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The Process of Course and Material Design
Source publication
This article describes crucial aspects that EFL teachers must consider for the
elaboration of materials to support the instructional design component of their
classes. It also emphasizes that language educators should not only maintain a
balance between theory and practice when developing their didactic resources,
but they also should keep themselv...
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Citations
... By doing so, learners were able to actively participate in the learning process while using the language through the various activities outlined in the teacher-made materials. This assumption is supported by Núñez et al. (2004), who stated that materials need to be ...
This qualitative action research study explores the contribution of teacher-made materials based on meaningful learning to the development of tenth graders’ writing skills. It was carried out with 35 students at a state-funded school in Florencia - Caquetá, Colombia. The instruments used for data collection were students’ artifacts, teacher’s field notes, and a focus group interview. The findings evince that the implementation of well-informed teacher-made materials based on a Materials Development (MD) framework contributes to the development of the learning activities and fosters language learning and use. Besides, meaningful learning occurs as a result of contextualizing content and localizing and personalizing experiences in the learning activities proposed in the workshop to engage students in their completion. Moreover, the students’ writing skills enhance by scaffolding the construction of their texts through the process approach procedures and the cooperative work, as the learning approach that underpinned the development of the writing activities. Finally, giving and receiving feedback served as the source of learner-learner and teacher-learner identification of the state of progress in students’ writings.
... Howard and Major (2004) consider that to develop high quality language teaching materials, teachers should take into consideration: the contextualization, know individuals' needs and interests, the personalization and the punctuality. Besides, Núñez, et al. (2004) agree that there are four requirements to design appropriate materials. These are: needs analysis, objectives, selection and sequence, learning and teaching activities, and assessment. ...
This paper investigates pre-service English teachers’ perceptions on their online teaching practice during pandemic times, focusing on issues related to technology, materials development and gamification. Accordingly, a qualitative narrative research approach was implemented to deeply inquiry pre-service English teachers through interviews and artifacts. It is concluded that even though pre-service English teachers had to face different concerns related to their online teaching practice, such as students’ lack of commitment, low motivation and connectivity issues because of the pandemic, still they were capable of understanding and reflecting upon their role as teachers and used technology and gamified activities to overcome their concerns.
... Materials should include global and local issues. In this regard, addressing the local needs of a teaching context (Graves, 1996;Harwood, 2010;Núñez, Pineda, & Téllez, 2004;Núñez & Téllez, 2009;Núñez et al., 2012;Masuhara, 1998;Tomlinson, 1998Tomlinson, , 2011) is a feature of contextualized materials, and including global issues that have a connection to the local context (Duarte & Escobar, 2008;Goldstein, 2015;Tomlinson, 1998) brings far more possibilities to enhance the learning and the teaching of English. Consequently, developing materials adjusted to the profile and needs of the students results in the creation of an atmosphere that facilitates, prompts, and improves learning and teaching processes. ...
... The process of developing materials implies a reflexive and analytical process of reviewing our knowledge and pedagogical practices. Núñez et al. (2004), Téllez (2009) andNúñez et al. (2012) affirm that MD is not a task that should be entrusted only to publishing houses, but also to EFL teachers. Likewise, Kessler and Plakans (2001) asserted that the teaching field needs more teachers willing to develop customized materials, because they are the ones who know students' specific traits and needs. ...
This qualitative descriptive action research study explores the contribution of customized lessons with cultural content in the learning of English as a Foreign Language (EFL).. This study was conducted with a group of 17 undergraduates from the English Language Teaching (ELT) program at a state university in south-eastern Colombia. Data were collected via students’ artefacts (EFL lessons developed by the participants) with corresponding self-assessment, teachers’ field notes, and surveys on students’ perceptions. Findings suggest that designing customized lessons anchored in principles of second language acquisition results in more effective language learning. Additionally, using cultural content in the lessons makes communication more meaningful as undergraduates develop cultural knowledge and understanding. Finally, addressing learning styles and providing learning strategies in the lessons greatly contribute to EFL learning among undergraduates.
... 10). For these reasons, Núñez, Pineda, and Téllez (2004) have affirmed that MD "should not turn into a meaningless task with the sole purpose of enjoying and keeping the students busy" (p. 130). ...
... Second, inquiring students by means of a focus-group interview. Third, designing the syllabus and developing in-house materials by integrating procedures established in course design (Graves, 1997), the process for course and materials design (Núñez et al., 2004), the theoretical framework for MD (Núñez et al. 2012), and the scaffolding for MD . In addition to this, some Second Language Acquisition (SLA) principles identified as relevant for developing materials (Tomlinson, 1988) were all taken into consideration to contextualise the series. ...
This paper shares a reflection based on a qualitative research case study that looked into the pertinence of developing and implementing a seven in-house strategy-based English textbook series that combines English for General Purposes (EGP) and English for Specific Purposes (ESP) among undergraduates in the dual model at a private university. The study was conducted with twelve undergraduates from four majors, three English teachers and the coordinator of the Foreign Language Centre of this university, who performed the role of the researcher and materials developer. The objectives underlying this work were to develop and implement in-house strategy-based textbooks and to characterise students and teachers’ perceptions regarding their pertinence in the dual model. The information-compiling instruments used in the study were a focus-group interview (to collect students' perspectives on the relevance of merging EGP and ESP content in an English series), and field notes from the English teachers (to gather their perspectives as participants-observers of the process). After analysing the collected data, the findings of the study revealed that (a) there was an increasing awareness of English as the global language to foster academic development, professional performance and work opportunities; (b) the EGP and ESP blending was regarded as the ideal complement for dual model programmes; and (c) developing and implementing contextualised in-house materials were deemed to be a congratulatory effort in the quest of helping students learn. Developing and implementing in-house materials, in an English Programme for undergraduates in the dual model narrowed the gap between the purpose of the theory and the real needs of the business apprenticeship. Despite the achieved results regarding the pertinence of the contextualised in-house EFL textbooks, an unusual academic decision that seemed subtly supported by several EFL teachers, banned the use of the series that had served as a learning awareness-raising pedagogical resource in undergraduates under the dual model of a private university.
... Hence, training teachers on how to make use of their teaching materials can be taken into consideration in order to meet their learners' needs. For this reason, formal or informal training sessions can be organized as a part of in-service programs inviting both novice and experienced teachers into a collaboration (Moncada, 2006;Núñez & Téllez, 2009;Téllez, Pineda, & Núñez, 2004). ...
Coursebooks are among the most significant components of EFL classes. The primary purpose of this study is to investigate the validity and reliability of a ‘Coursebook Dependency Questionnaire’ developed in the current study. It further aims to study how dependent English language teachers are on coursebooks and whether there are any relationships between teachers’ coursebook dependency levels and their genders, experiences, and academic backgrounds. Data collected from 324 language teachers working in secondary and tertiary-level EFL programs revealed that the scale is a valid and reliable instrument with five sub-scales to measure the dependency construct; the majority of the participants were medium dependent while high and low dependent teachers comprised less than half of the participants in total.
... As researchers, we took into account Hammersley and Atkinson's (1983) insight regarding the close relation of researchers with the context on study. Finally, creating materials for their classes is an endeavour that EFL teachers should undertake (Littlejohn, 2012;Núñez, Pineda & Téllez, 2004;Núñez, Téllez, Castellanos & ramos, 2009;Núñez, Téllez & Castellanos, 2012, 2017a, 2017bTomlinson, 1998). in other words, developing materials is natural attribute of teachers (Graves, 1997;Tomlinson, 1998), we designed and implemented both the six workshops intended for regular instruction and the corresponding worksheets focused on holding in-class debates, aimed at developing the undergraduates' argumentative competence. ...
... Núñez, A., Pineda, C., & Téllez, M. F. (2004). Key aspects for developing your instructional materials. ...
... According to Nicholls, an innovation is "an idea, object or practice perceived as new by an individual or individuals, which is intended to bring about improvement in relation to desired objectives, which is fundamental in nature and which is planned and deliberate" (as cited in Markee, 2001, p. 120). one way in which teachers can innovate, is by developing their own materials for their English classes, as Nuñez, Pineda, and Téllez (2004) have remarked, "teachers as innovative professionals have the potential to explore their creativity by designing materials for their classes" (p. 130). ...
... We do believe that in-service teachers have the ability to innovate in and through their pedagogical practice by developing their own materials for their English classes (Núñez et al. 2004). As in-service teachers make informed decisions regarding the MD field and the EFL field of study, the materials they developed for their pedagogical intervention aim at improving their students' learning. ...
... At the MEED, teachers should develop contextualised materials that respond to their students' needs. Materials that address learners' genuine interests, knowledge, experience and understanding of language use create effective learning environments (Cárdenas, 2008;Núñez, Pineda, & Téllez, 2004;Tomlinson, 2003). In this respect, Kessler and Plakans (2001) mention that " [teachers] are the most immediate experts on the needs of ESOL learners, the cognitive abilities of different age groups and the learning process of their specific learners" (p. ...
This qualitative action research study explores the role of reflection on teachers’ personal and professional growth through the methodology used in the Materials Development Seminar in the Master’s Programme in Education with Emphasis on English Didactics at a private university in Colombia. The project was carried out with 31 English as a Foreign Language Teachers. The instruments for data gathering were a survey and a written reflection. The findings suggest that reflection is critical in raising teachers’ awareness of personal and professional growth, creating a reflective learning environment and a positive affective state. Additionally, a number of English as a foreign language teachers became text developers with a recognised Colombian publishing house.
This article describes a pedagogical proposal, based on debates, to determine the type of arguments that pre-service English language teachers constructed at a public university in Tunja, Colombia. We implemented a series of debate workshops about educational issues. Thirteen modern languages pre-service teachers in their sixth semester participated in the debates. In each debate, we collected data through recordings, focus groups, and field notes to understand the impact of the pedagogical intervention. Findings suggest that the arguments pre-service teachers built were based on examples. In this sense, the arguments built were based on their personal experiences and their partners’ opinions. We argue for the need to implement more research proposals that will contribute to the understanding and awareness of what argumentation implies.
