INTRODUCTION
Problem identification
Can Tho City, situated along the Hau River, serves as the economic, political, cultural, and social hub of the Mekong Delta In recent years, the city has experienced significant transformations, particularly due to an influx of foreign investment that has spurred extensive business activities This surge in business has heightened the demand for English proficiency, making it essential not only in foreign-invested companies but also in local enterprises As a result, students increasingly recognize English as a crucial skill for engaging in business, especially with international firms.
The demand for English language skills related to daily work is rising, as evidenced by the growing enrollment in general English, speaking, and business English courses Notably, the three largest Foreign Language Centers (FLCs) in Cantho—Cantho University, Cantho In-service University, and the American Training Center—have seen a significant increase in learners For instance, the Foreign Language Center of Cantho In-service University reported a jump from fewer than 1,000 learners annually before 2004 to 3,115 in 2005, and further to 4,401 in subsequent years.
The growing enrollment in English courses, with 5,921 learners in 2007 compared to 2006, reflects a rising demand for practical and relevant education that effectively prepares students for their future careers.
Seeing that the need of learning English is abundant, more and more FLCs have been established in Cantho city to meet this requirement in the best possible
Established in 1995 with the approval of the Ministry of Education and Training (MOET), CTFLC has been instrumental in providing language training and awarding thousands of certificates annually across three proficiency levels: A for beginners, B for intermediates, and C for advanced learners Each level requires a six-month course completion, catering to the diverse knowledge needs of students.
At the end of the courses, examinations are given and if passing, learners are granted the certificates These certificates issued by MOET are accepted throughout Vietnam
In recent years, CTFLC has experienced a significant increase in enrollment, with at least 3,000 learners across three levels annually, particularly following the revision of Level-A and Level-C textbooks four years ago These updated materials have positively impacted learners by offering engaging content and clear educational objectives, which enhance motivation—a crucial element for effective learning, as noted by Cunningsworth (1995:17) This perspective aligns with the current educational landscape, where innovations in management and advancements in teaching methodologies are increasingly prioritized.
Recent adjustments to course materials, particularly textbooks, have been implemented to enhance educational outcomes in the evolving landscape of English language instruction The Department of English Language at Cantho In-service University (CTIU) has actively organized workshops focused on teaching methodologies and materials, leading to the replacement of outdated textbooks with more contemporary ones Notably, in 2005, the program for non-English majors transitioned from older texts such as "Facts and Figures" and "Causes and Effects" to the more modern "Rewards" by Greenall, reflecting a commitment to improving teaching resources.
These new textbooks were more communicative and updated a lot of information, so both teachers and learners seemed more interested in the new materials
Since the comprehensive revision of the English Level-A textbooks in 2004, there has been a noticeable improvement in the quality of teaching and learning Enrollment in these classes has steadily increased, and exam results indicate a significant rise in the average success rate of candidates However, despite the positive feedback on the textbooks, the researcher has identified several issues that have emerged over the four years of using the Level-A Reading textbook, highlighting the need for adjustments to better align with the current teaching and learning environment at CTFLC.
Coursebook and textbook
In language teaching, a coursebook serves as a core resource, encompassing essential materials such as grammar, vocabulary, pronunciation, and skills in reading, writing, listening, and speaking (Tomlinson, 1998) In contrast, a textbook is designed for teaching specific skills; for instance, a reading textbook offers texts and exercises focused on reading skills, while a writing textbook provides model compositions and writing topics (Richards, 2001).
While there appears to be a clear distinction between "textbook" and "coursebook," many American native speakers argue that the terms are synonymous, with "textbook" being more prevalent in the U.S In practice, designers often use "textbook" and "coursebook" interchangeably, reflecting the American interpretation of these terms.
3 the researcher would like to use both the words “textbook” and “coursebook” in this research to refer the materials used to teach reading skill at CTFLC.
Statement of purpose
This study aims to assess the Level-A reading textbook to identify its strengths and weaknesses The goal is to retain the strengths while addressing the weaknesses, ultimately adapting the textbook to enhance its effectiveness as a teaching and learning resource for Level-A reading skills at CTFLC.
This research is carried out to answer the question:
• Does the Reading textbook Level-A need any improvements to suit the teaching and learning situation at CTFLC?
Due to the nature of this study, generalizations and recommendations would be limited to the teaching and learning of reading skill Level-A at CTFLC
1.6 Overview on the teaching and learning situation at CTFLC
To understand the teaching and learning environment at CTFLC, it is essential to consider the learners' backgrounds, the qualifications of the teaching staff, and the available teaching and learning facilities Additionally, this section outlines the general objectives and the development of the Level-A Reading textbook at CTFLC.
At CTFLC, learners come from diverse backgrounds, including university students, adult professionals, and high school students, each with varying ages, proficiency levels, and motivations for learning English Most university students view obtaining an English certificate as a necessary qualification for better job opportunities In contrast, some adult learners require English skills for their current jobs, while a handful of high school students attend classes out of genuine interest in expanding their knowledge of the language.
Learners vary not only in profession and motivation but also in age, typically ranging from twenty to twenty-five, though some may be younger or older This diversity often leads to a mix of children and middle-aged individuals studying together, which can negatively impact the learning atmosphere and quality Adults may feel uncomfortable in a classroom setting that includes younger students.
A significant factor contributing to the disparity among learners is their English proficiency Without initial placement tests, students can enroll in any class they choose, except for Level-C learners, who must have completed Level-B At CTFLC, Level-A represents the foundational level, attracting individuals with minimal English knowledge, including those who are just starting their language journey.
The lack of homogeneity among learners at CTFLC highlights the need for both teachers and students to put in significant effort to achieve the desired outcomes in English studies.
The English language teaching staff at CTFLC comprises 11 members, all of whom hold a B.A in English from Cantho University (CTU) Most are currently pursuing postgraduate studies in English teaching and possess between seven to fifteen years of teaching experience To accommodate the high number of classes, CTFLC also employs visiting teachers from other FLCs and universities However, the researcher notes that permanent teachers generally deliver better instruction and demonstrate greater responsibility in their roles compared to their visiting counterparts.
1.6.3 The teaching and learning facilities
The CTFLC, located in the heart of Cantho city, is one of the oldest and most crowded language centers, yet it lacks adequate teaching facilities compared to others Classrooms are equipped only with blackboards, chalk, and basic furniture, accommodating between 50 to 100 students, which hinders effective teaching, particularly in speaking classes The absence of modern multimedia tools, aside from outdated cassette players for listening lessons, further complicates the learning experience Although some projectors and whiteboards are available, teachers are not familiar with their use The significant class size remains the primary challenge at CTFLC, and despite suggestions to reduce the number of learners per class, the Board of Management has not responded positively, adversely affecting the overall quality of teaching and learning.
1.6.4 The general requirements of the Reading textbook Level-A
According to the regulations of MOET (as cited in the official
According to correspondence number 407/TC-BT dated January 12, 1994, the primary goal of Level-A language teaching for reading skills is to enable learners to comprehend basic posts, signs, and short simple texts Additionally, it is explicitly stated that the Level-A reading skill textbook must encompass specific aspects to support this objective.
The textbook must encompass ten essential topics, including general descriptions of people, family relationships, seasons, weather, travel, careers, health and illness, sports, amusements, and food and drink It should also incorporate key concepts such as names, age, marital status, national origin, addresses, physical appearance, and contact information Additionally, it is important to cover aspects of physical and emotional status, clothing, childhood, family dynamics, historical context, and various qualities of life The vocabulary should feature prefixes, suffixes, compound words, hyponyms, synonyms, antonyms, idioms, and abbreviations to enhance understanding and engagement.
While the article clearly outlines the objectives, topics, and concepts, it lacks specific recommendations for the types of textbooks to be utilized as teaching materials Notably, reference books such as "Streamline English (Departure)," "BBC Beginners’ English (Stage One)," and "New Cambridge English Course" could be beneficial for educators.
FLCs have the flexibility to select appropriate materials that align with their specific teaching and learning contexts, although there is a lack of information regarding the authors and publication dates of the recommended resources.
7 charge should have ability to select materials or design appropriate contents for the reading textbook themselves
1.6.5 The compilation of the Reading textbook Level-A at CTFLC
The Level-A Reading textbook at CTFLC, compiled by two English Language teachers from CTIU in 2004, was designed to modernize teaching materials that had been in use for over a decade This textbook serves as the primary resource for learners, aiming to enhance their ability to comprehend short, simple texts, including MOET regulations It features 16 lessons covering diverse topics such as Descriptions, Work and Play, Entertainment, and Health, taught over 60 periods within a five-month course, totaling 400 periods of 45 minutes each Additionally, a month is allocated for revision before examinations, during which students primarily focus on sample tests.
The learning materials are divided into two stages: pre-elementary, consisting of eight units taught over 36 periods, and post-elementary, featuring eight readings in just 24 periods These resources are primarily sourced from textbooks such as "Facts and Figures" by Ackert & Navarro (1984) and "Elementary Headway" by Soars & Liz.
1987), Elementary Lifelines (Hutchinson, 1999 a), Elementary Interchange (Richards et al, 1992) and the book “Bài Tập Đọc Hiểu Trình Độ A, B, C” (Le,
1999) Then it was evaluated by a group of teachers of English at CTU and permitted to be used for teaching reading skill Level-A at CTFLC since the July of
The application of the Reading textbook Level-A at CTFLC from July of
Since 2004, the impact on both Level-A learners, exceeding 1,000 annually, and teachers has been significant Conducting a materials evaluation to identify the strengths and weaknesses of the current textbook is crucial The findings will guide necessary improvements in materials and teaching methodologies, ensuring the textbook aligns better with the educational context at CTFLC Additionally, this study aims to provide English-language teachers with valuable insights into the textbook, enabling them to master, utilize, and adapt the material more effectively.
Delimitation
Due to the nature of this study, generalizations and recommendations would be limited to the teaching and learning of reading skill Level-A at CTFLC.
Overview on the teaching and learning situation at CTFLC
To understand the teaching and learning environment at CTFLC, it is essential to consider the learners' backgrounds, the qualifications of the teaching staff, and the available educational facilities Additionally, this section outlines the general objectives and the development of the Level-A Reading textbook at CTFLC.
At CTFLC, learners come from diverse backgrounds, including university students, adult professionals, and high school students, each with varying motivations for learning English Many university students view obtaining an English certificate as essential for securing a good job, while a small group of adult learners require English skills for their current employment Additionally, a few high school students attend classes driven by a genuine interest in the language and a desire to expand their knowledge.
Learners vary significantly in age, typically ranging from twenty to twenty-five, but also including younger and older individuals This age diversity often leads to mixed-age classrooms, where children and middle-aged students study together Such variations can negatively impact the learning environment, as adult learners may feel uncomfortable sharing the classroom with younger students.
The proficiency gap among learners is evident, particularly due to the absence of placement tests at the start of courses This allows students to enroll in any class they prefer, with the exception of Level-C learners who must have completed Level-B At CTFLC, Level-A represents the entry-level course, attracting individuals with minimal English knowledge, including those who are just beginning their studies.
The lack of homogeneity among learners at CTFLC underscores the necessity for both teachers and students to exert considerable effort to attain the desired results in English language studies.
The English language teaching staff at CTFLC comprises 11 members, all of whom hold a B.A in English from Cantho University (CTU) Many are currently pursuing postgraduate courses in English teaching and possess between seven to fifteen years of teaching experience To accommodate the high demand for classes, CTFLC also employs visiting teachers from other foreign language centers and universities However, it has been observed that permanent teachers tend to deliver higher quality instruction and demonstrate greater responsibility in their roles compared to their visiting counterparts.
1.6.3 The teaching and learning facilities
The CTFLC, located in the heart of Cantho city, is one of the oldest and most crowded foreign language centers, yet its teaching facilities are lacking compared to others Each classroom is equipped only with a blackboard, chalk, and an abundance of tables and chairs, often accommodating 50 to 100 students, which hampers effective teaching, particularly in speaking classes While some multimedia resources like projectors and whiteboards are available, teachers are not familiar with their use, and the only audio support comes from cassette players The large class sizes remain a significant issue, and despite suggestions to reduce the number of students per class, the Board of Management has not responded positively, negatively impacting the overall quality of teaching and learning at CTFLC.
1.6.4 The general requirements of the Reading textbook Level-A
According to the regulations of MOET (as cited in the official
According to correspondence number 407/TC-BT dated January 12, 1994, the primary objective of Level-A language teaching for reading skills is to enable learners to comprehend basic posts, signs, and short simple texts Additionally, it is mandated that the Level-A reading skill textbook should encompass specific aspects to support this learning goal.
The textbook will cover ten essential topics: general descriptions of people, family relationships, seasons, weather, travel, careers, health and illness, sports, amusements, and food and drink It will incorporate key concepts including names, ages, marital statuses, national origins, addresses, physical appearances, and phone numbers, as well as aspects related to physical and emotional health, clothing, childhood, family dynamics, numbers, history, and qualities such as happiness and poverty Additionally, it will address time, weather, the names of months and days, similarities and differences, careers, interests, and leisure activities The vocabulary will include prefixes, suffixes, compound words, hyponyms, synonyms, antonyms, idioms, and abbreviations to enhance language comprehension and usage.
While the objectives and topics of the curriculum are clearly outlined, specific recommendations for the types of textbooks to be used as teaching materials are lacking Notable reference books that could be utilized include "Streamline English (Departure)," "BBC Beginners’ English (Stage One)," and "New Cambridge English Course."
FLCs are encouraged to select appropriate materials tailored to their specific teaching and learning contexts, though the article lacks details about the authors and publication date This emphasizes the autonomy of teachers in making informed choices for their educational environments.
7 charge should have ability to select materials or design appropriate contents for the reading textbook themselves
1.6.5 The compilation of the Reading textbook Level-A at CTFLC
The Reading textbook Level-A at CTFLC, compiled in 2004 by two English Language teachers from CTIU, modernizes teaching materials that had been in use for over a decade This textbook serves as the primary resource for learners, aimed at enhancing their ability to comprehend short, simple texts, including MOET regulations It includes 16 lessons covering various topics such as Getting Started, Descriptions, People, Work and Play, and more The curriculum spans 60 periods over five months, totaling 400 periods, each lasting 45 minutes, in accordance with Level-A standards Additionally, there is a month dedicated to revision, where students primarily focus on sample tests in preparation for their examinations.
The learning materials are structured into two distinct stages: pre-elementary, which consists of eight units taught over 36 periods, and post-elementary, featuring eight readings completed in just 24 periods These resources were primarily sourced from well-known textbooks, including "Facts and Figures" by Ackert and Navarro (1984) and "Elementary Headway" by Soars and Liz.
1987), Elementary Lifelines (Hutchinson, 1999 a), Elementary Interchange (Richards et al, 1992) and the book “Bài Tập Đọc Hiểu Trình Độ A, B, C” (Le,
1999) Then it was evaluated by a group of teachers of English at CTU and permitted to be used for teaching reading skill Level-A at CTFLC since the July of
Significance of the study
The application of the Reading textbook Level-A at CTFLC from July of
Since 2004, both Level-A learners, numbering over 1,000 annually, and teachers have been significantly impacted Conducting a materials evaluation of the textbook is crucial to identify its strengths and weaknesses Based on the findings, recommendations for improving the materials and teaching methodologies will be proposed to enhance their relevance to the teaching and learning environment at CTFLC This study aims to provide English-language teachers at the center with valuable insights into the textbook, enabling them to master, utilize, and adapt the material more effectively.
Organization of the study
The thesis is structured into five chapters, including an introduction and conclusion Chapter 1 outlines the study's rationale and background, detailing the thesis objectives, an overview of the teaching and learning environment at CTFLC, the general objectives of the Level-A Reading textbook as prescribed by MOET, and the compilation process of the Level-A Reading textbook at CTFLC.
Chapter 2 is concerned with the literature review which consists of discussion about various view points on materials, the role of materials in language teaching, characteristics of good materials, kinds of materials evaluation, some categories for evaluating the suitability of a reading textbook, how to evaluate, and how to adapt or supplement teaching materials in case of necessary
Chapter 3 deals with the design and methodology in which the qualitative study is employed with the research setting at CTFLC The evaluating process will be done by comparing what is recommended by MOET and the theories suggested by the linguists with what has been compiled in the Reading textbook Level-A currently used at CTFLC
Chapter 4 focuses on the evaluating process with two steps of analysis Step
This article compares the objectives of the reading textbook regulated by the Ministry of Education and Training (MOET) with those presented in the Level-A Reading textbook at CTFLC It provides a comprehensive analysis of the textbook's physical aspects and content, identifying its strengths and weaknesses based on literary advice An in-depth evaluation of two representative units from the textbook will further support the findings of the general analysis Ultimately, the results will be linked to the current teaching and learning environment at CTFLC, leading to conclusions about the suitability of the Level-A Reading textbook.
Chapter 5 offers conclusions about the strong points and weaknesses of the Reading textbook Level-A Then recommendations on how to adapt or supplement this material to make it more suitable to the teaching and learning situation at CTFLC will be clearly stated
LITERATURE REVIEW
The role of materials in language teaching
The role of teachers has long been recognized as a crucial factor influencing the outcomes of the teaching and learning process According to Lee and Vanpatten (1995), instructors traditionally act as the authority and central figure in the classroom, primarily responsible for transmitting knowledge However, contemporary educational perspectives increasingly acknowledge the significant importance of teaching materials in enhancing the learning experience.
Teaching materials are essential components of language programs, as highlighted by Richards (2001) and Littlejohn (1998), who view them as pedagogic devices that aid in teaching and learning foreign languages These materials not only offer a foundation for lesson content but also serve as valuable resources for inexperienced teachers, providing guidance on lesson planning and teaching formats For learners, these materials present opportunities to engage with language beyond the teacher's instruction Additionally, Nunan (1988) underscores the significance of quality materials in language education, noting that they serve as models for teachers to create their own effective resources.
Materials play a crucial role in language teaching by serving as presentation resources, activity sources for learner practice and interaction, and a syllabus that aligns with predetermined learning objectives They support less experienced teachers and act as reference materials for learners Consequently, effective teaching materials not only enhance lesson quality for students but also provide teachers with valuable ideas, assist in lesson planning, and guide various classroom activities.
The significance of materials in teaching and learning raises the question of what constitutes effective educational resources According to Rowntree (1997: 92), quality materials should encompass essential elements that enhance the learning experience.
• remind them of earlier learning
• explain new learning content to them
• relate these ideas to learners’ previous learning
• get learners to think about new content
• help them get feedback on their learning
• make sure they know what they are supposed to be doing
• enable them to check their progress
• help them to do better
While the characteristics of effective materials are well-defined, implementing them in practice poses challenges for material writers, who must establish their own guiding principles for planning and evaluating content The researcher believes that compiling a textbook embodying all these ideal characteristics is desirable, yet very few materials fully meet these standards Among the ten characteristics of quality materials outlined by Rowntree (1997), achieving comprehensive adherence remains a significant hurdle.
The researcher identifies six key characteristics essential for an effective elementary reading textbook: stimulating learners' interest, connecting to prior knowledge, clearly explaining new content, relating new ideas to previous learning, encouraging critical thinking about the material, and providing opportunities for practice.
Richards (2001) highlights the distinction between authentic materials and created materials in language teaching Authentic materials, as defined by Tomlinson (1998), include resources like songs, newspaper articles, and letters that were not specifically designed for language instruction In contrast, created materials are textbooks and other educational resources developed explicitly for pedagogical purposes.
It is accepted that authentic materials are sometimes preferred because they contain authentic language and reflect real-world uses of language, so they can
Authentic materials play a crucial role in aligning educational content with learners' real-world needs, bridging the gap between classroom learning and practical application However, as noted by Richards (2001), the incorporation of these materials can pose significant challenges for educators Teachers often invest considerable time sourcing appropriate authentic materials and designing accompanying activities and exercises, making the process demanding yet essential for effective learning.
Created materials can often outperform authentic materials as they are typically designed around a graded syllabus, ensuring systematic coverage of teaching items Both types of materials have their respective advantages and limitations, which is why many language programs incorporate a blend of created and authentic resources This combination enriches the teaching and learning experience, making both forms essential characteristics of effective language materials.
A quality reading textbook should meet seven key characteristics outlined by Rowntree (1997) and Richards (2001), as these features are interconnected First, it must capture learners' attention through an appealing design, engaging pre-reading activities, attractive visuals, and interesting topics Once their interest is piqued, learners can connect new information to prior knowledge, fostering predictions and expectations about the content Additionally, incorporating various activities and exercises during and after reading is crucial for reinforcing understanding and facilitating practice This active engagement is far more effective than the passive acceptance often seen in traditional reading approaches Lastly, blending created and authentic materials enhances the textbook's diversity and appeal Overall, these characteristics are vital for an effective reading textbook.
14 because they contribute meaningfully into pre, while and post reading activities and learning vocabulary
Evaluating materials is essential for various reasons, with the primary motivation often being the adoption of new coursebooks or textbooks According to Bachman and Palmer (1996: 22), this evaluation process plays a crucial role in ensuring the effectiveness and relevance of educational resources.
Evaluation is the systematic collection of information aimed at informing decision-making To determine the value of materials before their use, it is essential to evaluate various aspects to ensure their appropriateness and utility for both teachers and learners in a specific context The significance of evaluation is evident as it provides valuable insights for future classroom practices, course planning, and the management of learning tasks and students, ultimately supporting teachers in their roles.
& Germaine, 1992) Undoubtedly, it is an intrinsic part of teaching and learning
Evaluating textbooks is essential for identifying their strengths and weaknesses, allowing for the enhancement of weaker areas through adaptation or the integration of materials from other sources (Cunningsworth, 1995) Additionally, this evaluation process is crucial for assessing the value of educational materials in relation to both their intended objectives and the goals of the learners utilizing them (Tomlinson, 1998).
Textbooks intended for a general audience may not perfectly meet the needs of specific learner groups, making coursebook analysis and evaluation essential for effective material development This process provides teachers with valuable insights into the characteristics of the materials, ultimately enhancing the learning experience Additionally, the primary goals of evaluation are to ensure the relevance and effectiveness of educational resources.
15 find the best possible fit, together with potential for adapting the material where it is unsuitable so that it can serve best teaching and learning process
The researcher aims to evaluate the strengths and weaknesses of the current Level-A Reading textbook to assess its alignment with educational objectives at CTFLC This evaluation seeks to determine the textbook's suitability for the teaching and learning environment and identify areas for improvement Additionally, the researcher is interested in exploring opportunities to adapt and enhance the materials, potentially developing a more effective Level-A reading skills textbook for CTFLC.
Material evaluation
Evaluating materials is essential for various reasons, with the primary motivation often being the intention to adopt new coursebooks or textbooks According to Bachman and Palmer (1996: 22), this process plays a crucial role in ensuring the effectiveness and relevance of educational resources.
Evaluation is the systematic collection of information aimed at informed decision-making To assess the value of materials before their use, it's essential to evaluate various aspects to ensure their appropriateness and utility for both teachers and learners in specific contexts The significance of evaluation is evident, as it provides valuable insights for future classroom practices, course planning, and the management of learning tasks and students, greatly assisting teachers in their roles.
& Germaine, 1992) Undoubtedly, it is an intrinsic part of teaching and learning
Evaluating textbooks is essential for identifying their strengths and weaknesses, allowing educators to maximize their effective components while addressing any deficiencies through adaptation or supplementary materials (Cunningsworth, 1995) Additionally, this evaluation process helps assess the value of educational materials in relation to their intended objectives and the learning goals of students (Tomlinson, 1998).
Textbooks intended for a general audience may not perfectly suit the needs of specific learner groups; thus, conducting coursebook analysis and evaluation is essential for effective material development This process provides teachers with valuable insights into the characteristics of the materials, ultimately enhancing the learning experience.
15 find the best possible fit, together with potential for adapting the material where it is unsuitable so that it can serve best teaching and learning process
The researcher aims to evaluate the current Level-A Reading textbook by identifying its strengths and weaknesses, ensuring it aligns with its educational objectives, and determining its suitability for the teaching and learning context at CTFLC Additionally, the researcher seeks to explore opportunities for adapting and enhancing the materials to develop a more effective Level-A reading skills textbook for CTFLC.
According to Richards (2001), the evaluation of a textbook is influenced by the evaluator's concerns Tomlinson (1998) categorizes materials evaluation into three types: pre-use, whilst-use, and post-use, each focusing on different aspects of material usage Pre-use evaluation predicts potential value, whilst-use assesses learner engagement during material use, and post-use analyzes outcomes after using the materials Cunningsworth (1995) aligns with this perspective, emphasizing that evaluation can occur before, during, or after the use of a coursebook, depending on the evaluation's purpose and context.
Pre-use evaluation of coursebooks is often undervalued by linguists, as noted by Davies and Pearse (2000), who argue that reliable assessment can only occur through actual usage over time Teachers may initially have reservations about a book but may come to appreciate it later, or the opposite may occur Despite its limitations, pre-use evaluation can still be beneficial in many educational settings.
Before implementing suggested teaching materials, a use evaluation, or evaluation for potential, is essential Following this, in-use evaluation and post-use evaluation, also known as evaluation for suitability, are conducted to reassess the materials during and after their application This process ensures that the materials effectively meet the specific teaching and learning needs.
Materials evaluation can be categorized based on the timing of the evaluation process—before, during, or after the use of materials—reflecting the researcher’s intent to assess the materials' potential or their effectiveness in use It is essential to align the study's purpose with the timing of the evaluation This research focuses on evaluating the suitability of the Level-A Reading textbook currently utilized at CTFLC, with an emphasis on identifying the specific type of material evaluation to be discussed in the following section.
Cunningsworth (1995) emphasizes the importance of evaluating coursebooks to determine their potential effectiveness in various situations, even before they are implemented in specific classes or for particular learners This pre-use evaluation, as discussed in section 2.4.2, assesses materials generally, which may limit its applicability in certain contexts Nevertheless, this type of evaluation can still be beneficial for teachers, providing students with criteria for more targeted evaluations in the future.
Evaluation for suitability focuses on assessing a textbook after its practical use, as highlighted by Cunningsworth (1995: 15), who states that it involves aligning the coursebook with specific requirements such as learners' objectives and backgrounds The insights gained from this evaluation enable teachers to adjust their teaching methods and adapt materials to better meet learners' needs This post-use evaluation is crucial for determining whether to continue using the same textbook, make necessary adaptations, or consider replacing it in the future.
This research aims to evaluate the suitability of the Level-A Reading textbook at CTFLC in meeting the requirements set by MOET Conducted during the textbook's current usage, the study assesses its effectiveness in the teaching and learning environment at CTFLC.
2.4.3 How to evaluate the suitability of a textbook
Littlejohn (1998) proposes three common questions related to materials evaluation need to take into account are
1 What aspects of materials should we examine?
2 How can we examine materials?
3 How can we relate the findings to our own teaching contexts?
The problems involved these questions will be analyzed in detail in the following sections
2.4.3.1 What aspects of materials should we examine?
The aspects of the material we examine will vary based on our priorities, the characteristics of our students, and the specific context in which we are working According to McDonough and Shaw (1993), teachers should start by considering these factors to effectively tailor their approach.
In the evaluation of educational materials, it is essential to consider both external and internal aspects External evaluation focuses on the physical appearance of the materials, while internal evaluation examines the content According to Littlejohn (1998), two critical factors in material evaluation from a pedagogic perspective are 'publication' and 'design.' The 'publication' aspect pertains to the materials' physical characteristics, whereas 'design' involves the conceptual framework behind the materials, including their intended goals, the selection and sequencing of tasks, language, and content, as well as the nature of the suggested teaching and learning activities.
Evaluating the physical aspects of a coursebook is relatively straightforward, as Cunningsworth (1995:1) notes that a quick overview allows us to assess its strengths and weaknesses When holding a book, we instinctively focus on its colors, images, attractiveness, and the organization of topics and grammatical points This initial impression is valuable, as Alderson (1996: 12) emphasizes that an appealing text is more likely to engage readers While appearance may be superficial, it plays a crucial role in capturing students' attention, particularly during extensive reading.
On the other hand, the design - the underlying thinking of the materials is rather complicated to analyze Experts have provided a range of approaches that can
Adaptation and supplementation of materials
Textbooks often fail to meet the specific needs of distinct learner groups within unique contexts, as highlighted by Davies and Pearse (2000) Since no single book is universally perfect, it is essential for teachers to evaluate and adapt materials to ensure they are suitable for their teaching and learning environments This capability allows educators to maximize the effectiveness of the resources they use in the classroom.
Teachers frequently adapt and transform educational materials to better meet the specific needs of their learners and align with their teaching styles Coursebooks often require modifications because they are not perfect, necessitating adjustments in methods, language content, subject matter, skills progression, grading, and cultural representation (Cunningsworth, 1995) As noted by Tomlinson (1998), educators typically modify materials whenever they utilize a textbook to enhance its effectiveness for their students This process involves making changes to improve the materials or tailor them to suit a particular group of learners.
When adapting teaching materials, educators can employ various strategies such as omission, addition, reduction, extension, rewriting, modification, replacement, re-ordering, or branching These transformative activities are crucial in the teaching process, enabling teachers to craft effective lessons from available resources (Richards, 2001) Rather than merely creating teaching materials, teachers are seen as providers of quality resources, necessitating the selection of appropriate materials and creative approaches Additionally, they must possess the skills to modify activities to meet learners' needs and supplement existing materials with extra activities.
Cunningsworth (1984) emphasizes that published materials serve as a foundational framework that teachers must adapt to meet their students' needs This adaptation should reflect the teachers' abilities and the learners' proficiency levels Teachers, being the best judges of their students, can provide additional resources and challenging activities for advanced learners, while simplifying or omitting tasks for those who require more support.
Class size and teaching facilities significantly influence the quality of education, necessitating that teachers adapt their materials, activities, and teaching styles to meet the diverse needs of their students in various learning environments.
To effectively adapt teaching materials, educators must actively seek feedback from both students and fellow teachers Gathering subjective insights is essential for assessing the teachability of materials For students, this feedback can be obtained through questions or informal interviews (Dubin & Olshtain, 1989) For teachers, collaborating with colleagues who use the same textbook provides valuable opportunities to share adaptation strategies By analyzing the collected information, educators and decision-makers can make informed judgments about material effectiveness and implement necessary adjustments to enhance the learning experience.
Supplementary materials are resources that enhance the core content of a course According to Cunningsworth (1995), when existing materials are insufficient or inappropriate, educators can either source supplementary materials from published works or create their own These supplementary resources typically focus on developing essential language skills, including reading, writing, listening, speaking, pronunciation, vocabulary, and grammar, rather than solely on language items (Tomlinson, 1998).
Relying solely on textbooks from beginning to end, without additional resources, fails to adequately address students' needs Many coursebooks include challenging exercises that require supplemental materials for effective learning.
When teaching a specific group of learners, it is essential for the teacher to selectively retain or replace grammatical points in order to align with the students' knowledge Additionally, authentic materials such as magazines, newspapers, and holiday brochures can be easily integrated into the course to enhance learning It is crucial that any supplementary materials are appropriately matched to the learners' proficiency levels and the coursebook content Ultimately, the teacher plays a vital role in selecting these materials, as they possess a deep understanding of their students' abilities, interests, and needs.
Summary
Chapter 2 offers a comprehensive overview of materials evaluation, presenting various perspectives on the definition, role, and characteristics of materials It outlines the purpose and types of materials evaluation, suggests methods for evaluating textbooks, and categorizes the analysis of reading textbook content Additionally, it discusses strategies for adapting or supplementing materials to align with specific teaching and learning contexts.
In language teaching and learning, effective materials play a crucial role by providing valuable lessons for learners and assisting teachers in lesson planning and classroom activities High-quality materials can inspire teachers' creativity and enhance their teaching methods Therefore, it is essential to consider the key characteristics that define good teaching materials Referring to the insights of linguists such as Littlejohn (1998), Rowntree (1997), Nunan (1988), and Cunningsworth (1995), the researcher emphasizes the importance of these characteristics in developing an effective reading textbook.
A high-quality Level-A textbook, such as the one used at CTFLC, should possess seven essential characteristics to effectively engage learners Firstly, it must capture learners' interest and connect with their prior knowledge Secondly, it should facilitate the understanding of new language concepts while prompting learners to reflect on the new content Additionally, the textbook should provide opportunities for practice with recently acquired language skills Lastly, incorporating a mix of created and authentic materials is crucial for enhancing the diversity and appeal of the textbook's content These characteristics are vital for evaluating the quality and impact of the Reading textbook on learners at CTFLC.
Material evaluation can be categorized based on the researcher's purpose and timing According to Richards (2001), it can be classified into two types: evaluation for potential and evaluation for suitability Cunningsworth (1995) and Tomlinson (1998) further divide the evaluation process into three types: pre-use, whilst-use, and post-use The relationship between the purpose of evaluation and its timing is crucial; evaluation for potential occurs before materials are implemented, while evaluation for suitability takes place during or after their use This study focuses on evaluating the Reading textbook Level-A during its use, aiming to assess its suitability and identify necessary improvements for enhancing the effectiveness of teaching reading skills at the researcher’s language center.
To assess the suitability of a textbook, it's essential to consider three key questions: which aspects of the materials should be analyzed, the methods for examining these materials, and how to connect the findings to our specific teaching contexts The aspects we choose to evaluate will largely depend on our educational priorities and the unique characteristics of the students we are teaching.
In the context of our work, two key aspects are typically examined: "publication," which refers to the physical attributes of the materials, and "design," which pertains to the content of those materials (McDonough & Shaw, 1993; Littlejohn, 1998).
This research evaluates the suitability of the Level-A Reading textbook currently used at CTFLC by examining both its physical aspects and content through three levels of analysis Level 1 provides an overview of the textbook's explicit characteristics, while Level 2 assesses four content categories: topics, text types, accompanying exercises and activities, and vocabulary presentation This analysis will focus on the entire textbook as well as two representative units, ultimately aiming to clarify the requirements for teachers and learners using these materials.
At Level 3, the analysis of evidence from previous levels uncovers the inherent nature of the textbook, leading to conclusions about the role of materials in language teaching and learning These findings will be compared with the teaching and learning contexts at CTFLC to identify any discrepancies between MOET’s requirements and the actual characteristics of the Level-A Reading textbook This evaluation will clarify which aspects of the materials are suitable or unsuitable and the reasons behind these assessments Based on the conclusions regarding the textbook's suitability, recommendations will be made on whether it should be adapted or supplemented to enhance its effectiveness for teaching reading skills at CTFLC.