Rationale
English has become increasingly important across various fields such as technology, medicine, education, science, and economics In Vietnam, it is taught in schools, and a wealth of English materials is available Recently, the country has adopted a student-centered approach to language teaching, emphasizing the need for curricula, materials, methods, and evaluations tailored to learners' needs Consequently, English for Specific Purposes (ESP) materials related to different fields are gaining popularity.
Selecting appropriate materials is crucial for effective teaching and learning, especially in English for Specific Purposes (ESP) The diversity of ESP materials can complicate the selection process, as each material comes with its own strengths and weaknesses Consequently, evaluation is essential for both teachers and learners to identify the most suitable resources Thus, the evaluation process is fundamental in educational research and development, ensuring that high-quality materials are utilized in the learning environment.
The English teaching materials for non-English major students at HaUI have not been evaluated, leading to a disconnect between the curriculum and the university's teaching conditions Despite introductory activities each school year aimed at clarifying textbook objectives and expected outcomes, many lesson components do not align with students' needs Students express dissatisfaction as they seek to enhance their four English skills—listening, speaking, reading, and writing—while the ESP course, "English for International Tourism," predominantly emphasizes speaking and listening.
Final-year students must pass the TOEIC test, which includes only reading and listening sections, achieving a minimum score of 450 to graduate from the university This requirement has prompted the researcher, drawing from their teaching experience, to investigate the effectiveness of the "English for International Tourism (pre-intermediate)" course The research aims to assess how well this course meets the English language requirements at HaUI in terms of its objectives, content, and teaching methodology.
Practical background of the research
The English programs of Tourism department at Hanoi University of Industry (HaUI)
At HaUI, non-major students undergo a structured English course spanning four stages In their first year, they complete 120 sessions of general English using the "New Headway - Elementary" textbook by Liz and John Soars The second year features another 120 sessions with "New Headway - Pre-Intermediate," also authored by Soars By the third year, students engage in 120 sessions utilizing the "Real Listening and Speaking 2" materials, further enhancing their English proficiency.
Understanding English pronunciation is essential for students, who are required to complete 75 forty-five minute sessions using the book "English for International Tourism - Pre Intermediate" by Dubicka and O’Keeffe (2003) over the past year.
For the past year, the tourism department students at HAUI have utilized "English for International Tourism Pre-Intermediate," authored by Dubicka and O’Keeffe (2003), as their primary textbook since 2012 This resource comprises 15 structured units that encompass key components: language focus, vocabulary, and professional practice The language focus section introduces essential grammatical structures, while the vocabulary component presents relevant terms through various reading, listening, and speaking exercises Additionally, students engage in pronunciation practice, covering sounds, word stress, ending sounds, and intonation The professional practice segment provides students with opportunities to apply their skills in real-world tourism scenarios.
Aims of the study
This study aims to assess the effectiveness of the ESP material "English for International Tourism Pre-Intermediate" in meeting the requirements of the ESP course at HaUI It focuses on evaluating the material's aims, content, and methodology, with the goal of identifying necessary improvements to enhance its effectiveness for future use.
Research question
This study aims to evaluate the effectiveness of the book "English for International Tourism" in meeting the requirements of an English language course at HaUI, specifically focusing on its aims, content, and methodology.
Scope of the study
Evaluating educational materials involves several criteria, including the target audience, objectives, and content quality In this study, the researcher concentrates on specific criteria tailored to the clearly defined target learners and pedagogical conditions at HaUI.
The research methodology involves engaging 60 final-year students to complete survey questionnaires and conducting interviews with 7 teachers, comprising 4 from the English department and 3 from the Tourism department For further details, refer to Chapter 2 - Methodology.
Methods of the study
The study applies both qualitative and quantitative methods In order to achieve the research’s aims, document analysis, questionnaires for the students and interview to teachers are also exploited.
Organization
This thesis is structured into three main sections: an Introduction, Development, and Conclusion The Introduction outlines the rationale, practical background, objectives, research question, scope, methods, and organization of the study The Development section is divided into three chapters that delve into the core findings and discussions of the research.
Chapter one of the Literature Review provides a comprehensive overview of English for Specific Purposes (ESP) in language teaching, highlighting key issues in materials evaluation It defines materials evaluation and outlines its importance, various types, and different approaches Additionally, the chapter discusses the research instruments used in materials evaluation and concludes with a summary of previous studies conducted both internationally and in Vietnam on this topic.
Chapter two: Methodology - describes the choice of methodology adopted in the study, the data collection instruments, the subjects, as well as the data collection procedures
Chapter three: Data Analysis and Discussion - discusses the findings of the study, pointing out the strengths and weaknesses of the material
Part C: Recommendations and Conclusion - suggests solutions to improve the material, as well as directions for further research and concludes the study.
LITERATURE REVIEW
An overview of ESP
The increasing interest in English for Specific Purposes (ESP) arises from learners who have completed general English courses and seek to acquire language skills tailored to their academic and professional needs However, confusion persists between ESP and the teaching of specialized subjects, primarily due to a lack of understanding of what ESP entails and its defining characteristics To effectively design an ESP course, it is essential to clarify key concepts related to ESP.
Various researchers have provided definitions of English for Specific Purposes (ESP), emphasizing key elements that define its scope Central to these definitions are the primary needs of learners, the specific language required, and the context in which learning occurs, as highlighted by Hutchinson and Waters.
In 1987, English for Specific Purposes (ESP) was viewed as an approach rather than a product According to Robinson (1991), the foundation of an ESP course lies in a thorough needs analysis, which identifies the specific tasks students must accomplish in English Learners pursue ESP not only to prepare for general examinations but also to enhance their academic and professional skills Ultimately, ESP learners aim to effectively perform their roles, with success measured by their ability to convincingly fulfill job-related responsibilities.
In conclusion, the authors collectively emphasize that English for Specific Purposes (ESP) is an instructional approach focused on identifying and addressing learners' specific needs Consequently, it is essential that ESP courses are designed with a strong emphasis on understanding these needs, enabling learners to engage with English in a purposeful and effective manner.
There are many types of ESP A major distinction is often drawn between EOP (English for Occupational Purposes), EAP (English for Academic Purposes), and EST (English for Science and Technology)
In discussing EOP, Kennedy and Bolitho (1984) point out:
English for Occupational Purposes (EOP) is designed for learners who require English in their professional environments, such as doctors communicating with patients or technicians interpreting technical manuals In contrast, English for Academic Purposes (EAP) is typically offered within educational institutions, catering to students who need English for their studies, particularly at advanced levels This includes overseas students pursuing higher degrees at British universities, who must develop essential language skills like listening to lectures, taking notes, writing reports, and reading textbooks to effectively grasp their subjects.
English for Science and Technology (EST) plays a crucial role in English for Specific Purposes (ESP) programs, encompassing a specialized vocabulary, grammatical structures, and functions essential for effectively studying scientific and technological subjects.
Below is a classification of ESP quoted by Kennedy from Strevens (1977)
To sum up, a large number of various types have painted an overall picture
Materials evaluation
Materials evaluation plays a crucial role in curriculum development, with various researchers offering diverse definitions to create a more comprehensive understanding of the concept.
Materials evaluation is a systematic process aimed at assessing the value of educational materials in relation to their intended objectives and the needs of learners This approach, as defined by Tomlinson (1998), involves measuring the effectiveness of materials to ensure they are selected and developed in a reliable and valid manner Ultimately, materials evaluation provides essential insights that facilitate informed decision-making for educators and instructional designers.
Material evaluation is a comprehensive process that starts with identifying the necessary information to collect and culminates in implementing changes to existing practices or shaping future ones (Dudley-Evans and St John, 1998:128).
Materials evaluation is the process of identifying what needs assessment, defining the objectives and requirements for the materials, and assessing their value against these established criteria.
Careful evaluation of materials is essential for several reasons Cunningsworth highlights two primary motivations for this process: the desire to adopt new coursebooks and the need to identify their strengths and weaknesses.
Ellis (1997) emphasizes the importance of carefully selecting appropriate materials tailored to specific groups of students in distinct contexts Additionally, it is crucial to evaluate the effectiveness of these chosen or designed materials over time to ensure they meet the intended educational objectives.
Materials evaluation is essential for identifying the strengths and weaknesses of teaching resources, enabling the selection or development of effective materials Given that materials play a crucial role in language-teaching programs, regular evaluation is necessary to ensure they remain relevant and effective This research focuses on assessing the strengths and weaknesses of materials used in teaching at HaUI, as well as their overall appropriateness for the educational context.
Robinson (1991:59) categorizes materials evaluation into three types: preliminary, summative, and formative The preliminary and summative evaluations primarily concentrate on published or finalized materials, while the formative evaluation is aimed at assessing in-house materials.
Preliminary evaluation, as highlighted by Robinson (1991), occurs prior to the start of an English for Specific Purposes (ESP) course and focuses on selecting the most suitable textbooks from available options To facilitate this process, it is beneficial to create a checklist of desired textbook features, prioritizing them according to importance.
Summative evaluation, also known as performance evaluation, occurs at the conclusion of a course and assesses the effectiveness of the materials used This evaluation can be supplemented by various methods, such as checklists and questionnaires, to gather comprehensive feedback.
Formative or revision evaluation occurs during the course to allow for adjustments to teaching materials Despite its importance, revision evaluation in language teaching has historically been overlooked, leaving a gap in understanding the effectiveness of various techniques Currently, the primary methods employed for performance evaluation include tests, questionnaires, and interviews.
In 1997, Ellis introduced two key concepts in materials evaluation: predictive and retrospective evaluation Predictive evaluation focuses on determining which materials to use, while retrospective evaluation analyzes the effectiveness of materials that have already been utilized.
Tomlinson (1998:3) identifies three key stages in materials evaluation: pre-use, while-use, and post-use Pre-use evaluation assesses the potential effectiveness of materials before implementation, while-use evaluation analyzes their actual performance in the classroom, and post-use evaluation measures their overall effectiveness after use.
In summary, various terms describe types of materials evaluation, yet they share fundamental similarities Notably, formative and summative evaluations are best assessed after a period of classroom application This study focuses on formative evaluation to assess the book "English for International Tourism" during its ongoing use at HaUI.
Because of the importance and necessity of materials evaluation, an urgent question has been raised: How to evaluate materials systematically and accurately?
So far there have been different approaches of materials evaluation proposed by different authors Each one has its own strengths and weaknesses
Cunningsworth (1995) emphasized the importance of evaluating teaching materials through several key perspectives, including the language content, the selection and grading of language items, and the effective presentation and practice of new language concepts Additionally, he highlighted the significance of developing language skills and communication abilities, utilizing supporting materials, and considering the motivation and needs of learners.
Previous studies
Numerous studies have been conducted by researchers to evaluate teaching materials, particularly in the realm of English for Specific Purposes (ESP) Notable contributions to this field include works by Saeid Najafi Sarem, Hadi Hamidi, Rezvan Mahmoudie (2013), Vo Thi Anh Dao (2003), Nguyen Thi Bich Lien (2004), and Tran Thi Thuy Nga (2005).
A significant study on materials evaluation by Saeid Najafi Sarem, JHadi Hamidi, and Rezvan Mahmoudie (2013) assesses the book "English for International Tourism Pre-Intermediate" by Dubicka and O'Keeffe (2003) for pre-intermediate tourism students Utilizing a case study method, the authors employed an evaluation checklist developed by Daoud and Celce-Murcia (1979), which examines the book across five key areas: subject matter, vocabulary and structures, exercises, illustrations, and physical presentation Their detailed analysis highlighted both strengths and weaknesses, supported by consultations with qualified English teachers and pilot activities conducted with students at Sharif Language Institute in Asadabad, Hamedan Ultimately, the study concluded that the book remains suitable for future use in the Tourism Department However, while the chosen checklist was appropriate, the authors relied solely on qualitative descriptive analysis without employing interviews or questionnaires, which limits the persuasiveness and practical implications of their findings.
Vo Thi Anh Dao (2003) utilized Hutchinson and Waters' criteria to assess English for Specific Purposes (ESP) materials for Husbandry and Veterinary Science students at Tay Nguyen University, focusing on language level, aims, content, and methodology The study involved forty second-year students and four teachers, employing methods such as document analysis, student questionnaires, and teacher interviews The findings indicated that the materials were misaligned with course requirements, presenting challenges for students regarding grammatical structures and vocabulary However, the study had limitations, including a simplistic document analysis and interview questions that resembled questionnaire formats Additionally, a more thorough examination of the university's methodology would have enhanced the research.
In 2004, Nguyen Thi Bich Lien conducted a study based on Hutchinson and Waters' criteria to evaluate the appropriateness of the Lifelines Pre-intermediate course book for the program and students' needs at Hanoi Junior Teachers' Training College The study involved 100 third-year students and seven Foreign Languages Department teachers Lien emphasized the importance of actions such as adopting, rejecting, adapting, and supplementing in the evaluation process, ultimately finding that a combination model of Littlejohn and Hutchinson was the most suitable for her research The study employed methods including document analysis, student questionnaires, and teacher interviews.
Tran Thi Thuy Nga (2005) conducted a study on the adaptation of English materials for first and second-year marine students at Nha Trang Navy Academy, utilizing document analysis and a questionnaire survey based on Hutchinson and Waters's framework for materials evaluation While her findings indicated that the materials generally met course requirements, she identified significant weaknesses that necessitate modification Notably, the reading component was inadequately addressed, as the reading tasks primarily consisted of simple comprehension questions that failed to enhance students' reading skills or engage their personal knowledge and opinions Additionally, the treatment of pronunciation elements, including sounds, stress, and intonation, was found to be insufficient.
The strength of Tran Thi Thuy Nga's study is that her research methodology helps ensure the reliability of the evaluative results through using document analysis and questionnaires
The primary goal of evaluating teaching materials is to assess their effectiveness and alignment with course objectives While evaluation criteria may vary by context, they generally fall into five key categories identified by Hutchinson and Waters: Audience, Aims, Content, Methodology, and Other criteria.
It is also found out that Document analysis, Questionnaire and Interviews seem to be popular methods to collect the data for materials evaluation.
Summary
This chapter explores various theoretical aspects essential for evaluating English for Specific Purposes (ESP) materials, emphasizing instructional approaches to materials evaluation It discusses the significance of material evaluation in English Language Teaching (ELT), defining its types and outlining the reasons for conducting evaluations Additionally, the chapter clarifies the evaluative criteria and processes necessary for assessing teaching materials This comprehensive review serves as a valuable resource for the author in conducting research on materials evaluation.
begins with the description of the research method It then specifies
Data collection instruments
To evaluate the book “English for International Tourism”, the employment of document analysis, questionnaires and interview is used
The ESP material being used by students of Tourism department at HaUI,
The article analyzes "English for International Tourism," a material designed for final-year Tourism students at HaUI, using the evaluation criteria established by Hutchinson and Waters (1987) It examines the course book's aims and content, alongside an assessment of the methodologies, including the activities and teaching techniques proposed by the author The analysis encompasses 15 units, providing a comprehensive overview of the material's effectiveness in enhancing students' English proficiency for the tourism sector.
Besides document analysis, questionnaires try to get more information from the teachers and students about the aims, content and methodology of the materials
Questionnaires are an effective data collection tool due to their ability to gather information quickly from a large number of respondents without requiring the researcher's presence This method allows participants to reflect on their answers, leading to more accurate results Additionally, the anonymity provided encourages honest and objective responses, as individuals do not feel pressured to disclose personal information In this study, questionnaires were distributed to K5 learners at HaUI.
The questionnaire assesses students' perspectives on the aims, content, methodology, and potential improvements of the educational material Utilizing a Likert scale ranging from 1 (strongly agree) to 5 (strongly disagree), it begins with six questions focused on the material's objectives, followed by inquiries regarding the difficulty and usefulness of the content The third section addresses teaching and learning techniques, while the final part invites suggestions for enhancing the material Conducted in English, the survey targets final-year Tourism students, ensuring their proficiency To minimize misunderstandings, the author reviewed the questions with participants beforehand and provided assistance as needed.
Interview is employed to get information from teachers of Tourism faculty and English language teachers All questions for interviewing teachers of Tourism and English department are in English
2.1.3.1 Interview questions for English language teachers
The interview questions for English language teachers are structured into four key parts: the first part explores how the materials align with course objectives, the second part gathers teachers' opinions on the material's content, the third part examines the methodologies reflected in the materials, and the final part requests suggestions for enhancing both content and methodology.
2.1.3.2 Interview questions for teachers in department of Tourism
There are two questions for the interviews with Tourism teachers (Appendix
The initial questions focus on teachers' perspectives regarding the relevance of the topics presented in the material, while subsequent inquiries prompt participants to assess the timeliness of the content within the texts.
Subjects
The subjects/evaluators of the research include three groups, (1) the students responding the questionnaire, (2) English teachers, (3) teachers in department of Tourism attending the interviews
HaUI employs 120 English language teachers, ranging in age from 23 to over 40, but only four specialize in teaching English for Specific Purposes (ESP) related to International Tourism These four educators have two years of experience in this field and have participated in numerous academic meetings to discuss the ESP syllabus and materials, making them a credible source of information.
The study involves three teachers from the Tourism department, including one male and two female educators aged forty, thirty-six, and thirty The youngest teacher has three years of teaching experience, while the others boast nine years All participants hold Master's degrees and possess extensive industry experience, as one works part-time for travel agents and the others operate their own travel companies.
The study involved 60 final-year students from the Tourism department, primarily females aged 21 to 24, from two classes taught by the researcher In their first year, these students completed 240 hours of general English using "New Headway - Elementary" and "New Headway - Pre-Intermediate." In their second year, they engaged in an additional 120 hours of general English with "Real Listening and Speaking 2" and "Understanding English Pronunciation." At the time of the study, they were nearing the completion of 75 hours using "English for International Tourism - Pre-Intermediate."
Data collection process
Initially, pilot questionnaires were distributed to test their relevance and clarity for students and research objectives After confirming that all pilot subjects understood the questions and provided complete responses, the finalized questionnaires were distributed to 60 students from Tourism classes 1.1 and 1.2 on May 20, 2014 Students were instructed to complete and return the questionnaires by the next class on May 22, 2014 During this period, they were encouraged to review the items, identify any comprehension issues, and ask questions, which the researcher addressed with clarifications.
On May 20, 2014, interviews were conducted with four English teachers at the English department's office after class hours, alongside separate interviews with two Tourism department teachers at "Café Việt." The researcher provided these teachers with the "English for International Tourism" material and a brief overview of its content to enhance their preparation for the interviews The collected data from the interviews, material analysis, and questionnaires were then analyzed and discussed to provide a comprehensive evaluation of the material.
The researcher chose to communicate in Vietnamese with the Tourism department teachers to ensure the interviewees felt at ease sharing their thoughts on the material During the interviews, the interviewer noted the participants' responses, opting not to use recording devices to avoid causing any hesitation among them.
Summary
This chapter provides a comprehensive overview of the study's subjects, data collection methods, and procedures related to formative evaluation The research focuses on four groups: final-year students from the Tourism department who have utilized the material, English teachers who have implemented it, Tourism department instructors, and the material itself Data collection involved questionnaires, interviews, and analyses, all aligned with the criteria outlined in a checklist that assesses the material's objectives, content, and effectiveness.
DATA ANALYSIS AND DISCUSSION
The appropriateness of the material to the aims of the course
The ESP course for Tourism students at HaUI is designed to equip them with essential communication skills for various tourism-related situations, including informing guests about tours, handling phone inquiries, responding to guest communications, and organizing tours.
All four English language teachers at HaUI concurred that the primary aim of the material is to provide students with opportunities to practice essential grammatical structures, such as present simple and present continuous, alongside vocabulary pertinent to tourism, including terms like "fly-drive holiday" and "cruise ship." They agreed that the focus of the material is on listening and speaking, as highlighted in the introduction of "English for International Tourism." However, two teachers expressed concerns that the book does not effectively enhance students' listening and speaking skills due to lengthy listening exercises and challenging speaking tasks In contrast, the other two teachers believed that the material offers valuable chances for students to engage in listening and speaking activities within realistic contexts.
Teachers acknowledged that the material's objectives align with the course's goal of enhancing students' speaking and listening skills; however, they emphasized the necessity for relevant modifications Additionally, greater focus on reading tasks is essential to help students improve their reading skills effectively.
The questionnaires asked students to rate their agreement with the effectiveness of the course materials in achieving the course objectives Out of 60 distributed copies, 58 were returned, while two copies were not collected due to student absences on the collection day.
The aims of the material
Agree Agree Not sure Disagree Strongly disagree
1 The material offers you opportunity to learn grammar in context
2 The material offers you opportunity to enrich vocabulary related to tourism
3 The material offers you opportunity to improve your listening with topics related to tourism
4 The material offers you opportunity to practice reading skills
5 The material offers you opportunity to practice real-life situations related to tourism
6 The material offers you opportunity to improve your speaking with topics related to tourism
Table 1: The students' opinions on the aims of the material
The findings indicate that students largely share similar perceptions with teachers regarding the material's objectives, with 86.2% believing it effectively facilitates grammar learning in context Additionally, all respondents acknowledged that the material enhances their tourism-related vocabulary However, a significant portion of students felt that their listening and speaking skills did not improve, with only 8.6% and 5.2% respectively indicating progress in these areas Conversely, nearly all students agreed that the book provides opportunities to practice real-life tourism scenarios Nonetheless, 86.2% of students felt that the reading tasks lacked diversity, limiting their opportunities to develop reading skills.
The appropriateness of the material to the content requirements of the
The material analysis will be presented under Organization, Skills and Topics
The article outlines a comprehensive tourism-focused curriculum organized into fifteen units, covering topics such as fly-drive holidays, city tours, and cruise ships Each unit includes a language focus that encompasses various grammar structures and vocabulary, supplemented by exercises and reading texts Additionally, it features professional practice with functional language for key customer service interactions, integrating reading, speaking, and writing skills across three main sections After every five units, a consolidation section reviews the language and vocabulary while providing extra skill practice The book concludes with a writing bank offering detailed instructions and sample writings, along with pair work files for role play tasks and a grammar reference guide Notably, the organization of sections and tasks varies between units, ensuring a dynamic learning experience.
"English for International Tourism" is designed for students interested in the tourism sector, emphasizing the development of communicative competence over grammatical proficiency Each unit includes a "language focus" section that presents grammatical structures within contextualized practice, primarily aimed at enhancing speaking and listening skills While reading and writing receive less emphasis, each unit features at least two tasks dedicated to listening and speaking Additionally, the curriculum incorporates professional practice with authentic tasks, pronunciation exercises, and vocabulary sections, all contributing significantly to improving students' speaking and listening abilities.
The material “English for International Tourism” effectively aligns with course requirements by focusing on tourism-related topics, such as Fly-drive holidays, City tours, and Winter holidays Each unit is tailored to provide essential knowledge and skills pertinent to students specializing in tourism For instance, Unit 4 covers critical areas like giving directions, conducting guided tours, and describing buildings, ensuring that students acquire the necessary competencies for their field Overall, the treatment of English for Specific Purposes (ESP) topics meets the course's educational objectives.
3.2.2 The content requirements of the course
The ESP English course at HaUI is designed to equip students with essential grammatical structures and vocabulary commonly used in the tourism industry The curriculum focuses on developing key skills, including listening, speaking, reading, writing, and interpreting, enabling students to effectively provide tour information, manage phone inquiries, and arrange tours However, the syllabus lacks clarity, as it is solely based on the book's table of contents without a specific outline for teachers While "English for International Tourism" appears suitable for teaching English in the Tourism department at HaUI, there are notable inconsistencies within the course material.
This section presents the teachers' opinions on the material content categorized into Organization, Skills and Topics
All teachers concurred that the materials are well-organized, with each unit effectively centered on listening and speaking skills Each section includes a minimum of two tasks that promote communicative practice and vocabulary, enhancing the overall effectiveness of the listening and speaking exercises.
All four teachers expressed dissatisfaction with the reading skills offered in the curriculum, noting a lack of essential skills such as understanding the author's attitudes and differentiating between texts They also highlighted the challenges students face in developing speaking skills, citing limited guidance in the textbook and the need for model expressions for various scenarios like handling guest complaints and answering phones Two teachers suggested that integrating more listening exercises related to speaking tasks would enhance the learning experience, emphasizing the importance of skill integration While all teachers acknowledged that writing skills were not adequately addressed in the book, they found the writing tasks engaging and practical, including activities like writing a CV, fax, and letter of apology.
The teachers generally agreed that the book's topics aligned well with learners' interests and proficiency levels, incorporating practical communicative practices relevant to the tourism industry, such as car rentals and holiday planning However, three out of four teachers felt that certain topics, like Winter holidays discussed in unit 12, were not well-suited to the Vietnamese context, as ski equipment and resorts are not commonly found in Vietnam.
Table 2 reveals that nearly all students found the grammatical structures in the material easy to understand, as they were presented in context While 62.1% of students acknowledged the presence of difficult specific terms, 37.9% felt they were manageable All students disagreed that the reading texts were lengthy or challenging, describing them instead as short with simple exercises Additionally, 100% of students considered vocabulary exercises to be easy, primarily consisting of matching tasks In contrast, many students found the listening tasks to be lengthy and difficult, struggling to grasp key ideas Regarding speaking tasks, 43.1% found them complex, while 25.9% did not, and 31% were uncertain, noting that some tasks with clear instructions were simple, but others posed challenges due to time constraints and limited vocabulary.
The difficulty of the material
Strongly agree Agree Not sure Disagree Strongly disagree
1 The grammatical structures used in the material are difficult to understand
2 There are many new and difficult specific terms
3 The reading texts are long and difficult to understand
4 The vocabulary exercises are difficult
5 The listening is long and difficult
6 The speaking sections are complex
Table 2: Students’ opinions on the difficulty level of the language practice
The students interviewed unanimously felt that the vocabulary in the material met their language needs; however, only 27.6% believed the book provided adequate opportunities for revising previously learned grammar, attributing this to time constraints in class While teachers focused on listening and speaking skills, only 17.3% of students found the listening sections effective for developing their listening abilities, with many expressing skepticism about their usefulness Conversely, all students appreciated the contemporary speaking situations presented in the material Regarding pronunciation, just 20.7% felt their speaking improved due to the pronunciation sections, while 39.7% were uncertain about any improvement, and others disagreed on their effectiveness, citing a lack of class time for practice and insufficient teacher feedback on pronunciation.
Strongly agree Agree Not sure Disagree Strongly disagree
The vocabulary corresponds to your language needs
The material offers opportunities to revise grammar items you have learnt before
The reading texts are relevant to your major
0 (0%) The listening sections help you much in developing listening skill
The speaking situations are normally used in tourism
The pronunciation parts help you speak better
Table 3: Students’ opinions on the usefulness of the language practice
All three teachers from the Tourism department affirmed that the book's topics were highly relevant to the students' major and contained up-to-date information They expressed particular interest in the web tasks designed to help students engage with the evolving landscape of e-commerce and e-business in tourism However, two out of the three teachers expressed concerns regarding the applicability of some knowledge from the book to students' future careers For instance, a task in Unit 6, which focuses on describing various international cuisines aboard cruise ships, lacks emphasis on Vietnamese food, which students will need to promote to foreign visitors in their future roles.
Relevance of topics with the students' major Yes No
Unit 1: All in a day’s work 3 0
Unit 9: Window seat or aisle 3 0
The information in the material is up-to-date 3 0
Table 4: Tourism teachers’ opinions on the material
The appropriateness of the material to the methodology requirements of the
3.3.1 Methodology implied in the syllabus
The cognitive approach to language emphasizes its nature as a creative and rule-governed form of communication Consequently, tasks and exercises should be organized to advance from comprehension to competence, ensuring that language skills are introduced concurrently for optimal learning.
The Presentation-Practice-Production model is highly effective as it emphasizes a progression from accuracy to fluency through ample practice Teachers play a crucial role in facilitating students' acquisition and organization of knowledge while employing diverse teaching techniques, including individual work, pair work, group activities, and role-play, to enhance interaction in the language classroom It is essential for students to be conscious of their learning process.
3.3.2 Methodology implied in the material
The book adopts a cognitive approach to enhance English learning, focusing on students' future job requirements It offers a diverse range of communicative practices, from basic customer service interactions to delivering mini-presentations, aimed at improving listening and speaking skills Tasks are strategically designed to progress from skills practice to practical application, ensuring effective skill development.
The article highlights that while writing exercises are limited, the writing tasks provided are effective and include challenging activities such as composing emails about hotels, writing complaint letters, and creating CVs These tasks range from guided to free writing, contrasting with the reading tasks which focus more on comprehension and production Despite the variety of exercises in the book, it notes that pair work is the predominant method used, with group work and student presentations being less emphasized.
The analysis reveals that while all four teachers acknowledged the material's diverse exercises and communication-focused tasks, half of them expressed concerns regarding the suitability of these exercises for students Specifically, they noted that some vocabulary matching and reading tasks were overly simplistic, while certain speaking and listening activities were too complex, making it challenging for many students to engage effectively.
Two teachers noted that the exercises and tasks in the book are well-suited for pre-intermediate students, featuring a mix of simple tasks to motivate learners and more complex challenges to stimulate their growth.
In the book, teaching-learning techniques such as individual work, pair/group work, discussions, and role-play were discussed, but only one teacher found these methods easy to implement with the material The other three teachers expressed concerns about the limited class time and the large number of students, which made it challenging to adequately address all students' practices, particularly with the numerous pair work tasks included in the book.
The English teachers’ opinions about the methodology in the material are shown the following table
Does the material contain a variety of exercises/activities/tasks? 4 0
Do you think these exercises/activities/ tasks are suitable to your students?
Are the individual work, pair/group work, discussion or role-play easy to organise with the material?
Table 5: English teachers' opinions on methodology
In a survey regarding teaching-learning techniques, students expressed varying levels of interest, with over half favoring group work and role-play tasks Those who appreciated these methods noted that role-play created an engaging classroom atmosphere and group work fostered collaboration and idea-sharing However, preferences for pair work and whole-class activities were less pronounced, with 69% and 32% of students showing interest, respectively The least favored technique was individual work, with 62.1% of students indicating a lack of enjoyment due to crowded classrooms and insufficient time for individual attention, which made such tasks feel challenging and tedious.
Not very much Much Not much
1 I like individual tasks presented in the book
2 I like pair work tasks presented in the book
3 I like group work tasks presented in the book
4 I like role-play tasks presented in the book
6 I like the whole- class tasks presented in the book
Table 6: Students’ opinions on the activities
Suggestions for the material improvement
Teachers and students were surveyed for their suggestions on material improvements based on their classroom experiences Their feedback is valuable for the researcher to recommend adaptations for future use of the materials.
When being asked whether the book should be used again or not, all the teachers interviewed agreed with the future use of the book with the following recommendations:
Teachers' recommendations for material improvement aligned with previously identified issues, emphasizing the need for specific changes All four educators suggested incorporating essential reading skills, such as understanding the author's attitudes and differentiating content, to enhance students' reading abilities Regarding speaking skills, they recommended providing model expressions for various tasks, including handling guest complaints, booking tours, and answering phones, to better prepare students Additionally, two of the interviewed teachers advocated for increased listening activities that are directly related to the speaking tasks in each unit.
All teachers agreed that the majority of topics in the book aligned well with learners' interests and were effectively presented through communicative practice However, they noted that topics such as Winter Holiday and Cruise Ship were less relevant to the Vietnamese context, suggesting that these units could be utilized as supplementary material for self-study at home.
Teachers emphasize the need to adapt and enhance the methodology of exercises and tasks in the curriculum They suggest removing or using some initial speaking tasks as warm-up activities, while redesigning listening exercises to include diverse requirements that engage and support students Additionally, the inclusion of a wider variety of reading tasks is essential, as these should be more challenging to help students improve their reading skills and fully utilize the reading materials.
Three out of four teachers agree that 75 periods are insufficient for students to effectively complete an English specialist course, emphasizing the need for additional instructional time They also highlight the importance of providing opportunities for students to apply their classroom learning in real-world situations, suggesting that these practical experiences should be assessed to accurately measure student progress.
A significant majority of students, 91.4% (53 students), expressed concerns about insufficient time to complete all tasks in the book They emphasized the need for in-class practice with peers and additional time for teachers to provide feedback on their mistakes, which would enhance their ability to develop language skills more effectively.
Summary
In chapter four, the researcher analyzes and discusses data collected from document analysis, teacher interviews, and student questionnaires The evaluation results highlight specific strengths and weaknesses of the "English for" program.
3.5.1.1 Good selection of authentic texts of different topics
"English for International Tourism" offers a diverse range of authentic texts that enhance all four language skills, making it a valuable resource for learners The material features current industry-related information in listening and speaking, providing exposure to real-life language use and style Additionally, it includes practical communicative scenarios, such as car rentals, holiday planning, and handling complaints, that learners are likely to face in the tourism sector.
Grammatical structures are taught in context, making it easier for students to understand and effectively use them This contextual learning not only clarifies the rules but also enhances practical application Additionally, the material is systematically organized, introducing grammatical points in a progressive order of difficulty, starting with the simple present tense, followed by the present continuous, and then the simple past.
The material equips students with a comprehensive range of tourism-related topics and vocabulary, alongside essential communicative practices It effectively incorporates grammatical points and functional language within relevant contexts Additionally, it emphasizes pronunciation, including sounds and intonation, crucial for aspiring tourist guides The writing tasks are thoughtfully designed to include practical elements such as letters of apology, emails, and CVs Furthermore, the content is current, featuring up-to-date industry contexts in listening and speaking tasks, as well as authentic texts.
The weaknesses of the material are summarized under the sub-headings: language skills, supporting materials, types of tasks and exercises
The article highlights a lack of emphasis on reading skills, noting that the reading texts and exercises provided are not sufficiently challenging Consequently, there are no reading tips included in each unit to support students in enhancing their reading abilities.
The material emphasizes listening skills; however, it offers limited tips for students to enhance their listening abilities Additionally, many of the listening texts are lengthy and challenging, which can lead to learner demotivation due to their complexity.
While the material offers integrated work, the reading and listening components often fall short in supporting speaking skills Therefore, it is essential to provide additional models and guidance that help learners articulate their ideas effectively and motivate them to practice and enhance their speaking abilities.
The absence of a comprehensive vocabulary list hinders students' ability to learn and review words by topic Additionally, the lack of entry tests limits insight into students' initial knowledge, while progress and final assessments fail to adequately focus on listening and speaking skills.
3.5.2.3 Methodology implied in types of tasks/exercises:
The shortcomings in the methodological approach primarily affect the effectiveness of reading, listening, speaking practice, and vocabulary exercises Reading and vocabulary activities lack diversity, relying heavily on true/false questions, simple comprehension queries, and matching exercises Additionally, listening tasks tend to be lengthy and challenging, predominantly consisting of question-and-answer formats Some speaking tasks are poorly structured, lacking detailed guidance, which can discourage students, while others do not align well with the Vietnamese context, further hindering engagement and motivation.
In conclusion, despite its existing weaknesses, the current material is a commendable effort Addressing these weaknesses will enhance its effectiveness, and detailed recommendations for improvement are provided in the following chapter.
Summary of the study
Effective teaching materials are crucial for the success of any language course, particularly in English for Specific Purposes (ESP) programs To ensure that course books meet the needs of learners, they should be regularly assessed for their relevance and effectiveness This study aims to evaluate the ESP materials used by students in the Tourism department at HaUI and to provide recommendations for enhancing these resources.
The evaluation of the ESP material for Tourism Department students at HaUI, based on Hutchinson and Water's criteria, reveals that the material aligns well with desired features and meets several course requirements It effectively equips students with specialized vocabulary relevant to their field, enhancing their understanding of tourism terminology Additionally, the material engages students with updated information, industry-specific contexts, and authentic texts However, certain sections prove challenging, resulting in only partial fulfillment of language skill development aims While the material meets some content and methodology standards, it lacks coverage of essential reading skills and strategies, and exhibits organizational and methodological shortcomings.
It is from these judgments; the author of this study strongly suggests that the material should be modified to be appropriate with the learners and the course’s objectives
In conclusion, while materials are crucial in language teaching and learning, they should not be the sole focus for teachers and learners Instead, these materials should be viewed as tools that require proper and efficient usage Teachers must evaluate these resources to identify ways to leverage their strengths and address their weaknesses, ensuring that the materials effectively support the teaching and learning process.
Recommendations
Based on the findings of the study, the teaching and learning context at HaUI, the researcher suggests that the adaptation to the ESP material as followed:
The material does not fully align with course requirements, particularly regarding the development of reading, speaking, and listening skills Specifically, the reading tasks and exercises fail to effectively enhance students' reading abilities.
The material is not provided with a number of necessary supporting items such as a vocabulary list and accompanying tests These supporting materials should be supplemented
Based on the findings of the study, the researcher decided to use three main techniques: adding, replacing and modifying
The technique of addition can be implied that materials are supplemented by putting more into them
The "English for International Tourism" material lacks a vocabulary list with phonetic symbols, which can hinder students' ability to effectively review key terms To enhance the learning experience, creating a comprehensive Word List that includes phonetic symbols would serve as an excellent supplementary resource, facilitating easier revision and better retention of vocabulary.
To enhance the effectiveness of the course, it is essential to implement entry testing alongside the existing progress and final tests An entry test would provide teachers with valuable insights into students' background knowledge, enabling tailored teaching strategies While the course material emphasizes listening and speaking skills, the current assessments predominantly focus on grammar, leading students to prioritize grammatical exercises for higher scores Therefore, it is crucial to incorporate more speaking and listening components into the progress and final tests Additionally, integrating group activities, such as mini-presentations on places of interest in Vietnam or conducting a guided mini-tour in Hanoi, followed by video recordings for class presentation, can further enrich the learning experience.
This study proposes a technique to adapt educational materials for the Vietnamese context by recommending selective topic replacements Specifically, in Unit 3, it suggests using images and vocabulary of popular Vietnamese dishes instead of those from other countries Additionally, in Unit 12, it advocates for substituting activities related to the Winter holiday with those centered around the Summer holiday or Tet holiday, ensuring cultural relevance and engagement for learners.
The modifying technique involves altering the approach or focus of exercises to enhance learning outcomes Based on research findings, it is recommended to redesign reading and listening tasks by incorporating diverse exercises, such as fill-in-the-blank activities, to effectively summarize content Additionally, speaking tasks should prioritize group or whole-class work over pair or individual work to optimize class time for further practice Providing more guidance and models prior to speaking tasks can also help students tackle challenging activities more effectively.
2.2 On the aims and requirements of the course
Final-year students must pass the TOEIC test, achieving a minimum score of 450 in reading and listening to graduate However, the "English for International Tourism" course emphasizes speaking and listening skills essential for their future careers To better assess students in Tourism, an alternative evaluation method focusing on these skills should be implemented Additionally, the course requirements outlined in Appendix 5 need to be more precise, providing both teachers and students with a clear understanding of the objectives to be achieved within the limited timeframe of 75 forty-five-minute sessions.
Limitations and suggestions for further study
The minor thesis, due to its limited scale, presents certain shortcomings, primarily stemming from the small sample size of only two classes and seven lecturers participating in the surveys and interviews This limitation affects the reliability of the findings, which could have been enhanced with a broader participant pool Additionally, the responses from students regarding improvements to the course materials were minimal While the study identified key findings related to the aims, content, and methodology of the materials, it suggests that future research could focus on adapting or modifying tasks and exercises within the textbook, as well as developing an alternative assessment tailored for Tourism students at HaUI, rather than relying solely on the TOEIC test.
Brown, J.D (1995) The Elements of Language Curriculum Boston: Heinle & Heinle Publishers
Cunningsworth, A (1995) Choosing your course book Oxford: Heinemann Dudley Evans, T & St John, M.J (1998) Developments in English for Specific Purposes Cambridge: Cambridge University Press
Ellis, R (1997) The Empirical Evaluation of Language teaching materials ELT Journal, 51, 36-42
Hutchinson, T & Waters, A (1987) English for Specific Purposes Cambridge: Cambridge University Press
Kennedy, C & Bolitho, R (1984) English for specific purposes London:
Littlejohn, A (1998) The Analysis of Language Teaching Materials inside the
Trojan Horse in Tomlinson, B (eds.) Materials Developments in Language
Teaching Cambridge: Cambridge University Press
McDonough, J & Shaw, C (1993) Materials and Methods in ELT: A teacher’s Guide Oxford: Blackwell Publishers
Robinson, P.C (1991) ESP today: A Practitioner’s Guide London: Prentice Hall Saeid Najafi Sarem, Hadi Hamidi, Rezvan Mahmoudie (2013) A crirical look at evaluation: A Case Study of Evaluating an ESP Course-Book: English for
Retrieved from http://www.irjabs.com/files_site/paperlist/r_685_130304200658.pdf Tomlinson, B (1998) Materials Development in Language Teaching Cambridge: Cambridge University Press
Tomlinson, B & Masuhara, H (2004) Developing language course materials Singapore: RELC Portfolio Series
Nguyen Thi Bich Lien (2004) Coursebook evaluation: A case study of Lifelines pre-intermediate in the context of Hanoi junior teachers' training college M.A Thesis Hanoi university of Foreign Studies
Tran Thi Thuy Nga (2005) An evaluation of the English material for the first and second- year marine students at Nha Trang navy academy M.A Thesis Hanoi University of Foreign Studies
Vo Thi Anh Dao (2003) ESP materials for students of Husbandry and Veterinary Sciences at Tay Nguyen University: An Evaluation and Recommendations M.A Thesis Hanoi University of Foreign Studies
APPENDIX 1: HUTCHINSON AND WATERS’S CRITERIA CHECKLIST FOR
(i.e analysis of your course, in terms of materials requirements)
OBJECTIVE ANALYSIS (i.e analysis of materials being evaluated)
AUDIENCE 1A Who are your learners? e.g
Study or work specialism (mechanics, banking
Status/ role with respect to specialism (e.g trainee cashier, qualified anesthetist …)
Knowledge of English/ specialism/ other (e.g knowledge of “the world”)
1B Who is the material intended for?
AIMS 2A What are the aims of your course? 2B What are the aims of the materials?
(Note: Check that the aims are actually what they are said to be, by looking at the material itself) CONTENT
3A What kind of language description do you require? Should it be structural, notional, functional, discourse-based, some other kind, a combination of one or more of these?
3B What type(s) of linguistic description is/ are used in the materials?
4B What language points do the
4A What language points should be covered? (i.e
What particular structures, functions, vocabulary areas etc?)
5A What proportion of work on each macro-skill
(e.g reading) is desired? Should there be skills- intergrated work?
6A What micro-skills do you need? (e.g deducing the meanings of unfamiliar words)
7A What text-types should be included? e.g
- visual texts (pictures, diagrams, charts, graphs, cartoons etc.)?
8A What subject-matter area(s) is/ are required (e.g medicine, biology etc.)?
What level of knowledge should be assumed (e.g secondary school, first year college/ university, post- graduate etc.)?
What types of topics are needed (e.g in medicine: hospital organisation, medical technology etc.)? materials cover?
5B What is the proportion of work on each skill? Is there skills-intergrated work?
6B What micro-skills are covered in the materials?
7B What kinds of texts are there in the materials?
8B What is/are the subject- matter area (s) assumed level of knowledge, and types of topics in the materials?
What treatment should the topics be given (e.g
'straightforward', factual; 'human interest' angle; humorous; unusual perspective; taking into account issues, controversy, etc.)?
9A How should the content be organised throughout the course?
- by some other means (e.g study skills)?
10A How should the content be organised within the course units?
- by a set pattern of components?
- to allow a clear focus on (e.g certain skill areas, a communication task etc.)?
11A How should the content be sequenced throughout the course? e.g
- from easier to more difficult?
Should there be no obvious sequence?
12A How should the content be sequenced within a
What treatment are the topics given?
9B How is the content organised throughout the materials?
10B How is the content organised within the units?
11B How is the content sequenced throughout the book? unit? e.g
Should there be no obvious sequence?
12B How is the content sequenced within a unit?
METHODOLOGY 13A What theory/ies of learning should the course be based on?
Should it be behaviourist, cognitive, affective, some other kind, a combination of one or more of these?
14A What aspects of the learners' attitudes to/ expectations about learning English should the course take into account?
15A What kinds of exercises/ tasks are needed? e.g
- language/ skills practice language/ skills use?
- one right answer many possible right answers?
- language/ skills-based content- based?
- role-play, simulation, drama, games?
16A What teaching-learning techniques are to be used? e.g
13B What theory/ies of learning are the materials based on?
14B What attitudes to/ expectations about learning English are the materials based on?
15B What kinds of exercises/ tasks are included in the materials?
16B What teaching-learning techniques can be used with the materials?
- work involving technical subject-matter?
17A What aids are available for use? e.g
18A What guidance/support for teaching the course will be needed? e.g
- lists of vocabulary and language-skills points?
19A How flexible do the materials need to be?
17B What aids do the materials require?
18B What guidance do the materials provide?
19B In what ways are the materials flexible? e.g
- can they be begun at different points?
- can the units be used in different orders?
- can they be linked to other materials?
- can they be used without some of their components (e.g cassettes)?
OTHER CRITERIA 20A What price range is necessary?
21A When and in what quantities should the materials be available? etc
21B When and how readily can the materials be obtained?
APPENDIX 2: QUESTIONAIRES FOR THE STUDENTS This study is being conducted to evaluate the English for International Tourism for the fourth year college students at Hanoi University of Industry Please answer the questions honestly Your answers are highly appreciated and strictly confidential
Part 1 The aims of the material
Please tick ( ) the appropriate box and comment on what you choose
1 The material offers you opportunity to learn grammar in context
2 The material offers you opportunity to enrich vocabulary related to tourism
3 The material offers you opportunity to improve your listening with topics related to tourism
4 The material offers you opportunity to practice reading skills
5 The material offers you opportunity to practice real-life situations related to tourism
6 The material offers you opportunity to improve your speaking with topics related to tourism
Part 2 The content of the material
Please tick ( ) the appropriate box and comment on what you choose
The difficulty of the material 1 2 3 4 5
1 The grammatical structures used in the material are difficult to understand
2 There are many new and difficult specific terms
3 The reading texts are long and difficult to understand
4 The vocabulary exercises are difficult
5 The listening is long and difficult
6 The speaking sections are complex
1 The vocabulary corresponds to your language needs
2 The material offers opportunity to revise grammar items you have learnt before
3 The reading texts are relevant to your major
4 The listening sections help you much in developing listening skill
5.The speaking situations are normally used in tourism
6.The pronunciation parts help you speak better
Part 3 The methodology of the material
Please tick the appropriate boxes
1 I like individual tasks presented in the book
2 I like pair work tasks presented in the book
3 I like group work tasks presented in the book
4 I like role-play tasks presented in the book
6 I like the whole- class tasks presented in the book
Part 4 Suggestions for the material improvement What do you think should be done to improve the effectiveness of the material? Your suggestions should focus on the following:
Time allocation within each unit Content
Thank you very much for your cooperation!
APPENDIX 3: QUESTIONS FOR THE ENGLISH TEACHER INTERVIEWS
Do you think that the aim of the material matches the aims stated in the ESP’s syllabus for tourism department? Why (not)?
Part 2 Content of the material
1 What do you think of the organization of the book and each unit?
2 What do you think of the skill presentation in the book?
3 What do you think of the topics of the book?
Part 3 Methodology of the material
1 Does the material contain a variety of exercises/activities/tasks?
2 Do you think these exercises/activities/ tasks are suitable to your students?
3 Are the individual work, pair/group work, discussion or role-play easy to organise with the material?
Part 4 Suggestions for the material improvement
1 Do you think the material should be used again?
2 If the material is used again, what changes do you think should be made to the material to improve the effectiveness of the material for future use?
Thank you very much for your cooperation!
APPENDIX 4: QUESTIONS FOR THE TEACHERS OF TOURISM
We are seeking your valuable feedback on the English for Specific Purposes (ESP) materials utilized in the Tourism Department Your insights will play a crucial role in enhancing these materials for future students.
1 Do you think that the topics presented in the material are related to the students' major?
2 Is the information in the material up-to-date?
Thank you very much for your cooperation
APPENDIX 5: COURSE SYLLABUS ĐỀ CƯƠNG CHI TIẾT HỌC PHẦN
1 Tên học phần: Tiếng Anh Du Lịch
2 Số đơn vị học trình/tín chỉ: 5
4 Phân bố thời gian: Lý thuyết: 35 Thực hành: 40 5.Điều kiện tiên quyết: Tiếng Anh Nâng Cao 3
6 Mô tả học phần : Học phần nhằm trang bị cho sinh viên kiến thức ngữ pháp và từ vựng thường sử dụng trong lĩnh vực du lịch; phát triển các kỹ năng nghe, nói, đọc, viết trong các tình huống liên quan đến công việc và một số kỹ thuật biên dịch tài liệu chuyên ngành Du lịch
7 Mục tiêu của học phần:
Sau khi hoàn thành học phần, sinh viên sẽ áp dụng kiến thức ngôn ngữ vào các tình huống giao tiếp trong lĩnh vực du lịch, bao gồm việc cung cấp thông tin về tour, trả lời điện thoại, viết thư phản hồi khách hàng và lập kế hoạch tour.
8 Nhiệm vụ của sinh viên:
Theo Quyết định Số 1434/QĐ-ĐHCN ngày 09 tháng 9 năm 2008, trường Đại học Công nghiệp Hà Nội đã ban hành Quy chế đào tạo Đại học và Cao đẳng chính quy theo học chế tín chỉ, nhằm nâng cao chất lượng giáo dục và đáp ứng nhu cầu học tập của sinh viên.
9.Phần tài liệu tham khảo:
[1] Iwonna Dubicka & Margaret O’Keeffe English for International Tourism-Pre- intermediate Longman
[1] Miriam Jacob English for International Tourism Longman
10 Tiêu chuẩn đánh giá sinh viên: Đánh giá SV theo Hướng dẫn thực hiện quy chế đào tạo đại học và cao đẳng chính quy theo học chế tín chỉ - Trường Đại học Hà Nội
Stt Các loại điểm bộ phận Hệ số
1 Điểm trung bình các điểm trong kỳ 1
2 Điểm thi cuối kỳ 2 Điểm KT thường xuyên và
SV có mặt trên lớp
Điểm trung bình trong kỳ được tính bằng cách lấy trung bình cộng của các điểm kiểm tra thường xuyên, điểm thi giữa học phần và điểm chuyên cần, với mỗi loại điểm có hệ số tương ứng.
Stt Các loại điểm bộ phận Hệ số
1 Điểm kiểm tra thường xuyên 1
3 Điểm thi giữa học phần 2
Điểm trung bình các điểm trong kỳ được làm tròn đến một chữ số thập phân Các điểm trong kì bao gồm:
+ Điểm kiểm tra thường xuyên: 02 đầu điểm + Điểm chuyên cần: 01 đầu điểm được xác định như sau:
Giáo viên xác định điểm chuyên cần của SV căn cứ vào ý thức, thái độ học tập của SV và bảng sau để cho điểm:
Có 1 điểm từ 4 đến cận 5 78 56 34 0
Có từ 2 điểm từ 4 đến cận 5 56 34 12 0
Điểm kiểm tra giữa kỳ: 1 đầu điểm
Thi cuối kỳ: 60% trắc nghiệm, 20 % tự luận, 20% nói
12 Nội dung chi tiết học phần:
Unit 1: All in a day’s work
- Language focus: adverbs of frequency, present simple
- Vocabulary: hotel jobs, daily duties, nationalities
- Professional practice: exchange personal details, complete a register
- Vocabulary: car hire; pronunciation-politeness
- Professional practice: take a booking, deal with a telephone enquiry, hire a car, plan a holiday
- Language focus: countable and uncountable nouns, some and any, much, many and a lot of
- Vocabulary: types of food, recording vocabulary, describing food, word stress
- Professional practice: deal with complaints, describe a traditional dish
- Vocabulary: question words, giving directions, - ed ending
- Professional practice: give a guided tour, describe a building
- Language focus: comparatives and superlatives
- Vocabulary: hotel facilities, describing hotels, dealing with new words
- Professional practice: write an email describing a hotel
- Vocabulary: cruises, cabin facilities, contractions
- Professional practice: translate a letter, write a letter of apology, deal with a complaint
- Language focus: modal verbs (requests and offers)
- Vocabulary: health and safety, on safari, sounding polite
- Professional practice: write a CV, write a cover letter, apply for a job, interview for a job
- Language focus: predictions and intentions
- Vocabulary: change words, connected speech
- Professional practice: exchange a holiday plan, describe traditional gifts, create a tourism development plan, give a presentation
Unit 9: Window seat or aisle?
- Language focus: modal verbs (obligation)
- Vocabulary: air travel, check-in
- Professional practice: produce an information leaflet, sell on-board duty-free goods
- Language focus: modal verbs: can, could, might
- Vocabulary: hotel facilities, conference equipment
- Professional practice: reply to an enquiry, recommend places to visit, write a fax
- Language focus: present tenses as future
- Vocabulary: geographical features, excursions, numbers and letters
- Professional practice: sell tours, exchange information on excursions, change a booking, write a fax of confirmation
- Language focus: giving instructions, the passive
- Vocabulary: ski equipment, ski resort jobs, giving directions, entertainment
- Professional practice: give directions, sell optional extra, plan an entertainment programme, reply to an email enquiry
- Vocabulary: eco-tourism, word building, medical equipment, UK/US English
- Professional practice: give health service, write a health information leaflet
- Vocabulary: currencies, checking-in/out, polite intonation
- Professional practice: explain a bill, upsell at reception
- Language focus: present, past forms, future forms
- Professional practice: describe the weather, give a presentation, prepare a tourism development
Hà Nội, Ngày …… Tháng…… Năm
