On materials evaluation, it is surprising that little research has been published.
In assessing the suitability of materials, the same point could be made. Looking at the main literature on materials in recent years, one may find scholarship and theory
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(mainly on language acquisition and pedagogic implementations) but not very much empirical investigation (Tomlinson, 2011). The reason for this phenomenon may be since empirical investigation of the effects of materials on language acquisition requires longitudinal research costing many investments of time and money.
However, conducting research into the effects of the published materials on their users, in some respects (e.g., in contexts where teaching-learning English depend mostly on the materials), seems to be a rationale for study. In addition, several books on materials development do cite references to research. For example, Tomlinson (2008) reports on a study contrasting how instructions are given to people helping the speaker in real life and in coursebooks. McGrath (2002) contains a chapter which reviews the literature on studies of the impacts of materials on their users and a short section in the final chapter on the research grounding the writing and evaluating materials. Tomlinson (2011) argues on ‘the principles of effective materials development’. In Tomlinson (2003), there are reports on materials for beginners (Cook, 2003, cited in Tomlinson, 2003), the implementation of primary school coursebook tasks in the classroom (Ghosn, 2003, cited in Tomlinson 2003). Truong and Phan (2009) report on a study of foreignness in EFL global coursebooks. Nguyen (2015) proposes a viewpoint from rural areas that evaluate the coursebook 'English 6' using in public secondary schools. This paper provides a theoretical evaluation and findings from teachers’ and students’ evaluations regarding the practicing aspect in activities and tasks in English 6, an English coursebook from a series of four textbooks which have been assigned as the compulsory English books for all students from grades 6 to 9 (ages 12 to 16) in all junior secondary schools in Vietnam since 2001 (Nguyen, 2005). Findings from this study concluded that there is a lack of a variety of activities and tasks in communicative purposes when practices mostly focus on form. Learners’ communicative competence as a result can be promoted to develop.
In the same vein, Le (2012) gives a viewpoint on techniques of teaching conversations in books for secondary school students in a highland province. In a more general view, Hoang (2011) mentions the role of materials that are implemented in NFL2020.
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There is a study that can be seen as extensive in coursebook evaluations with respect to Vietnamese contexts in terms of its catrgories. In Dat’s study (2008), he presents a context of study quite overviewing that included nine titles of ELT coursebooks: four in Indonesia (Improve Yourself; Communicative and Interactive English; Headlight and New Concept English), four in Thailand (English; Exploring Reading and Writing; Concentrate of Critical Reading and Focus on One Word) and one in Vietnam (including English 7, English 11 and English 12). The interesting point is that his participants are teachers, policy makers and administrators in Southeast Asian countries, as stakeholders that normally have the authority to decide coursebooks. His study first took into account policies related to English language teaching and learning in these countries and categorized the materials used into three categories: ‘imported coursebooks’ from global sources; ‘in-country coursebooks’ at local sources; and ‘regional coursebooks’ that were developed by non-native speakers in one country but are exported in several other countries’ (Dat, 2008, p.268). In his results, the teachers’ and learners’ perceptions, and the pracetice of the coursebook in teaching and learning are mentioned. Through the data collected from interviews, several positive features, including cultural and national identity, knowledge of regional events, awareness of the need for globalization, the use of the mother tongue to aid teaching and learning, and opportunities for analytical thinking, are hightlighted. Specially, in the aspect of cultural values, he found that the coursebooks had “their topic content connected with the learner’s knowledge and cultural background” (Dat, 2008, p.271). Of national identity, books raise the identity
“through accounts of daily values” (Dat, 2008, p.271) (e.g., obedience to senior family member in New Concept English, and local celebrities in Exploring Reading and Writing). These coursebooks seem to be pay attention to awareness of regional events, including subject matter discuss on poverty (Concentrate of Critical Reading); role- changing of men and women (Concentrate of Critical Reading, Communicative and Interactive English); Western vs. Asian educational values (Communicative and Interactive English), united and economic achievements (Improve Yourself, English
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12); as well as the controversial relationship between race and mental capabilities (Concentrate of Critical Reading). The issues of globalization such as the advance of technology in health science, communication in relation to social advancement, as well as mega cities and problems were presented in books such as: Improve Yourself, Exploring Reading and Writing (Dat, 2008). In terms of SLA’s theories, the coursebooks were also indicated to take mother tongue as a pedagogical tools to support “teachers and learners in translation practice” (English 11), grammar explanations (Focus on One Word) and pedagogical instructions (Concentrate of Critical Reading)” (Dat, 2008, p.272). The drawbacks that were evaluated in these couresebooks including: (1) not refer to communicative English (most coursebooks are form-focused); (2) employing of inauthentic English (practice for speaking skill not give a real communicative purpose and remain inaccurate expressions; (3) poor development of skills (no information of how to write on a task); (4) being inconsistency layout, content and method (being poor in structure of lessons e.g. some units are well-written than others); (5) seem not to facilitate recycling of language;
and (6) less attractive led to less engagement (not to provoke the learners’ affective responses). Dat (2008) also suggested the design of new coursebooks, mentioning the development of communicative skills in context, the presentation of new language material in each unit, a more balanced view of learners’ knowledge of the local culture and the world, and practical considerations (price, physical appearance). Reviewing of this study, it can be drawn that the study provided a clear picture of policies on of English language teaching and learning in the countries having the contexts to some extent that are similar to Vietnamese context; and outlined characteristics of books used in the region. The author raised issues concerning cultural knowledge and national identity, the knowledge of regional events, awareness of the need for globalization, etc. of the coursebooks (see above). However, the study did not evaluate activities for practicing language. In addition, the study seem to be only based on data collected from stakeholders and teachers. Learners’ needs and learners’ perceptions of the coursebooks were not catered.
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In brief, there is already quite extensive literature on materials, but it is regrettably little literature provides empirical evidence suggesting a kind of checlist or criteria to evaluate the suitability of materials via their users.