Lecture 3 Materials Development and Adaptation
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This document discusses materials evaluation in language learning. It defines materials evaluation as the systematic appraisal of instructional materials to measure their impact on language learning quality. Materials evaluation examines the potential and practicality of materials, and helps teachers determine if materials should be adopted, maintained, or replaced based on their strengths, weaknesses, and how well they meet learner and teacher needs. The document also outlines the purposes of materials evaluation such as adopting new textbooks, identifying issues with current materials, comparing options, and informing teacher training. Both predictive evaluation of potential future materials and retrospective evaluation of past materials use are discussed.
Lecture 3 Materials Development and Adaptation
- 2. DEFINITION OF MATERIALS EVALUATION • Materials evaluation refers to the systematic procedures of appraisal carried out by the teachers or students to measure the value of the materials in relation with the quality of learning the language.
- 3. MATERIALS EVALUATION • It looks into the potential of the materials for future use in language learning, the possibility of the materials to work in a specific context. • It helps teachers to determine whether the materials in question will work in the future designated context, still works in the current context or succeeded in the past use.
- 4. MATERIALS EVALUATION • looks into the materials strengths and weaknesses, how it can succeed, who can possibly make it successful, how practical it is to use it and the such. • Findings help teachers to decide if materials are worth adopting, suitable to maintain or need to be replaced.
- 5. MATERIALS EVALUATION • Too many literature written for evaluation with diverse criteria to be considered and various approaches to address the need • Authors include Tucker (1975) with his ‘internal & external value’ to the most recent Byrd (2001) who gives priority to the ‘fit between textbook and the curriculum, students & teachers’
- 6. THE NEED FOR MATERIAL EVALUATION • Material evaluation is needed for some obvious reasons: 1.Too many t/b /materials available in the market – all claim to be the best in the field, and the only way to verify the claim is to evaluate them 2.An educated / informed choice need to be made for the benefit of all parties – teachers must make informed decision in choosing materials to ensure that it serves the purpose of enhancing the learning experience c1
- 7. THE NEED FOR MATERIAL EVALUATION 3. Learners are more sophisticated & knowledgeable – the materials given to them must meet their expectation & suit their level 4. Ensure only high standard of materials/books are used – only choose materials of high quality so that in helps in achieving high standard of teaching & learning
- 8. THE PURPOSES OF MATERIAL EVALUATION 1. To adopt new textbook – before decision can be made of which book to be used, a number of potential books need to be evaluated 2. To identify strengths & weaknesses in books already in use – before decision to replace it being made, evaluation needs to be conducted
- 9. THE PURPOSES OF MATERIAL EVALUATION 3. To compare - when there are more than a book that needs to be considered to be selected and when existing materials are challenged by newly produced materials 4. To helps teachers to gain good insights into the nature of the materials 5. Sensitizing & familiarize teacher trainees with a range of published materials
- 10. Theoretical assumptions of Evaluation • Predictive evaluation – aimed at deciding what materials to use – Consider materials available to them – Determine which best suited their purposes • Retrospective evaluation – Examine materials that have been used – To make decision if it is worth to be continuously used
- 11. Predictive evaluation • Can depend on literature of past researches (scientific journals) • Can carry out own evaluation - need to consult books/ literature for evaluation - use published/ adapted/designed checklist • Examples of criteria: • Correspond to learners’ needs • Facilitate learning process • Support for learning (Cunningsworth, 1995 cited in Tsiplakides, 2011)
- 12. Retrospective evaluation • Employ ‘impressionistics evaluation’ • Involved teacher assessing the materials during the language program • Collect information & conduct empirical evaluation – requires overall assessment on worthiness/suitability of the materials against the teaching situation
- 13. Retrospective evaluation • Ellis, 1997 in Tsiplakides, 2011 outlined 7 steps for retrospective evaluation: – Choose task to evaluate – Describe task – Plan evaluation – Collect information for evaluation – Analyze information – Reach conclusion & make recommendations – Write report