1 VIET NAM NATIONAL UNIVERSITY, HA NOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
LƯU THỊ THÚY ADAPTING ENGLISH 10 TEXTBOOK FOR STUDENTS
AT VIET DUC UPPER SECONDARY SCHOOL – A CASE STUDY

ĐÁNH GIÁ VÀ HIỆU ĐÍNH SÁCH GIÁO KHOA TIẾNG ANH LỚP 10
CHO HỌC SINH TRƯỜNG TRUNG HỌC PHỔ THÔNG VIỆT ĐỨC –
ĐIỂN CỨU
M.A MINOR THESIS Field: English Methodology
Code: 60.14.10

Ha Noi, 2010
5
TABLE OF CONTENT

LIST OF ABBREVIATION 4
LIST OF TABLES AND FIGURES Error! Bookmark not defined.
PART I: INTRODUCTION Error! Bookmark not defined.
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5. Design of the study Error! Bookmark not defined.
PART II: DEVELOPMENT Error! Bookmark not defined.
CHAPTER 1: LITERATURE REVIEW Error! Bookmark not defined.
1.1. Teaching materials in ELT/ESL classrooms Error! Bookmark not defined.
1.2. Textbooks adaptation Error! Bookmark not defined.
1.2.1. Definitions Error! Bookmark not defined.
1.2.2. The purposes of adaptation Error! Bookmark not defined.
1.2.3. Adaptation techniques Error! Bookmark not defined.
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1.2.4.1. Adding Error! Bookmark not defined.

3.3.2. The suitability of the textbook to the content prescribed by MoETError!
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3.3.4. Student survey Error! Bookmark not defined.
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LIST OF FIGURES, TABLES AND CHARTS

FIGURES

Figure1: Roles of textbook. (Cortazzi, M & Lixian, 1999)
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Figure 2: Options for textbook (Harmer, 2002)
14 9
PART I: INTRODUCTION
1. Rationale for choosing the topic
In Viet Nam, education is regarded a paramount investment option for the
country‟s long term economic growth and equitable social development. The country‟s
accession to World Trade Organization (WTO) necessitated Viet Nam to accelerate
strengthening of secondary education in developing human resources required for greater
integration in the global economy. With the increase in the enrolment rate to over 90%,
lower secondary education has made commendable progress but expansion of upper
secondary and professional secondary education and improvement of their quality remain
to be key challenges for Viet Nam‟s education system.
It is a fact that the secondary education system in general and English education
in particular in Vietnam has encountered a number of shortcomings in terms of teacher
and teaching quality and students‟ attitude, or testing systems, etc. The majority of
students are lacking opportunities to access and practice English communication, a large
number of schools are not able to provide adequate modern teaching and learning
equipments, etc have questioned educational managers, teachers and students for ages. In
addition, the current teaching curriculum have mismatched with the testing and
evaluation. As a result, the students‟ achievement and the teaching quality as well have
not been properly evaluated.
In execution of Resolution No. 14-NQ/TW of January 11, 1979 of the Political
Bureau of the Party Central Committee (4th Congress), Socialist Republic of Vietnam, it
has been indicated that innovation of teaching curriculum and textbooks have been
clearly directed with four main principles: (i) to have a firm grasp of the objectives and
requirements in the contents and methods of education; (ii) to ensure the systematic,
inheritance and development character of the educational program suited to the practice
and traditions of Vietnam, to acquire the achievements of advanced education in the
world; (iii) to ensure uniformity in knowledge and know-how standards, to increase the

contribution to the improvement of the textbook and propose samples of adaptation to
enhance the effectiveness of the material within a case of Viet Duc US school.
In short, the study is an attempt to meet two aims. It not only points to the value
of teacher‟s use of the textbook in pursuance with MoET‟s curriculum but also to their
wish for guidance in applying materials, adapting these and preparing their own
(McGrath, 2002). 11
3. Research questions
To fulfill the aims mentioned above, this research addresses the following
questions:
1. How far is English 10 textbook suitable for teachers and students at Viet Duc
Upper Secondary School?
2. How can English 10 be adapted to suit the Viet Duc School context?
In other words, this study focuses on the evaluation of suitability of teaching and
learning of English 10 textbook at Viet Duc School regarding its methodology, content,
objectives, and practicality. The evaluation will be compared with the teaching
curriculum prescribed by MoET and then relevant adaptation will be given to demanding
both teaching and learning settings at Viet Duc US School.
4. Scope of research
As mentioned in the research‟s title, it is expected to carry out an investigation on
the textbook of Standard English 10. Since then, the author will study teaching and
learning situation in the light of learner-centred approach and communication learning
approach, with selected students at grade 10 within Viet Duc US school. Based on
theoretical background and actual observations, recommendations for teaching adaptation
of reading skills are given as an example.
5. Significance of the study
The study aims at conveying a picture of the teaching performance with both
strengths and weaknesses of English teachers at Viet Duc School in particular and in

The textbook can be …
 A teacher
 A map
 A resource
 A trainer
 An authority
 A de-skiller
 An ideology

PART II: DEVELOPMENT

CHAPTER 1: LITERATURE REVIEW

The process of the literature review involves the researcher in exploring the
literature to establish the status quo, formulate a problem or research enquiry, define the
value of pursuing the line of enquiry established, and the compared the findings and ideas
with his or her own (Andresen 1997, adapted from Bruce 1994). That‟s why, as stated
in the title of the thesis, the assumption has been made that the primary parts of the
literature will be involved in the role of teaching materials in EL/ ESL classrooms and
the review of literature concerning material adaptation. The statement of the problems of
teachers and students is the statements of problems which are given in the Literature
Review. embedded the background and the current use of textbook at Viet Duc US
school. This assumption has influenced both the structure and the content of the literature
review. The third which provides the conclusion on findings and discussion is the most
important part of the study.
1.1. Teaching materials in ELT/ESL classrooms
ELT textbooks can be analyzed as having a number of important functions in
several extents. It has a vital and positive part to play in the everyday job of teaching and
learning English. Figure 1 is shown obvious roles of textbooks in the point of views of
Cortazzi, M and Lixian, J (1999).

the system of meaning which they are seeking to learn. Thirdly, as Cortazzi, M and
Lixian, J (1999) have pointed out, a textbook is also a trainer: for inexperienced or
untrained teachers, the explanations and guidance, the step-by-step instructions of a
teacher‟s guidebook, can be very useful. Textbooks are seen as embodying current
research and theory. More than that, students can use textbooks as references beyond the
classroom and independently of the teacher (Crawford, 2001). Similarly, Leslie
Dickinson (1987) also identified that commercial materials are best served for self-
instruction. Fourthly, a textbook is thus seen as an authority: it is reliable, valid, and
written by experts Cortazzi, M and Lixian, J (1999). Often a textbook carries the
authorization of important publishers or ministries of education, together with the further
authority that many EFL teachers have no choice as to which text to use: a school
administrator, or the ministry itself, may take such decisions on behalf of all teachers
within their purview. Fifthly, as O‟Neill (1982) has indicated, textbooks are generally
sensitive to student‟s needs, even if they are not designed specifically for them, they are 15
efficient in terms of time and money, and they can and should allow for adaptation and
improvisation. A sixth advantage identified by Cunningsworth (1995) is the potential
which textbooks have for serving several additional roles in the ELT curriculum. He
argues that they are an effective resource for self-directed learning, an effective resource
for presentation material, a source of ideas and activities, and a reference source for
students, a syllabus where they reflect pre-determined learning objectives, and support
for less experienced teachers who have yet to gain in confidence. Finally, Hutchinson
and Torres (1994) have shown that textbooks may play a pivotal role in innovation. They
suggest that textbooks can support teachers through potentially disturbing and
threatening change processes, demonstrate new and/ore untried methodologies, introduce
change gradually, and create scaffolding upon which teachers can build a more creative
methodology of their own.
While many of the aforementioned theorists are quick to point out the extensive

1.2.1. Definitions
As early mentioned, it is confirmed that textbooks is originally developed to
demanding to student‟s needs and they can and should allow for adaptation and
improvisation (O‟Neill, 1982). Nunan (1991) shared the same opinion that “most
commercially produced materials can be adapted to fit a range of needs and goals not
originally envisaged by the materials writers.” Textbook adaptation, in fact, is defined
to be a process of need demanding between the target goals and the current settings,
demands of teachers and students. It is something that is essential in the process of
changing existing materials to make them more suitable for self-instruction in Dickinson,
Leslie‟s ideas (1987). This usually involves making several additions to the materials so
that they will meet the minimum specifications for self-instructional materials. This
adaptation assumes autonomous learners. In addition, McGrath, Ian (2002) not only
emphasizes the importance of adaptation as a process but also highlights the teachers‟
competence in managing that process. Although they may not always be in a position to
select the materials they use, teachers do decide, consciously or instinctively, how much
of those materials will be used, and how much of what is used will be modified.
1.2.2. The purposes of adaptation
The two most frequently cited purposes for adaptation are as follows:
1. to make the material more suitable for the circumstances in which it is being
used, i.e. to mould it to the needs and interests of learners, the teacher‟s own
capabilities and such constrains as time, or, as McDonough and Shaw(1993:85)
put it: „to maximize the appropriation of teaching materials (seem more relevant
because it is important, it can stipulate motivation, and increased motivation is
in turn likely to lead to a classroom atmosphere more conductive to learning) in
context, by changing some of the internal characteristics of a course book to 17
better suit our particular circumstances (what we are really trying to is to
improve the effectiveness of learning experience‟;
18
Ellis, M. (1986: 47) mentions the processes of „retaining, rejecting, re-ordering
and modification; Tomlinson (1998b: xi) refers to „reducing, adding, omitting, modifying
and supplementing‟. In the view point of Nunan (1991), two main categories of
adaptation are mentioned: adaptation as addition (in a restricted sense) and adaptation as
change.
Adaptation, generally, is a process of changing in which may occurs adding,
rewriting, replacing, re-ordering or reducing activities or content according to Harmer
(2002). More details on the options of textbook use are given in Figure 2 below:

USE OF THE TEXTBOOK

Figure 2: Figure 2: Options for textbook (Harmer, 2002)
According to these grounds of classification, 5 main options for adaptation are
figured out as bellows:
1.2.4.1. Adding
Addition is interpreted by McGrath, Ian (2002) by four main categories:
extemporization, extension, exploitation. The notion of addition, basically, is that
materials are supplemented by putting more into them, while taking into account the
practical effect on time allocation. First, addition is made in the quantitative way by the
technique of extending. McMough and Shaw (1993) explained that “this means that the
techniques are being applied within the methodological framework of the original
materials: in other words, the model is not itself changed. The following situation is an
obvious example. A second reading passage parallel to the one provided is helpful in
reinforcing the key linguistic features – tenses, sentence, structures, vocabulary, cohesive


OMIT

R
EPLACE

Add

Rewrite

Replace Activity

Re
-
order

Reduce

19
devices – of the first text. Second, more far-reaching perspective on addition of materials
can be termed expanding. Whereas extension involves quantitative change, expansion
represents a qualitative change (McGrath, Ian 2002). This can be thought as of a change
in the overall system (Mough and Shaw, 1993).
1.2.4.2. Rewriting

3. Grammatical structures: for instance, passives are converted to actives; past
perfect to simple past, reported to directed speech.
Simplification has a number of further implications. First, once linguistic items are
changed, stylistics will be affected, and therefore the meaning of intention of the original
text is changed. Second, simplification of content is required when the complexity of the
subject-matter is regarded as being too advanced. Third, simplification can refer to the
ways in which the content is presented: we may decide not to make any changes to the
original text, but instead, to lead the learners through it in a number of graded stages.
1.2.4.5. Re-ordering
This procedure refers to the possibility of putting the parts of a course book in a
different order. This may mean adjusting the sequence of presentation within a unit, or
taking units in a different sequence from that originally intended.
1.3. The statement of the problems
1.3.1. Teachers' background
The teaching staff has been known to be the key to success of traditional teaching
and learning at Viet Duc School so far. All teachers here obtained at least Bachelor
degrees and they have experienced in teaching service for various years. As of English
teaching group, more than half of teachers have worked in the school and have chances
to study overseas during these years. Teaching and self-training for updating and
improving capacity are continuous tasks at this school. One of 12 English teachers is at
the young age; the remaining teachers are almost experienced but getting old. Thus,
“how to rejuvenate the teaching staff of English remained a question that Viet Duc
School is facing” the Viet Duc Principal said.
1.3.2. Students' background
Viet Duc School is located in the central and it has a reputation of first-ranked
high school in Hanoi. The majority of students in Viet Duc School are selected with very
high qualification. They, thus, have remarkable background of education in general and
English proficiency in particular. The students of grade 10th are aged fifteen to sixteen
from mostly in Hanoi. Most of them have learnt English at lower secondary school for at
least three years. Additionally, Viet Duc School is a top school in Hanoi, it, thus has been

2. 1. Research design
The study is aiming at the evaluation and adaptation of English 10 in terms of its
objectives, content and methodology. The summative adaptation was implemented as
teachers and students at Viet Duc School have just finished the textbook‟s use to
determine whether the material has worked well. The researcher employed a
triangulation of methods, which was a combination of textbook analysis, survey
questionnaires and informal interviews. The researcher‟s belief was that a combination of
different methods to collect data could provide more reliable and valid information for
the study.
2. 2. Characteristics of the case study
A case study involves a detailed exploration of a single instance of, or example
of, something. Gillham (2000:1) defines a case as:
 a unit of human activity embedded in the real world;
 which can only be studied or understood in context;
 which exists here and now;
 that merges in with its context so that precise boundaries are difficult to draw
A case study, thus, is one which seeks a range of different kinds of evidence
which is there in the case setting, and which has to be abstracted and collated to get the
best possible answers to the research questions (Gillham, 2000).
It is a case study selected in Viet Nam with the reason that it reflects an important
current issue. It may also be that each case selected for this study may, to some degree,
be typical of other secondary schools in Vietnam. Access is an important issue to be
considered in a case study. The school which the author chose for this study is the one
where she has experience working with, and therefore, is quite accessible. For these
reasons, Viet Duc School is selected as a case in the study of the English textbook 10
(standard version developed by MOET). 23
2. 3. Methodology

educational research. Gillham (2000) has figured out a number of great benefits of 24
questionnaire such as: low cost in time and money, analysis of answers is
straightforward; less pressure for an immediate response, respondent‟s anonymity and
especially, lack of interviewer bias.
Hence survey questionnaire was chosen to collect Teachers and students‟
opinions and attitudes toward the textbook when they have experienced with the book.
Teachers and students were requested to complete and return the questionnaire within a
week. They thus would have opportunities to reflect their own experiences of teaching
and learning the material. The information, therefore, would be more detailed and more
accurate.
The researcher made use of two sets of survey questionnaires to cover all belief of
teachers and students and suggestions serving for the improvement of the textbook. The
questionnaires were given to the population of 12 teachers who teach English at Viet Duc
School (Find Appendix 1 for more details of the questionnaires).
2. 3.3. Informal interviews
Interviews may be used as the primary research tool or in an ancillary role as a
checking mechanism to triangulate data gathered from other sources. Hopkins (cited in
McDonough & McDonoug, 1997) lists three applications of interviews in classroom
research:
 to focus on a specific aspect of classroom life in detail
 teacher-pupil discussion => diagnostic information
 to improve the classroom climate
Nunan (1992) adds the following uses to interviews:
 needs analysis
 program evaluation
 individual case studies
 mini-surveys (within institution)

emphasis of which is on the learning of the rules of language, not on the acquisition of
language skills. This is manifested in their methods even the new material follows the
communicative approach. The teacher population was firstly surveyed and during the
period of revision of final exams, informal interviews and discussions with them were
conducted.
2.4.2. The students
There are 16 classes of grade 10
th
with approximately 400 students allocated from
class D1 to D12. The distribution of the students is divided based on levels “Excellent”,
“Good”, “Average” evaluated on the student‟s final academic results. It is students in
each class that are similar in their background. The target students are randomly chosen
by picking up students form odd number classes which are D2, D4, (morning classes)
and D6, D8, D10 (afternoon classes) with a total of 250 students. 250 students were 26
surveyed and involved in the research by the end of the academic year before the final
examination and later informal interviews were implemented.
2.5. Data collection Procedures
In order to collect the required data, the researcher decided to employ a
combination of three data collection instruments: document analysis, teacher and student
surveys and informal interviews with the aim of getting the fullest evaluation of the
textbook from the teachers and students who have used and learned the material. The
evaluation of the textbook will be carried out in accordance with the following steps:
1) To identify the criteria for evaluation based on the statements of objectives, aims
and principles prescribed by MOET for grade 10
th
:
2) Objective analysis: textbook analysis and adaptation conducted by the researcher

topics covered. Develop vocabulary strategies: using words in contexts,
dictionary skills, etc.
Writing
Write texts of 100-120 words on familiar topics based on models or
prompts for personal or basic communicative purposes.
Table 1: General objectives to achieve in Grade 10
The curriculum specifies the teaching contents and class time allocation. The
teaching contents are organized according to themes in order to provide contexts for
language skills, language elements and socio-cultural knowledge to be taught and
developed in an integrated manner. These themes are all drawn from the contexts of
students‟ daily life such as home and school, health, reaction, community and the world.
Detailed analysis on topics in the textbook will be conducted in the following part of
teacher‟s and student‟s questionnaires.
In addition, the curriculum guidelines also state the following principles for the
selection and sequencing of topics, skills, language elements, instructional units,
exercises and tasks in ELT syllabus: