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Introduction to Material Development 3. Use of Internet
- Teachers use online materials to
Instructional Materials prepare lessons, and students to extend
☛Especially design classroom tools their range of learning. Interactive
which contain instructions to learners teaching methods, supported by the
and teachers and it defines the goals and Internet, enable teachers to give more
the roles of the teachers and the attention to individual students’ needs
learners within the instructional process and support shared learning.

What is Materials Development? 4. Emotional Engagement

☛It is refers to the process of designing, - Student engagement refers to the
creating, and producing instructional degree of attention, curiosity, interest,

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materials that facilitate learning. optimism, and passion that students
show when they are learning or being

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What is Materials? taught, which extends to the level of

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☛Materials can be anything that can be motivation they have to learn and

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used to facilitate the learning of a progress in their education.
language (Tomlinson, 2001).

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5. Localized Learning Material

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Examples of Language Learning Material - Localized materials in teaching are

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Textbooks educational resources that have been
Workbooks and Handouts specifically adapted for use in a

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Flashcards particular geographic or cultural context.
Audio and Video Resources

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Interactive Whiteboards and Apps Negative Trends in Language Learning

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Digital Learning Platforms Material Development

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More prominence in teaching of

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Current Trends and Issues in Materials speaking and listening rather than
Development reading and writing

1. Corpus Data Learners do not gain in intellectually

- a collection of written or spoken demanding activities
language, which can be used for a variety
of reasons, from helping to compile Neglect in the use of literary course
dictionaries, to providing insight into books causes a lack of affective skill
how language is used
Absence of controversial issues
2. Personalized Learning Process
- an educational approach that aims to We underestimate our learners
customize learning for each student's
strengths, needs, skills, and interests. Focus on the English as used by native
language users only
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Various Emerging Issues in Materials 2. Jack Richards
Development ✓ Born in New Zealand.
✓ Obtained a Master of Arts degree with
Do learners need Should materials first class honours in English from Victoria
textbooks? be driven by theory
University in Wellington, New Zealand, in
Learners don’t always or practice?
need textbooks, but they Materials should be 1966.
can be helpful.
Textbooks provide
driven by both theory ✓ Obtained his Ph.D. in Applied Linguistics
and practice. Theory
structure, reliable guides effective design, from Laval University (a Frensh-Language
information, and a guide while practice ensures
for learning. However, University) in Quebec City, Canada in 1972
relevance and
they can limit creativity adaptability. Balancing
and might not always both creates materials
have the most up-to- that are informed and
Believes that one factor can consider
date content. practical for real-world an issue is the authenticity of the

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learning.
materials.

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Should materials
‘Authentic materials’ refers to items
Should materials
that have not been designed or

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learning focused or have been
Acquisition- censored? adapted for use in an English language

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Focused?
Materials should not be setting. (created for some real-world
censored, but they

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Materials should be should be reviewed for purpose such as… video presentation,
learning-focused, as this appropriateness based
interactive activities, etc.

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provides structure and on the learners' age,
clear guidance, allowing cultural context, and
learners to build a solid

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educational needs. This
foundation and ensures that content is
3. Stephen Krashen
progressively improve suitable without ✓ Born: 1941 (age 83 years old)

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their understanding and restricting important
abilities. ideas or learning
✓ Education: University of California, Los

Y
opportunities.

Angeles
What do others say about the current

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(positive and negative) trends of
Krashen’s Input Hypothesis has shaped

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materials development? (research
the development of materials that
findings and related literature)

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prioritize comprehensible input.
1. Brian Tomlinson
He advocates for materials that provide
✓ November 21st 1943
exposure to language that is just
✓ British professor specializing in language
beyond the learner’s current level (i+1).
teaching.
✓ Founder and President of the Materials
4. Michael Long
Development Association (MATSDA) in
✓Born: 1945
1993.
✓Died: feb. 21, 2021
“Learning materials is anything that is
He is known for promoting Task-Based
used to help learners to learn”.
Language Teaching (TBLT).
Teachers are expected to be updated
on the current trends in language
He believes language materials should
teaching.
be designed around authentic tasks
Teachers are expected to create more
that simulate real-world language use.
computer-based materials
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5. Michael Alexander Kirkwood HallidayWHO SHOULD DEVELOP THE LEARNING
MATERIALS?
✓ a British linguist who developed the
internationally influential systemic Professional writers
functional linguistics model of language. Teachers
Learners
NEGATIVE INSIGHTS
SIGNIFICANCE - recognized within the
He emphasized that ”language learningclassroom environment by providing
should reflect real-life communication support and assistance to the educators
rather than decontextualized languagewith the presentation and transmission
drills, which some materials fail to do.” of Educational content and the

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achievement of educational objectives.
6. Jim Cummins

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✓ He is a professor at the Ontario [Principles & Theories]

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Institute for Studies in Education of the

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University of Toronto where he works on Roderick James Ellis (Rod Ellis) - is a
language development and literacy

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british professor and well known
development of learners of English as anresearcher of second language

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additional language. acquisition, language pedagogy and

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teacher of education
POSITIVE INSIGHTS

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✓Born on May 29, 1994 Materials need
He emphasized that “learning materialsto ensure that learners focus

Y
can be more effective in supporting predominantly on meaning and form

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students' educational growth and also need to take
language development.” account of Individual differences in

A
learners.

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Material Development (Part 2)
☛ Instruction needs to be...
Brian Tomlinson - it is both a field of study predominantly directed at developing
and a practical undertaking.As a field it implicit knowledge of then L2 while not
studies the principles and procedures of neglecting Explicit knowledge.
design, implementation and successful instructed language
evaluation of language teaching materials learning requires extensive L2 input.
Successful instructed language
Authentic Materials - real life Materials / learning requires opportunities for
real life situations not intentionally made output.
Artificial Materials - a material that was
created intentionally for the teaching ☛ Instruction needs to ensure that
learning purposes learners develop both a rich repertoire
of formulaic expressions and a rule-
based competence
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5. Michael Alexander Kirkwood HallidayWHO SHOULD DEVELOP THE LEARNING
MATERIALS?
✓ a British linguist who developed the
internationally influential systemic Professional writers
functional linguistics model of language. Teachers
Learners
NEGATIVE INSIGHTS
SIGNIFICANCE - recognized within the
He emphasized that ”language learningclassroom environment by providing
should reflect real-life communication support and assistance to the educators
rather than decontextualized languagewith the presentation and transmission
drills, which some materials fail to do.” of Educational content and the

A
achievement of educational objectives.
6. Jim Cummins

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✓ He is a professor at the Ontario [Principles & Theories]

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Institute for Studies in Education of the

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University of Toronto where he works on Roderick James Ellis (Rod Ellis) - is a
language development and literacy

T
british professor and well known
development of learners of English as anresearcher of second language

S
additional language. acquisition, language pedagogy and

E
teacher of education
POSITIVE INSIGHTS

L
✓Born on May 29, 1994 Materials need
He emphasized that “learning materialsto ensure that learners focus

Y
can be more effective in supporting predominantly on meaning and form

R
students' educational growth and also need to take
language development.” account of Individual differences in

A
learners.

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Material Development (Part 2)
☛ Instruction needs to be...
Brian Tomlinson - it is both a field of study predominantly directed at developing
and a practical undertaking.As a field it implicit knowledge of then L2 while not
studies the principles and procedures of neglecting Explicit knowledge.
design, implementation and successful instructed language
evaluation of language teaching materials learning requires extensive L2 input.
Successful instructed language
Authentic Materials - real life Materials / learning requires opportunities for
real life situations not intentionally made output.
Artificial Materials - a material that was
created intentionally for the teaching ☛ Instruction needs to ensure that
learning purposes learners develop both a rich repertoire
of formulaic expressions and a rule-
based competence
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(both formulaic expressions and rule- instructional materials
based competence in learning a second -visual aids and flashcards: easier to
language) understand, memorize and remember. it
will help the learners associate specific
/formulaic expressions phrases to an appropriate image or
- memorized words, chunks or phrases context. (recognize situation - recall
as a whole unit without understanding expressions)
the rules and grammatical breakdown.
- these formulaic expressions are ☛the opportunity to interact in the second
typically used in conversations, language is central to developing second
greetings, request etc. language proficiency
- to be memorized effectively, the

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learners need (repeated) exposure. - interaction is important in learning a
- but once the learners internalized

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second language
these expressions, over time, they will - it will help the learners not only practice

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begin to analyze the grammar what they already know but also acquire

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new words or phrases.
examples of formulaic expressions

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- by interacting and talking to others, the
- i don't know learners will hear new words

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- i don't understand - they will get feedback when make

E
- i don't want _______ mistakes
- what's your name? - (learn new things through the

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- can i have _______? conversation - meaningful interaction)
- i'm very sorry

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/sociocultural theory

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Rule-based competence - learning happens through (social)
- ability to understand and apply and interaction that later becomes internalized,

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breakdown the grammatical structure meaning it becomes something we can use

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behind such expressions, this is the individually.
stage where learners can create new
phrases or sentences based on rules ☛in assessing learners’ second language
and can create similar questions. proficiency, it is important to examine free
examples: as well as controlled production
from: "how are you?"
to: "how is s/he?" Norris and Ortega (2000) distinguished
four types of measurement:
"i would like to buy a coffee." Metalinguistic judgment (e.g., a
change noun: "i would like to buy a grammaticality judgment test)
sandwich." Selected response (e.g., multiple
change verb: "i would like to order a choice)
coffee." Constrained constructed response
(e.g., gap-filling exercises)
start (by memorizing) to gradually work Free constructed response (e.g., a
on building deeper understanding the communicative task)
rules.
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Stephen Krashen's Input Hypothesis Interaction - use of the language in
☛Stephen Krashen's input hypothesis communication
states that language learners must Input - the source of data or language they
receive language input that is at their are exposed to, that helps them learn the
level and then slightly beyond so that second language
the process remains both Output - target language as produced by
comprehensive and challenging. He the learner
expresses this concept with the formula
''i + 1." Long implies that interaction is not
☛Instructional materials that can be required for language acquisition, however
used to support Stephen Krashen's that it is a strategy that does help in certain
Input hypothesis are: situations and circumstances.

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Visual Support: Images and graphics Communication inside the classroom not

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or digital visual aids like GIFs, videos, only promotes language development, but

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or comics to enhance learning. also promotes a healthy, teamwork-

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friendly, and learner-centered environment
Listening Exercises: YouTube

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where students can communicate and help
channels and video lessons, podcast,each other, for support and assistance. )

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listening to music with exercises, etc.

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- It is a supplement for Krashen's Input
Self-selected Reading: Libraries, Hypothesis Theory

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graphic novels and mangas, digital
storybooks, reading logs and journal, (explanation: Instead of refuting Krashen's

Y
etc. theory, Long discussed that

R
comprehensible input is important, but
Michael Long communication between the teacher and

A
- An American psycholinguist and the learner is an essential factor to develop

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professor of Second Language their knowledge in language)
Acquisition.
- Born in 1945 and died February, 2021 Task-Based Language Teaching
- the use of authentic language to complete
Interaction Hypothesis tasks in the target language
- A theory of second-language
acquisition tackling about how social - it is an approach that stemmed from
interaction and communication helps a Communicative Language Teaching (CLT)
learner's language proficiency.
- Aims to understand how languages are (teachers adopt the method to make the
shaped through interaction. classroom more student-centered,
communicative and collaborative by
(explanation: the focal point of the incorporating tasks that can be deemed
theory is how the development of a interactive or open.
second language through factors such as
the interaction, and the input and
output.
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The Task Cycle - Feedback (After presenting their
- Pre-Task (The teacher introduces the completed task, others in the class can
topic and gives students clear offer constructive feedback.
instructions and guidelines on what they
will be doing. This phase will give Several ways to do so include:
students a clear understanding of what
will be expected of them and include Two stars and a wish – two positive things
any important knowledge or details they about the presentation and one suggestion,
need to know.) The 3, 2, 1, Formula – Three likes, Two
suggestions, and One question.
- Task (Students get ready to do the Finally, feedback can be given based on
task. Students are given what they need things like the content of the presentation,

A
to complete the task (handouts and use of visuals, eye contact, etc.)
written instructions) and are assigned to

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work in pairs or small groups while the Learning Material for the Principle/Theory:

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teacher monitors and offers

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encouragement when necessary. The Manipulatives
teacher’s role is typically limited to one - it is a physical object that allows students

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of a coach, guide, and facilitator.) to explore an idea in an active, hands-on

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approach. Could be blocks, dominos,

E
- Plan (Students work on the task in papers, etc.
pairs or small groups and prepare to (explanation: used mostly in mathematics

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report or present their results or and science subjects, manipulatives help
product. They make important decisions explain concepts through real-life use of

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about their presentation and assign the objects available.

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each person in the group with a part of
the task to present, so everyone takes Using manipulatives as an approach

A
responsibility during the report stage. provides a foundation which will encourage

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The group rehearses its presentation. critical thinking and students' ownership of
The teacher walks around, helps if their work. Teachers are able to have a vivid
needed, and takes notes on anything picture of student understanding in which
that needs to be addressed after the they can determine the next appropriate
presentations.) steps (McDonough, 2016).

- Present (Students present their findings

to the class in the form of a presentation. According to Nicole McNeil (2009), those
The rest of the class listens to the reports who support the use of manipulatives
and writes down feedback which will be suggest that manipulatives facilitate
given to the presenters after all reports learning by not only providing an additional
have been heard. The class can also ask channel for conveying information, but also
questions or provide some quick oral by activating real-world
feedback after each presentation. The
knowledge and improving memory through
teacher also gives feedback on the
physical actions.
content as well. Students vote on the
best presentation, report, or product.)
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Material Evaluation Purpose:
A procedure or a systematic appraisal -Identify the potential effectiveness of
measuring the potential value(s) of language theories.
materials on learners in relation to their -To adapt the materials to make them
objectives. A principled process of better suit the needs of the students and
providing useful information about the the needs of teaching.
targeted materials in order to select -To identify the popular and successful
and/or develop them in a reliable and features of existing materials, which will
valid approach. help us to produce better materials.

Why Do We Evaluate Materials? (To...) Principles in Materials Evaluation (Ellis

-Identify the popular and successful 1998 & Tomlinson 1998)

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features of existing materials, which will

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help us to produce better materials.
-Choose suitable materials for language

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programs.

E
-Adapt the materials to make them

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better suit the needs of the students
and the needs of teaching. a. Effectiveness principle: Is a course book

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-Identify how successful the materials or material effective in meeting the needs

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used in the classroom are. of the learners? Compare what the learners
-Examine whether the materials fulfill knew and were able to do before they used

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the prescribed course. the course book or material with what they
-Examine the extent to which materials know and are able to do after they have

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permit students to achieve learning used it.

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objectives. b. Efficiency principle: Does a course book
-Identify whether the designs of the or material meet the needs of the learners

A
materials are suitable for a task-based more effectively than some alternative

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syllabus. course books? Compare the learning gains
evidenced by using one course book or
Reasons and Purposes of Materials material with the gains evidenced by
Evaluation another material.

Reasons: Approaches to Materials Evaluation

-Select the coursebook or materials
(Mukundan, 2009). a. Impressionistic Evaluation based on
intuitions, impressions, and experience of
-Determine the effectiveness of the using materials. It can be biased by
coursebooks or materials while they are misconceptions about what ‘desirable’
used (Mukundan, 2009). materials should look like. (VS...)

-Redevelopment of materials
(Masuhara, 2004).
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b. Systematic Evaluation based on a Types of Materials Evaluation
specification of objectives, principles, and a. Pre-use Evaluation according to
procedures adopted or embedded in Tomlinson (2003), involves making
materials. It needs a more theoretical predictions about the potential value of
background in language learning and more materials on people, the learners, who use
expertise in materials development. them. According to McGrath (2002), the
emphasis in much that has been written on
a. Internal evaluation focuses on the materials evaluation is therefore rightly on
internal accountability of the materials, what we might call pre-use evaluation in
such as the theoretical assumptions relation to coursebook selection and the
behind the materials, the intended focal point of this process is to establish a
objectives, and how well those objectives potential suitability.

A
have been realized, the justification of
language selection and grading, as well as b. Whilst (In)-Use Evaluation measures the

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the design of activities and tasks. (VS...) value of the materials whilst observing or

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using them. It is more reliable than the Pre-

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b. External evaluation focuses on use Evaluation since it makes use of rubrics,
examining how well a set of materials measurements, and practices other than

T
meets the needs of a specific group of predictions. It observes the performance of

S
learners, aligns with the syllabus, and the learners on exercises, however, he also

E
prepares students for examinations. stated that it never guarantees durable and
effective learning due to the delayed effect

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Qualities each unit of material should of the instruction.
reflect

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1. Materials should have an impact on the c. Post-Use is the most crucial and valuable

R
audience. type of evaluation since it can measure
2. Materials should help the learners to be effectiveness and reliability of the

A
at ease. materials according to such credible

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3. Materials should help learners develop sources. Tomlinson added that it can
confidence. measure both short term and long term
4. What is being taught should be effects. For short term effects, motivation,
perceived by learners as relevant and impact achievability , and instant learning,
useful. and as for the long term effects, durable
5. Materials should require and facilitate learning and application is measured.
learner self-investment.