INTRODUCTION
Rationale of the study
Textbooks are essential in language learning and teaching, but there is no universal textbook that meets all teachers' and learners' needs Therefore, teachers must evaluate textbooks to find the most suitable one for their specific teaching context Selecting the right textbook is challenging yet crucial, as it significantly influences students' abilities to achieve their language learning goals, as well as their learning processes and outcomes This paper presents research conducted at the University of Languages and International Studies, Vietnam National University, focused on evaluating and analyzing the English for Tourism textbook used by Administration students and teachers over the past five years.
The English for Tourism ESP textbook, compiled from diverse sources, meets some course objectives like reading development and tourism knowledge; however, it requires evaluation due to rising student complaints regarding its content, organization, and methodology As this subject transitions from a mandatory course for Administration students to a compulsory part of the mainstream curriculum, a thorough assessment is essential, especially since no prior evaluation has been conducted by the university administration The author recognizes the importance of textbook evaluation in enhancing teaching effectiveness and learning outcomes Consequently, the study titled “English for Tourism Textbook Evaluation: ULIS Students’ Perspectives” aims to determine the textbook's efficacy and identify necessary modifications for improved future use.
Research aims and Research questions
The study aims at evaluating the English for Tourism ESP textbook to examine its appropriateness for Administration students at ULIS, VNU
This study aims to analyze the strengths and weaknesses of the current textbook used at ULIS, with the goal of proposing improvements to enhance the quality of teaching and learning Ultimately, the objective is to make English instruction at ULIS more effective and engaging for students.
Accordingly, this study attempts to cope with the following research questions:
Research question 1: What are the strengths and weaknesses of the
Research question 2: What are the teachers’ and learners’ recommendations for the improvement of the textbook?
Scope of the study
This study, conducted at ULIS, VNU, focuses on a sample of 49 Administration students from the Faculty of English who utilized a specific textbook during the first semester of the 2020-2021 academic year Additionally, the research involved four lecturers specializing in English for Tourism at ULIS, VNU.
Significance of the study
This study's findings will significantly benefit both teachers and learners at ULIS by allowing educators to enhance the textbook based on student feedback, ultimately creating a more suitable resource As a result, students will engage more effectively with the course material, better equipping them for future careers in tourism Overall, this initiative aims to improve the quality of English teaching and learning at ULIS.
Organization of the study
This study is divided into the following chapters:
In chapter 1, the introduction of the study, concerning its rationale, aims, research questions, scope, and significance of the study, is presented
Chapter 2 brings about a literature review Ideas from different bodies of literature are presented and synthesized so that an ideology that guides this research can be established
The researcher continues to examine on the methodology applied to this research and steps to gather data in chapter 3
In chapter 4, the researcher interprets the collected data to reach answers for the research questions
Chapter 5 delves into the conclusion of the study, including a summary of the research, recommendations, limitations, and suggestions for further research.
LITERATURE REVIEW
Definitions of ESP
English for Specific Purposes (ESP) has gained prominence since the 1960s, as it addresses the unique needs of learners that general English programs often overlook With English emerging as a global lingua franca in various professional settings, the demand for tailored language instruction has grown significantly.
There are varied definitions of ESP According to Paltridge and Starfield
English for Specific Purposes (ESP) is the teaching and learning of English aimed at equipping learners to use the language effectively in specific fields According to Hutchinson and Waters (1987), ESP is characterized by a focus on the particular needs of learners, guiding the language instruction to meet those specific goals.
Overall, the primary purpose of ESP is to allow learners to use English to fulfill their needs.
An overview of ESP textbooks
According to Awasthi (2006), a textbook acts as a teaching and learning material on which the teacher and the learners rely while teaching and learning
According to McGrath (2002), a textbook serves as the foundation for a course, while Tomlinson (1998) emphasizes that it provides essential materials for the curriculum Similarly, Hutchinson and Torres (1994) describe a textbook as a valuable resource that aids teachers in instruction and supports learners in revisiting their knowledge.
ESP textbooks are defined in various ways depending on the specific contexts of their use However, they universally serve as valuable resources for both educators and students.
2.2.2 The role of ESP textbooks
There are a number of constituents of English language teaching, and textbooks are ones among essential components The role of textbooks is demonstrated by numerous theorists
According to Hutchinson and Torres (1994), the selection of the relevant textbook is crucial for completing the teaching-learning process, while Sheldon (1988) emphasizes that textbooks are central to any English Language Teaching (ELT) program Lotfi (2005) highlights that successful language teaching requires a match between the content taught and the material learned, which underscores the importance of appropriate textbook selection Cunningsworth (1995) further asserts that textbooks serve as tools to achieve specific educational aims and objectives based on learners' needs Therefore, careful and thorough textbook selection is essential to ensure that the chosen materials align with the goals of the English for Specific Purposes (ESP) course.
An overview of ESP textbook evaluation
2.3.1 Definitions of ESP textbook evaluation
Textbook evaluation is a crucial component of English for Specific Purposes (ESP), as highlighted by Dudley-Evans and St John (1998) This process considers the teaching and learning context, course objectives, and the needs of both learners and teachers (Cunningsworth, 1995) Hutchinson and Waters (1987) emphasize that evaluation involves assessing the suitability of materials for specific purposes, describing it as a "matching process" that aligns learners' needs with available resources Therefore, ESP textbooks must be designed to effectively address the requirements of both students and educators.
Researchers may define textbook evaluation differently, but they agree that it involves a systematic process of data collection, forming judgments based on that data, and, crucially, taking action based on the findings.
2.3.2 Purposes of ESP textbook evaluation
Textbook evaluations serve multiple purposes, including selecting appropriate materials and assessing their effectiveness during use (Mukundan, 2004, 2009) Tomlinson and Masuhara (2004) emphasize that the ultimate goal of these evaluations is to facilitate the redevelopment of textbooks Furthermore, Ellis (1997) highlights that evaluation contributes to teacher development and professional empowerment, while Sheldon (1988) notes that it aids teachers and program developers in understanding the strengths and weaknesses of textbooks Ultimately, textbook evaluations are crucial for identifying potential strengths and weaknesses, guiding both selection and development processes.
2.3.3 Types of ESP textbook evaluation
Some scholars divide textbook evaluation into three main types, based on the driving forces for evaluation, namely Preliminary, Formative, and Summative
Preliminary evaluation is performed before a course starts to determine the appropriate textbook selection and its adaptation based on specific criteria.
Cunningsworth (1995) and Ellis (1997) identify three types of textbook evaluation: pre-use, in-use, and post-use Pre-use evaluation assists educators in selecting appropriate textbooks, while in-use evaluation allows teachers to assess the strengths and weaknesses of the textbook during its implementation Lastly, post-use evaluation enables teachers to reflect on the pedagogical value of the textbook after it has been utilized in a specific teaching and learning context.
2.3.4 Instruments of ESP textbook evaluation
Researchers have identified various instruments for textbook evaluation, utilizing specific methods for each type of assessment According to Hutchinson and Water (1993), effective evaluation can be achieved through questionnaires, interviews, test results, discussions, and informal means Additionally, Dudley-Evans and St John (1998) suggest employing multiple data collection methods, including checklists, questionnaires, discussions, and record keeping, to comprehensively evaluate textbooks.
2.3.4.1 Interviews Robinson (1991) considers interviews as a valuable method for textbook evaluation They are beneficial to collect in-depth information on specific questions and extended exploration, while they can be time-consuming
2.3.4.2 Checklists A checklist is another instrument that practitioners can apply to textbook evaluation (Jayakaran, Reza, & Vahid, 2011) The checklist is stated to be either quantitative or qualitative, which can offer a more detailed textbook evaluation regarding generalizable evaluative criteria According to Cunningsworth (1995) and McGrath (2002), using checklists is an economic and systematic approach to textbook evaluation as it can take into all relevant items into consideration
2.3.4.3 Questionnaires Wallace (1998) states that questionnaire is beneficial due to several reasons To begin with, it is effective and time-saving to collect information from a large number of people without the presence of the researcher Secondly, questionnaires can help achieve impartial answers, as the respondents can stay anonymous and convey their views neutrally and freely Apart from that, the respondents can answer without time constraints since immediate responses are not required, giving rise to more accurate results Additionally, questionnaires can be delivered online, which is deemed economical and environment-friendly From the aforementioned justifications, online questionnaire is chosen as the major data collection instrument of this study
Questionnaires typically utilize three main types of questions: closed questions, multiple-choice or ranking questions, and open-ended questions Closed questions are effective for gathering specific data, while open-ended questions allow for more detailed and nuanced responses (Dörnyei, 2007).
Mackey and Grass (2005) highlight that open-ended questions enable participants to freely share their opinions, leading to more unexpected and insightful findings Therefore, this research's questionnaire incorporates both close-ended and open-ended questions to capture a comprehensive range of responses.
2.3.4.4 Document analysis According to Robinson (1991), document analysis is mentioned as one of the most effective method to evaluate, which involves any documents in evocation, such as curriculum description, policy statement, newspapers, program brochures, and others It is also stated to be one of the most common instruments to evaluate textbooks, allowing evaluators closely elaborate and analyze the printed materials (Hutchinson and Water, 1987)
2.3.5 Models of ESP textbook evaluation
Textbook evaluation methods vary significantly, each offering a distinct checklist tailored to specific purposes, personnel, styles, formality, and timing The most commonly used evaluation techniques have been systematically organized by Gholami, Noordin, and Refik-Galea (2017), as illustrated in Figure 1.
Textbook Evaluation Methods systematized by Gholami, Noordin, and Refik-
Note Adapted from A Thorough Scrutiny of ELT textbook evaluations: A Review Inquiry, by R Gholami, N Noordin, and S Rafik-Galea, 2017, p 87 Copyright
2.3.5.1 Tomlinson’s model (2003) Tomlinson lists the most important type of textbook evaluations includes three stages, which are Pre-use evaluation, While-evaluation, and Post-use evaluation (See Appendix 29)
In the pre-use evaluation phase, predictions regarding the potential value of materials for users are formed; however, Tomlinson notes that this evaluation tends to be context-free, impressionistic, subjective, and often unreliable, as teachers typically skim textbooks to quickly assess their worth.
The second stage, known as whilst-use evaluation, focuses on assessing the value of materials during their actual usage or while observing their application This method tends to be more objective and reliable compared to pre-use evaluations.
Research studies on ESP textbook evaluation
Evaluating ESP textbooks is an essential practice that deserves greater recognition from educators and researchers Numerous evaluations have been conducted on diverse materials, including English for Tourism, English for Media, and English for Medicine, highlighting the significance of this activity in enhancing specialized language learning resources.
Hong aims at evaluating the ESP coursebook Nursing 1 at Quang Ninh Medical College
This study is based on the Hutchinson and Waters (1987) model and employs a mixed methods approach, incorporating questionnaires, informal interviews, and document analysis The research sample consists of three teachers and 150 second-year nursing students.
The evaluation of the textbook reveals its strengths, such as a clear layout and alignment with course objectives, making it suitable for second-year nursing students However, it lacks supporting resources and requires content adjustments to better meet learners' needs and language proficiency Despite these shortcomings, the textbook can be effectively reused in subsequent courses.
Nguyen's thesis evaluates the English for International Tourism material used in the Department of Tourism at HaUI, employing Hutchinson and Waters’ (1987) objective analysis criteria The study utilizes three research instruments: questionnaires, interviews, and document analysis Participants include four teachers with two years of experience teaching the course, three experienced teachers with Master’s degrees from the Tourism department, and students from two classes taught by the researcher.
The evaluation reveals that the material generally meets the course objectives in terms of aims, content, and methodology Its strengths include a diverse range of authentic texts featuring up-to-date information and clearly organized grammatical structures that enhance student understanding However, improvements can be made by incorporating reading tips, shortening listening texts, and providing speaking guidance Additionally, adding a vocabulary list for each topic would facilitate effective learning and revision for students.
The evaluation of four ESP textbooks published by Payam Nour University reveals significant shortcomings, including low face validity, outdated content, ineffective exercises, and a misunderstanding of ESP principles Utilizing McDonough and Shaw’s model, the authors conducted both external and internal evaluations through document analysis To enhance the effectiveness of these textbooks, it is recommended that a needs analysis be performed to align course content with learners' needs and interests Additionally, regular revisions of the textbooks' content, visual design, and layout are essential, along with the presentation of new vocabulary in meaningful contexts and its reinforcement throughout the materials.
Document analysis
The textbook serves as a user-friendly resource, providing learners with a comprehensive overview of tourism, including essential concepts and issues related to tourism activities It encourages the application of theoretical knowledge through group discussions and analyses, effectively preparing students for careers in the tourism sector However, certain content may be impractical, outdated, or unfamiliar to Vietnamese learners, highlighting the need for updates to enhance relevance and usability.
All things considered, the textbook can be reused in the following courses, yet it needs improvements on the contents
The textbook includes 161 pages with 10 chapters, and each chapter covers one topic (See Appendix 30)
The textbook features a consistent chapter structure, starting with clearly defined learning outcomes, followed by review questions, discussion, translation practice, and case studies Each chapter is organized into two or three sections labeled I, II, or III However, some chapters, like Chapter 5, deviate from this format by including a summary section while omitting the translation practice section.
The textbook features an appealing design with effective visuals, clear layout, appropriate line spacing, ample white space, and reader-friendly typography However, the cover pages for chapters 4, 5, 6, and 9 require redesigning due to their pixelated and unappealing appearance.
In the textbook, there are four types of tasks to be completed after each chapter, which are Review questions, Discussion, Translation Practice, and Case study
The Review Questions section is designed to help learners reinforce their understanding of the material they have studied Each chapter features a varying number of questions, ranging from 6 to 16, which prompt learners to define concepts, distinguish differences, and provide practical examples These questions may take the form of Wh-questions, Yes/No questions, or self-reflective inquiries, encouraging deeper engagement with the content.
The Discussion section encourages collaborative problem-solving among learners, who engage in activities such as summarizing, presenting, conducting tours, and booking packages Notably, Chapter 5 is the only chapter that lacks a Discussion section.
The Translation Practice section allows learners to enhance their translation skills by translating texts between Vietnamese and English, typically ranging from one to two pages However, the guidelines do not specify whether the translation should be performed orally or in writing Additionally, it is important to note that Chapter 5 does not include any translation tasks.
(4) The Case Study section is to expose learners to real world or authentic contexts
According to the author, four methodologies, namely task-based approach, project-based approach, communicative approach (CLT), and case-based approach are applied in the textbook
The Communicative Language Teaching (CLT) method is focused on tasks and centers around students, enabling them to use English in authentic communication contexts (Richards, 2006) This approach offers learners the chance to engage in real-life situations through activities such as role-play and discussions (Harmer, 2007).
According to Tomlinson (2011), task-based approach brings learners chances to use English as it is used in the real world
Case-based learning is an engaging, learner-centered approach that involves students discussing real-world cases This method fosters intense interaction among learners, who collaborate as a group to analyze and address the case effectively.
This method can be seen in the “Case study’ task at the end of each chapter
Project-based learning is an educational approach where students acquire knowledge and develop skills through engaging in real-world projects that address specific problems or challenges (Schuetz, 2018) This method focuses on long-term learning goals, necessitating that learners dedicate significant time and effort to create their final products.
This method is applied to the task ‘Design a marketing plan/ a tour for a tourist destination’
The textbook employs language that aligns well with the learners' C1 proficiency level, ensuring that each new term is accompanied by clear and accessible explanations, making comprehension straightforward.
Summary of the chapter
This chapter has provided a literature review including theories, previous research studies on textbook evaluation, and document analysis The next chapter presents the methodology employed in this research.
METHODOLOGY
Research approach
The study employs a mixed research approach, integrating both quantitative and qualitative methods to enhance data analysis Qualitative research offers valuable insights and identifies trends through a limited number of cases, while quantitative research effectively summarizes extensive data and facilitates generalizations Relying solely on quantitative methods lacks the depth necessary for comprehensive understanding, highlighting the importance of incorporating qualitative methods Data is collected through questionnaires featuring both open-ended and closed-ended questions to capture a well-rounded perspective.
Selected subjects
The researcher plans to distribute online questionnaires to Administration students from QH2017 who completed the English for Tourism textbook in the second semester of the 2019-2020 academic year, as well as to four teachers who have taught or are currently teaching the textbook The anticipated number of responses is detailed in Table 1 below.
The expected number of responses
Faculty Respondent Number of responses
Data collection instruments
Using Tomlinson’s (2003) textbook evaluation framework, the researcher develops a personalized questionnaire by crafting original items Subsequently, she enhances her questionnaire by incorporating additional adapted items from the "Tentative Checklist for Textbook Evaluation" (Jayakaran, Reza, & Vahid, 2011).
After that, the researcher categorizes all the items she has made into seven sections: Overall evaluation; Organization, Structure, and Design; Tasks; Methodologies; Practicality; Physical attributes; and Language
The evaluator creates two questionnaires, one targeting teachers and the other for learners, which share a similar structure but differ in specific items Each questionnaire is divided into three main sections, ensuring comprehensive feedback from both groups.
- Part 3: Questionnaire: Section 1: Background information; Section 2: Overall evaluation; Section 3: Organization, Structure, and Design; Section 4: Tasks; Section 5: Methodologies; Section 6: Practicality; Section 7: Physical attributes; Section 8: Language
Sections 2 to 8 of the questionnaire utilize a Likert scale from 1 to 5, where 1 represents "Strongly disagree" and 5 signifies "Strongly agree." Additionally, each section includes open-ended questions to gather learners' insights on the recommendations provided.
To have more insights into the textbook, the researcher also employs document analysis approach.
Data collection procedure
The researcher will distribute online questionnaires through Google Forms to five Administration students and one teacher for piloting, ensuring participants receive clear instructions via email for effective completion The questionnaire includes the researcher's contact information for any needed clarification If no feedback is received, 49 additional questionnaires will be sent to Administration students from the 2019-2020 school year and four target teachers Data will then be collected and analyzed using Microsoft Excel.
Document analysis will be conducted concurrently with the data collection of the questionnaires.
Summary of the chapter
Chapter 3 has given a detailed description of the methodology, selected subject, data collection instruments, and procedure of data collection The participants involve three groups: (1) Administration students of the 2019 – 2020 school year; (2) four teachers who used and taught the textbook; and (3) the textbook English for Tourism Questionnaire and Document Analysis are two data collection instruments of the study.
FINDINGS AND DISCUSSION
Results of the questionnaires
Half of the teachers evaluated the textbook positively, while the other half remained uncertain about its effectiveness Two teachers found it user-friendly, and three agreed that the content aligns with syllabus specifications, objectives, and assessment tasks Additionally, two teachers found the texts interesting However, only one participant supported the continued use of the textbook, suggesting it may not meet the necessary standards for future classes This indicates that the textbook has shortcomings that require improvement.
Teachers’ evaluation on Organization, Structure, and Design
In terms of Organization, Structure, and Design, teachers expressed a favorable attitude towards the materials, with two educators agreeing that ten topics were well-connected Additionally, 75% of participants rated the textbook's consistent structure positively, indicating strong alignment with their expectations.
The layout of the textbook received strong approval for its clarity, making it easy to understand and navigate Additionally, several teachers expressed satisfaction with the design elements, including the appealing visuals and attractive chapter cover sheets.
The evaluation of the tasks received mixed responses, with three participants noting that the tasks were organized in a simple-to-complex sequence and 75% agreeing that the instructions were clear However, many participants expressed uncertainty or a lack of interest in the tasks, which may explain their choices in Items 13 and 14 Consequently, they suggested incorporating additional task types into the textbook, with two teachers strongly agreeing and one teacher agreeing with this recommendation.
The methodology received mixed feedback, with two respondents noting that activities enabled students to discuss in English and apply the target language in real-world contexts Additionally, three participants highlighted that these activities exposed students to real-world problems, fostering collaborative solutions Furthermore, the distribution of individual, pair, or group work activities garnered positive responses, with 75% of participants either agreeing or strongly agreeing with their effectiveness.
In terms of practicality, the evaluation varied among participants While the textbook was seen as a useful supplement to other tourism subjects, all respondents expressed agreement or strong agreement However, half of the participants were uncertain about the relevance of the knowledge presented in the textbook to their daily lives, with 25% indicating that the content was not appropriate.
While the textbook may offer academic value, it may lack practicality and up-to-date information Nonetheless, it is regarded as providing the best benefits relative to its cost.
3 of them rating this ‘agree’ or ‘strongly agree’
Teachers’ evaluation of Most practical topics
According to the teachers’ evaluation, ‘Cultural tourism’ was the most practical topics, with 100% of the participants rating this This was followed by
Ecotourism in Vietnam is gaining traction, with various types of tours being offered Among educators, 50% find topics like Tourism Management, Conducting Tours, and Marketing Promotional Tools to be practical for students Conversely, the least practical subjects identified were Introduction to Tourism, Distribution, and Hotel Management.
Teachers’ evaluation of Physical attributes
Teachers expressed satisfaction with the physical attributes of the textbook, highlighting its durability and ease of portability, with 75% of respondents agreeing or strongly agreeing Additionally, the textbook's paper quality received unanimous positive feedback, with 100% of teachers affirming its high standard.
The evaluation of language in the texts was largely positive, with most respondents believing that the language level and the introduction of new vocabulary, including terminologies and concepts, were suitable for their students' English proficiency However, it seems there may have been a lack of focus on the distribution of vocabulary load and its recycling, which accounts for a significant percentage of uncertainty among the evaluators.
The evaluation of the textbook yielded positive feedback, with over 80% of learners finding it user-friendly Statistics revealed that 63.7% of participants felt the textbook motivated them to continue learning English, while 70.7% believed it enhanced their self-study skills Additionally, 68.3% of learners expressed a desire to reuse the textbook in future classes However, some participants remained uncertain or disagreed with certain aspects, indicating potential shortcomings that require attention.
Learners’ evaluation of Organization, Structure, and Design
The majority of learners expressed satisfaction with the Organization, Structure, and Design of the textbook, with 68.3% acknowledging its consistent linkage across the 10 topics However, Items 7, 8, and 9 received mixed evaluations, as over 60% agreed that the textbook featured a clear layout, well-designed texts, and appealing cover sheets, while others remained uncertain or disagreed Those who responded negatively may have found the textbook unappealing or the layout unclear, with reports of pixelated visuals and poor quality contributing to their dissatisfaction.
With regard to tasks, the evaluation of tasks received mixed opinions The majority of the learners (56,2%) expressed neutral or negative opinions on Item
10, implying that the current tasks might not be attractive This might be a suggestion for changing the tasks or adding more appealing tasks to the textbook
A significant majority of learners (58.6%) found the task instructions to be clear and comprehensive, while 31.7% felt uncertain and 9.8% disagreed, suggesting a need for the textbook author to simplify the language for better accessibility Additionally, over 60% of learners deemed the workload adequate; however, 24.4% were unsure and 9.8% disagreed, indicating that the workload may be perceived as too heavy or that more tasks could be beneficial.
Learners’ evaluation of most useful tasks
As regard to the most useful tasks, 82,9% of the participants chose
‘Design a marketing plan/ a tour for a tourist destination’ as the most useful task Conversely, there were only a small percentage of them, under 20%, found
The 'Translation Practice' and 'Review Questions' were deemed highly useful, while the 'Case Study' ranked as the second most beneficial task, followed closely by the 'Discussion' task at 31.7% These statistics suggest that the author should focus on enhancing tasks that foster problem-solving skills and address real-world issues Additionally, there is a need to reassess and improve the two tasks that were found to be the least useful.
Learners’ evaluation of Most interesting tasks
A significant number of individuals find the task of designing a marketing plan or tour for a tourist destination more engaging compared to those who enjoy reviewing questions or participating in translation practice Only a small percentage, 22% and 31.7% respectively, reported enjoyment from discussion and case study tasks.
Recommendations for the improvement of the textbook
In the questionnaire, the teachers were asked to make suggestions for each section Their suggestions are presented below:
Three recommendations were received, which mainly focus on the contents of the textbook, as illustrated below:
• “Basically, the layout of the textbook in general and the chapters in particular is quite uniform in format However, the contents should be updated and adjusted” (Teacher 1, 2021)
• “Add more real examples in Vietnamese context” (Teacher 2, 2021)
They suggested that the textbook should be updated with new information and adjusted in a way that is more suitable to the context of Vietnam
Teachers’ recommendations for Organization, Structure, and Design
In this criterion, the teachers’ recommendations can be divided into 3 themes: (1) Revising the structure of the textbook; (2) Combining or adding topics; (3) Adding visuals and redesigning the cover sheets
(1) Revising the structure of the textbook
The textbook’s arrangement was reported to be not uniform, discussed below:
• “The structure in general is quite uniform However, some adjustments should be made to some contents and the structure of some chapters” (Teacher 1, 2021)
In Chapter 8, titled "Distribution System," the "Case Study" section is uniquely positioned in the middle of the chapter, diverging from its usual placement at the end of each chapter, and it lacks a pre-introduction.
Teacher 3 (2021) further suggested ways, by combining the current topics or adding more necessary topics, to reorganize the chapters of the textbook, as follows:
Cultural tourism and ecotourism are integral components of the diverse landscape of tourism types, highlighting the importance of immersive experiences in different cultures and natural environments Additionally, the chapter on conducting tours should encompass various types of tours, showcasing the myriad ways travelers can explore and engage with their destinations Furthermore, the topic of distribution plays a crucial role in understanding how these tourism experiences are marketed and delivered to potential travelers.
“Marketing promotional Tools” should be combined into one topic
“Tourism marketing” in general In addition, topics such as “Services in tourism” and “Career and job opportunities in tourism” can be added
(3) Adding visuals and redesigning the cover sheets
Two feedback regarding visuals from the teachers were received The teachers expected to have more images and make modifications to some visuals, as stated below:
• “Adjust some pictures to make it more suitable” (Teacher, 2021)
It might stem from the fact that the cover sheets are not relevant to the contents of the chapters (See Appendix 7)
Replacing the cover sheet of Chapter 3 with that of Chapter 8 would enhance recognition for learners, as Chapter 8 features Trang An, a renowned ecotourism destination Additionally, substituting the artwork on Chapter 3's cover with an image of a girl wearing a Non would further enrich the visual appeal and relevance of the chapter.
La, a traditional symbol of Vietnam, so that the learners can easily relate to it
The researcher recommends that the author include captions beneath each image to enhance learner comprehension In the NATURAL SITES section, a variety of locations are mentioned; however, the inclusion of only one image leaves learners unclear about its specific association with the listed places (See Appendix 8).
The article presents seven key recommendations for enhancing a textbook, categorized into two main themes First, it suggests incorporating a 'Key Concepts' section after each chapter and including a glossary at the end Second, it emphasizes the need for updated Vietnamese case studies, revising lengthy review questions, adding more open-ended questions to the discussion section, and removing the translation practice component.
(1) Adding a ‘Key concepts’ section after each chapter of a glossary at the end of the textbook
One teacher suggested having a “Key concepts” section after each chapter to help the learners’ consolidation and revision
• “After each chapter, there should be a ‘Key concepts’ section.” (Teacher 1,
Reviewing the textbook, the researcher recognizes that only Chapter 8 and
9 restate the concepts, yet they do not have a section for them (See Appendix 9
While certain key concepts are highlighted in dashed boxes, others are not (refer to Appendix 9 & 10) To enhance the learning experience, it would be beneficial to include a dedicated section for key concepts at the end of each chapter or a comprehensive glossary at the end of the textbook, allowing learners to easily review important terms without revisiting entire chapters.
(2) Adding Vietnamese and up-to-date case studies
To improve “Case study”, the teachers recommended adding more practical and latest cases relevant to the context of Vietnam, as follows:
• “Should be more practical” (Teacher 2, 2021)
• “Case study section should be updated with more suitable cases” (Teacher
• ““Case study” section should be updated and add more cases stick to Vietnamese context” (Teacher 4, 2021)
The textbook's case studies are outdated, sourced from several decades ago, and fail to address contemporary issues Additionally, there is a notable absence of case studies that reflect the context of Vietnam.
Regarding the improvement for the ‘Review questions’ section, one suggested that text review questions should be logical and concise, as shown below:
• “The review questions should be revised in order to be more suitable and succinct” (Teacher 1, 2021)
(4) Adding more open questions for the Discussion section
As regard to the Discussion task, more open questions for the learner to discuss were recommended:
• “Open questions for discussion” (Teacher 2, 2021)
Open questions allow for a wide variety of responses, enabling learners to express diverse opinions on a topic and collaboratively identify the most effective solutions to problems This concept is further explored in the discussion questions presented in Chapters 3, 6, and 7.
Chapters 8, 9, and 10 emphasize the importance of problem-solving and critical thinking skills, while Chapters 1, 3, and 4 focus primarily on the presentation and summarization of information This approach limits the assessment of learners' deep understanding of the material.
Discussion question of Chapter 1, 3, and 4 should be added open questions involving real-life problems so that the learners can apply their recently acquired knowledge to discuss
One suggested asking the learners to remove the “Translation practice” task, as follows:
• “Translation should be removed” (Teacher 4, 2021)
Some learners felt that the assigned tasks during the course were not mandatory, likely due to the lengthy translation texts that could not be completed in a single lesson Additionally, this section seemed unnecessary and could be substituted with more engaging activities like discussions or presentations.
The teachers proposed several ways for the improvement of activities during classes, as stated below:
• “More type of tasks and video should be added, making the lesson more updated, interesting, and interactive” (Teacher 4, 2021)
• “More activities which give students chances to explore and use English in the real circumstances should be added” (Teacher 2, 2021)
Teachers prioritize practical activities to enhance lesson engagement By incorporating diverse tasks and videos, they make learning more interactive and enjoyable Additionally, it's essential to include activities that allow learners to practice English in real-life contexts, thereby increasing authenticity Suggested methods for achieving this include
• “Chapter 8 about career and experience should be conducted in the form of a workshop/ seminar/ sharing instead of theory” (Teacher 1, 2021)
• “The activities are actually flexible to be added or crossed out by each teacher My students are required to involve in discussions, analyze real examples frequently” (Teacher 2, 2021)
To enhance the textbook's language quality, a thorough review process is recommended to correct typographical errors Additionally, the vocabulary should encompass a diverse range of topics and real-life scenarios relevant to Vietnam, with an emphasis on incorporating more tourism-related terms.
• “Need to check typos Wording should be more suitable for the context of Vietnam” (Teacher 1, 2021)
After checking, the researcher suggests editing typographical errors (see Appendix 5)
Learners provided valuable feedback on the textbook's content, highlighting seven key themes for improvement: (1) Ensure knowledge is evenly distributed across the ten chapters; (2) Verify the relevance of headings to their respective content; (3) Enhance details and specificity within the material; (4) Incorporate practical and current information; (5) Eliminate repetitive content; (6) Include a summary section at the end of each chapter; and (7) Revise the existing topics for better clarity and relevance.
(1) Distributing evenly the knowledge among 10 chapters
Five comments expressed the wish to rearrange the amount of the knowledge across the textbook, as presented below:
• “The amount of knowledge between chapters is not uniform, with some chapters longer than others” (Student 1, 2021)
• “There are some chapters containing a very large amount of new knowledge to us, while there is not enough time in class for us to absorb” (Student 2, 2021)
• “The amount of knowledge in each chapter should be revised, as there are some longer chapters” (Student 3, 2021)
• “Each chapter should be reorganized Some chapters are long but others are quite short” (Student 4, 2021)
• “I sometimes find it hard to understand the textbook because tourism is not a familiar field to me and some chapters cover lots of information that
To ensure effective learning, it is essential to balance the length of chapters, as current disparities exist, with most chapters ranging from 9 to 16 pages, while Chapter 5 has only 6 pages and Chapter 9 extends to 40 pages This imbalance hinders learners' ability to grasp the content of Chapter 9 within the allotted lesson time (See Appendix 31) Therefore, it is recommended that each chapter be standardized to contain between 15 to 20 pages, promoting a more motivating and manageable learning experience for students.
(2) Checking the relevance between the heading and its content
One learner commented on the irrelevance of the contents and their headings, as below:
Certain chapters in the textbook contain headings and content that lack logical coherence, which complicates lesson preparation for presentations This issue arises from the fact that the knowledge presented is derived from various sources, making it challenging for students to effectively gather information (Student 7, 2021).