Language Learning Material Development [PDF]

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LANGUAGE LEARNING MATERIALS DEVELOPMENT



I. Introduction to Materials Development II. Materials Evaluation III. Adapting Materials IV. Developing Specific Types of Materials



I. INTRODUCTION TO MATERIAL DEVELOPMENT Learning Outcomes:  Deepen understanding on the essence of Instructional materials towards a successful instructional delivery;  Develop instructional materials which are appropriate, relevant and appealing;  Evaluate instructional materials based on the criteria set and  Demonstrate the ability to adapt purposeful instructional materials. Communication is a survival resource. In this era of massive advancement in information, science, technology, you need to be equipped with a wide array of scaffolds that can help facilitate active engagement with different kinds of environment in order for you to survive in this globally competitive world. In school setting, this can be achieved when communicative teaching-learning strategies, activities/ instructional materials are wellplanned and are framed towards linguistic and communicative competence of learners. This course ushers you to the essentials of language learning materials development as this will equip you in the preparation of a meaningful language teaching and learning. In the process, you are guided tat as you become professional teachers, you don’t only pay attention to the competencies or outcomes, topics and assessment measures but you have to give equal value on the instructional materials as these enhance students’ learning. According to Tomlinson 2011, an instructional material is anything which is used by the teacher to facilitate teaching and learning as the material designer builds in a pedagogic purpose.



LESSON 1: ESSENCE OF INSTRUCTIONAL MATERIALS



What are Materials? Materials are anything that facilitates the learning of language. What are materials? ‘materials’ ‘include anything which can be used to facilitate the learning of a language. They can be linguistic, visual, auditory or kinaesthetic, and they can be presented in print, through



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live performance or display, or on cassette, CD-ROM, DVD or the internet’ (Tomlinson, 2001). They can be instructional, experiential, elicitative or exploratory, in that they can inform learners about the language, they can provide experience of the language in use, they can stimulate language use or they can help learners to make discoveries about the language for themselves. Who should develop the materials?  These days most commercial materials are written by professional materials writers writing to a brief determined by the publishers from an analysis of market needs (see Amrani, 2011).  Teachers also need an experience, training and support to become materials writers who can produce imaginative materials of relevance and appeal to their learners.



What is Instructional Material? Instructional Materials serve as the heart of active engagement of students in language learning. In the development of instructional materials for language learning, it is fundamental to enrich your understanding on the following important concepts as shared by experts of IMs development and how these would foster meaningful learning the language. Instructional materials refer to those alternative channels of communication, which a classroom teacher can use to concretize a concept during teaching and learning process. An instructional material is any systematic description of the techniques and exercises to be used in the classroom teaching (Brown, 1995) They are didactic material things which are supposed to make learning and teaching possible. (Obanya, 1989). They are human and non-human materials and facilities that can be used to ease, encourage, improve and promote teaching and support instruction, such as textbooks, tasks and supplementary materials.” (Remilliard and Heck 2014) Teaching Aids are objects (such as a book, picture or map) or devices (such as DVD or computer) used by a teacher to enhance or enliven classroom instruction. (Shukla, 2018). The role or materials (particularly textbook) in in language teaching as a resource – for presentation materials; activities for learners’ practice and communicative interaction; for learners on grammar, vocabulary, pronunciation stimulation and ideas for classroom activities; a support for less experienced teachers. (Cunningsworth as cited in Richards, 2003)



1. Based on your experience, how do you distinguish a plain material from an instructional material? 2. What instructional materials have you been frequently exposed to? 2



3. How do you visualize a teaching-learning activity with/ without instructional materials?1



LESSON 2: DEVELOPMENT OF INSTRUCTIONAL MATERIALS



Authenticity and purposiveness of instructional materials for language learning are essential elements before they can be meaningfully utilized in class in class. They are essential elements and potent guides in designing and developing these materials. Moreover, teachers’ experiences in language teaching as well as their understanding of their students’ knowledge, skills and behavior are other key factors towards motivating the students to learn the target language. Here are some ideas about material development: “Materials development is basically dealing with selection, adaptation and creation of teaching materials.” (Nunan, 1991) Materials development refers to anything which is done by writers, teachers, learners to provide sources of language input in ways which maximize the likelihood of intake.” (Tomlinson, 1998) “The importance of materials-based content acts as a stimulus for communicative interaction and materials-as-language serves the purpose of information about the target language and carefully selected examples of use.” (McGrath, 2013) “Teacher produced materials play an important role in bridging the gap between the classroom and the world outside.” (Pardo and Tellez, 2009) “Language learning and teaching have been further transformed by the rapid development of a wide ray of technology-mediated resources, materials, tasks and learning environments.” (Reinders and White, 2010) “Integrating texts with the local culture will lessen the unfamiliarity and help students to read better.” (Regmi as cited in Nambiar; Ibrahim, et.al.2020) Below are some suggestions that may help you in developing instructional materials for language learning: 1. Know your students well  Get acquainted with the individual students’ profile family background, health record and other pertinent data that can help you assess the student’s would-be performance in class. 2. Understand the learning outcome/s  This is your anchor in the selection/development of instructional materials. The expected students’ learning outcome of the course is to be proficient in both oral and written communication skills. 3. Think smart and practical



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 Indigenous materials may just be found around the corner. Carefully select and reconfigure them to serve as instructional materials. 4. Adapt/ adopt well-proven effective instructional materials  A number of research-based effective instructional materials for language may be appropriately utilized in certain communicative. 5. Create contextualized materials  Print (hard copies) and non-print materials (soft copies) are both indispensable to teaching and learning. Any teacher is given opportunity to create his/her own instructional materials with due consideration of the context, content and structure. PRINCIPLES OF MATERIALS AND FRAMEWORK FOR MATERIAL DESIGN Materials should: 1) Be relevant This point is one which can be very hard to achieve in a diverse group. Though relevance is to large extent subjective, it has the potential to drive learners’ intrinsic motivation. This is where needs analysis (as per materials design process) comes into place. Finding common ground, or rather shared relevance will grant learners’ engagement with materials 2) Challenge students We all agreed that finding well balanced material was quite important in keeping students interested. Setting them achievable yet challenging tasks would help stimulate them into reaching their full potential. 3) Link to real life & meaningful This principle was inspired by our session on task-based learning. However, on reflection, we found it would be unrealistic to include a real-life task in every lesson. What’s more, as mentioned with regards to my own experience, I believe that there is room for somewhat ‘unrealistic’ language practice when it comes to learning L2. 4) Be current We found that a very common problem with published material we are made to use during peak season. Potentially this is something which could be addressed as EdTech is evolving. Also publishers and materials writers should pay more attention to topic or image selection for various target groups. As an example, I have recently been given an intermediate book designed for young adults. Although New Framework was published in 2009 (which in EFL world still passes as fairly recent) it included photographs of celebrities well into their 50s ( so 60s today). Those images failed to establish context among young adults who struggled to recognise them. Similarly it included a whole unit on refugees which in the current climate would be considered controversial, as several of our Austrian groups clearly request this topic is not discussed in lessons. 5) Be authentic



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Given students’ unlimited access to authentic input through the internet, it goes without saying that including ‘purpose-written’ materials would feel like some kind of deceit. Several titles such as Life, Speakout or Keynote have started a trend in using authentic input in coursebooks. In my opinion, this is not only becoming learner’s expectation but also enables the teacher to further adapt and supplement it with widely available real-life materials ( articles, news clips, documentaries, interviews, comics etc.). 6) Encourage communication In order to truly embrace the communicative approach we need ensure our materials encourage students to express themselves. Arguably, this could be achieved with teacher’s instruction but input which is somewhat ‘malleable’ is far more engaging for both learners and teachers. 7) Give multiple examples This point resonates with a comment by a Croatian teacher (Jolly & Bolitho in Tomlinson 2011). Published materials tend to organise language into ‘edible’ chunks such as topics, functions or grammar items. Personally, I believe it’s the teacher’s role to take learners beyond that. Simplifications serve a purpose for lower levels but should be most definitely explored and questioned with stronger students. 8) Be varied Most coursebooks these days follow a classic PPP format. In my opinion, this works well as enables students to know what to expect. However, no two lead-ins should be the same. Even the most creative activity can prove boring if repeated too many times. Introducing variations in task types, interaction patterns or prompts used would keep students engaged throughout. 9) Be visually appealing ( New Principle added 27 February 2016) Having created a framework I would like to use to evaluate materials I decided to add another principle to my existing list. I decided to acknowledge the visual aspect of material which I personally find extremely important. When flicking through the coursebooks it’s the images which jump out at you first and make the very important first impression on you and the student. 10) Be flexible to adaptation and supplementation (New principle added upon reflection on 27 February 2016) Having experienced teaching several levels in one class yet being restricted to one book, this criterion emerged as crucial to my teaching context. Task which enable the teacher to pick and choose, skip and adapt would allow for differentiation in lessons.



1. What instructional material have you developed? Describe its purpose. 2. Why is there a need to develop an instructional material when there are ready-made ones?



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LESSON 3: MATERIALS EVALUATION



What is 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 the materials to learners, teachers and administrators; the validity of the materials (i.e. Is what they teach worth teaching?); the reliability of the materials (i.e. Would they have the same effect with different



groups of target learners?);  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 (important, for example, for performance on tests and examinations);  the value of the materials in terms of long-term learning (of both language and of communication skills);  the learners’ perceptions of the value of the materials;  the teachers’ perceptions of the value of the materials; The development and utilization of instructional materials for language learning need to be relevant and well-focused. In doing so, these materials need to be assessed and evaluated anchored on certain principles for materials development. The following inputs embody the value of evaluating instructional materials. Mindful of their role in language learning, then their form and substance should be given due attention: “Materials evaluation is the activity which measures the value of a set of learning materials by making judgments about the effect of the materials on the people using them including its measure and appeal to the learners; materials validity; materials ability to interest the learners; materials potential learning value; delivery and assessment.” (Tomlinson and Masura, 2004). “Materials development 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



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materials on the people using them like the appeal, credibility, validity, reliability and flexibility of materials to learners, teachers and administrators.” (Dick and Johnson, 2002) “Materials need to be flexible enough to cater to individual and contextual differences. In order to use IMs and aid more effectively, they must make learning more real and meaningful.” (Amadioha, 2009). When evaluating the quality of a textbook’s exercises or activities, there has to be considerations on their contribution to language acquisition, balance in format and varying and challenging exercises.” (Garnier, 2002). “Clarity of instructions is a useful starting point in materials evaluation. Often teachers’ books and gives supporting grammar advice but the real workings of materials lie in students’ instructions hence activities need to be understandable, achievable and culturally acceptable.” (Ganpatsingh, 2016) “Evaluation is essential in obtaining data in order to revise instruction to make it more efficient and effective. This includes enhancement/ revision of the IMs, to make them as effective as possible. These ideas give you a clearer picture on the need to assess IMs.” (Dick and Carey) With the desire to develop students’ critical and creative thinking skills, the following are added tips in evaluating IMs for language learning. 1. Alignment of Purpose- see to it that the materials intended for use are aligned to the learning outcomes. 2. Capacity of learners- Make sure that learning materials do not bore the students with advanced knowledge and skills and frustrate those who with lesser capability to perform. In other words, the material should embrace the idea of inclusivity as it is beneficial to the entire group of students. 3. Localization and contextualization- A meaningful learning experience happens when materials are familiar to the students and when experiences are authentic. Once customs and traditions are taken into considerations are taken into consideration, students value their culture. In effect they will be conscious of preserving and promoting their culture. 4. Physical appearance of the instructional material- Provide sufficient but attractive graphics that can capture the interest of the students. The content, style and structure should be considered to ensure continuance of engagement. Further, examine its durability. For practical reasons, these materials may be enhanced for future use. 5. Challenge for lifelong learning- The IMs should contain challenging activities that guide the students in the development of their critical and creative thinking skills may they be paper or on technology. The utilization of a management learning system in teachinglearning activities is encouraged. TYPES OF MATERIALS EVALUATION



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There are many different types of materials evaluation. It is possible to apply the basic principles of materials evaluation to all types of evaluation but it is not possible to make generalizations about procedures which apply to all types. Evaluations differ, for example, in purpose, in personnel, in formality and in timing. You might do an evaluation in order to help a publisher to make decisions about publication, to help yourself in developing materials for publication, to select a textbook, to write a review for a journal or as part of a research project. As an evaluator you might be a learner, a teacher, an editor, a researcher, a Director of Studies or an Inspector of English. Types of evaluation (STAGES) 1. Pre-use evaluation- involves making predictions about the potential value of materials for their users. 2. Whilst (In)-use evaluation- it measures the value of the material whilst observing or using them 3. Post –use evaluation- it is the most important and valuable because it can measure the actual effects of the materials on the user and provide reliable information. Types of evaluation (BOOK) 1. External evaluation- claims made on the cover, introduction and table of contents: audience, proficiency level, context intended, how language is organized into teachable units, views on language and methodology 2. Internal evaluation- in-depth look at two more units-representation of skills, grading and sequencing kinds of texts, relation text-exercise.



GETTING CLOSER TO EVALUATION 1. Reviews 2. Surveys 3. Checklist 4. Questionnaires 5. Evaluation scales



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MATERIALS EVALUATION FRAMEWORK 1: Materials should be current 2. Materials should be relevant 3. Materials should be varied 4. Materials should be relevant. 5. Materials should be realistic. 6. Materials should be authentic. 7. Materials should be visually appealing. 8. Materials should encourage communication. 9. Materials should be flexible to adaptation and supplementation 10. Materials should be challenging.



Instructional materials and the learning process Two basic principles should be considered when using instructional materials: 1. Teachers, whether poorly trained or highly competent, remain the most influential part of the learning process. (Materials merely assist in the instructional process; the teacher provides the primary source of direction in learning.)



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2. The amount of information a student retains is directly related to how that material is presented. This concept can be presented as a series of steps leading to the greatest retention of knowledge:



Materials used in education can be categorized by the type of information they contain and which of the senses are required to make use of that information: A. Written materials (sight) such as texts or readers provide detailed information through the use of the written word. B. Visual aids (sight) provide graphic and/or written information which usually supplements an oral presentation (hearing). C. Audio tapes and records (hearing) provide information through the spoken word (and may or may not be used with other types of materials). D. Film, slide/tape, and videotapes (sight and hearing) use visual, audible and written means to present information. E. Real Objects and Models (touch/kinesthetic) coordinates visual presentation with touch to present information. USING MATERIALS IN THE CLASSROOM Whatever subject is being taught, visual aids are most effective when they are properly used and reach the greatest number of students. Visual Aids and Learning Styles Based on the ideas from previous sections of the manual Child and Adolescent Learning and Instructional Objectives), one principle which should be apparent is that certain students benefit more from seeing or touching something while others need to hear an explanation before they can understand it. The best way to be sure that every student's preferred learning style is addressed is to use a variety of materials within any presentation. Relying too heavily on visual aids and neglecting the importance of the spoken presentation, or doing it poorly, may mean that the teacher is not reaching those students who may learn better when they hear 10



someone present the information orally. The key here is to mix the presentation with different types of materials if possible. Use real objects to teach classification, visual aids like charts and diagrams to teach about processes, and technological media, if available, to teach processes involving action or subjects where dramatization is appropriate. Combine different sections of the course content and use various materials to teach these sections alternating between the use of media and materials and a regular, oral presentation (see Classroom Teaching Techniques for more detail on presentation techniques). Presenting an Instructional Aid to a Class Certain steps are involved in the presentation of any instructional materials. These steps can be categorized according to when, in relation to the presentation, they should occur. Before the Presentation ° Make sure that the materials relate directly to the objectives stated in your lesson plan. ° If some form of technological media is used, the teacher is well advised to check the equipment and make sure everything is in working order before the class begins. During the Presentation The pacing of the presentation is important. The focus of attention should be shifted clearly towards a visual aid during a presentation. Begin with a phrase like, "Now, looking at this diagram, we can see that some types of plants..." . As in speaking to a class, the teacher should move slowly and clearly from one part of a visual to another, physically pointing out each figure or object in the visual aid. In using instructional media the teacher should a) minimize the distraction during a presentation and b) maximize the students' attention on the media being presented. (e.g. Some teachers, before a filmstrip presentation or lecture, tell the class that there will be a quiz following the presentation). Lessons using media should always be preceded by an introduction from the teacher. Films, audio tapes and other media provide much information and some form of instruction by the teacher should be given to offer some indication as to what students should look for. Provide some sort of summary or review of the material to give closure to the lesson (e.g. Study questions be used after the presentation to help students review important points). After the Presentation



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Make sure that the instructional aid is safely stored so that it is ready for its next use. Evaluating instructional materials When materials have been used as part of the instructional process, the materials themselves should be assessed for their relevancy, practicality and usefulness in the lesson or unit. If materials are developed by the teacher or are used for the first time in a classroom, then the teacher is responsible for determining how effective they are and changing them appropriately before they are used again. One such model used in the materials development field is the pretest modification - post teat model. In this model, materials development falls in a cycle of production: 1. When do you say that IMs is well-developed/designed? 2. Why is there a need to evaluate an instructional material?



LESSON 4: ADAPTATION OF INSTRUCTIONAL MATERIALS



Education in the 21st century is highlighted by the use of technology in teaching and learning. In the area of language learning where students are expected to demonstrate effective communication, the use of learning resources including ICT, shall be made relevant and sustainable. Relevance in education is actualized when activities cater to the learning needs of students- where majority of whom are technology savvy. “Effective adaptation is a matter of achieving congruence, among several related variables like the teaching materials, methodologies, students, course objectives, the target language and its content as well as the teacher’s own personality and teaching style.” (McDonough and Shaw, 2003) “Adaptation is one or more of a number of techniques: supplementing, editing, expanding, personalizing, simplifying, modernizing, localizing or modifying cultural/situational content.” (Madsen and Bowen as cited in McGrath, 2002) To adapt an instructional material is a scholarly endeavor. Your adeptness in the selection of the said material involves careful planning. Amid the myriad of instructional materials for language learning, you need to consider vital considerations before coming up with the decision to adapt the materials. The following may guide you when you adapt an instructional material: 1. Choose a renowned and credible author- A lot of authors contribute similar and differing ideas on the adaptation of instructional materials. Read their credentials and give preference to those acclaimed experts.



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2. Ask permission from the author of the chosen instructional material or simply acknowledge him/her in the adapted material. 3. Modify certain ideas to suit to your purpose and context. Examine the suitability/alignment of the material to the desired purpose and to the group of students, then feel free to make modifications. 4. Validate the material by experts of the field. Make sure that the adapted material is reviewed by content experts. They have ample knowledge about the validity and reliability of its content. McGrath (2002) stressed the importance of the interdependence between adaptation and evaluation. He also enlisted processes which consist of adaptation:    



Selection Rejection Adding Changing



Madsen & Bowen (1978 in Tomlinson 2012 page 151) emphasise ‘that good teachers are always adapting the materials they are using to the context in which they are using them in order to achieve the optimal congruence between materials, methodology, learners, objectives, the target language and teacher’s personality and teaching style’. Although McDonough (2013) recognises the ad-hoc, ‘think on your feet’ adaptation he further concludes that it ‘is essentially a process of ‘matching’ (…) to maximize the appropriacy of teaching materials in context’. As adaptation can only be followed by reflection or evaluation prior, during or post teaching experience it is important that it is ( just like evaluation) based on a set of principles. Here’s a visual representation of McGrath’s (2013) principles motivating change: TEACHER-CENTERED AND LEARNER-CENTERED APPROACH TO ADAPTATION A. Teacher-Centered Approach Taken to its most extreme interpretation, teachers are the main authority figure in a teachercentered instruction model. Students are viewed as “empty vessels” who passively receive knowledge from their teachers through lectures and direct instruction, with an end goal of positive results from testing and assessment. In this style, teaching and assessment are viewed as two separate entities; student learning is measured through objectively scored tests and assessments. B. Learner-Centered Approach



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While teachers are still an authority figure in a student-centered teaching model, teachers and students play an equally active role in the learning process. The teacher’s primary role is to coach and facilitate student learning and overall comprehension of material, and to measure student learning through both formal and informal forms of assessment, like group projects, student portfolios, and class participation. In the student-centered classroom, teaching and assessment are connected because student learning is continuously measured during teacher instruction. TEACHER-CENTERED MATERIALS In the spectrum of educational materials, teacher-centered materials are the materials used in the classroom to have a better teaching process. It is used only by the teachers and the students will listen while the teacher is teaching with the help of the teacher-centered materials. 1. PowerPoint Presentation PPT's are considered as one of the instructional materials that can be used in teaching. Teacher manifest to teach with the help of laptop and project or that can be an ease for the learners because they can see what is the lesson all about through the use of powerpoint presentation. 2. Visual aids Are also similar with the Power Point presentation. It is used to show what is lesson all about. It can support the teacher by setting out main points and other information about the lesson or the topic 3. Recorded Lectures Recorded lectures include audio presentation and video presentation. These are used in screen casting information, resources, and helps to elaborate and give more examples. 4. Chart, Objects, Photographs These are also considered as teacher-centered instructional materials since it helps to elaborate the topic and it gives clear example that supports the context of the lesson. LEARNER-CENTERED MATERIALS The focus of the materials in this approach is on the students. The teachers will only facilitate the students for them to have a better and efficient learning process and learning experience. The teacher will serve as a coach for the overall comprehension of the material by the learners. 1. STORYBOOKS Stories play a vital role in the growth and development of learners. It can help to enhance theirreadingskillsandcomprehension.Thismaterialisastudent-centered since the 14



students are the one who reads the book and its parks their imagination and stimulate their curiosity. 2. Coursebook/ Textbook This material mainly contains comprehensive compilation of content in a branch of study with the intention of explaining it. Textbook are produced to meet the needs of educators, usually at educational institutions. Course books are textbooks and other books used in schools to expontaneously explain and help students to understand the lesson. 3. ACTIVITY SHEETS This material is commonly a piece of paper that contains question and activities. Students can either place their answers or perform the specific activity.



MATERIALS AND DIGITAL TECHNOLOGY Digital Technology The term digital technology is used to refer to the ever-evolving suite of digital software, hardware and architecture used in learning and teaching in the school, the home and beyond. Is a term that is being increasingly used in education in place of now dated terms like ICT, educational technology, computer-based education and Technology- Enhanced Learning. Types of Digital Technology Used in Education ✘Productivity Tools ✘Instructional Software ✘Computer-based Learning Technologies and Instruction ✘General Reference ✘Research Tools ✘Subject- Specific CD-ROMs 1. PRODUCTIVITY TOOLS ✘Computer productivity tools are software programs designed to make computer users more productive as they work. ✘Productivity tools are programs that are specifically created to be used by professionals specializing in the specific field. ✘Example: (MS Office Applications such as MS Word, PowerPoint, Excel, and etc.) USES OF PRODUCTIVITY TOOLS Creation of Materials



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Reference Collaboration Planning Archiving Purposes New teaching methods are introduced. 2. INSTRUCTIONAL SOFTWARE ✘Instructional software are types of software that assists in the instruction of the students. ✘They generally provide the students the information regarding the lesson and is always followed-up with an assessment. TYPES OF INSTRUCTIONAL SOFTWARES ✘Applications ✘Drill-and-Practice ✘Tutorials ✘Simulation ✘Instructional Games ✘Problem-Solving ✘Multimedia ✘Teacher Utilities A. Applications A group of applications programs that is designed to automate general-purpose and specific tasks such as word processing, database management, spreadsheet, attendance, accounting, grade reporting, scheduling and others. B. .Drill and Practice Drill and practice software provide exercises in which students work example items one at a time and receive feedback on their correctness. C. Tutorials A tutorial exposes the learner to materials that is believed not to have been previously taught or learned. A tutorial often includes pre-test, posttest and drill and practice activities. D. Simulations A simulation is a computerized model of real or imagined system designed to teach how a system works and allows learners to create their own sequence for using simulation. E. Instructional Games Instructional games are courseware designed to motivate learning by adding game rules to learning activities.



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F. Problem- Solving Problem-solving software is a type of program that places emphasis on critical thinking, analysis, logic and reasoning via the presentation of a set of data or problematic event.



G. Multimedia Programs that support the interactive use of text, audio, still images, video and graphics and manipulate them to support learning. H. Teachers Utilities Non-instructional or administrative programs used to prepare instructional materials or organize, store, evaluate and report information on pupils’ achievement and progress. 3. COMPUTER-BASED LEARNING TECHNOLOGIES AND INSTRUCTION



Computer-based learning in education refers to using computers as a central part of the educational experience. Teachers use educational websites and software to enhance daily classroom curriculum. Example of CBL/CBI: I. Spelling City SpellingCity.com is a website where students practice spelling and language skills. Teachers input weekly spelling lists and students play games and practice their words during the week. A. Types of computer-based instruction 1. Computer-based Learning These are materials that facilitate communication and cooperation between students and teachers. They utilize the computer’s network resources and the internet. 2. Computer-supported Collaborative Learning CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously. 3. Technology-Enhanced Learning Any learning method that utilizes technological resources falls under this category. They have the advantage of being more interactive, cheaper and convenience. 4. GENERAL REFERENCE TOOLS ✘General reference materials are academic programs which provide learning materials similar to books.



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✘They are often including multimedia, dictionary and thesaurus. (Ex. MerriamWebster) There are two types of General Reference Tools ✘User-generated Any content text, video, images, reviews.( Ex. Wikipedia and etc.) ✘Traditional Ex. Encarta 5. RESEARH TOOLS ✘Researchtoolsareresourcesmainlyusedforretrievinginformationfromseveralsources. ✘Most of these research tools use the Internet to search information. ✘They generally include search engines, wikis, blogs, internet archives, etc. ✘Example : Google 6. Subject-Specific CD-ROMs ✘Subject-specific CD-ROMs are compact discs that contain instructional software regarding a particular topic. ✘They are often included as companion CDs for books. ✘They tend to have a much broader scope compared to digital encyclopedias. 1. What is the difference between adapting and adopting an instructional material for language learning? 2. How do instructional materials affect meaningful learning of the language?



UNIT 2: DEVELOPING SPECIFIC TYPES OF MATERIALS Learning Outcomes:    



Identify accessible and available learning materials; Choose appropriate learning materials for each language skill; Create/adapt learning materials appropriate for an identified lesson/concept; and Demonstrate effective use of the learning materials.



Introduction: At the heart of language teaching and learning are the materials which serve as the portal into actualization of a language pedagogy. These materials are offshoot of a principled understanding of what constitute an effective language learning. The materials that language teachers will develop can inform current teaching practices and can also provide an avenue for the application of language teaching theories.



Lesson 1: Materials for the Teaching Vocabulary 18



How many words do you think should a grade 1 student know upon entering school? How many words does he/she need to learn as she/he goes to the next grade? How many words does a grade 7 students should already know? In a classroom scenario, students hesitate to speak up because they either don’t have the right words or out of words to express what they want to say. Vocabulary is the key to English language learning for without it, it would be difficult for anyone to convey ideas or understand other people. It glues everything else together from your ideas to the meaning it holds to one’s understanding of these ideas. How many times do you hear the expression “I’m out of words” figuratively and literally? The acquisition of an extensive vocabulary serves as a good foundation for students to be able to use English language with mastery. Interaction: What do you think are the considerations needed in deciding what materials and resources are helpful in the teaching of vocabulary? Educators share so many thoughts on how to decide on what materials to use for vocabulary development. The 4 Ds will help you remember how to go about considering materials development for the teaching of vocabulary. Here are the 4 Ds: Diagnose



Determine



Develop



Decide



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