teachers’ and students’ attitudes towards using of authentic reading materials in eit at binh thuan vocational college

STATEMENT OF AUTHORSHIP I, Tran Van Ty, certify that this thesis entitled, “Teachers’ and students’ attitudes towards using of authentic reading materials in EIT at Binh Thuan Vocational College”, is my own work Except where reference is made in the text of the study, this thesis comprises material published everywhere or extracted either in whole or in part from a thesis by which I have qualified for or been awarded another diploma or degree No other person’s work has been utilized without due acknowledgments in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2018 MR TRAN VAN TY i ACKNOWLEDGEMENTS I cannot express enough gratitude to my supervisor, Dr Le Hoang Dung, Dean of the Faculty of English Linguistics and Literature, for his mindful supervision My completion of the study would not have been occurred without my support of my family and colleagues, who gave me great help in sharing my own household chores as well as at work during the study Also, I am grateful to all my TESOL9 classmates, who were always beside me and helped me out of difficulties Last but not least, my special thanks for my wife, Khue Khuc Khanh Van I would not have been able to go beyond in accomplishing the thesis without her high sympathy and understanding ii ABSTRACT The utilization of authentic materials has been regarded as an effective teaching method through its great contribution to the enhancement of English reading for Information Technology Accordingly, the study on authentic materials would like to examine the teachers and IT students’ attitudes toward using authentic materials in IT reading class To achieve these objectives, relevant literature on background of authentic materials, reading comprehension and previous studies were reviewed in the theory chapter to shape the theoretical framework of the study The study was carried out at Binh Thuan Vocational College with the participation of 35 IT students and EFL teachers Mixed-methods research was employed in this study, i.e., both quantitative and qualitative data were collected from the questionnaire and semi-structured interview As for data analysis, descriptive statistics (e.g., mean, standard deviation, and frequencies/percentages) were used to analyze quantitative data, whereas qualitative data were analyzed through content analysis The findings showed that both teachers and students had positive attitudes on the effect of authentic materials in IT reading classroom apropos of suitability, naturalness, usefulness or exploitability However, while teachers believed the chosen materials embraced their readability, their students opposed to that From the research findings, it is recommended that the teachers should select the authentic supplementary materials readable and relevant to their students’ cognitive and proficiency levels iii TABLE OF CONTENT Page STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENT iv LIST OF TABLES viii ABBREVIATIONS ix CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Rationale for the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Background on authentic materials 2.1.1 Definitions 2.1.2 Authenticity of materials 2.1.3 The needs to authentic materials in language teaching 10 2.1.4 Challenges in the use of authentic materials 11 2.1.5 Criteria for choosing authentic materials 12 2.1.6 Adaptation of authentic materials 2.2 Understanding of reading 14 16 2.2.1 Definition of reading 16 2.2.2 Reading comprehension and English for Specific Purposes 17 2.3 Teachers’ and students’ attitudes 17 2.3.1 Definition of attitudes 18 iv 2.3.2 Components of attitudes 18 2.3.2.1 Affective attitude dealing with authentic reading materials 2.3.2.2 Behavioral attitude dealing with authentic reading materials 2.3.2.3 Cognitive attitude towards dealing with authentic materials 18 20 20 2.4 Previous studies regarding the use of authentic materials 21 2.5 Research gaps 25 2.6 Conceptual framework of the study 26 2.7 Chapter summary 27 CHAPTER 3: METHODOLOGY 28 3.1 Research method 29 3.2 Research site 29 3.2.2 Participants for the research 29 3.2.2.1 Students 29 3.2.2.2 Teachers 30 3.3 Description for reading syllabus in the currently used material 31 3.4 Research tools 33 3.4.1 Student Questionnaire 34 3.4.1.1 Rationale for employing questionnaire 34 3.4.1.2 Description of the student questionnaire 34 3.4.2 Interview 36 3.4.2.1 Rationale for interview 36 3.4.2.2 Description of the student and teacher interviews 36 3.5 Data collection process 37 3.5.1 Administering the questionnaires 37 3.5.2 Conducting teacher and student interviews 38 3.6 Analytical framework 39 3.6.1 Quantitative analysis for questionnaires 39 3.6.2 Qualitative analysis for interviews 39 v 3.7 Reliability and validity 39 3.7.1 Reliability and validity of questionnaire 40 3.7.1 Reliability and validity of interview 40 3.8 Chapter summary 41 CHAPTER 4: DATA ANALYSIS AND FINDING DISCUSSION 4.1 Data analysis 42 42 4.1.1 Data analysis of the questionnaire 42 4.1.1.1 Reliability of the questionnaire 43 4.1.1.2 The IT students’ attitudes on the suitability of authentic materials 43 4.1.1.3 The IT students’ attitudes on the readability of authentic materials 44 4.1.1.4 The IT students’ attitudes on the usefulness of authentic materials 47 4.1.1.5 The IT students’ attitudes on the form-related naturalness of 48 authentic materials 4.1.1.6 The IT students’ expectations on the future use of authentic 49 materials 4.1.2 Data analysis of the interview 51 4.1.2.1 Data analysis of the student interview 51 4.1.2.2 Data analysis of the teacher interview 58 4.2 Discussion 71 4.2.1 Discussion on research question 71 4.2.2 Discussion on research question 74 4.3 Chapter summary 77 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS 78 5.1 Summary of key findings 78 5.2 Recommendation for teachers and students 79 5.2.1 For teachers 79 5.2.2 For students 80 5.3 Evaluation of methodology 80 5.3.1 Strengths 80 vi 5.3.2 Limitations 80 5.4 Recommendations for further research 81 5.5 Chapter summary 81 REFERENCES 82 APPENDIX A.1: STUDENT QUESTIONNAIRE (ENGLISH VERSION) 85 APPENDIX A.2: STUDENT QUESTIONNAIRE (VIETNAMESE VERSION) 87 APPENDIX B.1: STUDENT INTERVIEW PROMPTS 89 APPENDIX B.2: TEACHER INTERVIEW PROMPTS 90 APPENDIX C: AUTHENTIC MATERIALS DOWNLOADED FROM INTERNET 91 APPENDIX D: CONSENT FORM (VIETNAMESE VERSION) 106 APPENDIX E: TEACHER INTERVIEW TRANSCRIPTS 107 APPENDIX F: STUDENT INTERVIEW TRANSCRIPTS 113 vii LIST OF TABLES Page Table 2.1 The Criteria for Using Authentic Materials in Language Teaching 14 Table 3.1 Demographic Information of Student Participants 30 Table 3.2 Demographic Information of Teacher Participants 31 Table 3.3 An Overview of Reading Materials Used in Class 32 Table 3.4 The Linkage between Research Questions and Research Instruments 33 Table 4.1 Reliability Analysis of Student Questionnaire (Cronbach’s Alpha) 42 Table 4.2 The IT Students’ Attitudes on the Suitability of Authentic Materials 43 Table 4.3 The IT Students’ Attitudes on the Readability of Authentic Materials 44 Table 4.4 The IT Students’ Attitudes on the Usefulness of Authentic Materials 47 Table 4.5 The IT Students’ Attitudes on the Form-related Naturalness of Authentic 48 Materials Table 4.6 The IT Students’ Expectations on the Future Use of Authentic Materials 49 Table 4.7 Results from Student Interview 51 Table 4.8 Results from Teacher Interview 58 viii ABBREVIATIONS TESOL: Teaching English to Speakers of Other Languages SPSS: Statistical Packages for the Social Sciences IT: Information Technology EIT: English for Information Technology M: Mean ESP: English for Specific Purposes MOLISA: Ministry of Labor, War Invalids and Social Affairs EFL: English as Foreign Language B.A: Bachelor of Arts M.A: Master of Arts BTVC: Binh Thuan Vocational College ix CHAPTER INTRODUCTION This study is intended to investigate the use of authentic reading materials to enhance students‘ EIT learning as well as investigate their attitudes towards this kind of materials This chapter starts with the general background for the study, research questions, purpose of the study, significance of the study, scope of the study, and organization of the study 1.1 Background of the study In today‘s demand of integration and globalization, the role of English language has become more and more essential when functioning as a bridge to gap the nations throughout the world In the Vietnamese context, English has been considered to be an automatically compulsory subject in professional at colleges and universities in order to ―provide a new tool of communication to gain scientific knowledge, advanced technology and so on for students in the period of the current globalization‖ (Le, 2005, p 67) In this respect, it is definitely necessary that learners should develop four skills, namely Listening, Speaking, Reading and Writing However, in the existing tertiary context of Vietnamese education, the reality of English teaching and learning reaches to an alarm to be wakened up According to Tran (2005) in her article of ―Factors affecting teaching and learning English in Vietnamese universities‖ published by Vietnam National University-Hanoi, she defined several problems affecting English language teaching and learning in Vietnam regarding the size of each class, traditional form– focused instruction rather than interactive teaching approach, and low English proficient levels of the majority students when entering university, and especially severe lack of authentic context for language study According to Hart (2003), English language learners need to be exposed to and have access to the same language by which native speakers typically use and communicate in a natural way In other words, materials in general play a crucial part in language learning and teaching, this accounts for the fact that discussions about the roles Most of the storage devices mentioned earlier are no longer used with today's computers which primarily use a hard disk drive or SSD to store information and have the options for USB flash drives and access to cloud storage Desktop computers with disc drives typically use a disc drive that is capable of reading CDs and DVD's and writing CD-R and other recordable discs What storage device has the largest capacity? For most computers, the largest storage device is the hard drive or SSD However, networked computers may also have access to larger storage with large tape drives, cloud computing, or NAS devices Below is a list of storage devices from the smallest capacity to the largest capacity Reading related to Operating system 101 Operating system (OS) Posted by: Margaret Rouse WhatIs.com Follow: This definition is part of our Essential Guide: Platform as a Service: Expert advice for selecting a PaaS vendor 102 An operating system (OS) is the program that, after being initially loaded into the computer by a boot program, manages all the other programs in a computer The other programs are called applications or application programs The application programs make use of the operating system by making requests for services through a defined application program interface (API) In addition, users can interact directly with the operating system through a user interface such as a command line or a graphical user interface (GUI) An operating system performs these services for applications: In a multitasking operating system where multiple programs can be running at the same time, the operating system determines which applications should run in what order and how much time should be allowed for each application before giving another application a turn It manages the sharing of internal memory among multiple applications It handles input and output to and from attached hardware devices, such as hard disks, printers, and dial-up ports It sends messages to each application or interactive user (or to a system operator) about the status of operation and any errors that may have occurred It can offload the management of what are called batch jobs (for example, printing) so that the initiating application is freed from this work On computers that can provide parallel processing, an operating system can manage how to divide the program so that it runs on more than one processor at a time All major computer platforms (hardware and software) require and sometimes include an operating system, and operating systems must be developed with different features to meet the specific needs of various form factors Common desktop operating systems: Windows is Microsoft‘s flagship operating system, the de facto standard for home and business computers Introduced in 1985, the GUI-based OS has been released in many versions since 103 then The user-friendly Windows 95 was largely responsible for the rapid development of personal computing Mac OS is the operating system for Apple's Macintosh line of personal computers and work stations Linux is a Unix-like operating system that was designed to provide personal computer users a free or very low-cost alternative Linux has a reputation as a very efficient and fast-performing system Windows operating systems have long dominated the market and continue to so As of August 2016, Windows systems had a market share of over 85 percent In contrast, Mac OS was at a little over percent and Linux was just over percent Nevertheless, Windows is losing market share from a long-held 90 percent and higher A mobile OS allows smartphones, tablet PCs and other mobile devices to run applications and programs Mobile operating systems include Apple iOS, Google Android, BlackBerry OS and Windows 10 Mobile An embedded operating system is specialized for use in the computers built into larger systems, such as cars, traffic lights, digital televisions, ATMs, airplane controls, point of sale (POS) terminals, digital cameras, GPS navigation systems, elevators, digital media receivers and smart meters 104 APPENDIX D CONSENT FORM (VIETNAMESE VERSION) Kính gửi Thầy Hiệu trưởng, trường Cao đẳng Nghề Bình Thuận Tôi tên Trần Văn Tỵ, giảng viên tiếng Anh Nhà trường, học viên cao học chuyên ngành Lý Luận Phương Pháp Dạy Học Bộ Mơn Tiếng Anh (Khóa 09), Khoa Sau đại học, trường Đại học Mở TP Hồ Chí Minh Hiện tơi tiến hành đề tài nghiên cứu để hồn thành chương trình thạc sĩ chuyên ngành giảng dạy tiếng Anh Đề tài nghiên cứu liên quan đến vấn đề sử dụng tài liệu thực tế (authentic materials) việc dạy tiếng Anh chuyên ngành Công nghệ thông tin Để thực đề tài này, Tôi cần tham gia số giảng viên tiếng Anh sinh viên Công nghệ thông tin Nhà trường Tôi viết thư này, mong nhận đồng ý từ phía Hiệu trưởng Nhà trường Nếu thầy đồng ý cho số giảng viên tiếng Anh trường sinh viên tham gia vào nghiên cứu này, thầy/ cô tham gia trả lời câu hỏi vấn, đồng thời em sinh viên điền vào phiếu khảo sát Câu trả lời quý thầy/ cô sinh viên được đảm bảo BÍ MẬT tên q thầy/ sinh viên không nêu phần báo cáo kết nghiên cứu Xin lưu ý việc tham gia vào nghiên cứu hoàn toàn TỰ NGUYỆN Nếu Thầy Hiệu trưởng Nhà trường đồng ý, xin ký vào thư Chỉ có người phép tiếp cận liệu nghiên cứu tôi– người tiến hành nghiên cứu khảo sát TS Lê Hoàng Dũng (Trưởng khoa-Khoa Ngữ Văn Anh-Đại học Khoa học Xã hội & Nhân văn TP.HCM), giảng viên hướng dẫn luận văn tơi Ngồi khơng có rủi ro liên quan đến khảo sát Đề tài xem xét chấp thuận khoa Sau đại học, trường Đại học Mở TP Hồ Chí Minh, số điện thoại văn phịng (+84) 28.39300.947 Cuối cùng, xin trân trọng cảm ơn trợ giúp quý báu Thầy 105 APPENDIX E TEACHER INTERVIEW TRANSCRIPTS Q1: In your teaching situation, how you seek, select and use authentic materials for your EIT class? M1: During the course, I am myself concerned about using authentic materials in order to motivate students Therefore, I not care how much time I spend surfing the web with an eye to seeking and selecting related materials, employing them for my EIT class by handing outs authentic materials for each student F2: In order to aid my successful teaching, by carrying out a thorough searching of teaching materials, I have a smart selection of picking authentic meterials whose topics are both relevant and of interest to all my students Moreover, it is necessary for me to provoke my students in dealing with the authentic materials chosen F3: In my teaching context, with a variety of resources available on the Internet which can aid and enrich my lessons, I downloaded and then made a careful choice of authentic materials reflecting a situation that students may encounter in their future work Likewise, the authentic materials selected much depend on the students‘ language proficiency level F4: With regard to my teaching situation, I am keen on mentioning authentic materials By going on the Internet, I seek as many websites consisting of needed information as possible about the materials for my EIT class Also, I read them and then choose carefully before handing out authentic materials for my students Of course, the best content of them needs to match their language proficiency level F5: In my opinion from teaching experience, I find it unnecessary for me to use authentic materials owing to the following reasons Firstly, the currently used teaching materials are interesting enough to attract my students Secondly, it consumes lots of time to prepare for lessons Also, authentic materials often go beyond my students‘ proficiency level because of their difficulty 106 Q2: How you think about the attraction of the used authentic texts on your students‘ interest in their learning EIT? F1: As far as I know, every student need be motivated in learning through the attraction of the used texts Moreover, when the texts are used in an authentic way they enhance my students to work harder F2: When being provoked to learn something new, students who are dealt with authentic materials feel like interacting with native speakers Also, if I am involved in using authentic materials every class, I can lead my students to the success in their learning and practice using English in the real-life F3: I can come to conclude that when the attraction of the used authentic materials happens, my students will be interested in them In addition, students learning with authentic materials can become successful in their future job M4: The attraction of used authentic materials is by far important because it decides whether students are sympathetic with their learning EIT or not In the same way, students can show their positive attitude toward teacher‘s lessons in class when being attracted to the materials So, the used authentic texts are vital to attract students learning with them F5: The majority of students in my EIT class is willing to be presented something new in class In this situation, they strongly express their agreement during the lesson when I bring to class the authentic materials From my point of view, the more attractive the materials are, the more interested in the students are It means when students have a chance to deal with the materials written in an authentic way, they show an attitude of approval in their learning, especially EIT Q3: To what extent you evaluate the suitability of the used authentic texts with your students‘ need in learning EIT? F1: Regarding to my EIT teaching, authentic materials should not be lost much of their suitability when used My students can greatly get a lot of benefits from authentic materials as long as such materials match students‘ needs For instance, the language proficiency level is fully satisfied by those texts, and the content of the used texts are relevant to the real world 107 F2: I am favor of using authentic materials based texts owing to their positive factors such as interesting topics, colorful images, eye-catching decorated layouts In addition, I highly appreciate and feel fully satisfied with the way the authentic materials are presented F4: Unlike the simplified course book materials, the materials used totally are in accordance with students‘ need in their EIT learning The authentic materials play an integral role in bridging between the students and outside‘s world Accordingly, the content of knowledge introduced in the used texts is engaging To give an example in this case, the used authentic texts not go beyond from the real life M5: Meeting my students‘ need in dealing with EIT requires the suitability of the used authentic texts I am currently using It reveals that I always show my approval of selecting approprite materials Likewise, the more similar the texts are to the outside of classroom, the more successful the lessons are Q4: What you think about the difficulty level of structures and the density of new words presented in the texts? Specify your answer F1: In order for there to be a fluent lesson, either the difficult level of structures or the density of new words presented in the texts is a risk in the English language learning environment since they may lose much of students‘ learning motivation Furthermore, students hardly ever chew and digest a quantity of new words given in the texts F2: My students may feel like facing difficult level of structures and various new words used in the texts Most of the used authentic texts I supplement comprise difficult structures in use However, I personally chop them into proper parts so that my students can keep their interests in learning F3: From my point of view, both the density of new words presented in the texts and difficulty level of structures may cause my low levels to have a hard time decoding the texts Additionally, a wide range of new vocabulary and difficult structures in the target language used in EIT class particularly and ESP in general may de-motivate students 108 M4: In my experiences of teaching, presenting a large amount of new words as well as difficult structures enhance my students‘ creativity since these lead them to nearer the real life By facing the things mentioned above, my students want to show their approval of EIT learning F5: As far as I am concerned, when presented a variety of vocabulary, especially in a certain field, students may be caused to de-motivated or even frustrated in their learning For me, the knowledge of the target language will either increase or decrease students‘ motivation when presented improperly Q5: What benefits that the authentic materials bring to your students during their learning EIT? F1: During my students‘ learning EIT, students are beneficial to the language used authentic materials I give an example of making my students show their interest in reading class when I presented a slide on the screen talking about colorful CDs Similarly, my students feel that they are interacting with the real speakers outside the world when dealing with authentic texts F2: During the course, my students are always keener on learning EIT on account of benefits the authentic materials bring to In order to make this clearer, showing their big approval of coming to class regularly is an example In the same way, my students can have lots of chances to develop their critical thinking in the target language, and bring the world to the class F3: I cannot deny that stars of benefits that authentic materials bring to my students in EIT learning Authentic materials expose my students to a variously beneficial voice to their language learning process They encourage my students to make much progress in learning Also, my authentic materials using in EIT class may reduce students a lot of study pressure via interesting magazines, eye-catching topics, etc F4: It stands to a reason that learning is going or not depends much upon using appropriate teaching materials And it is undeniable that authentic materials bring lots of benefits when gapping the bridge, shortening the distance between the real life and classroom atmosphere M5: The more authentic the used materials, the more beneficial to the target language the students are I am completely supportive of bring authentic texts to the class due to their varied benefits Students may show their confidence and motivation to read more in their future job 109 Q6: How you assess the naturalness of the language forms involved in the used texts? F1: Generally speaking, the language forms involved in the used texts look natural in terms of their lexical points and grammatical structures Besides, the way the structures are presented in authentic materials are strange to my students F2: Frankly speaking, the language forms involved in the used texts are natural enough to engage students whose majors are EIT Moreover, students are exposed to the real language based on the target language used by native speakers In a word, I highly appreciate about the language presented in a natural way F3: As far as I am concerned, it is unnecessary to present the texts which are natural because the simplified course book in use is included in such natural ways For instance, each unit in the currently used material involves in various topics M4: I am much interested in the used authentic texts owing to their naturalness Materials themselves reflect essential content of the knowledge However, when exploited reasonably, texts in authentic materials look more natural Their naturalness appears in both lexical words and grammatical structures F5: The more authentic the materials are, the more natural they bring The naturalness is presented in the way native speakers use Besides, it makes students apply in a natural way through lexical and grammar Q7: Are there any differences between the simplified course book and the authentic materials? F1: It is advisable that teachers use the authentic materials instead of the simplified course book since there are big differences between them The content of knowledge from authentic texts is more diverse Likewise, colorful images can be found in authentic texts F2: Definitely, there are differences between the simplified course book and authentic materials The grammar in the simplified course book contains well-formed sentences all the time meanwhile the latter ones contain the false starts, and even incomplete sentences F3: The language presented in the simplified course book is artificial but not found in authentic materials Furthermore, the information in authentic materials is more up-dated 110 F4: It is not debatable that authentic materials are not designed for learning purposes Therefore, the language structures and lexical in them are often newer to students pursuing However, they are beneficial to improving the communicative ways of the language M5: I couldn‘t agree more with a significant difference between the simplified course book and authentic materials used in class But it is more important to know that authentic-based materials may be motivating And using authentic materials can be beneficial to students who want to apply it for their future job Q8: For what purpose should the authentic materials be exploited? F1: As far as benefits bring, authentic materials should be reasonably exploited It means that the authentic materials need changing the class atmosphere through their interesting topics, like-reallife conversations had better not go beyond students‘ language proficiency levels M2: Exploiting authentic materials aims to make students feel much engaged and motivated in their EIT learning Students have an opportunity to join the English environment can be found outside the classroom In the hope of aiding students to get nearer the real language, authentic materials are supposed to help them show their confidence when in use F3: For me, because authentic materials are ones not designed for educational purposes, we should exploit them with care While the traditional course book is in use, authentic materials play their roles as a necessary supplementary By doing so, they may interest students, reducing as much study pressure as possible for students F4: Authentic materials are always brought to my EIT class I cannot deny their effectiveness I would like to show my approval of using and exploiting authentic materials with a view to engaging my students who want to master EIT They are not only fully satisfied with the currently used knowledge but aware of importance for their responsibility to learn later F5: I think that teachers should fully exploit the advantages of authentic materials In order to bridge a gap between the class and outside the world, authentic materials need to be exploited smartly by teachers Each student has his/her own aims, so it is highly time teachers joined hands in using authentic materials effectively 111 APPENDIX F STUDENT INTERVIEW TRANSCRIPTS Q1: How you think about the attraction of the used authentic texts on your interest in learning EIT? S1: In my opinion, I am totally interested in the used authentic texts on my EIT learning in reading class on account of their colors, layouts S2: I think the used authentic texts interested me more in learning EIT due to some factors such as layouts, colors and so on S3: From my point of view, I enjoyed being dealt with the used authentic texts on my interest in learning EIT because of their eye-catching S4: I personally like to learn with the used authentic texts in learning EIT because I have an opportunity to meet something like outside the classroom S5: For me, colorful images, beautifully decorated layouts, etc… are enough interesting to learn in EIT Q2 To what extent you evaluate the suitability of the used authentic texts with your need in learning EIT? S1: Of course, the used authentic texts are suitable to my need in learning EIT S2: I don‘t find any suitability of the used authentic texts with my need in learning with EIT S3: The used authentic texts suited/met my need in learning EIT S4: I highly appreciated the suitability of the used authentic texts basing on my need during the course with EIT S5: The used authentic texts are completely suitable to my need in learning EIT 112 Q3: What you think about the difficulty level of vocabulary and structures presented in the texts? Specify your answer S1: I think the vocabulary and structures presented in the texts are too difficult to answer them according to my level They are extracted from the newspapers or magazines written in high level S2: Most of the vocabulary and structures written in the texts are new to me They are presented in a real language by a group of certain native speakers S3: I find the vocabulary and structures are enough hard for me to understand the whole text because the majority of them are written in the spoken language and high level S4: From my point of view, both the vocabulary and structures are a bit difficult due to their languages utilized outside the classroom S5: Personally, I couldn‘t agree with the student 1more Q4: What benefits that the authentic materials bring to you during their > your learning EIT? S1: During my learning EIT, I got a lot benefits from authentic materials For example, the more I learn with the materials, the more interested in learning my specialization I felt S2: During the course, the authentic materials brought to me various benefits I am able to read many passages and understand them in a natural way S3: I am much interested in learning my specialization after dealing with the authentic materials S4: I cannot deny the advantages of authentic materials during my learning EIT because they brought me a variety of benefits S5: It is undeniable that the benefits that the authentic materials brought to me I have felt like dealing with since I knew them Q5: How you assess the naturalness of the language forms involved in the used texts? S1: When learning with the used authentic texts, I find most of the language forms written in a natural way like native speakers say 113 S2: The language forms involved in the used texts are written differently from what I have learnt in terms of structures and vocabulary S3: The used texts based on the naturalness of the language forms are clearly written They look like what are going on outside the world S4: I think that the language forms involved in the used texts keep high naturalness due to how the vocabulary and grammar are used S5: The way the language forms are naturally written can be heard or seen outside the classroom Q6: Are there any differences between the simplified course book and the authentic materials? If yes, in which aspects? S1: Yes, there are The simplified coursebook and the authentic materials are differently written The authentic materials often comprise updated information meanwhile the content from the simplified course books are included in old knowledge S2: Yes, definitely there are The layouts of authentic materials are eye-catching They look more attractive than those of the simplified course book S3: In comparison to the simplified course book, the authentic materials bring a wide range of texts in various topics S4: The way the structures in the strived materials are much longer and more boring than that in authentic materials S5: Yes, of course And they are professionally organized according to topics and events Q7: What you think teachers should to use authentic materials effectively? S1: In order to use authentic materials effectively, it is advisable that teachers should have a smart choice to present the materials we need to meet our needs S2: For me, it is of great importance that teachers employ and design authentic materials suitably 114 S3: I think that authentic materials should be chosen according to the topics as well as our language proficiency level S4: From my point of view, teachers need to use authentic materials with care in order to provoke our interests S5: To use effectively authentic materials, teachers had better not bring difficult texts, they should combine the strived materials and authentic materials concurrently instead 115 ... teaching reading in Binh Thuan province, in particular, at BTVC 24 2.5 Research gaps The body of literature representing the related works in the field of authentic materials, in spite of making... Understanding of reading 14 16 2.2.1 Definition of reading 16 2.2.2 Reading comprehension and English for Specific Purposes 17 2.3 Teachers’ and students’ attitudes 17 2.3.1 Definition of attitudes. .. form-related naturalness of authentic materials in 16, 17 18, 19, 20, 21, 22 EIT learning E The expectations of using authentic materials in EIT learning 35 3.4.2 Interview 3.4.2.1 Rationale for interview