Exploring the Use of Written Authentic Materials in ESL Reading Classes: Benefits and Challenges

Waheeb S Albiladi

doi:10.5539/elt.v12n1p67

Abstract

The growing popularity of authentic materials provides English language teachers with more resources to practice the real language in language classrooms (Guo, 2012). However, integrating these types of reading materials can be difficult and time-consuming even though there are many benefits to using them to teach language learners how to read. Real-life based texts, which are not specifically designed for educational purposes have been recognized by many educators to be effective and interesting materials. The purpose of this study was to explore language learners&rsquo; perceptions about the benefits and challenges of using authentic materials in English reading classes. The study involved 16 adult English language learners enrolled in an intensive English program. Observations of reading classes and semi-structured interviews were used to collect the data. Results indicated that the use of authentic materials leads to many social and academic benefits, such as increasing students&rsquo; motivation and their cultural awareness. Findings also suggest that the use of authentic materials are encouraged as they bring the sense of authenticity and reality to the language classrooms.

Highlights

1.1 Background of the StudyThe purpose of reading in English as a second language (ESL) or English as a foreign language (EFL) classes is to improve students’ skills so they can have access to the literature written in the target language (Nation, 2008)
The first theme emerged from data was different types of authentic materials
Many ESL teachers understand that if English language learners’ (ELLs) start to read in the target language, they will soon be able to master other language skills which enable them to communicate with the language (Krashen, 2007)

Summary

Introduction

1.1 Background of the StudyThe purpose of reading in English as a second language (ESL) or English as a foreign language (EFL) classes is to improve students’ skills so they can have access to the literature written in the target language (Nation, 2008). Singhal (2001) noted that some reading strategies emphasize the use of non-authentic or constructed texts. These texts can provide more meaningful and constructed language, helping to enhance many aspects of students’ language learning, such as in grammar and vocabulary (Singhal, 2001). Some recent reading strategies focus on providing students with texts that are directly taken from native speakers’ daily lives. This method was used to link ELLs to the real language spoken by native speakers (Gilmore, 2007)

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