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Language learning material development Module

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.

INTRODUCTION

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 well-
planned 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?

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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 kinesthetic, and they can be presented in print, through
live performance or display, or on cassette, CD-ROM, DVD or the internet’ (Tomlinson,
2001).
They can be instructional, experiential, eliminative 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).

Internalization

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

Activity 1
A. Watch the video clip and chose one type of instructional material shownwhich you
think complements your style of teaching and explain why. Different Instructional Materials
and Tools https://www.youtube.com/watch?v=XWTqWASEpug

B. Use your first name as an acronym. Beside each letter, write a word orphrase
describing an instructional material for language learning.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
LESSON 2: DEVELOPMENT OF INSTRUCTIONAL MATERIALS

LEARNING OUTCOME:

Introduction:1. Develop an instructional material for language learning following the principles of
material and framework of material design.

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)

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“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
 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

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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 recognize 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
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.

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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 course books 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.

Internalization
1. What instructional material have you developed? Describe itspurpose.
2. Why is there a need to develop an instructional material when there

Activity
1. Create/Develop an informatics that would serve as an instructional material for language
learning. Describe it and write a corresponding activity fit for Junior High School students.

LEARNING OUTCOME:
1. Apply material evaluation standards while creating learning resources for a given topic.

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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:

LESSON 3: MATERIALS EVALUATION

 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

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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 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.

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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
teaching-learning activities is encouraged.

TYPES OF MATERIALS EVALUATION

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 unitsrepresentation of skills,
grading and sequencing kinds of texts, relation text-exercise.
GETTING CLOSER TO EVALUATION
1. Reviews
2. Surveys
3. Checklist
4. Questionnaires

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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 mostinfluential

part of the learning process. (Materials merely assist in the instructional process; the
teacher provides the primary source of direction in learning.)
2. The amount of information a student retains is directly related to howthat material is
presented. This concept can be presented as a series of steps leading to the greatest
retention of knowledge:

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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 detailedinformation

through the use of the written word.

B. Visual aids (sight) provide graphic and/or written information whichusually

supplements an oral presentation (hearing).

C. Audio tapes and records (hearing) provide information through thespoken word (and
may or may not be used with other types of materials).

D. Film, slide/tape, and videotapes (sight and hearing) use visual, audibleand written
means to present information.

E. Real Objects and Models (touch/kinesthetic) coordinates visualpresentation 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 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

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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

Make sure that the instructional aid is safely stored so that it is ready for its next use.

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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:

Internalization
1. When do you say that IMs is well-developed/designed?
2. Why is there a need to evaluate an instructional material?

Activity
1. Based on the ideas of experts on the evaluation of instructional materials, as a
prospective teacher, identify 3 important characteristics of an instructional material that
you need to consider that will help in the attainment of a meaningful language learning.
Rank them according to priority then give reasons for the first and the last characteristics to
consider. In other words, how do we know that the instructional materials are worthy of
utilization?
1.
2.

LESSON
3. 4: ADAPTATION OF INSTRUCTIONAL MATERIALS

LEARNING OUTCOMES:
1. Demonstrate knowledge in in selecting and adapting language learning materials.
2. Apply the criteria in selecting and evaluating language learning materials

Introduction
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

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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 contributesimilar and
differing ideas on the adaptation of instructional materials.
Read their credentials and give preference to those acclaimed experts.
2. Ask permission from the author of the chosen instructional material orsimply
acknowledge him/her in the adapted material.
3. Modify certain ideas to suit to your purpose and context. Examine
thesuitability/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 adaptedmaterial 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

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A. Teacher-Centered Approach

Taken to its most extreme interpretation, teachers are the main authority figure in a
teacher-centered 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

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 studentcentered 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.

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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 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.

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✘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
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.

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E. Instructional Games
Instructional games are courseware designed to motivate learning by adding game
rules to learning activities.

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.

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4. GENERAL REFERENCE TOOLS

✘General reference materials are academic programs which provide learning materials
similar to books.
✘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
✘Researchtoolsareresourcesmainlyusedforretrievinginformationfromsever alsources.
✘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.
Internalization
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?

Activity
1. With the competency “to demonstrate proficiency in oral communication skills among the
Grade 7 students…,” adapt an instructional material/activity from any source appropriate to
this level of students.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Identify other tips in adapting an appropriate and relevant instructional material for
language learning.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
• The OK hand gesture in America and England is quite popular and considered that denotes an
agreement of sentiment.

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• However, this gesture in Brazil is the equivalent of using your middle finger as a gesture in
America.
• Likewise, the OK hand gesture is taken as an insult in most Latin American countries, Austria
and France.

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