VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF GRADUATE STUDIES NGUYEN THI PHUONG THAO CHALLENGES IN TEACHING THE NEW ENGLISH TEXTBOOK “EX
Participants 0
Ten teachers, who are teaching the new textbook 'Explore English’ during the school year 2022-2023, participated in this research (See Appendix 3) Here is some background information about the participants:
Teaching Experience: These teachers have between 4 to 26 years of teaching experience, providing diverse insights.
Educational Background: All have university degrees in English Language Teaching, ensuring a strong foundation.
Language Proficiency: They hold VSTEP certificates or IELTS qualifications, demonstrating English language proficiency.
Age Range: The teachers’ ages range from 24 to 38, offering varied perspectives.
This diverse group of teachers will provide valuable insights into the evaluation of Explore English textbooks, enhancing the study's comprehensiveness.
One notable constraint of this research lies in the limited pool of participants available for data collection Due to the specific focus on English teachers utilizing the
"Explore English 6" textbook in a secondary school in Hanoi, the accessible population is inherently restricted The study acknowledges the ideal practice of achieving a larger sample size to enhance the generalizability of findings However, due to the limited number of teachers employing this particular textbook in the chosen setting, the research was constrained to gathering data from a relatively small group of ten participants While this sample size may be considered modest, every effort has been made to extract valuable insights from these participants to contribute meaningfully to the exploration of challenges in teaching with the "Explore English 6" textbook The
18 study recognizes this limitation and emphasizes the need for cautious interpretation and application of the findings, considering the confined participant pool.
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In this chapter, the researcher examined the backdrop of the study, the chosen research methodologies, the tools employed for research, and the procedures for data collection and analysis These research methodologies serve as a framework that guides the researcher in their quest to address the research questions posed in the initial chapter.
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In this chapter, the results collected from the learners ‘questionnaires and interviews are presented in two sections The data is classified and analyzed in terms of General Appearance, Layout and design, Visuals, Book objectives, Teaching aids, Teaching methods, Subject and content, Tasks, Listening, Speaking, Reading, Writing, Vocabulary, Grammar, and Pronunciation.
Paper quality Binding strength mSD =D nA aSA
Figure 4.1 Teachers’ evaluation of General Appearance
In terms of General Appearance, the results reveal the following:
In terms of Paper quality, the majority of respondents (70%) agree that the paper used for the textbooks is of good quality This suggests that the paper's material and texture are generally satisfactory and conducive to the reading experience. However, there is a notable percentage (10% strongly disagree, 20% disagree)
26 expressing dissatisfaction with paper quality, indicating room for potential improvement in this aspect.
Regarding Binding Strength, a significant portion of respondents (80% strongly disagree, 10% disagree) find that the binding of the textbooks is not strong enough.
This highlights a widespread concern about the durability and sturdiness of the textbook's binding, which may lead to issues with wear and tear over time.
In summary, while there is a consensus on the good quality of the paper used in the textbooks, there is a significant issue with the strength of the binding, which needs attention and improvement to ensure the longevity and usability of the textbooks.
Detailed Complete and Appropriate Unit Adequate Adequate review Overview detailed table of and Lesson Titles vocabulary list or — sections and contents glossary exercises mSD =D A #8SA
Figure 4.2 Teachers’ evaluation of Layout and design
In terms of Layout and Design, the results provide the following insights:
In relation to Detailed Overview, the vast majority of respondents (90% agree and 90% strongly agree) appreciate that the textbook includes a detailed overview of the functions and structures that will be taught in each unit This suggests that the
27 textbook effectively provides clear guidance and information about the content covered in each section, which can aid both teachers and students in their learning.
With regard to Table of Contents, a mixed response is observed regarding the completeness of the table of contents, with 60% in agreement and 40% in disagreement While a majority find the table of contents sufficient, there is room for improvement to ensure that it comprehensively outlines the textbook's content.
The results show that the textbook has appropriate unit and lesson titles: A significant portion of respondents (30% strongly disagree, 20% disagree, 30% agree, and 30% strongly agree) indicate that every unit and lesson is given an appropriate title This suggests that the textbook's titling structure is generally well-received.
In reference to Vocabulary List or Glossary, the vast majority (90% agree and 10% strongly agree) acknowledge the inclusion of an adequate vocabulary list or glossary This feature is considered beneficial for learners, helping them access and understand key terms in the textbook.
In terms of Review Sections and Tasks, a mixed response is observed for the inclusion of adequate review sections and tasks, with 30% strongly disagreeing, 40% disagreeing, 20% agreeing, and 10% strongly agreeing This indicates that while some respondents find the reviewu sections and tasks lacking, others believe they are sufficient To address this, potential enhancements to review materials may be considered.
In summary, the textbook's layout and design generally receive positive feedback, particularly regarding the detailed overviews, unit titles, and vocabulary lists However, improvements are needed in areas such as the table of contents and review sections to ensure a more comprehensive and effective learning experience.
Well produced, varied, attractive visuals mSD =D A SA
Figure 4.3 Teachers’ evaluation of Visuals
In terms of Visuals, the result reveals the following:
Regarding Visual Quality, the majority of respondents (60% agree and 10% strongly agree) find the visuals in the textbook to be well produced, varied, and attractive This indicates that the textbook effectively incorporates visuals that are of good quality and visually appealing, which can enhance the learning experience. While the majority of respondents view the visuals positively, a notable 20% strongly disagree and 10% disagree with this statement These individuals may have specific concerns or preferences regarding the visuals in the textbook.
In summary, the textbook's visuals generally receive favorable feedback, with most respondents considering them well-produced, varied, and attractive However, it's important to address the concerns of those who disagree or strongly disagree to ensure the visuals meet a broader range of preferences and needs.
Alignment with Relevance to Learners’ Explicit Specification Balance of four skills General Objectives Needs apd Intgrgsts BA om SA in the objectives
Figure 4.4 Teachers’ evaluation of Book objectives Regarding the evaluation of Book Objectives, the majority of respondents expressed agreement and strong agreement with several key aspects:
As for Alignment with General Objectives, a combined 90% of respondents found that the textbook adequately fulfills the general objectives of teaching English at the specified educational institute This suggests that the textbook's objectives are generally well-suited to the institute's overall educational goals.
In connection with Relevance to Learners’ Needs and Interests, a significant 90% of respondents also indicated that the objectives are related to learners' needs and interests This alignment with learners' requirements can be seen as a positive aspect of the textbook's objectives.
Concerning Explicit Specification, a substantial 100% of respondents found that the objectives are explicitly specified in the textbook This clear articulation of objectives can assist both teachers and learners in understanding the intended learning outcomes.
However, there were some reservations expressed:
When assessing Balancing Four Main Skills, while 30% of respondents agreed that the objectives make a balance between the four main language skills (listening, speaking, reading, and writing), a notable 30% of respondents strongly disagreed with this statement This indicates a divide in opinion regarding whether the objectives effectively address the balance of these essential language skills.
Sufficient materials supporting the textbook mSD =D A SA
Figure 4.5 Teachers’ evaluation of Teaching aids
FINDINGS AND DISCUSSION He 53 5.1 Strengths and weaknesses of the teXtDOOK se 53 5.2 Teachers Challenges and possible SOlUtions s5 <5 +5 ++vssessseeseeers 58
This chapter delves into the heart of the study, presenting the key findings derived from the data collected through teacher interviews, survey questionnaires, and classroom observations regarding the "Explore English 6" textbook The analysis and interpretation of this rich dataset aim to uncover valuable insights into the strengths and weaknesses of the textbook, as well as the challenges encountered by educators in its implementation Through a meticulous exploration of the data, this chapter provides a comprehensive understanding of teachers’ perspectives, setting the stage for a nuanced discussion on the implications of these findings for both the teaching community and educational policymakers.
5.1 Strengths and weaknesses of the textbook
Based on the data analysis of teachers’ responses to the questionnaires, the findings about the strengths and weaknesses of the textbook are as follows:
Strengths: The "Explore English" textbook, despite its challenges in binding quality, has notable features contributing to its general appearance The quality of paper used in the textbook is commendable, ensuring its physical durability throughout the academic year.
Weaknesses: The most significant challenge in terms of general appearance is the poor binding quality This limitation affects the overall look and durability of the textbook, which can be a critical issue for materials used daily in the classroom.
Strengths: The textbook's layout and design exhibit commendable features, including clear objectives and well-organized content in domains such as speaking, grammar, and pronunciation These aspects contribute to the visual appeal of the textbook, despite challenges in binding quality.
Weaknesses: Notwithstanding these strengths, inconsistencies in design and layout remain, impacting students’ ability to identify lesson topics Additionally, the
53 poor binding quality could exacerbate 1ssues related to design, making 1t diffIcult for students to navigate the textbook effectively.
Strengths: The "Explore English" textbook incorporates various visuals that enhance the learning experience, even though poor binding quality may affect their overall presentation and usability.
II Efficient outlay of objectives and supplementary materials:
Strengths: The textbook effectively presents clear objectives, particularly in the areas of speaking, grammar, and pronunciation, despite challenges associated with the binding quality.
Strengths: The teaching aids feature clear visuals, engaging multimedia, and modern technology, enhancing lesson quality and providing authentic language practice opportunities.
Weaknesses: On the downside, occasional technical issues and overreliance on technology may disrupt learning, and the content may not always align perfectly with curriculum objectives, necessitating supplementary materials.
Strengths: The textbook, in conjunction with the curriculum, offers diverse teaching methods that cater to different learning styles and approaches, enhancing the overall educational experience despite binding challenges.
Strengths: The content in the textbook remains well-structured and aligned with curriculum goals, offering students a comprehensive learning experience.
Strengths: Although not comprehensive, the tasks included in the textbook are generally useful and age-appropriate for secondary school students, contributing to their learning journey.
Weaknesses: Notable weaknesses related to tasks, such as an insufficient number of tasks and a significant mismatch with real test formats, may further compound the challenges brought about by poor binding quality.
Weaknesses: The textbook poses challenges in the listening domain, with issues such as an excessive number of tasks, a lack of background information in recordings, and varying difficulty levels, which could be exacerbated by the binding issues.
Weaknesses: The textbook's lack of useful language tables for speaking lessons is a limitation that may impact students’ speaking activities, potentially magnified by binding challenges.
Some students perceive reading passages as too short and non-challenging, indicating a need for longer and more challenging texts and a more diversified range of question types, potentially complicated by binding quality challenges.
Weaknesses: The textbook's writing tasks lack controlled tasks and useful language guidance, making them challenging for students, especially in conjunction with binding quality issues.
Weaknesses: The uneven vocabulary distribution across units in the textbook is another challenge, which can compound the difficulties introduced by poor binding quality.
Weaknesses: Grammar tasks in the textbook, limited in quantity and misaligned with real test formats, can add to the challenges experienced by students, especially considering binding quality issues.
Weaknesses: The textbook lacks diversity in pronunciation tasks and does not provide enough contextualized pronunciation practice These shortcomings can become more pronounced given the poor binding quality.
The strengths and weaknesses of the textbook are summarized as follows:
Table 5.1 Strengths and weaknesses of the new textbook “Explore English 6”
Items of Evaluation | Strengths Weaknesses
I Physical and|e Good quality paper e Binding may not utilitarian be strong enough. attributes
B - Layout and design Detailed overview of functions and structures. e Lack of a complete and detailed table e Appropriate titles for every unit of contents. and lesson e Adequate review e Inclusion of an adequate sections and tasks vocabulary list or glossary may be lacking.
C -Visuals e Well-produced, varied, and/e Potential issues attractive visuals with visuals.
Il Efficient outlay of|s Fulfillment of general teaching|s No reported objectives and objectives weaknesses. supplementary e Objectives related to learners' materials needs and interests.
A - Book Objectives la Explicit specification of objectives.
B - Teaching aids e No reported strengths e Potential — issues with teaching aids.
C - Teaching|e Student-centered methods e No reported
Methods Activities enabling English use weaknesses. outside the classroom. e Promotion of inductive learning and CLT principles.
II Learning -|e Up-to-date material e No reported teaching content e Inclusion of fun elements weaknesses.
A - Subject and Natural and real language. content Interesting, challenging, and motivating subject and content.
B - Tasks Tasks with clear instructions e Potential
Good balance of fluent and accurate production. vocabulary shortcomings 1n the tasks.
Rich and adequate listening tasks.
Development of listening comprehension skills.
Challenges with background information and activities.
B - Speaking Activities encouraging oral Inadequate practice communication opportunities.
Balanced use of individual, pair, and group work.
C - Reading Development of reading Inadequate number comprehension skills of tasks for reading Inclusion of up-to-date, interesting, and meaningful reading passages.
Appropriate length of reading texts.
D - Writing Writing tasks with achievable Absence of a table goals.
Progression from simple to guided writing activities.
Appropriate length, accuracy, and guidance in writing activities. of useful language in writing tasks
Rich and adequate vocabulary tasks.
Inclusion of new lexical items and vocabulary lists.
G - Grammar Contextualized grammar May lack richness
57 e Clear presentation of grammar and adequacy. points with brief examples e Complex e Rich and adequate grammar tasks grammatical e Easily understandable structures in grammatical structures statements. e Coverage of main grammar items.
H - Pronunciation e Ease of learning pronunciation e May lack richness e Integration of pronunciation with and adequacy. various activities.
5.2 Teachers ’challenges and possible solutions
Based on the data analysis of teachers ’responses to the interviews, the findings about the challenges of the textbook are as follows:
The most prominent challenge in terms of general appearance is the poor binding quality of the "Explore English" textbook This limitation has a significant impact on the overall presentation and durability of the material.
To address the challenge of poor binding quality and paper materials, it is recommended to improve the quality of materials used in the textbook for better durability and presentation.
Inconsistencies in the layout and design of the textbook lead to difficulties for students in identifying the lesson's topic, which poses a considerable challenge for effective learning.
In response to inappropriate and irrelevant titles, it is advisable to provide concise and appropriate titles for each unit and maintain visual consistency and relevance in layout and design.
While the textbook incorporates various visuals to enhance learning, some of these visuals are of subpar quality, affecting students' comprehension and adding to the challenges faced in understanding the content.
The challenge of subpar-quality visuals can be addressed by improving the selection and quality of visuals to enhance students’ comprehension and overall learning experience.
II Efficient outlay of objectives and supplementary materials:
The imbalanced distribution of objectives among the four language skills is a notable challenge, with a considerable focus on speaking, grammar, and pronunciation, which may not align with students’ learning needs and curriculum goals.
To enhance the objectives of the textbook, it is suggested that skill objectives covering listening, speaking, reading, and writing be developed with a balanced approach.
The absence of a teacher's book and insufficient teaching aids affects lesson planning and preparation for teachers, posing a considerable challenge in delivering effective lessons.
Regarding teaching aids, the study suggests developing a teacher's book, providing more reference materials, and including demonstration tests for teachers to improve lesson planning and preparation.
Inadequacies in terms of exercise quantity, diversity, and alignment with real test formats present a significant challenge for students Also, the challenge of a perceived lack of contextualization and balance in language skills challenges teachers and students in effectively delivering and understanding the content.
To address the teaching methods’ challenges, it's essential to enhance exercise quantity, offering students more practice opportunities Diversifying exercise types engages different learning preferences, aligning them with real test formats for exam readiness Adding contextualization to content can help students relate to and understand it better, while maintaining a balance among language skills ensures a well-rounded language proficiency These improvements aim to create a more effective and engaging learning experience for both teachers and students.
Challenges related to tasks include the insufficient number of tasks and the considerable mismatch with real test formats These challenges add complexity to the learning process.
In dealing with the limitations related to tasks, it is proposed to increase the quantity of tasks, align them with real test formats, and maintain a consistent difficulty level throughout the textbook.
Excessive numbers of listening tasks, a lack of background information in recordings, and varying difficulty levels in the textbook's listening section pose considerable challenges for both teachers and students.
To mitigate the issues identified in listening tasks, the study recommends reducing the number of listening tasks, including background information in recordings, and maintaining a balanced level of difficulty.
The absence of useful language tables in speaking lessons is a notable challenge that hinders students’ speaking activities and poses a significant challenge for their language development.
For the speaking section, it is suggested to include a table of useful language in each speaking lesson to aid students in improving their speaking skills.
Some students perceive reading passages as too short and non-challenging, which poses a challenge in developing their reading and comprehension skills effectively Additionally, the need for more diversified question types in reading tasks presents another challenge in enhancing reading proficiency.
CONCLUSION HH HH HH HH HH HH hư 64 6.1 Summary 00:00) <©d
Recommendations 000
Here are some comprehensive recommendations based on the findings, intended to enhance the teaching and learning experience associated with the "Explore English" textbook These suggestions are aimed at school authorities, educators, and students to address the identified challenges and weaknesses, optimizing the textbook's usability and effectiveness in English language education at secondary schools in Hanoi:
Improve Physical Quality: School authorities should ensure that the physical quality of the textbooks is enhanced, including the binding and paper quality This will help in prolonging the life of textbooks and reduce the need for frequent replacements.
Provide Teacher Support: Develop or acquire a teacher's book to accompany the textbook This teacher's book should offer comprehensive guidance, lesson plans, and supplementary materials, enabling educators to better plan and conduct their lessons effectively.
Enhance Teaching Aids: It is crucial to provide more teaching aids and materials to support teachers' lesson planning and teaching preparation Additional materials, such as demos and supplementary tests, can significantly enhance educators' teaching resources.
Balance Objectives: Revise the textbook content to ensure balanced objectives across the four language skills: listening, speaking, reading, and writing This ensures that students receive well-rounded language instruction.
Add Exercise Diversity: Introduce more tasks in the textbook, especially in the areas of speaking and listening The variety of tasks should address real test formats to better prepare students for assessments and evaluations.
Improve Vocabulary Load: Ensure a consistent distribution of new vocabulary words across units Avoid overloading students in some weeks and providing too few words in others, offering a more balanced learning experience.
Incorporate Contextualization: Contextualize language learning tasks to provide students with real-world language usage and situations This can be achieved through situational contexts, dialogues, or scenarios that make language learning more practical and meaningful.
Address Exercise Relevance: Reconsider the exercise types within the textbook to ensure they align with real test formats and are relevant to students’ language learning needs This ensures that students receive adequate practice for assessments.
Extend Reading Texts: Provide longer and more challenging reading passages to cater to the needs of students who find the texts short and less challenging Longer texts can encourage students to engage more deeply with reading.
Introduce Controlled Writing Tasks: The textbook should include controlled writing tasks and offer guidance for students before assigning writing tasks This helps students build foundational skills and gain confidence in their writing abilities.
Include Pronunciation Dialogues: Incorporate pronunciation dialogues or tasks in the textbook to assist students in improving their oral communication and pronunciation skills This also enhances the speaking lessons.
Increase Exercise Quantity: Ensure that there are an adequate number of tasks for students to practice across all language skills, avoiding situations where students finish tasks too quickly.
These recommendations aim to address the identified challenges and weaknesses in the Explore English textbook, ultimately leading to a more effective and balanced language learning experience for both teachers and students in secondary schools in Hanoi By implementing these suggestions, school authorities and educators can work towards optimizing the textbook's usability and effectiveness in English language education.
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The study was conducted at a single secondary school in Hanoi, which may limit the generalizability of the findings A more diverse sample of schools would provide a broader perspective on the challenges faced in teaching "Explore English."
The questionnaire used was adapted from a previous study, which may not perfectly align with the unique challenges faced by teachers using the "Explore English" textbook While efforts were made to tailor the survey, there may still be aspects not covered by the instrument.
Due to resource constraints, the study was not able to include a wider range of data sources, such as classroom observations or interviews with students, which could have provided a more comprehensive understanding of the challenges and solutions.
These limitations should be taken into consideration when interpreting the findings and recommendations of the study Further research is encouraged to build upon these findings and address these limitations.
Here are some suggestions for further studies in the field of teaching English, specifically in the context of using "Explore English" textbooks at secondary schools in Hanoi or similar settings:
Longitudinal Studies: Conduct longitudinal studies to track the challenges faced by teachers over an extended period This would provide insights into how challenges may change or persist over time and with different editions of the textbook.
Comparative Research: Compare the experiences of teachers using "Explore English" with those using other English textbooks Investigate whether the challenges are specific to the textbook or are common across various materials.
Student Perspectives: Incorporate student perspectives into the research. Conduct surveys or interviews with students to understand their experiences and challenges in learning English from "Explore English."
Classroom Observations: Combine teacher self-reports with classroom observations to gain a more comprehensive understanding of the teaching challenges and how they manifest in the classroom.
In conclusion, this study delved into the challenges faced by educators when utilizing the "Explore English 6" textbook for English language instruction at a secondary school in Hanoi Through a mixed-method approach, this study examined both quantitative questionnaire responses and qualitative insights from interviews The research revealed a range of significant challenges related to the textbook's content, design, and suitability for diverse learning styles.
While these challenges underscored certain limitations of the textbook, they also served as a catalyst for constructive recommendations aimed at enhancing the quality of English language education These suggestions encompass curriculum refinement, the development of comprehensive support materials, and a focus on teacher training and professional development.
Furthermore, this study reinforced the idea that educational materials must be thoughtfully designed to meet the varied needs and preferences of teachers and students alike By addressing the identified challenges, this research contributes to the ongoing efforts to improve English language instruction within the Vietnamese educational context.
Ultimately, this study illuminates the critical importance of textbook evaluation, as it has far-reaching implications for educators, policymakers, and curriculum designers dedicated to advancing English language education at the secondary level. The findings presented here constitute a valuable resource for enhancing the language acquisition and communication skills of students in Hanoi and beyond.
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APPENDIX 1: UNITS TAUGHT IN “EXPLORE ENGLISH 6”
Unit 1 What’s your favorite band? Talking about popular movies, books, music, bands, etc.
Unit Monkeys are amazing? Talking about favorite animals
Unit 3 Where’s the shark? Talking abut location of things
Unit 4 This is my family! Introducing and identifying family members Talking about family members
Unit 5 1 like fruit! Expressing likes and dislikes
Talking about one’s favorite food
Unit 6 What time do you go to school? |Talking about routines and school subjects Unit 7 Can you do this? Talking about one’s abilities
Unit 8 How much is this T-shirt? Talking about prices and what one likes to buy
Unit 9 What are you doing? Talking about the forms of technology and communication that one often uses
Unit 10 | What’s the weather like? Describing the weather and one’s favorite weather/season
Unit II | I went to Australia! Sharing one’s previous experience of a vacation or trip
Unit 12 | What do you usually do for new} Describing what people do during year’s? festivals and parties
Unit Functions | Grammar Vocabular | Pronunciatio | Read & y n Write
1 Talking Wh -questions: | Favorites Contractions | Reading:
What’s | about What and who People Whats/Whos | My your popular What's his Sports favorite favorite | movies, favorite movie? things band? books, Who's her Writing: music, favorite singer? Personal bands, etc | What's your letter Real favorite ?
2 Identifying | Adjectives: Are | Animals Sounds of the | Reading: animal monkeys quiet? | Adjective | letter a:/ze / The
Monkey | sounds Frogs are noisy and /ei/ Amazing
S are | Talking Parrots are Aye-aye amazing | about beautiful Writing:
! favorite Comparatives: Poster and animals Birds are short Real smaller than description English: dogs Are they
Wow! more beautiful than frogs?
3 Talking Talking about Ocean There are and | Reading: about quantity and animals They're Strange Where’s | location of | location: Preposition Sea the things How many fish | s of place Animals shark? | Describing | are there? Quantifiers Writing: ocean Where's the Short animals crab? paragraph Real Quantifiers any
4 Introducing | Family members | Family Reduction of | Reading: and and do and does Twins days
This is | Identifying | relationships: Sentence festival my family Verb to have stress Writing: family members She has a Email
Talking brother about Ihave two family sisters members Do they have Real any cousins?
English: Do you have Yeah! any brothers and sisters
5 Expressing | Expressing likes | Food and Final -s Reading: likes and and dislikes: drinks sounds Foodscape
I like dislikes I like chips I S fruits! Talking don't like Writing: about One's | onions Short favorite They like rice message food but they don't
English: Me | She doesn't like too/Me vegetables. neither Do you the juice?
I like eating vegetables because they're healthy.
6 Talking Simple present: | Verbs times | Consonant Reading: about School (always) | school blends Kalenya's
What Simple starts at 8 subjects dream time do | Present: Adverbs of Writing: you go | routines and | frequency: Email to school always, usually, school? | subjects often,
See you Asking about later time:
What time does school start?
What time do you get up?
7 Talking Expressing Verbs Can and can't | Reading:
Can you | about one's | ability can, Animal do this | abilities cannot What can Smarts
Dove can ski and Sherry can surf
No, he can't but he can play golf.
Talking Phrases for Personal Prices Reading: about prices | buying and items Skiing in a
How and what selling: Prices Shopping much is | one likes to | How much 1s ? Mall this T- buy It is dollars Writing: shirt? Real Would you like Blog post
No, thanks I'd like that one.
Don't agree to the first price
9 Talking Present Verbs Intonation in: | Reading: about the Progressive: I Technology | Wh-questions | How Self-
What forms of am chatting with and yes/no Driving are you | technology | a friend questions Cars and doing? | and Are they Changing communicat | watching a the Future ion that one | movie? Writing: often uses | What are you Short
Describing | Weather-related | Weather Final -y sound | Reading:
10 the weather | vocabulary: Seasons Storm
What’s | and one's cold, dry, rainy, Chaser the favorite 30 degree Writing: weather | weather/sea | Superlatives: Postcard like? son Winter is the
Real most exciting English: season July is Cool! the hottest month Simple Future:
It will be hot tomorrow
It won't be rainy Will it be cold?
H Sharing Simple Past: I Holiday Sounds of -ed | Reading: one's had a great time | Verb endings Travelers
I went previous What did you phrases of the Year to experience | do? Writing:
Australi | of a Did you go to Travel a! vacation or | the museum? blog trip Modal verbs:
Real You should visit English: the beach.
That sounds | You shouldn't go great in the winter.
D2 Describing | Expressing time: | Festival Syllable stress | Reading: what people | in, on during Verbs Harbin ice
What do | do during I went toa and snow you festivals festival during festival usually | and parties | the during Writing: do on Talking festivals Postcard
What did you do on New Year's?
What did you do in summer!
Recycling past tense: We went to a party
APPENDIX 3: LESSONS TAUGHT IN EACH UNIT IN “EXPLORE ENGLISH 6”
Lesson | | Preview The setting of the unit topic with related vocabulary
Lesson 2 | Language focus Grammar points and Listening skill
Lesson 3 | The real world Essential cultural knowledge about countries around the world
Lesson 6 | Reading and Comprehension Reading skill
Teacher Teaching Educational Language Age experience (years) | background proficiency (years old)
Teacher 1 |4 Bachelor’s degree | CI VSTEP 25
Teacher2 |6 Bachelor’s degree | CI VSTEP 27
Teacher3 |6 Bachelor’s degree | CI VSTEP 28
Teacher4 |8 Master’s degree Cl VSTEP 30
Teacher5 |9 Master’s degree Cl VSTEP 31
Teacher6 | 11 Master’s degree Cl VSTEP 33
Teacher 7 | 23 Master’s degree Cl IELTS 43
Items of Evaluation Strongly [Disagree |Agree Strongly disagree agree ee A- General Appearance | [| |_
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1 The textbook includes a detailed overview of the functions and mmxmww structures that will be taught in each unit.
3 Every unit and lesson is given an appropriate title nwwaw
4 An adequate vocabulary list or glossary is included | |
5 Adequate review sections and tasks are included Lo ]_'
1 The Visuals are well produced, varied and attractive
H Efficient outlay of objectives and supplementary materials.
2 The objectives are related to the learners' needs and interests
3 The objectives are specified explicitly in the textbook
4 The objectives make a balance between the four main skills, listening, speaking, reading and writing
1 The textbook is supported by sufficient materials
1 The methods used are student-centered.
2 The activities used enable the learners to use English outside the classroom situation.
3 The textbook encourages inductive approach to learning.
1 The material is up-to-date.
2 It covers a variety of topics from different fields.
3 The textbook contains fun elements
4 The language in the textbook is natural and real
5 The subject and content of the textbook is interesting, challenging and motivating.
1 The tasks have clear instructions that explain how every exercise can be done.
2 The tasks are adequate, purposeful and interesting
3 The textbook provides a balance of activities and tasks that focus on both fluent and accurate production.
4 The grammar points and vocabulary items are introduced in motivating and realistic contexts.
5 The tasks incorporate individual pair and group work.
1 The tasks for listening are rich and adequate.
2 The listening passages help students develop their listening comprehension skills.
3 Listening material is well recorded, as authentic as possible.
4 Listening material is accompanied by background information, questions and activities.
2 Activities are balanced between individual response, pair work and group work.
3 The situations in the dialogues sound natural
1 The tasks for reading are rich and adequate.
2 The content helps students develop reading comprehension skills.
3 Many of the reading passages are up-to-date, interesting and meaningful
4 Some reading passages are easy for most of the students to deal with.
5 The Length of the reading texts is appropriate.
3 Some writings are easy for most of the students to deal with.
4 The textbook leads students from simple controlled writing activities to guided writing activities.
5 Writing activities are suitable in terms of length, degree of accuracy, and amount of guidance.
1 The load (number of new words in each lesson) is appropriate to the linguistic level of students.
2 The tasks for vocabulary are rich and adequate.
4 New lexical items appear in each unit.
5 There is a list of vocabulary items tagged at the end of the textbook.
2 The grammar points are presented with brief and easy examples and explanations.
3 The tasks for grammar practice are rich and adequate.
4 Grammatical structures of statements are easy to be understood.
5 The textbook covers the main grammar items appropriate to students at this grade.
1 It is easy to be learnt.
2 Pronunciation is built through other types of activities, such as listening, dialogue, etc.
3 The tasks for pronunciation practice are rich and adequate.
What challenges have you faced regarding General appearance and its possible solutions?
What challenges have you faced regarding Layout and design and its possible solutions?
What challenges have you faced regarding Visuals and its possible solutions?
What challenges have you faced regarding Book objectives and its possible solutions?
What challenges have you faced regarding Teaching aids and its possible solutions?
What challenges have you faced regarding Tasks and its possible solutions?
What challenges have you faced regarding Listening and its possible solutions? What challenges have you faced regarding Speaking and its possible solutions? What challenges have you faced regarding Reading and its possible solutions?
10 What challenges have you faced regarding Writing and its possible solutions?
11.What challenges have you faced regarding Vocabulary and its possible solutions?
12 What challenges have you faced regarding Grammar and its possible solutions? 13.What challenges have you faced regarding Pronunciation and its possible solutions?
Title of the Study: Challenges in Teaching with the "Explore English 6" Textbook
Researcher: Nguyen Thi Phuong Thao
Introduction: I am inviting you to participate in a research study aimed at exploring the challenges faced by English teachers in using the "Explore English 6" textbook. Your participation in this study is voluntary, and before you decide to participate, it is important that you understand the purpose, procedures, and potential risks and benefits of the study.