Republic of the Philippines
Tarlac State University
COLLEGE OF EDUCATION
CENTER OF DEVELOPMENT
Lucinda Campus, Tarlac City
Tel. No. (045) 493-0182; Fax No. (045) 982-0110
Re-Accredited Level IV by the Accrediting Agency of Chartered Colleges and Universities of the
Philippines (AACCUP), Inc.
______________________________________________________________________________
SUBMITTED BY:
Cao, Erika Arianna
Castro, Jocelnette
Cayson, Liezel
Delos Santos, Arabela
Feliciano, Jomar
Lactaotao, Blessie Joy
Magcalas, Lorraine Angela
Obligado, Nisa Jameica
Sales, Jade Nathalie
Talavera, Princess Noime
Tangalin, Justine Aira
Pangilinan, Jenny
Perez, Kevin Christopher
Principe, Princess Allyza
Zablan, Aimee
BSED ENGLISH 3B
SUBMITTED TO:
MS. FRINCESS T. FLORES
January 2024
TITLE
I. INTRODUCTION
INSTRUCTION TO THE
LEARNERS
This paper serves as a guide in understanding one unit or chapter
under EL 118. It consists of the following sections:
(a) Introductory guide: for you to know the purpose and the goal
of this paper and to present you with some ideas regarding
to topic.
(b) Pre-test: to know your prior knowledge about the lesson.
(c) Learning objectives are the expected outcomes, skills, and
knowledge to be learned in this chapter.
(d) Content (with preparatory, developmental and closure
activities): to impart knowledge, skills, and abilities through this
mode prepared by the presenter.
(e) Synthesis/generalization: to outline the important points that
you need to remember in this topic.
(f) Evaluation: to check your level of understanding of the
concepts.
(g) Assignment/agreement: to encourage continuity of learning.
(h) References: to enlist the available resources used for this
chapter and give due credit to the intellectual properties of the
authors.
PRE-TEST
II. LEARNING
OBJECTIVES
III. CONTENT
A. PREPARATPORY
ACTIVITIES
Upon completion of this chapter, the student will be able to:
1. Define language, teaching, learning, and materials
development, recognizing their distinct roles in the education
process.
2. Identify various language learning materials utilized in
classrooms, such as textbooks, multimedia, and authentic
resources.
3. Evaluate positive trends like tech integration and diversity, as
well as negative trends in materials development, including
outdated content.
4. Apply principles and theories of language learning to develop
effective language learning materials for enhanced educational
outcomes.
ROLL AND TELL
MECHANICS:
1. The presenter will play a song while the student holding
the dice must pass it to the next classmate.
2. The dice will continue to be passed around until the
music stops, when it stopped the student holding must
throw or roll the dice to get a number.
3. The number obtained has a corresponding word that they
have to define.
B. DEVELOPMENTAL
ACTIVITIES
1. Defining Materials and Materials Development
1.1. What Is Materials Development?
• Materials development refers to all the processes made use of
by practitioners who produce and/or use materials for language
learning, including materials evaluation, their adaptation, design,
production, exploitation and research of language teaching
materials.
• According to Tomlinson (2012), these processes should interact
in the making of language-learning materials because it aims at
giving insightful ways for teachers to develop learning materials
suitable for their student’s difficulty level, needs and objectives
of the teaching the teachers have designed.
• The materials can be instructional, experiential, elicitative or
exploratory
 Instructional material when it informs the learners about
the language
 Experiential material when it provides the exposure to the
language in use
 Elicitative material when it stimulates language use
 Exploratory material when it seeks discoveries about
language use in natural settings
Types Of Materials Development
1. As a field of study, it studies the principles and procedures of
the design, implementation, and evaluation of language teaching
materials.
A. Materials Development Procedures
Dick and Carey (1990) suggest 10 components of the systems
approach model of materials development procedures as
follows:
1) Identity an instructional goal
2) Conduct an instructional analysis
3) Identify entry behaviors and characteristics
4) Write performance objectives
5) Develop criterion-referenced test-items
6) Develop an instructional strategy
7) Develop/select instructional materials
8) Design and conduct the formative evaluation
9) Revise instruction
10) Conduct summative evaluation
2. As a practical undertaking, it involves the production,
evaluation, and adaptation of language teaching materials, by
teachers for their own classrooms and by materials writers for
sale or distribution (Tomlinson, 2001:66).
A. Materials Development Procedures
 It can be developed by evaluating learning materials,
adapting, supplementing and creating own materials
(Pinter, 2006)
• Evaluating means the teachers evaluate and select the materials
in the textbooks according to how appropriate they seem for the
given context.
• Adapting means the teachers adapt the teaching materials in the
textbooks from the authentic texts.
• Supplementing means the teachers cover the weakness of the
materials in the available textbooks which does not match with
the syllabus/curriculum or objectives of the teaching learning
process.
• Creating own materials means the teachers develop their own
materials based on teaching objectives, instructional goals,
students' needs and topic-based planning.
1.2. What are Materials?
The term ‘materials’ in the context of language learning is
commonly associated with textbooks or course books. These
encompasses of various teaching/learning aid such as CD-Roms,
DVD, handouts, charts, and websites. It is a broad term for
materials used in the classrooms to support teaching and
learning. These materials may be printed or digital, free or for
purchase. Materials range from an individual lesson to a
comprehensive curricular program, and can be developed by
teachers, education/outreach organizations, or publishing
companies.
Brown (1995) said that materials is any systematic description of
the techniques and exercises to be used in classroom teaching.
Tomlinson (2012) described materials as “anything which can be
used to facilitate the learning of a language, including
coursebooks, videos, graded readers, flashcards, games,
websites, and mobile phone interactions.”
According to him, materials can be:
• Informative - it must inform the learners about the target
language.
• Instructional - it must guide the learners in practicing the
language.
• Experiential - it must provide the learners with experience on
how they can use the language.
• Eliciting - it must encourage the learners to use the language.
• Exploratory - it must help the learners to make discoveries
about the language.
1.3. What are the Forms of Materials?
PRINTED MATERIALS
1. Books - Books refer to written publications that encompass a
variety of subjects, providing comprehensive information and
knowledge on specific topics. They are a fundamental printed
resource in education.
2. Workbooks - Workbooks are supplementary printed
materials designed for students to practice and reinforce concepts
learned in the classroom. They often contain exercises, activities,
and problems.
3. Teachers' Books - Teachers' books are instructional guides
created for educators. They provide additional insights, lesson
plans, and teaching strategies to support effective classroom
instruction.
4. Worksheets - Worksheets are printed documents with
exercises or questions aimed at reinforcing specific skills or
concepts. They are commonly used for individual or group
practice.
5. Readers - Readers are printed materials specifically designed
for language learners. They typically contain graded reading
passages to improve language proficiency.
NON-PRINT MATERIALS
1. Audio - Audio materials include recorded content such as
lectures, interviews, or discussions. They offer an auditory
learning experience and are valuable for diverse learning styles.
2. Video - Video materials involve visual content that can be
used for educational purposes. Educational videos cover a wide
range of subjects and are effective in engaging learners through
visual representation.
3. Computer-Based - Computer-based materials encompass
digital resources that can be accessed and utilized on electronic
devices. This category includes interactive software,
simulations, and multimedia presentations.
SELF-ACCESS AND INTERNET
1. Google Searching Self-access and internet resources
involve independent learning opportunities through online
platforms. Google searching is a common method for accessing
a vast array of information, enabling learners to explore and
acquire knowledge independently.
1.4. (What are) the Role of Materials according to
Cunningsworth (1995), And Dudley -Evans and St. John
(1998)?
Materials
According to Tomlinson (2002) language materials are those
resources that can be used to facilitate language learning such as
course books, videos, graded readers, flash cards, games and
websites.
Teaching/learning materials is one of the very crucial elements
that have to exist to conduct teaching/learning activities.
Whatever materials used by teachers, generally serve as the basis
for much language input that the learners receive and the
language practice that occur in the classroom.
ROLES OF MATERIALS
Cunningsworth (1995.7) defines the role of materials
(particularly course books) in langauge teachings as:
A resource for presentation materials (spoken and written)
A resource of activities for learner practice and communicative
interaction
A reference source for learners on grammar, vocabulary,
pronunciation, and so on
A source of stimulation and ideas for classroom activities
A syllabus (where they reflect learning objectives that have
already been determined)
A support for less experienced teachers who have yet to gain in
confidence
FUNCTION OF MATERIALS
Dudley-Evans and St. John (1998, 170-171) suggest that for
teachers of ESP courses, materials serve the following function:
As a source of language
As a learning support
For motivation and simulation
For references
1.5. Cite examples ef Language Learning Materials used in
the classroom? Digital Classroom?
Traditional learning is a method of instructional interaction that
occurs in person and in real time between teachers and their
students, and usually happens in a classroom.
Materials that can be used in the classroom include textbooks,
pictures, video and audio tapes, computer software, television
programs, and visual aids. On the other hand, synchronous online
learning is a method of learning that requires students to attend
classes at a structurally scheduled time virtually, which we call a
digital classroom.
Digital learning resources are electronic resources such as
applications (apps), software, programs, or websites that engage
students in learning activities and support the learning goals of
students. Students participate in digital or online learning. Online
learning is a method of education whereby students learn in an
entirely internet-based environment.
Materials that can be utilized in digital classrooms include
flipgrid, kahoot, and Wordference.
Flipgrid - lets you create assignments for students to post videos
to and respond to each others' projects with videos of their own
Kahoot!- Kahoot! is a game-based learning platform where you
can create, share and play learning games or trivia quizzes in
minutes.
Wordreference - This is one of the most powerful and essential
referencing tools for learning a foreign language.
2. Current Trends and Issues in Materials Development
2.1. What are the Trends and Issues ff Materials
Development?
1. The value of textbooks
For years there has been debate about whether or not the
textbook is the best medium for delivering language-learning
materials. The debate started in the eighties with Allwright
(1981) putting forward arguments against ways in which
textbooks deliver materials and O’Neil (1982) mounting a
rigorous defense. Since then there have been numerous
contributors to the debate. Regardless of the views of experts
who criticize the use of textbooks, most language teachers seem
to continue to use them.
For Tomlinson, teachers need textbooks to save time and money
and many teachers want a coursebook which provides everything
they need in one source.

localized textbooks and more global textbooks which are
designed to be flexible and to offer teachers and students
opportunities for localization, personalization and
choice.

publishers
could
produce
web-based
global
‘coursebooks’ which offer opportunities for choice,
modification and replacement and which facilitate ‘an
ongoing process where materials are refined and even
changed throughout the life of a product.
2. The need for published materials
Over the years many institutions and teachers have replaced
published materials with homemade materials in order to achieve
greater relevance and engagement.
e.g. the development and piloting of discipline-specific
vocabulary materials on a CDROM software program
3. Pedagogic approaches
Over the last forty years, there have been many changes in the
methodologies coursebooks claim to be using, but very little
change in the pedagogy they actually use. The blurbs on the back
are constantly changing. In the sixties and early seventies, they
stressed they were teaching the language directly, without the use
of translation or explanation: in the seventies they boasted that
they were following a communicative approach which featured
either the learning of functions or notions, or both.
The reality, though, is that for the last forty years most
coursebooks have been and are still using PPP approaches, with
a focus on discrete forms and frequent use of such low-level
practice activities as listen and repeat, dialogue repetition,
matching and filling in the blanks.
The most popular approach at the moment seems to be taskbased, in which the learners are set tasks with non-linguistic
outcomes (e.g. arrangements for a trip, an agenda for a meeting,
the solution to a problem).
4. Authenticity of texts and tasks
It has been argued that explicit teaching of language through
contrived examples and texts helps the learners by focusing their
processing energies on the target feature, and this is what most
coursebooks typically do. However, many SLA researchers
argue that this overprotects learners and does not prepare them
for the reality of language use outside the classroom. Some
researchers argue that authentic materials can provide
meaningful exposure to language as it is actually used, motivate
learners and help them develop a range of communicative
competencies and enhance positive attitudes towards the
learning of a language.
For Tomlinson, an authentic text is one which is produced in
order to communicate rather than to teach, and an authentic task
is one which involves the learners in communication in order to
achieve an outcome, rather than practice the language. The text
does not have to be produced by a native speaker and it might be
a version of an original which has been simplified to facilitate
communication. The task does not have to be a real-life task, but
can be a classroom task which involves the use of real-life skills
in order to. Given these definitions, I think that every text that
learners encounter should be authentic and that most tasks should
be authentic too – otherwise the learners are not being prepared
for the reality of language use.
5. Humanizing materials
A number of recent publications have stressed the need for the
humanization of language learning materials. Most of these
publications refer to learning theories and stress the need to help
learners to personalize, localize and make meaningful their
experience of the target language, as well as the need for
materials to be affectively engaging and cater for all learning
style preferences.
Tomlinson (2003d) agrees with Berman (1999:2), who says, ‘We
learn best when we see things as part of a recognized pattern,
when our imaginations are aroused, when we make natural
associations between one idea and another, and when the
information appeals to our senses’. Tomlinson goes on to
advocate a humanistic coursebook which engages affect through
personalized activities and which provides imaging, inner voice,
kinesthetic and process activities.
3. Who should Develop the Materials?
In developing materials, it is based on the teacher’s beliefs,
understanding and experience. It also depends on the teacher’s
goal and objectives, the way the teacher conceptualizes the
content of the course, the way the teacher organizes and
sequence the course and the teacher’s understanding of the
student’s needs. Material developed by the teacher must be
feasible and appropriate within the context. Students can also
collaborate with the teacher in choosing and developing material.
A good material may become the tipping point which decide the
result of a learning. In order to better facilitate students’ learning
teachers often have to develop their own material that will suit
the students’ needs. A good teaching material will be able not
only to facilitate students’ learning process, but also provide
enjoyment for the students.
4. Principles of Second Language Acquisition (SLA) relevant
to the development of materials are the principles and
theories of language teaching and learning relevant to
materials development?
4.1. Principles of Second Language Acquisition Relevant to
the Development Of Materials for the Teaching of Languages
(Tomlinson, 1988)
Second language acquisition report can provide guidelines for
developing classroom materials. There are some principles:
Materials should achieve impact.
Impact is achieved when materials have a noticeable effect on
learners, that is when the learners’ curiosity, interest and
attention are attracted. If this is achieved, there is a better chance
that some of the language in the materials will be taken in for
processing.
Materials can achieve through:
• Novelty
- attractive presentation
- achievable challenge
- unusual topics, illustrations and activities
- use of attractive colors; lots of white space; use of photographs
- tasks which challenge the learners to think
• Variety
- breaking up the monotony of a unit routine with an
- unexpected activity; using many different text-types taken from
many different types of sources; using a number of different
instructor voices on a CD
• Appealing content
- topics of interest to the target learners; topics
- which offer the possibility of learning something new;
engaging stories;
- universal themes; local references
• Attractive Presentation
- unusual topics, illustrations and activities
- use of attractive colors; lots of white space; use of photographs
• Achievable Challenge
- tasks which challenge the learners to think
Materials should help learners to feel at ease.
Research has shown... the effects of various forms of anxiety on
acquisition: the less anxious the learner, the better language
acquisition proceeds. Similarly, relaxed and comfortable
students apparently can learn more in shorter periods of time.
(Dulay, Burt and Krashen 1982) Although it is known that
pressure can stimulate some types of language learners, He
thinks that most researchers would agree that most language
learners benefit from feeling at ease and that they lose
opportunities for language learning when they feel anxious,
uncomfortable or tense.
Some materials developers argue that it is the responsibility of
the teacher to help the learners to feel at ease and that the
materials themselves can do very little to help. He disagrees.
Materials can help learners to feel at ease in a number of ways.
For example, he thinks that most learners:
- feel more comfortable with written materials with lots of white
space than they do with materials in which lots of different
activities are crammed together on the same page;
- are more at ease with texts and illustrations that they can relate
to their own culture than they are with those which appear to
them to be culturally alien;
- are more relaxed with materials which are obviously trying to
help them to learn than they are with materials which are always
testing them.
Materials should help learners to develop confidence.
Relaxed and self-confident learners learn faster (Dulay, Burt and
Krashen 1982).
Most materials developers recognize the need to help learners to
develop confidence, but many of them attempt to do so through
a process of amplification. They try to help the learners to feel
successful by asking them to use simple language to accomplish
easy tasks such as completing substitution tables, writing simple
sentences and filling in the blanks in dialogues. This approach is
welcomed by many teachers and learners. But to Tomlinson’s
experience, it often only succeeds in diminishing the learners.
The value of engaging the learners’ minds and utilizing their
existing skills seems to be becoming increasingly realized in
countries that have decided to produce their own materials
through textbook projects rather than to rely on global
coursebooks, which seem to underestimate the abilities of their
learner.
What is being taught should be perceived by learners as
relevant and useful.
Most teachers recognize the need to make the learners aware of
the potential relevance and utility of the language and skills they
are teaching. Perception of relevance and utility can also be
achieved by relating teaching points to interesting and
challenging classroom tasks and by presenting them in ways
which could facilitate the achievement of the task outcomes
desired by the learners. The ‘new’ learning points are not
relevant and useful because they will help the learners to achieve
long-term academic or career objectives, but because they could
help the learners to achieve short-term task objectives now. Of
course, this only works if the tasks are begun first and the
teaching is then provided in response to discovered needs. This
is much more difficult for the materials writer than the
conventional approach of teaching a predetermined point first
and then getting the learners to practice and then produce it.
In ESP (English for specific purposes) materials it is relatively
easy to convince the learners that the teaching points are relevant
and useful by relating them to known learner interests and to
‘real-life’ tasks, which the learners need or might need to
perform in the target language.
In general English materials, this is obviously more difficult; but
it can be achieved by narrowing the target readership and/or by
researching what the target learners are interested in and what
they really want to learn the language for. An interesting
example of such research was a questionnaire in Namibia which
revealed that two of the most important reasons for secondary
school students wanting to learn English were so they would be
able to write love letters in English and so that they would be
able to write letters of complaint for villagers to the village
headman and from the village headman to local authorities.
Materials should require and facilitate learner selfinvestment
• Many researchers have written about the value of learning
activities that require the learners to make discoveries for
themselves. For example, Rutherford and Sharwood-Smith
(1988) assert that the role of the classroom and of teaching
materials is to aid the learner to make efficient use of the
resources in order to facilitate self-discovery.

The materials should allow students to be aware of their
skills. At the same time, the materials used in teaching
should get the interest of the students in order for them to
be more invested on the learning.

Teachers can use activities where students will engage in
decision-making, projects, and make use of their critical
and creative thinking skills.
Learners must be ready to acquire the points being taught
• Certain structures are acquired only when learners are mentally
ready for them. (Dulay, Burt and Krashen 1982). Meisel,
Clahsen and Pienemann (1981) have put forward the
Multidimensional Model in which learners must have achieved
readiness in order to learn developmental features but can make
themselves ready at any time to learn variational features.
• Pienemann (1985) claims that instruction can facilitate natural
language acquisition processes if it coincides with learner
readiness, and can lead to increased speed and frequency of rule
application and to application of rules in a wider range of
linguistic contexts.

Pienemann also mentioned ‘premature instruction’,
wherein he claimed that this type of instructions is quite
harmful. Premature means it is occurring too early, or it is
not completely ready. The reason why it is harmful is that
the students might not be ready in taking all of the
information, this can cause them to lose attention, day
dream, or even if they try to listen, they might have a hard
time understanding the lesson
• Krashen (1985) argues the need for roughly tuned input, which
is comprehensible because it features what the learners are
already familiar with, but which also contains the potential for
acquiring other elements of the input which each learner might
or might not be ready to learn. According to Krashen, each
learner will only learn from the new input what he or she is ready
to learn.

Krashen have used the model ‘i+1’, wherein i represents
the things that the learner has learned, while 1 are the
inputs the needs the be learned.

This model can also mean that using the knowledge that
the student already has can help students to learn the new
inputs being presented to them.
• In order to ready the students in taking new information,
teachers can provide pre-activities that might include lessons that
they are already familiar with, or they can use activities that can
give them some clues on what the new lessons will be.
Materials should expose the learners to language in authentic
use
• Materials can provide exposure to authentic input through the
advice they give, the instructions for their activities and the
spoken and written texts they include. They can also stimulate
exposure to authentic input through the activities they suggest.

Learners should be able to use their target language in
some activities. These activities are called the ‘authentic
language activities’, wherein the students will be exposed
in a real situation where they can use their target language.

Researchers believed that having to naturally use the
language can help the acquire the language easily.
The learners’ attention should be drawn to linguistic features
of the input
• There seems to be an agreement amongst many researchers that
helping learners to pay attention to linguistic features of
authentic input can help them to eventually acquire some of
those features.

The materials should not only include the grammar
lessons or the linguistic features such as argon, slang,
tense (past, present, or future), dialect, grammar, lexicon
(vocabulary), and phonology (sounds), instead it should
also include how should they use the following.

For example, the use of ‘authentic input’ such as songs,
games, stories and other pedagogical materials that can be
use to learn the target language.
Materials should provide the learners with opportunities to
use the target language to achieve communicative purposes
In learning second language it is imperative to make student do
it actual so they will be able to practice it and be used to it. There
are some materials that we can use. In digital world. There are
existing application that students can do it and practice it actual.
And of course, the traditional way by communicating or
interacting and using the target language inside the class with
their peers.
The following are examples that we can use to achieve
interaction.




information or opinion gap activities
post-listening and post-reading activities
creative writing and creative speaking activities
formal instruction
Materials should take into account that the positive effects of
instruction are usually delayed
When we are to learn another language or add up another
language, we cannot possess it in an instant. There are gradual
process that we have to take. In learning another language, we
have to internalize and will have to know the words first and the
rules or grammar at the same time and there are lot of times that
we are going to have trials and errors. That means, the materials
that we used and we are going to use in terms of learning another
language has and will always have an accountability.
Materials should take into account that learners differ in
learning styles
In terms of learning or teaching another language, we must
always consider that, students has different learning styles and
has a different ways on learning a language to be able to innate
the lessons or rules that a student will take. Meaning, we should
not only focus on one learning material. We should be taking into
consideration the other learning styles.
The following are the different learning styles.









Visual
Auditory
Kinesthetic
Studial
Experiential
Analytic
Global
Dependent
Independent
Materials should take into account that learners differ in
affective attitudes
In line with the different learning styles, learners also differ in
affective attitude. When we say affective attitude, this is what a
person/student feel towards something. Which means, a material
has an important role in learning another language. When
learning a language, it is a must that an instructor must be
enthusiast and must show interest when in front of the students
whenever he/she is teaching it as well as the materials they are
using. It is hard to poke the attention of a student so as a teacher,
you must know how to gain their attention and be attentive as
well as to make them enjoyable what is not.
Materials should permit a silent period at the beginning of
instruction.
The idea of allowing a silent period at the beginning of
instruction is often connected with language learning, especially
in the big picture of second learning how to speak. This approach
recognizes that learners may benefit from a period of silence, for
instance of watching, noticing, or making a statement and
listening before actively participating in verbal communication.
Research shows that delaying L2 speaking until a beginner has
bought enough confidence in their language skill can be helpful.
When learners eventually begin speaking in the L2, this quiet
time can help them gain something from a person who is good at
the target language.
Ways of giving learners the possibility of not speaking until they
are ready include:



starting the course with a Total Physical Response (TPR)
approach in which the learners respond physically to oral
instructions from a teacher or CD.
starting with a listening comprehension approach in
which the learners listen to stories in the target language,
which are made accessible using sound effects, visual
aids, and dramatic movement by the teacher.
permitting the learners to respond to target language
questions by using their first language or through
drawings and gestures.
It is noted that the duration and character of the silent period may
vary based on the age, ability, and personal preferences of the
learners. Additionally, teachers want to establish a welcoming
and inclusive learning environment that promotes involvement
from students as soon as they feel prepared. In general, adding a
silent moment acknowledges people's learning styles and needs,
which helps to increase the succession of language learning for
everyone.
Materials should maximize learning potential by
encouraging intellectual, aesthetic, and emotional
involvement which stimulates both right- and left-brain
activities.
For a learning experience to be comprehensive and successful,
instructional materials must be designed to engage both the left
and right brains in activities that enhance learning potential. On
the other hand, a varied series of activities that make, for
example, analytic, creative, evaluative, and rehearsal demands
on processing capacity can lead to deeper and more durable
learning. Narrowly focused series of activities that require very
little cognitive processing usually led to shallow and ephemeral
learning unless linked to other activities which stimulate mental
and affective processing. It is crucial that the material's content
stimulates the learners' thoughts and emotions and is not trivial
or mundane to support this deeper learning. It's also critical that
the tasks are challenging enough to require the learners to use
both their brains and prior experience, and that they are neither
very easy nor too basic.
Incorporate eye-catching charts, infographics, and movies to
encourage the creative and visual processing of the right brain.
Incorporate audio elements such as lectures, discussions, or
podcasts to engage the left brain's analytical and auditory
processing. By including storytelling, you can appeal to the right
brain's emotional processing and foster emotional engagement
and connection with the subject matter. To engage the left brain's
sequential and analytical thinking, make sure the story has a
logical and structured structure.
Teachers may provide a more thorough and engaging learning
environment that caters to the various cognitive processes of
their students and encourages intellectual, artistic, and emotional
engagement by incorporating these components into their lesson
plans.
Materials should not rely too much on controlled practice.
Controlled practice is useful in some situations for learning a
language and acquiring specific skills, it should not be overused
in educational materials and its limitations must be understood.
Repetitive drills and exercises that might not be well applied to
everyday language use or practical situations are a common
component of controlled practice. Applying the knowledge they
have learned in controlled environments to more genuine
conversation may prove difficult for learners. It is frequently
artificial and might not accurately capture the nuance and variety
of language use in everyday situations. Controlled practice could
miss the spontaneity, variety of circumstances, and dynamic
engagement that characterize authentic communication. It
focuses on rote memorization and recall of specific language
patterns or vocabulary.
Materials for instruction should include a range of activities that
support authentic language use, real-world problem-solving, and
meaningful communication, rather than depending too heavily
on controlled practice. The learning process can be improved by
incorporating activities like discussions, role-playing, projectbased learning, and authentic assessments. These methods
address complexities of language in context and promote a
deeper comprehension of the material.
Materials should provide opportunities for outcome
feedback.
Outcome feedback in the setting of education is data given to
students regarding the outcomes or results of their work. For
learning to be effective, instructional materials must provide
opportunities for outcome feedback. With the help of outcome
feedback, students can evaluate their performance and
comprehend the effects of their choices. It promotes a deeper
comprehension of the subject matter by offering insights
regarding what was done effectively and areas that want work.
Teachers create a more encouraging and productive learning
environment and enable students to actively participate in their
education by incorporating outcome feedback into their lesson
plans.
5. Principles and Procedures of Materials Development for
Language Learning
5.1 What should drive materials development?
• To produce effective material for specific learners, writers
developed flexible frameworks based on specific principle.
Tomlinson follows main principle of language acquisition when
developing language material. There are six principles of
language acquisition.
• What are the principles for materials development?
Principle of Language Acquisition 1
A pre-requisite for language acquisition is that the learners are
exposed to a rich, meaningful and comprehensible input of
language in use.
✓ For effective language acquisition, learners require exposure
to rich, meaningful, and comprehensible language input.
✓ To use the language effectively, learners need varied
experiences of the language being used for different purposes.
✓ They need to be able to understand enough of this input to gain
positive access to it and it needs to be meaningful to them
(Krashen 1985).
✓ Repeated exposure to specific language items in meaningful
contexts is crucial for eventual acquisition, helping to deepen
awareness and facilitate the development of hypotheses.
The Input Hypothesis: This hypothesis suggests that new
language learners acquire the target language best when they
are exposed to input that is slightly beyond their current level of
proficiency but still comprehensible. Krashen argues that
learners need to understand the language they are exposed to
(this is where the term “comprehensible input” comes from) in
order to acquire it.
Principles of Materials Development
1. Make sure the material is extensive
• contain a lot of spoken and written texts which provide
extensive experience of language (diverse text type)
2. Make sure that the language is authentic
• represents how the language is typically used
3. Make sure that the language input is contextualized.
• determined and interpreted in relation to its context of use.
4. Provide natural recycling of language items
• repeated exposure to language is helpful in acquisition
Example Material
• Reading Passages
Provide short poems, stories, or anecdotes for students to read or
listen to at the beginning of each lesson. Offer a variety of genres
to cater to different interests.
Principle of Language Acquisition 2
In order for the learners to maximize their exposure to language
in use they need to be engaged both affectively and cognitively
in the language experience
✓ If the learners do not think and feel whilst experiencing the
language, they are unlikely to acquire any elements of it (Arnold
1999).
✓ Thinking whilst experiencing language in use helps to achieve
the deep processing required for effective and durable learning
and it helps learners to transfer high level skills such as
predicting, connecting, interpreting and evaluating to second
language use.
✓ Emotions also impact acquisition; positive emotions like
enjoyment and motivation influence acquisition, while even
‘negative’ emotions can be useful than feeling nothing at all.
Principles of Materials Development
1. Prioritize potential for engagement
 basing a unit on a text or a task which is likely to achieve
affective and cognitive engagement rather than on a
teaching point selected from a syllabus.
2. Encourage Critical Thinking
 make use of activities which get the learners to think about
what they are reading or listening to and to respond to it
personally
3. Engaging Activities
 get learners to think and feel before during and after using
the target language for communication.
Example Material
• Guess the Story
Encourage learners to grasp the main themes and ideas of the text
before delving into details.
• Express Yourself
Invite learners to share their own thoughts and feelings in
response to the text, fostering personal connections and
reflections.
Principle of Language Acquisition 3
Language learners who achieve positive affect are much more
likely to achieve communicative competence than those who do
not.
✓ Language learners need to be positive about the target
language, about their learning environment, about their teachers,
about their fellow learners and about their learning materials
(Arnold 1999).
✓ They also need to achieve positive self-esteem and to feel that
they are achieving something worthwhile.
✓ Above all they need to be emotionally involved in the learning
process and to respond by laughing, getting angry, feeling
sympathy, feeling happy, feeling sad etc.
✓ Positive emotions seem to be the most useful in relation to
language acquisition but it is much better to feel angry than to
feel nothing at all.
Principles of Materials Development
Main Points
1. Make sure the texts and tasks are as interesting, relevant and
enjoyable.
 to exert a positive influence on the learners’ attitudes to the
language and to the process of learning it.
2. Set achievable challenges
 which help to raise the learners’ self-esteem when success
is accomplished.
3. Stimulate emotive responses
 through the use of music, song, literature, art etc., through
making use of controversial and provocative texts,
through personalization and through inviting learners to
articulate their feelings about a text before asking them to
analyze it.
Example Material
• Literature Circles
Divide students into small groups, and let each group choose a
book to read. They can discuss the chosen book together and
share insights with the class.
Principle of Language Acquisition 4
L2 language learners can benefit from using those mental
resources which they typically utilize when acquiring and using
their L1.
In native language (L1) learning, learners commonly utilize
mental imaging, inner speech, emotional responses, connections
with personal experiences, evaluations, predictions, and personal
interpretations. However, in second language (L2) learning, the
focus tends to be more narrowly on linguistic decoding and
encoding. Embracing a multi-dimensional representation of
language in L2 learning can enhance the process by promoting
durable acquisition, facilitating the transfer of skills to real-life
situations, developing the ability to use the language effectively
in diverse contexts, and fostering self-esteem.
Principles of Materials Development
1.
Make use of activities which get learners to visualize and/or
use inner speech before during and after experiencing a
written or spoken text.
2.
Make use of activities which get learners to visualize and/or
use inner speech before during and after using language,
themselves.
3.
Make use of activities which help the learners to reflect on
their mental activity during a task and then to try to make
more use of mental strategies in a similar task.
Example:
Activity: "Picture and Tell"
Procedure:
1. Picture Prompt
 Show a picture or a simple visual representation related to a
basic topic, such as animals, everyday activities, or
objects.
 Ask learners to look at the picture and think about what they
see in their minds. Encourage them to create a mental
image.
2. Describe with Inner Speech
 Have each learner take turns describing the picture using
their own words.
 Encourage the use of inner speech by asking them to think
about what they want to say before sharing it with the
group.
3. Reflect and Share
 After everyone has had a chance to describe the picture, ask
learners to reflect on how they used their imagination and
inner speech.
Principle of Language Acquisition 5
Language learners can benefit from noticing salient features of
the input.
When language learners actively pay attention to the salient
features of the input, they are engaging in a process known as
"noticing." This involves consciously recognizing and focusing
on prominent aspects of the language they are exposed to, such
as distinctive vocabulary, grammar structures, pronunciation
nuances, or cultural expressions. By actively engaging with and
acknowledging these salient features, learners can improve their
understanding, retention, and internalization of language
patterns. This intentional observation of salient features
contributes to the overall language learning process, aiding in the
assimilation and mastery of the new language.
Principles of Materials Development
1.
Use an experiential approach in which the learners are first
of all provided with an experience which engages them
holistically.
2.
Rather than drawing the learners’ attention to a particular
feature of a text and then providing explicit information
about its use it is much more powerful to help the learners
(preferably in collaboration) to make discoveries for
themselves.
Example:
Activity: "Exploration through Storytelling"
Procedure:
1. Experiential Introduction
 Begin with an experiential activity related to the topic, such
as a short video, a hands-on experiment, or a group
discussion about a real-world scenario.
2. Collaborative Story Creation
 Divide learners into small groups and provide each group
with a simple, open-ended story starter or scenario.
 Instruct them to collaboratively create a story based on the
given starting point. Encourage creativity and
exploration.
3. Feature Discovery
 Rather than explicitly pointing out specific language
features, let the groups explore and discover linguistic
elements naturally as they construct their stories.
 Circulate among the groups, offering guidance and
prompting questions to stimulate thinking.
4. Reflection and Discussion.
 After the storytelling activity, gather the groups for a
reflection session.
 Facilitate a discussion on the language features they used,
discovered, or found effective in their stories.
 Encourage learners to share their observations and insights
about language use.
5. Application in Writing
 Transition to an individual or small-group writing activity
where learners apply the language features they
discovered in their collaborative storytelling.
 Emphasize the importance of incorporating these elements
into their writing.
Principle of Language Acquisition 6
Learners need opportunities to use language to try to achieve
communicative purposes.
Learners benefit when they can use the language to accomplish
genuine communicative goals. This involves engaging in
conversations, discussions, or tasks that mimic authentic
communication scenarios. Providing learners with opportunities
to use language for communicative purposes is essential for their
language development. This approach emphasizes the practical
application of language skills in real-life situations, going
beyond rote memorization and isolated language exercises.
Principles of Materials Development
1.
Provide many opportunities for the learners to produce
language in order to achieve intended outcomes.
2.
Make sure that these output activities are designed so that
the learners are using language rather than just practicing
specified features of it.
3.
Design output activities so that they help learners to develop
their ability to communicate fluently, accurately,
appropriately and effectively.
4.
Make sure that the output activities are fully contextualized
in that the learners are responding to an authentic stimulus
(e.g. a text, a need, a viewpoint, an event), that they have
specific addressees and that they have a clear intended
outcome in mind.
5.
Try to ensure that opportunities for feedback are built into
output activities and are provided for the learners
afterwards.
Example:
Activity: "Interactive News Report"
Procedure:
1. Introduction to Authentic Stimulus
 Share a news article, video clip, or a current event that
serves as an authentic stimulus.
 Ensure the content is interesting and relevant to the learners.
2. Group Discussion and Planning
 Divide learners into small groups and facilitate a discussion
about the stimulus.
 Instruct each group to plan and create a news report that
addresses specific aspects of the content, such as
summarizing key points or presenting different
perspectives.
3. Contextualized Language Use
 Guide the groups to use language naturally as they work on
their news reports. Encourage them to focus on effective
communication rather than isolated language features.
4. Presentation and Feedback
 Encourage the audience to provide constructive feedback
based on content, clarity, language use, and overall
effectiveness.
 Facilitate a brief discussion after each presentation to
highlight successful communication strategies.
5. Reflection and Revision
 After all groups have presented, lead a reflection session
where learners discuss what worked well and areas for
improvement.
 Provide additional feedback and guidance for improvement.
 Encourage groups to revise and refine their news reports
based on the feedback received.
Conclusion
When developing classroom materials, teachers should also, of
course, consider principles of language teaching.
Teaching principle:
The teaching should meet the needs and wants of the learners.
Materials development principle:
Materials need to be written in such a way that the teacher can
make use of them as a resource and not have to follow them as a
script.
A. CLOSURE
ACTIVTIES
IV. SYNTHESIS /
GENERALIZATION
 Materials development is a practical undertaking involving
the production, evaluation, adaptation and exploitation of
materials intended to facilitate language acquisition and
development. It is also a field of academic study
investigating the principles and procedures of the design,
writing, implementation, evaluation and analysis of learning
materials. Ideally materials development practitioners and
materials development researchers interact and inform each
other through conferences, publications and shared
endeavors.
 The term ‘materials’ in the context of language learning is
commonly associated with textbooks or course books. These
encompasses of various teaching/learning aid such as CDRoms, DVD, handouts, charts, and websites.
 Materials for learning can be broadly categorized into
printed and non-printed formats. Printed materials include
books, workbooks, teachers' books, worksheets, and readers,
providing tangible resources for education. Non-print
materials encompass audio, video, and computer-based
resources, offering diverse learning experiences.
Additionally, self-access and internet resources, like Google
searching, facilitate independent learning through online
platforms.
 Cunningsworth (1995.7) defines the role of materials
(particularly course books) in langauge teachings as:
 A resource for presentation materials (spoken and
written)
 A resource of activities for learner practice and
communicative interaction
 A reference source for learners on grammar,
vocabulary, pronunciation, and so on
 A source of stimulation and ideas for classroom
activities
 A syllabus (where they reflect learning objectives that
have already been determined)
 A support for less experienced teachers who have yet
to gain in confidence
 Dudley-Evans and St. John (1998, 170-171) suggest that for
teachers of ESP courses, materials serve the following
function:
 As a source of language
 As a learning support
 For motivation and simulation
 For references
 Materials that can be used in the classroom include
textbooks, pictures, video and audio tapes, computer
software, television programs, and visual aids. On the other
hand, in a digital classroom, materials that can be utilized
but not limited to the following are flibgrid, kahoot, and
wordreference.
 The debate regarding the value of textbook started in the
eighties with Allwright (1981) putting forward arguments
against ways in which textbooks deliver materials and
O’Neil (1982) mounting a rigorous defense. Regardless of
the views of experts who criticize the use of textbooks, most
language teachers seem to continue to use them.
 The need for published materials- Over the years many
institutions and teachers have replaced published materials
with homemade materials in order to achieve greater
relevance and engagement.
 Pedagogical approaches - The most popular approach at the
moment seems to be task-based, in which the learners are
set tasks with non-linguistic outcomes (e.g. arrangements
for a trip, an agenda for a meeting, the solution to a
problem).
 For Tomlinson, an authentic text is one which is produced
in order to communicate rather than to teach, and an
authentic task is one which involves the learners in
communication in order to achieve an outcome, rather than
practice the language.
 Tomlinson (2003d) agrees with Berman (1999:2), who
says, ‘We learn best when we see things as part of a
recognized pattern, when our imaginations are aroused,
when we make natural associations between one idea and
another, and when the information appeals to our senses’.
 To be able to produce a good material, the teacher should
always start from the students. The material should be able
to capture students' need and, both present and future needs.
Because material that directly corresponds with said needs
will automatically be useful and meaningful for the
students. With appropriate material the students will be
prompted to learn well because they realize that they are
learning not for the sake of exams or grades, but more for
the mastery of skills that they need in the first place.
 Allowing the students to have a silent period when learning,
they will more attentive and observable to anything. This
approach recognizes that learners may benefit from a period
of silent for instance of watching, noticing, or making a
statement and listening before actively participating in
verbal communication.
 Instructors must not focus on rote memorization when
teaching a language. The facilitators must integrate various
activities that encourage actual language use, real-world
problem solving, and meaningful communication should be
included in educational materials rather than depending too
heavily on controlled practice.
 Outcome feedback in the setting of education is data given
to students regarding the outcomes or results of their work.
For learning to be effective, instructional materials must
provide opportunities for outcome feedback. It helps
students to evaluate their performance and comprehend the
effects of their choices.
 When it comes in developing a material for teaching
languages, it must require and facilitate learner selfinvestment wherein it will allow the students to discover
their own abilities. Teachers should produce activities that
can use their decision-making skills, and critical and
creative thinking skills. The teacher should also ensure the
readiness of the students to learn. According to Krashen,
each learner will only learn from the new input what he or
she is ready to learn. The materials used in teaching should
also include authentic assessments where learners can use
their target language. Materials should also not include the
linguistic features, instead it should also include how
should they use it.
 Materials has a big impact for students in terms of learning
another or second language. This either could be a good or
bad but could be both. Materials can consider as a guide for
students to learn as well as presentations to make the
learning process lively and spirited. That is why, we must
learn how to make a development about these said materials
for even better learning that a student can have.
 To produce effective material for specific learners, writers
developed flexible frameworks based on specific principle.
 Principle of Language Acquisition 1: A pre-requisite for
language acquisition is that the learners are exposed to a
rich, meaningful and comprehensible input of language in
use.
 Principle of Language Acquisition 2: In order for the
learners to maximize their exposure to language in use they
need to be engaged both affectively and cognitively in the
language experience.
 Principle of Language Acquisition 3: Language learners
who achieve positive affect are much more likely to achieve
communicative competence than those who do not.
 Principle of Language Acquisition 4: L2 language learners
can benefit from using those mental resources which they
typically utilize when acquiring and using their L1.
 Principle of Language Acquisition 5: Language learners
can benefit from noticing salient features of the input.
 Principle of Language Acquisition 6: Learners need
opportunities to use language to try to achieve
communicative purposes.
 When developing classroom materials, teachers should
also, of course, consider principles of language teaching.
 Teaching principle: The teaching should meet the needs and
wants of the learners.
V.
EVALUATION
 Materials development principle: Materials need to be
written in such a way that the teacher can make use of them
as a resource and not have to follow them as a script.
I. List at list ten (10) materials used in classroom to facilitate the
learning of a language and categorized them based on their uses
(informative, instructional, experiential, eliciting, explanatory).
II. Cite the possible advantages and disadvantages of the
following Tomlinson's Principles of Second Language
Acquisition Relevant to the Development of Materials for the
Teaching of Language
• Materials should achieve impact
• Materials should help learners to feel at ease
• Materials should not rely too much on controlled practice III.
III. How do you believe the integration of diverse printed
materials, non-print resources like audio and video, and selfaccess through internet tools, such as Google searching, can
enhance the overall learning experience for students in an
educational setting?
ASSIGNMENT / AGREEMENT
I. Develop a language learning material by integrating principles
and theories of language learning, considering learners' needs.
II. Create a graphic organizer to explain the role and function of
the material you develop and evaluate positive and negative
trends in the material.
REFERENCES