The current developments in second language
(L2) pedagogy and the introduction of twenty-first century
education compel scholars, educators, and leading education
agencies in the Asia Pacific region to revisit their
respective curriculum and framework for designing and
preparing their English language teaching materials.
However, after surveying available literature and studies in
L2 pedagogy, it could be posited that there is paucity of a
materials design model that would address these developments.
Hence, this paper offers a sociocognitive-transformative
materials design model to guide ESL and EFL
teachers, material developers, and publishers in the Asia
Pacific region in preparing instructional materials based on
sound theories, principles, and practices. The process of
model development was anchored on the grounded theory
which allows a theory or model to emerge from the data. In
the context of this study, the data (i.e., scholarly literature)
was obtained from the top journals in applied linguistics
and second language pedagogy. It is from these data that
the preliminary model was developed. Using a threepronged
validation approach, findings confirmed the
robustness of the model from both theoretical and practical
perspectives. The findings further confirm the possibility of
integrating current and relevant pedagogical concepts
without contradicting one another and without contradicting
other established L2 pedagogical frameworks.

EB00000002305K

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• A Sociocognitive-Transformative Instructional Materials Design Model for Second Language (L2) Pedagogy in the Asia Pacific: Development and Validation