Portafolio de Sistemas y Contextos Portafolio sistemas y contextos | Page 44

SISTEMAS Y CONTEXTOS EDUCATIVOS xliv
concludes that selecting language teaching materials is a challenge since making a
good or a bad choice will determine student’s acceptance of the course.
Uechi. (2016) in her investigation “16 Principles for ELT Material Design + 5
Principles I value” in Singapore: SEAMEO Regional Language Centre; which
objective is discover the principles that writers take into account when they want to
create didactic materials; using the descriptive methodology and she concludes that
some material writers rely on their repertoire and inspiration, whereas others establish
the principles first before they start designing the materials.
Chou. (2019) in her investigation “4 Creative Ways to Use Authentic Materials for
Teaching English” in Granada University; which objective is give students authentic
materials to boost their confidence and experience “real” language with the support
of constructive feedback; using the experimental methodology and she concludes that
by using authentic materials, students will encounter words and constructions that
they’d probably never see in formal ESL materials.
Didactic materials
They are one of the key components of educational technology. From the general
didactic aspect, educational materials can be defined as the didactically adapted
materials that the teacher can use during the teaching process as teaching tools; for
the students who are acquiring or revising their knowledge with the help of them,
these materials are learning supports or learning sources. Didactic materials are
therefore all the specially prepared things intended to be used during the processes of
teaching and learning, in other words, when studying specific educational contents
and achieving specific educational goals defined in syllabi. For that reason, they are
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