Aim of the study
The study aimed to assess how teachers evaluated the "English for Law Enforcement" ESP textbook, providing insights that could enhance teacher development By understanding teachers' evaluations of this specific learning material, the research seeks to identify key aspects that may influence the practical assessment of ESP textbooks and other educational resources.
Significance of the study
Teachers play a crucial role in effectively utilizing textbooks and learning materials for student learning Their evaluation of these resources significantly impacts both pre-service and in-service teacher education, enhancing awareness and skills in textbook assessment Notably, many teachers actively participate in workshops and conferences on textbook evaluation, both locally and internationally, and are motivated to engage in extensive readings on the subject This study aims to further these efforts in improving textbook evaluation practices.
Method of the study
This study investigates two key research questions: the extent of differences among teachers in their evaluation of a textbook and their opinions on this evaluation A quantitative research approach was employed, utilizing a specially designed questionnaire with self-evaluation criteria and interviews focused on teachers' practical experiences with the coursebook to gather data.
Scope of the study
The textbook "English for Law Enforcement" is classified as a form of English for Specific Purposes (ESP) materials, as it addresses specialized content relevant to law enforcement According to Hutchinson and Waters (1987), ESP emphasizes tailoring content and methods to the learners' specific reasons for studying This perspective is reflected in the self-evaluation criteria and interview questions developed by the researcher, which focused on the textbook's content and teaching methods The study specifically targeted English teachers from the English Group within the Department of Foreign Languages, supervised by the PPA.
Design of the study
This thesis is structured in three parts:
This part is considered a general introduction covering several key points, including rationale (reasons for choosing the theme), aim, scope, method and design of the study
Chapter 1 (Literature Review) establishes a foundational framework for literature reviews and theories related to materials evaluation It introduces essential terminologies pertinent to materials evaluation, providing readers with a clear understanding of the specific methods and criteria applicable to this study.
Chapter 2 (Research Methodology) is covered with specific particulars relating to research methodology Importantly, two major instruments as questionnaire and interview will be discussed a lot
Chapter 3 (Results and Discussions) deals with two research questions via the analysis of questionnaire and interview data Apart from that, a number of recommendations will be also raised herein
This part provides a brief summary of all the obtained results will be reported and potential suggestions for further study may be made
The final chapter includes References, which cite specific sources of supporting documents, and Appendixes, which provide checklists and various forms of questions used to gather data from participants.
LITERATURE REVIEW
English for Specific Purposes
English for Specific Purposes (ESP) is recognized as an approach to language teaching, where decisions regarding content and methods are tailored to the learner's specific reasons for learning, as noted by Hutchinson and Waters (1987) ESP plays a crucial role in society by addressing a wide range of specialized fields, including business, medicine, law, engineering, and history According to Brian Tomlinson (2007), ESP serves as an umbrella term for teaching English to students who require the language for particular work or study-related purposes.
According to Dudley-Evans (1998), the characteristics of ESP can be described as specifically follows:
- ESP is defined to meet specific needs of the learners
- ESP makes use of underlying methodology and activities of the discipline it serves
- ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre
- ESP may be related to or designed for specific disciplines.
Coursebooks
- ESP is generally designed for intermediate or advanced students
- Most ESP courses assume basic knowledge of the language systems According to Carter (1983), three characteristics of ESP consists of (i) authentic material, (ii) purpose-related orientation, and (iii) self-indirection
Overall, the discussed elements contribute to readers' comprehension of English for Specific Purposes (ESP), including its definitions and key characteristics Additionally, this article will explore various theories related to coursebooks and the evaluation of coursebooks.
Materials, as defined by Tomlinson (2001:66), encompass a wide range of resources that aid in language learning These materials can be linguistic, visual, auditory, or kinaesthetic, and may be delivered in various formats such as print, live performances, or digital media including cassettes, CD-ROMs, DVDs, and online platforms.
The terms "textbook" and "coursebook" are often used interchangeably, with no significant semantic difference between them Additionally, the term "materials" serves as an umbrella term that encompasses coursebooks.
Coursebooks are essential for both students and teachers in any English Language Teaching (ELT) program, serving as the core component of instruction Nunan (1999) emphasizes that a textbook is crucial for classroom dynamics, making it hard to envision a class without one Additionally, Ahour and Ahmadi (2012) highlight that textbooks effectively deliver knowledge to learners Overall, these definitions underscore the significant role that coursebooks play in the educational process.
Coursebooks play a crucial role in English Language Teaching (ELT) by serving as essential tools for both teachers and learners According to Tomlinson (2003), they provide a structured roadmap that allows educators and students to anticipate upcoming lessons and reflect on previous ones Cunningsworth (1995) highlights the diverse functions of ELT coursebooks, including presenting written and spoken materials, fostering interaction, serving as vocabulary and grammar references, and facilitating classroom activities and self-directed learning Ahour and Ahmadi (2012) emphasize that textbooks are vital sources of organized knowledge, making information accessible to learners For teachers, coursebooks offer a framework to meet course objectives and inspire creative lesson ideas, while for learners, they provide a structured approach to meet their educational needs.
A coursebook plays a significant role in aiding teachers and learners to improve their general knowledge and cultural understanding of the target language However, despite its benefits, various researchers have identified notable disadvantages associated with textbook reliance Scholars like Nunan (1980), Allwright (1981), and Stern (1992) argue that an over-dependence on a single textbook can hinder learners' needs, while Cunningsworth (1995) emphasizes that such reliance diminishes the valuable contributions of skilled teachers in the learning process Swales (1980) views the widespread use of textbooks as a sign of educational failure Additionally, Tomlinson (2003), Ur (1996), and Williams (1983) contend that no textbook can adequately cater to diverse learning styles and classroom requirements At its worst, excessive reliance on textbooks can lead teachers to neglect lesson preparation (Ur, 1996; Tomlinson, 2008), resulting in student boredom and disengagement during English lessons.
In the context of Vietnamese educational institutions, textbooks play a crucial role in language programs, highlighting the importance of weighing both their benefits and limitations.
Coursebook Evaluation
Given the significance of the topic, conducting a thorough materials evaluation is essential Before delving deeper into this study, it is important to define key concepts such as "Evaluation" and "Coursebook Evaluation," along with other relevant aspects.
Researchers have offered various definitions of "Evaluation" and "Materials Evaluation." Dudley (1998) describes evaluation as a comprehensive process that starts with identifying necessary information and concludes with implementing changes to current practices or shaping future ones Hutchinson and Waters (1987) view evaluation as a matching process that aligns needs with available solutions Nunan (1998) emphasizes that materials evaluation is an ongoing process rather than a final product Tomlinson and Masuhara (2004) elaborate that materials evaluation assesses the value of educational resources by evaluating their impact on users, considering factors such as the materials' appeal, validity, ability to engage and motivate learners, potential learning value, support for teachers in preparation and assessment, and adaptability to various contexts.
Coursebook evaluation is essential for selecting the most suitable materials for teaching, as highlighted by Sheldon (1988), who emphasizes that it helps educators identify a coursebook's strengths and weaknesses Tomlinson (1996) views material evaluation as a form of action research that enhances teachers' understanding of how materials function, contributing to their professional development by fostering a critical academic perspective Cunningsworth (1995) points out that evaluation allows for assessing the appropriateness of coursebooks for diverse learners and teaching contexts Additionally, Robinson (1991) notes that evaluation serves as a quality control mechanism, enabling educators to understand the effectiveness and limitations of the materials in use.
(1993), evaluation can afford general insights into how teachers use materials and therefore suggest directions both for materials development and professional development activities
In materials evaluation, the term "approach" has been used inconsistently McGrath (2002) aligns "a systematic approach" with "a cyclical approach," which encompasses three key stages: pre-use evaluation to determine potential suitability, in-use evaluation, and ongoing assessment.
In evaluating educational materials, various approaches are employed to ensure their effectiveness and suitability McDonough and Shaw (1993) propose a three-stage model that includes external evaluation (macro-evaluation), internal evaluation (micro-evaluation), and overall evaluation, which combines both perspectives Similarly, Ansary and Babaii (2002) introduce a systematic "Checklist Approach to Textbook Evaluation" in their article, emphasizing objectivity in the assessment process Additionally, Hutchinson and Waters (1987) recommend a four-step macro-evaluation process that involves defining criteria for judgment, conducting subjective and objective analyses of the materials, and assessing how well they meet identified needs These frameworks provide valuable insights into the fundamental methods of materials evaluation in educational contexts.
With regard to the methods of materials evaluation, McGrath (2002:25) provides three basic methods to evaluate coursebooks, as specifically follows:
- the impressionistic method (analyzing a coursebook on the basis of a general impression): impressionistic analysis is concerned to obtain a general impression of material As Cunningsworth‟s (1995:1) term
An "impressionistic overview" involves quickly assessing a book by reading its back cover description and skimming through its content, including the organization, layout, topics, and visuals.
The checklist method is a systematic approach to evaluation that combines impressionistic assessments with detailed analyses of specific features or sections of a book This method involves briefly engaging with the text for an initial impression, followed by a thorough examination using tailored checklists designed for specific evaluation purposes As highlighted by Skierso (1991:440, citing Tucker), the structured nature of the checklist method enhances the reliability and effectiveness of the evaluation process.
A thorough textbook evaluation checklist must include a comprehensive array of criteria grounded in fundamental linguistic, psychological, and pedagogical principles that support contemporary language learning methods These criteria should be extensive enough to cover all aspects of the textbook while also being specific enough to allow for focused assessment on individual characteristics or related groups of features.
The effectiveness of a checklist's systematicity hinges on four key criteria: it must be grounded in solid pedagogical principles, cover all aspects of the textbook, clearly differentiate between its features, and be pertinent to the specific context of use.
Williams (1983) emphasizes that checklists are dynamic tools that evolve over time, reflecting the era and perspectives of their creators Consequently, the categories found in materials evaluation instruments or observation schedules are shaped by the context in which they were developed, similar to the published materials they assess Therefore, a generic checklist often requires customization to effectively meet the specific needs of a given situation.
The in-depth method involves a thorough examination of key characteristics to determine if materials can fulfill their asserted claims This approach emphasizes analyzing specific features and conducting a detailed review of selected extracts, as suggested by Cunningsworth (1995).
(Hutchinson, 1978), or a thorough examination of several units using predetermined questions (Johnson, 1986)
Researchers have proposed various criteria for materials evaluation to assist teachers in adopting a more systematic and objective approach Utilizing a checklist can enhance the evaluation process, ensuring that educators make informed decisions based on established standards.
Sheldon (1998) outlines essential criteria for evaluating resources, which encompass rationale, availability, user definition, layout, accessibility, linkage, selection, and physical characteristics Additionally, it emphasizes the importance of appropriateness, authenticity, sufficiency, cultural bias, educational validity, stimulus, revision, flexibility, guidance, and overall value for money.
Materials evaluation often assumes that evaluators have clearly defined end-users in mind, such as learners, teachers, and specific contexts Consequently, discussions around evaluation criteria are typically context-specific While this focus is significant, it is beneficial to distinguish between different aspects of evaluation, as highlighted by Ur.
(1996), between general criteria (i.e the essential features of any good teaching- learning materials) and specific (or context-related) criteria
Tomlinson (1999:11-12) takes the definition of specific criteria a step further, suggesting four categories of specific criteria
1 Media-specific criteria: i.e those which related to the particular medium used
2 Content-specific criteria: i.e those which relate to the nature of the material
3 Age-specific criteria: i.e the suitability of the material (e.g visuals, cognitive challenge) for the age-group for which it is intended
4 Local criteria: i.e the appropriateness of the material for the particular environment in which it is to be used
Tucker (1975: 355) outlines a set of criteria aligned with fundamental linguistic, psychological, and pedagogical principles, which are categorized into four primary groups: pronunciation, grammar, content, and general criteria.
Teachers‟ evaluation of coursebooks
The literature review reinforces Tomlinson's (1998) assertion regarding the limited number of studies on teachers' evaluations of textbooks Despite extensive efforts, only three significant studies were identified, primarily utilizing questionnaires and checklists to gauge teachers' perceptions of commercial textbooks One notable study by Kayapinar (2009) surveyed English language teachers across 25 high schools in Turkey, with fourteen schools using the Opportunities textbook and eleven using New English File The study involved 94 teachers completing a 76-item questionnaire, along with 40 participating in interviews, revealing predominantly negative evaluations Teachers expressed concerns about the textbooks' inadequate support for independent learning, insufficient systematic treatment of pronunciation, and a need for enhanced vocabulary reinforcement Additionally, they highlighted that while the target language culture was often presented, the cultural context of Turkish students was rarely included.
A study by Litz (2005) on Turkish teachers' evaluations of the commercial textbook "English Firsthand 2" revealed significant dissatisfaction with the university's decision to adopt it, primarily due to inadequate review sections and exercises Supporting these findings, Al-Yousef (2007) conducted research with a limited set of four questions, which confirmed that teachers expressed a strong desire for more review materials.
The literature review highlights the necessity for increased research on teachers' evaluations of coursebooks McGrath (2013) emphasizes that while researchers' evaluations can lead to material changes, teachers' assessments are crucial for informing practical actions This underscores the motivation behind the study presented in this thesis.
The next chapter presents the research methodology and the research procedures.
RESEARCH METHODOLOGY
Backgrounds
The People’s Police Academy (PPA) in Vietnam is recognized as the leading institution for police education and training English proficiency is essential for all PPA students, as mandated by the Board of Directors, particularly for credit students who require a strong grasp of specialized police vocabulary and knowledge in English for their future careers To support this, a range of carefully selected police coursebooks has been implemented, with the "English for Law Enforcement" ESP coursebook being officially adopted for the past three years This coursebook is primarily utilized for credit students who possess pre-intermediate English proficiency.
Most credit students at the PPA typically complete a one-year course in general English, using the coursebook designed for this purpose.
In the second semester of their second year, students will begin using the ESP coursebook, "English for Law Enforcement" by Charles Boyle and Ileana Chersan, after starting with "English Unlimited – Pre-intermediate" (Cambridge University Press, 2010, 2011) Initially, students may struggle with police vocabulary and foundational legal knowledge, making it challenging to grasp both language and content However, by the time the course is implemented, students will have improved their vocabulary and understanding of law and policing concepts This progress is largely due to the course's relevant content, which aligns closely with their major, serving as a motivating factor for their continued learning and development in the field.
Students are required to attend English lessons three times a week, totaling six periods for each class of approximately 40 students Midway through the course, they must complete a 90-minute mid-term test, although this does not include a speaking component At the course's conclusion, students are obligated to take a 90-minute written exam and a 12-minute speaking test.
This study comprehensively evaluates the outcomes of the ESP coursebook from both teachers' and students' perspectives, focusing on the effectiveness of its practical implementation.
Goals and Objectives of the ESP coursebook
Recognizing the increasing demands on police forces and the language needs of police students, the PPA's Board of Directors has emphasized the importance of foreign language proficiency, particularly in English, for effective police work To address this, they have issued numerous official guidelines aimed at enhancing human resources with strong foreign language skills across various aspects of policing A key initiative has been the implementation of the ESP coursebook "English for Law Enforcement," following extensive workshops, discussions, and pilot training sessions, which align with the specific goals and objectives of the course.
Upon completing the course, students will acquire a substantial vocabulary of police terminology and professional structures, enabling them to access foreign police documents and a wide range of evaluable sources This knowledge will facilitate their study of various professional subjects, such as Investigation, Prison Management, Administrative Management, and Criminal Techniques, enhancing their understanding of police skills, competencies, and relevant laws in the upcoming semester.
The course aims to equip students with essential police terminology and structures, enabling them to understand complex concepts such as crime, offenders, and criminal prosecution Students will learn to apply this knowledge in practical contexts, including formulating interrogative questions in foreign criminal cases and conducting crime scene investigations Additionally, the program emphasizes improving English language skills at A2-B1 levels, facilitating extensive reading of legal documents and enhancing communication with international colleagues during meetings and workshops Furthermore, students will develop the ability to distinguish various types of crimes, significantly enhancing their professional knowledge on a national and global scale Ultimately, these objectives require students to dedicate themselves to both in-class and independent learning to achieve success.
Descriptions of the ESP coursebook
The coursebook "English for Law Enforcement" by Charles Boyle & Ileana Chersan is specifically designed for law enforcement professionals, including police, gendarmes, military police, border guards, customs officials, and security personnel, making it an ideal resource for Vietnamese law enforcers from diverse backgrounds.
The coursebook effectively addresses the full range of law enforcement activities, from daily interactions with the public to international collaboration in cross-border operations It aims to equip learners with essential communication skills and provides a thorough examination of contemporary challenges faced by law enforcers, along with the necessary language to navigate these issues Furthermore, it offers engaging and dynamic language practice focused on core vocabulary and functional language relevant to various branches of law enforcement.
"English for Law Enforcement" is designed for students at the A2 (pre-intermediate) to B1 (intermediate) English levels The authors emphasize that the material is best utilized in a classroom setting with a teacher However, students can also engage in independent study using both the Student's Book and an accompanying CD-ROM, which features an interactive workbook to enhance language skills Additionally, learners are encouraged to access the official website for further resources.
“www.macmillanenglish.com/englishforlawenforcement”to download and enjoy other self-study resources available for the student‟s book
Each designed unit addresses a significant topic and is structured into four modules, each containing relevant tasks or activities Here are some key points for your convenience.
Regarding its topics, the entire material is constituted of 12 units in appropriate with each different topic, as specifically follows:
Unit 1: The world of law enforcement Unit 7: Civil disorder
Unit 2: Traffic and vehicles Unit 8: At the police station
Unit 3: Out in the community Unit 9: Crime scene investigation Unit 4: Emergency call Unit 10: Criminal justice
Unit 5: Crimes against property Unit 11: Organized crime
Unit 6: Drugs and alcohol Unit 12: International co-operation Referring to the format commonly designed for each unit, the writers distribute each unit into four following modules:
Alpha : These modules contain information and language for the topic area of each unit
: In these modules, the focus is on grammar and structures More practice is provided on the CD-ROM
Charlie : The focus here is on functional language
In the concluding module of each unit, you will encounter a problem-solving scenario or a project that requires you to create something This serves as a valuable opportunity to apply the knowledge, grammar, and vocabulary acquired from the previous modules within the unit.
Research questions
With the said objectives, the study was carried out to find out the answers to the below-mentioned research questions:
(1) - To what extent do teachers differ in their evaluation of the textbook?
(2) – What are the opinions of teachers about their evaluation of the textbook?
Research approaches
According to McGrath (2002:25), an effective approach to materials evaluation involves a combination of both the checklist and in-depth methods Specifically, quantitative research was employed through the use of self-evaluation questionnaires and email interviews This application is considered the most suitable and practical research method for addressing the stated research questions.
Participants
The study focuses on a target population of 20 experienced English teachers from the English Group in the Department of Foreign Languages, under the supervision of the PPA While the total population consists of 25 members, the five teachers who are newly recruited lack practical experience with the specific ESP coursebook, which is why they are excluded from the study For a detailed overview of the target population, please refer to Table 1 in the presentation.
Table 1: Information on the subject group
Teaching experience with this ESP coursebook
The study involved a group of 20 teachers, comprising 4 males and 16 females, with ages ranging from 30 to over 50 Their academic qualifications included 4 with Bachelor's degrees, 15 with Master's degrees, and 1 with a Doctorate in English teaching methods, all having completed a short-term training course in law and police competence Each teacher had a minimum of one year of experience teaching the specific English for Specific Purposes (ESP) coursebook, with the majority having 1-5 years of overall teaching experience (11 members), while 8 had 6-15 years, and only 1 had 16-25 years Regarding their experience with the ESP coursebook, 3 teachers had 1 year, 12 had 2 years, and 5 had 3 years of teaching experience.
With the above things, it can be affirmed that readers may further understand the subject group engaged in this study.
Instruments
This study employs a quantitative research methodology, utilizing two primary instruments: questionnaires and email interviews These tools are effective for gathering data, enabling the researcher to obtain satisfactory answers to the research questions.
A questionnaire is a written instrument that presents respondents with a series of questions or statements to react to, either by writing out their answers or selecting from existing options, as defined by Brown (2001) This tool is a popular instrument in social sciences, particularly useful for collecting opinions and analyzing teaching and learning situations, according to Litz (2005) One of the key advantages of survey questionnaires is that respondents can complete them without pressure, allowing them to express their thoughts freely Additionally, closed-ended questions are straightforward to answer, making the process even more efficient, as noted by Grillham (2000).
This study quantitatively evaluates an English for Specific Purposes (ESP) coursebook using a self-evaluation questionnaire based on a 5-point Likert scale The questionnaire comprises 10 questions focused on content criteria, specifically assessing the tasks and activities presented in the textbook.
“Appendix A”) The procedure for analysis of acquired findings from this questionnaire was performed under the following steps:
The questionnaire was developed based on existing literature regarding second language acquisition and the significance of textbooks in facilitating learners' progress Following its creation, the questionnaire underwent testing with a teacher from a different school to ensure clarity and eliminate any ambiguity in the items presented.
The questionnaire was distributed to participating teachers, who were given one week from the date of receipt to complete and return it This timeframe was established to allow teachers sufficient opportunity to provide detailed and accurate responses.
Step 3: Analysis of Questionnaire Data
After completing data collection, the findings from the questionnaire were synthesized from the participants' responses and organized into tables and figures These figures were then processed using Microsoft Excel, a widely used software program The synthesized data were converted into specific percentages through a percentage conversion formula This allowed for a comparison of each criterion, corresponding to each question, to assess the differences in coursebook evaluation among the target subjects and to clarify their perceptions of the ESP coursebook.
Step 4: Interview - Analysis of Interview Data
Interviews are a valuable tool in evaluation, offering in-depth insights and critical information (Dudley & Evans, 1998) Patton (1996) identifies three qualitative interview formats: informal conversational interviews, standardized open-ended interviews, and interview guides Utilizing interviews helps to minimize the number of open-ended questions in questionnaires, thus reducing the time required for respondents to complete them Additionally, interviews facilitate the collection of diverse opinions and ideas that might otherwise be missed (Litz, 2005).
Interviews serve as an effective method for gathering additional data, helping researchers to minimize subjective biases and perceptions from participants Based on the initial analysis of questionnaire data, interview questions were designed to provide deeper insights into teachers' evaluations of the textbook (refer to “Appendix B”) Due to time constraints, face-to-face interviews were replaced with e-mail interviews, where teachers received questions via e-mail and submitted their responses in the same manner The qualitative analysis of these e-mail responses involved identifying key words to develop overarching themes.
Step 5: Compare the questionnaire data and interview data
The comparison of the acquired questionnaire and interview data aims to provide the researcher with relevant answers to the research questions This chapter outlines the essential features of the research methodologies, including the background, research questions, participants, and instruments used in the study Ultimately, this chapter is crucial for helping readers understand the data collection and analysis procedures that will be discussed in the following chapter.
RESULTS AND DISCUSSIONS
Analysis of Questionnaire Data
To address the research question regarding the extent of variation in teachers' evaluations of the textbook, it is essential to develop specific evaluation criteria for the study's questionnaire These criteria are crucial for accurately capturing teachers' genuine perceptions and assessments of the ESP coursebook As outlined in Chapter 3, the questionnaire employs a 5-point Likert scale, ranging from Excellent to Very Good, to facilitate this evaluation.
The study utilized a questionnaire featuring 10 content-related questions to evaluate teaching effectiveness, with a scoring scale ranging from "Good" to "Not good." A total of 20 printed questionnaires were distributed to teachers, and all responses were collected on schedule, resulting in a 100% response rate due to the teachers' cooperation The gathered data was then analyzed and presented in Table 2.
Table 2: Findings on teachers’ evaluation of the ESP coursebook
1 To what extent does the textbook provide exposure to
2 To what extent is the exposure to English in use likely to be meaningful to your learners?
3 To what extent are the texts and activities likely to interest your learners?
4 To what extent are the activities likely to provide achievable challenges to your learners?
5 To what extent do the activities provide opportunities for your learners to make discoveries about how English is used?
6 To what extent do the activities provide opportunities for creative use of English?
7 To what extent does the textbook help your learners to make use of the opportunities to learn outside the classroom?
8 To what extent is the textbook likely to help your learners achieve the course objectives?
9 To what extent is the textbook likely to meet your learners‟ learning needs?
10 To what extent is the textbook appropriate to your teaching context? 5 25 4 20 8 40 1 5 2 10
Table 2 presents detailed findings from teacher evaluations of each criterion, revealing varying percentages across the board Notably, a significant number of respondents rated the ESP coursebook as level 3 "Good," with this rating capturing the highest percentages (40-60%) for most criteria, except for Criteria 2, 3, and 7, which received second-highest ratings of 30%, 35%, and 30%, respectively Criteria 2 and 3 achieved level 2 "Very good" with 35% and 40%, while Criteria 7 was rated level 4 "Not very good" at 40% In contrast, level 5 "Not good" ranked lowest across nearly all criteria, with percentages between 5-10% or receiving no evaluations (0%) Although distinguishing between level 2 "Very good" and level 4 "Not very good" proved challenging, the overall support indicated that level 2 was more appropriate, followed by level 4, particularly as two criteria (1 and 8) received no ratings at all Level 1 "Excellent" garnered limited responses (5-25%) compared to the higher ratings, but still surpassed level 5 "Not good," which received the least favorable feedback (5-10%).
Based on a thorough analysis of the recorded data, the ESP coursebook is generally regarded as a source of "Good" learning materials Notably, 60% of teachers rated its characteristics positively, highlighting its appeal and effectiveness in the educational context.
The evaluation of the ESP coursebook reveals its effectiveness in achieving course objectives, particularly in providing essential professional vocabulary and structures for future careers Participants highly valued the coursebook's ability to foster creative use of English (55%) and facilitate discoveries about its practical application (50%), alongside offering achievable challenges and authentic exposure to the language (both at 50%) While the coursebook generally met learners' needs (45% rated it "Good"), there was notable dissatisfaction regarding its support for out-of-class autonomous learning (40% rated it "Not very good") and meaningful exposure to English (30% rated it "Not very good") Despite some criticisms, few teachers rated the coursebook as "Not good," with a small percentage acknowledging its excellence in helping learners meet course objectives (20%) and aligning with the teaching context (25%) Overall, the data analysis highlights a varied range of criteria selected by teachers, indicating a lack of common standards in their evaluations of the ESP coursebook.
The findings indicate that "Good" consistently emerged across nearly all evaluation criteria, while "Not good" was largely overlooked This pattern suggests that the researcher can effectively address the initial research question: "To what extent do teachers differ in their evaluation of the textbook?"
Analysis of Interview Data
To explore teachers' opinions on textbook evaluations, the researcher conducted email interviews with 20 participating teachers from the questionnaire Each teacher received five interview questions via personal email, and all responses were collected as planned The gathered data was thoroughly interpreted and synthesized before detailed analysis This analysis revealed key insights into the advantages and limitations of the textbooks, including any inappropriate characteristics, as well as recommendations for necessary modifications to address these issues Additionally, the findings highlighted how the textbooks could help teachers enhance their teaching skills The results, encompassing advantages, limitations, recommendations, and skill upgrades, are presented for further consideration.
The initial findings that onlookers can clearly see in Table 3 indicate a number of advantages of the ESP coursebook really recognized by the participants
There is no denying the fact that the synthesized advantages below were originated from the involved teachers‟ in-class and out-of-class practical teaching experiences with this coursebook
Table 3: Advantages of the coursebook mentioned by the participants
Number of participants mentioning (person)
1 Textbook provides a great deal of specialized English knowledge of law and police with a variety of themes and contents
2 Textbook provides knowledge of basic grammar logically associated with a wide range of practical and useful grammar structures
3 Textbook provides plenty of specialized information and knowledge that is really quite appropriate to practical contexts as well as students‟ qualifications and needs
4 Textbook contains a systematic source of plentiful and helpful reading & listening texts, partly contributing to enhancement of students‟ reading comprehension and listening competence
5 Textbook is accompanied with the CD-ROM as an evaluable source of supplementary materials that can support students‟ out-of-class autonomous learning
6 Textbook comprises a great number of plentiful and diversified vocabularies used practically for specific purposes
(referring to law and police), complying with themes and designed activities
7 Textbook is designed with a range of plentiful and diversified activities corresponding to students‟ qualifications and needs, developing language skills (listening, speaking, reading and writing)
8 Textbook provides various situations based on different backgrounds that are suitable for lesson topics and practical contexts, attracting students‟ interests
9 The syllabus of reading texts of each unit is properly distributed in a logic order (from easy-difficult, from simple- complicated), strengthening students‟ learning interest
10 Textbook is designed clearly and coherently with enough language skills: listening, speaking, reading and writing (of which parts are obviously allocated)
11 Textbook is designed meticulously and cautiously with a few unimportant mistakes and a mass of lively pictures 5 25
12 Textbook is illustrated with lively pictures, compatible to lesson contents, students‟ major and needs 1 5
13 Language is authentic, logical and practical, complying with students‟ qualifications and interests 5 25
From Table 3, it is clear that, upon synthesizing acquired findings, a total of
The article highlights 13 key advantages, with the most significant being the extensive specialized knowledge in English related to law and police, noted by 80% of the interviewees Out of 20 participants, 16 emphasized the diverse themes and content available, underscoring the value of this expertise.
Teacher 2 : It provides students with professional words and knowledge of different topics related to laws and police
Teacher 3 : It renders good lessons of ESP for law enforcement, including police Teacher 4 : It provides a lot of knowledge relating to law
It broadens teachers' knowledge about law, police Then help them to compare the international law and Vietnam law
Teacher 6 : The contents are plentiful with a wide range of interesting topics concerning laws and police
Teacher 7 : It provides specialized knowledge about police in various topics Teacher 16 : The contents are suitable for the domain concerning laws
Teacher 19 : The coursebook mentioned all fields of law enforcement such as traffic and vehicles, out in the community, emergency call, crimes against the police station, crime scene investigation, criminal justice, organized crime and international cooperation
Participants highlighted several advantages of the ESP coursebook, notably its extensive coverage of law and police vocabulary organized under relevant themes and activities (40%) Additionally, they appreciated the clear format of the book, which presents language skills in a logical and coherent sequence (35%).
Teacher 1 : It provides students with professional words and various activities Teacher 4 : It helps students to know and realize as well as apply the knowledge from the book into real situation
Teacher 5 : It provides a wide range of vocabulary of various topics
Teacher 6 : The coursebook was designed clearly and coherently with enough language skills: listening, speaking, reading and writing (those parts were distributed clearly) It provides plentiful vocabularies with their high real-time applications
Teacher 8 : It provides words and contents related to police students
Teacher 13 : It provides a large range of vocabulary related to police's activities and a lot of topics in which police officers solve in reality Teacher 14 : It is logical, well-organized, relates to future police officers Teacher 15 : The format is designed logically
Teacher 16 : The format is proper
The resource is recognized for its specialized information and knowledge, particularly in fundamental grammar theories and practical grammar structures tailored to various contexts and student needs Additionally, its strengths include a wealth of designed activities, authentic scenarios, vibrant imagery, and a network of useful reading and listening materials, which have been positively received by engaged educators.
Teacher 3 : It is well-organized with useful content, authentic & reliable language presented by a variety of voices and accents, attractive images
Teacher 5 : Reading passages and listening parts are informative and useful They have useful grammatical structures
Teacher 9 : The applicable subjects are the students of the PPA in which such majors as police and investigation are taught So, knowledge is suitable for learners
Teacher 12 : It has diversified structures and logical grammars
Teacher 13 : It includes interactive tasks and activities which can help to improve skills (listening, reading) + grammar, vocabulary and pronunciation Teacher 11 : It meets students’ needs in the PPA It closely concerns students' major It is useful for students’ working environment
Teacher 20 : It is authentic and reliable It has attractive images and a variety of voices and accents It is well-organized with useful contents and interesting topics related to real work
In short, the things described in Table 3 are an overview of good points withdrawn from the interviewees
Limitations or inappropriate characteristics and Recommendations
The email interviews revealed both valuable insights and notable limitations that may require review and adjustment in the future To address these challenges, interviewees provided several recommendations for potential modifications The following details summarize the synthesized data gathered from their responses.
The interviews indicate that the ESP coursebook predominantly emphasizes foreign laws, particularly American regulations, which are seldom relevant in Vietnam Since the coursebook is authored by foreigners, it primarily draws on international sources, leading to a noticeable gap in knowledge regarding Vietnamese laws Consequently, the scenarios and contexts presented in the coursebook often feel unfamiliar to Vietnamese students, who struggle to understand legal terminology that pertains to their own legal system This disconnect renders the tasks and activities in the coursebook largely impractical for real-life application in Vietnam.
Teacher 1 : Some of the laws introduced are not applied in Vietnam (American laws for instance) Teacher 2 : Knowledge only refers to foreign laws, not Vietnamese laws or any comparisons with the laws of Vietnam
Teacher 5 : The context is not in Vietnam, so there are a lot of differences when students apply their learnt knowledge to talk about Vietnam
Teacher 10 : some differences from issues of Vietnamese police Teacher 11 : All the information is from international sources, there is no single knowledge related to Vietnam context
Teacher 16 : Several situations were not suitable for the real situations of Vietnam Teacher 17 : This book is originated from other country's law, so maybe, students find hard to define the words or phrases and it is incompatible with law in Vietnam
Teacher 18 : Specialized knowledge is not really plentiful and adequate in accordance with Vietnam
Teacher 19 : The context in each unit is not familiar to that in Vietnam because the differences between two legal assistance
To enhance students' understanding of Vietnam's law and police, teachers must thoughtfully integrate theoretical and practical knowledge into their curriculum It is essential to contextualize textbook information within Vietnam's legal framework, emphasizing contemporary, authentic situations that adhere to local laws Implementing translation exercises focused on Vietnam's legal terminology can significantly expand students' vocabulary Additionally, organizing regular workshops or seminars will provide valuable opportunities for students to discuss and compare Vietnam's legal system with those of other countries, fostering a deeper understanding of both local and global legal contexts.
2 & 9 : Knowledge about Vietnamese laws and police need be added
Comparison of Questionnaire and Interview Data
Based on the insights gathered from the questionnaire and interview data, it is evident that readers encountered significant variations in the evaluations of the ESP coursebook by the involved teachers.
The analysis reveals limited similarities among participants regarding the ESP coursebook's ability to meet course objectives, which include a wealth of specialized English vocabulary and relevant legal and police knowledge across various themes While teachers provided diverse responses to the questionnaire, their interview answers were notably more specific and detailed Overall, the teachers' evaluations indicate that the ESP coursebook is regarded as a valuable learning resource, receiving significantly more positive feedback than negative assessments.
Materials evaluation is crucial in language teaching, particularly in assessing the effectiveness of educational resources This study aims to explore teachers' perceptions of the ESP coursebook "English for Law Enforcement," addressing two key research questions: (1) How do teachers' evaluations of the textbook vary? and (2) What are their overall opinions regarding the textbook's effectiveness? The findings from the previous chapter offer a comprehensive overview of the responses to these inquiries, highlighting the significance of materials evaluation in enhancing language instruction.
Summary of the findings
The findings from the questionnaire indicate that the ESP coursebook is perceived as a source of "Good" to "Very Good" learning materials, primarily due to its effectiveness in meeting course objectives by providing essential professional vocabulary and structures Teachers particularly value the coursebook for its ability to foster creative use of English, present achievable challenges, satisfy learners' needs, and align with the teaching context However, it falls short in facilitating out-of-class autonomous learning and meaningful exposure to English The questionnaire results reveal varied teacher evaluations based on a 5-point Likert scale, highlighting different preferences regarding the coursebook's self-evaluation criteria.
The findings from email interviews reveal that participants generally rated the applied ESP coursebook positively, primarily due to its focus on essential legal and police-related content, which aligns with students' majors The coursebook is recognized as a valuable resource containing specialized vocabulary and knowledge relevant to various practical contexts and student needs However, some minor limitations were noted, particularly the emphasis on foreign laws, especially American regulations, which may not be applicable in Vietnam To address this, it is recommended that teachers incorporate more Vietnam-specific tasks and activities related to local laws Overall, despite these shortcomings, the ESP coursebook received favorable feedback from teachers, indicating its effectiveness as a learning material This analysis contributes to understanding the second research question.
This study utilizes two research instruments to provide clear insights into evaluation criteria and methods, enhancing readers' understanding Notably, the research highlights the strengths and weaknesses identified in teachers' evaluations of an ESP coursebook All participants, experienced English teachers with at least one year of exposure to the coursebook, generally responded positively, agreeing that its content aligns well with their students' majors in law and police studies However, the findings also reveal significant variability in teachers' perspectives, making it challenging to synthesize and analyze the data effectively This inconsistency may stem from a lack of practical experience or knowledge in coursebook evaluation among the participants To improve teachers' insights, it is recommended that they engage with extensive literature on coursebook evaluation and participate in workshops or conferences, which would enhance their competence and provide valuable practical experiences.
Research indicates that classroom teachers often do not engage with literature regarding the selection and evaluation of textbooks and materials Crookes and Arakaki (1999) suggest that educators should consider investigating the impact of their work on their intended audience This highlights the need for materials evaluation and development to be integral to teacher education programs, as it is crucial for enhancing teaching practices and improving educational outcomes.
Apart from the forgoing things, a number of suggestions as stated below that will need to be further studied in the upcoming time.
Suggestions for further study
Materials evaluation is a vital research area in modern society, encompassing diverse aspects that merit exploration This thesis serves as a reference for enhancing modifications and assessing relevant coursebooks in various contexts However, the study faced limitations, including a small participant pool, limited teaching experience with the ESP coursebook, and a lack of expertise in coursebook evaluation among participants Future research should focus on more comprehensive evaluations of coursebooks, employing advanced analytical techniques and expanding the scope of evaluation subjects Such studies will enable teachers to utilize textbooks and learning materials more effectively, ultimately benefiting both pre-service and in-service teacher education Understanding teachers' evaluations of textbooks will significantly contribute to their professional development.
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4 Crookes, G & Arakaki,L (1999), Teaching idea sources and work conditions in an ESL program, TESOL Journal, 9(1), 15-19
5 Cunningsworth, A (1995), Choosing Your Coursebook, Oxford: MacMillan
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7 Harmer, J (1996), The Practice of English Language Teaching, Longman
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9 Hutchinson, T & Torres, E (1994), English for Specific Purposes, Cambridge University Press
10 Litaz, D (2001) Textbook evaluation and ELT management: A South Korean case study Asian EFL Journal http://www.asian-efl- journal.com/Litz_thesis.pdf
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12 McGrath, I (20 05), Materials Evaluation and Design for Language Teaching, Edinburgh University Press
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16 Tucker, C A (1975), Evaluating beginning textbooks, English Teaching Forum, 13, 355-361
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19 Williams, D (1983) Developing criteria for textbook evaluation, ELT journal, 37(3), 251-255
The People’s Police Academy Department of Foreign Languages
TEACHERS’ EVALUATION OF THE TEXTBOOK: THE CASE OF “ENGLISH FOR LAW
ENFORCEMENT” TEXTBOOK AT A POLICE SCHOOL IN VIETNAM
I would like to extend my warmest regards to you and your esteemed Department and kindly request your assistance with a specific matter.
As far as you are concerned, I am now in the process of collecting data served for my on-going dissertation, named “Teachers’ evaluation of the textbook: The case of
The "English for Law Enforcement" textbook used at a Police School in Vietnam is the focus of my research, which includes an evaluation checklist in the form of a questionnaire specifically designed for teachers This questionnaire aims to gather teachers' assessments of the ESP course book and includes several key questions for their responses Your participation is crucial for the successful completion of my dissertation, and I would greatly appreciate it if you could take some time to answer these questions according to the provided instructions.
To begin with, you will have to make your reply to some personal particulars:
To evaluate the queries effectively, carefully assess each one and mark your decisive choice with an "X" or "√" next to the corresponding ordinal number from 1 to 5 Each ordinal number represents a distinct evaluation rate, as outlined in the instructions.
(Excellent = 1, Very good = 2, Good = 3, Not very good = 4, Not good = 5)
It is essential to provide your comments or support specific examples in your responses; otherwise, it may hinder my ability to analyze data accurately, resulting in misleading conclusions Therefore, your honest feedback on the questions posed will be greatly valued.
To sum up, I would kindly express my profound thanks for your kind assistance and cooperation on this matter
(Excellent = 1, Very good = 2, Good = 3, Not very good = 4, Not good = 5)
1 To what extent does the textbook provide exposure to English in authentic use?
Sách giáo khoa hiện thầy, cô đang sử dụng cung cấp đủ ngữ liệu cho học sinh sử dụng tiếng Anh tự nhiên
2 To what extent is the exposure to
English in use likely to be meaningful to your learners?
Ngôn ngữ trong sách giáo khoa giúp học sinh sử dụng để giao tiếp tự nhiên trong cuộc sống
3 To what extent are the texts and activities likely to interest your learners?
Các bài đọc và các hoạt động trong sách giáo khoa gây hứng thú cho người học
4 To what extent are the activities likely to provide achievable challenges to your learners?
Các hoạt động trong sách giáo khoa hơi khó với người học nhưng nếu cố gắng một chút họ đều làm đƣợc
5 To what extent do the activities provide opportunities for your learners to make discoveries about how English is used?
Các hoạt động trong sách giáo khoa giúp người học tự tìm ra cách sử dụng tiếng Anh trong giao tiếp
6 To what extent do the activities provide opportunities for creative use of English?
Các hoạt động trong sách giáo khoa giúp học sinh sử dụng tiếng Anh một cách sáng tạo
7 To what extent does the textbook help your learners to make use of the opportunities to learn outside the classroom?
Sách giáo khoa thầy, cô đang sử dụng giúp học sinh tự học thêm ở nhà
8 To what extent is the textbook likely to help your learners achieve the course objectives?
Sách giáo khoa thầy, cô đang sử dụng giúp học sinh đạt đƣợc mục tiêu của khóa học
9 To what extent is the textbook likely to meet your learners‟ learning needs?
Sách giáo khoa thầy, cô đang sử dụng đáp ứng đƣợc nhu cầu học tiếng Anh của người học
10 To what extent is the textbook appropriate to your teaching context?
Sách giáo khoa thầy, cô đang sử dụng phù hợp với điều kiện giảng dạy của nhà trường
That is the End of the Questionnaire
THANK YOU VERY MUCH FOR YOUR KIND ASSISTANCE!
The People’s Police Academy Department of Foreign Languages
TEACHERS’ EVALUATION OF THE TEXTBOOK: THE CASE OF “ENGLISH FOR LAW
ENFORCEMENT” TEXTBOOK AT A POLICE SCHOOL IN VIETNAM
First of all, I would like to express my sincere gratitude to you and your esteemed Department Based on this document, I would hereby like to refer to the following matter
The questionnaire serves as a crucial research tool in my thesis, "Teachers’ Evaluation of the Textbook: The Case of 'English for Law Enforcement' at a Police School in Vietnam." To mitigate potential biases from participants' subjective perceptions, I have decided to supplement my research with an e-mail interview, specifically targeting teachers This method will include key questions aimed at gathering additional insights, and your active participation is essential for the successful completion of this interview process.
Below is a number of suggested interview questions concerning teachers‟ evaluation of the ESP course book “English for Law Enforcement” for your consideration and response
2 How many teaching experience years have you had in this course book?
(Thầy, cô có bao nhiêu năm kinh nghiệm trong giảng dạy cuốn sách này?)
3 Can you please tell me a bit about its advantages? What about limitations/weaknesses and inappropriate characteristics?
(Cuốn sách thầy cô đang sử dụng có những ưu điểm gì? Những hạn chế gì? Những gì không phù hợp?)
4 Could you give me a number of recommendations of necessary modifications or amendments to enhance those limitations or inappropriate characteristics if you would not mind?
Cuốn sách mà thầy, cô đang sử dụng cần được xem xét để sửa đổi hoặc bổ sung nhằm khắc phục những hạn chế và những nội dung không phù hợp Việc cải thiện này sẽ giúp nâng cao chất lượng giảng dạy và đáp ứng tốt hơn nhu cầu học tập của học sinh.
5 Please, let me know to what extent it can help teachers upgrade teaching skills or competences? Could you please give me some supporting examples?
(Cuốn sách này giúp thầy cô nâng cao kỹ năng giảng dạy ở mức độ nào? Xin cho ví dụ cụ thể?)
In brief, by this writing, I would kindly express my deep thanks for your kind assistance and cooperation on the above-mentioned matter.