Use Of Authentic Materials Research Articles

INTEGRATING ENGLISH LANGUAGE INSTRUCTION WITH ECONOMIC DISCOURSE: PEDAGOGICAL APPROACHES FOR ECONOMICS STUDENTS

The integration of English language instruction with economic discourse is essential for preparing economics students to participate in global professional environments. This article explores pedagogical approaches for merging English for Specific Purposes (ESP) with economics education, focusing on Content-Based Instruction (CBI), Task-Based Learning (TBL), and the use of authentic materials. These methods enhance both language proficiency and economic literacy, allowing students to develop the communicative and analytical skills necessary to thrive in international economic contexts. The article also discusses challenges, such as varying English proficiency levels and interdisciplinary collaboration, offering solutions for more effective teaching practices.

A Review Study: The Positive Aspects of Using Authentic Materials to Develop Teaching English Language During the Period from 2001 to 2023

This review examines the use of authentic materials by many researchers over twenty years ago. The researchers have suggested that using authentic materials in teaching the English language has many advantages, with the most effective for students. This study is essential for future teaching that could use authentic resources to improve students' understanding of language. Huong (2020) investigated that “teaching materials play a vital role in the teaching and learning process and proved helpful in fulfilling the goal of communicating in foreign languages and meeting the needs of the learners”. Furthermore, these products enhance and strengthen the process of teaching and learning.

Exploring the Use of Authentic Materials for Reading Activity at A Vocational School

This research explores teacher strategies in adapting authentic materials for reading instruction at vocational schools, identifying challenges faced by teachers and students. The study aims to investigate these strategies and challenges among tenth-grade AKL students at SMK Sangatta Utara during the 2023/2024 academic year. This qualitative case study examines the use of authentic materials in reading instruction at a vocational school. Data were collected through observations, semi-structured interviews, and field notes with one English teacher and six tenth-grade students. Techniques included purposive sampling and Creswell’s (2014) data analysis method for organizing, coding, and interpreting findings. The study found that teachers employed strategies for selecting and adapting authentic materials for reading instruction, such as advertisements and articles, that were relevant to students' interests. Challenges included limited internet access, insufficient learning media, and students' difficulties with vocabulary and engagement. Teachers mitigated these challenges through personal hotspots, group activities, and additional support. This study reveals effective strategies for using authentic materials in teaching reading, highlighting the benefits of relevance and collaboration. However, challenges like limited internet access and multimedia resources persist. Recommendations include improving technological infrastructure, providing teacher training, and fostering local collaborations to enhance the use of authentic materials and support student engagement and learning outcome

The Effect of Using Authentic Materials on Students' Procedural Text Writing Skill At Smas Isen Mulang Palangka Raya

Writing is a skill that requires not only linguistic abilities such as vocabulary and grammar, but also practical knowledge of how to express ideas in written form. Writing also helps us to gain a deeper understanding of something. In the context of teaching procedural text writing, finding appropriate materials for the classroom can be a challenge. This study aims to determine the effect of the use of authentic teaching materials on students' procedural text writing skills at SMAS Isen Mulang Palangka Raya. The method in this research is Pre-Experimental research method, with One-Group Pretest-Posttest Design. The findings of the study show that the use of authentic materials has a positive impact on improving students' writing scores, especially in organization.

Шет тілін оқытуда мотивацияны арттыру арқылы тұрналық медиа материалдар

Teaching a foreign language involves not only technical mastery of all speech skills. This, first of all, is facilitated by increased interest and positive internal motivation of the student. The ability to see the prospect of mastering a foreign language is one of the learning tasks. If at the first stage of training at the A1-A2 level there is a high internal motivation, then later, the more complex the material and the influence of external factors such as the choice of profession and others, implicitly affect its decline. The process of systematic support and increasing the motivation of students in learning a foreign language plays an important role. This article presents a theoretical model of increasing students’ motivation through the using of authentic materials in foreign language classes, which is developed as part of the master's thesis “The use of authentic media materials as a means of increasing motivation in foreign language teaching”. The article presents the concept of “Authentic materials”, as well as the “Classification of authentic materials” and their motivational potential. It has been proven that incorporating authentic media materials into foreign language teaching can be an effective strategy for increasing students' motivation and engagement.

ENHANCING INTRINSIC MOTIVATION AND LISTENING SKILLS THROUGH INTEGRATING AUTHENTIC LEARNING MATERIALS

Authentic learning materials (ALM) are recognized for providing meaningful and engaging educational experiences. However, there is a lack of extensive research examining the relationship between authentic learning materials, students’ intrinsic motivation, and their listening skills. This study addresses this gap by employing a quantitative method through the distribution of a 35-item Likert scale questionnaire to junior high school students in Batam. The questionnaire aimed to assess students’ attitudes and perceptions regarding the use of authentic materials in their English classes. The results from 30 students indicated that authentic learning materials positively influence student engagement, intrinsic motivation, and cultural awareness. These materials were found to enhance students' interest and participation in learning activities by making the content more relatable and applicable to real-life situations. The study also highlighted some challenges, such as difficulties in comprehension and issues with classroom dynamics, which could impact the overall effectiveness of these materials. Despite these challenges, the data suggest that authentic learning materials effectively bridge the gap between classroom learning and real-world language use. This connection fosters a sense of achievement and satisfaction among students, as they can see the practical application of their language skills. Thus, incorporating authentic materials into the curriculum can provide significant benefits, enhancing the overall learning experience and motivation of students in the English classroom.

WAYS OF USING ORIGINAL MATERIALS IN ADVANCED COURSES OF LANGUAGE FACULTIES

The article talks about the ways of using authentic materials in the upper courses of language faculties. The author of the article points out that the use of authentic materials in the language learning process in the upper courses of language faculties is of great benefit, and these authentic materials help students to familiarize themselves with the language and provide opportunities for students to use it naturally in real-world contexts, including idiomatic expressions, cultural references, and various notes and styles. serve. These functions related to authentic materials show that the inclusion of these materials in the target language classes in the upper courses of language faculties is an important factor in the formation of multicultural identity and one of the main goals of language teaching. The author comes to the conclusion that authentic materials mainly enrich students' vocabulary, develop verbal creativity, linguistic abilities, and improve listening, speaking and pronunciation skills.

DEVELOPING MULTIMODAL LISTENING SKILLS IN ENGLISH FOR SPECIFIC (OR SPECIAL) PURPOSES: A PEDAGOGICAL FRAMEWORK

In the context of English for Specific Purposes (ESP), the development of multimodal listening skills is increasingly critical due to the prevalence of multimedia communication in professional settings. This article proposes a comprehensive pedagogical framework for enhancing multimodal listening abilities in ESP learners. The framework is built on key components including needs analysis, the use of authentic materials, an integrated skills approach, leveraging technological tools, scaffolded learning, active listening strategies, and feedback mechanisms. By incorporating these elements, educators can effectively prepare learners for the complex multimodal interactions they will encounter in their specific fields. This approach not only improves listening comprehension but also facilitates a deeper engagement with language in context, ensuring that learners are equipped with the necessary skills to succeed in their professional endeavors.

Methods of Formation of Socio-Cultural Competence in Teaching English

In today's globalized world, the ability to effectively communicate and interact with people from different cultural backgrounds is an important skill. The ways to develop this socio-cultural competence are participation in cultural events and meetings with native speakers, the use of authentic materials, project activities and the exchange of international programs. Discusses the importance of these activities for improving the socio-cultural competence of students.

Enhancing Intermediate Learners’ Proficiency Through Authentic Materials

English for Specific Purposes (ESP) courses aim to equip learners with language skills relevant to their specific field or discipline. One effective approach to teaching ESP is through the use of authentic materials, which are resources created for native speakers in real-life contexts. This article explores the benefits of incorporating authentic materials in teaching intermediate ESP learners. It examines how authentic materials can enhance language proficiency, promote learner engagement, and foster cultural understanding. Furthermore, it provides practical strategies for effectively integrating authentic materials into ESP instruction.

Authentic Materials And Their Use In The Process Of Forming The Type Of Searching Reading

This article is devoted to the development of search reading skills through the use of authentic material. The article provides examples of authentic materials and techniques for working with them.

Wykorzystanie audiodeskrypcji w nauczaniu języka rosyjskiego na studiach filologicznych

The article focuses on the possibilities of using audio description as a teaching aid in teaching Russian on university degree programmes. The author proposes a set of exercises for practical learning of Russian using the animated series Masha and the Bear. The structure of the proposed exercises includes several stages of student activities (including observation, language exercises, text editing, recording of a ready-made audio description), which makes it possible to adapt them to different levels of language proficiency of the learners. The proposed exercises do not focus only on verbal description itself, but also force the student to engage in in-depth analysis and reflection that requires reading the scene in a broader context, e.g. using the cultural background that can be seen while watching the series. Audio description is an attractive teaching aid, a tool that allows the simultaneous use of authentic material, such as the animation Masha and the Bear, and new technologies, including: applications for recording ready-made audio descriptions.

Syntax Aspects In Children Development Of Sentence Structure

This qualitative study examines the acquisition and understanding of syntax in English as a Foreign Language (EFL) at the undergraduate level. The research explores students' perceptions of syntax, classroom instruction methods, challenges encountered, and the role of context and practice in developing syntax understanding. Data collection methods include classroom observations and semi-structured interviews with undergraduate students enrolled in EFL programs. Thematic analysis is used to identify patterns and themes in the data, providing insights into the complexities of syntax acquisition in EFL contexts. The findings reveal diverse perceptions of syntax among students, highlighting the need for tailored instructional approaches. Classroom observations demonstrate the use of various teaching methods and materials, emphasizing the importance of a balanced approach to syntax instruction. Students report challenges in acquiring syntax, such as understanding complex structures and applying grammar rules accurately, underscoring the need for targeted interventions and support. The study also emphasizes the role of context and practice in developing syntax understanding, with students valuing real-life examples and interactive activities. Based on the findings, the study suggests several implications for EFL instruction, including the need for diverse instructional strategies, an integrated skills approach, the use of authentic materials and contexts, and individualized support. Future research directions are proposed, including longitudinal studies, comparative analyses, investigations into the effectiveness of instructional strategies, and the exploration of technology-enhanced learning. By addressing these research gaps, scholars can contribute to the development of evidence-based practices that support EFL learners in mastering syntax and achieving proficiency in English.
 

A case-study of using content and language integrated learning methodology in tertiary education course design

This article examines the principles of Content-Language Integrated Learning (CLIL) as a theoretical basis for a course of English for academic purposes and discusses the results of a pilot project based on a combination of CLIL and Language for Specific Purposes (LSP) methodologies. Although the two methodologies share common features, such as the use of authentic materials or emphasis on students’ needs, they differ on their goals, general approach, and required classroom hours. The CLIL approach is based on a balance between content-centered learning and mastering a foreign language through the content, while LSP is a special form of a foreign language instruction that teaches students how to use it in a particular field of knowledge or line of work. A pilot course in English for Special Purposes, described here, was developed to prepare students for further full English-language instruction in some of their major disciplines. Due to the limited number of classroom hours and the focus on mastering primarily the language of specialization, the course mainly applies LSP approach in combination with some CLIL techniques and methods, such as guided reading, text markup, visual support, linguistic support, and multimodal input. The course was run as a pilot project throughout one academic year, weekly in the form of two-hour English classes, and involved two groups of third-year students majoring in International Relations or Regional Studies with 25 participants in each. In a follow-up survey, the students reported increased motivation, better word retention, improved fluency and better listening comprehension.

FACTORS AFFECTING MOTIVATION TO STUDY FOREIGN LANGUAGES AT THE STAGE OF SECONDARY EDUCATION

Motivation in teaching a foreign language is one of the most important issues discussed both in theoretical research and in the daily work of a teacher. Realizing the multidimensional nature of this concept, which includes the learning process, the purpose of this article is to identify the key factors influencing motivation to learn foreign languages from the point of view of students in grades 10 and 11, as well as to compare theory and practice and formulate general conditions that can be used for further research and improvement of the educational process.
 The main method of this study is the survey method. The survey was aimed at identifying the motives that motivate respondents to learn foreign languages and develop skills that they consider to be the most important.
 The theoretical part of the article presents the opinions of some authors and experts on the essence of motivation to learn foreign languages, the key types of motives, and their impact on the effectiveness and long-term viability of the process under consideration.
 The practical part of the article presents the quantitative results of a survey conducted among high school students who expressed their subjective opinion about both internal and external factors that encourage them to learn a foreign language. Although the numerical results of the survey do not provide a complete picture of the complex concept of motivation, it allows you to learn about the subjective opinion of high school students in terms of their preferences regarding language activities and expectations in relation to the teacher and the learning process. The specific results of the study are to identify motivation factors within the framework of learning a foreign language among students in grades 10 and 11. These results can be used by teachers in the process of teaching high school students foreign languages.
 In the course of the conducted research, it was concluded that there is a connection between the survey results and theoretical data. Together, they point to the importance of communication, the creation of interesting and diverse lessons, the use of authentic materials and the organization of individual and pair work to stimulate motivation to learn foreign languages from the point of view of students in grades 10 and 11.

Teori Kontekstual Sebagai Pendekatan Pembelajaran Bahasa Arab yang Menarik

Contextual learning theory emphasizes the importance of the learning environment and real-life situations in the learning process. When applied to the teaching of the Arabic language, this approach focuses on integrating language learning with the cultural, social, and historical contexts of the Arab world. By doing so, it aims to make the learning experience more engaging, meaningful, and relevant to the students. This approach recognizes that language is deeply connected to culture, and therefore, language learning should not be isolated from its cultural context. It advocates for the use of authentic materials, such as literature, music, and films, to provide learners with a holistic understanding of the language and its cultural significance. Furthermore contextual learning theory encourages interactive and communicative language activities that mirror real-life language use, enabling students to develop practical language skills that are applicable to genuine social and cultural settings. In the context of teaching Arabic, this approach can enhance students' motivation and interest in learning the language by making the learning experience more dynamic and immersive. It also supports the development of students' intercultural competence by fostering an understanding of the cultural nuances embedded in the language. In summary, the contextual learning theory as an approach to teaching Arabic language offers a comprehensive and engaging framework that integrates language learning with thecultural, social, and historical contexts of the Arab world. By doing so, it aims to make the learning experience more meaningful, relevant, and captivating for students.

O ensino eficaz do Português como Língua Estrangeira na educação infantil: estratégias comunicativas, mediadores pedagógicos e realia

This work discusses didactic strategies - based on the Communicative and Competency – based Approach – and the use of authentic materials to promote the Meaningful Learning of Portuguese as Foreign Language in early childhood to stimulate the development of the Intelligence Quotient and the Executive Functions. Considering the contributions of Sociocultural Constructivism and Conversational Pragmatics, we propose playful collaborative activities based on the use of webtools and realia to expose students to authenticity of the language and encourage the zone of proximal development, fundamental in the process of learning a foreign language.

THE EFFECT OF USING AUTHENTIC MATERIALS ON READING COMPREHENSION ACROSS SECONDARY STUDENT’ COGNITIVE LEARNING STYLE

The teaching of reading nowadays is urged to empower students to cope with 21st century literacy challenges and to develop prevailing 21st century. Further, English teachers have to implement interesting and creative materials and strategies to motivate students in learning English. Compared to non-authentic materials, authentic materials seemed more promising to fulfill the demand. The aim of this study was to investigate whether or not the use of authentic materials in the classroom in teaching reading comprehension is effective toward students’ cognitive learning styles. The effect of authentic materials was compared to the non-authentic ones. This study employed a quasi-factorial 2 x 2 design and involved 68 tenth graders SMKN 3 Banjarmasin, South Kalimantan Province. The instruments used were reading comprehension posttest and GEFT. Statistical analysis was performed using SPSS 23.0 to test hypotheses at .05 level of significance. The results showed that authentic materials improved students’ reading comprehension compared to the non-authentic ones. It conforms to the theory of authentic materials and the previous studies indicating authentic material is effective in improving students’ reading comprehension. It was further found that there was no significant difference in the reading comprehension between field independent and field dependent students. Based on the results, it can be concluded that using authentic materials is promising alternative materials to help students increase students’ reading comprehension with different cognitive learning styles.

What Are the Best Practices to Foster Students’ Motivation in Multilingual Schools? The Teachers’ Perspective

This contribution focuses on teachers’ perspectives on ways of motivating students in multilingual education settings where a local minority language co-exists with a State majority language, English as a lingua franca and additional immigrant languages. The findings we will be reporting on are from a study that was carried out in the two regions of the Basque Autonomous Community in Spain and of the Autonomous Region Friuli Venezia Giulia in Italy. Semi-structured interviews were carried out with 42 primary and secondary school teachers from both contexts, and data were analysed by means of content analysis following Dörnyei’s (2001) and Henry et al.’s (2018) taxonomies. Motivational activities described by teachers were categorised based on the language/s in which they were carried out. Empirically supporting Dörnyei’s and Henry et al.’s proposals, findings show that activities with authentic and teacher-created materials are prevalent, whatever the language, while textbooks appear to be almost never used. Designing activities that involve the use of authentic materials requires that teachers possess solid pedagogical and linguistic skills, a circumstance which makes the development of language awareness and motivational skills a priority in teacher education and professional development courses. Based on such findings, implications for future research are discussed.

The Use of Discovery Learning Model and Authentic Material to Improve Students’ Writing Ability of Procedure Text

The ability to communicate in English, the ability to collaborate, and creativity are needed for SMK graduates, including students of the Multi Media Class. However, English language skills specifically for MM class are still lacking, around 73.46% or 7 students stated that writing is an obstacle. Therefore, Discovery Learning (DL) research using authentic materials was applied to achieve learning outcomes and determine the improvement of students' learning outcomes, especially in composing procedure texts. Classroom action research, where each cycle has stages of planning, implementation, observation and reflection of action, was carried out at SMK Muhammadiyah Aimas through three cycles (6 meetings) involving 13 students majoring in Multi Media class X in odd semester. The teacher acted as the main researcher. Data was collected using tests and product assessment sheets. Data analysis was carried out by comparing the results in cycles I, II and III quantitatively, while observation data was investigated qualitatively. The results showed that Discovery Learning and the Use of Authentic Materials are likely to be effective in improving the learning outcomes of students in class X majoring in Multi Media. In terms of process, students felt that their learning outcomes improved from an average of 73.46 to 81.38. A score improvement was also seen in the students' test results which increased from 46.2% in cycle I to 77.23% in cycle II, and further to 81.38% in cycle III. In conclusion, Discovery Learning and Authentic Material can be an alternative effort to create meaningful experiences in creative learning, independence, and skill in communicating orally and in writing.