ENGLISH LANGUAGE

TEACHING MATERIAL
EED20604
THE ROLE & DESIGN
OF INSTRUCTIONAL
MATERIALS
 FORM OF TEACHING
MATERIALS
Printed Materials
•Books, workbooks, worksheets
Non-printed Materials
•Cassette, audio materials, videos
Both Printed And Non-printed Materials
•Self-access materials, materials on the internet
Magazines, newspapers, TV programs
 ROLE OF TEACHING
MATERIALS
(Cunningsworth, 1995)

A reference source for A source of activities for

A source for
learners on grammar, learner practice and
presentation
vocabulary, communicative
materials
pronunciation, and etc. interaction

A source of stimulation A support for

and ideas for A syllabus less
classroom activities experienced
teachers
FUNCTIONS OF MATERIALS
(Dudley-Evans & St. John, 1998)

As a source of As a learning
language support

For motivation
For reference
& stimulation
 AUTHENTIC VS. CREATED
MATERIALS

Authentic Materials Created Materials

■ Teaching resources ■ Textbooks and other
that are not specially specially developed
prepared for instructional resources
pedagogical purpose
 What Types Of Authentic
Materials Can We Use?
Printed Materials Newspapers, magazines, fliers, books, restaurant
menu, recipes, manuals, food labels, TV guides, comics

Auditory Materials Radio news, songs, phone messages, podcasts

Visual Materials Posters, street signs, postcards

Audio Visual Materials Films, commercial advertisements, documentaries,

music video, television programs, video tutorials.
Online Materials Websites, blogs, social networking sites, games
 ADVANTAGES OF
AUTHENTIC MATERIALS
■ Have a positive effect on learner motivation
■ Provide authentic cultural information about the target
culture
■ Provide exposure to real language
■ Relate more closely to learners’ needs
■ Support a more creative approach to teaching (Phillips &
Shettlesworth, 1978; Clarke, 1989; Peacock, 1997)
 Authentic materials are
designed for native
speakers and not prepared
for pedagogic purposes.
 CRITICS OF USING
AUTHENTIC MATERIALS
• Created materials can also be motivating for learners
• Authentic materials often contain difficult language
• Created materials may be superior to authentic
materials because they are generally built around a
graded syllabus
• Using authentic materials is a burden for teachers
 How can we deal with possible
disadvantages of using Authentic
Materials?
■ Choose your material carefully considering learners’ age
and level.
■ Select engaging topics according to learners’ interests.
■ Plan activities that provide necessary pedagogical support
■ Grade the task based on learners’ level.
■ Consider including different types of tasks and types of
input.
 Factors in Choosing Authentic
Reading Materials
Suitability of Does the text interest students?
Content Is it relevant to the students’ needs?
Does it represent the type of materials that students will use?
Exploitability Can the text be exploited for teaching purposes?
What skills/strategies can be developed by exploiting the text?

Readability Is the text too easy/difficult for the students?

Is it structurally too complex?
How much new vocabulary does it contain? Is it relevant?
Presentation Does it “look” authentic?
Is it “attractive”?
Does it grabs the students’ attention?
Activity 1

■ In groups, look for additional materials such

as Youtube videos or online materials relating
to authentic and created materials.
■ Post the link of the materials in the comment
section of the Google Classroom.
Activity 2
■ Find authentic printed materials online.
■ Check the level of the printed materials by
using this website:
■ https://readabilityformulas.com/free-
readability-formula-tests.php
■ Is the printed materials suitable for Form 3
students?
 “Using authentic materials will
make students feel that they are
learning the real language and
this will make the learning
process more enjoyable and
motivating”
TEXTBOOK EVALUATION
AND ADAPTATION
What is the past and current trends
in English language textbooks?
 Past and Current Trends in
English Language Textbooks
THEN NOW
• UK/US Publisher dominance • Rise in local publishing
• Native Speaker expertise • Non-Native Speaker
• Culturally insensitive competence
• Low risk/competition • Culturally sensitive
• Little design • High risk/competition
• Artificial texts and tasks • Design rich
• Single-volume titles • Authenticity
• Multicomponent/multimedia
 ADVANTAGES OF USING
COMMERCIAL TEXTBOOKS
Provide Structure And
Standardize Instruction
Syllabus For A Program
Variety Of Learning
Quality
Resources
Provide Input And
Efficient
Language Models

Train Teachers Visually Appealing

 NEGATIVE EFFECTS OF
COMMERCIAL TEXTBOOKS
May contain inauthentic language
May distort content
May not reflect students’ needs
Deskill teachers
Expensive
 EVALUATING TEXTBOOKS
■ Before evaluating, focus should be given on the following
issues:
– The role of the textbook in the program (will it be used
with small or large classes?)
– The teachers in the program (are teachers free to adapt
and supplement the book?)
– The learners in the program (what do learners typically
expect in a textbook?)
FACTORS FOR TEXTBOOK
EVALUATION
Program Teacher
factors factors
Learner Content
factors factors
Pedagogical
factors
 CHECKLIST FOR TEXTBOOK
EVALUATION AND SELECTION
❑Aims and approaches
❑Design and organization
❑Language content
❑Skills
❑Topic
❑Methodology
❑Teachers’ books
❑Practical considerations
 QUESTIONS TO ASK WHEN
SELECTING ESP MATERIALS
• Will the materials stimulate and motivate?
• To what extend does the material match the
stated learning objectives and your learning
objectives?
• To what extent will the materials support the
learning process?
(Dudley-Evans & St. John, 1998
Activity

■ Choose 1 textbook or workbook.

■ Check the textbook or workbook by using
the KSSM syllabus.
■ Is the textbook or workbook aligned with
the objectives in KSSM syllabus?
 ADAPTING TEXTBOOKS

■ A good provider of materials will be able to:

• Select appropriately from what is available

• Be creative with what is available

• Modify activities to suit learners’ needs

• Supplement by providing extra activities

 FORMS OF ADAPTATION

Adding /
Modifying Reorganizing
deleting
content content
content

Addressing Modifying Extending

omissions tasks tasks
 PREPARING MATERIALS
FOR A PROGRAM
ADVANTAGES DISADVANTAGES
❑Relevance ❑Cost
❑Develop expertise ❑Quality
❑Reputation ❑Training
❑Flexibility
 THE PROCESS OF MATERIALS
DEVELOPMENT
•Critical analysis
Preparation of texts

•Examples,
Representation demonstrations
•Choice from modes of
Selection teaching, organizing,
managing and arranging
Adapting/Tailoring • Social class,
to student gender, age
characteristics
 CHARACTERISTICS FOR
GOOD LANGUAGE TEACHING
MATERIALS
(Tomlinson, 1998)
■ Achieve impact
■ Help learners feel at ease
■ Help learners to develop confidence
■ Be relevant and useful to students
■ Require and facilitate learner self-investment

■ Expose the learners to language in authentic use

■ Provide the learners with opportunities to achieve

communicative purpose

■ Take into account that positive effects of instruction are usually

delayed

■ Take into account that the learners have different learning styles

■ Take into account that learners differ in affective attitudes

■ Permit a silent period at the beginning of instruction

■ Maximize learning potential

■ Not rely too much on controlled practice

■ Provide opportunities for outcome feedback

■ Learners must be ready to acquire the points being taught

■ The learners’ attention should be drawn to linguistic

features of the input
DECISIONS IN MATERIALS
DESIGN
Choosing
Sequence of
Develop aim inputs &
units
resources

Develop Selecting
Develop
structure for exercise
objective
units types

Organize
Develop a
course into
syllabus
units
CHOOSING INPUT AND
SOURCES
Grammar materials
Listening materials
Reading materials
Writing materials
Speaking materials
 SELECTING EXERCISE TYPES
Involve a nonlinguistic
response to the text:
❑ Ordering a sequence of
pictures
❑ Comparing texts and pictures
❑ Matching
❑ Using illustrations
Involve a linguistic response
to the text:
❑ Reorganizing the information:
recording events
❑ Reorganizing the information:
using grids
❑ Comparing several texts
❑ Completing a document
 MONITORING THE USE OF
MATERIALS

Feedback Written
Observation
sessions reports

Students’
Review
reviews
Activity

■ Find 1 research article from 2015 to 2020

focusing on textbook evaluation.
■ Find the check list for textbook evaluation.
THANK YOU