Rationale of the study
English has emerged as a global language, facilitating connections between nations and playing a vital role in various fields such as economics, politics, science, technology, tourism, culture, and education Recognizing its significance, the Vietnamese government has implemented compulsory English language programs starting from secondary schools to high schools and universities This underscores the profound impact of English on communication and development in Vietnam.
The growing need for English in crime prevention cooperation between Vietnam and other countries has led to its inclusion as a compulsory subject in most Public Security Schools in Vietnam This emphasis on English aims to enhance students' listening, speaking, reading, and writing skills, alongside specialized knowledge for specific purposes The Armed Police School, as part of the Public Security system, also incorporates English into its curriculum, ensuring that students acquire essential language skills to effectively communicate with foreigners in their professional roles.
To effectively master English, it is essential to consider various factors that influence the teaching and learning process, including learning objectives, outcomes, teaching methods, and course books Course books are particularly significant in language curricula, as they play a crucial role in exposing students to the English language (Dudley-Evans & St John, 2000:171) They shape classroom activities, impact teachers' instructional approaches, and define students' roles in the learning environment As Nunan (2003:226) states, course books are a fundamental component of any language education program.
The Armed Police School utilizes the English Unlimited A1-Starter course book, authored by Adrian Doff and published by Cambridge, for its first-year students Despite its two years of use, the school has not conducted any evaluations to assess the book's strengths and weaknesses or its effectiveness in meeting the needs of both students and teachers Therefore, this thesis aims to evaluate the English Unlimited A1-Starter course book from the perspectives of both teachers and students at the Public Security School This assessment will provide valuable insights into the material's suitability for the students' level and facilitate necessary adaptations to enhance teaching and learning outcomes.
Scope and aims of the study
Scope of the study
This study evaluates the "English Unlimited A1 – Starter" course book, utilizing Hutchinson and Waters (1987) criteria, focusing on three key areas: the aims of the materials, the content including language use, skills, and overall format, and the methodology encompassing teaching techniques and tasks The research participants consist mainly of English teachers experienced with the material and first-year students at the Armed Police School.
Aims of the study
This study evaluates the suitability of the "English Unlimited A1-Starter" course book for first-year students at the Armed Police School, considering perspectives from both teachers and students The goal is to gather insights that will enhance the course book's effectiveness for future use.
To be more detailed, this study aims to:
- evaluate the course book “English Unlimited A1- Starter” from the viewpoints of the teachers and students at the Armed Police School to identify its strengths, deficiencies and weaknesses
- offer suggestions for adaptation of the materials based on the major findings.
Significance of the study
The study's findings will benefit researchers, course book designers, teaching staff, and first-year students at The Armed Police School by suggesting adaptations to enhance the quality of educational materials Additionally, it aims to contribute to the field of material evaluation within specialized Vietnamese contexts.
Research questions
To achieve the aims of the thesis, the following research questions are proposed:
- How do the teachers at the Armed Police School evaluate the course book?
- How do the first year students at the Armed Police School evaluate the course book?
- To what extent do teachers and students at the Armed Police School want to alter in the course book?
Methods of the study
LITERATURE REVIEW
Review of previous related studies
Course book evaluation remains a focal point for many researchers, with numerous studies conducted on the subject These investigations primarily aim to assess the appropriateness of the course books in use and to implement necessary adaptations.
Osman Dulger conducted a descriptive survey study in Turkey during the 2013-2014 academic year to evaluate English Language Teaching coursebooks The research aimed to gather insights from 118 English language teachers regarding the textbooks utilized in their classrooms A checklist was employed as the instrument, encompassing two main categories: "general attributes" and "teaching-learning content," with a total of 14 sub-dimensions and 38 items The findings revealed a mix of positive and negative perceptions of the English language coursebooks used in Turkey, highlighting strengths in certain areas while indicating concerns in others.
In his 2016 study, Ahmed Shameem evaluated the Effective Communication Skills course book, introduced as a pilot project by Malaysia's Ministry of Higher Education in 2011 The research aimed to assess the course book's suitability from students' perspectives and identify its strengths and weaknesses Data was collected through material analysis and questionnaires, revealing key insights into the effectiveness of the course book.
Despite some shortcomings, the course book received overall positive feedback as it was developed by local experts specifically for the tertiary level The author also provided suggestions and recommendations for enhancing Effective Communication Skills.
In a study conducted by Dao Thi Sang (2011) at the University of Social Sciences and Humanities in Vietnam, the textbook "New English File Pre-intermediate" was evaluated from the perspectives of both lecturers and students The research aimed to assess the effectiveness of the textbook and explore how teachers adapt it to cater to students' needs and interests Utilizing action research methods, including survey questionnaires, informal interviews with teachers, and weekly self-reports, the findings indicated that the course book was effectively utilized by both educators and students However, the study also highlighted certain strengths and weaknesses of the material, offering suggestions for its improved application in the classroom.
In 2015, Nguyen Thi Nhat carried out a study to evaluate the course book
The "English Unlimited A1" course at Thang Long Canon factory is designed for English beginners A study conducted using McDonough and Shaw's (1993) model, along with teacher interviews and student questionnaires, assessed the course book's suitability The findings revealed that while the course book is appropriate for beginners, certain adaptations were necessary for future implementation.
This thesis evaluates the course book "English Unlimited A1-Starter" for first-year students at The Armed Police School, focusing on its suitability regarding aims, content, and methodology The researcher identifies differences in various aspects, using criteria established by Hutchinson and Waters as a foundation for the evaluation.
(1987) The second difference is related to instruments used in the study In this
The study utilizes a combination of document analysis, a questionnaire with five sections for students, and teacher interviews to ensure reliability The goal is to produce valuable and dependable findings from the research.
The roles of materials in language learning and teaching
Materials in language teaching are defined by various experts as systematic descriptions of techniques and exercises (Brown, 1995) and encompass anything that facilitates language learning, including linguistic, visual, auditory, and kinesthetic resources (Tomlinson, 1998) Nunan (1988) emphasizes that materials are the tangible representation of the curriculum, making them essential in the language classroom Furthermore, Richards (2001) highlights that for inexperienced teachers, materials can serve as valuable training tools, offering guidance on lesson planning and teaching methods It is important to evaluate these materials within the context of a specific syllabus and approach (McDonough and Shaw, 2003).
According to Richards (2001), materials in use can vary from a textbook, institutionally prepared materials or the teacher’s own materials More specifically, McGrath (2002) divides materials into four main types:
Published materials: This type of materials can be books and reference materials as dictionaries, grammars, advice on language learning, test practice materials, tapes accompanying course books, or supplementary books
Authentic materials: Taken from real life, these consist of newspaper, magazines, user manuals, leaflets and brochures, foreign mission information, letters faxes, email, emails, videos ( films or documentaries), and songs
Adapting and supplementing published materials: There are ones that have been adapted or supplemented in some way These cut up materials can be self- standing
8 or deliberately designed to supplement the course books
Specially-prepared materials are essential for self-access activities, as they effectively meet the specific needs of students engaging in independent study.
1.2.3 Roles of materials in language learning and teaching
Materials are crucial in any language program, serving as the foundation of effective teaching Sheldon (1988) describes textbooks as the "visible heart" of English Language Teaching (ELT) programs, while Hutchinson and Torres (1994) argue that a relevant textbook is essential for any teaching-learning scenario Richard (2001) highlights that materials shape lesson content, the balance of skills taught, and the language practice students engage in Furthermore, quality teaching materials can greatly aid inexperienced or undertrained teachers by providing guidance and serving as a form of teacher training, offering valuable insights for lesson planning and delivery.
Cunningsworth (1995) suggest course books have multiple roles in ELT and server as:
A resource for presentation material (spoken and written)
A source of activities for learner practice and communicative interaction
A reference source for learner on grammar, vocabulary, pronunciation, etc
A source of stimulation and ideas for classroom language activities
A syllabus (where they reflect learning objectives which have already been determined)
A resource for self – directed learning or self- access work
A support for less experienced teachers who have yet to gain in confidence
Materials evaluation
Evaluation plays a crucial role in curriculum development as it allows
9 instructors, material designers and administrators to assess the effectiveness and efficiency of a particular language program or any of its components and make informed decisions about how to proceed
As an important factor of English teaching curriculum, materials need to be evaluated in order to alter if necessary as Hutchinson and Waters (1987: 96) states
Evaluation involves assessing the suitability of something for a specific purpose, as highlighted by Tomlinson (2003), who describes materials evaluation as a process that measures the value or potential impact of materials on users Brown (1995) further defines evaluation as the systematic collection and analysis of relevant information aimed at improving curriculum effectiveness and efficiency, while also considering participants' attitudes within their institutional context This underscores the importance of gathering and filtering information systematically to ensure only pertinent data is included in the evaluation process.
Materials evaluation is a process that assesses whether a course book meets the needs of learners, reflecting a shared perspective among various authors This evaluation aims to enhance the strengths of the course materials while minimizing their drawbacks.
Materials evaluation is categorized by various authors into distinct types Robinson (1991) identifies three types: preliminary, formative, and summative evaluations Similarly, Cunningsworth (1995) classifies materials evaluation into pre-use, in-use, and post-use evaluations Despite the differing terminologies, these classifications share commonalities in their approach to assessing educational materials.
Pre-use (preliminary) evaluation is conducted before starting a course This
10 kind of evaluation aims to examine the suitability of the materials for the learners who are taking part in the course in the future
In-use (formative)) evaluation takes place while the materials are in use The results from the evaluation can use to suggest the replacement of the materials
Post-use (summative) evaluation occurs after a course concludes, enabling evaluators to identify the strengths and weaknesses of the materials used This evaluation allows teachers to make informed decisions regarding the continued use of these materials in future courses.
When evaluating materials for educational contexts, it's essential to select the appropriate evaluation method At The Armed Police School, the English Unlimited A1-Starter has been utilized for two years The researcher has opted for a post-use evaluation to assess the materials' suitability for learners and to provide recommendations for future enhancements.
According to Richard’s view (2001), evaluators are divided in to two types: outsides and insiders
Outsiders, who have not participated in the program and do not directly influence the teaching methods, may hold differing opinions on language instruction without fully grasping the specific teaching and learning contexts According to Robinson (1991), their lack of familiarity with local needs, available resources, and constraints can lead to unsympathetic views, making it challenging for them to provide accurate assessments and practical recommendations for the program.
Insiders, including teachers, students, and course designers, possess a deep understanding of the language program, making their insights invaluable for evaluation According to Richards (2001:296), the involvement of these insiders is crucial for successful evaluation, as their familiarity with the situation enhances the effectiveness of the assessment process.
Teachers play a crucial role in monitoring and controlling the educational materials used, allowing them to assess their effectiveness for specific purposes However, as noted by Dulley-Evans and John (1998), this insider perspective can lead to potential disadvantages, such as being overly involved or lacking the necessary expertise Consequently, their evaluations may be swayed by personal biases and individual teaching experiences.
This thesis evaluates the course book English Unlimited A1-Starter, used for first-year English students at the Armed Police School, through the perspectives of both insiders and outsiders The study includes feedback from seven teachers and 100 students, who are considered insiders, while the researcher conducting the thesis acts as an outsider.
There are various models suggesting by different authors to evaluate materials
Materials evaluation approaches can be categorized into macro and micro evaluation models Macro evaluation models assess course books and materials based on overarching criteria, while micro evaluation models provide a detailed analysis of specific tasks tailored to particular learner groups Notable evaluation models include those developed by Hutchinson and Water (1987), Ellis (1997), and McDonough & Shaw.
Model by Hutchison and Water (1987)
The model developed by Hutchinson and Water (1987) provides a comprehensive macro evaluation framework to assess the compatibility of various materials The evaluation process begins with defining specific criteria, followed by conducting subjective and objective analyses Finally, the findings are compared against material requirements to determine the alignment between the materials and their intended use This model is recognized for its effectiveness in evaluating material workability.
The systematic description of stages and criteria in the evaluation process provides clear guidance for evaluators, enabling them to effectively analyze materials in relation to course requirements.
Figure 1: Materials evaluation model of Hutchinson and Waters (1987;97)
Ellis (1997) proposed a micro evaluation model that emphasizes the assessment of specific tasks, which supports a systematic evaluation of materials post-usage This model outlines essential steps for task evaluation, facilitating a more focused analysis of educational resources.
1 Choosing the task to follow
2 Describing the task with specification of input, procedures, language activities and outcomes
3 Planning the evaluation with reference to the dimensions above
4 Collecting information before, while and after the task was used, and what how the task performed
On what bases will you judge your materials?
Which criteria will be more important?
What realizations of the criteria do you want in your course?
What realizations of the criteria do you want in your course?
How far does the material match your needs?
6 Reaching the conclusions and making recommendations for future teaching
Model by McDonough and Shaw (1993)
McDonough and Shaw have combined the macro and micro evaluation In this model, they mentioned a three- stage evaluation including internal, external, and overall evaluation
↓ EXIT Micro- evaluation→ inappropriate/ appropriate → adopt/ select
Figure 2: Materials evaluation model by Mc Donough and Shaw (1993:75)
It is clearly seen from the chart that McDonough and Shaw suggest a logical procedure for materials evaluation The external evaluation offers, a brief
The evaluation of educational materials begins with an external overview, which includes analyzing the claims on the covers of student and teacher books, as well as the introduction and table of contents, to determine their potential for further analysis Following this, an internal evaluation is conducted, requiring a thorough examination of at least two units of the material to ensure a comprehensive assessment This internal review is typically performed after the external evaluation Finally, an overall evaluation is necessary to assess the materials' suitability by considering key factors such as usability, generalizability, adaptability, and flexibility.
In this thesis, the researcher used the model by Hutchinson and Waters (1987)
14 which is the most suitable for the research context In this thesis, the researcher only focus on subjective analysis.
Criteria for materials evaluation
Materials evaluation criteria vary among scholars, with Sheldon (1998) noting that not all criteria need to be applied simultaneously and that the list is not exhaustive He identifies several factors for evaluating materials, including rationale, availability, user definition, layout, accessibility, linkage, selection, physical characteristics, appropriateness, authenticity, cultural bias, educational validity, and overall value for money However, in the context of this study, Hutchison and Waters (1987) provide the most relevant criteria, emphasizing the importance of aims, content, and methodology in the evaluation process.
(i) The audience of the materials requires the evaluator should collect information from the learners in order to know if the materials meet the learner’s needs or not
(ii) The aims of the materials help the evaluator to check whether the materials match the objectives of the course or not
The evaluation of educational materials is primarily influenced by their content, which must align with students' needs in terms of language description, language points, macro skills, and micro skills Evaluators must assess whether the text types used in the materials fulfill the course requirements Additionally, the organization and sequencing of the content within individual units and across the entire course are critical factors that require thorough evaluation.
(iv) The methodology used in the materials is an important factor when evaluating the materials It is necessary to indicate if the theories of learning on
The evaluation of educational materials should ensure alignment with course objectives and assess whether they meet learners' needs It is crucial to analyze the suitability of exercises and tasks in relation to course requirements Additionally, the effectiveness of teaching and learning techniques associated with the materials must be evaluated to ensure they are conducive to learner success Evaluators should also verify that current teaching aids align with the materials' requirements and that the resources provide adequate guidance and support for educators Lastly, the flexibility of the materials to be adapted in various sequences to fit different teaching contexts is essential for effective implementation.
Other criteria: In words of Hutchinson and Water, it is necessary for the evaluators to consider other criteria such as the price and availability of the materials.
Materials adaptation
1.5.1 The role of materials adaptation
Materials must be adapted to meet the specific learning objectives identified by individuals in various educational contexts This adaptation is essential to enhance the learning process by addressing identified challenges, enabling learners to internalize content more naturally Key reasons for adapting materials include improving engagement, accommodating diverse learning styles, and addressing specific learning needs.
To tailor materials effectively for specific contexts, it is essential to align them with the needs and interests of learners, the teacher's abilities, and any constraints such as time, as noted by McDonough.
& Shaw (1993:85) put it: “to maximize the appropriateness of teaching materials in context, by changing some of the internal characteristics of a course book to better suit our particular circumstances
- To compensate for any intrinsic deficiencies in the material, such as
16 linguistic inaccuracies, being out of dated, lack of authenticity (Madsen and Bowen, 1987)
To enhance the educational experience for learners, teachers should optimize the use of the book, tailoring it to meet specific needs and circumstances (Shannon, 1987).
- “To make the materials of more value to the students using them” by adjusting them towards different classroom realities (Tomlinson, 2012: 151)
McDonough (2013) mention five primary techniques for materials adaptation
Adding refers to the process of supplementing materials by incorporating additional content, which can occur at any point, not just at the end In an educational context, adding by extension involves teachers providing more of the same content, while adding by expansion signifies a deeper approach where teachers introduce qualitative and quantitative changes to enhance learning.
Deleting: It is the opposite technique of addition It refers to reducing the length of materials by subtracting from it Similarly, deletion could be qualitative or quantitative
Modifying can be divided into two key techniques: re-writing and re-structuring Re-writing focuses on altering the linguistic content, while re-structuring pertains to the organization of the classroom.
Simplification is a modification technique primarily used in rewriting texts, particularly reading passages Educators can simplify content by adjusting sentence structures or altering the information presented.
Re-ordering is a technique that allows educators to rearrange the components of a course book, enabling them to adjust the presentation sequence within a unit or to change the order of units from what was originally planned This flexibility can enhance the learning experience by tailoring content delivery to better meet students' needs.
Summary
This chapter is a brief review of literature on materials, materials evaluation
This article is structured into five sections, beginning with a review of previous studies related to materials adaptation in language learning The second section defines materials, explores their types, and discusses their roles in teaching and learning The third section addresses key issues in material evaluation, including definitions, types, models, and evaluation criteria The fourth section outlines specific criteria for evaluating materials, while the final section highlights challenges in adapting materials Overall, this chapter serves as a theoretical foundation for the subsequent applications and enhancements to the course book "English Unlimited A1 - Starter" for first-year students at The Armed Police School.
METHODOLOGY
The study, conducted at the Faculty of Foreign Languages and Informatics, necessitates an overview of the teaching and learning environment, including details about the course book utilized by both teachers and students Additionally, this chapter will outline the research method, which is central to the study's findings.
It focuses on subjects, research instruments, and procedures of data collection
For 40 years, the Armed Police School has served as a premier training institution for armed policemen across numerous provinces in the country Equipped with modern facilities and resources, the school effectively meets the educational needs of its students Currently, it comprises five major departments and accommodates over one thousand students.
The study was conducted at the Armed Police School, which offers training in various majors, including Task Force, Mobile Police, Protection Police, Military Trainers, and Martial Arts Trainers English is a mandatory subject, comprising seventy-five periods, where first-year students use the "English Unlimited A1-Starter" textbook from Cambridge Press (2010) to gain foundational English skills Many students have limited prior English exposure due to work commitments before attending the school, resulting in diverse levels of proficiency, age, and ability This diversity presents challenges for effective teaching and learning Classes, typically exceeding 30 students, are held weekly but can be disrupted, causing delays in instruction While some motivated students actively engage in class activities, all students must complete a four-skill exam at the course's conclusion, assessing their knowledge from the course material.
By the end of the course, the students are supposed to gain general objectives as follows:
- They are able to acquire Basic English grammar
- They are able to remember vocabulary relating to common topics in their daily lives
- They are able to communicate in simple situations
The study centers on the English Unlimited A1 - Starter student’s book, which was designed by Adrian Doff in 2010 This educational resource comprises 10 units, providing a structured approach to language learning for beginners.
The article outlines a comprehensive language learning program featuring ten daily life topics, designed to enhance students' language skills across five pages per unit Each unit includes diverse activities focusing on speaking, listening, reading, writing, grammar, and vocabulary, along with classroom language and spelling exercises A target activity consolidates learning, while a keyword section highlights essential English vocabulary Additional tasks, such as Explore speaking or Explore writing, and across cultures activities, provide further language practice to improve communication skills The e-portfolio DVD-ROM offers valuable reference materials and self-assessment tools, enabling students to evaluate their learning progress effectively.
The teacher's book includes answer keys and a recommended lesson plan for each section, making it a valuable resource for educators It enables teachers to create additional activities, enhancing lesson engagement and interest.
The study involved a group of seven English teachers from the Faculty of Foreign Languages-Informatics at the Armed Police School, all of whom share similar ages and teaching experiences Their ages range from 30 to 43 years, and each has a minimum of five years of English teaching experience While all participants hold a Bachelor’s degree, four possess a Master’s degree, and some are currently pursuing or planning to pursue their Master’s studies in the future.
The second group of participants consists of 100 randomly selected first-year students from five majors: Task Force, Mobile Police, Protection Police, Military Trainers, and Martial Arts Trainers This group includes both male and female students, with a higher number of males, and their ages range from 19 to 30 Most participants have limited exposure to English, resulting in varying levels of English proficiency due to their diverse backgrounds across Vietnam All students have completed their first and second terms at the Armed Police School.
2.2.2.1 Hutchinson and water’s criteria checklist for material evaluation
1 Who are your learners? E.g Ages/Sex/Nationality Study or work specialism (mechanics, banking….) Status/ role with respect to specialism (e.g trainee cashier, qualified anesthetist… ) Knowledge of English/ specialism/ other ( e.g knowledge of “ the world” Education backgrounds/Interests
2 What are the aims of your course?
3 What kind of language description do you require? Should it be structural, notional, functional, and discourse- based, some other kind, a combination of one or more of these?
4 What language points should be covered? ( i.e What particular structures, functions, vocabulary areas etc)
5 What proportion of work on each macro- skill (e.g reading) is designed? Should there be skills –integrated work?
6 What micro- skills do you need? (e.g deducing the meanings of unfamiliar words)
7 What text- types should be included? e.g manuals? Letters? Dialogues?
Experimental reports? Visual texts (pictures, diagrams, charts, graphs, cartoons etc)? listening texts, any other kind?
8 What subject- matter area (s) is /are required (e.g medicine, biology etc)? What level of knowledge should be assumed (e.g secondary school, first year college/ university, post graduate etc)? What types of topics are needed (e.g in medicine: hospital organization, medical technology etc)? What treatment should the topics be given( e.g “ straightforward” “ factual; human interest’s angle; humorous; unusual perspective; taking into account issues, controversy, etc)
9 How should the content be organized throughout the course?
- By some other means (e.g study skills)
10 How should the content be organized within the course units?
- By a set of pattern of components?
- To allow a clear focus on ( e.g certain skill area, a communication task etc)?
11 How should the content be sequenced throughout the course? e.g From easier to more difficult? To create variety? To provide recycling? By other criteria Should there be no obvious sequence?
12 How should the content be sequence within a unit? e.g From guided to free? From comprehension to production? Accuracy to fluency? By other means? Should there be no obvious sequence?
13 What theory/ies of learning should the course based on?
Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these?
14 What aspects of the learners’ attitudes to/ expectations about learning English should the course take into account?
15 What kinds of exercises/ tasks are needed? e.g Guided ↔ free? Comprehension ↔production? Language /skills practice ↔ language/ skills use? One right answer↔ many possible right answers? Whole class
↔ group individual? Language/ skills- based ↔ content – based? Mechanical ↔ problem – solving ? Role- play, simulation, drama, games, ones involving visuals? Self- study? Some other kinds?
16 What teaching-learning techniques are to be used? e.g Lockstep? Pair work? Small- group work? Student presentations? Work involving technical subject matter? Other kinds?
17 What aids are available for use? e.g Cassette recorders? Overhead projectors? Realia? Wallcharts? Video? Others?
18 What guidance/support for teaching the course will be needed? e.g Statements of aims? Lists of vocabulary and language – skills points? Language guidance? Technical information? Methodological directive or hints? Suggestions for further work? Tests? other kinds?
19 How flexible do the materials need to be?
20.What price range is necessary?
21 When and in what quantities should the materials be available? Etc
This study utilizes a questionnaire based on the Hutchison checklist, organized into five key sections The first section gathers participant information through five questions The second section assesses the alignment of the course book with the intended learning outcomes via three questions Section three features eight questions aimed at evaluating whether the course book content meets learners' needs The fourth section includes six questions focused on the appropriateness of the teaching methodology and learning conditions Finally, the last section comprises three questions designed to collect learners' feedback and suggestions regarding the course book.
The researcher conducts the interview with the aim is to collect data from the teachers after the questionnaires They were carried out after the course
Data collection involved administering questionnaires to students, specifically tailored to meet the study's criteria A total of 100 students from various majors, including Task Force, Mobile Police, Protection Police, Martial Arts Trainers, and Military Trainers, were randomly selected to participate The students completed the questionnaires upon finishing their courses.
After completing their course for one class, teachers participated in interviews designed to gather accurate information To ensure thoughtful responses, they were invited to return a week later for the interviews, which took place outside of the classroom setting The researcher recorded their answers for analysis.
The questionnaire utilized in this study included both closed-ended and open-ended questions, with data analyzed through mean scores and percentages The results were presented in tables for clarity To align with the study's objectives, a five-point Likert scale was employed for responses.
24 researcher used a 1-2-3-4-5 Likert scale to investigate the learner’s evaluation for their mastery compared with the aims of the course book (1= very badly, 2= badly, 3= quite well, 4= well, and 5= very well)
RESULTS AND DISCUSSION
This chapter outlines the findings of the study aimed at assessing whether the course book "English Unlimited A1 - Starter" effectively meets the course's objectives, content requirements, and teaching methodology.
3.1 The suitability of the course book with the mastery of the course’s outcomes
The Faculty of Foreign Languages and Informatics has outlined key objectives that align with the curriculum and syllabus of the English Unlimited A1-Starter course book An analysis of the ten units reveals a focus on essential language points and skills, demonstrating how the course book meets its educational goals.
The researcher examined teachers' and students' perspectives on the mastery of course outcomes, focusing on the assessment of students' grammar, vocabulary, and skills This analysis aimed to evaluate the alignment between the course book's objectives and the overall curriculum goals.
He/ she works/ lives/ works/ has
5 Singular and plural nouns, how much
7 Past simple positive, was/ were
Table 1: Student’s opinion about their mastery of the course outcomes in terms of grammar
Table 1 indicates that students expressed overall satisfaction with the grammar components of the course book Questionnaire data revealed that, after using the book, students demonstrated a good grasp of grammar items, receiving positive feedback with scores ranging from 3.2 to 3.3, indicating a level of proficiency described as "quite well." This analysis suggests that the grammar presented in the course book effectively aligns with the course objectives.
Teachers expressed satisfaction with their students' grammar mastery after using the course book, noting that it aligned well with the course objectives However, Teacher B pointed out that certain complex grammar items still pose challenges for students Specifically, while students excel in simple grammar, they struggle with more intricate concepts, such as distinguishing between the verb "to be" and regular or irregular verbs This difficulty is reflected in their test scores, which remain low for these specific grammar topics.
Both teachers and students appear to share a similar assessment regarding the mastery of course outcomes, particularly in relation to the grammar items outlined in the course book.
Besides the grammar, it is necessary to investigate the vocabulary related to topics introduced in the course book
No Vocabulary related to topics Ms
Table 2: Student’s opinion about their mastery of the course outcomes in terms of vocabulary
Table 2 indicates that the vocabulary in the course book was appropriate for the respondents, as evidenced by positive mean scores ranging from 3.2 to 3.3 This suggests that students were able to effectively remember the vocabulary associated with the topics covered in the course book.
The follow-up interviews with teachers aligned with student opinions, confirming that students demonstrated strong vocabulary retention skills Notably, several teachers remarked on their students' impressive ability to remember vocabulary from each unit, with Teacher E specifically highlighting this trend.
Students can easily retain vocabulary from 10 units due to its simplicity For instance, Unit 1 focuses solely on basic English greetings, making it an effortless task for learners to memorize these essential words.
Teacher B added “the vocabulary in each part of each unit is not much, so the students can remember well, especially vocabulary of the first units”
The findings reveal that both teachers and students have a consistent perspective on vocabulary retention; however, teachers believe that their students demonstrate a stronger ability to remember vocabulary.
28 vocabulary better than that of the students’ evaluation
Apart from grammar and vocabulary, mastering the four skills is also the aim of the course Therefore, evaluating the four skills is very helpful for the researcher
Table 3: Student’s opinion about their mastery of the course outcomes in terms of four skills
The course book significantly enhanced students' skills, as indicated by the mean scores in Table 3 It provided ample opportunities for practice across four key areas; however, the level of mastery varied among these skills Notably, improvements were observed in speaking, reading, and writing abilities, which were effectively assessed.
Despite performing "quite well" in other areas, students still found listening skills to be the most challenging to master, with a mean score of 2.9 indicating a need for improvement in this area.
The interviewed teachers agreed with their students that they had successfully mastered the course outcomes, particularly in skills development While some teachers noted that students demonstrated good listening abilities, Teacher C explained that the course book's listening tasks progress from simple to complex and are integrated with other skill activities With numerous listening tasks in each unit, students have ample opportunities to practice this skill Furthermore, the final listening test aligns well with the A1 level, confirming that the course outcomes have been met.
While the teachers provided positive evaluations, opinions varied among them Teacher F expressed concerns about the students' listening skills, noting that "the listening tasks presented in the course book sometimes do not engage the students effectively."
Many students face challenges in English listening tasks, particularly those who have not studied the language for an extended period For example, in Unit 10, Task 2a, students must listen to a conversation between two individuals and arrange sentences in the correct order If they only listen once, some may struggle to get the sequence right Additionally, Teacher G highlighted that listening tasks involving songs or phone conversations often add to the difficulties faced by students.