The Role And Design Of Instructional Materials

English Language Teaching Programs, Seda Altıner, Editör, Eğiten Kitap, Ankara, ss.63-91, 2025

The aim of this chapter is to provide an in-depth exploration of English

Language Teaching (ELT) materials, encompassing their genesis, adaptation,

appraisal, and their indispensable function in facilitating language

acquisition. In recent years, an increasing amount of research and pedagogical

practice has emphasized the crucial significance of instructional

materials. According to Tomlinson (2019), the significance of these materials

extends beyond their function as mere instructional tools, as they exert

a crucial influence on the overall educational milieu. Comprehending

the characteristics and structure of these resources, as well as their influence

on academic achievements, is crucial for effective English Language

Teaching (ELT) for both instructors and learners. The materials may function

in many ways, they may be informative, instructional, experiential,

eliciting and exploratory.

There are two primary categories of materials employed in ELT English

Language Teaching namely “authentic materials” and “created materials”.

Authentic materials are derived from genuine situations and are not originally

intended for pedagogical use, whereas created materials are purposefully

crafted for educational objectives. Guariento and Morley (2001)

conducted a study that emphasized the distinctive benefits and potential

limitations of various teaching materials. The study underscores the importance

of making informed decisions when choosing teaching materials.

Subsequently, our attention is directed towards a fundamental element

of numerous ELT English Language Teaching (ELT) curricula, namely,

coursebooks. The present study aims to investigate the progression of

their development, their significance in the process of language acquisition,

and crucial factors to be taken into account while selecting or creating

a coursebook. The crux of this discourse pertains to the customization

and assessment of instructional materials, as emphasized by Riazi &

Mosalanejad (2010), who contend that coursebooks ought to be tailored

to suit the distinctive learning settings, objectives, and requirements of

students.