Teachers' and students' perceptions on the 11th grade English textbooks = Nhận thức của giáo viên và học sinh về sách tiếng Anh 11 mới

MINISTRY OF EDUCATION AND TRAINING

QUY NHON UNIVERSITY

NGUYEN THI CHUNG

TEACHERS’ AND STUDENTS’ PERCEPTIONS ON

THE 11th GRADE ENGLISH TEXTBOOKS

Major: Theory and Methodology of English Language Teaching

Code: 8140111

Supervisor: Assoc, Prof. Dr. Nguyen Thi Thu Hien

BỘ GIÁO DỤC VÀ ĐÀO TẠO

TRƢỜNG ĐẠI HỌC QUY NHƠN

NGUYỄN THỊ CHUNG

NHẬN THỨC CỦA GIÁO VIÊN VÀ HỌC SINH

VỀ SÁCH TIẾNG ANH 11 MỚI

Ngành: Lý luận và phƣơng pháp dạy học bộ môn Tiếng Anh

Mã số: 8140111

Ngƣời hƣớng dẫn: PGS. TS. Nguyễn Thị Thu Hiền

i

DECLARATION OF AUTHORSHIP

The thesis entitled “Teachers’ and Students’ Perceptions on the 11th

Grade English Textbooks” is conducted under the supervision of Assoc.

Prof. Dr. Nguyen Thi Thu Hien.

I declare that the information reported in this study is the result of my

own work and effort, except where due reference is made. This thesis has not

been submitted for the award of any degree or diploma in any university.

Quy Nhon, 2022

Nguyen Thi Chung

ii

ACKNOWLEDGEMENTS

Without the support, encouragement, and contributions from my

supervisor, my professors, my school, colleagues, friends, and family, the

successful completion of this thesis work would not have been possible. I take

this chance to express my deepest thanks to them for their support.

First and foremost, I would like to express my deepest gratitude to my

thesis advisor Associate Prof.Dr. Nguyen Thi Thu Hien for her continuous

support, expert guidance, and patience throughout the study. She provided me

with assistance at every stage of the process and always expressed his faith in

me. I am gratefully indebted to her for her very valuable comments on this

thesis.

A special thank goes to Phu Yen Department of Education and Training

and Nguyen Khuyen Secondary and High School for giving me the chance to

attend a MA course at Quy Nhon University.

This study was made achievable by the participation of the enthusiastic

teachers and students at High Schools in Song Cau town, who devoted their

time to taking part in this research.

I was also thankful to my colleagues for their support during my study

time. I am also grateful to Quy Nhon University, Post-graduate Department,

and Foreign Languages Department for the administrative assistance.

Last, but not least, I must express my gratitude to my family for

providing me with unfailing support and continuous encouragement

throughout the course and the study of this thesis.

iii

ABSTRACT

This study explored the teachers‟ and students‟ perceptions on the 11th

grade English textbooks issued in 2014 under the National Foreign Language

2020 project. The study was conducted with 10 teachers and 100 students

from high schools in Song Cau Town during March 2022. This research

implemented the quantitative and qualitative approaches in collecting the

data, by using questionnaires and semi-structured interviews. A questionnaire

was distributed to 10 English teachers and 100 students, and interviews were

completed with 3 teachers and 8 students who returned the questionnaire. The

findings showed that the teachers and students had positive perceptions of the

textbooks in the physical appearance and format and the roles of the

textbooks. The results also showed that teachers and students had different

perceptions of the difficulty level and unit organization, the exercises and

activities, and the skills and sub-skills distribution in the 11th grade English

textbooks.

Keywords: Textbook, teachers’ and students’ perception

iv

TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP...............................................................i

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

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

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

LIST OF ABBREVIATIONS.........................................................................vii

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

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

1.1. RATIONALE .................................................................................... 1

1.2. AIMS AND OBJECTIVES ................................................................... 2

1.2.1. Aims................................................................................................ 2

1.2.2. Objectives........................................................................................ 3

1.3. RESEARCH QUESTIONS.................................................................... 3

1.4. SCOPE OF THE STUDY...................................................................... 3

1.5. SIGNIFICANCE OF THE STUDY....................................................... 4

1.6. ORGANIZATION OF THE STUDY.................................................... 4

CHAPTER 2. LITERATURE REVIEW .......................................................... 5

2.1. TEACHING ENGLISH AT THE GENERAL EDUCATION LEVEL

IN VIETNAM ............................................................................................... 5

2.1.1 The 7-year set of English textbooks................................................. 6

2.1.2. The renovation of the textbooks in Vietnam .................................. 8

2.2. TEXTBOOKS...................................................................................... 10

2.2.1. Definition of textbook................................................................... 10

2.2.2. The role of textbooks for EFL teachers and students................... 11

2.2.3. A description of the 11th

– grade English textbooks..................... 13

2.3. PERCEPTION...................................................................................... 18

2.3.1. Definition of perception................................................................ 18

2.3.2. Importance of perception on learning and teaching...................... 19

v

2.4. EVALUATION OF TEXTBOOKS..................................................... 20

2.4.1. Evaluating the design of ELT textbooks....................................... 22

2.4.2. Evaluating the language content of ELT textbooks...................... 23

2.5. REVIEW OF RELATED EMPIRICAL STUDIES............................. 27

CHAPTER 3. RESEARCH METHODOLOGY ............................................ 32

3.1. RESEARCH DESIGN ......................................................................... 32

3.2. POPULATION AND PARTICIPANT SELECTION......................... 32

3.2.1. Teachers........................................................................................ 33

3.2.2. Students......................................................................................... 33

3.3 RESEARCH INSTRUMENTS............................................................. 34

3.3.1 Questionnaire ................................................................................. 34

3.3.2. Semi – Structured Interview ......................................................... 37

3.4. DATA COLLECTION ........................................................................ 38

3.5. DATA ANALYSIS.............................................................................. 39

3.6. RELIABILITY AND VALIDITY....................................................... 40

3.6.1. Scale Reliability Analysis............................................................. 40

3.6.2. Validity.......................................................................................... 41

CHAPTER 4. FINDINGS AND DISCUSSIONS .......................................... 42

4.1. TEACHERS‟ PERCEPTIONS ON THE 11TH GRADE ENGLISH

TEXTBOOKS............................................................................................. 42

4.1.1. Teachers‟ perception on the appearance and format of the 11th

–

grade English textbooks.......................................................................... 43

4.1.2. Teachers‟ perception on the difficulty level and unit

organization of the 11th

– grade English textbooks. ............................... 46

4.1.3. Teachers‟ perception on the exercises and activities of the 11th

–

grade English textbooks.......................................................................... 47

4.1.4. Teachers‟ perception on the skills and sub-skills distribution of

the 11th

– grade English textbooks.......................................................... 50

vi

4.1.5. Teachers‟ perception of the roles of the textbooks....................... 52

4.2. STUDENTS‟ PERCEPTIONS ON THE 11TH GRADE ENGLISH

TEXTBOOKS......................................................................................... 53

4.2.1. Students‟ perception of the physical appearance and format on

the 11th grade English textbooks............................................................. 54

4.2.2. Students‟ perception on the difficulty level and the unit

organization of the 11th

– grade English textbooks. ............................... 57

4.2.3. Students‟ perception on the exercises and activities of the 11th

–

grade English textbooks.......................................................................... 60

4.2.4. Students‟ perception on the skills and sub-skills distribution of

the 11th

– grade English textbooks.......................................................... 62

4.2.5. Students‟ perception of the roles of the 11th

– grade English

textbooks. ................................................................................................ 64

CHAPTER 5. CONCLUSION AND IMPLICATIONS................................. 67

5.1. SUMMARY ......................................................................................... 67

5.2 IMPLICATIONS OF THE STUDY ..................................................... 68

5.3 LIMITATIONS OF THE STUDY........................................................ 69

5.4. SUGGESTIONS FOR FUTURE STUDIES ....................................... 69

REFERENCES................................................................................................ 70

APPENDICES

vii

LIST OF ABBREVIATIONS

EFL : English as a foreign language

ELT : English language teaching

ESL : English as a second language

SLA : Second language acquisition

CEFR : Common European Framework of Reference for

Languages

MOET : Ministry of Education and Training

VNFLPF : Foreign Language Proficiency Framework for Vietnam

viii

LIST OF TABLES

Table 2.1. The number of English periods for each level of education in

Vietnam............................................................................................................. 6

Table 2.2. Book structure, unit structure, component headings, and time

allocated for each heading ( Hoang, V. V., 2015). ......................................... 14

Table 2.3. The topics in the 11th grade Textbooks (MOET, 2012)................. 15

Table 3.1. The background of teacher participants......................................... 33

Table 3.2. The background of student participants......................................... 34

Table 3.3. Process of Conducting the Survey ................................................. 37

Table 3.4. Reliability Statistics of the questionnaire ...................................... 40

Table 4.1. Teachers‟ perception of the 11th grade English textbooks............ 42

Table 4.2. Teachers‟ perception on the appearance and format of the 11th

–

grade English textbooks.................................................................................. 43

Table 4.3. Teachers‟ perception on the difficulty level and the unit

organization of the 11th

– grade English textbooks......................................... 46

Table 4.4. Teachers‟ perception on the exercises and activities of the 11th

–

grade English textbooks. ................................................................................. 48

Table 4.5. Teachers‟ perception on the skills and sub-skills distribution of the

11th

– grade English textbooks. ....................................................................... 50

Table 4.6. Teachers‟ perception of the roles of the textbooks........................ 52

Table 4.7. Students‟ perception of the 11th grade English textbooks ............. 54

Table 4.8. Students‟ perception of the physical appearance and format on the

11th grade English textbooks. .......................................................................... 55

Table 4.9. Students‟ perception on the difficulty level and the unit

organization of the 11th

– grade English textbooks......................................... 57