New Cutting Edge-Pre Intermediate dành cho sinh viên không chuyên ngữ năm thứ nhất trường Đại học Kỹ thuật Công nghiệp Thái Nguyên và đề xuất thiết chỉnh giáo t

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
*********************

PHẠM NGỌC DUY


AN EVALUATION OF THE COURSE BOOK “NEW CUTTING EDGE
PRE -INTERMEDIATE” FOR FIRST YEAR NON-MAJOR STUDENTS OF
ENGLISH, THÁI NGUYÊN UNIVERSITY OF TECHNOLOGY- SOME
SUGGESTIONS FOR ADAPTING”


Đánh giá giáo trình “New Cutting Edge Pre-Intermediate” dành cho sinh viên
không chuyên ngữ năm thứ nhất trƣờng Đại học Kỹ thuật Công nghiệp
Thái Nguyên và đề xuất thiết chỉnh giáo trình


M.A MINOR PROGRAMME THESIS


FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111




Hanoi, 2014
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES
*********************


PHẠM NGỌC DUY


AN EVALUATION OF THE COURSE BOOK “NEW CUTTING EDGE
PRE -INTERMEDIATE” FOR FIRST YEAR NON-MAJOR STUDENTS OF
ENGLISH, THÁI NGUYÊN UNIVERSITY OF TECHNOLOGY- SOME
SUGGESTIONS FOR ADAPTING”

Đánh giá giáo trình “New Cutting Edge Pre-Intermediate” dành cho sinh viên
không chuyên ngữ năm thứ nhất trƣờng Đại học Kỹ thuật Công nghiệp
Thái Nguyên và đề xuất thiết chỉnh giáo trình


M.A MINOR PROGRAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111
SUPERVISOR: NGÔ HỮU HOÀNG, PhD.





Hanoi, 2014

i
DECLARATIONS
I, Phạm Ngọc Duy, hereby certify that the thesis entitled “An evaluation of the
course book “New Cutting Edge Pre-Intermediate for first year non-major
students of English, Thái Nguyên University of Technology- some suggestions for
adapting” is the result of my own research for the Degree of Master of Arts at
University of Languages and International Studies, Vietnam National University.
This thesis contains no material written by other person or published previously,
except where due reference is made. The thesis also contains no material which has
been submitted for any degree at any other university or tertiary institution.

Hanoi, 2014
Student’s signature



Phạm Ngọc Duy









ii
ACKNOWLEDGEMENTS
First and foremost, I would like to express my sincere thank to my advisor, Dr.
Ngô Hữu Hoàng for the continuous support of my M.A study and research, for his

patience, motivation, enthusiasm, and immense knowledge. His guidance helped
me in all the time of research and writing of this thesis. I could not have imagined
having a better advisor and mentor for my M.A study.
I also would like to thank the Faculty of Post Graduate Studies, University of
Languages and International Studies, Hanoi National University for o f f e r i n g the
opportunity to pursue
my
studies and
my
research.

My sincere thanks also go to my colleagues and my friends, who are always
willing to share with me any kinds of work, documents or experience in doing a
thesis.
Last but not least, I owe my genuine, deepest gratitude to my family for their
everlasting belief in me, for always encouraging me. Without their support and
encouragement, I would not have finished my thesis.










iii
ABSTRACT
This study is carried out to evaluate the course book New Cutting Edge Pre-

Intermediate written by Peter Moor and Sarah Cunningham with Jane Comyns Carr
in 2005. The course book is in use for first year non-major students of English at
Thainguyen University of Technology. The researcher strived to seek the answer to
the questions “To what extent does NCEP satisfy students’ needs and interests?”
and “What improvements should be made to the material to meet the students’
needs and interests?”
In order to obtain the goal above, the researcher reviewed the literature
related to materials evaluation, employ document analysis, survey questionnaire and
identify the answers to the research questions.
The subjects of the study were 15 teachers of English and 200 first year non-
major students of English at Thái Nguyên University of Technology, who had
already experienced the course book New Cutting Edge Elementary. The findings of
the study reveal that the course book could be suitable to the students’ level, partly
meet the requirements of the course, the students’ needs, and suit to the particular
teaching context. The results also showed that some changes must be made in order
to fit the course book to the local English learning and teaching context. Based on
the findings, some recommendations on supplementing, expanding, editing,
personalizing and localizing a number of items in the course book were made.







iv
LIST OF ABBREVIATIONS
TNUT
Thái Nguyên University of Technology
ULIS

University of Languages and International Studies
Ss
Students
Ts
Teachers
VNU
Vietnam National University
NCEP
New Cutting Edge Pre-Intermediate
















v
LIST OF CHARTS AND TABLES
Figure 3.1.1: Teachers’ and students’ assessment of the book NCEP
Figure 3.1.2: Teachers’ and students’ NCEP preference
Figure 3.1.3: Teachers’ and students’ NCEP dissatisfaction

Figure 3.1.4: Teachers’ and students’ decision to continue using NEC series
Figure 3.1.5: NCEP’s provision of necessary items.
Figure 3.1.6: Teachers and students’ opinions of the language point available in
NCEP
Figure 3.1.7: Teachers and students’ opinions of the language skills in NCEP
Figure 3.1.8: Teachers’ and students’ opinions about the topics in NCEP
Figure 3.1.9: Participants’ opinions about the update of the topics in NCEP
Figure 3.1.10: Participants’ opinions about class time
Table 1: Teachers and students’ thought of class time each week
Table 2: Teachers and students’ preferences for the topics in NCEP








vi
TABLE OF CONTENTS
Declaration i
Acknowledgements ii
Abstract iii
List of abbreviations .iv
List of charts and tables v
Table of contents vi
PART A: INTRODUCTION 1
1. Rationale of the study 1
2. Aims of the study 2
3. Research questions 2

4. Scope of the study 2
5. Design of the study 3
PART B: DEVELOPMENT 4
Chapter 1: Literature review 4
1.1. Materials in language teaching and learning 4
1.1.1 Definitions 4
1.1.2 Role of materials in General English Course 6
1.2. Material evaluation 7
1.2.1. Definition of material evaluation .7
1.2.2. Why materials evaluation? 8
1.2.3. Types of material evaluation 8
1.2.4. Methods of material evaluation 8
1.2.5. Models for material evaluation 9
1.2.6 Criteria for materials evaluation 11
1.3. Materials adaptation 13
1.4. Previous studies 14
Chapter 2: Research methods 15
2.1. Description of the context 15


vii
2.1.1. The setting 15
2.1.2. The material 16
2.1.3. Course assessment 17
2.2. Research methods 17
2.2.1. Participants 17
2.2.2. Instruments 18
2.3. Data collection procedure 19
2.4. Data analysis procedure 20
Chapter 3: The study 21

3.1. Data analysis 21
3.1.1. Overall evaluation of the course book 21
3.1.2. Teachers’ and students’ preference of the course book NCEP 21
3.1.3. Teachers and student’s dissatisfaction with the course book 22
3.1.4. The decision to choose the book for future use 22
3.1.5. Communicative competence development 24
3.1.6. The language point availability .25
3.1.7. Language skills distribution 27
3.1.8. Topics 28
3.1.9. The updated information 29
3.1.10. Class time 29
3.1.11. Teachers and students’ preferences for the topics 30
3.1.12. Teachers’ suggestions for the materials improvement 31
3.2 Recommendation for the course book’s adaptation 33
PART C: CONCLUSION 36
1. Conclusion 36
2. Limitation and suggestions for future research 37
REFERENCES 39
APPENDICES I
APPENDIX 1 .I


viii
APPENDIX 2 .V
APPENDIX 3 X
APPENDIX 4 XI
APPENDIX 5 XV
APPENDIX 6 XVI

1
PART A: INTRODUCTION
1. Rationale of the study
Course books are the basically utilized as a part of materials for both instructors
and the learners. They do not just give a structure to instructors in attaining the
goals of the course, but additionally assume a vital part as a manual for the teacher
in giving the lesson. For the learners, a course book genuinely influences their
mentality and execution to the lesson through the course. It is a reality that when
learners like their course books, they like the course too and become interested in
the lesson. Subsequently, utilizing a course book is likely the most well-known
method for teaching English today. Having a course book is a key component and is
looked upon as an irreplaceable mean; thus selecting an appropriate book or giving
a course book is of great significance as well. However, now with a variety of text
book available on the market each with its own methodology and syllabus, it might
be substantially more troublesome to pick the best suitable book for a specific
course.
Indeed, there is no course book which might be completely perfect for a specific
group of learners; assessment and choice of suitable material would be fundamental
for language teachers. An intensive evaluation will make ready for the teachers to
have the capability to choose among all the accessible books in the market and
considering frail and also solid purposes of each one book instructors can pick the
most proper book. Consequently, keeping in mind the end goal to exploit the
materials, it is important for language teachers to painstakingly examine all parts of
the materials.
The course book “New Cutting Edge Pre-Intermediate” (NCEP) has been used

as the course book for the general English courses at Thái Nguyên University of
Technology (TNUT) since 2010. It received both positive and negative reaction
from teachers and students. Nonetheless, up to now, no research on the course book
evaluation has been done on its quality and shortcoming and also on how suitably
the course book matched the objective of the course. The researcher has been


2
teaching general English at TNUT using this coursebook. He has observed the
appropriateness of the course book. In light of the issue, it is reasonable to complete
an assessment of the course book to focus its fitness for the students at TNUT then
propose adjustment for better utilization. This is the rationale behind the thesis:
“An evaluation of the course book “New Cutting Edge Pre-Intermediate
(NCEP) for first year non-major students of English, Thái Nguyên University of
Technology- some suggestions for adapting”
2. Aims of the study
The study is carried out to improve the effectiveness of teaching the course book
NCEP for the first-year students at TNUT. Specific purposes of the study are as
follow:
- To investigate the English teaching and learning context at TNUT.
- To evaluate the currently adopted course book NCEP from the viewpoints of
both teachers at Department of Foreign Languages and the first year students of
TNUT.
- To propose suggestions for the course book’s adaptations.
3. Research questions
This study aims to answer the question “To what extent does the course book
NCEP suit the non-English major students at TNUT”
In order to answer the research question, the following specific research
questions were raised:
(a) To what extent does NCEP satisfy students’ needs and interests?

(b) What improvements should be made to meet the students’ needs and
interests?
4. Scope of the study
As a minor thesis, this study just mainly focuses on generally evaluating the
course book NCEP for non major students of English at TNUT to find out if the
course book suits students’ interests and needs in the actual teaching and learning
situation at TNUT.


3
5. Design of the study
This study mainly consists of three main parts:
Part A begins with a general introduction covering the reasons for choosing the
theme, aims, research questions, research methods, and design of the study.
Part B contains three chapters:
Chapter 1 deals with the literature review in which the most important notions
related to materials evaluation are discussed. Readers are provided with concise
understandings of the approaches, types, and methods of evaluation.
Chapter 2 is the analysis of the survey questionnaire of the course book
evaluation carried out at TNUT, in which objectives, description, data collation, and
analysis are demonstrated in details.
Chapter 3 presents and reports the analysis of the study and encloses
suggestions for the course book adaptation.
Part C shows some recommendations and conclusion which encloses practical
suggestions for the future use of this course book.

4
PART B: DEVELOPMENT
CHAPTER 1: LITERATURE REVIEW
This chapter aims to provide a theoretical background for the study. This chapter
consists of four parts. The first part in this chapter concerns with materials in
language teaching and learning. The second part, which presents an overview of
materials evaluation, is followed by the third issue related to material adaptation.
Finally, the chapter will end up with previous studies which the author finds related
to his research. The researcher bases on the review result to design appropriate
questionnaires and interviews for more through evaluation of the course book.
1.1. Materials in language teaching and learning
1.1.1. Definitions
Defining characteristics and giving a good definition about textbook, course
book and material are necessary.
Tomlinson (1998)’s point of view is that a textbook provides the core materials
for a course. It is designed so that it could be used as the core book which the
learners necessarily use during a course. Such a book usually includes work on
grammar, vocabulary, pronunciation, functions and the skills of reading, writing,
listening and speaking.

In Richard’s view (2001), “Textbooks are a key component in most language
programs. In some situations, they serve as the basic for much of the language input
learners receive and the language practice that occurs in the classroom. In other
situations, the textbook may serve primarily to supplement the teachers’
instruction”.
It is assumed that a textbook is a teaching tool (material) which presents the
subject matter defined by the curriculum. A textbook has always been the most
preferred instructional material in ELT. They are best seen as a resource in
achieving aims and objectives that have already been set concerning learner needs.
According to Tomlinson (1998), course book is a textbook which provides the
core materials for a course. It aims to provide as much as possible in one book and


5
is designed so that it could be serve as the only book which the learner necessarily
use during a course. Such a book usually includes work on grammar, vocabulary,
function and the skills of reading, writing, listening and speaking.
According to Ur (1996: 183),
“The term „course book‟ means, a text book of which the teacher and each
student has a copy and which is in principle to be followed systematically as the
basis for a language course. Therefore, from the above definition one can get that a
course book must have at least being available in the hand of students and teachers,
and used systematically in a course of study, and a course of study in this article
refers to an English course of study”
The term “course book” is sometimes associated with text materials as it has
been specifically selected and exploited for teaching purposes by the classroom
teacher particularly in the local setting. Frequently, a course book is considered core
materials of a certain course. It may be accompanied with a variety of
supplementary materials.
Tomlinson (1998) identified materials as anything which is used to help to teach

language learners. Materials can be in the form of a textbook, a workbook, a
cassette, a CD –Rom, a video, a photocopied handout, a newspaper, a paragraph
written on a white board: anything which presents or informs about the language.
He also supposed “the term is used to refer to anything which is used by teachers or
learners to facilitate the learning of a language”. In other word, they can be anything
which is deliberately used to increase the learners’ knowledge and/or experience of
the language.
Therefore, it is agreed that materials include anything which can be used to
facilitate the learning of a language. They can be instructional, experiential,
exploratory, in that they can inform learners about the language, they can provide
experience of the language use, they can stimulate language use or they can help
learners to make discoveries about the language for themselves.



6
1.1.2. Role of materials in General English Course
Since English is a foreign not a second language in Vietnam, classroom serves
as the main source of exposure to English for students. Therefore, materials,
especially course books play a vital role in exposing the students to the English
language (Dudley-Evans & St John, 2000, p. 171). This implies that it is the course
book which determines the classroom activities, influences teachers’ teaching
methods, and the students’ roles. It should be mentioned that the main material
which is used in undergraduate courses in Vietnamese universities is the course
book. As Richards (2007, p.251) maintains, materials provide the main input for the
students and the type of the “language practice that occurs in the classroom.” Nunan
(1999, p. 98) believes that course book is the main element of any curriculum and
“it is difficult to imagine a class without books …” It is the course book which
enhances the learning process by mediating between the teachers and students and
“offers a coherent syllabus, satisfactory language control …” (Harmer, 2002, p.

304).
Although materials do not usually represent the actual process of teaching, they
“represent plans for teaching” (Richards, 2007, p. 270). In this regard, Robinson
(1991, p. 57) argues that course books provide “a framework for a course, forming
in essence a syllabus.” Meanwhile, she maintains that using a course book has
positive psychological effects on the students because course books provide the
whole semester’s course to them. At this juncture, Hedge (2002, p. 358) states that
when we choose a course book, we, in fact, choose a “planned sequence of items to
be taught.”
In this regards, Dudley-Evans and St John (2000, p. 170) offer four main reasons
for using materials in the classroom: “as a source of language, as a learning support,
for motivation and stimulation, and for reference.” Cunningsworth (1995, p. 7)
believes that course books have multiple roles in English language classes and can
help to present the written and spoken material, provide activities, promote
interaction, serve as a reference on vocabulary and grammar, act as a source for


7
classroom activities, serve as a syllabus, and offer self-access work or self-directed
learning. Richards and Rodgers (2002, p. 30) suggest that the main aim of materials
is to present and practice content, ease interaction between students, and promote
learner autonomy.
1.2. Material evaluation
1.2.1. Definition of material evaluation
According to Dudley (1998),
“Evaluation is a whole process which begins with determining what information to
gather and end with bringing about the change in the current activities or
influencing future ones”.
In his overview, Tomlinson (1998, p3) argues that “this term refers to attempts
to measure the value of materials”. In many cases, this is done impressionistically

and consists of attempts to predict whether or not the material will work, in the
sense that the learners will be able to use them without too much difficulty and will
enjoy the experience of doing so.
The major material commonly used in ELT classrooms is the course book.
Therefore, material evaluation should be the top priority of any curriculum.
Hutchinson and Waters (1989, p. 96) argue that material evaluation should be
carried out in order to judge the fitness of our materials to our “particular purpose.”
They insist that all the variables need to be evaluated systematically in order to
“save a lot of expense and frustration” (ibid, p. 96). Meanwhile, Alderson and
Beretta (1996, p. 248-9) caution against a “deterministic” approach to evaluation
and suggest taking a flexible procedure. The reason that course books need to be
evaluated is that they might be suitable and ideal in a particular situation and with
some particular students but they might turn out to be not useful in a different
situation (Richards, 2007, p. 256).
1.2.2. Why materials evaluation?
From the point of Ellis (1997), textbook evaluation happens with various
reasons. However, to sum up, textbook is evaluated for the following purposes:


8
selecting textbook or materials suitable with the goals of teaching and learning;
identifying the particular strengths and weaknesses of textbooks already in use;
choosing among the available resources the most appropriate materials used for a
particular group of learners in a particular context; and determining if the chosen
materials work well in fulfilling the intended purposes after it has been used for a
period of time. .
1.2.3. Types of material evaluation
Hutchinson and Waters (1987, p. 97-8) state that evaluation is a process of
“matching needs to available solutions” and divide it into four steps: “defining
criteria, subjective analysis, objective analysis, and matching.” However, Robinson

(1991, p. 59) proposes three types of material evaluation: “preliminary, summative,
and formative.” According to Robinson’s point of view, preliminary evaluation
takes place before the course begins and a checklist can be used to evaluate or select
a course book. Summative evaluation is performed at the end of the course and
investigates whether the course book is effective or has any deficiencies. Formative
evaluation is carried out during the lifetime of the course and the weaknesses are
identified and possible modifications are made. Generally, each type of materials
has its certain strength and weakness, so it is necessary for the evaluators to
determine what type of materials evaluation will be the most suitable for specific
context.
In this study, the author decided to choose the summative evaluation.
1.2.4. Methods of material evaluation
McDonough and Shaw suggest two types of evaluation: external evaluation
(investigating cover, table of contents, and introduction) and internal evaluation
(investigating every aspect in detail). Similarly, Cunningsworth lists two types of
evaluation: global appraisal (an impressionistic approach) and detailed evaluation
(close examination of each unit of a book).
1.2.5. Models for material evaluation
Ellis (1997), McDonough & Shaw (1993), and Hutchinson and Water (1987).


9
1.2.5.1. Evaluation by Ellis (1997)
This is a micro – evaluation. In this model, Ellis suggests the practice of a
detailed empirical evaluation and focuses on evaluation at the task level with
reference to its actual teaching and learning context. The steps are as follows:
1. Choosing the task to follow;
2. Describing the task with specification of input, procedures, language activities
and outcomes;
3. Planning the evaluation with reference to the dimensions above;

4. Collecting information before, while and after the task was used, and what
how the task performed;
5. Analyzing the information collected;
6. Reaching conclusions relating to what has been discovered, and making
recommendations for the future teaching
7. Writing the report.
This model aims to identify the match between task planned and task in use. It
can be conducted when the materials are being used in the classroom.
1.2.5.2. Evaluation by McDonough and Shaw (1993)
The authors suggest a three stage evaluation model called: external evaluation,
internal evaluation, and overall evaluation as presented in the following figure.
Macro- evaluation → inappropriate/potential →
↓
(External) EXIT
Micro – evaluation → inappropriate/ appropriate → adopt
( internal) ↓
EXIT

Figure 1: Materials Evaluation Model of McDonough and Shaw ( 1993, p.75)
It is clear that the model proposed by Mc Donough and Shaw (1993) illustrates a
logical procedure for materials evaluation. However, the figure does not discuss the


10
objectives and criteria of the materials which are important to ensure the learners’
learning success as well as teachers’ effective teaching.
1.2.5.3. Evaluation by Hutchinson and Water (1987)
Hutchinson and Water (1987) proposed a perfect evaluation model. According
to them, the materials evaluation process can be classified into four main following
phases.

Figure 2: Materials Evaluation Process (Hutchinson and Waters 1987, p98)
As can be seen from the chart that in the first stage, the criteria are defined to
create basis for material evaluation. It means that in this step, evaluator must
examine what bases the materials will be assessed and which criteria the evaluator
wants to adopt for his teaching course. The second phase is to make the subjective
analysis, which means to identify the requirements for the materials so the evaluator
should describe what criteria the course is based in details. At the third stage,
evaluator is supposed to determine the objective analysis by gauging if the existing
materials reveal the criteria set in the subjective analysis. According to Nunan
(1991) objective analysis is in relation with the identifying the teaching content
whereas subjective needs are associated with teaching methods. However, in reality,
there is relation between objective needs with methodology (for example teachers
Defining Criteria
On what bases will
you judge materials?
Which criteria will be
more important?

Matching
How far does the
material match your
needs?

Objective Analysis
How far does the
material being
evaluated realize the
criteria?


Subjective Analysis
What realization of
the criteria do you
want in your course?



11
will consider which the best method to teach) and subjective needs with teaching
contents (for instance, learners define what they want to learn).
The final step is the matching process, which investigates how the materials
meet the course requirements.
In summary, analyzing learners’ needs is useful in teaching foreign languages.
And the author thinks that Hutchinson and Water (1987) recommend an effective
model. It clearly shows the evaluator the whole picture to analyze the materials in
accordance with the first year non- English majored students.
In this research, the author would like to apply this model to find out if the
currently –used material is appropriate for TNUT first year students.

1.2.6 Criteria for materials evaluation
Prominent theorists in the field of ELT textbook design and analysis such
as Williams (1983),Sheldon (1988), Brown (1995), Cunningsworth (1995) and
Harmer (1996) all share a point of view according to which evaluation checklists
should have some criteria pertaining to the physical characteristics of textbooks
such as layout, organizational, and logistical characteristics.
Sheldon (1988) argues that there is no set of criteria applicable to all different
situations and we just can commit ourselves to checklists or scoring systems. He
suggests the use of textbook evaluation sheet which consists of a list of factors such
as rationale, availability, lay-out etc. and rating and comments will be given by the
evaluator. Subsequently, the whole evaluating process is subjective.
According to Dudley- Evan and St. John (1998), in the evaluation process,
evaluators must take evaluation criteria into account before any evaluation takes
place. Criteria for materials evaluation depend on what is being evaluated and why
they need to be evaluated. Williams (1993) suggests seven criteria, each of which
has following aspects:
- General criteria: give introductory guidance on the presentation of language
items and skills.


12
- Speech criteria: suggest aids for the teaching of pronunciation: e.g. phonetic
system
- Grammar criteria: offer meaningful situations and a variety of techniques
teaching structural units.
- Vocabulary criteria: distinguish the different purposes and skills involved in
the teaching structural units.
- Reading criteria: provide guidance on the initial presentation of passages for
reading comprehension.
- Writing criteria: demonstrate the various devices for controlling and guiding

content and expression in composition exercises.
- Technical criteria: contain appropriate pictures, diagrams, tables.
The criteria suggested by Williams (1993) seem to be very useful and
appropriate for evaluating a course book. However, such frameworks are more
suitable for the selection of course books available in the market rather than for the
examination of an – in house material to see whether they meet the intended
objectives. With its more comprehensive content, the evaluating criteria defined by
Hutchinson and Waters, therefore, seem to be a more helpful tool to language
materials evaluators.
The audience of the materials: the evaluator should obtain information about and
from learners to find out whether the materials are suitable to the student’s age
knowledge of English, interest and so on.
Aims of the materials: the evaluator has to check if the materials match the aims
and objectives of the course.
Content of the materials: the materials: the evaluator has to check whether the
materials language points, macro – skills or micro - skills, and topics suit the
learners’ needs.
Methodology of the materials: the evaluator has to find out if techniques, aids,
guidance provided in the materials satisfy the learners and the teachers of the
course.


13
As in the researcher’s context, the criteria set out by Cunningsworth (1984: 5-6)
is the most suitable one. Here are his four criteria which are applied by many
teachers and students in a great variety of teaching and learning contexts.
 Relate the teaching materials to your aims and objectives
 Be aware of what language is for and select teaching materials, which help
equip your students to use language effectively for their own purposes
 Keep your students’ learning needs in mind

 Consider the relationship between language, the learning process and the
learner
1.3. Materials adaptation
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. What makes the matter worse is that sometimes the teachers are
compelled to use certain materials, that is, materials imposed by authorities. In a
word, in most ELT cases, teachers have to adapt the materials they are using if they
want their teaching to be more effective and more interesting.
According to Madsen and Bowen (1978), “every teacher is in a very real sense
an adapter of the material he uses”, and adaptation is the process of employing
“one or more number of techniques: “supplementing, editing, expanding,
personalizing, simplifying, modernizing, localizing or modifying cultural/situational
content”. At the same time, Ellis (1986:47) mentions the process of “retaining,
rejecting, reordering, and modification”.
Adaptations can be understood as a process of matching so as to maximize the
strength of teaching materials in context, by changing some of the internal
characteristics of a textbook or a set of materials to suit a specific situation.
1.4. Previous studies
Recently, there have been many studies in textbook evaluation in Vietnam and
overseas.


14
Akin and Guceri (2001) at Bilkent University- Ankara- Turkey carried out the
material evaluation to identify the appropriateness of the materials to the learners,
course objectives and the task-based syllabus. The subjects of the study, 50 students
and 50 teachers, were asked to give feedback on the materials in terms timing,
suitability of the teachers’ notes, layout of materials motivation/interest/usefulness,

variety of tasks and activities, and materials in relation to the course objectives. The
methods employed in this study included questionnaires, interviews and
observation.
Litz(2005) carried out a study on textbook evaluation and ELT management as a
South Korean case study. The study discussed a sophisticated evaluation process for
a textbook used in that particular learning environment.
In Vietnam, Nguyễn Thị Bích Liên(2004) carried a study to evaluate the fitness
between the course book named Lifeline Pre-Intermediate and the learning program
and the students’ needs concerning aims, content and methodology. 100 third year
students and 7 teachers in Hanoi Junior Teachers’ Training College involved in the
study. The author could determine the appropriate models in her study’s context- a
combination of Hutchinson and Waters’ and Little John’s for a complete evaluation
process.
Đậu Thị Bích Loan (2008) utilized the evaluation model of Hutchinson and
Waters in her study which aimed to find out if the material English for Garment
satisfied the requirements of the ESP course provided at Hanoi University of
Industry in terms of aims, audience, content and methodology. For data collection,
she employed 3 instruments including questionnaire, interview and document
analysis. The researcher drew a conclusion according to which the material was
acceptable and there would have a possibility to overcome the existing weakness.






15
CHAPTER 2: RESEARCH METHODS
Since the research was done at Thái Nguyên University of Technology, it is
essential for the author firstly to describe briefly the teaching and learning setting

including the course book utilized the teachers and the learners. After that the
research method - the heart of the part will be portrayed. It comprises of subjects,
research instruments, and procedures of data collection.
2.1. Description of the context
2.1.1. The setting
Thái Nguyên University of Technology has become one of the leading
engineering universities in the regional University of Thái Nguyên since it was
founded in 1965. The university consists of six main faculties: Mechanical
Engineering, Electrical Engineering, Electronics Engineering, Civil and
Environmental Engineering, Technical Teachers Training and International
Training. Among them, Mechanical Engineering Faculty can be considered to be
the most important one with a large amount of students joining the course. The
students at TNUT generally learn English for two years. For the first term, they will
be provided with general English by using the course book “New Cutting Edge -
Elementary”. For the second term, the “New Cutting Edge Pre-Intermediate” is
used. However, it can also be assumed that as an engineering college, most students
lack the knowledge of English and learning methods. Therefore, the result showed
that there is a small number of students with acceptable English skill.
In the general English course for the first - year mechanical engineering
students, English subject is taught in the second semester with totally 120 periods.
During the course, the students have to complete ten modules in the course book
“New Cutting Edge Elementary” by Peter Moor and Sarah Cunningham in 2005
which provides the students with general knowledge of English with the integration
of four skills equivalent to pre-intermediate level. During the term, depending on
the number of periods, the students have three or four mid-term tests and at the end
of each term, they will have to take the final oral test.