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Trang 1 DANG THI HOANG ANH HIGH SCHOOL TEACHERS’ PERCEPTIONS OF THE NEW TIẾNG ANH 10 PUBLISHED IN 2022 Major: Theory and Methodology of English Language Teaching Code: 8140111 Trang 2
MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY DANG THI HOANG ANH HIGH SCHOOL TEACHERS’ PERCEPTIONS OF THE NEW TIẾNG ANH 10 PUBLISHED IN 2022 Major: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Assoc, Prof Dr Nguyen Thi Thu Hien BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN ĐẶNG THỊ HOÀNG ANH NHẬN THỨC CỦA GIÁO VIÊN TRƯỜNG TRUNG HỌC PHỔ THÔNG VỀ SÁCH TIẾNG ANH 10 ĐƯỢC XUẤT BẢN NĂM 2022 Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: PGS TS Nguyễn Thị Thu Hiền i DECLARATION OF AUTHORSHIP I hereby declare that this thesis titled "High school teachers' perceptions of the new Tiếng Anh 10 textbook published in 2022" was carried out by myself under the guidance and supervision of Assoc Prof Dr Nguyen Thi Thu Hien, and that the work contained and its results are confirmed by the author and have not violated research ethics Quy Nhon, 2023 Dang Thi Hoang Anh ii ACKNOWLEDGEMENTS I would like to say thank you to the following people from the bottom of my heart: my supervisor, my family, my school, my colleagues, and all the participants who voluntarily joined in my questionnaire and interview This research project was only successful with them First, I sincerely thank Associate Prof Dr Nguyen Thi Thu Hien, my thesis mentor, for her constant encouragement and patience and her enlightened, helpful, and patient comments She always helped me along the road and consistently showed her trust in me I owe her a debt of gratitude for her insightful feedback on this thesis I would especially like to express my gratitude to the school administrator and the English Department of Le Thanh Phuong High School teachers for their support so that I can participate in this master's course at Quy Nhon University in two years I am grateful to all of the enthusiastic high school teachers in Phu Yen Province who spent their time participating in this study I especially appreciate Quy Nhon University's Postgraduate Department and Foreign Languages Department for their administrative support Finally, I thank my family for constant encouragement during the course and the writing of my thesis iii ABSTRACT This research aims at investigating the high school teachers' perceptions on the new "Tiếng Anh 10" textbook published in 2022 This study was carried out with 50 teacher participants from high schools in Phu Yen Province The study addressed three issues (1) the high school teachers’ perceptions on organizaion of “Tiếng Anh 10” textbook; (2) the high school teachers’ perceptions on activities of “Tiếng Anh 10” textbook; (3) the high school teachers’ perceptions on language skills of “Tiếng Anh 10” textbook The research instruments employed in this research included quantitative data questionnaires and semi- structured interviews for qualitative data 50 English teachers who were using the “Tiếng Anh 10” Global Success were given questionnaires, and 10 among 50 participants were accepted to join the interview The findings show that most teachers had favourable opinions of the textbooks' organization and the activities in the textbook The findings also revealed that teachers had various perspectives on the language skills of the new "Tiếng Anh 10" textbook From the findings, some implications were given for both material developers and teachers Key words: high school teachers’ perception, the new “Tiếng Anh 10” iv TABLE OF CONTENT DECLARATION OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS vi LIST OF TABLE vii CHAPTER 1 INTRODUCTION 1 1.1 RATIONALE 1 1.2 RESEARCH AIM 3 1.3 RESEARCH OBJECTIVES 3 1.4 RESEARCH QUESTIONS 4 1.5 SCOPE OF THE STUDY 4 1.6 SIGNIFICANCE OF THE STUDY 4 1.7 STRUCTURE OF THE STUDY 5 CHAPTER 2 LITERATURE REVIEW 6 2.1 AN OVERVIEW OF TEACHING ENGLISH AS AN EFL IN VIETNAM 6 2.2 TEXTBOOKS 8 2.2.1 Definition of EFL Textbook 8 2.2.2 The Role of Textbooks for EFL Teachers and Students 10 2.2.3 A Description of the 10th – grade English Textbooks 11 2.3 PERCEPTION AND ITS IMPORTANCE IN TEACHING AND LEARNING 14 2.3.1 Definition of Perception 14 2.3.2 Related Studies on Teachers’ Perceptions 15 2.3.3 Importance of Perception on Learning and Teaching 16 2.4 EVALUATION OF TEXTBOOKS 17 2.4.1 The Evaluation of the Physical Aspects of Textbook 18 v 2.4.2 The Evaluation of the Academic Aspects of Textbook 19 2.5 REVIEW OF RELATED EMPIRICAL STUDIES 20 CHAPTER 3 RESEARCH METHODOLOGY 23 3.1 SAMPLING 23 3.2 DATA COLLECTION 24 3.2.1 Questionnaire 24 3.3.2 Interview 26 3.3 DATA ANALYSIS 26 CHAPTER 4 FINDINGS AND DISCUSSIONS 29 4.1 TEACHERS’ PERCEPTIONS OF THE ORGANIZATION IN THE NEW “TIẾNG ANH 10” 29 4.2 TEACHERS’ PERCEPTIONS OF THE ACTIVITIES IN THE NEW “TIẾNG ANH 10” 37 4.3 TEACHERS’ PERCEPTIONS OF THE LANGUAGE SKILLS IN THE NEW “TIẾNG ANH 10” 44 CHAPTER 5 CONCLUSION AND IMPLICATIONS 56 5.1 SUMMARY 56 5.2 IMPLICATIONS OF THE STUDY 57 5.3 LIMITATIONS OF THE STUDY 58 5.4 SUGGESTIONS FOR FUTURE STUDIES 58 REFERENCES 60 APPENDICES 1 APPENDIX 1 QUESTIONNAIRES 1 APPENDIX 2 INTERVIEW 4 APPENDIX 3 THE TRANSCRIPTION 5 vi LIST OF ABBREVIATIONS EFL : English as a foreign language ELT : English language teaching ESL : English as a second language MOET : Ministry of Education and Training vii LIST OF TABLE Table 2 1 Structure and content of the new “Tiếng Anh 10” textbook 13 Table 3 1 Table 3.1 The background of teacher participants 24 Table 3 2 Reliability Statistics of the Questionnaire 27 Table 4 1 Teacher’s perception of the organization of “Tiếng Anh 10” 30 Table 4 2 Appropriate organization of the textbook 31 Table 4 3 Comprehensiveness and usefulness of the table of content 32 Table 4 4 Effectiveness of the glossary 33 Table 4 5 Clarity of the preface of the book 35 Table 4 6 The realization of CLT in the textbook design 36 Table 4 7 The activities in the new “Tiếng Anh 10” 37 Table 4 8 A balanced range of exercises in the book 38 Table 4 9 Collaboration in the book 40 Table 4 10 The enhancement of creativity, innovation and independence of textbook tasks 41 Table 4 11 Enhancement of students’ communication via textbook tasks 42 Table 4 12 The new content conveyed in the activities in the textbook 43 Table 4 13 The language skills in the new “Tiêng Anh 10” 44 Table 4 14 The language authenticity of the textbook 46 Table 4 15 The language appropriacy to students' level of the textbook 47 Table 4 16 The clarity of the instructions in the textbook 48 Table 4 17 A balanced range of four skills 49 Table 4 18 Different dialects in audio file 51 Table 4 19 The grammar points in authentic sentences 52 Table 4 20 Effectiveness of reusing vocabulary 53 1 CHAPTER 1 INTRODUCTION 1.1 Rationale The availability of textbooks is one of the crucial elements in the teaching and learning process because textbooks serve as a guide for students and teachers of all educational levels to engage in classroom activities actively This concurs with Iqbal's (2013) argument that using textbooks might help students attain their learning goals to the fullest extent possible In addition, textbooks are the foundation of educational practices and provide students with "a wide variety of fresh and possibly exciting knowledge, as well as open the door to a world of magnificent experience" (Chambliss & Calfee, 1998, p.7) English textbooks are one of the elements that affect teaching and learning in education Teachers utilize textbooks as teaching aids to assist them in explaining Vietnam is changing from a mostly closed society with a centrally planned economy to one that is quickly urbanizing and has a global perspective The country's English language instruction has gone through many ups and downs and has taken severe turns from being nearly minimized to being the most important foreign language to be taught and learned English has been designated as "a compulsory subject" taught from Grade 3 to Grade 12 English has been seen as being "important to the Vietnamese young generation's future education and employability "in a globalized, multicultural, and multilingual world" (Government of Vietnam 2008, p.1) This pressing necessity has made it impossible for Vietnam to sustain its current standards of teaching, learning and usage of foreign languages Decision-making bodies (the Government and MOET) were increasingly aware that Vietnam's performance standards in foreign languages, in general, and English, would lag without a radical change