Efl teachers’ perspectives on the textbook “family and friends 5” (special edition) a study at primary schools in thu duc city

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

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

LE THI HONG PHUC

EFL TEACHERS’ PERSPECTIVES ON
THE TEXTBOOK “FAMILY AND FRIENDS 5”
(SPECIAL EDITION): A STUDY AT
PRIMARY SCHOOLS IN THU DUC CITY

Major: English Language
Course code: 19SNA21

HO CHI MINH CITY, JULY 2022


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

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

EFL TEACHERS’ PERSPECTIVES ON
THE TEXTBOOK “FAMILY AND FRIENDS 5”
(SPECIAL EDITION): A STUDY AT
PRIMARY SCHOOLS IN THU DUC CITY
21 408 words
Submitted to the
Faculty of English Language
in partial fulfillment of the Master’s degree in English Language

Course code: 19SNA21
By
LE THI HONG PHUC
Supervised by

NGUYEN THI KIEU THU, Ph.D.
HO CHI MINH CITY, JULY 2022


The thesis entitled EFL Teachers’ Perspective on the Textbook “Family and Friends”
(Special Edition): A Study at Primary Schools in Thu Duc City was successfully
defended and approved on

… at Hochiminh City University of Technology

(HUTECH).

Academic supervisor:

Nguyen Thi Kieu Thu, Ph. D.

Examination Committee
1. Le Vawn Tuyen, Ph.D.

Chair

2. Nguyen Thi Quyen, Ph.D.

Reader 1

3. Tran Quoc Thao, Ph.D.

Reader 2

4. Nguyen Thi Nhu Ngoc, Ph.D.

Member

5. Trinh Ngoc Thanh, Ph.D.

Secretary Member

On behalf of the Examination Committee
Chair

Le Van Tuyen, Ph.D.


HCMC UNIVERSITY OF TECHNOLOGY
POSTGRADUATE INSTITUTE

HCMC, September 20th, 2021

MASTER’S THESIS REPORT
Student name: Le Thi Hong Phuc

Sex: Female

Date of birth: September 2nd, 1984

Place of birth: Ninh Thuan province

Major: English Language

Student code: 1941900041

I- Thesis title:
EFL Teachers’ Perspective on the Textbook “Family and Friends” (Special Edition): A
Study at Primary Schools in Thu Duc City

II- Objectives and contents:
The thesis, as its title states, aims to investigate EFL teachers’ perspectives on the textbook
“Family and Friends 5” (special edition) used at primary schools in Thu Duc city. The
thesis consists of two main objectives. The first one is to survey the perspectives of teachers
in Thu Duc city about the topics, language contents, skills, and methodology of the
textbook “Family and Friends 5” (special edition) currently in use at primary schools by
using a questionnaire. Another objective is to explore teachers’ experience on how they
adapt the textbook.

The analysis from data collected proved that Family and Friends 5 (Special edition) is
suitable for EFL teachers and students. It is highly appreciated and of high quality although
there exist some weak points. The findings have led to conclusion that the textbook,
although there exist some minor weaknesses, is evaluated to be a good choice of textbook
for the population in consideration and can be used in other primary schools.


III- Starting date: March 20th, 2021
IV- Completing date: September 20th, 2021
V- Academic supervisor: Nguyen Thi Kieu Thu, Ph.D.

ACADEMIC SUPERVISOR

Nguyen Thi Kieu Thu, Ph.D.

FACULTY DEAN

Nguyen Thi Kieu Thu, Ph.D


CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master’s Thesis submitted today entitled:
EFL Teachers’ Perspective on the Textbook “Family and Friends” (Special Edition):
A Study at Primary Schools in Thu Duc City
In terms of the statement of requirements for Theses in Master’s programs issued by the
Higher Degree Committee of Faculty of English Language, Ho Chi Minh City University
of Technology.

Ho Chi Minh City, September 2021

LE THI HONG PHUC

i


RETENTION AND USE OF THE THESIS
I hereby state that I, LE THI HONG PHUC, 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, September 2021
Signature

LE THI HONG PHUC

ii


ACKNOWLEDGEMENTS
My special thanks are due to all those who made great contributions to the preparation and
completion of the thesis.
I would like to express my gratitude to the Faculties of English language, Ho Chi Minh
City University of Technology, for their knowledge, experience and supporting me in
completing the Master Program.
In addition, I would like to take this opportunity to thank the EFL teachers teaching at
primary schools in Thu Duc city for taking time to answer my questionnaire and interview.
I would like to express my deepest gratitude to Dr. Nguyen Thi Kieu Thu, my supervisor,
for her patience, guidance, insightful advice, and constant encouragement through the
whole research process. Without her support and guidance, this thesis would have never
been completed.
Last but not least, I warmly thank my family, friends and colleagues for their
encouragement and help.

iii

ABSTRACT
A textbook designed for teaching and learning a language is a significant tool in ESL/EFL
classrooms. It is important to have a suitable textbook for learners to facilitate their
language learning processes. Textbook evaluation is to introduce a new textbook and
recognize specific advantages and shortcomings in textbooks that are already in use. The
selected textbook in the present research is in “Family and Friends” series for primary
students, that is, Family and Friends 5, (Naomi Simmons and Tamzin Thompson, special
edition). 60 EFL teachers of 8 males and 52 females participated. These EFL teachers have
been teaching the textbook for at least 2 years and consequently are able to identify their
strengths and weaknesses. To conduct the study, an EFL textbook evaluation checklist
consisting of 27 items served as the instrument in the present study. The checklist was
divided into four sub-parts as follows: Topic, Language Content, Skills, and Methodology,
each directly related to a criterion and likewise, an important aspect of textbook evaluation.
The checklist is the adapted and modified version of Mc Donough and Shaw (1993) which
provided an evaluating model for the study. Frequencies and percentages were calculated
for each item to describe the overall picture of how the teachers rated the textbook in terms
of four criteria. The finding indicated that the teachers were satisfied with a majority of the
textbook’s features, such as the diversity of the topics, the compatibility with students’
ability, and the motivation that the textbook brings to learners. Therefore, “Family and
Friends 5” (special edition) is concluded as suitable to be used in primary schools in Thu
Duc city and in similar contexts.
Keywords: Family and Friends 5 (special edition), evaluation, teachers’ perspectives,
EFL teachers, textbook evaluation

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TABLE OF CONTENTS

Page

Certificate of originality ……………………………………………………... i
Retention and use of the thesis………………………………………………. ii
Acknowledgements…………………………………………………………… iii
Abstract……………………………………………………………………….. iv
Table of contents……………………………………………………………… v
List of tables…………………………………………………………………... ix
List of figures ………………………..……………………………………….. x
List of abbreviations………………………………………………………….. xi
CHAPTER 1: INTRODUCTION
1.1 Background to the study

1

1.2 Statement of the problem

4

1.3 Aims and objectives of the study

5

1.4 Research questions

5

1.5 Scope of the study

6

1.6 Significance of the study

6

1.7 Definitions of the key terms

7

1.8 Organization of the thesis

8

CHAPTER 2: LITERATURE REVIEW
2.1 Types of the textbook

11

2.2 Quality standards for textbooks

12

2.3 The roles of the textbook

14

2.4 The roles of textbook evaluation

16

2.5 Criteria for textbook evaluation

17

v


2.6 Textbooks for young learners

20

2.7 Previous studies

21

2.8 Conceptual framework

26

2.9 Summary

28

CHAPTER 3: METHODOLOGY
3.1 Research design

30

3.2 Research site

34

3.2.1

Overview of the textbook

34

3.2.2

The context

36

3.3 Sample and sampling procedures

38

3.4 Research instruments

41

3.4.1

Questionnaire

41

3.4.2

Semi- structured interview

42

3.5 Data collection procedures

43

3.6 Data analysis procedures

44

3.7 Validity and reliability

46

3.8 Chapter summary

47

CHAPTER 4: RESULTS AND DISCUSSIONS
4.1

Evaluation of the Topic of the textbook

48

4.1.1 Evaluation of the Topic of the textbook

48

4.1.2 Evaluation of the Language content of the textbook

50

4.1.3 Evaluation of the Skills of the textbook

54

4.1.4 Evaluation of the Methodology of the textbook

61

vi


4.2

Results of the interview

64

4.2.1 Result of teacher interview about the unbalance between speaking

activities of individual response, pair work, and group work

64

4.2.2 Result of teacher interview about the problem “too many new

vocabularies in each unit”

65

4.2.3 Result of teacher interview about the culture factors in the books

66

4.2.4 Result of teacher interview about the culture factors in the books

66

4.2.5 Result of teacher interview about the activities that interest primary

students

67

4.2.6 Result of teacher interview about the limitations that the book needs to

improve

67

4.3

Discussion

68

4.4

Chapter summary

71

CHAPTER 5: CONCLUSION
5.1 Summary of the main findings of the thesis

72

5.2 Pedagogical implications

73

5.3 Limitations

75

5.4 Recommendations for further research

75

REFERENCES

78

APPENDICES

84

Appendix A: (Questionnaire)

84

Appendix B: (The interview questions)

88

vii


Appendix C: (Book content)

89

Appendix D: (Results of Plagiarism check)

92

Chapter
Total words

1

2

3

4

5

Total

2733

5537

4969

6405

1764

21408

viii


LIST OF TABLES
Table 3.1: Data of Sample

38

Table 3.2: Participants’ general information

39

Table 3.3: Interview participants’ general information

40

Table 3.4: Cronbach’s Alpha of the questionnaire

44

Table 3.5: The statistical procedures

45

Table 4.1: Descriptive statistics of questions concerning the topic

48

Table 4.2: Descriptive statistics of questions concerning the Language Content part 51
Table 4.3: Descriptive statistics of questions concerning the Listening Skills part

54

Table 4.4: Descriptive statistics of questions concerning the Speaking Skills part

55

Table 4.5: Descriptive statistics of questions concerning the Reading Skills part

57

Table 4.6: Descriptive statistics of questions concerning the Writing Skills part

58

Table 4.7: Descriptive statistics of questions concerning the methodology part

61

ix


LIST OF FIGURES
Figure 2.1: The materials evaluation process

19

Figure 2.2. Conceptual framework of the current study

28

Figure 3.1: Coursebook assessment and adaptation process (David Petrie, 2015)

32

x


LIST OF ABBREVIATIONS AND SYMBOLS
EFL

English as a Foreign Language

ESL

English as a Second Language

ELT

English Language Teaching

xi


CHAPTER 1
INTRODUCTION
This chapter alludes to the overall parts of the study. The chapter begins with the passage
of Background to the study, in which the researcher makes reference to certain issues
concerning and encouraging the researcher in order to advance the study for certain reasons
and targets referred in the two next sections. This part provides a framework for the next
two sections, Statement of the Problems (in which the thesis's problems are addressed) and
Aims and Objectives of the Study (which, as the name implies, describes the study's goals).
Section 1.4 follows to formulate the research questions on which the study was conducted
to answer them in Chapter 4 at the end of this thesis. In section 1.5, Scope of the Study, the
researcher outlines the focal point of the study and states the reasons why the study does
not move toward different aspects practically pertinent to the study. Section 1.6 notices
some significant realities which the investigation uncovers and that contribute to the study's
relevance. The following section, at that point, is for explaining terms utilized with precise
meanings in the study before introducing the organization of the thesis.

1.1 Background to the study
Currently, English is taught at almost all of the schools in Vietnam as a foreign language.
Despite being taught in the same situation, there are differences in settings based on
whether textbooks satisfy the needs and characteristics of learners. Textbooks are

fundamental materials that are obligated in schools; thus, it is essential to utilize
appropriate textbooks in teaching and learning. Textbooks are primarily intended for
students. Students can acquire basic, modern, and systematic knowledge from textbooks.
Students can learn from a variety of sources, but textbook knowledge is regarded to be the
most conventional. Textbooks, in terms of providing new information, also assist students
in integrating, summarizing, and putting knowledge in order through revision and study
aids. Materials are frequently considered as the essence of a specific program and are the

1


most obvious manifestation of what transpires in the classroom. Razmjoo (2007) believes
that the use of textbooks can make students feel safe, progress and accomplishment.
According to Riazi (2003), textbooks are essential in both language instruction and
learning. They are arguably the most crucial component in a second/foreign language
classroom, second only to the teachers (page 52). More specifically, textbooks make a
major contribution in language classes, so choosing a good textbook is very necessary. No
one would doubt the fact that any textbook chosen by the teacher or any education system
ought to be carefully considered, because an incorrect decision may waste money and time
and adversely affect students and even teachers. A good chosen book would be very
practical for teaching progress and professional evolution.
In each context of teaching, textbooks help to communicate information to students and
back teachers in their teaching obligation, so every material requires authenticity. The
authentic materials could help limit the unnatural language, avoid distorting content, be
useful to elicit genuine responses from learners, and upskill teachers. To guarantee these
benefits, textbook evaluation is important to be done routinely.
Textbook evaluation, according to Cunningsworth (1995) and Ellis (1997), may help
teachers move beyond impressionistic review and acquire valuable, reliable,
comprehensive, and contextualized insights into the general character of textbook
materials. Furthermore, textbook evaluation can be an essential component of teacher

education programs, since its motivation is to empower instructors to discover significant
highlights to build up students' capacities up to their requirements.
Lightbown and Spada (2006) point out that young learners have different important
characteristics that distinguish them from adult learners in language learning. It's vital to
remember that these students are still growing. As they become older, several elements of
their intellectual function improve.

2


Byers-Heinlein, K. & Lew-Williams, C. (2013) believe that at this age, young
learners’ brains are quick and knowledge can be imprinted in their brain in the best way.
It is very important to choose an English textbook that is really good and suitable for them.
A wide range of materials are available to access. Teachers should perceive the
promising advantages of textbooks and advise the most appropriate for their
distinguishing teaching context. The goals of the teaching program ought to acclimate
before the materials are chosen. General methodology must be supplied so as to
accomplish the ordinary intention.
Cunningsworth (1995) states that it is important to embrace a teaching technique
revolving around the standards of learning foreign languages for young people and the
requirements of particular learners. The learning-centered perspective used in this study
may promote learning through activities that aid in the creation of the necessary dynamic
relationship between expectations of students and involvement in learning.
In the Vietnamese background, the Ministry of Education and Training (MOET) has
carried out a proposed action of fundamental and inclusive reform, with a huge emphasis
on educational achievements, teachers, and textbooks. At the end of 2010, the Family and
Friends set, created by foreign authors, has also been utilized in a wide range of primary
schools in Vietnam when embarking on the nationwide program “Teaching and Learning
Foreign Languages in the National Education System, period 2008-2020.” Since the mid1990s, a number of elementary schools in Vietnam have adopted the Family and Friends
set which currently has three versions that are being used. Family and Friends 5 (special

edition) has been widely used in primary schools in Ho Chi Minh city, especially in TD
since the end of 2010. In the process of using, there are many opinions from teachers and
students about the amount of vocabulary and grammar in each lesson. However, in the
training sessions on using books organized by the Department of Education in association
with the publisher which are held periodically at the beginning of each school year- the
most recent one is organized according to official letter 449/SGDDT-GDTH, the teachers
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have had no chances to raise their opinions about the textbook with the publisher. At the
same time, in the selection of knowledge to teach and design the test, teachers have many
contradictions. This study was conducted to clarify the problems faced by Family and
Friends 5 (special edition) based on the perspectives of teachers who are using the
textbook in teaching.
The opinions of practicing teachers who have already had some experience of using
the materials in question is one of the approaches Cunningsworth (1995). A survey of the
perspective of teachers to understand the appropriateness and practicality of a textbook
would provide informative feedback for better application.
1.2 Statement of the problem
Mukundan et al. (2011) claimed that in foreign language education, material
selection may be a decisive element in the effectiveness of the learning-teaching method
and the achievement of desired training objectives. While publishers have worked hard to
deliver effective commercial coursebooks to stakeholders such as teachers and students,
the one-size-fits-all coursebook that can completely match all designed curriculum,
teaching and learning situations is impossible to be made. As a result, evaluating and
adapting a coursebook are ongoing must-do requirements to assure the training quality.
In many classes in elementary schools in Thu Duc City- Hochiminh City, Vietnam,
the textbook “Family and Friends 5” (Special Edition) for grade-5-students has been
taught tentatively. This material, on the other hand, has never been reviewed by teachers
who actively educate children in primary schools to evaluate if it fits the stated goals of the

obligatory English program for grade 5 students and if it is suitable for the students' English
proficiency and fundamental understanding. It has been a source of great debate among
teachers and educators since it was first established as an experimentation. It is claimed as
a well-written textbook, and has an undeniable constructive impact on teaching and
learning English as foreign language, but it is not appropriate for students who lack
fundamental knowledge from the prior levels. However, some concerns and
4


disappointment remain. The textbook has been criticized by both teachers and students for
several reasons. According to some teachers, every single lesson in all units of the textbook
includes a huge amount of vocabulary. Consequently, students find it hard to study by heart
the new words from the lesson and it is not easy enough for learners to understand.
Therefore, teachers who teach the textbook to students need to carefully prepare lessons,
adjust teaching strategies, and consider the level of effectiveness of the textbook. While
some teachers are dissatisfied with the course, others find it well-planned with regard to
current ELT trends in Vietnam.
Until now, there has not been any review on the textbook to evaluate how well the
textbook is actually in use and whether or not it meets the criteria of the course. For those
reasons, “EFL teachers’ perspectives on the textbook Family and Friends 5 (special
edition): A study at primary schools in Thu Duc city” is chosen as the title of the thesis.
This research therefore aimed to analyze the textbook "Family and Friends 5" (Special
Edition) in terms of its topics, language contents, skills, and methodology from the
perspectives of teachers.
1.3 Aims and objectives of the study
This study was an attempt to investigate the opinion of teachers about the textbook
“Family and Friends 5” (special edition) currently in use at primary schools in Thu Duc
city. The objective of this study was as follows:
● To survey the perspectives of teachers in Thu Duc city about the topics, language
contents, skills, and methodology of the textbook “Family and Friends 5” (special

edition) currently in use at primary schools.
1.4 Research questions
The thesis was guided by the following question:

5


What are the perspectives of the teachers at primary schools in Thu Duc city on the
textbook “Family and Friends 5”?
1.5 Scope of the study
A variety of factors, such as audience, goals, contents, method, and other standards,
should be considered when evaluating textbooks, as stated by Tom Hutchinson (1993).
However, owing to time restrictions and the limitation of the minor thesis, in this study, it
mainly focused on the teachers’ perspectives about the topics, language contents, skills,
and methodology of the textbook “Family and Friends 5” (special edition). By doing so,
the study did not involve other aspects of textbook evaluation such as its effectiveness or
layout. They were beyond the scope of study.
The study was conducted at 20 different primary schools in Thu Duc city. There
were 60 participants who are teaching at twenty different schools in Thu Duc district,
namely Nguyen Van No, Binh Quoi, Hiep Binh Phuoc, Binh Chieu, Dao Son Tay, Nguyen
Van Triet, Nguyen Trung Truc, Luong The Vinh, Binh Trieu, Dang Thi Ranh, Thai Van
Lung, Tam Binh, Tran Van Van, Hoang Dieu, Dang Van Bat, Linh Dong, Hiep Binh
Chanh, Tu Duc, Truong Van Hai, and Nguyen Van Lich.
The retrospective evaluation offers textbook information which was used to make
decision if the textbook was readily available to reuse, which parts or activities in the
textbook requested to be modified so as to make it more adequate to use henceforth. The
textbook “Family and Friends 5” (special edition) has been used at primary schools in Thu
Duc city for five years but its effectiveness has not been evaluated. That is the reason why
it might be evaluated through retrospective evaluations. This study used a retrospective
evaluation with a quantitative methodology through a 27-question-questionnaire and an

informal interview with 6 open questions to affirm the qualitative result.
1.6 Significance of the study

6


The study was hoped to be of much benefit to both the teachers and the students at
primary schools in Thu Duc city.
Theoretically, the findings of this study would shed more light on the relationship
between teaching materials, in particular the textbooks, and the effective teaching and
learning. Since it illustrates the strengths and flaws of the textbook “Family and Friends
5” (special edition), the outcomes of this study might contribute to the field of materials
assessment. The thesis results might offer the authorities and the group of
the textbook’s authors at the Vietnamese Ministry of Education and Training a few
solutions with research-based proof to enhancing the effectiveness of the present material
utilized for grade 5-students in Vietnam.
Practically, the results of this study would benefit all the teachers teaching English
as a foreign language to young learners with the textbook “Family and Friends 5” (special
edition). The statistics also indicated the advantages and disadvantages of the textbook in
use, encouraging teachers to identify suitable teaching techniques for students of various
levels, and authorities and authors to ameliorate the textbook if feasible. This study had the
potential to be noteworthy because textbooks are an essential element of most language
programs. In an EFL environment like Vietnam, it might even be the essential source of
language instruction for students and the foundation for language practice both inside and
outside the classroom. As a result, textbooks must be appropriately formulated, match the
curriculum, and precisely correlate with the goals of the teaching program and the
requirements of the learners.
1.7 Definitions of the key terms
In this section the key terms that are used throughout the study are explained as follows:
Materials

Materials are described by Tomlinson (1998) as everything that helps teachers in teaching
language for learners. You could find the material in the form of a textbook, a workbook,

7


a cassette, a CD-rom, a video, a photograph, a photocopy of the material, a newspaper, and
a paragraph written on a blanket board (p.xi).
Textbook
In this study, textbook refers to the materials used to teach students including the book
“Family and Friends 5” (special edition) written by Naomi Simmons and Tamzin
Thompson (2016), published by Oxford University Press.
Grade 5 students
In this thesis, grade 5 students are learners who are ten years of age and are learning in the
last class of primary schools in Thu Duc City.
EFL teachers
EFL teachers most commonly refer to the teachers teaching English as a foreign language.
In the current study, they are 60 teachers, having at least two years teaching experience of
the book under study, from twenty different primary schools. Their age ranges from 26 to
40.
Perspectives
Thinking about something in a specific way, particularly one that is shaped by belief or
experience. In the current study, perspectives are the views of primary school teachers in
Thu Duc city on the topics, language contents, skills, and methodology of the textbook
“Family and Friends 5” (special edition).
Textbook evaluation
Tomlinson (2003) states that the way of evaluating textbooks is a procedure that deals with
analyzing learning materials to ascertain their value.
1.8 Organization of the thesis
8

The study, titled EFL teachers’ perspectives on the textbook Family and Friends 5
(special edition): A study at primary schools in Thu Duc city consists of five chapters.
● Chapter 1- Introduction
The fundamental aspects for a thesis were presented in this chapter. These aspects
notice the background of the study, the issue that the researcher had dealt with to
form the two research questions by setting up the aims and the objectives for the
study. This chapter likewise notices the significance of the study and explains some
key terms.
● Chapter 2- Literature review
In this chapter, the researcher audited the writing that will become the theoretical
framework of the study. They were determining materials evaluation along with
non- major students’ textbooks for the study. Some former studies that the
researcher had alluded to are likewise detailed with their fundamental opinions. For
the further analysis in the subsequent chapters, this chapter was finished with the
conceptual framework.
● Chapter 3- Methodology
This chapter presented an outline of the methodology used to carry out the study. In
this section, an all through depiction of the information data collection and
analytical procedures were introduced.
● Chapter 4- Result and discussion
There were two substantial parts in this chapter. The first part associates with
investigating the collected data. The second part identified with deliberating the
conclusions of the statistic runs prior to forwarding the research questions. Finally,
it summarized the survey's findings as well as noteworthy aspects.
9