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Description
This study evaluates a widely used textbook in an English language program for English Language students at a university in northern Vietnam. It investigates the textbook’s effectiveness in developing reading comprehension skills, identifies its pedagogical strengths and weaknesses, and designs supplementary activities tailored to EFL learners. Drawing on textbook evaluation frameworks and employing a mixed-methods approach, including student questionnaires, document analysis, and teacher interviews, the study uncovers both the textbook’s benefits and limitations in EFL classrooms. In response, the study presents a set of adaptable supplementary activities to enhance student engagement and support reading comprehension. The findings offer practical guidance for instructors and materials developers, contributing to the ongoing improvement of EFL reading instruction in similar educational contexts.
Biography
NGUYEN THI, Le Na earned her Bachelor's degree in English Language from Hung Vuong University, Phu Tho, Vietnam. She is currently pursuing a Master's degree in English Language Teaching Methodology at the University of Languages and International Studies (ULIS), Vietnam National University. Her research interests include Language Testing and Assessment, English Teaching Methodology, and Learner Motivation. As a young researcher, she holds a firm belief that the persistence of a teacher can light up the students’ path to learning.
