Materials development

In spite of the high influence of the modern technologies, textbooks undoubtedly play a crucialpart in EFL context. Thus, it is essential for the practitioners to regularly evaluate the effectiveness of the applied materials so as to get ensured of their appropriateness for the context and learners who use them. The current study sought to investigate Top-Notch text books(Joan Saslow and Allen Ascher, 2006), which is currently at use at language institutes in Iran. A survey questionnaire developed by Thein (2006) was used for evaluation of the aforementioned series comprehensively in all essential domains including: General Appearance, Design and

There are some placement tests conducted by many universites to place the students in correct way in learning English. This research focuses on evaluating a placement test of tose in iain surakarta that is evaluating placement test in P2B IAIN Surakarta. The writer highlights the TOSE placement test in terms of the material and also the test takers and
the tutor. The result of the research shows that the distribution of test scores is generally satisfactory. There are all of a suitable level of difficulty, with an appropriate spread of scores.
Keywords: placement test; evaluating placement test; TOSE

To Pinterest or not to Pinterest? – that is the question:
Evaluating the usefulness of Pinterest as online self-access material at Southampton Solent University, UK.

Whistance (2015) puts forward that the use of Pinterest at Southampton Solent University increases student engagement, promotes inclusivity and develops employability skills.  The first part of this paper will review this reflective case study, explaining the rationale behind using social bookmarking sites and specifically Pinterest by linking to research and implementation from other educators.  The aims of the project at Southampton Solent University will be outlined in relation to its context and student needs with the aid of visuals to showcase material.

The second part of this paper will then evaluate the real impact of Pinterest through a more rigorous approach.  The online platform will be analysed with reference to Tomlinson’s (2010) ‘Principles and Procedures for Self-Access Materials’ which link to Second Language Acquisition theories.  In addition, feedback obtained from international students at Southampton Solent University will also be disseminated.

References

 Tomlinson, B. (2010). Principles and procedures for self-access materials. Studies in Self-Access Learning Journal, 1(2), pp.72-86.

 Whistance, J. (2015). Reflective case study. My ‘Pinteresting’ project: Using Pinterest to increase student engagement, promote inclusivity and develop employability skills. Dialogue, Volume 5, pp.50-58. Retrieved from: http://issuu.com/stlc/docs/dialogue_5__final/51

Kiswahili is a foreign language (L3) in Uganda. Since the 1990s, Uganda has experienced an increase in the importation of Kiswahili instructional materials, notably from Kenya and Tanzania. Arguably, in this situation, many teachers of Kiswahili in Uganda’s lower secondary schools are generally characterising their institutions as locations of imported materials that can hardly support its teaching, as an L3. This situation suggests a general dearth in Uganda of informed perspectives concerning materials development for facilitating L3 pedagogies. Engaging in document analysis techniques and personal communications to constitute its methodology, the paper adopts a framework on L3 teaching and learning to model contemporary perspectives on materials development. The paper is envisioned to equip mainly aspiring Kiswahili materials developers in Uganda with basic theoretical insights and practical orientations to be exploited while writing drafts for their proposed materials that can suitably facilitate Kiswahili pedagogies mainly in lower secondary schools of Uganda.

Abstract : 1. What are we doing when we do grammar ? / 2. So what is grammar?/ 3. Where do the rules in book grammars come from ? / 4. So is grammar just about the links between words ? / 5.Language grammar always happens at the same time as lots of other things in your brain / 6. What should grammar teachers teach ? / 7. Do students learn useful language control from studying grammar books? / 8. Can teachers teach grammar? / 9. How can language teachers be most useful? / 10. Do grammar mistakes matter? / 11. Is accuracy more important than fluency?

This is the outline of a seminar on grammar teaching given as a teacher inservice for Chinese English teachers in Zhengzhou, Henan, China, on 13 May 2008. Thor May has been teaching language and linguistics since 1976.

This study seeks to explain the usefulness of parallel translation as a language learning tool and the reasons for its efficacy in the light of the comprehensible input hypothesis and data from polyglottery. In this connection, the discussion of intensive vs. extensive learning is raised and a preliminary calculation of the amount of input necessary for language acquisition is offered. A classification of bilingual text types (vertical, horizontal, interlinear and incorporated) is suggested and sample learning materials for several languages (French, Japanese, Middle English, Veps and Newar) are provided. The paper mentions the titles of some particular textbooks based on this method (such as Assimil, Langenscheidt and Gakken publications) and considers the factors affecting its applicability. Parallel translation is shown to be a straightforward way of creating educational materials for smaller and rarer languages as well as for studying recurrent features of different languages and their respective cultures. Learning resources of this kind are also demonstrated to have particular significance in the light of the receptive multilingualism approach that stresses the priority of foreign language comprehension (rather than speech production) for successful and fair international communication. Mention is made of different attitudes towards bilingual texts among polyglots who are traditionally known for using this kind of materials in their study. While some learners praise parallel translation as a unique method of vocabulary acquisition, others indicate that it diminishes the intellectual work necessary for language learning. Still others point out that the efficiency of this method depends on the structural similarities/differences in a given pair of languages. By way of conclusion, parallel translation is demonstrated to be an effective way of making extensive language input comprehensible from the earliest stages of the learning process and of customizing it to one's personal interests. Progress to more advanced levels of language proficiency should probably imply shifting from bilingual texts to adapted literature (graded readers) to authentic foreign speech sources.

TEACHING PRODUCTIVITY AND ITS ENEMIES is a distribution of my original doctoral dissertation "Language Tangle : Predicting and Facilitating Outcomes in Language Education" ( http://hdl.handle.net/1959.13/804346 )  with a new title better reflecting its actual theme, barriers to teaching productivity.

Although the keys to teaching success are elusive, some of the destructive forces at work against success have enough constancy to be worth the trouble of a well-developed defence system. I will collectively describe forces acting against teaching success as “the enemies of language teaching productivity”.  A productive teacher is one who adds to the learning productivity of students. A productive student is one who  acquires and retains what needs to be learned (a skill, a body of knowledge or a method of thinking) with the most efficient use of his or her mental resources, time and money...

As a working teacher, I am concerned with managing the psychology of my students as well as my own. The “enemies” in this ghostly arena of the human mind are well known to any experienced teacher. However, the bulk of this book is concerned with other distractors – enemies without. Typically they take the form of individuals and groups within institutions who have agendas which clash with what the teachers and students are trying to achieve. Productivity for these other players has an altogether different meaning from the learner’s pursuit of knowledge...

Listening as a receptive skill is considered the oral skill which is the primary ability developed in first language acquisition. However, until recently listening was ignored in the second language context. Nunan (1999) states that listening is the Cinderella skill in the second language context because it is overlooked by its elder sister, speaking. Moreover, Nunan (2002) adds that EFL students spend a lot of class time for listening, but it is the most unnoticed of the four skills in EFL contexts.

BALAV was inspired first by the presence of English & Spanish technical vocabulary in Texas secondary textbooks. Technical and formal English is descended from Latin and French--relatives of Spanish. Informal English is descended from German. Marzano and Pickering's model of vocabulary development is utilized. Hispanic achievement drops sharply between 4th and 11th grade; bilingual instruction is usually banned after 5th grade, regardless when the newcomers reached the US

English is a key part of the Year One Higher Diploma in Business Programme (HD1) at the Dubai Women’s College (DWC) in the United Arab Emirates. Several years ago, the HD1 English faculty team decided to prioritize the teaching and learning of vocabulary to try and help students better cope with the demands of their coursework. The target vocabulary for HD1 is the Academic Word List (AWL). As Coxhead points out, the AWL is more than just a list, it can be used as a basis to ‘set vocabulary goals….construct relevant teaching materials, and help students focus on useful vocabulary items.’ The AWL is comprised of the ‘semi-technical’ lexis that assists students in their English language academic development and Business studies.

This article traces the development of HD1’s approach to the teaching and learning of vocabulary over 2-3 years, the central importance of independent student learning and research, the use of technology in facilitating the process, and the assessment procedures developed.

The ideas discussed areeminently ‘transferable’ and applicable in other contexts.

" A cognitive approach to instructed acquisition of English tenses by speakers of Russian is described in the framework of a cognitive theory of tense and aspect (CTTA). It is argued that the meaning and function of the so-called tenses may be understood in relation to the underlying cognitive structures rooted in perceptual experience, which are similar in both languages. The usual stumbling blocks in the acquisition of "tenses" are summed up, and a simple three-step procedure is offered for choosing a correct tense in discourse. The suggested approach allows to dramatically improve the process of grammar acquisition.

Keywords: cognitive grammar, observer, perceptual groundedness, aspect.
"

Content and language integrated learning (CLIL) is a Europe-born approach. Nevertheless , CLIL as a language learning approach has been implemented in Latin America in different ways and models: content-driven models and language-driven models. As regards the latter, new school curricula demand that CLIL be used in secondary education in Argentina and that teacher pedagogies and materials match the L1 curriculum and overall context. Therefore, teachers initially educated in other paradigms need professional development opportunities to understand CLIL as an innovative language teaching approach. The aim of this article is to reflect on CLIL materials produced by a group of Argentinian teachers as part of a professional development workshop. In this article, I shall first conceptualize CLIL and review the literature around CLIL materials. Then, I describe the workshop and offer content analysis of participants' lesson plans. I shall conclude with emergent working principles based on these participants' practices and suggestions for further research.

These are notes on English stress, rhythm and intonation.

Part A is for students and Part B is for teachers.

The treatment here is “technical”, as by a linguist, but in very plain language. Even with poor formal English, L2 speakers who “sound right” will gain social acceptance, and this in turn will greatly accelerate their learning.

Firstly the concept of “the music of a language” is introduced. It is noted that languages are on a scale of “syllable timed” to “stress timed” (though this is not a simple matter). English is a stress-timed language. Both word stress and sentence stress are essential in English. However, proper word liaison and elision marks native speakers from non-native speakers. Some advice is given on how to practice privately and in a classroom. The importance of teacher talk as a model is noted.

This study focuses on learner reactions to a discussion project based on student-generated materials (SGM). SGM are linked to authenticity, investment in learning, motivation, and positive learning outcomes. However, SGM may represent a new and daunting experience for students unaccustomed to participatory learning. This study examines the reaction of Japanese university students to an SGM project based on creating discussion and decision-making scenarios for others to use later. Results from questionnaire data indicate that students have positive feelings about using materials created by peers. They show interest and engagement, and request more opportunities to work with materials created by other students. However, they feel less positively about actually creating such materials. They cite difficulty in finding an appropriate topic and writing clear background information and instructions. The pattern is somewhat related to language level with lower proficiency students showing a...

Buku ini membahas tentang hakekat tentang bahan ajar, karakteristik bahan ajar, fungsi dan manfaat bahan ajar secara umum. Lebih lanjut buku ajar ini dipaparkan tentang macam-macam bahan ajar, bagaimana mengembangkan bahan ajar, bagaimana format baku dalam bahan ajar, serta bagaimana cara memulai dan menulis bahan ajar. Buku ini dilengkapi langkah-langkah dalam merancang bahan ajar sesuai dengan teori teknologi pendidikan dan pembelajaran.
Buku berbentuk bahan ajar akan membahas secara rinci tentang point yang telah disebutkan. Yang paling utama dalam bahasan ini adalah dalam mengembangkan produk bahan ajar harus dilakukan dengan langkah-langkah model. Langkah model pengembangan bahan ajar difokuskan pada model ADDIE, model ASSURE, dan Model Dick and Carey. Tiga model ini yang menjadi acuan dalam mengembangkan produk bahan ajar, karena model ini dikenal simple dan detail.
Akhirnya selamat mempelajari buku ini dengan keyakinan, namun dalam penyusunan buku ini masih memerlukan masukan demi kesempurnaan buku ini. Ide dan masukan dpat dikirim ke e0mail penulis: [email protected]. Disampaikan terima kasih atas partisipasinya dalam memperlajari buku ini. Semoga Bermanfaat.

Günümüzde teknolojinin hızla gelişmesi sonucunda toplumsal ve bireysel yaşantılarda çok hızlı değişimler gerçekleşmektedir. Toplumun her alanında olduğu gibi eğitim alanında da değişimler çok hızlı gerçekleştiğinden dolayı pek çok öğretmen çağı yakalayacak ve geleceğin bireylerini en iyi şekilde geleceğe hazırlayabilecek donanımdan yoksundurlar. Buna ilaveten böyle önemli bir konuya eğitim fakültelerinde verilen ders miktarı sadece 4 saat ile sınırlıdır. Bu kitap öğretmen adayları ile beraber eğitim alanında yüksek lisans yapan öğrenciler için hızlı değişen öğretim teknolojileri ve materyal tasarımı alanında 21. Yüzyıl bireylerini yetiştirirken ihtiyaç duyacakları bilgi ve becerilerin geliştirilmesinde ihtiyaç duyacakları öğretim teknolojileri ve kullanımlarını açıklamak için yazılmıştır. Kitap ayrıca hali hazırda öğretmenlik yapan ve kendini geliştirmek isteyen öğretmenler için kaynak kitap olarak kullanılabilir. Öğretmen adayları öğretmen yetiştirme programlarında fazlaca zaman ayıramadıkları için öğretim teknolojileri ve materyal tasarımını öğretmenlik yıllarında karşılaşmaktadırlar. Fakat öğretmenlik yıllarının özellikle ilk 5 yılında ne çeşit öğretmen olacaklarına karar vermeleri gerekmektedir. Bu zaman sürecinde ise kendi kişiliğine uygun öğretmen karakterini oluşturmalıdır.
Kitabın yazımında yazarın önceki yıllarda verdiği derslerin sunumları ve araştırma sonuçlarından yararlanılmıştır. Ayrıca kitabın bölümleri YÖK tarafından Öğretim Teknolojisi ve Materyal Tasarımı dersi için kabul ettiği müfredat içeriğine uygun hazırlanmıştır. Toplamda 213 tablo ve şekil kullanılarak görsel anlamda zenginleştirilmiştir. Bölüm sonları ise öğrencilerin özellikle bölümde yer alan başlıkların temel bileşenlerini özetleyen ve konuların daha derinlemesine sorgulamasına imkân tanıyan sorulardan oluşmuştur. Kitabın ilk bölümünde medya, materyal, eğitim ve öğretim teknolojisi, yöntemler, sistemler ve iletişim gibi öğretmenler için temel bilgiler açıklanmaktadır. Sonraki bölümde ise öğretim teknolojileri ile ilgili detaylı bilgiler verilmektedir. 3. Bölümde öğretim teknolojisinin en önemli modeli olan ASSURE modeli incelenmektedir. 5. Bölümde medya ve materyallerin sınıflarda kullanılabilecek yöntem ve yaklaşımları ile ilgili zengin örnekler verilerek anlatılmaktadır. 5-10. Bölümler arasında öğretmenlerin en önemli ihtiyaçlarından olan işitsel, görsel ve medya araçlarının sınıf içinde nasıl kullanılması gerektiğini ve öğretimlerinin nasıl zenginleştirebilecekleri ile ilgili modern eğitim yaklaşımı ve örnekleriyle detaylandırılmaktadır. Kitabın 11. Bölümünde ise günümüzde önemi gittikçe artan ve örgün eğitime rakip ve aynı zamanda tamamlayıcı olarak gelişmekte olan uzaktan eğitim ve Web tabanlı eğitim sistemleri açıklanmaktadır. Son bölümde öğretmenleri gelecekte bekleyen eğitim ve öğretim teknolojileri incelenmektedir. Tüm kitap boyunca gerekli görülen kısımlarda teknolojik alt yapı için ihtiyaç duyulan teknik bilgiler verilmektedir.

With the recent implementation of the K-12 curriculum in the Philippines, teachers are challenged to develop relevant, research-based, and responsive instructional materials. At present, few reference materials for use have been prepared for the required senior high school (SHS) competencies. This study developed a workbook in physical science for SHS based on the students’ least learned concepts in a government-owned university in Central Luzon, the Philippines. Results revealed that the developed workbook was found to be very much acceptable (M = 3.90) by expert validators. In particular, the workbook was acceptable in terms of adequacy (M = 3.85), coherence (M = 3.90), appropriateness (M = 3.90), and usefulness (M = 3.95). Student-validators who were enrolled in a physical science course also rated the workbook acceptable (M = 3.79). The validated material is recommended for use as supplemental instructional tool in physical science course in the SHS. The material which was anchored to the analysis, design, development, implementation, and evaluation model may serve as a prototype for the development of workbooks for other courses in the K-12 SHS curriculum. Further review and evaluation of the workbook may be considered to make it more contextualized, localized, and indigenized in the Philippine setting.

Assessment Practices in Education "We plan. We develop. We deliver. We assess and evaluate the results of the assessment. We revise, deliver the revised material, and assess and evaluate again. Perfection is always just out of reach; but continually striving for perfection contributes to keeping both our instruction fresh and our interest in teaching piqued."-E.S. Grassian Assessment is a fundamental element in the process of teaching and learning and is instrumental in enhancing its overall quality. Well designed assessment sets clear expectations, establishes a reasonable workload-one that does not drive students into rote reproductive approaches to study, and offers myriad opportunities for students to self-monitor, rehearse, practise and receive feedback. It is an integral component of a coherent and a sound educational experience. The paper attempts to highlight some of the foundational concepts and principles of assessment, assessment strategies and assessment literacy-in other words, what it is, why it is important to a teacher and how it is practised with reference to a good Language test. We have this notion that assessment often hinders the flow of teaching; but it is not so. There are so many assessment techniques that we consciously and unconsciously incorporate in our teaching strategies, however, at times we are unaware of the specific terminologies that go with them. The term raises some questions in my mind: How good or effective an assessor am I? Am I neglecting assessments while I teach? Am I able to draw a line between a smooth flow of instructions and at the same time keep an eye on the effect of instructions on the learners? Are these one to three hour tests actually valid form of assessment? If a learner fails a test does that mean that his assessment is negative? A commendable aspect of assessment is that it focuses on what students know, what they are able to do, and what values they have when they graduate to higher pastures in their academic journey. Let us not judge our students simply on what they know. That is the philosophy of the quiz programme. Rather let them be judged on what they can generate from what they know — how well they can leap the barrier from learning to thinking.-Jerome Bruner (Harvard Educational Review, 1959) Assessment does not stand in isolation from other acts that are a part of the process of learning, unlearning and relearning. Introducing multifaceted learning strategies in class would open up numerous vistas for learners with multiple intelligences and would certainly validate the process of assessments that are employed by the teachers. There is an urgent need to have a more constructive approach towards assessment planning and strategies.

The main goal of this study was to determine if there is a significant relationship between the use of modules and the students' acquisition of the most essential learning competencies in Technology and Livelihood Education. This study made use of the descriptive-correlational design. The respondents consisted of 55 TLE teachers who served in the public schools in the Third District of Batangas. The questionnaire was completed using Google Forms by the respondents. Mean, standard deviation and Pearson Product Moment Correlation were used to analyze the responses of the teachers. The respondent perceived that the use of modules in the students' acquisition of the most essential learning competencies in the dimension of learning through thought process (M= 4.21), through action (M=4.35) and through implementation (M=4.32) all interpreted "to high extent." As to the level of students acquisition of the most essential learning competencies, it is "highly acquired&...

""How can we teach critical thinking skills to ESL/EFL learners?‟ This paper answers this specific question with a proposed model of critical reading. The paper presents sample materials designed following Wallace‟s (2003) three dimensional model of critical reading with linguistic, conceptual and cultural foci. The paper informs material developers and action researchers on how Wallace‟s three dimensional approach to reading texts may enable readers to develop broader perspectives on various issues, and give critical insight into the texts. The sample material also demonstrates how Wallace‟s three-dimensional approach to reading may help learners become critique of the outer world and allow them decode the texts in the light of their own schematic knowledge.
""

Issues in Materials Development provides readers with theoretical foundations and practical aspects of designing materials for EFL/ESL contexts. It starts with discussing some basic and preliminary principles of materials design followed by scrutinizing critical issues in materials development in an objective and systematic way. This ranges from considering learners' needs, adopting, adapting, selection, and gradation of materials to the specific focus of the book on developing various types of materials for the four language skills, pronunciation, ESP vocabulary, and computer assisted language learning materials. Authenticity of materials to be designed and the inclusion of affective factors to develop motivating materials to engage language learners, in addition to features of materials design at a universal level are other areas to read about. This book finally tries to open new horizons and possible futuristic approaches to improve today's ELT materials.

This study aimed to gather and examine the oral literatures of the Manobo Tribe in Agusan del Sur, through the lens of ecocriticism, to be able to identify eco-knowledge in preserving nature. The qualitative design was used to gain an in-depth understanding of the way the Manobo interact with nature and of the specific eco-knowledge from 20 eco-literatures. Purposive sampling procedure was used in selecting the participants for Key Informant Interview (KII) and Focus Group Discussion (FGD). Results showed that the Manobo eco-literatures contained the Manobo eco-knowledge of preserving air, water, land and forests. Development and validation of MTBL Education materials using the collected eco-litertures of the Manobo tribe is recommended. Documentation of oral and written literatures of other indigenous tribes is also recommended to fill in the dearth of materials from the locality. Further analysis of the collected Manobo literatures is alo recommended to find out if reconstruction of the once shattered environment is also captured in oral literatures of the Manobo tribe .

When teachers use published materials in class, how do they use them? This two-part article based on research carried out in a British branch campus in China describes what happened when a cohort of experienced teachers used an ESAP textbook.

The construction sector, in modern times, is faced by a myriad of challenges primarily due to the increase in the urban population and dwindling natural resources that facilitate the production of construction materials. Furthermore, higher awareness on climate change is forcing companies to rethink their strategies in developing more sustainable construction materials. Diverse types of agro-waste ranging from rice husk ash (RHA), sugarcane bagasse ash (SCBA), and bamboo leaves ash (BLA) among others have been identified as potent solutions in the development of sustainable construction materials. In this review paper, six different construction materials, made using agro-waste products, are examined. The materials include brick/masonry elements, green concrete, insulation materials for buildings, reinforcement materials for buildings, particleboards, and bio-based plastics. The main criterion adopted in selecting the materials regards their popularity and wide-scale use in modern construction applications. Additionally, as this research emphasizes identifying alternative approaches to develop sustainable construction materials, the focus is directed toward mainstream materials whose continued use has an adverse impact on the environment. The findings obtained from the review showed that the use of agro-waste to develop sustainable construction materials was effective, as the developed materials adhered to established building standards. Therefore, this indicates that agro-waste materials have the potential to replace conventional construction materials and hence achieve economic, environmental, and social sustainability in the long run.