INTRODUCTION
Rationale
The textbook "Tieng Anh Thi Diem" has been utilized in our school for five years, garnering positive feedback from both teachers and students However, its actual usage in the classroom has not been thoroughly researched As the book is still in the pilot phase, it is essential to gather empirical evidence regarding how teachers implement it with their students This need drives my exploratory study presented in this thesis, which aims to uncover the reasons behind teachers' approaches to the textbook The findings will enhance teachers' understanding and assessment of the new textbook, enabling them to make appropriate adaptations for more effective use in their future teaching.
Aims of the study
This study aims to investigate the implementation of the new textbook "Tieng Anh Thi Diem 10" in high school classrooms Specifically, it focuses on examining how this textbook is utilized in educational settings.
(1) find out how the intended methodology of Tieng Anh Thi Diem textbook
10 is being implemented in the classroom;
(2) understand teachers‟ attitudes towards and beliefs about the innovation implied in the textbook Tieng Anh Thi Diem 10; and
(3) find out the factors affected teachers‟ use of the textbook Tieng Anh Thi Diem 10.
Research questions
In order to achieve the above-stated aims, the following research questions were formulated:
1 How is the new textbook Tieng Anh Thi Diem 10 implemented in the classrooms?
2 Why do they use the textbook Tieng Anh Thi Diem that way?
3 To what extent does such implementation match the underlying methodology of the textbook?
Methods of the study
This study investigates the implementation of the new textbook "Tieng Anh Thi Diem 10" within the framework of recent curriculum reforms Rather than evaluating the textbook, the focus is on understanding its application in an educational setting Conducted as a single qualitative case study, the research centers on a gifted high school in Quang Ninh province Data was gathered through interviews and classroom observations to provide insights into the textbook's usage.
The subjects chosen for the research include 6 English teachers at a high school in Quang Ninh province The research is carried out during the second semester of the school year 2017-2018
Data for this study were obtained by means of class observations and teacher interviews
- Class observations: There are total 8 lessons being observed.Sixlessons for each teachers teaching different skills will be video recorded Three other lessons will be observed and taken notes
- Recording classroom atmosphere in lessons
Scope of the study
This qualitative case study focuses on the implementation of the new Tieng Anh Thi Diem textbook for Grade 10 at a single upper secondary school, and does not aim for generalization The study is limited in scope as the new textbooks have been adopted across all Grade 10 classes in the school this academic year.
Significance of the study
This study can be significant in a number of ways First, as discussed earlier, the curriculum and textbook is a key component in most language programs In an
In the EFL context of Vietnam, textbooks often serve as the primary source of language input and practice for learners, especially given the limited instructional time of three hours per week For many senior high school students, these textbooks are essential in supplementing classroom instruction To be effective, textbooks must be professionally designed, aligned with the curriculum, and tailored to meet both educational goals and student needs However, an analysis of the MOET-funded new textbooks reveals several issues that may hinder teachers and students from achieving their ultimate objective of enhancing communicative competence.
The research helps to identify the problems and suggests ways of improving them This contribution would be of practical value to textbook authors, teachers and teacher trainers in Vietnam
The findings of this study offer valuable insights for curriculum developers, textbook authors, teacher educators, and educational authorities, enabling them to make informed decisions aimed at innovating English teaching in upper secondary schools Additionally, this research enhances the understanding of the role textbooks play in driving educational innovation.
Organization of the thesis
There are 5 chapters in my thesis:
Chapter 1 is the Introduction presenting the rationale, aims, scope, significance, research questions and methods of the study
Chapter 2 is the Literature Review, which reviews theoretical issues related to the role of textbooks in English language education in general and in innovation in particular as well as previous studies on the implementation of innovation and the role of textbook in English language teaching (ELT) innovation
Chapter 3 is the Research Methodology, which is composed of 3 parts: research design, research procedures, the settings (the case) and the participants of the study
Chapter 4 is the discussion of the findings through an analysis of the data collected by means of classroom observations and semi-structured interviews
Chapter 5 is the Conclusion In this chapter, major findings of the study will be briefly summarized as well as the acknowledgement of the limitations of the study will be made
Besides, the classroom transcripts and interview transcripts are included in the Appendixes
LITERATURE REVIEW
The role of textbooks in English language teaching (ELT)
2.1.1 The role of textbooks in ELT
ELT textbooks are crucial in language classrooms, yet recent debates within the ELT community have questioned their effectiveness in teaching English as a second or foreign language Discussions have highlighted both the advantages and drawbacks of using textbooks in language instruction.
Recent discussions highlight the importance of guiding students through the learning process and addressing the needs of teachers who utilize textbooks Key concerns include textbook design, practicality, methodological validity, and their role in fostering innovation in English Language Teaching (ELT) However, there remains a significant gap in research regarding the impact of textbooks on ELT innovation.
Materials play a crucial role in language instruction, serving as vital resources for both students and teachers According to Allright (1990), effective materials should facilitate learning, provide ideas and activities, and offer teachers a rationale for their instructional choices Textbooks, a primary type of teaching material, are particularly significant in language programs Hutchinson and Torres (1994) emphasize that textbooks are the most essential component of English language instruction, underscoring their importance in the overall educational framework.
The textbook is an almost universal element of [English language] teaching…No teaching-learning situation, it seems, is complete until it has its relevant textbook (p 315)
Textbooks are essential components of language programs, serving as the foundational tools for both students and teachers According to Hutchinson and Torres, they provide numerous advantages that enhance the learning experience Sheldon (1998) emphasizes the critical role of textbooks in language courses, highlighting their ability to support diverse educational needs.
Textbooks are essential to any English Language Teaching (ELT) program, serving as a central resource that benefits both students and teachers in the ESL/EFL classroom.
According to Cunningsworth (1995), a textbook serves as a comprehensive syllabus that outlines learning objectives and provides essential support for less experienced teachers, helping to boost their confidence in the classroom.
Textbooks serve as essential guide-maps for learners, outlining what they have learned, what they will learn, and what they need to review for exams (Wendy, 2008) Moreover, they provide a structured framework that enables students to study independently at their own pace (Anon, 2008).
Textbooks serve as essential resources for students, providing a clear roadmap for daily lessons and necessary revisions They help learners understand what to focus on during their studies and ensure comprehensive coverage of grammar, structures, and vocabulary, particularly for those preparing for exams.
Textbooks play a crucial role in language programs, providing essential structure and credibility that makes it difficult to envision a course without them While some educators support a zero textbook approach, relying solely on alternative methods, this can place an overwhelming burden on teachers.
Textbooks play a crucial role in language education, serving as essential resources for both teachers and learners According to Cunningsworth (1995), while teachers may develop their own teaching materials, textbooks remain a vital source of activities and learning tasks Richards highlights that textbooks not only provide learners with significant exposure to language practice in the classroom but also serve as primary tools for teachers to effectively plan their lessons He concludes that the extensive use of textbooks is indispensable for successful language teaching globally.
While textbooks offer significant benefits in language teaching, their limitations are also noteworthy Allright (1981) identifies issues such as inflexibility, author biases in methodology and content selection, and a lack of consideration for learners' needs Consequently, textbooks can "de-skill" teachers who rely on them (Richards, 1998) Additionally, Sheldon (1988) highlights that many English Language Teaching (ELT) textbooks are often perceived as inadequate.
Many textbooks suffer from the negative impact of authors' and publishers' pursuit of quick profits, leading to serious theoretical issues, design flaws, and practical shortcomings Often marketed with exaggerated claims, these books frequently present disjointed content that is either overly simplistic or excessively generalized, lacking depth and coherence The significant number of single-edition textbooks that have become obsolete in the past decade highlights the consequences of educators' dissatisfaction with such practices.
Cunningsworth (1995) suggests that instead of adopting textbooks as they are, teachers should adapt them to better meet their needs While this advice is practical, it raises concerns about whether all educators possess the necessary skills to effectively modify textbooks.
N Reynaud (submitted by Admin, 2008), who has been teaching English for over 30 years also concludes that textbooks are all right because they offer a
"progression" in grammar which is to be studied so textbooks are perfect when the schedule of your classes include “British literature.”
Language teaching researchers agree that textbooks play a crucial role in the teaching and learning process Inexperienced teachers often struggle to teach languages effectively without these resources Therefore, it is essential for educators to be recognized for their ability to select high-quality textbooks that enhance their lessons.
Textbooks are essential in language education across various institutions, including public schools, colleges, and language schools globally While some educators have the flexibility to select their own materials, most teachers rely on textbooks that are recommended, mandated, or provided to them (Garinger, 2001).
Previous studies on the use of textbooks in ELT
Curriculum renewal and innovation is a complex process that extends beyond simply introducing a new textbook As highlighted by Nunan (1988), there is often a significant gap between the planned curriculum and its actual implementation in the classroom This mismatch indicates that adopting a new curriculum does not automatically lead to changes in classroom behaviors, emphasizing the need for thoughtful integration of new educational materials.
The implemented curriculum, as highlighted by Nunan, focuses on the practical use of new textbooks in classrooms and emphasizes the significance of identifying discrepancies within the evaluated curriculum White (1988), referencing Sockett (1976), expands on the metaphor of a curriculum as a house plan by defining it in three dimensions: first, as a blueprint aimed at achieving future objectives; second, as the necessary systems for constructing the educational framework; and third, as a reflection on the completed curriculum in relation to established standards and expectations This evaluative component creates a feedback loop essential for continuous improvement.
“planned and actual outcomes can be compared and appropriate remedial action taken to repair failures or deficits” (White, 1988, p 4)
Recent recognition of textbooks as vital tools for implementing innovation has not been matched by extensive research in this area Despite thorough efforts to explore how teachers utilize textbooks within innovative contexts, only a limited number of studies on this topic exist in the literature.
Harrison (1996) explores the impact of a new EFL curriculum on learner and teacher behaviors in the Middle East, focusing on changes in classroom language behavior due to new textbooks and examination systems The study utilizes lesson transcripts, inspectors' reports, interviews, and teachers' meeting notes, concluding that merely changing curriculum materials does not guarantee a shift in language behavior Similarly, Bathmaker (2007) investigates teachers' beliefs regarding English textbooks in Singapore's upper secondary Normal Technical stream, revealing a correlation between teachers' attitudes towards textbooks and their usage in the classroom.
Fifteen Normal Technical students displayed less academic inclination, and teachers' utilization of the textbook was significantly shaped by their beliefs regarding institutional and classroom factors These included the necessity to meet the required pass rates in English examinations, as well as the students' cognitive challenges and behavioral issues.
In a two-year case study, Kurgoz (2008) examined the instructional practices of teachers and the influence of their understanding and training on the implementation of the Communicative Oriented Curriculum in Turkish state schools Utilizing a multidimensional qualitative approach that included classroom observations, teacher interviews, and lesson transcripts, the study illustrated how two teachers enacted the curriculum Findings revealed that teachers' instructional methods varied along a continuum from transmission to interpretation, indicating that their prior training and understanding significantly affected the degree to which they adopted the curriculum initiative.
In Vietnam, a study by Canh and Barnard (2008) utilized questionnaires and semi-structured interviews to investigate upper secondary teachers' beliefs and self-reported practices regarding a new theme-based, task-based, and learner-centered English curriculum The findings revealed a discrepancy between teachers' positive beliefs about the new textbook and their actual classroom practices, which often adhered to conventional methods Teachers expressed that the teaching methodology of the new curriculum did not align with their students' proficiency levels or the physical conditions of their schools This study highlights that true innovation in education cannot be achieved merely through the introduction of a new curriculum, emphasizing the necessity of concurrent teacher development for effective curriculum implementation.
The design of the three pilot English curricula and their innovative points
The emergence of new challenges necessitates the establishment of new objectives, which in turn calls for the development of an updated curriculum In line with the Prime Minister's Decision 1400/QĐ-TTg, the Ministry of Education and Training (MOET) has tasked the Vietnam Institute for Educational Sciences (VNIES) with creating three pilot English curricula tailored for different levels of Vietnamese general education Consequently, these efforts have led to the introduction of three innovative pilot English curricula designed for schools across Vietnam.
(i) Pilot English Curriculum for Vietnamese Primary Schools
(ii) Pilot English Curriculum for Vietnamese Lower Secondary
The Pilot English Curriculum for Vietnamese Upper Secondary Schools was developed through a collaborative effort between curriculum designers from the Vietnam National Institute of Educational Sciences (VNIES) and experts from Vietnamese foreign language universities.
The innovative pilot English curricula for Vietnamese schools focus on developing communicative competence through four key skills: listening, speaking, reading, and writing These curricula integrate themes, language elements such as pronunciation, vocabulary, and grammar, as well as intercultural aspects to enhance students' overall proficiency in English Unlike the traditional MOET English Curriculum, these pilot programs were crafted with input from British curriculum designers, ensuring a modern approach They also clearly outline the required levels of communicative competence for students at each educational stage, promoting a seamless progression from primary to upper secondary education Additionally, the curricula align their output standards with CEFR levels, serving as a foundation for curriculum design, textbook development, and the establishment of a comprehensive competence framework.
The curriculum design process involves a systematic approach that clearly outlines the role of each component across 17 grade levels and various educational stages This includes the design of the curriculum, the application through textbook writing, and the implementation in teaching, learning, and assessment practices.
- At primary level: students are required to achieve CEFR Level A1 or VNFLPF (Sixlevel Foreign Language Proficiency Framework for Vietnam, 2014)
- At lower secondary level: students are required to achieve CEFR Level A2 or VNFLPF Level 2
- At upper secondary level: Students are required to achieve CEFR Level B1 or VNFLPF Level 3
At the primary level, individuals can comprehend and utilize basic everyday expressions and phrases to meet specific needs They are capable of introducing themselves and others, as well as asking and answering simple questions about personal information, including their place of residence, acquaintances, and possessions Interaction is possible in a straightforward manner, especially when the other person speaks slowly and clearly, and is willing to assist.
At the lower secondary level, individuals can comprehend basic sentences and common expressions related to personal information, shopping, local geography, and employment They are capable of engaging in simple, routine tasks that require straightforward communication about familiar topics Additionally, they can describe their background, immediate surroundings, and urgent needs using simple language.
At the upper secondary level, individuals can comprehend key points from clear standard input related to familiar topics in work, school, and leisure They are capable of handling most situations encountered while traveling in areas where the language is spoken Additionally, they can create simple, connected texts on familiar subjects or personal interests, describe experiences, events, dreams, hopes, and ambitions, and provide brief reasons and explanations for their opinions and plans.
The Student's Book Tieng Anh Thi Diem 10 features 10 engaging learning units, each outlining key language points and sub-skills at the start Designed for eight 45-minute lessons per unit, it includes five sections to facilitate comprehensive learning With rich illustrations and theme-based content, these units aim to deliver memorable lessons and joyful learning experiences for students.
Section 1: Getting started: is the first section of the unit It begins with a conversation which introduces the overall topic of the Unit, the basic vocabulary and the main grammatical structures for students to start the lesson The conversation is followed by a number of activities for checking students‟ comprehension and providing them with practices in using the vocabulary and grammatical structures presented in this section
Section 2: Language: The Language section is comprised of three subsections: Vocabulary, Pronunciation and Grammar In the Vocabulary and Grammar subsection, some of the vocabulary and grammar points presented in Getting started are now practiced in some depth and some new ones are presented to expand students‟ vocabulary and grammatical structures In the Pronunciation subsection, students are given opportunities to practice sounds, sound clusters or word stress which are thought to be difficult for them When teaching these subsections, it is advisable that all the three aspects of a new language point-form, meaning and use-are each paid due attention to Word collocation is also a focal point in the Vocabulary subsection The “Do you know….?” box summarizes the meaning, and the „ Watch out‟ box is the reminder of the grammar points presented and learnt in the section
1 Reading: This section provides students with language and ideas about the topic through the reading text, which they can use later in the Speaking and Writing lessons
The Reading subsection follows a three-stage teaching procedure: pre- reading, while-reading, post-reading On average, there are 5 or 6 activities in each
The reading lesson consists of three main stages: pre-reading, while reading, and post-reading In the pre-reading stage, students engage with the topic, activating prior knowledge and fostering involvement During the while reading stage, essential skills such as skimming, scanning, and understanding context are practiced through various tasks, including selecting the best title, answering multiple-choice questions, and filling in gaps Finally, the post-reading stage encourages discussion, allowing students to express their opinions and share personal experiences related to the text, enhancing comprehension and language practice.
2 Speaking: Students can use the ideas and apply the language they learnt for their speaking There are three to four activities in this subsection The more guided practice activity is followed by a less controlled one The language and ides are built up through the continuation of activities and examples are given when necessary, so that in the last activity students are fully prepared for free production of the language on the given topic In all speaking activities, students are encouraged to apply and share their own knowledge and experience to talk about the topic, therefore the learning is highly personalized
3 Listening: The Listening one also consists of 4 or 5 activities representing the three stages of the lessons: pre-, while-, and post- The first activity is to draw students‟ attention to the topic of the lesson, making them interested in the content of the listening text This is also a chance for students to share with their peers their background knowledge related to the topic The following two activities provide students with practice in the skills of listening for gist and/or listening for details There are also tasks that help students learn new vocabulary or additional definitions of previously leant of the vocabulary in meaningful contexts The last activity, which can be considered post-listening, is checking students‟‟ listening
20 comprehension and asking them to express their opinions of the contents of the listening lesson
4 Writing: When students learn to write in English, the two biggest problems they usually experience are lack of ideas and lack of the necessary language to express ideas The Writing subsection prepares students to cope with both of those It often begins with a pre-writing activity that presents the topic and gives students an opportunity to brainstorm on ideas related to the given topic In the following activity, useful phrases are presented and practiced so that students can use them later Sometimes, a model text is presented with one or two tasks for students to study its structure and format before producing their own text This supported the approach to writing gives students some guidance so that they will feel more confident and are better prepared for the writing task
The communication subsection allows students to practice and reinforce previously learned skills and language, integrating speaking with reading or listening activities After receiving input from these activities, students engage in discussions related to the topics presented Unlike the more structured speaking lessons, this section encourages students to express their ideas and opinions freely, with additional vocabulary provided as needed to enhance their communication.
RESEARCH METHODOLOGY
Background
Improving the quality of teaching and learning foreign languages, especially English in Vietnamese schools, requires innovative curriculum design and textbook development As international exchanges grow, effective communication through language becomes essential According to Hoang Van Van in his article, "Renovation in Curriculum Design and Textbook Development: An Effective Solution to Improving the Quality of English Teaching in Vietnamese Schools in the Context of Integration and Globalization," the goal of foreign language education has evolved It now focuses on fostering communication skills rather than merely teaching vocabulary and grammar or developing isolated language abilities like reading and writing.
Effective communication in a foreign language relies on 24 essential language elements, including pronunciation, vocabulary, and grammar, which constitute linguistic competence These elements support the development of listening, speaking, reading, and writing skills, known as communicative competence Ultimately, the goal of teaching and learning should be to enhance learners' cultural competence, enabling mutual understanding in conversations with foreigners.
In the introduction of the textbook Tieng Anh Thi Diem 10 it sets its aims as follows:
Tieng Anh 10 is the introductory textbook in a comprehensive three-level English language series designed for upper secondary schools in Vietnam It adheres to a systematic, cyclical, and theme-based curriculum that has been officially approved by the Minister of Education and Training.
On November 23, 2012, a set of textbooks was introduced to enhance students' communicative competence in listening, speaking, reading, and writing The goal is for students to attain level three of the Vietnamese Foreign Language Competence Framework by the end of upper secondary school, which corresponds to B1 on the Common European Framework of Reference for Languages.
It is also stated in the new English curriculum for secondary schools that
The teaching of English in secondary schools focuses on developing communicative skills, with formal language knowledge serving as a means to achieve this goal The Ministry of Education and Training (MOET) has established a new curriculum that is mandated for implementation in all secondary schools nationwide.
The Experimental textbooks are theme-based and skill-based which adopt the
The learner-centered and communicative approaches are two popular teaching methods that emphasize the development of communicative competence in English through four key macro-skills: listening, speaking, reading, and writing These multi-component curricula integrate themes, language elements such as pronunciation, vocabulary, and grammar, as well as intercultural aspects to foster comprehensive student development At the upper secondary level, students are equipped to understand the main points of clear standard input related to familiar topics encountered in work, school, and leisure activities.
Travelers should be equipped to handle various situations in areas where the language is spoken They can create simple, coherent texts about familiar topics or personal interests, sharing their experiences, dreams, hopes, and ambitions Additionally, they can provide brief reasons and explanations for their opinions and plans.
Research questions
This qualitative case study aims to investigate the implementation of the Experimental textbook Tieng Anh Thi Diem for grade 10 at an upper secondary school in Quang Ninh province The research design and methodology are structured around specific research questions to guide the exploration.
1 How is the new textbook Tieng Anh Thi Diem 10 implemented in the classrooms?
2 Why do they use the textbook Tieng Anh Thi Diem that way?
3 To what extent does such implementation match the underlying methodology of the textbook?
The case of the study
The study focuses on a gifted high school in Ha Long city, Quang Ninh province, which has been rapidly developing in terms of economy and tourism since its establishment in 1990 With approximately 1,400 students, including 350 in grade 10, admission is based on academic performance in junior high and a special exam, with English being a mandatory subject Consequently, the overall English proficiency among 10th-grade students is relatively high, though it varies across specialized classes Students in the English major classes exhibit the highest proficiency, followed by those in Literature, Math, IT, Natural Science, and the lowest proficiency is found in the Social Science class focusing on History and Geography.
There were 11 English language teachers working for the school Most of them are experienced teachers with Master Degree, two of whom studied in
In Australia and the US, state-run school teachers are required to work full-time, which includes both official morning classes and additional afternoon sessions During the 2017-2018 school year, six teachers were designated to instruct 10th-grade English students From 2012 to 2017, only classes majoring in English and Literature utilized the new experimental textbook, but this year marks a shift as all classes must now adopt the Experimental English textbook 10 This change has led to significant challenges, as students' English proficiency levels vary widely across the 10 classes, necessitating that teachers adapt their lesson plans to meet diverse student needs and expectations.
As the city experiences economic growth, students have numerous opportunities to enhance their English proficiency Many families invest in extra classes to boost their children's speaking and listening skills, resulting in generally strong English abilities among students.
Participants of the study
The study involved six female English teachers aged between 29 and 54, all of whom had experience teaching both the traditional and Experimental textbooks With a minimum of six years of English teaching experience and five participants holding Master's degrees, they had all taught the new textbook for at least two years, making them well-acquainted with its methodology and content This expertise was the basis for their selection in the study.
Instruments
This study employed two data collection methods: classroom observations and post-observation interviews, alongside an analysis of existing information on English language teaching innovations in secondary schools, including the curriculum and current student textbooks Each teacher conducted one or two lessons, totaling eight observed lessons.
Of these methods, video-recorded lessons and classroom observations help the researchers in understanding accurately the innovation implementation in the
Post-observation interviews in a natural setting offer valuable insights into the reasons behind teachers' methods when using a new textbook These interviews facilitate the gathering of in-depth information regarding teacher behaviors The following sections will elaborate on these instruments in detail.
In this study, I conducted video recordings and observations of six lessons, while also observing two additional lessons where recording was not permitted for personal reasons The lessons included one on getting started, one focused on language, one dedicated to speaking skills, one on listening skills, one further lesson on speaking skills, one on writing, and one addressing communication and culture.
The interviews aimed to uncover the motivations behind teachers' behaviors in the classroom Utilizing unstructured interviews allowed for a deeper insight into the teaching methods and approaches employed by educators.
Interviews were conducted following classroom observations during teachers' short breaks or at later times when they were available Each interview lasted approximately 15 minutes and was conducted in Vietnamese to facilitate clear communication Rather than recording the sessions, I took notes on key points discussed during the interviews.
Data collection and data analysis procedures
To gather information for this research, I aimed to video the English teachers' lessons for a comprehensive understanding of the subject However, due to some teachers' private reasons, I was only permitted to attend and document the lesson procedures Consequently, I recorded four lessons and took notes on two additional ones for analysis To gain a thorough overview of the textbook, I diligently recorded and noted various skills and sections.
When conducting lesson observations, teachers tend to perform rather than teach as they normally would To ensure authentic results, the teachers leading the observed classes were encouraged to teach as naturally as possible, allowing for a true representation of their everyday instructional practices.
Classroom observations were carried out over two months for Units 8, 9, and 10 in the second semester, involving one or two periods per teacher, totaling eight lessons across six teachers Due to the discomfort of two teachers with video or audio recordings, detailed notes were taken to capture the teaching styles observed This approach provided data that reflected actual classroom practices rather than teachers' intentions or verbal claims, as noted by Gillham (2000) Post-observation interviews were conducted during brief breaks, although some teachers required follow-up via email due to time constraints As interviews could not be recorded, the researcher focused on noting critical points and the rationale behind teachers' implementation of syllabus innovations.
The interviews, conducted in either English or Vietnamese based on the teachers' preferences, lasted approximately 15-20 minutes each These sessions followed a structured interview protocol, as detailed in Appendix 1.
The data collection process was completed in just one month; however, analyzing the collected data required nearly a month and a half The data gathered from various sources was systematically categorized for further examination.
29 i) Teachers‟ classroom implementation ii) Factors affecting teachers‟ teaching
The data was organized to address the research questions of the study, followed by a thorough analysis Qualitative data from classroom observations and interviews were presented through relevant quotes from participants.
DATA ANALYSIS AND DISCUSSION
The implementation of the textbook Tieng Anh Thi Diem in the Classroom 31 1 Findings
4.1.1.1 Teachers’ Adaptations of the Textbook
Classroom observations reveal that teachers are dedicated to modifying the textbook to enhance student motivation and participation These adaptations demonstrate their commitment to engaging students with varying interests and abilities across different classes.
Example 1: In the Unit 8: New ways to learn- Skill Reading
Teacher asked students to brainstorm to find some adjectives to describe the benefits of electronic devices: modern, useful, versatile, convenient, portable, effective
In Unit 10 on Ecotourism, the teacher effectively adapts the lesson by engaging students in a quiz game that encourages them to discover interesting places in Vietnam This interactive warmer activity not only fosters participation but also enhances students' speaking skills while exploring the rich ecotourism opportunities in the country.
- There are five interesting places in Vietnam
- Students find out the names for each place from the cues given by teachers
- The quickest answer can get a small gift
About interesting places in the world
• This place is in the central Vietnam
• It is famous for a beautiful river
• It has a lot of ancient buildings of previous Kings
• This place is in the North of Vietnam
• You can enjoy the traditional lifestyles of people in mountainous areas
• It is famous for a love market
• This place is in a valley of a highland
• There are a lot of pine trees and flowers
• It has four seasons during the day
• This place is in the centre Viet nam
• It is a coastal city with beautiful beaches
• It is a new, modern and active city
• This place is in the south of Vietnam
• This place is famous for a big market
• It had a new name from 1975
Then teacher had students review the term “Ecotourism” by letting them see a video clip made by the students themselves
In the post-speaking section of the textbook, students are encouraged to collaborate in groups to select an ecotourism destination in Vietnam Each group will prepare a presentation highlighting the attractions and activities available for tourists at their chosen location, followed by reporting their findings to the other groups.
Competition: WE LOVE OUR HOMETOWN QUANGNINH
• Aim of the contest: Introduce interesting places and traditions for ecotourists coming to Quang Ninh province
• Rule of the contest: each team can present or perform in 3-4 minutes to show what you know about the region
- Group 1: A PowerPoint presentation on ecotourism in Ha Long
- Group 2: A talk show: Introducing interesting places and traditions, foods, culture…… of Binh Lieu district
- Group 3: Make a presentation using video clip (2-3 minutes) about Dong Trieu district and recommend activities for an ecotour there
• Assessment: The group with the most votes will be the winner and receive present from teacher
4.1.1.2 Teachers’ Dependence on the Textbook
Teachers often make minimal adaptations to textbooks, with variations observed across different classes Observations and video analyses reveal that most educators adhere closely to the textbook's structure and content, particularly during the central parts of the lesson, where core knowledge is emphasized Adjustments tend to occur mainly at the beginning or end of lessons, highlighting a strong reliance on the textbook for delivering essential material.
Example 1: Unit 8: New ways to learn: Skill: Listening: Triple „E‟ at Your
Teacher tended to keep the activities the textbook and followed them strictly without making any changes from task 1 to task 4
In Unit 8: Ecotourism –Skill: Writing: Let‟s Go on an Eco Tour!
It is observed from the video clip that teacher followed the procedures in the textbook from task 1 to task 3
The dependence is observed clearly in the classes whose level of English is not good in comparison with the high level classes
4.1.1.3 Changes towards students-centered and project-based teaching
In observed lessons, teachers often shift their methodology from traditional instruction to a more collaborative approach, allowing students to work in pairs or groups on assignments Common project types include PowerPoint presentations, video creation, acting, and poster drawing During lessons, students present their prepared work, fostering engagement and participation within the class.
Assessing performance based on established criteria has garnered positive feedback for this teaching approach Teachers primarily provide instructions and assistance as needed, while students enhance their collaboration through group and pair work This method also allows students to improve their speaking, presentation, and other essential soft skills.
In Unit 10 on Ecotourism, students were tasked with creating a project that included preparing a clip to introduce the concept of ecotourism to the class As part of their project-based learning, they interviewed peers from other classes to gather insights on ecotourism and potential eco-tour destinations The Post-speaking segment highlighted their presentations, where three groups showcased their work through a PowerPoint presentation on Ha Long tourism, a talk show discussing interesting sites in Dong Trieu district, and a video clip promoting tourism in Binh Lieu.
Student-centered learning is exemplified through assessment methods that allow students to participate in evaluating their peers' presentations and performances This approach not only fosters active engagement in the lesson but also encourages healthy competition among students, enhancing their overall contribution to the learning experience.
The teacher provides a handout to students for evaluating their peers' presentations on the blackboard, using specific criteria: content, organization, delivery, and interaction Each criterion is scored on a scale from 1 to 5, with a maximum of 5 points for each section The final score for the group's presentation is calculated by summing the points awarded by the evaluating students.
Example 2: In the second example, with the same lesson: Unit 10: Ecotourism- Skill: Speaking but by different teacher in different class
In the post-speaking segment, the teacher organized the class into six groups and assigned each group the task of creating a poster about an eco-tourism destination in Vietnam Students were instructed to prepare these posters at home and then present them to the entire class Following the presentations, the teacher provided feedback and assigned grades to each group.
4.1.1.4 The use of L1 in the lesson
The decreasing reliance on L1 in English lessons highlights a shift towards maximizing the use of English by teachers Vietnamese is primarily employed for complex tasks requiring clearer explanations The extent of L1 usage varies by class type; for instance, in English major classes, Vietnamese is seldom used, while in History or Geography classes, it is more frequently utilized When English is spoken, teachers must articulate instructions slowly and clearly to ensure student comprehension.
Example 1: In Unit 10 – Skill: Writing, teacher used most English but sometimes
Vietnamese when giving instructions or explanations of the things that students cannot understand
T: What is ecotourism ? Du lich sinh thái là gì?Có phải gồm có thăm các nơi có động vật và cây cối không nhỉ?
S: I think….Em có thể nói tiếng Viê ̣t được không ạ?
T: Try to speak in English please
S: Ecotourism is nature, animals, plants
T: Các em thấy câu trả lời của bạn có chính xác không?
Example 2: In Unit 10- Speaking: Teacher used English together with Vietnamese equivalence which seemed unnecessary
T: Now let’s work in group and write down all the national park that you know Nào bây giờ các em hãy làm viê ̣c th eo nhóm và viết tên tất cả các national park mà các em biết nhé
T: Let’s check your friends’ work Nào bây giờ chúng ta cùng kiểm tra nhé
4.1.1.5 Emphasis on forms as well as on communication
Many observed lessons reveal that teachers often prioritize form alongside student communication, with a slightly greater emphasis on form, particularly in language lessons This trend is exemplified in the following excerpt.
Example : In the lesson of Unit 10: Language- Vocabulary:
T: Now I think you work in pairs to form an adjective from noun or verb
T: I will call some students to go to blackboard and write down the answers
Then teacher moved on to the next activity: Gap filling and then called on some other students to check
Teachers should prioritize not only providing correct answers but also encouraging students to articulate their reasoning behind their choices By prompting students to explain their thought processes and create meaningful sentences using specific words, educators can enhance vocabulary retention and understanding This approach fosters a deeper connection to the material, allowing students to remember words within a relevant context.
In skill lessons, teachers focused on enhancing students' language competence through organized activities, including pair work, group work, and presentation homework assignments.
4.1.1.6 Teaching is more product-based than process-based
Factors affecting teachers‟ implementation of the new textbook
In order to have a better understanding of why teachers implemented the textbook Tieng Anh Thi Diem 10 that way, I carried out an interview with the
I observed 41 teachers and conducted interviews lasting 15-20 minutes during breaks or via email when they were free, aiming to understand their reasons for implementing the textbook Tieng Anh Thi Diem This approach provided insights into the factors influencing their teaching methodologies and addressed the research question regarding their textbook usage While most interviews were conducted in English, teachers had the option to respond in Vietnamese Due to time constraints, some data was collected through email Based on the responses, I categorized the reasons behind their textbook usage.
4.2.1 Teachers’ understanding of the textbook methodology
Teachers provided varied responses when asked about the new teaching methods in the Tieng Anh Thi Diem 10 textbook, with common themes including project-based, communicative, learner-centered, integrated, and task-based approaches All mentioned methods align with the textbook's methodology, particularly the communicative approach, which aims to enhance students' English communication skills across speaking, listening, writing, and reading One teacher emphasized the importance of incorporating the traditional grammar translation method to clarify grammatical structures Additionally, several teachers expressed enthusiasm for the project-based method, highlighting its engaging nature.
Utilizing this teaching method enhances student autonomy, fosters collaboration, and emphasizes a learner-centered approach It encourages interaction among students, promotes independent learning, stimulates teamwork, and nurtures creativity and self-study skills.
One of the teachers replied that:
“The teaching of both language skills and language elements follows a three- stage
42 procedure The pre-, while-, and post-stage procedure is used for the skill lessons and the presentation- practice- production (PPP) procedure for the language lessons.”
Some educators have expressed concerns about the limitations of this textbook, emphasizing that while teaching skills is essential, greater focus should be placed on language components like grammar, vocabulary, and pronunciation Given the current exam-oriented approach to English teaching and learning, they argue that the grammar-translation method remains a vital component of effective instruction.
Teachers require additional time for students to practice essential language skills, as these are crucial for exam success The current focus on language content is overwhelming, and within a 45-minute class period, educators struggle to cover all necessary material effectively.
The varying skill levels among students within the same class and across different classes present a significant opportunity for teachers to enhance their instructional methods For example, English majors may benefit from more challenging activities to stimulate their learning, while students in History or Geography classes might require additional support to grasp and retain fundamental concepts.
What is more, sometimes they had to work very hard to finish the textbook This was in the following words:
The new textbook offers engaging and practical content; however, some lessons are excessively lengthy, particularly the readings, which are filled with unfamiliar vocabulary and complex grammatical structures, such as in the Acupuncture Unit 2 Each unit contains three tasks, but the 45-minute lesson duration is only sufficient for two tasks, requiring constant pacing to avoid falling behind on the lesson plan Consequently, students often feel overwhelmed and struggle to fully absorb the material.
Teachers have expressed concerns about the limited time available for students to practice in the classroom, resulting in a significant gap between the support provided by educators and the effective implementation of intended innovations.
Teachers justify their reliance on traditional teaching methods that emphasize language knowledge over meaningful language use due to the pressures of national examinations, which prioritize language elements instead of practical language skills.
Teachers often combine speaking and listening activities in a single period to allow more time for additional language practice In some lessons, they dedicate only half or two-thirds of the class to these skills, using the rest for grammar exercises National examinations do not assess speaking or listening skills, making form-focused exercises more appealing and beneficial for students Additionally, poor test scores can reflect negatively on teachers, leading to perceptions of incompetence.
4.2.2 The level of suitability of the textbook Tieng Anh Thi Diem 10 on the teachers and students
The teachers at our school are predominantly young, with their experience in teaching Tieng Anh Thi Diem ranging from 2 months to 5 years Among those interviewed, only one teacher has not pursued a Master's degree in English education, while the others have attained postgraduate qualifications.
In the observation, the teachers use most of English in the lesson with only little Vietnamese just in case of introducing new language elements or when necessary
The young teachers at my school are eager to embrace change and implement innovative teaching methodologies This openness to new approaches, particularly project-based learning, enables them to assess students' language competence more effectively.
Most teachers believe that Tieng Anh Thi Diem 10 is suitable for their needs, as it aligns well with the capabilities of the entire teaching staff in our institution.
The English department consists of highly trained professionals, many of whom hold Master's degrees and lead English major classes, enabling them to communicate in English fluently and effectively.
Students in this high school are generally active, independent, and creative, with a strong proficiency in English This is largely due to the entrance examination, which mandates English as a compulsory subject Consequently, teachers can effectively use English in their lessons, confident that their students will understand the material.
What interests the students most is more free activities rather than controlled ones That is the reasons why project teaching is preferred in our school in recent years