An Evaluation of the material New Headway_ Elementary for the first year non-English major students at Thai Nguyen College of Economics and Technology. M.A Thesis Linguistics: 60 140 111

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* BÙI THỊ HƢƠNG AN EVALUATION OF THE MATERIAL “NEW HEADWAY – ELEMENTARY” FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT THAINGUYEN COLLEGE OF ECONOMICS AND TECHNOLOGY Đánh giá giáo trình “New Headway_Elementary” dành cho sinh viên không chuyên ngữ năm thứ trƣờng Cao đẳng Kinh tế - Kỹ thuật Thái Nguyên M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* BÙI THỊ HƢƠNG AN EVALUATION OF THE MATERIAL “NEW HEADWAY – ELEMENTARY” FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT THAINGUYEN COLLEGE OF ECONOMICS AND TECHNOLOGY Đánh giá giáo trình “New Headway_Elementary” dành cho sinh viên không chuyên ngữ năm thứ trƣờng Cao đẳng Kinh tế - Kỹ thuật Thái Nguyên M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: TÔ THỊ THU HƢƠNG, DR Hanoi, 2014 i DECLARATION I certify the minor thesis is submitted entitled “An Evaluation of the material New Headway_ Elementary for the first year non-English major students at Thai Nguyen College of Economics and Technology” in partial fulfillment of the requirements for the degree of Master of Arts I confirm that this is the result of my own work, and that it has not been submitted for any other degrees Signature Bùi Thị Hương ii ACKNOWLEDGEMENTS My thesis has been completed with the supports of many people I would like to thank them for their thoughtful help First and foremost, I would like to express my deepest gratitude to my supervisor, Dr To Thi Thu Huong for her valuable guidance, thoughtful comments, sympathy and encouragement Without her help, I can not complete this thesis I am also grateful to all the professors and lecturers at College of Foreign Language (CFL), Vietnam National University, Hanoi (VNUH) for their insightful lectures and useful guidance during the course I would also like to express my thankfulness to all my English colleagues and all the first year students in the class K9QLMT, K9KT, K9CNTT, K9QLĐ at Thai Nguyen College of Economics and Technology (TNCET) for the great cooperation in the collection of data for my study Finally, I am deeply indebted to my husband and my little daughter for their love, encouragement and support, who helps me to accomplish this research iii ABSTRACT Material evaluation is an important task in the process of language teaching Within these regards, the thesis was carried out to evaluate the material "New Headway_ Elementary" which is being used at Thai Nguyen College of Economics and Technology in order to determine how the material is suitable for the needs of students within the framework of the English program Thanks to this, there are some suggestions for material adaptation to make a more appropriate material with the hope of improving the quality of teaching and learning English at Thai Nguyen College of Economics and Technology The material is evaluated based on the criteria of Hutchinson and Waters (1987) in terms of objective, content, and methodology by using two instruments to collect the data from teachers’ and students’ opinions such as questionnaires and interviews Research results show the strengths and weaknesses of the material, it also reveals some inappropriate things to the needs of students Based on these findings, they help the researcher come up with some suggestions for material adaptations as omission, addition and replacement to have a more appropriate material for the following courses iv LIST OF ABBREVIATIONS VNUH: Vietnam National University, Hanoi CFL: College of Foreign Language TNCET Thainguyen College of Economics and Technology ELT: English Language Teaching T: Teachers S: Students v LIST OF FIGURES AND TABLES Figure 1: The materials evaluation process (Hutchinson and Waters 1987, p 98) Table 1: Students’ desire and achievement after finishing English course Table 2: The match of the material to the needs of students Table 3: Students’ interest on the material Table 4: Teachers’ opinions about students’ achievement after learning this material Table 5: Students and teachers’ opinion about language point in this material Table 6: Students and teachers’ opinions about the proportion of four macroskills in this material Table 7: Teachers and students’ opinions about the integration of four macroskills in this material Table 8: Teachers and students’ opinions about the kinds of texts in this material Table 9: Teachers and students’ opinions about the organization and sequence of content in this material Table 10: Teachers and students’ opinions about topics of the material Table 11: Teachers and students’ opinions about each part of units in this material Table 12: Teachers and students’ opinions about the number of new words in each unit in this material Table 13: Teachers and students’ opinions about the variety of kinds of tasks/ exercises in this material Table 14: Teachers and students’ opinions about teaching and learning interactions/techniques in this material Table15: Teachers and students’ opinions about teaching aids vi TABLE OF CONTENTS PART A: INTRODUCTION 1 Rational for the study Aims of the study Research questions Methods of the study .2 Scope of the study Design of the study PART B: DEVELOPMENT .4 CHAPTER I: LITERATURE REVIEW .4 1.1 Materials in language teaching and learning 1.1.1 Material and types of materials 1.1.2 What are roles of material in language teaching and learning? 1.2 Material evaluation .5 1.2.1 What is material evaluation? .5 1.2.2 Different types of material evaluation 1.2.3 What are purposes of material evaluation? .7 1.2.4 Who are material evaluators? 1.2.5 Models for material evaluation 1.2.6 Different methods of evaluation .10 1.2.7 What are criteria for material evaluation? .11 1.3 Material adaptation 13 1.3.1 Why should adapt materials? 13 1.3.2 Adapting techniques 13 CHAPTER II: METHODOLOGY 15 2.1 The current teaching and learning situation at TNCET .15 2.1.1 Teaching and learning context 15 2.1.2 General description of the material 15 2.2 Research methodology .16 vii 2.2.1 Participants 16 2.2.2 Instruments 16 2.2.3 Data collection procedure .16 2.2.4 Data analysis procedure 17 2.3 Summary 17 CHAPTER III: RESULTS AND DISCUSSION 18 3.1 Material analysis 18 3.1.1 The objective of the material 18 3.1.2 The content of the material .18 3.1.3 The methodology of the material 20 3.2 Survey results .21 3.2.1 The suitability of the objectives of the material to the needs of students within the framework of the English program at TNCET 21 3.2.2 The suitability of the content of the material with the students’ needs within the framework of the English program at TNCET 25 3.2.3 The suitability of the methodology of the material to the needs of students within the framework of English program at TNCET 29 3.3 Major findings 31 3.3.1 The suitability of the objectives of the material to the needs of students within the framework of the English program .31 3.3.2 The suitability of the contents of the material to the needs of students withinthe framework of the English program 32 3.3.3 The suitability of the methodology of the material to the needs of students within the framework of the English program 33 3.4 Suggestions for material adaptation 34 3.5 Summary 35 PART C: CONCLUSION 36 Conclusions 36 Limitations and suggestions for further study 36 viii REFERENCES 37 APPENDICES I Appendix 1: HUTCHINSON AND WATERS’S CRITERIA CHECKLIST FOR MATERIALS EVALUATION (1987: 99-104) I Appendix 2: QUESTIONNAIRE FOR STUDENTS .VI Appendix 3: QUESTIONNAIRE FOR TEACHERS .XI Appendix 4: PROPOSED QUESTIONS FOR INTERVIEWS………………….XVI II - - - Should there be skills-integrated work? 6A What micro-skills you need? (e.g deducing the meanings of unfamiliar words) 7A What text-types should be included? e.g manuals? letters? dialogues? experimental reports? visual texts (pictures, diagrams, charts, graphs, cartoons etc.)? listening texts? any other kind? 8A What subject-matter area(s) is/ are required (e.g medicine, biology etc.)? What level of knowledge should be assumed (e.g secondary school, first year college/ university, post-graduate etc.)? What types of topics are needed (e.g in medicine: hospital organisation, medical technology etc.)? What treatment should the topics be given (e.g 'straightforward', factual; 'human interest' angle; humorous; unusual perspective; taking into account issues, controversy, etc.)? 9A How should the content be organised throughout the course? around language points? by subject matter? by some other means (e.g study skills)? by a combination of means? 10A How should the content be organised within the course units? by a set pattern of components? by a variety of patterns? by some other means? to allow a clear focus on (e.g certain skill areas, a communication task on each skill? Is there skillsintegrated work? 6B What micro-skills are covered in the materials? 7B What kinds of texts are there in the materials? 8B What is/are the subject-matter area (s) assumed level of knowledge, and types of topics in the materials? What treatment are the topics given? 9B How is the content organised throughout the materials? 10B How is the content organised within the units? 11B How is the content sequenced throughout the book? III - - - etc.)? 11A How should the content be sequenced throughout the course? e.g from easier to more difficult? to create variety? to provide recycling ? by other criteria? Should there be no obvious sequence? 12A How should the content be sequenced within a unit? e.g from guided to free? from comprehension to production? accuracy to fluency? by some other means? Should there be no obvious sequence? METHODOLOGY 13A What theory/ies of learning should the course be based on? Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these? 14A What aspects of the learners' attitudes to/ expectations about learning English should the course take into account? 15A What kinds of exercises/ tasks are needed? e.g guided  free? comprehension  production? language/ skills practice  language/ skills use? one right answer  many possible right answers? whole class  group  individual? language/ skills-based  content- based? 'mechanical'  problem solving? 12B How is the content sequenced within a unit? 13B What theory/ies of learning are the materials based on? 14B What attitudes to/ expectations about learning English are the materials based on? 15B What kinds of exercises/ tasks are included in the materials? IV - role-play, simulation, drama, games? - - - - ones involving visuals? self-study? some other kinds? 16A What teaching-learning techniques are to be used? e.g lockstep? pair work? small-group work? student presentations? work involving technical subject matter? other kinds? 17A What aids are available for use? e.g cassette recorders? overhead projectors? realia? wallcharts? video? other? 18A What guidance/support for teaching the course will be needed? e.g statements of aims? lists of vocabulary and language-skills points? language guidance? technical information? methodological directive or hints? suggestions for further work? tests? other kinds? 19A How flexible the materials need to be? - 16B What teaching-learning techniques can be used with the materials? 17B What aids the materials require? 18B What guidance the materials provide? 19B In what ways are the materials flexible? e.g - can they be begun at different points? - can the units be used in different orders? - can they be linked to other materials? - can they be used without some of V their components (e.g cassettes)? OTHER CRITERIA 20A What price range is necessary? 20B What is the price? 21A When and in what quantities should 21B When and how readily can the the materials be available? etc materials be obtained? VI Appendix PHIẾU KHẢO SÁT SINH VIÊN Đánh giá phù hợp giáo trình New Headway_ Elementary phƣơng diện mục đích, nội dung phƣơng pháp Phiếu điều tra thiết kế để thu thập ý kiến đánh giá, nguyện vọng nhu cầu sinh viên năm thứ trường Cao đẳng Kinh tế - Kỹ thuật Thái Nguyên giáo trình New Headway_ Elementary Những thông tin bạn quan trọng hữu ích cho chúng tơi việc đánh giá giáo trình, từ có điều chỉnh hợp lý để có tài liệu hồn chỉnh nhằm nâng cao chất lượng dạy học tiếng Anh trường Rất mong bạn trả lời đầy đủ câu hỏi cách xác cách chọn phương án phù hợp (khuyên tròn/đánh dấu vào ô chọn), và/hoặc viết vào chỗ trống Xin chân thành cảm ơn hợp tác bạn! I Sự phù hợp mục đích giáo trình với nhu cầu học tiếng Anh sinh viên Bạn mong muốn bạn đạt sau kết thúc khóa học tiếng Anh này? Điều mong muốn Điều đạt đƣợc Sử dụng thành thạo điểm ngữ pháp Có khối lượng từ vựng phong phú lĩnh vực sống Có khả giao tiếp VII tình Đọc hiểu văn đơn giản chủ đề quen thuộc Viết đoạn văn/các thư đơn giản tiếng Anh Nói khía cạnh riêng tư sống hàng ngày sử dụng trọng âm, ngữ điệu nhịp điệu phù hợp Khác (xin ghi cụ thể):…….,, ………………… ………………… Giáo trình có đáp ứng nhu cầu học bạn khơng? Vì sao?  Có  Khơng Lý do: ……………………………………………………………………………… Bạn có thích học giáo trình khơng? Vì sao?  Có  Khơng Lý do: ……………………………………………………………………………… II Sự phù hợp nội dung giáo trình với nhu cầu học sinh viên Bạn nghĩ trọng điểm ngôn ngữ giáo trình này? Các trọng điểm Rất phù Khá phù ngôn ngữ hợp hợp Cấu trúc ngữ pháp Từ vựng Phù hợp Không phù hợp VIII Phát âm Bạn nghĩ cân đối kỹ tiếng Anh giáo trình? Các kỹ Rất phù hợp Khá phù Phù hợp Không phù hợp hợp Nghe Nói Đọc Viết Các kỹ giáo trình có lồng ghép vào khơng?  Có  Khơng Bạn nghĩ dạng văn giáo trình này?  Đa dạng  Bình thường  Đơn điệu Cách tổ chức nội dung giáo trình có tạo điều kiện thuận lợi cho việc học bạn khơng?  Có  Khơng Nội dung giáo trình có bố trí từ dễ đến khó khơng?  Có  Khơng 10 Bạn nghĩ chủ đề giáo trình? - Tính cập nhật:  Có  Khơng IX - Tính thú vị:  Có  Khơng 11 Bạn nghĩ phần giáo trình này? (xin chọn phương án phù hợp) Sức hấp dẫn Các phần Nhàm chán Thú vị Độ khó Dễ Khó Grammar Vocabulary Skills work Everyday English Writing 12 Bạn nghĩ số lượng từ bài?  Ít  Vừa phải  Nhiều  Quá nhiều III Sự phù hợp phương pháp giáo trình với nhu cầu học sinh viên 13 Theo bạn, tập hoạt động giáo trình có đa dạng, phong phú khơng?  Có  Khơng 14 Các cách tương tác/kỹ thuật dạy học đề xuất sử dụng giáo trình này?  Làm việc độc lập  Làm việc theo cặp  Làm việc theo nhóm  Làm việc tập thể lớp  Sinh viên thuyết trình X  Kỹ thuật khác: …………………………………………………………… 15 Theo bạn, cách tương tác/kỹ thuật dạy học đem lại cho bạn hội học tập tốt hơn? Tại sao?  Làm việc độc lập  Làm việc theo cặp  Làm việc theo nhóm  Làm việc tập thể lớp  Sinh viên thuyết trình  Kỹ thuật khác: …………………………………………………………… Lý do: ………………………………………………………………………… 16 Những dụng cụ hỗ trợ giảng dạy dùng kèm với giáo trình này?  Băng, đĩa  Máy chiếu  Biểu đồ  Video  Các trang thiết bị khác: …………………………………………………… XI Appendix QUESTIONNAIRE FOR TEACHERS Evaluating the suitability of the material New Headway_ Elementary with the students’ needs in term of aim, content and methodology This questionnaire is designed to collect ideas of English teachers at Thai Nguyen College of Economics and Technology about the New Headway_ Elementary Your ideas are very important and helpful to us in evaluating the material, from which we will have the proper adjustments to obtain a more appropriate set of document in order to improve the quality of teaching and learning English at this college Please answer the following questions truthfully by selecting the appropriate option (put a tick √ the appropriate options, and/or fill in the blanks Thank you for your cooperation! I The suitability of the aim of the material to the needs of students within the framework of the English program Compared to the aims of the material, which of the following aims can your students achieve after learning this material? Aims of the material Aims students can achieve Read and understand simple texts and a range of high frequency vocabulary in context Talk about aspects of personal and everyday life, using appropriate stress, intonation, and rhythm, and understand simple, spoken texts on familiar topics Write simple paragraphs on familiar topics XII Demonstrate some control of essential grammatical structures with occasional inconsistencies Others that students can achieve:……… Do you think the aims of the material match the needs of students?  Yes  No II The suitability of the content of the material to the needs of students within the framework of the English program What you think about the language points of this material? Language points Very Quite suitable suitable Suitable Not suitable Structures of grammar Vocabulary Pronunciation What you think about the proportion of the macro- skills in this material? Language skills Listening Speaking Reading Writing Very Quite suitable suitable Suitable Not suitable XIII Are the macro- skills integrated in this material? Yes  No What you think about the kinds of texts in this material?  Varied  Normal  Monotonous Does the organization of content facilitate students’ learning within the units?  Yes  No Is the content sequenced from easier to more difficult?  Yes  No How are the topics in this material? - The update:  Yes  No - The interest:  Yes  No 10 What you think about each part of units in this material?(Please select appropriate options) Attraction Parts Boring Interesting Level of difficulty Easy Grammar Vocabulary Skills work Everyday English Writing 11 What you think of the number of new words in each unit? Difficult XIV  Few  Suitable  Many  Too many III The suitability of the methodology of the material to the needs of students in the framework of the English program 12 How are kinds of tasks/exercises in this material? Parts Various Normal Monotonous Grammar Vocabulary Skills work Everyday English Writing 13 What teaching and learning interactions/techniques are suggested in this material?  Individual work  Pair work  Group work  Whole class work  Student presentation  Other: …………………………………………………………………… 14 What teaching and learning interactions/techniques give students the opportunity to learn better? Why?  Individual work  Pair work  Group work XV  Whole class work  Student presentation  Other: …………………………………………………………………… Reason: …………………………………………………………………… 15 Which of the following teaching aids are used with this material?  Cassette recorders  Projectors  Charts  Video  Other: …………………………………………………………………… XVI Appendix PROPOSED QUESTIONS FOR INTERVIEWS (TEACHERS + STUDENTS) What are the strengths of this material? What are the weaknesses of this material? What difficulties did you have when you used this material? \ What are your suggestions to supplement this material?