English Language Learning Materials Research Articles

Developing Local Wisdom Based English Learning Materials for History Education students

This study investigates the transformative impact of integrating locally rooted English language learning materials for history education students at FKIP Universitas Muhammadiyah Metro. Drawing from a collaborative approach involving language educators and history experts, the materials incorporate historical narratives and cultural insights to enhance linguistic proficiency and cultural appreciation. Findings reveal significant improvements in students' language skills, including vocabulary acquisition, grammatical accuracy, and language fluency. Moreover, the materials fostered a deeper connection to cultural heritage, instilling cultural pride and sensitivity. This resonates with the broader discourse on the positive correlation between cultural integration and language education outcomes. The collaborative approach aligns with scholarly recommendations for interdisciplinary collaboration, resulting in materials that are both linguistically rigorous and culturally authentic. The validation process underscores the materials' credibility and effectiveness in bridging language learning and cultural immersion. This study contributes to innovative pedagogical practices that unite linguistic competence with cultural understanding, shaping learners equipped to navigate a globalized world while honoring their cultural heritage.

ENGLISH MATERIALS DEVELOPMENT FOR AN UNDERGRADUATE COMMUNICATION STUDY PROGRAM: A NEED ANALYSIS IN INDONESIAN CONTEXT

Need analysis (NA) is one of the initial steps in developing learning materials. In the English for Specific Purposes (ESP) context, it is an essential asset to identify learners’ needs and determine the areas they are lacking. Thus far, NA particularly in Communication Science Program (CSP) in Indonesia has not been widely explored. In University Y, the CSP students are lacking English language learning materials. Therefore, this mixed-method study aims to explore the results of NA for developing such materials. The data were gathered through document analysis, lecturer and alumna interviews, along with student surveys. The results revealed that students' learning needs focus on the desire to improve their English proficiency, particularly in speaking and grammar, for career orientation. Moreover, the materials should be compiled with text types that support the achievement of the goals e.g., advertisements, reports, narrative and argumentative texts that are preferable to be taught through a BL delivery method. These materials should also be actualized in activities that can accommodate three learning styles, namely visual, audio, and kinesthetic, with more emphasis on the first. The implication of these findings will be helpful to create a more effective English class based on the current demands.

Collaborative Materials Design: How a School Teacher, a University Researcher, and a Professional Textbook Writer Interact

This paper reports on a study that examines how a school teacher, a university researcher, and a professional textbook writer interact when they collaborate in designing materials for English language teaching. Data were collected from interviews with the participants and audio recordings of their interaction in collaborative design supplemented with drafts of the designed materials. The findings showed that the three participants placed different emphases on the design of the teaching materials due to their individual principles, values, and approaches towards English language learning and teaching and materials design. Their values and beliefs were found to inform their practices in collaborative materials design and thus influenced the processes of interaction and negotiation. The study contributes to our understanding of the personalized and diversified principles and beliefs of the stakeholders regarding the development of teaching materials, and suggests that textbook writers and their publishers need to pay more heed to the parties for whom they are producing their materials.

NEED ANALYSIS FOR ENGLISH FOR SPECIAL PURPOSES (ESP) IN INFORMATICS MANAGEMENT CLASS AT ABC UNIVERSITY.

The process of learning English with ESP (English for Specific Purposes) in higher education often runs less than optimally. One of the contributing factors is the lack of lesson planning so that learning takes place irrelevant to the field of knowledge they teach. For this reason, it is necessary to have a learning plan which will begin by analyzing student needs for learning English with special objectives. Therefore, the research aims to find and describe students' needs for ESP English. This needs to be done so that the English language learning materials with special purposes (ESP) received by students are in accordance with the field of knowledge they are capable of and the field of work they will be engaged in. This research is based on a qualitative descriptive approach. The object of this research is Informatics Management students class of 2020/2021 University of Computer Science and Technology. Data collection techniques used were questionnaires and direct interviews. Then the data obtained will be classified so that the needs of Informatics Management students for learning English can be identified, then they will be described. The results of this study will be used as a reference for subsequent research, namely syllabus planning and development of teaching materials for ESP English.
 Keywords: need analysis, ESP, English teaching.

Analysis of Gender Representation in English Language Learning Materials: The Case of Grade Ten Textbook in Ethiopia

The main purpose of this study was to explore gender representation in grade ten English textbook. The study employed content analysis approach which was based four categories of analysis such as language use, visibility/ illustrations, occupational roles and firstness. The units of analysis were words, phrases, sentences, paragraphs, passages, stories and illustrations in the materials. The data was analyzed in frequency count and compared using Chi-square test to determine the level of significance of the differences obtained between the masculine and feminine groups observed in each category. The findings disclosed that females were underrepresented in language use (particularly in proper nouns and common nouns used), visibility/ illustrations (images and pictures) and occupational roles mentioned in the text. In addition, males dominated the first position (firstness) in dialogues, points of view opinion, common noun pairs, pronoun pairs and proper name pairs. On the contrary, males were underrepresented in the adjectives and pronouns used in the text book. In general, the textbook was characterized by unfair representation of gender in all aspects.

One Does Not Simply Teach Idioms: Meme Creation as Innovative Practice for Virtual EFL Learners

To maximize the advantages of virtual learning, the present study highlights the potential for Internet meme design and creation in English language learning (ELL) courses as an innovative activity that raises student agency, increases multimodal literacy, inculcates intercultural communication, and teaches idiomatic expression. Memes resonate a multimodal feedback loop of popular culture. In the context of language education, multimodal literacy is a necessity for 21st-century education because the affordances of digital learning platforms present the world told alongside the world shown. While some studies feature the usefulness of memes in English as a foreign language (EFL) learning, none have underscored meme creation as a learning activity. To demonstrate the activity in situ, a vignette at two Korean universities features two instructors who ask their respective students ( N = 49) to design one meme using an idiom discovered in their ELL materials from a prescribed list, then asks: 1) What common power relations and ideologies emerge in the multimodal discourse of the collected pool of student “idiomemes”? 2) What do the findings tell us about student attitudes and engagement with the activity? 3) What do the findings tell us about the importance of multimodal discourse in EFL learning? Using a multimodal critical discourse analysis of the student-created Internet memes, the findings reveal that students chose culturally familiar images to complete the assignment, suggesting that their engagement and understanding of multimodal, English discourse increases commensurately with content intuitive to their culture. The implications suggest that empowering students with a measure of agency in expressing culturally relevant, multimodal discourse in ELL course content increases their engagement in virtual classrooms. Designing idiomemes, as a virtual learning activity, is further explored as a curricular augmentation that increases the value of a student's language-learning investment.

GOING BACK TO BASICS: A REVIEW ON THE USE OF ENGLISH NEWSPAPER TO DEVELOP VOCABULARY KNOWLEDGE FOR ESL/EFL STUDENTS

For English language learners, developing vocabulary knowledge is considered as one of the important and vital aspects of the language learning process. Having a good repertoire of vocabulary knowledge is necessary in order to understand any form of text. However, one of the prominent difficulties that the ESL/EFL students often face is the lack of ability in developing their vocabulary knowledge. In Malaysia, one of the ways to tackle this matter is through great emphasis on leisure reading habits. It is reported by Menon (2019) that between the year 2021 and 2030, the Ministry of Education Malaysia is taking measures in order to transform Malaysia into a reading nation. However, these efforts tend to focus more on the use of digital technology to improve teaching and learning, while at the same time unfortunately put aside the use of more traditional English language teaching and learning materials, such as newspapers. In fact, newspapers are one of the most useful and promising resources readily available for both teachers and students as a motivating medium in encouraging and stimulating to learn English and develop their vocabulary. Newspapers are also quite accessible to those from low socio-economic background who are less fortunate to have access to technological gadgets. Printed media, such as newspapers, are an excellent teaching and learning aid for both the teachers and the students. Therefore, in this review paper, the authors will explain about the concept of leisure reading, the use of newspaper as a form of leisure reading, and review of past studies on the use of English newspapers in developing ESL/EFL students’ vocabulary knowledge. It is hoped that this article can shed light on the benefits and potential of the use of English newspaper in developing vocabulary knowledge and that it will not be forsaken as one of the more effective and accessible resources in developing ESL/EFL students’ vocabulary knowledge.

An analysis on Learning Condition in Developing of Listening Comprehension Model by Using Social Media for English Students

Learning a foreign language by using social media is getting important because it has great potential to support student-centered learning, as it is flexible, interactive, and content–rich in nature. This research was aimed to develop an English listening comprehension model by using Social Media You tube. A Research and Development methodology ADDIE was used: analyzing students’ and teachers’ needs, designing a new learning materials, Developing material, Implementing it in a group, and evaluating the existing learning materials, validating the learning materials by experts, revising learning materials, trying out the learning materials, and revising learning materials. It was found that the existing learning materials were not appropriate for the students’ characteristics and were not organized in a systematic way. Students and lecturers indicated that they appreciated enjoyable English language learning materials such as songs, stories and games using You Tube. Based on these findings a new model for developing materials was developed for English Listening Comprehension Program at the Islamic University of Riau.

Development of Listening Comprehension Model by Using You tube for English Students

Learning a foreign language by using social media is getting important because it has great potential to support student-centered learning, as it is flexible, interactive, and content–rich in nature. This research was aimed to develop an Englishlistening comprehension model by using Social Media You tube. A Research and Development methodology ADDIE was used: analyzing students’ and teachers’ needs, designing a new learning materials, Developing material, Implementing it in a group, and evaluating the existing learning materials, validating the learning materials by experts, revising learning materials, trying out the learning materials, and revising learning materials. It was found that the existing learning materials were not appropriate for the students’ characteristics and were not organized in a systematic way. Students and lecturers indicated that they appreciated enjoyable English language learning materials such as songs, stories and games using You Tube. Based on these findings a new model for developing materials was developed for English Listening Comprehension Program at the Islamic University of Riau.

Developing English Supplementary Materials through Instructional Conversations

This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.

English Teachers’ Expectations And Perceptions Of Support For English Teaching

In view of the current importance of, and demand for, the English language nowadays, learning and teaching the language increases in significance. Determining teachers’ expectations of classroom processes may have beneficial consequences for the nature of education. This study aims to determine English teachers’ expectations and perceptions of support for English teaching. A qualitative research method was used, designed with descriptive modelling and a case study approach was adopted. In order to elicit English teachers’ expectations, a semi-structured interview form was prepared from a review of the literature and an examination of related studies in the field. The qualitative data obtained from the interview forms were subjected to content analysis, coded and categorised by the researchers. The categories were then classified according to the characteristics and themes extracted. In this study, the concepts of credibility and transferability were given preference over those of validity and reliability. Among the findings, language laboratories were the facilities most often featuring in English teachers’ expectations from administrations. From parents, teachers principally expected more positive attitudes towards English language learning and greater provision of materials to support study at home. It was also found that teachers’ expectations of cooperation and collaboration with colleagues were not met, nor were colleagues employing the variety of teaching methods expected.

Van typiste naar ingenieur?

Abstract Studies on English language learning materials indicate that women are underrepresented and often appear in low-status professions, though gender equality increases within the last decade (Sunderland, 2015). To what degree does this finding apply for textbooks for learners of Dutch as a Second Language (DSL)? To our knowledge, there are no studies into gender and profession in DSL materials. Dutch however, constitutes an interesting case as both female, male and ‘gender neutral’ professional role nouns exist, while their use is not formally regulated. We systematically analyzed textual and pictorial representations of female and male professionals in textbook chapters about work in fifteen DSL textbooks published within the last 50 years. We drew on quantitative (e.g., number of fe/male and ‘gender neutral’ professional names; instances of male generics and firstness; number of depicted wo/men) and qualitative (e.g., nature of the most frequent professional names; categorization of textbook images) methods to do so. Results show that women are not underrepresented in dialogues and pictures, but that dialogue themes are unequally divided over women and men. Moreover, women are backgrounded through male generics and male firstness and female professional names appear less frequently than male names. Women are also described in gender typical roles, whereas men are not. This holds for both older (1974–2009) and recent textbooks (2011–2017). Overall, more ‘gender neutral’ nouns refer to men in the corpus, but they are used more frequently to refer to women within the last decade. Future studies should address the present theme from psycholinguistic and classroom discourse perspectives and consider additional analytical domains (e.g. chapters about family) and foci (e.g. analyses of verbs associated with wo/men). We discuss pedagogical implications (e.g., screen materials for male firstness; describe women in a greater variety of roles; reverse gender roles in class) for those with concern for gender equality in language education.

A Study of Students’ English Cooperative Learning Strategy in the Multimedia Environment

As a new learning mode, cooperative learning is of great significance to the students' learning and development. In our country it has achieved remarkable results, and its implementation of a wide range, especially in the field of English teaching has made great achievements. This essay starts with the background and development of cooperative learning. From the characteristics of the multimedia environment, we make a comprehensive discussion of how to use effective means, multimedia network environment and the multimedia tools, to promote students' English cooperative learning. Multimedia environment in the application of cooperative learning has produced some magical effects. Students can search for English language learning materials, and the study model can help students to establish a cooperative team to start learning together. At the same time, the teachers assist to guide, and ultimately achieve better results than the traditional teaching.

Development of Project Based-Learning English Learning Materials for High School Students

This research aims to develop English language learning materials based on project based learning for class XI high school students at SMAS Adhyaksa 1 Jambi City. The teaching materials and practice assignments presented are designed for English subjects so that they are easy for students to understand and the context is adapted to students' daily lives. Through this approach, it is hoped that students will be able to increase their cognitive and psychomotor levels in English learning situations. Students are focused on how to observe and understand the material presented. The development model uses the ADDIE model (analysis, design, develop, implementation, and evaluation). The development procedures carried out follow the ADDIE design, these steps are: 1. Analysis; 2. Design; 3. Development; 4. Implementation; 5. Evaluation. The overall research results show that the learning material has a fairly good category. According to educational design experts, this learning material is effective, so it is suitable for use as English learning material. Meanwhile, subject matter experts gave a good assessment of the developed learning material. The learning materials developed by showing existing criteria and procedures are quite effective. During the field test, teachers and students gave a fairly good assessment of the development of this learning material.

Teaching Business Communication Skills: A Clarion Call

English is an international business communication tool and it transcends cultures. The teaching of business English is different from that of General English in the sense that it is neither teaching just the four macro-skills nor enhancing mere business vocabulary. In fact, business English is taught on the assumption that general English language skills have already been acquired. Business English learners are prospective entrepreneurs, managers and leaders of industries at national and international levels and teachers face a huge challenge of helping them acquire an international communication skill-set through English as the medium. Most people who use business English are non-native users of English. They use it frequently not only among themselves, but use it occasionally with native speakers as well. Native speakers of English, of course, control world economy, science and technology, and trade and commerce. Moreover, business English is fast moving from the planet Earth to other planets since it is the only communication tool for international space research that involves billions of dollars from across the globe in its competition to explore other planets. Thus business English is used in different cultural environments and does not represent one culture that is often tied to it nationally or internationally. It transcends cultures and at the same time it respects them all. Hence, business English teachers need to recognize the paradigm shift in its cultural metamorphosis, to design trans-cultural English language learning materials, to identify communication skill-set, and to adopt appropriate teaching- learning methods. This paper interrogates constituent parts of international communication skill-set and argues that a task-based approach of ‘learning by doing’ is the need of the hour since it exploits essential and result-oriented andragogy and heutagogy of self-directed and self-determined learning processes lifelong.

Japan’s textbook inequality: How cultural bias affects foreign language acquisition

As an increasingly internationalized society, Japan’s influence globally is on the rise, especially in the lead-up to the 2020 Tokyo Olympic Games. However, as an internationalized country, Japanese society still harbours an ‘us’ and ‘them’ attitude, displaying discursive strategies that enable majority views to prevail. A country based on Confucian philosophy and principles, Japan is a well-ordered society where everyone appears to know their place. As is seen in this article, these ideas are reflected in English-language learning materials, where some groups are perceived as less valuable than others, allowing for surreptitious undertones to prevail within such learning resources. The prejudice and bias contained within English education textbooks in Japan, depicting minority groups at the bottom of the totem pole, are discussed, as the success of this nation should not outweigh the discrimination that exists within it. The article notes important educational policy and then provides a historical overview of English education textbooks used in Japan. It follows with a discussion of recent discursive strategies that enable the majority to present negative views about minority out-groups through a more subtle and covert rhetoric within current textbooks.

PENGEMBANGAN MODEL BAHAN AJAR BAHASA INGGRIS UNTUK PROGRAM EKSTRAKURIKULER DI SEKOLAH DASAR

Abstract: The objective of this research was to develop a English learning material model for an Extracurricular Program in Elementary Schools. A Research and Development methodology was used involving the following steps: analyzing students’ and teachers’ needs, evaluating the existing learning materials, designing a new learning materials, validating the learning materials by experts, revising learning materials, trying out the learning materials, and revising learning materials. It was found that the existing learning materials were not appropriate for the students’ characteristics and were not organised in a systematic way. Students and teachers indicated that they appreciated enjoyable English language learning materials such as songs, stories and games. Based on these findings a new model for developing materials was developed for Extracurricular English Program in Elementary Schools.

Looking outwards: using learning materials to help learners harness out-of-class learning opportunities

ABSTRACTWith the growth of English as an International Language [McKay, S. 2002. Teaching English as an International Language. Oxford: Oxford University Press], there is a wealth of it now accessible to learners in their out-of-class environments; be these real, virtual, or a mixture of the two. Tomlinson (2008. “EFL Materials in the UK.” In English Language Learning Materials: A Critical Review, edited by Brian Tomlinson, 159–178. London: Continuum), however, complains that the majority of learning materials surveyed fail to tap into this rich resource, while Hann [2013. “Mining the L2 Environment.” In Developing Materials for Language Teaching, edited by B. Tomlinson, 2nd ed. 6456–6966. London: Bloomsbury] reminds us that learners may not be able to make effective use of the English in their environment unsupported, putting forward a case for helping learners develop the learning strategies needed for this, rather than focusing solely on language, in the second language classroom. This article will make the contentious claim that the global course books commonly used in the language classroom are not essential to language learning, and argue that, instead of simply serving language in bite-sized chunks, we should be helping learners become better able to exploit other resources of language autonomously. It will put forward a case for achieving use of and exposure to the target language, key to second language acquisition (Hann 2013), via engagement with the many learning opportunities that exist outside the classroom, where the majority of such learners’ time is spent. It then proposes and examines two types of learning materials that could address Tomlinson's complaints, above, by scaffolding this engagement process, and explores alternative uses of existent materials towards similar ends. Some evaluative results gathered in a pilot of some of these materials and ideas in a private language school in Sicily will also be provided. Finally possible future directions for such materials will be explored.

English

In the modern language learning scenario, language learning and language acquisition experience can be enriched outside the classroom where students can engage in interactive activities. This is enabled by Web 2.0 tools such as blog, twitter, and computer mediated communication tools like email and chat. Web 2.0 tools can unlimited space and time for students. Blog as one type of Web 2.0 tools can be designed to manage the learning and acquisition environment which provides learning materials, relevant learning resources, and online discussion. This paper reports on the impact of a “Learning Management Blog” (LMB) environment on students’ experience of language learning and language acquisition. The LMB was designed to function as a language learning platform for a particular group of tertiary students. Supplementary course materials that matched the objectives of the course were uploaded to the LMB. This qualitative study involved 30 Malaysian undergraduate ESL students at local university. A semi-structured interview was carried out to elicit responses from the students; then the recorded data were transcribed and analyzed qualitatively. The findings of the study revealed that the LMB has proven to be a useful tool to facilitate the language learning and language acquisition processes among the participants. The students had opportunities to use the language learning materials in the LMB as well as interacting with each other in the discussion forum. The learners developed their independent learning interest and motivation to use the English language learning materials and participate in the LMB environment. DOI: http://dx.doi.org/10.17576/GEMA-2014-1403-04

A Retrospective View of English Language Learning Materials Produced in Slovenia from 1945 to the Present

Taking a historical perspective, this article documents the development of domestically produced English Language Learning (ELL) materials in the period between 1945 and 2013. To this end, reference is made to milestones that marked shifts in linguistic and foreign language teaching paradigms, including aspects of Method and the underlying conception of language. The analysis will draw on aspects of Method in relation to language policy documents (i.e., curricula) and the course books in which these principles are embodied. Through the analysis of these factors we trace the evolution from Grammar–Translation methodology to Communicative Language Teaching in locally produced textbooks which are representative of various historical periods.