LITERATURE REVIEW
Textbooks
Textbooks are crucial in language teaching and learning, serving as a primary resource for enhancing learners' linguistic and communicative skills Sheldon (1987) defines textbooks as published materials designed to improve these abilities, while Harris and Hodges (1995) describe them as paperbacks that support college students in their studies Byrd (2001) emphasizes that textbooks act as central decision-making tools in the educational process, often mandated by the Ministry of Education Additionally, the Longman dictionary characterizes textbooks as collections of lessons tailored for specific subjects, highlighting their importance in structured learning.
Textbooks play a crucial role in the education system, serving as the primary resource for students in specific academic fields In Vietnam, these textbooks are considered essential course materials, guiding both teachers and students in their educational activities Published by the Ministry of Education and Training (MOET), these textbooks are indispensable and cannot be replaced without MOET's authorization.
Numerous researchers highlight the essential role of textbooks in education Hutchinson and Torres (1994) argue that textbooks function as valuable teaching tools, enabling teachers to modify and enhance their lessons while guiding learners through the challenging learning process Additionally, McGrath (2002) emphasizes that textbooks offer a structured framework for both teaching and learning, providing methodological support and opportunities for revision and preparation.
Gelfman et al (2004) outlined the essential intermediary role of textbooks in education, highlighting their function in guiding learners to construct new knowledge They emphasized the importance of balancing detail and precision in the information presented, incorporating systematic knowledge, introducing innovative concepts, and providing learners with comprehensive, multidimensional information.
In summary, textbooks are vital resources for both teachers and learners, facilitating the teaching and learning process They offer teachers essential support through preparation, modification, and review activities For learners, textbooks provide systematic instruction for knowledge formation and evaluation This study highlights the crucial role textbooks play in enhancing student learning and effectively supporting teaching methodologies.
1.1.3 Advantages and disadvantages of textbooks
The undeniable value of textbooks in education is highlighted by several key advantages According to Ur (1996), textbooks act as a visible roadmap for both teachers and learners, ensuring they stay on track during the teaching and learning process They serve as scientifically organized syllabi, providing structured language content Additionally, textbooks offer ready-made texts and tasks tailored to appropriate levels, which saves time and effort for educators They are also affordable, making them accessible to users For teachers, textbooks provide a reliable source of knowledge, particularly beneficial for inexperienced instructors Finally, learners can utilize textbooks as essential resources for self-study, offering drills that aid in reevaluation and the development of original ideas.
Richard (2001: 2) identified several disadvantages of textbooks, including the use of inauthentic language and the potential bias in subject matter, which often avoids controversial issues.
Textbooks often fail to align with the diverse needs of learners, leading to a disconnect in educational effectiveness Additionally, reliance on textbooks can result in teachers unintentionally de-skilling themselves, as they may depend too heavily on these resources Furthermore, the high cost of textbooks poses a significant financial burden for many students, making access to essential learning materials a challenge.
Textbooks offer numerous benefits for both learners and novice teachers, providing structured lessons and essential support However, they also present drawbacks, such as misalignment with learners' needs, the inclusion of controversial topics, inauthentic content, varying teacher skills, and high costs.
Communicative language teaching (CLT)
Communicative Language Teaching (CLT) is defined as a system of principles guiding language teaching goals, learner methods, effective classroom activities, and the roles of teachers and students According to Richard (1974), CLT marks a shift from traditional lesson formats focused on grammar fluency to cooperative and project-based learning In this approach, teachers act as facilitators and monitors, encouraging students to engage actively in collaborative learning rather than adopting an individualistic mindset.
Communicative Language Teaching (CLT) focuses on meaningful expressions and activities that enhance oral communication skills Its primary objective is to develop both linguistic and communicative competence in learners In this approach, teachers act as facilitators, while learners take on roles as negotiators and integrators The resources used in CLT are authentic and task-based, promoting a practical learning experience.
According to Brown (2007: 44), Communicative Language Teaching (CLT) is a methodological approach that emphasizes authenticity and communication in language learning It prioritizes student-centered learning, incorporates task-based activities, and aims to facilitate real-world communicative transactions with meaningful functions.
Communicative Language Teaching (CLT) emphasizes meaningful tasks that foster communication through collaborative efforts This approach significantly transforms the roles of teachers and students compared to traditional methods, promoting considerate interaction during the teaching and learning process In CLT, learners actively engage in their studies while teachers take on the roles of facilitators, supporters, and inspirers, enhancing the overall learning experience.
Numerous theorists have contributed to the development of Communicative Language Teaching (CLT) principles Nunan (1991) identified five key principles: the importance of interactive activities, the use of authentic materials, the recognition of individual learning progress, the reflection on personal experiences, and the practice of the target language within social contexts Similarly, Xiaoqing (1996) outlined another set of five principles, emphasizing the creation of interactive activities that highlight information gaps, the provision of concise explanations and varied drills, the balance between accuracy and fluency, the encouragement of English usage alongside the mother tongue when necessary, and the integration of all four language skills with varying emphases at different stages of learning.
Doughty and Long (2003) outlined key principles for effectively implementing Communicative Language Teaching (CLT), which include the systematic use of tasks, learning through practical engagement, ensuring diverse and meaningful input, and providing comprehensible and specific content Additionally, they emphasize the importance of coordinated learning, focusing on language form, offering corrective feedback on errors, and acknowledging the emotional factors that influence the learning process.
In summary, Collaborative Learning Theory (CLT) emphasizes key principles such as collaborative learning, the relevance of input, skill integration, the importance of a target language environment, and individual learning progress.
The development of communicative proficiency in learners heavily relies on the practice of four essential language skills: listening, speaking, reading, and writing According to Richards and Rodgers (1991), these skills are fundamental in enhancing effective communication.
66) that CLT aims at : (a) making communicative competene the target of language teaching ; (b) developing procedures for teaching of four language skills including productive skills ( speaking and writing) as well as receptive skills ( listening and reading) that acknowledge the interdependence of language and communication
In addition, according to Semistraitis (2003: 7-10), the peculiarities of the Communicative Approach were characterized by promotion of learners‟ communicative ability through a wide range of language skills and communicative assessment system
Reading is a cognitive process that involves interpreting printed words, requiring individual engagement Teachers must clarify the purpose of reading to foster students' interest in the text Furthermore, reading should be intentional, enabling students to utilize their cognitive skills to analyze and logically solve questions based on their comprehension Additionally, to enhance vocabulary, teachers should connect the reading material to students' personal experiences and emotions, creating opportunities for meaningful classroom discussions.
Effective oral communication encompasses both listening comprehension and conversation, necessitating that listening and speaking be taught interchangeably One skill serves as the foundation for the other, enhancing overall language proficiency To foster effective listening, teachers must guide students in grasping the main ideas of various listening texts, regardless of the text type or recording speed.
Teachers must clearly communicate the importance of developing communicative abilities in students, encouraging them to collaborate fully in class, regardless of individual successes or failures To achieve this, interactive activities should be emphasized, starting with basic spoken communication tasks like imitating and retelling, and progressing to more complex challenges as students build their vocabulary and understanding of sentence structures It's crucial that grammatical rules do not hinder comprehension or the flow of conversation; while grammatical accuracy is important, the smoothness of speech should be prioritized.
To enhance writing skills in learners, teachers should recognize the importance of writing as a reflection of personal growth, even if it doesn't always accurately depict their current state Additionally, writing fosters logical thinking by encouraging focus on key perspectives Furthermore, it proves particularly beneficial for learners who predominantly learn through writing.
Testing is a crucial component of the learning process, as it encompasses various aspects of language acquisition Effective assessment should focus on communication skills, evaluating listening comprehension, reading comprehension, writing abilities, and speaking proficiency to ensure a comprehensive understanding of the language.
The peculiarities of Communicative Language Teaching (CLT) emphasize the importance of promoting language skills to enhance learners' communicative abilities It is essential that the testing system aligns with communicative requirements This study also thoroughly examines the teaching of skills in the new textbook, as it offers critical evidence for the implementation of CLT within the Vietnamese teaching context.
1.2.4 CLT in Vietnamese teaching context
Review of previous related studies
This section discusses research focused on teachers' utilization of textbooks and the challenges they encounter in their implementation The studies conducted by El-Helou provide valuable insights into these issues, highlighting the complexities teachers face when integrating textbooks into their instruction.
The study by El-Helou (2010) explored the challenges faced by English teachers in teaching literature using the Palestine grade twelve textbook mandated by the Ministry of Education Utilizing questionnaires as the primary research tool, the study identified several key difficulties, including students' weak English skills, lack of understanding of language fundamentals, insufficient teaching resources, disinterest in literature, difficulties in text analysis, and the complexity of exams To address these issues, the study recommended that supervisors provide teachers with support through training courses.
In 2014, Srakang et al investigated the challenges teachers faced when using English textbooks, employing questionnaires, classroom observations, and semi-structured interviews as their primary research methods The study identified a key issue: the misalignment between learners' language proficiency and the textbook's language input level Additionally, the textbooks failed to adequately prepare students for examination-type questions, and large class sizes further complicated the effective use of these resources.
A study by Andreas (2017) explored the utilization of digital textbooks among teachers, employing interviews and a hybrid model to gather data from various sources, including representatives, conferences, and colleagues The findings revealed that while teachers were open to using digital textbooks, they lacked the necessary knowledge for effective implementation To address this issue, the study recommended the provision of additional training courses for teachers.
In Vietnam, the subject of textbooks has garnered significant attention from researchers Recent studies by An Thuy Linh, Dinh Thi Minh Huong, and Bui Thi Thu have contributed valuable insights to this area of inquiry.
A study by An Thuy Linh (2007) examined the implementation of the new English 9 textbook among English teachers in Hanoi schools Through questionnaires, interviews, and classroom observations, the research identified significant challenges faced by teachers, particularly in teaching listening, speaking, and grammar Key issues included cramped classroom conditions, insufficient teaching time, and the occasional irrelevance of grammar content to the topics being taught.
In 2007, Dinh Thi Minh Huong investigated the advantages and challenges of using the new English 10 textbook among teachers in Hanam province, employing survey questionnaires, classroom observations, and interviews The findings revealed that teachers faced difficulties related to classroom conditions, which hindered their ability to effectively implement the textbook's intended methods Similarly, Bui Thi Thu Ha's 2010 study examined the obstacles encountered by teachers and learners using the English 8 textbook, utilizing questionnaires, interviews, and classroom observations The results indicated that inadequate classroom conditions, limited facilities, class size, time constraints, and challenges in applying Communicative Language Teaching (CLT) contributed to these difficulties.
Both overseas and Vietnamese studies have highlighted several challenges that impede English teachers' effective use of textbooks These challenges largely stem from teachers' proficiency levels, students' language abilities, inadequate school infrastructure, limited class sizes, and restricted teaching time This study aims to further investigate the obstacles faced by English teachers in implementing the new textbook in their teaching practices.
Chapter summary
This chapter outlines the theoretical framework and prior research pertinent to the thesis topic, serving as a foundation for the researcher in crafting interview questions, questionnaires, and classroom observation tasks aimed at identifying the challenges encountered by English teachers in secondary schools.
METHODOLOGY
Setting of the study
A study was conducted at a secondary school established in 2006 in a rural area of Hanoi, which consists of 15 classes, including four grade 6 classes with around 40 students each The classrooms are minimally equipped, featuring only blackboards and two-seated desks, lacking modern teaching facilities such as projectors, interactive boards, speakers, and cassettes.
Since 2016, the school has implemented the new textbook "English 6" for English instruction, which is a compulsory subject with a weekly duration of one hour and twenty-five minutes Each lesson within the curriculum is designed to last 45 minutes, and all English teachers at the school are Vietnamese.
Before the introduction of the new textbook "English 6," the "Tiếng Anh 6," published by the Vietnam Education Publishing House, served as the official English textbook for sixth-grade students in Vietnam This structural-approach textbook features a series of tasks designed for students to practice vocabulary and grammar within each unit It comprises 16 units covering a variety of topics.
In various settings such as school and home, individuals engage in diverse activities, whether big or small Exploring places like your house and the outdoors, one learns about the body and the importance of staying healthy through balanced eating habits Sports and pastimes play a significant role in daily life, influenced by different seasons and activities Making plans often involves understanding various countries and their cultures, while also considering the relationship between humanity and the environment.
Since 2013, the "English 6" textbook, developed by Vietnam Education Publishing House in collaboration with Pearson Publishing House, has been implemented in various secondary schools across Vietnam as the new standard for English language education This textbook marks the first in a series of four-level English language resources tailored for Vietnamese middle school students learning English as a foreign language The curriculum covers themes such as Our Communities, Our Heritage, Our World, and Vision of the Future Unlike previous textbooks, "English 6" adopts a communicative approach, focusing on enhancing learners' English communication skills through the practice of speaking, listening, reading, and writing, while also emphasizing cultural awareness and the assessment of soft skills The program aims to elevate grade-6 students' English proficiency to an A2.1 level according to the Common European Framework of Reference (CEFR) by the end of the course.
The new textbook features 12 units, with each unit containing 7 lessons Each lesson is designed to be taught in a 45-minute session The accompanying table outlines the specific focus of each lesson within the units of the new textbook.
Table 2.1 The lessons’ focus of the new textbook “English 6”
Lesson 1 Getting started The setting of the unit topic followed by related-topic vocabularies and grammar practice
Lesson 2 A closer look 1 Vocabulary and Pronunciation
Lesson 3 A closer look 2 Grammar points of the unit
Lesson 4 Communication Essential cultural knowledge about Vietnam and countries around the world
Lesson 5 Skills 1 Reading and Speaking skill
Lesson 6 Skills 2 Listening and Writing skill
Lesson 7 Looking back and project
A revision of language and skills in the unit through a wide range of tasks, exercises, activities
The study involved students from four 6th form classes who had been learning English as a mandatory subject since grade 3, using the "Tieng Anh 3,4,5" textbooks published by the Education Publishing House This provided them with three years of English study before transitioning to a new curriculum in middle school However, the supplementary materials for English learning at the primary level were limited, and parental involvement in their children's English education during this period was minimal.
The study involved three experienced English teachers—two females and one male—each with around twenty years of teaching experience in secondary education They have been using the new textbook "English 6" for the past two years.
Table 2.2 The teachers’ background information
Highest degree Bachelor College diploma College diploma
Certificate(s) -B2(First certificate in English) -Certificate of IT application in English teaching
- Certificate of English language teaching methodology
-Certificate of IT application in English teaching -Certificate of English language teaching methodology
-Certificate of IT application in English teaching -Certificate of English language teaching methodology
Research methods
This study aims to explore the challenges encountered by English teachers when using the new textbook "English 6" and to propose potential solutions to these challenges The researcher utilized both quantitative and qualitative methods, believing that a mixed-methods approach will yield more reliable and valid results.
Survey research is an effective and cost-efficient method for gathering information from a target population Its flexibility and extensive reach make data collection straightforward, utilizing user-friendly tools for easy analysis Among the various survey types, questionnaires are particularly valuable for collecting data from large groups, making them a preferred choice in this research.
The research employed a mixed-methods approach, analyzing questionnaire data quantitatively through charts, while qualitatively evaluating data from interviews and classroom observations The researcher meticulously integrated the insights gained from the qualitative analysis to enrich the overall findings.
Data collection instruments and procedures
This study was conducted in a secondary school with three English teachers and 146 sixth-grade students across four classes To gather data on the challenges teachers faced while using the new textbook "English 6," interviews were conducted with the teachers Additionally, student questionnaires were utilized to explore their English study habits and difficulties with the new material Classroom observations served as another method for collecting data on the challenges teachers encountered while delivering various lessons from the textbook Ultimately, all data were analyzed using both statistical and descriptive methods.
To investigate the challenges faced by English teachers using the updated "English 6" textbook, a researcher designed a set of semi-structured interview questions for three teachers Conducted in the fifth week of the school year, these interviews aimed to uncover the teachers' perceptions of the difficulties they encounter, including aspects related to their students, the skills being taught, language components, teaching procedures, and school infrastructure The final question sought the teachers' recommendations for improving the teaching and implementation of the new textbook To ensure clarity and precision in their responses, the interviews were conducted in Vietnamese, with all answers recorded with the interviewees' consent.
The survey questionnaires were developed based on insights from teachers' interviews to verify and triangulate collected data The "English 6" textbook serves as the primary resource for grade-6 English studies, necessitating a questionnaire for students to uncover their studying habits and challenges with the new material The difficulties identified through the student questionnaires highlight the obstacles English teachers encounter while teaching "English 6." Without these student questionnaires, the study would lack a crucial perspective on the challenges faced by educators in this context.
The questionnaires designed for grade-6 students were written in Vietnamese to ensure clarity and comprehension Comprising two main sections with a total of 12 questions, the first part (questions 1-7) focused on assessing students' studying habits, while the second part (questions 8-12) aimed to identify challenges faced in learning language skills using the new English 6 textbook The survey was conducted among 146 students who had utilized the textbook for one year, with the distribution taking place in the seventh week of the academic year.
The researcher attended all English lessons: Getting started, A closer look 1,
During a series of classroom observations lasting 45 minutes each, reflections were noted on the challenges faced by teachers and learners in English lessons Two teachers participated, as one was not responsible for teaching English 6 in the previous school year These observations took place during weeks 5, 6, and 7 of the school year, and the collected descriptions were saved for later analysis.
Data analysis
To ensure objectivity, the researcher independently organized and analyzed data from questionnaires and interviews The findings from teacher interviews and classroom observations were categorized into distinct groups, while student questionnaire data was statistically analyzed and presented in charts for clarity Ultimately, the study utilized a triangulated approach, evaluating data from interviews, questionnaires, and classroom observations to identify the challenges faced by English teachers in implementing the new textbook "English 6."
Chapter summary
This chapter outlines the study's setting, research methods, instruments, and procedures for data collection and analysis The research methods serve as essential guidelines for the researcher to effectively address the research questions presented in the initial chapter.
FINDINGS AND DISCUSSION
Challenges faced by teachers in teaching new textbook “English 6” at a
Question 1 in the interview aims at investigating challenges encountered by teachers arisen from their learners According to the results from the teachers‟ interviews, all three teachers informed that one of the biggest obstacles that they had to overcome in teaching the new textbook “English 6” originated in students‟ competence in rural area This was caused by both subjective and objective reasons Objectivelly, in suburb of Hanoi, most of the students had limited chance to access to study opportunities outside classrooms such as taking part in an English club, learning English with foreigners or having Internet connection available most of the time More than that, their parents spent unconsiderable care for their studying at home Subjectivelly, most of students had poor habits of studying English outside classrooms
Figure 3.1 Students’ studying habits in English
The above chart showed the result obtained from the students‟ questionnaires It can be easily seen from the chart, a relatively small number of
A significant number of students demonstrate effective English study habits, with nearly half (46.7%) owning an internet-connected computer and a similar percentage (46%) participating in extra English classes Additionally, 44% of students engage with English media, such as films and stories, at home Parental support is also notable, with 31% of learners receiving assistance in their English studies However, the use of reference books (27%) and e-books or websites (23%) for learning English is comparatively lower.
Classroom observations revealed that most students lacked the habit of speaking and discussing in English This low level of English usage can be attributed to their limited exposure to an English-speaking environment and poor learning habits.
3.1.2 Challenges related to teaching skills and language components
Question 2,3,4 of the interview revealed the challenges that English teachers coped up with in teaching skills and language components in the new textbook
“English 6” Being asked to rank the lessons from the most difficult to the least difficult in teaching with the new textbook, the result was recorded as following
Table 3.1 Lessons ranked according to their levels of difficulty in teaching
6 Getting started, Listen and Read
In a recent interview, two-thirds of teachers identified Communication as the most challenging lesson to teach, citing that many lessons fail to meet their objectives due to time constraints and varying English proficiency levels among students Additionally, one-third of respondents noted that the integration of skills within this lesson contributes to its complexity, making it a demanding subject for educators.
Classroom observations in Communication lessons indicate that time constraints significantly limit the communicative events, which are central to the curriculum, affecting both teachers and students As a result, one of the primary challenges teachers face is managing the limited time available for effective Communication instruction.
3.1.2.1 Challenges related to teaching skills
In the new textbook “English 6”, four language skills are intergrated to teach in lessons “Skills 1” containing Reading and Speaking , and “Skills 2”, consisting of Listening and Writing
Interviews with teachers revealed that all participants faced significant challenges in teaching language skills using the new textbook "English 6." When asked to rank these skills based on their difficulty, the findings highlighted a clear hierarchy of challenges.
Table 3.2 Skills ranked according to their degree of difficulty in teaching
According to the data, listening is recognized as the most challenging skill to teach, a finding that aligns with student feedback indicating that they perceive listening as the most demanding skill to master Following listening, speaking is identified as the second most challenging skill, while writing ranks third, and reading is deemed the least difficult skill to teach among the four.
A significant challenge in teaching listening skills identified by all teachers was the low competency of their students Every teacher noted that students struggled with vocabulary and grammar, which hindered their ability to comprehend tasks effectively This issue was further supported by student feedback, highlighting the factors that contributed to their difficulties in developing listening skills.
Figure 3.2.Students’ challenges in studying listening skills
The chart indicates that a significant majority of students (81.2%) found listening skills to be the most challenging, primarily due to the rapid pace of speakers Additionally, about one third (30.8%) struggled with understanding words and sentence structures in recordings Furthermore, over ten percent (12.7%) reported that the listening topics were unfamiliar, while a similar percentage (13.5%) expressed a lack of confidence in listening tasks This difficulty is largely attributed to infrequent listening practice in the past, with a small minority (2.25%) finding the listening topics to be unengaging.
Classroom observations reveal that despite students being instructed to listen to a recording twice before completing their tasks, they struggle to comprehend the material As a result, they are unable to fill in the gaps with the appropriate words as required.
According to three interviewees, students struggle with vocabulary, grammar, and pronunciation in speaking skills due to a lack of practice opportunities This finding reflects the challenges students face in developing their speaking abilities.
Firgure 3.3 Students’ challenges in studying speaking skill
The chart reveals that 41.3% of students find speaking skills challenging due to their timidness or uncertainty with grammar Additionally, 35.3% of learners struggle to express their ideas clearly because of a limited vocabulary Conversely, only 8.3% of students reported that they found speaking topics uninteresting.
Classroom observations revealed that most students struggled with their speaking abilities, often producing only short, simple sentences that contained pronunciation and grammar errors Additionally, their vocal quality was lacking, and their speeches were occasionally critiqued by teachers during class.
In a recent survey, 33% of interviewees identified weak grammar and vocabulary as significant factors contributing to students' poor comprehension of reading materials Additionally, 67% noted that infrequent self-reading among students leads to a lack of essential reading stimulation during class These findings were further supported by student feedback, highlighting the need for improved reading strategies in education.
Poor vocabulary Poor grammar knowledge Unconfidence Uninteresting topics studying reading skills
Firgure 3.4 Students’ challenges in studying reading skill
The chart reveals that 45.1% of students struggle with applying reading skills effectively, making their reading tasks challenging Additionally, 28.6% of students find reading texts difficult to understand due to a limited vocabulary and inadequate sentence structures Lengthy texts also deter comprehension, as noted by 16.5% of participants Furthermore, a small percentage (5.3%) expressed that they found the reading topics unengaging.
Implications
The study's implications emerged naturally from the research findings and responses to question 8 in the interview Consequently, the researcher formulated recommendations aimed at authorities, teachers, learners, and textbook designers to enhance the teaching and utilization of the new "English 6" textbooks.
To enhance the teaching skills and confidence of English teachers using the new textbook, it is crucial to provide more accessible training courses Offering online courses would be particularly beneficial for teachers in rural areas of Vietnam, saving them time and increasing their professional development opportunities.
Establishing English clubs for students is crucial to provide them with a supportive English-speaking environment The involvement of foreign teachers plays a significant role in enhancing this experience.
Upgrading tuition facilities is crucial for enhancing educational quality, and this includes the addition of projectors, interactive boards, CD players, and visual aids like posters and pictures Furthermore, ensuring that English labs and libraries are accessible will greatly facilitate effective English language teaching.
Additionally, it is essential that more supplmentary materials should be provided for the purpose of enhancing the English teachers‟ aptitude
Last but not least, it is necessary to reduce the class size, so that the communicative activities could be processed more efficiently
To create an effective English learning environment, teachers should prioritize the use of the target language in the classroom while reserving the native language for essential situations Additionally, incorporating body language can significantly enhance students' communicative competence The study's findings highlight the need for teachers to refine their instructional methods, particularly in relation to specific sections of the new textbook "English 6."
To effectively teach speaking skills, educators should first equip students with essential techniques such as brainstorming relevant vocabulary, utilizing useful expressions, and structuring their speeches Additionally, organizing collaborative activities is crucial for providing students with opportunities to practice speaking English in class Furthermore, fostering a habit of speaking can be achieved through project work, where students prepare in advance and define their roles to create a cohesive presentation.
Effective teaching of listening skills requires teachers to activate learners' background knowledge through engaging pre-listening activities It is essential to guide students in key listening strategies such as identifying the main idea, making educated guesses, and taking notes Furthermore, encouraging students to listen to authentic recordings helps them acclimate to various speech speeds and intonations, enhancing their overall listening proficiency.
To effectively teach reading skills, it is essential to consistently implement pre-reading activities that help learners understand the purpose of reading texts Careful instruction in skimming and scanning techniques is also crucial Additionally, assigning supplementary reading passages as homework can serve as a valuable resource for skill review, vocabulary enrichment, and fostering a habit of reading among students.
To enhance writing skills among students, it is essential to provide effective writing strategies, such as brainstorming vocabulary and useful structures, as well as creating outlines before they begin their writing tasks Encouraging peer review can also significantly improve the quality of students' work Additionally, fostering a writing habit through meaningful assignments, like compiling portfolios to be submitted for grading and feedback at the end of the semester, is crucial for student development.
To enhance vocabulary teaching, it is essential to utilize additional visual aids that boost students' memorization abilities Furthermore, creating meaningful contexts allows students to use these words effectively for communication.
Teachers should focus on incorporating spoken activities that recycle grammar for communicative purposes, enhancing students' understanding and application of grammar Emphasizing pair and group work will provide students with valuable opportunities to utilize their grammar knowledge in practical situations.
Effective pronunciation teaching relies heavily on videos to demonstrate sounds clearly Following pronunciation lessons, incorporating communicative activities like games, dialogues, and chain stories enhances students' pronunciation in meaningful contexts To further improve learners' pronunciation, it's essential to assign additional practice for home study, which should be thoroughly assessed by teachers or through peer review.
To effectively teach the new textbook's "Communication" lessons, it is crucial to provide students with cultural background information Encouraging collaborative work on communicative tasks enhances information exchange and boosts students' confidence Additionally, equipping learners with presentation skills is vital for making communication lessons more attainable and successful.
To effectively teach the "Project" lessons, teachers should manage time wisely during the "Looking back" section to allocate sufficient time for the "Project" part It's essential for teachers to closely monitor students' collaborative work during class to ensure successful project execution Additionally, providing constructive feedback on students' performance is crucial for their development Finally, fostering students' interest, confidence, and motivation in the "Project" section is vital, as it encourages engagement and enthusiasm for projects after each unit.
To enhance English proficiency and teaching skills, it is essential for English teachers to actively participate in their colleagues' lectures, fostering valuable experience sharing among educators Additionally, teachers should prioritize training courses, as these provide excellent opportunities to learn and update innovative teaching techniques.
Chapter summary
This chapter analyzes data collected from interviews, questionnaires, and classroom observations, revealing several challenges in the educational environment Key issues identified include students' study habits and low language proficiency, time constraints, inadequate teaching equipment, insufficient teaching materials, and the limitations posed by fixed and oversized classrooms.
This study aimed to identify the challenges faced by English teachers in implementing the new textbook "English 6." The findings highlighted that the recommendations provided were insufficient for improving the pedagogical approach associated with the new curriculum.
After conducting a literature review on the textbook and Communicative Language Teaching (CLT), interviews with teachers were carried out to identify the challenges they face while teaching the new textbook "English 6." The findings from these interviews led to the development of a survey questionnaire aimed at assessing students' English study habits and the difficulties they encounter with the new material Additionally, classroom observations were utilized to uncover the real factors that impede teachers in delivering lessons effectively Based on these insights, several solutions were proposed to enhance the teaching of the "English 6" textbook.
The new English textbook is significantly more engaging and effective for teaching and learning compared to its predecessor; however, teachers face several challenges, including students' poor study habits, vocabulary and grammar weaknesses, limited teaching time, inadequate resources, and classroom constraints To address these issues, suggestions have been made such as enhancing teaching equipment, establishing English clubs, and offering training courses for teachers Additionally, educators should improve their teaching skills through peer collaboration and utilize audio-visual aids, while students are encouraged to adhere to teachers' guidance and actively engage in their learning.
The surveys conducted on the "English 6" textbook are essential for enhancing the effectiveness of the new English textbook series implemented in Vietnamese schools These evaluations aim to identify areas for improvement, ensuring that the educational materials meet the needs of both teachers and students.
This study acknowledges inherent limitations, focusing specifically on the challenges faced by English teachers using the "English 6" textbook in a rural secondary school in Hanoi Consequently, the findings may not apply universally to all middle schools or educational centers Additionally, while the research highlights the obstacles encountered by teachers, it suggests that the challenges faced by learners should also be explored from different perspectives for a more comprehensive understanding.
(1)A study should be conducted on the challenges that English teachers encounter in teaching the other English textbooks in the new textbook series
(2)A study should be carried out to investigate the challenges faced by students in studying the new textbooks in the new textbook series
(3) An action research study should be conducted to improve the teaching of specific skill in the new textbook
(4)An action research study should be conducted to improve the teaching of the lessons of Communication or Project
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21 Le Van Canh (2015), English language education innovation for the Vietnamese secondary school: The Project 2020 (book chapter), In B Spolsky & K Sung (Eds.), Secondary school English in Asia: From policy to practice (pp 182-200) New York: Routledge
22 Littlewood, W (1981), Communicative language teaching : an introduction
,New york: Cambridge University Press
23 McGrath, I (2002), Materials Evaluation and Design for Language Teaching, Edinburgh University Press
24 Ngo Dinh Phuong (2016), An investigation into the difficulties that teachers and students face in using new English textbook 8 at lower secondary schools in Nghe An in a mountainous province , M.A Thesis
25 Nguyen Thi Kim Phuong (2018), Challenges in teaching the new English textbook : A case study at Nguyen Tat Thanh secondary school, M.A Thesis
26 Nuna (1991), Communicative tasks and the language curriculum , TESOL Quarterly, 25(2), 279-295
27 Nunan (1992), Research Methods in Language Teaching, Cambridge University Press
28 Nunan.D (1989), Designing tasks for the Communicative Classroom, Cambridge: Cambridge University Press
29 O‟Neil,R (1982), “Why use textbook?”, ELT Journal Volume 36/2
30 Okeeffe (2013), A framework for textbook analysis, Retrieved from https://www.researchgate.net/publication/275214893_A_Framework_for_Textb ook_Analysis
31 Richard (2001), The role of textbooks in a language program, Retrieved from: www Professorjackrichard.com/pdfs/role-of-textbooks
32 Richard,J.C, (1974), Communicative language teaching today, Cambridge University Press
33 Semistraitis, L (2003), Peculiarities of the Communicative Approach Retrieved from : http://webdoc.sub.gwdg.de/edoc/ia/eese/artic26/linas/3_2006.html
34 Sheldon, L (1987), Introduction in L Sheldon (ed) (1987a), ELT Textbooks and
Materials: Problems in Evaluation and Development, ELT Documents 126,
Oxford: Modern English Publications/ the British Council, 1-10
35 Sheldon,L (1988), “Evaluating ELT Textbook and Materials”, ELT Journal Volume 42/2
36 Srakang, L.& et al (2014), A study of teachers’ perceptions toward using
English textbooks: a case study of 10 th Grade English teachers in Maha Sarakham Province, M.A Thesis
37 Tomlinson (2012), Material development in language teaching, Cambridge University Press
38 Ur, P (1996), A course in language teaching: Practice & theory, Cambridge University Press
39 Vu Thi Thuy (2014), A study on the problems faced by teachers and students at
Nhi Chieu upper secondary school in Kinh Mon District, Hai Duong Province in teaching and learning English speaking skills and solutions, M.A Thesis
40 Xiaoqing, L., (1996), Traditional and Innovation: a new way to explore a
TESOL method, The Education Resources Information Center
41 Richards, J.C and C Rodgers, (1991), Approaches and Methods in Language Teaching, Cambridge: CUP
42 Brown, H.D., (2007), Teaching by Principles New York: Addison Wesly Longman Inc
APPENDICE APPENDIX 1 OBJECTIVES OF THE NEW TEXTBOOK “ENGLISH 6”
The "English 6" textbook is the inaugural volume in a comprehensive four-level series designed for Vietnamese middle school students learning English as a foreign language Aligned with the systematic, cyclical, and theme-based syllabus endorsed by the Ministry of Education and Training in October 2011, it emphasizes essential language components—Grammar, Vocabulary, and Pronunciation—to enhance the four key language skills: Listening, Speaking, Reading, and Writing.
The new textbook “English 6” consists of 12 topic-based units, each covering
7 lessons to be taught in 45 minutes The objectives of the new textbook “English 6” are introduced in the Teacher book as follow
pronounce correctly the sounds /ə / and / əʊ/ in isolation and in context
use the lexical items related to the topic „My New School‟
use the combinations: to study, to have, to do, to play + Noun
use the present simple and the present continuous
ask appropriate questions when making new friends at a new school
read for specific information about schools, and read e-mails and webpages
talk about school activities, subjects, and what Ss do at school
listen to get information about school activities
write a webpage for their school, using correct punctuation Unit 2: My home
pronounce correctly the ending sounds /z/, /s/ and /Iz / in isolation and in context
use the lexical items related to the topic „My Home‟
use prepositions of place and There is/There isn‟t/ There are/There aren‟t correctly and appropriately
ask about and describe houses, rooms and furniture
read for specific information about rooms in the house
listen to get information about rooms and furniture
write an e-mail to a friend Unit 3 :My friends
pronounce correctly the sounds /b/ and /p/ in isolation and in context
use lexical items related to the topic „My friends‟
use vocabulary and structures about body parts, appearance, and personality
use the present continuous to talk about future plans and arrangements
identify and practise the language of polite requests
guess the meaning of new words based on clues including pictures and surrounding words
read for specific and general information in texts including advertisements and e-mails
listen to get information about friends and things to do with friends
write an entry for a magazine using notes Unit 4: My neighbours
pronounce correctly the sounds /i:/ and /i / in isolation and in context
use the lexical items related to the topic „My Neighbourhood‟
use adjectives to compare things
read for specifc information about good things and bad things in a neighbourhood
talk about diferent places and show directions to these in a neighbourhood
listen for specific information about directions to some places in a neighbourhood
write about what they like or dislike about their neighbourhood Unit 5:
pronounce correctly the sounds /t/ and /st/ in isolation a
use lexical items related to „things in nature‟ and „travel ite
use expressions for classroom situations the world
use comparative and superlative adjectives to describe things
use must and mustn‟t to give orders
talk about and give travel advice
listen to get information about travel plans
read a brochure for tourist information
write a travel guide entry about an interesting place Unit 6: Tet holiday
pronounce correctly the sounds /s/ and /∫/ in isolation and in context
extend and practise vocabulary related to „Tet‟: things, activities and practices
identify and practise the language of intentions (with will) and advice
get to know New Year practices in some other countries
write complete sentences from prompts and write a short guided passage Unit 7: television
pronounce the sounds /θ/ and /ð/ correctly in isolation and in context
use the lexical items related to television
use conjunctions (and, but, because…) and question words (where, who, why…)
ask and talk about a favourite TV programme
read for specii c information about a TV schedule and descriptions of famous children's programmes
listen for specific information from a recommended TV schedule
write a short guided passage about one‟s TV-watching habits Unit 8:
pronounce the sounds /eә/ and /Iә/ correctly in isolation and in context
use the lexical items related to the topic 'Sports and Games'
use the combinations: go, play, do + N/ V-ing
use imperatives to tell sb to do sth or to give a direct order
read for specific information about famous sportspersons
talk about the activities/ sport(s)/ game(s) they do in their spare time
listen to get information about the sport(s)/ game(s) people play
write a paragraph about the sport/ game they like Unit 9:
pronounce the sounds / u/ and /ai/ correctly in isolation and in context
use the lexical items related to the topic „Cities of the World‟
use the vocabulary and structures to describe cities and landmarks
use the present perfect to talk about experiences
guess the meaning of new words based on clues, including pictures and surrounding words
read for specific information in texts, including postcards
listen for specific details including facts and figures
pronounce the sounds /dr/ and /tr/ correctly in isolation and in context
use the lexical items related to the topic 'Our Houses in the Future'
use 'will + V' for the future and 'might + V' for future possibility
use the combinations of the adjectives (modern, smart, automatic, …) +
ask appropriate questions about future houses and appliances
read for specific information about houses in the future and future appliances
talk about houses in the future (types, locations, surroundings, rooms, appliances)
listen to get information about dream houses
write about a dream house (type, location, surroundings, rooms, appliances)
pronounce the sounds /ɑ:/ and /ổ/ correctly in isolation and in context
use the lexical items related to the topic „Our Greener World‟
use conditional sentences - type 1 correctly and appropriately
talk about ways to 'go green'
(7 lessons) read for specic information about tips on how to be 'green'
listen to get specic information about ways to make the school a 'green' place
write a paragraph about ways to make the school a 'green' place Unit 12:
pronounce sounds /ɔɪ/ and /aʊ/ correctly in isolation and in context
use the lexical items related to the topic „Robots‟
use „could’ and „will be able to’ to express past and future ability
read for specific information about types of robots and their abilities or skills
talk about different types of robots and what they will be able to do in the future
listen for specific information about different opinions of what robots will be able to do in the future
write opinions about the role of robots in the future
APPENDIX 2 INTERVIEW QUESTIONS FOR TEACHERS
1 Is there any difficulty related to students when you teach new textbook
“English 6”? If yes, what is/ are it/ they?
2 Is there any difficulty that you encounter when you teach skills in communicative method? If yes, what is/ are it/ they?
3 Is there any difficulty that you encounter when you teach language components (vocabulary, pronunciation, grammar)? If yes, what is/ are it/ they?
4 Rank the lessons from the most difficult to the least difficult for you to teach?
5 Is there any difficulty related to lesson procedure that you cope up with? (Is there any difficulty related to starting the lessons, teaching the main content of the lessons, ending the lessons?) If yes, what is/ are it/ they?
6 Is there any difficulty related to school infrastructure when you teach the new textbook “English 6”? If yes, what is/ are it/ they?
7 Is there any difficulty that you cope up with when you use supplementary teaching materials, such as teacher book? If yes, what is/ are it/ they?
8 What are your recommendations for better teaching and learning with the new textbook “English 6”?
CÂU HỎI ĐIỀU TRA VỀ NHỮNG THÁCH THỨC HỌC SINH GẶP TRONG
VIỆC HỌC SACH GIÁO KHOA TIẾNG ANH 6 MỚI
Phiếu điều tra này được thiết kế để thu thập dữ liệu cho nghiên cứu về "Những thách thức trong việc dạy và học sách giáo khoa Tiếng Anh 6 mới" Mục tiêu là cải thiện hiệu quả giảng dạy và học tập sách giáo khoa Tiếng Anh 6 trong các năm học tới Chúng tôi rất mong các em tham gia trả lời các câu hỏi trong bảng khảo sát dưới đây Lưu ý rằng đây không phải là bài kiểm tra, vì vậy không cần phải có câu trả lời đúng hay sai; ý kiến cá nhân của các em sẽ góp phần quan trọng vào sự thành công của nghiên cứu này.
Xin chân thành cảm ơn sự nhiệt tình hợp tác của các em!
Hướng dẫn: Vui lòng đánh dấu vào ô trống để thể hiện ý kiến cá nhân của bạn về các câu hỏi dưới đây Sự trung thực của bạn sẽ góp phần quan trọng cho khảo sát này Cảm ơn bạn! PHẦN A: CÁC THÔNG TIN CƠ BẢN.
Họ tên: (có thể để trống) ………
Giới tính: Nam/ Nữ Học sinh lớp: ……… ; Trường: ………
Em đã học Tiếng Anh được bao nhiêu năm? ………
PHẦN B: NHỮNG KHÓ KHĂN EM GẶP KHI TIẾP CẬN SÁCH GIÁO KHOA TIẾNG ANH 6 MỚI
1 THÓI QUEN HỌC TẬP CỦA EM
1 Nhà em có máy tính có kết nối Internet không?
2 Em có sử dụng sách tham khảo Tiếng Anh để học ở nhà không ?
3 Bố mẹ có kiểm tra bài vở hay hướng dẫn em học Tiếng Anh ở
4 Em có thói quen xem phim, nghe nhạc, đọc sách bằng Tiếng anh ở nhà không?
5 Em có học Tiếng Anh qua sách mềm hay các trang web điện tử không?
6 Em có tham gia lớp học thêm Tiếng Anh ở nhà không?
7 Em có học Tiếng Anh thông qua cách nào khác không?
(Vui lòng ghi rõ cách học khác)
2 KHÓ KHĂN EM GẶP KHI HỌC CÁC BÀI LUYỆN KĨ NĂNG NGÔN NGỮ TRONG SÁCH GIÁO KHOA TIẾNG ANH 6 MỚI
8 Em thấy học kĩ năng nào trong sách giáo khoa tiếng anh 6 mới khó với em nhất? Vì sao?
Lý do: (Vui lòng ghi rõ)
9 Em gặp khó khăn gì trong khi học kĩ năng Nghe trong sách giáo khoa tiếng anh 6 mới ?
1 Thiếu từ vựng, ngữ pháp để hiểu
3 Không hiểu biết về chủ đề bài nghe
4 Không có hứng thú về chủ đề bài nghe
Khác: (Vui lòng ghi rõ)
10 Em gặp khó khăn gì trong khi học kĩ năng Nói trong sách giáo khoa tiếng anh
6 mới khó với em nhất?
4 Chủ đề bài nói không hứng thú với em
Khác: (Vui lòng ghi rõ)
11 Em gặp khó khăn gì trong khi học kĩ năng Đọc? trong sách giáo khoa tiếng anh 6 mới khó với em nhất?
1 Từ vựng và ngữ pháp chưa tốt
3 Không có kĩ năng đọc tốt
4 Chủ đề bài đọc không hứng thú em
Khác: (Vui lòng ghi rõ)
12 Em gặp khó khăn gì trong khi học kĩ năng Viết? trong sách giáo khoa tiếng anh 6 mới khó với em nhất?
2 Khó khăn trong việt viết câu đúng ngữ pháp
3 Chủ đề bài viết không gây hứng thú với em
Khác: (Vui lòng ghi rõ)
Em hãy liệt kê những bài mà em cho là khó học trong sách giáo khoa Tiếng Anh 6 ? (Vui lòng ghi rõ)
Cảm ơn sự hợp tác của các em ! Chúc các em học tốt!