An evaluation of the coursebook the business pre intermediate for first year students majoring in english at vietnam university of commerce

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

HOÀNG THỊ ANH THƠ

AN EVALUATION OF THE COURSEBOOK “THE
BUSINESS PRE-INTERMEDIATE” FOR THE FIRSTYEAR STUDENTS MAJORING IN ENGLISH AT
VIETNAM UNIVERSITY OF COMMERCE
ĐÁNH GIÁ GIÁO TRÌNH “THE BUSINESS PRE-INTERMEDIATE”
DÙNG CHO SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH TIẾNG
ANH TRƢỜNG ĐẠI HỌC THƢƠNG MẠI

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111

Hanoi – 2017


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

HOÀNG THỊ ANH THƠ

AN EVALUATION OF THE COURSEBOOK “THE
BUSINESS PRE-INTERMEDIATE” FOR THE FIRSTYEAR STUDENTS MAJORING IN ENGLISH AT

VIETNAM UNIVERSITY OF COMMERCE
(ĐÁNH GIÁ GIÁO TRÌNH “THE BUSINESS PRE-INTERMEDIATE”
DÙNG CHO SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH TIẾNG
ANH TRƢỜNG ĐẠI HỌC THƢƠNG MẠI

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111
Supervisor: Assoc. Prof. Dr. Kiều Thị Thu Hƣơng

Hanoi – 2017


DECLARATION
I, hereby, certify the study entitled “An evaluation of the coursebook “The
business Pre-Intermediate” for first-year students majoring in English at
Vietnam University of Commerce” is the result of my own research for the Minor
Degree of Master of Arts at University of Language and International Studies,
Vietnam National University, Hanoi. This study has not, wholly or partially, been
submitted for any degree at any other universities or institutions.

Hanoi, 2017

Hoàng Thị Anh Thơ

i


ACKNOWLEDGEMENTS

First of all, I would like to express my deepest gratitude to my supervisor,
Assoc. Prof. Dr. Kiều Thị Thu Hương, who gave me instructions, encouragement
and inspiration during my research. Without her valuable feedback and criticism,
my study would not have been accomplished.
I also would like to express my special thanks to my teachers at University of
Languages and International Studies, Vietnam National University, Hanoi for their
lectures and suggestions for the idea of the study.
My gratitude also extends to my colleagues and my students at Vietnam
University of Commerce for their help in completing questionnaires, interviews and
as well as constructive suggestions.
Lastly, I would like sincerely to say thank you to my family for their endless
love and support from the beginning to the end of the study. They always stand by
me even in the most difficult situation.

ii


ABSTRACT
This present study evaluates the coursebook The business Pre-Intermediate for the
first-year students majoring in English at English Faculty, Vietnam University of
Commerce. The study aims at finding out some strengths and weaknesses of the
coursebook

from

the

students’

perspectives,

then

addressing

some

recommendations for effective coursebook usage. The evaluation was based on data
collected from 115 students and 3 teachers in the form of questionnaires and
interviews. The questionnaires were used to elicit the students’ perspectives towards
the coursebook and their suggestions for improvement. The interviews were
conducted to collect the teachers’ recommendations for improvement. The
researcher analyzed the questionnaire data by SPSS program with means, standard
deviation and percentage. The data for suggestions was collected and summarized
for analysis. The results of the evaluation show that the strengths of the coursebook
consist of providing the students business language and skills to communicate in
business contexts, suitable layout and organization, variety of topics, the
appropriateness of number of vocabulary and grammar items. The weaknesses of
the coursebook include printing quality, pronunciation, challenge of some topics,
listening and writing tasks, and assistance in self-study. Based on the result, some
improvements are recommended such as using supplementary materials, exercise
redesign, activity rearrangement and reduction.

iii


TABLE OF CONTENTS
DECLARATION ........................................................................................................ i
ACKNOWLEDGEMENTS ....................................................................................... ii
ABSTRACT .............................................................................................................. iii

TABLE OF CONTENTS .......................................................................................... iv
LIST OF ABBREVIATIONS ................................................................................... vi
LIST OF FIGURES AND TABLES ........................................................................ vii
CHAPTER 1: INTRODUCTION ............................................................................1
1.1. Rationale for the study ......................................................................................1
1.2. Aims of the study and research questions ........................................................2
To achieve the aims of the study, the following research questions are proposed. ....2
1.3. Scope of the study .............................................................................................2
1.4. Significance of the study ..................................................................................3
1.5. Methodology of the study .................................................................................3
1.6. Design of the study ...........................................................................................3
CHAPTER 2: LITERATURE REVIEW ................................................................5
2.1.

Materials in teaching and learning ................................................................5

2.1.1. Definition of materials................................................................................5
2.1.2. Roles of materials .......................................................................................6
2.2.

ESP materials .................................................................................................7

2.2.1. Background information of ESP ................................................................7
2.2.2. Definition of ESP .......................................................................................8
2.2.3. Roles of ESP materials .............................................................................10
2.3. Materials evaluation........................................................................................11
2.3.1. Definition of materials evaluation ............................................................11
2.3.2. Roles of materials evaluation ...................................................................12
2.3.3. Types of materials evaluation ..................................................................13
2.3.4. Criteria for materials evaluation ...............................................................14

2.4. Previous researches on materials evaluation ..................................................19
iv


CHAPTER 3: RESEARCH METHODOLOGY .................................................21
3.1. Description of the context ...............................................................................21
3.1.1. The setting ................................................................................................21
3.1.2. Course material.........................................................................................22
3.1.3 Course objectives ......................................................................................24
3.2. Research methodology....................................................................................24
3.2.1. Participants ...............................................................................................24
3.2.2. Instruments ...............................................................................................25
3.2.3. Procedures ................................................................................................27
3.2.4 Data analysis ..............................................................................................27
CHAPTER 4: DATA ANALYSIS AND DISCUSSION ......................................28
4.1. Results and discussion ....................................................................................28
4.1.1. Questionnaire results ................................................................................28
4.1.2. Interview results .......................................................................................37
4.2 Major findings..................................................................................................41
CHAPTER 5: CONCLUSION ...............................................................................44
5.1. Recapitulation .................................................................................................44
5.2. Implications ....................................................................................................44
5.3. Limitation of the study....................................................................................45
5.4. Recommendations for further studies .............................................................45
REFERENCES ........................................................................................................46
APPENDICES ........................................................................................................... I

v

LIST OF ABBREVIATIONS
VUC

Vietnam University of Commerce

CLT

Communicative Language Teaching

ESP

English for Specific Purposes

ELT

English Language Teaching

EMT

English as a Mother Tongue

ESL

English as a Second Language

EST

English for Science and Technology

EBE

English for Business and Economics

ESS

English for Social Studies

EGBP

English for General Business Purposes

ESBP

English for Specific Business Purposes

GE

General English

EFL

English as a foreign language

L2

Second Language

MA

Master of Arts

CD

Compact Disc

SPSS

Statistical Package for the Social Sciences

M

Mean

SD

Standard Deviation

No

Number

SD

Strongly disagree

D

Disagree

U

Undecided

A

Agree

SA

Strongly agree

vi


LIST OF FIGURES AND TABLES
No

Title

Page

Figure 2.1

The Materials Evaluation Model of Hutchinson and Waters

15

(1987: 98)
Table 4.1

Summary of students’ evaluation of the coursebook

29

Table 4.2

Students’ evaluation of the coursebook aims and approach

29

Table 4.3

Students’ evaluation of the coursebook design and organization

30

Table 4.4

Students’ evaluation of the coursebook language content

31

Table 4.5

Students’ evaluation of the coursebook skills

32

Table 4.6

Students’ evaluation of the coursebook topics

33

Table 4.7

Students’ evaluation of the coursebook methodology

34

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CHAPTER 1: INTRODUCTION
1.1. Rationale for the study
One of the important factors leading to successful English acquisition is the suitable
and effective coursebook, especially towards students of English for Specific
Purposes (ESP). The importance of coursebooks is affirmed by many scholars such
as Hutchinson and Waters (1987), Brown (1995), Cunningsworth (1998) and
Tomlinson (1998). The role of coursebooks is proved in the learning and teaching
context of English Faculty, Vietnam University of Commerce (VUC). In search for
a variety of materials, the teachers at the English Faculty have chosen The Business
as an official coursebook for the English major students to enhance both business
knowledge and English skills. The set of books includes three levels from preintermediate up to upper-intermediate, and first-year students study pre-intermediate
level. First-year students face many difficulties in learning such as choosing
appropriate learning methods and ways of exploiting the coursebook. They have
already spent a long time studying English at school, but their focuses are mostly
grammar and reading to pass university entrance exams. As one of the result of
teacher-centered approach, many of them remain passive in class and have to
struggle to improve other English skills such as speaking, listening and writing.

Therefore, freshmen and their coursebook at VUC are of the researcher’s interest.
Despite the fact that first-year students at VUC pass the university entrance exam,
many of them cannot define what their target destinations, their wants and their
lacks are. Hutchinson and Waters (1987:57) claim, “there is no necessary
relationship between necessities as perceived by sponsors or ESP teachers and what
the learners want or feel they need”. Teachers may often choose a coursebook
quickly on the basis of their observation and experience instead of taking students’
perspectives into consideration. Neglecting the students’ opinions might hinder
them from learning and cause demotivation among students. Cunningsworth
(1995:7) says, “the aims of the coursebook should correspond as closely as possible
to the aims of the teacher, and both should seek to meet the needs of the learners to
the highest degree”. The teachers are supposed to understand the aims of the

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syllabus, and they know what their students need to achieve during the course. They
can judge and choose a coursebook by looking through it and getting its overview.
It is not difficult for them to point out what the overall strengths and weaknesses of
that coursebook are. However, defining any significant features, prominent
weaknesses or considering what specific items should be adapted take time and
efforts. That is why it is necessary to have an in-depth evaluation from students’
viewpoint.
After using the coursebook The business Pre-Intermediate, the researcher has taken
the appropriateness of the coursebook into consideration and wondered if it fullfils
VUC students’ expectations. Thus, this study aims at evaluating the coursebook The
business Pre-Intermediate according to the students’ perspectives to find out what
its strengths and weaknesses are and addressing some recommendations for
effective coursebook usage.
1.2. Aims of the study and research questions

As already mentioned, the aim of this study is to evaluate the book The business
Pre-Intermediate from students’ perspectives. Based on the findings, the study
offers suggestions for further improvement of the coursebook to meet
students’expectations.
To achieve the aims of the study, the following research questions are proposed.
1. What are the strengths of the coursebook “The business Pre-Intermediate” from
the perspectives of first-year students majoring in English at Vietnam University of
Commerce?
2. What are the weaknesses of the coursebook “The business Pre-Intermediate”
from the perspectives of first-year students majoring in English at Vietnam
University of Commerce?
1.3. Scope of the study
The coursebook is only for first-year students at Vietnam University of Commerce.
Thus the study just focuses on the evaluation of the first-year students majoring in
English at Vietnam University of Commerce in the school year 2015-2016 on the
coursebook The business Pre-Intermediate given by Karen Richardson, Marie
Kavanagh and John Sydes with Paul Emmerson in 2003.

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1.4. Significance of the study
The study has contributed to the field of materials evaluation. The theoretical
background of the study can be helpful for teachers and textbook writers interested
in materials evaluation in the future. The results of the study are favourable for not
only teachers but also first-year students who work with the coursebook during the
academic year. At the same time, the results are the basis for coursebook adaptation
and improvement, which is meaningful in teaching undergraduate students who
want to have knowledge and ability to communicate in English in business contexts.
1.5. Methodology of the study

The research’s respondents are teachers and first-year students at the English
Faculty, Vietnam University of Commerce. Specifically, 121 first-year students
from three classes and three teachers working with these first-year students have
been asked to take part in the research. In order to achieve the objectives of this
study, the researcher applies qualitative and quantitative research methods. Data are
collected through questionnaires with students and interviews with teachers. The
data obtained from the questionnaires have been analyzed using a computer
software program called SPSS. The means and percentages of the responses have
been generated via SPSS while the teachers’ answers in the interviews have been
summarized and analyzed.
1.6. Design of the study
The study is composed of three main parts: introduction, development and
conclusion.
The Introduction mentions reasons for choosing the topic of study, aims, research
questions, scope, significance, methodology and organization of the study.
The Development consists of three chapters. Chapter I Literature Review reviews
some theories of basic concepts which are ESP, ESP materials, and materials
evaluation. In detail, it provides a brief overview of ESP, the role of ESP materials,
the definition and reasons of materials evaluation. It also mentions types and criteria
for materials evaluation. In chapter II, the author presents the setting, the
participants, the method of data collection and the instruments used to collect data.

3


The procedure of collecting data and the analysis of the data are described carefully.
Chapter III shows the findings of data analysis and discussion as well.
In the Conclusion, the author summarizes the results obtained and presents some
recommendations for using the material.

4


CHAPTER 2: LITERATURE REVIEW
This chapter reviews previous researches related to evaluating materials. It firstly
digs into materials with their definitions and roles. The next section presents ESP
materials in terms of background information, definitions and roles. Then, the
chapter reviews material evaluation with its associated issues. In this section,
definitions, types, roles, approaches of materials evaluations are explored. The
section also outlines criteria and models for evaluating materials with different
viewpoints of different researchers.
2.1.

Materials in teaching and learning

2.1.1. Definition of materials
Materials are useful tools in teaching and learning. Dudley-Evans and St John
(1998:170) state that materials can be used as “a source of language, a learning
support, for motivation and stimulation, and for reference”. Language teaching
materials, according to Tomlinson (1982), are anything which can facilitate
teaching and learning activities. “It 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 that presents or informs about the language
being learned” (Tomlinson, 1982:2). Sharing the similar view point of materials,
Hutchinson and Waters (1987:37) assert that materials are the “everyday tools of
the language teacher”. It is also stated that materials are an embodiment of the aims,
values and methods of a particular teaching/learning situation.
One of the most widely used teaching and learning materials is textbook that
concerns about a subject a student studies in the classroom. In many circumstances,
many people use the term textbook and coursebook interchangeably. Both refer to a

book intended by the producers to be used as a core teaching material. In
Tomlinson’s opinion (1998: ix), he states clearly that a coursebook is “a textbook
which provides the core materials for a course. It aims to provide as much as
possible in one book and is designed so that it could serve as the only book which
the learners necessarily use during a course. Such a book includes work on
grammar, vocabulary, pronunciation, functions and the skills of reading, writing,
listening and speaking.”
5


The study aims to evaluate the book “The business Pre-Intermediate” used for a
particular group of students that are the first-year students marjoring in English at
Vietnam University of Commerce in the course “Basic English”. Therefore, the
term “coursebook” is used during analysis and evaluation, and the terms
“coursebook” “textbook” and “materials” are used interchangeably for the
convenience of reviewing literature. In addition, the researcher hereafter uses the
terms “materials evaluation” and “materials adaptation” instead of “material
evaluation” and “material adaptation” according to Cunningsworth (1995).
2.1.2. Roles of materials
Textbooks are a key component in many language programs. Sheldon (1988:237)
states textbooks “represent the visible heart of any ELT program”. Hutchinson and
Torres (1994:315) also suggest that “No teaching-learning situation, it seems, is
complete until it has its relevant textbook”. A suitable textbook can provide the
content of the lessons which will help all students in one class with different
background receive similar amount of knowledge, then the tests are processed
easily. This also ensures that teaching and learning programs have a central core
and are developed systematically. Besides Harmer (1991) suggests that the textbook
allows students to look back and forward, giving them a chance to prepare for what
is coming and to review what they have done. For teachers, it helps them save time;
thus, they can devote themselves more in improving their teaching quality. It is

really useful for the teachers whose first languages are not English because textbook
can provide effective language models and input. If teachers are lack of teaching
experience, a textbook can become their trainers giving them instructions of
planning and teaching lessons.
Despite the fact that the role of textbooks is very important in learning and teaching,
textbooks can have potential negative effects. A textbook is not written for a
particular group of students in a particular classroom; therefore, it cannot reflect the
interests and needs of the students in that class. A textbook just provide the initial
framework and hence may require adaptation. Cunningsworth (1984) thinks that
textbooks should be seen as the teacher’s servant, not a master. A textbook will be
helpful if teachers use it as a teaching tool and a primary source of their teaching.

6


Depending on materials prepared by others can deskill teachers. Allwright (1982)
also suggests that textbooks are too inflexible and generally reflect the pedagogic,
psychological, and linguistic preferences and biases of their authors. Sometimes
textbooks fail to present the real world and become unacceptable in many contexts.
In short, the use of textbooks has both advantages and disadvantages depending on
how they are used. Therefore, learning how to use and adapt textbooks become an
important part in training teachers. Each teacher should exploit the materials’
benefits and avoid turning them into their masters or tools deskilling themselves.
2.2.

ESP materials

2.2.1. Background information of ESP
After the Second World War ended in 1945, a large number of people had the
demands of learning English not only for their pleasure or wanting to learn

languages in general but also for the purpose of international communication of
technology and commerce. The needs of learning English for a particular purpose
created the emergence of ESP (Hutchinson and Waters, 1987). Along with the
demands of a Brave New World, Hutchinson and Waters (1987) noted two other
reasons for ESP coming: a revolution in linguistics and focus on the learner. They
point out that if language varies in different contexts, determining the features of
particular situations is possible and it should be one part of building the learners’
course. Moreover, learning English may be more effective because of increasing the
motivation if the learners’ needs and interests are taken into consideration.
ESP is one of two branches of EFL (English as a foreign language). EFL is also one
of three branches of the tree of ELT (English Language Teaching) besides EMT
(English as a mother tongue) and ESL (English as a second language) (Hutchinson
and Waters, 1987). According to this tree, ESP is broken down into three parts: EST
(English for science and technology), EBE (English for business and economics)
and ESS (English for social studies). English for Business does not have an
independent position. However, Dudley-Evans and St John (1998) classify English
for Business Purposes as a branch of English for Professional Purposes which
belongs to English for Occupational Purposes distinguishing with English for
Academic Purposes. In the opinion of these scholars, English for Business Purposes

7


can be divided into English for General Business Purposes (EGBP) and English for
Specific Business Purposes (ESBP). The coursebook The business can be
considered as a material for EGBP courses because of following features. EGBP are
used for “pre-experience learners or those at the very early stages of their career”,
the course is formed “on the basis of language level rather than job” and “teach a
broad range of English through business settings rather than English for specific
business purposes”, and “a focus on presentation and practice in accuracy and

fluency” is common (Dudley-Evans and St John, 1998:55).
ESP is always put in comparison with GE (General English), another branch of
EFL. Hutchinson and Waters (1987) point out the difference that there is no
difference in theory, but in practice it is a great deal. The teachers of GE courses
rarely carry out a need analysis to find out their students’ needs because they take
for granted that their students learn for using English in general. According to
Dudley-Evans and St John (1998), the role of ESP teachers is now changed from a
teacher to a practioner. An ESP practioner has five key roles: teacher, course
designer and materials provider, collaborator, researcher and evaluator. He or she
should pay attention to both teaching macro-skills and languages related to the key
genres as well because ESP course are designed to meet the need of a particular
group of learners.
2.2.2. Definition of ESP
English for Specific purposes (ESP) has become an important part of English
language learning. It has been defined by a number of researchers. Hutchinson and
Waters (1987:19) states that “the foundation of ESP is the simple question: Why
does this learner need to learn a foreign language?” ESP courses are basically
designed to meet the needs of a particular group of students who want to study
English to use it in their specialization. And “ESP is an approach to language
teaching in which all decisions as to content and method are based on the learner’s
reason for learning”. Hutchinson and Waters (1987:16) points out that many
learners go to English classes for academic study because they need English in their
study. Others use English for their works, for example, to negotiate a deal, to

8


communicate with tourists. ESP help them achieve their learning targets
appropriately.
More specifically, Strevens (1988) gives the definition of ESP consisting of four

absolute characteristics and two variable characteristics.
1. Absolute characteristics:
ESP consists of English language teaching which is:
- Designed to meet specific needs of the learners;
- Related in content (that is in its themes and topics) to particular
disciplines, occupations and activities;
- Centered on language appropriate to those activities in syntax, lexis,
discourse, semantics and so on, and of the analysis of discourse;
- In contrast with “General English”
2. Variable characteristics:
ESP may be, but is not necessarily:
- Restricted as to the learning skills to be learned.
- Not taught according to any pre-ordained methodology (p.1-2)
Dudley-Evans and St John (1998) highly evaluate Strevens’ definition and consider
it comprehensive, but it can lead to a certain confusion. In terms of contrast with
General English, for example, ESP teaching should be linked to a particular
profession, using a methodology which is different in General English. In general,
the interaction between the ESP teacher and students are similar to that in General
English classes; however, in more specific ESP classes the teacher sometimes is
like a language consultant with the learners having their own expertise in the subject
matter. Therefore, Dudley-Evans and St John (1998) modified Strevens’ definition,
removed the absolute characteristic “in contrast with General English” and added
many variable characteristics. They affirmed that in certain circumstances ESP
target learners can be broadened from near beginners, students in secondary schools
to intermediate learners and adults. ESP is not in contrast with General English, but
may use a different methodology of General English. In their definition,
1. Absolute characteristics:
- ESP is designed to meet specific needs of the learner;

9

- ESP makes use of the underlying methodology and activities of the
disciplines it serves; ESP is centered on the language (grammar, lexis,
register), skills, discourse and genres appropriate to these activities.
2. Variable characteristics:
- ESP may be related to or designed for specific disciplines;
- ESP may use, in specific teaching situations, a different methodology
from that of General English;
- ESP is likely to be designed for adult learners, either at a tertiary level
or in a professional work situation. It could, however be used for
learners at secondary school level;
- ESP is generally designed for intermediate or advanced students. Most
ESP courses assume basic knowledge of the language system, but it can
be used with beginners. (p.4-5)
Dudley-Evans and St John (1988) give the definition of ESP clearly, which is really
useful for educators to build ESP syllabus. It may become the magnetic needle
directing teachers and students on the way learning ESP. In this definition, no
matter how many characteristics are added, it still confirms the importance of
learners’ needs during teaching and learning ESP. Thus, “needs analysis remains
fundamental to ESP and from the early days of ESP in 1960s the starting point has
always been what learners need to do with English” (Dudley-Evans and St John,
1998:5).
Many researchers and writers like Wright (1992), Smoak (1996) share the same
opinion of ESP when they notes that ESP means learning for a purpose. Learning
English is considered as performing a specific task unrelated to passing an English
exam.
2.2.3. Roles of ESP materials
Materials play an important role in most language courses and teaching materials
are the resources for teachers in assisting students to learn English. This role is even

more important and essential in the ESP context. According to Dudley-Evans and
St. John (1998), materials in the ESP context are used as a source of language and a
learning support. They are also used for motivation and stimulation, and for

10


reference as well. Gatehouse (2001) believes that materials development is one of
the major issues in an ESP curriculum. However, Gatehouse (2001) wonders if ESP
textbooks really exists because ESP teachers are required to produce a course that
meets the needs of learners while the preparation time is limited. This leads to the
fact that teaching resources can be gathered together, some borrowed and others
designed. They can include authentic materials, ESP materials and teacher’s
generated materials. It is difficult to find an ideal ESP textbook. It can depend on
the teacher’s ability and experience in material production. Nevertheless, despite all
negative attitude to ESP textbooks’ usefulness, we believe that they are core tools in
learning and teaching English for Specific Purposes. They are the first source we
can use of when we have no time for material development. Teachers who do not
have the expertise to produce teaching materials consider them as a useful resource.
In the particular situation at Vietnam University of Commerce, ESP material of
business plays a key role in providing both teachers and learners sources in their
teaching and learning process. Without it, they will get a large number of
difficulties in finding materials, identifying what to teach and learn and they likely
have to spend a lot of time and efforts during their ESP course.
2.3. Materials evaluation
2.3.1. Definition of materials evaluation
Materials evaluation, according to Hutchinson and Waters (1987: 97), is a
“matching process”, which concerns matching learners’ needs to available
solutions. In their opinion, it is “a matter of judging the fitness of something for a
particular purpose”. This definition reminds us of the learner-centered approach in

which learners’ needs are always highly addressed.
Rea-Dickens and Germaine (1992) mention that “evaluation is the means by which
we can gain a better understanding of what is effective, what is less effective, and
what appears to be of no use at all” (Rea-Dickens & Germaine, 1992:4).
Brown (1995:218) states that “evaluation is the systematic collection and analysis
of all relevant information necessary to promote the improvement of a curriculum,
and assess its effectiveness and efficiency, as well as the participants’ attitudes

11


within the context of the particular institutions involved.” This definition not only
points out the process of evaluating, its purposes but also the content of evaluation.
Tomlinson (2005:15) defines “materials evaluation is a procedure that involves
measuring the value (or potential value) of a set of learning material”. In his
opinion, an evaluation is not the same as an analysis. An analysis can be a part of an
evaluation process; however, two of them are different in objectives and procedures.
An evaluation is subjective, focuses on the users and makes judgments about the
materials’ effects. In contrast, an analysis seems to be objective and focuses on the
materials, their contents, their aims and their methodology. The term evaluation and
assessment are also used interchangeably; however, Nunan, D (1991) points their
differences that evaluation is a wider term than assessment. He argues, “assessment
is a process of collecting information about what a learner can do in the target
language, while evaluation is a more general process of obtaining a variety of
information relating to different curriculum elements and processes, for decisionmaking purposes” (Nunan, 1991:46). It means that as a result of elvaluating,
measures might be taken to deal with any shortcomings. Sharing the similar ideas,
Dudley - Evans & St John (1998:128) claim that material evaluation is “a whole
process that begins with determining what information to gather and ends with
bringing about change in current activities or influencing future ones”. And these
ideas seem to be comprehensive and suitable for the aims of the research.

2.3.2. Roles of materials evaluation
Evaluating teaching materials to see if the materials match with the teaching context
or not is necessary and important. No textbook will be a perfect fit for a language
program while there is a variety of textbooks available in the market. Sheldon
(1988) states that the selection of a textbook is indicator of an educational decision
in which there is considerable professional, financial, and even political investment.
Through evaluation, teachers will become familiar with the content of the textbook
and recognize its weaknesses and strengths.
Ellis (1997) argues two primary reasons of material evaluation. Firstly, evaluation
can help teachers find out the most suitable textbook for a particular situation.
Secondly, evaluation will help in deciding that chosen material works for the

12


context after being used for a particular period of time. Then, the teachers can
consider adapting or replacing it for a better use.
Cunningsworth (1995) shares the same ideas that evluating textbooks is to identify
their particular strengths and weaknesses, so that “optimum use can be made of
their strong points, whilst their weaker areas can be strengthened through adaptation
or by substituting material from other books” (Cunningsworth, 1995:14). He also
states that the major and frequent reason for evaluation is the intention to adopt new
textbooks.
2.3.3. Types of materials evaluation
Tomlinson (2003) divides materials evaluation into three types: pre-use evaluation,
whilst-use evaluation and post-use evaluation.
Pre-use evaluation is about making predictions of the potential value of materials.
They are often conducted on impressionistic level and the teachers’ quick flicking
through the book they intend to choose. This kind of evaluation is considered
subjective and not really reliable. Therefore, it is difficult to avoid mistakes.

McGrath (2002) supports that ideas and suggests that checklists and more in-depth
criterion-referenced evaluations can be used to reduce subjectivity, and make the
judgements more principle, systematic and reliable.
Whilst-use evaluation involves measuring the values of materials whilst using them
or whilst observing them being used. This offers a more objective and reliable
perspective of materials because it makes use of measurements rather than relying
on predictions. However, Tomlinson (2003) points out that whilst-use evaluation is
limited to measure what is observable and cannot claim to measure what is
happening in the learners’ brains. Although it can measure short-term memory
through observing learner performance on exercises, it cannot measure durable and
effective learning because of the delayed effect of instruction.
Post-use evaluation measures the actual learning outcomes through various ways of
measuring: test what the materials have taught, test what the learners can do,
interviews, questionnaires, criterion-referenced evaluations by the users. This data
can provide reliable feedback for which the decisions about the use, adaption or
replacement of the materials can be made. Post-use evaluation can take time and

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expertise to complete successfully, however it is probably the most valuable way to
make judgements. Ellis (1997) points out that teachers nearly have no need for postuse evaluation. After using the textbook for a long time, teachers will tend to think
intuitively that they will know whether they should use that textbook again or not.
However, Tomlinson (2003) asserts the importance of post-use evaluation “It can
measure the short-term effect as regards motivation, impact, achievability, instant
learning, etc., and it can measure the long-term effect as regard durable learning and
application” (Tomlinson, 2003:25). Sheldon (1988) also adds that the success or
failure of a textbook can be determined during its use and after use. Even though the
importance of each type is controversial, it is suggested that textbook should be
evaluated in all of the above three types if possible (McGrath, 2002). In this study,

post-use evaluation is chosen to evaluate the material.
2.3.4. Criteria for materials evaluation
According to Tomlinson (1998: 220), criteria are what researchers use to “reach a
decision regarding what needs to be evaluated”. Therefore, one of the first steps of
the evaluation process is defining criteria. However, any criteria by any evaluation
experts cannot be picked up randomly or because of interests. William (1983:253)
asserts “The scheme for evaluating textbooks can be adapted to suit particular
contexts”. Sharing the similar ideas, Sheldon (1988) also argues that no general list
of criteria can really be applied to all teaching and learning context without
considerable modification. Therefore, evaluators have to choose the most
appropriate criteria based on their real teaching and learning environments. Below
is a summary of some approaches to coursebook evaluation and their accompanying
criteria.

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2.3.4.1. Hutchinson and Waters approach
Hutchinson and Waters (1987) suggest four main steps of the ESP coursebook
evaluation process: defining criteria, subjective analysis, objective analysis and
matching. They conduct both subjective and objective analysis because they know
that the ESP coursebooks have to “suit the needs of a number of parties: teachers,
students, sponsors” (Hutchinson and Waters, 1987: 97). It is clear that evaluators
should take the needs into consideration and make sure that subjective factors
cannot make objectivity difficult to realize in the early stages of analysis.
Define criteria
On what bases will you judge materials?
Which criteria will be more important?

Subjective analysis

Objective analysis
How does the material being
evaluated realize the criteria?

What realizations of the criteria
do you want in your course?

Matching
How far does the material match your needs?

Figure 2.1: The Materials Evaluation Model of Hutchinson and Waters (1987: 98)
In the checklist of criteria they concern four main criteria that are audience, aims,
content and methodology. The checklist includes 21 questions totally which are
divided into A group (subjective analysis) and B groups (objective analysis).
The checklist Hutchinson and Waters (1987) suggest is for evaluating an ESP
textbook; therefore, audience is the first and foremost part evaluators should care
about. Because the textbook is designed for a particular group of learners, it is
necessary to know all basic information of learners such as ages, sex, nationality,
study of work specialism, knowledges, educational backgrounds, interest.
Secondly, it is very important to know what are the aims of the course and the aims
of the materials.

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Thirdly, the content of the materials should be taken into notice. The evaluators can
carry out the analysis of different aspects that are language description, language
points, proportion of work on each macro-skill, micro-skills, text types, subjectmatter areas, level of knowledge, types of topics, content organization and content
sequence.

The last one is checking the appropriateness of the methodology in the material to
learners. The methodology criteria which are taken into account contain the theory
of learning, the attitudes to or expectations about learning English, kinds of
exercises, teaching-learning techniques, aids, teaching guidance or support and the
flexibility of the materials.
Hutchinson and Water (1987) also add other criteria such as the price and
availability of the materials.
After answering all the questions of group A and B, there will be comparison
between the A and B findings to find out if there is a match. This criteria is clear,
organized and used for ESP coursebook evaluation; however, it is suitable for
teachers’ evaluation rather than students’ because of their lack of knowledge and
experience. For example, first-year students in EGBP course can find it difficult to
define what text-types should be included or what teaching-learning techniques
should be need.
2.3.4.2. Cunningsworth approach
While Hutchinson and Waters (1987) think that evaluation is a matching process,
Cunningsworth (1995) considers it value judgements on the part of those involved.
He states clearly, “such value judgements will inevitably be subjective to some
extent and will reflect the views and priorities of those making them”
(Cunningsworth, 1995: 9). Based on that viewpoint, Cunningsworth (1995) suggests
many criteria for evaluating coursebook. He says that because of different contexts,
it is best to “identify your own priorities and draw up your own checklist, perhaps
using some of the criteria outlined in this book and adding others of your own based
on your concerns and priorities” (Cunningsworth, 1995:2). He then introduces a
quick-reference checklist of evaluation and selection containing 45 questions (see
appendix for more details) covering 8 criteria as follow:

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