Evaluation of ELT Material for Business English Learning, Report

This report provides an evaluation of English Language Teaching (ELT) materials, specifically focusing on their suitability for business English learners. The author examines the effectiveness of various resources, including course books like "Market Leader," and explores different teaching methodologies such as the use of language labs, audio-visual aids, and language games. The report emphasizes the importance of selecting materials appropriate for the learners' age, English proficiency, and learning needs, highlighting the significance of real-life scenarios and vocabulary development. It also discusses the advantages and disadvantages of different teaching methods and suggests adaptations to enhance the learning experience, such as incorporating storytelling and real-world conversations. The report concludes with a checklist evaluating the content, quality, and potential effectiveness of the ELT materials, offering recommendations for improving the learning process and making it more engaging for business professionals.

EVALUATION OF ENGLISH
LANGUAGE TEACHING (ELT)
MATERIAL

INTRODUCTION
Learning is the method which is the continuous process and there is no bar of age,
occupation etc. English has become a common medium of communication so all individuals
are focusing on learning English. There are different stages of learning English which is
executed among the individual according to the purpose. The aim of the report is to evaluate
the different learning material which can be used by teachers to teach their students, this
report will focus on the learning of Business English (Tomlinson, 2012). This is the advanced
level learning in which the individuals are required to use proper words and phrase to impress
their clients. This report will help to identify the material and their suitability for the learners.
On the other hand, it will also assist in adapting the changes which can be adopted by the
teacher to make their study more effective. In this report, the ELT course book has been taken
and in that chapter 8 has been referred.
ASSESSMENT 1
Learning is the ongoing process and it should be encouraged in the individual. As
English has become one of the common languages to communicate with the people. Due to
this reason, ELT classes are focusing on teaching the individual English so that they do not
find any problem in communication. The age group which has been selected is basically the
business class people. In the ELT classes different courses for different purpose are taught to
the people (omlinson, 2011). So in this case, business English will be helpful for them to
make a good impression in the meetings. On the other hand, there are different types of
course books which are published for enhancing the business English of the individual. The
effective course book which can be used for making the students learn is the “Market Leader”
this course book is effective as in this various parameters are given which can help the learn
to enhance their learning as well as the speaking power.
The intended users of the book are the business man. They do not what the basic
knowledge of English because they are familiar with that. The level of English is high in case
of the business English the reason is that because in the business, the individuals are required
to effectively communicate with the people who are from different states. The materials
which can be used for making the students learn are books, video clipping etc. In this case, it
is important to select the appropriate material which is suitable for the particular students.

Language teaching is the difficult as well as complex task because it is not easily adapted by
the learners who are learning.
Regarding the methodology or approach for the learning process, qualitative method
will only be used as because it does not require any tables or the graph to teach them the
business English. Besides his, another aspect which has to be considered as the time of
choosing the material is that it should be suitable for the age of the learners; it should be in
the context of the learning (Carter and McCarthy, 2014). By choosing the language lab it is
suitable for the business class people because they know the basic and due to this I do not
have to provide them the structure of English language. On the other hand, the learning need
is the advanced level so they do not need the particular template which can give direction to
use the English words. On the other hand, the most important aspect is the cost. The cost
incurred in the language lab is not much so it will be advantageous in terms of cost. The
method which will be used in teaching the language will be through audio and video. To
enhance the knowledge of the students, language lab is appropriate because this will help in
effectively interacting with the students (Richards and Schmidt, 2013). On the other hand,
cross interaction will also be possible because the students can ask doubts to the teacher. This
will help to identify the areas in which the learner is lacking and further I will also identify
the grasping power of the individual. But the weakness of this method is that I will not able to
make the class attentive with the video and this will make them disinterested in the
classroom. For selecting the material, one thing which I have kept in mind is that the learning
material should be comfortable for the learners as if they are not satisfied with it they will not
be able learn more. But with this, I will also use the supporting material which can make the
class interesting. With the continuous audio and video, sometimes the class gets boring and
the learners are distracted from their learning. To make the class interesting and enhancing
their language as well as learning, language games regarding the courses can be played with
them. It has been said that visual learning is much more effective because the individual
whom he sees remains in their mind for long period of time (McDonough and McDonough,
2014). I will also conduct the test to evaluate the learning which they gave gained from the
classes. The language skill can be tested only when the individuals enhance the speaking
skills. I will give the real life situation and then they have to tackle it. It will be helpful in
identifying the learning process. Through learning the concepts and the theories is not enough
to learn the business English, the main important aspect is that the learner should be able to
communicate by using the effective vocabulary. To enhance these skills, I have told them to

read different words every day so that they can use the words in their language and can
develop the command over them. But the disadvantage of the learning words is that I will not
able to check the task and with this, I have to teach them how to apply in the language as only
learning will not help them (Crystal, 2012).
For teaching also, there are some of the things which I need to adapt so that I can
effectively impart my knowledge and the learning to the learners. To make the material suited
for the learners, I will make my own videos regarding the capability and efficiency of the
class. There are videos which are made for the learners but the issue is that the level is high
and the learners are not able to understand through them. This is wasting the time and the cost
attached with it. On the other hand, I will adopt the story telling so that it can help them use
the vocabulary words (Walker, 2010). Besides this, I want to include several clippings of the
real meetings and conversations so that they can experience the real situation as this is
beneficial for giving them real life experience. According to the tests, I will change the
method according to the progress. If they are able to effectively carry out the task then the
test will not taken frequently but if not then the focus would be laid on their learning. Besides
this, two ways communication would be encouraged in the class because to make class more
interactive. The chapter which is chose is effective from the course book of ELT as through
this only, it was able to identify as what should be taken in considering for adopting the
method. On the other hand, there are several books regarding business English but the course
book is good as it has all necessary judgements.evn it helped in analyzing the changes which
can b made in the materials required (Quirk, 2010).

REFERENCES
Books and journals
Tomlinson, B. (2011). Materials development in language teaching. Cambridge University
Press.
Carter, R., & McCarthy, M. (2014). Vocabulary and language teaching. Routledge.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and
applied linguistics. Routledge.
McDonough, J., & McDonough, S. (2014). Research methods for English language teachers.
Routledge.
Crystal, D. (2012). English as a global language. Cambridge University Press.
Walker, R. (2010). Teaching the pronunciation of English as a lingua franca. Oxford: Oxford
University Press.
Quirk, R. (2010). A comprehensive grammar of the English language. Pearson Education
India.
Tomlinson, B. (2012). Materials development for language learning and teaching. Language
Teaching, 45(02), 143-179.

APPENDIX (checklist)
Name of the learning material Date of evaluation
Language lab 8/4/2017
1. Content
Anglophone Deaf Francophone Native
Cultural group Yes
Employment Apprenticeship Secondary
school
credit
Postsecondary Independence
Goal path Yes
Find and
use
information
Communicate
ideas and
information
Understan
d and use
numbers
Use digital
technology
Manage
learning
Engage
with
others
Predominant
competency
Yes
Secondary
competencies
Yes

2. Quality of content Low High
The material appropriate for adults Yes
Are the learning objectives clear Yes
Is the content current, relevant and accurate Yes
Is the content appropriate to the needs of the targeted
cultural groups or delivery sector
Yes
3. potential effectiveness as a teaching learning
tool
Low High
Does the material present opportunities for task
based learning
Yes
Does the material present options for meeting
individual needs
Yes
Does the material satisfy various teaching and
learning styles
Yes
Can the material be adopted to meet the needs of
the targeted cultural group
Yes
Does the content reflect current and accepted
methodology
Yes
Ease of use ( for practitioners and learners) Low High
Are OALCF competencies and tasks group Yes