Tài liệu A survey of the classroom use of the new english textbooks at a high school

VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES NGUYỄN VĂN KẾT A SURVEY OF THE CLASSROOM USE OF THE NEW ENGLISH TEXTBOOKS AT A HIGH SCHOOL (Khảo sát việc sử dụng sách giáo khoa tiếng Anh mới tại một trường THPT) M.A. MINOR PROGRAMME THESIS Program 1 Major: English Language Teaching Methodology Code : 8140231.01 HANOI – 2020 VIET NAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES NGUYEN VAN KET A SURVEY OF THE CLASSROOM USE OF THE NEW ENGLISH TEXTBOOKS AT A HIGH SCHOOL (Khảo sát việc sử dụng sách giáo khoa tiếng Anh mới tại một trường THPT) M.A. MINOR PROGRAMME THESIS Program 1 Major: English Language Teaching Methodology Code: 8140231.01 Supervisor: ASSOC.PROF. Le Van Canh, Ph.D HANOI – 2020 DECLARATION I, Nguyen Van Ket, hereby certify that my thesis submitted to the Faculty of Post- Graduate Studies, University of Languages and International Studies, Vietnam National University, apart from the help recognized, is my own work. Documented references have been fully provided. I have not submitted this thesis for assessment in any other training institutions. Hanoi, 2020 Nguyễn Văn Kết Approved by SUPERVISOR (Signature and full name) Date: ……………………. i ACKNOWLEDGEMENT First and foremost, I would like to express my special and sincere thanks to my supervisor, Dr Le Van Canh, who gave me enthusiastic instructions, precious support and critical feedback on the construction of the study. This has always been one of decisive factors in the completion of this thesis. Second, I also express my profound gratitude to all doctors, lecturers and staff members of the Faculty of Postgraduate Studies, University of Foreign Languages and International Studies, Vietnam National University, Hanoi for their valuable lectures and useful advice that are a great help me for the fulfillment of the thesis. Next, I would like to send my deep sense of thanks to the teachers and students at the high school in Hanoi for their cooperation and the valuable information they provided in my research field. Furthermore, I would like to send my heartfelt gratitude to my family and all of my friends who have great source of endless care and support. Last but not least, I am also thankful to many writers whose ideas are useful hints for the development of this thesis. ii ABSTRACT The thesis focuses on surveying the classroom use of the new English textbooks at a high school. To achieve the research objectives, the author interviewed 04 English teachers and attended 06 English lessons of grades 10, 11 and 12 at a high school in Hanoi. After collecting the primary data combined with the study and referring to the secondary data, the author found that the new English textbook has many advantages over the old textbook, both in form and content. New textbooks focus more on communication activities, activeness and creativity of students. Its knowledge is also updated and closer to the students' daily lives. However, the difficulty in teaching new textbooks is quite a lot, from students, teachers, teaching methods, facilities and forms of exam and tests. Based on such limitations, the author proposes a number of solutions for students, teachers, professional groups, schools and the Ministry of Education and Training to help implement the new English textbook program to be more convenient and efficient in the future. iii LIST OF ABBREVIATIONS MOET : The Ministry of Education and Training TESL : Teaching English as a Second Language TEFL : Teaching English as a Foreign Language EFL : English as a Foreign Language CLT : Communication Line Terminal CD : Compact Disc IELTS : International English Testing System TOEFL : Test of English as a Foreign Language ELT : English Language Teaching iv TABLE OF CONTENTS DECLARATION .............................................................................................. i ACKNOWLEDGEMENT .............................................................................. ii ABSTRACT .................................................................................................... iii LIST OF ABBREVIATIONS ....................................................................... iv TABLE OF CONTENTS................................................................................ v CHAPTER 1. INTRODUCTION .................................................................. 7 CHAPTER 2. REVIEW OF LITERATURE ............................................. 10 2.1. The role of textbooks in English language teaching ................................ 10 2.2. Previous studies related to using textbooks in English language teaching .. 13 2.3. The current high school context ............................................................... 17 2.3.1. The general context in Vietnam ............................................................ 17 2.3.2. New English textbooks at high school in Vietnam ............................... 22 CHAPTER 3. METHODOLOGY ............................................................... 27 3.1. Research design ........................................................................................ 27 3.1.1. Research setting .................................................................................... 27 3.1.2. Participants of the study ........................................................................ 28 3.2. Research instruments ............................................................................... 28 3.2.1. Interview................................................................................................ 28 3.2.2. The classroom observation.................................................................... 30 3.3. Procedure .................................................................................................. 31 3.3.1. Data collection process ......................................................................... 31 3.3.2. Procedure of data analysis..................................................................... 31 CHAPTER 4. FINDINGS AND DISCUSSION ......................................... 33 4.1. Findings of employed interviews and classroom observation ................. 33 4.1.1. Interview findings ................................................................................. 34 v 4.1.2. Classroom observation findings ............................................................ 38 4.2. Discussion ................................................................................................ 42 CHAPTER 5. CONCLUSION ..................................................................... 46 5.1. Summary of findings ................................................................................ 46 5.2. Recommendations for more effective use of the new textbook............... 48 5.2.1. For the teachers ..................................................................................... 48 5.2.2. For the administrators ........................................................................... 51 5.3. Limitations and suggestions for further research ..................................... 53 5.3.1. Limitations ............................................................................................ 53 5.3.2. Suggestions ........................................................................................... 54 5.4. Conclusion................................................................................................ 55 RERERENCES.............................................................................................. 56 APPENDICES .................................................................................................. I vi CHAPTER 1. INTRODUCTION 1. Rationale for the study In an attempt to improve the quality of English language learning and teaching at the high school, the Ministry of Education and Training (MOET) has recently introduced a new series of textbooks. These new textbooks are to promote communicative learner-centered teaching. It has been claimed that the new textbooks will help teachers to change their teaching toward a greater emphasis on communication and learner-centered method. However, the practical information about how the prescribed change affects teachers, students, and the school as well as how teachers respond to such prescribed change has not been researched much. This study is an attempt to look into the issue more empirically. Moreover, many teachers and students shared that they found it difficult to teach with the new textbooks and they have no solutions to overcome, certainly, lessons with new English textbook 10, 11 and 12 cannot be successful and it even becomes worse. This has a great effect on students‟ learning results. On the other hands, students will be fed up with learning English if they find it worthless to study this subject. For all these reasons, it is required to find out difficulties in teaching English subject to the 10th,11th and 12th students at the high schools and the solutions. Therefore, the author decided to choose the topic “A survey of the classroom use of the new English textbooks at a high school”. 2. Aim and objective of the study The specific aims of the study are: - To explore how teachers use the new textbooks in their classroom. - To identify the gap between the method underlying the textbooks and the teacher‟s actual methodology, if any. 7 3. Research questions Based on the above aims, this research is conducted to answer the following questions: 1. How do teachers use the new English textbook in their classroom and to what extent does their methodology match the textbook‟s intended method? 2. What factors shape the way teachers use the new textbook in their classroom? 4. Scope of the study The investigation focuses on teachers in one high school in Hanoi using the new textbooks for three different grades: Grade 10, 11 and 12. 5. Significance of the study This project can be significant in a number of ways. First, the textbook is a key component of most language programs, as discussed above. It can also be the key source of language feedback obtained by students in the EFL context like Vietnam and the cornerstone of language practice both within and outside the classroom. For many Vietnamese high school students, textbooks may also complement less than three hours per week of teacher education. The textbooks must be professionalized, tailored to the curriculum and closely align the aims of the teaching program and the needs of the students in order to achieve their goals most effectively. A close look at new textbooks sponsored by the MOET showed, however, that they may have some problems. There may also be major difficulties for teachers and learners working with a new textbook to attain the ultimative target of their education and learning programmes, which improve student communication skills. The current project helps to finding and proposes ways to strengthen the issues. For authors, students, and teacher trainers in Vietnam, this 8 contribution would have practical value. The project also focuses on an educational setting that is widely unheard and under-represented in the worldwide TESOL bursary. The project report is therefore a rich source of knowledge for scholars outside Vietnam for their use and reference. Findings from this study can also be useful for textbook authors, teacher educators and educational bodies in making appropriate decisions on how English teaching in the high schools can be innovated. It can also contribute to the popular understanding of the role of textbooks in innovation in education. 6. Structure of the thesis The study is divided into three parts: Chapter 1 is the Introduction, which provides an overview of the research with specific information about rationale for the study, aim and objectives of the study, subject, scope and structure of the study. Chapter 2 is the Review of literature, which presents a review of theoretical background about new English textbook 10, 11 and 12 and a review of previous studies related to the research. Chapter 3 is the Methodology, which gives methodology underlying the research and descriptions of data analysis. In terms of methodology, the background information of the research questions, the subjects, the data collection instruments, and data collection procedure are discussed. Chapter 4 is the Findings and discussion, which summarizes the major findings. Chapter 5 is the Conclusion, which includes the recapitulation of the main points presented in the thesis and concluding remarks; personal recommendations for such current problems in teaching with new English textbooks 10, 11 and 12. The limitations of the study and some recommendations for further research are also discussed in this chapter. 9 CHAPTER 2. REVIEW OF LITERATURE This chapter provides general information about the role of textbooks in English language teaching, previous studies related to using textbooks in English language teaching and the current high school context. This is theoretical basis for the author to study others contents related to the classroom use of the new English textbooks at a high school in the following chapters. 2.1. The role of textbooks in English language teaching The role of textbooks in language teaching and learning is extremely important, and it is seen as a second important factor compared with teachers in the second/foreign language classroom. "Teach textbook is an almost universal aspect of English teaching", as indicated by Hutchinson and Torres (1994, p.351). Millions of copies are sold annually and various support programs have been developed to be produced in [several] countries... There seems to be no teaching-learning situation until it has a specific textbook. In many language classes, ELT textbooks play a very important role, but there have been a lot of discussions across the whole ELT field over the actual role played by textbooks for English as second/foreign language teaching. Arguments include the ability and the drawbacks of textbooks for' guiding' students through the course and curriculum and the expectations and desires of educators using textbooks. Other issues that have arisen very recently include textbook design and practicality, methodological validity, and the role of textbooks in innovation. Nonetheless, there has been very little research on the role of textbooks in ELT innovation. Haycrof (1998) says that one of the main benefits of using textbooks, because success and accomplishment can be assessed concretely when we use 10 it, is emotionally important for students. Sheldon (1988) has said that students in his or her language classroom and program tend to use a textbook and feel that written materials have more validity than teacher-generated or in-house materials. O'Neill (1982) suggested that even if not specifically made for him/her, the textbooks will be time and money efficient and that adaptation and improvisation should be allowed. The report argues that it is an efficient source for self-directed learning, an efficient tool for presenting information, an insight and activities source, a guide for learners, a curriculum where predetermined learning goals are expressed, and supports those who are not yet experienced in confidence. Hutchinson and Torres (1994) have claimed that “the textbook is an almost universal element of [English language] teaching…No teaching-learning situation, it seems, is complete until it has its relevant textbook” (p. 315). They propose that textbooks should help teachers through potentially confusing and challenging cycles of transition, show new, untried methods, slowly implement changes, and provide a scaffolding that enables teachers to build up their own innovative methodology. Those advantages include their greater credibility in comparison with teacher-generated materials or in-house materials (Sheldon, 1988), their sensitivity to students‟ needs as well as their efficiency in terms of time and money (O‟Neill, 1982). These advantages have been elaborated by Sheldon (1988) that textbooks yield a respectable return on investment and relatively inexpensive and involve low lesson preparation time, whereas teachergenerated materials can be time, cost, and quality defective. In this way, textbooks can reduce potential occupational over-load and allow teachers the opportunity to spend their time undertaking more worthwhile pursuits. Given the undisputed benefits of language teaching textbooks listed above, the constraints on textbooks are well known in the literature as well. 11 Allright (1981) notes that these constraints include inflexibility, the discrimination of authors with respect to the underlying methods, the choice of language contents and ignorance of the needs of learners. The teachers who use them can, therefore "de-skill" the textbooks (Richards, 1998).. Cunningsworth (1995) has suggested that textbooks are to be modified rather than implemented in order to deal with these drawbacks of textbooks. The advice is good enough, but it is a problem if all educators in the position of consumers of textbooks have the skills they need to change the textbook. N Reynaud, who has taught English for over 30 years (Admin, 2008), also finds that textbooks are all right as a grammar "progression" so that school books are perfect when the schedule of your lessons is "British literature”. According to Riazi (2003, p. 52), "textbooks play a very crucial role in the realm of language teaching and learning and are considered the next important factor (element) in the second/foreign language classroom after the teacher". The textbook is a tool in the hands of the teacher, and the teacher must know not only how to use it, but also how useful it can be. The wealth of published materials for English language teaching (ELT) available in the market makes selecting the right course book a challenging task. Moreover, the selection of a particular core textbook signals an executive educational decision in which there is considerable professional, financial, and even political investment (Sheldon,1988). In certain cases, textbooks are the framework for many of the linguist's guidance and language learning in the classroom. The framework for the content of the lessons, the combination of skills and the language tasks that students regularly use can be given. In other cases, textbooks can only be used for the teaching of the teacher. Learning books can also be used as teacher training for educators in the case of new students, i.e. they include 12 suggestions about how to prepare and teach lessons, as well as templates for teachers to use. Without the widespread use of commercial textbooks, most language lessons currently taking place throughout the world cannot take place. The teacher's technical expertise is therefore an integral part of learning how to use and adapt textbooks (Richards, 2001). 2.2. Previous studies related to using textbooks in English language teaching The English language teaching (ELT) textbooks are critical. They have to be sufficient for the context and the people with whom they are used to be of value, utility and adequacy. Although textbook assessment literature is not especially comprehensive, various authors proposed evaluation "checklists" based on criteria, allegedly generic, that teachers and students can use in many different situations. While Sheldon (1988) notes that there cannot be a specific set of standards in all teaching and learning environments without a major change, many of these standardized assessment lists have the same elements which can be used in different situations as helpful starting points for ELT practitioners. In the field of ELT, theorizers such as Williams (1983), Sheldon (1988), Brown (1995), Cunningsworth (1995) and Harmer (1996) all agreed that assessment checklists should have some physical requirements relating to textbook features, such as format, structure and logistics. We can list some researches related to use textbook in English language teaching as follows: David (2014) studied about “Textbook evaluation and ELT management: A South Korean case study”, Asian EFT Journal, UAE University Al Ain. ELT materials (textbooks) played a very important role in many language classrooms. Arguments also encompassed both the ability and the drawbacks of materials for 'guiding' students through the learning process 13 and curriculum as well as the needs and desires of teachers who were using textbooks. Whether or not one acknowledged the importance of textbooks, it must certainly be with the qualification that they are of an acceptable standard or level of quality and suitable to the learners for which they were being used. It was therefore absolutely important that a wide range of pertinent criteria for evaluating the textbooks we used in our language classrooms be developed and enforced. This paper discussed and described the intricate and complex evaluation process that was undertaken at Sung Kyun Kwan University in Suwon, South Korea in 2000-2001 for a textbook (English Firsthand 2) that was being used in this particular learning environment. The purpose of this research project was to determine the overall pedagogical value and suitability of the book towards this specific language program. Seyede and Amin (2015) studied about “Textbook Evaluation: An Investigation into “American English File Series”. ELT materials (textbooks) played a really crucial role in many language classrooms, but in recent years there has been a lot of debate throughout the ELT profession on the actual role of materials in teaching English as a Second/Foreign Language (TESL/TEFL). Some issues that have been discussed in recent years include textbook design and practicality, methodological validity, the role of textbooks in innovation, the authenticity of materials in terms of their representation of language, and the appropriateness of gender representation, subject matter, and cultural components. This study aimed at an investigation into “American English File” series in Iran EFL context. To this end, twentythree experienced teachers holding degree from B.A. to Ph.D and age range 24-37 were called for cooperation. A forty item questionnaire adapted from David (2000) was used to elicit information needed for the study. The data obtained through the questionnaire were then subject to descriptive and 14 inferential statistics. Results indicated that „American English File‟ series was a suitable and appropriate device for language teachers to obtain their aims as well as the aims of the language institutes. Ahmadi and Derakhshan (2016) studied about “EFL Teachers' Perceptions towards Textbook Evaluation”. According to the research, textbook evaluation helped the teachers find appropriate course books and let them regulate and modify them to meet the learners' needs and also allowed for natural interaction to occur. The skilled teachers had the opportunity to report and reflect their perceptions on the usefulness and weakness of the textbook they use in a given class. Although there were a lot of researches on textbook evaluation, the newly published textbooks were paid less attention. Therefore, the aim of this study was to review the evaluation of various textbooks which were conducted by EFL teachers all over the world to find out their perceptions toward the strengths and weaknesses of the textbooks. Moreover, this study reviewed some studies on Iranian teachers' perceptions toward old and newly published materials "Prospect 1"which were taught in schools, the role of teachers in evaluating textbooks, weaknesses and strengths of textbooks and some arguments against materials. This review research illustrated to what extent textbooks provide teachers and students' needs and empower teachers to improve their knowledge about evaluation of each kind of textbooks. The evaluation of textbooks revealed benefits and deficiencies of the teaching materials. Finally, it was recommended that it was useful for the syllabus designers, experienced and inexperienced teachers, materials developers and educational authorities to evaluate and investigate the newly-published textbooks in order to realize new ways to improve the quality of the materials and revise their contents. 15 Study about “Students‟ perceived difficulties in reading comprehension with reference to New Tieng Anh 10 textbook at Nghi Loc IV High school: A survey interview study” was conducted by Le Minh Sao (2008), Vietnam National University, Hanoi. This study aimed to investigate students‟ difficulties in reading texts in the new textbook for grade 10 according to their perceptions. Findings were used to suggest appropriate instructional support to help students to improve their reading comprehension skills. With the aim of finding out students‟ perceived difficulties in comprehending reading texts in the new textbook, a survey interview approach was adopted for this study. Semi-structured interviews were conducted on a group of 20 Grade 10 students. These students were selected randomly among volunteers. All the interviews were audio-taped and fully transcribed. Data was analyzed qualitatively to identify common difficulties the students encounter in their reading comprehension. Study about “The implementation of the new English textbook for grade 10 in innovation: A case study” was conducted by Nguyen Thi Bich Hang (2009), Vietnam National University, Hanoi. According to the research, innovation in ELT tended to be materialized through the introduction of new materials, textbooks, teaching methods, and teacher education programs. There was a taken-for-granted view that the introduction of the new textbook which claimed to be based on the findings of current theory and research results in the improvement of teaching. Although textbooks could influence the quality of classroom teaching and learning, there has been relatively little research in ELT on how teachers use the textbook inside the classroom. Through interviews, classroom observation, and informal chats with classroom teachers, this study demonstrated the gap between the intended innovation embedded in the textbook and the actual delivery in the classroom. 16 Also, the study identified factors that affected the way teachers use the textbook. Some conclusions deriving from the study were drawn to inform teacher educators on how to help teachers approach the innovative textbook more effectively. In summary, the above studies all provide the author with a theoretical basis for the use of English textbooks. However, given the different study subjects, different research objectives as well as different contexts, the results and recommendations given are only applicable in those studies, not applicable to my study. Also, to date, no studies have been done on the evaluation of the use of new English textbooks at high schools in Vietnam. Therefore, the author's study is an independent study, not overlapping with published studies. 2.3. The current high school context 2.3.1. The general context in Vietnam English has become a part of the high school curriculum since 1980s as Vietnam implemented its economic policy reformation emphasizing the open market economy, integration and globalization. Nevertheless, a more than the two-decade history of English teaching and learning seems not to make much progress in using English to communicate practically and efficiently (Hang, 2009). The effectiveness of English language learning is very low with the outcome that the students are unable to use English for communicative purposes. For the last few years, English has been taught and studied more intensively and extensively. According to Ministry of Education and Training, secondary division is quite optimistic that the ratio of upper-secondary students learning English accounts for 98.5% (2017). Actually, this figure only shows that the increasing needs of English in our society, not the levels 17 of real teaching and learning qualities at schools. It is a matter of fact to discuss herein some controversial problems of the high school context in Vietnam concerned with English learning and teaching conditions. 2.3.1.1. Teachers In fact, the qualification and proficiency of English teachers in Vietnam are unequal. Ministry of Education and Training (2017) reported that the proportion of regular teachers officially graduating from University of Education, English Department is not high. A small number of those graduated from Vietnam National University, College of Foreign Languages, English Department. Many others were trained or regularly trained at other universities and colleges, either local or provincial. This could be an excuse for the shortage, in terms of language and training, of a trained and professional staff. Furthermore, the research of Ministry of Education and Training (2017) also shows that the ratio of teachers with experience in teaching English for 15 years or more is rather high. In other words, the difference in age is another topic for discussion. Their language understanding and communication skills are therefore remarkably low. Nonetheless, English teachers have few or no opportunity to communicate with foreigners or native speakers in classrooms. This discourages the inspiration for learning communicative skills and upgrading modern technology in language teaching regardless of age and context. Noticeably, many teachers have hardly attended training programmes or professional workshops given by the national or provincial trainers. To be honest, most of them have no chance to learn about the introduction of new methods and strategies for language teaching. Therefore, in theory and practice they do not at all consider communication language teaching or 18