EFL teachers' perceptions of advantages and challenges in applying New English Grade 10 at An Phuoc High School

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

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EFL TEACHERS’ PERCEPTIONS OF ADVANTAGES AND

CHALLENGES IN APPLYING NEW ENGLISH GRADE 10 AT

AN PHUOC HIGH SCHOOL

A thesis submitted in partial fulfillment of the requirements for the

degree of Master of Arts (TESOL)

Submitted by NGUYEN DINH AI KHANH

Supervisor: LE THI THANH THU, PhD.

Ho Chi Minh City, 2019

MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY OPEN UNIVERSITY

NGUYEN DINH AI KHANH

EFL TEACHERS’ PERCEPTIONS OF ADVANTAGES AND

CHALLENGES IN APPLYING NEW ENGLISH GRADE 10 AT

AN PHUOC HIGH SCHOOL

Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES

Major code: 60140111

MASTER OF ARTS IN TESOL

Supervisor: LE THI THANH THU, PhD.

Ho Chi Minh City, 2019

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STATEMENT OF AUTHORSHIP

I certify that this thesis entitled “EFL Teachers’ Perceptions of Advantages and

Challenges in Applying New English Grade 10 at An Phuoc High School” is my

own work.

Except where reference is made in the text of the thesis, this thesis does not contain

material published elsewhere or extracted in whole or in part from a thesis by which

I have qualified for or been awarded another degree or diploma.

No other person’s work has been used without due acknowledgement in the main

text of the thesis. This thesis has not been submitted for the award of any degree or

diploma in any other tertiary institution.

Ho Chi Minh City, 2019

NGUYEN DINH AI KHANH

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ACKNOWLEDGEMENTS

This Master of Arts in TESOL thesis is the result of a fruitful collaboration of all the

people who have kindly contributed with enormous commitment and enthusiasm in

my research. Without the help of those who supported me at all times and in all

possible ways, it would not have been feasible for me to complete my M.A. thesis.

First of all, I am deeply indebted to my supervisor, Le Thi Thanh Thu, Ed.D., whose

compassion; encouragement and guidance throughout the research have helped in

the completion of this thesis. I have truly learned from the excellence of her skills

and from her wide experience in research; no words are adequate to describe the

extent of my gratitude.

I am also sincerely grateful to all lecturers of the Open University in Ho Chi Minh

City for providing me with invaluable sources of intellectual knowledge during my

study there. This knowledge was very useful when I conducted this research.

I owe a great debt of gratitude to the anonymous participants who contributed data

to this thesis. Without them the data collection for this study could not properly been

carried out.

Last but not least, I would like to express my particular gratitude to my beloved

family for their understanding, encouragement, and spiritual support over time and

distance.

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ABSTRACT

The study was conducted to identify the advantages and challenges in applying the

New English Grade 10 after two years of pilot implementation at An Phuoc high

school in Ninh Thuan province. Six EFL teachers at An Phuoc high school reflected

their perceptions on the advantages and challenges of the New English Grade 10 via

the semi-structured interview with total 40 questions covering different criteria such

as aims, attractiveness, language and topics, language skills and language areas, and

methodology. To the advantages, the book had clear objectives which were relevant

to the pre-determined goals of the national ELT curriculum and to the students’

needs. It consisted of clear, helpful layout and beautiful visual illustrations. Besides,

varied, realistic, relevant, interesting and updated topics and texts were also viewed

as one good point of the book. Furthermore, there was a balanced coverage of

language skills and language areas. Therewith, the book was learner-centered,

providing clear instructions and different strategies and techniques to facilitate

students’ learning process. To the challenges, the language of the current textbook

was insufficiently natural and real and communicative. Alongside, pronunciation

section lacked phonemic alphabet. In addition, the grammar section had low-level

contextualization of grammar items, lacked interesting examples, and scarced form

and use balance. Regarding to speaking section, many speaking tasks failed to

reflect students’ interests due to their linguistic accuracy focus; moreover, the model

dialogues lacked naturalness. Regarding to reading section, some reading texts were

not interesting and updated, and free writing opportunities were not encouraged.

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TABLE OF CONTENTS

Page

STATEMENT OF AUTHORSHIP………………………………………… i

ACKNOWLEDGMENTS…………………………………………………… ii

ABTRACT …………………………………………………………………… iii

TABLE OF CONTENTS …………………………………………………… iv

LIST OF FIGURES …………………………………………………………. vii

LIST OF TABLES ……………………………………………………………. viii

Chapter 1: INTRODUCTION ……………………………………………… 1

1.1. Rationale for the study ……………………………………………… 1

1.2. Objective of the study ………………………………………………… 2

1.3. Research questions …………………………………………………… 3

1.4. Significance of the study …………………………………………… 4

1.5. Thesis organization …………………………………………………… 5

Chapter 2: LITERATURE REVIEW ……………………………………… 6

2.1. The concept of textbook ……………………………………………… 6

2.1.1. Definitions ……………………………………………………….. 6

2.1.2. Functions of textbooks in ELT program………………………… 7

2.1.3. Possible challenges from textbook……………………………… 8

2.2. Textbook evaluation…………………………………………………... 9

2.2.1. Definition of textbook evaluation………………………………… 9

2.2.2. Purposes of textbook evaluation………………………………….. 10

2.2.3. Types of textbook evaluation…………………………………..… 11

2.2.4. Models of textbook evaluation…………………………………… 12

2.2.4.1. McDonough and Shaw’s model ………………………… 12

2.2.4.2. Ellis’ model …………………………………………… 13

2.2.5. Criteria for textbook evaluation………………………………….. 13

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2.2.5.1. Criteria suggested by Cunningsworth …………………….. 13

2.2.5.2. Criteria suggested by Hutchinson and Waters……………... 14

2.2.5.3. Criteria suggested by Nahrkhalaji …………………………. 14

2.2.5.4. Criteria used in the current study ………………………….. 15

2.2.6. Adaption after textbook evaluation………………………………. 17

2.3. Previous studies ………………………………………………………. 18

2.3.1. Out of the Vietnamese context …………………………………... 18

2.3.2. In the Vietnamese context ……………………………………….. 21

2.3.3. Research gaps ……………………………………………………. 23

2.4. Conceptual framework……………………………………………….. 24

2.5. Overview of the national curriculum and syllabus for ELT ……… 25

2.6. Chapter summary ……………………………………………………. 27

CHAPTER 3: METHODOLOGY …………………………………………... 28

3.1. Research setting ……………………………………………………… 28

3.2. Research participants ……………………………………………….. 28

3.3. Research design ………………………………………………………. 29

3.4. Research instrument: Interview …………………………………….. 31

3.4.1. Description ………………………………………………………. 31

3.4.2. Data collection procedures……………………………………….. 34

3.4.3. Data analytical framework ………………………………………. 35

3.5. Chapter summary ………………………………………………….… 35

CHAPTER 4: DATA ANALYSIS AND DISCUSSIONS ………………….. 36

4.1. Research question 1 ……………………………………………..…… 36

4.1.1. Aims ………………………………………………………..…… 37

4.1.2. Attractiveness ……………………………………….…………… 39

4.1.3. Content …………………………………………………...……… 42

4.1.4. Methodology…………………………………………………...… 54

4.2. Research question 2……………………………………………...…… 59

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4.3. Chapter summary…………………………………………………… 68

CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS ………… 69

5.1. Summary of the results ……………………………………………… 69

5.2. Recommendations for teachers……………………………………… 71

5.3. Limitations of the study……………………………………………… 73

5.4. Recommendations for further study ………………………………... 73

REFERENCES ………………………………………………………………. 75

APPENDIX 3.1: TEACHER INTERVIEW (ENGLISH VERSION) ……... 81

APPENDIX 3.2: TEACHER INTERVIEW (VIETNAMESE VERSION) 84

APPENDIX 3.3: TRANSCRIPTS (ENGLISH VERSION)………………… 87

APPENDIX 3.4: THE TEXTBOOK SAMPLE ……………………………… 106

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LIST OF FIGURES

Page

Figure 2.1: Conceptual framework………………………………………………… 25

Figure 3.1: Research procedure ………………………………………………. 29

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LIST OF TABLES

Page

Table 2.1: Criteria synthesized from some authors …………………………… 15

Table 3.1: Profiles of the participants …………………………………………..…. 29

Table 3.2: Description of the interview content (See Appendices 4.1 and 4.2) 32

Table 3.3: The sequence of the interview sessions ……………………………… 34

Table 4.1: Advantages related to aims of the book ……………………………..… 37

Table 4.2: Advantages related to attractiveness of the book ………………….. 39

Table 4.3: Advantages related to topics and cultures of the textbook ………… 42

Table 4.4: Advantages related to language areas of the book ………………... 44

Table 4.5: Advantages related to language skills of the book ………………… 48

Table 4.6: Advantages related to methodology of the book …………………… 55

Table 4.7: Challenges related to the language type of the book ……………… 60

Table 4.8: Challenges related to language areas of the book ………………… 61

Table 4.9: Challenges related to language skills of the book …………………… 64

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CHAPTER 1

INTRODUCTION

1.1. Rationale for the study

Textbooks make a significant role in the teaching and learning process, and

they are the key components of imparting the knowledge to the learners. Pertaining

to the role of textbooks in English language teaching, Cunningsworth (1995)

identifies a textbook as an inevitable resource in presenting the material, an input for

learners to practice as well as implement the language activities. Inevitably, the

selection of language teaching materials like textbooks can greatly influence the

quality of language learning and teaching procedure (Mukundan, Nimehchisalem, &

Hajimohammadi, 2011), playing an important role in the learners’ success or failure

of language learning. In short, textbooks are viewed as an essential component of

any English language teaching and learning process, which “will always survive on

the grounds that they meet certain needs” (AbdelWahab, 2013, p. 55).

Researchers have suggested several advantages of using textbooks. For

example, textbooks help to standardize instruction and assessment. That is, by

giving students in different classes the same textbook, teachers can teach and test

them in the same way (Richards, 2005). Textbooks also provide syllabus for a

program, thus supporting novice teachers, training them in methodology and saving

their time and effort for more worthwhile pursuits than material production

(Cunningsworth, 1995). What is more, since textbooks are always carefully tested

before being brought into the market, students tend to give them more credibility

than teacher-generated or ‘inhouse’ materials. Students also often expect to use a

textbook in their learning program (Sheldon, 1988). Without textbooks, they may

think their learning is not taken seriously; thus, textbooks are psychologically

essential for students. Finally, textbooks may constitute an effective resource for

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learning in the classroom and self-directed learning (Cunningsworth, 1995). A

learner without a textbook might be out of focus and teacher-dependent.

However, the fact has shown that “the perfect textbook does not exist”

(Grant, 1987, p. 8). For example, the textbooks may be too advanced or too simple

or too inflexible and biased for the learners. In the same fashion, particular strengths

and weaknesses in textbooks already in use concurrently present (Cunningsworth,

1995). One of the most cited concerns is that textbooks are often implicitly

prescriptive and thus might control the methods, processes, and procedures of

classroom practice and ‘deskill’ teachers (Allwright, 1982). Another concern is that

since textbooks are often written for global markets, they might not suit all

classrooms and might require adaptation to better meet students’ true needs

(Richards, 2005). More importantly, recent criticisms have been targeted at the

quality of textbooks. It has been repeatedly shown that many English textbooks

represent biased views of gender and stereotyping (Clarke & Clarke, 1990; Carrell

& Korwitz, 1994; Renner, 1997). Besides, recent appraisals of commercially

produced textbooks have also suggested that many textbooks tend to offer classroom

learners little opportunity for learning how to properly communicate intentions such

as requesting, inviting, disagreeing, complaining, and so on in the second language

(L2) (Bardovi-Harlig 2001; Vellenga 2004). It is owing to these potential problems

that textbooks should be carefully evaluated and selected before being used for a

language program (Fatima, Shah, & Sultan, 2015). Textbook evaluation helps the

managerial and teaching staff select the most appropriate materials available for a

particular course (i.e. predictive evaluation). It also helps to identify the strengths

and weaknesses of a particular textbook that is already in use (i.e. in-use and

retrospective evaluation). This is to inform teachers in the process of textbook

adaptation and decision-making for the next course (Ellis, 1997). According to Rea￾Dickens and Germaine (1994), evaluation is a dynamic process to investigate the

suitability and appropriateness of the currently used textbook. They contend that this