USE OF NON-TEXT

BOOK
RESOURCES
Group 5
TABLE OF CONTENTS

01
PRINCIPLES AND
FRAMEWORK OF
MATERIAL WRITING
Nguyen Minh An Tu Dong Nghi

02
NON-TEXT BOOKS
Pham Huu Dong Huy Nguyen Duc Anh Vo Thanh Thao
 1. Principles of
materials
development

Nguyen Minh
An
 1. Materials should achieve impact
Impact: strong impression and effect on learners = attraction
=> Learners become curious, interested, focused => more engaged in
lesson
=> Likely notice and process language items

* Note: different learners = different ways to impact => analyze + base on

learners’ need and what attracts them

- How to achieve:
● New, unusual topics, activities, etc.
● Vary classroom activities and sequences
● Attractive and appealing content
● Achievable
2. Materials should help learners to feel at ease
- Feel at ease = Learners feel comfortable with materials => better
language acquisition
- How to achieve:
● Good layout
● Local culture-related
● Less testing and less superiority
* Note: most important feature is AUTHORS’ personal “voice”
=> Content/activities/instructions more friendly and communicative to
learners
3. Materials should help learners to develop self -confidence
- Develop learners’ trust in themselves >< not simplification => illusion
or diminishing their trust
- How to achieve:
● Activities are encouraging, problematic, and achievable (ZPD)
● Activities engage cognition and existing extra-linguistic skills
rather than simple drills
=> Gain confidence in themselves when fulfilling a task
EX: Consciousness-raising tasks on grammar lesson
4. Learning content should be perceived as relevant and useful
- Meet learners’ needs/purposes & be applicable
=> Better language acquisition and recalling items
- How to achieve:
● Relating to learners’ interest/needs + real-life tasks
● Providing choices of tasks/ topics => adapt to their needs
○ EX: Learners choose which tasks/projects to work on +
strategies/orientation they want => refer them to specific
materials
5. Materials should require and facilitate learner self-investment

- Making Learners invest effort/attention/interest => self-discover

language items
- How to achieve:
● Giving choices, topic control, …
● Interesting meaningful written/spoken input + help to analyze
linguistic features
Ex: Consciousness-raising task,...
6. Learners must be ready to acquire the points being taught

- Learners have to be ready + equipped with certain knowledge to

acquire new features (the latter is constrained to the former)
EX: Compound sentence lesson must come after simple sentence

=> facilitate learners’ acquisition

- How to achieve:
● Krashen comprehensible input: i + 1
● Develop lessons in a proper logical sequence
7. Materials should expose the learners to language in authentic use
- Learners should be exposed to real-life language use + should notice
how language is used + should use language themselves in
communication
- How to achieve:
● Real-life English use in activities/content/instructions
● Authentic but comprehensible input
● Authentic, rich, and varied input (style, mode, text, medium, etc.)
● Encourage learners to actively respond to authentic input
○ EX: physical response to input,...
8.The learners’ attention should be drawn to linguistic features of the input

- Focus/care to language items could be conscious or unconscious

EX: Conscious: raising-awareness task (locating items, form rules
and functions of grammar in the context)
EX: Unconscious: questions on meaning of the input + attention
to items to answer the questions
* Note: noticing gap between their knowledge/use (interlanguage) and
authentic
knowledge/use of the same items
=> overtime acquisition
9. Materials should provide opportunities to use the target language to achieve
communicative purposes
- Give learners chances to use language for communication
=> attempts to communicate => check their own understanding/use
of language
- How to achieve:
● Information or opinion gap activities
● Post-listening and post-reading activities
EX: Relying on information from the written text, learners talk with
classmates to fulfill a communicative task using certain features in
the input
10. The positive effects of instruction should be usually delayed

- Learners acquire knowledge through internal gradualization =>

enough time/instruction/ exposure to understand + use new items
- How to achieve:
● Tasks reinforce learners’ knowledge/use of language items rather
than testing and correcting
● More exposure of learned items in following lessons
● More exposure before production phase
● Push learners to use (just beyond their level)
11. Materials should take into account that learners differ in learning styles

- Learners with 9 different learning

styles prefer different learning
materials => variable activities for all
styles
- Preference of materials also depends
on:
- What is learned
- Where it is learned
- Whom to learn with and what for
=> Concentrate on target
learner groups, learners’ need and
preference of styles
 12. Materials should take into account that learners differ in
affective attitudes

- Whether students are able to learn

better or not depends a lot on their
affection/ cognition toward learning.
→ While choosing materials, teachers should:
13. Materials should permit a silent period at the beginning of
instruction
- Silent period are allowed when learners (of all ages) are at the beginning
stage in which they cannot produce the language.
→ Being forced to speak or write may lead to some drawbacks (affection or
ability to use language correctly)
- To avoid this, teachers should consider two options below:

● Begin with Total Physical ● Begin with Total Physical

Response (TPR) and/or a Response Plus (introduce
listening comprehension language through activities)
approach

→ Ss can respond with the help of → Ss can response

teachers or the CD (visual aids, sound
effects, etc)
 14. Materials should maximise learning potential by encouraging
intellectual, aesthetic and emotional involvement which stimulates both
right- and left-brain activities

- Mechanical drills; rule learning; simple transformation activities ⇒ temporary learning

⇒ Analytic, creative, evaluative and rehearsal demands on processing capacity ⇒ deeper
and more durable learning.
- In order for this deeper learning to be facilitated:
● The content of the materials is not meaningless ⇒ stimulates learners’ thoughts and
feelings
● The activities are not too simple & cannot be too easily achieved without the
learners making use of their previous experience and their brains.
 15. Materials should not rely too much on controlled practice

Controlled grammar practice activities

still feature significantly in popular
coursebooks ⇒ useful by many teachers
and by many learners.

⇒ Dialogue practice which has been

popular in many methodologies for the
last 30 years without there being any
substantial research evidence to support it.

⇒ All over the world learners are wasting

their time doing drills and listening to and
repeating dialogues.
16. Materials should provide opportunities for outcome feedback

- Feedback which is focused first on the effectiveness of the outcome > accuracy
of the output ⇒ output becoming a profitable source of input.
- A learner who is successful to achieve a particular communicative purpose ⇒
positive feedback on the effectiveness of the use of the language for further
language outcome.
⇒ materials developers to make sure that language production activities have intended
outcomes other than just practising language.
 rich, meaningful Affective and
and cognitive
comprehensible engagement
input

Facilitating Principles
learners’ use for
communication
for Being Attractive
materials
development
Facilitating
learners’ noticing Interlanguage
and discovery relation
 02
FRAMEWORK
FOR
MATERIAL
WRITING
Tu Dong Nghi
 PEDAGOGICAL
REALISATION
EXPLORATION
Clarity is so important in
Thinking about the medium instructions.
and skill the students need The ease of use,
IDEAL to practice attractiveness and
relevance.
PROCESS
OF
MATERIAL
WRITING CONTEXTUAL PHYSICAL
IDENTIFICATION REALISATION PRODUCTION
Using knowledge of the
Must have Involving
learners and preference in
observed a consideration of
teaching styles ⇒ a very
particular need layout,
positive position to please
type size
both
“REAL” PROCESS OF MATERIAL WRITING
● The steps can be followed in
order or can be used in a
flexible way

● After writing materials evaluation

⇒ have ways of gathering data
to produce feedback of the
materials written

● Not in all the cases the

materials are evaluated once
the students use them

● The decision of evaluating

before students use the
materials or while they do
depends on the characteristics
of the teaching context.
 “REAL” PROCESS OF MATERIAL WRITING
IDENTIFICATION OF NEED FOR
MATERIALS
Many reasons: change of focus
of the class from general to exam
English, materials are outdated
07
EXPLORATION OF NEED
What combination of needs do
the students have ? Do they need 06
to practice the Simple Past in a
Reading medium ?
CONTEXTUAL REALIZATION OF
MATERIALS
When materials come alive for
learners as Ts have tried to balance
their language needs, learning styles..
PEDAGOGICAL REALIZATION
OF MATERIALS
The tasks and instructions to
achieve Ts aims
01
PRODUCTION OF MATERIALS
02
Online or paper? Copies needed?
STUDENT USE OF MATERIALS
03 Does the material practice the
language aim of the lesson ? Do
the students find them useful ?
05 04
EVALUATION OF MATERIALS AGAINST
AGREED OBJECTIVES
Does it practice the skill/language
needed? Was it too easy or difficult ?
Was the timing about right ?
 03. MINING
ONLINE L2
LEARNING
RESOURCES
 The need to manage
online materials &
Principles 1, 2, 3

Nguyen Duc
Anh
 The Need for a Method to Manage Online
Materials
Online resources have now become an indispensable
source of second language (L2) classroom materials

⇒ thoughtful selection and creative modification to

produce optimal learning impact.
➢ Six principles for selecting and adapting L2 teaching
materials from the internet.
 First Principle: Comprehensible Input
❖ Communicative context provides opportunities for
learners to observe the linguistic features of the
target language.
❖ Input helps build learners’ vocabulary and develop their
understanding of grammar.
❖ Good input is comprehensible, which might mean making
it easy to understand (modifying or using
contextual props).
FIRST Compre-
Abundantly
PRINCIPLE and reliably
hensible
available

Meaningful Frequently
and Good encountered
interesting
Input

Zone of
Engaging to
learners’ Proximal
attention Develop-
ment
Renandya, W.A. (2011) Extensive listening in the second language classroom. In H.P. Widodo and A. Cirocki (eds)
Innovation and Creativity in ELT Methodology (pp. 28–41). New York: Nova Science.
 Applying the principle

❖ BookBox offers highly interesting digital

short stories ⇒ extensive reading,
listening or viewing activities

❖ Similarly, Breaking News English ⇒

pause selected frames in the video,
capture still images and print them out on
flashcards
 Second Principle: Saliency

❖To acquire the target language, learners need both input

and notice of the input received
❖To acquire pragmatics competence, one must notice both
linguistic forms and the relevant contextual features.

Input Prominent Chance of

(vocabulary, language being noticed
grammar, form and acquired
etc.)
 Applying the principle

❖ Input flooding - increasing the

amount while maintaining a
communicative focus
❖ textual enhancement -
coloured words, underlining, bold
type
❖ E.g. Marker.to (online annotation
tools) ⇒ highlight important
language features in online text
 Third Principle: Frequency
❖Without amount and frequency of language input, it is
simply not possible to master a language
frequency of encounters determines what gets learned

Multiple
1 dimensions
improved

The stronger their

2
memory

More times and

3
experience
 Applying the principle

❏ Encourage increased reading and

listening frequency and/or read and
listen to the same texts repeatedly.
❏ Lyrics Training (embedded in YouTube
music videos) ⇒ complete a gap-fill
exercise using the song's lyrics
NOTES:
Express themselves
Improved Productive
both in speech and
receptive language
in writing
skills
 Principles 4,5,6

Vo Thanh
Thao
 Fourth Principle: Automaticity
❖ Automaticity: the ability to do something very rapidly
without much effort
❖ How automatic one's linguistic processes becomes. E.g.
transition from declarative to procedural knowledge
⇒ Transfer from attentive to automotive mode
⇒ Students should be given the opportunity to achieve
automatisation
How to assist students to develop automaticity

❖ Use Text-to-speech (TTS) applications such as

Natural Reader or voice recording such as
Vocaroo.
❖ Practice regularly with the help of internet and
interested and meaningful materials.
❖ Practice constantly in speed creation and in
response.
TTS applications: Natural Reader

TTS transforms
written text into
spoken text
Voice-recording applications: Vocaroo
 Fifth Principle: Social Interaction
❖ Learners need to interact with other people to communicate in the
target language.
❖ Learners also need meaningful opportunities to practise language.
+Notice their weaknesses
+Consolidate their language knowledge
+Develop more fluency and automaticity
❖ Platforms for learners to produce their output is social media:
Facebook Twitter, Blogger, Skype
+Present ideas
+Share information and interact with other learners
 Social Platforms
Facebook Skype

Student’s output and interaction

 Sixth Principle: Motivation
❖ Motivation: determined factors to achieve success in
language learning.
❖ Motivated learners: more enthusiastic, goal-oriented,
committed, persistent, confident.
❖ Motivation can be achieved through:
+ Entertaining materials, related to learners’ own lives
+ Cognitively challenging and effectively appealing tasks
and activities.
+ Use of computer-mediated tools: chatrooms, bulletin
boards, email.
 How to improve learners’ motivation

❖ Games-based learning activities

(http://www.eslgamesplus.com)
❖ Digital collaborative projects (digital storytelling)
+ Story Creator (http://myths.e2bn.org/create)
+ ZooBurst (http://www.zooburst.com)
⇒ Bringing digital games and digital projects into the
classroom can spark English language interest and
increase learners’ motivation.
 04. Application
of principles in
selecting online
materials
Pham Huu Dong
Huy
PRINCIPLES OF SELECTING ONLINE MATERIAL

INPUT SALIENCY FREQUENCY AUTOMATICITY

SOCIAL
MOTIVATION
INTERACTION
 Principle 1 + 2 + 6
Input + Saliency + Motivation
● It was a beautiful December day with clear blue skies and snow-covered
treetops. Christmas was in the air, but up in Santa’s lodge, all was quiet. The
usual hustle and bustle of preparing Christmas presents were gone for Santa
had fallen ill.
The lesson is: ● Santa: oh dear!! what will the children say when they don't receive presents
❖ About past simple this year?
● Santa wondered sadly as he lay on his bed. Suddenly, he heard a noise from
and past perfect outside. He looked out of the window and saw his four reindeer standing
patiently as usual, but they seemed quite out of breath as if they had just
finished a long trip. And as Santa took a closer look, he could not believe what
The teacher wants to: he saw for behind the reindeer was a long train of sleds carrying little children
❖ Engage Ss in the dressed in all sorts of colors. One by one, they hopped out onto the snow and
lesson headed toward Santa’s lodge.
● soon came a knock on the door
❖ Moral lesson “true ● Santa: Come in. Santa called out for he was extremely curious
meaning of ● In came a little girl, hugging something soft in her arms
● Emma: I heard that you were sick Mr. Santa
Christmas” ● she began, so I’m giving you my teddy bear to keep you company
 Principle 3 + 4 + 5
Frequency + Automaticity + Social Interaction

The teacher wants Ss to:

❖ Practice English skills
❖ Engage Ss (through comments and feedback)
→ enhance Ss learning ability
 Principle 1 + 5
Input and Social Interaction
The lesson is about:
❖ Writing a business letter

Then Ss are asked to:

❖ Write a response letter to
answer the the prior
email.
❖ Write a letter in
academic style and apply
correct forms of a
business letter
❖ Send to the teacher for
feedback and comments
THANKS FOR YOUR ATTENTION!