Teachers and learners attitudes towards reading in english 10 texbook

2051 MINISTRY OF EDUCATION HO CHI MINH CITY OPEN 427.9» AND TRAINING UNIVERSITY cals TEACHERS’ AND LEARNERS’ ATTITUDES TOWARDS READING IN ENGLISH 10 TEXTBOOK A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by: DUONG CONG THI THUY Supervisor: Dr NGUYEN THANH TUNG HO CHI MINH CITY, MARCH 2009 ABSTRACT With the tendency of globalisation and world integration, English becomes an important bridge to help people all over the world understand one another To contribute to that success, the role of English textbook should be paid attention to However, since its introduction into high schools in 2006-2007 up till now, the English textbook for the 10" graders in general and its reading skill in particular have not been systematically evaluated, supported by empirical evidence To help theoretical evaluate the framework reading materials of textbook in this evaluation was English shaped language The textbook, a evaluation was limited to text selection in terms of length, type, authenticity, culture, integration into other skills, and topic, and task design dealing with the pre-, while-, and postreading activities In order to elicit their attitudes towards these two broad themes, copies of the questionnaire were administered to 217 students and seven teachers of English at Lam Ha High School in Lam Dong Province in mid-May, 2008 The analytical framework employed to analyse student and teacher data was strictly based on the themes and sub-themes as identified in the theoretical framework The findings show that both students and teachers thought that the reading materials had not met the great expectations as intended by the textbook writers Specifically, the teachers’ opinions were more positive than those of the students Drawing on the research outcome, several recommendations for teachers and textbook designers were made in the hope of exploiting the reading materials more effectively to improve the teaching and learning quality in high schools in Vietnam TABLE OF CONTENTS Page Statement Of authorship ccc esereseesseceseeeserereee rent cneedssaesessreeteneeeseees i AcknowledBg€Im€TIS cà nàn" HH HH Hàn HH rà ii Hi Table 0Ÿ COnfenfS HH nh nh HH nh nà ni kh ng LiSt Oftable§ Chapter 1: c co HS HH nh SOCIO-CULTURAL co KH Ko Ki Ki Ki nà hà in CONTEXT AND iv viii ENGLISH TEXTBOOK Q QC nh nh nh nh tà re lì 9n 1.2 Statemenf OŸPUTPOS€ nà HH H HH HH iu 1.3 Research questions nh 1.4 Sipnificance oŸthe SfUY Ăn HH HH ghê 1.5 Focus and structure of the fÏleSIS sư Chapter 2; EVALUATION OF READING TEXTS: A CONCEPTUAL ):29/13À,/9) 3) (3 — 2.1 InfrOdUCtOH HT HH HH HT Hà Hà nh CC Hà He hi 2.2 Text s€leCfOI cà HH HH HH HT Hà TH 6 § 10 10 2.2.7 Summary Of text seleCtIOn cSoS tt yH vxe 2.3 Task design sscssscscssssssssssssssssvsvsssssssssessssssesesssessenessesscesscseccesseeeseseeeeeeees 11 2.3.1 Pre-reading cece tees eẮee.- 12 2.3.2 While-readinE ky 13 2.3.3 POSE-TEAÏHE nà nh nh nà rà tà k4 14 nen nu HH iv nh nà nh 2.3.4 2.4 Summary of task design Summary of Chapter 0.0 sessessecseaenessensesensesssasenens 15 Chapter 3: DESIGN AND METHODOLOGY khẩn, ao 15 e 18 18 3.2 Research site 18 3.3 ParLiCÏDATIS HH“ HH TH Hà Ho 1 01117801 18 3.3.1 Eh AI 3.4 nhe Data EyDES HH HH HH2 HH HH H0 t0 0g Demographic information - 3.4.2 Students` and teachers` attitudes: Five-point scale cành 20 21 22 Students 3.4.2.1.1 Text selection « se series 22 3.4.2.1.2 Task design cceinerirreirre 23 3.4.2.2 3.4.3 20 20 3.4.1 3.4.2.1 3.5 19 Students Teach€r§ chưng He hiến 25 25 Open-ended Que€sfÏOIS chen 25 Analytical framework 3.5.1 Nominal data 26 3.5.2 Ordinal data 26 3.5.3 3.5.2.1 Raw cou 00 3.5.2.2 P€TC€nẨaB© cành 3.5.2.3 Mean and standard deviation -. c