An investigation into students’ and teachers’ perspectives towards the use of new grade 10 english textbook in quang ninh province

THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGESTRAN THI NGOC ANHAN INVESTIGATION INTO STUDENTS’ AND TEACHERS’ PERSPECTIVES TOWARDS THE USE OF NEW GRADE 10 ENGLISH TEXTBO

THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES

TRAN THI NGOC ANH

AN INVESTIGATION INTO STUDENTS’ AND TEACHERS’ PERSPECTIVES TOWARDS THE USE OF NEW GRADE 10

ENGLISH TEXTBOOK AT A HIGH SCHOOL IN QUANG NINH PROVINCE

Thai Nguyen, 2023

THAI NGUYEN UNIVERSITY OF EDUCATION FACULTY OF FOREIGN LANGUAGES

TRAN THI NGOC ANH

AN INVESTIGATION INTO STUDENTS’ AND TEACHERS’ PERSPECTIVES TOWARDS THE USE OF NEW GRADE 10

ENGLISH TEXTBOOK AT A HIGH SCHOOL IN QUANG NINH PROVINCE

Major: English teaching theories & methodologies Code: 8140111

Instructor: Nguyen Thi Que, Ph.D

Thai Nguyen, 2023

STATEMENT OF AUTHORSHIP

Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma

No other person’s work has been used without due acknowledgements in the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution

Thai Nguyen, 2023

ACKNOWLEDGMENT

My deepest thanks extend out to Mrs Nguyen Thi Que, Ph.D., my supervisor, for her insightful advice and supportive guidance I benefited from her assistance and direction at every stage of the project's creation

I would especially like to thank my family for their unwavering support and patience as I conducted my research and wrote my thesis

I also would like to epress my gratitude to the students and the co-workers who actively participated in the questionaire and interview, providing me with necessary information to complete this project

Last but not least, I want to thank all English lecturers at the Thai Nguyen University of Education for their support As a university student, I have greatly benefited from your kind counsel and encouragement, which has been really helpful to me in completing my studies

ABSTRACT

Textbooks play a crucial part in a student’s learning journey since it does not only act as a syllabus reference but also teach students knowledge, skills, attitudes, and values In addition, teachers' and students’ opinions on the use of the textbooks are valuable sources for textbook designers to make appropriate adjustments to improve the quality of English teaching and learning Therefore, the purpose of the study was to investigate the students' and teachers' perspectives on the new 10th-grade English textbook In order to complete this study, the researcher employs both quantitative and qualitative methods The investigation was conducted at Quang Ninh high school All 200 tenth-graders and five English instructors who were using the new tenth-grade textbook participated in the study in order to evaluate the textbook using total sampling techniques Results of the study show that students and teachers generally have positive attitudes toward the new grade 10 English textbook In addition, several issues remain an obstacle for the implementation of the courebook and therefore needs to be taken into consideration when using the book in teaching students at particular teaching contexts

Keywords: textbook, the new grade 10 English textbook, teacher’s perspectives, students’ perspectives

1.2 Aims and Objectives 2

1.2.1 Aims of the Study 2

1.2.2 Objectives 2

1.3 Scope of the Study 2

1.4 Research Questions 3

1.5 Significance of the Study 3

1.6 Organisation of the study 3

CHAPTER II: LITERATURE REVIEW 4

2.1.6 Aspects of the textbook quality 16

2.2 The new grade 10 English textbook 25

2.3 Previous Studies 28

CHAPTER III: RESEARCH METHODOLOGY 32

3.1 Research design 32

3.2 Respondents and locale of the study 32

3.3 Data Collection Instrument 33

3.3.1 Questionnaire surveys 33

3.3.2 Teacher’s interview 34

3.4 Data collection procedure 34

3.5 Data analysis 35

CHAPTER IV: DISCUSSIONS OF FINDINGS 36

4.1 Findings from students’ questionnaire 36

4.1.1 Students’ background information 36

4.1.2 Students’ perspectives towards the use of the new grade 10 English textbook 36

4.2 Findings from teachers’ questionnaire 39

4.2.1 Teachers’ background information 39

4.2.2 Teachers’ perspectives towards the use of the new grade 10 English textbook 40

4.3 Findings from the teachers’ interview 44

4.3.1 Teachers’ general perspectives of the new grade 10 English textbook 44

4.3.2 Teachers’ use of the new grade 10 English textbook 45

4.3.3 Teachers’ difficulties using the new grade 10 English textbook 45

4.4 Summary 47

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS 48

5.1 Conclusions 48

5.1.1 Students’ perspectives toward the use of the new grade 10 English textbook 48

5.1.2 Teachers’ perspectives toward the use of the new grade 10 English textbook 49

LIST OF TABLES

Table 2.1 Time allocated for teaching, reviews, tests, and

Table 2.2 Book structure, unit structure, component headings and time allocated for each heading (Hoang Van Van, 2015, p.9)

26

Table 2.3 Details of the textbook series suggested by the collaborative writers and authorized by the collaborative publishers (Hoang Van Van, 2015, p.10)

Table 4.4 Teachers’ perspectives on the new grade 10 English

Table 4.5 Teachers’ perspectives on the role of new grade 10

LIST OF ABBREVIATION

CHAPTER I: INTRODUCTION

1.1 Rationale

Textbooks play a crucial part in a student’s learning journey since it does not only act as a syllabus reference but teach students knowledge, skills, attitudes, and values In addition, textbooks provide both teachers and students with instructions and sources of knowledge so they help them save time and effort while searching for information

In the case of English, textbooks are more important as the role of English has been more and more highly valued to suit the needs of modernization and integration As English is increasingly significant, English teaching and learning have been increasingly concerned by the Government in general and The Ministry of Education and Training in particular

Foreign languages have always been required coursework from the general education level to the graduate level in Vietnam's language policy since the 1960s From the early 1970s, when English was taught without explicit curriculum and textbooks, to the late 1970s and early 1980s, when English was taught for 3 years in the North and for 7 years in the South with the curricula implicitly incorporated in the contents of the two respective textbook series, to the period of 7 years, when English was explicitly taught throughout the country Along with improvements in textbook and curriculum development, Vietnam's English teachers have made commendable strides in their educational backgrounds and communication abilities Some English teachers in schools are capable of teaching a whole lesson in English However, in a world where internationalization and integration are unavoidable trends, Vietnam now faces a pressing need for highly qualified individuals who can communicate effectively in English It was a challenge to uphold the current standards for education and use because of this intense political and economic need Without significant adjustments and substantial contributions to curricula, textbooks, teaching strategies, and assessment, foreign language teaching in general and English

language teaching in particular in Vietnam would be unable to adequately meet the expectations placed upon it (Hoang Van Van, 2015)

As being newly applied in Quang Ninh for nearly a year, the textbook of “Tieng Anh 10 (Global Success)” has drawn much attention from the teachers and students However, there are certainly no perfect textbooks that match all the preferences and levels of all learners Therefore, textbooks need to be updated and adjusted to satisfy the needs of teachers and learners In order to do that, teachers' and students’ opinions on the use of the new textbooks are valuable sources for textbook designers to make appropriate adjustments to improve the quality of English teaching and learning

The above-mentioned reasons have endlessly urged the the researcher to put more effort to conduct this study “An Investigation into Students’ and Teachers’ Perspectives towards the Use of New Grade 10 English Textbook in Quang Ninh Province”

1.2 Aims and Objectives 1.2.1 Aims of the Study

The study aimed at investigating the students’ and teachers’ perspectives on the use of the new grade 10 English textbook at a high school in Quang Ninh province with a view to find ways to better English teaching and learning at this particular context

1.2.2 Objectives

More specifically, the study was conducted to shed light on:

- Looking into the students’ opinions toward the use of the new grade 10 English textbook

- Identifying the teachers’ opinions toward the use of the new grade 10 English textbook

1.3 Scope of the Study

The study was implemented on 200 ten-grader students and five English teachers at Doan Thi Diem Ha Long high school in Quang Ninh Besides, the study only collected students’ and teacher’s opinions on the use of the new grade

10 English textbook There are many aspects regarding opinions on textbooks, but the study only focused on several areas adopted from Srakang (2013) Other aspects were not the concern of this study

1.4 Research Questions

The study aimed at finding the answers for the following questions:

1) What are the students’ opinions toward the use of the new grade 10 English textbook?

2) What are the teachers’ opinions toward the use of the new grade 10 English textbook?

1.5 Significance of the Study

The project investigated the opinions of teachers and students who experience the new textbook The findings of the study were expected to identify problems and propose ways to improve the quality of using new English textbook in this context and beyond

Moreover, it would suggest ideas for textbook authors, teachers, and teacher trainers in Vietnam to have appropriate adjustments to help learners improve their English proficiency

In addition, the study would give an overview on how the book was evaluated in students and teachers’ opinions and therefore would offer policy makers and boards of managers an insight on better adaptation and choices of textbooks in the following academic years

Finally, the study would hopefully serve as a reference for further researchers who would like to conduct similar research related to this field in the future

1.6 Organisation of the study

Chapter I: Introduction

Chapter II: Literature Review Chapter III: Research Methodology Chapter IV: Researching Findings

Chapter V: Conclusions and Recommendations

CHAPTER II: LITERATURE REVIEW

In this part, the researcher briefly goes through some theoretical background related to definitions of important terms, the importance of textbooks, limitations of textbooks, types of textbooks, evaluation of textbooks, aspects of the textbook quality, the new grade 10 English textbook and previous studies regarding students and teachers’ perspectives on the new textbook

2.1 Theoretical background 2.1.1 Definitions of terms 2.1.1.1 Textbook

According to Oxford Learner’s Dictionary, a textbook is a book that teaches a particular subject and that is used especially in schools and colleges Yulianti (2011) defines a textbook as an instructional material that consists of content and material of the subject that is well organized in written form and has a great contribution to the teaching and learning process A textbook is a book that contains comprehensive information about a course or a subject that a student needs, to get through the academic year This has a set of chapters, question-answers, and exercises included in the curriculum to improve the learning standards of a student (https://www.teachmint.com/glossary)

Lisbdnetwork (2014) explains that a textbook is a book of instruction Its primary aim is not to impart information about a specific subject but to enable one to develop a proper understanding of the subject While Gak (2011) defined the textbook as one of the many resources that enables teachers to deliver quality instruction, Poljak (1983) considered the textbook to be the fundamental teaching and learning material that enables students to acquire the necessary knowledge, develop critical, creative, and dialectical thinking, and develop their mental skills The textbook is a text-based teaching tool and a component of educational tools that improves both the effectiveness of instruction and individual student learning, according to Kova et al According to Ivanuš Grmek (2003), a textbook is a substantial teaching-learning work that transforms science or another subject

into a way that is understandable to all students

William (1983) developed the following indicators for an ESL textbook that it should adhere to:

(i) Describe the presentation of linguistic objects and skills (General) (ii) Offer educational tools for pronunciation, such as the phonetic system

(v) Write composition assignments that demonstrate the many tools for regulating and guiding material and expression (Writing), and that contain the required images, diagrams, tables, etc (Technical)

Based on the definitions above, it can be concluded that a textbook is a book that gives instruction on a certain subject Through a textbook, students can obtain information on that subject

2.1.1.2 Perspectives

Oxford Learner’s Dictionary defines perspective as a particular opinion or attitude towards something or a way of thinking about something More specifically, in this study, students and teachers’ opinions towards to use of new grade 10 textbook used at Doan Thi Diem Ha Long highschool would be the main focus of the research

2.1.2 The importance of textbooks

According to CERP Journal (2022), Today, a variety of educational tools are employed to assist students in their learning, with textbooks being the most prominent Almost every educational system in the world uses textbooks, which are a valuable resource for both professors creating courses and students learning new information

A textbook is one of the crucial tools used in the learning process for students The book is a highly important source of knowledge The book makes it simple for students to learn about the subject at hand The textbook includes instructional materials and is finished with exercises that encourage critical thinking in the students The textbook also includes student encouragement so that they can stay positive while they are still learning, (Sujimat, 1994; cited in Yulianti, 2011)

Unquestionably, textbooks serve as an essential educational instrument for transmitting knowledge to future generations (Palló, 2006), and they can be categorized by Marentič Požarnik (1988) as one of the external determinants of effective learning It represents a specific category of specialized writing that is "determined by the subject matter and intended readership Since its content is "determined" by the national curricula as well as the operational and content objectives of the subject or subject area, it is defined on a larger scale by the educational system (Turk Škraba, 2006) Thus, it may be said that textbooks significantly affect whether curriculum objectives are met (Hadar, 2017) Textbooks continue to be the educational resource linked with the required curriculum, claim Ersoy & Ahin (2012)

The usage of textbooks as syllabuses that reflect predetermined learning objectives is mentioned by Cunnningsworth (1995) Additionally, textbooks serve as syllabuses that have been carefully prepared and organized (Richards, 2001) Furthermore, textbooks offer clear frameworks that direct instructors and students in terms of what they have done and what they will do (Ur, 1998) The researcher also added that textbook provides a clear framework for the teachers and students to conduct teaching-learning activities sequentially It is used as a syllabus, which is designed systematically sequentially in a planned and balanced way It is used as ready-made texts and tasks A textbook is comparatively cheaper than other materials It is handy portable material so it is convenient It provides clear guidelines to novice teachers and learners can use a textbook as a

self-learning material For teachers looking for guidance and course delivery ideas, textbooks can be a valuable resource (Tomlinson, 2008) The conduct of lessons can be modeled after well-written and organized textbook chapters (Edge & Wharton, 1998)

Sharing a similar view, Cunningsworth (1995) and Ur (1988) also claimed that textbooks can provide direction and support for rookie instructors who are uncertain about their language proficiency and have not yet developed a sense of work security Richards (2001) goes on to say that teacher manuals and textbooks have a part in teacher preparation They might first mentor less qualified and inexperienced instructors to help them get greater self-assurance while creating lesson plans and instructing in classrooms According to Ansary and Babaii (2003), textbooks should play crucial roles in providing stability, direction, and support for less experienced instructors

Textbooks are effective resources in terms of time and money, according to O'Neill (1982), Sheldon (1988), and Ur (1988) Textbooks cut down on content preparation time, allowing teachers to spend more time teaching Additionally, effective textbooks can help teachers by offering engaging exercises that don't need a lot of advanced planning (Hutchinson & Torres, 1994) Textbooks, according to Ansary and Babaii (2003), are time and program controllers Additionally, as compared to alternative resources like learning kits, photocopied worksheets, or computer software, textbooks are comparatively affordable (Ur, 1998)

Cunningswoth (1995) emphasized that textbooks are viewed as sources that students can utilize to advance their knowledge and language abilities in addition to being useful teaching tools As a key source of language input for students, textbooks support the input given by teachers According to O'Neill (1982), adopting a specific textbook not only enables students to catch up on missed classes but also aids students in being ready for subsequent sessions in advance Since students can utilize textbooks as tools for learning new content,

for evaluating and monitoring their learning progress, and for both, Cunningsworth (1995) and Ur (1998) concur that textbooks aid in self-directed learning or self-assessment As a result, textbooks contribute to giving students greater freedom than they otherwise would

According to Kovač et al (2005), a textbook is one of the most important instructional resources used in the teaching-learning process and is designed to be used by both teachers and students According to Herlinda's (2014) study, textbooks are viewed by teachers as the fundamental teaching instrument It serves as a teaching or learning tool by giving students engaging learning exercises (Gak, 2011; Štefanc, 2005) In addition, it serves as both an informational and a formative tool because it both imparts knowledge and fosters the development of competence, skills, and values at the same time (Kukanja-Gabrijelčič, 2015) A textbook serves both didactic and instructional purposes during the teaching process (Jurman, 1999) It is an essential learning tool since it offers learning materials and information that ought to inspire students to learn (Hung Lau et al., 2018) It is crucial as a tool for autonomous learning and for reiterating previously taught material (Kovač et al., 2005) Since the textbook represents a source of knowledge that is formally acknowledged as appropriate and objective, it is susceptible to social control processes It is crucial to establish professional standards for judging the quality of textbooks because the open market for textbooks and the diversity of textbook supply point to a democratization of the educational system (Kovač et al., 2005) According to Hadar (2017), who examined the relationship between textbooks and teachers in her research, a high-quality textbook frequently serves as the foundation for a high-high-quality lesson The author discovered that when giving educational material, (mathematics teachers) typically adhere completely to textbooks It's also crucial to remember that professors use various texts and employ diverse instructional techniques Additionally, textbooks have an impact on the choice of teaching aids

As the only way for students to learn how to employ efficient learning strategies, learning from a textbook can only be beneficial if it is customized for them and vice versa If authors take into account both the student's developmental stage and their level of comprehension, they can modify textbooks to suit the needs of the students Textbooks are written without needless foreign terminology in short, complete sentences using clear, plain language Using titles and subtitles, they have a strong thematic organization that makes it easier to navigate the information The textbook enhances students' reading comprehension and stronger cognitive abilities by including a variety of assignments, questions, summaries, and glossaries of new topics (Marentič Požarnik, 2019) Therefore, according to Cigler (1997), selecting a textbook is influenced by several other elements, the most significant of which is the teachers' desire to modify their work practices to match those recommended or required by the textbook The student's capacity to assess a textbook's quality is another crucial element Authors should be well-versed in modern didactics to create a great didactic textbook They should become acquainted with the framework and guiding principles of the teaching-learning process They must fill the textbook with a range of exercises and adhere to the teaching-learning activity paradigm This allows students to create their knowledge through active learning and learn how to learn (Poljak, 1983) The language, writing style, aesthetic and graphic design, and textbook cover design should all be taken into account by the authors (Ivanuš Grmek, 2003) Textbooks should be prepared in a way that helps students learn the subject matter while also enhancing and extending other educational resources If the textbook is built on an appropriate didactic design, teachers will be able to use it effectively at all stages of the learning process (Poljak, 1983)

When fresh instructional material is covered in class, the value of the textbook increases even more Learning educational materials is intended to help students gain information This stage needs to be thoughtfully and didactically

designed The material should be created in a way that motivates students to learn as well as supplements and expands on teachers' guidance Therefore, authors of textbooks should adhere to the structure of required knowledge and organize it logically To help students quickly grasp the fundamental thematic material structure, they should emphasize important themes and provide them in a logical order as subheadings (Poljak, 1983)

Although the textbook serves as a secondary source, objective reality can still be conveyed in a variety of ways (original text, sketches, diagrams, etc.) It should also be provided straightforwardly Generalizations are equally essential to the incorporation of facts Only verbal clarification and explanation, which the author should incorporate in the text to give students a variety of generalization options, can help students grasp them Taking into account both the developmental stage of the pupils and the balance between specifics and generalizations is another crucial element that relates to the didactic suitability of the textbook Teachers are crucial in this regard because they should be familiar with the material included in the textbook and adapt their pedagogy accordingly, going beyond merely regurgitating data to raise students' awareness (Poljak, 1983)

The teaching-learning process also includes reviewing the instructional material and practicing new skills Additional assignments and exercises that assist students practice skills they should master should be included in the textbook Textbooks should be created in a way that enables students to review their information to ensure the sustainability of knowledge By employing different font and print styles, authors can highlight key passages in their texts Additionally, generalizations, summaries, visuals, and other forms of representation can be used to suggest reviewing (Poljak, 1983) Each lesson should give students the option to choose their level of information acquisition By including exercises for self-assessment, textbook authors can encourage student self-assessment By responding to questions and completing activities, students can assess their knowledge and determine if they have learned the material for practical purposes or only to reproduce knowledge (Poljak, 1983)

2.1.3 Limitations of textbooks

Due to the possibility that texts, dialogs, and other content elements are prepared to support teaching objectives, Richards (2001) demonstrates that textbooks include inauthentic language that is not indicative of real language use Inadequate real-life concerns are depicted in textbooks as well Generally, controversial subjects are avoided in textbooks to maintain their credibility Additionally, as textbooks are frequently produced for international markets, they might not meet students' needs The researcher also states that teachers relegate themselves to the role of a technician who only presents materials to students if they base their primary instructional decisions on the textbook and teacher's handbook Finally, he notes that given their high cost, commercial textbooks may constitute a financial burden for students in many regions of the world The researcher also states, "Textbook can be severe limitation for the teacher’s knowledge and professional development Students are tightly tied up with textbook and have difficulty learning without it" (p 3-4)

Likewise, Ur (1998) argues that textbooks fall short of meeting the demands of every learner Additionally, many textbook topics are irrelevant or boring in the actual classes Because of its predetermined structure and order, a textbook may limit a teacher's initiative and originality This frequently results in the dullness and lack of enthusiasm of students The researcher also adds that textbooks typically do not offer a wide variety of skills and understanding of learning styles and methods since they are more likely to be based on a single teaching/learning approach Finally, she makes the argument that educators who follow textbooks without questioning them may only wind up acting as mediators

The immense potential of textbooks, according to Tomlinson (2008), may lead teachers to rely too heavily on them and spend less time planning classes Because of this, the instructor ends up instructing the text rather than the language itself (McGrath, 2002) Textbooks are overly rigid because they reflect the pedagogical, psychological, and linguistic preferences and biases of the authors

(Allwright, 1981) In many English as a Foreign Language (EFL)/English as a Second Language (ESL) textbooks, gender bias, sexism, and stereotypes are prevalent, according to Porreca (1984)

To summarize, those who support the usage of textbooks think that they may act as course syllabi, directives, and resources for both teachers and students Textbooks are useful since they can cut down on preparation time for the topic However, some opposed to textbook use assert that doing so has harmful consequences For instance, they might not meet the needs of learners or use authentic language Additionally, textbooks may deskill Finally, students may not find the material covered in textbooks engaging or relevant

The potential and restrictions of textbooks have been critically reviewed, and textbook assessment is now acknowledged as a useful method for choosing textbooks with high potential but few limitations The importance of textbook evaluation in language courses has recently been highlighted by a number of research studies, which also show that doing so may help teachers make the best possible choices for their classrooms

2.1.4 Types of textbooks

Grant (1987) divides textbooks into two categories in general a Traditional textbooks

Traditional textbooks assume that learning a language also entails knowing its grammar The behaviorist philosophy, which holds that habit formation is the sum of all learning, has an impact on conventional textbooks They consider the written form of the language to be more elegant and purer than the spoken version Grammar lessons, including articles, tenses, propositions, and transformations, as well as reading materials like poetry, essays, and one-act plays by famous authors from the past, are the teaching materials used for conventional textbooks (literature) Since a teacher constantly gives lectures, that function requires authority However, because they are constantly preoccupied with listening to the teacher's lectures, students only play a passive part

Additional characteristics of the traditional textbooks are also added by the researchers They place more emphasis on reading and writing than speaking and listening Instead of focusing on students, they are more concerned with the professors, the curriculum, and exams

b Communicative textbooks

The communicative textbooks think that learning a language involves speaking it, not memorizing its grammar rules It aids in the learners' communication competency development It represents the wants and passions of the students Therefore, communicative textbooks are based on the idea that learning a language involves learning to utilize it in everyday situations In communicative textbooks, the student's role is that of an active learner, and the teacher's function is that of a manager or facilitator

The communication functions of language are emphasized in communicative textbooks, according to Grant They make an effort to take the student's wants and needs into account They are activity-based because they emphasize language skills, rather than just language forms Instead of just accuracy, they emphasize fluency They put more of a demand on the organizational skills of the teacher because they promote group and pair work

2.1.5 Evaluation of textbooks

The goal of the textbook evaluation is to determine the standard of the textbook that is used in schools to provide suitable instruction and to meet national education standards For a textbook to be a useful teaching tool, it needs to be well designed

A good textbook, in Perbukuan's opinion (2006, p.6-7), is one that can aid students in their learning The book's format and content should be intriguing, and it should have an effect on how readers think, act, and behave

Cunningsworth (1995) divides evaluation into two types a Impressionistic Overview

In this type, teachers promptly assess textbooks based on the attractiveness

of the cover, the additional items included, and the organization and sequencing of the information

b In-depth Evaluation

This type is carried out after the first to carefully assess particular areas, including language skills, and to provide activities, etc

Grant (1987) suggests evaluating textbooks on three levels a Initial Evaluation

This level aids teachers in quickly eliminating inappropriate texts He also recommends using the CATALYST test in order to prevent making hasty decisions The following eight requirements are represented by the eight letters:

Following the use of the CATALYST test, this phase is intended to pilot the selected textbook A questionnaire can be quite helpful for teachers at this point in determining whether the chosen textbook is appropriate for their courses

c In-use Evaluation

This continuous practice of reassessing the chosen textbook This will give teachers the foundation upon which to build their conclusions about whether to keep using or change the textbook

According to McGrath (2002), there are three significant methods to evaluate textbooks “The Impressionistic Method”, the “Checklist Method” and the “In-depth Method”

a Impressionistic Method

Similar to Cunningsworth's Impressionistic Overview, the Impressionistic Method focuses on examining general impressions after reading the blurb and the contents page and after quickly skimming the book to assess its organization, themes, layout, and visuals

b Checklist Method

This method entails marking off a series of criteria in a particular order This method is quick and easy to use when comparing different textbooks

c In-depth Method

The method recommends a detailed examination of factors like the layout of a certain unit or exercise or the way specific language parts are handled

The three stages of textbook evaluation are further explained by Harmer (2001) He claims that the impressionistic approach is advised for the pre-use phase since it enables evaluation of the performance of the textbook The while-in-use and post-use evaluation that follows aims to evaluate the performance of the textbook According to Allwright (1981), McGrath (2002), and Mukundan (2010), evaluating textbooks should be a continuous process in which their applicability and instructional value are assessed at regular intervals

According to Lawrence (2011), researchers have expressed diverse opinions regarding the timing of textbook evaluation Typically, the textbook evaluation procedure consists of three phases: pre-use evaluation, evaluation during use, and post-use evaluation When conducted by experienced educators, the initial evaluation is viewed as a quick and effective method for selecting textbooks (Tomlinson, 2003)

While-in-use evaluation can assist educators in determining the suitability of the currently utilized textbooks (Mukudan, 2007; Tomlinson, 2003) (McGrath, 2002; Tomlinson, 2003) Post-use evaluation entails a comprehensive evaluation of the assets and weaknesses of textbooks to facilitate decisions regarding their continued use

Harmer (2001) provides additional clarification on the three phases of textbook evaluation According to the scholar, the impressionistic method is recommended for the pre-use phase because it allows for textbook performance evaluation The objective of the subsequent while-in-use and post-use evaluations is to assess the performance of the textbook Textbook evaluation, according to Allwright (1981), McGrath (2002), and Mukundan (2010), should be a cyclical process in which the pedagogical value and suitability of textbooks are evaluated periodically

In conclusion, there are three methods for evaluating textbooks The impressionistic overview and impressionistic method aim to gain an overall impression of the textbooks The In-depth evaluation/ Detailed evaluation/ Checklist technique necessitates a more exhaustive evaluation of the textbooks While-in-use evaluation entails a comprehensive examination and reevaluation of the adopted textbook In addition, textbooks should be evaluated continuously to ensure that any used textbooks remain pedagogically effective

2.1.6 Aspects of the textbook quality

AbdelWahab (2013) divides textbook quality into four aspects a Physical and Utilitarian Attributes

These attributes include general appearance, layout and design, and visuals 1) General Appearance

The textbook's cover should be interesting and instructive, and the size should be suitable for students It should also employ the proper font size and type The content must be written properly and suitably, and there must be adequate white space to create clarity The textbook's overall quality should be high In order to make the situation more realistic for the students that use the textbook, the textbook must also have a significant quantity of pictures

2) Layout and design

In order to create impact, the textbook's style and layout must be varied and consistent in how headers, icons, labels, italics, and other formatting

elements are used Each textbook section needs to have a thorough description of the structures and functions as well as the vocabulary that will be taught to the student Every unit and lesson's title must be acceptable, and the textbook's table of contents and bibliography are both comprehensive and in-depth Textbooks must offer a sufficient vocabulary list or glossary, as well as exercises and review sections More importantly, the textbook needs to be logically organized, efficient, error-free, and long-lasting

3) Visuals

The visuals should be well-produced, diverse, and appealing while also being practical and suitable for the learners' own cultures in order to inspire creativity in them

b Efficient outlay of objectives and supplementary materials

Book goals, teaching resources, and instructional techniques make up an efficient outlay of objectives and supplemental materials

1) Book objectives

In order to relate to the student’s needs and interests, the textbook's objectives should be quantifiable and pertinent to their local cultures The textbook must clearly define the objectives in detail Additionally, it strikes a balance among the four language abilities The textbook's goals should assist the teacher in selecting the appropriate teaching strategies and resources, and there are several prominent levels of Bloom's taxonomy that may encourage students to pursue additional English language study

2) Teaching aids

This indicates that there are aids to learning, such as audio materials, a teacher's manual, a workbook, cassettes, images or diagrams, posters, or flashcards, which should help teachers and students alike The use of the aforementioned resources is encouraged in the classroom because they ought to be successful in assisting students and fostering their growth as confident individuals

3) Teaching methods

The teaching strategies utilized in the textbook should be the most recent ones available in the field, and a student-centered approach also allows for a variety of class activities, which encourages students to speak more in class and outside of it The activities must integrate well with ELT approaches and introduce the core ideas of CLT in order to fully take advantage of the opportunity to learn various language skills The textbook must ideally promote inductive learning, assist teachers in making the most of the activities, and accommodate students of various academic levels Additionally, the textbook should have lessons that discuss effective study habits and give teachers and students the chance to localize exercises so that the students are motivated to assume some responsibility for their education

c Learning and teaching content

Subject matter and content, social and cultural contexts, and exercises make up learning and teaching content

1) Subject and content

The content in the textbook should be current, entertaining, and include a variety of topics from many professions It should also employ genuine language The subject and material in the textbook should be engaging, demanding, and inspiring The textbook's subjects should enable students to voice their own opinions while also fostering critical thinking by giving them a list of unfamiliar and challenging words Additionally, the course component needs to be organized around definite topics in a clear and efficient manner

2) Exercises

To encourage the students to learn independently, the exercises must be sufficient, relevant, and engaging They also need to be accompanied by clear instructions that show how to complete each activity However, it needs to strike a balance between tasks and activities that emphasize correct and fluent production The exercise task should contain individual, pair, and group work and

progress from easy to sophisticated In order to be easily adapted or supplemented to practice language concepts and abilities, the textbook should include a variety of meaningful and mechanical tasks and activities The exercises should serve as more crucial role models for final accomplishment tests

3) Social and Cultural Contexts

The social and cultural contexts in the textbook must be understandable, free of stereotypical images and information, and communicate good views about ethnic origins, occupations, age ranges, and social groups The information must discuss well-known figures from various parts of the world and present various cultures As a result, it can help the students understand how to communicate in a new culture that is frequently extremely different from their own The textbook's content does a better job of illustrating various customs and meeting the cultural requirements of the students

d Language skills

Language skills include listening, speaking, reading, writing, vocabulary, grammar, and pronunciation

1) Listening

The listening exercises in the textbook should be relevant and well stated so that students can improve their listening comprehension abilities The listening task tapes must be properly recorded, as genuine as feasible, and expose the students to the voices and pronunciation of English native speakers Additionally, the assignments should effectively grade each level of difficulty, from literary to critical listening skills The listening exercises should concentrate on linguistic skills like stress, intonation, and form and should be accompanied by activities, questions, and background information

2) Speaking

There should be sufficient spoken English material in the textbook to offset the teacher's lectures (e.g., conversations, role-plays, etc.) To encourage oral communication, speaking exercises should assist students to become more

comfortable speaking English The discussions in the speech exercises must still sound genuine while inviting students to discuss their worries and interests

3) Reading

The sufficient reading material must be varied, up-to-date, interesting and meaningful that are easy for most of the students to deal with and can engage students cognitively and effectively The content also must help students develop reading comprehension skills The Length of the reading texts must be appropriate for the students The textbook uses authentic (real world) reading material and the length must be appropriate for the student’s level

4) Writing

Because of this, writing assignments should be simple enough for the majority of students to complete and should encourage creative writing The time given for teaching the subject matter ought to be adequate The writing exercises in the textbook need to be supervised, controlled, and appropriate in terms of length, level of accuracy, and direction Additionally, the textbook should lead students from simple controlled writing exercises to guided writing exercises

5) Vocabulary

Each lesson's vocabulary or new terms must be contextualized, appropriate for the students' linguistic level, and well-distributed (from simple to sophisticated) throughout the entire book The vocabulary exercises must be comprehensive and sufficient The vocabulary exercises' subjects have to frequently have some significance for the students Each textbook unit should contain fresh lexical items To teach new vocabulary, a specific approach must be used Words that students are familiar with should also be used in the instances and sentences The vocabulary tag at the book's conclusion is crucial The textbook's material must include references to cultural concepts; it is also preferable for the book's vocabulary to provide an English phonetic transcription

6) Grammar

This means that the grammar in the textbook needs to be explicitly

introduced and contextualized The grammatical examples are intriguing and suitable for the students' level The grammar drills must be thorough and sufficient The grammatical structures should be simple enough for students to understand and built in such a way that they may be taught deductively The reading or listening passages should serve as the basis for the grammatical instruction The amount of time allowed by the textbook for teaching the grammar lessons must be adequate

7) Pronunciation

Pronunciation needs to be simple to pick up and develop through other kinds of activities, including listening, dialogue, etc The textbook should have sufficient material such as tapes/CDs for pronunciation practice

According to Tok (2010) and cited by Zulva (2017), the textbook has six aspects to determine the quality of the textbook The aspects include:

a Layout and Design

There are eight things to consider in layout and design They should contain the functions, structures, and vocabulary to be taught in each unit Next, the layout and design should be appropriate and understandable That means the textbook is organized effectively, including a vocabulary list and glossary, review sections and exercises, evaluation quizzes, or testing suggestions Additionally, the teacher's book contains advice that the teacher can use in the teaching process Both the teacher and the student can also easily understand the material's objectives thanks to these factors

b Activities

In this aspect, there are six points to identify the quality of the textbook Firstly, it is the balance of activities The second is that the exercises promote communication The activities also incorporate both individual pair and group work, present vocabulary and grammar concepts in engaging and realistic scenarios, encourage original and creative solutions, and are easily adaptable to other learning styles

c Skills

The textbook pays attention to sub-skills like listening for the gist, note-taking, skimming, and natural pronunciation practices such as stress and intonation First, the materials focus on the skills that teachers and students can practice They provide four language skills that are balanced and precise

d Language Type

There are four points to be examined in this aspect, the authentic language used in the textbook, its appropriateness to students’ English ability, whether the vocabulary and grammar are developed appropriately, and how illustrative the grammar points are presented and explained

e Subject and Content

Things that should be examined in this aspect are whether or not, from the perspective of an English language learner, the textbook is relevant to the needs of the student, the subject and content are generally realistic, the subject and content are engaging, stimulating, and motivating, there is any variation in the subject and content of the textbook, and the materials are not described in a way that perpetuates any negative stereotypes

f Whole Aspect/Conclusion

Aspects include whether the goals of language learning in schools are appropriately achieved through the use of textbooks, whether studying an English language textbook can raise students' interest, and whether teachers or students will choose to teach or study this textbook again

The guiding principles of every school are quality, teaching quality, and knowledge quality, which depend unquestionably on the quality of educational resources that support both teachers and students in the learning process (Cigler, 1997); textbooks, as educational resources, constitute a component of the intricate system of educational processes (Turk Škraba, 2005) Since it aids in knowledge acquisition and promotes personal growth, a good textbook serves as the student's primary source of information (Cigler, 1997) Inspiring pupils to

learn on their own is another important function of an effective textbook (Turk Škraba, 2005) One of the issues with textbooks is that they quickly become out-of-date due to the constant changes in the world Textbooks should be prepared such that they can be utilized for multiple years (Šmit, 2011) Cigler (1997) asserts that a textbook's look, particularly the design of its cover, and its language should be pleasing to readers Along with enhancing their vocabulary, the textbook must also take into account students' expressive skills and personality traits (Zupanič, 2014) Additionally, it ought to convey straightforward ideas that encourage pupils to learn with comprehension rather than memorize materials they don't comprehend This can be done by making the text clear and enhancing it using pictures and graphics The information should present fundamental concepts, facts, and definitions According to Cigler (1997), every graph, image, and illustration should include a caption that points students to the key points of the piece Turk Škraba (2005) assessed the quality of textbooks from three different angles:

- From the perspectives of the nation, which provides the educational system and sets the legal standards for what the participants in the educational process must accomplish;

- The mediators, or the teachers, who convey the chosen educational material to their students;

- The users, or the students, for whom the textbook is meant

Article 3 of Pravilnik o potrjevanju učbenikov (2015) defines the official criteria for the caliber of teaching materials in Slovenia A textbook can be approved in compliance with these regulations if it meets the following criteria:

- The textbook is in line with the Republic of Slovenia's educational system's legal objectives;

- Whether the objectives, knowledge requirements, and contents are consistent with the current curriculum and the knowledge database;

- Whether it is consistent with recent findings in the field;

- Whether it makes sense from a methodological and instructional standpoint;

- If it complies with weight-reduction standards and guidelines established by Slovenia's National Education Institute;

- If it is appropriate for the age and developmental stage of the educational process's participants;

- If it is grammatically correct, suitable, artistically crafted, and technically, optically, and visually appropriate

The Expert Council of the Republic of Slovenia for General Education will not approve the textbook if the aforementioned requirements are not satisfied A good textbook should also adhere to didactic principles, which are the fundamental rules of instruction Strmčnik (2001) asserts that didactic principles serve as a crucial theoretical cornerstone for education They thereby contribute significantly to communicating the textbook's information

The following factors and principles, according to Kovač et al (2005), should be followed in the development of a quality textbook:

- When evaluating the textbook content quality, it is important to consider the principle of clarity, real-life and logical correctness, and the system and structure of teaching;

- From the perspective of the attitude towards the student, it is crucial to take into account the zone of proximal development, and the principles of individualization and education;

While Kramar (2009) emphasized that learning is more successful if the instructional material is structured and methodical, Jurman (1999) agreed that the textbook should be constructed as plainly as possible and that its author should utilize examples and illustrations from the real world The students' developmental stage should be taken into consideration while creating a good textbook because their physical and mental capacities vary Gradual learning is crucial for pupils as well The textbook's degree of difficulty ought to be adjusted to the knowledge of the typical learner However, talented pupils who are

below and above average should receive customized additional assignments (Jurman, 1999)

Kovač et al (2005) are confident that a quality textbook's content and design incorporate all guiding factors for quality textbooks by pedagogic principles A high-quality modern textbook cannot merely turn scientific material into a "mechanical" instructional manner Additionally, it should promote students' enthusiasm to learn and be creative as well as their active participation in learning, in-depth comprehension of the teaching content, the connections between other disciplines, and the ability for individualization (Turk Škraba, 2006) The textbook needs to inspire students to work together and contribute to the advancement of language and ideals like gender equality, democracy, and tolerance (Cigler, 1997)

According to Skela (2008), an excellent textbook should pique students' interest, curiosity, and focus rather than cause them to feel uneasy It ought to inspire children to learn and aid in their development of self-confidence The textbook's educational material ought to be pertinent and helpful Above all, the textbook needs to take different learning preferences into account

2.2 The new grade 10 English textbook

The textbook of Tieng Anh 10 (Global Success) is a newly applied in Quang Ninh for the first time in academic year of 2022-2023 The table below indicates the time allocated for teaching, reviews, tests, and reserves

Table 2.1 Time allocated for teaching, reviews, tests, and reserves

As could be seen in Table 2.1, the total time was 105 periods (each period is equivalent to 45 minutes) in which the time allocated for teaching is 88 periods and the rest of 17 periods are for reviews, tests, and reserves

The textbook of Tieng Anh 10 has a framework that consists of 10 units and 4 reviews The upper secondary textbook has a unit structure that is made up of eight periods or lessons In terms of components, upper secondary textbooks have eight headings for each subject Getting Started, Language (Vocabulary, Pronunciation, and Grammar), Skills (Reading, Speaking, Listening, Writing), Communication & Culture/CLIL, and Looking Back & Project In terms of how a unit begins and ends, each unit starts with a dialogue about the subject that combines words and phrases with phonological and lexical associations to the subject, as well as specific functions and ideas, and grammatical structures that make these things real Before teaching students four macroskills (reading, speaking, listening, and writing), these language components, functions, and conceptions are then practiced and elaborated upon in the next session or classes, and some cultural contents related to the topic of the unit The unit ends with a project which provides students with an opportunity to use the language and skills they have learned to perform communicative tasks in real contexts (Hoang Van Van, 2015, p.8-9) Table 2.2 summarizes the unit's structure and the teaching period(s) allotted for each component and title

Table 2.2 Book structure, unit structure, component headings and time allocated for each heading (Hoang Van Van, 2015, p.9)

Communication & Culture/CLIL Looking Back & Project

The particular details of the textbook series that were suggested by the collaborative writers and authorized by the collaborative publishers are listed below

Table 2.3.Details of the textbook series suggested by the collaborative writers and authorized by the collaborative publishers (Hoang Van Van,

2015, p.10)

grammar), reading, speaking, listening, writing, communication & culture and project incorporated across period/lesson titles such as Getting started, Language (Vocabulary, Pronunciation, Grammar), Skills (Reading, Speaking, Listening, Writing), Communication & Culture/CLIL, Looking back & project Each of the titles consists of varying exercises and communicative tasks/activities which require individual work, pair work, group work, class discussion, and different patterns of interaction such as teacher ↔ student, student ↔ student, etc

Listening: 180-200 Writing: 130-150

Time per period: 45 minutes

Number of pages per

The "New Interchange" textbook series was evaluated by Riasati and Zare (2011) using the checklist approach The study's objectives were to ascertain the textbook's fitness and appropriateness in an Iranian environment and, using survey methodologies, to identify the series' weaknesses as perceived by teachers 35 English teachers from various institutions were the study's teacher participants The outcomes highlighted the series' positive points, which included pragmatic elements including its accessible location, affordable pricing, and availability of an audio cassette and teacher's guide Additionally, emphasized were the series' proper communicative practice and the balance of exercises according to the four abilities However, some shortcomings were also mentioned

Secondly, the study by Handayani, Suwarno, and Wayan (2018) investigated the evaluation of the English textbook “Think Globally Act Locally” for ninth-grade students by the author Siti Wachidah, et al published in 2015 from EFL Teacher's perspectives It was classified as a descriptive one, and it applied There are two ways to gather data: a questionnaire modified from an approachable 139-item AbdelWahab's (2013) textbook evaluation checklist