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In response to the calls to incorporate the changing sociolinguistic reality of English in classroom practices, textbooks can serve as a powerful tool for equipping learners with knowledge of world Englishes and intercultural communication skills. This article explores the extent to which a set of locally produced English textbooks in Vietnam have...
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... was observed in the way the values and significance of English were depicted in relation to other languages. On the one hand, English was advocated as a language of social prestige and economic value, as illustrated in Figure 1. As can be seen, in this dialogue a Vietnamese and a student who appears to be from the 'West' (judging from the names of the speakers) discussed their education options after finishing high school. ...
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Citations
... Over the years, the textbooks and values embedded in materials have undergone various transformations in response to the government and educational policy (Rahim & Daghigh, 2020). This situation has impacted the materials used in English Language Teaching (ELT) (Nguyen et al., 2021) ...
This systematic review integrates findings from studies on leadership styles transformational, paternalistic, and participative and their influence on social harmony and community development within rural Indonesian contexts. Following the PRISMA methodology, 150 pertinent articles were initially identified, with 11 studies ultimately selected for rigorous in-depth analysis. The results reveal that transformational leadership fosters innovation and collective action, substantially enhancing social cohesion and community participation. However, its efficacy is often undermined by entrenched socio-cultural hierarchies and limited educational infrastructure in rural settings. Paternalistic leadership, while adept at maintaining social stability and moral order, constrains flexibility and impedes innovation, rendering it less adaptable to the exigencies of modernization. Participative leadership emphasizes inclusivity and shared decision-making, thereby strengthening community involvement, but it remains hampered by resource scarcity and temporal constraints. A recurring theme throughout the analysis highlights the necessity of aligning leadership practices with local cultural norms to build community trust and optimize the success of development initiatives. This review ultimately underscores the imperative for culturally attuned leadership that not only preserves indigenous wisdom but also navigates the challenges of modernization, fostering sustainable development in rural communities.
... Over the years, the textbooks and values embedded in materials have undergone various transformations in response to the government and educational policy (Rahim & Daghigh, 2020). This situation has impacted the materials used in English Language Teaching (ELT) (Nguyen et al., 2021) ...
The goal of this study is to identify the bias of gender in the coursebooks. So, the representation of males and females in the coursebook will be analyzed in this research. This study focuses on Gender Representation in EFL coursebook used in Islamic elementary school in Bengkulu city. The object of this research is the Coursebook entitled “Grow With English 4” (A Thematic English Coursebook for elementary Students published by Erlangga, Jakarta, 2017). This study is a qualitative study that uses content analysis as the method of research to describe the content of the coursebook. The content analysis in this research will focus on six aspects based on Logsdon. They are; number of male/female pictures, number of male/female mentioned, number of male/female roles, number of male/female games, number of male/female roles models, and pattern of mentioning male/female names. The results of the study showed that gender represented unequally in the grow with English 4. males are more visible in five aspects including pictures, male/female mentioned, gender roles, female,male games, and gender role models. However there are some weaknessess that found in the course book needed to be improved so that the objective of the learning will be achieve by students maximally.
... This integration not only familiarises students with the language but also connects their learning experiences to their immediate cultural contexts, thereby making the educational process more relevant and engaging (Lasekan & Godoy, 2020). Numerous studies suggest that incorporating local elements into English language teaching materials enhances learners' language awareness (Su, 2020), improves their pragmatic and academic writing skills (Zhang & Su, 2021), increases motivation (Tazhitova et al., 2022), supports diverse identities (Shahidzade & Mazdayasna, 2022), strengthens intercultural communication (Nguyen et al., 2020), and leads to more effective language learning by aligning with students' needs and local contexts (Toledo-Sandoval, 2020). These initiatives not only support linguistic skills but also encourage a deeper appreciation and understanding of local and global contexts. ...
This study explores the effectiveness of Themed English Teaching Materials, specifically integrating Higher Order Thinking Skills (HOTS) and Problem-Based Learning (PBL) within a TAGANA (short for Taruna Siaga Bencana, or Disaster Preparedness and Response Volunteer Team) theme to bolster junior high school students’ motivation and proficiency in English. Addressing the need for innovative educational methods in English teaching, this research fills an existing gap by developing and assessing TAGANA-themed materials that incorporate a HOTS-PBL approach. The study carefully selected 24 English teachers from Bengkulu, Indonesia, using purposive sampling to ensure diverse representation in qualifications, experience, and teaching methods. This study evaluates the materials’ content validity and instructional efficacy using the five-stage ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The results show that incorporating HOTS and PBL into thematic teaching materials greatly enhances students’ English proficiency and motivation, especially with themes like TAGANA. Expert validation affirmed the strong content validity of the materials, and data from both the experimental and control groups demonstrated significant improvements in learning outcomes. The integration of HOTS and PBL into thematic teaching materials provides valuable insights into global educational practises. By fostering students’ higher-order thinking and problem-solving skills and incorporating the theme of TAGANA, this approach offers a progressive methodology for English education. This model makes significant contributions to educational practises globally.
... For example, as ideological tools, global ELT textbooks have been found to advocate nativespeakers' norms of interaction and cultural values at the expense of the learner's language and culture, knowledge and lived experiences (e.g. Hu & McKay, 2014;Matsuda, 2012;Nguyen & Cao, 2020;Nguyen, Marlina & Cao, 2021;Nguyen & Basturkmen, 2021;Shin, Eslami & Chen, 2011;Sybre & Rose, 2018). In relation to gender and sexuality norms in particular, criticism has also been expressed that textbooks tend to valorize heteronormativity while neglecting gender and sexual minorities (GSM) (e.g. ...
... One effective strategy incorporating global competence is using textbooks as educational artifacts (Chou & Ya-Ting, 2019). Notably, the use of textbooks intends to familiarize students with the notion of global competence since the textbook is identified as the primary resource and the closest artifact to the students (Nguyen et al., 2021). Therefore, integrating global competence in English textbooks emerges as a potential strategy to be developed. ...
Global competence (GC) helps to overcome multidimensional problems that should be learned in education. The integration of it can be done through the English for Change textbook which is the current and latest English textbook applying the Merdeka Curriculum. This research investigates the representation of GC in the English for Change textbook for 11th-grade Indonesian senior high school students. This qualitative research employed Critical Discourse Analysis (CDA) to evaluate and analyze the representation of GC in the 'English for Change’ textbook, which follows the Merdeka Curriculum. The analysis was started by reading and codifying some parts of the textbook to four dimensions of GC from OECD PISA, which are examining the local, global, and intercultural problems; understanding and appreciating various perspectives from others; engaging in open, appropriate, and effective multicultural interaction; and taking action for the development and sustainability of well-being. The finding reveals that GC is represented sufficiently which can be found in 59 pages in the book. The most dimension used is to take action for collective well-being and sustainable development with a percentage of 42.37%. However, examining local, international, and intercultural problem dimensions should be exposed more in the book with a percentage of only 11.86%. Therefore, teachers and students need to learn GC through the English for Change textbook and expand additional insights about multidimensional problems through other learning resources besides the English for Change textbook.
... Within this context, the field of English language learning holds a pivotal role as it equips students with essential communication skills that are vital for their academic and future professional pursuits. The ability of students to effectively communicate in English is not only essential for academic success but also for navigating the increasingly interconnected and globalized world (Marlina & Cao, 2020). Therefore, understanding and enhancing case study assessment practices in English language learning becomes a critical area of research and exploration. ...
The aim of this study was to investigate practicality of case study assessment practice in enhancing students’ English active learning in English subject in public secondary schools in Same district, Tanzania. The study was guided by Discovery learning theory. The study employed mixed methods approach whereby convergent research design was used to collect quantitative and qualitative data in one phase. Target population for this study included District Quality Assurance Officers, public Secondary School English language teachers, heads of language departments and form three students in public Secondary School in Same District. Stratified random and purposive sampling techniques were used to determine the study sample that consisted of 402 respondents. The study used questionnaires and interview guides in data collection. Quantitative data was analyzed using descriptive statistics in form of percentages, frequencies and mean scores whereas qualitative data from the interview guides was analyzed thematically by transcribing information, coding them and generating themes according to the research questions. The researcher considered research ethics such as confidentiality and anonymity. The study found that teachers in public secondary schools in Same district use to a low extent flipped classroom in assessment processes. The study revealed that, project-based assessment practices are rarely used in public Secondary Schools in Same district. Thus, the study concluded that case studies assessment practices were used public Secondary Schools of Same district by small number of teachers. The study recommends the government should prioritize more on resources, and teacher training to improve case studies assessment practices, ensuring practicality and supporting schools in promoting student active learning.
... It is also consistent with Nation's (2006) assumption that supplementary lists cause little vocabulary burden to readers. Moreover, the incorporation of familiar words in the culture and society of the target learners into foreign language textbooks has been highly valued because it helps simplify and localize the textbooks (Nguyen, Marlina, & Cao, 2021). Thus, students are encouraged to recall their background knowledge to read more effectively (Nation, 2022). ...
In EFL countries where English is rarely practiced outside the classroom, textbooks have become the major input source for learners. Particularly in Vietnam, multiple textbook series are available simultaneously for the same grade. Thus, it is important to examine if their vocabulary is appropriate and of similar difficulty. This study aims to investigate and compare the lexical demands, sophistication, diversity, and lengths of reading passages in the eight latest series for Vietnamese 10th graders with 53,360 tokens in total. The results revealed that the most frequent 1,000, 2,000-3,000, and roughly 4,000-word families in the BNC/COCA wordlist, plus proper nouns, marginal words, transparent compounds, and acronyms, were respectively needed for 85%, 95%, and 98% coverage. Additionally, pairwise comparisons uncovered that the passages differ significantly in length yet insignificantly in lexical sophistication and diversity. Therefore, the series appear to be well-suited to co-implementation and facilitative to vocabulary development despite not being optimized for independent learning. The study still calls for simplifying the eight textbook series to promote meaning-focused output. Finally, implications for exploiting and revising these textbook series are discussed.
... Much of the blame for this lack of progress in ELT practices can be leveled at the widespread popularity of textbooks that (1) advocate for meeting high linguistic benchmarks based on Western ideals (Glas et al., 2023;Takahashi, 2014;Thurairaj & Roy, 2012;Vettorel, 2018), (2) rely heavily on assessmentdriven practices to "accurately" measure student progress (Gregory & Clarke, 2003;, and (3) often fail to acknowledge the cultural contexts of students in ways that aren't merely fleeting or tokenistic (Lee, 2015;Metboki, 2018;Nguyen et al., 2021). ...
... The global standing of English in today's ever-changing world is beyond question (see Introduction; Nguyen et al., 2021). It has led to the emergence of different "Englishes" (Aoyama & Denton, 2022;Galloway & Rose, 2018;Vettorel, 2018) and has also played a key role in the massive proliferation of technology-mediated communication (Glas et al., 2023). ...
... The power of mass distribution, standardization, and the monopoly held by Western publishers should never be underestimated. They ensured the propagation of a universally recognizable form of English (Kress, 2003;Nguyen et al., 2021;Thurairaj & Roy, 2012) and a near-exclusive focus on discrete and easily targeted language skills in ELT materials design (Mizusawa, 2021a;Weninger, 2018). Hence, we may suggest that current ELT materials are still very much a product of this print-and word-bound culture, whereas the communication practices we currently utilize are an outcome of digital culture, which are unbound and aligned to the image (Kress, 2003). ...
... For example, Bohara (2022); Zhang, Li, and Chang (2022); Sihombing and Nguyen (2022); Astiandani and Purwati (2021); Sulistiyo, Wulan, Al Arif, Efriza, and Anwar (2021); Akbar, Akib, and Burhanuddin (2020); Baleghizadeh and Amiri Shayesteh (2020); Abdul Rahim and Daghigh (2020) and Faris (2014) focused on the cultural representation of the textbook contents. At the same time, Akhmad, Saleh, and Pakaya (2022) ;Nguyen, Marlina, and Cao (2021); Fatimah (2020); Asakereh, Yousofi, and Weisi (2019); Cahyono, Suparno, and Kristiandi (2019); Dilla and Hati (2017); Haque, Ifadah, and Mulyadi (2018); Fuyudloturromaniyyah (2015) and Deuri (2012) tried to put focus on overall content analysis. On the other hand, Ernawati (2021); Alshumaimeri and Alzyadi (2015) examined teachers' views of textbook contents. ...
Article History Keywords Content analysis Curriculum objectives English textbook HSC level Language skills Tasks and activities. This study aimed to critically evaluate the effectiveness and suitability of the textbook English for Today designed to instill English language skills and communicative competence into Higher Secondary Certificate (HSC) level students in Bangladesh. To carry out the research, a mixed methods approach was followed. The researchers used an adapted content analysis framework, surveyed 28 teachers and 530 students with two separate structured questionnaires, and interviewed 10 teachers to analyze the English textbook in context. The findings of this study revealed that the textbook English for Today has mixed criteria, i.e. though it fulfills several criteria of a standard English textbook, it has many shortcomings that need to be addressed. The textbook has focused much on reading and in some cases on writing skills, but the focus on listening and speaking skills is poor and paltry. The units and lessons have less clearly stated objectives in line with the curriculum, and the materials and support provided to develop language skills and communicative competence are not sufficient. The findings of this study are expected to support the teachers, textbook board authorities, syllabus designers, and writers while planning to teach or design English textbooks in English as a second language (ESL) ESL or English as a foreign language (EFL) EFL contexts. Contribution/ Originality: The suitability of an English textbook is a prerequisite to ensure the quality of EFL education. So, this research tried to analyze the suitability and effectiveness of the English textbook by using multiple research tools, e.g. content analysis, questionnaires, and interviews which made the research reliable and unique.
... Unfortunately, "very few internationally/locally produced textbooks are GE-oriented" (Fang et al., 2022, p.5). This is confirmed by previous studies that evaluated the global orientation of ELT textbooks used in various teaching contexts (e.g., Syrbe & Rose, 2018;Nguyen, Marlina & Cao, 2021;Fang et al., 2022;Vettorel, 2023;Lindqvist & Soler, 2024). All of these studies found that the textbooks are still inundated with references to United Kingdom/United States-based linguistic norms and practices. ...
The plurality of the use, users, and forms of English has prompted Global Englishes scholars to advocate the need for English language curricula to more accurately reflect the current sociolinguistic landscape of English and the intercultural nature of contemporary communicative exchanges. However, the scarcity of teaching materials has been identified as one of the key barriers to achieving meaningful change, leading to observations that the impact of Global Englishes on English language teaching (ELT) textbook design has been minimal. This paper challenges this perception via presentation of preliminary findings of a qualitative research project investigating a Cambodian secondary school ELT textbook. Analyses of textbook features reveal concrete instances of efforts undertaken by the textbook editors to steer the book away from privileging native speakers' lingua‐cultural norms. Findings reveal a non‐deficit portrayal of a diverse range of English speakers, exposure to more than a single variety of the English accent, minimal involvement of inner circle English speakers in the interactions between textbook characters, and a reduced reliance on Anglo‐centric cultural references. The voices of the editors are amplified in this study to further help justify the rationale behind the inclusions as well as exclusions, which are often missing in ELT textbook research.
