INVESTIGATING EFL LEARNERS’ AND TEACHERS’ ATTITUDES TOWARDS ENGLISH TEXTBOOKS AT SAIGON UNIVERSITY IN HO CHI MINH CITY

Abstract

iii ABSTRACT In the educational landscape, textbooks play an indispensable role in facilitating teaching and learning processes. Notably, within the context of General English (GE) instruction, there is a discernible dearth of scholarly inquiry into the effectiveness of textbooks. This thesis aims to conduct a thorough assessment of the efficacy of textbooks employed in an English as a Foreign Language (EFL) learning program at Saigon University (SGU). The evaluation is carried out by examining the attitudes of both learners and teachers, focusing on three primary components: affect, behavior, and cognition. The research employs a mixed-method approach, incorporating quantitative data from questionnaires and qualitative insights from semi-structured interviews for confirmatory methods. The study involves a total of 295 learners and 10 teachers in the investigation process. Concerning affective attitudes, both learners and teachers manifest sentiments ranging from neutral to positive with regard to the components of the textbook. The comprehensive evaluation of content quality components, derived from quantitative data, affirms a positive assessment that aligns with findings obtained from qualitative data analysis. In the sphere of behavioral attitudes, a unanimous inclination toward positive assessments is observed among consumers. The learning analytics data from learners indicates an overall positive response to the AJ textbooks. In terms of cognitive attitudes, a noticeable disparity emerges between learners and teachers. While learners express negative attitudes, teachers uniformly articulate a significantly positive appraisal of the AJ textbook. These outcomes align with perspectives derived from quantitative data collected from both learners and educators. The results provide a comprehensive understanding of the dynamics surrounding the use of AJ textbooks in the EFL learning environment at SGU, thereby contributing valuable insights for future curriculum development and instructional planning