University of Languages and International studies Faculty of Post-graduate studies TrÇn thÞ nga AN EVALUATION OF THE COURSE BOOK “ENGLISH FOR NAVIGATION STUDENTS” FOR THE STUDENTS AT N
Rationale for the study
English for Specific Purposes (ESP), including Maritime English, is a prominent ELT area with a growing range of specialized materials crucial for effective teaching and learning Materials serve as essential curriculum components, offering models for classroom practice and teacher development, acting as primary teaching resources and learner input However, despite their core role, ESP materials often lack thorough evaluation; careful examination of all aspects is necessary to maximize their effectiveness.
"English for Navigation Students," a textbook designed for Haiphong Polytechnic College's (HPPC) Navigation Faculty, lacks formal evaluation despite three years of use This lack of assessment of its alignment with student occupational needs and employer requirements prompted a materials evaluation as the thesis topic.
Aims and objectives of the study
This study enhances the quality of teacher-generated "English for Navigation Students" materials to better meet student occupational needs The objectives focus on improving materials to align with specific professional requirements.
This study assesses the "English for Navigation Students" material, gathering feedback from ESP teachers, subject matter experts, and students at the Navigation Faculty to determine its strengths, weaknesses, and areas for improvement.
- To offer suggestions for adaptation of the materials basing on the major findings.
Significance of the study
This study's findings benefit researchers, textbook designers, and educators The research identifies textbook strengths and weaknesses, informing optimal use of strengths and improved adjustments to shortcomings in tasks and units.
In addition, the findings will be the foundation for enhancing the quality of the in-house material “English for Navigation Students” in order to meet the students‟ occupational requirements
This study's findings provide valuable resources for teachers of English for Specific Purposes (ESP), particularly Maritime English, and those developing ESP materials.
Scope of the study
This study assesses the "English for Navigation Students" textbook, evaluating its format, content (subject and language), language skills development, and methodology from the perspectives of ESP teachers, subject matter instructors, and students at the Navigation Faculty The evaluation utilized numerous established criteria for materials assessment.
Methods of the study
The accomplishment of this thesis is first based on the review of materials in the area of evaluation to build up a theoretical background for the research
Survey research will be exploited with two principle instruments to collect data for this study as follows:
- Survey questionnaire is designed for the second-year students at Navigation Faculty, who have worked with two-thirds of the course book;
ESP teacher and subject matter expert interviews reveal valuable insights into the effectiveness of the coursebook, drawing on both classroom experience and extensive real-world maritime industry application.
Organization of the study
This study consists of three parts as follows:
Part A will provide general information about the rationale for choosing the theme, aims and objectives, significance, scope, methods, and organization of the study
Part B's three chapters begin with a literature review examining materials, their evaluation methods and criteria, and the crucial role of materials evaluation in textbook adaptation.
This chapter details current ESP teaching and learning practices at HPPC's Navigation Faculty, analyzing methodologies, research procedures, and participant involvement.
Based on the collected data, chapter three will analyze and discuss the findings of the study, and give suggestions for adaptation of materials evaluation
Part C will summarize the major findings, reveal the limitations remaining in the study, and offer some suggestions for further study on the same topic
LITERATURE REVIEW
An introduction
Materials evaluation is crucial in language teaching and learning, and its importance is increasingly recognized in Vietnam Prior research at ULIS, VNUH, notably by Nguyen Do Thu Hoai, Tran Thanh Nhan, Giap Thi Yen, and Nguyen Thi Xuan Thuy, has established a framework for materials evaluation encompassing types, purposes, methods, models, and criteria This study applies this framework to evaluate the "English for Navigation Students" course book used at Haiphong Polytechnic College.
Textbook, course book, and materials
This thesis evaluates the "English for Navigation Students" coursebook used at HPPC The literature review begins by clarifying the distinctions between textbook, coursebook, and materials—terms frequently used in materials evaluation.
As defined in Longman Dictionary (1998:1394), textbook is a book which contains information for the study of a particular subject, for example, a history textbook or a
5 literature textbook, especially one that is used by students because it is generally considered as providing information that can be trusted
A course book, as Tomlinson (1998: ix) defines it, is a comprehensive textbook containing all core course materials, ideally serving as the sole learner resource It typically integrates grammar, vocabulary, pronunciation, functional language, and reading, writing, listening, and speaking skills.
Language learning materials, as defined by McGrath (2002) and Tomlinson (1998), encompass anything used to enhance learners' language knowledge and experience These materials range from published textbooks and digital resources to teacher-created and learner-generated materials, all designed to facilitate effective language acquisition.
To serve the purpose of the study, the three basic terms mentioned above will be used interchangeably throughout this thesis
1.2.2 A wide range of Maritime English materials
Maritime English, a specialized type of English (ESP), shares common ESP characteristics while also possessing unique features Pritchard (2003) outlines these distinct characteristics of Maritime English materials.
- There is rarely a comprehensive, all-inclusive Maritime English textbook or other learning/teaching material
- No single materials (textbooks or others) have imposed itself yet as the materials with worldwide use of the one setting standards to other Maritime English materials
Within the Maritime English sphere, he also suggests a wide range of the materials listed below:
Maritime English training resources span diverse formats: comprehensive textbooks, specialized materials (maritime law, shipping, etc.), video and audio aids, CD-ROMs and multimedia courses, dedicated communication programs, PC software, online resources, published and in-house materials, self-access materials, and supplementary resources.
"English for Navigation Students" is a mixed-type English language learning resource, combining general English with specialized maritime industry content.
1.2.3 The roles of materials in a language program
Numerous theorists have discussed about the roles of materials so far We will find out the reasons why it is worth considering the roles that materials have played
Textbooks are crucial in most language programs (Richards, 2005), often forming the foundation of classroom instruction, lesson content, skill balance, and practice activities They can supplement teacher instruction or serve as learners' primary language source outside of teacher input, especially supporting inexperienced teachers.
7 teacher training – they provide ideas on how to plan and teach lessons as well as formats that teachers can use
Referring to the roles of materials in a curriculum, Nunan (1991:209) states that
“Materials, whether commercially developed or teacher-produced, are an important element within the curriculum, and are often the most tangible and visible aspect of it.”
Effective ESP materials significantly enhance student motivation Dudley-Evans & St John (1998:170) cite four key reasons for their importance in English for Specific Purposes.
Effective language teaching, particularly in ESP, hinges on appropriate materials Therefore, materials evaluation, whose theoretical underpinnings are explored below, is crucial for maximizing their impact.
Materials evaluation
Language course evaluation is crucial, interacting closely with teaching, learning, and course design within the broader context of needs analysis, course design, teaching, learning, and assessment Numerous theories on coursebook evaluation exist, informed by leading linguists such as Sheldon (1988), Hutchinson and Waters (1987), Robinson (1991), McDonough and Shaw (1993), Cunningsworth (1995), Tomlinson (1998), and Dudley-Evans and St John.
(1998), etc Among them, the following should be taken into consideration
Evaluation matches needs with solutions, measuring the value of materials and assessing their fitness for purpose This is exemplified by evaluating Maritime English materials for specific goals, such as achieving a maritime diploma or competency certificate (e.g., Deck Watch-keeping Officer).
Materials evaluation systematically assesses learning materials' value against their objectives and learners' needs (Tomlinson, 1998) This process measures the materials' value or potential impact, judging their effectiveness on users.
Evaluation, as defined by Dudley-Evans and St John (1998), is a comprehensive process encompassing data gathering, analysis, and ultimately, influencing current or future actions It transcends mere data collection and analysis.
Linguistic materials evaluation demands systematic assessment and quantifiable measurement of material value and suitability, despite varied individual approaches.
Sheldon (1988) highlights textbook evaluation's importance in familiarizing educators with content, enabling identification of strengths and weaknesses This allows teachers to optimize strong points and address shortcomings in exercises, tasks, and the text itself.
Materials evaluation significantly contributes to teacher professional development, enabling a shift from subjective judgments to systematic, contextualized insights into materials' effectiveness (Cunningsworth, 1995) This process facilitates action research and promotes ongoing improvement in teaching practices.
Effective foreign language teaching hinges on appropriate materials, which reflect teaching aims and learner needs Course books, as Cunningsworth (1995) notes, are resources for achieving pre-set objectives Evaluation ensures these materials suit diverse learners and contexts.
Materials evaluation is categorized in various ways; Robinson (1991) identifies preliminary, summative, and formative evaluation, while Tomlinson (2003) and McGrath (2002) propose a similar three-stage process: pre-use, in-use, and post-use evaluation Despite differing terminology, these approaches share fundamental similarities.
Pre-use evaluation, as defined by Tomlinson (2003: 23), predicts material value and informs textbook selection before classroom implementation This stage is challenging due to the lack of practical usage experience.
In-use evaluation objectively measures material value during application, offering more reliable data than pre-use prediction (Tomlinson, 2003: 24) However, it's limited to observable phenomena, neglecting cognitive processes.
Post-use evaluation assesses a textbook's effectiveness after continuous use, providing valuable data on its impact This crucial evaluation informs decisions regarding continued use, adaptation, or replacement, though it is time-consuming.
Material evaluation methods offer varying advantages and disadvantages; selecting the appropriate method is crucial This study employed in-use evaluation to assess a course book at Haiphong Polytechnic College, identifying strengths and weaknesses and suggesting improvements.
Most of advice on conducting evaluations can be found in publications of Cunningsworth
Several publications (McDonough & Shaw, 1993; Sheldon, 1988; Tomlinson, 1998; 2003) offer valuable methods for materials evaluation This article focuses on three fundamental approaches: impressionistic, checklist, and in-depth methods.
Cunningsworth's (1995) impressionistic method analyzes a book's features—organization, topics, layout, visuals, and design—providing a broad, albeit superficial, overview of its language elements and overall structure This approach encompasses a wide spectrum of evaluation techniques.
The roles of materials evaluation to adaptation of the course book “English for navigation students”
Before the course book “English for Navigation Students” was introduced in 2008, the ESP teachers had collected Maritime English materials from different maritime English course
Only 14 books supported English for Specific Purposes (ESP) navigation courses at HPPC, resulting in many graduates failing to meet foreign ship occupational English requirements.
High demand from students, employers, and ESP teachers at HPPC necessitated the creation of a Maritime English coursebook Despite limited materials design experience, the Foreign Languages Department developed the ENS coursebook after a year of collaborative work Following three years of use, feedback revealed both strengths and weaknesses, prompting an evaluation using questionnaires and interviews with ESP teachers, subject matter experts, and students to identify areas for improvement.
Curriculum evaluation may lead to textbook replacement or adaptation In HHPC settings, adapting existing materials best ensures compatibility with the teaching environment, maximizes textbook value for specific learners, and optimizes occupational outcomes.
In summary, this chapter has provided a brief review of literature on materials evaluation
This article examines crucial aspects of materials selection and evaluation in language programs, focusing on maritime English It explores various maritime English materials, defines and details methods for materials evaluation, and ultimately applies these criteria to the adaptation of the ENS coursebook.
METHODOLOGY
Research questions
This study analyzed a course book's strengths and weaknesses to optimize its use and address shortcomings through targeted adjustments Key research questions guided this analysis.
1 What are the strengths and weaknesses of the course book in the view of the students and teachers?
2 What should be improved in the course book in order to get better outcomes to meet the future occupational requirements?
Research method
This study employed a survey methodology to efficiently gather student and teacher feedback on the course book Surveys offered the feasibility of collecting data from a large sample size, proving more cost-effective and time-efficient than alternative methods.
Participants
According to Pritchard (2003:7), evaluation of materials are both needed and made by:
- The Maritime English administrator (educational authorities, maritime administrations, shipping companies, ports, etc.)
Haiphong Polytechnic College's materials evaluation involved three groups: students, teachers (including Navigation Faculty instructors replacing the Maritime English administrator), and [third group - needs to be specified from the original article] Further details on each group follow.
Five English teachers at the Navigation Faculty, two with MAs and two pursuing master's degrees, participated in structured interviews Despite lacking formal materials writing training, all possess extensive Maritime English experience (ten+ years for two, six+ years for others), and all have taught the English for Navigation Studies (ENS) course since its 2008 introduction; three also contributed to the 2007 ENS course book design.
Four experienced HPPC nautical studies instructors, also seasoned international navigators, assessed the English for nautical studies (ENS) program Their expertise ensures reliable judgments on the program's content and language skills development.
This study involved 162 male second-year Navigation Faculty students (ĐKT02-CĐ1, ĐKT02-CĐ3, ĐKT02-CĐ5, ĐKT02-CĐ10) from a college, all with equivalent English proficiency and completing their fourth semester Participants, having finished New Cutting Edge Elementary and two-thirds of the ENS course book, reviewed and rated ENS based on their experiences.
Instruments
This study employed questionnaires and interviews to evaluate English for Specific Purposes (ESP) in maritime settings, assessing format, maritime English content, language skills, and teaching methodology, aligning with common evaluation methods like observation, discussion, and records.
Johnson (1992) advocates for survey questionnaires as the most efficient method for collecting accurate and uniform data from large groups due to their speed and broad applicability.
A four-section questionnaire, translated into Vietnamese for clarity, assessed student perceptions of the ENS coursebook across format/organization, maritime English content, and language skills development.
(i) Section I was designed to gather students‟ judgment about the current course book in terms of format/organization
(ii) Section II was created to collect the information related to Maritime English content in the course book
(iii) Section III was aimed at gathering students‟ evaluation on the course book in terms of language content
(iv) Section IV was supposed to collect students‟ judgment about the current course book in terms of language skill
Structured interviews, a supplementary data collection and analysis tool, facilitate comparison through pre-determined key questions, enabling effective evaluation as noted by Dudley-Evans and St John (1998:134) Additional questions can be incorporated as needed.
21 follow up responses for clarification and more detail Although this kind of interview is time consuming, it provides valuable information that evaluators may not obtain
Johnson (1992) highlights that interviews yield high response rates and detailed answers due to respondent engagement with the interviewer, allowing for clarification of ambiguous questions and richer data collection.
This study employed structured interviews with five ESP and four subject teachers at HPPC to assess a course book Six pre-determined questions explored the book's strengths and weaknesses regarding format, maritime English content, language skills, and methodology, yielding suggestions for improvement.
1 What are strengths and weaknesses of the course book in term of format and organization?
2 What are strengths and weaknesses of the course book in terms of maritime content?
3 What are strengths and weaknesses of the course book in terms of language content?
4 What are strengths and weaknesses of the course book in terms of skills?
5 What are strengths and weaknesses of the course book in terms of methodology?
6 What are your suggestions for the adaptation of the course book?
Subject teachers provided feedback on the existing maritime English coursebook via five targeted interview questions, assessing its content and language skill development.
1 What are strengths and weaknesses of the course book in terms of maritime content?
2 What are strengths and weaknesses of the course book in terms of skills?
3 Can you suggest some topics that should be included in the course book?
4 Which skill(s) should be most focused on the course book?
5 What are your suggestions for the adaptation of the course book?
Data collection procedure
Initial questionnaire and interview questions were validated by the supervisor and colleagues Student questionnaires were administered after the fourth semester, following guided book reviews ESP teacher interviews were conducted post-teaching of two-thirds of the coursebook in the second year.
Teachers reviewed the course book for a week before conducting interviews to ensure accurate and detailed feedback.
After collecting data from the ESP teachers, the subject teachers and the students, it was synthesized by hand and categorized in form of tables and charts where appropriate.
Data analysis procedure
Data analysis consists of two procedures dealing with two kinds of data in the research as follows:
Descriptive statistics, including frequencies, percentages, and means, analyzed questionnaire data Positive student feedback (mostly or fully evident responses) was tallied and expressed as a percentage.
Qualitative data from ESP and subject teacher interviews were transcribed and analyzed, with quotes used to support or challenge findings.
This chapter examines current ESP teaching and learning practices at Navigation Faculty, HPPC, justifies the chosen research methodology, and outlines the research questions Data collection procedures are detailed, laying the groundwork for the next chapter's analysis of survey results.
ANALYSIS OF THE RESULTS AND SUGGESTIONS
The realization of each criterion in the course book “English for
This study analyzed student responses, calculating percentages of "evident" and "fully evident" feedback to determine strengths and weaknesses Data interpretation used means and frequencies, with a 50% threshold separating strengths from weaknesses Qualitative data from ESP and subject teachers provided context and validation of findings.
No Format and Organization Criteria
1 The print is appealing and clear 2.3 85%
2 The course book provides a useful table of contents, glossary and appendix 1.3 43%
3 The units contain clear objectives 1.0 34%
4 There are periodic consolidations and assessments 1.5 50%
5 The table of contents includes content, structures/grammar and vocabulary of each unit 1.9 65%
6 The contents in each unit are organized in logic order 2.1 77%
Table 3.1: The realization of the format and organization criteria
ESP teachers and students reported dissatisfaction with the course book's format and organization, citing key shortcomings The lack of clearly presented unit objectives, resulting in a 34% low student score for this aspect, was a major concern Further issues included
Maritime English textbooks lack essential appendices, including vocabulary lists, common phrases, abbreviations, and Standard Marine Communication Phrases, crucial for students' future careers; this deficiency is reflected in a low 43% positive student response rate (see Table & Chart 3.1).
Chart 3.1: The realization of the format and organization criteria
Despite some drawbacks, respondents praised the textbook's printing quality, table of contents, well-organized unit content, and effective review/assessment sections.
Students gave the course book an 85% approval rating for its excellent print quality, evident in its clear and attractive design However, some ESP teachers noted spelling errors.
Secondly, regarding the sequence of the content in each unit, the course book demonstrates the PPP approach (Presentation, Practice, Production) as follows:
- Presentation: vocabulary and grammatical items are introduced
- Practice: exercises in form of gap filling
- Production: a text or a dialogue is introduced with some questions followed
Students highly rated (77%) the systematic and easy-to-follow content sequencing within each unit of the PPP approach.
This course book's table of contents, appreciated by 65% of students, lacked key grammatical points, skills, and vocabulary, according to ESP teachers.
Course assessments (three for the first six units, two each for the following four and final five) weren't included in the textbook, relying instead on teacher-created and distributed tests The lack of regular review after every two or three units resulted in only 50% positive student feedback on this aspect.
Teacher-created materials, like ENS, have limitations compared to published resources, particularly in objective introductions, appendices, and periodic reviews This necessitates improvements to the coursebook.
The English for Maritime Studies (ENS) program's representation of Maritime English content highly satisfied all respondent groups Students particularly praised the realistic subject matter (84%), diverse themes and topics (69%), and the program's alignment with maritime reference materials (60%) See the table below for a detailed summary.
1 The content is practical and useful, and meets the requirements for the occupational outcomes 2.4 84%
2 The topics are various, difficult but attractive and suitable for the students‟ level and motivation 1.9 69%
3 The content is referred to the maritime books, conventions, regulations, and other subject books 1.9 60%
4 The course book provides non-text content (maps, graphs, drawings and pictures) appropriately 0.3 7%
Table 3.2: The realization of the maritime content criterion
HPPC's English staff, while not professional materials designers, created a practical and useful nautical course book for students The content covers essential aspects of shipboard life, from daily routines and safety to voyage operations Diverse topics—including embarkation, safety procedures, ship basics, onboard rules, port entry/departure, steering, waste disposal, and sea protests—cater to varied learning styles Information was sourced from maritime conventions, regulations, textbooks, and reference books like "Welcome on Board."
1998, English for Seafarers- Pack 1 published by Marlins in 1997, English at Sea - Module
1 published by Canadian Coast Guard College Press in 1995, Deck Cadet Course by
Training and Seafarers Education Department – VINIC company in 2003; and Standard Marine Communication Phrases by the International Maritime Organization
Chart 3.2: The realization of the maritime content criterion
ENS suffers from a significant deficiency: a lack of non-textual materials like maps, charts, and images, as evidenced in Chart 3.2 This absence represents a major weakness compared to published resources.
Effective course design incorporates non-text materials like diagrams and graphs to enhance student understanding and inference skills The absence of such materials resulted in low student satisfaction, with only 7% reporting positive feedback.
This maritime textbook suffers from inconsistent sequencing of content across its units, a flaw highlighted by a subject teacher's critique.
Maritime unit content requires reorganization for improved clarity The optimal structure should prioritize onboard daily activities, followed by maritime safety procedures, and conclude with main onboard operations.
Such the comment clearly shows that the sequence of maritime content was disconnected and presented at random and in illogical subject development
Suggestions for materials adaptation
Data analysis from student questionnaires and teacher interviews reveals both strengths and weaknesses of the ENS ESP coursebook used at HPPC's Navigation Department While exhibiting strengths suggesting suitability, identified weaknesses necessitate adaptation to enhance material quality and achieve optimal occupational learning outcomes.
The current format and organization require improvement, including correcting spelling errors.
Coursebooks should include a detailed table of contents providing a clear overview of topics, themes, structures, and grammar skills covered in each unit, allowing users to quickly grasp the book's scope.
Coursebooks should include helpful appendices for student convenience and self-study, such as a glossary of maritime abbreviations, key standard marine communication phrases (tailored to student needs), and a concise explanation of maritime terms and expressions.
Regular knowledge consolidation, such as after every two learning units, is crucial for transferring information from short-term to long-term memory This reinforcement process helps students retain previously learned material.
Clearly stated learning objectives at the beginning of each unit improve teacher-student alignment and facilitate progress tracking throughout the course.
Respondents found the ENS practical subject matter, themes, topics, and Maritime English references satisfactory, but improvements are needed to address shortcomings.
English for Specific Purposes (ESP) lesson topics, chosen collaboratively with subject teachers and aligned with learning objectives, suffered from a disorganized sequence To improve, a logical, progressively complex thematic arrangement mirroring the subject's natural progression is needed.
To improve the nautical science (ENS) course, replace less engaging topics like "after fire accident" with essential, occupationally-focused content Teacher recommendations suggest incorporating modules on ship structure, ship's emails, repair and maintenance, and watch-keeping duties.
Enhance ENS units with relevant visuals—pictures, drawings, and diagrams—to create engaging and easily understandable lessons.
Effective ESP textbook design requires careful selection and sequencing of vocabulary, progressing logically from simple to complex terms To enhance student motivation and comprehension, vocabulary should be introduced uniformly throughout the course, utilizing diverse practice exercises (e.g., gap-filling, word-form change, definition matching) Simplifying explanations, particularly for complex terminology in units 8, 10, 14, and 15, is crucial for student success.
Integrating grammar drills after each Grammar Note section reinforces learning and reduces teacher preparation time Pronunciation drills enhance student confidence and communication skills Supplementing basic translation with contextualized exercises improves maritime terminology application.
Seafarers require strong speaking and listening skills, yet the "English for Navigation Students" textbook lacks listening exercises Developing relevant listening practice for navigation students is crucial but presents a significant challenge for non-native English teacher-writers.
The course book lacks exercises and clear instructions on writing letters, radiograms, and sea protests, including guidance on structure and language Improved writing skills instruction, including practice exercises, should be added.
Coursebook exercises should cater to diverse student learning styles and English levels Vocabulary practice can include gap-filling, word form changes, and matching definitions Dialogue/text sections should feature exercises like answering questions, true/false, multiple choice, and role-playing.
Conclusion
No single learning material suits all learners Teacher-generated and published materials each have strengths and weaknesses Effective material use requires careful assessment Language teachers must evaluate materials, identifying strengths, weaknesses, and suggesting improvements.
This study evaluated the "English for Navigation Students" textbook used at HPPC, assessing its format, content, language skills development, and methodology using a checklist, questionnaires, and interviews Results show overall satisfaction among ESP teachers, subject teachers, and students, citing the textbook's practical maritime content, relevant grammar and vocabulary, engaging group work activities, and appealing design as key strengths meeting occupational needs.
To meet the occupational needs of HPPC Navigation Faculty students, "English for Navigation Students" requires improvements These include adding a glossary of nautical abbreviations and a useful appendix, incorporating diverse non-text materials, expanding skill coverage, diversifying unit structure, and developing a comprehensive teacher's guide.
This article proposes improvements to the "English for Navigation Students" course book based on negative student and teacher feedback These modifications aim to enhance the book's quality, benefiting both students and instructors in future courses.
Limitations and suggestions for further study
The study, although was carried out with the researcher‟s great attempts, still proves a number of inevitable limitations due to the limited time, lack of resources and the researcher‟s ability
This minor thesis's limited scope and timeframe restricted the survey's reach, impacting the generalizability of findings on material popularity The reliance solely on questionnaires and interviews, without classroom observation of teacher usage and student outcomes, limits the study's comprehensiveness and insights More robust data collection would enhance reliability and value.
This research establishes a foundation for improved marine engine English materials at Haiphong Polytechnic College, aiming to enhance the quality of existing resources through comprehensive evaluation and design.
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