EDUCATIONAL TECHNOLOGY (ENGLISH, THESIS)
Master	TR-NQF-HE: Level 7	QF-EHEA: Second Cycle	EQF-LLL: Level 7

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT5002	Course and Materials Evaluation and Development in ELT	Spring	3	0	3	12

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Departmental Elective
Course Level:
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi AYLİN TEKİNER TOLU
Recommended Optional Program Components:	None
Course Objectives:	This course presents an overview of major trends in materials design for English language teaching. These are presented according to theoretical principles, and their strengths and weaknesses are analyzed. Students discuss current issues in syllabus and materials' design such as task-based language teaching and content-based instruction.

Learning Outcomes

The students who have succeeded in this course;
1. Students can critically analyze the language curriculum/syllabus/course and teaching materials.
2. Students can critically select, analyze and evaluate teaching materials.
3. Students can articulate and develop their own criteria for theories/philosophy of language curriculum designs & materials evaluation.
4. Students can select, adapt, and create English language teaching materials based on discussed principles.

Course Content

Major approaches to the ELT field and syllabus creation are investigated through a discussion of needs analysis, course objectives and course evaluation. Course book materials are examined then supplemented or replaced in accordance with specific course objectives and learners’ needs. Students become familiar with a variety of materials. Opportunities are provided for critiquing, developing and adapting materials for a wide range of contexts and target groups.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Course introduction
2)	Overview of language teaching approaches McDonough and Shaw, “The Framework of Materials and Methods.” & “The Impact of the Communicative Approach.”
3)	Materials Design and Development McDonough and Shaw, “Reading Skills,” “Listening Skills” Tomlinson, Ch. 5 A framework for materials writing (page 107-134)
4)	Materials in language teaching Tomlinson: “A Glossary of Basic Terms for materials development in language teaching” & Introduction: principles and procedures of materials development
5)	Materials in language teaching Tomlinson Ch. 10 (pages 236-266)
6)	Evaluation and adaptation of materials McDonough and Shaw “Evaluating ELT Materials,” “Adapting Materials”
7)	Current Approaches to Materials Design
8)	Materials Design and Development McDonough and Shaw, “Reading Skills,” “Listening Skills” Tomlinson, Ch. 5 A framework for materials writing (page 107-134)
9)	Materials Design and Development McDonough and Shaw, “Speaking Skills,” “Writing Skills” “Integrated Skills”
10)	CALL Materials Tomlinson, Part D. Chp 12 (pages 303-328) Use an open source software- Web 2.0 tool- to create a material & present it to the class
11)	CALL Materials Technology Tomlinson, Part D. Chp 12 (pages 328-352) Use an open source software- Web 2.0 tool- to create a material & present it to the class
12)	Guest speaker Coursebook material development and promoting them
13)	Final Project Presentations: Coursebook evaluations
14)	Final Project Presentations: Comparison of coursebooks

Sources

Course Notes / Textbooks:

Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press

References:

McKay, S. L. (2003). Toward an Appropriate EIL Pedagogy: Re-Examining Common ELT Assumptions. International Journal of Applied Linguistics, 13 (1), 1-22.
Graves, K. (2001). Teachers as course developers. Cambridge: Cambridge University press.
Cummingsworth, A. (1995). Choosing your coursebook. Heinemann.
Nunan, D. (1993). Syllabus design. Oxford: Oxford University Press.
White, R. (1993). The ELT curriculum: design, innovation, and implementation. Blackwell.
Yalden, J. (1987). The communicative syllabus: evolution, design and implantation. Prentice-Hall.
Breen, M. (1985). Authenticity in the language classroom. Applied Linguistics, 6 (1), 60-70.
Clarke, D. F. (1989). Materials adaptation: why leave it all to the teacher? ELT Journal, 43 (2), 133-141.
Sheldon, L. E. (1988). Evaluation ELT textbooks and materials. ELT Journal, 42 (4), 237-246.
Tomlinson, B. (2005). Materials development in language teaching. Cambridge: Cambridge University Press.
Edge, J. & Wharton, S. Autonomy and development: living in the materials world (295-311)
Long & Crooke. (1992). Three approaches to task-based syllabus design. TESOL Quarterly,
Johnston, B. (2003). Values in English language teaching. Mahwah, NJ: Lawrence Erlbaum.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 10
Homework Assignments	6	% 30
Presentation	1	% 10
Project	1	% 20
Final	1	% 30
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 50
PERCENTAGE OF FINAL WORK		% 50
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Application	6	8	48
Presentations / Seminar	1	3	3
Project	2	30	60
Homework Assignments	4	8	32
Paper Submission	1	6	6
Final	1	3	3
Total Workload			194

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications.
2)	To be able to comprehend the interdisciplinary interaction with which the field is related.
3)	To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field.
4)	To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines.
5)	To be able to solve the problems encountered in the field by using research methods.
6)	To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data.
7)	To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary.
8)	To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning.
9)	To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field.
10)	To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes.
11)	To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies.
12)	Being able to independently carry out a work that requires expertise in the field.
13)	To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility.
14)	Being able to lead in environments that require the resolution of problems related to the field.