VIETNAM NATIONAL UNIVERSITY-HO CHI MINH CITY

UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES

FACULTY OF ENGLISH LINGUISTICS & LITERATURE

FULL-TIME PROGRAMME
----------

GROUP PROJECT
Materials Development For Language Teaching

Instructor: Ms. Bùi Thị Phương Thảo

Class: 20B2-NHGD2
Group: 5
Members: 2067012192
2067012221
2067012224
2067012225
2067012243
2067012282
2067012285
1967012159
1967010038
 Ho Chi Minh City, January 5, 2024

Table of Contents
I. INTRODUCTION:..........................................................................................1
1. Trend in designing Global English Coursebook.......................................1
2. About the learner.........................................................................................1
II. THEORY OF MATERIALS EVALUATION.............................................2
1. Definition of communicative coursebook..................................................2
2. Principle of material development.............................................................2
3. Criteria for analyzing a coursebook..........................................................2
4. Criteria for Materials Evaluation..............................................................3
4.1. Teaching and Learning Principles......................................................3
4.2. Cultural Perspective (Context-related factors).................................3
4.3. Topic content.........................................................................................3
4.4. Teaching points and instructions........................................................3
4.5. Activities................................................................................................4
4.6. Design and Page Layout.......................................................................4
5. The key features are in materials adaptations..........................................4
6. Elements to consider when making adaptations to coursebook..............5
7. The chosen textbook - General description...............................................5
III. ANALYZING................................................................................................6
1. Recycling......................................................................................................6
2. Sequencing...................................................................................................7
IV. EVALUATION.............................................................................................8
1. Strengths of the chosen unit.......................................................................8
2. Weaknesses of the chosen unit...................................................................8
V. ADAPTATION...............................................................................................9
III. CONCLUSION...........................................................................................13
REFERENCES..................................................................................................14
I. INTRODUCTION:
1. Trend in designing Global English Coursebook
The evolution of educational materials, particularly in the realm of language learning,
is driven by both pedagogical and technological advancements. Despite an abundance of
textbooks currently available, there is a persistent need to further develop teaching materials.
This necessity stems from the dynamic nature of language and the continuous pursuit of more
effective teaching methods that cater to diverse learning styles and modern-day requirements.
Grasping this development trend, Global English Coursebooks were released to meet
the needs of learners - non-native speakers around the world. These modern coursebooks are
not merely collections of text and exercises but are full packages designed to engage students.
They often include a suite of teacher's guides, attractively designed materials, integrated
activities that encourage practical application of language skills, supplementary exercises,
online resources for self-study, and multimedia elements such as visuals and videos.
Furthermore, Global English Coursebooks also incorporate local and cultural elements. This
comprehensive approach not only makes learning more interactive and enjoyable but also
reflects the current use of English in a global context, ensuring that learners are equipped with
the skills necessary to communicate effectively in today’s interconnected world.
2. About the learner
The class consists of 14 students aged 12 to 14, with six boys and eight girls.
Their educational needs focus on developing comprehensive language skills in
listening, speaking, reading, and writing. Due to time constraints at school, they express a
desire for increased exposure to English and more time for active practice at the English
center.
Their interests lie in exploring the world, asserting individuality, and eagerness to
learn new languages, coupled with notable technological proficiency in the digital era. Habits
include a strong emphasis on preparing for standardized English exams, reliance on rote
memorization, and common use of language apps and online platforms. However, a cautious
approach to speaking English is observed, influenced by cultural factors that may instill a fear
of making mistakes in front of peers or authority figures. Students enjoy group activities,
collaborative learning, and humor in the classroom. Additionally, they respond positively to
lessons incorporating traditional Vietnamese values and stories.
With the abundant and diverse resources in the digital age, students can easily access
the learning materials of the course and utilize them for learning English, including textbooks,
photos, video clips, and apps. However, the limitation of the course lies in the restricted real-
life contexts within the classroom, making it difficult for students to apply language skills in
practical situations.

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II. THEORY OF MATERIALS EVALUATION
1. Definition of communicative coursebook
A communication curriculum is a book that contains a full range of skills such as
listening, speaking, reading, and writing, integrating additional skills such as pronunciation
and grammar to serve the development of learner's language communication abilities through
real life communication situations.
2. Principle of material development
According to Tomlinson, based on theory, teaching principles, knowledge of language
use, and the result of a systematic observation and evaluation. Tomlinson focuses on six
principles that the developed materials should aim to achieve based on research in Second
Language Acquisition (SLA) (Tomlinson, 2016). According to Tomlinson (2010), the
materials should accomplish the following:
a. “Expose learners to language in authentic use;
b. Help learners to pay attention to features of authentic input;
c. Provide the learners with opportunities to use the target language to achieve
communicative purposes;
d. Provide opportunities for outcome feedback;
e. Achieve impact in the sense that they arouse and sustain the learners’ curiosity and
attention;
f. Stimulate intellectual, aesthetic and emotional involvement”.
3. Criteria for analyzing a coursebook
Analyzing a course book or unit involves overviewing to analyze various criteria such
as recycling and sequencing, contents and themes, and activities. This process helps teachers
to identify the strengths and weaknesses of a coursebook or unit, which in turn, allows them
to make informed adaptations that are better suited to learners' needs and preferences.
Sequencing: The sequence must be tested to see how effective the activities are, then
the difficulty gradually increases. This approach aims to engage students and help them feel
excited about their academic progress. Learners will be encouraged to actively research and
search for additional resources during classroom learning and self-study at home.
Recycling: When repetition helps students apply previously learned material in later
activities or strengthens their language skills, it is beneficial. Reading material, for instance,
might be utilized as the basis for listening activities.
Contents and Themes: Curricula should cover a wide range of topics, including those
related to careers, education, society, and healthcare. Of particular importance is the inclusion
of cultural components from other nations. This method helps students apply what they've
learned practically and expand their knowledge across a range of topics. It is important to take

2
into account how well the material fits the interests, age, and cultural background of the
students.
Activities: To decide whether activities in a unit should be added, changed, or kept,
teachers should evaluate every activity in the unit. They should evaluate whether the tasks are
interesting and varied, as well as whether the difficulty level increases suitably. It's important
to take into account how the four language skills—speaking, listening, reading, and writing—
are integrated into the activities.
4. Criteria for Materials Evaluation
4.1. Teaching and Learning Principles

● Deep processing of intake: It is on its relevance to the learner.

● Affective engagement: positive attitudes toward the learning experience and emotional
involvement.

● Making mental connections: It is the Connection between the new and the familiar,
between what is being learned and the learner's life, and between the learning
experience and its potential value in the future.
4.2. Cultural Perspective (Context-related factors)
Typical FEATURES of the environment that would determine this set of materials.

● They are practical and applicable in the classroom.

● The text/task/classroom organization requirements are met by the classroom context.

● In-class time required to cover the coursebook is appropriate.

● Out-class time required to cover the coursebook is appropriate.

● The classroom meets the technological requirements of the materials

4.3. Topic content

These are criteria that relate to the topics and/or teaching points of the materials being
evaluated.
There are a few things to consider:

● Are instructional materials with a teaching purpose

● Are materials written at an appropriate reading level for your students?

● Are documents clear and easy to read?

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 ● Are documents accessible?

4.4. Teaching points and instructions

It is the deliberate organization of student activities by a teacher or instructor.

● Objectives for student learning.

● Teaching/learning activities. (skills development).

● Strategies to check student understanding. (assessment)

4.5. Activities
To meet the requirement of designing and developing materials (listening, speaking,
writing, and reading), the activities should:
1. draw on what students know (their experience, their current situation) and be relevant.
2. allow students to problem solve, discover, and analyze (with realistic situations).
3. enable students to understand cultural context and cultural differences.
4. employ a variety of materials.
5. integrate the four skills.
4.6. Design and Page Layout

● The face validity of the front and back cover is good.

● Page design offers a colorful variety.

● Variety in page design is provided throughout the materials.

● Page design is not squeezed, but it is clear.

● Drawings, pictures, and illustrations... are used effectively

● The font is appropriate.

● The use of colors is successful.

● The size of the book does not disturb learners.

5. The key features are in materials adaptations

The following is a list of basic key points to take into account when evaluating and
adapting courses. These can be used as a proposal to be developed further and adapted to
different classroom situations.
a. Learner centered: The materials should put learners at the center of the learning

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 process and make them the main input providers (Hence the ones who adapted the
materials), whereas teachers and or materials should represent the facilitators of
language learning and should provide a mere stimulus, a starting point, for language
exposure as well as for different approach.
b. Flexibility and choice: Material should be flexible in the sense that it should provide
learners with the possibility of choosing different activities, tasks, projects, and
approaches and therefore adapting the materials to their own preferred learning needs.
At the same time, however, given the fact that the majority of learners, sadly, are not
used to this type of approach, they should also be exposed to a variety of different
activities and approaches so that they themselves become more flexible, having
experienced different ways of learning.
c. Open-ended: Aesthetic Experience is an idea which originated from the theory of
Aesthetic Response as put forward by Rosenblatt (1968). It refers to the process of
reacting spontaneously when reading literature. Hence it involves interaction with
language and tests. Some of the major elements of such types of experiential response.
Such as the voice of the narrator and the voice of the reader. As well as the role of the
receiver and the one of the producers of the literary input, become overlapping and
interchangeable.
d. Relevant: In an attempt to draw a link between the adaptation process and the reading
process, materials left open ended, as explained above, become relevant to learners
when they fill those gaps and open spaces with their ideas, interpretation and
discussion.
e. Universal: Materials should be based on universally appealing topics which are
culturally provoking in the sense that they are culturally specific but at the same time,
they are present in all cultures.
f. Authentic: Materials should be based on authentic texts. Those are texts which have
been written for any purpose other than language teaching. At the same time, the
activities used with such text should also be authentic since using tasks such as filling
the gaps or answering comprehension, testing questions would make the text not
authentic either. Anything that can support that learning process but it is not accepted
in the syllabus.
6. Elements to consider when making adaptations to coursebook
Factors to consider when making adaptation are the age, level and prior knowledge of
the learners, the learning goals and objectives, the resources and materials available, the
delivery method and one's own learning preferences of the learner that meets the expectations
of learners and teachers. Additionally, the educational culture within learners and teachers
affecting the reception and understanding of the course material might be considered.

5
7. The chosen textbook - General description
Textbook: Bryson, E., & Lee, C. (2021). Voices. Pre-intermediate Student’s Book.
National Geographic Learning.
Voices Pre-Intermediate is part of a comprehensive seven-level program designed for
adults and young adults, focusing on integrated language skills. The carefully organized
activities incorporate real-world content and follow a logical lesson progression. Supported by
The Voices Professional Development Video Collection, the course thoroughly prepares
learners for effective interaction and encourages them to express themselves confidently in
English. With its 12 units, the course features a topic-based syllabus that prioritizes the
development of a wide range of language skills, encompassing four main skills and three sub-
skills (Grammar, Vocabulary, Pronunciation), while also placing emphasis on honing critical
thinking abilities.
The unit under analysis is Unit 6. In this unit, students explore travel experiences with
various forms of tourism and exploration, as well as learn effective communication methods.
III. ANALYZING
1. Recycling
Unit 6 is separated into 5 small parts each of which focuses on one specific English
aspect such as part A focuses on reading skill, part B is grammar and pronunciation, part 3
concentrates on Speaking, Speaking skill is the main topic of part D and the last part - part E
is mainly writing. However, the activities in each part are well organized in order and
integrated with the other skills to help facilitate the learners’ interest and effectiveness in
exploring the lesson.
Unit 6A is good at recycling target language when all of them are arranged to be re-
introduced in the next activities and in different task requirements. For example, the
vocabulary in exercise 1 and language focus on the skill box will be repeated in the reading
articles. Additionally, the grammar input and information from exercise 4 and 5 will be re-met
in exercise 6, 7 and 8 that helps the students remember vocabulary, grammar point of
pronouns and determiners, then develop their own skill in comparing and choosing the best
options. The previous exercises play the role of providing foundation knowledge for students
to easily have conversation and discussion with peers in further exercise 7 and 8.
In Unit 6B, the form-focused language with the support of listening and speaking
skills that help grammar and pronunciation are effectively repeated step by step in the flow of
given tasks. The first three exercises help students to familiarize with the grammar point of
present perfect tense through listening and discussing activities. Then the next three exercises,
which are diversely designed, are truly grammar practice. During accomplishing the tasks,
learners will have a chance to see the grammar rule replication and then remember them
unconsciously. The recycling in pronunciation part is also well organized when the target

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vowels are retelling in different words via listening and speaking tasks. However, there should
be more activities that ignite students’ interest in finding the words with the target vowels, or
help them to create their own sentences with target grammar points.
With unit 6C, The starter listening exercises are enough for learners to familiarize with
the vocabulary, grammar points that will be reused in speaking tasks. Recycling is not really
clear in this part. But in general, this part is well organized to teach listening skills.
Unit 6D might be the best part in recycling and iterating skills in teaching speaking. It
has good lead-in and input through providing three skills boxes, pronunciation, grammar rules
that will be reused in speaking exercises. There are also activities in which learners have a
chance to listen and repeat what they find hard to pronounce, as well as, the video for them to
see and hear the conversation (exercise 4) and then rethinking about the previous exercises to
refine and reinforce their learning. Furthermore, exercise 11 asks students to reuse language
focus which is taught from previous lessons and create their own language with role-play
activities.
Unit E is also a good demonstration of recycling in writing teaching. Reading and
speaking starter activities help students to be accustomed with the formal and informal forms
in writing. Reading and re-reading are good at building up memory and get students to focus
on what they are going to learn. The actual demonstration via the examples of real emails help
carve in a student's brain about the difference between formal and informal language as well
as the way people organize the email. The truly writing task is on the last exercise, that
requires the students to review and apply all learning points in accomplishing the task.
In general, Unit 6 is good at recycling, especially in teaching speaking, writing and
form-focused language of grammar, vocabulary and pronunciation.
2. Sequencing
It is obvious that in each part of Unit 6, the sequencing in activities and tasks is the
valuable thing that creates the success in language skills teaching. The exercises are arranged
in order and the language focus points are integrated to assure that every task supports each
other in built up and reinforce learners’ competence in new language aspects. For example in
each part, there are lead-in sections at the beginning, then the input for exploring and finally
the exercises to practice the target skills.
However, the most effective organized order of teaching might be the part of Unit 6D
teaching speaking. The lead-in speaking and listening exercises introduce the topic of the
whole speaking section. Then exercise 3 gives students a chance to discuss more about the
speaking context where the dilemma in getting to understand the other speech occurs. Next,
the input for speaking is provided via a list of exercises from 4 to 10 that is not only the target
useful language but also a communication skills, the demonstration by video speaking. All of

7
these things create the learners the confidence to come into speaking exercise 11. In this final
task, all the input is combined to develop students’ own output in speaking.
The writing part, Unit 6e is also as good as part 6D. The order in this part helps
learners be gradually accustomed with the formal and informal form of writing. Then writing
output is demonstrated through two written letters where the students can vividly read and
establish their concepts about what is formal and informal in writing. There are also the
review exercises before students come to their final writing output in the final task.
The sequencing is also good in Unit 6C in which the starters are reading and speaking
that helps familiarize and provide input to listening. Then the next tasks are designed from
listening for general information, after that listening again for specific information. The level
is scaled up and gradually established in students’ memory. The final activities reinforce the
vocabulary and grammar, combined with listening to the previous tasks, create the students
capacity in developing their own language.
To sum up, all the sections follow the sequence of lead-in, providing input, and
creating output. The integration between skills and target language lead the learners to
establish, reinforce and create their own language output. There are some parts in which the
recycling and sequencing are not clear and need to be an appropriate evaluation and
adaptation.

IV. EVALUATION
1. Strengths of the chosen unit
According to language teaching and learning theory, this coursebook showcases
various positive aspects:
The language skill sections are meticulously designed, following a clear sequence and
pedagogical rule of using the known to teach the unknown. Relating to cultural perspective, in
the context of cultural integration, the content of "Journey" is essential for Vietnamese
students, promoting independence, exploration, and conquering the world, as well as
preparing for potential challenges in facilities (6B) or communication problems (6D) in the
era of cultural integration. Exploring the topic aspect, "Journey" proves to be a relevant and
provocative topic, ideal for students aged 12-14, fostering curiosity about life and equipping
them for the future. Regarding teaching points and instructions, the material incorporates
visual aids to convey key points effectively, with concise and easily readable instructions
matching the learners' reading level. Relating to activities, the book is richly designed to
develop all four language skills comprehensively, utilizing diverse materials such as text,
images, and audio. Section 6B features numerous Receptive Grammar activities focusing on
content and meaning, rather than just form. Meanwhile, section 6A includes Activity 5 with
excellent personalized questions, demanding learners to choose the best options, thereby

8
nurturing critical thinking skills and problem-solving abilities. The face validity of the
coursebook is evident in its clear page design, dedicating two pages to each skill for easy
tracking. Each unit begins with colorful and eye-catching images, sparking curiosity. The
consistent use of colors for titles and related content contributes to a professional, reliable,
and cohesive appearance. The reasonable size of illustrated images and legible font further
enhance readability. Notably, the depiction of the journey of the birds in section 6C is
impressive, captivating, and intriguing.
2. Weaknesses of the chosen unit
In addition to the positive points, this coursebook also has some limitations, which
will be specifically addressed in the adaptation section below. In terms of cultural aspects,
there are certain points that may not resonate well with Vietnamese students. Specifically, the
reading content in section 6A titled "A better way to get to work" depicts unconventional
ways of commuting, such as swimming, snowboarding, paddleboarding, and even flying,
which seem quite distant and unrealistic in the context of Vietnam. Regarding illustrations,
some sections lack images, posing difficulties for student comprehension, like in Activity 2 of
section 6A. In terms of content and activities, section 6D discusses communication problems,
which may be challenging for students aged 12-14, who have limited social experience or
opportunities for international communication. The input for this section, with only one audio
and one video, and even input through group discussions in Activities 3 and 6, may not be
sufficient. Knowledge related to Grammar in section 6B, Activity 4, or section 6C, Activity 8
(input grammar for the Speaking activity), is also not enough. For the email-writing activity in
section 6E, students might find the form of writing directly to an agency for travel
information unfamiliar and less authentic, as they typically seek information from online
reviewers or ask for advice from friends and family through social apps rather than writing
emails. Additionally, Activity 5 in section 6C is a challenging task, requiring students to
simultaneously listen and take notes without guidance or a sample note-taking template.
Further adjustments and specific adaptations will be outlined in the adaptation section.

V. ADAPTATION
It is necessary to adapt the coursebook in the context of the English center. These are
the following reasons: First, students are young and have a limited understanding of social
issues and life experiences. Therefore, they need teachers to provide a lot of input throughout
the learning process. Second, the levels and abilities of the students are also different and are
mixed in the same class. Third, in a classroom, there are many different types of learners.
There are independent learners and there are dependent learners. There are groups of
introverted students, and there are groups of extroverted students. There is a group of learners
who are more visual. Another group is more inclined towards hearing. Another group is more
inclined towards literacy or action. Therefore, the lessons designed do not meet all groups of

9
learners. Parallel, some students are familiar with learner-centered teaching activities, while
others are not familiar with it and need a lot of guidance from the teacher to be able to achieve
knowledge. Besides, it is also necessary to mention the socio-cultural factors of our country:
students rarely have the opportunity to interact with foreigners and use English in direct
communication situations. That means they also cannot imagine the problems of multilingual
communication. All of the above factors make adapting the coursebook necessary.
Lesson Weakness Adaptation Modification reasons

6A - Exercise 2: Adding: The procedure in this

READING input portion is quite
Some nouns, such Teachers should visualize these well-designed to assist
as wetsuit, new vocabulary words. students in accessing
Daily goggles, … may the lesson's central
journeys be not familiar to Below are some examples:
written material by
12–14-year-old using target vocabulary
students who have as a basis for thinking.
not seen them However, in order to
before. It is hard Googles make classes more
for students to relevant, engaging, and
identify these dynamic for students—
words. especially those who
lack adequate social and
Helmet learning experience—
teachers should
incorporate images and
realia.

Wetsuit

Exercise 5: Reordering: This lesson's

organization is well
After reading Below is an example of this thought out to help
performance, this type of exercise which is students follow up and
kind of session is reproduced by systematization. meet the learning
ideal to check objective. However,
students' reading Ex5: Read the article again.
Tick the box that you think is educators should
comprehension. modify the lesson to fit
But at 12 or 14 correct
the needs of the
years old, this intended audience when
kind of question working with young
would not be learners. In particular,
appropriate to

10
 help students exercise 3 allows
quickly and teachers to organize a
automatically question with numerous
recognize words. complex details into the
data table that is shown,
allowing students to
quickly and
automatically identify
words, expand their
vocabulary, and learn
how to assign the most
appropriate meanings to
lexical items based on
their context and co-
text.

6B - Exercise 3 Modifying: Based on the recycling

GRAMMA policies, the newly-
R It will be The teacher should provide taught items are
extremely more grammatical structures progressively
difficult for the and instructions on how to reinforced. Besides,
learners to come answer appropriately. Below is learning is to move
up with both an example when the teacher from the FAMILIAR to
The most suitable changes to a multiple choice the NEW and to relate
memorable grammatical question format. new items to those
journey structure as well already known. Because
Ex 3: Listen to the interview
I’ve ever as relevant to the again. Choose the appropriate of this, teachers should
made topic of the first familiarize their
interview answer.
students with the past
because, at this 1. What did Salome and her simple, which they
age, they do not friends want to do on their trip? already know, before
have multiple introducing them to the
language styles or a. They wanted to hike a trail
present perfect tense,
social skills, as in Peru
which is new.
they are only 12
b. They wanted to go to Lima
to 14 years old.
c. They wanted to join a long
bus journey

Exercise 4: Adding: These days, students

have access to a wide
This book's Instructors need to convey variety of commercial
grammar section more understanding on the texts on the Internet

11
has been expertly present perfect grammatical thanks to the rapid
designed, point, including usage,advancement of
including structures, and examples from information technology.
numerous academic sources. Students' learning
components that experiences and
attract students' The British Council and learning autonomy will
interest. However, Oxford Learner Dictionary be enhanced by
the grammar provided the following table. exposing them to
portion has to be official academic
enhanced with information sources.
more precise
usage and
grammar structure
because the target
audience is young
learners in the 12–
14 age group.
Here is the links:

[1]Present perfect |
LearnEnglish
([Link])

[2] Present perfect simple :

positive | Learn and Practise
Grammar
([Link]
m)

12
6D – The listening part Adding: - Introducing the
Speaking has not suggested - Before listening, teachers context and
any information should introduce the context vocabulary before
Understand about what listening helps
and situation that is
ing other learners will hear students update their
english such as new happening in the listening knowledge and
speakers - vocabulary or lesson, the new vocabulary, contributes to a
Speaking phrases that the or some primary words or better understanding
task - learners should phrases. of the lesson.
Activity 4 focus on to listen - Besides, teachers should - Because the students
more effectively. provide at least 2 times for have different levels,
adjusting the
student’s listening or much
speaker's speed and
more if students want; stopping at
adjust the speaker's speed highlights help all
and stop at highlights in the student achive the
audio. content and main
point of listening.

6D – - The activity is Adding: - Pictures or videos

Speaking quite boring - Before role-play, the help create a
because it teacher should give students learning
Understand gives students environment that is
a video or some pictures of
ing other a lot of words more interesting,
english for reading. the same situation in the and attractive.
speakers - - The example hotel. Students can
Speaking is quite short imagine the context
task - for students and design the
Activity 11 that hard for conversation easily.
them to do - The teacher makes a
role-play with whole conversation
their partner. that is a good
Besides, the example for the
example is students. With the
wrong about - Teachers make an example highlight structures,
the character for student and highlight the they can change
(A is Aguest, structures of checking other structures,
B is the hotel understanding: which helps students
receptionist), focus on the main
B: Your room is 428.
which makes point of the speaking
students A: Let’s me check I’ve lesson “How to treat
confuse. understood. It’s 428, not 438? when we don’t
B: Yes, that’s correct. And understand other
your breakfast will start at 8:30 English speakers?”
everyday.
A: Could you say the time
again, please?
B: Okay sir/madam, at 8:30
every day, breakfast will start.
The wifi password at your
13
 room is “welcome 123”, would
you like me to repeat that?
A: Thank you, I got it. May I
have a wake-up call at 7:30,
please?
B: Sorry, I didn’t catch it,
could you say it again.
A: Yes, I would like to have a
wake-up call at 7:30
B: Yah, okay sir/madam.

III. CONCLUSION
The trend in using published textbooks both globally and specifically in Vietnam is
experiencing a notable decline. This shift is largely attributed to the rising preference for
digital resources, which offer unmatched affordability and accessibility compared to
traditional printed texts. Teachers worldwide, including in Vietnam, are facing the challenge
of adapting their teaching methods to this changing landscape to ensure better learning
outcomes for their students.
To enhance the quality of teaching, educators should focus on creating a conducive
classroom environment that encourages collaboration among students. Additionally,
leveraging technology in teaching can significantly improve students' technical and learning
skills, making them more proficient learners. Furthermore, the transformation in English
teaching materials emphasizes the importance of personalized and contextually relevant.
Teachers need to align their resources with contemporary trends, catering to diverse
classrooms and individual learner needs.
In summary, embracing adaptability, personalization, and technology integration is
crucial for teachers to effectively engage students in the evolving digital learning landscape.

REFERENCES
- Bryson, E., & Lee, C. (2021). Voices. Pre-intermediate Student’s Book. National
Geographic Learning.
- Present perfect. (2010, March 19). LearnEnglish.
[Link]
perfect
- Present Perfect Simple : Positive | Learn and Practise Grammar, 2022
[Link].

14
[Link]
perfect-simple-positive

15