Background of the study
Over the last decade, the integration of authentic materials in classroom teaching has gained popularity Nevertheless, it remains crucial to consider whether these materials truly resonate as authentic to language learners.
In recent decades, Vietnam's political renovation and open-door policy have significantly heightened the demand for foreign languages, particularly English, leading to a remarkable increase in the number of English learners.
Various methodologies and teaching strategies for foreign languages have been implemented in Vietnamese schools, with Communicative Language Teaching (CLT) gaining significant recognition globally over the years This approach has notably transformed the foreign language teaching landscape in Vietnam, particularly within higher education By focusing on developing communicative competence, CLT equips language learners with essential skills needed for their future careers.
To effectively enhance communicative competence among language learners and prepare them to meet society's urgent demands, English language teachers must prioritize the use of authentic materials and the principle of text authenticity in their teaching practices.
Effective communicative style teaching necessitates genuine language use and meaningful interactions among students Breen and Candlin (1980) and Breen (1985) emphasized that the classroom itself possesses a unique authenticity that is equally vital as the authenticity of the target culture.
(1980), many other experts on methodology have also had many profound research on this matter -authenticity and English language classrooms
Vietnamese English teachers have made significant efforts to create authentic classroom environments by incorporating genuine materials and textbooks Many resources used in Vietnamese schools, including HUFL (Hue University of Foreign Language), are considered "authentic" as they feature real language, tasks, and communication focuses However, the application of these materials by some English faculty at HUFL may lack authenticity, leading to a teaching approach that feels artificial This situation contradicts the Ministry of Education and Training's (MOET) objectives for higher education, which emphasize the importance of practicality and effectiveness in teaching and learning programs.
And how do the teachers use authetic materials in their teaching for speaking skill at classroom and what is the students‟ responses with these methods?
As a reuslt, this study aims at investigating what is the teachers‟ perception toward using authentic materials and students‟perception of using authentic materials in speaking class.
Rationale of the study
This research was conducted for the following reasons :
The concept of text authenticity has become increasingly significant in communicative language teaching, motivating students to engage deeply with the language As educators embrace the communicative approach, there is a strong emphasis on creating authentic learning experiences by incorporating real-life materials into the classroom However, the importance and interpretation of text authenticity often lead to confusion among EFL teachers and students alike.
The authenticity and artificiality in EFL classrooms stem from various factors, including teaching methods and materials used Both EFL teachers and learners play crucial roles in enhancing the authenticity of language learning environments Utilizing authentic materials can significantly foster "real communication" in general English classes at this university, bridging the gap between theoretical knowledge and practical application.
As an English teacher at HUFL for over a decade, I believe it is crucial to explore effective teaching strategies that enhance the learning experience for our faculty and students Utilizing authentic materials can significantly improve the practicality and effectiveness of the teaching process in our unique context Additionally, the insights gained from this study will aid me as a researcher and instructor in the evaluation, selection, and adaptation of materials for my language classrooms.
For all these reasons, I would like to conduct this research with the hope to seek better ways to use authentic materials in speaking classes of EFL context like Vietnam
Aims of the study
The study aims to explore teachers‟perception and students‟responses using authentic materials
This study aims to offer practical teaching strategies and professional guidance for effectively incorporating authenticity into English as a Foreign Language (EFL) instruction for first-year students through the use of authentic materials.
The study also provides some suggestions for English teachers to overcome difficulities in using authentic materials to develop speaking skill and other skills at higher education level.
Scope of study
This study was conducted on a small scale at HUFL-English Department, with the help of 11 teachers who have been teaching English at this University and
50 freshmen chosen randomly at 2 first year English classes.
Research Questions
This study was conducted to answer the following research questions:
- What are the teachers‟ perceptions toward using authentic materials in teaching speaking skills?
- What are the students‟attitudes to authentic materials in speaking classes ?
Structure of the study
REVIEW
Introduction
This chapter aims to explore the use of authentic materials in enhancing speaking skills It examines teachers' perceptions regarding the implementation of these materials and assesses students' attitudes toward their use in speaking classes.
This chapter begins with a definition of key terms in section 2.2, followed by an exploration of authentic materials within Communicative Language Teaching (CLT) in section 2.3 Section 2.4 delves into the role of authentic materials in CLT, while section 2.5 examines their impact on student motivation Section 2.6 defines the speaking skill, and the chapter concludes with a review of previous studies in section 2.7.
The definition of key terms
Many attempts to define „authenticity‟ have been undertaken, however no universal idefinition seems to be formulated The Dictionary of Applied Linguistics (1987, p.27) defines this term as:
Authentic materials in language teaching refer to resources that exemplify natural speech or writing, such as texts sourced from newspapers and magazines, as well as recordings from everyday radio and television programs These materials are essential for creating a realistic learning environment, allowing students to engage with language as it is used in real-life contexts.
Widdowson's (1990) distinction between "authentic" and "genuine material" is crucial in language education Authentic materials are those created for native English speakers and utilized in the classroom in a manner akin to their original purpose An example of this is using a radio news report about local pollution, which allows students to engage in meaningful discussions relevant to their community.
Authentic materials, as defined by Little, Devitt, and Singleton (1997), serve a social purpose within a community, while Wong, Kwok, and Choi (1995) emphasize that these materials are distinguished by their genuineness in terms of time, location, and people The primary goal of using authentic materials is to immerse learners in the real-world application of a foreign language for effective communication.
According to Uzar (2005), authenticity in language learning can be understood on two levels: the credible and genuine characteristics of second language (L2) resources, and the practical, real-world context of the language employed in classroom settings.
According to Tatsuki (2006), our sense of authenticity is shaped by social interactions and language use This suggests that learners can generate authentic experiences by engaging with genuine materials, supporting Lee's (1995) assertion that authenticity can be cultivated in educational contexts.
According to Tatsuki (2006:1)“authenticity is taken as being synonymous with genuineness, realness, truthfulness, validity, reliability, undisputed credibility, and legitimacy of materials or practices
There is no universally accepted definition of authenticity and authentic materials, which are generally seen as resources not specifically created for language learning However, some argue that the emphasis should be on using materials authentically rather than solely providing them, ensuring that they resonate with learners and fit the context of their situation.
In discussions about language learning, it is often unclear whether the focus is on the authenticity of language, tasks, or situations (Taylor, 1994) Michael Breen (1985) further categorized authenticity into two aspects: the authenticity of the texts used as input for learners and the learners' own interpretations of those texts Additionally, authenticity of task pertains to tasks that effectively support language learning, while authenticity of situation relates to the genuine social context of the language classroom.
Authenticity of text used as imput dat for learners
Authenticity of the leaners own interpretation of such texts
Authentticity of task Authenticity of the tasks conductive to language learning
Authenticity of situation Authenticity of the tasks conductive to language learning
Table 2.1 Facets of authenticity according to Taylor (1994) and Breen (1985)
Breen (1985) identifies four types of authenticity within language teaching
He indicates that these types are in continual interrelationship with one another during any language lesson These types include:
Authentic texts play a crucial role in language learning by providing genuine sources of information that enable learners to develop a true understanding of the language These texts, characterized by their real-world qualities, serve as valuable input data, allowing students to engage with content that fosters authentic interpretation and comprehension.
Authenticity of the learners‟ own interpretations of such texts:
Learner authenticity involves students understanding the communication conventions of the target language, allowing them to interpret meaning in texts similarly to fluent speakers This process fosters a deeper connection with the language and enhances their overall learning experience.
Task authenticity plays a crucial role in language learning by ensuring that activities engage learners in meaningful communication with texts and peers This approach not only enhances the relevance of the tasks but also aligns with the overall purpose of learning, fostering a deeper connection to the language being studied.
Authenticity of the actual social situation of the language classroom:
The language classroom serves as a unique social environment where individuals engage in the shared goal of learning It fosters authenticity by creating conditions that allow participants to openly discuss their challenges, successes, and the overall journey of language acquisition as a collaborative social activity.
Exploring the various sources and types of authentic materials is essential, as many educators may not fully recognize the accessibility and adaptability of real-life resources for their teaching needs.
The term "authentic," as defined in The Oxford Dictionary of English, refers to something that is genuine and not a copy, particularly in the context of teaching materials This includes English books, novels, and articles written by native authors for a native audience, ensuring that the language remains unaltered Gehard (1996) provides various examples of authentic materials that EFL/ESL teachers can utilize, offering valuable source material for effective lesson planning.
Authentic listening and viewing materials encompass a diverse range of content, including TV commercials, quiz shows, cartoons, news clips, comedy shows, movies, soap operas, professionally recorded short stories and novels, radio advertisements, songs, documentaries, and sales pitches These resources provide rich opportunities for engaging with language in its various forms and contexts.
- Authentic Visual Materials slides, photographs, paintings, children‟s artwork, stick-figure drawings, wordless street signs, silhouettes, pictures from magazines, ink blots, postcard pictures, wordless picture books, stamps
Authentic printed materials encompass a diverse range of items that include newspaper articles, movie advertisements, astrology columns, sports reports, and obituary columns They also feature advice columns, song lyrics, restaurant menus, street signs, cereal boxes, and candy wrappers Additionally, tourist information brochures, university catalogs, telephone books, maps, TV guides, comic books, greeting cards, grocery coupons, message pins, and bus schedules are all vital components of this category.
The use of Authentic materials in Communicative Language Teaching
The Communicative Approach prioritizes the process of communication over the mere understanding of linguistic forms According to Richards and Rodgers (1986, p.76), this perspective results in distinct roles for learners compared to those in traditional second language classrooms.
According to Littlewood (1992), the development of communicative ability is fundamentally an internal process driven by the learner, who progresses through natural learning sequences when provided with appropriate stimuli and experiences This necessity to engage in foreign language communication emerges directly from the learner's own motivations (Larsen-Freeman, 1986).
According to Larsen-Freeman (1986), teachers play a crucial role in creating environments that foster communication Richards and Rodgers (1986) further emphasize that teachers act as "needs analysts," identifying the language needs of their learners This process involves individual sessions where teachers engage with students to discuss their goals, challenges, and learning styles, enabling them to tailor their responses effectively.
The teacher serves as a counselor, aiming to reduce potential misunderstandings in communication by employing techniques such as paraphrasing, confirming, and providing feedback (1986) Additionally, the authors emphasize the importance of these strategies in enhancing clarity between the speaker and the listener.
During an activity, the teacher actively monitors and supports students while addressing gaps in vocabulary, grammar, and strategy, taking note of these for future feedback and practice After group activities, the teacher facilitates a debriefing session, highlighting alternatives and extensions, and guiding students in discussions for self-correction.
The teacher serves as both a feedback provider and a group process manager, with the feedback given varying based on the fluency and accuracy of the completed tasks (Littlewood, 1992).
The Communicative Approach prioritizes the early development of speaking skills through communication and interaction among students (Richards and Rodgers, 1990) According to Richards and Rodgers (1990, p.76), specific types of communicative tasks are essential for effectively implementing this approach.
The variety of exercise types suitable for the communicative approach is somewhat restricted, as these exercises must facilitate the achievement of the curriculum's communicative goals, actively involve learners in communication, and necessitate essential communicative processes like information sharing, meaning negotiation, and interaction.
What is also worth mentioning here is the purpose of performing communicative activities according to Littlewood (1992, pp.17-18):
They provide „whole- task practice‟
They can create a context which supports learning
Littlewood (1992) divides activities into pre-communicative and communicative ones (fig2.1)
Figure 2.1:The methodological framework of communicative activities
Pre-communicative activities allow teachers to isolate specific elements of knowledge or skills that contribute to communicative ability, enabling learners to practice these components separately The primary goal of these activities is to equip learners with linguistic knowledge of forms without the need for communicative intent As a result, students can produce language that is understandable but are not required to create meaningful utterances.
Littlewood (1992) supplies those activities with subcategories, such as
„quasi-communicative‟ which “take account of communicative as well as structural facts about language” (1992, p.86) and„ structural activities‟ which aim only at
“performing mechanical drills or learning verb paradigms” (1992, p.86) The author adds that such activities “serve to prepare the learner for later communication”
In 1992, it was highlighted that teachers should recognize their students' progress while allowing them to practice their newly acquired knowledge Additionally, these activities can serve as a follow-up to communicative exercises, effectively addressing gaps in the learners' linguistic understanding.
Task- Based Language Teaching
Task-based learning focuses primarily on meaning (Ellis 2003; Skehan
According to Willis (2003), providing opportunities for the "free and meaningful use of the target language" enhances language learning Additionally, tasks encourage learners to choose the necessary linguistic forms to complete the task without mandating the use of specific structures (Ellis, 2003).
To achieve successful task outcomes, students must engage in meaningful communication, seeking clarification and checking their understanding with peers Their role in these tasks mirrors that of real-life language users, as they utilize similar communicative processes This reliance on effective communication strategies highlights a key aspect of tasks: their authenticity.
Promoting task-based learning is a crucial element in teaching material design, according to many leading language researchers This approach emphasizes the importance of tasks that learners engage in, positioning them as central to the language acquisition process The learning experience is structured around communicative tasks that are directly aligned with curricular objectives, enhancing both engagement and effectiveness in language learning.
Nunan (1991: 279) outlines five characteristics of a task- based approach to language learning:
An emphasis on learning to communicate through interaction in the target language
The introduction of authentic texts (teaching materials) into the learning situation
The provision of opportunities for learners to focus not only on language, but also on the learning process itself
An enhancement of the learner‟s own personal experiences as important contributing elements to classroom learning
An attempt to link classroom language learning with language activation outside the classroom”
Tasks can be effectively analyzed by examining their goals, input data, related activities, and the roles and settings for both teachers and learners Nunan (1989:11) provides a visual representation of this analysis process in Figure 2.3.
Figure 2.2: A framework for analyzing communicative tasks
Goals define the overarching intentions behind a learning task, while input serves as the foundational data for that task Activities outline the specific actions learners will undertake with this input Additionally, roles describe the social dynamics and interpersonal relationships between learners and teachers throughout the task.
Mishan (2005) identifies seven authentic task types that can be utilized in various contexts For instance, advertisements serve a persuasive purpose, leading to tasks such as purchasing the advertised product or cutting out the ad from a publication to elicit a response The modified task typologies proposed by Mishan provide a framework for creating engaging and relevant activities.
Reaction Reaction to written, audio or audio- visual input of non-emotive nature e.g acting on instructions in order to create something, accomplish a task or participate in activity
Make or alter plans on the basis of a weather forecast
Responses Response to written, audio or audio- visual input of emotive nature
Listen to an instrumental section of a song and write a prose piece, poem or draw a picture to illustrate what it evokes
Inferencing Inferring/extrapolating/interpreting information/concepts (including cultural) from audio, written, visual or audio-visual input
Watch a series of film trailers and infer the genre, setting, basic story, intended audience etc
Transference Transference, translation or paraphrase from one medium, genre or culture to another (includes awareness of significance of these transferences)
Deconstruct a newspaper article reporting findings of a survey to infer and write the original survey questions
(including factual cultural indicators) from audio, written, visual or audio-visual input
Extract factual information from advertisements
Analysis Awareness-raising of linguistic forms and functions and of emotive /figurative (subjective use of language
Analyse how newspaper headlines achieve impact
Analyse conversational strategies on basis of dialogues from interviews, films, soaps
Extension Extension or prediction of development /outcome of event or situation
Identify with a character in a novel/story/film and develop characterisation
Table 2.2: Authentic task types (adapted from Mishan 2005:91)
2.4.1 The role of text authenticity
Breen (1985) argues that the authenticity of a text is determined by its nature, type, and topic rather than just its quality He exemplifies this by noting that a poem included in a coursebook for teaching can be considered authentic, as it facilitates genuine communication The poet's use of language engages learners and encourages them to interpret the underlying message, enhancing their learning experience.
Textually authentic materials are those created for genuine communicative purposes rather than solely for teaching These texts carry a specific message from the writer to the reader, which many educators believe makes them inherently valuable for learners Consequently, continuous exposure to such authentic materials is thought to meet students' long-term communicative needs effectively.
Authentic texts are often considered more engaging than traditional textbook materials due to their relevance to current events and everyday life However, they can present challenges linguistically, as they typically feature complex, unsimplified language with varied syntactic structures and vocabulary.
Incorporating authentic texts and real-world tasks in language classrooms helps students connect classroom content with real-life situations (Brown, 2001) According to Rogers (1988), authentic materials cater to learners' needs and interests, enhancing their engagement in genuine communication By utilizing these materials, learners are more inclined to immerse themselves in the activities.
Authenticity in text extends beyond the text itself to encompass the relationship between the passage and the reader's response (Widdowson, 1978, cited in Taylor, 1994) A genuine text does not always elicit authentic responses from students, while inauthentic texts can sometimes provoke genuine reactions (Yuk-chun Lee, 1995) The difficulty level of an authentic text is less important than the tasks designed around it, as ease or difficulty can be influenced by the teacher's presentation and the communicative activities employed, which engage students' cognitive processes in language exploration (Field, 1997).
Authentic materials in teaching speaking
According to the Oxford Advanced Dictionary, speaking is defined as the act of expressing or communicating opinions, feelings, and ideas through verbal communication This process encompasses various activities on the part of the speaker, involving psychological, physiological (articulatory), and physical (acoustic) stages.
According to Chaney(1998), speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts
Theodore Huebner emphasizes that language is fundamentally rooted in speech, which is a form of communication through sounds He asserts that speaking is an essential skill for daily interactions, whether in educational settings or everyday life This skill is developed through repetition and is primarily a neuromuscular process rather than an intellectual one Speaking involves the ability to effectively send and receive messages, allowing individuals to express their ideas, opinions, or feelings using words or sounds This form of communication serves to inform, persuade, and entertain, and can be enhanced through various teaching and learning methodologies.
Focus on both fluency and accuracy, depending on your objectives
Accuracy refers to how well students' speech aligns with the actual usage of the target language, while fluency pertains to the ability of speakers to communicate quickly and confidently, minimizing hesitations.
To effectively engage students, it is essential to connect lessons to their ultimate goals and interests, such as their desire for knowledge, status, competence, and autonomy Even when utilizing techniques that may not excite them, it is important to clarify how these activities will benefit their personal and academic growth Often, students are unaware of the rationale behind certain tasks, so taking the time to explain the purpose can enhance their motivation and understanding.
Encourage the use of authentic language in meaningful contexts
Repetitive themes in education often lead to unengaging interactions, making it challenging to maintain meaningful student participation Educators frequently fall into the trap of conducting disjointed grammar exercises, where they call on students individually to select correct answers, rather than fostering a more connected and engaging learning environment.
Provide appropriate feedback and correction
In EFL contexts, students rely heavily on teachers for valuable linguistic feedback, while in ESL settings, they may receive feedback outside the classroom Nonetheless, teachers play a crucial role in providing timely and relevant corrective feedback, leveraging their expertise in English to enhance students' learning experiences.
Capitalize on the natural link between speaking and listening
Integrating speaking and listening skills is essential, as they naturally complement each other While focusing on speaking goals, it's important not to overlook listening objectives, as both skills can enhance one another Language production often begins with comprehension, making the synergy between speaking and listening vital for effective communication.
Give students opportunities to initiate oral communication
Effective classroom interaction often relies on teacher-led language initiation, where educators ask questions, give directions, and share information, while students typically wait to respond Developing oral communication skills requires students to learn how to initiate conversations, propose topics, ask questions, manage discussions, and shift subjects When designing speaking techniques, it's essential to consider whether students are given opportunities to initiate language themselves.
Encourage the development of speaking strategies
Strategic competence is a crucial yet often overlooked concept among beginner language learners, who typically do not consider the importance of developing personal strategies for effective oral communication.
(Source : H Douglas Brown, Teaching by Principles, San Francisco State
University, ThirdEdition, retrieved24November2012fromhttp://surianyade.blogspot.com/2012/11/principles- for-teaching-speaking.html)
Hammer (2001:122-145) devided these activities into seven categories as follows
In this activity,after a certain amount of dicusssion learners have to set agreement with each other Consensus have been very successful promoting free and spontaneous language use
This type of activity helps students develop their language skill in negotiating and find solution to a set of problem situation or tasks
Role-play activities significantly boost learners' motivation by allowing them to use language in new contexts and explore diverse topics In small groups, students engage in role-playing scenarios that mimic real-world situations, fostering collaboration and interaction This method not only enhances language skills but also helps students develop essential social skills, such as persuasion and influence, making learning both engaging and practical.
Discussion is the most natural and effective method for learners to practice speaking English freely This activity not only helps reduce students' shyness when expressing themselves but also enables them to gather a diverse array of information from their peers.
Students are required to give each other instructions.They create a model then instruct group or other groups so that they can duplicate the original model
Interviews are a valuable communicative activity in the classroom, allowing students to ask questions and respond based on their assigned roles This engaging exercise provides students with the opportunity to practice speaking the language in a natural context.
Teacher have to design a game-like task in which students can use various from of language to complete the task , based on the principle of information gap
These activities can be seen as the intergration of such skills such as reading, speaking, listening and dicussing
2.5.4 Using authentic materials in teaching speaking
In today's educational landscape, teachers are increasingly integrating authentic materials alongside traditional teaching methods and textbooks to enhance their instructional approaches While these materials may seem unfamiliar and challenging, they significantly boost student motivation and foster a professional learning environment Various forms of authentic materials, including audio-visual and visual resources, are employed by educators due to their proven effectiveness in engaging students and improving learning outcomes.
- Help prepare learners for the „real‟ world of communication;
- Guide learners toward the language they need for their particular context;
- Motivate learners to communicate, because they help make communication
„real‟.(http://www.cambridge.org/elt/blog/2014/05/authentic-materials-classroom-advantages/)
Authentic materials significantly enhance motivation and utility for second language learners by providing real-world context and relevance These genuine texts engage students by making them feel as though they are acquiring practical language skills, thus fostering a deeper connection to the learning process.
Popular authentic materials today include media clips, bestselling essays, short stories, TV news, magazines, and talk shows These resources have gained popularity due to their realistic language and relevance to learners' lives and experiences, making them highly engaging and practical for educational purposes.
The effect of authentic materials on students‟motivation
According to Lott (1978), motivation plays a crucial role in driving individuals to take action, with higher motivation leading to improved performance In the context of foreign language learning, motivation is essential, as it fosters a desire to enhance one's knowledge and skills Without motivation, learners may lack the enthusiasm needed to engage effectively in the learning process.
As far as Peacock (1997) is concerned, he gives Crookes & Schmidt‟s (Crookes & Schmidt,1991;after Peacock, 1997, p 145) definition of motivation:
Engagement with classroom materials, sustained attention to learning tasks, and high levels of concentration and enjoyment are crucial for effective learning.
Authentic materials significantly enhance students' motivation to learn English due to their engaging nature Research by Peacock (1997) involving two beginner-level EFL classes demonstrated a notable rise in students' motivation, reflected in increased interest, persistence, attention, action, and enjoyment when authentic materials were incorporated into their learning experience.
Review of previous studies
The question of authentic materials and their vital role in communicative language teaching have been discussed by an increasing number of language researchers and educators for decades
Peacock (1997) conducted a classroom research project to explore the impact of authentic materials on learner motivation in EFL settings, finding that these materials positively influence motivation However, he noted that authentic materials might lead to decreased learner engagement, as they can often be perceived as less interesting compared to artificial materials.
In her 2005 article "Effective EFL through Popular Authentic Materials," Hwang highlights the significant impact of authentic texts on natural language acquisition in English as a Foreign Language (EFL) settings She asserts that providing students with a rich supply of authentic materials tailored to their proficiency level and interests can enhance the effectiveness of EFL education.
Research indicates that engaging with authentic materials significantly enhances oral language development and reading skills These materials provide opportunities for practice, leading to improved vocabulary and expression among students.
1997; Abrate, 1988) Authentic audio and video can aid students‟ listening comprehension (Bacon and Finneman, 1990)
The article "Effective Ways to Use Authentic Materials with ESL/EFL Students" by Kelly, Offner, and Vorland (2007) emphasizes the significant role of authentic materials in the English language classroom It highlights the benefits of incorporating these materials, which resonate well with ESL/EFL learners, and outlines key principles for selecting appropriate resources Additionally, the article discusses various teaching strategies and techniques that ESL/EFL teachers should employ when utilizing authentic materials, such as collaboratively developing question handouts tailored to students' proficiency levels and different stages of the lesson.
Authentic materials have long been integral to communicative language teaching, with extensive research conducted globally on their use in language classrooms Despite their importance, the concept of "authentic materials" continues to spark debate and controversy among educators and researchers in English as a Foreign Language (EFL) contexts.
Summary of chapter
In summary, Chapter Two provided a comprehensive overview of the literature regarding the use of authentic materials in enhancing speaking skills, highlighting both support and critiques of the theory The upcoming chapter will delve into the research methodology.
Introduction
This chapter outlines the research methodology, detailing the methods used, subject surveying, data collection procedures, and data analysis, organized into seven distinct sections Additionally, it will discuss the rationale behind selecting the primary research approach.
Research methods
In order to address the research questions successfully, the researcher used both quantitative and qualitative methods through means of survey based methods data collection
To effectively address the limitations of individual research methods, it is essential to integrate both quantitative and qualitative approaches in an investigation This combined strategy, known as "triangulation" as described by Brown and Rordges (2002:243), aims to gain a comprehensive understanding of human behavior by examining it from multiple perspectives.
Qualitative research is a naturalistic inquiry that employs non-intrusive data collection methods to explore the organic flow of events and processes, while also examining how participants interpret these experiences (McMillan & Schumacher, 1993).
In quantitative research “ designing research involes choosing subjects, data collection techniques (such as questionnaires, observation, or interviews), and procedures for gathering data.”( McMillian and Schumacher , 1993:157)
Data for this study were collected in the form of interviews and questionnaires
Participants
The participants of this study consisted of two groups of respondents, the teachers and the students of Hue University of Foreign Languages
A group of 11 English teachers at Hue University of Foreign Languages specializes in teaching general English Their ages vary from 28 to 48 years, and they possess teaching experience ranging from 10 to 20 years.
The second group is comprised of 50 first year students chosen randomly Their age ranges from 18 to 24.
Instruments procedures and data collection
The main instruments which are employed for the research are as follows:
- Questionnaire for teachers and students
- Interviews: one for teachers and one for students
Instruments used in this study are briefly described as follows:
Number 48 items(teacher and student) with scaling answer
6 questions for students and 7 questions for teachers
Aims To collect quantitative data focusing on the aim of the research
To collect more detailed information
3.4.1.1 The questionnaire for the teachers
The questionnaire for teachers is designed with two parts:
-Part 1: Background information about teachers at Hue University of Foreign Languages: name, gender, age, number, number of years working
Part 2 consists of 25 items organized into four clusters Participants indicate their responses by selecting one of five options: strongly agree, agree, undecided, disagree, or strongly disagree.
Questionnaires were used to collect quantitative data focusing on four clusters as follows :
-Teachers‟ perception toward using authentic materials in speaking skills
-Students‟ learning methods and habits
-Approach and method of practice using authentic materials in speaking skill 3.4.1.2 The questionnaire for students
The questionnaire for the students is designed with two parts:
-Part 1: Background information: name, gender, age, year of study and English proficiency
Part 2 consists of 23 items categorized into four clusters Participants indicate their responses by selecting one of five options: strongly agree, agree, undecided, disagree, or strongly disagree.
Questionnaires were used to collect quantitative data focusing on four clusters as follows
- Students‟ responses to the teaching of authentic materials in speaking skills
- Students‟ view to the teachers tools /activities to develop speaking skills in classroom
The study aimed to identify the challenges faced by students in practicing speaking skills with authentic materials To achieve this, data was collected through questionnaires, which included 23 items from students and 25 items from teachers The subsequent analysis categorized these items to highlight the specific difficulties encountered in the learning process.
Teachers’ perception toward using authentic materials in speaking skills
_The necessity of using authentic materials 1
_Teachers’view to authentic materials 2,3,4
_The effectiveness of authentic materials toward teaching speaking
_Students’level of English proficiency 6
Students’ learning methods and habits 12, 13,14,15,16,17
Approach and methods of practice using authentic materials in speaking skills
Students’ responses to authentic materials in speaking skills
_ The necessity of using authentic materials 1
_Students’view to authentic materials 4, 6, 7, 9,
_The effectiveness of using authentic materials 3, 8, 10, 11, 12
_Students’attitudes to authentic materials 2, 5,
Students’ view to the teachers’ tool /activities to develop speaking skills in classroom
_Students’view on the teachers’tool 15
_Students’view on teachers’methods 13, 14, 17, 18, 19, 20
_Students’view on the tachers’activities 16,
The students’ difficulties in practicing speaking using authentic materials
Table 3.2 Summary of the questionnaire
Many social science researchers rely on SPSS for data analysis, yet they frequently lack formal training in both the software's usage and output interpretation The course on statistical methods for social research using SPSS seeks to bridge the quantitative skills gap that exists among these researchers.
The pilot survey data was analyzed using SPSS to assess the reliability of the questionnaire I chose SPSS for four key reasons: its robust statistical capabilities, user-friendly interface, comprehensive data management features, and strong support for various analytical techniques.
-Demand for quantitative of analysis of abstract matters in field of social sciences
-Facilitate data management : coding data & entering data
-Facilitate analysis of basic statistic : Alpha, Mean, Max, Min, SD, etc
-Popular language of statistics in the field of TESOL
Then I used SPSS to analyze the pilot data, the result of the reliability test was rather high, Cronbachs alpha =.817(for Students), and.727(for teachers) The result is shown in table 3.3 below :
Table 3.3 The result of the questionnaire 3.4.2 Interviews
To enhance the credibility of the data collected from questionnaires, this research incorporated interviews Interviews provide the researcher with more in-depth and meaningful information, which is crucial for achieving the study's objectives.
In this study indepth interviews were used to validate the data collected from questionnaires, to follow up unexpected results
The Interview questions were guided in each cluster similar to those of the questionnaires.( See appendix 3) for teachers and for students ( See appendix 4)
Five teachers with the different ages and teaching experiences from 10-20 years were invited to individual interviews, as well as 10 students
Each interview lasted approximately one hour and was conducted in English Information was gathered through note-taking during discussions with teachers, ensuring they felt comfortable expressing their ideas To maintain participant confidentiality, real names were not used; instead, teachers were identified as Teacher 1 to Teacher 5 in this study.
During a break, 10 students were interviewed to gather their opinions and ideas, which they preferred to express in Vietnamese for better comfort and clarity, as they struggled with long conversations in English This feedback aimed to provide insights into the effectiveness of teaching and learning activities To ensure confidentiality, the students were referred to as Student 1 through Student 10 throughout the study.
Data collection Procedure
The procedure of the research includes the following steps:
1 Collecting data via questionnaires, interviews
2 Classifying the data into relevant coded groups
3 Following the procedure for entering data of SPSS software
4 Doing statistical calculation by SPSS software
5 Describing, explaining and interpreting the data collected through table, charts from SPSS.
Proposing relevant suggestions
This study utilized descriptive statistics, processing quantitative data from questionnaires using SPSS, and presenting the results in tables and charts Additionally, qualitative analysis was conducted on the information obtained from interviews To ensure reliability, the data from the questionnaires underwent a pilot test to determine the Cronbach Alpha coefficient.
Both quantitative and qualitative data were analyzed in each category of students and teachers in accordance with the research questions as follows :
* The teachers‟ perception using authentic materials in speaking skills
* Students‟ learning methods and habits
* Approach and method of practice using authentic materials in speaking skills
* Students‟ responses to authentic materials in speaking skills
* Students‟ view on the teacher‟s tool /activities to develop speaking skills in classroom
* The students‟ difficulties in practising speaking using authentic materials
The research utilized both quantitative and qualitative methods to gather data from 50 freshmen and 10 teachers at Hue University of Foreign Languages in 2013 Data analysis was conducted using SPSS software, with results presented in charts and tables, while qualitative insights were derived from interviews that were quoted and analyzed.
AND DICUSSION
Introduction
This chapter presents an analysis of data collected through questionnaires and interviews, focusing on two primary research questions: first, examining teachers' perceptions and practices regarding the use of authentic materials in developing speaking skills, and second, exploring students' attitudes towards these authentic materials in speaking classes.
Quantitative data analysis from teachers questionnaires
Data from questionnaires were analyzed by mean of SPSS The Cronbach‟s Alpha coefficient was used to test the reliability of questionnaires before any numerical facts are presented
The ALPHA option in PROC CORR is a valuable tool for calculating Cronbach's alpha, a key indicator of reliability This coefficient assesses the consistency of a test by comparing it to other tests that have the same number of items and measure the same construct (Hatcher, 1994).
The Alpha coefficient, which ranges from 0 to 1, is a measure of the reliability of factors derived from dichotomous questions or multi-point formatted questionnaires, such as rating scales A higher Alpha score indicates greater reliability of the scale According to Nunnally (1978), a reliability coefficient of 0.7 is considered acceptable, although some studies may utilize lower thresholds The results are presented in Table 4.1 below.
Table 4.1: The reliability of Questionnaire
The reliability analysis, as indicated by Cronbach's Alpha coefficients of 727 for teachers and 817 for students, demonstrates that the questionnaire is reliable, as both values exceed the 7 threshold This confirms that the questionnaire can be effectively applied to all respondents, ensuring acceptable reliability for the study.
SPSS offers a variety of statistical indicators that can be derived through different methods One key indicator is the mean, which is calculated by dividing the sum of a series of observations by the total number of observations The mean serves as a crucial summary statistic, providing valuable insights into the data.
4.2.1 Teacher’s perception using authentic materials in speaking skills
Cluster 1 (teacher‟s perception using authentic materials in speaking skills) comprises Items1, 2, 3, 4, 5 ( See Appendix1) All items are five- point Likert-scale statements with values ranging from 1(strongly agree) to 5(strongly disagree) The Mean of the whole cluster was calculated to measure teacher‟s perceptions using authentic materials in speaking skills ( Table 4.2)
N Minimum Maximum Mean Std Deviation
Table 4.2: teacher’s perceptions using authentic materials in speaking skill
As we can see from Table 4.2, The mean of cluster 1 is 2,02(Agree in five Likert-Scale ) This figure indicates that teacher generally agree with statements
The necessity of using authentic materials will be presented in the following sections in this research
4.2.1.1 The necessity of using authentic materials
Item 1 in the questionnaire (see Appendix 1) gives the results that the large major of teachers agree or strongly agree toward the necessity of using authentic materials As shown in Chart 4.1 as below, 90.91% of participants agree and 9.09% of paticipants strongly agree with the statement
Chart 4.1: The necessity of using authentic materials
From the above result, it is no doubt that most of the teachers were well aware of the necessity of using authentic materials in speaking skill
When being asked about tthe reason why you agreed with the statement “ using authentic materials to teach speaking skill is necessary” They answered with the different opinions as below :
Authentic materials, such as newspapers, travel brochures, and everyday items like medicine labels and restaurant menus, are invaluable resources for teachers Unlike traditional textbooks, these materials are not specifically designed for educational purposes, yet they provide real-world context that engages students and enhances their learning experience Utilizing authentic texts can create excitement and motivation in the classroom, making the learning of different text types more dynamic and relatable This is why I firmly believe that incorporating authentic materials into teaching speaking skills is essential.
Teacher 2 shared the same idea with Teacher 1 and added that :
Authentic materials play a crucial role in enhancing the teaching and learning experience by creating an engaging atmosphere that boosts student motivation These materials expose students to real-world listening situations similar to those they will encounter outside the classroom Since not everyone speaks fluently and conversations often include hesitations, background noise, and non-grammatical language, utilizing such resources better equips students for effective communication in real-life scenarios.
An another opinion from teacher 3:
Authentic materials play a crucial role in introducing students to diverse cultures, thereby deepening their understanding of cultural nuances These materials are not only flexible and adaptable but also suitable for various teaching contexts Consequently, integrating authentic materials into lessons is essential for effectively teaching speaking skills.
Authentic materials significantly enhance the language learning process by actively engaging students in classroom activities The incorporation of resources like videos, films, and movies fosters increased interaction among learners, ultimately improving their communicative competence By utilizing these specific materials, students gain more opportunities to practice and use English effectively.
4.2.1.2 Teachers’view toward authentic materials
The perspectives of three selected teachers on authentic materials, as gathered from the questionnaire in Items 2, 3, and 4 (refer to Appendix 1), indicate a positive outlook The accompanying bar chart illustrates that the mean scores for each item are notably high, reflecting a strong appreciation for the use of authentic materials in educational settings.
Chart 4.2: Teachers’view toward authentic materials
Chart 4.2 indicates that the mean score for item 4 is the highest at M=1.727, reflecting that a majority of teachers strongly agree or agree on the importance of using authentic materials They recognize that these materials provide opportunities for students to practice English in real communication contexts Teachers believe that employing authentic materials enhances speaking skills by exposing students to genuine situations and enabling them to engage with native language use, as noted by Gebhard (2000).
"authentic materials include anything that is used as a part of communication" (p
Authentic materials, as defined by Hall (2001), are resources created for purposes other than language teaching, showcasing the language as it naturally exists within its original context This definition highlights the value of using genuine materials in language learning, as they provide learners with exposure to real-life language use in authentic communities.
4.2.1.3 The effectiveness of authentic materials toward teaching speaking
Chart 4.3: The effectiveness of authentic materials toward teaching speaking
The findings from item 5 (refer to Appendix 1) indicate that most teachers involved in this study support the use of authentic materials due to their familiarity, which significantly enhances student motivation in speaking activities.
According to Chart 4.3, 36.36% of participants strongly agreed, while 63.64% agreed that changes in teaching methods could boost student motivation and improve the effectiveness of learning It is crucial for students to be motivated and engaged in an environment that encourages genuine discussions on relevant topics of interest.
Quantitative data analysis from students questionnaires
4.3.1 Students’ responses to authentic materials in speaking skills
Cluster 1 focuses on students' responses to authentic materials in developing speaking skills, encompassing items 1, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 (refer to Appendix 2) The overall mean score for this cluster was determined based on students' feedback regarding the effectiveness of authentic materials in enhancing their speaking abilities (see Table 4.8).
N Minimum Maximum Mean Std Deviation
Table 4.8: Students’ responses to authentic materials in speaking skills
Table 4.8 shows a mean score of 1.82, which exceeds the midpoint of the scale, indicating that students generally agree with the research findings on the effectiveness of using authentic materials to enhance speaking skills.
4.3.1.1 The necessity of using authentic materials
Chart 4.11: The necessity of using authentic materials
According to the chart 4.11, 84% of the students strongly agreed and 16.00% of the students agreed with the idea of the neccessity of using authentic materials
As a result, it can be said that students were well aware of the necessity of using authentic materials in speaking skill
Student 1, when being asked , proved to be hesitant to show her preferences for learning speaking skill with authentic materials
Learning English through authentic materials, such as films, significantly enhances my listening skills and pronunciation, despite the challenges they present at my current level.
Student 2 and Student 3 shared idea that:
Learning to speak using authentic materials, such as videos of interviews with famous individuals, allows learners to engage with real discourse This exposure helps intermediate-level students develop their listening skills by focusing on general ideas and context, enhancing their overall language proficiency.
Utilizing authentic materials can effectively connect classroom knowledge with students' ability to engage in real-world situations, addressing their concerns and meeting their actual needs.
4.3.1.2 Students’view toward authentic materials
Chart 4.12: Students’ view toward authentic materials
Chart 4.12 reveals a significant disparity in students' perceptions of authentic materials, particularly when comparing responses to Items 4, 6, 7, and 9 (see Appendix 2a) The mean scores for these items are relatively high, with values of 1.1, 1.36, and 2.32 Conversely, the statement regarding the lack of real topics in learning speaking skills through authentic materials received little agreement from the majority of students, reflected in a mean score of 4.46.
How students deal with this problem can be obtained by interviews The first student expressed that:
Before discovering the concept of authentic materials, my speaking skills were primarily developed through traditional classroom instruction However, now at HUFL, the availability of advanced facilities like computers, projectors, and DVDs has transformed the learning experience This access to audio-visual resources has made practicing speaking more engaging and enjoyable, allowing me to improve my listening skills and pronunciation effectively.
Authentic materials, created by native speakers and centered around familiar topics, greatly enhance language learning by making communication easier to practice As a result, my English has improved significantly My teacher frequently incorporates videos and visuals to boost our speaking skills, while also explaining useful structures that we can remember and practice afterward.
In response to this question, student 4 stated that:
When prompted to speak for two minutes on any topic without prior notice, a student may struggle to formulate ideas However, when provided with visual aids such as pictures, posters, or video clips, the task becomes significantly easier, as these stimuli help in generating thoughts and responses more effectively.
Student 5 expressed her opinion that:
Learning English through real-life experiences and observing the daily lives of people in the target community is essential I prefer engaging with materials that are relevant to everyday situations rather than academic resources.
4.3.1.3 The effectiveness of using authentic materials
The Mean of Item 3, 8, 10, 11,12 (see Appendix 2) are presented in line (see Chart 4.13 so as to summarize the overall the effectiveness of using authentic materials
Chart 4.13: The effectiveness of using authentic materials
The analysis presented in Chart 4.13 indicates that the effectiveness of using authentic materials in education is significantly above the average mean, suggesting a strong agreement among students regarding their benefits Specifically, Item 12, which states that "through authentic materials, I know about many different cultures and social mores," received a mean score of 1.3, highlighting students' preference for the authenticity these materials provide in the classroom Conversely, Item 11, with a mean of 1.22, emphasizes that authentic materials, such as videos, news, and films, offer greater opportunities to engage with native language However, the gap between Item 11 and other items, particularly Item 3 (Mean = 2.04) and Item 8 (Mean = 2.18), is notable To effectively communicate in real-world contexts, Rogers and Medley (1988) argue that students must engage with language as it is used by native speakers, which can be facilitated through the integration of aural authentic materials in language instruction.
When being asked about the effectiveness of using authentic materils , the large major of students in the interview responsed their critical in different answers :
Learning with authentic materials created by native speakers allows me to enjoy and listen to their pronunciation, providing an opportunity for real practice and improvement in my language skills.
Engaging with authentic media such as videos, songs, and films not only deepens my understanding of culture and society but also enhances my ability to learn the native language more effectively These methods are both enjoyable and beneficial for language acquisition.
4.3.1.4 Students’attitudes toward authentic materials
Item 2 and 5 in the questionnaire deal with students‟ attitudes to authentic materials The finding show that 52.00% of respondent agreed and 48.00% of respondent strongly agreed that I like to learn speaking skill with authentic materials than only textbook” Result obtained from Item 5 (see Appendix 2) reveal that a large majority strongly agreed with statement “learning with authentic materials is more interesting than textbook” Only 28.00% of participants agreed
Chart 4.14: Students’attitudes to authentic materials
Many participants reported that using authentic audio-visual materials enhanced their understanding of the listening section and made the learning experience more enjoyable This is why they prefer to develop their speaking skills with such meaningful resources.
4.3.2 Students’ view on the teachers’ tool /activities to develop speaking skills in classroom
The students‟ difficulties in practicing speaking using authentic materials
Students face challenges in practicing speaking with authentic materials, highlighting the need for focused attention on this issue Items 21, 22, and 23 (refer to Appendix 2) were utilized to assess these difficulties Each of these items is measured on a 5-point scale, where 1 indicates "strongly agree" and 5 signifies "strongly disagree," as shown in Table 4.10.
N Minimum Maximum Mean Std Deviation
Table 4.10: The students’ difficulties in practicing speaking using authentic materials
The Mean score for Cluster 2, which reflects students' perceptions of teachers' tools and activities for developing speaking skills in the classroom, is 3.48 on a 5-point scale This score is below the midpoint and is close to a value of 4, indicating disagreement The data suggests that students disagreed with several statements regarding these tools and activities, as illustrated in Bar Chart 4.17.
Chart 4.17: The students’ difficulties in practicing speaking using authentic materials
The analysis of Chart 4.17 reveals significant discrepancies in student responses to Items 21, 22, and 23 regarding the challenges faced when using authentic materials Item 21 has the highest mean score of 2.48, followed by Item 23 at 3.86, and Item 22 at 4.08, indicating that authentic materials often exceed students' current knowledge and abilities Underwood (1989) emphasizes the necessity for teachers to carefully select authentic materials that align with course book topics, as these resources cannot be pre-arranged prior to their production.
When I talk about students‟ difficulties when they learn speaking skill with authentic materials, some students smiled and shared many the different opinions
Authentic materials, typically created by native speakers, are often suited for intermediate and advanced learners, making them challenging for beginners As a low-level student, I find it difficult to fully grasp and understand the content Additionally, I have to pay close attention while watching videos or films during my lessons to take notes and retain information effectively.
“Because authentic materials often contain and mix lexical, syntactic complexity and grammatical items, so I must face some difficulties to understand the whole of conversation (Student interview)
Student 3 answered my question that:
Although I learned English quite some time ago, I struggled to speak it fluently This is why my teacher incorporated authentic materials, such as printed texts and audio-visual resources, into our practice sessions.
I can not understand what they say (student interview)
Chapter Summary
Chapter four presents the research findings and discussions from the implementation process Despite involving two different participants, both shared a consensus on the importance of authentic materials in enhancing speaking skills The data, analyzed using SPSS, demonstrated high reliability for both teachers and students.