INTRODUCTION
Rationale
Coursebooks are essential components of English Language Teaching (ELT) programs, serving as the primary resources for learning activities, self-study, syllabi, and support for novice teachers However, they are often created for a general audience, which may lead to cultural and methodological mismatches in specific teaching contexts Consequently, selecting an appropriate coursebook presents a significant challenge, as it influences the teaching and learning process and reflects the values of the educational institution This underscores the importance of coursebook evaluation to identify strengths and weaknesses, guiding decisions on whether to continue using or adapt the materials to better meet learners' needs Despite its significance, retrospective evaluation—assessing materials after use—is less common than predictive evaluation, which occurs before selection Retrospective evaluations can be categorized into impressionistic evaluations, based on observations of learner engagement, and empirical evaluations, which involve systematic data collection.
The researcher aims to conduct an empirical evaluation of the "English File Beginner Student’s Book – Third Edition" for non-English major students at a preparatory school in Viet Tri, highlighting the lack of official coursebooks approved by the Ministry of Education Teachers have been selecting materials based on their predictive evaluations to meet course objectives and student needs After piloting this coursebook, the researcher, who also teaches with it, found it engaging due to its authentic videos and meaningful tasks, yet it presents challenges that hinder its effectiveness in addressing students' needs This study seeks to systematically evaluate the coursebook to validate the teachers' predictive assessments and the researcher’s impressions, while also determining its suitability for the learners and the teaching context.
Aims of the study
This study mainly aims at evaluating the coursebook “English File Beginner Student’s Book – Third Edition” by Christina Latham-Koenig, Clive
The textbook "Oxenden" (Oxford University Press, 2014) is utilized in a preparatory school in Viet Tri for non-English major students to evaluate its alignment with course objectives, student needs, and teaching methodology.
Scope of the study
Cunningsworth (1984) identified key criteria for book evaluation, including aims and approaches, design and organization, language content, skills, topic, methodology, teachers’ book, and practical considerations Evaluation can be conducted either predictively or retrospectively for various purposes (Ellis, 1997) This study focuses on a retrospective empirical evaluation of the "English File Beginner Student’s Book – Third Edition," specifically assessing its suitability for non-English major students at a preparatory school in Viet Tri, with an emphasis on alignment with the course objectives, student needs, and current teaching methodologies.
Research questions
The study will be conducted to answer the following three questions:
- To what extent does the coursebook “English File Beginner Student’s Book – Third Edition” meet the objectives of the course?
- To what extent does the book meet students’ needs?
- To what extent is the book suited to the current teaching and learning methods?
Significance of the study
The thesis findings will guide the school's decision on whether to continue using the "English File Beginner Student’s Book – Third Edition," adapt its content, or select a different resource altogether This will enhance the educational experience for both teachers and students, allowing educators to implement the most suitable materials and teaching methods tailored to varying student levels Additionally, students will benefit from resources that align with their individual needs and learning objectives The outcomes of this research will also serve as a valuable reference for teachers and learners in similar preparatory schools across the country.
Structure of the study
The study consists of five chapters:
Chapter 1: Introduction - presents a general overview of the study with specific references to the rationale, the aims of the study, research questions, scope of the study, significance of the study, and structure of the study
Chapter 2: Literature Review - provides theoretical basis for the study with the detailed discussion about some relevant theories related to textbook, coursebook, material, material evaluation and need analysis
Chapter 3: Research methodology – describes the methodology employed in the study
Chapter 4: Findings and discussion – includes a detailed description of the findings as well as full explanation and interpretation of these findings
Chapter 5: Conclusion – gives conclusion and limitations of the study and then provides suggestions for further study
Chapter 1 has introduced the rationale, aims and scope of the study Research questions, significance and structure of the study were also included The importance of coursebook and coursebook evaluation, together with the inadequate quantity of empirical evaluation of the coursebook “English File Beginner Student’s Book – Third Edition” used for non-English major students at a preparatory school in Viet Tri have triggered the researcher’ desire to conduct the study The main focus of the study is on the suitability of the coursebook to the course objectives, students’ needs and current teaching and learning methods Therefore, this study aims at evaluating this coursebook to find out if it meets the course objectives, students’ needs and current teaching and learning methods The findings of the study will help the school to make decision about keep using the book or replace it or part of it by more suitable materials.
LITERATURE REVIEW
Text book, coursebook and material
Teaching materials are essential for effective language teaching curricula, encompassing a wide range of resources designed to enhance the learning experience Researchers such as Littlejohn (1998), Tomlinson (1998), and McGrath (2002) agree that these materials can include students' books, workbooks, teacher's guides, multimedia resources like videos and CDs, lesson plans, and online activities Additionally, McGrath (2002) highlights that materials may also consist of "realia," or real objects, as well as presentations like drawings or photographs, reflecting the diverse forms that teaching aids can take.
Textbooks, along with worksheets, computer software, and recordings, are essential materials in English Language Teaching (ELT) programs Regarded as the "visible heart" of these programs (Sheldom, 1988), textbooks play a crucial role in delivering subject content in schools and colleges They serve as a foundational study resource for students and a primary teaching tool for educators (Oxfordlearnersdictionaries.com, 2008).
As a type of teaching materials, a coursebook is defined as “a textbook that students and teachers use as the basic of a course” (Collinsdictionary.com,
A coursebook is defined as a book utilized by students during a specific course of study (Dictionary.cambridge.org, 2018) According to Ur (1996) and Tomlinson (2011), coursebooks serve as the primary materials for language-learning courses, with each teacher and student having their own copy These books aim to consolidate a wide range of content in one volume, often functioning as the sole resource for learners throughout the course Typically, a coursebook contains exercises that address various language components, including grammar, vocabulary, and pronunciation, as well as essential skills in reading, writing, listening, and speaking.
In the context of English Language Teaching (ELT), the terms "materials," "textbook," and "coursebook" are often used interchangeably, with textbooks and coursebooks being specific types of educational materials.
2.1.2 Roles of materials in ELT classrooms
According to Richards and Rogers (2001) as cited in Ulaş Kayapinar
Coursebooks are essential in English Language Teaching (ELT) as they outline content and ensure comprehensive syllabus coverage They serve multiple vital functions, including providing structured learning and teaching activities, offering standardized knowledge of grammar, vocabulary, and pronunciation, and acting as a resource for learners' self-study Additionally, coursebooks align with specific learning objectives and support novice teachers in their instructional practices.
Coursebooks play a crucial role in standardizing instruction and offering structured language content, as well as practice activities for both teachers and students (Ur, 1996) They provide accessible and suitable texts and exercises, making them an economical and convenient resource for educational settings This growing popularity of coursebooks among universities, private institutions, and state schools is largely due to their ready-made syllabi, which are favored by school administrations and English teachers alike Additionally, coursebooks create opportunities for learners to practice the target language in a classroom environment, preparing them for real-life application.
Coursebooks, while commonly used as instructional materials, have notable disadvantages They often fail to provide authentic language models and contextualize language activities, neglecting to address linguistic competence and everyday idioms (Richards & Renandya, 2002; Ulaş Kayapinar, 2009) Additionally, issues such as gender representation and cultural understanding are inadequately addressed Ur (1996) highlights that coursebooks cannot effectively meet the diverse learning needs of students, may cover topics that lack relevance or interest, and can result in boredom and decreased motivation Furthermore, they do not accommodate the varying levels of ability within classrooms Although seen as essential tools for language teachers, overly structured coursebooks can ultimately lead to a de-skilling of educators (Hutchinson & Torres, 1994; Osman Dülger, 2016).
In conclusion, coursebooks offer significant benefits for school administrations, language teachers, and students by providing structured syllabi and tailored texts suitable for many language learners However, they also have limitations, including inadequacy, irrelevance, and inauthenticity Therefore, it is essential to evaluate coursebooks to ensure they align with the school curriculum and meet the needs and interests of learners.
Coursebook evaluation
Coursebook evaluation is crucial for identifying the strengths and weaknesses of educational materials, guiding decisions on whether to adapt existing resources or adopt new ones Understanding the evaluation process is essential, as it involves measuring the potential value of coursebooks and assessing their impact on learners, instructors, and administrators Tomlinson (2011) emphasizes that this evaluation includes examining features such as credibility, validity, and flexibility Additionally, Rea-Dickins and Germanie (1994) define it as a means to discern what is effective, less effective, or ineffective in course materials Effective evaluation hinges on asking the right questions and accurately interpreting the responses, as noted by Cunningsworth (1995).
Coursebook evaluation involves gathering data to assess the effectiveness of educational materials This process enables educators to make informed decisions about the optimal use of these resources or the need for their replacement.
Material evaluation is a dynamic and subjective process that lacks a definitive formula for assessment (Sheldon, 1988) Various approaches and criteria for evaluating coursebooks exist, tailored to different English Language Teaching (ELT) contexts It is essential for administrators and instructors to select the most appropriate evaluation criteria, taking into account the unique teaching and learning environments they operate in.
This article outlines various methods for coursebook evaluation, focusing on four key aspects: the internal content, the educational aims and approaches, the supporting resources, and the physical presentation of the coursebook.
According to Ellis (1997), coursebook evaluation can be categorized into two main types: predictive evaluation and retrospective evaluation Predictive evaluation assists teachers in selecting appropriate coursebooks and can be conducted through expert assessments or by utilizing various checklists and guidelines In contrast, retrospective evaluation occurs during or after the use of a coursebook, with two approaches: impressionistic evaluation, which focuses on observing learner engagement and enthusiasm, and empirical evaluation, which relies on data and measurable outcomes to assess the effectiveness of the material in meeting learners' needs and aligning with current teaching methodologies.
According to Ellis (1997), systematically collecting data is essential for empirical evaluation in education Teachers often rely on end-of-course questionnaires to assess the effectiveness of their teaching and the materials used, making this method more objective and reliable due to its foundation in user feedback This approach not only helps determine the future usability of educational materials but also serves as a means to validate predictive evaluations through retrospective assessment.
Another approach of evaluating coursebooks is proposed by Tomlinson
Tomlinson (2003) outlines a three-stage evaluation process for educational materials: pre-use, whilst-use, and post-use evaluation The pre-use evaluation is an impressionistic assessment where teachers quickly review a book's physical appearance and content to gauge its potential value The whilst-use evaluation offers a more reliable analysis through classroom observations and user feedback, although it presents challenges in measuring certain criteria, such as task credibility and motivational power Tomlinson suggests focusing on one criterion at a time to enhance reliability, using methods like observing student engagement and interaction with the materials Finally, the post-use evaluation is deemed the most valuable, as it examines the impact of the coursebook on learners, teachers, and administrators after use, helping to determine whether to continue using the materials in the future (Cunningsworth, 1995).
Littlejohn's three-level coursebook evaluation checklist (1998 & 2011) offers a comprehensive framework for assessing educational materials The first level examines the physical properties of the coursebook, including publication date, intended audience, and quality of materials, akin to Tomlinson's criteria (2003) The second level delves into the language learning activities and tasks, focusing on the requirements for both teachers and learners Finally, the third level explores the underlying approach, philosophy, and aims of the coursebook, highlighting a shift from objective to more subjective evaluation criteria, with the first level being the most objective and the third the least.
The fourth approach to coursebook evaluation is suggested by McGrath
In a systematic materials evaluation process, as outlined in 2002, two stages are identified: 'first-glance' evaluation and 'in-depth' evaluation The 'first-glance' evaluation consists of four steps Step 1 focuses on practical considerations such as availability, cost, and the levels of the coursebook If satisfactory, the evaluation moves to Step 2, which assesses support for teaching and learning, including the alignment of the teacher's book with the student book and additional resources Step 3 evaluates context relevance, examining the coursebook's suitability regarding aims, syllabus, length, and appropriateness for learners' proficiency, age, and background Finally, Step 4 considers learner appeal, primarily related to the book's appearance The evaluation process continues to the next step only if all criteria are met; otherwise, the coursebook is rejected If all key criteria are satisfied, an in-depth evaluation follows to assess the coursebook in detail.
According to McGrath (2002), the in-depth evaluation tends to address the following points:
- The aims and content of the book
- What they require learners to do
- What they require the teacher to do
- Their function as a classroom resource
- Learner approaches to language learning
- The teaching-learning approach in the teacher’s own classroom
McDonough and Shaw (1993 & 2003) propose a three-stage approach to coursebook evaluation, which includes external evaluation, internal evaluation, and overall evaluation This method emphasizes that evaluation is a continuous process, adaptable to various teaching and learning contexts as criteria may change Additionally, external evaluation aligns with McGrath’s perspective on the importance of assessing course materials.
The evaluation process encompasses various frameworks, including Tomlinson’s 'pre-use evaluation' and Littlejohn’s 'level 1 evaluation', focusing on factors such as the target audience, proficiency levels, context, and the organization of content It also considers the author's perspectives, methodology, and the overall learning experience, alongside the physical presentation of materials Additionally, aspects like layout, design, local availability, and supporting resources—such as teacher’s guides and audio-visual aids—are integral to this stage Internal evaluation emphasizes content quality, grading, and sequencing, aligning with McGrath’s 'in-depth evaluation' and Tomlinson’s 'whilst-use evaluation'.
Each approach to coursebook evaluation has distinct strengths and weaknesses, prompting evaluators to select or develop a method that is principled, systematic, and contextually appropriate It is beneficial for evaluators to combine different approaches to mitigate the limitations of one with the advantages of another This study employs a mixed approach, primarily grounded in a modified version of Ellis’s framework (1997), incorporating evaluation criteria from various authors.
From different approaches to the evaluation of coursebooks, there are also different sets of criteria for evaluating coursebooks
Criteria proposed by Hutchinson and Water (1987)
Hutchinson and Water (1987) proposed a checklist of material evaluation including items related to subjective and objective analysis of the book such as: audience, aim, content, methodology, price and its availability
Understanding your audience is crucial for effective communication Gather essential information about your learners, including their age, gender, nationality, field of study or work, language proficiency, and personal interests This data helps tailor your content to meet their specific needs and preferences, enhancing engagement and learning outcomes.
Aim: Evaluators need to consider if the aims and objectives of the coursebook match those of the course/ school program
This section addresses various aspects of language instruction, including language description, key language points, and the balance of macro-skills and micro-skills It also explores different types of language content, subject matter areas, and topics, as well as the overall organization of the course and its individual units, along with the sequence of content delivery.
The methodology section of the checklist examines various aspects of the learning process, including the underlying learning theories, learners' attitudes and expectations, the types of exercises and tasks employed, teaching techniques utilized, necessary teaching aids, guidance required for effective instruction, and the adaptability of materials across diverse teaching contexts.
Needs analysis
Needs analysis, or needs assessment, is crucial in the design and implementation of language courses, a fact recognized by numerous scholars and authors.
The term “needs analysis”, according to Elaine Tarone and George Yule
Needs analysis, as defined by various scholars, involves the collection and evaluation of information to determine what language aspects specific learner groups require Mountford (1981) emphasizes that "needs" encompass the skills students should acquire by the end of their language course, reflecting societal and institutional expectations Brindley (1984) expands this definition to include wants, desires, demands, expectations, motivations, lacks, constraints, and requirements Course designers must consider these needs when creating language programs, as Johns (1991) asserts that needs analysis is crucial for ensuring the validity and relevance of course design efforts Dudley-Evans and St John (1998) propose a modern, comprehensive approach to needs analysis that aims to address learners' needs effectively in second language acquisition.
Environmental situation – information about the situation in which the course will be run (means analysis)
Personal information about learners – factors which may affect the way they learn (wants, means, subjective needs)
Language information about learners – what their current skills and language use are (present situation analysis)
Learners often face gaps between their current skills and the professional knowledge required for their growth To address these gaps, it is essential to identify their immediate needs from the course, focusing on short-term goals Additionally, understanding effective language learning strategies is crucial for developing the necessary skills and overcoming these deficiencies By aligning course objectives with learners' specific needs, we can enhance their overall learning experience and success.
Professional information about learners – the tasks and activities English learners are/will be using English for (Target Situation Analysis and objective needs)
How to communicate in the target situation – knowledge of how language and skills are used in the target situation (register analysis, discourse analysis, genre analysis)
Different types of need analysis are presented in the below figure: Needs analysis jigsaw
As can be seen from the figure, these types of needs analyses are not exclusive but supplementary Each of them provide a piece to complete the jigsaw of needs analysis.
Previous studies on coursebook evaluation
Numerous studies have been conducted on coursebook evaluation, including a significant 2009 study by Ulaş KAYAPINAR, which assessed teachers' perceptions of the quality of widely used foreign coursebook packages for English preparatory classes in twenty-five high schools The research involved ninety-four teachers completing questionnaires and forty participating in open-ended interviews, revealing generally negative impressions of the coursebooks Teachers emphasized the need for coursebooks to be tailored to meet learners' needs within the national context In the same year, Azadeh Nemati evaluated the English Pre-University textbook in Karnataka, India, using a questionnaire based on critical features from various material evaluation checklists, completed by 26 teachers from 12 randomly selected schools This study identified both strengths and weaknesses of the coursebook, and further analysis of selected texts focused on the sequencing of vocabulary, aligning with Nation's (1990) principles of effective vocabulary teaching.
In a study conducted by Tran Minh Thanh (2014) in Vietnam, the relevance of the coursebook "English for Information Technology" for second-year university students in Thai Nguyen was evaluated Utilizing survey questionnaires and semi-structured interviews, the research assessed the perceptions of both students and teachers regarding the book's content, format, and methodology The findings indicated that the coursebook was generally aligned with the learners' needs, suggesting that it should continue to be used with some modifications and adaptations for improved effectiveness.
In 2015, Tran Thi Thuy carried out an evaluation of the coursebook
The study evaluates the "New English File - Elementary" textbook for first-year university students in Hanoi, aiming to assess its alignment with the course's audience, content, objectives, and methodology Utilizing criteria from Hutchinson and Warter (1987) along with document analysis and survey questionnaires, the findings indicate that while the textbook largely fulfills the requirements of the Faculty of English Department, there are certain shortcomings that need to be addressed and adapted.
This study evaluates the suitability of the "English File Beginner Student’s Book – third edition" in relation to the course aims, methodology, and student needs Rather than relying on a single evaluation model, the researcher employs a combination of criteria from various evaluators, utilizing questionnaires and interviews with both teachers and students The goal is to uncover reliable and valuable insights regarding the coursebook's effectiveness.
Chapter 2 has provided theoretical framework for the thesis Knownedge of text books, coursebooks and materials has been discussed and an agreement has been reached that these three terms can be used interchangeably Roles of coursebook, definition, approaches and criteria of coursebook evaluation were also provided together with related studies on coursebook evaluation In this thesis, the researcher uses mixed approaches, mainly based on Ellis’ framework (1997) together with a selection of different criteria by different evaluators to evaluate the coursebook “English File Beginner Student’s Book – Third Edition”.
RESEARCH METHODOLOGY
The setting
3.1.1 English teaching and learning context
The preparatory school in which this study is conducted was founded in
In 1975, a program was established to equip high school graduates, primarily aged eighteen to twenty from northern ethnic groups, with essential knowledge and skills for university entry While most students have studied English for seven to ten years, non-English majors typically possess only beginner-level proficiency, whereas English majors reach elementary or pre-intermediate levels The program spans one year, divided into two semesters of three months each.
During the 2017-2018 school year, the "English File Beginner Student’s Book – Third Edition" was officially implemented for non-English major students, marking its second year of use Initially, the "English Know-how Opener" was utilized for students in blocks A, B, and C, but it was later replaced by the "New English File Beginner." Ultimately, this was succeeded by the more updated "English File Beginner Student’s Book – Third Edition."
The "English File Beginner Student’s Book – Third Edition" serves as the primary coursebook at the school, emphasizing a communicative language teaching approach to facilitate effective English learning.
The English File Beginner, created by Christina Latham-Koenig and Clive Oxenden in 2014, is the third edition of the original "New English File Beginner Student’s Book." This comprehensive package includes a Student’s Book, Teacher’s Book, workbooks for both students and teachers, iTools, MultiPACK, Class Audio CDs, DVDs, and e-book versions The Student’s Book features twelve units divided into two teaching sections, focusing on grammar, vocabulary, and pronunciation through a mix of reading, listening, and speaking activities Each pair of units concludes with a "Practical English" section that covers essential social and everyday language, supported by real-world interviews, drama, and documentary videos Additionally, Revise and Check pages help students assess their progress, while supplementary resources like the Grammar Bank, Vocabulary Bank, and Sound Bank provide further assistance.
The English course offered by the preparatory school is designed to review and strengthen the foundational English skills acquired in high school, while also equipping students with the essential knowledge and competencies needed for university or college admission Upon completion of the course, students are anticipated to enhance their vocabulary on familiar subjects such as daily life, community, and recreation.
Students are expected to enhance their basic communication skills in listening, speaking, reading, and writing Upon completing the course, they will also develop the ability to work both independently and collaboratively in pairs or groups.
The "English File Beginner Student’s Book – Third Edition" is designed for non-English major students and utilizes a single type of summative assessment, consisting of two end-of-term tests, each lasting forty-five minutes.
Research methodology
The informants of the study were 150 non-English major students out of
In the academic year 2017-2018, a total of 356 students and 8 Vietnamese English teachers utilized the "English File Beginner Student’s Book – Third Edition." Among the nine classes involved, four classes comprised 56 female students.
A study was conducted involving 94 male students aged 18 to 20, all of whom had recently completed high school and had been learning English for seven years or more Despite their extensive learning background, the students exhibited varying levels of English proficiency due to their diverse regional backgrounds in Vietnam, with most categorized at the beginner level The English teachers involved in the study had over two years of experience teaching the English File curriculum, with one currently pursuing a Master's degree and three holding Master's degrees in teaching methodology or linguistics All teachers demonstrated enthusiasm and commitment to their teaching, actively focusing on course improvement, which contributed to their strong interest in the study.
To assess whether the coursebook aligns with the course's methodology, objectives, and student needs, two data collection tools were employed: questionnaires and semi-structured interviews.
In this study, both questionnaires were used for both teachers and students to collect their attitude and evaluation of the currently used coursebook
The "English File Beginner Student’s Book – Third Edition" effectively aligns with course objectives, addresses students' needs, and incorporates current teaching and learning methods The questionnaire is structured into five sections, with the student version provided in Vietnamese and the teacher version in English, facilitating a comprehensive understanding for both learners and educators.
Section 1 consists of four questions in questionnaires for students and one question in questionnaires for teachers While the students’ questionnaires ask about students’ English learning background and their motivation, the teachers’ version aims at finding out learners’ level of English
Section 2 is to identify the suitability of the coursebook to the aims of the course Three questions in both questionnaires for teachers and students aim at investigating students’ progress after the course as well as the extent to which the coursebook “English File Beginner Student’s Book – Third edition” meets the aims of the course
Section 3 includes five questions in both questionnaires for students and for teachers which are to identify the suitability of the course to students’ needs Questions about the topics of the book, the language elements and the skills taught in the book are asked to collect data about its fitness to students’ needs
Section 4 is designed with three questions in both students’ and teachers’ questionnaires to measure the suitability of the coursebook to the current teaching and learning methods through questions about the teaching and learning techniques used in the book and the teaching aids required by the book
Section 5 is teachers’ and students’ general evaluation of the coursebook as well their suggestions and expectations for the book adjustment if necessary
To gather additional insights beyond questionnaire responses, semi-structured interviews are conducted with both teachers and students Teachers are asked four key questions to evaluate the coursebook's strengths and weaknesses, its alignment with course objectives, and the challenges faced in its implementation Similarly, students respond to four questions regarding their preferences for the coursebook, their progress, its appropriateness for their skill level, and the difficulties encountered while using the material, along with suggestions for future improvements.
Data collection was carried out through questionnaires and semi-structured interviews for both teachers and students
- First, the researcher designed the questionnaires based on the criteria that she had carefully chosen and adapted from different evaluators
- Next, the questionnaires were distributed to the students and the teachers who are participants of the study They were returned on the same day
- Then, the semi-structured interviews were conducted All of eight teachers from English group of the school were interviewed and coded as teacher
Two groups of students were randomly selected from two classes for interviews: one group comprised four students (A, B, C, D) and the other three students (E, F, G) These interviews were conducted following the analysis of data collected from a questionnaire The students' responses were examined to validate the questionnaire findings regarding the coursebook's alignment with the course objectives, students' needs, and the current teaching and learning methods.
- Finally, the data were processed manually and the results of the study would be revealed and discussed in the next chapter
The data analysis involved both quantitative and qualitative methods The questionnaires were assessed using the Likert scale, accompanied by essential calculations Additionally, qualitative techniques were employed to categorize and analyze the data from semi-structured interviews and open-ended questions in the questionnaires.
Chapter 3 has presented the setting and methodology of the study English teaching and learning context at the preparatory school where the study was conducted, course objectives and course assessment applied in the school were discribed There were 150 students and 8 teachers answered the questionnaires 7 of those 150 students and all of 8 teachers were interviewed after the data collected from questionnaires were synthesized Finally, data were processed and analyzed both quatitatively and qualitatively to reveal the findings of the study.
FINDINGS AND DISCUSSION
About the learners
Understanding learners' backgrounds, including their age, years of English study, current proficiency levels, and learning objectives, is crucial for educational institutions This information helps in developing tailored curricula and selecting appropriate course materials The following charts and tables provide a summary of key learner data from the preparatory school.
The two pie charts below present students’ age and their background of learning English as the result collected from students’ questionnaires
According to Chart 4.1, 92% of the surveyed students were nineteen years old, indicating that they enrolled in the preparatory school immediately after graduating from high school In contrast, 8% of the students were twenty years old, having joined the school one year post-graduation.
Chart 4.2: Students’ background of learning English
Chart 4.2 clearly indicates that all students have extensive experience in learning English, with 57% having studied the language for 7 years, while 28% have dedicated 10 years and 15% have engaged in English studies for over a decade This suggests that half of the students began their English education in primary school, while the other half started in secondary school.
Chart 4.3 illustrates students' self-assessment of their English proficiency at the course's onset, while Table 4.1 presents teachers' evaluations of the same The findings reveal that 74% of students rated their English skills as "poor," aligning with teachers' assessments, which indicated that 70% to 90% of students performed poorly on the initial placement test Additionally, 21% of students considered themselves at an "average" level, with only 5% claiming to be "good" at English.
Over the past decade, teachers have assessed that only 10% to 30% of students achieve an average level in English, with merely 1% to 10% reaching a good level This indicates a general lack of confidence among both teachers and students regarding students' English language abilities, as none have been rated as "excellent."
Table 4.1: Teacher’s assessment of students’ English level at the beginning of the course
Chart 4.3: Students’ self-assessment of their English level at the beginning of the course
From the above analysis, it can be concluded that a vast majority of students had poor level of English
4.1.3 Learners’ purposes of learning English
The data presented in Table 4.2 indicates that the majority of students recognize the significance of learning English, with 65.4% deeming it "important" or "very important" for communication with foreigners Additionally, over half (54.6%) believe that acquiring English skills is essential for future career preparation, while 26.7% consider this purpose "very important." In contrast, fewer students prioritize learning English for academic success, with only 32.7% rating it as "important" and 25.4% as "very important," while a significant portion (38%) remained neutral on this matter Regarding personal preferences, 46% of students expressed a neutral stance, although 24% acknowledged its importance and 16% rated it as "very important."
Table 4.2: Learners’ purposes of learning English
To communicate in English with foreigners
To prepare for future work 1.3% 2.6% 16.6% 54.6% 26.7%
To get high scores at school 2.6% 1.3% 38% 32.7% 25.4%
(listening to music, watching movies in
Notes: 1 = Unimportant 2 = Not very important
In summary, most students believe that learning English is crucial for their future careers, effective communication, achieving high scores, and fulfilling personal interests.
Understanding students' preferred learning styles is essential for schools and teachers in selecting appropriate coursebooks that cater to their needs For instance, if a majority of students favor visual learning, it is crucial to consider how the coursebook presents information visually The accompanying chart highlights the various learning styles preferred by students.
Chart 4.4: Students’ favorite learning styles
The chart reveals that a significant majority of students, 87%, favor verbal learning through speech and writing Additionally, 68% of students appreciate visual, aural, and solitary learning styles, indicating that they find it easier to acquire knowledge through images, videos, music, and independent study Meanwhile, 53% of students prefer social learning, thriving in pairs and group settings In contrast, only 33% of students favor physical learning, suggesting a reluctance to engage in kinesthetic activities as they may have matured beyond this approach.
The suitability of the coursebook to the objectives of the course
This section summarizes the insights gathered from questionnaires and interviews, where both students and teachers expressed their opinions on the alignment of the "English File Beginner Student’s Book – Third Edition" with the course objectives.
4.2.1 Data collected from the questionnaire
Results from three questions for teachers and students in the questionnaires are presented in two tables and one chart below
Table 4.3: Students’ and teachers’ evaluation of the objectives of the coursebook
Review and reinforce basic English knowledge that students have learnt at high school
Prepare students with essential knowledge and skills to enter universities/ colleges
Extend students’ vocabulary of familiar topics
Exercise four skills: listening, speaking, reading and writing for basic communication
Develop students’ skills of working individually and collaboratively (in pairs/ groups)
Develop students’ language competences to communicate in English independently and confidently
Note: 1 = Poorly 2 = Not very well 3 = Neutrally
The table indicates that both students and teachers agreed the coursebook
The "English File Beginner Student’s Book – Third Edition" effectively achieved most course objectives, with the exception of the first objective Both teachers and students did not perceive any of the objectives as being poorly met, aside from the initial and final objectives.
A significant majority of teachers (62.5%) and students (68%) believe that the coursebook does not effectively review basic high school knowledge Some rated its effectiveness as "poorly," with 12.5% of teachers and 26% of students expressing this view Very few participants felt the coursebook met its objectives "neutrally" or "well," and none rated it as "very well." However, 75% of teachers and 50% of students agreed that the coursebook adequately prepares students with essential skills for university and college Additionally, both groups highly valued the objectives of expanding students' vocabulary on familiar topics and practicing four English skills, with ratings of "well" (63.3% - 87.5%) and "very well" (6.7% -).
A significant 13.3% of the course objectives were fulfilled by the coursebook Interestingly, teachers displayed a more favorable outlook than students regarding the coursebook's alignment with the course objectives, as no teachers rated the objectives as inappropriate.
“poorly” or “not very well” achieved by the material Besides, quite of lot of teachers (37.5% - 62.5%) commented that the book met these two objectives
“well” whereas a majority of students (56.7% - 62.7%) ranked them
Table 4.4: Students’ ability to communicate in English about the topics in the coursebook
Note: 1 = Badly 2 = Not very well 3 = Neutrally
According to Table 4.4, a significant majority of students reported feeling confident in their ability to communicate effectively in English, particularly on topics such as "You and Me," where 58.7% indicated they could express themselves "well."
(56.7%), “People and places” (50%), “Our lives 1” (42.2 %) Especially, for the topic “Our lives 1”, 22.5% of the students can communicate in English
“very well” For topics “Community” and “Recreation”, most of the students could only interact “neutrally” and some even did not communicate very well (13.3% - 20.7%)
Both teachers and students concurred that the students demonstrated effective or neutral communication skills regarding most topics in the book With the exception of the topics "You and Me" and "Community," there were no instances of students being rated as having poor communication on the remaining subjects.
Chart 4.5: Students’ progress after the course
Chart 4.5 indicates that after the course, a significant number of students made moderate progress, with 50% of teachers and 46.7% of students recognizing this improvement Additionally, teachers tended to have a more optimistic view of student progress, with 12.5% rating it as considerable, a figure that is nearly three times higher than other assessments.
According to recent findings, 60% of students received the same rating of 4%, indicating a consistent level of performance While a significant portion of teachers (37.5%) and students (45.3%) acknowledged some progress in English skills following the course, they noted that the improvements were minimal Importantly, assessments from both teachers and students revealed that there were no instances of students experiencing "no progress at all."
4.2.2 Data collected from semi-structured interviews
Most teachers interviewed found the coursebook to be well-aligned with the course objectives, as it effectively develops students' speaking, listening, reading, and writing skills, thereby preparing them for university programs Teacher 8 also emphasized the book's suitability for these educational goals.
The course aims to enhance vocabulary and develop four key skills, but participants noted that the material is too basic, leading to insufficient review of high school knowledge This feedback aligns with findings from the questionnaires.
All interviewed students reported progress after the course, albeit at varying rates Students A and F expressed optimism, noting their ability to communicate in simple English about most topics covered, with the exception of the "Community" and "Recreation" units, which they found challenging due to unfamiliar content and complex language.
Student B found the book instrumental in enhancing his listening and speaking skills, effectively preparing him for university In contrast, Student F acknowledged that while he rated the book positively, he struggled to make significant progress post-course due to insufficient time dedicated to review and practice at home.
The analysis of questionnaires and interviews reveals that the coursebook effectively met most course objectives, enabling students to communicate well on the topics covered However, it falls short in helping students review high school knowledge, as the material is overly simplistic and lacks sufficient grammar and vocabulary practice Additionally, some students struggled with topics such as "You and Me," "Community," and "Recreation" due to unfamiliar and challenging language content, suggesting that more time should be allocated to these areas for better focus Despite these challenges, students did make some progress by the end of the course, although the extent of this progress varied.
The suitability of the coursebook to students’ needs
This section aims to evaluate the coursebook's alignment with students' needs by gathering insights from both students and teachers through questionnaires and interviews Participants provided feedback on various aspects, including the relevance of topics, language elements, language skills, and the overall suitability of the coursebook for achieving their educational goals.
Chart 4.6 below presents teachers’ and students’ evaluation of the topics in the book The figures say that teachers and students have similar judgement of the topics covered in the coursebook None of them thought the topics were
“boring” or “very boring” A majority of both teachers (75%) and students
(53.3%) judged they were “exciting” Besides, while some (12.5% - 20%) thought the topics were “normal”, some other (12.5% - 26.7%) found them
“very exciting” Therefore, it can be concluded that the students seem to be interested in the topics in the book
Chart 4.6: Students’ and teachers’ evaluation of the topics of the coursebook
The analysis of language elements reveals that both students and teachers have a predominantly positive view of the grammar, vocabulary, and pronunciation in the coursebook, as shown in Table 4.5 Notably, 66.7% of students and 75% of teachers agreed that grammar was taught in context with engaging examples appropriate for their level, with only 3.3% of students expressing disagreement Regarding vocabulary, the majority of participants acknowledged that the words were well-contextualized and effectively recycled, with half of the teachers strongly agreeing Additionally, 34% of students also strongly agreed with this assessment For pronunciation, a significant majority, 66.7% of students and 62.5% of teachers, agreed that it was appropriately contextualized and suited to the students' proficiency levels.
Very boring Boring Normal Exciting Very exciting
Table 4.5: Students’ and teachers’ evaluation of the language elements in the coursebook
The grammar is contextualized, appropriate to students’ level
The vocabulary load in each lesson is appropriate to students’ level
Words are contextualized and efficiently repeated and recycled across the book
It is contextualized and appropriate to learner’s level
Note: 1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree
The three tables 4.6, 4.7 and 4.8 below illustrate students’ and teachers’ evaluation of the skills in the coursebook as well as their suggestions on the proportion of each skill
Table 4.6: Students’ and teachers’ evaluation of the skills in the coursebook
The material offers a broad range of listening tasks set in meaningful contexts with authentic language used, good sound quality and appropriate level of difficulty
A wide range of activities are well- designed to motivate students to talk and to equip them for real-life interaction
There is a wide range of reading texts and associated tasks appropriate for students in terms of length and level of difficulty
Models are provided for different genres
Tasks are appropriate for students’ level with achievable goal
Note: 1 = Strongly disagree 2 = Disagree 3 = Neither agree nor disagree
Table 4.7: Students’ suggestions on the proportion of the skills
Table 4.8: Teachers’ suggestions on the proportion of the skills
Table 4.6 reveals that nearly all students and teachers expressed agreement regarding the effectiveness of the coursebook in developing listening skills, with 94.4% of students and 87.5% of teachers affirming the presence of diverse listening tasks in meaningful contexts, utilizing authentic language, good sound quality, and appropriate difficulty levels While a small percentage of students (2.6%) preferred less time dedicated to listening activities, a significant majority desired more listening exercises (73.3%) and additional practice time (64.1%) Interestingly, while half of the teachers advocated for an increase in the number of tasks and time allocation, the other half preferred to maintain the current structure.
A significant majority of students (96.7%) and teachers (87.5%) believe that the diverse activities provided effectively motivate students to engage in conversation and prepare them for real-life interactions Similarly, both groups expressed a desire for increased practice time, with 75% of teachers and 64.3% of students advocating for it, alongside a call for more activities, supported by 62.5% of teachers and 76.6% of students.
In evaluating reading and writing skills, there was unanimous agreement among participants, with teachers generally holding a more favorable view than students Notably, 62.5% of teachers strongly agreed that the tasks for these skills were diverse and appropriately challenging for learners, compared to 61.3% of students for reading and 70% for writing who agreed with this assessment Both groups expressed a preference for maintaining the current number of tasks and time allocated, with a significant portion (33.3% - 48.8%) desiring even more tasks and time for both skills Only a small minority of students (2.6% - 4%) indicated a preference for less time dedicated to reading and writing.
Chart 4.7: The appropriateness of the coursebook with students’ learning purposes
Chart 4.7 illustrates students’ evaluation of the appropriateness of the coursebook with students’ purposes It can be clearly seen that the material can meet students’ purposes of getting high result at school the best (56.7%), then preparing for future work (46.7%), personal preferences (36%) and communication (30%) respectively In the analysis of students’ learning purposes, students supposed that the most important purpose was to prepare for their future work, then to communicate in English, to get high scores and finally to serve their personal preferences Although these results are not very consistent, they show that all the purposes were achieved by the coursebook
4.3.2 Data collected from semi-structured interviews
Both teachers and students found the topics in the book to be familiar and engaging, allowing students to learn about global countries and nationalities, as well as everyday subjects for practical communication (teacher 2 and student A) However, some tasks were deemed unsuitable for Vietnamese students, as noted by teacher 5, who pointed out that certain activities, like guessing car brands or naming famous individuals, did not capture students' interest due to unfamiliarity Additionally, student G highlighted the inappropriateness of questions about items left on planes, given that many students lacked flying experience.
Many teachers and students provided positive feedback on the book's strengths and weaknesses Teacher 2 and student B appreciated the helpful grammar, vocabulary, and sound banks, which feature illustrated pictures and clear examples Student B noted, “The book is very easy to use with the vocabulary bank, grammar bank, and sound bank After each grammar point, we can practice exercises in class and have additional ones in the Workbook for home practice.” Teacher 5 remarked that the vocabulary load is sufficient for most students, though Teacher 6 mentioned that advanced learners might find the grammar and vocabulary too simplistic Teacher 7 highlighted that the material effectively develops the four skills of speaking, listening, reading, and writing However, both teachers and students expressed a need for more practice in listening and speaking due to communication challenges Student B suggested incorporating videos to enhance pronunciation skills.
The analysis indicates that the coursebook largely aligns with students' needs, as most topics are engaging and of interest to them However, some tasks may not be suitable for Vietnamese students due to a lack of relevant experience and interest Both teachers and students have positively assessed the language elements and skills presented in the book, noting their authenticity and appropriateness for the students' level While the coursebook addresses various learning objectives, it does not prioritize them according to students' preferences Therefore, educators should focus on the most valued goals, such as preparing for future careers and enhancing communication skills, by incorporating relevant topics and fostering interaction during the supplementary weeks of the course.
The suitability of the coursebook to the current teaching and learning methods 46 1 Data collected from questionnaires
This section aims to assess the suitability of the coursebook for contemporary teaching and learning methods The investigation focuses on the effectiveness of the interactions facilitated by the coursebook, the frequency of teaching aids utilized alongside it, and the evaluations provided by both students and teachers regarding the coursebook's methodology.
Table 4.9: Effectiveness of the teaching and learning interactions used with the coursebook
Note: 1 = Very ineffective 2 = Ineffective 3 = Neither ineffective nor effective
Table 4.9 reveals that both students and teachers generally evaluated the teaching and learning interactions in the coursebook as effective, with pair work, group work, individual work, and teacher presentations receiving the highest ratings Notably, no teachers deemed these interaction patterns as "very ineffective," and only a small percentage of students (0% - 2.6%) categorized them as "very ineffective" or "ineffective." This aligns with students' preferred learning styles, which include verbal, visual, aural, solitary, social, and physical approaches, highlighting their effectiveness in listening to the teacher and engaging in collaborative or independent activities While a significant portion of students rated student presentations and whole class work as "effective" or "very effective" (38% - 41.3%), a larger group (50% - 52%) rated these interactions as "neither ineffective nor effective." Conversely, teachers rated both student presentations and whole class work as "effective" (62.5%) and "very effective."
(12.5%), almost as efficient as the other interactions
Table 4.10: The frequency of the teaching aids used with the coursebook
Table 4.10 indicates that cassette recorders, projectors, and videos were the most commonly used teaching aids alongside the book, primarily due to the abundance of audio and video resources for listening tasks in each unit Following every two units, the Practical English Practice or Revise and Check sections feature in-the-street videos, short films, or authentic content related to the lives of the main characters, Jenny and Rob In contrast, charts and regalia were seldom utilized, with 100% of teachers and 63.3% of students reporting that charts were "never" used, while others indicated they were "rarely" used Regalia usage varied, with 32.6% to 37.5% of students stating they were "sometimes" used, but the majority (50% to 58%) reported them as "rarely" used These findings align with the students' learning preferences for visual and aural styles, as discussed previously.
Table 4.11: Students’ and teachers’ evaluation on the methodology of the coursebook
The material provides a good balance of four-skill practice, pronunciation, vocabulary and grammar reinforcement
The material provides tasks and activities to practice language and integrated skills in meaningful communication
The material includes language guidances for students and suggestions for their further self- study
The material is flexible in orders of different units and language points It can also be linked to other materials for references
Note: 1 = Poorly 2 = Not very well 3 = Neutrally
Table 4.11 reveals that very few teachers and students rated the coursebook as meeting the criteria "poorly" or "not very well." Teachers exhibited a more positive outlook on the book's appropriateness, with none rating it poorly, while only 12.5% rated it neutrally for the first and fourth criteria In contrast, some students still felt the coursebook did not adequately meet the standards A significant portion of students (3.35% - 24.7%) maintained a neutral stance on these criteria Overall, the majority of both teachers and students agreed that the material met the requirements "well" (25% - 75%) and "very well" (3.3% - 75%) Notably, the criteria regarding the integration of knowledge and skills, as well as language guidance for further study, received the highest evaluations, with all teachers and 48.6% to 95.7% of students considering these aspects to be "well" or "very well" met by the coursebook.
4.4.2 Data collected from semi-structured interviews
The interviewed teacher and students unanimously agreed that the coursebook is both communicative and well-suited to contemporary teaching methods They noted that the language elements and skills are interconnected, facilitating regular practice for students The book features "Communication" sections with information gap activities in nearly every unit, encouraging student interaction to uncover missing information Student C expressed enthusiasm about these activities, stating, "we have a lot of fun in the activities." Additionally, both students and teachers appreciated the inclusion of authentic videos in the material, enhancing the overall learning experience.
Students express their enthusiasm for the Practical English series, particularly enjoying the episodes featuring Jenny and Rob, as they combine learning with engaging storytelling Student D finds the in-the-street interviews particularly fascinating, while student F appreciates the regular listening opportunities provided in each unit Additionally, student G highlights the effective use of real objects in the classroom to teach vocabulary related to colors, small items, and school supplies, making the learning experience more interactive and enjoyable.
The evaluation of the coursebook, based on questionnaire and interview results, indicates that it aligns well with the current teaching and learning methods utilized by teachers and students Individual work, teacher presentations, pair work, and group activities were identified as the most effective classroom interactions, whereas student presentations and whole-class work received less favorable feedback The coursebook is frequently complemented by the use of cassette recorders, videos, and projectors, making it suitable for diverse learning styles, including verbal, visual, aural, and solitary preferences Overall, the coursebook effectively meets the requirements of the communicative language teaching approach implemented at the school.
General evaluation and suggestion for further use of the coursebook
This part investigates teachers’ and students’ overall evaluation of the coursebook and asks for suggestions for better further use of the material
Chart 4.8 below reveals the overall rating of the coursebook by students and teachers It is obvious that no one rated the quality of the book “poor” or
“excellent” Few of them rated it “fair’ (12.5% - 21.4%) or “very good” (14%
- 25%) whereas most of them evaluated the book of “good’’ quality (62.5 –
Chart 4.8: Students’ and teachers’ overall rating of the coursebook
According to Chart 4.9, the time allocation of 3 lessons (135 minutes) per unit within the total of 84 lessons for the course is generally considered appropriate by most participants, with 62%-62.5% of both teachers and students agreeing it is sufficient However, a minority, ranging from 23.3% to 25%, feel that the time is inadequate, while a smaller group (12.5%-14.7%) believes it is excessive This indicates that the majority prefer to maintain the current time allocation, while some wish for more time per unit and a few advocate for less Teachers are encouraged to adjust time allocations flexibly based on the varying abilities of their student groups.
Poor Fair Good Very good Excellent
Chart 4.9: Students’ and teachers’ judgement on the time allocation for each unit
The data from the questionnaires revealed that most students had no suggestions for further improvements, although some expressed a desire for increased time and practice in speaking and listening skills This finding aligns with insights gathered from interviews, where students noted that more class time was dedicated to vocabulary, grammar, and reading, leaving less focus on listening and speaking (student E) Teacher 8 echoed this sentiment, highlighting the need for a greater emphasis on these essential skills.
Students have expressed the need for teachers to redesign certain tasks to better suit Vietnamese learners For instance, one student suggested substituting prominent figures from Europe or America with popular Vietnamese or Korean idols Additionally, some educators recommended allocating more time to each unit and adopting a more flexible approach to the curriculum This could involve combining two grammar points from different units into a single lesson, such as teaching subject pronouns and the verb "to be" together, rather than spreading them across multiple units.
Little Enough Much Too much
Teacher 3 emphasized the importance of teaching the verb "be" in both singular forms (I, you, he, she, it) and plural forms (we, you, they) Meanwhile, Teacher 2 suggested that educators assess and categorize their students' learning styles and objectives to tailor materials effectively For instance, if a majority of students favor visual learning, teachers could incorporate pictures from textbooks to create engaging activities Additionally, if students aim to improve their English communication skills, instructors should prioritize speaking and listening exercises, allowing ample opportunities for interaction among peers.
Chapter 4 has analyzed and discussed the results from the questionnaires and interviews Information about learners’ English background, level, learning styles was presented Most of the students have learnt English for 7 years or more, but they were at poor level They studied English mainly for their future work, and to communicate in English They prefer verbal, visual, aural and solitary learning styles It was revealed that the coursebook basically met the course objectives, students’ needs and fit in with current teaching and learning methods, though it still contains some unsuitable parts/ knowledge.