An evaluation of ESP textbook “Aviation English for ICAO compliance” for air traffic controller students at Vietnam Aviation Academy

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This research aims to evaluate an ESP textbook entitled Aviation English for ICAO Compliance published by Macmillan 2008. It is designed based on the ESP approach for ATC students who will become air traffic controllers in the future. The textbook takes learners to level 4 of the ICAO (International Civil Aviation Organization), which is approximately A2-B1 level and minimum language standard for all pilots and air traffic controllers from March 2008.

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AN EVALUATION OF ESP TEXTBOOK “AVIATION ENGLISH FOR ICAO COMPLIANCE” FOR AIR TRAFFIC CONTROLLER STUDENTS AT VIETNAM AVIATION ACADEMY Do Thi Thanh Truc1,2*, Nguyen Thi Kieu Thu3 1 Institute of Postgraduate Studies, HUTECH University. 2 Faculty of Business Administration, Vietnam Aviation Academy. 3 Faculty of English Language, HUTECH University. *Corresponding author, Email: trucdtt@vaa.edu.vn. ABSTRACT The importance of textbooks in language teaching and language learning is undeniable. Due to the significance of English language teaching to Vietnam air traffic controllers, the present study is to shed more light on the importance of an ESP (English for Specific Purposes) textbook. Its purpose is to evaluate the textbook in the field of aviation currently in use at Vietnam Aviation Academy called Aviation English for ICAO Compliance (International Civil Aviation Organization). To collect data about the students' perspectives toward the textbook, the study employs a questionnaire which is based on Bardi’s criteria (2013) in evaluating the textbook. The questionnaire asks about (1) the students’ needs, (2) the learning process, (3) the communication skills and strategies, (4) grammar; (5) tasks and activities, (6) the authenticity of the texts, and (7) the authenticity of tasks and learning strategies. Results show that “Type of Syllabus‖ and ―Identification of Students’ Needs‖, ―Integrating Meaning and Form in the Study of Grammar‖, and ―Authenticity of Texts, Authenticity of Tasks, Development of Learning Strategies‖ are variables that are highly appreciated by the participants for their effectiveness for learners. Participants have not highly appreciated the following variables: Participation in the learning process, Communication Skills and Strategies, and Types and Range of Learning Tasks and Activities. Despite some weaknesses, the textbook can satisfy the objectives of students studying to be air traffic controllers. Keywords: air traffic controllers; Aviation English for ICAO; English for specific purposes (ESP); textbook evaluation. 1. Introduction The impetus of ICAO English language proficiency requirements stemmed from the fact that many aircraft incidents and accidents have occurred due to language inaccuracies and misunderstandings between pilots and ATCOs (Barbieri, 2015). Textbooks have become one of the obligatory materials supporting the teaching and learning of the language. It is believed that English plays a paramount role in society, so the number of English-teaching textbooks for sale has been increasing to meet the users’ needs. This makes it a challenge to select a good textbook. Besides, textbooks are designed for different contexts or different audiences, like English as a Second Language (ESL) and English as a Foreign Language (EFL) situations. This has made it difficult for teachers to choose an appropriate textbook. These textbooks are consumed by lots of learners, but to know if their quality is suitable and good for the learners or not. In particular, teachers who have little or no teaching experience in language teaching or even experienced teachers might find selecting a suitable textbook challenging. According to Ellis (1997), a textbook evaluation would assist teachers in honing their skills and advancing their careers. 582
Additionally, he contends that textbook evaluation aids educators in moving beyond impressionistic assessments and in gaining practical, precise, systematic, and contextual understandings of the general character of the textbook and subject matter. Therefore, how educators and teachers select a good textbook for students drives a trend known as textbook evaluation. Tomlinson (2005) argues that textbook evaluation has become a new trend in the process of language learning and teaching. It is worth spending much time taking into account the quality of the textbook in a procedural way so that teachers can choose an appropriate textbook for students. Thus, Litz (2005) draws the conclusion that textbook evaluation is a particularly valuable way to perform action research as well as a way to empower and improve professionals. To have the expected results is evaluating a textbook, the evaluators will survey the users’ perspectives. In the field of aviation, effective communication is paramount in ensuring the safety and efficiency of air traffic control operations. The development and implementation of an English for Specific Purposes (ESP) textbook tailored to the unique needs of air traffic controller (ATC) trainees at the Vietnam Aviation Academy (VAA) is a critical undertaking. However, there exists a significant gap in understanding the specific linguistic and communicative requirements of these trainees within the context of their future roles as air traffic controllers. The core problem is the absence of a well-defined and systematically designed ESP textbook that takes into account the linguistic, communicative, and domain-specific needs of ATC students at the VAA. This gap not only hampers the overall effectiveness of language instruction but also has the potential to compromise the safety and efficiency of future air traffic control operations. This research aims to evaluate an ESP textbook entitled Aviation English for ICAO Compliance published by Macmillan 2008. It is designed based on the ESP approach for ATC students who will become air traffic controllers in the future. The textbook takes learners to level 4 of the ICAO (International Civil Aviation Organization), which is approximately A2 - B1 level and minimum language standard for all pilots and air traffic controllers from March 2008. It will be beneficial to evaluate this textbook since it is expected to improve their English proficiency and thus would better the quality, safety, and efficiency of air traffic control operations in Vietnam. Moreover, a textbook is considered a necessary aspect of the classroom. Teachers usually follow the content and activities provided in the textbook and ESP teachers often find it difficult to decide on a suitable one. As a result, a textbook evaluation is needed to match the teachers’ and learners' needs for available solutions. The study is guided by the following research question: What are the students’ perspectives toward the textbook ―Aviation English for ICAO compliance‖ at Vietnam Aviation Academy? 2. Literature Review 2.1 Textbook Evaluation Tomlinson (2005) defines materials evaluation as ―a procedure [that] involves making judgments about the effect of the materials on the people using them and it tries to measure some or all of the following‖ (pp. 107-129). In addition, Spammer (2016) argues that textbook evaluation is required to collect an applicable textbook that may meet the needs of the learners based on their cultures. To sum up, textbook evaluation is like a tool to judge the textbook's effectiveness and promote improvement. 2.2 Evaluation criteria for an ESP English textbook ESP textbook evaluation is also important when both language learners and teachers are taken into account. Because numerous students around the world use available materials, including textbooks, to gain the appropriate language knowledge to understand their disciplines, 583
establish their careers, and successfully communicate with members of their discourse community (Hyland, 2006). The process of materials evaluation also develops the teachers’ understanding and contributes to acquisition theories and pedagogical practices (Vilches, 2010). In fact, it helps teachers develop awareness by putting their theoretical knowledge into practice. It also helps them see materials as a fundamental part of the whole teaching and learning process and establish priorities since one textbook may not meet all the learning and teaching requirements and needs, which can lead to decisions about the criteria that are more important to consider such as Relevance to Professional Context, Authenticity of Language and Tasks, Alignment with Regulatory Standards,….. In designing and evaluating ESP teaching materials, Bardi (2013) takes components of communicative competence (i.e., grammatical competence, discourse competence, sociolinguistic competence, and strategic competence) into account as they are basic competencies related to the four language skills and enhance the development of integrated skills. The criteria Bardi (2013) proposes to be applied in developing and evaluating an ESP textbook for a public administration course include: 1. The type of syllabus and identification of students’ needs. 2. Student participation in the learning process. 3. The development of communication skills and strategies. 4. Integrating meaning and form in the study of grammar. 5. The types and range of learning tasks and activities. 6. The authenticity of texts. 7. The authenticity of tasks. 8. The development of learning strategies. Besides, Ghafar (2022) reviews the literature on textbook evaluation checklists, and it shows that these checklists are either too short or too long, and some of the criteria in them are vague, so they could not meet the specific requirements for evaluation. Each author creates different evaluation criteria that are appropriate based on the contexts and their expectations. The majority of the previous evaluation criteria focus on practical aspects, layout and design, language content, and skills. In this study, the criteria proposed by Bardi (2013) were adopted as the theoretical framework for the design of the questionnaire and the semi-structured interview. 3. Methodology 3.1. Material The material of this study is the ESP textbook in the field of aviation called "Aviation English for ICAO compliance" (AEF ICAO) by Emery and Roberts (2008). This textbook is aimed at professionals already working in the field and at students of the subject, so some prior knowledge is assumed. As the authors claim, it is free-standing, primarily intended either as a self-study material or for classroom use. As far as the researchers know, no evaluation on this textbook has been conducted. The textbook is aimed at developing communication skills for pilots and ATCs. It is expected that students have a fair degree of professional knowledge and experience. The book contains 12 units ordered based on different topics ATCs and pilots may encounter while at the workplace. 3.2. Instruments This research used a questionnaire, which is a common instrument to collect survey information. To make sure that the accurate answers from the students would be received, the questionnaire items were translated into Vietnamese, which ensured the students’ comprehension. 3.3 Participants The data collection methods include a student survey. For this study, 30 students using the 584
AEF ICAO in the preparatory college at VAA participated in the investigation. A simple sampling approach selected 30 Air Traffic Controller students at random from the overall population of the students who had taken the course in 11 weeks. 4. Analysis and discussion Based on the quantitative data collected from the learners through the questionnaire, the findings are presented as percentages and analyzed as follows: Table 1. Type of Syllabus and Identification of Students’ Needs Type of Syllabus and Totally Identification of Students’ Poor Adequate Good Excellent Lacking Needs The textbook clearly identifies the specific language needs and goals of the learners in 0 0% 0 0% 0 0 10 33% 20 67% their professional context The textbook is aligned with the participants’ field or area 0 0% 0 0% 3 9% 11 38% 16 53% of specialization The textbook covers relevant topics, vocabulary, and language skills that are 0 0% 0 0% 4 13% 16 53% 10 33% applicable in the participants’ field The first row in Table 1 reveals that the participants agree (33%) and even strongly agree (67%) that the contents of AEF ICAO ―clearly identify the specific language needs and goals of the learners in their professional context.‖ The textbook identifies the specific language needs and goals of the participants in their professional context. Furthermore, 38% of these participants agree and 53% of these participants strongly agree that the materials in this textbook are ―aligned with the participants’ field or area of specialization‖. Regarding the students’ perception of the content's suitability, the majority of the participants claim that the AEF ICAO "textbook covers relevant topics, vocabulary, and language skills that apply to the participants’ field" (53% good; 33% excellent). Therefore, this book can enhance their overall ATC awareness and experiences in ATC practice. Table 2. Student Participation in the Learning Process Student Participation in Totally Poor Adequate Good Excellent the Learning Process Lacking The textbook provides opportunities for active student engagement and 30.0 participation. 0 0.0% 2 6.7% 5 16.7% 14 46.7% 9 % The textbook includes interactive activities that promote student involvement in the learning process. 5 16.7% 8 26.7% 8 26.7% 8 26.7% 1 3.3% The textbook encourages student collaboration and interaction. 6 20.0% 7 23.3% 8 26.7% 7 23.3% 2 6.7% 585
Based on Table 2 above, almost all of the participants believe that the contents of the textbook were relevant to their language needs. In addition, it assists Student Participation in the Learning Process in meeting their needs. Table 2 shows that 30% of participants rate this book highly ―include interactive activities that promote student involvement in the learning process‖ and 30% of participants rate this book highly ―encourage student collaboration and interaction‖. On the other hand, two items received unsatisfactory results. In this case, 43% of participants said that the book was not relevant to their background knowledge and level, and 42% disagreed that the textbook was suitable for their needs. Table 3. Skills and Strategies for Effective Communication Development of Totally Communication Skills Poor Adequate Good Excellent Lacking and Strategies The textbook focuses on developing all four language skills (reading, 3 10.0% 3 10.0% 9 30.0% 9 30.0% 6 20.0% writing, listening, and speaking) The textbook provides ample opportunities for learners to practice and 6 20.0% 7 23.3% 8 26.7% 6 20.0% 3 10.0% improve their communication skills The textbook includes activities that help learners develop effective 6 20.0% 7 23.3% 7 23.3% 7 23.3% 3 10.0% communication strategies in their professional context In terms of evaluating the ―developing [of] all four language skills (reading, writing, listening, and speaking),‖ 50% of the students agree that all four skills were adequately covered and were introduced in realistic contents. Also, 30% of the students were satisfied with the ―ample opportunities for learners to practice and improve their communication skills‖ and thought that the keywords were efficiently repeated and recycled across the book. Furthermore, 33.3% also agreed that the ―textbook include activities that help learners develop effective communication strategies in their professional context‖. Table 4. Integrating Meaning and Forming in the Study of Grammar Integrating Meaning Totally and Forming in the Poor Adequate Good Excellent Lacking Study of Grammar The textbook integrates the study of grammar 0 0.0% 1 3.3% 5 16.7% 15 50.0% 9 30.0% with meaningful and authentic contexts The textbook provides explanations and examples that help 1 3.3% 3 10.0% 8 26.7% 11 36.7% 7 23.3% learners understand the meaning and use of grammar structures 586
The textbook includes practice activities that reinforce the 0 0.0% 1 3.3% 11 36.7% 9 30.0% 9 30.0% understanding and application of grammar in real-life situations The results in Table 4 show that all proposed items got positive responses. These data revealed that the students are satisfied with the activities found in AEF ICAO. Using the ―Integrating Meaning and Form in Grammar Study‖ table, we can evaluate the textbook's effectiveness in integrating grammar study into meaningful and authentic contexts. In addition to providing explanations and examples that help learners understand the meaning and use of grammar structures, the book includes practice activities that reinforce the understanding and application of grammar in real-life situations. The table presents ratings and percentages for each criterion, offering insights into how well the textbook integrates meaning and form in the study of grammar. Each item in this case was agreed upon by the majority of participants: grammar with meaningful and authentic contexts, 60% of participants agreed that examples would help learners better understand the meaning and use of grammar structures, and 60% agreed this textbook provided practice activities that reinforced their understanding of grammar in real-life situations. Table 5. Tasks and activities used in learning Tasks and activities used Totally Poor Adequate Good Excellent in learning Lacking The textbook offers a variety of learning tasks and activities that cater to 1 3.3% 2 6.7% 5 16.7% 20 66.7% 2 6.7% different learning styles and preferences The textbook includes tasks that simulate real-life situations and tasks that 1 3.3% 3 10.0% 7 23.3% 15 50.0% 4 13.3% learners are likely to encounter in their professional context The textbook provides a range of activities that promote critical thinking, 1 3.3% 3 10.0% 9 30.0% 12 40.0% 5 16.7% problem-solving, and creativity According to the table, the majority of respondents (66.7%) rated the textbook as ―good‖ for offering various learning tasks and activities that cater to different learning styles and preferences. This indicates that the textbook is perceived to effectively cater to diverse learning needs and preferences, allowing for a more inclusive learning experience. The ratings for this criterion are distributed across ―Adequate,‖ ―Good,‖ and ―Excellent,‖ with the highest percentage (40.0%) indicating a ―Good‖ rating. This suggests that the textbook provides a range of activities that promote critical thinking, problem-solving, and creativity, contributing to a more engaging and intellectually stimulating learning environment. Overall, the table indicates that the textbook generally performs well in providing a variety of learning tasks and activities, simulating real-life situations, and promoting critical thinking, problem-solving, and creativity. Most ratings fall within the ―Good‖ and ―Excellent‖ categories, reflecting positively on the effectiveness of the textbook in these areas. 587
Table 6. Text authenticity Totally Authenticity of Texts Poor Adequate Good Excellent Lacking The texts in the textbook reflect the language and communication styles 0 0.0% 1 3.3% 5 16.7% 15 50.0% 9 30.0% used in the learners’ professional context The texts are authentic and representative of the 0 0.0% 4 13.3% 8 26.7% 11 36.7% 7 23.3% types of texts learners will encounter in their field The texts provide opportunities for learners to develop their reading 0 0.0% 1 3.3% 11 36.7% 9 30.0% 9 30.0% and comprehension skills in their specific area of specialization Based on Table 6, the Authenticity and Representation of Texts criteria are rated as ―poor,‖ ―adequate,‖ ―good,‖ and ―excellent,‖ with the highest percentage (36.7%) showing a ―good‖ rating. The results of this study suggest that while students perceive the texts as authentic and representative of the kinds of texts, they will encounter in their field of study, there is always room for improvement when it comes to assuring a higher level of authenticity and representation of those texts. In terms of the scores for the criterion "Development of Reading and Comprehension Skills," the scores are distributed as "Adequate," "Good," and "Excellent," with the highest percentage (36.7%) indicating a "Good" rating. Consequently, it appears that the texts provide opportunities for students to improve their reading and comprehension skills in their specific area of specialization, even though there is also room for improvement in this area. There is a general consensus that the texts in the textbook do a good job of reflecting the language and communication styles of the learners' professional context, based on the analysis of the table. Even though learners' assessments of the authenticity and representation of the texts differ with regard to their ability to develop reading and comprehension skills specific to their own specific areas of specialization, there is a positive perception of the effectiveness of the texts Table 7. Authenticity of Tasks Totally Authenticity of Tasks Poor Adequate Good Excellent Lacking The tasks in the textbook mirror the real-life tasks and activities that learners 1 3.3% 3 10% 7 23.3% 10 33.3% 9 30.0% will encounter in their professional context The tasks require learners to use language in authentic 1 3.3% 1 3.3% 9 30.0% 13 43.3% 6 20.0% and meaningful ways Based on the Mirroring of Real-Life Tasks and Activities criterion, there are ratings ranging from ―Poor,‖ ―adequate,‖ ―Good,‖ and ―Excellent.‖ There is a significant percentage of respondents that indicate a ―Good‖ rating (33.3%). The task descriptions in the textbook are therefore designed in a manner that is likely to be similar to real-life tasks and activities that the learners will encounter in their professional contexts. In spite of this, there is still room for 588
improvement when it comes to this aspect. "Requirement to Use Authentic Languages" is distributed among three levels of ratings, with most (43.3%) of the respondents rated as "Good" for the requirement, while the remainder (11.5%) rated as "Adequate.". According to the results of this study, the textbook tasks encourage learners to use language in an authentic and meaningful way, which is a factor in ensuring that language usage within a learning environment is authentic. A 'Good' rating would come from a statistic that divides the opportunity for language skills practice into three categories, namely 'Adequate', 'Good', and 'Excellent'. Looking at the percentage of rating ranges for each category, the highest percentage (30.0%) falls under 'Adequate.' Clearly, language learning tasks provide some opportunities for learners to exercise and utilize their language skills in real-life scenarios through the use of authentic materials and tasks, but there is still room for improvement. In general, the table suggests that the tasks mentioned in the textbook perform reasonably well in terms of authenticity, with some aspects rated as ―Good‖ and ―Excellent‖. However, there are also some areas that require improvement to ensure that the tasks more accurately represent real-life scenarios and provide enough opportunities for practicing language skills in realistic situations. Table 8. Development of Learning Strategies Development of Totally Poor Adequate Good Excellent Learning Strategies Lacking The tasks in the textbook mirror the real-life tasks and activities that learners 1 3.3% 1 3.3% 9 30.0% 12 40.0% 7 23.3% will encounter in their professional context The tasks require learners to use language in 1 3.3% 3 10.0% 4 13.3% 11 36.7% 11 36.7% authentic and meaningful ways The tasks provide opportunities for learners to practice and apply their 2 6.7% 3 10.0% 8 26.7% 11 36.7% 6 20.0% language skills in realistic situations The last table evaluates the development of learning strategies in the textbook, specifically focusing on how well the tasks mirror real-life tasks and activities, which require the learners to use language authentically and provide opportunities for students to practice and apply their language skills in realistic situations. Almost all of the textbook's tasks are drawn from real-life situations and received predominantly "Good" ratings (40.0%). By doing so, learners will develop strategies that will be aligned with scenarios that they will encounter in real life. Across the three categories of criterion of the Requirement for Authentic Language Use, there are three groupings of ratings: ―Adequate,‖ ―Good,‖ and ―Excellent.‖ The largest percentage of ratings (36.7%) falls under the ―Good‖ category. Essentially, this indicates that the tasks in the textbook can compel students to use language in genuine and meaningful ways, which in turn makes the textbook an ideal tool for helping students improve their language skills in an authentic setting. This criterion is one of the more difficult ones to evaluate since it has a wide range of scores. The highest percentage (36.7%) indicates a "Good" grade for the Opportunities for Language Skills Practice in Realistic Situations criterion. In this way, learners are given an opportunity to practice and apply their language skills in real-life situations in order to develop their abilities to apply their language skills in practical situations. Overall, according to the table, the tasks in the textbook are some of the best you can find for helping you learn effectively. In most cases, good 589
and excellent ratings can be found in the categories "Good" and "Excellent" respectively. In order to simulate real-life situations, the tasks consist of simulated real-life situations, authentic language use, and practical opportunities for learning and practicing language skills in a real-life setting. In this way, we can develop strong strategies for learning that can be used in the future. 5. Conclusion This article seeks to evaluate the textbook in the field of aviation currently in use at the Vietnam Aviation Academy called ―Aviation English for ICAO Compliance‖. The textbook follows a communicative syllabus based on functions and tasks and offers an enormously rich range of activities and opportunities for learning. The activities of this textbook aim to help students reach and maintain ICAO operational level four by emphasizing the communication skills. The table 1 indicates that the ―Aviation English for ICAO Compliance‖ textbook performs good in identifying the specific language needs and goals of the learners, aligning with their field or area of specialization, and covering relevant topics, vocabulary, and language skills applicable to their professional context. Table 2 indicates that the ―Aviation English for ICAO Compliance‖ textbook performs well in providing opportunities for active student engagement and participation, as well as including interactive activities to promote student involvement in the learning process. However, there is room for improvement in further encouraging student collaboration and interaction. Table 5 shows that the "Aviation English for ICAO Compliance" textbook is effective in providing various learning tasks and activities that suit different learning styles and preferences, as well as simulate real-life situations, and encourage critical thinking, problem-solving, and creativity. Most ratings fall under the "Good" and "Excellent" categories, which reflect the efficiency of the tasks and activities utilized in the learning process. As activities in different language items and skills in the textbook indicate, priority is not given to grammatical accuracy but to fluency in using the language (fluency work has priority over accuracy). The potential for learners' participation is very high. There are a lot of pair- and group-work activities (tasks) during each lesson. The inclusion of varied activities in each section of the book motivates students to continue using colloquial language. Its strength lies in its integration of listening, speaking, functions, pronunciation, and vocabulary activities, avoiding dealing with them in isolation. REFERENCES 1. Barbieri, B. J. (2015). Aviation English: History and Pedagogy. Journal of Teaching English for Specific and Academic Purposes, 2(4), 615–623. 2. Bardi, M. (2013). Developing public managers’ English language communication skills—Proposal for a textbook design and evaluation model. Administratie Si Management Public, 6–24. 3. Brown, J. D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle. 4. Emery, H., & Roberts, A. 2008. Aviation English for ICAO Compliance. Oxford: Macmillan. 5. Ghafar, Z. N. (2022). English for Specific Purposes in English Language Teaching: Design, Development, and Environment-Related Challenges: An Overview. Canadian Journal of Language and Literature Studies, 2(6), 32–42. https://doi.org/10.53103/cjlls.v2i6.72 6. Litz, D. R. (2005). Textbook Evaluation and ELT Management: A South Korean Case Study— Asian EFL Journal: Asian EFL Journal. Asian EFL Journal, 48(1), 1–53. 7. Tomlinson, B. (2005). Developing Materials for Language Teaching. Continuum. Retrieved from https://www.academia.edu/36454579/Developing_Materials_for_Language_Teaching 8. Vilches, M. L. C. (2010). English Language Learning Materials: A Critical Review. ELT Journal, 64(1), 105–108. https://doi.org/10.1093/elt/ccp091 590