An evaluation of the textbook English 11 taught at Phan Dinh Phung Secondary school in Hanoi. A case study = Đánh giá sách giáo khoa tiếng Anh 11 dạy ở trường T

Vietnam National University, Hanoi
university of language and international studies
department of Postgraduate studies



Lê Thị Huệ


An evaluation of the Textbook English 11 Taught
at Phan Dinh Phung Secondary school in hanoi.
A case study
đánh giá sách giáo khoa Tiếng Anh 11 dạy ở Tr-ờng THPT
Phan Đình Phùng Hà Nội: Điển cứu



Minor program thesis



Field: English Teaching Methodology
Code: 60 14 10
Supervisor: Hoàng Thị Xuân Hoa, Ph.D

Hanoi, August 2009
Vietnam National University, Hanoi
university of language and international studies
department of Postgraduate studies




Lê Thị Huệ


An evaluation of the Textbook English 11 Taught
at Phan Dinh Phung Secondary school in hanoi.
A case study
đánh giá sách giáo khoa Tiếng Anh 11 dạy ở Tr-ờng THPT
Phan Đình Phùng Hà Nội: Điển cứu


Minor program thesis



Field: English Teaching Methodology
Code: 60 14 10

Hanoi, August 2009

iv
TABLE OF CONTENTS
Page
Declaration i
Acknowledgements ii
Abstract iii
Table of contents iv
List of tables & charts v
Chapter 1: Introduction 1
1.1. Rationale 1
1.2. Aims and objectives of the study 1
1.3. Research questions 2
1.4. Methods of the study 2
1.5. Scope of the study 2
1.6. Design of the study 3
Chapter 2. Literature review 4
2.1. Textbook 4
2.1.1. Definitions of textbook 4
2.1.2. The roles of textbook in language teaching and learning 5
2.2. Textbook Evaluation 7
2.2.1. Definition 7
2.2.2. The reasons to evaluate textbook 7
2.2.3. Types of textbook evaluation 8
2.2.3.1. Pre-use evaluation 8
2.2.3.2 In-use evaluation 9

2.2.3.3. Post-use evaluation 9
2.2.4. Textbook evaluators 9
2.2.5 . Methods of textbook evaluation 11
2.2.5.1 The impressionistic method 11

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2.2.5.2 The check-list method 11
2.2.5.3 The in-depth method 12
2.2.6. Criteria for textbook evaluation 12
2.3. Previous Research on textbook evaluation 14
2.4. Textbook Adaptation 15
2.4.1. Definition 15
2.4.2. The purpose of adapting textbook 16
2.4.3. Methods to adapt textbook 16
2.5. Summary 17
Chapter 3. Research Methodology 18
3.1. Research Design 18
3.2. Setting 18
3.3. Participants 18
3.4. Data Collection Instruments 19
3.4.1. Document analysis 19
3.4.2. Survey questionnaires 20
3.4.3. Classroom observation 21
3.5. Data Collection Procedures 21
3.6. Summary 21
Chapter 4. Data Analysis and discussion 22
4.1. Document Analysis 22
4.2. Survey questionnaire 23
4.2.1. Questionnaire for teachers 23
4.2.1.1. Methodology 23

4.2.1.2. Language types 27
4.2.1.3. Activities 28
4.2.1.4. Skills 30
4.2.1.5. Subjects and contents 31

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4.2.2. Questionnaire for students 32
4.3. Classroom observation 41
Chapter 5. Conclusions and recommendations 44
5.1. Summary of the study 44
5.2. Some suggested solutions 45
5.2.1. Addition 45
5.2.2. Reduction 46
5.2.3. Modification 46
5.2.4. Branching 46
5.3. Some recommendations for further study 47
References 48
Appendix 1: Curriculum by MOET I
Appendix 2: Bookmap of English 11 VII
Appendix 3: Questionnaires for teachers X
Appendix 4: Questionnaires for students XV

vii
List of tables & charts

Table 1. Teachers’ opinions about methodology in the textbook
Table 2. Teachers’ opinions about language text types in the textbook
Table 3. Teachers’ opinions about activities in the textbook
Table 4. Teachers’ opinions about skills in the textbook
Table 5. Teachers’ opinions about subjects and contents included in the textbook
Chart 1. Students' attitudes toward familiarity of subjects and contents with their daily
lives
Chart 2. Students' opinions toward suitable length of texts
Chart 3. Students' attitudes toward whether the textbook increases cultural and social
knowledge
Chart 4. Students’ ideas about high frequency of practising language skills
Chart 5. Students' opinions on balance and links among skills
Chart 6. Students' attitudes toward capability of communication
Chart 7. Suitability between students' level of English and language used in the textbook
Chart 8. Relevance between subject and content with students' needs as English learners
Chart 9. Subject and content are interesting, challenging and motivating
Chart 10. Tasks and activities are introduced from simple to complex
Chart 11. Activities encourage students to work individually, in pair or group
Chart 12. The textbook motivates students to learn English


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Chapter 1: Introduction
1.1 Rationale

English is now taught not only at all universities and colleges, but also as a
compulsory subject at almost every senior high school and English will become a
compulsory subject in grade 3 at primary schools in 2010. This proves that teaching and
learning English well has become one of the most concerns of educators and society.
Teaching and learning English well means that learners are able to communicate verbally
with the outside world. In order to improve the effectiveness of teaching and learning
English, many innovations have been made. The first innovation but not least important is
the introduction of the new set of textbooks. Actually, textbooks play a significant role in
foreign language teaching. They are not simply the everyday tools of the language
teachers; they are an embodiment of the aims and methods of the particular
teaching/learning situation. Good textbooks help to build up students‟ confidence by
providing tasks or activities that students can cope with. Textbooks provide the students
with opportunities to use the target language to achieve communicative purposes. Tasks
and activities in the textbooks are variable and cater for a range of learning styles so all
students can benefit. Especially in Vietnam, the textbook is seen as central to teaching-
learning by the majority of teachers in most schools. Whether the new set of textbooks is
as effective as Vietnamese teachers expect it to be; whether the textbooks meet the general
aims of the course: e.g. improving the students‟ level of English in the areas of four
language skills and teaching them the basic features of the language; whether the textbooks
are appropriate to the context they are used in: level of students and teachers, classroom
environment, etc. are questions for textbook evaluators. However, due to the limited time
and its scope, this thesis focuses on evaluating one set of textbook only – English 11 at
Phan Dinh Phung secondary school, Hanoi. Hopefully, the findings of the thesis will
provide contribution to the improvement of the teaching and learning at secondary schools
in Vietnam.
1.2 Aims and objectives of the study
The study aims to evaluate the textbook objectives, content and methodology in order
to determine whether it truly follows the objectives prescribed by MOET for the course
and whether it is suitable to students‟ level at Phan Dinh Phung secondary school and to
see whether it brings about the interests in learning to the students. At the same time, the

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study also aims to find out whether the textbook suits teachers and helps teachers do the
teaching successfully. Moreover, the study gives some suggestions to the improvement of
the textbook so that the textbook will be better used in the coming years.
1.3 Research questions
The thesis is to find out the answers to the following research questions:
1. Does the textbook English 11 truly follow the objectives prescribed by MOET for the
course?
2. Is it suitable to the students‟ level at Phan Dinh Phung secondary school?
3. Does it bring about the interests in learning to the students at Phan Dinh Phung
secondary school?
4. Is it suitable for the teachers at Phan Dinh Phung secondary school, Hanoi in terms of
methodology, language competence, tasks, skills and subject and contents?
1.4 Methods of the study
To collect the data, the methods used in the thesis are document analysis, survey
questionnaires and classroom observation.
Documents analysis here refers to the analysis of the textbook itself and the objectives
for the course prescribed by MOET in the curriculum document.
Survey questionnaires here play a vital role in getting feedback from teachers and
students about the textbook they have used.
Classroom observation are also used to help the researcher interpret the questionnaire
data more accurately.
1.5 Scope of the study
Although the researcher is aware that in order to have a comprehensive evaluation of a
textbook, it is much better to make an evaluation of the textbook taught at a large number
of secondary schools in the whole country. However, due to time constraints and the
limitation of the minor thesis, the researcher only focuses on evaluating the textbook taught
at one secondary school, Phan Dinh Phung secondary school in Hanoi. Because the study
is carried out at a specific school and its participants are teachers and students at this

school, the result of the study which is only right at this school cannot be generalized for

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all secondary schools in Vietnam. This result can be kept for reference when conducting an
evaluation of the textbook taught at other schools.
1.6 Design of the study
The study consists of five chapters:
Chapter I. Introduction, presents the general introduction of the study, consisting of
rationale, aims and objectives, research questions, methods, scope and design of the study.
Chapter II, Literature review, presents the most important notions related to textbook
evaluation. They are: definitions and the roles of textbook in language teaching and
learning; definition, reasons, types and methods and criteria of textbook evaluation;
definition, purpose and methods of textbook adaptation. Also in this chapter some
previous studies on the same topic are presented.
Chapter III, Methodology, provides information about Research Design, Setting,
Participants, Data Collection Instruments, Data Collection Procedures
Chapter 4. Data Analysis and Discussion, analyses and discusses the data collected
from document analysis, survey questionnaires and classroom observation.
Chapter 5. Conclusions and recommendations, presents the major findings of the
study and recommends some suggestions for further study.


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Chapter 2. Literature review
2.1. Textbook
2.1.1. Definitions of textbook
The traditional textbook, as we can see it, usually consists of a number of chapters with
texts of different lengths that deal with various topics. There may be a different theme for
every chapter and sometimes there are a few pre-reading activities, or post-reading
exercises. The texts can generally be listened to on CD or tape. In some cases the textbook

and the workbook are joined together in the same book, but sometimes they are
represented by two separate books.
This study is aimed at evaluating textbook English 11 by Hoang Van Van et al. (2008)
therefore it would be sensible to clarify the related terminology “textbook”.
There are various definitions of textbooks, as for example, in
www.nde.state.ne.us/READ/FRAMEWORK/glossary/general_p-t.html, textbook is
defined “a book used for instructional purposes, especially in schools and colleges". Books
used by students for particular branches of study can be characterized by another important
feature: their intrinsically challenging nature.
„Textbook‟ is defined by Merriam-Webster Online Dictionary as „a book used in the
study of a subject: as a: one containing a presentation of the principles of a subject b: a
literary work relevant to the study of a subject’.
Collins Cobuild English Dictionary for Advanced Learners 4
th
Edition (2003) also
defines textbook as “a book containing facts about a particular subject that is used by
people studying that subject”.
In the broad sense of the concept, the term „textbook‟ refers to a manual of instruction
or a standard book in any branch of study. They are produced according to the demand of
educational institutions.
What the textbook is different from other types of books is that textbook is written
based on standard curriculum and its principal users are teachers and learners in schools.
There is some degree of standardization in the textbook rather than others because there is
usually an inspectorial system and public examinations to ensure the suitability of the
textbook. Textbook has still been approved and upgraded when having been in use within

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school system. That is why textbook serves as a standard instrument of knowledge for both
teachers and learners. Textbooks are viewed as resources in achieving aims and objectives
that have already been set in terms of learners‟ needs.

2.1.2. The roles of textbook in language teaching and learning
English language instruction has many important components but the essential
constituents to many ESL/EFL classrooms and programs are the textbooks and instruction
materials that are often used by language instructors. Different theorists have various ideas
on the crucial roles that textbook plays in language teaching.
Garinger (2001) cited in points out that
„Textbooks play a pivotal role in language classrooms in all types of educational
institutions - public schools, colleges, and language schools - all over the world.‟ Riazi
(2003, p52) also agrees with that point of view when clarifying that „textbooks play a very
crucial role in the realm of language teaching and learning and are considered the next
important factor (element) [italics added] in the second/foreign language classroom after
the teacher.‟ Other theorists such as Sheldon (1988) further explains that textbooks not
only „represent the visible heart of any ELT program‟ (p.237) but also offer considerable
advantages – for both the students and the teacher – when they are being used in the
ESL/EFL classroom. In some situations, textbooks serve as the basis for much of the
language input learners receive and the language practice that occurs in the classroom.
They may provide the basis for the content of the lessons, the balance of skills taught, and
the kinds of language tasks students actively use. In other situations, textbooks may serve
primarily to supplement the teacher's instruction. For learners, textbooks may provide a
major source of contact they have with the target language, excluding the input provided
by the teacher. In the case of novice teachers, textbooks may also be utilized as a form of
teacher training; that is, they provide ideas on how to plan and teach lessons as well as
formats that teachers can use. Much of the language teaching that occurs throughout the
world today could not take place without the extensive use of commercial textbooks. The
advantages that textbooks give to teachers and learners can be summarised as „A course
book is a map. It shows where one is going and where one has been. It provides language
samples. It offers variety.‟ (quoted in McGrath 2002:10)
No doubt, a course book is looked upon as an indispensable vehicle for foreign
language acquisition whose validity and significance are seldom impugned. Many students

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working with a course book feel secure and have a sense of progress and achievement.
They always have a book to relate to; they are not groping in the dark. Consequently, they
become more confident and satisfied, as they tackle the target language within a certain
framework. Furthermore, a textbook provides them with the opportunity to go back and
revise. They can also use the textbook for self-study and as a reference tool. Besides, a
well-illustrated book, equipped with eye-catching phrases and sensational pictures or titles,
is preferable to tons of photocopied material, which teachers and students often take a dim
view of.
While many of the aforementioned theorists are quick to point out the extensive benefits
of using ESL/EFL textbooks, there are many other researchers and practitioners who do
not necessarily accept this view and retain some well-founded reservations on the subject.
Brumfit (1979:30) claims that although textbooks can help teachers, „many of them don‟t‟
and that „even the best textbooks take away initiative from teachers by implying that there
is somewhere an „expert‟ who can solve problems‟ for the teachers and individual
students‟. Allwright (1982) also has written a scathing commentary on the use of textbooks
in the ELT classroom. He suggests that textbooks are too inflexible and generally reflect
the pedagogic, psychological and linguistic preferences and biases of their authors.
Despite that fact, textbooks have a vital and positive role to play in teaching and
learning process in secondary schools in Vietnam. They are an effective resource for self-
directed learning, an effective resource for presentation material, a source of ideas and
activities, a reference source for students, a syllabus where they reflect pre-determined
learning objectives, and support for less experienced teachers who have yet to gain in
confidence. Textbooks can support teachers demonstrate new and/or untried
methodologies, introduce change gradually, and create scaffolding upon which teachers
can build a more creative methodology of their own.
As Cunningsworth (1984:15) states. „course materials for English should be seen as the
teacher‟s servant and not his master‟ which leads to the issue of how to evaluate, select and
adapt teaching materials to meet our teaching and students‟ learning needs in order to
maximize learning potentials.

2.2. Textbook Evaluation
2 2 1. Definition

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There are many definitions of evaluation; fundamentally evaluation is asking questions
and acting on the responses. Evaluation is a whole process which begins with determining
what information to gather and ends with bringing about change in current activities or
influencing ones. According to the Longman of Contemporary English (2001), the most
basic definition is „the act of considering something to decide how useful or valuable it is‟.
Hutchinson and Waters (1987:96) also point out that „Evaluation is a matter of judging the
fitness of something for a particular purpose‟. Cunningsworth (1984:64) further explains
„… that the process of evaluation could not be a purely mechanical one that professional
judgment was involved at every stage.‟ „Professional judgment, found on understanding of
the rational of language learning and backed up by practical experience, lies at the base of
evaluation procedure.‟
Evaluation of textbooks is also considered to function as a kind of educational
judgment Evaluation implies judgment-making which therefore also means that
evaluation is subjective. When we compare a description of a textbook with a description
of a context in order to establish in a preliminary way whether that textbook might be
suitable for that context we are evaluating.
Low (1987, p. 21) states that “teachers generally need to screen materials, in order to
predict their suitability for particular classes”. Thus, in this study, the evaluation of the
textbook English 11 in Phan Dinh Phung secondary school is to be conducted with an
attempt to find out the fitness of the textbook against students‟ level and interests.
2 2 2. The reasons to evaluate textbook
The idea of evaluating textbooks is seen by some to be closely linked to the selection of
textbooks. The evaluation helps the selection, which serves as an important decision-
making process, as Sheldon (1988) puts it. He has offered some 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. Moreover, it would provide for a
sense of familiarity with a book's content thus assisting educators in identifying the
particular strengths and weaknesses in textbooks already in use. This would go a long way

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in ultimately assisting teachers with making optimum use of a book's strong points and
recognizing the shortcomings of certain exercises, tasks, and entire texts.
Hutchinson (1987) points out an interactive view of materials evaluation. He
emphasizes the deeper level of materials evaluation by asking the question why materials
are the way they are. He claims that „… materials evaluation plays such an important role
in language teaching that its potential for influencing the way teachers operate is
considerable. Materials evaluation can and should be a two-way process which enables
teachers not just to select a textbook, but also to develop their awareness of their own
teaching/learning situation.‟ (ibid: 37-38)
One additional reason for textbook evaluation is the fact that it can be very useful in
teacher development and professional growth. Cunningsworth (1995) and Ellis (1997)
suggest that textbook evaluation helps teachers move beyond impressionistic assessments
and it helps them to acquire useful, accurate, systematic, and contextual insights into the
overall nature of textbook material. Textbook evaluation, therefore, can potentially be a
particularly worthwhile means of conducting action research as well as a form of
professional empowerment and improvement. Similarly, textbook evaluation can also be a
valuable component of teacher training programs for it serves the dual purpose of making
student teachers aware of important features to look for in textbooks while familiarizing
them with a wide range of published language instruction materials.
2 2 3. Types of textbook evaluation
In terms of when to evaluate a course book, Cunningsworth (1995, p. 14) and Ellis
(1997) point out that pre-use evaluation, in-use evaluation and post-use evaluation are
engendered.

2.2.3.1. Pre-use evaluation
The most common form is probably the 'predictive' or 'pre-use' evaluation that is
designed to examine the future or potential performance of a textbook. Pre-use evaluation
tends to be the most difficult kind since there is no actual experience of using the course
book.
2.2.3.2. In-use evaluation
The other types of textbook evaluation are the 'in-use' evaluation designed to examine
material that is currently being used. In-use evaluation is a kind of evaluation for

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suitability, involving “matching the course book against a specific requirement including
the learners‟ objectives, the learners‟ background, the resources available, etc”
(Cunningsworth, 1995, p. 14).
In-use textbook evaluation, which relies heavily on conscientious record-keeping and
evidence-based reflection, is concerned not only with the evaluation of the original
material, but also its adaptability to different contexts.
2.2.3.3. Post-use evaluation
Post-use evaluation refers to an assessment of a textbook‟s fitness over a period of
continual use. At this stage, it should be possible to assess in a more comprehensive way
the effects of using the textbook. Evaluation of this kind can be practical in helping to
decide whether to use the same textbook on future occasions.
This study will report on a survey that was conducted at Phan Dinh Phung High School
in Hanoi for the purposes of evaluating a textbook English 11 that is being used in this
school. Thus, this study can be classified as the „in-use‟ type of evaluation. The main
purpose of this evaluation is to validate the merit of the book based on its users‟ opinions.
2 2 4. Textbook evaluators
In acknowledgement of a predictable them/us dichotomy evaluators have been divided
into insiders (e.g. teachers, students, course and material designers) and outsiders (those
who are not involved in the program, for example, consultants, inspectors, and
administrators). It is not difficult to imagine that outsiders may carry with them the idea of

impartiality, but may also have to accept criticism on the grounds of a lack of familiarity
with local conditions. They may find it difficult to overcome the surprisingly pejorative
term "expert" which often carries an implication of unsuitability and is often modified by
the term "so-called". Insiders may be said to have a vested interest but may have a detailed
knowledge of history, developments, sequences, chronology, systems and above all,
personalities. (In passing it may be important to note that outsiders may also have a vested
interest: it is, however, likely to be different in nature. Both outsiders and insiders will find
themselves working in a complex environment involving power relationships with a wide
range of stakeholders.) At the very least there may be a feeling among "insiders" that the
expertise of "outsiders" has been acquired from contexts that are to a greater or lesser
extent alien or inappropriate. The issue of who is to evaluate cannot be separated from the
relevant political situation and a range of other factors that might be difficult to predict and

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will be as varied as the number of stakeholders operating around a particular context. As
Rea-Dickins (1994) has written, "The contributions of different stakeholders (those who
either make a decision or who are affected by that decision) raise a range of interesting but
complex issues that have to do with notions of "objectivity", "subjectivity", "power-
relationships", the relative "value" of outsider and insider information, the "use" of
evaluation data and so forth." (p75)
Both insider and outsider doing the evaluation have pros and cons. It is described
clearly in the following table.
Insiders doing the evaluation
Outsiders doing the evaluation
Benefits
 Can have a deep understanding of
project and its context
 Likely to be developed trust with staff
and community groups involved
 Part of the organizational structure

 A way of developing evaluation skills,
critical reflection
 Less costly

Benefits
 Bring an outsider's perspective
 Can be viewed by funders as a
providing a more independent evaluation
 Can provide a fresh look at the project
 Provide evaluation expertise &
experience from other evaluations
 Can free up more time for the doing of
the project
Limitations
 May not have time to devote to
evaluation
 May lack skills in evaluation
 Harder to be objective

Limitations
 Greater cost considerations
 Can have less knowledge of project
and organizational and political
environment
 Not part of normal organizational
structure
 May require time to develop trust
among staff and participant

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In short, whether outsiders or insiders carry out the evaluation depends on the purposes
of the evaluation and on the facilities as well as the constraints of the situation in which the
evaluation happens.
2 2 5 . Methods of textbook evaluation
Three basic methods can be discerned in the literature on textbook evaluation. For
convenience, these will be referred to as the impressionistic method, the checklist method
and the in-depth method (McGrath, 2002).
2.2.5.1. The impressionistic method
The impressionistic method is concerned to obtain a general impression of the material
and involves glancing at the publisher's blurb (i.e. the brief description of the book on the
back cover) and content pages of each textbook (for an indication of the syllabus-type and
coverage), and then skimming throughout the book looking at various features of it such as
organization, topics, layout and visuals. This kind of overview is of course inadequate if it
constitutes the sole basis for textbook evaluation and selection.
2.2.5.2. The check-list method
The checklist method contrasts system (objectivity) with impression (subjectivity).
Compared to the two other alternatives, impressionistic evaluation and in-depth evaluation,
the checklist has at least four advantages: it is systematic which ensures that all elements
that are deemed to be important are considered, it is cost effective which permits a good
deal of information to be recorded in a relatively short space of time; the information is
recorded in a convenient format which allows for easy comparison between competing sets
of material; and it is explicit, and, provides the categories that are well understood by all
involved in the evaluation while offers a common framework for decision making
(McGrath, 2002).
The checklist method is advocated by most experts. For instance, Tomlinson (1998)
supports the use of this method and maintains that one of the most obvious sources for
guidance in analyzing materials is the large number of frameworks which exist to aim in
the evaluation of a textbook. However, as he mentions the checklist typically contains
implicit assumptions about what desirable materials should look like, and each of these
areas might be debatable while also limit their applicability.

2.2.5.3. The in-depth method

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In-depth techniques go beneath the publisher's and author's claims. It considers the kind
of language description, underlying assumptions about learning or values on which the
materials are based or, in a broader sense, whether the materials seem likely to live up to
the claims that are being made for them (McGrath, 2002).
2 2 6. Criteria for textbook evaluation
Although Sheldon (1988) suggests that no general list of criteria can ever really be
applied to all teaching and learning contexts without considerable modification, most of
these standardized evaluation checklists contain similar components that can be used as
helpful starting points for ELT practitioners in a wide variety of situations. Preeminent
theorists in the field of ELT textbook design and analysis, such as Williams (1983),
Sheldon (1988), Brown (1995), Cunningsworth (1995) and Harmer (1996) all agree, for
instance, that evaluation checklists should have some criteria pertaining to the physical
characteristics of textbooks such as layout, organizational, and logistical characteristics.
Other important criteria that should be incorporated are those that assess
a textbook's methodology, aims, and approaches and the degree to which a set of materials
is not only teachable but also fits the needs of the individual teacher's approach as well as
the organization's overall curriculum. Moreover, criteria should analyze the specific
language, functions, grammar, and skills content that are covered by a particular textbook,
as well as the relevance of linguistic items to the prevailing socio-cultural environment.
Finally, textbook evaluations should include criteria that pertain to the representation of
cultural and gender components, in addition to the extent to which the linguistic items,
subjects, content, and topics match up to students' personalities, backgrounds, needs, and
interests as well as those of the teacher and/or institution.
It is beneficial to consider some guidelines for evaluation. Sheldon (1988) presents a
checklist that includes two main categories: factual details and factors. Factual details
contain the title, author, publisher, price, physical size, duration of the course, target
learner, teacher, and skill. Factors include rationale, availability, user definition,

layout/graphics, accessibility, linkage, selection/grading, physical characteristics,
appropriacy, authenticity, sufficiency, cultural bias, educational validity, stimulus/practical
revision, flexibility, guidance, and overall value for money.
Ur (1996) presents a set of general criteria for assessing any language-teaching
textbooks which composes nineteen features. These features include: objectives being

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explicitly laid out in an introduction and implemented in the material, approach
educationally and socially to the target community, clear attractive layout and easy print to
read, appropriate visual materials available, interesting topics and tasks, varied topics and
tasks, clear instructions, systematic coverage of syllabus, clearly organized and graded
content, periodic review and test sections, plenty of authentic language, good
pronunciation, vocabulary and grammar explanation and practice, fluency practice in all
four skills, encouraging learners to develop their own learning strategies and to become
independent, adequate guidance for teacher; audio cassettes, and being readily available
locally.
Robinett (1978 cited in Brown, 2001) introduces another checklist. The main categories
of this checklist are as follows: goals of the course, background of the students, approach,
language skills, general content, quality of practice material, sequencing, vocabulary,
general sociolinguistic factors, format, accompanying materials and teacher‟s guide.
Byrd (2001 cited in Celce-Murcia, 2001) develops a checklist that includes 4 main
evaluative categories: the fit between the textbook and the curriculum, the fit between the
textbook and the students, the fit between the textbook and the teachers, and overall
evaluation of the fit of the book for the course in the program.
From the sets of criteria by Sheldon, Ur, Robinett mentioned above, it is remarkable that
all checklists are well-structured and reliable. However, it takes a lot of time and efforts to
follow these checklists when carrying out textbook evaluation. In reality in Vietnam and in
the scope of a minor thesis, Byrd's checklist seems to be more user-friendly and easier to
follow.
2.3. Previous Research on textbook evaluation

There are a lot of studies carried out by researchers from many different countries to
evaluate textbook being taught in their countries. Each study is made use of different
approach. However, they all have aims to determine the overall pedagogical value and
suitability of the book toward the specific language program.
“Evaluating an EFL Textbook – A new English course” by Jiazhi Wang (2007) is a
study on evaluating one particular EFL course book, A New English Course, used by
university English major students in China. After a brief introduction of the situation of
EFL teaching materials in China and a description of the course book itself, an evaluation
of one unit of the course book is carried out from both the micro and macro perspectives.

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The method used in this research is document analysis. By evaluating the teaching
material, the researcher gives ideas to adjust, modify and eventually improve the material.
“Textbook evaluation and ELT management – A South Korean Case Study” by David
R. A. Litz (2005) discusses and describes the intricate and complex evaluation process that
was undertaken at Sung Kyun Kwan University in Suwon, South Korea in 2000-2001 for a
textbook (English Firsthand 2) that was being used in this particular learning environment.
This study applies a wide variety of relevant and contextually appropriate criteria for the
evaluation of the textbooks that are being used in the language classrooms to find out
whether contents of the textbooks are of an acceptable standard or level of quality and
appropriate to the learners for whom they are being used. Doing this research, a series of
textbook evaluation questionnaires had been created and provided to the instructors and
students at the conclusion of the first year of the course. They contained questions that
pertained to the practical considerations (price, accessories, methodology etc.), layout and
design, range and balance of activities, skills appropriateness and integration, social and
cultural considerations, subject content, and language types represented in the textbook. An
additional component of the study consisted of a student 'needs analysis' that was
conducted at the same time as the textbook evaluation survey.
“Evaluation of EFL Materials Taught at Iranian Public High Schools” by Ali Jahangard
(2007) evaluates four EFL textbooks which have been prescribed for use in Iranian high

schools by the Ministry of Education. The merits and demerits of the textbooks are
discussed in detail with reference to 13 common features extracted from different material
evaluation checklists. The study then gives some suggestions to alleviate some of the
shortcomings encountered in the textbooks.
“An evaluation of the piloted English 10 – Textbook 2 at Nguyen Tat Thanh High
School” by Nguyen Thu Huong Lan (2004) is aimed to evaluate the textbook in terms of
objectives, content, methodology to determine whether it truly reflects the objectives
prescribed by MOET for the course and students‟ level of English. It also provides
contribution to the improvement of the textbook to enhance the effectiveness of the
material.
From all studies mentioned above, it can be stated that with the same purpose to
evaluate the effectiveness of the material in use and offer suggestions to improve the

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material in use, the researchers have different criteria and methods to conduct researches.
The researcher of this study also finds out suitable criteria and method to do research.
2.4. Textbook Adaptation
2.4.1. Definition
Definition of adaptation can be unhelpfully broad. Madsen and Bowen (1978) claim that
“Every teacher is in a very sense an adapter of the material he uses” (p. vii). According to
Tomlinson (1998b:xi), material adaptation means making changes to materials in order to
improve them or to make them more suitable for a particular type of learner. Adaptation
can include reducing, adding, omitting, modifying and supplementing. Most teachers adapt
materials every time they use a textbook in order to maximize the value of the book for
their particular learners.
2 4.2. The purpose of adapting textbook
McGrath (2002:64) states that the two most frequently cited purposes for adaptation are
as follows:
1. to make the material more suitable for the circumstances in which it is being used, i.e.
to mould it to the needs and interests of learners, the teacher‟s own capabilities and such

constraints as time, or as McDonough and Shaw (1993:85) put it: „to maximize the
appropriacy of teaching materials in context, by changing some of the internal
characteristics of a course book to better suit our particular circumstances‟;
2. to compensate for any intrinsic deficiencies in the material, such as linguistic
inaccuracies, out-of-datedness, lack of authenticity or lack of variety.
2 4.3. Methods to adapt textbook
Despite the great effort that textbook writers make to meet the needs of the intended
users, textbooks are subject to adaptation when they are actually used in the classroom.
After all, most commercial textbooks are not written for any particular class. Maley
(1998:281) suggests the following options to adapt materials:
• omission: the teacher leaves out things deemed inappropriate, offensive, unpro-
ductive, etc., for the particular group.
• addition: where there seems to be inadequate coverage, teachers may decide to add
to textbooks, either in the form of texts or exercise material.

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• reduction: where the teacher shortens an activity to give it less weight or emphasis.
• extension: where an activity is lengthened in order to give it an additional dimen-
sion. (For example, a vocabulary activity is extended to draw attention to some syntactic
patterning.)
• rewriting/modification: teacher may occasionally decide to rewrite material, espe-
cially exercise material, to make it more appropriate, more “communicative”, more
demanding, more accessible to their students, etc.
• replacement: text or exercise material which is considered inadequate, for whatever
reason, may be replaced by more suitable material. This is often culled from other resource
materials.
• re-ordering: teachers may decide that the order in which the textbooks are presented
is not suitable for their students. They can then decide to plot a different course through the
textbooks from the one the writer has laid down.
• branching: teachers may decide to add options to the existing activity or to suggest

alternative pathways through the activities. (For example, an experiential route or an
analytical route.)
2.5. Summary
This chapter has reviewed theories related to the textbook and the roles it plays in the
process of teaching and learning as well as important issues of textbook evaluation that
need to be considered when conducting textbook evaluation. It has also reviewed some of
the previous research on textbook evaluation in different contexts in the world. The last
section of this chapter presents some theoretical discussions about textbook adaptation. All
of these serve as a basis for carrying out an evaluation of the textbook at a specific
secondary school presented in the next chapter.







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Chapter 3. Research Methodology
This chapter describes the research method in this thesis. It presents a discussion on
how to conduct an evaluation of the textbook with the aim to improve effectiveness of the
textbook for future use. The chapter includes research design, setting, participants, data
collection instruments, data collection procedures.
3.1. Research Design
This study is aimed at evaluating the textbook English 11 taught at Phan Dinh Phung
High School, Hanoi in terms of objectives, content and methodology. This evaluation

research was conducted while the teachers and students have been using the textbook to
determine whether the textbook has worked well in this school and what should be adapted
for better use in the future. The researcher combines a triangulation of methods: document
analysis, survey questionnaires and classroom observation. It is believed that a
combination of different methods to collect data will provide more reliable and valid
information for the evaluation.
3.2. Setting
In the 2007-2008 academic year, the new English textbook for grade 11 was officially
used nationwide in every secondary school in Vietnam. It is governed by the MOET that
English is a compulsory subject in the syllabus for learners at all secondary schools and
only textbooks published by EPH are officially used.
The study was conducted at Phan Dinh Phung High School in Hanoi, where English 11
was piloted and now the new textbook English 11 is being taught. There are 15 classes in
grade 11 in this school. The size of the class is rather large. Each class has 45 students. It is
obvious that due to large-class size, there are some negative effects on teaching and
learning English in the school.

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Besides major subjects such as Maths and Literature, English is also considered as a
core subject in this school. More than half of the students major in English. The teaching
and learning English which is received much care from managerial board of the school is
expected to act well.
3.3. Participants
The school now has ten English teachers aged between 25 and 53. All of them are
female. They all graduated from English Department, University of Language and
International Studies, VNU. Their teaching experience at secondary school ranged from 3
to 30 years. All of them have experienced teaching English 11. All of the teachers are
willing and enthusiastic toward their teaching.
The school has 675 students in grade 11. All of the students in this school started
learning English since they were in grade 3. Therefore, they have rather good competence

of English. Among 675 students, 300 students major in the natural science subjects and the
rest of students major in the foreign language, English. Because the students who major in
the foreign language have good compentence in English, they learn English 11 much better
than other students in this school and in other schools in Vietnam; the researcher didn‟t
asked them to do a survey. The students whose major subjects are natural science ones do
not major in English so their English language competence is on average which is the same
level as students‟ in other secondary schools nationwide. When choosing 300 students
from natural science classes as partcipants of the study, the result seems more reliable and
may reflect the reality of teaching and learning English in secondary schools in Vietnam.
3.4. Data Collection Instruments
In this part, the researcher described the instruments for collecting data that were used
in the research and presented the strength of the research methods chosen in order to
explain the reason for choosing these research methods for the study of evaluating the
textbook. The instruments consist of document analysis, survey questionnaires and
classroom observation.
3.4.1. Document analysis
This research method is said to bring an important source of data for evaluation and it
forms “an essential part of the data for an evaluation exercise” (Robinson, 1991:71).

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In this thesis, document analysis is a very suitable method to collect the data because
the purposes of the thesis is evaluating Textbook English 11 at Phan Dinh Phung
secondary school, Hanoi to find out whether the textbook is suitable to MOET
requirements for the course. The evaluator conducted an analysis of the textbook English
11 and compared it to the curriculum of the course prescribed by MOET in order to find
out the answer. (Appendices 1 and 2).
3.4.2. Survey questionnaires
Survey questionnaires are also important instruments for collecting data. They have
many significant advantages. As indicated by Gilliham, 2000, they are less pressure on
respondents, not under pressure of interview bias and analysis of answers is

straightforward.
In this thesis, survey questionnaires were designed to collect the teachers‟ and students‟
opinions and attitudes toward the textbook they are using. The teachers and students were
requested to complete the questionnaires relating to contents and methodology in the
textbook.
The researcher made use of two sets of survey questionnaires, one for the teachers and
the other for the students. A thirty-item questionnaire was designed to collect ideas of
teachers. It was categorized into five main parts. The first part consisted of 7 questions
from 1 to 7 to find out whether the textbook suits the teachers in Methodology. These
seven questions were aimed to find out whether tasks in Reading, Speaking, Listening,
Writing and Language Focus helped teachers carry out the teaching easily and
successfully. Part 2 included five questions to collect teachers‟ opinions on the suitability
of the textbook for them in term of Language Types; Five questions in part 3 were to find
out the appropriateness of the textbook for the teachers in term of Activities; The next
three questions in part 4 were to investigate the suitability of the textbook for the teachers
in term of Skills; the appropriateness of the textbook for the teachers in term of Subjects
and contents were identified by four questions in next part and finally questions were to
find out teachers‟ opinions about what should be adapted in the textbook. (Appendix 3).
Another twelve-item questionnaire was given to students in the natural science classes to
collect their opinions The questions were to find out whether the subjects and contents;
skills; activities, language, and social knowledge included in the textbook suited their level
and interested them. The survey questionnaires for students were written in Vietnamese to