EFL Resources: Design and Selection Principles

Didactic Resources in English Language

General Principles in the Design and Selection of EFL Resources

• Learning objectives include introducing a typology of learning materials and resources for an EFL class.
• Another objective is to explore the main characteristics of EFL materials and resources.
• A further learning objective is to understand the methodological foundations for defining EFL resources.
• Students should learn about the requirements for quality learning materials for EFL classes.
• Lastly, students are to learn the criteria for searching and selecting didactic materials and resources.

Work Plan

• Plans entail analysing resources, materials, and lessons.
• Includes designing activities based on realia and video materials.
• Another plan incorporates exploring and analysing authentic teaching materials.

Introduction to Learning Materials

• Edgar Dale's Cone of Learning suggests people remember different amounts of information based on how they encounter it:
• 10% of what is read.
• 20% of what is heard.
• 30% of what is seen.
• 50% of what is heard and seen.
• 70% of what is said and done.
• 90% of what is said while doing.
• A quote by Confucius, 450 BC explains that telling leads to forgetting, showing leads to remembering, and involving leads to understanding.

Definition of EFL Resources and Examples

• Resources are defined as a source of help or information, according to the Oxford dictionary.
• Materials are things needed for an activity, information, or ideas to create a book or other work, according to the Oxford dictionary.
• Teaching materials are designed and are produced to teach.
• Teaching resources are any material or medium adaptable for teaching but not specifically created for that purpose.
• Examples of the differences can be seen in contrasting items like coursebooks vs other books (novels), course audios vs movies, or worksheets vs a blackboard.
• Computers, dictionaries, posters, songs, projects, software games, the internet, and chalk are examples of resources in use.
• English language teaching resources have historical roots, originating with bilingual French-English manuals first published in the 15th century.
• The first grammatical descriptions including English appeared around the 16th century.

Realia

• Realia are real objects used as teaching aids.
• Realia can be an oldest classroom resource.
• Items can be brought from home to create a relevant context for learning, like plane tickets and clothes.
• Considerations like relevance, size, and durability are important for realia.
• It is important to use realia as they would be used outside of the classroom.
• Uses include classifying objects, guessing, or following instructions.
• Realia strategies involve bringing real-life objects into the classroom.
• Some strategies are:
• Foreign language teachers mostly use them to teach English to ELL (English Language Learners) students.
• Multi-sensory experiences with smell touch and hearing.
• Making the connection between real lessons to objects.
• Virtual realia show students an object using technology.

Work Plan 1.a: Learning

• When lessons are analysed or planned, understanding teacher aims versus learning outcomes is critical.
• Teacher aims are the teacher's goals for the lesson, focusing on the material to be taught.
• Includes intentions for content delivery, teaching strategies, and the overall direction of the lesson.
• Aims addresses what the teacher is trying to achieve or teach in a lesson.
• Some examples for aims would be to introduce new vocabulary related to sports and hobbies and the practice of pronunciation of new vocabulary.
• Another example is using game and interactive vocab activities.
• Further examples encompass students being encouraged to use simple sentences related to sports and hobbies, listening and practice of the present simple tense.
• Also helps with fostering comprehension through sport songs.
• It also assists cultural awareness through media like examples of sports and hobbies around the world.
• Also encourages group discussions, new vocab use and supportive environments.
• Learning outcomes are centred on what the students can learn.
• These outcomes describe what students should know, understand, or do at the end of a lesson, unit, or course.
• Specific, measurable, and student-focused learning is promoted.
• It serves as a guide for evaluating student progress and instructional effectiveness.
• Learning outcomes address the skill that the students be able to do by the end of the lesson or course.
• Students should correctly pronounce and identify sports terms: football, soccer, basketball, running, and swimming.
• Students should actively participate in related sports activities.
• It should also help students to create simple sentences to vocab and interests related to sports.
• Lastly it helps students correctly use present and simple tense to talk about sports.
• Some examples are song extraction from media, comparing sports, teamwork projects, vocabulary usage and class/content usage.
• The content of a subject is the core material, topics, and concepts given in teaching.
• Content helps to contextualise the lesson.
• Includes grammar, vocab, pronunciation, and linguistic functions, as well as culture aspects from the English speaking world.
• It is relevant as students use these tools to meet learning outcomes and may include linguistic and cultural aspects.
• It includes vocal related to travel grammar and culture communicating when travelling.

The blackboard

• The blackboard is typically a constant in classrooms.
• Teachers do not get to choose this tool but instead its usage.
• Its only negative is its location but this can be creatively balanced out.
• This board is a shared space where teachers and student can write in different sections.
• Games like hangman and crosswords are often played on them.

Flashcards

• They can be prepared by teachers or educational publishers.
• Flashcards are typically clear and identifiable with clear text to be read easily.
• They come in pairs with adhesive parts to match images.
• Size, topics and durability should be taken into account for flashcard usage.
• Matching games and word chains can be used through these cards.

Wall charts and posters

• Wall charts are often complex as sequence and related to time.
• These charts can be made by students AND teachers.
• Clear, identifiable and logical images in them.
• Themes on there should be based on interests and language levels.
• Activities that can be labelled or done are prediction and anticipated content.

Textbooks

• These are important tools and frequently used for teachers.
• Teachers can retrieve both tests and activities when using these tools.
• Rich with visual design and objectives for assessments.
• Easy to find and not rigid since they can be modified adapted or reorganized to fit class settings.

Hand-made materials

• Bringing new objects into classrooms with created work.
• Fosters the implementation of Cross-curriculum, Art and Crafts
• Variety, colour, neatness and student goals can impact creation of these projects.