ENGLISH FOR TOURISM TEXTBOOK EVALUATION ULIS STUDENTS’ PERSPECTIVES = ĐÁNH GIÁ GIÁO TRÌNH TIẾNG ANH CHUYÊN NGÀNH DU LỊCH góc NHÌN từ SINH VIÊN đại TRƯỜNG học NGOẠI NGỮ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER ENGLISH FOR TOURISM TEXTBOOK EVALUATION: ULIS STUDENTS’ PERSPECTIVES Supervisor: Cấn Thị Chang Duyên, M.A & MBA Student: Nguyễn Thị Phương Thảo Course: QH2010.F1.E7 HÀ NỘI – 2021 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHĨA LUẬN TỐT NGHIỆP ĐÁNH GIÁ GIÁO TRÌNH TIẾNG ANH CHUN NGÀNH DU LỊCH: GĨC NHÌN TỪ SINH VIÊN ĐẠI TRƯỜNG HỌC NGOẠI NGỮ Giáo viên hướng dẫn: ThS Cấn Thị Chang Duyên Sinh viên: Nguyễn Thị Phương Thảo Khóa: QH2017.F1.E7 HÀ NỘI – 2021 ACCEPTANCE PAGE I hereby state that I: Nguyễn Thị Phương Thảo, QH2017.F1.E7, being a candidate for the degree of Bachelor of Arts (English Language Teacher Education) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date: May 2021 i ACKNOWLEDGEMENTS I would like to express the sincerest gratitude to my supervisor, MA Cấn Thị Chang Duyên, for her invaluable encouragement and endless support Without her comments and corrections, I would not have finished my thesis My thanks are also extended to 41 Administration students and ESP lecturers at the Faculty of English Language Teacher Education, University of Languages and International Studies, Vietnam National University for their great support and enthusiastic participation in the procedure of data collection Finally, my special thanks go to my beloved family and friends for their love and encouragement on the journey of conducting this thesis ii ABSTRACT While ESP textbooks play an indispensable role in language teaching and learning, there is no ESP textbook that can ideally fit a particular teaching situation as there are numerous components affecting it such as the course objectives, learners’ expectations, and learners’ ability Accordingly, textbook evaluation is of the essence in the selection process of the most appropriate textbook in a specific context This thesis was conducted to evaluate the textbook English for Tourism, which has been used for Administration students at the Faculty of English at ULIS, VNU The researcher applied a mixed evaluation model with data collected from 41 learners and teachers via questionnaires and her document analysis The evaluation sought the users’ perspectives on the textbook and their recommendations for improvement The findings showed that the textbook could be reused in further courses, based on positive responses from the participants; however, it needed to be modified before further use Firstly, practical knowledge, up-to-date information, and contents of Vietnam’s context should be added to the textbook Additionally, its artwork should be redesigned, and its chapters should be reorganized and restructured to facilitate learners’ better understanding The findings also indicated that teachers should carry out textbook evaluation to ensure its fit into their teaching context Keywords: ESP textbook evaluation, English for Tourism iii TABLE OF CONTENTS ACCEPTANCE PAGE i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS vii LIST OF FIGURES viii LIST OF TABLES ix CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Research aims and Research questions 1.3 Scope of the study 1.4 Significance of the study 1.5 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Definitions of ESP 2.2 An overview of ESP textbooks 2.2.1 Definitions of ESP textbooks 2.2.2 The role of ESP textbooks 2.3 An overview of ESP textbook evaluation 2.3.1 Definitions of ESP textbook evaluation 2.3.2 Purposes of ESP textbook evaluation 2.3.3 Types of ESP textbook evaluation 2.3.4 Instruments of ESP textbook evaluation 2.3.5 Models of ESP textbook evaluation 2.4 Research studies on ESP textbook evaluation 12 2.5 Document analysis 14 2.5.1 Overall evaluation 14 2.5.2 Organization, Structure, and Design 14 2.5.3 Tasks 15 2.5.4 Methodologies 16 2.5.5 Language 16 2.6 Summary of the chapter 17 CHAPTER 3: METHODOLOGY 18 3.1 Research approach 18 3.2 Selected subjects 18 3.3 Data collection instruments 18 3.3.1 Questionnaires 19 3.4 Data collection procedure 19 3.4.1 Questionnaires 19 3.4.2 Document analysis 20 3.5 Summary of the chapter 20 CHAPTER 4: FINDINGS AND DISCUSSION 21 iv 4.1 Results of the questionnaires 21 4.1.1 Teachers’ questionnaire results 21 4.1.2 Learners’ questionnaire results 25 4.2 Recommendations for the improvement of the textbook 32 4.2.1 Teachers’ Recommendations 32 4.2.2 Learners’ Recommendations 37 4.2.3 Summary of the teachers’ and learners’ recommendations for the textbook’s improvement 49 4.3 Summary of the chapter 52 CHAPTER 5: CONCLUSION 53 5.1 Summary of the study 53 5.2 Recommendations 54 5.3 Limitations of the study 55 5.4 Suggestions for further studies 55 REFERENCES 56 APPENDICES 61 APPENDIX 1: PARTICIPATION INFORMATION SHEET 62 APPENDIX 2: PARTICIPANT CONSENT FORM 64 APPENDIX 3: QUESTIONNAIRE INSTRUCTION 66 APPENDIX 4: QUESTIONNAIRE 67 APPENDIX 5: CORRECTION OF TYPOGRAPHICAL ERRORS 75 APPENDIX 6: PAGE 94 AND 95 EXTRACTED FROM THE TEXTBOOK 76 APPENDIX 7: THE COVER SHEETS OF CHAPTER AND CHAPTER 77 APPENDIX 8: PAGE 44 EXTRACTED FROM THE TEXTBOOK 78 APPENDIX 9: “THE NATURE AND TYPES OF DISTRIBUTION CHANNELS” EXTRACTED FROM PAGE 88 OF THE TEXTBOOK 79 APPENDIX 10: PAGE 98 AND 99 EXTRACTED FROM THE TEXTBOOK 80 APPENDIX 11: “OTHER EMPLOYERS OF TOUR MANAGERS AND GUIDES” EXTRACTED FROM PAGE 61 OF THE TEXTBOOK 81 APPENDIX 12: “OTHER TOUR-RELATED JOB OPPORTUNITIES” EXTRACTED FROM PAGE 62 OF THE TEXTBOOK 82 APPENDIX 13: A PART EXTRACTED FROM PAGE OF THE TEXTBOOK 83 APPENDIX 14: “BUSINESS TOURISM” EXTRACTED FROM PAGE OF THE TEXTBOOK 84 APPENDIX 15: “TOUR OPERATORS” EXTRACTED FROM PAGE 60 OF THE TEXTBOOK 85 APPENDIX 16: “TOUR OPERATORS” EXTRACTED FROM PAGE 91 OF THE TEXTBOOK 86 APPENDIX 17: SALES PROMOTIONS” EXTRACTED FROM CHAPTER 87 APPENDIX 18: “PUBLIC RELATIONS” EXTRACTED FROM CHAPTER 88 v APPENDIX 19: “PRESS RELEASES AND PRESS CONFERENCES” EXTRACTED FROM CHAPTER 89 APPENDIX 20: “CASE STUDY 1” EXTRACTED FROM PAGE 32 OF THE TEXTBOOK 90 APPENDIX 21: “CASE STUDY” EXTRACTED FROM PAGE 20 OF THE TEXTBOOK 91 APPENDIX 22: “TYPES OF TOUR GUIDES” EXTRACTED FROM PAGE 59 OF THE TEXTBOOK 92 APPENDIX 23: “PURPOSES OF TAKING A TOUR” EXTRACTED FROM PAGE 56 OF THE TEXTBOOK 93 APPENDIX 24: PAGE 57 EXTRACTED FROM THE TEXTBOOK 94 APPENDIX 25: THE COVER SHEET OF CHAPTER EXTRACTED FROM THE TEXTBOOK 95 APPENDIX 26: THE COVER SHEET OF CHAPTER EXTRACTED FROM THE TEXTBOOK 96 APPENDIX 27: A PART EXTRACTED FROM PAGE OF THE TEXTBOOK 97 APPENDIX 28: PAGE 11 AND 12 EXTRACTED FROM THE TEXTBOOK 98 APPENDIX 29: TOMLINSON’S (2003) TEXTBOOK EVALUATION MODEL 99 APPENDIX 30: TOPICS TAUGHT IN THE TEXTBOOK 101 APPENDIX 31: THE LENGTH OF EACH CHAPTER 102 APPENDIX 32: THE STRENGTHS AND WEAKNESSES OF THE TEXTBOOK 103 APPENDIX 33: A TENTATIVE CHECKLIST FOR TEXTBOOK EVALUATION 105 vi LIST OF ABBREVIATIONS ESP: English for Specific Purposes GE: General English ULIS: University of Languages and International Studies HaUI: Hanoi University of Industry VNU: Vietnam National University CLT: Communicative Language Teaching vii LIST OF FIGURES Figure Textbook Evaluation Methods systematized by Gholami, Noordin, and Refik-Galea (2017) Figure Hutchinson and Waters (1987) textbook evaluation model Figure Littlejohn’s textbook evaluation (1998 & 2011) model Figure Teachers’ overall evaluation Figure Teachers’ evaluation on Organization, Structure, and Design Figure Teachers’ evaluation of Tasks Figure Teacher’s evaluation of Activities Figure Teachers’ evaluation of Practicality Figure Teachers’ evaluation of Most practical topics Figure 10 Teachers’ evaluation of Physical attributes Figure 11 Teachers’ evaluation of Language Figure 12 Learners’ overall evaluation Figure 13 Learners’ evaluation of Organization, Structure, and Design Figure 14 Learners’ evaluation of Tasks Figure 15 Learners’ evaluation of most useful tasks Figure 16 Learners’ evaluation of Most interesting tasks Figure 17 Learners’ evaluation of Activities Figure 18 Learners’ evaluation of Practicality (from Item 19 to Item 22) Figure 19 Learners’ evaluation of Practicality (from Item 23 to Item 26) Figure 20 Learners’ evaluation of Most practical topics Figure 21 Learners’ evaluation of Physical attributes Figure 22 Learners’ evaluation of Language viii APPENDIX 21: “CASE STUDY” EXTRACTED FROM PAGE 20 OF THE TEXTBOOK 91 APPENDIX 22: “TYPES OF TOUR GUIDES” EXTRACTED FROM PAGE 59 OF THE TEXTBOOK 92 APPENDIX 23: “PURPOSES OF TAKING A TOUR” EXTRACTED FROM PAGE 56 OF THE TEXTBOOK 93 APPENDIX 24: PAGE 57 EXTRACTED FROM THE TEXTBOOK 94 APPENDIX 25: THE COVER SHEET OF CHAPTER EXTRACTED FROM THE TEXTBOOK 95 APPENDIX 26: THE COVER SHEET OF CHAPTER EXTRACTED FROM THE TEXTBOOK 96 APPENDIX 27: A PART EXTRACTED FROM PAGE OF THE TEXTBOOK 97 APPENDIX 28: PAGE 11 AND 12 EXTRACTED FROM THE TEXTBOOK 98 APPENDIX 29: TOMLINSON’S (2003) TEXTBOOK EVALUATION MODEL Stage of evaluation Pre-use Features to be considered Predictions about the potential value of materials for their users are made Whilst-use Evaluating the following criteria Clarity of instructions Clarity of layout Comprehensibility of texts Credibility of tasks Achievability of tasks Achievement of performance objectives Potential for localization Practicality of the materials Teachability of the materials Flexibility of the materials Appeal of the materials Motivating power of the materials Impact of the materials Effectiveness in facilitating short-term learning Post-use Measure the impact of the materials on the users and teachers What the learners know which they did not know before starting to use the materials? What the learners still not know despite using the materials? What can the learners which they could not before starting to use the materials? What can the learners still not despite using the materials? To what extent have the materials prepared the learners for their examinations? 99 To what extent have the materials prepared the learners for their post-course use of the target language? What effect have the materials had on the confidence of the learners? What effect have the materials had on the motivation of the learners? To what extent have the materials helped the learners to become independent learners? Did the teachers find the materials easy to use? Did the materials help the teachers to cover the syllabus? Did the administrators find the materials helped them to standardized the teaching in their institution? 100 APPENDIX 30: TOPICS TAUGHT IN THE TEXTBOOK Chapter Topic Introduction to tourism Cultural tourism Ecotourism Vietnam tourism Tourism management conducting tours Different types of tour Distribution Marketing promotional tools 10 Hotel management 101 APPENDIX 31: THE LENGTH OF EACH CHAPTER Chapter Length (the number of pages) 11 14 14 6 16 15 24 40 10 17 102 APPENDIX 32: THE STRENGTHS AND WEAKNESSES OF THE TEXTBOOK Teachers’ evaluation Overall evaluation Strengths - Learners’ evaluation The textbook helps cover the specifications of the - The textbook is user-friendly The textbook has a syllabus positive impact on the learners’ learning motivation and independence Weaknesses Organization, Strengths Structure, and Design - Weaknesses - - Acceptable organization Quite uniform structure Quite clear layout - Inconsistent structure in some chapters Irrelevant artwork Lack of note below some artwork Lack of visuals - - - Tasks Strengths - Simple-to-complex sequence - Clear instructions Weaknesses - - Quite logical organization Quite uniform structure Quite clear layout Uneven distribution of the contents among 10 chapters Illogical marking of sections Poor quality or pixelated visuals Ineffective use of fonts Lack of visuals Case study and Discussion tasks are considered useful and interesting Uninteresting tasks Lack of types of - Uninteresting tasks Unclear instructions tasks - Lack of practicebased tasks 103 Activities Strengths - Well connection between methodologies and - activities Weaknesses Well connection between methodologies and activities - Mainly theorybased activities Lack of activities involving practice Practicality Strengths - A complement to other tourismrelated subjects - Useful for academic life Useful to improve English proficiency Weaknesses - Physical attributes Strengths - Lack of up-to-date and practical information - Impractical knowledge Unreasonable price Durable Portable Good paper quality - Good paper quality - Easily – cracked spine Heavy and thick textbook Weaknesses Language Strengths - Suitable language - Suitable language - Adequate number of new words - Adequate number of new words - Good distribution of vocabulary Good distribution of vocabulary Typographical Lengthy and Weaknesses - errors - repeated 104 APPENDIX 33: A TENTATIVE CHECKLIST FOR TEXTBOOK EVALUATION 105 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP ĐÁNH GIÁ GIÁO TRÌNH TIẾNG ANH CHUYÊN NGÀNH DU LỊCH: GĨC NHÌN TỪ SINH VIÊN ĐẠI TRƯỜNG HỌC NGOẠI NGỮ... aforementioned reasons, the topic ? ?English for Tourism Textbook Evaluation: ULIS Students’ Perspectives? ?? is chosen with the intention of examining whether it is worthwhile using the textbook English. .. now, there has been a large number of ESP textbook evaluations on various kinds of materials, such as English for Tourism, English for Media, English for Medicine, and others Hong (2016) Hong