An evaluation of an english textbook used for intensive program at a junior high school in ho chi minh city

INTRODUCTION

Background to the study

Textbooks are essential in English as a Foreign Language (EFL) programs, serving as the primary resource for teaching Their content, teaching methods, organization, and layout can significantly influence student motivation and learning outcomes A well-designed textbook can facilitate effective language acquisition, making the learning process easier for students.

Using an unsuitable textbook can hinder students' language acquisition, as textbooks often serve as the primary source of language input in EFL classrooms They are essential for language practice both inside and outside the classroom Despite their importance, many textbooks are poorly designed by writers and publishers, failing to align with students' needs or the curriculum objectives Given the critical role of textbooks in language teaching, it is vital to select high-quality materials that are appropriate for students and effectively support their learning requirements.

In an EFL school, it is crucial for managerial and teaching staff to carefully evaluate and select textbooks for specific English classes This evaluation process enables educators to identify the most suitable textbook for their program, ensuring effective learning outcomes Additionally, through thorough assessment, they can uncover both the strengths and weaknesses of previously used textbooks, enhancing future selection decisions.

Textbook evaluation is essential for teachers and educational managers to identify the strengths and weaknesses of a textbook used in a program By thoroughly understanding the current textbook, educators can make informed adjustments for future use, ensuring it aligns with students' learning contexts and needs This process not only aids teachers in determining the future viability of the textbook but also supports managerial and teaching staff in selecting appropriate materials for upcoming courses.

Intensive English program for Junior High Schools is a popular English program in Junior High Schools in Ho Chi Minh City According to documentary 3448/GDĐT-TrH

According to a directive from the Department of Education and Training of Ho Chi Minh City issued on September 26, 2019, students enrolled in intensive English classes participate in eight weekly periods dedicated to English learning This comprehensive program includes a variety of engaging activities such as studying Math and Science in English, undertaking project-based tasks, fostering a love for reading, exploring Vietnamese and international cultures through English, and preparing for TOEFL and Cambridge ESOL tests.

The intensive program's curriculum must adhere to the knowledge and skill standards established by the Ministry of Education and Training for the new 2018 curriculum, as outlined in decision 32/2018/TT-BGDĐT dated December 26, 2018.

The intensive English program at Hoang Le Kha Junior High School is designed for students who have previously participated in similar programs, utilizing the Achievers series of textbooks for grades 6 through 9 Students enter grade 6 at the A1 level and are expected to progress to A2+ by the end of the year, achieving A2++ after grade 7, and reaching B1 by the end of grade 9 This rigorous program offers a broader scope of language and cultural knowledge compared to the standard curriculum, enhancing students' performance in their main studies, as evidenced by higher test scores compared to their peers in regular classes The program aims to develop all four language skills—listening, speaking, reading, and writing—while preparing students for international language tests such as the Cambridge First Certificate in English (FCE), TOEFL, and IELTS The comprehensive textbook includes essential grammar, student workbooks, and teacher resources to facilitate effective language learning and assessment.

3 speaking, reading, and writing The assessment of intensive program align with the international standards of language assessment.

Statement of problem

Textbook evaluation is crucial for language programs, yet it often lacks sufficient attention, particularly in international contexts and Vietnam There is a notable scarcity of studies focused on evaluating textbooks Consequently, it is essential to conduct thorough textbook evaluations to select the most suitable materials that enhance students' effectiveness in learning English.

The Achievers grade 6 textbook is officially approved by the Department of Education and Training of Ho Chi Minh City for the intensive program, aligning with the new 2018 curriculum introduced in the 2021-2022 school year However, as a new resource, there is currently no research assessing its compatibility with the 2018 curriculum, particularly regarding its effectiveness in the teaching and learning environment at Hoang Le Kha Junior High School.

In Ho Chi Minh City, the Achievers grade 6 textbook is a popular choice for intensive English programs However, there has been no research conducted to evaluate its effectiveness for teaching English to students Specifically, there is a lack of studies exploring teachers' perspectives on the strengths and weaknesses of this textbook within the context of Hoang Le Kha Junior High School This gap in research raises questions about the textbook's suitability for enhancing English teaching and learning at this institution.

During observations and discussions at Hoang Le Kha Junior High School, it became evident that the Achievers grade 6 textbook posed challenges for both students and teachers Recognizing the textbook's limitations, this research aims to assess the benefits and drawbacks of the Achievers grade 6 textbook based on teachers' perspectives, while also seeking their recommendations for more effective usage The identified issues highlight the need for a thorough evaluation of the textbook to enhance its appropriateness for educational settings.

Aims of the study

Evaluating textbooks is crucial for school administrators and teachers to select the most suitable materials for EFL classrooms Despite this importance, there has been a lack of thorough evaluation of the Achievers textbooks used at Hoang Le Kha Junior High School.

(1) to find out teachers’ opinions on the benefits and drawbacks of the Achievers grade 6 textbook

(2) to explore teachers’ recommendations on using the Achievers grade 6 textbook effectively

In order to fulfill the research’s aims, the following two research questions are posed in the study:

What are the opinions of teachers at Hoang Le Kha Junior High School on the benefits and drawbacks of the Achievers grade 6 textbook?

What recommendations do the teachers at Hoang Le Kha Junior High School make on using Achievers grade 6 textbook effectively?

Significance of the study

Theoretically, this study will contribute to the literature a serious evaluation of Achievers grade 6 textbook – a textbook is currently in use widely in Ho Chi Minh City for intensive English program

Practically, this study will give teachers, educational managers, textbook writers, and publishers a source of information about the benefits and drawbacks of the Achievers grade

This study analyzes the Achievers Grade 6 textbook in the context of teaching at Hoang Le Kha Junior High School, focusing on teachers' perspectives to identify effective strategies for enhancing students' English learning It aims to provide valuable feedback to the authors and publishers regarding the strengths and weaknesses of the textbook, facilitating necessary revisions to address identified issues Furthermore, the research offers insights for school administrators, education managers, and teachers, aiding them in selecting the most suitable textbooks for their students and evaluating the future use of the Achievers series Additionally, the study presents constructive recommendations for improvements to the textbook by its authors.

In the context of Hoang Le Kha Junior High School, it is essential for teachers utilizing the Achievers Grade 6 textbook to enhance its effectiveness for future use This study serves as a valuable resource for authors and publishers, providing insights that can inform the development of new editions aimed at addressing the textbook's existing weaknesses.

Scope of the study

This study focuses on assessing the Achievers grade 6 textbook from the perspective of teachers, aiming to identify its advantages and disadvantages Additionally, it explores teachers' suggestions for enhancing the effective use of the textbook in future educational practices.

Organization of thesis

The thesis consists of the following chapters:

Chapter one serves as the introduction to the study, outlining the background and objectives, identifying the problem statement, and presenting the research questions It highlights the significance of the study and defines its scope while detailing the organization of the subsequent thesis chapters.

Chapter two of the literature review outlines key definitions relevant to the study, examines related research, and identifies the gap this study intends to address Chapter three details the methodology, covering aspects such as research design, study context, participant selection, research instruments, data collection procedures, and the data analysis framework.

Chapter four: Results and discussion chapter includes the results of the study and the findings’ discussion

Chapter five serves as the conclusion, summarizing the research findings while discussing the results, implications, limitations, and offering recommendations The introductory chapter outlines the study's background, problem statement, aims, significance, scope, and organization of the thesis The subsequent section will review the relevant literature associated with this study.

LITERATURE REVIEW

Definition, the role, the strengths and weaknesses of textbook

The following will give a short discussion about the definition, the role, the strengths and weaknesses of textbook

Defining the term "textbook" is essential before evaluating any specific textbook, despite the lack of a clear and consistent definition According to Sheldon (1987), a textbook is a published work designed to aid users in enhancing their language and communication skills Furthermore, Ur (1996) notes that textbooks serve not only as learning tools but also as supplementary teaching materials.

"A textbook is the essential component of every instructional programme, and it is difficult to imagine a class without it," claimed Nunan (1999, p 98)

The textbook was considered by Cunningsworth’s (1995) as a useful source for students and teachers in studying and teaching language

According to Tomlinson (2011), a well-structured book serves as a vital resource for educational programs, addressing students' needs across diverse topics It typically features exercises that enhance listening, speaking, writing, and reading skills, while also reinforcing grammar and vocabulary knowledge.

Textbooks are defined variably by different authors based on their usage and context, but they universally serve as essential resources for teaching and learning for both instructors and students In this study, a textbook is specifically identified as a resource for teaching and learning English within the intensive English program at Hoang Le Kha Junior High School.

2.1.2 The role of the textbook

Textbooks are essential resources in language programs, serving as the core component of English Language Teaching (ELT) initiatives According to Sheldon (1988), they provide significant benefits to both teachers and students in the classroom By offering structured guidance, support, and targeted language activities, textbooks facilitate valuable practice opportunities for learners.

Textbooks play a crucial role in language teaching and learning by providing consistency in the process and facilitating efficient, rapid language acquisition They serve as a valuable resource for both students and teachers, offering a variety of exercises for practice and enhancing interpersonal communication skills (Mares, 2003; Cunningsworth, 1995).

Textbooks play a crucial role in language programs, serving as essential language inputs for learners and offering guidance for new educators on lesson organization and execution (Richards, 2001) They standardize instruction, reduce preparation time for teachers, assist administrators in lesson assignments, and prepare learners for exams, making them valuable resources for students at various language levels (Tomlinson, 2010) Furthermore, textbooks act as foundational maps for both teachers and students, facilitating lesson planning and review (Tomlinson, 2011) They also meet students' needs by providing accessible knowledge and information, thereby aligning with their educational goals (Ahour & Ahmadi, 2012).

Textbooks play a crucial role in language classrooms, serving as a vital component and primary resource in any English Language Teaching (ELT) program When aligned with the needs of both teachers and learners, they can inspire motivation; however, inappropriate textbooks can lead to demotivation.

2.1.3 The benefits and drawbacks of textbook

According to Richards (2001), the effectiveness of textbooks in education relies on their usage and the specific contexts in which they are applied He highlighted several key advantages, noting that textbooks offer a structured program and syllabus that standardize instruction, provide a variety of learning resources, and deliver valuable language input and models Additionally, they serve as training tools for teachers and help maintain educational quality, all while being efficient and visually engaging.

People believe that textbooks provide a step-by-step guide for both the teacher and student They provide information to both the teacher and the student about where they are,

To achieve specific course objectives, it is essential to assess both accomplishments and areas needing improvement (McGrath, 2002) Textbooks play a crucial role in helping students review and practice their learned material effectively (McGrath, 2002).

Textbooks serve as a valuable resource for English Language Teaching (ELT) by allowing teachers to focus on instruction rather than material creation (Edge & Wharton, 1998) Their structured layout and design provide a framework for effective lesson delivery (Hutchinson & Torres, 1994) Furthermore, textbooks can inspire and enhance language learning, making them essential tools in the educational process (Skierso, 1991).

Textbooks play a crucial role in education by serving as a roadmap for instructional progress, providing guidance for lesson execution, and offering a wealth of ideas for teachers They are essential tools that facilitate the organized presentation of an English Language Teaching (ELT) program's syllabus, ensuring effective teaching and learning outcomes.

1996), and they can help with curriculum change (McGrath, 2002)

While textbooks offer numerous benefits, they also present certain drawbacks that users may face based on their context and usage According to Richards (2001), these limitations include issues such as lack of flexibility, potential obsolescence of content, and the possibility of not addressing diverse learning needs effectively.

Textbooks often fail to meet students' needs, as they may incorporate unfamiliar language and altered content Over-reliance on these resources can diminish teachers' skills, limiting their ability to engage creatively with students Additionally, the high cost of textbooks restricts both teachers' and students' exploration and creativity, as they tend to follow the prescribed instructions rather than fostering independent thought.

Textbook publishers primarily operate with profit as their main motivation, particularly in the case of global coursebooks designed for international markets.

Textbooks provide a crucial framework for lesson delivery, which can lead to teachers relying heavily on them and stifling their creativity in instruction (Hutchinson et al., 1994; Tomlinson, 2008; Ur, 1996) This dependence may result in a lack of critical engagement with the content and values presented in the textbooks (McGrath, 2002).

The intensive program and the textbook currently in use for this intensive program

The intensive English program in Ho Chi Minh City, established by Decision 3448/GDĐT-TrH on September 26, 2019, offers students eight English learning periods each week This program features a variety of engaging activities, including learning Mathematics and Science in English, project-based initiatives, a reading passion program, and exploring Vietnamese and international cultures through English Additionally, it includes TOEFL practice tests and skill development for the Cambridge English for Speakers of Other Languages (ESOL) exam.

The intensive program's teaching content must align with the 2018 curriculum standards established by the Ministry of Education and Training, as outlined in decision 32/2018/TT-BGDĐT dated December 26, 2018.

The intensive program will exclude content from lower classes or the general curriculum, focusing instead on advanced material This approach allocates most of the program's time to enhancing students' skills, providing practice opportunities, and guiding them in their English language development.

The intensive program will feature advanced content and tasks that challenge students to apply their language knowledge at an elevated level Additionally, the curriculum will align with international standards while being tailored to the unique characteristics of Vietnamese students.

The assessment methods in this intensive program will transition to innovative approaches, moving away from traditional techniques Additionally, these assessments will be designed to meet the international standards required for global examinations.

Upon completing grade 9, students in this program will achieve a learning outcome of level 3/6 (B1) as defined by the CEFR framework The learning outcomes for students enrolled in the intensive program are outlined in the accompanying table.

Table 2.1 The learning outcome for students in intensive program

Vietnamese English teachers leading intensive Junior High School classes must possess a proficiency level of 5/6 (B2+) according to the CEFR framework Additionally, a native English teacher will contribute by teaching two periods weekly in these intensive classes The collaboration between Vietnamese and native English teachers throughout the school year aims to enhance students' English learning experience effectively.

2.2.2 The textbook currently in use for this intensive program

The Achievers grade is a series of English textbook currently in use at Hoang Le Kha Junior High School The series include Achievers grade 6, Achievers grade 7, Achievers grade

The study focuses on Achievers grade 6, a textbook that aligns with the content, assessment, and learning outcomes of the intensive program for Junior High School in Ho Chi Minh City Officially approved by the Department of Education and Training of Ho Chi Minh City, Achievers grade 6 serves as a key resource for English language instruction in the region.

The Achievers Grade 6 textbook is designed to meet the current standards of knowledge and skills outlined in the 2018 general education curriculum by the Ministry of Education and Training, as per decision 32/2018/TT-BGDĐT It offers advanced content, tasks, and questions that encourage students to apply their language knowledge at higher levels Additionally, the textbook aligns with international standards while being tailored to the unique characteristics of Vietnamese students.

The Achievers grade 6 textbook is a newly introduced resource, and currently, there are no studies assessing its suitability for the intensive program in Ho Chi Minh City Additionally, an evaluation of the textbook's advantages and disadvantages during its implementation in this program has yet to be conducted.

Textbook evaluation and the role of textbook evaluation in EFL classroom

Understanding textbook evaluation is essential in the EFL classroom, as it highlights the significance of this process and enhances the overall effectiveness of teaching materials.

Textbook evaluation involves reviewing and assessing educational materials based on specific criteria, as defined by Richards (2001) Various checklists have been created to facilitate this evaluation process, ensuring that textbooks meet essential standards for effective teaching and learning.

Textbook evaluation is a comprehensive process that begins with data selection and culminates in influencing future actions, making it essential for language teaching (Dudley-Evans & St John, 2005) This evaluation aims to assess the potential value of textbooks, considering their impact on learners, teachers, and administrators (Tomlinson, 2011) Key qualities such as credibility, validity, and adaptability are crucial for measuring these effects.

Textbook evaluation is a systematic method for analyzing educational materials to determine their effectiveness in teaching and learning contexts (Rea-Dickins & Germanie, 1994; Weir & Roberts, 1994) It involves gathering and assessing relevant data to identify the strengths and weaknesses of a textbook, helping educators understand what is beneficial, what is less effective, and what may be entirely unhelpful (Nguyen, 2015) This process ultimately aids in improving the use of textbooks in educational settings.

This study defines textbook evaluation as the systematic process of collecting and analyzing data regarding a textbook to identify its benefits for users and determine areas that require supplementation, balance, or elimination The subsequent paragraphs will explore the significance of textbook evaluation in English as a Foreign Language (EFL) classrooms.

2.3.2 The role of textbook evaluation in EFL classroom

Textbook evaluation is essential for several reasons, including the need to adopt new coursebooks and to understand the specific advantages and disadvantages of those currently in use, as highlighted by Cunningsworth (1995).

12 evaluation As an illustration, Littlejohn (2011, p 183) asserted "materials analysis and evaluation enable us to look inside the materials and to take more control over their design and use."

Evaluating textbooks is essential to avoid wasting time and resources, which can negatively impact both students and teachers (McDonough & Shaw, 2003) Conducting EFL textbook evaluations ensures that selected materials align with teaching objectives and remain cost-effective for both educators and learners Choosing the wrong textbook can hinder the teaching and learning process and lead to financial waste (Mukundan, 2007; Sheldon, 1988) As highlighted by Cunningsworth (1995) and Ellis, careful evaluation is vital for successful English Language Teaching (ELT).

Textbook evaluation, as outlined in 1997, enables teachers to transcend subjective assessments, providing them with precise, valuable, and systematic insights into the comprehensive nature of textbook materials.

Careful selection of materials is essential to align with the needs of learners and the objectives of the teaching program (Cunningsworth, 1995) According to Ellis (1997), teachers must recognize that the value of textbooks in English Language Teaching (ELT) is contingent upon their quality, usefulness, and suitability for the specific context and audience.

Textbook evaluation is essential for teachers to align materials with course objectives, student needs, and their own teaching beliefs By identifying both the strengths and weaknesses of a textbook, educators can leverage its advantages while addressing shortcomings For instance, if a textbook lacks sufficient activities to reinforce language skills, teachers can incorporate supplementary resources to fill those gaps As highlighted by Littlejohn (1998), the primary aim of textbook evaluation is to determine the appropriateness of the materials for a specific language-teaching context, ensuring they promote autonomy, problem-solving, and learner-centered approaches If the textbook’s objectives and language content exceed students' proficiency levels, it becomes unsuitable for use.

Sheldon (1988) emphasized the crucial role of textbook evaluation, highlighting that educational administrators and teachers can utilize evaluation results to make informed decisions regarding textbook selection This process enables them to gain a deeper understanding of the textbooks available for use in educational settings.

Selecting the right English Language Teaching (ELT) textbook is crucial, as it can significantly impact the success of a course (Cunningsworth, 1995; Mukundan, 2007) With a vast array of textbooks available, making informed choices can be challenging Unfortunately, many educators often purchase textbooks without thorough evaluation, influenced by factors such as the author's reputation, publisher prestige, or effective marketing strategies (McGrath, 2002) Additionally, visually appealing books with vibrant color printing tend to be favored, leading teachers to rely on popular, widely-used titles without critical assessment.

Textbook evaluation plays a vital role in enhancing teachers' professional development by providing insights that challenge their assumptions about language and learning (Hutchinson, 1987) It also serves as a valuable resource for future educators, highlighting essential features to consider when selecting textbooks Furthermore, it equips them with evaluation criteria, enabling a more critical assessment of various published materials (Litz, 2005).

Textbook evaluation is essential in English Language Teaching (ELT) programs, as it aids in selecting the most appropriate textbooks for specific teaching and learning contexts This article will explore various approaches and criteria for effective textbook evaluation.

2.3.3 Textbook evaluation approaches and criteria

The effectiveness of a textbook in a language program is influenced by various factors, requiring evaluators to make informed judgments Selecting the appropriate evaluation approach is crucial, as it impacts the validity and reliability of the findings Additionally, the criteria for judging the textbook must be carefully chosen, as there are no universal standards that apply to all contexts Evaluation methods may need to adapt based on the specific teaching and learning environment Scholars have suggested various practical strategies and standards for evaluation, including a two-stage approach by Ellis (1997), which aligns with McDonough and Shaw (2003), and Tomlinson's three-stage evaluation approach (2003 & 2013) Littlejohn (1998 & 2011) and McGrath also contribute to this discourse.

Review of previous studies

This section presents an overview of four recent research studies on textbook evaluation, selected for their publication in scholarly journals or as PhD and MA theses These studies focus on the same context—Vietnam—and utilize similar evaluation methods, specifically in-use evaluation The summary will be organized chronologically, highlighting the progression from international research to the Vietnamese context.

The global orientation of the ELT materials used in German high schools as a part of the nation's English language curriculum was evaluated in a study by Syrbe, M., & Rose, H

A 2018 study evaluated the alignment of English language textbooks in German classrooms with contemporary EFL instructional trends, focusing on three major textbook series Utilizing a Global Englishes framework, the research emphasized ownership, users, models, and target interlocutors of English Findings revealed a significant dependence on British English models and static portrayals of linguistic users and cultures However, the qualitative methodology and lack of participant involvement may limit the strength of the conclusions drawn.

Ismaeva's (2020) study analyzed the reading and writing assignments in two English textbooks used by high school students in Kyrgyzstan's public schools, aiming to identify the recommended language skills and techniques Utilizing Littlejohn's (2011) framework, the findings revealed significant limitations in the assignments, highlighting a lack of adequate guidance and support for developing essential skills Furthermore, the quantity and quality of writing tasks did not sufficiently emphasize writing abilities, failing to provide students with the necessary experience or direction to meet the Educational Standards for the English Language The qualitative nature of the study, which did not involve participants, raises concerns about the value of the findings.

Nguyen's 2015 study assessed the English 6 textbook utilized by grade 6 students in the Mekong Delta educational setting The evaluation aimed to gather user feedback regarding their perceptions of the textbook, its impact on their learning experience, and their recommendations for improvement.

The researcher conducted a comprehensive study utilizing both theoretical and empirical analysis, collecting data from 22 teachers and 313 students across eight secondary schools in four provinces of the Mekong Delta This evaluation employed a variety of methods, including questionnaires, semi-structured interviews, document reviews, and classroom observations The findings highlighted the strengths and weaknesses of the English textbook, building upon Nguyen's (2015) assessment.

The study evaluates six textbooks using various criteria proposed by scholars, employing research methods such as observations, questionnaires, and interviews with students and teachers It primarily follows Tomlinson's (2003) outdated approach and criteria Additionally, the textbook English 6 is no longer in use in Vietnam, rendering the findings of this study irrelevant in the current educational context.

Nguyen et al (2021) conducted a study to evaluate how well a series of locally produced English textbooks in Vietnam adopted an English as an International Language (EIL)-informed pedagogy and prepared students for cross-cultural communication Their research focused on assessing the alignment of the secondary school textbook series with the goals of the National Foreign Language 2020 Project, specifically the development of competent global English users, an area that had not been previously explored.

The evaluation of English textbooks for grades 10, 11, and 12 in Vietnamese senior secondary schools was based on a comprehensive analysis This assessment employed the analytic framework developed by Hu and McKay (2014) Initial testing of the coding categories was conducted on two specific units, Unit 1 and Unit 2, to ensure the framework's effectiveness.

English 10 textbook The categories were then iteratively modified until they perfectly fit the data and no further modifications were required The third author then independently coded the remaining data using the finalized scheme Finally, the first author cross-checked her coding, and disagreements over the coding results were discussed until an agreement was reached.The resullts indicated that while there may be a wide range of English speakers from around the world involved in international communication, textbooks typically only prepare students to communicate in English with Anglophone English speakers, only partially satisfying the learners' varied communication needs in the real world Although Nguyen et al

In 2021, it was highlighted that the evaluation of international communication in textbooks was inadequate, as it relied solely on a limited analysis of one aspect This narrow focus failed to provide a comprehensive understanding of the textbooks, underscoring the need for a more holistic evaluation approach to effectively assess their content.

The researcher examined four studies on textbook evaluation, both internationally and locally, revealing a significant gap in the evaluation of the Achievers grade 6 textbook This absence of research prompted the author to undertake this study.

Theoretical framework of the study

This study employed a mixed methodology, primarily based on Tomlinson's (2003 &

The study utilizes a modified framework based on Tomlinson’s evaluation criteria to enhance the validity and reliability of results in the unique teaching and learning environment at Hoang Le Kha Junior High School It thoroughly analyzes the design, organization, language content, activities, tasks, and supporting materials of the Achievers grade 6 textbook This comprehensive approach aims to provide valuable insights into effective textbook evaluation.

Tomlinson’s (2003 & 2013) approach consists of three stages including:

Stage 1: Pre-use evaluation:a review of a book on first impressions

Stage 2: In-use evaluation: access the content when is using the book

Stage 3: Post-use evaluation: assess the effects it has after being used by users

However, none of the criteria and evaluation methods discussed in the literature can be used in every teaching and learning situation To balance the shortcomings of Tomlinson's

(2003 & 2013) approach with the advantages of other approaches proposed by other scholars,

19 a modified version of Tomlinson's (2003 & 2013) approach to textbook evaluation will be used

The textbook evaluation approach proposed by Tomlinson (2003 & 2013) will be changed in the following ways:

Tomlinson's approach to pre-use evaluation, outlined in 2003 and 2013, specifies the purpose of the stage but lacks metrics for assessment To enhance this framework, I incorporated Cunningsworth's design and organization evaluation criteria from 1995 This adjustment, in my view, aligns with and supports Tomlinson's objective for the evaluation stage, ultimately improving the overall effectiveness of the assessment process.

The design and organization of textbooks significantly influence learners' understanding of basic information A clear layout and visually appealing materials enhance curiosity and attention, making learners feel more comfortable As Sheldon (1988) emphasizes, effective coursebooks must consider layout, format, typography, and graphics Cunningsworth (1984) highlights the importance of balancing written text with visual content for optimal learning Nunan (1991) notes that the organization and presentation of materials shape learners' perceptions of language Sheldon (1988) also stresses that text and graphics should be evenly distributed and appropriately dense Images must be eye-catching and relevant without being offensive, while also serving their intended purpose Ultimately, a well-designed textbook facilitates effective use of texts and visual aids, as McDonough and Shaw (2003) point out that cluttered materials can hinder usability for both teachers and learners.

Illustrations in instructional texts serve multiple essential functions, including enhancing interest and motivation, capturing attention, facilitating experiential learning, supporting less able readers, and aiding long-term memory retention (Hartley, 1985) Additionally, the use of glossy prints can make educational materials more visually appealing (McDonough & Shaw, 2003) Therefore, illustrations should be integral to textbooks, effectively complementing the text and advancing learning objectives.

There are basically two categories of illustration First, line drawings, which can be either colored or just in black and white

Second, pictures, which can also be in full color or black and white

According to Cunningsworth (1984, 57), "we should look for a good balance between visual material and written text, so that each supports the other."

In the in-use stage of the study, evaluation criteria were employed, including language content as suggested by Cunningsworth (1995) and Alsowat (2012), along with activities and tasks proposed by Skierso (1991) and Alsowat (2012) Additionally, supporting materials were assessed based on the recommendations of Byrd (2001) during the while-use evaluation stage.

Textbooks should present language content that is suitable for students, ensuring initial tasks are manageable and language is clear and concise This approach helps build students' confidence and equips them with essential skills and learning strategies as their language abilities develop According to Swan (1985), scripted materials effectively present specific language items, allowing course designers to control the input, while authentic materials expose students to real language use, facilitating unconscious acquisition Celce-Murcia (2001) emphasizes that textbooks must not only align with curriculum requirements but also cater to the unique needs of English language learners Cunningsworth (1995) notes that well-designed coursebooks can provide significant intellectual stimulation, motivating students to take greater responsibility for their English learning.

To enhance student engagement, it is essential to incorporate captivating and thought-provoking topics that encourage independent thinking and discussion Sheldon (1988) emphasizes that an effective foreign language textbook must possess flexibility, allowing materials to be easily modified to suit the practical constraints faced by teachers in diverse educational settings.

Language textbooks should prioritize transparency, as emphasized by Sheldon (1988) They must be organized in a way that ensures coherence among units and exercises, connecting them through themes, situations, topics, skill development patterns, and a logical progression of grammar and vocabulary.

To enhance usability for both teachers and students, educational materials should be organized for easy access to relevant facts in the textbook Clear and obvious section headings, indexes, and vocabulary lists are essential for effective navigation.

A good textbook should contain a variety of tasks and activities that encourage students to use knowledge and techniques related to particular language teaching goals

Effective language learning materials should include a diverse range of exercises that allow students to enhance their language skills Tomlinson (1998) emphasizes that students build confidence through engaging tasks that challenge them just beyond their current abilities According to Richards (2001), textbooks must offer adaptable tasks that cater to various learning styles without favoring any specific learner type Furthermore, quality textbooks should promote cooperative learning through well-designed group activities Jacobs and Ball (1996) highlight that not all group work is beneficial; merely labeling individual tasks as "in groups" or "in pairs" is insufficient To foster genuine collaboration, textbooks must provide adequate support and encouragement for effective student interaction.

For non-native English teachers, textbooks must provide clear guidance to avoid confusion, especially for those with limited proficiency It's crucial that these resources go beyond teaching minimal pairs and recognize English as a global language, where cultural context serves as a key motivator for students (Khaniya, 2006) Furthermore, textbooks act as socially constructed artifacts that reflect the dominant ideas and values of their time, shaping the educational landscape (McCulloch, 2004).

When evaluating a textbook, key criteria can effectively measure various factors, such as the applicability, teachability, and flexibility of activities Additionally, these criteria assess the credibility of tasks and the achievement of performance goals.

These criteria can be measured using questionnaires, interviews, and observations because they are specific enough

In the post-used evaluation stage: This study used criteria mentioned by Tomlinson

This study aims to evaluate the effectiveness of the Achievers grade 6 textbook by identifying its benefits for instructors and students, the challenges they face while using it, and the recommendations provided by teachers for its future use Data was collected through questionnaires, interviews, and observations to gain insights into the textbook's utility and areas for improvement.

The framework adapted from Tomlinson’s (2003 & 2013) for evaluating the Achievers grade 6 textbook can be best described in the following figure:

Figure 2.1: Theoretical framework of the study adapted from Tomlinson’s (2003

The literature review chapter has just reviewed the literature relating to the study The following chapter will discuss the methodology used in the study

Pre-use: First- impressions evaluation

Short-term effect: the benefits and drawbacks

Long-term effect: teachers’ recommendations on using the textbook effectively

METHODOLOGY

Research design

The following two research questions are posed in the study:

What are the opinions of teachers at Hoang Le Kha Junior High School on the benefits and drawbacks of the Achievers grade 6 textbook?

What recommendations do the teachers at Hoang Le Kha Junior High School make on using Achievers grade 6 textbook effectively?

This study carried out a mixed-methods approach, in which a case study was employed

This study evaluates textbooks from a teacher's perspective by employing a mixed methods approach, which combines both quantitative and qualitative research techniques, as highlighted by Johnson et al (2007) The integration of these methods allows for a comprehensive examination of context, processes, and interactions while accurately measuring attitudes and outcomes Mixed methods research not only enhances the strengths of each approach but also mitigates their weaknesses (Dürnyei, 2007) Furthermore, it improves the generalizability and external validity of findings, providing robust evidence through the convergence of results Quantitative research is essential for making statistical generalizations and summarizing extensive data (Babbie, 2008), while qualitative methods facilitate a deeper understanding of evaluation and improvement suggestions by capturing in-depth insights and analyzing data in a natural context (Creswell, 2007).

24 natural settings, trying to make sense of, or to interpret, phenomena in terms of the meanings people bring to them" (Denzin & Lincoln, 2000, p 3)

Thus, a qualitative research approach provides descriptive detail that sets quantitative results in their human context (Creswell, 2007; Denzin & Lincoln, 2000)

Using a complementary approach that combines qualitative and quantitative methods is essential in mixed methods research As Dürnyei (2007, p 43) states, "The qualitative should direct the quantitative and the quantitative feedback into the qualitative in a circular fashion." This integration is crucial because qualitative methods offer deeper insights into the book and participant suggestions for improvement, which quantitative methods alone may not capture The aim of this mixed-method study is to comprehensively understand teachers' perspectives, a task that is difficult to achieve with a single method By employing both qualitative and quantitative data, researchers can gain a richer understanding of teachers' viewpoints.

Context of the study

The study took place at Hoang Le Kha Junior High School in District 6, Ho Chi Minh City, Vietnam, from September 2021 to August 2022 It involved classroom observations in three intensive English program classes utilizing the Achievers grade 6 textbook Six Vietnamese English teachers responsible for the program completed questionnaires, and with the principal's approval, interviews were conducted with these teachers to gather further insights.

Participants

The study involved six teachers from Hoang Le Kha Junior High School, selected through purposeful sampling to ensure they had in-depth knowledge of English as a Foreign Language (EFL) This method aims to identify and choose information-rich cases, optimizing limited resources for effective research outcomes (Patton, 2002).

All Vietnamese English teachers worked formally in the intensive program at Hoang Le Kha Junior High School were participants in this study The teachers, aged between 26 and

At the age of 48, these educators have earned their Bachelor degrees in TESOL (Teaching English to Speakers of Other Languages) Despite varying levels of experience, the majority possess a minimum of eight years in English teaching.

In this study, data was collected from 25 male teachers and three female teachers through questionnaires and semi-structured interviews to address two research questions The researcher selected three teachers from classes 6A1, 6A2, and 6A3, comprising two female teachers and one male teacher, and obtained their consent to observe their classes for objective data gathering.

Table 3.1 will give general information about the teacher participants

Table 3.1: General information about the teacher participants

T1 female 30 Bachelor 8 Unit 4 Wonderful world –Reading (page 40)

T2 female 37 Bachelor 15 Unit 4 Wonderful world – Grammar (page 42)

T3 male 40 Bachelor 18 Unit 4 Wonderful world – Writing (page 49)

Frequency male: 3 (50%) female: 3 (50%) Table 3.1 shows that both male teachers and female teachers represent (50 %) which indicates that there is a balance between male and female teachers

Research instruments

This study employed a questionnaire to gather data on the advantages and disadvantages of the Achievers grade 6 textbook from the perspective of teachers at Hoang Le Kha Junior High School The researcher chose this method to allow teachers adequate time to thoughtfully respond The questionnaire included inquiries regarding the textbook's design and organization, language content, activities and tasks, and supporting materials.

The questionnaire primarily draws from Al-sowat’s checklists and evaluation criteria for English Language Teaching (ELT) materials, focusing on aspects such as design and organization, language content, and suggested activities and tasks as outlined by Cunningsworth (1995).

(C30-39) suggested by Skierso (1991) and Asowat (2012), and supporting materials (D40-

48) suggested by Ur (1996) (see Appendix G for details)

The rating scales range from one up to five where

1=strongly disagree, 2=disagree, 3=neutral, 4=agree and 5=strongly agree

The following table will give details of the distribution and reliability of the questionnaire items

Table 3.2: Distribution and reliability of the questionnaire items

Data analysis was conducted using SPSS version 20, with Cronbach's Alpha employed to assess the reliability of the questionnaire The results indicated a high level of reliability, internal consistency, and homogeneity, as evidenced by Cronbach's Alpha Coefficient values ranging from 0.747 to 0.910 for the questionnaire items.

Six English teachers participated in semi-structured interviews to gather qualitative data regarding the Achievers grade 6 textbook The research aimed to explore both the benefits and drawbacks of the textbook from the teachers' perspectives, as well as to obtain their recommendations for effective usage The researcher selected participants based on their quantitative performance to ensure a representative sample, and all interviews were conducted in English to accommodate the teachers' proficiency The interviews took place in a meeting room at Hoang Le Kha Junior High School during the teachers' free time, with each session lasting approximately 15 minutes.

No Dimensions Number of items

The study utilized 27 semi-structured interviews to clarify findings from questionnaires, enhancing the research by combining quantitative and qualitative data This approach addresses the limitations of quantitative data, which can often be superficial (Dửrnyei, 2007) Semi-structured interviews strike a balance between structured and unstructured formats, allowing for prepared guiding questions while encouraging participants to elaborate on their responses As noted by Dửrnyei (2007, p.136), this method promotes open-ended dialogue, and according to Mackey and Gass (2005, p.173), researchers can use a written list of questions as a guide while having the flexibility to explore deeper insights.

The semi-structured interview aimed to gather data to address research question 2: What recommendations do teachers have for effectively using Achievers grade 6? It comprised two parts: the first focused on collecting teachers' general information and teaching experience, while the second included targeted questions to clarify findings from research question 1 and answer research question 2 The interview questions were organized in a table, aligning with the two research questions Research question 1 was elaborated into four specific questions related to questionnaire findings, and research question 2 was detailed into four questions addressing the weaknesses identified in research question 1 The structured format of the semi-structured interview ensured a comprehensive exploration of the teachers' insights and recommendations.

Table 3.3 Interview questions in response to research question 1 and research question 2

RQ 1: What are the opinions of teachers at Hoang Le Kha Junior High

School on the benefits and drawbacks of the Achievers grade 6 textbook?

-To explore teachers’ opinions on the benefits and drawbacks of the Achievers grade 6 textbook

1.1 What do you think of the benefits and drawbacks of the Achievers grade

6 textbook in terms of its design and organization?

-To explore teachers’ views on the benefits and drawbacks of the Achievers grade 6 textbook in terms of its design and organization

1.2 What is your opinion on the benefits and drawbacks of the

Achievers grade 6 textbook in terms of its language content?

-To explore teachers’ views on the benefits and drawbacks of the Achievers grade 6 textbook in terms of its language content

1.3 Can you tell me the benefits and drawbacks of the Achievers grade 6 textbook in terms of its activities and tasks if there are any?

-To explore teachers’ views on the benefits and drawbacks of the Achievers grade 6 textbook in terms of its activities and tasks

1.4 What is your point of view on the benefits and drawbacks of the

Achievers grade 6 textbook in terms of its supporting materials?

-To explore teachers’ views on the benefits and drawbacks of the Achievers grade 6 textbook in terms of its supporting materials

RQ 2 What recommendations do the teachers at Hoang Le Kha Junior High

School make on using Achievers grade

-To explore teachers’ recommendations on using the Achievers grade 6 effectively?

2.1 What are your recommendations on using the Achievers grade 6 effectively in terms of its design and organization?

To effectively utilize the Achievers Grade 6 resource, teachers recommend focusing on its design and organization, ensuring that lessons are structured to enhance student engagement Additionally, it is crucial to provide clear recommendations on the language content, emphasizing the importance of age-appropriate vocabulary and context to facilitate comprehension and learning By aligning teaching strategies with these recommendations, educators can maximize the effectiveness of the Achievers Grade 6 program.

To effectively utilize the Achievers Grade 6 curriculum, teachers recommend focusing on its language content by incorporating interactive activities that enhance comprehension and engagement Additionally, it is essential to align tasks with students' learning objectives, ensuring they are age-appropriate and promote critical thinking By integrating diverse activities that cater to different learning styles, educators can maximize the effectiveness of the Achievers Grade 6 program, fostering a more enriching educational experience for students.

To explore teachers’ recommendations on using the Achievers grade 6 effectively in terms of its activities and tasks

2.4 What are your recommendations on using the Achievers grade 6 effectively in terms of its supporting materials?

To explore teachers’ recommendations on using the Achievers grade 6 effectively in terms of its supporting materials

The researcher implemented member checks by sharing interpretations of the findings with each interviewee, ensuring that any identified errors would be rectified in the final report To enhance the validity of the data, the researcher provided the transcripts and final report to the teacher participants for their verification.

In contrast to other methods of data collection, Dornyei (2007) and Mackey and Gass

Classroom observations provide researchers with a direct view of lesson activities, eliminating dependence on participants' accounts This method yields more objective data and offers specific evidence regarding the teaching and learning processes.

Classroom observation aims to investigate the actual use of Achievers, allowing researchers to identify both the benefits and drawbacks of the textbook without relying solely on participant feedback This method provides objective data that enhances the study's credibility and enables researchers to verify whether their findings align with observed classroom practices.

29 from the questionaires and interviews This increases the validity and reliabilty of the current study

Due to the Covid-19 pandemic, the researcher conducted only three classroom observations out of a total of six intensive English program classes, as some students had to transition to online learning when cases arose Despite the limitations imposed by the pandemic, the researcher believes that the data gathered from the three observed classes is sufficient for the study.

Table 3.4: Summary of basic information about the classroom observation

Observation Teacher Class Number of students

The purpose of classroom observation in this study is to obtain real information on the following issues (see Appendix C for details):

Physical conditions in the classroom and teaching and learning equipment

The teaching and learning process including the way the textbook, and teaching aids are used

The benefits and drawbacks of the textbook in terms of its design and organization, language content, activities and tasks, and supporting materials.

Data collection procedure

Data collection involved both quantitative and qualitative methods across four key stages Initially, in the preparation stage, a participant information sheet and consent form were distributed to each teacher and the principal at Hoang.

The research on Le Kha Junior High School involved several stages of data collection Initially, the researcher documented the school's written materials Following this, classroom observations were conducted to gather field notes A teacher questionnaire was then distributed to collect quantitative data from the participants Finally, semi-structured interviews with each teacher were recorded and noted, aiming to understand their perspectives on the book's advantages, disadvantages, and suggestions for effective use A summary of these data collection procedures is presented in Table 3.5.

Table 3.5: Stages for collecting quantitative and qualitative data

Sending participant information sheets and a participant consent form to teacher participants and the administration staff

-To select participants and ask for permission to conduct the study

Observing classes at the research site, at Hoang

Le Kha Junior High School

RQ1:To explore the benefits and drawbacks of the textbook when using it to clarify the findings of the questionnaire

Sending teacher questionnaires to teacher participants

RQ1:To explore the benefits and drawbacks of the textbook from teachers’ views

RQ1: To clarify the findings of the questionnaire RQ2: To explore teachers’ recommendations on using the textbook effectively

Data analysis scheme

This study utilized a combination of questionnaires, interviews, and observations to collect both quantitative and qualitative data Descriptive statistics were analyzed using SPSS (version 20), focusing on means and standard deviations for each item The qualitative data obtained from interviews and observations were transcribed, coded, and organized into themes through content analysis The questionnaire results were effectively displayed in tables, while the findings from the observations and interviews were presented thematically The researcher employed a thematic network structure adapted from Attride-Stirling (2001) to illustrate the results.

Figure 3.1: A thematic network adapted from Attride-Stirling, (2001)

Attride-Stirling (2001) proposed that thematic networks serve as web-like illustrations that effectively systematize and present qualitative data Basic themes represent simple assumptions that characterize specific facts, but they offer limited insight when considered in isolation To fully understand a basic theme, it must be interpreted alongside other basic themes Organizing themes integrate key concepts derived from multiple basic themes, while a collection of organizing themes culminates in a global theme.

This chapter outlines the study's methodology, detailing the research design, context, participants, research instruments, data collection procedures, and data analysis scheme The subsequent chapter will present and discuss the study's results and findings.

Teachers’ recommendations to use Achievers grade 6 effectively

Smaller size textbook Suitable activities and tasks

Activities for students of different levels Concise instructions

RESULTS AND DISCUSSION

Research question 1

What are the opinions of teachers at Hoang Le Kha Junior High School on the benefits and drawbacks of the Achievers grade 6 textbook?

To address research question 1, the questionnaire data were coded and analyzed with SPSS (version 20), while observations and interviews were thematically analyzed to validate the questionnaire findings, enhancing the credibility and significance of the research outcomes.

To explain the findings of the questionnaires, the researcher referred to the following rates:

Table 4.1: Rates for explaining the findings of the questionnaires

4.1.1 Teachers’ opinions on the design and organization of the textbook

Teachers’ views on the design and organization of the textbook will be best described in the following table:

Table 4.2: Teachers’ opinionss on the design and organization of the textbook

3 The physical appearance of the textbook is appealing 4.33 0.516

4 All the headings and subheadings are well-organized 4.33 0.516

7 Illustrations, tables, figures, graphs, etc are relevant and functional

11 The necessary audio-visual aids are included within the textbook to support students' integrated learning of the four skills

1 The textbook is durable (Quality of paper and binding) 4.16 0.408

6 The textbook contains enough pictures, diagrams, tables etc., which help the students understand the printed texts

9 The textbook's instructions are written in straightforward language

10 The textbook contains adequate appendices 4.16 0.752

5 The units offer easy progression by organizing well 4.00 0.632

8 An adequate vocabulary list or glossary is included 3.83 1.169

2 The textbook's size appears to make it easy for students to handle

Table 4.2 reveals that items 3, 4, 7, and 11 achieved the highest mean score of 4.33, indicating strong teacher agreement on several key aspects of the textbook Specifically, teachers found the physical appearance of the textbook appealing, noted the effective organization of headings and subheadings, recognized the relevance and functionality of illustrations, tables, figures, and graphs, and appreciated the inclusion of necessary audio-visual aids to enhance students' integrated learning of the four skills.

The teachers expressed disagreement regarding the textbook's size, resulting in a low mean score of 2.16 for its ease of handling by students However, the overall mean score of 4.00 reflects a general agreement among teachers concerning the design and organization of the textbook.

The findings from three classroom observations and interviews with six teachers strongly corroborated the questionnaire results The researcher noted that the Achievers grade 6 textbook is oversized, making it challenging for students to carry daily Teachers effectively utilized audio files from the textbook to enhance language skills instruction, aligning with item 11's assertion that essential audio-visual aids are included for integrated learning Most teachers described the textbook as well-organized and visually appealing, highlighting its overall design and organization However, the large size of the textbook remains a drawback for student portability, as emphasized by T1, T2, and T4.

Interviewer: What do you think of the benefits and drawbacks of the Achievers grade 6 textbook in terms of its design and organization?

T1: I think the textbook is attractive and it is well-organized However, the size of the textbook is quite big

T2: I believe that the textbook is appealing, however, I think the textbook’s size is big

I should be in a smaller size

T4: Well, the design and organization of the textbook are good The only thing I do not like about its design is the size of the textbook, it’s big

Teachers expressed high satisfaction with the design and organization of the textbook; however, they noted that its large size poses challenges At Hoang Le Kha Junior High School, where students study multiple subjects daily, the weight and bulkiness of the textbook make it difficult for them to carry all necessary materials.

4.1.2 Teachers’ opinions on the language content of the textbook

The following table will show teachers’ views on the content of the textbook from the results of the teachers’ questionnaires

Table 4.3: Teachers’ opinions on the language content of the textbook

14 The content does not contradict the background of the students

15 The textbook covers most language skills 4.50 0.547

16 The subject matter is presented either topically or functionally in a logical, organized manner

13 The content does not go against what the students believe to be socially acceptable

17 The textbook's topics and content are sufficiently varied 4.00 0.632

26 The textbook contains a self-check for study progress 4.00 0.632

28 The teaching of the target culture motivates the learners to explore their own culture

20 The topics are familiar to the learners 3.83 0.752

29 The knowledge in the textbook provides a window into the culture of the target language (American, British, etc.)

12 The textbook contains an appropriate table of content 3.66 0.516

25 The textbook encourages a positive attitude towards environmental issues

18 The content promotes students' autonomy 3.00 0.894

24 Positive attitudes toward gender are emphasized within the content

21 There is sufficient variety in the content of the textbook 2.83 0.983

27 The content does not conflict with students' background 2.83 0.983

19 Real-world issues within the text force the reader to think about his or her worldview in a very critical way

22 The content promotes students' involvement 2.66 0.816

23 The textbook is suitable for the learners' level 2.33 1.032

Table 4.3 reveals that items 14 and 15 received the highest mean scores, indicating that teachers strongly agree the textbook content aligns well with students' backgrounds and effectively covers various language skills, showcasing its strengths Conversely, item 23 had the lowest mean score of 2.33, reflecting teachers' disagreement regarding the textbook's suitability for learners' levels, highlighting a notable weakness Overall, the average mean score across all items was 3.50, suggesting that teachers generally agree with the questionnaire statements and express satisfaction with the textbook's content.

The findings from three classroom observations and interviews with six teachers strongly validated the questionnaire results The researcher found no discrepancies between the textbook content and the students' backgrounds, and observed that teachers effectively taught most language skills during these sessions, indicating the textbook's comprehensive coverage However, students struggled with understanding reading passages, completing tasks, and engaging in classroom activities due to the textbook's language content being above their proficiency level All interviewed teachers acknowledged that the students' English levels were too low for the Achievers grade 6 textbook, with specific comments from T3, T5, and T6 highlighting this challenge.

Interviewer: What is your opinion on the benefits and drawbacks of the Achievers grade

6 textbook in terms of its language content?

T3: I think the language level in the textbook is higher than the students’ level of English

T5: Well, the English level of the students is lower than that in the textbook

T6: I do not think the students’ level is good enough to understand the language in the textbook easily

The research revealed a mismatch between the language level of the textbook and the students' English proficiency This discrepancy arises from the lack of a rigorous selection process, as students are not required to pass an entrance test or provide an English certificate to demonstrate their qualifications for the program Consequently, some students possess inadequate English skills to effectively engage in the intensive English program.

4.1.3 Teachers’ opinions on activities and tasks

Teachers’ views on activities and tasks will be shown in the table below:

Table 4.4: Teachers’ opinions on the activities and tasks of the textbook

Table 4.4 indicates that teachers expressed strong agreement with the majority of statements regarding the activities and tasks in the textbook, reflecting their overall satisfaction This suggests that the activities and tasks provided in the textbook are effective and well-received.

Items 33 and 34 received low scores of 2.83 and 2.66, indicating that teachers believe the number of activities is not appropriate and that there is a lack of clear instructions on how to complete the exercises.

The observations and interviews confirmed the results obtained from the questionnaires, revealing a diverse range of engaging activities that students enjoyed and which effectively enhanced their communicative skills in real-life contexts However, two teachers expressed concerns regarding the adequacy of these activities, suggesting that the textbook should provide clearer instructions on how to execute the exercises.

Interviewer: Can you tell me the benefits and drawbacks of the Achievers grade 6 textbook in terms of its activities and tasks if there are any?

T1: I think there should be more activities for low-level students and there should be more instructions on how to do the writing tasks

30 The textbook contains a range of exercises 4.00 0.632

37 The textbook's communicative exercises help students practice their communicative skills in authentic settings

32 The instructions within the material are clear 3.83 0.408

36 By presenting situations where grammatical rules are required, the activities help students use them

38 The textbook has a balance between the activities for language and activities for skills

39 An adequate set of evaluation quizzes or testing suggestions is included

31 The instructions within the material are sufficient 3.66 0.516

35 There are interactive activities that need students to use new vocabulary to speak

33 There are instructions to clarify how the exercise should be done 2.83 0.983

34 The amount of activities is suitable 2.66 0.816

T4: Well, there are only a few activities for low-level students and both students and teachers need more instructions on how to do the writing tasks

Teachers generally agreed on most activities and tasks, but expressed concerns about the quantity of activities and the clarity of instructions for exercises Observations revealed a limited use of varied tasks for students to practice language input, particularly for different proficiency levels Additionally, the textbook was found to lack sufficient instructional guidance for teaching specific language points, possibly due to it being a new resource that didn't have adequate preparation time for comprehensive support.

4.1.4 Teachers’ opinions on supporting materials

The following table will present teachers’ opinions on supporting materials

Table 4.5: Teachers’ opinions on supporting materials

45 The manual provides additional exercises for reinforcing various language skills within the textbook

40 The teacher can easily control how the supporting materials are employed

46 Teachers are provided with techniques for activating students’ background knowledge before reading the texts

47 The assessment instruments are useful to the teacher 3.00 1.095

48 The manual offers teachers a spread of real-world assessment methods

41 The teacher's manual offers a suitable strategy for instructing each lesson

42 The materials' layout enables teachers to use them in a variety of ways to meet the needs of various students

43 The teacher's manual aids school teachers in comprehending the textbook's aims

44 The way to incorporate audiovisual materials created for the textbook is explained within the manual

According to Table 4.5, teachers expressed agreement only with statements 40 and 45, indicating that they believe teachers can effectively manage the use of supporting materials, and that the manual offers supplementary exercises.

38 reinforcing various language skills within the textbook However, the teachers needed instructions to incorporate audiovisual materials created for the textbook and teaching methods for instructing each lesson

The researcher observed that teachers effectively utilized extra exercises to enhance various language skills outlined in the textbook, although there was a noticeable lack of instructions In interviews, teachers T4 and T5 shared their insights on this matter.

Interviewer:What is your point of view on the benefits and drawbacks of the Achievers grade 6 textbook in terms of its supporting materials?

When teaching a specific lesson, clear strategies are essential for effective instruction However, there is a lack of guidance on how to integrate audiovisual materials designed for the textbook and utilize the teacher's manual effectively.

T6: According to me, the textbook should provide teachers with more instructions There are not enough instructions for teachers to use the textbook to teach students effectively

Research question 2

What recommendations do the teachers at Hoang Le Kha Junior High School make on using Achievers grade 6 textbook effectively?

To address research question 2, the researcher conducted interviews with six teachers, highlighting and categorizing similar findings to identify fundamental themes These themes were further organized into broader categories and a global theme, providing a comprehensive understanding of the interview results related to the research question.

Interviewer:What are your recommendations on using Achievers grade 6 effectively in terms of its design and organization?

T1: I think the textbook should have a smaller size Many passages are too long and difficult for students to understand, they should be shorter

The current size of textbooks is not appropriate for students, as they should be more compact Additionally, many reading passages are excessively lengthy and should be shortened to align better with students' English proficiency levels.

The current size of textbooks is inconvenient for students who must carry multiple books daily for various subjects To improve this, textbook publishers should consider producing smaller, more manageable editions Additionally, the reading passages included in these textbooks are often too lengthy and not aligned with students' English proficiency levels, suggesting a need for shorter, more accessible content.

The textbook has notable weaknesses in its design and organization, particularly regarding its size, which should be reduced for better usability Additionally, the reading passages are excessively long and do not align with the English proficiency levels of most students, suggesting that shorter passages would enhance the learning experience and make studying more manageable.

The overall design and organization of the textbook are commendable; however, a smaller size would enhance portability for students Additionally, the reading passages are excessively long and should be shortened to better align with students' English proficiency levels.

T6: I think the textbook writer and publisher should pulish the textbook in smaller size and change the reading passages in the textbook to shorter ones

Interviews with teachers reveal that the current textbook's size is a significant drawback, with all educators advocating for a more compact version Additionally, they recommend shortening the reading passages, as the existing lengths are too challenging for students at their current levels.

Interviewer: What are your recommendations on using Achievers grade 6 effectively in terms of its language content?

T1: The school should choose students who have a suitable level of English because the textbook is not suitable for low-level students

To ensure the success of the program, the school principal should select students who possess appropriate English proficiency levels Additionally, teachers should design activities and tasks that align with these students' English capabilities.

To effectively utilize this textbook, it is crucial to consider the students' English proficiency levels Selecting activities and tasks that align with their capabilities ensures a more productive learning experience Therefore, teachers should prioritize choosing appropriate tasks tailored to the students' English levels.

Teachers should select appropriate activities and tasks tailored to their students' needs Additionally, the school principal should assess students' English proficiency through an entrance test or require a specific certification for admission into the intensive English program.

T6: I think we should choose students who are qualified enough for the program

To effectively utilize Achievers Grade 6, teachers recommend selecting students with appropriate English proficiency levels for the program Additionally, it is crucial to choose activities and tasks that align with students' capabilities to enhance their learning experience.

Interviewer: What are your recommendations on using Achievers grade 6 effectively in terms of its activities and tasks?

The textbook publisher should enhance student engagement by offering a wider range of activities and tasks tailored to accommodate various English proficiency levels.

T2: According to me, the textbook should be provided with various activities and tasks so that they can match with the different levels of students

The textbook writer should incorporate a variety of activities and tasks that cater to different proficiency levels, allowing students to effectively practice the language input This approach ensures that all learners can engage with the material in a way that aligns with their individual English skills.

To enhance language proficiency, it's essential to implement a greater variety of tasks and activities tailored to students at different English proficiency levels This approach will effectively reinforce their learning and engagement in the language.

To enhance language practice for students, it is essential to equip teachers with a variety of activities and tasks Additionally, these activities should be tailored to accommodate the diverse English proficiency levels of the students.

T6: I think the language content in the textbook is difficult for the students in this school

I think we need more suitable tasks and activities

The interviews revealed a consensus among teachers that the textbook lacked sufficient activities and tasks for students to effectively practice the language input They recommended enhancing the material to include more engaging exercises.

CONCLUSION

Summary of the findings

The findings of the current study indicated both strengths and weaknesses of the Achievers grade 6 textbook

Research question 1: What are the opinions of teachers at Hoang Le Kha Junior High School on the benefits and drawbacks of the Achievers grade 6 textbook?

The Achievers grade 6 textbook demonstrates several strengths in its design and organization, language content, and engaging activities Notably, it features a well-structured layout that enhances usability, while its language content is tailored to align with students' beliefs and backgrounds Additionally, the textbook offers a diverse range of exercises, including communicative tasks that effectively foster students' skills in real-life contexts.

The Achievers grade 6 textbook possesses several strengths; however, it also has notable weaknesses in design, language content, and instructional clarity Its large size makes it cumbersome for students to carry to school Additionally, the language content is challenging for low-level students at Hoang Le Kha Junior High School Furthermore, there is a lack of sufficient instructional guidance for teachers, and the instructions provided for students are not concise.

What recommendations do the teachers at Hoang Le Kha Junior High School make on using Achievers grade 6 textbook effectively?

Interviews with teachers revealed eight essential features across four key criteria—design and organization, language content, activities and tasks, and supporting materials—that require enhancement to effectively utilize the Achievers grade textbook.

The main findings of the study can be best summarized in the following table:

Table 5.1: Summary of main findings

-Good design and organization -Good language content

-Design: too big size -Language content: difficult language content -Activities and tasks: lack of instructions, unsuitable amount of activities

-Supporting materials: lack of instructions for teachers

Teachers’ recommendations on using Achievers grade 6 effectively

-Smaller size textbook -Shorter passages

-More reinforcement tasks -More activities for students of different levels

-Suitable teaching methods -Concise instructions

Implications

The study revealed several drawbacks in the Achievers grade 6 textbook, particularly concerning its design and organization, language content, activities and tasks, and supporting materials These findings highlight the need for improvements in these areas to enhance the overall effectiveness of the textbook for grade 6 learners.

Textbook writers, designers, authors, and publishers should prioritize creating textbooks that are not excessively large, ensuring they are convenient for students to carry This recommendation is supported by findings from questionnaires, semi-structured interviews with teachers, and classroom observations Insights gathered from teachers at Hoang further emphasize the importance of manageable textbook sizes for enhancing student accessibility and engagement.

Le Kha Junior High School emphasizes the importance of concise textbook passages, urging writers, designers, authors, and publishers to keep content shorter for better comprehension Insights from semi-structured interviews with teachers at the school further highlight the necessity for clear and straightforward materials to enhance teaching effectiveness.

45 instructions, and teaching methods in the supporting materials They should also provide more tasks and activities for students of different English levels to help them reinforce the language

Textbooks are essential for effective English teaching and learning, making careful evaluation vital for selecting the most appropriate materials for specific contexts School administrators must thoroughly assess textbooks before making a choice for their programs Additionally, selecting the right students for intensive programs is crucial to enhance the overall teaching and learning experience.

To teachers: Teachers should choose the activities and tasks, which are suitable for students They should also pay attention to low-level students to help them learn English effectively.

Limitations and recommendations

The study's findings may be limited due to several factors, including the necessity for student participation in observed classes to enhance result validity Additionally, prior preparation by students and teachers for observations could undermine the authenticity of the findings To strengthen the results, the researcher suggests that future studies involve more classroom observations, as time constraints and the need for teacher permission restricted this research to only three observations Furthermore, it is recommended that upcoming researchers consider the use of textbooks in their studies and integrate various research methods, such as textbook evaluation checklists and analyses, for a more comprehensive understanding.

In summary, the researcher addressed two key questions regarding the strengths and weaknesses of the Achievers grade 6 textbook, along with teachers' recommendations for its effective use Despite some limitations, this study enhances the existing literature on textbook evaluation, particularly within the context of Vietnam The findings are valuable for teachers utilizing the Achievers grade 6 textbook, emphasizing that while no textbook is flawless, it is essential to leverage its strengths and address its weaknesses for improved educational outcomes.

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APPENDICES Appendix A: Achievers grade 6 cover

Appendix B: Achievers grade 6 content pages

Name of the instructor: _ Date:

Please complete the table with details of physical conditions of the classroom

Classroom teaching and learning equipment (board, screen, videos, audios, computer, etc.)

Part III: Lesson observation summary

A Design and organization Statements Comments

2 The content of the textbook is well-organized

There are enough audio-visual aids, which support students’ learning

4 The size of the textbook is appropriate

1 The language in the textbook is suitable with students’ levels

2 The language content covers all language skills

3 The language in the textbook is motivating and interesting

4 The language content is suitable with students’ needs

1 The activities and tasks are various

2 The amount of activities and tasks is appropriate

3 There are enough activities and tasks for language and skills

4 Activities and tasks help students reinforce the language

The teacher usually uses teaching aids (audio-visual aids) for teaching

2 Teacher never uses teaching aids for teaching

3 There are enough supporting materials

4 The supporting materials are helpful

Title: An evaluation of an English textbook used for intensive program at a Junior High School in Ho Chi Minh City

Name of researcher: Minh Man Tran, MA student at the University of Social Sciences and Humanities

I am conducting a research study for my thesis to evaluate the Achievers grade 6 textbook, focusing on its strengths and areas for improvement Your participation is invaluable, and I would greatly appreciate your assistance The study involves completing a questionnaire about your experience with the Achievers grade 6 textbook, which will take approximately thirty minutes Additionally, I will conduct a thirty-minute interview to discuss your evaluation further You will also be asked to demonstrate a teaching session using the textbook Prior to these tasks, I will collect your personal information through a Background Information Sheet.

If you are willing to participate in my study, please complete the Background Information

Sheet, sign the Consent Form, complete the Questionnaire and give them back to me

All information you provide in the Background Information Sheet is confidential and your name will not be used

Thank you very much for your time and help in making this research possible

If you have any queries or wish to know more, please let me know now or contact me at the following address:

Minh Man Tran – Ho Chi Minh City, University of Social Sciences and Humanities

Mobile: 0902650311 e-mail: minhman282@gmail.com

Title: An evaluation of an English textbook used for intensive program at a Junior High School in Ho Chi Minh City

Name of researcher: Minh Man Tran, MA student at the University of Social Sciences and Humanities

Please tick the box if you agree

□ I have been given and have understood the explanation of the research study I have had an opportunity to ask questions and have them answered

□ I understand that I may withdraw myself or any information traceable to me at any time without giving any reasons

□ I agree to take part in the research

□ I agree that my interview that I will participate in will be audio-recorded

□ I agree that my demonstration period will be audio-recorded

This questionnaire aims to gather your opinions on the Achievers Grade 6 textbook, focusing on its design, organization, language content, activities, tasks, and supporting materials.

Expressing your opinions realistically is crucial, as the data you provide will be invaluable for identifying the strengths and weaknesses of the Achievers grade 6 textbook Understanding these aspects forms the scientific foundation for making effective recommendations on how to utilize the textbook.

Your identity and individual responses in this questionnaire will be kept strictly confidential and will be used for this research purpose only

Thank you very much for your participation and cooperation

Minh Man Tran Department of English Linguistics and Literature

Ho Chi Minh City, University of Social Sciences and Humanities

1=strongly disagree, 2=disagree, 3=neutral, 4=agree and 5=strongly agree

1 The textbook is durable (Quality of paper and binding)

2 The textbook's size appears to make it easy for students to handle

3 The physical appearance of the textbook is appealing

4 All the headings and subheadings are well-organized

5 The units offer easy progression by organizing well

6 The textbook contains enough pictures, diagrams, tables etc., which help the students understand the printed texts

7 Illustrations, tables, figures, graphs, etc are relevant and functional

8 An adequate vocabulary list or glossary is included

9 The textbook's instructions are written in straightforward language

10 The textbook contains adequate appendices

11 The necessary audio-visual aids are included within the textbook to support students' integrated learning of the four skills

12 The textbook contains an appropriate table of content

13 The content does not go against what the students believe to be socially acceptable

14 The content does not contradict the background of the students

15 The textbook covers most language skills

16 The subject matter is presented either topically or functionally in a logical, organized manner

17 The textbook's topics and content are sufficiently varied

18 The content promotes students' autonomy

19 Real-world issues within the text force the reader to think about his or her worldview in a very critical way

20 The topics are familiar to the learners

21 There is sufficient variety in the content of the textbook

22 The content promotes students' involvement

23 The textbook is suitable for the learners' level

24 Positive attitudes toward gender are emphasized within the content

25 The textbook encourages a positive attitude towards environmental issues

26 The textbook contains a self-check for study progress

27 The content does not conflict with students' background

28 The teaching of the target culture motivates the learners to explore their own culture

29 The knowledge in the textbook provides a window into the culture of the target language (American, British, etc.)

30 The textbook contains a range of exercises

31 The instructions within the material are sufficient

32 The instructions within the material are clear

33 There are instructions to clarify how the exercise should be done

34 The amount of activities is suitable

35 There are interactive activities that need students to use new vocabulary to speak

36 By presenting situations where grammatical rules are required, the activities help students use them

37 The textbook's communicative exercises help students practice their communicative skills in authentic settings

38 The textbook has a balance between the activities for language and activities for skills

39 An adequate set of evaluation quizzes or testing suggestions is included

40 The teacher can easily control how the supporting materials are employed

41 The teacher's manual offers a suitable strategy for instructing each lesson

42 The materials' layout enables teachers to use them in a variety of ways to meet the needs of various students

43 The teacher's manual aids school teachers in comprehending the textbook's aims

44 The way to incorporate audiovisual materials created for the textbook is explained within the manual

45 The manual provides additional exercises for reinforcing various language skills within the textbook

46 Teachers are provided with techniques for activating students’ background knowledge before reading the texts

47 The assessment instruments are useful to the teacher

48 The manual offers teachers a spread of real-world assessment methods.