(Luận văn thạc sĩ) evaluating the textbook english for engineering for students at hanoi industrial vocational college (HNIVC)

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES HỨA THỊ MAI HOA EVALUATING THE TEXTBOOK “ENGLISH FOR ENGINEERING” FOR STUDENTS AT HANOI INDUSTRIAL VOCATIONAL COLLEGE (HNIVC) (ĐÁNH GIÁ GIÁO TRÌNH “TIẾNG ANH CHUYÊN NGÀNH CƠ KHÍ” DÀNH CHO SINH VIÊN TRONG TRƯỜNG CAO ĐẲNG NGHỀ CÔNG NGHIỆP HÀ NỘI) M.A Minor Thesis Field: English Teaching Methodology Code: 601410 Supervisor: Prof Dr Hoàng Văn Vân HANOI- 2011 TABLE OF CONTENTS Page Declaration………………………………………………………………………… …… iii Retention and use of the thesis……………………………………………………… … iv Acknowledgements……………………………………………………………………… v Abstract……………………………………………………………………… ………… vi Table of content………………………………………………………………………… vi List of abbreviations………………………………………………………… ………… xi Chapter INTRODUCTION 1.1 Rationale of the study……………………………………………………………… 1.2 Aims of the study…………………………………………………………… … 1.3 Research questions………………………………………………………… …… … 1.4 Scope of the study………………………………………………………… ……… 1.5 Methods of the study………………………………………………………………… 1.6 Design of the study………………………………………………… ……………… 1.7 Conclusion…………………………………………………………………………… Chapter LITERATURE REVIEW 2.1 Introduction………………………………………………………………………… 2.2 Materials in language teaching and learning……………………………………… 2.2.1 Roles of textbooks in EFL/ESL class…………………………………………… 2.2.2 Types of textbooks……………………………………………………………… 2.3 English for specific purpose ( ESP) 2.3.1 What is ESP? 2.3.2 Characteristics of ESP…………………………………………………………… 2.3.3 Conditions of applying ESP…………………………………… ……………… 2.4 Textbooks evaluation 2.4.1 What is textbooks evaluation? 2.4.2 Why textbooks evaluation? ……………… 2.4.3 Types of textbooks evaluation…………………………………………………… 10 2.4.4 Models for materials evaluation………………………………………………… 12 2.4.5 Criteria for textbooks evaluation………………………………………………… 18 2.5 Materials adaptation……………………………………………………… 19 2.6 Conclusion…………………………………………………………………………… 21 Chapter RESEARCH METHODOLOGY 3.1 Introduction………………………………………………………………………… 22 3.2.Research methodology……………………………………………………………… 22 3.3 Description of teaching ESP and its objectives at HNIVC 3.3.1 Description of the students at HNIVC…………………………………………… 23 3.3.2 Description of the teachers at HNIVC…………………………………………… 23 3.33 The teaching and learning ESP at HNIVC………………………… …………… 24 3.4 Data collection procedures 3.4.1 Document analysis……………………………………………… ……………… 24 3.4.2 Questionnaires……………………………………………………………………… 24 3.4.2.1 Questionnaires for teachers (Q1)……………………… 24 3.4.2.2 Questionnaires for students (Q2)……………………………………………… 26 3.5 Conclusion…………………………………………………………………………… 26 Chapter DATA ANALYSIS 4.1 Introduction………………………………………………………………………… 27 4.2 Objectives of the course…………………………………………………… …… 27 4.3 Significance of each criterion…………………………………………………… 28 4.3.1 Audience………………………………………………………………………… 28 4.3.2 The aims of the materials………………………………………… …………… 28 4.3.3 The contents of the textbook…………………………………………………… 29 4.3.4 The methodology……………………………………………………………… 29 4.4 The realization of each criterion in the textbook “English for Engineering” (EFE) 4.4.1 Audience…………………………………………………………………………… 29 4.4.2 The aim of EFE…………………………………………………………………… 30 4.4.3 The content of EFE………………………………………………………………… 30 4.4.4 The methodology…………………………………………………………………… 31 4.5 Data analysis and discussion 4.5.1 Result……………………………………………………………………………… 31 4.5.2 The appropriateness of the material to the aims of the course 4.5.2.1 The appropriateness of the aims of the coursebook in terms of language aspects 31 4.5.2.2 The appropriateness of the aims of the coursebook in term of language skills… 34 4.5.3 The appropriateness of the material to the content requirements of the course 4.5.3.1 Language points 34 4.5.3.2 Language skills…………………………………………………………………… 35 4.5.3.3 Text types………………………………………………………………………… 35 4.5.3.4 Topics…………………………………………………………………………… 35 4.5.3.5 The appropriateness of the content of the coursebook in terms of language aspects…………………………………………………………………………………… 35 4.5.3.6 The appropriateness of the content of the courrsebook in terms of language skills……………………………………………………………………………………… 36 4.5.3.7 Matching and discussion………………………………………………………… 37 4.5.4 The appropriateness of the material to the methodology requirements of the course 4.5.4.1 Material analysis result…………………………………………………………… 37 4.5.4.2 Matching and discussion………………………………………………………… 39 4.6 The teachers' teaching experience and suggestions………………………………… 40 4.7 Conclusion………………………………………………………………………… 40 Chapter CONCLUSION AND RECOMMENDATIONS 5.1 Result obtained……………………………………………………………………… 41 5.2 Areas for adaptation………………………………………………………………… 41 5.3 Suggestions for further study………………………………………………………… 42 5.4 Conclusions………………………………………………………………………… 43 REFERENCES………………………………………………………………………… 44 Appendix Evaluation checklist for the teachers' questionnaire……………………… I Appendix Evaluation checklist for the students‟ questionnaire……………………… IV Appendix Syllabus design……………………………………………………………… IX Appendix Sample lesson……………………………………………………………… XI LIST OF ABBREVIATIONS VNU : VIETNAM NATIONAL UNIVERSITY, HANOI ULIS : University of Language and International Studies ESP : English for Specific Purpose TESP : Teaching English for Specific Purpose HNIVC : Hanoi Industrial Vocational College EFE : English For Engineering ESL : English as a Second Language ESOL : English for Speakers of Other Languages EFL : English as a Foreign Language ELT : English Language teaching TESL : Teaching English as a Second Language TESOL : Teaching English to Speakers of Other Languages TEFL : Teaching English as a Foreign Language EST : English for Science and Technology 10 Chapter INTRODUCTION In this chapter, we discuss about the rationale that we choose this topic, why this topic is necessary for our career Then, we say the aims of the study and the research questions, these are like the way we go through the research Next, we explore the scope and the methods of the study, and at last, we design the form that we will during conducting to work on this thesis 1.1 Rationale of the study In this thesis, we will look at the textbook which aims to suggest, to the teacher, ways of going about the task of materials evaluation Generally, the textbook evaluation is so necessary for us as the teachers, because it can give us the chance to know whether the textbook we used is good enough for teaching and learning or whether it can be adapted something Let us now begin by discussing some of the different emphases that can be found in texts about materials analysis; especially, here we will focus on the textbook of English for Specific Purpose (ESP) While producing our own materials, we should check that ESP materials meet target needs and that the language taught matches the language that the students will use Besides we should put emphasis on the development of specific skills and strategies for operating in the ESP context In fact, textbook work approach fits comfortably within teaching English for Specific Purpose (TESP) since it responds to the learners specific purposes, the students operate in the target language, it is activity and research based, multiskilled (develops linguistic & research skills), involves learners in both individual and group work, uses authentic material, is set up in collaboration with subject teachers It provides an opportunity for real world and classroom experience to overlap, gives learners a feeling of achievement Besides, this textbook can also encourage positive classroom behaviors such as co-operation, enjoyment, motivation and interest It can be an elegant culmination of the ESP course Being aware of the importance of the English learning for their students, the Hanoi Industrial Vocational College (HNIVC) and the Faculty of Basic Sciences are always searching for the most suitable materials used as core material And since 2007, the text book English for Engineering (EFE) edited by Tran Lan Phuong used in teaching ESP at the third semester for technical students Though the material has been in use at HNIVC for years and applied to technical students since 2007, it has never been formally evaluated So, it is 11 essential, therefore, that we should establish and apply a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbook to assess its appropriateness against the learning purpose 1.2 Aims of the study An evaluation of teaching materials helps to identify particular strengths and weaknesses of the materials The finding of the thesis will be very useful for both the researcher and the teachers, who are teaching the coursebook “English for Engineering” It will provide the authorities and the teachers with scientific evidence to improve the quality of the current book used for the second-year students of HNIVC 1.3 Research questions The thesis will be conducted to answer the following research question : How does the textbook, used for the second-year students at HNIVC, meet the course requirements in terms of the aims, the contents and the methodology? In order to answer the question above, the researcher intents to carry out the following procedures: - Reviewing the literature relating to material evaluation and setting up the criteria for evaluating the material Based on the theoretical framework the researcher analyses the material; - Conducting a questionnaire for the students to find out their opinions about the materials they have learned; - Conducting a questionnaire for the teacher to find out the opinion about the material they have used; - Finally, the researcher makes suggestion and recommendations on the development of the material 1.4 Scope of the study Evaluating teaching is complicated work and it needs to take into consideration lots of different aspects such as materials effectiveness, efficiency, attitudes, specialty, validity, reliability, etc In this study, the researcher just focuses on three criteria which are stated in the requirements of the students at Hanoi Industrial Vocational College: in terms of the aims, the content and the methodology in the textbook „ English for Engineering‟ 1.5 Methods of the study To collect the data, the methods used in this thesis are document analysis, survey questionnaires, and informal interviews 12 Document analysis here refers to the analysis of the materials itself and the requirements of the course Survey questionnaires specifically designed for both the teachers and the secondyear students who have experienced using the book Informal interview is used to seek for detailed and objective opinions of examples of teachers and students on the material and students‟ needs This method we used when researching some opinions on the aims, the content and the methodology of the teachers and students in our college Therefore, it is not written in the appendix 1.6 Design of the study The study is organized into five main chapters as follows : - Chapter Discusses the background to the study and statement of problem, the aims, the researcher question, the limitations and overview of the thesis; - Chapter Presents a review of literature, concentrating on the issues related to ESP material evaluation; - Chapter Describes the research methodology; description of teaching ESP and its objectives at HIVC; the data collection instruments, the subjects as well as the data collection procedures; - Chapter Discusses findings of the data analysis, objectives of the course; significance of each criterion; - Chapter Suggests solutions to improve the material and concludes the study 1.7 Conclusion In this chapter, we showed the procedure that we will in the thesis; the reason that we chose this topic; the aims of the study that needs to evaluate this textbook; to conduct the work, we need to give the research questions, whether this question need to analysis during working on the thesis; then we introduced the scope of the study, we focus more on the aims, the content and the methodology in the textbook when we analysis the data that we collected for the study; next we discussed about the methods of the study; and finally, the design of the thesis is introduced in order to join all the parts of the thesis closely and consequently 13 Chapter LITERATURE REVIEW 2.1 Introduction This chapter gives an overview of the literature of the evaluation materials It introduces the theorical apparatus of the theory of materials in language teaching and learning; roles of textbooks in EFL/ESL class; types of textbooks It includes the definition of English for specific purpose (ESP), its characteristics and the conditions of applying ESP, also in this chapter we will describe the textbooks evaluation, why here we need textbook evaluation, the types of textbook evaluation and there obtains the different models for materials evaluation in the literature; a collection of criteria proposed by various researchers; and finally, we say some types of the materials adaptation: addition, deletion/ omission, and modification/ changing 2.2 Materials in language teaching and learning ESL (English as a Second Language), ESOL (English for Speakers of Other Languages), and EFL (English as a Foreign Language) all refer to the use or study of English by speakers with a different native language The precise usage, including the different use of the terms ESL and ESOL in different countries, is described below These terms are most commonly used in relation to teaching and learning English, but they may also be used in relation to demographic information ELT (English Language Teaching) is a widely-used teachercentred term, as in the English language teaching divisions of large publishing houses, ELT training, etc The abbreviations TESL (Teaching English as a Second Language), TESOL (Teaching English to Speakers of Other Languages) and TEFL (Teaching English as a Foreign Language) are also used The literature on the subject of textbook evaluation is not very extensive Various writers have suggested ways of helping teachers in particular to be more sophisticated in their evaluative approach, by positing „checklists‟ based on supposedly generalizable criteria These sometimes elaborate systems use a variety of „scoring‟ methods to assess how well specific textbooks measure up under scrutiny (see Tucker 1975, van Lier 1979, Allwright 1981, and Williams 1983) Tucker, for example, proposes an ingenious method whereby textbooks are assigned numerical scores, which are then plotted on a „Value Merit Product Graph‟, the object of which is to compare the resulting score curve against an ideal target profile drawn up in advance by the teacher 14 According to Hutchinson and Waters (1987), textbook evaluation is basically a straightforward, analytical „matching process: matching needs to available solutions‟ Our own view is that this issue is rather more emotive and controversial for teachers; many would agree with Swales (1980) that textbooks, especially course books, represent a „problem‟, and in extreme cases are examples of educational failure We would like to explore the reasons for such strong reactions, and to put forward possible evaluative solutions We wish to concentrate on course books because, whether we like it or not, these represent for both students and teachers the visible heart of any ELT program The selection of a particular core volume signals an executive educational decision in which there is considerable professional, financial and even political investment This high profile means that the definition and application of systematic criteria for assessing course books are vital Supplementary textbooks and materials on the other hand may not carry the same burden The evaluative criteria for these can to some extent remain implicit, or be allowed to define themselves more informally in the local situation 2.2.1 Roles of textbooks in EFL/ESL class Back in 1934, McElroy stated that “the textbook is decidedly not the sole condition of an effective class; quality of teaching is more important” 75 years later, an enormous body of research on the role of the textbook in EFL classrooms has accumulated around the globe, indicating that „successful‟ learning and teaching in primary and secondary EFL school environments is dependent on a wider spectrum of factors, not only on the quality (or quantity) of English language learning materials The importance of the teacher is, of course, undisputed (see, for instance, Butzkamm 2005) Over the past decades, it has become increasingly clear that context-sensitive EFL instruction requires teachers to take into account many anthropological and sociocultural factors which influence the conditions under which English is taught Currently, global textbooks produced for teaching and learning English as a foreign language in many different countries are criticized for paying too little attention to this, especially for largely failing to assist EFL teachers in bridging the cultural background(s) of „their‟ individual learners and the diversity of English-speaking target language cultures 2.2.2 Types of textbooks 51 28 Sheldon, L (1988) Evaluating ELT textbooks and materials ELT Journal, 42 (4), 237-246 29 Schmidt, W H., McKnight, C.C., & Raizen, S.A (1997) A splintered vision: An investigation of U.S science and mathematics education Boston/Dordrecht/London: Kluwer Academic Press 30 Scriven, M (1967) Perspectives on Curriculum Evaluation Chicago, Rand and Co 31 Strevens, P (1988) The learner and teacher of ESP In C J Brumfit (Ed.), ESP in the classroom: Practice and evaluation (pp.39-44) Hong Kong: Modern English Publications 32 Tran Lan Phuong (2007) English for Engineering , Hanoi Press 33 Trimble, L 1985 English for science and technology: A discourse approach Cambridge: Cambridge University Press 34 Tucker, C A 1975 „Evaluating beginning course books.’ English Teaching Forum XIII/3/4:35535 van Lier, L 1979 ‘Choosing a new EFL course.’ Mextesol Journal III/3:2-14 36 Williams, D 1983 ‘Developing criteria for textbook evaluation.’ ELT Journal 37/3:251-5 52 Appendix Evaluation checklist for the teachers Questionnaire Dear my colleagues! This questionnaire is designed to investigate technical teachers‟ evaluation towards using the textbook “English For Engineering” The researcher would highly appreciate your support in completing all the survey questions The data will be used in the research paper only, not for any other purposes Please select the appropriate options for your choice Your gender: □ male Your age: □ female …… Your years of English teaching: ……… Section Give your idea about the aim of the textbook” English for Engineering”(EFE): Ideas Agree The effectiveness of the material is suitable to the aims of the course The teachers had the perceptions about the aims of the materials The coursebook provided the students new grammar items and grammatical structures The coursebook equipped the students with enough functional language and vocabulary relating to communicate in their job The students were confident in using reading and writing skills as a result of learning the coursebook The coursebook should be used again because it helped the students to improve their future career knowledge Four skills all were presented in the coursebook The coursebook helped the learners consolidate a lot of basis grammar and grammatical structures that they have learned before The aim of the textbook is suitable with the students‟ Disagree Not sure 53 knowledge and career 10 The textbook can be taught the technical students Section Give your idea about content of EFE: Ideas Agree Disagree Not sure Agree Disagree Not sure The grammar presented in the coursebook was enough for the students to learn The structures introduced in the coursebook were adequate to the students' need The amount of vocabulary in the coursebook was much for students to learn Most of the words presented in the coursebook were not familiar to many students because they hadnot learned before learning the coursebook The grammar exercises in the coursebook were adequate for the students' level The unit topics were really interesting to the learners The vocabulary was much for the students to learn Amount of exercises on grammar in the coursebook was not enough for the students to practice The content is clear and suitable for the students to learn 10 The teachers can apply their general knowledge to teach the content of this book Section Give your idea about methodology of EFE: Ideas 54 The materials under the study based on the combination of the learning theories including behaviorist, cognitive There were many kinds of tasks and exercises in the coursebook The time was enough for teachers and students to finish the exercises and the tasks There were many tasks and exercises for learners to practice reading skills with different types The techniques employed in the coursebook were individual work, pair- work, group work and class activities The language skills and the methodology were the most suitable with the students' level The methods applied in the teaching process are useful to help students to perceive the knowledge correctly 55 Appendix Evaluation checklist for the students Questionnaire Dear my students! This questionnaire is designed to investigate technical students‟ perceptions and attitudes towards learning the textbook “English For Engineering” The researcher would highly appreciate your support in completing all the survey questions The data will be used in the research paper only, not for any other purposes Please select the appropriate options for your choice Các em sinh viên thân mến! Hệ thống câu hỏi nhằm tìm hiểu nhận thức thái độ sinh viên kỹ thuật sau học giáo trình “ Tiếng Anh dành cho sinh viên Cơ Khí” Tác giả mong em hoàn thành tất câu hỏi Dữ liệu thu thập cho nghiên cứu này, khơng mục đích khác Làm ơn chọn phương án với em Your gender: □ male Your age: ………… □ female (Giới tính em: Nam/ Nữ) (tuổi) Your years of English learning: ……… (số năm học tiếng Anh) Section Give your idea about the aim of the textbook” English for Engineering”(EFE): Hãy đưa ý kiến em mục đích giáo trình “ Tiếng Anh dành cho Sinh viên Cơ khí” : Ideas The effectiveness of the material is suitable to the aims of the course Tính hiệu giáo trình phù hợp với mục đích khóa học The students had the perceptions about the aims of the materials Sinh viên có nhận thức mục đích giáo trình The coursebook provided you new grammar items and grammatical structures Agree Disagree Not sure 56 Cuốn sách cung cấp cho người học số kiến thức cấu trúc ngữ pháp The coursebook equipped the students with enough functional language and vocabulary relating to communicate in their job Cuốn sách trang bị cho sinh viên đủ ngôn ngữ từ vựng để giao tiếp nghề nghiệp The students were confident in using reading and writing skills as a result of learning the coursebook Sinh viên tự tin sử dụng kỹ đọc viết sau khóa học The coursebook should be used again because it helped the students to improve their future career knowledge Cuốn sách nên sử dụng sinh viên trường giúp sinh viên phát triển kiến thức nghề Four skills all were presented in the coursebook Bốn kỹ giới thiệu sách The coursebook helped the learners consolidate a lot of basis grammar and grammatical structures that they have learned before Cuốn sách giúp người học củng cố kiến thức ngữ pháp cấu trúc ngữ pháp mà họ học trước The aim of this textbook responds the students’ study Mục đích sách đáp ứng nhu cầu học sinh viên 10 The students can use this book after graduating 57 this college Sinh viên sử dụng sách sau họ tốt nghiệp Section Give your idea about content of EFE: Hãy đưa ý kiến em nội dung giáo trình : Ideas The grammar presented in the coursebook was enough for the students to learn Ngữ pháp giới thiệu sách đủ cho sinh viên học The structures introduced in the coursebook were adequate to the students' need Cấu trúc đưa đủ với nhu cầu sinh viên The amount of vocabulary in the coursebook were much for students to learn Khối lượng từ vựng sách nhiều sinh viên học Most of the words presented in the coursebook were not familiar to many students because they hadnot learned before learning the coursebook Nhiều từ sách nhiều sinh viên họ chưa học trước The grammar exercises in the coursebook were adequate for the students' level Bài tập ngữ pháp đủ với trình độ sinh viên The unit topics were really interesting to the learners Chủ đề học thực gây hứng thú với người học The vocabulary was much for the students to learn Từ vựng có nhiều Agree Disagree Not sure 58 Amount of exercises on grammar in the coursebook were not enough for the students to practice Số tập ngữ pháp không đủ cho sinh viên luyện tập The content of the book is clear that students can learn it for their future career Nội dung sách rõ ràng nên sinh viên học cho nghề nghiệp tương lai họ 10 This book can be learned because it provides the students more approaches to their career Sinh viên học sách cung cấp thêm cho sinh viên nhiều cách tiếp cận nghề nghiệp họ Section Give your idea about methodology of EFE: Hãy đưa ý kiến em giáo học pháp giáo trình : Ideas The materials under the study based on the combination of the learning theories including behaviorist, cognitive Ngữ liệu sách dựa kết hợp kiến thức học bao gồm ứng sử nhận thức There were many kinds of tasks and exercises in the coursebook Có nhiều kiểu nhiệm vụ tập sách The time was enough for teachers and students to finish the exercises and the tasks Thời lượng cho không dduur để làm hết tập nhiệm vụ There were many tasks and exercises for learners to practice reading skills with different types Có nhiều nhiệm vụ tập người học luyện tập Agree Disagree Not sure 59 kỹ đọc kiểu khác The techniques employed in the coursebook were individual work, pair- work, group work and class activities Những phương pháp sử dụng làm việc cá nhân, làm việc theo cặp, theo nhóm làm viêc chung lớp The language skills and the methodology were the most suitable with the students' level Các kỹ ngôn ngữ phương pháp sử dụng phù hợp với trình độ sinh viên The methods provided by the teachers are appropriate for the each lesson Các phương pháp mà giáo viên đưa thích hợp cho tiết học 60 Appendix Syllabus design Identify the learning course Course: ESP Credit hours: lessons per unit; Semester: 2; Subject group: CK 09A; CK10; Study Program: English for Engineering Objectives: At the end of the course, students are able: 2.1 To know how to use ESP for their future career (syllabus); 2.2 To apply principles and theories of ESP material development in reading materials in English Course Description: This course provides students with (a) Approaches to syllabus design for learning ESP; (b) Principles and theories underlying ESP material development Learning approaches Approach: Collaborative learning and project based-approaches; Method: Lecturing, discussion, and presentation; Togas: Chapter report and small group project on ESP material development; Instructional Media: LCD projector Evaluation Evaluation will base on the following criteria: 5.1 Test No 1, 2, and 3; 5.2 Final exam Instructional contents (Topics coverage): Sessions Topics Time (lessons) Unit What is it called? What are they called? Unit This is two meters long 3 Unit What is it made of? Unit A rectangle has four sides Unit Geometric shapes – Rotary systems 61 Revision and Test No Unit They have the same side Unit This one is longer than that one Unit It is the hardest one 10 Unit Rotary system - Drill 11 Unit 10 Cutting tool and machine - Lathe 12 Revision and Test No 2 13 Unit 11 Manual operation – Cold chisels 14 Unit 12 Measuring instruments 15 Unit 13 Materials 16 Unit 14 Joining methods 17 Revision and Test No 18 Unit 15 Structural safety 19 Unit 16 Personal safety 20 Unit 17 Introducing about CNC lathe 21 Revision 22 Final exam Total 60 62 Appendix Sample lesson 63 64 65 ... criteria which are stated in the requirements of the students at Hanoi Industrial Vocational College: in terms of the aims, the content and the methodology in the textbook „ English for Engineering? ??... the English learning for their students, the Hanoi Industrial Vocational College (HNIVC) and the Faculty of Basic Sciences are always searching for the most suitable materials used as core material... The appropriateness of the material to the aims of the course; ● The appropriateness of the material to the content requirements of the course; ● The appropriateness of the material to the methodology