Authenticity in Language Learning: A Study of Language Materials in Public High Schools
Abstract views: 522
,
PDF downloads: 326
Abstract
Instructional materials are paramount in effecting language instruction. However, there are contextual issues related to the use and selection of these materials. This study focused on authentic language instructional materials in public secondary schools in the Philippines. This study employed a mixed-methods research approach. This study concludes that internet-based authentic language instructional materials are inadequate in language instruction, showing limitations on the capacity of the school and the language teachers to provide adequate internet-based materials; there are concerns about using authentic language instructional materials that hinder learners' authentic response and comprehension to authentic language instructional materials, and there were measures to overcome the concerns which could develop authentic language instructional materials into the ideal learning materials. It is recommended that language teachers select resources according to the learners' unique requirements, proficiency levels, cultural contexts, and educational contexts. The participation of learners in the selection process and activity design is crucial to ensure the materials are engaging and culturally pertinent. To effectively address the challenges associated with using these resources, a collaborative approach is recommended, involving teachers, students, and other stakeholders in implementing the suggested solutions.
Downloads
References
Abdoola, F., Flack, P. S., & Karrim, S. B. (2017). Facilitating Pragmatic Skills Through Role-Play in Learners With Language Learning Disability. South African Journal of Communication Disorders, 64(1), 1–12. https://doi.org/10.4102/sajcd.v64i1.187
Abrami, P. C., Bernard, R. M., Borokhovski, E., Waddington, D. I., Wade, C. A., & Persson, T. (2015). Strategies for Teaching Students to Think Critically: A Meta-Analysis. Review of Educational Research, 85(2), 275–314. https://doi.org/10.3102/0034654314551063
Abu Zahra, N. A., & Farrah, M. A. (2016). Using Short Stories in the EFL Classroom. IUG Journal of Humanities Research, 24(1), 11–24. https://doi.org/10.12816/0023933
Akbari, O., & Razavi, A. (2015). Using Authentic Materials in the Foreign Language Classrooms: Teachers’ Perspectives in Efl Classes. International Journal of Research Studies in Education, 4(5), 105–116. https://doi.org/10.5861/ijrse.2015.1189
Alamer, A., & Almulhim, F. (2021). The Interrelation Between Language Anxiety and Self-Determined Motivation; A Mixed Methods Approach. Frontiers in Education, 6, 618655. https://doi.org/10.3389/feduc.2021.618655
Albano, H. (2019). The Implementation of Learning Action Cell (LAC) Sessions in Schools Division Office of Iriga City: Basis for a School-Based Continuing Professional Development Guide. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2J).
Alrabai, F. (2014). A Model of Foreign Language Anxiety in the Saudi EFL Context. English Language Teaching, 7(7), 82–101. https://doi.org/10.5539/elt.v7n7p82
Alsamadani, H. A. (2017). The Effectiveness of Using Online Blogging for Students’ Individual and Group Writing. International Education Studies, 11(1), 44–51. https://doi.org/10.5539/ies.v11n1p44
Asgari, M., Ketabi, S., & Amirian, Z. (2019). Interest-based Language Teaching: Enhancing Students’ Interest and Achievement in L2 Reading. Iranian Journal of Language Teaching Research, 7(1), 61–75. https://doi.org/10.30466/ijltr.2019.120633
Asmari, A. A. A. (2015). Communicative Language Teaching in EFL University Context: Challenges for Teachers. Journal of Language Teaching and Research, 6(5), 976–984. https://doi.org/10.17507/jltr.0605.09
Azri, R. H. A., & Al-Rashdi, M. H. (2014). The Effect of Using Authentic Materials In Teaching. 3(10), 249–254.
Barlow, A., Brown, S., Lutz, B., Pitterson, N., Hunsu, N., & Adesope, O. (2020). Development of the Student Course Cognitive Engagement Instrument (SCCEI) for College Engineering Courses. International Journal of STEM Education, 7(1), 1–22. https://doi.org/10.1186/s40594-020-00220-9
Belet Boyacı, Ş. D., Güner, M., & Anadolu University, Turkey, medihaguner@anadolu.edu.tr. (2018). The Impact of Authentic Material Use on Development of the Reading Comprehension, Writing Skills, and Motivation in Language Course. International Journal of Instruction, 11(2), 351–368. https://doi.org/10.12973/iji.2018.11224a
Bedir, G., & Özbek, Ö. Y. (2016). Primary School Teachers’ Views on the Preparation and Usage of Authentic Material. Higher Education Studies, 6(3), 138–146. https://doi.org/10.5539/hes.v6n3p138
Brame, C. J. (2016). Effective Educational Videos: Principles and Guidelines for Maximizing Student Learning from Video Content. CBE—Life Sciences Education, 15(4), es6. https://doi.org/10.1187/cbe.16-03-0125
Brown, R. D., & Raza, K. (2020). Materials Development in EALP Legal Writing Courses. Language Teaching Research Quarterly, 15, 33–49. https://doi.org/10.32038/ltrq.2020.15.03
Boateng, R., Boateng, S. L., Awuah, R. B., Ansong, E., & Anderson, A. B. (2016). Videos in Learning in Higher Education: Assessing Perceptions and Attitudes of Students at the University of Ghana. Smart Learning Environments, 3(1), 1–8. https://doi.org/10.1186/s40561-016-0031-5
Choppin, J., Roth McDuffie, A., Drake, C., & Davis, J. (2022). The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum. Mathematical Thinking and Learning, 24(2), 123–148. https://doi.org/10.1080/10986065.2020.1855376
Ciornei, S. I., & Dina, T. A. (2015). Authentic Texts in Teaching English. Procedia - Social and Behavioral Sciences, 180, 274–279. https://doi.org/10.1016/j.sbspro.2015.02.116
Dania, R., & Adha, A. D. (2021). The Challenges of Using Online Authentic Materials in Reading Classroom for First-Year EFL Students: 546, 433–436. Bandung, Indonesia. https://doi.org/10.2991/assehr.k.210427.066
Dawson, P., Carless, D., & Lee, P. P. W. (2021). Authentic Feedback: Supporting Learners to Engage in Disciplinary Feedback Practices. Assessment & Evaluation in Higher Education, 46(2), 286–296. https://doi.org/10.1080/02602938.2020.1769022
Duncan, E. (2020). Authentic Language Use in the L2 Classroom: Building Learners’ Motivation and Confidence. All Graduate Plan B and Other Reports, Spring 1920 to Spring 2023. https://doi.org/10.26076/668e-b888
Ekawati, R. (2019). The Use of Authentic Materials to Advance Students’ Communicative Competences in EFL Class. Prosodi, 13(1), 23-34. https://doi.org/10.21107/prosodi.v13i1.5347
Erbaggio, P., Gopalakrishnan, S., Hobbs, S., & Liu, H. (2012). Enhancing Student Engagement through Online Authentic Materials. IALLT Journal of Language Learning Technologies, 42(2), 27–51. https://doi.org/10.17161/iallt.v42i2.8511
Ghanbari, N., Esmaili, F., & Shamsaddini, M. R. (2015). The Effect of Using Authentic Materials on Iranian EFL Learners’ Vocabulary Learning. Theory and Practice in Language Studies, 5(12), 2459. https://doi.org/10.17507/tpls.0512.05
Getie, A. S. (2020). Factors Affecting the Attitudes of Students Towards Learning English as a Foreign Language. Cogent Education, 7(1), 1738184. https://doi.org/10.1080/2331186X.2020.1738184
Han, S., Li, Y., & Haider, S. A. (2022). Impact of Foreign Language Classroom Anxiety on Higher Education Students Academic Success: Mediating Role of Emotional Intelligence and Moderating Influence of Classroom Environment. Frontiers in Psychology, 13, 945062. https://doi.org/10.3389/fpsyg.2022.945062
Hinett, K. (2002). Developing Reflective Practice in Legal Education. United Kingdom: Centre for Legal Education.
Inkova, M. D., Pronina, I. V., Timoshenko, L. P., Prusakova, D. A., & Adasova, Y. B. (2021). Authentic Materials in Online Teaching to Improve Students Involvement. SHS Web of Conferences, 127, 01018. https://doi.org/10.1051/shsconf/202112701018
Isma’il, A., & Lukman, O. M. (2022). Availability and Utilization of Instructional Materials in Teaching and Learning of Biology in Senior Secondary Schools. Aquademia, 6(2), ep22013. https://doi.org/10.30935/aquademia/12614
Jugo, R. R. (2020). Language Anxiety in Focus: The Case of Filipino Undergraduate Teacher Education Learners. Education Research International, 2020, 1–8. https://doi.org/10.1155/2020/7049837
Lababidi, R. A. (2016). Language Anxiety: A Case Study of the Perceptions and Experiences of Students of English as a Foreign Language in a Higher Education Institution in the United Arab Emirates. English Language Teaching, 9(9), 185–198. https://doi.org/10.5539/elt.v9n9p185
Kamariah, A., Husain, D., Atmowardoyo, H., & Salija, K. (2018). Developing Authentic-based Instructional Materials for Writing Skill. Journal of Language Teaching and Research, 9(3), 591-599. https://doi.org/10.17507/jltr.0903.19
Kaur, D., Yong, E., Zin, N. M., & DeWitt, D. (2014). The Use of Videos as a Cognitive Stimulator and Instructional Tool in Tertiary ESL Classroom. Malaysian Online Journal of Educational Technology, 2(3), 32–41.
Kumar, P., Saxena, C., & Baber, H. (2021). Learner-Content Interaction in E-learning- The Moderating Role of Perceived Harm of COVID-19 in Assessing the Satisfaction of Learners. Smart Learning Environments, 8(1), 1–15. https://doi.org/10.1186/s40561-021-00149-8
MacIntyre, P., & Gregersen, T. (2012). Affect: The Role of Language Anxiety and Other Emotions in Language Learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for Language Learning (pp. 103–118). London: Palgrave Macmillan UK. https://doi.org/10.1057/9781137032829_8
Marpaung, M. S., & Situmeang, H. J. P. (2020). Enhancing Students’ Vocabulary through Authentic Materials and Multimedia. Acuity: Journal of English Language Pedagogy, Literature and Culture, 5(2), 1–16. https://doi.org/10.35974/acuity.v5i2.2247
Melouah, A. (2013). Foreign Language Anxiety in EFL Speaking Classrooms: A Case Study of First-year LMD Students of English at Saad Dahlab University of Blida, Algeria. Arab World English Journal, 4(1), 64–76.
Quy, P. H. P. (2019). Cooperative Game-Playing in the EFL Classroom. English Teaching Forum, 57(3), 14–23.
Richards, J. C. (2001). Curriculum Development in Language Teaching (1st ed.). Cambridge: Cambridge University Press. https://doi.org/10.1017/CBO9780511667220
Rehman, A., & Perveen, A. (2021). Teachers’ Perceptions about the Use of Authentic Material in Pakistani EFL Classrooms. International Journal of Language Education, 5(2), 63–73. https://doi.org/10.26858/ijole.v5i2.15241
Rao, P. S. (2019). The Role of Newspapers and Magazines to Teach English in the ESL/EFL Classrooms in the Digital Era: A Comprehensive Study. Journal of English Language and Literature, 6(2), 165–173. https://doi.org/10.33329/joell.62.165
Salazar, G. C. (2022). ESL Teachers’ Attitudes and Challenges in Utilizing Authentic ELT Materials in the Language Classroom. 10(2), 78–86.
Sample, M. G. (2015). Authentic Materials: A Motivational Tool for the EFL Classroom? Education and Linguistics Research, 1(2), 100–119. https://doi.org/10.5296/elr.v1i2.8488
Srinivasa, K. G., Kurni, M., & Saritha, K. (2022). Context-Based Learning. In K. G. Srinivasa, M. Kurni, & K. Saritha (Eds.), Learning, Teaching, and Assessment Methods for Contemporary Learners: Pedagogy for the Digital Generation (pp. 87–115). Singapore: Springer Nature. https://doi.org/10.1007/978-981-19-6734-4_5
Şenel, E. (2016). Foreign Language Anxiety of Students Studying English Language and Literature: A Sample From Turkey. Educational Research and Reviews, 11(6), 219–228. https://doi.org/10.5897/ERR2015.2507
Sukmawan, S., Setyowati, L., & El-Sulukiyyah, A. A. (2021). The Effect of Authentic Materials on Writing Performance across Different Levels of Proficiency. International Journal of Language Education, 5(1), 515–527. https://doi.org/10.26858/ijole.v5i1.15286
Silverman, R. (2013). Investigating Video as a Means to Promote Vocabulary for At-Risk Children. Contemporary Educational Psychology, 38(3), 170–179. https://doi.org/10.1016/j.cedpsych.2013.03.001
Sundana, G. P. (2017). The Use of Authentic Material in Teaching Writing Descriptive Text. English Review: Journal of English Education, 6(1), 81–88. https://doi.org/10.25134/erjee.v6i1.773
Tety, J. L. (2016). Role of Instructional Materials in Academic Performance in Community Secondary Schools in Rombo District (Dissertation). University of Arizona.
Tonawanik, P., & Donavanik, N. (2019). Teaching Materials: Adopting and Adapting. Journal of Suvarnabhumi Institute of Technology (Humanities and Social Sciences), 5(2), 635–648.
Tridinanti, G. (2018). The Correlation between Speaking Anxiety, Self-Confidence, and Speaking Achievement of Undergraduate EFL Students of Private University in Palembang. International Journal of Education and Literacy Studies, 6(4), 35–390. https://doi.org/10.7575/aiac.ijels.v.6n.4p.35
Tuimur, H. N., & Chemwei, B. (2015). Availability and Use of Instructional Materials in the Teaching of Conflict and Conflict Resolution in Primary Schools in Nandi North District, Kenya. International Journal of Education and Practice, 3(6), 224–234. https://doi.org/10.18488/journal.61/2015.3.6./61.6.224.234
Tuncer, M., & Doğan, Y. (2015). Effect of Foreign Language Classroom Anxiety on Turkish University Students’ Academic Achievement in Foreign Language Learning. Journal of Education and Training Studies, 3(6), 14–19. https://doi.org/10.11114/jets.v3i6.998
Tulgar, A. T. (2018). Speaking Anxiety of Foreign Learners of Turkish in Target Context. International Online Journal of Education and Teaching (IOJET), 5(2), 313–332.
Uygur, M., Ayçiçek, B., Doğrul, H., & Yanpar Yelken, T. (2020). Investigating Stakeholders’ Views on Technology Integration: The Role of Educational Leadership for Sustainable Inclusive Education. Sustainability, 12(24), 10354. https://doi.org/10.3390/su122410354
Yükselir, C., & Kömür, S. (2017). Using Online Videos to Improve Speaking Abilities of EFL Learners. European Journal of Education Studies, 3(5), 255–266.
Wang, X., & Zhang, W. (2021). Psychological Anxiety of College Students’ Foreign Language Learning in Online Course. Frontiers in Psychology, 12, 598992. https://doi.org/10.3389/fpsyg.2021.598992
Wijayati, P. H., Mardianti, N., & Murtadho, N. (2021). The Correlation Between Students’ Reading Anxiety and Their Reading Comprehension in ESP Context. International Journal of Language Education, 5(2), 15–29. https://doi.org/10.26858/ijole.v5i2.15440
Zheng, Y., & Cheng, L. (2018). How Does Anxiety Influence Language Performance? From the Perspectives of Foreign Language Classroom Anxiety and Cognitive Test Anxiety. Language Testing in Asia, 8(1), 13. https://doi.org/10.1186/s40468-018-0065-4
The journal operates an Open Access policy under a Creative Commons Attribution-NonCommercial 4.0 International License. Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
_(1).png)
.png)
.png)
1.png)
.png)
.png){kind=logo}
.png)
_-_Copy_-_Copy.png)
