INTRODUCTION
Aims and objectives of the study
- Investigating the teachers‘ attitude toward the role of authentic materials in teaching reading for the target students;
- Investigating these students‘ attitude toward the use of authentic texts and related tasks;
- Exploring the present situation of teachers‘ exploitation of authentic materials to teach reading to the target students;
Specifically, the study seeks to answer the following questions:
1 What is the role of authentic materials in teaching reading for the target students from the teachers‘ perspectives?
2 In what ways are authentic materials exploited in the present reading classes ?
3 To what extent do the reading activities based on authentic materials motivate the target students to learn reading?
Scope of the study
While various criteria exist to assess the effectiveness of authentic materials, this paper focuses solely on one aspect: the opinions of target students regarding reading activities that utilize these materials.
- Second, ―authentic materials‖ here refers to authentic printed materials that are already included in the Reading Packages and collected by the students in the reading classes
The QH.2015 cohort at FELTE, ULIS comprises 21 classes, designated from 15E1 to 15E21 This includes ten classes focused on Language Teaching (E1 to E10), nine classes specializing in Interpretation & Translation, and two classes dedicated to International Economics, each utilizing distinct syllabuses.
The study focuses on mainstream students enrolled in ELT and Interpretation & Translation programs following SYLLABUS 2, specifically targeting 15 classes from E4 to E18 To avoid confusion, the research does not require participants to differentiate between the use of authentic materials in Social English and Academic English classes.
Significance of the study
This paper aims to evaluate teachers' use of authentic reading materials, providing valuable insights for FELTE teachers and participants By examining students' attitudes towards current reading classes, teachers can better select and utilize authentic resources to enhance student motivation and reading skills Additionally, FELTE students can gain valuable teaching experiences from their instructors, which may benefit their own English Language Teaching (ELT) learning and future careers Furthermore, this study may help students identify common challenges faced by their teachers, enabling them to avoid similar pitfalls Lastly, researchers interested in this topic can find useful information within this study to inform their future research endeavors.
Organization
The study is outlined with 5 chapters as follows:
Chapter 1 – Introduction — states the research problems, the significance of the study and proposing research questions
Chapter 2 – Literature review – includes the explanation of key definitions as well as the review on different previous studies
Chapter 3 – Methodology – comprises of research setting, participants and sampling method; together with methods and procedure in data collection and data analysis Chapter 4 – Findings & Discussion – presents research findings with further thorough and thoughtful discussion
Chapter 5 – Conclusion summarizes the findings, limitation of the research, pedagogical implications and suggestion for further studies
LITERATURE REVIEW
The Concept Of Authenticity
The notion of authenticity has become an integral part of Communicative Approach in language teaching in the 1970-s Lee (1995, p.323) notes that the term
‗authenticity‘ has been put under deep discussion in the fields of linguistics, materials design, and language learning; a consensus, however, has not been reached on a precise definition.
Gilmore (2007) highlights the diverse meanings of authenticity, noting that it can be found in the text, participants, social or cultural context, or a combination thereof Breen (1985) further refines this concept by asserting that authenticity encompasses not only the language used in teaching (authentic texts) but also the tasks learners undertake and the classroom environment He identifies four types of authenticity that must consistently interact during language lessons, emphasizing the complexity of the concept in educational settings.
- Authenticity of the texts which we may use as input data for our learners
- Authenticity of the learners‘ own interpretations of such texts
- Authenticity of tasks conductive to language learning
- Authenticity of the actual social situation of the language classroom
This research paper aligns with the perspectives of Gilmore (2007) and Breen (1985), positing that authenticity is a social construct shaped by the interactions among users, contexts, and texts, as noted by Tatsuki (2006, p.2).
To address research questions two and three, this study will concentrate on evaluating text authenticity, learner authenticity, and task authenticity.
It refers to input data that are used in teaching for learners Lee (1995, p.323) defines
Text authenticity refers to the origin of materials, with teaching materials deemed textually authentic when created for real-life communicative purposes rather than solely for educational use Brown and Menasche (2005, cited in Andarab and Rahimi, 2013, p.25) expand on this concept by proposing five types of input authenticity, moving beyond the binary classification of authentic versus inauthentic Input, whether written or spoken, is the text that learners engage with, and no single type of input authenticity is superior to another.
Genuine input authenticity refers to the use of real-life materials in language teaching, emphasizing that the content is not tailored for classroom use but rather derived from actual experiences This approach involves presenting unaltered texts, such as authentic magazines, to enhance the learning process in the classroom, ensuring that students engage with genuine language and contexts.
Altered input authenticity refers to the process of modifying original content while preserving its core meaning This can occur when an item, such as a newspaper article, is photocopied and supplemented with additional explanations or comments, resulting in visual changes that distinguish it from the original.
Adapted input authenticity refers to the process of modifying real-life materials by classroom teachers to enhance comprehension for students This approach includes extraction, where only brief excerpts from books or articles are utilized; simplification, which involves replacing complex vocabulary and grammatical structures with easier synonyms or explanations; and elaboration, where texts are expanded to improve clarity and understanding for learners.
Simulated input authenticity refers to classroom-created materials that mimic the appearance and style of genuine texts Crafted by authors or educators, these resources are designed to engage a real audience, incorporating various authentic text features As a result, they often closely resemble actual documents, making them difficult to differentiate from true, original content.
Inauthentic classroom materials often lack real-life relevance, as they are primarily designed for educational purposes without incorporating genuine elements While there may be occasional accidental authentic features, such as grammar books that provide formal explanations of grammatical points, these resources generally fail to mimic the complexity and practicality of authentic language use.
Learner authenticity involves the ability to interpret text meanings as native speakers do, highlighting the importance of alignment between the writer's intention and the learner's understanding (Lee, 199, p.323) Authenticity is not solely about engaging with 'real' materials; it also encompasses learners' positive perceptions and appropriate responses to these materials Therefore, it is essential for learners to critically assess the content rather than automatically favor it based on its authenticity.
‗authentic‘ Teaching materials need to have communicative potential, be relevant to learner‘s experiences and serve affectively to promote learners‘ interest in language learning.
Authenticity in language learning extends beyond the genuineness of texts and is closely linked to the concept of task, as noted by Guariento and Morley (2001) They argue that while input is crucial for developing proficiency, it alone is insufficient Brown and Menasche (2005) categorize task authenticity into three types: "genuine," which involves real-world communication; "simulated," which mimics real-life situations but focuses on language learning; and "pedagogical," where tasks are unrealistic for real life They contend that true task authenticity may only exist in total immersion environments without an instructor This perspective suggests that task authenticity exists on a continuum, blending authentic and pedagogical elements rather than being strictly binary.
Additionally, Guariento and Morley (2001, pp 349-350) claims that there are four aspects of task authenticity involved One of the crucial aspects is whether real
Effective communication occurs when learners interact naturally with a genuine purpose, highlighting the importance of task authenticity in education Authentic tasks should relate clearly to real-world needs and involve interaction and negotiation among learners Breen (1985, cited in Guariento & Morley, 2001) emphasizes that such tasks should leverage the authentic potential of the learning environment Additionally, learner engagement with the task is critical; as Guariento and Morley (2001, p.350) note, the level of student engagement significantly determines task authenticity, making it the central focus of this study.
The classification of authenticity in EFL classrooms hinges on the crucial roles of learners and tasks, which significantly influence the integration of authenticity This research emphasizes learner authenticity and task authenticity as central themes, while text authenticity is assumed throughout the study.
Authentic materials in English Language Teaching (ELT) are often defined as texts created by and for native speakers of the target language, as noted by Bacon and Finnemann (1990) However, this definition is complicated by the contentious nature of the term "native speakers," given the diverse regional variations of English Additionally, the growing population of multilingual English speakers now surpasses that of first-language speakers, influencing the global trajectory of the language Consequently, relying solely on the native-speaking community may result in a "poverty of language," as highlighted by MacDonald and Badger.
Nunan (1989, as cited in MacDonald, Badger & White, 2000) defines authentic materials as resources not specifically created for language teaching, addressing a gap identified by Dasliet (2006) This perspective emphasizes the value of using real-world materials in language education.
An overview of teaching reading
Reading is a process that involves integrating information from a text with the reader's background knowledge to construct meaning (Nunan, 2003, p.70) This interaction between the text and the reader's prior experiences is essential for comprehension and understanding.
The reading process involves comprehending how words are recognized and retained in working memory According to Berardo (2006, p 61), models of the reading process can be categorized into three distinct groups.
Bottom-up models involve a reading process where individuals construct meaning by meticulously analyzing each word and letter, focusing on vocabulary and syntax While this approach is often linked to slower or less proficient readers, it can also arise when readers lack sufficient background knowledge.
Top-down reading models emphasize the use of background knowledge and predictions to comprehend text, allowing readers to grasp meaning even when not all words are understood In this approach, teachers should prioritize activities that generate meaning over solely focusing on word recognition skills.
Interactive reading models blend bottom-up and top-down approaches, allowing readers to utilize their understanding of word structure and background knowledge to interpret texts effectively In classrooms that implement this interactive model, students benefit from direct instruction on phonics, focusing on sound-symbol relationships, while also receiving guidance on comprehension and reading strategies.
Reading involves four key strategies: skimming, scanning, extensive reading, and intensive reading (Spratt, Pulverness, & Williams, 2005, cited in Milal, 2014) Skimming helps identify the main idea, while scanning focuses on locating specific facts Extensive reading is aimed at acquiring knowledge or enjoying literature, and intensive reading involves a thorough examination of each word.
Extensive reading, as defined by Spratt et al (2005), involves engaging with a wide range of materials—such as reference books, novels, journals, and research reports—primarily for knowledge or enjoyment The emphasis is on comprehending the main ideas rather than on decoding every linguistic detail of the text.
Intensive reading requires a comprehensive understanding of all written symbols in the text, including words, referential expressions, punctuation, capitalization, and font features Practice texts for students often focus on distinguishing these elements to enhance reading comprehension skills.
Effective reading comprehension skills, such as identifying main ideas, recognizing pronoun references, and inferring the meanings of unfamiliar words, are essential for success in IELTS tests These practices are commonly emphasized in reading comprehension classes to enhance students' abilities.
Different text types necessitate distinct reading strategies; for instance, scanning an advertisement requires quick information retrieval, whereas reading a manual demands careful attention to procedural details to avoid errors Similarly, one may skim headlines in a newspaper but must read a novel thoroughly Utilizing diverse text materials enables learners to practice various strategies, and it is the teacher's responsibility to guide students in understanding the characteristics of these genres and developing effective reading techniques A useful approach, as suggested by Nunan (2003), is to encourage students to articulate their thought processes while reading, allowing them to learn from each other's insights on the same material.
In the context of the communicative approach, reading lessons typically consist of three distinct stages: pre-reading, while-reading, and post-reading (Harmer, 2001, cited in Milal, 2014) Each stage is designed with specific objectives and procedures to enhance the reading experience.
In the pre-reading stage, teachers play a crucial role in motivating students to engage with the text by activating their background knowledge and introducing relevant vocabulary This phase typically lasts between two to ten minutes, varying with each lesson Effective techniques for this stage include using pictures, making predictions based on titles, and employing brainstorming activities to assess students' prior knowledge, as suggested by Milal (2014).
During the while-reading stage, students engage in the primary reading activity focused on comprehending the text's specific content and recognizing its rhetorical structure This phase typically occupies about two-thirds of the lesson and includes various tasks such as answering comprehension and evaluative questions, identifying explicit and implied ideas, locating factual information, and understanding word meanings within context.
Teachers play a crucial role in helping students achieve a deep understanding of texts To enhance comprehension, students should utilize various reading strategies, such as skimming, scanning, and making educated guesses, to grasp both the content and the author's intent effectively.
Teaching reading is fundamentally about enhancing learners' communicative skills rather than merely conveying information from texts (2014, p.8) Consequently, activities during this phase should prioritize meaning-making processes, enabling students to engage with the target language in realistic contexts To ensure that reading tasks are both authentic and communicative, it is essential for teachers to establish clear purposes for reading that guide learners' engagement.
The use of authentic materials in teaching reading
When selecting texts for classroom use, three key criteria should be considered: suitability of content, exploitability, and readability (Nuttall, 1996, as cited in Berardo, 2006, p.62) Among these, suitability is the most crucial, as it ensures that reading materials engage learners' interests and align with their needs.
To effectively enhance learners' reading competence, it's essential to consider both exploitability and readability of the text Exploitability pertains to how well the text can be utilized in developing reading skills, while readability addresses the text's difficulty and complexity Texts should avoid overly challenging vocabulary and structures, ensuring they align with the learners' English proficiency levels Failing to meet these criteria may lead to demotivation and adversely impact the learners' progress.
In 2006, Berardo emphasized the importance of "variety and presentation" in engaging learners A diverse range of text types can spark interest and promote further reading for pleasure Additionally, presenting materials in an authentic context is crucial for capturing learners' attention He highlighted that incorporating colorful images, diagrams, and photos enhances comprehension and illustrates the text's practical application Ultimately, visually appealing articles are more likely to attract readers than dense, text-heavy pages.
Verhoren and Snow (2001, p.168, as cited in Daskolas & Ling, 2013, p.16) emphasize that involving students in the selection of reading materials significantly boosts their interest and engagement in the text.
2.3.2 Task-based approach for teaching reading
According to Willis (1996, as cited in Nguyen, 2007, p.25), a task is defined as an activity in which learners utilize the target language for a specific communicative purpose to achieve a particular outcome Willis identifies six distinct types of tasks that facilitate language learning.
- Ordering and sorting (ranking in order; classifying)
- Comparing tasks (finding similarities or differences)
- Problem-solving tasks (analysis of real situation; decision-making)
- Sharing experience (opinions and comments; attitudes)
- Creative tasks (project) in which end-product can be appreciated by audience
On the other hand, Nunan (1989, cited in Al-Azri & Al-Rashdi, 2014) divided communicative classroom tasks into two categories:
- Target task: This type of task provides the learners with a chance to be involved in approximate practice of the language and behaviors they might need beyond the classroom.
Pedagogic tasks are integral components of course books utilized by teachers in the classroom According to Nunan (1989), these tasks engage learners in understanding, manipulating, producing, or interacting in the target language, with a focus on utilizing their grammatical knowledge to convey meaning effectively.
Effective pedagogical task completion allows learners to develop essential skills for mastering their objectives Consequently, it is crucial for teachers to select appropriate authentic tasks that facilitate the learning process for their students.
2.3.3 Arguments in favor of authentic materials in teaching reading
Using authentic materials in reading classes offers significant benefits by exposing learners to real language and information (Martinez, 2002; Berardo, 2006; Guariento & Morley, 2004) Engaging with newspapers, fiction, and other non-graded sources often reveals gaps in learners' knowledge due to the presence of slang, jargon, and specialized vocabulary that are typically absent from textbooks This highlights the importance of authentic materials in bridging the gap between theory and practice According to Berardo (2006), authentic texts provide learners with exposure to genuine discourse, unlike the artificial language found in textbooks, which often lack real-life examples Consequently, authentic materials enable students to respond similarly to native speakers in their first language (L1).
Authentic materials offer significant non-linguistic advantages, enhancing motivation, which is crucial for successful language learning (Gilmore, 2007) These materials foster a sense of achievement in learners, as they perceive the relevance and benefits of their studies to real-life situations (Martinez, 2002) Furthermore, when topics are diverse and aligned with learners' interests, they can engage with the materials for pleasure, enriching their overall learning experience (Omari, 2009).
21 materials can draw students' greater participation, help them building confidence, and
Research has shown that using authentic materials significantly boosts student motivation, paving the way for learner autonomy (Kienbaum et al., 1986; Bacon and Finnemann, 1990; Peacock, 1997).
Authentic materials play a vital role in enhancing learners' background knowledge, as they help students stay informed about current affairs and broaden their understanding of various fields (Martinez, 2002) Additionally, these materials contribute to cultural awareness, with Kilickaya (2004) highlighting their effectiveness in improving learners' cultural understanding Mastering a language involves more than just grammar and vocabulary; it requires an appreciation of the cultural context that shapes communication and meaning.
In summary, previous empirical studies demonstrate that authentic materials offer considerable advantages for language learners, enhancing both linguistic and non-linguistic skills These benefits are essential to consider for effective language teaching, particularly in English Language Teaching (ELT).
2.2.4 Arguments against authentic materials in teaching reading
Concerns arise regarding the appropriateness of authentic materials for learners, as these resources often feature complex structures and vocabulary that may not align with students' needs This complexity, combined with cultural biases, can make it challenging for lower-level learners to comprehend the texts effectively (Martinez, 2002; Kilickaya, 2004; Omari, 2009).
The level of difficulty in using authentic materials can significantly impact learners' motivation Kilickaya (2004) argues that weak learners may feel frustrated and demotivated when faced with authentic texts due to their insufficient skills and vocabulary Similarly, Guariento and Morley (2001) highlight that at lower proficiency levels, authentic texts can hinder meaningful responses and contribute to feelings of confusion and demotivation among learners.
Some scholars argue that authentic materials may not be more effective than traditional textbooks for language teaching For instance, Apsari (2014) found no significant difference in learning outcomes between authentic reading texts and created materials Similarly, Ngai's 2003 research revealed that some learners believed authentic materials did not enhance language proficiency, as they focused more on content rather than skill practice Additionally, some participants viewed the use of authentic materials as a waste of time that could be better spent on exam preparation This suggests that the perceived effectiveness of authentic materials may be closely tied to their relevance to exam performance.
Motivation in learning reading
According to Cambria and Guthrie (2010, p.16), motivation in students is driven by three independent factors: interest, dedication, and confidence An interested student engages in reading for enjoyment, a dedicated student values reading for its importance, and a confident student approaches reading with the belief in their ability to succeed.
- Interest: When we think of motivation our mind first turns to interest Motivation is enjoying a book, being excited about an author, or being delighted by
23 new information Cambria and Guthrie (2010) refer interest to intrinsic motivation, or the enjoyment and fulfillment in reading that need to be fostered at schools
Dedication is essential for students when faced with assignments or reading materials that may not be appealing Despite the lack of interest, these tasks are integral to the curriculum The driving force behind their motivation to engage with these materials lies in their understanding of the importance of reading.
- Confidence: It refers to belief in your capacity and is closely linked to success
A student who reads one page fluently often believes they can continue reading the next page with the same proficiency This concept applies broadly to reading habits; those who read fluently and comprehend well typically gain confidence in their reading abilities Whether in school or outside of it, individuals tend to enjoy activities they excel in.
Cambria and Guthrie (2010) highlight the distinction between merely reading a text and actively engaging with it They assert that motivated students tend to excel in their learning, as their enthusiasm for reading enables them to tap into prior knowledge and build new understandings (Verhoeven and Snow).
The development of literacy and motivation is a reciprocal relationship; as individuals improve their understanding of texts, their motivation to read increases, encouraging them to tackle more challenging materials This cycle of enhanced comprehension and heightened motivation fosters a deeper engagement with reading According to Cambria and Guthrie (2010), while home and peers can stimulate motivation, teachers play a crucial role in shaping a student's reading motivation.
Authentic materials play a crucial role in language learning, yet they present specific challenges that can undermine their effectiveness These challenges are often linked to EFL learners, highlighting the need for a more thorough exploration of both learner authenticity and task authenticity However, previous research at ULIS has not sufficiently addressed this issue, especially in light of the recent integration of authenticity into the new syllabus for first-year students developed by FELTE This gap underscores the importance of further investigation in this area.
24 the researcher addresses learner authenticity and task authenticity to dedicate for the new curriculum for first-year students in FELTE, ULIS and for ELT in general
METHODOLOGY
Settings
From January to May 2016, a study was conducted at the Faculty of English Teacher Education (FELTE) at ULIS, focusing on the new syllabus introduced for first-year students in the QH.2012 academic year This syllabus emphasized a communicative approach to English language teaching, incorporating two main subjects: English for Social Purposes and English for Academic Purposes Each of these subjects was divided into two sub-subjects, namely Speaking-Listening and Reading-Writing The curriculum changes also led to the adoption of authentic materials and activities in the classroom, enhancing the relevance of both texts and tasks.
The QH.2015 cohort of first-year mainstream students at FELTE represents the fourth generation to utilize a newly developed syllabus by the faculty, emphasizing the use of authentic materials and tasks in English language learning Teachers are encouraged to incorporate supplementary authentic sources deemed beneficial for their students, reflecting a commitment to fostering authenticity in English as a Foreign Language (EFL) classrooms at FELTE - ULIS.
In reading instruction, authentic materials are utilized primarily in two ways: first, by integrating genuine texts into classroom resources such as Reading and Writing Packages This approach enhances the learning experience by providing students with real-world reading materials sourced from original texts.
- Example 1: Colors in our lives Week 3: Colors The Reading and Writing Package 1B Extracted from the article: Use of color in creating logo designs by Bonigala, M
- Example 2: The world's expanding waistline Week 13: Health The Reading and Writing Package 1B Extracted from the article: The shape of things to come
- Example 3: A bad model for girls Week 3: Contact The Reading and Writing Package 2A Extracted from the article: No model for girls by Bawdon, F (2007, September 27) Newstatement
Positive thinking is a powerful tool that enhances your skills, promotes better health, and increases workplace productivity By fostering a positive mindset, individuals can improve their overall well-being and achieve greater success in their personal and professional lives Embracing optimism not only builds resilience but also encourages a proactive approach to challenges, ultimately leading to a more fulfilling life.
In the Reading Synthesis of the 2B course, students collaborated in groups of three to explore four key themes: education, cities, agriculture, and trends Each group was tasked with collecting 2-3 authentic and reliable passages related to their chosen theme, synthesizing the information into a cohesive format such as a mind map, outline, or graphic illustration Additionally, students were required to take vocabulary notes on each page and ultimately submit their synthesized reading passages along with an oral presentation Detailed requirements for the collected passages and a sample can be found in the APPENDIX.
1 Therefore, according to Brown and Menasche (2008)‘s classification of input authenticity, those passages should belong to altered authenticity and adapted authenticity.
Sampling
There are two groups of participants in the study:
Out of 15 classes (15E4-15E18), only 104 students, representing 30% of the population, agreed to participate in the study By the second semester, these students were expected to achieve a B1 level of English proficiency (CEFR) All participants confirmed their understanding of authentic materials and acknowledged their application in the Reading courses after receiving explanations from the researcher.
In the initial outreach, all teachers instructing reading for QH.2015 students were invited to participate in the study, with only 12 teachers agreeing, representing 50% of the total population The group consisted of seven teachers exclusively teaching 2B, two teachers focused solely on 2A, and three teachers instructing both 2A and 2B.
Data collection instruments
The study utilized a combination of research methods, including three questionnaires—two designed for students and one for teachers—providing a quantitative analysis Additionally, qualitative insights were gathered through interviews with selected teachers and field observations conducted during various reading classes.
Questionnaires are an efficient tool for gathering substantial data from participants quickly, as noted by Gillham (2000), significantly reducing the researcher's effort When well-constructed, these instruments facilitate fast and straightforward data processing Consequently, this method was utilized to collect quantitative data, revealing key insights into students' reactions and teachers' preferences regarding authentic materials.
The article includes a title and an introduction about the researcher, followed by an overview of authentic materials It presents seven questions designed to gather data from respondents, including personal information such as their names and the English subjects they teach Questions 3 and 4 utilize a Likert scale and multiple-choice format, respectively, to assess teachers' opinions on the role of authentic materials in reading classes, with adaptations from Al-Musallam's 2009 questionnaire Additionally, questions 5, 6, and 7 consist of checklists for teachers to outline their typical procedures for teaching reading using authentic materials.
The study utilized 28 materials and developed three key questions based on a comprehensive literature review Question 8 was designed as an open-ended inquiry to gather additional insights from participants beyond the researcher’s suggestions Lastly, the questionnaire included an invitation for interviews (question 9) and concluded with a heartfelt "thank you" to the respondents for their cooperation.
3.3.1.2 The first questionnaire for students
The article features a title and an introduction about the researcher, followed by an exploration of authentic materials It includes seven questions, both closed-ended and open-ended, as outlined in APPENDIX 3 The first question assesses participants' understanding of authentic materials, while the second identifies the class affiliation of respondents The third question utilizes a 12-item Likert scale to gauge students' opinions on the authentic materials incorporated in the Reading-Writing packages Lastly, the fourth question is adapted from a questionnaire by Al-Musallam, E I.
In 2009, a study was conducted to gather student opinions on the most effective types of reading classes Utilizing a Likert scale, Question 5 assessed students' views on reading activities that incorporated authentic materials, featuring a total of 14 items.
The questionnaire consisted of various items designed to assess students' engagement with reading activities, categorized into before-reading, while-reading, and after-reading phases Items 1-3 focused on before-reading activities, while items 4-6 addressed during-reading activities, and items 7-9 related to after-reading activities Questions 10-14 gathered students' opinions on the Reading Synthesis Additionally, Question 6 utilized multiple-choice items to determine the frequency of English reading among respondents, and Question 7 employed checklists to identify participants' preferred types of authentic reading materials The final open-ended question aimed to gather further insights from participants beyond the provided options All questions, except for Question 3, were developed based on a comprehensive literature review, concluding the questionnaire effectively.
―thank you‖ for the respondents‘ cooperation.
To prevent any confusion among students, the questionnaire was translated into Vietnamese, their native language (see APPENDIX 4) I personally handled the translation Before the study began, I randomly selected two freshmen, who were not part of the actual research, to review the questionnaire.
The questionnaire underwent a thorough review to ensure clarity and comprehensibility, allowing it to be finalized for data collection from participants.
3.3.1.3 The second questionnaire for students
The questionnaire was administered to students immediately after the reading class to assess the motivation levels influenced by the learning activities and materials used (see APPENDIX 5) Following the definition of motivation by Cambria and Guthrie (2010), which includes interest and dedication, the questionnaire excluded the aspect of confidence It comprised five closed-ended items utilizing a semantic differential scale of adjectives related to motivation, such as interesting/boring and enjoyable/unenjoyable Each item was scored on a scale from one to five, allowing for the calculation of the mean score for each item.
According to Mackey and Gass (2005), interviews enable researchers to explore participants' attitudes that are not easily observable, fostering interaction that encourages detailed responses and minimizes vague or irrelevant answers Santiago (2009) highlights that semi-structured interviews build rapport and trust with participants, resulting in a more profound understanding of their responses and generating larger data sets compared to structured interviews These advantages prompted the researcher to utilize semi-structured interviews, with the tentative interview questions and their Vietnamese translations provided in APPENDIX 6 and APPENDIX 7.
All interviews were conducted face-to-face in Vietnamese, allowing interviewees to express their thoughts freely Each session was recorded and subsequently transcribed for analysis.
Field observation enables researchers to witness events that informants might hesitate to disclose due to concerns about politeness or sensitivity It also allows researchers to verify and clarify situations described in interviews, helping to identify any inaccuracies or distortions in the informants' accounts.
To enhance the validity of the study and gain deeper insights into the use of authentic materials, the researcher conducted field observations involving 30 informants (Marshall and Rossman, 1995) During these observations, in-class reading activities were meticulously recorded using observation sheets (refer to APPENDIX 8).
Data collection procedure
The process of collecting data was conducted in the following phases:
The researcher distributed questionnaires in person to teachers and students across 15 classes, providing a detailed explanation of the term "authentic materials" and outlining the participants' responsibilities.
104 responses from the students and 12 responses from the teachers.
Following the collection of survey responses from teachers, the researcher employed a purposive sampling method to select interview participants based on their questionnaire answers and willingness to participate To uphold research ethics, the identities of all interviewees were kept confidential, with each assigned a coded name (T1, T2, T3, T4).
- T1, T2 and T4 were teachers of both 2A and 2B
- T3 was a teacher of 2B (academic) only
After the interviews, the researcher asked them for permission to observe one of their reading classes All of the interviewees gave permission.
In the final phase of the study, non-participant observation was carried out in four classes, where the researcher observed from the back of the room while documenting key findings At the end of each session, a second questionnaire was distributed to the students, who promptly completed it.
Data analysis procedures
After being collected, data were analyzed through three phases:
All data gathered from the questionnaires were processed by Google Form For, Likert scale questions, the five levels of strongly agree, agree, neutral, disagree,
The scoring system for agreement ranged from 1 to 5, with higher scores indicating greater levels of agreement Data analysis was conducted using Microsoft Excel, where mean and standard deviation calculations were displayed in tables Additionally, results from other closed-ended questions, such as multiple choice and checklists, were illustrated using pie and bar charts Ultimately, all findings were categorized based on the three research questions.
The analysis of interview transcripts involved classifying the content based on three key research questions Additionally, unexpected responses from participants, which did not directly address the research questions, were included to explore their potential support for the findings and to identify any pedagogical implications for the study.
The activities of the four classes were categorized into three stages: pre-, while-, and post-stage A summary of these findings can be found in the table presented in the results for research question 2.
This chapter outlines the methodology used in the study, incorporating both quantitative and qualitative approaches It provides a comprehensive discussion of the participants, data collection methods, and analysis procedures to ensure the reliability and transparency of the research The findings from this methodology will be detailed in the following chapter.
FINDINGS AND DISCUSSION
Findings
4.1.1 Research question 1: What is the role of authentic materials in teaching reading for the target students from the teachers’ perspectives?
Primarily, the answer to this question was drawn from the questionnaires for teachers although some added information was taken from the semi-structured interviews
4.1.1.1 Results from questionnaire for teachers
This data for Question 3 in teacher questionnaire were exhibited in Table 1:
Table 1: Teachers’ attitude toward authentic reading materials
1 Authentic materials introduce the students to how language is used in the real world
6 Authentic materials increase the student's‘ knowledge of vocabulary items which they need in real situations
7 Authentic materials improve the students‘ background knowledge
5 Authentic materials increase the students‘ familiarity with the use of grammar rules in their original context
8 It is important to use authentic materials in my reading classes.
2 Authentic materials fulfill the students‘ needs
4 Authentic materials enable the students to see the values of reading classes
9 I prefer to use authentic materials rather than textbooks in my reading classes.
3 Authentic materials improve the students‘ reading comprehension ability more than textbooks do
10 It is time-consuming to use authentic materials in my reading classes.
All teachers recognized the benefits of authentic reading materials, with a significant majority strongly agreeing or agreeing that exposure to real language is advantageous, reflected in an average score of 4.66 This positive sentiment extended to the belief that such materials enhance students' vocabulary knowledge necessary for real-life situations (4.41), improve their background knowledge (4.33), and increase familiarity with grammar rules in their original context (4.25).
The significance of authentic materials in reading classes was highly endorsed by participants, achieving an impressive average score of 4.33 with no disagreement Similarly, the perspective that "authentic materials fulfill the students' needs" garnered unanimous approval Although the statement "authentic materials enable students to see the values of reading classes" faced some dissent from teachers, it still received a generally favorable response, reflected in an average score of 3.33.
Teachers displayed a neutral preference for using authentic materials versus textbooks for first-year students Survey results indicated a slight disagreement on whether authentic materials enhance reading comprehension more effectively than textbooks, with a mean score of 2.91 Additionally, respondents noted that incorporating authentic materials into reading classes is time-consuming, reflected in a higher mean score of 3.75.
Regarding Question 4 in teacher questionnaire, 100% of the participants believed that the best reading class is the one which uses both authentic materials and textbooks
All interviewees agreed that incorporating authentic materials in reading instruction significantly enhances students' reading comprehension, particularly in vocabulary acquisition T1 noted that exposure to diverse authentic texts enables students to expand their vocabulary effectively.
Incorporating authentic materials in Reading Synthesis enhances students' vocabulary by allowing them to select new words and keywords for their glossary, leading to improved understanding of both content and connecting words Additionally, all interviewees noted that these materials significantly boost students' extensive reading and skimming skills, contributing to a more effective learning experience.
Respondents highlighted several non-linguistic advantages, noting that their background knowledge extends beyond the limited texts found in course books Additionally, both T1 and T2 agreed that Reading Synthesis significantly enhanced students' understanding and engagement.
Students become more engaged and responsible in their learning when allowed to choose texts that interest them Additionally, T2 observed an increase in student confidence as they shared the knowledge gained from their selected materials.
In a comparison of authentic materials and textbooks regarding their impact on reading comprehension, interviewees expressed neutrality for several reasons Three out of four participants (T2, T3, T4) acknowledged that both types of materials could enhance comprehension, each offering distinct advantages T2 and T3 pointed out the lack of objective research to measure the effectiveness of each method on freshmen's learning outcomes, with T2 noting that authentic materials currently represent a minor portion of course content, making comparisons potentially unfair T3 emphasized that authentic materials alone might not meet students' needs, as they seek to improve their reading skills while also preparing for exams She highlighted that current textbooks incorporate authentic texts and relevant activities, suggesting minimal differences between the two types of materials T4 echoed this perspective, reinforcing the idea that both authentic materials and textbooks play crucial roles in the learning process.
35 textbooks were graded to suit students levels, while some in-class authentic materials used in the first semester seemed above the level of students.
Using authentic materials in education presents significant challenges T2 noted the difficulty in selecting appropriate resources due to their overwhelming variety and the complexity of designing effective activities, especially when compared to expertly crafted textbooks Similarly, T4 expressed her struggle to find motivating texts that resonate with students, highlighting that many educators face similar hurdles Additionally, T4 pointed out concerns regarding the quality of collected reading passages, as some were modified and lacked authenticity, while others presented ideas too explicitly, ultimately failing to encourage critical thinking.
In conclusion, most participants expressed strong agreement regarding the benefits of authentic materials for real-language exposure, which was the most favored aspect However, they unanimously believed that relying solely on authentic materials is inadequate to meet students' needs, raising doubts about their effectiveness in enhancing reading skills compared to traditional textbooks Therefore, a blended approach utilizing both authentic materials and textbooks is recommended for optimal reading instruction.
4.1.2 Research question 2: In what ways are authentic materials exploited in the present reading classes ?
The information for this question is mainly acquired from teacher questionnaires (Question 5,6 and 7) and further added through interviews and observations.
Chart 1: Activities often used by teachers in pre-reading stage when using authentic materials
In pre-reading activities, 91% of respondents frequently engaged students by asking about their experiences related to the topic Making predictions was the second most common technique, utilized by 75% of the teachers, while 58.3% introduced vocabulary before reading Half of the respondents often discussed the titles of authentic texts, and five out of twelve teachers regularly encouraged students to brainstorm and set a purpose for reading In contrast, only two participants frequently showed videos related to the texts.
Chart 2: Reading strategies often practiced by students when using authentic materials
Skimming extensive reading scanning intensive reading
During the while-reading stage, teachers primarily emphasized skimming with ten responses, followed by extensive reading with eight responses Additionally, half of the teachers selected scanning and intensive reading, indicating these strategies received the least attention.
Charts 3: Activities used by teachers in post reading stage when using authentic materials
In the post-reading stage, most teachers engage students in discussions about the text, with 75% of respondents favoring summarization and vocabulary consolidation Additionally, nearly half of the respondents frequently assign writing tasks related to the text, while grammar practice is the least favored activity among teachers.
The findings from the questionnaire were validated and elaborated upon by the interviewees While authentic texts used in the course consistently included exercises, the interviews indicated a flexible approach to their application.
T1 emphasized the importance of activating students' prior knowledge on the topic to identify gaps in their understanding This approach enhances the relevance of the texts, making them more meaningful to the students.
Discussion
This section addresses the study‘s three research questions by clarifying the relation of the results to previous research
4.2.1 What is the role of authentic materials in teaching reading for the target students from the teachers’ perspectives?
The results of the analysis indicated that all teacher participants held a positive attitude towards using authentic materials in reading classes Research suggests that authentic materials not only expose students to real-world language but also enhance their background knowledge, foster motivation, and promote autonomous learning Furthermore, the implementation of Reading Synthesis was found to improve students' extensive reading and skimming skills, making them more active, engaged, and responsible learners while boosting their confidence Notably, there was unanimous agreement among participants regarding these benefits.
44 importance of authentic materials in teaching reading for QH.2015 students was undeniable.
Participants expressed a neutral stance and uncertainty regarding the ability of authentic materials to meet students' needs and highlight the value of reading classes This ambivalence may stem from various concerns.
- Both authentic materials and textbooks can improve students‘ comprehension; each has their own advantages and equal importance.
- Students might be test-oriented, whereas authentic materials can hardly prepare them for tests.
- Authentic language is not graded for students‘ level.
- The use of authentic materials requires more efforts on the part of teachers to find appropriate authentic texts and design suitable tasks.
- The collected passages by students were sometimes not authentic and over- explicit in terms of ideas.
Most of those challenges have been foreseen by Martinez (2002), Kilickaya,
Research by Omari (2009), Miller (2005), Ngai (2003), and Apsari (2014) reveals that teachers do not prefer using only authentic materials in reading classes Instead, they believe that the ideal approach combines both authentic texts and textbooks to enhance the learning experience.
4.2.2 In what ways are authentic materials exploited in the present reading classes ?
When it comes to ways of reading a text and making sense of its, Berardo
In 2006, various reading models, including bottom-up, top-down, and interactive approaches, were examined Research involving questionnaires, interviews, and observations indicated that teachers predominantly employed interactive models in their instruction During in-class reading, students utilized their background knowledge to share experiences and make predictions in the pre-reading stage While reading, they confirmed or rejected these predictions and filled in cognitive gaps In the post-reading phase, teachers analyzed linguistic features and reinforced vocabulary through exercises The Reading Synthesis also incorporated these models, as students received brief background knowledge on themes through lectures and subsequently searched for texts from diverse sources.
45 to understand more about the theme and shared their understanding with their classmates Finally, the recognition of new words was done by making glossary.
While all four strategies were utilized with authentic materials, skimming and extensive reading emerged as the most favored methods Given that extensive reading mirrors real-life reading habits, its prevalence is justified However, these strategies alone may not significantly enhance reading comprehension To address this gap, skimming and intensive reading were reinforced through comprehension and vocabulary exercises Observations from three classes indicated that students frequently explained their answers and articulated their reasoning, a technique recommended by Nunan (2003) that helps students reflect on their reading strategies through verbal reports.
The article highlights the use of authentic materials in both target and pedagogic tasks, with Reading Synthesis serving as a prime example of a target task where students independently select and utilize texts, while teachers act as guides According to Nunan (1989), this approach allows learners to engage in practical language use relevant to real-world scenarios Additionally, as noted by Willis (1996), Reading Synthesis can be classified as a creative task, as different student groups produce unique end-products that receive appreciation from both teachers and peers In contrast, pedagogic tasks dominate in-class teaching, exemplified by comprehension exercises tied to authentic texts, which focus on details, lexical, and grammatical knowledge for deeper understanding Activities like brainstorming, sharing opinions, and discussions during pre- and post-reading stages not only enhance students' knowledge but also improve their speaking and writing skills.
According to Brown and Menasche (2005), the notions of authenticity can be seen as a continuum In addition, Guariento and Morley (2001) suppose that task
46 authenticity can be created from genius purpose of reading and classroom interaction
Teachers approached authentic materials in various ways, leading to differing levels of task authenticity in reading classes for first-year students Teachers T1 and T2 encouraged students to explore their motivations for reading authentic texts, whether for pleasure or knowledge, by sparking their interest and desire to fill knowledge gaps In contrast, T4 assigned reading as homework to save time Nevertheless, classroom interaction was enhanced through pair and group activities, including answer comparisons, discussions, and oral sharing Consequently, a certain degree of task authenticity was achieved in these reading classes.
4.2.3 To what extent do the reading activities based on authentic materials motivate the target students to learn reading?
A majority of students expressed that authentic materials were engaging, showing a strong interest in specific texts used during observed classes The findings indicated that learners held highly positive attitudes towards the incorporation of authentic materials in reading lessons, supporting previous research (Bacon & Finnemann, 1990; Kienbaum et al., 1986; Peacock, 1997) This outcome is not surprising, as students transitioned from a limited textbook-based learning environment to one that connects them with real-world language usage Additionally, the in-class activities involving authentic materials generated significant interest among students.
Students from all three classes rated in-class reading activities as "enjoyable" and "satisfying," with mean scores exceeding 3.0 Specifically, they expressed a strong interest in authentic texts, reflected in mean scores of 3.2 and 3.4, and found the teacher's concluding questions to be particularly engaging.
Students expressed positive attitudes towards the use of authentic materials in foreign language instruction, highlighting their effectiveness in enhancing vocabulary knowledge essential for real-life situations.
(2) introduced them to how language is used in the real world, (3) provide updated
In-class reading activities significantly enhance students' understanding of an author's message and purpose while allowing them to practice various reading strategies Notably, Reading Synthesis effectively achieves its goals by improving students' skills in selecting reliable and valuable reading materials, synthesizing information and opinions from diverse sources, and enhancing their overall reading comprehension.
The mean score of 2.5 indicates that students found the authentic materials used in reading courses to be relatively easy to understand, although responses varied significantly, as shown by a standard deviation of 0.93 Additionally, the researcher observed that the learning environment across all three classes was unthreatening and comfortable, particularly during pair and group work activities.
A significant 41% of students (43 out of 104) reported that authentic materials increased their motivation to learn reading Additionally, 70% of respondents indicated that Reading Synthesis encouraged them to engage in more reading outside of the classroom The students' involvement in reading activities utilizing authentic materials was notably high, with all scores exceeding 3.5.
Students exhibit positive attitudes toward authentic materials, which align with Berardo's (2006) criteria of content suitability, exploitability, readability, variety, and presentation Verhoven and Snow (2001) emphasize the significance of students' involvement in text selection as a motivational factor, fostering a sense of responsibility and promoting active learning This is supported by findings from teacher interviews and student questionnaires regarding reading synthesis However, it is noted that the genre of authentic materials tends to be limited in web articles, despite being the most preferred genre among students.
48 of material was short stories which made up 68% This induces the need for a variety of text types in reading course, especially short stories.
While teachers overwhelmingly endorsed the use of both authentic materials and textbooks for effective reading classes, student preferences were more varied A significant 87.5% of students favored a combination of both materials, while 10.6% preferred only authentic texts, and a mere 1.9% opted for textbooks alone This indicates a clear demand for greater access to authentic texts in reading courses.