The second research questions belong to the aspect of the suitability to teaching speaking skills for young learners of the coursebook’ package – Everybody Up Level 2. The first imrpession on this Everybody Up Level 2’s package was apparently positive from the interview in which the teachers state that they see the package is complete, adequately provide the source for teaching and learning process.
As expected, the teachers expressed their beliefs that the authors of the package are trusted ELT specialists. They also noted that the package can serve as a reference or resource independently by the learners or for parents to teach their children at home.
The student book are structured in terms of class use with the help of a teacher or they may aid students to develop language skills. Moreover, the language assessment was mentioned in the interviews. Teachers supposed that students’ self-reflection through Check Up’s sections provides students necessary motivation to improve their language.
Another theme in this was that the package seems to satify the students’ needs in terms of design and learning style and meet the teachers’ expectations in teaching tools and additional materials. The teachers stated that coursebook package can in a more positively contribute to the learning environment (by making learning enjoyable and creative). All of the teachers agreed that this coursebook package can fufill with the objectives of general curriculum required by MOET.
Besides, teachers agree that the coursebooks and materials do support the preparations for Cambridge English Qualifications (e.g. YLE). Not to mention that, the approach in the coursebook may enhance student communication in terms of psychologically and mentally aspects. Meanwhile, teachers indicated that students’
motivation derived from interesting and purposeful activities. Teachers agreed with the principle that the motivation cause students to learn progressively. This result is consistent with Cunningwoth’s (1995) and Tomlinson (2003) theories about learners’
psychology, which was indicated in chapter 2. The point that teachers are in agreement with the appropriateness, usefullness of the books can be inferred from these results.
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In this way, the use and evaluation of this coursebook package could be considered as suitable.
Question 2.1 discussed the the first impression towards the coursebook. In terms of impressive look, all teacher respondents (6 teachers) thought that this coursebook is colourful, catchy looking, interesting in topics and stories, active in provoking visual and motoring activities, adequate in learning load, supporting in study language in class and at home. That is why Cunningworth (1995) argued that the physical appearance of materials should be appealing enough to motivate the learners.
In addition, teachers were satisfied with the feature of online practice like videos, online play, and relevance of the projects that can reinforcing language and meaning. Teachers implied that digital content offers students increased opportunities for engagement, which can enhance their drive to learn. While watching an interesting video or play can reinforce and expand upon the lessons taught in the Student Book, it also promotes critical thinking skills. The teachers thought that students could practice at home, independently or with parent, using Online Practice. Activities are automatically graded. This kind of resource allows teachers and students’ caretakers to monitor progress, identify strengths and areas that need to improve in various skills areas. Finally, students can be encouraged to connect their classroom learning to their daily lives and experiences.
In addition to the content and forms, teachers also feel convenient with the Teacher’s Resource Centre. They appeared to prefer this feature for it allow them to establish students’ language level, to evaluate students’ progress in the course, and prepare them for the Cambridge English: Young Learners (YLE) tests. The Teacher's Resource Centre CD-ROM also includes YLE practice tests, which provide specific practice in the style of the actual examinations. This feature empowers teachers to choose task types and create practice materials that cater to these tests. Even if students are not preparing for these examinations, teachers can still utilize the tests to create extra practice, review tests or worksheets, and provide additional skills practice.
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Another resource that received teachers’ high satisfaction is the section’s Teaching Techniques, indicated by the remarks of one teacher that mentioned the coursebook’s approach to teaching is suitable with language acquistion, ‘learning in a natural way’ as she said. This note to some extent reflects the eliciting’s emphasis on the coursebook, that aims to get students to articulate the language on their own.
This section in the Teacher Book covers a variety of techniques of the teaching that can support teachers who are newcomer in their profession. They indicated their satisfaction more with teaching songs and stories are fun ways to practice new grammar and vocabulary, to understand topics, values, and functional conversation language.
For student book, topics in the book are various in life but also be relevant such as feelings, my home, jobs, and so on. Two teachers stated that topics are suitable for students as well as lesson’s contents. Just one teacher gave the weakness of topics that it supposed to integrate with Vietnamese culture but it seem to not refer to this aspect.
T8 said that, “Topics are various and are not limited to any range. However, culture features are not integrated into these topics.” Another less supporting point was that one teacher hold that some activities may be too hard to practice for classes which full students.
As regards the contents, most teacher respondents (four teachers) recognized that contents of the coursebook are various and in suitable with the general curriculum. Moreover, T2 said that the vocabulary and grammar points not only provide knowledge but also transmit, way of life and values. In line with this, most of the teachers showed that contents are interesting to students and close to real life, and also related to subjects in public school (i.e. maths, science). For instance, T1 said that, “Generally speaking, contents are well-written, interesting and close to real life.
The combination of learning content and real life will help children apply it in life.
Linguistic thinking will not be interrupted, helping the learning process to continue.”
In addition, T5 and T6 shared that contents properly link with language use by adopting language acquisition. T5 said that, “Having a quick look, contents facilitate
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for language use acquisition. For example, ways to express our feelings are introduced through sentences with is highlighted.”
Regarding the link between language content in the coursebook and daily life, some teachers also shared the same opinions of this close link. Most of teachers indicated that students could take an advantage of knowledge that had learnt in life because of the linking and recycling language that have been emphaisized in the coursebook philosophy, to help students ‘to use English to talk meaningfully about themselves and their everyday lives’. Teachers added that students are also enjoy playing with language as simple or interesting contents, through main ideas, new words, and by skills that are elicited.
For methodological approach, teacher respondents all reported that communicative approach of the coursebook are suitable. Regarding this, two teachers gave interesting opinions. T4 said that, “The listening and saying that are repeated in every tasks in presenting phase are designed quite suitably to help students to recognize structures of sentences. Students …can practice gradually to be confident and independent.” Additionally, T6 mentioned that the presentation via this communicative approach seem to ‘to elicit student to help students noticing and practicing’.
From evaluation of the package, question 2.2 was to find the teacher’
evaluation in terms of the coursebook’ package suitability for teaching speaking skills.
The researcher would like to conclude whether the package is suitable for teaching speaking skills or not. Hence, the detailed answer for this matter was intended to find out. All of the teachers agreed that the package supported to teaching and learning for speaking skills. Teachers shared the reasons why they thought the package is supportive. Firstly, the content was linked with the activities so students can practice progressively. Secondly, there are many tools and features that made students feel joyful to listen. Thirdly, the implementation also could be administered easily.
Furthermore, teachers commented that there are many components that facilitate the lesson plan.
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As the last question of research question 2, question 2.3 is to find teacher’
suggestion for using the coursebook’s package. In this issue, teachers seem to to trust in the coursebook’ package that they mostly give opinions on adaptation or developing for the better use of the coursebook. One teacher suggested holding or establishing a procedure for reviewing the coursebook regularly. Interestingly, most of the teachers respondent implicitly the use of the coursebook in a direction that will prepare for student to take the standard assessment like YLE tests or examinations in schools.