PREPARATION OF

LANGUAGE LEARNING
MATERIALS
DEVELOPMENT
MC ELT 3
LESSON 1: ESSENCE OF
INSTRUCTIONAL MATERIALS
Instructional materials as many would claim, serve as
the heart of active engagement of students in language learning. It
is worthy to note that in order to make instructional activities
effective, the teachers’ corresponding instructional materials need
to be well-thought-of appropriate and responsive to the varying
needs of students.
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INTRODUCTION
At Contoso, we empower organizations to foster collaborative
thinking to further drive workplace innovation. By closing the loop
and leveraging agile frameworks, we help business grow organically
and foster a consumer-first mindset.
PRIMARY GOALS
Annual revenue growth
BENEFITS OF INSTRUCTIONAL MATERIALS 6

TEACHERS

B2B Supply chain ROI E-commerce

Q1 4.5 2.3 1.7 5.0

Q2 3.2 5.1 4.4 3.0

Q3 2.1 1.7 2.5 2.8

Q4 4.5 2.2 1.7 7.0

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“
BUSINESS OPPORTUNITIES ARE
LIKE BUSES. THERE'S ALWAYS

”
ANOTHER ONE COMING.
Richard Branson
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MEET OUR TEAM

TAKUMA HAYASHI MIRJAM NILSSON FLORA BERGGREN​ RAJESH SANTOSHI​

Chief Operations
President Chief Executive Officer VP Marketing
Officer
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LESSON 2:
DEVELOPMENT OF
INSTRUCTIONAL
MATERIALS
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Authenticity and purposiveness of

instructional materials for language learning are
essential elements before they can be
meaningfully utilized 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.
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Here are some ideas about material development:
1. “Materials development is basically dealing with selection, adaptation
and creation of teaching materials.” (Nunan, 1991)
2. “Materials development refers to anything which is done by writers,
teachers or learners to provide sources of language input in ways
which maximize the likelihood of intake.” (Tomlinson, 1998)
3. “Teacher-produced materials play an important role in bridging the
gap between the classroom and the world outside.” (Pardo and Tellez,
2009)
4. “Language and learning and teaching have been further transformed
by the rapid development of a wide range of technology-mediated
resources, materials, tasks and learning environments.” (Reinders and
White, 2010)
5. “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
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may help you in developing

instructional materials for language
learning:
1.Know your students well.
2.Understand the learning outcome/s.
3.Think smart and practical.
4.Adapt/adopt well-proven effective
instructional materials.
5.Create contextualized materials.
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FACTORS AFFECTING
MATERIALS PREPARATION
1.The curriculum, syllabus, and
learning competencies
2.Learners’ learning styles,
aptitudes, proficiency
3.Pedagogical principles held by the
teachers
4.Societal demands
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FACTORS TO CONSIDER IN WRITING IMs
(ORNSTEIN)
1.Understanding requires matching the materials
to the learners’ abilities and prior knowledge. If
students do not understand the materials,
frustration sets in, making learning more difficult.
The teacher/writer must know whether the
materials are suited to the level of the students and
whether they will understand those. Thus, the
teacher/writer must provide for background lessons
and check-up activities and exercises to assess
students’ understanding. This is especially
important for younger and slower students and
when introducing new concepts.
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2. Structuring /Clarifying involves organizing the
material so that it is clear to the students. It is
especially important when new subject matter is
introduced, and when it is being linked to the previous
lessons.
Directions, objectives, and main ideas are stated
clearly. Internal and final summaries cover the
content.
Transition between main ideas is smooth and well
integrated.
Writing is not vague.
Sufficient examples are provided.
New terms are defined
Adequate practice and review assignments
3. Sequencing refers to the arrangement of the materials to provide for 19

continuous and cumulative learning where complex concepts are taken

only after prerequisite skills and concepts have been mastered. There are
four basic ways of sequencing a material:
Simple to complex
Parts to whole
Whole to parts
Chronological arrangements

4. Balancing materials require establishing vertical and horizontal

balance or relationships.

Vertical relationships refer to a building of content and experiences in

the lesson, unit and course level. Fourth grade language concepts build
on third grade concepts; the second unit plan builds on the first, etc.
Horizontal relationships establish a multidisciplinary and unified view
of different subjects; for example, the content of the social studies course
is related to English and science.
5. Explaining refers to the way headings, terms, illustrations, 20

and summary exercises are integrated with the content. Does the
example illustrate major concepts? Are the major ideas identified
in the chapter objectives and overview? Do the headings outline a
logical development of content? Do the materials show
relationships among topics, events, facts to present an in-depth
view of major concepts? The students should be able to discover
important concepts and information and relate new knowledge on
their own through the materials.

6. Pacing refers to how much and how quickly the lessons in the
textbooks are presented. The volume or length of the materials
should not overwhelm students, but there must be enough to
have an effect. As students get older, the amount of materials can
increase, the presentation can be longer and more complex and
the breadth and depth can be expanded.
7. Reviewing refers to the extent to which the material allows 21
students to link new ideas to old concepts in the form of a
review. High-achieving and older students can tolerate more
rapid pacing than low-achieving and younger students, thus
less proficient learners would need more review or linking than
the more proficient ones.

8. Elaborating ensures that students learn better through a

variety of ways. The idea is to provide in the textbook
opportunities for students to transform information to one form
to another, and to apply new information to new knowledge –
by using various techniques such as comparing and
contrasting, drawing inferences, paraphrasing, summarizing
and predicting. A series of elaboration strategies help students
learn new materials. The author must provide students with a
broad list of questions (of comparing and contrasting, drawing,
analogies, etc.)
9. Transfer of Learning may be done in a number of ways. 22
Transfer of learning maybe concept-related, inquiry-related,
learner or utilization-related. The first two organizers seem to
work best with intrinsically motivated students and the second
two best with student who needs to be extrinsically motivated.
Since most students need some extrinsic motivation, learner-
related and utilization-related materials will be more effective with
majority of students.
Concept-related, drawing heavily on structure of knowledge,
the concepts, principles, or the theories of the subject.
Inquiry-related, derived from critical thinking skills and
procedures employed by learning theorists or scholars in the
field.
Learner-related, related to the needs, interest or experiences
of the students.
Utilization-related -show how people can use or proceed with
them in real life situations
DESIGN, DEVELOPMENT AND DISSEMINATION OF23
MATERIALS
1. Design Phase
a) Accumulated experience – the writer reviews or
surveys existing materials which can give useful
information about the demands and the needs in the
field.
b) Rationale for the design – identifies the
shortcomings of existing materials to ensure that
such short comings are not repeated in the present
material.
c) Conceptual Framework – combines major and
minor concepts regarding language learning,
language teaching theories, and materials design
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LESSON 3:
MATERIALS
EVALUATION
The development and the utilization of
instructional materials for language
learning need to be relevant and well-
focused. In so doing, these materials need
to be assessed and evaluated anchored on
certain principles for materials
development.
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1. External Evaluation aims to examine the
organization of the material as stated explicitly by the
author of the publisher. This type of evaluation analyzes
what the “book tells about itself” by looking at the ad
blurb, the introduction, and table of contents. Through
external evaluation, information on the following may be
called:
• Intended audience
• Proficiency level
• Context in which the materials are to be used
• Organization into teachable units
• Date of publication
• Author’s view on language learning and teaching
• Publisher
2. Internal Evaluation covers an in- depth investigation of the 30

value of the material in relation to its objectives, principles, lesson

design, and assessment procedures. At this stage, the evaluator
analyzes the extent to which claims in the introduction and blurbs
actually match up with the internal consistency and organization of
the materials. In order to perform effective internal evaluation of the
material, at least two units of a book or a set of materials need to be
inspected. The following information may be analyzed:
• Presentation of the skills in the material
• Grading and sequencing of skills
• Authentic or artificial recordings
• Authentic or artificial dialogues for speaking
• Relationships of tests and exercises to learner needs and
course content
• Provisions for different learning styles and self-study.
• Motivation for the learners
3. Overall Evaluation analyzes the value of the material 31

in relation to its usability, generalizability, adaptability

and flexibility.
• Usability – How far could the material be integrated
into a particular syllabus as ‘core’ or as supplementary
material?
• Generalizability – How much of the material could be
used by the individual or by a group of people?
• Adaptability – Can parts be added/extracted/ used in
another context or modified for local circumstances?
• Flexibility – How rigid are the sequencing and grading?
Can the material be used in different ways? Can they
be entered in different parts?
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The following inputs

embody the value of evaluating
instructional materials. Mindful
of their role in language learning,
then their form and substance
should likewise be given due
attention:
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1.“Materials evaluation is the activity which measures the
value of a set of learning materials by making judgements
about the effect of the materials on the people using them
including its measure and appeal to the learners; materials
validity/flexibility; materials ability to interest the learners;
materials potential learning value; delivery and
assessment.” (Tomlinson and Masura, 2004)
2.“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 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)
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3. “Materials need to be flexible enough to cater to
individual and contextual differences. In order to
use instructional materials and aid more
effectively, they must make learning more real and
meaningful.” (Amadioha, 2009)

4. “When evaluating the quality of a textbooks’

exercises or activities, there has to be
considerations on their contribution to language
acquisition, balance in format and varying and
challenging exercises.” (Garnier, 2002)
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5. “Clarity of instructions is a useful starting point in

materials evaluation. Often teachers’ books give
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)

6. “Evaluation is essential in obtaining data in order to

revise instruction to make it more efficient and effective.
This includes enhancement/ revision of the instructional
materials, to make them as effective as possible. These
ideas give you a clearer picture on the need to assess
instructional materials.” (Dick and Carey, 1985)
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TIPS IN EVALUATING
INSTRUCTIONAL MATERIALS FOR
LANGUAGE LEARNING
1. Alignment of purpose
2. Capacity of the learners
3. Localization and
contextualization
4. Physical appearance of the
instructional materials
5. Challenge for lifelong learning
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LESSON 4: ADAPTATION OF
INSTRUCTIONAL MATERIALS
The adaptation of learning materials denotes the
process of modification of the original composition of
the material to suit to the context of the intended
learners. Stanford History Education supports that
adaptation is modifying primary source documents so
that all students can read and analyze them in their
classrooms. This ushers alignment of the learning
outcomes, learning content, learning activities and
assessment optimizing appropriacy and relevance.
 “Effective adaptation is a matter of achieving
congruence, among several related variables like the
teaching materials, methodologies, students, course
objectives, the target language and its content as well
as the teacher’s own personality and teaching style.”
(McDonough and Shaw, 2003)

“Adaptation is one or more of a number of

techniques; supplementing, editing, expanding,
personalizing, simplifying, modernizing, localizing, or
modifying cultural/situational content.” (Madsen and
Bowen as cited in McGrath, 2002)
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Principles and Procedures for Adapting 40

Materials
• Personalizing materials refers to increasing the
relevance of content in relation to learners’ interest
and their academic, educational or professional
needs.

• Individualizing addresses the learning styles of both

the individuals and of the members of a class working
together.

• Localizing takes into account the international

geography of English language teaching and
recognizes that what may work well in one region may
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The following may hopefully guide you
when you adapt an instructional material:

1.Choose a renowned and credible author.

2.Ask permission from the author of the chosen
instructional material or simply acknowledge
him/her in the adapted material.
3.Modify certain ideas to suit to your purpose
and context.
4.Validate the material by experts of the field.