Insights into EFL Teachers’ and Students’ Perspectives on Communicative Skills Represented in English Textbooks
Main Article Content
Abstract
Course books play an integral part in the process of teaching and learning in general and that of English language teaching and learning. Additionally, it is vital to choose appropriate course books for students to develop their communicative skills. In the context of Vietnam, the new English textbooks for high school students have been designed in an attempt to enhance the communication competence among Vietnamese high school students. Within such a context, this study aims at exploring EFL teachers and students’ perspectives on communicative skills represented in the new English textbooks grade 10. This study involved 42 students in answering a questionnaire and 5 teachers in responding the interview questions. The findings indicated that the new English textbooks grade 10 could improve their communicative skills. Specifically, the activities designed in the textbooks reinforced the communicative skills among students. Furthermore, language provided in the textbooks is appropriate and conducive for students, and the subject and content could aid students’ communicative skills. Such preliminary findings are hoped to contribute to a better understanding of the new English textbooks in English language learning in Vietnamese context.
Keywords:
communicative skills, activities, language type, subject and content, new English textbook grade 10, students, Vietnamese context
References
[1] F. Dubin, The shape they are in now and the shape of textbooks to come, In H.D. Brown, C. Yorio and R.H. Crymes (Eds.), ON TESOL 1978-EFL Policies, Programs, Practices, Washington: TESOL, 1978, pp. 128-136.
[2] T. Hutchinson, E. Torres, The Textbooks as Agent of Change, ELT Journal 48(4) (1994) 315-328.
[3] B. Tomlinson, Developing materials for language teaching. London, UK, Continuum, 2003.
[4] L.E. Sheldon, Evaluating ELT textbooks and materials, ELT Journal 42(4) (1988) 237-246.
[5] Bao Dat, English Language Learning Materials. Brian Tomlinson (Ed.), ELT Materials Used in Southeast Asia, London, Continuum International Publishing Group, 2008, pp. 263-280.
[6] A. Cunningsworth, Choosing Your Coursebook, Oxford: Heinemann, 1995.
[7] A. Núñez, M. F. Téllez, J. Castellanos, B. Ramos, A practical materials development guide for EFL pre-service, novice, and in-service teachers, Bogotá, CO: Editorial Universidad Externado de Colombia, 2009.
[8] K. Graves, Teachers as course developers, Cambridge, UK: Cambridge University Press, 1997.
[9] D. Nunan, Designing tasks for the communicative classroom, Cambridge: Cambridge University Press, 1989.
[10] J. McDonough and C. Shaw, Materials and Methods in ELT: A Teacher’s Guide, London: Blackwell, 1993.
[11] T. Hutchinson and A. Waters, English for Specific Purposes: A learning-centered approach, Cambridge: Cambridge University Press, 1987.
[12] J. Mukundan, Are three new ways of evaluating ELT textbooks? In J. Mukundan (Ed.), Readings on ELT materials II, Petalling Jaya: Pearson Longman Malaysia, (2006), pp. 170-180.
[13] D. Williams, Developing Criteria for Textbook Evaluation, ELT Journal 37(2) (1983) 251-255.
[14] Hoang Van Van, MOET’s Three Pilot English Language Communicational Curricula for chools in Vietnam: Rationale, Design and Implementation, VNU Journal for foreign studies 34(2) (2018) 1-24.
[15] S. Ahmed, An Evaluation of Effective Communication Skills Coursebook, Advances in Language and Literary Studies 7(3) (2016) 57-70.
[16] B.D. Wale, EFL Textbook Evaluation: A case Study into the Suitability of “Communicative English Skills” Course Book, English for Specific Purposes World 54(19) (2017) 11-22.
[17] Hoang Van Van, Renovation in Curriculum Design and Textbook Development: An Effective Solution to Improving the Quality of English Teaching in Vietnamese Schools in the Context of Integration and Globalization, VNU Journal of Science: Education Research 32(4) (2016) 9-20.
[18] Nguyen Thi Vien, An Evaluation of the Textbook Tieng Anh 6 (10-year program): A Case Study at Quynh Mai Secondary School, Unpublished M.A. Thesis, 2018.
[19] Nguyen Thi Thuy Minh, Cao Thi Hong Phuong, An evaluation of the intercultural orientation of secondary English textbooks in Vietnam: How well are students prepared to communicate in global contexts? In Le Van Canh, Nguyen Thi Thuy Minh, Nguyen Thi Mai Hoa, R. Bernard (Eds.), Building teacher capacity in Vietnamese English language teaching: Research, policy and practice, Oxon, UK: Routledge, 2019, pp. 150-165.
[20] Nguyen Thi Thuy Minh, R.Marlina and Cao Thi Hong Phuong, How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective, Asian Englishes 8(2) (2020) 1-17.
[21] M. Celce-Murcia, Teaching methodology, In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language, USA: Heinle & Heinle, 2001, pp. 3-11.
[22] S. McKay, Authenticity in the Language Teaching Curriculum, In C.A. Chapelle (Ed.),gThe Encyclopedia of Applied Linguistics, USA: Blackwell Publishing Ltd., 2013, pp. 1-6.
[23] H.D. Brown, Teaching by principles: An interactive approach to language pedagogy, New York: Longman, 2001.
[24] R. Oxford, Integrated Skills in the ESL/EFL Classroom, ESL Magazine 6(1) (2001) 1- 6.
[25] D. Nunan, Task-Based Language Teaching, Cambridge: Cambridge University Press, 2004.
[26] H. Tok, TEFL textbook evaluation: From teachers’ perspectives, Educational Research and Review 5(9) (2010) 508-517.
[27] Tran Quoc Thao, Duong My Tham, EFL learners' perceptions of factors influencingxlearnerfautonomy development. Kasetsart Journal of Social Sciences, 39(1) (2018) 1-6.
[28] Tran Quoc Thao, Vo Quoc Dai, Tertiary English Majors' Perceptions of the Importance of Learner Autonomy and Autonomous Language Learning Strategy Use, Proceedings of the International conference: Autonomy and motivation for language learning in the interconnected world at Ho Chi Minh City University of Technology and Education, Ho Chi Minh City: Vietnam National University - Ho Chi Minh Press, 2019, pp.102-113.
[2] T. Hutchinson, E. Torres, The Textbooks as Agent of Change, ELT Journal 48(4) (1994) 315-328.
[3] B. Tomlinson, Developing materials for language teaching. London, UK, Continuum, 2003.
[4] L.E. Sheldon, Evaluating ELT textbooks and materials, ELT Journal 42(4) (1988) 237-246.
[5] Bao Dat, English Language Learning Materials. Brian Tomlinson (Ed.), ELT Materials Used in Southeast Asia, London, Continuum International Publishing Group, 2008, pp. 263-280.
[6] A. Cunningsworth, Choosing Your Coursebook, Oxford: Heinemann, 1995.
[7] A. Núñez, M. F. Téllez, J. Castellanos, B. Ramos, A practical materials development guide for EFL pre-service, novice, and in-service teachers, Bogotá, CO: Editorial Universidad Externado de Colombia, 2009.
[8] K. Graves, Teachers as course developers, Cambridge, UK: Cambridge University Press, 1997.
[9] D. Nunan, Designing tasks for the communicative classroom, Cambridge: Cambridge University Press, 1989.
[10] J. McDonough and C. Shaw, Materials and Methods in ELT: A Teacher’s Guide, London: Blackwell, 1993.
[11] T. Hutchinson and A. Waters, English for Specific Purposes: A learning-centered approach, Cambridge: Cambridge University Press, 1987.
[12] J. Mukundan, Are three new ways of evaluating ELT textbooks? In J. Mukundan (Ed.), Readings on ELT materials II, Petalling Jaya: Pearson Longman Malaysia, (2006), pp. 170-180.
[13] D. Williams, Developing Criteria for Textbook Evaluation, ELT Journal 37(2) (1983) 251-255.
[14] Hoang Van Van, MOET’s Three Pilot English Language Communicational Curricula for chools in Vietnam: Rationale, Design and Implementation, VNU Journal for foreign studies 34(2) (2018) 1-24.
[15] S. Ahmed, An Evaluation of Effective Communication Skills Coursebook, Advances in Language and Literary Studies 7(3) (2016) 57-70.
[16] B.D. Wale, EFL Textbook Evaluation: A case Study into the Suitability of “Communicative English Skills” Course Book, English for Specific Purposes World 54(19) (2017) 11-22.
[17] Hoang Van Van, Renovation in Curriculum Design and Textbook Development: An Effective Solution to Improving the Quality of English Teaching in Vietnamese Schools in the Context of Integration and Globalization, VNU Journal of Science: Education Research 32(4) (2016) 9-20.
[18] Nguyen Thi Vien, An Evaluation of the Textbook Tieng Anh 6 (10-year program): A Case Study at Quynh Mai Secondary School, Unpublished M.A. Thesis, 2018.
[19] Nguyen Thi Thuy Minh, Cao Thi Hong Phuong, An evaluation of the intercultural orientation of secondary English textbooks in Vietnam: How well are students prepared to communicate in global contexts? In Le Van Canh, Nguyen Thi Thuy Minh, Nguyen Thi Mai Hoa, R. Bernard (Eds.), Building teacher capacity in Vietnamese English language teaching: Research, policy and practice, Oxon, UK: Routledge, 2019, pp. 150-165.
[20] Nguyen Thi Thuy Minh, R.Marlina and Cao Thi Hong Phuong, How well do ELT textbooks prepare students to use English in global contexts? An evaluation of the Vietnamese English textbooks from an English as an international language (EIL) perspective, Asian Englishes 8(2) (2020) 1-17.
[21] M. Celce-Murcia, Teaching methodology, In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language, USA: Heinle & Heinle, 2001, pp. 3-11.
[22] S. McKay, Authenticity in the Language Teaching Curriculum, In C.A. Chapelle (Ed.),gThe Encyclopedia of Applied Linguistics, USA: Blackwell Publishing Ltd., 2013, pp. 1-6.
[23] H.D. Brown, Teaching by principles: An interactive approach to language pedagogy, New York: Longman, 2001.
[24] R. Oxford, Integrated Skills in the ESL/EFL Classroom, ESL Magazine 6(1) (2001) 1- 6.
[25] D. Nunan, Task-Based Language Teaching, Cambridge: Cambridge University Press, 2004.
[26] H. Tok, TEFL textbook evaluation: From teachers’ perspectives, Educational Research and Review 5(9) (2010) 508-517.
[27] Tran Quoc Thao, Duong My Tham, EFL learners' perceptions of factors influencingxlearnerfautonomy development. Kasetsart Journal of Social Sciences, 39(1) (2018) 1-6.
[28] Tran Quoc Thao, Vo Quoc Dai, Tertiary English Majors' Perceptions of the Importance of Learner Autonomy and Autonomous Language Learning Strategy Use, Proceedings of the International conference: Autonomy and motivation for language learning in the interconnected world at Ho Chi Minh City University of Technology and Education, Ho Chi Minh City: Vietnam National University - Ho Chi Minh Press, 2019, pp.102-113.
Downloads
Download data is not yet available.