Weaknesses of the new textbooks

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 More workload for teachers because the contents are more difficult and 
teachers take more time to prepare their lessons.
 Inauthentic language. 
 Unhelpful teacher’s manuals and no reference books for teachers. 
The teachers also identified several difficulties they had experienced with the books. 
Most of these difficulties, however, were not caused by the books themselves but 
were more related to contextual constraints. 
For example, the most frequently cited difficulty was insufficient time allocation for 
the English subject. Most teachers reported that they were not able to complete one 
section in one period of 45 minutes and believed more class hours would have been 
necessary. 
Secondly, the teachers also believed that the books were perhaps too challenging for 
students in rural and remote areas. Students in large urban areas normally have more 
access to different learning resources, for example libraries, the internet, books, 
cassette tapes and so on. Their parents may also be able to afford to send them to 
private language centers for extra English classes. Thus, their English language 
proficiency levels are generally higher than those of rural students. As a result, they 
may not have as much difficulty as rural students who are not offered all these 
favorable conditions when studying the new books. Thus, the teachers requested that 
MOET “allow for textbook adaptation and localization”, empowering teachers to use 
textbooks in the way that is most suited to their students. 

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However, MOET in fact holds no policies against textbook adaptation and 
customization. On the contrary, it is clearly specified in the teacher’s manuals of each 
book that teachers should use the books flexibly and adapt them to suit their 

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