***************** TRAN THI THU HUONG AN EVALUATION OF THE TEXTBOOK ENGLISH FOR GRADUATE STUDENTS OF SOCIAL SCIENCES AND HUMANITIES AT USSH, VNU Đánh giá giáo trình Tiếng Anh chuyên n
Introduction
Background to the study
1.1.1 An overview of English teaching and learning for graduate students at USSH, VNU
The University of Social Sciences and Humanities (USSH) is a renowned institution that offers comprehensive training in various fields of social sciences and humanities, catering to both undergraduate and graduate students Recognizing the importance of English in the professional landscape, the university mandates English as a compulsory subject, encompassing 7 credits and 105 class hours throughout the graduate program The curriculum is divided into two key stages: General English (GE), where students attain a Basic English level C, and English for Specific Purposes (ESP), which includes 45 periods focused on specialized language skills Due to a lack of dedicated ESP materials over the years, instructors and students have relied on the last six units of New Headway Intermediate by Liz and John Soars (1998) for their studies.
To become a graduate student at the university, candidates must rank among the top scorers in both the English entrance exam and a specialized subject, achieving a minimum score of 50 out of 100 in English, indicating a pre-intermediate level of proficiency Graduates possess strong grammar and vocabulary skills, along with decent writing abilities Prior to enrolling in the English for Specific Purposes (ESP) course, they complete 60 hours of General English (GE) instruction, which equips them with intermediate proficiency Recognizing the significance of English, particularly ESP, for their future careers and studies, graduates are eager to enhance their skills However, they often face challenges due to limited access to English-language resources within their fields.
Since 2009, the Department of Foreign Languages at USSH, VNU has been integrated into ULIS, VNU The department boasts a robust team of both full-time and part-time English instructors, all of whom must successfully complete a rigorous recruitment exam assessing their English proficiency and teaching abilities, ensuring the selection of highly qualified educators.
Graduates in social sciences and humanities, including fields like Literature, Journalism, Psychology, International Studies, and Tourism, require diverse terminologies and specialized English expressions Developing an effective English for Specific Purposes (ESP) program that caters to the unique needs of these varied sub-groups poses a significant challenge A single textbook can provide valuable knowledge and skills applicable not only to Tourism students but also to those in Journalism and International Studies, highlighting the necessity for a versatile educational resource.
For many years, English teachers at USSH utilized the last six units of New Headway Intermediate by Liz and John Soars, supplemented with their own teaching materials for 45 periods of English for Specific Purposes (ESP) However, the growing demand for specially designed ESP materials tailored to social sciences and humanities prompted USSH authorities to seek a solution This led to the development of "English for Graduate Students of Social Sciences and Humanities," compiled by Dr Lam Quang Dong, the Dean of the Department of Foreign Languages and a highly experienced educator.
10 years teaching English at USSH, was the result This material has been officially used as the core teaching material for students of social sciences and humanities at USSH since 2008
The material is structured around three main topics: Population and Economic Issues, Superstitions and Customs, and Religions, organized into sections including Language Focus, Reading, Listening, and Writing The Language Focus section emphasizes grammatical skills through rewriting, gap-fill, and translation exercises In the Reading section, students engage with passages related to their fields of study, enhancing their vocabulary and cultural knowledge while practicing reading and translation For Listening, teachers select appropriate passages to facilitate auditory learning The Writing section offers varied exercises, such as gap-fill, matching, and essay writing, helping students develop their sentence construction and paragraph writing skills This material has received positive feedback from administrators, teachers, and students at USSH, as it effectively addresses learners' needs.
After two semesters of utilizing the new coursebook, both teachers and learners have shared mixed reflections on its suitability and learning outcomes While some feedback was positive, there were also significant negative responses Consequently, investigating the textbook's alignment with learners' needs is crucial, as this study will offer valuable insights for the author to enhance the material, ensuring it effectively meets students' language proficiency and teaching objectives.
Inspired by the aforementioned facts, I undertook the study titled “An Evaluation of English for Graduate Students of Social Sciences and Humanities at USSH, VNU.” I hope that the findings from this research will significantly assist teachers of graduate students at USSH in meeting the goals of the ESP program in the years ahead.
Aims of the study
This study evaluates the textbook "English for Graduate Students" used in social sciences and humanities, focusing on its aims, content, and methodology based on user feedback regarding its suitability for course requirements The findings will provide recommendations for enhancing the textbook, ultimately aiming to improve the effectiveness of English for Specific Purposes (ESP) teaching and learning at USSH.
And the specific aims are:
to evaluate the appropriateness of the material to the course requirements in terms of aims, content, and methodology Then areas for improvement of this textbook will be identified
finally, to raise some recommendations to improve this textbook in order to meet the learning demands of learners
In addition, theoretically the improved textbook of social sciences and humanities, which is rather rare, can be an effective and helpful referential material for teachers and learners.
Research questions
To achieve the above mentioned aims, the following research question was posed:
The ESP material "English for Graduate Students of Social Sciences and Humanities" at USSH, VNU effectively aligns with course requirements by addressing specific aims, comprehensive content, and innovative methodologies This curriculum is designed to enhance the language skills necessary for academic success, ensuring that students are well-prepared for their graduate studies By focusing on relevant topics and employing interactive teaching methods, the material fosters a deeper understanding of the subject matter while promoting critical thinking and effective communication.
Scope of the study
Evaluating teaching materials is a complex process that involves various criteria, as noted by experts like Hutchinson and Waters (1993) and Brown (1995) Key factors include audience, content, physical appearance, cultural bias, and specific needs Due to time constraints, this research will concentrate on the criteria relevant to the English for Specific Purposes (ESP) course designed for graduates in social sciences and humanities at USSH, VNU, specifically focusing on aims, content, methodology, and time allocation.
Design of the study
The paper is organized into five chapters:
1 Chapter I is the introduction that presents such basic information as rationale, aims, methods, research questions, and design of the study
2 Chapter II presents a review of related literature that provides introduction to textbook and textbook evaluation but the focus is on the importance of the appropriateness of the textbook and learning targets Some understandings about criteria of a good textbook will also be proposed
3 Chapter III consists of rationale for the research method applied, description of three groups of subjects, data elicitation tools and data collection procedures
4 Chapter IV, the main section of the study, presents the data analysis and findings concerning students‟ language levels in an ESP course, the present situation of using English for graduate students of social sciences and humanities at USSH in order to lay bare its strengths and weaknesses Based on these, an evaluation of the appropriateness of this textbook to learning targets was done
5 Chapter V proposes some recommendations from the perspectives of teaching staff and students in terms on how to improve this textbook so that learners‟ needs were met In addition, the limitations of this study are also presented.
Literature review
Materials in language teaching and learning
2.1.1 Roles of teaching material EFL/ESL classes
The relationship between teaching materials and other components in language education, including students, teachers, teaching methods, and evaluation, has sparked debate for decades Since the late 1970s, there has been a shift towards placing learners at the center of the language learning process, necessitating that materials, curriculum, teaching methods, and evaluation be tailored to meet learners' needs The significance of teaching materials in English language instruction is undeniable, as they serve as essential tools that guide both students and teachers in understanding the content According to Allwright (1981), materials not only inform students about what to learn but also provide resources for instructional activities and rationale for teachers' actions, ultimately controlling the learning process Both experienced and novice teachers depend on these materials, which dictate the content, methods, and procedures of instruction As Tomlinson (1998) notes, materials facilitate the curriculum and enhance learners' knowledge and experience of the language, forming the basis for much of the language input and practice in the classroom.
According to Dudley-Evans and St John (1998), teaching materials serve four essential functions First, they provide an authentic source of language, presenting real-world usage that caters to diverse learner needs Second, they support learning by engaging students in meaningful language use and promoting cognitive processes, ensuring a sense of progression Third, materials stimulate motivation by being challenging yet achievable, offering new ideas grounded in learners' experiences Lastly, they serve as a reference, being complete and self-explanatory, with clear explanations, examples, and practice activities that facilitate self-study.
Effective teaching materials are essential for both novice and seasoned educators, as they offer valuable models for less experienced or inadequately trained teachers to create their own resources (Nunan, 1998) Consequently, the initial step for teachers in preparing their courses is to either write or choose suitable materials tailored to their specific contexts.
The English curriculum for postgraduates in social sciences and humanities at USSH, created by Lam Quang Dong, the Dean of the Foreign Language Department, was developed from various texts and primarily designed by the author due to limited time and resources After two years of implementation, it is essential to evaluate the material's effectiveness and appropriateness for the students' needs.
This section provides an overview of various material types, highlighting their respective advantages and disadvantages Robinson (1991) identifies published textbooks as the first type and in-house materials as the second type, emphasizing the distinct benefits and challenges associated with each.
The term "textbook" denotes a course book that is essential for both teachers and students, serving as a systematic foundation for language courses While there are various arguments for and against the use of textbooks, Ur (1996) highlights several advantages associated with them.
Textbooks offer a structured framework that guides both teachers and students, outlining learning objectives and upcoming content In many educational settings, textbooks function as the primary syllabus They present texts and tasks that are generally suitable for the majority of students, making them an affordable option for providing essential learning materials to each learner.
While textbooks can be well-structured, they may not always suit the needs of teachers and learners (Hammer, 1991; Hammer & Ur) Critics highlight various drawbacks associated with textbook use, emphasizing the importance of considering these counter-arguments in educational settings.
- Inadequacy: Every class in fact every learner has their own learning needs: no one textbook can possibly supply these satisfactorily
- Irrelevance: lack of interest: the topics dealt with in the textbook may not necessarily be relevant or interesting for your class
- Limitation: a textbook is confining: its set structure and sequence may inhibit a teacher‟s initiative and creativity, and lead to boredom and lack of motivation on the part of the learners
Textbooks often exhibit homogeneity in their rationale and chosen teaching and learning approaches, which typically fail to accommodate the diverse range of abilities, knowledge levels, and learning styles present in most classrooms.
Teachers often take the easy route by following textbooks uncritically, which can lead to them acting merely as mediators of the material rather than exercising their own teaching abilities This reliance on textbooks can hinder their initiative and limit their effectiveness in the classroom.
Therefore, once using a textbook, teachers must consider these counter-arguments
In-house or institutionally prepared materials are essential teaching resources utilized by educators, as highlighted by Richards (2001) A key advantage of these materials is their tailored design, specifically created for distinct groups of learners, ensuring they meet the specific needs of students while aligning with the course's aims and objectives.
According to Robinson (1991), using in-house materials, has many advantages as follows:
In-house materials offer several advantages over published resources, including greater specificity and relevance to the target audience, as well as enhanced face validity due to tailored language and contextual presentation Additionally, these materials provide flexibility that textbooks often lack, allowing for customization to better suit learners' needs Furthermore, the creator of in-house materials can ensure that the methodology aligns with the intended learners' requirements However, it is important to note that developing in-house materials can be time-consuming and relatively costly.
Textbooks and in-house materials each offer unique benefits and drawbacks, and the choice between them should align with the course objectives and specific context In this case, the material being examined is categorized as in-house, specifically tailored for graduate students in the social sciences and humanities.
ESP and ESP materials
English for Specific Purposes (ESP) has emerged as a crucial aspect of language learning, driven by the need for practical skills in technology and commerce rather than mere enjoyment or prestige As English becomes essential for professional advancement, learners, including those in specialized fields like medicine, seek targeted knowledge to stay updated in their areas This shift reflects a broader trend where proficiency in a foreign language is now seen as a hallmark of comprehensive education.
Since the early 1960s, English for Specific Purposes (ESP) has gained prominence, leading to a rise in ESP courses for international students in English-speaking countries ESP has become a dynamic aspect of English language teaching (ELT), developing unique procedures, materials, and methodologies tailored to learners with specific goals beyond general language acquisition This approach is justified by its effectiveness in preparing learners for educational or professional purposes Despite ongoing debates about its definition, ESP is recognized as teaching English with a clear utilitarian focus, aimed at enabling students to confidently engage with specialized subjects Notably, Strevens (1988) identifies key characteristics that define ESP, including both absolute and variable traits.
- ESP is designed to meet specific needs of the learners
- ESP is related in content (that is in its theme and topic) to particular disciplines, occupation and activities
- ESP is centered on language appropriate to those activities in syntax, lexis discourse
- ESP in contrast with “General English”
- ESP may be restricted to the learning skills to be learned
- ESP may not be taught according to any pre-ordained methodology
At the 1997 Japanese Conference on ESP, Dudley-Evans offered a modified definition The revised definition by Dudley-Evans and St John postulates with absolute and variable characteristics as follow:
- ESP is defined to meet specific needs of the learner
- ESP makes use of the underlying methodology and activities of the discipline it serves
- ESP is centered on the language (grammar, lexis), skills, discourse and genres appropriate to these activities
- ESP may be related to or designed for specific disciplines
- ESP may use, in specific teaching situations, a different methodology from that of general English
- ESP if likely to be designed for adult learners, either at a tertiary level institution or in a professional work situation, It could, however, be for learners at secondary school level
- ESP is generally designed for intermediate or advanced students
- Most ESP courses assume some basic knowledge of the language system but it can be used with beginners (Dudley Evans & St John, 1998, p.4-5)
In my point of view, the best definition for ESP is the one by Hutchison and Waters
In 1987, it was defined that English for Specific Purposes (ESP) is an approach to language teaching where all content and methods are tailored to the learner's specific reasons for learning ESP emphasizes that it is a form of English unique to the principles and practices of particular professions, and it does not adhere to a specific type of language, teaching materials, or methodologies.
Regarding types of ESP, Carter (1983) identifies three types of ESP:
- English as a restricted language (for example, the language used by air traffic controllers or by waiters)
- English for Academic and occupational purposes
The language used by air traffic controllers or by waiters are examples of English as a restricted language
Carter (1983) identifies English for Academic and Occupational Purposes as the second type of English for Specific Purposes (ESP) According to Hutchison and Waters (1987), ESP is categorized into three branches: English for Science and Technology (EST), English for Business and Economics (EBE), and English for Social Studies (ESS) Each branch is further divided into English for Academic Purposes (EAP) and English for Occupational Purposes (EOP) For instance, "English for Social Sciences and Humanities" serves as an example of EOP within the ESS branch, highlighting the specialized English curriculum designed for graduate students in these fields.
The third type of English for Specific Purposes (ESP) identified by Carter (1983) focuses on specific topics rather than purposes This type of ESP addresses the future English needs of professionals, such as scientists, who require English for postgraduate studies, attending conferences, or working in international settings.
ESP is crucial in English language teaching and learning, highlighting the need for focused attention on its instruction and acquisition.
2.2.2 The role of ESP materials
Materials are essential in language courses, serving as a fundamental element in effective language teaching and learning They play a central role in instruction and significantly influence classroom dynamics Numerous authors emphasize the importance of teaching materials in language education, highlighting their critical impact on the learning process.
Teaching materials are essential resources in the classroom, serving as systematic descriptions of techniques and exercises that facilitate learning According to Allwright (1981), these materials should empower students to learn independently and provide teachers with rationales for their instructional choices Cunningsworth (1995) emphasizes that teaching materials stimulate classroom activities and offer learners practice in communicative interaction, while also serving as a reference for grammar, vocabulary, and pronunciation Furthermore, they can act as a syllabus that reflects predetermined learning objectives and support less experienced teachers in building their confidence In the context of English for Specific Purposes (ESP), these materials play a crucial role by exposing learners to the specific language they need to acquire, thus enhancing their linguistic skills.
Teaching materials are crucial for the success of any language teaching program, particularly in English for Specific Purposes (ESP) Educators must carefully consider the roles and requirements of these materials when designing, selecting, or modifying them to align with the needs of their learners and the objectives of the course At the University of Social Sciences and Humanities (USSH), Vietnam National University (VNU), ESP materials focused on social sciences and humanities are essential, as they provide valuable resources for both teachers and students Without appropriate materials, educators and learners face significant challenges in sourcing content, determining what to teach and learn, and may expend excessive time and effort throughout the ESP course.
Materials evaluation
Materials evaluation in English Language Teaching (ELT) has been extensively studied by various authors Tomlinson (1998) defines materials evaluation as a systematic assessment of the materials' value concerning their objectives and the learners' goals This process is crucial for ensuring that educational resources effectively meet the needs of students.
According to Hutchinson and Waters (1993), materials evaluation involves assessing the suitability of resources for specific purposes It is a process of determining the best solution among various options based on identified needs and available resources Essentially, evaluation is about aligning needs with the most appropriate solutions.
Material evaluation is defined as the process of assessing the suitability of resources for specific purposes, as highlighted by Hutchinson and Waters (1993, p 96) They emphasize that evaluation involves determining the best solution from various options based on identified needs and available resources Dubin and Olshtain (1986, p 3) reinforce this concept by equating evaluation with testing, indicating that evaluation occurs simultaneously with testing as it involves assessing the appropriateness of resources for intended goals.
In summary, materials evaluation entails identifying what aspects need assessment, establishing the objectives and requirements for the materials, and making judgments regarding their value based on these criteria.
In section 2.3.4, three distinct types of evaluation are outlined, each requiring specific data collection methods (Robinson, 1991) It is crucial for researchers to select appropriate methods for their studies Various techniques for evaluating materials have garnered significant attention and have been extensively discussed by scholars, including Dudley-Evans and St John (1998) and Hutchinson & Waters (1993).
(1996), Richards (2001), Robinson (1991), and according to Hutchinson & Water
(1993, p.153), the useful evaluation techniques area questionnaires, interviews, test results, discussion and other informal means
According to Dudley-Evan & St John (1998, p.132), evaluating an English for Specific Purposes (ESP) course can involve various data collection methods, including checklists, questionnaires, assessments, discussions, and record keeping.
The different methods used for evaluation have been mentioned but they all have their possible advantages and limitations as follows
Questionnaires are a widely used data collection method, allowing for the simultaneous gathering of feedback from students and teachers on various topics Their cost-effectiveness and ability to reach a large audience are significant advantages (Wallace, 1998) However, it is crucial to design questionnaires meticulously to prevent any misinterpretation of the questions by respondents.
Interviews are a valuable evaluation method, as highlighted by Robinson (1991), offering in-depth insights on specific questions While they allow for extended exploration of issues compared to questionnaires, the main drawback is that they can be very time-consuming.
Observation in the classroom can highlight various aspects of a lesson, offering an objective perspective that helps identify elements that might be unclear to the teacher This process is specialized and necessitates thorough preparation to be effective.
Document analysis encompasses various materials such as curriculum descriptions, policy statements, newspapers, program brochures, and correspondence (Lynch, 1986) Robinson (1991) further defines document analysis as the examination of records, which can include lesson reports, statements of needs, and course objectives Additionally, it involves using checklists to evaluate the effectiveness of lessons taught In summary, records relevant to course evaluation can include any documents associated with the educational process.
Various authors have explored different instruments for data collection, such as checklists, discussions, and tests Each evaluation stage necessitates appropriate tools According to Robinson (1991), formative evaluation should utilize questionnaires, interviews, and tests, while summative evaluation requires questionnaires, checklists, and tests.
In summary, various methods exist for data collection, and researchers must select the most effective instruments for their studies For instance, Vo (2004) employed document analysis, interviews, and questionnaires to evaluate the effectiveness of textbooks for her students Similarly, Nguyen (2004) utilized materials analysis alongside questionnaires to gather information from both teachers and students A common technique among these studies is the use of questionnaires, which facilitate data collection from a large number of participants Their findings suggest that questionnaires are the most suitable method for data collection within their specific teaching contexts.
In this study, data collection is achieved through a combination of document analysis and questionnaires, as recommended by Hutchinson & Water (1993) and Robinson (1991) This approach is tailored to the specific evaluation project, as the researcher identified these methods as particularly advantageous for meeting the evaluative objectives of the research, with further details provided in Chapter III.
Criteria for materials evaluation used to determine which perspectives of the material should be taken into consideration Tomlinson (1998, p.220) suggests,
Criteria are essential for researchers to determine what should be evaluated in the evaluation process Establishing clear criteria is a crucial step that must be addressed prior to any evaluation Over time, various sets of criteria have been developed to enhance the efficiency and accuracy of material evaluation This study will review two widely recognized sets of criteria: the first proposed by William (1983) and the second by Hutchinson and Waters (1993).
William (1983) presents a comprehensive set of criteria for evaluating various aspects of materials, encompassing linguistic, pedagogical, general, and technical criteria Each category addresses specific elements essential for effective assessment.
Previous studies on materials evaluation
Evaluation is a global practice increasingly valued by educators and researchers As defined by Brown (1989, p 223), it involves the systematic collection and analysis of pertinent information aimed at enhancing a curriculum and assessing its effectiveness and efficiency.
Numerous studies have been conducted on the evaluation of English for Specific Purposes (ESP) materials, leading to significant enhancements in both textbooks and teaching resources Notable contributions in this field include research by Figen (2002), Griffiths (1995), James (2002), and Nguyen Thi Thai Ha (2004), as well as Vo Thi These studies have played a crucial role in improving ESP courses and materials.
Several studies have evaluated English for Specific Purposes (ESP) materials across various fields, including engineering, electronics, telecommunications, marine studies, information technology, and medicine Notable evaluations include Vo Thi Anh Dao's (2004) assessment of ESP textbooks for Husbandry and Veterinary Science students, and Nguyen Thi Thai Ha's (2004) review of materials for postgraduate students at Hanoi University of Technology Vu Thi Lua (2005) analyzed the ESP course book for Business and Management students, providing recommendations for improvement Dong Thi Hien (2006) focused on ESP materials for Security students at the People’s Security Academy, while Hoang Thi Tham (2007) evaluated reading materials for mechanical engineering students at Thai Nguyen University of Technology These studies aimed to identify strengths and weaknesses in ESP materials and suggest enhancements This thesis will specifically review two Vietnamese studies relevant to evaluating ESP materials for postgraduate students in social sciences and humanities, focusing on language level, objectives, content, and methodology to ensure alignment with students' needs and course goals.
Pham Thi Thu Huong (2006) carried out an evaluation of the ESP material
The study focused on the "English in Medicine" course for third-year medical students at the Military Academy of Medicine (MAM), examining its aims, content, methodology, and alignment with students' English proficiency levels It involved 85 fourth-year students and five experienced English teachers Data was collected through document analysis and questionnaires, utilizing criteria established by Hutchinson and Waters for a comprehensive evaluation of the course material.
(1993) focusing on the learners and the procedural consideration with subjective and objective analysis Also conducted a research on ESP material, Pham Thi Thanh Huyen
In 2009, an evaluation was conducted on the official course book used for English for Specific Purposes (ESP) at ThaiBinh Medical University, assessing its suitability for freshman postgraduate students in General Medicine since its implementation in 2003 The study utilized both qualitative and quantitative research methods, including document analysis and questionnaires, following the evaluation model by Hutchinson and Waters (1993) The findings indicated that the material was only partially aligned with the students' language levels, course aims, content, and methodology Notable issues included imbalances in subject area ratios, types of exercises, and time allocation for each unit, along with a lack of support for teachers utilizing the material.
Research indicates that the material evaluation model proposed by Hutchinson and Waters (1993) is widely utilized, particularly among Vietnamese researchers, as it aligns well with their educational contexts The most common data collection methods employed include document analysis, questionnaires, and interviews This review has led the researcher to adopt Hutchinson and Waters' model for conducting material evaluation at USSH, VNU.
In conclusion, Chapter 2 highlights the challenges faced by course administrators and teachers in evaluating teaching materials, a crucial process due to the significant role these materials play in language instruction, especially within the ESP context The chapter outlines the essential functions of teaching materials in the learning process and addresses key concerns related to their evaluation and adaptation.
Methodology
Research questions
This study was conducted to address the following research question:
The ESP material "English for Graduate Students of Social Sciences and Humanities" at USSH, VNU effectively aligns with course requirements by addressing key aims, providing relevant content, and employing suitable methodologies The curriculum is designed to enhance students' academic language skills, ensuring they can engage with complex texts and participate in scholarly discussions Through a focus on practical applications and critical thinking, the material fosters an environment conducive to learning and professional development in the social sciences and humanities fields.
Data collection instruments
This study utilized both qualitative and quantitative research methods to achieve its objectives, allowing for the collection and validation of diverse data types The article provides a detailed description of the data collection instruments used and the rationale behind their selection.
Document analysis serves as a valuable method for data collection in evaluations, as it offers essential insights and contributes significantly to the overall data (Robinson, 1991) According to Lynch (1996), relevant documents for evaluation include program brochures, press releases, newspaper articles, advertisements, curriculum descriptions, policy statements, memoranda, organizational charts, and correspondence These documents, which may consist of original planning materials and statements outlining the course's needs, aims, and objectives, provide researchers with crucial information regarding the program's activities and processes (Patton, cited in Lynch, 1996).
The document analysis of this study includes USSH official curriculum and the material in use to the criteria of the audience, aims, content and methodology
The USSH official curriculum was analyzed according to four criteria as the audience, aims, content and methodology The course objectives in the curriculum were carefully examined as a subjective analysis
The material was objectively analyzed using the same four criteria applied in curriculum analysis, aiming to assess how effectively it meets the course requirements The analysis was conducted in a systematic order.
First, the researcher compared the official curriculum and the material in terms of the four criteria mentioned above
Secondly, to further validate the information, the researcher analyzed eight units of the material
Both curriculum and material analysis were broken into sub-issues as follows to get detailed comparison of each:
Language points; Vocabulary and grammar structures and pronunciation
The proportion of work on sub-skills
According to Wallace (1998), questionnaires offer several advantages for data collection They enable researchers to gather information from a large number of respondents quickly and without bias, as the researcher’s presence is not required Additionally, questionnaires allow participants to express their opinions and needs anonymously, which encourages more honest and impartial responses Furthermore, respondents can take their time to consider their answers, leading to more accurate results.
The analysis of questionnaire responses, particularly for closed questions, is clear and straightforward, making this method an efficient choice for data collection Additionally, utilizing questionnaires is a cost-effective approach Given these advantages, the survey questionnaire method was selected as the primary instrument for data collection in this study.
However, the questionnaire also carries some inevitable disadvantages, as some respondents might lack enthusiasm in responding to the questionnaire
A significant issue with the questionnaire was that some participants misinterpreted the instructions, leading them to select multiple answers instead of just one Furthermore, if respondents lack a complete understanding of the questions, it can result in unreliable and ambiguous responses.
Creating clear and well-structured questions, along with the distribution and collection of questionnaires, demands significant effort from the researcher.
The aims of two survey questionnaires
The researcher aimed to identify the needs of graduate students in social sciences and humanities regarding the English for Specific Purposes (ESP) program by utilizing questionnaires Additionally, the study sought to gather information on the current teaching and learning status of the textbook "English for Graduate Students of Social Sciences and Humanities" at USSH, VNU Finally, reflections from both teachers and students using the textbook will provide a foundation for recommendations to enhance the material.
To achieve the above aims, two survey questionnaires were administered to teachers and students majoring in Journalism, Tourism, International studies and History
There are two survey questionnaires
Survey questionnaire 1 for ex- students
Survey questionnaire 2 for ESP teachers
The questionnaires primarily consist of multiple-choice questions, complemented by an open-ended suggestion section at the end, allowing respondents to share their opinions and express themselves freely.
In January 2010, a questionnaire comprising eleven items was developed for graduate students at USSH, VNU, who had recently completed their coursework This questionnaire was crafted by aligning the four criteria outlined in the USSH curriculum with the corresponding educational material.
By doing so, the researcher hoped to confirm the reliability of the information about the appropriateness of the material in terms of course aims, content, methodology and time allocation
The questionnaire for ex-students consists of six parts:
Part 1 includes one question aiming at collecting students‟ working experience in their specialist field
Part 2 has three questions to seek information on the aims of the ESP course and aims of the material
Part 3 consisting of questions from five to ten aims at getting students‟ reflections on the content of the material in terms of the difficulty level, topics, specialist vocabulary, grammar structures, text-types and skilled covered
Part 4 seeks for information related to methodology including different types of class arrangement and the variety level of tasks and activities in the material
Part 5 asks students for their comments on the time allocated for each unit and the suitable time duration
In part 6 , informants are asked to give their own suggestions for future use of the material
The questionnaire for ESP lecturers consists of 12 questions divided into 6 sections, designed to gather their feedback on the teaching materials used in the course The lecturers' comments primarily address the suitability of the materials concerning course objectives, content relevance, teaching methodologies, and the time allocated for effective ESP instruction in the classroom.
Part 1 has two questions to get teachers‟ teaching experience through the number of teaching years and number of ESP class they are in charge of
Part 2 focuses on teachers‟ opinions about the appropriateness of the material to the aims of the course
Part 3 investigates teachers‟ opinions about the content of the material regarding 5 sections: specialist vocabulary, topics, grammar structures, skills covered and text- types
Part 4 aims at getting information related to their teaching methods they often use in
ESP class and their students‟ favorable one
Part 5 contains questions aiming to get information about suitable amount of time to teach one unit of the material
Part 6 focuses on suggestions for material improvement
The research involved piloting survey questionnaire 1 with 10 students, who received clear instructions and Vietnamese translations to ensure comprehension Feedback from the students led to revisions of the questions Survey questionnaire 2 was then evaluated by three experienced lecturers, who provided insights on both format and content After incorporating their suggestions and collaborating with a supervisor, 100 revised questionnaires were distributed to graduate students who recently completed an ESP course, along with 10 copies for lecturers at the Department of Foreign Languages, USSH, VNU Ultimately, all questionnaires from instructors were returned, while 86 out of 100 student questionnaires were collected.
This chapter outlines the research instruments utilized in the study, focusing on the rationale behind their selection The primary tools employed were document analysis and survey questionnaires, which facilitated a comprehensive examination of the research topic.