VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Nguyễn Thị Viên AN EVALUATION OF THE TEXTBOOK TIẾNG ANH (10-YEAR PROGRAM): COVER PAGE A CASE STUDY AT QUYNH MAI SECONDARY SCHOOL MA THESIS IN ENGLISH LANGUAGE HANOI, 2018 VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Nguyễn Thị Viên AN EVALUATION OF THE TEXTBOOK TIẾNG ANH (10-YEAR PROGRAM): A CASE STUDY AT QUYNH MAI SECONDARY SCHOOL Field: English Language Code: 8220201 Supervisor: Phạm Lan Anh, Ph.D HANOI, 2018 DECLARATION BY AUTHOR I declare that this thesis entitled “An Evaluation of the Textbook “Tiếng Anh (10-year Program)”: A Case Study at Quynh Mai Secondary School” is created by my own findings and I am the sole author of this thesis To the best of my knowledge, with the exception of the indication of reference, this thesis is carried out without using any other author’s work and is submitted after a carefully checking progress in order to fulfill the requirements of the M.A degree Author’s signature Nguyễn Thị Viên Approved by SUPERVISOR Phạm Lan Anh, Ph.D Date: iii ACKNOWLEDGEMENTS This thesis is completed with lots of working hours and is contributed by a large amount of enthusiasm, effort and assistance from many people First and foremost, I would like to express my gratitude to my supervisor, Dr Phạm Lan Anh for her support Without her guidance, advice and comments, I would not complete this research paper Moreover, I would like to send my special thanks to all of the teachers at Quynh Mai Secondary School for their help and suggestions which are very necessary and useful to me during the progress of this thesis Additionally, I am so grateful for the assistance from the students at Quynh Mai Secondary School with their answers for the interview and questionnaires Last but not least, I would like to send my special thanks to my beloved family, who are always supportive and enthusiastic to me during the progress of making this thesis iv ABSTRACT This thesis is created and completed on the purpose of evaluating the textbook of “Tiếng Anh (10-year Program)”, especially in the context of teaching English at Quynh Mai Secondary School The aim of this thesis is to evaluate the English textbook officially used by the teachers and the students at Quynh Mai Secondary School Based on the theoretical framework of textbooks evaluation, figures, data and information was collected and analyzed mainly through surveys, questionnaires and interviews The benefits, positive effects, as well as challenges of using the textbooks are analyzed in this thesis Furthermore, some suggestions for overcoming these difficulties are also mentioned v Table of Contents DECLARATION BY AUTHOR iii ACKNOWLEDGEMENTS iv ABSTRACT v LIST OF TABLES ix LIST OF FIGURES ix CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Research methods 1.7 Structure of the study: CHAPTER 2: LITERATURE REVIEW 2.1 ELT Materials in Learning and Teaching Language 2.1.1 Position and Purpose of Materials in Teaching Language 2.1.2 Types of materials 2.2 Models used for Materials Evaluation 10 2.2.1 Cunningsworth’s model (1984) 11 2.2.2 Model of Hutchinson and Water 11 2.2.3 Ellis’s model 14 2.2.4 Summary 15 2.3 Criteria for Materials Evaluation 16 2.3.1 Criteria proposed by Hutchinson and Waters (1993) 17 2.3.2 Criteria suggested by Brown (1995) 18 2.3.3 Criteria suggested by Tomlinson (1998) 18 2.4 Previous Studies on Textbook Evaluation 19 2.4.1 Previous studies carried out in foreign countries 19 2.4.2 Previous studies carried out in Vietnam 22 2.5 Chapter Summary 25 CHAPTER 3: METHODOLOGY 26 3.1 Research Design 26 vi 3.1.1 Rationale 26 3.1.2 Research Instruments 27 3.1.2.1 Document analysis 28 3.1.2.2 Questionnaires 28 3.1.2.3 Interviews 29 3.1.2.4 Classroom Observation 29 3.2 Research Procedure 30 3.3 Data Collection Instrument 31 3.4 Summary 37 CHAPTER 4: FINDINGS AND DISCUSSIONS 38 4.1 Evaluation of Aims 38 4.1.1 Aims stated in the Curriculum 38 4.1.2 Aims stated in the textbook 39 4.2 Evaluation on Methodology 45 4.2.1 Methodology stated in the curriculum 45 4.2.2 Methodology perceived by teachers and students 49 4.2.3 Methodology enacted by teachers 50 4.2.4 Comparison and contrast 57 4.3 Evaluation on Audience 58 4.3.1 Audience stated in the curriculum 58 4.3.2 Audience stated in the textbook 59 4.4 Evaluation on Contents 66 4.4.1 Contents perceived in the curriculum 66 4.4.2 Contents perceived in the Textbook 68 4.4.3 Contents perceived by teachers and students 69 4.5 Findings of the Study 77 4.5.1 Findings related to Research Questions and 78 4.6 Discussions 79 4.7 Summary 80 CHAPTER 5: CONCLUSION 83 5.1 Recapitulation 83 5.2 Concluding Remarks 84 5.3 Implications 86 vii 5.4 Limitations and suggestions for the further study 88 5.4.1 Limitations 88 5.4.2 Suggestions 89 REFERENCES 90 APPENDIX 1: LESSON PLAN 93 APPENDIX 2: CITATION OF AIMS OF THE TEXTBOOK TIẾNG ANH 98 APPENDIX 3: QUESTIONNAIRE 101 APPENDIX 4: CLASSROOM OBSERVATION 105 APPENDIX 5: INTERVIEW QUESTIONS 107 viii LIST OF TABLES Table 1: Judgment on Objectives 41 Table 2: Evaluation on Skills Development 44 Table 3: Evaluation on Methodology 50 Table 4: Evaluation on General Appearance 60 Table 5: Judgment on Design and Illustration 63 Table 6: Judgment on topic appropriateness 65 Table 7: Number of tasks in the book 68 Table 9: Judgment on Content Appropriateness 70 Table 10: Evaluation on Social and Cultural Context 72 Table 11: Evaluation on Methodology 74 Table 12 A Summary of Appropriate and Inappropriate Features of the Targeted Textbook Under Evaluation 80 LIST OF FIGURES Figure 1: The materials evaluation model by Hutchinson and Water 12 Figure 2: Judgment on Objectives 41 Figure 3: Evaluation on Skills Development 43 Figure 4: Evaluation on Methodology 49 Figure 5: Evaluation on General Appearance 60 Figure 6: Details of evaluation on Design and Illustration 62 Figure 7: Judgment on topic appropriateness 64 Figure 8: Judgment on Content Appropriateness 70 Figure 9: Evaluation on Social and Cultural Context 72 Figure 10: Evaluation on Methodology 73 ix CHAPTER 1: INTRODUCTION 1.1 Rationale Textbooks are basic materials, compulsory to use in the school, so it is very important to use suitable textbooks in teaching and learning Students are the primary target audience for textbooks From textbooks, students can get access to basic, modern and systematic knowledge Students can acquire knowledge through various sources of information, but knowledge in textbooks is considered as the most standard knowledge In addition to new knowledge, textbooks are also materials that help students consolidate, synthesize, and systematize knowledge through review and study guides Given the importance mentioned above, the textbook Tiếng Anh (10year program) was written for innovative purposes to replace the textbook that has been in used since 2001 English for grade-6-students in Vietnam was developed by the Vietnamese Education Publishing House in accordance with the English Secondary Education Program issued by the Ministry of Education and Training under Decision No 01/QĐ-BGDĐT dated 03 January 2012, followed by English 3, English and English The book is designed in a way that enables students to use language (phonetics, vocabulary, grammar) to develop communication skills in English through four skills in listening, speaking, reading and writing, with a focus on developing two listening and speaking skills In light of learning-centered approach, pupils are the subject of the teaching process, in which the psychological age of junior high school students, the cultural characteristics of Vietnam as well as of other countries in the world, especially of the English speaking countries, are given special importance APPENDIX 1: LESSON PLAN UNIT 3: MY FRIENDS COMMUNICATION I Objectives: By the end of the lesson, students will be able to  use present continuous for future  distinguish present continuous for actions that are happening now or for future plans II Language content: the present continuous for future: Be +V-ing III Procedure Section Teaching & learning activities (Time) Warm-up & T has students guess new words on the slides: lead in T shows pictures of new words on the slide → students (8 mins) guess the words Work Materials arrangement (optional) Whole class Whole class PPT Presentation Students look at the pictures of five friends and guess (25 mins) where they are from Students open their class book, find pictures, the name of these students and the place where they are map, from Textbook, handout T shows a map and point to the country mentioned T instructs students to complete the handout about Future plans → fastest students gives the handouts for their T Individual Practice Students ask and answer question: When’s your birthday? Pair work Textbook (10 mins) → It’s on Individual Workbook Students read out their partner’s star sign Sum up & T review how to pronounce consonants and guides homework students how to Part D in workbook (2 mins) Students prepare: Skills 93 SKILLS I Objectives: By the end of the lesson, students will be able to:  Remember some key points of advertisements and e-mails  Make their own English camp schedule and report II Language content:  Vocab: Words to talk about personality and friendships’ activities  Grammar: the present continuous for future III Procedure Section Teaching & learning activities (Time) Warm-up Teacher shows the class pictures of objects that you might & lead in use at camp Example: torch, backpack, hiking shoes (3 mins) → guess the topic and open books to look and check Work Materials arrangement (optional) Whole class Individual slide Textbook, Reading Activity 1: (20 mins) T shows an advertisement of a summer camp and discusses pictures, with students the features of that ad: title, short texts, eye- small catching, contact details, etc Have students look at the ad for boards 2’ and try to remember as much as they can Game: Betting point Students work in group of with book closed and answer T’s questions Before answering the questions, students can bet the points If they win, they get the points, and if they lose, they lose the points The point is from to Questions:  The camp is for children of what age?  What did you see in the pictures?  Where will the camp be?  What can you at the camp?  When does it happen? Activity and T discusses with students the features of e-mails: format, 94 Group work greetings, and endings Have students read the e-mail for 2’ Individual and try to remember as much as they can Game: Betting point SS write their answers on the small boards With some wrong sentences, T might ask SS to fix them Questions in Ex – page 31 Speaking T asks students to make their English camp schedule then (20 mins) ask them to report their results to class Sum up & T reviews and guides students how to Part D, E in HW (2 mins) workbook Students prepare: Skills 95 Individual Textbook Individual Workbook SKILLS I Objectives: By the end of the lesson, students will be able to:  Listening to understand more about The Superb Summer Camp  Writing a plan for Teen magazines  Developed writing skill, listening skill II Language content:  Vocab: related to the topic “My friends”  Grammar: simple verbs be and have for descriptions & the Present continuous for future III Procedure Section Teaching & learning activities (Time) Work Materials arrangement (optional) Group work Warm-up Slap the board: & lead in T writes words about personality on the board Students from (5 mins) each group run to the board and slap the word T says Listening Discussing the questions (15 mins) Ask students to see the photos first Then point at the words CD, MP3 in the box and ask them to the matching player Whole class T plays the recording for checking and practicing reading the words The advertisement “Superb Summer Camp” Individual T asks students to refer to the contents of the advertisement Give students time to decide which activities are like more likely to happen at the camp and which are not Ask them to explain why they think so Complete the table Have students brainstorm the things that Mr Lee plans for camp Play the recording Ask students to listen the first time Then play the recording again and follow students to fill in the table as they listen Students can share their answer before playing recoding a final time to allow pairs to check 96 Pair work Textbook, their answers Writing Tell the class three letters can help them to write better (25 mins) Introduce the rubric: Write a magazine entry Write about Individually Textbook Individual Workbook your friends Then write about your plans Draft Encourage students not to refer back to the unit Instead they can use what they have learnt during the unit to help them answer the questions That will help students see how they progressed, and which areas need further practice Sum up & T summarizes the main content HW Learn by heart vocabulary and structures (2 mins) Homework: Do workbook all in part D, E Prepare next lesson Looking back & project 97 APPENDIX 2: CITATION OF AIMS OF THE TEXTBOOK TIẾNG ANH 3.2 Mục tiêu cụ thể Sau kết thúc Chương trình tiếng Anh THCS, học sinh có khả năng: • Sử dụng tiếng Anh cơng cụ giao tiếp dạng nghe, nói (đối thoại, độc thoại), đọc, viết nhằm đáp ứng nhu cầu giao tiếp trực tiếp tình gần gũi thường nhật trình độ tương đương Cấp độ A2 Khung Tham chiếu Chung Châu Âu Ngơn ngữ; • Có kiến thức ngôn ngữ tiếng Anh, bao gồm ngữ âm, từ vựng, ngữ pháp thơng qua tiếng Anh, có hiểu biết khái quát đất nước, người, văn hóa nước nói tiếng Anh giới, đồng thời có hiểu biết tự hào điểm mạnh giá trị văn hóa dân tộc mình; • Có thái độ tích cực môn học việc học tiếng Anh; biết sử dụng tiếng Anh làm cơng cụ tích hợp nội dung dạy học khác chương trình; • Hình thành sử dụng phương pháp, phương thức chiến lược học tập khác để phát triển lực giao tiếp tiếng Anh lớp học Chương trình tiếng Anh THCS cụ thể hóa mục tiêu thành Mục tiêu thể (Performance objectives) qua bốn kĩ giao tiếp: nghe, nói (đối thoại, độc thoại), đọc, viết, theo bốn cấp lớp Cụ thể Lớp - Cấp độ A2.1, Lớp - Cấp độ A2.2, Lớp - Cấp độ A2.3, Lớp - Cấp độ A2.4 Lớp Hết lớp 6, học sinh có khả năng: Nghe • Nhận biết nhắc lại âm, trọng âm, ngữ điệu nhịp điệu câu ngắn đơn giản khác • Nghe hiểu dẫn ngắn đơn giản sử dụng hoạt động học tập lớp học 98 Nghe hiểu nội dung chính, nội dung chi tiết đối thoại, độc thoại đơn giản, khoảng 60 từ chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, • Nghe hiểu nội dung trao đổi thông tin bạn tuổi chủ đề quy định phần nội dung Nói • Phát âm âm, trọng âm, ngữ điệu nhịp điệu câu ngắn đơn giản khác • Nói dẫn ngắn đơn giản sử dụng hoạt động học tập lớp học • Hỏi trả lời ngắn gọn chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, • Nói câu đơn giản, liền ý, có gợi ý chủ đề quen thuộc Đọc • Đọc hiểu nội dung chính, nội dung chi tiết đối thoại, độc thoại đơn giản khoảng 80 từ chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, • Đọc hiểu nội dung thư cá nhân, thơng báo, đoạn văn ngắn, đơn giản thuộc phạm vi chủ đề quen thuộc (có thể có số từ, cấu trúc mới) Viết • Viết có hướng dẫn đoạn ngắn, đơn giản khoảng 40 từ chủ đề chương trình như: gia đình, nhà trường, bạn bè, lễ hội, danh lam thắng cảnh, danh nhân, truyền hình, thể thao, • Viết thư, bưu thiếp, tin nhắn ghi chép cá nhân ngắn, đơn giản 99 liên quan đến nhu cầu giao tiếp hàng ngày … phạm vi chủ đề quy định phần nội dung 100 APPENDIX 3: QUESTIONNAIRE Hello, my name is Nguyen Thi Vien, teacher at Quynh Mai Secondary School In an attempt to evaluating the textbook "Tiếng Anh 6", I would greatly appreciate if you could be willing to respond to the questions below Please read every statement carefully and tick () the choice that you find most suitable Thank you very much for your cooperation and participation! PERSONAL INFORMATION Teacher’s Name (optional): _ Gender: Male Female Age: _ Class: _ INSTRUCTIONS In responding to the statements in this questionnaire, please check (  ) the appropriate choice as Yes (agree) or No (disagree) A OBJECTIVES The book fulfills the objectives of the National Foreign Language 2020 Project and the Piloted English Language Curriculum for Lower Secondary Education The terminal objectives define the desired degree of 101 Yes No mastery The terminal objectives meet the needs and wants of sixth graders The developmental objectives are measurable The developmental objectives suit the level of sixth graders B SKILLS The four skills are adequately covered and integrated Listening material is well recorded and varied (monologues, group conversation, songs, people in everyday situations, e.g in shops, restaurants, etc.) There is sufficient reading material collected from different sources (magazines, novels, newspapers, letters, diaries, menus, advertisement, etc.) There is sufficient material for spoken English (e.g dialogues, role-plays, discussions, debates, problem-solving activities, etc.) C METHODOLOGY The teaching methods used in the book are appropriate to the learning / teaching situation The level of learner involvement matches the learners' learning style and expectations 102 The techniques for presenting / practicing new language items are suitable for the learners (lockstep / pair-work / small-group work / student presentations / work involving technical subject-matter, etc.) D GENERAL APPEARANCE The covers are informative and attractive The font size and style are appropriate for teenagers The book has a complete and detailed table of contents There is an informative orientation page Review section and vocabulary list or glossaries are included E DESIGN AND ILLUSTRATION There is a variety of design to achieve impact There is consistency in the use of headings, icons, labels, italics, color and other methods of signposting The illustrations stimulate students' visualization and creativeness The book contains illustrations from local environment F CONTENTS Grammar items stressing communicative competence are appropriate to sixth graders 103 Materials for teaching vocabulary and pronunciation are adequate Grammar, vocabulary, and pronunciation are graded appropriately The content is pitched at the right level of maturity, language, and conceptual level G SOCIAL AND CULTURAL CONTEXTS The speech situations are relevant to learners' background, culture and environment The book is free from stereotyped, inaccurate, condescending or offensive images of gender, race, social class, or nationality The linguistic input is culturally dense (idioms, expressions, slang) The cultural input is representative of the cultural knowledge that native peers would have H METHODOLOGY The teaching methods used in the book are appropriate to the learning / teaching situation The level of learner involvement matches the learners' learning style and expectations The techniques for presenting / practicing new language items are suitable for the learners (lockstep / pair-work / 104 small-group work / student presentations / work involving technical subject-matter, etc.) APPENDIX 4: CLASSROOM OBSERVATION AIMS  Strong Some None Strong Some None Strong Some None Established clear learning goals (knowledge, understanding, skills)  Linked new subject matter to prior learning and/or experience Comments: METHODOLOGY  Varied student groupings: individual; pairs; small groups  Used multiple modes of instruction, with emphasis on active learning  Made flexible use of classroom space, time, materials  Communicated clear directions for multiple tasks Comments: AUDIENCE  Demonstrated respectful behavior toward students  Demonstrated sensitivity to different cultures/ethnicities  Acknowledged/celebrated student strengths/successes  Active participation by a broad range of students 105  Students comfortable asking questions/requesting assistance  Emphasis on competition against self, not other students Comments: CONTENTS Strong  Lesson targeted one or more State learning standards  Lesson focused on important ideas, issues, or problems  Tasks emphasized thought/meaning vs drill & practice Comments: 106 Some None APPENDIX 5: INTERVIEW QUESTIONS Teacher’s interview: Does the book English provide you better ways to apply your teaching methods in the lessons? What are the benefits and usefulness of English 6? Are there any difficulties in using English 6? What are they? What you to overcome the problem? Students’ interview: What you think of the book English 6? Could you tell me what the usefulness of English is after learning some lessons? Are there any difficulties in learning the book English 6? What are they? 107 ...VIETNAM ACADEMY OF SOCIAL SCIENCES GRADUATE ACADEMY OF SOCIAL SCIENCES Nguyễn Thị Viên AN EVALUATION OF THE TEXTBOOK TIẾNG ANH (10-YEAR PROGRAM) : A CASE STUDY AT QUYNH MAI SECONDARY SCHOOL. .. assessment of a particular Tiếng Anh course’s material Particularly, a general view of the method of using and adapting Tiếng Anh materials allocated to the students at Quynh Mai Secondary School is... Collecting data and necessary information about the way of performing the task and the results of this performance and the opinions of teachers and students about the tasks  Qualitative and quantitative