Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MATERIAL DESIGN in ENGLISH LANGUAGE TEACHING | ELT4214023 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to develop pre-service English language teachers’ ability to design, evaluate, and adapt instructional materials grounded in solid theoretical foundations and contemporary frameworks of materials development. It seeks to foster an understanding of curriculum alignment within national educational frameworks, particularly the Türkiye Yüzyılı Maarif Model, and to cultivate sensitivity to learner needs, classroom realities, and intercultural dimensions of teaching. Through the exploration of principles and techniques of effective ELT materials, including grammar, skills-based, context-responsive, and assessment materials, the course encourages informed pedagogical decision-making. It also aims to enhance students’ competence in visual and multimodal design, as well as their critical and ethical use of digital and AI-supported tools in material development. Ultimately, the course aspires to support the formation of reflective, context-aware, and professionally responsible language teachers who can design meaningful and pedagogically sound materials for diverse learning environments. |
| Course Content | This course contains; Overview of the course,Theoretical Foundations of Materials Design ,Frameworks for Materials Development ,Curriculum Alignment and National Educational Frameworks: The Türkiye Yüzyılı Maarif Model,Understanding Learner Needs and Classroom Realities,Principles and Techniques of Designing Effective ELT Materials,Visual & Multimodal Design Principles,Designing Grammar Materials ,Designing Materials for Receptive Skills,Coursebook Listening Activities- David A. Hill and Brian Tomlinson ,Digital and AI-Supported Material Design ,Designing Interculturally Sensitive Materials ,Materials Evaluation and Critical Adaptation,Designing Assessment Materials. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the theoretical foundations and major frameworks underlying materials design and development in ELT. | 16, 37, 9 | F |
| Analyse instructional materials in relation to curriculum alignment, national educational frameworks, and the Türkiye Yüzyılı Maarif Model. | 16, 37, 9 | F |
| Identify and interpret learner needs and classroom realities to inform context-sensitive material design decisions. | 37, 9 | F |
| Apply established principles and techniques to design effective grammar, skills-based, interculturally sensitive, and assessment materials. | 37, 9 | F |
| Integrate visual and multimodal design principles into the development of clear, accessible, and pedagogically sound materials. | 16, 37, 9 | F |
| Evaluate coursebooks and instructional materials critically in terms of pedagogical coherence, intercultural sensitivity, and contextual relevance. | 16, 37, 9 | F |
| Design and adapt instructional materials that demonstrate alignment with curriculum objectives, learner needs, and assessment principles. | 16, 37, 9 | F |
| Employ digital and AI-supported tools responsibly and ethically to enhance material design while maintaining professional pedagogical judgement. | 16, 9 | F |
| Teaching Methods: | 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Complete pre-class video task; review teaching materials prepared by the course instructor; examine course requirements and project expectations; prepare brief notes on personal expectations from the course. |
| 2 | Theoretical Foundations of Materials Design | Complete pre-class video task; review teaching materials prepared by the course instructor; identify key theoretical perspectives underpinning materials design; prepare brief notes on how theory informs classroom practice. |
| 3 | Frameworks for Materials Development | Complete pre-class video task; read McDonough, J., Shaw, C., & Masuhara, H. (2013), Chapter 1.1: The Framework of Materials and Methods; identify key components of materials development frameworks; prepare comparative notes. |
| 4 | Curriculum Alignment and National Educational Frameworks: The Türkiye Yüzyılı Maarif Model | Complete pre-class video task; read Talim ve Terbiye Kurulu Başkanlığı – Türkiye Yüzyılı Maarif Modeli official document; identify curriculum principles relevant to ELT materials design; prepare alignment notes. |
| 5 | Understanding Learner Needs and Classroom Realities | Complete pre-class video task; read Richards, J. C. (2017), Chapter 4: Needs Analysis; identify types of learner needs; prepare a brief needs analysis outline for a selected learner profile. |
| 6 | Principles and Techniques of Designing Effective ELT Materials | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 4: Using Text-Driven and Other Principled Frameworks for Developing Language Learning Materials; identify key design principles; prepare short notes on task development. |
| 7 | Visual & Multimodal Design Principles | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 7: The Visual Elements in EFL Coursebooks; identify principles of visual layout and multimodal design; prepare a short critique of a sample page. |
| 8 | Designing Grammar Materials | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 17: ‘The Structure Comes First’: How Coursebooks Commodify Grammar; identify critiques of traditional grammar materials; prepare notes on alternative grammar design approaches. |
| 9 | Designing Materials for Receptive Skills | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 19: Materials for Developing Reading Skills and Chapter 22: Materials for Developing Listening Skills; prepare a short task outline using a pre–while–post structure. |
| 10 | Coursebook Listening Activities- David A. Hill and Brian Tomlinson | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 20: Materials for Developing Writing Skills and Chapter 21: Materials for Developing Speaking Skills; prepare a short task design outline incorporating scaffolding. |
| 11 | Digital and AI-Supported Material Design | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 9: Developing Digital Language Learning Materials; identify affordances and limitations of digital materials; prepare brief ideas for AI-supported material adaptation. |
| 12 | Designing Interculturally Sensitive Materials | Complete pre-class video task; read Tomlinson, B. (2011), Chapter 6: Writing Course Materials for the World: A Great Compromise; identify principles for culturally responsive material design; prepare a short reflection. |
| 13 | Materials Evaluation and Critical Adaptation | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 1: Materials Evaluation; identify evaluation criteria and adaptation strategies; prepare a brief evaluation checklist. |
| 14 | Designing Assessment Materials | Complete pre-class video task; review teaching materials prepared by the course instructor; identify principles of validity, reliability, and alignment; prepare a draft assessment task aligned with learning outcomes. |
| Resources |
| Required Text Brian Tomlinson (2011). Materials Development in Language Teaching. Brian Tomlinson (2013). Developing materials for language teaching (3rd ed.). Bloomsbury Academic. Jack C. Richards (2017). Curriculum development in language teaching (2nd ed.). Cambridge University Press. McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher’s guide (3rd ed.). Wiley-Blackwell. Required Scholarly Reading Talim ve Terbiye Kurulu Başkanlığı – Türkiye Yüzyılı Maarif Modeli resmi dokümanı. |
| Supplementary Readings Uşun, S. (2021). Öğretim teknolojileri ve materyal tasarımı. Nobel Akademik Yayıncılık. Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 2 | 28 | |||
| Guided Problem Solving | 2 | 6 | 12 | |||
| Resolution of Homework Problems and Submission as a Report | 4 | 6 | 24 | |||
| Term Project | 1 | 8 | 8 | |||
| Presentation of Project / Seminar | 2 | 8 | 16 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 10 | 10 | |||
| General Exam | 1 | 12 | 12 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 110 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(110/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| MATERIAL DESIGN in ENGLISH LANGUAGE TEACHING | ELT4214023 | Spring Semester | 2+0 | 2 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | English |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Elective |
| Course Coordinator | Assist.Prof. Merve OFLAZ |
| Name of Lecturer(s) | Assist.Prof. Merve OFLAZ |
| Assistant(s) | |
| Aim | This course aims to develop pre-service English language teachers’ ability to design, evaluate, and adapt instructional materials grounded in solid theoretical foundations and contemporary frameworks of materials development. It seeks to foster an understanding of curriculum alignment within national educational frameworks, particularly the Türkiye Yüzyılı Maarif Model, and to cultivate sensitivity to learner needs, classroom realities, and intercultural dimensions of teaching. Through the exploration of principles and techniques of effective ELT materials, including grammar, skills-based, context-responsive, and assessment materials, the course encourages informed pedagogical decision-making. It also aims to enhance students’ competence in visual and multimodal design, as well as their critical and ethical use of digital and AI-supported tools in material development. Ultimately, the course aspires to support the formation of reflective, context-aware, and professionally responsible language teachers who can design meaningful and pedagogically sound materials for diverse learning environments. |
| Course Content | This course contains; Overview of the course,Theoretical Foundations of Materials Design ,Frameworks for Materials Development ,Curriculum Alignment and National Educational Frameworks: The Türkiye Yüzyılı Maarif Model,Understanding Learner Needs and Classroom Realities,Principles and Techniques of Designing Effective ELT Materials,Visual & Multimodal Design Principles,Designing Grammar Materials ,Designing Materials for Receptive Skills,Coursebook Listening Activities- David A. Hill and Brian Tomlinson ,Digital and AI-Supported Material Design ,Designing Interculturally Sensitive Materials ,Materials Evaluation and Critical Adaptation,Designing Assessment Materials. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explain the theoretical foundations and major frameworks underlying materials design and development in ELT. | 16, 37, 9 | F |
| Analyse instructional materials in relation to curriculum alignment, national educational frameworks, and the Türkiye Yüzyılı Maarif Model. | 16, 37, 9 | F |
| Identify and interpret learner needs and classroom realities to inform context-sensitive material design decisions. | 37, 9 | F |
| Apply established principles and techniques to design effective grammar, skills-based, interculturally sensitive, and assessment materials. | 37, 9 | F |
| Integrate visual and multimodal design principles into the development of clear, accessible, and pedagogically sound materials. | 16, 37, 9 | F |
| Evaluate coursebooks and instructional materials critically in terms of pedagogical coherence, intercultural sensitivity, and contextual relevance. | 16, 37, 9 | F |
| Design and adapt instructional materials that demonstrate alignment with curriculum objectives, learner needs, and assessment principles. | 16, 37, 9 | F |
| Employ digital and AI-supported tools responsibly and ethically to enhance material design while maintaining professional pedagogical judgement. | 16, 9 | F |
| Teaching Methods: | 16: Question - Answer Technique, 37: Computer-Internet Supported Instruction, 9: Lecture Method |
| Assessment Methods: | F: Project Task |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Overview of the course | Complete pre-class video task; review teaching materials prepared by the course instructor; examine course requirements and project expectations; prepare brief notes on personal expectations from the course. |
| 2 | Theoretical Foundations of Materials Design | Complete pre-class video task; review teaching materials prepared by the course instructor; identify key theoretical perspectives underpinning materials design; prepare brief notes on how theory informs classroom practice. |
| 3 | Frameworks for Materials Development | Complete pre-class video task; read McDonough, J., Shaw, C., & Masuhara, H. (2013), Chapter 1.1: The Framework of Materials and Methods; identify key components of materials development frameworks; prepare comparative notes. |
| 4 | Curriculum Alignment and National Educational Frameworks: The Türkiye Yüzyılı Maarif Model | Complete pre-class video task; read Talim ve Terbiye Kurulu Başkanlığı – Türkiye Yüzyılı Maarif Modeli official document; identify curriculum principles relevant to ELT materials design; prepare alignment notes. |
| 5 | Understanding Learner Needs and Classroom Realities | Complete pre-class video task; read Richards, J. C. (2017), Chapter 4: Needs Analysis; identify types of learner needs; prepare a brief needs analysis outline for a selected learner profile. |
| 6 | Principles and Techniques of Designing Effective ELT Materials | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 4: Using Text-Driven and Other Principled Frameworks for Developing Language Learning Materials; identify key design principles; prepare short notes on task development. |
| 7 | Visual & Multimodal Design Principles | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 7: The Visual Elements in EFL Coursebooks; identify principles of visual layout and multimodal design; prepare a short critique of a sample page. |
| 8 | Designing Grammar Materials | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 17: ‘The Structure Comes First’: How Coursebooks Commodify Grammar; identify critiques of traditional grammar materials; prepare notes on alternative grammar design approaches. |
| 9 | Designing Materials for Receptive Skills | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 19: Materials for Developing Reading Skills and Chapter 22: Materials for Developing Listening Skills; prepare a short task outline using a pre–while–post structure. |
| 10 | Coursebook Listening Activities- David A. Hill and Brian Tomlinson | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 20: Materials for Developing Writing Skills and Chapter 21: Materials for Developing Speaking Skills; prepare a short task design outline incorporating scaffolding. |
| 11 | Digital and AI-Supported Material Design | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 9: Developing Digital Language Learning Materials; identify affordances and limitations of digital materials; prepare brief ideas for AI-supported material adaptation. |
| 12 | Designing Interculturally Sensitive Materials | Complete pre-class video task; read Tomlinson, B. (2011), Chapter 6: Writing Course Materials for the World: A Great Compromise; identify principles for culturally responsive material design; prepare a short reflection. |
| 13 | Materials Evaluation and Critical Adaptation | Complete pre-class video task; read Tomlinson, B. (2013), Chapter 1: Materials Evaluation; identify evaluation criteria and adaptation strategies; prepare a brief evaluation checklist. |
| 14 | Designing Assessment Materials | Complete pre-class video task; review teaching materials prepared by the course instructor; identify principles of validity, reliability, and alignment; prepare a draft assessment task aligned with learning outcomes. |
| Resources |
| Required Text Brian Tomlinson (2011). Materials Development in Language Teaching. Brian Tomlinson (2013). Developing materials for language teaching (3rd ed.). Bloomsbury Academic. Jack C. Richards (2017). Curriculum development in language teaching (2nd ed.). Cambridge University Press. McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher’s guide (3rd ed.). Wiley-Blackwell. Required Scholarly Reading Talim ve Terbiye Kurulu Başkanlığı – Türkiye Yüzyılı Maarif Modeli resmi dokümanı. |
| Supplementary Readings Uşun, S. (2021). Öğretim teknolojileri ve materyal tasarımı. Nobel Akademik Yayıncılık. Tomlinson, B. (2012). Materials development for language learning and teaching. Language Teaching, 45(2), 143–179. |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | Possesses advanced theoretical and conceptual knowledge of the structural, semantic, and functional features of the English language. | X | |||||
| 2 | Expresses the fundamental concepts, principles, and techniques of theories in the field of English verbally. | X | |||||
| 3 | Explains the principles of curriculum development, classroom management, and assessment and evaluation within the framework of educational sciences. | X | |||||
| 4 | Uses English at an advanced level, both orally and in writing, in ways appropriate to academic and instructional settings. | X | |||||
| 5 | Prepares lesson plans, develops instructional materials, implements them, and evaluates their effectiveness by taking learner characteristics and contextual variables into account. | X | |||||
| 6 | Selects and develops appropriate assessment tools and analyzes the resulting data to improve learning processes. | X | |||||
| 7 | Identifies problems encountered in educational settings, analyzes relevant data, and develops evidence-based solutions. | X | |||||
| 8 | Integrates digital technologies and instructional tools into the teaching process in alignment with pedagogical objectives. | X | |||||
| 9 | Carries out professional responsibilities independently and assumes responsibility in complex or unpredictable situations. | X | |||||
| 10 | Critically evaluates professional practices and identifies learning needs in line with continuous professional development. | X | |||||
| 11 | Acts in accordance with ethical principles, societal values, and cultural sensitivity in educational settings. | X | |||||
| 12 | Identifies professional development needs in the field and undertakes responsibility for lifelong learning. | X | |||||
| 13 | Collaborates effectively with educational stakeholders and contributes to the enhancement of educational quality. | X | |||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |