An exploratory study on teachers’ use of the textbook tieng anh thi diem 10 in the classroom at a high school in quang ninh

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

TRẦN THỊ THU HÀ

AN EXPLORATORY STUDY ON TEACHERS’ USE
OF THE TEXTBOOK TIENG ANH THI DIEM 10
IN THE CLASSROOM AT A HIGH SCHOOL IN QUANG NINH
NGHIÊN CỨU THĂM DÒ VỀ VIỆC GIÁO VIÊN SỬ DỤNG
SÁCH GIÁO KHOA TIẾNG ANH THÍ ĐIỂM 10 TRONG LỚP HỌC
TẠI MỘT TRƯỜNG THPT Ở QUẢNG NINH

M.A. MINOR PROGRAMME THESIS
FIELD:ENGLISH TEACHING METHODOLOGY
CODE: 8140231.01

HANOI – 2018


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

TRẦN THỊ THU HÀ

AN EXPLORATORY STUDY ON TEACHERS’ USE
OF THE TEXTBOOK TIENG ANH THI DIEM 10
IN THE CLASSROOM AT A HIGH SCHOOL IN QUANG NINH
NGHIÊN CỨU THĂM DÒ VỀ VIỆC GIÁO VIÊN SỬ DỤNG
SÁCH GIÁO KHOA TIẾNG ANH THÍ ĐIỂM 10 TRONG LỚP HỌC

TẠI MỘT TRƯỜNG THPT Ở QUẢNG NINH

M.A. MINOR PROGRAMME THESIS

FIELD:ENGLISH TEACHING METHODOLOGY
CODE: 8140231.01
SUPERVISOR: ASSOC.PROF. DR. LÊ VĂN CANH

HANOI – 2018


CANDIDATE’S STATEMENT
I certificate that this combined thesis entitled “An exploratory study on
teachers’ use of the textbook Tieng Anh Thi Diem 10 in the classroom at a high
school in Quang Ninh” is submitted in partial fulfillment of the requirements for
the degree of Master of Arts is the result of my own work, except where otherwise
acknowledge and that this combined thesis or any part of the same has not been
submitted for a higher degree to any other universities or institutions.
Signature

TRẦN THỊ THU HÀ

i


ACKNOWLEDGEMENTS
The completion of this study would not have been possible without the
assistance of special and wonderful people.
First of all, I would like to acknowledge my indebtedness and gratitude to
Mr. Le Van Canh, for his unfailing encouragement, constant support and

supervision during all stages of the study. His enthusiastic assistance, guidance,
support, and his wisdom greatly contributed to the fulfillment of my thesis. I would
also like to thank my supervisor for his patience in reading and editing my draft. It
must be an excruciating experience.
I am also indebted to all my friends in the Master Course whose constructive
ideas, assistance and advice helped me much during various stages of learning and
my M.A study.
Many thanks to my colleagues at Ha Long gifted high school for their
support and encouragement for my survey research and all the time I do this
graduation paper.
Last but not least, I wish to express my acknowledgment to my husband, my
parents for their invaluable contribution which indirectly contributed to the
completion of this thesis.
To all these people I only hope that the achievement of my thesis will be
favorable enough to satisfy their expectations.

ii


ABSTRACT
Innovation in ELT tends to be materialized through the introduction of new
materials, textbooks, teaching methods, and teacher education programs. There is a
taken-for-granted view that the introduction of the new textbook which claims to be
based on the findings of current theory and research results in the improvement of
teaching. Despite the fact that textbooks can influence the quality of classroom
teaching and learning, there has been relatively little research in ELT on how
teachers use the textbook inside the classroom.
Through interviews, classroom observation, and informal chats with
classroom teachers this study demonstrates the gap between the intended innovation
embedded in the textbook and the actual delivery in the classroom. Also, the study

seeks to identify factors that affect the way teachers use the textbook. Some
conclusions deriving from the study will be drawn to inform teacher educators of
how to help teachers approach the innovative textbook more effectively.

iii


TABLE OF CONTENTS
CANDIDATE’S STATEMENT ............................................................................... i
ACKNOWLEDGEMENTS ..................................................................................... ii
ABSTRACT ............................................................................................................. iii
CHAPTER 1: INTRODUCTION ............................................................................1
1.1. Rationale ..............................................................................................................1
1.2. Aims of the study ..................................................................................................... 1
1.3. Research questions ................................................................................................... 1
1.4. Methods of the study ............................................................................................... 2
1.5. Scope of the study .................................................................................................... 2
1.6. Significance of the study ......................................................................................... 2
1.7. Organization of the thesis........................................................................................ 3
CHAPTER 2: LITERATURE REVIEW ................................................................5
2.1. The role of textbooks in English language teaching (ELT) ................................ 5
2.1.1. The role of textbooks in ELT ......................................................................5
2.1.2. Advantages and disadvantages of using textbooks in ELT to teachers and learners 8
2.2. Textbooks as agents of change in ELT................................................................ 10
2.3. Previous studies on the use of textbooks in ELT ............................................... 13
2.4. The design of the three pilot English curricula and their innovative points ... 16
2.5. The intended methodology of the textbook
CHAPTER 3: RESEARCH METHODOLOGY .................................................23
3.1. Background ............................................................................................................. 23
3.2. Research questions ................................................................................................. 25

3.3. The case of the study ............................................................................................. 25
3.4. Participants of the study ........................................................................................ 26
3.5. Instruments .............................................................................................................. 26
3.5.1 Classroom observations ............................................................................27
3.5.2. Post-observation interview .......................................................................27
3.6. Data collection and data analysis procedures ................................................27
iv


CHAPTER 4: DATA ANALYSIS AND DISCUSSION ......................................30
4.1. The implementation of the textbook Tieng Anh Thi Diem in the Classroom 31
4.1.1. Findings: ..................................................................................................31
4.1.2. Discussion ................................................................................................38
4.2. Factors affecting teachers‟ implementation of the new textbook .................... 40
4.2.1. Teachers’ understanding of the textbook methodology ...........................41
4.2.2. The level of suitability of the textbook Tieng Anh Thi Diem 10 on the
teachers and students. ........................................................................................43
4.2.3.Teachers’ recognition of the strengths and weaknesses of the textbook and
their impacts on teachers and students ..............................................................44
4. 2.4. Teachers and students’ difficulties when using Tieng Anh thi Diem 10 .46
4.2.5. Discussion ................................................................................................47
CHAPTER 5: CONCLUSION ..............................................................................50
5.1. Summary of the findings ....................................................................................... 50
5.1.1. How is the new textbook implemented in the classrooms? ......................50
5.1.2. To what extent do such implementations match the underlying
methodology of the textbook? .............................................................................50
5.1.3. What are teachers' rationales for their innovation implementation? ......51
5.2. Recommendations for more effective use of the textbook Tieng Anh Thi
Diem 10 ........................................................................................................................... 52
5.2.1. For infrastructure and equipment ............................................................52

5.2.2. For teachers .............................................................................................53
5.2.3. For administrators ...................................................................................54
5.3. Limitations of the study......................................................................................... 54
5.4. Suggestions for further study ................................................................................ 55
5.5. Conclusion .............................................................................................................. 56
REFERENCES ........................................................................................................57
APPENDIXES ........................................................................................................... I
Appendix 1 The Interview Protocal ............................................................................ I
Appendix 2 ................................................................................................................III
Appendix 3 ............................................................................................................... VI
v


Appendix 4 ................................................................................................................. X
Appendix 5 ............................................................................................................ XIV
Appendix 6 ........................................................................................................... XVII
Appendix 7 .............................................................................................................. XX
Appendix 8 .......................................................................................................... XXIII
Appendix 9: .........................................................................................................XXIX

vi


CHAPTER 1: INTRODUCTION
1.1. Rationale
The textbook Tieng Anh Thi Diem has been in use in our school for 5 years
and it has received rhetorical approvals and postitive feedbacks from teachers and
students. However, how this new textbook is being used in the actual classroom
remains to be under-researched. As the book is being piloted, it is necessary to
obtain empirical evidence of the way it is being used by teachers with their students.

This is the reason that motivates my exploratory study that is reported in this thesis.
This study also finds out the reasons why the teachers do so and the results of this
study will therefore help teachers have better understanding and assessment of this
new textbook then can make appropariate adaptions for better exploitaiton of it in
their future‟s teaching.
1.2. Aims of the study
With the above presented rationale, the purpose of this study is to examine
the implementation of the new textbook Tieng Anh Thi Diem 10 inside high school
classrooms. Specifically, it aims to:
(1) find out how the intended methodology of Tieng Anh Thi Diem textbook
10 is being implemented in the classroom;
(2) understand teachers‟ attitudes towards and beliefs about the innovation
implied in the textbook Tieng Anh Thi Diem 10; and
(3) find out the factors affected teachers‟ use of the textbook Tieng Anh Thi
Diem 10.
1.3. Research questions
In order to achieve the above-stated aims, the following research questions were
formulated:
1. How is the new textbook Tieng Anh Thi Diem 10 implemented in the
classrooms?
2. Why do they use the textbook Tieng Anh Thi Diem that way?
3. To what extent does such implementation match the underlying methodology
of the textbook?
1


1.4. Methods of the study
The study is to explore the implementation of the new textbook Tieng Anh
Thi Diem 10 in the context of the recent curriculum renewal. The purpose of the
study is not to evaluate, but to understand how the innovation is being implemented

by looking at the way the textbook is being used. Therefore, it is designed as a
single qualitative case study. The case here is a gifted high school in Quang Ninh
province. Qualitative data were collected through interviews and classroom
observations.
1. Participants
The subjects chosen for the research include 6 English teachers at a high
school in Quang Ninh province. The research is carried out during the second
semester of the school year 2017-2018.
2. Instruments of data collection
Data for this study were obtained by means of class observations and teacher
interviews
- Class observations: There are total 8 lessons being observed.Sixlessons for
each teachers teaching different skills will be video recorded. Three other lessons
will be observed and taken notes.
- Recording classroom atmosphere in lessons.
- Interview with the teachers
1.5. Scope of the study
As the study was designed as a single qualitative case study, it is limited to
the exploration of the implementation of the new textbook Tieng Anh Thi Diem for
Grade 10 in one single upper secondary school. Generalization is therefore not
intended. The reasons for the scope of the study was that the new textbooks Tieng
Anh Thi Diem for 10th grade have been in use in all classes of grade 10 in our
school this year.
1.6. Significance of the study
This study can be significant in a number of ways. First, as discussed earlier,
the curriculum and textbook is a key component in most language programs. In an
2


EFL context like Vietnam, it may even constitute the main source of language input

that learners receive and the basis for language practice that occurs both inside and
outside the classroom. For many Vietnamese senior high school learners, textbooks
may even help to supplement teachers‟ instruction, which is constrained by three
class hours a week. In order to serve their purposes most effectively, textbooks need
to be professionally designed, fit the curriculum and closely correspond with the
aims of the teaching program and the needs of the students. However, a close look
at the MOET funded new textbooks has indicated that there might be several
problems with them. Thus, teachers and learners working with the new curriculum
and textbooks might experience considerable difficulty in achieving the ultimate
goal of their teaching and learning program, which is developing students‟
communicative competence.
The research helps to identify the problems and suggests ways of improving
them. This contribution would be of practical value to textbook authors, teachers
and teacher trainers in Vietnam.
Findings of this study may also provide useful information for curriculum
and textbook writers, teacher educators and educational authorities so that they can
make appropriate decisions on how to achieve the goal of innovating the teaching of
English in the upper secondary schools. It may also contribute to the common
knowledge about the role of textbooks in educational innovation.
1.7. Organization of the thesis
There are 5 chapters in my thesis:
Chapter 1 is the Introduction presenting the rationale, aims, scope, significance,
research questions and methods of the study.
Chapter 2 is the Literature Review, which reviews theoretical issues related to the
role of textbooks in English language education in general and in innovation in
particular as well as previous studies on the implementation of innovation and the
role of textbook in English language teaching (ELT) innovation.
Chapter 3 is the Research Methodology, which is composed of 3 parts: research
design, research procedures, the settings (the case) and the participants of the study.
3

Chapter 4 is the discussion of the findings through an analysis of the data collected
by means of classroom observations and semi-structured interviews.
Chapter 5 is the Conclusion. In this chapter, major findings of the study will be
briefly summarized as well as the acknowledgement of the limitations of the study
will be made.
Besides, the classroom transcripts and interview transcripts are included in the
Appendixes.

4


CHAPTER 2: LITERATURE REVIEW
Chapter one presents the rationale, the aim, scope and significance of the
present study. This Chapter reviews the literature on teachers’ implementation of
innovation and the role of textbooks in ELT innovation. It begins with a discussion
of the role of textbooks in ELT in general. This will lead to the discussion of the role
of textbooks in ELT innovation, which is followed by a review of previous studies of
the issue under investigation. The last section discusses necessary conditions for
successful implementation of curricular innovation.
2.1. The role of textbooks in English language teaching (ELT)
2.1.1. The role of textbooks in ELT
ELT textbooks play a very important role in many language classrooms but
in recent years there have been a lot of debates throughout the ELT profession on
the actual role of textbooks in teaching English as a second/ foreign language.
Arguments have encompassed both the potential and limitations of textbooks for
„guiding‟ students through the learning process and curriculum as well as the need
and preferences of teachers who are using textbooks. Other issues that have arisen
very recently include textbook design and practicality, methodological validity, and

the role of textbooks in innovation. Nonetheless, there has been very little research
on the role of textbooks in ELT innovation.
Materials are among the five important components in language instruction.
Allright (1990) argues that materials should teach students to learn, that they should
be resource books for ideas and activities for instructions/ learning, and that they
should give teachers rationale for what they do. Textbooks are one type of teaching
and learning materials, and they as a matter of fact share the role materials.
Textbooks are considered to be a key component in most language programs.
Among many important components of English language instruction, textbooks
used by language instructors are considered as the most essential constituent to any
language program. Hutchinson and Torres (1994) have claimed that
5


The textbook is an almost universal element of [English language]
teaching…No teaching-learning situation, it seems, is complete
until it has its relevant textbook. (p. 315)
Thus, textbooks, in Hutchinson and Torres‟ view, are the nuts and bolts of a
language program or a language course. Textbooks play such a crucial role simply
because they offer a variety of different benefits to both students and teachers
(Sheldon, 1998; Croft 1988). For example, Sheldon (1998) argues that
[Textbooks] represent not merely the visible heart of any ELT
program but also offer considerable advantages for both the
students and the teachers when they are being used in the ESL/EFL
classroom (p.237).
A textbook, as described by Cunningsworth (1995), is “a syllabus” which not
only defines the learning objectives but also helps less experienced teachers who
have yet to gain in confidence to feel more confident in teaching.
From learners‟ perspectives, textbooks are useful in the sense that they function
as a guide-map which helps learners know exactly what they have learned, what they

are going to learn, what they will have learned by the end of the course, and what they
should revise for achievement exams (Wendy, submitted by Admin, 2008). In addition,
Anon (submited by Admin, 2008) has maintained that textbooks add a definite
structure which allows students to work on their own at their own pace.
Thus, textbooks are useful because they are considered as not only a starting
point but also as a finishing point; students know exactly what they are supposed to
be learning during the lesson of the day and what they need to revise before the next
one. To those students who are working for the exams, the use of a course book is
even more essential in order to be sure that they have already covered all the
grammar, structures and vocabulary they need.
It is these advantages that give such credibility to textbooks that it is hard to
imagine a language program or a language course without a textbook. Of course,
there are people who advocate a zero option or teach English without using a
particular textbook, but teachers will be overburdened if they are supposed to
6


develop the teaching materials themselves. This is not to say that a textbook can be
a source of available activities or learning tasks for both the teacher and the learners
(Cunningsworth, 1995). Richards‟ (online manuscript) words may best summarize
the role of textbooks, according to which textbooks have been and will be, no doubt,
a useful resource for both teachers and learners. He observes that textbooks not
merely provide learners with major source of contact they have in language practice
that occurs in the classroom but also give primary supplement to teachers to plan
their lessons appropriately and perfectively. He concludes that it seems not to be
able to carry out any language teaching throughout the world without the extensive
use of textbooks.
Despite the above-mentioned undeniable advantages of textbooks in
language teaching, the limitations of textbooks are also well documented.
According to Allright (1981), these limitations include the inflexibility, the writers‟

biases in terms of the underlying methodology, the selection of linguistic content,
and the ignorance of learners‟ needs. Therefore, textbooks may „de-skill‟ the
teachers who use them (Richards, 1998). Another drawback of textbooks has been
pointed out by Sheldon (1988) that many ELT textbooks are often regarded as the
“…tainted end-product of an author‟s or a publisher‟s desire for quick profit”
(p.239). This drawback is understandable. Too many textbooks are often marketed
with grand artificial claims by their authors and publishers, yet these same books
tend to contain serious theoretical problems, design flaws and practical
shortcomings. They also present disjointed material that is either too limited or too
generalized in a superficial and flashy manner and the vast array of “…single
edition, now defunct [text]books produced during the past ten years testifies to the
market consequences of the teachers‟ verdicts on such practices” (Sheldon, 1988
p.239).
In dealing with these limitations of textbooks, Cunningsworth (1995) has
advised that textbooks should be adapted rather than adopted. The advice is sound
enough, but whether all teachers in the role of textbook users have the required
skills to adapt the textbook or not is a question.
7


N Reynaud (submitted by Admin, 2008), who has been teaching English for
over 30 years also concludes that textbooks are all right because they offer a
"progression" in grammar which is to be studied so textbooks are perfect when the
schedule of your classes include “British literature.”
Researchers of language teaching have much in common in the role of
textbooks as a controller factor of the procedure of teaching and learning. It is really
difficult for inexperienced teachers to teach languages without textbooks and the
important thing to do is that teachers need to be awarded for selecting a good book
for their perfect lectures.
Textbooks play a pivotal role in language classrooms in all types of

educational institutions - public schools, colleges, and language schools - all over
the world. In some contexts, teachers are free to choose their own textbooks. The
vast majority of teachers, however, have textbooks suggested, prescribed, or
assigned to them (Garinger,2001).
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. Learning how to use and adapt textbooks is
hence an important part of a teacher‟s professional knowledge (Richards, 2001).
2.1.2. Advantages and disadvantages of using textbooks in ELT to teachers and learners
The use of textbooks in teaching has both advantages and disadvantages,
depending on how they are used and what the contexts for their use are. What one
teacher considers an advantage in a textbook, another teacher may consider a
8


disadvantage (Graves 2000: 175). The following list contains the most frequently
stated advantages of using textbooks (Graves 2000: 175; Basturkmen 2010: 149):
• It provides a syllabus for the course because the authors of the syllabus
have made decisions about what will be learned and in what order.
• It provides security for the students because they have a kind of a road map
of the course: they know what to expect and they know what is expected from them.
• It provides a set of visuals, activities, readings, etc., and so saves the

teacher time in finding or developing such materials.
• It provides teachers with a basis for assessing students‟ learning. Some
textbooks include tests or evaluation tools.
• It may include supporting materials (teacher‟s guide, cd, worksheets, and video.)
• It provides consistency within a program across a given level, if all teachers
use the same textbook. If textbooks follow a sequence, as within a series, it provides
consistency between levels.
Textbooks also have limitations, which can lead to teachers‟ and learners‟
dissatisfaction with the course. The following list contains the most frequently
stated disadvantages of using only ready-made textbooks (Graves: 175; Basturkmen
2010: 149):
• The content or examples may not be relevant or appropriate to the group
and they may not reflect the students‟ needs since textbooks are often written for
global markets and often do not reflect the interests and needs of students.
• They may contain inauthentic language, since texts, dialogs and other
aspects of content tend to be specially written to incorporate teaching points and are
often not representative of real language use.
• The content may not be at the right level. There may not be the right mix of
activities (too much of X, too little of Y), there may be too much focus on one or
more aspects of language and not enough focus on others, or it may not include
everything teachers want to include.
• The sequence of units is not in accordance with the real work-related needs.
• The activities, readings, visuals, etc., may be boring.
9


• The timetable for completing the textbook or parts of it may be unrealistic.
• The textbook doesn‟t take the students‟ background knowledge into
account. Graves (2000: 176) suggests that, in order to minimize difficulties when
selecting textbooks, teachers should: use the textbook as a resource for students, but

not the only resource; use a textbook as a guide, be free to modify, evaluate,
develop, change, eliminate, or add to the material in the textbook, supplement the
textbook with lots of outside readings.
2.2. Textbooks as agents of change in ELT
The role of textbooks in ELT program is identified much clearer and it is
much more important in innovation. Dealing with the help of textbooks in times of
educational change Hutchinson and Torres (1994, p. 232) identify that textbook is
considered as:
 a vehicle for teacher and learner training.
 a “support and relief” from the burden of looking for materials.
 a completed picture what the change will look like.
 the psychological support they give to teachers.
However, the fulfillment of these goals, especially the first and the third,
depends on the approach and quality of the textbook. The materials may not be in
tune with the new kind of teaching being encouraged, following instead the
methodology already commonly being practiced; alternatively, the materials may be
so difficult to use that teachers are unable to follow them as intended, making them
revert to their previous practice. In either case, rather than agents of change, books
will be “agents of conservatism,” reducing the likelihood of teachers trying out new,
alternative approaches and methods (Garinger, 2001).
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 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
10


students 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.
Hutchinson and Torres (1994) also see the textbook as a possible agent of
change. This can be achieved if a number of conditions are met. First, the textbook
needs to become a vehicle for teachers and learners training. In other words, as well
as an explicit and detailed teacher‟s guide, the student book should also include
appropriate learning-how-to-learn suggestions. Second, the textbook must provide
support and help with classroom management, thus freeing the teacher from coping
with new content and procedures. Third, the textbook will become an agent of
change if it provides the teachers with a clear picture of what the change looks like
and clear practical guidance on how to implement it in the classroom. Finally, if
adopted by a school, a textbook can result in the collegial support and shared
responsibilities for, and commitment to, the change. Again, more research is needed
to see whether preplanned materials actually do change practice or are simply
adapted to maintain the status quo.
Another function of textbooks that is often overlooked is their role as a
structuring tool. Communicative language classes are social events, and so,
inherently unpredictable and potentially threatening to all participants (e.g., Reid,
1994). This is particularly so in periods of change (Luxon, 1994) such as those
experienced by teachers implementing new programs or working with unfamiliar
learners types. Learners are, of course, by definition always facing enormous and
possibly threatening change as their language skills develop. One strategy both
teachers and students use in dealing with this uncertainty is „social routilization‟, the
process by which classroom interaction becomes increasingly stereotyped to reduce
the unpredictability and, thereby, the stress. Materials can play a key role in this
process: „Textbooks survive … and prosper primarily because they are the most
convenient means of providing the structure that the teaching and learning system particularly the system in change – requires‟ (Hutchinson and Torres, 1994, p. 317).
11

A textbook, from this perspective, does not necessarily drive the teaching process,
but it does provide the structure and predictability that are necessary to make the
event socially tolerable to the participants. It also serves as a useful map or plan of
what is intended and expected, thus allowing participants to see where a lesson fits
into the wider context of the language program. Hutchinson and Torres (1994)
suggest that this is important because it allows for:
1. Negotiation: The textbook can actually contribute by providing
something negotiate about. This can include teacher and learner
roles as well as content and learning strategies.
2. Accountability: The textbook show all stakeholders „what is being
done … in the closed and ephemeral world of the classroom‟
3. Orientation: Teachers and learners need to know what is
happening elsewhere, what standards are expected, how much
work should be covered, and so on.
Again, it is a question of balance. Using a textbook does reduce some options
for learners, but it can also allow for greater autonomy. They can, for example,
know what to expect and better take charge of their own learning. It may well be
this sense of control which explains the popularity of textbooks with many students.
Consequently, a teacher‟s decision not to use a textbook may actually be a „touch of
imperialism‟ – in the words of a TESLMW-L colleague – because it retains control
in the hands of the teacher rather than in the learners.
Therefore, despite the frequently expressed reservations about published
materials, these do not need to be a debilitating crutch used only by those unable to
do without. Indeed, the preceding discussion suggests that the use of appropriate
teaching materials can advantage both teachers and learners. The issue, then, is not
whether teachers should or should not use such materials – most do so at some point
in their career (Cunningsworth, 1984) – but what form these materials should take if
they are to contribute positively to teaching and learning.
Finally, Hutchinson and Torres (1994) have drawn attention to the pivotal

role of textbooks in innovation. They prove that textbooks can support teachers
12


through potentially disturbing and threatening change processes, demonstrate new
and/or untried methodologies, introduce change gradually, and create scaffolding
upon which teachers can build a more creative methodology of their own.
Above we have looked at the roles that textbooks can play and researchers
have shown that the contribution of textbooks in any language program needs not
debilitating to teachers and learners; textbooks can not only scaffold the work of
teachers and learners but also serve as agents of change, provided act as guides and
negotiating points, rather than strait-jackets. However, practitioners need to look
carefully at the principles underpinning such textbooks to ensure that they
contribute positively to the language environment. Teachers obviously need much
information about how to use the textbooks to facilitate their teaching and learning
process.
As can be seen from the fact that the most common activity that educators
whenever conduct research on textbooks is looking at the quality of the books, the
content as well as the format and the appropriateness they supply for students in
terms of vocabulary and ethnic and gender biases. Educator researchers have found
out that it does matter if students do not know what the books say and the way in
which teachers use the textbooks aids students learning.
In short, the textbook can play a significant role in curriculum renewal.
However, how the textbook can function as an agent of change is conditioned. In
the following section, the conditions for the textbook to play its role in the
curriculum renewal will be discussed.
2.3. Previous studies on the use of textbooks in ELT
As a number of writers have noted, effecting curriculum renewal or
curriculum innovation is a complex process. Putting a new curriculum, which is
represented by the new textbook, in place does not necessarily mean that a change

in classroom behaviors will occur. Nunan (1988, pp.138-141) for example,
discusses the frequent mismatch between what was planned (the planned
curriculum) and what actually occurs in the language classroom (the implemented
curriculum). The planned curriculum here is understood as the new textbook and the
13


implemented curriculum as how the new textbook is used in the classroom. Nunan
also emphasizes the importance of establishing the degree of mismatch (the
evaluated or assessed curriculum). White (1988), citing Sockett (1976, p. 22),
continues the latter‟s metaphor of comparing a curriculum with the plan of a house,
but takes the metaphor further, saying that the curriculum is three things. First, it is
the plan which is “directed towards an objective yet to be realized.” Second, it is the
plan of how to build the house – “the systems that are needed in order successfully
to build the house.” Third, he says that curriculum also has to include the view of
the house after it has been completed – and how it matches up to the requirements
and expectations. This important evaluative aspect provides a feedback loop so that
“planned and actual outcomes can be compared and appropriate remedial action
taken to repair failures or deficits” (White, 1988, p. 4).
Although the role of textbooks as tools of innovation implementation has
recently acknowledged, not much research has ever been conducted in this regard.
Despite the researcher‟s strenuous efforts in identifying studies on how teachers use
the textbook in the context of innovation, just a couple of studies on this topic were
found in the literature.
Harrison (1996) examines changes in learner and teacher behaviors as a way
of evaluating a large-scale curriculum renewal project in the Middle East. The focus
of the investigation is whether learners‟ classroom language behavior changed as a
result of the introduction of a new EFL curriculum with new textbooks and a new
examination system. The data for the study include lesson transcripts, inspectors‟
reports, interviews with inspectors, and reports from teachers‟ meetings. Harrison

concludes from his investigation that simply changing the raw materials of the
curriculum – that is, the materials that teachers and learners use – will not
necessarily effect a change in language behavior. Bathmaker (2007) conducted a
study to investigate teachers‟ beliefs in the use of English textbooks for teaching
English in the upper secondary Normal Technical stream in Singapore. Through the
analysis of the semi-structured questionnaire data, the researcher found that there
was a relationship between teachers‟ use of textbooks and their attitudes towards the
14


less academically-inclined Normal Technical students. Also teachers‟ use of the
textbook was greatly influenced by their beliefs about factors related to the
institution and the classroom such as the demands of meeting the stipulated pass
rate in English examinations and the students‟ cognitive weakness and behavioral
problems.
Kurgoz (2008) conducted a two-year case study on teachers‟ instructional
practices, and the impact of teachers‟ understandings and training on teachers‟
implementation of the Communicative Oriented Curriculum initiative in the context
of a major curriculum innovation in teaching English to young learners in Turkish
state schools. Using multidimensional qualitative research procedures, comprising
classroom observations, teacher interviews and lesson transcripts, a picture is
developed of how two teachers implemented the Communicative Oriented
Curriculum. Results showed that teachers‟ instructional practices ranged along the
transmission and interpretation teaching continuum, and teachers‟ understandings
and their prior training had an impact on the extent of their implementation of the
curriculum initiative.
In Vietnam, Canh and Barnard (2008) used questionnaires and semistructured interviews to explore upper secondary teachers‟ beliefs about, and their
self-reports of the implementation of, the new English curriculum with the new
textbook which is theme-based, task-based and learner-centered. Findings showed
that although teachers‟ beliefs about the new textbook were positive, their selfreport of actual classroom practice did not seem to be consistent with their stated

beliefs. According to their self-report through semi-structured interviews teachers
found that the teaching methodology underlying the new textbook did not match up
with their students‟ level of proficiency and expectations as well as with the
physical conditions of their school. Teachers taught the new textbook, which is
communicative and task-based, in a conventional manner. The study supports the
idea that innovation is unlikely to be fully implemented if it is just transmitted
through the introduction of a new curriculum. Also, the study reinforces the truism
that there can be no curriculum development without teacher development.
15


2.4. The design of the three pilot English curricula and their innovative points
New challenge requires new objectives, and new objectives require a new
curriculum. In implementing the Prime Minister‟s Decision 1400/QĐ-TTg, MOET
assigned the VNIES to design three pilot English curricula for three levels of
Vietnamese general education. The result was that three pilot English curricula for
Vietnamese schools came into being:
(i)

Pilot English Curriculum for Vietnamese Primary Schools

(ii)

Pilot English Curriculum for Vietnamese Lower Secondary
Schoolsand

(iii)

Pilot English Curriculum for Vietnamese Upper Secondary Schools.

The three pilot English curricula for Vietnamese schools were designed with
the close collaboration between curriculum designers of the VNIES and those from
Vietnamese foreign language universities.
In terms of the structure, they are multi-component curricula, taking the
development of communicative competence through four macro-skills (listening,
speaking, reading and writing) as the focus, and seeing theme/topic, language
elements (pronunciation, vocabulary, grammar) and intercultural aspects as the
components that contribute to the comprehensive development of students‟
communicative competence in English. Three innovative points can be seen in the
three pilot English curricula for Vietnamese schools. First, unlike MOET‟s English
Curriculum for Vietnamese Schools or the Seven-year English Curriculum, the
three pilot English curricula for Vietnamese schools, as mentioned above, was
designed with the participation of British curriculum designers. Secondly, the three
pilot English curricula define clearly and consistently the levels of communicative
competence school pupils are required to achieve at each grade and each level of
education, reflecting a continuity of knowledge and skills from primary, to lower
secondary, and to upper secondary level. And thirdly, the three pilot English
curricula

calibrated

output

standards

equivalent4

to

CEFR5

levels

of

communicative competence, using them as important bases for curriculum design,
textbook development and the development of competence framework for each
16


grade and each level of education. This is a professional approach to curriculum
design, defining clearly the role of each component in the sequence: design (of
curriculum) → application (textbook writing) → implementation (teaching, learning
and testing & assessment)
- At primary level: students are required to achieve CEFR Level A1 or
VNFLPF (Sixlevel Foreign Language Proficiency Framework for Vietnam, 2014)
[23] Level 1.
- At lower secondary level: students are required to achieve CEFR Level A2
or VNFLPF Level 2.
- At upper secondary level: Students are required to achieve CEFR Level B1
or VNFLPF Level 3.
● Primary level: Can understand and use familiar everyday expressions and very
basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce
himself/herself and others and can ask and answer questions about personal details
such as where he/she lives, people he/she knows and things he/she has. Can interact
in a simple way provided the other person talks slowly and clearly and is prepared
to help.
● Lower secondary level: Can understand sentences and frequently used expressions
related to areas of most immediate relevance (e.g. very basic personal and family
information, shopping, local geography, employment). Can communicate in simple and

routine tasks requiring simple and direct exchange of information on familiar and
routine matters. Can describe in simple terms aspects of his or her background,
immediate environment and matters in areas of immediate need.
● Upper secondary level: Can understand the main points of clear standard input on
familiar matters regularly encountered in work, school, leisure, etc. Can deal with
most situations likely to arise whilst travelling in an area where the language is
spoken. Can produce simple, connected text on topics which are familiar or of
personal interest. Can describe experiences and events, dreams and hopes and
ambitions and briefly give reasons and explanations for opinions and plans.
(Council of Europe, [6, 24])
17