Introduction
Rationale
English education has become essential in Vietnam, with mandatory instruction at universities, colleges, and senior high schools, and a new requirement for grade 3 students starting in 2010 This emphasis on English reflects the growing concern among educators and society about effective communication skills Innovations in teaching methods, particularly the introduction of new textbooks, play a crucial role in enhancing English language instruction Textbooks serve not only as teaching tools but also embody the educational objectives and methodologies tailored to specific learning environments Effective textbooks boost student confidence by offering manageable tasks and activities that accommodate diverse learning styles In Vietnam, textbooks are viewed as central to the teaching-learning process, raising questions about their effectiveness in meeting educational goals, such as improving language skills and adapting to the local context This thesis specifically evaluates the English 11 textbook used at Phan Dinh Phung Secondary School in Hanoi, aiming to contribute to the enhancement of secondary education in Vietnam.
1.2 Aims and objectives of the study
This study evaluates the objectives, content, and methodology of the textbook to assess its alignment with the Ministry of Education and Training (MOET) standards for the course, as well as its suitability for students at Phan Dinh Phung Secondary School Additionally, it examines whether the textbook fosters student interest in learning and supports teachers in their instructional efforts The study also offers suggestions for improving the textbook to enhance its effectiveness in the coming years.
The thesis is to find out the answers to the following research questions:
1 Does the textbook English 11 truly follow the objectives prescribed by MOET for the course?
2 Is it suitable to the students‟ level at Phan Dinh Phung secondary school?
3 Does it bring about the interests in learning to the students at Phan Dinh Phung secondary school?
4 Is it suitable for the teachers at Phan Dinh Phung secondary school, Hanoi in terms of methodology, language competence, tasks, skills and subject and contents?
To collect the data, the methods used in the thesis are document analysis, survey questionnaires and classroom observation
Documents analysis here refers to the analysis of the textbook itself and the objectives for the course prescribed by MOET in the curriculum document
Survey questionnaires here play a vital role in getting feedback from teachers and students about the textbook they have used
Classroom observation are also used to help the researcher interpret the questionnaire data more accurately
The researcher acknowledges that a comprehensive evaluation of a textbook would ideally involve multiple secondary schools across the country However, due to time constraints and the scope of the minor thesis, the focus is limited to evaluating the textbook used at Phan Dinh Phung Secondary School in Hanoi Consequently, the findings are specific to this school and its teachers and students, meaning they cannot be generalized to all secondary schools in Vietnam Nonetheless, these results may serve as a valuable reference for future evaluations of textbooks in other educational institutions.
The study consists of five chapters:
Chapter I Introduction, presents the general introduction of the study, consisting of rationale, aims and objectives, research questions, methods, scope and design of the study
Chapter II, the Literature Review, explores key concepts in textbook evaluation, including definitions and the significance of textbooks in language teaching and learning It covers the definition, rationale, types, methods, and criteria for evaluating textbooks, as well as the definition, purpose, and methods of textbook adaptation Additionally, this chapter reviews previous studies related to the topic.
Chapter III, Methodology, provides information about Research Design, Setting,
Participants, Data Collection Instruments, Data Collection Procedures
Chapter 4 Data Analysis and Discussion, analyses and discusses the data collected from document analysis, survey questionnaires and classroom observation
Chapter 5 Conclusions and recommendations, presents the major findings of the study and recommends some suggestions for further study.
Research questions
The thesis is to find out the answers to the following research questions:
1 Does the textbook English 11 truly follow the objectives prescribed by MOET for the course?
2 Is it suitable to the students‟ level at Phan Dinh Phung secondary school?
3 Does it bring about the interests in learning to the students at Phan Dinh Phung secondary school?
4 Is it suitable for the teachers at Phan Dinh Phung secondary school, Hanoi in terms of methodology, language competence, tasks, skills and subject and contents?
Methods of the study
To collect the data, the methods used in the thesis are document analysis, survey questionnaires and classroom observation
Documents analysis here refers to the analysis of the textbook itself and the objectives for the course prescribed by MOET in the curriculum document
Survey questionnaires here play a vital role in getting feedback from teachers and students about the textbook they have used
Classroom observation are also used to help the researcher interpret the questionnaire data more accurately.
Scope of the study
The researcher acknowledges that a thorough evaluation of a textbook would ideally involve multiple secondary schools across the country However, due to time constraints and the scope of the minor thesis, the focus is narrowed to the Phan Dinh Phung Secondary School in Hanoi Consequently, the findings are specific to this institution and cannot be generalized to all secondary schools in Vietnam Nonetheless, these results may serve as a valuable reference for future evaluations of textbooks in other schools.
Design of the study
The study consists of five chapters:
Chapter I Introduction, presents the general introduction of the study, consisting of rationale, aims and objectives, research questions, methods, scope and design of the study
Chapter II of the literature review focuses on key concepts related to textbook evaluation in language teaching and learning It covers essential definitions and the roles textbooks play in the educational process, as well as the definitions, reasons, types, methods, and criteria for evaluating textbooks Additionally, the chapter discusses the definition, purpose, and methods of textbook adaptation It also includes a review of previous studies relevant to this topic.
Chapter III, Methodology, provides information about Research Design, Setting,
Participants, Data Collection Instruments, Data Collection Procedures
Chapter 4 Data Analysis and Discussion, analyses and discusses the data collected from document analysis, survey questionnaires and classroom observation
Chapter 5 Conclusions and recommendations, presents the major findings of the study and recommends some suggestions for further study.
Literature review
Textbook
Traditional textbooks typically feature multiple chapters, each containing texts of varying lengths that cover diverse topics Each chapter may focus on a distinct theme and often includes pre-reading activities or post-reading exercises Additionally, the texts are usually available in audio format on CDs or tapes In some instances, the textbook and workbook are combined into a single volume, while in others, they are published as separate books.
This study is aimed at evaluating textbook English 11 by Hoang Van Van et al (2008) therefore it would be sensible to clarify the related terminology “textbook”
Textbooks are defined as instructional books, primarily utilized in educational settings such as schools and colleges They serve as essential resources for students, often characterized by their inherently challenging content tailored to specific fields of study.
According to the Merriam-Webster Online Dictionary, a "textbook" is defined as a book utilized in the study of a specific subject, which includes both a presentation of the subject's principles and relevant literary works associated with the topic.
Collins Cobuild English Dictionary for Advanced Learners 4 th Edition (2003) also defines textbook as “a book containing facts about a particular subject that is used by people studying that subject”
A textbook is essentially a manual of instruction or a standard reference book used in various fields of study, created to meet the needs of educational institutions.
Textbooks differ from other books as they are specifically designed based on standardized curricula, primarily serving teachers and students in educational settings They undergo a degree of standardization due to inspection systems and public examinations that assess their suitability Additionally, textbooks are regularly approved and updated while in use within the school system, making them a reliable source of knowledge for both educators and learners As essential resources, textbooks play a critical role in achieving established educational goals tailored to students' needs.
2.1.2 The roles of textbook in language teaching and learning
English language instruction relies heavily on key components, particularly textbooks and instructional materials utilized by language instructors in ESL/EFL classrooms Various theorists emphasize the significant role that textbooks play in effective language teaching, highlighting their importance in shaping the learning experience.
Garinger (2001) cited in http://www.teflweb-j.org/v1n1/garinger.html points out that
„Textbooks play a pivotal role in language classrooms in all types of educational institutions - public schools, colleges, and language schools - all over the world.‟ Riazi
Textbooks play a crucial role in language teaching and learning, being the second most important element in the classroom after the teacher (2003, p.52) According to Sheldon (1988), they represent the "visible heart" of any English Language Teaching (ELT) program and offer significant advantages for both students and teachers in ESL/EFL contexts Textbooks often serve as the primary source of language input and practice, shaping lesson content, skill balance, and language tasks They may also supplement teacher instruction and provide learners with essential contact with the target language For novice teachers, textbooks can act as a valuable resource for lesson planning and teaching strategies The global landscape of language teaching heavily relies on commercial textbooks, which serve as a roadmap for both teachers and learners, offering language samples and variety (McGrath 2002:10).
A course book is essential for foreign language acquisition, providing students with a sense of security and measurable progress It serves as a reliable resource, allowing learners to tackle the language confidently within a structured framework Additionally, textbooks facilitate revision and can be utilized for self-study and reference A well-designed course book, featuring engaging visuals and appealing phrases, is far superior to unappealing photocopied materials often viewed unfavorably by both teachers and students.
While many theorists highlight the benefits of ESL/EFL textbooks, some researchers and practitioners express significant reservations Brumfit (1979) argues that although textbooks can assist teachers, they often hinder initiative by suggesting that an "expert" exists to solve problems for both teachers and students Similarly, Allwright (1982) critiques textbooks for their inflexibility, stating that they typically mirror the pedagogical, psychological, and linguistic biases of their authors.
Textbooks play a crucial role in the teaching and learning process in Vietnamese secondary schools, serving as essential resources for self-directed learning and presentation materials They provide a wealth of ideas and activities, act as a reference source for students, and outline pre-determined learning objectives Additionally, textbooks support less experienced teachers by helping them build confidence and explore new methodologies By introducing gradual changes and offering scaffolding, textbooks enable educators to develop their own creative teaching approaches.
According to Cunningsworth (1984:15), English course materials should serve as tools for teachers rather than dictate their methods This perspective emphasizes the importance of evaluating, selecting, and adapting teaching materials to align with both teaching objectives and students' learning needs, ultimately enhancing learning potential.
Textbook Evaluation
Evaluation is fundamentally the process of asking questions and acting on the responses, starting with identifying the necessary information to gather and concluding with implementing changes to current activities According to the Longman Dictionary of Contemporary English (2001), evaluation is defined as "the act of considering something to decide how useful or valuable it is." Additionally, Hutchinson and Waters (1987) emphasize that evaluation involves judging the suitability of something for a specific purpose, while Cunningsworth (1984) elaborates further on this concept.
The evaluation process requires more than just mechanical assessment; it necessitates professional judgment at every stage This judgment is rooted in a deep understanding of language learning principles and is supported by practical experience, forming the foundation of effective evaluation procedures.
Evaluating textbooks serves as a form of educational judgment, inherently involving subjective decision-making This process entails comparing a textbook's description with the specifics of a particular context to preliminarily assess its suitability for that environment.
According to Low (1987), teachers must screen materials to assess their suitability for specific classes This study aims to evaluate the English 11 textbook used at Phan Dinh Phung Secondary School to determine its alignment with students' levels and interests.
2 2 2 The reasons to evaluate textbook
Evaluating textbooks is essential for effective selection, as highlighted by Sheldon (1988), who notes that choosing an ELT textbook represents a significant administrative and educational decision with substantial professional, financial, and political implications A comprehensive evaluation enables educational institutions to differentiate among available textbooks, fostering familiarity with content and aiding educators in pinpointing strengths and weaknesses in current materials This process ultimately supports teachers in leveraging the advantages of a textbook while addressing its limitations, ensuring optimal use in the classroom.
Hutchinson (1987) advocates for an interactive approach to materials evaluation, highlighting its significance in language teaching He argues that understanding the reasons behind the design of materials is crucial, as materials evaluation not only aids teachers in selecting appropriate textbooks but also enhances their awareness of their own teaching and learning contexts This two-way process is essential for fostering effective educational practices.
Textbook evaluation plays a crucial role in teacher development and professional growth by providing systematic insights into textbook materials, as highlighted by Cunningsworth (1995) and Ellis (1997) This process enables teachers to move beyond subjective assessments, enhancing their ability to conduct action research and fostering professional empowerment Additionally, textbook evaluation is an essential element of teacher training programs, equipping student teachers with the knowledge to identify key features in textbooks while exposing them to a diverse array of language instruction materials.
In terms of when to evaluate a course book, Cunningsworth (1995, p 14) and Ellis
(1997) point out that pre-use evaluation, in-use evaluation and post-use evaluation are engendered
The 'predictive' or 'pre-use' evaluation is the most prevalent type of assessment, aimed at analyzing the potential effectiveness of a textbook This form of evaluation is often the most challenging, as it relies on projections rather than actual experience with the course material.
In-use evaluation is a method of textbook assessment focused on materials currently in use, aimed at determining their suitability This evaluation process involves aligning the course book with specific requirements, such as learners' objectives, backgrounds, and available resources (Cunningsworth, 1995, p 14).
In-use textbook evaluation focuses on meticulous record-keeping and evidence-based reflection, assessing not only the original material but also its adaptability to various contexts.
Post-use evaluation involves assessing a textbook's effectiveness after extended use, allowing for a thorough understanding of its impact This evaluation is crucial in determining whether to continue utilizing the same textbook in future situations.
This study presents findings from a survey conducted at Phan Dinh Phung High School in Hanoi, aimed at evaluating the English 11 textbook currently in use Classified as an "in-use" evaluation, the primary goal is to assess the textbook's effectiveness based on feedback from its users.
Evaluators in educational settings are often categorized as insiders, such as teachers and students, or outsiders, like consultants and administrators While outsiders may be perceived as impartial, they often face criticism for lacking familiarity with local conditions, and the term "expert" can carry negative connotations Insiders possess a deep understanding of the context, history, and dynamics at play, which may lead to a belief that outsider expertise is less relevant Both groups navigate a complex environment filled with power dynamics and diverse stakeholders, complicating the evaluation process The question of who should evaluate is intertwined with political factors and stakeholder interests, highlighting the complexities of objectivity, subjectivity, and the value of different perspectives in evaluation.
Both insider and outsider doing the evaluation have pros and cons It is described clearly in the following table.
Insiders doing the evaluation Outsiders doing the evaluation
Can have a deep understanding of project and its context
Likely to be developed trust with staff and community groups involved
Part of the organizational structure
A way of developing evaluation skills, critical reflection
Can be viewed by funders as a providing a more independent evaluation
Can provide a fresh look at the project
Provide evaluation expertise & experience from other evaluations
Can free up more time for the doing of the project
May not have time to devote to evaluation
May lack skills in evaluation
Can have less knowledge of project and organizational and political environment
Not part of normal organizational structure
May require time to develop trust among staff and participant
The choice between outsiders and insiders for conducting evaluations is influenced by the evaluation's objectives and the specific circumstances and limitations of the situation.
Textbook evaluation can be categorized into three primary methods: the impressionistic method, the checklist method, and the in-depth method, as identified in the literature (McGrath, 2002).
Previous Research on textbook evaluation
Numerous studies conducted by researchers worldwide assess the effectiveness of textbooks used in various educational systems Each study employs distinct methodologies, yet they share a common goal: to evaluate the pedagogical value and appropriateness of these textbooks for specific language programs.
In her 2007 study, "Evaluating an EFL Textbook – A New English Course," Jiazhi Wang assesses the effectiveness of the EFL course book "A New English Course," utilized by university English major students in China The article begins with an overview of the current state of EFL teaching materials in China, followed by a detailed evaluation of a specific unit from the course book, analyzed from both micro and macro perspectives.
The method used in this research is document analysis By evaluating the teaching material, the researcher gives ideas to adjust, modify and eventually improve the material
“Textbook evaluation and ELT management – A South Korean Case Study” by David
R A Litz (2005) discusses and describes the intricate and complex evaluation process that was undertaken at Sung Kyun Kwan University in Suwon, South Korea in 2000-2001 for a textbook (English Firsthand 2) that was being used in this particular learning environment This study applies a wide variety of relevant and contextually appropriate criteria for the evaluation of the textbooks that are being used in the language classrooms to find out whether contents of the textbooks are of an acceptable standard or level of quality and appropriate to the learners for whom they are being used Doing this research, a series of textbook evaluation questionnaires had been created and provided to the instructors and students at the conclusion of the first year of the course They contained questions that pertained to the practical considerations (price, accessories, methodology etc.), layout and design, range and balance of activities, skills appropriateness and integration, social and cultural considerations, subject content, and language types represented in the textbook An additional component of the study consisted of a student 'needs analysis' that was conducted at the same time as the textbook evaluation survey
“Evaluation of EFL Materials Taught at Iranian Public High Schools” by Ali Jahangard
In 2007, a study assessed four EFL textbooks mandated by the Iranian Ministry of Education for high school use, analyzing their strengths and weaknesses based on 13 criteria derived from various material evaluation checklists The research provides detailed insights into the textbooks' merits and demerits, along with recommendations to address identified shortcomings.
The article "An Evaluation of the Piloted English 10 – Textbook 2 at Nguyen Tat Thanh High School" by Nguyen Thu Huong Lan (2004) assesses the textbook's alignment with the objectives set by the Ministry of Education and Training (MOET) and evaluates its content and methodology The study aims to determine whether the textbook effectively meets the English proficiency levels of students and suggests improvements to enhance its educational value.
Various studies have demonstrated that researchers employ diverse criteria and methods to assess the effectiveness of materials and provide improvement suggestions This study also identifies appropriate criteria and methods for conducting research in this area.
Textbook Adaptation
Definition of adaptation can be unhelpfully broad Madsen and Bowen (1978) claim that
Every teacher acts as an adapter of the materials they utilize, as highlighted by Tomlinson (1998b:xi), who defines material adaptation as the process of modifying resources to enhance their effectiveness for specific learners This adaptation can involve reducing, adding, omitting, modifying, or supplementing content To optimize the learning experience, teachers frequently adjust textbooks and other materials, ensuring they meet the diverse needs of their students.
2 4.2 The purpose of adapting textbook
McGrath (2002:64) states that the two most frequently cited purposes for adaptation are as follows:
1 to make the material more suitable for the circumstances in which it is being used, i.e to mould it to the needs and interests of learners, the teacher‟s own capabilities and such constraints as time, or as McDonough and Shaw (1993:85) put it: „to maximize the appropriacy of teaching materials in context, by changing some of the internal characteristics of a course book to better suit our particular circumstances‟;
2 to compensate for any intrinsic deficiencies in the material, such as linguistic inaccuracies, out-of-datedness, lack of authenticity or lack of variety
Textbook authors strive to address the needs of their target audience; however, these resources often require adaptation for effective classroom use Since most commercial textbooks are not tailored to specific classes, educators may need to modify them to better suit their teaching context Maley (1998:281) proposes various strategies for adapting materials to enhance their relevance and effectiveness in the classroom.
• omission: the teacher leaves out things deemed inappropriate, offensive, unpro- ductive, etc., for the particular group
• addition: where there seems to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material
• reduction: where the teacher shortens an activity to give it less weight or emphasis
• extension: where an activity is lengthened in order to give it an additional dimen- sion (For example, a vocabulary activity is extended to draw attention to some syntactic patterning.)
• rewriting/modification: teacher may occasionally decide to rewrite material, espe- cially exercise material, to make it more appropriate, more “communicative”, more demanding, more accessible to their students, etc
• replacement: text or exercise material which is considered inadequate, for whatever reason, may be replaced by more suitable material This is often culled from other resource materials
Teachers have the flexibility to reorder textbooks to better suit their students' needs, allowing them to create a customized learning path that diverges from the author's original sequence.
• branching: teachers may decide to add options to the existing activity or to suggest alternative pathways through the activities (For example, an experiential route or an analytical route.)
Summary
This chapter examines various theories related to textbooks and their significance in the teaching and learning process, highlighting key issues that must be addressed during textbook evaluation It also reviews prior research on textbook evaluation across different global contexts The final section discusses theoretical aspects of textbook adaptation, providing a foundation for evaluating a specific textbook at a secondary school, which will be detailed in the following chapter.
Research Methodology
Research Design
This study evaluates the English 11 textbook used at Phan Dinh Phung High School in Hanoi, focusing on its objectives, content, and methodology Conducted while teachers and students actively use the textbook, the research aims to assess its effectiveness and identify necessary adaptations for future improvement The researcher employs a triangulation of methods, including document analysis, survey questionnaires, and classroom observation, believing that this multifaceted approach will yield more reliable and valid evaluation data.
Setting
In the 2007-2008 academic year, Vietnam implemented a new English textbook for grade 11 across all secondary schools, mandated by the Ministry of Education and Training (MOET) English is a compulsory subject in the curriculum, and only textbooks published by the Educational Publishing House (EPH) are authorized for use in these schools.
A study conducted at Phan Dinh Phung High School in Hanoi examined the implementation of the new English 11 textbook, which is currently being taught across 15 large classes, each consisting of 45 students The large class sizes have been found to negatively impact the effectiveness of English teaching and learning at the school.
In addition to core subjects like Maths and Literature, English holds a significant place in the curriculum at this school, with over half of the students specializing in it The school's management prioritizes English education, ensuring effective teaching and learning practices are in place to enhance student outcomes.
Participants
The school employs ten female English teachers, aged 25 to 53, all of whom are graduates from the English Department at the University of Language and International Studies, VNU With teaching experience in secondary education ranging from 3 to 30 years, each teacher has effectively taught English 11 Their dedication and enthusiasm for teaching contribute positively to the learning environment.
The school has 675 students in grade 11, all of whom began learning English in grade 3, resulting in a strong proficiency in the language Among these students, 300 are majoring in natural sciences, while the remaining students focus on English as a foreign language Those majoring in foreign languages demonstrate superior English skills, excelling in English 11 compared to their peers in other schools across Vietnam In contrast, the natural science students possess average English competence, similar to that of students in other secondary schools nationwide Selecting 300 students from the natural science classes for the study provides a reliable representation of the current state of English teaching and learning in Vietnamese secondary schools.
Data Collection Instruments
This section outlines the data collection instruments utilized in the research, highlighting the strengths of the selected research methods for evaluating the textbook The chosen instruments include document analysis, survey questionnaires, and classroom observation, each contributing to a comprehensive understanding of the study's objectives.
This research method is said to bring an important source of data for evaluation and it forms “an essential part of the data for an evaluation exercise” (Robinson, 1991:71)
This thesis employs document analysis as an effective method to gather data, focusing on the evaluation of the English 11 textbook used at Phan Dinh Phung Secondary School in Hanoi The primary objective is to assess the textbook's alignment with the Ministry of Education and Training (MOET) requirements for the course The evaluator systematically analyzes the content of the English textbook to determine its suitability.
11 and compared it to the curriculum of the course prescribed by MOET in order to find out the answer (Appendices 1 and 2)
Survey questionnaires are essential tools for data collection, offering several key advantages According to Gillham (2000), they reduce pressure on respondents, eliminate the risk of interview bias, and allow for straightforward analysis of responses.
This thesis involved the design of survey questionnaires aimed at gathering the opinions and attitudes of both teachers and students regarding their current textbook Participants were asked to provide feedback on the textbook's content and methodology through these questionnaires.
The researcher utilized two distinct survey questionnaires, one targeting teachers and the other for students, to gather insights on textbook effectiveness The teacher's questionnaire comprised thirty items, divided into five sections The first section included seven questions assessing the textbook's alignment with teaching methodologies, focusing on tasks related to Reading, Speaking, Listening, Writing, and Language Focus Part two contained five questions regarding the suitability of language types, while part three evaluated the appropriateness of activities The fourth section, with three questions, investigated the textbook's relevance to teaching skills, and the fifth section included four questions about the subjects and content Finally, the questionnaire sought teachers' suggestions for textbook adaptations In parallel, a twelve-item questionnaire was administered to students in natural science classes to gauge their opinions on the textbook's subjects, skills, activities, language, and social knowledge, ensuring clarity by providing the questions in Vietnamese for better comprehension and reliable responses.
Teachers and students are encouraged to complete and submit the questionnaires to the researcher, who will then analyze the collected data and present the findings through tables and charts.
Classroom observation seems to be one of the most effective methods to examine the textbooks as they are being used in authentic teaching/learning context
This study utilizes a combination of survey questionnaires, document analysis, and classroom observations to enhance the reliability of the data collected By observing real classroom dynamics, the research aims to provide a clearer understanding of the findings from the questionnaires.
The researcher conducted observations in five different classes at Phan Dinh Phung Secondary School in Hanoi, focusing on various periods including Reading, Speaking, Listening, Writing, and Language Focus The aim was to assess the level of student interest in the textbook and its appropriateness for their proficiency During the observations, the researcher noted classroom activities and student engagement, and subsequently shared these findings with the teachers to validate the insights gained.
Data Collection Procedures
This thesis utilized three data collection instruments: document analysis, survey questionnaires, and classroom observation Initially, the researcher evaluated the textbook in relation to the Ministry of Education and Training (MOET) standards Concurrently, classroom observations were conducted while distributing questionnaires to both students and teachers Following the collection of the questionnaires, the researcher analyzed and compared the results with insights obtained from the classroom observations.
Summary
This chapter outlines the research design, detailing the study's setting and participants It also clearly presents the instruments used for data collection and the procedures followed during the data collection process.
Data Analysis and discussion
Document Analysis
To evaluate if the English 11 textbook aligns with the MOET curriculum, a comparison of the curriculum (Appendix 1) and the textbook content (Appendix 2) is essential The analysis indicates that the textbook's contents largely correspond with the curriculum requirements regarding topics, grammatical elements, and competencies.
The English 11 curriculum encompasses six themes featuring a total of 16 topics, including Friendship, Personal Experiences, Parties, Volunteer Work, Illiteracy, and Competitions Additional topics cover Population, Celebrations, Postal and Telecommunication Services, Nature in Danger, Sources of Energy, The Asian Games, Hobbies, Entertainment, Space Conquest, and the Wonders of the World These topics are systematically organized into 16 units within the English 11 textbook.
In terms of vocabulary, all of the new words that are presented in the curriculum are written in the glossary in the textbook
However, some requirements of the course are not dealt with in the textbook which are grammatical points and competences
In terms of grammatical points, some were not integrated in the textbook listed below: -Perfect infinitive
In terms of competences, some are targeted to be acquired by the students but were not included in the textbook:
- Discuss qualities for true friendship
- Write a letter to ask for and give information about competitions
- Express satisfaction and dissatisfaction towards postal services
- Talk about types and sources of energy
- Talk about possibilities of events
Whereas, several competences are not required but were employed as new inputs:
- Interpreting statistics on population from a chart
Moreover, pronunciation is not required but is included in the textbook
A comparison of the textbook contents with the MOET course requirements shows that only a few items are lacking, indicating that the textbook largely meets the necessary topics, grammatical points, and competencies To determine its suitability for students and teachers, the researcher primarily considered feedback gathered from surveys conducted with both groups.
Survey questionnaire
Ten English teachers from Phan Dinh Phung Secondary School in Hanoi completed the questionnaires (Appendix 3) The collected data were subsequently analyzed and are presented in the following description.
This section presents six questions focused on methodology, where targeted teachers shared their perspectives on their teaching approaches The findings are summarized in the table below.
1 By teaching tasks in Pre-reading, you interest your students in the topics they are going to learn
2 By teaching tasks in while-reading, you help your students acquire knowledge to understand the reading texts
3 You taught tasks in post-reading easily because you only help your students consolidate what they have learnt
4 By teaching tasks in Pre-listening you provide your students some key words to do the tasks in while-listening stages
5 By teaching tasks in while-listening, you help your students acquire knowledge to understand listening texts
6 You taught tasks in post-listening easily because your students only show their understanding in the form of writing or speaking
7 In Speaking section, teachers always ask the students to work in pairs and groups to discuss topics and they can speak about topics they have learnt
8 In Writing section, teachers provide the students the models of the writing and ideas necessary for the writing
9 In Language Focus section, teachers help the students understand grammar points and practise them in communicative situation
Table 1 Teachers’ opinions about methodology in the textbook
All teachers at Phan Dinh Phung Secondary School in Hanoi expressed a strong interest in teaching pre-reading tasks, which significantly motivated students These tasks effectively introduced topics and encouraged students to share their ideas through engaging illustrations To complete the tasks successfully, students utilized their background knowledge and engaged in brainstorming, creating a lively classroom atmosphere The collected data and informal discussions with teachers indicated that the tasks provided clear instructions and were appropriately challenging, leading to successful student performance.
A recent survey revealed that 90% of teachers found no difficulty in teaching while-reading tasks, attributing their ease to students' development of reading skills since grade 6 Over the years, students have become familiar with various reading tasks, including comprehension questions, word meanings in context, multiple-choice questions, True/False statements, and title matching This extensive exposure has significantly enriched their vocabulary over eight years of English learning Additionally, the tasks in the textbook effectively check students' understanding of new words, ensuring they grasp both the usage and meanings necessary for comprehending reading texts.
Seventy percent of teachers agreed that teaching post-reading tasks was not very difficult, as these tasks were engaging and motivated students to be more active in class Many tasks involved summarizing learned content in written or spoken form, fostering a competitive spirit among students as they compared their understanding with peers Additionally, some units challenged students to apply their knowledge to solve problems presented in the reading texts, which sparked their interest by allowing them to connect prior knowledge with new information Furthermore, personal questions related to students' lives made the activities more motivating, as they encouraged students to learn more about each other Overall, students demonstrated a solid understanding of the reading materials and effectively completed the post-reading tasks, making it easier for teachers to facilitate the lessons.
Teachers emphasized that pre-listening tasks facilitate students' engagement with while-listening activities, making them easier to complete In certain units, cultural knowledge was integrated into the listening exercises, reducing students' difficulties Notably, during the "Listen and Repeat" segment, teachers introduced new vocabulary from the listening texts, significantly aiding students in task completion Overall, teachers expressed high satisfaction with the pre-listening tasks and recommended no changes to this approach.
Nine out of ten teachers reported challenges in teaching listening tasks during while-listening activities, as students struggled to complete tasks despite being provided with new vocabulary and cultural context Many students found the listening texts overwhelming, leading to confusion; for instance, in unit 1, they faced difficulties comprehending two conversations within a single period Similarly, unit 6 presented numerous events and participants that were hard for students to remember, while unit 7 maintained a comparable level of complexity Teachers noted that comprehension questions were often too difficult, prompting modifications such as changing task 2 in unit 7 to multiple-choice questions and task 2 in unit 10 to a gap-filling format Observations revealed that large class sizes of forty-five students and the lack of headphones further contributed to poor listening outcomes.
Despite having only one post-listening task that required students to demonstrate their understanding through writing or speaking, 90% of teachers reported that these tasks were challenging and time-consuming to prepare Given the students' current English proficiency at Phan Dinh Phung Secondary School, they struggled to articulate or write their responses fluently without guidance Consequently, teachers had to redesign the tasks due to limited time for post-listening activities They encouraged students to answer questions and then either speak or rewrite their responses Additionally, teachers often provided vocabulary, structures, or ideas to assist students in their speaking and writing Guided cues were essential for students to successfully complete the post-listening tasks.
All teachers (100%) agreed that the speaking tasks in the textbook, such as reporting results, role-playing, practicing dialogues, and conducting interviews, provided students with valuable opportunities for individual, pair, and group work They noted that the task instructions were clear and effective, incorporating structures and key ideas that facilitated students' ability to generate new speaking content Consequently, students were able to create sentences and passages based on familiar topics, allowing teachers to conduct lessons with ease and minimal preparation.
The data indicates that a significant majority of teachers (70%) believe that the writing tasks provided do not adequately supply students with the necessary models and ideas for effective writing, which hampers their ability to guide students Additionally, only a few units feature writing models, and students struggle with complex writing tasks such as reply letters, chart descriptions, and biographies due to insufficient English proficiency Consequently, teachers spend considerable time providing and explaining good writing samples to their students.
A significant majority of teachers (70%) expressed dissatisfaction with the language focus in exercises, as they often did not align with the necessary language points for practice The exercises primarily emphasized correctness, leading teachers to limit student engagement to checking accuracy rather than applying grammar in communicative contexts Consequently, teachers sought to create communicative situations that would allow students to practice the language points they had learned effectively.
In summary, the analysis indicates that the English 11 textbook is partially suitable for teachers at Phan Dinh Phung High School in Hanoi regarding its methodology While the reading and speaking tasks are generally appropriate and easy for teachers to implement, the listening and language focus sections necessitate modifications to enhance their adaptability for teaching purposes.
Under “language type” the textbook questionnaires for teachers asked five questions about language types in the textbook The results as follows:
1 The language in the textbook is authentic
2 The text types in the textbook are varied 20% 80%
3 The language used is at the right level for students
4 Grammar points are brief and easy 80% 20%
English students will be likely to use
Table 2 Teachers’ opinions about language types in the textbook
Teachers were asked to evaluate the authenticity and realism of the language used in their textbooks The survey revealed that 70% of teachers strongly agreed that the textbook effectively represented real-life language use, while 30% found the language to be relatively authentic Educators noted that the language models provided in the textbook were not only genuine but also reflective of everyday communication, suggesting that exposure to such language could enhance student motivation.
Eighty percent of teachers agreed that the textbook offered a diverse range of text types, including reading passages, images, tables, charts, and graphs, which supports their viewpoint on the variety of styles presented.
A survey of teachers revealed that 60% believed the language used in the curriculum was appropriate for students' English proficiency, while 40% felt it was only partially suitable Observations in the classroom indicated that certain reading and listening materials, particularly in units focused on illiteracy and population, presented challenges for students, leading to difficulties in comprehension and task completion Consequently, it can be concluded that the language utilized in the textbook only partially aligns with the students' English language abilities at this school.
Classroom observation
The researcher conducted observations in five classes, ranging from 11A1 to 11A5, where students primarily focused on natural subjects rather than English Acting solely as an observer, the researcher refrained from participating in classroom activities and meticulously recorded detailed notes during each lesson Following the observations, the researcher collaborated with the teacher to review and verify the accuracy of interpretations regarding the classroom dynamics and activities.
The researcher observed a class 11A1 reading lesson focused on Unit 7 (World Population), which addressed the realities, sequences, and solutions to global population growth Although the reading text was lengthy and contained unfamiliar vocabulary that posed comprehension challenges, the teacher effectively engaged students through various interactive activities A diagram was used to introduce the topic and clarify new terms, prompting students to contribute related words, which heightened their enthusiasm Following this, students successfully completed Tasks 1 and 2, competing in groups and fostering a lively classroom atmosphere In the post-reading task, pairs discussed the five most populous countries, their locations, and identified the richest and poorest among them, drawing on their prior knowledge Unfortunately, time constraints limited the opportunity for all pairs to share their answers and for the teacher to assign homework.
In the class observation of 11A2 during the Speaking Unit 12 (The Asian Games), students initially engaged in a pair activity to act out conversations based on a provided table, although the repetitive nature of the dialogues made it less engaging However, the excitement increased during Task 2, where students memorized medal counts from the textbook in a competitive format This task encouraged active participation, as pairs earned points for correct answers, fostering a lively and interactive classroom environment.
The third observation was done in the class 11A3 with Listening – Unit 13 (Hobbies)
In the pre-listening phase, teachers engaged students with pictures, leading to enthusiastic participation After listening to the text, students tackled Task 1, which featured numerous challenging questions, resulting in few students achieving all correct answers Conversely, Task 2 was easier, as students only needed to identify missing words, although it was perceived as boring In the post-listening activity, students collaborated in pairs to discuss the disadvantages of over-reading, drawing on familiar topics and sharing many interesting insights.
The researcher observed class 11A4 during the Writing – Unit 15 (Space Conquest) lesson, where the teacher engaged students by asking about the first human on the moon, Neil Armstrong Following this discussion, the students successfully completed Task 1 with ease However, in Task 2, which required them to write a biography of Armstrong, many students struggled with grammar and structure, resulting in compositions that lacked clarity and accuracy.
The final observation was the class 11A5 with Language focus – Unit 15 (Space Conquest) In pronunciation, it seemed very difficult for them to repeat precisely, especially reading aloud the dialogue
In the Grammar section, students struggled with mastering "could/be able to" and tag questions, as these concepts were not clearly differentiated Furthermore, unit 15 did not adequately introduce these language points, and the limited number of exercises provided was insufficient for students to grasp the material effectively Consequently, many students performed poorly on the exercises, highlighting the need for additional practice to reinforce their understanding of these grammar topics.
The researcher observed five classes and noted that students showed strong interest in the activities presented by the teacher, indicating that the textbook effectively engaged them Additionally, the textbook aligned well with the students' English proficiency levels in reading and speaking, as evidenced by their higher correct answer rates in these areas However, while students were able to complete the writing activities in the textbook, their performance was not as strong Furthermore, improvements are necessary in the listening and language focus tasks to enhance overall teaching and learning outcomes.