Professional Documents
Culture Documents
Kazuhiro Kitaoka
Abstract
This paper examines the use of authentic materials that affects students motivation, L2
WTC, International Posture and anxiety, and explores the possibility of using authentic
materials in the classrooms to find whether these materials could develop a better
classroom environment where L2 learners are willing to engage in activities such as
interview games or role plays, and can increase students motivation, L2 WTC, and
Internatinal Posture, and decrease anxiety. For this purpose, the author conducted a
quantitative research using the data from the students. This paper mainly discusses the
result of the quantitative analysis and attempts to show the possibility to use authentic
materials in the classroom.
1. Introduction
It has been widely claimed that foreign language learners need to communicate
during the language learning process in order to acquire the language they are
learning(MacIntyre & Legatto, 2011; Savingnon, 2005)
. Communicative Language
Teaching, for example, stresses that students learn a language by using it in meaningful
communication while engaged in authentic tasks and using authentic material(Richards
& Rodgers, 2014). Therefore, student engagement in communicative activities in the
classroom is of vital significance in L2 learning. However, when students feel anxiety
in classroom communication, it may be assumed that it is hard for them to engage
in communicative tasks and activities, as affective variables such as motivation and
language anxiety significantly influence learners second-language(L2)Willingness to
Communicate(hereafter abbreviated as WTC)
. The concept of WTC, therefore, is an
important factor in the ability of L2 learners to participate in classroom communicative
activities. The present research aims to incorporate the idea that personal-trait variables
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in WTC are crucial for L2 learners to be able to use the L2 in authentic communication,
and explore the possibility of using authentic materials in the classrooms to find
whether these materials could develop a better classroom environment where L2
learners are willing to engage in activities such as interview games or role plays, and
can increase students L2 WTC.
2. Literature Review
2.1. Studies of Authentic Materials
Visual materials, such as films, dramas and TV series, or music, have been used
as authentic materials in EFL classrooms to enhance learners motivation or increase
students interest in learning in the studies(Weyers, 1999; Kadoyama, 2005, 2008,
2014; King, 2002; Tanaka, 2009; Yamaoka, 2014; Kerekes, 2015, Kitaoka, 2019). Tanaka s
quantitative study, for example, found that motivation of lower-motivated students
toward learning English in the classroom were increased by using authentic materials
such as movies and drama(Tanaka, 2009). As a result, there are many English text
books based on movies or music that have been published by Japanese publishers,
which have gained popularity among students as well as teachers.
While there are many definitions of authentic materials or authenticity (Al-
Surmi, 2012; Gilmore, 2007), this study follows Nunan s definition that authentic
materials are any material, spoken or written, that has been produced in the course of
genuine communication, and not specifically for purposes of language teaching(Nunan,
1999). Some examples of authentic materials suggested by Nunan(1999)includes both
spoken and written data, such as casual conversations, public announcements, stories
and anecdotes, or invitations, airline tickets, postcards, and so forth(Nunan, 1999, p. 80)
.
From these authentic materials, western music and the movie were used; music was
played from the beginning to an end of the class to make the classroom more enjoyable
and relaxing for students as well as to avoid learners becoming silent, except for the
times when students needed to concentrate on vocabulary tests and similar situations.
As for the movie, (2009)was chosen as the primary authentic material for the
class because the movie has been popular and enjoyed by the students. The English
spoken in the movie is standard American English and the diction of the voice actresses
and actors is clear and identifiable, so that students who participated in role plays were
able to join in the activity and practice their pronunciations by imitating characters in
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The Use of Authentic Materials in the Classroom
the movie.
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The Use of Authentic Materials in the Classroom
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and the relation between classroom environment including teacher support and L2
WTC was theoretically analyzed by Wen and Clément(2003; see more details in
Peng & Woodrow, 2010, p. 844)
. The present study employed this model and made a
hypothesized model of L2 WTC using authentic materials, shown in Figure 2 below:
By employing the model suggested by Peng and Woodrow, this study uses a
hypothesized dotted path that may affect classroom environment and motivation
to learn English in L2 WTC model. The relation between and
has been investigated by Kadoyama and others(2008;
Tanaka, 2009)
. Accordingly, this study investigates in particular how effective it is to
use authentic materials in the classroom in order to better include students in activities
and reduce language anxiety.
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The Use of Authentic Materials in the Classroom
stated that the potential to experience language anxiety in the communication process
can affect learners L2 WTC and communication(MacIntyre et al, 2002). L2 learners
who have language anxiety may not answer questions willingly nor participate in oral
classroom activities, and remain silent(MacIntyre & Gardner, 1991).
However, having language anxiety does not necessarily produce failures or
demotivation. The research in the relation between anxiety and performance shows
that a certain amount of anxiety can improve students performance as Figure 3 below
shows(MacIntyre, 1995):
The figure above suggests that when L2
learner s anxiety is the lowest, then it is very
unlikely that the learner can perform their tasks
well. When L2 learner s anxiety is moderate,
the performance can reach to the highest as the
graph shows. This result reminds us that being
anxious about speaking in front of others does
not necessarily cause negative effects on learners
motivation, and rather that a certain amount of
anxiety may enhance learners performances
effectively given that L2 learners make effort to
the extent to improve the quality of performance. 3. Inverted“U”relation
between anxiety and performance
In the present study, although role plays in the
(MacIntyre, 1995, p. 92)
classroom can be considered as the most anxiety-
provoking of second language activities for L2 learners(MacIntyre & Gardner, 1991;
Young, 1991; Peng, 2014)
, it is significant that teachers need to provide L2 learners low-
anxiety classroom environment in order for students to engage in role play and get a
good performance.
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教養・外国語教育センター紀要
3. Research Questions
This research, therefore, was conducted to find the answers to the following
research questions.
1. How does the use of authentic materials influence students motivation, L2 WTC,
International Posture(IP)?
2. How do authentic materials affect students language anxiety, and make it possible
for students to participate actively in the classroom?
4. Method
4.1. Participants
A total of 48 students in two classes of the university in Japan participated in the
study, with each class consisting of approximately 24 students( = 25 in Class A, =
23 in Class B). Majoring human life science and physics, 48 participants were second-
year students, ranging in age from 19-21. According to their self reports, the level of
English proficiency varied from the Pre-Second Grade to the Second Grade of English
Proficiency Test(STEP)and from 500-600 on the TOEIC test. Classes were divided
into six sections in accordance with the results of the tests the students took in the
previous year. Since this study did not compare the two classes, these two classes are
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The Use of Authentic Materials in the Classroom
treated as equal.
Fifteen classes were held within the spring semester in 2017 in the CALL
classroom where students were able to access plenty of resources from websites using
the Internet. Each class took about 90 minutes respectively. From the first day to
the ninth day, students practiced basic English pronunciation and did many tasks on
traveling abroad that were made according to the theory of International Posture(IP)
in order for them to be accustomed to talking with friends and teachers in English, as
well as to be interested in foreign cultures.
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4.3. Instrument
To investigate students motivation, L2 WTC, IP and language anxiety, and how
influential the authentic materials are, this research is based on quantitative research.
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教養・外国語教育センター紀要
Table 1
Variables Cronbach s Alpha
Motivation α = .89
AM α = .93
IP α = .77
LA α = .81
WTC α = .87
. AM= authentic materials; IP=
international posture; LA=language anxiety;
WTC= willingness to communicate.
Table 2 ( )
Pre(N=46) Post(N=41)
no.of
Items
Motivation 8 28.59 6.56 28.54 6.85 0.04 0.97 0.01
AM 5 18.87 5.16 18.02 6.02 0.71 0.48 0.09
IP 6 19.91 5.01 18.76 5.34 1.04 0.30 0.14
LA 5 18.78 4.48 19.07 4.20 0.31 0.76 0.04
WTC 5 14.57 4.62 14.37 4.27 0.21 0.84 0.03
. AM= authentic materials; IP= international posture; WTC= willingness to
communicate; LA=language anxiety.
To investigate research questions No. 1 How does the use of authentic materials
influence students motivation, L2 WTC, IP and language anxiety? and No. 2 How
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The Use of Authentic Materials in the Classroom
do authentic materials affect students anxiety, and make it possible for students to
participate actively in the classroom? , independent -test and Pearson s product-
moment correlations analysis were conducted. Since the variances in the independent
t-test were not equal(N = 46, N = 41), the assumption of homogeneity of variance was
tested using Levene s Test of Equality of Variances in SPSS, and it did not show any
significant difference, which suggested -value was greater than .05( >.05)
. Therefore,
it is assumed that the two group variances can be treated as equal.
As can be seen in Table 2, no significant effects were found from five variables(i.e.
Motivation: (85)= 0.04, = .972, = .01; Authentic Materials: (85)= 0.71, = .482,
= .09; IP : (85)= 1.04, = .300, = .14; LA : (85)= 0.31, = .756, = .04; WTC : (85)
= 0.21, = .836, = .03). These results may indicate that the use of authentic materials
in the classroom did not directly affect students WTC, IP, and Language Anxiety,
and thus there is a need for more systematic research on authentic materials in EFL
classrooms.
Next, to find the correlation of authentic materials with other variables, the
Pearson s correlation analysis was conducted using the combined data of pre-and post
variables. The result is shown in table 3 below.
Table 3.
motivation AM IP WTC LA
Motivation -
AM .743** -
IP .698** .601** -
WTC .476** .244* .541** -
LA -.198 .115 -.406** -.598** -
. * <.05, ** <.01, =85; AM= authentic materials; IP= international posture; WTC=
willingness to communicate; LA=language anxiety.
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two( = .244, < .05). It can be suggested that the use of authentic materials in the
classroom may not influence students L2 WTC as much as the present study had
expected. Lastly, the result of correlation analysis between AM and LA did not indicate
a significant correlation between the two( = -.115).
6. Discussion
This research attempted to show how authentic materials can be used to
increase students motivation, L2 WTC, IP, and reduce students language anxiety
in the classroom, and has yielded some findings on the use of authentic materials in
classrooms.
To answer research questions No. 1 How does the use of authentic materials
influence students motivation, L2 WTC, IP and anxiety? and No. 2 How do authentic
materials affect students anxiety, and make it possible for students to participate
actively in the classroom? , this study first carried out an independent-samples -test
to compare five affective variables between pre- and post-questionnaires. After
the -test, Pearson s product-moment correlation analysis was conducted to see the
relationships with AM and with other variables. From the result of the -test, there
was not a significant increase in the scores of students motivation, Language Anxiety,
and L2 WTC. This may be because the use of authentic materials in the classroom
was not effective enough to influence students motivation and WTC. Therefore, it can
be suggested that it would have been necessary to conduct a more well-conducted
pedagogical approach to enhance students motivation, and L2 WTC, and reduce
Language Anxiety.
Another limitation in the present research is that the paired-patch dependent
comparison should have been conducted to find more accurate changes in individuals.
Since students interests in authentic materials can vary from person to person, the
influences on students and the process of learning also might have been different from
others.
However, from the correlation analysis, there was a significant positive correlation
between AM and motivation, and a relatively positive correlation between AM and
IP. Although this study does not find a significant correlation between AM and WTC,
the correlation between L2 WTC and IP has been analyzed from structural equation
modeling by Yashima(Yashima, 2002), which suggests a slight positive correlation
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The Use of Authentic Materials in the Classroom
7. Conclusion
This study investigated the possibility of using authentic materials in the
classrooms, incorporating the idea that personal-trait variables strongly influence L2
learners desire and ability to use the L2 in authentic communication. Although the
result of the study did not show that the movie used in the research directly affected
students WTC, IP, and Language Anxiety, there is a possibility that the use of other
materials will produce different results. In this regard, this study may foster future
research on the use of authentic materials and on learners personal-traits that affect
language learning and motivation in EFL classrooms, and offer hope that learners
motivation and will to communicate with people from other countries will be enhanced
by the use of authentic materials in classrooms.
Note
1)This paper is a revised version of a Master s thesis submitted to Kansai University
in 2018.
References
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Appendix 1. A Questionnaire used in the study with 29 items translated from Japanese
to English that were used in both pre-and post-questionnaires.
1. I like English.
7. I was motivated when I met a person who is able to speak English well, hoping
that I wish to be like him or her.
9. I feel I want to study English more when I watch movies and hear what a
native speaker said.
10. I wished I could speak English better when I see movies and wanted to know
what an actor or actress said in the movie.
12. I want to speak English just like actors or actresses speak in the movies.
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25. I can raise a hand and talk in a discussion in the English class.
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