INTRODUCTION
Research statement and rationale of the study
Textbooks play a vital role in the success of learners in language courses, especially in developing countries like Vietnam, where they are considered a primary resource in the educational process English has become a mandatory subject in Vietnam's curriculum from primary to upper secondary school To address this, the Vietnamese government issued Decision No 1400/QD-TT on September 20, 2008, approving the 10-year National Project for “Teaching and Learning Foreign Language in the National Formal Educational System Period 2008-2020” (National Foreign Language 2020 Project) In line with this initiative, the Ministry of Education and Training (MOET) recognized the importance of textbooks and began designing a new curriculum and English textbooks to enhance language education in the country.
“form and develop English language communication competence” (Piloted English Language Curriculum for Lower Secondary Education, p.3)
The initial phases of this Project concentrate on the pilot teaching and evaluation of a new textbook Textbook evaluation is crucial, as highlighted by Sheldon (1988), because it aids educators and program developers in selecting suitable materials and prepares teachers for future instruction This practice is well-established in English Language Teaching (ELT) globally For example, Tomlinson et al (2001) assessed notable textbooks from leading UK publishers, including “Language in Use” and “True to Life” by Cambridge University Press, and “Cutting Edge” by Pearson Longman, alongside textbook evaluations conducted in Pakistan (Mahmood, 2010).
Vietnamese researchers are critically examining the effectiveness of English language education Notably, Nguyễn Thị Thúy Minh (2007) assessed the English textbooks currently utilized in upper-secondary schools in Vietnam, while Lê Thị Huệ (2009) conducted a study on the Tiếng Việt curriculum.
Anh 11 in Phan Dinh Phung High School, Hanoi In light of the project 2020, it is becoming extremely difficult to ignore the importance of textbook evaluation One of the latest studies on textbook evaluation under this project is Lê Thị Bắc’s (2013), evaluating the course book “Tiếng Anh 6, Tập 1” in Hai Duong lower secondary school
Tiếng Anh 11 is developed to comply with the NFL 2020 Project and the Piloted
The English Language Curriculum for Vietnamese upper secondary schools has been implemented in several top institutions, including Ha Long High School for Gifted Students, Cam Pha High School, and Uong Bi High School in Quang Ninh province Despite being piloted for several years, there has been a lack of studies evaluating these textbooks in specific educational contexts It is essential to conduct evaluations from the perspectives of both students and teachers to determine the textbooks' suitability for teaching and learning Additionally, this evaluation aims to provide recommendations for textbook authors to enhance quality in alignment with the goals of the NFL 2020 Project.
In response to the identified gap, the researcher aims to conduct a study titled “Teachers' and Students' Evaluation of the New Tiếng Anh 11” at three upper secondary schools in Quang Ninh Province.
Aims and objectives of the study
This research evaluates the quality of the newly compiled Tiếng Anh 11 textbook under Project 2020, identifying its strengths and weaknesses The findings will provide practical recommendations for textbook writers to enhance the quality of the material, ensuring it meets the Ministry of Education and Training's (MOET) standards The goal is to achieve a Level 3 English proficiency (equivalent to CEFR B1) for students upon completing secondary education.
To achieve the above aims, the following objectives, presented in the form of two research questions, are set as follows:
1 What are the strengths and weaknesses of the new Tiếng Anh 11 as seen from the evaluation of the teachers and students who are using it?
2 What recommendations should be made for the textbook writers to improve the textbook’s qualities?
Scope and limitations of the study
Various scholars have proposed checklists and criteria for textbook evaluation, including Williams (1983), Sheldon (1988), and Cunningsworth & Kusel (1991) Lê Thị Bắc (2013) notes that these checklists generally evaluate textbooks without considering specific contexts Therefore, the evaluation criteria in this study combine frameworks from Mukundan, Jayakaran, and Vahid Nimehchisalem (2011) with those of Williams (1983) to provide a more tailored assessment.
The new Tiếng Anh 11 curriculum is currently being implemented at Uong Bi High School, Ha Long High School for Gifted Students, and Cam Pha High School in Quang Ninh province, involving a limited group of 6 teachers and 160 grade 11 students.
The study's findings are constrained by two main factors: a brief duration and a small sample size Due to the limited scope of the survey, the reliability of the results for broader generalizations may be questionable Furthermore, the use of various evaluation checklists does not guarantee the establishment of the most effective criteria.
Significance of the study
This thesis aims to make significant theoretical and practical contributions, including the development of a comprehensive textbook evaluation checklist based on prior research The findings are expected to enhance the quality of the Tiếng Anh 11 curriculum, incorporating feedback from direct users—students and teachers—to promote its adoption for teaching English to 11th graders nationwide Additionally, the thesis will serve as a valuable reference for readers and researchers engaged in textbook evaluation and related studies.
The structure of the study
The study includes 3 parts as follows:
Part A – Introduction – presents the background to the study, the statement of the problem, the aims, the research questions, and the scope and the significance of the study
This part consists of 4 chapters
Chapter 1 – Literature review – provides a short introduction about NFL 2020 Project, an overview of the Piloted English Language Curriculum for upper secondary schools in Vietnam, a brief review of the new “Tiếng Anh 11” In addition, a number of definitions of key terms by famous authors are also presented in this chapter The study, furthermore, applies some common sets of textbook evaluation checklists in order to create a questionnaire for data collection Besides, previous studies in the world and in Vietnam of textbook evaluation are also reviewed
Chapter 2 – Methodology – describes the research methodology employed in this study It introduces the research design, participants, sampling strategies, research instruments and data collection procedures
Chapter 3 – Findings and Discussion – presents data analysis, research results and discussion
Chapter 4 – Recommendations – gives several recommendations from students’ and teachers’ perspectives to improve the quality of the new textbook
Part C – Conclusion – summarizes what has been studied and gives recommendations for the improvement of the textbook.
DEVELOPMENT
LITERATURE REVIEW
This chapter aims to clarify key concepts and establish a theoretical framework by defining essential terminologies and reviewing relevant literature It will provide definitions of textbooks and textbook evaluation, introduce the NFL 2020 Project, and outline significant evaluative criteria Additionally, by summarizing related studies, the researcher will identify gaps in the existing literature and offer a deeper insight into the topic.
2 Teaching and learning English in Vietnam under the National Foreign Language Project
The Vietnam Ministry of Education and Training (MOET) is implementing the "Teaching and Learning Foreign Languages in the National Education System Period 2008 – 2020" project, known as the NFL 2020 Project, with a budget of 9.378 billion VND This initiative outlines specific goals for English language education and includes seven tasks for effective implementation across three phases The first phase (2008-2010) aims to develop a comprehensive 10-year foreign language curriculum, while the second phase (2011-2015) focuses on its nationwide introduction in the general education system The final phase emphasizes refining the program and enhancing foreign language training in vocational schools, colleges, and universities The project's ultimate objective is for most Vietnamese youth graduating from these institutions to achieve independent foreign language proficiency by 2020, thereby boosting their confidence in communication and expanding their opportunities in a diverse, multicultural environment.
1400/QD-TTg) This goal also makes foreign language as an advantage for Vietnamese people, serving the cause of industrialization and modernization for the country
2.2 An Overview of the Pilot English Curriculum for Upper Secondary schools
Upper secondary education in Vietnam encompasses grades 10, 11, and 12, with a curriculum designed to enhance students' English proficiency through a total of 315 periods, or 105 periods per grade This curriculum emphasizes the development of both communicative competences—reading, speaking, listening, and writing—and essential linguistic skills, including pronunciation, vocabulary, and grammar The content is organized around four key themes: Our lives, Our society, Our environment, and Our future By the end of upper secondary school, students are expected to achieve level 3 of the Foreign Language Proficiency Framework for Vietnam, which corresponds to a B1 level on the Common European Framework of Reference for Languages (CEFR).
The pilot English curriculum for upper secondary schools is divided into two main sections: general principles and grade-specific teaching suggestions The first section outlines the curriculum's foundational principles, objectives, and content, which includes thematic systems, communicative competencies, linguistic knowledge, and strategies for effective learning It emphasizes the adoption of Communicative Language Teaching (CLT) and a learner-centered approach, alongside testing and assessment procedures essential for successful curriculum implementation The second section offers teachers practical guidance for each grade, detailing themes and topics along with specific communicative competencies and language items tailored to each subject area.
2.3 An Overview of the Pilot Textbook Tiếng Anh 11
Tiếng Anh 11 is the second book in a three-level English textbook series designed for Vietnamese upper secondary schools, consisting of two volumes and covering 105 periods like the other grades The curriculum focuses on developing communicative competencies through four key language skills, aligned with four main themes Notably, students also gain insights into the cultures of Vietnam, various Asian countries, and prominent English-speaking nations.
Under the curriculum for upper secondary schools, the textbook “Tiếng Anh 11” also contains four main themes Each theme is covered in three units with different topics
Theme 1: Our lives: The generation gap, Relationships, Becoming independent
Theme 2: Our society: Current social issues, Caring for those in need, Vietnam and ASEA
Theme 3: Our environment: People and the environment in conflict, Global Warming, Preserving our heritage
Theme 4: Our future: Further education, Health care and longevity, the future of cities
Each theme in the curriculum includes a comprehensive review, structured into five sections delivered over eight lessons These sections encompass getting started, language development, and the four essential skills: reading, speaking, listening, and writing Additionally, the program emphasizes communication culture and concludes with a look back and project segment.
Section 1 – Getting started – contains a menu listing the language and the skills taught in unit, a conversation introducing the overall topic of the unit, some topic-related vocabulary and the main grammar points, and a number of activities and practice to check students’ comprehension
Section 2 – Language – includes vocabulary (in-depth practice of words and phrases, additional vocabulary for use later in the unit, and word collocation); pronunciation (problematic aspects of pronunciation: sound clusters, weak forms, stress patterns, and intonation); and grammar (main grammar point in focus taught in meaningful contexts) All the sub-sections in the Language section are linked to the looking back section at the end of the unit
Section 3 – Skills – includes Reading, Speaking, Listening and Writing Reading texts provide an input of language and ideas for students to use in the other skills The vocabulary and grammar points learnt in the previous sections are also recycled in the reading text The reading activities are designed in the order of three stages: pre-reading, while-reading and post-reading A variety of activities aim to develop reading skills such as skimming, scanning, through various types of tasks
The speaking section follows reading, facilitating interaction among students to share experiences with peers Similarly, listening activities are structured with pre-, while-, and post-listening stages, fostering a speaking environment during both post-reading and post-listening phases Additionally, the writing component guides students through the writing process, emphasizing specific text types outlined in the syllabus To support their writing, students receive templates and useful language resources before creating their own texts.
Section 4 – Communication and culture – includes Communication and
Culture plays a vital role in communication by allowing students to revisit and apply previously learned language concepts By promoting open expression of ideas with minimal teacher intervention, students enhance their linguistic skills The curriculum incorporates cultural insights from ASEAN nations and English-speaking countries, enriching students' understanding of global cultures and fostering a broader worldview.
Section 5 – Looking back and Project – includes two separate sub-sections: Looking back and Project Looking back offers revision and consolidation of the language learnt in the unit, including pronunciation, vocabulary and grammar Activities aims to check students’ pronunciation and understanding of the meaning and use of the words or structures Project aims at providing students with an opportunities to combine all skills and knowledge learnt in the unit to make their final product The project activities often involve teamwork which develop students’ collaborative skills and promote their team spirit
Textbooks serve as essential teaching and learning materials, as defined by Awasthi (2006) Mahmood (2010) expands on this by highlighting textbooks as a source of potential learning, influenced by the school context, including teachers and peers Esteemed scholars emphasize the pivotal role of textbooks in English Language Teaching (ELT), describing them as the "visible heart" of programs (Sheldon, 1988) and a universal teaching element (Hutchinson and Torres, 1994) Awasthi (2006) further notes their function as guides for teachers and memory aids for students However, Ur (1996) warns that textbooks can limit teachers' creativity and fail to address individual learner differences, suggesting a need for a balanced approach in their use.
While a variety of definitions of the term “textbook” have been suggested, this paper will use the definition first given by Awasthi (2006) and just consider the advantages of textbook
Textbooks are essential tools for teachers, playing a crucial role in both teaching and learning They provide detailed material on current topics, aiding in language development and knowledge acquisition Central to any language program, textbooks are carefully curated to align with curriculum specifications, ensuring they deliver the most relevant content for learners Richard (2001) highlights several significant advantages of utilizing textbooks in educational settings.
- They provide structure and syllabus for a program
- They provide a variety of learning resources
- They can provide effective language models and input
Textbooks are fundamental in English Language Teaching (ELT) contexts globally, as emphasized by Dendrinos (1992), Lee (1997), and William (1983), who agree on their essential role in classrooms Their significance is so profound that textbooks are considered a universal component of ELT instruction (Hutchinson & Torres, 1994) and are vital to the success of any ELT program (Lizt, 2005).
RESEARCH METHODOLOGY
This study investigates the quality of the new Tiếng Anh 11 curriculum based on evaluations from high school teachers and students in Quang Ninh province To accomplish this, the research will outline specific questions and provide a detailed overview of the research design.
As presented in the introduction, the research aims to answer the two following questions:
1 What are the strengths and weaknesses of the new Tiếng Anh 11 as seen from the evaluation of the teachers and students who are using it?
2 What recommendations should be made for the textbook writers to improve the textbook’s qualities?
This study employs a mixed-methods approach, integrating both quantitative and qualitative research to enhance data richness The quantitative aspect focuses on surveying teachers' and students' perspectives on textbooks through questionnaires, while qualitative methods are used to delve into interviewees' opinions Relying solely on quantitative data offers only a superficial understanding of the issue, whereas qualitative insights provide essential context for interpreting the quantitative findings As noted by Lingard, Albert, and Levinson (2008), the combination of these data types facilitates a comprehensive exploration of the problem, encompassing context, processes, interactions, and outcomes Mixed-methods research allows for flexibility in data collection and presents compelling results through a blend of numerical summaries and detailed narratives However, the complexity of this approach poses challenges, requiring more time and resources, as well as expertise in both statistical analysis and qualitative interpretation.
This study employs an explanatory design, integrating both quantitative and qualitative data collected in two phases, with the quantitative data gathered first The primary focus is on survey data to evaluate how the new Tiếng Anh 11 textbook aligns with evaluative criteria from both students' and teachers' perspectives, identifying its strengths and potential issues Subsequently, qualitative data from interviews will be utilized to elaborate on the quantitative findings, providing a comprehensive understanding of the textbook's effectiveness.
160 students of grade 11 and 6 English teachers at 3 upper secondary schools in Quang Ninh province are invited to participate in the study Details are provided in the following table:
The number of Ha Long Cam Pha Uong Bi Total
The reasons for the choice of the participants are as follows
The present study focuses on three top upper secondary schools in the largest cities of Quang Ninh, which are implementing the piloted textbook under the NFL 2020 project These schools meet the Ministry of Education and Training (MOET) requirements for piloted teaching, as they have qualified students and teachers, have been using the material for two years, possess adequate teaching and learning facilities, and are committed to providing evaluative feedback to the researcher.
The study utilizes a mixed-methods approach, primarily focusing on quantitative research through the use of questionnaires and interviews Additionally, qualitative methods are employed to gather insights from teachers regarding their perspectives and recommendations for enhancing the new textbook.
This study will collect data using closed-ended questionnaires, which enable effective control during the survey process and facilitate easy manipulation and categorization of the data for analysis The researcher has chosen to employ closed questions, providing respondents with predefined response options, thus eliminating the need for free writing Specifically, the Likert scale will be utilized, allowing participants to indicate their level of agreement or disagreement on a scale from 1 to 5.
This study utilizes a questionnaire aimed at high school English teachers and 11th-grade students, focusing on their experiences rather than input from specialists or educational administrators Two distinct versions of the questionnaire are created: one for teachers and another for students The student questionnaire comprises 48 items categorized into three main areas: Physical features and organization, Textbook contents, and Supplementary materials The "Textbook contents" section includes seven specific areas, such as Topics, Texts, Activities, Skills, and Vocabulary, ensuring a comprehensive evaluation of textbook quality.
The questionnaire for teachers consists of 53 items, which include sections on vocabulary (items 34 to 36), pronunciation (items 37 to 40), and grammar (items 41 to 44) Additionally, it features two extra categories: Teacher’s book (items 49 to 51) and Objectives and Curriculum Fit (items 52 and 53).
The student questionnaires are provided in Vietnamese to ensure clear understanding of all items An English version will be translated into Vietnamese prior to distribution.
No Criteria Levels of agreement
STT Tiêu chí đánh giá Mức độ đồng ý
1 Các bài đọc thú vị x
2.3.2 Interviews With the aim of enhancing the reliability and the validity of the study as well as reducing the questionnaire’s limitation, the researcher goes on using semi-structured interview instrument, which allows the interviewer to ask probing questions and ask interviewees to clarify unclear answers and follow upon interesting one Interviews are conducted with 10 students (at 3 schools) and 4 teachers who already completed the questionnaires The researcher will ask them more for their perception of the new textbook; and what aspects do they think that the textbook and curriculum should be improved The result from interviews will contribute to giving meaningful implications after the finding discussion part
The interviews are initially prepared in English but are translated into Vietnamese to ensure comprehension among teachers and students involved in the research For a complete list of interview questions, please refer to Appendix 4.
The combination of two data collection instruments: questionnaire and interview help the researcher to have sufficient and reliable information to evaluate the quality of
After collecting data through a five-point Likert-scale questionnaire, the researcher analyzes the results using statistical methods Descriptive statistical analysis is employed to summarize students' responses, presenting quantitative data in an accessible format (William, 2006) This approach aligns with quantitative research principles, characterized by "empiricism" (Leach, 1990) and "positivism" (Duffy, 1985).
Descriptive statistics are used simply to describe what is going on in the collected data There are two major characteristics of a single variable including the
The analysis of the collected data on respondents' perceptions of textbook quality utilizes the mean to represent central tendency and standard deviations to measure variability Additionally, the data is transformed into percentages, allowing for a clearer comparison between the overall average percentage of 48 items and the average percentage of each individual item.
The study employs a qualitative approach through interviews, utilizing content analysis to gather personal accounts and insights from respondents This method involves identifying, coding, and categorizing patterns and themes within the data The researcher applies this approach to evaluate the strengths and weaknesses of the textbook Additionally, the responses from the interviews will be analyzed to provide recommendations following the discussion of findings.
Step 1: Preparing: In this step, the researcher will prepare and design the questionnaire by referring to the supervisor’s consultancy and other research related to the same issue, especially the evaluative criteria of some big scholars
Step 2: Piloting: Constructive comments from the piloted group of 2 colleagues and 2 11 th graders will be considered to help the researcher make adjustment on questionnaire
MAJOR FINDINGS AND DISCUSSIONS
This chapter provides a comprehensive analysis of the results obtained from questionnaires and interviews conducted with students and teachers The data collected will complement each other, highlighting the strengths and weaknesses of the new Tiếng Anh 11 textbook Recommendations for enhancing the quality of the textbook will be presented in Chapter 4 A brief overview of the data collection process, which consists of two stages—questionnaires and interviews—is illustrated in the table below.
The number of Students Teachers
The questionnaire’ results are attached in the Appendices
The survey results indicate a positive reception of the new textbook among teachers and students, with an average rating of 3.62 Over 50% of respondents selected "strongly agree" or "agree," reflecting a high overall evaluation across 48 items Specifically, 84.8% of students rated the textbook positively, with 15% marking it as "strongly agree," 35.9% as "agree," and 33.9% as "neutral." In contrast, only 12.1% expressed disagreement, while 7% rated it as "not good."
The analysis of the new textbook reveals significant strengths compared to the old version, with mean scores for various items ranging from over 3.0 to above 4.0 This suggests that higher mean values indicate better quality However, the observed standard deviation (SD) is notably high, often exceeding 1.0, which signifies a wide variation in individual scores among students and teachers, reflecting diverse preferences and opinions.
2 Students’ and teachers’ evaluation of the textbooks in each of 5 main categories
2.1 The evaluation in the “Physical features and organization” category
The evaluation of the new Tiếng Anh 11 textbook by students and teachers is overwhelmingly positive, achieving a mean score of 3.85 across three categories Notably, 61% of respondents agree that the book's design quality is excellent, with only 13.6% expressing disagreement Key elements such as layout, font size, structure, review sections, and glossaries received particularly favorable assessments.
1 Layout is clear and easy-to- follow 34.0% 43.8% 25.7% 0.7% 0.0%
2 The type size and font are appropriate for the students 28.5% 50.7% 22.2% 2.8% 0.0%
4 The cover is strong and long- lasting 17.4% 32.6% 29.9% 18.1% 6.3%
The illustrations are informative and functional, stimulate students' visualization and creativeness 18.1% 36.8% 34.0% 13.9% 1.4%
Structure of the textbook and the use of headings, icons, labels, italics, colour and other methods of signposting is designed in a consistent way 22.9% 44.4% 33.3% 3.5% 0.0%
7 Review sections of grammar and vocabulary lists or glossaries are included 25.0% 49.3% 24.3% 5.6% 0.0%
8 The price of the whole package is reasonable and achievable 11.1% 27.1% 37.5% 17.4%
Table 3 Evaluation on general features and organization
In a recent survey, an overwhelming majority of respondents, 77.8% and 79.2%, affirmed that the design layout is clear and easy to follow, and that the font size and type are suitable for students, with no participants expressing disagreement This positive feedback is further corroborated by insights from interviewees, including participant S4.
The new textbook is beautifully designed with vibrant images and a clear, organized structure that makes it easy to follow Students, like S9, find that this clarity aids their lesson preparation, allowing them to easily catch up Many respondents appreciate the consistent use of headings, icons, and color, as highlighted by item 6, which received a high satisfaction rating (M6 = 4.03) S7 and S8 also commend the clear titles and larger format, which enhance engagement T2 notes that the logical sequence of eight parts in each unit is a significant improvement, with 67% of students rating the structure positively Additionally, students favor the new review sections for grammar and vocabulary, with 74.3% agreeing on their usefulness (M7 = 4.12) S10 appreciates the detailed glossary, while S9 finds the revision section convenient for quick reviews Lastly, the colorful illustrations attract students and enhance creativity, although the high standard deviation (SD = 1.01) indicates differing opinions among students and teachers.
When evaluating the quality of the cover page, it's important to note that only a modest number of students and teachers rated it as "strong and long-lasting," with just 25 respondents strongly agreeing and 47 agreeing, while 35 disagreed, citing concerns about its durability Additionally, the pricing of the entire package has emerged as a contentious issue, reflected in a standard deviation value of 1.17; notably, 41 respondents (28.5%) disagreed with the statement that "the price of the whole package is reasonable and achievable."
2.2 The evaluation in the “Textbook contents” category
Participants expressed satisfaction with the "Textbook contents" category, achieving a mean score of 3.74 Out of 144 students and 6 teachers evaluating 44 items, 56% strongly agreed or agreed, while 34.5% remained neutral Only 9.4% disagreed, and a mere 3.5% strongly disagreed.
2.2.1 The teachers’ and students’ evaluation of the “Topics” section
Average mean of 4 items describing the quality of topics is high (M=3.98) 66.5% agreed that topics in the new textbook were better in general than in the old one
In her interview, S10 highlights that the book includes updated topics such as gap year and globalization, along with recent news However, a teacher raises concerns that despite the new content, some topics may be too challenging and not aligned with students' social knowledge and needs.
9 Topics are varied in different fields (sport, culture, economy, education, politic) 25.7% 44.4% 25.7% 7.6% 0.7%
Topics are interesting and suitable to the age of students 14.6% 33.3% 44.4% 11.1% 0.7%
Topics are relevant to students’ social and cultural knowledge 17.4% 56.3% 24.3% 6.3% 0.0%
The book avoids potentially embarrassing or disturbing topics 33.3% 41.0% 18.8% 4.9% 6.3%
Table 4 reveals a strong consensus among participants, with 70.2% agreeing on the variety of topics presented Furthermore, over 70% believe these topics enhance students' social knowledge, with no participants strongly disagreeing and only 6% expressing disagreement This engagement allows students to activate their knowledge and participate effectively in lessons Additionally, 74.3% of respondents agree that the book avoids embarrassing or disturbing topics, although one student expressed a desire to explore such subjects.
2.2.2 The teachers’ and students’ evaluation of the “Texts” section
13 Texts are relevant to the topics of units 29.2% 51.4% 22.2% 1.4% 0.0%
14 Texts are interesting and suitable to the age of students 11.8% 46.5% 37.5% 8.3% 0.0%
15 Texts are authentic or close to real language situations 14.6% 43.1% 36.8% 9.0% 0.7%
16 Texts provide students with a variety of knowledge 10.4% 48.6% 33.3% 9.7% 2.1%
17 The length, difficulty and complexity of text are appropriate 11.8% 27.8% 0.7% 19.4% 9.0%
18 Language used is natural and real-life English 13.9% 41.0% 36.1% 9.0% 4.2%
Contents of the texts reflect basic cultural values of Vietnam, some countries in South-Asia and some main English-speaking countries 19.4% 51.4% 27.1% 6.3% 0.0%
A significant 61.1% of teachers and students express satisfaction with the quality of the texts in the new book, while only 11.3% are dissatisfied The texts are deemed relevant to the unit topics, with 80.6% agreeing, and 57.3% find them more interesting and informative than those in the old textbook Additionally, the materials provide valuable knowledge about society and cultural values, particularly those of Vietnam, aligning with the curriculum objectives of the 2020 Project However, interviews with teachers revealed some drawbacks, notably that many reading texts are lengthy and contain numerous new words, requiring students to guess meanings, a concern echoed by 28.4% of questionnaire respondents who disagreed with this aspect.
While the length, difficulty, and complexity of the texts are deemed appropriate, over 28% of evaluations are negative, resulting in a mean score below 3.0 (M17 = 2.4) Additionally, a teacher noted that the language used in the texts often lacks authenticity, stating, "the language used in the text is sometimes not natural." According to Table 5, less than 50% of respondents positively evaluate the quality of the text's language as natural and reflective of real-life English (item 18), with 13.2% expressing dissatisfaction and 36.1% remaining neutral.
In general, the activities are evaluated in a positive view The average mean of 8 items in this category is 3.77 and the mean value of each item is over 3.5
20 Activities tend to engage students’ interaction in class 12.5% 43.8% 37.5% 9.7% 0.7%
Activities are efficiently graded according to complexity, follow the logical sequence from easy to difficult 7.6% 39.6% 40.3% 16.0% 0.7%
Activities are varied from individual to pair work and group discussion 13.9% 43.8% 36.1% 8.3% 2.1%
Activities involve Students’ knowledge and personal experience (tell a story, write a letter to your friend) 11.8% 41.7% 37.5% 10.4% 2.8%
Activities encourage sufficient communicative and meaningful practice 20.8% 34.0% 32.6% 11.8% 4.9%
25 Projects at the end of each unit help students to develop all four skills 22.2% 45.8% 25.7% 8.3% 2.1%
26 Activities for projects are diversified in form and content 15.3% 37.5% 38.9% 10.4% 2.1%
The survey indicates that the new textbook features diverse and engaging activities designed to enhance student interaction through group and pair tasks, effectively improving communication skills (M20 = M22 = 3.80) Notably, the innovative Project at the end of each unit stands out, as it fosters the development of all four skills through various teacher-assigned tasks (Item 25, M 25 = 3.99) and encourages student creativity (Item 27).
The findings indicate that while students develop various skills through projects, including teamwork and presentation abilities, the complexity and length of these projects can hinder their effectiveness in the classroom Teachers express concerns about the insufficient time available to complete projects, which often require additional preparation at home Some students, like S7, show a lack of interest in the project component and find textbook activities to be dull Additionally, evaluations reveal that the complexity of activities is not rated appropriately, with only 47.2% of respondents agreeing on their adequacy, while 13.2% feel that activities fail to connect with students' knowledge and experiences Although a majority believe that activities promote communication skills, a significant percentage, 18%, disagree, highlighting a desire for more interactive and engaging activities in the curriculum.
2.2.4 The teachers’ and students’ evaluation of the “Skills” section
In comparison the old textbook, in this one, 4 English skills (listening, speaking, reading and writing) are paid more attention in designing materials, texts and activities
The four skills (listening, speaking, reading, writing) are adequately covered and integrated 10.4% 47.9% 34.0% 9.0% 2.8%
29 Exercises and tasks pay attention to sub-skills
Listening material is well recorded and varied in every day situations, e.g in shops, restaurants, etc 9.0% 31.3% 38.9% 13.9% 11.1%
The reading text types (an article, a dialogue, a letter, an email) and reading comprehension activities are rich and diversified 12.5% 47.2% 36.1% 6.3% 2.1%
Writing text types (a letter, a paragraph, an email, an essay) and writing activities are rich and diversified 10.4% 32.6% 47.9% 11.1% 2.1%
33 There is sufficient material for spoken English
The book demonstrates significant improvement in integrating the four language skills, with a mean rating of 3.76, as noted by respondents who appreciate how listening lessons incorporate writing, reading, and speaking tasks Despite this integration, satisfaction levels among teachers and students remain moderate, with only 51.6% agreeing on the effectiveness of the skills coverage Listening and speaking materials lack variety, with 25% of respondents indicating that the listening content is poorly recorded and not diverse In contrast, reading materials received a higher evaluation, achieving a mean score of 3.81, with approximately 60% of participants recognizing their richness and diversity However, writing activities are perceived as less effective, with only 43% expressing agreement on their quality Furthermore, while the book aims to enhance students' communication competence, activities designed for speaking skills are rated lower, with nearly 50% of responses indicating a desire for more interactive speaking activities.
2.2.5 The teachers’ and students’ evaluation of the “Pronunciation” section
The pronunciation points (strong and weak form of words, linking sounds, elision, intonation) are presented in meaningful context 15.3% 36.1% 38.9% 13.2% 0.7%
Activities to practice the pronunciation points are varied in context (in words, phrase and sentences) 13.9% 35.4% 45.1% 6.9% 1.4%
The pronunciation points are repeated and reinforced in subsequent lessons 12.5% 39.6% 39.6% 9.7% 2.8%
RECOMMENDATIONS
A thorough analysis of the results reveals that the new textbook has several shortcomings that require improvement for enhanced effectiveness Interviewees have provided various recommendations to address these issues, suggesting that the challenges associated with the book can be resolved through appropriate supplementation and adaptation.
While the new book's illustrative images have garnered praise, some students have voiced their concerns and offered suggestions for improvement They recommend enhancing the cover design with more visually appealing images that are relevant to the book's topics.
Stimulating students' curiosity is essential for effective learning Incorporating illustrations in reading texts enhances their appeal and aesthetic impact Additionally, the quality of the cover page plays a crucial role; students have noted that a stronger cover design and improved paper quality would make the materials more durable and appealing.
To enhance student engagement, it's essential to incorporate more relevant and interesting topics into the curriculum While T1 acknowledges that some content is updated, certain lessons remain challenging and misaligned with students' social knowledge Students echo this sentiment, emphasizing the need for topics that resonate with their lives, allowing them to connect their existing knowledge to new concepts One student suggests including themes such as arts, sports, fashion, and celebrities to make learning more relatable and dynamic.
Covering vocabulary, pronunciation, and grammar in a single 45-minute lesson can be overwhelming for both teachers and students Many educators believe that grammar is particularly lengthy and complex, requiring students to have a solid foundational knowledge to fully grasp the material To enhance learning, both teachers and students suggest reducing the amount of grammar presented in each unit or splitting the language section into two separate lessons.
To enhance students' communicative competence, it is essential to incorporate more interactive activities that promote speaking skills While the new textbook offers a variety of activities, they often lack engagement A student recommends including more games and tasks to foster class participation Engaging in these interactive activities can significantly improve students' learning and retention of lessons through collaboration and interaction with peers.
The materials used for skills learning, particularly in reading and listening, lack authenticity and relevance to real-life situations Teachers advocate for more genuine reading texts sourced from English and American magazines and newspapers, while speaking practice should incorporate dialogues reflective of daily interactions, such as shopping or dining out Students express a desire for practical examples that enable them to engage in simple conversations post-lesson Additionally, there is a call for greater variety in listening tasks, both in format and content, to better prepare students for proficiency exams like IELTS and TOEIC.
It is essential to double-check that CDs delivered to users are accurate, as many students report missing tracks, incorrect order, and playback issues Additionally, the tracks lack specific numbering that corresponds to the textbook, making it difficult for students to locate the listening tasks efficiently To address this, tracks should be labeled with numbers that align with the textbook's listening tasks Furthermore, feedback indicates that students often neglect the CD and seldom listen to it again, suggesting a need for more at-home exercises to encourage engagement with the material.
Interviews reveal a disparity between teachers' and students' perceptions of the book's difficulty, with some students at Ha Long High School finding the content too easy and requesting more advanced exercises While some students desire greater challenges, others struggle to keep up, indicating a significant variance in language competence A recommendation for a separate book for advanced students has been made, as the current material seems tailored primarily for mainstream learners Teachers agree that using the book on a large scale could pose challenges due to differing student levels Therefore, it is essential to revise the book's content to better align with the common proficiency levels of all students.
Many students express concern over a disconnect between their learning and the content of their exams, noting that the new textbooks require additional study time This is primarily because the exam structures, vocabulary, and topics still align with the old textbook's content Interviewees emphasize the need for equivalence between the knowledge presented in the new textbooks and the format of the national exams.
CONCLUSIONS
This survey research aims to gather feedback from students and teachers at three high schools in Quang Ninh province regarding the Tiếng Anh 11 textbook, with the goal of refining the materials before broader implementation Utilizing questionnaires as the primary research tool, complemented by interviews for clarity, the findings reveal a generally positive evaluation of the new textbook by both students and teachers Nonetheless, some minor drawbacks have been identified in specific categories.
The evaluation highlights the need for improvement in the quality of supplementary materials, particularly in grammar and text sections It is essential to consider the length of reading texts and language components, while also addressing other areas that received low ratings In summary, the assessment identifies 15 significant strengths and 8 weaknesses, as detailed in the accompanying table.
1 Layout is clear and easy to follow
2 The type size and font are appropriate for students
3 The illustrations are informative and functional, stimulate students' visualization and creativeness
4 Structure of the textbook and the use of headings, icons, labels, italics, colour and other methods of signposting is
1 The cover is not very strong and durable
2 The price of the whole package is not reasonable and achievable for all students designed in a consistent way
5 Review sections of grammar and vocabulary lists or glossaries included are useful
Topics 6 Topics are varied in different fields (sport, culture, economy, education, politic), relevant to students’ social and cultural knowledge
3 Some topics are difficult and not close to students’ background knowledge
Texts 7 Texts are relevant to the topics of units
8 Texts are interesting, authentic and close to real language situations
9 Contents of the texts reflect basic cultural values of Vietnam, some countries in South-Asia and some main English-speaking countries
4 Length, difficulty and complexity of texts are not very appropriate
Activities 10 Activities tend to engage students’ interaction in class through a variety of pair works and group discussion
11 Projects at the end of each unit help students to develop all your skills
Skills 12 Materials for four skills are quite sufficient and varied in forms and contents
5 Listening material is note well recorded and varied
(monologues, group conversation, songs, people in everyday situations, e.g in shops, restaurants, etc
13 Language knowledge, including pronunciation, vocabulary and grammar are repeated and reinforced in subsequent lessons and practiced in context
6 The number of new words introduced in each lesson is still inappropriate
7 The sound quality of the audio CDs needs to be improved
8 Mock tests and quizzes should be more varied Teacher’s book 14 The teacher’s book provides supportive and comprehensive guidance, helps teachers to identify suitable teaching techniques and amount of knowledge introduced to students
15 Clear statement of the textbook’s objectives fit the curriculum of English teaching for upper secondary school compiled under the 2020 Project
After finding out a number of drawbacks of the new textbook, eight practical recommendations are given to the writers and editors as follow:
5 Diversifying materials for skills learning
Hopefully, these recommendations will be useful for improving the qualities of the textbook before it is used in nationwide scale
This survey research has two notable limitations: first, the feedback was gathered from only 6 teachers and 144 students, which may not accurately represent the overall quality of the textbooks Second, the interviews were conducted immediately after collecting the questionnaires, limiting the effectiveness of the prepared questions in clarifying the questionnaire results.
The following things should be done to overcome the limitations as mentioned above:
First, a survey should be conducted to get evaluative feedback from as many English teachers in these schools as possible
Further research can be conducted over an extended timeframe, with interviews taking place after analyzing the data from questionnaires This approach allows the researcher to identify areas that require clarification and deeper discussion with respondents The insights gained from these interviews may provide valuable support and enhance the overall findings.
In the data analysis process, I discovered significant differences in perspectives between students and teachers Future research should focus on identifying these disparities and investigating the underlying reasons.
Alamri, A A M (2008) An evaluation of the sixth grade English language textbook for Saudi boys' schools Doctoral dissertation, King Saud University)
Awasthi, J R (2006) Textbook and its Evaluation Journal of NELTA, 11(1-2), 1-10 Cunningsworth, A (1995) Choosing your coursebook Oxford: Heinemann
Cunningsworth, A., & Tomlinson, B (1984) Evaluating and selecting EFL teaching materials London: Heinemann Educational Books Đặng Thị Cẩm Tú (2016) "An Evaluation of Primary English Textbooks in Vietnam:
Dendrinos, B (1992) The ELF Textbook and Ideology Greece: N.C Grivas Publications
Hoàng Văn Vân (2010) The current situation and issues of the teaching of English in Vietnam 立命館言語文化研究, 22(1)
Hoàng Văn Vân (2012) explores the significance of textbooks in executing the National Project for "Teaching and Learning Foreign Languages in the National Education System" from 2008 to 2020 The study highlights how textbooks serve as essential tools in enhancing foreign language education, aligning with national educational goals, and improving teaching methodologies By analyzing the impact of these educational resources, the article underscores their crucial role in fostering effective language acquisition among students in Vietnam.
In a preliminary internal survey conducted by Hoàng Văn Vân in 2015, teachers evaluated primary English textbooks designed for Vietnamese schools as part of the National Foreign Language 2020 Project The findings, published in the VNU Journal of Science: Education Research, highlight the effectiveness and quality of these educational resources, providing valuable insights for future curriculum development.
Hutchinson, T., & Torres, E (1994) The textbook as agent of change ELT journal,
In her 2013 study, Lê Thị Bắc evaluates the English textbook "Tieng Anh 6 - Tap 1," developed as part of the national foreign language project aimed at enhancing foreign language education in Vietnam from 2008 to 2020 The research, conducted at the University of Languages and International Studies in Hanoi, assesses the effectiveness and relevance of the coursebook within the national education framework.
Lê Thị Huệ (2009) An evaluation of the textbook English 11 taught at Phan Dinh Phung secondary school in Hanoi Hanoi: University of languages and international studies
Lingard, L., Albert, M., & Levinson, W (2008) Grounded theory, mixed methods, and action research Bmj, 337(aug07_3), a567-a567
Litz, D R A (2005) Textbook evaluation and ELT management: A South Korean case study Asian EFL Journal
Mahmood, K (2010) Textbook evaluation in Pakistan: Issue of conformity to the national curriculum guidelines Bulletin of Education and Research, 32(1)
McGrath, I (2002) Materials evaluation and design for language teaching Edinburgh University Press
The Ministry of Education and Training in Vietnam released the Piloted English Language Curriculum for Upper Secondary Education in 2008, published by Vietnam Education Publishing House Additionally, Mukundan and Ahour conducted a comprehensive review of textbook evaluation checklists spanning four decades (1970–2008), highlighting evidence-based best practices in materials development for language learning.
Mukundan, J., & Nimehchisalem, V (2012) Evaluative criteria of an English language textbook evaluation checklist Journal of Language Teaching and Research, 3(6), 1128-1134
Nguyễn Thị Thúy Minh (2007) Textbook evaluation: The case of English textbooks currently in use in Vietnam’s upper-secondary schools
Rahimpour, M., & Hashemi, R (2011) Textbook selection and evaluation in EFL context World Journal of Education, 1(2), p62
Razmjoo, S A (2012) Developing a textbook evaluation scheme for the expanding circle Iranian Journal of Applied Language Studies, 2(1), 121-136
Richards, I.C (2001) The Role of textbooks in a language program Retrieved from www.professorjackricahrds.com
Sheldon, L E (1988) Evaluating ELT textbooks and materials ELT journal, 42(4),
Tok, H (2010) TEFL textbook evaluation: From teachers' perspectives Educational
Ur, P (1996) A Course in Language teaching: Practice and Theory Cambridge
Wang, J., Agrawala, M., & Cohen, M F (2007) Soft scissors: an interactive tool for real time high quality matting ACM Transactions on Graphics (TOG), 26(3), 9 Williams, D (1983) Developing criteria for textbook evaluation ELT journal, 37(3),
APPENDICES APPENDIX I QUESTIONNAIRE FOR STUDENTS
In an attempt to evaluating the qualities of the new textbook " Tiếng Anh 11",
The "Sách thí điểm," developed under the National Foreign Language (NFL) Project, focuses on "Teaching and Learning Foreign Languages in the National Education System, Period 2008-2020." We kindly request your participation by answering the following questions, selecting the option that best fits your perspective.
Thank you very much for your cooperation and participation!
PERSONAL INFORMATION Your name (optional): _
In responding to the statements in this questionnaire, please check ( ) the appropriate choice to indicate your level of agreement, from strongly agree to strongly disagree
Str ong ly agre e (5) A gre e (4) N eut ra l ( 3) D isagr ee ( 2) Str ong ly dis ag re e (1)
1 Layout is clear and easy-to-follow
2 The type size and font are appropriate for the students
4 The cover is strong and long-lasting
5 The illustrations are informative and functional, stimulate students' visualization and creativeness
6 Structure of the textbook and the use of headings, icons, labels, italics, colour and other methods of signposting is designed in a consistent way
7 Review sections of grammar and vocabulary lists or glossaries are included
8 The price of the whole package is reasonable and achievable
9 Topics are varied in different fields (sport, culture, economy, education, politic)
10 Topics are interesting and suitable to the age of students
11 Topics are relevant to students’ social and cultural knowledge
12 The book avoids potentially embarrassing or disturbing topics
13 Texts are relevant to the topics of units
14 Texts are interesting and suitable to the age of students
15 Texts are authentic or close to real language situations
16 Texts provide students with a variety of knowledge
17 The length, difficulty and complexity of text are appropriate
18 Language used is natural and real-life English
19 Contents of the texts reflect basic cultural values of Vietnam, some countries in South-Asia and some main English- speaking countries
20 Activities tend to engage students’ interaction in class
21 Activities are efficiently graded according to complexity, follow the logical sequence from easy to difficult
22 Activities are varied from individual to pair work and group discussion
23 Activities involve Students’ knowledge and personal experience (tell a story, write a letter to your friend)
24 Activities encourage sufficient communicative and meaningful practice
25 Projects at the end of each unit help students to develop all four skills
26 Activities for projects are diversified in form and content
28 The four skills (listening, speaking, reading, writing) are adequately covered and integrated
29 Exercises and tasks pay attention to sub- skills (listening for gist, listening for detail, listening for specific information, skimming, scanning, etc
30 Listening material is well recorded and varied (monologues, group conversation, songs, people in every day situations, e.g in shops, restaurants, etc
31 The reading text types (an article, a dialogue, a letter, an email) and reading comprehension activities (gap-filling, MCQ, answer questions) are rich and diversified
32 Writing text types (a letter, a paragraph, an email, an essay) and writing activities (gap- filling, answer the question) are rich and diversified
33 There is sufficient material for spoken English (e.g dialogues, role-plays, discussions, debates, problem-solving activities, etc.)
34 The pronunciation points (strong and weak form of words, linking sounds, elision, intonation) are presented in meaningful context
35 Activities to practice the pronunciation points are varied in context (in words, phrase and sentences)
36 The pronunciation points are repeated and reinforced in subsequent lessons
37 The number of new words introduced in each lesson is sufficient and appropriate (8-
38 New words are introduced in realistic contexts
39 New words are practiced in a variety of activities
40 Lexical chunks are taught instead of individual words
41 The number of grammatical structures introduced in each unit is appropriate
42 Grammar points are introduced with interesting and catchy examples
43 The grammar points are repeated and reinforced in subsequent lessons
44 Activities to practice grammar aim to develop their communicative competence
45 The sound quality of the audio CDs is good
46 Workbook helps students to reinforce all what they learnt in class (both skills and languages)
47 Workbook extend the contents of textbook appropriately (language knowledge and communication skills)
48 There are mock tests and quizzes provided to help students test their learning and prepare for real tests
Thank you very much for your cooperation!
APPENDIX II PHIẾU KHẢO SÁT DÀNH CHO HỌC SINH
Với mục đích đánh giá chất lượng cuốn sách giáo khoa mới "Tiếng Anh 11"
Sách Thí điểm được biên soạn trong khuôn khổ Đề án "Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân, giai đoạn 2008 – 2020" Tôi mong em trả lời đầy đủ các câu hỏi dưới đây bằng cách đánh dấu vào lựa chọn phù hợp nhất Cảm ơn em rất nhiều vì sự hợp tác và tham gia!
Em hãy đưa ra câu trả lời của mình cho mỗi nhận định bằng cách đánh dấu "" vào MỘT trong các lựa chọn
STT Tiêu chí đánh giá
H oàn toàn đồn g ý ( 5) Đ ồng ý (4 ) B ình t hƣ ờng (3) K hôn g đồn g ý ( 2) H oàn toàn kh ông đ ồng ý (1)
A THIẾT KẾ VÀ CẤU TRÚC
1 Bố cục rõ ràng, dễ theo dõi
2 Cỡ chữ và kiểu chữ phù hợp với học sinh
3 Bề ngoài của sách hấp dẫn
4 Bìa cứng và giữ được lâu
5 Hình ảnh minh họa mang tính thông tin, kích thích trực quan và sự sáng tạo của người học
6 Cấu trúc của sách, cách sử dụng tiêu đề, biểu tượng, ký hiệu, màu sắc và các dấu hiệu trực quan khác có tính thống nhất cao
7 Có các bài ôn tập ngữ pháp, danh mục từ vựng đã học
8 Giá cho một bộ sách là hợp lý
9 Đa dạng trên nhiều lĩnh vực (văn hóa, thể thao, kinh kế, chính trị, xã hội)
10 Thú vị và phù hợp với độ tuổi của học sinh
11 Liên quan đến kiến thức văn hóa, xã hội của học sinh
12 Các chủ đề nhạy cảm, tế nhị không được đề cập
13 Bài khóa liên quan đến chủ đề bài học
14 Nội dung thú vị và phù hợp với lứa tuổi học sinh
15 Nội dung gần gũi và đúng với các tình huống trong thực tế
16 Học sinh mở rộng được các kiến thức liên quan đến mỗi chủ đề, lĩnh vực
17 Độ dài, độ khó và phức tạp của bài khó được đưa vào phù hợp
18 Ngôn ngữ sử dụng tự nhiên, gần với tiếng Anh bản ngữ
Nội dung bài viết phản ánh những giá trị văn hóa tiêu biểu của Việt Nam, cùng với một số quốc gia Đông Nam Á và các nước nói tiếng Anh Những điểm nổi bật này giúp người đọc hiểu sâu hơn về sự đa dạng văn hóa trong khu vực và trên thế giới.
20 Đẩy mạnh sự tương tác của học sinh trong lớp
21 Được phân loại theo mức độ phức tạp và sắp xếp một cách logic từ dễ đến khó
22 Đa dạng và phong phú với các hoạt động cá nhân, đôi, hay thảo luận nhóm
23 Liên quan đến sự hiểu biết và kinh nghiệm cá nhân của học sinh (kể một câu chuyện, viết thư cho bạn)
24 Khuyến khích việc thực hành nâng cao khả năng giao tiếp
25 Các projects giúp học sinh phát triển được tổng hợp 4 kỹ năng (nghe, nói, đọc, viết)
26 Hoạt động cho Projects cuối mỗi bài được đa dạng hóa dưới nhiều hình thức và nội dung
27 Các projects đẩy mạnh khả năng sáng tạo của học sinh
28 Bốn kỹ năng được phân phối phù hợp và có tính tích hợp cao
29 bài tập và hoạt động này tập trung vào việc phát triển các tiểu kỹ năng quan trọng như nghe chi tiết, nghe lấy thông tin chung, đọc để tìm ý chính và đọc để tìm thông tin cụ thể Những hoạt động này giúp người học nâng cao khả năng tiếp thu và xử lý thông tin một cách hiệu quả, từ đó cải thiện kỹ năng ngôn ngữ toàn diện.
30 Đĩa nghe có âm thanh tốt, tình huống nghe đa dạng (độc thoại, hội thoại, bài hát, tình huống hàng ngày như tại cửa hàng, tại nhà hàng, …)
Bài viết cung cấp 31 ngữ liệu đa dạng cho việc luyện đọc, bao gồm bài báo, đoạn hội thoại, lá thư và email Những ngữ liệu này được thiết kế để phát triển kỹ năng đọc thông qua các hoạt động như đọc và trả lời câu hỏi, chọn đáp án đúng, và điền từ.