INTRODUCTION
Rationale
As English emerges as the global language of commerce and communication, Vietnam must enhance its English literacy to keep pace with neighboring countries and the international community Proficiency in English facilitates global interactions, business transactions, and diplomatic relations, transcending political systems, races, and religions Since the Vietnamese government's "open door" policy began in 1986, the importance of English has significantly increased, underscoring its role in fostering international connections.
In Vietnam, particularly at Ca Mau Community College, various English textbooks have been utilized, yet the challenge of making English teaching and learning effective persists for government officials, educators, and administrators Ongoing curriculum and textbook reforms necessitate a thorough reassessment of educational aims, goals, objectives, methods, and materials A key perspective in curriculum development posits that an effective curriculum is one that is successfully implemented, with evaluation serving as the essential measure of its achievement.
Evaluation, therefore, is a key factor in curriculum development and implementation.
Materials evaluation is crucial in education as it highlights ways to enhance or validate textbooks Teaching materials significantly impact the learning and teaching process, serving as essential components of the curriculum According to Nunan (1988), they not only facilitate learning but also offer concrete examples of effective classroom practices At their best, these materials serve as curriculum models and contribute to the professional development of teachers.
The researcher was motivated to evaluate the long-used English language textbook at CMCC due to its significance and the urgent need for assessment This evaluation aims to provide valuable insights for future revisions and enhancements of this essential textbook and its related materials.
This book serves as the curriculum for English language education at CMCC, highlighting its significance While numerous studies have evaluated English textbooks, there remains a gap in research specifically assessing the Interactions Access Reading textbook used at CMCC.
This study aims to assess the Interactions Access Reading textbook, the initial book in a series designed for English beginners Additionally, it seeks to lay the groundwork for evaluating the subsequent textbooks in the series.
Aims and objectives of the study
This study seeks to analyze the strengths and weaknesses of the reading materials in the Interactions Access Reading textbook, aiming to enhance the quality of English teaching and learning at CMCC.
Research questions
To achieve the aim articulated above, this thesis will try to find the information to answer the following research question:
1 What is the quality of the textbook? Is it appropriate to language teaching and the learning context in CMCC?
2 How do teachers and students assess the quality of the textbook?
3 What recommendations do the teachers and students make for improving the textbook?
Methods of the study
The study is carried out by using both qualitative and quantitative methods including questionnaires and interviews.
- Collecting information associated with reading skills and activities from the textbook
- Investigating and analyzing the situation of teaching and learning reading skills and using activities in reading class at CMCC.
- Synthesizing and analyzing the results gained in investigating duration to suggest suitable activities and materials for reading class.
Scope of the study
This study focuses exclusively on the texts from Interactions Access Reading, examining the perspectives of both teachers and students at Ca Mau Community College, as dictated by the constraints of a graduation thesis.
Design of the study
The thesis is structured as follows:
Chapter 1 problematizes the object of the study To do this, it deals with the six parts of rationale, aims and objectives of the study, research questions, and methods of the study, scope of the study focus and design of the study
Chapter 2 contains the literature review, with a discussion of textbooks, textbook design, textbook evaluation and the evaluation criteria used in this research This chapter also reviews some previous research studies on textbook evaluation.
Chapter 3 deals with research design and methodology employed to carry out the research It describes four main issues regarding the research site, participants, data types and methods of data collection, and analytical framework
Chapter 4 analyses and discusses the findings grounded in the data analyzed in the previous chapter.
Chapter 5 will be summarized the main points and contents of the study based on the results of the study The implication of the study and the recommendation for further research will be presented.
LITERATURE REVIEW AND THEORETICAL BACKGROUND
Textbook
In the world of English language teaching, the term textbooks and course books is interchangeably used These common definitions are mentioned below:
Textbooks are essential resources in ESL and EFL classrooms, serving multiple roles as defined by ELT practitioners They are recognized as a learning tool that facilitates the educational process (Graves in Nunan, 2003: 226), a guiding principle (Ur, 1996: 183), and a fundamental component of language instruction (Garinger, 2001: 1).
Textbooks play a crucial role in the teaching and learning process, benefiting both teachers and students They serve as systematic guides in the classroom, providing a foundational resource for language courses (Ur, 1996:183).
A textbook serves as an essential teaching and learning resource for both educators and students, providing structured support in the educational process (Awasthi, 2006) According to Tomlinson (2011), it aids teachers in delivering lessons effectively Hutchinson and Torres (1994) describe textbooks as guides for instructors and tools for learners to reinforce their understanding, while also acting as a record of the material covered Cunningsworth (1995) further emphasizes the importance of textbooks in education.
A textbook serves as a vital tool for self-directed learning, offering a structured presentation of materials and a wealth of ideas and activities It acts as a comprehensive reference for students while reflecting predetermined language objectives within its syllabus Additionally, textbooks provide essential support for less experienced teachers, helping them build confidence in their instructional methods.
(Cunningsworth, 1995 as cited in Awasthi,
Textbooks are essential educational resources tailored for specific learning environments within a country They play a crucial role in the teaching and learning process by serving as a structured guide for lessons Additionally, textbooks present foundational theories, principles, and approaches that help shape course development Furthermore, they supply students with both language input and output, significantly enhancing the language acquisition process.
2.1.2 The roles of textbook in language teaching and learning
Research in second language acquisition highlights the pros and cons of using textbooks in English Language Teaching (ELT) According to Cunningsworth (1995), course books serve multiple essential functions, including providing materials for both spoken and written presentations, offering activities for learner practice and interaction, and acting as a reference for grammar, vocabulary, and pronunciation They also serve as a source of ideas for classroom activities, align with predetermined learning objectives, support self-directed learning, and assist less experienced teachers in building their confidence.
According to Graves (2000), textbooks offer several advantages, including providing a structured syllabus and a sense of security for students by serving as a roadmap for the course They save teachers time by offering ready-made visual aids, activities, and readings, while also providing a foundation for assessing student learning Additionally, textbooks often come with supplementary materials such as teacher guides, audio cassettes, worksheets, and videos When all instructors use the same textbook, it ensures consistency across a program at a given level, and if textbooks are sequenced properly, they maintain coherence between different levels of instruction.
According to Graves (2000), textbooks have several drawbacks, including the risk of outdated material and content that may not be tailored to the students' level, highlighting the need for more dynamic and adaptable educational resources.
Excessive emphasis on certain aspects of language can lead to an imbalance in learning, often neglecting other crucial areas Additionally, the content may not encompass all desired topics or may feature an inappropriate variety of activities, resulting in an overabundance of some elements while lacking others Furthermore, the rigid sequence of textbooks can hinder flexibility in language instruction.
Textbook evaluation is a systematic process aimed at assessing the potential value of textbooks, as highlighted by Tomlinson (2011) This evaluation focuses on the impact of textbooks on various users, including learners, instructors, and administrators Key features such as credibility, validity, and flexibility are crucial in measuring these effects According to Rea-Dickins and Germanie (1994), evaluation serves as a valuable tool for understanding the effectiveness of educational materials, distinguishing between what works well, what is less effective, and what may be ineffective altogether.
Weir and Roberts (1994) define textbook evaluation as a systematic analysis of essential information aimed at enhancing the textbook's quality Nevo (1977) agrees with this perspective, emphasizing the importance of thorough evaluation in the improvement process.
Evaluation is the process of assessing and providing insights into the effectiveness of educational goals, designs, implementations, and outcomes It aims to enhance educational activities and products throughout their development and to demonstrate the value of the final product upon completion.
Textbook evaluation is the systematic process of gathering and analyzing information about a textbook to identify its strengths and weaknesses This evaluation aims to determine what aspects are effective for a specific course of instruction, as well as what elements require enhancement, modification, or removal to improve overall educational quality.
2.2.2 The reasons to evaluate the textbook
Textbook evaluation is crucial in the teaching and learning process, as it identifies the strengths and weaknesses of textbooks and their relevance to specific contexts By evaluating textbooks, teachers gain insights that enable them to adapt their teaching methods to align with course objectives and address learners' needs effectively.
According to Sheldon (1988), evaluating textbooks is crucial as it allows administrators and teachers to effectively differentiate among the various options available in the market This process not only clarifies the distinctions between numerous textbooks but also provides a comprehensive overview of the textbook landscape.
Research Studies on Textbook Evaluation
2.3.1 Textbook Evaluation Criteria by Cunningsworth (1995)
Cunningsworth (1995) identifies four key internal criteria for evaluating textbooks: they should align with learners' needs, reflect the current and future state of the language, facilitate diverse learning methods, and serve as a supportive resource for learners These criteria provide a framework for creating a checklist for effective textbook evaluation.
The primary criterion for evaluating textbooks is their alignment with learners' needs, which is evident in the aims and objectives outlined in the materials These resources should effectively address learners' content and communicative requirements, ensuring that the language items, skills, and communicative strategies presented are relevant and beneficial for their development.
Textbooks must align with the present and future applications of language, ensuring that the content and materials cater to students' needs during their learning journey, both in the classroom and beyond.
Textbooks should enhance the learning experience by promoting various learning styles, both explicitly and implicitly This criterion addresses the methods through which these styles are presented, ensuring that learners can engage effectively Furthermore, facilitating the learning process involves fostering student motivation through diverse tasks and topics, making the educational journey more engaging and effective.
The final criterion for effective learning resources is their role as a support system for both teachers and learners For educators, textbooks offer pre-prepared materials, instructional ideas, and a variety of exercises and tasks, making lesson planning easier Meanwhile, learners benefit from textbooks through accessible language models and engaging exercises that enhance their understanding and skills.
2.3.2 Textbook Evaluation Criteria by Rod Ellis
Rod Ellis proposed there are two types of materials evaluation: a predictive evaluation and a retrospective evaluation
A predictive evaluation helps determine the appropriate materials for teaching, while a retrospective evaluation assesses the effectiveness of materials that have already been implemented Teachers utilize retrospective evaluations to identify the strengths and weaknesses of the syllabus in use This process not only validates the predictive evaluation but also highlights areas for improvement in future assessments (Eliss, 1997).
Ellis (1997) emphasizes that the evaluation of textbooks is influenced by the timeframe and the individuals conducting the assessment Notably, this approach lacks specific criteria and does not incorporate classroom observation as a technique for evaluation.
2.3.3 Textbook Evaluation Criteria by Littlejohn
Littlejohn (1998 & 2011) established criteria for book evaluation, emphasizing aspects like appearance, practical issues such as pricing, and organization While his approach did not delve deeply into the evaluation process itself, it prioritized the book's content and the needs of its users He proposed a three-level evaluation checklist that included practical features at the foundational level.
Level 1 is related about the physical properties of the textbook such as publication date, intended audience,physical aspects (number of pages, paper quality, artwork,etc.).
Level 2 focuses on the language learning activities and tasks in the textbook to see what teachers and learners using the textbooks need to do Littlejohn (2011) proposed a list of questions for analyzing activities and tasks relating to the role of learners in the classroom, the focus of the activities and tasks (form, meaning or both) and the mental process; types of learner participation in the classroom (individual, pair or group work); the nature of content of the input and of the learner’s expected output (Littlejohn, 2011: 190)
Level 3 consists of questions on the approach, philosophy and aims of the textbook
2.3.4 Textbook Evaluation Criteria by Litz’s study (2002)
In a study conducted at Sung Kyun Kwan University Science & Technology in Suwon, South Korea, Litz gathered data from 8 instructors and 500 students who utilized the textbook "English Firsthand 2" during the 2000-01 academic year The research involved questionnaires aimed at assessing various aspects of the textbook, including practical considerations such as price and methodology, layout and design, activity range and balance, skills appropriateness and integration, as well as social and cultural factors, subject content, and the types of language represented (Litz, 2002: 11).
The study included a student needs analysis and textbook evaluation through questionnaires, revealing that the textbook featured an appealing physical design and a well-structured organization This multi-skills focus textbook effectively integrates all four language skills while also emphasizing the importance of vocabulary and grammar development.
The textbook includes a variety of communicative activities and tasks that promote language skills through both controlled practice and opportunities for students to express themselves creatively and personally (Litz, 2002: 33).
Besides the strengths of the textbook mentioned above, the shortcomings were recorded: repetition of activities, lack of encouragement of meaningful practice, and lack of realistic discourse, etc
While questionnaires offer comprehensive insights into various aspects of a textbook, including its physical attributes and lesson activities, they may lack persuasiveness due to inherent limitations in their design.
2.3.5 Textbook Evaluation Criteria by Tomlinson (2003)
Tomlinson (2003) suggested a three-stage process of evaluation: pre-use evaluation, whilst-use evaluation and post-use evaluation
Pre-use evaluation, as outlined by Tomlinson (2003), involves assessing both the physical appearance and content of textbooks He emphasizes the need for a more structured evaluation process, advocating for the involvement of multiple evaluators to independently assess a textbook This collaborative approach aims to average their conclusions, leading to a more principled, rigorous, systematic, and reliable evaluation of educational materials.
While-use evaluation assesses the effectiveness of educational materials by examining their content, incorporating classroom observations, and gathering user feedback Although the criteria for evaluation appear to be broad, certain aspects, such as task credibility, achievement of performance objectives, and the motivational impact of the materials, can be challenging to quantify.
Conclusion
Material evaluation holds significant importance; however, empirical research in this area is scarce compared to theoretical studies Additionally, the number of textbook evaluation studies conducted in Ca Mau remains limited.
Various methods and checklists exist for evaluating textbooks, each with its unique advantages and disadvantages, indicating that no single method is universally applicable This textbook evaluation study utilizes a mixed approach to effectively balance the limitations of one method with the strengths of others, ensuring a more comprehensive assessment.
In doing that, the outline of the approach suggested by Tomlinson (2003), with 3-stage evaluation (pre-use, whilst-in use and post-use evaluation), was adopted
The outline was enhanced by incorporating evaluation criteria, including the assessment of activities, vocabulary, and grammar, drawn from various approaches and checklists established by notable authors like Crook and Gass (1993), Cunningsworth (1984 & 1995), and Jolly and Bolitho (1998).
2011), Littlejohn (1998 & 2011), Long (1990), McDonough andShaw (1993), and so on.
METHODOLOGY
Introduction
This study evaluates the Interactions Access Reading textbook for CMCC, highlighting the significance of materials evaluation as an applied linguistic activity According to Tomlinson et al (2001), this process enables educators, supervisors, and materials developers to assess the impact of materials on users Furthermore, McGrath (2001) emphasizes its crucial role in the development and management of language-learning programs.
On the other hand, the purpose of this study is to address the following research questions:
1 What is the quality of the textbook? Is it appropriate to language teaching and the learning context in CMCC?
2 How do teachers and students assess the quality of the textbook?
3 What recommendations do the teachers and students make for improving the textbook?
In this research, the textbook was evaluated by these following aspects:
1 Aims and objectives of the book
9 Number and length of units
In the light of materials evaluation, Cunningsworth
In 1995, it was emphasized that a primary purpose of materials evaluation is to pinpoint the specific strengths and weaknesses of current course books This process allows educators to leverage the strong aspects of these materials while addressing their deficiencies by either enhancing them or incorporating resources from alternative texts.
For the reasons above, a survey was conducted in this study to stimulate the views of a representative number ofEnglish language teachers in CMCC about the InteractionsAccess Reading textbook.
Population of the Study
The population of this study included English teachers and students who major in English and working at CMCC during the academic year 2016-2017
It consisted of 83 students studying English in CMCC including 40 students are girls, and 43 are boys who are in the second year of the academic year 2016-2017
3.2.2 Population of the English teachers
It consisted of 11 English teachers including 7 males and
4 females All of them are working as English teachers for more than five years.
Data collection instruments
The researcher outlined the data collection instruments utilized in the study, highlighting the strengths of the selected research methods The chosen methods, which include document analysis and survey questionnaires, were specifically designed to effectively evaluate the textbook.
This research method is said to bring an important source of data for evaluation and it forms “an essential part of the data for an evaluation exercise” (Robinson, 1991:71).
This thesis employs document analysis as an effective method for data collection, aiming to evaluate the CMCC textbook's alignment with MOET requirements for the course.
The evaluator conducted an analysis of the textbook and compared it to the curriculum of the course prescribed by MOET in order to find out the answer (Appendices 1 and 2).
Survey questionnaires are essential tools for data collection, offering numerous advantages According to Gilliham (2000), they reduce pressure on respondents, eliminate the risk of interview bias, and allow for straightforward analysis of responses.
This thesis involved designing survey questionnaires to gather insights from teachers and students regarding their opinions and attitudes toward the textbook in use Participants were asked to complete the questionnaires, focusing on the content and methodology presented in the textbook.
The researcher utilized two distinct sets of survey questionnaires tailored for teachers and students A comprehensive twenty-two item questionnaire was crafted to gather insights from teachers, organized into six essential categories.
The initial section included seven questions designed to assess the textbook's suitability for teachers in terms of its overall appearance, practical considerations, and content organization These inquiries aimed to determine how these factors contribute to facilitating effective and successful teaching practices.
The second section of the survey comprised two questions aimed at gathering teachers' perspectives on the textbook's organization and structure Meanwhile, part three included two additional questions designed to assess the appropriateness of the textbook's activities for the educators.
Part 4 includes five questions aimed at evaluating the textbook's suitability for teachers regarding methodology Additionally, two questions in the subsequent section assess the textbook's appropriateness based on language proficiency levels Finally, the questions also seek to determine the alignment of skills presented in the textbook.
A twenty-two item questionnaire was administered to English major students to gather their feedback on the suitability and engagement of the textbook's subjects, content, skills, activities, language, and social knowledge.
Teachers and students are encouraged to fill out the questionnaires and submit them to the researcher, who will then analyze the collected data and present the findings in tables or charts.
Data Collection Procedures
As being mentioned in the previous part, the instruments were employed to collect data for this thesis: document analysis, and survey questionnaire.
The researcher conducted a thorough analysis of the textbook in relation to the Ministry of Education and Training (MOET) standards Following this, questionnaires were distributed to both students and teachers to gather their insights After collecting the responses, the researcher evaluated the data to determine its alignment with the teaching and learning needs of English at CMCC.
Research methods
The present research study is divided into two stages, theoretical and empirical evaluation The two stages are presented as follows:
The theoretical evaluation outlined in Chapter IV is conducted by the researcher, utilizing insights from textbook evaluation literature and personal teaching experience It starts by examining the characteristics of learners, teachers, and the classroom environment, as well as the overall teaching and learning culture Following this, a general overview of the textbook is provided, leading into a theoretical evaluation that employs Tomlinson's (2003) criteria, supplemented by additional evaluation standards from other scholars.
The basis for the theoretical evaluation is as follows:
Drawing from my extensive experience as a teacher and counselor during various practicums, I engaged in discussions about the textbook with fellow educators and trainee teachers Additionally, I have observed numerous lessons conducted by trainee teachers, which has provided me with valuable insights into the learning and teaching conditions in schools, as well as the language proficiency of teachers and their expectations regarding the textbook.
The theoretical evaluation is guided by an extensive review of literature on textbook evaluation, including works by Cunningsworth (1995), Ellis (1997), McGrath (2002), Tomlinson (2003), and Littlejohn (1998 & 2011) By integrating this scholarly research with my personal experience, I developed a comprehensive theoretical assessment.
The evaluation approach and criteria are derived from existing literature, focusing on the context of teaching and learning, which includes the characteristics of teachers and learners, available resources, and the classroom environment Additionally, the evaluation encompasses an analysis of the textbook, considering its physical appearance, aims and objectives, organization and structure, as well as its content.
The evaluation of a textbook involves assessing its suitability for the specific context, including the characteristics of both teachers and learners, as well as the prevailing teaching and learning culture Additionally, the content is scrutinized, focusing on the effectiveness of activities and exercises, the relevance of vocabulary and grammar, and the appropriateness of topics covered Other important qualities, such as the textbook's physical appearance and the skills it promotes, are also taken into consideration.
In the second stage of evaluation, I examine user feedback on the textbook, supported by classroom observation data to assess its practical application This analysis also explores the textbook's impact on both teachers and students, utilizing insights gathered from questionnaires.
The analysis of the teacher and student evaluations of the textbook proceeds from the more important features to the less important ones.
This study employs a mixed methods approach, which combines quantitative and qualitative methods (Creswell & Clark, 2011; O’Cathain et al., 2007; Teddlie & Tashakkori,
2009) Tashakkori and Creswell (2008) define mixed methods as follows:
Research involves the systematic collection and analysis of data, integrating findings from both qualitative and quantitative methods within a single study or research program to draw meaningful inferences.
Mixed methods research combines quantitative and qualitative approaches to leverage the strengths of one to compensate for the weaknesses of the other (Creswell, 2003) This integration allows for a richer understanding, where qualitative insights enhance numerical data, while quantitative figures provide clarity and precision to qualitative findings (Dửrnyei, 2007).
Quantitative research is essential for summarizing extensive data and making generalizations through statistical analysis, as noted by Babbie (2008) Conversely, qualitative research methods are employed to collect in-depth information, providing a comprehensive understanding of evaluations and recommendations for improvement.
Qualitative research enables researchers to gain a comprehensive understanding of issues by analyzing data through words and capturing detailed perspectives from respondents This approach not only highlights overarching trends but also emphasizes the importance of conducting studies in natural settings (Creswell, 2007; Denzin & Lincoln).
Qualitative researchers focus on examining phenomena within their natural environments, aiming to understand and interpret the meanings that individuals attribute to these experiences (Denzin & Lincoln, 2000).
A qualitative research approach enriches quantitative results by providing essential descriptive context (Creswell, 2007; Denzin & Lincoln, 2000; Rubin & Babbie, 2008) For optimal insights, mixed methods should integrate qualitative and quantitative techniques in a complementary manner, where qualitative findings guide quantitative analysis, and quantitative data informs qualitative interpretations in a continuous cycle (Dửrnyei, 2007).
Relying solely on quantitative methods may limit the richness of data gathered; thus, incorporating qualitative methods is essential for a comprehensive evaluation of the book and for obtaining valuable suggestions for its enhancement from participants.
FINDINGS AND DISCUSSIONS
Theoretical evaluation
The evaluation of the Interactions Access Reading – Silver edition primarily assesses the textbook's alignment with the educational context and curriculum objectives, as well as its content quality and overall effectiveness.
4.1.1 Appropriateness of Interactions Access Reading – Silver edition to curriculum aims and objectives
Cunningsworth (1984) emphasizes that the alignment of a textbook with curriculum aims and objectives is crucial for developing a personalized criteria checklist that ensures local relevance Therefore, it is essential for textbooks to effectively correspond to the educational goals outlined in the curriculum (Aftab, 2011).
The curriculum aims and objectives for English at university level says students should be able to undertake the following:
- Skim, scan and identify the details, main ideas of the passages in the textbook.
- Read and understand some summary of the passages and summarize texts in the textbook.
- Understand the outline of the passage and get the details of the readings about family, environment, lifestyle…
- Improve reading skill and critical thinking through reading and listening.
The curriculum is designed to assist teachers in meeting specific educational objectives, with the grammar and vocabulary in the textbook aligning well with these goals While the textbook offers numerous opportunities for speaking and listening, these activities are primarily limited to repetition and substitution drills, lacking sufficient free practice In contrast, the reading activities are more beneficial, as they typically include a reading passage followed by comprehension tasks that effectively assess students’ understanding.
To summarize, the textbook covers the knowledge required by the MOET’s curriculum specification However, it should be modified by adding more activities to develop listening and speaking particularly.
4.1.2 Appropriateness of the textbook to the context
The appropriateness of the textbook to the context of English language teaching and learning in CMCC is discussed under the headings below.
For the teachers who have somehow limited language proficiency and are not well trained the textbook offers them the following advantages:
The textbook effectively introduces diverse global contexts, including England, Egypt, Thailand, and Japan, through illustrative images, enhancing the teaching and understanding of language concepts for students.
- The textbook and the teacher’s manual facilitate step-by-step teaching.
- The textbook goes with the new best practices approach in Teacher’s Edition which promotes excellence in language teaching.
For learners who are beginners in foreign language learning, the textbook is useful in the following ways:
- Familiar topics, situations and pictures in the textbook enable students to practice the target language together more easily (Tomlinson, 1998 & 2011).
Numerous games promote learning through enjoyable activities, making the educational process engaging According to Çakir (2004), playing games enables learners to acquire vocabulary, spelling, and language structure effortlessly, often without realizing they are learning This approach facilitates the unconscious acquisition of language knowledge.
- The Self-Assessment Log may be suitable in the context; as Vietnamese students can check what they have learnt from every chapter.
The textbook's materials and tasks, grounded in academic content and real-life experiences, provide meaningful learning opportunities Students engage with real-world issues, participate in discussions on academic topics, and delve into content-based and thematic materials, enhancing their educational experience.
- Students learn to organize thoughts and notes through a variety of graphic organizers that accommodate diverse learning and thinking styles.
Connecting new spoken or written material to prior knowledge enhances students' understanding By activating what they already know, students can build on this foundation, fostering curiosity and encouraging the pursuit of additional knowledge.
The textbook adopts a learner-centered approach, aligning with the teaching culture at CMCC, where teachers act as facilitators Its practice activities and group work are designed to resonate with the belief that students gain knowledge from both teachers and textbooks, enhancing its acceptance among educators and learners Additionally, the textbook features a scaffold structure that supports the learning process, akin to scaffolding instruction in language education, which employs predictable and adaptable tasks to aid comprehension and skill development.
Engaging in pair work, small group activities, and whole class interactions enhances human connection and provides valuable opportunities for real-world language application.
The content of the textbook analyzed below contains topics, activities and tasks, and vocabulary and grammar.
The 10 topics introduced in the textbook partly cover up updated topics The sequencing of the topics seems to go from simple to more complex (from Cities, neighborhood, families… to food and nutrition and environment), and strongly connect with the students’ real-life situations The textbook generally covers meets the demand of topic appropriateness Importantly, the textbook was further perceived to include many topics which are varied and engaging to appeal to students with different interests and personality types
Supervisors and teachers generally agree that textbooks promote critical thinking, which is beneficial for students Thein (2006) discovered that students appreciate engaging in discussions that encourage critical thinking and allow them to evaluate differing opinions.
The textbook activities mainly involve individual, pair work, and group work There are many form focused activities
The article discusses controlled practice activities that emphasize grammar and vocabulary comprehension, such as thinking about topics, comparing answers, and previewing vocabulary in the "Before You Read" section of Chapter 4 on Health Care It highlights the importance of understanding main ideas, identifying vocabulary, and finding key details in the "After You Read" section of Chapter 5 on Men and Women However, it notes the absence of transcriptions for new words, which could aid learners in checking pronunciation and practicing speaking with peers, as seen in Part 4 "Vocabulary Practice" of Chapter 4 Additionally, the textbook incorporates vocabulary games in Part 4 "Building Vocabulary" of Chapter 7 on Work and Lifestyles, allowing learners to engage in playful study.
The textbook enhances learner interaction and communicative skills by offering a variety of activities that emphasize fluency and open-ended questions, thereby improving classroom engagement.
In general, although Interactions Access Reading helps students practice the target language through numerous listening, speaking, reading and even writing activities, it does help develop communicative abilities.
Interactions Access Reading presents a diverse range of new vocabulary words in each chapter, utilizing engaging activities such as Building Vocabulary, Previewing Vocabulary, and Identifying to enhance learning and retention.
Vocabulary and so on… These words are, above all, among the 1,000 most-frequently used words in English.
Research by Hill (2005) and Read (2004) indicates that approximately 2,000 word families are essential for effective verbal communication, suggesting that this number of new words is adequate for learners to develop their vocabulary.
Summary of the theoretical evaluation of the textbook
The textbook "Interactions Access Reading" offers several strengths that align effectively with the teaching and learning environment, reflecting its suitability for various cultural contexts Nonetheless, it also presents certain weaknesses that must be addressed to enhance its overall effectiveness An analysis of the textbook reveals both its advantages and areas for improvement.
1 The textbook provides contexts for the introduction of new structures and vocabulary, which are generally appropriate for learners’ level at CMCC.
2 It provides a good quantity of practice, following the target structure and vocabulary The activities include pair work, group work activities, which would be appropriate in a class of students of identical L1 background and with fixed chairs, tables and poor furnishing.
3 The variety of contexts are somewhat limited it means that there are numerous foreign contexts and few Asian contexts In particular, there are very few Vietnamese contexts which students can get familiar with, though this is understandable, as the textbook aims at beginner level.
4 The pictures and artwork are likely to be attractive to young learners and provide a helpful context for modelling and practicing structures It also provides learners with games to help them study and play at the same time in a relaxed environment Thus, it has sufficient supporting resources to assist the teaching and learning process.
5 There are no activities or drills for checking pronunciation or transcription in the textbook as it is one of the weaknesses of most students at CMCC.
Empirical evaluation
In this part, the textbook Interactions Access Reading will be evaluated and reported questionnaire findings The evaluation is carried out for not only teachers but also students at CMCC.
Questionnaires for teachers (Appendix 3) were completed by 11 teachers of English who have been teachingEnglish at CMCC The data collected were analyzed and described below.
4.3.1.1 Practical considerations, physical appearance and content pages
In Table 4.1 the results of the survey on practical considerations, physical appearance and content pages were shown.
1 The book is easy to achieve 0
2 The cover sheet is eye-catching with beautiful and colorful pictures.
3 The paper quality is good.
5 The aims and audience are clearly stated
6 There is a clear overview of the content page
(topics, functions, grammar, and skills) for each
7 The topics are interesting and suitable for my students.
Table 4.1: Summary of teachers’ evaluation on practical considerations, physical appearance and content pages
It is clear that the majority of teachers actually responded relatively favorably to these particular aspects of the book.
Teachers overwhelmingly agree that the textbook is easy to use, with 90.9% expressing strong approval The book features clear and concise learning objectives, along with a detailed overview of the topics, functions, grammar structures, and skills covered in each lesson, all conveniently outlined in the introductory table of contents.
The course components are well-structured around key topics like culture, travel, rules, jobs, and stories, demonstrating the book's alignment with the CMCC teaching process However, the overall coverage received a less favorable evaluation, with only 54.6% positive feedback and a notable 27.3% disagreement rate.
A detailed examination of the textbook showed that its cover was unattractive and lacking appeal, which likely contributed to the low ratings it received from survey respondents regarding this aspect.
The textbook is user-friendly and appropriately sized, featuring clear objectives and target audience descriptions, along with a well-organized content overview.
The study reveals that a significant percentage of teachers find the physical appearance and cover sheet unappealing, with 40.9% and 45.5% expressing disagreement, respectively This feedback indicates the need for improvements in these areas for future applications.
Table 4.2 below shows the teacher evaluation of the organization and structure of the textbook These two sources of information will be examined in turn
1 The textbook is well-organized 0
2 The lessons in the textbook are well-linked with each other.
Table 4.2: Summary of teachers’ evaluation of organization and structure
It can be said that in general, the results in Table 4.2 show that most of teachers agreed with the organization and structure of the textbook with 54.5% at least
A significant majority of teachers, 63.6%, agreed that the textbook was well organized, while only 9.1% disagreed One notable strength of the textbook is its specific layout and design for each unit, which includes tasks, expansion activities, and review sections directly in the student books.
However, the percentage of 9.1% and 18.2% answered
Some teachers expressed strong disagreement or uncertainty regarding the textbook, indicating a lack of alignment with the organization They identified a significant weakness in the design, noting that the uniformity of each unit makes the material appear simplistic, redundant, and potentially dull after a few chapters This is particularly concerning for new and inexperienced teachers who may depend heavily on the text for teaching ideas, strategies, activities, and lesson planning Therefore, it is essential to revise the textbook's structure to better meet the needs of learners at CMCC.
The percentage of teachers who agreed on the connection between lessons increased to 72.7%, significantly higher than the 27.3% who disagreed The textbook "Interaction Access Reading" is designed with a linear organization and sequencing that aims to reinforce specific grammatical structures and vocabulary, aiding learners in retaining this information in long-term memory This method of recycling involves presenting specific items multiple times in structured contexts, allowing learners to progressively engage with the material and deepen their understanding through varied exposure.
Activities are crucial in language teaching and learning, significantly influencing learners both positively and negatively Engaging and relevant activities can motivate students to study, while uninteresting ones may hinder their progress An evaluation of activities revealed insights from teachers regarding their effectiveness.
1 The difficulty of the activities and tasks is relevant at my students’ level.
2 The amount of listening, speaking, reading and writing in tasks and activities is
Table 4.3: Summary of teachers’ evaluation on activities and tasks
Table 4.3 reveals that 81.8% of teachers positively evaluated the difficulty level of activities in the textbook However, only 63.6% felt satisfied with the distribution of the four skills—listening, speaking, reading, and writing—indicating a significant concern, as 36.4% of respondents expressed uncertainty or disagreement This suggests that the distribution of skills may not align well with learners' levels, with many teachers noting an imbalance among the four skills.
The textbook primarily emphasizes reading skills, highlighting various techniques in a careful and scaffolded manner that benefits both students and teachers In contrast, other essential skills such as speaking, writing, and listening receive minimal attention, indicating a lack of comprehensive coverage in these areas.
The survey results indicated that pronunciation was a significant weakness of the book, as it included very few lessons on word stress, sentence stress, and intonation When these phonological aspects were addressed, the activities often lacked a communicative focus or context, relying instead on inadequate and generalized rules and descriptions of speech patterns, stress, and intonation.
Authors such as Cauldwell and Hewings (1996), Clenell
In their research, Levis (1999) highlights that both traditional and modern English Language Teaching (ELT) textbooks often exhibit issues with intonation However, these challenges can be significantly mitigated by adopting a new perspective on the role of intonation and considering the specific needs and capabilities of learners.
Teaching intonation should focus on its essential role and significance in communication rather than just the patterns themselves Enhancing the quality of the textbook at CMCC could involve redesigning skills, activities, and tasks to better emphasize this purpose.
In this part, five questions relating to methodology were targeted teachers to ask their views toward their teaching methodology The results are described in the following table.
1 By teaching tasks in Pre- reading, you interest your students in the topics they are going to learn.
2 By teaching tasks in while- reading, you help your students acquire knowledge to understand the reading texts.
3 You taught tasks in post-reading easily because you only help your students consolidate what they have learnt.
4 The methods used allow students to talk more than teachers.
5 The methods 1 2 2 6 0 used allow various class activities (9.1%) (18.2%
Table 4.4: Teachers’ opinions about methodology in the textbook
An analysis of the evaluation questionnaire indicated that respondents held a positive view of the teaching methodology Teachers expressed enthusiasm for engaging students in pre-reading tasks, which effectively motivated them through diverse and vivid illustrations These tasks encouraged students to brainstorm and utilize their background knowledge, fostering an enjoyable classroom atmosphere Informal feedback from teachers at CMCC confirmed that the tasks provided clear instructions and were appropriately challenging, resulting in successful student performance.