INTRODUCTION
Research statement and rationale of the study
Textbooks play a pivotal role in the success of language courses, particularly in developing countries like Vietnam, where they are viewed as essential resources in schools With English being a mandatory subject from primary to upper secondary education, the Vietnamese government recognized the need for effective foreign language instruction On September 20, 2008, the Prime Minister issued Decision No 1400/QD-TT, approving the 10-year National Project for "Teaching and Learning Foreign Language in the National Formal Educational System Period 2008-2020" (NFL2020) In line with this initiative, the Ministry of Education and Training (MOET) has begun developing a new curriculum and English textbooks, highlighting the importance of quality educational materials in enhancing language learning outcomes.
“form and develop English language communication competence” (Piloted English Language Curriculum for Lower Secondary Education, p.3)
The initial phases of this Project concentrate on pilot teaching and the evaluation of a new textbook, underscoring the importance of textbook evaluation in English Language Teaching (ELT) According to Sheldon (1988), such evaluations assist teachers and program developers in selecting suitable textbooks and preparing for future instruction This practice is well-established in the ELT field, as demonstrated by Tomlinson et al (2001), who assessed notable textbooks from prominent UK publishers, including "Language in Use" and "True to Life" by Cambridge University Press, and "Cutting Edge" by Pearson Longman.
Vietnamese researchers have critically examined the use of English textbooks in upper-secondary schools Notably, Nguyễn Thị Thúy Minh (2007) assessed the effectiveness of these textbooks, while Lê Thị Huệ (2009) conducted a study on the Tiếng Việt curriculum, highlighting the ongoing efforts to enhance English language education in Vietnam.
Anh 11 in Phan Dinh Phung High School, Hanoi In light of the project 2020, it is becoming extremely difficult to ignore the importance of textbook evaluation One of the latest studies on textbook evaluation under this project is Lê Thị Bắc’s (2013), evaluating the course book “Tiếng Anh 6, Tập 1” in Hai Duong lower secondary school
Tiếng Anh 11 is developed to comply with the NFL 2020 Project and the Piloted
The English Language Curriculum for Vietnamese upper secondary schools, adopted by prestigious institutions like Ha Long High School for Gifted Students, Cam Pha High School, and Uong Bi High School in Quang Ninh province, has been in use for several years However, there is a lack of studies evaluating these textbooks in specific educational contexts It is essential to conduct an evaluation from the perspectives of both students and teachers to determine the textbooks' suitability for teaching and learning environments This assessment aims to provide valuable recommendations for textbook authors to enhance quality, aligning with the objectives of the NFL 2020 Project.
The researcher aims to address the identified gap by conducting a study titled “Teachers' and Students' Evaluation of the New Tiếng Anh 11,” focusing on three upper secondary schools in Quang Ninh Province.
Aims and objectives of the study
This research evaluates the quality of the new Tiếng Anh 11 textbook developed under Project 2020, identifying its strengths and weaknesses The goal is to enhance the textbook's quality to align with the standards set by the Ministry of Education and Training (MOET) through the National Foreign Language 2020 Project By the end of secondary education, students are expected to achieve an English proficiency level of 3, equivalent to CEFR B1.
To achieve the above aims, the following objectives, presented in the form of two research questions, are set as follows:
1 What are the strengths and weaknesses of the new Tiếng Anh 11 as seen from the evaluation of the teachers and students who are using it?
2 What recommendations should be made for the textbook writers to improve the textbook’s qualities?
Scope and limitations of the study
Various scholars, including Williams (1983), Sheldon (1988), and Harmer (1998), have proposed checklists and criteria for textbook evaluation Lê Thị Bắc (2013) notes that these checklists typically assess textbooks in general, lacking specificity for particular contexts Therefore, the evaluation criteria utilized in this study are derived from a combination of frameworks and checklists developed by Mukundan, Jayakaran, and Vahid Nimehchisalem (2011) and Williams (1983).
The study focuses on a specific population of 6 teachers and 160 grade 11 students from Uong Bi High School, Ha Long High School for Gifted Students, and Cam Pha High School in Quang Ninh province, all of whom are utilizing the new Tiếng Anh 11 curriculum.
The study's findings are constrained by two main factors: a limited time frame and a small sample size Due to the inability to conduct a broader survey, the reliability of the results for generalization is questionable Furthermore, the use of various evaluation checklists does not guarantee the establishment of the most effective criteria.
Significance of the study
Upon completion, this thesis is expected to offer significant theoretical and practical contributions Theoretically, it aims to develop a comprehensive textbook evaluation checklist based on existing models Practically, the findings are intended to enhance the quality of the Tiếng Anh 11 textbook, incorporating feedback from students and teachers to ensure its effectiveness for 11th-grade English instruction nationwide Furthermore, this thesis will serve as a valuable reference for other researchers and readers interested in textbook evaluation and related studies.
The structure of the study
The study includes 3 parts as follows:
Part A – Introduction – presents the background to the study, the statement of the problem, the aims, the research questions, and the scope and the significance of the study
This part consists of 4 chapters
Chapter 1 – Literature review – provides a short introduction about NFL 2020 Project, an overview of the Piloted English Language Curriculum for upper secondary schools in Vietnam, a brief review of the new “Tiếng Anh 11” In addition, a number of definitions of key terms by famous authors are also presented in this chapter The study, furthermore, applies some common sets of textbook evaluation checklists in order to create a questionnaire for data collection Besides, previous studies in the world and in Vietnam of textbook evaluation are also reviewed
Chapter 2 – Methodology – describes the research methodology employed in this study It introduces the research design, participants, sampling strategies, research instruments and data collection procedures
Chapter 3 – Findings and Discussion – presents data analysis, research results and discussion
Chapter 4 – Recommendations – gives several recommendations from students’ and teachers’ perspectives to improve the quality of the new textbook
Part C – Conclusion – summarizes what has been studied and gives recommendations for the improvement of the textbook.
DEVELOPMENT
LITERATURE REVIEW
This chapter aims to clarify key concepts and establish a theoretical framework by defining essential terminologies and reviewing relevant literature It will provide definitions of textbooks and textbook evaluation, introduce the NFL 2020 Project, and outline significant evaluative criteria Additionally, by summarizing related studies, the researcher will identify existing gaps and gain deeper insights into the topic.
2 Teaching and learning English in Vietnam under the National Foreign
The Vietnam Ministry of Education and Training (MOET) is implementing the "Teaching and Learning Foreign Languages in the National Education System Period 2008 – 2020" project, also known as the NFL 2020 Project, with a budget of 9.378 billion VND This initiative outlines specific goals for English language education and identifies seven tasks for its execution across three phases The first phase (2008-2010) focuses on developing a comprehensive 10-year foreign language curriculum and piloting the 10-year English program The second phase (2011-2015) aims to introduce this program throughout the general education system In the final phase, the emphasis will be on refining the program and creating intensive foreign language courses for vocational schools, colleges, and universities The overarching goal is to ensure that by 2020, most Vietnamese graduates from these institutions can independently use a foreign language, enhancing their confidence in communication and improving their opportunities in a multicultural and multilingual environment.
1400/QD-TTg) This goal also makes foreign language as an advantage for Vietnamese people, serving the cause of industrialization and modernization for the country
2.2 An Overview of the Pilot English Curriculum for Upper Secondary schools
Upper secondary education in Vietnam encompasses grades 10, 11, and 12, with a curriculum designed to enhance students' English language skills through 315 periods, or 105 periods per grade This curriculum emphasizes both communicative competences—reading, speaking, listening, and writing—and essential linguistic skills, including pronunciation, vocabulary, and grammar The four main themes of the program are Our Lives, Our Society, Our Environment, and Our Future By the end of upper secondary school, students are expected to achieve level 3 of the Foreign Language Proficiency Framework for Vietnam, which aligns with B1 on the Common European Framework of Reference (CEFR).
The pilot English curriculum for upper secondary schools is divided into two main sections: general issues and grade-specific teaching suggestions The first section outlines the principles for curriculum development and objectives, detailing key components such as thematic content, communicative competencies, linguistic knowledge, and learning strategies It emphasizes the use of Communicative Language Teaching (CLT) and a learner-centered approach, along with testing and assessment procedures essential for effective curriculum implementation The second section offers teachers tailored suggestions for each grade, providing clarity on themes and topics with specific recommendations for instruction.
2.3 An Overview of the Pilot Textbook Tiếng Anh 11
Tiếng Anh 11 is the second book in a three-level English textbook series designed for Vietnamese upper secondary schools Spanning two volumes and 105 periods, it focuses on developing communicative competence through four key language skills aligned with major themes Notably, students explore the cultures of Vietnam, various Asian countries, and prominent English-speaking nations.
Under the curriculum for upper secondary schools, the textbook “Tiếng Anh 11” also contains four main themes Each theme is covered in three units with different topics
Theme 1: Our lives: The generation gap, Relationships, Becoming independent
Theme 2: Our society: Current social issues, Caring for those in need, Vietnam and ASEA
Theme 3: Our environment: People and the environment in conflict, Global Warming, Preserving our heritage
Theme 4: Our future: Further education, Health care and longevity, the future of cities
Each theme concludes with a review, and every unit comprises five sections delivered over eight lessons These sections include getting started, language focus, the four skills of reading, speaking, listening, and writing, as well as communication culture, followed by a look back and project.
Section 1 – Getting started – contains a menu listing the language and the skills taught in unit, a conversation introducing the overall topic of the unit, some topic-related vocabulary and the main grammar points, and a number of activities and practice to check students’ comprehension
Section 2 – Language – includes vocabulary (in-depth practice of words and phrases, additional vocabulary for use later in the unit, and word collocation); pronunciation (problematic aspects of pronunciation: sound clusters, weak forms, stress patterns, and intonation); and grammar (main grammar point in focus taught in meaningful contexts) All the sub-sections in the Language section are linked to the looking back section at the end of the unit
Section 3 – Skills – includes Reading, Speaking, Listening and Writing Reading texts provide an input of language and ideas for students to use in the other skills The vocabulary and grammar points learnt in the previous sections are also recycled in the reading text The reading activities are designed in the order of three stages: pre-reading, while-reading and post-reading A variety of activities aim to develop reading skills such as skimming, scanning, through various types of tasks
The speaking section follows reading, facilitating interaction among students to share experiences Similar to reading, listening activities are structured into pre-listening, while-listening, and post-listening phases, with post-reading and post-listening stages fostering a speaking environment Additionally, writing instruction guides students through the writing process, emphasizing specific text types outlined in the syllabus To support their writing, students receive templates and useful language resources before creating their own texts.
Section 4 – Communication and culture – includes Communication and
Culture plays a vital role in communication, allowing students to build upon their previous language knowledge By encouraging free expression with minimal teacher control, students can articulate their ideas more confidently This exploration of culture includes valuable insights into ASEAN countries and English-speaking nations, enriching students' understanding of diverse cultural perspectives related to the unit topic Ultimately, this approach broadens their global cultural awareness.
Section 5 – Looking back and Project – includes two separate sub-sections: Looking back and Project Looking back offers revision and consolidation of the language learnt in the unit, including pronunciation, vocabulary and grammar Activities aims to check students’ pronunciation and understanding of the meaning and use of the words or structures Project aims at providing students with an opportunities to combine all skills and knowledge learnt in the unit to make their final product The project activities often involve teamwork which develop students’ collaborative skills and promote their team spirit
Textbooks serve as essential teaching and learning materials, as defined by Awasthi (2006) Mahmood (2010) expands this definition, highlighting textbooks as sources of potential learning influenced by the school environment, including teachers and peers Esteemed scholars have noted the significant role of textbooks in education, describing them as the "visible heart of any ELT program" (Sheldon, 1988), a universal teaching element (Hutchinson and Torres, 1994), and a valuable resource for both teachers and students (Awasthi, 2006) However, Ur (1996) critiques textbooks for potentially limiting teacher creativity and failing to accommodate individual learner differences, positioning them as frameworks that can restrict educational flexibility.
While a variety of definitions of the term “textbook” have been suggested, this paper will use the definition first given by Awasthi (2006) and just consider the advantages of textbook
Textbooks are essential tools for teachers, playing a crucial role in both teaching and learning They provide comprehensive material on current topics, aiding in language development and knowledge acquisition Central to any language program, textbooks are carefully curated to include relevant content that aligns with curriculum goals and meets the needs of learners According to Richard (2001), there are several significant advantages to using textbooks in educational settings.
- They provide structure and syllabus for a program
- They provide a variety of learning resources
- They can provide effective language models and input
Textbooks are a fundamental component of English Language Teaching (ELT) across various contexts, as highlighted by Dendrinos (1992), Lee (1997), and William (1983), who all agree on their vital role in classrooms worldwide Their significance is so pronounced that they are considered nearly universal in ELT instruction (Hutchinson & Torres, 1994) and are essential to the success of any ELT program (Lizt, 2005).
RESEARCH METHODOLOGY
This study examines the effectiveness of the new Tiếng Anh 11 curriculum through the perspectives of high school teachers and students in Quang Ninh province It aims to address specific research questions and outlines the research design in detail.
As presented in the introduction, the research aims to answer the two following questions:
1 What are the strengths and weaknesses of the new Tiếng Anh 11 as seen from the evaluation of the teachers and students who are using it?
2 What recommendations should be made for the textbook writers to improve the textbook’s qualities?
This study employs a mixed-methods approach, integrating both quantitative and qualitative research to enhance the understanding of teachers' and students' perspectives on textbooks While the quantitative data, gathered through questionnaires, serves as a primary focus, qualitative insights from interviews offer deeper context and understanding of the issues at hand As noted by Lingard, Albert, and Levinson (2008), this combination allows for a comprehensive exploration of the problem, encompassing context, processes, interactions, and outcomes The flexibility inherent in mixed-methods research enables researchers to effectively present results through a combination of statistical summaries and detailed qualitative narratives However, the complexity of this approach can pose challenges, requiring significant time and resources, as well as expertise in both quantitative analysis and qualitative interpretation.
This study employs an explanatory design, integrating both quantitative and qualitative data collected in two phases, with quantitative data gathered first The primary focus is on survey data to evaluate how the new Tiếng Anh 11 textbook aligns with evaluative criteria from the perspectives of students and teachers, identifying its strengths and potential issues Subsequently, qualitative data from interviews are utilized to elaborate on the quantitative findings, providing a deeper understanding of the results.
160 students of grade 11 and 6 English teachers at 3 upper secondary schools in Quang Ninh province are invited to participate in the study Details are provided in the following table:
The number of Ha Long Cam Pha Uong Bi Total
The reasons for the choice of the participants are as follows
The present study is conducted at three leading upper secondary schools in Quang Ninh's largest cities, utilizing a piloted textbook under the NFL 2020 project These schools meet the Ministry of Education and Training's criteria for piloted teaching, with qualified students and teachers who have engaged with the material for two years Additionally, they possess adequate teaching facilities and are committed to providing valuable feedback for the research.
The study utilizes a mixed-methods approach, primarily focusing on quantitative research through the use of questionnaires and interviews Additionally, qualitative methods are employed to gather teachers' perspectives and recommendations for enhancing the new textbook.
This study will utilize closed-ended questionnaires for data collection, ensuring effective control during the survey process Closed questionnaires facilitate easy manipulation and categorization of the collected data for analysis The researcher will focus on the most common question type, which offers respondents predefined response options, eliminating the need for free-form writing Specifically, a Likert scale will be employed, allowing participants to express their level of agreement or disagreement on a scale from 1 to 5.
This study employs a questionnaire aimed at high school English teachers and 11th-grade students, focusing on classroom practitioners rather than specialists or educational administrators The questionnaire is designed to assess the quality of textbooks across various aspects and includes two versions tailored for teachers and students The student version comprises 48 criteria categorized into three main areas: Physical features and organization, Textbook contents, and Supplementary materials Within the "Textbook contents" category, there are seven sections, covering Topics, Texts, Activities, Skills, and Vocabulary, among others.
The comprehensive questionnaire for teachers consists of 53 items, organized into several key categories: Vocabulary (items 34 to 36), Pronunciation (items 37 to 40), and Grammar (items 41 to 44) Additionally, it includes two more categories: Teacher’s Book (items 49 to 51) and Objectives and Curriculum Fit (items 52 and 53).
The student questionnaires are initially written in Vietnamese to ensure comprehension across all items An English version will be translated into Vietnamese prior to distribution.
No Criteria Levels of agreement
STT Tiêu chí đánh giá Mức độ đồng ý
1 Các bài đọc thú vị x
To enhance the reliability and validity of the study and address limitations of the questionnaire, the researcher employs semi-structured interviews This approach enables the interviewer to ask probing questions and seek clarification on unclear responses, as well as to explore interesting points further Interviews are conducted with 10 students from three schools and 4 teachers who have completed the questionnaires The researcher aims to gather their perceptions of the new textbook and identify areas for improvement in both the textbook and curriculum The insights gained from these interviews will provide meaningful implications for the discussion of findings.
The interviews are initially prepared in English, but since the research is conducted in Vietnamese, they are translated to ensure that teachers and students fully comprehend the researcher's requirements The interview questions can be found in Appendix 4.
The combination of two data collection instruments: questionnaire and interview help the researcher to have sufficient and reliable information to evaluate the quality of
After collecting data through a five-point Likert-scale questionnaire, the researcher utilizes statistical analysis methods to examine the responses Descriptive statistical analysis is employed to summarize the key features of the data, presenting quantitative information in an accessible format (William, 2006) This approach aligns with quantitative research principles, characterized by the concepts of "empiricism" (Leach, 1990) and "positivism" (Duffy, 1985).
Descriptive statistics are used simply to describe what is going on in the collected data There are two major characteristics of a single variable including the
To analyze respondents' perceptions of textbook quality, we utilize the mean to represent central tendency and standard deviations to indicate variability in the collected data Additionally, we convert the data into percentages, calculating the overall average percentage of 48 items alongside the average percentage for each individual item to facilitate easier comparisons.
The study employs a qualitative approach through interviews, utilizing content analysis to gather personal accounts and insights from respondents This method involves identifying, coding, and categorizing patterns and themes within the data The researcher applies this approach to assess the strengths and weaknesses of the textbook Additionally, the responses from the interviews will be decoded to provide recommendations following the discussion of findings.
Step 1: Preparing: In this step, the researcher will prepare and design the questionnaire by referring to the supervisor’s consultancy and other research related to the same issue, especially the evaluative criteria of some big scholars
Step 2: Piloting: Constructive comments from the piloted group of 2 colleagues and 2 11 th graders will be considered to help the researcher make adjustment on questionnaire
MAJOR FINDINGS AND DISCUSSIONS
This chapter provides a comprehensive analysis of the results obtained from questionnaires and interviews conducted with students and teachers As outlined in the methodology section, the data collected will complement each other to elucidate findings and highlight the strengths and weaknesses of the new Tiếng Anh 11 textbook Recommendations for enhancing the quality of the textbook will be presented in chapter 4 A brief overview of the data collection process, which consists of two stages—questionnaires and interviews—is summarized in the table below.
The number of Students Teachers
The questionnaire’ results are attached in the Appendices
The survey results indicate a positive evaluation of the new textbook by both teachers and students, reflected in an average mean score of 3.62 Over 50% of respondents selected "strongly agree" or "agree," with 84.8% of students rating the textbook positively across 48 items Specifically, 15% rated it as "strongly agree," 35.9% as "agree," and 33.9% as "neutral," while only 12.1% disagreed and 7% rated it as "not good."
The analysis of the new textbook reveals significant strengths compared to the old version, with mean scores for various items ranging from over 3.0 to above 4.0 This indicates that higher mean values correlate with better item performance However, the high standard deviation (SD), often exceeding 1.0, suggests that individual scores are widely dispersed around the mean, reflecting diverse preferences among students and teachers.
2 Students’ and teachers’ evaluation of the textbooks in each of 5 main categories
2.1 The evaluation in the “Physical features and organization” category
The evaluation of the new Tiếng Anh 11 by both students and teachers is overwhelmingly positive, achieving a mean score of 3.85 across three categories Notably, 61% of respondents agree that the book's design quality is excellent, with only 13.6% expressing disagreement Key aspects such as layout, font size, structure, review sections, and glossaries received particularly favorable assessments.
1 Layout is clear and easy-to- follow 34.0% 43.8% 25.7% 0.7% 0.0%
2 The type size and font are appropriate for the students 28.5% 50.7% 22.2% 2.8% 0.0%
4 The cover is strong and long- lasting 17.4% 32.6% 29.9% 18.1% 6.3%
The illustrations are informative and functional, stimulate students' visualization and creativeness 18.1% 36.8% 34.0% 13.9% 1.4%
Structure of the textbook and the use of headings, icons, labels, italics, colour and other methods of signposting is designed in a consistent way 22.9% 44.4% 33.3% 3.5% 0.0%
7 Review sections of grammar and vocabulary lists or glossaries are included 25.0% 49.3% 24.3% 5.6% 0.0%
8 The price of the whole package is reasonable and achievable 11.1% 27.1% 37.5% 17.4%
Table 3 Evaluation on general features and organization
In a recent survey, 77.8% of respondents found the layout to be clear and easy to follow, while 79.2% agreed that the type size and font are appropriate for students, with no participants expressing disagreement This positive feedback is further corroborated by the majority of interviewees, including S4, who emphasized the effectiveness of the design.
The new textbook features a beautifully designed layout with vibrant images, making it easy to navigate due to its clear organization Students, such as S9, find that the structured format allows them to prepare for lessons more effectively Many respondents agree that the consistent use of headings, icons, and other signposting methods enhances the textbook's usability (M6 = 4.03) S7 and S8 also commend the clarity and consistency of the titles and headings, which help them understand what they will learn T2 highlights the logical sequence of the eight parts in each unit as a significant improvement A substantial 67% of students positively evaluate the textbook's structure, while only 3.5% disagree Additionally, the inclusion of review sections for grammar and vocabulary has been well-received, with 74.3% of students agreeing that these features are beneficial (M7 = 4.12) S10 appreciates the detailed glossaries, while S9 finds the grammar revision sections convenient for quick reviews Lastly, the colorful illustrations and lively images captivate students, aiding in visualization and creativity, although the high standard deviation (SD5 = 1.01) indicates differing opinions among students and teachers.
When evaluating the quality of the cover page, it is important to note that only a modest number of students and teachers rated it as “strong and long-lasting,” with 25 strongly agreeing and 47 agreeing, while 35 disagreed, indicating concerns about its durability Additionally, the pricing of the entire package has emerged as a contentious issue, as reflected by a standard deviation value of 1.17; 41 respondents (28.5%) disagreed with the statement that "the price of the whole package is reasonable and achievable."
2.2 The evaluation in the “Textbook contents” category
Participants expressed satisfaction with the "Textbook contents" category, achieving an average rating of 3.74 Out of 144 students and 6 teachers evaluating 44 items, 56% reported strong agreement or agreement, while 34.5% remained neutral Only 9.4% disagreed, and a mere 3.5% strongly disagreed, highlighting a positive overall perception of the textbook materials.
2.2.1 The teachers’ and students’ evaluation of the “Topics” section
Average mean of 4 items describing the quality of topics is high (M=3.98) 66.5% agreed that topics in the new textbook were better in general than in the old one
In her interview, S10 highlights that the book features updated topics such as gap year and globalization, incorporating recent news However, a teacher raises concerns that despite the new content, some topics may be too challenging and not aligned with students' social understanding and needs.
Topics are varied in different fields (sport, culture, economy, education, politic) 25.7% 44.4% 25.7% 7.6% 0.7%
Topics are interesting and suitable to the age of students 14.6% 33.3% 44.4% 11.1% 0.7%
11 Topics are relevant to students’ social and cultural knowledge 17.4% 56.3% 24.3% 6.3% 0.0%
12 The book avoids potentially embarrassing or disturbing topics 33.3% 41.0% 18.8% 4.9% 6.3%
Table 4 reveals a significant consensus among participants, with 70.2% agreeing on the variety of topics presented Additionally, over 70% believe these topics enhance students' social knowledge, while 0% strongly disagree and only 6% express disagreement This suggests that students can effectively engage with the lessons Furthermore, 74.3% agree that the book avoids embarrassing or disturbing topics, although one student expressed a desire to explore such subjects.
2.2.2 The teachers’ and students’ evaluation of the “Texts” section
13 Texts are relevant to the topics of units 29.2% 51.4% 22.2% 1.4% 0.0%
14 Texts are interesting and suitable to the age of students 11.8% 46.5% 37.5% 8.3% 0.0%
15 Texts are authentic or close to real language situations 14.6% 43.1% 36.8% 9.0% 0.7%
16 Texts provide students with a variety of knowledge 10.4% 48.6% 33.3% 9.7% 2.1%
The length, difficulty and complexity of text are appropriate 11.8% 27.8% 0.7% 19.4% 9.0%
18 Language used is natural and real-life English 13.9% 41.0% 36.1% 9.0% 4.2%
Contents of the texts reflect basic cultural values of
South-Asia and some main
A significant 61.1% of teachers and students express satisfaction with the quality of texts in the new book, while only 11.3% are dissatisfied The texts are deemed relevant to unit topics, with 80.6% agreeing, and 57.3% finding them more interesting and informative than those in the previous textbook Additionally, the content enhances students' knowledge of societal and cultural values, particularly those of Vietnam, aligning with the objectives of the 2020 Project curriculum However, interviews with teachers revealed some concerns, notably that the reading texts are lengthy and contain many unfamiliar words, which require students to guess their meanings This issue is echoed in the questionnaire results, where 28.4% of respondents disagreed with the adequacy of the reading material.
While the length, difficulty, and complexity of the texts are deemed appropriate, over 28% of respondents provide negative evaluations, with a mean score of 2.4, indicating dissatisfaction Additionally, concerns were raised regarding the authenticity of the language used, as one teacher noted that the texts sometimes lack a natural feel According to Table 5, less than 50% of respondents positively assess the quality of the language, describing it as natural and reflective of real-life English, while 13.2% express dissatisfaction and 36.1% remain neutral.
2.2.3 The teachers’ and students’ evaluation of the “Activities” section
In general, the activities are evaluated in a positive view The average mean of 8 items in this category is 3.77 and the mean value of each item is over 3.5
20 Activities tend to engage students’ interaction in class 12.5% 43.8% 37.5% 9.7% 0.7%
Activities are efficiently graded according to complexity, follow the logical sequence from easy to difficult 7.6% 39.6% 40.3% 16.0% 0.7%
Activities are varied from individual to pair work and group discussion 13.9% 43.8% 36.1% 8.3% 2.1%
Activities involve Students’ knowledge and personal experience (tell a story, write a letter to your friend) 11.8% 41.7% 37.5% 10.4% 2.8%
Activities encourage sufficient communicative and meaningful practice 20.8% 34.0% 32.6% 11.8% 4.9%
Projects at the end of each unit help students to develop all four skills 22.2% 45.8% 25.7% 8.3% 2.1%
26 Activities for projects are diversified in form and content 15.3% 37.5% 38.9% 10.4% 2.1%
The survey indicates that the new textbook offers a diverse range of engaging activities designed to enhance student interaction through group and pair tasks, significantly improving communication skills (M20 = M22 = 3.80) Notably, the innovative Project at the end of each unit stands out as an exciting feature, allowing students to develop all four language skills through various teacher-assigned tasks (Item 25, M25 = 3.99) while also fostering creativity (Item 27).
The findings indicate that while students develop various skills through project work, including teamwork and presentation abilities, challenges arise due to the project's complexity and time constraints, as noted by both students and teachers Some students express a lack of interest in projects, finding textbook activities boring and not engaging enough with their personal experiences Moreover, evaluations reveal that the complexity of activities is not appropriately rated, with only 47.2% agreeing on its adequacy, and 13.2% feeling that activities fail to connect with students' knowledge Although over half of the respondents appreciate the focus on communication skills, a significant percentage still desires more interactive and communicative activities in their learning materials.
2.2.4 The teachers’ and students’ evaluation of the “Skills” section
In comparison the old textbook, in this one, 4 English skills (listening, speaking, reading and writing) are paid more attention in designing materials, texts and activities
The four skills (listening, speaking, reading, writing) are adequately covered and integrated 10.4% 47.9% 34.0% 9.0% 2.8%
29 Exercises and tasks pay attention to sub-skills
Listening material is well recorded and varied in every day situations, e.g in shops, restaurants, etc 9.0% 31.3% 38.9% 13.9% 11.1%
The reading text types (an article, a dialogue, a letter, an email) and reading comprehension activities are rich and diversified 12.5% 47.2% 36.1% 6.3% 2.1%
Writing text types (a letter, a paragraph, an email, an essay) and writing activities are rich and diversified 10.4% 32.6% 47.9% 11.1% 2.1%
33 There is sufficient material for spoken English
The book demonstrates significant improvement in integrating the four essential language skills—listening, speaking, reading, and writing—effectively, with a notable average rating of 3.76 Interviewees highlight that tasks in listening lessons allow students to simultaneously practice writing, reading, and speaking, ultimately aiming to enhance their overall English proficiency However, the level of satisfaction among teachers and students is moderate, with only 51.6% expressing agreement regarding the integration of skills A key concern is the lack of variety in listening and speaking materials, with 25% of respondents noting that the listening resources are not well recorded or diverse Conversely, reading texts and comprehension activities received a positive evaluation, with an average rating of 3.81 and about 60% of respondents acknowledging their richness and diversity In contrast, writing activities were rated lower, with only 43% in agreement and nearly 50% remaining neutral Furthermore, while the book aims to enhance students' communication skills, nearly 50% of responses indicated that the speaking activities lacked sufficient diversity, prompting requests for more interactive tasks to foster speaking proficiency.
2.2.5 The teachers’ and students’ evaluation of the “Pronunciation” section
The pronunciation points (strong and weak form of words, linking sounds, elision, intonation) are presented in meaningful context 15.3% 36.1% 38.9% 13.2% 0.7%
Activities to practice the pronunciation points are varied in context (in words, phrase and sentences) 13.9% 35.4% 45.1% 6.9% 1.4%
36 The pronunciation points are repeated and reinforced in subsequent lessons 12.5% 39.6% 39.6% 9.7% 2.8%
RECOMMENDATIONS
A thorough analysis of the results indicates that the new textbook has certain drawbacks that require improvement for enhanced effectiveness Interviewees provided several recommendations, suggesting that the identified issues can be addressed through appropriate supplementation and adaptation.
While the new book's illustrative images have garnered praise, some students have voiced their dissatisfaction and offered suggestions for improvement They recommend enhancing the cover design with more visually appealing images that are relevant to the book's topics.
Enhancing students' curiosity is essential, and incorporating illustrations in reading materials can significantly boost their appeal and aesthetic impact Additionally, the quality of the cover page plays a crucial role; students have noted that a stronger cover is needed and have suggested using more durable paper to improve its longevity.
To enhance the learning experience, it is crucial to incorporate more engaging and relevant topics into the curriculum While some subjects have been updated, certain lessons remain challenging and disconnected from students' social knowledge Students express a desire for topics that resonate more closely with their lives, enabling them to apply their foundational knowledge in practical ways One student suggests integrating themes such as arts, sports, fashion, and celebrities to make the content more relatable and lively.
Covering vocabulary, pronunciation, and grammar in a 45-minute lesson is often overwhelming for both teachers and students Many educators believe that the extensive nature of grammar makes it challenging to teach effectively within this timeframe A solid foundational knowledge is essential for students to grasp the lessons and keep pace with the class To enhance learning, both teachers and students suggest either reducing the amount of grammar covered in each unit or splitting the language section into two separate lessons.
To enhance students' communicative competence, the textbook should incorporate more interactive activities that promote speaking skills While the current activities are diverse, they often lack engagement, leading to a dull learning experience Students have expressed a desire for more games, tasks, and activities that encourage participation in class By participating in these interactive elements, students are likely to learn more effectively and retain lessons better through collaboration with their peers.
Materials for skills learning, particularly in reading and listening, often lack authenticity, as reading texts tend to be lengthy and listening tracks do not align with exam requirements Teachers emphasize the need for more genuine reading materials sourced from English or American magazines and newspapers, while speaking practice dialogues should reflect real-life scenarios Students express a desire for engaging examples related to everyday situations, such as shopping, dining out, or making phone calls, enabling them to apply their learning in practical conversations Additionally, there is a call for more diverse listening tasks in terms of format, content, and sources, with students advocating for practice that prepares them for proficiency exams like IELTS and TOEIC.
It is essential to double-check CDs delivered to users, as many students report issues such as missing tracks, incorrect order, and tracks that won't play Additionally, the tracks are not numbered to correspond with the textbook, making it difficult for students to locate the listening tasks To improve this, it is recommended that track names align with the textbook's listening task numbers Furthermore, feedback indicates that students often neglect the CD and rarely listen to it again To encourage more engagement, it is suggested that additional exercises be provided for students to complete at home.
Interviews reveal a divide between teachers and students regarding the difficulty level of the textbook While some students find the book too easy and desire more challenging material, others struggle to keep up For instance, students at Ha Long High School express that the content does not meet their needs, with suggestions for more advanced exercises and separate resources for advanced learners A teacher concurs, noting that the book may pose challenges for a diverse student population, as only higher-performing students can effectively utilize it To address these disparities, it is essential to revise the textbook's content to better align with the varying levels of student ability.
Students frequently express concerns about a disconnect between their learning and the content of their exams Those utilizing new textbooks find themselves dedicating extra time to prepare for tests, as the exam structures, vocabulary, and topics largely reflect the outdated materials Many interviewees emphasize the need for alignment between the knowledge presented in new textbooks and the format of the national exam to ensure a fair assessment of students' understanding.
CONCLUSIONS
The purpose of this survey research is to gather feedback from students and teachers at three high schools in Quang Ninh province using the Tiếng Anh 11 textbook, aiming to refine the materials before large-scale implementation The study primarily utilized questionnaires, supplemented by interviews to clarify findings Results indicate a generally positive evaluation of the new textbook by both students and teachers, though some minor drawbacks were identified in specific categories.
The evaluation of supplementary materials highlights the need for improvements in the quality of CDs, as well as the length of reading texts and language sections Additionally, several items that received low ratings require careful revision In summary, the assessment identifies 15 notable strengths and 8 weaknesses, as detailed in the table below.
1 Layout is clear and easy to follow
2 The type size and font are appropriate for students
3 The illustrations are informative and functional, stimulate students' visualization and creativeness
4 Structure of the textbook and the use of headings, icons, labels, italics, colour and other methods of signposting is
1 The cover is not very strong and durable
2 The price of the whole package is not reasonable and achievable for all students designed in a consistent way
5 Review sections of grammar and vocabulary lists or glossaries included are useful
Topics 6 Topics are varied in different fields (sport, culture, economy, education, politic), relevant to students’ social and cultural knowledge
3 Some topics are difficult and not close to students’ background knowledge
Texts 7 Texts are relevant to the topics of units
8 Texts are interesting, authentic and close to real language situations
9 Contents of the texts reflect basic cultural values of Vietnam, some countries in South-Asia and some main English-speaking countries
4 Length, difficulty and complexity of texts are not very appropriate
Activities 10 Activities tend to engage students’ interaction in class through a variety of pair works and group discussion
11 Projects at the end of each unit help students to develop all your skills
Skills 12 Materials for four skills are quite sufficient and varied in forms and contents
5 Listening material is note well recorded and varied
(monologues, group conversation, songs, people in everyday situations, e.g in shops, restaurants, etc
13 Language knowledge, including pronunciation, vocabulary and grammar are repeated and reinforced in subsequent lessons and practiced in context
6 The number of new words introduced in each lesson is still inappropriate
7 The sound quality of the audio CDs needs to be improved
8 Mock tests and quizzes should be more varied
Teacher’s book 14 The teacher’s book provides supportive and comprehensive guidance, helps teachers to identify suitable teaching techniques and amount of knowledge introduced to students
15 Clear statement of the textbook’s objectives fit the curriculum of English teaching for upper secondary school compiled under the 2020 Project
After finding out a number of drawbacks of the new textbook, eight practical recommendations are given to the writers and editors as follow:
5 Diversifying materials for skills learning
Hopefully, these recommendations will be useful for improving the qualities of the textbook before it is used in nationwide scale
This survey research has notable limitations: it is based on feedback from only 6 teachers and 144 students, which may not accurately represent the overall quality of the textbooks Additionally, the interviews were conducted immediately after the questionnaires were collected, limiting the effectiveness of the prepared questions in clarifying the questionnaire results.
The following things should be done to overcome the limitations as mentioned above:
First, a survey should be conducted to get evaluative feedback from as many English teachers in these schools as possible
Future research should extend over a longer duration, allowing for interviews to be conducted after analyzing data from questionnaires This approach enables researchers to identify areas that require further clarification and discussion with respondents Consequently, the insights gained from interviews may provide additional support and depth to the findings.
In the course of data analysis, I discovered a significant divergence in perspectives between students and teachers Further research is needed to highlight these differences and investigate the underlying reasons.
Alamri, A A M (2008) An evaluation of the sixth grade English language textbook for Saudi boys' schools Doctoral dissertation, King Saud University)
Awasthi, J R (2006) Textbook and its Evaluation Journal of NELTA, 11(1-2), 1-10 Cunningsworth, A (1995) Choosing your coursebook Oxford: Heinemann
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APPENDICES APPENDIX I QUESTIONNAIRE FOR STUDENTS
In an attempt to evaluating the qualities of the new textbook " Tiếng Anh 11",
The "Sách thí điểm," developed as part of the National Foreign Language (NFL) Project, focuses on enhancing foreign language teaching and learning within the national education system from 2008 to 2020 We kindly request your participation in this initiative by answering the following questions, selecting the option that best reflects your views.
Thank you very much for your cooperation and participation!
PERSONAL INFORMATION Your name (optional): _
In responding to the statements in this questionnaire, please check ( ) the appropriate choice to indicate your level of agreement, from strongly agree to strongly disagree
Str ong ly agre e (5) A gre e (4) N eut ra l ( 3) D isagr ee ( 2) Str ong ly dis ag re e (1)
1 Layout is clear and easy-to-follow
2 The type size and font are appropriate for the students
4 The cover is strong and long-lasting
5 The illustrations are informative and functional, stimulate students' visualization and creativeness
6 Structure of the textbook and the use of headings, icons, labels, italics, colour and other methods of signposting is designed in a consistent way
7 Review sections of grammar and vocabulary lists or glossaries are included
8 The price of the whole package is reasonable and achievable
9 Topics are varied in different fields (sport, culture, economy, education, politic)
10 Topics are interesting and suitable to the age of students
11 Topics are relevant to students’ social and cultural knowledge
12 The book avoids potentially embarrassing or disturbing topics
13 Texts are relevant to the topics of units
14 Texts are interesting and suitable to the age of students
15 Texts are authentic or close to real language situations
16 Texts provide students with a variety of knowledge
17 The length, difficulty and complexity of text are appropriate
18 Language used is natural and real-life
19 Contents of the texts reflect basic cultural values of Vietnam, some countries in
South-Asia and some main English- speaking countries
20 Activities tend to engage students’ interaction in class
21 Activities are efficiently graded according to complexity, follow the logical sequence from easy to difficult
22 Activities are varied from individual to pair work and group discussion
23 Activities involve Students’ knowledge and personal experience (tell a story, write a letter to your friend)
24 Activities encourage sufficient communicative and meaningful practice
25 Projects at the end of each unit help students to develop all four skills
26 Activities for projects are diversified in form and content
28 The four skills (listening, speaking, reading, writing) are adequately covered and integrated
29 Exercises and tasks pay attention to sub- skills (listening for gist, listening for detail, listening for specific information,
30 Listening material is well recorded and varied (monologues, group conversation, songs, people in every day situations, e.g in shops, restaurants, etc
31 The reading text types (an article, a dialogue, a letter, an email) and reading comprehension activities (gap-filling,
MCQ, answer questions) are rich and diversified
32 Writing text types (a letter, a paragraph, an email, an essay) and writing activities (gap- filling, answer the question) are rich and diversified
33 There is sufficient material for spoken
English (e.g dialogues, role-plays, discussions, debates, problem-solving activities, etc.)
34 The pronunciation points (strong and weak form of words, linking sounds, elision, intonation) are presented in meaningful context
35 Activities to practice the pronunciation points are varied in context (in words, phrase and sentences)
36 The pronunciation points are repeated and reinforced in subsequent lessons
37 The number of new words introduced in each lesson is sufficient and appropriate (8-
38 New words are introduced in realistic contexts
39 New words are practiced in a variety of activities
40 Lexical chunks are taught instead of individual words
41 The number of grammatical structures
42 Grammar points are introduced with interesting and catchy examples
43 The grammar points are repeated and reinforced in subsequent lessons
44 Activities to practice grammar aim to develop their communicative competence
45 The sound quality of the audio CDs is good
46 Workbook helps students to reinforce all what they learnt in class (both skills and languages)
47 Workbook extend the contents of textbook appropriately (language knowledge and communication skills)
48 There are mock tests and quizzes provided to help students test their learning and prepare for real tests
Thank you very much for your cooperation!
APPENDIX II PHIẾU KHẢO SÁT DÀNH CHO HỌC SINH
Với mục đích đánh giá chất lượng cuốn sách giáo khoa mới "Tiếng Anh 11"
Sách Thí điểm được biên soạn trong khuôn khổ Đề án “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân, giai đoạn 2008 – 2020” Tôi mong em trả lời đầy đủ các câu hỏi dưới đây bằng cách đánh dấu vào lựa chọn phù hợp nhất Cảm ơn em rất nhiều vì sự hợp tác và tham gia!
Em hãy đưa ra câu trả lời của mình cho mỗi nhận định bằng cách đánh dấu "" vào MỘT trong các lựa chọn
STT Tiêu chí đánh giá
H oàn toàn đồn g ý ( 5) Đ ồng ý (4 ) B ình t hƣ ờng (3) K hôn g đồn g ý ( 2) H oàn toàn kh ông đ ồng ý (1)
A THIẾT KẾ VÀ CẤU TRÚC
1 Bố cục rõ ràng, dễ theo dõi
2 Cỡ chữ và kiểu chữ phù hợp với học sinh
3 Bề ngoài của sách hấp dẫn
4 Bìa cứng và giữ được lâu
5 Hình ảnh minh họa mang tính thông tin, kích thích trực quan và sự sáng tạo của người học
6 Cấu trúc của sách, cách sử dụng tiêu đề, biểu tượng, ký hiệu, màu sắc và các dấu hiệu trực quan khác có tính thống nhất cao
7 Có các bài ôn tập ngữ pháp, danh mục từ vựng đã học
8 Giá cho một bộ sách là hợp lý
9 Đa dạng trên nhiều lĩnh vực (văn hóa, thể thao, kinh kế, chính trị, xã hội)
10 Thú vị và phù hợp với độ tuổi của học sinh
11 Liên quan đến kiến thức văn hóa, xã hội của học sinh
12 Các chủ đề nhạy cảm, tế nhị không được đề cập
13 Bài khóa liên quan đến chủ đề bài học
14 Nội dung thú vị và phù hợp với lứa tuổi học sinh
15 Nội dung gần gũi và đúng với các tình huống trong thực tế
16 Học sinh mở rộng được các kiến thức liên quan đến mỗi chủ đề, lĩnh vực
17 Độ dài, độ khó và phức tạp của bài khó được
18 Ngôn ngữ sử dụng tự nhiên, gần với tiếng Anh bản ngữ
Nội dung này tập trung vào việc cập nhật và phản ánh những giá trị văn hóa tiêu biểu của Việt Nam, cùng với một số quốc gia Đông Nam Á và các nước nói tiếng Anh Những giá trị văn hóa này không chỉ thể hiện bản sắc dân tộc mà còn góp phần làm phong phú thêm sự đa dạng văn hóa toàn cầu.
20 Đẩy mạnh sự tương tác của học sinh trong lớp
21 Được phân loại theo mức độ phức tạp và sắp xếp một cách logic từ dễ đến khó
22 Đa dạng và phong phú với các hoạt động cá nhân, đôi, hay thảo luận nhóm
23 Liên quan đến sự hiểu biết và kinh nghiệm cá nhân của học sinh (kể một câu chuyện, viết thư cho bạn)
24 Khuyến khích việc thực hành nâng cao khả năng giao tiếp
25 Các projects giúp học sinh phát triển được tổng hợp 4 kỹ năng (nghe, nói, đọc, viết)
26 Hoạt động cho Projects cuối mỗi bài được đa dạng hóa dưới nhiều hình thức và nội dung
27 Các projects đẩy mạnh khả năng sáng tạo của học sinh
28 Bốn kỹ năng được phân phối phù hợp và có tính tích hợp cao
29 bài tập và hoạt động nhằm phát triển các tiểu kỹ năng như nghe chi tiết, nghe lấy thông tin chung, đọc để tìm ý chính và đọc để tìm thông tin cụ thể Những hoạt động này giúp người học cải thiện khả năng tiếp thu thông tin và nâng cao kỹ năng ngôn ngữ một cách hiệu quả.
30 Đĩa nghe có âm thanh tốt, tình huống nghe đa dạng (độc thoại, hội thoại, bài hát, tình huống hàng ngày như tại cửa hàng, tại nhà hàng, …)
Bài viết cung cấp 31 ngữ liệu đa dạng cho việc luyện đọc, bao gồm bài báo, đoạn hội thoại, lá thư và email Ngoài ra, các hoạt động như đọc và trả lời câu hỏi, chọn đáp án đúng, điền từ cũng được đề xuất nhằm phát triển kỹ năng đọc hiệu quả.
32 ngữ liệu phong phú giúp luyện viết bao gồm viết thư, đoạn văn, email và bài luận, cùng với các hoạt động phát triển kỹ năng viết như điền từ và trả lời câu hỏi Những tài liệu này không chỉ đa dạng mà còn hỗ trợ người học nâng cao khả năng viết một cách hiệu quả.
33 Ngữ liệu cho luyện Nói phù hợp, đa dạng về loại hình như hội thoại, đóng vai, thảo luận, các hoạt động giải quyết vấn đề,
34 Các hiện tượng phát âm (nối âm, đồng hóa âm) được trình bày trong bối cảnh cụ thể
35 Các hoạt động để luyện tập phát âm đa dạng trong bối cảnh (luyện tập với từ, cụm từ, câu)
36 Các hiện tượng phát âm được nhắc lại và củng cố trong những bài học tiếp theo
37 Lượng từ mới được dạy trong mỗi bài hợp lý
38 Từ mới được giới thiệu trong tình huống thực tế
39 Từ mới được luyện tập bằng nhiều hoạt động khác nhau để giúp học sinh nhớ từ
40 Những cụm từ được dạy nhiều hơn thay vì các từ đơn lẻ
41 Lượng cấu trúc ngữ pháp được giới thiệu trong mỗi bài phù hợp
42 Các hiện tượng ngữ pháp được giới thiệu thông quá các ví dụ thú vị và dễ nhớ
43 Các hiện tượng ngữ pháp được nhắc lại và củng cố trong những bài tiếp theo
44 Các hoạt động luyện tập ngữ pháp hướng tới phát triển năng lực giao tiếp
45 Đĩa CD chất lượng tốt
46 Sách bài tập giúp học sinh củng cố những kiến thức đã học trên lớp hiệu quả
47 Sách bài tập mở rộng nội dung sách giáo khoa giúp học sinh phát triển ngôn ngữ và kỹ năng giao tiếp
48 Có các bài kiểm tra thử giúp học sinh kiểm tra lại kiến thức và chuẩn bị cho các bài kiểm tra chính thức
Cảm ơn sự hợp tác của các em!
APPENDIX III QUESTIONNAIRE FOR TEACHERS
In an attempt to evaluating the qualities of the new textbook " Tiếng Anh 11",
The "Sách thí điểm," developed under the National Foreign Language (NFL) Project for the period 2008-2020, seeks your feedback Kindly review each statement thoroughly and select the option that best reflects your opinion.
Thank you very much for your cooperation and participation!
PERSONAL INFORMATION Teacher’s Name (optional): _
Experience in English Language Teaching:
First year 2-5 years More than 5 years
In responding to the statements in this questionnaire, please check ( ) the appropriate choice to indicate your level of agreement, from strongly agree to strongly disagree
Str ong ly agre e (5) A gre e (4) N eut ra l ( 3) D isagr ee (2) Str ong ly dis ag re e (1)
1 Layout is clear and easy-to-follow
2 The type size and font are appropriate for the students
4 The cover is strong and long-lasting
5 The illustrations are informative and functional, stimulate students' visualization and creativeness
6 Structure of the textbook and the use of headings, icons, labels, italics, colour and other methods of signposting is designed in a consistent way
7 Review sections of grammar and vocabulary lists or glossaries are included
8 The price of the whole package is reasonable and achievable
9 Topics are varied in different fields (sport, culture, economy, education, politic, etc.)
10 Topics are interesting and suitable to the age of students
11 Topics are relevant to students’ social and cultural knowledge
12 The book avoids potentially embarrassing or disturbing topics
14 Texts are interesting and suitable to the age of students
15 Texts are authentic or close to real language situations
16 Texts provide students with a variety of knowledge
17 The length, difficulty and complexity of text are appropriate
18 Language used is natural and real-life English
19 Contents of the texts are up-dated, reflect basic cultural values of Vietnam, some countries in South-Asia and some main
20 Activities tend to engage students’ interaction in class
21 Activities are efficiently graded according to complexity, follow the logical sequence from easy to difficult
22 Activities are varied from individual to pair work and group discussion
23 Activities involve Students’ knowledge and personal experience (tell a story, write a letter to your friend)
24 Activities encourage sufficient communicative and meaningful practice
25 Projects at the end of each unit help students to develop all four skills
26 Activities for projects are diversified in form and content
28 The four skills (listening, speaking, reading, writing) are adequately covered and integrated
29 Exercises and tasks pay attention to sub-skills
(listening for gist, listening for detail, listening for specific information, skimming, scanning, etc
30 Listening material is well recorded and varied
(monologues, group conversation, songs, people in every day situations, e.g in shops, restaurants, etc
31 The reading text types (an article, a dialogue, a letter, an email) and reading comprehension activities (gap-filling, MCQ, answer questions) are rich and diversified
32 Writing text types (a letter, a paragraph, an email, an essay) and writing activities (gap- filling, answer the question) are rich and diversified
33 There is sufficient material for spoken English
(e.g dialogues, role-plays, discussions, debates, problem-solving activities, etc.)
34 The pronunciation points (strong and weak form of words, linking sounds, elision, intonation) are presented in meaningful context
35 Activities to practice the pronunciation points are varied in context (in words, phrase and sentences)
36 The pronunciation points are repeated and reinforced in subsequent lessons
37 The number of new words introduced in each lesson is sufficient and appropriate
38 New words are introduced in realistic contexts
39 New words are practiced in a variety of activities
40 Lexical chunks are taught instead of individual words
41 The number of grammatical structures introduced in each unit is appropriate
42 Grammar points are introduced with
43 The grammar points are repeated and reinforced in subsequent lessons
44 Activities to practice grammar aim to develop their communicative competence
45 The sound quality of the audio CDs is good
46 Workbook helps students to reinforce all what they learnt in class (both skills and languages)
47 Workbook extends the contents of textbook appropriately (language knowledge and communication skills)
48 There are more tests and quizzes provided
49 The guidance is supportive and comprehensive, helps teacher to develop techniques and methods of teaching in the classroom
50 There are explanations about teaching techniques, grammar rules and culture-specific information
51 The tapescripts, answer keys, vocabulary lists, lesson summaries, structural inventories are provided in the teacher’s book
52 Clear statement of the objectives of the course and of each textbook
53 The book is clearly linked to the curriculum they serve
Thank you very much for your cooperation!
APPENDIX IV QUESTIONS FOR INTERVIEWS
Questions will be added more after I receive the questionnaire’s response
1 In comparison to the old textbook (grade 8, 9), what is the most improvement of the new one as you can see?
2 What do you think about the quality of the new textbook, in terms of:
3 Can you study effectively with the book? How has your learning English changed since you used this new book? Do you have any difficulties?
4 What points do you feel satisfied with the new textbook the most?
5 What points do you think that the new textbook needs to improve?
Can you give some recommendations?
1 In comparison to the old textbook (grade 8, 9), what is the most improvement of the new one as you can see?
2 What do you think about the quality of the new textbook, in terms of:
3 Can you study effectively with the book? How has your learning English changed since you used this new book? Do you have any difficulties?
4 What points do you feel satisfied with the new textbook the most?
5 What points do you think that the new textbook needs to improve?
Can you give some recommendations?
6 Does the new textbook fulfill the objectives of the National Foreign Language
2020 Project and the Piloted English Language Curriculum for Upper Secondary Education? Specify your answer please!
1 So với SGK cũ, sự cải tiến rõ ràng nhất của SGK mới là gì?
2 Thầy, cô, em đánh giá gì về chất lượng của SGK mới trên 3 phương diện:
3 Việc giảng dạy (học tập) của thầy, cô (em) từ khi sử dụng bộ sách giáo khoa mới thay đổi như thế nào?
Sách có dễ dàng để thiết kế và tiến hành bài giảng không?
4 Điều gì làm thầy, cô (em) hài lòng nhất về bộ sách?
5 Điều gì thầy, cô (em) nghĩ sách cần tiếp tục bổ sung và chỉnh sửa để việc dạy và học được hiệu quả hơn?
6 Dành cho giáo viên: SGK mới có đáp ứng được mục tiêu của Đề án Ngoại ngữ
2020 và chương trình thí điểm không?
1 Mean SD Overal rating (53 items)
1 Layout is clear and easy-to-follow 49 34.0% 63 43.8% 37 25.7% 1 0.7% 0 0.0% 4.24 0.79
2 The type size and font are appropriate for the students 41 28.5% 73 50.7% 32 22.2% 4 2.8% 0 0.0%
4 The cover is strong and long-lasting 25 17.4% 47 32.6% 43 29.9% 26 18.1% 9 6.3% 3.49 1.13
5 The illustrations are informative and functional, stimulate students' visualization and creativeness 26 18.1% 53 36.8% 49 34.0% 20 13.9% 2 1.4%
Structure of the textbook and the use of headings, icons, labels, italics, colour and other methods of signposting is designed in a consistent way 33 22.9% 64 44.4% 48 33.3% 5 3.5% 0 0.0%
7 Review sections of grammar and vocabulary lists or glossaries are
8 The price of the whole package is reasonable and achievable 16 11.1% 39 27.1% 54 37.5% 25 17.4% 16 11.1% 3.40 1.17
Topics are varied in different fields
(sport, culture, economy, education, politic) 37 25.7% 64 44.4% 37 25.7% 11 7.6% 1 0.7%
10 Topics are interesting and suitable to the age of students 21 14.6% 48 33.3% 64 44.4% 16 11.1% 1 0.7% 3.74 0.92
11 Topics are relevant to students’ social and cultural knowledge 25 17.4% 81 56.3% 35 24.3% 9 6.3% 0 0.0% 4.03 0.81
12 The book avoids potentially embarrassing or disturbing topics 48 33.3% 59 41.0% 27 18.8% 7 4.9% 9 6.3% 4.08 1.12
13 Texts are relevant to the topics of units 42 29.2% 74 51.4% 32 22.2% 2 1.4% 0 0.0% 4.22 0.76
14 Texts are interesting and suitable to the age of students 17 11.8% 67 46.5% 54 37.5% 12 8.3% 0 0.0%
15 Texts are authentic or close to real language situations 21 14.6% 62 43.1% 53 36.8% 13 9.0% 1 0.7%
16 Texts provide students with a variety of knowledge 15 10.4% 70 48.6% 48 33.3% 14 9.7% 3 2.1%
17 The length, difficulty and complexity of text are appropriate 17 11.8% 40 27.8% 1 0.7% 28 19.4% 13 9.0% 2.40 1.29
18 Language used is natural and real-life
Contents of the texts reflect basic cultural values of Vietnam, some countries in South-Asia and some main
20 Activities tend to engage students’ interaction in class 18 12.5% 63 43.8% 54 37.5% 14 9.7% 1 0.7% 3.80 0.88
Activities are efficiently graded according to complexity, follow the logical sequence from easy to difficult 11 7.6% 57 39.6% 58 40.3% 23 16.0% 1 0.7% 3.66 0.90
22 Activities are varied from individual to pair work and group discussion 20 13.9% 63 43.8% 52 36.1% 12 8.3% 3 2.1% 3.80 0.92
Activities involve Students’ knowledge and personal experience (tell a story, write a letter to your friend) 17 11.8% 60 41.7% 54 37.5% 15 10.4% 4 2.8%
Activities encourage sufficient communicative and meaningful practice 30 20.8% 49 34.0% 47 32.6% 17 11.8% 7 4.9%
25 Projects at the end of each unit help students to develop all four skills
26 Activities for projects are diversified in form and content 22 15.3% 54 37.5% 56 38.9% 15 10.4% 3 2.1% 3.76 0.96
The four skills (listening, speaking, reading, writing) are adequately covered and integrated 15 10.4% 69 47.9% 49 34.0% 13 9.0% 4 2.8%
Exercises and tasks pay attention to sub-skills (listening for gist, listening for detail, listening for specific information, skimming, scanning, etc 14 9.7% 74 51.4% 44 30.6% 13 9.0% 5 3.5%
Listening material is well recorded and varied (monologues, group conversation, songs, people in every day situations, e.g in shops, restaurants, etc 13 9.0% 45 31.3% 56 38.9% 20 13.9% 16 11.1%
The reading text types (an article, a dialogue, a letter, an email) and reading comprehension activities (gap-filling,
MCQ, answer questions) are rich and diversified 18 12.5% 68 47.2% 52 36.1% 9 6.3% 3 2.1%
Writing text types (a letter, a paragraph, an email, an essay) and writing activities (gap-filling, answer the question) are rich and diversified
There is sufficient material for spoken
English (e.g dialogues, role-plays, discussions, debates, problem-solving activities, etc.) 11 7.6% 56 38.9% 67 46.5% 11 7.6% 5 3.5%
The pronunciation points (strong and weak form of words, linking sounds, elision, intonation) are presented in meaningful context 22 15.3% 52 36.1% 56 38.9% 19 13.2% 1 0.7%
35 Activities to practice the pronunciation points are varied in context (in words, phrase and sentences) 20 13.9% 51 35.4% 65 45.1% 10 6.9% 2 1.4%
36 The pronunciation points are repeated and reinforced in subsequent lessons 18 12.5% 57 39.6% 57 39.6% 14 9.7% 4 2.8% 3.72 0.95
The number of new words introduced in each lesson is sufficient and appropriate (8-10 words) 20 13.9% 53 36.8% 39 27.1% 22 15.3% 16 11.1%
38 New words are introduced in realistic contexts 27 18.8% 57 39.6% 47 32.6% 10 6.9% 9 6.3%
39 New words are practiced in a variety of activities 20 13.9% 55 38.2% 47 32.6% 19 13.2% 9 6.3%
40 Lexical chunks are taught instead of individual words 21 14.6% 51 35.4% 56 38.9% 8 5.6% 14 9.7%
41 The number of grammatical structures introduced in each unit is appropriate 20 13.9% 72 50.0% 39 27.1% 13 9.0% 6 4.2% 3.82 0.99
42 Grammar points are introduced with interesting and catchy examples 22 15.3% 43 29.9% 64 44.4% 16 11.1% 5 3.5% 3.66 1.01
43 The grammar points are repeated and reinforced in subsequent lessons 19 13.2% 69 47.9% 52 36.1% 6 4.2% 4 2.8% 3.81 0.88
44 Activities to practice grammar aim to develop their communicative competence 18 12.5% 56 38.9% 52 36.1% 16 11.1% 8 5.6%
45 The sound quality of the audio CDs is good 12 8.3% 44 30.6% 48 33.3% 19 13.2% 27 18.8%
Workbook helps students to reinforce all what they learnt in class (both skills and languages) 12 8.3% 39 27.1% 63 43.8% 20 13.9% 16 11.1% 3.34 1.10
Workbook extend the contents of textbook appropriately (language knowledge and communication skills) 11 7.6% 45 31.3% 56 38.9% 23 16.0% 15 10.4% 3.38 1.11
48 There are mock tests and quizzes provided to help students test their learning and prepare for real tests 10 6.9% 33 22.9% 42 29.2% 38 26.4% 27 18.8%
The guidance is supportive and comprehensive, helps teacher to develop techniques and methods of teaching in the classroom 1 16.7% 5 83.3% 0 0.0% 0 0.0% 0 0.0%
There are explanations about teaching techniques, grammar rules and culture- specific information 0 0.0% 6 100.0% 0 0.0% 0 0.0% 0 0.0%
The tapescripts, answer keys, vocabulary lists, lesson summaries, structural inventories are provided in the teacher’s book 0 0.0% 6 100.0% 0 0.0% 0 0.0% 0 0.0%
52 Clear statement of the objectives of the course and of each textbook 1 16.7% 5 83.3% 0 0.0% 0 0.0% 0 0.0% 4.17 0.41
53 The book is clearly linked to the curriculum they serve 1 16.7% 5 83.3% 0 0.0% 0 0.0% 0 0.0% 4.17 0.91
APPENDIX VI THE INTERVIEWS’ SUMMARY
Questions Mai Phương (S1) Phượng (S2) Xuân (S3)
1 There are more grammatical structures (tag questions, special questions) with diverse types exercises to practice these structures
The old textbook is much thicker and heavier The number of pictures is limited and not good quality
In the new one, the number of words is reduced, instead by lively images that stimulate students’ interest and promote students’ creativity
