Rationale of the study
Reading is essential for developing language skills and acquiring knowledge, yet many students struggle with comprehension due to low motivation and limited vocabulary This disinterest leads to passive reading habits, prompting educators to seek innovative strategies to foster a love for reading While textbooks are commonly used in classrooms, their formulaic approach may not engage students effectively, especially for those preparing for the compulsory English GCSE exams With only one reading-focused lesson in a typical week, time constraints further hinder the development of this critical skill Therefore, it is vital for teachers to encourage extensive reading among students to enhance their language proficiency.
Traditional coursebooks in language classrooms often present simplified texts and adapted exercises aimed at pre-planned goals, which can feel impractical for learners In response, the concept of "authentic materials" has emerged, widely endorsed by linguists as beneficial for language learning Baddock (1981) noted that genuine materials, or realia, are more motivating and engaging for students, as they prepare them for using English in real-world contexts Morton (1999) emphasized that authentic materials help students become familiar with "real" English, enhancing their motivation Nunan (1998) argued that materials should reflect the outside world, ensuring authenticity is tied to the source, student activities, and tasks, integrating language with its sociocultural context.
The author initiated an action research project to evaluate the effectiveness of utilizing authentic online materials to enhance extensive reading skills among 12th-grade students at B Phu Ly High School.
Aims of the study and research questions
This study aims to explore the impact of using authentic materials on extensive reading among 12th graders at B Phu Ly High School, with the goal of enhancing both students' reading skills and language proficiency Additionally, the research seeks to assess students' attitudes towards the incorporation of authentic materials in their extensive reading activities Two primary research questions will guide this investigation.
- To what extent do authentic materials help to improve EFL high school students' extensive reading ability?
- What are the students' attitudes towards authentic reading materials?
Hypothesis
This study hypothesizes that the use of authentic materials can enhance the extensive reading skills of EFL high school students, fostering positive attitudes towards these resources.
Scope of the study
A study involving 90 volunteer students from classes 12A2 and 12A3 at B Phu Ly High School was conducted during the first semester of the 2015-2016 academic year The research focused on assessing the effectiveness of authentic materials in improving the extensive reading skills of 12th-grade students The findings indicated that these materials significantly met the needs of the students in enhancing their reading abilities.
B Phu Ly High School are persuaded to adopt this kind of materials in their teaching not only reading but other language skills
This study aims to explore the impact of authentic materials on the extensive reading achievements of EFL high school students and their attitudes towards these resources The findings will encourage educators to incorporate authentic materials to enhance reading comprehension Additionally, the research will offer valuable insights for students seeking to improve their reading skills and overall language proficiency.
Method of the study
This action research study aims to enhance educational practices by utilizing a combination of pretests, posttests, and questionnaires to gather data The collected data will be analyzed quantitatively through ANCOVA (Analysis of Covariance) using SPSS (Statistical Packages for Social Science), ensuring a robust evaluation of the current educational context.
Organization of the study
The study consists of three parts:
Part A – Introduction: presents the rationale, aim, scope, significance and method of the study
Part B – Development: comprises three chapters:
Chapter 1: Theoretical Background and Literature Review provides a comprehensive overview of existing literature, highlighting the theoretical foundations and examining relevant studies on extensive reading skills and the integration of authentic materials in language teaching.
- Chapter 2: Research Method continues with the research method including the participants of the study, the instrumentation, the methods and procedures of data collection and data analysis
- Chapter 3: Findings and Discussion demonstrates the findings accompanied by data analysis and discussion
Part C: Conclusion: recapitulates the major findings of the study and represents further recommendations for the implementation of authentic materials.
THEORETICAL BACKGROUND AND LITERATURE
Extensive reading
Reading is a complex skill that involves constructing meaning from written texts, as highlighted by Alderson et al (1987) Scholars widely agree that this process requires the coordination of various interrelated sources of information.
Reading, as defined by Alderson (2000), is an enjoyable and immersive activity that varies in meaning for different individuals For some, it involves recognizing written words, while for others, it serves as a means to enhance pronunciation and speaking skills Regardless of the approach, reading is an essential part of daily life, often taken for granted The purpose of reading can be categorized into three main types: survival, learning, and pleasure Reading for survival addresses immediate environmental needs, such as understanding street signs and advertisements In contrast, reading for learning is a structured, goal-oriented activity typically associated with educational settings Lastly, reading for pleasure is a voluntary pursuit that offers enjoyment without any obligation.
Reading is a complex process influenced by various interacting factors, as highlighted by Kim (2002) Given its significance as a fundamental language skill, scholars advocate for the integration of multimedia in reading instruction To enhance reading comprehension, it is essential for learners to receive adequate scaffolding.
Extensive reading, a term introduced by Palmer in 1917, refers to the practice of reading large volumes of longer, easy-to-understand texts at a fast pace, primarily outside the classroom and tailored to each student's individual level and interests This approach emphasizes overall comprehension rather than detailed analysis, with minimal follow-up exercises It encourages students to select their own reading materials, fostering a sense of responsibility in their learning process, which aligns with the principles of communicative teaching (Thompson, 1996).
Therefore, what does extensive reading entail? Successful extensive reading requires the following (adapted from Maley's list, 2009):
1 Reading often and in a large quantity
2 Reading in a wide variety of topics and genres
3 Reading content that is interesting and compelling
4 Reading books students themselves select
5 Reading for pleasure and information
6 Reading is its own reward
7 Reading at levels appropriate for the readers
8 Reading speed is fast, not slow
Extensive reading involves engaging with a significant volume of material or lengthy texts to achieve a general understanding and derive enjoyment from the reading experience This approach is personalized, allowing students to select their own reading materials, which means that these chosen books are typically not discussed in a classroom setting.
1.1.3 The roles of extensive reading in language education
Extensive reading has been widely supported by research as a crucial method for language acquisition, significantly enhancing learners' linguistic competence (Bell, 1998) It is recognized for its positive impact on students' reading comprehension, with experts advocating that encouraging extensive reading is one of the most effective ways to boost language proficiency This approach allows learners to experience language in context, reinforcing their understanding of vocabulary and structures while fostering an implicit grasp of word usage (Nation, 1997; Cady, 1997, cited in Mutoh, Bamford, and Helgesen, 1998) Additionally, extensive reading combines the enjoyment of engaging narratives with the fulfillment of achieving meaningful tasks in the target language, thereby increasing motivation Proponents believe that by removing follow-up tests and focusing on general understanding, students can transition from "learning to read" to "reading to learn" (Carrell, 1998).
Strong (1996) also stated that "extensive reading of literature can encourage students to develop positive attitudes toward reading"
Bell (2011) has clearly identified the role of extensive reading in language education as follows:
It can provide "comprehensible input"
It can enhance learners' general language competence
It increases the students' exposure to the language
It can increase knowledge of vocabulary
It can lead to improvement in writing
It can motivate learners to read
It can consolidate previously learned language
It helps to build confidence with extended text
It encourages the exploitation of textual redundancy
It facilitates the promotion of prediction skills
Extensive reading offers numerous advantages beyond just improving reading fluency According to Krashen (2004), reading is essential for developing strong reading skills, enhancing writing style, expanding vocabulary, mastering advanced grammar, and achieving proficiency in spelling.
Extensive reading significantly enhances not only reading skills but also various other language abilities, while simultaneously boosting confidence, motivation, and overall attitude towards learning Krashen emphasizes that reading should be viewed holistically, as an essential component of students' overall development rather than just a standalone skill.
Davis (1994) emphasized the significance of implementing an extensive reading program in classrooms, arguing that its absence would hinder students' overall language development He asserted that without such a program, classrooms would be less effective in fostering students' linguistic skills across all dimensions.
Extensive reading significantly enhances students' reading comprehension and various language skills Research indicates that free voluntary reading and sustained independent reading lead to improvements in reading comprehension, writing style, vocabulary, spelling, and grammar development.
Authentic materials
Authentic materials are defined as genuine texts created for real-life contexts rather than educational purposes (Wallace, 1992) According to Gilmore (2007) and Morrow (1977), these materials feature "real language" produced by actual speakers for specific audiences, aiming to convey meaningful messages.
" materials that have been produced to fulfill some social purpose in the language community." (Peacock, 1997), in contrast to non-authentic texts that are especially designed for language learning purposes
Authentic materials are texts created by native speakers for native speakers, intended for real-life communication beyond the classroom These materials include everyday items such as magazines, newspapers, tourism brochures, advertisements, menus, and recipes Among these, the Internet stands out as a valuable resource for developing reading skills, offering a vast array of easily accessible and diverse materials.
1.2.2 The use of online authentic materials in improving extensive reading comprehension
The use of authentic materials in language learning has been a topic of debate due to their complex vocabulary and structures, particularly for lower-level learners However, Gilmore (2007) emphasizes that these materials have been utilized for decades and have gained renewed popularity with the rise of the communicative approach, which aims to enhance language competence for real-life communication Unlike textbooks that often feature artificial classroom dialogues, authentic materials are thought to engage teachers, students, and publishers more effectively than traditional resources.
Incorporating authentic materials in course design is essential, as they enhance motivation and engagement while being relevant to students' lives (Floris, 2008) These materials facilitate language use in a communicative manner, providing practical opportunities for learners (Sánchez, Pérez, and Gómez, 2010) Additionally, authentic materials can significantly improve learners' sensitivity to and competence in the language when appropriately leveled (Huang, 2005) Littlewood (1992) emphasized the importance of considering learners' needs, interests in topics, and useful language situations when adopting these materials.
Incorporating student choice and student-produced materials into the curriculum enhances the use of authentic texts in education (1992) Authentic materials, which include literature, music, films, and online resources, offer diverse and engaging content for learners The Internet serves as a vital tool for global communication and provides a wealth of up-to-date, interactive materials that promote active reading (Warschauer, 1996) Unlike traditional printed materials that can quickly become outdated, online resources are continuously refreshed, making them more visually appealing and accessible This modern approach not only aligns with students' everyday experiences but also allows teachers to easily find a variety of resources at little to no cost By interacting with authentic online materials, students engage with real language and content, enhancing their learning experience and preparing them for real-world communication.
1.2.3 Advantages and disadvantages of using authentic materials
While since the late 1970's authentic materials have been regarded as being superior to simplified textbook materials, there have still been some arguments about their use and effectiveness
Utilizing authentic materials in education offers several advantages, including their originality, interest, motivation, and usefulness (Peacock, 1997) Authenticity ensures that the original text remains unchanged in both content and presentation (Grellet, 1996) These materials are often more engaging than traditional textbooks, as they are current and relevant to everyday life They motivate students by providing three layers of learning: language structure and vocabulary, cultural insights, and practical applications (Speller, 2002) Furthermore, authentic materials bridge the gap between classroom learning and real-life situations, exposing students to the surrounding culture and demonstrating the use of various grammatical structures and discourse types Horwitz (2008) suggests that while both authentic and constructed materials are beneficial for intensive reading, authentic materials are preferred for extensive reading.
While authentic materials offer numerous benefits, they also present certain challenges for foreign language learners The complexity of grammar and vocabulary in these materials can be overwhelming, as they often include slang, abbreviations, and informal language used in everyday communication Additionally, the content may not always be suitable for students, potentially leading to misunderstandings Berardo (2006) outlines both the advantages and disadvantages of using authentic materials in language learning.
Table 1: Advantages & Disadvantages of Authentic Materials
- "Real" language exposure with language change/variation being reflected
- Students are informed about what is happening in the world
- Textbooks tend not to include incidental/improper English and become outdated very quickly
- The same piece of material can be used for different tasks
- Ideal for teaching/practicing mini-skills- skimming/scanning
- Contain a wide variety of text types, language styles not easily found in conventional teaching materials
- Encourage reading for pleasure, likely to contain topics of interest
- Often too cultural biased, difficult to understand outside the language community
- Vocabulary might not be relevant to the student's immediate needs
- Too many structures are mixed so lower levels have problems decoding the texts
- Special preparation is necessary, can be time consuming
- Can become outdated easily, e.g news stories, articles
To mitigate potential disadvantages in teaching, educators must carefully select materials prior to presenting them to students, ensuring both suitability and readability Additionally, teachers should support students in comprehending the text and identifying challenging vocabulary According to Berardo (2006), there are four crucial factors that teachers should consider when choosing authentic reading materials.
Does the text interest the student?
Is it relevant to the student's needs?
Does it represent the type of material that the student will use outside the classroom?
Can the text be exploited for teaching purpose?
For what purpose should the text be exploited?
What skills/strategies can be developed by exploiting the text?
Is the text too easy/difficult for the student?
Is it structurally too demanding/complex?
How much vocabulary does it contain?
Does it grab the student's attention?
Does it make him want to read more?
Research shows that using authentic materials in language teaching is generally effective for EFL learners; however, there are notable limitations and challenges associated with their implementation.
Attitude
According to Longman’s Dictionary of Contemporary English, attitude is "a way of feeling or thinking about someone or something, especially, as this influences one’s behavior"
Language attitudes are distinct from general attitudes as they specifically pertain to language itself They encompass views on various aspects of language, including its variety, sound system, and semantic quality In contemporary sociolinguistics, the term "language attitude" also encompasses perceptions and behaviors towards speakers of a particular language, reflecting a broader social context.
Positive attitudes towards a second language (L2) and its speakers significantly enhance learning, while negative attitudes can hinder it, as noted by Ellis (2000) The attitudes of learners directly affect their L2 proficiency, with successful learners reinforcing their positive attitudes Conversely, learners who experience a lack of success may find their negative attitudes becoming more entrenched.
Attitudes are intricate constructs that can encompass both positive and negative feelings towards a language situation (Baker, 1988) Lambert (1967) identified three components of attitudes: cognitive, affective, and conative The cognitive component pertains to an individual's belief structure, the affective component relates to emotional responses, and the conative component involves the inclination to act in a certain manner towards the attitude Allport (1995) defined an attitude as a mental and neural state of readiness, shaped by experience, that influences how individuals respond to various objects and situations Similarly, Ajzen (1998) described attitude as a tendency to respond either favorably or unfavorably to an object, person, institution, or event.
Wenden (1991), as referenced by Atez & Munir (2009), defines "attitude" as a multifaceted concept consisting of three key components: cognitive, affective, and behavioral The cognitive component encompasses beliefs, ideas, and opinions regarding the attitude object The affective component involves the feelings and emotions associated with that object, indicating preferences such as "likes" or "dislikes." Lastly, the behavioral component reflects the actions or intentions one exhibits toward the object.
To sum up, attitude is a mental and neural state, expressing the individual's responses to an object, a person, a thing or an event
1.3.2 The effects of attitude in second language learning
The concept of learners' attitudes has garnered significant attention from social psychologists in understanding human behavior Attitude is typically defined as a tendency to respond positively or negatively toward various stimuli, including ideas, objects, people, or situations Numerous studies have explored the connection between attitude and language proficiency (Bachman, 1990; Coleman, Strafield, and Hagan, 2003) Gardner (1985) emphasized that attitudes and other affective factors are just as crucial as aptitude in achieving language success.
Attitude plays a crucial role in the success of English as a Foreign Language (EFL) learning, as highlighted by Ismet (2005) Positive attitudes towards a second language (L2) foster motivation and enhance language acquisition (Holmes, 1992) Conversely, negative attitudes, often rooted in stereotypes, can hinder language learning and create resentment (Brown, 2000).
Gardner's socio-educational model emphasizes the crucial link between success and attitude in language learning His theory posits that learning a second language involves acquiring symbolic elements from a different ethnolinguistic community (Gardner, 1979) Proponents of this model argue that while learners' attitudes indirectly influence their language proficiency, the connection between integrative motivation and proficiency is more direct and significantly stronger.
Discussing the students' attitudes to the L2 learning, Stern (1992) gives the below figure:
Table 2: Range of students' attitudes to target language
Positive Neutral Negative Very negative
- Enthusiastic - Enters into - Recognizes, - Finds it hard - Finds L2 about L2
- Enjoys listening to, speaking, reading, and writing L2
- Feels good and confident about L2 tolerates, and accepts L2
- Has no marked sense of discomfort or disorientation to accept L2
- Feels uncomfortable and disoriented about most aspects of L2 odd, annoying, confusing, and ugly
Research indicates that learners' attitudes significantly impact their success in second language (L2) acquisition Positive or negative feelings towards a language can greatly influence learners' performance Therefore, L2 teachers must consider these attitudes, recognizing the strong correlation between learners' attitudes and their language proficiency This understanding can guide teachers in their instructional decisions, leading to teaching practices that are more aligned with learners' attitudes.
Some related studies
Recently, authentic materials have been paid more and more attention by several researchers
In his 2006 study, "The Use of Authentic Materials in the Teaching of Reading," Berardo examined the effectiveness of authentic materials in education He discovered that students gained significant benefits from engaging with real-world contexts, which not only heightened their motivation but also fostered a sense of achievement upon comprehension, ultimately encouraging them to pursue further reading.
Baghban and Pandian (2011) highlight in their study, “A review on the effectiveness of using authentic materials in ESP courses,” that authentic materials are valuable resources for teaching English for Specific Purposes (ESP) These materials, rooted in real-world contexts, effectively introduce language in its natural form, helping ESP learners achieve their ultimate goal of effective communication in practical situations.
In his research, Huessien (2012) identified that authentic materials serve as a motivating factor for Iraqi English teachers, bridging the gap between students' general language knowledge and their specific professional language requirements.
Guo's 2012 study highlights the significant benefits of using authentic materials for extensive reading to enhance English proficiency The research indicates that exposure to real-life English usage through authentic texts positively impacts students' language acquisition By aligning materials with students' comprehension levels, these resources become more engaging and relevant, fostering greater interest in learning.
A study by Hatimah et al (2013) demonstrated that authentic materials significantly enhance reading comprehension achievement among 10th-grade students Their findings support the notion that using authentic materials is effective for teaching reading comprehension in high school settings Overall, research consistently indicates that authentic materials are suitable for language instruction, particularly in improving reading comprehension skills.
This literature review establishes a theoretical foundation for the study, underpinning its rationale and research questions The anticipated outcomes aim to enhance both theory and practice concerning the use of authentic materials in language teaching, particularly in reading instruction, and their influence on student achievement.
RESEARCH METHODOLOGY
Research context
Recent improvements in English language education in Vietnamese high schools can be attributed to updated textbooks and enhanced teaching methods Notably, the textbook series "Tiếng Anh 10" has played a significant role in achieving better educational outcomes.
Since its introduction in 2005, the English curriculum for grades 10 to 12 has gained popularity among teachers and students through its theme-based and task-based approaches However, many students at B Phu Ly High School struggle with reading comprehension, often citing it as a challenging skill Investigations reveal that students primarily rely on textbook reading, neglecting extensive reading practices that could enhance their skills Furthermore, teachers typically do not incorporate additional reading materials due to time constraints, which has motivated this study to explore solutions for improving reading proficiency.
A study was conducted at B Phu Ly High School in Ha Nam, where students have approximately nine years of English education, attending three English classes weekly Additionally, half of the students participate in one optional English lesson each week, utilizing a specific textbook series.
English 10 to English 12 is taught and the students have to take the entrance exam including English as a compulsory subject The physical condition of the school can provide a supportive environment for language teaching and learning with favorable facilities such as rooms equipped with overhead projector, screen, loud speakers,
As previously mentioned in the Introduction part, this study aims to deal with these two research questions:
- To what extent do authentic materials help to improve EFL high school students' extensive reading ability?
- What are the students' attitudes towards authentic reading materials?
Research approach
The term “action research” refers to two dimensions of activity: the word
In "action research," the term "research" signifies a systematic method for investigating and gathering information to shed light on issues and enhance classroom practices, while "action" pertains to implementing practical solutions to address classroom challenges (Richards, 2005) Consequently, action research effectively combines the elements of action, aimed at change and improvement, with research, focused on understanding.
According to Cohen and Manion (2007), action research is “small-scale intervention in the functioning of the real world and a close examination of the effects of such intervention.”
Kemmis and Mc Taggart (1988) identify three characteristics of an action research, which are: “carried out by practitioners”, “collaborative” and “aimed at changing things”
Tsui (1993) outlined a five-step process for conducting action research, which includes identifying problems, finding their causes, designing improvement strategies, implementing these strategies while maintaining a diary of the classroom experiences, and evaluating the outcomes In contrast, Nunan (1992) proposed a seven-step framework for research, emphasizing a structured approach to inquiry.
- Step 1: Initiation (Identify the problem)
- Step 2: Preliminary investigation (Collect data through a variety of means)
- Step 3: Hypothesis (Develop research questions)
- Step 4: Intervention (Devise strategies and innovation to be implemented)
- Step 5: Evaluation (Collect data again and analyze it to work out the findings)
- Step 6: Dissemination (Report the result by running workshops or issuing a paper)
In Step 7, the follow-up stage emphasizes the importance of exploring alternative methods to address the same issue Unlike Tsui, Nunan (1992) advocates for teachers to closely observe and document student interactions and behaviors during class By analyzing these observations, educators can identify effective strategies to foster positive changes in their teaching approach.
Collaboration is essential in action research, involving teachers, colleagues, and students who engage in open discussions to identify and solve problems together This cooperative effort is crucial for implementing classroom-centered action research projects effectively Additionally, the active participation of students significantly contributes to the overall success of these research initiatives.
In this study, the researcher followed Nunan's action research model and students' pretest and posttest scores from the two groups of students were calculated by using ANCOVA through SPSS
2.3.2 Rationale for the use of an action research
Action research aims to enhance the educational environment where it is conducted, as noted by Cohen and Manion (2007) Koshy (2005) emphasizes that this model is particularly effective for practitioner research, allowing researchers to engage directly with the specific context or situation, rather than remaining distant and detached.
Teachers, especially English teachers, frequently engage in action research as they strive to address issues that arise in the classroom When a problem is identified, it becomes their responsibility to seek effective solutions Consequently, action research is an essential and prevalent practice in the teaching profession.
This action research, conducted by an English teacher, addresses the issue of low student participation in reading lessons observed over several school years Many students display passivity and lack enthusiasm due to insufficient background knowledge and vocabulary related to the reading topics The study aims to enhance students' reading comprehension skills by utilizing authentic materials for extensive reading, fostering greater engagement in class By implementing this research within the classroom context, the goal is to improve teaching methods and ultimately increase students' extensive reading abilities, aligning with the principles of action research aimed at positive change.
Description of the research
In the first semester of the 2015-2016 school year, a researcher and teacher recruited approximately 90 students from classes 12A2 and 12A3 at B Phu Ly High School The participants were selected using a simple random sampling method, ensuring that their characteristics closely mirrored those of the overall student population.
The study involved 17-year-old non-English major students who had studied English formally for nine years, from grade 3 to grade 11 Initially, these students were evenly assigned to two classes based on their entrance exam scores, indicating a similar proficiency level at the start of high school To ensure this similarity still existed, a pretest was conducted over two years later The classes were then randomly designated as an experimental group and a control group Both groups received identical classroom instruction, but the experimental group benefited from supplementary materials for extensive reading outside of class, while the control group adhered to traditional reading exercises from their workbooks.
The intervention involved providing the experimental group with a curated set of 10 online reading texts, each ranging from 250 to 300 words, over a span of 10 weeks In line with Tran's (2007) recommendations, the selected materials were chosen to match the students' reading levels and ensure manageable reading times, thereby enhancing their reading skills While students typically have the option to select their own reading materials, for the purpose of this study, the instructor specifically chose the readings for the experimental group to facilitate the research process.
In order to ensure the validity of this study, a number of different instruments were implemented, which are both qualitative and quantitative All of these instruments were finished in class
This study utilized two reading tests as the primary instrument, with a pretest administered in week 4 and a post-test in week 15 of the first semester Both tests, resembling the reading section of a GCSE exam, required students to read passages and either circle the correct answers or fill in the blanks The test materials were sourced from entrance exam samples for Vietnam National University Each test was allotted 40 minutes and comprised 30 items, specifically designed to assess reading skills such as skimming for general information, scanning for specific details, and understanding main ideas.
In second language research, questionnaires serve as a vital tool for gathering data on less observable phenomena like attitudes, motivation, and self-concepts They also play a crucial role in understanding the language usage process and collecting essential background information about research participants, including their age and prior language learning experiences.
In this study, the questionnaires were to get the information on their attitudes toward using authentic materials for extensive reading, and their suggestions for future programs after this research
This study utilized two questionnaires: a Pre-questionnaire administered to all participants at the beginning and a Post-questionnaire given after the intervention These tools were crafted to gather valuable practical and situational insights relevant to the research objectives.
The Pre-questionnaire (refer to Appendix I) includes four items aimed at gathering participants' background information and their proficiency in English, as well as assessing students' interest levels, needs, and expectations for reading lessons.
A post-questionnaire was conducted with experimental group students at the end of the first semester to assess their attitudes toward extensive reading using online authentic materials This questionnaire included 15 questions, with 10 focused on students' perceptions of authentic materials and 5 soliciting their suggestions for future programs To ensure clarity, all questions were presented in Vietnamese The findings from this questionnaire provided valuable insights into students' thoughts and attitudes regarding extensive reading with authentic materials.
The action was conducted during 10 weeks of the first semester of school year 2015-
2016 from October 12 th to December 19 th , 2015 Adapting steps in Nunan (1992)’s action research cycle, the action was developed in four main steps as follows:
In the 2013-2014 and 2014-2015 school years, the researcher identified a significant weakness in reading comprehension skills among 12th-grade students, evidenced by their lack of interest in reading activities and low GCSE exam scores, particularly in reading sections Discussions with colleagues revealed that this issue was widespread, with many teachers observing similar challenges among their students Additionally, insufficient time allocated for reading lessons highlighted the need for extensive reading to enhance both reading skills and overall language competence Consequently, the researcher sought effective strategies to address these challenges in her new classes for the 2015 school year.
A study analyzing test results revealed that only 12.1% of students achieved a mark of 5 or higher in the GCSE exam at the end of the 2014-2015 school year, indicating a generally low level of English competence among students Additionally, interviews with students highlighted that nearly all participants considered reading questions to be the most difficult and challenging aspect of the exam.
Therefore, the researcher raised two questions for exploration: “Can authentic materials help to improve EFL high school students' extensive reading ability?”,
“What are the students' attitudes towards authentic reading materials?”
A pre-questionnaire was conducted to identify potential reasons for students' poor reading skills, as well as their interests and expectations regarding reading lessons Based on the analysis of the collected data, the teacher believed that utilizing authentic materials could enhance student engagement and address the identified issues Consequently, the researcher chose to incorporate authentic reading materials into the curriculum to improve student interest and reading proficiency.
To solve the problem, the teacher decided to use authentic materials for students’ extensive reading This step of intervention was carried out as follows:
In the first semester of the 2015-2016 school year, a researcher and teacher sought approval from the headmistress of B Phu Ly High School to recruit approximately 90 students from classes 12A2 and 12A3 for a study.
Both groups of students completed a pretest on reading, which consisted of 30 multiple-choice questions focused on comprehension and cloze tests The pretests were evaluated using an answer key, and the results were recorded for future reference.
A comprehensive course was developed for the experimental group using online authentic materials, which included diverse activities and exercises based on selected texts While the experimental group engaged in extensive reading with these authentic resources, the control group continued with traditional materials found in the "English 12" Students' Workbook.
The experimental group met weekly on Fridays for optional lessons, where the teacher provided hand-outs of online reading texts from www.newsinlevels.com Students were tasked with reading these texts extensively and answering accompanying questions Additionally, they were encouraged to independently watch videos on the same website and engage in related activities This approach aimed to enhance all four language skills, including reading, listening, speaking, and writing.
Finally, after a period of 10 weeks, the students of both groups took the posttest so that the researcher could see if there were any differences in the two groups’ results
Table 3: An overview of an extensive reading program:
Week Title of the text Topic Activities
1 Girl is saved Everyday life Write a summary of the text
Sports Talk about your favourite footballer
3 Boy hits a painting Everyday life Write a summary of the text
List some causes of air pollution in big cities
5 End of one-child policy
Population Discuss the equality between men and women in modern society
6 Attacks in Paris World Peace Write a paragraph of about 150 words about your ideal world
7 The rich are helping people
Charity Discuss the question: Why do people do charity?
Talk about some measures to protect wildlife
9 Old wreck is found Discovery Write a summary of the text
10 Joke about a clever blonde woman
Funny story Retell the story
Summary
This chapter outlines the methodological framework of the study, justifying the use of action research design It details the research questions, the pre-test and post-test assessments, and questionnaires employed for data collection Additionally, it describes the participants involved, the data collection process, and the data analysis methods utilized to address the two research questions.
In the next chapter, there will be a presentation of the findings of the study and a discussion of the two research questions raised in this study.
FINDINGS AND DISCUSSION
Initial data
The initial results helped to confirm the problem, to find out the causes of the problem so that an action plan could be prepared
The initial data consist of the results from the pre-questionnaire as shown in the following table
Table 4: The levels of students’ interest in reading lessons, their needs and their attitudes toward reading skills
Agree Neutral Disagree Strongly disagree
1 I like reading lessons because they’re very interesting
2 I’m interested in the topics of the reading texts in the textbook
3 It will be helpful if the teacher introduces me more interesting and updated materials for reading
4 I would like the teacher to give me real-life reading texts such as news reports and
9 10% articles from newspapers on the Internet
The pre-questionnaire revealed insights into students' interest levels in reading lessons, highlighting their needs and expectations The data indicates that students generally held negative attitudes towards these lessons.
A recent survey revealed that 58% of participants expressed a dislike for reading lessons, while 17% were uncertain about their feelings towards them Only 24% of those surveyed indicated an interest in reading lessons, highlighting a significant lack of enthusiasm for this educational component.
The cause of the problem might be a lack of interest in the topics of the reading texts
A great number of participants (67%) said they did not like these topics Only 22% of them agreed that the topics of the reading texts were interesting and 11% had neutral opinion
A significant 74% of students expressed a desire for updated reading materials, while 23% showed hesitance toward engaging with real-life texts from the Internet This indicates the importance of balancing the difficulty levels of reading materials when designing the course.
In short, the step of analyzing the students’ interest in reading lessons and their needs and expectations is crucial when designing the course.
Research question 1
The statistical analysis of the pretest and posttest scores (see Appendix 3) was aimed to answer the first research question:
- To what extent do authentic materials help to improve EFL high school students' extensive reading ability?
Table 5 Significant difference between the pretest mean scores of the students taught using traditional method and that of those using authentic materials in the teaching of extensive reading
Table 2 highlights a significant difference in the pre-test mean scores between students taught using traditional methods and those using authentic materials for extensive reading The findings indicate no significant difference, as the obtained P-value of 0.657 exceeds the threshold P-value of 0.05, suggesting that both teaching methods yield similar pre-test results This outcome reflects that students' abilities are at a fair level.
Table 6 Significant difference between the post-test mean scores of the students taught using traditional method and that of those using authentic materials in the teaching of extensive reading
Table 3 highlights a significant difference in post-test mean scores between students taught using traditional methods and those utilizing authentic materials for extensive reading The findings indicate a statistically significant difference, with a P-value of 0.000, which is lower than the threshold P-value of 0.05 This suggests that the mean scores of students using traditional methods differ significantly from those using authentic materials in their extensive reading instruction.
This implies that the experimental group performs better than the control group
Table 7 Significant effect of authentic materials in the teaching of extensive reading
The comparison of mean scores indicates that students taught with authentic materials showed significant improvement, with a post-test mean score of 6.9 (SD = 0.98) compared to a pre-test mean score of 5.5 (SD = 1.10).
The study's findings indicate a significant difference between pre-test and post-test results when using the experimental method, with a P-value of 0.000, which is below the threshold of 0.05 This demonstrates a significant effect of authentic materials on extensive reading instruction Consequently, the use of authentic materials is proven to be effective in enhancing extensive reading skills among EFL high school students, thereby confirming the study's hypothesis.
Research question 2
- What are the students' attitudes towards authentic reading materials?
To answer the second research question, the results from the post-questionnaire administered to students in the experimental group were analyzed
3.3.1 Students’ attitudes towards authentic materials
Mean Sd Df t-value P-value
Table 8: Students’ attitudes towards authentic material program
Agree Neutral Disagree Strongly disagree
1 Authentic materials gave me more pleasure in learning reading
2 The use of authentic materials in learning didn’t make reading more pleasant
3 While reading authentic materials, I can have a chance to learn new vocabulary and structures
4 The use of authentic materials didn’t help to expand my grammar and vocabulary
5 While learning with authentic materials, I can understand the way native speakers use the language and learn many different uses of languages, which helps me acquire the language more accurately and fluently
6 While reading authentic texts, I have no difficulty getting the main ideas
7 While reading the authentic texts, I sometimes feel discouraged by the difficult language items
8 Authentic materials helped to improve my reading skills
9 Authentic reading texts helped me improve other language skills like speaking, writing and listening
10 My background knowledge has been broadened thanks to authentic texts
The study utilized a 10-item questionnaire to assess participants' evaluative attitudes toward the program To ensure the validity and reliability of the responses, the items included both positive (1, 3, 5, 6, 8, 9, 10) and negative (2, 4, 7) statements.
4, 7) items were used Some items were to examine the effects of the course on the students’ motivation and interest in reading; and the rest on their language competence
A significant majority of students in the experimental group, accounting for 84%, found the authentic reading texts to be more engaging than those in traditional course books In contrast, only 9% expressed disagreement with this sentiment, while 7% remained uncertain in their opinions.
A significant majority of students, accounting for 75%, expressed that engaging with authentic texts not only provided enjoyment but also offered valuable opportunities to learn new vocabulary and structures Conversely, 14% disagreed with this perspective, while 11% remained undecided on the matter.
In a recent study, 91% of students in the experimental group expressed strong agreement that engaging with authentic texts enhanced their understanding of native speakers' language usage This exposure allowed them to learn various language applications, significantly improving their accuracy and fluency in language acquisition.
A significant majority of students, accounting for 69%, reported no difficulty in grasping the main ideas while reading authentic texts However, 24% expressed disagreement with this sentiment, and 7% remained uncertain about their reading comprehension.
Over half of the students in the experimental group reported that challenging language can occasionally hinder their engagement with authentic texts In contrast, approximately 24% disagreed with this sentiment, while 20% remained uncertain in their judgment.
A significant majority of participants, accounting for 80%, reported that the use of authentic materials significantly enhanced their reading skills Additionally, they noted positive impacts on their speaking, writing, and listening abilities as a result of the authentic material program.
It was interesting to find that up to 93% of the students confirmed that their background knowledge was widened thanks to this course
The findings from the initial post-questionnaire indicate that most students in the experimental group perceived authentic materials as more engaging and beneficial compared to traditional reading texts A significant number of participants reported that real-life reading materials significantly enhanced their reading skills, as well as their background knowledge and other language abilities However, a portion of the students expressed challenges in navigating these authentic texts.
The next section will investigate the students’ suggestions for the future program
3.3.2 Students’ suggestions for future program Table 9: Students’ suggestions for future program
Agree Neutral Disagree Strongly disagree
1 The program should be applied in other language skills
2 Students should be exposed to authentic materials earlier
3 If this program does not continue in the next semester, I’ll keep exploiting authentic materials for extensive reading
4 The teacher should choose the reading materials more carefully
5 The instructions for activities of reading these texts should be explained more clearly
As shown in Table 6, the suggestions focus on making the program better in the future
A significant 88% of students advocated for the program's implementation across other language skills, with a similar proportion expressing a desire for earlier exposure to authentic materials Additionally, the same percentage confirmed their intention to continue utilizing authentic texts for extensive reading, even if the program were to conclude.
One-third of students believe that authentic reading materials need to be selected more thoughtfully, as many find these texts challenging due to unfamiliar and complex language elements.
Finally, 46% of the students from the experimental group recommended that the teacher should help students to read these texts with more guidance
What can be drawn from this finding is that changes should be made only to some components of such a future program
In conclusion, exposing learners to authentic materials for extensive reading proved effective in enhancing reading skills and boosting interest While learners generally held positive views on the use of authentic texts, they occasionally faced challenges in comprehension due to unfamiliar and complex language elements.
Students exposed to authentic materials demonstrated significantly enhanced reading skills compared to those taught exclusively with textbooks.
A detailed summary of the study is given in Table 10 In the table, the research questions, data sources, data collection methods and findings can be observed
Table 10: Summary of the Research Findings
Data sources Data collection method
1 Achievement Experimental and Control groups
- No difference in the Pretest scores
- A significant difference between the experimental and control groups’ gain scores in the Posttests
Questionnaire - Motivating and enjoyable; however, sometimes difficult and discouraging
In conclusion, this study highlights key findings while acknowledging the limitations of the action research conducted It also offers recommendations for future research directions and reflects on the author’s professional growth resulting from the research experience.
Conclusion
Students at B Phu Ly High School are facing significant challenges with low reading scores This action research aims to enhance their extensive reading skills by utilizing authentic materials, while also exploring students' attitudes towards these resources.
In a ten-week course featuring ten authentic extensive reading texts, the researcher successfully enhanced students' reading skills while also examining their attitudes toward authentic materials The positive scores and feedback from students regarding the authentic texts have provided significant encouragement to the researcher-teacher.
Firstly, the results of the study revealed that the authentic reading materials were found effective in improving students’ achievement and stimulating students’ interest in reading
The study revealed a notable difference in the average scores between the pretest and posttest for the experimental group, indicating that students who engaged with authentic reading materials demonstrated significant improvement in their language skills.
The questionnaire results revealed that students were enthusiastic about reading texts in natural contexts, such as news reports and articles They believed that this approach would enhance their reading, language skills, and background knowledge, ultimately leading to fluency akin to that of native speakers While the majority had a positive attitude towards using authentic materials, some students expressed concerns about the difficulty of the language in these texts, finding them challenging to comprehend.
The findings from the questionnaire revealed that many students expressed a willingness to engage with authentic materials, motivated by their appeal and practicality.
In conclusion, the analysis of pretest and posttest scores, along with questionnaire feedback, demonstrated a significant positive impact of authentic reading materials on students' language competence Furthermore, the program was met with favorable opinions and positive attitudes from the majority of students.
Based on these findings, the implications, limitations of the study and some suggestions for further research will be presented in the next section.
Implications
Using authentic materials for extensive reading can significantly enhance student success, but careful selection is crucial While these materials can boost interest, they may also diminish it if not aligned with students' preferences Understanding students' needs and interests is vital; if they dislike the text subjects, engagement becomes challenging Additionally, the complexity and length of the texts must match students' achievement levels to maintain motivation and effectiveness.
In an authentic material-based class, learner autonomy should take precedence over teacher autonomy, as it fosters more effective language acquisition When students engage with texts independently or collaborate frequently with peers, they enhance their speaking skills, using language as a means of self-expression Consequently, it is essential to encourage students to become proficient users of the target language.
To enhance the effectiveness of extensive reading classes, it is crucial to allocate ample time for students to engage in discussions and ask questions about the text This approach allows for a clearer understanding of complex structures and concepts, ensuring that students can thoroughly analyze the material presented.
Authentic reading materials should be integrated with vocabulary instruction and other language skills These texts serve as valuable resources for creating diverse activities that enhance listening, speaking, and writing abilities Additionally, they contribute to improving pronunciation and expanding vocabulary, fostering a comprehensive language learning experience.
Limitations of the study
The study makes some beneficial contributions to the reading skill teaching and learning Still, it has some limitations as follows
Firstly, as an action research with its typical characteristics defined as
This study's findings may lack generalization due to a limited sample size of only 45 students, which restricts the ability to fully assess the impact of authentic materials on reading skills across various proficiency levels While the intervention showed success within the researcher’s class, its applicability to other classes, levels, and contexts remains uncertain, resulting in inherently limited research implications.
The inability of the researcher to control all variables, including students' interest and time spent on each text, leaves the question of whether authentic materials enhance reading skills partially unresolved Improvements in students' reading abilities may be influenced by additional factors such as positive attitudes, dedicated time, or the acquisition of other skills.
Despite thorough research, some questions remain unanswered, such as whether teachers should exclusively use authentic materials for extensive reading or if this approach may lead to student boredom due to repetitive activities.
The study has opened some directions for future research:
- This study may be applied with similar or different population content in broader sample sizes
- Similar studies can also be conducted with varying language proficiency levels and wider ranges of ages
- There can be a study on the effects of authentic materials on the teaching and learning of other language skills
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APPENDIX I: PRE-QUESTIONNAIRE FOR STUDENTS
I have been learning English for … years
Please choose one degree from 5 to 1 and tick the appropriate column for the following statements
1 I like reading lessons because they’re very interesting
2 I’m interested in the topics of the reading texts in the textbook
3 It will be helpful if the teacher introduces me more interesting and updated materials for reading
4 I would like the teacher to give me real-life reading texts such as news reports and articles from newspapers on the Internet
CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH
Giới tính: Nam/ Nữ Tuổi: ……
Số năm học tiếng Anh: …
Em hãy đánh dấu vào cột thể hiện ý kiến của mình về các nhận xét sau đối với các giờ học đọc môn tiếng Anh trong trường THPT:
1 Em thích các giờ học đọc vì chúng rất thú vị
2 Em thích các chủ đề của các bài đọc trong sách giáo khoa
3 Em muốn thầy cô giới thiệu thêm những tài liệu thú vị hơn và cập hơn
4 Em muốn thầy cô cung cấp thêm những bài đọc thực tế như bản tin, bài báo từ mạng Internet
APPENDIX II: POST-QUESTIONNAIRE FOR STUDENTS
This questionnaire aims to gather your insights and expectations about authentic materials for extensive reading Your honest feedback is crucial for the study's success Thank you for your participation.
Please choose one degree from 5 to 1 and tick the appropriate box for the following statements
1 Authentic materials gave me more pleasure in learning reading
2 The use of authentic materials in learning didn’t make reading more pleasant
3 While reading authentic materials, I can have a chance to learn new vocabulary and structures
4 The use of authentic materials didn’t help to expand my grammar and vocabulary
5 While learning with authentic materials, I can understand the way native speakers use the language and learn many different uses of languages, which helps me acquire the language more accurately and fluently
I have no difficulty getting the main ideas
7 While reading the authentic texts, I sometimes feel discouraged by the difficult language items
8 Authentic materials helped to improve my reading skills
9 Authentic reading texts helped me improve other language skills like speaking, writing and listening
10 My background knowledge has been broadened thanks to authentic texts
11 The program should be applied in other language skills
12 Students should be exposed to authentic materials earlier
13 If this program does not continue in the next semester, I’ll keep exploiting authentic materials for extensive reading
14 The teacher should choose the reading materials more carefully
15 The instructions for activities of reading these texts should be explained more clearly
Câu hỏi khảo sát học sinh
Phiếu điều tra này khảo sát tác động của tài liệu nguyên gốc trên Internet đối với kĩ năng đọc mở rộng của học sinh và ý kiến của các em về loại tài liệu này Sự tham gia và kết quả khảo sát sẽ góp phần quan trọng vào nghiên cứu và nâng cao chương trình giảng dạy tiếng Anh trong Nhà trường Thông tin cung cấp sẽ được bảo mật và không ảnh hưởng đến kết quả học tập của các em Chúng tôi mong các em trả lời trung thực các câu hỏi trong phiếu khảo sát.
Xin trân thành cảm ơn sự cộng tác của các em!
Em hãy đánh dấu vào cột thể hiện ý kiến của mình về các nhận xét sau đối với môn tiếng Anh trong học kì I vừa qua:
1 Các tài liệu nguyên gốc mang lại cho em niềm vui thích trong việc học kĩ năng đọc
2 Việc sử dụng các tài liệu nguyên gốc không giúp cho việc đọc thú vị hơn
3 Em có cơ hội học thêm từ vựng và cấu trúc mới khi đọc những bài tiếng Anh nguyên gốc
4 Việc sử dụng tài liệu nguyên gốc không giúp em mở rộng vốn từ vựng và ngữ pháp
5 Những bài tiếng Anh nguyên gốc giúp em học được nhiều các sử dụng ngôn ngữ khác nhau Điều đó giúp em lĩnh hội được ngôn ngữ này một cách chính xác và trôi chảy
6 Em không gặp khó khăn gì khi đọc hiểu ý chính các bài đọc nguyên gốc
7 Đôi khi em cảm thấy nản lòng khi đọc những bài tiếng Anh nguyên gốc vì ngôn ngữ khó hiểu
8 Các tài liệu nguyên gốc giúp em cải thiện kĩ năng đọc
9 Các bài đọc nguyên gốc giúp em nâng cao cả các kĩ năng ngôn ngữ khác như nghe, nói, viết
10 Các bài đọc nguyên gốc còn giúp em mở rộng kiến thức nền
11 Chương trình này cũng nên được áp dụng vào các kĩ năng ngôn ngữ khác
12 Học sinh nên được tiếp xúc sớm hơn với các tài liệu nguyên gốc
13 Nếu khóa học này kết thúc, em sẽ vẫn tiếp tục đọc thêm các bài nguyên gốc trên Internet
14 Thầy cô nên chọn tài liệu đọc nguyên gốc một cách kĩ càng hơn
15 Thầy cô nên giải thích rõ hơn các hoạt động đọc dành cho các bài đọc này
APPENDIX III: AN INTERVENTION COURSE
10 authentic texts and designed activities
A seven-year-old Colombian girl, who was missing for nearly three weeks in Tayrona Park, has been found alive She disappeared while collecting coconuts with her parents in northern Colombia's natural reserve After an extensive 18-day search involving hundreds of officers, she was located in an abandoned hut following an anonymous tip to her family.
Authorities are investigating the mysterious disappearance of a seven-year-old girl who was found in an abandoned hut after surviving a harrowing ordeal in the jungle She was discovered in poor condition, with injuries on her feet suggesting she had traveled long distances The girl has since been reunited with her worried parents on her way to the hospital for medical treatment Questions remain regarding an anonymous call to the police and how she managed to survive alone in the wilderness.
* Difficult words: tip-off (a piece of information), abandoned (without any people), hut (a small, simple building), ordeal (a terrible experience), amid
(among; in the middle of)
* Activity: Write a summary of the text
Text 2: Ronaldo wins another Golden Shoe
Cristiano Ronaldo has made history by winning the European Golden Shoe award for the fourth time, becoming the first player to achieve this milestone Despite this remarkable accomplishment, the driven Real Madrid striker expresses that he still seeks more success in his career.
I am always striving for more, despite already having four boots My desire extends to a fifth and sixth pair, reflecting my ambition for collective success with the team To me, Real Madrid is the greatest club in the world, and it is essential to win titles every year This season will be no exception.
The award recognises Cristiano as the top scoreer in Europe’s domestic leagues He scored 48 goals in 35 appearances for Real last season, edging out Barcelona’s
Lionel Messi who netted 43 goals in 38 outings
The sports star picked up the trophy along with his son Cristiano Junior at a ceremony in Madrid
Ronaldo became Real Madrid’s top scorer in history in September, surpassing Raul Gonzalez with 324 goals
In the competitive landscape, it is essential to bag opportunities that arise within the domestic market Companies strive to net significant gains while aiming to edge out their rivals by small margins To achieve success, businesses must consistently surpass expectations and deliver superior results, ensuring they remain a step ahead in their industry.
* Activity: Talk about your favourite footballer
A visit to an art museum in Taiwan nearly became an expensive mistake for a child who accidentally damaged a $1.5 million painting by losing his balance and putting his hand through it.