Rationale of the thesis
Success in learning a foreign language is influenced by various internal and external factors Internal factors include the individual learner's age, personality, motivation, and prior experience, while external factors encompass the learning environment, such as curriculum, instructional methods, and cultural context The choice of course materials significantly impacts the language acquisition process, highlighting the importance of aligning resources with both internal and external influences.
Course books play a crucial role in language programs, serving as the foundation for lesson content, skill balance, and language practice (Richards, 2001) Therefore, it is essential to evaluate and select textbooks carefully before their implementation in a language program This evaluation process aids managerial and teaching staff in choosing the most suitable materials for specific courses and helps identify the strengths and weaknesses of textbooks already in use (Minh, 2007).
Two years ago, the Academy of Finance (AOF) replaced the Business Basics course book with Intelligent Business, Elementary for first-year non-English majors However, there has been no prior evaluation or consultation to assess the strengths and weaknesses of this new material or its alignment with the course's desired and attainable goals.
For all above reasons, the author has decided to choose the topic “ An Evaluation of
Intelligent Business - Elementary for the first year non-English major students at Academy of Finance; Suggestions for book use and adaptation.”
Aims of the thesis
This thesis aims at evaluating the course book Intelligent Business Elementary by getting both teachers and students‟ opinions Then it recommends some adaptation
2 so that the book can meet the students‟ needs and interests These proposed questions help to achieve the aims of the thesis
(a) How does Intelligent Business Elementary satisfy students‟ needs and interests? (b) What recommendations should be made to the material to meet the students‟ needs and interests?
The significance of the thesis
The findings of this thesis aim to enhance the understanding of the course book among researchers, teachers, and first-year non-English major students at the Academy of Finance, facilitating better adaptation and effective usage in the future Furthermore, the author aspires for this study to contribute significantly to the broader field of material evaluation.
Scope of the thesis
This thesis aims to assess the effectiveness of the course book "Intelligent Business Elementary" for first-year non-English major students at the Academy of Finance The evaluation will specifically focus on the book's language provision and its role in developing essential skills, considering the constraints of the minor thesis.
Methods of the study
This thesis utilizes a mixed-methods approach, incorporating both quantitative and qualitative research techniques For the quantitative aspect, survey questionnaires are administered to both teachers and students Additionally, informal interviews with teachers are conducted to gather qualitative data.
Survey – questionnaires: are designed for both teachers and the first-year non
English major students who have experienced the book to collect their ideas on the material
Teachers’ informal interviews: are conducted with the author‟s colleagues who also teach the material to seek for detailed and objective opinions and their suggestions for better book uses
There are three main parts in this thesis: Introduction, Development, and Conclusion
Part I comprises the rationale, the aims, the significance, the scope, and the design of the study
Part II consists of three chapters
Chapter 1: Literature Review provides a comprehensive theoretical background on materials evaluation, covering essential aspects such as definitions, purposes, and various types of evaluations It discusses the role of materials evaluators, outlines models and criteria for effective evaluation, and addresses the importance of material adaptation in the evaluation process.
Chapter 2: Methodology includes a brief background about English teaching and learning at Academy of Finance, research methods, and the data collection procedures
Chapter 3: Results and Discussion shows the findings of data analysis and some recommendations
Part III: Conclusion gives a brief summary of what discussed in the study and suggestions for further research
LITERATURE REVIEW
Materials and course book
According to Brian Tomlinson (2005), materials encompass a wide range of resources utilized by teachers and learners to enhance language acquisition These include cassettes, videos, CD-ROMs, dictionaries, grammar books, readers, workbooks, photocopied exercises, newspapers, food packages, photographs, live talks by native speakers, teacher instructions, task cards, and peer discussions Essentially, any resource intentionally employed to enrich learners' understanding and experience of the language qualifies as educational materials.
According to Richards (2001:251), materials in language learning can serve various purposes, including instructional, experiential, elicitative, and exploratory roles These materials not only inform learners about the language but also provide practical experiences, stimulate language use, and encourage self-discovery With such a diverse array of materials available, teachers have numerous options to select the most effective resources for enhancing their students' learning experiences.
A course book is defined as a comprehensive resource that supplies the essential materials for a course, often serving as the sole text required by learners It typically encompasses various components, including grammar, vocabulary, pronunciation, and the development of reading, writing, listening, and speaking skills According to Ur (1996: 183), the term "course book" embodies this multifaceted approach to language learning, ensuring that students have all necessary resources in one volume for effective study and evaluation.
5 text book of which the teacher and each student has a copy and which is in principle to be followed systematically as the basis for a language course
In short, course book is a book that both teachers and students must have, and used systematically in a course of study
According to Richard (2001), teaching materials are essential for shaping lesson content, determining the balance of skills taught, and guiding language practice for students Additionally, effective materials are invaluable for inexperienced or undertrained teachers, acting as a resource for teacher training and offering ideas for lesson planning and instruction.
Materials play a crucial role in shaping the structure and syllabus of a language program, ensuring a systematic approach to learning They provide a standardized framework, allowing students across different classes to receive consistent content and assessment High-quality materials expose learners to proven methodologies and appropriately paced content while offering a diverse range of resources, including textbooks, workbooks, audio-visual aids, and teaching guides Additionally, these materials enhance efficiency by saving teachers' time, allowing them to focus on instruction rather than material creation Finally, well-designed textbooks and accompanying manuals can serve as valuable tools for training inexperienced teachers, facilitating their professional development.
Material evaluation
Deciding which textbooks to use or whether the materials being used are suitable or not is obviously of great importance in process of learning and teaching of
A thorough evaluation is essential for making informed decisions regarding language selection This chapter will next review the literature on key issues related to material evaluation.
Evaluation, as described by Hutchinson and Waters (1987), is a matching process that aligns learners' needs with suitable solutions It involves assessing the appropriateness of options based on specific requirements and available resources Ultimately, the evaluation determines which solution best meets the desired purpose, emphasizing that there are varying degrees of fitness rather than absolute standards of good or bad.
According to Low (1987: 21), teachers must assess educational materials to determine their appropriateness for specific classes Additionally, Brian Tomlinson highlights that material evaluation involves a systematic assessment of the materials' value concerning both their intended objectives and the goals of the learners who will utilize them.
Evaluation involves the organized gathering and analysis of pertinent information to enhance curriculum quality and measure its effectiveness and efficiency, while also considering the attitudes of participants within specific institutions (Brown, 1995).
In conclusion, materials evaluation is defined variably by different authors, but the writer emphasizes that it serves as a matching process between learners' needs and designers' objectives to enhance teaching-learning contexts when selecting a course book The researcher particularly values Brown's (1995: 218) definition of this concept.
Materials evaluation can be categorized in different ways McGraph classifies it into three stages: pre-use, in-use, and post-use evaluation Similarly, Robinson (1991) also divides materials evaluation into three distinct phases.
7 types: preliminary, summative and formative These terms sound differently; in fact, they are in common
Preliminary or pre-use evaluation often takes place before the course starts to select the most suitable materials for a particular group of learners and the aims of the course
Formative evaluation takes place throughout the learning process, allowing for real-time adjustments to be made The insights gained from this evaluation can inform future material development and enhance overall effectiveness.
Summative or post-use evaluation is normally conducted when the course is finished to decide whether the materials should continue to be used or not
At the Academy of Finance, the textbook Intelligent Business Elementary has been in use for two years To assess its effectiveness, the researcher, who is also the instructor, has chosen to conduct a summative evaluation This evaluation aims to analyze the material's impact and provide recommendations for its future use.
1.2.3 Purposes and importance of materials evaluation
Evaluating teaching materials is essential as it allows us to identify their strengths and weaknesses in a classroom setting After a period of use, these materials should be assessed to determine their effectiveness in meeting the specific needs of students and enhancing the teaching-learning experience.
Material evaluation serves two main purposes: selecting the most appropriate materials for a specific context and assessing the effectiveness of chosen materials after a period of use This process not only aids in making informed decisions about future material usage but also helps determine whether to continue with existing resources or seek better alternatives.
Robinson (1991:112) also adds evaluation can be used as part of quality control Through evaluation, we can know about the advantages and disadvantages as well
Assessing the effectiveness of the materials used is crucial in determining if they can be reused, adapted for specific teaching situations, or require complete modification.
The significance of book evaluation becomes clear after examining the purposes of materials assessment A comprehensive evaluation equips educators and policymakers with the ability to discern the best available books in the market By analyzing both the strengths and weaknesses of each book, teachers can select the most suitable options for their specific contexts.
Robinson (1991), Tomlinson (1998), Richards (2001), and Dudley-Evan & St John
(1998) suggest that evaluators can be either outsiders or insiders
Outsiders, including consultants, inspectors, and administrators, often lack a comprehensive understanding of the teaching and learning environment during evaluations Their unfamiliarity with local conditions, such as learner needs, available facilities, and time constraints, can hinder their ability to make accurate judgments and effective recommendations regarding the program.
Insiders, including teachers, students, and materials designers, play a crucial role in the language-teaching program evaluation process by providing the most valid insights Their familiarity with the cultural and political context of the institution enhances the reliability of their judgments and recommendations, underscoring their importance as evaluators (Richards, 2001).
Insider involvement is crucial for successful evaluations, as it fosters a stronger commitment to implementing the results Teachers can monitor the usage of materials closely, allowing them to assess their effectiveness and make necessary modifications to enhance their relevance and impact.
Materials adaptation
Materials adaptation involves aligning educational resources with the specific needs of learners, the requirements of teachers, and the objectives of educational administration The primary goal of this process is to ensure that teaching materials are tailored to be most effective within a given teaching context.
To effectively adapt course materials, it is essential to consider the specific needs and experiences of students, the context of the course, language usage, required skills, classroom organization, and any supplementary materials available (McDonough & Shaw, 1993; Tsiplakides, 2011).
The purposes of adaptation are highlighted as follows:
To enhance the relevance of teaching materials for specific learners and contexts, educators must adapt resources to align with their capabilities and constraints such as time As McDonough and Shaw (1993) emphasize, this involves modifying certain internal characteristics of course books to optimize their appropriateness for unique teaching situations.
To enhance the learning experience for students, teachers are encouraged to optimize the use of the book, tailoring it to meet specific classroom needs (Apple and Jungck, 1990; Shannon, 1987).
There are many techniques of adaptation such as adding, omitting, replacing, reordering or combining according to Gabrielatos Isakovos Tsiplakides (2011:761)
Addition is an adaptation procedure that supplements extra linguistic items and activities to address material insufficiencies This approach is particularly appropriate in situations where existing resources fall short.
- Areas are not covered sufficiently
- Texts/pictures/tasks are not provided
- Texts/pictures/tasks are fewer than needed
- Tasks are limited in scope
- Tasks are of limited range
Deletion is an adaptation procedure that focuses on removing unnecessary linguistic items and activities, rather than adding new content This process involves omitting materials to streamline communication, particularly when certain situations arise that warrant a reduction in information.
- Learners are clear about a language point
- Learners are competent in a skill
- There are too many tasks on a particular area/point
- The item/area concerned is not a priority
- The item/task is not well designed
- The item/task is not well-suited to its aim(s)
- The topic is not appropriate for learners
Rearrangement is the process of adapting materials by organizing different parts of a course book in a new sequence This method enhances the interest and relevance of the content for both learners and teachers Learners can engage with the materials more effectively by reordering them to suit their needs.
- Using a practice task for lead-in and elicitation
- Revising an area earlier than the course book does
- Providing an appropriate follow-up
- Replacement: teacher may decide to replace any text or exercise which is evaluated to be ineffective or irrelevant by a more suitable one
Also according to McGrath (2002:1-17), the textbooks may adapt teaching material by selecting, rejecting, adding and changing as follows:
Effective selection of materials is crucial in lesson planning, as time constraints often prevent the inclusion of all relevant content Educators must prioritize what can be most beneficially covered in class while determining which topics or activities can be assigned as homework to maximize learning outcomes.
Incorporating 18 written exercises into classroom activities allows students to grasp the requirements before completing them as homework This adaptation is frequently utilized across various materials created by Vietnamese authors for specific learner groups, often supplemented by resources sourced from abroad.
Rejection- complete (e.g Omitting a whole activity or even a whole lesson) or partial (e g cutting one or more stages within an activity)
Adding- in the form of extension or exploitation of existing material, this can be regarded as adaptation; where new materials are introduced, this will be termed supplementation
Changing this is a more radical form of adaptation, such as modifications to procedure or changes in context/content (replacement)
Textbook adaptation occurs at three levels, with macro adaptation being the first This initial level should ideally take place before the language program commences, enabling teachers to identify necessary changes in advance.
The second level of adaptation focuses on enhancing the cohesiveness of classroom teaching, enabling educators to more effectively achieve the objectives of a unit Additionally, the third level involves tailoring specific activities within that unit to further support learning outcomes.
Previous Researches on Materials Evaluation
Numerous researchers have assessed both published and in-house teaching materials using various evaluation methods These evaluations consistently highlight the importance of providing feedback for the enhancement and modification of educational resources The author aims to reference several studies that focus on the topic of materials evaluation.
The study "An Evaluation of the Material Lifelines for Non-English Major Students at Hai Phong University" by Oanh (2010) assesses the content and methodology of the material based on feedback from both teachers and students The primary goal is to ascertain the material's alignment with students' needs and requirements The research methodology utilized was document analysis.
The researcher conducted a comprehensive analysis using questionnaires and informal interviews to assess the book's alignment with student needs Based on the data collected, she provided conclusions regarding the book's suitability and offered several recommendations and suggestions derived from the research findings.
Nhan (2006) conducted a study titled "An evaluation of the textbook 'Oxford English for Electronics' and suggestions for new materials design," focusing on the perceptions of teachers and students at the Faculty of Electronics and Telecommunications, College of Technology, Vietnam National University, Hanoi The research aimed to assess the overall effectiveness of the textbook through surveys, interviews, and informal discussions While the textbook demonstrated strengths in format, organization, and electronic content, Nhan identified gaps in language, skills, and methodology that needed addressing Similarly, Huong (2013) evaluated the EBP material "English in Economics and Business" for students at Hanoi University of Mining and Geology Utilizing qualitative methods, including surveys and interviews, Huong assessed the material's objectives, contents, and methodology, ultimately identifying its strengths and weaknesses and proposing improvements for a more effective teaching-learning process.
All the studies referenced utilized Hutchinson and Waters' criteria (1987) for material evaluation, highlighting the effectiveness of these standards and assisting the author in conducting this research.
This study utilizes survey questionnaires directed at both teachers and students, complemented by informal interviews with teachers The informal interviews follow the analysis of the survey data to gather more objective insights about the material, thereby enhancing the credibility of the evaluation.
Suitability of the present study in the research area
This chapter provides a comprehensive overview of materials evaluation, covering key definitions and the roles of various materials It explores critical issues related to materials evaluation, including its definitions, types, purposes, importance, and the roles of evaluators, as well as different models, criteria, and methods used in the evaluation process Additionally, the chapter delves into the theoretical aspects of materials adaptation, discussing its definitions, purposes, areas, techniques, and levels Ultimately, this chapter serves as a theoretical foundation for the applications presented in Chapter 3, particularly regarding recommendations for the course book "Intelligent Business, Elementary" tailored for non-English major students at the Academy of Finance.
This study aims to evaluate the book "Intelligent Business Elementary" within a real teaching context to ensure that learners can maximize its benefits while providing teachers with effective application methods The researcher assesses the book's suitability for learners and emphasizes the importance of adapting its content to enhance motivation and create a learner-friendly environment.
The study aims to improve the learning and teaching context of Intelligent Business Elementary for first-year non-English major students at the Academy of Finance.
RESEARCH METHODOLOGY
Description of the context
For over 50 years, the Academy of Finance (AOF) has been dedicated to training graduate and post-graduate students in Finance and Accounting AOF is committed to delivering high-quality educational programs and scientific research in the fields of Finance and Accounting, contributing valuable resources to society.
14 faculties, 2 Institutes, and 3 centers within the Academy
At AOF, English is a mandatory subject taught over four semesters starting in the second half of the first year The first two semesters focus on Basic English using the course book "Intelligent Business Elementary" by Irene and Nikolas Barrall, while the final two semesters emphasize English for Specific Purposes with the book "English for Finance" by Cao Xuan Thieu and his colleagues Prior to university, students typically have 3 to 7 years of English study at secondary and high school levels, resulting in varied proficiency levels and learning styles.
The Basic English program consists of two periods: the first period, worth three credits, covers the initial seven units with two classes per week, while the second period, worth four credits, addresses the remaining eight units with three classes each week Throughout both periods, students participate in two mini-tests and a final exam.
The teaching and learning Intelligent Business Elementary follows the learner- centered approach, aiming at developing students‟ English communicative
22 competence as the course book is in accordance with A1 to A2 level of the Common European Framework
Usually one teacher is responsible for a class with different background of students
Students in English classes over four semesters often come from diverse majors and schedules, leading to both advantages and challenges The variety of teaching methods and peer interactions enriches their learning experience However, this diversity also presents difficulties, including disparities in skill levels among students, the complexities of multi-level classes, and differing study approaches.
The study focuses on "Intelligent Business Elementary," a comprehensive language course designed by Irene Barrall and Nikolas Barrall, first published in 2008 and reissued in 2013 by Longman Press This course includes a Coursebook, a Workbook with an audio CD for self-study, and a BULATS-based practice test, along with the Intelligent Business Elementary Skills Book that emphasizes task-based learning through authentic business scenarios A unified Teacher's book provides lesson guides, supplementary activities, and photocopiable materials Additionally, users can access two websites: www.intelligent-business.org for course information and resources, and www.economist.com for premium content, enhancing the learning experience.
The Course book consists of fifteen units, each centered around a specific theme Each unit spans eight pages and includes exercises and practical activities designed to enhance grammar, vocabulary, and functional language skills.
23 long; all include five parts: Reading, Language check (grammar), Vocabulary, Career skills, Dilemma & Decision
The course book encompasses essential business topics, including networking, company presentations, product descriptions, and order management It also addresses contemporary workplace themes such as corporate events, project collaboration, and teamwork Additionally, the content covers universally relevant subjects like travel, financial management, and problem-solving strategies.
Students will begin by exploring keynotes and a glossary preview to familiarize themselves with the text's terminology They will then engage in discussions based on pre-assigned questions before re-reading the text to gather ideas for their tasks Ultimately, students will summarize the content and discuss a related topic The selected articles in each unit are designed to be engaging and relevant, covering various aspects of the modern business world These resources provide a thought-provoking overview of contemporary business practices and highlight the importance of functional language in diverse business contexts.
In the Language check section, students are introduced to new grammar structures through examples taken from the reading article They are then tasked with deducing the rules by completing specific rule sentences Following this, a series of practice exercises are provided to reinforce their understanding.
The course book's vocabulary section enhances students' understanding by introducing additional words relevant to the unit's main content It includes practice tasks that help learners apply these new terms effectively Occasionally, students engage in activities that involve predicting the meanings of unfamiliar words through visual cues or interactive games.
The Career Skills pages enhance communication language and offer students practical scenarios applicable in the workplace Certain units feature a Working English box that introduces or elaborates on essential vocabulary and language points, providing clarity on their business context.
Each unit concludes with a Dilemma & Decision activity, designed to reinforce problem-solving skills and consolidate learning This structure ensures that each lesson builds upon the language and concepts from previous units, naturally recycling grammar and vocabulary As a result, students enhance their language skills and gain confidence in their abilities.
The aim of Intelligent Business is to make a truly contemporary world of business accessible to learners of business English-whatever their language level or business experience
After having studied the book, students are hoped to achieve some objectives as follows:
- They can remember vocabulary relating business field and basic grammar
- They are able to make correct sentences about related topics in speaking, writing and translating
- Students can develop their solution-solving skills
Students are required to complete two progress tests and maintain class attendance, which together contribute to 30% of their overall grade, while a final written test accounts for the remaining 70% These assessments evaluate students' proficiency in English, reading comprehension, and translation skills.
Research methodology
This study involved 136 first-year non-English majors from four different classes, comprising two classes of 35 students each, one class of 32, and another of 34 The participants, all in their first year at AOF during the 2014-2015 school year, included a randomly selected sample of both male and female students, with females outnumbering males The students, aged 18 to 20, have varying levels of English proficiency, having studied the language for an average of seven years.
The English proficiency levels among students at AOF vary due to their diverse backgrounds from different regions of Vietnam Thirteen English teachers, aged between 25 and 32, have been instructing the course since its introduction Among them, seven hold a Master's degree in Education or Linguistics, while six are currently pursuing further studies in these fields.
MA courses at Vietnam National University, Hanoi, specifically at the University of Languages and International Studies and Hanoi University, represent a significant portion of the teacher population actively engaged with the curriculum.
This thesis utilizes two sets of questionnaires designed for teachers and students, featuring a blend of closed and open-ended questions to evaluate the textbook and gather teachers' insights for material improvement As noted by Brown & Rogers (2002), surveys are essential for collecting and describing the characteristics and opinions of key stakeholders in educational research Consequently, participants were encouraged to freely share their thoughts on the questionnaire items.
The objectives of the questionnaires: The survey was designed to accomplish the following objectives:
- Compare the general assessment of the students and their teachers about the Course book Intelligent Business Elementary
- Identify and assess the gaps for improvement in teaching and learning textbook Intelligent Business Elementary
The evaluation checklist is designed to assist other colleges and universities in selecting similar instruments for their materials.
The steps of designing the questionnaires were displayed as follows:
- Write the first draft and consult colleague‟s opinions
- Pilot the questionnaires by sending them to colleagues
- Edit and write complete questionnaires
- Translate the questionnaires into Vietnamese
The researcher utilized descriptive statistics to analyze the collected data, synthesizing responses and organizing them into tables and figures To present the study's findings, the researcher provided a detailed explanation of the descriptive statistics.
Participants were asked to complete both close-ended and open-ended questionnaires, which included ranking various aspects across four categories Additionally, there were opportunities for respondents to provide further comments.
Data collection involved administering questionnaires to both teachers and students, designed specifically for this study's criteria Students were instructed to complete and return their questionnaires within one hour, while teachers received theirs on the same day but were given a week to provide thorough and accurate responses.
The researcher developed and analyzed two sets of questionnaires to interpret the collected data, coding it into various classification charts The responses were converted into percentages for each category, which were then visually represented on the charts for comparative analysis For both open-ended and closed-ended questions, the author provided a general summary and explanations, incorporating personal insights and feedback from the informants.
As a result, all the analyses were combined to answer the research questions respectively
DATA ANALYSIS AND RESULTS DISCUSSION
Data analysis
3.1.1 Comments on the course book Intelligent Business Elementary
Question 1: What is your overall rating of the course book Intelligent Business
Figure 3 Teachers’ and students’ assessment of the book Intelligent Business
Teachers and students have differing opinions on the course book Intelligent Business Elementary, with only a small percentage of teachers rating it as "fair" (7.7%) or "excellent" (15.4%), while nearly 44.1% of students consider it "fair." Despite these varying assessments, a significant number of participants view the book positively, with 76.9% of teachers and 50% of students rating it as "good." This indicates that both teachers and students are generally satisfied with Intelligent Business Elementary, suggesting that the material aligns well with the course objectives and learners' expectations.
Question 2: What are features of Intelligent Business Elementary that you like the most?
At AOF, both teachers and students utilize the book in their teaching-learning process, but their perspectives differ Teachers express a strong preference for practical lessons (76.1%), while they also appreciate the rich business vocabulary and relevant topics (67.7%) and the appealing layout (59.2%) Additionally, educators highlight the book's comprehensive grammar coverage and the valuable glossary, tests, and grammar references at the end, which aid in reviewing vocabulary and grammar for both teachers and students.
A significant 72.1% of students express a strong preference for practical and useful lessons, while 64% favor rich and helpful business vocabulary and functional language Additionally, 57.4% of students prioritize updated topics, with useful grammar sections ranking fourth at 51.5%.
3.1.2 The Appropriateness of the Material to the Course Objectives
The appropriateness of the material is identified by analyzing the material objectives against the course objectives
The Intelligent Business Elementary book has been selected for first-year non-English major students at the Academy of Finance due to its alignment with the institution's requirement of a TOEIC certification of 400 points This book, corresponding to the A1 to A2 levels of the Common European Framework, includes exercises specifically designed to guide students in preparing for the TOEIC exam.
To evaluate the appropriateness of the material to the course objectives, the researcher gives out the question 3 in the survey questionnaires
When the teachers and the students were asked to answer this question, they gave many similar opinions
Firstly, most of them strongly agree that Intelligent Business Elementary gives the students a great opportunity to develop basic grammar, widen their general
The course book covers 29 essential business vocabulary topics, enabling students to practice spoken English in various common business scenarios It includes diverse activities such as group work, pair work, and individual tasks, which enhance students' reading skills Furthermore, students generally agree that the course book effectively develops their communicative competence.
Secondly, a majority of the participants are not sure about chances that the book gives students to improve their writing skills
Thirdly, almost all of the teachers and the students believe that the course book supplies few chances for students to improve their pronunciation
The article highlights a disparity between teachers' and students' perceptions of the exercises in the assessment book While 69.2% of teachers believe the book contains ample exercises for evaluating student understanding, nearly 50% of students feel it offers sufficient methods for assessing their learning Furthermore, all teachers (100%) acknowledge that the book includes effective learning strategies, in contrast to only 54.4% of students who share this view.
3.1.3 The Appropriateness of the Contents
Question 4: Teachers and students opinion about language points
Structures of grammar Vocabulary Pronunciation
Participants‟ opinions Ts Ss Ts Ss Ts Ss
Table 1: Teachers and students’ opinions of the language point available in
The data reveals a divergence in perspectives between teachers and students regarding the grammar content in the Intelligent Business Elementary course book Both groups largely agree that the book includes an adequate amount of grammatical items, with 84.6% of teachers and 86% of students expressing this view A small minority, however, believes the book lacks sufficient grammar, with 15.4% of teachers and 14% of students holding this opinion The course book effectively provides basic grammar that is relevant to the texts and utilized throughout the units, aligning with the students' English proficiency levels Importantly, the course objectives emphasize the development of applied English rather than standard English, suggesting a need for more opportunities to enhance students' practical language skills in real-life and work contexts.
In terms of vocabulary, while a few participants note the presence of a variety of new words in the book, the majority of teachers (76.9%) and students (74.3%) acknowledge the adequacy of the lexical resources However, more students than teachers feel there is a lack of new vocabulary in their learning, reflecting the differing perspectives of educators and learners on their roles This discrepancy encourages teachers to conduct further research to enhance their teaching effectiveness Additionally, both teachers and students unanimously agree that the book lacks a focus on pronunciation.
In conclusion, both teachers and students value the grammar and vocabulary sections included in the book, but they have expressed disappointment regarding the absence of a pronunciation section.
Question 5: Teachers and students’ opinion about proportion of 4 macro-skills
Appropriate 84.6% 82.4% Little time for speaking
Inappropriate 0% 2.9% Much focus on reading
Table 2: The teachers and the students’ opinion about proportion of 4 macro- skills
According to Table 2, a significant majority of teachers (84.6%) and students (82.4%) believe that the balance of the four macro skills is appropriate Only a small percentage of teachers (15.4%) and students (7.3%) feel that there is insufficient focus on writing skills Additionally, just 2.9% of students find the textbook inappropriate, while 7.4% argue that it places too much emphasis on reading skills.
From this fact, the book is considered the most suitable for students to develop their communicative competence as well as their modern needs in a daily changing world
Question 6: What do you think about the topics in this material?
Figure 4: Teachers’ and students’ opinions about the topics in Intelligent
Both teachers and students find the topics in the book interesting, although a greater percentage of students share this view compared to their teachers While more teachers consider the topics to be just acceptable, only 4.4% of students find them boring Despite the differing opinions, it is clear that both groups appreciate the content covered in the course book.
Question 7: Do the topics in the material provide with update information? teachers' view yes no not sure students' view yes no not sure
Figure 5: Participants’ opinions about the update information of the topics in
The Faculty of Foreign Languages at AOF transitioned from the Business Basics course book to Intelligent Business Elementary to better align with the evolving levels and needs of non-English major students, as well as the TOEIC requirements This change, driven by faculty observations over two years, reflects a significant effort to enhance educational outcomes While 84.6% of teachers believe the new book contains updated information, only 52.2% of students share this view, with a notable percentage expressing uncertainty or considering the information outdated This discrepancy highlights a difference in perception between teachers and students regarding what constitutes "updated" content.
3.1.4 Teachers’ suggestions for the materials improvement
While the Intelligent Business Elementary course book is currently deemed suitable for AOF, it is not without its flaws Feedback from teachers and students highlights areas for improvement, particularly in response to question number 9 and subsequent interviews Teachers have provided valuable suggestions aimed at enhancing the overall learning and teaching experience with Intelligent Business Elementary, making it more enjoyable for all involved.
To better meet students' needs and interests, teachers should actively engage in understanding their preferences Although this can be challenging due to the diversity of student backgrounds, implementing activities such as casual conversations, email exchanges, and surveys can provide valuable insights By listening to students' expectations and desires, teachers can uncover their personalities, hobbies, and learning styles, allowing for more effective teaching methods For example, many students express a desire to expand their vocabulary, highlighting the importance of tailored instructional strategies.
34 supplementary relevant sources to help them such as some websites CNN, BBC, other similar topic-based books and so on
The course book prioritizes reading, listening, and speaking skills, while writing receives minimal focus, with only one section dedicated to it in the Dilemma & Decision part, leading to an imbalance in skill development Despite this, many teachers believe the approach aligns with the course objectives Student assessment is primarily conducted through written tests that evaluate language use, reading comprehension, and translation skills.
Summary of major findings
This chapter provides a summary of the document analysis and survey results regarding the "Intelligent Business Elementary" course book, assessing its effectiveness in meeting students' needs and interests while gathering teacher feedback Overall, the course book effectively addresses students' requirements by offering a comprehensive vocabulary essential for the business world It includes a balanced distribution of speaking, reading, and listening activities, allowing students to practice and master these skills Both teachers and students acknowledge that the book contains up-to-date information sourced from the Economists Additionally, a majority of participants appreciate the practical functional language and appropriate grammar coverage However, it has been noted that the book lacks a writing component and does not include pronunciation practice.
Intelligent Business Elementary can effectively meet the needs and interests of first-year students at the Academy of Finance, provided that specific recommended changes are successfully implemented.
Recommendation for future material improvements
Intelligent Business Elementary is a suitable resource for first-year non-English major students at AOF, given the current teaching context However, the book has some limitations that lead the author to propose recommendations for enhancing its effectiveness These suggestions involve techniques such as addition, deletion, replacement, and reordering, which will be detailed in the following section.
3.3.1 Why teachers have to adapt the book
Teachers often adapt the Intelligent Business Elementary course book for several reasons First, it can be challenging to find materials that consistently inspire both teachers and learners throughout a lengthy course Additionally, repetitive activities or content that exceeds students' proficiency levels can hinder the teaching-learning process Without tailored activities, English can become burdensome for both educators and students Furthermore, the author has observed that adapted activities tend to engage students more effectively Therefore, it is recommended that teachers modify the Intelligent Business Elementary materials to enhance the learning experience for first-year students at the AOF.
Addition in language learning can be qualitative or quantitative; this thesis focuses on the qualitative aspect The material includes practice exercises aimed at vocabulary development, such as word formation, gap-filling, and matching definitions, providing students with ample opportunities to engage with the language While the book effectively covers speaking, listening, and reading skills, it is essential to enhance writing and pronunciation activities Pronunciation requires consistent attention for lasting improvement, and teachers can facilitate this by incorporating student discussions into lessons Collaborative group or pair work allows students to converse on various topics while supporting each other in refining their pronunciation skills.
To enhance speaking skills and pronunciation, it's essential to integrate pronunciation exercises alongside speaking activities in the curriculum Additional practice should include focusing on word stress, sentence stress, vowel and diphthong sounds, and weak forms Furthermore, to reinforce grammar, exercises such as forming questions from highlighted words and rearranging words to create complete sentences should be included.
Deletion in educational contexts involves removing specific steps or entire activities from a lesson to better align with the overall objectives of a unit This approach allows teachers to substitute less relevant tasks with more suitable ones, accommodating limited classroom time By transferring certain exercises to homework and creating alternative tasks, educators can enhance the effectiveness of their teaching strategies.
In Unit 8 Solutions, the Preview section on page 68 includes an activity where students match dates with inventions such as a lantern, solar power, a light bulb, a torch, and a gas lamp However, many students lack sufficient knowledge about these dates and inventions Additionally, Activity 2 presents five pictures related to battery, electricity, the sun, oil, and gas, asking students to match them with corresponding words, which the author believes is too simplistic for their age group Consequently, these activities may be unnecessary Drawing from personal experience, the author suggests assigning these tasks as homework and recommends replacing them with a concise text that provides comprehensive information about a specific invention, aligning with the unit's theme of finding solutions to global challenges.
It can be denied that the course book is quite perfect in the teaching-learning context at AOF However, it was written for both business people as well as
In the context of teaching first-year students, certain activities may not be suitable due to their age and experience For example, in Unit 1 Contacts, the speaking exercise on page 10 requires students to discuss the nationalities of various companies, including Shanghai Tang, Michelin, and General Motors As these students are new to the course and facing their first lesson, they may struggle with this task Therefore, it is essential for teachers to substitute unfamiliar topics with more appropriate ones to enhance the learning experience and make English enjoyable for students.
The bookmap is structured to cover Reading, Language, Vocabulary, Career Skills, and Dilemma & Decision in that order However, many teachers prioritize teaching Language and Vocabulary before introducing Reading Additionally, integrating speaking skills and pronunciation can enhance students' learning experience and maximize their benefits.
This part represents the conclusion of the study, the limitations of the study and suggestions for further studies
1 The Conclusion of the study
Materials, including printed books, are crucial in language teaching and learning, but there is no universal solution suitable for all learners Therefore, it is essential to evaluate materials before, during, and after use to assess their effectiveness in specific contexts This evaluation process identifies the strengths and weaknesses of the materials, providing valuable insights and suggestions for improvement.
This study evaluates the "Intelligent Business Elementary" material for first-year non-English major students at the Academy of Finance, focusing on language provision and skill development to assess its alignment with students' needs and interests Utilizing the evaluation model and criteria proposed by Hutchinson and Waters (1993), the research gathers data through two sets of questionnaires for teachers and students, along with informal interviews with educators The detailed analysis of this data leads to conclusions addressing the two research questions posed at the outset.
Intelligent Business Elementary effectively meets students' needs by offering a variety of activities designed to enhance communicative competencies and learning strategies Collaborating with The Economist, the course book provides up-to-date insights into global news and business trends, keeping readers informed in the fast-paced world of modern business Both teachers and students value the practical lessons, extensive business vocabulary, and functional language included in the book, making it a valuable resource for topic-based learning.
The book offers a valuable introduction to essential business concepts but lacks guidance for students in developing strong writing skills without the accompanying Style Guide booklet Additionally, it does not provide activities to enhance pronunciation, highlighting the need for teachers to incorporate speaking exercises and explore supplementary resources to create a more engaging and practical learning experience.
Based on the thesis findings, the researchers propose various material adaptation methods to enhance teaching effectiveness, utilizing techniques such as addition, deletion, replacement, reordering, and combination.
2 Limitation and suggestions for future research
It is acknowledged that there are some limitations of the study as follows:
The findings and recommendations of this research are specifically relevant to the context of the Academy of Finance and may not be applicable to other documents, students, or educational settings Additionally, the study's respondents were limited to students from the 2014-2015 academic year, which means their perspectives may not reflect the views of all students.
The researcher of this thesis, having actively participated in both the selection and teaching of the material, may introduce subjective biases into the evaluation process due to her close involvement.