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VIETNAM NATIONAL UNIVERSITY – HO CHI MINH CITY UNIVERSITY OF SOCIAL SCIENCES & HUMANITIES FACULTY OF ENGLISH LINGUISTICS & LITERATURE A SURVEY ON TEACHERS’ EVALUATION TOWARDS ‘EVERYBODY UP’ LEVEL 2’S PACKAGE ON SUITABILITY IN TEACHING SPEAKING SKILLS FOR YOUNG LEARNERS AT ENGLISH CENTERS A thesis submitted to the Faculty of English Linguistics & Literature in partial fulfillment of the Master’s degree in TESOL By TIEU TIEU LONG Supervised by LE THI THANH, Ph.D HO CHI MINH CITY, August 2023 ACKNOWLDEGEMENTS First, I would like to express my sincere gratitude to my supervisor, Dr Le Thi Thanh, for her dedication and continuous support There are no words that can fully show my appreciation for what she has done for me Without her guidance and encouragement, I would not have been able to overcome this challenge My sincere thanks also go to my colleagues who created all the favorable conditions for me to collect data for this study I am grateful and thankful for their valuable support I would like to extend my heartfelt thanks to my friends in the cohort for encouraging me to overcome this challenge Last but not least, I would like to express my deep sense of gratitude to my family for their unconditional love and support Without their care and encouragement, I would never have had enough motivation to go to the end of this journey STATEMENT OF ORIGINALITY I certify that this thesis entitled “A SURVEY ON TEACHERS’ EVALUATION TOWARDS ‘EVERYBODY UP’ LEVEL 2’S PACKAGE ON SUITABILITY IN TEACHING SPEAKING SKILLS FOR YOUNG LEARNERS AT ENGLISH CENTERS” is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, August 1st, 2023 Tiêu Tiểu Long RETENTION AND USE OF THE THESIS I hereby state that I, TIEU TIEU LONG, being the candidate for the degree of Master of TESOL, accept the requirement of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the originality of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan or reproduction of theses Ho Chi Minh City, August 1st, 2023 Tiêu Tiểu Long TABLE OF CONTENTS LIST OF ABBREVIATIONS i LIST OF TABLES ii LIST OF FIGURES iii ABSTRACT iv CHAPTER INTRODUCTION 1.1 Background to the study 1.2 Statement of the problem 1.3 Aims of the study 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of thesis chapters CHAPTER LITERATURE REVIEW .8 2.1 Teaching-learning English of young learners 2.1.1 Young learners and their learning characteristics 2.1.2 Principles of teaching-learning English for young learners 2.1.3 Teaching young learners to achieve language skills 10 2.2 Teaching skills using materials 12 2.2.1 Teaching four skills 12 2.2.2 On speaking and EFL’s speaking skills 13 2.2.3 Teaching Speaking with coursebooks 14 2.2.4 Communicative Language Teaching’s approach 15 2.3 On coursebooks and coursebooks’ roles .17 2.3.1 Definitions and concepts on materials and coursebooks 17 2.3.2 Coursebook as a teaching material 19 2.3.3 Concerns on coursebooks and its using 21 2.4 Teachers as users of materials 22 2.4.1 Teachers’ practices related to coursebooks 22 2.4.2 Teachers as materials evaluators 25 2.4.3 Teacher’ evaluation as a cyclical process 26 2.5 Materials’ evaluation 27 2.5.1 Definitions of materials’ evaluation 27 2.5.2 Previous research for materials evaluation 29 2.5.3 Approaches of coursebook’s evaluation 33 2.5.4 Evaluating materials for speaking skills 34 2.5.5 A review of checklists’ criteria for coursebook evaluation 35 2.6 Theoretical framework of coursebook evaluation 41 2.6.1 Coursebook’s suitability 41 2.6.2 Principles to determine evaluative criteria 43 CHAPTER METHODOLOGY 47 3.1 Research design 47 3.2 Research setting 49 3.2.1 Context of the study 50 3.2.2 Coursebook’s package description 50 3.3 Participants 53 3.4 Research Instruments 56 3.4.1 Teachers’ questionnaire 56 3.4.2 Teachers’semi-structured interview 59 3.5 Data collection procedure 62 3.6 Data analysis scheme 63 CHAPTER FINDINGS AND DISCUSSION 68 4.1 Findings from interviews .68 4.1.1 On teachers’ perspectives on evaluating coursebooks 70 4.1.2 On suitability for teaching speaking skills to young learners 72 4.1.3 Summary and discussions on interview’s findings 76 4.2 Findings from questionnaire 77 4.2.1 On reference to The General Curriculum and the syllabus 80 4.2.2 On methodology 81 4.2.3 On suitability to learners and to teachers 82 4.2.4 On Topics, activities 83 4.2.5 On language content 85 4.2.6 On skills 87 4.2.7 On additional resources 89 4.2.8 Summary of questionnaire’s results 90 CHAPTER CONCLUSIONS 92 5.1 Major findings of the study 92 5.2 Implications of the study .94 5.3 Limitations of the study .97 5.4 Recommendations .98 REFERENCES 100 APPENDICES 107 LIST OF ABBREVIATIONS CEFR Common European Framework of Reference for Languages CLIL Content and Language Integrated Learning CLT Communicative Language Teaching ELT English Language Teaching EU Everybody Up’s package MOET Ministry Of Education and Training NFL2020 National Foreign Languages Project 2008-2020 TEFL/EFL Teaching English as a Foreign Language TESOL Teaching English of Speakers of Other Languages YLE Cambridge English: Young Learners i LIST OF TABLES Table 2.1 The viewpoint of using coursebook (Ur, 1996) Table 3.1 Reviewers of the instruments Table 3.2 General information about the interviewees Table 3.3 Distribution and reliability of the questionnaire items Table 3.4 Interview questions Table 3.5 Steps of thematic analysis Table 3.6 Points of interest linked to Research questions Table 3.7 Data Extracts and Codes Table 4.1 Teachers’ evaluation on the Everybody Up’s package Table 4.2 Findings from the interview data Table 4.3 Evaluations by groups of criteria in full Table 4.4 Opinions on teaching methodology Table 4.5 Opinions on suitability to learners, to teachers Table 4.6 Opinions on topics, activities Table 4.7 Opinions on language content Table 4.8 Opinions on skills Table 4.9 Opinions on additional resources Table 5.1 Main findings of the study ii LIST OF FIGURES Figure 2.1 Classification of coursebook evaluation criteria Figure 3.1 Teachers’ views on evaluation for teaching speaking skills iii Tran, T T M (2011) An investigation into the ESP reading materials at information technology department at south-east vocational college (SEVC) in Dong Nai province M.A Thesis Hochiminh: Hochiminh University of Social Sciences and Humanities Retrieved April 09, 2021, from https://dlib.hcmussh.edu.vn/opac/ Trinh, T T V (2013) Learner’s needs and the use of coursebook at Lam Dong college of technology and economics M.A Thesis Hochiminh: Hochiminh University of Social Sciences and Humanities Retrieved April 09, 2021, from https://dlib.hcmussh.edu.vn/opac/ Ur, P (1996) A Course in Language Teaching: practice and theory Cambridge University Press, Cambridge 106 APPENDICES APPENDIX A: Everybody Up Level Student Book’s Cover 107 APPENDIX B: Syllabus, Student Book’s Content, and Lesson Guides 108 Everybody Up Level Student Book’s Content of Unit 109 110 Appendix C: Participant Information Sheet Title: A survey on teachers’ evaluation towards ‘Everybody Up’ level 2’s package on suitability in teaching speaking skills for young learners at english centers Name of researcher: Long, Tieu Tieu, MA student at the University of Social Sciences and Humanities Instructions: For the purpose of my thesis, I am conducting a research study to find out attitude towards coursebook’s evaluation and opinions on sutability of Everybody Up coursebook’s package using in the centre in teaching speaking skills for young learners You are invited to participate in my research I would appreciate any assistance you can offer me As part of my thesis I am conducting a questionnaire task, and interviews In the questionnaire task, you are asked to complete the questionnaire on your evaluation of Everybody Up 2, which you are using in the centre The questionnaire may take you half an hour to finish You will be asked to take part in a thirty-minute interview about your evaluation of Everybody Up Before you carry out the tasks, I will need to collect your personal information through the Background Information Sheet If you are willing to participate in my study, please complete the Background Information Sheet, complete the Questionnaire and sent 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 Contact information If you have any queries or wish to know more, please let me know now or contact me at the following address: Tieu Long, Tieu – Ho Chi Minh City, University of Social Sciences and Humanities Mobile: 0344519883 e-mail: long.tieu88@gmail.com 111 Appendix D: Participant Consent Form Title: A survey on teachers’ evaluation towards ‘Everybody Up’ level 2’s package on suitability in teaching speaking skills for young learners at english centers Name of researcher: Long, Tieu Tieu, 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 Date: Name: Signature: 112 Appendix E: Questionnaire This questionnaire is one of the research instruments The aim of this questionnaire is to survey your perceptions toward coursebooks evaluation and suitability of Everybody Up in teaching speaking skills for young learners All respondents’ data will be beneficial for the development of English language teaching ******************************************************************* Section A: Background information Directions: Mark √ in the box in front of your answer Gender Male Female Educational background Bachelor’s degree Master’s degree Doctoral degree Other (Please specify) Number of years in teaching professions Lower than a year - years - 10 years More than 10 years Number of years in using the current coursebook Lower than a year 1-2 years 3-4 years More than years (Please specify) 113 Section B: Survey on the suitability of the coursebook’s package (Please, tick appropriate box) 1=strongly disagree, 2=disagree, 3=neutral, 4=agree and 5=strongly agree I General Attribute A Reference to The General Curriculum and the syllabus in my centre The characteristics met with requirements in the general curriculum The characteristics met with specifications of the syllabus B Teaching methodology Teaching methodology in the coursebook is in line with learning objectives and goals The content and design of the coursebook serve the learning objective C Suitability to Learners The coursebook is suitable in terms of learners’ characteristics The coursebook is suitable in terms of learners’ needs and interests D Suitability to Teachers The coursebook is designed to be suitable in terms of approaches, guidelines, and organization for teachers with variety of capabilities and experience The coursebook composes of supplementary materials, tools, and additional resources that supports for teaching speaking skills The coursebook is flexible, can be adapted by teachers II Learning-teaching A Topics and Activities Topics is interesting, familiar, variety 114 Workload is compatible to students’ learning capabilities Practice is allocated properly that met with leaning objectives in short and long-term Instructions for activities are clear and easy to follow Activities take into account the diversity in learning styles, and from easy to hard level Goals of activities is achievable, in organized ways to practice, can be applied to daily life B Language content Vocabulary load is compatible to students’ language acquisition, is reasonably allocated, and linked together Themes is suitable in terms of socio-cultural aspects, having local and global representation Vocabulary and grammar points are introduced with highlighted, simple forms, to elicit realization and present knowledge, values Culture and authentic English are suitable with requirements of learning English C Skills Skills are reasonably introduced through language content, and interlinked The level of practicing skills are suitable with learners’ diversity Practicing receptive skills is easy that let students learn independently Practicing receptive skills is standardized, with relation to daily conversations 115 Practicing productive skills is standardized, with relation to daily conversations Practicing skills is interesting, have a balancing distribution between pair- and group-work D Additional resources Additional resources can be easily practice at home Additional resources is rich, promote to continuity learning Additional resources support to enhance and develop learning 116 Appendix F: Semi-structured Interview Questions Part 1: Teachers’ general information and teaching experience Name:…………………………………………………………………………… Years of teaching experience:…………………………………………………… Years of teaching with coursebook package experience:………………………… Part 2: Semi-structured interview questions: The Interview Protocol Time Code Name _Date / / ************************************************************* Guided questions Questions Aims RQ 1: How have the teachers at -To explore teachers’ opinions on the private English centres perceived in-used coursebook’s evaluation towards the in-used coursebook’s evaluation in their course of teaching? 1.1 How you feel about English To provoke some initial perception on coursebook’s evaluation? the coursebook’ evaluation 1.2 Have you ever conducted or To find out if the teacher has experience joined in a coursebook’s evaluation? in evaluating If yes, could you describe in detail how you have been implementing? 1.3 Would you mind explain in detail To explore the teacher’ ways to evaluate how you decide that a coursebook is a coursebook suit for you? 117 1.4 Could you specify what are your To get into the teacher’s criteria to points that you say need to evaluate considerate, that is some kind of criteria, in terms of evaluate a coursebook? Would you mind suggest your criteria to evaluate the coursebook’s appropriateness? 1.5 What is your point of view on the To study the teacher’ view on coursebook evaluation in terms of coursebook’ evaluation in terms of teaching speaking skills? criteria suitability for teaching speaking skills 1.6 How you perceive the To learn about teacher’ practice of using coursebook’s evaluation as a user coursebook RQ2: What are the opinions of To explore teachers’ opinions on the teachers at private English centres on package for teaching speaking skills for the suitability of the Everybody Up young learners Level 2’s package in terms of teaching speaking skills? 2.1 Would you mind describing the To explore the first impression towards first impression for the coursebook? the coursebook? Please give some details in the very first access to the package, the studentbook ? 2.2 How you describe your To find the teacher’ evaluation in terms evaluation for the books, in terms of of the coursebook’ package suitability teaching speaking? for teaching 118 Could you please explain why you think these features in the package suitable for your teaching? 2.3 Would you mind recommend To find teacher’ suggestion for using some suggestion for the package? the coursebook’s package (student book, workbook, etc.) Notes: _ _ _ _ _ _ 119 APPENDIX G: A Vietnamese version of the interview guiding questions Questions RQ 1: How have the teachers at private English centres perceived towards the inused coursebook’s evaluation in their course of teaching? 1.1 Anh/Chị suy nghĩ việc đánh giá giáo trình ạ? 1.2 Anh/Chị thực hiện/tham gia việc thực đánh giá giáo trình chưa? Nếu rồi, anh chị mơ tả cụ thể khơng ạ? 1.3 Anh/Chị giải thích rõ anh chị định giáo trình có phù hợp khơng nào? 1.4 Anh/Chị mơ tả cụ thể điểm nào, có tiêu chí nào, cần lưu ý việc đánh giá giáo trình khơng? Anh/Chị dẫn tiêu chí để đánh giá giáo trình phù hợp? 1.5 Anh/Chị cho biết quan điểm việc đánh giá giáo trình xét phương diện dạy học kỹ nói với bé nhỏ tuổi? 1.6 Với vị trí người sử dụng giáo trình, anh/chị cảm thấy việc đánh giá giáo trình có vai trị với mình? RQ2: What are the opinions of teachers at private English centres on the suitability of the Everybody Up Level 2’s package in terms of teaching speaking skills? 2.1 Anh/chị vui lòng cho biết ấn tượng ban đầu giáo trình? Vui lịng nêu cụ thể ấn tượng tiếp xúc với giáo trình, sách Student book ạ? 2.2 Anh/chị giải thích rõ đặc tính giáo trình lại phù hợp cho việc dạy học mình, đặc biệt cho việc dạy kỹ nói cho bé nhỏ tuổi khơng ạ? 2.3 Anh chị có đề xuất giáo trình (chẳng hạn, student book, workbook ), phương diện dạy kỹ nói không ạ? 120
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