Abstract

Most EFL learners wish to have been taught speaking skill through appropriate coursebook at university. Nonetheless, choosing and evaluating an appropriate coursebook for each group of learners is a challenge. The findings divulge that both teachers and students had positive attitudes on task content and task presentation in each chapter and teachers’ exploitation of content and task in the coursebook. Nonetheless, issues on themes and difficult sections were found. This research provides a foundation for decision-making in terms of withdrawing or maintaining the use of a coursebook. In the case of continued use of the coursebook at Hung Vuong University, Vietnam, the research provides EFL teachers with some guidelines on the process of adaptation or supplementation of the coursebook.

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