The appropriateness of the coursebook with students’ learning
Chart 4.7 highlights students' evaluation of the coursebook's alignment with their learning objectives The data reveals that the material is most effective for achieving high academic results (56.7%), followed by preparation for future employment (46.7%), personal preferences (36%), and communication skills (30%) While students identified preparing for future work as their primary goal, they also valued communication in English, high scores, and personal interests Despite some inconsistencies in priorities, the findings indicate that the coursebook successfully supports all identified learning purposes.
4.3.2 Data collected from semi-structured interviews
Both teachers and students found the book's topics engaging and relevant, as they provided opportunities to learn about global cultures and everyday subjects, facilitating real-life communication (teacher 2 and student A) However, some tasks were deemed unsuitable for Vietnamese students; for instance, teacher 5 noted that certain activities, such as guessing car brands or identifying famous individuals, failed to capture students' interest due to unfamiliarity Additionally, student G pointed out that questions about items left on planes were irrelevant, as many students lacked flying experience.
Many teachers and students provided positive feedback about the book, highlighting its strengths and weaknesses Teacher 2 and student B appreciated the helpful grammar, vocabulary, and sound banks, noting that the illustrated pictures and clear examples made learning easier Student B remarked, “The book is very easy to use with the vocabulary bank, grammar bank, and sound bank After each grammar point, we can practice the exercises right in class and also have further exercises in the Workbook to practice at home.” Teacher 5 acknowledged that the vocabulary load is adequate for most students, but Teacher 6 pointed out that advanced learners may find the grammar and vocabulary too simple Teacher 7 noted that the material effectively develops students' speaking, listening, reading, and writing skills However, both teachers and students expressed a need for more practice in listening and speaking, as some students struggle with communication Student B suggested incorporating videos to improve pronunciation skills.
The analysis indicates that the coursebook effectively meets students' needs, with most topics engaging and interesting to them However, some tasks were deemed unsuitable for Vietnamese students due to a lack of relevant experience and interest Both teachers and students positively assessed the language elements and skills in the book as authentic and appropriate for their level While the book aligns with students' learning goals, it does not prioritize their most important objectives, such as preparing for future careers or enhancing communication skills To address this, teachers should focus on these priorities by introducing relevant topics and fostering interaction during the supplementary weeks of the course.
4.4 The suitability of the coursebook to the current teaching and learning methods
This section aims to assess the alignment of the coursebook with contemporary teaching and learning methods The author's investigation focuses on the effectiveness of teaching and learning interactions facilitated by the coursebook, the frequency of teaching aids utilized alongside it, and both students' and teachers' evaluations of the coursebook's methodology.
Table 4.9: Effectiveness of the teaching and learning interactions used with the coursebook
Note: 1 = Very ineffective 2 = Ineffective 3 = Neither ineffective nor effective
Table 4.9 reveals that both students and teachers evaluated the effectiveness of teaching and learning interactions in the coursebook positively, with pair work, group work, individual work, and teacher presentations receiving the highest ratings None of the teachers deemed these interaction patterns "very ineffective," and only a small percentage of students (0% - 2.6%) classified them as "very ineffective" or "ineffective." This aligns with students’ preferred learning styles, which include verbal, visual, aural, solitary, social, and physical modalities, highlighting their effectiveness in listening to the teacher and engaging in collaborative activities While a significant portion of students rated student presentations and whole class work as "effective" or "very effective" (38% - 41.3%), a larger group (50% - 52%) found these interactions to be "neither ineffective nor effective." In contrast, teachers rated both student presentations and whole class work as "effective" (62.5%) and "very effective."
(12.5%), almost as efficient as the other interactions
Table 4.10: The frequency of the teaching aids used with the coursebook
Table 4.10 indicates that cassette recorders, projectors, and videos are the most commonly used teaching aids alongside the book, primarily due to the abundance of audio and video resources for listening tasks in each unit After every two units, students engage with Practical English Practice or Revise and Check sections, featuring in-the-street videos and authentic clips about the lives of main characters Jenny and Rob In contrast, charts and regalia were seldom utilized, with 100% of teachers and 63.3% of students reporting that charts were "never" used, while others suggested they were "rarely" used Regalia usage was categorized as "sometimes" (32.6% - 37.5%) or "never" (9.4% - 12.5%), with the majority indicating they were "rarely" used (50% - 58%) These findings align with students' learning preferences for visual and aural styles, as previously analyzed.
Table 4.11: Students’ and teachers’ evaluation on the methodology of the coursebook
The material provides a good balance of four-skill practice, pronunciation, vocabulary and grammar reinforcement
The material provides tasks and activities to practice language and integrated skills in meaningful communication
The material includes language guidances for students and suggestions for their further self- study
The material is flexible in orders of different units and language points It can also be linked to other materials for references
Note: 1 = Poorly 2 = Not very well 3 = Neutrally
Table 4.11 reveals that very few teachers and students rated the coursebook as meeting the criteria "poorly" or "not very well," with teachers generally more optimistic about its appropriateness Notably, no teacher rated the coursebook poorly, and only 12.5% of teachers expressed a neutral stance on the first and fourth criteria In contrast, some students still perceived the coursebook as inadequately meeting these criteria, with 3.35% to 24.7% maintaining a neutral attitude Overall, a significant majority of both teachers and students agreed that the material met the requirements "well" (25% - 75%) and "very well" (3.3% - 75%) Among the four criteria, the coursebook excelled in providing integrated and meaningful knowledge and skills, as well as offering language guidance and suggestions for further study, with all teachers and 48.6% to 95.7% of students rating these aspects as "well" or "very well" met.
4.4.2 Data collected from semi-structured interviews
Both the interviewed teacher and students agreed that the coursebook is communicative and well-suited for modern teaching methods They noted that the language elements and skills are interconnected, allowing for regular practice The book features "Communication" sections with information gap activities in nearly every unit, encouraging student interaction to discover missing information Student C expressed enthusiasm, stating, "we have a lot of fun in the activities." Additionally, both students and teachers appreciated the inclusion of authentic videos in the material.
Students express their enjoyment of the Practical English series, particularly the episodes featuring Jenny and Rob, as they find it engaging to study while watching the film in English The In-the-street interviews add an intriguing element to the learning experience Regular listening opportunities in each unit also contribute to student satisfaction Additionally, teachers enhance lessons on topics like colors and school supplies by incorporating real objects, such as books and pens, making the learning process more interactive and enjoyable.
The evaluation of the coursebook, based on questionnaire and interview results, indicates that it aligns well with the current teaching and learning methods utilized by teachers and students at the school Effective classroom interactions identified include individual work, teacher presentations, pair work, and group work, while student presentations and whole-class activities received less favorable feedback The coursebook is frequently supplemented with cassette recorders, videos, and projectors, which cater to students' preferences for verbal, visual, aural, and solitary learning styles Overall, it meets the requirements of the communicative language teaching approach implemented at the school, making it a suitable resource for enhancing the learning experience.
4.5 General evaluation and suggestion for further use of the coursebook
This part investigates teachers’ and students’ overall evaluation of the coursebook and asks for suggestions for better further use of the material
Chart 4.8 below reveals the overall rating of the coursebook by students and teachers It is obvious that no one rated the quality of the book “poor” or
“excellent” Few of them rated it “fair’ (12.5% - 21.4%) or “very good” (14%
- 25%) whereas most of them evaluated the book of “good’’ quality (62.5 –
Chart 4.8: Students’ and teachers’ overall rating of the coursebook
According to Chart 4.9, the time allocation of 135 minutes per unit, totaling 84 lessons for the course, was generally deemed appropriate by the majority of teachers and students, with 62% to 62.5% expressing satisfaction However, 23.3% to 25% felt the time was insufficient, while a smaller percentage, 12.5% to 14.7%, believed it was excessive This indicates a preference among most participants for maintaining the current time allocation, although some desire more time per unit and a few prefer less Teachers are encouraged to adjust time allocations flexibly based on the varying abilities of their students.
Poor Fair Good Very good Excellent
Chart 4.9: Students’ and teachers’ judgement on the time allocation for each unit
The data gathered from questionnaires revealed that most students did not have additional suggestions for improvement, although some expressed a desire for increased time and practice in speaking and listening skills This finding aligns with insights from interviews, where students noted that more class time was dedicated to vocabulary, grammar, and reading compared to speaking and listening (as mentioned by student E) Teacher 8 echoed this sentiment, highlighting the need for a greater focus on these essential skills.
Students suggest that teachers should redesign tasks to better suit Vietnamese learners by incorporating local idols instead of Western figures Additionally, some educators recommend allocating more time to each unit and adopting a more flexible approach to the curriculum For instance, combining two grammar points from separate units into a single lesson, such as teaching subject pronouns alongside the verb "to be," could enhance the learning experience.
Little Enough Much Too much
In a recent discussion, Teacher 3 emphasized the importance of teaching the verb "to be" in various forms, including singular (I, you, he, she, it) and plural (we, you, they) Teacher 2 suggested that educators assess and categorize students' learning styles and objectives to tailor materials effectively For instance, if a majority of students favor visual learning, teachers should incorporate images from textbooks to create engaging activities Additionally, if students aim to improve their English for communication, the focus should shift towards enhancing speaking and listening skills, allowing for increased interaction among peers.
INTRODUCTION
Rationale
Coursebooks are essential components of English Language Teaching (ELT) programs, serving as primary resources for learning activities, self-study, syllabi, and support for novice teachers Despite their importance, coursebooks are often created for a general audience and may not suit specific teaching contexts, leading to potential cultural and methodological mismatches This highlights the challenge of selecting appropriate coursebooks, as the chosen materials significantly influence the teaching and learning experience and reflect the values of educational institutions Consequently, evaluating coursebooks is crucial to identify their strengths and weaknesses, guiding decisions on whether to continue using or adapt them to meet learners' needs However, retrospective evaluations—assessing materials post-use—are less common than predictive evaluations, which occur before selection Retrospective evaluations can be conducted through impressionistic methods, based on observations of learner engagement, or through empirical methods, which involve systematic data collection.
The lack of empirical evaluations of coursebooks motivates the researcher to assess the "English File Beginner Student’s Book – Third Edition" used by non-English major students at a preparatory school in Viet Tri Despite English being a mandatory subject, there is no officially approved coursebook from the Ministry of Education, leading teachers to select materials based on their predictive evaluations After piloting this coursebook for a year, the researcher, who also teaches with it, finds it engaging due to its authentic videos and meaningful tasks, yet it presents challenges in meeting students’ needs and achieving educational goals Currently, no systematic evaluation of this material exists, prompting the researcher to conduct an empirical study to validate teachers' predictive evaluations and assess the book's suitability for the learners and the educational context.
Aims of the study
This study mainly aims at evaluating the coursebook “English File Beginner Student’s Book – Third Edition” by Christina Latham-Koenig, Clive
The textbook "Oxenden" (Oxford University Press, 2014) is utilized in a preparatory school in Viet Tri for non-English major students to assess its alignment with course objectives, student needs, and teaching methodologies.
Scope of the study
Cunningsworth (1984) identified key criteria for book evaluation, including aims, design, language content, and methodology Evaluation can be predictive or retrospective, as noted by Ellis (1997) This study focuses on a retrospective evaluation of the "English File Beginner Student’s Book – Third Edition," specifically assessing its suitability for non-English major students at a preparatory school in Viet Tri, with an emphasis on aligning with course objectives, student needs, and current teaching methodologies.
Research questions
The study will be conducted to answer the following three questions:
- To what extent does the coursebook “English File Beginner Student’s Book – Third Edition” meet the objectives of the course?
- To what extent does the book meet students’ needs?
- To what extent is the book suited to the current teaching and learning methods?
Significance of the study
The thesis findings will aid the school in deciding whether to continue using the "English File Beginner Student’s Book – Third Edition," modify its content, or select an alternative resource This approach will enhance the teaching experience for educators by allowing them to implement the most suitable materials and methods tailored to diverse student levels Additionally, students will benefit from resources that align with their individual needs and learning objectives Ultimately, the results will also serve as a valuable reference for teachers and learners in other preparatory schools across the country facing similar educational contexts.
Structure of the study
The study consists of five chapters:
Chapter 1: Introduction - presents a general overview of the study with specific references to the rationale, the aims of the study, research questions, scope of the study, significance of the study, and structure of the study
Chapter 2: Literature Review - provides theoretical basis for the study with the detailed discussion about some relevant theories related to textbook, coursebook, material, material evaluation and need analysis
Chapter 3: Research methodology – describes the methodology employed in the study
Chapter 4: Findings and discussion – includes a detailed description of the findings as well as full explanation and interpretation of these findings
Chapter 5: Conclusion – gives conclusion and limitations of the study and then provides suggestions for further study
Chapter 1 has introduced the rationale, aims and scope of the study Research questions, significance and structure of the study were also included The importance of coursebook and coursebook evaluation, together with the inadequate quantity of empirical evaluation of the coursebook “English File Beginner Student’s Book – Third Edition” used for non-English major students at a preparatory school in Viet Tri have triggered the researcher’ desire to conduct the study The main focus of the study is on the suitability of the coursebook to the course objectives, students’ needs and current teaching and learning methods Therefore, this study aims at evaluating this coursebook to find out if it meets the course objectives, students’ needs and current teaching and learning methods The findings of the study will help the school to make decision about keep using the book or replace it or part of it by more suitable materials.
LITERATURE REVIEW
Text book, coursebook and material
Teaching materials are essential for effective language teaching curricula, encompassing a wide range of resources that facilitate language learning According to researchers like Littlejohn (1998), Tomlinson (1998), and McGrath (2002), these materials can include students' books, workbooks, teacher's guides, videos, CDs, DVDs, lesson plans, and online activities Additionally, McGrath (2002) emphasizes that materials can also be realia, or real objects, as well as presentations such as drawings or photographs, highlighting their diverse forms and functions in the educational process.
Textbooks, along with worksheets, computer software, and recordings, are essential materials in English Language Teaching (ELT) programs As noted by Sheldom (1988), textbooks are regarded as the official material and the "visible heart" of these programs They play a crucial role in teaching specific subjects in schools and colleges, serving as a foundational resource for students and a primary instructional tool for educators (Oxfordlearnersdictionaries.com, 2008).
As a type of teaching materials, a coursebook is defined as “a textbook that students and teachers use as the basic of a course” (Collinsdictionary.com,
A coursebook is defined as a book utilized by students for a specific course of study (Dictionary.cambridge.org, 2018) According to Ur (1996) and Tomlinson (2011), coursebooks serve as essential materials for language-learning courses, providing both teachers and students with a single comprehensive resource These books typically encompass a variety of exercises covering language elements such as grammar, vocabulary, and pronunciation, as well as skills in reading, writing, listening, and speaking.
In the context of English Language Teaching (ELT), the terms "materials," "textbook," and "coursebook" are often used interchangeably, highlighting that textbooks and coursebooks are specific types of materials utilized in teaching and learning.
2.1.2 Roles of materials in ELT classrooms
According to Richards and Rogers (2001) as cited in Ulaş Kayapinar
Coursebooks are essential in the curriculum as they outline content and coverage for syllabus items They serve multiple critical functions in English Language Teaching (ELT), including providing structured learning and teaching activities, offering standardized knowledge of grammar, vocabulary, and pronunciation, supporting learners' self-study, aligning with specific learning objectives, and assisting inexperienced teachers (Cunningsworth, 2009).
Coursebooks play a crucial role in standardizing instruction, framing language content, and offering practical exercises for both teachers and students (Ur, 1996) They provide accessible and suitable texts for diverse learners, making them an economical and convenient resource for educational settings As a result, their popularity has surged in universities, private schools, and state schools alike, with ready-made syllabi being favored by school administrations and English teachers Furthermore, coursebooks create opportunities for students to practice the target language in a classroom environment, preparing them for real-life usage.
Coursebooks, while commonly used as instructional materials, have notable disadvantages According to Richards and Renandya (2002), as referenced by Ulaş Kayapinar (2009), they often fail to provide authentic language models and contextualized activities, neglecting to teach idiomatic expressions and linguistic competence Additionally, issues such as gender representation and cultural understanding are inadequately addressed Ur (1996) highlights that coursebooks cannot meet the diverse learning needs of every student, leading to irrelevance and potential boredom due to unengaging topics They also do not accommodate the varying abilities present in most classrooms Despite being viewed as essential tools for language teachers, overly structured coursebooks may even hinder teachers' skills (Hutchinson & Torres 1994, as cited in Osman Dülger 2016).
In conclusion, coursebooks offer significant benefits for school administrations, language teachers, and students by providing structured syllabi and tailored texts that cater to many language learners However, they also have limitations, including issues of inadequacy, irrelevance, and inauthenticity Therefore, it is essential to evaluate coursebooks to ensure they align with the school curriculum and meet the needs and interests of learners.
Coursebook evaluation
Coursebook evaluation is crucial for identifying the strengths and weaknesses of educational materials, guiding decisions on whether to adapt existing resources or adopt new ones This process involves understanding various definitions of evaluation, such as Tomlinson's (2011) view that it measures the potential value of coursebooks by assessing their impact on learners, instructors, and administrators through features like credibility and flexibility Additionally, Rea-Dickins and Germanie (1994) describe evaluation as a means to discern what is effective, less effective, or ineffective Effective evaluation hinges on asking the right questions and accurately interpreting the responses (Cunningsworth, 1995).
Coursebook evaluation involves gathering data and assessing the effectiveness of educational materials This process enables educators to make informed decisions about the optimal use of existing resources or the need for replacement.
Material evaluation is a dynamic and subjective process that lacks a definitive formula, as noted by Sheldon (1988) Different approaches and criteria for coursebook evaluation exist, tailored to various English Language Teaching (ELT) contexts It is essential for administrators and instructors to select the most appropriate criteria for evaluating coursebooks, taking into account the unique teaching and learning environments they operate in.
This article outlines various methods for evaluating coursebooks, focusing on four key aspects: the internal content, the educational aims and approaches, the supplementary resources, and the physical appearance of the coursebook.
According to Ellis (1997), coursebook evaluation can be categorized into two main types: predictive and retrospective evaluation Predictive evaluation assists teachers in selecting appropriate coursebooks and can be conducted through expert assessments or by using established checklists and guidelines In contrast, retrospective evaluation occurs during or after the use of a coursebook to determine its alignment with learners' needs and teaching methodologies This type of evaluation can be further divided into impressionistic evaluations, which focus on observing student engagement and enthusiasm, and empirical evaluations, which rely on data and measurable outcomes.
Collecting data systematically is essential for empirical evaluation in education (Ellis, 1997) Teachers often utilize end-of-course questionnaires to assess the effectiveness of their teaching and the materials used, making this method more objective and reliable due to its reliance on user feedback This evaluation approach helps determine whether the instructional materials are worth reusing Furthermore, Ellis (1997) emphasizes that retrospective evaluation serves as an effective means of validating predictive evaluations.
Another approach of evaluating coursebooks is proposed by Tomlinson
Tomlinson (2003) outlines a three-stage evaluation process for educational materials: pre-use, whilst-use, and post-use evaluation The pre-use evaluation is an impressionistic assessment where teachers quickly review a book's physical appearance and content to gauge its potential value In contrast, whilst-use evaluation provides a more reliable assessment through classroom observation and user feedback, although it faces challenges in measuring certain criteria like task credibility and motivational power Tomlinson suggests focusing on one criterion at a time for more accurate results, using methods such as observing student engagement The final stage, post-use evaluation, is crucial as it measures the impact of the materials on learners, teachers, and administrators after use, helping to inform decisions about the future use of the coursebook (Cunningsworth, 1995).
Littlejohn's three-level coursebook evaluation checklist, proposed in 1998 and 2011, consists of: (1) What is there? (2) What is required of users? and (3) What is implied? The first level examines the coursebook's physical properties, such as publication date, intended audience, and quality aspects like page count and artwork, aligning with Tomlinson's 2003 criteria Level 2 delves into the language learning activities and tasks, highlighting what teachers and learners must engage with The third level addresses the coursebook's underlying approach, philosophy, and aims Littlejohn emphasizes that the evaluation progresses from more objective criteria at the first level to less objective ones at the third level.
The fourth approach to coursebook evaluation is suggested by McGrath
In a systematic materials evaluation process, two stages are essential: 'first-glance' evaluation and 'in-depth' evaluation The 'first-glance' evaluation involves four critical steps Step 1 assesses practical considerations such as availability, cost, and the book's levels If satisfactory, the evaluation moves to Step 2, which examines support for teaching and learning, including the relationship between the teacher's book and student resources Step 3 evaluates context relevance, ensuring the coursebook aligns with aims, syllabus, length, and learner characteristics Finally, Step 4 focuses on learner appeal, primarily the book's appearance If a coursebook fails to meet any key criteria at these steps, it is rejected; otherwise, an in-depth evaluation follows for a detailed assessment.
According to McGrath (2002), the in-depth evaluation tends to address the following points:
- The aims and content of the book
- What they require learners to do
- What they require the teacher to do
- Their function as a classroom resource
- Learner approaches to language learning
- The teaching-learning approach in the teacher’s own classroom
McDonough and Shaw (1993 & 2003) propose a comprehensive approach to coursebook evaluation that encompasses three stages: external evaluation, internal evaluation, and overall evaluation This framework emphasizes that evaluation is a dynamic process, adaptable to various teaching and learning contexts as criteria may evolve over time External evaluation aligns with McGrath's methodology, highlighting the importance of assessing course materials in relation to broader educational standards.
The evaluation process, as outlined by various scholars, includes Tomlinson's 'pre-use evaluation' (2003) and Littlejohn's 'level 1 evaluation' (1998 & 2011), which emphasize the importance of understanding the intended audience, their proficiency level, and the context of the material Key factors such as the organization and presentation of units, the author's methodology, and the learner's experience are critical in this assessment Additionally, considerations regarding layout, design, and the availability of supporting resources like teacher’s guides and audio-visual materials are integral to this stage Internal evaluation focuses on content grading and sequencing, aligning closely with McGrath's 'in-depth evaluation' (2002) and Tomlinson's 'whilst-use evaluation' (2003).
Each coursebook evaluation approach has distinct strengths and weaknesses, prompting evaluators to select or create a method that is systematic and contextually appropriate It is crucial for evaluators to combine different approaches to balance the limitations of one with the advantages of another This study employs a mixed evaluation approach, primarily based on a modified version of Ellis’s framework (1997), incorporating criteria from various other authors.
From different approaches to the evaluation of coursebooks, there are also different sets of criteria for evaluating coursebooks
Criteria proposed by Hutchinson and Water (1987)
Hutchinson and Water (1987) proposed a checklist of material evaluation including items related to subjective and objective analysis of the book such as: audience, aim, content, methodology, price and its availability
Understanding your audience is crucial; therefore, this checklist includes essential questions about learners' demographics, including their age, gender, nationality, academic or professional specialization, language background, and personal interests.
Aim: Evaluators need to consider if the aims and objectives of the coursebook match those of the course/ school program
This section addresses key aspects of language instruction, including language description, specific language points, and the balance of macro-skills and micro-skills It also explores various types, subject matter areas, and topics, along with the overall organization of the course and its individual units, as well as the sequence of content delivery.
The methodology section of the checklist examines various aspects of the learning process, including learners' theories and expectations about education, the exercises and tasks involved, the teaching techniques employed, the necessary teaching aids, guidance required, and the adaptability of materials for diverse teaching contexts.
Needs analysis
Needs analysis, or needs assessment, is crucial for designing and implementing effective language courses, a fact recognized by numerous scholars and experts in the field.
The term “needs analysis”, according to Elaine Tarone and George Yule
Needs analysis in language education involves collecting and evaluating information to determine what specific aspects of a language learners require Mountford (1981) defines "needs" as the skills students should acquire by the end of their language course, reflecting societal expectations for language learning Brindley (1984) expands this definition to include wants, desires, demands, motivations, and constraints Course designers must consider these needs when developing curricula, as highlighted by Johns (1991), who asserts that needs analysis is essential for ensuring the relevance and validity of course design Dudley-Evans and St John (1998) further propose a modern and comprehensive approach to needs analysis that aims to effectively address learners' requirements in acquiring a second language.
Environmental situation – information about the situation in which the course will be run (means analysis)
Personal information about learners – factors which may affect the way they learn (wants, means, subjective needs)
Language information about learners – what their current skills and language use are (present situation analysis)
Learners often face gaps between their current abilities and the professional information required for their development Identifying short-term needs from the course is essential, as it helps clarify what learners want to achieve Additionally, understanding language learning needs is crucial for implementing effective strategies that enhance skill acquisition and address these gaps.
Professional information about learners – the tasks and activities English learners are/will be using English for (Target Situation Analysis and objective needs)
How to communicate in the target situation – knowledge of how language and skills are used in the target situation (register analysis, discourse analysis, genre analysis)
Different types of need analysis are presented in the below figure: Needs analysis jigsaw
As can be seen from the figure, these types of needs analyses are not exclusive but supplementary Each of them provide a piece to complete the jigsaw of needs analysis.
Previous studies on coursebook evaluation
Numerous studies have focused on coursebook evaluation, including a significant 2009 study by Ulaş KAYAPINAR, which assessed teachers' perceptions of foreign coursebook packages used in English preparatory classes across twenty-five high schools This study involved the evaluation of popular coursebooks, gathering data from questionnaires completed by ninety-four teachers and interviews with forty teachers, revealing generally negative impressions regarding the quality of these materials Teachers emphasized the need for coursebooks to be tailored to meet learners' needs within the national context In the same year, Azadeh Nemati evaluated the English Pre-University textbook in Karnataka, India, using a questionnaire based on critical features from various material evaluation checklists, completed by 26 teachers from 12 randomly selected schools The study highlighted both strengths and weaknesses of the coursebook, and further analysis of vocabulary was conducted to ensure a systematic sequence of words, aligning with Nation's (1990) principles for effective vocabulary teaching.
In a study conducted by Tran Minh Thanh (2014) in Vietnam, the relevance of the book "English for Information Technology" was evaluated for second-year university students in Thai Nguyen The research utilized survey questionnaires and semi-structured interviews to gather insights from both students and teachers regarding the coursebook's content, format, and methodology The findings indicated that the coursebook adequately met the learners' needs but recommended further modifications and adaptations for enhanced effectiveness in the curriculum.
In 2015, Tran Thi Thuy carried out an evaluation of the coursebook
The study evaluates the "New English File - Elementary" textbook for first-year university students in Hanoi, aiming to assess its alignment with course requirements regarding audience, content, aims, and methodology Utilizing criteria from Hutchinson and Warter (1987) and employing document analysis and survey questionnaires as data collection methods, the findings reveal that the textbook largely meets the Faculty of English Department's needs, though some aspects require modification and adaptation.
This study evaluates the suitability of the "English File Beginner Student’s Book – third edition" in relation to the course's aims, methodology, and student needs Instead of relying on a single evaluation model, the researcher adapts criteria from various evaluators, utilizing questionnaires and interviews with both teachers and students The goal is to uncover reliable and valuable insights regarding the coursebook's effectiveness.
Chapter 2 has provided theoretical framework for the thesis Knownedge of text books, coursebooks and materials has been discussed and an agreement has been reached that these three terms can be used interchangeably Roles of coursebook, definition, approaches and criteria of coursebook evaluation were also provided together with related studies on coursebook evaluation In this thesis, the researcher uses mixed approaches, mainly based on Ellis’ framework (1997) together with a selection of different criteria by different evaluators to evaluate the coursebook “English File Beginner Student’s Book – Third Edition”.