Đánh giá sách giáo khoa tiếng anh 6 tập một (sách thí điểm) thí điểm biên soạn trong khuôn khổ của đề án “dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân, giai đoạn 2008 – 2020

ACKNOWLEDGEMENTS
I am grateful to all the people who have helped me with this research study.
First of all, I want to express my deepest respect and special thanks to my
supervisor - Prof. Dr. Hoang Van Van - for his valuable encouragement, professional
guidance and expertise in every step of my thesis. Without his help and care, I could
not have completed this research paper.
Secondly, I would like to state my sincere thanks to the teachers and staff of
the Postgraduate Department - College of Foreign Languages - Vietnam National
University, Hanoi for their facilitation and guidance in the completion of my
research. Thirdly, I want to express my gratitude to the editors and writers of
the series of English textbooks for lower secondary schools, the teachers and
students teaching and learning the piloted textbook Tiếng Anh 6 - Tập 1 (Sách thí
điểm) in Hai Duong province assistance and participation in my survey research.
Lastly, my thanks go to my family members, friends and other colleagues
at Hai Duong College for their patience and support in order for me to complete
this study.
i
ABSTRACT
The current study aims at evaluating the textbook Tiếng Anh 6, tập 1 (Sách
thí điểm) to find out whether the book is suitable with the requirements of the 2020
Project as well as the Piloted English Language Curriculum for lower secondary
education in the context of teaching and learning this book in some lower secondary
schools in Hai Duong province. A survey questionnaire has been designed basing
on a combination of evaluation checklists and criteria suggested by different authors
and informal talks with the respondents are utilized as the research instruments of
the study. The results of the study show a very high level of agreement for the
suitability of the book among the participants. Recommendations and suggestions
for future use of the book are also made in the last part of the study.
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TABLE OF CONTENTS
iii

PART A: INTRODUCTION
1. Background to the Study and Statement of the Problem
1.1. Theoretical Background
Theoretically, textbooks are considered the key component in most language
programmes in that they provide the basis for the content of the lesson, the balance
of skills taught and the kinds of language practice the students take part in and in
some situations they serve as the basis for much of the language input learners
receive and the language practice that occurs in the classroom. Added to this,
textbooks can act as a good medium for presenting new language, such as dialogues
or written texts (Johnson, 2001: 239). Despite these important roles assigned for
textbooks, not all textbooks can meet these requirements.
1.1. Practical Background
1.1.1. National Foreign Languages Project, Period 2008-2020 (NFL 2020
Project) and the Piloted English Language Curriculum for Lower Secondary
Education
Currently in Vietnam, the subject of English in the education system from
primary to high school is in the initial process of a comprehensive reform. Among
the decisive factors in this reform, textbook is paid special attention to not only
because it is the most widely used tool for curriculum interpretation and
implementation but also because it is the major teaching and learning resource at
school. Complying with the Vietnamese Prime Minister's Decision No.1400, the
NFL 2020 project Entitled: “Teaching and Learning Foreign Languages in the
National Education System, Period 2008-2020” and the Piloted English Language
Curriculum for Lower Secondary Education , a 10-year-curriculum series of
English textbooks from grade 3 to grade 12 has been designed with an aim to "form
and develop English language communication competence" (Piloted English
Language Curriculum for Lower Secondary Education - p3). The piloted English
textbooks for grades 3, 4, and 5 have been taught in primary schools nationwide and
1
have received positive feedbacks. In the school year 2012 -2013, the English

textbook for grade 6 has been taught for more than 7,000 sixth grade students with
A1 certificate (according to the Common European Framework Reference - CEFR
standard) of 88 secondary schools in 30 provinces. Beside textbooks and students'
quality, teachers' quality and methodology have also been emphasized. To be
qualified for teaching the piloted textbooks, secondary teachers are required to have
B2 certificates and attend a training course in methodology.
1.1.2. The Context of Teaching and Learning "Tiếng Anh 6 - Tập 1" (Sách thí
điểm) in Hai Duong College and Hai Duong Province
Hai Duong College is among 18 key universities and colleges nationwide
selected to be the training centers for providing the training courses in language
competence and methodology for primary and secondary English teachers. From
September 2011 up to now, teachers in Hai Duong College, Foreing Languages
Department and I am one of its members have trained 240 primary, secondary and
high school English teachers from Hai Duong and Bac Ninh provinces. Currently,
we are training 124 primary and secondary school English teachers. Training
teachers to meet the requirements of the National Foreign Languages Project and to
be qualified for teaching the piloted English textbooks is of our primary concern.
In Hai Duong province, "Tiếng Anh 6 "(Sách thí điểm) textbooks have also
been taught for 6 groups of 240 students in 3 lower secondary schools in the school
year 2012 -2013. Of these three schools, two are located in Hai Duong city (Le Quy
Don and Binh Minh lower secondary school) and one in the rural district of Tu Ky
(Phan Boi Chau lower secondary school). There will be 13 more secondary schools
qualifying for teaching the piloted English 6 in the school year 2013-2014.
3. Statement of the Problem
"Tiếng Anh 6 - Tập 1" (Sách thí điểm) for sixth graders are designed to
comply with the Vietnamese Prime Minister's Decision No.1400, the NFL 2020
Project, Period 2008-2020 and the Piloted English Language Curriculum for LSE
and are adopted as textbooks for 240 piloted students in Hai Duong province in the
2
school year 2012-2013. It is necessary that an evaluation on the book be carried out

to discover whether it really matches the aims and requirements of both the NFL
2020 Project and the Piloted English Language Curriculum for LSE and to identify
whether the book is suitable within the context of teaching and learning in Hai
Duong. It is also hoped that recommendations and suggestions are made in order to
improve the textbooks' quality and make the best use of the textbooks in the current
situation.
3. Aims of the Study
This research aims at evaluating "Tiếng Anh 6 - Tập 1" (Sách thí điểm)
compiled under the NFL Project Entitled: “Teaching and Learning Foreign
Languages in the National Education System, Period 2008-2020” to determine
whether this textbook meets the aims and requirements of the NFL 2020 Project and
Piloted English Language Curriculum for LSE and whether the employment of this
textbook is appropriate in the context of teaching and learning in Hai Duong
secondary schools. Basing on the findings, suggestions and recommendations to
improve the book for future use will be made.
4. Research Questions
The study aims at answering the following questions:
1. To what extent does the textbook "Tiếng Anh 6 - Tập 1" (Sách thí điểm) used
in Hai Duong lower-secondary schools match with the requirements of the NFL
2020 project and the Piloted English Language Curriculum for LSE?
2. What suggestions should be made to improve the book for future use in the
context of teaching and learning the book in Hai Duong lower secondary
schools?
5. Scope of the Study
In terms of theoretical framework for textbook evaluation, there have been
various checklists and criteria suggested and developed by different authors. These
evaluation frameworks vary considerably in their scope, form, detailed criteria and
the terms used to describe criteria. With respect to the study's subject matter, the
3
textbooks for English 6 consists of two volumes. However, due to time constraints,

this research only focuses on evaluating the first volume - "Tiếng Anh 6 - Tập 1"
(Sách thí điểm). As any of the frameworks and checklists aim at evaluating
textbooks in general with no specifications for a specific textbook under a particular
context of evaluation like this, the evaluation criteria used in the study is a
combination of the evaluation frameworks and checklists proposed by
Cunningsworth (1984, 1995), Davies (2006), Ellis(1997), Hutchison and Waters
(1993), Littlejohn (1998), Mc Donald and Shaw (1993), Sheldon (1988), Skiero
(1991), Tomlinson (2003) and Williams (1983). The population is restricted to 60
sixth grade students and 6 teachers in 3 lower secondary schools in Hai Duong in
the academic year 2012-2013 and 1 editor and 5 writers of Tiếng Anh 6 - Tập 1"
(Sách thí điểm).
1.5 Significance of the Study
It is hoped that the study will contribute to the establishment of qualities for
a better "Tiếng Anh 6 - Tập 1" (Sách thí điểm textbook in the current situation of a
total and thorough change in the teaching and learning cause of English in Hai
Duong under the impetus of the NFL 2020 Project. It is also hoped that with the co-
operative evaluation from multi-dimentional educational agents: the textbook
editor, authors, teachers and learners, the study will give positive feedbacks on the
book so that it will soon be adopted to teach English for six-graders nationwide.
1.6. Limitations
Because of the time constraints and limited size of a minor thesis, the writer
could not carry out the survey on a larger scale so more or less the results might not
be reliable enough for such a generalization. In addition, for a much comprehensive
and thorough evaluation, it would be better if the second volume of English 6 -
Tiếng Anh 6, tập 2 (Sách thí điểm) would have been evaluated.
1.7 Overview of the Study
The study includes three parts as follows:
4
Part A - Introduction- introduces background to the study. The statement of the
problem, the aims, the research questions, the scope and the significance of the

study are also presented.
Part B includes three chapters:
Chapter 1 - Literature Review- provides an overview of the Piloted English
Language Curriculum for LSE in Vietnam, a birdview of the Tiếng Anh 6 (Sách thí
điểm) volumes and "Tiếng Anh 6 - Tập 1" (Sách thí điểm and theoretical issues
related to textbook evaluation. In this chapter, some empirical studies of textbooks
evaluation will be reviewed.
Chapter 2 - Methodology- describes the research methodology employed in this
study. It introduces the research questions, research method, participants, research
instruments and data collection procedures.
Chapter 3 - Result and Discussion- presents the results, data analysis and research
findings of the study.
Part C - Conclusion- summarizes what has been studied and gives
recommendations for the improvement of the textbook.
1.8. Key Terms
Curriculum: 'Principles and procedures for the planning, implementation,
evaluation and management of an educational program. Curriculum study embraces
syllabus design (the selection and grading of content) and methodology (the
selection of learning tasks and activities)'. (Nunan, 1998:158).
Syllabus: ' A specification of what is to be taught in a language program and the
order in which it is to be taught. A syllabus may contain all or any of the following:
phonology, grammar, functions, notions, topics, themes, tasks'. (Nunan, 1988:159).
Materials: 'Anything which is used to help to teach language to learners. Materials
can be in the form of a textbook, a workbook, a cassette, a CD-Rom, a video, a
photocopied handout, a paragraph written on a whiteboard: anything which presents
or informs about the language being learnt'. (Tomlinson, 1998: xi).
5
Foreign Language: 'A language which is not normally used for communication in
a particular society'. (Tomlinson, 1998: x)
Evaluation: 'The process of seeking to establish the value of something for some

purpose'. (Brown & Rogers, 2002: 289).
6
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
1.1. Teaching and Learning English in Vietnam under the National Foreign
Language Project Entitled: “Teaching and Learning Foreign Languages in the
National Education System, Period 2008-2020”
1.1.1. Teaching and Learning English in Vietnam: Challenges and
Opportunities
In Vietnam, as cited by Dr. Nguyen Ngoc Hung - Head of the Committee of
the NFN Project in a TESOL conference in 2011, foreign languages are taught as a
subject at schools and colleges (about 98% students study English, 2% for Russian,
Chinese, French, German and Japanese). However, most students cannot
communicate or use English in their study after 7 years at school and 2 more years
at college. In addition, 62,000 secondary English teachers plus 24,000 teachers of
primary education from grade 3 need improvements in language proficiency and
teaching methodology. Besides, over-crowded classrooms; centrally dictated
textbooks and strict control of syllabus; poor teaching and learning equipment;
teach-to-the-test fashion; low teachers’ salary, etc. are central problems to the cause
of teaching and learning foreign languages in Vietnam.
Despite these obstacles, there are still many opportunities. The strong
commitment from Ministries and the government; the awareness of the importance
of English for professional development and career by teachers and students,
especially the government’s new investment in the National Foreign Language
Project from 2008-2020 and the strong international cooperation and partnerships
with international organizations are the impetus for us to carry out the Innovation in
English Language Education in Vietnam.
1.1.2. NFL 2020 Project
The Vietnam Ministry of Education and Training is currently launching the
Project entitled “Teaching and Learning Foreign Languages in the National

7
Education System, Period 2008-2020” which was approved by the Prime Minister
on September 2008 (Decision No. 1400/QD-TTg - See Appendix 5 - XXIX). The
NFL 2020 Project specifies the goals of teaching and learning English within the
national education system and identifies seven tasks at both macro and micro levels
for implementing the project in three different phases (2008-2010, 2011-2015 and
2016-2020) at a projected cost of 9,378 billion VND.
The main goals of the project include increasing the use of foreign
languages, mainly English in teaching and the foreign language competence
amongst Vietnamese young people: ' by 2020 most Vietnamese youth whoever
graduate from vocational schools, colleges and universities gain the capacity to use
a foreign language independently. This will enable them to be more confident in
communication, further their chance to study and work in an integrated and multi-
cultural environment with variety of languages. This goal also makes language as
an advantage for Vietnamese people, serving the cause of industrialization and
modernization for the country'. (Decision No. 1400/QD-TTg - See Appendix 5 -
XXIX).
In order to achieve these goals, ten specific tasks have been designed.
Centrally important to the tasks are the making of language programs complied with
the 10-year National Curriculum for English from primary, lower secondary and
secondary schools which will be launched nationwide from the year 2011 - 2015,
the completion of the textbook making, the procedures of assessment and training
courses on teaching methodology for teachers and the upgrading of teaching and
learning facilities, etc.
1.1.3. The Curriculum of Teaching English for Lower Secondary Schools
The curriculum of teaching English for lower secondary schools includes
two parts: general issues and suggestions for teaching contents for each grade and
level. Theoretical issues of the principles of curriculum construction and
development, goals, contents, methodology, testing and evaluation, and conditions
8

for implementing the curriculum are stated in the first part. Suggestions for teaching
contents for each grade and level are given in the second part of the curriculum.
In regard to principles of curriculum construction and development, the
curriculum is developed and established based on a ten-item principle with a strong
emphasis on language competences and communicative abilities about selected and
linked themes and topics. After finishing the curriculum, students will be able to
reach A2 level of specified in the CFFR.
General goals for the use of four skills in daily and familiar situations
equivalent to A2 level, linguistic, social and cultural knowledge, attitudes towards
learning English and learning strategies are presented. Specific goals for each grade
and level have also been set. For example, after finishing grade 6, students' four
skills of listening, speaking, reading and writing as well as linguistic knowledge of
phonetics, vocabulary and grammar are targeted at a basic level, including the
ability to understand and react to familiar topics such as family, school, friends,
festivals, landscapes, celebrities, TV, sports, etc.
Curriculum's contents consisting of systems of themes and topics,
communicative competences, linguistic knowledge, learning how to learn, the
adoption of teaching method of Communicative Language Teaching (CLT) and
learner-centered approach, testing and assessment procedures and conditions for
curriculum implementation are further described in the curriculum.
Finally, specific suggestions of themes, topics, communicative competences
and language items for the teaching contents for each grade and levels are
introduced.
1.1.4. The Textbook "Tiếng Anh 6" - Tập 1 (Sách Thí Điểm)
"Tiếng Anh 6" (Sách Thí Điểm) following "Tiếng Anh 3", "Tiếng Anh 4" and
"Tiếng Anh 5", is a two-volume series, marking the first of a four-level English
language textbook for Vietnamese students of lower secondary schools learning
English as a foreign language (EFL). It closely responds to the systematic, theme-
based syllabus approved by the Ministry of Education and Training in October
9

2011. The series comply with the Communicative Language Teaching and Learner-
centered approach, focusing on the use of language (pronunciation, vocabulary, and
grammar) to develop the four language skills (listening, speaking, reading and
writing) and carefully catering for the cultural traits of Vietnam as well as countries
around the world, especially the English-speaking countries.
The textbook "Tiếng Anh 6" - Tập 1 (Sách Thí Điểm) is complied with regard
to the practical experience in ESL learning and teaching in Vietnam and under the
co-operation with the British Council and Pearson publisher. The book contains two
main themes: Our Communities and Our Heritages. Each theme is covered in three
units with three different topics. After each theme, there is a review. Each unit is
divided into seven sections: getting started, a closer look 1, a closer look 2, culture
& communication, skills 1, skills 2, looking back and project.
Section 1 - Getting Started - occupies two pages and is intended for one 45-
minute lesson in class. First, there is a conversation which sets the topic of the unit.
It is followed by the vocabulary and grammar items as the linguistic input for the
skills and activities of the sections that follow.
Section 2 - A Closer Look 1 - is designed as a 45-minute lesson with an aim
to present and practise the vocabulary and pronunciation of the unit focusing on
providing a variety of exercise types for intensive practice of vocabulary and
pronunciation.
Section 3 - A Closer Look 2 - introduces the main grammar points of the
unit. Grammar in use is presented in a short text / talk / interview followed by
explicit grammar tables and exercises. There are "Remember Boxes" to help
students avoid common errors.
Section 4 - Culture & Communication - helps students apply what they
have learnt in the previous sections in everyday life situations and provides for them
with cultural information about Vietnam and other countries in the world.
Section 5 - Skills 1 - builds and develops students' Reading and Speaking
skills. There is a reading text which is often based on the vocabulary and structures
10

that the students have previously acquired. Important new vocabulary items are
introduced in the text and practised in a follow-up activity. Speaking activity aims
to support students to speak English freely, using the recently practised language
and their knowledge of English.
Section 6 - Skills 2 - provides students with an opportunity to listen to the
language they have practised orally in section 5 and improves their listening skills:
listen for general and specific information.
Section 7 - Looking Back & Project - lasts about one period of 45 minutes.
The Looking Back part recycles the language of the unit through different activities
whereas the Project part helps students to work independently or work in a team on
a field related to the unit subject.
The time allocated for the book is 52 periods (approximately 39 hours).
1.2. Textbook Evaluation
1.2.1. Roles of textbooks
Historians have discovered that textbooks were used in ancient Greece for
educational purposes. In Chinese, "study" means "read the textbooks". Textbooks
are common manual instructions and resources used in every educational
institution. They consist of detailed materials on current topics and are designed to
facilitate language development and knowledge acquisition. They are central to the
teaching and learning of any language program because they represent the
appropriate content specifications selected from the total corpus of a language for
teaching purposes and for what is considered most useful to the learners as stated in
the curriculum.
In Vietnam, as reflected in the Education Act, textbooks are considered an
effective and important tool for the teaching and learning cause, bearing the legal
responsibility in them. Textbooks are not only legal commands but more
importantly, they lead learners and teachers to follow the right directions to achieve
specific goals set by education administrators and educational strategic planners.
1.2.2. Advantages and Disadvantages of Using Textbooks
11

Textbook-based teaching has been a controversial issue among educators and
linguistics. Brumfit (1979: 30) points out that textbooks can deskill teacher and
make teachers depend on them. He claims that 'many of them don't' and 'even the
best textbooks take away initiative from teachers by implying that there is
somewhere an "expert" who can solve problems for the teacher and individual
students. Alwright (1982) in his famous paper 'What do we want teaching materials
for?' when considering goals, content, method and guidance in a textbook finds out
that 'the management of language learning is far too complex to be satisfactorily
catered for by a pre-packaged set of decision embodied in teaching materials'.
The counter-argument that a textbook is a convenient aid seems to receive
general agreement from a large number of authors such as O'Neil (1982), Williams
(1983), Hutchison (1984), Grant (1987), Cunningsworth (1995) and Ur (1996). This
view is further demonstrated by Richards (2001). In his opinion, textbooks "provide
the basis for the content of the lessons, the balance of skills taught and the kinds of
language practice the students take part in."
Evidently, in most countries in the world, a standard series of textbooks are
used for all school levels to ensure a logical consistency and normal progression of
lesson difficulty. Teachers are required to adopt these textbooks so that they match
the objectives of their course and meet the learning needs of their students. Learners
need a textbook because it defines what is to be learnt and what will be tested and
offers support for leaning outside class.
1.2.3. The Needs for Textbook Evaluation
There is no denial that textbook evaluation along with syllabus design,
learner assessment and the study of classroom process, etc. are centrally important
applied-linguistics activities. Textbook evaluation is one of the ways to overcome
the limitations of textbooks. Textbook evaluation process …' begins with
determining what information to gather and ends with bringing about the change in
current activities or influencing future ones' (Dudley,1998:28).
12
The effects of work on textbook evaluation, according to Ellis (1997), are

either 'to choose among materials available the most suitable ones to use for a
particular situation' or 'to determine whether the material which has been chosen
works for that situation after it has been used for a period of time'. The findings of
textbook evaluation after a number of criteria have been taken into consideration
will bring about remedial action, e.g. the adaptation or supplementation of
textbooks or the provision of appropriate guidance and support for teachers and
learners in how to use them appropriately.
1.2.4. Defining Textbook Evaluation
Textbook evaluation has become such an important applied-linguistic
activity that it attracts the attention of many linguistic researchers since the 1980s.
Hutchinson and Waters (1993:72) see evaluation as a matter of judging the fitness
of something for a particular purpose: 'Given a certain need, and in the light of the
resources available, which out of number of possibilities can represent the best
solution? There is no absolute good or bad - only degrees of fitness for the required
purpose'.
According to Brown (1995), textbook evaluation is 'the systematic collection
and analysis of all relevant information necessary to promote the improvement of a
curriculum and assess its effectiveness within the context of the particular
institution involved'. Brown emphasizes the systematic manner of the information
under evaluation with reference to curriculum development and the contextual
situation of an educational institution.
Tomlinson (2003:15) is interested in examining the value that a textbook or
material offers those who use it. He defines this activity as "a procedure that
involves measuring the value (or potential value) of a set of learning materials. It
involves making judgment about the effect of the materials on the people using
them".
13
In short, it can be said that textbook evaluation is the process of judging the
necessary information systematically to see the value of it on its specific users,
taking the contextual factor into consideration.

1.2.5. Textbook Evaluation Criteria
It is obvious from a consideration of the effects of textbook evaluation that a
successful textbook has to meet a set of evaluation schemes and criteria. If this is
the case, what scheme and criteria should be conducted and used to determine the
success of a language program that a textbook reflects? In an attempt to answer this
question, many experts, notably Cunningsworth, 1984, 1995; Davies, 2006; Ellis,
1997; Hutchison and Waters, 1993; Littlejohn, 1998; Mc Donald and Shaw, 1993,
Sheldon, 1988; Skiero, 1991; Tomlinson, 2003 and Williams, 1983 have tried to
establish practical and applicable advice on textbook evaluation.
Williams (1983) proposes an evaluation scheme which assesses the
effectiveness of a material from pedagogical, linguistic, general, and technical
perspectives. Textbooks, therefore, should be evaluated on their inclusion of general
linguistic instructions and rules, their embrace of practice material and can function
to guide students' grammar and skills as well as pronunciation.
Cunningsworth (1984) gives a more detailed treatment of a coursebook
analysis. He suggests a checklist of six categories for course analysis: language
content, selection and gradation of language items, presentation and practice of new
language items, developing language skills and communicative abilities, supporting
materials motivation and the learners, conclusion and overall evaluation.
Cunningsworth (1995) gives a clear cut between two approaches to a
coursebook evaluation: impressionistic and in-depth evaluation. The first approach
entails a choice of a material from a lot of new existing materials. The second one
takes a closer look at 'how specific items are dealt with, particularly those which
relate to students' learning needs and syllabus requirements, how different aspects
of language are dealt with, etc.'. As a result, he suggests a list of checklists covering
14
seven areas: Aims and Approaches; Design and Organization; Language Content;
Skills; Topic; Methodology ; and Teacher's Guide
Sheldon (1987) pays attention to not only the inner value of the textbook but
also the textbook's design. He suggests a sheet of seventeen items for checking any

coursebook: rationale, availability, user definition, layout and graphics,
accessibility, linkage, selection and grading, physical characteristics, appropriacy,
authenticity, cultural bias, educational validity, practice and revision. For each of
these items, he also makes it clear by giving key questions.
Skiero (1991) brings to focus two main categories in a textbook evaluation:
the textbook and the teacher's manual.
• The textbook:
1. Bibliographical data
2. Aims and Goals
3. Subject Matter
4. Vocabulary and Structures
5. Exercises and Activities
6. Layout and Physical Make-up
• The teacher's manual:
1. General Features
2. Supplementary Exercises
3. Methodological and Pedagogical Guidance
4. Linguistic Background Information
A four-step model for macro-evaluation is presented by Hutchison and
Waters (1993). In this view, the first step is defining criteria which seek answers to
two questions: 'On what bases will you judge materials?' and 'Which criteria will
be more important?'. The second and third steps are subjective and objective
analyses which aim to find out the realizations of the criteria we want in the course
and how the material being evaluated realizes the criteria. The last step is matching
which clarifies how the material matches your needs.
15
Ellis (1997:37) proposes an empirical micro-evaluation with a two-step
evaluation framework. In the first stage, L2 instruction and textbooks are assessed
according to predictive standards against the numerous established evaluation
checklists to be adopted. In the next stage, teachers / evaluators are called upon to

either "impressionistically" assess the material according to their own perspectives
of its efficacy or by involving the students and asking for their input on the material
used.
Littlejohn (1998:192) rejects Cunningsworth (1995)'s checklist, arguing that
they would involve 'making general impressionistic judgments on the materials'. He
tries to overcome these weaknesses by suggesting a framework for evaluation with
concerns about the physical aspect of the material and how they appear as a
complete set of book; aspects of tasks; and the overall aims of the materials, content
and tasks selection and sequencing, teacher's and learner's roles.
Tomlinson (2003) defines three types of material evaluation: pre-use
evaluation, whilst-use evaluation and post-use evaluation. He also agrees that
material evaluation is a procedure to measure some or all of the aspects such as:
appeal to learners; credibility to learners, teachers and administrators; validity;
reliability; ability to interest learners; ability to motivate learners; short-term and
long-term learning value; learners' and teachers' perception of the value of the
material; assistance given to teachers in terms of preparation, delivery and
assessment, etc.
More recently, Davies (2006) developed a fourteen-item questionnaire
specifying three categories in evaluating a coursebook: extent to which the course
was enjoyable, classroom atmosphere, the teachers, teachers' likes and dislikes
about the course; content of the coursebook, teacher-made materials, level of
classroom tasks and learning language skills; learners' attitudes to studying English,
their exposure to English outside classroom and about their participation in
classroom activities. His class-specific questionnaire used helps discover learners'
16
wants and needs from a course and leads to significant changes in syllabus type,
skills focused, task types, teaching style and topics.
Briefly, the criteria and checklists suggested in these publications provide a
useful starting point for any evaluation process. Despite the fact that they are
developed under different rationales, they still share three common features in

rationales:
1. In terms of learners, textbooks should correspond to students' interests,
needs, level of proficiency and the socio-cultural background.
2. In terms of Curriculum, textbooks should correspond to the Curriculum
Guidelines and reflect the aims of teaching.
3. In terms of methodology, textbook compilation should be based on the
theories of second language acquisition and on the latest language teaching
methods.
As for scoring system established in evaluation checklists and schemes, it
seems that the experts tend to adopt different elaborated scoring systems: (i) every
item is assigned a series of evaluative numbers in which the higher number
indicates the higher scores as in Williams (1983), (ii) every item is given a weight
value (Cunningsworth, 1995), (iii) evaluative scores are distributed to every
category which contains several items (Hutchinson & Waters, 1993), (iv) the
checklists only list the items worthy of teachers' attention in selecting textbooks and
do not provide a very specific scoring system (Tomlinson, 2003).
Although these approaches are the most common and likely straightforward,
the shaky theoretical basis of such checklists and the subjectivity of judgments have
often been a source of disappointment as it appears that some of the lists’ items are
impressionistic, subjective and do not fit the contextual factors of a particular
evaluation as 'they lack coverage, systematicity and / or a principled base'
(Tomlinson (2003 - 26)'. The answer, Tomlinson suggests, is that 'it is extremely
useful to develop a set of formal criteria for use on a particular evaluation and then
to use that set as a basis for developing subsequent context-specific sets'.
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1.2.6. Previous Studies on Textbook Evaluation
Tomlinson et al (2001) evaluated some textbooks published by leading UK
publishers: "Language in Use" and "True to Life" (by Cambridge University Press),
"Cutting Edge" and "Wavelength" (by Pearson Longman), "Inside Out" and
"Reward" (by MacMillan Heinemann Press). The overall criteria and coursebook-

specific criteria were carefully treated under eight categories and four categorized
respectively. Moreover, specific criteria for cassettes and CD ROM, teacher's book,
workbook and video were also used in this evaluative study. The author commented
on every single coursebook and drew seven positive trends and sixteen negative
trends in the UK's current courses. Some of the trends are:
• Positive trends:
1. The move towards stimulating more personal responses from the learner.
2. The attempt of many of the courses to encourage humour and fun.
• Negative trends:
1. Focusing on speaking and listening and consequently neglecting reading
and writing activities.
2. The neglect of activities which could make full sense of the mind by
stimulating multi-dimensional mental responses which are at the same time sensory,
cognitive and affective. (Tomlinson, B, et al., 2001 - 97- 98)
Alamri (2008) 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, teachability, flexibility, teaching
methods, and practice and testing. 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.
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Nguyen Thi Huong Lan (2004) made an evaluation of the piloted "English
10 textbook 2" at Nguyen Tat Thanh high school. The author used the model
suggested by Hutchinson and Warters (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 is 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.
Tran Thi Chung Oanh (2010) evaluated the material "Lifelines" for the first
year non-English major students at Hai Phong University. The author adopted
Hutchison and Waters (1987)'s criteria and employed questionnaires and informal
interviews as research instruments. Major findings of the study revealed that the
material's content and methodology suited the students' requirements but there was
some mis-match in time allocation. Finally, suggestions on the material
improvements on time proportion for each unit and time allocated for the course
were made.
Nguyen Thi Nguyet Anh (2010) conducted a study on teachers evaluation on
"Let's go 1A - 2nd edition" for grade 3 at primary schools in the north of Viet Nam.
A combination of the evaluation model by Hutchison and Waters (1987) and
Cunningsworth (1995)'s checklist was employed. The criteria were divided into six
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areas: objectives, content, language points, accompanying supplementary materials,
general look and methodology. The results of the survey indicated that "Let's go 1A
second edition" basically met the objectives of the course and the curriculum.
Limitations of the book rested in limited topics, unbalanced skills, a challenging
communicative methodology for teachers and the way linguistic input was

presented. Solutions to these problems were the presentation of communicative
goals in course syllabus design as well as adaptation techniques.
For short, while some of the checklists focus on such aspects of evaluation as
physical appearance or pedagogical methods, others take into account the socio-
cultural facets. All of the authors mentioned used one single checklist or a
combination of two or more checklists of criteria, depending on their specific
purposes. In the current study, it is decided to select features in these checklists
which are common and at the same time necessary to evaluate all the necessary
considerations of the book in terms of not only its physical appearance, but also the
pedagogical methods presented, social-cultural context and some other important
values.
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CHAPTER 2: METHODOLOGY
This chapter consists of five sections. Firstly, the research questions are
stated. Secondly, the research method is presented. The third section describes the
participants of the study. Section 4 provides a description of the research
instruments. The chapter ends with the description of the different methods of data
collection procedures and analysis in section 5.
3.1 Research Questions
As presented in the introduction, this research aims to answer the following
questions:
1. To what extent does the textbook "Tiếng Anh 6" - tập 1 (Sách thí điểm)
used in Hai Duong lower-secondary schools match with the goals and
requirements of the NFP 2020 project and the Piloted English Language
Curriculum for LSE?
2. What suggestions should be made to improve the book for future use in
the context of teaching and learning the book in Hai Duong lower secondary
schools?
3.2 Research Method
A survey was carried out in order to gather the information needed. This

research method focuses on getting data from samples which are representatives of
a population. A survey questionnaire is considered to be an effective tool in
'gathering and describing the characteristics, attitudes, views, opinions and so forth
of students, teachers, administrators or any other people who are important to a
study' (Brown & Rogers 2002 - 142).
3.3. Participants
Most of the researchers in literature hold the view that evaluation should not
'be restricted to outside evaluators' (Tomlinson, 1998 - 224). In this study, the
survey questionnaire was delivered to and targeted the whole internal population of
the general editor and authors of the series of English textbooks (Sách thí điểm) for
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lower secondary students, teachers teaching "Tiếng Anh 6 - Tập 1" (Sách thí điểm)
and sixth grade students.
The total number of the study population is seventy-two - 55 females and 17
males, including one general editor and five authors of the piloted English
textbooks for lower secondary students from grade 6 to grade 9, six lower
secondary teachers and sixty sixth-graders. While all the teachers teaching the
intended textbook are selected, a random sampling strategy is employed to select
ten from each of the six classes of three lower secondary schools in Hai Duong
Province. Questionnaires were sent to all the authors, teachers and students and all
of them were collected and used in this study.
The textbook author participants taking part in the study include four females
and two males. All of them are leading professors, Assoc. professors, lecturers,
educational administrators or teachers at prestigious educational institutions across
Vietnam.
All of the teachers involved in the survey are female, ageing from 28 to 43.
They have been teaching English for at least five years and all of them have got B2
certificate, especially, two of them have got C1 certificates (according to CFFR) to
be qualified for teaching these classes.
Of the 60 student participants, forty of them are from Hai Duong city and the

other twenty are from Tu Ky - a rural district in the south-east of Hai Duong
province. There are 35 female students and 25 male students of age 12 - 13. The
students' English competence is at the qualified level of A1 as required in the NFL
2020 Project.
3.4. Research Instruments
In this study, two yes-no statement questionnaires in the form of student
textbook evaluation form and teacher textbook evaluation form were used to collect
the information needed. The teacher textbook evaluation form comprises of three
sections (Introduction, Personal Information, Statements) with 53 statements
grouped under 12 categories, namely: General appearance, Design and Illustration,
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