ELT 321

Language
Learning
Material
Development
Group 2 - Aquita, Aros, Balaobao, Bucio, Canon, Cartagena, Cornito, Garocho, Hibaya, Mandabon, Maspara, Ordaniza,
Pamisa, Pondoyo, Recta, Tejero, Tumala
 Table of
Contents
Lesson 5 - SLA Theories and Materials Development
Lesson 6 - Applying SLA Principles to Classroom
Activities
Lesson 7 - Selecting and Presenting Language Learning
Materials
Lesson 8 - Evaluating Instructional Materials
Lesson 9 - Integration of Technology in the Language
Curriculum
Lesson 5:
SLA Theories and
Materials
Development
Language Learning Material Development
 Materials
Development
Material Development is both a field of study and a practical
undertaking.

(1) Field - it studies the principles and procedures of design,

implementation, and evaluation of language teaching materials.

(2) Practical Undertaking - it pertains to anything which is done

by writers, teachers, or learners to provide sources of language
input to maximize the likelihood of intake and to stimulate
purposeful output.
Table
Second Language
Acquisition (SLA)
and Materials
Development
Second Language Acquisition (SLA) and Materials Development
• It seems clear that researchers cannot at present agree upon a single view of the
learning which can safely be applied wholesale to language teaching. (Tarone &
Yule, 1989)
• No L2 acquisition research can provide a definitive answer to the real problems of
L2 teaching at this point... there is no predetermined correct theory of language
teaching originating from L2 acquisition research. (Cook, 1996)
• We should not expect definitive answer from L2 acquisition research, nor should
we expect one research-based model of language acquisition to triumph all over
the others. We must therefore be careful not to prescribe applications of
unsubstantiated theories. But this should not stop us from applying what we do
know about second and foreign language learning to the development of materials
designed to facilitate the process (Tomlinson, 2014)
 Let’s Recall!!
Who said that there is no L2 acquisition
research can provide a definitive answer to
the real problems of L2 teaching?
Answer
Cook (1996)
Lesson 6:
Applying SLA
Principles to
Classroom Activities
Language Learning Material Development
Basic Principles
in Material
Development
 Basic Principles in Materials Development

According to Brian Tomlinson, the materials

should:
• Expose learners to language authentic use.
• Help learners to pay attention to features of authentic input.
• Provide the learners with opportunities to use the target language to
achieve communicative purposes.
• Provide opportunities for outcome feedback.
• Achieve impact in the sense that they arouse and sustain the learners’
curiosity and attention.
• Stimulate intellectual, aesthetic, and emotional involvement.
Arguments about what the main
prerequisite must be:
• Language acquisition is the comprehensible input, that is,
being exposed to language you can understand;
• Opportunity for output, that is, situations in which you have
to actually use the language;
• Doing so naturally without formal lessons or conscious study
of the language;
• Conscious attention to distinctive features of the language is
necessary for successful language learning.
 Let’s Recall!!
According to Brian Tomlinson, the
materials should achieve impact in the
sense that they arouse and sustain the
learners’ _______ and _______.
 Answer
Curiosity and Attention
Principles of SLA
Relevant to the
Development of
Materials for the
Teaching of
Principles of SLA Relevant to the Development of Materials for the Teaching of Languages are:
• Materials should achieve impact.
• Materials should help learners to feel at ease.
• Materials should help learners to develop confidence.
• What is being taught should be perceived by learners as relevant and useful.
• Materials should require and facilitate learner self-investment.
• Learners must be ready to acquire the points being taught.
• Materials should expose the learners to language in authentic use.
• The learner’s attention should be drawn to linguistic features of the input.
• Materials should provide the learners with opportunities to use the target language achieve
communicative purposes.
• Materials should take into account that the positive effects of instruction are usually delayed.
• Materials should take into account that learners differ in learning styles.
• Materials should take into account that learners differ in affective attitudes.
• Materials should permit a silent period at the beginning of instruction.
• Materials should maximize learning potential by encouraging intellectual, aesthetic, and
emotional involvement which stimulates both right- and left-brain activities.
• Materials should not rely too much on controllable practice.
• Materials should provide opportunities for outcome feedback.
• Materials should achieve impact.
• Impact defined as noticeable effects on learners.
• Impact is achieved when curiosity, interest, and attention are
aroused.
• Achieve impact through:
• Novelty
• Variety
• Attractive Presentation
• Appealing Content
• Achievable Challenge
2. Materials should help learners feel at ease

• Researcher shows less anxiety promotes better language

acquisition.
• Materials can help learners feel at ease by:
• Providing lots of white spaces in written materials.
• Relating texts and illustration to learner’s culture.
• Being supportive and encouraging, not always testing.
• Achieving a personal voice in materials.
3. Materials should help learners to develop confidence

• Relaxed and self-confident learners learn faster.

• Build confidence through:
• Engaging in stimulating, achievable tasks.
• Encouraging the use of extra-linguistic skills.
• Involving learners in imaginative, creative, and analytical
activities.
4. What is being taught should be perceived by learners as
relevant and useful.
• Importance of making learners aware of the relevance and
utility of language and skills.
• Achieve perception of relevance and utility by:
• Relating teaching points to interesting and challenging tasks.
• Presenting in ways facilitating the achievement of desired task
outcomes.
 Let’s Recall!!
What is the 1st principle of SLA relevant to
the development of materials for the
teaching of languages?
 Answer
Materials should achieve impact.
5. Materials should require and facilitate learner self-
investment.
• Aid the learner to make efficient use of the resources to
facilitate self-discovery.
• Learners profit most if they invest interest, effort, and
attention in the learning activity.
6. Learners must be ready to acquire the points being
taught
• Certain structures are acquired only when learners are
mentally ready.
• Premature instruction can be harmful because it can lead to
the production of erroneous forms.
• The need for a roughly-tuned input.
7. Materials should expose the learners to language in
authentic use.
• Krashen strongly claim that comprehensible input in the target
language is both necessary and sufficient for the acquisition of
that language.
• Learners need experience of how the language is typically
used, but it is not sufficient because they also need to notice
how it is used and to use it for communicative purposes
themselves.
• Materials can provide exposure to authentic input through:
• the advice they give;
• the instruction for their activities;
• the spoken and written text they include; and
• the activities they suggest.
8. The learner’s 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.
• The important thing is that the learners become aware of a gap
between a particular feature of their interlanguage and the
equivalent feature in the target language.
 Let’s Recall!!
Materials should expose the learners to
language in authentic use only if materials
can provide exposure to authentic input
through:
 Answer
• the advice they give;
• the instruction for their activities;
• the spoken and written text they include; and
• the activities they suggest.
9. Materials should provide the learners with opportunities
to use the target language to achieve communicative
purposes.
• Learners should engage in real communication rather than just
controlled practice by the teacher and materials.
• Using language for communication involves purposeful
attempts in situations where learners determine the content,
strategies, and expression of the interaction.
• Interaction can be achieved through, for example:
• information or opinion gap activities;
• post-listening and post-reading activities;
• creative writing and creative speaking activities; and
• formal instruction
10. Materials should take into account that positive effects
of instruction are usually delayed.

• The acquisition of language is a gradual process applicable to

both instructed and informal learning.
• Learners cannot be expected to master a new feature and
effectively use it in the same lesson.
11. Materials should take into account that learners differ
in learning styles.
• Different learners have different preferred learning styles.
Activities should be variable and should ideally cater for all
learning styles.
• Learning style which need to be catered in language-learning
materials include:
• Visual 4. Studial 7. Global
• Auditory 5. Experiential 8. Dependent
• Kinesthetic 6. Analytic 9. Independent
12. Materials should take into account that learners differ
in affective attitudes.
• The learner’s motives, emotions, and attitudes screen for what is
presented in the language classroom.
• This affective screening is highly individual, leading to varying
rates and outcomes (Dulay, Burt, & Krashen, 1982).
• Language learners should have strong and consistent motivation
and positive feelings
• No material or material developer can cater all affective
variables.
• One implication for the materials developer is to diversify
instruction based upon the variety of cognitive styles’ (Larsen-
Freeman & Long, 1991) and the variety of affective attitudes
likely to be found amongst typical class of learners.
 Let’s Recall!!
In the 11th Principle of SLA what are the
nine (9) learning styles which need to be
catered in language-learning materials?
 Answer
• Visual 5. Experiential 9. Indepentent
• Auditory 6. Analytic
• Kinesthetic 7. Global
• Studial 8. Dependent
13. Materials should permit a silent period at the beginning
of instruction.
• Allowing students to stay silent or respond in their native
language might be the most effective method during initial
stages of language instruction.
• Materials should avoid compelling learners to speak in the target
language prematurely and should also refrain from enforcing
silence.
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 usually leads to shallow and ephemeral
learning unless linked to other activities which stimulate mental
and effective processing.
• To enhance profound and lasting learning, the material content
should avoid being commonplace and should evoke thoughts and
emotions in learners.
• The activities should not be overly simplistic and should not be
easily accomplished without learners drawing upon their prior
experiences and cognitive abilities.
15. Materials should not rely too much on controlled
practice.
• Sharwood-Smith (1981) says that “it is clear and uncontroversial
to say that most spontaneous performance is attained by dint of
practice” but he provides no evidence to support this strong
claim of his.
• Bialystok (1988) says that automaticity is achieved through
practice but also provides no evidence to support her claim.
• However, most researchers agree that controlled practice appears
to have little long term effect on the accuracy with which new
structures are performed (Ellis, 1990) and has little effect on
fluency (Ellis & Rathbone, 1987)
16. Materials should provide opportunities for outcome
feedback.

• Feedback which is focused on the effectiveness of the outcome

rather than just on the accuracy of the output can lead to output
becoming profitable source input.
• Material developers have to make sure that language production
activities have intended outcomes than just practicing language.
 Let’s Recall!!
Who said that automaticity is achieved
through practice?
 Answer
Bialystok (1988)
The Cognitive-
Interactionist
Approach: Five
Ingredients
Ortega (2009) prescribe five environmental ingredients that can
contribute to optimal L2 Learning:
Acculturated Attitudes Krashen (1985), Dornyei and Csizer (1998), Macmillan,
See Ur (1996) & Hedge (2000), Ganschow et al., (1994),
Engh (2013)
Comprehensible
Stephen Krashen
Output
Negotiated Interaction Burton & Clennell (2003), Plonsky & Gass (2001) , and
Tomlinson (2011)

Pushed Output Swain (2000) and Tomlinson (2011)

Noticing Ellis and Shintani (2013), Robinson (2001), Gass &

Mackey (2013)
 Acculturated Attitudes
• If materials are adapted and selected according to specific
contexts, the affective filter is more likely to be lowered and
students will be more receptive to language learning.

Comprehensible Input

• Krashen believed that for language acquisition to occur, learner

must be exposed to a sufficient amount of comprehensible
input, which is slightly above the learner’s ability.
 Negotiated Interaction
• Tomlinson (2011) also favors negotiated interaction and states
that “ideally, teaching materials should provide opportunities
for such interaction in a variety of discourse nodes ranging
from planned to unplanned.”

Pushed Output
• Tomlinson (2011) recommends “activities which try to “push”
learners slightly beyond their existing proficiency by engaging
them in tasks which are stimulating, which are problematic, but
which are achievable too.”
 Noticing

• Schmidt claim that “attention is what allows speakers to

become aware of a mismatch or gap between what they can
produce and what they need to produce.”
 Let’s Recall!!
What are the five ingredients of the
Cognitive-Interactionist Approach?
 Answer
• Acculturated Attitudes
• Comprehensible Output
• Negotiated Interaction
• Pushed Output
• Noticing
Lesson 7:
Selecting and
Presenting Language
Learning Materials
Language Learning Material Development
Presentation of
Instructional
Materials(IM)
Presentation of Instructional Materials
(IM) - refers to the utilization or operation
of the teaching aid in the class in front of
the students.
Materials Evaluation - is a procedure that
involves measuring the value (or potential
value) of a set of learning materials.
It involves making judgements about the effect of the
materials on the people using them and it tries to measure
some or all of the following:

• The appeal of the materials to the learners.

• The credibility of materials to learners, teachers, and
administrators.
• The validity of the materials.
• The reliability of the materials.
• The ability of the materials to interest the learners and the
teachers.
• The ability of the materials to motivate the learners.
• The value of the materials in terms of short-term learning.
8. The value of the materials in terms of long-term learning (of
both language and communication skills).
9. The learners’ perceptions of the value of the materials.
10. The teachers’ perception of the value of the materials.
11. The assistance given to the teachers in terms of preparation,
delivery, and assessment.
12. The flexibility of the materials.
13. The contribution made by the materials to teacher
development.
14. The match with administrative requirements.
A teacher MUST integrate instructional materials into
lessons and modify them. The modification must (as
much as possible) address the students’:
• Developmental stage/age
• Needs and interests
• Aptitudes
• Comprehension level
• Prior knowledge
• Work habits and learning styles
• Motivation
 Let’s Recall!!
This refers to a procedure that involves
measuring the value (or potential value) of
a set of learning materials.
 Answer
Materials Evaluation
 Factors to
Consider in
Presenting
Instructional
 • Understanding
• Understanding requires matching materials to the learner’s abilities and
prior knowledge.
• If students do not understand the material, frustration, and
demotivation set in, making learning more difficult and uncertain.
• The teacher must know whether the materials are appropriate for the
student or not.
• The teacher must know whether the students understand the material as
it is being presented.
• The teacher must check students’ understanding during or at the end of
the lesson.
2. Structuring
• Structuring is sometimes referred to as clarifying.
• Involves organizing the material, so it is clear to students.
• Structuring necessitates those directions, objectives, and main ideas are
stated clearly.
• Structuring implies that internal and final summaries over content.
• Structuring assures that writing is not vague.
• Structuring assures that sufficient examples are provided.
2. Structuring

• Structuring defines new terms and concepts.

• Structuring assures that adequate practice and review assignments
reinforce new learning.
• In structuring, clarity is especially important when new subject matter
is introduced and when is being incorporated into previous learning.
3. Sequencing
• In order to provide a continuous and cumulative learning, organization
with the instruction material is essential.
• Sequencing also gives the students more avenue to reconnect their
prior knowledge to the present lessons in accordance with its
relevance.
• In sequencing, the instructional materials need to be vertically,
horizontally related, and balance.
• Vertical Relationship 5. Parts to whole
• Horizontal Relationship 6. Whole to parts
• Balanced Relationship 7. Chronological
• Simple to complex
4. Explaining
• Explaining generally refers to the generalized terms, illustration, and
summary exercises used in order to explain the content.
• Student should be able to use the instructional material as a medium to
discover concepts and relate new information to their prior knowledge
on their own.
• These questions should be considered when presenting the instructional
materials:
• Do the examples illustrate major concepts?
• Do the materials show relationships among topics, events, or facts to
present an in-depth view of major concepts?
5. Presenting
• Presenting refers to the length and efficiency of the instructional
materials being presented.
• The length of the instructional materials should not overwhelm the
students, since students learn better when they learn using different
ways.
• The main goal is for the students to information from one form to
another and apply new information to their prior knowledge using
different techniques.
6. Transferring
• Transferring refers to the process or techniques in imparting the
content of the instructional materials.
• Instructional materials may be transferred through the following:
• Concept-related
• Inquiry-related
• Utilization-related
• Learner-related
 Let’s Recall!!
What factor involves organizing the
material so that it is clear to students?
Answer
Structuring
Lesson 8:
Evaluating
Instructional
Materials
Language Learning Material Development
Principles in
Materials
Evaluation
 Principles in Material
Evaluation
• Evaluations are driven by a set of principles and these
principles are articulated by the evaluators PRIOR to the
evaluation. Through this, greater validity and reliability
can be achieved, and fewer mistakes are likely to be
made.

• All teachers develop theories of learning and teaching

which they apply in their classrooms. Researchers (e.g.,
Schon, 1983) argue that it is useful for teachers to try to
achieve articulation of their theories by reflecting on their
practice.
The following are some theories articulated from teacher’s
practice:

• Language learners succeed best if learning is positive,

relaxed, and enjoyable experience.
• Language teachers tend to teach most successfully if they
enjoy their role and if they gain some enjoyment
themselves from the materials they are using.
• Learning materials lose credibility for learners if they
suspect that the teacher does not value them.
• Each learner is different from all the others in class in
terms of his/her personality, motivation, attitudes,
aptitudes, prior experience, interest, needs, wants, and
preferred learning styles.
5. Each learner varies from day to day in terms of motivation,
attitude, mood, perceived needs and wants, enthusiasm, and
energy.
6. There are superficial cultural differences between learners
from different countries but there are also strong universal
determinants of successful language teaching and learning.
7. Successful language learning in a classroom depends on
the generation and maintenance of high levels of energy.
 Let’s Recall!!
True or False:

Language learners succeed best if learning is not

positive, relaxed, and enjoyable experience.
Answer
False
8. The teacher is responsible for the initial generation of
energy in a lesson; good materials can then maintain and even
increase that energy.
9. Learners only learn what they really need or want to learn.
10. Learners often say that what they want is focused
language practice, but they often seem to gain more
enjoyment and learning from activities which stimulate them
to use the target language to say something they really want
to say.
11. Learners think, say, and learn more if they are given an
experience or text to respond to rather than if they are just
asked for their views, opinions, and interests.
12. The most important thing that learning materials have to
do is to help the learner to connect the learning experience in
the classroom to their own life outside the course.
13. The most important result that learning materials can
achieve is to engage the emotions of learners. Laughter, joy,
excitement, sorrow, and anger can promote learning.
Neutrality, numbness, and nullity cannot.
 Let’s Recall!!
True or False:

Learners only learn what they really need or want

to learn.
 Let’s Recall!!
True or False:

Learners only learn what they really need or want

to learn.
Answer
True
 Types of
Materials
Evaluation
Types of Material
Evaluation
•
•
Pre-Use Evaluation
Whilst-Use Evaluation
• Post-Use Evaluation
 • PRE-USE EVALUATION

• involves making predictions about the potential value of materials for

their users. It can be;

• Context-free - a review of materials for a journal;

• Context influenced - a review of draft materials for a publisher with
target users in mind.
• Context-dependent - when a teacher selects a course book for use with
her class.
2. WHILST-USE EVALUATION

• Involves measuring the value of materials while using them or while

observing them being used.
• It can be more objective and reliable than pre-use evaluation as it
makes use of measurement rather than prediction.
3. POST-USE EVALUATION
• Probably the most valuable (but least administered) type of evaluation
as it can measure the actual effects of the materials on the users.
• It can measure short-term effect such as motivation, impact,
achievability, instant learning, etc., and it can measure long-term effect
such as durable learning and application.
• It can measure the actual outcomes of the use of the materials and thus
provide the data on which reliable decisions about the use, adaptation,
or replacement of the materials can be made.
 Let’s Recall!!
This type of material evaluation is the most
valuable (but least administered) type of evaluation
as it can measure the actual effects of the materials
on the users.
 Answer
Post-Use Evaluation
A Framework
for the
Selection of
 Psychological Validity
• Represents a need for student-focus - learner’s needs, learner’s
autonomy, self-development, creativity, and cooperation.
• Language materials should be communicative within the
classroom setting and real world and should include learner’s
long-term goals.
• Language materials should encourage learner’s autonomy
through facilitating learners to discover their own learning
styles, habits, and preferences.
• Language materials should provide opportunities for learners to
learn with and from fellow learners.
 Pedagogical Validity
• Focuses on teachers’ needs and developments.
• Learning materials should encourage teachers to improve their
skills and capabilities and obtain new ones.
• Materials should provide detailed teacher’s notes but with a
balanced guidance.
• Materials should be flexible to allow a variety of teachers who
have different teaching styles and personalities to use a
coursebook effectively.
• Materials should cater for nonnative teachers to meet their
expectations, perspectives, and preferences.
 Pedagogical Validity

• Materials should boost teachers to create their own choice of

teaching in such ways that they can add or delete teaching
contents or structure their lessons in their preferred ways.
• Materials should offer teachers opportunities to adapt and
localize the teaching contents.
• Materials should facilitate teachers to critically reflect on the
usefulness and appropriateness of materials.
 Process and Content Validity

• This concerns about a coursebook’s design and writer’s

intention for his book to be used.
• Materials should be current and promote positive personalities.
• Materials should provide a variety of tasks that can get both
open-ended and closed responses.
• Materials should be interesting.
• Materials should be clear.
 Process and Content Validity

• Materials, including activities, should be realistic and taken

from the real-world setting -- real world communication
development.
• Materials should be accurate - no typographical errors, colorful,
and have enough white spaces on each page.
• Materials should be challenging.
 Let’s Recall!!
This type of validity talks about language materials
should be communicative within the classroom
setting and real world and should include learner’s
long-term goals.
 Answer
Psychological Validity
Lesson 9:
Integration of
Technology in the
Language Curriculum
Language Learning Material Development
 What is the
influence of
technology in
 Technology
Integration in
Language Learning

Part 1
• Technology Integration in classroom plays a positive role in
creating a student-oriented teaching and learning process
(Ammade et al, 2018)
• Technology allows teachers to design and adapt classroom
activities (Kessler, 2018)
• Farooq and Soomro (2018) argues that educators should use
right teaching strategies or techniques to make use of
technology’s benefit in the classroom.
 Role of Technology for Learners

• Students develop intrapersonal and interpersonal skills.

• Student work at their own pace.
• Student benefit from differentiated instruction.
 Let’s Recall!!
Who argues that educators should use right
teaching strategies or techniques to make use of
technology’s benefit in the classroom?
 Answer
Farooq and Soomro (2018)
 Definition of
Technology
Integration in the
Classroom
Part 2
 Davies & West (2013)

• Technology integration is understood and implemented in

the form of the use of application or devices in the
classroom.
• Teachers use technology to carry out reliable and
productive activities.
 Solano, Cabrera, Ulehlova, & Espinoza (2017)

• Technological integration occurs if the teacher has been

accustomed to various uses of technology for learning
activities and this is to maximize the benefit of using
technology inside and outside the classroom.
 Summaka, Samancioglu, & Baglibel (2010)

• Technology serves as a tool for language teachers to

design more effective lesson plans.
 Parvin & Salam (2015)

• Students gets the benefits of education from technology,

the learning process in the classroom becomes more
relaxed and interesting.
The implementation and use of technology in education is
increasing. Decision makers (school administrator, education
leaders, governments, local authorities) need to know this to
make better decisions, determine the professional development
needs of educators, and ensure the use of technology in
schools effectively and efficiently.
 Let’s Recall!!
Who said that teachers should use technology to
carry out reliable and productive activities?
 Answer
Davies and West (2013)
 Benefits of
Multimedia
Technology in
English Language
Teaching
Part 3
 • Motivates Students to Learn English

• The traditional teaching methods are unpopular and less

effective in the English language classrooms. Now,
multimedia technology, with the help of audio, visual and
animation effects, motivates students to learn English
quickly and effectively.
 2. Develops Students’ Communicative Competence
• Multimedia technology addresses the limitation of traditional
teaching by integrating learning and providing greater
incentives for students.
• This approach breaks the monotony of passive learning,
encouraging active participation through tools like
PowerPoint templates.
• The multimedia environment creates a positive space for
group discussions, debates, and subject discussions,
enhancing students’ communication skills and positive
thinking in language learning.
 3. Improves Teaching Efficiency

• Using multimedia technology in the language classrooms

improves teaching contents. It allows teachers to present
information in diverse formats, catering to different learning
styles. This variety can enhance comprehension and retention
among students.
• Multimedia resources can be used for self-paced learning,
enabling students to revisit lessons or explore supplementary
materials at their own pace.
4. Enhance Interaction among Students and between Teachers
and Students

• Multimedia technology, as emphasized by scholars like Gary

Motteram, promotes active participation and interaction in
language classrooms.
• It focuses on developing students’ listening and speaking
abilities, emphasizing meaningful interaction.
• Teachers transition into facilitators, creating a context for
information exchange and authentic engagemennt.
 5. Creates a Conducive Teaching Environment in the
Classrooms

• The use of multimedia technology transforms language

classrooms into dynamic and favorable environments for
teaching.
• Healey et al., stresses the importance of appropriate
technology use to enhance good teaching.
• Multimedia features, such as visibility and liveliness, make
language classes lively and interesting.
 Let’s Recall!!
Give one benefit of Multimedia Technology in
English Language Teaching.
 Answer
• Motivates Students to Learn English
• Develops Students’ Communicative Competence
• Improves Teaching Efficiency
• Enhance Interaction among Students and between Teachers and
Students
• Creates a Conducive Teaching Environment in the Classroom
 Integration of
Technology in the
Language
Curriculum
Part 4
 Multimedia Technology-Based Teaching Framework

• The ability of teachers to integrate technology into different

teaching methods is important because of the rapid advances
in technology in the 21st century (Tanak, 2018).
• Educators must be experienced enough to know how to
differentiate between different programs, and choose which
applications or programs are most suitable for students.
 Multimedia Technology-Based Teaching Framework

Techniques will be used:

• Online English learning websites
• Computer-assisted language learning programs
• Presentation software
• Electronic dictionaries
• Chat programs and e-mail messages, and
• Learning video clips
Table. 1 The Framework of Multimedia Technology
Table. 1 The Framework of Multimedia Technology
Table. 1 The Framework of Multimedia Technology
True or False:
Let’s Recall!!
Educators must be experienced enough to know how to
differentiate between different programs, but don’t have the
right to choose which applications or programs are most
suitable for students.
Answer
False
Thank you for
listening!! ;)