Seameo regional language centre

58
materials for Vietnamese upper secondary school teachers and learners in the current 
situation. The problematic aspects of the books, however, can be modified, adapted, 
replaced or/ and supplemented so that the books correspond more closely with the 
aims of the teaching and learning program and the true needs of different classrooms. 
Looking at the implications that it contributes to ELT in general, this study has made 
another case for material evaluation and adaptation. As Cunningsworth (1984: 89) has 
pointed out: 
“no coursebook will be totally suited to a particular teaching 
situation. The teacher will have to find his own way of using it 
and adapting it if necessary. So we should not be looking for the 
perfect coursebook which meets all our requirement, but rather 
for the best possible fit between what the coursebook offers 
and what we as teachers and students need.”
Therefore, textbook beneficiaries including both teachers and education managers 
need to develop proper attitudes towards textbook use. Textbooks should not be 
seen as the Bible but only guidelines for teachers. They should not be viewed as an 
absolute authority which teachers need to completely depend on. On the contrary, 
they should be used in a way that empowers teachers and enriches their professional 
experience. Until then, they might hardly bring out the most effective outcomes for 
the teaching and learning process.

59
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