INTRODUCTION
Rationale of the study
Textbooks play a crucial role in language programs, serving as essential teaching and learning resources both in and out of the classroom (Richard 2005) Their significant impact shapes not only the curriculum but also the methods of instruction employed by educators Tyson's research further highlights this influence.
In 1997, it was noted that inexperienced teachers or those with limited time for lesson planning often teach directly from the textbook, covering it from start to finish with minimal deviation (p 89) Given the significant impact of textbooks on learning, choosing the right one for an English course presents a considerable challenge for EFL teachers.
Nguyen (2007) examines the pros and cons of utilizing textbooks in education, highlighting key advantages such as standardized instruction and assessment (Richard, 2005), structured syllabi for programs (Cunningsworth, 1995), enhanced student credibility (Sheldon, 1988), and their effectiveness as resources for both classroom learning and self-directed study (Cunningsworth).
In 1995, concerns emerged regarding the potential drawbacks of certain educational approaches, highlighting issues such as the need for control over classroom methods and procedures, which could lead to a decrease in teacher expertise (Allwright, 1982) Additionally, these approaches may not be suitable for all classroom environments, as they are designed with a global market perspective in mind (Richards, 2005).
The English Department at the University of Commerce has meticulously curated the content for the English 1.1 textbook, tailored for first-year students This selection process considers course objectives, student proficiency levels, and specific needs within the course duration The textbook draws from reputable sources, including "Business Basics" (2000) by David Grand and Robert McLarty, published by Oxford Press, and "Market Leader" (2004) by David Cotton, David Falvey, and Simon Kent, published by Longman.
Since its adoption in 2008 at Vietnam University of Commerce, this textbook has significantly impacted English language teaching and learning However, it has faced some unexpected challenges that have rendered it less than satisfactory Notably, there has been no prior research evaluating the textbook's alignment with the course objectives Therefore, this study aims to assess the textbook and propose enhancements to improve both its quality and the overall course experience.
Aims of the study
This study evaluates the English 1.1 textbook used at Vietnam University of Commerce from the perspectives of both teachers and students It aims to identify the strengths and weaknesses of the textbook while providing suggestions for improvements Enhancing the textbook is expected to boost learning efficiency and increase student interest in the language learning process.
Research questions
In order to meet the aims of the study, the following research questions are generated:
1 What are the strengths of English 1.1 textbook from the perspective of teachers and students at Vietnam University of Commerce?
2 What are the weaknesses of English 1.1 textbook from the perspective of teachers and students at Vietnam University of Commerce?
Scope of the study
The thesis titled "Teachers’ and Students’ Evaluation of English 1.1 Textbook in Use at University of Commerce" examines the communicative aspects and usability of the English 1.1 textbook from the viewpoints of both teachers and students This evaluation will assess the textbook across key categories, including its aims and approach, design and organization, topics covered, language content, and the language skills it fosters.
Significance of the study
The thesis findings offer teachers and students at Vietnam University of Commerce a thorough evaluation of their textbook, highlighting its significance as a primary source of language input for learners This assessment underscores the textbook's role in facilitating language practice both in and out of the classroom, providing a valuable resource for enhancing language acquisition.
2007) Practically, those findings are beneficial to both teachers and course designers in improving the quality of the course
Overview of the paper
The study consists of five chapters as follows:
Chapter 1 introduces the background to the thesis, the aims, significance, scope and methods of the thesis
Chapter 2 is a review of literature on material evaluation
Chapter 3 presents an overview of English 1.1 course and English 1.1 textbook, and describes the methodologies employed in the study
Chapter 4 analyses data and discusses the findings of the study
This chapter examines prior research on the evaluation of English as a Foreign Language (EFL) materials, beginning with an overview of their definitions and classifications It then delves into the complexities of material evaluation, addressing key definitions, types, purposes, approaches, and principles involved Additionally, this section highlights various criteria and models for evaluating materials, incorporating diverse perspectives from different researchers.
Materials
Language learning materials are often associated with coursebooks as they have been the main source of people‟s experience of using materials However, according to Tomlinson
In 1998, it was defined that materials encompass any resources utilized by educators or students to enhance language learning The author emphasized that teachers have the flexibility to modify these materials based on the age and proficiency levels of their students.
Materials used in education can include a diverse range of formats such as textbooks, audio recordings, video tapes, and electronic documents like PowerPoint files or e-books McGrath (2002) identifies four primary categories for classifying these educational materials.
This category includes books and reference materials such as dictionaries, grammars, test practice materials, tapes accompanying coursebooks or supplementary skills books
Authentic materials are real-life resources that include newspapers, magazines, user manuals, brochures, foreign mission information, letters, faxes, emails, videos such as films or documentaries, and songs.
Adapting and supplementing published materials
Materials in this category include published works that have been adapted or supplemented These cut-up resources can function independently or are intentionally crafted to enhance coursebooks.
This kind of materials proves to be useful as there is always a need for material that is more precisely tailored to the needs of students working on their own
When selecting EFL materials, it is crucial to ensure they are suitable for the specific group of learners This involves considering factors such as the learners' proficiency level, individual needs, cultural background, course duration, and educational objectives Evaluating the appropriateness of EFL materials is essential for effective teaching and learning outcomes.
Material evaluation
Textbooks should be used thoughtfully, as they may not meet the diverse needs of every classroom (Williams, 1983) This highlights the importance of material evaluation in English Language Teaching (ELT) Murphy (2000) emphasizes that evaluation is crucial for assessing the value of a program and for informed decision-making through the systematic collection of relevant information.
Sheldon (1988, p.237) agrees with Hutchinson and Waters (1987, p.97) that textbook evaluation is basically a straightforward, analytical “matching process: matching needs to available solutions”
Dudley-Evans and St John (1998) define material evaluation as a comprehensive process that starts with identifying the necessary information to collect and culminates in implementing changes to current practices or shaping future actions.
Cunningsworth (1984) emphasizes the importance of context in textbook evaluation, posing the critical question: “Good for what and bad for whom?” He argues that evaluating a textbook should not involve making absolute judgments without considering specific educational needs and circumstances.
“making relative judgments, taking the learning situation in consideration.”
In classifying material evaluation, different authors suggest different terms Johnson
In the realm of material evaluation, researchers such as Robinson (1991) and Cunningsworth (1995) categorize the process into three key types: preliminary (or pre-use), formative (or in-use), and summative (or post-use) evaluations Preliminary evaluation assesses the potential suitability of educational materials, while formative evaluation focuses on their practical effectiveness in the classroom through data collection on planning, implementation, and feedback Lastly, summative evaluation offers a reflective assessment of a coursebook's overall performance, helping to identify its strengths and weaknesses over time.
Ellis (1997) categorizes materials evaluation into two main types: predictive evaluation and retrospective evaluation Predictive evaluation helps in deciding which materials to use based on their suitability for specific purposes, while retrospective evaluation examines previously used materials to assess their effectiveness and whether they met the intended goals.
According to Ellis, retrospective evaluation can be categorized into two types: impressionistic and empirical Impressionistic evaluation involves teachers assessing the effectiveness of specific activities during the course and forming summative judgments about the materials at the end In contrast, empirical evaluation requires a more systematic approach, as it involves collecting data through students' journals and end-of-course questionnaires to assess the effectiveness of teaching and the materials used.
This paper conducts a retrospective evaluation of the textbook by comparing its characteristics to a set of criteria established by Cunningsworth (1995), which will be detailed in the following section.
Swales (1985, cited in Low, 1987) highlights the scarcity of published research on the effectiveness of coursebooks, indicating that teachers, material designers, and education researchers often lack reflection on the impact of specific textbooks This issue can be attributed to several factors, including the prevalence of centrally prescribed curricula and coursebooks, as well as the heavy workload and time constraints faced by teachers, which limit their ability and motivation to evaluate the suitability of the materials they use.
Authentic materials are crucial in foreign language teaching, serving not only as tools for educators but also reflecting the specific aims and methods of the learning environment According to Cunningsworth (1995), a coursebook is essential for meeting established learner needs Evaluating coursebooks is vital to determine their suitability for diverse learners across different contexts, and this evaluation often includes comparing existing materials with newly developed resources.
Cunningsworth (1995) distinguishes between two approaches to textbook evaluation which are impressionistic overview and in-depth evaluation The former is defined as forming
A quick overview of a course book allows educators to assess its strengths and weaknesses by identifying prominent features This involves examining how the book addresses students' learning needs, adheres to syllabus requirements, and covers various aspects of language effectively.
Cunningsworth (1984, pp.5-7) proposes four principles for materials evaluation:
Relate the teaching materials to your aims and objectives
When creating a course, it is essential to establish its aims and objectives first, as these will guide the selection of teaching materials The course materials should align with the defined goals of the teaching program, ensuring that the content supports the desired outcomes rather than the other way around.
When evaluating selected materials for a language program, it is crucial to assess whether they align with the program's aims and objectives This alignment is essential for ensuring the effectiveness and relevance of the educational content.
Be aware of what language is for and select teaching materials which will help equip your students to use language effectively for their own purposes
When selecting materials for English language courses, it's essential to focus on how learners will apply their skills in real-life situations after completing the course Classroom activities should effectively prepare students for genuine interactions outside the classroom The ultimate goal of language teaching is to empower learners to use the language for their own needs, which extends well beyond mere structure drills.
Keep your students’ learning needs in mind
Effective course materials that address students' diverse learning needs can significantly enhance motivation These needs extend beyond language considerations to include intellectual and emotional aspects By incorporating intellectually stimulating subject matter that resonates personally with students, materials can foster deeper engagement Additionally, incorporating a variety of activities—such as whole class discussions, group work, pair work, and individual tasks—ensures that both individual and group dynamics are considered Throughout a lesson, students may shift between roles as individuals and group members, influenced by the type of exercise, the skills being practiced, and their unique learning strategies.
Consider the relationship between language, the learning process and the learner
These are vital aspects of language teaching It is now a common belief that there is no one
„best‟ way of learning and that learners adopt different learning strategies, often switching strategies from time to time
These principles are realized in the criteria checklists that Cunningsworth released in 1995 These checklists will be revisted in the subsequent part
Material evaluation should be grounded in the theories of learning and teaching, which serve as the foundation for second language acquisition (SLA) It is essential for teachers and evaluators to understand these theories before engaging in material evaluation research Furthermore, findings from SLA research act as a crucial guide, providing insights that enhance the quality of language teaching and learning These research outcomes equip educators with criteria checklists and evaluation models, enabling them to effectively assess materials By adopting or adapting the most suitable checklist and model, teachers can tailor their evaluations to fit their specific teaching and learning contexts.
It is critical for evaluators to apply their principles of evaluation to the contextual circumstances of their own evaluation in order to determine the most reliable and effective procedures
Evaluators must be cautious in making generalizations of their evaluation A material can be judged to be suited to this circumstance but not to others and vice versa
An introduction to English 1.1 course and English 1.1 textbook
VUC offers a comprehensive Business English program designed to equip students with essential English skills for their future careers Comprising six courses from English 1.1 to English 1.6, this program aims to ensure students achieve proficiency in English, enabling them to effectively communicate in the workplace The entire program is worth 12 credits, totaling 450 hours, with 330 hours dedicated to in-class instruction.
English 1.1 is the first English course which students have to take at VUC Its level is elementary It aims at providing students with basic knowledge of grammar, vocabulary and necessary skills to get used to communicating in international business environment The course lasts two credits with the structure 24.9.12, which means 24 periods are spent on teaching, 9 periods on discussion and 12 periods on self-study (each period is 50 minutes long)
English 1.1 textbook is the main teaching and learning material in the course The topics in the textbook are collected from two sources which are Business Basics (2000) written by David Grand and Robert Mc Larty, published by Oxford Press, and Market Leader (2004) written by David Cotton, David Falvey and Simon Kent, published by Longman The textbook mainly develops three linguistic skills (reading, listening and speaking) and linguistic knowledge (grammar and vocabulary) It covers some common situations in business such as self introducing, talking about work and leisure, telephoning solving problems, making bookings and checking arrangements, entertaining, presenting a product, dealing with problems, participating in discussions
The textbook is structured into 8 units, along with a Supplementary Grammar section and its key Each unit features four to five sections: Starting Up, Vocabulary, Reading, Listening, and Skills Starting Up includes engaging activities like listening and speaking exercises to prepare students Vocabulary activities enhance learners' lexical knowledge and allow practice in both controlled and free contexts Reading texts introduce new language and vocabulary while fostering skills in information retrieval and general comprehension Listening activities focus on understanding spoken language, identifying specific information, and grasping the overall meaning of dialogues Skill activities facilitate discussions on themes, assess students' language knowledge, and provide opportunities for both controlled and free practice of the target language Following each unit, teachers reinforce basic grammar through the Supplementary Grammar section, typically covering the content in 150-minute class sessions.
The study involved 100 first-year economics students from Vietnam University of Commerce who had completed the English 1.1 course Participants were drawn from five faculties, including 23 students from Business Administration.
The study involved 18 informants from the field of informatics, 21 from e-commerce, 16 from finance and banking, and 22 from hotel and hospital management All participants had a minimum of 7 years of experience learning English as a Foreign Language (EFL) during their lower and upper secondary education prior to entering university programs Detailed demographic information about the students is presented in Table 3.1, including both numerical data and percentages.
Table 3.1 Description of Student Participants (N0)
Variable Age Sex English Learning Experience
18-20 yrs ≥20 yrs Male Female 7-9 yrs 10-12 yrs ≥13 yrs
Eight teachers from the English faculty at VUC participated in a study by completing questionnaire forms and undergoing interviews These educators were selected due to their experience teaching English 1.1 classes and possess varying levels of teaching experience and academic qualifications, as detailed in Table 3.2 with corresponding numbers and percentages.
Table 3.2 Description of Teacher Participants (N=8) Variable Academic Degree Sex Teaching experience
Bachelor Master In-program Service Male Female 1-5 yrs ≥6 yrs
The study utilized a descriptive research design that integrated both qualitative and quantitative instruments to achieve its objectives This dual approach allowed for a more comprehensive understanding of participants' attitudes, surpassing what could be obtained through a single data collection method (Creswell, 2008).
The study employed two methods for data collection: quantitative analysis through learners' and teachers' evaluation questionnaires, and qualitative insights from interviews with a representative sample of both groups The data gathered from these approaches facilitated a comprehensive analysis, leading to conclusions that addressed the identified research questions.
To determine the participating students‟ evaluation of English 1.1 textbook, a questionnaire was used (see Appendix A) Most of the items were developed from previous studies (Cunningsworth, 1995; Nguyen, 2007)
The questionnaire was divided into two sections: the first gathered demographic and background information from students, while the second consisted of 31 items rated on a five-point Likert scale, ranging from 1 (Strongly Disagree) to 5 (Strongly Agree) Participants indicated their level of agreement with various statements, including the textbook's aims (item 2), design and organization (items 3-6), topics covered (items 7-11), language content (items 12-17), and language skills (items 18-32).
To avoid any misunderstanding on the part of the students, the questionnaire was translated into Vietnamese, the learners‟ mother tongue (see Appendix B)
The teacher evaluation questionnaire for the English 1.1 textbook was developed to assess teachers' perspectives and is structured similarly to the student survey It comprises two sections, with the initial part focused on gathering demographic data relevant to the study's objectives.
The second part of the study featured 33 statements (items 2-34) that teachers evaluated using a five-point Likert-type scale Specifically, items 2-3 focused on the aims and approach of the textbook, items 4-7 assessed the design and organization, items 8-12 explored the topics covered, items 13-18 examined the language content, and items 19-34 addressed the various language skills.
To gain insights into the evaluation of the English 1.1 textbook by students and teachers, interviews were conducted with all eight teachers and a randomly selected subgroup of 22 students who had previously consented to participate These interviews were audio-taped, transcribed, and subsequently analyzed for the study.
The interviews conducted with both learners and teachers utilized identical questions (refer to Appendix E) To address potential language barriers, student interviews were carried out in Vietnamese, their first language, ensuring clearer communication These interviews were subsequently transcribed and translated into English for analysis.
Procedures
In May 2010, data was collected following the completion of the English 1.1 course, utilizing questionnaires and follow-up interviews to gather the necessary information for the study.
The researcher personally administered the questionnaire to ensure effective implementation, explaining the research topic in Vietnamese to enhance student comfort and understanding Students were allotted 25 minutes to complete the questionnaire, with no early departures permitted to prevent rushed responses.
After the program concluded, students were notified about upcoming interviews aimed at gathering deeper insights into their evaluations Each interview, lasting no longer than 15 minutes and conducted in Vietnamese, would be confidential and audio-recorded, with recordings destroyed after the study's completion Appointments were arranged with students who consented to participate in the interviews.
Participating teachers were allotted one week to complete the questionnaire, during which they were briefed on the research topic and the purpose of the questionnaire Following their submission, arrangements were made for subsequent interviews, which were conducted as scheduled.
Data analysis
The study utilized questionnaires and follow-up interviews for data collection, with quantitative data analyzed using SPSS 17.0 for Windows The analysis involved means, frequency counts, percentages, and standard deviations to evaluate teachers' and learners' perceptions of the English 1.1 textbook Questionnaire items were assessed on a balanced 5-point Likert scale, ranging from Strongly Disagree (1) to Strongly Agree (5).
For the qualitative analysis, interviews were audio-recorded and subsequently transcribed Responses from teachers were categorized based on similarities, while student answers, originally in Vietnamese, were translated by the researcher Relevant quotations were then organized into cohesive groups.
CHAPTER FOUR: DATA ANALYSIS AND DISCUSSION
This study aimed to evaluate the English 1.1 textbook utilized at VUC from the perspectives of both teachers and students This chapter addresses the research questions by presenting the results and discussions derived from qualitative and quantitative data analysis in section 4.1, followed by a summary of the findings in section 4.2.
Results and discussion
This section is divided into two subsections: the first presents the quantitative data derived from the questionnaires while the second presents the qualitative data derived from the interviews
This article presents a descriptive statistical analysis of student responses to survey items, focusing on their evaluation of the textbook’s aims, design, organization, topics, language content, and language skills With a total of 100 student respondents, representing 100% of the sample, each table displays data points that can be expressed in either frequency or percentage for clarity.
A Evaluation of the textbook aims
Table 4.1 Students’ Evaluation of the Textbook Aims (N0)
2 The textbook meets the course aims 0 16 22 42 20 3.66 0.97
Table 4.1 reveals that the average score of 3.66 indicates that over half of the respondents believe the textbook aligns with the course objectives However, with 64% of students selecting levels 3 (neutral) and 4 (agree), the overall satisfaction level appears moderate Notably, none of the students rated the textbook aims as strongly negative, while 16% expressed disagreement with the statement.
Students frequently focus on textbook objectives based on their personal learning needs instead of the overall course aims To gain a better understanding of their evaluations, a multiple-choice question was created to identify the primary study purposes for this course, allowing students to select more than one answer.
Chart 4.1: Students’ main studying purposes for the course (N0)
The survey results indicate that the majority of students, 54%, prioritized improving their communicative skills (Option C) Meanwhile, 35% opted for broadening their vocabulary (Option B), and 50% expressed interest in enhancing all four language skills (Option D) In contrast, only 30% of students focused on improving basic English grammar, marking it as the second lowest choice Notably, students may be disappointed that writing skills are not included in the curriculum, a topic that will be explored further in the following sections.
B Evaluation of the textbook design and organization
Table 4.2 Students’ Evaluation of the Textbook Design and Organization (N0)
Item SD D N A SA M Sd Ord
3 The design of the material is attractive 16 34 35 13 2 2.51 0.96 4
4 The book has a clear organizational structure … 1 2 12 50 35 4.16 0.78 1
5 The content is logically presented on the basis of complexity 2 11 32 39 16 3.56 0.95 2
6 There are an adequate number of review units 10 36 26 23 5 2.77 1.07 3
The sub grand mean for textbook design and organization was 3.25, indicating that fewer than half of the students had a positive attitude towards these aspects (see Table 4.2) The lowest mean score of 2.51 revealed that half of the students were dissatisfied with the textbook's design, while 55% expressed a positive judgment regarding the organization of content, reflected in a higher mean of 4.16 However, a mean score of 2.77 suggested that more than half of the students felt the number of review units was insufficient.
C Attitudes toward the textbook topics
As shown in Table 4.3, the sub grand mean was 3.76, suggesting that the students had positive attitudes toward the textbook topics
Table 4.3 Students’ Attitudes toward the Textbook Topics (N0)
Item SD D N A SA M Sd Ord
8 The textbook includes enough variety and range of topics 0 17 17 39 27 3.76 1.03 3
9 The difficulty level of the topics is suitable to you 2 12 25 48 13 3.58 0.93 4
10 The topics help expand your knowledge and enrich your experience 0 9 17 43 31 3.96 0.92 2
11 You can relate to the social and cultural contexts presented in the book 2 27 11 41 19 3.48 1.14 5
A significant majority of students found the topics engaging, as indicated by a high mean score of 4.01 Additionally, approximately 66% of respondents (mean = 3.76) perceived the topics as diverse Furthermore, 74% of participants, comprising 43 who agreed and 31 who strongly agreed, acknowledged that the topics contributed to their knowledge and enriched their experiences However, only 39% of students felt that the difficulty level of the topics was appropriate for them, reflected in a mean score of 3.58 Similarly, around 40% of respondents did not feel a connection to the social and cultural contexts presented in the material.
D Opinions on the textbook language content
Table 4.4 presents students' evaluations of the textbook's language content, which encompasses grammar, vocabulary, and pronunciation The grammar section received the highest mean score of 4.32, indicating that the difficulty level is appropriate for most students, with 54% strongly agreeing In contrast, the pronunciation aspect scored a low mean of 1.32, revealing dissatisfaction as the textbook lacks pronunciation materials The vocabulary exercises were viewed positively, achieving a mean of 3.87, though 63% of students felt there was insufficient vocabulary coverage Additionally, approximately half of the respondents believed the textbook offers updated information and effectively addresses language use conventions, with 52% and 50% agreement, respectively.
Table 4.4: Students’ Opinions on the Textbook Language Content (N0)
Item SD D N A SA M Sd Ord
12 The textbook provides you with updated information 4 26 18 36 16 3.34 1.14 3
13 The difficulty level of the grammar in the textbook is suitable to you 1 6 7 32 54 4.32 0.92 1
14 The difficulty level of the vocabulary exercises is suitable to you 1 17 9 40 33 3.87 1.04 2
15 There are enough vocabulary exercises 7 41 17 24 11 2.91 1.17 5
16 The textbook includes enough material for pronunciation work 71 27 1 1 0 1.32 0.55 6
17 The textbook deals with the structuring and conventions of language use above sentence level… 6 19 25 36 14 3.33 1.11 4
E Evaluation of the textbook language skills
The average score for textbook language skills was 3.66, suggesting that approximately 75% of respondents had a favorable view of these skills In fact, the majority of individual items scored above this average.
Table 4.5: Students’ Evaluation of the Textbook Language Skills (N0)
Item SD D N A SA M Sd Ord
18 Four skills are adequately covered in the textbook 58 33 2 7 0 1.58 0.84 14
19 There is enough material for integrated skills work 3 19 12 38 28 3.69 1.15 11
20 There are enough writing tasks 70 26 2 2 0 1.36 0.62 15
21 The reading texts are used for introducing new language items (grammar and vocabulary), consolidating language work
22 There is a focus on the development of reading skills and strategies 1 10 7 44 38 4.08 0.97 5
23 The texts are long enough 0 9 3 27 61 4.4 0.92 1
24 The material helps comprehension by, for example, setting the scene, providing background information, giving pre-reading questions
25 The difficulty level of the texts and their tasks is suitable to you 0 11 16 48 25 3.87 0.91 10
26 The listening material is set in a meaningful context 5 10 0 42 43 4.08 1.13 5
27 The recordings are well-recorded 0 14 7 14 65 4.3 1.09 2 28.There are enough pre-listening tasks, questions, etc 0 14 11 32 43 4.04 1.05 7
29 The difficulty level of listening tasks is suitable to you 2 21 2 56 19 3.69 1.06 11
30 The speaking tasks are various 0 15 5 49 31 3.96 0.98 8
31 There are elements of genuine communication 1 13 9 45 32 3.94 1.01 9
32 The difficulty level of speaking tasks is suitable to you 1 5 9 46 39 4.17 0.86 3
The reading skill assessment yielded a high mean score ranging from 3.62 to 4.4, indicating strong approval among students Specifically, 69% of respondents agreed and 8% strongly agreed that the reading texts effectively introduced new language items, including grammar and vocabulary Additionally, a significant 82% of students, with a mean score of 4.08, affirmed that the book emphasized the development of reading skills and strategies Furthermore, students expressed a positive evaluation of the pre-reading assistance provided, reflected in a mean score of 4.16 and 79% agreement The text length received the highest mean score of 4.4, with 61% of students strongly agreeing on its appropriateness Although the difficulty level of the texts and tasks scored slightly lower at 3.87, approximately 73% of students still found it suitable for their needs.
The evaluation of listening skills revealed an average score of 4.03, indicating that 85% of students found the listening activities to be meaningful Additionally, 65% strongly agreed on the good quality of the recordings A significant majority, 75%, felt adequately supported prior to the listening tasks, and most considered the difficulty level appropriate However, it is important to note that listening remains a challenging skill for many Vietnamese students, with 23% expressing difficulty in completing the tasks.
The speaking skill received a positive evaluation, averaging 4.02, with nearly half of the students (49%) agreeing that the speaking tasks were diverse and 31% strongly agreeing Additionally, over 77% of students acknowledged the presence of genuine communication elements in these tasks Furthermore, a significant majority (85%) felt that the speaking tasks were appropriately challenging for their skill level.
The lowest mean score in the table was 1.36 for item 20, which addressed writing tasks, reflecting a significant lack of satisfaction with this skill This was not surprising, as the textbook offered very few writing tasks, contributing to the overall negative evaluation of the textbook's skills balance, which received a mean score of only 1.58 However, 66% of students felt that there was sufficient material available for integrated skills work involving the three taught language skills: reading, listening, and speaking.
This section presents a descriptive statistical analysis of responses from eight teachers regarding their opinions on the textbook, focusing on its aims and approach, design and organization, topics covered, language content, and language skills.
A Evaluation of the textbook aims and approach
In order to investigate teachers‟ opinion on purposes of the course, a multiple choice question was designed For this question only, respondents are allowed to choose more than one answer
Chart 4.2: Teachers’ Opinions on Purposes of the Course (N=8)
A To improve your students’ English basic grammar
B To broaden your students’ vocabulary
C To improve your students’ communicative skills (listening and
D To improve all four language skills
E Other: to develop presentation skills
The chart indicates that the majority of teachers rated the objectives of enhancing students' basic grammar, expanding their vocabulary, and improving communicative skills (listening and speaking) with a frequency of 6 or 7 out of 8 Additionally, three teachers identified the improvement of all four language skills and the development of presentation skills as key goals for the course.
A questionnaire item was included to assess how well the textbook aligns with course aims (see table 4.6) The results indicated that 75% of teachers, or 6 out of 8, agreed that the textbook meets these aims However, most teachers rated their agreement at level 4, resulting in a mean score of 3.75, reflecting a moderate level of satisfaction This score is closely aligned with the students' average response of 3.66 Notably, no teachers disagreed or strongly disagreed with the statement.
Table 4.6 Teachers’ Evaluation of the Textbook Aims and Approach (N=8)
2 The textbook meet the course aims 0.0 0.0 25.0 75.0 0.0 3.75 0.43
3 CLT approach, which is taken by the textbook, is appropriate to your teaching situation 0.0 0.0 0.0 62.5 37.5 4.38 0.48
Major findings
This chapter analyzes data to address two research questions, summarizing the findings from both quantitative and qualitative analyses.
1 Both the EFL college learners and teachers were found to be more positive than negative towards the evaluation of the textbook
2 The students showed positive attitudes towards the textbook‟s organizational structure, topics, vocabulary, grammar, reading texts, recording quality and speaking tasks
3 The teachers indicated satisfaction with the textbook‟s approach, organizational structure, topics, grammar, reading texts and recording quality
4 Both the students and the teachers showed negative evaluation on the textbook‟s design, number of review units
5 The students and the teachers both showed negative attitudes towards the textbook‟s lack of pronunciation and writing
6 The students suggested adding pronunciation, glossary, writing and extra listening tasks to the textbook They also recommended changing the dim pictures and printing the books in colors
7 The teachers suggested including pronunciation, writing in the book while reducing the number of units to fit the course duration They also supported replacing the dim pictures and offering color copies of the book
4.2.2 Strengths and weaknesses of the textbook
Based on the data analysis and discussion in this chapter, major strengths as well as weaknesses of the material have been revealed regarding the following points
The suitability of the textbook to the aims
The current textbook used in the course presents a mix of strengths and weaknesses in relation to the course objectives Overall, the material aligns with the aims of the course to a certain degree Specifically, the three primary objectives established by the English Faculty at VUC have been successfully addressed through this textbook.
- providing basic knowledge of grammar
- providing necessary skills to get used to communicating in international business environment
The textbook fails to address essential language components, as it omits pronunciation and writing skills Consequently, students struggle to enhance their pronunciation, negatively impacting their listening and speaking abilities Additionally, the lack of focus on written communication hinders their capacity to effectively express themselves in writing, which is crucial for their future careers.
The suitability of the textbook to the approach
Communicative Language Teaching (CLT) is a well-defined approach to teaching foreign or second languages, prioritizing the development of communicative competence This method emphasizes listening and speaking activities, ensuring that learners enhance their English communication skills effectively Each unit in the curriculum features at least one role-play activity, providing students with opportunities to practice and apply their newly acquired language functions in realistic contexts.
The suitability of the textbook to the content organization
Clear content organizational is also a strength of the textbook Each lesson begins with
The article outlines a comprehensive language learning book that begins with engaging activities to warm up students and culminates in a focus on specific language skills Between the introductory section and the skills training, the book includes vocabulary and grammar exercises, as well as reading and listening tasks Its user-friendly design allows both teachers and students to navigate the content effortlessly, enhancing the overall learning experience.
The limited availability of review units is a notable drawback of the book; however, due to the course's brevity and the regular review of previous lessons by instructors at the beginning of each class, neither students nor teachers raised concerns about this issue during the interviews.
The suitability of the textbook to the design
The textbook design lacks support from both teachers and students, highlighting a significant weakness in the material The poor quality of black-and-white copies prevents participants from clearly seeing the images, leading them to either guess the content or disregard the visuals entirely Consequently, the pictures fail to serve their intended purposes of enhancing student understanding and motivating engagement in tasks.
The suitability of the textbook to the topics
The book's strength is evident in its engaging topics, encompassing both job-related and everyday themes This diverse content effectively meets the needs of learners, starting with an informative introduction in the first unit.
The topics covered in units 2, 3, 4, and 8—work and leisure, problems, travel, and market—acquaint students with the business environment they may enter post-graduation These subjects not only enhance students' knowledge and experiences, as affirmed by 74% of student respondents, but also serve to inspire and motivate educators in their teaching efforts.
The suitability of the textbook to the language content requirements
The acquisition of language encompasses grammar, vocabulary, and pronunciation However, the textbook's lack of focus on pronunciation presents a significant drawback While the vocabulary and grammar elements have their merits, they also exhibit certain weaknesses.
The English 1.1 textbook effectively teaches vocabulary through integrated language skills development and dedicated Vocabulary sections Vocabulary is presented in meaningful contexts and reinforced with form-focused exercises In the Reading section, students engage in activities like matching definitions, creating word partnerships, and gap-filling to enhance their understanding The Vocabulary section emphasizes practice through table completion, matching, gap-filling, and identifying antonyms Notably, the instruction focuses more on denotational meaning than on connotational meaning, ensuring a solid foundation in vocabulary acquisition.
The grammar component of the textbook serves as supplementary material aimed at revising students' understanding of English tenses Both teachers and students have expressed satisfaction with the textbook's grammar difficulty level However, the teaching of grammar presents challenges, as it is often presented and practiced out of context The tenses are introduced in a non-communicative manner, focusing solely on their forms and uses, followed by traditional exercises like sentence completion and error recognition This approach resembles the outdated grammar-translation method, which may hinder effective learning.
The suitability of the textbook to the language skill requirements
The textbook does not include writing skill, which makes the language skills unbalanced However, the teaching of other three language skills is positively evaluated by the participants
The reading component of the textbook features texts ranging from 200 to 300 words, aligning with students' proficiency levels and drawn from authentic sources such as articles, advertisements, and leaflets However, a lack of stylistic variety, with six out of eight texts being articles, may lead to disengagement among less motivated readers A notable strength of the textbook is its pre-reading comprehension support, where students are introduced to the content through visual aids and guiding questions Additionally, the textbook enhances reading skills through diverse tasks, including multiple-choice, open-ended questions, gap-fills, True or False questions, and discussions, with nearly 75% of student participants finding the task difficulty appropriate.
High-quality recordings significantly enhance students' listening skills, making them an essential component of effective learning Pre-listening activities are crucial as they engage students' prior knowledge, helping them make predictions and concentrate on the topic These activities also introduce new vocabulary found in the listening materials During the listening process, students engage in various tasks such as listening for the main idea, specific details, and comprehensive understanding, while also practicing note-taking and inferring meaning from context, all aimed at developing their listening strategies.
Summary
Research in foreign language pedagogy highlights the importance of material evaluation for the success of EFL courses This study focused on the perceptions of EFL teachers and learners at VUC regarding the textbook English 1.1 It involved 100 non-English major students and 8 teachers, utilizing a descriptive research design that combined qualitative and quantitative methods Two questionnaires were administered—one for teachers and one for students—alongside interviews with all 8 teachers and 22 randomly selected students Data analysis was conducted using SPSS 17.0, employing means, standard deviations, frequency counts, and percentages to address the research questions.
The study revealed that VUC students and teachers generally held positive views on the textbook's approach, format, topics, vocabulary, and the difficulty level of grammar, as well as the reading, listening, and speaking components However, they expressed dissatisfaction with the quality of pictures, the absence of review units, limited pronunciation practice, and the writing component To enhance the textbook's effectiveness, participants suggested incorporating pronunciation and writing skills, reducing the number of units if necessary, and improving the visual quality Additionally, students requested a glossary and an increased number of listening tasks to bolster their listening skills.
Limitations of the study
This study acknowledges several limitations, primarily focusing on the evaluations of learners and teachers, while excluding insights from course designers and external evaluators, which could enhance objectivity Additionally, it concentrated solely on the evaluation of the textbook, without examining how teachers utilized the material or its impact on students' language proficiency A more comprehensive understanding could be achieved by including an analysis of teachers' use of the textbook and involving additional evaluators in the process, ultimately leading to more valid recommendations for future research.
Implications
As Hutchinson and Waters (1987) state that material evaluation leads to neither “good” nor
This study evaluates the suitability of the currently used coursebook in meeting course requirements and satisfying the perspectives of VUC teachers and students.
The textbook in question serves as a valuable instructional resource for VUC teachers and learners; however, to align it more effectively with the objectives of the teaching and learning program and the genuine needs of students, certain enhancements are necessary.
Based on the participants‟ feedback, a better version of the textbook might incorporate the elements outlined below
To enhance the textbook's design, it is essential to incorporate vibrant images with high-contrast colors These visually striking pictures should be selected to ensure they are effective in both black-and-white and color print formats.
Incorporating review units into textbooks is essential for reinforcing student learning and facilitating adjustments in their study habits Ideally, a review unit should be placed after every three units, allowing students to effectively consolidate and reflect on the material they have covered.
Participants expressed positive views on the grammar's difficulty level; however, the teaching methods lack communicative effectiveness To enhance learning, textbook developers should align grammar topics with the relevant grammar presented in each unit This approach would allow students to review English grammar while engaging in reading or listening activities and provide opportunities to practice it in speaking and writing tasks.
To enhance vocabulary learning, students recommend incorporating a glossary into the current textbook Additionally, it's important to diversify vocabulary exercises to include tasks that deepen students' understanding of the connotational meanings of words and phrases.
To enhance student engagement and prepare them for real-world reading, it's essential to diversify the genres of reading texts used in the curriculum Currently, out of eight reading texts, six are articles, which may lead to boredom among unmotivated readers Incorporating a wider variety of sources, such as essays, letters, small talks, and TV programs, can significantly motivate students and enrich their reading experience.
Incorporating pronunciation and writing into the English 1.1 textbook is crucial to meet the needs of both teachers and students If this addition leads to content overload, the number of units can be reduced, or certain sections can be assigned as homework.
In conclusion, as Nguyen (2007) noted, textbooks should serve as guidelines rather than absolute authorities for teachers The English 1.1 textbook should empower educators and enhance their professional development, ultimately leading to more effective teaching and learning outcomes.
Recommendations for further studies
The current study offers valuable insights into the evaluations of the English 1.1 textbook by VUC teachers and students, yet there are still significant gaps in scholarly research regarding textbook evaluation Based on the findings, several recommendations highlight potential areas for future investigation.
1 Despite a relatively large number of student participants, the study focused on a small sample of teacher participants (N=8), and involved no course designer or outsiders Replicating the study with a greater number of EFL teachers, course designer or outsiders is needed to obtain more reliable and generalizable results
2 This study only investigates how much the textbook itself meets the requirement of the course and satisfy the needs of both the teachers and the students More information on the teachers‟ exploitation of the textbook remains to be explored
3 The findings of this study demonstrated that the participants had positive attitudes toward English 1.1 textbook However, the effect of the use of this textbook in regard to improving VUC students‟ language proficiency remains to be determined
1 Allwright, R (1982), What Do We Want Teaching Materials For?, ELT Journal, 36(1), pp 8-12
2 Brown, J (1995), The elements of language curriculum, Heinle and Heinle, Boston
3 Creswell, J (2008), Research design: qualitative, quantitative, and mixed methods approaches, Sage Publications, Inc, California
4 Cunningsworth, A (1984), Evaluating and Selecting EFL Teaching Materials,
5 Cunningsworth, A (1995), Choosing your coursebook, Heinemann, Oxford
6 Dudley-Evans, T., & St John, M (1998), Developments in ESP: A multi-disciplinary approach, Cambridge University Press, Cambridge
7 Ellis, R (1997), The Empirical Evaluation of Language Teaching Materials, ELT Journal, 5(1), pp 36-42
8 Jahangard, A (2007), Evaluation of EFL Materials Taught at Iranian Public High School, The Asian EFL Journal, 9(2)
9 Johnson, R K (1989), The Second Language Curriculum, Cambridge University Press, Cambridge
10 Harmer, J (1996), The practice of English language teaching, Longman, Harlow
11 Hutchinson, T & Waters, A (1987), English for specific purposes: A learning- centred approach, Cambridge University Press, Cambridge
12 Littlejohn, A (1998), The Analysis of Language Teaching Materials inside the Trojan
Horse in Tomlison, B (eds.) Materials Development in Language Teaching,
13 Low, G (1987), The need for a multi-perspective approach to the evaluation of foreign language teaching materials, Evaluation and Research in Education, 1(1), pp 19-29
14 McGrath, I (2002), Materials Evaluation and Design for Language Teaching,
15 Murphy, D F (2000), Key Concepts in ELT: Evaluation, ELT Journal 54(2), pp 210-
16 Nguyễn Thị Thuỷ Minh (2007), Textbook Evaluation: The Case of English Textbooks Currently in Use in Vietnam‟s Upper-secondary Schools, SEAMEO Regional Language Centre, Singapore
17 Richards, J.C., Platt, J., Platt, H (1997), Dictionary of Language teaching and Applied linguistics (Seventh edition), Longman, London
18 Richards, J (2005), The Role of Textbooks in a Language Program, Retrieved November 2007 from http://www.professorjackrichards.com/pdfs/role-of- textbooks.pdf
18 Robinson, P C (1991), ESP Today: A Practitioner’s Guide, Prentice Hall, London
19 Roseman, J., Gerald, K., Shuttleworth S (2008), Putting Textbooks to the Test,
Retrieved August 2008 from http://www.project2061.org/publications/articles/articles/enc.htm
20 Sheldon, L (1988), Evaluating ELT textbooks and materials, ELT Journal, 42(4), pp
21 Tennyson, R D., Park, O (1980), The Teaching of Concepts: A Review of Instructional Design Research Literature, Review of Educational Research, 50(1), pp 55-70
22 Tomlinson, B (1998), Material Developments in Language Teaching, Cambridge
23 Tyson, H (1997), Overcoming Structural Barriers to Good Textbooks, National
24 Williams, D (1983), Developing criteria for textbook evaluation, ELT Journal, 37(2), pp 251-255
APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS
This questionnaire aims to gather feedback from students regarding their evaluation of the textbook English 1.1 Your participation in answering the following questions is highly valued, and rest assured that your responses will remain anonymous in any discussions about the data collected.
In completing these questions, please choose the answer by checking the box next to your choice or expressing your ideas in the blanks
Thank you very much in advance
Your faculty:……… ………… Your age:………Your sex:……… Your years of studying English:……… ………
1 What are your purposes of learning English in this course? You can choose more than one answer
A To improve your English basic grammar
C To improve your communicative skills (listening and speaking skills)
D To improve all four language skills
For statements from 2 to 32, please check (√) the box that best reflects your opinion using this scale:
SD= Strongly Disagree D= Disagree N=Neutral A=Agree SA= Strongly Agree
Please select one box for each statement and ensure that no statement is left unchecked You may provide an explanation for your choice in the space provided below each statement Thank you!
2 The textbook meets the course aims
The textbook design and organization:
4 The book has a clear organizational structure (E.g according to structures, functions, topics, skills, etc.)
5 The content is presented logically on the basis of complexity
6 There are an adequate number of review units
8 The textbook includes enough variety and range of topics
9 The difficulty level of the topics is suitable to you
10 The topics help expand your knowledge and enrich your experience
11 You can relate to the social and cultural contexts presented in the book
12 The textbook provides you with updated information
13 The difficulty level of the grammar in the textbook is suitable to you
14 The difficulty level of the vocabulary exercises is suitable to you
15 There are enough vocabulary exercises
16 The textbook includes enough material for pronunciation work
17 The textbook deals with the structuring and conventions of language use above sentence level, e.g how to take part in conversations, how to identify the main points in a reading passage
18 Four skills are adequately covered in the textbook
19 There is enough material for integrated skills work
20 There are enough writing tasks
21 The reading text is used for introducing new language items (grammar and vocabulary), consolidating language work
22 There is a focus on the development of reading skills and strategies
23 The texts are long enough
24 The material helps comprehension by, for example, setting the scene, providing background information, giving pre-reading questions
25 The difficulty level of the texts and their tasks is suitable to you
26 The listening material is set in a meaningful context
27 The recordings are well-recorded
28 There are enough pre-listening tasks, questions, etc
29 The difficulty level of listening tasks is suitable to you
30 The speaking tasks are various
31 There are elements of genuine communication
32 The difficulty level of speaking tasks is suitable to you
This is the end of the questionnaire Thank you very much!
APPENDIX 2: SURVEY QUESTIONNAIRE FOR STUDENTS
Phiếu điều tra này nhằm thu thập ý kiến của sinh viên về cuốn sách English 1.1 Những phản hồi của bạn sẽ hỗ trợ chúng tôi trong việc đánh giá và điều chỉnh giáo trình Xin lưu ý rằng danh tính của bạn sẽ được bảo mật trong mọi phân tích dữ liệu.
Xin chân thành cám ơn bạn!
Xin bạn điền các thông tin vào chỗ trống dưới đây
Khoa:……… Tuổi:…… Giới tính:……… Số năm bạn đã học tiếng Anh:………
1 Mục đích học của bạn trong học phần này là gì? Bạn có thể đánh dấu (√) nhiều hơn một đáp án
A Nhằm nâng cao ngữ pháp căn bản tiếng Anh
B Nhằm mở rộng vốn từ
C Nhằm phát triển các kỹ năng giao tiếp (kỹ năng nghe và nói)
D Nhằm phát triển cả bốn kỹ năng
Mục đích khác (nếu có)……… ……… Đối với các câu từ 2 đến 32, xin bạn hãy đánh dấu (√) vào ô thể hiện đúng nhất quan điểm của bạn dựa theo các giá trị dưới đây:
SD= Phản đối kịch liệt D= Phản đối N= Trung lập A= Đồng ý SA= Cực kỳ đồng ý
Xin hãy đánh dấu một ô duy nhất và đảm bảo không để trống bất kỳ câu nào Bạn cũng có thể cung cấp thêm giải thích cho đánh giá của mình trong phần trống dưới mỗi câu Xin cảm ơn!
Mục tiêu của cuốn sách
2 Cuốn sách đáp ứng được các mục tiêu của khoá học
Thiết kế và bố cục của cuốn sách:
3 Cách thiết kế của cuốn sách rất cuốn hút
4 Cuốn sách có bố cục rõ ràng (ví dụ, theo cấu trúc, chức năng, chủ đề, kỹ năng, v.v….)
5 Nội dung của cuốn sách được trình bầy logic trên cơ sở độ khó (theo mức độ khó tăng dần?)
6 Cuốn sách có đủ số lượng bài ôn tập
Các chủ đề của cuốn sách
7 Các chủ đề của cuốn sách thú vị
8 Cuốn sách có đa dạng các chủ đề
9 Mức độ khó của các chủ đề này là phù hợp với bạn
10 Các chủ đề giúp bạn mở rộng kiến thức và làm giầu kinh nghiệm
11 Bạn có thể liên hệ đến hoàn cảnh văn hoá và xã hội được trình bày trong cuốn sách
Phần nội dung ngôn ngữ của cuốn sách
12 Cuốn sách cung cấp cho bạn các thông tin cập nhật
13 Mức độ khó của phần ngữ pháp phù hợp với bạn
14 Mức độ khó của phần từ vựng phù hợp với bạn
15 Có đủ số lượng bài tập từ vựng
16 Cuốn sách cung cấp đủ bài tập luyện phát âm
17 Cuốn sách đưa vào phần cấu trúc và quy tắc sử dụng ngôn ngữ cao hơn mức độ câu (sentence level), ví dụ: làm thế nào để tham gia vào cuộc nói chuyện (conversation), làm thế nào để xác định ý chính trong đoạn đọc
Các kỹ năng ngôn ngữ của cuốn sách
18 Bốn kỹ năng (nghe, nói đọc, viết) được phân bổ đầy đủ trong cuốn sách
19 Cuốn sách cung cấp tài liệu dành cho các kỹ năng phối hợp (kết hợp luyện nhiều hơn một kỹ năng trong một hoạt động, ví dụ đọc – nói, nghe – nói, v.v…)
20 Cuốn sách cung cấp đủ bài tập viết
21 Bài đọc được sử dụng nhằm giới thiệu kiến thức ngôn ngữ (ngữ pháp và từ vựng), ôn tập kiến thức đã học
22 Phần đọc tập trung vào việc phát triển các kỹ năng và chiến lược đọc hiểu
23 Độ dài của bài đọc là hợp lý
24 Phần đọc trợ giúp đọc hiểu bằng cách tạo bối cảnh, cung cấp kiến thức nền, hay hỏi các câu hỏi trước khi đọc (pre-reading questions)
25 Bài đọc và các hoạt động liên quan phù hợp với bạn
26 Bối cảnh của phần nghe dễ hiểu với bạn
27 Các đoạn băng có chất lượng âm thanh tốt
28 Có các câu hỏi và hoạt động trước khi nghe
29 Độ khó của phần nghe phù hợp với bạn
30 Cuốn sách có các hoạt động nói đa dạng
31 Các yếu tố giao tiếp thực tế có được luyện tập
32 Mức độ khó của phần nghe phù hợp với bạn
This is the end of the questionnaire Thank you very much!
APPENDIX 3: SURVEY QUESTIONNAIRE FOR TEACHERS
This questionnaire aims to gather insights from teachers regarding their evaluation of the textbook English 1.1 Your participation in answering the questions is highly valued, and rest assured that your responses will remain anonymous in any discussions about the data collected.
In completing these questions, please choose the answer by checking the box next to your choice or expressing your ideas in the blanks
Thank you very much in advance
Your qualification:……… Your years of teaching English:………
1 What are the purposes of this course? You can choose more than one answer
A To improve your students‟ English basic grammar
B To broaden your students‟ vocabulary
C To improve your students‟ communicative skills (listening and speaking skills)
D To improve all four language skills
For statements from 2 to 34, please check (√) the box that best reflects your opinion using this scale:
SD= Strongly Disagree D= Disagree N=Neutral A=Agree SA= Strongly Agree
Please select one box for each statement and ensure that none are left blank You may provide an explanation for your selection in the space provided beneath each statement Thank you for your cooperation!
The textbook aims and approaches
2 The textbook meets the course aims
3 CLT approach, which is taken by the textbook, is appropriate to your teaching situation
The textbook design and organization:
5 The book has a clear organizational structure (E.g according to structures, functions, topics, skills, etc.)
6 The content is presented logically on the basis of complexity
7 There are an adequate number of review units
9 The textbook includes enough variety and range of topics
10 The difficulty level of the topics is suitable to your students
11 The topics help expand your students‟ knowledge and enrich their experience
12 Your students can relate to the social and cultural contexts presented in the book
13 The textbook provides your students with updated information
14 The difficulty level of the grammar in the textbook is suitable to your students
15 The difficulty level of the vocabulary exercises is suitable to your students
16 There are enough vocabulary exercises
17 The textbook includes enough material for pronunciation work
18 The textbook deals with the structuring and conventions of language use above sentence level, e.g how to take part in conversations, how to identify the main points in a reading passage
19 Four skills are adequately covered in the textbook
20 There is enough material for integrated skills work
21 There are enough writing tasks
22 The reading text is used for introducing new language items (grammar and vocabulary), consolidating language work
23 There is a focus on the development of reading skills and strategies
24 The texts are long enough
26 The material helps comprehension by, for example, setting the scene, providing background information, giving pre-reading questions
27 The difficulty level of the texts and their tasks is suitable to your students
28 The listening material is set in a meaningful context
29 The recordings are well-recorded
30 There are enough pre-listening tasks, questions, etc
31 The difficulty level of listening tasks is suitable to your students
32 The speaking tasks are various
33 There are elements of genuine communication
34 The difficulty level of speaking tasks is suitable to your students
This is the end of the questionnaire Thank you very much!