A case report: Adapting reading class course materials to meet flipped classroom standards, learning outcomes, and flexible class formats

Abstract

A combination of language learning materials and course design contribute to successful language learning in language learning classrooms (Tomlinson, 2013). However, considering diverse learning contexts, commercial materials cannot be a one-size-fits-all panacea to successful learning. Contextual factors, such as the student population, learning format, objectives, and program requests, often require adjustments in the form of modifications, such as extensions, additions and deletion, of materials on the part of the teacher. This paper provides an in-depth report of the textbook and materials adaptation process (analysis, planning, modifications, piloting, revisions) of a high-intermediate English as a second language (ESL) academic reading class at an American university. It reviews relevant literature informing modifications and provides an overview of appropriate materials that enriched students' learning experiences in this reading course.