The Impact of Authentic Material Use on Development of the Reading Comprehension, Writing Skills and Motivation in Language Course

Boyaci, Ş. Dilek Belet; Güner, Mediha

doi:10.12973/iji.2018.11224a

Cited by 25 publications

(15 citation statements)

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“…In addition to the linguistic advantages, authentic material also has certain non-linguistic advantages; it contains cultural traits based on the intended use, and the context in which they are used. Introducing learners to this natural use of the language attracts their interest and increases positive motivation (Belet Boyaci, 2018). Furthermore, authentic material offers significant exposure to real language, increases motivation in learners, and gives them the opportunity to develop communicative skills (Tomlinson, 2012, as cited in Chamba & Gavilanes, 2018).…”

Section: Advantages and Disadvantages Of Authentic Materialsmentioning

confidence: 99%

Authentic Materials to Foster Writing Skills in College EFL Learners

Chamba¹,

Reinoso²,

Rengifo³

2019

ELT

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Since it is a productive skill, writing is considered one of the most crucial abilities in communication; nonetheless, EFL learners have difficulty composing texts which are both communicatively and linguistically competent. This study intends to explore the benefits of using authentic materials in EFL learners, with an emphasis on writing skills. To pursue this objective, fifty-two participants were chosen randomly from a B1 level (following the Common European Framework of Reference for Languages). The participants were distributed into two groups: an experimental group and a control group. The students were majoring in various degrees at the Pontifical Catholic University of Ecuador (PUCE). In this case study, in which the application of authentic materials covered fifty percent of daily two-hour classes, data was collected through a structured pre-test, post-test, and an opinion survey. All data was analyzed using a rubric designed for this purpose. This research, which is based on the Communicative Language Teaching Approach, also deals with various concepts regarding authentic materials and researchers’ perceptions. The findings elicited positive results for students’ writing with the use of authentic materials skills and shed lights on participants’ opinions.

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Section: Advantages and Disadvantages Of Authentic Materialsmentioning

confidence: 99%

Authentic Materials to Foster Writing Skills in College EFL Learners

Chamba¹,

Reinoso²,

Rengifo³

2019

ELT

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“…Writing modules were found to be useful in improving students' writing skills more effectively than using conventional methods (Aswini & Srinivasan, 2016). That is because writing modules help students develop their writing skills via incorporating interesting writing topics and students' learning needs (Belet Boyaci & Güner, 2018;Al Azri & Al-Rashdi, 2014;Arianie, 2017). Writing modules also help students provide significance to the learning process and maximize students' motivation by connecting the writing materials to their daily life (Chamba & Gavilanes, 2018;Nematollahi & Maghsoudi, 2015).…”

Section: Module or Instructional Design (Id)mentioning

confidence: 99%

The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

Abdelmohsen¹,

Abdullah²,

Azam³

2020

IJLTER

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This study aimed to investigate the effectiveness of a developed writing module on enhancing the General Foundation Program students’ writing skills. The study made use of a pre-test and post-test quasi-experimental design. The study participants incorporated 70 Omani students and 2 EFL teachers. The students were divided into experimental and control groups. The experimental group incorporated 35 students who studied English at the General Foundation Program of Sur Nursing Institute. The control group involved 35 students who took an English course at The General Foundation Program Centre in Muscat. Both institutions function under the auspices of the Omani Ministry of Health. The control group studied the ministry’s writing syllabus, whereas the experimental group studied the writing module. The writing pre-test was done before module delivery and the post-test was done after the intervention. ANCOVA test was utilized to draw a statistical analogy between the mean scores of tests of both groups. The test findings divulged that there was a statistically significant mean difference between the control and experimental group’s scores in the writing post-test. The module significantly enhanced the experimental group’s writing skills.

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Section: Introductionmentioning

confidence: 99%

“…Educational textbooks always play a major role in teaching and learning (Hutchinson & Torres, 1994;Richards, 2001;AbdelWahab, 2013) and while using authentic materials has always been recommended (Tomilson, 2001;Berardo, 2006;Horwitz, 2008;Belet The ARCS Model of Motivational Design was originally designed by John Keller for improving the learning process with motivation. In this model motivation is "the result of satisfaction of personal needs (the value) and also the amount of their expectancy to be succeeded" (Keller & kopp, 1987, p.289).…”

Section: Introductionmentioning

confidence: 99%

A Summative Evaluation of ‘Prospect 1’: Employing the ARCS Model

Zohoorian¹,

MatinSadr²,

Shamabadi³

2018

INT J INSTRUCTION

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In spite of the existence of several educational resources in the field of language teaching as well as the quick growth of advanced technologies, educational textbooks still play a major role. This explains the significance of designing and evaluating textbooks in countries where language instruction is highly textbookoriented. The present paper reports the results of a summative evaluation of the textbook 'Prospect 1' which is employed across the nation for zero beginners at junior high school. To this aim, the motivational design of the book was evaluated using Keller's ARCS model recognized as one of the most effective models. Based on the analysis of the survey and interview data it was observed that in general the students' motivation for this book is desirable. The findings also indicated that this book is more effective in the Confidence area followed by Relevance. On the contrary, it was found out that the students' Satisfaction and most of all Attention were not desirable. The findings of this study verified in general that this book has a suitable motivational design. However, it is suggested that the related amendments for improving the desirability for the Satisfaction and Attention areas be implemented.Keywords: summative evaluation, motivational design, attention, relevance, confidence, satisfaction, ARCS model INTRODUCTIONEducational textbooks always play a major role in teaching and learning (Hutchinson & Torres, 1994;Richards, 2001;AbdelWahab, 2013) and while using authentic materials has always been recommended (Tomilson, 2001;Berardo, 2006;Horwitz, 2008;Belet 450 A Summative Evaluation of 'Prospect 1': Employing the ARCS …International Journal of Instruction, July 2018 • Vol.11, No.3 Boyaci & Guner, 2018, still it may not be possible to 'repel the total use of materials specifically designed for language learners ' (Zohoorian & Pandian, 2011).That is why as much the preparation of a textbook is considered as of significant importance, continuous evaluation of educational books based on actual and everyday needs of the learners is basically important (Hutchinson & Waters, 1987). Thus, it is only then that the implementation of a comprehensive evaluation process and the efficacy of a book for teaching can be realized.On the other hand, one of the factors that affect learners' achievement is motivation. According to Maehr (1984) and Wigfield (1994) learners are more likely to begin a task and continue working on it if they actually want to do so. In fact, motivation for learning a second language is one of the realizations of positive attitudes toward the language. Therefore, if students have positive attitudes toward the teachers, materials and methods, they will try to learn the language. However, if they have negative attitudes toward the language, materials, and the teachers, they will hardly achieve any success (Bas & Beyhan, 2010).The ARCS Model of Motivational Design was originally designed by John Keller for improving the learning process with motivation. In this model motivation is "...

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The Impact of Authentic Material Use on Development of the Reading Comprehension, Writing Skills and Motivation in Language Course

Cited by 25 publications

References 0 publications

Authentic Materials to Foster Writing Skills in College EFL Learners

Authentic Materials to Foster Writing Skills in College EFL Learners

The Development of Writing Module on Enhancing the Writing Skills of Omani General Foundation Program Students

A Summative Evaluation of ‘Prospect 1’: Employing the ARCS Model

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