The current developments in second language(L2) pedagogy and the introduction of twenty-first centuryeducation compel scholars, educators, and leading educa-tion agencies in the Asia Pacific region to revisit theirrespective curriculum and framework for designing andpreparing their English language teaching materials.However, after surveying available literature and studies inL2 pedagogy, it could be posited that there is paucity of amaterials design model that would address these develop-ments. Hence, this paper offers a sociocognitive-transfor-mative materials design model to guide ESL and EFLteachers, material developers, and publishers in the AsiaPacific region in preparing instructional materials based onsound theories, principles, and practices. The process ofmodel development was anchored on the grounded theorywhich allows a theory or model to emerge from the data. Inthe context of this study, the data (i.e., scholarly literature)was obtained from the top journals in applied linguisticsand second language pedagogy. It is from these data thatthe preliminary model was developed. Using a three-pronged validation approach, findings confirmed therobustness of the model from both theoretical and practicalperspectives. The findings further confirm the possibility ofintegrating current and relevant pedagogical conceptswithout contradicting one another and without contradict-ing other established L2 pedagogical frameworks

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