Teacher-Generated Materials: Materials Development in Japanese Junior High Schools

Roy KEMM

Asian Journal of English Language Teaching ›› 2025, Vol. 34 ›› Issue (1) : 47-66.

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Asian Journal of English Language Teaching ›› 2025, Vol. 34 ›› Issue (1) : 47-66.

Teacher-Generated Materials: Materials Development in Japanese Junior High Schools

  • Roy KEMM
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Abstract

Despite the widespread availability of commercially produced supplementary materials, many teachers choose to supplement textbooks with their own materials. These teacher-generated materials currently represent an under-researched area within the larger field of materials development. This study explores the motivations of English teachers in the Japanese junior high school context to create and use teacher-generated materials. A review of the literature relevant to materials development and teacher-generated materials is presented, followed by an examination of the methods used for data gathering and analysis. Employing an approach based upon the grounded theory methodology, this study reveals four primary motivations for the choice of teachers to develop teacher-generated materials as a supplement to mandated textbooks. The data analysis and discussion reveals four primary reasons for teachers in this context to create their own materials. These motivations represent both an empirical confirmation of previous theoretical proposals and new findings and contribute towards establishing teacher-generated materials as an area of materials research with significant potential.

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Roy KEMM. Teacher-Generated Materials: Materials Development in Japanese Junior High Schools[J]. Asian Journal of English Language Teaching. 2025, 34(1): 47-66

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