Coursebooks are normally written to contain information, instruction, exposure, and activities that learn- ers at a particular level need to enhance their communicative competence in the target language. Howev- er, many global course books make attempts to include conte
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Coursebooks are normally written to contain information, instruction, exposure, and activities that learn- ers at a particular level need to enhance their communicative competence in the target language. Howev- er, many global course books make attempts to include content, topics, and texts that do not disadvantage any learner around the world. That is why global course books normally do not reflect the reality of the classroom in terms of the students‟ English proficiency level, interests,wants, and needs. Therefore, it is perhaps up to language teachers to develop, evaluate, and adapt language teaching materials for their own classrooms. This review addresses the issue of the role of teachers as materials developers, and how they can meet materials development demands by exploiting their creativity and employing the principles of developing materials targeted in this study. Consequently, the main purpose of this review is to provide prospective language teachers with certain principles and guidelines on development, evaluation, adapta- tion, and humanization of language learning materials for their EFL learners. Collectively, the major im- plication for this review is to inspire EFL teachers to reflectively use systematic procedures in materials development to design, implement, and evaluate language learning materials rather than simply employ- ing globally harmonious and undisturbed published materials during their instruction.
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