Effectiveness and Efficiency of Teaching and Learning Materials used for Language

Skills in a Malaysia ESL Classroom

Resources used in educational contexts to support language acquisition and mastery

are called teaching and learning materials. These resources come in a variety of formats, such

as print-based, non-digital, and digital resources. Resources that can be accessed and used via

electronic devices, such as PCs, tablets, and smartphones, are referred to as digital materials.

These materials can be highly interactive and engaging for students (Pardede, 2019). On the

other side, non-digital materials are tangible resources like flashcards, textbooks, and realia that

may be used without the need for electronic devices. Textbooks, workbooks, handouts, and

other written materials printed in hard copy format are examples of print-based products. They

offer tactile experiences that can enhance learning, especially for younger students (EdCircuit,

2024). To guarantee that teachers choose resources that effectively engage and support

language learners in reaching their learning objectives, these materials must be evaluated. In

this essay, we will evaluate the materials using the principle of material evaluation in the lesson

for year 4 for mixed-ability students that focus on reading and speaking.

First off, this lesson plan makes use of digital resources like Wordwall, presentations,

and board games. It is crucial to take into account these resources' efficiency and effectiveness.

The effectiveness principle highlights how digital resources can support the development of

language skills and meaningful learning experiences. Slides containing relevant visual

elements, accompanied by instructor narration, improve knowledge retention, assist visual

learners, and motivate student interest (Strauss et al., 2011). It can be useful for arranging

educational materials and providing visual information, but their usefulness may be decreased if

they don't encourage participation or interaction. In a similar vein, Wordwall provides interactive

vocabulary-building exercises that are very useful for enhancing language acquisition.

Moreover, digital board games increase student engagement and motivation by offering

chances for cooperative learning and problem-solving. The efficiency concept, on the other
hand, is concentrated on the time-saving and user-friendly aspects of digital resources. Lesson

designs can effectively incorporate Wordwall and slide activities, giving students instant access

to relevant knowledge and tools. Digital board game language learning in a digital learning

playground leads to higher learning performance and encourages communication in EFL

language learning (Wu et al., 2014). It can provide efficient, entertaining, and interactive ways to

practice language skills, although they may need extra setup and planning. All things

considered, choosing digital resources that maximise learning outcomes and improve the

teaching and learning process is ensured for educators by evaluating them using both

effectiveness and efficiency criteria.

Next, it is critical to evaluate non-digital teaching and learning resources using the

criteria of effectiveness and efficiency. Popular non-digital resources like flashcards have special

benefits for teaching languages; hence, they are used in this lesson. When it comes to their

effectiveness, flashcards are a sensory and physical addition that can improve memory

retention. They work especially well for vocabulary learning and language drill exercises

because of their simplicity, which enables targeted language reinforcement. Flash cards can

enrich students' vocabulary mastery in learning English and make vocabulary learning enjoyable

and interesting (Hamer & Rohimajaya, 2018). Furthermore, flashcards' simplicity of use is

consistent with the efficiency principle because they don't require any setup, making it possible

to incorporate them into lesson plans quickly. Additionally, because they are tangible, they are

durable and can be used repeatedly over time. Moreover, teachers can employ adaptable

teaching tactics and adjust to different classroom environments thanks to the portability of

flashcards. In terms of cost-effectiveness, language teachers can consider flashcards as a

cost-effective choice due to their versatility and affordability. Flashcards are an inexpensive

study tool, as they can be made from notecards or simple pieces of paper, making them a

cost-effective teaching aid (Caduceus International Publishing, 2023). In conclusion, non-digital

resources such as flashcards are useful for language acquisition because they are physical,

long-lasting, and reasonably priced. They also help with instructional preparation.

Print-based teaching and learning materials, such as printed textbooks, are traditional

resources utilised in lesson plans. These materials typically contain written text, images, and

graphics printed on paper. Commercial textbooks play a significant role in ESL teaching,

shaping objectives, syllabi, content, and assumptions, with both benefits and costs for teachers

and students (Richards, 1993). Evaluation criteria for printed textbooks include clarity of text and

graphics, layout and design, relevance of content, appropriateness for the target audience, and

availability and accessibility. From an effectiveness perspective, printed textbooks should

present information clearly and concisely, with well-designed layouts that facilitate

comprehension and retention. Teachers using textbooks benefit from standardisation in

education, adapting material, and providing a resource for students (Anwari, 2021). Additionally,

the content should be relevant to the curriculum and aligned with the learning objectives of the

target audience, ensuring that learners engage with meaningful and contextually appropriate

material. According to Ahmadi, textbooks help teachers find appropriate materials and adjust

them to meet students' needs, empowering them to improve the quality of teaching materials.

Moreover, efficiency considerations include the availability and accessibility of printed textbooks,

as well as their cost-effectiveness compared to other resources. Despite the emergence of

digital alternatives, printed textbook materials remain valuable teaching and learning materials

due to their accessibility, affordability, and familiarity with both educators and learners.

Therefore, while digital resources offer certain advantages, printed textbooks continue to play a

significant role in supporting language learning outcomes.

In conclusion, the evaluation of teaching and learning materials is essential to ensuring

effective language acquisition and mastery in educational settings. This essay has explored the

principles of material evaluation applied to digital, non-digital, and print-based resources within

the context of a lesson plan for year 4 mixed-ability students focusing on reading and speaking
skills. A principled framework for evaluating and developing language materials is crucial for

improving communicative competence in foreign and second language learners (Alkhaldi,

2010). Digital materials, including slides, Wordwall, and digital board games, offer opportunities

for interactive and engaging learning experiences that promote language skill development.

However, it is crucial to assess these resources based on both effectiveness and efficiency

principles to optimize their impact on teaching and learning outcomes. Non-digital materials,

such as flashcards, provide tangible and cost-effective options for language instruction, aligning

with the effectiveness and efficiency criteria. Similarly, print-based materials, like printed

textbooks, remain valuable resources due to their accessibility, affordability, and familiarity. By

carefully evaluating and selecting appropriate materials, educators can create dynamic and

effective learning environments that support language learners in achieving their objectives.
References

Ahmadi, A., & Derakhshan, A. (2016). EFL Teachers' Perceptions towards Textbook Evaluation.
Theory and Practice in Language Studies, 6, 260-267. https://doi.org/10.17507/TPLS.0602.06.

Alkhaldi, A. (2010). Developing a Principled Framework for Materials Evaluation: Some

Considerations. Advances in Language and Literary Studies, 1, 281-298.
https://doi.org/10.7575/AIAC.ALLS.V.1N.2P.281.
Anwari, H. (2021). THE ROLE OF TEACHER IN USING TEXTBOOK. INOVISH JOURNAL.
https://doi.org/10.35314/INOVISH.V6I1.1843.

Caduceus International Publishing. (2023, July 28). Why your students should be using
flashcards. https://www.cipcourses.com/blog/why-your-students-should-be-using-flashcards/

EdCircuit Staff. (2024, February 9). Print or digital materials? these curriculum specialists say
you need both. edCircuit | Print or Digital Materials? These Curriculum Specialists Say You
Need Both.
https://edcircuit.com/print-or-digital-materials-these-curriculum-specialists-say-you-need-both/

Hamer, W., & Rohimajaya, N. (2018). Using Flash Card as Instructional Media to Enrich the
Students' Vocabulary Mastery in Learning English. Journal of English Language Studies.
https://doi.org/10.30870/JELS.V3I2.3875.

Pardede, P. (2019). Print vs Digital Reading Comprehension in EFL: A Literature Review.

Journal of English Teaching, 5(2), 77. https://doi.org/10.33541/jet.v5i2.1059

Richards, J. (1993). Beyond the Text Book: the Role of Commercial Materials in Language
Teaching. RELC Journal, 24, 1 - 14. https://doi.org/10.1177/003368829302400101.

Strauss, J., Corrigan, H., & Hofacker, C. (2011). Optimizing Student Learning: Examining the
Use of Presentation Slides. Marketing Education Review, 21, 151 - 162.
https://doi.org/10.2753/MER1052-8008210205.

Wu, C., Chen, G., & Huang, C. (2014). Using digital board games for genuine communication in
EFL classrooms. Educational Technology Research and Development, 62, 209-226.
https://doi.org/10.1007/S11423-013-9329-Y.
Appendix A

DAILY ENGLISH LANGUAGE LESSON PLAN

Subject English
Date / Day 6 February 2024 / Tuesday
Time 10.40 am - 11.40 am
Year 4 Kreatif
Number Of Pupils 34
Proficiency Level Mixed Ability
Theme World of self, family, and friends
Topic Get active! (Unit 9)
Focus Skills Main: Reading
Complementary: Speaking
Pupils’ Prior Knowledge Pupils have learnt about health problems.
Content Standard Main Skill:
3.2 Understand a variety of linear and non-linear print and
digital texts by using appropriate reading strategies

Complementary Skill:
2.1 Communicate simple information intelligibly

Learning Standard Main Skill:

3.2.2 Understand specific information and details of simple
texts of one or two paragraphs

Complementary Skill:
2.1.5 Describe people, and objects using suitable statements

Learning Objectives By the end of the lesson, pupils will be able to:
(SMART) 1. Read and answer at least 4 out of 8 questions based on
the reading text.

Language Content
Assessment
Thinking Skills (HOTS)
Multiple Intelligences
Moral values
2. Construct 2 out of 3 simple sentences correctly using
“should”.
Examples:
1. Sentence pattern
2. Vocabulary
3. Grammar
Formative: 1. Read and answer at least 4 out of 8 questions
based on the reading text. (wordwall activity –
group work).
2. Construct 2 out of 3 simple sentences correctly
using “should”.
(board games – group work)
Reasoning skills - Pupils express their opinions and ideas
based on the given context.
Application skills - Construct a sentence based on the
situation given
1. Interpersonal (Interaction with teacher and friends)
2. Kinaesthetic (Pupils need to move to act the sport)
3. Verbal (Pupils need to discuss to complete the task)
● Be respectful of other opinions
● Be responsible

Cross Curricular Sains Tahun 4

Elements (EMK)

Steps/Time Content Teaching & learning Remarks

(Minutes) Activities
Set Activity:
Induction 1. Teacher asks pupils Preparation Phase
“Mini Treasure Hunt” questions to guess what I (Setting the tone of
(5 minutes) will be. lesson)
Example of clue:
1. I wear a coat to work. 2. Teacher asks pupils to Rationale:
2. I use a stethoscope at check under their chair. 1. To generate pupils’
work. interests towards the
3. I work at a hospital or lesson.
clinic.
 3. Pupils who got a piece of 2. To give ideas and
paper need to read the clue direct pupils to the
aloud. topic.

4. Other pupils need to Teaching aids:

guess. ● Doctor coat

5. Teacher repeats steps

1-4 for other clues.

6. Teacher discusses the

answer with pupils.

7. Teacher wears the coat

and introduces the topic.

Presentation Activity:
1. Teacher gives each pupil Imagination Phase
(15 mins) “We read, We learn, We a reading text.
live” Rationale:
2. Teacher distribute a 1. To introduce the
Examples of vocabulary: reading text to pupils topic.
- break 2. To prepare pupils
- cut 3. Teacher highlights some for the listening
- bleed vocabulary in the text. session.
- medicine 3. To expose pupils
- cast 4. Teacher explains the with new vocabulary.
- plaster meaning of the vocabulary
- cough found in the text to pupils
- fever using some flashcards. Teaching aids:
● Projector
5. Teacher guides pupils to ● Reading text
read the text by reading (Appendix A)
aloud together. ● Flashcards
(Appendix B)
6. Teacher asks several ● Slides
cue questions about the (Appendix C)
reading text to pupils.

7. Teacher display slides to

explain the use of the word
“should” and how to make
a sentence using a
projector.
Practice Activity: 1. Teacher divides the Development Phase
(10 mins) pupils into eight small (Guided practice)
“Answer it Right!” groups.
Rationale:
Answer the question 2. Teacher displays 1. To check their
based on the reading wordwall games using a understanding of the
text given projector. reading text.

● Wordwall Question 3. Teacher asks a group to 2. To reinforce pupils’

and Answer read one question on the comprehension of the
wordwall. reading text.

4. Teacher gives the group 3. To assess pupils’

1 minute to answer the reading
question. comprehension skills.

5. Other pupils also need to Assessment of

answer the question in a learning objective 1
paper given.
Teaching Aids:
6. Teacher asks the group ● Reading text
to read the answer together (Appendix A)
while other students need ● Wordwall
to check if their answer is (Appendix D)
correct or not. ● Paper

7. Teacher repeats steps

1-6 for other questions.

Production Activity: 1. Teacher asks pupils to Action Phase

(25 mins) stay in the same group. (Independent
“Solve the case” practice)
(board games) 2. Teacher explains the
activity and displays the Rationale:
Examples of case board games on the
● My head felt so projector. 1. To enhance pupils’
dizzy (You critical thinking skills
should…) 3. In groups, the pupils are by giving them the
● My body felt given 3 minutes to discuss opportunity to
warm (You and solve the case if they express their
should…) land on the blue box (case thoughts and
box). If they answer it opinions.
 ● I hurt my leg. It’s wrong they need to take 1 2. To develop
bleeding (You step backwards. cooperation and
should…) collaboration
4. If pupils land on the pink between pupils.
box (riddle box), they are
given 2 minutes to answer Assessment of
the riddles correctly. When learning objective 2
they answer it wrong they
need to take 1 step
backwards. CCTS:
Expressing opinions
4. The first group that and ideas based on
makes it to the end of the the situations given.
board games wins the
activity. Teaching Aids:
● Board game
5. Teacher provides (Appendix E)
feedback on pupils’
teamwork.

Closure Activity: 1. Teacher concludes that Closure Phase

(5 mins) “Let’s wrap up!” pupils need to take care of (Summary and
their health as it can affect reinforcement)
Example of questions: how well they will learn.
1. What do we need Rationale:
to do when we 2. Teacher asks pupils to 1. To revise what has
feel unwell? answer some questions. been taught and
2. Should we wear reinforce pupils’
a facemask at 3. Teacher sums up the learning.
school? lesson and emphasises the 2. To inculcate the
moral values. moral values of the
lesson.
3. To consolidate the
lesson.

Teaching Aids:
-

Moral values:
1. Take good care of
your own health.
Student’s Reflection

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Cooperating Teacher’s/Supervisor’s Comments:

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Appendices

Appendix A (Reading Text)

Appendix B (Flashcard)

Appendix C (Slides)
Appendix D (Wordwall)
Appendix E (Board game)