TẠP cai CÔHG THÍtíNG
THE EFFECTIVENESS OF USING
AUTHENTIC MATERIALS IN TEACHING GRAMMAR FOR SECOND-YEAR ENGLISH
MAJORED STUDENTS
• NGUYEN THI THU HANG
ABSTRACT:
There is a great deal of research efforts in investigating the considerable importance of using authentic materials to second language teaching. Simultaneously, the use of authentic materials in teaching grammar in the course of English as A Second Language (ESL) for students is also a discussed subject. However, few studies look into the effectiveness of using authentic materials in enhancing students’ performance in grammar tests as well as improving their motivation for learning grammar. This study is conducted to fill these gaps. Seventy-six English majored students participated in this study. The study collected and analyzed data from the pre-test and post-test, and from a questionnaire. The study found that the use of authentic materials in grammar classes helps most of the students improve their results in grammar tests and increase their motivation for learning grammar.
Keywords: authentic materials, grammar, motivation, students’ performance, grammar tests.
1. Introduction
It is undeniable that a firm grasp of grammar is essential to attain linguistic competence as well as to "facilitate communicative economy” [14].
Teaching grammar, thus, is considered an essential aspect of foreign language instruction [4], which has resulted in a diversity of studies on applying different useful techniques in grammar classes.
Anderson (2005) advocates for context-based grammar teaching when asserting that teaching grammar in context establishes a close connection between grammar rules and language in real life [1]. On the contrary, grammar teaching was traditionally defined by Hedge (2000) as implementing two techniques, namely "presenting grammar” and "practicing grammar” [10]. Use of authentic materials in grammar lessons is also the
subject to discussion. Eun (2010) was in totally favor of using audio aids and authentic materials to eliminate a longer tedious as well as to create an interesting and dynamic learning atmosphere [6].
The foregoing review of literature indicates that a variety of techniques have been employed to grammar teaching with an aim of getting students to be in such a valuable experience of learning grammar. However, there has been little investigation of the effectiveness of using authentic materials in teaching grammar for second-year English majored students. The impacts of the technique on students’ motivation and grammatical competence should be taken into consideration. It is in this context that the study was undertaken to capture valuable insights into the effectiveness of using authentic materials in teaching grammar.
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2. Literature review
2.1. What are authentic materials?
Kilickaya (2004) defines authentic materials as the exposure to real language used in its own community [11], In addition, Peacock (1997) confirms that authentic materials “have been produced to fulfill some social purposes in the language community." Extending this argument, Nunan (1999, p.80) [13] takes direct issue with Peacock’s (1999) perspective on the definition of authentic materials. He argues that authentic materials refer to English books, novels, or articles that have been produced by an English-speaking author to people in a native country, so the language used has not been modified or simplified in any way. In light of these notions, authentic materials are used in ESL classes with an aim at closing the language gap between classroom knowledge and real life [12].
Vaiciuniene and Uzpaliene (2010, p.95) made a great contribution to the literature on indicating three major sources of authentic materials: daily objects, broadcast texts and websites [20].
According to them, business cards, bank leaflets, receipts, financial statements, register forms, emails etc. belong to daily objects while newspapers, journals, TV and radio programs, films., documentaries, literature etc. are categorized into broadcast texts. Websites are undoubtedly becoming more and more preferred now that they provide a constantly up-to-the- minute environment [21],
2.2. The merits of using authentic materials in ESL classes
The usefulness of authentic materials has ever been acknowledged by a great number of researchers. Authentic materials are favored over textbook materials thanks to its positive impacts on students’ communicative competence and learning motivation. The study of one-year experiment conducted by Gilmore (2007) indicates the improvement of learners’ communicative capacity when exposed to authentic materials since they provide “a ready resource of natural or authentic, texts for language learning.” [7, 15]. Other experts of language teaching and pedagogy share Gilmore’s belief in the effectiveness of authentic materials in enhancing students' communicative competence. Guariento & Morley (2001) contend that applying authentic materials in ESL classes to
simulate real world in the classroom leads to communicative movements [8].
Another plus point of incorporating authentic materials in ESL classes is an increase in learners’
motivation. Guariento & Morley (2001) asserts that authentic materials are in use of enhancing students’ motivation for language learning thanks to their exposure to real language. The idea has been confirmed in a variety of empirical studies.
Nutnail as cited in Berardo (2006) contends that
“authentic texts can be motivating because they are proof that the language is used for real-life purposes by real people.” Reportedly, a great source of different authentic texts facilitates finding materials that interest learners and as a result encourage them for further learning [3].
In term of grammar teaching, implementing authentic materials in grammar classes is considered as a way to help students to recognize the samples of English used by its native speakers in their daily situations [12]. Additionally, students would be more communicative in classroom activities. It was the notion mentioned in the recent studies that aroused the writer’s interest in using authentic materials in teaching some grammatical structures in her class,
2.3. The challenges of incorporating authentic materials in ESL classes
Reportedly, authentic materials are widely favored because of their genuine contexts providing authenticity for classroom activities. Nevertheless, there are ongoing debates over the use of authentic materials in ESL classes. A lot of researchers point out several challenges when applying authentic materials in classes. Martizen as cited in Berardo (2006) asserts that good knowledge of cultural background is required to understand the authentic text since authentic materials may be culturally biased. Additionally, decoding the texts is a really challenging task for lower-level students due to a mix of different structures in authentic materials [8], According to Richards (2001), another challenge of using authentic materials is a burden for teacher in setting the materials fit to learning objectives, students’ interest and needs as well as in decoding the texts before classes [16].
2.4. Some concerns for applying authentic materials in ESL classes
The literature reviewed around the challenges that students and teachers can encounter when
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authentic materials are used in their classes has aroused a lot of research efforts on what teachers should take into consideration in the application of authentic texts. Senior (2005) highlights that one of the primitive concerns is a specific purpose of bringing the materials into the classroom: “...we need to have a clear pedagogic goal in mind: what precisely we want our students to learn from these materials.” [17], It is the purpose that guides teachers towards a smart choice of materials that are congruent with the lesson objectives and the students’ needs.
A lot of scholars have considered the selection of authentic materials is one of the most important aspects that teachers should pay undivided attention. Haley and Austin (2001) assert that this is a very challenging activity [9]. Berardo (2006) clarifies the statement with the idea that three factors: suitability of content, exploitability, and readability should be taken into account when teachers select authentic texts. Specifically, the content of a text is considered suitable when it interests the students, is compatible with their needs and abilities, as well as is culturally relevant to the students’ experience [2|. Exploitability is described as the way in which authentic materials are used to develop students’ competence while readability refers to the language of the text and the difficulty of structures and lexical items (Bernardo.
2006). Furthermore, Rogers and Medley as cited in Pandian (2011) mentions quality, appropriateness, and naturalness of the language as three other factors to be considered for material selection while Shomoossi et al. (2007) point out the context of use needs, the goals and interests of participants as vital aspects for identification of authentic materials 118],
2.5. The objectives of the study
A great number of studies conducted into the implementation of authentic materials in ESL classes have asserted the outstanding merits of these materials in enhancing students’
performance as well as motivating them in language learning. Nonetheless, a deep investigation into the positive influence of utilizing authentic materials in teaching grammar is given scant attention. Hence, the study was carried out to fulfill the gap in the literature.
The purpose of the study is twofold. First, this study will assess the effectiveness of authentic
materials in improving students’ grammar acquisition. Second, it is used to investigate students' perceptions on the implementation of authentic materials in grammar classes. In relation to the objectives of the study, the following research questions have been formulated.
1. Are there any improvements on students' performance in grammar tests when utilizing authentic materials in teaching grammar?
2. To what extent, do authentic materials affect students’ motivation in grammar learning?
3. Methodology 3.1. Research approach
The relevant literature reviewing research methodology gives the writer ideas of choosing a suitable approach to conducting the research into the effectiveness of authentic materials in enhancing students’ performance in the grammar tests. A T-test was administered to both experimental and control groups in order to determine "how common a phenomenon is, detect associations between measured variables and make generalizations" [5] via a large sample size.
Besides the researcher delivered a questionnaire to find out more information related to students' perceptions on the implementation of authentic materials in grammar classes. The mixed method approach, thus, is useful to “capitalize on the strengths of each approach” and "offset their different weaknesses” [19],
3.2. Context and participants
The study was conducted with the participation of two classes of seventy-six second-year English majored students who had completed the course Grammar One in the previous semester and continued the course Grammar Two in the third semester. Their score of the final exam of Grammar One was mainly around average with slightly over 60% of D and 20 % of c. Only 5%
students got A, while the number of students got B was nearly 15%. In addition, the researcher had witnessed their remarked reluctance to learn grammar in the previous course. It appeared that the short - term benefit to pass the exams was the sole factor motivating them to work. It was the situation that forced the writer to conduct a study on the effectiveness of authentic materials in grammar classes.
The research was carried out during the 15-week course of Grammar Two in the third semester with
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six grammatical patterns including Tenses, Conditional Sentences, Passives, Participles, Prepositions and Phrasal verbs. The two classes were taken as an experimental class and a control j class. The experimental class was taught Grammar Two with the implementation of authentic materials while the traditional grammar teaching method with presenting and practice was applied in the class of control class. After careful consideration, the researcher decided to use songs, cartoons, clips and articles from newspapers and magazines as authentic materials in teaching the above grammar structures to the experimental class.
3.3. Data collection and data analysis
The data collecting process started with delivering a T-test to both classes. At the beginning of the course Grammar Two, a pre-test with 50 multiple choice items was administered to both control and experimental classes to ensure the two classes have the same English level.
Subsequently, the treatment was carried out to teach the patterns to the experiment class during 15 weeks of the course Grammar Two. After the completion of the treatment, a 50 multiple choice item post-test was given to both classes at the end of the course to find out and determine students’
grammar acquisition on the six structures. To generalize the results, the SPSS statistics was applied as a tool analyzing the data.
In addition, a questionnaire succeeded the T-test in order to collect adequate data for the study since it is “an efficient way to gather larger amounts of data” (Hinchey, 2008). The researcher administered a questionnaire with seven rating
scale questions and three open-ended questions to 38 students of the experimental class to find out their perspectives on the implementation of authentic materials in teaching grammar. The analysis process was closely conducted through three steps: reading critically, interpreting, and drawing a conclusion. The study, subsequently, supported a logical conclusion on the issue raised in the research questions.
4. Results and discussion
4.1. The population of the treatment
The students’ pretest scores of both experimental and control classes were analyzed by using independent t-test through statistical product and solution (SPSS) in order to find out whether the initial grammar competence of two classes was in the same level. The result was shown in the Table 1.
The computation analysis of the independent t-test showed that the sig. of Levene's Test p value = 0.603 > 0.05, which means the equal variances assumed meaningful. Sig. (2-tailed) = 0.7 > 0.05, therefore, it obviously demonstrated that there was no significant difference between
Table 1. Comparison of pretest scores of experimental and control classes
Group N Mean std. Deviation std. error Mean
Pre-test Control group 38 5.0842 1.34858 .21877
Experimental group 38 5.2105 1.49283 .24217
Source: Author Levene’stest
of equality of variances
t-test of Equality of Means
t df Sig.
(2-tailed)
Mean difference
std. error difference
95% confidence Interval of difference
f Sig. Lower Upper
Pre -test
Equal variances assumed
.273 .603 -.387 74 .700 -.12632 .32635 -.77659 .58395
Equal variances not assumed
-.387 73.249 .700 -.12632 .32635 -.77670 .52406
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the means of pretest scores for both experimental and control classes. It, hence, can be concluded that the two classes belong to the same population and the procedure of teaching grammar using authentic materials can be implemented in the experimental class.
4.2. Effectiveness of authentic materials in enhancing students ’performance in grammar tests
In order to determine whether there was any improvement in students’ grammatical competence after the treatment, the pretest and posttest scores of the experimental class were analyzed using t-test of Paired Two Samples of Mean. The process was to test the two hypotheses.
The null hypothesis can be demonstrated as HO:
p 1 = p2, which means that there is no significance difference between the means of pretest and posttest scores. And the alternative hypothesis is Hl: pl * p2, which means the mean of posttest score is higher than pretest one. The computation analysis was shown in the Table 2:
As displayed in the table the sig. (2-tailed) of the Paired Samples Test is smaller than 0.05, so the null hypothesis HO is rejected, which means that there is a significant difference between the pretest and posttest scores of the experimental class. In addition, the mean difference between the score of pretest and posttest is -1.59211, which confirms that the posttest result was higher than the pretest result. It can come to a conclusion that there is a considerable improvement on the students’ grammatical competence after the implementation of authentic materials.
4.3. Comparative analysis of the pretest and posttest scores of the control class
The purpose of the analysis was to figure out the significant difference between the pretest and posttest of the control class. The statistical calculation was shown in the Table 3.
As demonstrated in the table, the sig. for the comparison of the average score of the pretest and posttest was p = .000 which was smaller than 0.05, so the mean of pretest is significantly different from that of the posttest. Moreover, the mean of pretest and posttest are 5.0842 and 5.9474 respectively, and the mean difference was around .86316. Therefore, it could be affirmed that the mean of posttest score was higher than the mean of pretest score.
4.4. Effects of authentic materials on students’
grammar acquisition
The data from posttest of two classes were analyzed and then compared by using t-test independent sample test. It was carried out to determine whether there was any significant difference in students' achievement on grammatical competence between the experimental class (treated by using authentic materials) and the control class (treated by not using authentic materials). The result of independent sample test in post-test can be seen in the Table 4.
The table demonstrates that sig. of the Levene's was .000 which is smaller than 0.05, so the Equal variances not assumed was taken into consideration. With the sing.(2-tailed) was 0.002
Table 2. Comparison of pretest and posttest of the experimental class
Mean N std. deviation std. error mean Correlation Sig.
Pair 1
ExperimentalPRE ExperimentalPOST
5.2105 6.8026
_________
38 1.49283
38 1.44137
.24217 .23382
.514 .001
Paired Differences
t df Sig.
(2-tailed)
Mean std.
Deviation
std. error mean
95% confidence interval of the Difference
Lower Upper
Pair experimental
Pre - experimentalPost -1.59211 1.44678 .23470 -2.06765
_____ _______________
-1.11656 -6.784 37 .000
Source: Author
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Table 3. Comparison of pretest and posttest scores of the control class
Mean N std. deviation Std. error mean Correlation Sig.
Pair 1 control_Pre control_post
5.0842 5.9474
38 38
1.34858 .76502
.21877 .12410
.354 .029
Source: Author Paired Differences
t df Sig.
(2-tailed)
Mean std.
Deviation
std. error mean
95% confidence interval of the Difference
Lower Upper
Pair control_Pre -
Control_post -.86316 1.29373 .20987 -1.28840 -4.113 -4.113 37 .000
Table 4. Comparison of the posttest scores of experimental and control classes
Group N Mean std. Deviation std. error Mean
Pretest control group 38 5.9474 .76502 .12410
Experimental group 38 6.8026 1.44137 .23382
Source: Author Levene’stest
of equality of variances
t-test of Equality of Means
t df Sig.
(2-tailed)
Mean difference
std. error difference
95% confidence Interval of difference
f Sig. Lower Upper
score Equal variances assumed
16.050 .000 -3.231 74 .002 -.85526 .26472 -1.38272 -.32781
Equal variances not assumed
-3.231 56.314 .002 -.85526 .26472 -1.38549 -.32504
which is smaller than 0.05, the finding rejected HO and simultaneously confirmed that the posttest scores of two classes were significantly different.
Additionally, the mean difference between the posttest of the experimental class and that of the control class was 0.85526, which means that the experimental class had higher result than the control class. Hence, the application of authentic materials obviously had a significant effect on the achievement of the experimental students.
4.5. Students’ attitudes towards the use of authentic materials in grammar classes
In order to investigate students’ attitudes
towards the use of authentic materials in teaching grammar, the questionnaire was given to thirty-eight students of the experimental class.
There were ten items in the questionnaire. Seven of them consisted of five optional choices, namely strongly disagree, disagree, neither agree nor disagree, agree, and strongly agree that were arranged from one to five of the Likert Scale.
Additionally, the other three were open-ended questions to get deeper information from the population. To analyze data from seven questions of the five-point Likert Scale, the descriptive analysis was used as could be seen in the Table 5.1,5.2:
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Table 5.1. Intervals of the five-point Likert Scale Questions Intervals Descriptions
1,2,3,4 5,6,7
1.00-1.08 Strongly disagree 1.81-2.60 Disagree
2.61-3.40 Neither agree nor disagree 3.41-4.20 Agree
4.21-50 Strongly agree
Source: Author
information related to the implementation of authentic materials in grammar class. First, the students’ responses to Question 8 regarding their favorite kinds of authentic materials were video clips, songs and magazines since they created interesting and unthreatening learning atmosphere.
Besides, they provided students with a vivid demonstration on how to use grammar patterns in real life.
Table 5.2. Descriptive Statistics of seven questions of the five-point Likert Scale
N Minimum Maximum Mean std. deviation
Question 1 38 2.00 5.00 3.9211 .99679
Question 3 38 2.00 5.00 3.6842 .90360
Question 2 38 2.00 5.00 3.9474 .80362
Question 4 38 2.00 4.00 3.2632 .60109
Question 5 38 3.00 5.00 3.9474 .73328
Question 6 38 2.00 5.00 3.8158 .80052
Question 7 38 2.00 5.00 3.7105 .95600
Valid N (listwise) 38
Source: Author
As shown in the table, Question 1 with the mean of 3.9211, the students asserted the effectiveness of authentic materials in helping them understand the grammar structures clearly. The confirmation of an interesting and motivating grammar class applied authentic materials in Question 2 was also determined with the mean of 3.9474. Obviously, the students agreed with the statement of Question 3 that authentic materials demonstrate how to use grammar structure vividly. With the mean around 3.7 of Question 5, Question 6 and Question 7, it could be concluded that the students were in favor of the implementation of authentic materials in grammar classes (Question 7) when asserting the usefulness of these materials in increasing their confidence in grammar exams (Question 5) thanks to longer term memory (Question 6). Overall, the means of 6 questions (except Question 4) are between 3.41 and 4.20, so it can be confirmed that the students are in agree level. In other words, they are in favor of the application of authentic materials in grammar classes when confirming the positive effects of these materials on their learning.
Three open-ended questions in the questionnaire were designed to obtain specific
The second concerning was the respondents' attitudes toward the positive effects of authentic materials on their grammar acquisition. As many as thirty-three students (87%) stated that the implementation of authentic materials in grammar class was helpful since the grammar structures were presented vividly in an exciting and creative way. Furthermore, they gained deeper insight into how to use these structures in speaking and writing thanks to the demonstration in newspaper, movies and songs. The students, hence, perceived grammar learning as a prerequisite for the acquisition of communicative competence as well as linguistic competence and felt highly motivated to learn grammar. Conversely, the other 13% or five participants thought that authentic materials distracted them from focusing on the main content of the lesson, as a result they easily forgot the main points after classes.
Question 10 concerned the students’ favor of applying authentic materials instead of traditional grammar teaching. 87 % respondents showed their agreement on the implementation of authentic materials in grammar classes. They explained that the positive effects of authentic materials in
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increasing their understanding of grammar structures, their motivation for grammar learning and their confidence in grammar exams convinced them to support the implementation of authentic materials in grammar classes.
5. Conclusion and suggestion
In conclusion, the findings of the research affirm that authentic materials are of use to improve students’ performance in grammar tests, which corresponds to the study of Berardo (2006) on the effectiveness of authentic materials in increasing students’ linguistic competence. In addition,. the implementation of authentic materials in grammar classes creates an interesting learning atmosphere in which students feel more interested in grammar lessons. Obviously, authentic materials provide students with perspicuous explanation of how structures are used through daily situations. In other words, they bridge the gap between classroom and the world outside; therefore, as displayed in the findings, they increase students’ motivation in grammar learning. This is corresponding to the investigation of Mestari (2016).
In terms of students' attitudes towards the application of authentic materials in grammar
classes, the data from the questionnaire showed that the students were in favor of the use of authentic materials in grammar teaching. They asserted that authentic materials assist them in comprehending the usage of grammar structures in different daily situations, which resulted in deeper understanding and more confidence in grammar tests.
However, the challenges of vocabulary and distraction from the main content of each lesson are the two key points that teachers should take into consideration when applying authentic materials in grammar classes. The level of vocabulary in each authentic material needs to suit students otherwise they may be demotivated in grammar classes.
Therefore, selecting suitable authentic materials is a priority of the application. Additionally, teachers should also concern the way in which they conduct grammar lessons with authentic materials. The procedure needs to be logic, smooth and productive.
It is obvious that there are some challenges when teachers apply new treatment in their classes;
nevertheless, teachers could minimize these challenges with a careful selection of authentic materials, a well-prepared lesson plan and a willingness to changes ■
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Received date: June 2,2021 Reviewed date: June 15,2021 Accepted date: June 28,2021
Author information:
NGUYEN THI THU HANG Van Lang University
HIỆU QUẢ CỦA VIỆC SỬDỤNG
NGỮ LIỆU THẬT TRONG VIỆC GIẢNG DẠY NGỮ PHÁP CHO SINH VIÊN NĂM THỨ HAI NGÀNH NGÔN NGỮ ANH
• NGUYỀN THỊ THU HẰNG Trường Đại học Vởn Lang
TÓM TẮT:
Từ trước tới nay, có rất nhiều công trình nghiên cứu về tầm quan trọng của việc sử dụng ngữ liệu thật trong giảng dạy tiếng Anh. Song song với đó, sử dụng ngữ liệu thật trong việc dạy ngữ pháp tiếng Anh cho sinh viên cũng là chủ đề được các nhà nghiên cứu quan tâm. Tuy nhiên, chỉ một số ít trong các bài nghiên cứu đó tìm hiểu về hiệu quả của ngữ liệu thật trong việc cải thiện kiến thức ngữ pháp cho sinh viên hoặc thúc đẩy động lực học ngữ pháp của họ. Nghiên cứu được tiến hành để làm rõ hai vấn đề trên. Với sự tham gia của bảy mươi sáu sinh viên ngành Ngôn ngữ Anh, nghiên cứu đã thu thập và phân tích dữ liệu từ bài kiểm tra trước và sau khi áp dụng ngữ liệu thật trong dạy ngữ pháp song song với phân tích câu trả lời của sinh viên từ bảng khảo sát. Kết quả tìm được cho thấy ngữ liệu thật giúp cải thiện kiến thức ngữ pháp của sinh viên, đồng thời thúc đẩy động lực học ngữ pháp của họ.
Từ khóa: ngữ liệu thật, ngữ pháp, động lực, kết quả thi của sinh viên.
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