Résumé:
The current study aims at investigating the influence of specifying the learning objectives
on effective materials’ design through comparing university teachers and
Middle/Secondary school teachers. Teachers at the department of English tend to design
their lessons based on the outline of the syllabus provided b y the administration.
Eventually, they do not make lesson plans in which the learning objectives are specified in
a written form. Hence, we hypothesize that if University teachers specify their educational
objectives materials’ design would be effective. To inquire about this issue, a questionnaire
was used for both samples. The first one is University teachers’ questionnaire, which seeks
to check teachers’ views about the necessity of designing lesson plans and establishing
learning objectives for every part of the lesson. The second one is Middle and Secondary
school teachers’ questionnaire. It aims to uncover whether lesson plans and objectives are
necessary elements that help in selecting and structuring the content to be taught. After
that, the results obtained from both questionnaires were corroborated. The results of the
questionnaire yielded the conclusion that most University teachers are aware of the crucial
role of setting the objectives but they just state them orally. Whereas, Middle and
Secondary school teachers believe that the learning objectives facilitate the process of
designing effective teaching materials. Consequently, we highly recommend writing the
objectives by university teachers and using at least a workbook. Within this scope, a
checklist was designed to be used by teachers to assess the extent to which they reach their
educational goals.
