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Evaluation of Wide Angle 3, 2019

Shreya Khosla

March 12th, 2020

Ling 514 Materials Evaluation & Design

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Abstract
Nowadays, English is used almost everywhere in the world. It is a language of instruction
in most of the countries. While deciding a material or coursebook for a program, there is a need
to analyze and evaluate it according to the learners’ needs and goals. The author analyzed and
evaluated Wide Angle by Miles Craven for young adult learners and came up with its strengths
and weaknesses. The coursebook is well suited for young adults who want to improve their
English and also want to experience life in Canada. The need of real-life / real-world tasks is
fulfilled by the coursebook. The only drawback is it does not educate the learners about the
target culture. It only provides information on how to deal with certain issues and situations
using the target language.
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Table of Contents

Abstract

A. Introduction………………………...………………………………………………………….4

B. The Written Analysis ...............………………….………………...……….………………….4

C. The Evaluation .......................…………………...…………………………….….……...…...8

1. To what extent are the learners exposed to real life dialogues? ………………………… 8

2. To what extent does the material enhance learners’ confidence in speaking the target
language? ………………………………………...……………………………………….9

3. To what extent does the tasks help students engage affectively? ……………………….10

4. To what extent does the material represent the target culture? ……………………….…11

5. To what extent does the material have engaging topics that motivate the learners? ........12

6. To what extent does the material encourage the use of technology? ……………………13

7. To what extent does the material provide appropriate vocabulary related to the context?
……………………………………………………………………………………………14

8. To what extent does the material encourage students to participate actively in the
activities? ……………………………………………………………………………….15

D. The Potential Publication …………………………………………………………………….16

E. References ..……………………………………………………………...……………...........18
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A. Introduction

Textbook use has become one of the fundamental aspects for English language teaching.

In this paper, the author adapts the course book, Wide Angle 3 (2019) by Miles Craven. The

educational context addressed in this paper is classes in Vancouver, Canada for young adults

from 19 to 25 years who want to study English and experience life in Canada, mainly focusing

on ‘real-life conversation’. The learners are at CEFR B1, in a privately-owned Canadian college

in Vancouver. The program provides the learners with real-life communication tasks and

activities.

Wide Angle 3 is a coursebook designed for adult learners who wants to learn how to

communicate in the real-world with speakers of English. The coursebook helps the students to

understand about how to adapt language for different situations and lets them practice their

response to different situations they can face in Canada. The authentic visuals by renowned

photographers provide the learners with unique insights about the story behind the photo.

B. The Written Analysis

Wide Angle (2019) by Miles Craven is a textbook which provides the learners with

opportunities to improve all the four skills. There are no stated aims, objectives and/or learning

outcomes. Although the inferred aims and objectives can be as follows:

1. Learn vocabulary in context: its meaning, use and pronunciation.

2. Learn Grammar in context: its form and use.
3. Pragmatics/ sociocultural: develop language for discussion.
4. Cooperation: work together in pairs/ and groups.
5. Identify & use persuasive language.
6. Use descriptive language (adjectives, action verbs, modals).
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7. Reading skills: identify the main idea, looking for specific information, skimming and
scanning
8. Listening for specific details.

The textbook follows the Common European Framework of Reference (CEFR). CEFR is

“an international standard for describing language ability” and it “describes the language ability

on a six-point scale from A1 for beginners, up to C2 for those who have mastered a language”

(Cambridge English, n.d.). Wide Angle is CEFR level B1 for adult language learners.

At the end of the unit 12 (last unit), there is a review section (p. 147- 158) for the learners

to assess the knowledge they gained from the units. The learners are assessed on Vocabulary,

Grammar and Discussion (Speaking). The learners can go online to play the grammar and

vocabulary games. There are podcasts available for the learners which assesses their listening

skills. After hearing the podcasts, the learners are asked to post their comments on the discussion

board online which assess their writing skills. At the end of each unit’s review, the learners are

asked to self-assess themselves and reflect whether they did the assigned tasks well or they need

more practice on that.

The four skills Speaking, Reading, Listening and Writing along with Grammar,

vocabulary and pronunciation are emphasized in Wide Angle throughout the book. The textbook

provides the learners with a wide variety of texts such as Exchanges (Emails) (p. 28), Narratives

(p. 32), blog of traveling around Central America (p. 43) and advertisements to rent a

house/room (p. 55). Materials are central and are used in every activity. It provides the main

input, context (e.g., emails, blogs), practice the skills and acts as a tool for vocabulary building

and each unit has at least one text such as email, blogs, charts and explanations. The reading skill

is emphasized through skimming to get the main idea (p. 7), interpreting information from the
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pictures, charts, tables (p. 12, 90), skimming and scanning for particular information (p. 20),

getting the main ideas of the texts (p. 22), negotiating with peers (p. 23), paragraph structure and

writing (p. 30) and note taking (p. 100). The Writing skill is emphasized through writing opening

sentences (p. 71), giving reasons (p. 104), writing conclusions (p. 131) and using narrative

sentences (p. 137). The speaking skill is emphasized through telling and responding to a story (p.

26), asking for and giving information (p. 50), giving a presentation using visuals (p. 74) and

predicting and confirming predictions (p. 124). Finally, the listening skill is emphasized through

guessing meaning from context (p. 4), understanding speaker's purpose (p. 34), distinguishing

levels of formality (p. 58), listening for specific information (p. 64).

The units move from knowledge acquisition (identifying) to knowledge creation

(constructing) and then again from creation to knowledge acquisition. For example, choosing a

statement (p. 28) to link ideas while discussing questions and again to identifying appropriate

vocabulary to completing the sentences. The whole unit moves toward creation. The students are

creating and applying at the same time. For example, at the end of most of the units, the students

are creating dialogues, and demonstrating it in front of the class (p. 50), giving presentation (p.

74). Throughout the units, the students are discussing with their peers in groups or pairs. The

learning-teaching strategies used in the textbook are helping the learners to learn the target

language efficiently. The learners are encouraged to learn cooperatively with their peers through

classroom discussions, role plays, presentation. The use of technology in learning enhances the

learning experience for the learners.

The learners are provided with an online vocabulary list based on the Oxford 3000 which

is aligned to the Common European Framework of Reference (CEFR). Every unit introduces
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different grammar, vocabulary and pronunciation activities. At the end of the last unit, the

learners are given the grammar they learnt in all the units at one place by which they can refer

back to it anytime they want. The pronunciation is taught in the context through intonations (p.

14), word stress (p. 17), contractions (p. 38), change of sound with consonants (p. 125).

Vocabulary in context is emphasized in lists, with meanings, in sentence and in discourse (p. 76,

94). Pronunciation is followed by a listening activity (p. 65, 78). Grammar in context is provided

through fill in the gaps, choosing the right answer, making sentences (p. 35, 41). The learners are

not fully dependent on the teacher to provide them with the input. They can go online and find

necessary vocabulary and grammar they want to learn or recall.

The role of the teacher is to facilitate the learning through setting up activities, making

pairs and/ or groups, managing by preparing materials and giving instructions. The teacher is

also a language provider providing the pronunciation, vocabulary and grammar knowledge. He/

she is also an assessor assessing the pair and group work in the classroom. The role of the

learners is learning vocabulary, grammar and pronunciation in context, analyzing texts (p. 90, 95,

104), collaborating with peers in groups and/ or pairs. The learners are also doing role plays (p.

50) and presentation (p. 74) with peers. They are reading texts, such as emails (p. 28), online ads

(p. 55), scanning for specific information (p. 33), listening to audios such as conversations (p.

58), interview (p. 40), podcasts (p. 64), voicemails, writing emails (p. 30), messages (p. 47).

They are also interpreting information from pictures, pie charts (p. 90), map (p. 90). They are the

main language users learning the target language for interacting with English speakers outside

the classroom.
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A wide range of materials are used in Wide Angle to facilitate an innovative learning

experience for the learners. The photographs used in the textbook are from world-renowned

photographers for authentic learning experience. Each unit begins with a big colorful authentic

picture related to the topic, followed by thought provoking questions to inspire students to apply

learning to their own lives. The audios, videos and podcasts provide the learners with a real-life

context which help them achieve their goals. For example, listening to podcast on where, how

and why the famous photo of the earth was taken (p. 64), authentic pictures for matching the

phrases (p. 68), online posts about people from different parts of the world (p. 70), watching

video and choosing the appropriate answer (p. 84). The role of the materials is to provide the

learners with real-life materials which they can come across outside the classroom. These

multimedia materials are providing the learners with real-world learning experience. The

materials are providing the learners with opportunities for negotiating the meaning from the

context. For example, an audio conversation between a manager and a customer (p. 88). The

learners are asked to listen to the audios and watch the videos more than once to look for

information each time.

C. The Evaluation

1. To what extent are learners exposed to real life dialogues?

Evaluation of Target Score:5 /5

As mentioned in the introduction about the context and the learners, it is crucial for the

learners to be exposed to real life dialogues. According to Bao (2013), the learners need to learn

to “take control of their own performance from their own perspective rather…it will succeed in

reflecting much real-life communication where verbal utterances come voluntarily from the

speaker’s personal decisions” (p. 417). The materials need to provide the learners with
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opportunities to be able to make decisions on what to say in which situation. Most of the

coursebooks provides the learners with dialogues and short monologues. Hill and Tomlinson

(2013) states that the learners need to be taught a particular listening subskill such as listening for

specific information, gist through which they can use this subskill in real life while having a

conversation in English.

Wide Angle provides the learners with ‘English for real’ section in each unit. The content-

based syllabus shape of the textbook caters the learners with a wide variety of content for real

life conversations. For example, Unit 6 ‘Images’, provides the learners with an opportunity to

learn how to give and accept compliments. It is important for the learners to understand and learn

how to give appropriate compliments related to certain topics like, home, family, clothes,

physical appearance. In Unit 9 ‘Work’, the learners are taught how to offer, accept and reject

help. The learners are provided by making decisions on what to say in a role play on a topic.

Also, there are audios of real conversations in the units for the learners to understand real-life

dialogues. The book is published for the purpose of providing a real-world viewpoint to the

learners, so, there are ample opportunities in each unit for the learners to practice in the real-life

dialogues with their peers which will help them outside the classroom.

2. To what extent does the material enhance learners’ confidence in speaking the

target language?

Evaluation of Target Score:4 /5

To perpetuate the language use in the target culture, it is necessary to boost learners’

confidence to use English with native speakers outside the classroom. As Tomlinson (2013)

states that the most important aspect of materials is to build learners’ confidence and self-esteem.

On the other hand, Cook (2013) argues that it is important to have adult topics and themes while
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considering materials for the adult learners, so that they can gain confidence in the topics which

are relevant as well as important for them.

Wide Angle prepares the learners for developing the confidence through appropriate

speaking activities provided to them in the units. For instance, Unit 4 ‘Movement’, the speaking

task is to ask and give directions, Unit 8 ‘Consumption’ has the speaking task for calling the

customer service. These tasks help the learners of other language develop confidence in

interacting with the English speakers outside the classroom in order to provide or ask for

necessary information. Majority of the themes in the textbook provides learners with appropriate

input and topics related to the learners needs as mentioned in the beginning of the paper. The

speaking activities such as telling and responding to a story, describing experiences and events,

describing places, people and many more, provides the learners with appropriate amount of

practice for them to make a small talk or interacting with the English speakers outside the

classroom. Almost every speaking task is either in groups or pairs and towards the end of the

units which will help them practice what they have learned in the unit with their peers by

speaking in the target language.

3. To what extent does the tasks help students engage affectively?

Evaluation of Target Score: 3/5

Emotional engagement of learners is an important aspect of language learning. Effective

materials are those which focuses on allowing sharing and processing information in which they

can use their own personalities and backgrounds to perform communicative tasks (Bao, 2013).

The learners are motivated when they are asked to contribute their personal opinions about a

topic. As Cook (2013) asserts “The topics that students have to talk about during the course are

presumably aimed both at interesting students during the lesson and at enabling them to use the
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second language for their ultimate goals” (p. 292). Also, the topics which are interesting to the

learners help them achieve their long-term goal effectively.

Wide Angle engage learners’ affect by providing them with the topics which engage them

emotionally. For instance, Unit 2 ‘Time’, the students have to tell a personal story to their peers.

Sharing stories about themselves can emotionally involve them into the learning process and

they can articulate their ideas better. Sharing opinions also bring the aspect of affect into the

materials and language learning. Although the textbook engages learners’ affect at some level, it

does not fulfill them fully with the emotional engagement. There are only few activities in each

unit which asks them to share their personal opinion, story with their peers. According to

Tomlinson (2013) “The most important result that learning materials can achieve is to engage the

emotions of learners. Laughter, joy, excitement, sorrow and anger can promote learning.

Neutrality, numbness and nullity cannot” (p. 25). The learners need change in the topics or

activities. The topics which asks them to bring their personalities forward can help them

facilitate the learning process and engage them affectively with the help of their peers.

4. To what extent does the material represent the target culture?

Evaluation of Target Score: 3/5

Culture plays an important role in language learning. As Pulverness & Tomlinson (2013)

argues that “language and culture are inextricably intertwined” (p. 446). Language and culture

cannot be separated. In order to learn a language, the learners have to know the culture of the

target language in order to function properly. McKay (2003) asserts that the materials need to be

effective for students in a way that they can learn how to use the target language to tell others

about their own culture.

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Wide Angle represents the target culture in a way that the ‘Real-life conversation’

activities in the units are helping the learners practice the conversation topics which they will

need outside the classroom. The materials such as visuals, audios, videos show people from

different cultures such as Vietnam, China, Belgium, Japan which the target country is all about.

While learning English, the learners are also getting to know the target culture by getting familiar

with the materials used in the textbook.

On the other hand, the textbook does not educate the learners about the target culture

(Canada). It only gives them knowledge on how to interact with the English speakers but does

not provide them with input about the culture. Wide Angle portrays different race, gender and

ethnicity in the materials provided for the student but fails to educate them and provide them

with information about the target culture.

5. To what extent does the material have engaging topics that motivate the learners?

Evaluation of Target Score: 3/5

It is essential for the learners to be motivated while learning a new language. Motivation

plays an important role in language learning. Ghosn (2013) talks about four aspects to consider

for motivating the learners: novelty of content, identifiability with content/characters by target

population, saliency of information and level of activity. The materials need to be level

appropriate and the topics covered need to be engaging for the learners so that it is interesting for

them and they can be motivated to learn a new language.

Wide Angle provides learners with real-life conversation level appropriate topics which

they will need to know when interacting with English speakers outside the classroom. The topics

such as interactions, making small talk, making connections, traveler or tourist, how to look for
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an ad online, rent a place etc. These topics motivates the learners as it fulfils their learning needs

and is also related to their context. The units give the learners knowledge about different topics

which they can face in the real-life, but it doesn’t provide them with actual activity which can

help them with their needs. For example, Unit 5 ‘Home’ provides learners with the text of an

online ad for renting a room or apartment. It provides them with the grammar and vocabulary in

context which will help them renting an apartment of room. But the end task is writing an ad,

which may not help the learners get motivated. According to Gardner (2001), “demotivated

learners feel uncomfortable with materials…that are not suited to their learning needs and styles”

(as cited in Enriquez, 2013, p. 271). Therefore, Wide Angle has engaging topics which can

motivate the learners but on the other hand, the end task is not appropriate for the learners’

needs.

6. To what extent does the material encourage the use of technology?

Evaluation of Target Score: 4/5

Technology is an integral part of language learning process. Most of the recent published

textbooks have some sort of technology integrated into it for an effective learning experience for

the learners. As Zhao (2005) asserts “Digital resources and the Internet can play in raising levels

of motivation and engagement in learners, supporting learners with different learning styles, and

helping to improve the quality of teaching and learning” (as cited in Richards, 2017, pp. 252-

253). Technology can help the learners to engage in the classroom practices effectively. Also, the

mobile technologies can help the learners understand the simple device features “that enables

multimodal communication, collaboration and language rehearsal in the course of everyday or

professional settings” (Kukulska-Hulme, Norris & Donohue, 2015, p. 8). This is a crucial aspect
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of using technology in the classroom which can help them be updated and enhance their skills

and knowledge over time.

Wide Angle constantly facilitates the learners to go to the Online Practice available for them

where they have access to all the videos, audios, grammar and vocabulary games and they can

also get instant feedback. The textbook also allows them to post their written articles on their

social media page or blog. Nowadays, every learner uses social media handles. Using it as a

resource for learning the target language also encourages them actively participate in the learning

process. The Unit 4 ‘Movement’ the learners are asked to send a text message to a friend in

English using what they have learned in the unit. This will guide them towards learning the

casual textual language which can help them to talk and understand the English speakers around

them.

7. To what extent does the material provide appropriate vocabulary related to the

context?

Evaluation of Target Score:3 /5

Vocabulary knowledge is a crucial aspect of language learning and language use. Nation

(2013) states some important features that can affect the conditions for learning vocabulary

which are Group work and gap fills. The materials need to provide vocabulary related to context

which learners can use outside the classroom as well.

In Wide Angle, the author provides the learners with vocabulary related to context in all

the 12 units. Nation (2013) argues that the vocabulary task “should be broken into a series of

steps to give a chance for the words in the written input to be re-used at each step” (p. 358). First,

the form and use of the vocabulary words are introduced in the units which is followed by one or
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two questions of either gap fills or match. For example, in Unit 4 ‘Movement’, the vocabulary

introduced are the Phrasal verbs. The author gives the definition of phrasal verbs with examples

of it being separable and inseparable. This is followed by three questions: matching each phrasal

verb with a phrase, finding six phrasal verbs from the previous question which can be separated

and making sentences for each phrasal verb. The learners need to know when they can separate

the verbs and when they cannot. This exercise will help them in achieving their goals of being in

the classroom for learning the appropriate vocabulary they will need outside the classroom in

conversing with the native speakers of English.

The only drawback of this textbook is that the vocabulary does not carry forward to the

next lesson of the unit. It is only limited to one lesson and then new vocabulary is introduced in

the following lesson. Masuhara (2013) states that “Pre-reading vocabulary activities seem

popular, reading sections often starts with vocabulary activities related to the texts” (p. 368). But,

in Wide Angle this is not an approach. The vocabulary is not related to the reading sections or

any text. It is introduced in the middle of the units either before or after the text.

8. To what extent does the material encourage learners to participate actively in the

activities?

Evaluation of Target Score: 5/5

There are some factors to consider when talking about encouraging the learners to

actively participate in the classroom practices. The materials need to be motivating, engaging,

collaborative and prioritizing learners’ needs which can help them move towards their desired

goals. Masuhara (2013) argues that there is a need of “engagement of affect” (p. 378) in the

materials developed for the learners. If the learners are engaged affectively which involves

interest, emotion and attitude, they will also actively engage in the classroom activities.
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Masuhara (2013) states that “Emotionally charged memory makes an instant and strong

impression and it stays in our memory for a long time” (p. 378). This also helps in actively

engaging the learners in the activities as if they are connected to the topics discussed, they are

more likely to concentrate and engage actively.

Wide Angle includes activities which caters all of the mentioned aspects for an active

participation of learners. The learners are encouraged to participate in the classroom practices

with their peers through pair and group activities in each unit. For instance, Unit 11 ‘Stories’,

starts with a group activity of sharing personal experience about a book which had a big impact

on the learners. The next section has three pair and one group activity along with some group

activities in the next section and so on. These activities allow the students to be an active

participant in the classroom. It encourages and motivates them fully so that each learner can

contribute equally also learn with and from each other while actively participating in the

classroom activities.

D. The Potential Publication

Publication Details
Craven, Miles. (2019). Wide Angle 3: A real-world viewpoint. Oxford: Oxford University Press.
ISBN: 978-0-19-452856-6
Price: $49.79
Description
Wide Angle is a set of coursebooks aligned with Common European Framework of
Reference (CEFR) and is designed for young adults to help them learn and practice how to
communicate in the real world. There are books for six levels ranging from A1 to C. Each level
has a teacher’s guide, workbook and access code for online practices.
Wide Angle 3 is comprised of twelve units organized with unique topics for young adults
mainly focusing on real-world viewpoint. Each unit has five sections based on different topics
related to the theme of the unit. Lesson 1 introduces the vocabulary, grammar, pronunciation all
together or one or more at a time. Lesson 2 focuses on the authentic text provided for skimming,
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scanning. Lesson 3 focuses on a particular skill: listening, speaking, writing introduced with a
model and follow up activities. Lesson 4 is titled as ‘English for real’ which emphasizes mainly
on speaking and listening. Lesson 5 end with a collaborative work done with peers in either
group or pair. Towards the end of the last unit, a review section is provided for the learners to
assess on what they have learned throughout the unit.
Strengths

The most important feature of Wide Angle is to provide the students with necessary skills
and knowledge which is required for the competent performance of a real-world activity
(Richards & Rodgers, 2001). The content-based syllabus shape of the material helps the
instructors to provide opportunities to the learners to participate in the real activity with the use
of authentic materials (Campbell, MacPherson & Sawkins, 2014)

Young adults who want to study English as well as experience real-life in Canada
requires learning tasks which that enable them to be able to use the target language in everyday
transactions, social interactions and for transferring information (Figueras, 2012). It is important
for the learners to socially participate in the learning process rather than receiving the knowledge
from the teacher (Campbell, MacPherson & Sawkins, 2014). This fits best into the collaborative
work done by the learners in pairs and groups throughout the unit.

Cautions
Wide Angle provides the learners with a necessary amount of input which yields them to
appropriate output. However, there are a few things to consider before adapting this textbook.
First, the vocabulary introduced in context in each unit does not move forward to the next lesson
in the unit. It remains in the same lesson in which it was introduced. Second, some tasks
provided in the textbook are irrelevant for the desired group of learners. For example, writing an
ad which won’t help the young adults as they would need help to rent an apartment. Third,
although the textbook portrays the target culture, but it does not educate the learners about the
target culture.
Conclusions
In a nutshell, Wide Angle is an appropriate book for young adults who want to practice
real-life English conversations. It facilitates the learning process through collaboration with peers
and is well suited for CEFR B1 level learners.
References
Campbell, Chris., MacPherson, Seonaigh., & Sawkins, Tanis. (2014). Preparing students for 
education, work, and community: Activity theory in task-based curriculum design. 
TESL Canada Journal//Revue TESL Du Canada, 31(8), 68–92. 

Figueras, Neus (2012). The impact of the CEFR. ELT Journal, 66(4), 477-485.

Richards, Jack. C., & Rodgers, Theodore. S. (2001). Approaches and methods in language 
teaching (2nd Ed.). Cambridge: CUP.
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E. References
Bao, Dat (2013). Developing materials for speaking skills. In B. Tomlinson (Ed.), Developing
materials for language teaching (pp. 407-428). UK: Bloomsbury.
Cambridge English. (n.d.). Retrieved from https://www.cambridgeenglish.org/exams-and-
tests/cefr/.
Cives-Enriquez, Rosa-Maria (2013). Materials for Adults: ‘I am No Good at Languages!’–
inspiring and motivating L2 adult learners of beginner’s Spanish. In Tomlinson,
Brian (Ed.). (2014). Developing materials for language teaching, 2nd ed. (pp. 269-288).
New York: Bloomsbury Academic.

Cook, Vivian. (2013). Materials for adult beginners from and L2 user perspective. In Brain.
Tomlinson (Ed.), Developing materials for Language teaching (pp. 289-306). London,
UK & New York, NY: Bloomsbury Publishing.
Ghosn, Irma-Kaarina (2013). Developing motivating materials for refugee children: from theory
to practice. In Brain. Tomlinson (Ed.), Developing materials for Language teaching (pp.
247-268). London, UK & New York, NY: Bloomsbury Publishing.

Hill, David A. (2013). The visual elements in EFL. In Tomlinson, Brian (Ed.). (2013).
Developing materials for language teaching, 2nd ed. (pp. 429-441). New York:
Bloomsbury Academic.

Hill, David A., & Tomlinson, Brian. (2013). Coursebook listening activities. In Tomlinson,
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New York: Bloomsbury Academic.

Kukulska-Hulme, A.; Norris, L. & Donohue, J. (2015). Mobile pedagogy for English language
teaching: A guide for teachers. London: British Council.
Masuhara, Hitomi. (2013). Materials for developing reading skills. In B. Tomlinson
(Ed.), Developing materials for language teaching (pp. 365-389). UK: Bloomsbury.
McKay, Sandra. (2003). Teaching English as an international language: The Chilean context.
ELT Journal, 57(2), 139-148.
Nation, Paul. (2013). Materials for teaching vocabulary. In Brian Tomlinson (Ed.), Developing
materials for language teaching (pp.157-166). London: Bloomsbury Publishing.

Pulverness Alan. & Tomlinson Brian. (2013). Materials for cultural awareness. In B. Tomlinson
(Ed.), Developing materials for language teaching (pp. 443-459). UK: Bloomsbury.

Richards, Jack C. (2017) Curriculum development in language teaching, 2nd ed. Cambridge:
Cambridge University Press.
Spiro, Jane (2013). Changing Methodologies in TESOL. Edinburgh: Edinburgh University Press.
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Tomlinson, Brian. (2013). Materials development courses. In Tomlinson, Brian (Ed.). (2013).

Developing materials for language teaching, 2nd ed. (pp. 481-500). New York:
Bloomsbury Academic.