INTRODUCTION
Rationale
English language teaching materials, especially textbooks, play a crucial role in language instruction alongside students, teachers, teaching methods, and evaluation While some scholars believe that textbooks may restrict creativity, most teachers rely on them for essential content and activities in the classroom Hutchinson and Torres (1994) emphasize that textbooks are vital for addressing the diverse needs that arise in educational settings.
Since its introduction in Vietnam, English has become a crucial subject in schools and universities, leading to a thriving market for English textbooks and materials Despite this, there has been insufficient attention to evaluating these resources Unlike high schools, which use standardized textbooks, university lecturers often create their own teaching materials from various sources, resulting in diverse learning tools across institutions While this approach aims to optimize student learning, there is a surprising lack of research on the criteria lecturers use for material selection Many educators rely on subjective judgment and may not fully understand how to choose the most appropriate texts for their teaching context This gap in knowledge has motivated me to focus my master's thesis on the evaluation of teaching materials.
The evaluation of the material "English Written Proficiency Intermediate 1," used for two years in the Faculty of Foreign Languages at Thainguyen University, is crucial due to the lack of feedback from both teachers and students regarding its effectiveness Despite its implementation, students' final exam scores in writing skills have consistently fallen short of teachers' expectations, revealing numerous errors in their exam papers Therefore, it is essential to develop and apply a diverse set of relevant and contextually appropriate criteria to assess the material's suitability and effectiveness.
Aims of the thesis
This thesis evaluates the current teaching materials used at FFL, focusing on their organization, content, and classroom methods It aims to determine the suitability of these materials for students' actual English proficiency levels The research findings are expected to inform decisions on whether to retain the existing materials for future student cohorts or to implement changes to enhance their effectiveness.
Significance of the thesis
Despite debates among scholars regarding the effectiveness of textbooks in language education, their popularity remains significant Language teachers must ensure that the chosen materials align with the learners' needs and the educational goals, methods, and values of the teaching program (Cunningsworth, 1995: 7) Achieving this alignment requires a comprehensive evaluation of the instructional materials.
This thesis aims to establish effective methods for evaluating teaching materials, transitioning from subjective to objective assessments As the first evaluation of teaching materials used in French as a Foreign Language (FFL), it provides a theoretical foundation that can assist future evaluations of similar resources Additionally, even if teachers do not evaluate materials for adoption, they may find the evaluation process valuable for gaining insights into the materials' organizational principles and staying updated with advancements in the field (Mc Donough and Shaw, 1993: 65).
This study's findings hold practical significance for researchers, teachers of first-year writing skills, and students in FFL By identifying the strengths and weaknesses of "English Written Proficiency 1," educators can leverage strong points effectively while addressing and improving weaker areas through targeted adaptations.
The research questions
This thesis is to find out the answers to the following questions:
1 Does the material “English written proficiency – intermediate 1” for first year students at FFL meet the requirements of the course in terms (i) Content and the suitability with students’ real level of English?
(ii) Methodology and the suitability with students’ real level of English?
2 Is the material attractively and logically designed?
3 What should be done to help improve the material?
Scope of the thesis
The focus of this thesis is the criteria set up for evaluators to assess the teaching material It includes criteria of format/organization, content and methodology
This thesis focuses on freshmen studying English at the Faculty of Foreign Languages, Thainguyen University, who have completed their first term It examines the material "English Written Proficiency – Intermediate 1," which comprises four units, each divided into reading and writing sections The reading segment enhances students' reading skills and vocabulary while providing essential input for the writing component Meanwhile, the writing section aims to develop students' abilities to compose three types of paragraphs: descriptive, narrative, and expository.
Methods of the thesis
In order to achieve the objectives of this thesis, the researcher applies qualitative research methods Data are collected through questionnaires and interviews with both teachers and students
Questionnaires play a crucial role in achieving objective evaluations by collecting valuable data on the perspectives of both teachers and students regarding specific criteria.
Information gained from interviews will be recorded, analyzed and used for reference in making recommendations to improve the quality of the material.
Organization of the thesis
The thesis comprises five chapters:
Chapter one gives general introduction about reasons for choosing the topic of study, aims, significance, research questions, scopes, methodology and organization of the thesis
Chapter two focuses on the literature review of materials evaluation, beginning with a clear distinction between textbooks, course books, and teaching materials It explores the significance of teaching materials in language programs and addresses key issues in materials evaluation, including definitions, approaches, and types of evaluation, as well as the role of evaluation in materials development The chapter also outlines methods for evaluating materials and presents criteria for effective evaluation Additionally, it discusses components of the writing process and various approaches to teaching and learning writing, highlighting the book's primary aim of enhancing students' writing skills.
Chapter three provides a comprehensive overview of the teaching and learning environment at FFL, Thainguyen University It details the research methodology used in this study, including the research methods, data collection procedures, participant demographics, and the setting Additionally, it outlines the data analysis techniques employed to interpret the findings.
Chapter four expounds the collected data, analyzes them and discusses the findings of the study
Chapter five offers conclusions on the results obtained and highlights some recommendations for developing the material.
LITERATURE REVIEW
Textbook, Course book, and Materials
The terms textbook, course book and materials are most commonly found in learning and teaching Authors, teachers and learners use them interchangeably; however, are these terminologies the same?
The Oxford Advanced Learners’ English-Vietnamese Dictionary defines a textbook as a book that provides instruction on a subject, while Microsoft Encarta (2005) describes it as a comprehensive resource used by students for study For many educators, textbooks serve as essential tools for conveying their teaching concepts, with a primary textbook typically used as the core resource in most courses, supplemented by additional materials at the teacher's discretion.
A "course book" refers to a textbook that serves as the foundation for a course, particularly in English language teaching According to Tomlinson (1998), it is defined as a comprehensive textbook that supplies the essential materials for a course, designed to be the sole resource utilized by learners This type of book encompasses various elements, including grammar, vocabulary, pronunciation, functions, and the core skills of reading, writing, listening, and speaking.
Teaching materials serve multiple purposes in education, as highlighted by Dudley-Evans and Maggie Jo St John (1998: 170) They can act as a source of language, provide essential learning support, enhance motivation and stimulation, and serve as a valuable reference for learners.
According to Tomlinson (1982), language teaching materials encompass any resources utilized by teachers or learners to aid in language acquisition, including textbooks, workbooks, audio recordings, videos, and even handwritten notes In local educational contexts, textbooks are the predominant materials employed in language instruction.
Teaching materials are defined as a structured system of knowledge and skills tailored to specific subjects, encompassing both breadth and depth Additionally, they include all resources utilized by educators to guide and enhance students' learning experiences.
According to Hutchinson (1987:37), materials are more than just everyday tools for language teachers; they reflect the goals, values, and methods of specific teaching and learning contexts Therefore, choosing the right materials is arguably the most crucial decision a language teacher faces.
In this thesis, the terms “textbook”, “course book” and “materials” are used interchangeably for the convenience of analysis and explanation
2.1.2 The roles of teaching materials in a language program
Teaching materials play a crucial role in training programs and the professional development of educators Textbooks are essential as they provide a structured framework for curricula, ensuring that learners receive a systematically planned syllabus They also standardize instruction across different classes, guaranteeing that students are tested uniformly Additionally, well-developed textbooks can enhance the quality of education, serving as valuable resources for teachers, especially those who are non-native English speakers or new to the profession.
According to Harmer (1991: 257), course books offer significant benefits for both teachers and students For students, these resources enable them to review past material and prepare for upcoming lessons, enhancing their learning experience For teachers, course books save valuable time, allowing them to focus on improving the quality of their instruction.
Linguists emphasize the crucial role of teaching materials in language programs, with Hutchinson and Torres (1994) stating that a relevant textbook is essential for a complete teaching-learning experience The textbook serves as the "visible heart" of any educational program, highlighting its significance in effective language instruction.
While many emphasize the importance of teaching materials, some researchers, like Allwright (1982), argue that textbooks can be inflexible and often mirror the biases and preferences of their authors in pedagogical, psychological, and linguistic aspects.
The course book should serve as a resource for teachers and learners, rather than dictate their approach With a wide array of teaching materials available today, educators must be well-informed to select the most appropriate resources for their students Subsequently, they should utilize these materials in a flexible and effective manner to maximize student engagement and benefit in the learning process.
Materials evaluation
According to Microsoft Encarta, "evaluation" refers to the process of assessing the value and quality of something to determine its importance and condition Linguistic researchers define evaluation similarly, emphasizing its role in assessing program accountability and improving curriculum effectiveness.
Evaluation, as defined by Tomlinson (1998), is the systematic assessment of materials' value concerning their objectives and the learners' goals This definition aligns with a learner-centered approach, emphasizing the importance of addressing learners' needs to determine the usefulness of learning points While some linguists equate evaluation with assessment, it is essential to recognize its broader implications in enhancing the learning experience.
Nunan, D (Anthology Series 27, 1991: 46), differentiates the two terms In his opinion,
Evaluation encompasses a broader scope than assessment, as it involves not only gathering information on learners' capabilities in the target language but also includes processes for analyzing and acting on assessment results According to Hutchinson & Waters, evaluation is a decision-making process rather than merely a means of obtaining information Rea-Dickens and Germaine (1992) emphasize that evaluation helps us understand what is effective, less effective, and what may be of no use Similarly, Dudley-Evans & St John describe evaluation as a comprehensive process that starts with identifying the necessary information and concludes with implementing changes to current practices or influencing future actions.
Evaluation is a crucial process that assesses the usefulness and effectiveness of language courses, teaching curricula, and educational materials The insights gained from this evaluation are instrumental in making necessary adjustments for future enhancements in teaching and learning activities Both data collection and analysis, as well as actionable steps, are integral to the evaluation process, particularly in materials evaluation Key considerations include determining which aspects of materials to examine, the methods of examination, and how to relate findings to specific teaching contexts (Tomlinson 1998: 192).
Materials evaluation can occur at three stages: before use, during use, and after use Pre-use evaluation is often the most challenging, as it relies on theoretical assessments rather than practical experience in teaching and learning environments.
B (2003: 23), in categorizing types of materials evaluation, divides it into three types: pre- use evaluation, whilst-use evaluation and post-use evaluation
Pre-use evaluation involves assessing the potential value of materials for users, such as when teachers select a course book for a subject By quickly reviewing various books, educators can form an impression of their worth and ultimately choose the one they deem most suitable for their needs.
While-use evaluation focuses on assessing the effectiveness of materials during their actual use or observation Tomlinson outlines essential criteria for this evaluation, including the clarity of instructions and layout, comprehensibility of texts, credibility and achievability of tasks, and the extent to which performance objectives are met Additional factors include the potential for localization, practicality, teachability, flexibility, appeal, motivational power, impact, and effectiveness in facilitating short-term learning (Tomlinson, B 2003: 24).
Post-use evaluation is crucial as it effectively measures the real impact of materials on users This type of assessment provides measurable outcomes and data, enabling reliable decision-making based on actual results.
This thesis conducts a post-use evaluation using a qualitative approach to assess the effectiveness of in-house writing materials utilized by freshmen at FLF The goal is to validate their benefits and propose constructive improvements for future implementation.
Basing on what purposes evaluation serves, Rea-Dickins, P and Germaine, K (1992) subdivide the process into different types with different characteristics
Evaluation serves two primary purposes: accountability and curriculum development Accountability involves assessing whether a program or initiative is fundamentally beneficial, guiding decisions on its continuation or discontinuation This type of evaluation, known as summative evaluation, focuses on the outcomes rather than improving the curriculum itself In contrast, the other purpose of evaluation is to enhance and develop the curriculum, ensuring it meets educational needs effectively.
In the process of curriculum development, valuable insights are gathered from teachers and English language teaching professionals, as they possess a deep understanding of their classroom contexts Their evaluations of the strengths and weaknesses of various learning and teaching aspects provide essential information for future planning and action This approach, known as formative evaluation, serves not only to enhance curriculum development but also to facilitate teacher self-development According to Rea-Dickins and Germaine (1992), this type of evaluation focuses on awareness-raising activities that help teachers articulate and comprehend their contexts, ultimately aiming to improve the teaching and learning process, which is termed illuminative evaluation.
Evaluating various aspects of the language teaching curriculum is essential, as each type of evaluation serves distinct purposes To effectively achieve these objectives, it is crucial to select suitable evaluation procedures once the focus of the evaluation is determined.
The term "evaluator" lacks a clear definition, but it encompasses both outsiders and insiders, as noted by Alderson (1992) and Dudley-Evans and St John (1998) Outsiders, such as consultants and inspectors, offer objectivity and a fresh perspective, potentially enhancing credibility in the evaluation process However, Alderson cautions that evaluations are inherently subjective, as all decisions rely on personal judgments While outsiders can provide valuable insights, they may not fully grasp the specific teaching and learning context, leading to potential misunderstandings of learners' needs and local constraints (Robinson, 1991) Consequently, their evaluations might be unreliable, and their recommendations could be impractical or redundant (Dudley-Evans & St John, 1998).
Insiders play a crucial role in the evaluation process of educational programs, possessing unique insights into the learning and teaching situations that are vital for effective assessment As Alderson (1992) notes, their extensive experience and knowledge can be invaluable for evaluations Similarly, Richards (2002) emphasizes that insiders, particularly teachers, demonstrate a strong commitment to implementing evaluation results and can actively monitor the use of materials to assess their effectiveness This allows them to make necessary modifications to enhance the educational resources However, it is important to recognize that insiders may also face challenges, such as becoming too emotionally invested or lacking the necessary expertise, which can lead to subjective judgments (Dudley-Evans and St John, 1998).
Alderson and Scott (1992) believe that “both insiders and outsiders should be involved collaboratively in conducting evaluations at all stages in the process”
Tom Hutchinson and Waters (1987) recommend four main steps in an evaluation process:
- Matching The following diagram reveals details on the above mentioned steps:
Figure 1: The materials evaluation process (by Tom Hutchinson & Alan Waters (1987:98)
The macro evaluation model proposed by these two authors assesses the overall effectiveness of a comprehensive set of materials This model outlines a logical procedure for evaluating materials, emphasizing the importance of designing specific criteria to determine their suitability for target students Additionally, it is essential to establish clear objectives for the materials, as these serve as a framework for assessing their effectiveness.
The Writing Skill
2.3.1 Components of the Writing Process
Writing, especially in a foreign language, poses significant challenges for students, including native speakers at the university level This difficulty underscores the importance of integrating writing skills into foreign language curricula, as they are crucial for academic success The approach to teaching written English encompasses two perspectives: writing as a means of communication and writing as a primary objective in foreign language education.
Writing plays a crucial role in foreign language courses, serving as an effective tool to engage with various aspects of language beyond just writing itself Writing exercises help reinforce vocabulary and grammatical structures while also providing a means to assess students' understanding of specific language points Since students learn languages primarily for communication, writing tasks should focus on producing complete pieces of information rather than isolated sentences, fostering their ability to communicate effectively in writing It is essential for students to practice both micro-level and macro-level writing, as they will need skills such as report writing, letter composition, and form filling in their future careers, making writing proficiency vital.
To produce clear, fluent, and effective writing, it is essential to consider what writers truly need According to Raimes (1983), a variety of factors contribute to the creation of impactful written communication, as illustrated in Figure 2.
Learners need a clear purpose for writing, as it enhances the effectiveness of their communication Traditionally, writing encompasses narrative, descriptive, argumentative, and expository forms, but modern discourse also includes expressive, persuasive, literary, and referential styles Teachers play a crucial role in providing context and clarifying the purpose of writing tasks Writing with a purpose involves considering the audience, which helps learners develop content that is clear, relevant, and focused on the assigned topic Effective writing requires coherence, with ideas and information linked throughout sentences and paragraphs A well-structured text is appreciated by readers, and writers must pay attention to language accuracy, including grammar, punctuation, spelling, and formatting.
Figure 2: Producing a piece of writing by Raime A (1983:6)
In discussing the macro- and micro-levels of writing, Palmer (1991) identifies several essential sub-skills at the macro level These include graphical or visual skills, which focus on students' abilities to organize information and utilize punctuation, spelling, capitalization, and formatting effectively Additionally, grammatical skills pertain to the successful use of diverse sentence patterns Expressive or stylistic skills emphasize students' capacity to convey meanings in different styles or registers, while rhetorical skills involve the strategic use of language to persuade or inform an audience.
ORGANIZATION paragraphs, topics and support, cohesion and unity
WORD CHOICE vocabulary, idiom, tone
PURPOSE the reasons for writing
GRAMMAR rules for verbs, agreement, articles, pronouns, etc
SYNTAX sentence structure, sentence boundaries, stylistic choice, etc
CONTENT relevance, clarity, originality, logic, etc
The writer's process involves generating ideas, initiating the writing process, drafting, and revising to ensure clear, fluent, and effective communication of thoughts Essential skills include the ability to sequence information, reject irrelevant points, and summarize key concepts, all of which enhance the overall quality of student writing.
In terms of micro-skills, Brown (1994, p.327) introduces a list of the related skills for writing:
1 Produce graphemes and orthographic patterns of English
2 Produce writing at an efficient rate of speed to suit the purpose
3 Produce acceptable core of words and use appropriate word order pattern
4 Use acceptable grammatical system (e.g tenses, agreement, pluralization), patterns and rules
5 Express a particular meaning in different grammatical forms
6 Use cohesive devices in written discourse
7 Use the rhetorical forms and conventions of written discourse
8 Appropriately accomplish the communicative functions of written texts according to form and purpose
9 Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization, and exemplification
10 Distinguish between literal and implied meaning when writing
11 Correctly convey culturally specific references in the context of the written text
12 Develop and use a battery of writing strategies, such as accurately assessing the audience’s interpretation, using pre-writing device, writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing
In this article, we have explored the essential components and skills involved in writing The next focus will be on the evaluation of written works According to Harris and McCann (1994), a comprehensive set of criteria is established, organized into holistic scales for effective assessment.
Table 1: Example of holistic scale for writing ability (Harris, M & McCann, P., 1994: 13)
The criteria should also be of analytic scale as the one suggested by Hedge (1988):
Level 1 Level 2 Level 3 Level 4 Level 5
3 A sense of audience B) Specific components
Level 1 = Exellent Level 2 = Good Level 3 = Adequate Level 4 = Inadequate
5 Constructs grammatically correct sentences and phrases and shows full mastery of appropriate vocabulary Text is organized coherently Correct spelling at all times Excellent content and presentation Message wholly relevant
4 In general, grammatically correct sentences and phrases, but some errors which do not affect understanding Does not use appropriate vocabulary at all times Some difficulties with organization of text Some errors in spelling Good content and presentation Message mostly relevant
3 Grammatical errors and use of vocabulary affect understanding as does organization of text Many errors in spelling Satisfactory content and presentation Message not always relevant
2 Text understood with difficulty due to inaccurate grammar and inappropriate use of vocabulary Poor content and presentation Message generally lacks relevancy
1 Impossible to understand text due to frequency of grammatical errors and incoherence of organization Poor spelling Message irrelevant
1 Organization of content (clarity, coherence, paragraphs) 20%
4 Accuracy of grammar, sentence structure, spelling and punctuation 30%
5 Fluency (feel for the language, appropriateness, use of idioms, etc.) 20%
Table 2: Example of analytic scale for writing ability (Hedge, 1988: 55) 2.3.2 Approaches to Teaching and Learning Writing
Teaching writing in foreign language classes lacks a singular approach, as it varies with each teacher's style and each learner's preferences Historically, writing instruction has shifted between emphasizing the final written product and the creative processes involved in writing, highlighting the diverse methods educators employ to enhance students' writing skills.
Pincas (1982a) offers detailed insights into the product approach to writing, emphasizing that it centers around linguistic knowledge She highlights the importance of effectively utilizing vocabulary, syntax, and cohesive devices in the writing process (Pincas 1982b).
The writing process consists of four key stages: familiarization, controlled writing, guided writing, and free writing The familiarization stage helps learners recognize specific features of a text, while the controlled and guided writing stages allow them to practice writing skills with gradually increasing freedom Ultimately, this progression prepares learners for the free writing stage, where they can express their ideas independently.
This approach effectively acknowledges the importance of providing learners with linguistic knowledge about texts and recognizes imitation as a valuable learning method However, scholars White (1988) and Jordan (1997) contend that this method lacks insight into the actual processes required to achieve the final product, ultimately limiting students' writing capabilities Consequently, the existing knowledge and skills that learners bring to the classroom are often undervalued.
Tribble suggests that process approach stresses
… writing activities which move learners from the generation of ideas and the collection of data through to the “publication” of a finished text (1996: 37)
This approach prioritizes linguistic skills like planning and drafting, placing significantly less emphasis on linguistic knowledge, including grammar and text structure.
Tribble (1996) presents a cyclical writing process where writers may revisit pre-writing activities after editing or revising This process includes four key stages: prewriting, composing, revising—where emphasis and information are reorganized for the target audience—and editing, which focuses on grammar, vocabulary, punctuation, spelling, layout, and proper citation.
Another model of the stages in writing is suggested by Tomlinson (1991) as follows:
THE STUDY
The Current Teaching and Learning Situation at the Faculty of Foreign Languages, TNU
The Faculty of Foreign Languages at Thainguyen University, formerly part of the University of Education, has been operational for three years, serving approximately 3,000 students from northern mountainous provinces and employing 120 lecturers, including 30 English instructors The diverse backgrounds of students contribute to varied learning preferences, with some absorbing information through visual aids, while others prefer auditory learning or hands-on experiences Students with extensive English experience engage actively in collaborative activities, whereas beginners often rely on traditional lectures for note-taking These differing learning styles pose challenges for teachers in lesson variation and creating an engaging learning environment Consequently, the university entrance exam scores, particularly in English, have been disappointingly low, averaging between 3 and 4.
On a ten-point scale, students often rate their skills around 7, which results in multi-level classes where students with varying abilities learn together Additionally, while a small number of students come from urban areas, many rural students struggle with essential skills like online research and library usage for independent study Consequently, first-year university students tend to depend heavily on the information provided by their instructors during class.
A group of ten young teachers, with five holding Master's degrees from Hanoi National University, is responsible for teaching writing to first-year students They have been using the same material for two years, primarily delivering lectures in Vietnamese due to concerns about student comprehension To enhance their teaching effectiveness, they participate in peer observations every four weeks However, a significant challenge they face is the lack of experience in material design, as none have formal training in this area They have created in-house resources, such as the "English Written Proficiency Intermediate 1" book by Nguyen Trong Du, which has been utilized since 2010 This curriculum spans one semester, covering four units that integrate reading and writing, focusing on descriptive, narrative, and expository paragraphs Teachers are expected to cover these units in 45 sessions, with students undergoing two progress tests and a comprehensive end-term assessment that evaluates both reading and writing skills.
The compilation of this material was done without conducting surveys to assess the actual needs and English proficiency levels of students Consequently, there is a strong interest in evaluating its effectiveness from the perspectives of both teachers and learners.
Research methods
Tomlinson (1998: 224) emphasizes that evaluation should not be limited to external evaluators, particularly when assessing materials for development Internal evaluators can leverage their deep understanding of the program and the learning environment to conduct a comprehensive evaluation Consequently, the author chose to involve both teachers and students in the evaluation process through questionnaires and interviews, ensuring a well-rounded perspective.
The questionnaire is one of the most basic tools used to conduct surveys Gillham
Questionnaires offer significant advantages for data collection in hypothesis testing, as they are time-efficient and cost-effective They ensure greater uniformity in measurements by presenting the same questions to all respondents, as noted by Hererson et al (1989) Additionally, when sensitive topics are addressed, questionnaires can help reduce respondents' vulnerability.
In this thesis, the author aims to alleviate pressure on respondents by utilizing a questionnaire to gather data on the opinions and attitudes of teachers and students regarding the material The questionnaire consists of two sets of questions: one in Vietnamese for students and another in English for teachers For students, the questions are organized into four main categories.
Part I (including seven questions) is aimed at finding out students’ real levels of English as well as their expectations about the subject
Part II (including seven questions) focuses on students’ general evaluation on the format of the book
Part III (including ten questions) is to explore their opinions about the content of the material
Part IV (including seven questions) is to seek for evaluation on the methodology criterion
The questionnaire for teachers is the same as for students without part I being included
Interviews, as noted by Dudley-Evans (1998), offer in-depth and valuable insights for evaluation purposes To enhance the reliability of the research findings and address certain issues identified in the questionnaires, the author opted to conduct informal conversational interviews with both teachers and students within the faculty.
The information from these interviews is recorded and is used together with the data from the questionnaires to give a full and detailed picture of the material
The author conducted a survey over three days, distributing a questionnaire to 90 English bachelor students who had completed their first term at FFL During this period, the author provided assistance and clarification to the students as they answered the questions.
The students took thirty minutes to complete the questionnaire, resulting in 82 out of 90 copies being appropriately ticked With 8 respondents not fully completing the survey, the percentage of valid responses reached 91.1%, indicating a highly satisfactory outcome for the written survey.
A questionnaire was distributed via email to ten lecturers responsible for teaching writing to first-year students, achieving a remarkable 100% response rate due to their enthusiastic cooperation.
After having obtained information from the survey questionnaire, the author had some informal interviews with 10 teachers in the staffroom and with 40 students in their classroom during break time
The data collected from questionnaires and interviews with teachers and students were manually synthesized and organized into tables featuring two main columns: criteria and corresponding figures These figures were then converted into percentages using an electronic calculator.
The positive feedback received was quantified and expressed as percentages, with graphical charts created for each category to facilitate comparisons These visual tools enhance the analysis by converting qualitative data into quantitative insights The combined statistics were then used to pinpoint "gaps for improvement" in the book "English Written Proficiency Intermediate 1." Areas identified as significant, particularly those with the largest gaps (indicating complete disagreement or partial agreement), should be prioritized during the editing process.
Chapter 4: DATA ANALYSIS AND DISCUSSION
This chapter is divided into two sections: the first outlines the course objectives, facilitating the researcher's comparison of questionnaire findings, while the second presents data collected based on three criteria—organization, content, and methodology—along with discussions derived from this data.
The English department's course for freshmen in the English bachelor's program focuses on teaching students to write cohesive and unified paragraphs, while also incorporating sentence writing and grammar exercises By the end of the course, students are expected to demonstrate proficiency in these writing skills.
- understand what is and what is not a paragraph,
- recognize the topic or main idea of a paragraph,
- comprehend the text message without depending much on the dictionary,
- develop their own strategies for widening their vocabulary,
- notice the typical features of each type of paragraph,
- and write a complete paragraph with unity and coherence
The book "English Written Proficiency Intermediate 1" has garnered more positive feedback than negative, primarily due to its publication by Thainguyen University Publishing House, which ensures a level of quality control absent in other in-house materials that often rely on copied content According to the teacher/student evaluation survey results, while there were some unfavorable responses regarding specific aspects, the majority of teachers and students expressed satisfaction with the book's layout and organization.
The chart shows extremely high scores at the criteria concerning the inclusion of consolidations (100%), clear and easy-to-understand introductions of the book (around
86%), its logical development of the subject (around 89.6%) as well as its uniformed content layout (around 91.5%)
POSITIVE FEEDBACKS Percentage of teachers
1 There are tables of contents and appendix in the book 41% 36.7%
2 Each unit starts with clear and easy-to-understand introductions
4 The book is colorfully designed and eye-catching 40.6% 33.3%
5 The table of contents reveals a logical development of the writing subject
6 All units are uniformed in terms of contents included 93.5% 89.6%
7 The print size and font are easy to read 50.1% 69.5%
Table 3: The data of organization criteria
Figure 4: The data of organization content
The book is structured into four units, each featuring reading and writing components Upon completing a unit, students reflect on their learning achievements In the first unit, they focus on understanding paragraphs, including their format and the three essential components: a topic sentence, supporting sentences, and a concluding sentence Students also engage in peer analysis to distinguish between coherent paragraphs and disorganized sentences, while exploring the types of supporting sentences and the characteristics of effective writing.
One of the key strengths of this book lies in its comprehensive introductions designed for freshmen The author not only outlines a clear structure and objectives but also provides explicit guidance on effective study practices This includes a to-do list that emphasizes the importance of adhering to the teacher's instructions, maintaining a separate notebook for assignments, and being prepared to offer constructive feedback on classmates' writing Additionally, each unit begins with a clear overview of the learning goals, ensuring students understand what they will learn and achieve by the end of the unit.
Students and teachers praised the consistent structure of the content across all units, noting that every section adheres to the intended format This uniformity can be easily identified by examining the table of contents and conducting a detailed review of each unit.
RECOMMENDATIONS AND CONCLUSIONS
Recommendations
As Hutchinson and Waters (1987) state that materials evaluation leads to neither
This study evaluates the suitability of currently used course books by examining how well they meet the course requirements and the needs of learners from the learners' perspective.
In general, the material in question is acceptable to most students at FFL; however, in order to increase the effectiveness of the course book, improvements are required
The course book "English Written Proficiency – Intermediate 1" exemplifies effective textbook organization with its logical table of contents and suitable print size, indicating professional design However, to enhance its appeal to students and teachers, the author should consider incorporating images or comprehensive figures A colored version would be visually more appealing than the current black and white format, and ideally, the materials should be printed in color or made available on the FFL course website.
As the findings show, students and teachers need to have an appendix which includes suggested keys for their own consultation However, teachers also asserted the
Students' excessive dependence on answer keys can hinder their creativity and independent problem-solving skills To mitigate this risk, answer keys should be exclusively available to teachers, who can then share them with students as handouts for peer review prior to introducing new lessons.
The survey revealed a need for additional study suggestions in the course book, which should be addressed in future editions Each unit concludes with a small project requiring students to conduct library or internet research to deepen their understanding of the topic While these projects enable students to access updated information from reliable sources, they may conflict with teachers' limited class time for correcting writing Acknowledging that no single material perfectly meets all learners' needs, it is essential to provide more tasks that enhance students' autonomy by revising and expanding their knowledge, as well as improving their grammar skills for constructing accurate sentences.
To enhance the book's content, it is essential to align it with learners' abilities, interests, and learning styles Conducting a needs analysis survey is crucial for gathering information on these factors, which will inform necessary adjustments This analysis not only helps define the aims and objectives of the language learning program but also identifies the specific needs and interests of the learners Additionally, a survey should be administered to teachers to gather their insights on improving the material for both their teaching effectiveness and their students' learning experiences.
To enhance student learning, incorporating speaking activities like discussions during brainstorming and presentations after writing is essential This approach fosters a connection between receptive and productive skills, as students read before writing and present their work to peers for feedback Additionally, engaging in pair or group work increases interaction time among students, promoting collaborative learning.
Conclusions
Materials evaluation has gained significant importance in language teaching, particularly in the context of materials development, where it is essential for success This complex process involves a multitude of principles, methodologies, and ideologies that must be considered during evaluation Recent efforts have focused on examining the course book "English Written Proficiency – Intermediate 1" from a practical perspective.
This study reviews literature on materials evaluation and writing skills, referencing key authors such as Cunningsworth (1984), Hutchinson and Waters (1987), and McDonough and Shaw (1993) It focuses on the teaching and learning context at FFL, selecting Hutchinson and Waters' model and criteria for evaluation A survey was conducted with 90 first-year students and 10 teachers to collect data The analysis revealed both strengths and weaknesses in the materials, providing valuable insights for improving the format, organization, content, and methodology of the materials used.
Materials evaluation is a crucial yet often overlooked aspect of program evaluation in Foreign Language Learning (FFL) Educators face numerous factors when assessing the effectiveness of textbooks or custom materials in enhancing the teaching and learning experience The evaluation model proposed in this thesis is adaptable and can be applied to assess various textbooks and different target student groups in diverse educational contexts.
Extending the evaluation process to include in-depth analysis of learning and teaching strategies in educational materials can enhance their value This evaluation may focus on lesson planning based on the materials, their impact on learning outcomes, and how teachers utilize them By accessing a variety of information, teacher-authors can create a richer context for the presented content Consequently, teachers can make informed judgments about whether the materials meet the established learning objectives, thus unlocking significant pedagogical potential when conducted effectively.
This study primarily examines the evaluations of teachers and students regarding the learning needs essential for future employment It suggests that a broader research initiative could be undertaken to explore additional skills beyond writing The findings from such extensive research could facilitate long-term improvements in English learning and teaching within the framework of FFL (French as a Foreign Language).
1 Akin, A.R & Guceri, M (2001) A Macro-materials Evaluation: for Better or for Worse
Retrieved from: http://www.eltnewsletter.comprehension/back/April2001/art562001.htm
2 Alderson, J.C & Beretta, A (1992) Evaluating Second Language Education Cambridge:
3 Alderson, J C & Scott, M (1992) Guidlines for the Evaluation of Language Education
4 Allwright, R.L (1982) What Do We Want Teaching Materials for? ELT Journal
5 Brown, H.D (1994) Teaching by Principles London: Prenitice Hall Press
6 Cunningsworth, A (1995) Choosing Your Coursebook Heinemann
7 Cunningsworth, A (1984) Evaluating and Selecting EFL Teaching Materials London:
8 Dubin, F & Olshtain, E (1986) Course Design: Developing Programs and Materials for Language Learning Cambridge: Cambridge University Press
9 Dudley-Evans, T & St John, M J (1998) Development in English for Specific
Purposes: A multidisciplinary approach Cambridge: CUP
10 Ellis, R (1997) The Empirical Language Teaching Materials ELT Journal, Volume
11 Flowerdew, J (1993) Concordancing as a Tool in Course Design Hongkong:
Language Centre, Hongkong University of Science and Technology
12 Galbraith, D., & Rijlaarsdam, G (1999) Effective strategies for the teaching and learning of writing Learning and Instruction Amsterdam: University Press
13 Harmer, J (1996) The Practice of English Language Teaching Longman
14 Harris, M & McCann, P (1994) Assessment Oxford: Macmillan Heinemann
15 Harwood, N (2010) English Language Teaching Materials: Theory and Practice
16 Hedge, T (1988) Writing Oxford: Oxford University Press
17 Hutchinson, T & Torres, E (1994), The Textbook as Agent of Change ELT Journal
18 Hutchinson, T & Waters, A (1987) English for Specific Purposes A Learning- centered Approach Cambridge: Cambridge University Press
19 Kitao, K & Kitao, S K (1997) Selecting and Developing Teaching/Learning
Retrieved from: http://iteslj,org/Articles/Kitao-Materials.htm
20 Kumar, R (1996) Research Methodology Hong Kong: Longman
21 Lynch, B.K (2003) Language Assessment and Programme Evaluation Edinburgh:
22 Mc Donough, J & Shaw, C (1993) Materials and Methods in ELT Oxford: Blackwell
23 Mc Grath, I (2002) Materials Evaluation and Design for Language Teaching
24 Nunan, D (1991) Research Methods in Language Learning Cambridge: Cambridge
25 Patton, M.Q (2002) Qualitative Research & Evaluation Methods London: Sage
26 Pincas, A (1982) Teaching English Writing London: Macmillan
27 Raimes, A (1983) Techniques in Teaching Writing Oxford: Oxford University Press
28 Rea-Dickins, P & Germaine, K (1992) Evaluation Oxford: Oxford University Press
29 Richards, J (2001) Curriculum Development in Language Teaching Cambridge:
30 Sheldon, L (1988) Evaluating ELT Textbooks and Materials ELT Journal, 42 (4),
31 Swales, J (1990) Genre Analysis: English in Academic and Research Settings
32 Tanner, R & Green, C (1998) Tasks for Teacher Education Harlow: Longman
33 Tomlinson, B (2003) Developing Materials to Develop Yourself London: Continuum
34 Tomlinson, B (1998) Materials Development in Language Teaching Cambridge:
35 Tribble, C (1996) Writing Oxford: Oxford University Press
36 Ur, P (1996) A Course in Language Teaching Cambridge: Cambridge University Press
37 William, D (1983) Developing Criteria for a Textbook Evaluation ELT Journal vol
This questionnaire aims to gather insights from English lecturers at the Faculty of Foreign Languages regarding the teaching material "English Written Proficiency – Intermediate 1." The feedback collected will be invaluable for evaluating and refining material selection for future courses Your honest participation in this survey is greatly appreciated and will significantly contribute to our research efforts.
How to complete the questionnaire:
- Please put a tick in the most appropriate box for each statement
- If you have any other comment, please write down in the space provided for you at the end of each part
1 There are tables of contents, glossary and appendix in the book
2 Each unit starts with clear and easy- to-understand introductions
4 The book is colorfully designed and eye-catching
5 The table of contents reveals a logical development of the writing subject
6 All units are uniformed in terms of contents included
7 The print size and font are easy to read
2 The content logically matches the objectives of the course
3 The content is suitable for students’ real level of English
4 Exercises are designed from easy to difficult
5 The book contains good model structures and texts
6 Vocabulary is both familiar and challenging
7 There are lead-in tasks in each unit
8 The activities are appealing to a wide range of students’ abilities, interests, and, learning styles
9 The content provides knowledge to certain extend in students' future career
10 There are suggestions for further reading at the end of each unit
1 The book helps improve students’ communicative abilities
2 The activities offers students opportunitiess to work in pairs and groups
3 The time for interaction between teachers and students is less than for students and students
4 The book helps create a classroom environment in which students are actively involved in the teaching and learning process
5 The book contains tasks that focus on comprehension rather than repetition and memorization
6 The textbook allows students to be more aware of their weaknesses while developing language skills (reading and writing)
7 The book can be studied at home by students without teachers’ instructions
CÂU HỎI KHẢO SÁT DÀNH CHO SINH VIÊN
Phiếu khảo sát này nhằm thu thập ý kiến của sinh viên năm nhất chuyên ngành cử nhân tiếng Anh tại khoa Ngoại Ngữ - Đại học Thái Nguyên về giáo trình “English written proficiency 1” Thông tin thu thập được rất quan trọng để xác định những điểm mạnh và yếu của giáo trình, từ đó đề xuất điều chỉnh hợp lý nhằm nâng cao hiệu quả dạy và học kỹ năng viết cho sinh viên năm nhất trong năm học tới Xin vui lòng đánh dấu vào các ô tương ứng trong bảng tiêu chí Chúng tôi chân thành cảm ơn sự hợp tác nhiệt tình của các bạn!
PHẦN I: THÔNG TIN VỀ SINH VIÊN
1 Bạn đã học tiếng Anh được bao lâu? ………
2 Bạn thường dành bao nhiêu thời gian mỗi ngày cho việc học kĩ năng viết tiếng Anh tại nhà? ………
3 Trình độ tiếng Anh của bạn?
Tiền trung cấp Trung cấp Cao cấp
4 Bạn mong đợi gì từ việc học kĩ năng viết tiếng Anh ở năm thứ nhất?
- củng cố và nâng cao vốn ngữ pháp tiếng Anh
- biết được các loại văn bản viết khác nhau
- mở rộng vốn từ vựng
- có thể giao tiếp hiệu quả thông qua ngôn ngữ tiếng Anh viết
5 Bạn nghĩ rằng 45 tiết học cho kĩ năng viết tiếng Anh trong một kì là:
Quá nhiều Nhiều Đủ Không đủ Quá ít
6 Bạn có thể hoàn thành các bài tập trong cuốn giáo trình ở mức độ nào?
7 Bạn cho rằng 40 sinh viên trong một lớp học kĩ năng viết là:
Ít Bình thường Nhiều Quá nhiều
PHẦN II: TỔ CHỨC/ ĐỊNH DẠNG CUỐN SÁCH
TIÊU CHÍ TỔ CHỨC/ĐỊNH DẠNG Ý KIẾN
1 Cuốn giáo trình cung cấp phần mục lục, chú giải, và phụ lục hữu ích
2 Mỗi bài có lời đề dẫn rõ ràng và dễ hiểu
4 Cuốn sách trông hấp dẫn về mặt hình thức
5 Mục lục thể hiện sự phát triển logic của nội dung cuốn giáo trình
6 Hình thức và nội dung trong cuốn giáo trình thống nhất
7 Cỡ chữ và phông chữ dễ đọc
TIÊU CHÍ NỘI DUNG Ý KIẾN
1 Nội dung của giáo trình cập nhật và hấp dẫn
2 Nội dung bám sát mục tiêu của khóa học một cách logic
3 Nội dung phù hợp với trình độ tiếng Anh thực sự của sinh viên
4 Các bài tập được thiết kế từ dễ đến khó
5 Nội dung có bao gồm các bài đọc và cấu trúc mẫu hữu ích
6 Từ vựng bao gồm các từ quen thuộc và các từ khó
7 Mỗi bài đều có các bài tập nhằm trang bị những hiểu biết chung và cung cấp vốn từ vựng cần thiết
8 Các bài tập hấp dẫn đối với các sinh viên có khả năng, sở thích và phong cách học khác nhau
9 Nội dung đáp ứng được yêu cầu về nghề nghiệp trong tương lai của sinh viên
10 Cuối bài có phần hướng dẫn tự đọc thêm (cả tài liệu sách in và tài liệu điện tử)
PHẦN III: GIÁO HỌC PHÁP
CÁC TIÊU CHÍ VỀ GIÁO HỌC PHÁP Ý KIẾN
1 Giáo trình giúp phát triển khả năng giao tiếp của sinh viên
2 Các bài tập được thiết kế dưới dạng làm việc theo cặp hoặc theo nhóm
3 Thời gian tương tác giữa giáo viên với sinh viên ít hơn thời gian tương tác giữa sinh viên với sinh viên trên lớp
4 Giáo trình góp phần giúp sinh viên chủ động, tích cực tham gia vào quá trình học tập
5 Các bài tập chủ yếu tập trung vào sự hiểu và vận dụng của sinh viên hơn là học thuộc lòng hoặc nhắc lại
6 Cuốn sách giúp sinh viên nhận thức rõ hơn các điểm yếu của mình trong việc rèn luyện kĩ năng (đọc và viết)
9 Cuốn giáo trình có thể được dùng để tự học tại nhà mà không cần có hướng dẫn của giáo viên Ý kiến khác:
APPENDIX 3 Questions for interviewing teachers
1 At which level do you think your students are before the course?
2 Please specify your steps of conducting a unit in the material
3 How many students’ pieces of writing can you correct per class?
4 What are your students’ difficulties in studying the writing subject?
5 How often do you provide extra materials for your students to study at home?
6 Do you think that three periods per week for the writing subject is enough?