INTRODUCTION 1.1 Rationale of the study
Aims of the study
Evaluating teaching materials is essential for identifying their strengths and weaknesses The findings of this thesis will benefit both the researcher and teachers using the "English for Engineering" coursebook This research will offer valuable scientific evidence to enhance the quality of the current textbook utilized by second-year students at HNIVC.
Research questions
The thesis will be conducted to answer the following research question :
How does the textbook, used for the second-year students at HNIVC, meet the course requirements in terms of the aims, the contents and the methodology?
In order to answer the question above, the researcher intents to carry out the following procedures:
- Reviewing the literature relating to material evaluation and setting up the criteria for evaluating the material Based on the theoretical framework the researcher analyses the material;
- Conducting a questionnaire for the students to find out their opinions about the materials they have learned;
- Conducting a questionnaire for the teacher to find out the opinion about the material they have used;
- Finally, the researcher makes suggestion and recommendations on the development of the material.
Scope of the study
Evaluating teaching is a complex process that requires consideration of various factors, including material effectiveness, efficiency, attitudes, specialty, validity, and reliability This study specifically examines three criteria related to the needs of students at Hanoi Industrial Vocational College, focusing on the aims, content, and methodology of the textbook "English for Engineering."
Methods of the study
To collect the data, the methods used in this thesis are document analysis, survey questionnaires, and informal interviews
Document analysis here refers to the analysis of the materials itself and the requirements of the course
Survey questionnaires specifically designed for both the teachers and the second- year students who have experienced using the book
An informal interview serves to gather in-depth and objective insights from teachers and students regarding educational materials and student needs This approach was employed to explore perspectives on the goals, content, and teaching methodologies at our college, and as a result, the findings are not included in the appendix.
Design of the study
The study is organized into five main chapters as follows :
- Chapter 1 Discusses the background to the study and statement of problem, the aims, the researcher question, the limitations and overview of the thesis;
- Chapter 2 Presents a review of literature, concentrating on the issues related to ESP material evaluation;
- Chapter 3 Describes the research methodology; description of teaching ESP and its objectives at HIVC; the data collection instruments, the subjects as well as the data collection procedures;
- Chapter 4 Discusses findings of the data analysis, objectives of the course; significance of each criterion;
- Chapter 5 Suggests solutions to improve the material and concludes the study.
Conclusion
In this chapter, we outline the thesis procedure and the rationale behind selecting this topic We define the study's objectives, which include evaluating the textbook, and present the research questions that will guide our analysis The scope of the study is clarified, emphasizing our focus on the aims, content, and methodology of the textbook as we analyze the collected data Additionally, we discuss the research methods employed in the study, and conclude by introducing the thesis design, which integrates all components cohesively.
Materials in language teaching and learning
ESL (English as a Second Language), ESOL (English for Speakers of Other Languages), and EFL (English as a Foreign Language) refer to the study of English by non-native speakers, with varying usage across different countries These terms are primarily associated with English language teaching (ELT) and demographic information Additionally, TESL, TESOL, and TEFL are common abbreviations in this field The existing literature on textbook evaluation is limited, but some authors propose checklists and scoring methods to assist teachers in effectively assessing textbooks based on generalizable criteria.
In 1979, Allwright and later Williams in 1983 highlighted innovative methods for evaluating textbooks, with Tucker proposing a unique approach that assigns numerical scores to textbooks These scores are then plotted on a "Value Merit Product Graph," allowing educators to compare the resulting score curve against a pre-established ideal target profile This method aims to enhance the selection process of educational materials by providing a visual representation of their effectiveness.
Textbook evaluation, as described by Hutchinson and Waters (1987), is fundamentally an analytical process that aligns educational needs with available solutions However, this topic often evokes strong emotions among teachers, with many, including Swales (1980), viewing textbooks, particularly course books, as a significant challenge or even a symbol of educational failure This article aims to investigate the reasons behind such intense reactions and propose evaluative solutions, focusing on course books as they are central to both students' and teachers' experiences in any English Language Teaching (ELT) program The choice of a specific core textbook reflects a substantial educational decision, involving professional, financial, and political considerations Therefore, establishing systematic criteria for assessing these course books is crucial, whereas supplementary materials may allow for more flexible and implicit evaluative criteria tailored to local contexts.
2.2.1 Roles of textbooks in EFL/ESL class
In 1934, McElroy emphasized that effective teaching relies more on the quality of instruction than solely on textbooks Over the past 75 years, extensive research has shown that successful English as a Foreign Language (EFL) learning in primary and secondary classrooms depends on a variety of factors beyond just the quality and quantity of learning materials The critical role of the teacher in this process is widely recognized and supported by numerous studies, including Butzkamm's work in 2005.
In recent decades, it has become evident that effective context-sensitive English as a Foreign Language (EFL) instruction necessitates teachers to consider various anthropological and sociocultural factors that impact the teaching environment Global textbooks designed for EFL instruction are often criticized for neglecting these crucial elements, particularly in their inability to help teachers connect the cultural backgrounds of their students with the diverse cultures of English-speaking countries.
College textbooks come in various formats, including paperback, spiral bound, and hardcover, but the key to saving money is finding used copies New textbooks can cost twice as much as used ones, which can strain a new student's budget significantly Recently, there has been a notable decline in textbook purchases as students seek cost-effective alternatives Many are opting to share textbooks, especially in classes with multiple students Additionally, colleges and publishers are increasingly offering free downloadable textbooks, allowing students to access materials online or print only the necessary pages This shift helps alleviate financial pressure, allowing students to focus on tuition and living expenses without the burden of expensive textbooks.
English for specific purpose ( ESP) 1 What is ESP?
The English for Specific Purposes (ESP) community has evolved over time, yet there remains ambiguity regarding its definition While some view ESP as the teaching of English for any specified purpose, others delineate it more narrowly as English instruction tailored for academic or professional contexts Historical research, particularly from the late 1960s to early 1970s, significantly contributed to the understanding of specific English varieties, notably through studies on scientific and technical English This era saw notable works by Ewer and Latorre, Swales, and others, leading to the perception that ESP and English for Science and Technology (EST) were nearly interchangeable Additionally, research extended to fields such as doctor-patient communication Ultimately, the principle emerged that understanding the linguistic needs of specific learner groups could be achieved by analyzing the characteristics of their specialized domains, shaping the foundation of ESP as articulated by Hutchinson and Waters in 1987.
According to Dudley-Evan (1997), the characteristics of ESP can be described as follow:
1 ESP is defined to meet specific needs of the learners;
2 ESP makes use of underlying methodology and activities of the discipline it serves;
3 ESP is centered on the language appropriate to these activities in terms of grammar, lexis, register, study skills, discourse and genre
1 ESP may be related to or designed for specific disciplines;
2 ESP may use, in specific teaching situations, a different methodology from that of General English;
3 ESP is likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation It could, however, be for learners at secondary school level;
4 ESP is generally designed for intermediate or advanced students;
5 Most ESP courses assume some basic knowledge of the language systems
HNIVC provides educational opportunities for students of all ages who have completed high school in Vietnam The institution emphasizes a college preparatory curriculum, ensuring students are equipped with the necessary skills for their future careers At HNIVC, students receive training not only in their chosen fields but also in English, which is essential for job placement after graduation.
Our college offers 120 General English lessons, followed by 60 English for Specific Purposes (ESP) lessons, equipping students with essential language skills for enhanced job opportunities This focus on ESP is integral to our curriculum, ensuring that students are well-prepared for the demands of the job market.
Textbooks evaluation 1 What is textbooks evaluation?
In modern education, textbooks function as essential tools for teachers, significantly influencing instructional delivery According to Schmidt, McKnight, and Raizen (1997), textbooks facilitate the transition from educational intentions to classroom activities by providing organized content and engaging learning tasks To effectively utilize a textbook, educators must select materials that align with specific, age-appropriate learning goals established by their school or district Additionally, it is crucial to evaluate the instructional design of the textbook to ensure it supports the achievement of these goals Therefore, thorough evaluations of textbooks and curriculum materials are necessary for informed decision-making.
Reviewers assess textbooks by analyzing each activity against instructional criteria, rating them based on a defined scoring system Their evaluations culminate in profiles that reflect judgments for each learning goal, supported by evidence that substantiates their assessments.
Sheldon (1988) highlights the significance of textbook evaluation in English Language Teaching (ELT), emphasizing that the choice of a textbook represents a crucial administrative and educational decision This selection involves substantial professional, financial, and political investments, underscoring its importance in the educational landscape.
A comprehensive evaluation allows educational managers and teachers to differentiate among various available textbooks, fostering familiarity with their content This process aids educators in pinpointing the specific strengths and weaknesses of the textbooks currently in use.
To effectively utilize a textbook, teachers must evaluate its strengths and weaknesses while ensuring it aligns with significant, age-appropriate learning goals set by their school or district This involves assessing the instructional design of the textbook to determine its effectiveness in supporting these goals Thorough evaluations of textbooks and curriculum materials provide essential insights into how well a textbook can aid teachers in facilitating student learning, particularly in relation to nationally accepted standards This process equips educators with the necessary information to make informed decisions about which textbooks will best enhance their students' knowledge and skills in English language teaching and learning.
Evaluating materials can be divided into three types : preliminary, formative and summative evaluation
Before a course starts, an evaluation is conducted to select the most suitable materials for a specific group of learners This evaluation also helps identify particular aspects of the materials that may need adaptation To facilitate effective textbook selection and adaptation, it is essential to establish a prioritized set of criteria (Robinson, 1991).
Summative evaluation, as described by Brown (1995), typically occurs at the conclusion of a program and aims to assess its overall success rather than facilitate improvements The outcomes of summative evaluations often lead to significant decisions, such as whether to cancel or continue funding a program or to relocate it to a more appropriate site Consequently, these high-stakes judgments can generate considerable anxiety and defensiveness among students, teachers, and curriculum developers.
Before initiating an evaluation project, it is crucial for evaluators to clarify the purpose of their work, specifically whether the evaluation will be formative or summative In the context of university language programs, which are ongoing and do not have a definitive conclusion, summative evaluations are often impractical Consequently, formative evaluations are typically the preferred approach for assessing university language programs, allowing for continuous improvement and development.
Formative evaluation, a term first introduced by Scriven (1967) in the context of curriculum development, refers to systematic assessments aimed at enhancing curriculum, teaching, and learning processes This type of evaluation occurs during program delivery, allowing for ongoing improvements According to Brown (1995), the decisions stemming from formative evaluation are often numerous and small-scale, focusing on modifications and fine-tuning of the existing curriculum By integrating formative evaluation into the curriculum's development and implementation, planners can continuously gather and analyze data, enabling them to adapt and enhance their programs effectively.
Formative and summative evaluations are crucial for effective language training programs, yet they remain largely unfamiliar in educational settings across Vietnam At HNIVC, the current evaluation project marks the first comprehensive assessment of its kind, despite numerous program adjustments over time The primary aim of this evaluation is to enhance the existing course book for HNIVC students, leading to the selection of formative evaluation as the most suitable approach for this initiative.
Numerous authors have proposed various models for materials evaluation in the literature Selecting the right model is essential, as it depends on the specific purpose and type of evaluation required For instance, to identify the most appropriate materials through both macro and micro evaluation, one can effectively apply Donough and Shaw's model from 1993.
In order to carry out a materials evaluation at micro laver, the model suggested by Ellis
The models developed by Hutchinson and Waters (1993) and Cunningsworth (1995) are designed for macro-evaluation, focusing on assessing the appropriateness of educational materials in relation to learners' needs and syllabus requirements A brief overview of each model will be provided in the subsequent sections.
Evaluation model by Mc Donough and Shaw (a combination of macro and micro – evaluation)
In 1993, Donough and Shaw introduced a three-stage model for materials evaluation, consisting of external evaluation, internal evaluation, and overall evaluation This model emphasizes the importance of teachers conducting an external evaluation to understand the organizational principles of the materials before performing a detailed internal evaluation to assess alignment with the author's claims and the objectives of the teaching program The external evaluation serves as a preliminary or macro-evaluation, examining the claims made by the author or publisher, which can typically be found on the book cover, in the instructions, or the table of contents This initial evaluation helps determine the potential appropriateness of the materials.
The internal evaluation stage, also known as micro-evaluation, involves a thorough examination of two or more units to assess the content presented within the materials This process ensures that the claims made by the author align with the findings of the internal evaluation.
The next phase involves a comprehensive assessment of the materials, focusing on their usability, generalizability, adaptability, and flexibility As illustrated in Figure 1, the internal evaluation will proceed only if the materials are deemed potentially suitable during the external evaluation Should the findings indicate that the materials are inappropriate, the evaluation process will conclude prematurely.
Macro - evaluation inappropriate/ potentially appropriate
Exit Micro - evaluation inappropriate/ appropriate adopt/select (Internal)
Exit Figure 1 Materials evaluation model of Mc Donough and Shaw (1993)
Evaluation model by Ellis (a micro- evaluation)
Materials adaptation
Materials adaptation means matching materials with the learner‟s needs, the teacher‟s demands and administration‟s purpose To adapt materials we have to consider five major factors
Addition is an adaptation strategy that entails supplementing additional linguistic items and activities to address material inadequacies This approach is essential when certain situations arise, necessitating the inclusion of extra resources to enhance the learning experience.
Areas are not covered sufficiently
Texts/pictures/tasks are not provided
Texts/pictures/tasks are fewer than needed
Tasks are limited in scope
Tasks are of limited range
Deletion, or omission, is a key adaptation process that involves removing unnecessary linguistic items and activities This method focuses on reducing content rather than adding to it, making it essential in situations where certain materials are deemed extraneous By employing deletion, one can streamline communication and enhance clarity.
Learners are clear about a language point
Learners are competent in a skill
There are too many tasks on a particular area/point
The item/ area concerned is not a priority
The item/ task is not well designed
The item/ task is not well-suited to its aim(s)
The topic is not appropriate for learners
Modification involves altering various elements of educational materials, including linguistic levels, exercises, and assessment systems This process is particularly relevant in situations where adapting content enhances its effectiveness and accessibility for learners.
Texts are of inappropriate length
Materials are inappropriate to the aim
Materials are inappropriate to the learners‟ age/ experience
Materials are unclear, confusing or misleading
Simplification is a process used to make materials more accessible and easier to comprehend When language teaching materials are too complex or mechanical for the intended learner, simplification can be applied to tailor the content, ensuring it is suitable and effective for their understanding.
Rearrangement is the process of adapting materials by altering the order or sequence of different parts of a course book This method enhances the materials, making them more engaging and suitable for both learners and teachers Learners can also participate in reordering the materials to better fit their needs.
Using a practice task for lead-in and elicitation
Revising an area earlier than the course book does
Providing an appropriate follow-up.
Conclusion
In Chapter 2, we explored the importance of textbook evaluation within the context of English for Specific Purposes (ESP), emphasizing the need for a clear understanding of ESP characteristics and its application at HNIVC We identified the types of textbooks students use daily and highlighted the necessity for students to learn ESP To effectively evaluate a textbook, reviewers assess each activity's relevance to the content, while teachers must select textbooks that align with their specific needs We discussed three types of textbook evaluation—preliminary, formative, and summative—and justified our choice of formative evaluation for this project Our evaluation approach is guided by the Hutchinson and Waters (1993) model, tailored to the objectives and types of materials being assessed.
Research methodology
In this study, the researcher utilized document analysis and questionnaires, which were deemed appropriate for the evaluative objectives and timeframe of the research A detailed description of these methods will be provided in the following chapter, following Robinson's model.
Document analysis: Document analysis is use of “content analysis and other techniques to analysis and summarize printed materials and existing information” (Taylor & Steel,
The instrument's purpose is to leverage existing information for analysis, which can encompass various documents related to a program, including evaluation materials, course syllabi, curricula, and external data sources (Brown, 1995).
The questionnaire is designed to gather insights from teachers and students regarding the objectives, content, and methodology of educational materials This method is favored for its ability to reach a larger audience efficiently, as it poses the same questions to all respondents, making data collection quicker and more streamlined (Wallace, 1998) Participants often feel more at ease completing questionnaires than engaging in direct interviews, and the use of closed questions facilitates straightforward data analysis.
Description of teaching ESP and its objectives at HNIVC 1 Description of the students at HNIVC
3.3.1 Description of the Students at HNIVC
Students at Hanoi Industrial Vocational College graduated from High School in Vietnam They come to HNIVC:
- To learn and train their future job;
- To learn about English and ESP;
- to encourage an awareness of English for Technical knowledge;
- to collect printed and visual materials from the media in various languages in addition to English;
- to conduct interviews and organize the close relation between ESP and their own knowledge through ESP texts; to exercise note-taking;
- to design questionnaires; to make oral presentation and reporting
3.3.2 Description of the teachers at HNIVC
At HNIVC, a team of six English teachers, aged between 28 and 48, faces a significant challenge due to a lack of qualified instructors for English for Specific Purposes (ESP) courses The teachers report an absence of in-service training specifically tailored for ESP, particularly in technical areas While three of the teachers have undergone General English training, including TEFL/TESL and multimedia courses, this training does not adequately prepare them for the specialized demands of ESP As a result, these educators, primarily experienced in General English, struggle with the transition to ESP teaching, particularly due to differing attitudes towards literature and science, highlighting the need for better preparation and orientation in this new teaching environment.
The teaching and learning ESP at HNIVC
HNIVC prioritizes General English over technical English, primarily due to the subjects taught, which predominantly focus on General English An emphasis was placed on the idea that a strong foundation in General English facilitates the learning of technical English This perspective was echoed by five out of six teachers, who advocated for a concentrated effort on General English supplemented with technical knowledge Surveys conducted among English teachers in technology colleges reinforced this viewpoint, indicating that learners prioritize language proficiency over technical skills, as confirmed by informal interviews and needs analysis.
Data collection procedures 1 Document analysis
Document analysis is a crucial technique for gathering requirements during the elicitation phase of a project This process involves reviewing existing documentation of similar business processes or systems to extract relevant information that informs project requirements For this thesis, it is essential to collect materials from the library, consult experienced teachers familiar with the referenced book or career, and engage with students who regularly study the book.
To assess the effectiveness of the course, we developed questionnaires for both teachers and students, focusing on shared opinions regarding the textbook's usability While most questions are identical for both groups, some are tailored to determine if the textbook is more suited for teaching or learning After utilizing the textbook, we distribute these questionnaires at our college, ensuring that student questions are translated into Vietnamese to accurately convey their intended meaning and facilitate thoughtful responses.
The questionnaire for the teachers (see appendix 1) was also carried out simultaneously with the questionnaire for the students It was divided into three sections and consisted of 27 questions
The teachers' questionnaire consisted of ten questions designed to evaluate the effectiveness of using the EFE textbook in relation to the course objectives The goal was to determine whether the material aligns with the aims of the course and if it can be effectively taught at our college While the textbook does not integrate all four skills, it primarily focuses on reading and writing, with limited opportunities for speaking practice Listening skills are often neglected, as students primarily engage with the text through the teacher's reading rather than independent listening activities.
The second section includes ten questions aimed at assessing the relevance of the EFE textbook content It seeks to determine whether teachers believe the textbook meets course requirements, whether the grammar provided is sufficient for student learning, and if the structures introduced align with students' needs.
The final section presents seven critical questions regarding the methodologies employed by teachers when using this textbook Understanding how educators implement this resource is essential to evaluate its effectiveness and acceptability for teaching purposes.
It depends much on the teachers‟ methods to transmit the textbook‟s knowledge to the students and how the students react at the lessons
The questionnaire aimed to analyze teachers' perspectives on the textbook's alignment with course requirements, focusing on its aims, content, and methodology Utilizing the same scales as the students' questionnaire facilitated a straightforward comparison of views between students and teachers Additionally, teachers were asked about any challenges they encountered while teaching the textbook and invited to provide suggestions for material improvement This feedback aimed to propose strategies that would enable teachers to utilize the textbook more effectively.
The questionnaire for students (see appendix 2) consisted of 3 parts with 27 questions
The initial segment of the study included 10 questions aimed at assessing students' evaluations of the ESP textbook's alignment with the course's aims and objectives Students were asked to reflect on their understanding of the material's goals, indicate whether any tasks or exercises were added or removed, and identify which sections they found most and least appropriate for their proficiency level.
The second part of the study comprised 10 questions designed to gather information on the textbook's alignment with content requirements, focusing on grammar, structures, and vocabulary It aimed to assess whether the structures presented in the coursebook met the students' needs Ultimately, it is essential to determine if students can comprehend and effectively apply the knowledge gained in real-world working conditions.
In the third section, seven questions were posed to students to evaluate the textbook's alignment with the course's methodological requirements The focus was on how well students grasp the materials presented in the textbook during lessons and whether the teaching techniques employed by instructors are suitable for their learning needs.
Conclusion
This chapter outlines the research methodologies employed in this thesis, specifically utilizing Robinson's model, which includes document analysis and questionnaires We provide a detailed description of English for Specific Purposes (ESP) teaching objectives, along with insights into the students and teachers at Hanoi Industrial Vocational College (HNIVC) The discussion encompasses the teaching and learning processes of ESP at HNIVC, data collection procedures, and the significance of document analysis as a technique for gathering project requirements Additionally, we formulate targeted questions for both teachers and students to assess the effectiveness of the textbook in facilitating learning outcomes.
Significance of each criterion
to understand and solve problems which promote higher order thinking skills
The methodology of English for Specific Purposes (ESP) has solidified the concept of a linguistic community within scientific disciplines, highlighting the importance of vocabulary and typical tasks in these fields Innovative teaching techniques have emerged, including models, journals, and visuals, promoting a modern, communicative approach New language is introduced through a PPP (presentation, practice, production) framework, where students initially engage in controlled activities before progressing to more fluent tasks Clear examples of language structures are provided, allowing students to practice specific grammar points through simple writing exercises As noted by Gatehouse (2001), the emphasis in ESL is increasingly on learner-centered or learning-centered approaches.
4.3 The realization of each criterion in the textbook “EFE”
At our college, the majority of students are aged between 18 and 25, with some older individuals, encompassing both males and females All students have graduated from High Secondary School and completed a 12th-grade English course After taking 60 lessons of General English at our institution, they proceed to study English for Specific Purposes (ESP) to prepare for their future careers For this research, we require participation from 60 second-year technical students in our survey.
The aims of the course for the second-year technical students at HNIVC are as follows:
Getting students familiar with English as a Foreign Language;
Practicing essential grammar; functional language; structures and vocabulary;
Helping students to understand the specific fields, that they work for;
Building up learners' confidence in using the four language skills of reading, speaking, writing, and listening to communicate in real life and work situations
The course focuses on essential grammar, functional language, structures, and vocabulary, ensuring that students master key elements necessary for their learning By the end of the course, students will have acquired a solid understanding of grammar, structures, and functions, along with a vocabulary of at least 400 fundamental English for Specific Purposes (ESP) words relevant to their careers.
The coursebook must encompass a wide range of language points and skills, including grammar, vocabulary, and the four essential skills: reading, writing, speaking, and limited listening, as students primarily listen to their teachers It should also introduce various text types and topics to enhance learning This textbook is designed for students with a foundational understanding of English for communication and basic knowledge of their career in Vietnamese, facilitating a clearer and more accessible grasp of English for Specific Purposes (ESP).
The content of EFE is chosen upon following criteria
1 Revise and improve basic grammar;
2 Consolidate the necessary vocabulary for technical students;
3 The content of the texts obtains the basic technology such as materials, the details of the machines as well as its specific technology as the methods of production, the cutting tools, the measurement instruments and the metal cutting machines Beside, EFE remind the labour safety matter, this is very important when students go to work in real condition
The English course at HNIVC focused on equipping students with both accurate and fluent English skills through a blend of traditional and communicative teaching methods Students engaged with practical language, allowing them to personalize their learning by incorporating their own experiences and expressing their ideas relevant to their careers In addition, instructors utilized a variety of teaching techniques, including pair-work, group-work, and individual activities, to foster diverse interactions within the language classroom.
The data from document analysis and questionnaires will be analyzed and discussed under the following headings:
● The appropriateness of the material to the aims of the course;
● The appropriateness of the material to the content requirements of the course;
● The appropriateness of the material to the methodology requirements of the course;
● The suggestions for the material improvement
4 4 2 The appropriateness of the material to the aims of the course
4.4.2.1 The appropriateness of the aims of the coursebook in terms of language aspects
The coursebook covers various grammar topics, including the passive voice form of "call" in Unit 1, the structure "How + adjective" in Unit 2, and the question "What is it made of?" in Unit 3.
The grammar section of the ESP coursebook focuses on essential grammatical structures, particularly the passive voice, which is consistently utilized throughout all units to describe or introduce concepts This approach builds on the foundational grammar knowledge students acquire in General English courses Each unit is structured in three stages: presentation of the grammar point, explanation of the rules, and practical exercises to reinforce learning.
In the initial phase, students were introduced to the grammar point through a presentation dialogue or text For example, the passive voice of "make" was demonstrated in Unit 3.
In the second stage of learning, students focus on using the verb "make" in the active voice, reinforcing their familiarity with its application Following this, the lesson transitions to the passive voice, outlining the structure of "make" in various contexts Students are encouraged to create examples and deduce the rules governing this structure, enhancing their understanding through practical engagement.
1 What is it made of?
- It is made of rubber
2 Where is it made in?
- It is made in Vietnam
3 Why are they made of rubber?
The study involved students referring to the grammar reference section at the end of each unit, which visually summarized the structures, uses, example sentences, and notes In Section 1 of the questionnaire, students expressed their agreement or disagreement regarding the effectiveness of the material in achieving course aims, with 92% affirming that the coursebook reinforced their understanding of basic grammar Additionally, 37% agreed and 41% strongly agreed that the coursebook introduced new grammar items, while 22% were uncertain or disagreed The teachers' questionnaire mirrored these findings, with 100% of teachers confirming that the coursebook not only solidified students' foundational grammar knowledge but also introduced new grammatical structures.
The coursebook is designed to enhance students' understanding of language functions within the context of English for Specific Purposes (ESP) Each unit features a variety of language functions, providing ample opportunities for practice and application.
The curriculum covers a comprehensive range of topics essential for understanding materials and machinery Units 1 to 3 introduce various material names, while Units 4 to 6 focus on their shapes Unit 7 discusses the functions of these materials, and Units 8 to 10 provide detailed descriptions of different machines Measurement instruments are highlighted in Unit 12, followed by a discussion of material properties in Unit 13 and joining methods in Unit 14 Safety rules are emphasized in Units 15 and 16, and Unit 17 introduces the CNC lathe Overall, the program aims to equip students with a robust vocabulary across multiple areas, including material names, shapes, functions, machine descriptions, and practical experience in the workplace.
The survey results revealed that 49% of students agreed and 30% strongly agreed that the coursebook provided sufficient functional language and vocabulary for their future careers, while only 21% disagreed or were uncertain Additionally, 86% of teachers supported the views expressed by both the researchers and the students.
4.4.2.2 The appropriateness of the aims of the coursebook in term of language skills
The analysis of the coursebook revealed that while tasks and exercises are designed to enhance students' proficiency in the four essential skills—reading, writing, speaking, and listening—the emphasis on writing and reading tasks is notably higher than that of listening and speaking This disparity is particularly evident in the listening component, as students primarily engage in listening activities directed by their teachers in the ESP textbook.
Conclusion
This thesis evaluates the textbook "EFF" to enhance its application in teaching English for Specific Purposes (ESP) at HNIVC The study reveals key findings and offers solutions to address identified challenges.
On the topics of materials adaptation, Donough and Shaw (1993) indicate that adaptation should take place when
1 There is not enough grammar coverage in general;
2 There is not enough practice of grammar point of particular difficulty to these learners;
3 The reading passages contain too much unknown vocabulary;
4 The comprehension questions are too easy because the answers can be lifted directly from the text with no real understanding;
5 The listening passages are inauthentic because they sound too much like written material being read out;
6 The subject- matter is inappropriate for learner of this age and intellectual level;
7 The photographs and other illustrative material are not culturally acceptable;
8 The amount of material is too great or too little to cover in the time allocated to lessons;
9 There is no guidance for teachers on handing group work and role play activities with a large class;
10 There is too much or too little variety in the activities;
Similarly, Gabrielator (2002) shows that what should be adapted in a materials are aims, topics, texts, visuals, guidelines and explanation, exercises, activities, tasks
Based on the findings from Chapter Four, the researcher recommends adapting the coursebook in line with the various aspects outlined by Donough and Shaw (1993) and Gabrielator (2002) Additionally, following Hutchinson and Waters' guidance (1993), the researcher identified the most significant areas for consideration in this adaptation process.