SLA

This is an abbreviation for Second Language Acquisition and is normally used to refer to research and
theory related to the learning of second and foreign languages.
Second Language Acquisition (SLA) is a complex and multifaceted process through which
individuals learn a language other than their native language. Researchers in the field of SLA have
investigated various factors that influence language learning, including cognitive, social, and
environmental aspects.
SLA AND MD
1. Diversity of Views in SLA - The passage begins by stating that there is no unanimous agreement
among researchers on a single view of the language learning process that can be universally applied to
language teaching (referencing Tarone & Yule, 1989)
WHY? - Language acquisition is a complex process influenced by various factors, such as
cognitive abilities, socio-cultural context, and individual differences. Different researchers focus on
different aspects, leading to a diversity of views.
2. Absence of Definitive Answers - It emphasizes that, as of the present time, no Second Language
Acquisition research offers a definitive solution to the actual challenges faced in Second Language
(L2) teaching. Cook (1996) argues that there isn't a predetermined correct theory of language teaching
derived from L2 acquisition research.
WHY? - Language learning involves a myriad of variables, and individuals may have unique
learning preferences. What works for one learner or in one context may not work universally, making
it challenging to formulate a single, definitive approach to language teaching.
3. Continuing Relevance - The statements made by Tarone and Yule (1989) as well as Cook (1996)
are asserted to still hold true in the present context, indicating that the challenges in language teaching
persist.
WHY? - Language acquisition is an evolving field, and despite advancements in research, the
intricacies of how individuals acquire a second language are not fully understood. The challenges
identified by earlier researchers remain relevant as new insights continue to emerge.
4. Caution in Application - The passage urges caution against expecting a single research-based
model to dominate all others. It advises against prescribing applications of theories that lack solid
empirical support.
WHY? – Applying untested or unsupported theories in language teaching can be
counterproductive and may not lead to successful outcomes. The diversity of learners and contexts
requires a cautious approach to avoid unintended consequences.
5. Application to Materials Development - Despite the lack of a definitive theory, the passage
suggests that this uncertainty should not hinder educators from applying what is known about second
and foreign language learning to the creation of teaching materials. Tomlinson (2014) is referenced in
support of this idea.
WHY? – Despite the absence of a single, universally accepted theory, there is accumulated
knowledge about language learning that can be practically applied. Developing materials based on
existing knowledge allows educators to leverage proven strategies even in the absence of a unified
theory.
The following basic principles (Tomlinson, 2010) should be observed in developing materials for
language learning:
1. A prerequisite for language acquisition is that the learners are exposed to a rich,
meaningful, and comprehensible input of language in use.
a. Explanation: Language acquisition is facilitated when learners are exposed to
language input that is rich, meaningful, and comprehensible. This means that the
language used in learning materials should be contextually relevant, interesting, and
at a level that the learners can understand.
2. In order for the learners to maximize their exposure to language in use, they need to be
engaged both affectively and cognitively in the language experience.
a. Explanation: Learners need to be emotionally and intellectually involved in the
language learning experience. When learners are engaged both affectively
(emotionally) and cognitively (mentally), they are more likely to actively participate
in the learning process and retain the information.
3. Language learners who achieve positive affect are much more likely to achieve
communicative competence than those who do not.
a. Explanation: Positive emotions, or affect, play a crucial role in language learning.
When learners have a positive attitude, they are more likely to achieve
communicative competence, meaning they can effectively use the language in real-
life situations for communication.
4. L2 language learners can benefit from using those mental resources which they typically
utilize when acquiring and using the L1.
a. Explanation: Language learners can benefit from utilizing cognitive resources they
typically use when acquiring and using their native language (L1). Drawing on
mental processes and strategies that work in L1 can enhance the learning of a second
language (L2).
5. Language learners can benefit from noticing salient features of the input and from
discovering how they are used.
a. Explanation: Learners can benefit from actively observing and "noticing" key features
of the language input. This involves paying attention to significant aspects of the
language, such as grammar rules, vocabulary usage, or language patterns. Actively
engaging with these features aids in internalizing language structures.
6. Learners need opportunities to use language to try to achieve communicative purposes.
a. Explanation: Learners need chances to use the language for real communicative
purposes. Providing opportunities for learners to apply their language skills in
meaningful contexts helps reinforce their learning and promotes effective
communication.
Note: The examples given are not always applicable. Teachers are given the discretion to know and
create instructional materials that would work best with the type of learners they work with.
MAJOR SLA THEORIES
Behaviorism
When teaching using behaviorist theory, which emphasizes observable behaviors and the influence of
the environment on learning, instructional materials should focus on reinforcement, repetition, and
clearly defined objectives. Here are instructional materials and strategies aligned with behaviorist
theory:
Drill and Practice Software:
 -Utilize drill and practice software that provides immediate feedback and allows
learners to repetitively practice specific tasks or concepts.
Modeling Videos:
-Create videos that model correct behaviors or skills, allowing learners to observe and
imitate the desired actions.
Simulations:
-Develop simulations or virtual environments that allow learners to practice behaviors
in a controlled setting, providing opportunities for reinforcement and correction.
Remember that behaviorist theory emphasizes the importance of reinforcement and repetition in
learning. The instructional materials should be designed to provide clear cues, immediate feedback, an
Innatism
When teaching using the innatist theory or Universal Grammar theory, which is closely associated
with the work of Noam Chomsky, the focus is on the idea that humans are born with an innate
capacity for language acquisition. Here are instructional materials and strategies that align with this
theory:
Storytelling/ storybooks:
-Use storytelling as a method to convey complex ideas and language structures in a
natural and engaging way.
Language Games:
-Incorporate language games and activities that make learning enjoyable and
stimulate the natural language learning process.
Authentic Materials:
-Include authentic materials like newspapers, magazines, podcasts, and videos to
expose learners to real-world language usage.

Project-Based Learning:
Remember that the innatist theory emphasizes the importance of exposure and
immersion in a language-rich environment, allowing learners to intuitively absorb linguistic
patterns and structures. The focus is on facilitating natural language development through
meaningful interactions and experiences.
Cognitivism
When teaching using the cognitivism theory, which focuses on mental processes such as memory,
problem-solving, and critical thinking, instructional materials should stimulate active cognitive
engagement. Here are instructional materials and strategies that align with cognitivism:
Concept Maps/ Mind Maps/ Graphic Organizers:
-Have learners create concept maps to visually organize and represent their
understanding of relationships and hierarchies within a particular topic.
 -Use mind mapping tools to help learners brainstorm ideas, organize thoughts, and
make connections between concepts.
-Provide graphic organizers, such as charts, diagrams, and tables, to help learners
structure information and identify key relationships.
Case Studies:
-Utilize case studies to present real-world scenarios that require learners to analyze
information, apply problem-solving skills, and make decisions based on their cognitive
understanding.
Self-Regulated Learning Resources:
-Provide resources and guidance for self-regulated learning, empowering learners to
set goals, monitor their progress, and adjust their strategies accordingly.
Remember that cognitivism emphasizes the importance of active cognitive processes, including
memory, problem-solving, and critical thinking. Instructional materials should be designed to
facilitate the construction of knowledge, promote deep understanding, and engage learners in
meaningful cognitive activities.

Communicative approach
When teaching using the communicative approach, instructional materials should facilitate
meaningful communication and interaction in the target language. Here are instructional materials and
strategies that align with the communicative approach:
Project-Based Learning:
Engage learners in project-based activities that require collaboration, communication,
and the use of language in a practical context.
Interactive Games:
Integrate language learning games that encourage communication and language use
in a fun and engaging way.
Interactive Whiteboard Activities:
Use interactive whiteboard activities that allow learners to manipulate and interact
with content, encouraging participation and communication.

Other Methods
Grammar Translation Method
The Grammar-Translation Method is a traditional approach to language teaching that emphasizes the
explicit teaching of grammar rules, translation exercises between the target language and the native
language, and a focus on reading and writing. While it has been criticized for its lack of emphasis on
communication skills, some instructional materials that align with this method include:
Grammar Textbooks:
 -Use comprehensive grammar textbooks that provide detailed explanations of
grammatical rules, examples, and exercises. These textbooks should cover the structure and
syntax of the target language.
Bilingual Dictionaries:
-Encourage the use of bilingual dictionaries for reference, allowing learners to look
up words and phrases in the target language and find their equivalents in their native
language.
Grammar Charts and Tables:
-Create visual aids such as grammar charts and tables that summarize key grammar
rules, making it easier for learners to reference and review information.
Direct Method
The Direct Method is an approach to language teaching that emphasizes teaching vocabulary and
grammar inductively, focusing on oral communication and avoiding the use of the native language.
Here are instructional materials and strategies that align with the Direct Method:
Storybooks:
-Encourage learners to tell and create their own stories in the target language,
fostering creativity and language expression.
Role-Play Cards:
-Provide role-play cards with scenarios that encourage learners to engage in
spontaneous conversations, using the target language in real-life situations.
Audio-Lingual Method
The Audio-Lingual Approach is a language teaching method that emerged in the mid-20th century,
emphasizing oral skills and pattern drilling through the use of audio materials. Here are instructional
materials aligned with the Audio-Lingual Approach:
Language Lab Recordings:
-Utilize language lab recordings that feature native speakers using target language
patterns. Learners listen to and repeat these patterns for pronunciation practice.
Cassette Tapes and Audio Files:
-Provide cassette tapes or digital audio files with recorded dialogues, exercises, and
pronunciation drills for learners to listen to and repeat.
Tape Transcription:
-Engage learners in tape transcription activities where they listen to a recording and
transcribe the spoken words or sentences. This helps develop listening and writing skills.
PRINCIPLES OF SLA RELEVANT TO THE DEVELOPMENT OF MATERIALS FOR THE
TEACHING OF LANGUAGES
1. Materials should achieve impact.
-observable and noticeable changes
-pique interest
 Novelty- unusual
Variety- topics, assessments, IM
Attractive Presentation- use of colors
Appealing Content- experience
Achievable challenge- not too easy nor difficult.
Impact is varied
2. Materials should help learners feel at ease.
-Krashen’s Affective filter hypothesis (Motivation, anxiety)
- It is the responsibility of teachers to help learners feel at ease
- Tomlinson

 White space
 Examples and images are culturally relevant
 Help them learn than test them
 Supportive voice (LLM are devoiced) Thus, when teaching:
1. Informal discourse features
2. Contarctions
3. Active than passive
4. Examples
5. No superiority

3. Materials should help learners develop confidence – Krashen

-Challenge leaners (Spiral curriculum)
-Allow them to use creativity

4. What is being taught should be perceived by learners as relevant an useful

-Practical application
-Authentic assessments
5. Materials should require and facilitate learner self-investment:
Explanation: This principle emphasizes that teaching materials and the classroom
environment should encourage learners to actively engage in the learning process, taking ownership
of their education. Learners benefit the most when they invest their interest, effort, and attention,
leading to a more meaningful and effective learning experience.
Example: Imagine a science class where the traditional textbook approach is replaced with an
interactive experiment. Instead of merely reading about chemical reactions, students actively
participate in mixing different substances to observe the reactions firsthand. This hands-on activity
requires their interest and effort, facilitating self-discovery as they witness and analyze the outcomes.
In this way, the materials not only convey information but also encourage learners to invest
themselves in the learning process.
 Explanation: Instead of presenting information in a passive manner, materials should
encourage exploration, critical thinking, and problem-solving. Learners should be guided to discover
concepts on their own, promoting a deeper understanding.
6. Learners must be ready to acquire the points being taught:
Explanation: This principle emphasizes that effective language acquisition occurs when
learners are mentally prepared to absorb and apply new linguistic structures. It suggests that
instruction should align with the learner's readiness to avoid premature exposure, which may lead to
errors or incomplete understanding.
Example: Consider a language class where complex grammatical structures are introduced
only after students have gained a solid foundation in basic sentence construction. Waiting until
learners are mentally prepared for more advanced concepts increases the likelihood of successful
acquisition without confusion or errors.
Explanation: Aligning instruction with learner readiness enhances the speed and frequency
of rule application.
7. Materials should expose the learners to language in authentic use:
Explanation: This principle highlights the importance of exposing learners to authentic
language use. Comprehensible input is crucial, but it should also reflect how the language is naturally
employed in various contexts. Authentic input includes not only spoken and written texts but also
activities and tasks that simulate real-life language use.
Example: In a language learning program, materials might include interviews, movie
critiques, or tutorial programs in the local community. These activities expose learners to different
styles, modes, and purposes of language, promoting a richer understanding of language in authentic
contexts.
Explanation: Materials that simulate authentic language use facilitate contextual learning,
making language acquisition more practical.
8. The learner’s attention should be drawn to linguistic features of the input:
Explanation: This principle underscores the significance of directing learners' attention to
specific linguistic features of authentic input. By making learners aware of the differences between
their interlanguage (their current language proficiency) and the target language, educators can
facilitate the acquisition process.
Example: In a language class, the teacher may guide students to compare their own spoken or
written output. Drawing attention to differences, such as pronunciation, grammatical structures, or
vocabulary usage, helps learners notice the gaps in their language proficiency and motivates them to
improve those aspects over time.
9. Materials should provide the learners with opportunities to use the target language to achieve
communicative purposes

 After learning the materials, learners should be given opportunities to practice the language
they have learned for communication in real life situation not just practicing it in the
classroom controlled by the teacher.
 They should practice the language in an authentic way. To do that, provide them activities and
instructional material that can enhance their use of the target language:
  information or opinion gap activities which require learners to communicate with each other
and/or the teacher in order to close the gap (e.g. finding out what food and drink people would
like at the class party);
 post-listening and post-reading activities which require the learners to use information from
the text to achieve a communicative purpose (e.g. deciding what TV programs to watch,
discussing who to vote fir, writing a book/film review);
 creative writing and creative speaking activities such as writing a story or improvising a
drama;
 formal instruction given in the target language either on the language itself or on another
subject.
10. Materials should take into account that the positive effects of instruction are usually
delayed.
As it can be observed in our daily teaching, learners learning a language is not an
instantaneous process but a gradual one. In order to facilitate the gradual process of learning or
acquiring a language, it is important to give frequent and ample exposure to the instructed language
features in communicative use.
11. Materials should take into account that learners differ in learning styles. Not all learners
have the same learning styles.
Language learning styles include visual, auditory, kinaesthetic (e.g. the learner prefers to do
something physical, such as following instructions), studial (e.g. the learner likes to pay conscious
attention to the linguistic features of the language and wants to be correct), experiential, analytic,
global, dependent and independent.
12. Materials should take into account that learners differ in affective attitudes.
Learners’ attitudes vary in types and times. Ideal learners will need strong and consistent
motivation, positive feelings towards the target language, their teachers, their fellow learners, and the
materials they are learning. Realizing this fact, materials should provide choices of different types of
texts and types of activities.
13. Materials should permit a silent period at the beginning of instruction

 In the beginning of the lesson, the teacher must be the one to engage first in the
communication process and let the students listen, comprehend, and gradually let them
engage in the communicative process. The materials should not force premature speaking in
the target language (let’s say English Language) or force silence either.
 In making or developing materials in teaching a second language, it is necessary to take into
consideration how the students will respond when asked using the second language (pretend
we teach English language as a second language and first language is anything), do they
answer using their first language or do they remain silent. In times where the students are not
yet fully capable of speaking the second language, teachers can adopt various strategies or
approaches to enhance the students acquisition of second language:
 In the beginning of the session, teachers can use Total Physical Response (TPR) where there
are visual or oral instructions or demonstrations for the students to follow thus exposing them
with the natural use of language and much stronger recall.
 It is also important to permit students to respond using their first language or through other
means such as gestures or drawings and also help them by translating words into the target
language (this approach is a grammar translation method). Through this, they will be able to
widen their vocabulary. Teachers may use other strategies and approaches to enhance the
students' second language acquisition than forcing them to speak the target language.
14. Materials should maximize learning potential by encouraging

 intellectual, aesthetic, and emotional involvement which stimulates both right- and left-brain
activities
 This means that this principle can stimulate the learners to learn the same lesson involving
different cerebral processes and different states of consciousness in many different parts of the
brain.
 Developers must consider the knowledge, skills, and attitudes that learners must put into the
activities
 This principle highlights the importance of teaching the usage of language in authentic
contexts and not simply teaching the technicalities of language only. Once a student is out in
the classroom, they encounter different situations where they will engage in communicating
or comprehending, and communication does not simply end only in learning lexis and syntax
thus the materials should stimulate the students left and right brain (left - analytical thinking,
logical and speech and right - emotion, creativity and intuition)
 The teachers may adapt didactic materials (didactic materials are used to facilitate, construct,
and give meaning to explanations in order to lead students to language learning). Thus, in the
development of materials teachers should carefully consider how to use, adapt, and/or
develop according to the context, and more importantly, the topic to teach.
 In order to facilitate deeper learning/understanding, materials should include convergent
thinking (there’s only one answer) activities such as writing and doing logical and sequential
tasks in order to activate their left brain and divergent thinking (free flow or ideas and
multiple answer to one problem) activities such as visual and imaginative tasks to stimulate
the right part of the brain.
 example: after doing a very simple activity that involves writing or simply transforming
words from present tense to past tense – the next activity could be to have the students write
their own sentence/passage/poem that should involve tenses to trigger their divergent
thinking.
15. Materials should not rely too much on controlled practice

 This means that materials should focus on language use

 When learners do authentic activities, they are doing something that puts realistic and relevant
learning.
 Material should not focus only on controlled activities as this can restrict their growth in
terms of accuracy and fluency of the target language but rather let the learners have open-
ended activities to allow them to come up with their own ideas.
 controlled practice activities: crossword puzzles, gap-fill worksheets, putting words in the
correct order, and selecting the correct tense or form of a word from multiple choices
 free practice activities (unrestricted manner): class debates, role plays, and doing speech

16. Materials should provide opportunities for outcome feedback

 Feedback which is focused on the effectiveness of the outcome rather

 then just the accuracy of the output can lead to output becoming a profitable source of input.
 Material developers have to make sure that language production activities have intended
outcomes other than just practicing language.
 Therefore, a learner who is successful in achieving a particular communicative purpose will
gain positive feedback on the effectiveness of the use of the language for further language
outcome.
A FRAMEWORK FOR THE SELECTION OF COURSEBOOK
Psychological validity represents a need for student-focus, these are:
1. Learner’s need- so, as a teacher we have to ask ourselves, what are the needs of the students?
We have to consider that in order to align the learning materials to their needs.
2. Learner’s autonomy- Henri Holec defines learner’s autonomy as the learner’s ability to take
charge of his/her own learning. We have to put emphasis on encouraging autonomy for our
learners as it builds their confidence to take control of their own learning.
3. Self- development- as we all know, this is a strategy to develop one's self-awareness, talents,
potentials, skills and abilities, which is crucial especially on our learners. Hence, we have to
consider this as we think of learning materials that they will be utilizing throughout the
learning process.
-factors in learning materials that lower the self-development of students?
Example:

 Outdated Content: Learning materials that are outdated and no longer relevant to current
knowledge or societal needs can hinder self-development. Students need access to up-to-date
information to stay competitive and informed.
 Stereotypical or Biased Content: Materials that perpetuate stereotypes or contain biased
information can negatively impact a student's self-development by reinforcing harmful
societal norms and limiting their worldview.
 Lack of Diversity: Learning materials that lack diversity in perspectives, cultures, and
experiences may limit students' ability to develop a broad understanding of the world.
Exposure to diverse perspectives is crucial for personal growth and development.
 Lack of Real-World Application: Materials that fail to connect theoretical concepts to real-
world applications may hinder students' ability to see the relevance of what they are learning,
impacting their motivation and self-development.
 Inflexible Learning Styles: Materials that cater to only one learning style, ignoring diverse
learning preferences, can hinder self-development. Students benefit from exposure to various
learning modalities to discover their optimal learning styles.

"NOTE: IF KAPUYON KAG FAMILIAR ANI OR LIKE NAKALIMOT KA SA EXPLANATION

KAY PWEDE LANG DIN MAG ASK KA SA CLASS “ WHY DO YOU THINK _____ LOWERS
THE SELF-DEVELOPMENT OF THE LEARNERS?” -----acknowledge lang gud ilang answer hehe
tinkz

4. Creativity- when we are selecting and presenting materials we have to contemplate also if
these materials would develop their creative skills. Of course, as a teacher we want what’s the
best for our students, right? So, anyone, could you provide an example of learning materials
that can boost creativity in our learners?
5. Cooperation- Cooperation is crucial not only among the materials themselves but also
between the materials and the learners. The selected learning resources should seamlessly
align with the educational objectives and engage the students effectively. Additionally,
fostering a collaborative atmosphere in the learning environment encourages interaction,
group discussions, and shared insights, further enhancing the overall learning experience.
Therefore, when introducing learning materials, promoting a sense of cooperation ensures that
 both the materials and the learners work harmoniously towards the common goal of
knowledge acquisition and skill development.

OTHER THINGS THAT WE HAVE TO PONDER WHEN SELECTING AND PRESENTING

LEARNING MATERIALS:

MATERIALS MUST:

 Use within classroom setting and real-world. Learning materials should be adaptable for
use in traditional classroom environments as well as real-world situations. This ensures that
students can apply their knowledge beyond the theoretical setting and in practical, everyday
scenarios.
 Includes long-term goal. The materials should be designed with a focus on achieving long-
term educational objectives. This means that the content contributes to the overall educational
journey and helps students progress toward broader goals.
 Contains exercises that build learners' confidence to communicate/interact. The materials
should incorporate activities and exercises that specifically target the development of
communication and interaction skills. This helps learners become more confident in
expressing themselves and engaging with others.
 Used to discover their own learning style, habits, and preferences. The materials should
facilitate self-awareness by guiding learners to understand their individual learning styles,
habits, and preferences. This self-discovery enhances the effectiveness of their learning
process.
 Engage learners to become decisive and not passive. The materials should encourage active
participation and decision-making by the learners, rather than promoting a passive learning
experience. This approach fosters a sense of responsibility and autonomy in the learning
process.
 Provide opportunities for learners to learn with and from fellow learners. Collaborative
learning is promoted by incorporating activities that allow students to work together. This
collaborative approach not only enhances understanding but also provides a chance for peer-
to-peer learning, where students can benefit from each other's perspectives and experiences.
Pedagogical Validity

 teachers’ needs and developments

 Pedagogical validity is all about understanding and meeting the needs of teachers and helping
them grow in their profession. It's about supporting their development and providing
resources that are useful to them.
 The selection of course book considers the pedagogical validity to ensure its effectiveness
3 things to consider:
1. PSYCHOLOGICAL VALIDITY- Student
2. PEDAGOGICAL VALIDITY - Teacher
3. PROCESS AND CONTENT VALIDITY - Content

Materials: (for teachers)

  Improve skills and capabilities (obtain new ones)
o The teacher should be open to improvements and take actions to practice to achieve
it. This can be attained by the teacher's abilities and willingness to reflect on their
practices AND positive attitude to a possibility of acquiring new skills.
 Detailed teachers’ notes
o When it comes to learning materials, they should do more than just provide
information. They should inspire and motivate teachers to improve their skills and
learn new ones. This includes encouraging teachers to reflect on their own practices
and having a positive mindset towards learning new things. Detailed guidance should
be provided to assist teachers, but without being overly prescriptive. This allows
teachers to still exercise their own creativity and adapt the materials to suit their
teaching styles.
 Flexible
o Every teacher is unique with their own teaching style and personality. So, learning
materials should be flexible enough to accommodate different types of teachers. This
way, each teacher can use the materials effectively in their own way.
 (Non-native teachers) Cater to meet their expectations, perspectives, and preferences
o Nonnative teachers have different perspectives and preferences, and it's important for
learning materials to consider and cater to those differences. They should be inclusive
and make nonnative teachers feel seen and understood.
 Boost to create their own choice of teaching
o Learning materials should empower teachers to have autonomy in their teaching
practices. They should provide opportunities for teachers to customize the content and
structure of their lessons according to their preferences. This fosters a sense of
ownership and enables teachers to create a personalized and engaging learning
experience for their students.
 Offer opportunities to adapt and localize the teaching contents.
o Learning materials should provide opportunities for teachers to adapt and localize the
teaching contents. This means that the materials should be flexible enough to be
relevant to different cultures and contexts, so that teachers can make them more
suitable for their specific teaching environment.
 Facilitate to critically reflect on the usefulness and appropriateness of materials
o Learning materials should not be taken at face value, but should instead promote
critical reflection among teachers. They should encourage teachers to evaluate the
usefulness and suitability of the materials for their particular teaching goals and
student needs. This critical reflection enables teachers to make informed decisions
and continuously refine their teaching practices.
PROCESS AND CONTENT VALIDITY

 concerned about a coursebook’s design and process to showcase the coursebook writer's
intention for its book to be used. Unlike psychological and pedagogical validity who mainly
focuses on the students and the teacher, this framework focuses on substance or the topic.
Hence…
 it focuses on factors such as the methodology, content, format, appropriacy, authenticity,
layout, cultural sensitivity, accessibility, educational validity.
The following describes what the materials in this framework should be:

 Materials should be current and promote positive personalities. When we say materials
should be current, this does not only limit to the idea that they must contain the latest
 information, but the material ITSELF should be current and promote positive personalities.
We could consider kahoot as an example, because not only does it involve technology, but it
also makes learning interactive.
 Materials should provide a variety of tasks. The tasks can either be open-ended and closed
responses. Open-ended responses are great as tasks for the students because it will require
them to analyze and they can share unexpected insights or offer different perspectives
regarding the subject matter. Still, closed responses are also beneficial because it is easier and
time efficient.
 Materials should be interesting in such ways that keep the interests of learners so that they
are motivated to learn and pay attention to the topic .
 Materials should be clear. Learning materials should be understandable so students can
grasp what they are learning; and should be organized so that students can understand reading
and assignment expectations and keep track of general coursework.
 Materials, including activities, should be realistic, and therefore accurate as it will be based
on the real world’ settings. This also means that materials that encourage the real-world’s
communication developments must be concerned about students’ cultural differences and
offer contents that are suitable for each culture.
 Materials should be accurate. Not only should it have verifiable information, but there
should be no typographical errors.
 Materials should be challenging. Its content must go beyond the superficial understanding
of the contents and it should require students to challenge their own abilities for their further
development. With this in mind, materials in this framework should allow students to make
their own revision and evaluation where self-checks should be made available. However,
materials should still be user friendly with a clear flow and a list of indexes, vocabulary lists
and other methods to aid students to use materials without difficulty especially when they
want to revise or study by themselves.