Nghien cuu cach thuc giang vien su dung giao tring tieng anh chuyen nganh trong viec day hoc tai khoa quan he cong chung, hoc vien bao chi va tuyen truyen

VIETNAM NATIONAL UNIVERISTY – HANOI
COLLEGE OF FOREIGN LANGUAGES
DEPARTMENT OF POST- GRADUATE STUDIES

PHAM HAI CHUNG
HOW TEACHERS USE THE CURRENT ESP MATERIALS AT
PUBLIC RELATION FACULTY, ACADEMY OF
JOURNALISM AND COMMUNICATION
NGHIÊN CỨU CÁCH THỨC GIẢNG VIÊN SỬ DỤNG GIÁO
TRÌNH TIẾNG ANH CHUYÊN NGÀNH TRONG VIỆC DẠY
HỌC TẠI KHOA QUAN HỆ CÔNG CHÚNG, HỌC VIỆN BÁO
CHÍ VÀ TUYÊN TRUYỀN
M.A MINOR THESIS
FIELD: METHODOLOGY
CODE: 601410
SUPERVISOR: TO THI THU HUONG, Ph.D
HANOI - 2008
DECLARATION
I certify that the work contained in this thesis is the result of my own research and the
substance of this thesis has not, wholly or in part, been submitted for degree to any other
univerisity or institution.
Signature
Pham Hai Chung
ABSTRACT
This study is aimed at finding out how teachers use current ESP materials at Public Relation
Faculty, Academy of Journalism and Communication. It is organized as following:
The study starts with the brief introduction of rationale, scope, methods and design of the
study. Originated from the learning teaching situation and through data collection and analysis
at PR Faculty, Academy of Journalism and Communication, this study has been proposed and
implemented.
The first chapter is literature review on definition of ESP, roles of teaching materials and ESP

teachers, materials evaluation and materials exploitation. A qualitative research with data
collection procedures has been describled in the second chapter of this thesis: first,
questionnaire information on the leaners’ attitude toward their textbook, supplementary and
their teachers’ exploitation of current ESP materials, followed by in-depth interviews with two
teachers in charge of teaching this course to find out their difficulites in exploiting current ESP
materials and their suggestions to improve the situation. The last chapter discusses some
recommendations of methods for teaching the current ESP materials as well as the guide for
the material users and designers to make better decisions on the improvement of the course for
future use.
ACKNOWLEDGEMENTS
I would like to send my thanks to all those who have helped to shape the ideas that
have gone into this minor thesis.
First of all, i would like to convey my gratitude to Ph.D To Thi Thu Huong for her
critical and constructive supervision, valuable guide and encouragement throughout
my research. It is impossible to numerate the number of tasks she has so kindly
taken on.
I also would like to convey my sincere thanks to all my teachers of the post –
graduate course, whose knowledge and enthusiasm are of great help to the
achievement of my academic study.
I am grateful to teachers of Foreign Languages Faculty and all the students of PR
faculty at Academy of Journalism and Communication for their cooperation,
suggestions as well as assistance in the completion of this thesis.
LIST OF ABBREVIATIONS
T1: Teacher 1
T2: Teacher 2
PR: Public Relation
ESP: English for Special Purposes
GE: General English
LIST OF TABLES AND CHARTS
Table1: Techniques for adapting depending on teacher’s purpose and learning context

Table 2: Topics of PR textbook
Table 3: Teachers’ exploitation of teaching materials
Tables 4: Teaching techniques teachers use in the class
Chart 1: Learners’ opinion of the textbook
Chart 2: Learners’ interest of supplementary materials
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
INTRODUCTION
CHAPTER I:LITERATURE REVIEW
1. Definition of ESP 8
2. Roles of teaching materials and ESP teachers 10
2.1 Roles of textbook 11
2.2 Roles of supplementary materials 13
2.3 Roles of ESP teachers 13
3. Materials evaluation 14
4. Materials exploitation 14
4.1. Reification of textbooks 14
4.2. Materials Adaptation 15
CHAPTER II: METHODOLOGY
1. Participants and settings 19
2. Research methods 21
3. Data Collection Procedure 22
CHAPTER III: RESULT AND DISCUSSION
1. The relevance of current ESP PR materials 24
2. The extent of teachers’ exploitation of current PR materials 25
2.1 Teachers’ exploitation of textbook 25
2.2 Teachers’ use of supplementary materials 27
3. Difficulties of the teachers in exploiting the current PR material 28
3.1 The difficulties of the teachers in using the textbook 30
3.2 The difficulties of the teachers in using the supplementary materials 31

4. Teachers’ suggestions to difficulties when exploiting the current ESP 31
4.1 Making some changes in the current textbook…………………………………….31
4.2 Increasing leaners’ interest in tasks and other activities by encouraging marks… 32
4.3 Designing variable tasks in the supplementary materials…………………………32
5. Conclusion………………………………………………………………………… 32
CHAPTER IV: RECOMMENDATION FOR TEACHING AND
CONCLUSION
1. Recommendation of methods for teaching ESP reading materials 34
2. Conclusion 37
REFERENCES
INTRODUCTION
1. Rationale
As an international language, English nowadays plays an important role in academic studies,
professional success and personal development in the world of economic integration and
globalization. The number of learners of English increases quickly day by day. In fact, all
courses of English usually start with the question “Why do these learners need to learn
English?” These courses are based on a perceived need of some sort. Otherwise why would
English find its way on to a school or college timetable: “someone at sometime must have
decided there was a need for it”. Most learners have realized their core need to learn English
for their current or future job. Thus, English for Specific Purposes has become more in demand
than General English.
Public Relation, a new field in Vietnam, is still seen as more reactive than proactive. The
numbers of public relations agencies are still miniscule for a country with a population of over
eighty million. The only training place for PR has just been established for three years at the
Academy of Journalism and Communication with the purpose of training a number of PR
officers for the whole country in the new context of social and economic integration.
In training, materials are very important in teaching and learning. Many types of materials can
be used during the process of teaching and learning to provide basic knowledge to students and
improve their knowledge about and skills in the subject matter. In terms of training at the PR
Faculty, as PR materials in Vietnamese are rather limited, ESP materials of PR is even more

important for students of the PR Faculty. Both teachers and students face many difficulties in
teaching and learning ESP. The most outstanding one is the design and development of PR
materials for use in the PR ESP program. The materials are developed solely by teachers of
General English, Academy of Journalism and Communication while they should be jointly
developed by an expert team comprising both teachers of English and teachers of PR. As the
Public Relation Faculty is a new one, the teachers teaching ESP course are young and
inexperienced in this effort. Additionally, all teachers are trained to be teachers of General
English and they lack knowledge of PR and so they have to study by themselves when they
teach ESP in Public Relations. They make a great effort to help students improve their
language skills by adapting the textbooks or teaching materials. Students start learning ESP of
PR at the fifth semester, so only 32 students learnt the first ESP course of PR. Thus, there
would be many questions to be answered about the effectiveness of this course. My research,
therefore, aims to study how the teachers at PR faculty use the current ESP material in order to
suggest effective implications on teaching methods and ESP materials design at PR faculty.
2. Aims of the study:
By carrying out this research, I would like to fulfill the following aims:
1- Investigating teachers’ use of the current PR teaching materials including the required
textbook and the supplementary reading materials. This aim is split into two sub-aims of:
+ finding out students’ opinions on their teachers’ exploitation of the current PR teaching
materials;
+ finding out teachers’ reported ways of using PR teaching materials and their suggestions on
how to make better use of the materials;
2- Proposing the implications for teachers so that they can make better use of the materials.
3. Research question
This study is implemented to find answers to the following question:
• How do teachers use the current ESP PR materials? This question is broken down into
three sub-questions:
1. Do students think that their teachers use the current PR materials appropriately?
2. What do teachers say about their use of the current PR materials?
3. What do they suggest for better use of the materials?

4. Scope of the study
Due to the limitation of time, this study has no ambition to cover all aspects of ESP material
use. The scope of this thesis is limited to the teachers’ exploitation of the textbook and
supplementary materials only. As the teaching of ESP is mostly concerned with teaching the
reading skill, in this study, the focus is teachers’ methods of exploiting textbook (mostly
reading material) in teaching reading ESP PR materials to the third year students.
5. Organisation of the study
This study is organized as following:
Introduction
Chapter I: Literature review
Chapter II: Methodology
Chapter III: Results and Discussions
Chapter IV: Recommendation for teaching and conclusion
CHAPTER I: LITERATURE REVIEW
1. Definitions of ESP
The term "specific" in ESP refers to the specific purpose for learning English. Students
approach the study of English through a field that is already known and relevant to them. This
means that they are able to use what they learn in the ESP classroom right away in their work
and studies. The ESP approach enhances the relevance of what the students are learning and
enables them to use the English they know to learn even more English, since their interest in
their field will motivate them to interact with speakers and texts.
ESP assesses needs and integrates motivation, subject matter and content for the teaching of
relevant skills.
Streven’s (1988) definition of ESP makes a distinction between four absolute characteristics
and two variable characteristics
• Absolute characteristics of ESP
ESP consists of English language teaching which is :
- Designed to meet specified needs of the learners
- Related in content (ie, in its themes and topics) to particular disciplines, occupations and
activities.

- Centered on the language appropriate to those activities, in syntax, lexis, discourse,
semantics, etc.
• Variable Characteristics of ESP:
ESP may be, but is not necessarily:
- Restricted as to the language skills to be learners (e.g.: reading only; speech recognition only,
etc)
- Taught according to any pre- ordained methodology (i.e., ESP is not restricted to any
particular methodology although communicative methodology is very often felt to be the most
appropriate).
Definition of ESP (Dudley-Evans, 1997)
Absolute Characteristics
- ESP is defined to meet specific needs of the learners
- ESP makes use of underlying methodology and activities of the discipline it serves.
- ESP is centered on the language appropriate to these activities in terms of grammar, lexis,
register, study skills, discourse and genre.
Variable Characteristics
- ESP may be related to or designed for specific disciplines
- ESP may use, in specific teaching situations, a different methodology from that of General
English.
- ESP is likely to be designed for adult learners, either at a tertiary level institution or in a
professional work situation. It could, however, be for learners at secondary school level.
- ESP is generally designed for intermediate or advanced students.
- Most ESP courses assume some basic knowledge of the language systems.
The definition Dudley-Evans offers is clearly influenced by that of Strevens (1988), although
he has improved it substantially by removing the absolute characteristic that ESP is "in contrast
with 'General English'" (Johns et al., 1991: 298), and has included more variable
characteristics. The division of ESP into absolute and variable characteristics, in particular, is
very helpful in resolving arguments about what is and is not ESP. From the definition, we can
see that ESP can but is not necessarily concerned with a specific discipline, nor does it have to
be aimed at a certain age group or ability range. ESP should be seen simple as an 'approach' to

teaching, or what Dudley-Evans describes as an 'attitude of mind'. This is a similar conclusion
to that made by Hutchinson et al. (1987:19) who state, "ESP is an approach to language
teaching in which all decisions as to content and method are based on the learner's reason for
learning".
Hutchinson and Waters (1987) see ESP as an approach rather than a product by which they
mean that ESP does not involve a particular kind of language, teaching material or
methodology. They suggest that the foundation of ESP is the simple question. Why does this
learner need to learn a foreign language ?
The need can vary from study purposes to work purposes. These purposes are the starting point
which determines the language to be taught.
The situation ought to be, the nature of the learners’ needs should determine the teaching given
to him. Such views form the basis for teaching English for specific purposes – ESP.
2. Roles of teaching materials and ESP teachers
- Brian Tomlinson (2001) defined materials as anything “used help to teach language learners.
Materials can be in the form of a textbook, a workbook, a cassette, a CD Rom, a video, a
photocopied handout, a newspaper, a paragraph written on a whiteboard: anything which
presents or inform about the language being learned ” thus ESP teaching materials are things
used for teaching English for Special Purpose.
- Tomlinson also defined supplementary materials as material designed to be used in addition
to the core materials of a course.
2.1. Roles of textbook
Jack C. Richards (2001) find out the roles of textbooks depend on how they are used and the
contexts for their use.
• They provide structure and a syllabus for a program
Without textbooks a program may have no central core and learners may not receive a syllabus
that has been systematically planned and developed.
• They help standardize instruction
The use of a textbook in a program can ensure that the students in different classes receive
similar content and therefore can be tested in the same way.
• They maintain quality

If a well developed textbook is used students are exposed to materials that have been tried and
tested, that are based on sound learning principles, and that are paced appropriately.
• They provide a variety of learning resources
Textbooks are often accompanied by workbooks, CDs and cassettes, videos, CD ROMs, and
comprehensive teaching guides, providing a rich and varied resource for teachers and learners.
• They are efficient
They save teachers' time, enabling teachers to devote time to teaching rather than material's
production.
• They can provide effective language models and input.
Textbooks can provide support for teachers whose first language is not English and who may
not be able to generate accurate language input on their own.
• They can train teachers.
If teachers have limited teaching experience, a textbook together with the teacher's manual can
serve as a medium of initial teacher training.
• They are visually appealing.
Commercial textbooks usually have high standards of design and production and hence are
appealing to learners and teachers.
Richards (2001) also explained that textbooks are a key component in most language
programs. In some situations they serve as the basis for much of the language input learners
receive and the language practice that occurs in the classroom. They may provide the basis for
the content of the lessons, the balance of skills taught and the kinds of language practice the
students take part in. In other situations, the textbook may serve primarily to supplement the
teacher's instruction. For learners, the textbook may provide the major source of contact they
have with the language apart from input provided by the teacher. In the case of inexperienced
teachers textbooks may also serve as a form of teacher training - they provide ideas on how to
plan and teach lessons as well as formats that teachers can use. Much of the language teaching
that occurs throughout the world today could not take place without the extensive use of
commercial textbooks. Learning how to use and adapt textbooks is hence an important part of a
teacher's professional knowledge.
2.2. Roles of supplementary materials

Tomlinson (1998:p.xiii) explains that supplementary materials are usually related to the
development of skills of reading, writing, listening or speaking rather than to the learning of
language items.
Thus, useful and effective supplementary materials can provide great assistance to teachers in
teaching.
2.3. Roles of ESP teachers
Good teachers show that they are the masters of their subjects. The first law of teaching is to
"know your stuff," to be exceptionally knowledgeable in a subject area. This task never ends,
because the flow of important research never stops. Staying current in one’s field is exacting
yet crucial. Teachers must feel comfortable with a subject if they are going to succeed at
explaining it. They should know how to talk about their subject from several starting points,
prompted by a variety of questions.
According to Tom Hutchison and Alan Waters (1987), we should ask ourselves three
questions?
a. Does the content of ESP materials need to be highly specialized?
b. Why do so many ESP teachers find it difficult to comprehend ESP subject matter?
c. What kind of knowledge is required of the ESP teacher?
3. Materials evaluation
According to Tom Hutchinson and Alan Waters (1987), “evaluation is a matter of judging the
fitness of something for a particular purpose”, thus a good evaluation of materials can save
expense.
Hutchinson and Alan Waters divide the evaluation process into four major steps
• Defining criteria
• Subjective analysis
• Objective analysis
• Matching
Most of the work of the first two stages will have been done in the course design stage.
4. Materials exploitation
There are two distinct ways of textbook exploitation:
4.1. Reification of textbooks

In many teaching contexts, covering everything in the textbook in a fixed schedule is a must
for teachers. Clark and Starr (1986) name this pressure as “slavishly use of textbook”.
4.2. Materials Adaptation
Hutchinson and Alan Waters (1987:97) suggested three ways of turning a course design into
actual teaching materials:
- Selecting from existing materials: material evaluation
- Write your own materials: materials development
- Modify existing materials: materials adaptation
Madsen and Bowen (1978) claimed that “every teacher is in a very real sense an adapter of the
material he uses. He or she may employ one or more of a number of techniques:
supplementing, editing, expanding, personalizing, simplifying, modernizing, localizing or
modifying cultural/situational content” or “the good teacher is constantly adapting. He adapts
when he adds an example not found in the book or when he telescopes an assignment”
There are various techniques for adapting depending on teacher’s purpose and learning context,
Omit because…
• Learners are clear about a language point
• Learners are competent in a skill
• There are too many tasks on a particular area/point
• The item/area concerned is not a priority
• The item/task is not well designed
• The item/task is not well-suited to its aims
• The topic is not appropriate for learners
Re-order or combine
to…
• Match my aims
• Use a practice task for lead – in and elicitation
• Revise an area earlier than the textbook does
• Compare and contrast areas
• Provide thematic unity
• Provide an appropriate follow – up

Replace because…
• Texts are of inappropriate length
• Materials are inappropriate to the aim
• Materials are inappropriate to the learners’ age/experience
• Materials are unclear/confusing/misleading.
• Tasks are badly designed
Add because…
• Area are not covered sufficiently
• Texts/pictures/tasks are not provided
• Text/pictures/tasks are fewer than needed
Table 1: Techniques for adapting depending on teacher’s purpose and learning context
(Adapted from Gabrielatos, 2004) (cited in ELT methodology III)
Once material have been evaluated, potential problem areas can be identified: what the
materials offer can not be exactly what our learners’ need; The materials methodology may not
match our own; Our general aims may not match the aims of the materials; The aims of a
particular lesson/unit in the materials may not match our lesson-by-lesson aims. We will have
to prioritize and select. We may need to supplement the materials.
There are 5 main ways of modifying materials:
- Adding, including expanding and extending
- Deleting, including subtracting and abridging
- Modifying, including restructuring and rewriting
- Simplifying
- Reordering
• Adding:
This way means that materials are supplemented by putting more into them. We can add in this
quantitative way by the technique of extending “this means the techniques are being applied
within the methodological framework of the original materials: in other words, the model is not
itself changed” (McDonough and Shaw, 1993:89)
• Deleting:
Obviously, deletion is the opposite process to that of addition. As we know, materials can be

added both quantitatively (extending) and qualitatively (expanding), the same point applies
when omitting materials.
Addition and deletion often work together. Material may be taken out and then replaced with
something else. For example, a fill – in exercise can be replaced with summarizing exercise.

• Modifying
Modifying can be sub-divided under two related - headings. The first is rewriting, when some
of the linguistic content needs modification, the second is restructuring, which applies to
classroom management.
- rewriting relate to activities closer to learners’ own background and interest,
- Restructuring: for many teachers who are required to follow a course book rather
strictly, changes in the structuring of the class are sometimes the only kind of
adaptation that is possible.
• Simplifying
This is one type of modification. Text, most often reading passages are applied this technique.
Usually, the emphasis has been on changing various sentences – bound elements to match the
text more closely to the proficiency level of a particular group of learners.
• Re- ordering
This refers to process of putting parts of a course book in a different order. This can adjust the
result of presentation within a unit or taking units in a different sequence intended.
The ability to be able to adapt is an essential skill for teachers to develop. Through the process
of adaptation the teacher personalizes the text making it a better teaching resource as well as
individualizes it for a particular group of learners. Normally this process takes place gradually
as the teacher becomes more familiar with the book since the dimensions of the text which
need adaptation may not be apparent until the book is tried out in the classroom. When a
number of teachers in a program are teaching from the same textbook it is useful to build in
opportunities for teachers to share information about the forms of adaptation they are making.
SUMMARY
Chapter one has presented the major roles that teaching materials including textbook and
supplementary materials play in the process of teaching and learning as well as the roles of

ESP teachers. It also focuses on the key concepts of “materials evaluation” and “textbook,
textbook exploitation”. The last section of this chapter especially deals with theoretical views
on materials adapting techniques.
The reviewed literature shows that material adaptation is a must for teachers. Within the
context of the PR Faculty, with the ESP PR materials developed solely by teachers of General
English, the need for material adaptation is much greater. Thus, it is very important to find out
how teachers are using the current PR materials so that strengths can be enhanced and
weaknesses minimized, the main aim of the study reported in this thesis. In the next chapter,
the methodology for the investigation for answers to this question is described.
CHAPTER II: METHODOLOGY
This chapter presents a description of the methodology implemented in this study. It
particularly provides a discussion on how to conduct the research on teachers’ exploitation of
teaching materials. The learning and teaching settings in which the study was undertaken will
be featured in the early part of this chapter. This will be followed by a reiteration of the
research question and then research methods. Finally, data collection procedure with desciption
of stages in which data was collected will be presented at the end of the chapter.
1. Participants and Settings
The Public Relation Faculty under the Academy of Journalism and Communication enrolls 32
students each year. The majority of third – year students are aged 20. They are from different
provinces in the North and Center of Vietnam. All of them took the English test at the
University entrance exam in D group, thus their English especially their grammar is at
intermediate level. For these students, learning ESP is supposed to be beneficial from the basic
knowledge of General English learning. At the same time, the students who have been exposed
to good English instruction at their secondary school can suffer from the drag of no futher
language teaching in class. Therefore, their level of proficiency may be deterred affecting their
motivation in ESP learning. The mixed ability of the students in terms of their English
proficiency is clearly an obstacle to the effort to motivate the students to study ESP at the
university.
Additionally, some of them have geographical disadvantage and unsystematically formal
education of foreign language at secondary school, they, theoretically, have taken the

university entrance exam with English test in D group, their problem lies in the fact that their
language skills, esp. reading skills are not well-developed enough to be transferred into their
learning of ESP. Meanwhile, some of them studied in gifted school in Hanoi with English
major. Thus their ability of English is different levels.
They took the ESP course of PR at the fifth semester with a total of 36 periods, 3 periods per
week. This course mainly deals with the reading materials. The aim and objectives of this
course is to help students consolidate, widen, and perfect their command of English for Public
Relation so that they can read ESP materials in Public Relation. This text book of reading
materials has 12 topics for 12 units based on one textbook of Public Relation of UTS.
Student of PR Faculty at AJC (Academy of Journalism and Communication) are characterized
by their strong motivation, both instrumental and integrative, to learn ESP since they are aware
of the benefits of the course to their academic study, future profession and social life.
Two teachers in charge of this course designed all exercises as well as their exploitation of the
teaching materials. They are the teachers of PR faculty but their background knowledge is
English teaching not PR expert.
The textbook of PR includes 12 topics:
Unit1 What is public relation?
Unit 2 Ethical practice
Unit 3 Research and evaluation
Unit 4 Strategy, planning and scheduling
Unit 5 Tactics
Unit 6 Information and communication technologies
Unit 7 Media relations
Unit 8 Internal and community relations
Unit 9 Crisis and issues management
Unit 10 Sponsorship and event management
Unit 11 Public Relation in business
Unit 12 Public Relation in government
Table 2: Topics of PR textbook
These two teachers are in charge of designing most of the supplementary reading material

which includes the handouts of exercises with easy explanation related to jargons in the
reading material of the textbook.
The history of PR faculty is still very young, thus the lack of cooperation with other experts of
TESOL in training or designing the ESP materials of PR is easily explanatory. Moreover,
equipment for language teaching and learning at Academy of Journalism and Communication
still needs standardizing.
2. Research methods
The research utilizes a qualitative approach. The qualitative orientation was important because
it is relevant for the exploratory nature of this study (Marshall & Rossman, 1999).
However, the statistical data is to provide an overall look on the matter studied. In order to seek
information on how teachers use the current PR materials, two data gathering instruments are
employed. Both questionnaires and in-depth interviews were employed to provide both “hard”
and “thick, rich” data about the phenomeon and to lessen potential limitations in the study’s
internal validity caused by relying on only the qualitative or quantitative approach (Nunan,
1992).
A questionnaire is designed to investigate the relevance of the current textbook and students’
opinion about their teachers’ use of the textbook and supplementary materials.
In – depth interviews with two teachers of this course are conducted to find out their
exploitation of current ESP materials and their suggestions on how to make better use of the
materials.
3. Data Collection Procedures
• Questionnaires:
After they finished the ESP course of PR, students were requested to complete and return the
questionnaire within one day so they would have opportunities to reflect on their experiences
of learning the material as well as their suggestions for improvement of the teaching materials.
The information, therefore, would be more detailed and more accurate.
All the answers for close-ended questions were statistically synthesized and presented in forms
of charts and tables using Microsoft Word for the two ideas:
- To present relevance of the current textbook
- To present students’ opinion about their teacher’s exploitation of teaching materials as

well as their suggestions
• Interviews
The in-depth interviews were transcribed to present from teachers’ point of view about their
methodology of exploiting teaching materials.The two interview lasted 15 minutes each was
carried out in Vietnamese in an informal setting. These two interviews were quite flexible in
structure and the interviewer had in mind several main areas to direct the interviews. These
main areas are: the teachers’ difficuties of exploiting current ESP materials, the reasons and
their solutions for that.
This kept the interviews focused, but also gave interviewees a degree of control in the
conversation to talk about their thoughts and feelings (Nunan,1992).
(The in-depth interviews were transcibed)
These data analyses led to present the four following themes:
1. The relevance of the current textbook
2. Teachers’ exploitation of current ESP materials of PR
3. Teachers’ difficulties in exploiting the current ESP materials
4. Teachers’ suggestions to their difficulties in exploiting the current ESP materials
CHAPTER III: RESUTL AND DISCUSSION
To answer the research questions, the data collected were analyzed under major headings: the
relevance of current ESP PR materials; the extent of teachers’ exploitation of current PR
materials; the difficulties of the teachers in exploiting the textbook; the difficulties of the
teachers in using the supplementary materials; Teachers’ suggestions to difficulties when
exploiting the current PR materials.
1. The relevance of current ESP PR materials
In views of the purposes of using this textbook, the majority of the participants found this
textbook was designed to help them build up PR terms used in documents, accounting for
65,6% and the rest, making up 34,4% thought this textbook was of great help to read and
understand concepts of PR. Surprisingly, no learner ticked the other purposes like to
communicate with foreigners in English, to take part in seminars on PR or to translate books
and newspapers from English into Vietnamese. The limited time of this course and the reading
skill focus is partly an explanation for their choice.

With regard to the usefulness of the current textbook used, 62.5% of learners found the
textbook “useful” and the number of learners evaluated it “very useful” made up 19%. To
some extent, 6% and 13% respectively accounted for “not useful at all” and “not very useful”.
19%
62%
13%
6%
Very useful
Useful
Not very useful
Not useful at all
Chart 1: Learners’ opinion of the textbook