INTRODUCTION 1.1 Rationale
Aims of the study
This study evaluates the suitability of the course-book "English for Marine Engine Students and Ship's Engineers" for second-year students at the Marine Engine Department of VIMARU The primary objective is to assess how effectively the material meets the educational needs of these students.
to evaluate the appropriateness of the material to the course requirements in terms of aims, content, and methodology
to offer some suggestions for further improvement of the course-book which is appropriate to the needs and expectations of the students
Research question
The following research question is raised for exploration:
The ESP course-book "English for Marine Engine Students and Ship's Engineers" at the Marine Engine Department of VIMARU is evaluated for its alignment with course requirements, focusing on its aims, content, and methodology This assessment aims to determine how effectively the course-book addresses the specific needs of marine engineering students and whether it facilitates their learning objectives By analyzing its structure and instructional strategies, we can gauge the book's relevance and practicality in the context of marine engineering education.
Scope of the study
focuses on the evaluation of the second year students at Marine Engine Department-VIMARU on ESP course-book currently used
Evaluating teaching materials is a complex process that involves various criteria, including audience, content, physical appearance, cultural bias, and specific needs, as noted by Hutchinson and Waters (1993) and other language evaluation experts Due to research constraints, this study will concentrate on three key criteria: aims, content, and methodology.
Method of the study
This study employs a quantitative research approach, utilizing a survey questionnaire administered to 162 second-year students in the Marine Engine Department at VIMARU, who have completed two-thirds of the ESP course-book Additionally, interviews with three ESP teachers using the course-book provide further insights into its quality.
Design of the study
There are three main parts in this study: introduction, development, and conclusion
The introduction provides the rationale, the aims, the research question, the scope, and design of the thesis
The development consists of three chapters:
- Chapter 1, Literature Review, provides the relevant theories related to textbook, course-book and material and course-book evaluation
- Chapter 2, Methodology, introduces the context of the study and describes the methodology employed in the study, research procedures and the participants, instruments and the research procedures
- Chapter 3, Data Analysis and Discussion, presents and discusses the findings that arise from the data collected and recommendations
The conclusion provides a brief summary of all the contents studied, draws some conclusions drawn and makes some suggestions for further research
This chapter reviews the theoretical foundation for developing a framework for the study, beginning with an exploration of the concepts of textbooks, course-books, and educational materials It then provides an overview of course-book evaluation, covering its definitions, importance, various types, and specific applications in English for Specific Purposes (ESP) Additionally, the chapter discusses the significance of student evaluations, along with the techniques, models, and criteria used in the evaluation process Finally, it references previous studies related to materials evaluation.
1.2 TEXTOOK, COURSE-BOOK AND MATERIALS 1.2.1 Definitions
A course-book is defined as a textbook that serves as the foundation for a course (McGrath, 2002, p.7) Similarly, Tomlinson (1998, p.ix) views a course-book as a primary resource that offers essential materials for learners He emphasizes that a well-designed course-book aims to consolidate all necessary content into a single volume, making it the sole textbook required for students throughout their course.
In Materials Development in Language Teaching (Littlejohn, 1998) the term
Materials, as defined by Tomlinson (1998), encompass any resources utilized to assist language learners, including textbooks, workbooks, audio recordings, videos, photocopied handouts, newspapers, and written content on whiteboards This broad definition highlights that course books are indeed a specific type of educational material.
1.2.2 Roles of teaching material in a language program
The relationship between materials and other components in language teaching has evolved significantly since the late 1970s, shifting the focus from teachers to learners This learner-centered approach necessitates that materials, curriculum, teaching methods, and evaluations are tailored to meet the needs of students Teaching materials play a crucial role in the success of English language education, as they provide essential content for both students and teachers Allwright (1981) highlights that materials guide learners on what to study, offer instructional resources, and give teachers a framework for their methods Furthermore, materials are instrumental in controlling the learning process, impacting both experienced and novice teachers O’Neill (1982) reinforces this perspective, noting that materials heavily influence the components and methods of learning, ultimately determining classroom content and procedures As such, the way materials are presented in textbooks significantly shapes the instructional approach and classroom dynamics.
Effective teaching materials are invaluable resources for both novice and seasoned educators, particularly benefiting those who are less experienced or inadequately trained These materials serve as essential models, guiding teachers in the creation and adaptation of their own instructional resources.
(Nunan, 1998) Therefore, the first thing the teachers need to do when preparing his course in his own situation is to select the appropriate materials
At VIMARU, the English curriculum for Marine Engine Students and Ship's Engineers was developed by the English Department faculty Given the limited resources, the course material was synthesized from multiple texts, with most exercises crafted by the instructors After 15 years of use, it is essential to assess the effectiveness and relevance of the material.
1.3 COURSEBOOK EVALUATION 1.3.1 Definition of course-book evaluation
Materials evaluation in English Language Teaching (ELT) involves a systematic assessment of educational resources to determine their effectiveness in meeting both the materials' objectives and the learners' needs As defined by Tomlinson (1998), this process is crucial for ensuring that the materials align with the educational goals of students.
According to Hutchinson and Waters (1993), materials evaluation involves assessing the suitability of resources for specific purposes It is a process of determining which available options best meet identified needs, effectively matching requirements with potential solutions.
In summary, materials evaluation encompasses identifying what needs assessment, establishing the objectives and requirements for the materials, and making informed judgments about their value in relation to these predetermined goals and criteria.
Evaluation plays a very important role in the development of materials
Robinson (1991) emphasizes the significance of evaluation in assessing the advantages, disadvantages, and effectiveness of instructional materials This process enables educators to determine whether to reuse, adapt, or modify materials to better suit specific teaching contexts.
According to Ellis (1997), materials evaluation serves two primary purposes: first, it helps select the most appropriate materials for a specific context before the course begins; second, it assesses the effectiveness of the chosen materials after they have been utilized for a period, aiding in the decision of whether to continue using them or to seek alternatives.
According to Cunningsworth (1995), a course-book serves as a vital resource for meeting established learner needs and objectives Evaluating a course-book is essential to determine its suitability for specific learners across different levels and teaching environments Additionally, the evaluation process includes comparing existing materials with newly developed resources to ensure the best educational outcomes.
Authentic materials are crucial in foreign language teaching, serving as both tools and reflections of specific teaching and learning objectives Evaluating materials, particularly course-books, is essential as it not only validates their effectiveness but also allows for necessary adjustments This process enhances the strengths of the course-book while addressing its weaknesses, ultimately improving the overall learning experience.
1.3.3 Types of course-book evaluation
There are many different ways of dividing course-book evaluation according to different researchers
Scholars categorize material evaluation, particularly course-book evaluation, into three primary types based on the evaluation's purpose: Preliminary, Formative, and Summative.
Preliminary evaluation is a critical process conducted before the start of a course, where a specific set of criteria is established to determine the most suitable book for adoption and necessary adaptations (Ellis cited in Tomlinson, 1998) This evaluation aims to select the most relevant materials tailored to the needs of a particular group of learners and to identify specific aspects of published materials that require modification to align with the evaluators' objectives.
LITERATURE REVIEW 1.1 Introduction
Course-book evaluation
Materials evaluation in English Language Teaching (ELT) involves a systematic assessment of educational resources to determine their effectiveness in meeting both the materials' objectives and the learners' goals According to Tomlinson (1998), this evaluation process is essential for ensuring that materials align with the needs of students and the intended outcomes of the curriculum.
Materials evaluation, as defined by Hutchinson and Waters (1993), involves assessing the suitability of resources for specific purposes It is a process of determining which available options best meet identified needs, effectively matching requirements with appropriate solutions.
In summary, materials evaluation encompasses identifying what needs assessment, establishing the objectives and requirements for the materials, and making value judgments based on how well the materials align with these established goals and criteria.
Evaluation plays a very important role in the development of materials
Robinson (1991) emphasizes the crucial role of evaluation in assessing the advantages, disadvantages, and effectiveness of instructional materials This evaluation process enables educators to determine whether to reuse, adapt, or modify materials to better suit specific teaching contexts.
Ellis (1997) identifies two key reasons for materials evaluation in educational settings First, evaluation helps in selecting the most appropriate materials for specific contexts before a course begins Second, it assesses the effectiveness of the chosen materials after they have been utilized for a certain period, informing decisions on whether to continue using them or to seek better alternatives.
According to Cunningsworth (1995), a course-book serves as a vital resource for achieving predetermined learner objectives Evaluating course-books allows us to determine their suitability for specific learners across different levels and teaching environments Additionally, the evaluation process often includes comparisons between existing materials and newly developed resources.
Authentic materials are crucial in foreign language teaching, serving not just as tools but as reflections of the specific teaching and learning objectives Evaluating materials, particularly course-books, is essential for two main reasons: it validates the course-book's effectiveness and facilitates necessary adjustments This process enhances the strengths of the course-book while addressing its weaknesses, ultimately improving the overall learning experience.
1.3.3 Types of course-book evaluation
There are many different ways of dividing course-book evaluation according to different researchers
Material evaluation, particularly in the context of course-book assessment, is categorized into three primary types based on the evaluation's purpose: Preliminary, Formative, and Summative.
Preliminary evaluation involves establishing criteria to guide the selection and adaptation of educational materials before a course begins Its main objectives are to identify the most relevant resources for a specific group of learners and to pinpoint particular aspects of published materials that require modification to meet the evaluators' goals (Ellis cited in Tomlinson, 1998).
Formative evaluation occurs throughout the course and focuses on refining the material as it is being used, with the goal of enhancing its quality for future iterations (Dudley-Evans & St John, 1998).
Summative evaluation, conducted at the end of a course, is crucial for assessing the impact of teaching materials and informing future iterations (Dudley-Evans & St John, 1998) This evaluation type is particularly beneficial for long-term courses, as it helps determine the effectiveness of the materials used (Richards, 2001) The findings guide decisions on whether to reuse the materials, identify suitable tasks and activities, and pinpoint necessary modifications for improved effectiveness (Ellis, 1997) In essence, summative evaluation assesses the overall value of teaching materials after their implementation.
Tomlinson (1998) and McGrath (2002) propose a framework for materials evaluation that categorizes the process into three distinct types: Pre-use, Whilst-use, and Post-use evaluations.
According to Tomlinson (1998: p.xi), evaluation is defined as “the systematic appraisal of the value of materials in relation to their objectives and to the objectives of learners.” He identifies three distinct types of materials evaluations.
- Pre-use evaluation focuses on predictions of potential value
- Whilst-use evaluation focuses on awareness and description of what the learners are actually doing whilst the materials are being used
- Post-use evaluation focuses on analysis of what happened as a result of using the materials
McGrath (2002) aligns with Tomlinson by introducing three interconnected concepts: Pre-use, In-use, and Post-use He asserts that these types serve distinct purposes while being interrelated in their overall function.
- Pre-use evaluation establishes potential suitability
- In-use evaluation gathers data on planning decisions, implementation and response; may stimulate preliminary reconsiderations of selection criteria
- Post-use evaluation uses data on in-course use and data on effects to access suitability of selection and selection procedures
In summary, while various terms describe types of materials evaluation, the evaluation process remains consistent Preliminary or pre-use evaluation assesses the potential suitability of materials, while formative or in-use evaluation analyzes their effectiveness by collecting data on planning, implementation, and user response Finally, summative or post-use evaluation occurs at the course's conclusion, offering a retrospective assessment to identify the strengths and weaknesses of the materials used.
1.3.4 Course-book evaluation in ESP
Introduction
This chapter focuses on the current state of English for Specific Purposes (ESP) teaching and learning at Vietnam Maritime University (VIMARU), followed by an exploration of the research methodology employed in this study.
The context of the study
Established in 1956, Vietnam Maritime University (VIMARU) is a premier institution specializing in maritime education, currently serving nearly 16,000 students across 19 fields With an annual enrollment of 2,400 to 3,000 students, VIMARU focuses on producing highly skilled graduates in nautical science, marine engineering, electrical and electronic engineering, shipbuilding, sea-transport economics, and waterway engineering The university also offers postgraduate programs, including Master of Science (MSc) and Doctor of Philosophy (PhD), in various maritime disciplines Additionally, VIMARU provides training and refresher courses to meet STCW78/95 standards for certifications such as Master, Chief Engineer, and Deck and Engine Officers, supporting the national maritime sector.
The Marine Engine and Navigation Departments at VIMARU are crucial for training students to work on both Vietnamese and international ships As a result, English has emerged as a vital subject for students in these departments.
At Vietnam Maritime University, English is a mandatory subject for marine-engine students, encompassing five semesters and a total of 345 periods The English curriculum for these students is structured into two distinct stages, ensuring comprehensive language acquisition essential for their maritime careers.
Stage 1 : Semester 1 consists of 75 periods of GE Semester 2 consists of 75 periods of GE Semester 3 consists of 75 periods of GE Stage 2 : Semester 4 consists of 60 periods of ESP Semester 5 consists of 60 periods of ESP The first three semesters for GE occupy 225 periods and the course-book used for GE are New Headway Elementary and New Headway Pre-intermediate (Third
In the second stage of the curriculum, English for Specific Purposes (ESP) is taught over 120 periods during the fourth and fifth semesters, utilizing the course book "English for Marine."
Engine Students and Ship‟s Engineers”
2.2.3 The aims of the ESP course
The ESP course aims to equip students with essential linguistic knowledge pertinent to their specific fields, ensuring they meet the expectations of future employment aboard a ship By the end of the course, students will have developed the necessary skills to excel in their maritime careers.
- Listening skills: listening and understanding common orders and instructions on board the ship as well as in the engine room
- Speaking skills: communicating with multilingual crews on board vessels and in the engine room
- Reading skills: reading and comprehending manuals for operating equipment and engineering documents
- Writing skills: writing letters, messages and engine log-book
The following is a description of the ESP course-book currently used:
The course book "English for Marine Engine Students and Ship’s Engineers" was developed to meet the growing demand for specialized English for Specific Purposes (ESP) materials in marine engineering education Compiled by Mr Nguyen Tuong Luan, the Dean of the Department of Foreign Language and a seasoned educator with over 25 years of experience at VIMARU, this resource has served as the core teaching material for marine engine students since its official implementation in 1998.
- The course-book content: consists of five parts
Part I of the course includes 23 essential lessons, with the first 14 lessons taught over two semesters for English for Specific Purposes (ESP) Each lesson is structured into five sections: Reading, Vocabulary, Grammar Notes, Engine Telegraph orders, and Exercises The curriculum encompasses key topics such as diesel engines, pistons, cylinders, crankshafts, valve gear, cooling systems, various types of fuel pumps, automatic warning units, and direct current generators.
Part II : Practical business English conversation
Part V: International conversation on standards of training, certification and watch-keeping for seafarers
- Types of task and exercise in the course-book:
Reading: comprehension questions, True-False sentences, gap filling
Grammar: building sentences, sentence transformation and gap filling
Translation: translating from English into Vietnamese and translating from Vietnamese into English
The English Department at VIMARU employs 35 teachers, aged 25 to 50, with 15 specializing in English for Specific Purposes (ESP) across various fields, and only 3 dedicated to marine-engine students Most ESP instructors are either completing or have completed their MA degrees, striving to deliver engaging and appealing lessons However, they encounter challenges due to their inexperience in ESP, particularly regarding knowledge of specific fields and suitable teaching methodologies.
This study evaluates second-year male students aged 19 to 22 in the Marine Engine Department, who are primarily focused on learning English relevant to their field This specialized language training is anticipated to enhance their understanding of materials essential for their future careers, providing them with a distinct advantage in mastering English.
However, those students have some disadvantages in learning English:
A significant challenge in the Marine Engine Department is the diverse English proficiency levels among students, many of whom hail from rural areas While some have studied English for up to six years, others have only three years of experience or have learned different languages like Russian or French Additionally, the increasing class sizes further complicate the task for teachers, making it difficult to effectively address the varying abilities within the classroom.
One significant disadvantage in student learning is their reliance on teachers and course materials, which hinders their ability to adapt to new learning styles, particularly in English for Specific Purposes (ESP) Consequently, educators must assist students in becoming accustomed to these innovative methods Additionally, students face time constraints in their ESP courses, limiting their exposure to essential marine-engine terminology and concepts As a result, they struggle to enhance their English communicative competence, ultimately affecting their preparedness for future professional roles.
The study
A study was conducted involving 162 male second-year students from the Marine Engine Department, selected from a total of 448 students across three classes: MKT 51DH1, MKT 51DH3, and MKT 51DH6 At the time of the survey, these students had completed three general education semesters and were in the second semester of their English for Specific Purposes (ESP) course.
The other group was 3 respondents who are currently working as ESP teachers of marine engine at VIMARU
The study utilized a questionnaire as a data collection instrument to evaluate the effectiveness of the current ESP course book used in the Marine Engine Department at VIMARU This questionnaire comprises four sections with a total of twelve items, aimed at gathering students' insights on the material's relevance to course objectives, content, and teaching methodologies The researcher sought to validate the reliability of the information obtained regarding the appropriateness of the course materials.
- Section 1 was designed to get the information of the learners: the time of learning English, the level of English, and their purpose of learning ESP
Section 2 was developed to gather insights on learners' evaluations of the current English for Specific Purposes (ESP) course book, focusing on its objectives, how well it addresses learners' needs, the relevance of its content, the time allocated for ESP instruction, and its effectiveness in teaching vocabulary, grammar, and skill development.
- Section 3 was designed to gather the information about the learners’ evaluation of the teachers’ exploitation of ESP course-book
- Section 4 was designed to collect the learners’ suggestions
To enhance the study's findings, interviews were employed as a key research instrument Three interviews were conducted with ESP teachers specializing in Marine Engine at different intervals to ensure objectivity (refer to Appendix 3 for detailed results) Each interview featured a consistent set of questions focused on pertinent issues in the field.
- The content of the course-book
- The teachers’ perceived limitations of the course-book
- The students’ reactions to the course-book as observed by teachers
- The challenges to the students in using the course-book
- The teachers’ self-reported challenges in using the course-book
The questionnaires were distributed to students in their classrooms, where the researcher provided guidance on how to answer them correctly Students were assisted as needed and spent approximately 30 minutes completing the questions Once all the questionnaires were collected, the data was analyzed, and the results were interpreted.
The researcher conducted three interviews with ESP teachers specializing in marine engines at various times within their classrooms Each teacher was asked the same set of questions, and their responses were compiled into five tables for analysis (see Appendix 3).
Summary
This chapter offers a comprehensive overview of the English teaching and learning environment at VIMARU, focusing on second-year students from the Marine Engine Department and ESP teachers from the English Department The research utilized questionnaires and interviews, which were centered on three key criteria: aims, content, and methodology.
DATA ANALYSIS AND DISCUSSION 3.1 Results and discussion
Learners’ attitude towards learning ESP
As mentioned in the previous chapter, these learners are the second-year students who finished three semesters of GE courses and are in the second semester of ESP course
Students’ time of learning English
162 students participating the research provided us with a variety of answers to the question about their time of learning English:
Time 1-3 years 3-5 years 5-7 years 7-9 years 9-11 years > 11 years No(%) 14(8.6%) 16 (9.8%) 18(11.2%) 42 (25.9%) 55(33.9%) 17 (10.5%)
Table 1: Students’ time of learning English
A significant portion of the learners, accounting for 33.9% (51 out of 162), have been studying English for 9 to 11 years Meanwhile, 25.9% (42 out of 162) have engaged with the language for 7 to 9 years, and 8.6% (14 out of 162) have only recently started learning English, having previously focused on Russian or French during their schooling before joining VIMARU Interestingly, 10.5% (17 students) have over 11 years of English learning experience The remaining learners, comprising 34 out of 162, have been studying English for periods ranging from 3 to 7 years.
Elementary Pre-intermediate Intermediater Upper-intermeidate
Chart 1: Students’ levels of English (Total number of informants: 162)
A significant majority of learners, accounting for 75.4%, are at the Pre-intermediate level, while 9.8% are at the Elementary level and 13% at the Intermediate level Only 1.8% of students reach the Upper-intermediate level The varying durations of English study and differing proficiency levels contribute to distinct motivations for learning English for Specific Purposes (ESP).
Students’ purposes of learning ESP
The following table shows a variety of purposes among these students:
Purposes Least important Important Very important
To read technical documents/ texts in English
To apply for working on board foreign ships
Table 2 reveals that the primary goal of many learners studying English for Specific Purposes (ESP) is to read technical documents, with 51.3% prioritizing this skill Additionally, 47% aim to expand their ESP vocabulary, while only 3.1% regard this goal as least important Moreover, 46.3% of learners consider applying for jobs on foreign ships as a significant objective, and 26.3% believe that enhancing their foundational grammar skills is crucial.
All learners engage in the ESP course with clear intentions While some view it primarily as a way to enhance their foundational grammar in English, the majority recognize that ESP serves to expand their technical vocabulary and specialized knowledge, essential for working on foreign ships.
3.1.2 Students’ evaluation of the current ESP material
This section analyzes learners' evaluations of the current English for Specific Purposes (ESP) coursebook, focusing on its relevance and usefulness, content quality, time allocation, vocabulary, grammar, skills development, and the effectiveness of exercises and activities.
Section 1: Students’ evaluation on the aims of the course-book
100 The course-book provided technical terms used in marine engine field Focus on reading & translating skills
Reading& translating are integrated with other skills
Your grammar is improved Skills forfuture jobs Other comments
Chart 2: The aims of the material (Total number of informants: 162)
A comprehensive survey revealed that all students (100%) believe the course-book effectively introduces technical terms relevant to the marine engine field However, a significant majority (142 out of 162, or 87.7%) feel that the primary focus of the course-book is on developing reading and translation skills Notably, only about one-third of participants (31.5%, or 51 out of 162) agree that reading and translating are effectively integrated with other skills Furthermore, only 21.7% (35 out of 162) reported an improvement in grammar after using the course-book, and a mere 25.3% believe the skills acquired are beneficial for their future careers.
Needs met by the ESP course-book
The students were asked to evaluate how much the course-book meet their needs This is shown in the following table:
Categories Group1(%) Group2(%) Group3(%) Average(%)
The course-book meets learners‟ needs:
0 (0) Total number of informants: 162 (group 1: 58, group 2: 51, group 4: 53)
Table 3: Students’ needs met by the ESP course-book
According to Table 3, only 27.8% of the 162 students expressed satisfaction with the ESP course book Notably, 46.3% of learners indicated that the course book meets their needs to a limited extent, while only 17.9% of respondents felt that it adequately meets their needs.
The findings clearly show that the current ESP course book fails to adequately address the needs of most learners, highlighting the necessity for revisions to better align with student requirements.
Section 2: Students’ evaluation on the content of ESP course-book
The information in the course-book is
The course-book provides learners with
Total number of informants: 162 (group 1: 58, group 2: 51, group 4: 53)
Table 4: Students’ attitude towards the content of the ESP course-book Topics covered in the ESP course-book
According to the data presented in Table 4, a minimal 4.9% of learners consider the topics in the ESP course-book to be impractical, while the majority, 50.6%, find the topics acceptable Additionally, 30.3% of learners view the topics as practical, and 14.2% deem them very practical Overall, these figures indicate a general satisfaction among learners regarding the course-book content However, introducing more engaging topics could further enhance learner satisfaction.
The analysis of the ESP course-book reveals that none of the participants across three groups consider the information to be useless Notably, groups 1 and 3 report that the information is not perceived as very useful, with only 2.5% of group 2 respondents expressing a similar sentiment A significant majority of learners, totaling 62.3%, find the information useful, with specific percentages of 62% in group 1, 60.8% in group 2, and 64.2% in group 3 This data underscores a general satisfaction among learners regarding the relevance and usefulness of the course-book content.
The ESP course-book requires more attention to ensure its content is updated, as 58% of learners feel it lacks current information, while only 42% believe it is sufficiently updated This indicates a significant number of students are dissatisfied with the information provided To better meet learners' needs, it is essential to incorporate more up-to-date content into the course-book.
Section 3: Students’ evaluation on time allocation for ESP
N/ (%) much N/ (%) enough N/ (%) little N/ (%) too little N/ (%) Time for the course 6 (3.7%) 8 (4.9%) 51 (31.5) 75 (46.3) 22 (13.6) Time for each unit 15 (9.2%) 24 (14.8) 98 (60.5) 17 (10.5) 8 (5%)
Table 5: Students’ attitude towards time allocation for ESP
The ESP course consists of 120 periods, with each of the 14 units allotted 8 periods A survey revealed that 46.3% of learners feel this time is insufficient, while 13.6% believe it is too little Only 3.7% of respondents consider the time excessive, and 4.9% find it adequate Additionally, over 60.5% of learners deem the time allocated for each unit sufficient However, many learners suggest that the ESP course should be extended to 180 periods to allow for a broader range of topics and more engaging content in the course-book.
Section 4: Students’ evaluation on vocabulary and grammar
The ESP coursebook not only equips learners with a diverse array of technical vocabulary through reading materials but also introduces new grammar items and structures The table below illustrates the varying levels of technical vocabulary and grammatical complexity presented in each unit, as experienced by three different groups of students.
Technical vocabulary in each unit is
Grammar in the course- book is
Total number of informants: 162 (group 1: 58, group 2: 51, group 4: 53)
Table 6: Students’ attitude towards vocabulary and grammar Technical vocabulary
According to the assessment presented in Table 6, 50.6% of learners express satisfaction with the amount of technical vocabulary included in each unit of the course book, while 20.4% believe that there is an abundance of technical vocabulary in each unit.
Despite the overall positive feedback, 30 students (18.5%) believe that each unit offers insufficient technical vocabulary Notably, no students reported that there is an excess of technical vocabulary in the units Ultimately, a majority of learners (50.6%) feel that the coursebook should adequately include technical vocabulary.
The suitability of the course-book to the audience
The learners taking part in the ESP course at Marine Engine Department – VIMARU have been learning English for 2-12 years Therefore, the ESP course-book
English for Marine Engine Students and Ship‟s Engineers is evaluated to be a good choice for them in terms of the audience.
The suitability of the course-book to the aims
The primary objectives of learners studying English for Specific Purposes (ESP) include expanding their technical vocabulary, comprehending technical documents in English, and securing employment on foreign ships The ESP course aims to equip students with relevant linguistic knowledge and skills aligned with their future careers Additionally, the course-book, "English for Marine Engine Students and Ship’s Engineers," focuses on imparting technical terminology specific to the marine engine sector and enhancing reading and translation abilities However, it is evident that the course-book only partially aligns with the course objectives and the learners' aspirations at the Marine Engine Department of VIMARU, a sentiment echoed by the instructors Thus, the course-book does not fully address the learners' needs regarding their educational goals.
The suitability of the course-book to the content requirements
The suitability of the course-book to the content requirements will be summarized as follows:
In terms of the topics and information, the learners’ opinion, as shown in Table
The course-book effectively aligns with teachers' perspectives and largely fulfills the needs of learners, as indicated in Table 12, Appendix 3 Its reading topics and provided information are practical and beneficial for students' future careers, making it a suitable choice Nonetheless, learners' assessments reveal some areas for improvement.
4, the course-book does not give the learners with much update information This is another weakness of the course-book
The course-book provides an adequate amount of technical vocabulary for most learners, as indicated in Table 6 However, it lacks a glossary of technical terms in each unit, and the vocabulary section at the end does not include pronunciation or parts of speech, which learners have suggested for improvement (question 1, section IV in the survey questionnaire) Addressing these deficiencies would enhance the course-book's effectiveness in future editions.
The course-book effectively aligns with the learners' proficiency levels, as both students and teachers agree that the grammar difficulty is appropriate for the majority However, feedback from learners indicates that the grammar exercises are monotonous and the presentation of grammar structures lacks clarity As a result, students' grammar skills have not significantly improved during the ESP course.
In conclusion, the course book has both strengths and weaknesses regarding its content suitability for learners While it partially addresses learners' needs, there are areas that require improvement to enhance its effectiveness in meeting those needs in the future.
The suitability of the course-book to the methodology
According to the survey results shown in Table 8, types of exercises designed in the ESP course-book are monotonous This is another weak point of the course-book
As can be seen from Table 12 (Appendix 3), this learners’ opinion matches the teachers’ view
The analysis indicates that the exercises in the ESP course-book are ineffective in enhancing learners' skills, particularly in speaking and listening, which receive significantly less focus compared to reading and writing This imbalance highlights a major weakness of the course-book, as it lacks dedicated sections for listening and inadequately addresses speaking skills Furthermore, the learners' perceptions of the unequal emphasis on the four language skills align with the teachers' views, reinforcing the need for a more balanced approach in the course materials.
Most learners express satisfaction with classroom activities, including listening, noting new grammar and vocabulary, practicing language structures in pairs or groups, answering teacher questions, and enhancing reading skills collaboratively However, they are less satisfied with activities focused on discussing and presenting, particularly when it involves presenting topics in English and engaging in discussions on given subjects.
In teaching English for Specific Purposes (ESP), students express a preference for their teacher to utilize both English and Vietnamese, with a greater emphasis on English They appreciate explanations of technical terms in Vietnamese when necessary, as they encounter challenging vocabulary in the course material and lectures Furthermore, learners desire additional relevant reading texts and grammar exercises, along with more engaging activities to enhance the course content in each lesson.
In summary, the ESP coursebook exhibits both strengths and weaknesses in its methodology To enhance the coursebook's effectiveness, several recommendations will be outlined in the next section.
Recommendations
Based on the evaluation of the ESP course-book by learners at the Marine Engine Department of VIMARU and the findings from the needs survey, several suggestions for enhancing the course-book will be presented.
To enhance the course-book for marine engine majors, it is essential to incorporate additional topics that focus on situational awareness and operational orders in the engine room, alongside the existing content.
- Dealing with an engine telegraph order
- Dealing with a radio telephone message
Also, information provided in the course-book should be more update to meet better the learners’ needs
To enhance vocabulary comprehension, each unit or the course book should include a glossary of technical terms featuring definitions, pronunciation guides, and parts of speech Additionally, incorporating more visuals to illustrate these technical terms will facilitate better understanding for students.
Piston rings hot water boiler connecting rod
To enhance the learning experience, the grammar section should present new structures more clearly, accompanied by illustrative examples for better comprehension Furthermore, incorporating a wider range of grammar exercises, complete with answer keys, will provide learners with additional practice opportunities in the course book.
Based on the feedback gathered from learners regarding the course book, several recommendations for layout improvements will be discussed.
When creating a course-book, designers must ensure the format is visually appealing to learners, with appropriately sized text for easy readability A colorful design is recommended over a black-and-white format, suggesting that the course-book should be printed in color or made available on the VIMARU course website Additionally, a comprehensive table of contents should outline the topics, grammar structures, and skills covered in each unit, providing learners with a clear overview of the course material.
Reading and translating skills are integrated with other skills
To enhance the methodology of language instruction, it is crucial to focus equally on all four language skills Currently, the coursebook lacks a listening section, which should be incorporated to provide a more comprehensive learning experience Additionally, the limited speaking activities necessitate greater emphasis on this area Teachers should not only explain speaking tasks but also offer suggestions to facilitate more engaging and effective pair or group activities for learners.
The teacher’s use of languages in teaching ESP and the adaptation of the course-book
In the classroom, teachers should primarily use English while incorporating Vietnamese as needed, especially for explaining difficult technical terms that students may struggle with This bilingual approach ensures that learners grasp complex vocabulary found in the course materials Additionally, adhering closely to the course-book allows students to easily follow the lesson's structure, while teachers are encouraged to enhance the learning experience by integrating supplementary activities, provided they align with the main objectives of each unit.
Using visual aids in teaching
Visual aids in the classroom, such as teachers, blackboards, real objects, flashcards, pictures, charts, and laptops, play a crucial role in enhancing learning Utilizing the blackboard and images is particularly effective for introducing new vocabulary related to engines These visual tools provide students with clear, direct information about engine parts, eliminating the need for translation into Vietnamese and facilitating better understanding.
The evaluations of learners regarding the course book "English for Marine Engine Students and Ship's Engineers" align with some teachers' perspectives, though discrepancies among educators do exist To address these differences, several recommendations are proposed.
To ensure effective course-book evaluation, ESP teachers must engage in discussions to reach a consensus on aims, content, methodology, and the strengths and weaknesses of the materials This collaborative approach enables the selection of suitable teaching and learning methods tailored to their educational goals.
Teachers should conduct surveys at the end of each ESP course to gather student evaluations on the course book and the instructor's use of it This feedback enables educators to better align the course with learners' needs and expectations.
The current ESP program allocates 120 periods for the course, but over half of the learners feel this duration is insufficient To better meet the needs of students, it is recommended that the time allocated for the ESP course be increased to 180 periods.
CONCLUSION 1 Summary of the study
Limitations of the study
This study, like others, has its limitations, primarily due to the small sample size of only 162 students and 3 teachers To enhance the validity of the findings, future research should involve a larger and more diverse population.
To enhance the objectivity and comprehensiveness of the study, it is essential to include informants from various courses rather than limiting the survey to participants from a single course.
This study centers on the evaluation of the ESP coursebook by second-year students in the Marine Engine Department at Vietnam Maritime University (VIMARU) To enhance the quality of ESP teaching and learning at VIMARU, it is essential to conduct further research that includes evaluations from ESP teachers, subject teachers, and coursebook designers across various faculties.
This study aims to significantly enhance the course book "English for Marine Engine Students and Ship’s Engineers" at the Marine Engine Department of Vietnam Maritime University, ensuring it better aligns with the needs and expectations of learners in the coming years.
This research evaluates the ESP material "English for Marine Engine Students and Ship’s Engineers" used at Vietnam Maritime University for 15 years, based on criteria from Hutchinson and Waters (1993) The evaluation focuses on the aims, content, and methodology of the material, incorporating feedback from both teachers and students The findings reveal that while the ESP course-book has notable strengths, it also has weaknesses, indicating that it does not fully align with the course requirements and the needs of the students.
The current course book is suitable for second-year students at the Marine Engine Department of Vietnam Maritime University, though certain modifications are necessary to align it more closely with course requirements and student needs This study aims to offer valuable insights for the effective adaptation of English for Specific Purposes (ESP) materials, ultimately enhancing the teaching and learning of ESP at VIMARU.
1 Allwright, R L (1981) What do we want teaching material for? ELT journal
2 Anthony, L (1997) ESP: What does it mean? ON CUE, Retrieved April 6, 2000, from the World Wide Web: http://interserver.miyazaki-med.ac.jp/-cue/pc/anthony,htm
3 Brown J B (1997), The Language Teacher Textbook Evaluation Form Retrieved from the World Wide Web: http://www.jalt-publication.org/tlt/file/97/oct/brown.htm
4 Cunningsworth, A (1995) Choosing your coursebook London: Macmillan
5 Dong Thi Hien (2006), An evaluation of the ESP materials used for the second year students of security major at the People‟s Security Academy Unpublished
6 Dudley-Evans, T and St John, M J (1998) A Multi-Disciplinary Approach: Developments in ESP Cambridge: Cambridge University Press
7 Ellis, R (1997) The Empirical Evaluation of Language Teaching Materials
8 Hedge, T (2000) Teaching and learning in the Language Classroom Oxford” Oxford University Express
9 Hoang Thi Tham (2007) An evaluation of reading material for students of mechanical engineering at Thainguyen University of Technology Unpublished
10 Hutchinson, T and Waters, A (1993) English for Specific Purpose- A Learning- centred Approach Cambridge: Cambridge University Press
11 Littlejohn, A (1998) The Analysis of Language Teaching Materials inside the Trojan House, in Tomlinson, B Material Development in Language Teaching Cambridge:Cambridge University Express
12 Lynch, B.K (1996) Language Program Evaluation-Theory and practice
13 Mackay, R & Mountford, A (Eds) (1978) English for Specific Purposes
14 McDonough, J., & Shaw, C (1993) Materials and Methods in ELT A teacher s guide Oxford: Blackwell Publishers
15 McGrath, I (2002) Materials Evaluation and Design for Language Teaching
16 Pham Thi Thanh Huyen (2009) An evaluation of the ESP materials for third year students of general medicine at Thaibinh medical university Unpublished MA thesis Hanoi university
17 Pham Thi Thu Huong (2006) An evaluation of the ESP materials for the third year students at the Military Academy of Medicine Unpublished MA Thesis
18 O’Neill R (1982) Why use textbooks? In R Rossner and R Bolitho, (Ed),
Currents in language teaching, Oxford University Press
19 Richards, J C (2001), Curriculum Development in Language Teaching
20 Robinson, P (1991) ESP today: a Practitioner's Guide Hemel Hemstead:
21 Tomlinson, B (1998) Materials Development in Language Teaching
22 Torres, E (1993) A fish's story: insights from investigating use of a fisheries- based ESP textbook in classrooms In J Edge & K Richards (eds.) Teachers Develop Teachers Research Oxford: Heinemann
23 Williams D (1983), „Developing Criteria for Textbook Evaluation‟ In ELT Journal Volume 37/3
This questionnaire aims to gather student feedback on the effectiveness of the current English for Specific Purposes (ESP) course book used in the Marine Engine Department at Vietnam Maritime University The insights gained from this survey will significantly contribute to enhancing ESP teaching and learning practices We appreciate your willingness to participate and encourage you to complete the survey honestly Rest assured, all responses will be kept confidential.
1 How long have you been learning English?
1-3 years 3-5years 5-7 years 7-9 years 9-11 years more than 11
2 At which level is your English?
Elementary Pre-intermediate Intermediate Upper-intermediate
3 How important is each of the following purposes in your learning ESP? Please rank in ascending order 1-4 (from the most important to the least one)
- To improve English basic grammar
- To read technical documents/ texts in English
- To apply for a job on board foreign ships
SECTION II: LEARNERS’ EVALUATION OF THE ESP COURSEBOOK
Aims of the course-book
1 Which of the following aims does the course-book contain by ticking the appropriate box (You can tick more than one choice)
The course-book is designed to enhance essential skills in the marine engine field, primarily focusing on reading and translating technical terms By engaging with the material, learners can improve their grammar and integrate these skills with other competencies vital for their future careers Overall, the course-book serves as a comprehensive resource for developing both language proficiency and industry-specific knowledge.
Needs met by the course-book
2 To what extent does the course-book meet your needs?
very much much enough little very little none
Content of the course-book
3 What do you think of the topics related to marine engine field in the course- book?
very practical practical ok impractical very impractical
4 What do you think of the information presented in the course-book?
very useful useful not very useful useless
5 Does the course-book give you with update information?
6 You think 120 periods on ESP course is:
too much much enough little too little
7 8 periods for each unit is:
too much much enough little too little
8 What do you think about the number of technical vocabulary in each unit?
too much much enough little too little
9 What do you think of grammar in the course-book?
very difficult difficult ok easy very easy
10 How much practice of each language skill did you get through the course? Speaking: more than enough enough not enough none Listening: more than enough enough not enough none Reading: more than enough enough not enough none Writing: more than enough enough not enough none
11 The tasks and exercises (reading, translating, writing, grammar exercises) in each unit
extremely various and plentiful various and plentiful
12 For skill development, how are the exercises?
very useful useful not very useful useless
SECTION III: LEARNERS’ EVALUATION OF THE TEAHCERS’ EXPLOITATION OF THE ESP COURSEBOOK
To what extent are you satisfied with the classroom activities?
50 % satisfied Listening and taking note of new grammar structures and vocabulary
Practising language structures in pairs/ groups
Practising reading skills in pairs or groups
Presenting on given topics in English
Discussing given topics in English
1 What changes do you suggest to make the course-book better? (Content, lay-out, vocabulary, grammar, activities, texts, etc)
Content:……… Lay-out ……… Vocabulary……… Grammar……… Activities………
2 In your opinion, in classroom the teacher should:
3 use both English and Vietnamese
4 use more English than Vietnamese
5 use more Vietnamese than English
6 follow the course-book closely
7 adapt the course-book when necessary
8 supplement more relevant reading texts
10 explain technical terms in Vietnamese
Thank you for your cooperation!
APPENDIX 2 Bảng hỏi dành cho sinh viên (Vietnamese version)
Bản điều tra này nhằm thu thập ý kiến đánh giá của bạn về giáo trình tiếng Anh chuyên ngành “English for Marine Engine Students and Ship’s Engineers” dành cho sinh viên năm thứ hai Khoa máy Tàu Biển, Trường Đại học Hàng Hải Việt Nam Tôi chân thành cảm ơn sự hỗ trợ của bạn trong việc cung cấp ý kiến về giáo trình Những ý kiến của bạn sẽ chỉ được sử dụng cho mục đích nghiên cứu này.
PHẦN I: THÔNG TIN CÁ NHÂN
1 Bạn học tiếng Anh được bao lâu rồi?
1-3 năm 3-5 năm 5-7 năm 7-9 năm 9-11 năm more than
2 Tiếng Anh của Bạn hiện đang ở trình đô nào?
Sơ cấp Tiền Trung Cấp Trung cấp Sau trung cấp
3 Mục đích học tiếng Anh chuyên ngành cảu bạn là gì? Săp xếp theo trật tự tăng dần 1-4 (từ mức đô ít quan trọng nhất đến quan trọng nhất)
- Để nâng cao ngữ pháp cơ bản Tiếng Anh
- Để nâng cao vốn từ vựng chuyên ngành
- Để đọc các văn bản chuyên ngành bằng tiếng Anh
- Để làm việc trên tàu nước ngoài
- Những mục đích khác (Nếu có):………
PHẦN II: ĐÁNH GIÁ CỦA SINH VIÊN VỀ GIÁO TRÌNH TIẾNG ANH CHUYÊN NGÀNH MÁY TÀU BIỂN ĐANG ĐƯỢC SỬ DỤNG
Mục tiêu của giáo trình
1 Đánh dấu những mục tiêu của giáo trình chuyên ngành máy tàu biển đang được sử dụng cho sinh viên năm 2
Quan trọng nhất 4 Rất quan trọng 3
Giáo trình này cung cấp các thuật ngữ chuyên ngành máy tàu biển, giúp nâng cao ngữ pháp và kỹ năng đọc, dịch cho người học Các kỹ năng này được tích hợp với những kỹ năng khác, tạo nền tảng vững chắc cho công việc tương lai của bạn Đồng thời, giáo trình cũng hướng tới việc phát triển những mục tiêu khác liên quan đến lĩnh vực này.
Giáo trính đáp ứng nhu cầu của sinh viên?
2 Giáo trình đáp ứng nhu cầu của bạn ở mức độ nào?
rất nhiều nhiều đủ ít rất ít không
Nội dung của giáo trình
3 Bạn nghĩ gì về những chủ đề về chuyên ngành máy tài biển trong giáo trình?
rất thực tế thực tế Được không thực tế rất không thực tế
4 Bạn nghĩ gì về những thông tin được đưa ra trong giáo trình?
rất hữu ích hữu ích không hữu ích lắm vô ích
5 Giáo trình có cung cấp các thong tin cập nhật cho bạn không?
Thời gian phân bổ cho môn tiếng anh chuyên ngành
6 Bạn nghĩ 120 tiết cho môn tiếng anh chuyên ngành là:
quá nhiều nhiều đủ ít quá ít
7 Tám tiết cho một bài học là:
quá nhiều nhiều đủ ít quá ít
Bạn nghĩ gì về số lượng từ chuyên ngành trong mỗi bài học?
quá nhiều nhiều đủ ít quá ít
9 Bạn nghĩ gì về ngữ pháp trong giáo trình?
rất khó khó vừa phải dễ rất dễ
Phát triển các kỹ năng
10 Các kỹ năng ngôn ngữ được luyên tập như thế nào trong giáo trình?
Trong mỗi bài học, các nhiệm vụ và bài tập được phân loại theo bốn mức độ: nói, nghe, đọc và viết Mỗi kỹ năng có thể được đánh giá là nhiều hơn mức đủ, đủ, không đủ hoặc không luyện tập Điều này giúp người học nhận biết được trình độ của mình và cải thiện từng kỹ năng một cách hiệu quả.
vô cùng phong phú và đa dạng phong phú và đa dạng
đơn điệu vô cùng đơn điệu
12 Đối với việc phát triển kỹ năng, các nhiệm vụ và bài tâp này là:
rất hữu ích hữu ích không hữu ích lắm vô ích
PHẦN III: ĐÁNH GIÁ CỦA SINH VIÊN VỀ VIÊC KHAI THÁC GIÁO TRÌNH CỦA GIÁO VIÊN
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