In terms of language elements, as can be seen from table 4.5 below, a great number of both students and teachers had positive opinion about the grammar, vocabulary and pronunciation presented in the coursebook. Not any students and teachers strongly disagreed with the comments. In terms of grammar, more than half of the students (66.7%) and teachers (75%) agreed that it was taught in context with interesting examples, and the grammatical items were appropriate to students’ level. The other students and teachers strongly agreed with these comments, except for 3.3% of the students disagreeing. With regard to vocabulary, most of the teachers and students agreed that the words were contextualized and efficiently recycled throughout the book with appropriate level of difficulty. Half of the teachers even strongly agreed with the statements. The number of students who strongly agreed is also considerable with 34%. For pronunciation, a vast majority of both students (66.7%) and teachers (62.5%) agreed that it was contextualized and appropriate to students’
level.
Student's evaluation Teachers' evaluation
Very boring 0% 0%
Boring 0% 0%
Normal 20.00% 12.50%
Exciting 53.30% 75%
Very exciting 26.70% 12.50%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Very boring Boring Normal Exciting Very exciting
Table 4.5: Students’ and teachers’ evaluation of the language elements in the coursebook
Elements Comments Students (%) Teachers (%)
1 2 3 4 5 1 2 3 4 5
Grammar
The grammar is contextualized, appropriate to students’ level.
Examples are interesting
0 3.3 0 66.
7 30 0 0 0 75 25
Vocabulary
The vocabulary load in each lesson is appropriate to students’ level.
Words are
contextualized and efficiently repeated and recycled across the book.
0 2 7.3 56.
7 34 0 0 0 50 50
Pronunciat ion
It is contextualized and appropriate to learner’s level.
0 0 0 66.
7 33.
3 0 0 25 62.
5 12.
5 Note: 1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree 4 = Agree 5 = Strongly agree
The three tables 4.6, 4.7 and 4.8 below illustrate students’ and teachers’
evaluation of the skills in the coursebook as well as their suggestions on the proportion of each skill.
41
Skills Comments Students (%) Teachers (%)
1 2 3 4 5 1 2 3 4 5
Listening
The material offers a broad range of listening tasks set in meaningful contexts with authentic language used, good sound quality and appropriate level of difficulty.
0 2.6 3.3 51.9 42.2 0 0 12.5 62.5 25
Speaking
A wide range of activities are well- designed to motivate students to talk and to equip them for real-life interaction.
0 0 3.3 65.3 31.4 0 0 12.5 75 12.5
Reading
There is a wide range of reading texts and associated tasks appropriate for students in terms of length and level of difficulty.
0 0 10.7 61.3 28 0 0 12.5 25 62.5
Writing
Models are provided for different genres.
Tasks are appropriate for students’ level with achievable goal
0 0 0 70 30 0 0 0 12.5 87.5
Note: 1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree 4 = Agree 5 = Strongly agree
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Table 4.7: Students’ suggestions on the proportion of the skills
Skills
Tasks Time allocation
Fewer (%)
Unchanged (%)
More (%)
Less (%)
Unchanged (%)
More (%)
Listening 0 26.7 73.3 2.6 33.3 64.1
Speaking 0 23.4 76.6 3.3 31.4 64.3
Reading 0 66.7 33.3 2.6 52.1 45.3
Writing 0 52 48 4 49.3 46.7
Table 4.8: Teachers’ suggestions on the proportion of the skills
Skills
Tasks Time allocation
Fewer (%)
Unchanged (%)
More (%)
Less (%)
Unchanged (%)
More (%)
Listening 0 50 50 0 50 50
Speaking 0 37.5 62.5 0 25 75
Reading 0 75 25 12.5 25 62.5
Writing 0 87.5 12.5 0 12.5 87.5
As can be seen from table 4.6, no students and teachers strongly disagreed or disagreed with the statements about the four skills, except for few students disagreed with listening skill. However, overall, for listening, a vast majority of students (94.4%) and teachers (87.5%) agreed and strongly agreed that the coursebook provided a wide range of listening tasks set in meaningful contexts with authentic language used, good sound quality and appropriate level of difficulty. Regarding the number of tasks and amount of time for this skill, no one would like fewer tasks and less time spent, except for only 2.6%
of the students who preferred less listening time. A great number of students preferred more listening exercises (73.3%) and more time to practice this skill (64.1%). Half of the teachers (50%) also suggested the numbers of tasks and time allocation increase; however, another half suggested “unchanged”.
In terms of speaking skill, 96.7% of the students and 87.5% of the teachers agreed and strongly agreed that a wide range of activities were well- designed to motivate students to talk and to equip them for real-life interaction.
Like listening skill, most of the teachers and students suggested more time (75% and 64.3% respectively) and more activities (62.5% and 76.6%
respectively) for them to practice speaking.
With regard to reading and writing skills, no one disagreed or strongly disagreed with the comments. As compared to students, teachers seemed to more positively evaluate these two skills in the book. Up to 62.5% and 87.5% of the teachers strongly agreed that both skills were diverse in terms of tasks and suitable for learners in terms of difficulty. There were more students who agreed (61.3% for reading and 70% for writing) with these comments than those who strongly agreed. Besides, neither teachers nor students preferred fewer tasks for these two skills. Most of them would like the number of tasks and amount of time to be unchanged whereas a significant number of them (33.3% - 48.8%) preferred more tasks and more time for both reading and writing skills. A few students (2.6% - 4%) expected less time for these two skills.