English Language Teaching Materials Research Articles

Investigating Critical Thinking in ELT Textbooks: A Systematic Literature Review of Textbook Evaluation Studies

The pivotal role of critical thinking and its integration in English language education are synthesised through systematic literature reviews and meta-analysis studies in the areas of pedagogical interventions, teaching methods, and assessment methods. However, there is little evidence of systematic literature review on the integration of critical thinking into English language teaching materials such as textbooks. In this study, 41 empirical textbook evaluation studies published between 2010 and 2021 were reviewed from critical thinking perspective. The purpose of this study is to provide an overview of English textbook evaluations on critical thinking integration, to identify critical thinking frameworks applied, and to look for possible research gaps among the studies. An extensive literature search was conducted by applying Xiao and Watson’s (2017) eight-step systematic literature review method. From a collection of 41 empirical studies, this review focuses on such four aspects as applied critical thinking frameworks, findings, recommendations, and the language levels and content areas of the textbooks studied. The results revealed that (1) Bloom’s Taxonomy and Bloom’s Revised Taxonomy were most frequently applied critical thinking frameworks, (2) integration of higher-order thinking skills in textbooks was less common than lower-order thinking skills, (3) textbook assessment occurred primarily at the middle and high school levels more than at other levels, and (4) methodological considerations regarding the reliability and validity of the coding process in textbook content analysis received little attention. This study contributes a synthesised literature background of English textbook evaluation with recommendations for methodological improvements in future studies.

Principles and Procedures of Material Development in the Evolving ELT Scenario

There are many linguists who tried to define an important aspect of ELT which is the Curriculum. Curriculum refers to the specific blueprint for learning that is derived from desired results—that is, content and performance standards (be they state-determined or locally developed) (Dundar, 2017). According to Tomlinson, the term "material development" refers to all of the procedures used by professionals who create and/or utilize language learning resources, such as adaptation, design, production, exploitation, evaluation, and research. Curriculum designing in itself is a complex process which involves a lot of factors and not just writing or teaching a curriculum. As part of the development process, curriculum design and evaluation is crucial to the teaching of English and other subjects since it outlines the methodologies, procedures, strategies, and activities used to teach the language and its content. (Brown, 1995). Reflecting on the historical context of English language instruction, we don’t see much done before the 20th century. ELT gained popularity with migrants moving to English-speaking countries. The importance of English also increased in terms of business and trade. The expansion of and significant growth of various media sources such as radio, movies, and television, supported English to become more popular. Eventually, lots of research was initiated in the area of English language teaching methods and material development. In fact, many teaching methods have been tried and tested in the last one century in pursuit of the most effective method. The search for new methods is still on to improvise ELT in the current dynamic classrooms

Prospects for the development of ecological competence in teaching virtual english written communication in secondary school

Different approaches to the definition of ecological competence are considered. The importance of learning virtual communication is proved. The current Ukrainian and foreign works on ecological competence are reviewed. The interactive methods of forming the ecological awareness of English language teachers are listed. The structural components of ecological competence and three interrelated components that influence the formation of ecological competence are indicated. The definition of ecological competence of a foreign language teacher is given. The list of topics for the development of ecological competence has been identified. The conditions for the formation of ecological competence in CLIL lessons are specified. An ecological view of a foreign language is presented. The potential of Internet memes in the formation of virtual communication skills is characterized. The concept of language assessment ecology is presented. It is confirmed that formative assessment is a structural part of the ecology of language assessment. The written tasks in authentic secondary school English language teaching materials are analyzed. The article presents an example of teaching meaning in a mediated sense in English lessons. A sample of teaching the internal dialogism of words in secondary school is shown. A model of teaching meaning in the emergent sense is created. The ways of applying the unpredictable and double-voiced meaning in secondary school English lessons are revealed. The potential use of metaphors for the development of linguistic and environmental literacy is indicated. It is emphasized that each topic studied should form ecological knowledge. It is concluded that the ecological principles of language can be applied already at the stage of the adaptation cycle of basic secondary education

Role of the English teaching hidden curriculum in sustainability education: the case of Japan

Scholarship has neglected relationships between the hidden curriculum and environmental sustainability. The prevalence of ELT worldwide coupled with the importance of behavioral norms in sustainability makes such examinations necessary. In response, the objective of this project was to investigate depictions of norms with implications for environmental sustainability in the hidden curriculum of English language teaching (ELT) materials from Japan. Methodologically, a content analysis of 3837 ELT materials used across Japan was conducted to understand implicit portrayals of such norms. Results indicated that many behaviors normalized in these materials were not sustainable. The promotion of tourism to stereotypical locales and a consumerist stance were especially notable. Since Japanese formal education is ostensibly committed to sustainability, this research illustrates how the hidden curriculum can work at cross purposes to the official curriculum. It also suggests a framework for assessing environmental sustainability within the hidden curriculum beyond ELT and outside of Japan.

Incorporating Teaching-Learning Materials in the English Language Classroom: A Narrative Inquiry on Edufluencers’ Textual Cycles

In recent years, there has been a notable shift in the attention given to language learning materials, particularly those designed for English language learning. However, previous literature has concentrated on various aspects like materials design and development, materials evaluation and adaptation, all while leaving out a crucial aspect: the actual use of English Language Teaching (ELT) materials by teachers and learners. Thus, this study aims to explore how Edufluencers, a group of influential teachers entrusted as the voice of the Ministry of Education Malaysia, incorporate teaching-learning materials in their English language classrooms and the factors that influence their textual cycles. Narrative inquiry through oral history text will be employed in adopting a qualitative research approach. Purposive sampling will be used to select the respondents of this study. Online semi-structured interviews, together with document analysis on social media posts and lesson plans, will then be conducted. Subsequently, the collected data will be analysed to gain invaluable insights and enlighten educators, policymakers, and other stakeholders on how to improve the language learning experience.

Inovasi Pedagogis melalui pelatihan penulisan bahan ajar Bahasa Inggris berbasis Cross Cultural Understanding

Teaching materials based on Cross Cultural Understanding (CCU) are educational resources that provide information on cross-cultural understanding, presenting reading texts complemented with questions and learning activities focused on the cultural contrasts between Indonesia and foreign countries. The innovation of teaching materials for pedagogical purposes is crucial in the learning process. Hence, this activity aims to assist high school English teachers in Lubuklinggau through a Cross Cultural Understanding approach, enabling them to develop effective teaching materials. This initiative highlights the importance of cultural understanding in English language teaching, with an emphasis on contrasting local and target cultures. Involving 40 teachers from 23 schools, the training included presentations on cultural integration, the CCU concept, examples of CCU-based teaching materials, and the creation of questions oriented towards High Order Thinking Skills (HOTS). The results indicate that the training significantly enhanced the teachers' understanding and skills in integrating cultural aspects into English language teaching materials, as well as their awareness of the importance of cross-cultural sensitivity. This is reflected in the high satisfaction rates, with 87.5% of the participants affirming that the training content met their needs and 90% feeling they had directly benefited. This study underscores the significance of CCU training in professional development for teachers and highlights the necessity for more inclusive and culturally sensitive educational approaches in both global and local contexts

An Indonesian EFL teacher’s perspective in selecting and developing intercultural content for English Language Teaching

While an extensive body of research has focused on examining and discussing how intercultural values are integrated into English Language Teaching (ELT) materials, little is known about how individual teachers select and develop intercultural content. The present study aimed at exploring an Indonesian EFL teacher’s perspective in selecting and developing intercultural content for classroom instruction. The participant was an English teacher in a state high school in Yogyakarta, Indonesia with more than 10 years of teaching experience. The data from in-depth interviews and the participant’s teaching artifacts were analyzed thematically to point out the participant’s perspective based on multiple aspects. The findings indicated that the participant’s selection and development of intercultural content involved various aspects, including the participant’s beliefs and values, the students, curricular requirements, and influence from colleagues. This study provides an insight into the practical implementation of intercultural value integration into English language instruction in Indonesia.

Embracing Cultural Threads: A Qualitative Exploration of English Language Teaching Materials Within an Intercultural Perspective in an Indonesian Multilingual Context

This study aimed to investigate the selection, adaptation and use of English language teaching and learning (ELTL) resources from an intercultural perspective (Liddicoat & Scarino, 2013) in order to provide greater sensitivity to the local context. In recent decades, scholars in the field have attempted to move towards the inclusion of local content in ELTL, including in Indonesia, in order to challenge the 'native speaker' paradigm, which has been criticized for lacking sensitivity to the local context. However, little research has been conducted to examine the role of resources in providing opportunities for intercultural interaction between students' own languages and cultures and English (as the target language and culture). A case study within a qualitative paradigm, involving document analysis and an in-depth teacher interview, was conducted at an international university in Indonesia. Thematic analysis of the data revealed that the selection, adaptation and use of resources that invited attentiveness to language and beyond, and that took into account students' 'lifeworlds' ('home cultures and languages, and the trajectory of experiences, interests, motivations and values developed from them' [Liddicoat & Scarino, 2013]), provided engagement and meaningfulness in ELTL in the local context. The study also showed that 'both the range of texts and what teachers do with them' (Kohler, 2020) were fundamental to providing meaningful ELTL experiences in the local context. AbstrakPenelitian ini bertujuan untuk menyelidiki pemilihan, adaptasi, dan penggunaan materi pengajaran dan pembelajaran bahasa Inggris (ELTL) dari perspektif lintas budaya (Liddicoat & Scarino, 2013) untuk memberikan kepekaan yang lebih besar terhadap konteks lokal. Dalam beberapa dekade terakhir, para ahli di bidang ini telah mencoba untuk bergerak menuju inklusi konten lokal dalam ELTL, termasuk di Indonesia, untuk menantang paradigma 'penutur asli', yang telah dikritik karena kurangnya kepekaan terhadap konteks lokal. Namun, hanya sedikit penelitian yang telah dilakukan untuk meneliti peran materi belajar mengajar dalam memberikan kesempatan untuk interaksi antarbudaya antara bahasa dan budaya siswa dan bahasa Inggris (sebagai bahasa dan budaya target). Sebuah studi kasus dalam paradigma kualitatif, yang melibatkan analisis dokumen dan wawancara mendalam dengan guru, dilakukan di sebuah universitas internasional di Indonesia. Analisis tematik terhadap data menunjukkan bahwa pemilihan, adaptasi, dan penggunaan materi belajar mengajar yang mengundang perhatian terhadap bahasa dan sekitarnya, serta mempertimbangkan 'dunia kehidupan' siswa ('budaya dan bahasa asal, serta lintasan pengalaman, minat, motivasi, dan nilai-nilai yang dikembangkan dari mereka' [Liddicoat & Scarino, 2013]), memberikan keterlibatan dan kebermaknaan dalam ELTL dalam konteks lokal. Studi ini juga menunjukkan bahwa 'baik ragam teks dan apa yang dilakukan guru dengan teks tersebut' (Kohler, 2020) merupakan hal yang mendasar dalam memberikan pengalaman ELTL yang bermakna dalam konteks lokal.

The resurgence of eibungaku in Japanese ELT: A critical reflection on whitewashing in recently published eibumpō textbooks

ABSTRACT Recently, a number of eibungaku [English and American literature]-based eibumpō [English grammar] textbooks have been published in Japan. Historically, teaching English by using eibungaku materials at university level was mainstream or at least common in Japanese English language teaching (ELT) up to the 1990s. However, the government-led educational reforms over the past couple of decades shifted the focus from eibungaku to practical English. Against the grain of this shift, scholars of eibungaku are now trying to reintroduce English and American literary texts as ELT materials. While following the historical trajectory of English education in Japan, this article attempts to make sense of this resurgence of eibungaku in Japanese ELT. Findings reveal that these textbooks canonize whitewashed English. The article points to the importance of rethinking eibungaku in the ELT context from the perspectives of World Englishes to bring out the potentiality of literature as an ELT material.

How Riau Malay Culture is Integrated into The English Textbook for Class Iv Elementary School?

Objective: This research aims to address the deficiency in English textbooks used in the fourth-grade elementary schools of Pekanbaru, which currently lack the integration of Riau Malay Culture (RMC) and do not adequately consider the specific needs, context, and characteristics of the students. The primary objective is to develop an English textbook that incorporates RMC into its content.
 
 Theoretical Framework: The research is based on the ten-step model of development research outlined by Borg and Gall. This model includes stages such as research information gathering, planning, draft development, expert testing, expert test revision, limited trials, revision of limited trial results, broad trials, revision of broad trial results, and dissemination or socialization. The research framework considers input from principals, teachers, and students, with trials conducted in one and five selected schools involving 10 and 30 participants, respectively.
 
 Method: The development research method involves various stages of data collection, textbook development, expert evaluations, limited trials, extensive trials, and result analysis. It includes the participation of principals, teachers, and students to ensure a comprehensive assessment of the textbook's suitability.
 
 Result and Conclusion: The research findings indicate that the existing Teaching Book lacks an emphasis on the importance of RMC in English language learning. Consequently, new textbooks have been developed, including teacher instruction manuals and student workbooks. Students have shown enthusiasm for learning English and demonstrated recognition of the presented vocabulary. The Text Book has proven to be suitable for fourth-grade students in Pekanbaru Private Elementary School, Riau.
 
 Originality/Value: This research contributes to addressing the gap in English language education by developing textbooks that incorporate RMC, enhancing the learning experience for elementary school students in Pekanbaru. It provides a valuable resource for educators and curriculum developers looking to integrate local culture into English language teaching materials.

Multicultural Values-Based English Teaching Materials in Higher Education

The condition of a pluralistic society will potentially be prone to social conflict, thus disrupting the integrity of harmonious social relations in society. The research aims to develop English language teaching materials based on multicultural values in higher education. This research uses research and development involving Analysis, Design, Development, and implementation (ADDIE) models and mixed methodology. In collecting data, several instruments were used: observation, in-depth interviews, Focus Group Discussions (FGD), document analysis, and questionnaires. This research involved student participants and lecturers. The data analysis technique used is qualitative and quantitative descriptive analysis. The findings of this research show that in English textbooks, readings and twenty exercises that contain multicultural values are expected to be found. In the English for Agribusiness textbook, researchers did not find multicultural values. In addition, the results of the needs analysis show that teachers and students need to provide appropriate techniques and strategies for teaching English through multicultural values. The validity results show that multicultural education can be taught using English material. Based on the effectiveness results, it shows that multicultural education is effective. Multicultural education needs to be involved by including multicultural values in English teaching materials, especially in universities. For future research, it is necessary to find English language teaching materials with other methodologies and specific fields at the higher education level.

O'zbekistondagi boshlang'ich maktab o'quvchilari uchun ingliz tili o'quv materiallarida gender stereotiplarining ifodalanishi

The current study examines the representation of gender stereotype in English as a Foreign Language (EFL) textbooks, namely Guess What, for elementary school pupils produced in Uzbekistan. The research aims to ascertain how gender is represented and what kinds of stereotypes expressions are used in the Guess What series by focusing on four areas; Adult Social Role Beliefs, Domestic Role Beliefs, Educational Role Beliefs, and Professional Role Beliefs concerning school type variables. The method used in this research was descriptive qualitative method. Language is not perceived only orally or in written forms, but through visual language too, such as pictures on posters, images in books, magazines. They are ubiquitous in modern life and are of great importance to get the message, as they convey and represent particular meaning (Fairclough, 2013). English language teaching materials, which are one of the main sources of target language and culture input, have a great impact in the formation of pragmatic competence and the development of relational identity.

Designing English Teaching Materials for Students of the Food and Beverage Service Study Program based on industry needs

Every student has different needs in learning English, including their needs in the workplace. This research aims to determine the existence of English language skills of students in Food and Beverage Service (FBS) department, identify their English language needs in the workplace, and design English language teaching materials based on their needs in the workplace. This research is a quantitative study by using survey methods. The data collection techniques used were questionnaires, interviews and observations by taking the FBS students who had carried out internship program as the population while the sampling technique used was purposive and accidental sampling by involving 143 respondents. Based on the results of the data analysis, it was found that 1) The existence of English language skills of students in FBS department is at the elementary and pre-intermediate levels, namely 73.42% and speaking skills are the skill they have mastered the most as well as the most difficult skill. And vocabulary and pronunciation are two language components they considered as the most difficult to be understood, 2) The English language needs of FBS students in the workplace show that speaking skills are the most needed skill, namely 76.92%, where all outlets in the FBS departments require language mastery English, namely 68.53%, especially in the restaurant section around 20.98%, 3) English teaching materials designed should be based on students' needs in the workplace by using a priority scale on the learning materials and activities which described in the form of learning plans.

Incorporate Social Media-Movie-Based Learning Projects (SMMBLPS) into Online Instruction to Engage Students in Higher Education

The development of ICT-based English Language Teaching (ELT) materials in Indonesian higher education continues. During the COVID-19 pandemic, virtual learning environments are integrating more tools, apps, and technology. This study examines the effects of adding a social media-movie-based learning project (SMMBLP) to computer science instructors' virtual learning environments to improve students' English proficiency. This quantitative study uses a pre-experimental design to examine how SMMBLP affects ELT students' English proficiency and motivation. This study analyzed 40 first-semester Computer Science students at Universitas Muhammadiyah Sidenreng Rappang in 2020–2021. Data was collected using a questionnaire, pre-test, and post-test. The study found that social media and movie-based learning projects (SMMBLPs) improved students' motivation and English ability. According to the study, EFL students learning ELT could use SMMBL in a blended or online environment as the next pedagogical model.

Exploring locally developed ELT materials in the context of curriculum-based value education in China: challenges and solutions.

The development of locally developed English language teaching (ELT) materials is believed to be conducive to meeting the requirements of local language education policies and practices, and to enhance learners' agency. In China, in order to implement national educational policy of curriculum-based value education, many locally developed ELT materials have been recently developed. However, there is a paucity of empirical research concerning the actual effects of such materials in practice. This study presents an empirical study of a recently developed set of teaching materials in the context of curriculum-based value education by adopting an approach consisting of questionnaires and interviews to examine the attitudes and experiences of users of these materials. The findings revealed a range of challenges in the use of these materials, including issues related to language and content of the materials, the integration of ideological and value elements, and the development of multi-dimensional teaching materials. The article then proposes possible solutions from the perspectives of optimizing the writing community, carefully selecting teaching materials, innovating the integration of ideological and political elements, and improving the development of multi-dimensional teaching materials. A framework for the evaluation of locally developed ELT materials is also proposed, with the intention of offering a useful benchmark for enhancing the development of such materials.

The Effectiveness of Learners Adopting YouTube and Webcomics as English Language Teaching (ELT) Materials

Fully online language teaching is still a new approach in the Indonesian context, even though blended learning and technology have been integrated into English as a Foreign Language (EFL) classrooms for some time. The instructional design, YouTube and Webcomics (YouCom) as digital task-based language teaching (DTBLT) practices in synchronous and blended learning environments. The study investigates the effectiveness of learners adopting YouCom through determinants of engagement, motivation, cognitive process, and student satisfaction. It reflects what EFL students think about the difficulties faced by English majors when learning languages online through YouTube and Webcomic applications. The online survey was distributed to English learners in a university in Indonesia with 63 respondents through purposive sampling. The hypotheses were tested using multiple regression analysis (MRA). The results reveal that the cognitive process influences learners’ effectiveness, followed by student satisfaction, engagement, and motivation. The recommendation is to increase perceptions through the cognitive process, student satisfaction, and engagement because they are firmly and significantly associated with learners’ effectiveness. The expanded sample to other areas is suggested. The contribution could benefit educators in implementing English learners’ perceptions and increase their willingness to learn using Webcomics and YouTube as the teaching materials.

Unveiling Indonesian EFL Teachers' Intercultural Sensitivity: A Narrative Inquiry into Language Teaching Material Design

In the 21st century, the globalization impact has escalated the importance of intercultural sensitivity (IS) to societies and individuals. The new era of globalization offers new lenses for EFL teachers in developing and designing IS materials. Retrieved the importance of IS in English language teaching (ELT), this study reports a narrative study investigating how teachers conceptualized IS. This study also aims to explore teachers' conceptual understanding of IS affected them in designing ELT materials. The framework of this study applied the concept of IS proposed by Chen and Starosta (2000). The empirical data were gathered through semi-structured interviews and artifacts with three EFL teachers from a secondary school. The data was analyzed using thematic analysis by Barkhuizen, Benson, and Chik. Drawing on qualitative content analysis, the results captured that EFL teachers grasped the conceptualization of IS during English language teaching. The results also revealed that EFL teachers' understanding of IS causes them to be sensitive in designing English teaching materials. Teachers' understanding of IS concepts portrayed that teachers realized, accepted, and respected cultural differences during the intercultural instructional processes. This finding implies the need for EFL teachers to include some culturally sensitive topics or themes in their teaching materials by linking the tolerant curriculum with local cultural wisdom. This study also suggests exploring how EFL teachers developed intercultural teaching materials that provided a critical engagement with today's cultural literacies.

Why Do Students Opt for English Medium Instruction in Humanities and Social Sciences in Sri Lanka?

English medium instruction (EMI) has become popular among students in humanities and social sciences around the world due to the perceived benefits of EMI. A similar tendency can be observed in Sri Lanka too. In particular, faculties of humanities and social sciences of Sri Lankan universities have also introduced their degree programmes in English. However, limited studies have been conducted to investigate the factors that influence students’ selection of EMI in these disciplines. Thus, employing non-probability sampling techniques the present study selected seventy-one (N-71) humanities and social sciences students from a state university in Sri Lanka. The data was collected through a Google form questionnaire to investigate the factors that influenced them to select EMI. Qualitative data obtained through the questionnaire were analyzed using directed content analysis approach. Employment prospects, developing English language skills, increased access to study materials, higher study prospects, upward social mobility and promotion of local culture were identified as the key determinants in selecting EMI among the participants. These findings are useful for various stakeholders including content teachers involved in EMI in universities, English language teaching staff, material designers and university administration to make appropriate decisions regarding English medium degree programmes and introduce appropriate English language programmes to enhance these students’ English language skills.

English Language Learners (ELLs) in Urdu Main Stream: Resources for State-Run Secondary Schools in Punjab Province

This research analyzed the materials used to teach English in Punjab province's public secondary schools (Pakistan). The objectives of the study were; 1) to find out the availability of resources in English teaching and 2) to explore the utilization of availing resources in the teaching of English. A descriptive research methodology was used for this study. The study's population consisted of all secondary school teachers responsible for instructing their students in English. A total of 400 secondary school instructors were chosen randomly for the study. The study relied on a questionnaire with 21 questions. In pilot testing, the questionnaire had an overall reliability of 0.83. Based on the findings, few modern resources are useful for English teachers in the classroom. Whiteboards, blackboards, charts, and other visual aids are commonly used in classrooms to teach English. English language teachers in Pakistan's Punjab province need more English language teaching (ELT) materials in their classrooms.

The mediative role of learning materials: Raising L2 learners’ awareness of silence and conversational repair during L2 interaction

This conceptual article explores the role of pedagogical mediation in raising Japanese English as a foreign language (EFL) learners’ awareness of cross-culturally diverse roles of silence and conversational repair strategies during turn-taking in second language (L2) interaction as seen from an interactional perspective. This study delves into the nexus of scholarly and pedagogical perspectives, accommodating Japanese EFL learners’ interactional needs to self-mediate own silence as an interactional resource by using repair strategies in L2 interaction. It specifically examines the pedagogical approaches reflected in English language teaching (ELT) materials designed for Japanese EFL learners, aiming to raise awareness of multi-faceted use of silence and repair as a part of cross-culturally invisible turn-taking practices from three perspectives: (1) pedagogical approaches involving silence in L2 interaction in scholarly articles, (2) learning materials produced specifically for Japanese EFL learners and (3) Japanese EFL learners’ perspectives on Conversation Analysis-informed learning resources identified in empirical studies. Drawing on this analysis, this study aims to deepen our understanding of current practices and bridge the gap between theory and practice to facilitate L2 learners’ interactional repertoires through material development informed by a holistic perspective.