iRepublic of the Philippines

Philippine Normal University

The National Center for Teacher Education Mindanao
The Multicultural Education
Prosperidad, Agusan del Sur

Jolina R. Meregildo Dr. Rennie C. Saranza

Bachelor in English Education III

MATERIALS DEVELOPMENT
WEEK 1-2

A. Every teacher is a materials developer.

➢ Lessons, modules, and courses are planned by teachers in their managerial
capacities. To put it another way, a teacher also serves as the materials developer
for the class they are teaching. Reasons and Motives. Nevertheless, it has been
asserted that every teacher is a materials developer because no course book can
satisfy the needs of every learner, so teachers may opt to redesign, reorder, and
adapt some of it (Samuda, 2005; Tomlinson, 2003).

B. Look for a research article on instructional material development in language.

Materials Development for Language Learning and Teaching

Published online by Cambridge University Press: 24 February 2012

➢ This article reviews the literature on the relatively new field of materials
development for language learning and teaching. It reports the origins and
development of the field and then reviews the literature on the evaluation,
adaptation, production and exploitation of learning materials. It also reviews the
literature, first, on a number of controversial issues in the field, next, on electronic
delivery of materials and, third, on research in materials development. It identifies
gaps in the literature and makes proposals for future progress in materials
development and in the research within the field. Much of the literature focuses on
materials for learning English but the same principles apply to materials for
learning any L2, as has been acknowledged by some of the authors whose
publications focus on materials for learning other languages.
 References: DOI: https://doi.org/10.1017/S0261444811000528

What should drive materials development?

➢ To drive materials development, teachers should attain impact in the sense that they
capture and hold the learner's interest. Encourage involvement on the levels of
thought, aesthetics, and emotion. encourage students to discover things on their
own. Language learners can gain from identifying key elements in the input.
Recognizing that there is learning that needs to be filled in and addressed to enhance
learners' overall development is what can motivate materials development. Since
the development of the materials is anchored to the needs of the students and allows
for the evaluation of its efficacy, they should be used in the classroom. To engage
students productively in class, it must be learner-centered and appeal to their
interests. The learners' emotional, aesthetic, and intellectual engagement should be
sparked by the materials.

WEEK 3

A. Study on material development. (RESEARCH FINDINGS)

Tomlinson Brian Materials Development in Language Teaching

Findings

➢ Macro- and micro-evaluations of task-based teaching 'Purpose' column suggests

that these evaluation studies had two general aims. None of the evaluations
attempted to investigate the effectiveness of TBLT by obtaining data relating to
learning outcomes. Instead, various types of teacher self-report (using
questionnaires, interviews, stimulated recall based on the replay of recorded lesson
scenarios) were used to investigate aim (1) and observation of actual lessons (2).
Butler's observation lends support to a sociocultural view of 'tasks' (see, for
example, Coughlan and Duff 1994), according to which a clear distinction needs to
be made between 'task' (i.e., the actual materials that comprise the workplan for the
activity) and 'activity' (i.e., the learner behavior that ensues when learners perform
the task). The main concern of all of the macro-evaluations was the extent to which
task-based teaching was implementable in the different teaching contexts.
Another issue that emerged was the quantity of materials, with some
teachers experiencing problems in carrying out all the tasks assigned for a lesson.
McDonough and Chaikitmongkol conclude that an important issue is whether
teachers create their own materials or obtain commercially available textbooks.