VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST- GRADUATE STUDIES
LƯU NHƯ QUỲNH
AN IN-USE EVALUATION OF THE ESP COURSEBOOK
FOR HA TINH MEDICAL COLLEGE STUDENTS
ACCORDING TO THE LEARNING-CENTRED APPROACH

(ĐÁNH GIÁ GIÁO TRÌNH TIẾNG ANH CHUYÊN NGHÀNH ĐANG
ĐƯỢC SỬ DỤNG CHO SINH VIÊN TRƯỜNG CAO ĐẲNG Y
TẾ HÀ TĨNH THEO ĐƯỜNG HƯỚNG LẤY HOẠT ĐỘNG
HỌC LÀM TRUNG TÂM)
PROGRAM I
M.A.MINOR THESIS

(ĐÁNH GIÁ GIÁO TRÌNH TIẾNG ANH CHUYÊN NGHÀNH ĐANG
ĐƯỢC SỬ DỤNG CHO SINH VIÊN TRƯỜNG CAO ĐẲNG Y
TẾ HÀ TĨNH THEO ĐƯỜNG HƯỚNG LẤY HOẠT ĐỘNG
HỌC LÀM TRUNG TÂM)
PROGRAM I
M.A.MINOR THESIS
Field: English Teaching Methodology
Code: 60 14 10
Supervisor: Trần Hiền Lan, M.A.

HANOI, 2012
iv TABLE OF CONTENTS
Certificate of originality of the thesis i
Acknowledgements ii
Abstract iii
Table of contents iv
List of abbreviations vii
List of figures, tables and charts viii

2.1.1. The context 16
2.1.2. The ESP course objectives 16
2.1.3. The material description 17
2.2. Research Methods 17
2.2.1. Research Questions 17
2.2.2. Participants 17
2.2.3. Instrument 18
2.2.4. Data collection procedures 18
2.2.5. Data analysis procedures 18
2.3. Summary 18
Chapter 3: Data Analysis And Dicussion 19
3.1. The teachers’ evaluation on the ESP coursebook 19
3.1.1. The aims 19
3.1.2. The content 19
3.1.3. The Methodology 22
3.1.4. General evaluation 23
3.2. The students’ evaluation on the ESP coursebook 24
3.2.1. The students’ need of learning ESP 25
3.2.2. The aims 26
vi 3.2.3. The Content 27
3.2.4. The Methodology 32
3.2.5. General evaluation 33
3.3. Findings 34
3.3.1. The suitability and unsuitability of the ESP coursebook to the aims 34
3.3.2. The suitability and unsuitability of the ESP coursebook related to the content
requirement 34
3.3.3. The suitability and unsuitability of the coursebook related to the learning-centred

material.
The ESP coursebook for the students at Ha Tinh Medical College (HTMC) is a
self-edited collection extracted from various sources. It has been used at HMC for five
years. During teaching and learning process, the ESP coursebook has had certain positive
impacts on ESP development here. However, there are still some complaints and
dissatisfaction about it. Until now, no evaluation or consultation has been conducted to
determine its weaknesses and its strengths. The aim of the ESP coursebook at HTMC is, by
the end of the course, at enabling students to describe a number of diseases, their causes,
indications and treatment, to acquire and improve their reading skills to read easy medical
documents later. The coursebook has not paid attention to developing learners‟
communication ability which is very necessary when learning a foreign language
nowadays.
The above is the reason why I should carry out this research: to evaluate the
current ESP coursebook at HTMC according to the learning-centred approach in order to
design an effective ESP material later. What distinguishes ESP from General English is not
the existence of a need as such but rather awareness of the need. It means that ESP is an
approach to language teaching which aims to meet the needs of particular learners. Thus
the purpose of this evaluation is to examine how well the ESP coursebook is used and if it
can meet the course requirements in terms of aims, content and methodology.
2. Aims of the study
- To evaluate the ESP coursebook in terms of its Aims, Content and Methodology
from the point of view of both the teachers and students.
2 - Suggest some improvements to make the ESP coursebook more effective in
responding to the course requiremens and learners‟ needs.
3. Significance of the study
The study is hoped to be useful to both the teachers and the students at HTMC.
Firstly, it provides a foundation toward improving the quality of the currently used ESP

views.
According to Hutchinson and Waters (1987:19), ESP must be seen as an
approach not as a product what Dudley-Evans (1998) describes as an “attitude of mind” .
They states that “ 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”. They also emphasize
that “ The foundation of all ESP is the simple question: Why does this learner need to learn
a foreign language?”
2.1.2. Characteristics of ESP course
According to Hutchinson and Waters (1987), the traditional ESP course design
has two major drawbacks: firstly, the development in the learner of a capacity to
communicate is neglected, and secondly, there is a failure to analyze and take into account
the realities of the ESP learning situation.
Tickoo (1988) states that there are three features of ESP courses including
authentic material, purpose-related orientation and self-direction. The use of learning
authentic material is entirely feasible and can be modified or unmodified in form, which is
indeed a feature of ESP. Additionally, purpose-related orientation refers to the simulation
of communicative tasks required of the target setting involving the preparation of papers,
reading, note taking and writing. Finally, self-direction is the characteristic of ESP courses
in that the “…point of including self-direction…is that ESP is concerned with turning
learners into users”.
2.1.3. English for Medical Purpose (EMP)
English for Medical Purpose is a subset of English for Specific Purposes
education that most often focuses on teaching aspects of medical English, particularly
terminology. Hull (2004)
Hull also points out the characteristics of Medical English. Generally, English for
Specific Purposes materials and courses are designed for adult learners who desire or need
4 to learn a second/foreign language for use in their specific fields, (i.e. science, technology,
Using the coursebook in Language Teaching and Learning has both advantages
and disadvantages.
Grant (1987) mentions that the coursebooks help to solve the problem by creating
opportunities for the learners to use the target language in the classroom before using it in
their real life. Because of this possible vitality, Ur (1996) states the advantages of the
coursebook as follows:
a. They provide a clear framework which the teacher and the students know
where they are going and what is coming next
b. Mostly, they serve as a syllabus which includes a carefully planned and
balanced selection of language content if it is followed systematically
c. They provide ready-made texts and tasks with possible appropriate level for
most of the class, which save time for the teacher
d. They are the cheapest way of providing learning material for each student
e. They are convenient packages whose components are bound in order
f. They are useful guides especially for inexperienced teachers who are
occasionally unsure of their language knowledge
g. They provide autonomy that the students can use them to learn new material,
review and monitor progress in order to be less teacher-dependent.
Besides, coursebooks as preplanned teaching materials have some possible
disadvantages (Richards and Renandya, 2002):
a. They fail to present appropriate and realistic language models
b. They propose subordinate learner roles
c. They fail to contextualize language activities
d. They foster inadequate cultural understanding
e. They fail to address discourse competence
f. They fail to teach idiom
g. They have lack of equity in gender representation
2.3. Material evaluation

1995,p.14). The results of this stage can be used to modify what is being done or in other
words, such results may suggest the development of the material in the future.
7 Post-use evaluation is often undertaken after the course has been finished to judge
its overall effectiveness. The findings of this evaluation will lead to the decision whether to
repeat or use the materials again or not.
2.3.4. Purposes of material evaluation
Evaluation have many different purposes.
Cunningsworth (1995) states that when conducting an evaluation we can assess
whether the course is the most appropriate for the target learners at different levels and in
different teaching settings.
According to Robinson (1991), through evaluation, we can know about the
advantages and disadvantages as well as the effectiveness of the being used materials.
2.3.5. Models for material evaluation
Hutchinson and Waters (1987) divide the material process into four main steps
which can be presented in the following model. It is a macro-evaluation. Figure 2: Materials Evaluation Process ( Hutchinson and Water 1987, P.98)

the impressionistic method, the checklist method and the in-depth method.
The impressionistic method is used to gain a general impression of the material.
This method consists of glancing at the publsher‟s description on the back cover, the
content page, book lay out and visual.
The checklist method is used to compare, identify or verify by a list of items.
The in-depth method considers the kind of language description, underlying
assumptions about learning or values on which the material are based. It focus on specific
feature (Cunningworth, 1995), close analysis of one or more extracts (Hutchinson, 1987).
2.3.7. Criteria for material evaluation
Hutchinson and Waters (1987) present four main criteria for material evaluation
including: the audience, the aims, the content and the methodology.
- The audience of the materials: the evaluator should obtain information about
and from learners to find out whether the materials are suitable to the students‟ age,
knowledge of English, interest and so on.
- Aims of the materials: the evaluator has to check if the materials match the aims
and objectives of the course.
- Content of the materials: the evaluator has to check if the materials‟ language
points, macro-skills/micro-skills, and topics suit the learners‟ needs.
9 -Methodology of the materials: the evaluator has to find out if techniques, aids,
guidance provided in the materials satisfy the learners and the teachers of the course.
2.4. Material Adaptation
There are various ways to adapt material. Tomlinson, B (1998:281) suggests a
number of available options:
 Omission: the teacher leaves out things deemed inappropriate, offensive,
and unproductive…for the particular group.
 Addition: where there seems to be inadequate coverage, the teachers may
decide to add material, either in the form of texts or exercise material

opportunities for studying English. At Hatinh Medical College, English is a compulsory
subject. An English course is divided into two parts: General English (GE) and English for
specific purposes (ESP).
A course in English at HTMC lasts 2 years. In the first year, they learn General
English from the coursebook entitled Lifeline Elementary published by Oxford University
Press in 1993. In the second year, they learn English for medicine (60 periods).
2.1.2. The ESP course objectives
The main objective of the course is set out by the Basic Science Department of
HTMC as follows:
By the end of the ESP course, the students will be able to:
 Describe a number of diseases, their causes, indications and treatment in
English.
 Read easy English medical documents.
2.1.3. The material description.
Let‟s Examine is a 42-page-long coursebook collected and edited by the teachers
of English from HTMC. It has 15 units including 15 reading texts and exercises. In each
the reading text, there are pictures or charts to illustrate the target content. But they are not
really clear. Besides, the book does not provide any supplementary materials such as
cassettes or CDs, students‟ workbook or teachers‟ manual.
2.2. Research Methods
2.2.1. Research Questions
11 Based on the aim of the study, the following questions are addressed in this study:
1) To what extent does the ESP coursebook at HTMC meet the requirements of
the course and the learners‟ need in terms of aims, content and methodology?
2) What improvements should be made to the ESP coursebook to meet the
requirements of the course and learners‟ need?
2.2.2. Participants

teaching ESP is that, by the end of the ESP course their students would be able to describe
a number of diseases, their causes, indication and treatment.
3.1.2. The content
100% the teachers accounting believed that the ESP coursebook provided
students with useful topics, which were about the popular and basic issues in medicine. All
the teachers agreed that the topics which were relevant to their students‟ need but were not
up-to-date. The material was not edited every year. As a result, these topics did not help
improve students‟ background knowledge of current issues so they reduced students‟
interest and motivation in learning ESP.
The reading texts in the ESP coursebook were mainly descriptions. The majority
of the teachers stated that the length of the ESP reading texts was suitable for students‟
agree. Within two periods (90 minutes), these students could read and translate the reading
texts into Vietnamese. On the contrast, one of these teachers said that the reading texts
were short and did not meet the students‟ need.
When the number of the ESP vocabulary in every unit were taken into
consideration, the teachers stated that the number of the ESP vocabulary in every unit was
a lot. It was not suitable for the students of different level. In addition, ESP vocabulary was
not reviewed for reinforcement.
In terms of grammar, the teachers thought that it was easy and only one of them
said that it was adequate. In fact, it was very difficult to evaluate the grammar in the ESP
coursebook because it was not separated in a private section. Generally, the grammar was
not emphasized in this material. The teachers only repeated the grammar issues including
form and usage when they appeared in the ESP reading texts and there were not the
grammar exercise for the students to practice.
When the methodology was taken into consideration 100% teachers stated that
the methodology in the ESP coursebook is learning-centred. It means that Learning was
13 totally determined by the learners. They used what knowledge or skills they have acquired


According to the survey results and compared to the aims of the course, which
was set out by the Basic Science Department of HTMC, we can see that the students had
more aims than the aims of the ESP course.
3.3.2. The suitability and unsuitability of the ESP coursebook related to the content
requirement
A good point of the content in this material is the learners‟ and teachers‟
satisfaction with the topics in the reading texts. Most of the topics were useful and could
encourage the students to express their own views. Moreover, some topics such as
“general condition of health”,” the eyes”,” tetanus”,”malnutrition” allowed critical
thinking in them which motivated them to learn ESP more. When the length of the reading
text was taken into consideration, both the teachers and the students had the same idea that
it was suitable for the students‟ level. In addition, the tasks were useful and every task had
clear instructions for it. For these criterial, the content of the ESP coursebook met the
requirements of the course and the learners‟ need in some aspects.
However, the result of the survey indicates that the content of the ESP
coursebook still had some weaknesses. The topics were not up dated, which caused de-
motivation in the students. The number of the vocabulary available in every unit was not
sufficient enough for them. Moreover, the material did not focus on developing all the
skills. It only paid more attention to the reading skill. As a result, this unsuitability could
not be well met the learners‟ need and it should be improved.
3.3.3. The suitability and unsuitability of the coursebook related to the learning-centred
methodology
As far as the methodology is concerned, both the teachers and the students had
the same opinions. The methodology in the ESP coursebook was learning-centred. The
material also provided the students with the opportunity to do tasks with each other in
pairwork and groupwork. Moreover, the ESP language was presented in the contexts.
However, the coursebook did not allow various class activities. And the ESP
coursebook did not provide communicative activities that help the students carry out their
communicative act in their real life.

interesting activities which will stimulate students‟ motivation and creativity.
3.4.2. Methodology improvements
16 Teachers should apply learning-centred approach more in the ESP class so that
they can engage students in learning ESP affectively. Learning-centred approach that can
allow various activities are highly recommended.
The teachers should try to speak as much English as possible during ESP classes
in order to create a language environment for their students to develop their speaking and
listening skills.
The teachers should recommend their students what the materials they should
read and how they can read them effectively.
evaluation of the teachers and the students on current ESP coursebook in all aspects.
Various instruments will be used in the next study to explore more the target issue.
The number of English teachers involved in the survey was limited. There were
only three teachers. Therefore, the result can not be quite reliable. This is also the
limitation of this study.
18 REFERENCES

1. Alderson, J.C & Beretta, A. (1992), Evaluating Second Language Education.
Cambridge: Cambridge University Press.
2. Brown, J.D. and Rodgers, T.S. (2002), Doing Second Language Research. Oxford:
Oxford University Press.
3. Brown, J.D. (1988), Understanding Research in Second Language Learning: A
teacher’s guide to statistics and research design, USA: Cambridge University Press
4. Clarke, D. F. (1989), “Material Adaption: Why Leave It all to the Teacher?”, ELT
Journal, 43 (2), pp. 133-41.
5. Cunningsworth, A. (1995), Choosing your coursebook, London: Macmillan.
6. Dudley- Evans, T., & St John, M.J. (1998), Development in English for Specific
Purposes, Cambridge: Cambridge University Press.
7. Ellis, R. (1997), “ The Empirical Language Materials”, ELT Journal, 51(1), pp. 36-42.
8. Gillham, B. (2000), Developing a Questionaire, Continuum.
9. Grant, N. (1987), Making the most of your textbook, Oxford: Heinnemann Publishers
Ltd.
10. Hull, M (2004). Changing The Paradigm For Medical English Language Teaching
International Symposium of English for Medical Purposes in Beijing, China.
11. Hutchinson, T. & Water, A. (1981), Performance and Competence in ESP, Cambridge:
Cambridge University Press.
12. Hutchinson, T. & Water, A. (1984), How communicative is ESP?.ELT Journal, 38(2),