luận văn english for grade 6

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BINH DUONG PROVINCIAL PEOPLE‟S COMMITTEE

<b>THU DAU MOT UNIVERSITY </b>

<b>PHAN THI LE TRINH </b>

<b>ENGLISH FOR GRADE 6: EXPLORING THE SUITABILITY OF TEXTBOOK CONTENTS </b>

<b> </b>

<b>MAJOR: ENGLISH LANGUAGE </b>

<b>MAJOR CODE: 8220201 </b>

<b>MASTER THESIS IN ENGLISH LANGUAGE </b>

<b>BINH DUONG PROVINCE -2021 </b>

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BINH DUONG PROVINCIAL PEOPLE‟S COMMITTEE

<b>THU DAU MOT UNIVERSITY </b>

<b>PHAN THI LE TRINH </b>

<b>ENGLISH FOR GRADE 6: EXPLORING THE SUITABILITY OF TEXTBOOK CONTENTS </b>

<b>MAJOR: ENGLISH LANGUAGE </b>

<b>MAJOR CODE: 8220201 </b>

<b>MASTER THESIS IN ENGLISH LANGUAGE </b>

<b>SUPERVISED BY DR. NGUYEN THI NGUYET ANH </b>

<b>BINH DUONG PROVINCE - 2021</b>

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No other person‟s work has been used without due acknowledgement in the main text of the thesis.

Binh Duong, 2021

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I would like to express my appreciation and deeply felt words to all those concerned in my thesis.

<b>My deepest gratitude goes to my supervisor, Dr. Nguyen Thi Nguyet Anh, who read my </b>

drafts of sections and chapters of this study with great care and devotion, gave thoughtful and insightful comments, and provided me with invaluable support and relevant materials in the preparation and completion of the thesis. This thesis would not have been finished without her enthusiastic guidance and constructive critical questions which paved the way for the completion of this study.

I am also grateful to Phu Chanh Secondary School, the English teaching staff, and the 6^thgraders at Phu Chanh School in Binh Duong Province whose willingness, enthusiasm, and encouragement supported me so much.

My special thanks are for my beloved husband who shared the happiness and difficulties with me during the course. My beloved husband always encourages me to try my best. I will never forget the time with them, as my best memories in my life.

Last but not least, words cannot reveal my appreciation to my great parents, who always put high expectations on their daughter, so enrolling and passing this course is my invaluable reward for them. This is one of the greatest motivations that help me overcome all the difficulties facing my life to finish the thesis.

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<b>TABLE OF CONTENTS </b>

<b>CHAPTER 1 INTRODUCTION ... 1 </b>

<b>1.1 Background of the study ... 1 </b>

<b>1.2 Aims of the study ... 2</b>

<b>1.3 Significance of the study ... 2</b>

<b>1.4.Research questions ... 2 </b>

<b>1.5 Scope of the study ... 3 </b>

<b>1.6 Structure of the study ... 3</b>

<b>2.2.2. Purposes of Textbook Evaluation ... 12</b>

<b>2.2.3 Criteria for evaluating textbooks ... 13</b>

<b>2.2.4.4. Theories by McDonough and Shaw (1998&2003)</b>

<b> ... </b>

<b>22 </b>

<b>2.3 Review of previous studies ... 23 </b>

<b>2.3.1 Previous studies carried out in foreign countries ... 23 </b>

<b>2.3.2. Previous studies carried out in Viet Nam ... 27 </b>

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<b>2.4 Conceptual framework of the study ... 32 </b>

<b>2.5. The objectives of the English language training program ... 33 </b>

<b>2.5.1. General goals ... 33 </b>

<b>2.5.2 Middle school goal ... 33</b>

<b>2.5.2.1 Objectives of school levels ... 33 </b>

<b>3.4.1.1. Questionnaire for teachers ... 38 </b>

<b>3.4.1. 2 Questionnaire for students ... 38</b>

<b>3.4.2. Interview ... 39 </b>

<b>3.5. Data collection ... 39 </b>

<b>3.6. Data analysis ... 40 </b>

<b>3.7 Summary ... 41 </b>

<b>CHAPTER 4 RESULTS AND DISCUSSION ... 42 </b>

<b>4.1. Analysis of data and discussion of results ... 42 </b>

<b>4.1.1 Teachers’ and students’ reaction to “TIENG ANH 6” ... 42</b>

<b>4.1.1.1 Results from questionnaire ... 42 </b>

<b>4.2. The appropriateness of the book with the the 6-grade English curriculum aims and objectives stated by MoET) ... 50 </b>

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<b>4.3. Summary of questionnaire findings ... 52 </b>

<b>4.1.1.2. Results from interview ... 53 </b>

<b>4.4 Summary of interview findings ... 55</b>

<b>5.4.1. Recommendations to the teachers ... 60 </b>

<b>5.4.2. Recommendations to the students ... 61 </b>

<b>5.4.3 Recommendations to the editor ... 62 </b>

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<b>LIST OF ABBREVIATIONS </b>

B.A: Bachelor of Arts

CEFR: Common European Framework of Reference ELT: English language Teaching

MOET: Ministry of Education and Training

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<b>ABSTRACT </b>

The purpose of this study is to evaluate “TIENG ANH 6” to see whether it is suitable in learning and teaching situation, to explore the potential obstacles students and teachers encounter when using the book and finally to present some suggestions on how to put it in the most effective use. To analyze the data, the researcher used quantitative research method. The participants of this study consist of seven English teachers and 50 sixth graders. The data was taken by questionnaires. The main goal of this research is to find out teachers‟ and students‟ reaction to “TIENG ANH 6” and how teachers and students use the new textbook English for 6^th grade effectively. Based on the findings and discussions of the result, the researcher concluded that although the textbook is good, the answers from the study clearly point to a need for adapting the book to suit students of different levels, interests and learning styles.

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<b>CHAPTER 1 INTRODUCTION </b>

This chapter mainly describes the background to the study, specifically explaining the reasons for which the study is conducted, states the purpose and scope of the study and poses the research questions , significance of the study and structure of the study. Moreover, it includes the significance and provides the structure of the study.

<b>1.1 Background of the study </b>

Textbooks are basic materials, compulsory to use in the school, so they play a crucially important role in teaching and learning. From textbooks, students can get access to basic, modern and systematic knowledge. In addition to new knowledge, textbooks are also materials that help students consolidate, synthesize, and systematize knowledge through review and study guides.

Textbooks play such an important role in the learning and teaching process. In fact, Cunningsworth (1995:7) claims that textbooks have multiple roles in ELT. Firstly, they can serve as a source of activities for learner practice and communicative interaction. Secondly, they can be a reference source for learners on grammar, vocabulary, pronunciation, etc. Finally, they can be a support for less experienced teachers.

Moreover, “textbooks help teachers have more time to think about creating interesting and effective classroom activities to introduce the given content knowledge to learners” (Bell and Gower, 1998 & 2011). Additionally, according to McGrath (2002), textbooks are sometimes considered to offer a clear map for the teacher and learner to follow. They indicate to both the teacher and learner where they are, what they have done and what needs to be done to fulfill a specific course aim. McGrath (2002) states that, “They also help learners review and practice what they have learned”.

In an effort to carry out reforms in education, the Vietnamese Ministry of Education and Training has put forward the idea of changing textbooks in order to orientate teachers towards more communicative and effective teaching approach and encourage students to acquire knowledge more actively and effectively textbooks. And English is no exception because it has gained greater and greater importance to students‟ secondary education as well as their later career. The new textbook is aimed at improving students‟ all four language skills and providing students with much grammar and pronunciation practice in comparison with the old one, which mostly focuses on reading

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skill and has been considered demanding and rather boring as far as reading texts, are concerned. However, not a few complaints about the unsuitability and loaded programme of “TIẾNG ANH 6” have been made by both teachers and students who have been using it.The research on the book was carried out as a result of most secondary school teacher‟s need to amass objective comments on “TIẾNG ANH 6” from students and teachers who have experience of using the book, which would help them to anticipate difficulties to overcome and aspects of the book to adapt for their teaching and learning contexts when it is officially used in their secondary schools

In fact, textbooks are not always professionally designed and do not always fit the curriculum and closely correspond with the aims of the teaching program and the needs of the students. Because textbooks have a significant impact on the language teaching, the purpose of this thesis is to evaluate the new textbook English for 6^th grade to find out whether it can be adopted in the current learning and teaching situation. Moreover, it is to explore the potential obstacles students and teachers encounter when using the new

<b>textbook. It also helps the manager and Ministry of Education and Training to select the </b>

most appropriate materials available for a particular course. It also helps to identify the strengths and weaknesses of the articular textbook that is already in use and, finally, to present some suggestions on how to put the new book in effective use.

<b>1.2 Aims of the study </b>

This study aims at evaluating the new textbook for 6^th grade to see if it is appropriate to the students‟ level of English and their background knowledge, exploring the weaknesses in the new textbook English for 6^th grade and presenting some suggestions to help teachers and students to use the book effectively.

<b>1.4 Significance of the study </b>

This study is significantly conducted for some of the following expected outcomes.

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Firstly, this study might also help English- language teachers in secondary schools have a useful insight into the new textbook so that they could understand the nature of the material, master and employ the book effectively.Secondly, it may provide some suggestions for the authorities and the group of authors of the textbook at the Vietnamese Ministry of Education and Training with scientific evidence to improve the quality of the current material being used for grade 6 – students.

<b>1.5 Scope of the study </b>

The study aims to investigate needs and expectations of six-graders in Phu Chanh secondary school and three issues of the new textbook: (1) teachers and student‟s reaction to “TIENG ANH 6”, and teachers and student‟s suggestions for the better use of the new textbook. The study, however, does not put equal emphasis on all the aspects of the book but mainly focuses on (1) topics, (2) language content, (3) skills, and (4) methodology.

The subjects of the study are 294 students chosen randomly from 1106 students and 19 teachers chosen randomly from 20 teachers of English at Phu Chanh secondary school. The study was implemented from early September 2019 to late May 2020 at Phu Chanh secondary school as soon as students stabilize their learning at the beginning of the new school year.

Due to the time limit, instruments used to collect data are questionnaires to teachers and students.

<b>1.6 Structure of the study </b>

The study is presented in five chapters:

Chapter 1 provides the background to the study, states the purpose and scope of the study, pose the research questions and hypotheses, states the significance of the study and draw the overall structure of the study.

Chapter 2 describes the review of related literature and also states the research gap.

Chapter 3 describes the research methodology applied in this study such as research design, participants, instruments and research procedure.

Chapter 4 discusses the results of the study in which the data collected from the participants will be analyzed and reported.

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Chapter 5 summarizes the main findings of the study and suggests implications for further improvements.

<b>1.7 Summary </b>

So far this chapter has presented an introduction to the research paper using the background, the aims and the scope of the study and significance of the study. As stated in the previous section, the next chapter will explore the literature review.

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<b>CHAPTER 2 LITERATURE REVIEW </b>

This chapter forms the theoretical background to the study regarding the definitions of terms, the related literature. Moreover, it summarizes textbook evaluation procedure. Eventually, the conceptual framework of the study is established based on all the theories

.

<b>2.1 Definitions of terms 2.1.1 Textbooks </b>

Awasthi (2006) offers a very detailed definition, saying a textbook is a teaching and learning material for both the teacher and the learner to rely on in the process of teaching and learning. Tomlinson (2011) defines the textbook as one of the materials used to help teachers teach learners. Hutchinson & Torres (1994) says that a textbook is a guide for teachers in teaching, and a tool for learners to review knowledge. It is also considered a record for measuring what has been taught by the teachers.. Cunningsworth‟s (1995) definition is as follows:

“A textbook is defined as an effective resource for self-directed learning, an effective source of presentation of materials, a source of ideas and activities, a reference source for students,a syllabus where they reflect predetermined language objectives, and support for less experienced teachers who have yet to gain confidence”

<small>(</small>Cunningsworth, 1995 as cited in Awasthi, 2006: 2) This definition seems to cover many things. In general, different writers have their own definitions of textbooks, based on how and in which context textbooks are used. However,there is one thing they have in common: textbooks are considered to be a source for both the teacher and the learner.There are various definitions for textbook “Textbook is a book used for instructional purposes, especially in schools and colleges (Harris & nHodges, 1995:124), books used by students for particular branches of study can be characterized by another important feature: their intrinsically challenging nature. Thus, in the introductory part of her innovative ESL textbook, Price-Machado (1998) acknowledges, "the development of a textbook is a long and complex process, and many individuals contribute along the way". Textbooks are commodities, political objects, and cultural representations and, therefore, are the site and result of struggles and compromise in order to determine how and by whom they will be produced, how and by

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whom their contents will be selected, how and to whom they will be distributed, and how teachers and students will make use of them (Shannon, 2010).

<b> 2.1.2. Objectives </b>

Objectives are defined as “the specific ways in which the goals will be achieved” (Graves, 1996: 17). Brown (1995: 21) explains that “objectives are precise statements about what content or skills the students must master in order to attain a particular goal”. Nunan (1988: 79) claims that “objectives are shorter – term, concrete ideas of how we

<b>can achieve the goals”.</b>These can be achieved the syllabus designer "through a process of

<b>introspecting on the sorts of communicative purposes for which language is used." </b>

<b> 2.1.3. Tasks </b>

The term task has been defined by many researchers. Long (1985:89) defines task as “a piece of work undertaken for oneself or for others, freely or for some reward”. Moreover, Crookes (1986: 1) regards it as “a piece of work or an activity, usually with a specified objective, undertaken as part of an educational course, or at work”. Breen (1987:23) comprehends task as “a range of work plans” which have the overall purpose of facilitating language learning – from the simple and brief exercise type to more complex and lengthy activities such as group problem – solving or stimulation and decision making. In addition, Prabhu (1987:24) claims that a task is “an activity which required learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process”. Additionally, Breen (1987: 23) defines task as “any structured language learning endeavor which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task.

<b> 2.1.4. Methodology </b>

According to Richards (1992:363), methodology (in language teaching) is “the study of the practices and procedures used in teaching, and the principles and beliefs that underlie them. Methodology includes: a study of the nature of language skills (e.g., reading, writing, speaking, listening) and procedures for teaching them b study of the preparation of lesson plans, materials, and textbooks for teaching language skills c the evaluation and comparison of language teaching method (e.g., the audiolingual method)”.

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<b>2.2 Review of related literature 2.2.1. Role of textbooks </b>

In the teaching-learning process, textbook plays a significant role dealing with the material which will be delivered to the learners. Cunningsworth (1995) mentions the roles of materials in the textbook in language teaching. These include the following:

a. A resource for presentation materials (spoken and written)

b. A source of activities for learner practice and communicative interaction

c. A reference source for learners on grammar, vocabulary, pronunciation, and so on,

d. A source of stimulation and ideas for classroom activities,

e. A syllabus (where they reflect learning objectives that have already been determined), and

f. A support for less experienced teachers who have yet to gain in confidence. (Cunningsworth, 1995: 7)

In addition to being a learning instrument, textbooks are used as a supporting teaching instrument (Ur, 1996). Textbooks also provide some road maps for both teachers and students to follow. Ur (1996) states that a textbook provides a clear framework, teachers and learners know where they are going and what is coming next, so that there is a sense of structure and progress. Ur (1996) states that textbooks serve as a guide to be used in a systematic way in the classroom as a basis of language course. Apart from their function as a guideline in teaching language process, textbooks also serve as a basis and s determining factor of the teaching learning quality. Besides, Ur (1996) points out that “The textbook provides texts and learning tasks which are likely to be of an appropriate level for most of the class. This of course saves time for the teacher who would otherwise have to prepare his or her own”.A textbook can be defined as written information about a particular subject for those who are studying about that subject. According to Ur (1999: 79), a textbook gives a clear framework of learning process and tasks. According to Ur (1996) in some places, course book is taken for granted. In other places they are not used at all and in some situations they are used selectively based on the proper parts for the objectives of the course. He names some advantages of course book such as;“The coursebook provides a clear framework for both teachers and learners. Following this framework they feel progress.Sometimes, it is used

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as a syllabus in which the content is systematically determined.It provides teachers with ready –made texts and tasks of appropriate level of difficulty and save their time.The coursebook can be used as guidance for inexperienced teachers and it also increase the autonomy of the learners.”

Byrd (as cited in Murcia, 2001: 415) states that content, teaching, and learning activities which influence much of every learning process in the classroom are supported in the textbooks. Another research by Awasthi (2006: 1) shows that textbooks are such teaching materials for teacher and learning materials for students. Tomlinson (2011: 296) argues that textbooks provide core materials for a language-learning course and aim to serve what student and teacher need during a learning process. Cunningsworth (1995: 1) believes that textbooks can make learning process easier and more enjoyable. In addition, Hutchinson and Torres (as cited in Harmer, 2007: 181) mention that textbooks support an encouragement for methodological development. Overall, it can be concluded that textbooks can be specified as teaching aids which help learning process especially in EFL context.

Textbooks are the central core of a variety of language learning and teaching programs and they have many advantages for both teachers and students. According to Richards (2001) “they provide structure and a syllabus for a program”. Also, Hutchinson and Torres (1994) as quoted purposes of textbook evaluation by Liz (2005) state their vital role in learning and teaching programs as the following:“The textbook is an almost universal element of English language teaching. Millions of copies are sold each year, and numerous aid projects have been set up to complete until it has its relevant textbook.”According to the above mentioned scholars, textbooks are of great significance for teaching and learning.Teaching and learning are tasks carried out by teachers and students. Then the teachers and learners need textbooks. The teachers use the textbooks not as the objectives of instruction but as an instrument in order to acquire their objectives or aims (Brown, 1995). They tell the teachers “what to teach and in what order (Davies and Pearse, 2000). And “they help standardize instruction. They also provide inexperienced teachers with congruous training activities of how to present and sequence”.

Hunchinson and Torres (1994: 323) propose that textbooks serve as an agent of change. This condition happens for several reasons. First, textbooks become a basis for

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negotiation.In the principle, extbooks allow negotiation between all related parties which further create a framework for the management of the lesson.Second, textbooks offer a flexible framework in which informed choices can be made by teachers. Third, textbooks lead to the teacher development in the sense that they require teachers to be creative in using textbooks in the classroom practices.Fourth, textbooks are workable compromise thing in which teachers can easily negotiate with.Textbook, on the other hand, are also seen to provide two kinds of roles in language teaching.Allwright as quoted in Richards and Renandya (2002:81) lists two functions of textbooks in the classroom.The first view, called a deficiency in the classroom.Also, they are used to ensure that the syllabus has been covered by using appropriate tasks and activities.The second view, commonly known as a difference view, sees that materials are carriers of decisions best made by parties other than teachers because of different expertise.In general, the roles of textbooks in the classroom can be summarized into two aspects namely negotiate and deficiency.Negotiate means that teachers could easily compromise with several aspects with regard to their implementation in the classroom. Deficiency, on the other hand, supports the teacher‟s drawbacks in developing the teaching and learning process.The two aforesaid principles are then primarily aimed at fostering their professional development.

According to Edge & Wharton (1998), textbooks provide a readily available source of ELT materials for teachers to focus on doing the real work of teaching, and not having their energy dispersed by preparation of teaching materials. The way textbook chapters are designed and structured can provide a blueprint of how lessons shall be conducted (Hutchinson & Torres 1994). Textbooks can also serve as a tool to motivate and stimulate language learning (Allwright 1981, Lee 1997, Skierso 1991). In a learning environment in which learners are motivated and positive about their learning environment, the speed of language acquisition can be greatly enhanced, making language learning more effective (Tomlinson 2008:5). textbooks can serve as a reference point for teachers managing their teaching progress, and also help to provide a focus for teaching (Tomlinson 2008). One of the major motivations in using textbooks in the ELT environment is that textbooks can serve as a good monitor for measuring progress of teaching and learning. Textbooks can have a similar function of a map,

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showing the teaching progress (McGrath 2002, O‟Neil 1982, Ur 1996) and can providefor direction and ideas in how lessons can be delivered (Tomlinson 2008). They are effective tools in terms of allowing for carefully planned and systematic presntation of the syllabus of an ELT program (Ur 1996) and can facilitate curriculum change (McGrath 2002). textbooks are particularly useful in providing support and security for new inexperienced teachers or teachers, who have relatively low confidence to deliver ELT lessons in a communicative way (Edge & Wharton 1998, Mares 2003, Tomlinson 2008, Ur 1996). A good textbook can be an extremely valuable ELT device, especially in situations where interesting and motivating authentic materials are difficult to compile in an organized manner (McDonough & Shaw 1993).

Students can also benefit from using textbooks in many different ways. Similar to the case of teachers, textbooks can act as a reference point for their learning process and keep track of their development (O‟Neil 1982). Students can use the textbook as a tool for revision of previously taught items, and at the same time, familiarize themselves with the new items that will be taught soon. Textbooks are also one of the more economic and convenient forms of access to carefully structured packaged learning materials (O‟Neil 1982, Ur 1996). According to Cunningsworth (1995), textbooks provide additional benefits to students as they are an efficient collection of materials for self-accessed learning and for knowledge consolidation. Textbooks can also potentially save learners from teacher‟s incompetency and deficiencies (O‟Neil 1982, Litz 2005).

According to Tomlinson (2003), textbooks will give teachers instructions on how to carry out the lessons. They also help teachers save time on lesson preparation and materials production, as some textbooks provide photocopiable activity sheets and pictures to introduce new language material to learners.The role of the textbook in the language classroom is a difficult one to be defined perfectly and exactly. Using only textbooks, from cover to cover, without any supplemental material is not the most satisfactory method for meeting students‟ needs. However, both teachers and students need a framework on which to build and textbooks definitely provide this. It is important that instructors strike a balance between being a slave to their texts and providing organized, objective-based instruction. (Garinger, 2002).

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Textbooks are often referred to as being a core source for teaching, learning and classroom interaction. In fact, almost all teachers use published textbooks in their teaching career (Cunningsworth, 1995; Hutchinson and Torres, 1994 and Tomlinson, 2003). Textbooks are widely used by teachers and have the following advantages:

 In Donoghue‟s (1992) survey of 76 experienced and inexperienced teachers, he showed that the majority of teachers used teachers‟ guides at least once or twice a week. This suggested that textbooks, with their supplementary components are an important source of information in teaching.

 Textbooks, with their supplementary components (teachers‟ guides, workbooks, tests, and other audio-visual devices), can provide useful and necessary classroom work for general language courses (Crawford, 2002; Littlejohn, 1992; McGrath, 2002 and Tomlinson, 2003).

 According to Tomlinson (2003), textbooks help to „re-skill‟, rather than „de-skill‟ teachers. This is because textbooks with their teacher‟s manuals give teachers instructions on how to carry out the lessons. They also help teachers save time on lesson preparation and materials production, as some textbooks provide photocopiable activity sheets and pictures to introduce new language material to learners.

 Textbooks help teachers have more time to think about creating interesting and effective classroom activities to introduce the given content of knowledge to learners (Bell and Gower, 1998 & 2011).

 Textbooks are sometimes considered to offer a clear map for the teacher and learner to follow. They indicate to both the teacher and learner where they are, what they have done and what needs to be done to fulfill a specific course aim (McGrath, 2002). They also help learners review and practice what they have learned (McGrath, 2002).

<b>2.2.2. Purposes of Textbook Evaluation </b>

<b> According to Cunningsworth (1995), there are two reasons for textbook </b>

evaluation. The major reason for textbook evaluation is the intention to adopt new textbooks. Another reason is to identify strengths and weaknesses in textbooks already in use, so that optimum use can be made of their strong points, whist their weaker areas can

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be strengthened through adaptation. According to Tomlinson (2003), textbook evaluation may also be used to help publishers decide on publication; and it may also help people develop their own textbooks for publication; and write a review for a journal.

According to Azizifar and Baghelani (2014: 23), there are three significant reasons for evaluating textbooks: the need to adapt new textbooks; by evaluating textbooks, parties who involved in education program will recognize specific strengths and weaknesses in textbooks; the results of analysing textbook can be so beneficial for education improvement and professional growth. Tomlinson & Masuhara (2004: 31), textbook evaluation involves measuring the potential value of textbooks by making judgements about the effect of the materials on the people using them. Furthermore, Hutchinson (1987: 96) states that evaluating material aids the teachers in selection of the teaching materials and the development of their awareness of language and learning. In line with Hutchinson, Sheldon (1988) implies that some reasons for evaluating textbooks are supporting teachers to have appropriate knowledge of the content of textbooks and recognizing pros and cons of the textbooks used. Sheldon (1988) has offered several reasons for textbook evaluation. He suggests that the selection of an ELT textbook often signals an important administrative and educational decision in which there is considerable professional, financial, or even political investment. A thorough evaluation, therefore, would enable the managerial and teaching staff of a specific institution or organization to discriminate between all of the available textbooks on the market (David, 2001). Likewise, Littlejohn (2011: 183) suggests that content analysis and evaluation of textbooks allow all education parties to look inside the content and to take more control over their package and function. McDonough and Shaw (2003: 60) propose that textbook evaluation is a practical and useful process because it gives teachers conception into the organizational principles of the materials and helps them to maintain the improvement in the field.

An additional reason for the importance of evaluation is mentioned by Sheldon (1988), who states that textbook evaluation enables administrators and teachers to discriminate between all of the available textbooks in the market. It helps them establish a clear distinction between a great number of textbooks and obtain an overview of the textbook market.One further reason for textbook evaluation is that it may be useful for teacher development and professional growth because it provides teachers with

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information to analyze their own presuppositions about the nature of language and learning (Hutchinson, 1987). It can also make student teachers aware of important features to look for in textbooks. It provides them with information about evaluation criteria to help them to become more critical of a wide range of published textbooks (Litz, 2002). According to Tomlinson (2003), textbook evaluation may also be used to help publishers decide on publication; help people develop their own textbooks for publication; and write areview for a journal

<b> 2.2.3 Criteria for evaluating textbooks </b>

 Are reading passages and associated activities suitable for your students „levels, etc.?

 Is listening material accompanied by background information, questions and activities which help comprehension?

 Is material for spoken English (dialogues, roleplays, etc) well designed to equip learners for real – life interactions?

 Are writing activities suitable in terms of amount of guidance/control, degree of accuracy, organization, of longer pieces of writing (e.g., paragraphing) and use of appropriate styles.

<b> Language content </b>

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According to Cunningsworth (1995), a textbook should provide adequate grammar items for the students to learn autonomously and teachers as the source of grammar knowledge. In addition, Vocabulary in terms of quantity and range must be adequately provided in a textbook. Cunningsworth (1995) states that a textbook must give teacher and students the pronunciation work in terms of individual sounds, word stress and intonation.

Cunningsworth (1995) lists some following criteria for evaluation textbook. His checklist for the assessment of language content points in a textbook is as follows:

 Does the coursebook cover the main grammar items appropriate to each level, taking learner‟s needs into account?

 Does the coursebook include material for pronunciation work? If so, what is covered individual sounds, word stress, sentence stress, intonation?

 Is material is placed on vocabulary development, strategies for individual learning?

<b> Topic </b>

According to Cunningsworth (1995), a textbook should present appealing topics of interest to the target learners. The topic presented in a textbook ideally should have enough variety and sufficiently fulfill the learners‟ interest. The topic presented in a textbook also should be content – wise enough for the learners‟ language level. The topic will help expand students‟ awareness and enrich their experience. The topics are sophisticated enough in content. Cunningsworth (1995) lists some following criteria for evaluation textbook. His checklist for the assessment of topic points in a textbook is as follows:

 Is there sufficient material of genuine interests to learners?

 Will the topics help expand student‟s awareness and enrich their experience?

<b> Methodology </b>

Cunningsworth (1995) also points out that methodology is presented as a major aspect of a textbook that should be considered in the evaluation. His checklist for the assessment of methodology points in a textbook is as follows:

 Does the material include any advice/help to students on study skills and learning strategies?

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(Cunningsworth, 1995: 4)

<b>2.2.3.2. Theories by Ur (1996) </b>

<b>Ur (1996) suggests seven main criteria for textbook evaluation. The seven criteria </b>

consist of objectives, layout and visual materials, tasks, content, language, skills, and vocabulary.The objectives need to be stated at the beginning of the lesson. Ur (1996) states that Objectives are explicitly laid out in an introduction and implemented in the material.According to Ur (1996), the lay out should be clear, attractive and printed easily to read. The visual materials should be appropriate.Ur (1996) suggests that tasks should be interesting and various to provide for different learner levels, learning styles, interests, etc.., According to Ur (1996), the tasks should provide opportunities for plenty of use of the target language. They are heterogeneous, allowing for responses at different levels. Moreover, they cover a satisfactory range of language items and skills. The tasks should be interesting, relevant and useful for the classes. Especially, there is a balance between accuracy and fluency practice: that is to say, activities whose objective is the production of correct language forms, and those whose objective is communicative language use.

<b> According to Ur (1996), content is clearly organized and graded (sequenced by </b>

difficulty. Ur (1996) claims that the content should involve clear instructions, systematic syllabus coverage, content organization, and periodic review.According to Ur (1996), textbooks should have plenty of authentic language.Ur (1996) points out that “fluency practice in all four skills”.Ur (1996: 63) says that the new vocabulary words should be presented in a variety of ways. Ways of presenting the meaning of new items such as detailed description (of appearance, qualities…...), examples (hyponyms), illustration (picture, object), demonstration (acting, mime), context (story or sentence in which the items occur), Synonyms, opposite(s) (antonyms), Translations associated ideas,

<b>collocations. </b>

<b> 2.2.3.3. Theories by Tomlinson (2003) </b>

Tomlinson (2003) suggests five criteria for textbook evaluation. The five criteria include organization and structure, tasks, vocabulary and grammar, supporting resources, and language level.According to Tomlinson (2003), textbook organization and structure refers to the presentation and arrangement of language material and activities in a textbook. The organization of activities within a unit and of units within the textbook is another aspect of interest.Tomlinson (2003) defines that a good textbook should have a

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variety of tasks. The tasks should include topics and texts from real world situations and be challenging enough to cater to both weak and good learners (Tomlinson, 2003). This means there should be easy tasks for weak learners to do and challenging tasks to encourage good learners to be involved in the tasks.Tomlinson (2003) adds that vocabulary and grammatical structures should be introduced in ways appropriate to the learner level and recycled at intervals within the textbook. According to Tomlinson (2003), the language level refers to whether the language used in the textbook is suitable for learner ages. The language should be at the right level and of the right type for learners. Although an authentic text, oral or written, is one whose primary intent is to communicate meaning in EFL classrooms, the language input must be comprehensible (Tomlinson, 2011). This means authentic language should be used cautiously, depending on learner levels.Tomlinson (2003) points out that effective textbooks need to be supplemented with a variety of supporting resources, such as the teacher‟s book, cassette recordings, the student‟s workbook, photocopiable worksheets of exercises, tests, pictorial materials (flashcards, wall-charts), video, CDROM. The format of the teacher‟s book should enable teachers to make links to the students‟ book. The student‟s workbook may be separate or integrated with the student‟s book. To help learners for the tests or examinations after a course of study, a test booklet should be provided, or practice tests should be included at the end of the textbook.

<b> 2.2.4 Textbook evaluation procedure </b>

Textbook evaluation is very vital for language learning and teaching, textbook writing, teacher training and professional growth. Ellis (1997) claims that the process of textbook evaluation enables teachers to acquire a crucial, precise and systematic understanding of the whole nature of the textbooks. It also severs double benefits for student teachers; they become familiar with large number of the textbooks and they learn the significant features of those textbooks to have the knowledge of textbook evaluation (Liz, 2005). Textbook evaluations can be used as worthwhile means of conducting action research and professional development. It reveals the strength and weakness of a particular textbook for future adaptation by textbook writers, teachers and administrators (Litz, 2005).

The process of materials evaluation can be seen as a way of developing our understanding of the ways in which it works and, in doing so, of contributing to both

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acquisition theory and pedagogic practices. It can also be seen as one way of carrying out action research (Tomlinson, 1996). Richard (2001:25) claims “ teachers and othes responsible for choosing materials need to be able to make informed judments about textbooks and teaching materials. Evaluation; however, can be done by considering something to its purpose.”

<b> 2.2.4.1. Theories by Ur (1996) </b>

Ur (1996:185-186) offers more simplified stages by exampling two major stages namely deciding on criteria and applying criteria. In deciding on criteria, the evaluator makes use of material evaluation theories proposed by ELT experts. This means that he lists some criteria of evaluation as a basis of doing the evaluation process. Then, the evaluator can use some commercially available textbooks to examine its worthiness by using criteria he has established.

<b> Whilst-use evaluation</b>

Whilst-use evaluation, according to Tomlinson (2003), involves evaluating materials in use. This can be more reliable than pre-use evaluation, as it involves deeper evaluation of the content of materials and makes use of classroom observation and feedback from the users although, according to him, this stage includes controversial issues about what exactly can be measured.

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However, he also suggests that these criteria „can be estimated during an open-ended, impressionistic observation of materials in use but greater reliability can be achieved by focusing on one criterion at a time‟ (Tomlinson, 2003: 24). They can be measured by different methods. For example, to measure the motivating power of the materials he suggests „noting such features as student eye focus, proximity to the materials, time on task and facial animation‟ (Tomlinson, 2003: 24). Another example is that to evaluate the potential for localization, he mentions that evaluators can note „the times the teacher or a student refers to the location of learning while using the materials‟ (Tomlinson, 2003: 24). In case a textbook is locally developed and uses local contexts and situations, this may not work.

From these above-mentioned issues, it can be concluded that the whilst-use stage in Tomlinson‟s (2003) approach to materials evaluation only gives us general criteria without mentioning what to look for in a textbook to measure the criteria (e.g., what to look for in a textbook to measure the credibility of tasks or the appeal of the material, etc.). So, in order to evaluate a textbook for a specific context, evaluators need to generate more specific criteria which can be measured with a specific method (e.g., language level to measure the clarity of instructions and comprehensible of texts, activities and tasks to measure the practicality, reachability and flexibility of the materials, etc.) to evaluate the content of a textbook.

<b>Post-use evaluation </b>

At this stage, most evaluators tend to seek answers to such questions as: What is the impact of the textbook on learners? What is its impact on teachers? And what is its impact on administrators? According to Tomlinson (2003), this stage is probably the most valuable stage in the evaluation process as it involves measuring the effects of the materials on users after the textbook has been used. Also, as Cunningsworth (1995) points out, post-use evaluation is useful in helping to decide whether to continue using a textbook or not in the future.

Learners are the most important users, so the language knowledge and skills the learners gain from a textbook-based teaching and learning course should be assessed through examinations, interviews or questionnaires.

What they know which they did not know before the course. It is also important to recognize what they want and are expected to know but still not know after the course.

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What the textbook has prepared them for their examination and their post-course use of the target language.

To what extent the textbook has helped them to build up their confidence, independent study ability and motivation.

Stage of evaluation Examples of features to be considered Pre-use A quick look through a textbook

(artwork, illustrations, appearance, content pages, etc.) to gain an impression of its potential value.

Whilst-use Evaluate the following criteria - Clarity of instructions

- Clarity of layout

- Comprehensible of texts - Credibility of tasks

- Achievement of performance objectives

- Potential for localization - Practicality of the materials - Teachability of the materials - Flexibility of the materials - Appeal of the materials

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- Motivating power of the materials - Impact of the material

- Effectiveness in facilitating short-term Post-use Impact of the textbook on teachers,

students and administrators

Table 2.1 Summary of Tomlinson‟s (2003) approach to textbook evaluation

<b>2.2.4.3. Theories by Cunningsworth (1995) </b>

Cunningsworth (1995) proposes two ways to evaluate a textbook. The first way is a kind of impressionistic overview in which “we can form a general impression of a textbook fairly quickly, just by looking through it and getting an overview of its possibilities and its strengths and weaknesses, nothing significant features which stand out.” This way is helpful and enables us to have a general look at the material; thus, it is particularly appropriate when doing a preliminary sifts through a lot of textbooks before making a short list for more detailed analysis and it cannot give enough detail to ensure that it meets the requirements of a certain teaching and learning situation. For this we need the second way, the in – depth evaluation, in which “we need to examine how specific items are dealt with, particularly those which relate to students‟ learning needs, syllabus requirements, how different aspects of language are dealt with, etc.”. Cunningswoth (1995:1) recommends a detailed analysis of one or two units of a textbook to “look at the balance of activities and skills contained in a unit, the potential for learner participation, the amount of new language introduced, the amount of recycling, etc.” He suggests analyzing about 10% to 15% of the material, and we should choose units around the middle of the curriculum, that is, if a book has 20 units, we might analyze Units 9, 10 and 11.

Cunningsworth (1995:1-2) also suggests “a combination of both approaches, involving an impressionistic overview of the whole and an in – depth examination of representative samples of the material”. An impressionistic overview of the material and an in – depth examination of some units of the material will give us a good basis to evaluate the material. Moreover, to make fair judgments, we can base on the options of the teachers and students who have employed the book. In addition, we can analyze the language content – grammar, vocabulary, phonology, discourse, style and

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appropriateness to evaluate the suitability of the material. Besides, we need to check how the textbook deals with the four skills which are considered central to language learning. According to Cunnings worth, we can get successful evaluation thanks to such a detailed analysis.

<b>2.2.4.4. Theories by McDonough and Shaw (1998&2003) </b>

McDonough and Shaw‟s (1998 &2003) approach to textbook evaluation has three stages:External evaluation,internal evaluation and overall evaluation.This implies that evaluation is continuous and never static, as the criteria can be changed to suit different teaching and learning contexts.

<b> External evaluation </b>

External evaluation is similar to McGrath‟s (2002) „first-glance evaluation‟, Tomlinson‟s (2003) „pre-use evaluation‟ and Littlejohn‟s (1998 & 2011) „level 1 evaluation‟. It focuses on the intended audience, the proficiency level, the context, the organization and presentation of units, the author‟s views and methodology, the learning process and the learner, and the physical appearance. Issues of layout and design and local availability,supporting resources (teacher‟ book, audio-visual materials, etc.) are also included in this stage.

<b> Internal evaluation </b>

The internal evaluation is concerned with the content, including grading and sequencing.McDonough and Shaw (1998 & 2003) propose the following for the evaluation.

o Where reading/ „discourse‟ skills are involved, is there much in the way of appropriate text beyond the sentence?

o Where listening skills are involved, are recordings „authentic‟ or „artificial‟?

o Do speaking materials incorporate what we know about the nature of real interaction or are artificial dialogues offered instead?

o The relationship of tests and exercises to (a) learner needs, and (b) what is taught by the course materials.

o Do you feel that the material is suitable for different learning styles? Is a claim and provision made for self-study and is such a claim justified?

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o Are the materials sufficiently „transparent‟ to motivate both students and teachers alike, or would you foresee a student/teacher mismatch?

<i>according to McDonough, at al. (2013), is to see whether parts of the materials can be </i>

added/extracted/used in different contexts to suit local circumstances. Flexibility refers to whether the book can be adapted to suit the proficiency level of learners.

There are a variety of evaluation approaches and criteria discussed in the literature. We have seen that some approaches (Tomlinson‟s (2003) and Ur‟s (1996)) give detailed criteria for evaluation, but they do not they do not give aclear framework for the whole process of evaluation,while other approaches like Cunningsworth (1995) provide evaluators with a clear framework for the whole process and detailed criteria. However, they are for non-context specific evaluations. In order to conduct an effective evaluation, evaluators need to apply their chosen criteria of evaluation to the particular contextual circumstances of their evaluation. The most important consideration is that evaluators should be aware of their purpose for evaluation because there are many purposes for evaluating textbooks.In this study, I completely agree with theories by Cunningsworth (1995) because in this study, I just focus on 2 aspects. They are the potential obstacles in teaching and learning the new textbook English for 6th grade and how effectively the teachers and students use the new textbook English for 6th grade. I choose the theories by Cunningsworth (1995) with some criteria such as topic, skills , langauge content and methodology for textbook evaluation because of the purpose of the study and the conditions of the study.

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<b>2.3 Review of previous studies </b>

<b> 2.3.1 Previous studies carried out in foreign countries </b>

<i><b>Litz (2002) evaluated the material “English Firsthand 2” used for undergraduate </b></i>

science students at the Sung Kyun Kwan University Science & Technology in Suwon, South Korea in 2000-01 school years. The findings of this study revealed that this is a good textbook because the textbook was attractive in physical appearance. It was organized clearly and logically to reflect a topic-based structural-functional syllabus which facilitates communicative competence. It was a multi-skill focus textbook, which integrates the four language skills without neglecting the development of other language elements such as vocabulary and grammar. Activities and tasks in the textbook were found to be communicative. The study concluded with recommendations for supplementing, modifying and adapting problematic aspects. In addition, consciousness-raising activities, genuine negotiation of meaning tasks, and cooperative learning strategies were suggested by the author.

Litz (2005)‟s study evaluated a university level textbook used in one of the language courses at a university in South Korea. A total of eight university instructors teaching that particular language course and five hundred students had been surveyed. The study adopted a post-use evaluation approach focusing on how the textbook can meet student‟s and teacher‟s needs. “This research project needed to be initiated in order to determine the overall pedagogical value and suitability of this book towards this important component of the university language program”. Questionnaires were sent to both students and teachers to survey their post-use experience on their perceived pedagogical value of the content of the textbook and also practical considerations such as layout and design. A student learning needs analysis had also been conducted as theresearcher felt that such analysis can help course designers to ensure that the teaching objectives of the language course are aligned with student needs.

Alamri (1998) conducted a study to evaluate the Sixth Grade English Language Textbook for Saudi Boys' Schools. A 63-item questionnaire was grouped under 12 main categories: the general appearance, design and illustration, accompanying materials, objectives, topic appropriateness, language components, socio-cultural contexts, skills development, reachability, flexibility, teaching methods, and practice and testing Alamri (1998) used a method of collecting data by using documents and records, involving

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documents planning, needs statements, objectives and targets of the education program, lesson records of teachers and so forth. The findings of this study revealed that this is a good textbook because it satisfies almost all the categories listed. Ten points of recommendations emphasizing the characteristics of a good textbook is also made in terms of glossary, attractive illustrations, critical thinking topics, better listening materials, students' multi-intelligences consideration and so on.

<i>Aftab (2011) evaluated a series of 7 ELT textbooks (English 6; Every Day English </i>

<i>6; Guided English 0; Oxford Progressive English 5; Oxford Progressive English 6; </i>

<i><b>Advance with English 1 and Step Ahead 1) used in Pakistan in both public and private </b></i>

<i><b>education systems. Data in this study were collected from a variety of instruments </b></i>

(interviews, questionnaires, documentation) and from many participants including stakeholders (at universities and job markets); officials (Ministry of Education and private publishing house); school administrators; English teachers and students. He

<i><b>conducted his study in 5 stages. </b></i>

<i> Stage 1 involved data collection and analysis to uncover the role of English in </i>

Pakistan.

<i> Stage 2 involved the collection and analysis of the previous English language </i>

national curriculum, and the most recent one, to discover the main learning objectives and the textbook policies. The English syllabi of private schools were scanned to find out the English language teaching goals.

<i> Stage 3 involved interviews with officials from the Ministry of Education and </i>

private publishing house for information on the textbook policy and process of writing the textbooks.

<i> Stage 4 involved a survey of the views of school administrators, English teachers </i>

and students. It was conducted in both interviews and questionnaires.

<i> Stage 5 considered the actual evaluation of the textbooks. </i>

In this study, the author found that the textbooks were linguistically appropriate (most vocabulary and sentence structures were easy and simple and compatible with relevant learners‟ linguistic abilities) and focused on language functions (e.g. greetings,

<i>farewells, asking for and giving information/permission, giving advice in Every Day </i>

<i>English Book 6; orders, instructions, polite requests in Guided English Book 0; etc.). </i>

<i>Some books had useful topics (both familiar, e.g. family, local festivals, health in English </i>

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<i>Book 6; holidays, daily routines, public transport in Every Day English Book 6, etc. and </i>

<i>unfamiliar, e.g. pre-historic times, classical tales in Oxford Progressive English Book 5; myths, legends in Oxford Progressive English Book 6) and provided for skills </i>

integration. A small number of the textbooks had „effective vocabulary building tasks

<i>(e.g. Oxford Progressive English Book 5, Oxford Progressive English Book 6) and a </i>

variety of authentic reading texts‟ (Aftab, 2011:342). However, the author also concluded that listening and writing skills were ignored, and that speaking activities were unrealistic

<i>(speaking activities focus on grammar structure in Guided English 0; „speaking tasks involve chorus reading of a poem and acting out texts like the folk tale‟. ‘The content to </i>

<i>be used in the oral discussions is either suggested by the text or is purely subjective‟ Aftab (2011: 302) in Oxford Progressive English Book 6). The textbooks mainly focused </i>

on accuracy without communicative or creative potential.Aftab collected data from a variety of sources to make sure there was sufficient data for textbook evaluation. The data from stakeholders helped shed light on English language policy and the objectives of the textbooks and the role of English in Pakistan. However, he did not investigate the organization and activities of the textbooks in detail. The usefulness of the textbooks to the teaching and learning process was also not mentioned and he did not make any recommendations for improving the textbooks or for future textbooks for the Pakistani context.

Al-Youself (2007)‟s master thesis evaluated secondary level third grade intermediate English textbooks used in Saudi Arabia.The study used the checklist- method for evaluation which, based on the work of Cunningsworth (1995), was a modified checkilist suitable for the local environment.The checklist which was termed by the author “ Textbook Evaluation Tool” or simply “TET” was then sent to a group of one hundred and eight four research participants consisted of teachers and students as a questionnaires for a post-use evaluation of the etxtbook.Quantitative methods were applied to analyze the evaluation results. Two unstructured interviewes were also conducted with two administrations in Saudi Arabian Ministry of Education to provide supporting data to the evaluation findings.

<b>Jahangard‟s study (2007) study was carried out to evaluate the four ELT textbooks </b>

<i>(English Book 1,English Book 2, English Book 3 and Learning to Read English for </i>

<i>Pre-University Students) used in Iranian High Schools. The author of the study evaluated the </i>

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four textbooks theoretically, using 13 evaluation criteria he believed to be the most common among 10 materials evaluation checklists proposed by different authors. The 13 evaluation criteria include:

Are objectives explicitly laid out in the introduction and implemented in the material?

 Does it give good vocabulary explanation and practice?

 Are the approaches taken educationally and socially acceptable to the target

 community?

 What type of periodic review and test sections do they have?

 Are appropriate visual materials available?

 Do they have interesting topics and tasks?

 Do they give clear instructions?

 Is the layout and print clear, attractive and easy to read?

 Is the content clearly organized and graded?

 Do they contain plenty of authentic language?

 Do they include good grammar presentation and practice?

 Do they allow fluency practice in all four skills?

 Do they encourage learners to develop their own learning strategies and to

 become independent in their learning?

He scrutinized the four textbooks against each evaluation criterion and analyzed them under each heading. The study found that the textbooks mainly provided reading activities, and grammar practice involving repetition, substitution and transformation

<i>objectives. One of the textbooks (Learning to Read English for Pre-University Students) </i>

was considered to help learners develop learning strategies by stating clearly the characteristics of good learners. This was thought to „familiarize the learners with cognitive and behavioral strategies or, at least, raise their consciousness about learning strategies‟ (Jahangard, 2007: 147). However, the author concluded that the series failed to meet most of the above-mentioned criteria (e.g. out-of-date topics, incompatibility between the meanings of words in the „Reading Comprehension Section‟ and „New Word Section‟, etc.). He also suggested that the series needed a deeper analysis by a group of experienced teachers to make sure the judgments were unbiased. The study used evaluation criteria needed for an overall evaluation and analyzed each criterion carefully

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with reference to the literature and illustrations taken from the textbooks.However, this was a theoretical and subjective evaluation, involving only the author‟s opinions without feedback from users, so bias is unavoidable

<b> 2.3.2. Previous studies carried out in Viet Nam </b>

<i>Nguyễn Thị Hương Lan (2004) made an evaluation of the piloted "English 10 </i>

<i>textbook 2" at Nguyen Tat Thanh high school. The author used the model suggested by </i>

Hutchinson and Waters (1993) which was reflected in a twenty-item questionnaire for teachers and another twenty-two-item questionnaire for students and informal interviews with the teacher informants and the student sample to evaluate the textbook's objectives, content and methodology as compared to the statement objectives and aims defined by the Vietnam's Ministry of Education and Training (MOET) for grade 10. The findings of this study show that the textbook under evaluation partly met the course requirements and suitable to the students' level of English in such areas as suitable topics, appropriate listening sections, various and appropriate text types and skill-integrated task types and activities. However, students' ability to communicate in English about the required topics stated in the objectives are not well-met; the texts on speaking, reading, and writing skills are difficult and there are not enough proper instructions given. Some adjustment of content and methodology, exercises designed basis and adaptation techniques such as adding, deleting, simplifying, and reordering are also included in the study.

<b>Nguyen‟s study (2011) study aimed to evaluate the pragmatic content of a series </b>

<i><b>of textbooks (English 10, 11 and 12) used in senior secondary schools in Vietnam. She </b></i>

focused on how speech acts are linguistically presented in the textbooks and whether they provided adequate contextual and meta-pragmatic information to facilitate the learning of those speech acts. The evaluation was based on her own expert opinion and reference to the literature. First, she listed all speech acts presented in the three books of the series and then analyzed their range, distribution, presentations and linguistic realization.The study found that the distribution of speech acts in the series seemed to be neither patterned nor justified. The order of appearance of the speech acts was not reasonable (i.e., speech acts which require linguistic complexity, such as complaining, declining an invitation, etc., were introduced earlier than the less complex ones, such as responding to thanks). Contextual and meta-pragmatic elements were also ignored, as the majority of the speech acts in the series were introduced and practiced out of context,

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with no description of the contextual variables. She also argued that some of the expressions in the textbooks were unknown both in Australian English and Vietnamese. Although Nguyen points out the inappropriateness of the speech acts presented in the textbook and gives specific suggestions for improvement, she based the evaluation on her own expertise. An evaluation of only one aspect in textbooks does not reflect the whole picture of the textbook. The focus of the study was on speech acts, so it was a very specific and focused kind of evaluation.

<b>Dat‟s study (2008) study aimed to evaluate 9 titles of ELT coursebooks: 4 in </b>

Indonesia (Improve Yourself;Communicative and Interactive English; Headlight and New Concept English), 4 inThailand (English; Exploring Reading and Writing; Concentrate of Critical Reading andFocus on One Word) and 1 in Vietnam with 3 textbooks (English 7, English 11 and English 12).The data in his study were collected from 42 interviews with teachers, policy makers and administrators in Southeast Asian countries. He first considered policies related to English language teaching and learning in these countries and categorized the materials used in this area into three categories: „imported coursebooks‟, known as global coursebooks; „incountry coursebooks‟, known as local coursebooks and „regional coursebooks‟, „written by non-native speakers in one country but are exported in several other countries‟ (Dat, 2008: 268). Finally, he described the teachers‟ and learners‟ perceptions, and the use of the textbook in teaching and learning. The study pinpointed positive features, including cultural knowledge and national identity, awareness of regional events, awareness of the need for global integration, the use of the mother tongue as a pedagogical tool and opportunities for analytical thinking.

In cultural knowledge, he found that the coursebooks had „their topic content connected with the learner‟s knowledge and cultural background‟ (e.g. getting around in

<i>Indonesia and Thailand in English 1, Exploring Reading and Writing, New Concept </i>

<i>English), (Dat, 2008: 271). National identity was promoted „through accounts of daily </i>

<i>values‟ (Dat, 2008:271) (e.g. willingness to obey senior family member in New Concept </i>

<i>English, traditional music in Communicative and Interactive English and local celebrities </i>

<i>in Exploring Reading and Writing). These coursebooks were found to be attentive to awareness of regional events, including subject matter related to poverty (Concentrate of </i>

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<i>Critical Reading); the changing role of men and women (Concentrate of Critical Reading, Communicative and Interactive English); Western vs. Asian educational values </i>

<i>(Communicative and Interactive English), harmony and economic achievements (Improve Yourself, English 12); and the controversial relationship between race and intelligence (Concentrate of Critical Reading). The issues of global integration such as </i>

the creative use of technology in medical science, communication and social advancement, as well as heavy population and social violence were mentioned in

<i>Improve Yourself, Exploring Reading and Writing.These coursebooks were also found to </i>

emphasize L1 as a pedagogical tool to help „teachers and learners in translation practice

<i>(English 11), grammar instruction (Focus on One Word) and pedagogical guidance (Concentrate of Critical Reading)‟ (Dat, 2008: 272).Opportunities for analytical thinking </i>

were found to be promoted in „unconventional and thought-provoking topics, such as inviting learners to leave the classroom and join a boat on the river to make full use of

<i>their multi-sensory system (Exploring Reading and Writing), putting Western icons into traditional temples to expand the concept of worship (English 11)‟ (Dat, 2008: 272), </i>

etc.The drawbacks were found in these couresebooks including: (1) uncommunicative use of English (most coursebooks are form-focused); (2) inauthentic use of English (tasks for speaking skill lack a real communicative purpose and contain inaccurate expressions

<i>in Headlight Book 2 when saying „I don‟t think you should make your room in mess‟ to mean „I don‟t think you should make a mess in your room‟; (3) poor development of </i>

writing skills (no guide for completing a writing task by learners); (4) lack of consistency in appearance, content and method (lack of uniformity in lesson design e.g. some units are better written than others); (5) little opportunity for recycling of language; and (6) poor affective engagement (lack of debatable ideas to provoke the learners‟ affective responses).

He recommended the design of new coursebooks, mentioning the development of communicative skills in context, the distribution of new language material in each unit, a more balanced view of learners‟ knowledge of the local culture and the world, and practical considerations (price, physical appearance). The study provided a clear picture of English language policies and English language teaching and learning in the countries, and outlined characteristics of textbooks used in the region. The author analyzed issues related to cultural knowledge and national identity, the awareness of regional events,

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awareness of the need for global integration, etc. of the coursebooks (see above). However, he did not analyze activities further to see: (a) What types of activities did the coursebooks cover? (b) Did the activities suit the teaching and learning context? and (c) Did they help learners develop their communicative competence? In addition, the study was only based on data collected from stakeholders and teachers. Learners‟ needs and learners‟ perceptions of the coursebooks were not taken into account.The use of only interview data only does not make the study entirely reliable.

These studies were designed to provide a comprehensive assessment of the overall pedagogical value of the textbook content. Using differnet specifically designed post- use textbook evaluation devices, the researchers were able to reveal some of the major strengths and weaknesses of the content of different textbooks.While the use of post-use evaluation can yield the most valuable type of evaluation data, these studies are not without their limitations.

However, the limitations of these studies are as follows. Firstly, few of the studies mention the particular language of teaching and learning contexts (teaching and learning conditions; learners‟ backgrounds; learners‟ needs; and the role of textbooks in the contexts) in which textbooks are used. None of the above-mentioned studies were conducted with classroom observation, in order to see how exactly the textbooks are used and what exactly happens in classroom lessons.Secondly, none of these above studies analyzed specific units from textbooks, in order to strengthen their overall analysis and conclusions.Thirdly, Jahangard (2007) and Nguyen (2011) evaluated the textbooks theoretically from their own perspective, adopting the evaluation criteria available in the literature. They may,therefore, be subjective to a certain extent.Fourthly, the impact of the textbooks on learners (learners‟ study results, and learners‟ use of English in communication) was not mentioned.In general, Litz‟s (2002) seems to be the best study because he evaluated the textbook in respect of its physical appearance, practical considerations and detailed contents (topics,layout, organization, activities and tasks, etc.), and even conducted a student needs analysis through a questionnaire, to determine the degree to which the textbook met the learners‟ needs.

One of the major limitations of these studies is that little light has been shed upon how to evaluate a textbook‟s pedagogical fitness with the official curriculum. After all, as suggested by a number of researchers ( Byrd 2001, Richards 2001), we shall check

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first the pedagogical fitness of the textbook with the curriculum. Litz (2005) has minimal coverage investigating such an area. Only one question in the teacher‟s questionnaire (Litz ,2005: 45) was designed to investigate the pedagogical fitness of the textbook with the curriculum. Al-Yousef (2007)‟s study has specifically dedicated one research question to investigate the fitness of the design of the textbook in relation to the national curriculum (Al-Yousef, 2007:5). However, the checklist used in the study did not contain any evaluation items to evaluate this. Also to a certain extent, even though the researcher has answered the research question by providing an analysis in the Result section, the researcher did not indicate what data source the analysis was based on to arrive at the conclusion. Is it based on evaluation responses gathered from the sample of one hundred eighty four participants using the modified checklist? Is it based on interview data Or is it only based on his/her personal opinion? Given that the modified checklist did not contain any evaluation items, concerning evaluation of curriculum fitness, it is highly possible that the research question has not been a adequately answered.

Another limitation is that these studies would be deemed highly localized as it is only evaluating suitability of textbooks used in a particular local EFL language program. As suggested by McGrath (2002) and Skierso (1991), teachers should develop their own evaluation schemes suitable to their local environments, evaluation schemes used in these studies may not be applicable to the situation here in Hong Kong.Another important issue is that assuming we have checked and can conclude that the textbook does

have an acceptable level of fitness with the curriculum, it would be logical to proceed next to evaluating the content of the textbook. However, at this stage of the evaluation, one may ponder how the pedagogical validity of the content can be determined? Tomlinson (2003:51) suggest that evaluators can make reference to findings from the most relevant and up-to-date Second Language Acquisition (SLA) research studies to help validate the content design of textbooks. However, Tomlinson (2003) has also warned that SLA research studies can be far from conclusive and can stimulate disagreements. Pursuant to this point of view, a high level of knowledge in the area of SLA research is therefore demanded from the evaluators, although, it is difficult to measure the level of SLA knowledge of the researchers. It is therefore possible that SLA research referred to in these studies may not be the most appropriate. For such reason,

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