INTRODUCTION
Rationale
The textbook Tieng Anh Thi Diem has been utilized in our school for five years, garnering positive feedback from both teachers and students However, the actual implementation of this new textbook in classrooms has not been thoroughly researched As the book is still in the pilot phase, it is essential to gather empirical evidence on how teachers are using it with their students This necessity drives my exploratory study, which aims to uncover the reasons behind teachers' methods and to provide insights that will enhance their understanding and assessment of the textbook, enabling them to make appropriate adaptations for more effective future teaching.
Aims of the study
This study aims to investigate the implementation of the new textbook "Tieng Anh Thi Diem 10" in high school classrooms, focusing on its effectiveness and integration into the curriculum.
(1) find out how the intended methodology of Tieng Anh Thi Diem textbook
10 is being implemented in the classroom;
(2) understand teachers‟ attitudes towards and beliefs about the innovation implied in the textbook Tieng Anh Thi Diem 10; and
(3) find out the factors affected teachers‟ use of the textbook Tieng Anh Thi Diem 10.
Research questions
In order to achieve the above-stated aims, the following research questions were formulated:
1 How is the new textbook Tieng Anh Thi Diem 10 implemented in the classrooms?
2 Why do they use the textbook Tieng Anh Thi Diem that way?
3 To what extent does such implementation match the underlying methodology of the textbook?
Methods of the study
This study investigates the implementation of the new textbook "Tieng Anh Thi Diem 10" within the framework of recent curriculum reforms Rather than evaluating the textbook, the focus is on understanding its practical application in a gifted high school in Quang Ninh province Utilizing a single qualitative case study approach, data were gathered through interviews and classroom observations to gain insights into how the textbook is utilized in educational settings.
The subjects chosen for the research include 6 English teachers at a high school in Quang Ninh province The research is carried out during the second semester of the school year 2017-2018
Data for this study were obtained by means of class observations and teacher interviews
- Class observations: There are total 8 lessons being observed.Sixlessons for each teachers teaching different skills will be video recorded Three other lessons will be observed and taken notes
- Recording classroom atmosphere in lessons
Scope of the study
This qualitative case study focuses on the implementation of the new Tieng Anh Thi Diem textbook for Grade 10 at a single upper secondary school It does not aim for generalization, as the study is limited to this specific context The research is relevant because the Tieng Anh Thi Diem textbooks are currently being utilized across all Grade 10 classes at the school this academic year.
Significance of the study
This study can be significant in a number of ways First, as discussed earlier, the curriculum and textbook is a key component in most language programs In an
In the EFL context of Vietnam, textbooks often serve as the primary source of language input and practice for learners, particularly for senior high school students who have limited classroom hours To effectively support educational goals, these textbooks should be professionally designed, align with the curriculum, and meet the needs of students However, an analysis of the MOET-funded new textbooks reveals several issues, which may hinder both teachers and students in reaching the essential objective of enhancing communicative competence in their language learning journey.
The research helps to identify the problems and suggests ways of improving them This contribution would be of practical value to textbook authors, teachers and teacher trainers in Vietnam
This study's findings offer valuable insights for curriculum developers, textbook authors, teacher educators, and educational authorities, enabling them to make informed decisions to enhance English teaching in upper secondary schools Additionally, it contributes to the broader understanding of the significance of textbooks in driving educational innovation.
Organization of the thesis
There are 5 chapters in my thesis:
Chapter 1 is the Introduction presenting the rationale, aims, scope, significance, research questions and methods of the study
Chapter 2 is the Literature Review, which reviews theoretical issues related to the role of textbooks in English language education in general and in innovation in particular as well as previous studies on the implementation of innovation and the role of textbook in English language teaching (ELT) innovation
Chapter 3 is the Research Methodology, which is composed of 3 parts: research design, research procedures, the settings (the case) and the participants of the study
Chapter 4 is the discussion of the findings through an analysis of the data collected by means of classroom observations and semi-structured interviews
Chapter 5 is the Conclusion In this chapter, major findings of the study will be briefly summarized as well as the acknowledgement of the limitations of the study will be made
Besides, the classroom transcripts and interview transcripts are included in the Appendixes.
LITERATURE REVIEW
The role of textbooks in English language teaching (ELT)
2.1.1 The role of textbooks in ELT
ELT textbooks are crucial in language classrooms, yet recent debates within the ELT community have questioned their true role in teaching English as a second or foreign language Discussions have highlighted both the advantages and drawbacks of using textbooks in the learning process.
Recent discussions highlight the importance of guiding students through the learning process and addressing the needs and preferences of teachers utilizing textbooks Key concerns include textbook design, practicality, methodological validity, and their role in fostering innovation in English Language Teaching (ELT) However, there remains a significant gap in research regarding the impact of textbooks on innovation within the ELT field.
Materials play a crucial role in language instruction, serving as essential resources for both teachers and students According to Allright (1990), effective materials should facilitate learning, provide ideas and activities for instruction, and offer teachers a rationale for their teaching methods Textbooks, as a significant type of teaching material, are vital components of most language programs Hutchinson and Torres (1994) emphasize that textbooks are among the most critical elements in English language instruction, underpinning the effectiveness of language education.
The textbook is an almost universal element of [English language] teaching…No teaching-learning situation, it seems, is complete until it has its relevant textbook (p 315)
Textbooks are essential components of language programs, serving as foundational tools for both students and teachers (Hutchinson & Torres) They provide numerous benefits, enhancing the learning experience and supporting instructional strategies (Sheldon, 1998; Croft, 1988) According to Sheldon (1998), the significance of textbooks lies in their ability to offer diverse resources and structured content that facilitate language acquisition.
Textbooks are essential to any English Language Teaching (ELT) program, serving as a vital resource that benefits both students and teachers in ESL/EFL classrooms.
According to Cunningsworth (1995), a textbook serves as a "syllabus" that outlines learning objectives and provides essential support for less experienced teachers, helping them build confidence in their teaching abilities.
Textbooks serve as essential guide-maps for learners, clearly outlining what has been learned, what is to come, and what needs to be reviewed for achievement exams They provide a structured framework that enables students to study independently and at their own pace, enhancing their overall learning experience.
Textbooks serve as crucial educational tools, providing students with a clear starting and finishing point for their lessons They outline the specific topics to be learned each day and guide students on what to review for upcoming classes For exam preparation, course books are indispensable, ensuring that students have comprehensively covered all necessary grammar, structures, and vocabulary.
Textbooks play a crucial role in language programs and courses, making it difficult to envision effective teaching without them While some educators advocate for teaching without a specific textbook, this approach can overwhelm teachers who would need to create their own materials Textbooks serve as valuable resources, offering a range of activities and learning tasks for both teachers and students (Cunningsworth, 1995) According to Richards, textbooks provide learners with essential contact for language practice in the classroom and assist teachers in planning their lessons effectively Ultimately, the extensive use of textbooks is indispensable for successful language teaching worldwide.
While textbooks offer significant benefits in language teaching, their limitations are also notable Allright (1981) highlights issues such as inflexibility, author biases regarding methodology and content selection, and a lack of consideration for learners' needs This can lead to a "de-skilling" effect on teachers who rely heavily on these resources (Richards, 1998) Additionally, Sheldon (1988) notes that many English Language Teaching (ELT) textbooks are frequently viewed as inadequate.
Many textbooks suffer from serious theoretical issues, design flaws, and practical shortcomings, often stemming from authors' and publishers' rush for quick profit These books are frequently marketed with exaggerated claims, yet they deliver disjointed content that is either overly simplistic or excessively generalized The proliferation of single-edition textbooks that have quickly become obsolete over the past decade highlights the negative impact of such practices, as evidenced by educators' dissatisfaction with these products (Sheldon, 1988).
Cunningsworth (1995) suggests that instead of fully adopting textbooks, educators should adapt them to better meet their needs While this advice is practical, it raises concerns about whether all teachers possess the necessary skills to effectively modify textbooks for their classrooms.
N Reynaud (submitted by Admin, 2008), who has been teaching English for over 30 years also concludes that textbooks are all right because they offer a
"progression" in grammar which is to be studied so textbooks are perfect when the schedule of your classes include “British literature.”
Language teaching researchers agree that textbooks play a crucial role in the teaching and learning process Inexperienced teachers often find it challenging to teach languages effectively without these resources Therefore, it is essential for educators to be recognized for their ability to select high-quality textbooks that enhance their teaching practices.
Textbooks are essential resources in language classrooms across various educational institutions, including public schools, colleges, and language schools globally While some educators have the flexibility to select their own textbooks, most teachers receive recommendations, prescriptions, or assignments for specific texts (Garinger, 2001).
Textbooks play a crucial role in language education, often serving as the primary source of language input and practice for learners in the classroom They establish the framework for lesson content, skill balance, and language tasks While they can supplement teacher instruction, textbooks also provide learners with significant exposure to the target language For novice teachers, these resources offer valuable guidance on lesson planning and teaching strategies The widespread use of commercial textbooks is essential for effective language teaching globally, making the ability to utilize and adapt these materials a vital aspect of a teacher's professional development (Richards, 2001).
2.1.2 Advantages and disadvantages of using textbooks in ELT to teachers and learners
Previous studies on the use of textbooks in ELT
Curriculum renewal and innovation is a multifaceted process that does not guarantee changes in classroom behaviors simply by introducing a new textbook Nunan (1988) highlights the common disconnect between the planned curriculum, represented by the new textbook, and the implemented curriculum, which reflects its actual use in the classroom He stresses the need to assess this mismatch through the evaluated curriculum White (1988), building on Sockett's metaphor, describes the curriculum as a threefold concept: it serves as a plan aimed at achieving future objectives, outlines the necessary systems for implementation, and includes an evaluative perspective that assesses how well the completed curriculum meets established requirements and expectations This evaluative aspect creates a feedback loop essential for effective curriculum development.
“planned and actual outcomes can be compared and appropriate remedial action taken to repair failures or deficits” (White, 1988, p 4)
Recent recognition of textbooks as instruments for implementing innovation has not been accompanied by extensive research Despite the researcher's diligent efforts to find studies on teachers' use of textbooks within innovative contexts, only a limited number of relevant studies have been identified in the literature.
Harrison (1996) investigates changes in learner and teacher behaviors to evaluate a large-scale curriculum renewal project in the Middle East, focusing on whether the introduction of a new EFL curriculum, textbooks, and examination system altered classroom language behavior The study utilizes lesson transcripts, inspectors' reports, interviews, and teachers' meeting reports, concluding that merely changing curriculum materials does not guarantee a shift in language behavior Similarly, Bathmaker (2007) explores teachers' beliefs regarding English textbooks in Singapore's upper secondary Normal Technical stream, finding a connection between textbook usage and teachers' attitudes towards less academically-inclined students The study reveals that teachers' use of textbooks is significantly influenced by their beliefs about institutional demands, the necessity to meet English examination pass rates, and students' cognitive and behavioral challenges.
In a two-year case study, Kurgoz (2008) explored the instructional practices of teachers and the influence of their understandings and training on the implementation of the Communicative Oriented Curriculum in Turkish state schools Utilizing a multidimensional qualitative research approach that included classroom observations, teacher interviews, and lesson transcripts, the study revealed how two teachers applied the curriculum The findings indicated that teachers' instructional methods varied along a continuum from transmission to interpretation, highlighting that their prior training and understanding significantly affected the degree to which they embraced the curriculum initiative.
In a study conducted by Canh and Barnard (2008) in Vietnam, the beliefs and self-reported practices of upper secondary teachers regarding a new theme-based, task-based, and learner-centered English curriculum were examined through questionnaires and semi-structured interviews The findings revealed a discrepancy between teachers' positive beliefs about the new textbook and their actual classroom practices, which did not align with these beliefs Teachers reported that the teaching methodology of the new curriculum was not suitable for their students' proficiency levels or the physical conditions of their schools, leading them to teach the material in a conventional manner This study highlights that true innovation in education cannot be achieved merely by introducing a new curriculum, emphasizing the necessity of concurrent teacher development for effective curriculum implementation.
The design of the three pilot English curricula and their innovative points
In response to emerging challenges, the Ministry of Education and Training (MOET) has initiated the development of a new curriculum, as outlined in the Prime Minister's Decision 1400/QĐ-TTg The Vietnam Institute for Educational Sciences (VNIES) has been tasked with designing three pilot English curricula tailored for different levels of Vietnamese general education Consequently, these efforts have led to the creation of three innovative pilot English curricula for schools across Vietnam.
(i) Pilot English Curriculum for Vietnamese Primary Schools
(ii) Pilot English Curriculum for Vietnamese Lower Secondary
The pilot English curriculum for Vietnamese upper secondary schools was developed through a collaborative effort between the Vietnam Institute for Educational Sciences (VNIES) and foreign language universities in Vietnam.
The three pilot English curricula for Vietnamese schools are innovative multi-component programs focused on developing students' communicative competence through the four macro-skills: listening, speaking, reading, and writing These curricula, designed with input from British curriculum experts, emphasize thematic content, language elements such as pronunciation, vocabulary, and grammar, as well as intercultural aspects They clearly outline the levels of communicative competence required at each educational stage—primary, lower secondary, and upper secondary—ensuring a seamless progression of knowledge and skills Additionally, the curricula align output standards with CEFR levels, serving as a foundation for curriculum design, textbook development, and competency frameworks This structured approach to curriculum design effectively delineates the roles of each component in the process: curriculum design, textbook creation, and the implementation of teaching and assessment methods.
- At primary level: students are required to achieve CEFR Level A1 or VNFLPF (Sixlevel Foreign Language Proficiency Framework for Vietnam, 2014)
- At lower secondary level: students are required to achieve CEFR Level A2 or VNFLPF Level 2
- At upper secondary level: Students are required to achieve CEFR Level B1 or VNFLPF Level 3
At the primary level, individuals can comprehend and utilize basic everyday expressions and phrases to meet specific needs They can introduce themselves and others, as well as ask and answer questions regarding personal information, including their residence, acquaintances, and possessions Communication is possible in a straightforward manner, especially when the other person speaks slowly and clearly, and is willing to assist.
At the lower secondary level, individuals can comprehend basic sentences and commonly used expressions relevant to everyday situations such as personal information, shopping, local geography, and employment They are capable of engaging in simple communication for routine tasks that involve straightforward exchanges of information on familiar topics Additionally, they can describe their background, immediate surroundings, and address essential needs in simple terms.
At the upper secondary level, individuals can comprehend the main ideas of clear standard input related to familiar topics encountered in daily life, such as work, school, and leisure activities They are capable of handling most situations that may arise while traveling in regions where the language is spoken Additionally, they can create simple, cohesive texts on familiar subjects or personal interests, and describe their experiences, events, dreams, hopes, and ambitions, while also providing brief reasons and explanations for their opinions and plans.
The Student's Book Tieng Anh Thi Diem 10 features 10 engaging learning units, each clearly outlining the language points and sub-skills to be covered Structured into five sections, the content is designed for eight 45-minute lessons per unit With rich illustrations and thematic focus, these units aim to deliver memorable lessons and enjoyable learning experiences for students.
Section 1: Getting started: is the first section of the unit It begins with a conversation which introduces the overall topic of the Unit, the basic vocabulary and the main grammatical structures for students to start the lesson The conversation is followed by a number of activities for checking students‟ comprehension and providing them with practices in using the vocabulary and grammatical structures presented in this section
Section 2: Language: The Language section is comprised of three subsections: Vocabulary, Pronunciation and Grammar In the Vocabulary and Grammar subsection, some of the vocabulary and grammar points presented in Getting started are now practiced in some depth and some new ones are presented to expand students‟ vocabulary and grammatical structures In the Pronunciation subsection, students are given opportunities to practice sounds, sound clusters or word stress which are thought to be difficult for them When teaching these subsections, it is advisable that all the three aspects of a new language point-form, meaning and use-are each paid due attention to Word collocation is also a focal point in the Vocabulary subsection The “Do you know….?” box summarizes the meaning, and the „ Watch out‟ box is the reminder of the grammar points presented and learnt in the section
1 Reading: This section provides students with language and ideas about the topic through the reading text, which they can use later in the Speaking and Writing lessons
The Reading subsection follows a three-stage teaching procedure: pre- reading, while-reading, post-reading On average, there are 5 or 6 activities in each
The reading lesson consists of three main stages: pre-reading, while reading, and post-reading During the pre-reading stage, students engage with the topic to activate prior knowledge and foster involvement The while reading stage focuses on essential skills such as skimming, scanning, and understanding context through tasks like selecting the best title, answering multiple-choice questions, and filling in gaps Finally, the post-reading stage encourages discussion, allowing students to share their opinions and experiences related to the text, which enhances comprehension and language practice.
2 Speaking: Students can use the ideas and apply the language they learnt for their speaking There are three to four activities in this subsection The more guided practice activity is followed by a less controlled one The language and ides are built up through the continuation of activities and examples are given when necessary, so that in the last activity students are fully prepared for free production of the language on the given topic In all speaking activities, students are encouraged to apply and share their own knowledge and experience to talk about the topic, therefore the learning is highly personalized
3 Listening: The Listening one also consists of 4 or 5 activities representing the three stages of the lessons: pre-, while-, and post- The first activity is to draw students‟ attention to the topic of the lesson, making them interested in the content of the listening text This is also a chance for students to share with their peers their background knowledge related to the topic The following two activities provide students with practice in the skills of listening for gist and/or listening for details There are also tasks that help students learn new vocabulary or additional definitions of previously leant of the vocabulary in meaningful contexts The last activity, which can be considered post-listening, is checking students‟‟ listening comprehension and asking them to express their opinions of the contents of the listening lesson
4 Writing: When students learn to write in English, the two biggest problems they usually experience are lack of ideas and lack of the necessary language to express ideas The Writing subsection prepares students to cope with both of those It often begins with a pre-writing activity that presents the topic and gives students an opportunity to brainstorm on ideas related to the given topic In the following activity, useful phrases are presented and practiced so that students can use them later Sometimes, a model text is presented with one or two tasks for students to study its structure and format before producing their own text This supported the approach to writing gives students some guidance so that they will feel more confident and are better prepared for the writing task
The communication subsection allows students to practice and reinforce previously learned skills and language in an integrated manner, combining speaking with reading or listening activities Following these input activities, students participate in discussions related to the topics presented, fostering a more open and less controlled speaking environment compared to traditional speaking lessons This approach encourages students to express their ideas and opinions freely, with additional vocabulary support provided as needed.
The Culture subsection is designed to enhance students' understanding of the cultural landscapes of ASEAN countries and English-speaking nations globally This initiative not only broadens their general knowledge of the world but also enriches their insights into Vietnamese culture.
Section 5: This section consists of two subsections: Looking back and Project
The Looking back subsection is designed for the revision and consolidation of the language leant in the previous sections
The intended methodology of the textbook
This chapter outlines the research questions and methodologies employed for data collection, beginning with background information on the recent implementation of a new English curriculum in Vietnamese high schools and the introduction of a new textbook series as a key component of this educational innovation It details the primary research questions guiding the study and discusses the methodological framework used Additionally, the chapter provides context about the case study, including the specific context and participants involved Finally, it concludes with an overview of the data collection instruments and the procedures followed to gather data.
Improving the quality of foreign language teaching, particularly English in Vietnamese schools, requires innovative curriculum design and textbook development As international exchanges grow, effective communication through language becomes essential According to Hoang Van Van's article, "Renovation in Curriculum Design and Textbook Development: An Effective Solution to Improving the Quality of English Teaching in Vietnamese Schools in the Context of Integration and Globalization," the focus of foreign language education has shifted It now emphasizes communication skills rather than merely understanding grammar or vocabulary, highlighting the need for a more dynamic approach to language learning that prepares students for real-world interactions.
RESEARCH METHODOLOGY
Background
Improving the quality of English language teaching and learning in Vietnamese schools requires innovative approaches in curriculum design and textbook development In today's globalized world, effective communication through language is essential for fostering international exchanges According to Hoang Van Van in the article "Renovation in Curriculum Design and Textbook Development: An Effective Solution to Improving the Quality of English Teaching in Vietnamese Schools in the Context of Integration and Globalization," the focus of foreign language education has shifted beyond merely teaching grammar and vocabulary The primary goal now is to enhance communicative competence, which includes linguistic skills such as pronunciation, vocabulary, and grammar, alongside listening, speaking, reading, and writing abilities Additionally, cultural competence is crucial for effective interaction, ensuring mutual understanding between speakers of different languages.
In the introduction of the textbook Tieng Anh Thi Diem 10 it sets its aims as follows:
"English 10 is the initial textbook in a three-level series designed for upper secondary schools in Vietnam It adheres to a systematic, cyclical, and theme-based curriculum that has been approved by the Minister of Education and Training."
Published on November 23, 2012, this textbook series aims to enhance students' communicative competence in listening, speaking, reading, and writing By the end of upper secondary school, students are expected to reach level three of the Vietnamese Foreign Language Competence Framework, which corresponds to B1 in the Common European Framework of Reference for Languages.
It is also stated in the new English curriculum for secondary schools that
The teaching of English in secondary schools prioritizes communicative skills, with formal language knowledge serving as a tool to achieve this goal The new curriculum, mandated by the Ministry of Education and Training (MOET), is now a requirement for all secondary schools across the country.
The Experimental textbooks are theme-based and skill-based which adopt the
The learner-centered and communicative approaches are two popular teaching methods that focus on developing communicative competence through four key skills: listening, speaking, reading, and writing These multi-component curricula emphasize themes, language elements such as pronunciation, vocabulary, and grammar, as well as intercultural aspects to enhance students' overall English proficiency At the upper secondary level, students are expected to comprehend main ideas from clear standard input on familiar topics related to work, school, and leisure They should be capable of handling common situations while traveling in areas where English is spoken and producing simple, connected texts on familiar subjects Additionally, students can describe their experiences, aspirations, and provide brief justifications for their opinions and plans.
Research questions
This qualitative case study aims to investigate the implementation of the Experimental textbook Tieng Anh Thi Diem for grade 10 at an upper secondary school in Quang Ninh province The research design and methodology are centered on specific research questions to guide the exploration of this educational initiative.
1 How is the new textbook Tieng Anh Thi Diem 10 implemented in the classrooms?
2 Why do they use the textbook Tieng Anh Thi Diem that way?
3 To what extent does such implementation match the underlying methodology of the textbook?
The case of the study
The study focuses on a gifted high school in Ha Long City, Quang Ninh Province, established in 1990, which currently serves around 1,400 students, including 350 in grade 10 This rapidly developing city is notable for its economic growth and tourism Admission to the school is competitive, based on junior high academic records and a special exam, with English being a mandatory subject Consequently, the overall English proficiency among 10th-grade students is relatively high, though it varies across specialized classes English major students exhibit the highest proficiency, followed by those in Literature, Math, IT, Natural Science, and the lowest levels are found in the Social Science classes of History and Geography.
There were 11 English language teachers working for the school Most of them are experienced teachers with Master Degree, two of whom studied in
In Australia and the US, teachers at state-run schools are required to work full-time, which includes both morning classes and additional afternoon sessions During the 2017-2018 school year, six teachers were assigned to instruct 10th-grade English students From 2012 to 2017, only classes majoring in English and Literature utilized a new experimental textbook A significant change this school year is that all classes must adopt the Experimental English textbook for 10th grade This shift has led to challenges, as students in the 10 classes possess varying levels of English proficiency Consequently, teachers must adapt their lesson plans to accommodate the diverse abilities and expectations of their students.
As the city experiences economic growth, students have numerous opportunities to enhance their English proficiency Many families invest in extra classes to boost their children's speaking and listening skills, resulting in a generally high level of English among students.
Participants of the study
The study involved six female English teachers aged between 29 and 54, each with a minimum of six years of teaching experience All participants had taught both the traditional and Experimental textbooks, with five holding Master's degrees They had been using the new textbook for at least two years, demonstrating familiarity with its methodology and content, which made them ideal candidates for the research.
Instruments
This study employed two data collection methods: classroom observations and post-observation interviews, alongside an analysis of existing information regarding English language teaching innovations in secondary schools, specifically focusing on the curriculum and current student textbooks Each teacher conducted one or two lessons, resulting in a total of eight observed lessons.
Video-recorded lessons and classroom observations are effective methods for researchers to accurately understand the implementation of innovations in natural settings Additionally, post-observation interviews provide valuable insights into the reasoning behind teachers' approaches to the new textbook These interviews yield in-depth and rich information about teacher behaviors The following sections will discuss these instruments in detail.
In this study, I conducted video recordings and observations of six lessons, while also observing two additional lessons where recording was not permitted for personal reasons The lessons included a variety of topics: one focused on getting started, one on language, one on speaking skills, one on listening skills, another on speaking skills, one on writing, and one on communication and culture.
The interviews aimed to uncover the underlying reasons behind teachers' behaviors in the classroom Utilizing unstructured interviews allowed for a deeper insight into the factors influencing teachers' instructional methods.
Interviews were conducted with teachers during their short breaks after classroom observations or at a later free time in the day Each interview lasted approximately 15 minutes and was conducted in Vietnamese to facilitate clear communication Rather than recording the sessions, I took detailed notes on key points discussed during the interviews.
Data collection and data analysis procedures
To gather information for my research, I planned to video the English teachers' lessons for a comprehensive understanding of the subject matter However, due to some teachers' reluctance to allow video recording for personal reasons, I was only able to attend and take notes during four lessons, while also noting two additional lessons for analysis I aimed to capture a broad overview of the textbook by documenting various skills and sections, from the introduction to communication and culture It became evident that teachers often performed rather than taught during observed lessons, so I requested that they teach as naturally as possible to ensure the authenticity of the results.
Classroom observations were conducted over two months for Units 8, 9, and 10 in the second semester, involving six teachers and totaling eight lessons Due to two teachers' discomfort with video or audio recordings, detailed notes were taken to analyze their teaching styles This approach allowed for the collection of data that reflects actual classroom practices rather than participants' intentions, as noted by Gillham (2000) Interviews were held during short breaks, or information was gathered via email when necessary, as some teachers had limited availability Since audio recording of interviews was also not permitted, the researcher focused on noting key points related to critical issues from the observed lessons and the teachers' rationales for implementing syllabus innovations.
The interviews, lasting approximately 15-20 minutes each, were conducted in either English or Vietnamese based on the participants' preferences A structured interview protocol guided the process, ensuring consistency in data collection and analysis.
The data collection process was completed in just one month, while the analysis of the gathered information took approximately one and a half months The data, sourced from various channels, was organized into two main categories: i) Teachers' classroom implementation and ii) Factors influencing teachers' teaching practices.
The data was organized to address the research questions of the study, followed by a thorough analysis Qualitative insights from classroom observations and interviews were highlighted through relevant quotations from participants.
DATA ANALYSIS AND DISCUSSION
The implementation of the textbook Tieng Anh Thi Diem in the Classroom 31 1 Findings
4.1.1.1 Teachers’ Adaptations of the Textbook
Classroom observations reveal that teachers make significant efforts to adapt textbooks in order to motivate students and enhance their participation in lessons These adaptations demonstrate the teachers' commitment to tailoring content to engage students of varying levels across different classes, ultimately fostering a more interactive learning environment.
Example 1: In the Unit 8: New ways to learn- Skill Reading
Teacher asked students to brainstorm to find some adjectives to describe the benefits of electronic devices: modern, useful, versatile, convenient, portable, effective
In Unit 10: Ecotourism, the lesson emphasizes speaking skills through teacher adaptations To engage students, the teacher initiates a warmer activity where students participate in a quiz game to discover interesting places in Vietnam.
- There are five interesting places in Vietnam
- Students find out the names for each place from the cues given by teachers
- The quickest answer can get a small gift
About interesting places in the world
• This place is in the central Vietnam
• It is famous for a beautiful river
• It has a lot of ancient buildings of previous Kings
• This place is in the North of Vietnam
• You can enjoy the traditional lifestyles of people in mountainous areas
• It is famous for a love market
• This place is in a valley of a highland
• There are a lot of pine trees and flowers
• It has four seasons during the day
• This place is in the centre Viet nam
• It is a coastal city with beautiful beaches
• It is a new, modern and active city
• This place is in the south of Vietnam
• This place is famous for a big market
• It had a new name from 1975
Then teacher had students review the term “Ecotourism” by letting them see a video clip made by the students themselves
In the post-speaking section of the textbook, students are instructed to work in groups to select an ecotourism destination in Vietnam They will prepare a presentation highlighting the attractions and activities available for tourists at their chosen location Finally, each group will share their findings with the other groups.
Competition: WE LOVE OUR HOMETOWN QUANGNINH
• Aim of the contest: Introduce interesting places and traditions for ecotourists coming to Quang Ninh province
• Rule of the contest: each team can present or perform in 3-4 minutes to show what you know about the region
- Group 1: A PowerPoint presentation on ecotourism in Ha Long
- Group 2: A talk show: Introducing interesting places and traditions, foods, culture…… of Binh Lieu district
- Group 3: Make a presentation using video clip (2-3 minutes) about Dong Trieu district and recommend activities for an ecotour there
• Assessment: The group with the most votes will be the winner and receive present from teacher
4.1.1.2 Teachers’ Dependence on the Textbook
Despite teachers adapting the textbook, the modifications are minimal and vary across different classes Observations and video analyses reveal that most educators adhere closely to the textbook's procedures and sections This reliance on the textbook is particularly evident in the lesson's middle segments, which contain essential core knowledge, prompting teachers to maintain fidelity to the material Adjustments are primarily made at the beginning or conclusion of the lessons.
Example 1: Unit 8: New ways to learn: Skill: Listening: Triple „E‟ at Your
Teacher tended to keep the activities the textbook and followed them strictly without making any changes from task 1 to task 4
In Unit 8: Ecotourism –Skill: Writing: Let‟s Go on an Eco Tour!
It is observed from the video clip that teacher followed the procedures in the textbook from task 1 to task 3
The dependence is observed clearly in the classes whose level of English is not good in comparison with the high level classes
4.1.1.3 Changes towards students-centered and project-based teaching
In observed lessons, teachers often shift their methodology from traditional instruction to a more collaborative approach, where students work in pairs or groups to complete assignments at home Common projects include PowerPoint presentations, video clips, acting, and poster creation, which students present to the class The teacher and peers assess these presentations based on established criteria, resulting in positive feedback This method allows teachers to focus on providing instructions and support as needed, while students enhance their collaboration, speaking, presentation, and other essential soft skills.
In Unit 10 on Ecotourism, students were tasked with creating a project that included a presentation on the topic They prepared a video clip to introduce ecotourism to the class and conducted interviews with peers from other classes to gather insights on their knowledge of ecotourism and potential eco-tour destinations The project-based learning approach was evident in the post-speaking activities, where students formed three groups to develop PowerPoint presentations focused on Ha Long tourism, a talk show highlighting attractions in Dong Trieu district, and a video clip showcasing tourism in Binh Lieu.
Student-centered learning is exemplified through an assessment method where students actively participate in evaluating their peers' presentations and performances This approach not only fosters individual contribution to the lesson but also encourages healthy competition among students, enhancing their overall engagement and learning experience.
The evaluation handout provided by the teacher outlines the criteria for assessing the group presentation on the blackboard, focusing on four key areas: content, organization, delivery, and interaction Each category is scored on a scale from 1 to 5, with 5 being the highest possible score The overall score for the group's presentation will be the cumulative total of the points awarded by the students.
Example 2: In the second example, with the same lesson: Unit 10: Ecotourism- Skill: Speaking but by different teacher in different class
In the post-speaking segment, the teacher organized the class into six groups and assigned each group the task of creating posters at home about an eco-tourism destination in Vietnam Students then presented their posters to the entire class, after which the teacher provided feedback and evaluated each group's work.
4.1.1.4 The use of L1 in the lesson
The decreasing reliance on L1, or the native language, in English lessons highlights a trend where teachers prioritize using English to enhance language immersion Vietnamese is typically reserved for complex tasks that require clearer guidance The extent of L1 usage varies by class type; for instance, in English major classes, teachers rarely use Vietnamese, whereas in History or Geography classes, Vietnamese is utilized more frequently When English is employed in these subjects, instructors must articulate instructions slowly and clearly to ensure student comprehension.
Example 1: In Unit 10 – Skill: Writing, teacher used most English but sometimes
Vietnamese when giving instructions or explanations of the things that students cannot understand
T: What is ecotourism ? Du lich sinh thái là gì?Có phải gồm có thăm các nơi có động vật và cây cối không nhỉ?
S: I think….Em có thể nói tiếng Viê ̣t được không ạ?
T: Try to speak in English please
S: Ecotourism is nature, animals, plants
T: Các em thấy câu trả lời của bạn có chính xác không?
Example 2: In Unit 10- Speaking: Teacher used English together with Vietnamese equivalence which seemed unnecessary
T: Now let’s work in group and write down all the national park that you know Nào bây giờ các em hãy làm viê ̣c th eo nhóm và viết tên tất cả các national park mà các em biết nhé
T: Let’s check your friends’ work Nào bây giờ chúng ta cùng kiểm tra nhé
4.1.1.5 Emphasis on forms as well as on communication
Many observed lessons reveal that teachers often prioritize language forms alongside student communication However, there is a noticeable emphasis on form, particularly in language lessons, which tends to overshadow the focus on effective communication.
Example : In the lesson of Unit 10: Language- Vocabulary:
T: Now I think you work in pairs to form an adjective from noun or verb
T: I will call some students to go to blackboard and write down the answers
Then teacher moved on to the next activity: Gap filling and then called on some other students to check
Teachers should prioritize not only the correct answers but also the reasoning behind students' choices By encouraging students to explain their answers and create meaningful sentences using new vocabulary, they can better retain the words in a contextual framework This approach fosters deeper understanding and memory retention.
In skill lessons, teachers often facilitate activities that enhance students' language competence and skills through pair work, group work, and presentation assignments.
4.1.1.6 Teaching is more product-based than process-based
Classroom observation data reveals a significant reliance on mechanical drilling and practice within the teaching and learning process, highlighting a prevalent instructional method An example from recorded video footage illustrates this trend effectively.
Example: In the lesson Unit 8: Listening in the While-listening part, when teacher checked the students‟ listening, she just called some students and wrote down the correct answer
T: What about number 1 true or false?
T: Ok that is true Very good
T: Number 1, who can tell me your answer please?
Factors affecting teachers‟ implementation of the new textbook
To gain insight into the implementation of the textbook Tieng Anh Thi Diem 10, I conducted interviews with the teachers of the observed classes These interviews, lasting 15-20 minutes, took place during breaks, class periods, or via email when teachers were unavailable for lessons, allowing me to gather valuable information on the factors influencing their teaching methodologies This approach also addressed the research's second question: Why do teachers utilize the Tieng Anh Thi Diem textbook in this manner? I documented the key ideas from the interviews, although some teachers were unable to participate in person, necessitating data collection through email All interview questions were posed in English, while teachers responded in Vietnamese Based on the participants' insights, I categorized the reasons behind their textbook usage accordingly.
4.2.1 Teachers’ understanding of the textbook methodology
Teachers provided varied responses when asked about the new teaching methods in the Tieng Anh Thi Diem 10 textbook compared to the previous version, with the exception of one teacher who misunderstood the question Their answers primarily highlighted project-based learning, the communicative approach, learner-centered methods, integrated approaches, and task-based methods The data indicates that these teaching methods align with the textbook's methodology, and all teachers recognized the importance of the communicative approach in enhancing students' proficiency in speaking, listening, writing, and reading in English One teacher emphasized that to effectively utilize this textbook, traditional grammar translation methods should also be employed to clarify grammatical structures and rules Additionally, several teachers expressed that project-based learning is an engaging and effective teaching method.
Implementing this teaching method enhances students' autonomy and fosters collaborative group work, while promoting a learner-centered approach It encourages interaction among students, boosts their motivation, and cultivates self-study skills and creativity.
One of the teachers replied that:
The instruction of language skills and elements is structured around a three-stage approach This includes the pre-, while-, and post-stage procedure for skill lessons, while language lessons utilize the presentation-practice-production (PPP) method.
Some educators argue that while teaching skills is essential, greater emphasis should be placed on language components like grammar, vocabulary, and pronunciation This is due to the current exam-oriented focus in English education, which makes the grammar-translation method still relevant and necessary.
Teachers require additional time for students to practice essential language skills, as these are crucial for exam success The current focus on language content is excessive, making it challenging for educators to cover all necessary material within a 45-minute class period.
The varying skill levels of students within the same class and across different classes provide teachers with a significant advantage in implementing effective lesson plans For example, English majors often require more challenging and complex activities, while students in History or Geography classes may still find it difficult to grasp and retain fundamental concepts.
What is more, sometimes they had to work very hard to finish the textbook This was in the following words:
The new textbook offers engaging and practical content; however, some lessons, particularly the reading sections, are lengthy and filled with unfamiliar vocabulary and grammar (e.g., Acupuncture Unit 2) Each unit contains three tasks, but the 45-minute class is often insufficient to cover more than two tasks This necessitates constant pressure on students to keep up, leading to feelings of overwhelm and difficulty in fully absorbing the material.
Teachers have expressed concerns about the limited time available for students to practice in the classroom, resulting in a significant disconnect between the support provided by educators and the effective implementation of proposed innovations.
Teachers often rely on traditional methods that prioritize language knowledge over meaningful use due to the pressures of national examinations To maximize instructional time, they sometimes combine speaking and listening activities, but often allocate only half or two-thirds of the lesson to these skills, dedicating the rest to grammatical exercises Since national exams do not assess speaking or listening, teachers find it more beneficial to focus on form-based exercises This approach is driven by the need for students to achieve good marks, as poor performance reflects on the teachers' competence.
4.2.2 The level of suitability of the textbook Tieng Anh Thi Diem 10 on the teachers and students
Our school boasts a relatively young teaching staff for the Tieng Anh Thi Diem program, with their experience ranging from 2 months to 5 years Among the teachers surveyed, only one has not pursued a Master's degree in English education, while the others have attained postgraduate qualifications.
In the observation, the teachers use most of English in the lesson with only little Vietnamese just in case of introducing new language elements or when necessary
At my school, the majority of teachers are young and receptive to change, making them eager to embrace innovative teaching methodologies This openness to new approaches, particularly project-based learning, enables educators to evaluate students' language skills more effectively.
Most teachers believe that Tieng Anh Thi Diem 10 is suitable for their needs, as it aligns well with the capabilities of the entire teaching staff in their institution.
The English department is staffed by highly qualified professionals, most of whom hold Master's degrees and teach English major courses, enabling them to communicate in English with fluency and frequency.
Students in this high school are generally active, independent, and creative, with a strong command of English compared to peers from other schools This proficiency stems from the fact that English is a mandatory subject in their entrance examination, allowing teachers to effectively deliver lessons in English without concerns about student comprehension.
What interests the students most is more free activities rather than controlled ones That is the reasons why project teaching is preferred in our school in recent years