INTRODUCTION
Statement of the problems and rationale for the study
Since the emergence of Communicative Language Teaching in the 1970s, there has been a significant shift towards realism in language learning materials and activities (Buendgens-Kosten, 2014) This shift has led to breakthroughs in teaching methodologies and lesson procedures, emphasizing the importance of using authentic materials According to Krashen and Terrel (1983), the goal of language instruction is to enable learners to apply their language skills in real-world contexts, enhancing their overall progress Authentic materials serve as a valuable resource, guiding learners to adopt the contextually appropriate language used by native speakers (Feng & Byram).
To achieve communicative competence, students must develop all four skills: listening, speaking, writing, and reading Listening, often overlooked in foreign language education, is crucial for effective communication (Laborda, 2009) This article emphasizes the importance of authentic listening materials and their impact on student engagement in the EFL classroom Widdowson (1978) highlights that authenticity involves the relationship between the text and the reader, where appropriate responses are essential Thus, students' perceptions of authentic listening materials are vital for assessing authenticity and enhancing the effectiveness of listening instruction in EFL settings.
In Vietnam, particularly at the University of Languages and International Studies (ULIS), there has been a lack of focus on students' perspectives regarding authentic materials, as noted by Nguyen (2013) This issue is especially relevant for third-year students in the Faculty of English Language Teacher Education To address this gap, the current research emphasizes the importance of the English for Academic Purposes course, known as English 4B, which aims to enhance English proficiency among ULIS students As part of this course, students participate in a News Sharing assignment, where they are tasked with finding a recent English news item (audio or video) and presenting it to the class, accompanied by guiding questions and follow-up activities.
Learners engage with authentic listening materials both actively and passively, enhancing their understanding of these resources' effectiveness for classroom and home preparation for their upcoming sessions.
With all the reasons mentioned above, the researcher decided to choose
“Perceptions of Third-year Mainstream Students towards Authentic Listening
The graduation paper titled "Materials in News Sharing Assignment" aims to address a gap in research while providing valuable insights for both lecturers and students at the University of Languages and International Studies.
Aims and objectives of the study
This research aims to investigate the perspective of third-year mainstream students to authentic listening materials within the course of English for Academic
Purposes 4 In particular, the researcher carries out this study to address two main questions:
1 To what extent do the authentic listening materials affect students’ participation in the News Sharing assignment?
2 To what extent do the used authentic materials help students foster their listening comprehension?
Scope of the study
This study focuses on a limited scale due to time constraints, involving third-year mainstream students from the Faculty of English Language Teacher Education These participants have completed four semesters of English during their first two years at university According to the course guide, the program aims to enhance students' English proficiency from B2+ to C1, in alignment with the Common European Framework of Reference (CEFR).
Academic Purposes 4: Course Guide, 2019) Therefore, the author believes that they have gained sufficient knowledge of the language and considerable experience in terms of utilizing learning materials
This study focuses on two key aspects of students' perceptions regarding the impact of authentic materials: their influence on student participation during News Sharing sessions and their effectiveness in enhancing listening comprehension skills.
Significance of the study
This research investigates students' perceptions of authentic materials, aiming to assist course providers in evaluating and enhancing current lessons and materials By collecting comprehensive feedback through data collection instruments, students can engage in self-reflection and improvement following a semester-long News Sharing assignment Additionally, this study serves as a valuable reference for future research in the field Ultimately, the author seeks to contribute to the literature by focusing on the context of third-year mainstream students at ULIS.
Organization
The rest of the paper consists of the following chapters:
Chapter 2 - Literature review - covers the explanation of key concepts as well as the review on related studies
Chapter 3 - Methodology - introduces research design; describes the settings, sampling schemes, data collection instruments and procedures
Chapter 4 - Findings and Discussion - presents the results achieved from the data collected with further discussion
Chapter 5 - Conclusion - summarizes the main issues investigated in the research; states the limitation of the study and the recommendations for future studies.
LITERATURE REVIEW
Authentic materials
The rise of the Communicative Approach, or Communicative Language Teaching, has popularized the use of authentic materials in EFL classrooms According to Martinez (2002), authentic materials are those created for native speakers, rather than for educational purposes However, this definition is increasingly inadequate in the context of English as an International Language, as many non-native speakers also use English To refine this concept, Kilickaya (2004) describes authentic materials as exposure to genuine language and its usage within its own cultural context Similarly, Nunan (1988) offers a comprehensive definition of authentic materials, emphasizing their relevance in language learning.
Authentic materials are defined as resources created for purposes other than language teaching, encompassing a variety of sources such as video clips, recordings of real-life interactions, and extracts from media like television, radio, and newspapers They also include signs, maps, charts, photographs, and schedules, making them valuable tools for enhancing language learning.
In this article, the author chooses to utilize Nunan's (1988) definition, recognizing it as the most current and comprehensive The paper also includes examples of sources for effectively utilizing authentic materials.
Authentic listening materials
According to Gebhard (1996, cited in Oura, 2003, pp 67-68), authentic listening materials is one of four types of authentic materials, as classified below:
Viewing Materials TV commercials, quiz shows, cartoons, news clips, comedy shows, movies, soap operas, professionally audio- taped short stories and novels, radio ads, songs, documentaries, and sales pitches
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, and X- rays
Everyday materials such as newspaper articles, movie advertisements, astrology columns, and sports reports provide diverse information Additional sources include obituary columns, advice columns, song lyrics, restaurant menus, and street signs Everyday items like cereal boxes, candy wrappers, tourist brochures, university catalogs, telephone books, and maps also convey important messages Furthermore, TV guides, comic books, greeting cards, grocery coupons, and pins with messages, along with bus schedules, contribute to the variety of materials that enrich our daily lives.
Realia (Real world" objects) Used in
In classrooms, various realia such as coins, currency, folded paper, wall clocks, phones, Halloween masks, dolls, and puppets are utilized to enhance learning These tangible items serve to visually illustrate concepts and facilitate engaging role-play scenarios, making lessons more interactive and effective.
Table 1: Types of authentic materials
In an attempt to define authentic listening materials, Lingzhu and Yuanyuan
Authentic listening materials are defined as unscripted and spontaneous spoken language resources, including interviews, lectures, dialogues, and conversations (2010) The UCLA Institute (2007) describes these materials as being created for native speakers, available in various formats like audio and video However, both definitions limit the context to native speaking, which is inadequate given the global use of English today Field (2008) expands on this by defining authentic listening materials as recordings of natural speech not intended for language learning Therefore, the preferred definition is from Field (2008), as it addresses the limitations of the previous definitions and explores specific types of authentic listening materials, such as news clips or audio, as highlighted by Gebhard (1996).
Authentic listening materials in the News Sharing sessions
According to English for Academic Purposes 4: Course guide (2019, p.37), the following procedure is compulsory for all students
Step Facilitating group Participating group
To effectively prepare for the upcoming theme of the week, ensure you have a current news story, either audio or video, that is in English and no longer than three minutes This news piece should be relevant to the theme and submitted to both the teacher and the audience at least one week in advance.
● Prepare some guiding questions and send them to the class along with the news (01 week in advance)
● Listen to / watch the piece of news provided by the facilitating group
Remember to note down main ideas and important details of the news.
● Step 1: Share the news with the class (play the audio/video of the news)
To effectively present answers to guiding questions, utilize visual aids such as PowerPoint presentations, charts, infographics, or posters for enhanced clarity and engagement Additionally, organize and lead an interactive activity, such as a game or discussion, to encourage the class to share their responses to the guiding questions, fostering collaboration and deeper understanding among participants.
Share the answers to the guiding questions.
After Submit the following documents:
- The list of guiding questions and answers
- A glossary of at least 10 words from the news.
- The answers to the guiding questions provided by the facilitating group.
- A glossary of at least 10 words from the news.
The effects of authentic materials towards students’ participation and listening
2.4.1 Authentic materials’ effects on students’ participation
Research indicates that using authentic materials in the classroom significantly enhances student motivation and participation According to Martinez (2002), these materials foster a sense of achievement as learners recognize their relevance to real-life situations Furthermore, when topics are diverse and aligned with students' interests, they are more likely to engage in reading or listening for pleasure Ross (2006) supports this by noting that authentic sources are often pertinent to students' lives, motivating them to improve their language skills Omari (2009) emphasizes that such materials not only encourage greater participation but also help build confidence and promote learner autonomy, ultimately leading to a more positive learning atmosphere.
Concerns about demotivation among students often stem from their insufficient language skills to comprehend materials Guariento and Morley (2001) highlight that, unlike post-intermediate learners, students at lower levels may struggle with authentic materials, leading to frustration and a lack of meaningful engagement Similarly, Kilickaya (2004) notes that demotivation can arise when students lack essential vocabulary and grammar in the target language Omari (2009) further emphasizes that such deficiencies make materials excessively challenging, resulting in a significant decline in both motivation and interest among students.
This study focuses on third-year B2 level students, as defined by the CEFR, indicating that language barriers do not significantly hinder their comprehension of materials The author aims to explore how authentic materials influence student participation in the News Sharing Assignment.
2.4.2 Authentic materials’ help to foster students’ listening comprehension
Research indicates that consistent exposure to authentic listening materials significantly enhances language proficiency among students Scholars such as Miller (2005), Thanajaro (2000), and Herron and Seay (1991) found that students who regularly listen to authentic radio tapes exhibit superior listening comprehension compared to their peers Otte (2006) also highlighted that adult ESL learners improve their listening skills through exposure to authentic materials Furthermore, Sabet and Mahsefat (2012) demonstrated that EFL students at the elementary level performed better when using authentic listening materials, as evidenced by their experimental group outpacing the control group that used simplified content Thus, these findings collectively underscore the importance of authentic materials in enhancing students' listening comprehension.
The challenges presented by linguistic features in authentic listening sources, such as delivery pace, accent variability, and background noise, can significantly hinder comprehension (Omari, 2009) A study by Kienbaum et al (1986, cited in Al-Musallam, 2009) found no notable difference in language improvement between students using authentic materials and those in traditional textbook-based classrooms Similarly, Ngai's 2003 research indicated that some learners felt authentic materials did not enhance language proficiency, as they focused more on content rather than practicing their language skills.
In summary, the researcher aims to classify the impact of authentic materials on student participation and listening comprehension into distinct themes, as illustrated in the accompanying table This categorization will provide a clearer understanding of the literature and serve as a foundation for the questionnaire (refer to Appendix A).
In terms of authentic materials’ effects on students’ participation, positive and negative effects are divided into five themes as follows:
1 Positive effects Authentic materials arouse a sense of achievement in learner’s mind since they acknowledge what they learn from the materials is close to and even benefits their real lives
Relevance to real-life situations
2 Authentic sources are, in all likelihood, relevant to the students’ life and personal interests
3 Authentic materials invite students' greater participation, help them build confidence, and pave the way to learner’s autonomy
4 Negative effects Authentic materials lead students to feel frustrated, confused and more importantly, demotivated
5 Demotivation arises when students lack many lexical items and structures used in the target language
Table 3: Five themes of research question #1 in the literature
In terms of authentic materials’ help to foster students’ listening comprehension, there is a total number of four themes in the literature, regarding both positive and negative effects
6 Features that facilitate listening comprehension improvement
Experimental group of participants who receive authentic input performed much better than the control group using simplified one
Features that impede listening comprehension improvement
Authentic materials provided no help for language proficiency as learners just paid attention to the contents of the materials, rather than practice their skills
Attention to the content Ngai
8 difficulty caused by varying accents
9 difficulty caused by speed of speech delivery and background noise
Table 4: Four themes of research question #2 in the literature
Related studies on students’ perceptions of authentic listening materials
A study by Squad (2016) examined the impact of authentic aural materials on the listening skills of second-year EFL learners in Algeria Through classroom observations, questionnaires, and proficiency tests, the findings revealed that teachers utilized various sources for authentic materials Despite challenges such as speed of delivery, pronunciation, and vocabulary, these materials positively influenced students' listening comprehension and motivation The research primarily focused on teachers' perceptions and their activity design with authentic materials, while students' viewpoints were addressed but lacked in-depth clarification.
Ngai (2003) explores EFL students' perceptions of authentic materials and their relationship with language proficiency, involving participants with varying levels of competency The findings reveal that students recognized various authentic sources and provided detailed insights into the benefits and drawbacks of these materials However, the study falls short in offering a comprehensive set of criteria for evaluating these opinions, and the students' reflections were not presented in a well-structured manner, complicating subsequent data analysis.
Gunduz (2017) investigates the effects of authentic materials on students' listening skills in EFL classes using a five-point Likert questionnaire The findings indicate that students could effectively comprehend and use the language with authentic materials However, some students expressed a preference for artificial materials, which they found less frustrating Despite the thoroughness of the questionnaire, the study lacked a clear framework, leading to inconsistencies in some responses Additionally, the reliance solely on the questionnaire as a data collection tool resulted in insufficient explanations for participants' answers.
This research supports Gunduz's (2017) proposal to address the literature gap in the context of ULIS by incorporating additional interviews to clarify the questionnaire protocol.
In 2018, the Ministry of Education and Training in Vietnam approved the project "Teaching and Learning Foreign Languages in the National Education System for the Period 2008 – 2020," which aims to enhance foreign language proficiency among college and university students, enabling them to communicate confidently in foreign languages.
In recent years, there has been a growing emphasis on incorporating authentic materials in education to enhance students' exposure to real-life language This shift aims to bridge the gap between classroom learning and practical language use, leading to more effective language acquisition.
Vietnamese researchers have explored the use of English Authentic Listening Materials (EALM) in educational settings Vu (2006) focused on the perspectives of teachers at VNU-CFL, analyzing various types and sources of EALM, and highlighting its benefits and drawbacks while suggesting effective utilization methods However, Vu's study primarily emphasized teacher viewpoints, lacking a deeper examination of student perceptions In contrast, Nguyen (2013) investigated the perceptions of 26 first-year FELTE students regarding EALM, utilizing journals, questionnaires, and semi-structured interviews The findings revealed that nearly 90% of participants enjoyed EALM in the classroom, with a preference for songs, movies, cartoons, and quiz shows, while news was less favored This study indicates that freshmen may not possess a high level of language proficiency, influencing their preferences for EALM types.
Research in the EALM field has significantly advanced our understanding of language education; however, there remains a critical need to explore teachers' perceptions and the perspectives of first-year students with limited exposure to language materials To fill this gap, this study focuses on third-year students in their final semester of language learning, examining their perceptions of authentic listening materials used during News Sharing sessions.
METHODOLOGY
Research Design: Convergent Parallel Mixed-methods Design
Creswell and Plano Clark (2011) define mixed-methods research design as a procedure that integrates both quantitative and qualitative methods to address research problems effectively In this study, understanding students' perceptions of authentic materials necessitates a quantitative approach, as statistical analysis provides valuable insights into trends and behaviors among a large population, specifically over 400 third-year students at FELTE, ULIS (Creswell, 2012) However, relying solely on quantitative data would limit the depth of understanding regarding these perceptions Therefore, the researcher opted to incorporate qualitative data collection methods to enrich the analysis and provide a more comprehensive view of students' experiences.
In this study, the researcher employed a convergent parallel mixed-methods design, which involves collecting both qualitative and quantitative data, analyzing them separately, and then comparing the results to identify confirmations or contradictions (Creswell & Creswell, 2018) This approach leverages the strengths of each data collection method to address their respective weaknesses, ultimately providing a more comprehensive understanding of the research problem (Creswell, 2012) For instance, survey responses from a large group of third-year students enhance the findings from qualitative interviews conducted with a smaller cohort, while the in-depth insights gained from these interviews help to explain the broader trends revealed by the questionnaires.
Setting of the study
The study conducted at the Faculty of English Teacher Education (FELTE) at ULIS highlights the university's esteemed reputation in foreign language teaching, as noted by Nguyen (2013) In their final year, third-year mainstream students engage in the English for Academic Purposes 4B course, where they explore authentic listening materials and create guiding questions during the News Sharing session This assignment allows students to frequently interact with English authentic listening materials (EALM) throughout the course, enhancing their language learning experience.
Sampling
The study targets all third-year mainstream students in FELTE enrolled in English for Academic Purposes 4 during the 2019-2020 academic year, totaling 450 students across 18 classes aged 20-21 Due to time constraints, the author opted for convenience sampling to efficiently distribute the survey and manage costs According to Mackey and Gass (2005), convenience sampling involves selecting individuals who are readily available to complete the questionnaire Consequently, the survey was distributed to all willing participants until the desired sample size was achieved.
When determining the appropriate sample size, three key criteria must be considered: the desired level of precision, the level of confidence or acceptable risk, and the degree of variability in the measured attributes (Miaoulis & Michener).
According to Israel (1992), one effective method for determining sample size is to utilize published tables that provide sample sizes based on specific criteria For a target population of 450 students, the researcher seeks to gather a minimum of 82 responses, as indicated by the relevant table.
Sample Size (n) for Precision (e) of
Table 5: Sample size for 土 5%, 土 7% and 土 10% Precision Levels
Where Confidence Level is 95% and P=.5
To gather qualitative data, the study employs maximal variation sampling, a purposeful strategy that enables researchers to select cases with differing characteristics, such as age groups (Creswell, 2012) In this research, four distinct majors—Administration, International Studies, English Language Teaching, and English Interpretation and Translation—are represented by one participant each from the third-year mainstream students at ULIS The researcher anticipates that these students will have varying perceptions of authentic listening materials, particularly news, due to their diverse career aspirations Consequently, the interview responses are expected to provide valuable insights Additionally, maximal variation sampling is effective in helping researchers identify both the unique issues faced by participants and the commonalities that exist among them (Schreiber & Asner-Self, 2011).
Data collection
As one major instrument of collecting data, questionnaire is chosen with a view to gathering quantitative data According to Nunan (1992), questionnaire
The use of this instrument allows researchers to gather quantifiable data in field settings, making it more effective than discursive methods like free-form fieldnotes or oral transcripts As a result, it was utilized to obtain quantitative data and identify key trends in students' attitudes toward English authentic listening materials (EALM).
The study's questionnaire consists of three sections, with the first focusing on demographic information and participants' language learning backgrounds It aims to gather data on the time spent preparing for News Sharing sessions and participants' self-assessed news listening skills before and after the assignment This information will help illustrate significant changes recognized by the students To evaluate students' news listening levels, the researcher adapted a scale from the CEFR framework, which aligns with the course's objective of enhancing students' English proficiency from B2+ to C1.
In this study, three out of six levels, ranging from B2 to A2, focus on the ability to listen to news, aligning with the authentic materials used Consequently, all three level descriptors related to news are included, except for the A2 descriptor, which states, “Can follow changes of topic of factual TV news items and form an idea of the main content” (Council of Europe, 2001, p.10) This descriptor is excluded because the News Sharing assignments are centered on specific topics as outlined by the course guide, resulting in no changes of topic during the sessions.
C1 Can follow films employing a considerable degree of slang and idiomatic usage
B2 Can understand most TV news and current affairs programmes
Can understand documentaries, live interviews, talk shows, plays and the majority of films in standard dialect
B1 Can understand a large part of many TV programmes on topics of personal interest such as interviews, short lectures, and news reports when the delivery is relatively slow and clear
Many films rely on visuals and action to convey their storylines effectively, often using clear and straightforward language Additionally, viewers can grasp the main points of TV programs on familiar topics when the delivery is slow and clear.
A2 Can identify the main point of TV news items reporting events, accidents etc where the visual supports the commentary
Can follow changes of topic of factual TV news items, and form an idea of the main content
Table 6: Illustrative scale for listening skill: Watching TV and films
The A1 level descriptor is excluded from the assessment criteria, as students are expected to be at a B2+ level (English for Academic Purpose 4: Course Guide, 2019) However, C2 and C1 levels are not specifically defined in relation to news on this scale Therefore, the author of this study has adapted the C2 descriptor from the overall listening comprehension scale and the C1 descriptor from the illustrative scale for listening to radio audios and recordings, both sourced from the CEFR framework (Council of Europe, 2001) The C2 descriptor is applicable to all listening assessment materials, while the C1 descriptor is deemed suitable for news listening, given that audios and recordings are recognized as valid forms of news in the course guide.
C2 Has no difficulty in understanding any kind of spoken language, whether live or broadcast, delivered at fast native speed
An individual at C1 proficiency can comprehend extended discussions on abstract and complex subjects outside their area of expertise, although they may occasionally need to verify specific details, particularly when faced with unfamiliar accents.
Can recognise a wide range of idiomatic expressions and colloquialisms, appreciating register shifts
Can follow extended speech even when it is not clearly structured and when relationships are only implied and not signalled explicitly
At the B2 level, individuals can comprehend standard spoken language in various contexts, including personal, social, academic, and vocational settings, whether it is live or broadcast Their understanding is generally effective, although it may be hindered by extreme background noise, poor discourse structure, or the use of idiomatic expressions.
An individual can grasp the key concepts of complex speech, both propositional and linguistic, on various concrete and abstract subjects presented in a standard dialect, including specialized technical discussions They are capable of following extended discourse and intricate arguments, especially when the topic is familiar and the speaker uses clear markers to indicate the direction of the conversation.
B1 Can understand straightforward factual information about common everyday or job related topics, identifying both general messages and specific details, provided speech is clearly articulated in a generally familiar accent
Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives
A2 Can understand enough to be able to meet needs of a concrete type provided speech is clearly and slowly articulated
Can understand phrases and expressions related to areas of most immediate priority (e.g very basic personal and family information, shopping, local geography, employment) provided speech is clearly and slowly articulated
A1 Can follow speech that is very slow and carefully articulated, with long pauses for him/her to assimilate meaning
Table 7: Illustrative scale for listening skill: Overall listening comprehension
C1 Can understand a wide range of recorded and broadcast audio material, including some non-standard usage, and identify finer points of detail including implicit attitudes and relationships between speakers
B2 Can understand recordings in standard dialect likely to be encountered in social, professional or academic life and identify speaker viewpoints and attitudes as well as the information content
Can understand most radio documentaries and most other recorded or broadcast audio material delivered in standard dialect and can identify the speaker's mood, tone etc
B1 Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech
Can understand the main points of radio news bulletins and simpler recorded material about familiar subjects delivered relatively slowly and clearly
A2 Can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly
Table 8: Illustrative scale for listening skill: Radio audio & recordings
The researcher developed two multiple-choice questions to evaluate participants' news listening skills: "How do you assess your news listening skill BEFORE the News Sharing assignment?" and "How do you assess your news listening skill AFTER the News Sharing assignment?" Each question offers five descriptors for participants to select from, allowing them to identify the option that best reflects their abilities (see: Table 9)
Items for multiple choice questions 7-8
C2 a I have no difficulty in understanding any kind of news, whether live or broadcast, delivered at fast native speed
C1 b I can understand a wide range of recorded and broadcast news materials, including some non-standard usage
B2 c I can understand most TV news and current affairs programmes
B1 d I can understand news reports on topics of personal interest when the delivery is relatively slow and clear
A2 e I can understand and extract the essential information from short recorded passages dealing with predictable everyday matters that are delivered slowly and clearly
Table 9: Illustrative items for listening skill: news videos & audios, as perceived by third-year mainstream students in ULIS
The framework for the rest of the questionnaire (see: Appendix A), specifically section 2 and 3, is adapted from Gunduz, Ozcan and Uzunboylu
In 2017, a study utilized a questionnaire consisting of 30 closed-ended questions, employing a five-point Likert scale for participants to evaluate the effectiveness of authentic listening materials The scale ranged from 1 (Strongly Disagree) to 5 (Strongly Agree), allowing the study to assess students' perceptions of how EALM motivated them in the classroom, its relevance to their language comprehension and usage, and their overall ability to utilize the target language Consequently, the author recognized the need to adapt the questionnaire to better align with the research objectives.
In the study by Gunduz et al (2017), overlapping items led to the elimination of certain questions in this research questionnaire, specifically items 8 and 9, which both address the motivational impact of authentic materials To tailor the questionnaire for the News Sharing session, contextualized items were included, such as item 1, which states that "the authentic materials I listened to in News Sharing are easier than non-authentic materials." Additionally, items 13-15 and 22-26 were incorporated to assess whether ULIS students' motivation and improvement in listening skills, after exposure to authentic materials, align with findings from existing literature.
In conclusion, the researcher aims to present the findings from sections 2 and 3 in relation to nine themes identified in the literature, along with two additional themes: "Language Appreciation," to assess the positive impact of language components, and "Speed of Delivery," to evaluate the influence of native speakers' speaking pace in authentic materials.
SECTION 2 The Extent to Which Authentic Listening Materials Affect Students’ Participation in the News Sharing Assignment
9 The authentic materials I listened to in News
Sharing are easier than non-authentic materials
10 The authentic materials I listened to in News
Sharing are more interesting than non-authentic materials
11 Authentic listening materials brought real life into the classroom Relevance to real- life situations
12 Authentic listening materials were difficult for me to comprehend Frustration
13 Authentic listening materials made the language more meaningful Relevance to real- life situations
14 The fast speed of delivery discouraged me to participate in the News Sharing session Speed of delivery
15 I was eager to participate in the class Personal interest discussions with the authentic listening materials
16 The authentic listening materials given by my peers made me bored
17 The authentic listening materials given by my peers made me more enthusiastic
18 I became frustrated with the authentic listening materials given by my peers Frustration
19 Authentic materials made me learn unconsciously
20 The classroom became livelier with the authentic listening materials Personal interest
21 The news I listened to in class included topics of my own interest Personal interest
22 My lack of lexical items discouraged me to participate in the News Sharing assignment Linguistic problems
23 My lack of grammar structures discouraged me to participate in the News Sharing assignment Linguistic problems
Table 10: Questionnaire items of section 2 in accordance with themes
SECTION 3: The Extent to Which Authentic Materials Help Students Foster Their Listening Comprehension
24 I can understand different dialects better after studying with authentic listening materials Language appreciation
25 Authentic listening materials increase my knowledge of vocabulary items which I need in listening to news
26 I am more aware of the stress patterns with the authentic listening materials Language appreciation
27 Authentic listening materials improve my listening comprehension more than non- authentic ones
28 Authentic listening materials increase my familiarity with the use of grammar rules in
Language appreciation their original context
29 The speed of delivery in the news caused me difficulty in understanding the materials Other limitations
30 Unfamiliar vocabulary items in the news caused me difficulty in understanding the materials
31 The variability of accents caused me difficulty in comprehending the news Linguistic limitations
32 The background noise in the news caused me difficulty in understanding the materials
33 My listening skill did not improve much because I paid most attention to the content of the news
34 Exposure to authentic materials did not help me answer the follow-up questions better Better performance
Table 11: Questionnaire items of section 3 in accordance with themes
In addition to the close-ended questions, the survey includes two open-ended questions following a series of Likert-scale items The first question aims to uncover additional factors influencing students' participation in the News Sharing assignment that may not be captured in the previous table The second open-ended question seeks to identify further characteristics of authentic listening materials that enhance listening comprehension.
An interview is described as a method for gathering data through direct person-to-person interaction (Nunan, 1992) In this study, the author engages four third-year students from various majors in the Faculty for individual interviews, utilizing this qualitative research tool These interviews serve as a second instrument in a convergent parallel mixed-methods design, aimed at enriching the data collected from questionnaires to enhance interpretation (Griffee, 2005) To ensure the effectiveness of the interview questions, the researcher plans to conduct a pilot interview prior to finalizing them.
This study employs a semi-structured interview format featuring 13 open-ended questions designed to gain a comprehensive understanding of students' perceptions of authentic listening materials Conducted via Zoom Meetings, the online platform facilitates recording the conversations for ease of analysis Each interview lasts approximately 30 minutes, with questions progressing from general to specific.
Data analysis
This study employs both quantitative and qualitative data analysis, utilizing descriptive statistical methods for the quantitative data from close-ended questionnaire questions Demographic data is initially presented through tables and charts, offering a clear overview of responses The researcher then calculates central tendency and dispersion using mean, mode, and standard deviation, enabling precise quantification of students' typical perceptions and assessing the homogeneity of responses among participants.
Qualitative data from open-ended questionnaire items and interviews were analyzed using content analysis Initially, all interview notes were reviewed to gain an overall understanding of the data This was followed by a scoring process documented through notes and summaries, which were then presented in tables and figures The analysis of the interview data was guided by the frameworks established by Rubin & Rubin (1995) and McCracken (1988), encompassing several key phases.
Step 1 The initial coding of the transcriptions, often utterance by utterance, based on discrete observations
Step 2 The formation of the broader categories – based on core ideas, assumptions and concepts emerging from the text – that allow the researcher to compare what different people have said
Step 3 Identify patterns in the responses and reassembling the information into themes and arguments
Step 4 By selecting from the main themes, determining the interview theses, that is, the theoretical and practical implications of the insights gained
All the collected data is analyzed by the author alone to avoid inconsistency and or possible biases.
RESULTS AND DISCUSSION
Quantitative data analysis: Numeric data from the questionnaire
With respect to quantitative data collection, there are a total of 116 responses from third-year mainstream students in the Faculty Their college majors are illustrated in the following pie chart
Nearly half of the students involved in the quantitative data collection are majoring in English Language Teaching, surpassing the 34% of students majoring in Administration In comparison, the combined total of students from the other two departments—International Studies and English Interpretation and Translation—represents only 23%, with International Studies students outnumbering those in English Interpretation and Translation by a factor of two.
Regarding time taken to prepare for their own News Sharing session, participants report it to vary from less than three days to more than two weeks
Figure 2: Time spent on preparation for News Sharing session (as a facilitator)
The majority of participants, 49%, reported spending between three to six days on preparation, making this the most common duration Following this, 35% of students indicated they dedicate one to two weeks to their studies, while 13% of respondents take more than two weeks A small fraction, only 3%, of students prepare for less than three days.
Figure 3: Time spent on preparation for News Sharing session (as an attendee)
In a recent survey on peer News Sharing sessions, it was found that 35% of respondents dedicate 1 to 2 hours to taking notes and answering questions prior to their in-class presentations In contrast, only 20% of students prepare for more than 2 hours or between 30 to 59 minutes.
The data reveals that a small percentage of participants, specifically 7%, spent less than 10 minutes on preparation, while most took between 10 and 29 minutes According to the CEFR framework for listening skills, students evaluated their proficiency levels both before and after the News Sharing assignment, as shown in the accompanying chart.
Figure 4: Listening level before and after News Sharing assignment, as perceived by students
Before the News Sharing assignment, no students rated their listening skills at a C2 level, and only A2 level was reported Half of the participants assessed their listening ability at a B2 level, indicating they could understand most TV news and current affairs In contrast, only 13% chose C1 and B1 levels After the assignment, the percentage of students rating their listening skills at B2 decreased to 41%, aligning with the C1 level Meanwhile, the proportions of students identifying as C1 and B1 increased, while those at B2 and A2 declined This shift in levels is further detailed in the accompanying table.
Overall trend Specific levels Proportion of 116 participants
Table 14: Changes in news listening level after the News Sharing assignment, as perceived by students
The analysis reveals a minimal difference in the number of students enhancing their listening skills after the News Sharing assignment Notably, 24.13% of respondents experienced a progression from B2 to C1 level, while 10.34% advanced from A2 to B2, significantly surpassing those moving from B1 to B2 or B1 to C1 Conversely, over a quarter of participants showed no improvement, predominantly at the B2 level Additionally, 13.79% of students reported maintaining their C1 level, which is double the percentage of B1-level students in news listening skills.
4.1.2 Research Question #1: The Extent to Which Authentic Listening Materials Affect Students’ Participation in the News Sharing
With regard to the first theme of authentic materials’ effects on students’ participation, namely Relevance to real-life situation, the result is presented as follows
11-Authentic listening materials brought real life into the classroom
13-Authentic listening materials made the language more meaningful
Table 15: Questionnaire - Relevance to real-life situation
The data reveals that students exhibit a positive attitude towards authentic listening materials, with mean scores of 3.93 for item 11 and 3.48 for item 13 The perceptions are consistent, indicated by standard deviations of 0.70 and 0.91, respectively The predominant score of 4 suggests that most students agree these materials enhance real-life relevance and meaning in language learning Furthermore, item 11 stands out as it received no "strongly disagree" or "disagree" responses, reinforcing the strong consensus among students.
10-The authentic materials I listened to in
News Sharing are more interesting than non-authentic materials
15-The use of authentic listening materials made me eager to participate in the class discussions
16-The authentic listening materials given by my peers made me bored
17-The authentic listening materials given by my peers made me more enthusiastic
20-The classroom became livelier with the authentic listening materials
21-The news I listened to in class included topics of my own interest
In this theme of Personal interest, the most disagreed statement is in item
The authentic listening materials provided by my peers received a low average rating of 2.66, with a mode of 2, indicating a lack of engagement The individual scores varied significantly, as evidenced by a standard deviation of 1.10 In contrast, other items in the assessment were rated more positively, with the highest mean score reaching 3.59.
21, stating the news I listened to in class included topics of my own interest
In mode 4, items 15 and 20 received the highest agreement from participants, highlighting that the use of authentic listening materials significantly increased their eagerness to engage in class discussions and contributed to a more dynamic classroom environment Conversely, item 10 reported lower mean scores, indicating less enthusiasm in comparison.
In a recent survey, 17 respondents expressed uncertainty regarding the appeal of authentic materials compared to non-authentic ones in News Sharing They also questioned whether the authentic listening materials provided by their peers increased their enthusiasm Notably, both aspects received a neutral rating, with a mode of 3.
9-The authentic materials I listened to in
News Sharing are easier than non- authentic materials
19-Authentic materials made me learn unconsciously
When it comes to confidence building, participants exhibit less consensus compared to previous items The least favored statement is that authentic materials in News Sharing are easier to understand than non-authentic ones, with a mode of 2 and a mean score below 3 Additionally, the number of supporters for this claim is surpassed by those who oppose it or remain undecided.
The participation of third-year mainstream students is adversely impacted by factors such as frustration, speed of delivery, and linguistic challenges, as illustrated in the accompanying tables.
12-Authentic listening materials were difficult for me to comprehend
18-I became frustrated with the authentic listening materials given by my peers
The survey results indicate a lack of consensus among participants regarding the Frustration theme, as both items received mean scores below 3 Notably, while item 12 achieved a mode of 3, item 18 had a mode of only 2, suggesting that the majority of students do not feel frustrated with the authentic listening materials.
Apart from Frustration, two other themes of negative effects are merged into one table and analyzed in the following paragraph
Strongly Agree (5) 14-The fast speed of delivery 6.90 20.49 17.44 34.28 20.89 3.41 4 1.08 discouraged me to participate in the
22-My lack of lexical items discouraged me to participate in the
23-My lack of grammar structures discouraged me to participate in the
Table 19: Questionnaire - Speed of delivery and Linguistic problems
It is apparent that the most favored theme concerning negative effects is
The speed of delivery significantly impacted participation in the News Sharing session, with a mean score of 3.41 indicating that over half of the participants felt discouraged by the fast pace In contrast, regarding linguistic issues, most students disagreed that their lack of vocabulary or grammar hindered their involvement in the assignment, as both factors received a mode score of 2.
“disagree” in this Likert-scale
4.1.3 Research Question #2: The Extent to Which Authentic Materials Help Students Foster Their Listening Comprehension
4.1.3.1 Features that facilitate listening comprehension improvement
This section will analyze two key themes related to the features of authentic materials that enhance students' listening skills: Better performance and Language appreciation The following tables illustrate how these themes contribute to student improvement in listening abilities.
27-Authentic listening materials improve my listening comprehension ability more than non-authentic ones
34-Exposure to authentic materials did not help me answer the follow-up questions better
Qualitative data analysis
4.2.1 Non-numeric data from the questionnaire
With regard to other features of authentic listening materials that affect students’ participation in the News Sharing assignment, all the responses are collected and presented as follows
Relevance to real-life situation
- useful, updated news around the world
- facilitate my major (International Studies)
- News with complicated topic (IT, Code, Medical, Economy ) made me tired
Speed of delivery - Too fast to catch information 4
Linguistic problems - Too many new words 6
Table 24: Non numeric data - Authentic materials’ effect on students’ participation
The survey results indicate that frustration is the predominant theme among respondents, particularly concerning complex news topics like IT, coding, and the economy, which were highlighted by 10 students Additionally, challenges related to the speed of delivery and linguistic barriers are significant, with 6 students noting difficulties due to the rapid pace of native speakers and 4 citing the overwhelming influx of new vocabulary Conversely, many students recognize the positive impact of authentic materials, as exposure to relevant and current news significantly aids their studies, especially in the field of International Studies.
Authentic materials significantly enhance students' listening skills through three key themes identified in non-numeric data: improved performance, increased language appreciation, and various limitations.
Better performance - Background noise helps familiarize me with tests that have low audio quality
Language appreciation - Key vocabulary items
- Standard accents in the news
Other limitations - Interruption by slow Internet connection
Table 25: Non-numeric data - Authentic materials’ effects on students’ listening comprehension
The negative impacts of the materials appear to be minimal, as only one participant reported interruptions due to slow Internet connection, which is not a common issue with authentic listening materials and affects only a small number of cases.
Students show a strong appreciation for language, with five expressing gratitude for essential vocabulary and three acknowledging the significance of stress and standard accents in news broadcasts Notably, background noise, often seen as a drawback, plays a crucial role in helping students adapt to tests that feature low audio quality.
In a qualitative data sampling study, four students from diverse college majors at FELTE, ULIS participated in one-on-one interviews, identified by codes S1 to S4 to maintain anonymity Alongside their basic information, including majors and genders, the researcher aimed to gather insights into their overall perceptions of the News Sharing assignment and assess the resulting variations in their news listening skills.
Overall feedback of News Sharing Assignment
Perceived level of news listening before News Sharing
Perceived level of news listening after News Sharing
S3 Administration M intriguing (depends most on the choice of news)
F so-so (some topics are unattractive) B2 C1
Table 26: Demographic information of interviewees
Seventy-five percent of participants expressed a positive attitude towards the assignment, yet only fifty percent linked their news listening skills to significant improvement Additional insights will be provided through the interviews.
4.2.2.2 Research Question #1: The Extent to Which Authentic
Listening Materials Affect Students’ Participation in the News Sharing Assignment
Authentic materials significantly enhance student participation, with personal interest emerging as the most favored theme in interviews Notably, 75% of interviewees identified personal interest as the key factor influencing their willingness to engage The primary reasons for this preference include a desire to expand their knowledge on relevant topics, which many believe will benefit their performance in other subjects.
S3: I was most interested in a piece of news about Brexit, because several weeks after that, our class had an important seminar in the course of Britain-American Study
Also, vast knowledge of current affairs on a global scale is told to help another student facilitate their college major
S2: As a requirement of International Studies major, we [our class] need to read and watch a lot of news to update situations worldwide
Personal interest serves as a significant motivator, as S3 noted that while authentic materials present greater challenges due to their complexity and unfamiliar vocabulary, this very challenge inspires them to strive for excellence.
Among four interviewees, only one student identified the relevance of authentic materials to real-life situations as the most impactful theme for student engagement S2 noted that students often encounter topics from current news during this assignment Additionally, the course designer mandates that the news sources be official and without subtitles, a requirement that poses challenges in many English-speaking countries, according to S2 As a result, students resorted to news from Asian countries, such as Korea and India, which provided them with exposure to diverse accents in real-life contexts.
Lastly, Confidence building is also a widely-approved factor, as “it is easier to learn vocabulary when news materials are presented by topics” (S2), and
“listening to news is easier than listening to academic lectures and talks” (S3)
The primary factor discouraging student participation in News Sharing is the speed of delivery by native-speaking reporters, which often leads to the omission and linking of sounds in their speech This challenge is particularly pronounced when students encounter unfamiliar topics, such as innovations in technology, as noted by one participant.
All interviewees reported minimal issues with frustration and linguistic challenges during the News Sharing Assignment According to S1, significant difficulties arise primarily with complex topics that involve specialized terminology Additionally, S2 noted that authentic materials often lack a clear structure, a contrast to non-authentic materials that provide better guidance.
4.2.2.3 Research Question #2: The Extent to Which Authentic
Materials Help Students Foster Their Listening Comprehension
➢ Features that facilitate listening comprehension improvement
Initially, when students were asked about improvements in their listening skills, most reported no noticeable progress However, when the researcher broke down the question into specific sub-skills targeted by the course, students were able to provide clearer and more concrete feedback on their perceived improvements.
A significant 75% of attendees reported improved ability to answer follow-up questions, attributed to enhanced critical thinking skills and reduced time spent on in-home preparation.
After completing the assignment, I can respond to questions more quickly and accurately, as I am now able to anticipate them while listening to the news Additionally, my enhanced critical thinking skills enable me to formulate questions in my mind.
S4: Honestly, I don’t want to spend much time answering questions before class, so I try to raise my speed every time I have a News Sharing session coming
Further sub-skill enhancement are then self-assessed and illustrated in the following table
Listen for main ideas not really not really a bit most remarkable difference
Listen for details improve by 20-
30% no big difference noticeable improvement not really
Listen for organization improve by 50- 60% yes, faster skill and more diverse topics no not much
Note-taking skills improve by 50% no no a lot
Table 27: Listening sub-skill improvement as perceived by students
The data indicates a consistent trend among the four interviewees, revealing that for each sub-skill, there is an equal 50-50 split in perceptions regarding the enhancement of these skills through the use of authentic materials.
Discussion
4.3.1 Research question #1: The Extent to Which Authentic Listening Materials Affect Students’ Participation in the News Sharing Assignment
Research indicates that positive effects influencing student participation in News Sharing assignments align with previous studies, particularly regarding the themes of real-life relevance and personal interest Martinez (2002) highlights that these effects foster a sense of achievement among learners, while Ross (2006) emphasizes their connection to students' lives and individual interests.
This study highlights the significance of professional interest in driving students' engagement with international news Notably, 50% of interviewees recognized the advantages of staying informed about global events for their future studies in International Studies This suggests that, particularly at ULIS and in university settings overall, professional interest plays a vital role in motivating students to listen to the news Unlike their high school counterparts, university students enjoy greater freedom in selecting their subjects, which may enhance their inclination towards news consumption related to their academic and career aspirations.
The role of challenge in motivating students to engage in News Sharing sessions contrasts with previous research that links difficulty to demotivation This study's findings indicate that authentic materials enhance students' interest by increasing their demand for lexical resources and pronunciation features Participants, primarily at the upper-intermediate level of English, possess a solid language foundation, enabling them to seek further development through new learning materials.
The use of authentic materials in language learning has a significant benefit: exposure to a variety of accents in the news Due to course requirements that prohibit subtitled news, students often turn to Asian news sources, such as those from Korea or India, as reputable channels like CNN and BBC typically include English subtitles This approach allows students to become familiar with diverse accents they may not have encountered before According to Ton and Pham (2010), while British and American English are commonly used as instructional models, they are not the only accents that learners should be exposed to.
One significant drawback of authentic listening materials is the speed of delivery, which can lead to misconceptions among students who believe that comprehension requires understanding every single word (Thanajaro, 2000) The other two themes examined are not as critical.
Upper-intermediate students are expected to have a strong command of diverse vocabulary and grammar structures in their target language, as highlighted by Guariento and Morley However, this level of proficiency often leads to frustration and linguistic challenges for learners.
In addition to the previously mentioned drawbacks of authentic materials on student participation, S2 suggested that authentic recordings may be less advantageous than non-authentic ones due to the absence of a clear outline at the start of news items This perspective is supported by existing literature.
Chavez (1998) stated the need of a wide range of cues from the teachers when using authentic materials, including auditory and visual ones
4.3.2 Research question #2: The Extent to Which Authentic Materials Help Students Foster Their Listening Comprehension
➢ Variability of sub-skill improvement, as perceived by students
This study significantly contributes to the enhancement of students' listening abilities by focusing on four key sub-skills: listening for the main idea, details, organization, and note-taking Unlike previous research by Miller (2005) and others, which only noted overall improvements in listening skills through authentic materials, this study reveals that not all participants experienced growth in each sub-skill Variations in question types and instructional emphasis among teachers may account for this discrepancy, as illustrated by participant S3, who noted a lack of questions on organization in both home preparation and class discussions Additionally, students' attitudes towards the importance of the News Sharing assignment varied, with many acknowledging the necessity of taking notes while listening to aid in answering follow-up questions However, half of the interviewees admitted to not following this guideline, preferring to read questions first and listen for specific information during the news segments.
Listening to authentic materials significantly enhances students' cognitive skills, particularly critical thinking One student, S3, noted that he became more efficient in answering questions with greater accuracy over time Engaging with a variety of news materials allowed him to formulate questions during the listening phase, leading to quicker and more informed responses in post-listening activities This aligns with Facione's (2011) definition of critical thinking, emphasizing the importance of active engagement in the learning process.
"purposeful, reflective judgment which manifests itself in reasoned consideration of evidence, context, methods, standards, and conceptualizations in deciding what to believe or what to do." (p.22)
➢ Language appreciation and Attention to the content
This research reinforces the findings of Sabet and Mahsefat (2012), which demonstrated the positive impact of authentic listening materials on language components, including vocabulary and grammar, prior to addressing listening skills However, it contrasts with Ngai's 2003 study, which presented a different perspective.
The study highlights that the content of news significantly influences students' listening comprehension, viewing it as a beneficial aspect According to S4, the thematic language and knowledge that learners acquire is largely shaped by the content of authentic materials.
Linguistic challenges, particularly unfamiliar vocabulary and varying accents, significantly hinder students' listening comprehension This issue arises because listeners need a foundation of prior knowledge to make inferences and set expectations for upcoming listening tasks, as noted by Thanajaro (2000) Additionally, other obstacles, such as the speed of delivery and background noise, are also recognized as barriers to effective listening, as highlighted by Omari (2009).