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VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN ANALYSIS OF LANGUAGE TEACHING TEXTBOOKS FOR YOUNG LEARNERS AT ENGLISH CENTERS IN HCMC A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGO THUY DUNG Supervised by NGUYEN DANG NGUYEN, Ph.D HO CHI MINH CITY, JUNE 2022 VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE AN ANALYSIS OF LANGUAGE TEACHING TEXTBOOKS FOR YOUNG LEARNERS AT ENGLISH CENTERS IN HCMC A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By NGO THUY DUNG Supervised by NGUYEN DANG NGUYEN, Ph.D HO CHI MINH CITY, JUNE 2022 ABSTRACT This research analyzes the textbook Prepare to examine the suitability and effectiveness of young learners aged to 12 at ASTON English language center, Ho Chi Minh city in order to suggest adaptations for improvements of the textbook This analysis aims at achieving insights into perceptions of the textbook activities in terms of learners’ expectation in relation to the objectives of the textbook and teachers’ content with the textbook as the basis for adaptations The textbook is thoroughly analyzed based on a variety of frameworks The extent to which the textbook activities and exercises in use meet the aims of the learning and teaching processes in the classroom is also considered The research focuses on the strengths and weaknesses of the textbook itself, and the extent to which the designed activities are compatible with their initial purposes in order to find out the effectiveness of the textbook and the perceptions of teachers and learners as well as further suggestions for improvement For the purpose of implementing this analysis, a questionnaire and interview questions were submitted to teachers and learners for gathering the necessary data about contents within the textbook The empirical evaluation was based on data collected from 30 learners and teachers at ASTON in the form of questionnaires and semi-structured interviews The results revealed that despite the systematic organization of the textbook, it did not completely fulfil teachers' and learners' expectations and their practical concerns ACKNOWLEDGEMENT I would like to express my gratitude to all the people and organization for sharing their pearls of wisdom with me during the course of this research First and foremost, I am immensely grateful to my supervisor, Dr Nguyen Dang Nguyen, for his marvelous supervision, guidance and encouragement, with a perfect blend of insight and experience Your thoughtful words and detailed feedback have been very important to me I also would like to express my gratitude to Dr Pho Phuong Dung, the Chair of the Board of Examiners for her valuable remarks, ever encouraging and motivating guidance on my thesis defense My special thanks go to the management of Aston Language Center and their local leadership for giving me permission to conduct the research activities for this study; all the students, teachers and the staff participating in research activities of this study Most importantly, my warm and heartfelt thanks go to my parents, whose unconditional love and support keep me motivated and confident throughout my study My accomplishments and success are because they believed in me Without that, this thesis would not have been possible Finally, I would like to express my sincere appreciation towards my dear friends in class TESOL 2017B, who have always been a great motivation and inspiration to me, so that I can complete my thesis with joy and happiness Table of Contents CHAPTER INTRODUCTION 1.1 Background of the study 1.1.1 English language teaching in Vietnam 1.1.2 Common European Framework of Reference of Language (CEFR) and its application in Vietnamese settings 1.1.3 English language teaching textbooks 1.2 Aims of the study 1.3 Research questions 1.4 Significance of the study 1.4.1 Students 1.4.2 Teachers 1.4.3 Future researchers 1.5 Scope of the study 1.6 Organization of thesis chapters CHAPTER LITERATURE REVIEW 2.1 Textbook analysis and evaluation 2.2 Types of textbook evaluation 11 2.3 Definitions and the role of English textbooks in the classroom 12 2.4 Advantages and disadvantages of ELT textbooks in the classroom 15 2.5 Young language learner’s characteristics 17 2.6 Textbooks for young learners in Vietnamese contexts 18 2.7 Textbook evaluation criteria 20 2.7.1 Evaluating the language objectives in ELT textbooks 22 2.7.2 Evaluating the language skills in ELT textbooks 22 2.7.3 Evaluating the grammar in ELT textbooks 24 2.7.4 Evaluating the vocabulary in ELT textbooks 26 2.7.5 Evaluating the exercises in ELT textbooks 27 2.7.6 Evaluating the topics in ELT textbooks 28 2.8 Conceptual framework for textbook evaluation 29 2.9 Previous research 31 2.9.1 International EFL materials 31 2.9.2 Vietnamese EFL materials 33 2.9.3 Summary 35 CHAPTER METHODOLOGY 36 3.1 Research aims 36 3.2 Research questions 36 3.3 Research design 36 3.4 Research site 38 3.5 Participants 39 3.6 Research instruments 39 3.6.1 Questionnaire 39 3.6.2 Semi-structured interview 40 3.7 Data collection procedure 42 3.8 Data analysis scheme 43 CHAPTER RESULTS AND DISCUSSIONS 45 4.1 Analysis and Evaluation of the Language objectives of the Textbook 45 4.1.1 Results of the student questionnaire 45 4.1.2 Results of the teacher interview about Language objectives 46 4.2 Analysis and Evaluation of the Language content of the Textbook 48 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 4.2.1 Results of the student questionnaire 48 4.2.2 Results of the teacher interview about Language Content 50 4.3 Analysis and Evaluation of the Topics of the Textbook 52 4.3.1 Results of the student questionnaire 52 4.3.2 Results of the teacher interview about Topics 54 4.4 Analysis and Evaluation of the Skills of the Textbook 56 4.4.1 Results of the student questionnaire 56 4.4.2 Results of the teacher interview about Skills 58 4.5 Analysis and Evaluation of the Activities of the Textbook 62 4.5.1 Results of the student questionnaire 62 4.5.2 Results of the teacher interview about Activities 63 CHAPTER CONCLUSIONS 66 5.1 Limitations 67 5.2 Implications 69 5.3 Recommendations 70 REFERENCES 73 APPENDIX A QUESTIONNAIRE 81 APPENDIX B INTERVIEW QUESTIONS 82 APPENDIX C CONTENT OF THE TEXTBOOK 'PREPARE 1' 88 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF FIGURES Figure Common European Framework of Reference of Language (CEFR) Figure Framework for materials analysis and evaluation Adapted from Littlejohn (1998, p 204) 30 Figure Data analysis scheme of the study 44 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLES Table 4.1 Mean scores of the responses given to the Language content items 45 Table 4.2 Mean scores of the responses given to the Language content items 48 Table 4.3 Mean scores of the responses given to the Topic items 52 Table 4.4 Mean scores of the responses given to the Skill items 56 Table 4.5 Mean scores of the responses given to the Activities items 62 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF ABBREVIATION EFL English as a foreign language ELT English language teaching ESL English as a Second Language CEFT The Common European Framework of Reference for Languages KET Key for schools MOET Ministry of Education and Training of Viet Nam NFL National Foreign Language Project PET Preliminary English Test Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Hoang V V (2010) The current situation and issues of the Teaching of English in Vietnam Hutchinson, T & Torres, E (1994) The textbook as agent of change 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In R Rossner and R Bolitho, (Eds.), Currents in language teaching Oxford University Press Patton, M Q (1990) Qualitative Evaluation and Research Methods CA: SAGE Publications Paul, N H (1993) Questionnaire Design London: Kogan Page 78 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Pinter, A (2006) Teaching young language learners Oxford: Oxford University Press Punch, K (2005) Introduction to Social Research: Quantitative and Qualitative Approaches 2nd Edition London: Sage Rea-Dickins, P., & Germaine, K P (1998) The price of everything and the value of nothing: Trends in language program evaluation Malaysia: Longman Richards, C (1990) The Language Teaching Matrix Cambridge University Press Richards, C and Rodgers, Theodore S (2001) Approaches and Methods in Language Teaching Cambridge University Press Rivers, W (1981) Teaching Foreign Language Skills (2nd ed.) 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(2010b) Research for materials development in language learning: Evidence for best practice New York: Continuum Tomlinson, C (2001) How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.) NJ: Pearson Education Ur, P (1996) A Course in Language Teaching: Practice of Theory Cambridge University Press Van, H V (2010) The Current Situation and Issues of the Teaching of English in Vietnam Vu, T P A., Nguyen, B H., Nguyen, T T H., Nguyen, T N M., Nguyen, T K T., Tran, H N T., et al (2004) Danh gia hieu qua dao tao tieng Anh nhu mot ngoai ngu tai cac truong dai hoc tren dia ban TP Ho Chi Minh [An evaluation of the effectiveness of EFL teaching at universities and colleges located in Ho Chi Minh City] Wahab, M M (2013) Developing an English Language textbook Evaluative Checklist p 56 Werner, W., & Rothe, P (1979) Doing school ethnography [Occasional Paper No 2] Department of Secondary Education, University of Alberta: Edmonton William, D (1983) Developing criteria for textbook evaluation ELT Journal, 37(3), 251-255 Woodward, A (1987) Textbooks: Less than Meets the Eye Woodward, T (2001) Planning Lessons and Courses: Designing Sequences of Work for the Language Classroom Cambridge University Press Woolfolk, A (2004) Educational Psychology (9th ed.) Allyn & Bacon Woolfolk, A E., & Hoy, W K (1990) Prospective teachers' sense of efficacy and beliefs about managing students Prentice Hall Yin, R K (2003) Case Study Research: Design and Methods Yule, G (1996) Pragmatics Oxford: Oxford University Press 80 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX A QUESTIONNAIRE QUESTIONNAIRE (20 questions) Full name Level of textbook Date completed Prepare To respond to this questionnaire, please make a check (X) in the appropriate choice as follows: strongly disagree disagree agree strongly agree EFFECTIVENESS OF TEXTBOOK TO TEACHING PROGRAMS 1 2 A AIMS The textbook’s objectives are explained clearly The textbook’s objectives are in line with the syllabus The textbook’s objectives are compatible with the needs of young learners B LANGUAGE CONTENT The textbook provides adequate grammar structure The textbook provides an adequate amount of vocabulary The textbook provides authentic English language The textbook provides standard English The textbook provides useful revision sections C TOPICS The textbook provides a variety of topics 10 The topics are compatible with the students’ needs 11 The topics are interesting enough to keep the students motivated 12 The topics integrate cultural aspects of the English language 13 The topics are selected according to current events D SKILLS 14 The textbook integrates four language skills equally 15 The textbook provides fluency practice in four language skills 16.The four skills presented support students to form meaningful conversation E ACTIVITIES 17 The activities are compatible with the objectives stated in the syllabus 18 The activities encourage communication among students 19 The activities encourage individual work 20 The activities encourage pair work and group work 81 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 4 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX B INTERVIEW QUESTIONS In what ways can the textbook “Prepare 1” be adapted? Question Question Question How to match the objectives in the textbook with the needs of young learners? How to incorporate authentic English language into lessons, besides grammar and vocabulary? How to keep the students involved in the topics in the textbook? Question In what ways can the four language skills be equally taught? Question In what ways can you motivate learners with the activities in the textbook? TEACHERS’ ANSWERS: Question 1: How to match the objectives in the textbook with the needs of young learners? Teacher “More than half of my students in my class achieve high scores on their exams at the end of the course I don’t know if it has anything to with the objectives or not But considering what my students want to learn, the objectives are compatible with their needs” Teacher “Actually sometimes I need to explain the objectives to the students because there’s no way they can figure them all out on their own But for the most part, I think the objectives are suitable for the majority of students in my class About their needs, I think it depends on each individual You cannot just force them to learn, it’s not always black and white But with the objectives in mind, you can change the lessons a little so that the students don’t recognize they are doing what the textbook wants them to do” Teacher “I think the textbook is very clear about objectives It is easy for the students to follow and achieve their goals based on what is presented in the textbook, although some of them listen to my lessons only for pure joy and knowledge.” Teacher “The objectives are not too difficult for them to achieve and also not too easy to the point that there’s no challenge for them in class But, each student has their own interest and hobby, so strictly teaching them grammar and vocabulary in the textbook is not always a good idea Sometimes I need to teach them according to what they want, not what the textbook has planned out for them, so objectives are not always the first priority.” Teacher “The objectives are simple and clear enough However, it’s very clear to me that my students only study because their parents want them to There are some parents who register this course so that their children can have a foundation to take a KET or PET certificate later, so obviously they don’t care about the objectives of this particular textbook” Teacher “This is a Cambridge book, so of course the objectives are in line with the syllabus, but they are not the first thing my students pay attention to They just flip the whole book back and forth and stop at the most attractive page They are teenagers, so all 82 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an they care about are music, movies, pop stars …… and so on” Question 2: How to incorporate authentic English language into lessons, besides grammar and vocabulary? Teacher “Emails, letters, notices, ….in the textbook can be considered as authentic language in my opinion But I think it’s kind of scripted, forced and unnatural if you keep teaching the same format every lesson I think some of the authentic information is just designed for only teaching purposes, not because the students might get something out of it Maybe next time, I will mix podcasts, phone messages or printed magazines, those are actually authentic in my opinion, but I’ll try to make it simple and change it a little bit Grammar is easy enough because there’s only Present Simple, Past Simple, Past Continuous And my students are already familiar with them in previous courses It’s the same with vocabulary” Teacher “I think the amount of grammar and vocabulary is adequately distributed throughout the textbook, the students can keep up with them so they are not the problem while I am teaching About authentic language, they are surely presented in the book, such as restaurant menus, company websites, advertisements … But using them in a 2hour lesson is not easy Sometimes the authentic content is too serious, such as a historical figure or a poet, and that makes the students feel bored So I guess I’ll stick with what is in the textbook, it’s easier for me and the students to follow” Teacher “The vocabulary is sometimes too easy for my students, but there are a few weak students in class so that makes it even Grammar is nothing more than familiar Tenses that they are already taught before, from Simple, Past to Future tenses I help them review by asking a few questions and they remember Erm, there is a lot of authentic information about cities, holiday attractions and famous musicians in the book And I think it is enough, because I’m not sure my students want to learn something outside the textbook, whether it is authentic or not” Teacher “I believe grammar in the textbook is confusing for the majority of the students, especially the Past Simple tense They cannot tell the difference between regular and irregular verbs Moreover, there is too little vocabulary, the same vocabulary was repeated from this lesson to the other Considering authentic language, choosing the right material outside the textbook to teach is a big concern I sometimes print a 1page reading test about pop culture or a collection of blockbuster movies, with some questions for them to answers, with the same Tenses in the book of course” Teacher “Speaking of grammar, half of my students don’t know how to add –s, -es, or –ies, they keep forgetting the Present Simple tense So I have to disagree with the idea that grammar in the textbook is adequate, maybe I didn’t give them enough homework or they don’t want to learn how to remember Vocabulary is way too simple for students this age, there should be more synonyms About the authentic language, I think it’s challenging for teachers to incorporate My students sometimes have a hard time doing tasks in the book, so I don’t think giving them something outside of their comfort zone is a good idea” Teacher “My class is very crowded, and a few of them don’t know what’s the difference between those basic tenses, from Present Simple to Past Continuous, they get them 83 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an all mixed up However, they can remember almost all vocabulary, and even make sentences using those From my point of view, the amount of vocabulary is decent, or should I say easy? Authentic language is definitely present in there, with some slang that teenagers usually say, and information about real people and events But I suggest teaching those once at a time, or maybe just 20 minutes if the class is crowded, so that they don’t get tired Question 3: How to keep the students involved in the topics in the textbook? Teacher Teacher Teacher Teacher Teacher Teacher “There are a lot of topics to choose from, keeping them interested is another problem Each of them has a different background, so their interests are different, of course, and that keeps changing when they study for a week, two weeks, or three weeks You need to put their needs first, not what the textbook plans for them For me, I just turn on some videos according to what they want to watch, let them memorize the stories, the ideas in the videos then ask them some follow-up questions It should be about familiar topics such as families, animals or computers.” “Topics in the textbook are very familiar, because the students learn all about those in previous classes However, there is too much grammar and reading in such topics, and they get distracted and bored with everything after that But thanks to technology, here we can learn with computers or times a month So I open some online quizzes, such as Bamboozle, Quizlet, Kahoot, … and although they all have the same topics in the book, the students are excited and very eager to learn that way Also, the quizzes are designed to play in teams, and the students love the idea of competitions” “To be honest, sometimes it’s difficult for me to keep my students motivated in hours with just the topics in the book Each of them wants different things, and I need to listen to the majority of them, or they just sit there and don’t anything For example, one time I turned on a video about a school in England, and they just can’t wait for the video to be over, and neither can I The point is, there should be a combination of the topics, and some kind of agreement between the students and the teachers to make learning effective” “Well, I don’t really have a clear method It depends on whether you teach a wellbehaved class or a crazy class, so the topics have nothing to with how the students engage in the lessons I sometimes switch between teaching a certain topic to playing an audio of a listening test about another topic, with printed hand-outs for them to answers” “For example, I let them take turns asking and answering questions about a topic they like, and this kind of small game goes around in a circle, until they run out of questions to ask, then it’s my turn to come in I let them play Charades or Hangman here and there, and those keep them interested for a while, but that distracts them from the actual topics within the book, which some of them find monotonous and boring” “There’s a kind of riddle on YouTube with animation and English subtitles, you only have seconds to solve the riddle After they choose A, B or C for an answer, 84 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an they need to give me an explanation why It’s a multiple-choice game and my students are very fond of it, but it’s not always the case Sometimes they say they don’t want to it anymore and I need to find something else to fill in Teachers like us need to be flexible all the time” Question 4: In what ways can the four language skills be equally taught? Teacher Teacher Teacher Teacher Teacher “Listening tasks are usually combined with speaking and reading tasks, so those skills are equally distributed in my opinion For writing skills, there are fill-in-theblank tasks which the students can in class, then I write the answers on the board and they correct those themselves But for long writing tasks, for example “An invitation to a party”, or “Interview questions about school life”, I put them in groups of or 4, they all brainstorm ideas and one of them is in charge of taking notes After about 15 minutes, one of them speaks about what they discussed earlier, then I’ll ask questions and all of them have to give answers I think the whole process of a long writing task actually makes room for the other three tasks as I said above, so in my opinion, the four skills are equally distributed” “To be honest, teaching all skills equally in a 2-hour lesson is nearly impossible From my experience, my students don’t want to writing tasks at all They prefer to “write” a small paragraph by speaking, and I think it’s a good idea, because what would I when they are writing in class? It takes a lot of time for them to write correctly and the same amount of time for me to grade all of them” “I think speaking skills are not enough for the students to practice, and there are also not enough instructions for them to improve their oral skills I need to encourage or ask follow-up questions in order for them to give me something more than one-word answers But in the end, my method to balance all four skills is giving more listening comprehension Because all the grammar, vocabulary, sentence structures are all combined in that, along with the other three skills Through listening, the students need to read the questions, listen to the conversations, write down the answers, and finally present those in class” “For speaking skill, if the textbook provides more useful phrases, it’s no problem for me to follow It only takes the students or minutes to ask and answer in pairs or groups They are very dependent on me so I have to constantly think of different questions on the spot For me, I make use of the reading test in the book After finishing reading, I’ll ask them difficult questions related to the test, and give them time to think and elaborate, so that’s two skills in one Next I’ll give them a short listening test, also related to the topics in the reading test At the end of the lesson, I’ll assign a writing task, it might a 10-line paragraph about the same topic as the reading test” “I usually make my students take turns asking and answering questions, using Whquestions and Tenses that they’ve already studied This needs to be done in pairs Sometimes I print out a worksheet with questions, so they only need to ask their partner by reading the questions, but the two of them need to write the other’s answer on their papers, and I’ll check those when this segment is over By this way, all four skills are integrated in one single task, and I don’t have to be the one who ask them all 85 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Teacher the questions” “To answer your question, I use a game called ‘chain story’ This game is for upperintermediate level I write a topic ‘Tell me about your last trip’ on the board Each of the students makes one sentence for the story It depends on them whether the story has a good or bad ending, sometimes it doesn’t make any sense but it’s a fun game I give them clues such as ‘what did you there?’, ‘how long did you stay there?’, or ‘did anything fun happen on your trip ?’ They are required to make the story interesting with no abrupt ending, and they also need to focus on what the previous classmate is talking about, to keep the story going The other three skills are presented in the book in a balance manner, I believe” Question 5: In what ways can you motivate learners with the activities in the textbook? Teacher Teacher Teacher Teacher “I believe a lot of my students doesn’t have any trouble with the activities inside the textbook, they are too easy for them Because of that, they’d rather those activities alone I actually have a hard time trying to put them in pairs and groups to work, because they keep talking about their hobbies and private lives outside of the textbook Motivations comes from a lot of factors, a textbook itself can’t maintain the same motivation the students have at the beginning of the course The point is if you don’t see them pay attention, switch to something else because sometimes the activities in the book are lengthy and repetitive When the students see that they have a choice outside of the book, they are happy to come back to work with the actual activities that I assign.” “Create a friendly and competitive learning environment There’s an online activity called Baamboozle, which they can play in 2, teams or more than that There are 24 questions in total and I usually divide them into team boy versus team girl, there is a timer if you want to make the game more fun The students can pick out of 24 question and I’ll give them some hints, the whole team work together and say the answer For example, the activities in the book is to find as many brand names as you can I pick a Baamboozle game called “guess the brand logo” This is a team game, but to make it more difficult, sometimes I pick only one students from a team, and they lose points if they can’t think of the right answer However, this pushes them to work harder to earn points This is the most interesting activity that I can combine with those in the book” “The majority of my students are shy and they also lack the ability to speak or present in class, but if they work in groups, it turns to a completely different story It’s like they get motivation from their classmates, not from the book A few of them share with me that the activities are sometimes too complicated for them, so they’d rather work in groups to get help, and they’re also afraid of asking me In my opinion, I often give them comments and feedback right on their final tests, or I write each of them a note about what they need to improve, and how to that” “There are a few learners in my class who even read and prepare the lesson even before they come to class, which surprises me However, the other students are your typical English learners, who just sit there and wait for you to entertain them Students 86 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Teacher Teacher at this age are simple, they don’t pay attention if they don’t understand, so you need to explain further Put yourself in their shoes, because sometimes your explanation makes them even more confused Speaking of simplicity, there’s a game called “name things in seconds” This is an individual game, the students raise their hands and I start counting down seconds when they start speaking For example, “5 subjects at school”, “5 movie genres” or “5 topics in the textbook Prepare 1” This game is very chaotic but it gives them the motivation they have no idea that they are in need” “My students are not really confident in themselves That’s why they prefer to work in pairs or in groups, because they can work faster and talk about something else when they are done For me, I pick maybe activities in the book, and let my students pick one out of them according to what they like, or course they need to work on it individually, and I’ll check them later I give them some bonus points if they can prove they actually put effort in their work There are about 15 students in my class so this method works for me, and the bonus points encourage motivation among them.” “My students are very weak at vocabulary For example, if there is too much vocabulary in a reading test, they either ask me or stop doing everything right away So my strategy is to write Vietnamese translation of difficult vocabulary on the board, it’s easier for them that way Let’s see, games of course Students this age don’t listen to you with only activities in the book It’s similar to the “chain story” game I told you earlier I put them in groups of or 4, each of them give me a word It must be nouns, verbs, adjectives, adverb The last person should be able to make a whole sentence with all the provided words” 87 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX C CONTENT OF THE TEXTBOOK 'PREPARE 1' 88 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 89 Stt.010.Mssv.BKD002ac.email.ninhd 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