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BEYOND THE TEXTBOOK: CRAFTING ENGAGING AND CULTURALLY
RELEVANT EFL MATERIALS
Asadbek Khabibullaev
Silk Road Innovations University
EFL Instructor
Email:
Abstract:
It describes the development and adaptation processes of instructional materials for
14-16-year-old learners of English as a Foreign Language in Almalyk, Uzbekistan. The paper is
focused on the descriptive characteristics of the learners, the analysis of their educational needs,
and a portfolio presenting the modified materials that attempt to make classes more engaging,
culturally relevant, and technologically integrated. In these materials, reflections upon changes
made and how they now align with current theories in TESOL materials development are
discussed in great detail with a focus on learner-centered approaches.
Introduction:
The backbone of successful language teaching is the development of effective
instructional materials. In the contexts where English is taught as a foreign language, developing
materials that closely meet the particular cultural and linguistic needs of learners, which also
comply with their motivational needs, is very crucial. This article presents a case study in the
development of materials for a group of teenage learners in Almalyk, Uzbekistan. This study
attempts to show how the modification of the existing materials could help in making learners
more engaged and their needs met.
Part 1: Description of Learners
I have a group of 16 students learning English as a Foreign Language at a private learning center
named Seven Plus Academy in Almalyk city, Uzbekistan. They are aged between 14-16,
studying at state schools in the city. Of all learners, 8 of them are males and rest part of the
groups is females. They have both intrinsic and extrinsic motivation to acquire the English due
to the admission purposes for universities and common interests of them to explore new cultures,
watch western movies and ability to communicate with foreigners fluently. As regards their
actual linguistic abilities, they are Intermediate (B1+ and B2) learners according to the Common
European Framework of Reference for Languages [CEFR].
Regarding their prior language instructions, they attended supplementary classes and after school
as a compulsory course organized by the school authority to aid them in language acquisition.
Yet, they used to focus on form, using GTM to prepare for the entrance exams for local
Universities in Uzbekistan which drove them give up the course and look for other
supplementary classes where they can prepare for international language testing systems like
IELTS or TOEFL IBT. This can be attributed to their desire to study abroad where most of the
universities require Language Proficiency Certificates as for admission purposes. I, as a
professional EFL instructor, used placement tests and interviews to conduct needs analysis, and
results show that they face challenges in speaking, and listening due to the lack of exposure and
practice.
Individual interview results highlight what type of learners they are, indicating the belonging to
kinesthetic and visual learners, showing their preference to be involved in interactive and fun
activities alongside with visual aids.
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Concerning their access to technology, questionnaire results show that they are digitally literate
and have access to wireless internet and possess various electronic tools, ranging from tablets to
touch-screen phones.
Part 2: Materials Development Portfolio
1. Activity 1: Photo Analysis and Initial Thoughts
1.
Activity 2: Reading Comprehension
Decision: Adapt and Replace
1. Look at the photo. How old do you think the man is? Why do you think he is famous?
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2. Read the text and check your ideas.
In 1920, Uzbekistan was part of the Soviet Union, and it was during this time that Abdulmajid
Gazi was born in a small village near Tashkent. Abdulmajid grew up in a farming family and
spent his childhood helping his parents with agricultural work.
During World War II, Abdulmajid Gazi was drafted into the Soviet army but was later captured
by the Germans. He became a member of the Turkistan Legion, a unit composed of Central
Asian soldiers who fought under the German command. Despite the difficulties of his wartime
experience, Abdulmajid survived and moved to the USA after the war.
After the war, Abdulmajid faced many challenges because of his involvement with the Turkistan
Legion. However, he managed to rebuild his life, marry to a woman he loves and start a family.
He had four children and contributed to his community by working as a teacher and sharing his
experiences with younger generations.
People remember him not only for his unique and challenging wartime experiences but also for
his solid attitude, determination, and commitment to his family and community. He lived through
significant events and witnessed the transformation of Uzbekistan into an independent nation.
Abdulmajid Gazi passed way in 2023, but his legacy continues to inspire many people in
Uzbekistan. His story is a testament to the complex history and resilience of the Uzbek people.
Justification
I decided to remove the content as it is not culturally relevant to my target group learners despite
the interesting story of it. Therefore, to avoid disengagement of participants, I replaced it with
another text highlights the story of an Uzbek elderly man, using past tenses effectively to capture
my students’ attention. As Savova (2018) noted that “While commercially published materials
and textbooks for global consumption focus on Anglophone culture represented by family-,
work-, or entertainment-related topics, teachers could supplement these with discussions and
presentations about their students’ culture” (p. 5).
2. Activity 3: Grammar Identification
Decision: Supplement
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Justification
The coursebook gives limited amount of structural information regarding Past Tenses and their
usage forms. Though I introduced past tenses in previous courses such as in Elementary and Pre-
Intermediate, my students need additional explanation and revision as it has been a long time
with other teachers before coming to our LC. Therefore, I supplemented additional ppt
presentation to illustrate the past tense forms and contrasts with thorough and comprehensive
examples. This process can be called extemporization which “is a common feature of the
classrooms of experienced teachers who notice (and can usually predict) when some form of
mediation is needed between learners and the material (McGrath, 2016, p.70).
1.
Activity 5: Sentence Completion
Decision: Adapt
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Justification
There has been a shift in students’ interest in education for the last decade. Advancement in
technology and evolution of gadgets have made conventional way of teaching obsolete, urging to
modify materials based on students’ interests, and incorporate technological tools into language
teaching. As McGrath (2016) claimed “when we make changes to a coursebook ‘to suit our
particular purposes better’, what we are really trying to do is to improve the effectiveness of the
learning experience” (p. 69). Therefore, I aimed to meet my students’ learning preferences to
improve effectiveness and engagement by adapting, making changes in the activity, copying and
adding some extra sentences into the game platform – Blooket.com.
1.
Activity 6: Text Completion
Decision: Select
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Justification
We, as professionals, should be good at critical thinking to analyze materials so as to stay
informed if they are relevant or irrelevant. And, at this very moment “we should be able to
distinguish between those materials which seem directly relevant and can be used unchanged,
and those which are totally irrelevant” (McGrath, 2016, p. 66). Hence, having analyzed this
activity, I have come to an understanding that it is well relevant and appropriate for my learners,
leading me to leave it unchanged to use.
Overall Justification
In summary, the modifications made to the unit’s activities were carefully selected to enhance
student engagement, cultural relevance, and learning effectiveness. The replacement of the photo
analysis activity with a culturally relevant text about an Uzbek elder ensures that students
connect personally with material, thus increasing their motivation and interest.
In summary, the modifications made to the unit's activities were carefully selected to enhance
student engagement, cultural relevance, and learning effectiveness. The replacement of the photo
analysis activity with a culturally relevant text about an Uzbek elder ensures that students
connect personally with the material, thus increasing their motivation and interest.
Supplementing the grammar identification with additional presentation addresses the learners’
need for more comprehensive understanding of past tenses, given their previous learning gaps.
The deletion of the sentence transformation activity decision to manage class time effectively,
ensuring that more essential content could be covered. Adapting the sentence completion activity
to include and interactive game on Blooket.com aligns with the students’ preferences for
technology-enhanced learning, making the activity more engaging and fun. Finally, remaining
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the text completion activity unchanged was justified as it was found to be directly relevant and
effective for the learners’ level and needs. By making these changes, I intend to create a more
relevant and effective learning experience for my students.
Part 3: Reflection
#1. Photo Analysis and Initial Thoughts Reflection
For the "Photo Analysis and Initial Thoughts" activity, I replaced the original content with a
story about an Uzbek elder to make it more relatable to my students. Savova (2018) suggests that
incorporating cultural contexts can boost student engagement and motivation. By using a
culturally relevant story, I aim to create a stronger connection between the students and the
material, making the learning experience more meaningful.
#2. Reading Comprehension Reflection
I adapted the "Reading Comprehension" text to better fit my students' cultural background.
McGrath (2016) emphasizes the importance of using relevant materials to keep students
interested and engaged. The new text, featuring an Uzbek figure, helps students relate their
learning to their own culture, fostering a deeper understanding and appreciation of the content.
#3. Grammar Identification Reflection
In the "Grammar Identification" activity, I added a PowerPoint presentation to provide more
detailed explanations of past tenses. McGrath (2016) highlights the need for mediation between
learners and materials to ensure comprehension. The additional resource addresses my students'
previous learning gaps and reinforces their understanding of past tenses.
#4. Text Completion Reflection
I kept the "Text Completion" activity unchanged because it is directly relevant and effective for
my students' level and needs. McGrath (2016) advises evaluating materials for relevance and
suitability. By maintaining this activity, I ensure that it contributes effectively to the students'
language development.
#5. Interactive Game on Blooket.com Reflection
Transforming the sentence completion activity into an interactive game on Blooket.com aligns
with my students' interest in technology-enhanced learning. Savova (2018) notes that digital
tools can boost engagement and motivation. The interactive game makes learning fun and
engaging, while also reinforcing their digital literacy skills.
#6. Sentence Transformation Reflection
I decided to delete the "Sentence Transformation" activity to better manage class time. McGrath
(2016) recommends prioritizing essential content to avoid overloading students. By removing
this activity, I ensure that we can focus on more crucial content, maximizing the effectiveness of
each lesson.
Conclusion
The given case study justifies how instructional materials should be designed to meet the unique
needs of EFL learners. Teachers who can integrate culturally relevant content, interactive
technologies, and learner-centered approaches will be better positioned to establish a more
engaging and effective language-learning environment. Further research could usefully explore
long-term impacts on learner proficiency and motivation.
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Materials evaluation and design for language teaching.
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