INTRODUCTION
Rationale of the study
Language learning is essential for human expression, enabling individuals to communicate their thoughts and aspirations (Tavil, 2009) With English becoming a mandatory subject at all educational levels, educators and researchers are exploring effective teaching methodologies Various factors influence foreign language teaching and learning, including personal characteristics, teacher and student backgrounds, language complexity, and available instructional resources Additionally, motivation, attitudes, anxiety, and other psychological aspects significantly affect learning outcomes (Gardner, 1960; Lehmann, 2006, cited in Shams, 2008) The attitudes of both teachers and students play a crucial role in the success of language acquisition, while textbooks serve as vital tools in guiding the educational process Despite the importance of these factors, there is a lack of research on the piloted textbook English 10 This study aims to investigate the attitudes of teachers and learners towards this textbook, emphasizing its impact on foreign language teaching and learning success.
As an English teacher in Upper Secondary School, I recognize that both teachers' and students' attitudes toward the piloted textbook significantly influence the effectiveness of language teaching and learning This awareness has motivated me to conduct a study aimed at exploring the impact of these attitudes on the acquisition of a second language (L2).
Teachers’ and students’ attitudes towards the piloted textbook English 10: The case of Nghia Hung Upper Secondary School, Nam Dinh City.
Aims of the study
The present study aims to investigate the attitudes of the teachers and students in the piloted textbook English 10
The following were the objectives of this study:
- To find out the teachers‟ and students‟ attitudes towards the piloted textbook English 10
- To find out the feelings of teachers and students in the classroom toward the piloted textbook English 10.
Research questions
To order to achieve the above purposes in the research, there are 2 questions in the research:
(i).What are the attitudes of the teachers towards the teaching of the piloted English 10?
(ii).What are the attitudes of the students towards the learning of the piloted English 10?
Scope of the study
The piloted English 10 textbook program is unique due to its limited implementation across a small number of schools and subjects This study specifically examines the attitudes of both teachers and students towards the use of the English 10 piloted textbook, involving a sample of 80 students and 5 teachers from Nghia Hung.
Upper Secondary School Therefore, it cannot be said that the result of the study are generalized to all students and teachers who piloted this new textbook.
Significance of the study
Understanding the attitudes of teachers and students is crucial, as these attitudes significantly influence their behaviors and responses According to Ajzen and Fishbein (1980), attitudes directly impact behavior, shaping how individuals respond to various situations This study aims to provide valuable insights into the attitudes of both teachers and students towards the English 10 textbook, ultimately benefiting their teaching and learning experiences By gaining a deeper understanding of these attitudes, the findings can help foster positive perceptions towards language education and encourage effective language teaching and learning practices.
Methodology
In language attitude research, two primary theoretical approaches are utilized: the behaviorist view and the mentalist view (Fasold, 1984) The behaviorist perspective posits that attitudes are dependent variables, requiring observation of users’ responses in real interactions, while the mentalist view considers attitudes as internal mental states inferred from behavior or self-reported data Cognitivists argue that learning involves internal changes that are not directly observable, distinguishing it from mere behavior The behaviorist approach focuses on verbal behavior, emphasizing habit formation in language teaching and learning This research will employ three methods for data collection: observation, questionnaires, and interviews Classroom observation is particularly beneficial for examining nonverbal expressions of feelings, understanding interaction dynamics, and assessing time allocation across various activities.
Interviews can effectively complement questionnaires in data collection, which is a widely used method for gathering reliable information In a study involving 80 students at Nghia Hung Upper Secondary School, data were collected through survey questionnaires featuring both closed-ended and open-ended questions Additionally, classroom observations and interviews with two teachers and ten students provided further insights.
This study will utilize both quantitative and qualitative data analysis methods to achieve its objectives The quantitative approach involves collecting data via survey questionnaires, while the qualitative method focuses on gathering insights through informal interviews and classroom observations with teachers and students.
Design of the study
The thesis consists of three parts:
The introduction outlines the rationale behind the study, detailing the objectives, methods, and design employed It articulates the author's motivation for selecting this research topic and the strategies implemented to achieve the study's goals.
Part two, DEVELOPMENT, includes three chapters
Chapter One provides a historical overview of literature, focusing on the theoretical issues surrounding the attitudes of teachers and students towards the piloted textbook It explores the definition and components of attitudes, as well as the relationships among perception, belief, and attitude, and how these factors influence motivation Additionally, it examines the role of attitudes in language learning and the significance of language attitudes in the context of teaching and learning within the piloted curriculum The chapter also defines textbooks and discusses their essential roles in teaching and learning a second language (L2).
Chapter Two focuses on the study methodology and presents key findings, while Chapter Three offers recommendations to enhance the teaching and learning of the piloted English 10 curriculum.
Part three, CONCLUSION, summarizes the thesis with key issues in the study, makes some suggestions for further study.
DEVELOPMENT
1 Attitudes in teaching and learning foreign language
Recent research in both first and second language acquisition has highlighted the significance of attitude, defined in social psychology as a subjective mental readiness for action that influences visible behaviors and beliefs According to Richards (2002) in the Longman Dictionary of Language Teaching and Applied Linguistics, attitude encompasses expressions of positive or negative feelings towards a language, which can reflect perceptions of linguistic complexity, learning ease, importance, elegance, and social status.
Attitude is a complex mental state that encompasses beliefs and feelings, influencing how individuals respond to various objects and situations Defined as a readiness shaped by experience, attitudes can be categorized as positive, negative, or neutral towards an "attitude object," such as a teaching style or event Individuals often hold both positive and negative biases simultaneously According to Gibb (1988), attitudes are shaped by feelings and experiences, and teachers' attitudes towards their profession significantly affect student achievement Both positive and negative attitudes play a crucial role in the success of language learning and teaching, with positive attitudes leading to greater success in educational outcomes.
LITERATURE REVIEW
Attitudes in teaching and learning foreign language
Attitude has gained significant attention in the fields of first and second language research, being defined in social psychology as a subjective mental readiness for action that shapes visible behaviors and beliefs It influences an individual's perceptions and actions, guiding what they see, hear, think, and do According to Richards (2002) in the Longman Dictionary of Language Teaching and Applied Linguistics, attitude encompasses expressions of positive or negative feelings towards a language, which may stem from perceptions of linguistic complexity, ease of learning, significance, elegance, or social status.
Attitude is a complex mental state that encompasses beliefs and feelings, influencing an individual's responses to various objects and situations Defined as a readiness shaped by experience, attitudes can be positive, negative, or neutral towards an "attitude object," such as a teaching style or event According to Hallorah (1967), attitudes reflect an individual's preferences, while Gibb (1988) emphasizes that they are influenced by feelings and experiences The attitudes of teachers towards their profession significantly impact student achievement; positive attitudes can enhance language learning success, while negative attitudes may hinder progress Ultimately, attitudes play a crucial role in the effectiveness of teaching and learning languages, affecting both teacher and student outcomes.
Belief, perception, and attitude are intricately connected, with belief serving as the foundation of an individual's thought process As noted by Richard R Bootzin, Gordon H Bower, and Elizabeth Hall (1991), beliefs and perceptions exist within the mind and are often accepted without question Perception shapes one’s viewpoint, while attitude influences behavior and reactions Consequently, a person's actions are often a reflection of their underlying beliefs and perceptions, even if they may not consciously recognize this connection.
In summary, three interconnected components significantly influence one another through changes in attitude, actions, or reactions These elements are essential for researchers in shaping the objectives of their study.
Attitudes and motivation are crucial in language learning and second language acquisition, serving as the primary determinants of success in these contexts According to Gardner (1985), attitudes reflect evaluative reactions to various elements, such as teachers, classrooms, and textbooks, shaped by learners' beliefs and emotional responses These attitudes encompass three fundamental factors that significantly influence the learning process.
- cognitive: the learner‟s belief structure
Conative refers to the inclination to act in specific ways, particularly in the context of language learning According to Gardner, motivation encompasses a blend of effort, desire, and positive attitudes toward acquiring a second or foreign language This multifaceted concept includes both the emotional drive and the cognitive aspect, as it is goal-oriented and involves a commitment to the learning process.
Motivation and a positive attitude are crucial for success in learning a second language, as research by linguists like Gardner and Lambert (1972) indicates a strong correlation between these factors and language acquisition outcomes Higher motivation and a positive mindset enhance the likelihood of becoming a successful language learner, while negative attitudes can diminish motivation and hinder proficiency, as noted by Brown (2000).
Research indicates that the attitudes of both teachers and students play a crucial role in language teaching and learning, making them essential to second language pedagogy Attitudes consist of three components: cognitive (beliefs and assumptions), affective (emotional responses), and behavioral (inclinations to act based on beliefs) These attitudes can be either positive or negative, significantly influencing the effectiveness of the language acquisition process.
Gardner's comprehensive definition of "attitude" encompasses three interrelated components: cognitive, affective, and behavioral The cognitive component pertains to an individual's beliefs and thoughts about the attitude object, while the affective component reflects their feelings and emotions—whether they like or dislike it The behavioral component indicates the tendency to engage in specific learning behaviors Gardner (1985) emphasizes that attitude is an evaluative reaction based on personal beliefs or opinions regarding the referent, linking it to a person's values and beliefs, which ultimately influence choices in various activities, both academic and informal.
Fishbein and Ajzen (1975) propose a conceptual framework of attitude construct which consists of four categories: cognition, affect, conation, and behavior Brown (1994), in his book „Principles of Language Learning and
Attitudes in humans begin to form early in childhood, influenced by the attitudes of parents and peers, as well as interactions with diverse individuals These attitudes are shaped by various affective factors that play a crucial role in human development.
Attitude is shaped by an individual's beliefs regarding the outcomes of a behavior, known as behavioral beliefs, and the evaluations of those outcomes A person who strongly believes that positive results will arise from a behavior is likely to have a positive attitude towards it, while someone who believes that negative outcomes will occur is inclined to have a negative attitude This concept of attitude can be analyzed through three distinct dimensions, each contributing unique characteristics that influence language attitude outcomes.
Attitude consists of three key components: affective, cognitive, and behavioral The affective component involves feelings and evaluations related to an object, while the cognitive component encompasses beliefs about that object The behavioral aspect reflects how individuals act and respond in specific situations Successful language learning fosters identification with native speakers, allowing learners to adopt behaviors characteristic of the target language community While affective components can be assessed through physical indicators like heart rate, behavioral aspects are observed directly, and cognitive components are typically measured through interviews and surveys This study focuses on the affective and cognitive dimensions, specifically examining the feelings and beliefs of teachers and students regarding the piloted textbook, English 10.
The behavioral aspect of attitude influences how individuals respond in specific situations, particularly in language learning Successful language acquisition enables learners to connect with native speakers and adopt behaviors characteristic of the target language community Positive attitudes foster proactive engagement in studies, with students immersing themselves in coursework and showing a strong desire to learn These motivated learners are more inclined to tackle problems, acquire practical skills, and emotionally invest in their education.
Gardner (1985) identifies two categories of affective factors that influence learners' attitudes towards language learning: those present before engaging with a second or foreign language and those that emerge during the learning process These attitudes encompass learners' beliefs about the knowledge they acquire and their comprehension throughout the language learning journey The cognitive aspect of attitude can be broken down into four stages: linking prior knowledge with new information, generating new insights, evaluating this new knowledge, and applying it across various contexts.
Attitude can help the learners to express whether they like or dislike the objects or surrounding situations It is agreed that the inner feelings and emotions of
FL learners influence their perspectives and their attitudes towards the target language
In summary, attitude refers to an individual's thoughts, feelings, and intended behaviors towards a particular subject It encompasses three key components: cognitive, affective, and behavioral, which collectively shape a person's overall attitude.
1.3 The roles of attitudes in language learning
Attitudes and learning go hand in hand According to Garder and Lamber
The textbook in teaching and learning language
The selection of language teaching materials significantly influences the effectiveness of the learning-teaching process Textbooks, as essential components of these materials, often play a pivotal role in determining students' success or failure in language acquisition.
Textbooks play a crucial role in language programs, serving as essential resources for both language input and practice (Skowronski, 2000; Hinchman, 2002) They are often considered the "visible heart of any ELT program" (Sheldon, 2002), highlighting their significance in the teaching and learning process (Tomlinson, 1998).
Textbooks play a crucial role in English Language Teaching (ELT), serving as essential teaching and learning materials (Hutchinson, 1994) Comenius emphasized the communicative values of coursebooks, while Zujev (1986) regarded them as the culmination of learning content According to Richards (2001), textbooks are key components of language programs, providing necessary input through various activities and readings (Tomlinson, 2002) Cunningsworth (1995) highlighted their function as sources for material presentation, learner practice, and classroom interaction Prucha (1984) noted that coursebooks are integral to classroom management and self-directed learning, considering them curricular objects that provide knowledge for students and teaching resources for educators A survey by Richards revealed that textbooks are primary teaching materials, embodying the aims, values, and methods of specific teaching and learning contexts (Hutchinson, 1987).
Textbooks play a vital role in language teaching and learning, serving as the second most important resource after the teacher (2003, p.52) O'Neill (1982) outlines four key reasons for using coursebooks: they align well with students' needs, facilitate planning and review, provide quality materials at an affordable price, and allow for adaptation to enhance learner interaction In essence, textbooks are essential tools that help both teachers and learners establish clear objectives in the second language learning process They serve as a definitive guide for students, outlining what they will learn and what they need to revise, while enabling teachers to effectively achieve the goals and methodologies of their teaching programs.
Textbooks are essential in language programs, serving as a vital resource for classroom lessons through various activities and readings (Richards, 2001; Tomlinson, 2002) They play multiple roles in English Language Teaching (ELT), acting as a material presentation resource, practice source, and reference for grammar, vocabulary, and pronunciation (Cunningsworth, 1995) Additionally, textbooks function as syllabi and self-study aids for learners, while also supporting novice teachers in building their confidence Ultimately, textbooks should serve teachers and learners, providing structure, engaging content, and valuable ideas and methodologies for effective teaching and learning (Clandfield, 2010).
In summary, textbooks significantly impact second language (L2) teaching and learning by motivating and supporting both teachers and learners, while also guiding their teaching and learning styles and strategies.
2.3 The roles of a textbook in language learning
Choosing the right textbook is crucial for meeting the diverse learning needs of students, as no single textbook can accommodate everyone (Hutchinson & Torres, 1994) Teachers must consider their students' abilities, interests, and the quality of the textbook while also assessing the extent to which it needs adaptation and supplementation (Tomlinson, 1998) Textbooks are essential components of language programs, offering necessary input through various activities, readings, and explanations (Richards, 2001) They serve multiple purposes, including providing material presentation, practice activities, communicative interaction, and references for grammar, vocabulary, and pronunciation (Cunningsworth, 1995) Additionally, textbooks offer structure for both teachers and students, present engaging and diverse content, save time for educators, and supply ideas and methodologies for effective teaching (Clandfield, 2010).
While textbooks offer various strengths, they can also have negative effects, such as presenting inauthentic language, distorted content, and failing to address students' needs, potentially leading to deskilled teachers (Richards, 2001) Many language experts assert that while an ideal textbook may be unattainable, there are certainly high-quality options available for both teachers and students (Grant).
In 1987, it was emphasized that an effective textbook should cater to the needs, interests, and abilities of both learners and teachers Continuous innovation in teaching materials is essential to ensure that textbooks align with students' interests and skills while also complementing the teacher's instructional style.
Textbooks are essential in shaping social attitudes and influencing learner behavior, serving as the primary teaching and learning resources for both educators and students They provide a structured framework that helps teachers meet course objectives while guiding students through the learning process A positive relationship between learners and their textbooks can enhance engagement and participation in lessons Factors such as the textbook's structure, organization, and presentation format significantly impact students' attitudes, leading to varying levels of interest and motivation According to Kochhar (1985), key attributes of effective textbooks include content quality, physical appearance, and user suitability Aggarwal (2001) emphasizes that the psychological aspects of textbooks also play a critical role in shaping learner attitudes, while Maxwell (2008) highlights that teachers' understanding of textbook usage can influence their teaching effectiveness Overall, attitudes toward textbooks are vital in language teaching and learning, acting as either a catalyst or barrier in acquiring a second language.
Numerous studies have examined students' attitudes toward learning foreign languages, particularly English as a Foreign Language (EFL), revealing a generally positive perspective Research by Shams (2008) indicated that students displayed affirmative attitudes and high enthusiasm for learning English, recognizing its importance in daily life Similarly, Momani (2009) found that secondary students held neutral to positive attitudes towards English, with a strong correlation between these attitudes and their reading comprehension performance AlTamimi and Shuib (2009) highlighted that Petroleum Engineering students in Yemen exhibited positive attitudes towards English, appreciating its relevance in social and educational contexts AlZahrani (2008) noted that Saudi students’ attitudes towards English remained consistent over three years, while Fakeye (2010) found a significant relationship between attitude and achievement in English, with no gender-related differences Additionally, research at Vietnam National University explored various aspects of attitudes towards English learning and teaching, emphasizing the significance of teaching techniques and textbook content.
Several studies have explored the attitudes of students and teachers towards grammar instruction (T.T Phuong, 2007; N.H Tuyet, 2009; N.T Chung, 2010) and various language skills (H.T.B Thuy, 2008; T.T Van, 2010) Notably, N.T.B Hang (2009) examined the implementation of a new English textbook for grade 10, but this research was limited to schools where the textbook was fully integrated However, there is a gap in the literature regarding the attitudes of teachers and students towards the piloted English 10 textbook currently being tested in select high schools in Vietnam This study aims to fill that gap by focusing specifically on the perceptions of educators and learners regarding the new piloted textbook.
RESEARCH METHODOLOGY
1 Practical situation of teaching and learning the piloted English 10 in Nghia Hung Upper Secondary School
In the previous chapter, we explored the theoretical aspects of the topic, but to understand their application in real teaching and learning, a practical research study was conducted This research followed a systematic series of steps to evaluate the effectiveness of these theories in practice.
1 Designing survey questionnaires, observation and interview
2 Delivering questionnaires to the pilot informants
5 Proposing some remarks and comments from the results of the questionnaires and giving suggestions
In this chapter, only the first four steps will be mentioned The last step will be presented in the next chapter
1.1 Description of the English course and its objectives at Nghia Hung Upper Secondary School
Nghia Hung Upper Secondary School is recognized as one of the top-ranked schools in Nam Dinh Province, where passing the entrance examination requires students to study English as a compulsory subject Students engage in English lessons for two terms and participate in all relevant exams In the recent school year, two classes, 10T1 and 10T2, were selected to pilot the new English 10 textbook based on their entrance exam scores and preferences Each term consists of 54 periods, with each period lasting 45 minutes, in accordance with the Ministry of Education and Training's guidelines.
English 10 is the first of a three- level English language set of textbooks for the Vietnamese upper secondary school It follows the systematic, cyclical and theme-based curriculum approved by the Ministry of Education and Training on
On November 23, 2012, a series of textbooks was introduced to enhance students' communicative skills in listening, speaking, reading, and writing The objective is for students to attain level three of the Vietnamese Foreign Language Competence Framework, which corresponds to B1 in the Common European Framework for Languages, by the time they complete upper secondary school.
The objectives of Nghia Hung Upper Secondary School:
After the 10 th school year, students will be able to:
- Develop the proficiency of language so that they can adopt the demand of this subject
- Develop the skills of reading, writing, listening and speaking
- Achieve B1 level after graduating the school and use L2 in practice fluently
- Achieve the high results in the exam
1.2 Description of the students at Upper Secondary School
At Nghia Hung Upper Secondary School, all students must achieve high marks on the entrance exam to gain admission English is a core subject, with students beginning their studies in Junior Secondary School The selection for the two classes, 10T1 and 10T2, is based on total marks and student aspirations, with each class comprising 40 students While most learners have studied English as a second language in secondary school, the focus has largely been on grammar, and students are placed into these classes based on their performance in a written evaluation.
1.3 Description of the teachers at Nghia Hung Upper Secondary School
Teachers play a crucial role in the teaching process, especially at Nghia Hung Upper Secondary School, where nine English teachers have achieved a C1 level in the Common European Framework of Reference Notably, two of these teachers were selected to contribute to the piloted English 10 textbook, bringing valuable teaching experience and proficiency in a second language Additionally, they participated in a summer training course focused on utilizing the new textbook and innovative teaching methods.
The piloted English 10 curriculum, designed for select high schools, aligns with the new national educational framework This textbook is structured to build on the foundational knowledge from primary and junior schools It employs a learner-centered methodology and a communicative approach, utilizing a theme-based curriculum to enhance student engagement and learning outcomes.
The new textbook features 10 teaching units and four review units, each structured into five sections: Reading, Speaking, Listening, Writing, and Language Focus, delivered over eight 45-minute lessons These theme-based units aim to create memorable lessons and enjoyable learning experiences for students Review lessons offer additional practice and revision of previous units across two 45-minute sessions A glossary is included, providing phonetic transcriptions and Vietnamese translations of new vocabulary This textbook meets the Ministry of Education and Training (MOET) requirements in Vietnam, aligning with students' educational psychology and cultural backgrounds, while also incorporating global cultural elements, particularly from English-speaking countries.
To achieve the study's objectives and streamline data collection and analysis, the author selected eight teachers aged 30 to 40 and all students from two classes (10T1 and 10T2) involved in the pilot textbook program to participate in surveys, observations, and interviews.
Eight experienced teachers, each with over seven years of English teaching at various high schools, utilized both the traditional and piloted textbooks Most participated in a short in-service training workshop organized by the Ministry of Education and Training (MOET) focused on the new textbook They expressed a strong willingness to cooperate with the research, supported the data collection plan, and warmly welcomed classroom observations and interviews.
Both teachers and students in two classes showed enthusiasm for my plan, fully completing the survey questionnaire and participating in the interview without hesitation The learners were eager to share their opinions on the textbook, with many expressing a strong intention to continue studying the language to enroll in university or college.
The data was obtained with three instruments: observation, interview and questionnaire
This study involved a questionnaire designed to assess students' attitudes towards the piloted textbook English 10, consisting of 15 questions divided into three parts Part I gathered personal information from participants, while Part II focused on students' beliefs regarding the textbook, covering categories such as topic and content, vocabulary, grammar and pronunciation, language contents, physical appearance, and social and cultural contexts Part III explored the feelings of both teachers and students toward the textbook Both Parts II and III utilized a four-point Likert scale (strongly agree, agree, disagree, strongly disagree) for responses To ensure comprehension, the questionnaire was transcribed into Vietnamese and distributed to 80 students.
The study aimed to explore the attitudes of teachers and students regarding the newly piloted textbook through a naturalistic inquiry approach Interviews were conducted to gain insights into the motivations behind the behaviors and emotions of both teachers and students in the classroom setting This research involved discussions with two teachers to gather their perspectives.
In week 13, 15 students participated in interviews conducted in Vietnamese to facilitate clear communication among the teacher, students, and myself Each interview lasted 10 minutes and followed a semi-structured format, allowing for open dialogue Although the interviews were not recorded, I took detailed notes on the students' and teachers' responses.
Classroom observation is a crucial method for evaluating class activities, teaching materials, and textbooks In this study, the researcher observed different English classes at Nghia Hung Upper Secondary School during the first term Data was collected by attending two classes taught by two different teachers, focusing on 80 students in grades 10T1 and 10T2 during week 15 of the term The observations aimed to assess the attitudes of both teachers and students through their behaviors in the classroom.
3.3 Data collection and data analysis procedures
DATA ANALYSIS AND DISCUSSIONS
1 Data analysis 1.1 Data analysis of questionnaire
A questionnaire was conducted with 80 students from two classes utilizing the piloted textbook English 10, taking around twenty minutes to complete The gathered data aimed to explore the beliefs and feelings of the students regarding the material.
Table 1: The attitudes of students towards the topic and the content of the piloted textbook English 10
1 The topic and content of the piloted textbook English
10 are appealing for the students 15% 65% 7% 8%
2 The topic and content allow students to think critically 15% 80 5% 0%
3 The subject matters has logical, organized manner 10% 87% 3% 0%
4 The topic and content meet the students' needs 50% 50% 0% 0%
The topics and contents of a textbook play a crucial role in creating a conducive learning environment for both students and teachers They should be engaging, logically organized, and tailored to foster creative and critical thinking A survey revealed that 65% of participants agreed, and 15% strongly agreed that the textbook's content encourages student expression, with an impressive 95% of students affirming this point Additionally, the material meets students' needs, with 50% agreeing and another 50% strongly agreeing, while there were no disagreements reported.
The textbook was logically structured and concisely laid out, resulting in a high percentage of relevant subject matter for students Additionally, it effectively addressed students' needs and fostered critical thinking skills.
Table 2: The attitudes of students towards the vocabulary, grammar and pronunciation of the textbook
1 The vocabulary and structures are understandable and appropriate for students 20% 28% 27% 25%
2 The materials for teaching grammar, vocabulary and pronunciation are graded in an appropriate manner
3 The exercises and activities for practicing the grammatical points are sufficient 25% 63% 5% 7%
4 The vocabulary of the book is applicable for students 20% 57% 15% 8%
5 The book includes adequate materials for pronunciation 10% 50% 30% 10%
More than half of the students felt that the vocabulary and structures were not understandable or appropriate for their level Conversely, all students agreed that the materials for teaching grammar and vocabulary were well-designed The exercises and activities related to grammatical points were deemed sufficient for practice Nearly 80% of students found the vocabulary applicable, while 23% believed it was unsuitable, likely due to the presence of many unfamiliar words in each unit Both grammar and pronunciation were adequately covered with extensive exercises, indicating a strong emphasis from teachers on these areas This focus on grammar and pronunciation contributed to students' appreciation, as it helped them develop and reinforce their understanding of key grammatical concepts.
Table 3: The attitudes of students toward language contents of the textbook
1 Language contents are helpful in achieving four skills 15% 54% 18% 13%
2 The texts in reading skill are authentic 15% 68% 10% 7%
3 Three steps: pre- reading, while-reading, post- reading are useful to train effective reader 35% 50% 10% 5%
4 Speaking activities are sufficient to practice and encourage students sufficient communicative and meaningful practice
5 The language functions are presented in meaningful contexts 7% 45% 22% 26%
6 The listening passages help students develop their listening comprehension skills 5% 40% 35% 20%
7 The textbook has appropriate listening tasks with well-defined goals 20% 45% 30% 5%
8 Tasks have achievable goals and takes into consideration learner's capabilities 16% 60% 10% 24%
9 The textbook leads students from single controlled writing activities to guided writing activities 24% 58% 9% 9%
10 Activities encourage the use of a process approach to writing 5% 49% 40% 6%
Table 3 reveals varied student attitudes towards language content, particularly in the four skills: reading, speaking, listening, and writing Notably, 69% of students believe that language content aids in developing these skills, with most agreeing that reading texts are authentic The reading process is structured into three concise stages: pre-reading, while reading, and post-reading In speaking, 52% of students find the activities sufficient, while 48% disagree, and similarly, 52% agree that language functions are presented in meaningful contexts However, 55% of students feel that listening passages do not enhance comprehension skills, with 65% disagreeing on the effectiveness of listening task goals Conversely, 66% agree on the overall goals of tasks Regarding writing activities, a significant 82% support the transition from controlled to guided writing, yet 46% feel that these activities do not promote a process-oriented approach, while 53% believe they do encourage such an approach.
Table 4: The attitudes of students towards the physical appearance of the textbook
1 The artwork (pictures, illustrations, graphs, tables etc) in the textbook is helpful to students to understand the lesson
2 The physical appearance is interesting, informative and attractive 32% 58% 8% 2%
The table evaluates students' attitudes toward the physical appearance of the textbook, revealing that a significant majority find it interesting, informative, and attractive, with only 10% expressing negative views Additionally, 79% of students believe the artwork in the textbook is beneficial, while 20% disagree Overall, the physical appearance of the textbook is perceived positively, with most students expressing satisfaction Furthermore, providing proper orientation is deemed essential for the textbook's success among students.
Table 5: The attitudes of students towards social and cultural contexts of the textbook
1 The content suits the learners' current knowledge and culture 31% 45% 20% 4%
2 The text offers opportunities for students to demonstrate understanding of similarities and differences between their own culture and the culture of speakers of their foreign language
3 The students can learn about the inner lives of the characters used in the book 14% 49% 30% 7%
A significant majority of students, 76%, believe that the educational content aligns well with their existing knowledge and cultural background, while 24% disagree Additionally, most students recognize that the material provides valuable insights into both their own culture and foreign cultures, with only 20% expressing disagreement Furthermore, regarding the opportunity to explore the inner lives of characters in the book, 59% of students agree, whereas 37% do not.
Table 6: The attitudes of students’ towards teaching methods
1 The methods used are student- centered 15% 65% 10% 10%
2 The methods used allow students to talk more than teachers 15% 35% 29% 21%
3 The methods in the textbook is helpful for doing group work, pair work and etc and helpful in achieving language competency
Effective teaching methods are essential for educators, as they facilitate group and pair work while enhancing language competency According to 80% of students, these methods are student-centered, promoting a balanced interaction where students engage more than teachers Overall, students find the textbook methods beneficial for collaborative learning and achieving language proficiency.
Chart 1: The students’ preferences toward the piloted textbook English 10
Chart 1 revealed that the students‟ preferences toward the textbook As can be shown, the majority of the students preferred the piloted textbook 10% students do not like the piloted textbook; only 2% students do not like very much toward the textbook
Chart 2: The beliefs of the students about the students’ proficiency toward the textbook
According to Chart 2, a significant majority of students, specifically 80%, expressed confidence in the piloted textbook, believing it effectively enhances their proficiency In contrast, 20% of students did not find the textbook reliable for their learning needs.
1.2 Data analysis of the interview 1.2.1 Teachers’ response
Two teachers shared their experiences with the piloted textbook, highlighting its usefulness, engagement, and systematic approach for students, despite the significant time required for lesson planning They noted that the textbook encourages student activity and self-study, although one teacher mentioned the need for extensive research and collaboration with colleagues to grasp unfamiliar topics The themes in the textbook resonate with students' lives, featuring comparisons between Vietnam and foreign countries, which necessitates continuous updates on cultural and practical knowledge Additionally, the teachers acknowledged that the textbook equips students with essential life skills and social knowledge, emphasizing its diverse content that integrates various skills and knowledge in each lesson.
Both educators emphasized their adoption of the communicative teaching method, which places learners at the center of the educational experience while positioning teachers as facilitators in the classroom This approach encourages students to actively seek information, contributing engaging and humorous elements to their learning To ensure effective lessons, teachers meticulously plan ahead and require students to come prepared with prior knowledge One teacher remarked, “I always make a plan for students to work in groups to discuss and research topics related to the lesson; without prior preparation, the lessons lack effectiveness.” In this framework, teachers play a crucial role in equipping students with the necessary knowledge to tackle lesson-related challenges.
Both teachers agreed that the textbook's structure is precise, logical, and systematic; however, they noted that each lesson contains an overload of information.
Teachers expressed positive feelings towards the piloted textbook, highlighting its ability to provide comprehensive and systematic knowledge in each unit, which enhances students' background knowledge and deepens their understanding They appreciated the practical topics designed to offer real-life experiences, with one teacher noting that the textbook fosters a clear understanding of each theme and defines lesson objectives effectively Additionally, another teacher emphasized the textbook's usefulness due to its well-illustrated pictures, clear division of unit components, and engaging content, hoping it will boost students' confidence and foster positive attitudes towards learning a second language.
Two teachers expressed that the section on "social and cultural contexts" was engaging, enhancing students' understanding of Vietnam's culture and broadening their global knowledge One teacher noted, "My students are consistently drawn to the communication and culture aspects, as this section enriches their social understanding."
CONCLUSION AND RECOMMENDATIONS
Implications
This section discusses the pedagogical implications derived from the study's findings, which highlight the positive attitudes of both teachers and students towards the piloted textbook, English 10 To foster these positive attitudes, it is essential to adapt lessons to align with students' abilities, thereby minimizing the textbook's drawbacks Additionally, encouraging self-study among students is crucial to prevent them from becoming passive recipients of knowledge Teachers should also facilitate after-school activities that promote communication in a second language and encourage group work to enhance integrated skill practice.
Although the study is carefully and clearly designed and based on the reliable data, it has the following limitations:
Due to time constraints and the pilot nature of the textbook, this research was limited to a small population using the English 10 textbook To enhance the generalizability of the findings, future studies should include a larger participant group.
The study primarily reflects the attitudes of teachers and students towards the piloted textbook English 10, highlighting the importance of classroom observations in gathering empirical data However, the infrequency of these observations may lead to discrepancies, as the lessons observed might not accurately represent the teacher's typical instructional practices.
Third, the case of the study is a state high school, but the small population used the piloted textbook, therefore it may not representative of the general group
On the basis of the findings and limitations of the study, the following suggestions are made for the further researches
Firstly, further research should have a deeper insight into the investigation of the implementation of teachers and students towards the piloted textbook English
10 Moreover, studies on teachers‟ and students‟ difficulties in teaching and learning the piloted textbook English 10 would be worth considering Besides, further study could be exploited about the ways the teacher adapt the lesson in the piloted textbook English 10
The study reveals that both teachers and most students recognize the benefits of textbooks in the educational process; however, they do not view textbooks as a comprehensive syllabus Satisfaction is noted regarding the physical appearance, topics, content, and cultural context of the textbooks, yet there is a lack of approval for the listening and speaking skills sections Additionally, the findings indicate that teachers employ varying approaches to adapt the textbooks, influenced by their backgrounds, knowledge, and attitudes towards the material.
The study's findings are anticipated to provide valuable insights for both teachers and students utilizing the piloted English 10 textbook Furthermore, it is expected that subsequent in-depth research will enhance the understanding of this concept.
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APPENDICES APPENDIX 1 SURVEY QUESTIONNAIRE FOR STUDENTS
This survey aims to gather data for the research study titled “Teachers’ and Students’ Attitudes Towards the Piloted Textbook English 10: The Case of Nghia Hung Upper Secondary School, Nam Dinh City.” Your participation in completing the survey is greatly valued, and please rest assured that your responses will be used solely for research purposes, ensuring your anonymity in any discussions regarding the findings.
Before answering the questions, please fill in some information:
* Your gender: Male/ Female Your age:
The following questionnaire aims to gather insights on students' attitudes towards the piloted textbook English 10 Please carefully read each question and select the statements that align with your opinions using the provided four-degree scale Your feedback is valuable for our research on English language learning.
.1 The topic and content of the piloted textbook English 10 are appealing for the students
2 The topic and content allow students to think critically
3 The subject matters has logical, organized manner
4 The Topic and content meet the students' needs
II VOCABULARY, GRAMMAR AND PRONUNCIATION
1 The vocabulary and structures are understandable and appropriate for students
2 The materials for teaching grammar, vocabulary and pronunciation are graded in an appropriate manner
3 The exercises and activities for practicing the grammatical points are sufficient
4 The vocabulary of the book is applicable for students
5 The book includes adequate materials for pronunciation
1 Language contents are helpful in achieving four skills
2 The texts in reading skill are authentic
3 Three stages: pre- reading, while-reading, post- reading are useful to train effective reader
4 Speaking activities are sufficient to practice and encourage students to be
CATEGORIES Statements SA A D SD sufficient communicative and meaningful practice
5 The language functions are presented in meaningful contexts
6 The listening passages help students develop their listening comprehension skills
7 The textbook has appropriate listening tasks with well-defined goals
8 Tasks have achievable goals and takes into consideration learner's capabilities
9 The textbook leads students from single controlled writing activities to guided writing activities
10 Activities encourage the use of a process approach to writing
1 The artwork (pictures, illustrations, graphs, tables etc) in the textbook is helpful to students to understand the lesson
2 The physical appearance is interesting, informative and attractive
1 The content suits the learners' current knowledge and culture
2 The text offer opportunities for students to demonstrate understanding of similarities and differences between their own culture and the culture of speakers of their foreign language
3 The students can learn about the inner lives of the characters used in the book
1 The methods used are student- centered
2 The methods used allow students to talk more than teachers
3 The methods in the textbook is helpful for doing group work, pair work and etc and helpful in achieving language competency
Part II: Please read the questions carefully and tick the statements that best fit your opinions
1 Do you agree that the textbook is a valuable and reliable source?
A agree B Strongly agree C disagree D strongly disagree
2 How do you feel with the piloted textbook?
A like B like very much C dislike D dislike very much
3 Do you believe that textbook help you develop your ability?
A reliable B strongly reliable C unreliable D strongly unreliable
Thank you for your co-operation
1 How long have you been teaching English?
2 How do you feel with teaching the piloted textbook English 10?
3 What do you think the topics and contents of the piloted textbook English 10?
4 Do you change the teaching method towards the piloted textbook English 10?
5 What part of each unit in the piloted textbook English 10 do you feel satisfy?
6 Do you think that the social and cultural contexts are relevant to the students‟ abilities?
7 Do you think the piloted textbook English 10 is suitable for the students‟ abilities?
8 Do you think the content of the piloted textbook will create the motivation for self-studied students? Are the subject matters of the piloted textbook presented in a logical, organized manner? Is it relevant to students‟ culture, students‟ interests and target culture?
9 Do the integrated skills (reading, speaking, writing and listening) encourage the motivation for students?
10 What do you think about the vocabulary and structures included in the piloted textbook?
11 What do you think about the exercises and activities include the piloted textbook? Are they relevant to students‟ level?
12 Does the piloted textbook English 10 have supplementary materials to help teachers?
13 What do your students have difficulty in using the piloted textbook English 10?
Do they encounter problems in English classes?
14 How do you feel the physical appearance of the piloted textbook English 10?