An exploratory study on teachers’ use of the textbook tieng anh thi diem 10 in the classroom at a high school in quang ninh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRẦN THỊ THU HÀ AN EXPLORATORY STUDY ON TEACHERS’ USE OF THE TEX

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

TRẦN THỊ THU HÀ

AN EXPLORATORY STUDY ON TEACHERS’ USE

OF THE TEXTBOOK TIENG ANH THI DIEM 10

IN THE CLASSROOM AT A HIGH SCHOOL IN QUANG NINH

NGHIÊN CỨU THĂM DÒ VỀ VIỆC GIÁO VIÊN SỬ DỤNG

SÁCH GIÁO KHOA TIẾNG ANH THÍ ĐIỂM 10 TRONG LỚP HỌC

TẠI MỘT TRƯỜNG THPT Ở QUẢNG NINH

M.A MINOR PROGRAMME THESIS

FIELD:ENGLISH TEACHING METHODOLOGY CODE: 8140231.01

HANOI – 2018

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

TRẦN THỊ THU HÀ

AN EXPLORATORY STUDY ON TEACHERS’ USE

OF THE TEXTBOOK TIENG ANH THI DIEM 10

IN THE CLASSROOM AT A HIGH SCHOOL IN QUANG NINH

NGHIÊN CỨU THĂM DÒ VỀ VIỆC GIÁO VIÊN SỬ DỤNG

SÁCH GIÁO KHOA TIẾNG ANH THÍ ĐIỂM 10 TRONG LỚP HỌC

TẠI MỘT TRƯỜNG THPT Ở QUẢNG NINH

M.A MINOR PROGRAMME THESIS

FIELD:ENGLISH TEACHING METHODOLOGY CODE: 8140231.01

SUPERVISOR: ASSOC.PROF DR LÊ VĂN CANH

HANOI – 2018

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CANDIDATE’S STATEMENT

I certificate that this combined thesis entitled “An exploratory study on

teachers’ use of the textbook Tieng Anh Thi Diem 10 in the classroom at a high school in Quang Ninh” is submitted in partial fulfillment of the requirements for

the degree of Master of Arts is the result of my own work, except where otherwise acknowledge and that this combined thesis or any part of the same has not been submitted for a higher degree to any other universities or institutions

Signature TRẦN THỊ THU HÀ

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ACKNOWLEDGEMENTS

The completion of this study would not have been possible without the assistance of special and wonderful people

First of all, I would like to acknowledge my indebtedness and gratitude to

Mr Le Van Canh, for his unfailing encouragement, constant support and supervision during all stages of the study His enthusiastic assistance, guidance, support, and his wisdom greatly contributed to the fulfillment of my thesis I would also like to thank my supervisor for his patience in reading and editing my draft It must be an excruciating experience

I am also indebted to all my friends in the Master Course whose constructive ideas, assistance and advice helped me much during various stages of learning and

my M.A study

Many thanks to my colleagues at Ha Long gifted high school for their support and encouragement for my survey research and all the time I do this graduation paper

Last but not least, I wish to express my acknowledgment to my husband, my parents for their invaluable contribution which indirectly contributed to the completion of this thesis

To all these people I only hope that the achievement of my thesis will be favorable enough to satisfy their expectations

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ABSTRACT Innovation in ELT tends to be materialized through the introduction of new

materials, textbooks, teaching methods, and teacher education programs There is a taken-for-granted view that the introduction of the new textbook which claims to be based on the findings of current theory and research results in the improvement of teaching Despite the fact that textbooks can influence the quality of classroom teaching and learning, there has been relatively little research in ELT on how teachers use the textbook inside the classroom

Through interviews, classroom observation, and informal chats with classroom teachers this study demonstrates the gap between the intended innovation embedded in the textbook and the actual delivery in the classroom Also, the study seeks to identify factors that affect the way teachers use the textbook Some conclusions deriving from the study will be drawn to inform teacher educators of how to help teachers approach the innovative textbook more effectively

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TABLE OF CONTENTS

CANDIDATE’S STATEMENT i

ACKNOWLEDGEMENTS ii

ABSTRACT iii

CHAPTER 1: INTRODUCTION 1

1.1 Rationale 1

1.2 Aims of the study 1

1.3 Research questions 1

1.4 Methods of the study 2

1.5 Scope of the study 2

1.6 Significance of the study 2

1.7 Organization of the thesis 3

CHAPTER 2: LITERATURE REVIEW 5

2.1 The role of textbooks in English language teaching (ELT) 5

2.1.1 The role of textbooks in ELT 5

2.1.2 Advantages and disadvantages of using textbooks in ELT to teachers and learners 8 2.2 Textbooks as agents of change in ELT 10

2.3 Previous studies on the use of textbooks in ELT 13

2.4 The design of the three pilot English curricula and their innovative points 16

2.5 The intended methodology of the textbook CHAPTER 3: RESEARCH METHODOLOGY 23

3.1 Background 23

3.2 Research questions 25

3.3 The case of the study 25

3.4 Participants of the study 26

3.5 Instruments 26

3.5.1 Classroom observations 27

3.5.2 Post-observation interview 27

3.6 Data collection and data analysis procedures 27

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CHAPTER 4: DATA ANALYSIS AND DISCUSSION 30

4.1 The implementation of the textbook Tieng Anh Thi Diem in the Classroom 31 4.1.1 Findings: 31

4.1.2 Discussion 38

4.2 Factors affecting teachers‟ implementation of the new textbook 40

4.2.1 Teachers’ understanding of the textbook methodology 41

4.2.2 The level of suitability of the textbook Tieng Anh Thi Diem 10 on the teachers and students 43

4.2.3.Teachers’ recognition of the strengths and weaknesses of the textbook and their impacts on teachers and students 44

4 2.4 Teachers and students’ difficulties when using Tieng Anh thi Diem 10 46 4.2.5 Discussion 47

CHAPTER 5: CONCLUSION 50

5.1 Summary of the findings 50

5.1.1 How is the new textbook implemented in the classrooms? 50

5.1.2 To what extent do such implementations match the underlying methodology of the textbook? 50

5.1.3 What are teachers' rationales for their innovation implementation? 51

5.2 Recommendations for more effective use of the textbook Tieng Anh Thi Diem 10 52

5.2.1 For infrastructure and equipment 52

5.2.2 For teachers 53

5.2.3 For administrators 54

5.3 Limitations of the study 54

5.4 Suggestions for further study 55

5.5 Conclusion 56

REFERENCES 57 APPENDIXES I

Appendix 1 The Interview Protocal I Appendix 2 III Appendix 3 VI

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Appendix 4 X Appendix 5 XIV Appendix 6 XVII Appendix 7 XX Appendix 8 XXIII Appendix 9: XXIX

1.2 Aims of the study

With the above presented rationale, the purpose of this study is to examine the implementation of the new textbook Tieng Anh Thi Diem 10 inside high school classrooms Specifically, it aims to:

(1) find out how the intended methodology of Tieng Anh Thi Diem textbook

10 is being implemented in the classroom;

(2) understand teachers‟ attitudes towards and beliefs about the innovation implied in the textbook Tieng Anh Thi Diem 10; and

(3) find out the factors affected teachers‟ use of the textbook Tieng Anh Thi Diem 10

2 Why do they use the textbook Tieng Anh Thi Diem that way?

3 To what extent does such implementation match the underlying methodology

of the textbook?

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1.4 Methods of the study

The study is to explore the implementation of the new textbook Tieng Anh Thi Diem 10 in the context of the recent curriculum renewal The purpose of the study is not to evaluate, but to understand how the innovation is being implemented

by looking at the way the textbook is being used Therefore, it is designed as a single qualitative case study The case here is a gifted high school in Quang Ninh province Qualitative data were collected through interviews and classroom observations

1 Participants

The subjects chosen for the research include 6 English teachers at a high school in Quang Ninh province The research is carried out during the second semester of the school year 2017-2018

2 Instruments of data collection

Data for this study were obtained by means of class observations and teacher interviews

- Class observations: There are total 8 lessons being observed.Sixlessons for each teachers teaching different skills will be video recorded Three other lessons will be observed and taken notes

- Recording classroom atmosphere in lessons

- Interview with the teachers

1.5 Scope of the study

As the study was designed as a single qualitative case study, it is limited to the exploration of the implementation of the new textbook Tieng Anh Thi Diem for Grade 10 in one single upper secondary school Generalization is therefore not intended The reasons for the scope of the study was that the new textbooks Tieng Anh Thi Diem for 10th grade have been in use in all classes of grade 10 in our

school this year

1.6 Significance of the study

This study can be significant in a number of ways First, as discussed earlier, the curriculum and textbook is a key component in most language programs In an

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EFL context like Vietnam, it may even constitute the main source of language input that learners receive and the basis for language practice that occurs both inside and outside the classroom For many Vietnamese senior high school learners, textbooks may even help to supplement teachers‟ instruction, which is constrained by three class hours a week In order to serve their purposes most effectively, textbooks need

to be professionally designed, fit the curriculum and closely correspond with the aims of the teaching program and the needs of the students However, a close look

at the MOET funded new textbooks has indicated that there might be several problems with them Thus, teachers and learners working with the new curriculum and textbooks might experience considerable difficulty in achieving the ultimate goal of their teaching and learning program, which is developing students‟ communicative competence

The research helps to identify the problems and suggests ways of improving them This contribution would be of practical value to textbook authors, teachers and teacher trainers in Vietnam

Findings of this study may also provide useful information for curriculum and textbook writers, teacher educators and educational authorities so that they can make appropriate decisions on how to achieve the goal of innovating the teaching of English in the upper secondary schools It may also contribute to the common

knowledge about the role of textbooks in educational innovation

1.7 Organization of the thesis

There are 5 chapters in my thesis:

Chapter 1 is the Introduction presenting the rationale, aims, scope, significance, research questions and methods of the study

Chapter 2 is the Literature Review, which reviews theoretical issues related to the

role of textbooks in English language education in general and in innovation in particular as well as previous studies on the implementation of innovation and the role of textbook in English language teaching (ELT) innovation

Chapter 3 is the Research Methodology, which is composed of 3 parts: research

design, research procedures, the settings (the case) and the participants of the study

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Chapter 4 is the discussion of the findings through an analysis of the data collected

by means of classroom observations and semi-structured interviews

Chapter 5 is the Conclusion In this chapter, major findings of the study will be

briefly summarized as well as the acknowledgement of the limitations of the study will be made

Besides, the classroom transcripts and interview transcripts are included in the

Appendixes

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CHAPTER 2: LITERATURE REVIEW

Chapter one presents the rationale, the aim, scope and significance of the present study This Chapter reviews the literature on teachers’ implementation of innovation and the role of textbooks in ELT innovation It begins with a discussion

of the role of textbooks in ELT in general This will lead to the discussion of the role

of textbooks in ELT innovation, which is followed by a review of previous studies of the issue under investigation The last section discusses necessary conditions for successful implementation of curricular innovation

2.1 The role of textbooks in English language teaching (ELT)

2.1.1 The role of textbooks in ELT

ELT textbooks play a very important role in many language classrooms but

in recent years there have been a lot of debates throughout the ELT profession on the actual role of textbooks in teaching English as a second/ foreign language Arguments have encompassed both the potential and limitations of textbooks for

„guiding‟ students through the learning process and curriculum as well as the need and preferences of teachers who are using textbooks Other issues that have arisen very recently include textbook design and practicality, methodological validity, and the role of textbooks in innovation Nonetheless, there has been very little research

on the role of textbooks in ELT innovation

Materials are among the five important components in language instruction Allright (1990) argues that materials should teach students to learn, that they should

be resource books for ideas and activities for instructions/ learning, and that they should give teachers rationale for what they do Textbooks are one type of teaching and learning materials, and they as a matter of fact share the role materials Textbooks are considered to be a key component in most language programs Among many important components of English language instruction, textbooks used by language instructors are considered as the most essential constituent to any language program Hutchinson and Torres (1994) have claimed that

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The textbook is an almost universal element of [English language] teaching…No teaching-learning situation, it seems, is complete until it has its relevant textbook (p 315)

Thus, textbooks, in Hutchinson and Torres‟ view, are the nuts and bolts of a language program or a language course Textbooks play such a crucial role simply because they offer a variety of different benefits to both students and teachers (Sheldon, 1998; Croft 1988) For example, Sheldon (1998) argues that

[Textbooks] represent not merely the visible heart of any ELT program but also offer considerable advantages for both the students and the teachers when they are being used in the ESL/EFL classroom (p.237)

A textbook, as described by Cunningsworth (1995), is “a syllabus” which not only defines the learning objectives but also helps less experienced teachers who have yet to gain in confidence to feel more confident in teaching

From learners‟ perspectives, textbooks are useful in the sense that they function

as a guide-map which helps learners know exactly what they have learned, what they are going to learn, what they will have learned by the end of the course, and what they should revise for achievement exams (Wendy, submitted by Admin, 2008) In addition, Anon (submited by Admin, 2008) has maintained that textbooks add a definite structure which allows students to work on their own at their own pace

Thus, textbooks are useful because they are considered as not only a starting point but also as a finishing point; students know exactly what they are supposed to

be learning during the lesson of the day and what they need to revise before the next one To those students who are working for the exams, the use of a course book is even more essential in order to be sure that they have already covered all the grammar, structures and vocabulary they need

It is these advantages that give such credibility to textbooks that it is hard to imagine a language program or a language course without a textbook Of course, there are people who advocate a zero option or teach English without using a particular textbook, but teachers will be overburdened if they are supposed to

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develop the teaching materials themselves This is not to say that a textbook can be

a source of available activities or learning tasks for both the teacher and the learners (Cunningsworth, 1995) Richards‟ (online manuscript) words may best summarize the role of textbooks, according to which textbooks have been and will be, no doubt,

a useful resource for both teachers and learners He observes that textbooks not merely provide learners with major source of contact they have in language practice that occurs in the classroom but also give primary supplement to teachers to plan their lessons appropriately and perfectively He concludes that it seems not to be able to carry out any language teaching throughout the world without the extensive use of textbooks

Despite the above-mentioned undeniable advantages of textbooks in language teaching, the limitations of textbooks are also well documented According to Allright (1981), these limitations include the inflexibility, the writers‟ biases in terms of the underlying methodology, the selection of linguistic content, and the ignorance of learners‟ needs Therefore, textbooks may „de-skill‟ the teachers who use them (Richards, 1998) Another drawback of textbooks has been pointed out by Sheldon (1988) that many ELT textbooks are often regarded as the

“…tainted end-product of an author‟s or a publisher‟s desire for quick profit” (p.239) This drawback is understandable Too many textbooks are often marketed with grand artificial claims by their authors and publishers, yet these same books tend to contain serious theoretical problems, design flaws and practical shortcomings They also present disjointed material that is either too limited or too generalized in a superficial and flashy manner and the vast array of “…single edition, now defunct [text]books produced during the past ten years testifies to the market consequences of the teachers‟ verdicts on such practices” (Sheldon, 1988 p.239)

In dealing with these limitations of textbooks, Cunningsworth (1995) has advised that textbooks should be adapted rather than adopted The advice is sound enough, but whether all teachers in the role of textbook users have the required skills to adapt the textbook or not is a question

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N Reynaud (submitted by Admin, 2008), who has been teaching English for

over 30 years also concludes that textbooks are all right because they offer a

"progression" in grammar which is to be studied so textbooks are perfect when the schedule of your classes include “British literature.”

Researchers of language teaching have much in common in the role of textbooks as a controller factor of the procedure of teaching and learning It is really difficult for inexperienced teachers to teach languages without textbooks and the important thing to do is that teachers need to be awarded for selecting a good book for their perfect lectures

Textbooks play a pivotal role in language classrooms in all types of educational institutions - public schools, colleges, and language schools - all over the world In some contexts, teachers are free to choose their own textbooks The vast majority of teachers, however, have textbooks suggested, prescribed, or assigned to them (Garinger,2001)

In some situations, textbooks serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom They may provide the basis for the content of the lessons, the balance of skills taught, and the kinds of language tasks students actively use In other situations, textbooks may serve primarily to supplement the teacher's instruction For learners, textbooks may provide a major source of contact they have with the target language, excluding the input provided by the teacher In the case of novice teachers, textbooks may also be utilized as a form of teacher training; that is, they provide ideas on how to plan and teach lessons as well as formats that teachers can use Much of the language teaching that occurs throughout the world today could not take place without the extensive use of commercial textbooks Learning how to use and adapt textbooks is hence an important part of a teacher‟s professional knowledge (Richards, 2001)

2.1.2 Advantages and disadvantages of using textbooks in ELT to teachers and learners

The use of textbooks in teaching has both advantages and disadvantages, depending on how they are used and what the contexts for their use are What one teacher considers an advantage in a textbook, another teacher may consider a

• It provides security for the students because they have a kind of a road map

of the course: they know what to expect and they know what is expected from them

• It provides a set of visuals, activities, readings, etc., and so saves the teacher time in finding or developing such materials

• It provides teachers with a basis for assessing students‟ learning Some textbooks include tests or evaluation tools

• It may include supporting materials (teacher‟s guide, cd, worksheets, and video.)

• It provides consistency within a program across a given level, if all teachers use the same textbook If textbooks follow a sequence, as within a series, it provides consistency between levels

Textbooks also have limitations, which can lead to teachers‟ and learners‟ dissatisfaction with the course The following list contains the most frequently stated disadvantages of using only ready-made textbooks (Graves: 175; Basturkmen 2010: 149):

• The content or examples may not be relevant or appropriate to the group and they may not reflect the students‟ needs since textbooks are often written for global markets and often do not reflect the interests and needs of students

• They may contain inauthentic language, since texts, dialogs and other aspects of content tend to be specially written to incorporate teaching points and are often not representative of real language use

• The content may not be at the right level There may not be the right mix of activities (too much of X, too little of Y), there may be too much focus on one or more aspects of language and not enough focus on others, or it may not include everything teachers want to include

• The sequence of units is not in accordance with the real work-related needs

• The activities, readings, visuals, etc., may be boring

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• The timetable for completing the textbook or parts of it may be unrealistic

• The textbook doesn‟t take the students‟ background knowledge into account Graves (2000: 176) suggests that, in order to minimize difficulties when selecting textbooks, teachers should: use the textbook as a resource for students, but not the only resource; use a textbook as a guide, be free to modify, evaluate, develop, change, eliminate, or add to the material in the textbook, supplement the textbook with lots of outside readings

2.2 Textbooks as agents of change in ELT

The role of textbooks in ELT program is identified much clearer and it is much more important in innovation Dealing with the help of textbooks in times of educational change Hutchinson and Torres (1994, p 232) identify that textbook is considered as:

 a vehicle for teacher and learner training

 a “support and relief” from the burden of looking for materials

 a completed picture what the change will look like

 the psychological support they give to teachers

However, the fulfillment of these goals, especially the first and the third, depends on the approach and quality of the textbook The materials may not be in tune with the new kind of teaching being encouraged, following instead the methodology already commonly being practiced; alternatively, the materials may be

so difficult to use that teachers are unable to follow them as intended, making them revert to their previous practice In either case, rather than agents of change, books will be “agents of conservatism,” reducing the likelihood of teachers trying out new, alternative approaches and methods (Garinger, 2001)

No doubt, a course book is looked upon as an indispensable vehicle for foreign language acquisition whose validity and significance are seldom impugned Many students working with a course book feel secure and have a sense of progress and achievement They always have a book to relate to; they are not groping in the dark Consequently, they become more confident and satisfied as they tackle the target language within a certain framework Furthermore, a textbook provides

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students with the opportunity to go back and revise They can also use the textbook for self-study and as a reference tool Besides, a well-illustrated book, equipped with eye-catching phrases and sensational pictures or titles, is preferable to tons of photocopied material, which teachers and students often take a dim view of

Hutchinson and Torres (1994) also see the textbook as a possible agent of change This can be achieved if a number of conditions are met First, the textbook needs to become a vehicle for teachers and learners training In other words, as well

as an explicit and detailed teacher‟s guide, the student book should also include appropriate learning-how-to-learn suggestions Second, the textbook must provide support and help with classroom management, thus freeing the teacher from coping with new content and procedures Third, the textbook will become an agent of change if it provides the teachers with a clear picture of what the change looks like and clear practical guidance on how to implement it in the classroom Finally, if adopted by a school, a textbook can result in the collegial support and shared responsibilities for, and commitment to, the change Again, more research is needed

to see whether preplanned materials actually do change practice or are simply adapted to maintain the status quo

Another function of textbooks that is often overlooked is their role as a

structuring tool Communicative language classes are social events, and so,

inherently unpredictable and potentially threatening to all participants (e.g., Reid, 1994) This is particularly so in periods of change (Luxon, 1994) such as those experienced by teachers implementing new programs or working with unfamiliar learners types Learners are, of course, by definition always facing enormous and possibly threatening change as their language skills develop One strategy both teachers and students use in dealing with this uncertainty is „social routilization‟, the process by which classroom interaction becomes increasingly stereotyped to reduce the unpredictability and, thereby, the stress Materials can play a key role in this process: „Textbooks survive … and prosper primarily because they are the most convenient means of providing the structure that the teaching and learning system -particularly the system in change – requires‟ (Hutchinson and Torres, 1994, p 317)

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A textbook, from this perspective, does not necessarily drive the teaching process, but it does provide the structure and predictability that are necessary to make the event socially tolerable to the participants It also serves as a useful map or plan of what is intended and expected, thus allowing participants to see where a lesson fits into the wider context of the language program Hutchinson and Torres (1994) suggest that this is important because it allows for:

1 Negotiation: The textbook can actually contribute by providing something negotiate about This can include teacher and learner roles as well as content and learning strategies

2 Accountability: The textbook show all stakeholders „what is being done … in the closed and ephemeral world of the classroom‟

3 Orientation: Teachers and learners need to know what is happening elsewhere, what standards are expected, how much work should be covered, and so on

Again, it is a question of balance Using a textbook does reduce some options for learners, but it can also allow for greater autonomy They can, for example, know what to expect and better take charge of their own learning It may well be this sense of control which explains the popularity of textbooks with many students Consequently, a teacher‟s decision not to use a textbook may actually be a „touch of imperialism‟ – in the words of a TESLMW-L colleague – because it retains control

in the hands of the teacher rather than in the learners

Therefore, despite the frequently expressed reservations about published materials, these do not need to be a debilitating crutch used only by those unable to

do without Indeed, the preceding discussion suggests that the use of appropriate teaching materials can advantage both teachers and learners The issue, then, is not whether teachers should or should not use such materials – most do so at some point

in their career (Cunningsworth, 1984) – but what form these materials should take if they are to contribute positively to teaching and learning

Finally, Hutchinson and Torres (1994) have drawn attention to the pivotal role of textbooks in innovation They prove that textbooks can support teachers

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through potentially disturbing and threatening change processes, demonstrate new and/or untried methodologies, introduce change gradually, and create scaffolding upon which teachers can build a more creative methodology of their own

Above we have looked at the roles that textbooks can play and researchers have shown that the contribution of textbooks in any language program needs not debilitating to teachers and learners; textbooks can not only scaffold the work of teachers and learners but also serve as agents of change, provided act as guides and negotiating points, rather than strait-jackets However, practitioners need to look carefully at the principles underpinning such textbooks to ensure that they contribute positively to the language environment Teachers obviously need much information about how to use the textbooks to facilitate their teaching and learning process

whenever conduct research on textbooks is looking at the quality of the books, the content as well as the format and the appropriateness they supply for students in terms of vocabulary and ethnic and gender biases Educator researchers have found out that it does matter if students do not know what the books say and the way in which teachers use the textbooks aids students learning

In short, the textbook can play a significant role in curriculum renewal However, how the textbook can function as an agent of change is conditioned In the following section, the conditions for the textbook to play its role in the curriculum renewal will be discussed

2.3 Previous studies on the use of textbooks in ELT

As a number of writers have noted, effecting curriculum renewal or curriculum innovation is a complex process Putting a new curriculum, which is represented by the new textbook, in place does not necessarily mean that a change

in classroom behaviors will occur Nunan (1988, pp.138-141) for example,

discusses the frequent mismatch between what was planned (the planned curriculum) and what actually occurs in the language classroom (the implemented

curriculum) The planned curriculum here is understood as the new textbook and the

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implemented curriculum as how the new textbook is used in the classroom Nunan also emphasizes the importance of establishing the degree of mismatch (the

evaluated or assessed curriculum) White (1988), citing Sockett (1976, p 22),

continues the latter‟s metaphor of comparing a curriculum with the plan of a house, but takes the metaphor further, saying that the curriculum is three things First, it is the plan which is “directed towards an objective yet to be realized.” Second, it is the

plan of how to build the house – “the systems that are needed in order successfully

to build the house.” Third, he says that curriculum also has to include the view of the house after it has been completed – and how it matches up to the requirements and expectations This important evaluative aspect provides a feedback loop so that

“planned and actual outcomes can be compared and appropriate remedial action taken to repair failures or deficits” (White, 1988, p 4)

Although the role of textbooks as tools of innovation implementation has recently acknowledged, not much research has ever been conducted in this regard Despite the researcher‟s strenuous efforts in identifying studies on how teachers use the textbook in the context of innovation, just a couple of studies on this topic were found in the literature

Harrison (1996) examines changes in learner and teacher behaviors as a way

of evaluating a large-scale curriculum renewal project in the Middle East The focus

of the investigation is whether learners‟ classroom language behavior changed as a result of the introduction of a new EFL curriculum with new textbooks and a new examination system The data for the study include lesson transcripts, inspectors‟ reports, interviews with inspectors, and reports from teachers‟ meetings Harrison concludes from his investigation that simply changing the raw materials of the curriculum – that is, the materials that teachers and learners use – will not necessarily effect a change in language behavior Bathmaker (2007) conducted a study to investigate teachers‟ beliefs in the use of English textbooks for teaching English in the upper secondary Normal Technical stream in Singapore Through the analysis of the semi-structured questionnaire data, the researcher found that there was a relationship between teachers‟ use of textbooks and their attitudes towards the

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less academically-inclined Normal Technical students Also teachers‟ use of the textbook was greatly influenced by their beliefs about factors related to the institution and the classroom such as the demands of meeting the stipulated pass rate in English examinations and the students‟ cognitive weakness and behavioral problems

Kurgoz (2008) conducted a two-year case study on teachers‟ instructional practices, and the impact of teachers‟ understandings and training on teachers‟ implementation of the Communicative Oriented Curriculum initiative in the context

of a major curriculum innovation in teaching English to young learners in Turkish state schools Using multidimensional qualitative research procedures, comprising classroom observations, teacher interviews and lesson transcripts, a picture is developed of how two teachers implemented the Communicative Oriented Curriculum Results showed that teachers‟ instructional practices ranged along the transmission and interpretation teaching continuum, and teachers‟ understandings and their prior training had an impact on the extent of their implementation of the curriculum initiative

In Vietnam, Canh and Barnard (2008) used questionnaires and structured interviews to explore upper secondary teachers‟ beliefs about, and their self-reports of the implementation of, the new English curriculum with the new textbook which is theme-based, task-based and learner-centered Findings showed that although teachers‟ beliefs about the new textbook were positive, their self-report of actual classroom practice did not seem to be consistent with their stated beliefs According to their self-report through semi-structured interviews teachers found that the teaching methodology underlying the new textbook did not match up with their students‟ level of proficiency and expectations as well as with the physical conditions of their school Teachers taught the new textbook, which is communicative and task-based, in a conventional manner The study supports the idea that innovation is unlikely to be fully implemented if it is just transmitted through the introduction of a new curriculum Also, the study reinforces the truism that there can be no curriculum development without teacher development

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2.4 The design of the three pilot English curricula and their innovative points

New challenge requires new objectives, and new objectives require a new curriculum In implementing the Prime Minister‟s Decision 1400/QĐ-TTg, MOET assigned the VNIES to design three pilot English curricula for three levels of Vietnamese general education The result was that three pilot English curricula for Vietnamese schools came into being:

Schoolsand (iii) Pilot English Curriculum for Vietnamese Upper Secondary Schools The three pilot English curricula for Vietnamese schools were designed with the close collaboration between curriculum designers of the VNIES and those from Vietnamese foreign language universities

In terms of the structure, they are multi-component curricula, taking the development of communicative competence through four macro-skills (listening, speaking, reading and writing) as the focus, and seeing theme/topic, language elements (pronunciation, vocabulary, grammar) and intercultural aspects as the components that contribute to the comprehensive development of students‟ communicative competence in English Three innovative points can be seen in the three pilot English curricula for Vietnamese schools First, unlike MOET‟s English Curriculum for Vietnamese Schools or the Seven-year English Curriculum, the three pilot English curricula for Vietnamese schools, as mentioned above, was designed with the participation of British curriculum designers Secondly, the three pilot English curricula define clearly and consistently the levels of communicative competence school pupils are required to achieve at each grade and each level of education, reflecting a continuity of knowledge and skills from primary, to lower secondary, and to upper secondary level And thirdly, the three pilot English curricula calibrated output standards equivalent4 to CEFR5 levels of communicative competence, using them as important bases for curriculum design, textbook development and the development of competence framework for each

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grade and each level of education This is a professional approach to curriculum design, defining clearly the role of each component in the sequence: design (of curriculum) → application (textbook writing) → implementation (teaching, learning and testing & assessment)

- At primary level: students are required to achieve CEFR Level A1 or VNFLPF (Sixlevel Foreign Language Proficiency Framework for Vietnam, 2014) [23] Level 1

- At lower secondary level: students are required to achieve CEFR Level A2

in a simple way provided the other person talks slowly and clearly and is prepared

to help

● Lower secondary level: Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g very basic personal and family information, shopping, local geography, employment) Can communicate in simple and routine tasks requiring simple and direct exchange of information on familiar and routine matters Can describe in simple terms aspects of his or her background, immediate environment and matters in areas of immediate need

● Upper secondary level: Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc Can deal with most situations likely to arise whilst travelling in an area where the language is spoken Can produce simple, connected text on topics which are familiar or of personal interest Can describe experiences and events, dreams and hopes and ambitions and briefly give reasons and explanations for opinions and plans (Council of Europe, [6, 24])

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The Student‟s Book Tieng Anh Thi Diem 10 consists of 10 learning units At the beginning of each Unit, the learning contents consisting of the language points and sub-skills to be taught are stated Each unit has five sections to be learnt in eight 45-minute lessons These 10 richly illustrated and theme-based units are designed with a view to providing students with memorable lessons and joyful learning experiences

Section 1: Getting started: is the first section of the unit It begins with a

conversation which introduces the overall topic of the Unit, the basic vocabulary and the main grammatical structures for students to start the lesson The conversation is followed by a number of activities for checking students‟ comprehension and providing them with practices in using the vocabulary and grammatical structures presented in this section

Section 2: Language: The Language section is comprised of three

subsections: Vocabulary, Pronunciation and Grammar In the Vocabulary and Grammar subsection, some of the vocabulary and grammar points presented in Getting started are now practiced in some depth and some new ones are presented to expand students‟ vocabulary and grammatical structures In the Pronunciation subsection, students are given opportunities to practice sounds, sound clusters or word stress which are thought to be difficult for them When teaching these subsections, it is advisable that all the three aspects of a new language point-form, meaning and use-are each paid due attention to Word collocation is also a focal point in the Vocabulary subsection The “Do you know….?” box summarizes the meaning, and the „ Watch out‟ box is the reminder of the grammar points presented and learnt in the section

Section 3: Skills

1 Reading: This section provides students with language and ideas about the topic

through the reading text, which they can use later in the Speaking and Writing lessons

The Reading subsection follows a three-stage teaching procedure: reading, while-reading, post-reading On average, there are 5 or 6 activities in each

pre-19

Reading lesson The first activities are the pre-reading stage It introduces the topic

of the reading text, providing students with an opportunity to brain storm on the topic or activate their knowledge about it It also helps students become involved in the reading lesson The next two or three activities are the while reading stage The most basic reading skills of skimming, scanning, understanding word meaning in context, referencing, ect are practiced through various types of tasks such as deciding the best title for the text‟, multiple choice, true/false comprehension questions, gap-filling The last activity in the reading subsection is the post-reading stage It is usually a discussion activity in which students are asked to give their own ideas/opinions or share their own experience with their partners about the issue presented in or related to the reading text This helps students both understand the contents of the text more thoroughly and have a chance to practice the language used in the text

2 Speaking: Students can use the ideas and apply the language they learnt for their

speaking There are three to four activities in this subsection The more guided practice activity is followed by a less controlled one The language and ides are built up through the continuation of activities and examples are given when necessary, so that in the last activity students are fully prepared for free production

of the language on the given topic In all speaking activities, students are encouraged to apply and share their own knowledge and experience to talk about the topic, therefore the learning is highly personalized

3 Listening: The Listening one also consists of 4 or 5 activities representing the

three stages of the lessons: pre-, while-, and post- The first activity is to draw students‟ attention to the topic of the lesson, making them interested in the content

of the listening text This is also a chance for students to share with their peers their background knowledge related to the topic The following two activities provide students with practice in the skills of listening for gist and/or listening for details There are also tasks that help students learn new vocabulary or additional definitions of previously leant of the vocabulary in meaningful contexts The last activity, which can be considered post-listening, is checking students‟‟ listening

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comprehension and asking them to express their opinions of the contents of the listening lesson

4 Writing: When students learn to write in English, the two biggest problems they

usually experience are lack of ideas and lack of the necessary language to express ideas The Writing subsection prepares students to cope with both of those It often begins with a pre-writing activity that presents the topic and gives students an opportunity to brainstorm on ideas related to the given topic In the following activity, useful phrases are presented and practiced so that students can use them later Sometimes, a model text is presented with one or two tasks for students to study its structure and format before producing their own text This supported the approach to writing gives students some guidance so that they will feel more confident and are better prepared for the writing task

Section 4: Communication and Culture

The communication subsection provides students with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit The skills are integrated: speaking with either reading or listening, or with both After getting some input from the reading or listening activities, students are engaged in a discussion about the issue brought up in the reading or listening texts Compared to the speaking activities in the Speaking lesson, speaking in communication is less controlled Students are encouraged to apply what they have learnt to communicate their ideas and opinions freely Extra vocabulary is provided

in this subsection if necessary

The Culture subsection is aimed to provide students with cultural knowledge

of the ASEAN countries and English speaking countries around the world This will broaden students‟ background knowledge about the world and deepen their knowledge around the culture of Vietnam

Section 5: This section consists of two subsections: Looking back and Project

The Looking back subsection is designed for the revision and consolidation

of the language leant in the previous sections

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The project is the last part of the unit It is aimed at providing students with

an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation Students are asked to do a survey or research

to get real information about their friends, their neighborhood or to broaden their knowledge about the real world The project tasks are often designed requiring teamwork so that students‟ teamwork skills are developed and their team spirits are enhanced

2.5 The intended methodology of the new text book:

In the page 8 of the textbook Tieng Anh Thi Diem 10, it is noted that the textbook is theme-based and skill-based which adopt the “two currently popular teaching approaches, the learner-centered approach and the communicative approach In terms of the structure, they are multi-component curricula, taking the development of communicative competence through four macro-skills (listening, speaking, reading and writing) as the focus, and seeing theme/topic, language elements (pronunciation, vocabulary, grammar) and intercultural aspects as the components that contribute to the comprehensive development of students‟ communicative competence in English The use of pair work and group work and project based learning are enhanced to promote the students‟ autonomy in class The teaching of both the language skills and language elements follow a three-stage procedure The pre-,while-,post- stages procedure is for the skill lessons and the presentation-practice-production (PPP) procedure is for the language lessons Both procedures should be handled appropriately with respect to the prior knowledge, beliefs and expectations that students bring to class and the stress on the needs to develop awareness, self-reflection, critical thinking and learning strategies

Students‟ talking time should be maximized and interactions between students should be facilitated The teacher can use different question types to elicit ideas from students and guide them in the process of practicing the language

Vocabulary and grammatical items should be presented and practiced in meaningful contexts Focus should be on use as well as form and meaning

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The use of pair-work and group-work should be used appropriately so that students have more opportunities to practice the language in class However, inputs should be provided with clear instructions and demonstration before asking students

to work in pairs or groups

The use of group-work should also be used to help develop students‟ team spirits and teamwork skills Due attention should be paid to both cooperation and competition when having students work in pairs or groups

The problems of mixed-ability class should be dealt with by using multiple tiered tasks so that students are assigned tasks suitable with their levels In that way, both the weaker and the better students are encouraged to contribute to the lesson

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CHAPTER 3: RESEARCH METHODOLOGY

This chapter presents the research questions and research methods used for the data collection as well as research procedures The first section of the chapter presents the background information of the study, i.e., the recent introduction of the new curriculum for English in the high school in Vietnam and the institutionalization of a new textbook series as the mediator of such innovation Then it presents the research questions which constitute the focus of this study and

a discussion of the methodology which was used to guide the present study Next, information about the case including the bounded context and participants is provided The Chapter concludes with a discussion of the instruments of data collection as well as the procedure of data collection

3.1 Background

There are many solutions to improving the quality of teaching and learning foreign languages in general and teaching and learning English in Vietnamese schools in particular One of the most important solutions is probably the renovation

in curriculum design and textbook development In the world of today, international exchanges have been increasingly developing Along with the ever increasing development of international exchanges, communication between nations, organizations, and people through language is also developing The most effective and indispensible means of communication to maintain and develop international exchanges is language In the article „Renovation in Curriculum Design and Textbook Development: An Effective Solution to Improving the Quality of English Teaching in Vietnamese Schools in the Context of Integration and Globalization‟

by Hoang Van Van he states that „the aim of teaching and learning a foreign language today is no longer limited to the teacher‟s providing the student with an understanding of the nature of the foreign language being learnt; neither is it limited

to the teacher‟s asking the student to do lexical and grammatical exercises, or to develop one or two language skills such as reading or writing Rather, the aim of teaching and learning a foreign language today is for communication in which the

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language elements such as pronunciation, vocabulary, and grammar (linguistic competence) are the means and the skills of listening, speaking, reading and writing (communicative competence) and the learner‟s cultural competence are the targets (the ends) which the teaching and learning process should target at so that when communicating with foreigners we can understand them and they can understand us.‟

In the introduction of the textbook Tieng Anh Thi Diem 10 it sets its aims as follows:

“Tieng Anh 10 is the first of a three-level English language set of textbooks for Vietnamese upper secondary schools It follows the systematic, cyclical and theme-based curriculum approved by the Minister of Education and Training on

communicative competence in listening, speaking, reading and writing so that upon completion of upper secondary schools, students will achieve level three of the Vietnamese Foreign Language Competence Framework for the Vietnamese ( equivalent to B1 in the Common European Framework of Reference of Language.)

It is also stated in the new English curriculum for secondary schools that

“communicative skills are the goal of the teaching of English at the secondary school while formal knowledge of the language serves as means to the end” (p.6) The new curriculum has become an ordinance, which is promulgated and prescribed

by the MOET, for all secondary schools throughout the country

The Experimental textbooks are theme-based and skill-based which adopt the

“two currently popular teaching approaches, the learner-centered approach and the communicative approach In terms of the structure, they are multi-component curricula, taking the development of communicative competence through four macro-skills (listening, speaking, reading and writing) as the focus, and seeing theme/topic, language elements (pronunciation, vocabulary, grammar) and intercultural aspects as the components that contribute to the comprehensive development of students‟ communicative competence in English „In the Upper secondary level students can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc Students can

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deal with most situations likely to arise whilst travelling in an area where the language is spoken and can produce simple, connected text on topics which are familiar or of personal interest and can describe experiences and events, dreams and hopes and ambitions and briefly give reasons and explanations for opinions and plans.‟(Council of Europe, [6, 24])

3.2 Research Questions

This is a single qualitative case study The major goal of the study is to explore the implementation of the Experimental textbook Tieng Anh Thi Diem for grade 10 at an upper secondary school in Quang Ninh province The design and methodology oriented around the following research questions:

1 How is the new textbook Tieng Anh Thi Diem 10 implemented in the

classrooms?

2 Why do they use the textbook Tieng Anh Thi Diem that way?

3 To what extent does such implementation match the underlying

methodology of the textbook?

3.3 The case of the study

The case in my study is a High school for gifted students where I am currently teaching, which is located in Ha Long city Quang Ninh province This city

is a fast-developing city in terms of economy and tourism This gifted high school was founded in 1990 When the study was carried out, the school had about 1400 pupils, among whom 350 were students of grade 10 Admission into this gifted high school was selected according to their academic records in the junior high school and a special exam for gifted students and a compulsory admission subject is

high However, that level is not even in different specialized classes Students at English major classes are at the highest in terms of English level, followed by Literature class, Math class, IT class, Natural science class and the least is in the Social Science Class of History and Geography

There were 11 English language teachers working for the school Most of them are experienced teachers with Master Degree, two of whom studied in

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Australia and the US As the state-run school, teachers have to work full time not only for official classes in the morning but also extra classes in the afternoon Of the teachers in English group, in the school year 2017-2018, 6 of whom were assigned

to teach English for 10th form students From the year 2012 until 2017, only the English and Literature majoring classes were chosen to experiment the new textbook One of the outstanding features of this school year is that all classes have

to study the Experimental English textbook 10 As for this reasons, a lot of difficulties arise when the students‟ English levels are not the same in the 10 classes Therefore teachers cannot use the same lesson plan but have to adapt it to suit the students‟ levels and expectations

As this city is economically developing, there are many opportunities for students to improve their English level Some families let their children to have extra classes to improve their English speaking and listening skills Therefore, in general the students‟ English skills are quite good

3.4 Participants of the study

Participants were six female teachers of English (ranging from 29 to 54 years old) who had been teaching both the old textbook and the Experimental one at the school Five of them had Master degree and they all have at least six years of English teaching experience The participants all have taught this new textbook for

at least 2 years and are familiar with the methodology as well as the contents of the book That is the reason why they are chosen to take part in the study

Of these methods, video-recorded lessons and classroom observations help the researchers in understanding accurately the innovation implementation in the

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natural setting whereas post-observation interviews helps to provide more useful information about how and why teachers taught the new textbook in the way they did In other words, interviews help to obtain in-depth and rich information about the teacher behaviors All these instruments will be discussed in detail in the following sections

3.5.1 Classroom observations

In this study, I video recorded and observed all 6 lessons and I observed two others in which the teachers did not allow me to record the lesson due to the personal reasons There were one lesson of getting started, one lesson of language, one lesson of speaking skill, one lesson of listening skill, one lesson of speaking skill, one lesson of writing and one lesson of communication and culture

3.5.2 Post-observation interview

The purpose of the interviews was to understand the reasons for teachers‟ behaviors in the classroom The design of unstructured interviews helped me to gain understanding of why teachers taught the way they did in the classroom

The interviews were conducted after the classroom observation if the teachers were having a short break waiting for their next period Otherwise I had to wait until they had free time later in the day Each interview lasted around 15 minutes and the language of the interview was Vietnamese to ensure mutual understanding between the teacher and myself as an interviewer The interviews were not recorded Instead I took notes of important points during the interviews

3.6 Data collection and data analysis procedures

i Data collection procedures

In order to get information for this research, I intended to video the lessons

of the teachers in the English group so as to get a clear understanding of the matter being studied However, because some teachers did not allow me to video their lesson for many private reasons, I only had permission to attend and record the procedure in the lesson As a result, I could only record 4 lessons and then took notes 2 others for analyzing In order to have an overview understanding of the textbook I tried my best to record and took notes as many skills and sections in the

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unit as possible ranging from getting started to communication and culture The fact

is that when having the lesson observed the teachers often perform rather than teaching like what they often do in everyday lesson Therefore, the teachers in charge of the class being observed were asked to teach as naturally as they can so that I can get the most authentic results

semester for each teacher in two months, totaling one or two period per teacher or 8 lessons altogether for 6 teachers Because two teachers were not comfortable with their lessons being video or audio-recorded, the author took notes of all the observed events in the classroom in the most possible naturally detailed manner to determine the teaching styles of a single case As a result, classroom observation helped me collect the data “which is not what participants have written on the topic (what they intend to do, or should do), not what they say they do” (Gillham, 2000,

p 47) The interviews were conducted after the classroom observation if the teachers were having a 10 minute- short break for their next period Otherwise the writer of this research had to wait until they had free time later in the day For some teachers the author had to get information from email because they hardly had spare time for me at during the very short break Since teachers were not comfortable with their interviews being audio-recorded, the researcher took notes of important points focusing on the critical issues arising from the observed lessons as well as issues related to teachers‟ rationale underlying their implementation of the intended syllabus innovation

Each interview lasted around 15-20 minutes and the interviews were conducted in English or in Vietnamese depending on the teacher participants‟ preference The interview was guided by an interview protocol (see Appendix 1:

The Interview Protocal)

ii Data analysis procedures

The procedures of collecting data took me only a month but it took me nearly

a month and a half to analyze the data Data collected from the above different sources were categorized into

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The data was categorized this way simply for seeking answers to the research questions established for this study The data was then analyzed The qualitative data from classroom observation and the interviews were presented by quoting relevant responses from the respondents

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CHAPTER 4: DATA ANALYSIS AND DISCUSSION

This Chapter will present and analyze the findings coming from the data which were then collected for finding out the answers to the previous research questions There are two types of data which were analyzed and presented separately, i.e classroom observation from the video and note-takings and teacher interview data

Firstly, the analysis of the classroom observation data will be presented to provide a better understanding of how the Experimental Textbook Tieng Anh Thi Diem 10 was actually implemented in the classroom Secondly, the data collected from the interviews with the English teachers will be analyzed and presented The findings from this section will be used to answer the second research question about why teachers taught the textbook the way they did Moreover, the findings from the

data analyzed can also give answers to the question 3: To what extent does such implementation match the underlying methodology of the textbook? Finally, a

discussion of these findings will be presented

Collecting data from classroom observation and post-observation interviews

I decided to categorize into two main issues: 1) Teachers‟ classroom practice and 2) Factors affecting teachers‟ teaching The data was categorized that way simply for answering the research question presented in chapter I Following is the description

of the findings of the data in detail

In order to find out more how English teachers actually implement the textbook Tieng Anh Thi Diem 10 in their classes The researcher made a plan to visit their lesson and recorded the period both by video recording and note-taking Totally, the researcher came to visit 8 English lessons which were conducted by 6 different teachers, the participants of the study, at a gifted high school from the time March 2018 to May 2018 In order to get enough information for my research, the author informed them of my visits to their lessons in advance and while attending their classroom the authorvcould take notes or videotape or audio-tape the lessons observed if they allowed me to do so I also asked them to perform the lesson as

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naturally as they often do so that I could get the most authentic information as possible After collecting the data from classroom observations and post observation interviews with English teachers, some most interesting and significant findings were selected to present below

4.1 The implementation of the textbook Tieng Anh Thi Diem in the Classroom

4.1.1 Findings:

4.1.1.1 Teachers’ Adaptations of the Textbook

First of all, we can see clearly from the classroom observation that the teachers tried their best to adapt the textbook to motivate students so as to encourage students to participate in the lesson as much as possible The adaptations here show that teachers show their effort to change the textbook to the point that interests and motivates students of different levels in different classes

Example 1: In the Unit 8: New ways to learn- Skill Reading

Teacher asked students to brainstorm to find some adjectives to describe the

benefits of electronic devices: modern, useful, versatile, convenient, portable, effective

Example 2:

In Unit 10: Ecotourism- Skill: Speaking: Teacher‟s adaptations can be seen clearly in this lesson In the first part: Warmer- up teacher asks students to find out the interesting places in Vietnam by doing the quiz game:

Rules:

- There are five interesting places in Vietnam

- Students find out the names for each place from the cues given by teachers

- The quickest answer can get a small gift

About interesting places in the world

1

• This place is in the central Vietnam

• It is famous for a beautiful river

• It has a lot of ancient buildings of previous Kings

2

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• This place is in the North of Vietnam

• You can enjoy the traditional lifestyles of people in mountainous areas

• It is famous for a love market

3

• This place is in a valley of a highland

• There are a lot of pine trees and flowers

• It has four seasons during the day

4

• This place is in the centre Viet nam

• It is a coastal city with beautiful beaches

• It is a new, modern and active city

5

• This place is in the south of Vietnam

• This place is famous for a big market

• It had a new name from 1975

Then teacher had students review the term “Ecotourism” by letting them see

a video clip made by the students themselves

In the post-speaking part in the textbook: Work in groups Choose one ecotourism destination in Viet Nam and prepare a presentation about what tourists can see and do there Then report to other groups

Instead, teachers changed into:

Competition: WE LOVE OUR HOMETOWN QUANGNINH

• Aim of the contest: Introduce interesting places and traditions for ecotourists coming to Quang Ninh province

• Rule of the contest: each team can present or perform in 3-4 minutes to show what you know about the region

• Participants: Three groups:

- Group 1: A PowerPoint presentation on ecotourism in Ha Long

- Group 2: A talk show: Introducing interesting places and traditions, foods,

culture…… of Binh Lieu district