Developing a training module for Malaysian English language teachers to create innovative ELT materials

Abstract

The shortcomings of the preponderant global English language teaching coursebooks necessitate providing local educators with opportunities for professional growth in materials development. As a response, the “Innovations in Materials Development” (IMD) module was developed to provide materials development training for Malaysian English language teachers. The module focuses on the creation of localized and multimodal ELT materials, particularly graphic oral histories. The IMD module’s development followed a systematic three-phase approach: analysis, design/development, and implementation/evaluation. During the analysis phase, the researcher conducted in-depth interviews with five English language teachers to assess the module’s necessity and understand their training requirements. Findings indicated that the teachers were interested in taking on the role of materials developers but lacked the requisite experience and training. Within the scope of the prospective module, the teachers expressed a need for training that covered ELT materials development principles and the utilization of oral history and graphic novels as instructional devices. Additionally, the teachers emphasized the importance of practicality in the training, along with opportunities for group work, guidance, and samples of materials. In the design/development phase, TESL experts reviewed the module’s design and approved its content, validating the module as a materials development training tool. Finally, during the implementation/evaluation phase, the module was successfully delivered over a period of 16 weeks, involving 48 participating teachers. The researcher evaluated the trainees’ experiences with the module (satisfaction, professional growth, and challenges) through interviews, reflections, and video recordings of group presentations. The findings indicated that the teachers appreciated the module due to its originality, scaffolding, and practicality. Despite a few reported challenges, the teachers acknowledged the module’s professional value by enabling them to create innovative materials that cater to their students’ needs. Furthermore, the teachers recognized the module as a valuable opportunity for their professional development, enhancing their knowledge, motivation, confidence, creativity, and collaboration. This thesis provides profound insights into addressing the shortcomings of global ELT materials, designing effective teacher training modules, and empowering local English language teachers professionally. It encompasses practical, pedagogical, and theoretical aspects, poised to invigorate ELT in Malaysia and similar contexts.