ELT (e-)materials design and evaluation 3301-ZJ-JS005
The course has a two-part structure: the opening classes are devoted to the principles of materials selection, adaptation, design and evaluation. The latter part of the course offers students ample hands-on experience in evaluating critically selected ELT materials.
Meeting 1: Introduction to the course. ELT coursebooks: likes and dislikes. Heuristics for materials evaluation. The figure of the learner. Dimensions of age group characteristics. Styles, strategies, VAKOG, MI. Implications for materials design.
Meeting 2: A post-methods and a post-communicative perspective on ELT materials. A recap of principles of lesson planning. Learner autonomy, guided-discovery, induction and the role of the teacher. ELT coursebooks across time.
Meeting 3: ELT materials and AI [Artificial Intelligence]: what to employ, what to avoid, and why.
Meeting 4: ELT materials for young learners (kl.1-3) – a brief overview. Materials for older children (kl.4-6): an introduction plus practical workshop.
Meeting 5: ELT materials for young teenagers (kl.7-8): an introduction plus practical workshop.
Meeting 6: ELT materials for older teenagers (LO) and young adults: an introduction plus practical workshop.
Meeting 7: Final evaluation.
ADDITIONAL REMARKS:
Attendance is obligatory. Two absences are allowed.
The use of artificial intelligence (AI) tools in the classroom is governed by the rules set forth in Resolution No. 16 of the Teaching Council for the programs English Studies, English Studies – Linguistics, and English Studies – Literature and Culture of 9 December 2025.
https://ia.uw.edu.pl/fileadmin/ilustracje/dokumenty/2026/RD_IA_2025_UCHWALA_nr16_narzedzia_AI_nowelizacja_ZAL2_EN.pdf
The governing act is: RESOLUTION No. 98 OF THE UNIVERSITY COUNCIL FOR TEACHING AND LEARNING of 8 December 2023 on the guidelines for the use of artificial intelligence tools in the education process https://dokumenty.uw.edu.pl/dziennik/DURK/Lists/Dziennik/Attachments/134/EN.DURK.2023.98.UURK.98.pdf
The acceptable level of AI use in a given course may be defined on the basis of “The AI Assessment Scale”, https://aiassessmentscale.com/
1. No AI
2. AI Planning
3. AI Collaboration
4. Full AI
5. AI Exploration
Course coordinators
Type of course
Mode
Learning outcomes
Knowledge
Students will have in-depth familiarity with:
K_W01 advanced terminology, theory and research methods corresponding to the state of the art in the discipline of linguistics with particular focus on materials for ELF learning and teaching, in accordance with their chosen specialization (and educational path)
K_W04 concepts and principles concerning the protection of intellectual property and copyright
Abilities
Students will be able to:
K_U01 apply the advanced terminology, theories and methods of linguistic research to solve complex and original research problems, with particular focus on materials for ELF learning and teaching, in accordance with his/her chosen specialization (and educational path)
K_U04 apply the concepts and principles of intellectual property protection and copyright law
Social competences
Students will be ready to:
K_K01 critically appraise their knowledge and content obtained from various sources
K_K02 recognize the importance of knowledge in solving cognitive and practical problems; consult experts when required
Assessment criteria
- term paper (50%) (verification of outcomes: W, U, K)
- final oral test (50%) (verification of outcomes: W, U, K)
Practical placement
- N.A. -
Bibliography
Bolitho, R. and Tomlinson, B. (2009). Discover English. Macmillan Books for Teachers.
Brown, C. (2023). How well do materials evaluation schemes empower users to detect problematic social group portrayals within ELT materials? A corpus analysis. IARTEM e-journal, 15(1), DOI: https://doi.org/10.21344/iartem.v15i1.973
Cunningsworth, A. (1995). Choosing Your Coursebook. Macmillan Heinemann.
Ellis, R. (1997). The empirical evaluation of language teaching materials, ELT Journal, 51(1), 36–42, https://doi.org/10.1093/elt/51.1.36
Harmer, J. (2015). The Practice of English Language Teaching. Pearson.
Isik, A. (2018). ELT materials evaluation: A system and criteria. Theory and Practice in Language Studies, 8(7), 797–812. https://doi.org/10.17507/tpls.0807.11
Krajka, J. and Możejko, Z. P. (2011). A Framework for evaluating digital coursebooks. Academic Exchange Quarterly, 15(1), 167-173.
McGrath, I. (2002). Materials Evaluation and Design for Language Teaching. Edinburgh University Press.
Scrivener, J. (2013) Learning Teaching (3rd edition). Macmillan.
Sheldon, L. (1988). Evaluating ELT Textbooks and materials. ELT Journal, 42(4), 237–246. https://doi.org/10.1093/elt/42.4.237
Tomlinson, B. (ed.) (2003). Developing Materials for Language Teaching. Continuum.
Tomlinson B. (2017). The Complete Guide to the Theory and Practice of Materials Development for Language Learning. John Wiley & Sons.