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Every student learns new skills differently; therefore, English language teachers must use flexible teaching strategies that meet learners’ needs. School students’ unique linguistic and cultural backgrounds, as well as their different experiences learning English, pose many challenges to traditional textbook-based teaching and learning. This conceptual paper analyses the value of teachers designing ELT materials themselves to develop students’ English language proficiency. The research draws on an integrative literature review of materials development, CLT, TBLT, learner-centred teaching approaches, and contextualised language learning. The main ideas that were analysed include the principle of needs analysis of the target group of learners, authenticity of the content of the material developed, relevance of the developed content to the learners’ cultural background, communicativeness of the developed materials, and technology integration into materials developed by the teacher, as well as the idea of constantly evaluating the effectiveness of the designed materials. The research shows that teacher-developed ELT materials can facilitate learners’ language learning by creating motivating and interactive learning experiences.
Mr. Atul, Dr Vinod Kumar. “Teacher-Designed ELT Materials for Enhancing English Language Proficiency among School Students: A Framework for Contextualised Language Learning.” The Criterion: An International Journal in English, vol. 17, no. 4, August 2026, pp. 477-493. DOI, https://doi.org/10.66376/criterion.v17.n4.29.
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