Rationale
The rapid advancement of technology and mass communication has provided learners with numerous resources, leading to some individuals becoming complacent due to the convenience and affordability of online materials Nevertheless, the significance of textbooks remains undeniable, as they are crucial tools in education As noted by Sheldon (1998:237), textbooks serve as the "visible heart of any ELT program," acting as teachers, friends, and valuable sources of knowledge However, the abundance of available textbooks and materials poses a challenge for educators in selecting the appropriate resources for their courses and students’ levels Therefore, it is essential for material evaluators to assess the suitability of each textbook to ensure effective learning outcomes.
The researcher, serving as a teacher for Communicative English Programs at TL Canon factory, aims to identify the most effective teaching methodologies that enhance learners' communication skills in everyday work situations Additionally, the course book "English Unlimited A1," introduced in 2011 and recently utilized in two staff courses, requires a critical evaluation to enable teachers to adapt and maximize its effectiveness in the classroom.
Aims of the study
The purpose of the thesis is to evaluate the appropriateness of the material
"English Unlimited A1" is designed specifically for English beginners at TL Canon factory, focusing on the needs and goals of this audience The article evaluates the material's alignment with the students' English proficiency levels and assesses the appropriateness of its content and methodology for effective learning.
2 the material to beginners at TL Canon factory in terms of aims, content, and methodology.
Significance of the study
This thesis will benefit not only the researcher but also teachers and learners at TL Canon factory, enhancing the quality of English learning and teaching Furthermore, the findings will serve as a foundation for adapting and improving educational materials.
Additionally, the thesis will theoretically contribute to the field of GE material evaluation in general.
The research questions
The study is carried out to achieve the following objectives:
To find out the appropriateness of the material to students’ level of English at
To identify the appropriateness of the material to beginners at TL Canon factory in terms of aims, content, and methodology
Therefore, the following research question designed as follows:
1 How appropriate is the material “English Unlimited A1” to beginners at
TL Canon factory in terms of audience, aims, content and methodology?
The scope of the study
It is not doubtful that, to have an overall critical evaluation on a material, an evaluator ought to look at every specific aspect of the material According to Brown
In 1995, material evaluation aimed to assess the effectiveness, efficiency, and attitudes of stakeholders involved in a course To measure effectiveness and efficiency, quantitative methods such as diagnostic and achievement tests are essential, while qualitative methods like interviews and questionnaires are used to investigate attitudes towards the materials.
Due to time and scope limitations of a minor thesis, the research focuses specifically on investigating the attitudes of learners and teachers at TL Canon factory regarding the material, rather than examining all aspects through observation and document analysis.
Audience (in terms of the students’ level of English), aims, content, and methodology.
Overview of the study
Textbooks, course books, and materials
The terms "textbooks," "course books," and "materials" are frequently used in the context of education, often interchangeably by researchers, authors, teachers, and learners Despite their common usage, it is essential to explore the similarities among these terms to understand their roles in the learning and teaching process.
In a General English (GE) course, textbooks serve multiple essential roles, including providing language resources, supporting learning, stimulating motivation, and offering references, all of which contribute to the course's success However, as noted by Brown (1995), "there is no such thing as a perfect textbook," highlighting the need for regular evaluation to ensure that the materials are suitable for the targeted students Often, teaching relies primarily on a single textbook, although educators may supplement with additional resources as needed.
A "course book" is a textbook that serves as the foundation for a specific course In the context of English Language Teaching (ELT), Tomlinson (1998:9) defines it as a resource that offers core materials essential for the course, aiming to consolidate comprehensive content into a single volume that can function as the primary book for learners.
5 use during a course Such a book includes work on grammar, vocabulary, pronunciation, functions and the skills of reading, writing, listening and speaking.”
Teaching materials in language education are defined by various authors, each offering unique perspectives Dudley-Evans and St John (1998) describe materials as sources of language, motivation, and reference support, while Hutchinson (1987) emphasizes that they embody the aims, values, and methods of specific teaching contexts Tomlinson (1982) broadens the definition to include any resource used by teachers or learners to aid language acquisition, such as textbooks, workbooks, audio-visual materials, or even handwritten notes Among these, textbooks remain the most prevalent resource in language teaching.
In short, in this thesis, the researcher will use the terms “textbook, course book and material” interchangeably for the convenience of analysis and explanation
1.1.2 The role of textbooks in EFL/ ESL classroom
Textbooks serve as the essential core of any English Language Teaching (ELT) program, offering significant benefits for both educators and students in EFL/ESL classrooms They provide a structured framework for teaching and learning, helping to standardize instruction across different classes This ensures that all learners are exposed to consistent content, facilitating uniform assessment methods.
Cunningsworth (1995) emphasizes that textbooks serve as a syllabus for educational programs, aiding novice teachers by providing essential methodological training and allowing them to focus on more meaningful activities rather than creating materials from scratch.
Textbooks play a crucial role in education, as they provide essential resources for both classroom learning and self-directed study Without access to textbooks, students may struggle to maintain focus and become overly reliant on their teachers, which can hinder their learning experience Thus, incorporating textbooks into the educational process is vital for fostering independence and enhancing the overall effectiveness of learning.
In addition, Garinger (2001: 34) supports these opinions by pointing out that
Textbooks are essential in language classrooms across various educational institutions, including public schools, colleges, and language schools worldwide Riazi (2003) emphasizes that textbooks are vital in language teaching and learning, ranking just after teachers in importance within the classroom setting.
Context-sensitive EFL instruction necessitates that teachers consider various anthropological and sociocultural factors affecting English teaching conditions Global textbooks designed for teaching English as a foreign language are often criticized for neglecting these factors, particularly in failing to support EFL teachers in conveying the cultural backgrounds of diverse English-speaking target cultures To address these challenges, it is essential to thoroughly evaluate and select textbooks before implementing them in language programs.
Textbook evaluation
Evaluation, as defined by Hutchinson and Waters (1987), involves assessing the suitability of a subject for a specific purpose This comprehensive process starts with identifying the necessary information to collect and concludes with implementing changes in current practices or shaping future actions (Dudley-Evans & St John, 1998) Consequently, textbook evaluation is viewed as a form of educational judgment.
Textbook evaluation is a systematic process that aligns educational needs with available resources, as noted by Hutchinson and Waters (1987) Cunningsworth (1995) and Ellis (1997) emphasize that this evaluation enables teachers to move beyond subjective judgments, offering accurate and contextual insights into textbook content Consequently, textbook evaluation serves as a vital tool for action research and fosters professional growth Additionally, it plays a crucial role in teacher training programs by equipping educators with the knowledge to identify essential features in textbooks.
Material evaluation serves two primary purposes: first, it helps in selecting the most appropriate materials for specific situations, and second, it assesses the suitability of already chosen materials for their intended use (Ellis, 1997).
Various researchers offer different ways of categorizing material evaluation However, the offer by McGrath (2002) seems to be the most widely accepted He divides textbook evaluation into three stages:
Pre-use evaluation: establishes potential suit
In-use evaluation: gathers data on planning decisions, implementation and response, may stimulate preliminary reconsiderations
Post-use evaluation: uses data on incourse use and data on effects to accesses suitability of selection
When conducting a materials evaluation, it is essential for evaluators to identify the most suitable type of evaluation for their specific work The context of the study plays a crucial role in determining the appropriate evaluation approach, especially considering the characteristics of the material being assessed.
After two years of use, the researcher conducted a post-use evaluation to assess the material's appropriateness and to provide recommendations for further improvements.
McGrath (2002:25) refers to three basic methods of textbook evaluation: The impressionistic method, the checklist method, and the in-depth method
The impressionistic method focuses on gaining a general overview of educational materials, as described by Cunningsworth (1995:1) This approach typically involves a quick review of the publisher’s blurb, the contents page for syllabus insights, and a skim through the book to assess its organization, layout, topics, and visuals Often referred to as "first-glance evaluation," this method, while useful, is insufficient as the only basis for evaluating and selecting textbooks.
This method makes good use of a checklist to evaluate materials According to McGrath (2002: 27), the checklist method has at least four advantages:
1 It is systematic, ensuring that all elements that are deemed to be important are considered
2 It is cost effective, permitting a good deal of information to be recorded in a relatively short space of time
3 The information is recorded in a convenient format, allowing for easy comparison between competing sets of material
4 It is explicit, and, provided the categories are well understood by all involved in the evaluation, offers a common framework for decision- making
In-depth techniques delve into the assertions made by publishers and authors, examining the language used and the underlying assumptions about learning and values embedded in the materials (McGrath, 2002: 27-28) This approach aims to evaluate whether the educational resources can fulfill the promises they present.
Although, there are three kinds of methods of textbook evaluation, in the study the author used in-depth method
In the literature review, numerous authors have proposed diverse models for material evaluation Researchers must identify the most suitable model based on their specific evaluation purposes and the types of materials involved.
1.2.4.1 Evaluation model by McDonough and Shaw (1993) (a combination of macro and micro evaluation)
In 1993, McDonough and Shaw proposed a three-stage model for material evaluation, consisting of external evaluation, internal evaluation, and overall evaluation This model emphasizes the importance of teachers conducting an external evaluation to gain a comprehensive understanding of the organizational principles of the materials Following this, a detailed internal evaluation assesses how well the materials align with the author's claims and the specific aims of the teaching program External evaluation serves as a preliminary or macro evaluation, examining the claims made by the author or publisher, which can typically be found on the book cover, in the instructions, or within the table of contents This initial evaluation is crucial for determining the potential appropriateness of the materials.
The internal evaluation stage, also known as micro evaluation, involves a detailed analysis of two or more units to assess the content presented within the materials and to verify if the author's claims align with the findings from this evaluation.
The next step involves a comprehensive evaluation of the materials to assess their suitability based on various factors, including usability, generalizability, adaptability, and flexibility This evaluation model will be illustrated in the subsequent figure.
Macro – evaluation → inappropriate / potentially appropriate →
Micro – evaluation → inappropriate / appropriate → adopt/ select (Internal) ↓
Figure 1: Material evaluation model by McDonough and Shaw (1993:75)
Figure 1 illustrates that the internal evaluation stage occurs first once materials are deemed potentially suitable in the external evaluation If the findings from this internal assessment indicate that the materials are unsuitable, the evaluation process will conclude at that point.
1.2.4.2 Evaluation model by Ellis (1997) (a micro-evaluation)
Ellis (1997) emphasizes the importance of evaluating language teaching materials as complete sets rather than in isolation He presents a model that incorporates a series of micro-evaluations, concentrating on detailed empirical assessments and the evaluation of tasks in language teaching This approach aims to determine the alignment between planned tasks and their actual implementation Additionally, Ellis identifies key dimensions for macro evaluation, including approach, purpose, focus, and scope.
11 evaluator, types of information that can be applied in micro evaluation process These are various steps in evaluating a task suggested by Ellis:
1 Choosing a task to evaluate: the task can be new and teachers want to discover the effectiveness of using it in classroom The task can be already used and teachers want to confirm whether it is as good as they think
2 Describing the task: it can be described in terms of objectives, input, process and outcomes
4 Collecting the information: the information required to evaluate a task can be collected before, during or after the teaching of the task
5 Analyzing the information: the data can be analyzed either in a quantitative way or in a qualitative way
6 Reaching conclusions and making recommendations
This evaluation model is more manageable compared to macro-evaluation; however, conducting a macro-evaluation requires multiple micro-evaluations, which can be time-consuming and labor-intensive.
Textbook adaptation
Adaptation is the process of modifying teaching materials to enhance their relevance in specific contexts According to Tomlinson (1998: 11), this involves reducing, adding, omitting, modifying, and supplementing content By adapting textbooks, educators can create communicative activities that foster more interactive and effective lessons.
Textbooks alone cannot serve as fully effective teaching tools without necessary adaptations To enhance the relevance and effectiveness of the material, most educators customize the content to better meet the needs of their specific students.
According to McDonough and Shaw (1993), the following possible areas are often taken into account to adapt:
1 Lack of grammar coverage in general
2 Lack of practice of grammar points of particular difficulty to learners
3 Reading passages contain too much unknown vocabulary
4 Comprehension questions are too easy
5 Subject matters are suitable with learners of the age and intellectual level
6 Photographs and other illustrative materials are not culturally acceptable
7 Amount of material is too much or too little to cover
8 Lack of guidance of teachers on group work and role play
9 No vocabulary list of a key to exercises provide
The reasons for adaptation presented above can be grouped into: aspects of language uses, skills, classroom organization and supplementary materials
Maley (1998) suggests the following options to adapt materials:
1 Omission: The teacher leaves out things deemed inappropriate, offensive, unproductive, etc for the particular group
2 Addition: Where there seem to be inadequate coverage, teachers may decide to add to textbooks, either in the form of texts or exercise material
3 Reduction: Where the teacher shortens an activity to give it less weight or emphasis
4 Extension: Where an activity is lengthened in order to give it an additional dimension (For example, a vocabulary activity is extended to draw attention to some syntactic patterning)
5 Rewriting/ modification: Teachers may occasionally decide to rewrite material, especially exercise material to make it more appropriate, more
“communicative”, more demanding, more accessible to their students, etc
6 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
7 Re-ordering: Teachers may decide that the order in which the textbooks are presented is not suitable for their students They can then decide to plot a different course through the textbooks from the one the writer has laid down
8 Balancing: Teachers may decide to add options to the existing activity or to suggest alternative pathways through the activities.
Conclusion
To effectively evaluate a textbook, it is essential for educators to analyze the content-matched activities within each specialized book Teachers must select the most suitable textbook that aligns with their teaching objectives and meets their students' learning needs Therefore, textbook evaluation plays a crucial role in determining the appropriateness of the material for instructional purposes For this evaluation, the author utilizes the Hutchinson and Water (1993) model as a framework to assess the textbook "English Unlimited A1."
This chapter provides a comprehensive overview of English learning and teaching practices at the TL Canon factory, where the research is conducted It outlines the data collection process and the methodology for document analysis Additionally, the researcher will examine student questionnaires and conduct informal interviews with teachers to assess the suitability of the course book for learners.
An overview of current English Teaching and Learning at TL factory
Canon, a leading Japanese company known for its printers and cameras, operates three factories in Vietnam—Thang Long, Tien Son, and Que Vo—focusing exclusively on printer production To facilitate effective communication among managers, staff, and workers, who primarily use Japanese or English, Canon offers English classes ranging from elementary to advanced levels, determined by an entrance test The "English Unlimited A1" course book is utilized for beginners across all three factories, with each course spanning 40 hours Students undergo a mid-term evaluation after completing half of the course, followed by a final assessment that tests vocabulary, grammar, pronunciation, and the four key language skills: speaking, listening, writing, and reading Achieving a score of 8 points or higher in the final test grants students a scholarship covering the course tuition.
The course book “English Unlimited A1” was written by Adrian Doff in 2010
English Unlimited is a General English course designed for adults at the TL Canon factory, specifically catering to students with an elementary level of English or those beginning their language journey The course features a comprehensive textbook that includes 10 modules, providing structured learning to enhance English skills effectively.
The book covers ten diverse real-life topics, including people, shopping, personal experiences, daily activities, recent events, and social outings, providing students with comprehensive practical knowledge of grammar, vocabulary, and functional language Each topic is presented with detailed explanations of language elements and skills, ensuring a thorough understanding of real-world communication.
In language learning, new grammar structures are introduced through visual aids, discussion questions, and conversational readings or listenings After understanding the form and rules, students engage in various exercises to practice For vocabulary acquisition, students predict the meanings of new words using accompanying pictures or interactive games Following this, they listen to a CD or typescript to learn proper pronunciation In the pronunciation segment, students practice sounds with teacher guidance, then use the CD to check their pronunciation, ensuring they can repeat and articulate words fluently.
The language skills curriculum focuses on enhancing various aspects of language through targeted sections on vocabulary and language use Speaking and writing activities incorporate visual aids and discussions to activate students' prior knowledge on relevant topics In the listening component, students engage with conversation pieces to practice their speaking abilities The reading and listening exercises enable students to comprehend short, simple texts, recognize familiar names and phrases, and reread as necessary They are also trained to follow slow, clearly articulated speech, which includes long pauses to facilitate understanding.
Research methodology
This study aims to assess the suitability of the "English Unlimited A1" material for beginners at the TL Canon factory To achieve this goal, specific research questions have been formulated to guide the evaluation process.
1 How appropriate is the material “English Unlimited A1” to beginners at
TL Canon factory in terms of audience, aims, content and methodology?
The thesis targets a population of 100 learners from three classes (Beginner TL 01, 03, 05) and involves 10 teachers at the TL Canon factory The research focuses on students enrolled in the Communicative English course from October to December 2013 The learners, aged between eighteen and thirty, are predominantly female and hail from various provinces in Vietnam Most are workers or staff who previously studied English, primarily concentrating on grammar for academic purposes, but have not used the language actively for an extended period.
In a survey of ten English teachers, three possess a Master's degree, while another three are currently pursuing their M.A at ULIS, VNU The remaining teachers hold a Bachelor's degree Their ages range from 26 to 36, and all have a minimum of two years of experience teaching this curriculum.
To effectively assess the course book based on learners' levels, objectives, content, and methodology, this study employs three primary data collection techniques: student questionnaires, teacher interviews, and document analysis These methods are among the most widely recognized evaluation tools, as highlighted by various authors, and include additional approaches such as observations, discussions, and assessments.
Surveys are a widely used tool in social science research, as highlighted by Litz (2005), due to their effectiveness in gathering opinions and clarifying objectives while analyzing teaching and learning contexts One of the key advantages of using survey questionnaires is that they allow respondents to complete them at their convenience, enhancing participation and data collection.
The study utilized a questionnaire to gather students' attitudes and evaluations of the material "English Unlimited A1." This questionnaire comprised four sections with a total of 32 questions, allowing participants to respond based on a five-point scale of agreement: strongly disagree, disagree, neutral, agree, and strongly agree Close-ended questions were employed to facilitate straightforward responses, enabling students to express their thoughts freely without pressure (Gillham, 2000).
Section 1 includes 8 questions to collect students’ opinions of the levels of difficulty of the material and the reasons for their ideas
Section 2 with 10 questions aims at discovering the students’ statements as well as evaluation on the aim requirements of the textbook
Section 3 with 8 questions tries to find out whether students satisfy with the content presented in the material or not
Section 4 consists of 6 questions designed to gather students’ judgment about the current course book in term of methodology
The questionnaire is summarized in detail as follows:
Sections Types of information Question
The level of difficulty of the textbook Q 1-7 The reasons why these sections are difficult Q8
2 The aims of the material in relation to the aims of the course Q 9- 18
Language points: Vocabulary and Grammar structures Q 19-22
The combination of learning theories Q 26
The language skills and methodology Q31
Table 2.1: Types of information in the student questionnaire
The interview aims to gather additional insights from teachers following the analysis of student questionnaire responses According to Johnson (1992:115), interviews often yield high response rates, as participants are more inclined to engage due to their direct interaction with the interviewer This personal connection allows the interviewer to clarify any ambiguous questions, leading to more valuable and comprehensive information.
In this study, informal interviews were conducted with ten English teachers at TL Canon factory, utilizing eight carefully crafted questions The aim was to gather the teachers' insights on the alignment of the textbook with students' proficiency levels, as well as to evaluate the course book's suitability and effectiveness regarding its objectives, content, and teaching methods for beginners at TL Canon factory.
Data collection procedure
Document analysis serves as a crucial tool for data collection in thesis research This study particularly emphasizes the evaluation of the course book "English Unlimited A1," focusing on its suitability for students' proficiency levels and its alignment with the course's objectives, content, and methodological requirements.
The research involved collecting data through a questionnaire designed for students, focusing on three main criteria The survey was administered at the end of a class meeting, where students were encouraged to provide honest responses To enhance participation, students completed the questionnaire during class time, allowing them to clarify any ambiguous questions and return their responses immediately to the teacher The collected data was then sorted and analyzed statistically in table format to address two specific research questions.
The study involved interviews with 10 English teachers from the TL Canon factory, aimed at gathering additional data for research purposes Each interview lasted approximately 15 minutes, during which responses were recorded through note-taking Interviews were conducted during the course, during short breaks, or at teachers' meetings After collecting data from both teachers and students, the information was manually summarized and organized into tables for analysis.
FINDINGS AND DISCUSSION
The appropriateness of the material to the students’ level of English
The researcher assessed the suitability of the course material for students by comparing their proficiency level with the intended audience of the course book.
The book "English Unlimited A1" is tailored for an elementary-level English course aimed at adults seeking to improve their communicative skills This material is well-suited for the students at TL Canon factory, who have varying educational backgrounds, including high school, college, and university graduates Despite being placed in the same elementary class due to similar entrance test results, their proficiency levels differ Additionally, staff members engage with written English more frequently than workers, as they often communicate via email and submit weekly reports in English, limiting their opportunities for verbal practice.
The results collected from the interview with ten teachers of English are shown in the two tables below (Table 4.1 and Table 4.2):
No Teachers’ ideas Number of choice Percentage
1 The material is for elementary level 10 100%
2 The material is relevant to your students’ level of English
3 The material is a bit difficult for your students
Table 4.1: Teachers’ opinions of the appropriateness of the material to the students’ level of English
All teachers interviewed at TL Canon factory unanimously agreed that the course material is appropriate for elementary-level students, with 90% confirming its relevance to their English proficiency Consequently, most students were able to engage with the textbook exercises effectively However, half of the teachers noted that the coursebook presents some challenges due to its complexity and numerous sub-parts Overall, the material is deemed suitable for the students' level, as supported by the majority of the educators.
Grammar Vocabulary Pronunciation Speaking Listening Writing Reading
Table 4.2: Teachers’ opinions of the difficulty of different parts in the material
Table 4.2 reveals that a significant portion of teachers, specifically 60% and 50%, perceive Listening and Reading as somewhat challenging for students In contrast, they consider other aspects of the material to be more suitable for the students' proficiency level.
Listening skills are often deemed the most challenging aspect of language learning, with 60% of teachers acknowledging this difficulty Many students struggle to comprehend listening exercises, leaving some unable to grasp the content at all Teachers attribute these challenges to the fast-paced speech of native speakers, which can overwhelm elementary-level learners Additionally, they believe that students' listening abilities may be underdeveloped due to a lack of practice with oral language.
Many teachers believe that, alongside listening skills, reading skills present significant challenges for students They noted that certain texts often include unfamiliar vocabulary that can be particularly difficult for elementary-level learners to understand.
Three out of ten teachers believe that speaking skills are particularly challenging for students to master Observations indicate that many students struggle to participate in speaking lessons, often remaining silent This difficulty stems from several factors, including limited English proficiency, which hinders their ability to articulate thoughts clearly Additionally, a lack of vocabulary restricts their interaction in class Teachers also noted that students often lack confidence, feeling shy and fearful of being ridiculed by peers for making mistakes while speaking.
Finally, grammar, vocabulary, pronunciation and writing skill are sections in the material agreed by most of the teachers are a bit challenging but suit to the students’ level of English
The data presented in Tables 4.3 and 4.4, derived from a student questionnaire, highlights students' perceptions of challenging sections within the material and outlines their reasons for finding these areas difficult.
Disagree Neutral Agree Strongly agree
Table 4.3: Students’ assessments of the difficult sections in the material
According to Table 4.3, listening skills were identified as the most challenging section, with 75% of participants finding it difficult The primary reason for this perception, cited by 69% of respondents, was the speed of the audio tape (Table 4.4) Additionally, 15% attributed their struggles to a lack of listening practice, while only 10% pointed to teaching methods as a contributing factor.
Items Grammar Vocab Pronun Speaking Listening Writing Reading
Too little guidance in the book
Too many new words, expression
The tape is too fast 0% 0% 0% 0% 69% 0% 0%
Table 4.4: Students’ opinions of the reasons why some sections are difficult
According to the data presented, 55% of students found speaking skills to be a challenging aspect of the material (Table 4.3) The subsequent table reveals that 57% of students attributed this difficulty to insufficient practice in class, which is understandable given the large class size of approximately 33-35 students, limiting individual opportunities to participate Additionally, only 9% of respondents cited ineffective teaching methods as a reason for their struggles.
Writing emerged as one of the three most challenging areas for students, with 46% expressing difficulty, as indicated in Table 4.3 Table 4.4 reveals several reasons for this struggle: 40% of respondents felt there was insufficient guidance, while 31% cited a lack of writing practice in the course Notably, 13% of students attributed their challenges to the teaching methods employed by their instructors.
Grammar, vocabulary, pronunciation, and reading share a common challenge, with difficulty levels reported just below 50% Specifically, grammar is at 40%, while vocabulary and pronunciation both stand at 34% and reading at 28% The primary reason for these difficulties, particularly in vocabulary, pronunciation, and reading, is attributed to the abundance of new words, affecting 23%, 28%, and 15% of respondents, respectively Additionally, 12% of participants indicated that grammar poses challenges mainly due to insufficient practice.
This section compares teachers' perspectives with students' evaluations of various textbook components, leading to initial conclusions about the material's suitability for students' English proficiency levels.
The analysis of teacher interviews and student questionnaires confirmed that the material was generally suitable for the students' English proficiency levels However, some components, particularly in listening, speaking, and writing, were found to be somewhat challenging Despite this, the study indicated that these sections, along with the teaching methods, could be adjusted to better align with the students' abilities Overall, both teachers and students agreed that the majority of the material was appropriate for their level.
4.2 The appropriateness of the material to the aims of the course
4.2.1 The appropriateness of the material to the aims of the course in terms of language aspects
The A1-level book emphasizes communication and introduces basic grammar concepts through a structured approach Each grammar section consists of three stages: presentation, rules, and practice Initially, students encounter grammar points through concise dialogues or straightforward texts Following this, they deduce the structural rules based on the presented material Finally, students reinforce their understanding by engaging in exercises and activities suggested by their teachers.
The appropriateness of the material to content requirements of the course
The researcher found that the textbook effectively covers grammar structures, functions, and vocabulary suitable for communicative language learning, focusing on key grammar points such as questions, singular and plural nouns, and various tenses While the material employs a communicative teaching method, the tasks and exercises provided are insufficient for adequate student practice For instance, Unit 4 introduces expressions like "I like" and "I don’t like," but lacks corresponding exercises for students to practice these sentences Therefore, teachers should supplement the textbook with additional materials to enhance student learning and practice.
The result collected from the students in the third section of questionnaire will be presented in Table 4.7 below:
Disagree Neutral Agree Strongly agree
1 The grammar and vocabulary were 0% 8% 0% 70% 22%
2 The structures were adequate to your need
3 Most of the words were familiar to you because you have usually used it
4 The grammar exercises were adequate to the students’ level
5 The vocabulary was too much for the students to learn
Table 4.7: Students’ opinions of the appropriateness of the material to the content requirements of the course in terms of language aspects
A significant 92% of students believed that the grammar presented in the material was sufficient for their learning, while 78% agreed with the author that the grammatical structures in the course book met students' needs However, 83% felt that the vocabulary offered in the textbook was not extensive enough for effective learning This sentiment is supported by the fact that 88% of students found most of the words familiar, as they frequently used them in daily activities Additionally, 80% of teachers concurred that the vocabulary and grammar structures were suitable for students' needs and levels Overall, both teachers and students affirmed that the grammar and vocabulary exercises in the course book were appropriate for their learning levels.
4.3.2 The appropriateness of the content of the course book in terms of language skills
The course book effectively covers all four essential language skills, with a particular focus on speaking It provides appropriate topics and scenarios that facilitate meaningful communication among students during class activities.
The book's speaking activities often lack examples and suggestions, which can hinder beginners in generating vocabulary and ideas; for instance, Unit 8 asks students to discuss a recently visited place without providing guidance on structuring their thoughts In contrast, the listening exercises are well-suited to the students' level, featuring diverse tasks like gap filling and True/False questions, allowing for effective practice during class The reading and writing sections include a variety of short texts covering multiple topics, helping students enhance their reading skills and vocabulary while gaining knowledge Writing exercises focus on constructing simple sentences to improve students' communication abilities.
The analysis revealed that the course content, including grammar, functional vocabulary, text types, and topics, is generally suitable for the students The grammar structures and functions in the coursebook adequately fulfill the course requirements, eliminating the need for adjustments in vocabulary and grammar exercises While the four language skills—speaking, listening, reading, and writing—align with the course requirements regarding text types, the speaking component lacks sufficient prompts for student practice To enhance this area, teachers should provide additional suggestions and examples during class and incorporate engaging speaking activities Given that the learners are factory workers aiming to improve workplace communication, it is essential to integrate vocabulary and real-life speaking scenarios relevant to their work environment for effective practice.
37 class In conclusion, it could be said that the material could meet most of the content requirements of the course in terms of language points, and language skills.
The appropriateness of the material to methodology requirements of the course
4.4.1 Material analysis and survey results
The course requirements emphasize learning theories and the types of tasks and exercises involved This article will outline the teaching techniques utilized in the classroom to enhance the learning experience.
- Grammar: sentence building based on new grammar structures, gap filling, mistake correcting, true/ false
- Vocabulary: guessing the meaning of unknown words, matching, asking and answering questions
- Listening: gap filling, questions answering, matching, true/ false
- Speaking: asking and answering the questions, making a short conversation, giving an idea, discussing in groups, role-play
- Reading: answering questions/ short answers, true/ false, multiple choice, comprehension questions
- Writing: sentence building, combining sentences, writing letters
The material offers a diverse range of tasks and exercises designed to enhance students' skills, particularly in listening and speaking During lessons, learners engage with native speakers' audio, ensuring that listening tasks are both level-appropriate and easy to follow Additionally, the curriculum emphasizes speaking skills through a variety of engaging activities found in both textbooks and supplementary resources, effectively capturing students' interest and participation.
From the data collected in the last section of student questionnaire, the author will analyze and summarize in the following table (Table 4.8):
1 The material under the study based on the combination of the learning theories including behaviorist, cognitive
2 There were many kinds of tasks and exercises in the course book
3 The time was enough for the teachers and students to finish the exercises and the tasks in the book
4 The techniques employed were individual work, pair-work, group work, role-play and class activities
5 The language skills and methodology were the most suitable with the students’ need
6 The methods provided by the teachers are appropriate for the each lesson
Table 4.8: Students’ opinions of appropriateness of the material to the methodology requirements of the course
According to Table 4.6, a significant majority of students (95%) approved of the study materials that integrated behaviorist and cognitive learning theories However, over 90% expressed dissatisfaction regarding the allotted time for completing exercises and tasks, indicating that they struggled to finish homework due to time constraints As previously noted by the researcher, these learners, being staff and workers, had limited study time due to their busy work schedules.
A significant 83% of students felt that the language skills and teaching methodologies were well-suited to their needs, with 89% agreeing that the instructional methods used by teachers were appropriate for each lesson Furthermore, 90% of teachers affirmed that the course-book's language skills and methodologies aligned with student requirements Teachers consistently sought effective teaching strategies to enhance student learning and boost confidence in communication.
The survey indicated that the course book's methodological criteria align well with user requirements, particularly regarding the types of tasks and exercises The diverse range of tasks and exercises included in the material effectively meets the course demands Additionally, the learning techniques employed, such as pair-work, group-work, and individual-work, are appropriately designed to support the various tasks and activities.
Many weaknesses in educational tasks can be addressed to enhance student engagement The current reliance on individual, pair, and group activities often leads to boredom To improve learning outcomes, additional guidance is needed for all four skills, particularly writing, to help students achieve their goals Furthermore, speaking tasks should be tailored to real-world scenarios to better develop students' speaking abilities Incorporating more relevant games and songs into the curriculum could also stimulate students' curiosity and creativity.
To better meet learners' needs, the time allocated for each module should be reassessed, particularly considering that teachers believe the book is designed to align with the Communicative Language Teaching (CLT) approach However, this approach may not be suitable in practice due to large class sizes and varying student proficiency levels As suggested by educators, adjustments should be made prior to the General English (GE) course.
An official test should be conducted to assess and differentiate students' levels, enabling teachers to better understand their students and implement more effective teaching strategies Consequently, the textbook must be tailored to optimize its use for both students and educators.
Recommendations for the course book’s adaptation
The researcher recommends adapting the course book based on key aspects identified by McDonough and Shaw (1993) to enhance its effectiveness.
To enhance speaking lessons, it is essential to incorporate suggestions, hints, and examples that guide students effectively Teachers can model speaking techniques or offer practical tips to facilitate student engagement Additionally, introducing dynamic activities like role-play, sample conversations, and picture descriptions can make vocabulary lessons more engaging Furthermore, providing comprehensive guidance and critical teaching instructions in the curriculum is crucial for developing language skills effectively.
Deletion in educational contexts refers to the removal of specific steps or entire activities within a lesson to better align with the overall objectives of a unit Educators are encouraged to eliminate certain tasks or exercises, reassign them as homework, and create engaging alternatives to maintain student interest and enhance the learning experience.
In Unit 4, page 35, the reading task on time management should be excluded as it fails to promote language production among students Instead, educators should create a new activity that encourages students to discuss their daily time usage, building on insights from the prior speaking task.
In the book, language skills are often segmented into smaller components, frequently appearing on each page, making it essential to integrate these elements for effective learning For instance, in Unit 5 on pages 38 and 39, the content is divided into five sub-parts: vocabulary 1, grammar, listening, speaking, and vocabulary 2 To enhance comprehension, teachers should merge vocabulary 1 and 2 into a cohesive section.
Conclusion of the study
Materials are essential in the English learning and teaching process, as their evaluation helps classroom teachers and education programmers assess their suitability for specific contexts.
The evaluation of materials involves assessing their strengths and weaknesses while providing recommendations for future improvements This study focuses on the textbook "English Unlimited A1" by Adrian Doff, examining its audience, aims, content, and methodology based on Hutchinson and Water's (1987) evaluation criteria To gather data, the researcher utilized three methods: survey questionnaires, informal interviews, and document analysis The findings aim to assist teachers in identifying the textbook's strengths and weaknesses, enabling them to adapt and utilize it more effectively in their teaching practices.
The researcher found that the material "English Unlimited A1" was generally suitable for students at the TL Canon factory, though some aspects, particularly listening, speaking, and writing, were perceived as challenging Students struggled with listening skills due to the fast pace of the audio and insufficient practice time To address this, the author recommends that teachers replay the audio and pause as needed to aid comprehension, as well as repeat key phrases until students grasp the content Additionally, incorporating diverse supplementary listening materials like popular songs, engaging videos, or short films can significantly enhance students' listening skills For speaking skills, teachers should foster a supportive environment by encouraging students to speak in front of the class through engaging activities, thereby boosting their confidence and speaking abilities.
Incorporating practical game shows into the classroom can enhance student engagement, while encouraging writing both in class and at home is equally important After speaking lessons, teachers can prompt students to summarize their discussions in a short paragraph and engage in peer reviews Additionally, assigning students to write simple diary entries about their personal experiences at home helps reinforce their writing skills using basic vocabulary and grammar.
The research indicated that the course objectives regarding language aspects and skills were generally suitable for the students at TL Canon factory Data revealed that the course book provided adequate functional language and vocabulary for effective communication in daily work scenarios While the content and teaching methods met the students' needs, some areas required improvement Specifically, the speaking skill component lacked sufficient guidance for students, prompting teachers to enhance this section with more examples and engaging speaking activities Since the primary goal for learners was to communicate effectively in a work environment, it was essential to incorporate relevant vocabulary and real-life speaking situations into the curriculum Additionally, a review of time allocation was necessary to ensure that every student had the opportunity to participate actively in each lesson and complete all textbook exercises during class.
In conclusion, despite certain inherent limitations that can be addressed by teachers and researchers, the textbook "English Unlimited A1" is well-suited for the English proficiency level of students at TL Canon factory Its aims, content, and methodology align effectively with the needs of English beginners in this workplace.
Limitations and suggestions for future research 43 REFERENCES I APPENDICES III Appendix 1
Within the scale and limited scope of a mirror thesis, this study does have some certain limitations First of all, the researcher has only focus on general evaluation of
The course book “A1 English Unlimited” outlines the course's aims, content, and methodology, but it does not provide a comprehensive understanding of its context As a new textbook that has not been widely adopted globally, the author faces challenges in gathering feedback from diverse teachers and students Drawing on the practical experiences of researchers and educators, the study aims to present the most valid findings to assist teachers in utilizing the material effectively.
This study focuses on evaluating the appropriateness of the book “A1 English Unlimited” concerning its aims, content, and methodology However, the findings offer limited insights into the broader teaching and learning processes Further investigation is necessary to explore additional aspects, particularly regarding students' needs, interests, and the cultural relevance of the material.
The author's dedicated efforts aim to enhance the learning and teaching of the A1 English Unlimited series While acknowledging certain limitations, the researcher encourages further studies on the series to gain a comprehensive understanding of its context and welcomes feedback from readers to improve the work.
1 Brown, J.D (1995), The Elements of Language Curriculum, Boston: Heinle &
2 CunningsWorth, A (1984), Evaluating and Selecting EFL Teaching Materials,
3 Cunningsworth, A (1995), Choosing your coursebook Oxford, Heienemann
4 Doff, A (2011), English Unlimited A1, Cambridge: Cambridge University Press
5 Dudley- Evans, T., & St John, M.J (1998), Development in English for Specific
Purposes, Cambridge: Cambridge University Press
6 Ellis, R (1997), “The Empirical Language Materials”, ELT Journal, 51(1), pp 36-
7 Garinger, D (Online) “Textbook Evaluation”, TEFL Web Journal, Retrieved 3-
10-2001 from http://www.teflweb-j.org/v1n1/garinger.html
9 Harmer, J (1996) Is PPP dead? Modern English Teacher 5/2
10 Hutchinson, T., & Water, A (1987), English for Specific Purposes: A learning- centered approach, Cambridge: Cambridge University Press
11 Johnson, D M (1992) Approaches to research in second language learning
12 Litz, D R A (2005) Textbook Evaluation and ELT Management: A South Korea
Case Study Asia EFL Journal, no volume and page numbers given
Retrieved from: http://www.asian-efl-journal.com/Litz_thesis.pdf
13 Maley, A (1998) Squaring the circle: Reconciling materials as constraints with materials as empowerment In B Tomlinson (Ed.), Materials development in
II language teaching Cambridge: Cambridge Language Teaching Library, Cambridge University Press
14 McDonough, J., & Shaw, C (1993), Materials and Methods in ELT, Blackwell
15 McGrath, I (2002), Materials Evaluation and Design for Language teaching,
16 Riazi, A.M (2003) “What Textbook Evaluation Schemes Tell us? A study of the
Textbook evaluation Schemes of three Decades”, in W A Renanda (ed.), Methodology and Materials Design in Language Teaching, Singapore: SEAMEO Regional Center page 52 -68
17 Sheldon, L.E (1988), Evaluating ELT Textbooks and Materials, ELT Journal, 42
18 Tomlinson, B (1998), Materials Development in Language Teaching,
19 Tomlinson, B (1982) ‘Letter in response to Ellis, R Informal and formal approaches to communicative language teaching.’ ELT Journal Vol 36/4,
20 Williams, D (1983), Developing Criteria for Textbook Evaluation, ELT Journal,
HUTCHINSON AND WATERS’S CRITERIA CHECKLIST FOR
(i.e analysis of your course, in terms of materials requirements)
OBJECTIVE ANALYSIS (i.e analysis of materials being evaluated)
AUDIENCE 1A Who are your learners?
Status/ role with respect to specialism (e.g trainee cashier, qualified anesthetist …)
Knowledge of English/ specialism/ other (e.g knowledge of “the world”)
1B Who is the material intended for?
AIMS 2A What are the aims of your course? 2B What are the aims of the materials?
(Note: Check that the aims are actually what they are said to be, by looking at the material itself)
CONTENT 3A 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?
4A What language points should be
3B What type(s) of linguistic description is/ are used in the materials?
4B What language points do the
IV covered? (i.e What particular structures, functions, vocabulary areas etc?)
5A What proportion of work on each macro-skill (e.g reading) is desired?
Should there be skills-integrated work?
6A What micro-skills do you need?
(e.g deducing the meanings of unfamiliar words)
7A What text-types should be included? manuals? letters? dialogues? experimental reports? visual texts (pictures, diagrams, charts, graphs, cartoons etc.)? listening texts? any other kind?
8A 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' angle; humorous; unusual perspective; taking into account issues, controversy, etc.)?
9A How should the content be materials cover?
5B What is the proportion of work on each skill? Is there skills-integrated work?
6B What micro-skills are covered in the materials?
7B What kinds of texts are there in the materials?
8B What is/are the subject-matter area (s) assumed level of knowledge, and types of topics in the materials?
What treatment are the topics given?
V organized throughout the course? around language points? by subject matter? by some other means (e.g study skills)? by a combination of means?
When organizing content within course units, it is essential to establish a coherent structure that may follow a consistent pattern of components or incorporate a variety of formats This approach should facilitate a clear focus on specific skill areas or communication tasks, ensuring that learners can easily navigate the material and achieve their educational objectives.
11A 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?
12A How should the content be sequenced within a unit? e.g: from guided to free? from comprehension to production? accuracy to fluency? by some other means?
Should there be no obvious sequence?
9B How is the content organized throughout the materials?
10B How is the content organized within the units?
11B How is the content sequenced throughout the book?
12B How is the content sequenced within a unit?
METHODOLOGY 13A What theory/ies of learning should the course be based on?
Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these?
14A What aspects of the learners' attitudes to/ expectations about learning English should the course take into account?
To effectively enhance language skills, it is essential to incorporate a variety of exercises and tasks that cater to different learning styles These can include guided or free activities, focusing on comprehension and production, as well as language practice and application It's important to offer tasks that allow for both single correct answers and multiple valid responses Moreover, engaging students through whole class discussions, group work, or individual assignments can foster deeper understanding Balancing language-based and content-based tasks will further enrich the learning experience, ensuring a comprehensive approach to skill development.
'mechanical' problem solving? role-play, simulation, drama, games? ones involving visuals? self-study? some other kinds?
16A 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?
17A What aids are available for use? e.g cassette recorders?
13B What theory/ies of learning are the materials based on?
14B What attitudes to/ expectations about learning English are the materials based on?
15B What kinds of exercises/ tasks are included in the materials?
16B What teaching-learning techniques can be used with the materials?
17B What aids do the materials require?
VII overhead projectors? realia? wallcharts? video? other?
To effectively teach the course, essential guidance and support will include clear statements of aims, comprehensive vocabulary lists, and key language skills points Additionally, providing language guidance, technical information, and methodological directives will enhance the learning experience Suggestions for further work, as well as assessments and tests, will also be crucial in ensuring students achieve their learning objectives.
19A How flexible do the materials need to be?
18B What guidance do the materials provide?
19B In what ways are the materials flexible? e.g
- can they be begun at different points?
- can the units be used in different orders?
- can they be linked to other materials?
- can they be used without some of their components (e.g cassettes)?
OTHER CRITERIA 20A What price range is necessary?
21A When and in what quantities should the materials be available? etc
21B When and how readily can the materials be obtained?
Appendix 2 STUDENT QUESTIONNAIRE Dear my students!
This questionnaire aims to explore students' perceptions and attitudes regarding the textbook "English Unlimited A1." Your participation in completing all survey questions is greatly valued by the researcher Please note that the collected data will solely be utilized for the research paper and will not be used for any other purposes.
Please choose the option which is the most suitable to you
Your years of English learning: ………
Section 1: Give your ideas about the levels of difficulty and the reasons for your opinions
Disagree Neutral Agree Strongly agree
Question 8: Give your reasons why these sections are difficult?
Items Grammar Vocabulary Pronun Speaking Listening Writing Reading
Too little guidance in the book
Too many new words, expression
The tape is too fast
Section 2: Give your ideas about the aims of the textbook “English Unlimited A1”
Disagree Neutral Agree Strongly agree
9 The effectiveness of the material is suitable to the aim of the course
10 The students had the perceptions about the aims of the material
11 The course-book provided you new grammar items and grammatical structures
12 The course-book equipped you with enough functional language and vocabulary relating to communication in your job
13 You have been confident in
X using speaking and listening skills, as the result of learning the course- book
14 The course-book should be used again because it helped you to improve your job
15 Four skills all were presented in the course book
16 The course-book helped you consolidate a lot of basis grammar and grammatical structures that you had learned before
17 The aim of this textbook responds your study
18 You still use this book after finishing the course
Section 3: Give your ideas about the content of the textbook “English Unlimited A1”
Disagree Neutral Agree Strongly agree
19 The grammar presented in the course-book was enough to learn
20 The structures introduced in the textbook were adequate to the your need
21 Most of the words presented in the book were familiar to you because you have usually used it in your daily work
22 The grammar exercises in the course book were adequate for the students’ level
23 The unit topics were really interesting to the learners
24 The vocabulary was too much
XI for the students to learn
25 The number of exercises on grammar in the course book were enough to practice
26 The content of the book is clear that you can learn it for their daily job
Section 4: Give your opinions on methodology of the textbook
27 The material under the study based on the combination of the learning theories including behaviorist, cognitive
28 There were many kinds of tasks and exercises in the course book
29 The time was enough for the teachers and students to finish the exercises and the tasks in the book
30 The techniques employed in the course-book were individual work, pair-work, group work, role-play and class activities
31 The language skills and methodology were the most suitable with the students’ need
32 The methods provided by the teachers are appropriate for the each lesson
1 Is the material for elementary level?
2 Is the material relevant to your students’ level of English?
3 Is the material a bit difficult for your students?
4 Which parts (grammar, vocabulary, pronunciation, speaking, listening, writing and reading) do you think difficult for students? Why do you think that?
5 Do you agree that the material is suitable for the aims of the course in terms of language aspects and language skills?
6 Do you agree that the material is suitable for the content requirements of the course in terms of language aspects and language skills? Explain your ideas?
7 Do you think methodology requirements of the course book are suitable with the beginners of English at TL Canon factory?
8 What are your recommendations for the textbook’s adaptation?
Appendix 4 NOTE-TAKING OF THE TEACHER INTERVIEW Question 1: Is the material for elementary level?
All participants agreed with this questions
Question 2: Is the material relevant to your students’ level of English?
9 out of 10 teachers agreed with this statement
Participant E: Not really, some parts in the material are not really relevant to Ss’ level of English I find them sometimes a bit difficult or easy to Ss’ level
Question 3: Is the material a bit difficult for your students?
Participant A: Yes, I think some parts are not necessary and waste of time to do, so I omitted them in my lecture
Participant B noted that providing a precise answer is challenging since the book is tailored for diverse learners Teachers can modify the content to meet the unique needs of each student group based on their specific learning objectives.
Participant C: yes, many Ss in my complained about that with me
Participant D: No, I don’t think so
Participant F: yes, there are a lot of sub-parts, which makes my Ss bored with them Participant G: yes, I agree with you
Participant H: In my opinion, I find the material quite hard in some sections
Participant I: No, most of my Ss can solve with all the parts in the book
Participant K: No, even many Ss thought that it is quite easy to learn this book
Question 4: Which parts (grammar, vocabulary, pronunciation, speaking, listening, writing and reading) do you think difficult for students? Why do you think that?
Participant A noted that listening and reading pose challenges, particularly due to the fast pace of native speakers, making it difficult for elementary students to comprehend quickly Additionally, the students' listening skills were found to be lacking.
Participant B: Among them, I think listening and pronunciation are the most difficult parts of the material It is difficult to teach my Ss to pronoun exactly each sound
Participant C noted that reading and grammar pose challenges for students, as some texts in the book include unfamiliar vocabulary Additionally, the grammar presented can be complex, with certain structures deemed unnecessary and not beneficial for the students' learning.
Participant D noted that listening skills were the most challenging aspect for their students Many students struggled to grasp details during listening activities due to their unfamiliarity with native speakers' accents and speech patterns.
Participant E: I agree that speaking and reading are considered as being quite tough Participant F: Listening skill and writing
Participant G: Participant H: I find reading and pronunciation quite hard for my Ss They are usually not confident in making the sounds
Participant H: In my opinion, listening and reading are a bit difficult Some words in the texts are sometimes quite hard to the Ss of elementary level
Participant I: Listening and speaking It is terrible because few Ss couldn’t speak or listen to anything in class
Question 5: Do you agree that the material is suitable for the aims of the course in terms of language aspects and language skills?
Participant A: yes, The material both consolidates basic grammar and grammatical structures, and provides students new grammar items and grammatical structures
Participant B believes that the vocabulary included in the material is insufficient for students to engage effectively Nonetheless, the material successfully reinforces fundamental grammar and grammatical structures while also introducing new grammar items and concepts.
Participant C emphasizes that the course material effectively aligns with the course objectives by reinforcing basic grammar and introducing new grammatical structures They note that many students have gained confidence in their speaking and listening skills as a result of using the course book Consequently, Participant C believes that this valuable resource should be utilized in future courses.
Participant D expressed strong agreement that the material used in the course effectively aligns with its objectives Furthermore, they noted that their students had a clear understanding of the material's aims.
Participant E: As you know, the material both consolidates basic grammar and grammatical structures, and provides students new grammar items and grammatical structures
Participant F: Yes, the material provides Ss new grammar items and grammar structures Also, it equipped Ss with enough functional language and vocabulary relating to communication in their job
Participant G: My answer is yes In the learning process, my Ss has been quite confident in using speaking and listening skills
Participant H: To my mind, the course-book should be used again because it helped
Ss improve their communicative skills in the job
Participant I: Actually, four skills all were presented in the course-book Furthermore, the aims of the textbook responds my Ss’ study
Participant K noted that when students were asked about the potential for using the book again after completion, the majority expressed that it is a valuable resource that should be incorporated into future courses.
Question 6: Do you agree that the material is suitable for the content of the course in terms of language aspects and language skills? Explain your ideas?