An evaluation of the coursebook english for pharmaceutical course for the second year students at văn hiến medical and pharmaceutical school

Aims of the study

This study evaluates the "English for Pharmaceutical Course" ESP material to assess its alignment with educational aims, content, and methodology, as well as its impact on students Based on the evaluation findings, recommendations will be provided to enhance the material's effectiveness for improved usage.

This study aims at answering the following questions:

1 What effects does the material “English for pharmaceutical course” have on students in terms of aims, content and methodology?

2 What are students and teachers‟ attitudes towards this material?

Significance of the study

The study's findings will benefit not only the researcher and English teachers but also second-year pharmaceutical students at Van Hien Intermediate School Additionally, the evaluation results will highlight the strengths and weaknesses of the current ESP materials, enabling the researcher to provide recommendations for their improvement in the near future.

Scope of the study

In evaluating textbooks, several criteria such as layout, cultural bias, audience, aims, content, and methodology must be considered Due to time constraints, this research focuses on Hutchinson and Waters' (1987) criteria, specifically examining the aims, content (including language points, skills, text types, and topics), and methodology (covering task types, exercises, and teaching techniques) The study investigates the attitudes of second-year pharmaceutical students and English teachers at Van Hien Intermediate School based on their feedback.

Organization of the study

The study is organized into two parts as follows:

Part A discusses about rationale, aims, significance, scope and organization of the study

Part B of this study focuses on development and is divided into four chapters Chapter 1 provides a comprehensive literature review and theoretical background on materials and their evaluation, beginning with an overview of previous studies It addresses key issues in English Language Teaching (ELT) material evaluation, including the roles and types of materials in language learning The chapter also discusses major aspects of materials evaluation, such as definitions, reasons, types, principles, models, and criteria, concluding with an overview of research instruments used in the evaluation process.

Chapter 2 describes the choices of methodology adopted in the study, the data collection instruments, the subjects as well as the data collection procedures

Chapter 3 outlines the study's results, including a comprehensive discussion of the data analysis and key findings, highlighting both the strengths and weaknesses of the material examined.

Chapter 4 shows recommendations of the study, the limitations of the study, suggestions for further study and conclusion of the study.

LITERATURE REVIEW AND THEREOTICAL

Previous studies

Until now, there have been many studies carried out to evaluate materials in general and ESP material in particular, such as Litz (2001), Akin and Guceri (

2001), Nguyễn Thị Phương Dung ( 2002), Võ Thị Anh Đào ( 2003), Nguyễn Thị Bích Liên ( 2004), Trần Thị Thúy Nga ( 2005)

In her 2002 study, Nguyễn Thị Phương Dung evaluates reading material for fourth-year Electronics and Telecommunications students at Hanoi University of Technology, utilizing Hutchinson and Waters' (1987) framework She focuses on four key criteria: audience, aims, content, and methodology, based on a well-structured questionnaire survey involving 80 students and 11 teachers The findings indicate that while the existing materials generally meet course requirements, there are notable weaknesses that necessitate modifications and additions.

Materials in Language Teaching and Learning

The primary goal of evaluating educational materials is to assess their effectiveness and alignment with course requirements Research indicates that the criteria established by Hutchinson and Waters (1987) are commonly utilized in these evaluations Additionally, popular methods for data collection in materials evaluation include document analysis, questionnaires, and interviews.

1.2 Materials in English Language Teaching and Learning

Roles of materials, Types of materials will be shown in this section

Materials play an important role and a key in any language teaching and learning Richard (2001: 251) states that:

Teaching materials play a crucial role in providing language input for learners and serve as a primary source for language practice within the classroom.

Teaching materials are essential in language classrooms, serving as the foundation for lesson content, skill balance, and language practice (Brown, 1995) They encompass a systematic description of techniques and exercises used in teaching, highlighting their critical role in effective instruction It is rare to find a language class that operates without these vital resources.

Dudley-Evans and St John (1998) identify four key functions of teaching materials: they serve as a source of language, learning support, motivation and stimulation, and reference As a language source, materials should reflect real language used in authentic contexts and cater to diverse student needs For effective learning support, materials must be reliable, consistent, and exhibit recognizable patterns To stimulate and motivate learners, materials should present challenges that are achievable while introducing new ideas grounded in the learners' experiences Lastly, as a reference source, materials facilitate self-discovery by enabling efficient use of resources (Tomlinson, 1998).

“completed, well laid out and self - explanatory” The roles of ESP materials are shown more clearly According to Hutchinson

The language learning process is enhanced by creating a clear pathway through the complexities of the language, as noted by (1987:107) Prabhu (1994:94) highlights that using materials as sources rather than rigidly structured courses is not a limitation of task-based teaching; rather, it serves as a significant advantage in any teaching approach.

ESP materials are used in almost Vietnamese Universities and Colleges In

At Van Hien School, the ESP material serves as the essential foundation for lesson content, skills development, and classroom activities This approach aligns with the belief that materials are the "visible heart of any ELT program" (Sheldon, 1988:238).

In the broad sense of the concept, „materials‟ as defined by Tomlinson

According to a definition from 1998, teaching materials encompass any resources used to assist language learners, including textbooks, workbooks, audio recordings, videos, handouts, newspapers, and even written notes on a whiteboard These materials play a crucial role in effective language learning This study focuses specifically on three types of materials relevant to materials evaluation in English for Specific Purposes (ESP): textbooks, in-house materials, and ESP-specific resources.

A textbook serves as the essential resource for a course, designed to encompass all necessary material within a single volume It typically covers grammar, vocabulary, pronunciation, functions, and the key skills of reading, writing, listening, and speaking, making it the primary book that learners rely on throughout their studies.

Textbooks play a crucial role in language programs, often serving as the foundation for the language input and practice that learners experience in the classroom They shape the lesson content, ensure a balanced approach to skill development, and influence the types of language exercises students engage in.

Textbooks often play a crucial role in enhancing teacher instruction, serving as a key resource for students' language exposure beyond the teacher's input For novice educators, textbooks can also act as a valuable training tool, offering lesson planning ideas and teaching formats to improve their instructional skills.

The widespread use of commercial textbooks is essential for language teaching worldwide, making the ability to effectively use and adapt these resources a crucial aspect of a teacher's professional expertise.

In-house materials are essential for tailoring activities to meet the specific needs of students' current or future jobs, as highlighted by Sheerin (1989: 25), who states that such materials are more precisely aligned with students' requirements than published resources Therefore, when creating English for Specific Purposes (ESP) materials, teachers should focus on selecting or designing tasks that closely simulate real-life business situations to enhance the learning experience.

When creating in-house materials, educators should consider key factors that are also applicable to selecting the right textbook Haycraft (1987: 127) identifies several crucial considerations to guide this process.

- The length of the course and the target audience of the course;

- The appropriate structural grading: students should be taught what they need to know “in the right order with the right priorities”;

- The vocabulary should be useful and in current use;

- The materials should be “visually alive” and “well presented”

Selecting and adapting materials is crucial in English for Specific Purposes (ESP) teaching, as it reflects the practical outcomes of successful course development By providing students with tailored resources, educators equip them with essential knowledge and skills for their future careers in business.

Selecting or writing materials for English for Specific Purposes (ESP) involves a crucial decision on whether to prioritize subject-specific content or to incorporate general materials General materials enhance overall communication skills, while subject-specific materials target the unique requirements of a particular job or industry (Ellis and Johnson, 1994) Determining the ideal balance between these two types of materials is essential for effective ESP instruction.

Materials Evaluation

Materials evaluation is crucial in both materials selection and development, focusing on the relative merit of resources rather than absolute quality This process aims to identify printed English for Specific Purposes (ESP) materials that best meet learners' needs for their current or future professional contexts If no appropriate printed materials are available, evaluating existing resources can inspire the creation of in-house materials Furthermore, it is essential to assess these in-house materials to guide revisions and enhance their quality and relevance to the target learners.

Evaluation encompasses various definitions, primarily focusing on program evaluation, while others address project or policy evaluation Some interpretations use a singular term to encompass all forms of evaluation, such as categorizing both policy and program evaluations under the broader concept of policy evaluation This section highlights several examples of definitions related to evaluation.

Evaluation is often defined as an activity that judges worth For example, evaluation is:

 …the determination of merit, worth, or significance… (Scriven 2007)

 a course of action used to assess the value or worth of a program (Farell et al 2002)

Some definitions include the notion of improvement For example:

 [Evaluation is] a set of research questions and methods geared to reviewing processes, activities and strategies for the purpose of improving them in order to achieve better results (Kahan & Goodstadt 2005)

 The real purpose of an evaluation is not just to find out what happened, but to use the information to make the project better (Community Tool Box undated)

From those definitions of evaluation, it can be inferred that materials evaluation involves the activity of the worth judge, the notion of improvement

This section explores the importance of materials evaluation, particularly in textbook selection According to Sheldon (1988), choosing a textbook reflects a significant educational decision involving professional, financial, and political investments Evaluating textbooks allows teachers to understand the content of available options and identify their strengths and weaknesses.

Tomlinson (1999a: 11) lists the following reasons for evaluating materials:

1 To select a textbook for a course

2 To select materials to supplement a course book

3 To select materials from different sources in an eclectic manner

4 As a basis for adaptation of materials in order to make them more suitable for a particular course

5 As a basis for improving materials (trialling or piloting materials)

6 In order to edit materials produced by others

7 In order to review proposed materials for a publisher

8 In order to review published materials for a journal

9 In order to help teachers or trainee teachers develop their understanding of methodology and/or materials writing

Evaluation serves as a validation of effective practices, while also identifying areas for improvement when issues arise It plays a crucial role in exploring innovative solutions or modifications to enhance existing practices.

The "English for Pharmaceutical Course" material utilized at Văn Hiến Intermediate School is reviewed annually, highlighting both its strengths and weaknesses This evaluation is essential and serves as the primary objective of the author's research.

With the different researchers, they will have different ways to categorize the types of evaluation

Tomlinson (1998) categorizes materials evaluation into three stages: pre-use, in-use, and post-use, while Robinson (1991) classifies it into three types: preliminary, formative, and summative Despite the differing terminology, these classifications share fundamental similarities in their approach to evaluating materials.

Pre-use evaluation is a common method for assessing teaching materials before they are implemented in the classroom However, despite its thoroughness, this type of evaluation can be unreliable due to the lack of sufficient information regarding the material's effectiveness in an actual educational setting.

In-use (formative) evaluation occurs during the use of materials in the classroom, yet it is often not conducted systematically However, when this evaluation is carried out with careful planning and focus, it can yield valuable data for enhancing the learning experience.

Post-use (summative) evaluation occurs at the conclusion of a course, allowing for an assessment of the project's success in achieving its objectives This evaluation does not influence the current course but aims to identify areas for improvement in future iterations of the course or materials.

Selecting the appropriate type of evaluation is crucial and should align with the study's objectives This particular study is conducted after the completion of the second year for pharmaceutical students, categorizing it as a post-use evaluation.

Cunningworths (1995) outlines four essential principles for evaluating language teaching materials Firstly, materials must align with the aims and objectives of the language learning program Secondly, they should cater to the specific needs of the students Additionally, materials ought to facilitate effective language use for students' personal purposes Finally, teaching materials should serve as a supportive bridge between the target language and the learners, ensuring a clear role in the learning process.

There are a lot of models for materials evaluation However, the most commonly adopted models are suggested by Hutchinson & Waters (1987),

1.3.5.1 Evaluation by Hutchinson and Waters (1987)

Hutchinson and Waters (1987) divides the evaluation process into 4 stages (Figure 1): defining criteria, subjective analysis, objective analysis, and matching

They further add that to make the best choice, different parts involved in the course have to be considered: teachers, students, and sponsors This is a perfect macro- evaluation

Figure 1: Materials Evaluation Process of Hutchinson and Waters (1987:98)

The initial step in the evaluation process involves establishing clear criteria Different evaluators may have varying objectives, so it is essential to select evaluation methods based on the specific materials being assessed and the criteria chosen by the evaluators.

The second step, subjective analysis, involves evaluating the course based on material requirements aligned with established criteria The evaluator must provide a detailed description for both learners and the course itself It's important to note that subjective analysis should not be viewed as a rigid set of requirements, allowing for flexibility in the evaluation process.

How does the material being evaluated realize the criteria?

MATCHING How far does the material match your needs?

On what bases will you judge materials?

Which criteria will be more important?

What realization of the criteria do you want in your course? the materials evaluation process as a means of questioning and developing his own ideas as to what is required

 The third step is to determine the objective analysis, that is, analyses the materials in terms of the selected criteria

 The last one is the matching process, which finds out how far the material matches the course requirements

Hutchinson and Waters (1987) propose a checklist for both objective and subjective analysis, aimed at evaluating teaching materials This checklist emphasizes critical factors such as the target audience, educational aims, content quality, and teaching methodology.

1.3.5.2 Evaluation by McDonough and Shaw (1993)

McDonough and Shaw suggests a model for textbook evaluation which involves three stages: external evaluation, internal evaluation, and overall evaluation (figure 2) This is a combination of macro- and micro- evaluation

Macro- evaluation inappropriate/ potentially appropriate

Micro- evaluation inappropriate/ appropriate adopts/ select

Figure 2: Materials Evaluation Model of McDonough and Shaw (1993:75)

The external stage of macro-evaluation involves analyzing the organization of materials presented by the author or publisher, focusing on claims made on the cover, as well as information found in the introduction and table of contents This evaluation provides insights into the intended audience, proficiency levels, and context of use, while also assessing the presentation and organization of materials Additionally, it reflects the authors' perspectives on language and methodology, the incorporation of audio-visual materials, vocabulary lists, indexes, cultural elements, and the inclusion of tests and exercises within the book.

Research instruments in materials evaluation

Brown (1995), Hutchinson and Waters (1994), Robinson (1991) claim that most materials are evaluated using one or more of the following instruments: document analysis, questionnaires, interview, records, assessment and checklists

Document analysis is a vital method for collecting data, utilizing content analysis and various techniques to examine and summarize printed materials and existing information effectively.

According to Nunan (1993), document analysis is a qualitative research tool that gathers non-numerical data, offering valuable insights during evaluations This method leverages existing documents, which can often serve as a reflection of reality, making it instrumental in assessing values, interests, and public attitudes.

A questionnaire is a widely used data collection tool, defined by Brown (1989) as a written instrument that presents respondents with a series of questions or statements for their responses, either written or selected from provided options Its primary advantage lies in its ability to facilitate quick and efficient data collection, allowing researchers to gather information from a large and geographically diverse sample of the population.

Questionnaires are a cost-effective research method, primarily incurring only duplication or mailing expenses (Creswell, 2005) However, they also have notable disadvantages According to Creswell (2005:361), participants may feel little personal investment in the study, leading to low response rates Additionally, researchers cannot clarify questions, which may result in respondents misinterpreting the items presented in the questionnaire (Creswell, 2005).

Questionnaire items can be categorized as open-ended or closed-ended Open-ended questions allow respondents to express their thoughts freely, providing a blank space for their answers (Nunan, 1992) In contrast, closed-ended questions offer a set range of responses predetermined by the researcher, requiring respondents to select from given options by marking their choice.

According to Creswell (2005:360), interview is “a form, on which the researcher asks questions from an interview guide, listens for answers or observes behavior, and records responds on the survey”

Evaluators can utilize three qualitative interview formats—structured, semi-structured, and unstructured—based on their evaluation goals and specific contexts (Patton, as cited in Lynch).

1996) Interview may be face - to - face, voice - to - voice, or screen - to - screen But it is time - consuming

Records are crucial for evaluating educational materials, as noted by Robinson (1991:71), who emphasizes their role in the evaluation process These records encompass teachers' lesson notes and diaries from both teachers and students, capturing their experiences with the materials This approach facilitates the comparison of various writers' perspectives.

Assessment involves tests and examinations that enable evaluators to gather extensive information regarding knowledge, skills, and performance However, creating a high-quality test presents significant challenges.

Williams (1983) emphasizes that checklists are dynamic tools, evolving over time and reflecting the beliefs of their creators The categories in evaluation instruments and observation schedules mirror the period of their development, much like the published materials they assess Consequently, a generic checklist often requires customization to effectively fit specific contexts.

Each data collection instrument has unique advantages and disadvantages for evaluating materials Considering the specific context of Van Hien Intermediate School and the objectives of this study, I have chosen to utilize material analysis and questionnaires as my primary methods.

Summary

This chapter emphasizes the critical role of materials evaluation in language teaching and learning, highlighting how suitable materials significantly enhance course success It presents previous studies and discusses key issues related to materials evaluation, including definitions, reasons, types, principles, models, and criteria Additionally, it outlines the evaluative criteria and processes involved in materials evaluation, as well as the research instruments selected for data collection.

METHODOLOGY

Research questions restated

This study is conducted to find the answer to the following questions:

1 What effects does the material “English for pharmaceutical course” have on students in terms of aims, content and methodology?

2 What are students and teachers‟ attitudes towards this material?

The questions can be broken into the following specific ones:

 Do the aims of the material meet the aims of the course?

 Is the material appropriate to the content requirements of the course?

 Is the material appropriate to the methodology of the course?

As mention in 1.3.5.1, the model suggested by Hutchinson and Waters

In the study conducted at Văn Hiến School, the model presented in 1987 was selected for its clarity and suitability to the specific context However, a detailed analysis of student profiles, including educational backgrounds and roles related to their specialism, was not feasible due to a lack of available data in the book and supporting materials Consequently, the researcher focused on three relevant criteria for the study: aims, content, and methodology.

Data collection instruments

In 1.4, there are six types of instruments to collect data in the process of materials evaluation To evaluate the material “English for Pharmaceutical course”, the researcher decides to mix 2 methods: document analysis and questionnaire to collect and analyze information This section discusses what each tool is used for, why it is chosen, and how it is designed

Document analysis serves as a valuable method for data collection in research, as highlighted by Robinson (1991: 57), who emphasizes its role in providing essential information for evaluation In this study, this approach was applied to the ESP material used in the English for Pharmaceutical course.

After completing the curriculum analysis, an objective material analysis is conducted using the same three criteria This analysis involves a detailed examination of twenty-five units to describe the material's contents, enabling a comparison between the material and the course requirements.

Material analysis is broken into sub- criteria as follows:

- Language points: Vocabulary and Grammar structures and pronunciation

In this study, I will evaluate the material using the criteria established by Hutchinson and Waters (1987), which include aims, content, and methodology My document analysis will examine the suitability of the material regarding its aims, language points, text types, skills, and topics Additionally, I will assess the methodology based on the types of tasks, exercises, and teaching-learning techniques employed Consequently, I will investigate the aims for teaching English for Specific Purposes (ESP) to second-year students at Van Hien Intermediate School.

One popular data collection method involves sending a questionnaire to respondents, who are asked to answer a series of questions or statements After completing the questionnaire, respondents return it to the researcher The questions can be either closed-ended, such as "yes" or "no" options or multiple-choice formats, or open-ended, allowing for free responses These questionnaires are typically typed and printed for clarity.

As mentioned in 1.4.2, questionnaire has disadvantages so it is considered the most common tool to gather information

The purpose of questionnaires in this study is to investigate the pharmaceutical students and teachers‟ opinions and attitudes towards the material

The study evaluates an English for pharmaceutical course by examining its aims, content, and methodology through a questionnaire primarily consisting of closed-ended questions on a 5-point Likert scale Respondents indicate their level of agreement with various items by selecting a corresponding number, ranging from "strongly agree" to "strongly disagree." This approach, which combines closed-ended and open-ended questions, allows for both a general assessment and the collection of personal opinions regarding the course material.

Two questionnaires were administered: one targeting pharmaceutical students and the other directed at English teachers at Văn Hiến Intermediate School who have taught the ESP material To facilitate understanding and ensure clear data collection, all questions in both questionnaires were translated into Vietnamese for the convenience of students and teachers.

The questions for the students consist of 30 closed - ended questions and divide into three parts as follows:

Part Types of information Question

I The aims of the material in relation to the aims of the course Q 1- 6

B Language type and text types Q12 - 16

Table 1: Types of information in the teachers and students’ questionnaires

The teachers' questionnaire, similar to the students' version, aims to gather insights into educators' opinions and attitudes regarding the material's objectives, content, and teaching methods It comprises three main sections, with an additional part featuring open-ended questions This final section seeks to elicit English teachers' experiences using the ESP material and their recommendations for its enhancement.

Subjects

This study evaluates the current in-house English materials used for pharmaceutical courses, focusing on their aims, content, and methodology The research involves English teachers and pharmaceutical students as key subjects.

All 4 teachers are the subjects of the questionnaires for the teachers None of them designs this material It was designed by two first teachers but they moved to other school All of 4 current English teachers have been teaching experience three or four years They have BA in English They are two men and two women whose age ranges from 30 to 35 years old They have been dealing with this material at least one year (one teacher) and four years (three teachers) as this material has been used since 2009 They have used this material to teach the second year students of different classes Therefore, their judgments about this material are reliable

The researcher, an English teacher at Văn Hiến School with two years of teaching experience, has effectively utilized this material in instructing second-year students.

Sixty second-year pharmaceutical students from classes 4A and 4B, aged 18 to 25, participated in this study In their first year, they completed 60 hours of general English using the "Headway Elementary" textbook by Liz and John Soars (2000) During the first semester of their second year, they engaged in 30 hours of English for Specific Purposes (ESP) focused on pharmaceutical terminology.

By the time they were asked to complete the questionnaire, they have just finished the ESP program.

Data collection procedures

In this study, Hutchinson and Waters‟ (1987) model is employed to analyze the data collected by using two instruments: document analysis and questionnaires

Firstly, the criteria were defined (appendix 1)

The in-house material titled "English for Pharmaceutical Course," utilized at Văn Hiến School since 2009, was analyzed to evaluate its aims, content, and methodology This resource, comprising 25 units, has been implemented in the English teaching and learning process for the third semester of the course.

The researcher creates survey questionnaires for both teachers and students, administering the student surveys during two sessions lasting an hour and a half each To facilitate understanding, the researcher explains the study's purpose and clarifies each question Completed questionnaires are collected and checked for completeness immediately The teacher questionnaires are distributed afterward and collected three days later, including an additional section on teachers' experiences and suggestions for material improvement To ensure clarity and ease of data collection, all questions are translated into Vietnamese.

The researcher summarized information from two distinct sources for analysis, identifying the strengths and weaknesses of the material based on respondent feedback, and providing suggestions for future improvements.

Summary

This chapter provides a detailed overview of the study's subjects, data collection methods, and procedures The research focuses on two groups: K4 pharmaceutical course students who have engaged with the material and English teachers who have utilized it since its publication The analysis, based on questionnaires for both students and teachers, adheres to the criteria established by Hutchinson and Waters (1987), which include the material's aims, content, and methodology.

DATA ANALYSIS AND DISCUSSION

The results from the evaluation of aims

The ESP course at Van Hien School is designed to equip students with essential English reading skills and strategies for extracting information from specialized materials, particularly in the field of pharmacy It focuses on building a robust vocabulary and understanding common structures used in pharmacy contexts Additionally, the course enhances writing skills by offering opportunities to compose meaningful sentences, summaries, reports, and application letters Students also develop speaking skills through group discussions and presentations involving charts and diagrams related to pharmacy Furthermore, the curriculum includes listening exercises aimed at identifying specific and main ideas pertinent to the pharmaceutical field.

The material, English for pharmaceutical course, is designed especially for this specific group of students, claims to embrace these aims: develop all four skills for students, grammar and pronunciation

3.1.2 Results from the analysis of material aims and questionnaires

The survey results from tables 2A and 2B indicate unanimous agreement among students regarding their opinions on listening, speaking, and writing skills, with all participants expressing strong disagreement about the current material The English for Pharmaceutical course lacks adequate tasks and exercises related to these essential skills Students recommend that the course content be enhanced with sufficient activities and strategies to support their English language development.

The material supports your students an opportunity to practice:

1 Listening skills that students need 0% 0% 0% 0% 100%

2 Speaking activities to develop speaking skills related to students‟ career

3 Reading skills and strategies that students need 0% 0% 0% 50% 50%

6 English vocabulary used in Pharmacy 0% 25% 0% 50% 25%

Table 2A: The teachers’ opinions about the aims of the materials

The article highlights that the material lacks grammatical coherence, as it does not incorporate essential structures like verb tenses, passive voice, and relative pronouns Additionally, there are no exercises or tasks related to grammar present in the text.

The material supports you an opportunity to practice: 1 2 3 4 5

1 Listening skills that students need 0% 0% 0% 0% 100%

3 Reading skills and strategies that students need 0% 0% 27% 62% 11%

6 English vocabulary used in Pharmacy 0% 23% 18% 37% 22%

Table 2B: The students’ opinions about the aims of the materials

Items 3 of Table 2A and Table 2B show the teachers and students‟ assessment about the reading skill 27% students keep neutral ideas in this aspect Two teachers (50%) and 62% students think that the reading skills are not relevant to the students‟ needs The left numbers strongly disagree with these items This document has not any exercises related to reading skill Each unit gives the main idea after learning the lesson which helps students summarize the main point in the lesson And in the reading text, it does not have any activities and strategies concerned reading skills like: pre - reading, whole - reading, post - reading, etc Students say that they have a lot of difficulties to understand the reading text

According to the data in tables 2A and 2B, 23% of students agree that the material effectively enhances their pharmacy vocabulary, including terms like bacteria, solution, fever, capsule, and typhoid The inclusion of a Vietnamese translation word list at the end of each unit aids students in comprehending and applying their learning in a professional context However, 18% of students remain uncertain about this aspect, while a notable number express disagreement regarding the vocabulary presented The material lacks examples for further clarification and does not include vocabulary exercises, leaving students without opportunities to practice the new terms introduced.

To sum up, the first criterion chosen from Hutchinson and Waters‟ model

A study conducted in 1987 evaluated the suitability of materials for second-year pharmaceutical students at Van Hien Intermediate School The findings indicate that the materials do not align with the course objectives Key shortcomings include a lack of revision for grammatical structures in each unit and an absence of exercises, tasks, and activities designed to enhance students' listening, speaking, reading, and writing skills.

The results from the evaluation of the content

The material analysis will be presented under Language content, Text - types, Skills and Topics

The primary objective of this material is to enhance students' command of pharmacy-related grammar and vocabulary However, it does not include specific exercises on grammatical structures such as passive voice, relative clauses, or verb tenses Each unit concludes with a word list featuring Vietnamese equivalents for student reference, exemplified by the review found in unit five.

(Antibiotics: what are they and how to use them?) is presented many words or phrases related to the theme of the unit such as brand, bacteria, infection, and typhoid

The English for pharmaceutical courses focuses exclusively on a specific text type characteristic of the pharmaceutical field, primarily featuring reading materials such as medicine descriptions and usage instructions These texts vary in length, with some being quite extensive while others are more concise However, the course materials do not include letters, diagrams, or graphs.

The English for pharmaceutical course lacks a comprehensive focus on the four essential language skills: listening, speaking, reading, and writing The reading materials provided consist solely of paragraphs on pharmaceutical topics, without any accompanying activities or strategies to enhance these skills.

The material consists of 25 units, each featuring a reading text on various topics followed by a vocabulary section Unit one focuses on essential terms for storekeepers, while unit two discusses the correct and incorrect uses of modern medicines Unit three addresses the common misuses of medications, and unit four outlines the appropriate times for taking medicines.

Antibiotics are essential medications that require careful usage and adherence to guidelines to ensure effectiveness It is crucial to limit antibiotic use to prevent resistance Proper measurement of medications, especially in liquid form, is vital for accurate dosing When administering medicines to small children, specific techniques should be followed to ensure safety and efficacy Understanding how to take antibiotics correctly, including types like Penicillin G or V, is important for optimal health outcomes.

The article covers essential pharmaceutical topics, including injected penicillin, ampicillin, tetracycline, chloramphenicol, and treatments for leprosy It also addresses common medications such as acetaminophen, vitamins B6, B12, folic acid, vitamin K, streptomycin, and aspirin (acetylsalicylic acid), along with vitamin A for night blindness and neurosis, and pneumonia This content is specifically tailored for students at Van Hien School, focusing on the pharmaceutical aspects relevant to their studies.

3.2.2 Teachers and students’ opinion on the content of the material

(1 strongly agree; 2 agree; 3 not sure; 4 disagree; 5 strongly disagree)

7 The material has enough 4 skills: listening, speaking, reading and writing 0% 0% 0% 20% 80%

8 The material focuses on the skills that students need

9 The skills in the material cooperate together effectively

10 The material pays attention to sub - skills like: scanning to get main idea, listening to get specific information…

11 The thinking skills such as analyzing, synthesizing, and evaluating are focused

Table 3A: Students’ opinions on the skills of the material

According to the data presented in tables 3A and 3B, both teachers and students express strong disagreement regarding the skills included in the material, indicating a significant deficiency in essential English language skills, along with ineffective activities and strategies.

The focus is solely on primary skills, neglecting the importance of sub-skills and collaborative efforts Additionally, it overlooks critical thinking abilities such as analysis, synthesis, and evaluation.

7 The material has enough 4 skills: listening, speaking, reading and writing 0% 0% 0% 27% 75%

8 The material focuses on the skills that students need 0% 0% 0% 25% 75%

10 The material pays attention to sub - skills like: scanning to get main idea, listening to get specific information, etc

Table 3B: Teachers’ opinions on the skills of the material

The current English for Pharmaceutical course lacks adequate ESP material, as reflected in the low satisfaction levels among respondents To enhance students' English proficiency, the course should incorporate four key skills and their sub-skills, along with a diverse range of activities that integrate language skills Additionally, it is essential to improve the material by incorporating thinking skills into language development tasks.

3.2.2.2 Language points and text types

This section is discussed in terms of language used, pronunciation, vocabulary, grammatical points and text types

12 The language used in the material is suitable with students‟ current English level

13 The material focuses on English pronunciation 0% 7% 8% 15.5% 69.5%

14 The vocabulary item represent in a variety of ways 0% 5% 13% 49% 33%

15 The number of grammatical points is introduced appropriately

16 Text - types are various including manuals letters, dialogues, charts and diagrams

Table 4A: Students’ opinions on the language points and text types of the material

The material evaluation form prompts teachers and students to assess the appropriateness of the language used in relation to the students' current English proficiency According to the data presented in tables 4A and 4B, the material received an impressive score of 89% from students and a perfect score of 100% from teachers, indicating that the language in the book aligns well with the students' English level.

13 The material focuses on English pronunciation 0% 0% 0% 75% 25%

14 The vocabulary item represent in a variety of ways 0% 0% 0% 50% 50%

16 Text - types are various including manuals letters, dialogues, charts and diagrams

Table 4B: Teachers’ opinions on the language points and text types of the material

Both teachers and 82% of students express disagreement regarding the introduction of vocabulary items in diverse ways The feedback indicates a significant shortfall, as new words are merely listed at the end of the text without accompanying vocabulary-building exercises This approach leaves students without opportunities to engage with unfamiliar words or explore semantic relationships, word sets, and collocations Clearly, there is a need for improvement in this area to enhance vocabulary acquisition.

Most respondents express dissatisfaction with pronunciation and grammar in the course material, with 85% of students and all teachers indicating that it lacks a focus on English pronunciation, which is only addressed at the end of the text alongside new vocabulary, leaving students with no opportunity for practice Furthermore, nearly all students and 100% of teachers feel that the material fails to offer sufficient grammatical points, examples, explanations, and exercises, resulting in a disconnect between the course's objectives and its coverage of grammar and pronunciation.

Data analysis reveals a unanimous consensus among both teachers and students regarding text types, with 100% strongly disagreeing that various formats such as manuals, letters, dialogues, charts, and diagrams are included in the material, as these types are notably absent.

In conclusion, the current language points and text types do not fulfill the course requirements In addition to ensuring appropriate language use, other criteria need to be clearly defined The material should incorporate tasks and activities focused on pronunciation, grammar, and vocabulary to provide students with ample practice opportunities Furthermore, both teachers and students recommend including additional text types, such as diagrams and graphs commonly found in pharmacy, to enhance learning.

17 The topics come from the easy contents to difficult contents

18 The topics are relevant with students‟ needs 11% 59% 10% 14% 6%

19 The topics are up to date 0% 9% 18% 67% 6%

20 The topics are interesting to learn 6% 71% 15% 6% 2%

Table 5A: Students’ opinions on the topics of the material

The analysis of the questionnaires from teachers and students, as shown in Tables 5A and 5B, reveals that the topics in the educational material align closely with students' needs, with 100% of teachers and 70% of students expressing agreement However, 10% of students remain neutral, while 20% disagree regarding the relevance of the topics presented in the book Additionally, both groups share similar views on the interest level of these topics.

18 The topics are relevant with students‟ needs 75% 25% 0% 0% 0%

19 The topics are up to date 0% 0% 0% 25% 75%

20 The topics are interesting to learn 25% 50% 25% 0% 0%

Table 5B: Teachers’ opinions on the topics of the material

Results from the evaluation of the methodology

3.3.1 Methodology implied in the material in terms of tasks/ exercises

21 The tasks and exercises are interesting 0% 0% 0% 14% 86%

22 Tasks and exercises have clear and appropriate targets 0% 0% 0% 34% 66%

23 Tasks and exercises encourage students‟ creative use of

24 Tasks and exercises encourage group work and pair work

25 Tasks and exercises give opportunities for students to give their own ideas

Table 6A: Students’ opinions on the tasks/exercises of the material

Statistics reveal that all students and teachers reject the notion that the current materials effectively support learning, as they lack tasks and exercises related to the four essential skills, grammar, and vocabulary Consequently, these materials fail to engage students, motivate them to participate in class activities, and foster a stimulating learning environment.

The course materials fail to meet expectations, as both teachers and students recommend incorporating a variety of tasks and exercises to enhance skill development and foster a more engaging learning experience.

21 The tasks and exercises are interesting 0% 0% 0% 0% 100%

22 Tasks and exercises have clear and appropriate targets

23 Tasks and exercises encourage students‟ creative use of English

Table 6B: Teachers’ opinions on the tasks/exercises of the material

3.3.2 Methodology implied in the material in terms of teaching - learning techniques

26 The material includes various activities like individual work, pair work and group work

27 The activities co - operates individual, pair and group work

28 The material gives students opportunities to present and discuss in the class

29 The material includes help/ advice for students on study skills and learning strategies

30 The activities promote creative and independent responses

Table 7A: Students’ opinions on the teaching - learning techniques of the material

The analysis of the questionnaires from both students and teachers, as shown in Tables 7A and 7B, reveals a unanimous agreement that the current materials lack essential elements for effective learning Specifically, there are no opportunities for individual or group work, nor are there avenues for students to present or engage in class discussions Additionally, the materials do not incorporate relevant teaching and learning techniques, indicating that they do not fulfill the course requirements To enhance student participation in class activities, it is suggested that additional interactive elements be integrated into the curriculum.

Table 7B: Teachers’ opinions on the teaching - learning techniques of the material

In summary, the methodology presented in the material fails to fulfill the course requirements, as indicated by the low satisfaction levels regarding the tasks, exercises, and teaching techniques in the book Consequently, it is essential to enhance the material by incorporating additional components to better align with student needs and course objectives.

Summary

Chapter 3 has presented the results of two kinds of research instruments: document analysis made by the researcher, the questionnaires for the teachers and students Those results are combined with discussion about the students‟ needs and the course requirements This judgment is grouped into three aspects: aims, content and methodology With the dissatisfactions of almost teachers and students, it can be said that the material totally does not meet the students‟ needs and the course requirements So some suggestions are given to improve this material to be better in use.

RECOMMENDATIONS AND CONCLUSION…

Recommendations for the material improvement

The current English for pharmaceutical course material fails to satisfy students' needs and course requirements, highlighting the urgent need for improvements to enhance its effectiveness for future use.

The study's findings suggest that the material should focus on three key areas: objectives, which outline the aims; content, encompassing language points, text types, skills, and topics; and methodology, detailing the tasks, exercises, and teaching-learning techniques.

Teachers emphasized that educational materials should address all four language skills and their sub-skills, fostering students' confidence in expressing their English knowledge and subject matter By integrating these language skills, students will be better prepared to tackle future challenges in their careers.

Secondly, the content of the material should be implemented more and more

The language in the book should be more realistic, as the presence of difficult words without focused exercises hinders students' vocabulary development and understanding To address this, additional tasks and exercises are necessary to enhance skills such as pre-reading, while-reading, and post-reading activities, as well as listening and writing exercises Clear introductions before each section can clarify teaching objectives, enabling students to demonstrate their learning effectively Incorporating learning strategies will encourage independent learning, while vocabulary exercises like matching and gap-filling will aid in topic brainstorming Furthermore, a review section or testing suggestions should be included to help consolidate learning Lastly, updating the material's topics is essential to engage students and meet the demands of globalization.

Teachers believe that a wider variety of tasks and teaching techniques should be incorporated into the methodology of the material Increased opportunities for group and pair work are essential, particularly through problem-solving activities, discussions, and seminars, which allow students to exchange information and build confidence while practicing fluency Additionally, providing more support and guidance for teaching and learning, such as manuals, supplementary readings, and graphics, is crucial for enhancing the material's effectiveness and usefulness.

In addition to the core materials, it is essential to include a workbook and a teacher's book The workbook should offer diverse exercises aimed at enhancing students' reading and writing abilities, suitable for both classroom activities and homework Meanwhile, the teacher's book must contain a concise summary of the material's objectives, an outline of the language content, and comprehensive lesson notes to assist educators in effectively navigating each section.

Limitations of the study and suggestions for further study

Throughout the preparation and development of the study, there emerged a number of limitations They are factors that might affect the outcomes of this study

First, there is a limit of the analysis of units in the material and the subjects of the study, so the conclusion may not be profound enough

The proposed adaptations for pharmaceutical students are tailored to the specific context of Van Hien School, reflecting the researcher’s personal insights However, these suggestions may be subjective and may not be suitable for different educational settings with diverse student populations.

The researcher aims to conduct a thorough evaluation of the material but is limited by time constraints and experience Consequently, the evaluation focuses on three key criteria: the aims, content, and methodology of the course syllabus This assessment is carried out using two data collection methods: document analysis and questionnaires.

The study has notable weaknesses that require improvement for enhanced outcomes Future research is essential to address these limitations and strengthen the findings of the current study.

Firstly, it should be carried out both insiders and outsiders This will limit the subjective viewpoints when evaluating the material

Secondly, not only the researchers but also others evaluators should suggest the material adaptations It will make the suggestions for adapt meaningful and suitable with different kinds of students

To effectively assess the material's effectiveness, it is essential to evaluate additional criteria Furthermore, utilizing a diverse range of data collection instruments will enhance the validity and reliability of the results.

Conclusions of the study…………………………………………………….42 References ………………………………………………………………………I Appendixes

Evaluation plays a crucial role in language teaching and learning This study aimed to identify the strengths and weaknesses of the in-house materials used for pharmaceutical students at Van Hien Intermediate School, with the goal of enhancing the effectiveness of these materials for improved educational outcomes.

The English for Pharmaceutical course at Van Hien School has been assessed using criteria established by Hutchinson and Waters (1987) This evaluation is based on findings obtained from two data collection methods: a document analysis performed by the researcher and questionnaires distributed to English teachers and pharmaceutical students, focusing on aims, content, and methodology.

The research findings indicate that the material fails to align with the objectives, content, and methodologies necessary for meeting students' needs and course requirements Specifically, it lacks activities and exercises that target essential skills, vocabulary, and grammatical points.

The author of this study recommends enhancing the material by incorporating specific elements that align with learners' needs and course objectives Suggested additions include tasks and exercises focused on skills and sub-skills, as well as activities designed for individual, pair, and group work These enhancements will provide students with ample opportunities to interact with peers and express their opinions and feelings on the topics they study.

In conclusion, no teaching materials are flawless for every educational context, as they serve merely as tools that require effective utilization by educators The current ESP materials are unsuitable for pharmaceutical students at Van Hien School, necessitating a redesign that incorporates additional elements to better align with students' needs and course requirements for future use.

Brown, J.D (1989) Language Program Evaluation, Cambridge: Cambridge

Brown, J.D (1995) The Elements of Language Curriculum, Boston: Heinle &

Creswell, J Ư (2005) Research Design: Planning, conducting, and evaluating: quantitative and qualitative Research California: Sage publication

Cunningsworth, A (1995) Choosing your coursebook Oxford: Heinemann

Dudley- Evans, T., & St John, M.J (1998), Development in English for Specific

Purposes, Cambridge: Cambridge University Press

Dudley-Evans, Tony (1998) Developments in English for Specific Purposes: A multi-disciplinary approach Cambridge University Press (Forthcoming)

Harding, K (2007) English for Specific Purposes Spain: Oxford University Press

Hutchinson, T., & Waters, A (1987) English for specific purposes: A learning- centered approach Cambridge: Cambridge University Press

Hutchinson, T and A Waters (1994) English for Specific Purposes Glasgow:

Ellis, M and C Johnson (1994) Teaching Business English Hong Kong: Oxford

Ellis, R (1997) The empirical evaluation of language teaching materials ELT

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Liz and Soars (2000) Headway Elementary( 3 rd edition) Nhà xuất bản trẻ Việt

Lynch, B.K (1996) Language program Evaluation - theory and Practice New

McDonough, J., & Shaw, C (2003) Materials and methods in ELT Oxford:

Nguyen Thi Phuong Dung's 2003 unpublished MA thesis explores the adaptation of reading materials specifically designed for fourth-year students at the Posts and Telecommunications Institute of Technology This research, conducted at the Hanoi University of Foreign Studies, emphasizes the importance of tailoring educational resources to enhance learning outcomes for students in this field.

Nguyen Thi Bich Lien ( 2004) Course book evaluation: A case study of Lifelines pre-intermediate in the context of Hanoi junior teachers’ training college

Unpublished MA Thesis, Hanoi University of Foreign Studies

Prabhu, N.S (1994) Second Language Pedagogy Hong Kong: Oxford University

Richards, J.C (2001), Curriculum Development in Language Teaching, Cambridge: Cambridge University Press

Robinson, P.C (1991), ESP Today: A Practitioner’s Guide, London: Prentice Hall

Sheldon, L.E (1988), “Evaluating ELT Textbooks and Materials”, ELT Journal, 42

Tomlinson, B (1998), Materials Development in Language Teaching, Cambridge: Cambridge University Press

Tran Thi Thuy Nga ( 2005) An evaluation of the English material for the first and second – year marine students at Nha Trang Navy Academy Unpublished

MA 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

Unpublished MA Thesis, Hanoi University of Foreign Studies

Williams, D (1983), “Developing Criteria for Textbook Evaluation”, ELT Journal,

Akin, A.K.(2001) A macro materials Evaluation: for Better of for Worse Retrieved on February 22 nd , 2013from: http://www.jalt-publications.org/tlt.Article 56

Community Tool Box (University of Kansas) Chapter 36: Introduction to

Evaluation Retrieved on February 26th, 2013 from: http://ctb.ku.edu/

I don't know!

Kahan, B, Goodstadt, M The IDM Manual Sections on: Basics, Suggested Guidelines, Evidence Framework, Research and Evaluation, Using the IDM Framework Centre for Health Promotion, University of Toronto, May 2005

(3rd edition) Retrieved on February 23rd, 2013 from: http://idmbestpractices.ca/idm.php?content=resources-idm#manual

Likert R.A.A Techniques for the Measurement of Attitudes Retrieved on February 18th, 2013 from: www.culturesshock.ndirect.co.uk/MuHome/cshtm/Likert.html

Litz, D (2001) Tetbook evaluation and ELT management A Sourth Korean Case Study Retrieved on February 23 rd , 2013 from: http://asian-efl- journal.com/Litz-thesis.pdf

Sheerin, S (1989) Resource Books for Teachers: Self-Access Hong Kong: Oxford

University Press Scriven M Key Evaluation Checklist Evaluation Checklists Project, University of Michigan, 2007 Retrieved on February 15th, 2013 from: www.wmich.edu/evalctr/checklists

APPENDIX 1: HUTCHINSON AND WATERS’S CRITERIA CHECKLIST

(i.e analysis of your course, in terms of materials requirements)

(tức là phân tích về khóa học, về các yêu cầu của giáo trình)

( Đánh giá khách quan) (i.e analysis of materials being evaluated) (phân tích các tài liệu đang được đánh giá)

( Ai là đối tượng học của bạn) e.g

(học hoặc làm việc chuyên môn như cơ khí, ngân hàng )

 Status/ role with respect to specialism (e.g trainee cashier, qualified anesthetist …)

(tình trạng / vai trò đối với sự chuyên môn ví dụ như thu ngân viên, bác sĩ gây mê có trình độ )

 Knowledge of English/ specialism/ other (e.g knowledge of “the world”)

(Kiến thức về tiếng Anh / chuyên môn / khác ví dụ như kiến thức về

1B Who is the material intended for? ( Giáo trình có ý định dành cho ai?)

2A What are the aims of your course?

( mục tiêu của khóa học)

2B What are the aims of the materials?

( mục tiêu của giáo trình) (Note: Check that the aims are actually what they are said to be, by looking at the material itself)

(Lưu ý: Kiểm tra xem mục tiêu thực sự mà họ đang nói tới, bằng cách kiểm tra chính tư liệu đó)

3A What kind of language description do you require? Should it be structural, notional, functional, and discourse-based, some other kind, a combination of one or more of these?

Loại mô tả ngôn ngữ cần thiết bao gồm cấu trúc, nghĩa và chức năng, đồng thời phải luận dựa trên các loại mô tả khác Sự kết hợp của một hoặc nhiều yếu tố này là rất quan trọng để tạo ra một mô tả ngôn ngữ hoàn chỉnh và hiệu quả.

4A What language points should be covered? (i.e What particular structures, functions, vocabulary areas etc?)

(Những điểm ngôn ngữ cần được bù đắp? tức là gì cấu trúc đặc biệt, chức năng, khu vực vốn từ vựng?)

5A What proportion of work on each macro-skill (e.g reading) is desired?

Should there be skills-integrated work?

(tỉ lệ công việc đối với các kĩ năng chính ví dụ như kĩ năng đọc làđiều được mong muốn? Cần phải có kỹ năng làm việc tích hợp)

3B What type(s) of linguistic description is/ are used in the materials?

(Loại ngôn ngữ được sử dụng trong các tài liệu?)

4B What language points do the materials cover?

(Những điểm ngôn ngữ có trong giáo trình?)

5B What is the proportion of work on each skill? Is there skills- integrated work?

(tỷ lệ yêu cầu trên mỗi kỹ năng là gì?

Có kỹ năng tích hợp công việc?)

6A What micro-skills do you need? (e.g deducing the meanings of unfamiliar words)

(các kĩ năng nhỏ mà bạn cần ví dụ như suy luận nghĩa của các từ mới)

7A What text-types should be included? e.g

- visual texts (pictures, diagrams, charts, graphs, cartoons etc.)?

(các loại văn bản bao gồm? ví dụ

- Các văn bản hình ảnh (hình ảnh, sơ đồ, biểu đồ, đồ thị, phim hoạt hình vv)?

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.)?

(Những vấn đề chủ quan được đưa ra ví dụ như y học, sinh học)?

Mức độ kiến thức cần được giả định (ví dụ như trường trung học, năm đầu tiên đại học / trường đại học, sau đại học )?

What types of topics are needed (e.g in medicine: hospital organisation, medical technology etc.)?

(những chủ đề cần thiết ví dụ như trong y

6B What micro-skills are covered in the materials?

( các kĩ năng nhỏ có trong giáo trình)

7B What kinds of texts are there in the materials?

( các loại văn bản có trong giáo trình)

The subject-matter areas covered in the materials include hospital organization and medical technology, among others These topics are designed for individuals with an assumed level of knowledge that aligns with the complexities of healthcare management and technological advancements in medicine.

What treatment should the topics be given (e.g 'straightforward', factual;

'human interest' angle; humorous; unusual perspective; taking into account issues, controversy, etc.)?

Các chủ đề được đề cập bao gồm việc thảo luận về các vấn đề thực tế, quan điểm bất thường và hài hước, cùng với góc nhìn nhân văn Ngoài ra, bài viết cũng tập trung vào các vấn đề tài chính và những cuộc tranh cãi nổi bật, nhằm thu hút sự quan tâm của độc giả.

9A How should the content be organised throughout the course?

- by some other means (e.g study skills)?

( làm hế nào tổ chức nội dung trong suốt khóa học?

- - Xung quanh điểm ngôn ngữ?

- - Bằng một số phương tiện khác

(ví dụ như kỹ năng học tập)?

- - sự kết hợp các phương tiện?

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.)?

(Làm thế nào nội dung cần được tổ chức trong các đơn vị khóa học:

- Bằng một mô hình tập hợp các thành phần?

- Bởi một loạt các mô hình?

- Bằng một số phương tiện khác?

What treatment are the topics given? ( các vấn đề được đưa ra)

9B How is the content organized throughout the materials?

( nội dung được trình bày trong suốt quá trình)

10B How is the content organized within the units?

(nội dung được trình bày trong các đơn vị giáo trình)

- Để cho phép chú trọng một mục tiêu rõ ràng (ví dụ như một kỹ năng nhất định, một nhiệm vụ liên lạc vv)?

11A How should the content be sequenced throughout the course? e.g

- from easier to more difficult?

Should there be no obvious sequence?

(Làm thế nào nội dung cần được sắp xếp trình tự trong suốt khóa học? ví dụ:

- Từ dễ dàng hơn đến khó khăn hơn?

- Để tạo sự đa dạng?

- Để cung cấp tái chế?

- Theo các tiêu chí khác?

Không nên có trình tự rõ ràng?)

12A How should the content be sequenced within a unit? e.g

Should there be no obvious sequence?

(Làm thế nào nội dung cần được trình bày trình tự trong một đơn vị? ví dụ:

- Từ hướng dẫn cho đến tự làm?

- Từ hiểu để sản xuất?

- Độ chính xác để trôi chảy?

- Bằng một số phương tiện khác?

Không nên có trình tự rõ ràng?)

11B How is the content sequenced throughout the book?

( chuỗi nội dung được sắp xếp trong sách)

12B How is the content sequenced within a unit?

( nội dung trình tự trong một đơn vị được sắp xếp như thế nào)

13A What theory/ies of learning should the course be based on?

13B What theory/ies of learning are the materials based on?

Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these?

(Lý thuyết của khóa học phải dựa trên?

Nó phải là thái độ, nhận thức, tình cảm, một số loại khác, và sự kết hợp của một hoặc nhiều loại trên?)

14A What aspects of the learners' attitudes to/ expectations about learning

English should the course take into account?

(Những khía cạnh nào của thái độ của người học / kỳ vọng về việc khóa học tiếng Anh đưa đến)

15A What kinds of exercises/ tasks are needed?

(Những loại bài tập / nhiệm vụ là cần thiết?) e.g

- language/ skills practice  language/ skills use?

- ( ngôn ngữ/kĩ năng thực hành  ngôn ngữ/kĩ năng sử dụng)

- one right answer  many possible right answers?

- ( một câu trả lời đúng  nhiều câu trả lời có thể đúng)

- ( cả lớp  nhóm  cá nhân)

- language/ skills-based  content- based?

(dựa vào ngôn ngữ/kĩ năng  dựa vào nộidung)

- ( cơ học  giải quyết vấn đề)

(Lý thuyết của khóa học phải dựa trên?)

14B What attitudes to/ expectations about learning English are the materials based on?

( thái độ, sự mong đợi về việc học Tiếng Anh dựa trên giáo trình)

15B What kinds of exercises/ tasks are included in the materials?

( những loại bài tập/ nhiệm vụ có trong giáo trình)

- role-play, simulation, drama, games?

- ( đóng vai, mô phỏng, đóng kịch, trò chơi)

- ( những người liên quan đến hình ảnh)

16A What teaching-learning techniques are to be used?

(những kỹ thuật dạy và học được sử dụng) e.g

- pair work? ( làm việc theo cặp)

- ( làm việc theo nhóm nhỏ)

- work involving technical subject matter? ( những việc liên quan đến vấn đề kĩ thuật)

- other kinds?( một số loại khác)

17A What aids are available for use?

( các dụng cụ hỗ trợ có sẵn trong việc sử dụng) e.g

18A What guidance/support for teaching the course will be needed?

16B What teaching-learning techniques can be used with the materials?

( các kĩ thuật dạy và học có trong tài liệu)

17B What aids do the materials require?

( dụng cụ hỗ trợ mà tài liệu yêu cầu)

18B What guidance do the materials provide?

( cần những gì để hướng dẫn/ cung cấp cho việc dạy khóa học) e.g

- ( báo cáo về mục tiêu)

- lists of vocabulary and language- skills points?

- ( danh sách từ vựng và những điểm ngôn ngữ)

- (phương pháp trực tiếp hoặc gợi ý)

(Gợi ý cho công việc tiếp theo?)

19A How flexible do the materials need to be?

( những hướng dẫn mà tài liệu cung cấp)

19B In what ways are the materials flexible?

( giáo trình linh hoạt theo những cách nào) e.g

- - can they be begun at different points?

- ( chúng có thể bắt đầu tại các điểm khác nhau)

- - can the units be used in different orders?

- ( các bài có thể sử dụng theo những yêu cầu khác nhau)

- - can they be linked to other materials?

- ( chúng có thể liên kết với các tài liệu khác)

- can they be used without some of their components (e.g cassettes)? ( chúng có thể sử dụng mà thiếu một số thành phaanfvis dụ như cát sét…)

20A What price range is necessary?

( phạm vi giá cần thiết là)

21A When and in what quantities should the materials be available? etc

( khi nào và số lượng bao nhiêu nên có sẵn trong giáo trình)

21B When and how readily can the materials be obtained?

(Khi nào và như thế nào để giáo trình có thể dễ dàng đạt được)

This study aims to assess the English material used in the pharmaceutical course at Van Hien School Participants are requested to read the questions thoroughly and provide honest responses regarding the material The findings will contribute to research focused on evaluating and enhancing the course's effectiveness Your cooperation is greatly appreciated.

Nghiên cứu này nhằm đánh giá giáo trình "English for Pharmaceutical Course" Vui lòng xem xét kỹ các câu hỏi dưới đây và trả lời trung thực về giáo trình Kết quả sẽ được sử dụng để nghiên cứu, đánh giá và cải thiện việc sử dụng giáo trình tại trường Văn Hiến Cảm ơn bạn đã hợp tác.

Please tick (√) the box that corresponds to your agreement/ disagreement

1 strongly agree ( Hoàn toàn đồng ý)

3 not sure ( không chắc chắn)

5 strongly disagree (hoàn toàn không đồng ý)

I Aims of the study (Mục tiêu của nghiên cứu)

The material supports students an opportunity to practice:

(Giáo trình cung cấp cho học sinh cơ hội để thực hành):

1 Listening skills that students need

( Kĩ năng nghe học sinh cần)

( Các hoạt động nhằm phát triển kĩ năng nói liên quan đến nghề nghiệp của học sinh)

3 Reading skills and strategies that students need

( Kĩ năng đọc và chiến lược học sinh cần)

(Các hoạt động viết đa dạng)

5 Grammatical structures typical of Pharmacy

( Cấu trúc ngữ pháp đặc trưng trong Dược học)

6 English vocabulary used in Pharmacy

( Từ vựng dùng trong Dược học)

Other comment: ( Nhận xét khác)………

7 The material has enough 4 skills: listening, speaking, reading and writing

( Giáo trình cung cấp đủ 4 kĩ năng: nghe, nói, đọc, viết)

8 The material focuses on the skills that students need

( Giáo trình tập trung vào những kĩ năng học sinh cần)

(Các kĩ năng trong giáo trình liên kết chặt chẽ với nhau.)

10 The material pays attention to sub - skills like: scanning to get main idea, listening to get specific information…

(Giáo trình chú trọng vào các kĩ năng nhỏ như: đọc lướt để tìm ý chính, nghe để lấy thông tin cụ thể…)

( Các kĩ năng tư duy như phân tích, tổng hợp, đánh giá được chú trọng)

B Language and text types ( Ngôn ngữ và các loại văn bản)

( Ngôn ngữ dùng trong giáo trình phù hợp với trình độ tiếng anh của học sinh)

13 The material focuses on English pronunciation

( Giáo trình chú trọng vào phát âm tiếng anh)

14 The vocabulary item represent in a variety of ways

( Từ vựng được trình bày nhiều cách khác nhau)

( Các chủ điểm ngữ pháp được giới thiệu hợp lý)

16 Text - types are various including manuals, letters, dialogues, charts and diagrams

( Loại văn bản phong phú bao gồm tài liệu hướng dẫn, thư, biểu đồ, sơ đồ)

( Nội dung các chủ đề đi từ dễ đến khó)

18 The topics are relevant with students‟ needs

( Các chủ đề liên quan đến nhu cầu của học sinh)

19 The topics are up to date

( Các chủ đề cập nhật thông tin)

20 The topics are interesting to learn

( Các chủ đề thú vị để học tập)

III Methodology ( Phương pháp luận)

A Tasks and exercises ( Nhiệm vụ và bài tập)

21 The tasks and exercises are interesting

( Các nhiệm vụ và bài tập thú vị)

22 Tasks and exercises have clear and appropriate targets

( Các nhiệm vụ rõ ràng và phù hợp với mục tiêu)

23 Tasks and exercises encourage students‟ creative use of

( Các nhiệm vụ và bài tập khuyến khích học sinh sáng tạo trong cách dùng tiếng anh)

( Các nhiệm vụ và bài tập khuyến khích học sinh làm việc theo nhóm và theo cặp)

( Các nhiệm vụ và bài tập giúp học sinh có cơ hội đưa ra ý kiến của mình)

B Teaching - learning techniques ( Kĩ thuật dạy và học)

( Giáo trình cung cấp đa dạng các hoạt động như làm việc cá nhân, làm việc theo cặp và làm việc nhóm)

( Các hoạt động có sự kết hợp làm việc cá nhân, làm việc theo cặp, theo nhóm)

( Giáo trình cung cấp cho học sinh cơ hội để trình bày và thảo luận trước lớp)

(Giáo trình bao gồm giúp đỡ / tư vấn cho học sinh về các kỹ năng nghiên cứu và chiến lược học tập)

(Các hoạt động thúc đẩy phản ứng sáng tạo và độc lập.)

Thank you very much for your cooperation!

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