A. Teaching development
Development of teaching may be dependent on the outcome and motivation of how the work progresses, whether forward or backwards. Hence, many educators like Cheung (2000), Griffin (1979), Miller and Dhand (1973) stand for the view of a significant role for teachers in the development of the materials. They also investigated the expectations
of the teachers and their beliefs about the materials, which direct their practices, and the quality of the decisions and also to their influence regarding the individual or group work.
This affirmation tends to comply with outcomes from the study.
For example, PT1 has thoughts that he could use many methods of teaching if he could participate in the development of the materials of EFL and this would encourage him to be more active and creative as well:
“if I took part in developing the materials design I could adopt many teaching methods that suit me as a teacher, so, it is natural that I should participate in developing the materials. As a result, participating in developing the EFL materials encourages me to apply new teaching methods.”
PT2, who recognises the involvement of teachers in materials development as an important thing, revealed the relevance of teacher development, which would include encouragement and enhancement of the skills of teaching:
“if the teacher is involved in the EFL materials development it will absolutely enhance their teaching skills and the materials themselves, because, teachers are free of limitations that prevent them from the educational development and give them motivation to produce more”
PT4 also revealed that teachers must be appreciated in their teaching, which, as declared by him, offers the bonus of being more creative and transference of the benefits to the students:
“There should be an encouragement and an appreciation for teachers and what they are teaching, which gives them more stimulation and allows them to be more creative. Even though, such enthusiasm will be reflected on the students themselves and give them the chance to be creative as well (the teacher is the mirror for the students and the students are the mirror of the teacher.”
Hence PT1, PT2, PT4 all comply with PT5, who trusts that his teaching approach must be respected, since he is the only person who is passionate about his work and who wishes to
be of benefit to his students, and prior to that, assist himself to enhance his teaching skills:
“I think there should be a finger print of my own way of teaching, especially, I have a passion as a teacher that I should give my best at my job, therefore, their shouldn’t be a problem that I can add my touch to the textbook and aim for developing the teaching skills either for the benefit of the learner or for my self-fulfilment.”
Additionally, PT6 complied with the previous statements from his colleagues, but he inquired about how to achieve such an involvement in the development of materials.
Would it be by his presence in the class or by assisting them in making decisions and instituting a difference? The relevant quote is below:
“It gives you a motivation to be the best at everything, which is the most important aim, but to extend, I can say it depends on the scope of participation, by only my existence, or a decision making, or by voting, so what kind of participation are we talking about?”
B. Teaching limitations
A large number of statements are given in the literature review, which identify the danger attached to neglecting the major role of the teacher in development of the materials and as such, many people who demand for it, like Bell and Gower (2011), McDonough et al.
(2013), McGrath (2013), Richards (2013) plus many others, and who trust the rights of teachers to be part of the process of materials development. Furthermore, this research links to the disadvantage of the lack of involvement in the development of materials which is put on the teachers in class, and the teachers who facilitated this study as participants.
For instance, PT2 and PT4 complied with the notion that not participating in materials development will lower the morale of teachers and hinder them from being creative:
“If the teachers have been discouraged from being part of such participation, it will affect his/her teaching validity and their educational production inside classrooms, because, they lack freedom and are faced by a load of conditions and limitations regarding their involvement in materials development.”
PT4 also affirmed the demotivation of teachers might be experienced with respect to isolation in the field of education and be put aside from participating in the process of materials development:
“If there is no participation from teachers it may be counted as a disregard for the teachers’ productivity in the future as they are considered to be the education centre that encounters the students’ needs.”
Regarding PT1 and PT3, they stated that it does not suit the students’ differing levels and learning styles, which is in agreement with the claims from PT1:
“The textbook itself is not eligible for teaching different approaches, and sometimes there is no time for me to explain a particular subject or using visual aids or other techniques.”
PT3 also described in a similar manner that the textbook explains concepts that are lacking in the minds and culture of students, rather than describing examples relevant to the real life of students:
“The book was a start point for the teacher to change a certain style within the book and choose what is best for his students even if it is illegal to take students outside the class.”
Also, PT1 and PT3 described how it would be of convenience for teachers to be involved in the development of teaching materials:
“However, if I took part in developing the materials design I could adopt many teaching methods that suit me as a teacher, so, it is natural that I should participate in developing the materials. As a result, participating in developing the EFL materials encourages me to apply new teaching methods.”
This also complies with the PT3 statement regarding his capability of participating in the development of the materials so as to satisfy the requirements of the students:
“Why should there be a person from America or Britain who may be called Dave for example coming to teach our students, while I could give them what he can” (Dave is one of the authors who wrote the English textbook”