1. to examine principles behind design of language-learning materials:

• Approaches to learning:
  • propositional approach (learning what to learn, grammar-translation, teacher-centered, behaviourism, transfer of knowledge)
  • process approach (learning how to learn, cyclical learning, task-based, student-centered, transformation of knowledge)
• Methods
  • learner-training
  • autonomy (self-directed learning)
  • awareness (noticing) of the learning process
  • positive attitude change
• Roles
  • student as creative learner/discoverer/problem-solver
  • teacher as facilitator of learning, language resource

2. to examine the goals of EFL materials and textbooks:

• Affective goals:
  • making language learning interesting
  • encouraging self-esteem
  • encouraging motivation to learn
  • encouraging positive attitude change
  • personal involvement on the part of the reader.
• Cognitive goals:
  • awareness of the target language
  • proficiency in the target language
  • development of learning strategies
  • development of problem-solving skills
  • development of critical thinking skills:
    • making inference from linguistic clues
    • deducing meaning from context
• Socio-cultural goals:
  • promoting interest in the culture of the language
  • content covering fundamental human issues
  • communication of meaningful ideas (interaction)

3. to design task-based EFL language-learning materials:

• Materials-design criteria
• TBLT terms and concepts:

4. to promote and employ authentic, student-centred assessment:

• Self-Assessment
• Peer-assessment
• Portfolios
• Assessment schedule
• Assessment sheets