Số thứ tự:

…….
HANOI NATIONAL UNIVERSITY, VIETNAM
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF GRADUATE STUDIES
****************

TRẦN THỊ MINH TRANG

EVALUATING THE QUALITY OF THE NEW TEXTBOOK TIẾNG

ANH 10 DEVELOPED UNDER THE NATIONAL 2020 PROJECT

(Đánh giá chất lượng của bộ sách giáo khoa Tiếng Anh 10 mới biên soạn trong
khuôn khổ của Đề án Ngoại ngữ Quốc gia 2020)

MA. MINOR PROGRAM THESIS

Major: English Teaching Methodology

Code : 60140111

Hanoi - 2016
 Số thứ tự:
…….
HANOI NATIONAL UNIVERSITY, VIETNAM
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF GRADUATE STUDIES
****************

TRẦN THỊ MINH TRANG

EVALUATING THE QUALITY OF THE NEW TEXTBOOK TIẾNG

ANH 10 DEVELOPED UNDER THE NATIONAL 2020 PROJECT

(Đánh giá chất lượng của bộ sách giáo khoa Tiếng Anh 10 mới biên soạn trong
khuôn khổ của Đề án Ngoại ngữ Quốc gia 2020)

MA. MINOR PROGRAM THESIS

Major: English Teaching Methodology

Code : 60140111
Supervisor: Prof. Dr. Hoang Van Van

Hanoi - 2016
 DECLARATION

I, Trần Thị Minh Trang, hereby certify that this thesis is the result of
my own research and the substance of this thesis has not, wholly or in part,
been submitted for a degree to any other university or institution.
Hanoi, 2016
Signature

Trần Thị Minh Trang

APPROVED BY :

SUPERVISOR

Pro. Dr. Hoang Van Van

i
 ACKNOWLEDGEMENTS

First and foremost, I would like to express my special and sincere thanks to
my supervisor, Prof. Dr. Hoang Van Van, who has given me great help with this
thesis. Without his experienced guidance, valuable suggestions and dutiful
supervision, my research would be far from finished.
I also wish to acknowledge my debt of gratitude to the staff members of the
Postgraduate Department and the lecturers at College of foreign Languages,
Vietnam National University for their valuable lectures, which provide me with
scientific knowledge that help to fulfill the study.
I am also thankful to many teachers of English and students at upper
secondary schools in Ha Nam, teachers of English in certain upper secondary
schools in Ha Nam Yen Bai, Dien Bien, Hai Duong, Vinh Phuc, Son La Provinces
for answering the questionnaires and interviews.
Last but not least, my thanks go to my family, especially my husband, who
has given me so much love, patience and encouragement.

ii
 ABSTRACT

The basic goal of material evaluation is selecting teaching materials

which are appropriately relevant for a particular teaching context. The current study
aimed at evaluating the quality of the New Textbook Tiếng Anh 10 developed under
the National Foreign Language 2020 Project to get feedback from teachers teaching
it and students learning from it so as to establish its strengths and weaknesses and to
see if it is suited to the teachers and students. The study results showed that the New
Textbook Tiếng Anh 10 meets almost all criteria given and seemed to be highly
suitable for Upper Secondary Vietnamese teachers and students and also got
positive feedbacks from teachers and students. However, there is something that
needs to be done to improve the quality of the materials. The research consists of
four parts. The first part introduces the rationale, aims and objectives, research
questions, scope as well as the significance of the study. The second part is
concerned with the literature review that the study mainly based on; the
methodology that the researcher used to carry out this study as well as the findings
and discussion. The last part provides a summary of the strengths and weaknesses
of the textbook as seen from the point of view of the teachers and students’
evaluation. It also and points out some limitations of the research and make some
suggestions and recommendation for further study.

iii
 LIST OF ABBREVIATIONS
DOET Department of Education and Training
CEFR The Common European Framework of Reference for Languages
EFL English as a Foreign Language
ESL English as a Second Language
ELT English Language Teaching
GCSE General Certificate of Secondary Education
MOET Ministry of Education and Training
NFL The National Foreign Language
TA 10 The New English Textbook, Tiếng Anh 10

LIST OF CHARTS
Chart 1 Teachers and Students’ Evaluation of the Textbook on Each
Category
Chart 2 The evaluation of the teachers on nine categories

Chart 3 The evaluation of the students on the seven categories

LIST OF THE APPENDICES

APPENDIX 1 Questionnaire for teachers of the New English Text Book, Tiếng
Anh 10
APPENDIX 2 Questionnaire for students of the New English Text Book, Tiếng
Anh 10
APPENDIX 13 Transcrips of the interviews for the teachers and students

TABLE OF CONTENTS

DECLARATION........................................................................................................i

iv
ACKNOWLEDGEMENTS......................................................................................ii

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

LIST OF ABBREVIATIONS...................................................................................iv

LIST OF CHARTS...................................................................................................iv

LIST OF THE APPENDICES..................................................................................iv

TABLE OF CONTENTS...........................................................................................v

PART A: INTRODUCTION......................................................................................1

1. Rationale for the Study..........................................................................................1

2. Aim of the Study....................................................................................................2

3. Research questions................................................................................................2

4. Scope of the study.................................................................................................2

5. Significance of the Study.......................................................................................2

PART B: DEVELOPMENT.....................................................................................3

CHAPTER 1 LITERATURE REVIEW....................................................................3

1.1 Introduction.........................................................................................................3

1.2 Teaching and Learning English in Vietnam under the National Foreign
Language Project Entitled: “Teaching and Learning Foreign Languages in the
National Education System, Period 2008-2020”.......................................................3

1.2.1 Teaching and Learning English at Upper Secondary Schools in Vietnam........3

1.2.2 The National Foreign Language 2020 Project..................................................4

1.2.3 The Pilot English Curriculum for Vietnamese Upper Secondary Schools........5

1.3 The New English Textbook, Tiếng Anh 10..........................................................6

1.4. Textbook Evaluation...........................................................................................9

1.4. 1 Textbooks........................................................................................................9

1.4.2. Roles of Textbook............................................................................................9

v
1.4.3. The Needs for Textbook Evaluation...............................................................11

1.4.4. Quality Standards for Textbook.....................................................................12

1.4.5. Textbook Evaluation Methods.......................................................................15

1.4.6. Related Studies on Evaluation of the Textbook.............................................18

1.5 Summary...........................................................................................................19

CHAPTER 2 METHODOLOGY...........................................................................20

2.1 Introduction.......................................................................................................20
2.2 Research Method...............................................................................................20
2.2.1 Sites of the Research.......................................................................................20

2.2.2 The Subject of the Research:..........................................................................20

2.2.3 The Participants..............................................................................................21

2.3. Research Instrument.........................................................................................21

2.3.1 Questionnaire and Interview...........................................................................21

2.3.2. Survey Procedure...........................................................................................25

2.3.3. Methods of Data Analysis..............................................................................25

2.4 Summary...........................................................................................................26
CHAPTER 3 FINDINGS AND DISCUSSION.......................................................27

3.1 Recapitulation....................................................................................................27
3.2 Overall Rating...................................................................................................27
3.3 Teachers and Students’ Evaluation of the Textbook on Each Category.............28
3.3.1. Teachers’ Evaluation of the Textbook on “Objectives” Category..................28

3.3.2. Students’ Evaluation of the Textbook on “Contents” Category.....................29

3.3.3. Teachers and Students’ Evaluation of the Textbook on “Layout and Design”
Category.................................................................................................................. 30

3.3.4. Teachers and Students’ Evaluation of the Textbook on “Topics” Category. . .30

vi
3.3.5. Teachers and students’ evaluation of the textbook on “Language Skills”
Category.................................................................................................................. 31

3.3.6. Teachers’ Evaluation of the Textbook on “Methodology” Category..............32

3.3.7. Teachers and Students’ Evaluation of the Textbook on “Types of activities”

Category.................................................................................................................. 32

3.3.8. The Teachers’ Evaluation of the Textbook on “Teaching aids” Category......32

3.3.9. Students’ Evaluation of the Textbook on “Supplementary materials” Category

................................................................................................................................. 33

3.3.10. Teachers’ Evaluation of the Textbook on “Linkage” Category....................33

3.3.11. Teachers and Students’ Evaluation of the Textbook on “Cultural values”

Category.................................................................................................................. 34

3.4 Summary of the main findings...........................................................................36

3.4.1 Main findings for research question 1.............................................................36

3.4.2 Main findings for research question 2.............................................................38

3.4.3 Main findings for research question 3.............................................................39

3.5 Summary...........................................................................................................40
PART C: CONCLUSION AND RECOMMENDATIONS.....................................41

1. Recapitulation......................................................................................................41
2. Conclusion...........................................................................................................41
3. Limitations..........................................................................................................42
4. Suggestions for Further Studies...........................................................................42
REFERENCES........................................................................................................43

APPENDICES...........................................................................................................I

vii
 PART A: INTRODUCTION
1. Rationale for the Study
English is one of the most common international languages in the world.
Learning English helps students form and develop their English communicative
ability by practicing listening, speaking, reading and writing skills. English learning
is also a beginning step in forming and developing long-life studying skills, working
ability in the future and cultural-social activity participation at the same time.
Besides, English study gives students a chance to form their idea-expressing ability
confidently, independently and creatively.
With the thorough understanding of the importance of English, the quality of
English teaching and learning has attracted considerable interest from the society.
Such issues as the quality of teachers, facilities, and curriculum have been widely
discussed in the media. In order to have a quality curriculum, the quality of the
textbooks plays an extremely important role. Nevertheless, a countless number of
English textbooks are available on the market today. The eyes can easily be
deceived by colorful covers, a beautiful layout and attractive artwork. As an
inexperienced teacher it can be particularly difficult to know what to look for a good
textbook for use. Therefore, the selection of a course book is one of the most
important decisions a teacher will make to have a textbook that involves matching
the material against the context in which it is going to be used, following the aims
of the teaching program, as well as fitting the personal methodology of the teacher.
In 2008, the Ministry of Education and Training (MOET) has implemented
its policy of radical and comprehensive reform, in which the quality of education,
teachers and textbooks has received a lot of special attention. When working on the
national project “Teaching and Learning Foreign Languages in the National
Education System, period 2008 - 2020”, at the end of 2012, MOET approved “Pilot
English Curriculum for Vietnamese Upper Secondary Schools” continuing the
Primary and Lower Secondary Pilot English Curriculum and assigned Vietnam
Education Publishing House to organize the writing of the set of textbooks,

1
including Tiếng Anh 10, Tiếng Anh 11 and Tiếng Anh 12. This set of textbooks is
being piloted in some selected upper secondary schools nationwide. But there has
not been any research to evaluate its quality in a large scale. For this reason, in this
minor thesis, I will attempt to conduct a preliminary research to evaluate the set of
textbook The New English Textbook Tiếng Anh 10 compiled by Vietnamese authors
of Vietnam Education Publishing House in collaboration with English native
authors of Pearson Publishing House.
2. Aim of the Study
The aim of the study is:
To get evaluative feedback from the teachers who are using Tiếng Anh 10, and from
students who are learning from it so as to establish its strengths and weaknesses and
to see if it is suited to the teachers and the students.
3. Research questions
1. Does Tiếng Anh 10 suit the teachers who are teaching it?
2. Does Tiếng Anh 10 suit the students who are learning from it?
3. What are the strong points and weak points of the new textbook Tiếng Anh 10?
4. Scope of the study
Given the aim and the research questions, the study is confined to the
evaluation of the new set of high school English textbook, Tiếng Anh 10. The study
will focus on establishing the criteria for the evaluating the new textbook Tiếng Anh
10 (including Student’s Book, Teacher’s Book and Workbook, Audio CD) to ask
teachers and students who are using the material to evaluate whether the teachers
can use it to teach and the students can learn from it.
5. Significance of the Study
This study can be significant in some ways. First, the study aims at getting
the evaluative feedback from teachers and students working with this material in
order to see how suitable it is for their teaching and learning context and to establish
its strengths and weaknesses. The more significant intention, the researcher has
expected that the study will be of some value to textbook writers and upper
secondary English teachers in Vietnam.

2
 PART B: DEVELOPMENT
CHAPTER 1 LITERATURE REVIEW
1.1 Introduction
This chapter will explore the literature to establish the evaluation criteria,
formulate a problem or research enquiry and will define the value of pursuing the
line of enquiry established. The first part of the literature review will be involved in
the teaching and learning of English in Viet Nam under the National Foreign
Language Project entitled “Teaching and Learning Foreign Languages in the
National Education System, Period 2008-2020”, in which, teaching and learning
English at upper secondary schools and the pilot foreign English curriculum. The
second part of the literature review will look at issues related textbook evaluation
such as roles of textbook, the need, quality standard and method of textbook
evaluation. The last part of this chapter will present the related studies on evaluation
of the textbook.
1.2 Teaching and Learning English in Vietnam under the National Foreign
Language Project Entitled: “Teaching and Learning Foreign Languages in the
National Education System, Period 2008-2020”

1.2.1 Teaching and Learning English at Upper Secondary Schools in Vietnam

Teaching and learning English at upper secondary level have attracted great
interest from schools, parents, managers and educational strategic planners as well.
According to Hoang Van Van (2010), English has been introduced into upper
secondary schools since the period before 1954. Although English made its presence
during that period, it did not become a foreign language to be learnt as widely as
French.
In the period from 1945 to 1954, English was the dominant foreign language
in upper secondary schools in the South while in the North Russian dominated the
first place in upper secondary schools. English was taught in only some classes in
those schools in towns and big cities as pilot subject.

3
 In the period from 1975 to 1986, when Russian dominated the scene both in
the North and in the South, English suffered a setback. It was taught in a limited
number of classes in upper secondary schools, particularly in towns and in big cities.
The period from 1986 up to the present can be seen with the rapid growth and
expansion of English in Viet Nam. This English boom was mainly because of the
initiation of an overall economic reform known as Đổi mới (Renovation). The reform
started at the Six National Congress held by Vietnamese Communist Party. In the
context of economic renovation and of the open door policy, English became foreign
language number 1 be taught in Viet Nam. At upper secondary education, it is one of
the six compulsory examinations that students have to pass if they want to get the
General Certificate of Secondary Education (GCSE).

1.2.2 The National Foreign Language 2020 Project

The Vietnamese Ministry of Education and Training (MOET) is currently
launching the Project entitled “Teaching and Learning Foreign Languages in the
National Education System, Period 2008-2020” which was approved by the Prime
Minister on September 2008 (For more details, see Appendix 4). The National
Foreign Language (NFL) 2020 Project specifies the goals of teaching and learning
English within the national education system and identifies seven tasks at both macro
and micro level for implementing the project in three different phases (2008-2010,
2011-2015 and 2016-2020).
The main goals of the project include increasing the use of foreign languages,
mainly English in teaching and the foreign language competence amongst
Vietnamese young people: so that “… by 2020 most Vietnamese youth whoever
graduate from vocational schools, colleges and universities gain the capacity to use a
foreign language independently. This will enable them to be more confident
communication, further their chance to study and work in an integrated and
multicultural environment with variety of languages. This goal also makes language
an advantage for Vietnamese people, serving the cause of industrialization and
modernization for the country”.

4
 In implementing the Vietnamese Prime Minister’s Decision 1400/QD-TTg on
the approval of the national project entitled “Teaching and learning a foreign
language in the national education system, Period 2008-2020”, three pilot English
curricula for Vietnamese schools were designed and promulgated by MOET Chương
trình tiếng Anh thí điểm tiểu học (Pilot English Curiculum for Vietnamese Primary
Schools), Chương trình giáo dục phổ thông môn tiếng Anh thí điểm cấp trung học cơ
sở (Pilot English Curiculum for Vietnamese Lower Secondary Schools), Chương
trình giáo dục phổ thông môn tiếng Anh thí điểm cấp trung học phổ thông (Pilot
English Curiculum for Vietnamese Upper Secondary Schools).

1.2.3 The Pilot English Curriculum for Vietnamese Upper Secondary Schools
Also according to Hoang Van Van (2015), the Pilot English Curriculum for
Vietnamese Upper Secondary Schools is designed to implement the Prime Minister’s
Decision (on the 23rd November, 2012,). The Minister of Education and Training
signed Decision 5209/QĐ-BGDĐT on the Approval of Chương trình giáo dục phổ
thông môn tiếng Anh thí điếm cấp trung học phổ thông (Pilot English Curriculum for
Vietnamese Upper Secondary Schools). The curriculum is organized around two
main parts: (i) Curriculum Framework and (ii) Syllabus.
The Curriculum Framework provides general orientations such as principles of
curriculum design, objectives of the curriculum which includes general objectives,
specific objectives, and performance objectives, curriculum content which provides
four macro-themes, definition of communicative competences, linguistic knowledge
and skills, teaching methodology, assessment, and conditions for effective curriculum
implementation. It can be noted that this pilot curriculum among three pilot curricula
shows a high degree of continuity, coherence and integration. This can be seen in the
fact that the level of proficiency required for the higher level is developed on the
level of ability that students have gained at the lower level. Further, in terms of
performance objectives, there is a continuum running from primary to lower
secondary and to upper secondary level so that on finishing primary level students
will have reached the equivalent of CEFR level A1, on finishing lower secondary
level students will have reached the equivalent of CEFR level A2, and on finishing

5
upper secondary level students will have reached the equivalent of CEFR Level B1.
The second thing to note is that in all three pilot English curricula, performance
objectives are consistently and coherently related to the four communicative
language areas of listening, speaking, reading and writing which, in a continuum,
cover all 10 grades of the three educational levels.
The Pilot English Curriculum for Vietnamese Upper Secondary Schools is
designed and developed with the total time frame of 315 periods, from grade 10 to
grade 12. In regard to principles of curriculum design and development, after
finishing the curriculum, students will be able to reach B1 level as specified in the
CEFR.
In order to reach these aims, the curriculum is specified based on the
performance objectives. They are built to help upper secondary students form and
develop English communicative competence through 4 skills: Grade 10 (Level 3.1),
Grade 11 (Level 3.2), Grade 12 (Level 3.3)
Students’ study results are shown in 2 forms of assessments: formative and
summative forms. Basing on the facts of communicative competence students have
achieved in their learning process. The forms of testing also rely on teachers’
observation and feedback during the school year. Forms of testing are various
comprising of both written test and oral test, and is a combination of 4 language
skills.

1.3 The New English Textbook, Tiếng Anh 10

Tiếng Anh 10 - is the first of the three-level English language set of textbooks
for the Vietnamese upper secondary school students learning English as a foreign
language (EFL). The teaching contents for each unit are summarized in a book map
which is provided on the first page of the textbook. It is accompanied with an audio
CD, student’s workbook and teacher’s book and is divided into two volumes: Tiếng
Anh 10, Volume 1 and Tiếng Anh 10, Volume 2.
The book follows a systematic, cyclical and theme-based curriculum,
approved by the Ministry of Education and Training on November, 2012. The aim of
this set of textbook is to develop students’ communicative competence in listening,

6
speaking, reading and writing so that when finishing upper secondary school students
will achieve Level 3 (equivalent to CEFR B1) of Six Language Proficiency Level
Framework as developed in CEFR ( Common European Framework of Reference for
Languages).
Each Student’s Book (Volume 1 and Volume 2) contains
 A book map which provides information about the sections of each unit
and the structure of the book.
 5 topic-based units, each comprising 5 sections taught in eight 45-
minute lessons.
 2 review units providing revision and further practice of the preceding
unit, taught in two 45-minute lessons.
 A Glossary section providing phonetic transcription of the new words
of the units and their Vietnamese equivalents.
The Teacher’s Book gives full procedural notes for teaching different parts of
each unit and suggestions for the teaching techniques which teachers could use
depending on their teaching contexts. It also provides the answer keys to the
exercises in the Student’s Book and the audio script.
The Workbook mirrors and reinforces the content of the Student’s Book. It
offers further practice of the language skills taught in the class, and four additional
tests for students’ self-assessment.
The CD includes the audio for the listening activities and recording of the
reading passages.
There are ten teaching units and four review units. Each teaching unit covers a
topic and is structured into different sections: section 1: Getting started, section 2:
Language, section 3: Skills, section 4: Communication and Culture, section 5:
Looking Back and Project. Ten units richly illustrated, cross-curricular and theme-
based units focus on offering pupils motivation, memorable lessons and a joyful
learning experience of English. Clear lessons follow a logical progression and
include a wide range of learning styles with activities that help pupils develop
coordination, critical thinking, pre-language skills as they learn to speak and
understand English.

7
 The Pilot English Curriculum for Vietnamese Upper Secondary Schools is
designed and developed with the whole time of 315 periods, from grade 10 to grade
12 in which the time for grade 10 is 105 periods.
The performance objectives of the textbook for 10 graders are designed based
on the 4 communicative skills as follows. After finishing grade 10, with the text
length between 200-220 words in listening skills, students can follow clearly
articulated speech in everyday conversation, though they sometimes have to ask for
repetition of particular words or phrases. They can understand the main points in
selected TV programmes on familiar topics when the delivery is slow and clear.
Moreover, they can understand the simple technical information, such as operating
instructions for everyday equipment.
In speaking skills, students can start, maintain and close simple face-to-face
conversations on topics that are familiar or of personal interest. They also can
express and respond to feeling such as surprise, happiness, sadness, interest and
difference and agree and disagree politely and give advice.
In reading skills, within the text length between 220-250 words, students can
understand the main points in short texts about current and familiar topics. They are
able to understand the most important information in short, simple everyday
brochures. In addition, they can understand simple messages and standard
communications (e.g. from club, social organizations and school authorities).
In writing skills, with the text length between 140-160 words, students can
write personal messages to friends or acquaintances asking for or giving them the
news and narrating events. They also can write simple text about experiences or
events (e.g. about a trip, for school newspaper or a club news letter). They are also
able to write a simple connected text on topics which are familiar or of personal
interest
The themes and topics of the New English Textbook, Tiếng Anh 10, is
embedded in a systematic, cyclical and theme-based curriculum, approved by the
Ministry of Education and Training on November, 2012. There are for main themes,
each main theme contains three topics: Our lives (Family Life, Healthy Lifestyle,
Entertainment), Our Environment (Cultural Diversity, Preserving the Natural

8
Environment, Eco-tourism), Our Society (Serving Our Communities, Inventions that
changed our lives, Gender and Equality) and Our Future (New ways to learn,
Colonizing other planets, Using the World Wide Web for learning).
1.4. Textbook Evaluation

1.4. 1 Textbooks
Textbooks are an important element in a language teaching curriculum. They
are necessary for both teachers and learners as they give them confidence. According
to Brown (2001: 136), “The most obvious and most common form of material
support for language instruction comes through textbooks.” Hutchinson and Torres
(1994: 232) defined the role of textbooks in educational system as “a vehicle for
teacher and learner training, as a support and relief, as providing as complete a
picture as possible of what the change will look like and as a psychological support
they give to teachers.” It can be argued that although there are role plays,
conversations, discussions, and chalkboard work, none of them fulfills the role of
textbooks which are unified instructional materials, moreover as supporting materials
they play a very important role in the classroom (Brown, 2001).

1.4.2. Roles of Textbook

We are living in a multimedia age, although there are advantages of using a
computer to teach and learn a language, no matter how advanced technology is, it is
obvious that textbooks still play a key role in the education today.
According to Hoang Van Van (2012), textbooks are an important resource for
teachers in assisting students to learn. They are the foundation of school instruction
and the primary source of information for students and teachers. They serve as one of
the main instruments for shaping knowledge, attitudes and principles of our young
people. It is no exaggeration to say that “much of the language teaching that occurs
throughout the world today could not take place without the extensive use of
materials (textbooks)” (Richards, 2001). And in the opinions of many contemporary
scholars (e.g. Allwright, 1995; Cunningsworth, 1995; Gonzales, 1995; Tickoo, 1995;
O’Neill, 1995; Hutchinson & Hutchinson, 1997; Richards, 2001; Ur, 2001; and
Harmer, 2005), textbooks are important to and useful for students, teachers,

9
education administrators, and, therefore, they are important to and useful for the
2020 Project as well. Here we only state the roles of textbook for students and
teachers.
For Students:
 Textbooks become the major source of contact students have with the
language apart from the input provided by the teacher.
 Textbooks make it possible for those students, who, for various reasons, have
missed lessons to catch up.
 Without textbooks, students think their learning is not taken seriously.
 A textbook is the cheapest way of providing learning material for each leaner,
alternatives, such as kits, sets of photocopied papers or computer software, are
likely to be more expensive relative to the amount of material provided.
 Students can use textbooks to learn new material, review and monitor
progress with some degree of autonomy.
 A textbook is a convenient package. It is bound, so that its components stick
together and stay in order, it is light and small enough to carry around easily;
it is of a shape that is easily packed and stacked; it does not depend on its use
on hardware or a supply of electricity textbook is a source of activities for
students to practice and communicate.
 A textbook is a reference source for students on grammar, vocabulary,
pronunciation.
 A textbook is a source of stimulation and ideas for classroom activities.
 A textbook serves as the basis for much of the language input students receive
and the language practice that takes place in the classroom.
For Teachers:
 A textbook provides the foundation for the content of lessons, the balance of
the skills taught, as well as the kinds of language practice the students engage
in during class activities.
 For novice teachers, a textbook means security, guidance, and support, and a
form of teacher training. If teachers have limited teaching experience, a

10
 textbook together with the teacher’s guide can serve as a medium of initial
teacher training by providing ideas on how to plan and teach lessons as well
as formats that teachers can use.
 A textbook provides ready-made teaching texts and learning tasks.
 A textbook provides a clear framework: teacher and learner know where they
are going and what is coming next, so that there is a sense of structure and
progress.
 A textbook provides texts and learning tasks which are likely to be of an
appropriate level for most of the class. This saves time for the teacher who
would otherwise have to prepare his or her own materials.
 A textbook can provide effective language models and input. It can provide
support for non-native teachers who may not be able to generate accurate
language input on their own.

1.4.3. The Needs for Textbook Evaluation

The ever increasing number of textbooks on the market makes formulating the
right choice in textbooks difficult (Cunningsworth, 1995); (Green, 1926). Textbook
selection can have a massive impact on the teaching and learning process as teachers
would make references to the textbooks (Cunningsworth, 1995; Harmer, 1991) or
even design the entire EFL syllabus around it. In that sense, the quality of a textbook
might be so important that it can determine the success or failure of an ELT course
(Green, 1926). However, textbooks are often purchased without careful analyses
(Green, 1926). Frequently, a textbook selection is not based on its intrinsic
pedagogical value, but of the perceived prestige of the author and or the publisher
(Green, 1926), or skillful marketing by the publishers (McGrath, 2002). Preference is
given to books printed in attractive covers or that teaches would blindly use the best-
selling textbooks which are used in many other places (Green, 1926; Tomlinson,
2010). A number of studies have suggested that most current global, local ELT
textbooks are developed for commercial purposes but are not based on principles of
language acquisitions and development recommended by scholars and educators
(Tomlinson, 2003; 2008). Financial success has become the primary goal of textbook

11
publishing (Sheldon, 1988). “Textbooks, like any other book that publishers print, are
pieces of merchandise; the ultimate objective of their production is for commercial
success” (Dendrinos, 1992: 35). Instead of contributing positively to student’s
development in the acquisition of the English language, many textbooks are in fact
leading to learner’s failure in acquiring the language and in the worst case, contain
serious pedagogical flaws and practical shortcomings (Litz, 2005).
According to Tomlinson (2008), the cause of learning failure is twofold. The
first cause of failure is that possibly motivated by the need of commercial success,
publishers would have to produce according to the public demand. Textbook writing
as a result is molded according to the liking of teachers, parents and administrators
with a heavy focus on teaching of linguistic items instead of creating opportunities
for students to acquire the language (Tomlinson, 2008). Also, teachers tend to choose
textbooks that are designed to allow for minimal preparation for their classes
(Tomlinson, 2008). The second cause of failure is that instead of focusing on how
learners could actually benefit from using textbook, textbook writers relied on their
intuition and produce materials what they think would work best for their intended
learners (Tomlinson, 2008: 7). They are biased toward perceived rather than actual
need of learners. In view of the above, it is therefore very important for us to conduct
EFL textbook evaluation so as to ensure ELT textbooks can effectively facilitate the
attainment of our teaching objectives, and at the same time, be economically viable
to teachers and students. Wrong choice of textbooks would be likely to negatively
affect both teaching and learning. Financial resources would also be wasted
(Sheldon, 1988).

1.4.4. Quality Standards for Textbook

According to Ornstein (1990), a good textbook has many desirable
characteristics. They were all organized, relatively up to date, and accurate. A good
textbook must be well organized. Here, textbook must have a good composition of
instructional materials. The materials must be organized clearly and contain of all
English skills. A good textbook is relatively up to date. It means that the material of
the textbook must contain the newest things, so it will give some new news or

12
information to the students. Besides, “up-to-date” here also means up-to-date
methodology. The ESL textbook should be consistent with the psychological and
linguistic principles underlying current and accepted methods of 2nd language
teaching. Ornstein also presumed that a reliable textbook should be guidance for non-
native teachers. It can provide appropriate guidance so that novice teachers have no
doubts on the procedures proposed by the textbook. A good textbook should be
accurate. In this case materials in the textbook should not present wrong information
or presented in error grammatical language and incorrect words. A good course book,
according to him, is also the need for the second language learners and the relevance
to the socio-cultural environment. Textbook must suit multilingual settings and have
the distinction between English as a subject and English as a medium of instruction
in order to meet the demand of the students. It should be relevant to the socio cultural
environment because the 2nd language problems in learning vocabulary and syntax
often arise from differences between cultures associated with the target language and
the mother tongue.
According to Murcia (2001), a textbook categorized good if it is viewed from
the whole aspects of the textbook. They are subject matter, vocabulary and structure,
exercises, illustration, and physical appearance. A textbook is good if: The subject
matter covers variety of topics which are suitable with the curriculum. The ordering
of materials is arranged in logical form; the content grade is appropriate with the
students’ need; and the materials are accurate up to date. The vocabulary and
structure which is used is appropriate with the students’ grade; The vocabulary items
are controlled from the simple to complex one; The new vocabularies are repeated in
the next chapter to make the students’ memory stronger; The sentences length is
suitable with the students’ level; the structures gradually increase in difficulty level to
suit the growing ability of the students; the words that are used are the daily words,
and the sentence structures follow normal word order; the sentence and paragraph
follow one another in logical sequence; and linguistic items are introduced in
meaningful situation. A textbook can be said good if the exercises develop
comprehension and test knowledge of main ideas; involve vocabulary, structures, and
language skills which build up the students’ ability; Provide practice in different

13
types of written work (like sentence completion, spelling and dictation, guided
composition, and others); cumulatively test new materials; and develop meaningful
communication by referring to realistic activities. The illustration of a good textbook
should create a favorable atmosphere by depicting realism and reaction; be clear,
simple, free, and interesting; and directly related to the content to help the learners in
understanding the text. The last aspect is physical appearance. The cover is durable
enough; the text is attractive; the picture on the cover can make the students are
interested; and the size is suitable with the students’ handle.
In the book entitled “The Guide for the Good Textbook” Ivi’c, Pesikan and
Anti’c, (2008) attempt to define general quality standards for textbooks. In their
research work, quality standards for the following areas have been defined as:
Group A: Quality standards for textbook sets
Group B: Quality standards for textbook as books for student use
Group C: Quality standards for thematic units
Group D: Quality standards for textbook content
Group E: Quality standards for the didactic design of textbooks
Group F: Quality standards for the language of textbook
Group G: Quality standards for electronic textbook components and electronic
textbooks.
Mamood (2009) based on studying internationally available criteria for
textbook evaluation and Garvin’s (1988) eight dimensional model of quality product,
and, later on finalized them with the following characteristics of a textbook.
i. Conformity to curriculum policy and scope
ii. Vocabulary and format
iii. Horizontal and vertical alignment of the text
iv. Acceptability
v. Text reliability
vi. Cognitive development and creative thinking
vii. Learning and Assessment
viii. Bias free: diverse background of students, gender equality

14
 With various standards for a quality textbook, the writer selects the most
common quality standards to evaluate the textbook in terms of Objectives, Layout
and Design, Topics, Language Skills, Methodology, Types of Activities, Teaching
Aids, Linkage and Cultural Values. These quality standards cover almost all the
aspects that are necessary for evaluating a certain textbook.

1.4.5. Textbook Evaluation Methods

Impressionistic and In-depth Method

A famous ELT textbook evaluative researcher, Cunningsworth (1995) has
suggested that it would be best for textbook evaluation schemes to adopt a “leveled”
approach in evaluation in which a first level overview “impressionistic” evaluation
should be conducted followed by an in-depth evaluation.
Impressionistic evaluation is conducted by quickly looking through the
textbook cover to cover to try and get an overview of the strengths and weaknesses
of the book. An in-depth evaluation will be undertaken subsequently to provide a
detailed evaluation of specific items in each textbook on areas such as how the
exercises can cater for the syllabus and learners’ needs (Cunningsworth, 1995;
McDonough & Shaw, 1993).

Pre-use Evaluation Method

Pre-use evaluation proposed by McGrath (2002) and Tomlinson (2003)
involves making decisions about the potential value of materials for their users.

In-use Evaluation Method

In-use (McGrath, 2002) or whilst-use evaluation (Tomlinson, 2003) involves
measuring the value of materials while using them or observing them as being used.

Post-use Evaluation Method

Post-use evaluation (McGrath, 2002; Tomlinson, 2003) measures the actual
effect of the materials on the users. As Tomlinson (2003: 25) states, post-use
evaluation can measure the actual outcome of the use of the materials and thus
provide the data on which reliable decisions about the use, adaptation or replacement
of materials can be made.

15
Checklist Method
A checklist is an instrument that provides the evaluator with a list of features
of successful learning-teaching materials. As Tomlinson (2003) suggests, checklists
are categorized separately into quantitative, qualitative, or outline format.
Quantitative checklists are those that utilize rating scales with or without
accompanying questions. Qualitative checklists are those that use close/open-
ended questions without rating scales and outline format checklists are those
without any rating scale and questions of any kind.
Harmer (1998) states that there are nine main areas which teachers should
consider in the books they evaluate: Price (5 items), Availability (6 items), Layout
and Design (5 items), Methodology (3 items), Skills (5 items), Syllabus (4 items),
Topics (5 items), Stereotyping (4 items), and the Teacher’s guide (5 items). The
weighting in this checklist is based on the descriptive answers provided by the users.
In this study we exploited certain categories as Layout and Design, Skills, Topics to
design our questionnaire.
Rivers (1968) presents a set of criteria for textbook evaluation which is based
on seven major areas: Appropriateness for local situation (including 6 evaluative
items), Appropriateness for teachers and students (10 items), Language and
Ideational content (6 items), Linguistic coverage and Organization (9 items), Types
of activities (6 items), Practical consideration (7 items), and Enjoyment index (1
item). Each of these evaluating items also includes several questions that aim at
evaluating some features. The rating system in River (1968; 477-483)’s checklist is
based on a 5-point scale: Excellent (1), Suitable (2), Will do (3), Not very suitable
(4), and Useless (5). We also used Language and Ideational and Types of activities
categories in Rivers’ checklist to establish our own evaluative criteria.
Daoud and Celce-Murcia (1979) cited in Celce-Murcia, (2001) introduced a
broad evaluative checklist. They consider five major components for the textbook in
their checklist: Subject matter (including 4 evaluative items), Vocabulary and
Structures (9 items), Exercises (5 items), Illustrations (3 items), and Physical make-
up (4 items). Also there is a section for teacher’s manual which includes four major
parts: General features (including 5 evaluative items), Type and amount of

16
supplementary exercises for each language skill (6 items),
Methodological/pedagogical guidance (7 items), and Linguistic background
information (4 items). The rating system is based on a 5-point scale: Excellent (4),
Good (3), Adequate (2), Weak (1) and Totally lacking (0). In this study, the
researcher referred evaluative category, Methodological guidance to design the
questionnaire for the teachers.
Sheldon (1988) presented a checklist that includes two main categories:
Factual details and Factors. Factual details contain The Ttitle, Author, Publisher,
Price, Physical size, Duration of the course, Target learner, Teacher, and Skill.
Factors include Rationale (3 evaluative items), Availability (2 evaluative items), User
definition (3 evaluative items), Layout/graphics (2 evaluative items, accessibility (4
evaluative items), Linkage (3 evaluative items), Selection/grading (3 evaluative
items), Physical characteristics (4 evaluative items), Appropriateness (3 evaluative
items), Authenticity (3 evaluative items), Sufficiency (2 evaluative items), Cultural
bias (6 evaluative items), Educational validity (1 evaluative item), Stimulus/practical
revision (3 evaluative items), Flexibility (3 evaluative items), Guidance (6 evaluative
items), and Overall value for money (2 evaluative items). The assessment in this
checklist is based on a 4-point scale: Poor, Fair, Good, and Excellent. Sheldon’s
criterion of Linkage was also employed by us to make our own questionnaires for
both teachers and students.
The most recently, on December 14th 2015, the Vietnam MOET finished and
enacted the decision No 31/2015/TT- BGDDT on the checklist for English Textbook
evaluation and organization. The decision suggests the checklist under the following
categories: General prioritized attributes (4 evaluative items), Aims, Objectives and
Methodology (10 evaluative items); Content and Language Skills (22 evaluative
items); Layout and Graphics (5 evaluative items); Supplementary materials (3
evaluative items). The assessment in this checklist is based on the grading scale: 0
point, 1 point and 2 points. Supplementary materials category was also referred in
our survey.

17
1.4.6. Related Studies on Evaluation of the Textbook
Al-Hojailan, (1999) investigated the quality of the English third grade
secondary textbook, English for Saudi Arabia. The study used both quantitative data
collection methods and statistical test analysis, supported by qualitative data and
content analysis. The participants in the study were teachers and supervisors. The
questionnaire contained 8 criteria. The results of the study revealed support for the
book's Appearance, Accompanying materials, Academic content, Cultural content,
and Evaluation techniques. Disagreements appeared in terms of the national goals
and the teaching methods. The implications of the study included merging the
textbook, the Workbook, and the Writing Book; stating the educational goals in the
Teacher's Manual; inserting pictures in the book's cover to make it attractive;
increasing grammar; adding free composition, translation, and dictation; putting in
model tests; and updating the book's topics every five years.
Saeed Roshan (2014) investigated into the comparative critical evaluation of
New Interchange and New Headway Pre-intermediate series two, well-known series
employed in EFL/EFL contexts. The evaluation is done in terms of two assumptions;
firstly, cultural and ideological assumptions, and secondly, assumptions about
language, language learning and best practice. Findings reveal that both New
Interchange and New Headway texts reflect ideological and cultural assumptions
through their focus on the US and UK way of life respectively. The pictures and the
material are found biased towards the culture of these countries in their depiction of
local cities and lifestyles and in the inclusion of subjects.The study gives some
suggestions for improving the usability of these books in the context of Iran.
Most recently, Hoang Van Van, (2015) conducted a survey on “Teachers’
Evaluation of Primary English Textbooks for Vietnamese Schools Developed under
the National Foreign Language 2020 Project: A Preliminary Internal Survey” to get
evaluative feedback from the teachers who are using the primary English textbooks
to find out their strengths and weaknesses so that further corrections and revisions
will be made to perfect the materials. The author used the questionnaire consisting of
52 items to ask teachers to evaluate the textbooks. The participants of the study were
teachers who are piloting the textbooks in 92 primary schools. The results of the

18
study have shown that teachers’ evaluations of the textbooks are very positive. The
textbooks are written with high quality, meeting most of the criteria for a modern
foreign language textbook and the requirements of MOET’s Pilot English
Curriculum for Vietnamese Primary Schools. The research results, however, have
also suggested that there are still some minor drawbacks of the textbooks in the
categories of “General issues” and “Components accompanying Student’s Book” that
need to be improved to perfect the materials before putting them into use on a large
scale.
1.5 Summary
In summary, in this chapter, the researcher has provided a literature review on
the researches on textbook evaluation, an overview of teaching and learning English
at upper secondary schools under the National Foreign Language 2020 Project. The
New English Textbook 10 was then reviewed. After that, the researcher examined
some issues concerning Textbook Evaluation by looking at the roles of textbook, the
need for textbook evaluation, and the quality standards for textbook evaluation. It is
clear from the reveal that different researchers held different views on how to
evaluate the textbook. Although researchers talked about different methods and
research instruments, the most commonly used instruments are questionnaire and
interview because they are easy to be carried out in a large number of participants
and the most economical.

19
 CHAPTER 2 METHODOLOGY
2.1 Introduction
This chapter will present research methods used for the study. It will first
present the sites of the research, the subject of the research and the participants.
Then it will present in details the categories of the questionnaires for teachers
and students as well as the interviews for the teachers and students.
2.2 Research Method

2.2.1 Sites of the Research

The first intended research site to conduct the evaluation of the New
English Textbook, Tiếng Anh 10 is at two upper secondary schools in Ha Nam
Province namely, A-Binh Luc, and Ly Nhan Upper Secondary Schools. These
two schools are among six schools in Ha Nam which are piloting Tiếng Anh
10. Each school has two classes of this material trialling with the number of
students ranging from 40 to 45. All students in these classes passed the
proficiency test designed by Ha Nam Department Education and Training
(DOET) involving four English skills. More importantly, in each school, the
principal selected two qualified English teachers to try this material out.
Besides, the two schools targeted have good physical and teaching and
learning facilities such as standard classroom, sufficient CD players,
computers, etc.
The second research site to conduct the evaluation of the material is at
the 52 day workshop held in Hanoi University from November 10 th to
December 31st, 2015.

2.2.2 The Subject of the Research:

The subject of the research is the New English Textbook, Tiếng Anh 10.

20
 2.2.3 The Participants
The participants of the research include English teachers who are
teaching the New English Textbook and 10th form students who are learning
from the textbook.
The participants of this research are four English teachers who are
teaching Tiếng Anh 10 at four above mentioned classes in Ly Nhan Upper
Secondary School and A-Binh Luc Upper Secondary School.
However, four intended English teachers in two above-metioned schools
are not enough for our survey. Luckily, in the workshop held at Hanoi
University, the researcher had an opportunity to meet with 74 school English
teachers in eight northen provinces. Among them, 26 teachers are usingTiếng
Anh 10 to teach their students. The reseacher invited them to be under the
survey in this study and they were willing to help.
Besides, the participants of the research are also 150 students learning at
Ly Nhan and A-Binh Luc Upper Secondary Schools. We chose these schools
for two main reasons. First, Ly Nhan Upper Secondary School is the place
where the researcher is working in and A-Binh Luc Upper Secondary School
used to be the place where the researcher studied at. Therefore, it is convenient
to collect the data from the students as well as their English teachers. Second,
these two schools are situated in the two big towns in Ha Nam Province. They
have students coming from both urban and rural areas. Accordingly, the data
got from students may be more objective.
2.3. Research Instrument

2.3.1 Questionnaire and Interview

To accomplish the aim as set above, questionnaire and interview were
employed as research instruments.
The reason for choosing questionnaire is that of all the research
instruments, questionnaire is the most commonly used format (Trochin, 2005;

21
Cohen, Manion & Morison, 2007; Hoang Van Van, 2015); it is the least
expensive which can be sent to a large number of respondents and can allow
easy and quick data collection (Robinson, 1991; Bargiela-Chiappini, Nickerson
& Planken, 2007).
An email interview was also chosen for research instrument to get
opinions of the teachers. The reason is that the email interview reduces costs
associated with data collection and participants have time to think of their
responses before they send them, often leading to responses which are detailed,
thoughtful and richer (Mann & Stewart, 2000; McCoyd & Kerson, 2006: 397).
Informal interview was identified as the most appropriate method to
compliment the other main methods employed in this research to get opinion from
the students. The informal interviews were conducted after the survey information
had been obtained to clarify information from the surveys. The results of the
interviews were noted; any variance thus can be revealed and adjusted with other
methods.
As mentioned, for the purpose of this study, a questionnaire is developed to
evaluate the quality of the textbook. The researcher bases on the quality standards to
select appropriate criteria for evaluation. For a questionnaire, the more aspects it
covers the better it is for the evaluating process. The questionnaire for teachers
includes two steps. In step 1, we studied carefully the questionnaires developed by
many researchers and organizations and selected the most common and appropriate
criteria for textbook evaluation. In step 2, a draft questionnaire based on the
common criteria selected in step 1 was designed and piloted to the sample of all 30
above mentioned teachers to check its validity and reality. The piloted questionnaire
then was re-edited as seen on the point of view of the teachers using the material.
(This way is, to some extent, like the way we design a test. Before composing the
real test, the test designers often design the pre-test to see which test items are
appropriate). After obtaining the results from the piloted survey and basing on the
factual circumstances of our thesis, we composed the one for teachers consisting 35
items. These criteria can cover all the basic aspects to evaluate the textbook. Our

22
questionnaire for teachers falls into nine major categories and the one for the students
consists of seven major categories as follows:
Questionnaire for teachers
The questionnaire for teachers consists of nine categories and is presented in
the detail below.
A. Objectives, consisting of 2 items, asks teachers to evaluate the suitability
between objective of the textbook and the level of 10th graders (item1), the
objectives of the textbooks, and time allocation (item 2).
B. Layout and Design, consisting of 3 items (3, 4, 5), asks teachers to
evaluate the appropriateness of photos, pictures, tables and diagrams, quality of
paper and binding, the appropriateness of appearance, colour, layout, and size of the
textbook.
C. Topics, consisting of 4 items (6, 7, 8, 9), asks teachers to evaluate the
diversity of topic, familiar topics, real and natural used language, and fun elements.
D. Language Skills, consisting of 8 items, asks teachers to evaluate the
appropriateness of the listening texts (item 10), the diversify and relevance of the
listening activities (item 11), the appropriateness of the listening activities being
practiced in context (item 12), the appropriateness of speaking topics (item 13), the
diversification of the speaking activities (item 14), the appropriateness of the reading
texts to the units of the textbooks (item 15), the diversity and richness of the reading
texts (item 16), the appropriateness of writing tasks to students ‘age and social
background, and the length of writing tasks (item 17).
E. Methodology, consisting of 3 items, asks teachers to evaluate the activities
of the textbooks to help students to use English outside the class (item 18), the ability
of the textbooks to help teachers exploit activities (item 19), and the ability of the
textbooks to help teachers and students localize activities (item 20).
F. Types of Activities, consisting of 4 items, asks teachers to evaluate the
diversity of activities in the textbooks (item 21), the instruction of the textbooks
(item 22), the appropriateness of the number of unit to students (item 23), and
communicative exercises of the textbooks (item 24).

23
 G. Teaching Aids, consisting of 6 items, asks teachers to evaluate the quality
of the audio CDs and accompanying components (item 25, 26), the quality and
suggesting abilities of Teacher’s Book (item 27, 28), and the ability to consolidate,
support and expand linguistic knowledge and communication skills of Workbooks
(item 29, 30).
H. Linkage, consisting of 2 items (31, 32), asks teachers to evaluate the
coherence of the textbooks and the topics and content of the textbooks to connect
students’ daily life and experience.
I. Culture Values, consisting of 3 items, asks teachers to evaluate Vietnamese
culture contents of the textbooks (item 33), British and American contents of the
textbooks (item 34), and the suitability of the content of the textbooks to students’
background knowledge and social environment (item 35).
Questionnaire for students
The questionnaire for students consists of seven categories. We built the
questionnaire for the students mainly based on the one for the teachers. However, we
replaced Objective and Methodology category by Contents category because students
are not able to answer the questions of Objective and Methodology. The
questionnaire for students is presented in the detail below.
A. Contents, consisting of 6 evaluating items, asks students to evaluate the
aids for the learning pronunciation (item 1), the techniques for learning grammar
(item 2), the skills for learning vocabulary (item 3), guidance for reading (item 4)
devices for writing (item 5), the advantages of project part (item 6).
B. Layout and design
C. Topics
D. Language and skills
E. Types of activities
G. Culture values
These above major categories ask the students to evaluate the same aspects of the
textbook as those in the questionnaire for the teachers.
F. Supplementary materials, consisting of two evaluating items, asks
students to evaluate the quality of the audio CDs and the help of the workbook.

24
 To facilitate the teachers’ evaluation process, the questionnaire is presented in
a Likert-type scale, in this case a five-point scale: Excellent, Very good, Not very
good, Not good. 100% of the questions are close-ended.

2.3.2. Survey Procedure

Before sending the questionnaire to the students, the researcher contacted the
headmasters of the two schools, Ly Nhan Upper Secondary School and A-Binh Luc
Upper Secondary School where the intended students are learning to ask for
permission to carry out the survey. During the evaluation process, the respondents
could communicate directly with the researcher to receive detailed instructions to
ensure that all the items in the questionnaire were fully and accurately evaluated.
The researcher also asked for permission to carry out the survey for four
English teachers teaching in these four classes.
The survey for the teachers was carried out during the 52 day-workshops for
English teachers in the 2020 Project held in Ha Noi University from November to
December, 2015.
The questionnaires for both teachers and students were written in Vietnamese
(in this study it is translated into English) to make sure that all the items in the
questionnaires were equally understood.
After getting the data from the questionnaires, if the researcher was not clear
about the teachers’ answers or any evaluating items were left blanked, the email
interview instrument could be used. Similarly, the formal interview instrument could
be used for the students if any of their answers were unclear enough. The interviews
surely helped the researcher clarify the responses of the teachers and the students in
the questionnaires.

2.3.3. Methods of Data Analysis

Data was quantitatively calculated using Microsoft Excel for statistics and
was converted into percentages from overall average percentage of 35 items to
average percentage of nine categories as described in Section 2.1.3, and to
percentage of each item. Then the percentage of those categories will be shown in the
form of the column chart for being clearly seen. For convenience of presentation and

25
observation, except for the overall evaluation and the evaluation of nine categories,
the evaluation of each item in each column on the five-point scale was analyzed and
presented following the order: the number of respondents and the percentage that
number accounts for out of 20 respondents of the textbook participating in the survey
(for more detail, see Appendices 1 and 2 [both English and Vietnamese Versions])
2.4 Summary
In summary, in this chapter, the researcher has presented the main
information regarding the sites and the subject, the participants of the research,
research instruments and the survey procedure. The researcher has also presented
method of data analysis that is used to reach the aim of the study at the same time.
Data collected from the study are both quantitative and qualitative. The results of
data analysis are revealed in the next chapter.

26
 CHAPTER 3 FINDINGS AND DISCUSSION

3.1 Recapitulation
Chapter 1 introduces the literature review. Chapter 2 presents research method,
research instruments, survey procedure and method of data analysis. This chapter,
chapter 3, will present the main findings from the questionnaire and discuss in some
detail these findings.
3.2 Overall Rating
The first questionnaires were sent to teachers in the early December, 2015 in
the Workshop at Ha Noi University and were returned to the author on the later days
of the same month. 30 teachers were under survey and all of them returned the
questionnaires, accounting for 100%.
The second questionnaires were sent to the students of two schools, Ly Nhan
Upper Secondary School and A Binh Luc Upper Secondary School on the last days
of their school year. They had just finished their final examinations and were going
to have their summer holidays so they were very ready to be under the survey. The
number of questionnaires delivered is the same as the number of those returned to the
author: 150, accounting for 100%.
From the results obtained, it can be said that, in general, both the teachers and
the students have a positive view of the quality of the New English Textbook, Tiếng
Anh 10. This can be seen from the table that, the overall rating of the teachers of
Tiếng Anh 10 on 35 items at the three scales Excellent, Very good and Good is high:
93.4%. The numbers of percentage are 19.6%, 37.3% and 36.5% respectively.
However, there is 6.6% of teachers rating the set of book as Not very good and no
one rated the book set as Not good.
The overall evaluation of the students of Tiếng Anh 10 on the 31 items is also
high with 86.1% (17.7% students rated this textbook set as Excellent, 25.2 % as Very
good and 43.2 % as Good. However, the percentage of students rated the book set as
Not very good is 11% and Not good is 2.9%). (See Chart 1 below)

27
 Chart 1: The overall rating of the teachers and the students on the textbook

3.3 Teachers and Students’ Evaluation of the Textbook on Each Category

3.3.1. Teachers’ Evaluation of the Textbook on “Objectives” Category

The results obtained from the “Objectives” category show that the evaluation
of the teachers on the new textbook, Tiếng Anh 10 is positive. Overall, the average
rating of the teachers of this textbook set on two items at three levels Excellent, Very
good and Good is quite high, 81.7%, of which 10 % rated as Excellent, 25% rated as
Very good, 46,7% rated as Good. Besides, 18.3% teachers rated this item Not very
good and 0% rated as Not good. Regarding the evaluation of particular items, first,
with regards to the suitability of the textbook’s objectives to the 10 graders (item 1),
4 teachers (13.3%) rated as Excellent, 11 teachers ( 36.7%) rated as Very good and
13 out of 30 teachers (43.3%) rated as Good. Only 2 teachers (6.7%) rated as Not
very good and no one rated as Not good. Secondly, concerning time allocation for the
textbook’s objectives (item 2), there are 2 teachers (6.7%) rating the textbook as
Excellent, 4 out of 30 teachers (13.3%) rating it as Very good, 15 teachers (50%)
rating it as Good. However, there are 9 teachers (30%) evaluated the text book Not
very good and no teacher rated it as Not good.

28
 The interview was conducted to collect the teachers’ opinion of item 2 in this
category. The interview confirmed that they could not exploit all amount of
knowledge as well as activities given by each lesson because of the time limitation
and students level. Only for the class with the large number of students better at
English and with the condition that teacher asks students well prepare the lesson
before hand, the objectives of the textbook can be fulfilled.

3.3.2. Students’ Evaluation of the Textbook on “Contents” Category

The results obtained from the Contents category show that the evaluation of
the students on the new textbook Tiếng Anh 10 is quite positive. Overall, the average
rating of 6 items by the 150 students of this textbook set at three levels Excellent,
Very good and Good accounts for 84.6 % (with 14.4% Excellent, 23.9% Very Good
and 46.3% Good). 11.2 % students rated as Not very good and 2.9% students rated as
Not good. Regarding the evaluation of particular items, the items 1, 2, 3, 4, 5 were
approximately high rated with the percentage numbers of total three first scales are
84.9%; 86%; 82.6%; 88.7%; 82%; respectively. Item 4 about Writing was highest
rated with 16.7% Excellent, 27.3% Very good and 45.3% Good. Only 8% (12
students) rated as Not very good and 2.7% (4 students) rated as Not good. Although
the percentage is much above the average, item 6 about the Project part was rated the
lowest with in this category with the total percentage of three scales Excellent, Very
good and Good is 78.6 %. (13.3% Excellent, 24% Very good, 41.3% Good). There
are 19 students rated this item as Not very good, making up of 12.7% and 13 students
rated it as Not good, accounting for 8.7 %.
The interview was also conducted to collect the opinion on this item. The
students interviewed shared that this part is rather difficult for them. They have to
use the language knowledge and skills they learnt throughout the unit in a realistic
situation. They have to do a survey or research that they have not been well familiar
with. They have to involve in teamwork and not all of them have the teamwork skills
and experience. Sometimes their teachers do not instruct them clearly so they can
finish their tasks. Some other students said that although they prepared their oral and

29
Power Point presentations very carefully, the time limitation or the technical failure
prevented them from fulfilling their tasks in project assignment.

3.3.3. Teachers and Students’ Evaluation of the Textbook on “Layout and

Design” Category
The results obtained from the teachers and students’ evaluation of the “Layout
and Design” Category indicate that both teachers and students’ evaluation on the
textbook is very positive. Overall, the average rating of 3 items (item 6,7,8) by 30
teachers at three scales Excellent, Very good and Good account totally 100%, of
which 35.6% rated as Excellent, 46.7% rated as Very good, 17.7% rated as Good. No
teacher rated as Not very good and Not good (See Chart 2). A little bit lower than the
result got by the teachers, the overall rating of 3 items (items 7, 8, 9) (with the same
content with items 6,7,8 in the questionnaire for the teachers) by the students is
82.9%. 22% of the students rated as Excellent, 25.6% rated as Very good and 35.1%
rated as Good. 13.6% and 3.5% students rated as Not very good and Not good,
respectively (See Chart 3).

3.3.4. Teachers and Students’ Evaluation of the Textbook on “Topics” Category

As can be seen from the Chart 2 that 87.5% teachers highly appreciated the
new textbook Tiếng Anh 10, of which 18.3% rated as Excellent, 32.5% rated as Very
good and 36.7 rated as Good. 12.5 % rated as Not very good and 0% rated as Not
good. Item 6(enough variety and range of topics), item 7 (familiar topics to the
students) and item 8 (real and natural language) received good feedback from
teachers. Only 1 teacher (3.4%) thought that the topics of the textbook were not
varied. 3 teachers (10.1%) thought that the selected topics were unfamiliar to
students. Only 1 teacher believed that the language in the textbook was unnatural and
unreal (See Appendix 1). However, in terms of the fun elements (item 9) in this
category, there were 10 teachers believing that the funny elements were not fully
exploited in this textbook.
Similarly, 87.1% students highly appreciated the textbook in the “Topic”
Category. 20.7 % students thought this category was Excellent, 28.2% thought it was
Very good and 38.2% thought it was Good. Yet, 9.6 students thought it was Not very

30
good and 3.3% thought that it was Not good. The fun elements in this category was
also evaluated lowest with 11.3% students rated as Not very good and 8% rated as
Not good (See Appendix 2).
The interview was also conducted to collect he teachers and students’ opinion
on this item. In general, both teachers and students asked thought that the fun
elements are not only important for the pupils at early age but students in the upper-
secondary level. They shared that more fun elements should be provided in the
textbook because it is better for the learning process.

3.3.5. Teachers and students’ evaluation of the textbook on “Language Skills”

Category
Teachers’ average rating of 8 items in the “Language skills” section at three
levels Excellent, Very good, and Good accounts for 92.9% and that of students makes
up of 88.5%. 19.6% teachers rated these 8 items (about the skills of Listening,
Speaking, Reading and Writing) as Excellent, while the percentage number of
students is 17.8%. 34.6% teachers rated this section as Very good while that of
students is 27%. 38.7% teachers rated “Language skills” Category as Good while
that of students accounts for 43.7%. Only 7.1% teachers rated it as Not very good
and no teacher rated it as Not good. However, 9.6% students rated it as Not very
good and 1.9% students rated it as Not good (See Charts 2,3). Item 15 (the suitability
of the reading contents to the topic of the unit and to the age of the students) was
highly appreciated by teachers with 6 out of 30 teachers (20%) rated as Excellent, 9
out of 30 (30%) teachers rated as Very good and 15 out of 30 (50%) rated as Good.
Item 17 (the authentic writing content suitability of the writing contents to the topic
of the unit and to the age of the students) was evaluated not as high as other items
with 83.4% of the total three first evaluating scales. There were 5 teachers (16.6%)
rated as Not very good. This item was also evaluated not so high as other items by
students with 20 out of 150 students (13.3%) rated as Not very good and 4 students
(2.7%) rated as Not good ( See the Appendices 1, 2 ).

31
3.3.6. Teachers’ Evaluation of the Textbook on “Methodology” Category
As can be seen from chart 2, 95.5% teachers rated this section as Excellent,
Very good and Good of which 12.2% Excellent, 42.2% Very good and 41.1% Good.
Only 4.4% rated as Not very good. Item 18 (the Authenticity of the activities used in
the textbook) and item 19 ( the Opportunities the textbook gives the teachers in
exploiting the activities to meet students’ expectations) were appreciated by the
teachers under the survey with only 3.3% teachers (1 teacher) rated as Not very good
( See Appendix 2).

3.3.7. Teachers and Students’ Evaluation of the Textbook on “Types of

activities” Category
Teachers’ average rating of 4 items in the “Types of activities” section of the
new textbook, Tiếng Anh 10, at three levels Excellent, Very good and Good accounts
for 92.5% (20.8% Excellent, 39.2% Very good, and 32.5% Good). Only 4.4%
teachers rated as Not very good and no teacher rated as Not good (See Chart 2).
Students’ evaluation of this category is at the three first scales also high, only 3.9%
less than that of the teachers (88.6%). However, there are still 8% of the students
rated as Not very good and 3.4 % students rated as Not good (See Chart 3). The
lowest rated item by students is item 24 (the Suitability of the number of activities
used in the textbook) (See Appendix 2).
The interview was conducted to get the students’ opinion on this item. The
students under the interview confirmed that the number of activities used in skill
lessons is too many. Only the students with good English competence can meet the
demand of the tasks in all activities provided.

3.3.8. The Teachers’ Evaluation of the Textbook on “Teaching aids” Category

Teachers’ average rating of 6 items in the “Teaching aids” section (including
Audio CDs, Teacher’s Books, Workbooks) of the New English Textbook, Tiếng Anh
10, at three levels Excellent, Very good and Good accounts for 91.7%, of which 25%
is Excellent, 29.4% is Very good and 37.3% is Good. 8.3% teachers rated this section
Not very good and no teacher rated it as Not good (See Chart 2). 6 items in the
category of “Teaching aids” were rated relatively high with the percentage numbers

32
of the total three first scales are 93.3%, 93.3%, 86.7%, 89.9%, 96.7% and 90%,
respectively. No teacher in all six items rated this section as Not good. Item 25 (about
the sound quality of the textbook) and item 26 (about the quality of teaching aids
accompanying the textbooks: Teacher’s book, Workbook, and Other supplementary
materials) were rated quite high. However, there are two teachers for each item
wondering about the Audio CD and the Teaching aids of the textbook.
An interview was conducted to get their opinion on these items. The teachers
interviewed said that the quality of the sound in the CD is good but the voices are not
attractive enough. The speed of the talks is rather slow and it seems to be not like in
the real life conversations. They also confirmed that the Teacher’s Book, to some
extent, lack of the tips for each skill, detailed reference for language knowledge or
rich function bank for both teachers and students to refer.

3.3.9. Students’ Evaluation of the Textbook on “Supplementary materials”

Category
The results show that 81.1% students appreciated the “Supplementary
materials” section at the three scales Excellent, Very good and Good. There are
16.9% students rating it as Not very good and 2% as Not good (See Chart 3). Item 26
(about the Sound of the quality of the audio CD) and item 28 (about the Appropriate
extension of the contents of the workbook based on the student’s books) were rated
not very high with 30%, 18.7% students considered as Not very good and 2.7%, 2%
considered as Not good, respectively ( See Appendix 2).
The interview was also conducted to collect the students’ opinion on these
two items. The students asked for opinion said that they need more materials to
practice at home especially the ones focus on knowledge language and listening
skills.

3.3.10. Teachers’ Evaluation of the Textbook on “Linkage” Category

The “Linkage” category was highly appreciated by the teachers under the
survey with the percentage number of the total three scales Excellent, Very good and
Good are 96.6% (15%, 38.3%, 43.3, respectively) (See Chart 2). Item 32 in the
teachers’ questionnaire (about the close relationship between the content of the

33
textbook and the daily life, experience as well as prior knowledge) had the positive
feedback from the teachers. 5 teachers (16.7%) considered it as Excellent, 11
teachers (36.7%) considered it as Very good and 13 teachers (43.3%) rated it as Good
(See Appendix 1).

3.3.11. Teachers and Students’ Evaluation of the Textbook on “Cultural values”

Category
Both teachers and students’ evaluation of the textbook on the “Cultural
values” category at three first scales is really positive with 100% for teachers 94.2%
for the students. 20% teachers, 17.1% students rated as Excellent, 46.7% teachers,
27.1% students rated as Very good, 33.3% teachers and 50% students rated as Good
(See Charts 2,3). Item 33 in the teacher’s questionnaire about the Vietnamese cultural
contents in the textbook have 33.3% Excellent, 50% Very good 16.7% Good. This
item gets a very favorable feedback from the teachers (See Appendix 1). The last item
in the student’s questionnaire about the suitability of the textbook’s contents to the
students’ background knowledge and social culture was also highly appreciated by
students with 19.3% ( 29/150 students), 26.7% (40/150 students), 49.3% (74
students) rated as Excellent, Very good and Good, respectively. Only 3 students (2%)
considered it as Not good (See Appendix 2).

34
 Chart 2: The evaluation of the teachers on nine categories

Chart 3: The evaluation of the students on the seven categories

35
3.4 Summary of the main findings

3.4.1 Main findings for research question 1

“ Does Tiếng Anh 10 suit the teachers who are teaching it?”
It is clearly seen that Tiếng Anh 10 meets the quality standards, 35 evaluating
items for teachers were given the high ratings. With the nine categories given to
teachers, Tiếng Anh 10 meets 6/9 categories accounting for above 90%, only 3/9
categories making up above 80% at three levels Exellent, Very good and Good. In
general, 93.4% teachers rated the textbook as Excellent, Very good and Good over all
35 items). Bellows are the detailed answer for research question number 2.
 Objectives: Does the objectives of Tiếng Anh 10 suit the level of the 10
graders and can they be covered within the time allocated for the book?
Answer: Good _Almost all the teachers asked agreed that the objectives of the book
are suitable for the 10th form students and can be covered within the time allocated
for the book. They thought that although the objectives set were higher for those of
the current English Textbook, Tiếng Anh 10, students in year 10 can completely
obtain the language and skills required. In fact, all the teachers teaching the New
English Textbook, Tiếng Anh 10 have to be well-qualified with CEFR C1 Level.
Furthermore, the students learning from this textbook have to pass the proficiency
test to prove that they have suitable prior knowledge and skills in English to work
with the new programme presented in the new textbook.
 Layout and design: Are the layout and design (quality of the paper and
binding, appearance, colour, layout, pictures, diagrams, tables, etc) suitable
for upper secondary students?
Answer: Excellent _It was found from the teachers’ points of view that the layout
and design of the book are attractive and satisfies the upper secondary students. The
colour of the cover, the font of the text, the pictures, the graphics and the texts are
exploited rationally and these illustrations do add meaning to the contents of the
book. Most of the teachers rated this category as Excellent, Very good and Good
because it can attract the interest of the students.

36
  Topics: Is there enough variety and range of topic? Are the selected topics are
familiar to the students? Is the language in the textbook natural and real? Does
the textbook contain fun elements?
Answer: Very good _Almost all the teachers under survey showed that the topics
presented in the textbook are varied and familiar to the students. The language used
is natural and real. However, they claimed that the fun elements in the New English
Textbook, Tiếng Anh 10 is not enough so they often exploited fun elements in other
sources to make the lesson more interesting.
 Language skills: Do the language skills suit to the students and help the
teachers teach easily?
Answer: Very good _The majority of teachers’ points of views are that the listening,
speaking, reading and writing contents and activities are suitable to the topics of the
units, close to the real life and suitable to the age of upper secondary students. That
helps the teaching process become easier and the teaching job become less hard.
 Methodology: Does the methodology in the textbook suit the teachers
teaching it?
Answer: Very good _Almost all the teachers find that the activities used in the
textbook enable the learners to use English outside the classroom situations. Besides,
it helps the teachers exploit the activities to meet the students’ expectations. More
importantly, the textbook provides an opportunity for teachers and students to
localize the activities.
 Types of activities: Do the activities suit the teachers and learners?
Answer: Very good _Almost all the teachers found that the activities in the Tiếng
Anh 10 are varied, the instructions for activities are clear and the number of ativities
is suitable. In addition, the textbook provides communicative exercises that enable
learners to carry out their communicative tasks in real life situations.
 Teaching aids: Are the teaching aids helpful to the teachers in the teaching
procedure?
Answer: Good _ Almost of all teachers under the survey thought that the quality of
teaching aids accompanying the textbook are good for them to teach. The Teacher’s
Book helps them to develop techniques and methods of teaching in classroom.

37
Additionally, guidelines and suggestions in Teacher’s Book are useful for them in
exploiting the Student’s Book effectively. However, some teachers said that the
quality of in the audio CD is not as good as they expected because it is not as natural
as that in the real conversations.
 Linkage: Does the textbook have a good linkage?
Answer: Very good_ Almost every teachers asked showed that the book coheres
both internally (among the parts of the book itself) and externally (with other
books in a series).
 Culture values: Is the culture value in this textbook good?
Answer: Very good_ All teachers under the survey highly appreciate the culture
value of Tiếng Anh 10 because. They showed that the textbook have Vietnamese
cultural contents together with British, American and other cultural contents.
Specially, the textbook contents are suitable to students’ background knowledge
and social culture.
Basing on the scope of the study and the result drawn from the analysis, it can
be concluded that Tiếng Anh 10 is highly appropriate to Vietnamese teachers.

3.4.2 Main findings for research question 2

“ Does Tiếng Anh 10 suit the students who are learning from it?”
It is obvious that Tiếng Anh 10 meets the quality standards, 31 evaluating
items for students were also given the high ratings (although the students’ ratings for
the textbook are a little bit not as high as those of the teachers’). With the seven
categories given for students, Tiếng Anh 10 meets 7/7 categories accounting for
above 80%, at three levels Excellent, Very good and Good. In general, 86.2%
students rated the textbook as Excellent, Very good and Good over all 31 items.
Bellows are the detailed answer for the research question number 3.
 Contents: Are the contents of the book suitable to the students who are
learning from it?
Answer: Good _The majority of students thought that the contents of the Tiếng Anh
10 suit them. It has the phonic system as the aids for their learning of pronunciation.
Every unit is focusing on certain grammatical items. The text used in each unit

38
exposes students to real situations. The contents are presented topically and integrate
any grammatical items that suit the topic. More importantly, the contents are
presented functionally so they will learn according to their needs.
 Layout and design, topics, language skills, types of activities, and cultural
values: Are these categories suitable to the students?
Their ideas are that the Layout and Design with the cover, appearance, pictures,
diagrams, tables really appropriate with them. The topics are varied and family to
them, especially, the language used in the textbook are natural and real. They also
found that the language skills are sequenced from easy to difficult so they can
gradually develop their language skills. Besides, they highly appreciated the cultural
values in the textbook. They showed that the textbook is not only rich in Vietnamese
culture but also the cultures of many other countries which are suitable to their
background knowledge
 Supplementary materials: Do the supplementary materials meet the demand
of the students?
Although the majority of students thought that the Supplementary Materials
accompanying the textbook are good, there are some students said that they need
some more other materials that correspond to the textbook to practise at home.
In general, basing on the scope of the study and the result drawn from the
analysis, it can be concluded that Tiếng Anh 10 is highly appropriate to Vietnamese
10th form students.

3.4.3 Main findings for research question 3

“ What are the strong points and weak points of the New English Textbook,
Tiếng Anh 10?”
The following features were inferred to by teachers and students as the strong
and weak points regarding Tiếng Anh 10 involved in the study.
Strengths
a. The objectives were suitable for the 10 graders.
b. Beautiful coverage and quality of paper.
c. Familiar and varied topics, real and natural language.

39
 d. Various and useful activities for four skills Listening, Speaking, Writing and
Reading.
e. The contents suit the learners’ current knowledge and culture
f. Teacher’s book and workbook are useful for teachers and learners.
Weaknesses
a. Lacking components accompanying the Student’s Book.
b. The quality of the audio CD is not as natural as that in the real conversation
c. Lacking fun elements.
3.5 Summary
This chapter has been concerned with the analysis of teachers and
students’ questionnaires, teachers and students’ interview about the quality of the
new Tiếng Anh 10. The findings have shown that Tiếng Anh 10 is highly appropriate
for the teachers and students. The findings have pointed out its strengths which meet
the quality criteria, although there are some minor weaknesses that need improving.

PART C: CONCLUSION AND RECOMMENDATIONS

40
1. Recapitulation
This study has been concerned with evaluating the quality of the new
Tiếng Anh 10 as seen from the point of view of the teachers and students who are
using it. 30 teachers and 150 10th form students took part in the study. The study
consists of three main parts. Part A_ Introduction has presented the Rationale for the
study, Aim of the study, Research questions, Scope of the study and Significance of
the study. Part B_ Development consists of the Literature review which the research
is based on and the Methodology of the research as well as the Findings and
discussion drawn out from the study. The last part of the research, Part C_
Conclusion can be provided in the section that follows.
2. Conclusion
As mentioned, the aims of this survey research is to get the evaluative
feedback of the teachers and students who are teaching and who are learning from it
so as to establish its strengths and weaknesses and to see if it is suited the teachers
and students, we have conducted the study with the title: “Evaluating the quality of
the New English Textbook, Tiếng Anh 10 developed under the National 2020
Project”. The researcher hopes that the result of the study will be helpful for the book
writers to perfect the material, for the teachers to improve and adjust the teaching
methods, for students to raise their awareness of learning English not only as a
subject but also a means of communication. The research used a questionnaire of 35
items for teachers and 31 items for students as the main research instrument. Besides,
if the answer of any item was unclear, the researcher used the interview as the
additional instrument to clarify these points.
Of all the 35 evaluative items for the teachers and 31items for the students,
research results have indicated that both teachers and students’ evaluation of Tiếng
Anh 10 is very positive, in which the teachers appreciated the textbook higher than
students. However, both teachers and students’ overall average rating of all
evaluative items at three levels Excellent, Very good and Good are very high. This
allows the researcher to conclude that basically Tiếng Anh 10 is written with high
quality, meeting most of the criteria for a modern foreign language textbook, and, in
particular, it suits the teachers teaching it and students learning from it.

41
 Research results, however, have also suggested that there are still some
minor drawbacks of the textbook in the categories of “Topics” item 13 and
“Supplementary” item 26 in the questionnaire for the students. These drawbacks
need to be improved to perfect the material before putting them into use on a large
scale.
3. Limitations
The study has revealed some limitations. Firstly, it is a small-scale study with
a limited coverage of 30 teachers and 150 students who are using the textbook as the
main materials for teaching and learning. The results, therefore, cannot be said to
fully reflect the overall picture of the textbook. Secondly, this research has only used
questionnaires for teachers and students, together with interview as the sole
instruments. If the class observation is exploited the research would be more
comprehensive and the research results would help to arrive at more convincing
conclusion. Finally, the research was only conducted on the Tiếng Anh 10. It should
be carried out on the textbook for grade 11 and 12 in the series of the textbooks for
the Upper Secondary Level. By doing so, we will come to a more general picture of
Tiếng Anh 10 in the English Textbook Series.
4. Suggestions for Further Studies
The following measures should be taken to overcome the above-mentioned
limitations.
First, the survey should be conducted on a large scale which involves greater
number of teachers.
Second, the data should be collected from students during class observation. In
addition, the data also should be collected from professionals who have history in
textbook evaluation.
Third, the study should focus on more evaluative criteria in order that the
research results will be more comprehensive and convincing.
Last but not least, there should be another research to measure the effectiveness
of this new English textbook 10.
REFERENCES
English

42
Allwright, R. L. (1995). What do we want teaching materials for? (In) Currents of
Change in English Language Teaching. Rossner, R. & R. Bolitho
(Eds). Oxford: Oxford University Press. Pp. 131-147.
Brown., H.D. (2001). Teaching by principles: An interactive approach to language
pedagogy (2nd ed.). White Plains, NY: Pearson Education.
Celce-Murcia (2001). Teaching English as a Second or Foreign Language, Page 29-
42.
Cunningsworth, A. (1985). Evaluating and Selecting EFL Teaching Materials.
London: Heinemann Educational Books.
Cunningsworth, A. (1995). Choosing Your Course Book. Oxford: Heinemann.
Daoud, A.M. & Celce-Murcia, M. (1979). Selecting and Evaluating Textbooks. In M.
Celce-Murcia & L. Mc-Intosh (Eds), Teaching English as a Second or
Foreign Language. New York: Newbury House.
Dendrinos, B. (1992). The EFL Textbook and Ideology. Greece: N.C. Grivas
Publications.
Dickinson, L. (1987).Self -Instruction in Language Learning. Cambridge
Garvin, D.A. (1988). Managing Quality: The Strategic and Competitive Advantage.
New York: Free Press.
Green, A (1926). The Measurement of Modern Language Books. The Modern
Language Journal, 10(5), 259-269.
Gonzales, A. B. (1995). ESL Materials for Philippines Use in Primary and Secondary
Schools: Across Three Paradigmatic Generations. Getting Started:
Material Writers on Material Writing. SEAMEO: RLC. Pp. 1-7.
Harwood (Ed.) (2010). English Language Teaching Materials: Theory and Practice.
New York: Cambridge University Press.
Harmer, J. (2005). The Practice of English Language Teaching. Third Edition.
Malaysia: Pearson Longman.
Haycroft, J. (1998). An Introduction to English Language Teaching, Longman
Hutchinson, T. & E. G. Hutchinson. (1997). The Textbook as Agent of Change. (In)
Power, Pedagogy & Practice. Hedge, T. & N. Whitney (Eds). Oxford:
Oxford University Press. Pp. 307-323.

43
Jack C. Richards and Theodore S. Rodgers. (2001). Approaches and methods in
language teaching - 2nd ed. - New York: Cambridge University Press.
Ivi’c, Pesikan and Anti’c, (2008). The Guide for the Good Textbook , Oxford:
Blackwell Publishers
Mac Coyd, J.L.M.,& Kerson T.S. (2006). Conducting intensive interview using
email: a serendiptious comparative opportunity. Qualitative Social
Work doi: 10.1177/1473325006067367
Mann, C., & Stewart, F. (2000). Internet Communication and qualitative research: A
hand book for researching on line. London, UK: Sage
McDonough, J & Shaw, C. (1993). Materials and Methods in ELT. A teacher’s
Guide. Oxford: Blackwell Publishers.
McGrath, I. (2002). Material Evaluation and Design for Language teaching.
Edinburgh: Edinburgh University Press
O’Neill, R. (1995). Why Use Textbooks? (In) Currents of Change in English
Language Teaching. Rossner, R. & R. Bolitho (Eds). Oxford: Oxford
University Press. Pp. 147-156.
Ornstein, A.C. (1990). Strategies for effective teaching. New York: Harper & Row
Khalid Mahmood (2009) Indicators for a Quality Textbook Evaluation Process in
Pakistan, Journal of Research and Reflections in Education December
2009, Vol.
Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge:
Cambridge University Press.
Rivers, Wilga M. (1968). Teaching Foreign-Language Skill. Chicago: the
University of Chicago.
Robinson,P.C. (1991). ESP Today:A Practitioner’s Guide. UK: Prentice Hall
International.
Roshan, S. (2014). A Critical Comparative Evaluation of English Course Books in
EFL Context. Journal of Studies in Education, 4(1), 172-179.
Sheldon, L.E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4),
237- 246.

44
Tickoo, M. L. (1995). Materials for a State-Level System: a Retrospective Record.
(In) Getting Started: Material Writers on Material Writing. SEAMEO:
RLC. Pp. 31-44.
Tomlinson, B. (Ed.) (2008). English Language Learning Materials: A Critical
Review, London: Continuum.
Tomlinson, B. (Ed.) (2003). Developing Materials for Language Teaching. London:
Continuum.
Trochin, W. M. K. (2005). Research Method (The Concise Knowledge Base). Ohio,
USA: Atomic Dog Publishing.
Ur, P. (2001). A Course in Language Teaching: Practice and Theory. Cambridge:
Cambridge University Press.
Williams, D. (1983). Developing criteria for textbook evaluation. ELT Journal 37/3:
251- 5
Vietnamese
Bộ Giáo dục và Đào tạo (2012). Chương trình tiếng Anh thí điểm cấp trung học phổ
thông. (Ban hành theo Quyết định số 5209 ngày 23 tháng 12 năm 2012
của Bộ trưởng Bộ Giáo dục và Đào tạo).
Hoàng Văn Vân, (2010) The Current Situation and Issues of the Teaching of English
in Vietnam. Ritsumikan Studies in Language and Culture, Vol. 22 No.1.
Pp. 7-18.
Hoàng Văn Vân (2012). Vai trò của sách giáo khoa trong việc thực hiện Đề án quốc
gia về Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân, giai đoạn
2008-2020. Tạp chí khoa học Ngoại ngữ, số 30. Trang 75-89.
Hoàng Văn Vân (2015). Teachers’ Evaluation of Primary English Textbooks for
Vietnamese Schools Developed under the National Foreign Language
2020 Project: A Preliminary Internal Survey. Paper presented at
VietTESOL – the Second International VietTESOL Conference:
Transforming English Language Education in the Era of Globalization:
Pp: 19-38. Reprinted in VNN Journal of Science – Education Research.
Volume 31, N:4, 2015. Pp.1-15.

45
Hoàng Văn Vân et. all (2016) Tiếng Anh 10 tập 1, tập 2, Tiếng Anh 10, sách giáo
viên, tập 1, tập 2, Bài tập Tiếng Anh 10, tập 1, tập 2, Tiếng Anh 10, CD1,
CD2- Nhà xuất bản Giáo Dục Việt Nam, Tập đoàn xuất bản giáo dục
Pearson.
Hoàng Văn Vân et. all (2016), Bài tập Tiếng Anh 10, tập 1, tập 2- Nhà xuất bản Giáo
Dục Việt Nam, Tập đoàn xuất bản giáo dục Pearson.
Thủ tướng chính phủ, Đề án “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc
dân giai đoạn 2008-2020”. (Ban hành theo quyết định số 1400/QĐ-TTg
ngày 30 tháng 9 năm 2008 của Thủ tướng Chính phủ), 2008

46
 APPENDICES
APPENDIX 1
QUESTIONNAIRE FOR APPENDIX 1
QUESTIONNAIRE FOR TEACHERS OF THE NEW ENGLISH TEXT
BOOK, TIẾNG ANH 10
Dear teachers,
This survey questionnaire is designed for my research into “Evaluating the
quality of the new English textbook “Tiếng Anh 10”. To investigate the opinions of
English teachers toward the quality of this textbook, your assistance in responding to
the following questions is highly appreciated. I promise that you will not be
identified in any discussion of the data.

PERSONAL INFORMATION
Teacher’s Name (optional)
Gender: Male: 3=10% Female:
27=90%
Age:
Age: from 26 to 29: 2
from 30 to 40: 26
above 40: 2

School: (Optional)
Qualification: Diploma College B.A: 27= 90% M.A:3
= 10%
Experience in English teaching:
First year 2-5 years more than 5 years

PERSONAL INFORMATION
The total number of teachers under survey: 30

I
Gender: Male: 3= 10% Female: 27=90%
Qualification: B.A: 27=90% M.A: 3=10%
Experience in English teaching:
2-5 years: 1= 3.3% more than 5 years: 29=96.7%

INSTRUCTION
In responding to the statements in this questionnaire, Please put a tick (√) in the
appropriate choice as follows:
1. (Excellent) 2. (Very good) 3. (Good) 4 (Not very Good) 5. (Not
good)

No STATEMENT 2 4 5
1 3
Very Not very Not
Excellent Good
good Good good
OVERALL
RATING (35 19.6% 37.3% 36.5% 6.6% 0=0%
ITEMS)
A OBJECTIVES 10% 25% 46.7% 18.3% 0=0%
1 The objectives of the
materials suit the
4=13.3% 11=36.7% 13=43.3% 2=6.7% 0=0%
level of the 10th
graders.
2 The objectives can be
covered within the
2=6.7% 4=13.3% 15=50% 9=30% 0=0%
time allocated for the
textbook.
B LAYOUT AND
35.6% 46.7% 17.7% 0=0% 0=0%
DESIGN
3 The textbook is
durable. (Quality of 10=33.3% 19=63.4% 1=3.3% 0=0% 0=0%
paper and binding)

II
4 Appearance, color
and layout of the
book cover are 14=46.7% 16=53.3% 0=0% 0=0% 0=0%
suitable for upper
secondary students.
5 The textbook
contains appropriate
8=26.6% 7=23.4% 15=50% 0=0% 0=0%
pictures, diagrams,
tables, etc…
C TOPICS 18.3% 32.5% 36.7% 12.5% 0=0%
6 There is enough
variety and range of 9=30% 10=33.3% 10=33.3% 1=3.4% 0=0%
topics.
7 The selected topics
are familiar to the 4=13.3% 10=33.3% 13=43.3% 3=10.1% 0=0%
students.
8 The language in the
textbook is natural 6=20% 11=36.7% 12=40% 1=3.3% 0=0%
and real.
9 The textbook
contains fun 3=10% 8=26.7% 9=30% 10=33.3% 0=0%
elements.
D LANGUAGE
19.6% 34.6% 38.7% 7.1% 0=0%
SKILLS
10 The listening contents
are suitable to the topic
of the unit and the age of 6=20% 11=36.7% 12=40% 1=3.3% 0=0%
upper secondary
students
11 The listening 10=33.3% 8=26.7% 10=33.3% 2=6.7% 0=0%
activities follow the
order from easy to
difficult (from Listen

III
 and repeat, to Listen
and identify
information, to Listen
and put information
in order, etc.) to help
the students to
develop listening
skills.
12 The listening
activities are
practiced in context 6=20% 8=26.7% 14=46.6% 2=6.7% 0=0%
(supported by images
and word cues)
13 The speaking
contents are suitable
to the topic of the
unit, closer to real life 4=13.3% 10=33.3% 13=43.4% 3=10% 0=0%
and suitable to the
age of upper
secondary students.
14 The speaking
activities in the
textbooks are varied
8=26.7% 11=36.7% 10=33.3% 1=3.3% 0=0%
(from monologue to
pair work, and to
group discussion,etc)
15 The reading contents 6=20% 9=30% 15=50% 0=0% 0=0%
are suitable to the
topic of the unit,
closer to real life and

IV
 suitable to the age of
the Vietnamese upper
secondary students.
16 The reading text
types (monologue,
dialogue, letter,
email, etc) and
reading
comprehension
activities (read and 4=13.3% 15=50% 8=26.7% 3=10% 0=0%
gap-fill, read and
answer, read and
select an appropriate
picture…) of the
textbooks are rich and
diversified.
17 Writing contents are
suitable to the topic
of the unit, close to
3=10% 11=36.7% 11=36.7% 5=16.6% 0=0%
real life and suitable
to the age of upper
secondary students.
E METHODOLOGY 12.2% 42.3% 41.1% 4.4% 0=0%
18 The activities used
enable the learners to
use English outside 2=6.7% 15=50% 12=40% 1=3.3% 0=0%
the classroom
situations
19 The textbook helps 4=13.3% 13=43.3% 12=40.1% 1=3.3% 0=0%
teachers exploit the
activities to meet the

V
 students'
expectations.
20 The textbook
provides opportunity
for teachers and 5=16.7% 10=33.3% 13=43.3% 2=6.7% 0=0%
students to localize
activities.
F TYPES OF
20.8% 39.2% 32.5% 7.5% 0=0%
ACTIVITIES
21 There are a variety of
activities in the 9=30% 12=40% 9=30% 0=0% 0=0%
textbook.
22 The instructions in
9=30% 15=50% 6=30% 0=0% 0=0%
the material are clear
23 The number of
3=10% 11=36.6% 8=26.7% 8=26.7% 0=0%
activities is suitable.
24 The textbook
provides
communicative
exercises that enable
4=13.3% 9=30% 16=53.3% 1=3.3% 0=0%
learners to carry out
their communicative
tasks in real-life
situations.
G TEACHING AIDS 25% 29.4% 37.3% 8.3% 0=0%
25 The sound quality on
12=40% 6=20% 10=33.3% 2=6.7% 0=0%
the audio CDs.
26 The quality of 10=33.3% 6=20% 12=40% 2=6.7% 0=0%
teaching aids
accompanying the
textbooks (teacher’s
book, workbook, and

VI
 other supplementary
materials).
27 The Introduction
section in Teacher’s
Books helps the
teacher to develop 6=20% 8=26.7% 12=40% 4=13.3% 0=0%
techniques and
methods of teaching
in the classroom.
28 Guidelines and
Suggestions in
Teacher’s Books help
6=20% 10=33.3% 11=36.6% 3=10.1% 0=0%
the teacher to exploit
Student’s Books
effectively.
29 Workbooks help the
students to revise,
consolidate and
develop the contents
6=20% 11=36.7% 12=40% 1=3.3% 0=0%
(language knowledge
and communication
skills) in Student’s
Book.
30 Workbooks extend
the contents
(language knowledge
5=16.7% 12=40% 10=33.3% 3=10% 0=0%
and communication
skills) of Student’s
Books appropriately.
H LINKAGE 15% 38.3% 43.3% 3.4=0% 0=0%
31 The book coheres 4=13.3% 12=40% 13=43.3% 1=3.3% 0=0%

VII
 both internally and
externally (e.g. with
other books in a
series)
32 The topics and
content connect to
daily life and 5=16.7% 11=36.7% 13=43.3% 1=3.3% 0=0%
experiences and prior
learning
I CULTURE
20% 46.7% 33.3% 0=0% 0=0%
VALUES
33 The textbook have
Vietnamese cultural 10=33.3% 15=50% 5=16.7% 0=0% 0=0%
contents.
34 The textbook have
British, America and
5=16.7% 19=63.3% 6=20% 0=0% 0=0%
other countries
cultural contents.
35 The textbook
contents are suitable
to students’
3=10% 8=26.7% 19=63.3% 0=0% 0=0%
background
knowledge and social
culture.

Thank you very much for your cooperation!

VIII
 APPENDIX 1 (Vietnamese version)
PHIẾU KHẢO SÁT DÀNH CHO GIÁO VIÊN DẠY SÁCH TIẾNG ANH 10 MỚI

Bảng câu hỏi khảo sát này được thiết kế cho đề tài nghiên cứu “Đánh giá chất
lượng của cuốn sách Tiếng Anh 10 mới. Sự trợ giúp của các Thầy (Cô) giáo trong
việc trả lời các câu hỏi trong bảng khảo sát là một sự giúp đỡ rất lớn đối với tác giả.
Tác giả cam kết sẽ không tiết lộ bất cứ thông tin cá nhân nào mà các Thầy (Cô) giáo
cung cấp. Trân trọng cảm ơn sự hợp tác và tham gia của các Thầy (Cô) giáo!

THÔNG TIN CÁ NHÂN

Họ và tên (Không bắt buộc)
Giới tính: Nam Nữ
Tuổi:
Trường: (Không bắt buộc)

IX
Trình độ: Trung cấp Cao đẳng Đại học Cao
học
Kinh nghiệm giảng dạy:
1 năm 2-5 năm trên 5 năm

HƯỚNG DẪN
Để trả lời các câu trong phiếu khảo sát, Thầy (Cô) vui lòng tích √ vào ô lựa chọn phù hợp.
1. (Xuất sắc) 2. (Rất tốt) 3. (Tốt) 4 (Chưa tốt) 5. (Không tốt)
1 2 3 4 5
Xuất Rất tốt Tốt Chưa Không
sắc tốt tốt
TỶ LỆ BÌNH QUÂN
(35 tiểu mục)
A MỤC TIÊU
1 Mục tiêu của sách phù hợp với
trình độ của học sinh THPT.
2 Mục tiêu của sách có thể đạt
được trong khoảng thời gian
được phân bổ.
B THIẾT KẾ VÀ MINH HỌA
3 Sách bền đẹp (chất lượng của
giấy và bìa sách)
4 Hình thức, màu sắc, cách trình
bày bìa sách phù hợp với học
sinh THPT
5 Sách có tranh ảnh, bảng biểu
phù hợp
C CHỦ ĐỀ
6 Sách có các chủ đề đa dạng.
7 Các chủ đề được lựa chọn trong
sách quen thuộc với học sinh.
8 Ngôn ngữ sử dụng trong sách tự
nhiên và thực tế.
9 Sách có những yếu tố vui nhộn.
D KỸ NĂNG NGÔN NGỮ
10 Nội dung nghe phù hợp với chủ
đề của đơn vị bài học và độ tuổi
của học sinh THPT.
11 Các hoạt động nghe đi theo

X
 trình tự từ dễ đến khó (nghe
nhắc lại, nghe xác định thông
tin, nghe sắp xếp thông tin, vv,)
để giúp học sinh phát triển kỹ
năng nghe hiểu.
12 Hoạt động nghe được luyện tập
trong văn cảnh (trong tình
huống, có tranh ảnh, có từ ngữ
gợi ý).
13 Nội dung nói phù hợp với chủ
đề của đơn vị bài học, gần gũi
với đời sống thực và độ tuổi của
học sinh THPT Việt Nam.
14 Các hoạt động nói trong sách
đa dạng (từ độc thoại, đối thoại
theo cặp, nói theo nhóm….)
15 Nội dung đọc phù hợp với chủ
đề của đơn vị bài học, gần gũi
với đời sống thực và độ tuổi của
học sinh THPT Việt Nam.
16 Loại hình bài đọc (độc thoại,
đối thoại, thư, email,…) và hình
thức hoạt động đọc hiểu (đọc
điền từ, đọc trả lời câu hỏi, đọc
chọn tranh…..)đa dạng, phong
phú.
17 Hoạt động cho kỹ năng viết
được thiết kế phù hợp về độ dài,
chủ đề của bài học, gần gũi với
đời sống thực và độ tuổi của
học sinh.
E PHƯƠNG PHÁP
18 Các hoạt động được thiết kế
trong sách giúp người học có
thể vận dụng để sử dụng tiếng
Anh cho tình huống ngoài lớp
học.
19 Sách giúp giáo viên khai thác
được các hoạt động phục vụ
việc giảng dạy đáp ứng kỳ vọng
của học sinh.
20 Sách giúp giáo viên và học sinh
có cơ hội tạo ra những hoạt

XI
 động gắn liền với thực tế nơi
sinh sống.
F HOẠT ĐỘNG
21 Sách có nhiều hoạt động đa
dạng, phong phú.
22 Các hướng dẫn trong sách rõ
ràng, dễ hiểu.
23 Số lượng hoạt động của mỗi
đơn vị bài học phù hợp với học
sinh.
24 Sách cung cấp những bài tập có
tính giao tiếp giúp học sinh có
thể áp dụng các hoạt động giao
tiếp vào tình huống thực tế.
G GIÁO CỤ
25 Chất lượng âm thanh trong đĩa
CD
26 Chất lượng của đồ dùng dạy
học đi kèm theo sách (sách giáo
viên).

27 SGV giúp giáo viên về phương

pháp và thủ thuật giảng dạy
trên lớp.
28 Hướng dẫn trong sách giúp
giáo viên khai thác và sử dụng
sách hiệu quả.
29 SBT hỗ trợ học sinh ôn tập,
củng cố và phát triển nội dung
(kiến thức ngôn ngữ và kĩ năng
giao tiếp) trong sách học sinh.
30 SBT mở rộng nội dung (kiến
thức ngôn ngữ và kĩ năng giao
tiếp) của học sinh một cách hợp
lý.
H TÍNH TIẾP NỐI
31 Sách gắn kết chặt chẽ cả về nội
dung bên trong và hình thức bên
ngoài với những cuốn sách khác
trong cùng một bộ sách.
32 Các chủ đề và nội dung sách có
liên hệ với cuộc sống hàng
ngày, những trải nghiệm và với

XII
 kiến thức đã học của học sinh.
I YẾU TỐ VĂN HÓA
33 Sách có nội dung văn hóa Việt
Nam
34 Sách có nội dung văn hóa của
các Anh, Mỹ và các nước trong
khu vực
35 Nội dung sách phù hợp với kiến
thức nền và môi trường văn hóa
xã hội của học sinh.

Trân trọng cảm ơn sự hợp tác của các Thầy (Cô) giáo!

APPENDIX 2
QUESTIONNAIRE FOR STUDENTS OF THE NEW ENGLISH TEXT BOOK,
TIẾNG ANH 10
Dear students,
This survey questionnaire is designed for my research into “Evaluating the
quality of the New English Textbook “Tiếng Anh 10”. To investigate the students’
opinions toward the quality of this textbook, your assistance in responding to the
following questions is highly appreciated. I promise that you will not be identified in
any discussion of the data.
PERSONAL INFORMATION
Student’s name (optional)
School: (Optional)
The total number of the students under survey: 150

XIII
 INSTRUCTION
In responding to the statements in this questionnaire, Please put a tick (√) in the
appropriate choice as follows:
1. (Excellent) 2. (Very good) 3. (Good) 4 (Not very Good) 5. (Not good)

2 4 5
1 3
No STATEMENT Very Not very Not
Excellent Good
good Good good
OVERALL
RATING (31 17.7% 25.2% 43.2% 11% 2.9%
ITEMS)
A CONTENTS 14.4% 23.9% 46.3% 11.2% 4.2%
1 The textbook suggests
aids for the learning
of pronunciation 22=14.7% 35=23.3% 76=50.6% 16=10.7% 1=0.7%
( SPEECH) ( eg.
Phonetic system)
2 The textbook offers
meaningful situations
and a variety of
18=12% 43=28.7% 68=45.3% 17=11.3% 4=2.7%
techniques for
learning structural
units ( GRAMMAR)
3 The text book
distinguishes the
different purposes and
26=17.3% 27=18% 71=47.3% 23=15.4% 3=2%
skills involved in the
learning vocabulary
(VOCABULARY)
4 The textbook
provides guidance on
the initial presentation
of passages for 25=16.7% 41=27.3% 68=45.3% 12=8% 4=2.7%
reading
comprehension
(READING)
5 The textbook 19=12.7% 33=22% 71=47.3% 14=9.3% 13=8.7%
demonstrates various
devices for
controlling and
guiding content and
expression in

XIV
 composition exercises
( WRITING)
6 The Project part in the
textbook provides
students an
opportunity to apply
the language and the
20=13.3% 36=24% 62=41.3% 19=12.7% 13=8.7%
skills they learn
through the unit to
perform the task in a
realistic situation
(PROJECT)
B LAYOUT AND
22.2% 25.6% 35.1% 13.6% 3.5%
DESIGN
7 The textbook contains
appropriate pictures, 39=26% 46=30.7% 47=31.3% 15=10% 3=2%
diagrams, table, etc
8 The textbook is
durable. (Quality of 32=21.3% 38=25.3% 54=36.1% 20=13.3% 6=4%
paper and binding)
9 Appearance, color
and layout of the book
cover are suitable for 29=19.3% 31=20.7% 57=38% 26=17.3% 7=4.7%
upper secondary
students.
C TOPICS 20.7% 28.2% 38.2% 9.6% 3.3%
10 There is enough
variety and range of 40=26.7% 46=30.7% 45=29.9% 18=12% 1=0.7%
topics.
11 The selected topics
are familiar to the 40=26.7% 39=26% 55=36.6% 13=8.7% 3=2%
students.
12 The language in the
textbook is natural 33=22% 42=28% 61=40.6% 10=6.7% 4=2.7%
and real.
13 The textbook contains
11=7.3% 42=28% 68=45.4% 17=11.3% 12=8%
fun elements.
D LANGUAGE
17.8% 27% 43.7% 9.6% 1.9%
SKILLS
14 The listening contents 39=26% 52=34.6% 46=30.7% 10=6.7% 3=2%
are suitable to the
topic of the unit and
the age of upper

XV
 secondary students
15 The listening
activities follow the
order from easy to
difficult (from Listen
and repeat, to Listen
and identify 23=15.3% 45=30% 66=44.1% 14=9.3% 2=1.3%
information, to Listen
and put information in
order, etc.) to help the
pupil to develop
listening skills.
16 The listening
activities are practiced
in context (supported 21=14% 40=26.7% 70=46.7% 17=11.3% 2=1.3%
by images and word
cues)
17 The speaking contents
are suitable to the
topic of the unit,
closer to real life and 26=17.3% 35=23.3% 69=46% 16=10.7% 4=2.7%
suitable to the age of
upper secondary
students.
18 The speaking
activities in the
textbooks are varied
30=20% 44=29.3% 58=40.7% 13=8.7% 2=1.3%
(from monologue to
pair work, and to
group discussion, etc)
19 The reading contents
are suitable to the
topic of the unit,
closer to real life and 29=19.3% 29=19.3% 84=56.1% 6=4% 2=1.3%
suitable to the age of
the Vietnamese upper
secondary students.
20 The reading text types 19=12.7% 45=30% 65=43.3% 18=12% 3=2%
(monologue,
dialogue, letter, email,
etc) and reading
comprehension
activities (read and

XVI
 gap-fill, read and
answer, read and
select an appropriate
picture…) of the
textbooks are rich and
diversified.
21 Writing contents are
suitable to the topic of
the unit, close to real
27=18% 34=22.7% 65=43.3% 20=13.3% 4=2.7%
life and suitable to the
age of upper
secondary students.
E TYPES OF
15.8% 23.8% 44.5% 12.2% 3.7%
ACTIVITIES
22 There are a variety of
activities in the 29=19.3% 36=24% 68=45.3% 12=8% 5=3.4%
textbook.
23 The instructions in the
21=14% 38=25.3% 61=40.7% 24=16% 6=4%
material are clear
24 The number of
16=10.7% 36=24% 68=45.3% 22=14.7% 8=5.3%
activities is suitable.
25 The textbook provides
communicative
exercises that enable
learners to carry out 29=19.3% 33=22% 70=46.7% 15=10% 3=2%
their communicative
tasks in real-life
situations.
F SUPPLEMENTARY
16% 20.7% 44.4% 16.9% 2.%
MATERIALS
26 The sound quality on
26=17.3% 34=22.7% 56=37.3% 30=20% 4=2.7%
the audio CDs.
27 The workbook helps
the students to revise,
consolidate and
develop the contents
22=14.7% 35=23.3% 73=48.7% 18=12% 2=1.3%
(language knowledge
and communication
skills) in Student’s
Book.
28 The Workbook 24=16% 24=16% 71=47.3% 28=18.7% 3=2%
extends the contents
(language knowledge

XVII
 and communication
skills) of Student’s
Book appropriately.
G CULTURE VALUES 17.1% 27.1% 50% 4.2% 1.6%
29 The textbooks have
Vietnamese cultural 23=15.3% 34=22.8% 89=59.3% 2=1.3% 2=1.3%
contents.
30 The textbook has
British, America and
25=16.6% 48=32% 62=41.4% 13=8.7% 2=1.3%
other countries
cultural contents.
31 The textbook contents
are suitable to pupil’s
background 29=19.3% 40=26.7% 74=49.3% 4=2.7% 3=2%
knowledge and social
culture.

Thank you very much for your cooperation!

APPENDIX 2 (Vietnamese version)

PHIẾU KHẢO SÁT DÀNH CHO HỌC SINH HỌC SÁCH TIẾNG ANH 10 MỚI
Bảng câu hỏi khảo sát này được thiết kế cho đề tài nghiên cứu “Đánh giá chất
lượng của cuốn sách Tiếng Anh 10 mới. Sự trợ giúp của các em trong việc trả lời các
câu hỏi trong bảng khảo sát là một sự giúp đỡ rất lớn đối với tác giả. Tác giả cam kết
sẽ không tiết lộ bất cứ thông tin cá nhân nào mà các em cung cấp. Trân trọng cảm ơn
sự hợp tác và tham gia của các em!
THÔNG TIN CÁ NHÂN
Họ và tên (Không bắt buộc)
Trường: (Không bắt buộc)
HƯỚNG DẪN
Để trả lời các câu trong phiếu khảo sát, các em vui lòng tích √ vào ô lựa chọn phù hợp.
1. (Xuất sắc) 2. (Rất tốt) 3. (Tốt) 4 (Chưa tốt) 5. (Không tốt)
1 2 3 4 5
Xuất Rất tốt Tốt Chưa Không

XVIII
 sắc tốt tốt
TỶ LỆ BÌNH QUÂN
(35 tiểu mục)
A NỘI DUNG
1 NGỮ ÂM: Sách đưa ra những
trợ giúp cho việc học phát âm
( vd: hệ thống âm tiết)
2 NGỮ PHÁP: Sách có những
tình huống hữu ích và rất nhiều
thủ thuật khác nhau giúp cho
việc học các đơn vị cấu trúc.
3 TỪ VỰNG: Sách đã phân biệt
cho người học những mục đích
sử dụng khác nhau và đưa ra
những thủ thuật giúp cho học
sinh học từ vựng một cách dễ
dàng
4 ĐỌC: Sách đã đưa ra những
hướng dẫn về cách trình bày
của các đoạn văn giúp cho học
sinh tiếp cận bài đọc hiểu dễ
hơn
5 VIẾT: Sách đã đưa ra và hướng
dẫn cách sử dụng của các biện
pháp tìm ý, cũng như phát triển
nội dung của các bài tập viết
6. DỰ ÁN: Phần bài tập lớn sau
mỗi đơn vị bài học giúp cho học
sinh có cơ hội sử dụng kiến thức
ngôn ngữ và kĩ năng đã được
học trong cả đơn vị bài học để
vận dụng vào những nhiệm vụ
thực tế.

B THIẾT KẾ VÀ MINH HỌA

6 Sách có tranh, ảnh , bảng biểu
… phù hợp với nội dung bài học
7 Sách bền đẹp (chất lượng của
giấy và bìa sách)

XIX
8 Hình thức, màu sắc, cách trình
bày bìa sách phù hợp với học
sinh THPT
9 Kích thước của sách vừa vặn
cho học sinh mang theo.
C CHỦ ĐỀ
10 Sách có các chủ đề đa dạng.
11 Các chủ đề được lựa chọn trong
sách quen thuộc với học sinh.
12 Ngôn ngữ sử dụng trong sách tự
nhiên và thực tế.
C KỸ NĂNG NGÔN NGỮ
13 Nội dung nghe phù hợp với chủ
đề của đơn vị bài học và độ tuổi
của học sinh THPT.
14 Các hoạt động nghe đi theo
trình tự từ dễ đến khó (nghe
nhắc lại, nghe xác định thông
tin, nghe sắp xếp thông tin, vv,)
để giúp học sinh phát triển kỹ
năng nghe hiểu.
15 Hoạt động nghe được luyện tập
trong văn cảnh (trong tình
huống, có tranh ảnh, có từ ngữ
gợi ý).
16 Nội dung nói phù hợp với chủ
đề của đơn vị bài học, gần gũi
với đời sống thực và độ tuổi của
học sinh THPT Việt Nam.
17 Các hoạt động nói trong sách
đa dạng (từ độc thoại, đối thoại
theo cặp, nói theo nhóm….)
18 Nội dung đọc phù hợp với chủ
đề của đơn vị bài học, gần gũi
với đời sống thực và độ tuổi của
học sinh THPT Việt Nam.
19 Loại hình bài đọc (độc thoại,
đối thoại, thư, email,…) và hình
thức hoạt động đọc hiểu (đọc

XX
 điền từ, đọc trả lời câu hỏi, đọc
chọn tranh…..)đa dạng, phong
phú.
20 Hoạt động cho kỹ năng viết
được thiết kế phù hợp về độ dài,
chủ đề của bài học, gần gũi với
đời sống thực và độ tuổi của
học sinh.
D HOẠT ĐỘNG
21 Sách có nhiều hoạt động đa
dạng, phong phú.
22 Các hướng dẫn trong sách rõ
ràng, dễ hiểu.
23 Số lượng hoạt động của mỗi
đơn vị bài học phù hợp với học
sinh.
24 Sách cung cấp những bài tập có
tính giao tiếp giúp học sinh có
thể áp dụng các hoạt động giao
tiếp vào tình huống thực tế.
G GIÁO CỤ
25 Chất lượng âm thanh trong đĩa
CD
26 SBT hỗ trợ học sinh ôn tập,
củng cố và phát triển nội dung
(kiến thức ngôn ngữ và kĩ năng
giao tiếp) trong sách học sinh.
27 SBT mở rộng nội dung (kiến
thức ngôn ngữ và kĩ năng giao
tiếp) của học sinh một cách hợp
lý.

H YẾU TỐ VĂN HÓA

28 Sách có nội dung văn hóa Việt
Nam
39 Sách có nội dung văn hóa của
các Anh, Mỹ và các nước trong
khu vực
30 Nội dung sách phù hợp với kiến

XXI
 thức nền và môi trường văn hóa
xã hội của học sinh.

Trân trọng cảm ơn sự hợp tác của các em!

APPENDIX 3
TRANSCRIPT OF INTERVIEWS FOR TEACHERS AND STUDENTS

A. EMAIL INTERVIEW FOR TEACHERS

1. Do you think that the objectives of the new English Textbook 10 can be
covered within the time allocated for it? What is your opinion about this
item?

Participant 1
I think that within the time allocated the objectives of the new English
Textbook are a little bit hard to be covered. More than a half of students in our school
are not good at listening, speaking and writing skills. They find it very hard to fulfill
all the tasks posed in the lessons. Only 30% of students can meet the requirement of
all the tasks.
Participant 2
In my own point of view, within the time allocated, all the objectives posed
are impossible to be finished because the language focus part is too long. Besides,
the skills can be learnt in the class but through the tasks but they are not regularly

XXII
practised in daily life. I think that only quick-minded are able to cover all the
objectives posed.
Participant 3
The listening and reading lessons are rather difficult for students in our
school, especially for those who did not follow the new English Textbook in the
Lower Secondary School. There are so many activities in these parts that students
cannot cover all the activities within the time allocated (45 minutes). The language
part is too long. It contains grammar, vocabulary and pronunciation. It is difficult for
students to master all in a 45 minute-period.

2. What do you think about fun elements in this textbook?

Participant 1

In my opinion, the fun elements are necessary not only for primary pupils but
also lower and upper secondary students. These elements can reduce stress during the
lesson. However, the fun elements in this textbook are not enough.

Participant 2

There are not many funny factors in the textbook. Pictures, photos and
situations are just normal instructions to introduce knowledge and information. I
often explore the fun elements on the internet to attract them in the lessons.

Participant 3

I think that the funny items are very important for the pupils in the early age.
However, for the uppersecondary students the fun elements are not really necessary,
sometimes they are distractors. In this textbook, the fun elements are suitable for our
students.

XXIII
 3. What do you think about the audio CD of the textbook?

Participant 1

For me, the quality of the sound in the audio CD in this textbook is good. It is
easy for students to follow the speech. However, there are few voices in the CD (only
two voices). What’s more, the intonation of the speaking is monotonous not natural.
The speech is somehow like the transformation of “ text to speech”. It should be
like the natural conversation, not normally utter out.

Participant 2

I think the sound quality of the audio CD is OK but I wish the voices were more
natural and more interesting.

4. What do you think about the teaching aids in the text?

Participant 1

I think that the language, skills and topics in the textbook is suitable for 10
graders. However, textbook alone is not enough. Beside workbook, the teachers
should find more suitable materials for students to self study. The textbook do not
have the other supplementary materials like that or the website to help teachers and
students solve this problem.

Participant 2

The listening skills need more listening exercises for students to practise at
home. The wookbook does not give students chance to practise listening at home.

5. Do you think that the writing contents are suitable to the topic of the unit,
close to the real life and suitable to the age of upper secondary students? What
is your opinion about this item

Participant 1

XXIV
 I think that the writing contents are suitable to the topic of the unit, close to
the real life and suitable to the age of upper secondary students such as daily
housework, healthy food, biography of some famous persons, a letter to apply for a
job, roles of women in the society, etc.

Participant 2

For me, the writing contents in this texbook are really good, suitable to the
topic of the unit, realistic and student- friendly. Especially, the contents go well with
the writing forms that help the teachers and students fulfill the writing tasks easily.

Participant 3

In my opinion, the students are very familiar with the writing content given in
the textbook. They can use the writing content to fulfill the writing task in each unit
without much difficulty. Compared with the old English Textbook 10, the writing
part in this textbook is far better.

XXV
 B. INFORMAL INTERVIEW FOR STUDENTS

1. Does the project part in the textbook provide students an opportunity to

apply the language and the skills they learned through the unit to perform
the tasks in the realistic situation? What is your opinion about this item?

Participant 1

I think that the project part in the textbook is very interesting. It helps us to
study effectively. We have a chance to find things by ourselves and how to
collaborate in a team. The most helpful trait in this part is that I can improve my oral
presentation and power point using skills as well as being confident when talking in
front of the crowd.

Participant 2

The project assignment helps me to apply the language and skills learnt in the
unit to the real life context. However, we sometimes find it very difficult when the
teacher does not guide us carefully.

Participant 3

I am really interested in taking part in the project part because it’s lots of fun
to go out together to study and play togerther. We often prepare carefully for the task
but sometimes the time for the presentation in the class is not enough for us to
present all our work. In other case, we prepare the power point presentation very
carefully but we can’t make it presented because the projector doesn’t work.

2. What do you think about the fun elements in the textbook?

Participant 1

In my opinion, the funny items are very necessary for us to learn more
effectively. They give us less strain and more absorbed in the lesson. I think that
there should be more fun elements in this textbook.

XXVI
Participant 2

I think there are a few fun elements in the textbook. Sometimes, our teacher
finds the funny and interesting stories out of the textbook for us to read at home.

3. Do you think that the number of activities in the textbook is suitable? What
is your opinion about this item?

Participant 1

The activities in the textbook are useful for us but in some part of the unit,
there are too many activities that we cannot cover all in a 45 minute lesson, such as
in Language, speaking and listening parts.

Participant 2

I like the activities in this textbook because they help me to improve my

language and skills. However, for some of my friends, the activities are too many to
cover all.

Participant 3

We sometimes do not have enough time for listening, speaking and writing
lessons because of the number of the activities. After some first lessons, our teacher
ofter asked us to prepare carefully at home before class. We now do not have to
worry about the time for each lesson.

4. Do you think that the writing contents are suitable to the topic of the unit,
close to the real life and suitable to the age of upper secondary students?
What is your opinion about this item?

Participant 1
In my opinion, the writing contents are very suitable to the topic of the unit,
close to the real life and suitable to the age of upper secondary students. The contents
help me to follow the writing steps easily.

XXVII
Participant 2

I like the contents in the writing lessons. They are very realistic and suitable
to our age.

5. Do you think that the workbook helps students to extend the content
(language and communication skills) in the student’s books? What’s your
opinion about this item?

Participant 1

The workbook helps us to extendd the content (language and communication

skills) in the textbook. However, the language knowledge should be paid more
attention for us to pass the GCSE exam.

Participant 2

I like the textbook but I need more materials to practice listening skills and
language knowledge to prepare for the final exam at the end of the secondary
education.

XXVIII