Research for Materials Development in Language Learning : Evidence for Best Practice

Tomlinson, Brian, and Hitomi Masuhara. "Published Research on Materials Development for Language Learning." Research for Materials Development in Language Learning: Evidence for Best Practice. Ed. Brian Tomlinson and Hitomi Masuhara. London: Bloomsbury Academic, 2010. 1–18. Bloomsbury Collections. Web. 1 Jan. 2019. <http:// dx.doi.org/10.5040/9781474211949.ch-001>. Downloaded from Bloomsbury Collections, www.bloomsburycollections.com, 1 January 2019, 22:07 UTC. Access provided by: Newcastle University Copyright © Brian Tomlinson and Hitomi Masuhara and contributors 2010. All rights reserved. Further reproduction or distribution is prohibited without prior permission in writing from the publishers. Published Research on Materials Development for Language Learning 1 Brian Tomlinson and Hitomi Masuhara Introduction In a plenary paper Chapelle (2008) pointed out how surprisingly little research has been published on materials evaluation. The same point could be made about the development and use of materials. If you look at the main literature on mate- rials development in recent years (e.g. Fenner and Newby, 2000; McDonough and Shaw, 2003; McGrath, 2002; Renandya, 2003; Richards, 2001; Tomlinson, 1998a, 2003a, 2008a) you will find scholarship and theory but not very much empirical investigation. If you look at major books on language acquisition and on class- room research (e.g. Allwright and Bailey, 1991; Bailey and Nunan, 1996; Doughty and Long, 2003; Ellis, 1994, 2008; Hinkel, 2005; Lantolf, 2000; Larsen-Freeman and Long, 1991; van Lier, 1988), you will find a lot of empirical investigation of the factors which facilitate language acquisition but very little reference to the role that materials play in the process. The reasons for this seem fairly obvious. Empirical investigation of the effects of materials on language acquisition requires longitudinal research involving considerable investments of time and money. It also requires a careful control of variables which would be quite easy in controlled experiments investigating such immediate phenomenon as repair but very difficult to achieve in classroom research investigating long-term and dur- able effects on language acquisition and development (Tomlinson, 2007b). How, for example, can you claim that it was a particular textbook which was respons- ible for a measured long-term outcome and not the quality of the teaching, the rapport between teacher and class or the exposure to the target language the students gained outside the textbook? Such research is possible but very demand- ing and could best be achieved by long-term collaboration between publishers and universities. Publishers do, of course, conduct research into the effects of their materials on their users but, for good reasons, such research is confidential and rarely published. Despite what we have said above there is published research on the effects of materials on their users. There is considerable research on the effects of extensive reading materials on learners of English. For example, Day and Bamford (1998), Elley (1991) and Krashen (2004) report research findings which demonstrate the BTomlinson_01_Final.indd 1 8/17/2010 12:04:02 PM 2 Research for Materials Development positive power of free, voluntary reading in facilitating language acquisition. Maley (2008) provides a review of the literature and research on extensive read- ing and lists websites which report current research projects on extensive read- ing. Possibly because of the need to justify the extra expenditure, there is also quite a large literature on the effects of CALL materials on their users, for exam- ple, Chapelle (1998, 2001), Chapelle and Lui (2007), Hubbard (2006). In addition, a number of books on materials development do include reference to research. For example, Harwood (2010) contains numerous chapters relating research- driven theory to materials development, including a chapter by Tomlinson (2010) on the principles of effective materials development. Mishan (2005), reviews the research literature on second language acquisition (SLA), especially that related to input, affect, instructed SLA, autonomous learning and consciousness raising. She concludes that, for example, authentic texts ‘provide the best source of rich and varied input for language learners’, ‘impact on affective factors essential to learning, such as motivation, empathy and emotional involvement’ and stimulate ‘whole-brain processing’ which can result in more durable learning’ (Mishan 2005, pp. 41–2). A series of books edited by Mukundan (2003, 2006a, 2006b, 2009) includes those papers from the influential MICELT materials development conferences and workshops in Malaysia which report research. For example, Chandran and Abdullah (2003) report a study of gender bias in Malaysian English Language textbooks, Mukundan and Hussin (2006) report on the use of Wordsmith 3.0 to evaluate materials, Yahaya, Abdullah and Noor (2006) report on a study of their use of Internet resources as language teaching materials, Tomlinson (2008c) reports on a study contrasting how instructions are given to people helping the speaker in real life and in textbooks, Truong and Phan (2009) report on a study of foreignness in EFL global textbooks and Menon (2009) reports on a corpus analysis of textbooks. McGrath (2002) contains a chapter which reviews the literature on studies of the effects of materials on their users and a short section in the final chapter on the research base for writing and eval- uating materials. Renanda (2003) includes research papers on textbook evalua- tion in Indonesia (Jazadi, 2003), on the use of textbooks in Malaysia (Chandran, 2003) and on localizing ELT materials in Vietnam (Dat, 2003). Tomlinson (1998a, 2003a, 2008a) focuses mainly on ideas for innovation in materials development but he does also include reference to research in his books. For example, Tomlinson (1998b) reports on major research findings in SLA and relates them to materials development and use. Tomlinson (1998c) reports on research into L1 and L2 visualisation and connects this research to materials development and use, Donovan (1998) writes one of the few published accounts of a publisher’s trialling of coursebooks, Ellis (1998) reports the literature on research studies which evaluate language learning materials and Masuhara (1998) reports what little literature there is on research into what teachers want from coursebooks. This is a topic of enquiry which is investigated by publishers and reported confi- dentially. In one such report Tomlinson (unpublished report) found that teachers in 12 countries around the world specified their main want as interesting texts and their main need as not having to spend a lot of time preparing lessons. BTomlinson_01_Final.indd 2 8/17/2010 12:04:03 PM Introduction 3 In Tomlinson (2003a) there are reports on research into the use of electronic materials (Deriawanka, 2003), hyperfiction (Ferradas Moi, 2003), materials for beginners (Cook, 2003), the realization of primary school coursebook tasks in the classroom (Ghosn, 2003) and the development of textbooks (Lyons, 2003; Popovici and Bolitho, 2003; Singapore Wala, 2003). In Tomlinson (2008a) there is a chapter on language acquisition and language learning materials and in Tomlinson (2008b) there are numerous chapters reporting systematic evalua- tions of materials in different regions of the world. Also in Tomlinson (2007a), a book on language acquisition and development, there are reports on research relating materials development to the neuro-linguistic processes involved in early reading (Masuhara, 2007), to the inner voice and visual imaging (Tomlin- son and Avila, 2007), to influences on learners’ written expression (Ghosn, 2007) and to the value of comprehension in the early stages of language acquisition (Barnard, 2007) and Van den Branden’s (2006) book on task-based learning con- tains a number of papers reporting on the effects of task-based language learning materials on their users in Belgium. So there is already quite an extensive literature on research and materials development but we think it is true to say that regrettably little of it provides empirical evidence of the effects of materials on their users. The revised edition of Tomlinson 1998a (forthcoming 2011) will focus more on linking research findings to materials development. In her plenary paper referred to above Chapelle (2008) argued that we need to move materials evaluation forward into a more research-oriented framework, which enables us to make claims about the effects of materials on the basis of evidence from research. That is one of the main aims of MATSDA (the interna- tional Materials Development Association) which organizes conferences and workshops, publishes a journal Folio and brings together publishers, researchers, writers and teachers to work in collaboration in order to improve the effective- ness of language learning materials (www.matsda.org.uk). It is also the main aim of this volume. The writing of materials Until recently there was very little information available about how materials writers actually go about writing their materials. Do they do a needs-analysis first? Do they refer to principles of language learning? Do they refer to principled criteria? Do they map out their materials or do they just start writing and rely on inspiration? Do they picture target students and teachers as they write? Do they rely on repertoire and keep repeating activities which seem to ‘work’? We all knew what we did ourselves but we did not know what other authors do. Now thanks largely to Bell and Gower (1998), to Hidalgo et al. (1995), to Johnson (2003), to Lyons (2003), to Maley (2003), to Mares (2003), to Popovici and Bolitho (2003), to Prowse (1998) and to Tomlinson (1995) we have a much better idea of the varied ways in which authors go about writing language learning materials. BTomlinson_01_Final.indd 3 8/17/2010 12:04:03 PM 4 Research for Materials Development The literature also now contains various proposals for principled approaches to writing language learning materials (see, for example, Byrd (1995), Jolly and Bolitho (1998), Tomlinson (2003b, 2003c, 2003d) and Tomlinson and Masuhara (2004). Perhaps the most revealing book on the writing of materials is Hidalgo et al. (1995). This book contains detailed and exemplified accounts of how 19 writers from different backgrounds and cultures go about developing language learn- ing materials. Many of the writers report principled approaches to materials development. For example, Flores (1995, pp. 58–9) lists five assumptions and principles which drove the writing of a textbook in the Philippines, Penaflorida (1995, pp. 172–9) reports her use of six principles of materials design, Rozul (1995, p. 210), Luzares (1995, pp. 26–7) and Fortez (1995, pp. 26–7) describe how they use needs-analysis as a starting point and Rozul (1995, p. 213), Fortez (1995, p. 74), Flores (1995, pp. 102–3) and Richards (1995, pp. 102–3) describe the frameworks that they use to help them to write materials. Maley (1995, p. 221) says that materials development is ‘best seen as a form of operationalized tacit knowledge’ which involves ‘trusting our intuitions and beliefs’ and Hall (1995, p. 8) poses the crucial question, ‘How do we think people learn lan- guages?’ In answering his own question, Hall (1995) discusses the following principles which he thinks should ‘underpin everything we do in planning and writing our materials’ (ibid.): z The Need to Communicate z The Need for Long-Term Goals z The Need for Authenticity z The Need for Student-Centredness A number of other writers outline principled approaches to developing ELT materials in Tomlinson (1998a). For example, Bell and Gower (1998, pp. 122–5) discuss the need for authors to make principled compromises to meet the prac- tical needs of teachers and learners and to match the realities of publishing mater- ials, and they articulate 11 principles which guide their writing. Edge and Wharton (1998, pp. 299–300) stress the need to design coursebooks for flexible use so as to capitalize on ‘teachers’ capacity for creativity’ and Maley (1998, pp. 283–7) provides practical suggestions for ‘providing greater flexibility in deci- sions about content, order, pace and procedures’ (280). Jolly and Bolitho (1998, pp. 97–8) advocate the following principled framework which they have used to develop materials: z Identification of the need for materials z Exploration of need z Contextual realization of materials (e.g. the teacher makes a decision to provide prac- tice in communicating hypothetical meaning in contexts familiar to the students) BTomlinson_01_Final.indd 4 8/17/2010 12:04:03 PM Introduction 5 z Pedagogical realization of materials (e.g. the teacher develops a worksheet focus- ing on the distinction between fact and hypothesis and the verb forms involved in making this distinction) z Production of materials (e.g. the teacher types out the worksheet and photocopies it for distribution to the learners) z Student use of materials z Evaluation of materials against agreed objectives Also in Tomlinson (1998a), Prowse (1998) reports on the responses to ques- tions about how they write language learning materials which he asked a number of ELT materials writers from all over the world. Most of the writers stressed that for them materials writing was a creative process which stimulated and required considerable energy and enthusiasm. They reported many different ways of actu- ally writing the materials but seemed to agree that a lot of work on syllabus devel- opment precedes the actual writing, that a lot of thinking about the materials takes place ‘everywhere – in the bus, on walks, whilst shopping’ (Prowse, 1998, p. 136) and then when writing they rely to a large extent on intuitions based on previous experience. Most of them seem to write quickly and at length and to produce many drafts before they are at all satisfied. Johnson (2003) reports sim- ilar characteristics of what he calls expert task designers. In an experiment he compared what experts do when faced with a task design brief with what novices do when faced with the same brief. The most distinctive differences were that the experts z have concrete visualization capacity (i.e. the ability to envisage possibilities) z have easy abandonment capacity z practise consequence identification z show learner/context sensitivity z spend time exploring z use repertoire a lot (i.e. make use of tasks which have ‘worked’ for them before). For full details of Johnson’s findings see Johnson (2003, pp. 128–38). A review of the literature on advice and principles for materials developers is provided by McGrath (2002, pp. 152–61). This includes Methold (1972), who stressed the importance of re-cycling and localization, Hutchinson and Waters (1987) and their focus on the intended effect of the materials, Rossner (1988) and his focus on the quality and authenticity of the experience offered and Tomlinson (1998a) and his focus on learning principles. Tan (2002a) focuses on the role that corpus-based approaches can play in developing language teaching materials and contains chapters which discuss the contribution that corpora have made to materials development. In Tan (2002b, pp. 5–6) she demonstrates how corpus-based materials can achieve the important criterion of providing ‘real contextualized examples of written BTomlinson_01_Final.indd 5 8/17/2010 12:04:03 PM 6 Research for Materials Development and spoken language’ and she says that materials should be designed to help learners to (a) be consciously aware of the unfamiliar usages of language they have heard or read in native speaker contexts; (b) investigate how these unfamiliar usages are employed in natural authentic com- munication, and finally; (c) experiment with these usages in spoken or written communication, so that they become familiar. Other writers who have drawn attention to the role that corpora can play in developing principled materials by exposing learners to authentic samples of language in use are Carter (1998), Carter and McCarthy (1997, 2006), Fox (1998), Hoey (2000), McCarthy (1998), Tribble and Jones (1997) and Willis (1998). One publication which gives considerable attention to the principles of effec- tive materials development is Tomlinson (2003a). This contains, for example, chapters on z materials evaluation (Tomlinson, 2003b) – this proposes a process of developing criteria from an initial articulation of beliefs about language learning z writing a coursebook (Mares, 2003) – this describes and discusses a principled pro- cess for writing a coursebook z developing principled frameworks for materials development (Tomlinson, 2003c) – this reviews the literature on principled frameworks and then outlines and exemplifies a text-driven flexible framework which has been used success- fully on materials development projects in Namibia (Tomlinson, 1995), Norway and Turkey z creative approaches to writing materials (Maley, 2003) – this offers a framework for generating creative materials z humanizing the coursebook (Tomlinson, 2003d) – this proposes ways of making coursebooks of more personal relevance and value to the human beings using them z simulations in materials development (Tomlinson and Masuhara, 2003) – this explores the principles and procedures of using materials development simulations for teacher development. Other publications which contribute to our awareness of ways of developing principled materials include Byrd (1995), Fenner and Newby (2000), McDonough and Shaw (2003), McDonough et al. (forthcoming 2011), Mishan (2005), Mukundan (2006a), Ribe (2000), Richards (2001), Tomlinson (forthcoming 2011) and Tomlinson and Masuhara (2004). Tomlinson (2007a) is a book about language acquisition and development but many of its contributors propose applications of their research to materials development for language learning. Tomlinson (2008a) BTomlinson_01_Final.indd 6 8/17/2010 12:04:03 PM Introduction 7 is a book which provides principled and critical reviews of ELT materials in use around the world and it includes an introductory chapter on ‘Language acquisi- tion and language learning materials’ (Tomlinson, 2008b) which suggests ways of applying theories of language acquisition to materials development. Harwood (2010) is probably the first book to deliberately set out to connect research-based language acquisition theory to the practical development of materials and it con- tains many chapters on principled ways of developing materials. The evaluation of materials The aspect of materials development which has received the most attention in the literature is evaluation. Much of what has been written on evaluation focuses on procedures for evaluating materials and on the development of principled criteria. Very little of it presents the findings of actual evaluations of materials for the obvi- ous reason that most evaluations are confidential to publishers, to Ministries of Education or to institutions. The exceptions are mainly review articles published in professional journals. Many of these are impressionistic but some do subject the materials to rigorous criterion-referenced evaluations. For example, Tomlinson et al. (2001) uses 133 criteria to evaluate eight EFL coursebooks. The criteria were developed from research into what teachers, learners and administrators want from coursebooks and were used independently by four teachers from different areas of the world. These criteria were evaluated against current theories in lan- guage learning and teaching and then reduced to the 104 criteria which were used to review a different eight EFL coursebooks in Masuhara et al. (2008). The results of pilot projects are rarely published and the procedures for pilot- ing materials are rarely discussed in the literature on evaluation. However Donovan (1998) does provide a detailed discussion of the procedures and issues involved in piloting commercial ELT materials from a publisher’s view and so does Amrani (forthcoming 2011). Donovan (1998) also provides extensive exam- ples of actual materials piloting for Cambridge University Press and makes use of these examples in a discussion of the piloting process and the problems and consequences of piloting. Ellis (1998) goes into similar detail in his discussion of macro-evaluation and micro-evaluation and then describes and exemplifies procedures for designing and conducting an evaluation. Littlejohn (1998, p. 192) also describes and exemplifies ‘A general framework for analysing materials’ in which he uses a framework which recognizes the three levels of ‘WHAT IS THERE?’, ‘WHAT IS REQUIRED OF USERS?’ and ‘WHAT IS IMPLIED’? (p. 195). Masuhara (1998) reviews the literature on materials evaluation and concludes that many frameworks neglect teacher needs and wants. She then goes on to propose how these needs and wants can be catered for in the develop- ment and evaluation of ELT coursebooks. McGrath (2002) is one of the first academic books to focus on the evaluation of language learning materials – though Cunningsworth (1984, 1995) did so from a practical perspective much earlier. McGrath (2002) starts with a chapter which BTomlinson_01_Final.indd 7 8/17/2010 12:04:04 PM 8 Research for Materials Development reviews the literature on the coursebook and on coursebook evaluation, and which then proposes a systematic approach to materials evaluation. In subse- quent chapters McGrath (ibid.) proposes principled ways for choosing a course- book and for adapting and supplementing the coursebook once selected. In Tomlinson (2003a) there are a number of chapters dealing with materials evaluation. Tomlinson (2003b) distinguishes between materials analysis as a description of what the materials contain and do and materials evaluation as a measure of the effect of the materials on their users. He then goes on to consider the principles of materials evaluation and to use them in proposing a criterion- referenced framework for the evaluation of materials, which distinguishes between universal principles (those applicable to all language learning contexts) and local criteria (those specific to a particular learning context). Rubdy (2003) focuses on the selection of materials and proposes a dynamic framework for selection, which considers psychological validity, pedagogical validity and proc- ess and content validity in order to select materials for use. Islam and Mares (2003) focus on adapting classroom materials. They consider the reasons and objectives of adaptation and then propose and exemplify techniques for adapt- ing materials. Saraceni (2003) takes a more radical approach in proposing that negotiation takes place between learners and their teacher in order to adapt classroom materials in ways which make them more learner-centred and relevant. Other books which give prominence to materials evaluation and adaptation are Tomlinson and Masuhara (2004) and Tomlinson (2008a), which contains evaluations of materials in current use for General English, for young learners and for learners of EAP, as well as evaluations of typical materials in current use in Africa, Argentina, Central and Eastern Europe, Japan, the Middle East, South East Asia, Western Europe, the UK and the USA. Other sources of information about research on the evaluation of language learning materials include Barnard and Randall (1995), Chambers (1997), Cunningsworth (1984, 1995), Jazadi (2003), McDonough and Shaw (1993, 2003), McDonough et al. (forthcoming 2011), Sheldon (1987, 1988), Riazi (2003), Tomlinson (2006) and Wallace (1998). The use of materials What kinds of materials are used for different courses, for example, General Eng- lish, Young Learners, English for Specific Purposes, English for Academic Pur- poses, Multi-media, Self-Access and Extensive Reading? What kinds of materials are used around the world? These are two questions Tomlinson (2008a) explores through the comprehensive collections of chapters with specific foci either in terms of course or geographical areas. Authors were asked to survey the kinds of materials in use and then to provide a critical review of the sample materials according to 14 criteria based on language learning theories. Some authors include the results of small-scale surveys conducted with questionnaires. After reporting the results of the reviews the authors express their personal wishes for BTomlinson_01_Final.indd 8 8/17/2010 12:04:04 PM Introduction 9 improvements in future materials. The concluding chapter summarizes the convergent weaknesses and strengths that emerged in all the chapters and makes a concerted plea for improved future materials. Evaluation studies are also informative in relation to the kinds of materials available and used. Masuhara et al. (2008) and Tomlinson et al. (2001) give over- views of the adult course materials offered by the major British Publishers. The series of books edited by Mukundan (2003, 2006a, 2006b, 2009) include various reports on the materials adopted in Malaysia and from other parts of South East Asia such as Vietnam and Indonesia. How are materials used by teachers? Our extensive search in various aca- demic and pedagogic databases did not yield many empirical studies of teachers’ practice. The studies found tended to be based on teachers’ self-reports, ques- tionnaires and interviews. Gray (2000), for example, reports when and how teachers censor or adapt aspects of cultural content in ELT reading materials through a survey. Lee and Bathmaker (2007) explore the factors influencing the teachers’ use of English textbooks with vocational students in Singapore sec- ondary schools. Their semi-structured questionnaires reveal that factors related to the institution and classroom tended to have a great influence on the way teachers used their textbooks. Richards and Mahoney (1996) investigate how English teachers in Hong Kong use their textbooks through questionnaires and observation. It is interesting to note that all the three studies mentioned above seem to indicate teachers use coursebooks as resources rather than scripts. Zacharias (2005), however, reports how Indonesian English teachers in a study in tertiary education regard international coursebooks as superior to locally produced materials because they used ‘perfect’ English despite the international role that English has today. Masuhara (1998, forthcoming 2011) suggests a record of use as a means of uncovering more objective data of teachers’ use of materials. McGrath (2002) echoes this and further elaborates on various possi- ble procedures for in-use and post-use evaluation that could lead to finding out how teachers exploit materials. The effects of materials on their users One of the chapters in McGrath (2002) provides a review of literature exploring ways of discovering the effects of materials on their users. After acknowledging the scarcity of such studies and speculating on the possible reasons for it, he sum- marizes procedures and processes for in-use and post-use evaluation that could reveal the effects of the materials. Some longitudinal studies examining the effects of different methods on learning have some implications for materials development. For example, Takimoto (2009) evaluates the relative effectiveness of three types of approaches to teaching English polite request forms to 60 Japanese learners of English: (a) structured input tasks with explicit information, (b) problem-solving tasks and (c) structured input tasks without explicit information. The results of BTomlinson_01_Final.indd 9 8/17/2010 12:04:04 PM 10 Research for Materials Development pre-tests, post-tests and follow-up tests reveal that the three groups who received these treatments performed significantly better than the control group. Inter- estingly, however, the delayed effect was not observed for the group that received the structured input tasks with explicit information on the listening test compo- nent. Tonzar et al. (2009) investigate the effects of two vocabulary learning methods (picture-based learning or word-based learning using translation) and of cognate status on children learning English and German from fourth to eighth grades in a school setting. Tests at different points of time show that the picture-based method leads to a better performance than the word-based method, but this effect was modulated by cognate status and age of learning. Zapata and Sagarra (2007) compare the effects of an online workbook and of a paper workbook on L2 vocabulary acquisition. Through a study focusing on two semesters involving 549 L2 learners of Spanish enrolled in a large language pro- gramme at an American state university, they confirm the results of previous studies on the beneficial role of CALL on L2 vocabulary acquisition, and pro- vide evidence for the pedagogical advantages of online workbooks for large lan- guage programmes, as long as sufficient exposure to the online environment is allotted. The research published in this book So far in this chapter, we have explored the relevant literature and provided sum- maries of some empirical studies in relation to materials development from the 1990s to the present. Our literature survey identified clusters of studies in the following areas: 1. The writing of materials 2. The evaluation of materials 3. The use of materials 4. The effects of the materials on the users. What seems to have emerged is that we do have some very interesting empiri- cal studies that could guide us in driving the field of materials development for- ward, even though they seem to be still limited in number and range. What this book intends to do is to expand the scope, range, volume and depth of empirical research in materials development. The collection of studies included in this book seems to reflect the two recent global phenomena: the spread of English as a lingua franca around the world (Graddol, 1997, 2006) and the consequent L2 user diversity (Cook, 2002), as evi- denced, for example, in the world-wide increase of young learners learning con- tent subjects through English or of ESOL learners in Europe needing a far wider range of English at different levels. As Graddol (2006) points out, English as a lingua franca, or what we see as Englishes that are communicable internationally, BTomlinson_01_Final.indd 10 8/17/2010 12:04:04 PM Introduction 11 is rapidly becoming a basic requirement just like literacy or numeracy, without which we are disadvantaged. In this sense, language teaching and materials development seem to attract attention as the fields that appear to hold the crucial key to survival in the socio-economic competition. The current significance given to Englishes as basic skills and the diverse L2 users using them seem to lead to demands for materials that are effective and suitable for the particular needs and wants of users in their own contexts. These demands, however, are not always met, mainly because of disparity between the global materials the producers (i.e. materials writers and publishers) develop and the local materials that the users (i.e. administrators, teachers and learners) want (Masuhara, 1998, forthcoming 2011). A recent review (Masuhara et al., 2008) of the latest adult courses from eight UK publishers reveals that the current answer by ELT materials producers seems to be to provide ‘take-your-pick’ multi-component courses that offer everything: lexical chunks deriving from corpora, grammar, functions, cultural awareness, strategies, CD Roms and Web materials. This so-called blended learning approach, however, turns out to be costly for the users and to require extra effort to ensure overall coherence and quality of teaching. The chapters of this book report various attempts to respond to the urgent need for effective language teaching and development of materials. For example, some of those who are dissatisfied with the ‘one-fits-all’ coursebooks are now regaining full control by producing In-House Materials themselves, as can be seen in Part II Research on the Effects of In-House Materials for University Stu- dents. Localization also seems to be another trend in materials development as reported in Part III – Research on the Effects of Locally Developed Materials for Language Learners. In every case, accountability is pursued through evaluation in various ways as discussed in Part IV – Research on the Evaluation of Materi- als. Masuhara et al. (2008) noted the lack of extensive reading opportunities in the sampled current coursebooks. Tomlinson (2008a) confirmed this observa- tion across different kinds of materials used in the UK and around the world. Despite the global call for English as a lingua franca and technological advances, most learners do not seem to live in an ideal environment that provides the kind of rich, varied and meaningful exposure to language in use that is considered to be a pre-requisite for language acquisition (Ellis, 2008; Tomlinson, 1998b; Tom- linson, 2007a). There seems to be a significant amount of evidence, however, that extensive reading can be very effective in facilitating language acquisition and development (Krashen, 2004; Maley, 2008) without requiring expensive equipment or teacher development programmes. The chapters in Part I present Research on the Effects of Extensive Reading in various formats in different parts of the world. The 23 chapters reporting research projects share many common themes and findings. 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