This document outlines a study investigating the effects of using authentic materials in teaching English vocabulary. The study had two hypotheses: that authentic materials would help improve vocabulary learning and increase student motivation. Tests were administered before and after lessons using authentic materials from magazines, newspapers, movies and songs. Results showed students' vocabulary scores increased more after lessons with authentic materials than before. A motivation scale also found most students were highly motivated by the authentic materials. The conclusion was that authentic materials positively enhance vocabulary learning and increase student motivation. Recommendations included using authentic materials as supplements and integrating them with technology while considering cultural appropriateness.

1. By: Maryam Banten
Yanbu University College –

2. Introduction
Good Language

3. Presentation’s
Outline
 Authentic materials
 Hypotheses of the study
 Objectives of the study
 Research tools
 Data analysis
 Conclusion
 Recommendations

4. Authentic Materials
“Authentic texts as materials which are
designed for native speakers; they are real
text; designed not for language students, but
for the speakers of the language ”
Examples
Magazines and
newspapers
News and
moviesRadio and songs
Harmer (1991)

5. Hypotheses of the Study
1) Helps to improve vocabulary learning
process.
2) Increases students’ motivation to learn
English vocabulary.
Using authentic materials:

6. Objective of the Study
Investigating the effect of using authentic
materials in teaching vocabulary
on
Performance Motivation

7. 1) A lesson plan
2) Tests (pre-test and post-test)
3) A class observation form
4) A motivation scale
5) A questionnaire for teachers
Research Tools

8. Implementation of the
Study

9. Pre-test and Post-test
The students’ results were divided into three categories:
10-7: high / 7-4: average / >4: poor
High Average Poor
Pre-test
Scores
Post -test
Scores
5
8
8
6
6
5

10. Students’ Performance in the
Pre-test and Post-test
High score Avarage score Poor score
Pre-test
Post-test

11. Classroom Observation
The class was rated as an excellent
class according to the rating scale
of the observation form.

12. Highly
motivated
Moderately
motivated
Lowly
motivated
Unmotivated
Number of
Students (19)
14 5 0 0
Motivation Scale
The motivation scale results were categorized into four
categories:

13. Teachers’ Questionnaire
Students Teachers Learning
Process

14. Conclusion
Using authentic materials
positively enhances the
vocabulary learning process
The use of authentic materials
increases the students’
motivation to learn new
vocabulary
Authentic vocabulary
teaching creates a
positive classroom
environment

15. Recommendation
Authentic materials are
preferably to be used as
supplementary materials
It is very beneficial to
integrate technology with
the use of authentic
materials
Cultural and religious
appropriateness have to be
taken into consideration

16. Resources
Berardo, S. “The Use of Authentic Materials in the Teaching of Reading” The
Reading Matrix 6.2 (2006): 60-68
Harmer, J. The Practice of English Language Teaching. London and New York:
Longman,
1991
Nunan, D. Second Language Teaching and Learning. Bosten: Heinle and
Heinle, 1999
Peacock, M. “The Effect of the Authentic Materials on the motivation of EFL
Learners.” ELT Journal 51.2 (1997)
Sweeney, S.” How to Achieve a Sense of Authenticity in a Coursebook.”
Business English Special Interest Group (2007)

17. Thank you for listening!
Your questions are welcomed..
By: Maryam Banten
E-mail: linguistmaryam@hotmail.com
The presentation is uploaded to : http://slidesha.re/ZpTbYX