Investigating the impacts of more 3 students book user for cambridge ket on students learning outcomes at tri viet language center

VIETNAM NATIONAL UNIVERSITY- HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES FACULTY OF ENGLISH LINGUISTICS AND LITERATURE INVESTIGATING THE IMPACTS OF MORE! STUDENT’S BOOK USED FOR CAMBRIDGE KET ON STUDENTS’ LEARNING OUTCOMES AT TRI VIET LANGUAGE CENTER A thesis submitted to the Faculty of English Linguistics & Literature By NGUYỄN HỒNG THẮM Supervised by TRAN THI THANH DIEU, Ph.D NGUYEN DANG NGUYEN, Ph.D HO CHI MINH CITY, AUGUST 2023 i ABSTRACT This study investigated the impacts of MORE! student’s book used for Cambridge KET on students’ learning outcomes at Tri Viet Language Center in Tay Ninh province, Viet Nam This research was conducted because of some initial potential gaps that the researcher discovered when teaching MORE! to KET students at TVC To help point out factors that led to the impacts of the book on students’ learning and hopefully offer practical recommendations for better use of the book, the researcher employed a case study design and a mixed methods approach using questionnaires and observations administered to 05 KET teachers and 75 KET students at TVC for this student's book evaluation The data from the questionnaires were analyzed and grouped in themes using a basic sum through frequency and percentage of responses The results from participants’ opinions revealed that MORE! student’s book was to some extent helpful to support users with necessary components to achieve the course’s communication objectives However, as the book did not contain enough necessary aspects for testing for learners to achieve KET Consequently, it caused more many negative impacts rather than positive ones on students’ learning outcomes (SLOs) Key words: MORE! student’s book, evaluation, impacts, students’ learning outcomes (SLOs), KET ii ACKNOWLEDGEMENT I am deeply indebted to a private organization and people for helping me make the present thesis possible First, I would like to express my deepest gratitude to Dr Tran Thi Thanh Dieu and Dr Nguyen Dang Nguyen, my two supervisors at University of Social Sciences and Humanities, who gave me support, encouragement and constructive advice throughout this research study Without their excellent feedback and support, this thesis would not have been completed Especially, I felt very sad about the sudden passing of Dr Tran Thi Thanh Dieu, my first instructor, because of having Covid virus at the end of 2021 I really apologize that I did not have an opportunity to say thank you to her in person On the way, I was also very grateful and honored to have Dr Nguyen Dang Nguyen to guide me continuously Unluckily, I had a premature birth, preeclampsia syndrome, epidemic virus and numerous negative problems and my baby also got epidemic virus and its potential impacts, it took us much time to get better Therefore, I did not contact Dr Nguyen Dang Nguyen so often Again, I was deeply sorry and extremely grateful to Dr Nguyen Dang Nguyen Without his supervision and sympathy, this study would not have been possible Besides, I am also grateful to Tri Viet Language Center in Tay Ninh province to enable me to conduct my study, research valuable findings and receive constructive feedback from colleagues Also I would like to sincerely say thank you to teacher and student participants and people at Tri Viet Language Center, who directly or indirectly contributed the data to this study Finally, I would like to express my heartfelt thanks to my beloved niece who quitted her own job to help me to take care of my little daughter so that I could have enough time focusing on this research study And special thanks also go to all members in my family, my good friends and my colleagues who gave me strong encouragement to finish the thesis Without their unfailing love, encouragement and support over time, I could not have done this research study iii STATEMENT OF ORIGINALITY I confirm that I am the sole author of this thesis and that no portion of it has been published or submitted for publication elsewhere To the best of my knowledge, my thesis does not intrude on anyone's copyright or violate any ownership rights, and that any ideas, techniques, quotations, or other content from other people's work used within my thesis, whether published or unpublished, is fully acknowledged in accordance with standard referencing practices I certify that this is a genuine copy of my thesis, along with final revisions, as accepted by my thesis supervisor and the administration staff of the English Faculty in USSH, and that this thesis has not been submitted to any other University or Institution iv RETENTION OF USE Being a candidate for the MA degree, I agree to the University's standards for the preservation and use of theses deposited in the Library I agree that the original of my thesis deposited in the Library should be available for study and research purposes, subject to the Librarian's standard rules for the preservation, lending, or replication of theses I agree to follow any general terms imposed by the University for the preservation, lending, or replication of theses, as well as any specific usage conditions in regard to this thesis titled By signing this form, I agree that a copy of my thesis will be preserved in the University of Social Sciences and Humanities, and allow it to be published online in full text I confirm that the necessary copyright licenses for any original materials included in my thesis have been secured Date: 11/8/2023 Candidate’s signature _ v TABLE OF CONTENT Table of Contents……… …………………………………… …… ………… vi LIST OF ABBREVIATIONS ix LIST OF TABLES x LIST OF FIGURES ………………………… ……………………… ……….….xi LIST OF APPENDIXES………………………………………… ……….…… xii CHAPTER 1: INTRODUCTION ………………….……………… …………….1 1.1 Background to the study…………………… ………………………….…….….1 1.2 Statement of problem 1.3 Aims of the study 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of thesis CHAPTER 2: LITERATURE REVIEW ….…… ………9 2.1 Definition, strength and weakness and design of textbooks…… …………… 2.1.1 Definition of the textbook …………………………………………………… 2.1.2 Strength and weakness of textbooks …………………………………………10 2.1.3 Textbook Design ……………………………………………………….…….11 2.2 Textbook evaluation ………………………………………………………… 13 2.2.1 Definition of textbook evaluation …………………………………… 13 2.2.2 Role of textbook evaluation in EFL classroom……………………………… 13 2.2.3 Approaches and Criteria for Textbook Evaluation ……………………… …15 2.3 Students’ learning outcomes (SLOs) and Assessment of SLOs: ………………17 2.3.1 Definition of student’s learning outcomes: ………………………………… 17 2.3.1.1 Definition of student learning outcomes: ………………………………… 17 2.3.1.2 Cambridge Key English Test (KET) …………………………………… 18 2.3.2 Assessment of Cambridge Key English Test (KET) ……………………… 20 2.3.2.1 The structure of KET exam…………………………………………………20 2.3.2.2 Assessment of four skills in KET format …………………………….……22 2.3.2.2.1 Reading and Writing skills ………………………………………….……22 2.3.2.2.2 Listening skill ………………………………………………………… 23 vi 2.3.2.2.3 Oral Competency …………………………………………………… … 24 2.4 Impacts of MORE! on students’ KET exam achievement ………………… 25 2.5 A review of previous studies ………………………………………………… 26 2.5.1 Studies in Vietnam ………………………………………………………… 26 2.5.2 Studies in Western countries …………………………………………………28 2.6 Theoretical framework of the study ………………………………………… 29 CHAPTER 3: METHODOLOGY ……………………………………………….33 3.1 Research design ……………………………………………………………… 33 3.2 Context of the study…………………………………………………………… 36 3.2.1 Sampling of TVC and Participants ………………………………………… 36 3.2.1.1 Sampling of TVC ………………………………………………………….36 3.2.1.2 Participants …………………………………………………………………38 3.2.1.2.1 Teacher Respondents …………………………………………………….38 3.2.1.2.2 Student Respondents …………………………………………………….40 3.3 Research instruments ………………………………………………………….41 3.3.1 Classroom observation ………………………………………………………41 3.3.1.1 Classroom observation checklist ………………………………………… 41 3.3.1.2 Classroom observation procedure …………………………………………43 3.3.1.3 Methods of analysis ……………………………………………………….43 3.3.2 Questionnaire for teachers and students …………………………………….44 3.3.2.1 Questionnaire for teachers …………………………………………….… 45 3.3.2.2 Questionnaire for students …………………………………………….… 45 3.4 Data collection procedure ……………………………………….….47 3.4.1 Phase 1: The preparation stage …………………………………………… 47 3.4.2 Phase 2: The observation stage ………………………………………… ….47 3.4.3 Phase 3: The questionnaire stage ……………………………………… ….47 3.4.3.1 The questionnaire stage for teachers …………………………………… 47 3.4.3.2 The questionnaire stage for students …………………………………… 47 CHAPTER 4: RESULTS AND DISCUSSION 4.1 RESULTS …………………………………………………………………….49 vii 4.1.1 Theoretical Evaluation of MORE! student’s book ………………….….…49 4.1.1.1 Aims and objectives of MORE! …………………………………….….49 4.1.1.2 Organization and structure of MORE! …………………… 49 4.1.1.3 Physical appearance …………………………………………………….…51 4.1.1.4 Content of MORE! and supplementary resources ………………………51 4.1.1.5 Comparison of MORE! to KET format …………………………………53 4.1.1.5.1 Ket format …………………………………………………………….….53 4.1.1.5.2 Comparison of MORE! to KET format …………………………….…55 4.1.2 Findings from Classroom Observation and Questionnaire ……….…………58 4.1.2.1 Findings from Classroom Observation …………………………………….58 4.1.2.1.1 A summary of general information about classroom observation ………58 4.1.2.1.2 Detailed evaluation of a typical unit in classroom observation: Unit …60 4.1.2.1.3 A summary of physical conditions …………………………………… 66 4.1.2.1.4 A summary of teaching and learning process ………………………… 66 4.1.2.1.5 First investigation results from classroom observation ………………….67 4.1.2.1 Findings from Questionnaire ………………………………………………73 4.1.2.1.1 Questionnaire Findings from teachers’ responses ……………………….73 4.1.2.1.2 Questionnaire Findings from students’ responses ……………………… 83 4.2 DISCUSSION ……………………………………………………………… 93 CHAPTER 5: CONCLUSION…………………………………….………… …966 5.1 Summary of the findings………………………………………………….… 96 5.2 Implications………………………………………………………………… 98 5.3 Limitations and recommendations ……………………………………………99 5.3.1 Limitations……………………… ……………….…………… ………… 99 5.3.2 Recommendations 99 5.3.2.1 Recommendations from teachers 99 5.3.2.2 Recommendations from students 100 viii LIST OF ABBREVIATIONS CEFR: Common European Framework of Reference for languages EFL: English as a Foreign Language EIL: English as an international language ELT: English Language Teaching ESOL: English for Speakers of Other Languages ESL: English as a Second Language FCE: First Certificate in English IELTS: International English Language Testing System KET(s): Key English Test(s) MOET: Ministry of Education & Training RQ(s): Research Question(s) SL: Second-Language SLO(s): Students’ Learning Outcome(s) TOEFL: Test of English as a Foreign Language TVC: Tri Viet Language Center ix LIST OF TABLES Table 2.1: steps of material writing stage (Jolly and Bolitho, 2011) .12 Table 2.2: Six principles of materials by Nunan (1988) .12 Table 2.3: Criteria for evaluating KET writing skill ………23 Table 2.4: Criteria for evaluating KET Speaking skill ………25 Table 3.1: Correspondence of RQ, analysis procedure & data source ………34 Table 3.2: Summary of background information of TVC …… 37 Table 3.3: General information about the teacher participants ………39 Table 3.4: General information about the student participants ………40 Table 3.5: Classroom observation checklist …… 42 Table 4.1: A summary of the grammar points in the book …… 51 Table 4.2 Activities and tasks in Unit in MORE! ………52 Table 4.3: Comparison between the test format and MORE! ………58 Table 4.4 Background details of classroom for observation ………59 Table 4.5 Information about the lessons observed ………60 Table 4.6: A summary of teachers’ responses on Question ………73 Table 4.7: A summary of teachers’ responses on Question … 75 Table 4.8: A summary of teachers’ responses on Question ………77 Table 4.9: A summary of teachers’ responses on Question …… 78 Table 4.10: A summary of teachers’ responses on Question ….… 79 Table 4.11: A summary of teachers’ responses on Question ….… 80 Table 4.12: A summary of teachers’ responses on Question …… 82 Table 4.13: A summary of students’ responses on Question …… 83 Table 4.14: A summary of students’ responses on Question …… 85 Table 4.15: A summary of students’ responses on Question …… 86 Table 4.16: A summary of students’ responses on Question …… 88 Table 4.17: A summary of students’ responses on Question …… 89 Table 4.18: A summary of students’ responses on Question …… 90 Table 4.19: A summary of students’ responses on Question …… 91 Table 5.1: Summary of main findings …… 96 x READING PART Part Questions – For each question, choose the correct answer 1 A The bicycle that’s for sale was built for a child B Some parts of the bicycle must be changed C Debbie is selling the bike because she’s too big for it now A Tim thinks Ben should look on the concert website B Tim hopes that Ben will be able to come with him C Tim wants to know if Ben can pay him back today A You get into the park by going this way B It is more expensive to go here alone C You will have fun if you come with friends 4 A Emma knows that Lynne can’t be at the party when it starts B Emma wants to go to the party a bit later than Lynne C Emma wants to go out with Lynne but not to the party 138 How much time did the ice cream shop open? A The ice cream shop is open for only hours B Two ice creams will cost the same as one C You can get free ice creams all afternoon Why did Sophie write this message? A to check if Anna has completed her homework B to let Anna know what they did in class today C to ask Anna to contact her about the homework 139 Part Questions – 13 For each question, choose the correct answer Tasha Danni Chrissie Who writes both a magazine and a blog? A B C Who says that studying and writing a blog at the A B C A B C A B C A B C A B C A B C same time can be hard? 9 Who answers questions from other people who read her blog? 10 11 Who plans to stop writing her blog soon? 11 Who didn’t have many people reading her blog in the beginning? 12 12 Who asks a member of her family to help her write her blog? 13 13 Who says writing a blog is easier than some other types of writing? 140 Last year I wrote for my college magazine, which I found really difficult, but I Tasha don’t think it’s hard to write a good blog Mine is about things from daily life that make me laugh My older brother also has a blog, but we’re writing about different subjects We don’t discuss what we’re planning, but we read each other’s blogs sometimes I like giving advice to people who write in asking for it – it’s good to know I’ve helped Danni I started writing my popular film blog because I love movies I like it when readers send me articles by email about a film they’ve seen, and I put these on my blog for Young blog writers Chrissie everyone to read I’m still at college, so I’m careful about spending too long on my blog, which is difficult as writing well takes time I don’t think I’ll write it for much longer I’m busy, and it’s time to something new I began writing on a school magazine I stopped after a few years, but I missed it, so I started my own – I’m still writing it now! The blog’s new for me, and I write about daily life I get ideas from friends or my sister when I can’t decide what to write about – we always think of something interesting, sad or serious At first, almost nobody visited my site, but now more do, I’ve had some lovely comments 141 Part Questions 14 – 18 For each question, choose the correct answer A family of dancers The women in the Watson family are all crazy about ballet These days, Alice Watson gives ballet lessons, but for many years, she was a dancer with the National Ballet Company Her mother, Hannah, also had a full-time job there, making costumes for the dancers Alice’s daughter Demi started learning ballet as soon as she could walk ‘I never taught her,’ says Alice, ‘because she never let me.’ Now aged sixteen, Demi is a member of the ballet company where her mother was the star dancer for many years Alice’s husband, Jack, is an electrician They met while he was working at a theatre where she was dancing and got married soon after ‘When Demi started dancing, the house was too small for her and Alice to practise in so I made the garage into a dance studio Now the living room is nice and quiet when I’m watching television!’ he says Last month, Demi was invited to dance in the ballet Swan Lake Of course, Alice and Hannah were in the audience and even Jack was there, which made it very special for Demi Jack says, ‘I’m not that interested in ballet myself but it’s fantastic seeing Demi taking her first steps with Alice’s old company!’ Demi was wearing a dress that Hannah made for Alice many years before ‘It was very exciting for all of us,’ says Hannah ‘Demi’s way of dancing is very like Alice’s I know I’m her grandmother, but I think she has a great future!’ 142 14 What is Alice Watson’s job now? A dancer B teacher C dress-maker 15 Demi had her first ballet lessons A at a very young age B at the National Ballet Company C from her mother 16 Jack helped his wife and daughter by A moving to a larger house B letting them use the living room for dancing C making a place for them to practise in 17 What was the best thing about the Swan Lake show for Demi? A It was her first show with the company B All her family were there C She was wearing a new dress 18 Hannah says that Demi A will be a star one day B is her favourite granddaughter C dances better than Alice did 143 Part Questions 19 – 24 For each question, choose the correct answer William Perkin William Perkin was born in London in 1838 As a child he had many hobbies, including model making and photography But it was the (19) of chemistry that really interested him At the age of 15, he went to college to study it While he was there, he was (20) to make a medicine from coal This didn’t go well, but when he was working on the problem, he found a cheap (21) to make the colour purple At that (22) it was very expensive to make clothes in different colours William knew he could make a business out of his new colour Helped by his father and brother, William (23) his own factory to make the colour It sold well, and soon purple clothes (24) very popular in England and the rest of the world 19 A class B subject C course 20 A thinking B trying C deciding 21 A way B path C plan 22 A day B time C hour A brought B turned C opened A began B arrived C becausee 144 Part Questions 25 – 30 For each question, write the correct answer Write one word for each gap Example: Fro Maria m: To: John I hope (0) are well I’m having a great holiday here in Thailand Our hotel is very nice and there are a lot of good restaurants near it Yesterday morning, we went to (25) lovely beach We had to leave before lunch because it was very hot We went to a party (26) the evening in the centre (27) the town Everyone had a good time and we got back at midnight Tomorrow, we want to (28) ………… on a boat trip or (29) tennis I’ll show you my photos (30) I get back See you soon, Maria 145 WRITING PART Part Question 31 You want to go swimming on Saturday with your English friend, Toni Write an email to Toni In your email: • ask Toni to go swimming with you on Saturday • say where you want to go swimming • say how you will travel there Write 25 words or more Write the email/story on your answer sheet 146 Part Question 32 Look at the three pictures Write the story shown in the pictures Write 35 words or more Write the email/story on your answer sheet 147 SPEAKING PART Test 1: Eating Part (3-4 minutes) Phase Interlocutor To both Good morning / afternoon / evening candidates Can I have your mark sheets, please? Hand over the mark sheets to the Assessor I’m …………, and this is …….… To Candidate A What’s your name? To Candidate B And what’s your name? Back-up prompts For UK, ask B, you work or are you Do you work? Do you study? Are you a a student? student? Where you come Are you from (Spain, etc.)? from? For Non-UK, ask Where you live? Do you live in … (name of district / town etc.)? Thank you For UK, ask A, you work or are you Do you work? Do you study? Are you a a student? student? Where you come Are you from (Spain, etc.)? from? For Non-UK, ask Where you live? Do you live in … (name of district / town etc.)? Thank you 148 Phase Interlocutor Now, let’s talk about friends Back-up prompts A, how often you see your friends? Do you see your friends every day? What you like doing with your friends? Do you like going to the cinema? B, where your friends live? Do your friends live near you? When you see your friends? Do you see your friends at weekends? Extended Response Back-up questions Now A, please tell me something about Do you like your friend? one of your friends Where did you meet your friend? Did you see your friends last weekend? Interlocutor Now, let’s talk about home Back-up prompts B, who you live with? Do you live with your family? How many bedrooms are there in your house Are there three bedrooms in your house / / flat? flat? A, where you watch TV at home? Do you watch TV in the kitchen? What’s your favourite room in the house? Is your bedroom your favourite room? Extended Response Back-up questions Now, B, please tell me something about the Do you like cooking at the weekends? Do things you like doing at home, at the you play computer games at the weekends? weekends What did you at home, last weekend? 149 Test Part (5-6 minutes) Phase Interlocutor 3-4 minutes Now, in this part of the test you are going to talk together Place Part booklet, open at Task 2a, in front of candidates Here are some pictures that show different places to eat Do you like these different places to eat? Say why or why not I’ll say that again Do you like these different places to eat? Say why or why not All right? Now, talk together Candidates ……………………………………………………… Allow a minimum of minute (maximum of minutes) before moving on to the following questions Interlocut Do you think… or / ….eating on the beach is Optional prompt Candidate fun? Why?/Why not? s … eating in restaurants is What you think? Use as expensive? appropria ….eating at home is te Ask boring? each … eating at college/work candidate is cheap? at least … eating in the park is one nice? question So, A, which of these places to eat you like best? And you, B, which of these places you like best? 150 Phase Thank you (Can I have the booklet, please?) Retrieve Part booklet Interlocutor Allow up to minutes hank you That is the end of the test Do you like these different places to eat? Now, you prefer eating with friends or family, B? (Why?) And what about you, A? (Do you prefer eating with friends or family?) 151 Word Count: 30.885 words 152