Abstract:

Developing new and original materials for language learning or selecting, evaluating and adapting existing ones, regardless of the teaching setting and medium, is important for the success of the teaching process and, consequently, for learning. This is particularly true about distance learning or independent learning using a piece of software where the contact between the learner and the language itself is restricted to interactions with pre-prepared materials delivered via the system, and where the teacher is intended to play only a supporting role. However, in order for the learning materials to be valid, efficient and effective, the relevant literature proposes a set of principles that should serve as guidelines before, during and after the process of their development.

The paper at hand describes the main principles of a novel methodology for developing and organising language learning materials. The methodology was first employed in the process of building a content database of the web-based adaptive language learning system called LLS developed at our institution. The paper discusses how the proposed methodology relates to the existing general principles laid out in the relevant literature on materials development and recounts the experience of how it was applied to creating testing, practice and learning materials for improving reading skills of English language learners.

The introductory part of the paper sets out to outline the learning context and organisation of the LLS system that is based on the Common European Framework of Reference for Languages (CEFR) by examining the relationship between the CEFR descriptors and the elements of materials, namely texts, tasks and task types. The main part of the paper focuses on the details of the new methodology that takes into account (1) the differences in the CEFR level between linguistic competences and the CEFR level of learning materials; (2) the ways in which learning materials are used to check lexical, grammatical and semantic linguistic competences; (3) the characteristics of written texts that make up learning materials; and (4) the types of testing items included in the learning materials and their variants across different CEFR levels. Furthermore, it provides a detailed overview of the resulting analysis grid that offers opportunities to systematically pinpoint the relevant characteristics of learning materials and allows the materials to be prepared for an easier inclusion into the learning software (namely, LLS). The final part of the paper offers a concrete example of how to apply the proposed methodology for selecting, adapting and evaluating a learning material intended to be used for reading comprehension.

Keywords:

Educational materials, foreign language learning, computer assisted language learning, intelligent tutoring systems, e-learning.