LLMD 1.

Pre-use evaluation - involves making predictions about the potential value of

materials for their users (Tomlinson, 2003c).
DEFINITION OF MATERIALS DEVELOPMENT 2. Whilst-use Evaluation- Involves measuring the value of materials while using
them or while observing them being used (Tomlinson, 2003c).
Instructional Materials It can be more objective and reliable than pre-use evaluation as it makes use of
Especially designed classroom tools which contain instructions to learners and measurement rather than prediction (Tomlinson, 2003c).
teachers, and which specify each increment of learning 3. Post-use Evaluation -is probably the most valuable/informative type of
Materials Development evaluation because it can measure the actual effects of the materials on the users
 Studies the principles and procedures of the design, implementation and (Tomlinson, 2003c.)
evaluation of language teaching materials
 Involves production, evaluation, and adaptation of language teaching KEY CONSIDERATION FOR WHILST-USE EVALUATION
materials 1.Clarity of Instruction - Ensures that instructions are easy to understand, helping
 It is also a field of academic study investigating the principles and users to engage with the material effectively.
procedures of the design, writing, implementation, evaluation and 2. Credibility of the Task - Assesses whether the task is trustworthy and relevant,
analysis of learning materials. increasing user confidence in its value.
Importance of Material Development 3. Achievements for Performance Objectives - Measures how well the task helps
 it is commonly accepted that in most language classrooms throughout the users meet specific goals or objectives.
world, most lessons are still based on materials. 4. Potential for Localization - Evaluates the ability to adapt the material for
 instructional materials generally serve as the basis of much of the different cultures or regions, making it more relevant and accessible.
language input that learners receive and the language practice that occurs 5. Appealing of Materials - Considers whether the content is attractive and
in the classroom. engaging, enhancing user interest and motivation.

PRINCIPLES OF MATERIAL DEVELOPMENT In conducting a post-use evaluation, we should consider the following
Questions:
Materials Evaluation is a procedure that involves measuring the value (or
1. What new skills or abilities have learners developed as a result of using the
potential value) of a set of learning materials. It involves making judgements about
materials?
the effect of the materials on the people using them and it tries to measure some or
all of the following list (Tomlinson, 2013). 2. In what ways have the materials influenced learners’ confidence levels?
Tomlinson, 2013 3. Did the materials facilitate teachers in effectively covering the syllabus?
 The appeal of the materials to the learners
 The credibility of the materials to learners, teachers and administrators Tips in evaluating instructional materials for language learning
 The validity of the materials The reliability of the materials 1. Alignment of purpose
 The ability of the materials to interest the learners and the teachers 2. Capacity of the learners
 The ability of the materials to motivate the learners 3. Localization and contextualization
 The value of the materials in terms of short-term learning. 4. Physical appearance of the instructional materials
 The value of the materials in terms of long-term learning. 5. Challenge for lifelong learning
 The learners' perceptions of the value of the materials.
REASONS FOR ADOPTING MATERIALS
 The teachers' perceptions of the value of the materials.
Materials adaptation is a general term for the process that involves making changes
 The assistance given to the teachers in terms of the preparation, delivery and
to existing materials to better suit specific learners, teachers and contexts for the
assessment.
purpose of facilitating effective learning. This may mean reducing mismatches
 The flexibility of the materials (e.g. the extent to which it is easy for a teacher
between materials, learners, teachers and contexts or making fuller use of the
to adapt the materials to suit a particular context).
potential value of existing materials.
 The contribution made by the materials to teacher development
Adoption is a process of choosing and accepting a set of materials by someone else
 The match with administrative requirements.
based on certain implicit and explicit criteria. Concerned with the whole course
book. Adaptation – refers to modifying certain parts or place of the book to suit a
PRINCIPLES IN MATERIAL EVALUATION
particular class or level. It is a process subsequent to and dependent on adoption.
 Materials should achieve impact.
Concerns the parts that make up the whole.
 Materials should help learners to feel at ease.
REASONS FOR ADOPTING MATERIALS
 Materials should help the learners to develop confidence.
1. Not enough grammar coverage in general and not enough practice of
 What is being taught should be perceived by learners as relevant and useful.
grammar points of particular difficulty to the learners in a given context.
 Materials should require and facilitate learner self-investment.
Grammar is not presented systematically.
 Learners must be ready to acquire the points being taught both in terms of
2. Reading passages contain too much unknown vocabulary.
linguistic, developmental readiness, and of psychological readiness too.
3. Comprehension tasks are too easy or too difficult.
 Materials should expose the learners to language in authentic use.
4. Listening passages are inauthentic, because they sound too much like
 The learner's attention should be drawn to linguistic features of the input.
written material being read out.
 Materials should provide the learners with opportunities to use the target
5. The content is inappropriate for learners, considering their age, cultural
language to achieve communicative purposes (in order to automatize existing background and intellectual level.
procedural knowledge, to check the effectiveness of the existing hypotheses) 6. Amount of material is to great / too little to cover in the time allocated to
lessons.
According to Tomlinson, materials should be:
7. No guidance for teachers on handling group work and role play activities
 Help the learner to develop cultural awareness and sensitivity.
with a large class
 Reflect the reality of language use.
8. Dialogues are too formal and not really representative of everyday
 Help learners to learn in ways similar to the circumstances in which they will
speech.
have to use the language.
9. Audio material is difficult to use because of problems to do with room
 Achieve affective engagement
size and technical equipment.
 Help to create readiness to learn.
10. Too much or too little variety in activities
According to Richards, materials should be:
Principles In Adapting Material
 Give learners something they can take away from the lesson.
 Teach something learners feel they can use.
PRINCIPLE 1: LEARNER-CENTEREDNESS
 Give learners a sense of achievement. Learner-centeredness involves tailoring educational materials and teaching methods
 Practice learning items in an interesting and novel way. to meet the unique learning styles, needs, and interests of individual students. By
 Provide a pleasurable learning experience. focusing on the learner, educators can create more meaningful and effective learning
 Provide opportunities for individual practice. experiences.
 Provide opportunities for personalization.
 Provide opportunities for self-assessment of learning. PRINCIPLE 2: CONTEXTUAL RELEVANCE
Contextual relevance means adapting learning materials to reflect students’ personal
TYPES OF MATERIALS EVALUATION experiences, cultures, and environments. When content is connected to their lives,
students are more likely to stay engaged and understand the material in a meaningful
Evaluating instructional materials is crucial, as it directly impacts language way.
teaching and learning. This complex process involves the teacher’s background and
responsiveness to students’ needs. The evaluation phase, which gathers feedback
PRINCIPLE 3: ALIGNMENT WITH LEARNING OBJECTIVES
from both students and teachers, is essential for continual improvement in teaching
Adapting learning materials should always serve the goal of helping students
and learning practices. achieve the intended learning outcomes. Any changes or modifications made to the
A. TYPES content should support the core objectives of the lesson or unit, ensuring students
1.The external evaluation – conducted to have an overview of the organizational meet the required competencies.
foundation of material.
2. Internal evaluation – refers to an ‘in-depth’ investigation of the materials to find PRINCIPLE 4: DIFFERENTIATION
out how far the claims made by the publisher and authors are justified and whether Differentiation involves modifying content, processes, and assessments to cater to
those claims have been adequately translated into teachable content the different ability levels, learning speeds, and strengths of students in the same
B. TYPES OF MATERIAL (TOMLINSON’S VIEW) classroom. This approach ensures that all students can access the material at their
When is the evaluation carried out? level and work towards success without feeling overwhelmed or under-challenged.
PRINCIPLE 5: INCLUSIVITY Authentic and non-authentic input
Inclusivity means making sure that all students, regardless of their physical, In order to expose the learners to realistic input.
cognitive, or emotional needs, have equal access to learning materials and can fully -Materials should be based on authentic texts
participate in classroom activities. This may involve providing accommodations such In order to draw the learners' attention to certain linguistic features with activities
as assistive technologies, modified texts, or flexible teaching strategies to meet the based on texts selected from authentic sources a
needs of learners with disabilities. -combination of authentic and non-authentic tasks
Provocative topics and tasks
*In order to make learning more engaging and perhaps also more humanistic
PRINCIPLE 6: CLARITY AND SIMPLICITY
• Materials should include topics and activities that can:
Simplifying complex concepts and using clear, straightforward language is crucial,
• potentially provoke a reaction,
especially for younger learners or students with lower proficiency levels. Breaking
• Provide an aesthetic experience, whether it be positive or negative, that is personal
down difficult ideas into manageable pieces helps students focus on understanding
and subjective.
without being overwhelmed by technical jargon or complicated explanations.
Conclusions
the adaptation process is considered at two levels
PRINCIPLE 7: ACTIVE LEARNING - adapting materials with the purpose of making them effective and relevant to a
Active learning engages students in hands-on activities, group discussions, or specific classroom;
problem-solving tasks that encourage them to think critically and apply what they’ve - adapting materials with the purpose of changing their objectives, in order to reduce
learned in practical ways. By transforming passive learning (e.g., lectures) into active the distance between research and classroom practice.
involvement, students retain information better and develop important skills like • Developing critical awareness of learning and teaching is the main aim of adapting
collaboration, analysis, and creativity. and evaluating courses,
• learners can become, the main input providers, the teacher's role is simply that of
PRINCIPLE 8: AUTHENTICITY facilitator, co-ordinator and monitor.
Authenticity involves using real-life situations, examples, or tasks that students can
relate to in their own lives. When students see how the material connects to the real (ISLA&AMPARADO)
world, they are more likely to engage with it, seeing its relevance beyond the Digital technology has changed how people learn languages. It has made language
classroom. learning easier, more fun, and accessible to many people around the world. With the
help of apps, online classes, and tools like virtual reality or artificial intelligence,
learning a new language is no longer limited to traditional classroom methods.
PRINCIPLE 9: PROGRESSIVE CHALLENGE
Progressive challenge refers to gradually increasing the difficulty of tasks or
activities as students gain more confidence and competence. Starting with simpler These technologies allow learners to study anytime and anywhere, practice at their
tasks allows students to build a strong foundation, while progressively challenging own pace, and get instant feedback. They also provide opportunities to experience
them with more complex tasks keeps them engaged and promotes continuous real-life language use, helping learners improve their skills faster and more
learning. effectively.

PRINCIPLE 10: FEEDBACK AND ASSESSMENT Roles of Technology in Language Learning Development
Regular feedback is essential for helping students identify their strengths and areas
for improvement. By incorporating opportunities for both peer and teacher feedback 1. Providing Authentic Materials
throughout the learning process, students can refine their work, develop a growth Students can access a wide range of authentic materials, such as news articles,
mindset, and continuously improve before final assessment podcasts, videos, and blogs, to learn about real-world language use, accents, and
such.
MATERIAL ADAPTATION
 Refers to the application of some strategies to make the textbook more 2. Enhancing Interaction
effective and flexible. The process of changing or adjusting the various parts of Students can interact with their language courses and other speakers of the target
a course book is closely related to the reality of dealing with learners in the language in real-time via video, audio, or text.
dynamic environment of the classroom.

3. Supporting Independent Learning

 Materials adaptation involves changing existing materials so that they become Technology allows students to work at their own pace and access online content.
more suitable for specific learners, teachers or situation.

4. Supporting Differentiated Instruction

KEY FEATURES OF MATERIALS ADAPTATION Multiple applications can be used to assess students, assign varied tasks, track data,
give real-time feedback, and manage classrooms and lessons.
• Learner-centeredness and critical awareness development
• The materials should put learners at the center of the learning process and make 5. Providing Opportunities to Speak
them input providers. Digital technology can provide opportunities to speak a foreign language.
• Teachers should be facilitators and co-ordinators
Materials adaptation, should be shared between materials developers. Teachers and
learners. 6. Supporting Interest
Technology can deepen learning by using resources that students are interested in.
FLEXIBILITY AND CHOICE
APPROACHES IN ADAPTATION OF MATERIALS TEACHER-
CENTERED LEARNER-CENTERED WRITTEN REPORT
• Materials should be flexible
• shouid provide choice
• should enable learners to develop a variety of skills and learning styles Adaptation of Materials
• encourage them to experience a wide range of tasks and approaches -adaptation of materials refers to modifying or adjusting materials to be better fit
• they also become more independent learners. specific needs and condition.
- Learners themselves become more flexible learners — Learners can be encouraged
to experience them all Teacher-Centered
Open-endedness & aesthetic experience -It emphasizes the teacher’s role as the primary source of knowledge and authority
• Aesthetic experience originated from (the theory of Aesthetic Response by in the classroom. It focuses on how teachers can effectively modify existing
Rosenblatt (1995) materials to align with their specific teaching goals and the needs of their students.
- refers to the process of reacting spontaneously when reading literary texts (typically
represents the immediate response to language and literature)
- involves interaction between readers, language and texts Adapting materials for effective teaching
• Aesthetic experience and Materials adaptation -Adapting teaching materials is a crucial skill for educators, enabling them to tailor
-Aesthetic Experience promotes the subjectivity of texts and their various lessons to the specific needs and learning styles of their students.
interpretations
- they should, not only be based on right/wrong testing and practice but, rather, they
Key factors of adapting materials for effective teaching:
should also focus on open-ended tasks and texts
1.Content Alignment
RELEVANCE
 Identify learning objectives
• to draw a link between the adaptation process and reading
Teachers must clearly define what they want students to learn from the adapted
-open-ended materials, have the potential to become relevant to the learners when
materials.
they fill those gaps with their ideas, interpretations and discussions.
 Analyzing existing content
It is only at this level that materials become relevant and potentially more effective
Teachers should carefully examine the existing materials to determine their strengths
for learning development.
and weaknesses.
UNIVERSALITY
 Modify or supplement
• The materials should be based on
Teachers can modify existing content to make it more relevant, engaging, or
-Universally appealing topics
challenging.
-culturally provoking
-culturally specific but, at the same time, they are present in all cultures.
• A rich source of this type of topics comes from: 2. Instructional Strategies
-Literature,  Select appropriate methods
-life experiences, Teachers should choose instructional strategies that best facilitate student learning.
-Feelings,  Consider Student Needs
-relationships. Teachers should adapt materials to meet the diverse needs of their Students.
 Utilize Technology
Teachers can leverage technology to enhance the learning experience.
3. Assessment and Evaluation
 Design Formative
Assessments Teachers should use formative assessments throughout the learning
process to monitor
student progress and identify areas requiring additional support.
 Create Summative Assessments
Summative assessments are used to evaluate student learning at the end of a unit or
course.
 Provide Feedback
Feedback is crucial for student growth
Advantages of the Teacher Centered Approach
 Clear structure and direction

 Expert Guidance
 Efficient content delivery
 Control over learning
Disadvantages of Teacher Centered Approach
 Passive Learning
 Limited Student Voice
 Ignores Individual Differences
Learner-Centered
-students are active participants in the learning process, taking ownership of their
learning and engaging with content in meaningful ways.

Adapting materials in a learner -centered approach

- means modifying educational resources to better meet the diverse needs, interest,
and abilities of students.

Key Factors for Adapting Materials in Learner-Centered Approach

1. Needs assessment
 Identify learner characteristics their age, prior knowledge, learning styles, and
cultural factors.
2. Differentiation
 Provide materials at varying levels of difficulty to challenge students
appropriately. Adjust resources to align with individual learning goals and
objectives.
3. Cultural Relevance
 Ensure materials are culturally relevant and consider students backgrounds
and experiences. Use materials that reflect diverse perspective and avoid bias.
4. Engagement and motivation
 Incorporate topics and examples that engage students interests. Include
activities and materials that encourage active participation.
5. Accessibility
 Adapt materials to accommodate all learners. Offer resources in language or
reading levels appropriate for all learners.
6. Feedback and Assessment
 Give students feedback to continually understand and adapt materials.
7. Resource Variety
 Provide materials in various formats (text, audio, video) to cater to different
learning preference. Offer additional resources to support different learning
needs.
Advantages of Learner-Centered Approach
 Students would be more interested in learning as they are able to communicate
with their peer.
 Increase students motivation and ownership over their learning
 Promotes the development of lifelong learning skills
Disadvantages of Learner Centered Approach
 Requires significant preparation and adaptation from teachers, which can be
time consuming and demanding.
 Student with low self-motivation may find the approach challenging without
sufficient support.

 Time consuming it requires more time and efforts as it involves individualized

instruction and incorporate students interests and needs.