An evaluation of the teaching of new cutting edge pre intermediate at the college of arts hue university

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TRAN THI BICH NGOC AN EVALUATION OF THE TEACHING OF “NEW CUTTING EDGE PRE-INTERMEDIATE” AT THE COLLEGE OF ARTS – HUE UNIVERSITY MASTER IN EDUCATION HUE, 2011 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TRAN THI BICH NGOC AN EVALUATION OF THE TEACHING OF “NEW CUTTING EDGE PRE-INTERMEDIATE” AT THE COLLEGE OF ARTS – HUE UNIVERSITY FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: Assoc Prof Dr TRUONG VIEN HUE, 2011 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ TRẦN THỊ BÍCH NGỌC ĐÁNH GIÁ VIỆC DẠY BỘ SÁCH GIÁO KHOA “NEW CUTTING EDGE PRE-INTERMEDIATE” TẠI TRƢỜNG ĐẠI HỌC NGHỆ THUẬT – ĐẠI HỌC HUẾ CHUYÊN NGÀNH : LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY - HỌC MÔN TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC NGƢỜI HƢỚNG DẪN KHOA HỌC: PGS TS TRƢƠNG VIÊN HUẾ, 2011 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Author Tran Thi Bich Ngoc I would like to extend my heartfelt gratitude and appreciation to a number of people, without whose support and involvement, this thesis would not have been completed Above all, I am deeply indebted to Associate Professor Doctor Truong Vien, my supervisor, for his whole-hearted guidance at every stage of the development of this study, continuous support, encouragement and critical feedback, especially for his first suggestion of implementing this research topic Next, I am heartily grateful to the English teachers at College of Arts, College of Pedagogy, College of Science, College of Economics, College of Agriculture and Forestry and students at College of Arts Hue University for their precious ideas and enthusiastic participation in my study Without them this paper could not have been completed Finally, I own my deepest gratitude to my parents, my family and close friends whose love, support and encouragements help me overcome all difficulties during the time I conducted this study Hue, November 2011 Tran Thi Bich Ngoc TABLE OF CONTENTS Contents pages Sub cover page Statement of authorship Acknowledgements Table of contents List of abbreviations List of tables .5 List of charts .6 Abstract CHAPTER 1: INTRODUCTION 1.1 Rationale .8 1.2 Aims of the study 10 1.3 Research questions 11 1.4 Scope of the study 11 1.5 Structure of the thesis 11 CHAPTER 2: LITERATURE REVIEW 13 2.1 The role of textbooks in EFL/ESL classroom 13 2.2 Syllabus and types of syllabus 15 2.2.1 Functional –Notional syllabuses 16 2.2.2 Procedural/Task-based syllabuses 16 2.3 Theme-based textbook 18 2.4 Textbook adaptation and techniques of adaptation 20 2.4.1 Textbook adaptation .20 2.4.2 Techniques of adaptation .21 2.5 An overview on the textbook “New Cutting Edge Pre-Intermediate” 23 2.5.1 Aims of the textbook 23 2.5.2 Structure of the textbook 24 2.6 CLT and its implementation in classroom in Vietnam .25 2.6.1 What is CLT? 25 2.6.2 Implementation of CLT in the Vietnamese classroom 26 2.7 Evaluation 27 2.7.1 Definition .27 2.7.2 Reasons for Textbook Evaluation 28 2.7.3 Types of textbook evaluation 29 2.7.4 Textbook evaluation schemes 30 2.8 Previous studies relating to the research 31 2.8.1 In other countries 31 2.8.2 In Vietnam 32 CHAPTER 3: RESEARCH METHODOLOGY 35 3.1 Research methodology 35 3.2 Subjects .36 3.2.1 Teachers 36 3.2.2 Students 37 3.3 Instruments and procedures of data collection 37 3.3.1 Questionnaires 37 3.3.1.1 Questionnaires for teachers 38 3.3.1.2 Questionnaires for students 39 3.3.2 Interviews .40 3.3.2.1 Interviews with teachers 41 3.3.2.2 Interviews with students 41 3.4 Data analysis .41 CHAPTER 4: FINDINGS AND DISCUSSION .42 4.1 Teachers' and students' perceptions on the textbook 42 4.1.1 Practical Considerations and Methodology 44 4.1.2 Layout and Design 48 4.1.3 Activities 52 4.1.4 Skills .58 4.1.5 Language Type .62 4.1.6 Subject and Content .67 4.1.7 Overall Consensus 71 4.2 Difficulties or challenges faced by teachers and students in the English teaching – learning process at the College of Arts 74 4.2.1 Large class size and multi-level classes 74 4.2.2 Students’ motivation in studying English 75 4.2.3 Testing type 75 4.3 Some suggestions from teachers and students for improvement 75 4.3.1 Some suggestions from teachers 75 4.3.1.1 To University 76 4.3.1.2 To GE teachers 76 4.3.1.3 To students 76 4.3.2 Some suggestions from students 77 4.3.2.1 To University 77 4.3.2.2 To GE teachers 77 CHAPTER 5: CONCLUSION AND IMPLICATIONS 79 5.1 Summary of the key findings 79 5.2 Implications .82 5.2.1 For teachers 82 5.2.2 For students 83 5.2.3 For University 83 5.3 Some suggested adaptations 84 5.4 Limitations of the study 91 5.5 Recommendations for further research .91 REFERENCES 92 APPENDICES Appendix 1: Teacher Textbook Evaluation Form Appendix 2: Student Textbook Evaluation Form Appendix 3: Interview Checklist A (For English teachers at CA, HU) Appendix 4: Interview Checklist B (For students at CA, HU) Appendix 5: Descriptive statistics of teachers’ item mean Appendix 6: Descriptive statistics of students’ item mean Appendix 7: Frequencies of teachers in marking each statement of the Textbook Evaluation Form Appendix 8: Frequencies of students in marking each statement of the Textbook Evaluation Form Appendix 9A: Module 1, Language focus 1: Revision of question forms, Students’ Book Appendix 9B: Module 1, Language focus 1: Revision of question forms, Teacher’s Resource Book Appendix 10A: Module 4, Reading: Birthday traditions around the world, Students’ Book Appendix 10B: Module 4, Reading: Birthday traditions around the world, Teacher’s Resource Book Appendix 11: Checklist for evaluation and selection (Cunningsworth, 1995) LIST OF ABBREVIATIONS CA College of Arts CAF College of Agriculture and Forest CE College of Economics CP College of Pedagogy CS College of Sciences GE General English HUCFL Hue University – College of Foreign Languages M Mean Method Methodology NCEP New Cutting Edge Pre-Intermediate SPSS Statistical Package for the Social Sciences Ss Students Ts Teachers TB Textbook WB Workbook Valid Valid Valid Valid Valid Frequency Item 30 Percent Valid Percent Cumulative Percent 1 3.3 3.3 3.3 10 33.3 33.3 36.7 23.3 23.3 60.0 12 40.0 40.0 100.0 Total 30 100.0 100.0 Frequency Item 31 Percent Valid Percent Cumulative Percent 13.3 13.3 13.3 23.3 23.3 36.7 26.7 26.7 63.3 11 36.7 36.7 100.0 Total 30 100.0 100.0 Frequency Item 32 Percent Valid Percent Cumulative Percent 10.0 10.0 10.0 30.0 30.0 40.0 23.3 23.3 63.3 11 36.7 36.7 100.0 Total 30 100.0 100.0 Frequency Item 33 Percent Valid Percent Cumulative Percent 16.7 16.7 16.7 20.0 20.0 36.7 3.3 3.3 40.0 18 60.0 60.0 100.0 Total 30 100.0 100.0 Frequency Item 34 Percent Valid Percent Cumulative Percent 6.7 6.7 6.7 10 33.3 33.3 40.0 23.3 23.3 63.3 11 36.7 36.7 100.0 Total 30 100.0 100.0 Valid Valid Valid Valid Valid Frequency Item 35 Percent Valid Percent Cumulative Percent 10.0 10.0 10.0 10.0 10.0 20.0 23.3 23.3 43.3 17 56.7 56.7 100.0 Total 30 100.0 100.0 Frequency Item 36 Percent Valid Percent Cumulative Percent 2 6.7 6.7 6.7 20.0 20.0 26.7 20 66.7 66.7 93.3 6.7 6.7 100.0 Total 30 100.0 100.0 Frequency Item 37 Percent Valid Percent Cumulative Percent 6.7 6.7 6.7 16.7 16.7 23.3 16.7 16.7 40.0 18 60.0 60.0 100.0 Total 30 100.0 100.0 Frequency Item 38 Percent Valid Percent Cumulative Percent 10 33.3 33.3 33.3 19 63.3 63.3 96.7 3.3 3.3 100.0 Total 30 100.0 100.0 Frequency Item 39 Percent Valid Percent Cumulative Percent 13.3 13.3 13.3 30.0 30.0 43.3 11 36.7 36.7 80.0 20.0 20.0 100.0 Total 30 100.0 100.0 Valid Frequency Item 40 Percent Valid Percent Cumulative Percent 13.3 13.3 13.3 23.3 23.3 36.7 30.0 30.0 66.7 10 33.3 33.3 100.0 Total 30 100.0 100.0 APPENDIX Frequencies of students in marking each statement of the Textbook Evaluation Form Valid Valid Valid Valid Frequency SEX Percent Valid Percent Cumulative Percent MALE 63 42.0 42.0 42.0 FEMALE 87 58.0 58.0 100.0 Total 150 100.0 100.0 Frequency Item Percent Valid Percent Cumulative Percent 45 30.0 30.0 30.0 87 58.0 58.0 88.0 15 10.0 10.0 98.0 1.3 1.3 99.3 7 100.0 Total 150 100.0 100.0 Frequency Item Percent Valid Percent Cumulative Percent 14 9.3 9.3 9.3 27 18.0 18.0 27.3 17 11.3 11.3 38.7 70 46.7 46.7 85.3 22 14.7 14.7 100.0 Total 150 100.0 100.0 Frequency Item Percent Valid Percent Cumulative Percent 6.0 6.0 6.0 16 10.7 10.7 16.7 38 25.3 25.3 42.0 77 51.3 51.3 93.3 10 6.7 6.7 100.0 Total 150 100.0 100.0 Valid Valid Valid Valid Valid Frequency Item Percent Valid Percent Cumulative Percent 10 6.7 6.7 6.7 14 9.3 9.3 16.0 56 37.3 37.3 53.3 60 40.0 40.0 93.3 10 6.7 6.7 100.0 Total 150 100.0 100.0 Frequency Item Percent Valid Percent Cumulative Percent 14 9.3 9.3 9.3 5.3 5.3 14.7 48 32.0 32.0 46.7 73 48.7 48.7 95.3 4.7 4.7 100.0 Total 150 100.0 100.0 Frequency Item Percent Valid Percent Cumulative Percent 23 15.3 15.3 15.3 22 14.7 14.7 30.0 33 22.0 22.0 52.0 61 40.7 40.7 92.7 11 7.3 7.3 100.0 Total 150 100.0 100.0 Frequency Item Percent Valid Percent Cumulative Percent 6.0 6.0 6.0 18 12.0 12.0 18.0 35 23.3 23.3 41.3 78 52.0 52.0 93.3 10 6.7 6.7 100.0 Total 150 100.0 100.0 Frequency Item Percent Valid Percent Cumulative Percent 5.3 5.3 5.3 24 16.0 16.0 21.3 Valid Valid Valid Valid 38 25.3 25.3 46.7 69 46.0 46.0 92.7 11 7.3 7.3 100.0 Total 150 100.0 100.0 Frequency Item Percent Valid Percent Cumulative Percent 16 10.7 10.7 10.7 29 19.3 19.3 30.0 51 34.0 34.0 64.0 46 30.7 30.7 94.7 5.3 5.3 100.0 Total 150 100.0 100.0 Frequency Item 10 Percent Valid Percent Cumulative Percent 15 10.0 10.0 10.0 10 6.7 6.7 16.7 24 16.0 16.0 32.7 85 56.7 56.7 89.3 16 10.7 10.7 100.0 Total 150 100.0 100.0 Frequency Item 11 Percent Valid Percent Cumulative Percent 15 10.0 10.0 10.0 14 9.3 9.3 19.3 46 30.7 30.7 50.0 66 44.0 44.0 94.0 6.0 6.0 100.0 Total 150 100.0 Frequency 100.0 Item 12 Percent Valid Percent Cumulative Percent 10 6.7 6.7 6.7 17 11.3 11.3 18.0 31 20.7 20.7 38.7 88 58.7 58.7 97.3 2.7 2.7 100.0 Total 150 100.0 100.0 Valid Valid Valid Valid Valid Frequency Item 13 Percent Valid Percent Cumulative Percent 2.7 2.7 2.7 2.7 2.7 5.3 19 12.7 12.7 18.0 93 62.0 62.0 80.0 30 20.0 20.0 100.0 Total 150 100.0 100.0 Frequency Item 14 Percent Valid Percent Cumulative Percent 22 14.7 14.7 14.7 26 17.3 17.3 32.0 25 16.7 16.7 48.7 64 42.7 42.7 91.3 13 8.7 8.7 100.0 Total 150 100.0 100.0 Frequency Item 15 Percent Valid Percent Cumulative Percent 5.3 5.3 5.3 16 10.7 10.7 16.0 22 14.7 14.7 30.7 93 62.0 62.0 92.7 11 7.3 7.3 100.0 Total 150 100.0 100.0 Frequency Item 16 Percent Valid Percent Cumulative Percent 10 6.7 6.7 6.7 23 15.3 15.3 22.0 38 25.3 25.3 47.3 75 50.0 50.0 97.3 2.7 2.7 100.0 Total 150 100.0 100.0 Frequency Item 17 Percent Valid Percent Cumulative Percent 6.0 6.0 6.0 5.3 5.3 11.3 Valid Valid Valid Valid 32 21.3 21.3 32.7 89 59.3 59.3 92.0 12 8.0 8.0 100.0 Total 150 100.0 100.0 Frequency Item 18 Percent Valid Percent Cumulative Percent 19 12.7 12.7 12.7 13 8.7 8.7 21.3 45 30.0 30.0 51.3 66 44.0 44.0 95.3 4.7 4.7 100.0 Total 150 100.0 100.0 Frequency Item 19 Percent Valid Percent Cumulative Percent 11 7.3 7.3 7.3 14 9.3 9.3 16.7 36 24.0 24.0 40.7 74 49.3 49.3 90.0 15 10.0 10.0 100.0 Total 150 100.0 100.0 Frequency Item 20 Percent Valid Percent Cumulative Percent 29 19.3 19.3 19.3 21 14.0 14.0 33.3 45 30.0 30.0 63.3 41 27.3 27.3 90.7 14 9.3 9.3 100.0 Total 150 100.0 100.0 Frequency Item 21 Percent Valid Percent Cumulative Percent 20 13.3 13.3 13.3 13 8.7 8.7 22.0 43 28.7 28.7 50.7 59 39.3 39.3 90.0 Valid Valid Valid 15 10.0 10.0 100.0 Total 150 100.0 100.0 Frequency Item 22 Percent Valid Percent Cumulative Percent 1 7 2.0 2.0 2.7 26 17.3 17.3 20.0 95 63.3 63.3 83.3 25 16.7 16.7 100.0 Total 150 100.0 100.0 Frequency Item 23 Percent Valid Percent Cumulative Percent 14 9.3 9.3 9.3 32 21.3 21.3 30.7 45 30.0 30.0 60.7 51 34.0 34.0 94.7 5.3 5.3 100.0 Total 150 100.0 100.0 Frequency Item 24 Percent Valid Percent Cumulative Percent 15 10.0 10.0 10.0 13 8.7 8.7 18.7 74 49.3 49.3 68.0 39 26.0 26.0 94.0 6.0 6.0 100.0 Total 150 100.0 100.0 APPENDIX 9B Reprinted from New Cutting Edge Pre-Intermediate Teacher’s Resource Book, Module 1, by Sarah Cunningham and Peter Moor Language focus (PAGES 8-9) Revision of question forms Check students understand the difference between a sport and a game Put them into pairs to discuss the questions Pre-teach a dice, a referee, a match, a race Students the quiz in groups with a limit of five minutes Remind them to check any unknown vocabulary in their minidictionaries Give three points to any group which has answered all the questions after five minutes Then give one point for each correct answers (see exercise 3) Ask a spokesperson from each group to give the answer to each question before you play the recording Stop the recording before the next answer and repeat the procedure APPENDIX 10B Reprinted from New Cutting Edge Pre-Intermediate Teacher’s Resource Book, Module 4, by Sarah Cunningham and Peter Moor Reading (PAGE 33) a Give students a few minutes individually to think about their birthday and what they b Students look at the picture and find the things, using their mini-dictionaries if necessary Check answers with the whole class Students read the text individually before comparing their answers in pairs Students work individually before checking answers with the whole class ANSWERS b particularly c brand-new d several f the armed forces g shape h City Hall e ceremony APPENDIX 11 Checklist for evaluation and selection (Cunningsworth, 1995) Practical considerations  How much does the whole package cost? Does this represent good value of money?  Are the books strong and long-lasting? Are they attractive in appearance?  Are they easy to obtain? Can further supplies be obtained at short notice?  Do any parts of the package require particular equipment, such as a language lab, listening center or cassette recorder? If so, you have the equipment available for use and is it reliable? Design and organization  What components make up the total course package (e.g student’s book, teacher’s book, cassette, etc.)?  How is the content organized (e.g according to structures, functions, topics, skills, etc.) Is it clear for learners and teachers?  How is the content sequenced (e.g on the basic of complexity, learnability, usefulness, etc.)?  Is there adequate recycling and revision?  Is some of the material suitable for individual study?  Is it easy to find your way around the textbook? Is the layout clear? Teachers’ books  Is there adequate guidance for the teachers who will ne using the textbook and its supporting materials?  Are the teacher’s books comprehensive and supportive?  Do the writers set out and justify the basic premises and principles underlying the material?  Are keys to exercises given? Language content  Is the material for vocabulary teaching adequate in terms of quantity and range of vocabulary, emphasis placed on vocabulary development, strategies for individual learning?  Does the textbook include material for pronunciation work? If so, what is covered: individual sounds, word stress, sentence stress, intonation, reduction?  Does the textbook deal with the structuring and conventions of language use above sentence level, e.g how to take part in conversations, how to structure a piece of extended writing, how to identify the main points in a reading passage?  Are style and appropriacy dealt with? If so, is language style matched to social situation? Subject and content  Is there sufficient material of genuine interest to learners?  Is there enough variety and range of topics?  Will the topics help expand students’ awareness and enrich their experience?  Are the topics sophisticated enough in content, yet within the learners’ language level?  Will your students be able to relate to the social and cultural contexts presented in the textbook?  Are women portrayed and represented equally with men?  Are other groups represented, with reference to ethnic origin, occupation, disability, etc.? Skills  Is there material for integrated skills work?  Is listening material well recorded, as authentic as possible, accompanied by background information, questions and activities which help comprehension?  Is material for spoken English (dialogues, role-plays, etc.) well designed to equip learners for real-life interactions?  Are all four skills covered, bearing in mind your course aims and syllabus requirements? Methodology  What approach/approaches are taken by the context? Is it appropriate to the learning/teaching situation?  What level of active learner involvement can be expected? Does this match the students’ learning styles and expectations?  What techniques are used to present/practise new language items? Are they suitable to your learners?  How are communicative abilities developed?  How are different skills taught?  Does the material include any advice/help to students on study skills and learning strategies?