Rationale for the study
English for Specific Purposes (ESP) has emerged as a significant area within English Language Teaching (ELT), leading to the development of specialized materials, including those for Maritime English The role of these materials is crucial in the curriculum, as they not only facilitate learning but also serve as models for effective classroom practices and teacher development (Nunan, 1988, cited in Pritchard, 2003:1) Both commercially developed and teacher-produced materials are essential components of TEFL programs, with teachers often relying on them as primary resources for lesson content and classroom activities For learners, these materials provide vital language input and practice, as well as reference points for various language aspects like pronunciation and grammar However, as noted by Swales (1980), materials can also present challenges and sometimes lead to educational shortcomings Despite their importance in ESP classes, there has been limited evaluation of these materials, highlighting the need for language teachers to thoroughly assess all aspects to maximize their effectiveness.
The course book "English for Navigation Students," developed by the English Department for second and third-year students at the Navigation Faculty, has been in use at Haiphong Polytechnic College for nearly three years However, there has been no evaluation by college administrators to assess its strengths and weaknesses or to determine how well it aligns with students' occupational needs and employers' requirements Consequently, the researcher has decided to conduct an evaluation of the course book.
Aims and objectives of the study
This study aims to enhance the quality of the teacher-generated material "English for Navigation Students" to better align with the occupational needs of students To achieve this goal, specific objectives have been established.
The evaluation of the material "English for Navigation Students" focuses on the perspectives of ESP teachers, subject teachers, and students at the Navigation Faculty, aiming to identify its strengths, weaknesses, and deficiencies.
- To offer suggestions for adaptation of the materials basing on the major findings.
Significance of the study
The study's findings will benefit not only the researcher but also course book designers and teaching staff by highlighting the strengths and weaknesses of the course book This insight enables them to effectively leverage the book's strengths while addressing the shortcomings of specific tasks and units throughout the curriculum.
In addition, the findings will be the foundation for enhancing the quality of the in-house material “English for Navigation Students” in order to meet the students‟ occupational requirements
In conclusion, the study's findings are anticipated to be a valuable resource for educators involved in teaching English for Specific Purposes (ESP), particularly those focused on materials development for Maritime English.
Scope of the study
This study evaluates the course book "English for Navigation Students" by gathering insights from ESP teachers, subject teachers, and students at the Navigation Faculty It examines various criteria for materials evaluation, including format and organization, subject content, language content, language skills, and teaching methodology.
Methods of the study
The accomplishment of this thesis is first based on the review of materials in the area of evaluation to build up a theoretical background for the research
Survey research will be exploited with two principle instruments to collect data for this study as follows:
- Survey questionnaire is designed for the second-year students at Navigation Faculty, who have worked with two-thirds of the course book;
Interviews were conducted with ESP teachers who have utilized and taught the course book, as well as subject teachers with extensive experience in college lectures and years of work on international maritime routes.
Organization of the study
This study consists of three parts as follows:
Part A will provide general information about the rationale for choosing the theme, aims and objectives, significance, scope, methods, and organization of the study
Part B consists of three key chapters, with the first chapter focusing on a literature review pertinent to the study It discusses essential concepts related to materials, including their evaluation, various types, methods, and criteria for assessment Additionally, this chapter highlights the crucial role of materials evaluation in the adaptation of course books.
The upcoming chapter will provide an overview of the current state of English for Specific Purposes (ESP) teaching and learning at the Navigation Faculty of HPPC, along with a thorough analysis of the methodologies used in the study, the research procedures, and the participants involved in the research process.
Based on the collected data, chapter three will analyze and discuss the findings of the study, and give suggestions for adaptation of materials evaluation
Part C will summarize the major findings, reveal the limitations remaining in the study, and offer some suggestions for further study on the same topic
LITERATURE REVIEW
An introduction
Materials evaluation is a crucial component of language courses, significantly influencing material development and the teaching and learning process This topic has gained considerable attention from both foreign and Vietnamese researchers, particularly in the context of Vietnam, where its importance has been increasingly recognized As noted by Tran Thanh Nhan (2006), evaluation plays a vital role in ensuring educational quality, particularly in materials evaluation This focus has led many postgraduates at ULIS, VNUH, to pursue theses on materials evaluation, especially in the realm of English for Specific Purposes (ESP) Notable contributors to this field include Nguyen Do Thu Hoai (2004), Tran Thanh Nhan (2006), Giap Thi Yen (2008), and Nguyen Thi Xuan Thuy (2008), whose work has established a solid foundation for ongoing research While each thesis varied in aims, contexts, and theoretical frameworks, they collectively shared a common structure for evaluating materials, encompassing types, purposes, methods, models, and criteria The current study aims to apply this framework to assess the course book "English for Navigation Students," utilized at Haiphong Polytechnic College.
Textbook, course book, and materials
This thesis focuses on evaluating the course book "English for Navigation Students," utilized for teaching and learning at HPPC To provide a comprehensive literature review, it is essential to define and clarify three key terms: textbook, course book, and materials, which are frequently referenced in the context of materials evaluation.
As defined in Longman Dictionary (1998:1394), textbook is a book which contains information for the study of a particular subject, for example, a history textbook or a
5 literature textbook, especially one that is used by students because it is generally considered as providing information that can be trusted
A course book, according to Tomlinson (1998: ix), is a comprehensive textbook that serves as the primary resource for a course, encompassing essential materials in one volume It is designed to be the sole book that learners require throughout their studies, covering key areas such as grammar, vocabulary, pronunciation, functions, and the four fundamental skills of reading, writing, listening, and speaking.
In the context of language learning, "materials" refer to resources intentionally utilized to enhance learners' knowledge and experience, as defined by McGrath (2002) and Tomlinson (1998) These materials can encompass a wide range of tools, including textbooks, workbooks, audio recordings, videos, photocopied handouts, newspapers, or even content written on a whiteboard They may be specifically designed and published for educational purposes or carefully selected and adapted by teachers for classroom use, including materials generated by learners themselves.
To serve the purpose of the study, the three basic terms mentioned above will be used interchangeably throughout this thesis
1.2.2 A wide range of Maritime English materials
Maritime English, a specialized branch of English for Specific Purposes (ESP), shares common traits with ESP while also exhibiting unique features As outlined by Pritchard (2003), materials related to Maritime English encompass several distinct characteristics that cater to the specific needs of the maritime industry.
- There is rarely a comprehensive, all-inclusive Maritime English textbook or other learning/teaching material
- No single materials (textbooks or others) have imposed itself yet as the materials with worldwide use of the one setting standards to other Maritime English materials
Within the Maritime English sphere, he also suggests a wide range of the materials listed below:
A comprehensive Maritime English course book typically includes conventional textbooks designed based on methodologies from English Language Teaching (ELT), English as a Foreign Language (EFL), and English for Specific Purposes (ESP) Additionally, it features register and genre-specific materials tailored to sub-specializations such as maritime law, shipping, maritime technology, marine electronics, and maritime safety The curriculum often incorporates visual and aural resources, including video-taped materials on specific topics, alongside courses available on CD-ROM and multimedia platforms Dedicated programs and narrow-scope courses focus on maritime communication, while PC-based software and various specialized applications can be accessed online Both published and in-house materials, as well as self-access and supplementary resources, enhance the learning experience in Maritime English.
The material "English for Navigation Students" is classified as a mixed type of Maritime English resources, incorporating both general and in-house elements.
1.2.3 The roles of materials in a language program
Numerous theorists have discussed about the roles of materials so far We will find out the reasons why it is worth considering the roles that materials have played
Textbooks and instructional materials play a crucial role in language programs, often serving as the primary source of language input and practice for learners (Richards, 2005) They can shape lesson content, dictate the balance of skills taught, and determine the types of language practice students engage in While some teachers may use textbooks to supplement their instruction, for many learners, these materials represent their main exposure to the language outside of teacher-led input Additionally, inexperienced teachers may rely heavily on textbooks as a guide for their teaching methods.
7 teacher training – they provide ideas on how to plan and teach lessons as well as formats that teachers can use
Referring to the roles of materials in a curriculum, Nunan (1991:209) states that
“Materials, whether commercially developed or teacher-produced, are an important element within the curriculum, and are often the most tangible and visible aspect of it.”
Materials are crucial not only in general English but also in English for Specific Purposes (ESP), as they significantly boost student motivation Dudley-Evans and St John (1998) identify four compelling reasons for incorporating materials in ESP contexts.
In conclusion, materials play a crucial role in the language teaching and learning process, particularly within the context of English for Specific Purposes (ESP) To maximize the effectiveness of these materials in specific situations, it is essential to conduct a thorough materials evaluation, the theoretical foundations of which will be explored in the following section.
Materials evaluation
Evaluation is a crucial component of language course planning and implementation, alongside needs analysis, course design, teaching and learning processes, and assessment While theoretical models suggest a circular and linear relationship among these elements, in practice, evaluation closely interacts with both the teaching and learning processes and course design Numerous theories on course book evaluation are available, drawing insights from notable linguists such as Sheldon (1988), Hutchinson and Waters (1987), Robinson (1991), McDonough and Shaw (1993), Cunningsworth (1995), Tomlinson (1998), and Dudley-Evans and St John.
(1998), etc Among them, the following should be taken into consideration
According to Hutchinson and Waters (1987), evaluation is a process that assesses how well available solutions meet specific needs It involves measuring the effectiveness of materials, such as Maritime English resources, to determine their suitability for particular purposes, like completing a diploma at a maritime college or obtaining a certificate of competency for roles such as Deck Watch-keeping Officer on ships of 500 Gross Tonnage or more.
Materials evaluation, as defined by Tomlinson (1998: xi), is the systematic assessment of educational resources in relation to their intended goals and the needs of learners This process entails measuring the value or potential effectiveness of various learning materials and making informed judgments about their impact on users.
According to Dudley-Evans and St John (1998:128), evaluation is a comprehensive process that starts with identifying the necessary information to collect and concludes with implementing changes in current practices or shaping future actions This highlights that effective evaluation goes beyond mere data collection and analysis.
In conclusion, while individual linguists may have varying perspectives on materials evaluation, it is essential that the process incorporates systematic approaches and measures the value and suitability of the materials.
Sheldon (1988) emphasizes the importance of materials evaluation, stating that it fosters familiarity with a textbook's content, enabling educators to pinpoint its strengths and weaknesses This thorough evaluation allows teachers to maximize the effective aspects of a book while recognizing and addressing the shortcomings in specific exercises, tasks, and overall texts.
Materials evaluation plays a crucial role in teacher development and professional growth by providing systematic and contextual insights into educational resources According to Cunningsworth (1995), evaluating textbooks enables educators to move beyond subjective judgments and gain accurate assessments of materials Consequently, materials evaluation serves as a valuable tool for conducting action research and fostering continuous improvement in teaching practices.
Materials are crucial in foreign language teaching, serving not just as everyday tools for educators but as reflections of the specific aims and methods tailored to each teaching and learning context According to Cunningsworth (1995: 70), a course book is a vital resource for fulfilling predetermined learner needs and objectives Evaluators can determine the suitability of a course book for various learners across different levels and teaching environments through careful assessment.
Materials evaluation is categorized by various researchers into distinct types Robinson (1991) identifies three types: preliminary, summative, and formative evaluation Similarly, Tomlinson (2003) and McGrath (2002) also classify materials evaluation into three stages: pre-use, in-use, and post-use Despite the different terminology, these classifications share a common foundation and will be explored in detail.
Pre-use evaluation, as noted by Tomlinson (2003: 23), is conducted prior to the implementation of materials to assess their potential value for users and to choose appropriate course books for specific classes This type of evaluation is often regarded as the most challenging, as it lacks the benefit of firsthand experience with the materials.
In-use evaluation, as its name implies, assesses the value of materials during their actual use or observation This method is considered more objective and reliable than pre-use evaluation, as it relies on measurement rather than prediction (Tomlinson, 2003: 24) However, Tomlinson (2003) highlights a limitation of in-use evaluation; while it can measure observable outcomes, it cannot capture the cognitive processes occurring within learners' minds.
Post-use evaluation assesses a textbook's effectiveness over time, providing valuable insights into its impact on users (Tomlinson, 2003: 25) By analyzing the collected data, evaluators can make informed decisions regarding the materials' continued use, necessary adaptations, or potential replacements Despite its benefits, this evaluation process can be time-consuming.
In conclusion, various types of materials evaluation come with distinct advantages and disadvantages, making it crucial for evaluators to select the most appropriate method for their specific context At Haiphong Polytechnic College, the researcher opted for in-use evaluation to assess the strengths and weaknesses of the course book, providing valuable insights for future enhancements of the material.
Most of advice on conducting evaluations can be found in publications of Cunningsworth
Several researchers, including McDonough and Shaw (1993), Sheldon (1988), Tomlinson (1998; 2003), have proposed various methods for evaluating materials, offering a valuable foundation for evaluators Among these methods, three fundamental approaches stand out: the impressionistic method, the checklist method, and the in-depth method, which will be discussed in detail.
Cunningsworth (1995: 2) describes the impressionistic method as a way to evaluate a book by closely examining its key features, including organization, topics, layout, visuals, and lesson design, as well as specific language elements While this method offers a broad overview, it tends to be somewhat superficial, as it encompasses a wide range of evaluation techniques.
The roles of materials evaluation to adaptation of the course book “English for navigation students”
Before the course book “English for Navigation Students” was introduced in 2008, the ESP
At HPPC, there are 14 books specifically designed to support English for Specific Purposes (ESP) courses for navigation students However, many graduates struggle to meet occupational standards on foreign ships due to inadequate proficiency in Maritime English.
In response to the high demand for a Maritime English course book from students at HPPC and employers, the Foreign Languages Department was tasked with creating a resource to aid navigation students studying at college and working on international ships This challenge was significant for the ESP teachers, who lacked professional training in materials design After nearly a year of collaboration with Navigation Faculty teachers, the course book ENS was developed and implemented in classes However, after three years of use, it garnered mixed feedback from both ESP teachers and nautical students, highlighting the necessity for a thorough evaluation to assess its strengths and weaknesses To conduct this evaluation effectively, a checklist method was employed, utilizing questionnaires and interviews to gather insights from ESP teachers, subject teachers, and students.
Based on evaluation results, educators can either replace or adapt the current course book In the context of HHPC, adapting the existing course book is the most effective approach, as it enhances compatibility between the material and the teaching environment This method maximizes the course book's value for specific learners, ultimately leading to more successful occupational outcomes.
In summary, this chapter has provided a brief review of literature on materials evaluation
This article is divided into three key sections: the first explores the significance of materials in language programs, focusing on various maritime English resources; the second section delves into materials evaluation, discussing its definitions, purposes, methods, types, and criteria; finally, the third section highlights the importance of materials evaluation in adapting the English for Nautical Studies (ENS) course book.
METHODOLOGY
Research questions
This study aimed to evaluate the strengths and weaknesses of the course book to enhance its effectiveness and address its shortcomings through necessary adjustments To achieve these objectives, specific research questions were formulated.
1 What are the strengths and weaknesses of the course book in the view of the students and teachers?
2 What should be improved in the course book in order to get better outcomes to meet the future occupational requirements?
Research method
This study employs a survey method to effectively address the research questions, primarily due to its ability to gather insights from a large number of students and teachers regarding the course book The survey approach is not only more feasible than other research methods but also cost-effective, time-efficient, and convenient, allowing the researcher to simultaneously collect opinions from multiple respondents.
Participants
According to Pritchard (2003:7), evaluation of materials are both needed and made by:
- The Maritime English administrator (educational authorities, maritime administrations, shipping companies, ports, etc.)
At Haiphong Polytechnic College, the materials evaluation process involved three groups of participants, with subject teachers from the Navigation Faculty selected in place of the Maritime English administrator The subsequent sections will provide a detailed overview of these three participant groups.
Structured interviews were conducted with five English teachers responsible for instructing the Navigation Faculty Among them, two possess Master's degrees, while two are currently pursuing their Master's at ULIS, VNUH Despite lacking formal training in materials writing, these teachers bring extensive experience in Maritime English, with two having taught the subject for over a decade and the others for nearly six years All participants have taught English for Navigation (ENS) for at least one year since its introduction in 2008, and three contributed to the design of the ENS course book in 2007.
Four experienced subject teachers from HPPC, who specialize in nautical studies and have extensive backgrounds as navigators on international routes, participated in this study Their expertise in both Maritime English content and language skills suggests that their evaluations of English for Nautical Studies (ENS) are highly credible.
A total of 162 male second-year students from the Navigation Faculty participated in this study, selected from four classes: ĐKT02-CĐ1, ĐKT02-CĐ3, ĐKT02-CĐ5, and ĐKT02-CĐ10, all sharing the same English proficiency level At the time of data collection, these students were in their fourth semester and had completed two semesters of a General English course, including the New Cutting Edge Elementary textbook They had recently engaged with the latter two-thirds of the ENS course book and were tasked with thoroughly reviewing and rating it based on their personal experiences.
Instruments
This study evaluates the effectiveness of English for Nautical Studies (ENS) by examining its format, organization, maritime English, language content, skills, and methodologies Among various evaluation methods identified in literature, such as questionnaires, interviews, observations, discussions, records, and assessments, this research primarily utilizes questionnaires and interviews as the main techniques for data collection.
According to Johnson (1992), survey questionnaires are a widely used tool for gathering data from large groups simultaneously, ensuring accuracy and uniformity in the information collected This method allows researchers to efficiently obtain evaluations from numerous participants in a shorter time frame.
The student questionnaire consists of four sections aimed at gathering insights on their perceptions of the ENS course book, focusing on its format, organization, maritime English, language content, and language skills To ensure comprehension of the evaluation criteria, the questionnaire was translated into Vietnamese.
The study consists of two sections: Section I aims to assess students' opinions on the format and organization of the current course book, while Section II focuses on gathering information about the Maritime English content included in the book.
(iii) Section III was aimed at gathering students‟ evaluation on the course book in terms of language content
(iv) Section IV was supposed to collect students‟ judgment about the current course book in terms of language skill
Structured interviews serve as an essential supplementary tool in data collection and analysis According to Dudley-Evans and St John (1998:134), these interviews are particularly effective for evaluation purposes, as they include key questions that are consistently posed to all participants, allowing for meaningful comparisons Additionally, structured interviews can incorporate supplementary questions to enhance the depth of the data gathered.
21 follow up responses for clarification and more detail Although this kind of interview is time consuming, it provides valuable information that evaluators may not obtain
Johnson (1992) highlights that interview response rates tend to be high, as respondents often engage more fully due to their personal connection with the interviewer This relationship allows interviewers to gather more valuable insights, as they can clarify and rephrase any ambiguous questions for better understanding.
In this study, a structured interview method was employed, involving five ESP teachers and four subject teachers at HPPC The interviews, comprising six carefully selected questions, aimed to assess the strengths and weaknesses of the course book regarding its format, maritime English content, language skills, and teaching methodology Additionally, the interviews provided valuable suggestions for enhancing the course book.
1 What are strengths and weaknesses of the course book in term of format and organization?
2 What are strengths and weaknesses of the course book in terms of maritime content?
3 What are strengths and weaknesses of the course book in terms of language content?
4 What are strengths and weaknesses of the course book in terms of skills?
5 What are strengths and weaknesses of the course book in terms of methodology?
6 What are your suggestions for the adaptation of the course book?
Interviews were conducted with subject teachers to assess their opinions on the current course book, focusing specifically on its maritime English content and language skills.
1 What are strengths and weaknesses of the course book in terms of maritime content?
2 What are strengths and weaknesses of the course book in terms of skills?
3 Can you suggest some topics that should be included in the course book?
4 Which skill(s) should be most focused on the course book?
5 What are your suggestions for the adaptation of the course book?
Data collection procedure
The questionnaire and interview questions were developed with input from the supervisor and colleagues at HPPC to ensure clarity and validity At the end of the fourth semester, questionnaires were distributed to participating students, who received guidance on reviewing the book along with examples After a 45-minute review period, the researcher collected the completed questionnaires for data analysis Additionally, interviews with the ESP teachers were conducted at the end of the fourth semester, following the completion of two-thirds of the course book.
After a week of reviewing the course book, subject teachers conducted interviews to provide accurate and detailed assessments of its content.
After collecting data from the ESP teachers, the subject teachers and the students, it was synthesized by hand and categorized in form of tables and charts where appropriate.
Data analysis procedure
Data analysis consists of two procedures dealing with two kinds of data in the research as follows:
The quantitative data collected from questionnaires was analyzed using descriptive statistics, primarily focusing on frequencies, percentages, and means (averages) Positive feedback from students, categorized as responses that were mostly evident or fully evident, was converted into percentages and aggregated for a comprehensive summary of results.
The qualitative data obtained from interviews with ESP and subject teachers was initially transcribed, allowing for the comparison, support, or challenge of findings throughout the data analysis process.
This chapter outlines the current state of English for Specific Purposes (ESP) teaching and learning at the Navigation Faculty of HPPC It highlights the rationale behind the chosen research methodology and formulates the research questions Additionally, the chapter details the data collection process, including the stages involved, and establishes the groundwork for analyzing the survey results, which will be discussed in the subsequent chapter.
ANALYSIS OF THE RESULTS AND SUGGESTIONS
The realization of each criterion in the course book “English for
The data interpretation involves analyzing means and frequencies, converting the number of students providing positive feedback into percentages, which are then aggregated The percentages in the "enough evidence" columns reflect the ratio of positive feedback relative to the total student population The evaluations are categorized into two primary groups: strengths and weaknesses, with a dividing line set at 50% Additionally, qualitative data from both ESP teachers and subject teachers is utilized to quote, compare, and either support or challenge the findings during the analysis of student data.
No Format and Organization Criteria
1 The print is appealing and clear 2.3 85%
2 The course book provides a useful table of contents, glossary and appendix 1.3 43%
3 The units contain clear objectives 1.0 34%
4 There are periodic consolidations and assessments 1.5 50%
5 The table of contents includes content, structures/grammar and vocabulary of each unit 1.9 65%
6 The contents in each unit are organized in logic order 2.1 77%
Table 3.1: The realization of the format and organization criteria
The survey results from ESP teachers and students revealed dissatisfaction with certain aspects of the course book, primarily due to notable shortcomings A significant issue identified was the absence of clearly presented objectives in each unit, making it challenging for students to navigate the material effectively Consequently, this led to a low rating of 34% from students regarding this aspect of the course book.
The article highlights a significant deficiency in vocabulary resources, particularly in the maritime field, where the absence of essential appendices, such as lists of common phrases, expressions, and abbreviations, is noted This lack of critical resources, including Standard Marine Communication Phrases, is crucial for students preparing for their future careers The negative impact of this deficiency is reflected in a low positive response rate of only 43%.
Chart 3.1: The realization of the format and organization criteria
Despite its shortcomings, the course book received high praise from both groups of respondents for its excellent printing quality, well-structured table of contents, organized content in each unit, and effective periodic review and assessment features.
The course book received an impressive 85% positive feedback for its printing quality, highlighting its clear and attractive design However, despite this high rating, many ESP teachers expressed concerns about the presence of spelling mistakes within the text.
Secondly, regarding the sequence of the content in each unit, the course book demonstrates the PPP approach (Presentation, Practice, Production) as follows:
- Presentation: vocabulary and grammatical items are introduced
- Practice: exercises in form of gap filling
- Production: a text or a dialogue is introduced with some questions followed
Students found the systematic and easy-to-follow sequence of content in each unit of the PPP approach to be highly effective, resulting in a positive feedback rating of 77%.
The course book features a well-organized table of contents, which received a positive response from 65% of students However, ESP teachers noted that it is missing key grammatical points, essential skills, and relevant topical vocabulary.
In the course structure, there are three assessments for the first six units, followed by two assessments for the next four units, and two for the final five units; however, these assessments are not included in the course book Teachers typically manage the periodic tests by making copies for distribution to students, but there are no reviews or consolidations after every two or three units Consequently, students rated this aspect of the course at 50% positive feedback.
While teacher-generated materials like ENS have their advantages, they also exhibit certain limitations when compared to published resources, particularly in areas such as the clarity of objectives, the inclusion of appendices, and the frequency of reviews These shortcomings highlight the necessity for enhancements in the course book.
The representation of Maritime English content in ENS has garnered high satisfaction among all three respondent groups, particularly from students who rated the relevance of the subject matter area at 84%, the diversity of themes and topics at 69%, and the alignment with maritime reference books and documents at 60% These findings are summarized in the table below.
1 The content is practical and useful, and meets the requirements for the occupational outcomes 2.4 84%
2 The topics are various, difficult but attractive and suitable for the students‟ level and motivation 1.9 69%
3 The content is referred to the maritime books, conventions, regulations, and other subject books 1.9 60%
4 The course book provides non-text content (maps, graphs, drawings and pictures) appropriately 0.3 7%
The English staff at HPPC, while not professional materials designers, dedicated significant effort to create practical and useful content for nautical students, covering essential aspects of their future jobs, including daily ship activities, maritime safety, and key operations during voyages The course book features a variety of engaging topics that cater to diverse learning styles and motivations, such as first-time embarkation, workplace safety, ship basics, onboard rules, port operations, steering modes, garbage disposal, and sea protests To ensure the curriculum meets vocational needs, the staff referenced multiple reliable sources, including maritime conventions, regulations, and key nautical textbooks like "Welcome on Board" published by the All Japan Seamen’s Union.
1998, English for Seafarers- Pack 1 published by Marlins in 1997, English at Sea - Module
1 published by Canadian Coast Guard College Press in 1995, Deck Cadet Course by
Training and Seafarers Education Department – VINIC company in 2003; and Standard Marine Communication Phrases by the International Maritime Organization
Chart 3.2: The realization of the maritime content criterion
Despite its strengths, ENS faces significant challenges, particularly the absence of non-text materials like maps, charts, diagrams, graphs, figures, and images As illustrated in chart 3.2, this lack of visual aids is a notable shortcoming when compared to published materials, highlighting an area where improvement is needed for enhanced educational effectiveness.
Writers should prioritize the inclusion of non-text materials in course books, as these elements—such as diagrams, graphs, and figures—can enhance students' understanding and lesson acquisition In many cases, visual aids convey information more effectively than text alone, thereby improving students' inference skills and problem-solving abilities in various situations The absence of such materials has resulted in low satisfaction among respondents, with only 7% providing positive feedback.
One significant issue identified is the inappropriate sequencing of maritime content throughout the book, which disrupts the coherence of each unit A subject teacher's feedback highlights this concern, emphasizing the need for a more logical arrangement of material to enhance understanding.
The maritime content within the units requires reorganization to enhance clarity and effectiveness It should be structured to first address onboard daily activities, followed by maritime safety, and concluding with the main operations conducted onboard.
Such the comment clearly shows that the sequence of maritime content was disconnected and presented at random and in illogical subject development
Suggestions for materials adaptation
The analysis of questionnaire data from students and interviews with ESP and subject teachers highlights both the strengths and weaknesses of the course book While the ENS course book is identified as a beneficial resource for students in the Navigation Department at HPPC, certain weaknesses indicate a necessity for adaptations These improvements are essential to enhance the quality of the materials and to meet the desired occupational outcomes effectively.
The findings indicate that there are notable limitations in format and organization that require adjustment, including the necessity to review and correct spelling errors.
The introductory table of contents should offer a comprehensive overview of the topics, themes, structures, and skills covered in each unit, ensuring that users of the course book can easily grasp the overall structure and content at a glance.
To enhance student convenience and facilitate self-study, the course book should include several useful appendices on the back cover These appendices may feature a glossary of common maritime abbreviations, selectively chosen Standard Marine Communication Phrases tailored to the students' occupational needs, and a compilation of maritime terms and expressions accompanied by concise explanations.
To enhance long-term retention of knowledge, it is essential to incorporate consolidation activities after every two units, allowing students to recycle and reinforce their understanding of previous lessons.
To enhance clarity and agreement in the teaching and learning process, it is essential to clearly and briefly introduce the objectives at the beginning of each unit in the course book This practice aids both teachers and students in understanding what will be taught and learned, facilitating better tracking throughout the course.
While all three respondent groups expressed satisfaction with the practical subject matter, diverse themes, and Maritime English references in ENS, several adjustments are necessary to address existing shortcomings.
The topics in ENS were selected through careful consultation with subject teachers and constructive discussions among ESP educators, aligned with specific objectives However, the presentation of subject content was disorganized and random To enhance coherence, it is essential to regroup and rearrange the themes in a logical sequence that progresses from simple to complex, ensuring that the development aligns with the standard teaching sequence of the subject.
Incorporating occupational-oriented topics into the course book is essential for enhancing student engagement Subject teachers recommend including critical themes such as ship structure, ship-related emails, repair and maintenance tasks, and watch-keeping duties These topics should replace less motivating subjects like "after fire accident," ensuring a more relevant and inspiring curriculum for learners in the maritime field.
Incorporating non-text elements such as images, drawings, and diagrams into educational units is essential for enhancing the learning experience These visual aids make lessons more engaging and help students grasp concepts more easily, ensuring that the content is both vivid and interesting.
In English for Specific Purposes (ESP), the choice of key terminologies and semi-technical words significantly influences the difficulty level and student motivation The lack of a logical progression in the subject matter has led to an inconsistent presentation of vocabulary throughout the course book To address this issue, it is essential to reorganize themes and topics to ensure a coherent development of content and vocabulary Additionally, vocabulary practice exercises should encompass a variety of formats, including gap-filling, changing word forms, and matching definitions, allowing students to engage with the vocabulary in practical contexts Furthermore, vocabulary explanations, particularly for the more complex terminologies found in units 8, 10, 14, and 15, should be simplified to enhance understanding and retention.
To enhance the effectiveness of grammar, pronunciation, and translation drills in the course book, it is recommended to design grammar exercises following the Grammar Note Section to reinforce newly acquired knowledge and alleviate the preparation burden on teachers Additionally, incorporating pronunciation drills will provide students with more opportunities to improve their speaking skills, boosting their confidence in communication Finally, beyond basic translation tasks involving English terms, teacher-writers should create varied exercises that enable students to use maritime vocabulary in context.
Subject teachers emphasize that speaking and listening are the most crucial language skills for seafarers However, the course book lacks listening skill exercises in each unit To address this gap, "English for Navigation Students" must include relevant listening practice exercises that align with students' future careers, presenting a significant challenge for non-native language teacher-writers.
The course book currently lacks comprehensive exercises and clear instructions for writing essential documents such as letters, radiograms, and sea protests, which are distinct in their form, structure, and language To enhance writing skills, it is crucial to include detailed guidance, techniques, and practice exercises tailored to each type of document in the course book.
To effectively engage students with diverse learning styles and varying levels of English proficiency, teacher-writers should design a variety of exercises for each section of the course book For instance, vocabulary practice can include gap-filling, word form transformations, and matching definitions Additionally, the Dialogue/Text Section can feature exercises such as answering referential questions, true/false assessments, multiple-choice questions, and role-playing activities.
Conclusion
There is no single best material that fits all learners in every context, as both published and teacher-generated materials come with their own strengths and weaknesses To utilize these materials effectively, it is essential to thoroughly examine their features and evaluate them using a reliable assessment tool Consequently, language teachers must act as materials evaluators, identifying the strengths and weaknesses of these resources and providing recommendations for their enhancement.
The course book “English for Navigation Students” used at HPPC has been thoroughly evaluated regarding its format, organization, subject content, language skills, and methodology Utilizing a checklist method, the study assessed the textbook's strengths and weaknesses through questionnaires and interviews Results revealed that ESP teachers, subject teachers, and students found the course book satisfactory, as it effectively meets occupational requirements The positive feedback highlights the book's coverage of practical maritime topics, essential grammar and vocabulary, collaborative learning methodologies, and high-quality printing.
To enhance the effectiveness of "English for Navigation Students" as a course book for Navigation Faculty students at HPPC, it is crucial to address its shortcomings These include the absence of a glossary for essential abbreviations and a useful appendix relevant to maritime practices, inadequate coverage of necessary skill areas, repetitive unit patterns, and a lack of comprehensive guidance for instructors By addressing these issues, the course book can better meet the future occupational needs of its students.
The course book "English for Navigation Students" requires essential modifications to enhance its effectiveness Feedback from both students and teachers indicates the need for improvements in specific areas that have not been well-received By addressing these concerns, the quality of the course book can be significantly improved, ultimately benefiting both educators and learners.
Limitations and suggestions for further study
The study, although was carried out with the researcher‟s great attempts, still proves a number of inevitable limitations due to the limited time, lack of resources and the researcher‟s ability
This study faces limitations due to the restricted timeframe, which hindered the ability to conduct a broader survey for gathering more student opinions on the materials, resulting in findings that lack popularity Additionally, the minor thesis scope restricts the researcher from exploring all facets of materials evaluation, impacting the reliability and value of the study The data collection relied solely on questionnaires and interviews, suggesting that the findings could have been more comprehensive and insightful if complemented by direct classroom observations to assess teachers' interactions with the materials and their effectiveness on student outcomes.
This study aims to establish a foundational framework for a detailed evaluation and design of marine engine English materials, with the objective of significantly enhancing the quality of maritime English resources at Haiphong Polytechnic College.
1 Bahumad, S (2008) TEFL materials evaluation: A teacher‟s perspective Poznan
2 Chambers, F (1997) Seeking consensus in course book evaluation ELT Journal,
3 Cunningsworth, A & Kusel, P (1991) Evaluating teachers‟ guides ELT Journal,
4 Cunningsworth, A (1984) Evaluating and selecting EFL teaching materials London Heinemann
5 Cunningsworth, A (1995) Choosing your Course book London: Macmillan
6 Dudley-Evans, T & St John, M.J (1998) Development in ESP: A multi-disciplinary approach Cambridge Cambridge University Press
7 Ellis, R (1997) The empirical evaluation of language teaching materials.ELT
8 Giap Thi Yen (2008) An evaluation of the material “Basic English III” for the second year non-English major students at Bac Giang teachers‟ training college
9 Hutchinson, T& Torres, E (1994) The textbook as agent of change ELT Journal,
10 Hutchinson, T& Waters, A (1987) English for Specific Purposes Cambridge
11 Jebahi, K (2009) Using a commercially developed ESP textbook: A classroom Dilemma The Asian ESP Journal, 5(2), 75-92
12 Johnson, D.M (1992) Approaches to Research in Second Language Learning London Longman
13 Longman (1998) Dictionary of English language and culture London
14 Martin, I (1992) An Invitation to ESP SEAMEO Regional Language Center
15 McDonough & Shaw (1993) Materials and Methods in ELT Oxford Blackwell
16 McGrath, I (2002) Materials Evaluation and Design for Language Teaching
17 McGrath, I (2006) Teachers‟ and learners‟ images for course books ELT Journal,