Systematising EAP materials development : design, evaluation and revision in a Thai undergraduate reading course
Materials design and evaluation have been regarded as inseparable processes for a systematic approach to materials development. But much less attention has been paid to the role and process of revision. This study reports a two-cycle approach to reading materials development for Thai undergraduate students: a first cycle of needs analysis, initial design, implementation and evaluation; and a second cycle of revision, implementation and re-evaluation. The two cycles involved both learners and teachers in providing feedback on the materials post-use, in order to enhance learnersâ involvement and motivation and maximise their learning opportunities. The materials integrated the learnersâ specific needs, (i.e. poor L2 reading behaviours) within a theoretical framework of cognitive/metacognitive strategy instruction and collaborative work that informed the selection of reading strategies, reading texts and pedagogical tasks. In the first cycle, six units of material were implemented with reading classes in Thailand for a period of six weeks. Evaluation involved studentsâ tasks-in-process, end-of-unit and use-of-Thai-or-English questionnaires, teacherâs questionnaires, learning journals, interviews and classroom
Sudajit-apa, Melada
Language Science
Systematising EAP materials development : design, evaluation and revision in a Thai undergraduate reading course. Materials design and evaluation have been regarded as inseparable processes for a systematic approach to materials development. But much less attention has been paid to the role and process of revision. This study reports a two-cycle approach to reading materials development for Thai undergraduate students: a first cycle of needs analysis, initial design, implementation and evaluation; and a second cycle of revision, implementation and re-evaluation. The two cycles involved both learners and teachers in providing feedback on the materials post-use, in order to enhance learnersâ involvement and motivation and maximise their learning opportunities. The materials integrated the learnersâ specific needs, (i.e. poor L2 reading behaviours) within a theoretical framework of cognitive/metacognitive strategy instruction and collaborative work that informed the selection of reading strategies, reading texts and pedagogical tasks. In the first cycle, six units of material were implemented with reading classes in Thailand for a period of six weeks. Evaluation involved studentsâ tasks-in-process, end-of-unit and use-of-Thai-or-English questionnaires, teacherâs questionnaires, learning journals, interviews and classroom
eap material development design evaluation revision thai undergraduate reading course materials design evaluation regard inseparable process systematic material development much_less attention_pay role process revision study_report cycle reading material development thai undergraduate_student first_cycle need analysis initial design_implementation evaluation second cycle revision implementation re_evaluation cycle involve learner teacher provide feedback material post use order enhance learner involvement motivation maximise learn opportunity material integrate learner specific need poor reading behaviour within_theoretical_framework cognitive metacognitive strategy instruction collaborative work inform selection read_strategy read texts pedagogical task first_cycle unit material implemented reading class thailand period evaluation involve student process end unit use thai english questionnaire teacher questionnaire learn journal interview classroom