JANICE M.

DAEF Preparation and Evaluation of ELT Materials

Ph. D in English PR #1 – Annotated Bibliography

Researching the Repertoire of Prospective ELT Instructional Gems

In today’s classrooms, instructional materials serve as a tool and tutor, guidebook and

gauge. Most teachers use instructional materials to guide their padagogy, so it greatly influences

how content is delivered (Association for Supervision and Curriculum Development, 1997).

Schmidt, McKnight, and Raizen (1997) identified instructional materials as playing an important

role in making a leap from intentions and plans to classroom activities, by making content

available, organizing it, and setting out learning tasks in a form designed appealing to students.

To make the most effective use of instructional materials, however, teachers must decide

which ones are appropriate for their needs. A teacher needs to determine the extent to which

instructional materials focus on and are aligned with coherent set of significant, age-appropriate

student learning goals that the teacher, school or district has identified as integral to the

understanding of and progress in an academic subject. They must also assess how well an

instructional design effectively supports the attainment of those specified learning goals. The

only way to gain this information is through careful evaluations of instructional and other

curriculum materials. Thus it is an imperative that the first step for teachers is to look for

possible resources to guide them in preparing and evaluating instructional materials.

The following references are selected as they are believed to be helpful and relevant to

the educators and to the current teaching-learning situation. Three of each of the book’s topics

are highlighted as they are seen of valuable significance:

1. Developing Materials for Language Teaching (2011) by

Brian Tomlinson. The second edition of the book is one

of the first series of Tomlinson’s publications of material

development. One of the topics, Establishing criteria and

developing evaluation instruments could provide teachers

the standards and guideposts as to what textbooks, printed

and even non-printed materials are selected. Knowing the

fact that some of the instructional materials are prone to

erroneous information, illogical explanation, and socio-cultural prejudices, it is important for

teachers to be informed of these mishaps especially that instructional materials are teachers’

sources of knowledge to be passed on to students. Another topic, Materials adaptation would

be necessary for teachers in order to achieve optimal congruence between materials,

methodology, learners, objectives, target language and the teacher’s personality and teaching

style. Also, in adapting materials, personalizing, individualizing, localizing and modernizing

should be familiar to the teachers particularly that one of the thrust of DepEd at present is

localization and contextualization of materials. Through this way, teachers would be able to

adapt to the situations where the learners are at, and cater to the diversity of their needs as

well as individual differences. Lastly, Materials production is the topic which could teach

educators not only the nuances and processes of subscribing materials from publishers but

also produce their own materials. It is likewise a means for teachers to personalize their

instruction and get apace with students’ current context.

2. English Language Teaching Materials Theory and

Practice (2009) by Jack Richards presents a union of

theoretical and practical pedagogical perspectives on

materials design and development. It provides an

incisive overview of current state of materials design

in language teaching. The reference explores the

issues involved in the design, implementation, and

evaluation of materials in language programs in a wide

variety of settings and contexts. This stimulating source

considers different approaches to materials design - including teacher-developed classroom

materials, commercial materials, and technology-driven materials. The Role of Instructional

Materials as its first topic would inform the teachers on how to use instructional materials and

its dynamics to the teaching-learning situation. It might also give a reminder that instructional

material is just a support for less experienced teachers who have yet to gain confidence and

therefore the entire curriculum content should not be totally dependent on it. The

Considerations for Instructional Materials Preparation encompasses curriculum, syllabus,

and learning competencies, learner’s learning styles, aptitudes and proficiency, pedagogical

principles held by the teacher, and societal demands. From this topic, the school and even the
 administration could take into account the following considerations to optimize the use of

instructional materials. Principles Underlying the Preparation of Instructional Materials

refers to the topic that provides tenets for teachers to follow. Maximizing the use of

instructional materials should be primarily based on the sound principles in the use of it.

3. Using Authentic Materials in the Classroom (1981) by Vivian Cook offers information on the

use of authentic materials in teaching. Its topics are underscored by the following questions:

Why should we use authentic materials? This could strengthen teacher’s conviction on using

real life-based instructional materials which are within the context of students’ experiences

and are useful in their everyday living. How to select authentic materials gives teachers the

criteria on choosing authentic materials. Basically, appropriateness of the authentic materials

to the target communicative and structural skills should be the focus of selection of authentic

materials. Finally, How can one teach authentic materials? provides teachers methodology

which matches the authentic materials selected. The contents of the authentic materials to be

selected should also be given emphasis considering this topic.

4. The Complete Guide to the Theory and Practice of

Materials Development for Language Learning

(2017) by Brian Tomlinson & Hitomi Masuhara. It

offers objective information, critical reviews of the

literature, and extremely well-informed opinions

and recommendation and delves into the issues

which continue to provoke debate in the

language learning field worldwide. More

importantly, the resource considers questions of

materials evaluation, adaptation, and development.

The topics included therein comprise Factors to Consider in Writing Instructional Materials.

The factors involves understanding, structuring/clarifying, sequencing, balancing, explaining,

pacing, reviewing, elaborating, and transfer of learning. These are important for teachers to

know and find a match between the materials and the nature of learners at hand. Framework

for Materials and Methods shows some theoretical models by which instructional materials

development and evaluation are processed. It is significant for teachers in order to know the
 bases of how materials came into being after rigorous processes of decision-making. Lastly,

The Materials Preparation Cycle demonstrates the step-by-step procedures that instructional

materials developers follow in order to arrive at a suitable, valid and acceptable textbook. It is

necessary for teachers to know the cycle to make them aware that unless an instructional

material go through the said steps, the instructional material remains questionable.

5. Materials and Methods in English Language Teaching (2003) by McDonough and Shaw. It is

an indispensable resource for all those studying and working in the field of language learning.

Timely, authoritative, and global in scope, the material provides numerous 'think questions'

and tasks to stimulate readers and foster innovation, and a list of valuable resources freely

available to materials developers. Approaches to Syllabus Design discusses the different types

of syllabi classified as teacher, learning, or learner-led syllabus. This is significant in material

selection as instructional materials should be based on the current instructional design or

learning plan. Development of Instructional Materials is the highlight of the book which

serves to teach educators how to design a fully-fledged instructional material. With this,

teachers would have the ease to produce instructional materials fitted to the needs of students

and their current situations. Instructional Materials Evaluation and Adaptation is the last

topic of the resource which provides guidelines on how to assess the value of the material and

how to change an existing material to develop a new one. This is particularly important for the

teachers to try out evaluating the material and recommending it for purchase or not to the

school administrator, as well as adapting a material for the purpose of personalizing one’s

instruction.

Since instructional materials are an important element within the curriculum and are often

the most tangible and visible aspect of it (Nunan, 1991), it is therefore deemed necessary to

choose materials which are worth students’ learning. The previously cited references are hence

of the essence for teachers (experienced or novice) and budding material developers in order to

prepare and evaluate instructional materials which in turn could affect positively the efficiency

of the teaching and learning.

References

Association for Supervision and Curriculum Development (1997). New York: TESOL Publication.
Cook, V. (1981). Using authentic materials in the classroom. Retrieved 20 August 2018 from
http://homepage.ntlworld.com/vivian.c/Writings/Papers/AuthMat81.htm

McDonough, J. and Shaw, C. (2003). Materials and methods in ELT. Massachusetts: Blackwell
Publishing Ltd.

Nunan, D. (1991). Practical English language teaching. New York: McGraw Hill.

Richards, J. (2009). English language teaching materials theory and practice. New York: ECE.

Schmidt, L., McKnight, J. & Raizen, I. (1997). Teaching by principles: An interactive approach
to language pedagogy. New York: Pearson Longman Inc.

Tomlinson, B. (2011). Developing materials for language teaching. New Jersey: Bloomburry.

Tomlinson, B. & Masuhara, H. (2017). The Complete Guide to Theory and Practice of Materials
Development for Language Learning. UK: Wiley Blackwell.
JANICE M. DAEF Preparation and Evaluation of ELT Materials
Ph. D in English PR #2 – Major Developments in ELT and the Role and Functions of IMs

Witnessing the English Language Teaching Turn and How Instructional

Materials and Technologies Usher the Way
Gone are the days when teaching and learning English language is a matter of ‘repeat

after me’ and chalk talk. Nowadays, opportunities for language acquisition abound in multiple

means and modalities. The role of (instructional materials) and internet technology has placed

irreplaceable contributions to diffusing linguistic breakthroughs and paves way for coast-to-coast

sharing of best policies and practices for language instruction (Saludez, 2016).

Having noted this, the fast paced changes in English language teaching is therefore

obvious and felt in many ways. These changes according to Richard and Rogers (2001) include

but not limited to developing match-making which will link learners and teachers with similar

styles and approaches to language learning, method synergistic or the combination of different

methods instead of just prescribing one technique for all types of learners, and considerations to

individual differences.

Thus, instructional materials and educational technologies could usher and sustain the

positive changes by achieving impact. Particularly in the digital age, students’ attention are most

of the time of short span that is why the need for sustained motivation is needed and could only

be attained when language instruction and materials presented to them have impact. In the same

way, materials should help the learners to feel at ease which is possible when contents are not

very difficult and not so easy as well. The use of instructional materials should not be a burden to

the students nor a threat, rather an integral part of learning that they enjoy as they turn from page

to page. In other words, materials should help the learners to develop confidence and require and

facilitate the learner self-investment. Further, materials should not rely too much on controlled

practice which means that to a great extent, the function of the materials is to give students the

leeway and freedom to choose what and how to acquire the linguistic and communicative

features. Providing opportunities for outcome feedback must also be ushered by the instructional

materials so that students would be able to monitor their own performance and achievement.

Moreover, materials should provide the learners with opportunities to use the target language to

achieve communicative process. This implies that English to be learned using the instructional
materials and technologies should be applicable and frequently practiced in real-life settings. It is

only possible when the proper communicative instances are determined by which to use the

language aspects. However, learners must be first ready to acquire the points being taught and

their attention should be drawn to linguistic features of the input. In considering the diversity of

the learners, materials should take into account that learners differ in learning styles and affective

attitudes. This is perhaps the reason why differentiated instruction is recently introduced in the

country in line with the K to 12 curriculum implementation and it is also reflected in materials

being used in classrooms.

Furthermore, what is being taught in the instructional materials should be perceived by

learners as relevant and useful. The role of instructional materials and educational technologies is

to offer authentic set up and context for the students. Believing that what students learned best

are those close to their hearts and experiences in their lives, therefore the provisions of authentic

materials are a must. Advantages claimed for authentic materials are (Philips & Shettlesworth,

1978: Clarke, 1989; Peacock 1997): They have positive effect on learner motivation because

they are intrinsically more interesting and motivating than created materials. There is a huge

source of interesting sources for language learning in the media and on the web and these relate

closely to the interests of many language learners. They provide authentic cultural information

about the target culture. Materials can be selected to illustrate many aspects of target culture,

including culturally-based practices and beliefs and both linguistic and non-linguistic behavior.

They provide exposure to real language rather than the artificial texts found in created materials

that have been specially written to illustrate particular grammatical rules or discourse types.

The demand of 21st century education should be greatly considered. “Wherein the

learners are the center of the educative process, their needs and interests matter all the time.

Opportunities to value things on their own are being emphasized. Technology in instructional

materials in the 21st century language classrooms is inevitable” (Saludez, 2016). Instead of

discouraging learners to acquaint themselves with technology in the class, making it a new

podium for learning would lead to transformative and meaningful experiences.

References

Clarke, Q. (1989). “Authentic Materials: Selection and Implementation in English Language

Teaching.” English Teaching Forum, 33 (2), 20-30.
Peacock, K. (1997). Instructional Media and Technologies for Learning. New Jersey: Prentice
Hall.

Philips, D. & Shettlesworth, H. (1978). Changing the higher education and the claimed
educational paradigm shift – sobering up educational optimism with sociological
skepticism. Retrieved 20 Aug 2018 from www.GlobalHigherEd.com

Richard, J. and Rogers, J. (2001). What’s so different about teaching 21st century learners?
Retrieved 20 Aug 2018 from www.essentialeducator.htm

Saludez, L. (2016). From Actual Learner to Virtual ‘Learned’ (The Paradigm Shift in 2st
Century English Language Teaching and Learning). The MSEUF Quarterly, 54(1), 75-79.