Aims and objectives of the study
This study explores the learning needs of NEMS, focusing on their attitudes towards the New Headway coursebook and their reading and writing strategies It aims to analyze the characteristics of reading texts and exercises in the New Headway (Elementary and Pre-intermediate) coursebooks, as well as assess how effectively the coursebook meets student needs Additionally, the research investigates students' preferences for topics and types of supplementary reading and writing exercises A key objective is to enhance students' awareness of the importance of integrating reading and writing skills Ultimately, the researcher seeks to develop supplementary materials that motivate students and strengthen their reading and writing abilities.
Specifically, this minor thesis would aim to develop a supplementary reading and writing skills to enhance these skills By that, the study would have to answer the following questions:
1 What are students‟ views on the New Headway coursebooks?
2 To what extent does the New Headway coursebooks satisfy students‟ needs?
3 What are students‟ preferences for a supplementary Reading and Writing material?
Significance of the study
This research offers valuable insights into learners' needs and preferences, which are crucial for designing effective materials focused on reading and writing skills It highlights the significance of understanding learner variables across multi-faculty contexts in HULIS While the specific English language needs may differ among various multi-faculty universities, the methodology used for questionnaire design, validation, and data analysis serves as a useful model for future studies.
The developed material aims to serve as a valuable resource for educators and NEMS at HULIS and other universities within VNU, facilitating the teaching and learning of the New Headway coursebooks at the Elementary and Pre-intermediate levels.
Scope of the study
The researcher primarily focuses on selecting reading texts and developing writing activities that utilize these texts as inspiration for various writing exercises The study aims to guide students in generating ideas through reading, placing greater emphasis on reading exercises In this context, writing is viewed as a post-reading activity, enhancing the overall learning experience.
The study's limited scope and timeframe restrict its application to third-year students in session two, covering 10 units over 15 weeks This program emphasizes the integration of reading and writing skills, while future research will focus on creating supplementary materials to enhance listening and speaking abilities.
Methods of the study
Hutchinson and Waters (1987) suggest that effective methodologies for assessing the needs of specific student groups include questionnaires, follow-up interviews, and the analysis of authentic texts To address the research questions, this study will utilize survey questionnaires, a reliable and time-efficient quantitative method, to gather insights on the New Headway coursebooks and the perspectives of both teachers and students regarding the reading passages used in the second session By employing questionnaires, the study aims to collect quantitative data that reflects the validity of statistical findings related to the issues under investigation.
Additionally, data was gathered from various sources, including the Internet, journals, and books, which were then summarized, analyzed, and synthesized This process not only enhances the researcher's understanding of the topic but also provides essential background knowledge and literature related to the issue being investigated.
In conclusion, the researcher has effectively utilized various methods to gather information and data, enhancing the study's persuasive value through a comprehensive analysis of the evidence collected.
6 An overview of the rest of the paper
The paper includes four chapters altogether:
Chapter 1 - Literature Review reviews theoretical background on which the whole study is based, including the theoretical issues of supplementary reading and writing materials
Chapter 2 – Methodology describes in detail the methods and procedures the researcher uses in conducting this research
Chapter 3 – Data analysis and findings presents the results and discusses the findings as well as possible interferences from such findings
Chapter 4 – provides some criteria for developing supplementary reading and writing exercises for NEMS with Recommendations giving pedagogical suggestions for teachers and students when and how to use this material
CHAPTER 1: LITERATURE REVIEW 1.1 Needs analysis
Different interpretations of needs highlight the interests and perspectives of various stakeholders Richterich (1972, cited in Johnson, 1982: 40) describes language needs as "the requirements which arise from the use of a language in the multitude of situations which may arise in the social lives of individuals and groups." By examining the language needs of a particular group of learners, we can identify the most valuable concepts and functions to teach.
From a goal-oriented perspective, needs in language education are defined as the competencies students should acquire by the end of their course This encompasses what institutions or society deem essential or desirable for learners to gain from language instruction programs (Mountford, 1981: 27).
This thesis utilizes Brindley's definition of needs, which encompasses wants, desires, demands, expectations, motivations, lacks, constraints, and requirements Consequently, the needs of students may either align closely with or conflict against the expectations set by course designers.
He also stated that when analyzing needs, it is also important to bear in mind and combine two types of needs: subjective needs and objective needs
Objective needs can be identified by teachers through an analysis of learners' personal data, language proficiency, and usage patterns In contrast, subjective needs, which often encompass wants, desires, and expectations, are more challenging to diagnose (Brindley, 1984:31).
1.1.2 The importance of needs analysis
Needs analysis, as defined by Nunan (1988), serves as the foundational step in establishing behavioral objectives These objectives subsequently inform the development of various syllabus components, including functions, topics, lexis, and structures.
A needs analysis is essential for English for Specific Purposes (ESP) courses, as it effectively addresses the unique requirements of specific learners According to Hutchinson and Waters (1987), this approach to language teaching is designed to tailor instruction to meet the distinct needs of individuals, ensuring a more relevant and impactful learning experience.
To effectively motivate learners and enhance their English language acquisition, course designers must conduct a thorough analysis of learners' needs This needs analysis is crucial for creating tailored courses that facilitate faster and more effective learning outcomes.
Recently, a major trend in language syllabus design as well as materials development is the use of information from and about learners
The rapid development of English Language Teaching (ELT) has led to an influx of textbooks in the Vietnamese market While most classroom teachers may not participate in the creation of these textbooks, they hold a critical responsibility for evaluating, selecting, and adapting them This study will concentrate on the significance of textbooks, alongside methods for their evaluation and adaptation As noted by McGrath (2002), the term "coursebook" is synonymous with "textbook" in this context, and both terms will be used interchangeably throughout this thesis.
Textbooks play a crucial role in the language teaching and learning process, serving as a foundational structure for ESL programs They provide essential language input, exposing learners to authentic language use For teachers, especially those who are inexperienced, textbooks offer a framework for lesson planning and instructional guidance For many second language learners, textbooks represent a primary source of contact with the target language, making them a key component of most language programs, as noted by Hutchinson and Torres (1994: 315).
Textbooks play a crucial role in English language teaching, with millions sold annually and various aid projects established to produce them worldwide A relevant textbook is often seen as an essential component of any effective teaching-learning environment.
A "relevant textbook" is defined as one that effectively addresses the needs of both teachers and learners, while also aligning with the specific context of teaching and learning This is particularly important for non-English major students, who often have limited opportunities to engage with appropriate educational materials.
Many English learners lack opportunities to practice outside the classroom and interact with native speakers, leading to reduced input and output, which negatively impacts their learning Consequently, the classroom serves as the primary environment for exposure to the target language, while textbooks become the sole resource for acquiring both linguistic and pragmatic knowledge.
It is the fact that not all the textbooks satisfy students‟ needs or every context of teaching and learning It is, therefore, necessary to evaluate a coursebook McGrath (2002:
59) mentioned that four evaluative processes are subsequently involved selection, rejection, adding, and changing
1 Selection – of coursebook material that will be used unchanged
2 Rejection – complete (e.g omitting a whole activity or even a whole lesson) or partial (e.g cutting one or more stages within an activity)
3 Adding – in the form of extension or exploitation of the existing material, this can be regarded as adaptation; where new materials are introduced, this will be termed supplementation
4 Changing – i.e more radical forms of adaptation, such as modifications to produces or changes in context/content (replacement)