Learning Module Property of SMCC

UNIT 2: Language Learning Materials Development

Learning Module Property of SMCC

 I. Sub-Topics

A. Materials and materials development

1. Forms of materials
2. Roles of materials
3. Authentic Vs. Artificial
B. Materials Evaluation
1. Purpose of material evaluation
2. Types of material evaluation
3. Nature of material evaluation
4. Qualities of a good material evaluation

II. Learning Outcomes

a. discuss what “materials development” and “materials” are;
b. cite examples of language learning materials used in the classroom;
c. point out the negative and positive trends of materials development;

III. Content
Materials and Materials Development

Materials: Language learning materials development is the matters or substances from which
something can be made. These are tools for the performance of a given task. They have a
logical connection with a subject matter or the consequential events or the knowledge of
which would significantly affect a decision or course of action (Brian Tomlindon, 2003).

Materials can be any systematic description of the techniques and exercises to be used in
classroom teaching. The key in developing sound materials is to ensure that they are
described and organizes well enough so that teachers can use them with no confusion and
with a minimum of preparation time (James D. Brown, 2007).

Materials Development: Materials development is both a field of study and practical

undertaking. As a field it studies the principles and procedures of the design, implementation
and evaluation of language teaching materials (Tomlinson 2006, 66).

Other definitions:
- Anything done by materials developers or teachers to facilitate the learning of the
language (teaching)
- A conscious process which consists of the committing to memory of information
relevant to what is being learned (learning)
- Anything which is done by writers, teachers or learners to provide sources of language
input and to exploit those sources in ways which maximize the likelihood of intake
- The supplying of information about and/ or experience of the language in ways
designed to promote language learning

Learning Module Property of SMCC

 Teaching materials are one of the most crucial components in most language program since:
- They generally serve as the basis for much of the language input learners received
- They provide what should be learnt and practiced in a 4 walled environment
- They may serve as a form of teaching, training, particularly for the inexperienced
teachers.

Forms of Materials

 Printed – any materials that uses printed forms (Books, Workbooks, teacher’s books,
Work sheets, readers material)
 Non-Print – this uses non-printable materials (Audio, video, computer-based)
 Self-access/Internet – any materials that is on spot available to be utilize by the
developer to aid learning development.

The roles of materials according to Cunningworth (1995)

- A source for presentation (spoken or written)
- A source of activities for learner practice and communicative interaction
- A reference source for learners on grammar, vocab., pronunciation, and so on.
- A source of stimulation and ideas for classroom activities
- A source for syllabus
- A support for less experienced teachers who have not yet gained confidence in
teaching.

Authentic VS. Artificial Materials

Authentic Materials – Any materials which are not designed for learning and teaching
purposes, examples are magazines, newspaper, TV broadcast, recorded real telephone
conversation, photographs, and the like.

Artificial Materials – Any materials which are designed and intended for learning and
teaching purposes, this can be textbooks, CDs for listening and the like.

Usefulness of Authenticity
- They have a positive effect on learner motivation
- They provide authentic cultural info about the TL
- They provide exposure to real language
- They relate more closely to learners’ needs
- They support a more creative approach to teaching

Critics
- Artificial (created) materials can also be motivating
- Authentic materials often contain difficult language
- Artificial materials may be superior to authentic materials as they are generally built
around a graded syllabus.
- Authentic materials preparation is time consuming
- Authentic materials may contain culturally inappropriate content
- Authentic reading texts are usually quite long; which usually leads to demotivation

Learning Module Property of SMCC

 Materials Evaluation

Materials evaluation may be defined as a procedure or a systematic appraisal measuring the

potential value(s) of materials on learners in relation to their objectives (Tomlinson 1998,
2003). In other words, materials evaluation means a principled process of providing useful
information about the targeted materials in order to select and/or developed them in a reliable
and valid approach.

Purposes of Materials Evaluation

Mukundan (2004, 2009) argues that there are two purposes for evaluation; the first is to
select the coursebook and the other purpose is to determine the effectiveness of the
coursebooks while they are used.

However, Tomlinson and Masuhara (2004) indicate that the ultimate purpose of evaluation is
for re-development of material. Identifying the potential strengths and weaknesses of the
materials for selecting and/or development purposes is useful.

Types of Evaluation
(Book)
External evaluation – claims made on the cover, introduction and table of contents;
audience, proficiency level, context intended, how language is organized and teachable units,
views on language and methodology.

Internal evaluation – in – depth look at two or more units – representation of skills, grading
and sequencing kinds of texts, relation text-exercise.

Types of Evaluation
(Stages)
Pre-use Evaluation: It involves making prediction about the potential value of materials on
people who use them (Tomlinson 1998, 2003). He indicates that this type of evaluation is
often impressionistic, subjective and unreliable since a teacher scans a book quickly to gain
an impression about its value.

Whilst (In)-use Evaluation: It measures the value of the materials whilst observing or using
them. Mukundan (2009), for example, indicates that retrospective evaluation is the re-
evaluation of materials while they are in-use to decide if the materials work.

Post-use Evaluation: It is the most important and valuable type of evaluation because it can
measure the actual effects of the materials on the users and provide reliable information
(Tomlinson 1998, 2003). Tomlinson maintains that it can measure short term effects such as
motivation, impact achievability and instant learning.

Textbooks Evaluation

Advantages:
- They provide structure and a syllabus for a program
- They help standardize instruction

Learning Module Property of SMCC

 - They maintain quality
- They provide a variety of resources
- They are efficient
- They can provide effective language models and input
- They can train teachers
- They are visually appealing
Potential Problems:
- They may contain inauthentic language
- They may distort content
- They may not reflect students’ needs
- They can deskill teachers
- They are expensive

Nature of Materials Development

The goal is to create materials that can serve as resources for effective teaching. The writer
starts with a learning goal in mind and then seeks to create a set of activities that enable that
goal to be reached. Shulman (1987) describes the transformation phase of this process as
consists of:
1. Preparation: Critical interpretation and analysis of text; structuring and segmentation,
development of curricular repertoire, and clarification of purposes.
2. Representation: use of representational repertoire that includes analogies,
metaphors, examples, explanations, and so on.
3. Adapting and tailoring to student characteristics: Consideration of conceptions,
preconceptions, misconceptions, and difficulties; language, culture, and motivations;
and social classes, gender, age, ability, aptitude, interests, self-concepts, attention.

Qualities of good materials

(Rowntree, 1997)
- Arose the learners’ interests
- Remind them of earlier learning
- Tell them what they will be learning next
- Explain new learning content to them
- Relate these ideas to learners’ previous learning
- Get learners to think new content
- Help them get feedback on their learning
- Encourage them to check their progress
- Help them to do better

Learning Module Property of SMCC

 Assessment: Online sourcing

Directions:
1. Look for an online example of a detailed rubrics for evaluating a material. Paste it on
Microsoft word, and submit it online (google classroom).
2. Create your own detailed rubrics for evaluating materials. Submit it online.
3. Deadline is on Feb. 15, 2022.
4. Be Creative!

References:

1. Alda, R. (2018). Going to the MALL: Mobile assisted language learning in english
language instruction. International Journal of English Language Teaching. Volume
60/4 July-August 2018 Rs. 15
2. Alda, R. (2018). Podcasting tasks and students’ aural-oral skills. International
Journal of Language and Education. Volume:7, Issue:4, October 2018
3. K to 12 English Curriculum Guide Retrieved at
www.deped.gov.ph/wp-content/uploads/2019/01/English-CG.pdf
4. Mozayan, M. (2015). Materials to develop microskills and macroskills: Are there any
principles? ELT Voices. Retrieved at
http://eltvoices.in/Volume5/Issue_6/EVI_56_1.pdf

Learning Module Property of SMCC

Learning Module Property of SMCC