ELT Materials and Curriculum Development_Article Review.pptx

There are some important scientific articles in curriculum development. Want to know more? Let's read!

1. English as a compulsory subject Focus on speaking skills Common problems in speaking Need for effective learning materials Natural Order Hypothesis as theoretical basis Background 1 Developing speaking skill learning materials based on Natural Order Hypothesis Research aim To develop speaking skill learning materials based on the Natural Order Hypothesis and test their acceptability among non-English major students.

2. Respondents 30 non-English major students from semester 1. Selected using purposive sampling based on Gay et al. (2012). Instruments Post-use evaluation questionnaire with 51 items . Based on: Speaking skill components (Harris, 1974; Brown, 2004) Material development criteria (Tomlinson & Masuhara, 2013) National standards (BNSP, 2014) . Methods 2

3. Procedures Research design: Design-Based Research (DBR) (Anderson & Shattuck, 2012). Four cycles (Herrington et al., 2007) Data Analysis Used Sugiyono’s (2015) formula to calculate material acceptability. 3

4. 4 Findings: The main problems faced by non-English major students in speaking included limited vocabulary, grammatical errors, poor pronunciation, shyness, anxiety, and an unsupportive learning environment. The developed materials consisted of several units focusing on grammatical morphemes in line with the Natural Order Hypothesis , combined with interactive speaking activities. The field trial showed an acceptability rate of 86.37% (highly acceptable) , meaning the materials were effective and feasible for use. Students’ speaking skills improved after using the materials, although some still experienced long pauses when speaking.

5. 5 Developing Mobile Website-Based Learning Media for Students to Learn Speaking in English Method 02 Research and information collection Planning Development Background 01 Struggle with diction, grammar and pronunciation Not ready to enter the digital education era Lack of digital learning media for speaking The purpose: to develop a mobile website-based learning media Characteristics need : accessible, user friendly and interactive feature Borg and Gall’s Reseach and Development (R&D) Design validation Design revision Implementation

6. Developing Mobile Website-Based Learning Media for Students to Learn Speaking in English Communicative Language Teaching (CLT) theory – The study emphasizes that speaking is used for communicative purposes and that teachers should create communicative environments (referencing Talley & Hui-ling, 2014). This aligns with CLT principles focusing on real communication and interaction. Multimedia Learning Theory (Richard Mayer, 2009) The mobile website’s audiovisual design follows this theory, helping students remember vocabulary, pronunciation, and sentence patterns better through combined visual and auditory cues. Mobile Learning (m-Learning) Theory Mobile learning theory focuses on learning flexibility, accessibility, and interactivity using portable digital devices (like smartphones) Theory used 6

7. 7 Developing Mobile Website-Based Learning Media for Students to Learn Speaking in English 5. Design revision Learning material were based on basic competencies 3.6 and 4.6 on the 2013 curriculum Learning media was developed using a website platform Learning material will be presented in explanatory text and learning video Product validation is carried out through an evaluation Field trials were conducted 2. Planning Appearance and functional aspects Students’ need The achievement of research objective 6. Implementation The learning materials development team produced the website A learning video was developed based on the conversation script The website was created ro present the learning materials Presenting learning materials on the website Arrangements of product validation instrument 3. Development Carried out through field trials Level of product feasibility User feedback Observation Learning activities were applied by conventional methods Lacked digital or interactive speaking media Interview Strong need for technology-based speaking media, especially one that is easy to access, user friendly and include interactive features 1. Data and information collection (Need analysis) Submit assessment questionnaire to media experts Learning media has reached feasibility with a cumulative percentage of 88% 4. Design validation

8. The study successfully developed a mobile website-based learning media that is feasible and effective for teaching speaking in English. Validation scores from media experts (88%), material experts (87%), and students (87.5%) confirmed the product’s reliability and usability. The website helped students engage in speaking practice through audiovisual materials, making learning more attractive and interactive compared to conventional methods. For future improvement, the researchers recommended collaboration with professional website illustrators and designers to enhance visual appeal and user experience. They also suggested expanding the range of learning materials so students can enjoy a richer and more comprehensive digital learning journey. The conclusion 8 Developing Mobile Website-Based Learning Media for Students to Learn Speaking in English

9. Research on the Development of Principles for Designing Elementary English Speaking Lessons using Artificial Intelligence Chatbot (By Han & Lee, 2024) South Korean Elementary students only have 2-3 hours to learn English Not sufficient time to practice speaking Teacher have limited time to give personalised feedback Varied English skills among students Why AI : easy. Practical Instant feedback Reduce anxiety Background 9 Research Questions 1. What are the principles for designing elementary English speaking lessons using AI chatbots? 2. Are the principles for designing elementary English speaking lessons using AI chatbots valid?

10. Recent studies focused on general function of chatbot AI Focused on older learners Few studies propose clear principles on how to design lesson using chatbot AI Develop detailed guidelines for teachers to design English speaking lesson using AI chatbot Teachers will have clear framework (principle and guideline) how to develop english speaking lesson using chatbot AI Facilitate the gap between slow and fast learners Chat bot AI be the supplementary materials or partial replacement for native speakers Research Gap Purpose and Expected Outcome

11. Communicative Language Teaching (Richards, 2005) English learning should focus on real-life communication and interaction rather than grammar drills. Theories Used Task-Based Learning (Prabhu, 1987) Learners acquire language by performing meaningful tasks in authentic contexts Scaffolding Theory (Kalyuga, 2007) Learning occurs best when students receive support slightly beyond their current ability.

12. Design and Development Research (DDR) (by Richey and Klein, 2014) (Model Research) Model development: Review domestic and international literature related the use of AI in the classroom Model validation: 2 rounds of expert validation (5 professor and experienced teachers with PhDs) Model usability: 3 teachers tested in the classroom using dialogflow AI 10 principles for designing elementary speaking lessons using chatbot AI 24 detailed guideline to implement chatbot AI for speaking class Experts and teachers agreed the principles are valid, useful, and practical. Teachers said the guidelines made lesson planning easier and more systematic, though some examples should be more specific. Method Characteristics of the Media and Result

13. This study aimed to develop and validate instructional design principles for integrating AI chatbots into elementary English speaking classes. Using a Design and Development Research (DDR) approach, the researchers created an instructional framework grounded in Communicative Language Teaching (CLT) and Task-Based Learning (TBL). Through two rounds of expert validation and a usability evaluation with teachers, the study achieved strong results: The first expert validation showed generally high ratings (average ≥ 3.60) but experts recommended adding clearer examples and explanations. After revisions, the final expert validation recorded perfect agreement (mean = 4.00) confirming that the 10 design principles and 24 detailed guidelines were valid, clear, and practical for classroom use Suggestion: Extending the model to middle and high school levels to test generalizability. Developing more teacher-friendly tools Expanding instructional design to cover other language skills. Conclusion