Promoting authenticity in the ESP classroom: The impact of ICT and use of authentic materials on student motivation

Borucinsky, Mirjana; Čolakovac, Jasmina Jelčić

doi:10.32591/coas.e-conf.05.03031b

Cited by 6 publications

(10 citation statements)

References 18 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The aim of this study was to answer the question of whether learners are more likely to retain new lexis when it is presented in adapted texts than when it is presented in authentic texts. Our results seem to indicate that, contrary to the widespread opinion among learners (Borucinsky & Jelčić Čolakovac, 2020;Potočnik Topler, 2014), the use of authentic teaching materials in vocabulary instruction does not lead to better comprehension or retention of the selected vocabulary. Although student motivation is highly correlated with the use of authentic materials in class, regardless of their levels of language proficiency (see Borucinsky & Jelčić Čolakovac, 2020;Kelly et al, 2002;Potočnik Topler, 2014;Torregrosa Benavent & Sánchez-Reyes Peñamaría, 2011), this does not necessarily represent the best teaching approach in specialized vocabulary instruction.…”

Section: Discussioncontrasting

confidence: 93%

“…Most participants were aware of the benefits of authentic materials, such as the greater motivation and sense of relevance of such materials among learners, but they also emphasized the challenge that authentic materials pose in the ESP classroom in terms of their appropriateness for different levels of language proficiency. Another study looked at the effect of ICT (Information and Communications Technology) and authentic materials use on reading comprehension among ESP learners (Borucinsky & Jelčić Čolakovac, 2020). The participants in the study were first-year students at the Faculty of Maritime Studies Vol.…”

Section: Summary Of Research Studiesmentioning

confidence: 99%

“…Whether to choose authentic or adapted materials depends largely on the needs and abilities of learners and teachers in a particular ESP teaching context. Extensive research (Borucinsky & Jelčić Čolakovac, 2020;Ghanbari, Esmaili, & Reza Shamsaddini, 2015;Spirovska Tevdovska, 2018;Tominac Coslovich & Borucinsky, 2010;Torregrosa Benavent & Sánchez-Reyes Peñamaría, 2011) has been conducted on both types of materials and the selection process, focusing on appropriateness in relation to learners' needs and proficiency levels as well as the effect of authentic and adapted materials on motivation. According to Torregrosa Benavent and Sánchez-Reyes Peñamaría (2011: 93), authentic materials "motivate and immerse learners in specific areas of the target language in which practice is needed".…”

Section: Introductionmentioning

confidence: 99%

“…), there has been less extensive research on the strategies and procedures of adapting materials for classroom use (e.g. Borucinsky & Jelčić Čolakovac, 2020;Islam & Mares, 2003;Marjanovikj-Apostolovski, 2019) as well as manipulating the levels of authenticity in teaching materials. This paper aims to review the relevant literature and studies on the concept of authenticity, with a focus on defining how 2.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

The Teaching of ESP Lexis Revisited: The Effect of Authentic Text Adaptation on Vocabulary Retention

Elkasović¹,

Čolakovac²

2023

ESP Today

View full text Add to dashboard Cite

The pedagogical value of authentic materials and learners' positive attitudes toward such materials stand opposed to adapted materials, which lend themselves easily to language learning. Our research question focuses on the effect of authentic text adaptation on vocabulary retention among university-level students of Maritime English. Our study aims to answer the question of whether learners are more likely to retain new lexis when it is presented in adapted texts as opposed to authentic texts. The written instrument, in the form of a questionnaire, was administered in three separate parts: the Pre-test, which served to test participants' prior knowledge of the target vocabulary; the Main Text, a reading text administered in either authentic (Auth) or adapted (Adapt) version (with text adaptation following the Borucinsky and Jelčić Čolakovac's [2020] methodological steps); and the Post-test in the form of a cloze-type task, which tested students' vocabulary retention. Our results showed that retention performance was higher with the Adapt text than with the Auth text (p <.001). The Adapt text provided participants with a simplified context, making it easier for them to memorize the tested vocabulary and apply it in a new context with higher accuracy.

show abstract

Section: Discussioncontrasting

confidence: 93%

Section: Summary Of Research Studiesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Teaching of ESP Lexis Revisited: The Effect of Authentic Text Adaptation on Vocabulary Retention

Elkasović¹,

Čolakovac²

2023

ESP Today

View full text Add to dashboard Cite

show abstract

“…The students feel highly-motivated to learn a language as they displayed positive attitudes towards language learning as they integrate the use of computers and laptops, thus learn in stress-free learning environment (Alfaleh 2015;Harris & Al-Bataineh, 2015;Karamti 2016;Harris & Al-Bataineh, 2016). Borucinsky and Colakovac (2020) stated that the majority of participants (N = 62, mean age 19.00, 6 female and 56 male students) in the pre-survey opted for completely agree and mostly agree categories when responding to items on the use of authentic materials in language instruction and surprisingly, the same tendency was recorded for the use of ICT in language instruction.…”

Section: Ict In Arousing Students' Motivation and Attitudementioning

confidence: 90%

The Integration of ICT in Improving Reading Comprehension Skills: A Systematic Literature Review

Noordan¹,

Yunus²

2022

View full text Add to dashboard Cite

Nowadays, various methodologies are introduced to arouse pupils' interest in learning English Language. This is due to the Malaysian context; English Language can be said the individuals' foreign language. This has brought upon tons of problems and challenges in teaching the various components in English Language. It is understandable that acquiring or mastering English Language is very difficult due to its complexity in terms of vocabulary and grammatical structure. The objective of this systematic review is to look at the integration of Information and Communication Technology (ICT) in the Teaching of Reading Comprehension in an ESL classroom and its benefits in the pupils' performance and motivation. Systematic review allows researcher to perform a clear examination of ICT and Comprehension Skills using systematic and explicit methods. Using the Google Scholar and ERIC, a sum of 37 studies which were from 2015 to 2020 related to ICT and Reading Comprehension have been reviewed. Review findings show that the integration of ICT in teaching reading comprehension in English Language is applied in improving pupils' performance, motivating their engagements and improving their attitudes towards English Language. Proposed future studies are hoped to provide Learning Analytics (LA) and ICT is vital in the realm of English Language.

show abstract

Authentic Materials And Task Design: A Teaching Amalgam

Vargas

Molina²

2023

Colomb. appl. linguist. j

View full text Add to dashboard Cite

The use of authentic materials in foreign language teaching has been a growing practice over the last few decades. With the emergence of technology, these materials are more accessible, particularly in digital formats. Despite being primarily designed for non-pedagogical uses, these materials have become valuable resources for English language learning. However, using them effectively for teaching and learning purposes requires a systematic structure. This article examines the use of authentic materials in relation to various language skills, with a particular focus on listening comprehension framed within a pre-, while-, and post-stage cycle at both local and international levels, with the latter referring to the Colombian context. A review of scholarship shows that the use of authentic materials is a seemingly frequent practice among teacher-researchers, but not among a larger audience of practitioners. Additionally, studies do not provide guidance on how to prepare practitioners to design appropriate activities that complement authentic materials. Therefore, after examining studies and based on our teaching-research experience, we aim to contribute to the implementation of a pedagogical strategy that combines the systematic use of authentic materials with listening comprehension and a task design that provides a balance of challenge and support.

show abstract

Promoting authenticity in the ESP classroom: The impact of ICT and use of authentic materials on student motivation

Cited by 6 publications

References 18 publications

The Teaching of ESP Lexis Revisited: The Effect of Authentic Text Adaptation on Vocabulary Retention

The Teaching of ESP Lexis Revisited: The Effect of Authentic Text Adaptation on Vocabulary Retention

The Integration of ICT in Improving Reading Comprehension Skills: A Systematic Literature Review

Authentic Materials And Task Design: A Teaching Amalgam

Contact Info

Product

Resources

About