Evaluating the quality of the two textbooks tiếng anh 3 – tập 1 and family and friends – grade 3 a comparative study

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

NGUYỄN THỊ MAI

EVALUATING THE QUALITY OF THE TWO TEXTBOOKS TIẾNG
ANH 3 - TẬP 1 AND FAMILY AND FRIENDS - GRADE 3: A
COMPARATIVE STUDY
(Đánh giá chất lƣợng của 2 cuốn sách Tiếng Anh 3 - Tập 1 và Family and
Friends - Grade 3 : Một nghiên cứu so sánh)
(MA. MINOR PROGRAM THESIS)

Field : English Teaching Methodology
Code : 60140111

HÀ NỘI - 2016


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

NGUYỄN THỊ MAI

EVALUATING THE QUALITY OF THE TWO TEXTBOOKS TIẾNG
ANH 3 - TẬP 1 AND FAMILY AND FRIENDS - GRADE 3: A
COMPARATIVE STUDY
(Đánh giá chất lƣợng của 2 cuốn sách Tiếng Anh 3 - Tập 1 và Family and
Friends - Grade 3 : Một nghiên cứu so sánh)

(MA. MINOR PROGRAM THESIS)

Major: English Teaching Methodology
Code: 60140111
Supervisor: Prof. Dr. Hoang Van Van

HÀ NỘI - 2016


DECLARATION
I, Nguyễn Thị Mai, hereby certify that the thesis “Evaluating the quality
of the two textbooks Tiếng Anh 3 - Tập 1 and Family and Friends - Grade 3:
A comparative study is submitted for the partial fulfillment of the Degree of
Master of Arts at the Faculty of Graduate Studies - University of Languages and
International Studies - Vietnam National University, Hanoi. I also declare that
this thesis is the result of my own research and efforts and that it has not been
submitted for any other purposes.
Hanoi, 2016
Signature

Nguyễn Thị Mai

i


ACKNOWLEDGEMENTS
First of all, I would like to express my indebtedness and sincere gratitude to
my supervisor Prof. Dr. Hoang Van Van for his invaluable guidance and great
support without which this thesis would not have been completed.
Besides, I am heartily thankful to all the lecturers and teachers of the Faculty of

Graduate Studies - University of Languages and International Studies - Vietnam
National University, Hanoi for their valuable and interesting lectures and assistance
during my study at the university.
Many thanks go to all the teachers of English from many primary schools
whose active participation and cooperation helped me to fulfill this study.
Last but not least, I send my special thanks to my husband, my family and my
friends who have provided abundant assistance and encouragement while this work
was in progress.

ii


ABSTRACT

The basic goal of material evaluation is selecting teaching materials which are
appropriately relevant for a particular teaching context. The current study aimed at
evaluating the quality of the two textbooks Tiếng Anh 3 - Tập 1 and Family and
Friends - Grade 3 to reveal their similarities and differences, strengths and
weaknesses, and their appropriateness to Vietnamese teachers and students. The
researcher designed a questionnaire consisting of 35 items to evaluate the textbooks.
The study results showed that Tiếng Anh 3 - Tập 1 meets almost all criteria given and
seemed to be highly suitable for Vietnamese teachers and students while Family and
Friends - Grade 3 also got positive feedbacks from teachers. However, this set of
textbook offered a large amount of knowledge, big size of paper, unfamiliar contents
and so on…, that affect teachers‟ low ratings on the quality of the textbook compared
to Tiếng Anh 3 - Tập 1. However, it can be concluded that Tiếng Anh 3 - Tập 1 and
Family and Friends - Grade 3 are suitable to Vietnamese teachers and pupils.
Although there exist some minor weaknesses, these two sets of the textbooks are seen
to be a good choice of textbook and can be widely used.

iii


TABLE OF CONTENTS
DECLARATION .................................................................................................................... i
ACKNOWLEDGEMENTS .................................................................................................. ii
ABSTRACT .......................................................................................................................... iii
TABLE OF CONTENTS ..................................................................................................... iv
LIST OF ABBREVIATIONS ............................................................................................. vii
LIST OF APPENDIXES .................................................................................................... viii
PART A: INTRODUCTION ...................................................................................................1
1.

Rationale for the Study .....................................................................................................1

2.

Aim and Objectives of Study ...........................................................................................3
2.1. Aim of Study...............................................................................................................3
2.2. Objectives ...................................................................................................................3

3.

Research Questions ..........................................................................................................3

4.

Scope of Study .................................................................................................................3

5.

Significance of the Study .................................................................................................4

PART B: DEVELOPMENT ....................................................................................................5
CHAPTER 1
1.1

LITERATURE REVIEW..............................................................................5

Teaching and Learning English in Vietnam under the National Foreign Language

Project Entitled: “Teaching and Learning Foreign Languages in the National Education
System, Period 2008-2020”................................................................................................17
1.1.1

Teaching and Learning English at Primary Schools in Vietnam .......................17

1.1.2

The National Foreign Language 2020 Project ...................................................17

1.1.3

The Pilot English Curriculum for Vietnamese Primary Schools .......................18

1.1.4

Tiếng Anh 3 - Tập 1 ...........................................................................................19

1.1.5

Family and Friends - Grade 3 ...........................................................................20

1.2

Textbook Evaluation ...................................................................................................5

1.2.1

Textbooks .............................................................................................................5
iv


1.2.2

Roles of Textbook ................................................................................................5

1.2.3

The Needs for Textbook Evaluation ....................................................................6

1.2.4

Quality Standards for Textbook ...........................................................................8

1.2.5

Textbook Evaluation Methods ...........................................................................10

1.2.6

Previous Studies on Comparative Evaluation of the Textbook .........................13

CHAPTER 2
2.1

METHODOLOGY ......................................................................................17

Research Method ......................................................................................................17

2.1.1

Sites and Subjects of the Research.....................................................................21

2.1.2

Research Instrument...........................................................................................21

2.1.3

The Questionnaire ..............................................................................................22

2.1.4

Survey Procedure ...............................................................................................24

2.1.5

Methods of Data Analysis ..................................................................................24

CHAPTER 3

FINDINGS AND DISCUSSION ................................................................26

3.1

Overall Rating ...........................................................................................................26

3.2

Teachers‟ Evaluation of the Textbooks in each of the Nine Categories ..................26

3.2.1. Teachers‟ Evaluation of the Textbooks in the “Objectives” Category ....................26
3.2.2. Teachers‟ Evaluation of the Textbooks in the “Layout and Design” Category .......27
3.2.3. Teachers‟ Evaluation of the Textbooks in the “Topics” Category ..........................28
3.2.4. Teachers‟ Evaluation of the Textbooks in the “Language Skills” Category ...........29
3.2.5. Teachers‟ Evaluation of the Textbooks in the “Methodology” Category ................30
3.2.6. Teachers‟ Evaluation of the Textbooks in the “Types of Activities” Section .........30
3.2.7. Teachers‟ Evaluation of the Textbooks in the “Teaching Aids” Section ................31
3.2.8. Teachers‟ Evaluation of the Textbooks in the “Linkage” Category ........................32
3.2.9. Teachers‟ Evaluation of the Textbooks in the “Cultural Values” Category ............33
3.3

Findings for Research Question One ........................................................................34

3.4

Findings for Research Question Two .......................................................................35
v

3.5

Findings for Research Question Three .....................................................................36

3.6

Summary of Main Findings ......................................................................................37

PART C: CONCLUSION AND RECOMMENDATIONS ...................................................39
1.

Conclusion ................................................................................................................39

2.

Limitations of the Study ...........................................................................................39

3.

Suggestions for Further Studies ................................................................................40

REFERENCES .......................................................................................................................41

vi


LIST OF ABBREVIATIONS

TA3

Tiếng Anh 3 - Tập 1

FF3

Family and Friends - Grade 3

MOET

Ministry of Education and Training

vii


LIST OF APPENDIXES
Page
Appendix 1: QUESTIONNAIRE FOR TEACHERS OF TIẾNG

I

ANH 3 - TẬP 1 (ENGLISH VERSION)
Appendix 1: PHIẾU KHẢO SÁT DÀNH CHO GIÁO VIÊN

II

DẠY TIẾNG ANH 3 - TẬP 1 (VIETNAMESE VERSION)
Appendix 2: QUESTIONNAIRE FOR TEACHERS OF

III

FAMILY AND FRIENDS - GRADE 3 (ENGLISH VERSION)
Appendix 2: PHIẾU KHẢO SÁT DÀNH CHO GIÁO VIÊN

IV

DẠY FAMILY AND FRIENDS - GRADE 3 (VIETNAMESE
VERSION)
Appendix 3: TRANSCRIPT OF EMAIL INTERVIEW OF

V

TIẾNG ANH 3 - TẬP 1
Appendix 4: TRANSCRIPT OF EMAIL INTERVIEW OF

VI

FAMILY AND FRIENDS - GRADE 3
Appendix 5: THE PRIME MINISTER‟S DECISION No.
1400/QĐ-TTg

viii

VII


PART A: INTRODUCTION

1. Rationale for the Study
We are living and working in the world of cultural diversity, in which languages
operate. Learning a language provides us with a new communicative tool to

transfer advanced science and technology knowledge and to learn about different
cultures, which makes a contribution to mutual understanding, helps to form
global citizen awareness and develops personal qualities and performance. By dint
of learning a foreign language and having much knowledge of different cultures,
we gain a deeper understanding of our own language and culture.
English is one of the most common international languages in the world. Learning
English at primary level helps students form and develop their English
communicative ability by practicing listening, speaking, reading and writing
skills. English learning is also a beginning step in forming and developing longlife studying skills, working ability in the future and cultural-social activity
participation at the same time. Learning English from primary level provides a
basis for continuously studying English at higher levels or learning other
languages in the future. Besides, English study gives students a chance to form
their idea-expressing ability confidently, independently and creatively. With the
thorough understanding of the importance of English, the quality of English
teaching and learning has attracted considerable interest from the society. Such
issues as the quality of teachers, facilities, and curriculum have been widely
discussed in the media. In order to have a quality curriculum, the quality of the
textbooks plays an extremely important role. Nevertheless, a countless number of
English textbooks are available on the market today. The eyes can easily be
deceived by colorful covers, a beautiful layout and attractive artwork. As an
inexperienced teacher it can be particularly difficult to know what to look for a
good textbook for use. Therefore, the selection of a course book is one of the most
important decisions a teacher will make to have a textbook that involves matching
1


the material against the context in which it is going to be used, following the aims
of the teaching program, as well as fitting the personal methodology of the
teacher.
In the Vietnamese context, the Ministry of Education and Training (MOET) has

implemented its policy of radical and comprehensive reform, in which the quality
of education, teachers and textbooks has received a lot of special attention. When
working on the national project “Teaching and Learning Foreign Languages in the
National Education System, period 2008 - 2020”, at the end of 2010, MOET
approved Pilot English Curriculum for Vietnamese Primary Schools and assigned
Vietnam Education Publishing House to organize the writing of the set of
textbooks, including Tiếng Anh 3, Tiếng Anh 4 and Tiếng Anh 5. This set of
textbooks is being piloted in some selected primary schools. While the set of
primary English textbooks published by Vietnam Education Publishing House is
being piloted, the Family and Friends set compiled by foreign authors has also
been used in a number of primary schools in Vietnam since the mid 1990s. It has
been familiar to many teachers and pupils. After that, this set of textbooks has
been adapted to suit the teaching context of Vietnam. However, there are different
opinions on the advantages and disadvantages of these two sets of textbooks. But
there has not been any research to compare them. For this reason, in this minor
thesis, I will attempt to conduct a preliminary research to compare two sets of
textbooks. Specifically, I will attempt to compare Tiếng Anh 3 – Tập 1 compiled
by Vietnamese authors of Vietnam Education Publishing House in collaboration
with English native authors of MacMillan Publishing House and Family and
Friends - Grade 3 compiled and adapted by foreign writers of Oxford University
Press.

2


2. Aim and Objectives of Study
2.1.

Aim of Study

As stated, the aim of this study is to evaluate the quality of the two sets of English
textbooks currently in use in Vietnamese primary schools Tiếng Anh 3 – Tập 1
written by Vietnamese authors in collaboration with English native authors and
Family and Friends - Grade 3 written and adapted by foreign authors in order to
find out their strong and weak points.

2.2.

Objectives

To achieve the above aim, the following objectives are set for exploration:
- Establishing quality standards for evaluating Tiếng Anh 3 – Tập 1 and Family
and Friends - Grade 3.
- Establishing criteria basing on quality standards for evaluating the textbooks.
- Comparing the two sets of textbooks in terms of the established criteria to find
their similarities and differences, their strong points and weak points and their
appropriateness to Vietnamese teachers and students.

3. Research Questions
1. What are the similarities and differences of the two textbooks Tiếng Anh 3 –
Tập 1 and Family and Friends – Grade 3?
2. What are the strong and weak points of each set of the textbooks?
3. Which set of textbooks is more suited to Vietnamese teachers and pupils?

4. Scope of Study
Given the aim and objectives, the study is confined to the evaluation of the two
sets of primary English textbooks: Tiếng Anh 3 - Tập 1 and Family and Friends Grade 3. To do this, the study will focus on establishing the criteria for evaluating
these two sets of textbooks and comparing them in terms of the established criteria
to point out the strengths and weaknesses of each set of textbooks. To explore
3

which set of textbooks is more preferred in the Vietnamese context, the opinions
of the teachers who have used the textbooks are consulted.

5. Significance of the Study
This study can be significant because textbooks are a key component in most
language programs. In an 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. Therefore, textbooks
need to be professionally designed, fit the curriculum, and closely correspond with
the aims of the teaching program and the needs of the learners. However, a variety
of textbook types currently is in use for grade 3 in Vietnam, either written by
Vietnamese authors or foreign authors, has created confusion on the
appropriateness of those textbooks to the teaching context, which has great
influence on the learning quality. The current study attempts to evaluate the
quality of the two above mentioned textbooks. It is hoped that this research will be
of some value to textbook writers and primary English teachers in Vietnam.

4


PART B: DEVELOPMENT

CHAPTER 1

LITERATURE REVIEW

To provide the theoretical basis for this study, in this chapter, I will review
issues regarding the content of the study. Firstly, I present the teaching and

learning English in Viet Nam, in which, teaching and learning English at
primary schools and the pilot foreign English curriculum for Vietnamese
primary schools and the textbooks are reviewed. Secondly, I mention such
textbook evaluation as roles of textbook, the need, quality standard and method
of textbook evaluation. The last part of this chapter presents previous studies on
comparative evaluation of the textbook. Textbook Evaluation
1.1.1 Textbooks
Textbooks are an important element in language teaching curriculums. They are
necessary for both teachers and learners as they give them confidence.
According to Brown (2001: 136), “The most obvious and most common form of
material support for language instruction comes through textbooks.” Hutchinson
and Torres (1994: 232) defined the role of textbooks in educational system as “a
vehicle for teacher and learner training, as a support and relief, as providing as
complete a picture as possible of what the change will look like and as a
psychological support they give to teachers.” It can be argued that although
there are role plays, conversations, discussions, and chalkboard work, none of
them fulfills the role of textbooks which are unified instructional materials,
moreover as supporting materials they play a very important role in the
classroom (Brown, 2001).
1.1.2 Roles of Textbook
English language teaching/learning has many important components but the
essential one to many EFL classrooms is the textbook. Teachers feel that it is
5


very difficult for them to teach systematically without a textbook. Indeed, the
textbook plays a crucial role in providing a base of materials for both teachers
and learners. Sheldon (1988: 237) suggests that textbooks do not only represent
the visible heart of any EFL program but also offer considerable advantages for
both students and the teacher when they are being used in the ESL/EFL

classrooms. Hutchinson and Torres (1994: 315) and Hoang Van Van (2012: 75),
on the other hand, maintain that "the textbook is an almost universal element of
teaching. Millions of copies are sold every year, and numerous aid projects have
been set up to produce them in different countries…No teaching-learning
situation, it seems, is complete until it has its relevant textbook".
Cunningsworth (1995: 7) identifies a number of roles that textbooks can serve in
the curriculum, including providing (a) a syllabus based on pre-determined
learning objectives, (b) an effective resource for self-directed learning, (c) an
effective medium for the presentation of new material, (d) a source of ideas and
activities, (e) a reference source for students, and (f) support for less experienced
teachers who need to gain confidence.
Hutchinson and Torres (1994: 232) identify four ways in which textbooks can
help in times of educational change: first as a vehicle for teacher and learner
training; second because they provide support and relief from the burden of
looking for materials; third by providing as complete a picture as possible of
what the change will look like; and fourth through the psychological support
they give to teachers.
1.1.3 The Needs for Textbook Evaluation
The ever increasing number of textbook on the market makes formulating the
right choice in textbook difficult (Cunningsworth, 1995; Green, 1926). Textbook
selection can have a massive impact on the teaching and learning process as
teachers would make references to the textbooks (Cunningsworth, 1995;
Harmer, 1991) or even design the entire EFL syllabus around it. In that sense,
the quality of a textbook might be so important that it can determine the success
6


or failure of an ELT course (Green, 1926). However, textbooks are often
purchased without careful analyses (Green, 1926). Frequently, a textbook
selection is not based on its intrinsic pedagogical value, but of the perceived

prestige of the author and or the publisher (Green, 1926), or skillful marketing
by the publishers (McGrath, 2002). Preference is given to books printed in
attractive covers or that teaches would blindly use the best-selling textbooks
which are used in many other places (Green, 1926; Tomlinson, 2010). A number
of studies have suggested that most current global, local ELT textbooks are
developed for commercial purposes but are not based on principles of language
acquisitions and development recommended by scholars and educators
(Tomlinson, 2003, 2008). Financial success has become the primary goal of
textbook publishing (Sheldon, 1988). “Textbooks, like any other book that
publishers print, are pieces of merchandise; the ultimate objective of their
production is for commercial success” (Dendrinos, 1992: 35). Instead of
contributing positively to student‟s development in the acquisition of the English
language, many textbooks are in fact leading to learner‟s failure in acquiring the
language and in the worst case, contain serious pedagogical flaws and practical
shortcomings (Litz, 2005). According to Tomlinson (2008), the cause of
learning failure is twofold. The first cause of failure is that possibly motivated
by the need of commercial success, publishers would have to produce according
to the public demand. Textbook writing as a result is molded according to the
liking of teachers, parents and administrators with a heavy focus on teaching of
linguistic items instead of creating opportunities for students to acquire the
language (Tomlinson, 2008). Also, teachers tend to choose textbooks that are
designed to allow for minimal preparation for their classes (Tomlinson, 2008).
The second cause of failure is that instead of focusing on how learners could
actually benefit from using textbook, textbook writers relied on their intuition
and produce materials what they think would work best for their intended
learners (Tomlinson, 2008: 7). They are biased toward perceived rather than
actual need of learners. In view of the above, it is therefore very important for us
7

to conduct EFL textbook evaluation so as to ensure ELT textbooks can
effectively facilitate the attainment of our teaching objectives, and at the same
time, be economically viable to teachers and students. Wrong choice of
textbooks would be likely to negatively affect both teaching and learning.
Financial resources would also be wasted (Sheldon, 1988).
1.1.4 Quality Standards for Textbook
According to Ornstein (1990) a good textbook has many desirable
characteristics. They were all organized, relatively up to date, and accurate. A
good textbook must be well organized. Here, textbook must have a good
composition of instructional materials. The materials must be organized clearly
and contain of all English skills. A good textbook is relatively up to date. It
means that the material of the textbook must contain of the newest things, so it
will give some new news or information to the students. A good textbook should
be accurate. In this case materials in the textbook should not present wrong
information or presented in error grammatical language and incorrectly words.
According to Celce and Murcia (2001) a textbooks categorized good if it is
viewed from the whole aspects of the textbook. They are subject matter,
vocabulary and structure, exercises, illustration, and physical appearance. A
textbook is good if: The subject matter covers variety of topics which are
suitable with the curriculum. The ordering of materials are arranged in logical
form; the content grade are appropriate with the students‟ need; And the
materials are accurate up to date. The vocabulary and structure which is used is
appropriate with the students‟ grade; The vocabulary items are controlled from
the simple to complex one; The new vocabularies are repeated in the next
chapter to make the students‟ memory stronger; The sentences length is suitable
with the students‟ level; the structures gradually increase in difficulty level to
suit the growing ability of the students; the words that are used are the daily
words, and the sentence structures follow normal word order; the sentence and
paragraph follow one another in logical sequence; and linguistic items are
8

introduced in meaningful situation. A textbook can be said good if the exercises
develop comprehension and test knowledge of main ideas; involve vocabulary,
structures, and language skills which build up the students‟ ability; Provide
practice in difference types of written work (like sentence completion, spelling
and dictation, guided composition, and others); cumulatively test new materials;
and develop meaningful communication by referring to realistic activities. The
illustration of a good textbook should create a favorable atmosphere by
depicting realism and reaction; be clear, simple, free, and interesting; and
directly related to the content to help the learners in understanding the text. the
last aspect is physical appearance. the cover is durable enough; the text is
attractive; the picture on the cover can make the students are interested; and the
size is suitable with the students‟ handle.
In the book entitled “The Guide for the Good Textbook”, Ivi‟c, Pesikan and
Anti‟c (2008) attempt to define general quality standards for textbooks. In their
research work, quality standards for the following areas have been defined as:
Group A: Quality standards for textbook sets
Group B: Quality standards for textbook as books for student use
Group C: Quality standards for thematic units
Group D: Quality standards for textbook content
Group E: Quality standards for the didactic design of textbooks
Group F: Quality standards for the language of textbook
Group G: Quality standards for electronic textbook components and electronic
textbooks.
Mamood (2009) based on studying internationally available criteria for textbook
evaluation and Garvin‟s (1988) eight dimensional model of quality product, and,
later on finalized them with the following characteristics of a textbook.
i. Conformity to curriculum policy and scope
ii. Vocabulary and format

iii. Horizontal and vertical alignment of the text
iv. Acceptability
9


v. Text reliability
vi. Cognitive development and creative thinking
vii. Learning and Assessment
viii. Bias free: diverse background of students, gender equality
With various standards for a quality textbook, the writer selects the most
common quality standards to evaluate the textbook in terms of Objectives,
Layout and Design, Topics, Language Skills, Methodology, Types of Activities,
Teaching Aids, Linkage and Cultural Values.
1.1.5 Textbook Evaluation Methods
1.1.5.1 Impressionistic and In-depth Method
Many researchers (eg. Cunningsworth, 1995) have suggested that it would be
best for textbook evaluation schemes to adopt a “leveled” approach in
evaluation in which a first level overview “impressionistic” evaluation should be
conducted followed by an in-depth evaluation.
Impressionistic evaluation is conducted by quickly looking through the textbook
cover to cover to try and get an overview of the strengths and weaknesses of the
book (Cunningsworth, 1995). An in-depth evaluation will be undertaken
subsequently to provide a detailed evaluation of specific items in each textbook
on areas such as how the exercises can cater for the syllabus and learners‟ needs
(Cunningsworth, 1995; McDonough & Shaw, 1993).
“First glance and Arm-chair evaluation” of McGrath (2002), “Internal and
External evaluation” of McDonough & Shaw (1993) and “General and Specific
evaluation” of Ur (1996) refer to the importance of a combination of
impressionistic and in-depth evaluation of a textbook in order to bring about a
quality evaluation process.

1.1.5.2 Pre-use Evaluation Method
Pre-use evaluation proposed by McGrath (2002) and Tomlinson (2003) involves
making decisions about the potential value of materials for their users.
10


1.1.5.3 In-use Evaluation Method
In-use (McGrath, 2002) or whilst-use evaluation (Tomlinson, 2003) involves
measuring the value of materials while using them or observing them as being
used.
1.1.5.4 Post-use Evaluation Method
Post-use evaluation (McGrath, 2002; Tomlinson, 2003) measures the actual
effect of the materials on the users. As Tomlinson (2003: 25) states, post-use
evaluation can measure the actual outcome of the use of the materials and thus
provide the data on which reliable decisions about the use, adaptation or
replacement of materials can be made.
1.1.5.5 Checklist Method
A checklist is an instrument that provides the evaluator with a list of features of
successful learning-teaching materials. As Tomlinson (2003) suggests,
checklists are categorized separately into quantitative, qualitative, or outline
format. Quantitative checklists are those that utilize rating scales with or
without accompanying questions. Qualitative checklists are those that use
close/open-ended

questions without

rating

scales

and

outline

format

checklists are those without any rating scale and questions of any kind.
Harmer (1998) states that there are nine main areas which teachers should
consider in the books they evaluate: price (5 items), availability (6 items), layout
and design (5 items), methodology (3 items), skills (5 items), syllabus (4 items),
topics (5 items), stereotyping (4 items), and the teacher‟s guide (5 items). The
weighting in this checklist is based on the descriptive answers provided by the
users.
Rivers (1968) presents a set of criteria for textbook evaluation which is based on
seven major areas: appropriateness for local situation (including 6 evaluative
items), appropriateness for teachers and students (10 items), language and
ideational content (6 items), linguistic coverage and organization (9 items),
types of activities (6 items), practical consideration (7 items), and enjoyment
11


index (1 item). Each of these evaluating items also includes several questions
that aim at evaluating some features. The rating system in River (1968; 477483)‟s checklist is based on a 5-point scale: excellent (1), suitable (2), will do
(3), not very suitable (4), and useless (5).
Daoud and Celce – Murcia (1979 cited in Celce Murcia, 2001) introduced a
broad evaluative checklist. They consider five major components for the
textbook in their checklist: subject matter (including 4 evaluative items),
vocabulary and structures (9 items), exercises (5 items), illustrations (3 items),
and physical make-up (4 items). Also there is a section for teacher‟s manual
which includes four major parts: general features (including 5 evaluative items),

type and amount of supplementary exercises for each language skill (6 items),
methodological/pedagogical guidance (7 items), and linguistic background
information (4 items). The rating system is based on a 5-point scale: excellent
(4), good (3), adequate (2), weak (1) and totally lacking (0).
Sheldon (1988) presented 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 (3 evaluative items), availability (2 evaluative items), user
definition (3 evaluative items), layout/graphics (2 evaluative items, accessibility
(4 evaluative items), linkage (3 evaluative items), selection/grading (3
evaluative items), physical characteristics (4 evaluative items), appropriacy (3
evaluative items), authenticity (3 evaluative items), sufficiency (2 evaluative
items), cultural bias (6 evaluative items), educational validity (1 evaluative
item), stimulus/practical revision (3 evaluative items), flexibility (3 evaluative
items), guidance (6 evaluative items), and overall value for money (2 evaluative
items). The assessment in this checklist is based on a 4-point scale: poor, fair,
good, and excellent.
Cunningsworth (1995) also suggests a checklist for textbook evaluation and
selection organized under the following categories: aims and approaches, design

12


and organization, language content, skills, methodology, teacher‟s books and
practical considerations.
1.1.6 Previous Studies on Evaluation of the Textbook
Al-Hojailan (1999) investigated the quality of the English third grade secondary
textbook, English for Saudi Arabia. The study used both quantitative data
collection methods and statistical test analysis, supported by qualitative data and
content analysis. The participants in the study were teachers and supervisors.

The questionnaire contained 8 criteria. The results of the study revealed support
for the book's appearance, accompanying materials, academic content, cultural
content, and evaluation techniques. Disagreements appeared in terms of the
national goals and the teaching methods. The implications of the study included
merging the textbook, the Workbook, and the Writing Book; stating the
educational goals in the Teacher's Manual; inserting pictures in the book's cover
to make it attractive; increasing grammar; adding free composition, translation,
and dictation; putting in model tests; and updating the book's topics every five
years.
Saeed Roshan (2014) investigated into the comparative critical evaluation of
New Interchange Intro and New Headway Pre-intermediate series – two wellknown series employed in EFL/EFL contexts. The evaluation is done in terms of
two assumptions; firstly, cultural and ideological assumptions, and secondly,
assumptions about language, language learning and best practice. Findings
reveal that both New Interchange and New Headway texts reflect ideological
and cultural assumptions through their focus on the US and UK way of life
respectively. The pictures and the material are found biased towards the culture
of these countries in their depiction of local cities and lifestyles and in the
inclusion of subjects. Regarding assumptions about language, language learning
and best practice, the books focus on both form and meaning, and the grammar
included is inductive and implicit. In the context of Iran, however, New
Headway seems to be better for school students while New Interchange would
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be suitable for students and persons who aim to migrate or travel overseas. The
study gives some suggestions for improving the usability of these books in the
context of Iran.
Nguyen Thi Huong Lan (2004) conducted a study “An Evaluation of the piloted
“English 10” Textbook 2 at Nguyen Tat Thanh High School”. Research
instruments used to collect data were questionnaire for teachers and students and

informal interviews. The author used the model suggested by Hutchinson and
Waters (1993) to evaluate the textbook‟s objectives, content and methodology as
compared to the statement objectives and aims defined by the Vietnam‟s
Ministry of Education and Training (MOET) for grade 10. Findings reveal that
the textbook under evaluation partly met the requirements of the course, suited
to the students‟ level. Such criteria as Topics, listening sections and Tasks and
Activities were highly evaluated. However, there were some aspects of the
textbook that need improving and changing. The texts chosen for speaking,
reading and writing sections were quite difficult for students to comprehend,
there was not enough proper instructions given. Some adjustment to the content
and methodology and adaptation techniques such as adding, deleting,
simplifying and reordering are also included in the study.
Nguyen Thi Nguyet Anh (2010) conducted a study “Teacher‟s evaluation on
“Let‟s go 1A second edition” for grade 3 at primary schools in North Vietnam”
to determine whether the employment of this material is appropriate in the
context of teaching ar primary schools in the North of Vietnam. In order to
accomplish the aim, the author used document analysis and questionnaire as
research instruments. The questionnaire consists of 4 main parts with 25 items.
The participants in the study were twenty grade 3 teachers of English. The
results of the study indicated that the textbook basically met the objectives
prescribed of the course requirement. There was a good match between what the
textbook provides and what is required by the curriculum regarding linguistic
input including vocabulary, grammar and pronunciation as well as
communicative functions. However, the topics of the textbook are not
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diversified. The methodology of the textbook is a challenge to many teachers
using the book.
Most recently, Hoàng Văn Vân (2015) conducted a survey on “Teachers‟

Evaluation of Primary English Textbooks for Vietnamese Schools Developed
under the National Foreign Language 2020 Project: A Preliminary Internal
Survey” to get evaluative feedback from the teachers who are using the primary
English textbooks to find out their strengths and weaknesses so that further
corrections and revisions will be made to perfect the materials. The author used
the questionnaire consisting of 52 items to ask teachers to evaluate the
textbooks. The participants of the study were teachers who are piloting the
textbooks in 92 primary schools. The results of the study have shown that
teachers‟ evaluations of the textbooks are very positive. The textbooks are
written with high quality, meeting most of the criteria for a modern foreign
language textbook and the requirements of MOET‟s Pilot English Curriculum
for Vietnamese Primary Schools. Research results, however, have also
suggested that there are still some minor drawbacks of the textbooks in the
categories of “General issues” and “Components accompanying Student‟s
Book” that need to be improved to perfect the materials before putting them into
use on a large scale.
In summary, in this chapter, I have provided a literature review on the
researches on textbook evaluation. I began the chapter by looking briefly the
teaching and learning English at primary schools in which, the National Foreign
Language 2020 Project, the Pilot English Curriculum for Vietnamese Primary
Schools, Tiếng Anh 3 - Tập 1 and Family and Friends - Grade 3 were reviewed.
Then, I examined some issues concerning Textbook Evaluation by looking at the
roles of textbook, the need for textbook evaluation, and the quality standards for
textbook evaluation. The methods and instruments for textbook evaluation are
developed by different researchers. It is clear from the reveal that different
researchers held different views on how to evaluate the textbook. They all seem
to prefer questionnaires and interview as the main research instruments.
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