Introduction
Rationale for the study and research problem statement
Reading is an essential language skill for students learning English, as it offers a wealth of engaging information in an enjoyable format It serves as a foundational step in acquiring and analyzing information before creating new content By reading various materials such as magazines, newspapers, storybooks, and brochures, students can effectively gain valuable knowledge and insights.
The primary goal of teaching reading is to empower students to read and understand English texts effectively Successful reading comprehension hinges on students' ability to engage with the material An effective reading lesson encourages active participation throughout pre-reading, during reading, and post-reading activities However, many English classes face the challenge of student disengagement and lack of motivation To address this issue, teachers must explore innovative techniques, utilize engaging materials, and create a supportive atmosphere that fosters curiosity and enthusiasm for language learning.
As the English reading skills instructor for class 5A, comprising 30 second-year students at Thanh Do College of Technology, I observed a significant lack of engagement and interest in learning English, particularly when it came to reading assignments from the textbook The learning activities were ineffective, as many students remained silent during individual reading exercises, showing little understanding or concern for the material Additionally, some students disrupted the class by cheating and creating noise during exercises, further hindering the overall learning environment.
To enhance the effectiveness of reading lessons for students, it is crucial to incorporate creative and engaging materials Utilizing a diverse range of texts can significantly make a reading course more captivating Authentic materials, which remain aligned with the subject topics, serve as valuable resources in this approach, as noted by Berardo (2006).
Utilizing authentic materials in the classroom enhances students' learning by exposing them to real language in genuine contexts These materials not only motivate learners but also foster a sense of accomplishment upon comprehension, encouraging them to engage in further reading and exploration.
Using authentic materials can significantly enhance students' interest and motivation in reading comprehension These materials bring real-life context into the classroom, making it easier for students to understand the text as they relate it to their own experiences and surroundings.
There is an urgent need for a thorough investigation into the use of authentic materials in reading instruction in Vietnam, as this approach has the potential to enhance students' reading skills and foster a more engaging and enjoyable learning environment This necessity has motivated me to undertake this study to address the current challenges in reading education.
Aims of the study
This research aims to evaluate the effectiveness of authentic materials on the reading skills of second-year students at the Department of English, Thanh Do College of Technology The study seeks to determine how these materials impact students' reading proficiency and overall learning experience.
1 Evaluate the effectveness of the use of authentic on students‟ achievement in reading comprehension in English
2 Investigate the students‟ attitudes towards using authentic materials in reading lessons
3 Propose some recommendations and suggestions for using authentic materials to improve reading skill by Vietnamese students.
Research hypothesis and questions
In order to achieve the above-mentioned objectives, the study was designed to test the follow hypothesis:
Students participating in a course that includes both a textbook and supplementary authentic materials demonstrate greater improvements in reading proficiency, as evidenced by proficiency test results, compared to those who study solely with the textbook.
The acceptance of this hypothesis would result in the injection to the following null hypothesis:
A study aims to evaluate whether there is a significant difference in reading proficiency, as assessed by a proficiency test, between students using a textbook supplemented with authentic materials and those using the textbook alone The null hypothesis posits that both groups will demonstrate similar reading skills, indicating that the inclusion of authentic materials does not enhance proficiency outcomes.
In order to reach the conclusion on which hypothesis would be accepted, the answers to the research questions that are presented below would be found:
- To what extent is the use of authentic materials effective on the second year students‟ reading comprehension?
- What are the students‟ attitudes towards using authentic materials for reading?
Methods of the study
This study employs an action research design that integrates qualitative and quantitative data collection methods to address the research questions The author, who also serves as the practitioner, created a reading program utilizing authentic materials Data for analysis were gathered through a pre-questionnaire, post-questionnaire, pretest, and posttest.
Scope of the study
This study examines the influence of authentic materials on the reading comprehension of second-year students, acknowledging that the topic is too expansive to cover in its entirety within this paper.
Authentic materials for classroom use are abundant and include documents, newspapers, magazines, TV programs, stories, movies, songs, literature, and websites In this research, the writer incorporated these authentic resources, particularly magazines, newspapers, and websites, alongside textbooks to enhance reading comprehension instruction The integration of these materials, combined with effective reading techniques and technological media, aims to achieve the desired outcomes in reading education.
Significance of the study
The study's findings will offer valuable insights into the significant benefits of using authentic materials to enhance students' reading comprehension Additionally, it aims to propose effective techniques for maximizing the use of these materials, thereby increasing motivation in English reading lessons Finally, this action research will enable the researcher to assess the practical application of authentic materials in her classroom settings.
Design of the study
This study consists of five chapters:
Chapter I introduces the rationale of the study, the aims, research questions, scope as well as the significance and design of the study
Chapter II reviews the literature on the reading teaching in general and using authentic materials in reading in particular
Chapter III provides the reader with the detailed description of the subjects and the data collection instruments, and the procedure of the study The data collection instruments include the pretest and the posttest and the questionnaires The procedure of the study will be also mentioned
Chapter IV presents the results and discussion of using authentic materials in reading, and of the student‟s attitude towards authentic materials
Chapter V offers a discussion of the major findings from which some pedagogical implications were derived from This chapter also points out some limitations of the study and provides future directions for further research which are not touched upon in the limit of this thesis.
Literature Review
Background of reading
Reading has been studied from various viewpoints, including linguistics, psychology, education, and second language acquisition Different scholars offer diverse definitions of reading, reflecting the multifaceted nature of the reading process.
Frank Smith (1985) defines “reading is understanding the author‟s thoughts” (p.102) Therefore, reading can be viewed as authentic materials cylindrical process of recognizing, understanding, comparing, and evaluating the information they encountered
Alderson (2000) describes reading as an enjoyable and immersive activity that offers significant pleasure (p.28) The meaning of reading varies among individuals; for some, it involves recognizing written words, while for others, it serves as a means to teach pronunciation and practice speaking Regardless of its interpretation, reading always serves a purpose and is a fundamental aspect of our daily lives, often taken for granted and assumed to be a skill everyone possesses.
William (1984, p.4) and Nuttall (1996, p.3), share the same view on the ground that reading accounts for understanding what has been written, according to them, reading is the act of reconstruction
According to Smith and Robinson (1980), reading involves the reader's effort to comprehend the author's message, highlighting the interactive process where the reader engages with the text to interpret the writer's intentions.
The evolution of reading theories has transitioned from a traditional focus on the printed text to a cognitive perspective that highlights the importance of background knowledge Currently, the metacognitive view emphasizes the reader's ability to control and manipulate their comprehension of a text, showcasing the dynamic nature of reading as an interactive process.
Various reading approaches and strategies have been developed to enhance learners' reading competence based on a theoretical framework However, opinions on the effectiveness of these approaches vary, making it difficult to determine which method is superior Ultimately, the success of any reading approach is dependent on the specific context in which it is applied.
This study aims to enhance the learning experience of second-year students at Thanh Do College of Technology by integrating both intensive and extensive reading approaches, tailored to meet their specific needs and interests.
Intensive reading and extensive reading
This study integrates intensive and extensive reading approaches in the course, utilizing authentic materials to enhance reading skills Consequently, it is essential to explore the theoretical foundations of both methods.
Intensive reading is related progress in language learning which Nuttall (1996) defines:
Intensive reading is a teacher-guided approach that encourages students to concentrate on a text, making it a classroom-focused activity This method emphasizes the linguistic and semantic details to extract specific information, drawing attention to grammatical forms, discourse markers, and rhetorical relationships The goal of intensive reading is to understand both the meaning of the text and the mechanisms behind its construction By addressing the "how" and the "what" of texts, intensive reading equips students with strategies to engage effectively with various written materials.
Intensive reading primarily occurs in the classroom and involves short texts aimed at equipping students with essential reading strategies such as predicting, guessing, and concluding This approach emphasizes close study of the material, allowing students to gradually become familiar with the features of written English Consequently, intensive reading serves as a learning process rather than merely a means of acquiring knowledge.
Extensive reading refers to either „silent reading‟ in the classroom or reading accomplished unsupervised out of the classroom, and its aim is for pleasure and/or for practice Nuttall
According to a 1996 study, reading is described as "the private world of reading for our own interest," emphasizing that extensive reading is both the simplest and most effective method for enhancing reading skills It highlights that fostering an environment where individuals enjoy reading and appreciate its practical benefits makes teaching these skills more effective.
William (1984) defines extensive reading as the fast reading of lengthy texts, highlighting that it should typically match or be below the student's reading level This approach differs from intensive reading, which focuses on challenging the student slightly to enhance their skills.
According to Nuttall (1996), an extensive reading program (ERP) is the most effective method for enhancing general reading skills Davis (1995) describes an ERP as a supplementary library initiative associated with an English course, where students are encouraged to read enjoyable materials at their own pace, free from the stress of tests or grades This approach allows students to focus on personal progress, while teachers play a crucial role in motivating and monitoring their reading activities to maximize book consumption within the available time.
The summary of intensive and extensive reading approaches is presented in the following table which is adapted from Welsh (1997)
Table 1 : Summary of characteristics of intensive and extensive reading approaches
Language study and accuracy Purpose General understanding and enjoyment and fluency
Often difficult Level Easy (grade readers)
Slow and accuracy Speed Fast and fluency
Teacher selects Selection Learner selects
All learners study the same material
What material All learners read different things which interest them
In class Where Mostly at home
Check by specific questions and exercises
Comprehension Checked by reports/summaries
Authentic materials in EFL
There are slightly different definitions of authentic materials in literature
According to Morrow, authentic materials convey a real language; a real speaker or writer produce authentic text to convey a real message (Morrow, 1997)
Authentic materials, as defined by Nunan (1999), refer to spoken or written language data generated during real communication, rather than content created specifically for language teaching purposes.
Bearman and Trant (1998) define authentic as “unaltered from the original” (p.2) Kilickaya
(2004) give a common definition of authentic materials as “exposure to real language and use in its own community” (p.1) Dulay, Burt, and Krashen (1982) define authentic materials as “the natural communication task” (p.247)
In addition, Rogers (1988) defines it as “appropriate” and “quality” (p.467) in terms of goals, objectives, learner needs and interest and 'natural' in terms of real life and meaningful communication
Authentic texts, as defined by Harmer (1991), are materials created for native speakers rather than language learners These real texts play a crucial role in language education, as they enhance student motivation and provide exposure to genuine language use, a concept emphasized by Guariento & Morley (2001, p 347).
Anderson (1999) claims that authentic texts are the texts which have been written for native speaker of the language and not for second language readers Little, Devitt and Singleton
According to 1989, “authentic texts” are defined as those created to serve a social purpose within their language community (p.23) Incorporating authentic materials in the classroom offers students valuable exposure to real-world language, enhancing their learning experience.
Lots of authentic materials can be made use of in foreign language teaching These materials can be classified depending on their characteristics Authentic materials into four categories
Songs, documentaries, radio and TV ads, or broadcasts, quiz shows, cartoons, movies, soap operas, sit-coms, professionally audio-taped short stories and novels, web pages
Photographs, paintings, postcards, pictures, stamps, stick-figure drawings, wordless street signs, wordless picture books, posters
Newspaper articles, song lyrics, restaurant menus, tourist information brochures, leaflets, receipts
• Realia (Real Objects) Used in EFL-ESL Classrooms
In teaching reading, the authentic materials which are widely employed are documentaries, magazines, stories and novels, web pages, newspaper articles, song lyrics, restaurant menus, tourist information brochures, leaflets, receipts…
2.3.3 Considerations for selecting authentic materials
According to Shepherd (2006), we should consider three levels of students when selecting the materials:
Effective advertising can take various forms, including leaflets, timetables, menus, brief reports, audio and video ads, or short news segments To ensure a smooth process, it's essential to keep tasks simple and manageable while pre-teaching key vocabulary to alleviate any potential anxiety.
This list can be broadened to encompass longer articles, four to five-minute TV or radio news segments, a greater number of shorter items, or even entire TV programs, depending on your copyright agreements Pre-teaching is essential; however, students should also be equipped to handle some unfamiliar vocabulary.
At an advanced level, students should employ strategies to manage unfamiliar vocabulary calmly; however, having quick definitions available for more challenging terms remains beneficial.
In addition, Nuttall (1996) gives three main criteria when choosing texts to be used in the classroom suitability of content, exploitability and readability
The suitability of content is crucial, as it must engage students and align with their needs Texts should not only capture interest but also serve to motivate learners effectively.
To engage students effectively, teachers should identify texts that capture their interest and avoid material that may lead to boredom It is essential for educators to select content that is not only engaging and informative but also valuable and worthy of their students' time.
When selecting a text, teachers should aim for material that reveals new information to students, introduces relevant concepts, encourages critical thinking, fosters empathy by exploring diverse perspectives, and inspires a desire for independent reading.
Exploitability measures the potential of a text to enhance students' reading skills, emphasizing its role in facilitating learning A text that lacks educational value cannot be effectively utilized in the classroom; its mere presence in English does not guarantee its usefulness for teaching purposes.
When selecting texts for various reading purposes, teachers should prioritize materials that serve multiple functions A well-chosen text can introduce new language structures, provide essential information for lesson comprehension, and enhance vocabulary acquisition.
Readability refers to the structural and lexical complexity of a text, encompassing the presence of new vocabulary and grammatical forms Assessing the appropriate readability level for students is crucial for effective learning.
To effectively engage students, teachers must quickly assess their knowledge of the language Understanding students' proficiency is essential for selecting appropriate texts that enhance their learning experience.
Incorporating authentic materials, such as Indonesian folktales, into the teaching process significantly enhances students' reading comprehension and understanding of narrative texts This research emphasizes the use of printed storybooks that feature these cultural tales, aiming to facilitate a clearer and more engaging learning experience for students.
Using authentic material in the classroom, even when not done in an authentic situation, and provided it is appropriately exploited, is significant for many reasons, amongst which are:
- Authentic materials provided exposure to real language and related more closely to students‟ needs Students were exposed to real world intercultural discourse (Kilickaya, 2004; Martinez, 2002; Morrison, 1989 & Peacock, 1997)
- Incidental or improper English often was not included in textbooks and the same piece of material could be used in a different way if the task was different (Dumitrescu, 2000; Martinez, 2002)
- In the English language, changes could be reflected in the materials so that students and instructors both understood the changes (Martinez, 2002)
- Authentic materials contained topics of interest to students and encouraged reading for pleasure, and they were practical and real because they provided valid linguistic data (Dumitrescu, 2000; Martinez, 2002 & Peacock, 1997)
Authentic materials play a crucial role in language learning by providing instructors with resources and activities that are directly applicable to real-life contexts These materials not only enhance the learning experience but also serve as a rich source of language input, facilitating deeper understanding and engagement in the language acquisition process Research supports the effectiveness of authentic materials in contextualizing language learning, making them an invaluable asset in educational settings.
- Authentic materials were applicable and adaptable for classroom use (Chase, 2002)
The use of authentic materials in teaching reading
Teaching reading is essential for students to achieve mastery in English Introducing a diverse range of reading materials enhances their ability to acquire information and knowledge through the language Additionally, selecting appropriate teaching materials is crucial to boost students' interest and motivation, ultimately improving their attitude toward learning English.
To enhance reading comprehension skills, students must effectively understand the text they engage with Utilizing interesting and authentic materials is a creative teaching strategy that significantly boosts student interest and facilitates easier lesson comprehension.
Incorporating diverse and engaging texts can significantly enhance students' interest in learning English As noted by Berardo (2006), the variety of text types not only captivates learners but also promotes additional reading for enjoyment and exploration.
2.4.1 The stages of a reading lesson
Teaching reading involves three key stages: pre-reading, while-reading, and post-reading Each stage incorporates specific activities designed to enhance students' reading skills This structured approach equips learners with the necessary strategies to become efficient, effective, and independent readers.
The teacher introduces a topic by promoting skimming, scanning, predicting, and activating prior knowledge, allowing students to effectively engage with the text and utilize their skills after a smooth transition into the passage.
Three strategies can be used in this stage:
- Activating and building background knowledge
- Previewing the text to build expectations
During the while-reading stage, teachers play a crucial role in helping students comprehend the specific content and recognize the rhetorical structure of the text This process requires teachers to guide students in adopting an active and questioning approach to the material Effective while-reading tasks can facilitate this guidance, with one of the simplest techniques being the identification of the text's major ideas To maximize understanding, questions should target three levels: explicit, implicit, and applied The explicit level seeks directly stated information, the implicit level encourages inference, and the applied level connects new concepts to prior knowledge or experiences.
Post-reading activities should extend beyond comprehension questions to enhance student understanding Teachers should incorporate vocabulary study, encourage students to identify the author's purpose, analyze the author's reasoning, and examine grammatical structures Additionally, guiding students toward a follow-up writing exercise can further reinforce their learning.
The final phase of a reading lesson focuses on reviewing the material, addressing essential aspects like grammar, vocabulary, and discourse features This stage aims to reinforce understanding by connecting new information to the learners' existing knowledge, interests, and opinions.
During the review stage, many devices introduced earlier can be utilized for reinforcing understanding It is beneficial to have students work in pairs or small groups to compare and verify their answers to questions or graphics, followed by a class-wide discussion of the results After reviewing the main ideas of the text, attention can shift to specific elements, with exercises targeting grammar points, vocabulary in context, word roots, or discourse markers.
2.4.2 Applying authentic materials in teaching reading
Utilizing authentic materials in the classroom is essential for immersing learners in real language exposure Although the classroom environment may not replicate real-life situations, these materials play a crucial role in language acquisition Critics argue that removing a text from its original context diminishes its authenticity; however, the value of authentic resources in education remains significant.
“As soon as texts, whatever their original purpose, are brought into classrooms for pedagogic purposes they have, arguably, lost authenticity.” (Wallace, 1992, p.79)
Authentic materials provide learners with exposure to real discourse, unlike traditional course textbooks that often lack incidental or improper examples These materials not only reflect current teaching trends but also enable readers to access genuine information about the world around them By engaging with real texts in a new language, students find motivation in extracting meaningful content, ultimately enhancing their enthusiasm for learning.
'real' language (Guariento & Morley, 2001) They also reflect the changes in language use,
Textbooks often become outdated rapidly, failing to provide learners with authentic language experiences It's crucial for students to see that the language they are learning is not just theoretical but is actively used in real-life contexts.
“Authentic texts can be motivating because they are proof that the language is used for real-life purposes by real people.” (Nuttall, 1996, p.172)
The diverse range of texts available makes it easier for learners to find engaging materials that can inspire further reading for pleasure Bringing an entire newspaper or magazine into the classroom allows students to select their reading material, fostering a sense of autonomy Increased reading not only enhances language proficiency but also boosts learners' confidence When texts resonate with learners' personal experiences, they become more relatable and impactful Authentic materials aim to elicit reactions similar to those of native speakers, helping students navigate real-life situations outside the classroom where various reading skills are essential This exposure to genuine language enables learners to feel they are acquiring the 'real' language, enriching their educational experience.
So, how can teachers incorporate authentic materials into teaching and learning? The followings are some strategies:
Always start with needs assessment
To effectively utilize authentic materials, it is essential for teachers to identify the needs and goals of their students This can be achieved through various methods such as one-on-one intake interviews, weekly focus groups, and written needs assessment surveys The primary aim of these assessments is to clearly determine each student's individual objectives.
Invite students to participate in the process of identifying authentic materials
Students might find it confusing when teachers request items like order forms, coupons, and recipes for class, as they may view these materials as unsuitable based on previous academic experiences or cultural backgrounds To address this, teachers can initiate discussions about the importance of using authentic materials in learning and encourage students to gather and bring such items to class, aligning them with educational objectives.
Use authentic materials in authentic ways
Conclusive remarks
This chapter explores key aspects of reading instruction theories and the use of authentic materials in language learning It highlights the role of authentic materials as both supportive tools and motivational resources in the language acquisition process Additionally, the chapter emphasizes strategies for utilizing authentic materials to enhance students' reading skills effectively.
In summary, the teacher's instructional approach significantly enhanced students' reading skills by effectively eliciting ideas during reading lessons The following chapter will outline the study's methodology.
Methodology
Research context
Founded in 2005, Thanh Do College of Technology stands out as one of Vietnam's pioneering private colleges, with the English Department being a key component of its academic offerings English is a mandatory subject within the college's curriculum, where English major students engage in 1080 formal classes over a three-year program, complemented by diverse syllabuses for English for Specific Purposes (ESP) Notably, the North Star textbook is utilized in the third semester for second-year students, significantly enhancing their reading skills.
The physical environment at the college plays a crucial role in enhancing language teaching and learning by offering well-equipped classrooms that feature overhead projectors, screens, and multimedia resources such as video, CD, and cassette players.
Research questions
This study seeks to answer the following research questions:
- To what extent is the use of authentic materials effective on the second year students‟ reading comprehension?
- What are the students‟ attitudes towards using authentic materials for reading?
Research approach
3.3.1 An overview of Action Research
Action research (AR) is a systematic and self-reflective approach that engages participants who are also part of the research context Its primary goal is to identify and investigate "problematic" situations that participants deem worthy of exploration, enabling practical interventions to facilitate informed changes in practice (Cohen & Manion, 1994).
The AR process has a number of steps or phases which progress as a spiraling and evolving process Kemmis and Mc Taggart‟s (1988) “classic” model of this process includes four steps:
1 Planning - a problem or issue is identified and a plan of action is developed in order to bring about improvements in specific areas of the research context
2 Action - the plan is put into action over an agree period of time
3 Observation - the effects of the action are observed and data are collected
4 Reflection - the effects of the action are evaluated and become the basis for further cycles of research
To this model, Burns (2000) added a fifth step, dissemination, where the result of the research is made known through presentations and publications to a wider audience
Burns (1994) also identified some essential features that help to distinguish AR from other forms of educational research:
1 It is small-scale, contextualized and local in character, identifying and investigating teaching-learning issues within specific situations
2 It involves evaluation and reflection aimed at bringing about continuing changes in practice
3 It is participatory, providing opportunities for communities of participants to investigate collaboratively issues of concern within their social situation
4 It is based on data collection and analysis which become the basis for changes in practice
3.3.2 Rationales for the use of action research
My students displayed reluctance to participate in reading lessons, prompting me to seek solutions and enhance my teaching skills To identify the underlying causes of this issue, I realized that conducting action research would be an effective approach.
First of all, according to Nunan (1993) an AR is first and foremost concerned with the identification of problems in a specific context
According to Wallace (1998), action research (AR) is a systematic process that gathers data on daily practices and analyzes it to inform future decision-making in professional practice.
Thirdly, AR can increase the teacher‟s understanding of classroom teaching and learning, and therefore, bring out improvement in classroom practices
This study aimed to enhance the current state of English reading instruction by implementing targeted interventions to improve participants' reading comprehension Additionally, it sought to address the research questions by examining how participants perceived their own progress, interest, and motivation throughout the research process.
3.3.3 Applying authentic materials in extensive reading program
Thanh Do College of Technology effectively utilizes authentic materials in its reading program, primarily sourced from magazines, newspapers, and websites These materials are enhanced by innovative teaching techniques and technological media, aimed at achieving specific reading objectives.
Table 2 : An overview of an extensive reading
Week Title of reading text Activities
- Write summary of the passage
- Play role as an advertiser, write an advertisement for a product
2 A Miracle Cure - Tell true stories
- Discuss about the future for some serious diseases: AIDS, cancer
3 Speaking of gender - Play role as a woman and an advisor The woman gives her problem and the advisor gives the advice for each case
- Write a paragraph about the gender problem in Vietnam
4 Breaking the surface - Write summary of the passage
- Write an advertisement for your own clinic or a cure for a disease
- Find some problems of cars that face Vietnam people today
6 Always in fashion - Cosmetic Surgery
- The important of Fashion in life today
- Write summary of the passage
- Play role as Judge, give punishment for people in the text
Marriage custom in the world
- Write summary of the passage
- Compare the marriage custom between countries in the world and between generations in Vietnam.
Participants
As an experienced English teacher at Thanh Do College of Technology for over three years, I am currently pursuing a master's degree at the Hanoi Foreign Languages College Throughout my two semesters teaching class 5A, I have developed a strong rapport with my students through friendly conversations, which have provided valuable insights into their interests and challenges in learning English I firmly believe that the teaching methods employed by educators significantly influence student learning outcomes.
A total of thirty major English students, comprising twenty-four females and six males from class 5A, participated in a study conducted in natural classroom settings at the Foreign Language Department of Thanh Do College of Technology Nearly all students successfully passed the university entrance exams with a minimum score of 4.0, and by the end of their first year at the college, they achieved an intermediate level in English proficiency.
Research instruments
The two data collection instruments used in the study are Questionnaires and Pre-test and Post-test
3.5.1 Pre-test and Post-test
In this study, the pretest and posttest, sourced from test samples for major English students on www.canadavisa.com, were administered to the treatment group Both tests featured the same questions but with varying orders, and participants were given a time limit of 60 minutes for each test.
The statistical analysis of the test results evaluated the effectiveness of the program against the traditional paper-based method The assessment, comprising 40 items, specifically targeted essential reading skills.
In second language research, questionnaires serve as a vital tool for gathering data on less observable phenomena like attitudes, motivation, and self-concepts They also facilitate the collection of information regarding the language usage processes and provide essential background details about research participants, including age, prior language learning experience, and the number of languages spoken.
This study utilized questionnaires to gather insights into students' attitudes toward the use of authentic materials in reading lessons, as well as their recommendations for future educational programs.
The questionnaires underwent initial testing with ten second-year students from the Department Following their completion, the students provided feedback on the design, content, wording, and layout of the questionnaires This valuable input was incorporated into the development of the final version.
This study utilized two key questionnaires: a Pre-questionnaire distributed to all participants at the beginning of the investigation and a Post-questionnaire administered after the final reading lesson These questionnaires aimed to gather practical and situational information essential for the researcher’s analysis.
The Pre-questionnaire for students, detailed in Appendix 2, comprises four closed-ended questions aimed at gathering insights into students' interest in reading lessons, as well as their needs and expectations in the classroom.
Question 1 aims at finding the students‟ interest in reading lessons
Question 2, 3, 4 examine their needs and expectations in using authentic materials in reading lessons
The Post-questionnaire (see Appendix 3) consists of 2 parts
The first part of the questionnaire comprises 10 closed-ended questions
Questions 1, 2, 3, 4 aim at examining the impact of the program on the subjects‟ motivation and their interest in the study
Questions 5, 6, 7, 8, 9, 10 investigate students‟ attitudes towards the influence of authentic materials on their language abilities
The second section of the questionnaire focuses on students' perceptions of the program and their recommendations for future reading initiatives It consists of five closed-ended questions, while also encouraging students to share their thoughts and suggestions.
Procedure of data collection
The researcher prepared for the data collection instruments, which consisted of writing lesson plans and constructing tests
The researcher worked with the participants about the program, explained their main tasks, arranging schedule for all the participants
In this phase, learning goals and objectives were established based on the analysis of students' needs from a pre-questionnaire The researcher proactively identified potential classroom challenges and devised solutions in advance Prior to the teaching activities, the teacher reflected on previous events and planned necessary adjustments With thorough preparation in materials, expected outcomes, methods, and problem-solving strategies, the lesson was implemented, engaging students as active learners Meanwhile, the teacher assumed the roles of guide, facilitator, and advisor, providing observation, feedback, and essential adjustments throughout the learning process.
The pre-questionnaire was delivered to the subjects to get the information about their interest in reading lessons and the needs and expectations of the students in the classroom
It was conducted on the first week of the semester at Thanh Do College of Technology
The pre-test was conducted on the second week of the semester Thirty students took part in the test They had 60 minutes to complete their test
The posttest was conducted on the last week of the semester The same procedure as in the pretest was implemented
Following the course, a post-questionnaire was conducted to gather participants' perspectives on students' attitudes towards the use of authentic materials in reading lessons, along with their recommendations for future programs based on the findings of this study.
Procedure of data analysis
The researcher evaluated the collected data and assessed the results, identifying strengths to enhance in the next cycle while gradually eliminating weaknesses Additionally, this approach provides a solid foundation for future developments and improvements.
The raw data were systematically categorized based on the two research questions, with pretest and posttest data utilized to address the first question, while the second question was answered through an analysis of the questionnaires.
3.7.1 Data from the Pretest and posttest
The data collected from the pretest and post test results were computed and analyzed using Statistic package for the social science (SPSS), version 13
The questionnaire data was organized into tables to enhance the synthesis and comparison of findings By calculating the percentage of responses for each question, we were able to effectively analyze and compare the numerical data.
Conclusive remarks
This chapter outlines the comprehensive methodological framework of the study, detailing the rationale for employing an action research design It includes the formulation of research questions, the implementation of pretest and posttest assessments, and the use of questionnaires as data collection tools Additionally, it describes the study participants, the data collection process, and the data analysis methods utilized to address the two research questions.
The upcoming chapters will present the study's findings, along with their pedagogical implications and recommendations for future research based on the discussion of these results.
Findings and Discussion
Initial data
The initial findings validated the issue and identified its underlying causes, enabling the development of an effective action plan These initial insights were derived from the results of the pre-questionnaire.
Table 3 : The level of students’ interest in reading lessons and the needs and expectations of the students in the classroom
I am not interested in reading lesson because it‟s very boring
I need to use authentic materials to improve my reading skill
I want the teacher to give me authentic reading assignments rather than the text- book based
It will be helpful if the teacher introduces me more interesting and up-dated materials
The Pre-questionnaire conducted to assess students' interest in reading lessons revealed largely negative attitudes, with 67% of respondents expressing a dislike for reading activities Only 10% indicated a strong preference for reading skills, while 13% reported a mild interest Additionally, over 10% of students were uncertain about their feelings toward reading Ultimately, just 13% of participants showed interest in reading, and only 10% stated they enjoyed it significantly in the classroom.
A significant majority of students (77%) expressed a desire to enhance their reading skills through authentic materials, with 70% favoring authentic reading assignments over traditional textbook-based options Conversely, 10% of students were not in favor of this approach These findings indicate the importance of balancing intensive and extensive reading materials when designing courses to meet diverse student preferences.
A significant 83% of students expressed a desire for up-to-date reading materials, highlighting the importance of current resources in their learning Nevertheless, a minority of students, specifically 14%, showed a preference for traditional textbook-based assignments over authentic reading tasks.
Analyzing students' interests and understanding their needs and expectations is essential for effectively designing a reading course.
Research question 1
The statistical analysis of the pretest and posttest scores (see appendix 7) was aimed to answer the research question 1
- To what extent is the use of authentic materials effective on the second year students‟ reading comprehension?
Table 4 : Descriptive statistics for the pretest and posttest of the treatment group
Table 4 describes some significant descriptive statistics of the results got by treatment group in the pretest and the posttest
The treatment group demonstrated a significant increase in reading achievement after the course, as evidenced by higher means, modes, and medians in the posttest compared to the pretest This improvement indicates that the use of authentic materials in reading lessons positively impacted students' reading comprehension Although the standard deviation for the posttest was higher than that of the pretest, suggesting greater homogeneity of scores in the pretest, this variation is unlikely to significantly affect the study's results.
Research question 2
- What are the students‟ attitudes towards using authentic materials for reading?
To answer the research question 2, the results from the questionnaire administered to the students were analyzed
4.3.1 Participants’ attitudes toward the program
Table 5 : Participants’ attitudes towards the program
1 Authentic materials gave me more pleasure in learning reading
2 The use of authentic materials in learning reading didn‟t make reading lesson more enjoyable
3 I wish I had been encouraged to use authentic materials before
4 If this program does not continue in the following semester,
I will keep going exploiting authentic materials for extensive reading
5 My background knowledge has been broadened thank to authentic materials
6 The reading text didn‟t help to expand my grammar and vocabulary
7 Authentic materials helped to improve my reading skill 26
8 My writing skill has improved since authentic materials were applied in my reading lesson
9 Post-reading activities don‟t make me feel more confident in speaking English
10 The reading texts provided me with new language items 22
Table 5 highlights ten items used to assess participants' evaluative attitudes toward the program To ensure the validity and reliability of the responses, a mix of both positive and negative items was incorporated, specifically items 1, 2, 3, 5, and 7.
The evaluation revealed that 8 out of 10 participants reported positive effects, particularly regarding the program's influence on their motivation and interest in studying The initial four items specifically assessed these motivational aspects, while the remaining items focused on the participants' language abilities.
The survey results reveal that most participants found that using authentic materials enhanced their enjoyment and independence in language learning Additionally, they expressed satisfaction with the program and a strong desire to continue utilizing authentic materials for extensive reading in the future.
A significant 93% of participants reported that the program enhanced their background knowledge and enriched their grammar and vocabulary Furthermore, 83% agreed that the use of authentic materials positively impacted their language skills, while 86.6% noted improvements in their reading abilities The program also benefited speaking and writing skills, with 60% of students acknowledging progress in writing due to the vocabulary, structures, and styles acquired from authentic materials and post-reading activities Additionally, 83.3% felt that post-reading activities boosted their confidence and made speaking English more enjoyable.
The initial findings from the questionnaire indicate that nearly all participants expressed a positive attitude towards the program The following section will explore their recommendations for future improvements.
4.3.2 Participants’ suggestions for future program
Table 6 : Participants’ suggestions for future program
1 The teacher should choose the materials more carefully
2 The teacher should explain more clearly the instructions of activities in the extensive reading part
3 Post-reading activities in the class should be shorter 7
4 There should be more post-reading activities in reading lesson
5 The program should be applied in all reading course 26
Table 6 highlights key suggestions for enhancing the program's effectiveness, with 86.7% of students advocating for its implementation across all reading courses Additionally, 76.7% of participants emphasized the need for increased time dedicated to post-reading activities, recommending that more of these activities be incorporated into reading lessons.
The questionnaire highlighted key elements of the program, including the authentic reading materials provided by the teacher and the delivery of instructions Notably, only a small percentage of respondents felt that modifications to these components were necessary for the program's future implementation.
Conclusion and Implications
Conclusion
A recent action research conducted in class 5A at Thanh Do College of Technology revealed that the use of authentic materials significantly enhances students' reading proficiency and boosts their motivation and interest in reading The study found a statistically significant improvement in the mean scores of pretest and posttest for the treatment group, indicating that students exposed to authentic materials showed notable advancements in their reading achievements Additionally, authentic materials effectively captured students' attention and increased participation in reading classes, despite variations in daily lesson topics and physical conditions Positive feedback from students through a questionnaire further supported these findings The study also identified challenges faced by students and teachers in implementing an authentic materials program, providing valuable insights for future research in this area.
Implications
This study highlights the effectiveness of using authentic materials in teaching English as a foreign language, particularly for enhancing reading comprehension The findings indicate that authentic materials are more beneficial for EFL students compared to non-authentic ones Consequently, EFL teachers and textbook designers are encouraged to incorporate authentic resources into their classes and materials By providing diverse authentic materials, teachers can boost student interest and motivation, as these resources resonate more with their real-life experiences To maximize the effectiveness of authentic materials, certain key factors should be considered for successful implementation in educational programs.
EFL teachers should recognize that incorporating authentic materials in extensive reading enhances the overall value of learning a foreign language Therefore, they should actively promote the use of these materials to help students develop their reading skills effectively.
The role of teachers is crucial in fostering a positive learning environment, as those who are friendly, understanding, and attuned to their students' needs can significantly enhance the learning experience While some educators may feel constrained by time and resources when it comes to incorporating authentic texts into extensive reading, a strong commitment to this approach can inspire students When teachers recognize the benefits of using authentic materials, their enthusiasm often motivates students to engage more deeply with the content (Day and Bamford, 1998, p.42).
Teachers can carefully grade authentic materials according to linguistic difficulties and topics can be classified, for students to choose according to their preferences and needs
Learners should recognize the significance of enhancing their reading skills through the use of authentic materials To effectively develop these skills, it is essential for them to be proactive and highly self-motivated.
Limitations of the study
While the study highlights positive outcomes regarding students' reading achievements and their favorable attitudes towards authentic materials, it is important to acknowledge the limitations imposed by the time constraints of an individual project.
The study's limited sample size of 30 participants restricts the ability to fully assess the impact of authentic materials on reading skills across different proficiency levels While the scores analyzed were approximately normally distributed, the narrow range of subjects raises questions about the potential progress of students at varying levels if they were to participate in similar programs.
Secondly, the researcher was unable to control some variables, such as topic of lessons, absence of some students etc
Limited time poses challenges in addressing how to effectively motivate students One key question remains whether teachers consistently utilize authentic materials in every reading lesson, as repetitive activities may lead to student boredom.
Based on the results of this study, it is recommended to carry out more investigation on the effect of the use of authentic materials in EFL classes
One recommendation is to replicate this study using a larger sample size and either similar or different subject content It is important to recognize that selecting and designing authentic materials can be a time-consuming and labor-intensive process.
Moreover, similar studies can also be conducted with varying language proficiency levels and wider ranges of ages and genders
In conclusion, this study highlights the importance of establishing a foundation for future research across diverse populations and varying proficiency levels Additionally, it aims to raise awareness among educators and language training institutions about the benefits of using authentic materials to enhance the quality of education.
This study investigates the impact of authentic materials on the reading skills of students at Thanh Do College of Technology The findings indicate a significant improvement in the reading performance of the treatment group, alongside positive student attitudes towards the use of these materials This research serves as a foundation for exploring the effectiveness of authentic materials in various language learning contexts Continued investigation in this field will enable educators to better equip students for enhanced reading comprehension and overall language proficiency.
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Section 1a: Look at the information below about a charity fun run and answer Questions 1-7
Answer the questions below using NO MORE THAN THREE WORDS AND/OR A NUMBER from the text for each answer
Write your answers in boxes 1-7 on your answer sheet
1 How many different lengths of route are there?
2 To whom was the money raised in last year's event given to?
3 How much money do the organisers expect to raise this year?
4 What refreshment will be available from the officials stationed along the route?
5 What do all runners have to wear on the day?
6 Where can participants leave their cars if they do not park at the school?
7 What prize can the runner wearing the best costume win?
Join us for our Annual Fun Run on Sunday, August 18th, starting from the school grounds Participants can choose to run distances of 2, 5, or 10 kilometers.
Last year, we successfully raised $15,450 for the children's hospital, and this year, we aim to exceed $16,000 The funds collected will be dedicated to the development of the village recreational center.
To confirm your registration, please email funrunsuccess@edu.com or call 01784 5337841 Once registered, you can begin gathering sponsors and join us on the event day! Be sure to read the additional instructions provided below for important details.
Looking forward to seeing you on Sunday 18th August,
Thanks in advance for your support!
For comprehensive information, visit our website at www.moorfieldsschool.com or check with the school reception on the event day All running routes will be clearly signposted, and marshals will be present along the way to provide cold drinks If you experience any illness or require assistance during the run, please inform a marshal for immediate help.
For your outing, wearing shorts and tee-shirts is suitable, but we advise bringing a light raincoat to prepare for any unexpected rain It's essential to wear comfortable running shoes, and we recommend avoiding new trainers on the day to prevent any foot discomfort.
On the event day, parking will be available at the school car park behind C-block (the language department); simply enter through the main gates and take a right turn Additionally, runners can utilize the parking facilities at Westhill Leisure Centre, located directly across the road from the school.
WHAT HAPPENS AFTER THE RUN?
Join us for an exciting event featuring various entertainers, including face-painting and performances by the school band Enjoy a selection of food and drink stalls while cheering on the runners Prizes will be awarded to the top two finishers in each race, and participants in special costumes have the chance to win two cinema tickets for the best fancy dress Don't miss out on this fun-filled day!
We expect the whole day to finish at around 4pm
Section 1b: The list of tour options for holiday-makers on the right has nine tour descriptions
A to I Read them and answer Questions 8-14
Write the correct number i-xi in boxes 8-14 on your answer sheet
Explore a diverse range of tours in New Zealand, including the Wine Lovers Explore for connoisseurs, exhilarating Hiking in NZ for adventure seekers, and the 4-wheel drive South Island Extravaganza for thrill enthusiasts Immerse yourself in the Traditional Culture of Rotorua, discover Aotearoa on two wheels, and learn about the unique New Zealand Birdlife Delve into the fascinating History of the Moa, engage in a Flora and Fauna Education tour, and experience the breathtaking Thermal Wonderland tour For those seeking adventure, Northern Exposure and Come Scale the Peaks! offer unforgettable experiences in New Zealand's stunning landscapes.
A Learn more about Maori culture, food, dance, performing arts and the internationally famous
Experience the rich Maori culture through a guided tour that includes informative lectures on traditional customs and etiquette, especially regarding the welcoming and visiting protocols of a marae, the sacred meeting house of Maori tribes Enjoy an authentic cultural show at one of New Zealand's most renowned Maori performance venues, immersing yourself in the vibrant heritage and traditions of the Maori people.