The document discusses a study on the impact of using authentic texts versus inauthentic texts on developing reading skills in learners. It includes:
1. An introduction outlining the research question and objectives to investigate the difference in performance of students taught with authentic vs inauthentic texts.
2. A literature review discussing perspectives on authentic texts and their role in language learning.
3. A methodology section describing the quantitative research design, including sampling 40 students taught with each text type and instruments used to analyze comprehension.
4. Data analysis showing higher average scores and comprehension for students exposed to authentic texts compared to inauthentic texts.
5. A conclusion that authentic texts are more beneficial for reading
1. Instructor:
Dr. Asma Aftab
Presented by:
Zarmina Daud-Introduction
Sara Niazi-Lit Review
Sana Sajjad-Research Methodology
Fatima Mansur- Data Analysis
Mariam Zahid- Discussion
Qurat ul Ain rehan- Conclusion and Recommendation
3. Introduction:
Reading is not only important for developing
language intuitions and determining academic
success but it is important for learners to
acquire the skill.
Aim of reading should be kept in mind while
selecting the text.
4. Research Question
How far is exposure to
authentic texts helpful in
developing effective
reading skills in learners?
5. Objectives of the Study
Investigate the difference in performance of
the students who are taught authentic texts
and those who are taught inauthentic texts.
Identify the problems faced by students in
reading authentic text.
6. Significance of the Study
Provides an insight to teachers on
the selection of text.
Authentic text provides the language
used within its own natural settings.
7. Students face difficulties in learning English as a
second language.
Second language reading texts are either too easy or
too difficult.
Students performance varies according to the text
type.
Rationale
13. Authentic Text:
Text that are not composed for the
purpose of teaching- Jordon (1997)
“The real life text not written for
pedagogical purposes” -Wallace (1992)
“Exposure to real language and its
community”-
Kilickaya
(2004)
14. Teaching Authentic Text in EFL Classroom
DIVERSE OPINIONS
Lee (1996)
Frantzen (1986)
Bernhardt(2002)
Kramsh & Kramsh(2000)
20. Procedure of the study
Two schools were selected
Group at each school were given
two authentic texts to read and
asked to answer comprehension
questions based on those texts.
21. Research Ethics
Purpose of the research study was
stated .
Confidentiality and anonymity
Permission was taken from the
schools
Analysis without bias and accurately
22. Limitations
Two private sector schools.
The purposive sampling method was undertaken
The schools did not allow the students interviews
citing lack of time.
sample size is small therefore no generalizations
restricted only to one class of the school.
Only two short authentic texts .
36. Authentic Texts Inauthentic Texts
Better writing patterns
and level of
comprehension
Fluency & ease in
writing their own
choice of words
Diverse vocabulary
used, different from
the text.
Jittery writing pattern
and poor level of
comprehension
Reproduction of same
words as they appeared
in the text.
Limited and
inappropriate use of
vocabulary.
Characteristics of :
37. Authentic Texts Inauthentic Texts
Comfortably
attempting the
inferential
questions and
interpretations.
Maturity of thought
and clarity of
purpose especially
in opinion based
questions.
Inferential &
opinion based
questions either left
unanswered or
attempted
incorrectly.
Minimal level of
comprehension.
38. Better performance Poor performance
Prior experience &
expertise to
authentic texts.
Trained to use
critical thinking.
High motivational
level.
Exposure to overtly
simplified
inauthentic texts.
Inability to grasp
key concepts.
Poor motivational
level.
Reasons for:
39. Important factors for Using Authentic
Texts:
Meaning & content should be the primary focus .
Freedom of expression & opinion.
Use of both the Top-down and Bottom-up
Approach.
Content, context & intent important for language
comprehension.
Low anxiety situations.
Appropriate level of difficulty.
Students’ personal, cultural and linguistic
background.
40. Selection of Authentic Texts based
on:
1. The interest & aptitude of the
students.
2. Proficiency level of the students.
3. Language used in the text.
4. Texts with a clearly defined purpose.
5. Suitable content & captivating
themes.
42. Conclusion
The use of authentic reading text
in comparison to inauthentic
reading text is indeed, more
beneficial in facilitating students’
comprehension and developing
their effective reading skills.
43. Recommendations
• Authentic texts should be age
and gender appropriate
• Gradual exposure to authentic
text
• Use of inauthentic texts should
not be completely banned
