Rationale for the study
English for Specific Purposes (ESP) has emerged as a significant area within English Language Teaching (ELT), leading to the creation of specialized materials, including those for Maritime English The crucial role of these materials in the curriculum is emphasized by Nunan (1988), who notes that they provide essential models for effective classroom practice and contribute to teacher development While materials, whether commercially produced or created by teachers, are vital resources in most Teaching English as a Foreign Language (TEFL) programs, they are often used as the primary content source for lessons In some cases, they merely supplement the instructor's teaching For learners, materials serve as the foundation for language input and practice, as well as a reference for various language aspects like pronunciation and grammar However, as Swales (1980) highlights, materials can also present challenges and may even lead to educational failures Despite their importance in ESP classes, there has been limited evaluation of these materials, making it essential for language teachers to thoroughly assess all aspects to maximize their effectiveness.
The course book "English for Navigation Students" was meticulously developed for second and third-year students at the Navigation Faculty by the English Department teachers Used for nearly three years at Haiphong Polytechnic College (HPPC), the book has yet to undergo a formal evaluation by college administrators to assess its strengths, weaknesses, and alignment with students' occupational needs and employers' expectations Consequently, the researcher has chosen materials evaluation as the focus of this thesis.
Aims and objectives of the study
This study aims to enhance the quality of the teacher-generated material "English for Navigation Students" to better align with the occupational needs of students To achieve this goal, specific objectives were established.
The evaluation of the material "English for Navigation Students" aims to gather insights from ESP teachers, subject teachers, and students at the Navigation Faculty, focusing on its strengths, deficiencies, and weaknesses This comprehensive assessment will help identify areas for improvement and enhance the effectiveness of the curriculum.
- To offer suggestions for adaptation of the materials basing on the major findings.
Significance of the study
This study presents valuable findings for the researcher, course book designers, and teaching staff, enabling them to assess the strengths and weaknesses of the course book By understanding these aspects, they can effectively leverage the book’s strengths while addressing shortcomings in tasks and units throughout the curriculum.
In addition, the findings will be the foundation for enhancing the quality of the in-house material “English for Navigation Students” in order to meet the students‟ occupational requirements
In conclusion, the findings of this study are anticipated to be a valuable resource for educators involved in English for Specific Purposes (ESP) and those focused on developing materials for ESP, particularly in the field of Maritime English.
Scope of the study
This study evaluates the course book "English for Navigation Students" through the perspectives of ESP teachers, subject teachers, and students at the Navigation Faculty The assessment covers various criteria, including format and organization, subject content, language content, language skills, and methodology, providing a comprehensive analysis of the material's effectiveness in meeting educational needs.
Methods of the study
The accomplishment of this thesis is first based on the review of materials in the area of evaluation to build up a theoretical background for the research
Survey research will be exploited with two principle instruments to collect data for this study as follows:
- Survey questionnaire is designed for the second-year students at Navigation Faculty, who have worked with two-thirds of the course book;
Interviews were conducted with ESP teachers who have utilized the course book, along with subject teachers who have extensive experience in college lectures and have alternated working on ships across global routes.
Organization of the study
This study consists of three parts as follows:
Part A will provide general information about the rationale for choosing the theme, aims and objectives, significance, scope, methods, and organization of the study
Part B consists of three key chapters, with the first chapter focusing on a literature review pertinent to this study It explores essential concepts related to materials, including their evaluation, various types, methods, and criteria for assessment Additionally, this chapter highlights the crucial role that materials evaluation plays in the adaptation of course books.
The upcoming chapter will provide an overview of the current English for Specific Purposes (ESP) teaching and learning environment at the Navigation Faculty of HPPC, along with a comprehensive analysis of the methodologies utilized in the study, the research procedures followed, and the participants engaged in the research process.
Based on the collected data, chapter three will analyze and discuss the findings of the study, and give suggestions for adaptation of materials evaluation
Part C will summarize the major findings, reveal the limitations remaining in the study, and offer some suggestions for further study on the same topic
LITERATURE REVIEW
An introduction
Materials evaluation is a crucial aspect of language courses, significantly influencing material development and the teaching and learning process This topic has garnered attention from both foreign and Vietnamese researchers, as highlighted by Tran Thanh Nhan (2006), who emphasized its essential role in ensuring educational quality in Vietnam Consequently, many postgraduates at ULIS, VNUH have focused their theses on materials evaluation, particularly in the context of English for Specific Purposes (ESP) Notable contributions have come from researchers such as Nguyen Do Thu Hoai (2004), Tran Thanh Nhan (2006), Giap Thi Yen (2008), and Nguyen Thi Xuan Thuy (2008), who have established a solid foundation for this field of study Despite varying aims, contexts, and theoretical frameworks, these theses share a common structure encompassing types, purposes, methods, models, and criteria for materials evaluation The current research aims to apply this evaluation framework to the course book "English for Navigation Students," utilized at Haiphong Polytechnic College.
Textbook, course book, and materials
This thesis evaluates the course book "English for Navigation Students" used at HPPC, beginning with a literature review that clarifies three key terms: textbook, course book, and materials, which are essential in the context of materials evaluation.
As defined in Longman Dictionary (1998:1394), textbook is a book which contains information for the study of a particular subject, for example, a history textbook or a
5 literature textbook, especially one that is used by students because it is generally considered as providing information that can be trusted
A course book, as defined by Tomlinson (1998), is a comprehensive textbook that serves as the primary resource for a course It is designed to be used as the sole book required by learners, encompassing essential components such as grammar, vocabulary, pronunciation, functions, and the key skills of reading, writing, listening, and speaking.
In the context of language learning, "materials" refer to any resources intentionally utilized to enhance learners' knowledge and experience, as defined by McGrath (2002) and Tomlinson (1998) These materials can take various forms, including textbooks, workbooks, audio recordings, videos, photocopied handouts, newspapers, or even notes on a whiteboard They may be specifically designed for educational purposes or carefully selected and adapted by teachers, including materials generated by learners themselves, to facilitate effective teaching and learning in the classroom.
To serve the purpose of the study, the three basic terms mentioned above will be used interchangeably throughout this thesis
1.2.2 A wide range of Maritime English materials
Maritime English, a specialized subset of English for Specific Purposes (ESP), shares common traits with ESP while also exhibiting unique characteristics Pritchard (2003) outlines several general features that define Maritime English materials.
- There is rarely a comprehensive, all-inclusive Maritime English textbook or other learning/teaching material
- No single materials (textbooks or others) have imposed itself yet as the materials with worldwide use of the one setting standards to other Maritime English materials
Within the Maritime English sphere, he also suggests a wide range of the materials listed below:
A comprehensive Maritime English course book typically includes conventional textbooks designed using established methodologies in English Language Teaching (ELT), English as a Foreign Language (EFL), and English for Specific Purposes (ESP) Additionally, it incorporates register or genre-specific materials tailored to sub-specializations such as maritime law, shipping, maritime technology, marine electronics, and maritime safety The course often features visual and aural resources, including video materials focused on specific topics, as well as CD-ROM and multimedia courses Furthermore, dedicated programs and narrow-scope courses in maritime communication, along with PC-based software and various specialized applications available online, are essential components The materials can be categorized into published versus in-house resources, self-access materials, and supplementary materials to enhance the learning experience.
The material "English for Navigation Students" is classified as a mixed type of general and in-house Maritime English resources.
1.2.3 The roles of materials in a language program
Numerous theorists have discussed about the roles of materials so far We will find out the reasons why it is worth considering the roles that materials have played
Textbooks and instructional materials play a crucial role in language programs, often serving as the primary source of language input and practice in the classroom (Richards, 2005) They can shape lesson content, balance skill development, and dictate the types of language exercises students engage in In some cases, textbooks primarily supplement the teacher's instruction, while for learners, they may represent the main exposure to the language outside of teacher-led input Additionally, for inexperienced teachers, textbooks can act as a valuable resource for guidance and structure in their teaching.
7 teacher training – they provide ideas on how to plan and teach lessons as well as formats that teachers can use
Referring to the roles of materials in a curriculum, Nunan (1991:209) states that
“Materials, whether commercially developed or teacher-produced, are an important element within the curriculum, and are often the most tangible and visible aspect of it.”
Materials are crucial not only in general English but also in English for Specific Purposes (ESP), as they significantly boost student motivation Dudley-Evans and St John (1998) outline four compelling reasons for incorporating materials in ESP contexts.
In conclusion, materials play a crucial role in the language teaching and learning process, particularly in the context of English for Specific Purposes (ESP) To maximize the effectiveness of these materials in any given situation, it is essential to conduct a thorough evaluation, the theoretical foundations of which will be explored in the following section.
Materials evaluation
Evaluation is a crucial component of language course planning and implementation, alongside needs analysis, course design, teaching and learning processes, and assessment While the theoretical framework suggests a circular and linear progression among these elements, in practice, evaluation closely interacts with both the teaching and learning process and course design Numerous theories on course book evaluation can be referenced from notable linguists such as Sheldon (1988), Hutchinson and Waters (1987), Robinson (1991), McDonough and Shaw (1993), Cunningsworth (1995), Tomlinson (1998), and Dudley-Evans and St John.
(1998), etc Among them, the following should be taken into consideration
Hutchinson and Waters (1987) describe evaluation as a process that assesses how well available solutions meet specific needs This involves measuring the effectiveness of materials, such as Maritime English resources, in fulfilling particular objectives, like completing a diploma at a maritime college or obtaining a certificate of competency for roles such as Deck Watch-keeping Officer on ships of 500 Gross Tonnage or more.
Materials evaluation, as defined by Tomlinson (1998), is the systematic assessment of educational resources in relation to their intended goals and the needs of learners This process entails measuring the effectiveness and potential impact of learning materials, as well as making informed judgments about how these resources influence their users.
According to Dudley-Evans and St John (1998), evaluation is a comprehensive process that starts with identifying the necessary information to collect and concludes with implementing changes in current practices or shaping future actions This emphasizes that evaluation goes beyond merely gathering and analyzing data.
In conclusion, while linguists may have varying perspectives on materials evaluation, it is essential that the process incorporates systematic approaches and assesses the value and suitability of the materials used.
Sheldon (1988) highlights the importance of materials evaluation, emphasizing that a comprehensive assessment of textbooks fosters familiarity with their content This familiarity enables educators to pinpoint specific strengths and weaknesses in the textbooks they currently use, allowing teachers to leverage the strong points effectively while addressing the shortcomings of certain exercises, tasks, and overall texts.
Materials evaluation plays a crucial role in teacher development and professional growth by providing systematic and contextual insights into educational resources According to Cunningsworth (1995), evaluating textbooks enables educators to go beyond subjective judgments, leading to more accurate assessments of materials Consequently, materials evaluation serves as a valuable tool for action research and continuous improvement in teaching practices.
Materials are crucial in foreign language teaching, serving not just as tools for educators but as reflections of the specific teaching and learning objectives According to Cunningsworth (1995: 70), a course book acts as a resource to fulfill predetermined learner needs Evaluators can determine the suitability of a course book for different learners and teaching environments through careful assessment.
Materials evaluation is categorized into various types by researchers, with Robinson (1991) identifying three main types: preliminary, summative, and formative Similarly, Tomlinson (2003) and McGrath (2002) align their classifications into three stages: pre-use, in-use, and post-use evaluation Despite the different terminology, these classifications share fundamental similarities and will be explored in detail.
Pre-use evaluation, as noted by Tomlinson (2003: 23), is conducted prior to the utilization of materials to assess their potential value for users and to choose appropriate course books for specific classes This type of evaluation is often considered the most challenging, as it lacks the benefit of firsthand experience with the materials.
In-use evaluation, as its name implies, assesses the value of materials during their actual use or while being observed in use, offering a more objective and reliable approach compared to pre-use evaluation, which relies on predictions (Tomlinson, 2003: 24) However, Tomlinson (2003) notes a key limitation of in-use evaluation: it can only measure observable actions and cannot assess the cognitive processes occurring within learners' minds.
Post-use evaluation assesses a textbook's effectiveness over time, providing insights into its impact on users, as highlighted by Tomlinson (2003: 25) This evaluation enables evaluators to make informed decisions regarding the materials' use, adaptation, or replacement based on measured data However, it is important to note that this evaluation process can be time-consuming.
Each type of materials evaluation presents unique advantages and disadvantages, making it crucial for evaluators to select the most appropriate method for their specific context In the case of Haiphong Polytechnic College, the researcher opted for in-use evaluation to assess the strengths and weaknesses of the course book, aiming to provide insights for its future enhancement.
Most of advice on conducting evaluations can be found in publications of Cunningsworth
In their influential works, McDonough and Shaw (1993), Sheldon (1988), and Tomlinson (1998; 2003) present various methods for materials evaluation that serve as valuable resources for evaluators Key among these are three fundamental approaches: the impressionistic method, the checklist method, and the in-depth method, which will be discussed in detail.
Cunningsworth (1995: 2) describes the impressionistic method as a way to assess a book by closely examining key features, including its organization, topics, layout, visuals, and lesson design, as well as specific language elements While this method provides a broad overview, it is considered relatively superficial, as it encompasses a wide range of evaluation techniques.
The roles of materials evaluation to adaptation of the course book “English for navigation students”
Before the course book “English for Navigation Students” was introduced in 2008, the ESP teachers had collected Maritime English materials from different maritime English course
At HPPC, there are 14 books designed to support ESP courses for navigation students However, many graduates struggle to meet occupational standards on foreign ships due to inadequate proficiency in Maritime English.
Due to the high demand for a Maritime English course book from ESP teachers, students at HPPC, and employers, the Foreign Languages Department was tasked with creating a comprehensive resource for navigation students This project posed significant challenges for the ESP teachers, who lacked training in materials design After nearly a year of collaboration with Navigation Faculty, the course book ENS was developed and implemented in classes However, after three years of use, it garnered mixed feedback from both ESP teachers and nautical students, highlighting the need for a thorough evaluation to assess its strengths and weaknesses To effectively evaluate the ENS course book, a checklist method was employed, utilizing questionnaires and interviews to gather insights from ESP teachers, subject teachers, and students.
Based on evaluation results, educators can either replace or adapt the current course book In the context of HHPC, adapting the existing course book is the most effective approach, as it enhances compatibility with the teaching environment This adaptation maximizes the book's value for specific learners and leads to more effective occupational outcomes.
In summary, this chapter has provided a brief review of literature on materials evaluation
This article explores three key areas: the significance of materials in language programs, particularly in maritime English; an in-depth discussion on materials evaluation, covering definitions, purposes, methods, types, and criteria; and the crucial role of materials evaluation in adapting the English for Nautical Studies (ENS) course book.
METHODOLOGY
Research questions
This study aimed to evaluate the strengths and weaknesses of the course book, with the goal of maximizing its effectiveness and addressing any shortcomings through necessary adjustments To achieve these objectives, specific research questions were developed.
1 What are the strengths and weaknesses of the course book in the view of the students and teachers?
2 What should be improved in the course book in order to get better outcomes to meet the future occupational requirements?
Research method
This study employs a survey method to effectively address the research questions, primarily due to its ability to gather insights from a large number of students and teachers regarding the course book The survey approach is not only cost-effective but also time-efficient, allowing the researcher to collect diverse opinions simultaneously.
Participants
According to Pritchard (2003:7), evaluation of materials are both needed and made by:
- The Maritime English administrator (educational authorities, maritime administrations, shipping companies, ports, etc.)
At Haiphong Polytechnic College, the materials evaluation process involved subject teachers from the Navigation Faculty, rather than the Maritime English administrator, alongside the first two groups of participants The subsequent sections will provide a detailed overview of these three participant groups.
Structured interviews were conducted with five English teachers responsible for instructing the Navigation Faculty Among them, two hold M.A degrees, while two others are currently pursuing their Master's at ULIS, VNUH Despite lacking formal training in materials writing, these teachers possess significant experience in Maritime English, with two having taught the subject for over ten years and the others for nearly six Additionally, all teachers have at least one year of experience teaching English for Navigation (ENS) since its introduction in 2008, and three contributed to the design of the ENS course book in 2007.
Four experienced subject teachers, who also have extensive backgrounds as navigators on international routes, were invited to participate in this study Their expertise in nautical studies at HPPC enhances the reliability of their judgments regarding English for Nautical Studies (ENS), particularly in terms of Maritime English content and language skills.
A total of 162 male second-year students from the Navigation Faculty, representing four classes (ĐKT02-CĐ1, ĐKT02-CĐ3, ĐKT02-CĐ5, and ĐKT02-CĐ10), participated in this study All students shared the same level of English proficiency and were in their fourth semester after completing two semesters of a General English course, which included the New Cutting Edge Elementary textbook At the time of data collection, they had recently engaged with the latter part of the ENS course book and were tasked with thoroughly reviewing and rating it based on their personal experiences.
Instruments
This study evaluates the English for Nautical Studies (ENS) by examining its format, organization, maritime English, language content, language skills, and methodology Among various evaluation methods identified by several authors, such as questionnaires, interviews, observations, discussions, records, and assessments, the primary data collection techniques utilized in this research are questionnaires and interviews.
According to Johnson (1992), survey questionnaires are the most popular tool for collecting data from large groups simultaneously, ensuring accurate and uniform results This method allows researchers to efficiently gather information from numerous participants regarding their evaluations, significantly reducing the time required for data collection.
The student questionnaire is structured into four sections aimed at gathering feedback on the ENS course book regarding its format, organization, maritime English content, and language skills To ensure clarity in the evaluation criteria, the questionnaire was translated into Vietnamese.
(i) Section I was designed to gather students‟ judgment about the current course book in terms of format/organization
(ii) Section II was created to collect the information related to Maritime English content in the course book
(iii) Section III was aimed at gathering students‟ evaluation on the course book in terms of language content
(iv) Section IV was supposed to collect students‟ judgment about the current course book in terms of language skill
Structured interviews serve as a valuable supplementary tool in data collection and analysis According to Dudley-Evans and St John (1998:134), these interviews are particularly effective for evaluations, as they include key questions that are consistently posed to all participants, allowing for meaningful comparisons Additionally, structured interviews can incorporate supplementary questions to enhance the depth of the data collected.
21 follow up responses for clarification and more detail Although this kind of interview is time consuming, it provides valuable information that evaluators may not obtain
Johnson (1992) highlights that interview response rates tend to be high, as respondents feel more engaged due to their personal connection with the interviewer This dynamic allows interviewers to gather more valuable insights, as they can clarify and rephrase any ambiguous questions, leading to more comprehensive answers.
In this study, structured interviews were conducted with five ESP teachers and four subject teachers at HPPC to assess the course book's strengths and weaknesses The interviews featured six carefully selected questions that focused on aspects such as format and organization, maritime English, language content, language skills, and teaching methodology The insights gained from these interviews aim to provide valuable suggestions for enhancing the course book.
1 What are strengths and weaknesses of the course book in term of format and organization?
2 What are strengths and weaknesses of the course book in terms of maritime content?
3 What are strengths and weaknesses of the course book in terms of language content?
4 What are strengths and weaknesses of the course book in terms of skills?
5 What are strengths and weaknesses of the course book in terms of methodology?
6 What are your suggestions for the adaptation of the course book?
Interviews were conducted with subject teachers to gather their insights on the current course book, specifically evaluating its maritime English content and language skills.
1 What are strengths and weaknesses of the course book in terms of maritime content?
2 What are strengths and weaknesses of the course book in terms of skills?
3 Can you suggest some topics that should be included in the course book?
4 Which skill(s) should be most focused on the course book?
5 What are your suggestions for the adaptation of the course book?
Data collection procedure
The questionnaire and interview questions were developed collaboratively with the supervisor and colleagues at HPPC to ensure clarity and validity At the end of the fourth semester, questionnaires were distributed to participating students, who were guided by the researcher on how to review the book, with examples provided After a 45-minute review session, the researcher collected the completed questionnaires for data analysis Additionally, interviews with the ESP teachers were conducted at the end of the fourth semester, following the completion of two-thirds of the course book.
After a week of reviewing the course book, subject teachers conducted interviews to provide accurate and detailed evaluations.
After collecting data from the ESP teachers, the subject teachers and the students, it was synthesized by hand and categorized in form of tables and charts where appropriate.
Data analysis procedure
Data analysis consists of two procedures dealing with two kinds of data in the research as follows:
The quantitative data obtained from questionnaires was analyzed using descriptive statistics, primarily focusing on frequencies, percentages, and means (averages) Positive feedback from students, categorized as responses indicating "mostly evident" and "fully evident," was converted into percentages and aggregated for comprehensive reporting.
The qualitative data obtained from interviews with ESP teachers and subject teachers was initially transcribed, allowing for direct quotations to be used in the analysis This approach facilitated the comparison, support, or challenge of findings throughout the data analysis process.
This chapter outlines the current state of English for Specific Purposes (ESP) teaching and learning at the Navigation Faculty of HPPC It details the rationale behind the selected research methodology and articulates the research questions Additionally, the chapter describes the data collection process, including the various stages involved, and establishes the groundwork for analyzing the survey results, which will be discussed in the following chapter.
ANALYSIS OF THE RESULTS AND SUGGESTIONS
The realization of each criterion in the course book “English for
The data interpretation involves analyzing means and frequencies, converting the number of students providing positive feedback into percentages These percentages reflect the ratio of positive responses to the total student population, particularly in the "enough evidence" columns The findings are categorized into strengths and weaknesses, with a 50% threshold serving as the dividing line Additionally, qualitative data from both ESP and subject teachers is utilized to quote, compare, and either support or challenge the student data analysis.
No Format and Organization Criteria
1 The print is appealing and clear 2.3 85%
2 The course book provides a useful table of contents, glossary and appendix 1.3 43%
3 The units contain clear objectives 1.0 34%
4 There are periodic consolidations and assessments 1.5 50%
5 The table of contents includes content, structures/grammar and vocabulary of each unit 1.9 65%
6 The contents in each unit are organized in logic order 2.1 77%
Table 3.1: The realization of the format and organization criteria
The survey results from ESP teachers and students revealed dissatisfaction with certain aspects of the course book, primarily due to notable shortcomings A significant issue identified was the absence of clearly defined objectives for each unit, which hindered the ability to follow the material effectively Consequently, students rated this aspect poorly, with only 34% expressing satisfaction.
There is a notable lack of vocabulary lists and useful appendices, including common phrases, expressions, and abbreviations in the maritime field Additionally, Standard Marine Communication Phrases are crucial for students' future careers This deficiency is reflected in a low positive response rate of only 43%.
Chart 3.1: The realization of the format and organization criteria
Despite some shortcomings, the course book received high evaluations from both respondent groups for its printing quality, well-structured table of contents, organized content in each unit, and effective periodic reviews and assessments.
The course book received an impressive 85% positive feedback for its printing quality, highlighting its clear and attractive design However, despite the favorable reception, many ESP teachers noted the presence of spelling mistakes within the material.
Secondly, regarding the sequence of the content in each unit, the course book demonstrates the PPP approach (Presentation, Practice, Production) as follows:
- Presentation: vocabulary and grammatical items are introduced
- Practice: exercises in form of gap filling
- Production: a text or a dialogue is introduced with some questions followed
Students appreciated the PPP approach, finding the sequence of content in each unit systematic and easy to follow, which led to a high positive feedback rating of 77%.
The course book features a valuable table of contents that received a positive response from 65% of students However, ESP teachers noted that it is missing essential grammatical points, key skills, and relevant topical vocabulary.
The course includes a total of seven assessments: three during the first six units, two for the next four units, and two for the final five units, although these assessments are not included in the course book Teachers typically administer periodic tests, make copies, and distribute them to students However, there are no reviews or consolidations after two or three units, leading students to rate this aspect at only 50% positive feedback.
While teacher-generated materials like ENS have notable strengths, they also face limitations when compared to published resources, particularly in areas such as the clarity of objectives, the inclusion of appendices, and the frequency of reviews These shortcomings highlight the necessity for enhancements in the course book.
The representation of Maritime English content in the ENS program received high satisfaction ratings from all three respondent groups, particularly among students Notably, 84% rated the relevance of the subject matter as excellent, while 69% appreciated the diversity of themes and topics covered Additionally, 60% found the Maritime English content to be well-referenced with maritime books and documents These findings are summarized in the table below.
1 The content is practical and useful, and meets the requirements for the occupational outcomes 2.4 84%
2 The topics are various, difficult but attractive and suitable for the students‟ level and motivation 1.9 69%
3 The content is referred to the maritime books, conventions, regulations, and other subject books 1.9 60%
4 The course book provides non-text content (maps, graphs, drawings and pictures) appropriately 0.3 7%
Table 3.2: The realization of the maritime content criterion
The English staff at HPPC, while not professional materials designers, dedicated themselves to creating practical and useful content for nautical students, covering essential aspects of their future jobs, including daily ship activities, maritime safety, and key operations during voyages The course book features a variety of engaging topics that cater to diverse learning styles and preferences, such as first-time embarkation, workplace safety, basic ship information, onboard rules, port entry and departure, steering modes, garbage disposal, and sea protests To ensure the curriculum meets vocational needs, the staff referenced multiple reliable sources, including maritime conventions, regulations, and reputable nautical textbooks like "Welcome on Board" published by the All Japan Seamen’s Union.
1998, English for Seafarers- Pack 1 published by Marlins in 1997, English at Sea - Module
1 published by Canadian Coast Guard College Press in 1995, Deck Cadet Course by
Training and Seafarers Education Department – VINIC company in 2003; and Standard Marine Communication Phrases by the International Maritime Organization
Chart 3.2: The realization of the maritime content criterion
Despite its strengths, the ENS faces significant challenges, particularly highlighted in Chart 3.2 One major issue is the absence of non-text materials, including maps, charts, diagrams, graphs, figures, and pictures This lack of visual aids is a considerable drawback when compared to published materials, which can enhance understanding and engagement for learners.
Writers should prioritize incorporating non-text materials such as diagrams, graphs, and figures in course books, as these elements significantly enhance students' understanding and lesson acquisition Visual aids can often convey more information than text alone, boosting students' inference skills regarding unit topics and problem-solving in emergency situations The absence of these materials has resulted in low satisfaction among respondents, with only 7% providing positive feedback.
A significant issue identified is the inappropriate sequencing of maritime content throughout each unit of the book This concern is highlighted by a subject teacher's feedback, which underscores the need for a more coherent organization of the material.
The organization of maritime content within the units requires improvement for better coherence It should be structured to first cover onboard daily activities, followed by maritime safety, and finally, the main operations onboard.
Such the comment clearly shows that the sequence of maritime content was disconnected and presented at random and in illogical subject development
Suggestions for materials adaptation
Data analysis from student questionnaires and interviews with ESP and subject teachers highlights both strengths and weaknesses of the course book While the ENS course book is generally deemed effective for students in the Navigation Department at HPPC, identified weaknesses indicate a need for adaptation to enhance material quality and meet expected occupational outcomes.
The findings indicate that there are limitations in format and organization that require adaptation, including the need to recheck and correct spelling mistakes.
The introductory table of contents should offer a comprehensive overview of the topics, themes, structures, grammar, and skills covered in each unit, ensuring that users of the course book have a clear understanding of its contents upon access.
To enhance student convenience and facilitate self-study, the course book should feature several practical appendices on its back cover These appendices may include a glossary of common maritime abbreviations, selectively chosen Standard Marine Communication Phrases tailored to students' occupational needs, and a concise explanation of essential maritime terms and expressions.
To enhance long-term memory retention, it is essential to incorporate consolidation sessions after every two units, enabling students to reinforce and recycle their knowledge from previous lessons.
To enhance clarity and alignment in the teaching and learning process, it is essential to clearly and briefly outline the objectives at the beginning of each unit in the course book This practice ensures that both teachers and students have a mutual understanding of the content to be taught and learned, facilitating effective tracking throughout the course.
While all three respondent groups expressed satisfaction with the practical subject matter, diverse themes, and Maritime English references in ENS, several adjustments are necessary to address existing shortcomings.
The topics in ENS were carefully selected through extensive consultation with the subject teacher and constructive discussions among ESP teachers, aligned with specific objectives However, the current arrangement of subject content is disjointed and presented randomly To enhance coherence, it is essential to regroup and reorder the themes in a logical sequence that progresses from simple to complex concepts, ensuring alignment with the standard teaching progression of the subject.
Incorporating more occupational-oriented topics into the curriculum is essential for enhancing student engagement Subject teachers recommend including crucial subjects like ship structure, ship communications, repair and maintenance tasks, and watch-keeping responsibilities This adjustment would replace less motivating topics, such as "after fire accident," thereby creating a more relevant and practical learning experience for students in maritime education.
Incorporating non-text elements such as images, drawings, and diagrams into the ENS units is essential for enhancing the learning experience, making lessons more engaging, and facilitating student understanding.
In English for Specific Purposes (ESP), the choice of key terminologies and semi-technical words significantly affects students' motivation and the overall difficulty of the material The lack of logical progression in the subject matter and vocabulary presentation throughout the course book contributes to this challenge To address this issue, themes and topics should be reorganized for a more coherent development of both content and vocabulary Additionally, vocabulary practice exercises should be diverse, incorporating activities such as gap-filling, changing word forms, and matching words with definitions This variety will provide students with ample opportunities to apply their vocabulary in practical contexts, enhancing real language use Furthermore, vocabulary explanations, particularly for terms in units 8, 10, 14, and 15, should be simplified to accommodate the increasing complexity.
To enhance the effectiveness of the course book, it is essential to design grammar drills immediately following the Grammar Note Section, which reinforces students' understanding and minimizes preparation time for teachers Additionally, incorporating pronunciation drills will provide students with more opportunities to improve their speaking skills, boosting their confidence in communication Furthermore, beyond simple translation tasks, the course book should include diverse exercises that enable students to apply maritime terms in context, facilitating a deeper understanding of the vocabulary.
Subject teachers emphasize that speaking and listening are the most crucial language skills for seafarers However, the course book lacks dedicated listening skill exercises To address this gap, "English for Navigation Students" must include relevant listening practice tailored to the students' future careers, presenting a significant challenge for non-native language teacher-writers.
The course book currently includes forms for a letter, a radiogram, and a sea protest, but lacks essential exercises and clear instructions for writing them effectively Each type of document has distinct requirements in terms of form, structure, and language Therefore, it is crucial to incorporate guidance, techniques, and practice exercises for writing skills into the course book to enhance learning outcomes.
To effectively engage students with diverse learning styles and varying levels of English proficiency, teacher-writers should carefully design a variety of exercises for each unit of the course book Vocabulary practice can include gap-filling, word form changes, and matching definitions, while the Dialogue/Text Section can feature exercises such as answering referential questions, true/false assessments, multiple-choice questions, and role-plays This approach not only motivates students but also enhances their learning experience.
Conclusion
There is no single best material that fits all learners in every context, as both published and teacher-generated resources have unique strengths and weaknesses To utilize materials effectively, it is essential to thoroughly evaluate their characteristics against an assessment tool Consequently, language teachers must act as materials evaluators to identify these strengths and weaknesses and provide recommendations for improvement.
The course book "English for Navigation Students" utilized by HPPC's nautical students was assessed for its format, organization, subject content, language skills, and methodology A checklist method was employed to evaluate its effectiveness in this educational context, utilizing questionnaires and interviews for data collection Survey results revealed that ESP teachers, subject teachers, and students were generally satisfied with the course book, as it effectively meets occupational requirements This satisfaction is supported by its comprehensive coverage of practical maritime topics, essential grammar and vocabulary, collaborative learning methodologies, and high-quality printing.
To enhance the course book "English for Navigation Students" for future Navigation Faculty graduates at HPPC, it is crucial to address its shortcomings Key improvements include adding a glossary of essential abbreviations and a useful appendix commonly used on ships, expanding skill area coverage, diversifying unit patterns, and enhancing the teacher's guide These adjustments are vital to ensure the course meets the occupational requirements of students effectively.
The course book "English for Navigation Students" requires essential modifications to enhance its effectiveness Feedback from both students and teachers indicates specific areas needing improvement, which should be prioritized to elevate the overall quality of the material By addressing these concerns, the course book can better serve the needs of its users in future iterations.
Limitations and suggestions for further study
The study, although was carried out with the researcher‟s great attempts, still proves a number of inevitable limitations due to the limited time, lack of resources and the researcher‟s ability
This study faces limitations due to the restricted scope and time available for a broader survey, resulting in a lack of diverse student opinions on the materials Consequently, the findings may not fully reflect their popularity Additionally, the minor thesis format restricts the exploration of all aspects of materials evaluation, which could enhance the study's reliability and value The research primarily relied on questionnaires and interviews for data collection; incorporating direct classroom observations would have provided a more comprehensive understanding of how teachers utilize materials and their impact on student outcomes.
This research aims to establish a foundational framework for a comprehensive study on the evaluation and design of marine engine English materials, with the goal of significantly enhancing the quality of maritime English resources at Haiphong Polytechnic College.
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