JALT 2015 Featured Speaker Lecture Researchers have suggested that ELT materials should be created in a more systematic way. This presentation proposed a systematic creation process by introducing an Instructional Design model called ADDIE (Analyze, Design, Develop, Implement and Evaluate) and how it can be applied to the creation of ELT materials.

1. Towards(systema-c(materials(design(
with(ADDIE
JALT2015(
41st(Annual(Interna-onal(Conference(on(Language
Teaching(and(Learning(&(Educa-onal(Materials(Exhibi-on
Cameron(Romney
Doshisha(University
Faculty(of(Global(Communications(((
November(22,(2015

2. @CameronRomney
#JALT2015

3. @CameronRomney
Commercial(
and(
nonOCommercial

4. @CameronRomney
Teachers(=(Writers(=(Teachers
Most(ESL(professionals(are(materials(developers
Silberstein((1987),(p.(82
“ ”

5. @CameronRomney
Lesson(Planning(=(Materials(Design(=(
Lesson(Planning

6. @CameronRomney
Materials(Wri-ng
Instruc-onal(Design
Syllabus(and(Curriculum(Design
Lesson(Planning

7. @CameronRomney
What(do(YOU(think(
about(ELT(materials?

8. @CameronRomney
ELT(coursebooks(evoke(a(range(of(
responses,(but(are(frequently(seen(by(
teachers(as(necessary(evils.
“
”
Sheldon((1988),(p.(237
Most(teachers(are(dissa-sfied(with(the(
materials(available(to(them
“
”
Tomlinson((1998),(p.(261

9. @CameronRomney
Amiryousefi(&(Ketabi((2011)
PRO(Arguments:
1:((Culture(of(teaching(and(learning
2:(Organiza-on(and(content:(
writers(and(editors(are(professionals

10. @CameronRomney
...a(textbook(is(an(effec-ve(repertoire(of(materials,(
exercises(and(ac-vi-es,(a(reference(source,(a(preO
determined(syllabus,(and(a(source(of(crea-vity(
which(reflects(research(findings(and(students’(needs.
“
”
Amiryousefi(&(Ketabi((2011),(p.(216

11. @CameronRomney
Amiryousefi(&(Ketabi((2011)
ANTI(Arguments:
1:((SocialOcultural(components
2:(Organiza-on(and(content:(
theore-cal(problems(and(design(flaws

12. @CameronRomney
textbooks(...(do(not(admit(the(winds(of(change(from(
research,(methodological(experimenta-on,(or(
classroom(feedback
textbooks(have(been(in(many(respects(an(educa-onal(
failure
“
“
”
” Sheldon((1988),(p.(239
Swales((1980),(p.(11

13. @CameronRomney
many(coursebook(procedures(have(become(
accepted(as(dogma(to(be(followed,(even(though(
there(is(likle(research(or(even(anecdotal(evidence(to(
support(them((((p.(20
theore-cally(unsubstan-ated((((p.20
there(is(a(weak(match(between(theory(and(prac-ce(((p.(15
Tomlinson((2013)
“
“
“ ”
”
”

14. @CameronRomney
...writers(...(rely(heavily(on(retrieval(from(repertoire,(
cloning(successful(publica-ons(and(spontaneous(
‘inspira-on’((
...replica-ng(previous(materials,(adap-ng(ac-vity(types(
which(had(worked(for(them(before(and(relying(upon(
crea-ve(inspira-on.
...most(of(them(follow(their(intui-ons(rather(than(an(
overt(set(of(objec-ves,(principles(and(procedures.
Tomlinson((1998),(p.(4
Tomlinson((2012),(p.(152
“
“
”
”
“

15. @CameronRomney
ELT(materials(have(a(PROBLEM
They(are(NOT(being(
systema-cally(developed

16. @CameronRomney
Our(decisions(were(based(on(our(collec-ve(
experience(as(teachers
Graves((2001),(p.(1
“
”

17. @CameronRomney
randomly(occurring(‘ideas(for(things(to(do’(...(puong(
them(together(...(so(that(they(become(‘plans(looking(for(a(
goal’
the(most(important(thing(is(to(get(students(mo-vated,(
keep(them(interested(and(do(something(worthwhile(in(
class(...(if(this(is(achieved,(learning(will(inevitably(happen.
Woods((1996),(p.(174
Woodward((2001),(p.(187
“
”
“
”

18. @CameronRomney
Many(teachers,(however,(first(concentrate(on(materials(
and(ac-vi-es,(craping(useful,(interes-ng(lessons(without(
thinking(too(much(about(goals(first.(Aper(teaching(they(
may(reflect(on(what(happened(in(the(lesson(and(thus(
draw(conclusions(about(what(goals(the(students(have(
achieved.
Woodward((2001),(p.(185
“
”

19. @CameronRomney
Teachers(are(collectors(of(
ac-vi-es
Writers(are(curators(of(
ac-vi-es

20. @CameronRomney
What(can(we(do(about(it?

21. @CameronRomney
Instruc-onal(
Design

22. @CameronRomney
Heinich,(Molenda,(Russell(&(Smaldino

23. @CameronRomney
Dick,(Carey(&(Carey

24. @CameronRomney
Morrison,(Ross,(Kalman(&(Kemp

25. @CameronRomney
ADDIE

26. @CameronRomney
ADDIE(is(not(a(specific,(fully(elaborated(model(in(its(
own(right,(but(rather(an(umbrella(term(that(refers(to(a(
family(of(models(that(share(a(common(underlying(
structure
Branch((2009),(p.(5
“
”

27. @CameronRomney
Analysis
Design
Development
Implementa-on
Evalua-on

28. @CameronRomney
Analysis

29. @CameronRomney
Analysis(is(used(to(iden-fy(the(
performance(gap,(instruc-onal(
situa-on(and(learning(outcomes

30. @CameronRomney
What(the(students(need(to(learn

31. @CameronRomney
ESP(Needs(Analysis
the(specific(purposes(for(which(the(learner(will(use(
the(language,(the(kind(of(language(to(be(used
a(breakdown(of(what(learners(do(in(their(jobs
Ellis(&(Johnson((1995)
“ ”
“
”
p.(72
p.(222

32. @CameronRomney
ESP(Needs(Analysis
Some(learners(have(very(specific(needs(...(for(
example,(they(...(need(help(answering(the(company(
telephone...
...learners(with(a(par-cular(roles(or(func-ons,(
such(as(secretaries,(accountants,(or(technicians
Frendo((2005),(p.(2
“
”
“
”

33. @CameronRomney
What(about(General(English?
Is(it(possible(to(do(a(needs(
analysis?

34. @CameronRomney
What(about(General(English?
It(is(open(argued(that(the(needs(of(the(General(
English(learner((...(are(not(specifiable.
Hutchinson(&(Waters((1987),(p.(53
“
”
...‘to(improve(their(English‘(...((‘improve(your(conversa-on(
skills’
Woodward((2001),(p.(184
“
”

35. @CameronRomney
What(about(General(English?
language(learning(is(a(slow(process(that(happens(
gradually(as(percep-on(ships,(as(knowledge(and(
skill(slowly(improve(and(are(refined(...(students(
open(plateau(for(long(periods(and(seem(to(have(an(
internal,(natural(syllabus
“
Woodward((2001),(p.(187
”

36. @CameronRomney
If(it(exists(in(English
the(students(need(to(
know(it

37. @CameronRomney
Anecdote
tag(ques-ons

38. @CameronRomney
Other(kinds(of(analysis
The(second(type(of(analysis,(task(analysis,(is(
employed(to(specify(and(categorize(the(language(
skills(required(to(carry(out(realOworld(
communica-ve(tasks
“
Nunan((1988),(p.(18
”

39. @CameronRomney
Another(kind(of(analysis
Authen-c(Analysis

40. @CameronRomney
Tag(Ques-ons
Two(purposes:
1.(If(you(expect(the(listener(will(agree(with(you((falling(intona-on)
2.(Asking(for(informa-on((rising(intona-on)
Richards((1991);(Murphy((1993);(Swan((1995);(Azar((2002)(

41. @CameronRomney
Murphy((1993),(p.74

42. @CameronRomney
BNC(Corpus(examples
A:(That's(what(he(talked(about(at(the(S.W.G.(isn't(it?(
B:(Yes(it(is.(
A:(It's(hard(work(this(isn't(it?(
B:((laughing)(I(need(some(tea!((laugh)(Anyone(need(a(
cup(of(tea?

43. @CameronRomney
BNC(Corpus(examples
A:(Well.(Infrastructure's(theirs(isn't(it?
B:(Erm,(but(I(think(we(have(a(duty(to(our(organiza-on(to(
determine(what(we(want(to(do.
A:(You(want(me(to(see(if(I(can(find(Mick(don't(you?(
B:(Mick(who?
A:(Mick.((pause)(

44. @CameronRomney
((brief)(BNC(Corpus(results
1.(Almost(never(answered(gramma-cally
2.(Commonly(used(to(introduce(a(new(topic,
(((((((ice(breakers,(or(transi-ons(in(conversa-on
3.(Commonly(used(to(confirm(agreement
(((((((in(formal(situa-ons*(like(mee-ngs,(etc.
4.(Rarely(used(to(ask(for(informa-on

45. @CameronRomney
Authen-c(Analysis
Corpus(studies
Pragma-cs
Discourse(and(conversa-on(analysis
Vocabulary(profilers((Lextutor)

46. @CameronRomney
Design

47. @CameronRomney
Design(is(crea-ng(objec-ves(for(
learning(outcomes

48. @CameronRomney
Objec-ves
...clear,(precise(statements(about(what(the(students(should(
be(able(to(do(when(they(complete(their(instruc-on
Dick,(Carey(&(Carey((2009),(p.(111
“
”

49. @CameronRomney
Many(teachers,(however,(first(concentrate(on(materials(
and(ac-vi-es,(craping(useful,(interes-ng(lessons(without(
thinking(too(much(about(goals(first.(Aper(teaching(they(
may(reflect(on(what(happened(in(the(lesson(and(thus(
draw(conclusions(about(what(goals(the(students(have(
achieved. Woodward((2001),(p.(185
“
”
...‘to(improve(their(English’(...((‘improve(your(
conversa-on(skills’
Woodward((2001),(p.(184
“ ”

50. @CameronRomney
NOT(
precise(statements

51. @CameronRomney
Two(kinds(of(Objec-ves
Terminal(objec-ves(
and(
Enabling(objec-ves(
Morrison,(Ross,(Kalman(&(Kemp((2011)

52. @CameronRomney
Department(/(Degree
Course(/(Syllabus
Chapter(/(Unit
Lesson
Ac-vity

53. @CameronRomney
CEFR(can(do(statements
I(can(agree(and(disagree(politely,(
exchange(personal(opinions,(nego-ate(
decisions(and(ideas
“
”
Imig(&(O’Dwyer((2010),(p.(7

54. @CameronRomney
Students(can(agree(and(disagree(politely
Terminal(Objec-ve

55. @CameronRomney
How(do(English(speakers(speak(politely?
Modals
=
Politeness

56. @CameronRomney
Analysis:
How(do(English(speakers(speak(politely?
161(distancing
Certain(structures(can(be(used(to(make(a(speaker’s(
requests,(ques-ons,(or(statements(seem(less(direct(,(
more(‘distant’(from(reality((and(therefore(more(polite)...
Another(way(of(distancing(sugges-ons(from(reality(is(to(
make(them(condi-onal...
Swan((1995),(pp.(158O160
“
”

57. @CameronRomney
It(would(be(beker(IF(we(took(
the(3:00(train.
I(want(to(take(the(3:00(train.
VS

58. @CameronRomney
Enabling(Objec-ves
•Students(understand(the(concept(of(distancing
•Students(can(recognize(condi-onal(statements(when(used(
for(distancing
•Students(can(gramma-cally(construct(condi-onal(
statements(for(distancing
•Students(can(use(condi-onal(statements(to(politely(
disagree

59. @CameronRomney
Development

60. @CameronRomney
Development(is(taking(
objec-ves(and(turning(them(
into(learning(ac-vi-es

61. @CameronRomney
Enabling(Objec-ve
Students(understand(the(concept(of(distancing
Direct(instruc-on(from(the(teacher,(e.g.(a(lecture
Write(a(passage(about(distancing,(e.g.(a(reading(ac-vity

62. @CameronRomney
Enabling(Objec-ve
Students(can(recognize(condi-onal(statements(
when(used(for(distancing
Modeling(ac-vity,(e.g.(scripted(dialogue
Analysis(ac-vity,(e.g.(decide(if(condi-onal(statement(is(
distancing(or(not

63. @CameronRomney
Enabling(Objec-ve
Students(can(gramma-cally(construct(
condi-onal(statements(for(distancing
Grammar(ac-vi-es,(e.g.(fill(in(the(blank,(match(the(
sentence(halves,(rewrite(the(sentences.

64. @CameronRomney
Enabling(Objec-ve
Students(can(use(condi-onal(statements(to(
politely(disagree
Role(plays,(e.g.(student(role(play(a(disagreement(situa-on(
Wri-ng(ac-vity,(e.g.(students(write(disagreement(sentences

65. @CameronRomney
Implementa-on

66. @CameronRomney
Implementa-on(is(how(teachers(
use(the(materials

67. @CameronRomney
Materials(‘as(they(are’(...(‘materials(in(
ac-on’
Liklejohn((1998),(p.(191
“
”

68. @CameronRomney
Teachers(Guides
Write(a(teachers(guide

69. @CameronRomney
Teachers(Guides
Glorified(answer(keys

70. @CameronRomney
Teachers(Guides
Objec-ves

71. @CameronRomney
Teachers(Guides
NOT(very(user(friendly

72. @CameronRomney
Evalua-on

73. @CameronRomney
...evalua-on(is(used(for(the(purposes(of(making(
judgments(about(the(worth(or(success(of(...(lessons,(
programs,(projects
Morrison,(Ross,(Kalman(&(Kemp((2011),(p.(272
“
”

74. @CameronRomney
Evalua-on(is(to(determine(how(
effec-ve(the(materials(are

75. @CameronRomney
Forma-ve(evalua-on
and(
Summa-ve(evalua-on
Morrison,(Ross,(Kalman(&(Kemp((2011),(p.(272

76. @CameronRomney
Forma-ve(evalua-on
a.k.a(pilo-ng
...there(is(less(pilo-ng(of(material(than(previously(and(
straighzorward(reviewing(has(become(more(commonplace
Amrani((2011),(p.(269
Publishers(want(and(need(feedback(from(poten-al(endO
users(...(so(that(they(can(make(a(sale
“
”
“
”

77. @CameronRomney
Summa-ve(evalua-on
There(is(no(real(opportunity(to(gradually(review(and(refine(
materials(already(in(use
Amrani((2011),(p.(269
Once(printed,(the(materials(are(fixed(for(years...
“
”“
”

78. @CameronRomney
...materials(whether(they(be(for(publica-on(or(tomorrow’s(
lesson,(need(to(be(constantly(evaluated(and(revised.(
Materials(should(keep(changing
Tomlinson((1998),(p.(146
“
”
...with(any(materials(development(pilo-ng(and(revision(are(
essen-al(steps(in(the(process
McGrath((2002),(p.(94
“ ”

79. @CameronRomney
ADDIE

80. @CameronRomney
Image(from(Wikipedia