SCHEMA THEORY AND CONCEPTUAL FRAMEWORKS IN ELT MATERIAL DEVELOPMENT

Abstract

This paper aims to focus on the usage of Schema Theory and Conceptual Frameworks in learner-centered classrooms.  21st-century skills necessitate significant changes to the teaching approach in modern language departments. Teachers have to consider Schema Theory and Conceptual Frameworks to adapt the content and materials to the requirements of the students during the learning process. Adapting and customizing materials to students' needs, expectations, culture, and interests may be a challenge for educators throughout the world. Adapting the materials or creating materials are quite difficult for new instructors. The purpose of this research was to identify if teachers have to design materials and consider Schema Theory and Conceptual Frameworks while adapting or designing materials.  To achieve desired learning results, the teachers not only change the teaching materials but also take into consideration all frameworks and teaching approaches to design effective materials. The article underlines the significance of changing learning materials and modifying resources to learners' needs using Schema Theory and Conceptual Frameworks.  The questionnaire was used to collect data from five universities in Georgia and various language centres or schools in Georgia and abroad. The study found that teachers needed to change the materials, and when resources are created with Schema Theory and Conceptual Frameworks in mind, the learning process is greatly impacted.

Keywords: schema theory, conceptual frameworks, ELT materials, designing materials