An evaluation of the coursebook “solutions pre intermediate 3rd edition” for teenage students at duong minh language center

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY

---------------------------

TRUONG THI NGOC TRAM

AN EVALUATION OF THE COURSEBOOK
“SOLUTIONS - PRE-INTERMEDIATE 3rd
EDITION” FOR TEENAGE STUDENTS
AT DUONG MINH LANGUAGE CENTER
Major: English Language
Course code: 60220201

HO CHI MINH CITY, OCTOBER 2020


MINISTRY OF EDUCATION AND TRAINING

HO CHI MINH CITY UNIVERSITY OF TECHNOLOGY
---------------

AN EVALUATION OF THE COURSEBOOK
“SOLUTIONS - PRE-INTERMEDIATE 3rd EDITION” FOR
TEENAGE STUDENTS
AT DUONG MINH LANGUAGE CENTER
Submitted to the

Faculty of English Language
in partial fulfillment of the Master‟s degree in English Language

Course code: 60220201
By

TRUONG THI NGOC TRAM
Supervised by
LE XUAN QUYNH, PH.D.
HO CHI MINH CITY, OCTOBER 2020


The

thesis

entitled

AN

EVALUATION

OF

THE

COURSEBOOK

“SOLUTIONS - PRE-INTERMEDIATE 3rd EDITION” FOR TEENAGE
STUDENTS AT DUONG MINH LANGUAGE CENTER was successfully
defended and approved on January 12,2021 at Ho Chi Minh City University of
Technology (HUTECH).
Academic supervisor

…………………………
LE XUAN QUYNH, PH.D.

Examination Committee

1. NGUYEN THI KIEU THU, PH.D.

Chair

2. TRAN THI MINH PHUONG, PH.D.

Reader 1

3. LE THI THUY NHUNG, PH.D.

Reader 2

4. PHAM HUY CUONG, PH.D.

Member

5. TRAN QUOC THAO, PH.D.

Secretary Member

On behalf of the Examination Committee
Chair

(Full name, title, signature)

ii


HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUTE
HCMC, 30/10/2020
MASTER‟S THESIS REPORT
Student name: TRUONG THI NGOC TRAM Sex: Female
Date of birth: 27/07/1992

Place of birth: Long An Province

Major: English Language

Student code: 1841900028

I- Thesis title:
AN EVALUATION OF THE COURSEBOOK “SOLUTIONS - PREINTERMEDIATE 3rd EDITION” FOR TEENAGE STUDENTS AT DUONG MINH
LANGUAGE CENTER
II- Objectives and contents:
The study aims at evaluating the coursebook „Solutions: Pre-Intermediate – Student
Book 3rd Edition‟ used at Duong Minh Language Center to explore the satisfaction of
teachers and learners with the coursebook. The results show their satisfaction in
different levels, as well as their disagreement to difficulty level, layout, CDs and
videos and the use of meaningful contexts in the coursebook.
III- Starting date: 30/10/2019
IV- Completing date: 30/10/2020
V- Academic supervisor: LE XUAN QUYNH, PH.D.
ACADEMIC SUPERVISOR

FACULTY DEAN

(Full name, signature)

(Full name, signature)

iii


CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master‟s Thesis submitted today entitled: “An
Evaluation of the Coursebook “Solutions - Pre-Intermediate 3rd Edition” for
Teenage Students at Duong Minh Language Center”
In terms of the statement of requirements for Theses in Master‟s programs
issued by issued by the Higher Degree Committee of Faculty of English Language, Ho
Chi Minh City University of Technology.

Ho Chi Minh City, October 2020

TRUONG THI NGOC TRAM

iv


RETENTION AND USE OF THE THESIS
I hereby state that I, TRUONG THI NGOC TRAM, being a candidate for the
degree of Master of Arts (English Language) accept the requirements of the
University relating to the retention and use of Master‟s Theses deposited in the
Library.

In terms of these conditions, I agree that the original of my Master‟s Thesis
deposited in the Library should be accessible for purposes of study and research, in
accordance with the normal conditions established by the Librarian for the care, loan,
and reproduction for theses.

Ho Chi Minh City, October 2020

TRUONG THI NGOC TRAM

v


ACKNOWLEDGEMENT
I would like to show my sincere thankfulness to those who contribute to the
completion of my thesis.
Foremost, I would like to express my sincere gratitude to my supervisor, Le
Xuan Quynh, Ph.D. for his great support, constant guidance, and continuous
encouragement through the whole research process. His prompt, insightful advice was
a light which led me to solutions whenever I was in dilemma. I am so admired and
grateful for his professional knowledge and guidance which have been a great value
for me in the process of doing my research.
I am also thankful for Dr. Nguyen Thi Kieu Thu‟s huge devotion, suggestions
and assistance throughout my thesis process. She is a devoted dean and a professional
lecturer who always occupies a certain respect in my heart.
Furthermore, I must express my profound gratitude to the teachers of Ho Chi
Minh City University of Technology for providing me with unfailing, academic
support and continuous encouragement throughout my years of study and through the
process of researching and writing this thesis.
In addition, I would like to send my sincere thanks to teachers and students
from Duong Minh Language Center for their great support in my research data

collection.
Finally, my sincere and warm thanks are for my family and friends who have
supported me and been my companions during a long journey of doing my research.

vi


ABSTRACT
Coursebook evaluation is of great significance to ensure the quality of English
learning and teaching. This current study aims at evaluating the coursebook
„Solutions: Pre-Intermediate – Student Book 3rd Edition‟ which has been currently
used as the coursebook for teenage learners at Duong Minh Language Center to
explore the satisfaction of teachers and learners with the use of the coursebook with
reference to the appropriateness to the students‟ level of English and their background
knowledge. The researcher employs a quantitative and qualitative method with the use
of questionnaire and interview as research instruments. 150 teenage learners and 30
teachers who have been using this studied coursebook participated in the study. Data
gathered from these two instruments revealed three findings that (1) English teachers
are satisfied with all studied aspects of the coursebook Solutions. Pre-Intermediate 3rd
edition‟, including Physical appearance and format, Content and Supplementary
materials. Among three aspects, teachers showed their highest satisfaction to
supplementary materials; (2) Learners also expressed their satisfaction to Physical
appearance and format, Content, and Supplementary materials of the studied
coursebook. Unlike teacher respondents, teenage learners showed their highest
satisfaction to content of the coursebook; (3) Although both teachers and learners
showed their satisfaction to almost all aspects of the coursebook, they still show their
disagreement to difficulty level, layout, CDs and videos and use of meaningful
contexts in the coursebook. Research findings imply the importance of coursebook
evaluation and the involvement of all stakeholders in coursebook evaluation and
curriculum development. (244 words)

Keywords: coursebook evaluation, teenage learners, Duong Minh Language
Center, „Solutions: Pre-Intermediate – Student Book 3rd Edition‟, English learning
and teaching

vii


TABLE OF CONTENTS
MASTER‟S THESIS REPORT ....................................................................................iii
CERTIFICATE OF ORIGINALITY ............................................................................ iv
RETENTION AND USE OF THE THESIS .................................................................. v
ACKNOWLEDGEMENT ............................................................................................. vi
ABSTRACT ................................................................................................................. vii
LISTS OF TABLES ...................................................................................................... xi
LIST OF FIGURES ...................................................................................................... xii
LIST OF ABBREVIATIONS .....................................................................................xiii
CHAPTER 1: INTRODUCTION ................................................................................... 1
1.1

Background to the study............................................................................. 1

1.2

Problem statement ...................................................................................... 3

1.3

Aims and objectives of the study ............................................................... 4

1.4

Research questions ..................................................................................... 5

1.5

Scope of the study ...................................................................................... 5

1.6

Significance of the study ............................................................................ 5

1.7

Definition of key terms .............................................................................. 6

1.8

Organization of the thesis........................................................................... 6

CHAPTER 2: LITERATURE REVIEW........................................................................ 8
2.1

Introduction ................................................................................................ 8

2.2

ELT materials in learning and teaching language ...................................... 8

2.2.1

Role and purpose of materials in teaching language ........................... 8

2.2.2

Types of materials ............................................................................... 9

2.3

Material evaluation ................................................................................... 11

2.3.1

Definition ........................................................................................... 11

2.3.2

Coursebook evaluation and significance of coursebook evaluation . 12

2.3.3

Criteria for coursebook evaluation .................................................... 13

2.4

Approaches to coursebook evaluation ..................................................... 14

2.4.1

Approach to coursebook evaluation by Cunningsworth (1995)........ 14

2.4.2

Approach to coursebook evaluation by McGrath (2002) .................. 15
viii


2.4.3

Approach to coursebook evaluation by Tomlinson (2014) ............... 16

2.5

Previous studies ........................................................................................ 16

2.6

Conceptual framework ............................................................................. 20

2.7

Summary .................................................................................................. 21

CHAPTER 3: METHODOLOGY ................................................................................ 22
3.1

Research design ........................................................................................ 22

3.2

Sample site ............................................................................................... 23

3.3

Research material – Solutions coursebook .............................................. 23

3.4

Sample and sampling procedures ............................................................. 24

3.5

Research instruments ............................................................................... 31

3.5.1

Questionnaires ................................................................................... 31

3.5.2

Interviews .......................................................................................... 33

3.6

Data collection procedures ....................................................................... 34

3.7

Data analysis procedures .......................................................................... 35

3.8

Validity and reliability ............................................................................. 36

3.9

Summary .................................................................................................. 36

CHAPTER 4: RESULTS AND DISCUSSIONS ......................................................... 37
4.1.

Introduction ........................................................................................... 37

4.2.

Results from teachers‟ questionnaire .................................................... 38

4.2.1.

Overall descriptions of teacher evaluation ........................................ 38

4.2.2.

Physical appearance and format ........................................................ 39

4.2.3.

Content .............................................................................................. 40

4.2.4.

Supplementary materials ................................................................... 45

4.3.

Results from learners‟ questionnaires ................................................... 46

4.3.1.

Overall descriptions of learner evaluation ........................................ 46

4.3.2.

Physical appearance and format ........................................................ 47

4.3.3.

Content .............................................................................................. 48

4.3.4.

Supplementary materials ................................................................... 54

4.4.
4.4.1.

Responses from teachers‟ interview ..................................................... 55
Physical appearance and format ........................................................ 55
ix

4.4.2.

Content .............................................................................................. 56

4.4.3.

Supplementary materials ................................................................... 58

4.5.

Responses from learners‟ interview...................................................... 59

4.5.1.

Physical appearance and format........................................................ 59

4.5.2.

Content .............................................................................................. 59

4.5.3.

Supplementary materials ................................................................... 63

4.6.

Discussions ........................................................................................... 64

4.6.1.

Physical appearance and format ........................................................ 64

4.6.2.

Content .............................................................................................. 66

4.6.3.

Supplementary materials ................................................................... 68

4.7.

Summary ............................................................................................... 68

CHAPTER 5: CONCLUSION ..................................................................................... 70
5.1.

Introduction ........................................................................................... 70

5.2.

Summary of the main findings of the study.......................................... 70

5.3.

Implications of the study....................................................................... 71

5.4.

Limitations of the study ........................................................................ 73

5.5.

Recommendations for the further studies ............................................. 73

REFERENCES ............................................................................................................. 74
APPENDICES .............................................................................................................. 78
Appendix A: Questionnaire for English Teachers........................................................ 78
Appendix B: Questionnaire for Learners (English version) ......................................... 81
Appendix C: Questionnaire for Learners (Vietnamese version) .................................. 84
Appendix D: Interview protocol ................................................................................... 88

x


LISTS OF TABLES
Table 3.1: Teachers‟ demographics ............................................................................... 25
Table 3.2: Learners‟ demographics ............................................................................... 28
Table 3.3: Items of questionnaire for learners ............................................................... 32
Table 3.4: Items of questionnaire for teachers .............................................................. 32
Table 3.5: Instruments for research questions ............................................................... 34
Table 3.6: Rating scale of the questionnaire ................................................................. 35
Table 3.7: Reliability results of questionnaire ............................................................... 36
Table 4.1: Teachers‟ evaluation of the coursebook „Solutions. Pre-Intermediate 3rd
edition‟ ........................................................................................................................... 39
Table 4.2: Teachers‟ evaluation of physical appearance and format of the coursebook
„Solutions. Pre-Intermediate 3rd edition‟ ...................................................................... 39
Table 4.3: Teachers‟ evaluation of content of the coursebook „Solutions. PreIntermediate 3rd edition‟ ............................................................................................... 40
Table 4.4: Teachers‟ evaluation of content - skills of the coursebook „Solutions. PreIntermediate 3rd edition‟ ............................................................................................... 41
Table 4.5: Teachers‟ evaluation of content - language areas of the coursebook

„Solutions. Pre-Intermediate 3rd edition‟ ...................................................................... 43
Table 4.6: Teachers‟ evaluation of content - general of the coursebook „Solutions. PreIntermediate 3rd edition‟ ............................................................................................... 44
Table 4.7: Teachers‟ evaluation of supplementary materials of the coursebook
„Solutions. Pre-Intermediate 3rd edition‟ ...................................................................... 45
Table 4.8: Learners‟ evaluation of the coursebook „Solutions. Pre-Intermediate 3rd
edition‟ ........................................................................................................................... 47
Table 4.9: Learners‟ evaluation of physical appearance and format of the coursebook
„Solutions. Pre-Intermediate 3rd edition‟ ...................................................................... 47
Table 4.10: Learners‟ evaluation of content of the coursebook „Solutions. PreIntermediate 3rd edition‟ ............................................................................................... 49
Table 4.11: Learners‟ evaluation of content - skills of the coursebook „Solutions. PreIntermediate 3rd edition‟ ............................................................................................... 49
Table 4.12: Learners‟ evaluation of content - laguage areas of the coursebook
„Solutions. Pre-Intermediate 3rd edition‟ ...................................................................... 51
Table 4.13: Learners‟ evaluation of content - general of the coursebook „Solutions.
Pre-Intermediate 3rd edition‟ ........................................................................................ 53
Table 4.14: Learners‟ evaluation of supplementary materials of the coursebook
„Solutions. Pre-Intermediate 3rd edition‟ ...................................................................... 54
xi


LIST OF FIGURES
Figure 2.1: Conceptual framework ................................................................................ 21
Figure 3.1. Teacher‟s gender ......................................................................................... 25
Figure 3.2. Teacher‟s qualification ................................................................................ 26
Figure 3.3. Teacher‟s experience ................................................................................... 27
Figure 3.4. Teacher‟s time of using „Solutions. Pre-Intermediate 3rd edition‟ ............ 27
Figure 3.5. Learner‟s gender ......................................................................................... 28
Figure 3.6. Learner‟s age ............................................................................................... 29
Figure 3.7. Learner‟s years of learning English ............................................................ 30
Figure 3.8. Learner‟s time of using „Solutions. Pre-Intermediate 3rd edition‟ ............. 30

xii


LIST OF ABBREVIATIONS
EFL: English as a Foreign Language
ELT: English Learning and Teaching
FL: Foreign Language

xiii


CHAPTER 1: INTRODUCTION
1.1 Background to the study
According to Galloway and Rose (2015), English has become the global
phenomenon with a massive increase in the number of learners and fields of use. They
also point out the role, function and perception of English as a global language have
changed significantly which motivates educational practitioners to re-visit and
evaluate models and materials for English learning and teaching (ELT). This necessity
becomes more important in countries which have employed traditional approaches for
ELT for years (Sharifian, 2009), including Vietnam.
Since the Economic Renovation in 1986, Vietnam has experienced strong
economic growth owing to the deep internationalization. Foreign language
introduction has become the crucial key to the success of international integration into
Vietnam. The introduction of foreign languages into one of the advantages of human
resources is crucial for the success of the integration process. As the changes in the
use of English as a key measure for the increasingly international integration, in 2008
a National Plan called “Teaching and Learning Foreign Languages in the National
Formal Educational System in the Period of 2008-2020” was approved and
administered by the Vietnamese Ministry of Education with the aim of promoting the
quality of ELT in Vietnam (MOET, 2008).

Within the National Plan, English has become one of the major and mandatory
subject since Grade 3 in the Vietnamese school-level system including primary level
(grades 1-5) from the age of 6 to 11, lower secondary level (grades 6–9) from the age
of 11–15) and upper secondary school level (grades 10–12) for the age of 15– 18
(Nguyen Thi Thuy Lan, 2016). Nguyen Thi Thuy Lan (2016) also revealed that one of
the most important categories of the National Plan is redesign of all foreign language
curriculums. Furthermore, all standards, compiling and editing process and
publication of the official textbooks for foreign languages are regulated by MOET
(Educational Law, 2005). The study by Hoang Van Van (2010) also indicated that
since 2008, all students in grade 3 (age 8) start learning English as a compulsory
course or in grade 1 in several schools until grade 12 as the end of high school
1


education. It is regulated in the National Plan by the MoET that till the end of
secondary education, a student has to completed 35 weeks of foreign language
learning with 3 periods for each week. In other words, each student spent nearly 600
periods in the curriculum for foreign language learning. Regarding foreign language
learning at the tertiary education level, learning foreign language accounts for 10 up to
12% of the total credit hours.
Due to the significance and prevalence of English in Vietnam, as with English
inside the formal education system, English learning and teaching in Vietnam has also
experienced a strong growth with the informal education system. Hoang Van Van
(2010) revealed that such English teaching establishments as English centers,
language centers of colleges and universities, foreign and joint venture language
schools, professional associations, and so on have offered various English courses for
English learners in Vietnam. Some prominent representatives in this non-formal
educational sector in Vietnam refers to the American Apollo, the British Council,
ACET, and ILA. These English institutions together with other language centers have
offered a wide range of English courses which meet different needs of different types

of learners with different English competence levels. These English centers have
attracted numerous learners, particularly teenage learners. Owing to the great efforts
by these language centers and institutions, the quality of ELT in Vietnam has
experienced significant improvements.
Duong Minh Language Center is one of the top selected English centers for
learners who are in the secondary education level. The center is famous for competent
teachers, innovative and effective teaching methods and appropriate teaching
materials. The investigation into English teaching at Duong Minh Language Center
indicates that the majority of materials used for ELT are those which are designed in
foreign countries or translated from Vietnamese textbooks. This type of ELT materials
is prominent in many language centers; however, the materials from English speaking
countries for native speakers seem to be not appropriate for EFL learners in Vietnam.
Furthermore, language used in these materials is authentic and not culture-related;
therefore, these materials do not really target Vietnamese learners as the primary
2


audiences. Due to these drawbacks, teachers and learners may not be dissatisfied with
the use of teaching materials, leading to their resistance to use teaching materials.
Therefore, it is critical that teaching materials are evaluated to measure the
appropriateness and effectiveness of coursebook to English learners as well as
teachers‟ and learners‟ attitudes to the use of teaching materials.
1.2 Problem statement
There is no doubt that the coursebooks are crucial to the quality of learning and
teaching. The reason is attributed to the fact that the coursebooks encompasses all
contents of the curriculum (Butcher et al., 2006). Therefore, it is critical and important
to examine and evaluate the coursebooks to addresses strengths and weaknesses for
further improvements.
Furthermore, through the coursebook evaluation the teachers may select the
suitable coursebooks with the highest degree of appropriateness to the learners. They

can also utilize strengths of coursebook as well as minimize weaknesses to obtain the
success of learning and teaching. According to Cunningsworth (1995), there are types
of coursebook evaluation, including pre-use, in-use and post-use. Cunningsworth
(1995) claims that pre-use coursebook evaluation is perceived as the most difficult
type because the teachers and learners as coursebook users have not experienced using
the coursebooks before. The second type, in-use evaluation is commonly conducted in
response to a specific requirement. When conducting in-use evaluation, the major
involved factors include audiences, aims and resources of the coursebooks. Referring
to the last type, post-use evaluation, teachers and learners through their own
experiences show their perceptions towards merits and demerits for coursebook
improvements.
The coursebook „Solutions: Pre-Intermediate. Student's Book, 3rd Edition‟ has
been used for Pre-Intermediate learners at Duong Minh Language Center for nearly
two years. With 100% new content, the third edition of the studied coursebook
provides the learners varied and fresh learning resources with trusted teaching
pedagogies which spark learners‟ interest and drive them to succeed. The third edition
has recycled the successful language content and learning methods which were used in
3


the previous editions of „Solutions: Pre-Intermediate. Student's Book‟. Furthermore,
totally new sections of listening and vocabulary are added to the Solutions 3rd edition
so that EFL learners are provided the knowledge and opportunities to develop their
comprehensive English skills and become confident communicators. Tasks and study
guides provided in the studied coursebook „Solutions: Pre-Intermediate. Student's
Book, 3rd Edition‟ support Communicative Learning and Teaching (CLT) which
enables learners to become active learners. Additionally, an abundant range of
learning opportunities for development of all skills and language knowledge is also
included in all units of the coursebook. Despite the improvements in contents of
Solutions 3rd - Student Book, this coursebook has never been evaluated by teachers

who directly teach learners at Duong Minh Language Centers and learners who have
used the material for their learning. While some teachers and students are satisfied
with the design, content and effects of this material, others claimed about the
inappropriateness of this book in the EFL context in Vietnam.
For those reasons, the researcher decided to carry out a study titled “An
evaluation of the coursebook „Solutions: Pre-Intermediate – Student Book 3rd
Edition‟ for teenage students in Duong Minh Language Center”.
1.3 Aims and objectives of the study
The study aims at evaluating the coursebook „Solutions: Pre-Intermediate –
Student Book 3rd Edition‟ to explore the satisfaction of teachers and learners with the
use of the coursebook with reference to the appropriateness to the students‟ level of
English and their background knowledge.
The following objectives are derived from the overall aims:
(1) To examine the students‟ views on the coursebook “Solutions: PreIntermediate 3rd Edition”
(2) To explore the teachers‟ views on the coursebook “Solutions: PreIntermediate 3rd Edition”

4


1.4 Research questions
The following research questions are formulated in response to research aims
and objectives:
1. What are the students‟ views on the coursebook “Solutions: Pre-Intermediate
3rd Edition”?
2. What are the teachers‟ views on the coursebook “Solutions: Pre-Intermediate
3rd Edition”?
1.5 Scope of the study
According to Hutchinson and Waters (1993), there are many criteria which are
used in coursebook evaluation such as audience, aims, language content, skills,
methodology and so on. However, under the constraints and scope of the thesis, the

main focus of the evaluation is on teachers‟ and learners‟ satisfaction to such aspects
of the coursebook as language skills, language components, teaching methodology,
and physical appearance.
The subjects of the study are 150 elementary learners with the age range of 1215 years old who are taught with coursebook „Solutions: Pre-Intermediate – Student
Book 3rd Edition‟ and 6 teachers of English at Duong Minh Language Center in 2019
– 2020.
The study was implemented from early October 2018 to late March 2020 at
Duong Minh Language Center, Ho Chi Minh City.
1.6 Significance of the study
The findings of the study will be very useful not only to the researcher but also
to the teachers who are teaching the coursebook „Solutions: Pre-Intermediate –
Student Book 3rd Edition‟ to leaners at Duong Minh Language Center, Ho Chi Minh.
Firstly, the research findings expectedly reveal strengths and weaknesses of
„Solutions: Pre-Intermediate – Student Book 3rd Edition‟ which has been currently
used as the coursebook for pre-intermediate learners at Duong Minh to determine
whether the coursebook is appropriate for English teaching and learning in the EFL
context in Vietnam. Secondly, the measurement of teachers‟ and students‟ satisfaction
5


to different aspects of books (Physical appearance and format, Content, and
Supplementary materials) will provide empirical evidences supporting the changes in
the lesson planning for the improvement in English teaching and learning with the use
„Solutions: Pre-Intermediate – Student Book 3rd Edition‟.
1.7 Definition of key terms
1) Coursebook: It is defined by Dudley (1998) that a coursebook refers to a
book used by students when they do a particular course of study. In the
current study it is the coursebook „Solutions: Pre-Intermediate – Student
Book 3rd Edition‟ which is used for English learning and teaching at Duong
Minh Language Center.

2) Coursebook evaluation: Tomlinson and Masuhara‟s (2004:1) definition of
coursebook evaluation is: “Coursebook evaluation involves measuring the
value (or potential value) of a set of learning materials by making
judgements about the effect of materials on people using it”. In the current
study, the coursebook will be evaluated in reference to its Physical
appearance and format, Content (Units, activities, exercises, skills and subskills), and Supplementary materials.
1.8 Organization of the thesis
In order to obtain the research aims and objectives, there are five chapters
covered in the study, including:
Chapter 1: Introduction – The first chapter focuses on providing the research
background, problems leading to the study, intended research aims and objectives,
formulated research questions, the scope of the study, and the significance of the
study.
Chapter 2: Literature Review – The second chapter provides a theoretical
overview of previous literature concerning coursebook evaluation, particularly the
issues related to ELT coursebook evaluation. Previous studies are also explored to
formulate the conceptual framework.

6


Chapter 3: Methodology – This chapter describes research design, sampling
method, data collection instruments, data collection process, and data analysis of
collected data.
Chapter 4: Findings and Discussions – In this chapter, data collected from
research instruments are presented and analyzed in alignment to research questions.
Some findings are also discussed to draw up important conclusion.
Chapter 5: Conclusion – Lastly, the final chapter summarizes the main
findings to generate practical implications and suggestions.

7


CHAPTER 2: LITERATURE REVIEW
2.1 Introduction
This chapter provides an overview of the theoretical basis for the assessment of
the coursebook „Solutions: Pre-Intermediate – Student Book 3rd Edition‟ allocated to
the learners at Duong Minh Language Center. Overall, there are five sections in this
chapter. The first section discusses the roles of materials in teaching and learning
English while the second section provides a detailed examination of different
approaches and methods of coursebook evaluation. The third section involves some
previous studies on the evaluation of coursebooks in EFL contexts. Lastly, based on
the literature review, the conceptual framework for the study is generated.

2.2 ELT materials in learning and teaching language
2.2.1 Role and purpose of materials in teaching language
There is no doubt that teaching materials are amongst the most important
components of learning and teaching because they are used in all the curriculum for.
In other words, the learning and teaching procedure is impossible without materials. It
is stated Cunningsworth (1995) that teaching materials provide various sources of
ideas for learning activities which enable students to participate into meaningful
communicative interactions. Moreover, EFL learners may utilize learning materials as
an important source of reference for the acquisition and review of grammar,
vocabulary and pronunciation.
Furthermore, Dudley (1998) revealed that if teachers can properly and
effectively use teaching materials, learners‟ motivations and interests are significantly
enhanced. In addition to great benefits to the learners‟, teaching materials are also
useful for teachers regardless of experienced or inexperienced. Teaching materials
provide ideas and contents for lesson planning of every lesson. Supporting this
benefit, Richards (2001) regards teaching materials as an effective form of teacher

training through their experiences of coursebook usage.
Referring to the coursebook‟s functions, Dudley (1998) lists four main
functions of materials, including providing sources of language, providing learning
8


support, providing sources of motivation and providing sources of reference. Firstly,
the coursebooks provide an official, meaningful and varied source of language for
learning and teaching. Particularly, for such a newly applied coursebook as „Solutions:
Pre-Intermediate – Student Book 3rd Edition‟, the coursebook is the first and only
access which provide language to teachers and learners. Therefore, it is required that
teaching materials are instructed and used in an appropriate way to fulfill learning and
teaching requirements. Secondly, in terms of learning support, Dudley (1998) once
again highlights that materials should be used in the way which effectively enables the
learners to use their intellectual ideas for language acquisition and practice. In other
words, teaching materials are utilized by teachers in in-class activities for stimulating
cognitive process of learners rather than mechanical. Thirdly, with regard to the
motivation source provision, it is continued to be affirmed by Dudley (1998) that
teaching materials provide various tasks which are not only challenging but
achievable as well to encourage students to not only acquire new knowledge but also
consolidate their grounded experience and knowledge. Finally, referring to the last
function as a source of reference it is stated by Tomlinson (1998) that the learners can
utilize materials as a source for self-discovery. Tomlinson (1998) explained that the
way language are provided with detailed explanations, demonstrating examples, and
practice tasks provide a source of reference for students. This way of use enable
students to use materials not only as an in-class materials but also as supporting
sources for at-home self-study. In the situation of ELT material like „Solutions: PreIntermediate – Student Book 3rd Edition‟, with the use of proper and appropriate
language and teaching methodologies the Solutions coursebook may fulfill all these
four functions in learning and teaching activities.
2.2.2 Types of materials

Because of the importance of materials, there are numerous types of teaching
materials used in learning and teaching procedures. However, in language learning
and teaching there are two types of materials which are widely used by scholars,
teachers and learners, including printed and non-printed materials. While printed
materials refers to those such as official textbooks, coursebooks, workbooks,
9


supplementary books, handouts and worksheets, photos, pictures and so on, nonprinted materials encompass computer-based files, recorded files, and online materials
(Zhorabi, 2011). No matter what type of materials which teachers and learners use for
their learning and teaching, they can be used for various learning purposes to meet the
needs of material users (Richards, 2001).
2.2.2.1Coursebook
Among different types of teaching materials, coursebooks are the most
prevalent and important of teaching materials which are the inevitable component in
the procedure of learning and teaching (Richards, 2001). Materials are defined as
coursebooks because these materials are designed and published as reliable, attractive
and user-friendly materials which can bring great effectiveness in a large scale.
According to Shabani (2013), in order to obtain the highest degree of effectiveness,
some following factors are required in a useful coursebook, including creating an
appropriate and strong course framework for learning and teaching, and providing a
systematically planned learning syllabus. When allocating coursebooks to use, the
learners can not only capture the main knowledge and language through following the
table of content of the coursebook but also acquire the ideas of content.
Nevertheless, it is stated by Harmer (1998) that the content of the coursebook is
not perfect for all of its parts. Particularly, despite the fact that coursebooks are wellorganized and designed in terms of language content, the coursebooks may still pose
some challenges to teachers and learners because of some certain inappropriate
aspects. One attributable reason refers to the unsuitability of learners‟ competence and
the language presented in the coursebooks. Furthermore, according to Swales (2000)
the coursebooks may be designed in a less self-sufficient; therefore, the coursebooks

are often used with some appropriate supplementary materials to enhance the quality
of learning and teaching.
2.2.2.2 In-house materials
According to McDonough and Shaw (1993), in-house materials are types of
teaching materials which are designed with more suitable and specific target language
in compared to published materials. Moreover, the content and methodology designed
10


in in-house materials allow more flexible learning and teaching activities than other
materials (Richard, 2001). Therefore, teachers also consider this advantage as an
important criterion for material selecting. Finally, referring to the advantages of inhouse materials in comparison to other teaching materials, this type of materials can
avoid the unsuitability between the target content and learners‟ competence which is
considered as one of the major drawbacks of coursebooks. Generally, the authors of
in-house materials design more well-controlled and appropriate language content to
learners than those of other materials.
Nonetheless, there are some drawbacks of the in-house materials that make
them less outweighed than others, and time consuming can be considered one of
those. It was observed by Swales (2000) that in-house materials which are locally
designed present numerous characteristics which are similar to the previously rejected
published materials that have been rejected. Swales (2000) also added that in-house
materials are much less systematic than other types of materials when delivering
showers of singe-page handouts. Consequently, the order of teaching procedure can be
negatively influenced.
McDonough and Shaw (1993) also commented that in compared to other
published materials that can be used as in-house materials regularly, in-house
materials have no polar division. Lastly, in-house materials are also considered as
time-consuming and expensive materials because of the long and complicated
publication process.
2.3 Material evaluation

2.3.1 Definition
Materials include documents, projects, design drawings, maps, research works,
books, statistics tables; negatives, positive versions of movies, photos, microfilm;
tapes and discs for recording and recording; electronic documents; manuscripts of
literary and artistic works; workbooks, diaries, memoirs, autographs, handwritten
documents; paintings or prints; publications and other news items.

11