INTRODUCTION
Rationale
Coursebooks play a crucial role in language teaching and learning by outlining content and syllabus coverage For inexperienced teachers, textbooks provide a structured framework that simplifies lesson tracking and material preparation, incorporating linguistic activities and tasks As noted by Cunningsworth (1995) and Elis (1997), evaluating coursebooks allows teachers to gain valuable insights into the materials they use, moving beyond subjective assessments Hoang Van Van (2012) emphasizes that textbooks significantly influence the knowledge, attitudes, and principles of young learners For students, coursebooks serve as essential resources, clearly indicating what they will learn and what will be assessed throughout their studies.
The curriculum for this study includes 20 credits in English courses, divided into two phases: General English (GE) and English for Specific Purposes (ESP) The GE component comprises four courses totaling 14 credits, designed to provide students with foundational English knowledge over two years and four semesters Meanwhile, the ESP segment consists of two courses worth 6 credits, focusing on teaching English tailored for specific fields such as Tourism, Business, and Information Technology.
The coursebook serves as a vital resource for both teachers and students in university education, providing a structured framework that helps educators achieve the course's aims and objectives while facilitating effective learning for students.
The coursebook "Network - Get Connected 1" has been utilized for the second year at the university as the official material for first-year students Despite various opinions from teachers and students regarding its effectiveness, there has been no research conducted to evaluate whether the book meets course requirements Therefore, it is crucial for language teachers to thoroughly assess all aspects of this coursebook to enhance its usage and maximize its benefits in the classroom.
In the context of education in Vietnam, language plans and policies play a crucial role in shaping national language development and influencing social dynamics Within the formal education system, particularly in foreign language instruction, the significance of coursebooks prompts teachers to explore their content thoroughly This study aims to evaluate the strengths and weaknesses of these textbooks to improve and adapt them for future use The findings are expected to provide valuable insights for teachers, students, and coursebook designers alike.
Objectives of the study
This study aims to evaluate the coursebook "Network - Get Connected 1" by identifying its advantages and disadvantages to enhance teaching methods and improve student learning It focuses on assessing whether the current materials align with the A2 level requirements, including content, activities, vocabulary, and grammar, while also considering the expectations and objectives of both students and teachers.
Within the scope of an M.A thesis, this research paper focuses on evaluating the coursebook Network - Get Connected 1 used to teach general English communication for the first-year students.
Research questions
The study was designed to answer the two following questions:
• To what extent does Network - Get Connected 1 meet the course objectives and students’ and teachers’ expectations
• What suggestions should be made for its better future use?
Scope of the study
This research paper evaluates the coursebook "Network-Get Connected 1," utilized in General English courses for first-year students The study examines both students' and teachers' perspectives on the effectiveness of the coursebook Additionally, it assesses the alignment of the course requirements with participants' attitudes towards the material.
Significance of the study
This evaluation provides valuable feedback for English teachers by identifying the key factors that influence various aspects of the coursebook As a result, educators can utilize the material more effectively and meaningfully within their teaching environments.
Teachers can enhance their teaching by exploring various aspects, such as improving materials, refining teaching methodologies, and increasing learner involvement, all of which contribute to more effective teaching and learning activities.
Finally, the paper will be conducted to help teachers using this coursebook improve their language teaching methods of exploiting the material to fulfill satisfactorily students’ needs and interests.
Organization of the thesis
The paper is composed of 5 main parts:
Chapter 1: Introduction–presents the rationale, aims, research questions, significance of the study and design and design of the paper
Chapter 2: Literature review–provides theoretical basis for the study, reviewing relevant aspects relating to the material evaluation
Chapter 3: Research methodology–describes the ways to conduct the study including participants, procedure, survey instruments and data analysis
Chapter 4 Findings and discussion–analyses and discusses the results of the research to address the research questions
Chapter 5: Conclusion–gives conclusion, recommendations and limitations of the study, and makes some suggestions for further research
LITERATURE REVIEW
Teaching materials in language teaching and learning
It is vital to have a good definition about textbook, coursebook and material to evaluate the material correctly
Textbooks are essential teaching and learning materials for both educators and students, serving as a foundation for the educational process (Awasti, 2006) According to Tomlinson (1998), textbooks are core resources that deliver extensive knowledge and support students in developing key language skills, including grammar, vocabulary, and the four primary language competencies: listening, speaking, reading, and writing.
According to Grant (1987), coursebooks play a crucial role in addressing challenges by providing students with opportunities to engage with the target language during their learning Many scholars, including Allwright (1981) and O’Neil (1982), argue that coursebooks serve as valuable tools that foster a sense of system, cohesion, and progress, thereby aiding learners in achieving consistency and continuity in their language acquisition (Littlejohn, 1998; Hoang Van Van, 2012) However, there are contrasting views on the effectiveness of coursebooks in language education.
6 have a tendency to dictate what is taught, in an international order, and they have serious impact on how teachers use them” (McGrath, 2006)
Materials play a crucial role in language programs by serving as the syllabus, determining the content to be taught, the sequence of instruction, and influencing the density and pace of teaching (AbdelWahab, 2013; Allen, 2015; Garton & Graves, 2014; Mishan).
Educational materials play a crucial role in shaping the learning experience for both students and teachers, as they outline the curriculum and influence teaching methods (Timmis, 2015) These resources not only dictate the content to be taught but also guide assessment practices, ensuring a structured approach to language education (Harwood, 2014; McGrath, 2013) According to Tomlinson (1998), materials encompass a wide range of formats, including textbooks, workbooks, CDs, videos, photocopied handouts, newspapers, essays, and writing papers.
1.1.2 The role of materials in general English course
In contemporary language teaching and learning, materials are crucial as they serve multiple roles, such as providing presentation resources, facilitating student practice and interaction, and offering reference points for grammar, vocabulary, and pronunciation (Cunningsworth, 1995) Additionally, they inspire classroom activities and support inexperienced teachers Nunan (1988) emphasizes that materials are vital for enhancing the curriculum, offering concrete models of effective learning activities, and guiding teachers in developing their own instructional resources.
Regarding the multiple roles of materials in ELT, Richard (2001) states that basic content of the lesson and appropriate proportion of skills are provided in
7 materials In addition, they are really helpful for inexperienced and unwell- trained teachers
While coursebooks play a crucial role in many EFL classrooms, research on teachers' material selection remains limited Teachers often rely on expert recommendations, but the demand for authentic materials is increasing in the context of communicative teaching Additionally, a lack of time and administrative support hampers teachers' ability to select and adapt necessary materials effectively Consequently, researchers have not offered sufficient guidance to help educators make informed decisions.
In recent years, both developed and developing countries have increasingly embraced technology in language teaching The integration of computers, projectors, and audio-video equipment has significantly enhanced language proficiency opportunities in the classroom This shift has led to a more diverse selection of teaching materials, including audio-visual resources like movies and cartoons, printed materials such as posters and newspapers, realia like menus and brochures, and audio content including news and dialogues that cover various language functions.
Ianiro (2007) identifies two essential types of authentic materials that benefit ESL/EFL learners: print materials and auditory materials Print materials encompass order forms, websites, magazines, and newspapers, while auditory materials include radios, broadcasts, e-books, movies, videos, and DVDs.
Materials evaluation
Materials evaluation is a crucial aspect of the educational process, as highlighted by McDonough & Shaw (2012), who state that the effectiveness of selected materials can only be accurately assessed after they are implemented in the classroom and feedback is gathered Furthermore, Tomlinson (1998) describes materials evaluation as a systematic assessment of the materials' value in relation to both their intended objectives and the goals of the learners utilizing them.
According to Brown (1995), evaluation involves systematically collecting and analyzing pertinent information to enhance curriculum development and assess its effectiveness within specific institutions.
In conclusion, materials evaluation is crucial for teachers as it aids in selecting appropriate teaching methodologies and achieving course objectives This evaluation highlights both the strengths and weaknesses of materials used in teaching and learning, enabling instructors to leverage the advantages while addressing the disadvantages Ultimately, this process contributes to improving the overall quality of education.
According to Hutchison and Waters (1987), evaluation involves assessing the suitability of materials for specific purposes After utilizing any educational resources, it's essential to evaluate their effectiveness in meeting course objectives and to identify necessary modifications While determining the best syllabus can be challenging, it is crucial to ascertain how well it aligns with the course requirements.
9 means teachers evaluate the materials based on the required purposes or goals that would be acquired by students
In addition to that, Hutchison and Water (1987) emphasize that the decision in evaluating the materials is more effective by using a systematic check of all the important variables
Materials evaluation is essential for two primary reasons: first, it enables educators to select the most appropriate resources for specific teaching situations, and second, it assesses the effectiveness of these materials in the teaching and learning process This evaluation process aids teachers and institutions in deciding whether to continue utilizing existing materials or to seek more effective alternatives.
Evaluating coursebooks is essential for ensuring effective teaching and learning This assessment helps identify the strengths and weaknesses of the materials, enabling educators to develop appropriate methodologies for delivering knowledge effectively The findings from coursebook evaluations can either validate the use of a particular resource or guide teachers in making informed decisions about instructional strategies.
Materials evaluation can be classified in a number of different ways by different researchers
Cunningsworth (1995: 76) and McGrath (2002: 14-15), for example, mention three types of materials evaluation: pre-use evaluation, in-use evaluation, and post-use evaluation
Ellis (1997) categorizes materials evaluation into three types: preliminary, formative, and summative evaluation While these classifications differ in terminology, they share similarities with the frameworks established by Cunningsworth and McGrath.
Pre-use evaluation, as noted by Tomlinson (2003), emphasizes predicting the potential value of a coursebook for a specific class, making it one of the most challenging evaluation types In contrast, in-use evaluation focuses on gathering data related to planning, implementation, and feedback, effectively aligning the coursebook with specific requirements such as learner objectives, backgrounds, and available resources (Cunningsworth, 1995).
Post-use evaluation assesses the suitability of coursebooks, and as noted by Ellis (1998) and Tomlinson (2003), it is the least commonly conducted type of evaluation However, it is considered the most valuable because it effectively measures the actual impact of the materials on users.
According to Ellis (1997, 1998), McGrath (2002), and Harmer (2001), conducting a post-use evaluation of textbooks is challenging Ellis (1998) elaborates on this issue, noting that teachers often feel no necessity for a systematic and principled evaluation of their materials (p 221) This reluctance stems from the extended duration of textbook usage, which prevents teachers from making informed decisions about whether to continue using, adapt, or replace the materials effectively.
The materials evaluation process consists of three key stages: preliminary evaluation, formative evaluation, and summative evaluation Preliminary evaluation assesses the potential suitability of materials before use, while formative evaluation gathers data on planning, implementation, and user response during the material's application Finally, summative evaluation takes place at the course's conclusion, providing a retrospective assessment that highlights the materials' strengths and weaknesses.
Preliminary evaluation, as noted by Ellis (cited in Tomlinson, 1998), is conducted prior to the commencement of a course to identify the most suitable materials for a specific group of learners and to assess particular aspects of their needs.
11 the published materials” needed adapting to suite the purposes of the evaluators
Formative evaluation is an essential aspect of program development, conducted throughout the course to identify effective elements and areas needing improvement (Richard, 2001) This ongoing assessment aids in refining the material in real-time and provides insights for future enhancements In contrast, summative evaluation occurs after the course completion, assessing the overall effectiveness and outcomes of the program.
(2001) states that this type of evaluation is designed to determine the effectiveness of materials
In the context of TDU, the evaluator opted for a post-use evaluation to assess the coursebook's effectiveness, drawing insights from both teachers and students This approach aims to gather feedback and provide strategies for adapting the coursebook to enhance its future usability.
Richards (2001) identifies two main types of evaluators in educational settings: insiders and outsiders Insiders, including teachers, students, and course designers, play a crucial role in committing to the implementation of evaluation results due to their deep understanding of the teaching and learning context Teachers, in particular, can monitor and adapt the materials used in the program, allowing them to make necessary modifications that enhance the overall quality of education.
(1998) stressed that insiders may suffer from several drawbacks when they can be “too closed and involved or lack of expertise”
Materials adaptation
According to Maley (2011), writers of published materials must recognize the diverse and unpredictable nature of learners, teachers, and classroom contexts, necessitating a reevaluation of these elements The interplay between materials, teachers, and learners is crucial, yet there often exists a gap between the materials provided and the actual needs of learners Maley emphasizes that "the materials can be conceived of as constituting a constraint upon the individual teacher’s sense of what may be appropriate at a given pedagogical moment" (2011: 380) Therefore, materials adaptation is essential to align educational resources with learners' needs, teachers' demands, and the objectives of the administration.
To adapt materials, there are basically 5 major factors such as addition, deletion/omission, modification/changing, simplification and rearrangement/re-ordering
In my university teaching context, all materials, particularly coursebooks used in the English Language Teaching (ELT) program, are sourced from renowned international publishers like Cambridge and Oxford University Press, specifically designed for an international student audience.
The coursebook features English conversations from various English-speaking countries, presented through short dialogues and stories in each unit It includes audio and video recordings by speakers from diverse backgrounds, such as Filipino and Japanese, allowing students to experience a range of accents and broaden their understanding of the English language This format encourages students to engage actively by playing characters and practicing conversations in pairs or small groups However, to prepare for exams and improve their language skills, students must focus on achieving the course objectives To facilitate this, teachers should adapt the coursebook by streamlining unnecessary tasks, incorporating additional activities, and providing supplementary handouts.
18 important part in teaching and learning process to get the high quality of teaching and learning.
Previous studies
Numerous researchers have focused on materials evaluation to identify the advantages and disadvantages of materials used in specific contexts.
A study by Liz (2005) evaluated a university-level textbook used in a language course at a South Korean university, involving eight lecturers and five hundred students The research aimed to assess the textbook's alignment with the needs of both students and teachers, focusing on its overall pedagogical value and suitability for the university language program Participants provided feedback through a survey regarding their post-use experiences, specifically addressing the perceived pedagogical value of the textbook's content as well as practical aspects such as layout and design.
In 1997, Ayman conducted a macro-materials evaluation research at Bilkent University School of Language with Upper Intermediate level students, aiming to assess the perceptions of students and instructors regarding a textbook for English for Academic Purposes Utilizing questionnaires for both teachers and students, the study revealed a general satisfaction with the textbook However, it identified significant drawbacks, including a lack of activities and practical topics, as well as the ineffectiveness of the teacher's book The author also provided recommendations for educators on effectively utilizing the textbook and enhancing students' awareness of material usage.
The study titled “Teachers’ Evaluation of Primary English Textbooks for Vietnamese Schools Developed under the National Foreign Languages 2020 Project: A Preliminary Internal Survey” by Van, H.V (2015) seeks to gather evaluative feedback from teachers using these textbooks to identify their strengths and weaknesses Overall, the findings indicate that teachers' evaluations are largely positive The research is structured into four main sections, with Part 1 providing a brief overview of Tieng Anh.
The research on the English textbooks Tiếng Anh 3 and Tiếng Anh 4, piloted in 92 primary schools in Vietnam, encompasses the study's design, aims, research sites, subjects, instruments, procedures, and data analysis methods Findings reveal a positive evaluation from teachers, with high ratings across excellent, very good, and good categories, indicating that both textbooks are of high quality and align with modern foreign language teaching criteria The study concludes by discussing the strengths and weaknesses of the textbooks and offers suggestions for future research.
In her 2010 thesis, Nguyen Thi Ha Quyen evaluated the Market Leader coursebook used by first-year students at Hai Phong University, focusing on teachers' and students' perceptions of its advantages and disadvantages The study utilized a combination of research methods, including document analysis and survey questionnaires, to assess the audience, objectives, content, and methodology The findings revealed notable dissatisfaction with the material and offered suggestions for further research.
Both research are very valuable and practical not only in term of teaching but also in evaluating the materials However, with the study of Hoang Van Van
The study focused solely on teachers rather than the students who directly utilize the textbook To enhance the comprehensiveness and credibility of the research, it is recommended that the author incorporates additional research methods, such as observations and in-depth interviews.
Chapter summary
In this chapter, relevant literature has been reviewed which has helped create the theoretical framework for the study “An evaluation of the coursebook
Network - Get Connected 1 for First-year Students at a University in Hanoi:
Teachers’ and Students’ Perspective” The chapter discussed critically relevant concepts, different aspects related to material evaluation and some approaches to teaching and learning process In this study, concepts
The article discusses the evaluation of various educational materials, including textbooks and coursebooks, highlighting the importance of post-use assessments It references previous studies relevant to the research, enabling the author to understand the teaching and learning context By identifying the strengths and weaknesses of coursebooks, the author aims to align them more closely with the expectations of both teachers and learners for improved future utilization.
In summary, it is very neccessary to evaluate the materials both before and after using them in order to make the teaching and learning process more effectively
METHODOLOGY
The setting of the study
Among Vietnam Universities, TDU is a private university established in 2004 which trains 6 basic majors: Tourism, Linguistics, Economics, Information Technology, Pharmacy and Autonomic Technology
At TDU, students are required to complete 20 credits in English, making it a compulsory subject This course is taught over six semesters, spanning from the first to the third year The first year includes two semesters of general English, utilizing the coursebook "Network - Get Connected 1" by Tom.
Hutchinson and Kristin Sherman’s course, first published in 2012, offers students a comprehensive English learning experience worth 8 credits in the first year, divided into two semesters with 4 credits each The initial semester covers 8 out of 16 units from the coursebook, with students attending English lessons three times a week in classes of approximately 40 To assess learning outcomes, students participate in two progress tests, each lasting 45 minutes, during the semi-final and final terms At the course's conclusion, students must complete a 50-minute written test and an 8-minute speaking test Utilizing the Network - Get Connected coursebook, the program employs a learner-centered approach designed to enhance students' English communicative competence, targeting A1-A2 levels of the Common European Framework.
By the end of the course, students will acquire the ability to engage in basic conversations and gain knowledge of common daily topics They will understand and apply essential English grammar in various social situations, while also enhancing their speaking, reading, listening, and writing skills Additionally, students will significantly improve their communication, presentation, and teamwork abilities.
The coursebook "Network - Get Connected 1," authored by Tom Hutchinson and Kristin Sherman and first published in 2012, comprises 16 units covering various everyday topics such as daily routines, family, and jobs Designed for A1-A2 level English learners, it equips students with practical knowledge, essential grammar, and relevant vocabulary, along with real-life functional language To facilitate self-study and improve listening skills, the student’s book is accompanied by a CD Room, making it easier for learners to engage with the material at home.
Unit 1: Where are you from?
Unit 3: What do you like to do?
Unit 5: Out on the town
Unit 10: What did you study?
Unit 11: What happened to you? Unit 12: I’m going on a cruise Unit 13: I eat a lot of cake Unit 14: What do you like to wear? Unit 15: My hometown is nicer Unit 16: All around the world
Research Methods
The study was designed to answer the two following questions which can be reproduced below:
• To what extent does Network - Get Connected 1 meet the course objectives and students’ and teachers’ expectations?
• What suggestions should be made for its better future use?
Due to the scope of this thesis study, the evaluation is conducted with 111 first-year students and 6 teachers of English
The research involved selecting English teachers from the Faculty of Tourism and Linguistics, irrespective of their teaching experience or the textbooks they utilized The group comprised six teachers aged between 26 and 57, including four who have completed their advanced degrees.
The MA program in English builds on a foundational BA degree, equipping students with advanced knowledge and skills Experienced teachers, who have utilized this coursebook extensively, contribute significantly to the learning experience, with one educator boasting over a decade of teaching English.
20 years of teaching, two teachers have been teaching English for more than
10 years of teaching, one teacher for over 5 years of teaching, and two others for 2 years The coursebook Network Get Connected 1 has been using by all teachers since 2018
A total of 111 first-year students from various departments, aged between 18 and 19, were randomly selected for the study These participants had recently completed their first year of studies, encompassing all 16 academic units.
24 coursebook They are all at basic English level who come from classes D108K10, D104K10, D102K10, D111K10
This study utilizes a combination of data collection instruments, including a survey questionnaire, document analysis, and interviews, to ensure the researcher obtains reliable and valuable information for effective evaluation.
This study involves a researcher who serves as both an evaluator and a teacher, having taught the coursebook for several years The researcher employs document analysis as a key method to assess the coursebook's alignment with its objectives and to determine if it meets the expectations of both students and teachers.
According to Litz (2005), survey questionnaires are essential tools in social science for gathering opinions, defining objectives, and analyzing teaching and learning environments In this study, a questionnaire with four sections was distributed to both teachers and students to assess their evaluations of the current coursebook The author utilized Hutchison and Water's evaluation framework, employing a five-point Likert scale ranging from "Strongly agree" to "Strongly disagree" to gauge responses.
Section 1 is designed to collect students’ and teachers’ opinions about the aim of the coursebook: whether it matches students’ and teachers’ goals
Section 2 is conducted to find teachers’ and students’ opinions about the content of the coursebook including the difficulty, linguistics characteristics and skills
Section 3 is designed to gather teachers’ and students’ opinions about the methodology of the coursebook
Section 4 is prepared to seek the teachers’ and students’ opinions about their suggestions, comments and expectations for the coursebook
The purpose of the interview is to gain deeper insights into the perspectives of teachers and learners following their responses to a questionnaire In this research, a semi-structured interview format was employed with three English teachers to gather additional information regarding their questionnaire responses and evaluations of the coursebook The interview consists of four sections, with questions designed to align closely with the survey questionnaire, aiming to elucidate teachers' opinions more clearly.
Section 1 is designed to collect teachers’ opinions about the aim of the coursebook
Section 2 is conducted to find teachers’ opinions about the content of the coursebook including the difficulty, linguistics characteristics and skills Section 3 is designed to gather teachers’ opinions about the methodology of the coursebook
Section 4 is prepared to seek the teachers’ opinions about their suggestions, comments and expectations for the coursebook
In this study, the researcher utilized a survey questionnaire to collect data from both teachers and first-year students Initially, the author prepared the questionnaire based on findings from document analysis The survey was subsequently distributed to 6 teachers and 111 students, who provided their responses to the questions posed.
During the survey, students and teachers received immediate clarification from the researcher for any questions or uncertainties they had This support enhanced the respondents' confidence, allowing them to provide accurate answers based on their experiences with the coursebook.
The researcher updated and compiled the results from the questionnaire, followed by conducting interviews with three English teachers to gain deeper insights into their opinions and evaluations.
Interviews were conducted face-to-face in classrooms during break time, following prior appointments where the researcher explained the interview's objectives Each interview lasted approximately 10 minutes and was conducted in English All raw data from the questionnaires and interviews were collected and organized into two separate files: one for teachers and another for students.
This chapter focuses on the research context and methodology, detailing the coursebook's objectives and contents for participants It outlines the data collection instruments and procedures, including a survey questionnaire administered to six English teachers and 111 first-year students, as well as interviews conducted with three teachers The results from the questionnaire for both teachers and students will be presented in numerical form and displayed in tables, with further discussion to follow in the next chapter.
RESEARCH RESULTS AND DISCUSSIONS
Findings for the first research question
The coursebook helps students learn basic grammar and vocabulary in daily life
The coursebook helps students improve listening and speaking skills
The coursebook helps students improve reading and writing skills
Students can practice speaking by using real conversations in the coursebook
Students can expand their knowledge of communication, culture and team work
The coursebook helps students improve pronunciation
Table 4.1 Students’ and teachers’ opinions of the aims of the coursebook Network - Get Connected 1
The evaluation of the coursebook revealed that most participants, including both students and teachers, were satisfied with its objectives, particularly in enhancing listening, speaking, communication, and teamwork skills However, there was a notable disagreement among teachers regarding the coursebook's effectiveness in improving students' reading and writing abilities, as well as their pronunciation Teachers attributed this lack of progress to the insufficient number of tasks and activities related to pronunciation and writing included in the coursebook Consequently, they suggested that adaptations should be made to incorporate more exercises to provide students with opportunities for practice in these areas Interestingly, students felt that the coursebook aligned with their goals for improving their pronunciation and writing skills.
The researcher, as a teacher utilizing the coursebook, finds it inadequate for teaching pronunciation and writing skills due to several factors Both the researcher and fellow educators agree that the coursebook lacks sufficient tasks for students to practice these skills effectively Notably, it does not include dedicated writing sections, and the existing writing activities are often too simplistic, focusing on tasks like filling in paragraphs or constructing basic sentences Additionally, time constraints in the classroom hinder the ability to engage in more comprehensive writing activities Despite these shortcomings, the coursebook has contributed to students' progress in speaking, listening, communication, grammar, and vocabulary.
4.1.2.1 The difficulty of coursebook’s content
Figure 4.1 Students’ opinions about the difficulty of the coursebook’s content
Figure 4.2 Teachers’ opinions about the difficulty of the coursebook’s content
Criteria 1 Criteria 2 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Students' opinions about the difficulty of the coursebook's content
Strongly diffi cult Difficult Medium Not difficul t Easy
Criteria 1 Criteria 2 Criteria 3 Criteria 4 Criteria 5 Criteria 6 Teachers' opinions about the difficulty of the coursebook's content
Strongly diffi cult Difficult Medium Not difficul t Easy
According to Figure 3.1, 59.4% of students found the grammar in the coursebook to be of medium difficulty, indicating it is manageable for them Additionally, Figure 3.2 shows that 83.3% of teachers shared the same assessment as their students, suggesting that the grammar content in the coursebook is appropriately aligned with student capabilities.
The evaluation of vocabulary revealed a consensus among both teachers and students regarding its appropriateness for the students' English language level, with 57.6% of students and 83.3% of teachers in agreement However, 31.5% of students found the vocabulary challenging Despite this, the coursebook's vocabulary not only encourages students to learn and engage with the language but also motivates them to overcome the challenges associated with mastering new words.
Both teachers and students agree that the speaking tasks in the coursebook are effective and appropriate for learners Specifically, 61.3% of students and 83.3% of teachers rated the difficulty level of these speaking tasks as medium, indicating they are manageable for students Notably, only 2.7% of students found the speaking tasks to be quite easy, highlighting that the majority perceive them as suitably challenging.
The evaluation of the coursebook highlights the importance of listening practice, with 46.9% of students indicating that it aligns with their listening proficiency Notably, there is a consensus among teachers and students regarding the difficulty level of listening tasks, as 50% of teachers rated them as medium rather than difficult This alignment suggests a shared understanding of listening challenges within the course material.
31 coursebook is quite hard for their students Sharing with teachers, 39.6% students said that they felt difficult in learning listening skill in this material
The evaluation of the reading and writing components of the coursebook indicates a high level of satisfaction among both teachers and students, with 74.95% of teachers and 59% of students deeming these sections appropriate for their skill levels However, a notable discrepancy exists regarding the writing tasks; 45.1% of students find the writing assignments too challenging, while only 33.3% of teachers believe the writing section is relatively easy for their students.
A follow-up interview with three teachers revealed key challenges in the coursebook's effectiveness Teachers and students lacked sufficient time to thoroughly teach and practice new vocabulary in the listening section, which hindered comprehension Additionally, there was a disconnect between teachers' and students' evaluations of the writing tasks; teachers felt the writing exercises were not challenging enough to enhance students' writing skills, as the coursebook prioritized communication over writing development The limited variety of writing tasks further restricted practice opportunities To address these issues, teachers should invest time in designing engaging activities at home, while students need to prepare vocabulary and review materials thoroughly to maximize their learning during lessons.
Ts Ss Ts Ss Ts Ss
Table 4.2 Teachers and students’ opinions about the linguistics covered in the coursebook
As can be seen in Table 3.2, there were some similarities and differences between students and teachers about the linguistics displayed in the coursebook
In a recent analysis of grammar coverage in a coursebook, 5.4% of students felt it included a significant amount of grammar sections, while no teachers shared this view Conversely, a substantial majority of students (81.1%) and a third of teachers (33.3%) considered the grammar content to be "adequate." Additionally, 66.7% of teachers and 13.5% of students expressed that the coursebook provided "not much" grammar coverage.
Both teachers and students unanimously agreed that the grammar coverage in the evaluated coursebook was satisfactory, with no respondents selecting the option "not at all." This indicates that the amount of grammar presented in the coursebook aligns well with their expectations.
Secondly, relating to vocabulary, it was surprised that 14.4% students claimed the vocabulary covered in this coursebook was too much for them to learn
The coursebook was generally well-received, with 75.7% of students and 66.7% of teachers agreeing that the vocabulary proportion was adequate While no teachers expressed a strong opinion that the vocabulary was excessive, 33.3% of teachers and 9.9% of students felt that the vocabulary coverage was insufficient Overall, the coursebook effectively met the vocabulary needs of both teachers and students.
In a recent survey, 11 students expressed that the pronunciation coverage in the material was substantial, representing 9.9% of the content Additionally, a significant majority of students, 70.3%, felt that the pronunciation adequacy in the book was satisfactory In contrast, all teachers (100%) deemed the pronunciation material as insufficient, with only 19.8% of students sharing this viewpoint.
In conclusion, as shown Table 3.2, the linguistics characteristics covered in this coursebook are suitable for teachers and students at my university
Ts Ss Ts Ss Ts Ss Ts Ss
Table 4.3 Teachers and students’ opinions about the skills covered in the coursebook
In a recent survey regarding language skills in a coursebook, both teachers and students expressed similar views on listening, speaking, and reading skills, with 77.7% of teachers and 64.6% of students deeming these skills adequately represented However, a small percentage, 16.7% of teachers and 19.2% of students, felt the coverage was insufficient In contrast, a significant majority of teachers (83.3%) rated the writing skill as "not much," while only 16.7% found it adequate Interestingly, 67.5% of students (75 out of 111) believed the coursebook provided sufficient opportunities to improve their writing skills, although there was a notable disagreement, with 14.5% of students feeling it was lacking and 18% believing it was abundant.
Based on the author's experience, the coursebook was found to be deficient in writing tasks and exercises essential for developing students' skills Additionally, it is crucial for teachers to allocate more time and provide varied activities to enhance students' speaking practice in the classroom.
Units Themes/Topics Learning outcomes
Unit 1: Where are you from?
Talking about where people are from
Students will be able to:
- introduce someone and say where someone is from
- name some countries and nationalities
Unit 2: Everyday Talking about daily Students will be able to:
35 life routines - talk about schedule
- respond to things people say
Unit 3: What do you like to do?
Talk about what you like to do
Students will be able to:
- ask questions with the present simple
Asking about family Students will be able to:
- make and respond to suggestions
Unit 5: Out on the town
Asking about places Students will be able to:
- talk about places around town
- ask for and give directions Unit 6: Welcome home!
Talking about what you are doing
Students will be able to:
- talk about room and furniture
- talk about what people are doing
Unit 7: I can do that Inviting someone to do something
Students will be able to:
- talk about schedules and dates
- talk about ability, possibility and permission
Students will be able to:
- make and respond to polite requests
Talking about where people were
Students will be able to:
- talk about places to go
- say how good or bad something was
Students will be able to:
- talk about favourite school subjects
Describing an injury Students will be able to:
- talk about parts of body
- ask questions about past events
- talk about buying medicine U12: I’m going on a cruise
Students will be able to:
- describe plans for the future
Talking about diet Students will be able to:
- talk about foods and drinks
- talk abnout coun and noncount nouns
- order a meal in a restaurant U14: What do you Talking about Students will be able to:
37 like to wear? clothes - talk about clothes
Students will be able to:
Students will be able to:
Table 4.4 The topics and its outcomes in the materials
Table 3.4 highlights that the topics covered are closely related to students' lives, including subjects, weather, and classes In the first lesson, students explored Unit 1: "Where are you from?" which focuses on introducing individuals and identifying their origins, allowing them to name various countries and nationalities Similarly, Unit 11: "What happened to you?" addresses the topic of injuries, enabling students to describe visible body parts and share experiences with classmates Additionally, the coursebook provides essential medical knowledge, equipping students with the skills to purchase medicine and address health issues.
38 the coursebook has suitable topics and contents in order to enhance students’ learning in terms of speaking and communication skills
Chart 4.1 Teachers and students’ evaluation on topics
In order to improve communicative skills in daily conversations, the topic is one of the most important factors to the success of teaching and learning the coursebook’s content
Findings for the second research question
A recent survey indicates that the coursebook met the expectations of both teachers and students Teaching and learning are dynamic processes that require ongoing changes in methodology and coursebook usage Three teachers involved in the survey provided insights and suggestions for future enhancements to the coursebook.
To effectively motivate students in language learning, teachers must first understand their individual needs and interests Recognizing each student's learning style, proficiency level, and expectations for the course is essential This knowledge enables educators to tailor their approaches, fostering a more engaging and supportive learning environment.
The coursebook lacks essential tips and strategies for first-year students to study effectively To address this gap, experienced teachers should share their valuable learning strategies by providing clear instructions and distributing handouts containing necessary study tips for students.
Teachers must remain adaptable in modifying educational materials to align with their students' abilities This involves a thorough analysis of the content prior to its use, allowing educators to identify necessary changes or edits Consequently, teachers can create effective lesson plans, activities, and strategies that foster student learning and development.
CONCLUSION
This study evaluates the suitability of the coursebook "Network - Get Connected 1" in meeting the expectations and requirements of both teachers and students It provides insights into the coursebook's strengths and weaknesses, highlighting areas for potential improvement The findings reveal the responses of teachers and students regarding whether the coursebook aligns with its objectives and fulfills their educational needs, ultimately aiming to enhance effective learning outcomes.
The analysis indicates that the coursebook effectively meets the needs of the majority of students, particularly in its relevance to topics, grammar, and vocabulary Students express satisfaction with the reading, speaking, listening, and writing sections, which significantly enhance their language skills Additionally, most respondents provide positive feedback on the variety of activities and tasks that align with their requirements The material incorporates effective teaching and learning techniques, such as pair work, group work, individual presentations, and class activities.
To enhance the effectiveness of the coursebook for first-year students at Thanh Do University, several recommendations were made Two teachers emphasized the need for diverse tasks for each language skill to better facilitate student practice Additionally, one teacher proposed incorporating a task-based methodology, suggesting it should account for approximately 20% of the curriculum Furthermore, it was recommended that educators supplement the textbook with additional resources to enrich the learning experience.
47 materials in order to design more tasks/exercises meanwhile students have extra references to use during their study
In conclusion, the assessed coursebook aligns well with the expectations and needs of both teachers and students regarding knowledge and skills Therefore, it is recommended for continued use in the upcoming academic year Nonetheless, certain sections of the coursebook require modifications to enhance its effectiveness in facilitating English language learning for students.
The limitations of this MA study are evident, as it involved a small sample of only 111 out of 300 first-year students, which may not accurately represent the entire cohort at TDU A larger participant pool could enhance the validity of the findings Additionally, the effectiveness of the coursebook is contingent upon students' ability to utilize the material properly; self-motivation and real-life application of knowledge are essential for meeting their expectations Furthermore, three of the six teachers surveyed lacked experience in coursebook evaluation, relying instead on personal teaching experiences, which undermines the representativeness of their assessments.
According to the basic major of findings and the limitations of the study, it is suggested that future research should be extended to evaluate the coursebook
Network - Get Connected 1 for all first-year students Furthermore, it is very
It is essential for future research to extend its focus on the adaptation of the coursebook Additionally, evaluating the coursebook's effectiveness for students during both their active use and post-use periods is crucial for comprehensive assessment.
AbdelWahab, M M (2013) Developing an English language textbook evaluative checklist IOSR Journal of Research & Method in Education
Allen, C (2015) Marriages of convenience? Teachers and coursebooks in the digital age ELT Journal 69.3, 249-263
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(On-line), 11, (1-2), 1-10 Retrieved March 30, 2010 from http://www.nelta.org.np/journals/2006.pdf
Ayman , B (1997) Evaluation of an English for academic purpose textbook:
A Case Study Unpublished master’s thesis, METU, Ankara, Turkey
Brown, J.D (1995) The elements of language curriculum: a systematic approach to program development Boston: Heinle & Heinle
Cunningsworth, A (1995) Choosing your book London: Macmillan
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Ellis, R (1997) The Empirical evaluation of language teaching material,
Ellis, R (1998) ‘The Evaluation of Communicative Tasks’ In B Tomlinson
(Ed), Materials Development in Language Teaching (1st ed.,pp.217-238) Cambridge: Cambridge University Press
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APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS
This questionnaire aims to assess the coursebook "Network - Get Connected 1" for first-year university students Your feedback is crucial for this evaluation, and all responses will be kept confidential and used solely for this study Thank you for your cooperation in providing honest answers Your participation is greatly appreciated.
This survey consists of 4 sections:
Section 4: Student’s comment and evaluation
You have studied English for …
Under 1 year 1-5 years over 5 years
In your opinion, which English level are you belong to?
Not good Medium Good Excellent
Question 1: Do you agree or disagree with those statements by choosing suitable numbers below:
5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1: Strongly disagree
1 The coursebook helps students learn basic grammar and vocabulary in daily life
2 The coursebook helps students improve
II listening and speaking skills
3 The coursebook helps students improve reading and writing skills
4 Students can practice speaking by using real conversations in the coursebook
5 Students can expand their knowledge of communication, culture and team work
6 The coursebook helps students improve pronunciation
Question 2: How difficult is the content of the coursebook?
5: strongly difficult 4: difficult 3: medium 2: not difficult 1: easy
Question 3: What do you think about the linguistics covered in the coursebook
A lot Adequate Not much Not at all
Question 4: What do you think about the proportion of work on each skill designed in the coursebook?
No Skills A lot Adequate Not much Not at all
Question 5: Are the topics in the coursebook familiar with your real life?
5: Strongly agree Agree 3: Neutral 2: Disagree 1: Strongly disagree
Question 6: How could you improve your English after finishing this course?
Very much Much not much not at all
Question 7: Does the material provide the tasks/activities of language element below?
5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1: Strongly disagree
1 Giving the right tense of the verbs
5 Using grammar to practice speaking
7 Reading with rhythm and intonation
Question 8: Does the coursebook provide the tasks/activities of skills below?
5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1: Strongly disagree
No Skills Tasks/activities Grade
Making description Multiple choice Gap-filling
Completing charts-tables False/True
4 Writing Writing simple, complex and compound sentences Practicing essays, emails, notes
Question 9: Please, indicate your opinion by ticking the grade below
5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1: Strongly disagree
1 When learning language elements, the students work individually, work in pairs and work in groups
2 When learning speaking tasks, the students
V work individually, work in pairs and work in groups
3 When learning listening tasks, the students work individually, work in pairs and work in groups
4 When learning reading tasks, the students work individually, work in pairs and work in groups
5 When learning writing tasks, the students work individually, work in pairs and work in groups
6 Students self-study at school or at home
Question 10: The following teaching and learning techniques are used in the coursebook Please tick the appropriate boxes
5: Strongly like 4: Like 3: Neutral 2: dislike 1: Strongly dislike
Question 11: Which teaching and techniques are used in your classroom?
Section 4: Student’s comment and evaluation
Question 12: What are your suggestions or comments for improvement the coursebook?
Thank you so much for your co-operation!
APPENDIX 2: PHIẾU KHẢO SÁT Ý KIẾN SINH VIÊN
Các em sinh viên thân mến!
Hiện nay tôi đang thực hiện một nghiên cứu đánh giá giáo trình Network - Get
Connected 1 được thiết kế cho sinh viên năm nhất hệ đại học chính quy Tôi mong muốn nhận được ý kiến đóng góp, nhận xét cũng như nhu cầu và nguyện vọng của các bạn trong quá trình học giáo trình này Những ý kiến của các bạn rất quan trọng và có giá trị trong việc đánh giá giáo trình, giúp tôi phát hiện những điểm chưa phù hợp và thực hiện các điều chỉnh hợp lý nhằm nâng cao hiệu quả giảng dạy và chất lượng học tập tại trường Tôi cam kết bảo mật thông tin và ý kiến mà các bạn cung cấp, chỉ sử dụng cho mục đích nghiên cứu Rất mong nhận được sự hợp tác và câu trả lời trung thực từ các bạn.
Chân thành cảm ơn sự hợp tác của các em!
Phiếu khảo sát bao gồm 4 phần chính như sau:
Phần 1: Mục tiêu của tài liệu
Phần 2: Nội dung của tài liệu
Phần 3: Phương pháp giảng dạy
Phần 4: Đánh giá, nhận xét và gợi ý cho việc cải thiện chất lượng giảng dạy học và học tập
Số năm học tiếng Anh trước khi học giáo trình
Dưới 1 năm Từ 1-5 Trên 5 năm
Em đánh giá khách quan năng lực tiếng Anh của mình trước khi học khoá học tiếng Anh giao tiếp A2 sử dụng giáo trình Network như thế nào?
Kém Trung bình Khá Tốt
Phần 1: Mục tiêu của tài liệu
Trong bài viết này, chúng ta sẽ thảo luận về việc đánh giá tài liệu và mức độ đồng ý hoặc không đồng ý với các đánh giá cụ thể Bạn cần thể hiện ý kiến cá nhân của mình bằng cách đánh dấu vào số điểm tương ứng với từng đánh giá.
5: hoàn toàn đồng ý 4: đồng ý 3: trung lập 2: không đồng ý 1: hoàn toàn không đồng ý
TT Tiêu chí đánh giá Số điểm
Giáo trình này trang bị cho sinh viên kiến thức về cấu trúc ngữ pháp và từ vựng cơ bản, giúp học viên giao tiếp hiệu quả bằng tiếng Anh trong các tình huống hàng ngày.
2 Giáo trình giúp sinh viên phát triển kĩ năng nghe nói
3 Giáo trình giúp sinh viên phát triển kĩ năng đọc viết
4 Giáo trình cung cấp nhiều cơ hội thực hành nói các cuộc hội thoại trong thực tế
5 Giáo trình giúp sinh viên mở rộng kiến thức về văn hoá giao tiếp, kĩ năng giao tiếp và kĩ năng làm việc nhóm
6 Giáo trình giúp học viên cải thiện khả năng phát âm
Phần 2: Nội dung của tài liệu
Đánh giá độ khó của các thành phần nội dung trong cuốn tài liệu bằng cách chọn số điểm thích hợp dưới đây.
5: rất khó 4: khó 3: trung bình 2: không khó lắm 1: dễ
TT Tiêu chí đánh giá Số điểm
3 Các bài tập thực hành nói
4 Các bài tập thực hành nghe
5 Các bài tập thực hành đọc
6 Các bài tập thực hành viết
Câu hỏi 3: Bạn nghĩ như thế nào về khối lượng kiến thức của từng đặc điểm ngôn ngữ có trong giáo trình
STT Đặc điểm ngôn ngữ Nhiều Vừa đủ Không nhiều
Câu hỏi 4: Bạn nghĩ như thế nào về tỉ lệ các kĩ năng trong giáo trình
STT Kỹ năng Nhiều Vừa đủ Không nhiều Không có
Câu hỏi 5: Các chủ đề trong giáo trình có thiết thực gần gũi với cuộc sống của bạn?
5: hoàn toàn đồng ý 4: đồng ý 3: trung lập 2: không đồng ý 1: hoàn toàn không đồng ý
Câu hỏi 6: Hãy cho biết mức độ tiến bộ của em sau khi kết thúc khoá học này?
Rất tiến bộ Tiến bộ Có tiến bộ nhưng không đáng kể
Phần 3: Phương pháp dạy học
Câu hỏi 7: Giáo trình cung cấp những dạng bài tập nào về các đặc điểm ngôn ngữ dưới đây
5: hoàn toàn đồng ý 4: đồng ý 3: trung lập 2: không đồng ý 1: hoàn toàn không đồng ý
STT Các dạng bài tập về đặc điểm ngôn ngữ
1 Chia dạng đúng của động từ
2 Sắp xếp từ thành câu có nghĩa
4 Cho dạng đúng của động từ
5 Sử dụng ngữ pháp vừa học để thực hành nói
6 Đọc to âm và từ
7 Đọc câu với ngữ điệu phù hợp
Câu hỏi 8: Giáo trình cung cấp các dạng bài tập nào về các kĩ năng?
5: hoàn toàn đồng ý 4: đồng ý 3: trung lập 2: không đồng ý 1: hoàn toàn không đồng ý
STT Kĩ năng Dạng bài tập thực hành Số điểm
5 4 3 2 1 Đóng vai đoạn hội thoại
1 Kĩ năng nói Phỏng vấn
Miêu tả Chọn đáp án đúng Điền từ
Hoàn thành bảng biểu Chọn đúng/sai
Chọn đáp án đúng Điền từ
3 Kĩ năng đọc Hoàn thành câu
Hoàn thành bảng biểu Chọn đúng/sai
4 Kĩ năng viết Thực hành viết câu đơn, sau đó là viết câu ghép và câu phức
Thực hành các dạng bài viết
3.2 Chỉ dẫn các bài tập thực hành
Câu hỏi 9: Hãy nêu ý kiến của bạn về các nhận xét sau bằng cách lựa chọn điểm thích hợp
5: hoàn toàn đồng ý 4: đồng ý 3: trung lập 2: không đồng ý 1: hoàn toàn không đồng ý
STT Nhận xét Số điểm
1 Khi thực hành các điểm ngôn ngữ, sinh viên tự luyện một mình, tiếp đó luyện theo cặp và theo nhóm
2 Khi thực hành nói, sinh viên tự luyện một mình , tiếp đó luyện theo cặp theo nhóm
3 Khi thực hành nghe, sinh viên tự luyện một mình, tiếp đó luyện theo cặp theo nhóm
4 Khi thực hành đọc, sinh viên tự luyện một mình, tiếp đó luyện theo cặp theo nhóm
5 Khi thực hành viết, sinh viên tự luyện một mình, tiếp đó luyện theo cặp theo nhóm
6 Sinh viên tự luyện tập các kĩ năng
3.3 Phương pháp giảng dạy và học tập
Câu hỏi 10: Hãy nêu ý kiến của bạn về các phương pháp giảng dạy và học tập dưới đây bằng cách lựa chọn số điểm thích hợp
5: rất thích 4: thích 3: trung lập 2: không thích 1: hoàn toàn không thích
STT Phương pháp giảng dạy và học tập Số điểm
3.4 Công cụ hỗ trợ giảng dạy và học tập
Câu hỏi 11: Những dụng cụ dạy học nào sau đây được giáo viên của bạn sử dụng?
Các giáo cụ dạy học khác
Phần 4: Đánh giá chung, kiến nghị và góp ý
Câu hỏi 12: Cuối cùng, em có ý kiến hay đề xuất đối với cuốn giáo trình này dựa trên những tiêu chí sau đây?
……… -Sự phân bố thời gian trong mỗi bài:
……… Xin chân thành cảm ơn sự hợp tác từ các em!
This questionnaire aims to gather teachers' opinions on the English teaching coursebook, Network - Get Connected 1 Your participation is greatly valued and will significantly contribute to the evaluation and enhancement of the coursebook Rest assured, all information provided will be kept confidential and used solely for this research Please respond to the following questions with care and honesty.
Thank you so much for your cooperation!
This survey consists of 4 sections:
Section 4: Student’s comment and evaluation
Question 1: Do you agree or disagree with those statements by choosing suitable numbers below:
5: Strongly agree 4: Agree 3: Neutral 2: Disagree 1:
1 The coursebook helps students learn basic grammar and vocabulary in daily life
2 The coursebook helps students improve listening and speaking skills
3 The coursebook helps students improve reading and writing skills
4 Students can practice speaking by using real conversations in the coursebook
5 Students can expand their knowledge of communication, culture and team work
6 The coursebook helps students improve pronunciation
Question 2: How difficult is the content of the coursebook?
5: strongly difficult 4: difficult 3: medium 2: not difficult 1: easy
Question 3: What do you think about the linguistics covered in the coursebook
A lot Adequate Not much Not at all
Question 4: What do you think about the proportion of work on each skill designed in the coursebook?
No Skills A lot Adequate Not much Not at all
Question 5: Are the topics in the coursebook familiar with your real life?
5: Strongly agree 4: Agree 3: Neutral 2: Disagree
Question 6: How could your students improve their English after finishing this course?
Very much Much not much not at all
Question 7: Does the material provide the tasks/activities of language element below?
5: Strongly agree 4: Agree 3: Neutral 2: Disagree
1 Giving the right tense of the verbs
5 Using grammar to practice speaking
7 Reading with rhythm and intonation
Question 8: Does the coursebook provide the tasks/activities of skills below?
5: Strongly agree 4: Agree 3: Neutral 2: Disagree
No Skills Tasks/activities Grade
Making description Multiple choice Gap-filling
Completing charts-tables False/True
Completing charts-tables False/True
4 Writing Writing simple, complex and compound sentences Practicing essays, emails, notes
Question 9: Please, indicate your opinion by ticking the grade below
5: Strongly agree 4: Agree 3: Neutral 2: Disagree
1 When learning language elements, the students work individually, work in pairs and work in groups
2 When learning speaking tasks, the students work individually, work in pairs and work in groups
3 When learning listening tasks, the students work individually, work in pairs and work in groups
4 When learning reading tasks, the students work individually, work in pairs and work in groups
5 When learning writing tasks, the students work individually, work in pairs and work in groups
6 Students self-study at school or at home
Question 10: The following teaching learning techniques are used in the coursebook Please tick the appropriate boxes
5: Strongly like 4: Like 3: Neutral 2: dislike
Question 11: Which teaching and learning techniques are used in your classroom?
Section 4: Teacher’s comment and evaluation
Question 12: What are your suggestions or comments for improvement the coursebook?
Thank you so much for your co-operation!
APPENDIX 4: TABLE OF CHECKLIST FOR EVALUATION
(adapted from Hutchinson and Water’s checklist (1987))
What are the aims of your course? What are the aims of the materials?
Note: check that the aims are actually what they are said to be, by looking carefully at the material itself.)
What language points should be covered?
(i.e What particular structures, functions, vocabulary areas etc.)
What micro-skills do you need? (e.g deducing the unfamiliar words)
What subject-matter is/are required?
What level of knowledge should be assumed? (e.g secondary school, first year college/ university, post-graduate etc.)?
What types of topics are needed? (e.g in medicine, hospital organization , medical technology etc.)
What treatment should the topics be given? (e.g straightforward, factual, taking into account issues, controversy, etc.)
What language points do the materials cover?
What micro-skills do the materials cover?
What is/are the subject- matter areas, assumed level of knowledge, and types of topics in the materials?
What treatment are the topics given?
How is the content organized throughout
How should the content be organized throughout the course?
- by some other means (e.g study skills)?
How should the content be organized within the course units?
- By a set pattern of components?
- To allow a clear focus on (e.g certain skill areas, a communicative task etc.)?
How should the content be sequenced throughout the course? e.g - from easier to more difficult?
Should there be no obvious sequence?
How should the content be sequenced within a unit? e.g – from guided to free?
- by some other means? the materials?
How is the content organized within the units?
How is the content sequenced throughout the materials?
How is the content sequenced within a unit?
Should there be no obvious sequence?
What aspects of the learners’ attitudes to learning English should the course take into account?
What kinds of exercises/tasks are needed? e.g
- language/skills practice many possible right answers?
- language-/skill-based content- based
- role-play, simulation, drama, games?
What teaching-learning techniques are to be used? e.g
What learners’ attitudes to learning English are the materials based on?
What kinds of exercises/tasks are included in the materials?
What teaching-learning techniques can be used with the materials?