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Evaluating and Adapting materials, Technology in ELT
This document discusses the evaluation and adaptation of materials in English Language Teaching (ELT), emphasizing the importance of assessing both external and internal factors of materials to meet teachers' and students' needs. It highlights the need for teachers to understand how to adapt materials based on context and identifies principles and techniques for effective adaptation. Additionally, it explores the role of technology in enhancing teaching practices and fostering language skills.
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Evaluating and Adapting materials, Technology in ELT
- 1. Evaluating and Adapting Materials Technologyin ELT Amalia Uswatun Khasanah 18716251042 Fithrotul Khoiriyah 18716251044
- 2. 2 Evaluating Materials The Contextof Evaluation The Types of Evaluation
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- 4. “ Materials evaluation isa procedure that involves measuring the value (or potential value) of a set of learning materials. -Tomlinson, 2003- 4
- 5. Point out: ○ Thereis a gap between the existing ELT books and real need of ELT Materials ○ Involve teachers in an understanding of why the materials have been written in such a way and how they can make effective use of them in the classroom. ○ Evaluation criteria may be developed by the teachers empowering their beliefs on language learning for their students within their context. 5
- 6. Teacher’s think Many teachersstill have no idea about developing material or even just adapting, because they already focus on adopting the given (published) materials and still need assistance to evaluate the materials. 6
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- 8. The External Evaluation Itaims to examine the organization of the materials as stated explicitly by the author/publisher by looking at: 1. The “blurb” or the claims made on the cover of the teacher’s or student’s book. 2. The introduction and table of content. It enables the evaluator to assess the content, the objectives, and they follow-up tasks. 8
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- 10. “Blurb” + Introduction The intended audience The proficiency level The context in which the materials are to be used How the language has been presented and organized into teachable units/lessons. The author’s views on language and methodology and the relationship between the language, the learning process and the learner. 10
- 11. 11 The Internal Evaluation It is aimed to analyze the extent to which the aforementioned factors in the external evaluation stage match up with the internal consistency and organization of the materials as stated by the author publisher.
- 12. 12 Criteria in InternalEvaluation The presentation of the skills in materials The grading and sequencing of the materials The spot in which reading/discourse skills are involved The spot in which listening skills are involved The incorporation of speaking materials into the nature of real interaction The relationship of tests and exercise to learner needs and course content The degree of material appropriateness to different learning styles Engaging materials for learner–teacher interaction and relationship
- 13. 13 Overall Evaluation: TheParameters The usability factor that indicates the possibility to integrate the materials into a particular syllabus The generalizability factor that show the level of restriction of the material which results on the degree of usefulness of the materials. The adaptability factor that implies the material adaptive characteristic to match up different contexts. The flexibility factor that represents the rigidity of the material sequencing and grading which influences the structure of the syllabus
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- 15. Point out: Conceptsof adopting and adapting (McDonough, 2013): ○ Adopting: whole course book ○ Adapting: the parts that make up the whole or modification. 15
- 16. Two Basic Criteria ofAdapting Materials (McDonough, 2013) Internal (what the materials offer) External (what we have) 16 Choice of Topics Skill Covered Proficiency Level Grading of Exercise Physical Environment Resources Class Size Learner Characteristic
- 17. 1. Teaching Contexts 2.Course Requirements 3. Learners 4. Teachers 5. Materials Reason in Adapting Materials Depend on the whole range of variables operating in your own teaching situation and teacher’s priorities. 17
- 18. Principles and Techniquesof Adapting Adapting Principles: Personalizing Individualizing Localizing Modernizing Catering for all learner styles 18 Adapting Techniques: Adding Deleting Modifying Simplifying Reordering
- 19. Simplifying Many elements ofthe language course can be simplified, including the instructions and explanations that accompany exercises and activities, so it becomes easier to understand by learners. In simplifying the text, we can simplify it according to: Sentence structure Lexical content Grammatical structure 19
- 20. Re-ordering It refers tothe possibility of putting the parts of the course book in a different order. A reordering of material is appropriate in the following kinds of situations: The length of the teaching program may be too short for the course book to be worked through from beginning to end. Reordering can include separating items of content from each other as well as regrouping them and putting them together. 20
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- 23. The Teacher andTechnology 23 Technology can be described as follows (Bax, 2003): 1. Restricted 2. Open 3. Integrated 4. Normalized Factors for integrating technology in teaching practice: 1. Access to technology 2. Institution support 3. Teachers’ personal confidence in using technology 4. Students’ needs
- 24. The Technologies Web 2.0as the second generation of Web structure, allows us not only to read content disseminated via the Internet but also write to the Web as well. For example : Wikipedia, Blog, YouTube, Voice thread 24
- 25. Computers and Reading Computerscan assist reading in three ways: 1. Incidental reading 2. Reading comprehension 3. Text manipulation 25
- 26. Computers and Writing Computercan assist writing in three ways: 1. Generating and modifying a text by using word processors. 2. Developing students’ writing skill 3. Collaborative writing by using Wiki 26
- 27. • Networked technologiesput social interaction at their center. • Developing language and intercultural awareness through computer such as using email, blog, YouTube, etc. • Developing learners’ ICT skills Networked Technologies: Computers, Communication and Collaboration 27
- 28. Reference ○ McDonough, J.,Shaw, C. & Masuhara, H. 2013. Materials and Methods in ELT. A Teacher’s Guide: Third Edition. Wiley- Blacwell.UK 28
- 29. 29 Thanks! Any question? Or suggestion?it will be very meaningful for our better understanding.
- 30. 30 Discussion We have assumedthat as teachers we all use published teaching materials and rarely doing any evaluation for our materials. 1. What do you think about this condition? 2. Could we ever teach a foreign language without published materials? Is it ever possible for everything we need for a course to be contained in one textbook? 3. What technologies will you use to assist students in speaking and listening skill?
Editor's Notes
- #5 By doing evaluation, it can help us to develop insights into different views of language and learning, and into the principles of materials design, and is something we do against the background of a knowledge of our learners and of the demands and potential of our teaching situation.
- #6 For some teachers, the selection of a good textbook can be valuable, particularly in contexts where the assimilation of stimulating, authentic materials can be difficult to organize. Tomlinson and Masuhara (2004) explain how evaluation criteria can be developed by teachers articulating their beliefs on language learning for their students within their contexts and then using them together with learning principles from the literature for the evaluation, adaptation and development of materials. Masuhara (2006) uses an example of an adaptation process that involves the use of self-developed evaluation criteria. She demonstrates how teachers can deepen their critical and creative awareness required for developing principled materials through adaptation.
- #9 In this stage, it asks questions about what the materials contain, what they aim to achieve and what they ask learners to do. We also need to check the table content whether it is represents a ‘bridge’ between the external claim made for the materials and what will actually be presented ‘inside’ the materials themselves.
- #11 The intended audience: we need to ascertain who the materials are targeted at. The topics that will motivate one audience will probably not be suitable for another. The proficiency level: most materials claim to aim at a particular level, such as false beginner or lower intermediate. We need to establish whether the materials are for teaching general learners or perhaps for teaching English for Specific Purposes (ESP). It’s more or less about the amount and the length of the task, learning activities, effective time taking for each task.
- #12 As we discussed before, a strong claims are often made for these materials. In order to perform an effective internal inspection of the materials, we need to examine at least two units (preferably more) of a book or set of materials to investigate the following factors:
- #15 There is a clearly direct relationship between evaluating and adapting materials, both in terms of the reasons for doing so and the criteria used.
- #16 According to Tomlinson, it is more realistic to assume that, however careful the design of the materials and the evaluating process, some changes will have to be made at some level in most teaching context.
- #17 In adapting the materials, a teacher can match external and internal criteria. And then, the adapted materials does not necessarily need to be written down or made permanent.
- #18 Masuhara and Tomlinson (2004) summarize what factors may trigger a willingness feeling to adapting the materials, they are.. E.g. national, regional, institutional, cultural situations E.g. objectives, syllabus, methodology, assessment in learning. E.g. age, language level, prior learning, experience, learning style E.g. teaching style, belief about teaching and learning E.g. tasks, texts, activities, learning and teaching philosophy, methodology.
- #19 Personalizing: increasing the relevance of content in relation to learners’ interest and their needs. Individualizing: learning style both of individuals and of the members of a class working closely together. Localizing: looking for the needs, problems, and solution for English lang. teaching and process according to your own country. Modernizing: being up to date with the recently teaching techniques that adjusted with your learners’ ability and school equipment.