Authentic Materials In Reading Classrooms: An Investigation From Pre-University Students’ Perspectives At A Private University In Vietnam

Abstract

The use of authentic materials in the classroom has been debated, with the student benefiting from proximity to the original language and context. Actual materials are not only very motivating and provide a sense of accomplishment upon comprehension, but they also encourage further reading. Students face a number of hurdles when working with authentic literary English texts, despite their many benefits. This paper sought to explore how students perceive the usage of real resources in reading classrooms. The data was acquired through the use of questionnaires and semi-structured interviews. The majority of students, according to the findings, prefer using actual resources. They believed that access to authentic resources for reading activities would enhance their vocabulary, understanding of reading texts, scanning and skimming skills, and ability to interpret explicit and implicit information. In addition, the use of more authentic materials in reading sessions expanded their social awareness, particularly of the cultures of English-speaking nations. It was revealed that internet materials, photographs, and posters were the most prevalent types of authentic materials used in student reading sessions. Poems, novels, and short stories were the least popular and should be used for additional reading assignments or projects at home. Some recommendations for future research were also proposed in this current study.