11TH GRADE EFL LEARNERS’ PERCEPTION OF THE AUTHENTICITY OF THE NEW TEXTBOOK ENGLISH 11-TIENG ANH 11
Article Sidebar
Published:
Sep 24, 2022
Keywords:
authenticity of textbook, EFL textbook, secondary English learning, Vietnamese EFL secondary students
Main Article Content
Abstract
This study investigated EFL students’ perceptions of the authenticity of texts and tasks within the new textbook Tieng Anh 11. The research followed a descriptive approach. The study collected data from questionnaires for 58 EFL students and interviews with six representative students at an upper secondary school in Mekong Delta area, Vietnam. Results from the questionnaire indicated that readings within the textbook were rated very positively while learning tasks received a less positive rating. Further interviews revealed that students emphasized the need for practical tasks for their reallife language use and the development of critical thinking.
Downloads
Download data is not yet available.
Article Details
How to Cite
1.
Nguyen Thi PN, Nguyen TL. 11TH GRADE EFL LEARNERS’ PERCEPTION OF THE AUTHENTICITY OF THE NEW TEXTBOOK ENGLISH 11-TIENG ANH 11. journal [Internet]. 24Sep.2022 [cited 20Apr.2024];12(48):33-1. Available from: https://journal.tvu.edu.vn/index.php/journal/article/view/1107
Issue
Section
Articles
References
[1] McGrath I. Teaching materials and the roles of
EFL/ESL teachers: Practice and theory. London:
Bloomsbury Academic; 2013.
[2] Chomsky N. Aspects of the theory of syntax. Boston: MIT Press; 1965.
[3] Gilmore A. Authentic materials and authenticity
in foreign language learning. Language Teaching.
2007;40(2): 97–118.
[4] Ciornei SI, Dina TA. Authentic texts in teaching
English. Procedia-Social and Behavioral Sciences.
2015;180: 274–279.
[5] Guariento W, Morley J. Text and task
authenticity in the EFL classroom. ELT
Journal. 2001;55(4): 347–353. Available from:
https://doi.org/10.1093/elt/55.4.347.
[6] Ellis R. Instructed second language acquisition:
Learning in the classroom. Oxford: Blackwell; 1990.
[7] Long MH. Focus on form: A design feature in language teaching methodology. In: Bot Kd, Ginsberg
RB, Kramsch C (eds). Foreign language research
in cross-cultural perspective. Amsterdam: John Benjamins; 1991. p.39–52.
[8] Little D, Devitt S, Singleton D. Authentic texts in foreign language teaching: Theory and practice. Dublin:
Authentik Language Learning Resources; 1988.
[9] Wilkins D. Notional syllabuses. Oxford: Oxford University Press; 1976.
[10] Long MH, Crookes G. Three approaches to task-based
syllabus design. TESOL Quarterly. 1992;26(1): 27–56.
[11] Azri RHA, Al-Rashdi MH. The effect of using authentic materials in teaching. International Journal of
Scientific & Technology Research. 2014;3(10): 249–
254.
[12] Murdoch Y. Using authentic texts in the language
classroom. Master’s Thesis. University of Birmingham (UK): Centre for English Language Studies;
1999.
[13] Krashen S. Principle and practice in second language
acquisition: Language teaching methodology series.
New York: Pergamon Institute of English; 1982.
[14] Rogers CV, Medley FW. Language with a purpose:
Using authentic materials in the foreign language
classroom. Foreign Language Annals. 1998;21(5):
467–478.
[15] Diniah SN. Teachers’ perceptions towards the use
of English textbook in EFL classrooms. Journal of
English and Education. 2013;1(2): 72–81.
[16] Shrum JL, Glisan EW. Teacher’s handbook: Contextualized language instruction. Boston: Cengage
Learning; 2016.
[17] Mishan F. Authenticating corpora for language learning: A problem and its resolution. ELT Journal.
2004;58(3): 219–227.
[18] Cook V. Using authentic materials in the classroom. 2022.
http://www.viviancook.uk/Writings/Papers/AuthMat81.
htm [Accessed 9th September 2022].
[19] Kang S. US-based teacher education program for
“local” EIL teachers. In: Matsuda A (ed). Preparing
teachers to teach English as an international language. Bristol: Multilingual Matters; 2017. p.51–68.
[20] Case A. Advantages and disadvantages
of using authentic texts in class. 2022.
https://www.usingenglish.com/articles/advantagesdisadvantages-using-authentic-texts-in-class.html
[Accessed 9th September 2022].
[21] Swe ST. Teachers’ use of authentic materials for
teaching cultural elements through coursebooks in
EFL classrooms. In: Maley A, Tonlinson B (eds).
Authenticity in materials development for language
learning. UK: Cambridge Scholars Publishing; 2017.
p.229–246.
[22] Ngoepe LJ. Purposeful sampling of the use of authentic teaching and learning materials in a South African
setting. In Maley A, Tomlinson B (eds). Authenticity
in materials development for language learning. UK:
Cambridge Scholars Publishing; 2017. p.176–191.
[23] Kienbaum BE, Russell AJ, Welty S.
Communicative competence in foreign language
learning with authentic materials. 2022.
https://eric.edu.gov/?id=ED275200 [Accessed 9th
September 2022].
[24] Richard JC. Curriculum development in language
teaching. Cambridge: Cambridge University Press;
2001.
[25] House S. Authentic materials in the classroom. In: Penamaria SS, Martinez RD (eds). Didactic approaches
for teachers of English in an international context.
Ediciones Universidad de Salamanca. 2008. p.53–71.
[26] Duda R, Tyne H. Authenticity and autonomy in
language learning. Bulletin Suisse de Linguistique
Appliquée. 2010;92: 86–106.
[27] Nunan D. Designing tasks for the communicative
classroom. Cambridge: Cambridge University Press;
2001.
[28] Allwright R. Language learning through communication practice. ELT Documents 76/3. London: British
Council English-Teaching Centre Information; 1976.
[29] Mishan F. Designing authenticity into language
learning materials. Bristol: Intellect; 2005.
[30] McGrath I. Materials evaluation and design for
language teaching. Edinburgh: Edinburgh University
Press; 2002.
[31] Nunan D. Second language teaching and learning.
Boston: Heinle and Heinle Publishers; 1999.
[32] Orakci S, Durnali M, Aktan O. Fostering critical thinking using instructional strategies in English
classes. In: Robinson SPA, Knight V (ed). Handbook
of research on critical thinking and teacher education
pedagogy. IGI Global; 2019. p.299–258.
[33] Majchrzak O. Learner identity and learner beliefs in
EFL writing. Switzerland: Springer; 2018.
[34] AbdulHussein FR. Investigating EFL college teachers’ and learners’ attitudes toward using authentic
reading materials in Misan. Procedia-Social and Behavioral Sciences. 2014;136: 330–343.
[35] Harmer J. The practice of English language teaching.
3rd ed. Essex, England: Longman; 2003.
[36] The Prime Minister of Vietnam. Approving the
scheme on foreign language teaching and learning
in the national education system in the 2008-2020
period. [Đề án Dạy và học ngoại ngữ trong hệ thống
giáo dục quốc dân giai đoạn 2008 – 2020]. Hanoi:
The Prime Minister of Vietnam. No. 1400/QD-TTg,
2008.
[37] Hoang Thi Hong Hai, Hoang Thi Xuan Hoa, Kieu Thi
Thu Huong, Vu Thi Lan, Dao Ngoc Loc, Chung The
Quang. English 11. [Tiếng Anh 11]. 2nd ed. Hanoi:
Vietnam Education Publisher; 2008.
[38] Nguyen Thuy Minh. Textbook evaluation:
The case of English textbooks currently
in use in Vietnam’s upper-secondary
schools. Hanoi, Vietnam: College of Foreign
Languages, Vietnam National University; 2007.
https://www.researchgate.net/publication/275644512_
Textbook_evaluation_the_case_of_English_textbooks_
currently_in_use_at_Vietnams_uppersecondary_school_Unpublished_research_report_
Singapore_RELC_SEAMEO [Accessed 09th
September 2022].
[39] Choudhury RU. The role of culture in teaching
and learning of English as a foreign language. International Journal of Multi Disciplinary Research.
2014;1(4): 1–20.
[40] Peacock M. The effect of authentic materials on the motivation of EFL learners. ELT Journal. 1997;51(2):
144–156.
[41] Trabelsi S. Developing and trialling authentic materials for business English students at a Tunisian university. In: Tomlinson B, Masuhara H (ed). Research
for materials development in language learning. England: Bloomsbury; 2010. p.103–120.
[42] Spatt M. English for the teacher: a language development course. Cambridge: Cambridge University
Press; 1994.
[43] Shuang L. Authenticity in language teaching. Applied
Mechanics and Materials. 2014;543–547: 4294–4297.
[44] Gass SM. Input, interaction, and the second language
learner. 2nd ed. London: Routledge; 2017.
[45] Siegel A. What should we talk about? The authenticity of textbook topics. ELT Journal. 2014;68(4):
363–375.
[46] Daskalos K, Ling JJ. Authentic texts or adapted texts
– That is the question! [unpublished dissertation].
Sweden: Malmo H ¨ ogskola; 2006. ¨
[47] Kvale S. Doing interviews. Thousand Oaks: Sage
Publications; 2007.
[48] Schmidt C. The analysis of semi-structured interviews. In: Flick U, Kardorff E. v, Steinke I (eds). A
companion to qualitative research. Thousand Oaks:
Sage Publication; 2004; p.253–258.
[49] Drever E. Using semi-structured interviews in smallscale research: A teacher’s guide. Edinburgh: Scottish
Council for Research in Education; 1995.
[50] Trabelsi S. Authenticity in materials development:
Towards a framework for a localized approach to authenticity of EFL teaching and learning materials. In:
Azarnoosh M, Zeraatpishe M, Faravani A, Kargozari
HR(eds). Issues in materials development. Rotterdam:
Sense Publishers, 2016; p.145–158.
[51] Breen MP. Authenticity in the language classroom.
Applied Linguistics. 1985;6(1): 60–70.
EFL/ESL teachers: Practice and theory. London:
Bloomsbury Academic; 2013.
[2] Chomsky N. Aspects of the theory of syntax. Boston: MIT Press; 1965.
[3] Gilmore A. Authentic materials and authenticity
in foreign language learning. Language Teaching.
2007;40(2): 97–118.
[4] Ciornei SI, Dina TA. Authentic texts in teaching
English. Procedia-Social and Behavioral Sciences.
2015;180: 274–279.
[5] Guariento W, Morley J. Text and task
authenticity in the EFL classroom. ELT
Journal. 2001;55(4): 347–353. Available from:
https://doi.org/10.1093/elt/55.4.347.
[6] Ellis R. Instructed second language acquisition:
Learning in the classroom. Oxford: Blackwell; 1990.
[7] Long MH. Focus on form: A design feature in language teaching methodology. In: Bot Kd, Ginsberg
RB, Kramsch C (eds). Foreign language research
in cross-cultural perspective. Amsterdam: John Benjamins; 1991. p.39–52.
[8] Little D, Devitt S, Singleton D. Authentic texts in foreign language teaching: Theory and practice. Dublin:
Authentik Language Learning Resources; 1988.
[9] Wilkins D. Notional syllabuses. Oxford: Oxford University Press; 1976.
[10] Long MH, Crookes G. Three approaches to task-based
syllabus design. TESOL Quarterly. 1992;26(1): 27–56.
[11] Azri RHA, Al-Rashdi MH. The effect of using authentic materials in teaching. International Journal of
Scientific & Technology Research. 2014;3(10): 249–
254.
[12] Murdoch Y. Using authentic texts in the language
classroom. Master’s Thesis. University of Birmingham (UK): Centre for English Language Studies;
1999.
[13] Krashen S. Principle and practice in second language
acquisition: Language teaching methodology series.
New York: Pergamon Institute of English; 1982.
[14] Rogers CV, Medley FW. Language with a purpose:
Using authentic materials in the foreign language
classroom. Foreign Language Annals. 1998;21(5):
467–478.
[15] Diniah SN. Teachers’ perceptions towards the use
of English textbook in EFL classrooms. Journal of
English and Education. 2013;1(2): 72–81.
[16] Shrum JL, Glisan EW. Teacher’s handbook: Contextualized language instruction. Boston: Cengage
Learning; 2016.
[17] Mishan F. Authenticating corpora for language learning: A problem and its resolution. ELT Journal.
2004;58(3): 219–227.
[18] Cook V. Using authentic materials in the classroom. 2022.
http://www.viviancook.uk/Writings/Papers/AuthMat81.
htm [Accessed 9th September 2022].
[19] Kang S. US-based teacher education program for
“local” EIL teachers. In: Matsuda A (ed). Preparing
teachers to teach English as an international language. Bristol: Multilingual Matters; 2017. p.51–68.
[20] Case A. Advantages and disadvantages
of using authentic texts in class. 2022.
https://www.usingenglish.com/articles/advantagesdisadvantages-using-authentic-texts-in-class.html
[Accessed 9th September 2022].
[21] Swe ST. Teachers’ use of authentic materials for
teaching cultural elements through coursebooks in
EFL classrooms. In: Maley A, Tonlinson B (eds).
Authenticity in materials development for language
learning. UK: Cambridge Scholars Publishing; 2017.
p.229–246.
[22] Ngoepe LJ. Purposeful sampling of the use of authentic teaching and learning materials in a South African
setting. In Maley A, Tomlinson B (eds). Authenticity
in materials development for language learning. UK:
Cambridge Scholars Publishing; 2017. p.176–191.
[23] Kienbaum BE, Russell AJ, Welty S.
Communicative competence in foreign language
learning with authentic materials. 2022.
https://eric.edu.gov/?id=ED275200 [Accessed 9th
September 2022].
[24] Richard JC. Curriculum development in language
teaching. Cambridge: Cambridge University Press;
2001.
[25] House S. Authentic materials in the classroom. In: Penamaria SS, Martinez RD (eds). Didactic approaches
for teachers of English in an international context.
Ediciones Universidad de Salamanca. 2008. p.53–71.
[26] Duda R, Tyne H. Authenticity and autonomy in
language learning. Bulletin Suisse de Linguistique
Appliquée. 2010;92: 86–106.
[27] Nunan D. Designing tasks for the communicative
classroom. Cambridge: Cambridge University Press;
2001.
[28] Allwright R. Language learning through communication practice. ELT Documents 76/3. London: British
Council English-Teaching Centre Information; 1976.
[29] Mishan F. Designing authenticity into language
learning materials. Bristol: Intellect; 2005.
[30] McGrath I. Materials evaluation and design for
language teaching. Edinburgh: Edinburgh University
Press; 2002.
[31] Nunan D. Second language teaching and learning.
Boston: Heinle and Heinle Publishers; 1999.
[32] Orakci S, Durnali M, Aktan O. Fostering critical thinking using instructional strategies in English
classes. In: Robinson SPA, Knight V (ed). Handbook
of research on critical thinking and teacher education
pedagogy. IGI Global; 2019. p.299–258.
[33] Majchrzak O. Learner identity and learner beliefs in
EFL writing. Switzerland: Springer; 2018.
[34] AbdulHussein FR. Investigating EFL college teachers’ and learners’ attitudes toward using authentic
reading materials in Misan. Procedia-Social and Behavioral Sciences. 2014;136: 330–343.
[35] Harmer J. The practice of English language teaching.
3rd ed. Essex, England: Longman; 2003.
[36] The Prime Minister of Vietnam. Approving the
scheme on foreign language teaching and learning
in the national education system in the 2008-2020
period. [Đề án Dạy và học ngoại ngữ trong hệ thống
giáo dục quốc dân giai đoạn 2008 – 2020]. Hanoi:
The Prime Minister of Vietnam. No. 1400/QD-TTg,
2008.
[37] Hoang Thi Hong Hai, Hoang Thi Xuan Hoa, Kieu Thi
Thu Huong, Vu Thi Lan, Dao Ngoc Loc, Chung The
Quang. English 11. [Tiếng Anh 11]. 2nd ed. Hanoi:
Vietnam Education Publisher; 2008.
[38] Nguyen Thuy Minh. Textbook evaluation:
The case of English textbooks currently
in use in Vietnam’s upper-secondary
schools. Hanoi, Vietnam: College of Foreign
Languages, Vietnam National University; 2007.
https://www.researchgate.net/publication/275644512_
Textbook_evaluation_the_case_of_English_textbooks_
currently_in_use_at_Vietnams_uppersecondary_school_Unpublished_research_report_
Singapore_RELC_SEAMEO [Accessed 09th
September 2022].
[39] Choudhury RU. The role of culture in teaching
and learning of English as a foreign language. International Journal of Multi Disciplinary Research.
2014;1(4): 1–20.
[40] Peacock M. The effect of authentic materials on the motivation of EFL learners. ELT Journal. 1997;51(2):
144–156.
[41] Trabelsi S. Developing and trialling authentic materials for business English students at a Tunisian university. In: Tomlinson B, Masuhara H (ed). Research
for materials development in language learning. England: Bloomsbury; 2010. p.103–120.
[42] Spatt M. English for the teacher: a language development course. Cambridge: Cambridge University
Press; 1994.
[43] Shuang L. Authenticity in language teaching. Applied
Mechanics and Materials. 2014;543–547: 4294–4297.
[44] Gass SM. Input, interaction, and the second language
learner. 2nd ed. London: Routledge; 2017.
[45] Siegel A. What should we talk about? The authenticity of textbook topics. ELT Journal. 2014;68(4):
363–375.
[46] Daskalos K, Ling JJ. Authentic texts or adapted texts
– That is the question! [unpublished dissertation].
Sweden: Malmo H ¨ ogskola; 2006. ¨
[47] Kvale S. Doing interviews. Thousand Oaks: Sage
Publications; 2007.
[48] Schmidt C. The analysis of semi-structured interviews. In: Flick U, Kardorff E. v, Steinke I (eds). A
companion to qualitative research. Thousand Oaks:
Sage Publication; 2004; p.253–258.
[49] Drever E. Using semi-structured interviews in smallscale research: A teacher’s guide. Edinburgh: Scottish
Council for Research in Education; 1995.
[50] Trabelsi S. Authenticity in materials development:
Towards a framework for a localized approach to authenticity of EFL teaching and learning materials. In:
Azarnoosh M, Zeraatpishe M, Faravani A, Kargozari
HR(eds). Issues in materials development. Rotterdam:
Sense Publishers, 2016; p.145–158.
[51] Breen MP. Authenticity in the language classroom.
Applied Linguistics. 1985;6(1): 60–70.