Materials Development and Assessment
Materials development refers to all the processes made use of by practitioners who produce and/or use materials for language learning, including materials evaluation, their adaptation, design, production, exploitation and research of language teaching materials. Material assessment is a part of Material development. It is the activity which measures the value of a set of learning materials by making judgments about the effect of the materials on the people using them. It tries to measure, for example: appeals of the materials to the learners; materials validity/flexibility; materials ability to interest the learners; materials potential learning value; delivery & assessment.INTEREST(S)
Developing EAP/ESP materialsMaterials EvaluationTesting of four skills: listening, speaking, reading, and writingTechnology and computer-based assessmentMethods and techniques in developing assessment instruments
VISION
To be at the forefront of shaping language education through research in materials development and assessment, facilitating the creation of effective, culturally sensitive, and technology-enhanced learning materials and assessment tools that align with contemporary educational needs.
MISSION
To explore, innovate, and critically examine the realms of materials development and assessment in English language education, encompassing the creation and evaluation of EAP/ESP materials, testing of listening, speaking, reading, and writing skills, and exploring technology-based assessment methods.
MEMBER(S)
Impact Assessment of Materials Development on University Education
Materials Development: This involves the creation of pedagogically strong, adoptable, and adaptable teaching materials. The materials can be linguistic, visual, auditory, or kinesthetic, and they can ...
A systematic review of the empirical studies identifying forms, causes, effects, and preventives of cyberbullying
With the unavoidable usage of the internet of things (IoT), cyberbullying is a rapidly growing problematic issue among adolescents around the globe. Thus, there is a need to root out the causes, forms...
Highlight the potential of AI ChatBots Mobile as a Teaching Model to improve motivation and achievement in learning among EFL students for AI Age
The use of artificial intelligence in EFL is growing as humans can have natural-sounding conversations with computers and robots. It has been acknowledged that the efficacy of using artificial intelli...
Content and Value Integrated Learning: Perspectives, Curriculum and Perceptions in the Private University Contexts of Bangladesh
The legitimacy of commoditization of higher studies has always been an issue of constant debate in Bangladesh. Some consider higher studies as basic right and some as privilege. Another debate persists on whether the nature of higher studies should be of a ‘product’ sold to the students as major stakeholders/consumers, or of ‘education’ as noble vocation enlightening and nurturing human values. In this consumerist world the necessity of teaching ethics, values and humanity seem to secure optional or marginal position witnessing more emphasis on content teaching of the subjects which appear necessary in shaping the prospective graduates as sellable individuals in the job market. Since ultimate vision of teaching and learning is expected to be the reshaping or building of good human being, the teaching of ethics and values should be integrated along with the content teaching of the concepts or ideas or subjects in undergraduate programs. Hence, the vision of developing professional ethics, community ethics, self-esteem, personality and character should be reflected in and taught through the curriculum. Are human values and ethics emphasized in the objectives of the curriculum and course content of the department of English in Bangladeshi private universities? Though some of the private university curriculums incorporate the teaching of humanity in courses like Ethics and Culture, Introduction to Ethic, Art of Living under different programs, the rest of them tend to seldom bother about the necessity of institutionally teaching and learning humanism. This paper aims at identifying the gap or vacuum created by the absence of humanizing study contents in the undergraduate English curriculum of the private universities in Bangladesh as well as providing a proposition how university curriculum might be adjusted to fill this vacuum by integrating content and value learning together adopting a holistic approach to nurture humane and moral behavior.