Aim of the study
The study aimed to evaluate how teachers assessed the "English for Law Enforcement" ESP textbook This evaluation seeks to enhance teacher development by highlighting key aspects of their feedback on the textbook and other learning materials, potentially influencing future practical evaluations in the field of English for Specific Purposes.
Significance of the study
Teachers are essential users of textbooks and learning materials, playing a crucial role in their effective utilization for student learning Understanding how teachers evaluate these resources significantly benefits both pre-service and in-service teacher education, enhancing their awareness and skills in textbook evaluation Notably, many teachers actively engage in workshops and conferences, both locally and internationally, to improve their knowledge in this area Additionally, some are motivated to dedicate more time to extensive readings on textbook evaluation This study aims to support these educational endeavors.
Method of the study
This study explores two key research questions: the extent of variation among teachers in their evaluation of a textbook and their opinions regarding this evaluation A quantitative research approach was employed, utilizing a specifically designed questionnaire with self-evaluation criteria and interviews to gather data on teachers' practical experiences with the coursebook.
Scope of the study
The textbook "English for Law Enforcement" is classified as a form of English for Specific Purposes (ESP) material, as it addresses specialized topics relevant to law enforcement professionals Hutchinson and Waters (1987) define ESP as a language teaching approach that tailors content and methods to the learners' specific objectives To evaluate this textbook, the researcher developed self-evaluation criteria and interview questions focused on its content and instructional methods The study primarily involved English teachers from the English Group within the Department of Foreign Languages, which operates under the supervision of the PPA.
Design of the study
This thesis is structured in three parts:
This part is considered a general introduction covering several key points, including rationale (reasons for choosing the theme), aim, scope, method and design of the study
Chapter 1 of Part B: Development provides a foundational overview of literature reviews and theories related to materials evaluation It introduces essential terminologies that are crucial for understanding materials evaluation Furthermore, this chapter equips readers with a clear understanding of the specific methods and criteria that should be appropriately applied in this study.
Chapter 2 (Research Methodology) is covered with specific particulars relating to research methodology Importantly, two major instruments as questionnaire and interview will be discussed a lot
Chapter 3 (Results and Discussions) deals with two research questions via the analysis of questionnaire and interview data Apart from that, a number of recommendations will be also raised herein
This part provides a brief summary of all the obtained results will be reported and potential suggestions for further study may be made
The final section of the article includes References, which cite specific sources that support the content, and Appendices, which provide checklists and various forms of questions used to gather data from participants.
LITERATURE REVIEW
English for Specific Purposes
English for Specific Purposes (ESP) is recognized as a distinct area within English Language Teaching (ELT), defined by Hutchinson and Waters (1987) as an approach where all content and methods are tailored to the learner's specific goals ESP encompasses a wide array of specialized fields, including business, medicine, law, engineering, and history, highlighting its significance in contemporary society As Brian Tomlinson (2007) notes, ESP serves as an umbrella term for teaching English to students who require the language for specific academic or professional purposes.
According to Dudley-Evans (1998), the characteristics of ESP can be described as specifically follows:
- ESP is defined to meet specific needs of the learners
- ESP makes use of underlying methodology and activities of the discipline it serves
- ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre
- ESP may be related to or designed for specific disciplines.
Coursebooks
- ESP is generally designed for intermediate or advanced students
- Most ESP courses assume basic knowledge of the language systems According to Carter (1983), three characteristics of ESP consists of (i) authentic material, (ii) purpose-related orientation, and (iii) self-indirection
Overall, the points discussed contribute to readers' understanding of English for Specific Purposes (ESP), including its definitions and key characteristics Additionally, there are various theories related to coursebooks and the evaluation of coursebooks that are worth exploring.
Materials play a crucial role in language learning, encompassing various forms that aid the educational process As noted by Tomlinson (2001:66), these materials can be linguistic, visual, auditory, or kinaesthetic, and may be delivered in multiple formats, including print, live performances, or digital media such as cassette tapes, CD-ROMs, DVDs, and online platforms.
The terms "textbook" and "coursebook" are often used interchangeably without any significant semantic difference Additionally, the term "materials" serves as a broad category that encompasses coursebooks.
Coursebooks are essential to both students and teachers, serving as the core of any English Language Teaching (ELT) program Nunan (1999) emphasizes that textbooks are crucial components of instructional programs, making it hard to envision a classroom without them Similarly, Ahour and Ahmadi (2012) highlight that textbooks effectively deliver knowledge to learners Overall, these definitions underscore the significant role of coursebooks in education.
Coursebooks play a crucial role in English Language Teaching (ELT) by serving as essential tools for both teachers and learners Tomlinson (2003) emphasizes that coursebooks act as a roadmap, allowing educators and students to navigate lessons effectively by previewing upcoming content and reviewing past material Cunningsworth (1995) highlights the multifunctional nature of ELT coursebooks, which include presenting written and spoken materials, fostering interaction, providing vocabulary and grammar references, facilitating classroom activities, and supporting self-directed learning According to Ahour and Ahmadi (2012), textbooks are vital sources of organized knowledge, enabling learners to grasp information easily For teachers, coursebooks offer a structured framework that aids in achieving educational goals and inspires creative lesson planning For learners, they provide a clear pathway to meet their learning objectives.
A coursebook plays a significant role in aiding both teachers and learners in enhancing their general knowledge and understanding of the target language's culture However, while there are several advantages to using textbooks, researchers have identified notable disadvantages, such as the detrimental effects of heavy reliance on a single textbook, which can neglect learners' diverse needs (Nunan 1980, Allwright 1981, Stern 1992) Cunningsworth (1995) argues that this dependence undermines the valuable contributions of skilled teachers in the educational process Furthermore, Swales (1980) views the widespread use of textbooks as indicative of educational shortcomings Scholars like Tomlinson (2003), Ur (1996), and Williams (1983) emphasize that no textbook can adequately cater to individual learning styles and classroom dynamics In extreme cases, teachers may become overly dependent on textbooks, leading to insufficient lesson preparation (Ur, 1996; Tomlinson, 2008), which can result in learner boredom or disengagement in English lessons.
In the context of Vietnamese educational institutions, textbooks play a crucial role in language programs, highlighting the importance of weighing both their benefits and limitations.
Coursebook Evaluation
Given its significance, conducting a materials evaluation is essential Before delving into the specifics of this study, it is important to define key terms such as "Evaluation" and "Coursebook Evaluation," along with other relevant aspects.
Researchers have offered various definitions of "Evaluation" and "Materials Evaluation." Dudley (1998) describes evaluation as a comprehensive process that starts with identifying the necessary information and culminates in implementing changes to current or future practices Hutchinson and Waters (1987) view evaluation as a matching process that aligns needs with available solutions Nunan (1998) emphasizes that materials evaluation is an ongoing process rather than a final product Tomlinson and Masuhara (2004) elaborate that materials evaluation assesses the value of educational resources by evaluating their impact on users, considering factors such as learner appeal, content validity, engagement potential, motivational capacity, learning value, and the support they provide to teachers in preparation and assessment, as well as their adaptability to different contexts.
Coursebook evaluation is crucial for teachers and program developers, as it aids in selecting the most suitable materials while highlighting their strengths and weaknesses (Sheldon, 1988) Tomlinson (1996) emphasizes that material evaluation serves as a form of action research, enhancing our understanding of how these materials function and contributing to teachers' professional development by fostering a critical academic perspective Cunningsworth (1995) notes that evaluation helps determine if a coursebook meets the needs of target learners across different levels and teaching contexts Additionally, Robinson (1991) identifies evaluation as a vital component of quality control, enabling educators to assess the effectiveness and overall merits of the materials in use.
(1993), evaluation can afford general insights into how teachers use materials and therefore suggest directions both for materials development and professional development activities
In the realm of materials evaluation, the term "approach" has been used inconsistently McGrath (2002) aligns "a systematic approach" with "a cyclical approach," which encompasses three key stages: pre-use evaluation to determine potential suitability, followed by in-use evaluation.
In evaluating the suitability of educational materials, both in-course use and post-use evaluations play crucial roles McDonough and Shaw (1993) propose a three-stage model that includes external evaluation (macro-evaluation), internal evaluation (micro-evaluation), and an overall evaluation that combines both Additionally, Ansary and Babaii (2002) introduce a systematic "Checklist Approach to Textbook Evaluation," emphasizing objectivity in the assessment process Hutchinson and Waters (1987) recommend a four-step macro-evaluation process, which involves defining criteria for judgment, conducting subjective and objective analyses, and matching materials to specific needs These approaches provide foundational insights into effective materials evaluation in educational contexts.
With regard to the methods of materials evaluation, McGrath (2002:25) provides three basic methods to evaluate coursebooks, as specifically follows:
- the impressionistic method (analyzing a coursebook on the basis of a general impression): impressionistic analysis is concerned to obtain a general impression of material As Cunningsworth‟s (1995:1) term
An "impressionistic overview" involves a quick assessment of a book by reading the publisher's blurb on the back cover, followed by skimming through the content to evaluate its organization, layout, topics, and visuals.
The checklist method involves both impressionistic evaluations, where one briefly engages with a book, and in-depth assessments through close analysis of its features or sections This approach utilizes specific checklists tailored for particular evaluation purposes, highlighting the systematic nature of the method as emphasized by Skierso (1991:440, citing Tucker).
A comprehensive textbook evaluation checklist should include criteria grounded in linguistic, psychological, and pedagogical principles that reflect modern language learning methods These criteria must be thorough enough to assess all aspects of the textbook while also being specific enough to allow for focused evaluation of individual characteristics or related groups of characteristics.
The effectiveness of a checklist relies on its systematicity, which is only beneficial when the criteria are grounded in solid pedagogical principles, cover all aspects of the textbook, distinguish between different features, and are pertinent to the specific context of use.
According to Williams (1983), checklists should not be static, as they have evolved significantly over the years The categories within any materials evaluation instrument or observation schedule reflect the era of their creation and the beliefs of their designers, similar to published materials Therefore, a generic checklist often requires customization to fit specific contexts effectively.
The in-depth method involves a thorough examination of representative features to determine if materials can meet their advertised claims This approach emphasizes analyzing specific characteristics and conducting a detailed review of selected extracts (Cunningsworth, 1995).
(Hutchinson, 1978), or a thorough examination of several units using predetermined questions (Johnson, 1986)
Various researchers have proposed distinct criteria for materials evaluation, enabling teachers to adopt a more systematic and objective approach through the use of checklists.
Sheldon (1998) outlines essential criteria for evaluating resources, which encompass rationale, availability, user definition, layout, accessibility, linkage, selection, physical characteristics, appropriateness, authenticity, sufficiency, cultural bias, educational validity, stimulus, revision, flexibility, guidance, and overall value for money.
Materials evaluation often assumes that the evaluator has specific end-users in mind, such as learners, teachers, and the context in which the materials will be used Consequently, discussions about evaluation criteria are typically tied to these contexts While this focus is significant, it is beneficial to differentiate between various aspects of evaluation, as highlighted by Ur.
(1996), between general criteria (i.e the essential features of any good teaching- learning materials) and specific (or context-related) criteria
Tomlinson (1999:11-12) takes the definition of specific criteria a step further, suggesting four categories of specific criteria
1 Media-specific criteria: i.e those which related to the particular medium used
2 Content-specific criteria: i.e those which relate to the nature of the material
3 Age-specific criteria: i.e the suitability of the material (e.g visuals, cognitive challenge) for the age-group for which it is intended
4 Local criteria: i.e the appropriateness of the material for the particular environment in which it is to be used
Tucker (1975) outlines a framework of criteria aligned with fundamental linguistic, psychological, and pedagogical principles, categorized into four main groups: pronunciation, grammar, content, and general criteria.
Teachers‟ evaluation of coursebooks
The literature review confirms Tomlinson's (1998) assertion regarding the scarcity of studies evaluating textbooks from teachers' perspectives Despite extensive research efforts, only three significant studies were identified, utilizing questionnaires or checklists to gather insights on commercial textbooks One notable study by Kayapinar (2009) surveyed English language teachers across 25 high schools in Turkey, revealing a predominantly negative evaluation of the textbooks used Out of the 94 teachers who completed a 76-item questionnaire and 40 who participated in interviews, key concerns emerged: the textbooks lacked adequate support for independent learning, did not systematically address pronunciation, and required more vocabulary reinforcement Additionally, while the target language culture was often represented, the cultural context of Turkish students was seldom included.
A study by Litz (2005) on Turkish teachers' evaluations of the textbook "English Firsthand 2" revealed dissatisfaction with the university's decision to adopt it, primarily due to insufficient review sections and exercises Supporting these findings, Al-Yousef (2007) conducted research with a limited set of four questions for teachers, which also indicated a strong desire for more review material.
The literature review highlights the necessity for additional research on teachers' evaluations of coursebooks McGrath (2013) emphasizes that while researcher-led materials evaluation can lead to modifications, evaluations conducted by teachers are crucial for informing practical actions This underscores the motivation behind the study presented in this thesis.
The next chapter presents the research methodology and the research procedures.
RESEARCH METHODOLOGY
Backgrounds
The People's Police Academy (PPA) in Vietnam is recognized as the leading institution for police education and training English proficiency is essential for all PPA students, particularly credit students, to enhance their specialized vocabulary and knowledge for future careers in law enforcement To support this goal, a range of police coursebooks has been carefully selected, with the "English for Law Enforcement" ESP coursebook being officially adopted This coursebook has been in use for three years, primarily targeting credit students at the pre-intermediate English proficiency level.
Most credit students at the PPA typically complete a one-year course in general English, utilizing the coursebook designed for this program.
In the second semester of their second year, students will begin the ESP coursebook "English for Law Enforcement" by Charles Boyle and Ileana Chersan, following their initial exposure to "English Unlimited – Pre-intermediate" from Cambridge University Press At this point, students often lack a solid foundation in police vocabulary and essential legal knowledge, which can present challenges in learning both the language and content However, by the time the course is implemented, students will have gradually improved their vocabulary and understanding of police and legal concepts This progress is largely attributed to the course's relevance to their major, serving as a motivating factor that encourages their continued learning and development in the field.
Students must attend English lessons three times a week, totaling six periods, with approximately 40 students in each class Midway through the course, they will take a 90-minute mid-term test, excluding the speaking component At the end of the course, a 90-minute written test and a 12-minute speaking test are mandatory.
This study comprehensively evaluates the outcomes and achievements of both teachers and students in the implementation of the ESP coursebook, aiming to meet teachers' assessment criteria.
Goals and Objectives of the ESP coursebook
In response to the increasing demands on police forces and the learning needs of police students, the PPA's Board of Directors has recognized the critical role of foreign languages, particularly English, in law enforcement To enhance human resources with strong foreign language skills, the Board has issued numerous official guidelines aimed at improving competencies in various aspects of police work A notable initiative includes the adoption of the ESP coursebook "English for Law Enforcement," following extensive workshops, discussions, and pilot training sessions, which aligns with the specific goals and objectives set for the course.
Upon completing the course, students will significantly enhance their police vocabulary and professional structures, enabling them to effectively access foreign police documents and diverse evaluable sources This acquired knowledge will facilitate their study of various professional subjects, such as Investigation, Prison Management, Administrative Management, and Criminal Techniques, thereby deepening their understanding of essential police skills, competencies, and relevant laws in the upcoming semester.
The course aims to equip students with essential knowledge and skills in police terminology and structures, enabling them to understand complex terms such as crime, offender, and organized crime Students will learn to construct sentences relevant to law enforcement contexts, including making interrogative questions and conducting crime scene investigations Additionally, the course focuses on enhancing English language proficiency at A2-B1 levels, allowing students to engage with various English-subtitled legal documents and communicate effectively in international settings Finally, students will gain the ability to identify different types of crimes and their characteristics, significantly expanding their professional knowledge Overall, these objectives require students to dedicate themselves to both in-class and independent learning to achieve success.
Descriptions of the ESP coursebook
The coursebook titled “English for Law Enforcement” by Charles Boyle and Ileana Chersan is specifically designed for law enforcement professionals, including police, gendarmes, military police, border guards, customs officials, and security personnel, making it particularly relevant for Vietnamese law enforcers from diverse backgrounds.
The coursebook effectively covers the entire range of law enforcement activities, from everyday interactions with the public to international collaboration on cross-border operations It aims to equip learners with essential communication skills and provides a thorough examination of current challenges faced by law enforcers, along with the necessary language to address these issues Furthermore, it offers engaging language practice focused on core vocabulary and functional language relevant to key areas of law enforcement.
"English for Law Enforcement" is designed for students at the A2 to B1 English proficiency levels and is best utilized in a classroom setting with a teacher For independent study, learners can effectively use the Student's Book along with the accompanying CD-ROM, which features an interactive workbook to enhance their language skills Additionally, students are encouraged to access the official website for further resources.
“www.macmillanenglish.com/englishforlawenforcement”to download and enjoy other self-study resources available for the student‟s book
Each designed unit addresses a significant topic and is structured into four modules, each containing relevant tasks or activities Here are some key points for your convenience.
Regarding its topics, the entire material is constituted of 12 units in appropriate with each different topic, as specifically follows:
Unit 1: The world of law enforcement Unit 7: Civil disorder Unit 2: Traffic and vehicles Unit 8: At the police station Unit 3: Out in the community Unit 9: Crime scene investigation Unit 4: Emergency call Unit 10: Criminal justice
Unit 5: Crimes against property Unit 11: Organized crime Unit 6: Drugs and alcohol Unit 12: International co-operation Referring to the format commonly designed for each unit, the writers distribute each unit into four following modules:
Alpha : These modules contain information and language for the topic area of each unit
: In these modules, the focus is on grammar and structures More practice is provided on the CD-ROM
Charlie : The focus here is on functional language
In the concluding module of each unit, you will encounter a problem-solving scenario or a project that requires you to create a tangible outcome This serves as a valuable opportunity to apply the knowledge, grammar, and vocabulary acquired from the previous modules within the unit.
Research questions
With the said objectives, the study was carried out to find out the answers to the below-mentioned research questions:
(1) - To what extent do teachers differ in their evaluation of the textbook?
(2) – What are the opinions of teachers about their evaluation of the textbook?
Research approaches
According to McGrath (2002:25), effective materials evaluation can be achieved by combining both the checklist and in-depth methods Specifically, quantitative research was conducted using tools such as self-evaluation questionnaires and email interviews This approach is deemed the most suitable and practical for addressing the stated research questions.
Participants
The study focuses on a target population of 20 English teachers from the English Group within the Department of Foreign Languages, supervised by the PPA These teachers have experience with the specific ESP coursebook being examined In contrast, 5 other members, who were recently recruited, lack practical knowledge and experience with this coursebook, and therefore, are not included in the subject group for this study For further details about the target population, please refer to Table 1 in the accompanying presentation.
Table 1: Information on the subject group
Teaching experience with this ESP coursebook
The study involved a group of 20 teachers, comprising 4 males and 16 females, with ages primarily ranging from 30 to 45, and one participant over 50 Their educational qualifications include 4 with Bachelor’s Degrees, 15 with Master’s Degrees, and 1 with a Doctorate in English teaching methods, all having completed a short-term training course in law and police competence The teachers possess varying levels of teaching experience, with 11 having 1-5 years, 8 with 6-15 years, and 1 with 16-25 years, while none have over 26 years of experience In terms of their experience with the specific ESP coursebook, 3 teachers have taught it for 1 year, 12 for 2 years, and 5 for 3 years.
With the above things, it can be affirmed that readers may further understand the subject group engaged in this study.
Instruments
This study employs a quantitative research methodology, utilizing two primary instruments: questionnaires and email interviews Both tools are effective for gathering data, enabling the researcher to obtain satisfactory answers to the research questions posed.
Questionnaires, as defined by Brown (2001), are written instruments that present a series of questions or statements for respondents to answer either in writing or by selecting from provided options Litz (2005) highlights the popularity of survey questionnaires in social sciences for collecting opinions, aiding in the specification of aims, and analyzing teaching and learning situations One significant advantage of questionnaires is that they allow respondents to complete them without pressure, enabling them to express their thoughts freely Additionally, closed-ended questions are easy to answer, as noted by Grillham (2000).
This study evaluates the ESP coursebook using a quantitative approach via a self-evaluation questionnaire The questionnaire employs a 5-point Likert scale, ranging from Excellent (1) to Not good (5), and includes 10 questions focused on content criteria related to the textbook's contents, tasks, and activities.
“Appendix A”) The procedure for analysis of acquired findings from this questionnaire was performed under the following steps:
The questionnaire was developed based on existing literature regarding second language acquisition and the significance of textbooks in facilitating learner support Following its creation, the questionnaire underwent testing with a teacher from a different school to ensure clarity and eliminate any ambiguity in the items presented.
The questionnaire was distributed to participating teachers, who were given one week from the date of receipt to complete it This timeframe allowed them to provide detailed and accurate responses.
Step 3: Analysis of Questionnaire Data
After completing data collection, the findings from the questionnaire were synthesized from the responses of all participants and organized into tables and figures These figures were then processed using Microsoft Excel, a widely used software program The synthesized data were converted into specific percentages using a percentage conversion formula This allowed for a comparison of each criterion, corresponding to each question, to determine the extent of differences among the target subjects in their evaluation of the ESP coursebook.
Step 4: Interview - Analysis of Interview Data
Interviews play a crucial role in evaluation by offering in-depth and valuable insights (Dudley & Evans, 1998) Patton (1996) identifies three qualitative interview formats: informal conversational interviews, standardized open-ended interviews, and structured interview guides Utilizing interviews helps minimize the number of open-ended questions in questionnaires, thereby reducing the time required for respondents to complete them Additionally, interviews facilitate the collection of diverse opinions and ideas, capturing concerns that may otherwise be missed (Litz, 2005).
Interviews serve as an effective method for gathering additional data, helping researchers to minimize both subjective and objective biases, such as participant bias in questionnaire responses Based on the initial analysis of questionnaire data, interview questions were designed to provide deeper insights into teachers' evaluations of the textbook (refer to "Appendix B") Due to time constraints for face-to-face interviews, an email interview format was utilized, where teachers received questions via email and returned their responses similarly The qualitative analysis of teachers' responses focused on key words to identify emerging themes.
Step 5: Compare the questionnaire data and interview data
The comparison of the acquired questionnaire and interview data aims to provide insightful answers to the research questions This chapter outlines the research methodologies, detailing essential aspects such as background, research questions, participants, and instruments used in the study Ultimately, it serves as a crucial guide for readers to better understand the data collection and analysis processes that will be discussed in the following chapter.
RESULTS AND DISCUSSIONS
Analysis of Questionnaire Data
To address the research question regarding the variability in teachers' evaluations of the textbook, it is essential to develop specific evaluation criteria for the questionnaire used in the study I believe these criteria will play a crucial role in uncovering teachers' genuine perceptions and assessments of the ESP coursebook As outlined in Chapter 3, the questionnaire employs a 5-point Likert scale ranging from Excellent (1) to Very Good.
A questionnaire consisting of 10 content-related questions was distributed to 20 teachers, focusing on content criteria for tasks and activities All teachers participated, resulting in a 100% response rate, thanks to their sincere cooperation The collected data was then synthesized and is clearly presented in Table 2 below.
Table 2: Findings on teachers’ evaluation of the ESP coursebook
1 To what extent does the textbook provide exposure to English in authentic use?
2 To what extent is the exposure to English in use likely to be meaningful to your learners?
3 To what extent are the texts and activities likely to interest your learners?
4 To what extent are the activities likely to provide achievable challenges to your learners?
5 To what extent do the activities provide opportunities for your learners to make discoveries about how English is used?
6 To what extent do the activities provide opportunities for creative use of English?
7 To what extent does the textbook help your learners to make use of the opportunities to learn outside the classroom?
8 To what extent is the textbook likely to help your learners achieve the course objectives?
9 To what extent is the textbook likely to meet your learners‟ learning needs?
10 To what extent is the textbook appropriate to your teaching context?
Table 2 presents detailed findings from teachers' evaluations of an ESP coursebook, revealing varying percentages across different criteria Notably, the majority of respondents rated the coursebook as level 3 "Good," with support for this rating ranging from 40-60% for most criteria Exceptions include Criteria 2, 3, and 7, where levels 2 "Very good" and 4 "Not very good" received 30%, 35%, and 40% respectively Conversely, level 5 "Not good" consistently ranked lowest, with percentages between 5-10% or no evaluations at all While distinguishing between levels 2 and 4 proved challenging, overall support suggests level 2 is more appropriate, particularly as several criteria received below-average ratings Level 1 "Excellent" garnered limited responses (5-25%), indicating a more favorable perception compared to level 5 "Not good," which received even fewer positive evaluations.
Based on a thorough analysis of recorded data, the ESP coursebook is generally rated as a source of "Good" learning materials A notable characteristic that draws significant attention from teachers is its effectiveness, with 60% rating it as "Good" and an additional 20% recognizing its strengths.
The ESP coursebook is deemed effective in meeting course objectives by providing essential professional vocabulary and structures for future jobs Participants valued opportunities for creative use of English (55%) and insights into its practical application (50%), alongside achievable challenges and authentic exposure (both at 50%) Teachers also rated the coursebook positively for addressing learners' needs (45% "Good") and suitability to the teaching context (40% "Good") However, there was noticeable dissatisfaction regarding its support for out-of-class autonomous learning (40% "Not very good") and meaningful exposure to English (30% "Not very good") Despite some critiques, few teachers rated it as "Not good," and a small percentage acknowledged its excellence in helping achieve course objectives (20%) and contextual relevance (25%) Overall, the analysis highlights varied teacher evaluations of the ESP coursebook, indicating a lack of common standards in their assessments.
The findings indicate that the term "Good" frequently emerged across nearly all evaluation criteria, while "Not good" was largely overlooked This suggests that teachers' evaluations of the textbook may vary significantly, providing insights into the extent of these differences in their assessments.
Analysis of Interview Data
To investigate teachers' opinions on textbook evaluation, the researcher conducted email interviews with 20 participating teachers Each teacher received five interview questions, and all responded enthusiastically and on schedule The collected data were interpreted and synthesized for detailed analysis, revealing key insights into the textbooks' advantages, limitations, and any inappropriate characteristics Additionally, the teachers provided recommendations for necessary modifications to address these issues and discussed how the textbooks could enhance their teaching skills The findings encompass advantages, limitations, recommendations, and the potential for upgrading teachers' competencies.
The initial findings that onlookers can clearly see in Table 3 indicate a number of advantages of the ESP coursebook really recognized by the participants
There is no denying the fact that the synthesized advantages below were originated from the involved teachers‟ in-class and out-of-class practical teaching experiences with this coursebook
Table 3: Advantages of the coursebook mentioned by the participants
Number of participants mentioning (person)
1 Textbook provides a great deal of specialized English knowledge of law and police with a variety of themes and contents
2 Textbook provides knowledge of basic grammar logically associated with a wide range of practical and useful grammar structures
3 Textbook provides plenty of specialized information and knowledge that is really quite appropriate to practical contexts as well as students‟ qualifications and needs
4 Textbook contains a systematic source of plentiful and helpful reading & listening texts, partly contributing to enhancement of students‟ reading comprehension and listening competence
5 Textbook is accompanied with the CD-ROM as an evaluable source of supplementary materials that can support students‟ out-of-class autonomous learning
6 Textbook comprises a great number of plentiful and diversified vocabularies used practically for specific purposes (referring to law and police), complying with themes and designed activities
7 Textbook is designed with a range of plentiful and diversified activities corresponding to students‟ qualifications and needs, developing language skills (listening, speaking, reading and writing)
8 Textbook provides various situations based on different backgrounds that are suitable for lesson topics and practical contexts, attracting students‟ interests
9 The syllabus of reading texts of each unit is properly distributed in a logic order (from easy-difficult, from simple- complicated), strengthening students‟ learning interest
10 Textbook is designed clearly and coherently with enough language skills: listening, speaking, reading and writing (of which parts are obviously allocated)
11 Textbook is designed meticulously and cautiously with a few unimportant mistakes and a mass of lively pictures 5 25
12 Textbook is illustrated with lively pictures, compatible to lesson contents, students‟ major and needs 1 5
13 Language is authentic, logical and practical, complying with students‟ qualifications and interests 5 25
From Table 3, it is clear that, upon synthesizing acquired findings, a total of
The article highlights 13 key advantages, with the most significant being the extensive specialized English knowledge in law and policing, noted by 80% of interviewees (16 out of 20) This diverse expertise covers a wide range of themes and content, underscoring its importance.
Teacher 2 : It provides students with professional words and knowledge of different topics related to laws and police
Teacher 3 : It renders good lessons of ESP for law enforcement, including police Teacher 4 : It provides a lot of knowledge relating to law
It broadens teachers' knowledge about law, police Then help them to compare the international law and Vietnam law
Teacher 6 : The contents are plentiful with a wide range of interesting topics concerning laws and police
Teacher 7 : It provides specialized knowledge about police in various topics Teacher 16 : The contents are suitable for the domain concerning laws
Teacher 19 : The coursebook mentioned all fields of law enforcement such as traffic and vehicles, out in the community, emergency call, crimes against the police station, crime scene investigation, criminal justice, organized crime and international cooperation
Participants highlighted several strengths of the ESP coursebook, noting its comprehensive coverage of law and police vocabulary through well-structured themes and activities, which accounted for 40% of the content Additionally, the coursebook's clear format and coherent organization of language skills were praised, representing 35% of its effectiveness.
Teacher 1 : It provides students with professional words and various activities Teacher 4 : It helps students to know and realize as well as apply the knowledge from the book into real situation
Teacher 5 : It provides a wide range of vocabulary of various topics
Teacher 6 : The coursebook was designed clearly and coherently with enough language skills: listening, speaking, reading and writing (those parts were distributed clearly) It provides plentiful vocabularies with their high real-time applications
Teacher 8 : It provides words and contents related to police students
Teacher 13 : It provides a large range of vocabulary related to police's activities and a lot of topics in which police officers solve in reality Teacher 14 : It is logical, well-organized, relates to future police officers Teacher 15 : The format is designed logically
Teacher 16 : The format is proper
The article highlights that the resource is recognized for its specialized information and knowledge, particularly in foundational grammar theories and practical grammar structures tailored to various contexts and student needs Additionally, it boasts strengths such as a variety of designed activities, authentic materials, and engaging visuals, which have been positively received by involved educators.
Teacher 3 : It is well-organized with useful content, authentic & reliable language presented by a variety of voices and accents, attractive images
Teacher 5 : Reading passages and listening parts are informative and useful They have useful grammatical structures
Teacher 9 : The applicable subjects are the students of the PPA in which such majors as police and investigation are taught So, knowledge is suitable for learners
Teacher 12 : It has diversified structures and logical grammars
Teacher 13 : It includes interactive tasks and activities which can help to improve skills (listening, reading) + grammar, vocabulary and pronunciation Teacher 11 : It meets students’ needs in the PPA It closely concerns students' major It is useful for students’ working environment
Teacher 20 : It is authentic and reliable It has attractive images and a variety of voices and accents It is well-organized with useful contents and interesting topics related to real work
In short, the things described in Table 3 are an overview of good points withdrawn from the interviewees
Limitations or inappropriate characteristics and Recommendations
The email interviews revealed significant insights, along with typical limitations and areas for improvement that may need to be addressed in the future Respondents also provided valuable recommendations for potential modifications to enhance the overall process Here are the key findings from the synthesized data.
The interviews reveal that the ESP coursebook predominantly emphasizes foreign laws, particularly American regulations, which are seldom relevant in Vietnam Written by foreign authors, the coursebook largely relies on international sources, leading to a noticeable gap in knowledge regarding Vietnamese laws Consequently, the scenarios presented in the coursebook often feel unfamiliar to Vietnamese students due to significant differences in legal practices For instance, students struggle to understand professional terminology that aligns with Vietnamese law, as the authenticity of the tasks and activities fails to reflect practical situations in Vietnam.
Teacher 1 : Some of the laws introduced are not applied in Vietnam (American laws for instance) Teacher 2 : Knowledge only refers to foreign laws, not Vietnamese laws or any comparisons with the laws of Vietnam
Teacher 5 : The context is not in Vietnam, so there are a lot of differences when students apply their learnt knowledge to talk about Vietnam
Teacher 10 : some differences from issues of Vietnamese police Teacher 11 : All the information is from international sources, there is no single knowledge related to Vietnam context
Teacher 16 : Several situations were not suitable for the real situations of Vietnam Teacher 17 : This book is originated from other country's law, so maybe, students find hard to define the words or phrases and it is incompatible with law in Vietnam
Teacher 18 : Specialized knowledge is not really plentiful and adequate in accordance with Vietnam
Teacher 19 : The context in each unit is not familiar to that in Vietnam because the differences between two legal assistance
To enhance students' understanding of Vietnam's law and police, teachers must thoughtfully integrate theoretical and practical knowledge relevant to the Vietnamese context Incorporating additional tasks that reflect current, authentic situations in Vietnam's legal framework is essential For example, designing translation exercises centered on Vietnam's legal terminology can significantly expand students' vocabulary Furthermore, organizing regular workshops or seminars will provide students with opportunities to engage in discussions about the similarities and differences between Vietnamese laws and those of other countries, fostering a deeper comprehension of the subject matter.
2 & 9 : Knowledge about Vietnamese laws and police need be added
Comparison of Questionnaire and Interview Data
Based on the questionnaire and interview data, it is evident that readers encountered significant variations in the evaluations of the ESP coursebook by the involved teachers.
The analysis reveals limited similarities among participants regarding the effectiveness of the ESP coursebook in meeting course objectives, highlighting its extensive specialized vocabulary and relevant themes in law and police knowledge However, there was a notable variance in teachers' responses, with their questionnaire answers being broad while interview feedback provided more specific insights Overall, teachers evaluated the ESP coursebook positively, indicating that it serves as a valuable learning resource, with favorable feedback outweighing any negative assessments.
Materials evaluation is crucial in language teaching, particularly for assessing the effectiveness of educational resources This study focuses on the perceptions of teachers regarding the ESP coursebook “English for Law Enforcement,” highlighting the necessity of evaluating teaching materials It aims to address two key research questions: the extent of differences among teachers in their evaluation of the textbook and their overall opinions on it The findings presented in the previous chapter offer a comprehensive overview of teachers' responses to these inquiries.
Summary of the findings
The findings from the questionnaire indicate that the ESP coursebook is regarded as a "Good" to "Very Good" resource for learning materials, with teachers particularly impressed by its ability to meet course objectives by providing essential professional vocabulary and structures Key features valued by teachers include the promotion of creative English usage, achievable challenges for learners, exposure to authentic English contexts, and alignment with learners' needs and teaching contexts However, the coursebook falls short in facilitating out-of-class autonomous learning and meaningful English exposure The questionnaire data also reveal varied teacher evaluations across different self-assessment criteria using a 5-point Likert scale.
The findings from email interviews reveal that nearly all participants expressed positive evaluations of the applied ESP coursebook, primarily due to its relevance to law and police topics, featuring a wealth of specialized English vocabulary aligned with students' majors The coursebook serves as a valuable resource, offering specialized knowledge applicable to various practical contexts that meet students' qualifications and needs However, some minor limitations were noted, particularly the focus on foreign laws, especially American regulations, which may not be relevant in Vietnam To address this, it is recommended that educators incorporate additional activities based on Vietnamese legal contexts Overall, despite these concerns, the ESP coursebook is regarded as a beneficial learning tool, receiving favorable feedback from teachers, which contributes to addressing the second research question.
This study utilizes two research instruments to enhance understanding of evaluation criteria and methods, revealing both strengths and weaknesses in teachers' coursebook evaluations All participants, experienced English teachers familiar with the ESP coursebook, generally viewed it as suitable for their students' major due to its relevant content on laws and police However, the findings indicate significant variability in teachers' responses during evaluations, complicating data synthesis and analysis This variability may stem from teachers' limited experience and knowledge in coursebook evaluation To improve teachers' perceptions and competencies, it is recommended that they engage with extensive literature on coursebook evaluation and participate in workshops or conferences, providing opportunities for practical experience and professional development.
Research indicates that classroom teachers often overlook the literature on textbooks and materials selection and evaluation Crookes and Arakaki (1999) highlight that those involved in educational research may benefit from exploring how their work is received by teachers Given that teachers frequently do not engage with professional literature, this underscores the necessity for materials evaluation and development to be integral to teacher education programs.
Apart from the forgoing things, a number of suggestions as stated below that will need to be further studied in the upcoming time.
Suggestions for further study
Materials evaluation is a vital research area in modern society, encompassing various aspects worthy of exploration This thesis serves as a reference for enhancing coursebook modifications and assessing related materials in different contexts However, the study faced limitations, including a small participant pool, their limited teaching experience with the ESP coursebook, and a lack of familiarity with coursebook evaluation Future research should focus on teachers' evaluations of coursebooks using advanced analytical techniques and broader evaluation criteria Such studies will deepen the understanding of materials evaluation and support teacher development, ultimately enabling educators to utilize textbooks and learning resources more effectively for their students' benefit Insights gained from teachers' evaluations will significantly enhance both pre-service and in-service teacher education programs.
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4 Crookes, G & Arakaki,L (1999), Teaching idea sources and work conditions in an ESL program, TESOL Journal, 9(1), 15-19
5 Cunningsworth, A (1995), Choosing Your Coursebook, Oxford: MacMillan
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7 Harmer, J (1996), The Practice of English Language Teaching, Longman
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12 McGrath, I (20 05), Materials Evaluation and Design for Language Teaching, Edinburgh University Press
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16 Tucker, C A (1975), Evaluating beginning textbooks, English Teaching Forum, 13, 355-361
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19 Williams, D (1983) Developing criteria for textbook evaluation, ELT journal, 37(3), 251-255
The People’s Police Academy Department of Foreign Languages
TEACHERS’ EVALUATION OF THE TEXTBOOK: THE CASE OF “ENGLISH FOR LAW
ENFORCEMENT” TEXTBOOK AT A POLICE SCHOOL IN VIETNAM
Dear Colleagues, I hope this message finds you well I would like to express my sincere greetings to you and your esteemed Department I am reaching out to kindly request your assistance regarding a specific matter.
As far as you are concerned, I am now in the process of collecting data served for my on-going dissertation, named “Teachers’ evaluation of the textbook: The case of
The "English for Law Enforcement" textbook, used at a Police School in Vietnam, is being evaluated through a specially designed questionnaire aimed at teachers This evaluation checklist seeks to gather insights on the effectiveness of the English for Specific Purposes (ESP) course material Your participation is crucial for the successful completion of my dissertation, and I would greatly appreciate your willingness to dedicate some time to respond to the questions outlined in this document, following the provided instructions.
To begin with, you will have to make your reply to some personal particulars:
2 Teaching experience: years Next, you will be required to have a careful look at the queries and then make your decisive choice for each item by placing “X or √” onto one of the ordinal numbers within 1-5 It is noted that each ordinal number shows different evaluation rates, as specifically follows:
(Excellent = 1, Very good = 2, Good = 3, Not very good = 4, Not good = 5)
To ensure accurate data analysis and reliable results, it is crucial that you provide your comments and support specific examples in your responses Without this input, there is a significant risk of encountering difficulties in data interpretation, which may ultimately lead to misleading conclusions Your honest feedback on the queries is greatly valued and essential for the integrity of the analysis.
To sum up, I would kindly express my profound thanks for your kind assistance and cooperation on this matter
(Excellent = 1, Very good = 2, Good = 3, Not very good = 4, Not good = 5)
1 To what extent does the textbook provide exposure to English in authentic use?
Sách giáo khoa hiện thầy, cô đang sử dụng cung cấp đủ ngữ liệu cho học sinh sử dụng tiếng Anh tự nhiên
2 To what extent is the exposure to English in use likely to be meaningful to your learners?
Ngôn ngữ trong sách giáo khoa giúp học sinh sử dụng để giao tiếp tự nhiên trong cuộc sống
3 To what extent are the texts and activities likely to interest your learners?
Các bài đọc và các hoạt động trong sách giáo khoa gây hứng thú cho người học
4 To what extent are the activities likely to provide achievable challenges to your learners?
Các hoạt động trong sách giáo khoa hơi khó với người học nhưng nếu cố gắng một chút họ đều làm đƣợc
5 To what extent do the activities provide opportunities for your learners to make discoveries about how English is used?
Các hoạt động trong sách giáo khoa giúp người học tự tìm ra cách sử dụng tiếng Anh trong giao tiếp
6 To what extent do the activities provide opportunities for creative use of English?
Các hoạt động trong sách giáo khoa giúp học sinh sử dụng tiếng Anh một cách sáng tạo
7 To what extent does the textbook help your learners to make use of the opportunities to learn outside the classroom?
Sách giáo khoa thầy, cô đang sử dụng giúp học sinh tự học thêm ở nhà
8 To what extent is the textbook likely to help your learners achieve the course objectives?
Sách giáo khoa thầy, cô đang sử dụng giúp học sinh đạt đƣợc mục tiêu của khóa học
9 To what extent is the textbook likely to meet your learners‟ learning needs?
Sách giáo khoa thầy, cô đang sử dụng đáp ứng đƣợc nhu cầu học tiếng Anh của người học
10 To what extent is the textbook appropriate to your teaching context?
Sách giáo khoa thầy, cô đang sử dụng phù hợp với điều kiện giảng dạy của nhà trường
That is the End of the Questionnaire
THANK YOU VERY MUCH FOR YOUR KIND ASSISTANCE!
The People’s Police Academy Department of Foreign Languages
TEACHERS’ EVALUATION OF THE TEXTBOOK: THE CASE OF “ENGLISH FOR LAW
ENFORCEMENT” TEXTBOOK AT A POLICE SCHOOL IN VIETNAM
Dear Colleagues, I want to extend my heartfelt thanks to you and your respected Department In light of this document, I would like to address the following issue.
The "Questionnaire" is a crucial research tool that contributes to my thesis, "Teachers’ Evaluation of the Textbook: The Case of 'English for Law Enforcement' at a Police School in Vietnam." To mitigate potential biases from participants' subjective perceptions, I will also utilize an "E-mail Interview" as an additional research method This e-mail interview, like the questionnaire, targets teachers and includes key questions to gather their insights Your active participation is essential for the successful completion of this interview process.
Below is a number of suggested interview questions concerning teachers‟ evaluation of the ESP course book “English for Law Enforcement” for your consideration and response
2 How many teaching experience years have you had in this course book?
(Thầy, cô có bao nhiêu năm kinh nghiệm trong giảng dạy cuốn sách này?)
3 Can you please tell me a bit about its advantages? What about limitations/weaknesses and inappropriate characteristics?
(Cuốn sách thầy cô đang sử dụng có những ưu điểm gì? Những hạn chế gì? Những gì không phù hợp?)
4 Could you give me a number of recommendations of necessary modifications or amendments to enhance those limitations or inappropriate characteristics if you would not mind?
Cuốn sách mà thầy cô đang sử dụng cần được xem xét để xác định những điểm cần sửa đổi hoặc bổ sung nhằm khắc phục các hạn chế và những nội dung không phù hợp Việc cải thiện tài liệu này sẽ giúp nâng cao chất lượng giảng dạy và đáp ứng tốt hơn nhu cầu học tập của học sinh.
5 Please, let me know to what extent it can help teachers upgrade teaching skills or competences? Could you please give me some supporting examples?
(Cuốn sách này giúp thầy cô nâng cao kỹ năng giảng dạy ở mức độ nào? Xin cho ví dụ cụ thể?)
In brief, by this writing, I would kindly express my deep thanks for your kind assistance and cooperation on the above-mentioned matter.