MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY NGUYỄN NGỌC BẢO CHÂU LECTURERS’ AND STUDENTS’ EVALUATIONS ON THE COURSEBOOK INTERNATIONAL EXPRESS PRE-INTERMEDIATE – SECOND EDITION Major: TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES Major code: 60140111 MASTER OF ARTS IN TESOL Supervisor: Assoc Prof Dr PHAM VU PHI HO HO CHI MINH City, 2016 STATEMENT OF AUTHORSHIP I certify that this thesis entitled “Lecturers’ and Students’ Evaluation on the coursebook International Express – Pre-intermediate - Second Edition” is my own work Except where reference is made in the text of the thesis, this thesis does not contain material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma No other person’s work has been used without due acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2016 Nguyen Ngoc Bao Chau i RETENTION AND USE OF THE THESIS I hereby stated that, I, Nguyen Ngoc Bao Chau, being the candidate for the degree of Master of TESOL, accept the requirements of the University relating to the retention and use of Master’ Thesis deposited in the Library In terms of these conditions, I agree that the original of my thesis deposited in the Library should be accessible for the purposes of study and research, in accordance with the normal conditions established bu the Library for care, loan, or reproduction of thesis Ho Chi Minh City, 2016 Nguyen Ngoc Bao Chau ii ACKNOWLEDGEMENTS First of all, I would like to express my appreciation to my first thesis supervisor Dr Nguyen Thi Boi Hoang for her guidance, sincere advice and encouragement from the beginning of thesis progression However, because of some objective reasons, she left Vietnam since the middle of 2015 and could not continuously support me to the end In addition, my deepest gratitude goes to my present thesis supervisor, Dr Pham Vu Phi Ho, who provided me invaluable thoughtful comments, and helpful instruction on how to conduct an effective thesis writing Without his support and wholehearted guidance, I could not have finished my thesis Next, I am also grateful to all lecturers for their helpful instruction during the Master course as well as the staff of Graduate School, at Ho Chi Minh City Open University, for their kindly assistance My honest thanks go to Ms Ngo Thi Thanh Van, The Director of TOEIC Center, Ton Duc Thang University for her support and all the colleagues who are the lecturers of English language at TOEIC Center, as well as students at Ton Duc Thang University, for their contribution, enthusiastic engagement in the survey and interviews I would like to thank my classmates of TESOL who provide me a number of sincere advice and share with me a lot of knowledge and learning experience during the course Without their helps, I think I could have never been completed the courses Last but not least, I would like to express my gratitude to my family for their spiritual as well as material supports, especially, my husband who has supported me a great deal in conducting a thesis study iii ABSTRACT Textbooks play a vital role in language teaching program A textbook may serve as a main tool for teacher to convey language knowledge to EFL learners Nevertheless, it is obvious that no textbook can perfectly suit a language teaching context as well as fit learners’ needs and interests Therefore, many theorists have developed checklists and principles for textbook evaluation The present study aims at evaluating coursebook International Express – Pre-intermediate - Second Edition, used at TOEIC Center, Ton Duc Thang University The purpose of this study is to investigate lecturers’ and students’s perception toward this coursebook 304 students and 50 lecturers comprising males and females participated in this study The instrument employed in the study was a textbook evaluation questionnaire adapted and modified from a variety checklist and a semi-structured interviews with ten lecturers and ten students The 45 questionnaire items using 5-point Likert scale rating from “1=not al all” to “5=very much” was employed to elicit participants’ evaluation on four main categories of the coursebook including Content, Tasks and activities, Layout and design as well as Overall assessment Descriptive statistics was carried out to interpret the quantitative data by utilizing mean and standard deviation The quantitative data from the interview were transcribed and grouped into themes for interpretation The findings showed that most lecturers and students have similar opinions with regard to the strengths and weaknesses of the coursebook Regarding the positive features, the finding indicated that the layout and design of the coursebook are effective organized for a convenience of use Furthermore, the grammar is contextualized in meaningful context for learners to work out rules Last but not least, the reading and listening texts are almost taken form authentic source to help students relate the language in real world context iv Despite the strong points, the coursebook also have some weaknesses First and foremost, the topics in coursebook are not diverse, up-to-date and interesting to appeal students’ interest Next, listening and reading texts are too lengthy and often accompanied with challenging tasks Moreover, tasks are not effective in terms of provide students with opportunities to produce meaningful practice or relate the language they acquire to their real life In addition, the supplementary materials inadequately support lecturers and students in teaching and learning process Finally, the coursebook does not really correspond to the goal and objectives of learning courses Based on the finding, it is suggested that lecturers should make a great deal of modification to make the lessons more interesting and appropriate to learner needs and levels Overall, the coursebook did not serve both learners’ needs and the course goal; therefore, the educators or curriculum developers should consider changing another coursebook more suitable to satisfy learners’ needs v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i RETENTION AND USE OF THE THESIS ii ACKNOWLEDGEMENTS iii ABSTRACT iv TABLE OF CONTENTS vi LIST OF FIGURES x LIST OF TABLES xi LIST OF ABBREVIATIONS xii CHAPTER - INTRODUCTION 1.1 Background of the study .1 1.2 Statement of the problem 1.3 Aims of the study and Research Questions 1.4 Significance of the study .9 1.5 Overview of thesis chapter CHAPTER – LITERATURE REVIEW 10 2.1 Textbooks, coursebooks and instructional materials 10 2.1.1 Definitions of terms 10 2.1.2 The roles of coursebook in English language classroom 12 2.1.3 The pros and cons of coursebook 13 2.2 Coursebook evaluation 15 2.2.1 Definition of coursebook evaluation 15 2.2.2 The rationale for coursebook evaluation 16 2.2.3 Types of coursebook evaluation 18 2.3 Theoretical framework for coursebook evaluation 19 2.3.1 Language Content 21 2.3.1.1 Topic .21 2.3.1.2 Linguistic aspects 22 2.3.1.3 Language skills .24 vi 2.3.1.4 Language functions 26 2.3.2 Tasks and Activities 27 2.3.3 Layout and Design 31 2.3.4 Overall Assessments .32 2.4 Review of previous studies 34 2.4.1 Relevant studies on coursebook evaluation 34 2.4.2 Implication of the current study 47 CHAPTER 3: METHODOLOGY 48 3.1 Pedagogical setting and Participants 48 3.1.1 Pedagogical setting .48 3.1.2 Participants 49 3.1.2.1 Lecturers 49 3.1.2.2 Students 50 3.2 Research method 52 3.3 The coursebook International Express – pre-intermediate, second edition and learning outcomes of the course Communicative English and 53 3.3.1 The coursebook International Express – pre-intermediate, second edition 53 3.3.2 Learning outcomes of the course Communicative English and .55 3.4 Instruments 55 3.4.1 Questionnaires 56 3.4.2 Interviews 64 3.5 Procedures of data collection 65 3.5.1 Procedure of administrating the questionnaires 65 3.5.1.1 Administration of the questionnaires to lecturers: 66 3.5.1.2 Administration of the questionnaires to students: 66 3.5.2 Procedure of conducting interviews .67 3.5.2.1 Lecturers’ interview .68 3.5.2.2 Students’ interview 68 3.6 Data analyses .69 3.6.1 Analyses of data from the questionnaire 69 3.6.2 Analyses of data from the interviews 70 vii 3.7 Summary of the chapter 71 CHAPTER 4: FINDINGS AND DISCUSSION 72 4.1 Demographic profile of participants 72 4.2 Lecturers’ and students’ perceptions towards the coursebook International Express 75 4.2.1 Research question 1: .75 4.2.1.1 Evaluation on the content provided in the coursebook 77 4.2.1.2 Evaluation on Tasks and activities provided in the coursebook 91 4.2.1.3 Evaluation on Layout and design of the coursebook .95 4.2.1.4 Overall assessments of the coursebook 98 4.2.2 Research question 2: 115 4.2.2.1 Lecturers’ responses on aspects of the coursebook that need improving 116 4.2.2.2 Students’ responses on aspects of the coursebook that need improving 121 CHAPTER 5: CONCLUSIONS .123 5.1 Summary of the findings 123 5.1.1 Research question 123 5.1.2 Research question 125 5.2 Implication of the current study 126 5.3 Limitations of the study 126 5.4 Recommendations for further research .127 REFERENCES 128 APPENDICES .133 APPENDIX - INFORMATION SHEET AND CONSENT FORM FOR LECTURERS 134 APPENDIX - INFORMATION SHEET AND CONSENT FORM FOR STUDENTS 137 APPENDIX - SURVEY QUESTIONAIRRE FOR COURSEBOOK EVALUATION .140 APPENDIX - SURVEY QUESTIONAIRRE FOR LECTURERS .146 viii APPENDIX - SURVEY QUESTIONNAIRE FOR STUDENTS .151 APPENDIX - INTERVIEW QUESTIONS FOR STUDENTS 157 APPENDIX - INTERVIEW QUESTIONS FOR LECTURERS 157 APPENDIX - SUMMARY OF INTERVIEWS WITH LECTURERS .158 APPENDIX - SUMMARY OF INTERVIEW WITH STUDENTS 173 ix Questions for Reading comprehension are boring and require a lot of vocabulary Lecturer 6: Topics are not relevent Listening tasks are difficult Tasks and activities, in general, are not interesting Lecturer 7: Listening texts are and lengthy and accompanied with difficult tasks, while reading texts are acceptable Lecturer 8: Tasks and topics are far from the real-life communication Vocabulary is too many but ineffective for students’ communication need Lecturer 9: Topics of Reading is boring Listening texts and tasks are challenging Lecturer 10: Topics are uninteresting to around students’ interest Listening tasks go beyond students’ language proficiency What constrains have you had with the coursebook International Express in your teaching? Lecturer 1: Time allowed is too limited for lecturers to cover all the tasks in the book The coursebook in general contains too many texts with little illustrations, visual aids “Tasks are repetitive in almost every unit that makes students feel boring Therefore, I have to re-design tasks but that is time-consuming.” Lecturer 2: Topics and content are rather boring in general and repeated, so it is hard to arouse students’ interest and attention Listening comprehension tasks are not appropriate, for example: long texts, but asks Students 165 to understand the main idea of the whole text and then use their own language to answer the comprehension questions Reading skill is higher than students’ intended level and topics of reading are not updated, which cannot arouse students’ interest Tasks are not diverse (only True/False, Questions response, Matching vocabulary for prereading), which makes students feel bored Lecturer 3: Students need to be equipped with more vocabulary, terms and knowledge on the topic related to business systematically Lecturer 4: I not have a Teacher’s book, so I have to prepare the lesson plan, activities but always get confused for not understanding the purpose of the tasks and the teaching approach underlying the coursebook Lecturer 5: Tasks of Reading and Listening skills seem to be designed in form of practicing IELTS (Graphs, Listening for number ), but Students need to test of TOEIC So I think tasks are not appropriate Speaking tasks are difficult for students For example: with the question: “What other benefits would you like when you go to work?”, students cannot think about the answer themselves, just use the vocabulary provided in a passive way because they not have enough vocabulary to talk about a specific topic related to working environment Lecturer 6: Subject and content are not interesting and relevant to learner’s needs, and tasks are difficult, which cannot attract students Lecturer 7: Listening texts is difficult The content almost focus on working environment, but Students have no experience to talk about Lecturer 8: Tasks and topics are far from the real-life, thus Students are not motivated, interested in the topic and cannot brainstorm ideas 166 I think topics are related to office work which is good for TOEIC, but students of TOEIC 1,2, often freshmen or sophomores, they have not gone to work yet, thus, have no working experience to get involved in Lecturer 9: Listening texts are too long but time allowed is limited to cover all activities Topics are uninteresting, which is difficult for conducting warm-up activities as well as lead students into the lesson effectively Lecturer 10: Topics are around the working environment and uninteresting to attract learners’ interests Tasks are unvaried and inappropriate How you adapt the coursebook International Express to meet learners’ needs, learners’ level? Lecturer 1: I have to be flexible in teaching, assigning tasks and activities to make Students less bored Lecturer 2: I have to modify Listening activities to match learners’ level such as filling the blank, multiple choice Lecturer 3: I often ignore impossible tasks for students to do, or re-design them However, I not use other supplementary materials (due to the regulation of TOEIC center) Lecturer 4: First, I have to follow the Teaching schedule Then, if the tasks of Grammar, Listening, Reading are really important, I will add more activities to consolidate, but in case time is not allowed, I often leave off other activities of Speaking, and Writing because students seem not to be motivated in these skills Lecturer 5: For difficult Listening tasks, I have students listen the 1st time for gist, the 2nd to get the answer (by pausing at the content related) Sometimes I ask students to see the tapescripts 167 Lecturer 6: I have to re-design the tasks by giving questions more relevant to the TOEIC test (ask for number, listen for main ideas), which can make students more interesting to get involved in Lecturer 7: I often modify Listening tasks (such as filling the blank for getting main ideas of the passage) or even have them see the tape scripts For Speaking tasks, I use the Grammar point in the lesson and develop their oral skill in the simple way but more effective and grammartical correct I personnaly think so Lecturer 8: Focus on function is good for real-life communication, and it is in harmony with Part of TOEIC; therefore, I often ask Students to see scripts and role-play practice the conversation Speaking tasks are not appropriate For example: I have to give students guidance, ask them to write the sentence in correct grammar, and then practice speaking Pronunciation practice: I have Students read aloud a texts to practice Pronunciation (linking, final sounds…) Lecturer 9: Speaking topics and activities are relatively close to daily-life communication However, to make it more appropriate, I have re-design them, add games, provide scaffolding, and provide instructions For example: I have them go around the class and interviews their classmates Lecturer 10: For tasks and activities I feel unnecessary and inappropriate, I often ignore and replace by others likes playing gamed to consolidate Grammar, review Vocabulary To what extent you think the coursebook International Express is appropriate with the TOEIC courses? Lecturer 1: To some extent – it is good as a materials providing Student basic knowledge to meet the TOEIC test However, there are something not really equivalent such as the type of tasks However, I think that curriculum developer should consider other coursebook that is TOEIC – oriented such as “Learn to listen, listen to learn” which have a variety of tasks for Listening comprehension such as Questions-response, Pictures description, Short-conversation Lecturer 2: 168 It is claimed as a communicative coursebook, but it is not really, in fact It is quite appropriate to the course, since the topics in general are related to the working environment, office work, and so provide students the foundation knowledge to prepare for TOEIC test Lecturer 3: In fact I think it only suitable for students of business English, not appropriate for TOEIC course because tasks are completely different Lecturer 4: The coursebook is good, but it not really suitable for university students who not have working experience to work on the topics and tasks They not serve the objective of TOEIC course to a large extent Lecturer 5: If the main objectives is TOEIC test score, it is all right in terms of providing the vocabulary, language for communication but it is not appropriate due to not providing Students the strategies for doing Listening and Reading tasks as well as lack homework and tasks for developing skills for TOEIC Lecturer 6: I not think IE series are appropriate to the course, except for level TOEIC 2, as the coursebook Pre-intermediate provides students with vocabulary frequently used in TOEIC tests Lecturer 7: It is appropriate in term of providing Grammar as foundation for students to TOEIC tests In contrast, tasks are not relevant to TOEIC format Lecturer 8: Students are not informed about the purpose of the course clearly; therefore, they are not interested, unclear about the equivalence of coursebook series Lecturer 9: I think it is good for communication course, but TOEIC course Lecturer 10: It is good in providing basic language knowledge for students of lower level (grammar, vocabulary), but types of tasks and strategies for developing skills are not effective 169 Do you any have further comments or suggestions towards the coursebook International Express – pre-intermediate? Lecturer 1: Pocket book should be included and distributed to learners There should be a Glossary for Students’ self-study and Progress tests for Students to test their competence during and after the course (achievement test) by themselves We should test students what we teach them In the learning program, they learn the skills, but the tests have only skills As a consequence, the other two skills are not focuses by both lecturers and Students and they are not motivated to work well with Speaking and Writing Lecturer 2: Illustration should be more interesting and I think there should be Video course to motivate learners Tasks should be varied, by adding games so that lecturers not spend much time for preparing activities Instead, if the book provides more activities, lecturers only have revise a little to make it more suitable Lecturer 3: No more comments Lecturer 4: There should be a teacher’s guide for lecturers, e-book for students, a summary of grammar, vocabulary list at the end of the book Lecturer 5: The author should modify Speaking tasks, should provide prompt for and more guidance for control and freer practice To Listening tasks, Type of answering question should be limited because it is difficult for students of lower level Lecturer 7: Listening skill should be decreased and more suitable for Students The author should diversify the topics 170 Lecturer 8: Language is authentic but topics are outdated (sources from 2000), thus it should be updated Lecturer 9: In general, the content and topics are not appropriate TOIEC center should consider replacing the coursebook Learning vocabulary strategy in Wordpower section is not important Instead, we should teach the transcription (diphthongs, tripsthong…) I think the author should lessen Listening activities and, enhance more writing tasks (such as writing dairy, or complaining letter, emails Lecturer 10: Lecturers and Students should be provides with supplementary material (Teacher’s note, pocket book, vocabulary list, CD-Rom) 10 Do you have the Teacher’s book accompanied with the student’s book? And you think if it is necessary to own a teacher’s book to support your teaching progress? Lecturer 1: Yes I have Teacher’s books of all level I think they are very useful since it provides guidance for conducting lesson, resource file, photocopiable materials for more exercise and activities, as well as progress tests Lecturer 2: I have no Teacher’s book I have only the student’s book, workbook and presentation slides It is helpful to include Teacher’s book, because it provides more activities, progress test for students to review their knowledge However, I used to approach a teacher’s book and I think that it is not really useful due to simple instructions, not providing techniques or guidance to conduct the lesson Lecturer 3: I not have a teacher’s book However, I think it is unimportant, because different lecturer may have a different methods of teaching Lecturer 4: The only supplementary material I have is audio CD I think lecturers should own a teacher’s book as a guidance as well as E-book, self-study software 171 Lecturer 5: I not have teachers’ book I think a teacher’s book is essential since it provides more activities and instruction Lecturer 6: I not have teachers’ book but I suppose it is not really necessary Because I think each lecturer may know the methods and approach to exploit the content and activities effectively Lecturer 7: I have no Teacher’s book, so I cannot not understand the objective of each activities Lecturer 8: I not have a teacher’s book, but I think it is helpful for teachers to some extent Lecturer 9: I not have a teacher’s book, but I think it is also necessary for teaching progress Lecturer 10: I have a teacher’s book of level Pre-intermediate and Intermediate only I think they are very useful and effective in providing me more activities of grammar and vocabulary However, the instruction and the information it provides for conducting an activities is not really helpful 172 APPENDIX - SUMMARY OF INTERVIEW WITH STUDENTS What are your objectives you would like to achieve at the end of and each TOEIC course? Student 1: I can achieve required TOEIC score, pass the course, listen and communicate well Student 2: I can communicate well, learn more vocabulary in my major (of chemistry) Student 3: I can acquire vocabulary in many topics, know how to use the words Student 4: I can pass the TOEIC test, improve Grammar, and develop Speaking and Listening skills Student 5: I can acquire new language knowledge, necessary for communication Student 6: I can acquire new language knowledge, improve skills such as Speaking and Listening Student 7: I can learn more vocabulary for better communication Student 8: I can learn more vocabulary, and improve all four skills Student 9: I can improve Speaking and Writing Skill (for interview, writing CV and application letter) Student 10: I can improve Listening and Speaking, as well as Writing In your opinion, what is the main focus of the coursebook International Express – preintermediate in terms of linguistic aspects/ language skills? Student 1: Vocabulary / Reading Student 2: Vocabulary in business / Reading Student 3: Vocabulary/ Listening/ Reading Student 4: Vocabulary/ Reading Student 5: Vocabulary/ / Speaking according to function Student 6: Vocabulary / Reading and Listening Student 7: Vocabulary/ Reading Student 8: Vocabulary/ Listening 173 Student 9: Vocabulary/ Reading Student 10: Vocabulary/ Reading Which linguistic aspects/ language skills of coursebook International Express – preintermediate you think need more focus or improvement? Student 1: I think Pronunciation should be enhanced, because with good pronunciation, students can speak and listen better I think Grammar content should be improved because its sequence is not logic and systematic Student 2: I think grammar content need further improving and increasing I think the author should increase activities of speaking skills and change the topics of listening so that topics texts are relevant to daily life rather than working environment because we not have working experience to work on the tasks provided Student 3: Enhancing more Pronunciation for developing Speaking skill is necessary Speaking and Writing skills need enhancing by including topics close to real-life world such as: Favorite Sports, introducing yourself Student 4: Grammar should be more focused and systematically sequenced; Student 5: The author should increasing Grammar for communication topics and including more practice of Speaking and Writing skills Student 6: I think it is important to provide more Grammar structures and vocabulary needed for communication Student 7: Pronunciation need enhancing and presenting in the meaningful contexts for students to listen and practice 174 It is also necessary to improve activities of Speaking skills for real-life communication Student 8: Pronunciation and Speaking should be increased Student 9: The author of the coursebook should increase Pronunciation practice to support for Listening skill and provide students more opportunities to practice Speaking and Listening skills in working environment Student 10: In think it is important to add more activities of writing and listening skills as well as improving Grammar because Grammar is quite general Do you think the four language skills in coursebook International Express – preintermediate should be balanced? Why (not)? Student 1: Not really It depends on the course objectives Student 2: Yes, by increasing more Writing and Speaking activities Student 3: Not really It depends on the course objectives Student 4: Not really, Listening and Reading skills are adequate Student 5: Yes Student 6: Yes Student 7: Yes Student 8: Depending on the topics and content -> focus on the a specific Skills Student 9: Yes Student 10: Yes What are the main problems with coursebook International Express – preintermediate in general? Student 1: Listening texts are long, difficult and taken from different accents which is challenging for students to follow and recognize 175 Student 2: Content of the book is not diverse; Topics are not relevant to daily life Student 3: It is acceptable with good design and appearance, and relevant topics Student 4: Topics are not close to our daily life, I think there should be topics of shopping habits, hobbies so that we can easily talk about ourselves But illustration is quite good Student 5: Reading texts are quite long; topics are outdated; grammar content is too general Student 6: Topic are not relevant to students’ life Student 7: Topics are uninteresting for students, almost related to working environment Topics and content are not close to students’ daily life communication The coursebooks not focus on developing oral communication skill Student 9: The coursebook is designed with many texts, but I think it should be provided with more attractive illustrations, because beautiful photos and real images can motivate us a to pay more attention to the topics Topics are somewhat relevant to real life Student 10: There are too many vocabulary 176 What constrains have you had with the coursebook International Express – preintermediate in your learning? Student 1: Social-cultural issues are interesting but the content is difficult, especially listening skill Student 2: Reading and listening texts are not accompanied with vocabulary that appear in the texts to help students comprehend the texts A new word with different meaning often makes students confused to choose an appropriate one Student 3: Listening is quite difficult Student 4: Students not have enough vocabulary so that cannot communicate (Reason: they not study seriously in previous class) Student 5: The coursebook is higher than my language level Student 6: There are a variety of cultures that are so different from Vietnamese’s, which make students challenging And because we are not well aware of the culture of those countries, we cannot answer the lecturers’ questions.” Student 7: I often have no ideas or prior knowledge to talk about irrelevant topics Student 8: There are too many new words in a unit for students to remember all of them Student 9: There are numerous new words in a texts Student 10: 177 We lack background knowledge to engage in irrelevant topics; the content is beyond our level What would you like to recommend so that the lessons coursebook International Express – pre-intermediate become more interesting and understandable? Student 1: Lecturers should give students more opportunities to practice Pronunciation Grammar should be systematic Student 2: Lecturers should include games, activities in teaching Vocabulary should be taught with visual aids like pictures, real objects) so that students can easily understand the its meaning and remember the word longer Student 3: Lecturers should use more games to help students understand grammar, remember vocabulary Student 4: Grammar should be taught continually and systematically and I think there should be a glossary and a summary of grammar points at the end of the book Student 5: Lecturers should introduce hot issues, topics to interest students instead of irrelevant topics in the coursebook Student 6: Topics and contents should be relevant to Students’ life Student 7: The content should match students’ level, and be realistic and take into account learners’ need Student 8: Lecturers should providing more group work activities to increase interaction between lecturers and students 178 Student 9: There should be more activities such as songs, games… Student 10: The author (of IE) should change the topics, add more grammar activities, and games (crossword) so that students have more opportunities to practice Grammar and develop communication skills 179 ... understand Second, the cultural information and images about many cultures over the Anglo-Saxon and European world are often presents inaccurately In addition, learners feel demotivated and have... International Express – pre-intermediate, second edition and learning outcomes of the course Communicative English and 53 3.3.1 The coursebook International Express – pre-intermediate, second edition. .. series of coursebook International Express Second Edition including levels of Elementary, Pre-intermediate and Intermediate (Keith Harding and Liz Taylor, 2005) have been using in the course of Communicative