INTRODUCTION
Rationale of the study
Textbooks play a crucial role in language programs, serving as the primary resource for both teachers and students, as highlighted by Richards (2005) They provide essential content and structure for courses, while also being a significant source of language input and practice in the classroom For novice teachers, textbooks offer valuable guidance in lesson planning and instruction Despite criticisms regarding their potential negative impact on language teaching and learning (Hutchinson & Torres, 1994), textbooks remain an integral part of nearly every language curriculum.
Since the late 1980s, English has been a mandatory subject in upper-secondary schools in Vietnam, following a curriculum established by the Ministry of Education and Training (MOET) Numerous studies, including those by Phung (2008) and Vu, have explored the challenges faced by both teachers and students in utilizing these textbooks, as well as the evaluation and adaptation of the materials.
This research aims to investigate the attitudes of English teachers at Vinh Tuong Upper-Secondary School towards textbooks and their utilization in the classroom Despite previous studies highlighting various aspects of teaching materials, the specific perceptions and exploitation of textbooks by teachers have received limited attention The researcher intends to provide valuable suggestions and recommendations based on the findings to enhance English teaching and learning at the school.
Aims of the study
This study investigates how English teachers at Vinh Tuong High School in Vinh Phuc Province utilize textbooks The research focuses on three main objectives to achieve this aim.
(i) To investigate the teachers‟ opinions about the advantages and disadvantages of textbooks
(ii) To investigate the way the teachers exploit textbooks (iii) To give some suggestions and recommendations to contribute to the teaching and learning English at Vinh Tuong high school.
Research questions
In order to achieve the aims of the study, two research questions are raised:
1 What are the teachers‟ attitudes towards textbooks? a What are the teachers‟ opinions about the advantages of textbooks? b What are the teachers‟ opinions about the disadvantages of textbooks? c What do the teachers use textbook for?
2 What kind of adaptations do the teachers make when using textbooks? Why?
Despite being a small-scale study, the researcher aims for its findings to assist English teachers at Vinh Tuong High School in understanding the strengths and weaknesses of the textbook, enabling them to utilize it more effectively Additionally, the study seeks to inform teacher trainers about how certain high school educators are utilizing the textbook in their teaching practices.
Scope of the study
This study examines the use of textbooks in English language instruction at Vinh Thuong High School in Vinh Phuc province, focusing specifically on the experiences and perspectives of a group of English teachers.
Design of the study
The study consists of five chapters
Part I: (Introduction), presents the rationale, aims, research questions, significance, scope and the design of the study
Chapter 1: (Literature Review) presents an overview of the theoretical background of the research
Chapter 2: (Methodology) provides the setting of the study, participants, and instruments
Chapter 3: (Results and discussion) presents the findings for the two research questions and further discussion on these findings in the relationship with the literature
Part III: (Conclusion) summarizes the study, the limitations of the study, some recommendations as well as suggestions for further studies Following this chapter are the Reference list and Appendices.
DEVELOPMENT
Definition
A textbook is defined as a book that teaches a specific subject, primarily used in educational institutions, according to the Oxford Advanced Learner’s Dictionary (8th edition) However, Tomlinson (1998) offers a more comprehensive definition, describing a course book or textbook as the core material for a course, designed to serve as the primary resource for learners It encompasses essential components such as grammar, vocabulary, pronunciation, and the development of reading, writing, listening, and speaking skills, making it a crucial tool in education.
The role of textbooks in the EFL/ESL classroom
Textbooks are specifically designed resources that aid learners in enhancing their language skills (Sheldon, 1987, as cited in Lawrence, 2011, p.5) Beyond serving as learning tools, textbooks also provide essential support for teachers in their instructional practices (O'Neil, 1982; Ur, 1996).
Textbooks are widely utilized in various English Language Teaching (ELT) contexts, serving as a crucial component in classrooms globally (Laurence, 2011) They are nearly universal in ELT instruction (Hutchinson & Torres, 1994) and are essential for any effective ELT program (Sheldon, 1988) Their prevalence in teaching practices underscores their importance in language education.
ELT teachers use textbooks in their daily teaching; very few of them would not (Laurence, 2011)
Textbooks play a crucial role in English Language Teaching (ELT), yet their impact on the teaching and learning process remains a topic of debate This article aims to explore both the advantages and disadvantages of using textbooks in ELT, providing a balanced perspective on their effectiveness in enhancing language education.
Advantages and disadvantages of textbooks
Throughout the history of language teaching and learning research, there are many studies about using textbooks These studies express arguments for as well as against the use of textbooks
O'Neill (1982, p.105) advocates for the use of textbooks in education, highlighting that they provide valuable resources tailored to students' needs and enable learners to preview lessons and review previously covered material.
3) they save his money and time in preparing the lessons; 4) they guide his adaption and improvisation in the process of teaching
According to Sheldon (1988, p.237), textbooks are widely utilized in education for three primary reasons: they alleviate the challenges teachers face in creating their own classroom materials, serve as efficient "labor-saving tools" that conserve teachers' time and effort in lesson preparation, and assist educators in managing external pressures, such as demanding timetables.
Hutchinson and Torres (1994) highlight the significant role of textbooks in daily education and facilitating change, as they offer a structured approach to lesson management and serve as a foundation for educational negotiation Textbooks act as a "flexible framework" that empowers both learners and teachers to make informed choices Their visibility ensures that all relevant parties can engage in the negotiation process, further enhancing the educational experience.
“re-skill” the teachers; when textbooks are developed, teachers will need more skills to use it
Ur (1996, p.193) states that the course book provides a set framework and a
“jumping-off point” for his new ideas in teaching His students also feel that their learning is taken more seriously when using a textbook
Richards (2005) argues that textbooks play a crucial role in standardizing instruction, ensuring that students across various classes receive the same content and can be assessed uniformly Similarly, Wen-Cheng (2011) supports this notion by highlighting that textbooks offer a range of supplementary learning and teaching resources, including workbooks, CDs, and videos.
Textbooks play a crucial role in education by addressing the needs of both teachers and learners For students, textbooks provide clarity on learning objectives and facilitate independent study outside the classroom Teachers benefit from textbooks as they offer a structured framework for instruction, saving time on material preparation and promoting standardized teaching and assessment Additionally, well-developed textbooks can enhance teaching skills Administrators utilize textbooks to maintain educational consistency, while parents can leverage them to track their children's academic progress.
Textbooks continue to thrive due to their numerous advantages, as highlighted by Hutchinson and Torres (1994) However, it is essential to recognize their potential drawbacks to maximize their effectiveness in education One significant benefit of textbooks is that they offer a structured framework for lesson delivery, which can lead some teachers to rely on them excessively, potentially stifling creativity in their teaching methods.
Textbook exploitation and adaptation in EFL classroom
Pre-packaged textbook sets often fail to address the intricate nature of the learning process, potentially stifling teachers' creativity and diminishing student motivation (Ur, 1996) This rigid structure may lead educators to believe that the activities and tasks provided in the textbooks are superior to their own innovative ideas (McGrath, 2002).
Textbooks play a crucial role in the learning and teaching process, offering numerous benefits despite some limitations Their significance is highlighted by their status as an "essential constituent" in nearly all EFL classroom settings (Litz, 2001, p.5).
2 Textbook exploitation in EFL classroom 2.1 Teachers’ attitudes toward textbook exploitation
Lakoff and Johnson (1980) highlight that imaginative metaphors can provide fresh insights into our lives and beliefs Botha (2009) explains that in education, metaphors help relate unfamiliar concepts to familiar experiences, such as viewing teachers as guides and learning as an uphill battle.
McGrath (2002) highlights that metaphors related to textbooks provide valuable insights into teachers' perceptions of course books His investigation into teachers' metaphors across various contexts reveals three primary themes.
1 Control: A textbook is compared with “a holly book, a compass, a straitjacket”
2 Choice: A textbook provides teachers a wide range of choices as “a supermarket, a recipe”
3 Support: A textbook supplies teaching with great support like “a springboard, a survival kit, a crutch”
The metaphor comparing the textbook to a holy book highlights significant concerns about the educational context, suggesting an unhealthy transfer of responsibility and an excessive reverence for the printed material's authority.
In a study conducted by McGrath (2006), the metaphors and similes used by teachers and students in Hong Kong to describe English language coursebooks were analyzed Participants were asked to complete the statement "A course book is " using their own creative expressions The findings revealed that teachers predominantly viewed coursebooks positively, categorizing them as guidance, support, and resources, while also acknowledging a negative perception of coursebooks as constraints.
Figure 1: A thematic classification of teacher images for English-language course books (McGrath, 2006, p.174)
Guidance map path guideline lighthouse compass
Support petrol railing belt blind man‟s stick anchor scaffolding teacher‟s parachute Resource Oil in cooking Supermarket
Ring for the fingers menu
Constraint Road block millstone straitjacket
There were also metaphors that did not belong to the classification above because they express mixed feelings through explicit comparisons For examples:
A coursebook is like a choker that can make you look good but can also make another feel suffocated
A textbook is a thick wood, rich, you learn a lot, you see a lot [but] you get entangled, you get lost
A course-book is a smokescreen [subsequently explained as a sop to the parents rather than a guide to what is actually done in class]
Choosing a textbook is akin to selecting a comfortable pair of shoes; it requires careful consideration to ensure it fits well for long-term use A poor choice can lead to frustration and discomfort, much like ill-fitting shoes that cause blisters Conversely, a well-chosen textbook can empower you with the confidence to excel, enabling you to engage deeply with the material and achieve your academic goals.
McGrath's studies reveal that teachers recognize both the advantages and disadvantages of textbooks, which can positively influence their approach to utilizing these resources effectively.
2.2 Different ways in textbook exploitation
An investigation into teachers' attitudes towards textbooks reveals two prevalent approaches to their use: complete dependence on the textbook and the adaptation of its content.
In many teaching contexts, teachers are under the pressure of following everything in the textbook This is mentioned as slavish use of textbooks in Menkabu (2010, p.7)
It is suggested that teachers in many cases should use the textbook with adaptation
Tomlinson (1998, p xi) defines materials adaptation as:
Making changes to materials in order to improve them or make them more suitable for a particular type of learner Adaptation can include reducing, adding, omitting, modifying and supplementing
Adaptation in education aims to enhance the relevance of teaching materials by adjusting course books to better fit specific contexts (McDonough & Shaw, 2003, as cited in Menkabu, 2010) Researchers have proposed various adaptation techniques, including Ellis's (1986, as cited in McGrath, 2002) four processes: retaining, rejecting, reordering, and modification Additionally, Madsen and Bowen (1978, as cited in McGrath, 2002) identify techniques such as supplementing, editing, expanding, personalizing, simplifying, modernizing, localizing, and modifying cultural or situational content as key methods of adaptation.
(2010, p.6) gives more specific explanations of some techniques introduced by Tanner and Green (1998) and McDonough and Shaw (2003)
Deleting: Some materials or activities are not used for the lack of time, inappropriate level of difficulty or being irrelevant to the examination in future
Teachers can enhance textbook activities by modifying them to better engage their students For instance, they can create exercises using the vocabulary from the textbook, which aids learners in developing effective vocabulary learning strategies.
Adding: The teacher can use different materials to supply to the textbook being used
Replacing: When the teacher sees that an activity in the textbook is not suitable for their learners, they can replace it by another one
Reordering: The teacher may reorder some activities in the textbook for some specific purposes
When adapting textbooks, it is crucial to also consider the revision of supplementary materials Tomlinson (1998) defines supplementary materials as resources intended to complement the core course content, focusing on enhancing skills in reading, writing, listening, and speaking rather than merely learning language items Block (1991) emphasizes that teachers should create supplementary materials for three key reasons, highlighting their importance in effective language instruction.
Textbook information often lacks relevance for students, making it essential for teachers to incorporate supplementary materials to enhance lesson engagement By doing so, educators can create a more interesting and relatable learning experience that resonates with students' interests and needs.
Textbooks often suffer from "timeliness," meaning their information can become outdated Additionally, the "personal touch" that teachers provide through supplementary materials is highly valued by students, as it fosters a supportive learning environment According to Howard and Major (2005, p.102), teachers create these materials to address the "individual needs" of their students, ensuring they are tailored to specific contexts and appropriate for the learners' levels The researchers emphasize that teachers should consider six key factors when designing supplementary materials, starting with a clear understanding of the learners themselves.
2) the curriculum and the context, 3) resources and facilities, 4) personal confidence and competence, 5) copyright compliance, 6) time Last but not least, Howard and Major (2005, p.104-107) suggest ten guidelines for designing effective supplementary materials, they are:
1 English language teaching materials should be contextualized
2 Materials should stimulate interaction and be generative in term of language
3 English language teaching materials should encourage learners to develop language skills and strategies
4 English language teaching materials should allow for a focus on form as well as function
5 English language teaching materials should offer opportunities for integrated language use
6 English language teaching materials should be authentic
7 English language teaching materials should link to each other to develop a progression of skills, understandings and language items
8 English language teaching materials should be attractive
9 English language teaching materials should have appropriate instruction
10 English language teaching materials should be flexible
Review of related studies
Research on the use of English Language Teaching (ELT) textbooks has been notably limited, as highlighted by Hutchinson and Torres (1994) and Menkabu (2010) While studies often focus on the quality and appropriateness of these textbooks, there is a need for more comprehensive research on their actual use in classroom settings This section will review various studies related to textbook use in both ELT and non-ELT contexts.
A non-ELT study conducted by Stodolsky (1989) and reviewed by Menkabu (2010, p.7-10) examined the use of textbooks in mathematics and social studies at several elementary schools in the United States Although the original observations of six math and six social studies teachers were not specifically focused on textbook usage, the collected data was repurposed for this analysis Stodolsky's research investigated three key aspects of textbook utilization.
The article evaluates the coverage of topics in the textbook, identifies the specific sections and supplementary materials utilized, and outlines the recommendations from the teacher's guide that were implemented.
In her 2010 study, Stodolsky discovered that educators utilized textbooks flexibly, maintaining all topics but rearranging their sequence The teachers observed selectively implemented suggestions from the teacher's guide, opting for those that best fit their classroom needs This led her to conclude that the participants did not adhere to textbooks in a rigid manner.
The teachers in this study, being highly experienced, critically utilized the textbook and the accompanying teacher's guide, which allowed them to comfortably adapt and modify the materials as needed.
In 1996, Rechards and Mahoney conducted a significant study in the ESL context of Hong Kong, involving 326 English teachers The research aimed to explore the teachers' beliefs and practices regarding textbook use by having them respond to specific inquiries.
A study involving 110 items utilized a six-point scale, open-ended and multiple-choice questions, along with follow-up observations, to explore teachers' beliefs regarding textbooks and their authors The research focused on the extent of textbook usage, selection criteria, and evaluation processes The findings revealed that while most teachers recognized the value of textbooks in their instruction, they did not rely on them extensively.
Chandran (2003), as reviewed by Menkabu (2010), examined the beliefs and attitudes of teachers regarding English textbooks in over thirty Malaysian secondary schools The study involved interviews with sixty teachers from various backgrounds, including trainees, newly appointed, and experienced educators Findings revealed that the majority of teachers opted not to use the prescribed textbooks, citing their ineffectiveness for exam preparation Instead, they preferred materials that included exercises aligned with examination formats to better prepare their students Menkabu (2010) suggests that the study's design could have been enhanced through classroom observations by Chandran.
The last study in line that Menkabu (2010) reviewed is Lee and Bathmaker (2006) The researchers investigated the perceptions towards the use of textbooks of 23 language teachers from 11 secondary schools in
In Singapore, educators teaching four classes of Normal Technical students aimed to investigate whether textbooks were utilized for imparting literacy skills or if they were undervalued due to their perceived inadequacy for examination purposes.
The study utilized a semi-structured questionnaire and follow-up telephone interviews to gather data on teachers' use of textbooks for language instruction While teachers acknowledged the benefits of the prescribed textbook, they frequently adapted its content to better suit their students' needs Additionally, they supplemented the textbook with other materials to familiarize students with examination formats This indicates that the teachers were not entirely dependent on the textbook Lee and Bathmarker (2006), as referenced in Menkabu (2010), identified potential reasons for this approach, including the demands of examinations and teachers' perceptions of the cognitive challenges and behavioral issues faced by Normal Technical pupils in English.
Menkabu (2010) conducted a study involving seven female English language instructors at a medical university in Saudi Arabia to investigate their utilization of an English for Specific Purposes (ESP) textbook and teacher's guide while teaching first-year students Utilizing class observations and interviews as research instruments, the study revealed that the instructors employed the textbook in diverse ways, often adapting it to meet their students' needs and their own teaching preferences Notably, the teachers operated within an ESP context, facing challenges such as time constraints, examination pressures, and limited knowledge of medical fields.
In Vietnam, there is a lack of direct studies examining language teachers' attitudes towards textbooks and their classroom usage However, numerous studies highlight the challenges faced by students and teachers when using prescribed textbooks, along with strategies they employ to overcome these issues (Vu, 2010; Nguyen, 2010; Vu, 2011) This suggests that the prescribed textbooks may not be suitable for all teaching contexts, leading teachers to recognize the need for adaptation in their instructional methods.
The influence of context on teachers‟ use of textbook
Examinations significantly influence teachers' utilization of textbooks, as highlighted in various studies (Chandran, 2003; Lee & Bathmaker, 2006; Menkabu, 2010) Institutions, parents, and students frequently rely on examination results to evaluate the effectiveness of the teaching and learning process Consequently, many educators tend to overlook sections of the textbook that do not pertain to the exams or enhance the textbook with materials specifically designed for testing purposes.
Teachers' attitudes towards cultural content in textbooks significantly influence their usage of these materials A study by Gray (2000) involving 12 language teachers in Barcelona, primarily from Britain, revealed that over 90% of participants either discarded or modified topics they found uncomfortable for classroom discussions For instance, one teacher chose to omit discussions on alcohol due to personal discomfort.
280) suggested that further exploration on textbooks as “a cultural artifact or bearer of messages” is need
Textbooks play a crucial role in second language teaching globally, despite some drawbacks (Hutchinson & Torres, 1994, p.315) However, research on the use of textbooks in English Language Teaching (ELT) classrooms remains limited (Hutchinson & Torres, 1994; Menkabu).
In Vietnam, there is a lack of studies directly exploring the attitudes of language teachers towards textbooks This research aims to fill that gap by examining how language teachers at Vinh Tuong High School in Vinh Phuc province perceive and utilize textbooks in their teaching practices.
This chapter outlines the study's context, providing essential background information about the participants and the instruments utilized, along with the procedures implemented for data collection.
1 Setting and background 1.1 The school
Vinh Tuong High School, situated in Vinh Tuong town within Vinh Phuc province, has been serving students from various nearby communes for over a decade Established as a semi-state institution from 2003 to 2008, the school has since evolved to meet the educational needs of its diverse student body.
2009, the school was declared state school It started with 10 classes, and widened its number of classes up to over 24 up to now Each of class has from
40 to 50 students Beside boards, chalks, pictures and other visual aids designed by teacher themselves, the class is now equipped with tapes, cassette players and CDs
1.2 The teachers and the students
Vinh Tuong High School boasts a team of five English teachers, each hailing from diverse universities While most are relatively young and inexperienced, they exhibit a strong eagerness to learn and embrace new teaching methodologies.
Many students at the school struggle with English, averaging a score of 5 in entrance exams While they recognize the significance of English, their limited proficiency often leads to a lack of motivation to learn the language.
Vinh Tuong High School utilizes a set of three English textbooks for upper-secondary students in Vietnam: English 10, English 11, and English 12 Authored by lecturers from the College of Foreign Languages at Vietnam National University, Hanoi, these textbooks follow a theme-based approach and consist of 16 units Each unit encompasses five components: reading, speaking, listening, writing, and language focus Additionally, after every three units, students encounter a "Test Yourself" section, offering exercises to assess their English proficiency.
Students are primarily assessed through regular 45-minute written tests created by the English teacher group, utilizing multiple-choice formats to familiarize them with university entrance exam styles Evaluation focuses on pronunciation, grammar, structures, vocabulary, and reading skills, while speaking, listening, and writing skills are not included in the assessment.
Participants
The study involves five English teachers aged between 25 and 32, all with a minimum of three years of experience in upper-secondary education at Vinh Tuong High School After a thorough explanation of the research objectives, these teachers expressed their willingness to participate Each teacher agreed to undergo an interview following the researcher's random observation of their classes Detailed information about the participants is provided in the accompanying table.
Teacher (T) Gender Qualification Years of teaching English
Instruments
This study investigates teachers' attitudes towards textbooks and their classroom usage through qualitative research, which focuses on descriptive data rather than statistical analysis (Mackey & Grass, 2005; Menkabu, 2010) Qualitative research emphasizes detailed descriptions of individuals or events in natural settings, making it effective with fewer participants Dornyei (2007) highlights that multiple methods in qualitative research can provide insights into classroom dynamics For example, Richards and Mahoney (1996) utilized questionnaires and classroom observations to explore teachers' beliefs about textbooks, while Basterkmen, Loewen, and Ellis (2004) compared teachers' stated beliefs with actual teaching practices through interviews and observations.
This research explores teachers' beliefs about textbooks, their utilization of these resources, and the purposes behind their practices To achieve this, a combination of observational and interview methods is employed Observations capture participants' behaviors in a natural classroom setting, while interviews uncover their motivations for specific teaching practices Classroom observations precede the interviews to provide a factual description, followed by interviews that delve into the reasons behind teachers' actions This dual approach enhances the study's validity and reliability.
It is worth using observation method because it provides a reseacher with
„live‟ data from real situations (Cohen et al., 2007 as mentioned in Menkabu,
Observational research offers a valuable alternative to self-report methods, helping researchers circumvent issues like self-report bias and social desirability (H Macmillan & Schumacher, 1993) It enables a more accurate understanding of behaviors by allowing researchers to observe actions directly rather than relying solely on participants' accounts (Dornyei, 2007) However, it is crucial to acknowledge that the presence of an observer can influence participant behavior, potentially skewing results This phenomenon may lead to variations in performance, as individuals might alter their actions when being watched Therefore, the effectiveness of observational data significantly depends on the researcher's observational skills (Dornyei, 2007).
Cohen et al (2007), as referenced in Menkabu (2010, p.20), identify three types of observation along a structured-unstructured continuum Structured observations involve researchers focusing on specific categories, while unstructured observations allow researchers to observe freely before determining relevant aspects for their study The third type of observation combines elements of both structured and unstructured approaches.
This study employs structured classroom observations to identify adaptation techniques utilized by participants in their teaching Each unit of the English 10, English 11, and English 12 textbooks follows a consistent format comprising five sections: reading, speaking, listening, and writing Consequently, observations were conducted across these five sections, which may span different units, for each teacher involved in the study.
This is an MA minor thesis, so the observation duration was rather short The observations were carried out from the beginning of April 2012 to the beginning of May 2012
In this current study, interviews were conducted after classroom observations to strenthen the reliability on the conclusions
Interviews are a widely utilized data collection method among researchers, allowing for the exploration of various topics and the gathering of in-depth information (Dornyei, 2007, p.143) However, it is important for researchers to recognize that conducting interviews can be quite time-consuming.
The responses individuals provide in interviews are significantly influenced by the questions posed, societal norms regarding acceptable topics, and their perceptions of the interviewer's expectations and preferences.
(Harmersley & Gomm 2008, cited in Menkabu 2010, p 22)
In this research, the researcher employed structured interviews “which contain a list of questiones to be covered closely with every interviewee” (Dornyei,
In 2007, researchers examined participants' attitudes towards the advantages and disadvantages of textbooks, focusing on their purposes for using these resources and the reasons behind their choices to adopt specific adaptation techniques This interview approach facilitated comparisons among different participants, providing valuable insights into their experiences and preferences regarding textbook utilization.
1 What, in your opinion, are the advantages of the textbook in general?
2 What, in your opinion, are the disadvantages of the textbook in general?
3 What do you use the textbook for? (For example: to guide or to support your teaching)
4 Why do you use the techniques…….in….?
5 Why don‟t you use the techniques of in the observed lessons?
During the interviews, the researcher recorded answers in note form, which was effective due to the clarity of most responses This method allowed for immediate clarification and time efficiency The interviews were scheduled after the final observed lesson for each teacher.
CHAPTER THREE: RESULTS AND DISCUSSION
This chapter outlines the findings and discussions, structured around each research question Each section will detail the corresponding findings and engage in a discussion that connects these results to existing literature.
Research question 1
1.1 What are the teachers‟ opinions about the advantages of textbooks?
In the interviews, each of the teachers was firstly asked what they thought about the advantages of textbook The five teachers shared a lot of similarity in their answers
Figure 5: Teachers‟ opinions about advantages of textbooks
Providing framework or structure for teaching and learning T1, T2, T3,
T4, T5 Saving time and money in designing materials T1, T2, T3,
T5 Helping students to learn outside classroom T1
Providing knowledge of different fields T5
The most common ideas about the advantages of textbooks was that it provided a „framework‟ (teacher T1, T3, T5) or „general structure‟ (T2) or
Teachers, like T4, utilize a "set structure" for teaching and learning, aligning with the views of Hutchinson and Torres (1994) and Ur (1996) Consequently, textbooks serve as a "set framework" that aids in lesson management.
Textbooks are highly valued by teachers, with four out of five educators acknowledging their role in saving time and energy in lesson planning Teacher T2 noted, “I do not have to spend too much time on designing activities or exercises,” reflecting a common sentiment among educators This aligns with the views of O'Neil (1982) and Sheldon (1988), who describe textbooks as "labor-saving tools" that streamline the preparation of teaching materials.
According to Teacher T1, textbooks play a crucial role in facilitating student learning beyond the classroom by providing insights into upcoming lessons and necessary preparations O'Neil (1982) supports this view, emphasizing that textbooks enable students to review material at home and prepare for classes in advance, thus promoting learning outside of traditional classroom settings.
Teacher T2 followed Richard (2005) in the point that textbooks help to standardize the instruction In her opinion, textbooks provided the same content to be tested in every school
Teacher T5 highlighted the diverse information found in textbooks, noting that a significant advantage is their inclusion of knowledge across various fields such as science, recreation, sports, and travel.
Teacher T4 shared the same idea with Hutchinson and Torres (1994) which related to„re-skill‟ teachers T4 believed that when the textbooks were developed, the teachers‟ skill would also be developed
Participants in this study recognized the significant benefits of textbooks as valuable teaching materials, acknowledging insights from notable researchers such as O'Neil (1982), Sheldon (1988), Hutchinson and Torres (1994), Ur (1996), and Richard (2005).
1.2 What are the teachers‟ opinions about the disadvantages of textbooks? Figure 6: Teachers‟ opinions about the disadvantages of textbooks
Making the teachers dependent and uncreative T1, T2, T3, T4, T5 Containing some out of date information T1,T3, T4, T5 Not being suitable for every student T2, T3, T4, T5 Demotivating learners with the same structure in every unit
When asked about the disadvantages of textbooks, all five participants thought that textbooks make teachers become dependent and uncreative
“I think it makes me uncreative I rarely think of designing new teaching materials because everything I need is available in the textbook” (T3)
Teacher T4 noted that some educators feel reliant on textbooks for their instruction, while Teacher T5 expressed that textbooks can contribute to a lack of motivation in creating new teaching materials, stating, “It makes me lazier.” This perspective aligns with the criticisms of textbooks highlighted by Ur (1996) and McGrath (2002), who also address the drawbacks associated with their use in the classroom.
Many teachers criticize textbooks for containing outdated information, as noted by four out of five educators who highlighted examples like popular television programs, sports events, alternative energy, and notable figures This issue arises from the rapid pace of change in our daily lives, making it challenging to keep textbooks current Nevertheless, teachers can address the problem of outdated content by updating and supplementing the information themselves.
They can apply the technique of „adding‟ (Menkabu, 2010) to supply the textbooks with updated information
Teachers T2, T3, T4 and T5 mentioned another disadvantage of textbooks that was textbooks were not suitable to every student
“Few of my students think that textbook is too difficult for them while some other think it is too easy” (T2)
“Some content is not necessary, most of the students will not use it in their future life, for example describe charts” (T5)
Textbooks often fail to meet the diverse needs of individual students and classes, as noted by Ur (1996) and Williams (1983) Therefore, teachers are crucial in addressing this issue When educators understand their students' abilities, they can effectively adapt textbooks to ensure they are appropriate and beneficial for all learners.
Teachers T1 and T3 noted that the repetitive structure of textbooks, which consistently follows the sequence of reading, speaking, listening, writing, and language focus, may lead to student boredom This consistent approach over three years of high school English instruction can be demotivating for learners, as highlighted by Ur (1996).
Generally, the five teachers at Vinh Tuong high school pointed out some remarkable negative sides of textbooks which were refered to by Williams, 1983; Ur, 1996 and McGrath, 2002
In conclusion, all participants recognized the dual nature of textbooks in the teaching process The subsequent sections will address how they utilize textbooks and their specific purposes in education.
1.3 What do the teachers use textbooks for?
When asked what they used textbooks for, four out of five teachers said that textbooks guide their teaching
“It guides my teaching, tells me what topic and language knowledge I should teach; what I should teach first, what next” (T1)
Only teacher T4 said that textbooks controlled her teaching, “Textbook, to some extence, controls my teaching I must follow its order of topic or or skill teaching” (T4)
Most teachers at Vinh Tuong High School do not rely heavily on textbooks, using them primarily as a systematic teaching guide.
Research question 2
At Vinh Tuong High School, teachers predominantly utilized two adaptation techniques: adding and editing, with a notable emphasis on the technique of adding In contrast, methods such as deleting, replacing, and reordering were rarely implemented.
Figure 7: Adaptation techniques used by teachers
Techniques Teacher Section Supplementary materials Adding T1, T2, T3,
Pre-reading, pre-writing, pre-speaking, pre-listening, pronunciation,
Pictures, games, exercises, examples, questions Editing T1, T2, T3,
Pre-reading, while-reading, post-reading, post-listening
This article explores the adaptation techniques employed by teachers in their lessons and examines their self-reported reasons for choosing to implement or avoid specific methods.
Classroom observations at Vinh Tuong High School revealed that all teachers consistently utilized the adding technique, implementing it at least three times during five observed lessons For instance, Teacher T1 applied the technique four times The supplementary materials employed included pictures, games, examples, questions, and exercises, with similar purposes across all five teachers These materials were primarily used in pre-teaching sections to engage students with interesting warm-up activities and enhance their motivation to learn.
“I often add pictures or games at the beginning of the lesson to enhance students‟ interest in new lesson” (T2)
Teachers utilized examples to enhance students' awareness of new concepts and establish context, while supplementary exercises were employed to assess vocabulary comprehension and provide additional practice opportunities.
Teachers observed and confirmed that the addition technique was the most frequently employed method in their teaching process This approach was typically utilized at the start of each lesson to engage students with an interesting lead-in and to assess or enhance their vocabulary practice.
Classroom observations revealed that while editing was less frequently utilized than adding, most participants employed editing techniques once or twice When discussing the reasons for editing textbooks, only teacher T4 noted instances where he adjusted exercises to increase their difficulty However, similar to other educators, T4 primarily aimed to simplify activities and tasks to enhance student learning.
“I sometimes edit the exercises in textbooks to make it easier for my students to finish” (T5)
The reason for this common practice among the teachers was understandable
Students at Vinh Tuong High School exhibited low proficiency levels, prompting teachers to adapt textbooks to better align with their abilities As noted by Ur (1996) and Williams (1983), standard textbooks often fail to meet the diverse needs of all students and classes.
In a study of 25 lessons conducted by five teachers, the deletion technique was never utilized This was primarily because the teachers were concerned about potentially overlooking important material that could be included in assessments.
“What will happen if I delete one part and it is tested in the exams?” (T4)
“I am worried that the vocabulary or the language structures in the deleted parts would be tested” (T5)
The second reason invested from interview with teachers T2 and T4 was that they thought they were not allowed to delete anything in the prescibed textbooks
In this study, examinations emerged as a significant constraint on teachers' utilization of textbooks, aligning with findings from Chandran (2003), Lee and Bathmarker (2006), and Menkabu (2010) Teachers expressed reluctance to replace textbook content with examination-focused exercises due to concerns about the written exams primarily assessing vocabulary, language form, and reading skills Consequently, they feared that any omitted vocabulary or structures might appear on the tests.
In a recent study, teachers expressed reluctance to utilize replacement techniques in their lessons, citing time constraints as a significant barrier to designing alternative materials Additionally, teachers T3 and T4 voiced their lack of confidence in creating materials that could rival the quality of those found in textbooks This aligns with McGrath's (2002) observations that educators often perceive textbook activities as superior to their own ideas Consequently, time pressure and self-confidence emerge as critical factors influencing teachers' use of textbooks in their instructional practices.
None of the teachers utilized the technique of reordering in their instruction, believing that the textbook sequence was logical and did not require alteration (T1, T4) Additionally, they indicated that they were obligated to adhere strictly to the predetermined schedule, which limited their ability to modify the content (T2, T3, T5) Consequently, the established teaching schedule significantly influenced how teachers engaged with the textbooks.
Teachers at Vinh Tuong High School recognize both the advantages and disadvantages of textbooks, utilizing them creatively rather than relying solely on them However, their use of textbooks is influenced by several constraints, including examination requirements, students' proficiency levels, teachers' confidence, and the pressures of teaching schedules and time management.
CONCLUSION
Conclusions
The study investigates teachers' attitudes toward textbooks and their utilization in English teaching at Vinh Tuong High School Findings reveal that textbooks play a crucial role in the teaching and learning process, with most teachers acknowledging that they provide a valuable framework and save time in material preparation However, teachers also recognize the drawbacks of textbooks, particularly the tendency for "slavish" adherence to them.
Most teachers view textbooks as essential guides in their instruction, often adhering closely to prescribed materials during lessons To ensure comprehensive coverage of the content, they frequently adapt the textbooks and incorporate supplementary resources to enrich student learning This approach to utilizing textbooks is influenced by various factors, including examination requirements, students' proficiency levels, teachers' self-confidence, and the constraints of teaching schedules and time pressures.
Pedagogical suggestions for a more effective exploitation of textbooks 32 3 Limitations of the study
For a more effective exploitation of textbooks three factors affecting the way teachers use textbook should be considered
The observations and interviews indicated that participants adhered to a structured teaching schedule, ensuring each unit and its sections were taught sequentially This systematic approach simplifies teaching management, providing clarity for students regarding their study expectations and preparation However, it can lead to student boredom, as noted by Ur (1996, p 185) To enhance student motivation, teachers should incorporate fresh elements and surprises in each section, such as varying the content of reading or listening exercises while maintaining the overarching topic.
Examinations have a significant impact on how teachers utilize textbooks, often modifying them to better prepare students for assessments by omitting non-examined content or incorporating test formats According to research by Chandran (2003), Lee and Bathmaker (2006), and Menkabu (2010), this approach helps students cope with the examination system To foster a more effective learning environment, teachers can start by revising regular tests, and to motivate students, they can assess and grade language skills such as speaking, listening, and writing.
Students' language proficiency significantly influences how teachers utilize textbooks, as highlighted by Lee and Bathmaker (2006) and Menkabu (2010) At Vinh Tuong High School, educators frequently modify challenging tasks and exercises to better suit their students' abilities To enhance learning, it is recommended that teachers incorporate more teacher-designed materials alongside the standard textbooks In designing effective materials, teachers should consider three key factors to ensure they meet their students' needs.
The first one is contextualization which was mentioned in Block (1991) and
Howard and Major (2005) The materials designed by tachers should be contextualized to the students‟ experiences, their first language and cultures
In Unit 1 of English 10, titled "A Day in the Life of…," teachers can enhance the curriculum by incorporating a reading passage that explores the daily routine of an office worker Additionally, the writing section can be expanded to include students' personal accounts of their most frightening experiences.
Language teaching materials should promote interaction, as emphasized by Howard and Major (2005, p.105) When classroom materials are connected to real-life situations, students are more likely to engage in speaking activities For example, in the speaking section of Unit 1 for English 11, students could work in pairs to describe individuals in pictures This task could be made more engaging if teachers encouraged students to describe a friend, relative, or their favorite singer, actor, or actress.
Thirdly, authentic materials are a good sourse for supplementary materials
Authentic materials offer numerous advantages in education, including facilitating real communication, keeping students informed about global events, and expanding their vocabulary and understanding of language rules They present diverse linguistic and conceptual content, can be adapted for various tasks and proficiency levels, and significantly boost student motivation to learn In the context of Vinh Tuong High School, the use of authentic materials is particularly beneficial for enhancing students' motivation to engage in their studies.
In addition, the supplementary materials should be attractive in several aspects (Howard & Majors, 2005: 106) They should be good to look at, easy to follow and possible to reproduced
This study has notable limitations, including its small scale, which restricts the ability to make broad generalizations from the findings Furthermore, participant selection was constrained by the limited number of English teachers at Vinh Tuong High School, with only five available for the study The observation period was also brief, lasting just over two weeks at the end of the second semester; a longer observation throughout an entire semester would provide deeper insights into the teachers' practices.
Suggestions for further research
To gain a comprehensive understanding of the situation, future research should involve a larger-scale study focusing on high school English teachers It is essential to examine students' perspectives on the use of supplementary materials by their teachers Additionally, exploring students' attitudes towards textbooks and their usage is crucial, as students are the primary beneficiaries of these educational resources.
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Effective English language teaching materials are crucial for enhancing learning outcomes, as highlighted by Howard and Major (2005) They provide guidelines for designing materials that cater to diverse learner needs Additionally, Hutchinson and Torres (1994) emphasize the role of textbooks as transformative tools in the educational process, illustrating how they can influence teaching practices and learner engagement By integrating these insights, educators can create impactful resources that foster language acquisition and promote meaningful learning experiences.
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A format of observation notes OBSERVATION NOTE
An extract from the observation data of one of the participants
Unit: 15.Women in society Date:23/04/2012
- While reading task2 -After reading
- Interesting lead in -Make exercise easier -Save time
A format of interview notes INTERVIEW NOTES Teacher
Question 1: What, in your opinion, are the advantages of the textbook in general?
Question 2: What, in your opinion, are the disadvantages of the textbook in general?
……… Question 3: What do you use the textbook for ? (For example: to guide or to support your teaching)
Question 4: Why do you use the techniques ………
……… Question 5: Why don‟t you use the techniques of ………
A sample of an interview note with one of the participants
Question 1: What, in your opinion, are the advantages of the textbook in general?
- Framework for teaching and learning
- Save time in designing materials
- Help students to learn outside classroom They know what they will betaught and what they shuls prepare
Question 2: What, in your opinion, are the disadvantages of the textbook in general?
- Make teachers depend too much on it
- Sometimes students feel bored: Same structure every unit
- Sometimes information is out of date
Question 3: What do you use the textbook for ? (For example: to guide or to support your teaching)
- It guides my teaching, tells me what topic and language knowdge I should teach: what I should teach first, what next
Question 4: Why do you use the techniques adding in four out of five pre- teaching section? And edditing two times?
- Pictures/questions or games in pre-teaching sections to provide students with interesting warm-up activities, motivate them to learn
- I often edit difficult tasks to make it suitable for my students‟ ability; make it easier for them