When Textbooks Fail: New Materials to Motivate a University Classroom
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When Textbooks Fail: New Materials to Motivate a University Classroom
Seth YoderSangmyung University
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Why Did I Choose to Research This Topic?
• To discover factors that effect student motivation.
• To find ways to make students more autonomous.
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Key Points
• Research project.• Significant findings of my research.• Evaluation of materials.• Difference between authentic and artificial
materials.• Examples of classroom application.
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The Participants
• 261 students • 18-24 years old. Average age = 19.34• 173 females & 88 males• 6 different academic disciplines
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The Survey
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Where is the Disconnect?
• The students’ desire to communicate with a native speaker.
Mean score = 4.94
• The students’ overall satisfaction with the course.
Mean score = 3.83
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Student Interviews
• Time of the class affected their study performance.
• Number of students in the class was too large.• Textbook was not relevant.• Textbook/supplemental materials were
repetitive.
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Evaluating Materials:Problems with ELT Coursebooks
1. Books are designed for a universal audience.2. Language level specified (beginner,
intermediate, advanced).3. Too much/little information in a unit.4. Book style (communicative, authentic,
functional).5. Lack of cultural reference.
(L.E. Sheldon, 1988:245)
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How Do We Evaluate ELT Coursebooks?
1. Create a checklist or questionnaire.2. Avoid choosing a book based on popularity.3. Read teacher/student reviews of course
books.4. The book should be flexible or easy to adapt.5. There should be ample guidance for both
teachers and students.(L.E. Sheldon, 1988: 245)
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Predictive and Retrospective Evaluations
• Predictive evaluation – An evaluation of the materials before they are used in the classroom.
• Retrospective evaluation – An evaluation of the materials once they have been used in the classroom.
(R. Ellis, 1997:36)
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Difference Between Authentic & Artificial Materials
• Authentic materials – ‘Language produced by native speakers for native speakers in a particular language community.’
(A. Gilmore, 2007:98)
• Artificial materials – ‘Language or materials designed with the specific intent of teaching language learners.’
(W. Lee, 1995:325)
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Authentic Materials
• Most frequently linked to intrinsic motivation.
• Alex Gilmore states the term authentic materials is too ambiguous.
(A. Gilmore, 2007:98)
• Matthew Peacock’s research highlights the correlations between learner motivation and authentic materials.
(M. Peacock, 1997)
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Artificial Materials
• The aim of these materials are to provide the learner with linguistic and communicative competence.
• According to Krashen, any material should be motivating, interesting, and not cause cultural shock. But most importantly, it should be just beyond the grasp of the learner.
(S. Krashen, 1982)
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Classroom Application
• Brian Tomlinson suggests that the era of CALL has opened a world of opportunities in the authentic material design market.
(B. Tomlinson, 2012:165)
• Vivian Wu’s study on the link between confidence and online EFL interaction is a perfect example.
(V. Wu, 2011)
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Online Video Conference Course• Frustrated with the lack of interaction with the materials.
• The course was conducted in a high tech computer lab and the students were required to complete tasks through the use of video conference calls with native speakers.
• Vivian Wu reported that the students described the course as fun, entertaining, and useful.
(V. Wu, 2011:119)
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Limitations
• Not every teacher has access to high tech computer labs.
• Classroom environment often dictates the material selection process.
• But don’t let limitations stop you from experimenting…
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New Material Design
• Something that is engaging, relevant, and fun.
• Students are curious about travel.
• Let’s make our own Seoul City guidebook.
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Seoul City Tour Guide• Assign a part of the city to research (hotels, restaurants,
museums, etc.).
• Students gather evidence via the internet or the actual location.
• Students then prepare oral and written reports.
• At the end of the assignment, each group will do a presentation in which every member of the group should speak for a minimum of 3 minutes.
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Provide Strategies Not Teacher-Fronted Materials
• Avoid lecturing when explaining the project.
• Give the students strategies to follow throughout the project.
• This will help make them more independent.(W. Lee, 1995:327)
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Examples of Strategies
Before the project:
• How will you gather information?
• How will you record the information you found? (keywords, pictures, drawings)
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Examples of Strategies
During the project:
• What techniques will you and your group members use to relax during the presentation?
• How have you measured your progress throughout this assignment?
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Examples of Strategies
After the project:
• What were your group’s strengths and weaknesses?
• What was the most valuable lesson you learned from this project?
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There’s No One Size That Fits All
• Evaluate based on your needs and environment.
• Have a good mixture of materials.
• Don’t be afraid to experiment.