Authenticity vs. Practicality: Metacognitive Awareness through Authentic Materials in EFL Classroom

Abstract

In spite of the importance of listening practice in language instruction, English- Language classes in Iran still put emphasis on just reading and writing skills more than listening. Considering the significance of listening in foreign language teaching and learning it will be necessary to investigate the relationship between metacognitive awareness, authenticity of the materials and listening comprehension. In this study, we investigated the effect of authentic materials on listening comprehension of lower intermediate Iranian learners. The study conducted a survey of 50 Iranian students at Arak University, Iran. It was based on quasi-experimental design in which two groups are involved with one group receiving treatment. After the treatment, the test scores of two groups were compared to see the effectiveness of the treatment in the experimental group. In accordance with the effectiveness of instructional materials in the long run, it is important to synthesize the outcomes of this study in the light of pedagogical implications. With awareness of interest in authentic materials, whether they are prepared by the teacher or web-based; we might help improve the students’ listening comprehension level. A classroom implication for this is that authentic materials should be implemented in any foreign and second language classroom, as they may raise the learner's metacognitive awareness in listening comprehension through authentic material.