|
Evaluating Academic Reading Input in Vietnamese EFL Textbooks: Lexical, Syntactic, and Cohesive Evidence for Materials Design and Classroom Pedagogy |
|---|---|
| รหัสดีโอไอ | |
| Creator | Nhat Quang Vo |
| Title | Evaluating Academic Reading Input in Vietnamese EFL Textbooks: Lexical, Syntactic, and Cohesive Evidence for Materials Design and Classroom Pedagogy |
| Contributor | Quoc Khanh Nguyen, Thi Thuy Loan To |
| Publisher | Thailand TESOL |
| Publication Year | 2569 |
| Journal Title | THAITESOL Journal |
| Journal Vol. | 39 |
| Journal No. | 2 |
| Page no. | 102–125 |
| Keyword | Lexical coverage, Lexical diversity, Syntactic complexity, Text cohesion, EFL textbooks, Vietnamese upper-secondary education |
| URL Website | https://so05.tci-thaijo.org/index.php/thaitesoljournal |
| Website title | THAITESOL Journal |
| ISSN | 2697-4614 |
| Abstract | The acquisition of academic vocabulary and complex linguistic structures is essential as learners move from general English proficiency toward academic literacy. In many Asian EFL contexts, textbooks remain a major source of lexical and structural input. This study presents a multi-dimensional corpus-based evaluation of 72 reading passages in the Global Success textbook series for Vietnamese upper-secondary students. Using TAALED, TAALES, TAASSC, and TAACO, the passages were analyzed as separate text-level units to examine lexical diversity, lexical sophistication, syntactic complexity, and cohesion across grades. Mean Academic Word List (AWL) coverage showed a non-linear descriptive pattern, declining from 5.90% (SD = 2.98) in Grade 10 to 5.41% (SD = 2.94) in Grade 11 before rising to 6.95% (SD = 3.52) in Grade 12. Mean Measure of Textual Lexical Diversity (MTLD) scores increased descriptively from 70.64 (SD = 14.55) to 74.04 (SD = 17.50) and 79.24 (SD = 21.15), respectively. However, Kruskal–Wallis tests found no statistically significant between-grade differences in AWL coverage or MTLD. Syntactic and cohesion measures also showed substantial passage-level variation, with only small descriptive differences in grade-level means. Overall, the findings do not support a uniform progression across Grades 10–12 and are better characterized by considerable heterogeneity among individual passages. The study demonstrates how text-level corpus analysis can identify areas that may warrant consideration for additional vocabulary and structural support in Vietnamese upper-secondary reading instruction. |
