Rationale
The rapid advancement of technology and mass communication has led to an abundance of learning resources, making it convenient and often free for individuals to access useful information online However, the significance of traditional textbooks remains undeniable, as they are essential tools for both teachers and students Sheldon (1998:237) highlights that textbooks are "the visible heart of any ELT program," serving as a teacher, friend, and valuable source of knowledge With a wide variety of textbooks available, teachers face challenges in selecting appropriate materials that align with their course objectives and students' levels Therefore, it is crucial for material evaluators to assess the suitability of each textbook to ensure effective learning outcomes.
As a teacher of Communicative English Programs at TL Canon factory, the researcher aims to identify the most effective teaching methodologies to enhance learners' communication skills in everyday work situations Additionally, the recently introduced course book “English Unlimited A1,” published in 2011, has been utilized in two courses for staff and workers Therefore, it is essential to critically evaluate this material to enable teachers to adapt and utilize the book effectively for optimal learning outcomes.
Aims of the study
The purpose of the thesis is to evaluate the appropriateness of the material
"English Unlimited A1" is designed for English beginners at TL Canon factory, focusing on the suitability of its material for the students' proficiency level This article examines the appropriateness of the aims, content, and methodology of the program, ensuring it aligns with the needs of novice learners at the factory.
Significance of the study
This thesis is designed to benefit researchers, teachers, and learners at TL Canon factory by enhancing the quality of English learning and teaching Furthermore, the findings will serve as a foundation for adapting and improving educational materials.
Additionally, the thesis will theoretically contribute to the field of GE material evaluation in general.
The research questions
The study is carried out to achieve the following objectives:
To find out the appropriateness of the material to students’ level of English at
To identify the appropriateness of the material to beginners at TL Canon factory in terms of aims, content, and methodology
Therefore, the following research question designed as follows:
1 How appropriate is the material “English Unlimited A1” to beginners at
TL Canon factory in terms of audience, aims, content and methodology?
The scope of the study
It is not doubtful that, to have an overall critical evaluation on a material, an evaluator ought to look at every specific aspect of the material According to Brown
In 1995, material evaluation aimed to assess the effectiveness, efficiency, and attitudes of stakeholders involved in a course To measure effectiveness and efficiency, quantitative methods such as diagnostic and achievement tests are essential, while qualitative methods like interviews, questionnaires, observations, and document analysis are used to explore attitudes Although a comprehensive investigation of all three aspects is ideal, the constraints of time and scope in a minor thesis limit the researcher's ability to cover everything Consequently, this study focuses solely on evaluating the attitudes of learners and teachers at the TL Canon factory regarding specific aspects of the material.
Audience (in terms of the students’ level of English), aims, content, and methodology.
Overview of the study
Textbooks, course books, and materials
The terms "textbooks," "course books," and "materials" are frequently used in the context of education and are often interchanged by researchers, authors, teachers, and learners Despite their interchangeable use, it is important to explore the similarities that exist among these terms in the learning and teaching process.
In a General English (GE) course, textbooks serve multiple essential functions, including providing language resources, supporting learning, stimulating motivation, and serving as a reference Their significance in the success of language courses cannot be overstated However, as noted by Brown (1995), "there is no such thing as a perfect textbook," which underscores the need for evaluating textbooks to ensure their suitability for specific student groups While teaching often relies on a single textbook, educators may incorporate additional materials as needed to enhance the learning experience.
A "course book" is a textbook that serves as the foundation for a course, particularly in English Language Teaching (ELT) According to Tomlinson (1998:9), it is designed to be the primary resource for learners, encompassing essential materials in one volume The course book covers various aspects of language learning, including grammar, vocabulary, pronunciation, functions, and the skills of reading, writing, listening, and speaking.
Teaching materials in language education are defined in various ways by different authors Dudley-Evans and St John (1998) describe materials as sources of language, motivation, and reference, while Hutchinson (1987) emphasizes that they reflect the aims and methods of specific teaching contexts Tomlinson (1982) broadens the definition, stating that language teaching materials encompass any resources used by teachers or learners to aid language acquisition, including textbooks, workbooks, audio and video materials, and even handwritten notes Among these, textbooks remain the most commonly utilized resource in language instruction.
In short, in this thesis, the researcher will use the terms “textbook, course book and material” interchangeably for the convenience of analysis and explanation
1.1.2 The role of textbooks in EFL/ ESL classroom
Textbooks are essential components of any English Language Teaching (ELT) program, as they serve as the foundation for both teachers and learners in the EFL/ESL classroom (Sheldon, 1988) They provide a structured approach to teaching and learning, ensuring consistency in instruction across different classes By standardizing content, textbooks help guarantee that all learners are assessed fairly and uniformly, thereby enhancing the overall educational experience.
Cunningsworth (1995) emphasizes that textbooks serve as a vital syllabus for educational programs, aiding novice teachers by training them in effective methodologies and allowing them to focus on more meaningful tasks than material creation The absence of textbooks can lead students to feel that their learning is not valued, making these resources psychologically important Furthermore, textbooks are essential for both classroom learning and self-directed study, as students lacking access to them may struggle with focus and become overly reliant on their teachers.
In addition, Garinger (2001: 34) supports these opinions by pointing out that
Textbooks are essential in language education across various institutions, including public schools, colleges, and language schools worldwide According to Riazi (2003), they are a critical component in language teaching and learning, ranking just below teachers in importance within the classroom setting.
Context-sensitive EFL instruction necessitates that teachers consider various anthropological and sociocultural factors that impact English teaching conditions Current global textbooks for teaching English as a foreign language are often criticized for insufficiently addressing these factors, particularly in providing EFL teachers with the necessary tools to teach the cultural backgrounds of diverse English-speaking cultures Therefore, it is essential to thoroughly evaluate and select textbooks before their implementation in language programs.
Textbook evaluation
Evaluation, as defined by Hutchinson and Waters (1987), involves assessing the suitability of a subject for a specific purpose It 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 (Dudley-Evans & St John, 1998) Consequently, textbook evaluation is regarded as a form of educational assessment.
Textbook evaluation, as defined by Hutchinson and Waters (1987), is a systematic process that aligns educational needs with available resources Cunningsworth (1995) and Ellis (1997) emphasize that this evaluation enables educators to move beyond subjective judgments, providing them with accurate and contextual insights into textbook content Consequently, textbook evaluation serves as a vital tool for action research and fosters professional growth among teachers Additionally, it plays a crucial role in teacher training programs by equipping educators with the knowledge to identify essential features in textbooks.
Material evaluation is essential for two primary reasons, as highlighted by Ellis (1997) Firstly, it helps in selecting the most appropriate materials for specific situations Secondly, it assesses the suitability of already chosen materials for their intended purposes.
Various researchers offer different ways of categorizing material evaluation However, the offer by McGrath (2002) seems to be the most widely accepted He divides textbook evaluation into three stages:
Pre-use evaluation: establishes potential suit
In-use evaluation: gathers data on planning decisions, implementation and response, may stimulate preliminary reconsiderations
Post-use evaluation: uses data on incourse use and data on effects to accesses suitability of selection
When conducting a materials evaluation, it is essential for evaluators to select the appropriate type based on their specific context In this study, the researcher opted for a post-use evaluation after two years of material usage to assess its effectiveness and suitability The goal is to provide insights into the material's appropriateness and offer recommendations for future enhancements.
McGrath (2002:25) refers to three basic methods of textbook evaluation: The impressionistic method, the checklist method, and the in-depth method
The impressionistic method focuses on gaining a general understanding of educational materials through a quick review According to Cunningsworth (1995:1), this "impressionistic overview" typically involves examining the publisher's blurb, checking the content page for syllabus coverage, and skimming through the book to assess its organization, layout, topics, and visuals Often referred to as "first-glance evaluation," this approach, while useful, should not be the only basis for evaluating and selecting textbooks, as it may lead to inadequate assessments.
This method makes good use of a checklist to evaluate materials According to McGrath (2002: 27), the checklist method has at least four advantages:
1 It is systematic, ensuring that all elements that are deemed to be important are considered
2 It is cost effective, permitting a good deal of information to be recorded in a relatively short space of time
3 The information is recorded in a convenient format, allowing for easy comparison between competing sets of material
4 It is explicit, and, provided the categories are well understood by all involved in the evaluation, offers a common framework for decision- making
In-depth techniques analyze the claims made by publishers and authors, focusing on the language used and the underlying assumptions about learning and values that shape the materials (McGrath, 2002: 27-28) This approach aims to determine if the materials can genuinely fulfill the promises made about them.
Although, there are three kinds of methods of textbook evaluation, in the study the author used in-depth method
In the literature review, numerous authors have proposed diverse models for material evaluation Researchers must identify the most suitable model based on the specific purpose and types of materials being assessed.
1.2.4.1 Evaluation model by McDonough and Shaw (1993) (a combination of macro and micro evaluation)
In 1993, McDonough and Shaw proposed a three-stage model for material evaluation, consisting of external evaluation, internal evaluation, and overall evaluation This model emphasizes the importance for teachers to first conduct an external evaluation to gain a comprehensive understanding of the organizational principles of the materials Following this, a detailed internal evaluation assesses how well the materials align with the author's claims and the specific aims of the teaching program The external evaluation serves as a preliminary or macro assessment, examining the assertions made by the author or publisher, which are often found on the book's cover, in the instructions, or within the table of contents This initial evaluation is crucial for determining the potential appropriateness of the materials.
The internal evaluation stage, also known as micro evaluation, necessitates a thorough examination of two or more units to assess the actual content presented within the materials and to verify whether the author's claims align with the findings from the internal evaluation.
The overall evaluation of materials is crucial for assessing their suitability based on various factors, including usability, generalizability, adaptation, and flexibility This evaluation model will be illustrated in the following figure.
Macro – evaluation → inappropriate / potentially appropriate →
Micro – evaluation → inappropriate / appropriate → adopt/ select (Internal) ↓
Figure 1: Material evaluation model by McDonough and Shaw (1993:75)
The internal evaluation stage is initiated after the materials have been deemed potentially suitable during the external evaluation If the results of this internal assessment indicate that the materials are unsuitable, the evaluation process will be concluded.
1.2.4.2 Evaluation model by Ellis (1997) (a micro-evaluation)
Ellis (1997) emphasizes the importance of evaluating language teaching materials as a cohesive set rather than in isolation He proposes a model that incorporates a series of micro-evaluations, focusing on empirical assessments and the alignment between planned and actual tasks in language instruction This model includes several macro evaluation dimensions, such as approach, purpose, focus, scope, evaluator, and types of information, which are essential for the micro evaluation process Ellis outlines various steps for effectively evaluating a task, ensuring a comprehensive analysis of language teaching materials.
1 Choosing a task to evaluate: the task can be new and teachers want to discover the effectiveness of using it in classroom The task can be already used and teachers want to confirm whether it is as good as they think
2 Describing the task: it can be described in terms of objectives, input, process and outcomes
4 Collecting the information: the information required to evaluate a task can be collected before, during or after the teaching of the task
5 Analyzing the information: the data can be analyzed either in a quantitative way or in a qualitative way
6 Reaching conclusions and making recommendations
This evaluation model is more manageable compared to macro-evaluation; however, conducting a macro-evaluation requires multiple micro-evaluations, which can be time-consuming and labor-intensive.
Cunningsworth (1984) presents a checklist of criteria to evaluate various aspects of course materials, focusing on linguistic factors such as language content, topics, skills, and methodology He emphasizes that the examination of language content should assess the appropriateness of grammar, structures, functions, and vocabulary in relation to learners' needs Additionally, he advocates for topics that are engaging, diverse, and sophisticated, enabling students to broaden their understanding within their language proficiency level.
Textbook adaptation
Adaptation is a crucial process aimed at enhancing the relevance of teaching materials by adjusting specific elements of a course book or set of resources to better fit unique educational contexts According to Tomlinson (1998: 11), adaptation involves "reducing, adding, omitting, modifying, and supplementing" content Additionally, textbook adaptation allows educators to utilize portions of a textbook to create communicative activities, thereby making lessons more interactive and engaging for students.
Textbooks alone cannot serve as fully effective teaching tools without adaptation To enhance the learning experience for their specific students, most teachers modify the materials they use, ensuring that the content aligns with their learners' needs.
According to McDonough and Shaw (1993), the following possible areas are often taken into account to adapt:
1 Lack of grammar coverage in general
2 Lack of practice of grammar points of particular difficulty to learners
3 Reading passages contain too much unknown vocabulary
4 Comprehension questions are too easy
5 Subject matters are suitable with learners of the age and intellectual level
6 Photographs and other illustrative materials are not culturally acceptable
7 Amount of material is too much or too little to cover
8 Lack of guidance of teachers on group work and role play
9 No vocabulary list of a key to exercises provide
The reasons for adaptation presented above can be grouped into: aspects of language uses, skills, classroom organization and supplementary materials
Maley (1998) suggests the following options to adapt materials:
1 Omission: The teacher leaves out things deemed inappropriate, offensive, unproductive, etc for the particular group
2 Addition: Where there seem to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material
3 Reduction: Where the teacher shortens an activity to give it less weight or emphasis
4 Extension: Where an activity is lengthened in order to give it an additional dimension (For example, a vocabulary activity is extended to draw attention to some syntactic patterning)
5 Rewriting/ modification: Teachers may occasionally decide to rewrite material, especially exercise material to make it more appropriate, more
“communicative”, more demanding, more accessible to their students, etc
6 Replacement: Text or exercise material which is considered inadequate, for whatever reason, may be replaced by more suitable material This is often culled from other resource materials
7 Re-ordering: Teachers may decide that the order in which the textbooks are presented is not suitable for their students They can then decide to plot a different course through the textbooks from the one the writer has laid down
8 Balancing: Teachers may decide to add options to the existing activity or to suggest alternative pathways through the activities.
Conclusion
To effectively evaluate a textbook, educators must assess the alignment of each content-matched activity with their specific teaching objectives and students' learning requirements This evaluation process is crucial for determining the suitability of the material for instructional purposes Therefore, teachers should carefully select the most appropriate textbook that meets both their teaching needs and their students' learning needs In this context, the author employs the Hutchinson and Waters (1993) model as a framework to evaluate the textbook "English Unlimited A1."
This chapter provides a comprehensive overview of English language learning and teaching practices at the TL Canon factory, where the research is conducted It outlines the data collection methods employed, including document analysis, and details the use of questionnaires for students and informal interviews with teachers The aim is to assess the appropriateness of the course book for the learners.
An overview of current English Teaching and Learning at TL factory
Canon, a prominent Japanese company, operates three printer factories in Vietnam: Thang Long, Tien Son, and Que Vo To facilitate effective communication among its managers, staff, and workers, who converse primarily in Japanese or English, Canon offers English classes ranging from elementary to advanced levels, determined by an entrance test The "English Unlimited A1" course book is utilized for beginners across all three factories, with each course spanning 40 hours Participants undergo a mid-term and an end-of-term test, evaluating vocabulary, grammar, pronunciation, and the four key language skills: speaking, listening, writing, and reading Those who score 8 points or higher on the final test are awarded a scholarship covering their course tuition.
The course book “English Unlimited A1” was written by Adrian Doff in 2010
English Unlimited is a General English course designed for adults at the TL Canon factory, specifically catering to students at the elementary level or those beginning their English learning journey The course features a comprehensive textbook that includes 10 modules, ensuring a structured approach to language acquisition.
This article explores ten diverse real-life topics, including people, shopping, personal experiences, daily activities, and outings, providing students with comprehensive practical knowledge of grammar, vocabulary, and essential language skills The book meticulously details various language elements and skills, enhancing learners' understanding of functional language in everyday contexts.
New grammar structures are introduced through visual aids, discussion questions, and listening activities, allowing students to grasp the form and rules effectively Students engage in various exercises to practice these structures For vocabulary acquisition, they predict meanings of new words using accompanying images or interactive games Following this, they listen to audio resources for proper pronunciation In the pronunciation segment, students practice sounds with teacher guidance and then use audio tools to verify their pronunciation, ensuring they can articulate words smoothly and confidently.
The language skills curriculum focuses on enhancing various aspects of language through dedicated sections on vocabulary and language use In the speaking and writing components, visual aids and discussions are employed to engage students and activate their prior knowledge Students practice their speaking abilities through conversational exercises in the listening segment In the reading and listening activities, they learn to comprehend short, simple texts, recognize familiar names and phrases, and reread as necessary Additionally, they are trained to follow slow, clearly articulated speech with ample pauses to facilitate understanding.
Research methodology
This study aims to assess the suitability of the "English Unlimited A1" material for beginners at the TL Canon factory To achieve this objective, specific research questions have been formulated to guide the evaluation process.
1 How appropriate is the material “English Unlimited A1” to beginners at
TL Canon factory in terms of audience, aims, content and methodology?
The thesis targets a population of 100 learners enrolled in the Communicative English course at TL Canon factory, comprising three classes (Beginner TL 01, 03, and 05) and 10 instructors The research spans from October to December 2013, focusing on students aged 18 to 30, with a higher proportion of females than males These learners, who come from various provinces in Vietnam, are primarily workers or staff members Although they have previously studied English, their education emphasized grammar for exams, and they have not actively used the language for an extended period.
A survey of ten English teachers revealed that three hold a Master's degree, while another three are currently pursuing their M.A at ULIS, VNU The remaining teachers have completed a Bachelor's degree Their ages range from 26 to 36, and all participants have at least two years of experience teaching this curriculum.
To assess the course book's alignment with learners' levels, objectives, content, and teaching methods, this study employs three primary data collection techniques: student questionnaires, teacher interviews, and document analysis These methods are widely recognized in literature, alongside other evaluation tools like observations and discussions, to effectively gauge educational materials.
Survey questionnaires are a widely used tool in social science research, as noted by Litz (2005), for gathering opinions and analyzing educational contexts One key advantage is that respondents can complete them without pressure, allowing for more honest expression of their thoughts Additionally, close-ended questions are easy to answer (Gillham, 2000) In this study, a questionnaire was administered to students to assess their attitudes toward the material "English Unlimited A1." The questionnaire consists of four sections with 32 questions rated on a five-point scale: strongly disagreed, disagreed, neutral, agreed, and strongly agreed.
Section 1 includes 8 questions to collect students’ opinions of the levels of difficulty of the material and the reasons for their ideas
Section 2 with 10 questions aims at discovering the students’ statements as well as evaluation on the aim requirements of the textbook
Section 3 with 8 questions tries to find out whether students satisfy with the content presented in the material or not
Section 4 consists of 6 questions designed to gather students’ judgment about the current course book in term of methodology
The questionnaire is summarized in detail as follows:
Sections Types of information Question
The level of difficulty of the textbook Q 1-7 The reasons why these sections are difficult Q8
2 The aims of the material in relation to the aims of the course Q 9- 18
Language points: Vocabulary and Grammar structures Q 19-22
The combination of learning theories Q 26
The language skills and methodology Q31
Table 2.1: Types of information in the student questionnaire 2.2.3.2 Interview
The interview aims to gather additional insights from teachers following the analysis of student questionnaire responses According to Johnson (1992:115), interviews often yield high response rates, as participants are more inclined to engage due to their direct interaction with the interviewer This personal involvement allows the interviewer to clarify any ambiguous questions, leading to the acquisition of more significant and meaningful information.
In this study, informal interviews were conducted with ten English teachers at TL Canon factory to gather insights on the alignment of the textbook with students' proficiency levels The interviews featured eight carefully crafted questions aimed at evaluating the appropriateness and effectiveness of the course book regarding its objectives, content, and teaching methodology for beginner learners at the factory.
Data collection procedure
Document analysis serves as a crucial tool for data collection in thesis research This study focuses on evaluating the course book "English Unlimited A1," specifically assessing its relevance to the students' proficiency level and its alignment with the course's aims, content, and methodological requirements.
The research involved collecting data through a questionnaire administered to students at the end of a class meeting The questionnaire was developed based on specific criteria focusing on three main aspects Students were encouraged to provide honest responses and complete the questionnaire during class time, allowing for clarification of any ambiguous questions This approach ensured immediate return of the completed questionnaires to the teacher The collected data was then sorted and statistically analyzed in table format to address two key research questions.
The study involved interviewing 10 English teachers from TL Canon factory to gather additional data, with each interview lasting approximately 15 minutes The interviews were conducted during course breaks, after lessons, or during teachers' meetings, and responses were recorded through note-taking Following the data collection from both teachers and students, the information was summarized and organized into tables for analysis.
FINDINGS AND DISCUSSION
The appropriateness of the material to the students’ level of English
The researcher evaluated the suitability of the material for students by comparing their proficiency levels with the intended audience of the course book.
The book "English Unlimited A1" is tailored for an elementary English course aimed at adults seeking to improve their communication skills This material aligns well with the needs of students at TL Canon factory, who, despite varying educational backgrounds—from high school to university—were placed in the same elementary class based on their entrance test results Additionally, staff members utilize written English more frequently than workers, as they are required to communicate via email and submit weekly reports, limiting their opportunities for verbal English practice.
The results collected from the interview with ten teachers of English are shown in the two tables below (Table 4.1 and Table 4.2):
No Teachers’ ideas Number of choice Percentage
1 The material is for elementary level 10 100%
2 The material is relevant to your students’ level of English
3 The material is a bit difficult for your students
Table 4.1: Teachers’ opinions of the appropriateness of the material to the students’ level of English
All interviewed teachers at TL Canon factory unanimously agreed that the course material is appropriate for elementary-level students Notably, 90% of them confirmed that the course book aligns well with the students' English proficiency, enabling most students to effectively engage with the textbook exercises However, half of the teachers noted that the coursebook presents some challenges due to its complexity and numerous sub-sections Overall, the material is deemed relatively suitable for the students' level, as supported by the majority of the teachers.
Grammar Vocabulary Pronunciation Speaking Listening Writing Reading
Table 4.2: Teachers’ opinions of the difficulty of different parts in the material
According to Table 4.2, the responses from teachers regarding question 4 in the interview reveal that a significant majority, specifically 60% and 50%, perceive Listening and Reading as somewhat challenging for students In contrast, they consider the other components of the material to be relatively suitable for the students' proficiency levels.
Listening skills are often regarded as the most challenging aspect of language learning, with 60% of teachers highlighting this difficulty Many students struggle to comprehend listening exercises, while some are entirely lost during these activities Teachers attribute this issue to several factors, including the rapid speech of native speakers, which can overwhelm elementary-level students Additionally, a lack of recent practice with oral language may contribute to students' underdeveloped listening abilities.
Many teachers believe that reading skills pose a significant challenge for elementary students, alongside listening skills They noted that certain texts often include unfamiliar vocabulary, making it difficult for young learners to comprehend the material effectively.
Three out of ten teachers believe that speaking skills are particularly challenging for students, as many struggle to participate during speaking lessons Observations indicate that students often lack the ability to express their thoughts clearly due to limited English proficiency and insufficient vocabulary Additionally, teachers noted that students frequently lack confidence, feeling shy and fearing ridicule from peers for making mistakes.
Finally, grammar, vocabulary, pronunciation and writing skill are sections in the material agreed by most of the teachers are a bit challenging but suit to the students’ level of English
The data presented in Tables 4.3 and 4.4, derived from a student questionnaire, reveals insights into students' perceptions of challenging sections in the material Table 4.3 highlights the specific areas students find difficult, while Table 4.4 outlines the reasons behind their perceptions of these sections as arduous.
Disagree Neutral Agree Strongly agree
Table 4.3: Students’ assessments of the difficult sections in the material
According to Table 4.3, listening skills were perceived as the most challenging section, with 75% of participants finding it difficult The primary reason for this difficulty, cited by 69% of respondents, was the speed of the audio tape (Table 4.4) Additionally, 15% attributed their struggles to insufficient listening practice, while only 10% believed that teaching methods were a contributing factor.
Items Grammar Vocab Pronun Speaking Listening Writing Reading
Too little guidance in the book
Too many new words, expression
The tape is too fast 0% 0% 0% 0% 69% 0% 0%
Table 4.4: Students’ opinions of the reasons why some sections are difficult
The data indicates that speaking skills were perceived as a challenging aspect of the curriculum by many students, with 55% labeling it as difficult A significant 57% of students attributed this challenge to insufficient practice during class, which can be explained by the large class sizes of approximately 33-35 students, limiting individual opportunities for participation Additionally, only 9% of respondents cited ineffective teaching methods as a contributing factor to their struggles in this area.
Writing emerged as one of the most challenging areas in the material, with 46% of students expressing difficulty, as shown in Table 4.3 Table 4.4 highlights various reasons for this struggle, revealing that 40% of respondents felt there was insufficient guidance, while 31% cited a lack of writing practice in the course Additionally, 13% of students attributed their challenges to the teaching methods employed by instructors.
Grammar, vocabulary, pronunciation, and reading share a common challenge, each exhibiting difficulty levels just below 50% Specifically, grammar has a difficulty rating of 40%, while vocabulary and pronunciation both stand at 34%, and reading at 28% The primary reason for these difficulties, particularly in vocabulary, pronunciation, and reading, is the presence of too many new words, with 23%, 28%, and 15% of respondents citing this issue, respectively Additionally, 12% of respondents identified grammar as challenging, primarily due to insufficient practice.
This section compares teachers' perspectives with students' evaluations of various parts of the textbook, leading to initial conclusions about the material's suitability for the students' English proficiency levels.
The analysis of teacher interviews and student questionnaires indicated that the material was generally suitable for the students' English proficiency levels However, some components, particularly in listening, speaking, and writing, were perceived as challenging by students Despite this, the study found that these sections, along with the teaching methods, can be adjusted to better align with the students' capabilities Overall, both teachers and students largely agreed that the majority of the material was appropriate for their level.
4.2 The appropriateness of the material to the aims of the course
4.2.1 The appropriateness of the material to the aims of the course in terms of language aspects
The book, designed for A1 level learners, emphasizes communication and introduces basic grammar concepts in a structured manner Each grammar section comprises three stages: presentation, rules, and practice Initially, students encounter grammar points through concise dialogues or clear texts Following this, they deduce the structural rules based on the presented material Finally, learners reinforce their understanding by completing exercises or engaging in activities proposed by the teacher.
The appropriateness of the material to content requirements of the course
The research indicates that the textbook effectively covers grammar structures, functions, and vocabulary suitable for communicative language teaching, focusing on key grammar points such as questions, the use of "there is/are," singular and plural nouns, and various tenses including present simple and past simple While the material follows a communicative teaching approach, the tasks and exercises provided are insufficient for thorough student practice For instance, Unit 4 introduces expressions like "I like/I don't like," yet lacks adequate exercises for students to practice these phrases Therefore, it is essential for teachers to supplement the textbook with additional materials to enhance student learning and practice.
The result collected from the students in the third section of questionnaire will be presented in Table 4.7 below:
Disagree Neutral Agree Strongly agree
1 The grammar and vocabulary were 0% 8% 0% 70% 22% enough to learn
2 The structures were adequate to your need
3 Most of the words were familiar to you because you have usually used it
4 The grammar exercises were adequate to the students’ level
5 The vocabulary was too much for the students to learn
Table 4.7: Students’ opinions of the appropriateness of the material to the content requirements of the course in terms of language aspects
A recent survey revealed that 92% of students found the grammar presented in the course material sufficient for their learning, while 78% agreed with the writer that the grammatical structures met their needs However, 83% of students felt that the vocabulary in the textbook was inadequate for their learning, likely due to the absence of challenging words in each unit This is supported by the fact that 88% of students recognized most of the vocabulary as familiar, as they frequently encountered these words in their daily activities Additionally, 80% of teachers concurred that the vocabulary and grammar structures were suitable for the students' levels Overall, both teachers and students affirmed that the grammar and vocabulary exercises in the course book were appropriate for the students' proficiency levels.
4.3.2 The appropriateness of the content of the course book in terms of language skills
The coursebook effectively incorporates all four essential language skills In terms of speaking, it is evident that the book offers appropriate topics and scenarios that facilitate classroom communication among students.
The book presents challenges for beginners in speaking activities, as it often lacks examples or suggestions, leaving students struggling to generate vocabulary and ideas For instance, the speaking section in unit 8 asks students to discuss a recently visited place without providing guidance on structuring their thoughts In contrast, the listening section is well-suited to students' levels, featuring various tasks like gap filling and True/False exercises that enhance listening skills through class activities Additionally, the reading and writing sections offer a range of short texts on diverse topics, allowing students to expand their vocabulary and knowledge while practicing reading Writing exercises focus on constructing simple sentences to improve communication skills effectively.
The analysis indicates that the course content, including grammar, functional vocabulary, text types, and topics, is well-suited to the students' needs The grammar and structures presented in the course book align with the course requirements, eliminating the need for adjustments in vocabulary and grammar exercises All four language skills—speaking, listening, reading, and writing—are adequately addressed concerning text types However, the speaking component requires additional hints and suggestions to facilitate student practice, prompting teachers to incorporate more examples and engaging speaking activities Given that the learners are factory workers aiming to enhance their workplace communication, it is essential to integrate vocabulary and real-life speaking scenarios relevant to their work environment In conclusion, the material effectively meets most of the course's content requirements in terms of language points and skills.
The appropriateness of the material to methodology requirements of the course
4.4.1 Material analysis and survey results
The course requirements emphasize learning theories and various tasks and exercises The researcher will outline the teaching techniques implemented in the classroom.
- Grammar: sentence building based on new grammar structures, gap filling, mistake correcting, true/ false
- Vocabulary: guessing the meaning of unknown words, matching, asking and answering questions
- Listening: gap filling, questions answering, matching, true/ false
- Speaking: asking and answering the questions, making a short conversation, giving an idea, discussing in groups, role-play
- Reading: answering questions/ short answers, true/ false, multiple choice, comprehension questions
- Writing: sentence building, combining sentences, writing letters
The material offers a diverse range of tasks and exercises designed to enhance students' skills, particularly in listening and speaking For listening, learners engage with native speakers' voices through various tasks that align with their proficiency levels, making them easy to follow Additionally, the emphasis on speaking skills is evident, as the variety of activities in both the textbooks and supplementary materials captivates students' interest and encourages participation.
From the data collected in the last section of student questionnaire, the author will analyze and summarize in the following table (Table 4.8):
1 The material under the study based on the combination of the learning theories including behaviorist, cognitive
2 There were many kinds of tasks and exercises in the course book
3 The time was enough for the teachers and students to finish the exercises and the tasks in the book
4 The techniques employed were individual work, pair-work, group work, role-play and class activities
5 The language skills and methodology were the most suitable with the students’ need
6 The methods provided by the teachers are appropriate for the each lesson
Table 4.8: Students’ opinions of appropriateness of the material to the methodology requirements of the course
According to Table 4.6, a significant majority of students (95%) endorsed the study materials, which integrated behaviorist and cognitive learning theories However, over 90% expressed concerns regarding insufficient time to complete exercises and tasks, citing difficulties with homework due to time constraints, as many learners are also staff and workers balancing their studies with family responsibilities Despite these challenges, 83% of students felt that the language skills and methodologies used were aligned with their needs, and 89% agreed that the teaching methods employed by instructors were suitable for each lesson Furthermore, in a teacher interview, 90% of educators concurred that the course-book's language skills and methodologies met the students' requirements, emphasizing their commitment to finding effective teaching strategies to enhance student learning and boost confidence in communication.
The survey indicated that the methodological criteria of the course book effectively met user requirements regarding task types and teaching techniques The diverse tasks and exercises provided in the material aligned well with the course needs Additionally, learning techniques such as pair work, group work, and individual work were appropriately implemented for various tasks and activities.
Many weaknesses in educational tasks can be addressed to enhance student engagement The current reliance on individual, pair, and group work often leads to boredom among students To improve learning outcomes, more structured guidance for all four skills, particularly writing, is essential Additionally, incorporating speaking tasks that reflect real-world scenarios can significantly boost students' speaking abilities Furthermore, integrating suitable games and songs into the curriculum can spark curiosity and foster creativity among students.
To better meet learners' needs, the time allocated for each module should be revised, particularly since teachers believe the textbook follows the Communicative Language Teaching (CLT) approach However, this approach may not be suitable in large classes with varied student levels Teachers recommend conducting an official test before the General English (GE) course to assess and categorize students' proficiency levels This assessment would enable educators to better understand their students and implement more effective teaching strategies Consequently, the textbook should be adapted to optimize its use for both students and teachers.
Recommendations for the course book’s adaptation
The study's findings indicate that the course book needs adaptation based on key aspects proposed by McDonough and Shaw (1993).
To enhance speaking lessons, it is essential to incorporate suggestions, hints, and examples that guide students in understanding their tasks Teachers can model effective speaking techniques or offer practical tips to foster independent speaking skills Additionally, engaging activities like role-play, sample conversations, and picture descriptions can make vocabulary lessons more enjoyable and motivating for students Furthermore, providing comprehensive guidance and critical instructions for teachers is crucial to effectively teach language skills.
Deletion involves removing specific steps or entire activities from a lesson to better align with the overall objectives of a unit Educators are encouraged to eliminate certain tasks or exercises, reassign them as homework, and create engaging alternatives to maintain student interest and enhance the learning experience.
In Unit 4, page 35, the reading task on time management should be excluded as it fails to promote language production among students Instead, educators should create a new activity that encourages students to discuss their daily routines, building on the skills developed in the prior speaking task.
In each unit of the book, language skills are divided into smaller components, often repeated across pages, making it essential to integrate these elements For instance, in Unit 5, pages 38 and 39, the content is segmented into five sub-parts: Vocabulary 1, Grammar, Listening, Speaking, and Vocabulary 2 To enhance learning, teachers should merge Vocabulary 1 and Vocabulary 2 into a cohesive section.
Conclusion of the study
Materials are essential in the English learning and teaching process, as their evaluation helps classroom teachers and educational programmers assess the suitability of these resources for specific contexts.
The evaluation of materials involves assessing their strengths and weaknesses while providing recommendations for future improvements This study focuses on the textbook "English Unlimited A1" by Adrian Doff, analyzing its audience, aims, content, and methodology based on the evaluation model proposed by Hutchinson and Waters (1987) To gather data, the researcher employed three methods: survey questionnaires, informal interviews, and document analysis The findings aim to assist teachers in identifying both the strengths and weaknesses of the textbook, enabling them to adapt and utilize it more effectively.
The researcher found that the "English Unlimited A1" material was generally suitable for students at TL Canon factory, though some aspects, particularly listening, speaking, and writing, were challenging Students struggled with listening due to the fast pace of the tape and limited practice time To address this, it is recommended that teachers replay the tape, pause when necessary, and repeat dialogues until students comprehend the material Additionally, incorporating supplementary listening resources like songs and short films can enhance their skills For speaking, teachers should create engaging activities and encourage students to present in front of the class to build confidence Writing should also be promoted both in class and at home, with students summarizing their speaking activities in small paragraphs and maintaining simple vocabulary and grammar in personal writing assignments.
The research indicated that the course objectives related to language skills were generally appropriate for the students at TL Canon factory The course book provided sufficient functional language and vocabulary for effective communication in daily work scenarios While the content and methodology were largely suitable, some weaknesses were identified, particularly in speaking skills, which lacked adequate guidance for students To address this, teachers should incorporate more examples and engaging speaking activities Additionally, since the primary goal for learners was to communicate effectively at work, it is essential to integrate relevant vocabulary and real-life speaking situations into the curriculum Moreover, revising time allocation is crucial to ensure that every student has the opportunity to participate and complete all textbook exercises during class.
In conclusion, despite certain unavoidable limitations that can be addressed by teachers and researchers, the textbook "English Unlimited A1" is generally well-suited for the English proficiency level of students at TL Canon factory The book's aims, content, and methodology align effectively with the needs of English beginners in this workplace.
Limitations and suggestions for future research 43 REFERENCES I APPENDICES III Appendix 1
This study acknowledges certain limitations within the scope of a mirror thesis Primarily, the researcher has focused on a general evaluation of the course book "A1 English Unlimited," assessing its aims, content, and methodology, which may not provide a comprehensive understanding of the broader context Additionally, as a new textbook that has not yet gained widespread use globally, the researcher faced challenges in gathering feedback from various teachers and students Despite these constraints, the researcher has leveraged practical experiences from themselves and other educators to present the most valid findings, aiming to assist teachers in utilizing the material effectively.
This study primarily focuses on assessing the suitability of the book "A1 English Unlimited" regarding its aims, content, and methodology Consequently, the findings offer limited insights into the broader teaching and learning process Further evaluation is needed, particularly concerning students' needs, interests, and the cultural relevance of the material.
The author's dedication has led to the fulfillment of the thesis, aiming to enhance the learning and teaching of A1 English Unlimited and the broader English Unlimited series While the work contributes valuable insights, it acknowledges certain limitations The researcher encourages further exploration of the series to gain a comprehensive understanding and welcomes feedback from readers.
1 Brown, J.D (1995), The Elements of Language Curriculum, Boston: Heinle &
2 CunningsWorth, A (1984), Evaluating and Selecting EFL Teaching Materials,
3 Cunningsworth, A (1995), Choosing your coursebook Oxford, Heienemann
4 Doff, A (2011), English Unlimited A1, Cambridge: Cambridge University Press
5 Dudley- Evans, T., & St John, M.J (1998), Development in English for Specific
Purposes, Cambridge: Cambridge University Press
6 Ellis, R (1997), “The Empirical Language Materials”, ELT Journal, 51(1), pp 36-
7 Garinger, D (Online) “Textbook Evaluation”, TEFL Web Journal, Retrieved 3-
10-2001 from http://www.teflweb-j.org/v1n1/garinger.html
9 Harmer, J (1996) Is PPP dead? Modern English Teacher 5/2
10 Hutchinson, T., & Water, A (1987), English for Specific Purposes: A learning- centered approach, Cambridge: Cambridge University Press
11 Johnson, D M (1992) Approaches to research in second language learning
12 Litz, D R A (2005) Textbook Evaluation and ELT Management: A South Korea
Case Study Asia EFL Journal, no volume and page numbers given
Retrieved from: http://www.asian-efl-journal.com/Litz_thesis.pdf
13 Maley, A (1998) Squaring the circle: Reconciling materials as constraints with materials as empowerment In B Tomlinson (Ed.), Materials development in language teaching Cambridge: Cambridge Language Teaching Library, Cambridge University Press
14 McDonough, J., & Shaw, C (1993), Materials and Methods in ELT, Blackwell
15 McGrath, I (2002), Materials Evaluation and Design for Language teaching,
16 Riazi, A.M (2003) “What Textbook Evaluation Schemes Tell us? A study of the
Textbook evaluation Schemes of three Decades”, in W A Renanda (ed.), Methodology and Materials Design in Language Teaching, Singapore: SEAMEO Regional Center page 52 -68
17 Sheldon, L.E (1988), Evaluating ELT Textbooks and Materials, ELT Journal, 42
18 Tomlinson, B (1998), Materials Development in Language Teaching,
19 Tomlinson, B (1982) ‘Letter in response to Ellis, R Informal and formal approaches to communicative language teaching.’ ELT Journal Vol 36/4,
20 Williams, D (1983), Developing Criteria for Textbook Evaluation, ELT Journal,
HUTCHINSON AND WATERS’S CRITERIA CHECKLIST FOR
(i.e analysis of your course, in terms of materials requirements)
OBJECTIVE ANALYSIS (i.e analysis of materials being evaluated)
AUDIENCE 1A Who are your learners?
Status/ role with respect to specialism (e.g trainee cashier, qualified anesthetist …)
Knowledge of English/ specialism/ other (e.g knowledge of “the world”)
1B Who is the material intended for?
AIMS 2A What are the aims of your course? 2B What are the aims of the materials?
(Note: Check that the aims are actually what they are said to be, by looking at the material itself)
CONTENT 3A What kind of language description do you require? Should it be structural, notional, functional, and discourse- based, some other kind, a combination of one or more of these?
4A What language points should be
3B What type(s) of linguistic description is/ are used in the materials?
4B What language points do the covered? (i.e What particular structures, functions, vocabulary areas etc?)
5A What proportion of work on each macro-skill (e.g reading) is desired?
Should there be skills-integrated work?
6A What micro-skills do you need?
(e.g deducing the meanings of unfamiliar words)
7A What text-types should be included? manuals? letters? dialogues? experimental reports? visual texts (pictures, diagrams, charts, graphs, cartoons etc.)? listening texts? any other kind?
8A What subject-matter area(s) is/ are required (e.g medicine, biology etc.)?
What level of knowledge should be assumed (e.g secondary school, first year college/ university, post-graduate etc.)?
What types of topics are needed (e.g in medicine: hospital organization, medical technology etc.)?
What treatment should the topics be given (e.g 'straightforward', factual;
'human interest' angle; humorous; unusual perspective; taking into account issues, controversy, etc.)?
9A How should the content be materials cover?
5B What is the proportion of work on each skill? Is there skills-integrated work?
6B What micro-skills are covered in the materials?
7B What kinds of texts are there in the materials?
8B What is/are the subject-matter area (s) assumed level of knowledge, and types of topics in the materials?
What treatment are the topics given? organized throughout the course? around language points? by subject matter? by some other means (e.g study skills)? by a combination of means?
When organizing content within course units, it is essential to adopt a structured approach that enhances clarity and focus Utilizing a consistent pattern of components can help streamline the learning process, while incorporating a variety of patterns may cater to diverse learning styles Additionally, content organization should prioritize specific skill areas or communication tasks to ensure that learners can easily navigate and engage with the material Ultimately, a well-thought-out framework will facilitate effective learning outcomes and improve overall course effectiveness.
11A How should the content be sequenced throughout the course? e.g: from easier to more difficult? to create variety? to provide recycling ? by other criteria?
Should there be no obvious sequence?
12A How should the content be sequenced within a unit? e.g: from guided to free? from comprehension to production? accuracy to fluency? by some other means?
Should there be no obvious sequence?
9B How is the content organized throughout the materials?
10B How is the content organized within the units?
11B How is the content sequenced throughout the book?
12B How is the content sequenced within a unit?
METHODOLOGY 13A What theory/ies of learning should the course be based on?
Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these?
14A What aspects of the learners' attitudes to/ expectations about learning English should the course take into account?
To effectively enhance language skills, a variety of exercises and tasks are essential These can range from guided to free activities, focusing on both comprehension and production It's important to incorporate practices that allow for language and skills application, accommodating tasks with one correct answer as well as those with multiple valid responses Additionally, activities should be designed for different formats, including whole class, group, and individual settings, while balancing language and skills-based tasks with content-based learning.
'mechanical' problem solving? role-play, simulation, drama, games? ones involving visuals? self-study? some other kinds?
16A What teaching-learning techniques are to be used? e.g lockstep? pair work? small-group work? student presentations? work involving technical subject matter? other kinds?
17A What aids are available for use? e.g cassette recorders?
13B What theory/ies of learning are the materials based on?
14B What attitudes to/ expectations about learning English are the materials based on?
15B What kinds of exercises/ tasks are included in the materials?
16B What teaching-learning techniques can be used with the materials?
17B What aids do the materials require? overhead projectors? realia? wallcharts? video? other?
Effective teaching of the course will require comprehensive guidance and support, including clear statements of aims, curated lists of vocabulary and language skills, and essential language guidance Additionally, providing technical information and methodological directives will enhance instructional strategies Suggestions for further work and relevant tests will also be beneficial in assessing student progress and ensuring a well-rounded educational experience.
19A How flexible do the materials need to be?
18B What guidance do the materials provide?
19B In what ways are the materials flexible? e.g
- can they be begun at different points?
- can the units be used in different orders?
- can they be linked to other materials?
- can they be used without some of their components (e.g cassettes)?
OTHER CRITERIA 20A What price range is necessary?
21A When and in what quantities should the materials be available? etc
21B When and how readily can the materials be obtained?
Appendix 2 STUDENT QUESTIONNAIRE Dear my students!
This survey aims to explore students' perceptions and attitudes towards the textbook "English Unlimited A1." Your participation in completing all the questions is greatly appreciated, as the collected data will solely be utilized for research purposes and will not be used for any other reasons.
Please choose the option which is the most suitable to you
Your years of English learning: ………
Section 1: Give your ideas about the levels of difficulty and the reasons for your opinions
Disagree Neutral Agree Strongly agree
Question 8: Give your reasons why these sections are difficult?
Items Grammar Vocabulary Pronun Speaking Listening Writing Reading
Too little guidance in the book
Too many new words, expression
The tape is too fast
Section 2: Give your ideas about the aims of the textbook “English Unlimited A1”
Disagree Neutral Agree Strongly agree
9 The effectiveness of the material is suitable to the aim of the course
10 The students had the perceptions about the aims of the material
11 The course-book provided you new grammar items and grammatical structures
12 The course-book equipped you with enough functional language and vocabulary relating to communication in your job
13 You have been confident in using speaking and listening skills, as the result of learning the course- book
14 The course-book should be used again because it helped you to improve your job
15 Four skills all were presented in the course book
16 The course-book helped you consolidate a lot of basis grammar and grammatical structures that you had learned before
17 The aim of this textbook responds your study
18 You still use this book after finishing the course
Section 3: Give your ideas about the content of the textbook “English Unlimited A1”
Disagree Neutral Agree Strongly agree
19 The grammar presented in the course-book was enough to learn
20 The structures introduced in the textbook were adequate to the your need
21 Most of the words presented in the book were familiar to you because you have usually used it in your daily work
22 The grammar exercises in the course book were adequate for the students’ level
23 The unit topics were really interesting to the learners
24 The vocabulary was too much for the students to learn
25 The number of exercises on grammar in the course book were enough to practice
26 The content of the book is clear that you can learn it for their daily job
Section 4: Give your opinions on methodology of the textbook
27 The material under the study based on the combination of the learning theories including behaviorist, cognitive
28 There were many kinds of tasks and exercises in the course book
29 The time was enough for the teachers and students to finish the exercises and the tasks in the book
30 The techniques employed in the course-book were individual work, pair-work, group work, role-play and class activities
31 The language skills and methodology were the most suitable with the students’ need
32 The methods provided by the teachers are appropriate for the each lesson
1 Is the material for elementary level?
2 Is the material relevant to your students’ level of English?
3 Is the material a bit difficult for your students?
4 Which parts (grammar, vocabulary, pronunciation, speaking, listening, writing and reading) do you think difficult for students? Why do you think that?
5 Do you agree that the material is suitable for the aims of the course in terms of language aspects and language skills?
6 Do you agree that the material is suitable for the content requirements of the course in terms of language aspects and language skills? Explain your ideas?
7 Do you think methodology requirements of the course book are suitable with the beginners of English at TL Canon factory?
8 What are your recommendations for the textbook’s adaptation?
Appendix 4 NOTE-TAKING OF THE TEACHER INTERVIEW Question 1: Is the material for elementary level?
All participants agreed with this questions
Question 2: Is the material relevant to your students’ level of English?
9 out of 10 teachers agreed with this statement
Participant E: Not really, some parts in the material are not really relevant to Ss’ level of English I find them sometimes a bit difficult or easy to Ss’ level
Question 3: Is the material a bit difficult for your students?
Participant A: Yes, I think some parts are not necessary and waste of time to do, so I omitted them in my lecture
Participant B notes that providing a precise answer is challenging because the book is tailored for diverse learners Teachers can modify the material to meet the specific needs of different student groups, ensuring it aligns with their educational objectives.
Participant C: yes, many Ss in my complained about that with me
Participant D: No, I don’t think so
Participant F: yes, there are a lot of sub-parts, which makes my Ss bored with them Participant G: yes, I agree with you
Participant H: In my opinion, I find the material quite hard in some sections
Participant I: No, most of my Ss can solve with all the parts in the book
Participant K: No, even many Ss thought that it is quite easy to learn this book
Question 4: Which parts (grammar, vocabulary, pronunciation, speaking, listening, writing and reading) do you think difficult for students? Why do you think that?
Participant A expressed that listening and reading pose challenges, particularly noting that native speakers often speak quickly, making it difficult for elementary students to comprehend Additionally, the students' listening skills were not well-developed, further complicating their ability to understand spoken language.
Participant B: Among them, I think listening and pronunciation are the most difficult parts of the material It is difficult to teach my Ss to pronoun exactly each sound
Participant C noted that reading and grammar pose challenges for students, as some texts in the book include unfamiliar vocabulary Additionally, the grammar presented can be difficult, with certain structures deemed unnecessary and not beneficial for the students' learning.
Participant D noted that listening skills were the most challenging aspect for their students Many students struggled with understanding details due to their unfamiliarity with native speakers' voices.
Participant E: I agree that speaking and reading are considered as being quite tough Participant F: Listening skill and writing
Participant G: Participant H: I find reading and pronunciation quite hard for my Ss They are usually not confident in making the sounds
Participant H: In my opinion, listening and reading are a bit difficult Some words in the texts are sometimes quite hard to the Ss of elementary level
Participant I: Listening and speaking It is terrible because few Ss couldn’t speak or listen to anything in class
Question 5: Do you agree that the material is suitable for the aims of the course in terms of language aspects and language skills?
Participant A: yes, The material both consolidates basic grammar and grammatical structures, and provides students new grammar items and grammatical structures
Participant B believes that the vocabulary provided in the material is insufficient for student interaction Nonetheless, the material effectively reinforces basic grammar and grammatical structures while also introducing students to new grammar items and concepts.
Participant C believes that the course material effectively aligns with the course objectives, reinforcing basic grammar and introducing new grammatical concepts The material has significantly boosted students' confidence in their speaking and listening skills, making it a valuable resource Therefore, it is recommended for use in future courses.
Participant D affirmed that the material's effectiveness aligns well with the course objectives and noted that students understood the purpose of the material.
Participant E: As you know, the material both consolidates basic grammar and grammatical structures, and provides students new grammar items and grammatical structures
Participant F: Yes, the material provides Ss new grammar items and grammar structures Also, it equipped Ss with enough functional language and vocabulary relating to communication in their job
Participant G: My answer is yes In the learning process, my Ss has been quite confident in using speaking and listening skills
Participant H: To my mind, the course-book should be used again because it helped
Ss improve their communicative skills in the job
Participant I: Actually, four skills all were presented in the course-book Furthermore, the aims of the textbook responds my Ss’ study
Participant K noted that when students were asked about the potential for using the book again after completing it, the majority expressed that it is a valuable resource and should be incorporated into future courses.
Question 6: Do you agree that the material is suitable for the content of the course in terms of language aspects and language skills? Explain your ideas?