INTRODUCTION
RATIONALE OF THE STUDY
Course books play a crucial role in language teaching and learning, as appropriate materials can enhance the effectiveness of the educational process Therefore, having high-quality course books is vital for a successful language-teaching program, particularly in the context of Vietnam.
Vinh University has a long history of teaching English, continuously updating its course books for non-English major students to align with training objectives and student needs Despite the abundance of available textbooks, selecting materials that cater to the diverse English proficiency levels of non-English major students remains a challenge.
In 2008, Vietnam launched Government Decision 1400 aimed at overhauling the teaching and learning of foreign languages in its national education system To support this initiative, the Ministry of Education and Training introduced the National Foreign Language 2020 Project, commonly known as Project 2020, in 2010.
Among the objectives of the project is establishing regional foreign language centers as a major strategy to address teacher development and language teaching quality throughout the country
Under Project 2020, Vietnam aims to ensure that most students can confidently use a foreign language, particularly English, in their studies, daily communication, and professional environments by the year 2020 As part of this initiative, it is anticipated that non-English major graduates from Vinh University will attain the third-highest level of English proficiency as defined by the Vietnamese Language Proficiency framework.
Vinh University’s English teachers have chosen the textbook “Target Pet” for first-year non-English majors in the credit-based system, aligning with the six levels of the Common European Framework This decision is driven by the need to enhance language proficiency among students.
This study aims to evaluate the course book "Target Pet" used by first-year non-English majors at Vinh University, as there has been no prior research assessing its alignment with student needs and course requirements regarding objectives, content, and teaching methodology By gathering insights from both teachers and students, the research seeks to improve the quality of the materials, enhance learning efficiency, and foster greater interest in language learning.
AIMS OF THE STUDY
The aims of the study are as follow:
Evaluating the course book's alignment with students' proficiency levels and needs, as well as the course's objectives, content, and teaching methods, is essential for both educators and learners.
+ to evaluate the effectiveness of the course book in helping the students achieve the goals and objectives from the perspective of students and teachers
+ to suggest the material adaptations in responding to the course requirements and students‟ needs.
RESEARCH QUESTIONS
In order to meet the aims of the study, the following research questions are generated:
1 How far does the book “Target Pet” match the 1 st year non - English majors’ level, needs and the course requirements in relation to aims, content, and methodology at Vinh university?
2 What adaptations should be made to the book “Target Pet” to make it more effective in response to the course requirements and the non - English majors’ needs?
SCOPE OF THE STUDY
This study evaluates the book "Target Pet" used by first-year non-English majors at Vinh University, following the criteria established by Hutchinson and Waters (1987) The evaluation focuses on three key aspects: the aims of the material, the content presented, and the methodology employed in the teaching process.
ORGANIZATION OF THE STUDY
The thesis consists of the following parts:
This part provides the rationale, the aims, the scope, research questions and organiztion of the thesis
Chapter 2: Literature Review and Theoretical Background
This section will present a theoretical background on the topic, along with a comprehensive review of relevant articles, books, and resources It will include detailed descriptions, summaries, and critical evaluations of each referenced work to enhance understanding and context for the study.
This part presents the detailed procedure of the study: the methodology, population selection, data collection and analysis
The part discusses the findings of the study; points out the strengths and weaknesses of the book “Target Pet”, and offers the recommendations for the material supplements and adaptations
The conclusion provides a summary of all the major parts being presented in the study, the conclusions drawn out and suggestions for further research.
THEORETICAL BACKGROUND AND LITERATURE
THEORETICAL BACKGROUND
2.1.1 What are language- learning materials?
Textbooks are vital tools in foreign language teaching, but their diverse purposes make generalizations challenging Language practitioners have developed their own definitions, with Tomlinson (2001:66) describing language-learning materials as anything used by teachers or learners to enhance language acquisition This pragmatic view encourages materials developers to utilize various input sources and reminds teachers that they are also responsible for creating effective instructional materials These materials can provide exposure to the language, stimulate language use, or promote exploratory learning.
Ur (1996) defines a "course book" as a textbook that both teachers and students typically possess, serving as the systematic foundation for a language course This concept is echoed by Hutchinson and Torres, emphasizing the importance of course books in language education.
Textbooks play a crucial role in classroom instruction by offering essential resources such as texts, activities, and explanations (1994) Sheldon (1987) defines a textbook as a published resource specifically designed to help non-native English learners enhance their language skills and communication abilities.
Textbooks serve as essential tools in the educational process, acting as constant companions for learners and facilitating classroom interactions According to Grant (1987), textbooks can be categorized into traditional and communicative types Traditional textbooks focus on language as a system, emphasizing forms and patterns, while communicative textbooks prioritize the functional use of language Despite varying definitions, textbooks are universally acknowledged as vital components in foreign language instruction In Vietnam, they provide a foundational resource for both teachers and students, with many educators relying on at least one textbook as their primary guide in language teaching The extensive use of textbooks is fundamental to the language education landscape across the country.
According to Harrison (2002), a teacher, trainer, and author of several EFL courses, teaching materials vary greatly based on the context and target audience Nonetheless, two primary types of teaching materials can be identified.
+ In-house/ Teacher - produced materials
Institutionally produced materials are comprehensive resources designed to support specific modules or entire courses For instance, if an English department finds that their existing course book lacks sufficient writing practice for students, they may opt to create a supplemental writing module to enhance the curriculum.
The use of commercial materials, especially course-books, often sparks controversy due to concerns about their ability to meet the diverse needs of language learners in classrooms Many educators believe that a single course-book may not adequately address the varied learning styles and requirements of students.
Commercial materials (textbooks) are largely produced in various levels, and available in the market They can be for general English and English for specific purposes
When choosing commercial materials, it is crucial to align them with the program's goals and objectives while ensuring they reflect one's beliefs about language and learning Additionally, these materials should resonate with learners' attitudes, beliefs, and preferences to enhance their effectiveness.
According to Sheldon (1991), evaluating commercial materials involves a comprehensive checklist that considers criteria like rationale, accessibility, layout, and ease of use Breen and Candlin (1987) offer a more user-friendly set of evaluative questions, encouraging teachers to engage in a thoughtful selection process for instructional resources.
Littlejohn and Windeatt (1991) propose six key perspectives for evaluating commercial educational materials: the general knowledge they provide, the underlying views on knowledge acquisition, the perspectives on language learning, the implicit role relations, the opportunities for cognitive development, and the values and attitudes embedded within the materials.
Commercial materials like the Headway series, Cutting Edge, and Business Objectives are created by major educational publishers in collaboration with one or more authors Authors may propose ideas for textbooks, or publishers may identify a demand for specific courses and enlist authors and other contributors to develop them Additionally, published courses can originate from in-house materials.
The use of commercial textbooks in teaching has both advantages and disadvantages, depending on how they are used and the contexts for their use Among the principal advantages are:
- They provide structure and a syllabus for a program Without textbooks a program may have no central core and learners may not receive a syllabus that has been systematically planned and developed
Textbooks play a crucial role in standardizing instruction across different classes, ensuring that all students receive consistent content This uniformity allows for equitable testing methods, enabling fair assessments of student performance.
Using a well-developed textbook ensures that students engage with high-quality materials that are grounded in proven learning principles and appropriately paced for effective understanding.
Educational materials come with a diverse range of resources, including textbooks, workbooks, CDs, cassettes, videos, CD-ROMs, and detailed teaching guides, offering a wealth of tools for both teachers and learners.
- They are efficient They save teachers' time, enabling teachers to devote time to teaching rather than material's production
Textbooks serve as valuable resources for teachers whose first language is not English, offering essential support in generating accurate language input They can deliver effective language models that enhance teaching quality and facilitate better communication in the classroom.
- They can train teachers If teachers have limited teaching experience, a textbook together with the teacher's manual can serve as a medium of initial teacher training
- They are visually appealing Commercial textbooks usually have high standards of design and production and hence are appealing to learners and teachers
However there are also potential negative effects of the use of textbooks For example:
LITERATURE REVIEW
So far, a number of studies on materials evaluation in ELT have been conducted both in the world and in Vietnam
In the context of English as a Foreign Language (EFL) in Iran, textbook evaluation has garnered significant attention from researchers Ansari and Babaii (2002) sought to identify universally accepted characteristics of EFL/ESL textbooks and established guidelines for their systematic evaluation Their analysis of ten textbooks revealed key characteristics of effective materials, including the dissemination of a clear vision regarding language, learning, and practical application of theoretical concepts Additionally, they emphasized the importance of teacher satisfaction with the syllabus, which should provide guidance on methodology, theoretical orientations, and access to supplementary materials Lastly, learner satisfaction is crucial, with a focus on clear, step-by-step instructions for exercises throughout the syllabus.
In 2003, White evaluated various assessment methods and utilized the McDonough and Shaw model to analyze the strengths and weaknesses of the High Impact coursebook 4, aimed at beginner and intermediate Korean students The findings indicated that both the coursebook and workbook were suitable for the target audience.
In a 2006 survey conducted by Lin, the selection of English textbooks in junior high schools across Taipei City and Taipei County was examined following the implementation of the Nine-year Integrated Curriculum The study focused on English teachers' criteria for evaluating new textbooks, the selection committees and processes at each school, and teachers' satisfaction with the contents of the new materials, including students' books, workbooks, and teacher's guides Additionally, it explored the reasons behind teachers' decisions to change textbooks and the resulting consequences The analysis revealed that teachers reported greater satisfaction after the adoption of the new textbooks.
In a study by Liu (2007), 239 English teachers in Taiwan were surveyed through questionnaires and interviews to evaluate their satisfaction with elementary English textbooks, including the student’s book, workbook, and teacher’s book The research focused on teachers' assessments of these materials, the teaching aids, and the challenges they faced while using them The findings revealed that many teachers expressed dissatisfaction with the teacher’s book, citing issues such as unclear explanations, inadequate activity design, lack of relevant background information, absence of content-related information, and no translations of the texts.
Riasati and Zare (2010) attempted to evaluate the suitability of New Interchange Series from the Iranian English as a Foreign Language (EFL) teachers„ perception
A study involving thirty-five male and female Iranian EFL teachers utilized a textbook evaluation questionnaire created by Litz (2000) to assess the strengths and weaknesses of a particular series Descriptive statistics were employed to analyze the data, revealing notable findings Among the strong points highlighted by the teachers were the series' practical considerations, including its reasonable price, accessibility, and the availability of supplementary materials such as a teacher's book and audio tape.
In 2008, Alamri conducted an evaluation of the newly released Sixth Grade English Language Textbook, "English for Saudi Arabia," designed for Saudi boys' schools The study's findings were largely positive regarding the textbook's content, although concerns were raised about the teaching methods and certain sub-items.
In 2002, Le Thi Hue conducted an evaluation of the English 11 textbook used at Phan Dinh Phung Secondary School in Hanoi The study found that the textbook aligned well with the course objectives and was appropriate for the students' level, making it somewhat engaging for learners However, teachers suggested that additional modifications and enhancements are necessary to improve the textbook's effectiveness in the future.
In 2010, Doan Phuong Ngan conducted a study on the evaluation of the English 1 textbook used at Vietnam University of Commerce (VUC) by both teachers and students The findings revealed that participants held positive views regarding the textbook's approach, organization, topics, vocabulary, grammar difficulty, and its components for reading, listening, and speaking However, they also identified areas needing improvement, including the design, the number of review units, pronunciation exercises, and writing skills The research concluded with practical recommendations to enhance the textbook's effectiveness for future use.
Currently, there is a lack of research assessing the alignment of the book "Target Pet" with the needs of students and the course requirements at Vinh University, particularly regarding its aims, content, and methodology before its integration into the language program.
SUMMARY
This chapter reviews the literature on materials evaluation, covering key aspects such as definitions, roles, purposes, types, evaluators, models, and criteria involved in the evaluation process It also includes theoretical discussions on materials adaptation and presents a range of previous studies related to materials evaluations Serving as a theoretical foundation, this chapter supports the applications discussed in Chapter III and outlines necessary improvements for the "Target Pet" course book aimed at non-English majors at Vinh University Additionally, it aids in the design of the study's tools to be elaborated on in the subsequent chapter.
RESEARCH METHODOLOGY
AN OVERVIEW OF CURRENT ENGLISH TEACHING AND LEARNING
At Vinh University, English is a compulsory subject for most students across various majors, with non-English majors expected to achieve a B1 level according to the Vietnamese Language Proficiency Framework upon graduation To facilitate this, the university has implemented the "Target Pet" textbook for first-year non-English majors, requiring them to complete 7 credits of English, equivalent to 105 periods However, students face challenges due to their varied backgrounds in English learning, with many lacking practical communication skills and experiencing anxiety about making mistakes Limited class time and large class sizes hinder effective teaching, leaving many students disengaged and preferring individual work over group activities Furthermore, a prevalent belief among students that English is not essential for their future careers leads to a lack of motivation to prepare or review lessons, complicating teachers' efforts to engage students and enhance their learning experience.
At Vinh University, 20 teachers responsible for non-English majors utilize both traditional and communicative approaches to meet the essential requirements of their English courses To evaluate the effectiveness of the textbook in relation to the EFL curriculum goals, a series of evaluation questionnaires were developed for both teachers and students at the end of the first course year These questionnaires addressed specific concerns relevant to Vinh University, including practical aspects, layout, activity balance, skills integration, and cultural considerations The feedback gathered from these surveys is expected to clarify teaching and learning objectives, while also providing valuable insights and diverse perspectives that may have been previously overlooked.
The study included a student needs analysis conducted alongside the textbook evaluation survey to accurately capture classroom demographics and students' aims, concerns, interests, expectations, and views on teaching methods This approach aimed to enhance the textbook evaluation process by aligning actual student needs with the perceived goals and objectives of the EFL program.
The primary aim of utilizing a questionnaire in this study is to gather insights from teachers and students regarding educational materials This method alleviates pressure on respondents compared to interviews or direct discussions with the researcher Additionally, the data collected through the questionnaire can be easily summarized and reported, as all participants respond to the same set of questions.
The teaching material currently used for the non- English major students is “Target
"Pet" by Sue Ireland and Joanna Kosta is being introduced for the first time at Vinh University This comprehensive textbook effectively addresses the four essential language skills: listening, speaking, reading, and writing, blending traditional teaching methods with contemporary communicative approaches.
The 12-unit textbook is programmed to be taught in 2 semesters as presented below in Table 3.1:
Table 3.1: Distribution of Time and Units in 2 Semesters
Time (50- minute lesson period/ week) Units Textbook
RESEARCH DESIGN
This study employs both quantitative and qualitative methods, utilizing questionnaires and tests to assess the evaluations of the book "Target Pet" by students and teachers at Vinh University, specifically for non-English major students.
The purpose of this test is to evaluate how well the book "Target Pet" aligns with the level, needs, and course requirements of first-year non-English majors at Vinh University, focusing on its aims, content, and methodology.
PARTICIPANTS
This research involves two groups of respondents: English teachers and non-English major students at Vinh University Importantly, the study maintains confidentiality by not identifying any teachers or students by name.
The research involved twenty teachers from various universities in Vietnam, including the College of Foreign Languages at Vietnam National University-Hanoi and Vinh University These educators, aged between 32 and 56, primarily teach non-English major students at Vinh University Most of them are seasoned professionals, with 10% having at least five years of teaching experience Notably, 45% of the teachers have taught for over five years, while another 45% are highly experienced, boasting more than five years in the field.
The teaching staff comprises one Ph.D holder and 14 teachers with M.A degrees, representing 70% of the team, while 25% are currently pursuing their M.A studies Each teacher is responsible for instructing 3 to 4 classes, with a maximum of 50 students per class Additionally, all educators are required to adhere to the curriculum outlined in the book "Target Pet" by Sue Ireland and Joanna Kosta throughout the 105 periods of the training program.
This study involves 200 first-year students from various majors, including Finance and Banking, Accounting, Information Technology, Business Administration, Mathematics, Literature, and Law These students are asked to complete questionnaires specifically designed by the author to gather relevant data.
Many students have been studying English for three to over ten years, while some have not had the opportunity to learn it due to their schools only offering French or Russian This significant disparity in English language exposure impacts students' attitudes toward learning.
DATA COLLECTION INSTRUMENTS
This study utilized survey questionnaires for teachers and students, along with analyses of test results, materials, and syllabi, to gather valuable insights for the research.
Scholars including Cunningsworth (1995), Sheldon (1987), Ur (1996), Tomlinson (1998), and Richards (2001) recommend using a series of textbook evaluation survey questionnaires to assess the strengths and weaknesses of educational materials This evaluation process is essential for determining how well a textbook aligns with the learners' desired and attainable goals.
Three types of questionnaires were distributed to teachers and students, maintaining a consistent content focus to minimize personal bias and ensure reliable data collection The survey questions address objectives, activity range and balance, skills integration, subject appropriateness, and language types in the book "Target PET." Most items were adapted from Hutchinson and Waters' (1987) evaluation criteria for ELT materials, with over 99% of the questions being close-ended Respondents indicated their perceptions by marking a column, using a rating scale from 1 (strongly disagree) to 5 (strongly agree) In data analysis, responses of "strongly disagree" (1) and "disagree" (2) were combined, as were "strongly agree" (5) and "agree" (4), while "not sure" responses were excluded from analysis.
Following a thorough analysis of the syllabus and materials, questionnaires were crafted and distributed to both students and teachers at the conclusion of the first semester of the 2013-2014 academic year.
Questionnaires have been read thoroughly to make sure that any ambiguity arising could be avoided The respondents then are asked to return the questionnaire in a week
To facilitate accurate comprehension and responses from students, all questions are presented in Vietnamese, allowing them to express their thoughts fully and comfortably in their native language.
The syllabus is analyzed according to three criteria: aims, content and methodology The course objectives in the syllabus are carefully examined as a subjective analysis
The book "Target Pet," created by Sue Iceland and Joanna Kosta for international students, has been thoroughly analyzed by researchers, with findings compared to data gathered from participant responses.
In this study, teacher evaluators who have experience with the "Target Pet" material assess its effectiveness based on a thorough analysis of the teaching resources and course requirements The document analysis focuses on the course syllabus and the "Target Pet" material, evaluating them against three key criteria: aims, content, and methodology.
The final achievement paper test serves as a crucial tool for evaluating student performance, comprising three sections: grammar-vocabulary, reading comprehension, and writing This test format mirrors the B1 exam that students must pass prior to university graduation The researcher analyzed the results of 200 students participating in the study to assess the effectiveness of the "Target Pet" book in helping students meet the course objectives at Vinh University.
DATA COLLECTION ANALYSIS
The data collected through appropriate instruments were analyzed using various statistical tools and narratives Frequency counting, percentages, and descriptions of qualitative data were employed for analysis The findings were then presented in both qualitative and quantitative formats, as detailed in Unit Three.
RESEARCH PROCEDURES
The procedures of the research have been carried out as follows:
1 Collecting data through questionnaires and analyses of course syllabus, materials and test results
2 Categorizing the data into intended groups
4 Describing the collected data presented in tables and figures
5 Generalizing and giving comments and evaluations.
SUMMARY
This chapter presents an overview of the English teaching and learning environment at Vinh University, focusing on English teachers experienced in the "Target Pet" material and first-year non-English major students The research utilized questionnaires, course syllabi, and materials, evaluated based on aims, content, and methodology, to address two key research questions.
FINDINGS AND DISCUSSION
FINDINGS AND DISCUSSIONS
4.1.1 Aims of the Course syllabus and “Target Pet”
4.1.1.1 Aims of the course syllabus
The 7- credit course English I, II is aimed at orientating students in the content requirement of the exam tasks at level B1 by providing them with:
- basic vocabulary for daily communication
- the opportunity to practice reading skills through reading texts about different themes
- the opportunity to practice listening skills through a variety of listening activities
- the opportunity to practice writing skills with focus on writing complex sentences, notes, emails and stories
- the opportunity to practice everyday spoken language in common situations
The course primarily aims to enhance students' foundational grammar and vocabulary, which are crucial for their success in learning English for communication at a low intermediate level To achieve these objectives, the curriculum emphasizes the development of all four language skills: reading, speaking, writing, and listening, while also prioritizing pronunciation improvement as a key goal.
Target PET is an intensive short course designed to enhance English skills for learners preparing for the PET exam at the B1 level of the Common European Framework of Reference for Languages (CEFR) The course comprises 12 units, each split into two lessons that focus on various exam-related topics Each lesson includes essential vocabulary, language insights, and authentic exam practice to ensure comprehensive preparation.
The course effectively addresses grammar, vocabulary, and language skills such as reading, writing, listening, and speaking However, it lacks a focus on pronunciation, indicating that the requirements for improving pronunciation have not been met.
Each lesson emphasizes essential vocabulary and revisits it throughout the course The Language Focus sections provide systematic practice of key language areas necessary for exam success Additionally, a comprehensive Language Summary section on pages 101 to 112 offers an in-depth review of the language points discussed in the lessons Learners can further reinforce their understanding of vocabulary and language concepts through additional practice opportunities.
Workbook and in the Review units
The grammar section is designed to enhance students' reading and writing skills in preparation for the B1 exam It consists of three stages: presentation, rules, and practice During the presentation stage, students engage with tasks that emphasize new grammar points In the second stage, they analyze and deduce the rules and usage of these grammatical elements Finally, the practice stage offers exercises that allow students to reinforce their understanding and application of the newly learned structures.
As shown above, the material proves to be successful in providing students with the basic knowledge of grammar as the course requires
The vocabulary section deals with vocabulary for daily communication on common topics such as: hobbies and interests (unit 1), family, ages, describing people (unit
2), daily life (unit 3), food and special occasions (unit 4 ), travel and transport (unit
6), sport (unit 7), etc The list of vocabulary is just found at the end of the book (for a sample, see table 4.1 below)
Table 4.1: The vocabulary list of unit 1 (Target Pet, p 122)
The material effectively enhances students' vocabulary through diverse examples and illustrative images for each new word Additionally, vocabulary exercises aid in practice and retention, demonstrating that the content meets the necessary criteria for vocabulary improvement.
The material fails to facilitate essential pronunciation skills such as stress, intonation, reduced vowels, and word linking, as it lacks dedicated pronunciation practice in each unit Additionally, there is no specific pronunciation section in the table of contents, only a mention in the syllabus outline Consequently, the goal of enhancing pronunciation has not been achieved.
The book "Target PET" familiarizes students with the reading component of the PET examination, featuring 35 questions across five distinct tasks These sections aim to assess a wide array of reading skills, utilizing texts sourced from real-world contexts and tailored to suit the PET exam's level.
The book "Target Pet" offers a variety of short and longer factual texts sourced from signs, brochures, newspapers, magazines, and messages like notes and postcards, effectively preparing students for the PET exam format and task types By focusing on everyday life topics, the materials enhance students' reading skills The reading section is structured in three stages: pre-reading, while-reading, and post-reading, facilitating effective use for both students and teachers In the pre-reading stage, students answer questions to predict content, followed by reading the text and responding to those questions during the while-reading phase Finally, post-reading tasks, including short answers, multiple-choice questions, and true/false statements, assess comprehension and further develop reading skills.
The book "Target Pet" is designed to equip students with extensive practice for every writing task on the exam It features valuable Exam Tips that offer essential guidance for completing various tasks, such as filling in gapped sentences (units 2 and 11), crafting a concise message of 35-45 words based on specific instructions (units 1 and 7), and writing a longer piece, which can be either an informal letter (unit 4) or a story of approximately 100 words (units 6).
12) As a result, students are able to use the words they know appropriately and accurately in different written contexts, and be capable of producing variations on simple sentences
The book "Target Pet" outlines the listening component of the PET examination, featuring recorded materials like announcements, interviews, and discussions related to everyday life It offers students the chance to enhance their listening skills for various purposes, including identifying key words, details, gist, and recognizing questions and information.
In "Target Pet," speaking skills are integrated into follow-up activities designed to reinforce vocabulary and grammar, rather than being presented as standalone sections This approach emphasizes the importance of speaking in the context of post-reading exercises, enhancing the overall learning experience.
"Target Pet" empowers students to ask questions, comprehend responses, and communicate effectively, enabling them to express their emotions and reactions freely.
4.1.1.3 Comments on the material evaluation in term of aims
The analysis indicates that the material has successfully met the course objectives regarding grammar, vocabulary, and the four language skills However, it has not fulfilled the requirements for pronunciation.
4.1.2 Content of the course syllabus and the book “Target Pet”
The author assessed "Target Pet" by comparing its content to the course's requirements, determining how effectively it meets those standards.
4.1.2.1 Content requirement of the course
Table 4.2: The content requirements of the course
- Tenses: present simple, present continuous, Past simple, used to, Past continuous, present perfect, past perfect
- Grammatical structures: such that and too / enough to; passive and active; first and second conditional modal passives; have/ get something done; reported speech
- Verbs of like and dislike, Agreeing, disagreeing and suggesting, Predicting the future; Obligation, prohibition and permission
- Using of comparative and superlative adjectives and adverbs ; quantifiers; - ed/-ing adjectives, adverbs and adverbial phrases, Conjunctions; Adjective order, Relative pronouns
Vocabulary - Words related to common topics
2 Macro-skills and their proportion
Reading, writing, listening and speaking (with more focus on listening and speaking skills in class)
Writing Writing complex sentences, communicative texts such as notes, messages, emails, and stories
Listening Listening for key information, listening for detailed meaning and speaker opinion
Speaking Asking for information, making an interview, making a description, asking for clarification
- Written texts from everyday lives such as street signs and public announcements, information on the radio, and talks and interviews
5 Topics Common, interesting topics with updated information
8 Time allocation 8 periods per unit
4.1.2.2 Content of the book “Target Pet”
ANALYSIS OF TEST RESULTS
The analysis of the final achievement paper test results assessed the effectiveness of the "Target Pet" method in teaching and learning English at Vinh University, with findings detailed in the table below.
Table 4.7: Students‟ final achievement paper test results
The recent exam results at Vinh University reveal that 39% of students scored between 0 to 3.4, while 45% scored between 4 to 5.4, and only 16% achieved scores from 5.5 to 10 This marks the first instance of students taking an exam formatted similarly to the B1 test, which has led to lower performance due to limited exposure and practice with the exam format Additionally, students' reading and writing skills remain underdeveloped, despite these sections accounting for 80% of the total test marks The lack of success in reading part 1 and writing part 2 indicates that the textbook "Target Pet" has not effectively met the students' learning objectives.
RECOMMENDATIONS FOR MATERIAL IMPROVEMENT
The analysis reveals that "Target Pet" serves as a valuable resource for non-English major students at Vinh University, though it also presents notable weaknesses that necessitate prompt enhancements To address these issues, the writer proposes several recommendations for improving the material through strategies of addition, deletion, and replacement.
The addition technique discussed in Chapter Two involves enhancing educational material both quantitatively and qualitatively Quantitative enhancement entails extending existing components without altering the methodology, while qualitative enhancement introduces new language skills or components At Vinh University, applying qualitative improvements is essential for specific educational goals This includes incorporating writing, speaking, and pronunciation sections with tailored exercises such as sentence transformation and role-playing Additionally, providing teachers with guidance on these skills is crucial It is also recommended to allocate appropriate time for each section, reducing time for reading and grammar Finally, integrating speaking and listening sections into placement and achievement tests will enable teachers to assess students' proficiency and motivate them throughout the course.
Deletion involves removing specific stages or entire activities within a lesson to better align with the overall objectives of the unit In this context, teachers are encouraged to transfer certain tasks from the exercise section to the workbook for at-home practice For instance, tasks related to reading part 2 and listening part 1 in the exam practice section should be omitted, as they do not appear on the final achievement test (refer to appendix 6) Additionally, classroom observations indicate that these tasks require significant time for students to complete.
Following evaluation, certain parts or exercises of the material may be deemed ineffective or misaligned with course objectives This study proposes replacing these inappropriate topics with more engaging and current ones to enhance student motivation in learning English For example, teachers should create tasks and exercises that focus on grammar, vocabulary, reading, and writing, aligning them with the final achievement paper test.
In conclusion, while materials are essential in language teaching and learning, they should not be the sole focus for teachers and learners These materials serve as tools, and it is crucial for educators and students to learn how to utilize them effectively To maximize the benefits of these resources, teachers must assess their strengths and weaknesses, allowing for improved application in the teaching and learning process.
SUMMARY
This chapter presents the findings from three research methods: material and syllabus analysis, questionnaires distributed to teachers and students, and test results The data collected from these methods were analyzed and discussed in detail Additionally, a summary of key findings and recommendations for material enhancements was provided.