VIETNAMESE EFL TEACHERS’ USE OF THE SET OF NEW ENGLISH TEXTBOOKS TIENG ANH 11 AS RESOURCES FOR ACHIEVEMENT TESTS

Nguyen Thi Ha Linh, Truong Bach Le

Abstract


The paper reported on part of a study investigating Vietnamese upper secondary school EFL teachers’ use of the set of new English textbooks Tieng Anh 11 as resources for achievement tests. To carry out this research, both qualitative and quantitative approaches including questionnaires and interviews were used to collect the data from research participants at some upper secondary schools in Quang Tri Province, Vietnam. The findings of the study showed the teachers’ practices in using the set of new English textbooks Tieng Anh 11 for achievement tests. They reported adapting the exercises and activities, following the teaching procedures, and referring to the book maps in the set of new English textbooks Tieng Anh 11 to organize revision, design one-period tests and semester exams. Especially, using the accompanying workbooks to revise what students learned accounted for the highest rate. Besides, major challenges of the upper-secondary school teachers in using this set are also uncovered through the results. The teachers mostly have difficulties in finding the relevant materials matching the prescribed test formats as well as the required language competence in the set of new English textbooks Tieng Anh 11, lacking the test formats and scoring criteria associated with achievement tests. From the research findings, some implications were suggested for teachers’ flexibility in teaching and test preparation processes, and for improving the set of new English textbooks Tieng Anh 11.

Article visualizations:

Hit counter


Keywords


textbooks, EFL teachers’ use of English textbooks, resources for test preparation, achievement tests

Full Text:

PDF

References


Awasthi, J. R., Sharma, K. C., Dahala, H. R., Pathak, L. S., & Poudel, K. (2006). Textbook and its evaluation. Journal of NELTA, 11(1-2), 1-10.

Bailey, M., & Masuhara, H. (2013). Language testing washback: The role of materials. In B. Tomlinson (Ed.), Applied linguistics and materials development (pp.303-318). London: Bloomsbury.

Basturkmen, H. (2010). Developing courses in English for specific purposes. New York, N Y: Palgrave Macmillan.

Bộ Giáo dục và Đào tạo (2012). Quy chế đánh giá, xếp loại học sinh trung học cơ sở và học sinh trung học phổ thông. (Ban hành quyết định số định số: 58/2011/TT-BGGĐT ngày 12 tháng 12 năm 2011)

Bộ Giáo dục và Đào tạo (2012). Chương trình giáo dục phổ thông môn tiếng Anh thí điểm cấp trung học phổ thông (Pilot English Curriculum for Vietnamese Upper Secondary Schools). (Ban hành quyết định số: 5209/QĐ-BGDĐT ngày 23 tháng 11 năm 2012).

Bộ Giáo dục và Đào tạo (2013). Hướng dẫn triển khai chương trình GDPT môn tiếng Anh thí điểm cấp trung học theo Đề án “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2020”. (Ban hành quyết định số: 7972/BGGĐT-GDTrH ngày 01 tháng 11 năm 2013).

Brown, H. D. (1994). Principles of language learning and leaching. Englewood Cliffs, NJ: Prentice Hall.

Cunningsworth, A. (1995). Choosing your coursebook. Great Britain: Heinenmann.

Davies, A., Brown, A., Elder, C., Hill, K., Lumley, T., & McNamara, T. (1999). Dictionary of language testing. Cambridge: Cambridge University Press.

Dinh, Minh Thu (2020). Washback of an English achievement test on teachers’ perceptions at a Vietnamese University. VNU Journal of Foreign Studies, Vol.36, No.3, 178-194. Retrieved from: https://doi.org/10.25073/2525-2445/vnufs.4564

Gak, D. M. (2011). Textbook - important element in the teaching process. Hatchaba Journal, 78-82.

Garinger, D. (2002). Textbook selection for the ESL classroom. Center for Applied Linguistics Digest, 2(10).

Graves, K. &. (2000). Designing language courses: A guide for teachers. Boston, MA: Heinle & Heinle.

Hoàng, Vân Vân et al. (2015). Sách giáo viên Tiếng Anh 11, tập 1. Bộ giáo dục và đào tạo & tập đoàn xuất bản giáo dục Pearson.

Hughes, A. (1989). Testing for language teachers. Cambridge: Cambridge University Press.

Hutchinson, T., & Torres, E. (1994). The textbook as agent of change. ELT Journal, 48 (2), 315-328.

Leung, C. Y., & Andrews, S. (2012). The mediating role of textbooks in high-stakes assessment reform. ELT Journal, 66(3), 356-365. DOI:10.1093/elt/ccs018.

McGrath, I. (2016). Materials evaluation and design for language teaching (2nd ed.). Edinburgh: Edinburgh University Press.

McNamara, T. (2000). Language testing. Oxford: Oxford University Press.

Nazeer, M., Shah, S. K., & Sarwat, Z. (2015). Evaluation of Oxon English textbooks used in Pakistan Public Schools for 6th & 7th Grade. Journal for the Study of English Linguistics, 3, (1), 51-79. DOI: https://doi.org/10.5296/jsel.v3i1.7778.

Nguyen, Thi Thuy Trang (2018). High-school English teachers’ difficulties in the application of the new set of English textbooks and some teacher trainers’ suggestions. International Conference Proceedings Graduate Research Symposium Proceedings, (pp.699-711). ULIS-Conference proceedings. Retrieved from: https://repository.vnu.edu.vn/handle/VNU_123/67620.

Quốc hội (2014). Đổi mới chương trình, sách giáo khoa giáo dục phổ thông. (Ban hành quyết định số: 88/2014/QH13 ngày 28 tháng 11 năm 2014)

Richards, J. C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University Press.

Thủ tướng Chính phủ (2008), Đề án “Dạy và học ngoại ngữ trong hệ thống giáo dục quốc dân giai đoạn 2008 – 2020”. (Ban hành theo Quyết định số 1400/QĐ-TTg ngày 30 tháng 8 năm 2008).

Tomlinson, B. (1998). Materials development in language teaching. Cambridge: Cambridge University Press




DOI: http://dx.doi.org/10.46827/ejfl.v5i2.3432

Refbacks

  • There are currently no refbacks.


Copyright © 2015. European Journal of Foreign Language Teaching (ISSN 2537-1754) is a registered trademark of Open Access Publishing GroupAll rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).