An evaluation of top notch as the textbook for EFL classes - The case of FPT polytechnic college

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

AN EVALUATION OF TOP NOTCH AS THE TEXTBOOK FOR EFL

CLASSES – THE CASE OF FPT POLYTECHNIC COLLEGE

TESOL: 60 14 01 11

A thesis submitted in partial fulfillment of the requirements for the degree of

Master of Arts in TESOL

Submitted by DANG VU MINH THU

Supervisor: LE THI THUY NHUNG, Ph.D.

Ho Chi Minh, 2019

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

AN EVALUATION OF TOP NOTCH AS THE TEXTBOOK FOR EFL

CLASSES – THE CASE OF FPT POLYTECHNIC COLLEGE

TESOL: 60 14 01 11

A thesis submitted in partial fulfillment of the requirements for the degree of

Master of Arts in TESOL

Submitted by DANG VU MINH THU

Supervisor: LE THI THUY NHUNG, Ph.D.

Ho Chi Minh, 2019

i

CERTIFICATE OF ORIGINALITY

I certify that this submitted thesis entitled “An evaluation of Top Notch as the

textbook for EFL classes – The case of FPT Polytechnic College” is my own work.

This thesis does not contain material published elsewhere or extracted in a whole or in

part from a thesis by which I have qualified for or been awarded another degree or

diploma, except reference is made in the text of this thesis.

No other person’s work has been used without due acknowledgements in the thesis.

This thesis has not been submitted for the award of any degree or diploma in any

tertiary institution.

Ho Chi Minh, November 2019

DANG VU MINH THU

ii

ACKNOWLEDGEMENTS

This Master of Arts in TESOL thesis is a successful collaboration of all people who

have enthusiastically contributed to my research. Without the help of those, I would not

be able to fulfill my M.A thesis.

First and foremost, I would like to express my sincere gratitude to my supervisor Dr.

Le Thi Thuy Nhung, from Banking University of Ho Chi Minh City, who continuously

supported and encouraged me through the journey of my research. Without her

patience, guidance and insights, my work would be far from completed.

In addition, I would like to present my grateful appreciation towards all lectures of the

Open University in Ho Chi Minh City for providing me precious intellectual

knowledge during my study that was extremely useful in accomplishing my thesis.

Last but not least, my special gratefulness goes to all students and instructors at FPT

Polytechnic College for their cooperation and willingness to complete the

questionnaires and interviews, which provides valuable information for my research.

iii

ABSTRACT

Textbooks are considered an indispensable resource in any English training programs.

In Vietnam, English textbooks are often published and imported from overseas. This

may result in a lack of suitability and appropriateness of imported book in the English

training curriculum. Imported textbooks may not meet the learners' needs, interests,

and abilities as well as the teachers' needs. Therefore, textbook evaluation is highly

important because it not only provides useful information for teachers but also plans

learning settings for students. This study was conducted to examine the appropriateness

of the textbook Top Notch 2 which is used as the main coursebook for non-English

majors at a college in Ho Chi Minh City. It also investigated the perceptions of both

students and instructors in the college about the use of this textbook for their English

classes.

The study employed mixed methods to gather data for analysis including document

analysis, questionnaire survey and interviews. Participants included 156 students who

completed the survey and five English teachers who agreed to attend the interview with

the researcher. The findings show that most teachers recommend the use of Top Notch

2 as the main coursebook for non-English majors because of its suitability in terms of

topics, organization, content and language type. However, several students did not

seem to favor the textbook in terms of its practicality and appropriateness.

The findings of the study would be of significant value to students and teachers,

curriculum designers as well as English program managers as it provides an official

evaluation on Top Notch 2 with a view to examining the suitability of this textbook for

English language training programs not only at FPT Polytechnic College but also at

other higher educational institutions in Vietnam and in other non-dominant English￾speaking countries.

iv

TABLE OF CONTENTS

CERTIFICATE OF ORIGINALITY ...........................................................................i

ACKNOWLEDGEMENTS...........................................................................................ii

ABSTRACT.................................................................................................................. iii

TABLE OF CONTENTS..............................................................................................iv

LIST OF TABLES ........................................................................................................ix

LIST OF ABBREVIATIONS .......................................................................................x

CHAPTER 1: INTRODUCTION.................................................................................1

1.1. The importance of textbook in general and EFL textbook in particular ............2

1.2. The current situation of EFL textbooks use in Vietnam ....................................2

1.3. The current situation of the use of Top Notch at FPT........................................3

1.4. Reasons for evaluating Top Notch 2 ..................................................................4

1.5. Research problem ...............................................................................................4

1.6. Aims of the study................................................................................................5

1.7. Research questions .............................................................................................5

1.8. Scope of the study...............................................................................................5

1.9. Significance of the study ....................................................................................6

1.10. Structure of the thesis.........................................................................................7

CHAPTER 2: LITERATURE REVIEW.....................................................................8

2.1. Concepts and definitions of materials ................................................................8

2.2. The importance of textbooks in EFL classes....................................................10

2.3. Benefits and drawbacks of textbooks in language classes ...............................11

v

2.3.1. The benefits of textbooks to teachers ........................................................11

2.3.2. The benefits of textbooks to students ........................................................12

2.3.3. The drawbacks of textbooks......................................................................12

2.4. The rationale for textbook evaluation...............................................................13

2.5. Conceptual frameworks for textbook evaluation .............................................16

2.6. Methods and stages of textbook evaluation......................................................17

2.7. The adoption of checklist as a tool for textbook evaluation.............................19

2.8. Criteria of the checklist.....................................................................................19

2.9. Textbook evaluation in Vietnamese context ....................................................21

2.10. Description of the textbook “Top Notch 2” .....................................................23

2.11. Research on textbook evaluation......................................................................24

2.11.1. Previous studies on textbook evaluation in international contexts............24

2.11.2. Previous studies on textbook evaluation in Vietnamese EFL context.......26

2.12. Chapter summary..............................................................................................28

CHAPTER 3: RESEARCH DESIGN AND METHODOLOGY ............................29

3.1. Research design ...................................................................................................29

3.1.1. The analysis of Top Notch 2 student’s book .............................................29

3.1.2. Survey ........................................................................................................30

3.1.3. Interviews with teachers ............................................................................31

3.2. Research site .....................................................................................................32

3.3. Research instruments........................................................................................33

3.3.1. The questionnaire.......................................................................................33

vi

3.3.2. Piloting the questionnaire ..........................................................................35

3.3.3. Interview ....................................................................................................35

3.4. Data collection procedures ...............................................................................36

3.5. Data analysis.....................................................................................................37

3.6. Reliability and validity of the research.............................................................38

CHAPTER 4: FINDINGS AND DISCUSSION........................................................40

4.1. Findings ............................................................................................................40

4.1.1. Practical considerations .............................................................................40

4.1.1.1. Document analysis..............................................................................40

4.1.1.2. Results from the interview ..................................................................41

4.1.1.3. Results from the survey.......................................................................42

4.1.2. Layout and design......................................................................................43

4.1.2.1. Document analysis..............................................................................43

4.1.2.2. Results from the interview ..................................................................43

4.1.2.3. Results from the survey.......................................................................44

4.1.3. Activities....................................................................................................44

4.1.3.1. Document analysis..............................................................................44

4.1.3.2. Results from the interview ..................................................................45

4.1.3.3. Results from the survey.......................................................................47

4.1.4. Skills ..........................................................................................................48

4.1.4.1. Document analysis..............................................................................48

4.1.4.2. Results from the interview ..................................................................49

vii

4.1.4.3. Results from the survey.......................................................................50

4.1.5. Language type............................................................................................51

4.1.5.1. Document analysis..............................................................................51

4.1.5.2. Results from the interview ..................................................................51

4.1.5.3. Results from the survey.......................................................................53

4.1.6. Subject and content....................................................................................54

4.1.6.1. Document analysis..............................................................................54

4.1.6.2. Results from the interview ..................................................................55

4.1.6.3. Results of the survey...........................................................................56

4.1.7. Overall consensus......................................................................................57

4.1.7.1. Document analysis..............................................................................57

4.1.7.2. Results of the interview.......................................................................57

4.1.7.3. Results of the survey...........................................................................58

4.2. Discussion.........................................................................................................59

4.2.1. Findings of the current study in relation to research in international

context ....................................................................................................................59

4.2.2. Findings of the current study in relation to research in Vietnamese context

....................................................................................................................61

4.3. Chapter summary..............................................................................................63

CHAPTER 5: CONCLUSIONS AND IMPLICATIONS ........................................64

5.1. Summary of major findings.................................................................................64

5.2. Implications .........................................................................................................65

viii

5.2.1. For teachers................................................................................................65

5.2.2. For students................................................................................................66

5.2.3. For EFL program managers.......................................................................66

5.3. Limitations of the research ...............................................................................67

5.4. Recommendations for further research ............................................................67

REFERENCES.............................................................................................................69

APENDIX A – THE TEXTBOOK EVALUATION QUESTIONNAIRE

(ENGLISH VERSION)................................................................................................75

APENDIX B – TEXTBOOK EVALUATION QUESTIONNAIRE

(VIETNAMESE VERSION).......................................................................................78

APENDIX C – INTERVIEW QUESTIONS .............................................................82

APENDIX D – INTERVIEW QUESTIONS (VIETNAMESE VERSION) ...........83

APENDIX E – INTERVIEW TRANSCRIPT OF T4...............................................84

APENDIX F – SUMMARY OF INTERVEW TRANSCRIPTS .............................91

APENDIX G – SPSS STATISTICS............................................................................96

APENDIX H – THE TEACHERS’ PROFILE........................................................111

APENDIX I – COVER AND TABLE OF CONTENT OF TOP NOTCH 2 ........112

APENDIX J – SAMPLES OF TOP NOTCH 2 .......................................................114

ix

LIST OF TABLES

Table 4.1: Results of students’ responses to Practical Considerations

Table 4.2: Results of students’ responses to Layout and Design

Table 4.3: Results of students’ responses to Activities

Table 4.4: Results of students’ responses to Skills

Table 4.5: Results of students’ responses to Language Type

Table 4.6: Results of students’ responses to Subject and Content

Table 4.7: Results of students’ responses to Overall Consensus

x

LIST OF ABBREVIATIONS

EFL: English as a Foreign Language

ELT: English Language Teaching

ESL: English as a Second Language

ESP: English for Special Purposes

MOET: The Ministry Of Education and Training

SPSS: Statistical Package for the Social Sciences

TESOL: Teaching English to Speakers of Other Languages

1

CHAPTER 1: INTRODUCTION

This chapter provides a general vision of the problem that the researcher would like to

introduce, which includes 11 sections. In the first two sections, the significance of EFL

textbook and current situation of EFL textbook in Vietnam are discussed respectively.

The next two sections introduce the current situation of the use of Top Notch at FPT

and reasons for the evaluation of this textbook. The other sections relate to the research

gap, the aims of the study, research questions, the scope, the significance and the

structure of the study. There is also a section of definitions of the key terms in textbook

evaluation.

It is widely accepted that English is an international language due to its massive

application in a great variety of areas all over the world. English serves as a native

language of the majority of people in Australia, Canada, New Zealand, and the United

States of America. In recent decades, English has rapidly and globally spread over the

continents with the dominant influence in several domains including language

education, business, information technology, trade, science and medicine, and

entertainment. Owing to the dominance of English as a global language, several non￾dominant English-speaking countries around the world currently invest in English

education and Vietnam is not an exception.

The importance of English is studied in The Impact of English as A Global Language

on Educational Policies and Practices in the Asia-Pacific Region carried out by David

Nunan (2003). One of his interviewers mentioned that “It can be said that English has

become a must for success in both studying and working” (Nunan, 2003, p. 605). In

order to accomplish the process of industrialization and modernization, English

language teaching and training has become one of the most significant aspects that the

Vietnam government concentrates on. The government’s recognition of the importance