Issues in Materials Development

Azarnoosh, Maryam; Zeraatpishe, Mitra; Faravani, Akram; Kargozari, Hamid Reza

doi:10.1007/978-94-6300-432-9

Cited by 3 publications

(3 citation statements)

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“…Carabantes and Paran (2017) stated that materials development and use are still the central core of language teaching, and ELT teachers should be trained to use digital materials for effective teaching and learning. Materials development is a core component that must be emphasized in all teacher training programmes (Tomlinson, 2016), and he confirmed that most ELT classrooms around the world are based on materials. Thus, training of teachers to develop and use both print and digital media is important.…”

Section: Statement Of Problemmentioning

confidence: 86%

“…The application of modern technology represents a significant advance in contemporary English language teaching methods (Alqahtani, 2019). However, it must be noted that teachers must be trained to develop materials that are content and context appropriate (Tomlinson, 2016) using both print and digital technology resources. Tomlinson (2016) also asserted the need for materials development training component in all ELT teacher training programmes.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Hence, with elements of gamification in the digital resources, student anchorage and engagement in learning can be ensured. Training of teachers to develop their own materials should be part of all teacher training programmes (Tomlinson, 2016) and as such this course and a few other courses in the TESOL programme at this university are core for all trainee teachers.…”

Section: Course Contentmentioning

confidence: 99%

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Technology training for ELT teachers at a Private University in Malaysia

Devarajoo¹

2021

ijsshr

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Online teaching and learning are not new experiences in the field of ELT, but the sudden need for everyone globally to go virtual due to the pandemic is unprecedented. Currently,with theCovid-19 pandemic, online classes are beingconducted globally as a short- term emergency response to sustain education through crisis management. This study explores the effect of technology training on the teacher trainees’ preference to use print and digital media in the ELT classroom. As students in schools in the recent past years, the participants who are presently TESOL trainee teachers had never or rarely had the experience of using digital media in the ELT classroom. The study employs a qualitative method based on data gathered online through questions posed to TESOL trainee teachers during their online class on Media Resources in November 2020 – February 2021. A total of 10 TESOL trainee teachers responded to 8 open-ended interview questions posed to them digitally. Data collected was analysed qualitatively by identifying statements that respond to the research questions. Expression used in these statements were categorized to narrow down the themes. The expressions were then uploaded into a Word Cloud to identify the most significant expression that was used repetitively in response to each research question. The findings of this study will inform practice among teacher educators as the current generation of teacher trainees seemto be garnering momentumto improve the use of technology in the ELT classroom with a special focus on digital media and to encourage other ELT teacher trainees to gain confidence to use technology in their future ELT classroom. The above findings show that even though the 10 students had little exposure to digital technology when they were school students themselves, but with appropriate training to use print and digital technology and resources in the ELT classroom, they were confident of using both media resources in the future.

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Section: Statement Of Problemmentioning

confidence: 86%

Section: Literature Reviewmentioning

confidence: 99%

Section: Course Contentmentioning

confidence: 99%

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Technology training for ELT teachers at a Private University in Malaysia

Devarajoo¹

2021

ijsshr

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Options in a task-based language-teaching curriculum

Ellis

2021

TASK

263

198

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I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.

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Is Materials Development Progressing?

Tomlinson

2020

LTRQ

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In this article I am going to review the 'progress' which L2 materials development has made both as a practical pursuit and as an academic discipline since my first contact with materials development in the 1960s. I am also going to evaluate the current situation, to make predictions about future developments and to make recommendations to teachers, to materials developers, to researchers, to publishers and to Ministries of Education. As I have reviewed the 'progress' of materials before (in, for example, Tomlinson (2012); Tomlinson & Masuhara (2013); Tomlinson & Masuhara (2018)) my review will be brief and my main emphasis will be on my evaluation and recommendations.

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Issues in Materials Development

Cited by 3 publications

References 0 publications

Technology training for ELT teachers at a Private University in Malaysia

Technology training for ELT teachers at a Private University in Malaysia

Options in a task-based language-teaching curriculum

Is Materials Development Progressing?

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