Volume 04 Issue 06-2024
96
International Journal of Pedagogics
(ISSN
–
2771-2281)
VOLUME
04
ISSUE
06
P
AGES
:
96-105
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article discusses the significance of using authentic materials in English as a Foreign Language (EFL) classes. It
explores how suitable learning materials, tailored to students' financial, linguistic, and social backgrounds, can
enhance motivation and foster continuous learning. The article delves into the benefits and challenges of using
authentic materials, supported by various studies and expert opinions. It emphasizes that despite the difficulties, the
advantages of incorporating authentic materials far outweigh the challenges, and with proper task design, teachers
can effectively integrate these resources into their curriculum.
KEYWORDS
EFL, authentic materials, language learning, motivation, task design, linguistic competence, teaching strategies.
INTRODUCTION
English teachers play a crucial role in fostering their
students' learning by providing appropriate materials
that cater to their financial, linguistic, and social
backgrounds. As Nunan and Lamb suggest, teachers
must ensure that learning materials are relevant to the
students, as this influences classroom interactions and
learning outcomes. The use of meaningful, real-life
expressions in teaching can significantly enhance
students' motivation and engagement.
The English teachers ought to encourage their
students' learning by providing them with appropriate
learning materials. The criteria of being appropriate are
that the learning materials are embraced, adjusted,
created, or indeed made on the premise of students'
financial etymological social foundations, needs. and
characteristics. Suitable learning materials will foster
students' motivation and make them keep learning and
practicing what they are learning. In case it is as well
Research Article
THE IMPORTANCE OF USING AUTHENTIC MATERIALS IN EFL CLASSES
Submission Date:
June 10, 2024,
Accepted Date:
June 15, 2024,
Published Date:
June 20, 2024
Crossref doi:
https://doi.org/10.37547/ijp/Volume04Issue06-17
Rahimov Iroda
The Department of foreign languages and literature at University of Tashkent for Applied Sciences, Gavhar Str.
1, Tashkent 100149, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijp
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
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International Journal of Pedagogics
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OCLC
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Publisher:
Oscar Publishing Services
Servi
difficult to make or create learning materials, they can
select copious given by private distributers which are
appropriate for the students' needs and materials
characteristics (or conceivably adjust, or indeed
receive, on the off chance that the materials are truly
pertinent to settings and fitting for the understudies).
It is in accordance with Nunan and Lamb suggesting
that teachers should determine whether contents of
learning materials are relevant to the students or not.
It is imperative since such learning materials are related
to deciding certain designs of interaction with modern
culture within the classrooms.[1]. It is important
because such learning materials are related to
determining certain patterns of interaction with new
culture in the classrooms.
Good teachers always know what materials to use with
a given class and have access to them. The educator
ought to cater the understudies with materials within
the shapes of hand outs, modules, or coursebooks that
make it conceivable for the understudies to relate
dialect to the social implications that it carries and to
utilize it as a vehicle for social interaction. the target
language as a means of communication. Therefore,
such meaningful expressions frequently used in real
life situation should exist, be conveyed, and be trained
to the students. In the post-method era, the English
teachers give freedom in using particular methods in
delivering a certain learning material to a particular
group of students attending the class.
To help the learner meet the predetermined learning
objectives, the English teachers can use three type
activities:
1) problem solving activities (identifying, matching,
sequencing, prioritizing, and classifying),
2) interactive activities (making survey and carrying out
interview)
3) creative activities (making masks, birthday cards,
etc.)
When conducting activities, the teachers should make
sure that that student really interact with one another
in auditory. they are pushed to produce more accurate
and appropriate language that can also be used as
language inputs for other learners.
Activities conducted during the English teaching and
learning should:
1) focus on language practice
2) are cognitively simple
3) are not always personalized to pupils' interest
4) are not meaningful end themselves
5) provide a small degree of freedom and choice
6) provide controlled and guided practice
7) rehearse specific language items, skills, or strategies
8) support the linguistic and cognitive demands of
tasks in a structured way.
Such interesting activities to follow should remain
focus on contents and language use. They are not
merely for fun although young learners love fun and
enjoyable activities. Appropriate learning materials are
essential for motivating students and encouraging
continuous practice. These materials should be
embraced, adjusted, created, or chosen based on the
students' backgrounds and needs. If creating new
materials is challenging, teachers can opt for suitable
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resources provided by private publishers, adapting
them to meet students' specific needs.
LITERATURE REVIEW
Importance of Appropriate Learning Materials
In our century, which is developing day by day, it can
be observed that in the process of language learning,
along with some effective methods, methods,
resources, some problems are also encountered. These
include not knowing where to start language learning,
lack of initial knowledge for independent learning, lack
of resources and materials, or inability to use them
independently. It should be noted that the use of
authentic materials during practical lessons in learning
a foreign language helps to effectively solve these
problems. In this case, it is necessary to pay special
attention to the use of "real materials" in learning a
foreign language. “Authentic materials provide real
-
life examples of language used in everyday situations.
They can be used to further increase the interest of
students." Authentic materials focus on both reading
and listening comprehension skills materials, in fact,
are oriented to the purpose of providing information,
and they are materials that are not intended for the
purposes of language teaching and learning. Films,
plays, works of art, scientific texts, newspapers and
magazines, TV shows can be included. Non-authentic
materials include audio and video clips invented,
written or recorded for learning a particular language.
They include textbooks, manuals, or materials
designed in imitation of real materials for language
learners, specifically aimed at language learning. Of
course, using these materials makes the work of
teachers much easier. It is especially good to use them
together with textbooks to design classroom or course
lessons and organize the curriculum and deliver
lessons to students in a logical sequence. serves as
programming. But according to Dr. Gareth Popkins, a
language teacher and polyglot, "Textbooks can
sometimes become a boring and demotivating tool for
students [2]." In his opinion, in such a situation, it is a
useful choice to use authentic materials as an
additional source along with textbooks. Authentic
materials help to enrich the teaching process and
increase students' interest in language learning. If the
authentic materials are selected according to the
educational programs presented in the textbooks,
there will be no problems in the process of searching
and selecting them, only then these materials will have
coherence and a logical sequence. When authentic
materials are developed and made available to the
public, it is assumed that the consumer can understand
the language being used at the level of their mother
tongue and is not specialized for language learners, i.e.
without some special language learning or teaching
structures. will be Its advantages are exactly that. That
is, while using these materials, the language learner
will encounter expressions, slangs, accents, academic
words used by natives in real life language, even
dialects, and in general aspects of real language. Real
materials allow you to get acquainted with the original
features of the language. When using authentic
materials, first of all, when choosing materials to show
the original, real form of speech, connecting to the
topic taught in the lesson makes the process effective.
At the same time, it is important to assess the student's
level of knowledge and know his age, as well as take
into account his interests.
To sum up, textbooks alone can be monotonous, and
incorporating authentic materials can enrich the
teaching process and maintain student motivation. For
optimal results, authentic materials should align with
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educational programs, ensuring coherence and logical
sequence. These materials expose learners to real
expressions, slang, accents, and dialects, allowing
them to experience the language in its original form.
When selecting authentic materials, it's crucial to
consider the students' knowledge level, age, and
interests to enhance the learning process effectively.
Benefits of Authentic Materials
Authentic materials, such as films, newspapers, and TV
shows, provide real-life language examples and help
bridge the gap between classroom learning and real-
world usage. Various studies have shown that
exposure to authentic materials enhances listening
comprehension and motivates learners[3]. Authentic
materials also help develop reading and listening skills
by introducing new vocabulary and expressions. The
purpose or function of authentic materials often will
determine how teachers use them. For example, it is
far more beneficial to use a current newspaper to
search for relevant information, such as what the
weather will be tomorrow or the best place to buy new
tires, than it is to use an outdated newspaper to locate
proper nouns.
The first example shows authentic use of materials;
The second is a learner-based approach.
Keeping authenticity at the forefront, teachers can
help students: Create and update personal calendars
and address books, Write postcards they will mail after
class, Make shopping lists they will use that evening,
and Respond to e-mail from their student
s’ teachers.
S. Haines (1995) considers the following to be the
advantages of authentic materials: Authentic texts
have a communicative purpose unrelated to the
language teaching itself .
Most texts are aimed at particular target listeners, who
may be expected to react to the text in some way
Authentic texts help students to develop listening
strategies. As the speech is the perfect example of real
spoken language there are many forms and ways of
working on it: Paying attention to the accent working
out the pitch of the voice, activities based on
commonly used and useful phrases or expressions.
Challenges of Using Authentic Materials
Despite their benefits, authentic materials can be
challenging for both teachers and students. They can
be culturally biased and difficult to understand,
especially for lower-level learners (Martinez, 2002;
McNeil, 1994). However, these challenges can be
mitigated by designing tasks that simplify the
requirements or by selecting materials appropriate for
the students' proficiency levels. It is generally
acclimated that the requirement for authentic
materials in the field of language teaching and their
helpfulness have perpetually recognized by the
educators and scientists. Numerous experimental
reviews have shown the constructive outcomes of real
materials taken by learners who have chances to
connect and manage them. Studies, for example, Miller
and Thanajaro have demonstrated the utilization of
authentic materials which prompt aural language
development. Also, Otte concentrated the effect of
aural authentic texts on listening comprehension
capacities of adult ESL understudies of an American
college. He found that presentation to authentic
materials
would
prompt
better
listening
comprehension capacities and inspiration of the
language learners. By a similar way, the investigation of
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Herron and Seay that the language learners listening to
authentic radio tapes as consistent classroom
exercises had shown more noteworthy listening
comprehension
than
others[4].
Additionally,
numerous specialists of language. teaching and
instructional method expressed that applying
authentic materials would enhance the open capacity
of the learners. Additionally one more researcher
Gilmore concentrated the impact of utilizing authentic
materials contrasted with course reading materials on
building up the open ability of the learners amid one
year try[5]. Weyers took a shot at the impact of
authentic video materials on college language leamers,
particularly
on
listening
comprehension
and
informative ability[6].According to Ur understanding
texts outside the classroom is troublesome for
students since the reading materials used in the
classroom do not illustrate the language in the real
world[7]. She argues: "we want our learners to be able
to cope with the same kinds of reading that are
encountered by native speakers of the target language
". Bantmeir stated that real life reading comprehension
texts should be used as an essential part of language
curriculum. Moreover, Hadley pointed out: use of real
or simulated travel documents, hotel registration
forms, biographical data sheets, train and plane
schedules, authentic restaurant menus, labels, signs,
newspapers, and magazines will acquaint stu dents
more directly with real language than will any set of
contrived classroom materials used alone[9].It is
likewise settled that students of all language
proficiency levels can deal with the authentic materials.
The students' positive attitudes toward language
learning were based on the advantages of authentic
materials brought into instruction context. Authentic
materials cause exposure to real language and are
more related to natural needs of the language learners.
Real-life materials bring the chance of applying a more
creative approach toward teaching.
The enormous difficulties that sometimes
affect the motivation of students and lower the
teaching process because of the negative influence
✓
The enormous difficulties that sometimes affect
the motivation of students and lower the teaching
process because of the negative influence
✓
The low level of matching with teaching program.
(It is not easy to choose the material matching with
necessary topics, vocabulary and grammar)
✓
Most of the taught language rules are broken in
them >They have much background and technical
noise
✓
Authentic texts are soon out of date
✓
These disadvantages are not characteristic to any
of the materials designed for special teaching
purposes, though they are less natural or
interesting.
Consequently, both types of material (authentic or
non-authentic) can be satisfactorily used in teaching,
but as authentic ones are more effective in the
development of listening comprehension.
Effective Use of Authentic Materials
To effectively use authentic materials in language
teaching, teachers should design activities that focus
on practical language use, are cognitively manageable,
and provide controlled, guided practice. These
activities should support the linguistic and cognitive
demands of tasks in a structured way. Effective
activities include problem-solving, interactive, and
creative tasks that encourage students to interact and
use the language accurately and appropriately.
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Experts agree that the target language, when used as
part of a social setting, motivates learning. Studies
indicate that learners working with authentic materials
show a heightened interest in language learning.
Authentic materials also help in overcoming cultural
barriers in language learning. They introduce new
vocabulary and expressions, helping in reading
development, and help in the development of writing
proficiency through comprehension strategies.
However, some experts question the value of
authentic materials. Some argue that media has no
impact on language learning, and there is no significant
difference between using authentic or non-authentic
materials.
Challenges
include
difficulty
in
comprehension due to cultural bias, the random nature
of authentic texts regarding vocabulary and structure,
and the practical issues of accessing and preparing
these materials. Despite these challenges, it is
suggested that difficulties can be mitigated by
designing
tasks
that
require
only
partial
comprehension.
Ultimately, while there are challenges in using
authentic materials, their motivational power and
contribution to overcoming cultural barriers make
them
a
valuable
resource
in
language
teaching.Incorporating authentic materials in teaching
a FL offers more than linguistic advantages. Scholars
argue for the motivating power of authentic materials.
McNeil [1] and Kilickaya [11] indicate that the use of
authentic texts is now considered to be one way for
increasing students’ motivation for learning since they
give the learner the feeling that he or she is learning
the real language
—
the target language as it is used by
the community that speaks it. Empirical studies have
confirmed that students’ motivation and self
-
satisfaction increased after exposure to authentic
aural texts. In addition, Kim (2000) argues that
authentic materials make a major contribution to
overcoming certain cultural barriers to language
learning.
On the other hand, some scholars do not see the value
of using authentic materials. Kilickaya further points
out that authentic texts are random in respect to
vocabulary, structures, functions, content, and length;
thereby causing a burden for the teacher. Teachers
face challenges regarding access to authentic
materials, the expense of purchasing them, and the
time required to find an appropriate authentic text and
design suitable pedagogical tasks. Such issues often
make it impractical for instructors to integrate
authentic materials into the curriculum successfully.
Furthermore, authentic input has long been perceived
as too difficult for students to understand. Martinez
(2002) mentions that authentic materials may be too
culturally biased and difficult to understand outside
the language community. Learners may experience
extreme frustration when confronted by an authentic
text, especially lower level students, as found by
McNeil (1994). Schmidt (1994) argues that authentic
discourse may panic learners who find themselves
faced with the speed of delivery coupled with a
mixture of known and unknown vocabulary and
structures; instead, he prefers using simplified texts
that have communicative value rather than using
authentic input. However, Guariento and Morley (2001)
assert that such difficulties can be overcome by
designing
tasks
that
require
only
partial
comprehension.
In conclusion, the benefits that authentic materials
bring to the FL classroom greatly outweigh the
challenges. In addition, it is possible to overcome the
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challenges through task design. Thus, integrating
authentic materials will merit the extra time and effort
required of FL teachers.
Madden (2007) has done the research with the same
aim as Mendolsohn. His goal is to give learners
strategies for studying to listen in the middle of a
conversation by quickly making inferences about the
setting, mood, interpersonal relationships and the
topic. Madden used the audio recordings from his
course texts. Generally speaking, his class consists of
three stages: presenting, while-listening, and post-
listening. There are three steps in the presenting stage.
First, introduce the activity and explain that the class
will be working on how to listen from the middle, and
then tell students the importance of knowing about
the listening time and place, the speakers, their
feelings, what kind of speech they are engaged in,
what the topic is, and why someone might want to
listen. Second, tell the students that during listening
they need to take notes and discuss what they hear.
According to various scholars’ view, in the while
-
listening stage, four steps are needed:
•
First, play a one-minute segment from the
middle of the listening text. All of the speakers should
be heard in this part. Students should take notes. When
the recording is stopped, students should check their
notes with a classmate. The discussion provides
additional listening practice and opportunities to
negotiate meaning (Lee & Van Patten, 2003; Pica,
Young, & Doughty, 1987).
•
Second, play the same one-minute again. Ask
the students to check or add to their notes, and then
give a second time with classmates (Widdowson,
1990).
•
Third, as a class, students discuss and fill out
the displayed copy of the “What I heard”. Fourth, play
a third time. Students make corrections to the “What I
heard” and “What I can identify about” tables (Pica,
Young, & Doughty, 1987).
Ultimately, the motivational power and cultural
insights provided by authentic materials outweigh the
challenges, making them a valuable resource in
language teaching. They help students understand
"real speech" and communicate effectively in real-life
situations. Integrating authentic materials is worth the
extra effort for language teachers.
METHODOLOGY
The study involves a comprehensive review of existing
literature on the use of authentic materials in EFL
classes. It synthesizes findings from various
researchers and pedagogical experts to provide a
coherent understanding of the benefits and challenges
of using authentic materials in language teaching.
Materials will be considered anything which is used to
help language learning (Tomlinson, 1998). Such as:
course books, workbooks, CDs, flashcards, and CD-
ROMs. The design is relatively uncluttered and it is
usually easy for learners to see what they have to do.
The layout and design of the materials reflect a very
structured approach.
There is a clear structure and consistency in
appearance throughout the student book with each
unit following the same basic pattern of presenting a
grammatical structure in a conversational context
followed by controlled practice activities. This is good
for learners who like the familiarity of such a structured
approach, but not so good for those who prefer more
variety. The illustrations in the books and on flashcards
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are generally realistic and functional; the textbook
cover is bright and colorful and probably looks
attractive to young learners. The contents of the
textbook and additional materials (flashcards, CD-
ROM) also probably look interesting and fun to young
learners. The font size and type used is suitable for the
particular learners.
The core teaching methodology in many books
(Shortall, T. (2001); Martinez, A. (2002)) is called the
Model Action Talk (MAT) method, which is basically a
Presentation-Practice-Production
(PPP)
approach
incorporating a Total Physical Response (TPR)
component. This approach is reflected in the layout
and design of the textbook, the types of activities it
includes, as well as the suggested lesson plans in the
teacher’s book. However, although this methodology
obviously informs the materials, it is possible to adapt
them to suit alternative approaches. Overall, the
materials provide sufficient opportunities to develop
speaking and listening skills. However, as discussed,
the grammatical/structural approach tends to restrict
what learners are able to say, especially if implemented
using the PPP-
based lesson plans in the teacher’s book.
To sum up, athentic materials include anything aiding
language learning (Tomlinson, 1998), such as course
books, workbooks, CDs, flashcards, and CD-ROMs.
These materials are structured and visually consistent,
providing a clear and familiar format for learners. The
core teaching methodology, often the Model Action
Talk (MAT) method, follows a Presentation-Practice-
Production (PPP) approach with Total Physical
Response (TPR), but materials can be adapted for
other methods. While these materials effectively
develop speaking and listening skills, the grammatical
focus may limit learners' broader language use.
RESULTS AND DISCUSSION
The review indicates that authentic materials
significantly enhance students' motivation and
language skills. However, the challenges associated
with their use, such as cultural bias and difficulty in
comprehension, require careful consideration and task
design. Teachers can overcome these challenges by
simplifying tasks, grading materials according to
students' proficiency levels, and providing structured
support. The evaluation scheme was designed with the
aim of evaluating the ability of the materials to
promote learning in a particular context. As Dickinson
demonstrated (2010) the materials design on any skill
was checklist-based, requiring responses indicating
levels of agreement or disagreement with statements
about the materials. The evaluation assessed the
materials in relation to the following areas:
• Gener
al Appearance;
• Layout and Design;
• Methodology;
• Activities;
• Language Skills;
• Language Content;
• Topic Content;
• Teach ability and Flexibility;
• Assessment;
There are some ways in which a teacher can ensure
that an authentic recording falls within the listening
competence of the learners.
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1. Simplifying the task: teachers may counter-balance
the increased linguistic difficulty of the text by
simplifying the requirements of the task (Anderson and
Lynch, 1988). It is not necessarily the language that
makes a piece of listening difficult. Difficulty may also
arise from the task that is set. It is possible to use a
listening passage which is well beyond the learners’
level, provided that what is demanded of the learner is
correspondingly simple. If one notches up the text, one
notches down the task. (Field, 2008)
2. Grading the text: As a teacher, if you prepare to use
authentic recording with your students, you should
have a large enough collection of recording samples,
then you can grade authentic recording in accordance
with the proficiency level of your learners. You should
bear the following in your mind when doing the
grading:
•
More frequent vocabulary;
•
Simple syntax;
•
Simpler and less dense ideas and facts;
•
A degree of redundancy, with ideas/facts
expressed more than once;
•
A degree of repetition, with the same form of
words repeated;
•
A very specific context or genre of
communication which to some extent pre-determines
how participants behave; (Field, 2008)
3. Staging the listening: With a piece of authentic
recording, teachers may design many tasks. In the
classroom, they should begin with very simple tasks,
and progress to the tasks that are more demanding. In
all, we can find every reason that foreign language
teachers should introduce authentic listening materials
to the learners at all levels to increase their exposure
to the real target language in use. Quite a lot of
evidence shows that learners feel more comfortable
and motivated with authentic listening materials.
There are a lot of ways to help us to achieve this
without demanding too much of the learners.
CONCLUSION
The benefits of using authentic materials in EFL classes
greatly outweigh the challenges. These materials
provide students with real-life language exposure,
enhance
motivation,
and
improve
linguistic
competence. By integrating authentic materials into
the curriculum and designing appropriate tasks,
teachers can significantly enhance the effectiveness of
their teaching and the learning outcomes of their
students. Moreover, using authentic materials is a
relatively easy and convenient way of improving not
only students' general skills, but also their confidence
in a real situation.
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