Use of Authentic Materials in English as a Foreign Language Classrooms: Challenges, Reasons, Types and Frequency
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Abstract
This descriptive analytical research study investigated English as a foreign language teachers’ attitudes towards the use of authentic materials in their classrooms, reasons for using authentic materials, challenges in using authentic materials, types of authentic materials they use and how often they use such materials. The participants of the study consisted of all 63 grade ten English as a foreign language teachers in one of the school districts in Palestine. The researches collected both qualitative and quantitative data. Qualitative data were collected through open-ended questions that ask participants to report on use of, challenges, reasons and frequency of using authentic language in their classes. Quantitatively, a close-ended questionnaire was distributed to all participants. The study concluded the majority of the participants strongly support the use of authentic materials in spite of the challenges that they encounter. Approximately 36.5% of the participants reported it is challenging and 44.2% reported that it is not challenging at all. The factors behind each group’s perspective are discussed in the discussion section. Enriching EFL classrooms and enhancing students’ motivation are some of the reasons behind using authentic material. In addition, the majority supported the frequent use of authentic materials depending on students’ English level. Implications for teacher training and classroom instruction are presented and discussed.
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Authentic materialsLearning activitiesInstructional materialsPalestinian English textbooksTeaching English as a Foreign Language
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