Trang 1 HUE UNIVERSITY UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES --- TRUONG THAI MAI ANH UPPER-SECONDARY EFL TEACHERS’ REFLECTION ON THE USE OF GLOBAL SUCCESS AND I-LEARN
Introduction
This chapter provides a detailed overview of the study’s background as well as its main aim and significance This part also poses two research questions and the structure of this study
Teaching is a demanding and intricate profession, where a multitude of subjective and objective factors further complicate the effective transmission of knowledge to students As a novice teacher, I faced numerous obstacles in my practice of teaching One significant hurdle that made my early years in the profession more difficult was the transition to new textbooks During my years at university, I was initially perplexed and anxious when introduced to a set of pilot textbooks based on the 2012 General Education Curriculum, which differed from what I had learned in upper-secondary school It was this difference that challenged me to develop lesson plans, conduct micro-teaching sessions, and teach in actual classrooms I had spent a long time on extensive studying to grasp the contents and effectively utilize the provided activities This difficulty was amplified during my internship and subsequent contractual teaching, as the implementation of the textbooks in real classrooms became even more complex The difficulties arose from both the structure of the textbook and external factors like classroom size, student abilities, and seating arrangements Through these experiences, I discovered that the effectiveness of a lesson largely relies on the teacher's ability to make decisions for their teaching However, because of my lack of experience, I have been facing challenges in effectively exercising my teaching agency The implementation of the pilot textbook has indeed caused me a great deal of confusion and problems
Recently, the Vietnamese government and the Ministry of Education and Training (MOET) have introduced the 2018 General Education Curriculum, along with new sets of textbooks This change in textbooks has posed great challenges for me and other English as Foreign Language (EFL) teachers It is evident that teachers play a crucial role in implementing any curriculum changes, including textbooks, in classrooms (Guo et al., 2019; Ricento & Hornberger, 1996) The success of the new curriculum and educational changes also largely depends on the thoughts and actions of teachers (Fullan, 2007)
Therefore, it is essential to study teacher agency in dealing with the implementation of new textbooks As someone who has just started my professional career and has been struggling with these innovations, I am particularly interested in researching how other teachers exercise their teaching agency in response to the new textbooks
In addition to my personal interest, the rationale for this study also derives from the importance of language teacher agency in facilitating effective teaching practices and promoting self-development, which has been widely explored in different contexts (Tao & Gao, 2017; Miller, 2018) However, there is a lack of research on the perspective of teacher agency concerning the relationship between textbooks and teachers, particularly in Vietnam, despite their significant role in implementing these materials Previous research by Graves & Garton (2014) emphasized the need to understand how well teachers comprehend the materials, align them with their beliefs and experiences, and adapt them to meet their students' needs These factors greatly impact the effectiveness of textbooks In the specific context of Vietnam, further research is required to enhance our understanding of how EFL teachers utilize textbooks in their teaching practices and develop context- appropriate materials Additionally, while primary and secondary teachers have had experience with new textbooks for several years, upper-secondary school teachers have only recently been exposed to this textbook innovation in the academic year 2022-2023 Consequently, researching their perceptions and practices regarding the implementation of these new textbooks would provide valuable insights for future years
Taken together, this study focuses on how Vietnamese EFL upper-secondary school teachers perceive and practice their teaching agency in response to the new textbooks, particularly from an ecological perspective
The research purpose is to examine the implementation of the new EFL textbooks in Hue City To be more specific, it investigates how upper-secondary school EFL teachers generally perceive the use of new sets of English textbooks and how they actually use them in their classes By employing the theoretical framework of teacher agency, it focuses on answering the two research questions:
RQ 1: How do upper-secondary school EFL teachers in Hue perceive Global Success and I-Learn Smart World within their teaching context?
RQ 2: How do upper-secondary school EFL teachers in Hue implement Global Success and I-Learn Smart World?
The study's main objective is to investigate upper-secondary school EFL instructors' reflections on the use of new EFL textbooks More specifically, the research examines their perceptions, including the advantages and disadvantages of using the new sets of English textbooks, as well as their practice of using new materials First, results from this study partly contribute to the limited source of literature related to this field in Vietnam, serving as a useful reference for further studies Moreover, the study's discoveries can provide educational institutions and experts with valuable insights into the practical utilization of new textbooks in real classroom settings Additionally, they can gain an understanding of the various factors that may influence the actual teaching process From that, they can offer teachers appropriate professional support This assistance most likely makes it easier for them to understand textbooks and use them more effectively in instructing and transmitting knowledge while pursuing the lesson's goals The study's findings can also be incorporated into ongoing training and retraining programs for English teachers so that educators can find suitable approaches for maximizing benefits and minimizing drawbacks in specific contexts Additionally, this research may serve as a national source of feedback on MOET’s educational priorities Policymakers or administrators can use this reference for further growth
This part outlines the structure with five main chapters of the study
Chapter 1 introduces the topic through the background information of the study Also, this releases the aims, significance, and general structure of the whole study
Chapter 2 delves into the theoretical framework employed, specifically examining the ecological view of teacher agency within educational settings Additionally, the chapter explores the significance of curriculum in English language teaching (ELT) and the role of textbooks within the curriculum It also provides an overview of the current educational context in Vietnam, including a brief introduction to two new textbooks Furthermore, this chapter identifies the research gap that motivated the study and highlights its alignment with current educational policies in Vietnam
Chapter 3 describes in detail the participants in the study The research approaches which are characterized by semi-structured interviews and observations along with the process of collecting and analyzing the data are also included in the chapter
Chapter 4 discusses the findings and results collected from the data, resolving the research questions in the first chapter
Chapter 5 concludes the results of the study and suggests implications for learning and teaching In addition, limitations are pointed out to recommend some ways for potential studies.
Literature Review
Teacher agency
The term "agency" has been a topic of extensive discussion and debate for many years due to its multifaceted nature, leading to the development of multiple theories and interpretations This concept draws from various intellectual traditions, including social science (Giddens, 1986; Emirbayer & Mische, 1998; Archer, 2000), postmodernism, post- structuralism, social culture, identity, and others (Etelọpelto et al., 2013) In the past, the agency has been defined as the capacity for autonomous behavior, where individuals can critically respond to problem situations irrespective of social constraints (Calhoun, 2002; Biesta & Tedder, 2007) Conversely, agency has also been understood as being shaped by the social environment, tools, and people, with individuals' beliefs, thoughts, and actions influenced by historical and sociocultural practices (Vọhọsantanen, 2015), as seen in
Bourdieu's concept of habitus (1977) At the other extreme, agency is defined solely by the cultural system and social structure, adopting an over-socialized perspective that overlooks individual agency (So & Choi, 2018) A more nuanced understanding of agency acknowledges both the personal and social dimensions of human behavior, recognizing the interplay between an individual's capacity and the influence of the social structure
The level of individual agency is influenced by various factors and circumstances, such as social and personal capital, which can differ depending on the specific context It is important to note that an individual may demonstrate a higher degree of agency in one situation while exhibiting less in another (Kayi-Aydar, 2015) According to Pyhọltử et al
(2015), even though teachers' actions are influenced by the surrounding context, school, and community, they still retain the ability to exert agency by actively engaging with and influencing the community Additionally, Priestley (2011) highlights the significance of teachers' core values and the support they receive from principals in establishing teacher agency This agency not only allows teachers to adapt to the existing system but also enables them to initiate projects and bring about changes in power structures within the school community By embracing new strategies, teachers can actively shape their working environment and create more opportunities for personal and professional growth
2.1.2 Theoretical approaches to teacher agency
The concept of agency has been multifaceted from various perspectives, resulting in a diverse range of interpretations
Psychological researchers frequently view agency as a personal quality Human agency, as defined by Bandura (2009), is people's capacity to exercise control over both their own functioning and the results of their activities On the other hand, scholars rooted in sociological, sociocultural, or pragmatist traditions highlight how intertwined people and their environments are Sociological perspectives often focus on the interaction between structure and agency, drawing from critical social theory to free people from their ingrained thought and behavior patterns (Mezirow, 1991) In contrast, socio-cultural and pragmatist approaches place more emphasis on people's active engagement in particular surroundings While pragmatist methods emphasize the idea of agency as something that individuals or groups can actively attain (Priestley et al., 2015), socio-cultural perspectives emphasize how circumstances and cultural tools impact people's ideas, attitudes, and behaviors (Lasky, 2005; Wertsch, 1991) Agency is seen as a result of the interplay between individual capacities and environmental conditions In other words, it is not merely about acting within the environment, but also about the potential to act through the environment because Individual efforts, the resources at hand, as well as cultural and institutional influences, all have an impact on the accomplishment of agency
Given my current focus on understanding how teachers achieve agency in their daily practices and the factors that facilitate or hinder this process, I adopted the teacher agency under the ecological view as the theoretical framework of this study, which will be discussed in detail in the following section Initially, I will introduce the original ecological model proposed by Priestley et al (2015) and then explore how the model can be further refined by incorporating various aspects.
Ecological approach to teacher agency
2.2.1 Teacher agency under the ecological lens
Emirbayer & Mische (1998) which expanded on Giddens's (1984) theory of structure characterized human agency as a socially embedded process that encompasses past experiences, future possibilities, and present engagement The ecological model, as proposed by Priestley, Biesta & Robinson (2015), considers agency as the ability of individuals or groups to achieve their goals It emphasized that agency is influenced by the interaction between a person's capabilities and the surrounding environment Rather than being an innate trait, agency was attained through the dynamic interactions between actors and their temporal-relational contexts (Biesta & Tedder, 2007), as well as personal efforts, available resources, and cultural and structural factors (Biesta, Priestley & Robinson,
2015) The level of control teachers has over their agency can vary depending on their circumstances, limitations, and how they utilize their beliefs, values, and personal attributes to navigate specific situations
From an ecological perspective, agency involves making deliberate choices, taking actions based on those choices, and exerting control over oneself and the surroundings (Etelọpelto et al., 2013)
The field of teacher education recognizes the significance of teachers' action repertoires and the diverse possibilities they have at different times (Priestley et al., 2012)
As a result, Priestley et al (2015) propose an ecological perspective that acknowledges that teacher agency is a time-bound and context-specific accomplishment, encompassing iterative, practical-evaluative, and projective dimensions Language teachers, as active participants in social and educational settings, perceive their professional qualities as being influenced by the environment they operate in
Consequently, in this research, teacher agency was defined as the way teachers exercise and practice facing the textbook changes with the effect of their's past experiences, present conditions, and future aspirations
2.2.2 Dimensions of the ecological model
Based on the work of Emirbayer & Mische (1998), Priestley et al (2015) and Leijen et al (2020) shaped the ecological model with three main dimensions including iterational, projective, and practical-evaluative, which helps to explain how the agency is achieved (see Figure 2.1)
Figure 2.1 Factors influencing teacher agency (Priestley et al., 2016)
The iterational dimension pertains to utilizing accumulated knowledge and experiences from the past This comprises the individual backgrounds of each teacher and the knowledge acquired via socialization in the teaching profession Programs for teacher education frequently provide student instructors with assignments that enable them to combine their personal and professional selves This benefits them by promoting contentment, self-assurance in their work, and long-term dedication to teaching (Beijaard, Meijer, and Verloop 2004; Leijen, Kullasepp, and Toompalu 2017) Essentially, the iterative dimension ensures stability in a teacher’s actions
The practical-evaluation dimension includes considering practical factors such as cultural elements (ideas, values, beliefs, language, and discourses), material components (physical setting and resources), and structural aspects such as power dynamics, roles, relationships, and trust These factors can either enable, restrict, or provide resources for a teacher’s actions The practical-evaluative element of teacher agency pertains to the capacity of teachers to critically assess their working environment
The projective dimension includes short- and long-term future goals that enable eye out for any prospective changes in the teacher’s behavior Concerning this component, assignments in teacher education programs frequently involve developing a professional vision or purpose (Feiman-Nemser 2001)
For a teacher or student teacher to achieve agency, they must have the mental flexibility to weigh many possibilities and determine which would be best in a particular situation while taking their career goals into account The agency is absent when there are no options available or when routine behaviors are carried out without taking other options into account It is crucial to keep in mind that the agency varies depending on the type of work and is unique to the domain
Numerous researchers have examined teachers' practices from a variety of perspectives and settings within the framework of an ecological conception of teachers' agency Examples of these studies include the social conditions for teacher agency, an analysis of the factors influencing agency in a new global citizen education program, and an investigation of the factors and agency in online classes during the COVID-19 pandemic
In a study conducted by Xun, Zhu & Rice (2021) as part of a larger, long-term research project, the focus was on the professional agency and resilience of 13 novice teachers during the COVID-19 pandemic Through a social-ecological lens, the participants viewed their professional agency as a combination of time-bound and relational factors, influenced by their interactions within their current circumstances The findings, derived from participant observations, semi-structured/group-focused interviews, and reflective journal entries, revealed that the participants' professional agency was centered around enhancing students' online learning experiences by creating more appealing and engaging online activities and lessons Additionally, the participants actively pursued four types of resilience - personal, professional, institutional, and community - which supported their determination to continue learning and teaching amidst the challenges posed by the pandemic The study also explores the implications of these findings for fostering professional agency and resilience among teachers
Also during the pandemic of COVID-19, Na et al (2022) conducted a study to examine the influence of teacher agency on the implementation of an Arduino-based citizen science education program The researchers employed an ethnographic case study approach to investigate a teacher who was implementing the program They analyzed the teacher's agency from an ecological perspective, considering temporal and relational aspects The study identified the teacher's personal experiences and characteristics from their life and professional history as factors in the iterative dimension The teacher's role as an educator and their religious values were identified as elements in the projective dimension The practical-evaluative dimension encompassed factors such as administrative support, financial constraints faced by the school, and the impact of the COVID-19 pandemic The findings of the study revealed the intricate nature of the teacher's agency in the context of implementing citizen science education with Arduino, providing valuable insights into science teacher agency
In addition to studies related to teacher agency encountering difficulties that
COVID-19 has brought, Liu et al (2022) conducted a study utilizing the ecological approach to explore the issue of anxiety experienced by English-Chinese teachers in the context of livestream teaching, which helps to understand the complex interplay of emotional, social, and environmental factors that contribute to this phenomenon The article emphasizes the need to consider the multiple layers of the teaching environment in order to effectively address anxiety and suggests approaches to support teacher well-being in this context.
Curiculum and textbook implementation
(1) adjusted their teaching methods and materials, (2) followed assessment and lesson preparation guidelines while also expressing some resistance, (3) adhered to teaching procedures, and (4) adapted to the contents being taught The implementation of the English curriculum was influenced by factors such as the curriculum map, assessments, students’ learning styles, material resources, and professional development opportunities, which impacted the level of agency demonstrated by teachers in their instructional approach
2.3.1 The role of curriculum in English Language Teaching (ELT)
Ornstein and Hunkins (2004) present multiple definitions of curriculum Firstly, a curriculum can be seen as a plan or written document that outlines strategies for achieving desired goals Secondly, it can be understood as the experiences of the learner Thirdly, a curriculum can be viewed as a system that deals with people, including the organization of personnel and procedures Fourthly, it can be considered as a field of study Lastly, curriculum can be understood in terms of subject matter or content The curriculum is considered the foundation of any educational institution, as schools or universities cannot exist without one (Alvior, 2014)
In the context of English Language Teaching (ELT), having a clearly defined curriculum with specific goals and objectives is crucial for delivering effective language education As Alvior (2014) cited, a well-designed curriculum is a vital step towards achieving high-quality language training
However, there are many factors taken into consideration in the process of designing an ELT curriculum Johnston and Goettsch (2000) proposed four key considerations in designing and revising ELT programs These include determining the contents of ELT, identifying the most effective forms and structures for student teachers to make use of, establishing a suitable sequencing of contents and form for optimal learning, and establishing a connection between teacher education and actual teaching Similarly, Graves (2009) suggests a curriculum planning framework for ELT that focuses on the target learners, the contents to be taught, the methods of instruction, and the means of evaluating what is learned
2.3.2 The role of the textbook in the ELT curriculum
Textbooks play a crucial role in language programs, acting as a fundamental component They not only convey intellectual ideas (Altbach & Kelly, 1988) and define the curriculum when there is no national curriculum in place, but they also serve as a primary source of language input and practice for learners in the classroom (Richards,
2001) They determine the scope of knowledge and act as a reservoir of facts, concepts, and generalizations that students at all grade levels across the nation are expected to learn Textbooks often shape the contents of lessons, the balance of skills taught, and the types of language practice students engage in In some cases, textbooks are used to support teachers' lessons by giving them suggestions for how to teach the material (Chambliss &
Calfee, 1998; Paxton, 1999) and ideas on how to teach the subject matter (Schug et al.,
1997) In the US, textbooks are thought to be responsible for between 75% and 90% of the instructional material and student activities (Chambliss & Calfee, 1998) For learners, textbooks serve as a primary means of interacting with the language, apart from the input provided by the teacher Inexperienced teachers may also rely on textbooks for teacher training, as they offer guidance on lesson planning, teaching methods, and instructional formats Commercial textbooks play a significant role in language teaching worldwide, making it essential for teachers to learn how to effectively utilize and adapt them
However, different teachers place different values on texts Empirical studies reveal that educators employ and comprehend textbooks in diverse manners, reacting to the material and its recommended tasks in disparate instructional contexts (Heckly-Kon, 1995; Johnsen, 1993) This demonstrates that rather than dictating a specific style, the way teachers use textbooks reflects their teaching style
2.3.3 Changes in curriculum and textbook
The curriculum reform together with the innovation of textbooks is common in the educational process as it is a part of the developmental process aimed at increasing the quality of the educational contents (Howson, 2013; Schoenfeld, 2014) As the reformed curriculum is implemented, teachers and students need to receive additional support from a number of sources, because the resources that support reform, such as textbooks and digital resources, may actively influence the teachers’ intentions and decisions in the phase of planning classroom activities Especially, the writing of textbooks is identified as a crucial factor in the success of the implementation (Wang, 2007)
Curriculum and textbook reforms have surfaced in a number of educational systems across the globe, and numerous research covering a wide range of topics have followed
Different studies have yielded different conclusions about the innovation of textbooks and curricula
Dello-Iacovo (2009) conducted a study on the Chinese government's efforts to promote a revised school curriculum called suzhi jiaoyu (quality education) and how it aligns with the historical, educational, social, and economic context of China The reform directives, known as "One curriculum, many textbooks," were issued by the central government but left to local authorities for funding and implementation While the reforms have sparked innovative changes in some schools and gained significant support in principle, the goals of the new curriculum have not yet been integrated into examinations, which have long-lasting implications for teachers, students, and parents The widespread implementation of these reforms faces challenges in implementation due to limited resources, conceptual ambiguity, and conservative resistance The study found discrepancies in teaching times, teaching content, and textbook coherence, which increased teacher and student workload More specifically, the reform of geography textbooks lacked depth and emphasized contents over exploration
In a study conducted by Troudi & Alwan (2010), the focus was on exploring the perceptions of female secondary school English language teachers in the United Arab Emirates regarding curriculum change The results from document reviews and face-to- face semi-structured interviews of 16 female teachers from three secondary schools who possessed experience in teaching both the former and current English language curricula revealed that the participants had mixed emotional responses to the curriculum change While they approved of certain aspects of the change, they were also disturbed by other elements Interestingly, as time progressed and they became more acquainted with the new curriculum, their sentiments gradually became more positive However, a significant number of the participants experienced low morale as they perceived their role in the curriculum change to be marginal, inferior, and passive These teachers felt that they lacked a voice in the decision-making process due to issues of hierarchy and control Based on the findings, the study recommends that teachers be given a voice and actively involved in the curriculum development processes By including teachers in these processes, negative psychological effects such as marginalization and powerlessness can be mitigated This involvement would empower teachers, enhance their morale, and create a more inclusive and collaborative approach to curriculum change
Ullah & Skelton (2013) conducted a study on gender biases in school textbooks in Pakistan, following efforts by the Ministry of Education (MOE) and international organizations (IOs) to eliminate gender inequality in education The aim of these initiatives was to introduce positive gendered images into textbooks and foster a consciousness of gender equality However, the study revealed that school textbooks still contain gender- biased messages and stereotypical representations of males and females The researchers analyzed 24 textbooks (Urdu, English, and Social Studies) from grades 1 to 8 using a qualitative contents analysis approach The paper highlights the lackadaisical approach of the MOE and IOs towards achieving gender equality Despite claims of progress, the new textbooks maintain ideological biases and contribute to the perpetuation of gender inequality The gender blindness of curriculum designers and textbook authors is a significant concern in this context
Nguyen & Budke (2022) conducted a study on the promotion of argumentation skills in Vietnamese geography teaching They examined how argumentation competencies were emphasized in the new curriculum and textbooks, considering Vietnam's curriculum reform and textbook market liberalization The study focused on analyzing argumentation tasks in the Grade 6 History and Geography school book from three publishing companies called “Cánh Diều”, “Kết nối tri thức với cuộc sống”, and “Chân trời sáng tạo” The researchers compared the results with the analysis of tasks in older geography books The findings suggest that Vietnamese students receive limited support in developing argumentative competencies through textbook tasks The new textbooks prioritize knowledge acquisition over fostering argumentation skills They contain mostly closed tasks with few opportunities for creative and independent solutions Additionally, the involvement of multiple publishers in Vietnam's schoolbook publishing process has led to variations among the produced textbooks.
The Vietnamese Current Context of English Teaching and Learning
2.4.1 The National Foreign Language Project (NFL)
2.4.1.1 The National Foreign Language Project, period 2008-2017
The Vietnamese Prime Minister approved the 10-year National Project for
“Teaching and Learning Foreign Languages in the National Formal Educational System from 2008 to 2020” on September 30, 2008, by issuing Decision No 1400/QD-TTg (the National Foreign Languages 2020 Project, hereafter referred to as the Project)
The Project’s overarching goal was for the majority of Vietnamese students to be proficient in foreign languages, primarily English, so they could communicate, learn, and collaborate in a diverse environment where multiple languages and cultures are integrated, which would help the nation become more modern and industrialized (MOET, 2008) However, this project’s efficacy is still negligible in spite of numerous implementations and planning The government “had failed to achieve the goals of the NFL scheme for the 2008-2020 periods,” according to Mr Phung Xuan Nha, Minister of Education and
Training, in an announcement made on November 16, 2016 Education experts suggest that an unrealistic goal is the reason for the foreign language project’s ineffectiveness
Implementation has been sluggish in some schools due to a shortage of teachers and a lack of clear guidance from the Ministry Others rushed the creation of implementation plans but failed to factor in quality assurance measures Besides, students have not fully grasped the importance of learning foreign languages, resulting in scant motivation and unenthusiastic participation in classes Some teachers are not as proficient in teaching foreign languages, while opportunities for international English certifications and overseas training are limited The available learning materials and exam questions are basic and unappealing to pupils The project’s inconsistent implementation has also led to inadequate foreign language proficiency levels in students The Ministry admits that many schools lack proper exit exams that meet the job market’s requirements, and there are no English exams for specialized English teachers Additionally, classroom facilities and teaching equipment are substandard, causing overcrowding Lastly, financial constraints cause difficulties in the allocation of funds for necessities like developing electronic classes and exam questions
From the review and assessment of the implementation of the project, many adjustments and supplements have been proposed in the period 2017 – 2025 to match the requirements and actual situation
2.4.1.2 The National Foreign Language Project, period 2017-2025
In Decision No 2080/ QĐ-TTg (Government of Vietnam, 2017), an adapted
Project was approved with the name “Teaching and Learning Foreign Languages in the National Education System, Period 2017 to 2025” The objective is to improve the way foreign languages are taught and learned in the country’s educational system, to keep implementing new foreign language teaching and learning initiatives at all levels, at the training level, and in capacity building, to use foreign languages to meet learning and employment needs, to improve the competitiveness of human resources during the integration phase, to contribute to national construction and development, and to lay the groundwork for universalizing foreign language instruction by 2025 Eight missions with specific requirements and milestones have been set out in the coming time for teachers, learners, learning materials, testing work, financial work, and key mechanisms
Among the missions proposed in the Project, the implementation of new EFL textbooks into the General Education Curriculum is emphasized
The updated collection of EFL textbooks must adhere to the General Education Curriculum’s 2018 standards Objectives are made clear for each grade level, with the expectation that upper-secondary school students will use English as a means of communication once they have completed the English curriculum This includes proficiency in the four language skills of reading, writing, listening, and speaking, enabling them to effectively communicate about topics related to school and leisure activities Additionally, it’s important to keep forming and expanding fundamental English knowledge, such as phonetics, vocabulary, and grammar They can gain a deeper understanding of the nation, people, and culture of English-speaking nations as well as other nations around the globe through language As a result, secondary school students are able to initially understand and respect the diversity of cultures while also reflecting
Vietnamese values in their English Using English to enhance the quality of learning other subjects is mentioned in the general education program, as well as using English to pursue higher learning goals or be able to work right away after graduation, which is another objective established for the upper-secondary level Furthermore, students can use various study techniques to organize their time, utilize information technology for learning and self-study, reinforce self-study techniques, self-evaluate, accept accountability for their learning outcomes, and develop enduring study habits
In the program implementation roadmap in Circular No 32/2018/TT-BGDĐT (MOET, 2018), the 2018 General Education Curriculum was deployed from the academic year 2020 – 2021 for Grade 1 So far, the school year 2022-2023 is the third year of implementation of the 2018 General Education Program (New Education Program) but the first year of teaching and learning new textbooks in grades 3, 7, and 10 th grade
According to Decision No 404/QĐ-TTg (Government of Vietnam, 2015) named Project on Renewing the General Education Curriculum and Textbooks, new curriculum and textbooks are being developed with the goal of emphasizing the importance of educating people with literacy, training, and development in both quality and capacity; a focus on instilling patriotism, national pride, morals, personality, and lifestyle; the discovery and nurturing of each student’s talents and career orientation; and strengthening foreign language, informatics, and living and working skills in conditions of international integration The innovation is student-centered, encouraging students’ initiative, positivity, creativity, and capacity for independent study It also aims at improving interaction in teaching and learning between instructors and students, among students, and among teachers
Along with the curriculum reform, textbooks have been developed accordingly Following Circular No 32/2018/TT-BGDĐT (MOET, 2018), since the 2020-2021 school year, textbooks are slowly being changed to conform to the curriculum reform, and a full suite of new textbooks for all grades will have been fully introduced in 2025 In this curriculum reform, instead of designating a specific set of books for the whole program, the Prime Minister encouraged publishers, organizations, and individuals to compile textbooks under the scheme “One curriculum, many sets of textbooks” which has been applied to the educational system in many countries such as Singapore, the People’s Republic of China, and Taiwan for years This change in production policy enables a variety of textbooks to be used for various needs in different regions (Wang, 2007 &
Chern, 2002) Tests will no longer be dependent on a single textbook, but rather on the level descriptions presented in the new curriculum
Accordingly, in the academic year 2022-2023, Decision No 442 (MOET, 2022) released nine English books from different publishers for grade-10 students and teachers, as summarized in Table 2.1 From this list, schools and teachers actively choose the right type of book to teach
Table 2.1 A list of new English textbooks introduced in the academic 2022-2023
Hoang Van Van (editor-in-chief), Hoang Thi Xuan Hoa (Ed), Chu Quang Binh, Hoang Thi Hong Hai, Kieu Thi Thu Hương, Nguyen Thi Kim Phuong the Vietnam Education Publishing House
Vu My Lan (Ed), Huynh Dong Hai, Nguyen Thuy Lien, Huynh Ngoc Thuy Trang, Tran Thuy Thuy Trinh the Vietnam Education Publishing House
Truong Thi Thanh Hoa (Ed), Cao Hong Phat, Doan Thanh Phuong, Bui Thi Phuong Thao, Le Thuy Trang
University of Education Publishing House
Tran Thi Lan Anh (Ed), Cao Thuy Hong, Nguyen Thu Hien
University of Education Publishing House
Hoang Tang Duc (editor-in-chief), Nguyen Thuy Lan (Ed), Can Thi Chang Duyen, Hoang Thuy Huong
HCMC University of Education Publishing House
Nguyen Thanh Binh (editor-in-chief), Dinh Tran Hanh Nguyen, Pham Nguyen Huy Hoang, Nguyen Thi Xuan Lan, Dao Xuan Phuong Trang, Le Nguyen Nhu Anh
HCMC University of Education Publishing House
Vo Dai Phuc (editor-in-chief – Ed), Nguyen Thi Ngoc Quyen
Hue City University Publishing House
Vo Dai Phuc (editor-in-chief – Ed), Nguyen Thi Ngoc Quyen, Dang Do Thien Thanh, Le Thi Tuyet Minh, Huynh Tuyet Mai, Nguyen Thuy Uyen Sa
Hue City University Publishing House
Le Hoang Dung (Ed), Quan Le Duy, Tran Thi Minh Phuong, Trinh Quoc Anh
HCM City National University Publishing House
Among these textbooks, there are two textbooks utilized in upper-secondary schools in Hue City including Global Success and I-Learn Smart World These two textbooks were also two major research subjects in this study.
The research gap
The field of education-related research has long been interested in the role of teacher agency and the implementation of textbooks Various studies have explored teacher agency in the context of online learning, the introduction of new educational programs, and the relationship between anxiety and teacher agency Factors influencing the practice of
Additionally, many studies have analyzed the effectiveness of educational reform programs and the use of new textbooks worldwide These studies have investigated issues such as the discrepancy between teaching materials and actual teaching situations, the perception of female teachers, gender preferences, and argumentation skills related to new textbooks
However, there is a lack of research on the relationship between teacher agency and the implementation of new textbooks, despite their mutually influential nature This knowledge gap is particularly evident in the Vietnamese educational context, where textbook reforms in English Language Teaching have been underway A recent study conducted by Tran (2023) sought to understand how Vietnamese primary teachers utilized the Getting-to-know-English textbooks for Grades 1 and 2 However, no research has been found regarding the new textbooks used in upper-secondary schools
Therefore, this study aims to fill these gaps by examining how 10th-grade teachers perceive and implement the new English textbooks in several upper-secondary schools in Hue City.
Research Methodology
Research design
The study employs a qualitative approach According to Maxwell (2013), qualitative research entails a deeper comprehension of linkages, processes, and phenomena that cannot be reduced to quantifiable variables It also analyzes the world of meanings, motives, goals, beliefs, values, and attitudes Qualitative research is known for its substantial advantages First, the goal of utilizing qualitative methodology is to produce thorough and descriptive data to comprehend the various aspects of the subject being studied (Moriarty, 2011) The intimate engagement between the researcher and participants during data collecting procedures enables interactive and developmental investigation of new concerns In-depth descriptions, classifications, the discovery of association patterns, the creation of typologies, and justifications could all come from the analysis, which is also open to new notions and ideas Additionally, according to Snape and Spencer (2003), the results of qualitative research frequently emphasize 're-presenting' and mapping the participants' social worlds in order to grasp the social meaning (Snape & Spencer, 2003) Among commonly-used data collection techniques, observations, and in-depth interviews were employed in this study
More specifically, this study used this qualitative approach because the main focus was teachers’ perceptions and practices, which required thorough and descriptive data Besides, as the study aimed at investigating new textbooks, which has limited in the number of previous studies, qualitative approach, especially interviews helped me to explore new concerns.
Participants
Four EFL instructors from four schools in Hue City are the major participants in this study There has been a range in the competency level of pupils admitted to these four schools, from excellent to mediocre, according to statistics of upper-secondary school admission tests over five years, from 2018 to 2022 As a result, there have been varieties in the perspectives and methods used by teachers while implementing textbooks in the classroom
Participating teachers were chosen under random introductions from the school administrators and colleagues These teachers were among those randomly recommended by school administrators that I could contact to ask for permission to conduct the study They were the only ones who agreed to participate in the study The teaching-experience gap among these four teachers varied greatly There were two young teachers with under six years of experience, whereas the two remaining ones have been teaching English for over ten years At the time when the research was conducted, teachers were teaching at least one 10th-grade class in the second semester of the 2022-2023 academic year This class assignment for each teacher was arranged by both school administrators and professional groups
For ethical reasons, I secured the participants' confidentiality by obtaining their consent and choosing to utilize numerical identifiers instead of their real names throughout the entire procedure Table 3.1 below shows a summary of the participants’ demographic backgrounds and their code of number
Table 3.1 The information and codes about participating teachers
School 3 Global Success T3 English Language
School 4 Global Success T4 English Language
The background of the study
These four participants are using two different textbooks including English 10
Global Success and English 10 I-Learn Smart World, as mentioned in Decision No 1209/ QD-UBND of Thua Thien Hue Provincial People’s Committee While Vietnam Education Publishing House Limited Company compiles the former, the latter is designed by the cooperation of DTP Education Group with the publishing of Hue City University
Publishing House These two selected textbooks are among nine English textbooks introduced in Decision No 442 (MOET, 2022) after being censored by the national council for evaluating textbooks in the academic 2022-2023 based on the set of 44 criteria of evaluating textbooks Therefore, Global Success and I-Learn Smart ensure the conformity to details in the 2018 General Education Curriculum Accordingly, the authors designed these two materials based on contents and missions in the 2018 General Education
Curriculum with a multi-component structure, including (1) a system of topics (general), topics (specific); (2) communication skills related to topics and topics; (3) list of language knowledge (phonetics, vocabulary, grammar) Table 3.2 describes in more detail the contents taught in the 10 th -grade English curriculum
Table 3.2 Detailed contents in the English Curriculum of grade 10 Topic (general) Topic (Specific) Communication skill Language knowledge
- Listen to understand the contents of daily conversations that are spoken clearly
- Listen and understand the main ideas of conversations and monologues of about 180-200 words on familiar topics
- Listen to and understand common
Consonants, consonant combinations, word stress, sentence stress, rhythm and intonation
Words related to the topic, the topic of class
- Present simple and present continuous
- Future simple and future tense
- With be going to (strengthen and expand)
- Past simple and past continuous with when and while
- Infinitives with to and without to
- Gerund and verb infinitive (used to describe)
- Passive sentences, passive sentences with modal verbs
- Relative clauses: defining and non- defining
- Conditional sentences type 1 (reinforcing and expanding)
- Clearly and accurately pronounce combinations of consonants, intonations, and rhythms in sentences
- Start, maintain, and end simple, one-on-one conversations
- Agree, object politely; give advice
- Present projects in a basic, pre-prepared manner on topics in the Program
- Read and understand the main ideas of texts of about 220 – 250 words on current and familiar topics
- Read and understand important information in daily flyers and advertisements
- Read and understand simple messages and media information on popular topics
- Write a simple, seamless passage of about 120-150 words on topics of personal interest and express personal views and opinions
- Write personal messages to friends or relatives, offer information and report related events
(Source: English Language Curriculum from General Education, translated by britishcouncil.org)
Although both series of textbooks cover the same content, each has its own design and organization Firstly, there is a big disparity in the sequence of topics Except for Unit
1 about the same topic of Family life, the nine remaining units in each textbook are put in a different order as well as there are some different topics More detailed descriptions are shown in Figure 3.1
Figure 3.1 The difference in the contents of units in the two textbooks
Not only is the order of the topics different, but the organization of parts in each unit is unidentical There are nine specific parts including Getting Started, Language,
Reading, Speaking, Listening, Writing, Communication and Culture/ CLIL (Contents and Language Integrated Learning), Looking Back, and Project in each unit of Global Success
These parts are fixed in all ten units in the textbook Meanwhile, I-Learn Smart World is not designed with the same structure Instead, each unit is divided into three lessons whose objectives are varied from different units Language knowledge (pronunciation,
I-Learn Smart WorldGlobal Success each lesson Activity files as well as projects are attached at the end of the textbook Figure 3.2 shows an example of Unit 1 to provide a clearer picture of differences in organizing parts in each unit in the two textbooks
Figure 3.2 The difference in the organization of parts in the two textbooks
The distinction between ways to organize topics and parts leads to a divergence in the distribution of teaching contents related to language knowledge and skills Figure 3.3 reflects the example of these differences in Unit 9 and Unit 10
Figure 3.3 The difference in teaching contents in the two textbooks
Data collection instruments
Interviews were employed to investigate teachers’ perceptions and practices as well as how they exercised their agency in the implementation of new textbooks
The interview is frequently employed to collect in-depth data in qualitative research With a proper strategy, it can produce a diverse range of information According to Aksu (2009), a well-designed approach can produce a wealth of data Longhurst (2003) categorizes the basic interview method into three groups: structured interviews, semi-structured interviews, and unstructured interviews
To be specific, this research opted for the semi-structured interview type due to several reasons This technique enabled interviewers to adeptly alter the style, tempo, and sequence of queries while engaging in personal communication, in order to obtain the most comprehensive feedback from interviewees Moreover, it provided interviewees with the opportunity to articulate their responses using their own language and thought processes According to Kvale and Brinkmann (2009), this is the most crucial aspect of this method All interview items were designed in the form of open-ended questions According to Reja, Manfreda, Hlebec, and Vehovar (2003), this type of inquiry enables researchers to gather responses from participants voluntarily, minimizing any potential bias that can result from proposing answers to interviewees More importantly, interviews in the form of semi structure and open-ended questions helped to guarantee the accuracy and clarity in both questions and participants’ answers From that, the ambiguity could be minimized, assuring the quality of answers
The interview questions were initially piloted on one teacher from another teacher who was also teaching Grade 10 at another school Some revisions were done to ensure meaningful questions and modify an appropriate interview length, producing an official list below of interview questions These questions were designed based on a fixed set of criteria Firstly, relevance was considered carefully when compiling interview questions so that they were relevant to the focus of the study Five parts of questions were corresponding to the process of implementing the new textbooks, ranging from the selection, the utilization, the outcome and the wish for future improvements
Each interview consists of ten questions divided into five main sections (Appendix
Part 1: The focus of this part, which includes Questions 1 and 2, concentrates on the teacher's readiness for the book selection and preparation for new textbooks
Question 1: How does the book selection process work? Why did you choose this book series?
Question 2: How are you supported and prepared for teaching the new textbooks?
Part 2: In this part, questions 3 and 4 assess the teacher's perceptions of the textbook changes as well as new textbooks’ advantages and disadvantages
Question 3: How do you perceive the new textbooks compared to the pilot ones? Question 4: What difficulties and benefits does this new book bring to teachers and students?
Part 3: Inquiries 5, 6, and 7 focus on how teachers exercise their agency over the new textbooks as well as factors that can affect the way they use the textbooks
Question 5: How do you use the new textbooks in the actual classrooms?
Question 6: Have you changed any of your teaching methods to accommodate the new book?
Question 7: Which factors influence how you plan to use the new textbooks in practical teaching settings?
Part 4: The following question is designed to analyze the compatibility between the actual outcomes and prescribed objectives in the 2018 General Education Curriculum when using the new textbooks in class
Question 8: According to you, does the use of the new textbooks meet the goals outlined in the 2018 General Education Program?
Part 5: The last section contains two questions that aim to identify the teachers' feelings and wishes for future support
Question 9: Does using the new textbooks in practice live up to your expectations? Question 10: What additional support do you need for future teaching with the new textbooks?
Interviews were conducted nearly in the second half of the second semester of the 2022–2023 academic year Vietnamese was used during interviews to minimize the case of misunderstanding between the interviewer and interviewees Besides, using the mother tongue for interviews was to lessen the psychological burden on those being interviewed (Marcos, Alpert, & Kesselman, 1973) From that, teachers could give detailed answers After each interview, I listened to recordings three times to translate their sharing into English exactly, which contributed to facilitating the process of giving findings for this study
Interviews were carried out face-to-face with the consent of four tenth-grade teachers The interviewees were contacted in advance to agree on the chosen time slot They were also informed of the interview's goal, format, anticipated length, and confidentiality guidelines before official interviews The teachers voluntarily consented to take part in the interview and pledged to provide truthful answers based on their own experiences as well
Each interview lasted about 30 - 40 minutes; however, the order in which the questions were asked varied depending on the responses of the participants I had consulted in advance on how to conduct effective interviews, including tempo management, answer encouragement, body language, and spoken expressions With the consent of the participating teachers, I took notes and recorded the interview's substance To ensure that confidentiality was maintained during the data extraction process, each item of writing and recording was encoded
Recordings were permitted and numbered by codes to secure participating teachers’ private information, as summarized in Table 3.3 I was permitted to use my smartphone and record verbally what teachers were sharing, not videotape This helped to ensure ethical considerations and trustworthiness of the study
Table 3.3 The summary of interview codes corresponding to teacher codes
Observation is also a method used to gather information for this study
"Observation" describes the process of meticulously observing and documenting a person's, a group's, or a situation's behaviour According to Cohen, Manion, and Morrison
(2017), Gass et al (2005), and Wajnryb (1992), participants can gather data and learn more about the classroom by participating in classroom observations According to Silverman
(2015), observations can yield information on what people actually do, but not on what they say they did As a result, observational data is more unbiased (Silverman, 2015)
Observations can be divided into three categories (Cohen et al., 2017) A highly structured observation has its observation categories established beforehand (e.g Heath et al., 2010) and is pre-ordinate in that it will know what it is looking for Although semi- structured observation has a set of questions to answer, it does so in a far less predetermined or systematic way (for example, in response to what is observed)
Unstructured observation has a tougher time figuring out what they're looking for, so researchers have to enter a location and observe what's happening before deciding whether or not it's relevant to the study
Another remarkable thing is the role of the researcher during the observation process, which is classified into three main types (Ciesielska et al., 2018) A completely participating observer makes an effort to assimilate into the environment being researched and adopt the way of life, traditions, and even how they view the world, which may be quite beneficial for understanding a specific community, but it may also cause a loss of analytical mindset The role of a partially participating observer is widely favored It involves taking part in the interactions within the studied environment, but not engaging in any activity that is unique to the group The aim is to familiarize oneself with the norms, values, and behavioral regulations while avoiding becoming a hindrance to the group The other is a non-participant observer who conducts observations without participating in any human interaction in the field Although this role may not provide a complete comprehension of social realities, it offers several significant advantages
This study chose semi-structured observations to be appropriate to research objectives With this method, I could clarify and explain key themes that participants shared in their interviews related to their perceptions and practices toward the implementation of new textbooks The method captured details that may be disregarded by teachers due to their commonality or insignificance, or simply because they cannot recall them during interviews Besides, the role of a partially participating observer was utilized rather than being a completely participating observer due to the professional qualities and time constraints of this study This involved being present in the classroom without taking part in any of the activities between teachers and students My physical presence in the classroom allowed me to observe the teaching practices and students' perceptions during the implementation of a new textbook
Observations were conducted in the following steps First, each participant randomly chose one 10th-grade class among the classes they were responsible for So, I observed four classrooms with four participants each Two of these classrooms used I- Learn Smart World, while the other two used Global Success Coincidentally, all classes are majored in social science This consistency helps to reduce the variables in the analysis, leading to more accurate findings The number of students also varied in different schools
In School 1 and School 3, each class includes approximately 33 students Meanwhile, there are an average of 45 students in each class in the two other schools
I asked teachers’ permission to observe two lessons consecutively so both the teachers and students could be familiar with my presence in their classes In total, there were eight observations, two per each class All eight classroom observations were used for data analysis because according to teachers’ sharing, my presence in classrooms did not affect the actual teaching and learning, both teachers ang students behaved as usual
Consequently, the quality of data from these eight classroom observations were accurate enough for analysis Each observation lasted 45 minutes, corresponding to a fixed time for a common lesson Before class, the teachers sent me the necessary information such as the size of the class, classroom, and lesson, as summarized The participants agreed to have their class observations recorded with smartphone rather than videotaped in order to ensure that the class would occur most naturally and minimize behavioral changes from teachers and students to meet a socially desirable or deliberately acceptable way Simultaneously, these observations were noted down in the observation sheet (Appendix 3) based on themes drawn from earlier interviews and other extensive related information All information about observed classes as well as teacher codes in observation recordings and sheets are summarized in Table 3.4
Table 3.4 The summary of observation codes and information about classes corresponding to teacher codes
Observation – sheet code Global Success I-Learn Smart World
Table 3.5 compiles the codes specified in the study, including information on the backgrounds of the teachers, recordings of interviews and observations, and corresponding observation sheets
Table 3.5 The summary of codes utilized in the study Teacher code Interview code
Observation-recording codes Observation-sheet codes
Data collection procedure
I started by identifying the textbooks used in upper-secondary schools in Hue, and simultaneously, listing potential upper-secondary schools where I could conduct my study
I got permission from the school principals to access the schools and connect with potential participants These participants were recommended by knowledgeable administrators or colleagues Once I recruited willing participants, I scheduled interviews at their preferred times and locations The interviews were conducted professionally, creating an open environment for discussion To serve for the study, interviews were translated into English after three times of listening to ensure that what participants had shared were interpreted accurately in English I transcribed and organized the interviews into key themes for analysis Additionally, teachers provided more information and allowed me to observe their classrooms Finally, I analyzed and synthesized the collected data to generate valuable results for the study's objectives.
Data analysis procedure
The data from both interviews and observations were analyzed thematically, which involves identifying and summarizing both implicit and explicit ideas present in the data, rather than solely focusing on counting explicit words or phrases (Guest et al., 2011) Thematic analysis in qualitative research emphasizes the interpretation of words and is more subjective compared to quantitative research analysis This subjectivity arises from the fact that different researchers may develop diverse initial coding frameworks and identify various themes Therefore, conducting a validity analysis is essential in thematic analysis to minimize bias and produce more precise and reliable results, as emphasized by Galanis (2018) A strategy of phases was released to code in thematic analysis by Gibbs
Figure 3.4: A strategy of phases to code in thematic analysis by Gibbs (2007)
As a part of this approach, once I gained familiarity with the data, I thoroughly examined the field notes, interview transcripts, and observation recordings Subsequently, I assigned codes to the contents based on repeated readings from interview transcriptions
To ensure the accuracy of the coding process, I repeated it after a one-week interval In total, I conducted two rounds of coding, labeled A1 and A2 respectively In the first round,
I categorized the contents into themes related to the different phases of implementing the textbook and the factors influencing teacher agency The themes included the initial phase of textbook implementation, the main implementation phase, the final phase of implementation, and the factors impacting teacher agency In the second round (A2), I rearranged the contents into different themes, focusing on teachers' external and internal support for implementing new textbooks and pedagogical practices By comparing multiple versions of the codes, I generated, merged, eliminated, and refined concepts and themes The coding process continued until no new ideas or themes emerged from either version of the code After careful consideration, I finalized these themes to create a comprehensive set of categories that supported the data report Some of the themes I identified included textbook selection, preparation, supporting materials, teaching practices, and factors influencing teacher agency These themes helped provide a structured framework for analyzing the data and drawing meaningful conclusions.
Trustworthiness
According to Amankwaa (2016), in order to ensure that a qualitative study is considered valuable and trustworthy by readers, researchers must establish the appropriate protocols and procedures Trustworthiness encompasses the level of confidence in the data, interpretation, and methods used to ensure the study's quality (Pilot & Beck, 2014) Within the concept of trustworthiness, Lincoln and Guba (1985) have outlined various criteria, including credibility, dependability, confirmability, and transferability Credibility focuses on whether the research findings accurately represent a credible and conceptual interpretation of the original data In simpler terms, this criterion examines whether readers of the research believe the authors' claims Dependability assesses the quality and consistency of the processes involved in data collection, analysis, and theory generation It refers to the stability of the data over time and under different conditions Confirmability is another important aspect of trustworthiness in qualitative research, which relates to the extent to which the research aligns with objective reality Qualitative researchers strive to achieve confirmability by subjecting their research to auditing processes that require the presence of some objective reality Rather than constructing their own version of reality in their findings, they prioritize constructs such as precision and accuracy in their research practices Additionally, they actively involve other researchers to enhance the validity and reliability of their findings Transferability, on the other hand, refers to the degree to which research findings can be applied to other fields and contexts This presents a challenge in qualitative research, as it is inherently not focused on or capable of achieving replicability However, qualitative researchers argue that patterns and descriptions identified in one context can potentially be relevant and applicable in other contexts They believe that studying extensions that align with subsequent circumstances is crucial for maximizing the impact of the original study (Stahl & King, 2020)
Throughout the course of the study, maintaining trustworthiness was a constant concern in order to uphold the quality of the research
The research's credibility was upheld by diligently preserving the interpretation of the original data The transcription of interview recordings and the organization of contents were carried out with a strong commitment to maintaining the integrity of the original data This approach allowed me to solely concentrate on the collected information, without incorporating additional perspectives from relevant previous studies I aimed to prevent biases from influencing the analysis of the original data by doing so Additionally, repeatedly listening to the interview recordings during the data analysis process helped minimize any potential confusion in interpreting the findings
The methodology employed in conducting the study was designed to ensure its dependability Factors such as selecting the appropriate type of interviews and observations, piloting the interview questions, conducting discussions in the participants' native language, and creating comfortable environments for the participants were taken into account The process of analyzing the data, which involved listening to and reviewing the recordings multiple times, also contributed to the dependability of the study
Careful consideration was given right from the start to the selection of schools and teachers participating in the study This ensured that the chosen schools were using two distinct books and that the teacher participants had no prior connections with the me Conducting the study in the second semester allowed the teachers to become familiar with the new textbooks during the first semester, enabling more realistic sharing These steps were taken to ensure the confirmability of the study
In this study, the concept of transferability was given due consideration, with a focus on teacher agency and its relation to the improvisation of new practices
Furthermore, apart from modifying English textbooks, the aim was to utilize teacher agency across various subjects within the ongoing curriculum reform
In summary, while it may not be possible to completely eliminate all factors that could potentially impact the trustworthiness of the study, significant efforts were made to minimize their influence The ultimate goal was to produce reliable and trustworthy findings.
Ethical considerations
The research's ethics were given significant consideration The teachers were asked to voluntarily agree to participate in the entire study without any mid-study dropouts I presented a brief outline of the research objectives and steps to help the participants understand their roles in the study Furthermore, the participants were requested to permit the recording of interviews class and observations I also obtained signed consent forms from school principals, to obtain permission to conduct surveys on school premises To ensure confidentiality, personal data such as names and classes were coded as numbers and letters Lastly, I assured the participants that the data collected would be used solely for research purposes.
Conclusion
This chapter explains the research methods used to carry out this investigation Four teachers from upper-secondary schools participated in the study I-Learn Smart World
10 was used for the teaching process in the first two schools, whereas Global Success 10 was employed in the latter two schools
In the second half of the second semester of the school year 2022-2023, data were gathered using a qualitative method that included semi-structured interviews and classroom observations To arrive at the conclusions, the data was then thematically evaluated.
Findings and Discussion
Findings
4.1.1 Teachers’ perceptions towards the implementation of new textbooks
4.1.1.1 The selection and preparation for new textbooks
Teachers acknowledged that the procedure for selecting and obtaining the new textbooks was meticulously planned In the academic year 2022-2023, two sets of textbooks were selected in Hue City, and the teachers were provided with training and allocated time to become acquainted with these new textbooks However, the teachers admitted that the training sessions and the time for familiarization were primarily theoretical in nature, lacking any practical experimentation As a result, their ultimate choice of textbooks was primarily influenced by their teaching experience and the information they had received
In the face of changes in textbooks, teachers expressed a desire for practical support in implementing these changes, as well as emphasizing the importance of self-preparation Regarding external support, all teachers involved noted that they received substantial assistance from publishing houses This assistance included blended conferences, access to supporting materials, and the availability of dedicated staff members in a Zalo group who were always ready to assist teachers in communicating with the publishing house throughout the textbook implementation process T4 further added that:
“Teachers using Global Success are also given an account for an e-book called Sachmem, which simulates exactly the contents of the physical textbook.”
However, the assistance provided by the publishers was of a general nature, while teachers expressed that their school conditions varied significantly As a result, receiving help from publishers in their specific teaching environment was virtually impossible Compounding the difficulty, teachers expressed their dissatisfaction with the lack of support from their own educational institutions, as school administrators provided little specific assistance Consequently, teachers had no choice but to rely on self-preparation They shared that this self-preparation was challenging due to the limited timeframe between receiving the textbooks and implementing them in their actual teaching They had to hastily prepare themselves, often juggling their preparations alongside their regular teaching responsibilities T1 further shared that:
“Sometimes, it feels like overwhelmed with this amount of work Because I have just been accepted into the school, I have to push myself to be acquainted with not only teaching, teaching for gifted students, but also class-leading The very first days are really depressing.”
When it comes to preparing themselves for teaching in real-life situations, teachers exhibited different approaches in order to familiarize themselves with the new textbook They actively engaged in online forums and Facebook groups consisting of fellow teachers, which provided them with the opportunity to learn from more experienced colleagues Additionally, they conducted extensive research on available supporting materials and external resources to gather ideas related to the topics and adapt their teaching contents and methods to ensure effective lesson implementation The teachers, particularly the younger ones, expressed their eagerness to improve their language skills through these activities in order to enhance their teaching expertise However, the teachers also experienced feelings of frustration during this process, as the availability of reference books and supporting materials was still limited in the initial months following the introduction of the new textbooks As a result, the teachers hoped for additional support from publishing houses or book authors
Among the teachers, T4 appeared to be the only one who felt less stressed when implementing the new textbook She found that Global Success was similar to the pilot program she had previously used, which facilitated her teaching with the new textbook Upon comparing the two books, she noticed that the arrangement, teaching content, and activities remained mostly unchanged, with only a few minor modifications (as described in Section 3.3) She commented that:
“The new book is similar to the pilot book, so I don't face many difficulties in the process of applying the new book, reusing the resources available in the years of teaching the pilot book to continue teaching.”
Apart from conducting extensive research to learn about new points for the textbook, she still relies on the reference materials she acquired during her time using the pilot book
4.1.1.2 The organizing of activities in textbooks
4.1.1.2.1 The sequence of sections in the textbooks
Teachers expressed their satisfaction with both textbooks, as they effectively addressed the language knowledge and skills outlined in the 2018 General Education English Curriculum However, there were differences in the way the sections were structured in these two textbooks, as mentioned in section 3.3 This discrepancy led to varying opinions among teachers regarding their perception of these changes Despite using the same textbook, T1 and T2 had contrasting perspectives on the I-Learn Smart World T1 expressed discontent with the reorganization of sections in the book, as the inclusion of different skills within each unit posed challenges for her in creating engaging teaching activities for students She also mentioned that:
“The sequencing of operations and subsections is illogical For instance, writing or speaking activities are placed at the end of the lesson, but these activities are generic, and the preceding activities do not adequately stimulate students to generate ideas.”
As a result, to create a successful lesson, she shared that she had to find ways to modify the order of activities in the textbook She desired that students needed to have enough input or simply some suggestions to stimulate for following tasks
Conversely, T2 held a favorable view of this update, though recognizing a few minor challenges that teachers might face She supported the integration of language knowledge and language skills in each lesson This meant that students no longer studied one specific contents in a 45-minute class, instead, they got access to both at the same time She stated:
"The book has a distinct design compared to the previous pilot book, which means that teachers need to invest time in rethinking their teaching methods However, this change also acts as a catalyst for inspiring teachers to be more innovative in their teaching approaches Unlike the previous pilot book, where language knowledge and skills were treated separately, the new book effectively integrates both aspects As a result, in each lesson, students learn through a combination of language knowledge and skills."
In contrast to the two other teachers using I-Leant Smart World, both T3 and T4 agreed completely that Global Success effectively structured the sections in the textbook The sequence of topics, starting with Getting Started, followed by Language, Reading,
Speaking, Listening, Writing, Communication, and Culture/CLIL, Looking Back, and finally Project, allowed students to first grasp the foundational context, vocabulary, and grammar before delving into skill-related content According to these two participants, this arrangement enabled students to acquire essential information, including vocabulary, grammar, and context Consequently, it facilitated the learning and practice of language skills in subsequent classes Students were able to express their ideas more easily on the chosen topic, thanks to the vocabulary and knowledge they had previously absorbed Nevertheless, certain modifications were made to the order of tasks in order to align with the teacher's objectives
Both textbooks contain identical subject matter, encompassing topics such as Our life, Our society, Our environment, and Our future The contents related to language knowledge and language skills is also structured to align with English level 3 of the 6-level Foreign Language Competency Framework for Vietnam, as outlined in the General
Education English Curriculum of 2018 However, each teacher held their own viewpoint on innovations in teaching content
Discussions
The aim of this study was to investigate teachers' perspectives on the use of newly developed textbooks aligned with the 2018 General Education English Curriculum and the
2020 Vietnam's Nation Foreign Language Project Additionally, the research sought to identify the factors that influenced how teachers implemented this innovative approach from an ecological perspective During the discussion, I not only analyzed the participants' insights obtained from interviews but also observed the practical use of the textbooks in classrooms This approach was adopted to ensure the reliability of the study The thematic analysis of the data revealed the following factors that will be further discussed
With the introduction of two new textbooks, participating teachers had mixed reactions and perceptions, which can be seen clearly to be compatible with Troudi & Alwan (2010) Two teachers using I-Learn Smart World had contrasting views on the new section sequencing compared to the pilot textbook One teacher found the new approach demanding, necessitating extensive research, which is in line with Dello-Iacovo (2009) Conversely, the other teacher believed that the integration of skills in each lesson fostered a dynamic learning environment In terms of the range of vocabulary and the caliber of cultural values conveyed in the modules, they were viewed negatively by both teachers They concurred that the vocabulary and cultural content-related tasks lacked adequate depth These findings are opposite to those of the results of Hung (2023) whose teachers were content with the quantity of vocabulary exercises and approved of the cultural material in I-Learn Smart World On the other hand, both teachers felt that Global Success
10 was a success They concluded that the textbook's division of the sections was appropriate for the progression of instruction and learning They also valued the variety of new terminology and the textbook's inclusion of culturally pertinent material The vocabulary tests were thorough and adequate, and both teachers concurred that the cultural values were varied, fascinating, and inspiring
In actual teaching, teachers had varied levels of dependence on the textbooks However, all of them presented their agency teaching contents and activities, teaching methods, and teaching materials without depending completely on the textbook These aspects are also found in the study of Tran (2023) Among the four participating teachers, some teachers adapted their teaching activities to conform to the curriculum objectives, aligning with Desmaizayatri's (2020) research, while others did not Furthermore, the study's findings also indicated that some teachers followed the teaching methods prescribed by curriculum mandates, while others stuck to their familiar approaches
(Connors & Bengtson, 2020; Harris & Graham, 2019) However, the way that teachers made changes in teaching content, activities, methods, and materials was found to be affected by a variety of factors
The considerable expertise and available resources of the teachers enable them to actively participate in the initial stages of implementing new textbooks, serving as sources of motivation Additionally, several other factors, including the physical environment, pedagogical beliefs, surroundings, and students' language proficiency, were found to impact how teachers exercise their influence in implementing new textbooks These findings highlight the interplay and interaction between specific ecological conditions, such as iterative, practical-evaluative, and projective dimensions, and individuals involved in the process, as captured in Figure 2.1
In terms of the iterative aspect, the agency of teachers is influenced by their personal and professional histories, which allows them to either maintain existing practices or adapt them at the micro level This study supports the notion that specific experiences in a teacher's life trajectory significantly shape their future actions and have a tangible impact in the present moment (Priestley et al., 2015) This study reveals that teachers predominantly draw upon their prior experiences to interpret teaching contents and select appropriate instructional approaches when implementing new textbooks Similar findings have been found by Chu et al (2021) and Liu et al (2021), who supplemented that previous successful experiences can enhance teachers' confidence in their instructional abilities This is evident in the case of two teachers using the I-Learn Smart World 10, which differs in both organization and contents compared to the pilot textbook While the younger teacher required more time to adapt to the changes, the experienced teacher displayed greater flexibility in meeting new curriculum objectives It appears that these prior successful experiences enable teachers to have a clear understanding of implicit developmental opportunities, available resources, and pedagogical principles associated with educational changes, empowering them to proactively make choices and take practical actions aligned with textbook modifications These findings also underscore the fact that accumulated experiences and past thoughts are deeply intertwined with practical activities, and they hold greater significance than future professional goals in shaping teacher agency during new textbook implementation
In relation to the practical-evaluative aspect, a more detailed analysis of how structural, cultural, and material conditions influenced teacher agency at the meso level revealed additional findings with practical implications The findings suggest that teachers' interactions with students and the physical learning environment played a mediating role in shaping their instructional practices throughout the entire period T4's intention to change her teaching approach was hindered by students' lack of engagement in class and their limited language proficiency, compounded by a lack of support from the external environment In contrast, T1 was motivated to find advanced activities to teach because her students already possessed strong foundational language skills, and the availability of technological devices facilitated her instruction Furthermore, teachers faced challenges due to the general support provided by publishing houses, which lacked specific assistance tailored to individual schools Therefore, the study confirms that the degree to which school authorities prioritize the implementation of new textbooks by organizing training programs at both the school and inter-school levels, as well as providing pedagogical resources for teachers, can significantly impact their agency in different ways
In terms of the projective dimension, the study by Leijen et al (2020) found that teachers' goals as well as future professional goals, both short-term and long-term, influenced their evaluation of alternatives, decision-making, and actions at the micro level These findings align with earlier research (Priestley et al., 2015), which suggested that teachers' day-to-day decision-making and teaching actions are driven by their perceived need to deliver enjoyable lessons and keep students engaged This often resulted in the prioritization of teaching materials that incorporated entertainment elements such as films, songs, games, and interactive activities between teachers and students or among students in actual classrooms Furthermore, the importance of pedagogical beliefs can be stated when it comes to attaining agency in the projective dimension According to the research conducted, teachers' pedagogical beliefs are influenced by their past experiences and subsequently shape their future educational practices For example, T4, who has been teaching for a significant period, adjusted her previous pedagogical beliefs to accommodate the varying levels of her students As a result, she now employs these beliefs to guide her decision-making process in her present teaching endeavors Notably, belief changes in teacher practice are challenging, slow, and often temporary, as opposed to changes in knowledge or practice during educational reforms (Bonner et al., 2019)
Regarding long-term goals, T3's actions were guided by a desire to encourage students to use English frequently, particularly in speaking in their future potential careers, despite their limited language proficiency Furthermore, the two young teachers had goals of improving their teaching competence, especially in adapting to changing educational contexts When teachers' long-term professional goals align more closely with the policy's ideas, they are more likely to be actively involved in textbook innovation This suggests that educational innovation that aligns with teachers' professional interests and future expectations can sustain and inspire their commitment throughout the entire curriculum reform process.
Conclusion and Implications
Conclusion
In this research paper, I have presented a study on how English as a Foreign
Language (EFL) upper-secondary school teachers perceive and implement new textbooks in their teaching practices through qualitative methods with semi-structured interviews and classroom observations The paper also explores the factors that shape their approach to understanding the elements that can either promote or inhibit teacher agency from an ecological perspective
As mentioned earlier, this study supports the argument that achieving teacher agency is a result of the interplay between three dimensions: iterational, practical- evaluative, and projective Within these dimensions, various aspects relevant to teacher agency can be identified The iterational and projective dimensions emphasize that achieving teacher agency is influenced by past experiences (including formal education, training, and informal professional and personal experiences) and the goals and values that inform educational actions These goals and values can be specific to the particular context or can encompass broader personal and professional aspirations Simultaneously, teacher agency is also achieved through concrete and specific situations, which are the focus of the practical-evaluative dimension This dimension considers both the practical possibilities and feasibility of actions in a given situation, as well as the way in which the teacher evaluates the issues at hand and the potential for action Based on the three dimensions mentioned above, the study identified several factors that influence the achievement of teacher agency These factors include prior experiences, pedagogical beliefs, the physical environment
The research examines the utilization of two recently introduced textbooks in upper-secondary schools located in Hue City In light of this textbook innovation, all four participating teachers followed a similar procedure in terms of selecting and preparing to incorporate the new textbooks into their teaching However, the selection of textbooks was supposed to be mostly based on teachers’ experiences and a little information that they had received from publishing houses Each teacher also reported to prepare for the implementation of new textbooks differently While publishing houses provided some support during this process, teachers themselves sought additional references from various sources such as educational forums, reference books, and their colleagues at school
Experienced teachers showed the comfort when facing the changes in contents and objectives In contrast, young teachers still struggled to find an ultimate way to transform lessons effectively They chose to seek support from experienced teachers through groups and forums in social networking sites or actively did extensive research Despite sharing the same objectives as outlined in the 2018 General Education English Curriculum, I-Learn Smart World and Global Success textbooks differ in their design, with only the latter remaining unchanged compared to the pilot book Each teacher held their individual interpretation of the order of sections, teaching materials, and cultural contents within each textbook The sequence of sections in two textbooks was also a controversy among participants With a new arrangement of sections in I-Learn Smart World, two teachers reflected two different perspectives If the experienced teacher showed satisfaction with the incorporation of skills into one lesson, the younger one found this challenging for students to acquire different skills at the same time Meanwhile, two teachers using Global Success were content with the order of Getting started, Language, Reading, Listening, Speaking,
Writing, Looking back, Communication/ CLIL, which helped students to gain basic knowledge before practicing and producing themselves Another aspect that teachers shared was teaching contents in textbooks Vocabulary was mostly reported to be quite basic and within students’ reservoir of knowledge Skills contents were partly commented to be theoretically designed, rather than applying naturally language knowledge into passages Furthermore, most teachers were discontented with the insufficient number of exercises included in the textbooks Cultural contents in I-Learn Smart World was also revealed by teachers to be limited compared to that in Global Success
In addition to teachers’ perceptions, the research also reflected their practice towards the implementation of new textbooks Each teacher had their own way to use the textbooks While there were some teachers to depend mostly on the textbooks, the others decided to select some essential tasks and adapt exercises in order to be appropriate to teaching objectives and students’ demands To develop students’ proficiency in skills, they added group discussions, or interactive activities Meanwhile, exercises such as gap-filling, or vocabulary checking were used by teachers to enhance students’ language knowledge
Indeed, teachers’ perceptions and practice towards the implementation of new textbooks were reported to be influenced by factors correlated with dimensions in the ecological lens of teacher agency
Prior experience, which falls under the iterative dimension, plays a significant role in either facilitating or impeding the process of implementing the new textbooks The more experienced teachers drew upon their many years of teaching to assess external factors, allowing them to effectively utilize their agency in implementing the new textbooks Conversely, the lack of experience among the younger teachers necessitated extensive research to familiarize themselves with the changes in the textbooks Additionally, the experience gained from previous teaching engagements influenced the way teachers relied on physical materials The findings indicate that the older teachers tended to rely heavily on the activities provided in the textbook, as they believed these activities were crucial in developing students' language knowledge and skills, aligning with the objectives outlined in the 2018 General Education English Curriculum In contrast, the younger participants tended to adapt activities to enhance student engagement while still achieving the desired objectives
Teachers' pedagogical beliefs, which are considered a part of the projective dimension, play a crucial role in guiding how teachers modify their teaching practices Two teachers, whose pedagogical beliefs prioritize the development of both students' language knowledge and skills, designed contents and activities that require students to engage in tasks such as multiple-choice exercises, interactive questions, and group discussions On the other hand, one teacher who viewed communicative competence as the ultimate goal of language learning focused on captivating activities supported by external materials to engage students, reduce their anxiety, and encourage them to express themselves freely In contrast, another teacher with pedagogical beliefs centered around a comprehensive understanding of the fundamental components of language directed students to concentrate on grasping new vocabulary and grammatical structures, mainly for the purpose of examinations Throughout the process of adapting activities, teachers also had opportunities to improve their teaching approaches and enhance their expertise in the field of education
Other factors examined in this study pertain to the physical environment and the language proficiency of students, which fall under the practical-evaluative dimension within the ecological perspective The findings revealed that class size and the condition of equipment influenced how teachers made decisions regarding instructional changes When faced with large class sizes and insufficient resources, teachers were unable to implement extensive cooperative activities or utilize external materials such as videos or films
Instead, they resorted to using handmade materials as substitutes Additionally, students' language proficiency played a role in shaping the contents of adapted activities designed by teachers Students with strong language proficiency received more advanced knowledge from teachers with high expectations, while those with lower proficiency levels received additional practice to ensure a thorough understanding of the subject matter.
Implications
The outcomes of this case study can serve as a valuable point of reference for educational institutions, encouraging the active participation of teachers in the implementation of new English textbooks The primary focus of this study was on teachers, making the findings particularly beneficial for them While the results may not be universally applicable to all teachers, they can contribute to a better understanding of the strengths and weaknesses of new textbooks when used in real classrooms This understanding empowers teachers to effectively adapt the findings to their own teaching contexts Additionally, the findings can guide teachers in making necessary changes in their classrooms by providing a range of approaches and activities in diverse contexts for easy comparison and adoption
Furthermore, the findings have implications for school administrators The results call for principals to foster a supportive and collaborative school culture that values teachers' individual beliefs and grants them instructional autonomy Administrators should also facilitate sufficient planning time for teachers to effectively implement the new textbooks and meet the needs of culturally diverse students Providing teachers with adequate physical and human resources for implementation, evaluation, and reflection is crucial Additionally, schools should address teachers' anxiety about educational change by nurturing reform leaders among the teaching staff and offering opportunities for collaborative interaction, learning, and research
Teacher educators can also benefit from this research The insights shared by teachers in this study raise awareness among teacher educators about the importance of teacher education programs There should be a greater emphasis on programs that provide teachers with advanced theoretical knowledge about teacher agency and focus on enhancing teachers' assessment literacy Teacher educators should also help teachers navigate the challenges of balancing high-stakes examination preparation with holistic education The presence of preservice teachers in this study highlights the need to address their education as well Teacher educators should equip preservice teachers with the necessary knowledge and skills for effective textbook implementation, while also fostering their growth as change agents committed to social justice
Lastly, the findings have implications for policymakers Policymakers should consider granting teachers more autonomy in the textbook reform process, moving away from a top-down approach They should actively listen to teachers' voices and incorporate their feedback into the reform process This approach allows policymakers to recognize the contextual differences in teaching and make appropriate modifications to policies that align with these variations.
Limitations and future research
The study makes a valuable contribution to the field of teacher agency in curriculum reform by providing insights into teachers’ perceptions and practice towards the implementation of new textbooks as well as the factors that affect teachers' enactment of agency in the implementation of new textbooks However, the limitations of the study are indispensable when interpreting the findings The study still provides a valuable starting point for further research in this area
One limitation of using qualitative methodology is that this research was limited to only four participants from four upper-secondary schools in Hue City, while there are many other upper-secondary schools located in different regions Consequently, the findings of this study cannot be generalized to encompass the perceptions and practices of all teachers in the entire city regarding the implementation of new English textbooks To address this, future research should involve a larger number of upper-secondary schools and more diverse participants
Furthermore, the study was conducted in the latter half of the second semester of the academic year As a result, by the time the study was completed and the findings were obtained, it was already quite late to consider any changes for the following year
Specifically, this study concluded as the new school year was approaching, and the new English textbooks for grade 11 had already been published Therefore, it is recommended that further research be conducted promptly to allow sufficient time for the consideration of English textbooks for grade 12
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Question 1: How does the book selection process work? Why did you choose this book series?
Question 2: How are you supported and prepared for teaching the new textbooks?
Question 3: How do you perceive the new textbooks compared to the pilot ones?
Question 4: What difficulties and benefits does this new book bring to teachers and students?
Question 5: How do you use the new textbooks in the actual classrooms?
Question 6: Have you changed any of your teaching methods to accommodate the new book?
Question 7: Which factors influence how you plan to use the new textbooks in practical teaching settings?
Question 8: According to you, does the use of the new textbooks meet the goals outlined in the 2018 General Education Program?
Question 9: Does using the new textbooks in practice live up to your expectations?
Question 10: What additional support do you need for future teaching with the new textbooks?
Câu hỏi 1: Quá trình lựa chọn sách diễn ra như thế nào? Tại sao bạn chọn bộ sách này? Câu hỏi 2: Bạn được hỗ trợ và chuẩn bị như thế nào cho việc giảng dạy SGK mới?
Câu hỏi 3: Bạn nhìn nhận thế nào về SGK mới so với SGK thí điểm?
Câu hỏi 4: Cuốn sách mới này mang lại những khó khăn, lợi ích gì cho giáo viên và học sinh?
Câu hỏi 5: Bạn sử dụng sách giáo khoa mới trong lớp học thực tế như thế nào?
Câu hỏi 6: Bạn có thay đổi phương pháp giảng dạy nào cho phù hợp với cuốn sách mới không?
Câu hỏi 7: Những yếu tố nào ảnh hưởng đến cách bạn dự định sử dụng sách giáo khoa mới trong môi trường giảng dạy thực tế?
Câu hỏi 8: Theo quý vị, việc sử dụng sách giáo khoa mới có đáp ứng được mục tiêu đề ra trong Chương trình giáo dục phổ thông năm 2018 không?
Câu hỏi 9: Việc sử dụng SGK mới trong thực tế có đáp ứng được mong đợi của bạn không? Câu hỏi 10: Bạn cần hỗ trợ gì thêm cho việc giảng dạy trong tương lai với SGK mới?
Appendix 2: Articles in the B1 Destination book