Teachers and students perceptions on the 11th grade english textbooks = nhận thức của giáo viên và học sinh về sách tiếng anh 11 mới

INTRODUCTION

RATIONALE

Textbooks are essential in education across all institutions, serving as a critical resource in language teaching and learning, second only to the teacher They outline the syllabus, aiding novice teachers by offering methodological guidance and saving time on material creation (Cunningsworth, 1995) Textbooks often form the primary source of language input and practice in the classroom Thus, learning to effectively use and adapt textbooks is crucial for teachers' professional development (Richards, 2001) For students, textbooks serve as valuable instructional tools, facilitating independent practice and study, while providing the main exposure to the language outside of teacher-led input Additionally, for inexperienced teachers, textbooks offer lesson planning ideas and presentation formats, functioning as a form of teacher training.

Several studies have explored the attitudes of teachers and students toward English textbooks in ESL/EFL classrooms (Wen-Cheng et al., 2011; Kirkgüz, 2009; Rahimi & Hassani, 2012; Khodabandeh & Mombini, 2018) These investigations proposed a standardized textbook evaluation checklist tailored for elementary education Additionally, the National Foreign Language 2020 project has introduced the Pilot English Curriculum, further emphasizing the importance of effective textbook evaluation in language instruction.

On November 23, 2012, the Ministry of Education and Training (MOET) implemented the Vietnamese Upper Secondary Schools program in selected high schools Following the revision of English textbooks, a study was conducted to examine how EFL teachers at Vietnamese upper secondary schools utilized the Tieng Anh 11 textbooks for achievement tests (Ha Linh & Le, 2020) The research revealed that teachers effectively integrated the Tieng Anh 11 textbooks as resources for assessing student performance Additionally, another study was conducted by Tran, P to further explore this topic.

N T., & Tran, 2020) to explore EFL teachers‟ and students‟ perspectives on communicative skills represented in the 11 th grade English textbooks

Despite the piloting of the English textbooks under the National Foreign Language 2020 project in Vietnamese high schools, many institutions are using them for the first time, resulting in limited research on the perceptions of teachers and students There is a notable lack of studies focused on the new "English 11" textbooks, and investigating these materials poses significant challenges Therefore, this study aims to explore how teachers and students perceive the new English 11 textbooks, with the goal of contributing to the enhancement of textbook tasks and activities.

AIMS AND OBJECTIVES

This study explores the perceptions of teachers and students regarding the physical appearance, format, and content of the 11th-grade English textbooks released in 2014, which were developed under the National Foreign Language 2020 project by MOET (2013) The focus includes evaluating the units, activities, exercises, skills, and sub-skills presented in these textbooks.

To achieve this aim, two main objectives were set up

This study aims to explore teachers' perceptions regarding the physical appearance and structure of 11th grade English textbooks, focusing on their content, including units, activities, exercises, skills, and sub-skills, as well as the roles these textbooks play in the educational process.

+ To examine the students‟ perceptions of the physical appearance and format, the content (units, activities, exercises, skills, and sub-skills), and the roles of the 11 th grade English textbooks.

RESEARCH QUESTIONS

The following research questions are proposed in order to determine the perceptions of the teachers and the students on eight sections of the 11 th grade English textbooks:

1 What do high school teachers in Song Cau town perceive the 11 th grade English textbooks?

2 What do high school students in Song Cau town perceive the 11 th grade English textbooks?

SCOPE OF THE STUDY

The design of the 11th-grade English textbooks features eight headings per unit, prompting an investigation into the perceptions of both teachers and students regarding various aspects of the textbooks This study focuses on physical appearance, format, language components such as vocabulary, pronunciation, and grammar, as well as essential skills including reading, speaking, listening, and writing The research involves 10 teachers and 100 students from several high schools in Song Cau town, aiming to assess their views on the effectiveness and roles of these educational resources.

SIGNIFICANCE OF THE STUDY

This research aims to explore how teachers and students in Song Cau Town perceive the suitability of textbooks as resources for English teaching and learning in high schools It provides valuable insights into the practical implications for enhancing educational practices in these institutions.

ORGANIZATION OF THE STUDY

The study consists of five chapters

Chapter 1 “Introduction”, presents the rationale, aims and objectives, research questions, the scope of the study, the significance of the study and the organization of the study

Chapter 2 “Literature Review”, briefly reviews the literature of previous studies on teachers‟ and students‟ perception on the English textbooks related to this study This chapter also provides the theoretical background textbook evaluation of the physical appearance and format, the content (units, activities, exercises, skills, and sub-skills), and the roles of the textbooks

Chapter 3 “Research Methodology”, deals with the research methods, the description of the data, data analysis and research procedures This chapter also presents the reliability and validity of the data

Chapter 4 “Findings and Discussions”, focuses on describing, analyzing and discussing the perceptions of the teachers and the students on eight sections of the 11 th grade English textbooks

Chapter 5 “Conclusion and Implications”, reveals a summary of the results of the study It also offers implications for making the effective ways to implement these books and mentions the limitations of the study and the suggestions for further research.

LITERATURE REVIEW

TEACHING ENGLISH AT THE GENERAL EDUCATION LEVEL

English has been made a mandatory subject for all students in Vietnam's General Education Level, which consists of three stages across 12 grades These stages include the primary level (Grades 1 to 5 for ages 6 to 11), the lower secondary level (Grades 6 to 9 for ages 11 to 15), and the upper secondary level (Grades 10 to 12 for ages 15 to 18) (Hoang, V V., 2010).

Vietnam's current English teaching curriculum is part of a 10-year educational program that begins in grade 3, making foreign language subjects compulsory at all educational levels While English instruction is optional in grades 1 and 2, it becomes mandatory from grades 3 to 5 in primary schools, as well as in lower and upper secondary education Students are required to take English in the national General Certificate of Secondary Education (GCSE) examination Public schools must adhere to government-set curricula, which include two formats: 7-year and 10-year English textbooks, with selection based on individual school needs and local authority demands.

Concerning the detail of content, English is introduced from Form 3 –

In the education system, students in Forms 3, 4, and 5 engage in English studies for a total of 210 periods at the primary level At the lower secondary level, English is taught for 385 periods, with 3 periods per week in Forms 6, 7, and 8, and 2 periods in Form 9 Finally, at the upper secondary level, students study English for 315 periods, with 3 periods each in Forms 10, 11, and 12 (Hoang, V V., 2010).

The formal general education system in Vietnam can be summarized by detailing the number of English periods allocated at each educational level, as illustrated in Table 2.1.

Table 2.1 The number of English periods for each level of education in Vietnam Level of Education (forms) Number of Periods each Week Total periods

Primary (Grades 3 - 5) 2 periods/week/35 weeks 210

70 Upper secondary (Grades 10 -12) 3 periods/week/35 weeks 315

2.1.1 The 7-year set of English textbooks

The rise of English as a global language has shifted the focus of English teaching in Vietnam towards the learners, positioning them at the center of the learning process Consequently, teachers are now seen as facilitators who create innovative contexts for language instruction In response to this evolving educational landscape, the Vietnamese Ministry of Education and Training (MOET) initiated the development of a new curriculum and the creation of English textbooks for all schools, as outlined in Decree No 14/2001 TC-TTG, aimed at reforming the Vietnamese General Education Curriculum (Hoang, V V., 2010).

2008, all high schools applied the 7– year set of English textbooks

The book features 16 instructional units along with six review sections, with each unit divided into five key components: Reading, Speaking, Listening, Writing, and Language Focus Each component is designed to be taught in a 45-minute session (Minh, N T T., 2007).

A successful reading lesson begins with "Before you read" activities that engage students with the topic and introduce new vocabulary This is followed by "While you read" activities designed to enhance reading skills and strategies, including scanning, skimming, and contextual guessing Finally, "After you read" activities provide students with opportunities for further practice and written language production.

The Speaking section comprises three to four activities designed to enhance language skills The initial activities focus on providing language input and cultivating specific functions like expressing opinions, agreements, and disagreements Subsequent tasks allow students to practice and apply these skills effectively.

The Listening section is similar to the Reading section with three stages

Before listening activities set the stage for comprehension, while listening activities enhance engagement and focus, and after listening activities reinforce understanding and retention The Writing section often starts with a model that aids students in analysis, language development, and guided writing practice Each writing lesson culminates in a student-produced text, showcasing their learning and creativity.

The Language Focus section is divided into two key components: Pronunciation and Grammar and Vocabulary The Pronunciation part emphasizes practicing sounds, including vowels, consonants, and clusters, to help students improve their pronunciation skills Meanwhile, the Grammar and Vocabulary component is designed to reinforce the target forms introduced in the unit, requiring students to complete exercises that focus on essential grammatical structures and vocabulary usage.

The six "Test Yourself" review units are designed to reinforce vocabulary, grammar, and structure learned in each unit These review units serve as sample tests for teachers to create 45-minute assessments for their classes Each review comprises four key components: Listening, Reading, Writing, and Language Focus, while the speaking component is not included.

2.1.2 The renovation of the textbooks in Vietnam

In the era of globalization, the demand for English as an international language has significantly increased, prompting enhancements in the study of English in Vietnam This shift aims to improve the quality of English teaching and learning, ensuring that the country keeps pace with global trends.

Vietnamese Prime Minister of the Socialist Republic of Vietnam signed Decision N0 1400/QĐ-TTG to promulgate the National Project entitled

“Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020 (henceforth 2020 Project) on the 30 th of September, 2008 (MOET, 2008) The general goal of the 2020 project is “

By 2020, the majority of Vietnamese students graduating from secondary schools, vocational institutions, colleges, and universities are expected to confidently communicate in a foreign language This proficiency will enhance their daily interactions, academic pursuits, and professional endeavors within a multicultural and multilingual context, positioning foreign language skills as a key advantage for Vietnam's industrialization and modernization efforts.

In 2008 MOET issued a new curriculum to implement a ten–year education program on teaching and learning a foreign language (MOET,

2008) It describes the tasks for ELT at the secondary school level as enabling students to:

1 “Identify English and other languages as foreign language subjects to be taught and learned at education institutions that belong to the national education system

2 Construct and issue a detailed and unified language proficiency framework that consists of 6 levels This framework is compatible with other common international language proficiency levels and used as a reference when writing curriculums and teaching plans Based on this framework, criteria of evaluation are set up for different learning and training levels, ensuring interconnection in language training between school levels

3 Construct and implement a new program on compulsory language training at different school levels as follows: qualify KNLNN level

1 when graduating primary school; qualify KNLNN level 2 when graduating secondary school; qualify KNLNN level 3 when graduating high school.”

In 2008, the Vietnamese Minister of Education and Training appointed Hoang Van Van as the chief author of a ten-year English textbook series as part of the National Foreign Language 2020 Project (MOET, 2008) This initiative involved three teams of 15 Vietnamese textbook writers, collaborating with English textbook authors from leading international publishers MacMillan Education and Pearson Education Together, they developed a comprehensive English textbook series for Vietnamese schools, covering grades 3 to 12.

TEXTBOOKS

According to the Cambridge Dictionary, a textbook is a comprehensive resource that provides detailed information on a specific subject for students Textbooks serve as essential teaching-learning materials utilized by both students and teachers in alignment with curriculum development Furthermore, educators rely on textbooks to effectively manage lessons during the teaching and learning process, as they offer guidance and a repository of ideas for lesson delivery (Tomlinson, 2008).

According to Hutchinson and Torres (1994), textbooks are a fundamental component of English language teaching, serving as systematically organized resources (Richards, 2001) EFL textbooks provide essential knowledge and language skills, equipping students with information about English-speaking countries and preparing them for intercultural interactions Each textbook offers insights into grammar, vocabulary, and communicative competencies, enabling students to enhance their language skills effectively Thus, textbooks play a crucial role in fostering language acquisition and competence among learners.

2.2.2 The role of textbooks for EFL teachers and students

English has become essential in the educational curriculum of Vietnamese schools, presenting challenges in teaching and learning as a foreign language In Vietnam, the process relies heavily on key aids and materials, with textbooks being crucial for effective EFL instruction These textbooks provide valuable information and resources that benefit both teachers and students, making them indispensable in the educational landscape.

English is widely taught and learned as a second language globally, with Vietnam prioritizing effective English education In many cases, English textbooks serve as the primary, if not sole, source of language input for students, forming the foundation for language practice both in and out of the classroom According to Richards (2001), textbooks are essential in language classrooms, functioning as systematically planned and developed courses (Day & Krzanowski, 2001).

Textbooks are essential components of school curricula globally, providing both teachers and students with authoritative knowledge on various subjects, along with the values and skills endorsed by experts (Wen-Cheng et al., 2011) Research by Radić-Bojanić & Topalov (2016) highlights that in English as a Foreign Language (EFL) classrooms, textbooks offer a grammatical and functional framework, enabling students to effectively adapt and engage in classroom interactions.

O'Neill identifies four key purposes for utilizing course books in education Firstly, course book materials cater to students' needs effectively Secondly, they provide students with a structured program for future learning and a means to assess their previous coursework Lastly, course books offer valuable and relevant resources that enhance the learning experience.

Teachers now have the opportunity to modify course books according to their students' needs, as highlighted by O’Neill (1982) The content of textbooks significantly influences teaching methods and learning processes Therefore, evaluating English textbooks is essential to ensure the selection of appropriate materials for language programs This evaluation process aids teachers in choosing professionally designed textbooks that align with the curriculum, local context, and the specific goals of the teaching program, ultimately meeting the diverse needs of students in each school.

English textbooks serve as essential guides for both teachers and learners, providing clear frameworks that outline past and future learning objectives According to Tomlinson (2008), these textbooks offer foundational direction and suggestions for lesson planning He defines materials evaluation as the systematic assessment of their value in relation to specific learning goals (Tomlinson, 2011) Additionally, Richards and Rodgers (2006) highlight that textbooks are structured to promote a gradual progression of language forms and functions, from basic to complex The inclusion of pictures and graphic materials in English textbooks enhances student understanding, often surpassing verbal explanations from teachers As noted by Ahour and Ahmadi (2012), textbooks effectively convey knowledge in an organized manner, making them primary resources for learners Brown (1995) emphasizes the numerous benefits of textbooks, identifying them as vital sources of language, learning support, inspiration, and reference Consequently, textbooks are deemed crucial resources for achieving course objectives aligned with learners' needs.

Textbooks play a crucial role in improving English language learning and teaching, serving as essential resources for both students and teachers Given their frequent use, it is important to gather and analyze the opinions of both groups regarding EFL textbooks Teachers rely on these materials as vital support in their classroom instruction, making the adaptation and utilization of textbooks a key component of their professional expertise.

2.2.3 A description of the 11 th – grade English textbooks

The textbooks were developed in alignment with the new national curriculum under the National Foreign Language 2020 Project, following the Common European Framework of Reference for Languages (CEFR) and Threshold Level English Each unit's teaching content is summarized in a book map located on the fourth and fifth pages The textbooks include cassette tapes, a student's workbook, and a teacher's manual, covering essential language elements such as pronunciation, vocabulary, and grammar The teaching and learning process focuses on developing skills in listening, speaking, reading, writing, and enhancing the learner's cultural competence (Hoang, V V., 2016).

The textbook features 10 teaching units and 4 review units, with each upper secondary period lasting 45 minutes Each unit comprises eight sections: Getting Started, Language (including Vocabulary, Pronunciation, and Grammar), Skills (covering Reading, Speaking, Listening, and Writing), Communication & Culture, and Looking Back & Project The unit structure and allocated teaching periods for each component are detailed in Table 2.2 Each unit opens with a dialogue that introduces phonological and lexical elements, specific functions, notions, and relevant grammatical structures The content is organized around four main themes: Our Lives, Our Society, Our Environment, and Our Future, as outlined in Table 2.3.

Table 2.2 Book structure, unit structure, component headings, and time allocated for each heading ( Hoang, V V., 2015)

Number of components per unit 8

Reading Speaking Listening Writing Communication & Culture Looking Back & Project Time allocated for each heading 1 period

Table 2.3 The topics in the 11 th grade Textbooks (MOET, 2012)

Theme Our Lives Our Society Our Environment Our Future

- Caring for those in need

-People and the environment in conflict

The "Getting Started" section features an engaging dialogue that integrates phonological and lexical elements pertinent to the topic, along with specific functions, notions, and grammatical structures It includes four activities: listening to and reading the conversation, followed by three practice exercises The initial activity is designed to introduce students to the topic, enhance their listening skills, activate prior knowledge, encourage reading, and introduce new vocabulary The subsequent exercises focus on developing reading strategies such as scanning and skimming.

The Language section encompasses essential elements such as vocabulary, pronunciation, and grammar, aimed at reinforcing the concepts introduced in the Getting Started section The vocabulary focus is designed to solidify previously covered terms, while the pronunciation aspect emphasizes rhythm, intonation, and sound linking, enhancing students' speaking abilities Additionally, the grammar component seeks to practice and broaden the grammatical structures presented earlier Ultimately, this section prepares students for the development of the four macro skills: reading, speaking, listening, and writing, ensuring a comprehensive language learning experience.

The Skills section encompasses four essential components: reading, speaking, listening, and writing The reading segment follows a traditional lesson structure, starting with an introductory activity that familiarizes students with the topic, followed by a text of 250-280 words and three activities designed to enhance reading skills like scanning, skimming, and contextual guessing It concludes with a practice activity for oral or written expression The speaking section includes four to five activities that provide language input and develop functions such as expressing opinions and engaging in discussions The listening section mirrors this format, with activities aimed at motivating students and enhancing skills like general understanding and detailed comprehension through various exercises Lastly, the writing section consists of three to four activities that introduce writing models and vocabulary, guiding students through the writing process, culminating in practical writing tasks like personal letters, emails, and diaries reflecting on familiar experiences (MOET, 2012).

The Communication and Culture lesson is designed to enhance students' communicative skills and cultural awareness The communication section includes one or two activities aimed at providing information on diverse topics while fostering discussion skills Meanwhile, the culture section features two or three activities that promote cultural understanding through reading texts, answering questions, engaging in true-false exercises, and discussing relevant topics.

PERCEPTION

The concept of perception has been defined differently in many ways by many theorists

Perception is defined as a belief or opinion often shared by many, based on appearances, and encompasses awareness through the physical senses, particularly sight It involves the ability to notice and understand subtle details that may not be obvious to others In business English, perception reflects how individuals think and feel about a company, product, or service According to the Macmillan English Dictionary, it is a specific way of understanding something, involving sensory recognition and the capacity to make informed judgments Richard and Schmidt (2010) describe perception as the recognition and comprehension of events and stimuli through the senses, highlighting its role in shaping opinions, beliefs, attitudes, and judgments about the surrounding environment.

According to Norman (2002), perception is a cognizant mindfulness reaction to items and events in the beneficiary's current circumstance Searle

In 2015, Searle explored the concept of perception, emphasizing the significance of visual consciousness He noted that the connection between perceptual experiences and the real world—particularly through vision—has been a central focus of Western philosophy since Descartes, dominating discussions for over three centuries.

Perception is the process of interpreting information gathered from human sensory organs to derive meaning from our surroundings and understand events and objects in the environment.

2.3.2 Importance of perception on learning and teaching

The roles of teachers and students are vital in shaping the educational system, with teachers acting as controllers, advisers, mentors, and planners who enhance both student learning and behavior According to Razmjoo (2007), the use of textbooks boosts students' confidence and accelerates their understanding of the curriculum Furthermore, teachers' perceptions significantly influence the learning environment (Windiarti et al., 2019), as perception is shaped by individual background knowledge, allowing for diverse interpretations of educational experiences (McDonald, 2011).

Perception is categorized into positive and negative types, stemming from the interaction between individuals and objects (Irwanto, 2002) Positive perception reflects an optimistic assessment aligned with expectations, while negative perception indicates a pessimistic view that deviates from anticipated outcomes According to Lee & Tsai (2005), teachers' perceptions significantly shape the learning environment, influencing student behavior Additionally, King (2000) suggests that linguistic attitudes represent specific aspects of a language, implying that students' attitudes toward textbooks can serve as indicators of their competence in the learning process.

Textbooks play a crucial role in education, significantly influencing classroom activities Teachers rely on textbooks as primary resources for instruction, and their perceptions of these materials affect how they address challenges in teaching (Moloi, 2009) Consequently, teachers' views shape learning processes, strategies, and classroom dynamics Additionally, research indicates that while textbooks are designed to meet students' needs, the perceptions of students may hold greater importance than those of instructors (Weiten et al.).

1996) Hence, students‟ views of the textbooks are necessary to investigate

In conclusion, perception is essential in the teaching and learning process within EFL classrooms, as it offers valuable insights across various educational domains.

EVALUATION OF TEXTBOOKS

Textbooks play a crucial role in English Language Teaching (ELT) by facilitating the language learning process and helping educators tailor their curriculum to meet students' needs Evaluating textbooks is essential for teachers to select appropriate resources and adapt them for effective learning and natural interaction According to Cunningsworth (1995), careful selection ensures that chosen materials align with learners' needs and the teaching program's goals and values Additionally, Sheldon (1988) highlights that the choice of an ELT textbook represents a significant administrative and educational decision, often involving substantial professional, financial, and political considerations.

When evaluating textbooks, key practical considerations include the durability and visual appeal of the textbook, as well as the ease of obtaining the textbook package quickly Ur (1996) and Cunningsworth (1995) outline a "leveled" evaluation approach, consisting of two stages The first stage is an "impressionistic" evaluation, where teachers assess the textbook's attractiveness, accompanying materials, and overall structure The second stage, known as "In-depth Evaluation," involves a detailed analysis of specific areas, such as language skills and the quality of exercises provided Similarly, McGrath emphasizes the importance of these evaluation stages in selecting effective educational materials.

According to a 2004 study, three key methods for evaluating textbooks are the Impressionistic Method, the Checklist Method, and the In-depth Method The Impressionistic Method focuses on assessing overall impressions from the book's description, contents page, and a brief review of its organization, topics, layout, and visuals In contrast, the Checklist Method involves systematically verifying a set list of criteria Lastly, the In-depth Method emphasizes a detailed analysis of specific features, such as the design of a particular unit or exercise and the treatment of specific language elements.

ELT textbook evaluation can be classified into three distinct types based on different stages of use: 'predictive' or 'pre-use' evaluation, which assesses potential effectiveness before implementation; 'in-use' evaluation, which examines the textbook's performance during actual classroom use; and 'retrospective' or 'post-use' evaluation, which reflects on the textbook's effectiveness after it has been used (Cunningsworth, 1995; Tomlinson, 2003; Ellis).

In the realm of English Language Teaching (ELT), textbook evaluation can be categorized into three main types: 'predictive' or 'pre-use' evaluation, which assesses the potential performance of a textbook; 'in-use' evaluation, focused on the effects of textbooks currently utilized in classrooms; and 'retrospective' or 'post-use' evaluation, which reflects on the impacts of textbooks used over varying durations Each of these evaluation methods aims to measure the effectiveness of ELT textbooks in achieving specific goals, such as enhancing learners' academic literacy, supporting curriculum implementation, or aiding in test preparation.

Grant (1987) outlines a three-stage approach for evaluating textbooks: "Initial Evaluation," "Detailed Evaluation," and "In-use Evaluation." The first stage focuses on determining the book's appropriateness using the CATALYST test, which encompasses eight criteria: Communicative, Aims, Teachability, Available Add-ons, Level, Your impression, Student interest, and Tried and tested The second stage involves piloting the selected textbook following the CATALYST assessment Finally, the last stage is an ongoing process of reevaluation to ensure the textbook remains effective.

2.4.1 Evaluating the design of ELT textbooks

Evaluating textbook design involves assessing its physical appearance, layout, format, and features such as illustrations, tables, and figures Key elements include the durability and attractiveness of the cover, page layout, and binding, as well as the textbook's size and weight for student usability Additionally, it's important to determine if the design incorporates recent technological advancements Illustrations play a crucial role in engaging students during language learning; colorful and appealing images can enhance attention Furthermore, illustrations should represent diverse genders, classes, races, and cultures to avoid cultural insensitivity and negative reactions from learners The simplicity of illustrations is vital, as they often convey significant information effectively.

2.4.2 Evaluating the language content of ELT textbooks

When selecting a textbook, various learner and teacher factors must be considered (McGrath, 2004) Learner factors include age range, proficiency level, motivations for studying the target language, and gender distribution Additionally, learner needs such as dialect preferences, emphasis on specific language skills, and attention to mechanics like spelling and punctuation are crucial Teacher factors encompass language competence, methodological expertise, awareness, and teaching experience Cuningsworth (1995) highlights that effective ELT textbooks should address the four main language skills and outlines six criteria for evaluating these skills in a textbook.

- Considering the stated aims and curriculum requirements, are all the language skills are emphasized adequately?

- Does the textbook include materials that integrate language skills?

- Are the reading passages and activities are appropriate to the students‟ level, expectations?

- Is the number of reading materials adequate for students?

- Do the listening materials in the cassettes have high-quality recordings and are they authentic?

- Do the materials provide background information, questions, and activities in order to enhance students‟ comprehension?

When designing ESL textbooks, it's crucial to select grammatical items based on learners' language needs (Cunningsworth, 1995) Presenting structural issues in concise units or modules can enhance the language learning experience Furthermore, Williams (1983) emphasizes that ESL textbooks should provide meaningful contexts and diverse teaching techniques for structural units to effectively engage learners.

It is crucial to explore whether the focus should be on language form or language use, while also examining the balance between structural and meaningful presentations Grammar serves as a bridge that must be thoughtfully organized within exercises, encouraging students to understand structures in context The ultimate goal of teaching grammar is to guide language learners from form-focused accuracy to fluency, enabling them to effectively perform both structural and communicative aspects of the language.

When presenting vocabulary, it is crucial to align the vocabulary load with the learners' proficiency levels to ensure systematic gradation The selection criteria for vocabulary items must be carefully considered, as highlighted by Celce-Murcia (2001) Ur (1999) emphasizes the importance of defining vocabulary items, suggesting that definitions can resemble dictionary explanations and that new words can be introduced through explanations and visuals Furthermore, vocabulary instruction should incorporate antonyms, synonyms, collocations, and contextual usage in sentences, paragraphs, and texts Cunningsworth (1995) also provides a checklist to evaluate the effectiveness of vocabulary presentation in English Language Teaching (ELT) materials.

- Is vocabulary learning material included on its own right? If so, how prominent is it? Is it central to the course or peripheral?

- How much vocabulary is taught?

- Is there any principled basis for the selection of vocabulary?

- Is there any distinction of between the active and passive vocabulary, or classroom vocabulary?

- Is vocabulary presented in a structured, purposeful way?

- Are learners sensitized to the structures of the lexicon through vocabulary learning exercises based on semantic relationships, formal relationships, collocations and situation-based word groups?

- Does the material enable students to expand their own vocabularies independently by helping them to develop their own learning strategies? (p.46)

Exercises play a crucial role in teaching and learning English, as their selection and design are fundamental to effective language programs (Richards, 1990) Textbook exercises aim to enhance students' comprehension skills by enabling them to identify main ideas and detailed aspects of the material Furthermore, exercises should be contextually relevant, aligning with students' background knowledge, experiences, and current situations to facilitate authentic communication (Graves, 2000; Celce-Murcia, 2001).

Cultural issues in English Language Teaching (ELT) textbooks can hinder students' understanding of the target language culture EFL students often struggle with cultural aspects due to their own cultural norms, which can obstruct their foreign language learning Therefore, textbooks play a crucial role in helping students acclimate to new values by initially presenting familiar topics Additionally, fostering intercultural knowledge through comparisons of different cultures can address misunderstandings related to target language representations.

In the realm of effective language learning, Cunningsworth (1995) emphasizes the importance of familiar characters and the social and cultural context Additionally, Sheldon (1988) addresses the evaluation of cultural issues in English Language Teaching (ELT) textbooks, highlighting the concept of "cultural bias" and suggesting specific criteria for assessment.

- Are different and appropriate religious and social environments catered for, both in terms of the topics/situations presented and of those left out?

- Are students‟ expectations in regard to content, methodology, and format successfully accommodated?

- If not, would the book be able to wean students away from their preconceived notions?

- Is the author‟s sense of humor or philosophy obvious or appropriate?

- Does the course book enshrine stereotyped, inaccurate, condescending or offensive images of gender, race, social class, or nationality?

- Are accurate or „sanitized‟ views of the USA or Britain presented; are uncomfortable social realities (e.g unemployment, poverty, family breakdowns, racism) left out? (p.244)

In language textbooks, the integration of linguistic and structural elements is essential, while thematic content plays a vital role in enhancing language instruction This study focuses on the topics presented in textbooks, emphasizing that language learning should not be treated as an isolated subject, as it naturally occurs in real-life contexts (Cunningsworth, 1995) Engaging, lively, and challenging topics are crucial for student interest and interaction, fostering communicative skills such as opinion expression and conclusion drawing (p.86) It is important to evaluate the relevance of these topics and ensure that the time allocated for them is sufficient Additionally, prioritizing essential areas in material preparation is necessary According to Richards (2001), aligning these topics with student expectations is key to achieving desired learning outcomes.

REVIEW OF RELATED EMPIRICAL STUDIES

Recent studies highlight the challenges faced by teachers regarding pilot textbooks, serving as a foundation for this research A significant study by Nguyễn, T T T (2018) focused on high school teachers in Northern Vietnam and their difficulties in implementing English textbooks This case study involved five English teachers from various high schools and two teacher trainers who contributed to the textbook development The findings revealed six key challenges: (1) a wide array of difficult and unfamiliar topics, (2) insufficient time and program allocation, (3) a lack of resources for teachers, (4) discrepancies between learning and assessment, (5) mixed-level classes, and (6) low student motivation Additionally, the study provided potential solutions suggested by teacher trainers and textbook authors to address these challenges.

A study conducted by Tran, P N T., & Tran, Q T (2020) examined high school teachers' and students' perspectives on communicative skills in the new Grade 10 English textbook The research involved 42 students completing a questionnaire and 5 teachers participating in interviews at Bui Thi Xuan High School in Lam Dong Province The findings revealed that both teachers and students felt the new textbook would enhance their communicative skills.

The third study investigated EFL Student-Teachers‟ perception of intercultural communication competence and whether perceptions were practiced in their language teaching in high school settings (Minh, T Q et al.,

In a study conducted in 2017-2018 with forty-five senior students from the English education department at Can Tho University in Vietnam's Mekong Delta, findings revealed a strong willingness among students to engage in Intercultural Communication Competence (ICC) within their language teaching practices, as evidenced by their active teaching performances.

A study conducted in Hong Kong Secondary schools examined the perceptions of teachers and learners regarding the suitability of EFL textbooks (Chow, 2004) Involving 555 teachers and 2,535 learners from 52 schools, the findings revealed significant differences in perceptions both between and within groups, including variations based on subject streams, learning stages, and teacher qualifications The research highlighted the need for enhanced collaboration among stakeholders in textbook development and evaluation to improve textbook suitability and user satisfaction.

Nguyet, H T T., & Van Long, N (2020) conducted a comparative study of two sets of senior high school textbooks in Vietnam, focusing on the effectiveness of the newer edition in terms of lexical resources Their research specifically examined individual words and phrasal verbs, providing a quantifiable assessment of the lexical resources available in both textbooks The findings highlighted the mutual and exclusive vocabulary as well as the lexical complexity present in each set of materials.

In a study conducted by Srakang (2013), the perceptions of 12 10th Grade English teachers in Maha Sarakham Province regarding the use of English textbooks were investigated Utilizing questionnaires, classroom observations, and semi-structured interviews for data collection, the research revealed key findings on teachers' perceptions of English textbooks, their roles in classroom practice, and the challenges associated with their use.

In her 2007 study, Seda Aytuğ investigated the attitudes of English teachers towards the evaluation of the textbook "New Bridge to Success" for 9th grade beginners, focusing on teachers' perceptions of the essential characteristics of an effective English Language Teaching (ELT) textbook for high school students in Ankara The research involved 60 English teachers from 13 Anatolian High Schools in Ankara, conducted in June 2006 The findings revealed a spectrum of agreement and disagreement among teachers regarding the features of the NBS textbook.

Hoshangabadwala (2015) conducted research on students' perceptions of textbook layout and organization, focusing on how these factors influence learning simplicity The study involved 73 students from various private schools in Pakistan's cosmopolitan areas Findings revealed that students prioritize print and color over paper quality, indicating no significant correlation between textbook design and actual usage.

Khodabandeh and Mombini (2018) assessed the "Vision 1" English textbook designed for first-grade high school students in Iran The study involved 30 teachers and 70 students from Baghmalek, Khuzestan province Results showed that both teachers and students expressed interest in the textbook across all evaluation criteria, with the exception of cultural considerations.

This chapter provided an overview of English language teaching at the general education level in Vietnam, highlighting the significance of textbooks in the teaching and learning process, along with key issues related to textbook evaluation It also presented relevant studies in this area The upcoming chapter will detail the methodology, including the study participants, instruments used, and data analysis procedures.

RESEARCH METHODOLOGY

RESEARCH DESIGN

This research utilized a descriptive methodology to explore the perceptions of teachers and students regarding 11th-grade English textbooks Employing both quantitative and qualitative approaches, the study aimed to provide a comprehensive understanding of the research issues (Creswell, 2014, p 565) Quantitative data were gathered through questionnaires to assess perceptions, while semi-structured interviews were conducted to delve deeper into the insights of teachers and students.

POPULATION AND PARTICIPANT SELECTION

The study focused on high school teachers and students in Song Cau Town, all utilizing the Ministry of Training Education's approved textbooks for the 11th grade Participants were selected through purposive sampling, a method designed to gain deeper insights into the research phenomenon (Patton, 2014) This approach specifically targets individuals who can provide valuable perspectives on the issues being examined (Silverman, 2013).

In this study, ten certified high school English teachers from Song Cau Town were selected to evaluate the 11th-grade English textbooks With years of teaching experience, these educators possess significant insights into the selection and application of English textbooks in the classroom The study involved surveys and interviews, utilizing questionnaires that focused on the teachers' perceptions of the 11th-grade English textbooks used in their instruction Detailed participant backgrounds are presented in Table 3.1.

Table 3.1 The background of teacher participants

Years of teaching the 11 th – grade

Table 3.1 reveals that 70% of the participants in this study were female, and 90% of them had between one to five years of experience teaching 11th grade English textbooks.

A random selection of 100 11th-grade students from high schools in Song Cau Town participated in a study assessing their feedback on the English textbooks Each student completed a questionnaire and participated in interviews to express their thoughts on the textbooks Detailed background information about the participants is provided in Table 3.2.

Table 3.2 The background of student participants

Table 3.2 reveals that over half of the participants (56%) were female Additionally, the data indicates that 58% of participants had eight years of English learning experience, while 42% had more than eight years of experience.

RESEARCH INSTRUMENTS

The research instruments employed in this study included questionnaires for quantitative data, and semi-structured interviews for qualitative data

A questionnaire is a data collection technique that utilizes survey questions answered by a selected group of participants (Gay, Geoffrey, & Peter, 2011) It serves as an effective instrument for gathering information on a variety of topics (Richards, 2001) Consequently, the researcher employed a questionnaire as the primary method for assessing the perceptions of both teachers and students.

To construct the questionnaire, the researcher took the following steps:

1 A review of basic concepts, information on the existing physical appearance and format, the content (units, activities, exercises, skills, and sub-skills), and role of textbooks proposed by researchers from Vietnam and abroad as were presented in the Literature Review

2 A drafting of the questionnaire was prepared by adapting and developing questionnaires of Seda Aytuğ (2007) and Ladaporn Srakang

(2013) The questionnaires of two researchers were designed for textbook evaluation for users The questionnaire let participants share their beliefs, attitudes, and ideas explaining their perceptions toward the

The study on 11th grade English textbooks involved a questionnaire divided into two key sections: (A) Background Information and (B) Perceptions of Teachers and Students regarding the textbooks Teachers' insights were gathered through a dedicated questionnaire (refer to Appendix 1, page 80), while students' views were collected using a separate questionnaire (see Appendix 2, page 83).

This section provides essential background information on both teachers and students, focusing on gender distribution, the number of years teachers have been instructing 11th-grade English using specific textbooks, and the duration of English learning experienced by students.

- Teachers‟ and Students‟ Perceptions on the 11 th grade English textbooks

The study evaluated 30 items related to the physical appearance, format, content (including units, activities, exercises, skills, and sub-skills), and roles of English textbooks Among these items, 6 focused on physical appearance and format, 19 addressed content, and 5 pertained to the roles of textbooks Participants rated their perceptions using a five-point Likert scale, ranging from "Strongly agree" to "Strongly disagree." The reliability of the questionnaire was confirmed with Cronbach’s Alpha scores of 81 for physical appearance and format, 89 for content, and 80 for textbook roles in the teachers' responses, while the students' responses yielded scores of 73, 86, and 71, indicating acceptable reliability overall.

The study focuses on the physical attributes of 11th-grade English textbooks, specifically evaluating the cover, layout, illustrations, headings, and instructions through questions (1-6) These questions aim to gather insights into the textbook's attractiveness and durability, as well as its overall organization and the effectiveness of its visual elements.

The analysis of the 11th-grade English textbooks included 19 questions (7-25) designed to collect data on various elements such as units, activities, exercises, vocabulary, skills, and sub-skills featured in the textbook.

The last items representing the roles of English textbooks included 5 questions (26-30) The aim was to collect data to find out the importance of the textbooks in teaching and learning

I made a minor modification of Aytuğ‟s questionnaire (2007) and Srakang‟s questionnaire (2013) The phrase “the textbook” was changed into

“the 11 th grade English textbooks” so that it is more appropriate for the survey context

To accommodate participants with varying English proficiency levels, the questionnaire was translated into Vietnamese with assistance from experienced English teachers To ensure content validity, the initial version was distributed to a sample of 20 students and 5 teachers, all in Vietnamese After analyzing their feedback, the final version of the questionnaire was prepared for the survey participants The reliability of the questionnaires was established by piloting them prior to the main study and calculating the Cronbach Alpha coefficients.

The whole process of conducting the survey lasted about six months The following steps were taken (Table 3.3)

Table 3.3 Process of Conducting the Survey

Construction of items for the questionnaires October, 2021

Preparation of the first draft of the questionnaire November, 2021

Pilot for the first draft of the questionnaires; Translation December, 2022

Identifying the items into constructs January, 2022

Preparation of the final version of the questionnaires The middle of February, 2022

Administration of the survey March, 2022

An interview is defined as a question-and-answer conversation between a researcher and a participant, aimed at gathering specific information related to a research study (Gay, Geoffrey, & Peter, 2011) According to Merriam and Tisdell (2015), the primary purpose of conducting interviews is to gain deeper insights into individuals' opinions The interview questions were designed to elicit detailed information regarding the subject matter.

In response to the challenges posed by the severe Covid-19 pandemic, individual semi-structured interviews were conducted with 8 students and 3 teachers to ensure safety and minimize disruption to learning The interviews, held via personal mobile phones, provided convenience for participants Interview questions were translated into Vietnamese and adapted to the context of each discussion, following a preliminary questionnaire survey.

The interview questions were structured to gain deeper answers and check the accuracy of questionnaire data about participants‟ perceptions of the

The study on 11th-grade English textbooks involved interviews with teachers and students, focusing on key aspects of the textbooks Teachers were asked five questions covering physical appearance and format, the four main English skills, activities, exercises, and vocabulary In contrast, student interviews consisted of four questions addressing physical appearance, activities, exercises, and vocabulary, with a final question exploring their interests and challenges in learning from the textbooks.

DATA COLLECTION

The data collection for the research was initiated at the start of the second academic semester in January 2022 The researcher sought permission from teachers and students in various schools in Song Cau Town to conduct the study using online Google Forms Upon receiving approval, the researcher coordinated with 11th Grade English teachers and students to administer the questionnaires A total of 10 teachers and 100 students participated, and they were informed that their completion and submission of the questionnaire indicated their consent to partake in the study Participants were instructed to respond by selecting one of the provided options: (5) Strongly agree or (4) Agree.

(3) Neutral; (2) Disagree; and (1) Strongly disagree The responses to questionnaires from the teacher and student participants were then quantitatively analyzed

A semi-structured interview was conducted to gather in-depth information and supplement data from questionnaires Eight students and three teachers volunteered for the interviews, which were randomly selected and conducted individually via the Zalo app The interviews, conducted in Vietnamese, lasted about 10 minutes each and utilized open-ended questions All participants consented to audio and written recordings, with smartphones and laptops used for documentation The interviews were recorded and later transcribed for analysis.

DATA ANALYSIS

The study employed both quantitative and qualitative data analysis methods, integrating findings from questionnaires and semi-structured interviews to achieve its objectives Statistical analysis was conducted using SPSS version 26, where key calculations such as frequency, mean, standard deviation, and percentages were performed The interpretation of mean values followed the guidelines established by Srakang (2013).

The qualitative data obtained from the interviews was meticulously analyzed, starting with the transcription of audio recordings into text Teacher participants were coded as T1, T2, and T3, while student participants were labeled S1 through S8 The researcher then reviewed the transcribed data, making relevant notations to address the research questions Ultimately, the findings from both the questionnaires and semi-structured interviews were integrated to provide comprehensive answers to the research questions.

RELIABILITY AND VALIDITY

The researcher utilized questionnaires and semi-structured interviews to gather data for the study To ensure the reliability of the questionnaire, Scale Tests were conducted using the Statistical Package for Social Science (IBM SPSS; Version 26) The results of the Scale Reliability Statistics are presented in Table 3.4.

Table 3.4 Reliability Statistics of the questionnaire

Sections Cronbach‟s Alpha Number of items

The physical appearance and format 81 73 6

The content of units, activities, exercises, skills, and sub-skills

It can be seen that the reliability of the questionnaire was acceptable (α>0.60) Accordingly, this questionnaire was reliable enough to be used as instruments in this research

In terms of validity, the questionnaire adapted from Aytuğ (2007) in combination with the roles of textbooks by Srakang (2013) are used, so the quality of the data is quite valid

This chapter outlines the research methodology, detailing the background of the participants and the tools used for data collection and analysis The following chapter will focus on analyzing the data gathered from questionnaires and interviews conducted with high school teachers and students.

FINDINGS AND DISCUSSIONS

th – grade English textbooks

Teachers‟ perception of the roles of the textbooks

Concerning the roles of the textbooks, most of the answers from teachers show that they agreed with almost all the items.

Table 4.6 Teachers’ perception of the roles of the textbooks

Roles of English textbooks N Min Max Mean S D Level of agreement

26) The 11 th grade English textbooks serve as a syllabus 10 3 5 3.60 0.97 Agree

27) The 11 th grade English textbooks help plan daily instruction 10 3 5 3.80 0.79 Agree

28) The 11 th grade English textbooks serve as a source of assessment items 10 3 5 4.20 0.63 Agree

29) The 11 th grade English textbooks serve as a source of homework 10 3 5 4.00 0.82 Agree

30) The 11 th grade English textbooks serve as an essential source for the teacher

The analysis of scale data reveals that most participants selected Neutral and Strongly Agree options concerning the roles of English textbooks With an average mean score of 4.02, the findings suggest that teachers highly value the 11th-grade English textbooks, viewing their roles as essential Overall, teachers exhibit positive perceptions of the 11th-grade English textbooks they utilize.

The findings about the roles of textbook support the result from Srakang

Textbooks are crucial in the teaching process and classroom practices, as highlighted by research from 2013 This aligns with O'Neil (1982) and Sheldon (1988), who argue that textbooks significantly minimize the time teachers spend on material preparation Furthermore, Harmer (2001) emphasizes that textbooks are the result of extensive research, making them a valuable resource for both educators and students.

This study explored teachers' perceptions of five key areas in the 11th grade English textbooks, including physical appearance, difficulty level, unit organization, exercises and activities, skills distribution, and the textbook's roles The findings revealed that teachers generally found the visual aspects, difficulty level, and unit organization suitable for students However, they noted that certain exercises, activities, and vocabulary load remain challenging for learners.

th grade English textbooks

Students‟ perception on the difficulty level and the unit

organization of the 11 th – grade English textbooks.

As for the content relating to the difficulty level and the unit organization, the results can be found in Table 4.9

Table 4.9 Students’ perception on the difficulty level and the unit organization of the

The difficulty level and the unit organization of the 11 th – grade

N Min Max Mean S D Level of agreement

7) The difficulty level of the 11 th grade

English textbooks is appropriate to the students‟ level.

8) The content is organized according to the student‟s language needs

9) Each unit is in the same format 100 2 5 4.10 0.86 Agree

10) The topics of the units are interesting for students

12) The 11 th grade English textbooks include information about people from different countries

13) The 11 th grade English textbook's content is prepared by considering the whole academic year

16) The 11 th grade English textbooks‟ content reflects the cultural characteristics of the target language

Table 4.9 reveals that students expressed a high agreement with the importance of unit consistency in the 11th-grade English textbooks, reflected by a mean score of 4.10 Statements 12 and 16, which address cultural aspects, both received an average score of 3.58, indicating that while students recognize the inclusion of diverse cultural information, they feel the textbooks fall short in providing adequate background on various cultures, including those of Vietnam and beyond Consequently, accessing cultural and intercultural awareness through these textbooks proves challenging for students Additionally, the content is perceived as generally suitable for students' language needs, evidenced by a mean score of 3.57 However, statement 13, which assesses whether the textbook content is aligned with the academic year, garnered a lower mean score of 3.51, indicating limited agreement Other statements reflected neutral sentiments, with mean scores of 3.00 and 2.67, suggesting that students find the difficulty level of the textbooks potentially misaligned with their capabilities and that some topics may lack engagement.

The interviews revealed that while the textbooks are beneficial in enhancing students' listening, speaking, reading, and writing skills, challenges remain in the learning process S7 noted that the content aids in knowledge acquisition, and S5 emphasized improvements in vocabulary and pronunciation However, S6 pointed out that the advanced difficulty of the 11th-grade English textbooks poses challenges for many students Additionally, S2 highlighted that the effectiveness of the textbook content in developing language skills varies based on students' proficiency levels, indicating that the material may not be accessible for all learners.

In summary, the majority of students expressed their approval regarding the organization of units in the 11th-grade English textbooks However, they found that the difficulty level and topics presented in the textbooks remain unsuitable for their learning needs.

The findings are in line with the result from Trang (2018) who concluded that the speaking topics, listening exercises, and writing genres are difficult for students to complete.

Students‟ perception on the exercises and activities of the 11 th –

Table 4.10 illustrates the results about the exercises and activities of the

Table 4.10 Students’ perception on the exercises and activities of the 11 th – grade

The exercises and activities of the 11 th

N Min Max Mean S D Level of agreement

14) The exercises in the 11 th grade English textbooks are relevant to students‟ interests.

15) As a result of using the 11 th grade English textbooks, students can use English as a means of communication

17) The reading exercises in the 11 th grade

English textbooks are appropriate for improving students‟ reading skills

18) The writing exercises in the 11 th grade

English textbooks are appropriate for improving students‟ writing skills

19) The speaking exercises in the 11 th grade

English textbooks are appropriate for improving students‟ speaking skills

20) The listening exercises in the 11 th grade

English textbooks are appropriate for improving students‟ listening skills

23) The exercises in the 11 th grade English textbooks improve students‟ comprehension skills

24) The exercises improve students‟ ability to distinguish between main ideas and details

25) The exercises promote meaningful communication by referring to realistic situations

Table 4.10 reveals varied student perceptions across nine statements Notably, Statement 19, related to speaking exercises, achieved the highest mean score of 3.76, indicating strong agreement that these exercises enhance speaking skills by allowing students to practice what they have learned Additionally, two statements regarding the relevance of exercises to students' interests and comprehension skills received similar mean scores of 3.66 and 3.63, respectively, highlighting their significant impact on improving learning outcomes Furthermore, students expressed that reading exercises contribute to the development of their reading skills, with a mean score of 3.57.

Nevertheless, regarding the listening and writing exercises, statement 18 and

The study revealed mixed opinions among students regarding the effectiveness of listening and writing exercises in enhancing their skills, with mean scores of 3.28 and 3.37 indicating a neutral stance While some students felt that these exercises contributed positively to their abilities, others struggled to see improvement Additionally, statement 15 highlighted that students expressed a neutral view on using English as a means of communication after engaging with the textbooks, reflected in a mean score of 2.79, suggesting that many students found it challenging to interact with foreigners post-study.

Students expressed negative perceptions regarding their ability to identify main ideas and details in texts, with a mean score of 2.31, and to communicate effectively in real-life situations, scoring 2.49 This indicates that while students can enhance their reading and comprehension skills, most struggle to effectively discern key concepts due to challenging vocabulary Furthermore, their proficiency in using English for practical communication remains insufficient.

In a recent study, student interviews revealed insights that aligned with questionnaire findings, highlighting that participation can enhance reading, comprehension, and speaking skills For example, one participant noted that exercises aimed at improving reading comprehension and communication were beneficial Another emphasized that language lessons play a crucial role in vocabulary revision, effectively preparing students for both reading and speaking activities.

Students can enhance their English skills—reading, speaking, listening, and writing—through increased practice following each skill lesson, as noted by S6 However, challenges remain, particularly in listening and writing, which many students find difficult to comprehend and practice, as highlighted by S4 Similarly, S8 emphasized that the current listening and writing exercises do not effectively support students in improving these skills.

In conclusion, the varied responses from students highlight a range of perspectives, indicating that their ideas and thoughts differ across various items Consequently, the exercises and activities in the textbook may not universally enhance English skills for all students.

Students‟ perception on the skills and sub-skills distribution of

As for the section concerning skills and sub-skills, the results can be found in Table 4.11

Table 4.11 Students’ perception on the skills and sub-skills distribution of the 11 th – grade English textbooks

The skills and sub-skills distribution of the

N Min Max Mean S D Level of agreement

11) The units in the 11 th grade English textbooks provide students coverage of four main skills and other sub-skills (vocabulary and grammar).

21) The vocabulary load seems to be reasonable for the student‟s level

22) The vocabulary items are controlled to ensure systematic gradation from simple to complex

According to Table 4.11, students assessed the distribution of skills and sub-skills in 11th-grade English textbooks across three statements Statement 11 revealed that students believe the four main skills and sub-skills, including vocabulary and grammar, are evenly distributed in each unit, with a mean score of 3.65 However, Statement 21, which had a mean score of 3.12, indicated uncertainty about the vocabulary load, suggesting it may be excessive for some learners Furthermore, students expressed a negative perception of the vocabulary items, scoring 2.40, which reflects a disagreement with the notion that vocabulary is organized from simple to complex.

The findings from interview questions 4 and 5 reveal mixed opinions among students regarding vocabulary appropriateness While 3 out of 8 students, including S3 and S4, believe the vocabulary is suitable for their level, stating it helps them understand and complete exercises, the majority find it overwhelming and challenging For instance, S2 pointed out that the vocabulary is not organized from simple to complex and that some topics contain complicated terms Similarly, S1 noted that certain units, like unit 1, present difficulties for students Overall, there is a significant divide in perceptions of vocabulary difficulty, impacting students' learning experiences.

The generation gap has difficult vocabulary” In the same vein, S7 confirmed the unsuitability of vocabulary items by asserting “there are too many vocabularies in a lesson.”

Overall, students expressed a consensus on the equal importance of the four primary English skills outlined in the textbook However, they showed varied opinions regarding vocabulary items, with some disagreement and neutral perspectives.

Khodabandeh and Mombini (2018) emphasize the importance of balancing four main language skills—receptive and productive—in educational exercises This balance allows students to practice each skill integratively, enhancing their engagement and interest in learning the language.

Students‟ perception of the roles of the 11 th – grade English textbooks

Concerning the roles of the textbooks, most of the answers from students show that they agreed with almost all the items

Table 4.12 Students’ perception of the roles of the textbooks

Roles of English textbooks N Min Max Mean S D Level of agreement

26) The 11 th grade English textbooks serve as a syllabus 100 1 5 3.78 1.01 Agree

27) The 11 th grade English textbooks help plan daily instruction 100 2 5 4.08 0.83 Agree

28) The 11 th grade English textbooks serve as a source of assessment items 100 1 5 3.65 1.07 Agree

29) The 11 th grade English textbooks serve as a source of homework 100 1 5 3.65 1.03 Agree

30) The 11 th grade English textbooks serve as an essential source for the teacher

Table 4.12 reveals a strong consensus among students, reflected in an average mean score of 3.80, indicating their belief in the importance of textbooks for learning English Overall, students expressed positive perceptions regarding the roles of the 11th-grade English textbooks they utilize.

This finding is in line with claim made by O‟Neil (1982) and Sheldon

Textbooks significantly decrease the time needed for material preparation, as noted by researchers in 1988 This aligns with Harmer's definition from 2001, which emphasizes that textbooks are the result of extensive research, making them valuable resources for both teachers and learners.

The analysis of participant questionnaires and interviews revealed students' perspectives on five key areas of their textbooks: physical appearance and format, difficulty level and unit organization, exercises and activities, skills distribution, and the overall role of the textbooks The findings indicated that students highly valued the cover, layout, and format of the textbooks, as well as their roles in the learning process However, they expressed concerns regarding the difficulty level, which they found unsuitable, and noted that some exercises, activities, and vocabulary items felt overwhelming.

CONCLUSION AND IMPLICATIONS

SUMMARY

The study investigated the perceptions of high school teachers and students regarding the 11th-grade English textbooks released by the Ministry of Training and Education in 2014, as part of the National Foreign Language 2020 project Utilizing a mixed-methods research design, the researcher gathered both quantitative data through questionnaires and qualitative data via semi-structured interviews to address the study's research questions.

1 What do high school teachers in Song Cau town perceive the 11 th grade English textbooks?

2 What do high school students in Song Cau town perceive the 11 th grade English textbooks?

Research findings revealed that 11th-grade English teachers held a favorable view of the textbooks regarding their physical appearance, format, and comprehensive content, including units, activities, and skills The teachers affirmed that the textbooks effectively support teaching and learning, noting that the topics and exercises align well with students' interests and proficiency levels Additionally, these textbooks serve as essential resources in the classroom, enabling teachers to enhance students' English language skills.

The study on 11th-grade English textbooks revealed varied student perceptions regarding their physical appearance, format, and content, including units, exercises, and skills While students acknowledged the appropriateness of the textbooks' design and their role in learning English, they faced challenges with the content, finding some exercises and activities difficult to complete Additionally, students felt that the vocabulary presented was not suitable for all proficiency levels Despite these challenges, they recognized the textbooks as essential resources for their English learning.

IMPLICATIONS OF THE STUDY

This section outlines pedagogical implications drawn from the findings of this study

Insights from teachers can guide the textbook edition board in identifying the strengths and weaknesses of the current textbook, enabling them to make necessary revisions and enhancements for a higher-quality second edition.

The findings offer valuable insights for teachers in various educational settings, enabling them to critically evaluate the textbooks they utilize This reflection allows educators to select the most effective strategies for engaging with the material, ultimately enhancing student learning outcomes.

As for students‟ perception, the results from the analysis may help teachers and editors to regulate the content or activities, so that they can help students learn better.

LIMITATIONS OF THE STUDY

The study has some limitations due to the specific setting and participants, and the application of the study results

The study's primary limitation was its focus on a small group of teachers and students from high schools in Song Cau town, which does not provide a comprehensive representation of the broader population Consequently, this restricted sample size hindered the ability to identify significant differences in perceptions between teachers and students regarding the 11th-grade English textbooks, ultimately preventing a thorough comparison of their views.

The study's second limitation is that it focused solely on individual 11th-grade English textbooks Additionally, the Ministry of Education and Training is set to introduce new textbooks in the public education system, meaning the findings of this research may only be applicable in the next 3 to 5 years.

SUGGESTIONS FOR FUTURE STUDIES

Future research should focus on exploring the perceptions of both teachers and students with equal participant numbers to identify significant similarities and differences between their perspectives Additionally, similar studies should compare the textbooks being investigated with other educational materials published in Vietnam by the Ministry of Education and Training.

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Dear Teachers, I am an MA TEFL student at Quy Nhon University This questionnaire is designed to investigate the 11 th grade English Textbook Your cooperation would be much appreciated

I look forward to receiving your replies Thank you for your participation

PART A: Please complete the following items as appropriate

II Length of EFL experience in the 11 th grade English textbooks a Less than one year b 1-5 years c 6-10 years

PART B: Read each item and indicate your opinion with a scale of 5 Tick the relevant column which best reflect your opinion

The answers are: a) Strongly Agree (SA), b) Agree (A), c) Neutral (N), d) Disagree (D), d) Strongly Disagree (SD)

S trongly Agr ee Agr ee Ne utra l Disag re e S trongly Disag re e

1 The cover of the 11 th grade English textbooks is attractive

2 The cover of the 11 th grade English textbooks is durable

3 The layout of the textbook motivates students to perform the tasks

S trongly Agr ee Agr ee Ne utra l Disag re e S trongly Disag re e

4 The illustrations in the 11 th grade English textbooks are directly related to the content to help the learner understand the printed text

5 Main headings and subheadings in the 11 th grade English textbooks are well organized

6 The instructions in the 11 th grade English textbooks help students to comprehend the items thoroughly

Content (units, activities, exercises, skills and sub-skills)

7 The difficulty level of the 11 th grade English textbooks is appropriate to the students‟ level

8 The content is organized according to the students‟ language needs

9 Each unit is in the same format

10 The topics of the units are interesting for students

11 The units in the 11 th grade English textbooks provide students coverage of four main skills and other sub-skills (vocabulary and grammar)

12 The 11 th grade English textbooks include information about different people from different countries

13 The content of the 11 th grade English textbooks is prepared by taking into

S trongly Agr ee Agr ee Ne utra l Disag re e S trongly Disag re e consideration the whole academic year

14 The exercises in the 11 th grade English textbooks are relevant to students‟ interests

15 As a result of using the 11 th grade English textbooks, students can use English as a means of communication

16 The 11 th grade English textbooks content reflects cultural characteristics of the target language

17 The reading exercises in the 11 th grade

English textbooks are appropriate for improving students‟ reading skills

18 The writing exercises in the 11 th grade

English textbooks are appropriate for improving students‟ writing skills

19 The speaking exercises in the 11 th grade

English textbooks are appropriate for improving students‟ speaking skills

20 The listening exercises in the 11 th grade

English textbooks are appropriate for improving students‟ listening skills

21 The vocabulary load seems to be reasonable for the students‟ level

22 The vocabulary items are controlled to ensure systematic gradation from simple to complex

23 The exercises in the 11 th grade English

S trongly Agr ee Agr ee Ne utra l Disag re e S trongly Disag re e textbooks improve students‟ comprehension skills

24 The exercises improve students‟ ability to distinguish between main ideas and details

25 The exercises promote meaningful communication by referring to realistic situations

26 The 11 th grade English textbooks serve as a syllabus

27 The 11 th grade English textbooks help planning daily instruction

28 The 11 th grade English textbooks serve as a source of assessment items

29 The 11 th grade English textbooks serve as a source of homework

30 The 11 th grade English textbooks serve as an essential source for teacher

As an MA TEFL student at Quy Nhon University, I am conducting a survey to gather your opinions on the 11th grade English textbook Your participation is greatly valued and will contribute significantly to my research.

I look forward to receiving your replies Thank you for your participation

II You have been learning English for: a) 5 years b) 8 years c) more than 8 years

PART B: Read each item and indicate your opinion with a scale of 5 Tick the relevant column which best reflect your opinion

The answers are: a) Strongly Agree (SA), b) Agree (A), c) Neutral (N), d) Disagree (D), d) Strongly Disagree (SD)

Strongly Agree Agree Neutral Disagree Strongly Disagree

1 The cover of the 11 th grade English textbooks is attractive

2 The cover of the 11 th grade English textbooks is durable

3 The layout of the 11 th grade textbooks motivates students to perform the tasks

4 The illustrations in the 11 th grade English textbooks are directly related to the content to help the learner understand the printed text

5 Main headings and subheadings in the 11 th grade

English textbooks are well organized

6 The instructions in the 11 th grade English

Strongly Agree Agree Neutral Disagree Strongly Disagree textbooks help students to comprehend the items thoroughly

Content (units, activities, exercises, skills and sub- skills)

7 The difficulty level of the 11 th grade English textbooks is appropriate to the students‟ level

8 The content is organized according to the students‟ language needs

9 Each unit is in the same format

10 The topics of the units are interesting for students

11 The units in the 11 th grade English textbooks provide students coverage of four main skills and other sub-skills (vocabulary and grammar)

12 The 11 th grade English textbooks include information about different people from different countries

13 The content of the 11 th grade English textbooks is prepared by taking into consideration the whole academic year

14 The exercises in the 11 th grade English textbooks are relevant to students‟ interests

15 As a result of using the 11 th grade English textbooks, students can use English as a means of communication

16 The 11 th grade English textbooks content reflects cultural characteristics of the target language

17 The reading exercises in the 11 th grade English textbooks are interesting for students to practice

18 The writing exercises in the 11 th grade English textbooks are appropriate for improving students‟ writing skills

19 The speaking exercises in the 11 th grade English textbooks are appropriate for improving students‟

Strongly Agree Agree Neutral Disagree Strongly Disagree speaking skills

20 The listening exercises in the 11 th grade English textbooks are appropriate for improving students‟ listening skills

21 The vocabulary load seems to be reasonable for the students‟ level

22 The vocabulary items are controlled to ensure systematic gradation from simple to complex

23 The exercises in the 11 th grade English textbooks improve students‟ comprehension skills

24 The exercises improve students‟ ability to distinguish between main ideas and details

25 The exercises promote meaningful communication by referring to realistic situations

26 The 11 th grade English textbooks serve as a syllabus

27 The 11 th grade English textbooks help planning daily instruction

28 The 11 th grade English textbooks serve as a source of assessment items

29 The 11 th grade English textbooks serve as a source of homework

30 The 11 th grade English textbooks serve as an essential source for teacher

My name is Nguyen Thi Chung I am conducting research titled “Teachers’ and Students’ perceptions on the 11 th grade English textbooks”

This interview aims to gather data for my investigation into the perceptions of first-time teachers Your honest and accurate responses will significantly contribute to my research Rest assured, your identity will remain confidential throughout the process.

Please do not discuss any of the questions with your friends Thank you very much!

Question 1: What make people impressed most when approaching an English textbook?

Question 2: How does the content of the 11 th grade English textbooks meet the student‟s needs and interests?

Question 3: How do the activities and exercises in the 11 th grade English textbooks reinforce what the students have already learned and improve students‟ English skills?

Question 4: How are four English skills (reading, speaking, listening, writing) presented in the 11 th grade English textbooks?

Question 5: How complicated were the vocabularies represented in the 11 th grade English textbooks?

Dear students, thank you for agree to take part in our research We highly appreciate your help in completing this survey interview

In your experience, please answer some questions related the challenges of textbook

Question 1: What make people impressed most when approaching an English textbook?

Question 2: How does the content of the 11 th grade English textbooks meet the student‟s needs and interests?

Question 3: How do the activities and exercises in the 11 th grade English textbooks reinforce what the students have already learned and improve students‟ English skills?

Question 4: How complicated were the vocabularies represented in the 11 th grade English textbooks?

Question 5: What are your interests and challenges during learning the 11 th grade English textbooks?

Question 1: What make people impressed most when approaching an English textbook?

An appealing textbook cover and colorful layout can significantly capture people's interest Additionally, a clear format and well-defined headings are crucial for aiding teachers in navigating the content effortlessly.

When selecting an EFL textbook, I prioritize the layout, instructions, and topics, often reviewing the headings and sub-headings for an overview Additionally, high-quality images and materials are crucial in my decision-making process, as visual aids significantly enhance language teaching, making it easier for teachers to engage students effectively.

Question 2: How does the content of the 11 th grade English textbooks meet the student‟s needs and interests?

The updated content of textbooks includes relevant and trending topics like the generation gap, independence, global warming, and health and longevity, which enhances students' understanding of contemporary issues This approach not only aids in addressing new challenges but also fosters greater independence in students' English speaking skills.

T2: I think students can improve their English such as reading, speaking, listening, and writing skills, which helps students pass the final exam easily and communicate English very well

Students develop essential skills such as reading, speaking, listening, writing, and a diverse vocabulary, along with grammar and structural knowledge Additionally, textbooks enhance their understanding of global culture, customs, and people.

Question 3: How do the activities and exercises in the 11 th grade English textbooks reinforce what the students have already learned and improve students‟ English skills?

Students consolidate their learning after each lesson through various exercises and activities designed to enhance their English skills, including reading comprehension and communication While the textbook provides numerous exercises that facilitate skill development, some listening activities may not align with students' proficiency levels Overall, the textbook offers a range of exercises that help students improve their reading and speaking abilities, as well as practical writing skills, enabling them to effectively compose emails, letters, and essays.

To enhance the effectiveness of T3, I incorporated additional materials from various textbooks While some activities and exercises are designed to help students apply concepts in real-life situations, they often present significant challenges for learners.

Question 4: How are four English skills (reading, speaking, listening, writing) presented in the 11 th grade English textbooks?

T1: From my point of view, the textbook served listening activities, speaking such as practicing dialogue, writing, and reading as well

T2: It was a good balance of four main skills represented in the textbooks It concludes all the aspects in every unit of the book

T3: I think that each unit performs 4 main skills such as reading, speaking, listening, and writing Each skill lesson is designed to teach in a period

Question 5: How complicated were the vocabularies represented in the 11 th grade English textbooks?

The ease of understanding material can vary significantly among students, as what may seem straightforward to us might not align with their comprehension levels Topics like generational gaps and independence often present vocabulary challenges that can hinder students' grasp of the content.

T2: In my opinion, most vocabularies in the 11 th – grade English textbooks are designed from simple to complex

T3: Most of the vocabularies represent from simple to complex However, some vocabulary themes are quite more challenging for student levels

Question 1: What make people impressed most when approaching an English textbook?

S1: My priorities while choosing an ELT textbook are nice and colorful pictures and photos in the textbooks

Students are more likely to engage with and understand their studies when textbooks feature a clear format and appealing illustrations Therefore, I will prioritize selecting textbooks that provide well-structured layouts and vibrant, attractive images to enhance the learning experience and convey essential background information effectively.

In my view, well-structured headings and clear illustrations in textbooks greatly enhance my learning experience, making it easier to follow and practice the lessons Additionally, I prefer textbooks that are visually appealing and colorful, as they are my top choice for effective learning.

S5: Well, because I’m a teenager, I want to use nice and pretty things so nice and attractive textbooks are my first choice Especially, clear and interesting headings motivate students to study well”

S6: From my point of view, my first choices are topics, headings, and illustrations represented in the textbooks If they are clear and interesting, students might study more effectively

S7: In my opinion, people are attracted to the pictures, headings, and illustrations of the textbooks first in choosing the textbooks

S8: I think interesting topics and beautiful pictures are important to choose textbooks

Question 2: How does the content of the 11 th grade English textbooks meet the student‟s needs and interests?

Students receive extensive vocabulary to utilize in reading exercises, while the textbooks emphasize speaking skills and communication, ultimately enhancing their speaking abilities.

S2: Students can be more confident in communicating, which plays an important role in developing students’ language However, it depends on the level of students’ proficiency

S3: The content of the textbooks focuses on grammar, communication, vocabulary, and pronunciation, which helps students improve their knowledge