) and making an effective resource for learning in the classroom and self-directed learning (Cunningsworth 1995) On the other hand, it also shows several reservations like being able to control the methods, processes, and procedures of classroom practice and „deskill‟ teachers (Allwright 1982); and not suiting all classrooms as it is written for global market (Richard 2005) Being aware of all the above advantages and disadvantages, the teachers at English Department, University of Commerce carefully selected content for English 1.1 textbook, which is used for English 1.1 course, the first English course for the students at this university The content selection for the textbook is based on the course objectives, students‟ levels and their needs and the course length Sources of the textbook are Business Basics (2000) written by David Grand and Robert Mc Larty, published by Oxford Press, and Market Leader (2004) written by David Cotton, David Falvey and Simon Kent, published by Longman This textbook has been in use at Vietnam University of Commerce since 2008 It has, undeniably, contributed greatly to the English language teaching and learning there, but for some unanticipated problems, it remains unsatisfactory As a matter of fact, no research on evaluation of this textbook had been carried out to see how far it suited the course Thus, z 12 this study was conducted to evaluate the textbook and suggest ways to improve the quality of the textbook as well as the course 1.2 Aims of the study This study is aimed at evaluating English 1.1 textbook used at Vietnam University of Commerce from perspectives of teachers and students It is designed to find the strengths and weaknesses of the textbook, and also suggest some solutions for further improvement of the textbook which undoubtedly will enhance the learning efficiency as well as stimulate students‟ interest in the language learning process 1.3 Research questions In order to meet the aims of the study, the following research questions are generated: What are the strengths of English 1.1 textbook from the perspective of teachers and students at Vietnam University of Commerce? What are the weaknesses of English 1.1 textbook from the perspective of teachers and students at Vietnam University of Commerce? 1.4 Scope of the study As its name “ Teachers’ and Students’ Evaluation of English 1.1 Textbook in Use at University of Commerce” suggests, the thesis will focus on the communicative nature of the English 1.1 textbook and the ease of its use from the perspectives of teachers and students in the studied context The textbook will be evaluated under certain categories namely aims and approach, design and organization, topic, language content and language skills 1.5 Significance of the study The findings of the thesis give teachers and students at Vietnam University of Commerce a comprehensive look at their textbook They have a systematic evaluation of the book which “may even constitute the main source of language input that learners receive and the basis for language practice that occurs both inside and outside the classroom” (Nguyen z 13 2007) Practically, those findings are beneficial to both teachers and course designers in improving the quality of the course 1.6 Overview of the paper The study consists of five chapters as follows: Chapter introduces the background to the thesis, the aims, significance, scope and methods of the thesis Chapter is a review of literature on material evaluation Chapter presents an overview of English 1.1 course and English 1.1 textbook, and describes the methodologies employed in the study Chapter analyses data and discusses the findings of the study Chapter concludes the study z 50 REFERENCES Allwright, R (1982), What Do We Want Teaching Materials For?, ELT Journal, 36(1), pp 8-12 Brown, J (1995), The elements of language curriculum, Heinle and Heinle, Boston Creswell, J (2008), Research design: qualitative, quantitative, and mixed methods approaches, Sage Publications, Inc, California Cunningsworth, A (1984), Evaluating and Selecting EFL Teaching Materials, Heinemann Educational Books, London Cunningsworth, A (1995), Choosing your coursebook, Heinemann, Oxford Dudley-Evans, T., & St John, M (1998), Developments in ESP: A multi-disciplinary approach, Cambridge University Press, Cambridge Ellis, R (1997), The Empirical Evaluation of Language Teaching Materials, ELT Journal, 5(1), pp 36-42 Jahangard, A (2007), Evaluation of EFL Materials Taught at Iranian Public High School, The Asian EFL Journal, 9(2) Johnson, R K (1989), The Second Language Curriculum, Cambridge University Press, Cambridge 10 Harmer, J (1996), The practice of English language teaching, Longman, Harlow 11 Hutchinson, T & Waters, A (1987), English for specific purposes: A learning- centred approach, Cambridge University Press, Cambridge 12 Littlejohn, A (1998), The Analysis of Language Teaching Materials inside the Trojan Horse in Tomlison, B (eds.) Materials Development in Language Teaching, Cambridge University Press, Cambridge 13 Low, G (1987), The need for a multi-perspective approach to the evaluation of foreign language teaching materials, Evaluation and Research in Education, 1(1), pp 19-29 14 McGrath, I (2002), Materials Evaluation and Design for Language Teaching, Edinburgh University Press 15 Murphy, D F (2000), Key Concepts in ELT: Evaluation, ELT Journal 54(2), pp 210211 z 51 16 Nguyễn Thị Thuỷ Minh (2007), Textbook Evaluation: The Case of English Textbooks Currently in Use in Vietnam‟s Upper-secondary Schools, SEAMEO Regional Language Centre, Singapore 17 Richards, J.C., Platt, J., Platt, H (1997), Dictionary of Language teaching and Applied linguistics (Seventh edition), Longman, London 18 Richards, J (2005), The Role of Textbooks in a Language Program, Retrieved November 2007 from http://www.professorjackrichards.com/pdfs/role-of- textbooks.pdf 18 Robinson, P C (1991), ESP Today: A Practitioner’s Guide, Prentice Hall, London 19 Roseman, J., Gerald, K., Shuttleworth S (2008), Putting Textbooks to the Test, Retrieved August 2008 from http://www.project2061.org/publications/articles/articles/enc.htm 20 Sheldon, L (1988), Evaluating ELT textbooks and materials, ELT Journal, 42(4), pp 237-246 21 Tennyson, R D., Park, O (1980), The Teaching of Concepts: A Review of Instructional Design Research Literature, Review of Educational Research, 50(1), pp 55-70 22 Tomlinson, B (1998), Material Developments in Language Teaching, Cambridge University Press, Cambridge 23 Tyson, H (1997), Overcoming Structural Barriers to Good Textbooks, National Education Goals Panel, Washington 24 Williams, D (1983), Developing criteria for textbook evaluation, ELT Journal, 37(2), pp 251-255 z 52 APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS (English version) This questionnaire is designed to collect information about students’ evaluation of the textbook English 1.1 Your assistance in responding to the following questions is appreciated You can be confident that you will not be identified in any discussion of the data In completing these questions, please choose the answer by checking the box next to your choice or expressing your ideas in the blanks Thank you very much in advance Your faculty:…………………………………………………………… ………… Your age:……………………………………Your sex:…………………………… Your years of studying English:………………… ……………………………… What are your purposes of learning English in this course? You can choose more than one answer A To improve your English basic grammar B To broaden your vocabulary C To improve your communicative skills (listening and speaking skills) D To improve all four language skills Other purposes (if any)…………………………………… ………… For statements from to 32, please check (√) the box that best reflects your opinion using this scale: SD= Strongly Disagree D= Disagree N=Neutral A=Agree SA= Strongly Agree Please check one (and only one) box for each statement and don’t leave out any of them You can explain your choice in the blank below each statement Thank you very much! The textbook aims The textbook meets the course aims …………………………………………………………………… z SD D N A SA      53 The textbook design and organization: The material is attractive …………………………………………………………………… SD D N A SA                     SD D N A SA                          SD D N A SA           The book has a clear organizational structure (E.g according to structures, functions, topics, skills, etc.) ……………………………………………………………….…… The content is presented logically on the basis of complexity …………………………………………………………………… There are an adequate number of review units ……………………………………………………………….…… The textbook topics The topics are interesting ……………………………………………………………….…… The textbook includes enough variety and range of topics ……………………………………………………………….…… The difficulty level of the topics is suitable to you ……………………………………………………………….…… 10 The topics help expand your knowledge and enrich your experience ……………………………………………………………….…… 11 You can relate to the social and cultural contexts presented in the book ……………………………………………………………….…… The textbook language content 12 The textbook provides you with updated information ……………………………………………………………….…… 13 The difficulty level of the grammar in the textbook is suitable to you z 54 ……………………………………………………………….…… 14 The difficulty level of the vocabulary exercises is suitable to you                     SD D N A SA                                    ……………………………………………………………….…… 15 There are enough vocabulary exercises ……………………………………………………………….…… 16 The textbook includes enough material for pronunciation work ……………………………………………………………….…… 17 The textbook deals with the structuring and conventions of language use above sentence level, e.g how to take part in conversations, how to identify the main points in a reading passage ……………………………………………………………….…… The textbook language skills 18 Four skills are adequately covered in the textbook ……………………………………………………………….…… 19 There is enough material for integrated skills work ……………………………………………………………….…… 20 There are enough writing tasks ……………………………………………………………….…… 21 The reading text is used for introducing new language items (grammar and vocabulary), consolidating language work ……………………………………………………………….…… 22 There is a focus on the development of reading skills and strategies ……………………………………………………………….…… 23 The texts are long enough ……………………………………………………………….…… 24 The material helps comprehension by, for example, setting the z 55 scene, providing background information, giving pre-reading questions …………………………………………………………………… SD D N A SA                                         25 The difficulty level of the texts and their tasks is suitable to you ……………………………………………………………….…… 26 The listening material is set in a meaningful context ……………………………………………………………….…… 27 The recordings are well-recorded ……………………………………………………………….…… 28 There are enough pre-listening tasks, questions, etc ……………………………………………………………….…… 29 The difficulty level of listening tasks is suitable to you ……………………………………………………………….…… 30 The speaking tasks are various ……………………………………………………………….…… 31 There are elements of genuine communication ……………………………………………………………….…… 32 The difficulty level of speaking tasks is suitable to you ……………………………………………………………….…… This is the end of the questionnaire Thank you very much! z 56 APPENDIX 2: SURVEY QUESTIONNAIRE FOR STUDENTS (Vietnamese version) Phiếu điều tra thiết kế nhằm thu thập thông tin đánh giá sinh viên English 1.1 Câu trả lời bạn giúp nhiều việc đánh giá, chỉnh lý giáo trình Danh tính bạn khơng tiết lộ phần phân tích số liệu Xin chân thành cám ơn bạn! Xin bạn điền thông tin vào chỗ trống Khoa:……………………………………………………………………………… Tuổi:…… Giới tính:……… Số năm bạn học tiếng Anh:……………… Mục đích học bạn học phần gì? Bạn đánh dấu (√) nhiều đáp án  A Nhằm nâng cao ngữ pháp tiếng Anh  B Nhằm mở rộng vốn từ  C Nhằm phát triển kỹ giao tiếp (kỹ nghe nói)  D Nhằm phát triển bốn kỹ  Mục đích khác (nếu có)………………… ……………………… Đối với câu từ đến 32, xin bạn đánh dấu (√) vào ô thể quan điểm bạn dựa theo giá trị đây: SD= Phản đối kịch liệt D= Phản đối N= Trung lập A= Đồng ý SA= Cực kỳ đồng ý Xin đánh dấu (và một) ô không để trống câu Ngồi bạn giải thích rõ cho đánh giá khoảng trống câu Xin cám ơn! Mục tiêu sách Cuốn sách đáp ứng mục tiêu khoá học …………………………………………………………………… Thiết kế bố cục sách: z SD D N A SA      57 Cách thiết kế sách hút …………………………………………………………………… SD D N A SA                     SD D N A SA                          SD D N A SA           Cuốn sách có bố cục rõ ràng (ví dụ, theo cấu trúc, chức năng, chủ đề, kỹ năng, v.v….) ……………………………………………………………….…… Nội dung sách trình bầy logic sở độ khó (theo mức độ khó tăng dần?) …………………………………………………………………… Cuốn sách có đủ số lượng ơn tập ……………………………………………………………….…… Các chủ đề sách Các chủ đề sách thú vị ……………………………………………………………….…… Cuốn sách có đa dạng chủ đề ……………………………………………………………….…… Mức độ khó chủ đề phù hợp với bạn ……………………………………………………………….…… 10 Các chủ đề giúp bạn mở rộng kiến thức làm giầu kinh nghiệm ……………………………………………………………….…… 11 Bạn liên hệ đến hồn cảnh văn hố xã hội trình bày sách ……………………………………………………………….…… Phần nội dung ngôn ngữ sách 12 Cuốn sách cung cấp cho bạn thông tin cập nhật ……………………………………………………………….…… 13 Mức độ khó phần ngữ pháp phù hợp với bạn ……………………………………………………………….…… z 58 14 Mức độ khó phần từ vựng phù hợp với bạn ……………………………………………………………….…… 15 Có đủ số lượng tập từ vựng ……………………………………………………………….…… 16 Cuốn sách cung cấp đủ tập luyện phát âm ……………………………………………………………….……                     SD D N A SA                                    17 Cuốn sách đưa vào phần cấu trúc quy tắc sử dụng ngôn ngữ cao mức độ câu (sentence level), ví dụ: làm để tham gia vào nói chuyện (conversation), làm để xác định ý đoạn đọc ……………………………………………………………….…… Các kỹ ngơn ngữ sách 18 Bốn kỹ (nghe, nói đọc, viết) phân bổ đầy đủ sách ……………………………………………………………….…… 19 Cuốn sách cung cấp tài liệu dành cho kỹ phối hợp (kết hợp luyện nhiều kỹ hoạt động, ví dụ đọc – nói, nghe – nói, v.v…) ……………………………………………………………….…… 20 Cuốn sách cung cấp đủ tập viết ……………………………………………………………….…… 21 Bài đọc sử dụng nhằm giới thiệu kiến thức ngôn ngữ (ngữ pháp từ vựng), ôn tập kiến thức học ……………………………………………………………….…… 22 Phần đọc tập trung vào việc phát triển kỹ chiến lược đọc hiểu ……………………………………………………………….…… 23 Độ dài đọc hợp lý ……………………………………………………………….…… 24 Phần đọc trợ giúp đọc hiểu cách tạo bối cảnh, cung cấp z 59 kiến thức nền, hay hỏi câu hỏi trước đọc (pre-reading questions) …………………………………………………………………… SD D N A SA                                         25 Bài đọc hoạt động liên quan phù hợp với bạn ……………………………………………………………….…… 26 Bối cảnh phần nghe dễ hiểu với bạn ……………………………………………………………….…… 27 Các đoạn băng có chất lượng âm tốt ……………………………………………………………….…… 28 Có câu hỏi hoạt động trước nghe ……………………………………………………………….…… 29 Độ khó phần nghe phù hợp với bạn ……………………………………………………………….…… 30 Cuốn sách có hoạt động nói đa dạng ……………………………………………………………….…… 31 Các yếu tố giao tiếp thực tế có luyện tập ……………………………………………………………….…… 32 Mức độ khó phần nghe phù hợp với bạn ……………………………………………………………….…… This is the end of the questionnaire Thank you very much! z 60 APPENDIX 3: SURVEY QUESTIONNAIRE FOR TEACHERS This questionnaire is designed to collect information about teachers’ evaluation of the textbook English 1.1 Your assistance in responding to the following questions is appreciated You can be confident that you will not be identified in any discussion of the data In completing these questions, please choose the answer by checking the box next to your choice or expressing your ideas in the blanks Thank you very much in advance Your sex: ……………………………………………………………………… Your qualification:……………………………………………………………… Your years of teaching English:……………………………………………… What are the purposes of this course? You can choose more than one answer A To improve your students‟ English basic grammar B To broaden your students‟ vocabulary C To improve your students‟ communicative skills (listening and speaking skills) D To improve all four language skills Other purposes (if any)…………………………………… ………… For statements from to 34, please check (√) the box that best reflects your opinion using this scale: SD= Strongly Disagree D= Disagree N=Neutral A=Agree SA= Strongly Agree Please check one (and only one) box for each statement and don’t leave out any of them You can explain your choice in the blank below each statement Thank you very much! The textbook aims and approaches The textbook meets the course aims …………………………………………………………………… SD D N A SA           CLT approach, which is taken by the textbook, is appropriate to your teaching situation ……………………………………………………………….… z 61 The textbook design and organization: The material is attractive …………………………………………………………………… SD D N A SA                     SD D N A SA                          SD D N A SA           The book has a clear organizational structure (E.g according to structures, functions, topics, skills, etc.) ……………………………………………………………….…… The content is presented logically on the basis of complexity …………………………………………………………………… There are an adequate number of review units ……………………………………………………………….…… The textbook topics The topics are interesting ……………………………………………………………….…… The textbook includes enough variety and range of topics ……………………………………………………………….…… 10 The difficulty level of the topics is suitable to your students ……………………………………………………………….…… 11 The topics help expand your students‟ knowledge and enrich their experience ……………………………………………………………….…… 12 Your students can relate to the social and cultural contexts presented in the book ……………………………………………………………….…… The textbook language content 13 The textbook provides your students with updated information ……………………………………………………………….…… 14 The difficulty level of the grammar in the textbook is suitable z 62 to your students ……………………………………………………………….…… 15 The difficulty level of the vocabulary exercises is suitable to your students                     SD D N A SA                               ……………………………………………………………….…… 16 There are enough vocabulary exercises ……………………………………………………………….…… 17 The textbook includes enough material for pronunciation work ……………………………………………………………….…… 18 The textbook deals with the structuring and conventions of language use above sentence level, e.g how to take part in conversations, how to identify the main points in a reading passage ……………………………………………………………….…… The textbook language skills 19 Four skills are adequately covered in the textbook ……………………………………………………………….…… 20 There is enough material for integrated skills work ……………………………………………………………….…… 21 There are enough writing tasks ……………………………………………………………….…… 22 The reading text is used for introducing new language items (grammar and vocabulary), consolidating language work ……………………………………………………………….…… 23 There is a focus on the development of reading skills and strategies ……………………………………………………………….…… 24 The texts are long enough ……………………………………………………………….…… z 63 25 The texts are authentic      SD D N A SA                                              26 The material helps comprehension by, for example, setting the scene, providing background information, giving pre-reading questions ……………………………………………………………….…… 27 The difficulty level of the texts and their tasks is suitable to your students ……………………………………………………………….…… 28 The listening material is set in a meaningful context ……………………………………………………………….…… 29 The recordings are well-recorded ……………………………………………………………….…… 30 There are enough pre-listening tasks, questions, etc ……………………………………………………………….…… 31 The difficulty level of listening tasks is suitable to your students ……………………………………………………………….…… 32 The speaking tasks are various ……………………………………………………………….…… 33 There are elements of genuine communication ……………………………………………………………….…… 34 The difficulty level of speaking tasks is suitable to your students ……………………………………………………………….…… This is the end of the questionnaire Thank you very much! z 64 APPENDIX 4: INTERVIEW GUIDE FOR THE PARTICIPANTS Please answer the following questions in detail: What you like about the textbook? What you dislike about the textbook? Can you give some suggestions for adapting the textbook? z ... N 12 A SA M Sd Ord 1. 58 0.84 14 38 28 3.69 1. 15 11 1. 36 0.62 15 13 69 10 44 38 4.08 0.97 27 61 4.4 0.92 14 35 44 4 .16 0. 91 11 16 48 25 3.87 0. 91 10 10 42 43 4.08 1. 13 14 14 11 14 32 65 4.3 1. 09... teachers and students at Vietnam University of Commerce? 1. 4 Scope of the study As its name “ Teachers’ and Students? ?? Evaluation of English 1. 1 Textbook in Use at University of Commerce? ?? suggests,... of English 1. 1 textbook from the perspective of teachers and students at Vietnam University of Commerce? What are the weaknesses of English 1. 1 textbook from the perspective of teachers and students