ALLONA B.
VILLARIN REVIEWER IN BSEE 26-
BSEE 2-1
MATERIALS
- It refers to everything used to
help teaching language learners
(Tomlinson, 1998)
- It can be in the form of linguistic,
visual, auditory, or kinesthetic.
Professor Brian Tomlinson defines
materials as:
● The matters or substances from
which something can be made.
● Tools or apparatus for the
performance of a given task
● 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.
● Any systematic description of the
techniques and exercises to be
used in classroom teaching.
CHARACTERISTICS OF TEACHING
MATERIALS
Littlejohn & Windeatt `` materials have a
hidden curriculum that includes attitude
knowledge teaching
learning role and relationship of the
teacher/student.
Materials can divide into some types as
follows:
PRINTED: Textbook, student’s
worksheet, pictures, photographs,
newspapers & magazines.
AUDIO: cassette & compact disc
AUDIO VISUAL: video compact disc,
film.
INTRODUCTION TO MATERIALS
DEVELOPMENT
INTERACTIVE TEACHING: web based
learning materials, computer assisted
instruction.
AUTHENTIC: use in teaching of texts,
photographs, video selections, and
other teaching resources that are not
specially prepared for pedagogical
purposes.
CREATED: textbooks and other
specially developed instructional
resources.
Edge (1993)
Student-produced materials
- Students create materials using
their own knowledge to produce
learning materials for their
classmates.
Student as materials
- Learners act as materials for
example and to make the
learning enjoyable.
Materials Development
- Anything done by materials
developers or teachers lo
facilitate the learning of the
language (teaching).
Ten components of the systems
approach model ( Tomlinson & Dick
& Carey )
1. Identify an instructional goal
2. Conduct an instructional analysis.
3. Identify entry behaviors and
characteristics.
4. Write performance objectives
 5. Develop criterion-referenced test
items.
6. Develop an instructional strategy.
7. Develop and/or select
instructional materials.
8. Design and conduct the formative
evaluation.
9. Revise instruction.
10. Conduct summative evaluation.
FIVE IMPORTANT COMPONENTS OF
LANGUAGE TEACHING
( Nunan 1990 )
1. Students
2. Teachers,
3. Materials,
4. Teaching methods
5. Evaluation
Sixteen principles Second Language
Acquisition (SLA) researchers would
agree to be the basic principles of
SLA relevant to the materials
development for the teaching of
languages.
1. Materials should achieve impact
- materials have a noticeable effect on
learners.
2. Materials should help learners to
feel at ease.
- relaxed and comfortable students
apparently can learn more in shorter
periods of time.
3. Materials should help learners to
develop confidence
- help the learners to feel successful by
asking them to use simple language to
accomplish easy tasks such as
completing substitution tables, writing
simple sentences and filling in the
blanks in dialogues.
4. What is being taught should be
perceived by learners as relevant and
useful.
- recognize the need to make the
learners aware of the potential
relevance and utility of the language and
skills they are teaching.
5. Materials should require and
facilitate learner self-investment.
- learners profit most if they invest
interest, effort and attention in the
learning activity and make discoveries
for themselves.
6. Learners must be ready to acquire
the points being taught.
-Readiness can be achieved by
materials
7. Materials should expose the
learners to language in authentic use.
- exposure to authentic use of the target
language is necessary but not sufficient
for the acquisition of that language.
8. The learners’ attention should be
drawn to linguistic features of the
input.
- helping learners to pay attention to
linguistic features of authentic input can
help them to eventually acquire some of
those features.
9. Materials should provide the
learners with opportunities to use the
target language to achieve
communicative purposes.
- learners should be given opportunities
to use language for communication
rather than just to practice it in situations
controlled by the teacher and the
materials.
10. Materials should take into
account that the positive effects of
instruction are usually delayed.
- it is a gradual rather than an
instantaneous process and that this is
equally true for instructed as well as
informal acquisition.
11. Materials should take into
account that learners differ in
learning styles.
- learners have different preferred
learning styles.
STYLES OF LEARNING
● Visual (e.g. learners prefer to
see the language written down).
● Auditory (e.g. learners prefer to
hear the language).
● Kinaesthetic (e.g. learners
prefer to do something physical,
such as following instructions for
a game).
● Studial (e.g. learners like to pay
conscious attention to the
linguistic features of the language
and want to be correct).
● Experiential (e.g. learners like to
use the language and are more
concerned with communication
than with correctness).
● Analytic (e.g. learners prefer to
focus on discrete bits of the
language and to learn them one
by one).
● Global (e.g. learners are happy
to respond to whole chunks of
language at a time and to pick up
from them whatever language
they can).
● Dependent (e.g. learners prefer
to learn from a teacher and from
a book).
● Independent (e.g. learners are
happy to learn from their own
experience of the language and
to use autonomous learning
strategies).
12. Materials should take into
account that learners differ in
affective attitudes.
- learners should have strong and
consistent motivation and they should
also have positive feelings towards the
target language.
13. Materials should permit a silent
period at the beginning of instruction
- silent period can facilitate the
development of an effective internalized
grammar which can help learners to
achieve proficiency when they
eventually start to speak in the L2.
14. Materials should maximize
learning potential by encouraging
intellectual, aesthetic and emotional
involvement which stimulates both
right- and left brain activities.
- A narrowly focused series of activities
which require very little cognitive
processing (e.g. mechanical drills; rule
learning; simple transformation
activities) usually leads to shallow and
ephemeral learning.
15. Materials should not rely too
much on controlled practice.
- It is interesting that there seems to be
very little research which indicates that
controlled practice activities are
valuable.
16. Materials should provide
opportunities for outcome feedback.
- Feedback which is focused first on the
effectiveness of the outcome rather than
just on the accuracy of the output can
lead to output becoming a profitable
source of input.
Principles and Procedures of
Materials Development
1. Make sure that the materials contain
a lot of spoken and written texts.
2. Make sure that the language the
learners are exposed to is authentic in
the sense that it represents how the
language is typically used.
3. Make sure that the language input is
contextualized.
4. Make sure that the learners are
exposed to sufficient samples of
language in authentic use to provide
natural re-cycling of language items.
5. Prioritize the potential for
engagement by.
6. Make use of activities which get the
learners to think about what they are
reading or listening to and to respond to
it personally.
7. Make use of activities which get
learners to think and feel before during
and after using the target language for
communication.
8. Make sure the texts and tasks are as
interesting, relevant and enjoyable as
possible so as to exert a positive
influence on the learners’ attitudes to
the language and to the process of
learning it.
9. Set achievable challenges which help
to raise the learners’ self-esteem when
success is accomplished.
10. Stimulate emotive responses
through the use of music, song,
literature, art etc,
11. Make use of activities which get
learners to visualize and/or use inner
speech before during and after
experiencing a written or spoken text.
12. Make use of activities which get
learners to visualize and/or use inner
speech before during and after using
language themselves.
13. Make use of activities which help the
learners to reflect on their mental activity
during a task and then to try to make
more use of mental strategies in a
similar task.
14. Use an experiential approach in
which the learners are first of all
provided with an experience which
engages them holistically.
15. Rather than drawing the learners’
attention to a particular feature of a text
and then providing explicit informati
about its use it is much more powerful to
help the learners.
16. Provide many opportunities for the
learners to produce language in order to
achieve intended outcomes.
17. Make sure that output activities are
designed so that the learners are using
language rather than just practicing
specified features of it.
18. Design output activities so that they
help learners to develop their ability to
communicate fluently, accurately,
appropriately and effectively.
19. Make sure that the output activities
are fully contextualized in that the
learners are responding to an authentic
stimulus.
20. Try to ensure that opportunities for
feedback are built into output activities
and are provided for the learners
afterwards.
 MATERIALS EVALUATION
- a procedure or a systematic appraisal
measuring the potential value(s) of
materials on learners in relation to their
objectives (Tomlinson 1998, 2003).
- Material evaluations can be
impressionistic or empirical (Ellis 1997).
- Material evaluation is a dynamic
process which is "fundamentally a
subjective, rule-ofthumb activity" where
no neat formula, grid, or system will ever
provide a definitive yardstick" (Sheldon,
1988).
TWO TYPES OF MATERIALS
EVALUATION (Rod Ellis 1997)
a. Predictive evaluation - is designed
to make a decision regarding what
materials to use.
b. Retrospective evaluation- designed
to examine materials that have actually
been used.
Types of Materials Evaluation
1. Pre-Use Evaluation
- making predictions about the
potential value of materials.
2. Whilst (In)-Use Evaluation
- measures the value of the
materials whilst observing or
using them.
- it makes use of measurement
rather than prediction.
3. Post-Use Evaluation
- the most important and valuable
type of evaluation because it can
measure the actual effects of the
materials.
- It can measure short and long
term effects.
Principles in materials evaluation
Effectiveness principle- meeting the
needs of the learners Compare what the
learners knew and were able to do
before they used the course book
Efficiency principle- meet the needs
of the learners more effectively than
some alternative course books.
APPROACHES TO MATERIALS
EVALUATION
A. Ad hoc impressionistic evaluation
- based on intuitions, impressions,
and experience of using
materials.
- It can be biased by
misconceptions.
B. Systematic evaluation
- based on a specification of
objectives, principles and
procedures adopted or
embedded in materials.
- best done in a longitudinal
fashion.
C. Internal evaluation
- focuses on the internal
accountability of the materials.
D. External evaluation
- examines the extent to which a
set of materials meets the needs
of a particular group of learners.
Frameworks and checklists for
materials evaluation
Breen and Candlin’s (1987)
framework
PHASE ONE: Initial questions
1. What do the materials aim to do and
what do they contain?
2. What do the materials make your
learners do while they are learning?
 3. How do the materials expect you to
teach the learners in the classroom?
4. Are the materials the only resource in
classroom language learning?
PHASE TWO: Your learners and the
materials
1. Are the materials appropriate to your
learners’ needs and interests?
2. Are the materials appropriate to your
learners’ own approaches to language
learning?
3. Are the materials appropriate to the
classroom teaching/learning process?
4. Seven design features of materials
for classroom work
5. Discovering learners’ criteria for good
material.
WHY DO WE NEED TO EVALUATE
MATERIALS?
● Evaluation is a matter of judging
the fitness of something for a
particular purpose.
● Concerns on the relative merit.
There is no absolute good or bad,
only degrees of fitness for the
required purpose.
● Identify the popular and
successful features of existing
materials, which will help us to
produce better materials.
● Choose suitable materials for
language programs.
● Adapt the materials to make them
better suit the needs of the
students and the needs of
teaching.
● Identify how successful the
materials used in the classroom
are.
● Examine whether the materials
fulfil the prescribed course for a
task-based syllabus.
Qualities each unit of material should
reflect
1. Textbooks- are most aspects of
a curriculum and are often
considered the main script that
shapes the teaching and learning
processes.
2. Teachers’ guides- support
teachers in their teaching
practices.
3. Supplementary materials-
materials that enrich teaching,
engage students in multi-
dimensional learning, build
students’ abilities to apply their
knowledge.
4. Multimedia and digital
resources- growing source of
knowledge for teachers and
learners and greater access to
information and communication
technologies in schools can help
reduce the digital divide between
low- and high-income groups.
ADAPTING MATERIALS
Materials adaptation- refers to the
application of some strategies to make
the textbook more effective and flexible.
Adoption- whatever textbooks are
provided to the teachers, they consider
those as the authority, thus, few or no
adaptations to text are made.

Need to material adaptation

- Overcoming a number of
mismatches ( relate to the
principles and objectives
underlying a textbook ).
- Using materials means making
changes in them that match the
level and needs of learners.
- Adaptation is sometimes
perceived as changes to be
made only when materials are
'bad'.
- All materials, however good they
are, need to be adapted.