Instructional materials (IMs) are classroom tools that contain instructions for learners and teachers, specifying the content to be learned, techniques of presentation, practice, and modes of teaching associated with those techniques
IMs serve as the basis for much of the language input learners receive and the language practice that occurs in the classroom
IMs are an important element within the curriculum and are often the most tangible and visible aspect of it
IMs can provide a detailed specification of content, even in the absence of the syllabus
IMs can define the goals of the syllabus, and the roles of the teachers and the learner within the instructional process
Roles of Instructional Materials:
Resource for presentation materials
Source of activities for learner practice and communicative interaction
Reference source for learners on grammar, vocabulary, pronunciation, etc.
Source of stimulation and ideas for classroom activities
Support for less experienced teachers in the language classroom
Basic principles in materials development (Tomlinson, 1998):
Materials should achieve impact
Materials should helplearnerstofeelatease
Materials should helplearnerstodevelopconfidence
What is being taught should be perceived by learners as relevant and useful
Materials should require and facilitate learner self-investment
Learners must be ready to acquire the points being taught
Materials should expose the learners to language in authentic use
Materials should draw learners' attention to linguistic features of the input
Materials should provide opportunities to use the target language to achieve communicative competence
Materials should consider that the positive effects of instruction are usually delayed
Materials should consider that learners differ in learning styles and affective attitudes
Materials should permit a silent period at the beginning of instruction
Materials should maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement
Materials should not rely too much on controlled practice
Materials should provide opportunities for outcome feedback
Benefits of Instructional Materials:
Teachers:
Provide materials for presentation of new items for reinforcement, consolidation, and practice
Guide the teacher on methods and techniques in introducing lessons and exercises
Give teachers more opportunity to make the best use of their time and skills for teaching
Students:
Concretize the syllabus
Provide opportunity for individual work in or outside the classroom
Follow a course of study with little help from teachers
Includes encyclopedia, dictionary, atlas, manuals, etc.
7. Multimedia Instructional Materials:
Audio and visual materials accessible through various media like radio, television, and computer
Includes interactive courseware on various topics
Types of Instructional Materials:
1. Textbook:
Main reference for the entire course
Reflects the minimum learning competencies for specific levels
Contains readings, teaching points, drills, activities, and tasks for daily lessons
2. Workbook/Skillbook:
Accompanies the textbook
Provides exercises and drills on specific skills in listening, speaking, reading, and writing
Presents reinforcement and remedial activities to support lessons in the textbooks
Provides guidance in planning lessons from materials to suggested activities
4. Worktext:
Combines features of textbooks and workbooks
Provides teaching points and reinforces them with drills and exercises
5. Module and Self-Learning Kit (SLK):
More interactive than other written IMs
Develops independent study through self-paced instruction
Contains post-test, pre-test, lesson inputs, exercises, and drills for self-paced learning
6. Reference Book:
Provides general information on various topics
Factors affecting materials preparation:
The curriculum, syllabus, and learning competencies
Learners' learning styles, aptitudes, proficiency
Pedagogical principles held by teachers
Societal demands
Contextual factors:
Learner factors: age, interests, level of proficiency in English, aptitude, mother tongue, academic and educational level, attitudes in learning, motivation, reasons for learning, preferred learning styles, and personality
Setting: role of English in the country and school, management and administration, available resources, support personnel, number of pupils, time available for the program, physical environment, socio-cultural environment, types of tests to be used, procedures for monitoring and evaluating
Factors to consider in writing IMs (Instructional Materials):
1. Understanding:
Match materials to learners' abilities and prior knowledge
Provide background lessons and check-up activities
2. Structuring/Clarifying:
Organize material clearly
State directions, objectives, and main ideas clearly
Provide sufficient examples and define new terms
3. Sequencing:
Arrange materials for continuous and cumulative learning
Sequencing methods: simple to complex, parts to whole, whole to parts, chronological arrangements
4. Balancing:
Establish vertical and horizontal balance in materials
Use various techniques like comparing, contrasting, drawing inferences, and predicting
Vertical relationships build on previous content, horizontal relationships relate different subjects
5. Explaining:
Integrate headings, terms, illustrations, and summary exercises with content
Ensure materials show relationships among topics for an in-depth view
6. Pacing:
Present lessons at an appropriate volume and speed
Increase complexity as students age
7. Reviewing:
Allow students to link new ideas to old concepts through review
Less proficient learners may need more review
8. Elaborating:
Provide opportunities for students to transform information and apply new knowledge
Principles in materials design (Nunan, 1988):
Materials should be clearly linked to the curriculum they serve
Authentic materials: not specially prepared for pedagogic purposes
Created materials: textbooks and specially developed resources
Advantages of authentic materials: motivate learners, provide cultural information, expose to real language, relate to learners' needs, support creative teaching
Critics of authentic materials: may contain difficult language, lack systematic coverage, time-consuming for teachers
Design, development, and dissemination of materials: