People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

University of Mustapha Stambouli – Mascara

Faculty of Letters and Languages

Department of English Language and Literature

The Effectiveness of Utilizing Newspaper Texts to

Enhance Reading Comprehension and Vocabulary in EFL.
First Year LMD Students of English as a Case Study.

Dissertation Submitted for the Fulfilment of the Requirement for an L.M.D Master
Degree in Didactics of English and Applied Linguistics

Submitted by Supervised by

Mr. BELAGRAA Ahmed Miss. GOURCHEL Aounia

Board of Examiners

President Mr. AIMER Mustapha Univ. MASCARA

Supervisor Miss. GOURCHEL Aounia Univ. MASCARA

Examiner Mr. GUESSAS Abi Baker Seddik Univ. MASCARA

2017-2018
 Dedication

I would like to dedicate this modest work to

My Parents for their unconditional support and encouragement.

My brothers and sisters for their endless help.

 Acknowledgements

First of all, I would like to express my gratitude to Allah the most merciful
for blessing me with good health and peace of mind to stay strong in completing
this dissertation.

I would like to express my greatest gratitude to my supervisor, Miss. Aounia

GOURCHEL for her great help, precious advice and guidance. I really appreciate
all her comments and pieces of advice to improve my work.
Deepest appreciation is extended to the jury members including the
president: Mr. AIMER Mustapha and the examiner Mr. GUESSAS Abi Baker
Seddik who devoted their time and energy for examining this work.

Warm thanks to the teachers who accepted to carry out the interview: Mrs.
BENMAMAR Sara and Miss. MEKKAOUI Ghania.
 Abstract
In the light of the importance of reading as the most basic skill that plays vital role in the
development of students’ language learning, this study aims at investigating the impact of using
authentic materials on first year EFL learners’ achievement in reading skill and vocabulary
enhancement taking into account newspapers as case study. It examines the effectiveness of
using newspaper texts in improving reading comprehension. To meet this end, a mixed method
approach is relied on for this study. It includes qualitative and quantitative methods. Data
collection instruments which are used include classroom observation followed by reading
comprehension test, interview carried out with first year EFL teachers of reading
comprehension and written expression module besides students’ questionnaire. The research
findings show a significant improvement in reading comprehension as well as vocabulary
learning due to the incorporation of newspaper texts in reading comprehension sessions.
Teaching reading comprehension by using newspaper texts seems to have a positive effect and
better learning outcome.

Key words: authentic material – reading skill – newspaper text – reading comprehension –
vocabulary.
 Table of Content

Dedication...……………………………………………………………………………...…..…I
Acknowledgements…...……………………………………………………………………….II
Abstract.…………………………..…………………………………………………………..III

Table of Content …………………………………………………………………………......IV

List of Abbreviations…………………………………………………………………...……VII

List of Tables and Figures …………………….……………………..……………………...VIII

List of Pie-Charts and Bar graphs……………………………………………………………...IX

General Introduction.…………………………….…………………………………………….1

Chapter One: Literature Review

1. Introduction……………………………………………………………………………….…3

2. Authentic Materials………………………………………………………………………….3

2.1. Newspaper as an Authentic Material…………………………………………………4

2.2. Authentic Texts……………………………………………………………………….5

2.3. Newspaper in English Classroom…………………………………………………….6

2.4. The Use of Newspaper Text in English Foreign Language Classes………………….7

3. Reading Skill and Authenticity……………………………………………………………...9

3.1. Reading as a Skill……………………………………………………………………10

3.2. Reading and Vocabulary…………………………………………………………….10

3.3. Reading Comprehension…………………………………………………………….11

4. Purposes of Reading………………………………………………………………………..12

4.1. Reading for Survival………………………………………………………………...12

4.2. Reading for Learning………………………………………………………………..12

 4.3. Reading for Pleasure………………………………………………………………...12

5. Types of Reading..…………………………………………………………………………13

5.1. Intensive Reading……………………………………………………………………13

5.2. Extensive Reading…………………………………………………………………...13

6. Reading Strategies in Classroom…………………………………………………………..14

6.1. Skimming……………………………………………………………………………14

6.2. Scanning……………………………………………………………………………..14

7. The Relationship between Newspaper Texts and Reading Skill…………………………..15

7.1. The Effects of Using Newspaper Texts on Reading Skill Achievements...................15

7.2. Newspaper Text as a Tool to Improve Reading Comprehension…………………...16

8. Conclusion…………………………………………………………………………………16

Chapter Two: Case Study

1. Introduction………………………………………………………………………………...17

2. Statement of the
Problem…………………………………………………………………...17

3. Significance of the Study…………………………………………………………………..17

4. Research Setting……………………………………………………………………………18

5. Research Purpose…………………………………………………………………………..18

6. Research Questions………………………………………………………………………...18

7. Research Hypotheses………………………………………………………………………18

8. Research Methodology…………………………………………………………………….19

8.1. Research Design……………………………………………………………………..19

8.2. Data Collection Instruments…………………………………………………………19

8.2.1. Classroom Observation………………………………………………………20

8.2.2. Reading Comprehension Test………………………………………………..22

8.2.3. Questionnaire ………………………………………………………………..22

 8.2.4. Interview...……………………………………………………………….......26

9. Population and Sample……………………………………………………………………..28

9.1. Population.…………………………………………………………………………..28

9.2. Sample Selection and Participants…………………………………………………..28

10. Research procedures and Analysis……………………………………………………….29

11. Methodology Limitation………………………………………………………………….30

12. Conclusion………………………………………………………………………………..30

Chapter Three: Data Analysis and Interpretation

1. Introduction………………………………………………………………………………...31

2. Data Analysis……………………………………………………………………………....31

2.1. Classroom Observation Interpretation………………………………………………31

2.2. Results of the Reading Comprehension Test…………………………………………33

2.3. Questionnaire Analysis……………………………………………………………...35

2.3.1. Students’ Answers of the Questionnaire……………………………………..35

2.3.2. Results Interpretation of Students’ Questionnaire…………………………...44

2.4. Teachers’ Interview Interpretation…………………………………………………..45

3. Research Findings………………………………………………………………………….47

4. Recommendations and Suggestions………………………………………………………..48

5. Conclusion…………………………………………………………………………………48

6. General Conclusion………………………………………………………………………...49

7. References ..………………………………………………………………………………..51

8. Appendices…………………………………………………………………………………58

Appendix A: Classroom Observation Checklist…………………………………….58

Appendix B: Newspaper Texts…………………………………………………...…59

Appendix C: Reading Comprehension Test…………………………………………63

Appendix D: Students’ Questionnaire……………………………………………....65

Appendix E: Teachers’ Interview…………………………………………………...68

 List of Abbreviations

AMs: Authentic Materials

CLT: Communicative Language Teaching

EFL: English as a Foreign Language

FL: Foreign Language

LMD: License, Master, Doctorate

MMA: Mixed Method Approach

 List of Tables and Figures

List of Tables

Table 1.1 Important Factors in Choosing Authentic Materials………………………………..8

Table 3.1 Students’ Scores about Guessing the Title of the Text……………………………33

Table 3.2 Students’ Understanding of the General Idea of the Text…………………………33

Table 3.3 Students’ Answers of the Source of the Text.………………………………………33

Table 3.4 Students’ Answers of the Date of Publication of the Text…………………………..34

Table 3.5 Students’ Answers to the Components of the Diet…………………………………34

Table 3.6 Students’ Answers to the Aim of Brain Scan………………………………………34

Table 3.7 Students’ Answers of the Paragraph that tackles the Effects of Mediterranean Diet
on Brain Health………………………………………………………………………………..35

Table 3.8 Students’ Gender…………………………………………………………………..35

Table 3.9 Learners’ Enjoyment in Learning English………………………………………...36

Table 3.10 Students’ Recognition the Meaning of Authentic Material……………………….37

Table 3.11 The use of Authentic Material in Learning English……………………………...37

Table 3.12 The Benefits of Using Newspaper Texts as a Material in Reading

Comprehension……………………………………………………………………………….38

Table 3.13 Learners’ Purpose Behind Reading Newspaper Texts…………………………...39

Table 3.14 Frequencies & Percentages of Learners’ Answers Towards the Effects of
Newspaper Texts on Their Performance……………………………………………………...40

List of Figures

Figure 2.1 The Process of Testing a Hypothesis. Research Methodology…………………...19

Figure 2.2 Theoretical Model of Using Authentic Newspaper Text in EFL Classroom…….21
 List of Pie-Charts and Bar graphs

List of Pie-Charts

Pie-chart 3.8 Students’ Gender………………………………………………………………35

Pie-chart 3.9 Learners’ Enjoyment in Learning English…………………………………….36

Pie-chart 3.10 Respondents’ Recognition of the Meaning of Authentic Material…………….37

Pie-chart 3.11 Respondents’ Use of Authentic Material in Learning English………………38

Pie-chart 3.12 Respondent’s Benefits of Using Newspaper Texts…………………………..38

Pie-chart 3.13 Learners’ Purpose Behind Reading Newspaper Texts……………………….39

Pie-chart 3.15 Respondents’ Answers About the Effectiveness of the Material…………….42

Pie-chart 3.16 Learners’ Responses to Learning Vocabulary……………………………….43

List of Bar graphs

Bar graph 3.14 Learners’ Answers Towards the Use of Newspaper Texts on Their
Performance…………………………………………………………………………………..40
 In the context of English language teaching and learning, there are four basic skills which
are listening, speaking, reading and writing. As far as the importance of these language skills is
concerned, first year LMD students at the English department are expected to learn English in
terms of both spoken and written form. Mastering the English written form is related to the
reading skill. Reading enables learners to acquaint themselves with new words and helps them
speak properly. Language teaching and learning, in this context, requires teachers to use suitable
materials to reading skill for their learners. In addition, students should be motivated to learn.
Integrating authentic materials to enhance reading comprehension in classroom has many
advantages in promoting vocabulary through reading authentic texts. Exploring such materials
in EFL classes, students will find this method effective in improving their reading skill.

Authentic materials have been one of the primary concerns taken by many scholars and
teachers in order to make foreign language teaching more related to learners` needs. Among
these needs, the exposure to a variety of language skills in which reading is a basic skill that is
included in the most EFL contents. Hence, authenticity in language teaching is one aspect from
these actual changes in the field of teaching in which the learner is the main concern.
Authenticity seems to be a difficult concept to apply in the classroom. There are some basic
criteria that should be followed in the process of selecting texts. From this scope, the use of
newspaper texts as authentic teaching material is suggested to promote the reading skill that
may motivate readers (learners) for further reading. Reading, in this context, would be an
effective and an enjoyable activity if teachers use texts relevant to their lessons.

The ultimate aim of this study is to help learners improve their reading skill as far as text
comprehension is concerned. As well as; helps them enrich their English vocabulary knowledge
in order to successfully master the language. The reason that motivates the researcher to conduct
this topic is that first year LMD students are studying English as speciality for future career.
For that, it is needed to master the language skills. The basic skill in which learners can develop
their English language is the exposure to reading written materials. The researcher within this
study (using newspaper texts to improve reading comprehension) may contribute to enhance
students’ reading skill and enlarge their English vocabulary as far as language learning is
concerned.

This research study is carried out on first year LMD students at Mascara University who
were studying reading comprehension and written expression module. The study aims at
shedding light on the use of newspaper texts and its impact on learners’ reading comprehension
achievement as well as vocabulary acquisition. In this dissertation, the researcher seeks to know
which type of texts and materials teachers usually use and how can newspaper texts improve
their reading skill. Therefore, the researcher asks the following questions:

 To what extent can an EFL teacher exploit newspaper texts to improve learners’ reading
comprehension?

 How can newspaper texts, as an authentic material, be beneficial for first year students
in improving reading skill and enhancing their vocabulary?

To answer the above research questions, the researcher suggested the following hypotheses:

 Teachers’ regular use of newspaper texts in EFL classrooms may have a positive effect
on developing learners’ reading comprehension.
 Moreover, if authentic newspaper texts are used in EFL classes in the session of Reading
Comprehension and Written Expression, the students’ reading ability and learning of
vocabulary may be enhanced.

This research work is divided into three chapters. The first chapter is entitled Literature
Review. It covers a detailed explanation of the main concepts linked with the topic. The first
part of this chapter deals with authentic materials in general and newspaper texts in particular
and its use in EFL classroom. The second part tackles the reading skill and its main components
that are used while dealing with authentic texts.

The second chapter is entitled Case Study. It gives a detailed description to the
methodology applied involving research design (both qualitative and quantitative methods).
Moreover, an explanation of various instruments used for data collection. It also includes the
study population and the method of sampling applied in the process of selecting the sample.

Chapter three is entitled Data Analysis and Interpretation. It is devoted to the analysis and
interpretation of the data obtained via the previous research tools. It contains an analysis and
interpretation of classroom observation, teachers’ interview and students’ questionnaire.
Finally, the researcher states the main findings and suggest recommendations for further
research study.
1. Introduction
This chapter has tackled an overview of reading process under the influence of authentic
materials such as newspaper texts used at the English Foreign Language classes. It provides a
review of various studies have been done on the use of authentic materials in the teaching of
reading skill in the classroom. It discusses the various definitions of authentic materials then
goes precisely to newspaper as an example of authentic text. Mastering English as a foreign
language in classroom is important. Therefore, acquiring a certain reading skills is one of the
ultimate elements in this issue. Students must be encouraged to have a high motivation and
interest from their teachers towards better English learning. Teaching and learning require
teachers to be well prepared and use fruitful techniques to stimulate students enjoying learning.
Promoting reading skill and vocabulary through authentic materials, (authentic reading text) has
many advantages on students’ achievements. Adopting the use of authentic materials such as
newspaper text provides real language for learners to enhance their vocabulary.

2. Authentic Materials
The use of authentic materials in an English Foreign Language classroom is what many
teachers, involved in foreign language teaching, have discussed in recent years. Authentic
materials refers to any texts written by native speakers for native English speakers. They include
texts taken from real life sources and they are not planned for teaching and learning purposes.
Harmer (1991:74) defines authentic texts as materials which are designed for native speakers;
they are real text; made not for language students, but for the speakers of the language. It is
considered as either written or spoken language that is not designed for teaching purposes, but
produced for the community that speaks this language.

Authentic materials are not created specifically to be used in classroom. However, they
are considered as a tool for students’ learning. It provides students with up-to-date data that can
be directly relevant to English learners ‘needs in classroom and the outside world. Many authors
and researchers like (Grundy1993, Nunan and Miller, 1995) have asserted that authentic
materials have a positive impact on learners’ reading achievement. The use of authentic
materials help to connect between students’ prior knowledge and their capacities to participate
in real world. Integrating these materials help learners acquire an effective way of speaking
ability in the target language. Nunan and Carter (2001:68) see authentic materials that are
ordinary texts not produced specifically for language teaching purposes.
Richards (2001) maintained that authentic materials is a facilitating part in the teaching-
learning process in the sense that the interaction takes place in the class must resemble as much
as possible to the communication deserved in the real world. Nunan and Miller (1995) views
about authentic materials, they asserted that it clarify how English language is used naturally in
the target language.

2.1. Newspaper as an Authentic Material

Nowadays, newspapers in education are commonly used in classroom due to their

significant values. A newspaper article has a variety of subjects that reflect real life events in
the world to the students. Incorporating newspaper texts in classroom can be an effective way
in teaching reading comprehension. They are the current source of updated information that can
help learners improve their reading skill and enrich their vocabulary.

Newspaper text, as authentic reading material, provides more than real language use. It
is rich of appropriate topics and cultural ideas that motivate learners for reading. Peter Grundy
(1993:1), who is a teacher trainer at the University of Durham-England, has worked with
newspaper texts as authentic reading tool for English classroom at that university. Where, he
provides teachers by newspapers based activities and main approaches used. The purpose was
to gain teachers’ familiarity and self-confidence with their use. He claimed that authentic
newspapers texts includes useful and varied information. They represent a real image of foreign
society with its way of thinking so that students may be interested by the use of such materials.

Newspapers are considered as accessible news media. They tend to acquaint readers with
what they think they want to read. As far as English learning is concerned, currency is one of
the newspapers’ greatest focus. Using newspaper text in EFL classes is much more current than
using simplified texts. Both teachers and students can find many new pieces of information in
newspapers, which make an appropriate source for EFL lessons.

As far as learning and teaching English are concerned, writing, speaking, listening and
reading are the four skills that should be taught equally. However, most of teachers concentrate
more on speaking activities and writing tasks, but they give less attention to reading tasks. One
of the most important aspects that teachers face when preparing classroom lesson is which is
the best source of reading material that seems appropriate. Newspapers, as a source of authentic
language, contain a variety of texts that encourage reading.
 When talking about teaching with authentic materials, one of the materials on which light
is shed is newspapers. However, authentic materials can also include songs, radio, TV broadcast
and films….etc. Anything written in the target language and not used for educational purposes.
Using newspaper texts can be a teaching tool in EFL classroom for developing the process of
reading and enhancing students’ vocabulary. Dealing with the integration of newspaper text in
EFL context, to teach reading comprehension, is essential because it reflects the original
community that speaks English. Additionally, it is used in classroom context in which learners
are not native speaker of English.

2.2. Authentic Text

The definition of the term ‘authentic’ and ‘authenticity’ and their application to language
learning and teaching have been the subject of debate over the past three decades (Michan
2005:16). This can be dated back to the beginning of Communicative Language Teaching
(CLT) approach, which opened the way for the use of authentic texts. Texts, which had been
created for genuine communicative purpose.

The term “authentic” refers to the way language is used in non-pedagogic and natural
communication. Such texts are regarded as authentic if they are not written for teaching
purposes, where the writer has a certain message to pass on to the reader. As such, an authentic
text is the one that possesses an intrinsically communicative quality (Lee 1995: 324).

Morrow (1997:13) stated that an authentic text is a stretch of real language, produced by
a real speaker or writer for a real audience and designed to convey a real message of some sort.
It is important to mention that Morrow is emphasizing on the word “real”, In other words, an
authentic text is one written for the objective of communicating information (not illustrating
language points).

Authentic texts are those being used by native speakers in culturally authentic contexts of
use. A text that was created to achieve social purpose in the language community in which it
was produced. The idea that to be authentic, a text has to be faithful to its original cultural
context (Kramsch et al 2000:78). The use of authentic texts is addressed for teaching reading
comprehension as well as for creating material to improve the teaching-learning process of this
skill.
 Activities based around authentic texts [...] can play a key role in
enhancing positive attitudes to learning, in promoting the development
of a wide range of skills, and in enabling students to work independently
of the teacher. In other words, they can play a key role in the promotion
of learner autonomy (McGarry 1995:3).

According to McGarry, the use of authentic texts in language classroom is considered an

increasing tool of students’ motivation. Moreover, creating a kind of positive attitudes towards
learning since they give the learners the feelings that they are exposed to real language. That is
to say, students feel like that they are learning target language (English) as it is used outside the
classroom by the community that speaks it.

McGarry (1995) indicated that the use of authentic texts in English classroom promote
wide range of language skills such as reading. Students will be able to read different English
texts in classroom and everyday life. Fernandez- Toro & Jones (1996:200) confirmed this idea
stating the role of texts’ authenticity in fostering learners’ autonomy.

2.3. Newspaper in English Classroom

Teachers often complain about students’ lack of interest in the material used in teaching
English. Students’ laziness could be extremely disappeared if the teacher exploits the
newspaper to improve what aspects of English he/ she is teaching. There are different ways in
which newspaper can facilitate learning process. Newspaper is the most famous form of
authentic material. Its wide accessibility make it the most available material to be part of
modern life.

Newspaper is a printed media usually distributed daily or weekly. It was implemented by

teachers of English as a teaching tool for effective language teaching. In addition, texts adopted
from newspapers to the classroom work to promote learners’ vocabulary skills, extend
knowledge and enhance their attitudes towards learning. As Cheyney (1971) pointed out that
newspapers were used for teaching reading skills. This idea was supported by Giudice (1980)
who stated that the way the newspaper text were implemented can improve reading
comprehension, drawing a diagram, filling a chart, and writing a letter and so on (as cited in
Suresh, 2014:57).
 Authentic materials in classroom, therefore, have pedagogic purposes. Its aim is to help
learners better understand the language and master its skills. Authentic texts, whatever their
original, are brought into classroom for academic purposes they have, arguably, lost
authenticity”. Teacher may bring the collection of newspapers from which learners can be
involved in the process of selecting appropriate texts (Wallace, 1992:79).

The utilization of newspaper texts in classroom can motivate the learners where they are
exposed to authentic language that is full of cultural background. Such kind of materials can
offer different topics of interest, which is ideal for practicing reading strategies namely
skimming and scanning. Using authentic materials in foreign language teaching provide
learners with cultural information about the target language. Also, they expose learners to real
language in relation to their needs (Richards 2006:20).

However, the use of these materials in English classroom may raise many problems. For
instance, one of these problems is that they are too culturally biased, i.e., they represent the
culture of foreign society. Moreover, luck of students’ understanding due to its language
difficulty. They would be too difficult for low-level learners. Additionally, authentic materials
often contain difficult and complex language structures and vocabulary.

Newspaper texts in classroom, hence, are supposed to be suitable with learners’ level. It
has been suggested that authentic texts should be used in accordance with learners’ ability and
provide suitable tasks that can be given to learners in which total understanding is not important.
One suggested way to adopt it, is to do some sort of simplification, rearrangement to make the
text easier and comprehensible (Guariento and Morley 2001: 348).

2.4. The Use of Newspaper Text in EFL Classes

There is a wide range of newspaper texts. Hence, there are some criteria that should be
taken into consideration. Nuttall (as cited in Berardo, 2006) gives three important principles in
selecting an appropriate text for students:

A) - Suitability of the Content

When introducing newspaper text as a material, it should go with their interest and needs.
It means that a learner who has prior knowledge of text can make a well sense of it. Therefore,
the relevance of the content to the learners and the appropriateness of the task are keys for using
text effectively.
B) – Exploitability

Exploitability means how the text can be integrated and used in order to improve the
competence of learners in teaching and learning process.

C) - Readability

Readability refers mainly to the difficulty of language in the text, structure and vocabulary.
It should be used in accordance with students’ level. In addition to those criteria, Berardo (2006)
adds two more criteria in his study. The first is variety, which is linked with the various types
of texts. Learners enhance increasingly proficiency in the foreign language through many of
varieties of written language. The second is the presentation of the text. It plays an ultimate role
to get students’ attention. He suggests some questions when choosing authentic text.

Important factors in choosing authentic materials

Suitability of Content Does the text interest the student?

Is it relevant to the student’s needs?

Does it represent the type of material that the student

Will use outside of the classroom?

Exploitability Can the text be exploited for teaching purposes?

For what purpose should the text be exploited?

What skill/strategies can be developed by exploiting the

text?

Readability Is the text too easy / difficult for the student?

Is it structurally too demanding / complex?

How much new vocabulary does it contain? Is it

relevant?

Presentation Does it look authentic?

Is it attractive?

Does it grab the student’s attention?

Does it make the student want to read more?

Table 1.1. Important Factors in Choosing Authentic Materials. Adopted from Berardo, S. A.
(2006: 63).
 When bringing this kind of newspaper texts in classroom, it should be done with a purpose.
As Senior highlights (2005:71) “…we need to have a clear pedagogic goal in mind: what
precisely we want our students to learn from these materials”. It is believed that the language
difficulty of an authentic texts demotivate learners to read. The best way is the simplification
of the text to make it clear and comprehensible for students. Allow students using dictionaries
to check difficult words. Do not remove new words that can be clearly understood from the
context through reading.

As cited in Berardo (2006:65), the basic parameters to consider when simplifying a text are:

Linguistic simplicity: grammatical structures, lexical items and readability.

 Cognitive simplicity: age, education, interests of the learner.
 Psychological simplicity: does it follow traditional social norms?
Another solution demonstrated by Berardo is to give the text related tasks. There are three basic
types.
 Pre-reading: this activity used to prepare students “warm-up” for linguistic/ socio-
cultural weakness and activate background knowledge for reading the text.
 While-reading: this task is used to foster the learners to be flexible and active readers.
Also to promote interaction between reader and writer.
 Post-reading: (follow-up activity) this task often are about questions that follow a text
to check comprehension or understanding.

Furthermore, suggesting orientation that can be implemented at each stage of the previous
stages. At the pre-reading step, introduce the text, give them a reason for reading. Ask
questions to clarify the ambiguity of the task. Then, in while-reading, classroom organization
determines the way the teacher orient his students. Individual or the whole class work can be
used in this stage. At the last step, when the process of reading has been finished, many
activities should be considered to achieve the already set objective Nuttall (as cited in Rina,
2013:30).

2. Reading Skill and Authenticity

The study explores the importance of dealing with authentic text provided from
newspaper that may contribute in increasing reading skill of students of English as foreign
language. Students ought to use different materials for reading in their first language or foreign
language. This assumes that reading is one of the necessities in classroom learning and life.

3.1. Reading as a Skill

Reading is considered one of the most important language skills that enables us to
recognize written words. It is an activity done by the eyes and the brain. The eyes got the
messages, and then the brain works out to decode these messages. Harmer (2001:199) describes
reading as “the way in which people extract meaning from the discourse they see or hear”.
Reading is defined as a way in which something is understood. It means that reading is the
process of making things clear, minimize ambiguity and misunderstanding. The reader ought
to decode messages and well interpretation of meaning.

Like speaking, listening, and writing, reading is a critical skill that is integrated in every
English language lesson and the whole learning process. It is necessary in developing other
language learning skills. If students are exposed to reading material, they will acquire a large
amount of words and new vocabulary. University learners of English need to acquire such an
ability or that skill that enable them to complete any given task. Moreover, they will be asked
to write an academic paper, which force them to read different books.
Reading is the key access to knowledge. It enriches students’ minds and their quality of
learning. Therefore, learners’ academic success is determined by their language competency.
The language competence must be met by demonstrating reading and writing, listening and
speaking skills.

3.2. Reading and Vocabulary

Vocabulary knowledge is essential to reading comprehension. Students cannot understand
text without recognizing what most of the words mean. Reading helps students to promote the
act of acquiring new vocabulary and remember what has been learned. Vocabulary is a key role
to determine learner’s text comprehension and second language acquisition. Without a
sufficient amount of words, learners of English will not be able to comprehend authentic texts
provided from their teachers. Researchers including Kazerooni, Saeedi and Parvaresh, (2011:
118) argued that vocabulary is a substance of language learning and the way to learn other
skills.
One of the most effective way to learn vocabulary is through reading. Reading is a strategy that
brings students face to face with new words. Studies have identified the relationship between
reading and vocabulary enhancement. Soltani (2011:167) conducted an experimental study on
Iranian EFL learners. Both experimental and control group received the same instructions and
different reading material over ten weeks. The results of this study indicated that the
experimental group (using authentic reading material) showed a considerable acquisition in
vocabulary than control group. Furthermore, Aiex (2000:2) demonstrates that the use of English
newspaper texts in university in the teaching of reading can be useful for learners to improve
their vocabulary as well as other language skills such as reading. These previous studies
emphases the correlation between vocabulary and reading and confirmed that the former and
the latter overlap with each other. When you read, you will notice that you learn vocabulary
implicitly through the process of reading.

3.3. Reading Comprehension

Being able to understand what you are reading is referred to as reading comprehension.
Nuttall (2000:4) proposes that the ultimate objective behind reading is to get correct meaning
from the message of the text that the writer expected the reader to receive. Comprehension
refers to the process of making sense of words, sentences and connected text. Moreover,
comprehension encapsulates the level of learners’ understanding whether he/she really
interprets and gets what is read from the text.

Comprehension has been defined by Owocki (2003:3) as “an active process of using
everything we know to construct a meaningful text, and filtering what has been written through
our own knowledge and experiences”. This means that learners’ prior knowledge and
comprehension ability will guide them to understand the text. If the reader does not know the
meaning of words in the text, comprehension would be difficult. That is way vocabulary
knowledge is very important to determine reading comprehension.

The process of interaction between the text and the reader is complex. It is based on
reader’s background knowledge, experience, attitudes and the interest to decode the message
and interpret the meaning of the text. The outcome of this interaction should be in
comprehension. The latter is the result of reading. Sometimes, learners understand the meaning
of words in isolation, but they fail to grasp it in the context. In this case, reading comprehension
activities are helpful for students to facilitate their understanding.
4. Purposes of Reading
Like other skills, reading has different purposes. Each one of us does not read just for the
sake of reading. We read to fulfill our needs and to meet a set of objectives. Reading can have
three main purposes, for survival, for learning and for pleasure (Wallace 1992:6).

4.1. Reading for Survival

Reading to survive is considered to be the reaction to our needs. It depends on the situation
where the reader often involves a response to find out information such as street signs,
advertising. Indeed, reading for survival is almost a matter of life and death (Wallace 1992:6).
For example, people ought to read food’s date of expiration that could be sometimes out of date.
In addition, if drivers could not read road signs, they might be in terrifying accidents and lost
their lives.

This kind of reading purpose keeps the reader in relation with his social environment.
Survival reading establishes a clear interaction between the readers and their society. For
instance, by reading updated news in magazines, newspapers, the reader becomes aware of all
what occurs in society.

4.2. Reading for Learning

Reading for learning is a common purpose of reading that takes place in classroom,
schools and universities. As Wallace stated that reading to learn is goal orientated usually
occurs in academic context in which a person learns a certain amount of information from a
text. It serves to extend our general knowledge of the world. Usually learners of this type enrich
themselves and develop their language proficiency level when they are exposed to authentic
reading material. Learners are asked to remember the main ideas, some of the details and
recognize the information of the text. This requires learners to read texts individually or to the
whole class. In addition, practice reading activities with different objectives. Moreover, relating
prior knowledge to that text helps learners to understand it (Wallace 1992:7).

4.3. Reading for Pleasure

Another purpose of reading is pleasure. It takes place in leisure time when readers read a
text for the purpose of enjoyment. For example, reading novels, stories, literature books and
other reading materials. Learners often read for excitement because they are not reading for the
sake of learning or comprehending a text to have an exam. Readers of that category of reading
gain fluency when they read any material. If students do not read for pleasure in their mother
tongue, they are certainly not to do in foreign languages. Reading is an enjoyable activity, from
which enjoyment can be gained, and fluency is essential factor that increases motivation and
makes reading an interesting activity.

5. Types of Reading

According to Nuttall (1982: 23), there are two important types of reading namely the
intensive and extensive ones.

5.1. Intensive Reading

Intensive reading is an approach usually done in classrooms. It is the process of reading

carefully and accurately in details with particular learning objective. As stated by Nuttall (1982:
23) “the intensive reading lesson is intended primarily to train students in reading strategies”.
By practicing this type of reading, learners improve their reading strategies namely (skimming
and scanning) because both of them are involved in intensive reading. In that type of reading,
learners deal with short texts with great attention to every small details. The aim is to answer
reading comprehension questions or to identify specific information.

In this reading approach, learners are allowed to use dictionaries to check difficult words,
translate, compare and analyze. The focus, in this type, is placed on the language units
(linguistic elements and semantic details) to reproduce meaning. This approach helps students
to understand the text and gain large vocabulary knowledge of foreign language. It is important
for learners to adapt this type in order to get general understanding of the text.

5.2. Extensive Reading

Extensive reading approach involves learners reading longer text for the sake of pleasure
and enjoyment in order to get general understanding. Learners can process this type inside and
outside the classroom. Extensive reading usually is assimilated to reading longer texts in spare
time for one’s own pleasure. This activity mainly involves global understanding”.

The attention is on the meaning of the text not the language used. In addition to the readers’
prior knowledge. Learners are required to build vocabulary knowledge with this type. Extensive
reading enhances learners’ comprehension ability and critical thinking to accomplish their
success. Reading strategies namely, (skimming and scanning) can be included (scanning for
detailed comprehension and skimming for general meaning of the text).
6. Reading Strategies in Classroom

Strategies in reading are tools to determine learners’ comprehension of texts. They are
considered ways that overcome reading problems. For example reading without getting the
meaning, wrong pronunciation of words as they appear in the text). The purpose of these
strategies is to improve learners’ reading ability. In fact, when readers start reading, different
strategies are used to meet specific goals. Students are required to use those strategies to achieve
their reading purpose. Reading newspaper texts seems a difficult task for some learners. EFL
teachers should help students improve their reading ability by teaching strategies that will make
them better readers.

6.1. Skimming

Skimming is a skill used in reading task when students need to understand the general
overview of the text. It refers to the process of reading only main ideas within a text to obtain
general impression of the content of the text. This strategy is defined by Grellet as (1981:19)
“Skimming is an activity which requires an overall view of the text and implies a definite
reading competence”. In other words, the reader runs his eyes quickly in order to get the general
idea of the text (gist).

When skimming, readers are required to look for important points and use techniques to
skim. For example, to preview authentic newspaper text, do not read the whole text word-by-
word or sentence by sentence. Read only the titles and subheadings. Read the introductory
sentence and concluding sentence of each paragraph. Take a rapid glance over the text. Notice
any pictures, charts, or graphs. The purpose of this strategy is to get general sense of the text.

6.2. Scanning

Another useful tool for speeding up your reading is scanning. It refers to a quick looking
for a particular piece of information in the text. However, Scanning is used when learners have
questions in their minds and they need to find the answers by reading only the target passage.
Grellet stated that (1981:58-59) scanning is a technique that requires readers to search for a
specific information without reading the whole text, through looking at its titles, tables of
content and so on. That is to say, this strategy is used to find ideas, keywords for particular
questions.
 To scan a text, state the specific questions, information you are looking for. Then anticipate
how the answer will be. For example, if you are looking for a certain date, quickly read the
paragraph that contains numbers. Learners have to concentrate on the main part of the text
without reading the whole text when they find information they are looking for. In this case,
students‘ use of hands is helpful to locate the information. In addition to the sight, by letting
your eyes see what exactly you are searching.

7. The Relationship Between Newspaper Texts and Reading Skill

The present research identifies the reading skill and its relation to comprehension under
the influence of authentic material (texts from newspapers) for English foreign language
learning.

7.1. The Effects of Authentic Newspaper Texts on Reading Skill

The studies have been conducted in the field of teaching reading skill via the use of
newspaper texts have shown their significant results in second language learning. Recent study
made by Raja Ahmmed (2016), on the effectiveness of newspaper text for improving reading
skill of students of Dhaka University, showed that students who were exposed to authentic text
have better achievement in their reading ability and vocabulary development.

Such authentic source is helpful for students to activate prior knowledge, helps them to
practice the micro skills of reading like (scanning and skimming). A study have been conducted
by Hakeem (2014), about the significance of using authentic material to develop reading
comprehension, the researcher concluded that the use of authentic text have a significant impact
on encouraging learning English as second language and enhancing reading comprehension
skills. The previous studies have shown positive results concerning the impacts of
implementing authentic texts on motivating learners and promoting reading skills. It indicates
that students reading comprehension in language improves with increased exposure to authentic
texts. Most of the students were more successful in developing grammar knowledge while using
authentic material in class.

In the contrary side, some of the researchers were against the idea that authenticity of texts
improve reading skill. They based their hypothesis on the fact that authentic materials contain
difficult language that could not be comprehensible for language learners. Zainal, & Baskeran,
(2010) have conducted a comparative study on learners reading authentic and non-authentic
text at the University of Malaysia. The findings demonstrated that non-authentic texts facilitate
comprehension better than authentic texts. According to the results of this study, authentic
materials was not effective in improving learners’ achievements in reading skills.

7.2. Newspaper Text as a Tool to Improve Reading Comprehension Skill

The integration of authentic materials such as newspaper texts in EFL classroom is

suggested to teach the reading skill. Such authentic tasks derived from authentic text help to
promote classroom participation, vocabulary acquisition, and the most important thing is
reading comprehension. Newspaper text, as a source of knowledge, covers a wide range of
information that learners benefit from. The use of English newspaper text in the classroom will
increase the habit of acquiring vocabulary automatically.

A study conducted by Hakeem (2014:8) on the use of authentic text, has shown that the
use of this tool in foreign language teaching help learners to develop reading skills
(pronunciation, reading fluency...), in addition to writing, speaking by analyzing, entertaining
and reviewing. Learners, those were exposed to such authentic sources, enhance their
vocabulary knowledge. Such authentic texts encourage students’ motivation and interests with
the use of this material in the classroom. Moreover, provide information that can be useful in
real life situation. EFL learners should be exposed to newspaper text as much as possible until
they get benefit from it in terms of text understanding, vocabulary knowledge and other skills
of English language learning. Such journalistic texts contain updated language that is real and
beneficial for students when they practice different activities inside the class.

8. Conclusion

English is a worldwide most spoken language. In the area of teaching English, the mastery
of language skills is very important in order to learn English as foreign language. One of these
vital skills is reading. The problem raised with reading is that low level of reading
comprehension, learners could not understand the text. The adaptation of this reading material
helps students read text efficiently and improve their reading ability.

Dealing with this chapter and the elements that includes, teachers will notice the
importance of using such authentic newspaper texts on developing learners’ reading
comprehension skills. In addition, EFL learners will be motivated and interested in the use of
authentic materials that create positive attitudes towards learning and provide them with real
language in the classroom.
1. Introduction

This chapter represents the practical part of the research study. It includes the description
of the main research methodological processes implemented in this study. Moreover, it
identifies the research questions, research hypotheses, and the methods of research along with
research tools. It sheds light also on the population and the sample selection and provides a
detailed description of class observation and both teachers ‘interview and learners’
questionnaire.

2. Statement of the Problem

In the context of learning English as a Foreign Language, students often have difficulties
in learning it without appropriate materials in classroom. Teaching without a suitable reading
text that fit them, lead Students to spend long hours in the classroom with poor achievement. It
is important to note that EFL learners are not aware of the strategies for vocabulary learning
and text comprehension. Incorporating a newspaper text (as an authentic material) is one of the
tools for teaching English. Many teachers find it difficult to direct the students’ focus towards
their lesson. Implementing such authentic texts could help teachers to improve their learners’
reading skill and increase their interest in acquiring vocabulary by exposing them to read
different newspaper texts.

3. Significance of the Study

This study attempts to give suggestions to teachers on the choice of texts to be used for
their lessons; whether they should use authentic or non-authentic texts to promote reading skill
for their learners. Authentic reading material (text) supplies the language use with its own real
and natural setting. It is hoped that teachers will be given insights to help learners improve their
ability of reading comprehension through providing effective authentic reading newspaper
texts.

In addition, the study will be beneficial for teachers, syllabus designers and course
planners to plan or design a course syllabus and teaching methodology in order to help students
improve their ability of English reading comprehension. Moreover, it will be good for teachers
of English department at Mascara University to discover best ways or strategies for applying
authentic materials in EFL classroom.
4. Research Setting

Describing the study setting means identifying the time, which the research tools (the
observation, the interview and the questionnaire) took place and the place as well. The study
was carried out during the academic year 2017/2018 at English department in the University of
Mascara. The research tools of data collection have been conducted during the second semester
of the same academic year.

5. Research Purpose

The research purpose of this study is to investigate the effectiveness of utilizing authentic
materials (Newspaper texts as a case study) in enhancing learners’ reading comprehension and
vocabulary acquisition.

6. Research Questions

Question One: To what extent can an EFL teacher exploit newspaper texts to improve
learners’ reading comprehension?

Question Two: How can newspaper texts, as an authentic material, be beneficial for first
year students in improving reading skill and enhancing their vocabulary?

7. Research Hypotheses

The empirical research helps to support or fail to support the proposed hypotheses stated
in the theoretical arguments of the study. The hypotheses will be tested and can be either proven
or disproven after study investigation. The proposed hypotheses for this research are as the
following:

1- Teachers’ regular use of newspaper texts in EFL classrooms may have a positive effect on
developing learners’ reading comprehension.

2- If authentic newspaper texts are used in EFL classes in the session of Reading
Comprehension and Written Expression, the students’ reading ability and learning of
vocabulary may be enhanced.

Figure 2, below, shows the process of testing a hypothesis diagrammatically. It starts by

formulating an assumption to be proven or disproven. After that, the researcher collects enough
data using appropriate research tools. Then, the last step is the analysis of the collected date that
allow the researcher to conclude whether the hypothesis is true or false.
 Phase I Phase II Phase III

Formulate your Collect the Analyse data to

hunch or required data draw conclusions
assumption about hunch- true
or false

Figure 2.1. The Process of Testing a Hypothesis. Adopted from Ranjit Kumar (2011:88).
Research Methodology. Third edition

8. Research Methodology

This practical chapter provides a full description to the research design (methods of
research). Besides The data collection instruments including classroom observation, interview
and questionnaire. These research tools were used in order to collect variety of data for the
research.

8.1. Research Design

To fulfil research objectives in this study, the Mixed Methods Approach (including both
Qualitative and Quantitative Method) would be applied for data collection and analysis. This
approach combines quantitative and the qualitative methods in different ways. To investigate
our case study, the researcher relies on three research tools. As qualitative tools, a classroom
observation and interview have been used. For quantitative tool, on the other hand, a
questionnaire is given to our case study. The findings would be generalized through the use of
this research design. The researcher gives equal importance to the research tools. Yet, the
qualitative research tools took place before the quantitative ones (QUAL QUAN).

8.2. Data Collection Instruments

For the sake of collecting data for the present study, the researcher applies the mixed
method of research where three main tools of data collection are used namely; classroom
observation, interview and the questionnaire.
8.2.1. Classroom Observation

Observation is one of data collection sources. The process of observation is based on

watching, listening to teacher- student interaction. Sometimes observation is appropriate tool
where certain information cannot be retrieved by other modes of research such as questionnaire
and interview. The type of observation used in this study is non-participant observation in which
the investigator remains passive.

Classroom observation has been done to know exactly what is happening when the teacher
used authentic newspaper texts during reading comprehension sessions. Checklist is needed to
gain clear information of the English learning process. The researcher recorded the information
gathered from observation in the checklist. It includes the most criteria used by the researcher
to observe students while dealing with the authentic text (newspaper texts as an example). These
criteria are as follows:

-Organization: the presentation of the text to be read. Reading steps (pre reading, while reading
and post reading).

-Interaction: the way students interact with the teacher.

-Class work: to discover whether learners prefer learning individually or in groups.

-Material: authentic text provided from authentic material (newspaper)

-Classroom activities: Are the students involved in these reading activities. Do they use certain
strategies to determine meaning that is resulted in comprehension (understanding of the text)?

-Developed skill: Reading, integrated skills: listening, speaking, and writing.

-Reading strategies: Do learners apply certain strategies when answering questions.

-Background knowledge: Do students rely on their prior knowledge to understand the text. Do
they ask questions for understanding?

These elements are used to describe the process of using authentic material in teaching the
reading skill. For detailed information, see the appendix checklist.
Below, the researcher designed a theoretical model for classroom observation summarized in
the following diagram.

Teacher selects suitable Teacher designs tasks

authentic text for a lesson. according to the material
The independent newspaper. chosen.

Students try to understand

Students try to read and
new vocabulary/style of the
understand the text.
text through discussions and
Individual work.
use of dictionary.

Students complete the task.

Figure 2.2. Theoretical Model of Using Authentic Newspaper Text in EFL Classroom. Adopted
from Firdaus (2013: 17).

The theoretical framework, above, shows how the teacher uses authentic newspaper texts
in his/ her classroom. The teacher designed the tasks for helping the students to understand the
text. Discussions and the use of dictionary in understanding unknown vocabulary are permitted
in each session of observation, so that the objective of the class observation as well as the use
of authentic material can be achieved.
8.2.2. Reading Comprehension Test

After conducting four classroom sessions under observation using texts from the
Independent Newspaper (www.independent.co.uk) published on Thursday 5 January 2017, the
researcher designed a comprehension test with questions during the last session. The test is
another instrument used to collect data about the target area which is reading authentic
newspaper text. Its main objective is to check the overall students’ comprehension of the text.
The latter is entitled “Mediterranean Diet Can Slow down Brain Ageing”. The text is divided
into three paragraphs. After the students’ silent reading of the text, they are asked to answer the
test that consists of a set of comprehension questions to be answered. Those are not all the
questions included in the test, however, the researcher selects just the questions that deal with
text comprehension to be analysed. The test’s questions are listed below:

The following questions require students to skim the text:

1-Entitle the text?

2- What is the general idea of the text?
3- What is the source of the text?
4- When was it published?

Other questions require students to scan the text:

5- What are the components of the diet?

6- What is the aim of the brain scan?
7- In which paragraph does the author confirm the effects of Mediterranean diet on brain
health? Justify from the text.

8.2.3. Questionnaire

The questionnaire is an efficient tool to investigate how the members of the selected
sample (students of first year LMD in the English department) feel about the use of authentic
text in reading comprehension session. It permits the researcher to ask the participants a set of
questions that reflect their point of view about the incorporation of newspaper texts in reading
session. Nunan (1992:231) defines questionnaire as “an instrument for the collection of data,
usually in a written form consisting of open and/or closed questions and other probes requiring
a response from subjects”.
8.2.3.1. Description of the Questionnaire

The questionnaire includes four main sections. The questionnaire devoted for this study
takes the form of a set of written questions and statements that are given to the respondents to
answer them. The form of the questions can be either close-ended (Yes/ No, multiple choice
questions) or open-ended questions that invite free response. The questionnaire starts with a
small introduction that explains the topic to the respondents and gives instructions about how
they are intended to answer the questions. The questions are divided into four sections. Each of
these sections contains from 3 to 4 questions that aim to draw out the learners’ responses about
the target area.

Section One: Deals with a general overview about learners’ background including age, gender,
and the desire to learn English language.

Question One: Gender

Aim of the question: to identify the participants’ gender whether male or female.

Question Two: Age

Aim of the question: to have an idea about the participants’ age.

Question Three: Do you enjoy learning English?

Aim of the question: to discover students’ willingness to learn English language.

Section Two: It is devoted to assess learners attitudes towards the use of authentic materials. It
encompasses three yes/ no questions and one multiple-choice question as the following:

Question One: Do you know the meaning of an authentic material?

Aim of the question: to know whether learners are familiar with the meaning of authentic
materials.

Question Two: Do you like the use of authentic material in learning English?

Aim of the question: to check learners’ opinions about the use of this material in learning
English.

Question Three: Is it beneficial for you the use of newspaper texts as an authentic material
while dealing with reading comprehension?
Aim of the question: to know the usefulness of the material used in reading class.

Question Four: What is your aim behind reading newspaper as an authentic text in the
classroom?

Aim of the question: to identify learners’ purpose behind reading newspaper text.

Section Three: (Five-point Likert scale) Describe your reaction towards reading authentic text.
This section contains six statements and five degrees from strongly agree to strongly disagree.

Statement One: I believe that texts based on newspaper are more effective and enjoyable
than non-authentic ones.

Aim of the question: to discover learners’ views and beliefs about authentic text.

Statement Two: While using newspaper texts, I feel the need and the desire to read materials
written in English.

Aim of the question: to motivate learners to read more texts in English and use for real life
communication.

Statement Three: One reason I read newspaper texts is that they clarify how English is used
in the native community.

Aim of the question: to foster students reading skill and practice English.

Statement Four: Using newspaper texts improve my reading skill.

Aim of the question: to see whether reading authentic text promotes students’ reading
competence or not.

Statement Five: Using newspaper text enriches my vocabulary, expressions and structures.

Aim of the question: to enhance students’ vocabulary included in newspaper text.

Statement Six: I benefit from reading strategies when I get exposed to authentic newspaper
text.

Aim of the question: to discover whether students apply reading strategies while reading or
not.

Section Four: Contains two open-ended questions that elicit free response and opinions.
 Question One: Do you think that by reading authentic newspaper text helps you improving
your reading skill?

If yes, how does it help? If no, why doesn’t it help?

Aim of the question: to measure the effectiveness of the material used whether it helps
improving reading ability or not.

Question Two: Do you think that reading authentic text helps you learn vocabulary?

If yes, how does it help? If no, why doesn’t it help?

Aim of the question: to check whether learners benefit from vocabulary while reading this
newspaper text.

After designing the questionnaire, the researcher wants to determine whether the questions
are appropriate, valid and comprehensible to be administered to the respondents.

8.2.3.2. Piloting the Questionnaire

Pilot study involves a small number of participants. Its objective is to identify potential
problems in the content of the questionnaire, which require modification. To avoid any
misunderstanding, the researcher feels that there is a need to pilot the questions to ensure that
all the questions are properly phrased. Hence, a help from few respondents is requested in order
to review and revise the questions. After piloting the questionnaire, the questions were clear
and well stated to answer the research questions. Moreover, one multiple choice question was
omitted because of repetition and another ambiguous questions was modified as follow.

- It is beneficial for you the use of newspaper texts as an authentic material while dealing with
reading comprehension?

8.2.3.3. Administering the Questionnaire

After going through all the steps to create an appropriate questionnaire, the researcher
presented the corrected version to the target sample. The researcher explained the topic to the
respondents and asked for their collaboration. The process of administering the questionnaire
took place in the English Department at Mascara University at the level of the first year LMD
students on March 21th, 2018.
8.2.4. Interview

The interview is another method of collecting data from participants. This type of research
tool (structured interview) involves a definite number of questions to a second sample namely
(teachers). The interview is conducted face to face with first year English teachers of reading
comprehension and written expression module. They are intended to answer a series of
questions included in the interview. While interviewing, the researcher is free to decide the
format and the content of the questions. As mentioned previously, the researcher invites all the
teachers of reading comprehension and written expression module. The aim behind
interviewing is to gather different teachers’ perspectives about the implementation of authentic
text as a teaching material for developing the students’ reading skill. In addition, how do they
foster their learners’ understanding of that text?

This interview starts with a brief introduction in which the interviewer states the topic and
the problem being studied. The questions of the interview are already predetermined in order
way. The interview contains ten (10) questions that are divided into two sections. The researcher
promises confidentiality of teachers’ personal information and the data.

Section One: It is about teachers’ background information including gender, and their
experience of teaching reading comprehension and written expression module.

Question One: Gender

Aim of the question: to identify interviewees’ gender.

Question Two: How long have you been working as a teacher?

Aim of the question: to have an idea about their years of experience in English language
teaching.

Question Three: How long have you been teaching the module of Reading Comprehension
and Written Expression?

Aim of the question: to know teachers’ experience in teaching this module.

Section Two: It is divided into eight questions. They shed light on teachers’ use of authentic
text in teaching of reading comprehension.

Question One: What do you use as materials in teaching reading comprehension?

Aim of the question: to discover which type of text material teachers usually use during reading
comprehension session.

Question Two: Have you ever used authentic text in the session of reading comprehension?

Aim of the question: the aim behind asking this question is to know teachers’ familiarity with
the use of authentic texts.

Question Three: How often do you use authentic material in the module?

Aim of the question: to determine to which extent teachers use authentic texts in that module.

Question Four: In your point of view, what can make the use of the language “authentic” in
classroom?

Aim of the question: to know the teachers’ perspectives and what do they use in order to teach
English as far as the module of reading comprehension and written expression is concerned.

Question Five: In selecting authentic material (texts), what criteria would you follow?

Aim of the question: to discover what criteria usually teachers follow when choosing authentic
texts for reading comprehension.

Question Six: Why do you prefer to use authentic text?

Aim of the question: to check teachers’ objectives behind the implementation of this material
in reading comprehension session.

Question Seven: What is the reaction of your students after working on authentic text
(newspaper as example)?

Aim of the question: to see students’ reflections whether they were interested in the material,
do they understand the text? Do they benefit from the newspaper text vocabulary?

Question Eight: In case you do not rely on authentic texts in the class, justify why?

Aim of the question: to know the reasons that prevent teachers from using authentic texts during
their sessions.
9. Population and Sample

For the sake of collecting data, the population and the sample are needed in order to
accomplish this study. This research is addressed to first year EFL learners as whole population.
The sample of this study depends on the type of sampling employed to select participants. The
researcher aims at exploring the students’ achievement in reading comprehension after the use
of authentic newspaper texts.

9.1. Population

Population is an important aspect for any study from which the information are obtained
to find answers to research questions. Concerning this study, all first year LMD students English
department in the University of Mascara constituted the target population of the study. There
are eight groups. Each group consists of between 27 and 39 students giving a total population
of 347 students. Their ages approximately between 18 and 21 years old. Yet, distributing the
questionnaire to the whole population might raise certain problems to the researcher due to the
huge number which exceeds three hundred forty seven students. For this reason, the researcher
tries to work with a small representative sample of the entire population.

9.2. Sample Selection and Participants

The sample size of this research depends on the type of sampling implemented to select
the appropriate participants. For the population that consist of teachers, the researcher used
nonprobability-sampling design including convenience sampling. The important criterion in
selecting that type is the convenience of the researcher. This population meet a certain criteria
of accessibility and availability. Since we already have three teachers of reading comprehension
and written expression of first year as far as this research is concerned.

For the population of first year students of English, on the other hand, the selected sample
should be representative to the population. They are selected in a manner that they really
represent the population. The researcher used probability sampling design including simple
random sampling. The group seven have been randomly selected from of the eight groups.
Giving a total number of 35 participants. Sixteen (46%) respondents were male and 19 (54%)
were female respondents. The age average of all participants was between 18 and 21 years old.
The choice of this population is because first year LMD students studied the module of reading
comprehension and written expression. This group is studying reading comprehension by
having two consecutive sessions a week and each session lasts for 1h30 minutes.
9.2.1. Participants

In this section, the researcher identifies the participants who are willing to participate in
this study. The participants are students those were chosen as a sample to conduct classroom
observation then answering the questionnaire. In addition to English teachers in order to be part
of the interview.

9.2.2. Students

First year LMD students of English are the substance of the study. They have studied
English since middle school. It is their first time experiencing English language as specialty for
their future career. They are sixteen male and 16 females. They are studying module of reading
comprehension.

9.2.3. Teachers

The respondents were also English teachers in Mascara University. The interview is
conducted with first year teachers of reading comprehension and written comprehension
module. They are three teachers representing the total population of the study. All of them are
women. Their teaching experience differ from one teacher to another. The purpose of the
interview is to check teachers’ awareness of enhancing their students’ reading skill through
implementation of authentic material to improve that skill.

10. Research procedures and Analysis

For the purpose of this research study, the researcher applied the MMA approach, which
includes both and qualitative and quantitative methods of data collection. The researcher used
the following tools; class observation, interview, and questionnaire. The qualitative data is used
for analysing classroom observation in which authentic newspaper texts are used with activities
to check students’ comprehension. Moreover, this method is used to interpret the teachers’
interview and describe the results obtained through observation and interview. Quantitative
data, on the other hand, are used for analysing students’ questionnaire into numerical
(statistical) data usually done by Excel computer program.
11. Methodology Limitation

In order to achieve the aim of this study, the researcher selected different research tools
including classroom observation, interview, and a questionnaire for the data collection.
However, the researcher may face problems in the process of gathering data. The first limitation
that may affect the study is the luck of time. The number of observation sessions is perhaps
inadequate. Furthermore, the study has been conducted on learners of first year only.

12. Conclusion

To sum up, this chapter deals with the main methodological procedures applied in the
research methodology. It contains a detailed description and explanation of the components of
the research methodology. It includes research setting, research purpose, research question,
research hypotheses, research design and research instruments that were used in this study. The
researcher used mixed method approach including both quantitative and qualitative data tools
to ensure and strengthen the validity (internal and external) and reliability of the research.
Moreover, the study identified the study population and the sample selection. In addition, for
the sake of objectivity, the researcher denoted the methodology limitations that affected this
study.
1. Introduction

This upcoming chapter presents the analysis of the collected data via different research
tools. It is devoted to the practical part of this study. It represents, also the study findings that
will be interpreted and analyse in terms of both qualitative and quantitative analyses. Finally, it
provides recommendations for further research.
2. Data Analysis

Data collection is analyzed in different ways according to the research tools that are used
in this study. The researcher presented the analyzed data into illustrative explanation, individual
responses and numerical data (tables, pie-charts, bar-graphs and notes) as far as qualitative and
quantitative analyses are concerned. It is usually done through the use of Excel.

2.1. Classroom Observation Interpretation

As mentioned in the second chapter, the purpose of conducting a classroom observation is

to discover the teacher-students interaction while using authentic newspaper text in the session
of reading comprehension. The researcher conducted four sessions of observation in which the
material (newspaper texts) are used in each session. All the texts are taken from the Independent
Newspaper published on 5th January, 2017. The text chosen for the first session is entitled a text
Regent’s University Was Named the Most Expensive Place to Study, Costing £39,000 per Year.
The second session, students read the text entitled Living near Major Roads Increase the Risk
of Dementia in which they are offered an opportunity to use their dictionaries looking for the
meaning of difficult words. In this vein, they are indirectly involved in the process of
vocabulary enhancement. The text chosen for the third session is entitled Saudi Arabia to Flog
Foreign Workers for Burning-Bus Protest over Unpaid Wages. For The fourth session, the text
deals with the Mediterranean Diet Can Slow down Brain Ageing.

It is important to know that in the first three chosen texts, the teacher give them questions
about each text. However, Due to the not enough time, the questions were answered orally. For
the sake of external validity, learners had not been told about the type of the material they were
reading. He used a checklist as a support to determine the process of observation. The first
section of the checklist is devoted to a detailed description of class which is under observation.
It includes the name of the group, number of students present and date/ time for each class
session. The second section consists of criteria followed while observing. The classroom
observation is based on the following elements:
Classroom Organization

It focuses on the physical environment of the classroom (managing the class) in order to
optimize students learning and reduce distractions. The teacher distributes a copy of the text for
each student and presenting overview of the lesson (warm up).

Procedures

Are divided into three steps (pre-reading, during-reading and post-reading). The first step,
the teacher asks students to preview the text through using their prior knowledge about the topic
of the text. The aim of this pre-reading task is to motivate learners to read the text by relating
the topic to their own lives. The second step, the teacher devoted it to reading aloud and
defining, explaining terms, concepts using examples to clarify the words’ meaning. Students
are allowed to use the dictionary to explain some difficult words. The third step is determined
to check learners’ text comprehension through activities, answering questions and summarizing
the text. The instructor successfully followed those elements.

Classroom Interaction

It encourages teacher-student and student-teacher interaction. Students are given

opportunities for individual work and classroom interaction. The interaction in which class was
observed is based on individual and the whole class together. This step was followed during the
process of reading and post-reading.

Classroom Activities

They refer to a set of questions about the text to ensure students’ understanding. The use
of debate, questions for clarification, and exemplifying for facilitating the task.

According to the elements being observed, the researcher noticed that learners were
interested in the learning material. This means that learners enjoy the texts they were reading
and are involved in performing the tasks. During the sessions of observation process, all the
learners find the texts beneficial since they were able to understand it and answer the questions
correctly. More than that, they benefit from the variety of vocabulary used in the texts. For
instance, they acquire new words such as bargain, tuition, dementia, deterioration, flog, lauded,
cortex, diet, shrink…etc. The observer (researcher) concluded that the material used
(newspaper text) was effective tool to promote learners’ reading competence and enrich them
with English vocabulary.
2.2. Results of the Reading Comprehension Test

Question One: Entitle the text?

Answer Number Percentage

Correct 23 77%
Wrong 07 23%
Total 30 100%
Table 3.1 Students’ Scores about Guessing the Title of the Text

The results of the table above show that (77%) of learners guess correctly the title of the
text, while (23%) of them suggested titles wrong titles. The right answer is Mediterranean Diet’s
Effects on the brain.

Question Two: What is the general idea of the text?

Answer Number Percentage

Correct 25 83%
Wrong 05 17%
Total 30 100%
Table 3.2 Students’ Understanding the General Idea of the Text

The above table indicates that the majority of students (83%) understand what is the text
about. However, (17%) give wrong answers. The correct answer is the benefits of the
Mediterranean diet on the brain health as well as the body.

Question Three: What is the source of the text?

Answer Number Percentage

Correct 30 100%
Wrong 00 00%
Total 30 100%
Table 3.3 Students’ Answers of the Source of the Text

The table above reveals that all of students (100%) answer this question correctly. The
answer is that the text is taken from the Independent Newspaper.
Question Four: When was it published?

Answer Number Percentage

Correct 30 100%
Wrong 00 00%
Total 30 100%
Table 3.4 Students’ Answers of the Date of Publication of the Text

The results of the table above show that all the students provide right answers for this
question correctly. The answer, indeed, is Thursday, January 5th, 2017.

Question Five: What are the components of the diet?

Answer Number Percentage

Correct 21 70%
Wrong 09 30%
Total 30 100%
Table 3.5 Students’ Answers to the Components of the Diet

As the above table indicates that (70%) of learners write a full answer to this question,
however (30%) give uncomplete answer to this question. The correct answer is that the diet
includes large amounts of fruit and vegetables, olive oil, beans and cereal grains such as wheat
and rice with moderate amounts of fish, dairy and limited quantities of meat.

Question Six: What is the aim of the brain scan?

Answer Number Percentage

Correct 26 87%
Wrong 04 13%
Total 30 100%
Table 3.6 Students’ Answers to the Aim of Brain Scan

According to the table above, the results reveal that the majority of students (87%)
understand the text and they give right answer. However, (13%) failed to answer this question.
The correct answer is to measure the overall brain volume.
Question Seven: In which paragraph does the author confirm the effects of Mediterranean diet
on brain health? Justify from the text.

Answer Number Percentage

Correct 22 73%
Wrong 08 27%
Total 30 100%
Table 3.7 Students’ Answers of the Paragraph that tackles the Effects of
Mediterranean Diet on Brain Health.

As it shown above, (73) succeed to determine the correct answer. While (27%) failed to
identify the right answer. The answer is paragraph one; “this study adds to the body of evidence
that suggests the Mediterranean diet has a positive impact on brain health.”
As a conclusion, from the analysis of the students' answers to the reading comprehension
test, the results demonstrate that our sample students were successful in answering the
questions. However, few students failed and could not answer all the questions. This does not
mean that they will not understand the text but they face difficulties in comprehension of
reading. It can be concluded that the majority of students understand the content of the text
using their background knowledge to predict about the text.
2.3. Questionnaire Analysis
The researcher conducted the questionnaire with group 7 that consists of 35 students.
However, after examining the answered questionnaires, the researcher concluded that only 30
students answered the questionnaire.

2.3.1. Students’ Answers of the Questionnaire

Section One: Background Information

The first question involves the identification of participants’ gender. There are (53%)
females and (47%) are males in the class.

Gender Number Percentage

Female 16 53%
Male 14 47%
Total 30 100%
Table 3.8 Students’ Gender
 47%
53%

Female Male

Pie-chart 3.8 Students’ Gender

In the second question, the students are asked if they enjoy learning English or not. All
the participants (30) claim that they enjoy learning English since it is their first year studying
English as a specialty.

Do you enjoy learning English? Number Percentage

Yes 30 100%
No 00 0%
Total number 30 100%
Table 3.9 Learners’ Enjoyment in learning English

0%

100%

yes no

Pie-chart 3.9 Learners’ Enjoyment in Learning English

As it is shown above, first year LMD students (group 7) take pleasure and enjoy learning
English for their future career.

Section Two: Learners’ Attitudes towards Authentic Materials

Question One: Do you know the meaning of an authentic material?

This question is asked to activate learners’ prior knowledge about the topic whether the
respondents know the meaning of authentic text or not.
 Do you know the meaning of an authentic material? Number Percentage
Yes 22 73%
No 08 27%
Total number 30 100%
Table 3.10 Students’ Recognition the Meaning of Authentic Material

27%

73%

yes no

Pie- Chart 3.10 Respondents’ Recognition the Meaning of Authentic Material

According to the pie-chart, seventy three percent (73%) of the respondents recognize
what is meant by an authentic material whereas twenty seven (27%) of the respondents did
not know its meaning.

Question Two: Do you like the use of authentic material in learning English?

This yes/ no question is asked to find out the students who were with or against the use
of authentic materials in classroom.

Do you like the use of authentic material in learning English? Number Percentage

Yes 26 87%
No 04 13%
Total number 30 100%
Table 3.11 The Use of Authentic Material in Learning English
 13%

87%

yes no

Pie-chart 3.11 Respondents’ Use of Authentic Material in Learning English

As indicated in the pie-chart, the majority of the learners responded positively towards the
implementation of authentic texts in classroom. According to the respondents’ answers, (87%)
of students prefer the use of authentic texts in reading comprehension session, whereas (13%)
of students dislike the idea of using authentic texts in class.

Question Three: Is it beneficial for you the use of newspaper texts as an authentic material
while dealing with reading comprehension?

This question seeks to discover the usefulness of the material used in reading class. The
majority of respondents (24) agree on its benefits. However, (06) students answered with no
as it shown below:

Is it beneficial for you the use of newspaper texts as an Number Percentage

authentic material while dealing with reading comprehension?

Yes 24 80%
No 06 20%
Total number 30 100%
Table 3.12 The Benefits of Using Authentic Newspaper Texts in Reading Comprehension

20%

80%

yes no

Pie-chart 3.12 Respondent’s Benefits of Using Newspaper Texts

 As indicated in the pie-chart above, (80%) of respondents confirmed the usefulness of
newspaper texts while dealing the rest of participants nullified the usefulness of this reading
material.

Question Four: What is your aim behind reading newspaper as an authentic text in the
classroom?

In this multiple-choice question, the learners were asked to choose between two answers.
The researcher aims at identifying learners’ target purpose from reading newspaper text.

What is your aim behind reading newspaper as an authentic text Number Percentage
in the classroom?

For pleasure 01 03%

For learning 29 97%
Total number 30 100%
Table 3.13 Learners’ Purpose behind Reading Newspaper Texts

3%

97%

for learning for pleasure

Pie-chart 3.13 Learners’ Purpose behind Reading Newspaper Texts

As demonstrated in the pie-chart, the majority of learners (97%) are aware of their
learning. The use of this material is for developing their English reading skill.

Section Three: The Effect of Newspaper Text on Learners’ Performance

In this section, five-point Likert scale, students are asked to tick the appropriate answer
for each statements. The results are shown in the following table:
 Strongly Strongly
Statements Agree Neutral Disagree
Agree Disagree

1-I believe that texts based on newspaper are 4/30 18/30 7/30 1/30 0/30
more effective and enjoyable than non-
13% 60% 23% 3% 0%
authentic ones.
2-While using newspaper texts, I feel the need 9/30 14/30 6/30 1/30 0/30
and the desire to read materials written in
English. 30% 47% 20% 3% 0%

3-One reason I read newspaper texts is that 12/30 13/30 4/30 1/30 0/30
they clarify how English is used in the native
community. 40% 43% 13% 3% 0%

4-Using newspaper texts improve my reading 9/30 13/30 7/30 1/30 0/30
skills. 30% 43% 23% 3% 0%

5-Using newspaper text enriches my 15/30 10/30 4/30 1/30 0/30

vocabulary, expressions and structures. 50% 33% 13% 3% 0%

6-I benefit from reading strategies when I get 4/30 17/30 7/30 2/30 0/30
exposed to authentic newspaper text. 13% 57% 23% 7% 0%

Table 3.14 Frequencies and Percentages of Learners’ Answers towards the Effects of Newspaper
Texts on their Performance

70%
60%
60% 57%
50%
50% 47%
43% 43%
40% 40%
33%
30% 30%
30%
23% 23% 23%
20%
20%
13% 13% 13% 13%
10% 7%
3%
3% 3% 3% 3%
0% 0% 0% 0% 0% 0%
0%
Statement 1 Statement 2 Statement 3 Statement 4 Statement 5 Statement 6

Strongly Agree Agree Neutral Disagree Strongly Disagree

Bar graph 3.14 Learners’ Answers towards the Use of Newspaper Texts on their
Performance
 According to the results of the table and bar graph, the findings reveal that in statement
one, the majority of learners (18), about (60%) agree that texts based on newspaper are effective
than non-authentic ones. While (7) of the participants (23%) remained neutral. furthermore, the
percentage learners of who were strongly agree on its effectiveness decreased to (13%). (3%)
tick disagree for this item and none of learners responded to strongly disagree. It is evident that
learners believe that authentic texts are good than non-authentic ones.

In statement two, (47%) of the participants agree that using newspaper texts motivate them
to read more written materials. Moreover, the number of participants who strongly agree that
reading that kind of texts motivate them and feel the desire to read increased in this statement
to (30%). (20%) of the learners answered with being neutral. However, none of the respondents
strongly disagree with this statement. About the statement that states the use of authentic texts,
it motivate learners to be exposed to more reading materials in English.

In statement three, the percentage of students who strongly agree and agree was
significantly similar. About (40%, 43%) of learners strongly agree and agree on the reason that
states reading newspaper texts show and clarify how English language is used in the native
community. The number of learners who were neutral in this item goes down to 4 students
about (13%).

In statement four, students’ percentages in strongly agree and agree range from (30% to
43%) of learners concerning the use of newspaper texts improve their reading skill.
Nevertheless, (23%) of them remained neutral and (3%) state disagree. None of the participants
tick strongly disagree. Students’ reading is ability enhanced through the use of such type of
texts.

In statement five, the percentage of students who ticked strongly agree about the statement
raised to (50%) that newspaper texts enrich them with variety of vocabulary knowledge.
However, the number of those agree with this statement fall to (33%). Four participants (13%)
remained neutral and only 1 of them who tick disagree with this statement. It can be noticed
that students really benefit from vocabulary included in newspaper texts.

In statement six, (57%) of participants agree about the statement that states we get benefit
from the use of certain reading strategies while reading newspaper texts such as skimming and
scanning the text. Yet, the percentage of those ticked strongly agree fall to (13%). Thus, (23%)
of learners remained neutral and none ticked strongly disagree. Learners indirectly, apply the
reading strategies while reading newspaper text while answering the questions.

Section Four: Students’ Perceptions towards the Use of Authentic Materials

Question One: Do you think that by reading authentic newspaper text helps you improving
your reading skill?

This question aims at checking the effectiveness of the material they were reading.
Whether students reading ability improved while they read authentic text or not. Twenty five
(25) out of thirteen (30) respondents answered with yes while the rest answered with no.

17%

83%

yes no

Pie-chart 3.15 Respondents’ Answers about the Effectiveness of the Material

As indicated in the pie-chart above, the majority of students (83%) agree on the point that
authentic texts, such as newspaper, improve the reading skill. These answers are investigated
in the second part of the question where the respondents are asked to justify their answers. The
respondents’ answers are summarised in the following notes:

- I believe that reading authentic newspaper texts are good to use in the classroom. It is
beneficial for raising our reading fluency and increasing reading speed.

- By being exposed to read authentic text every time and understanding what you are reading,
you will be skilful in reading and easy to speak English language.

- By reading authentic newspaper text, it gives us the chance to discover new strategies about
reading and improve our vocabulary knowledge.

- I think that reading something written by native speaker does improve my way of reading
because it shows the real language.
- Authentic newspaper texts help me improve my reading skill through the variety of
information that texts carry and vocabulary used, grammar structures and the style of writing
included.

- It helps us get familiar with all kinds of English language words that especially native speakers
use.

The expressions above are commonly stated by the learners in different opinions. After
analysing these answers, learners agree on their reading competence’ improvement through the
exposure to this kind of reading material that includes a variety of grammar, vocabulary
knowledge.

Question Two: Do you think that reading authentic text helps you learn vocabulary?

This question seeks to check whether learners benefit from the vocabulary included in
authentic newspaper texts and enrich their knowledge of the English language or not. All the
students (30) answered with yes. Authentic texts help them learn useful English vocabulary.
The results are shown in the following pie-chart:

0%

100%

yes no

Pie-chart 3.16 Learners’ Responses to Learning Vocabulary

As it is shown in the pie-chart above, all the participants (100%) benefit from acquiring
new vocabulary regularly through the use of these authentic texts. They said that texts help us
learn English vocabulary.These answers are investigated in the second part of the question
where the researcher asked the respondents to justify their answers about how does authentic
texts help learning vocabulary. The respondents’ answers are summarised in the following
notes:

- I discover new words and synonyms and enrich my mind. In addition, I discover new terms
that cultivate my language knowledge.
- Yes, I guess reading authentic text helps me on learning new vocabulary about different
subjects I did not know before.

- It gives me the opportunity to learn new words that I did not know before. I try to find out the
meaning of every new word in the context I come across while reading.

- yes, it does help me to rich my vocabulary with new words that will help me in my written
essays and even helps developing my speaking when I use these words, so it is beneficial for
students’ learning process.

- It helps me gain information, words and expressions that motivates me to read more texts to
enrich my vocabulary knowledge.

As the results show, respondents gain vocabulary acquisition through reading authentic
texts and they agree on its effectiveness.

2.3.2. Results Interpretation of Students’ Questionnaire

The data collected through students’ questionnaire has revealed that students of first year
LMD enjoy learning English with great interest in the material (texts) used in the session of
reading comprehension and written expression. They recognize the meaning of authentic
material and they support the use of authentic material in learning English especially texts taken
from newspapers. The results obtained have shown that learners benefit from its use since it
serves learning and reading skill as far as the module is concerned.

Concerning students’ reading comprehension improvement and vocabulary knowledge

enhancement using newspaper texts, the majority of learners agree with the effect of such
authentic text on their performance and competence in general and the use of newspaper texts
in particular. Although their answers differ from one learner to another, they meet one universe
purpose. Texts based on authentic materials, like newspapers, have been proved based on its
effectiveness. Students who read these texts with understanding of the vocabulary increased
their comprehension.
2.4. Teachers’ Interview Interpretation

The purpose of conducting an interview with the reading comprehension and written
expression module teachers is that they are supposed to teach this module with different
materials (authentic or non-authentic texts). Their opinions will be helpful to determine and
ensure the effectiveness of authentic materials such as texts from newspapers.

Section One: Background Information

Concerning this section, all the teachers of first year LMD module of Reading
Comprehension and Written Expression are female. They have been working as a teacher from
4 to 10 years. Their teaching experience of that module was from 3 to 8 years.

Section Two: Teachers’ Perspectives about the Use of Authentic Materials

Question One: What do you use as materials in teaching reading comprehension?

The respondents stated that they usually use texts distributed in handouts, sometimes in
data show.

Question Two: Have you ever used authentic text in the session of reading comprehension?

All the interviewees reported that yes we have used authentic texts several times from
different sources (texts from novels, short stories, and books) written by native speakers.

Question Three: How often do you use authentic materials in the module?

The teachers answered this question by stating that they use authentic texts always in the
session of reading comprehension and written expression.

Question Four: In your point of view, what can make the use of the language “authentic” in
classroom?

According to teachers’ point of view, what can make the use of the language authentic in
classroom is the use of language whether it is spoken or written by native speakers. This means
the use of authentic materials (spoken or written ones). One teacher stated that we are teaching
Algerian English, however, we are implementing authentic materials (texts) to teach English
lessons. Materials based authentic language help learners develop their competencies and
enlarge their knowledge.
 Question Five: In selecting authentic materials (texts), what criteria would you follow?

Teachers reported that all suggested answers are important, however the main criterion
that teachers followed in selecting texts is the course objective. Usually, they present the
theoretical part of the lesson. In the practical part, they rely on texts with several questions
about what is tackled in the theoretical course. The course objective involves what students
need to improve their English. The second criterion they favoured is the level of students. They
have to select suitable texts according to the level of their students.

Question Six: Why do you prefer to use an authentic text?

The respondents focused on one specific answer. All teachers prefer the use of authentic
text and they agree on the reason that it help students to get exposed to real language. The
second answer they chose is to increase learners’ motivation for further reading. A teacher adds
his comment; additionally, it is crucial on the basis that it helps learners to discover more about
foreign societies through the text. Moreover, it doubles learners’ interest in acquiring more
vocabulary from this original texts.

Question Seven: What is the reaction of your students after working on authentic text
(newspaper as an example)?

All interviewees mentioned that they never tried to work with texts from newspaper.
However, they argue that they use authentic texts from other materials. The first interviewer I
conducted the interview with her said that she relied on texts followed by comprehension
questions (activities, exercises and tasks) based on the text. She stated that learners reacted
positively. They understand and they show their satisfaction. The second teacher replied to this
question by saying that students show their interest and attention in the text through their
collective participation, ceaseless questions and the competition for answering. Another
interviewee said she never used newspaper texts. She explained her students’ reaction to the
text by saying that sometimes they are confused and demotivated when the vocabulary of the
text is complexed. I permit the use of dictionary to help them understand. Sometimes, when the
vocabulary is easy, they operate in good way. This indicates that there is a strong relationship
between learners’ text reading comprehension and their background knowledge. If they have
good prior knowledge about the topic of the text and its vocabulary, they easily understand what
they are reading. And if they have not enough knowledge, it is difficult for them to get the idea
of the text. This requires teachers’ explanation and dictionaries permission to facilitate
comprehension.

Question Eight: In case you do not rely on authentic texts in the class, justify why?

This question was not answered by teachers since they use authentic texts.

2.4.1. Results’ Interpretation of Teachers’ Interview

The interview reveals that first year EFL Teachers of Reading Comprehension and Written
Expression are aware of the use of authentic materials in teaching the English language. The
use of authentic language in the classroom is totally based on the implementation of authentic
materials. Moreover, the results demonstrate that newspaper texts never been used as teaching
material. However, teachers always use authentic texts from different sources in the session of
reading comprehension and written expression module. The selection of texts is based on the
course objective with consideration of their learners’ level. The purpose of all that have been
said is to expose students to real language and increase their motivation for reading. Finally,
teachers show their satisfaction about learners’ understanding of the texts through doing
activities and questions.

3. Research Findings

As a result, this research study investigates the effectiveness of dealing with authentic
newspaper texts on the development of first year students’ reading skill and vocabulary. The
study explores teachers’ perspectives and learners’ attitudes towards authentic texts utilized as
reading material. Authentic texts are used in first year EFL classrooms in the module of Reading
Comprehension and Written Expression. Although newspaper articles never been utilized, the
results obtained from class observations and the questionnaire showed a considerable positive
effect of reading newspaper texts on learners’ performance. Learners are interested in reading
this kind of materials.

Simply, the findings indicate that students’ reading comprehension achievement increased
in relation to their prior knowledge that varies from one student to another. The reader (learner)
interacts with the authentic text through his background knowledge he/ she has. The latter plays
an important factor to determine the understanding of the text. Learners are able to draw the
main idea of the given text and answer other comprehension questions. The study indicates that
students’ vocabulary is gradually improved. Newspaper texts are beneficial materials for
learners in terms of reading skill enhancement and learning vocabulary.
4. Recommendations and Suggestions

Based on the study limitations, the researcher suggested some pedagogical

recommendations for future research. It is recommended for further research that should be
conducted with a large sample of EFL learners. Additionally, conducting classroom observation
more than that have been done in this study. Other further studies would be conducted with
different population of different levels of language proficiency. Moreover, it would be amazing
if further research would investigate the effects of authentic materials on various skills such as
speaking because many EFL learners have problem with oral communicative skill.

5. Conclusion

This research study explores the effects of implementing an authentic teaching material
namely, newspaper texts on learners’ reading skills. This chapter contains a detailed analysis
and interpretation of data obtained via research tools. According to the research findings.
Teaching reading skill by using newspaper texts has given a positive impact on first year
learners’ achievement. Authentic newspaper texts could enhance learners’ reading
comprehension as well as promote learning vocabulary. In addition, the effects of reading
newspaper texts on learners’ performance could increase their motivation for reading more
materials in English. The researcher proposed a set of recommendations and suggestions for
further studies in order to make a better achievement.
General Conclusion

This research was conducted during the academic year 2017-2018 taking into
consideration the crucial function that reading plays in promoting students’ language learning.
This research tackles one of the most important teaching materials that EFL teachers can use in
classroom. The exposure to reading newspaper texts, as authentic material, is the crucial aim
of the present study for enhancing reading skill as well as vocabulary. For that, first year LMD
students were taken as study population from which the sample is selected for this research to
carry out the investigation.

The results obtained from this study in which students were exposed to reading newspaper
texts reveal learners’ interest in reading this material. Indeed, the findings of the study support
the incorporation of newspaper texts in teaching English as a foreign language in general and
reading skill in particular. The researcher asked two main questions upon which the research
was based. The first question wonders to what extent EFL teachers are using newspaper texts
to enhance reading comprehension? To answer this question, an interview has been conducted
with first year teachers of Reading Comprehension and Written Expression module. The results
revealed that teachers never used newspaper texts in their sessions. However, they rely on
authentic text from other sources such as short stories, novels, and books.

The second research question inquires about how can newspaper texts be beneficial for
learners in improving reading skill and vocabulary? To answer this question, the researcher
conducted classroom observations while learners are exposed several times to that material and
students’ questionnaire. The data collected via these tools showed that a significant
achievement in the reading skill in each session of reading comprehension and written
expression when students are exposed to newspaper texts with activities. Learners’ vocabulary
is gradually improving. The longer EFL learners are exposed to authentic newspaper texts, the
more they read and learn vocabulary. Providing learners with extensive reading of newspaper
texts may raise the sense of achievement in language learning, fluency in reading, words
spelling…etc.

After conducting this research and getting the main results, the researcher’ first hypothesis
which states that “Teachers’ regular use of newspaper texts in EFL classrooms may have a
positive effect on developing learners’ reading comprehension” is rejected in which the
researcher fails to confirm it. Furthermore, the second hypothesis which states that “if authentic
newspaper texts are used in EFL classes in the session of Reading Comprehension and Written
Expression, the students’ reading ability and learning of vocabulary may be enhanced” is
confirmed. Although a positive influence reflected by using newspaper texts in English
classroom, learners’ comprehension level is a matter that depends on their background and the
choice of the topic used. From the previous discussion, it would be better if EFL teachers use
texts from newspapers when dealing with reading comprehension, reading strategies and
vocabulary learning. EFL teachers should make appropriate selection of texts to provide
learners with authentic reading practice. In accordance with the results of the study, the majority
of students strongly agree that learning vocabulary through newspaper texts increased their
reading comprehension as well their willingness to read.

Through the process of conducting this research, some limitations exist in the study and
that may reduce the validity of the findings. On the one hand, classroom observation is not
enough and this is due to the lack of time along the academic year. On the other hand, the
number of the participants is small to get reliable data. Based on the current research findings,
it is recommended to carry out further investigation on the use of newspaper texts on EFL
classes. Some suggestions that may be taken into consideration for future research. It would be
better if the study is administered to a large group of learners.
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Cheyney, A B. (1971). Teaching reading skills through the newspaper. New York:
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Gilmore, A. (2007). Authentic materials & authenticity in foreign language learning. Language
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Accessed on 26/12/2017.
 Appendix A: Classroom Observation Checklist
Faculty/Department observed: Level:

Date: Class observed:

Time: No. of students present:

Material: Artificial/ Authentic (circle one).

Description of the Material: Printed material text from English newspaper.

Skills: Task Based Reading (skimming and scanning).

1- Not observed 2- More emphasis recommended 3- Accomplished very well

No Criteria Yes No Rate:1 2 3

Organization Preparation: distributing a copy of the text for each student

1 Present overview of the lesson

Warm-up: related todays’ lesson to previous lessons.

Procedures: Preview the text

a-Before reading Ask students to spend 5 min skimming the text

Activating students’ prior knowledge

b-During reading Read aloud

Defined unfamiliar terms, concepts and phrases.

2
Use good examples to clarify points

c-After reading Determine the main idea of the text

Summarizing the text

Completed activities

3 Developed Skill(circle one) -Listening -Speaking -Reading -Writing

4 Vocabulary ( before – during – after )

5 Classroom activities Encourage student questions

Wait sufficient time for students to answer questions

Ask questions for clarification.

Class work

6 Interaction Individual work

7 Assessment: checking for The students are involved in the learning task
understanding
(comprehension) The level of learners’ interest on the task

The students are enjoying the activity

Learners find the teaching material beneficial

The material (text) in use is appropriate for the learners

Adapted from: - Classroom Observation Checklist and Report. The Faculty Evaluation Committee. AY 06-
07.https://www.scribd.com/document/357149432/Classroom-Observation-Checklist-and-Report. Accessed on
05/02/2018.
Appendix B: Newspaper Texts
Text One
Regent's University London Was Named Most Expensive Place to Study, Costing £39,000
per Year.
Students in London and Oxford could end up paying far more than they bargained for
when taking up places at university, new research into university costs has revealed. With the
deadline for undergraduate university applications soon approaching, thousands of students
across the UK are currently in the process of deciding whereabouts in the country to continue
their studies. While it is to be expected that the cost of living in some cities may be significantly
higher than in others, analysis undertaken by price comparison website Go Compare suggests
the cost of a degree can vary greatly depending on individual institutions, in addition to where
those institutions are located.
Taking into considering tuition fee costs, Regent's University London was named the most
expensive place to study overall, at a cost of £38,854 each year. At £12,948 per year,
accommodation at this prestigious independent university is said to be 72 per cent pricier than
the most affordable university halls of residence in the UK, at the University of Northampton.
Only one of the top 20 most expensive UK universities were found to be in the North (Leeds
Beckett). The two remaining places are in Oxford, with similarly high costs at both the
University of Oxford and Oxford Brookes University.
Food costs for students attending Oxford University were also the highest, at an average
of £3,378 per year. Overall, Cambridge was found to be substantially cheaper than its rival
Oxford, at a total of £20,016 per year compared with £24,510. Assessing individual aspects of
university living, researchers named the University of the Arts, London, as the university with
the costliest book lists, at £1,044 year. In contrast, those purchasing books for Nottingham Trent
University could expect to pay as little as £120 per academic year. While Loughborough
University and the University of Warwick - ranked the 7th and 8th best universities in the UK
- were listed among the 10 most affordable institutions, suggesting that the price of a degree
does not necessarily equate to a better qualification. Since tuition fees for non-private
universities tripled in 2012 to £9,000, graduates are now leaving university with debts of more
than £44,000, with some estimates pushing £100,000 once interest rates are taken into account.
In December the Government quietly raised tuition fees even higher, to £9250 for existing
students.
Rachael Pells. Adopted from the Independent Newspaper Thursday 5 January 2017.

http://emagazinepdf.com/2017/01/the-independent-5-january-2017/. Accessed on 07/02/2018.

Text Two
Living near Major Roads ‘Increases Risk of Dementia’
People who live near a major road are more likely to develop dementia than those who do
not, researchers have found. They say that living less than 50 metres, or around eight terraced
houses, from a busy road can increase the risk of developing dementia by 7 per cent. The
potentially damaging effect of air pollution and noise from heavy traffic on the brain has been
the subject of a number of studies. But, now scientists tracking 6.6 million people living in the
Canadian province of Ontario have found up to one in 10 cases of dementia could be attributed
to exposure to high levels of traffic. “Our study suggests that busy roads could be a source of
environmental stressors that could give rise to the onset of dementia,” said Dr Hong Chen, the
study’s lead author. “With widespread exposure to traffic and growing rates of dementia, even
a modest effect from near-road exposure could pose a large public health burden.
They found dementia was more common the closer people lived to main roads, and living
less than 200 metres – the length of four Olympic-sized swimming pools – from a busy road
was linked to a 2 per cent increase in the risk of developing a serious neurodegenerative disease.
The study accounted for external factors such as socioeconomic status, education level and
smoking, and also investigated the possibility of a similar link between traffic exposure and the
risk of developing Parkinson’s disease. However, unlike the findings regarding dementia, no
connection was found between living near a busy road and developing these diseases.
Around 47.5 million people worldwide have dementia, of which the most common type
is Alzheimer’s disease, according to the World Health Organisation. In November, it overtook
heart disease to become the leading cause of death in England and Wales. Dementia, which
mainly affects older people, causes a deterioration in memory, thinking and behaviour and can
impede someone’s ability to perform everyday activities. “More research to understand this link
is needed, into different aspects of traffic, such as air pollutants and noise.“Research to date
suggests that the best way to reduce your dementia risk is to look after your general health –
stop smoking, control your blood pressure and blood sugar level and take exercise,” Mr Howard
said. “We know that major road air pollution is bad for general health and this latest study
doesn’t tell us whether the small increase in dementia risk is driven by indirect effects or
whether proximity to traffic directly influences dementia pathology,” he added. “Regardless of
the route of causation, this study presents one more important reason why we must clean up the
air in our cities.”
Katie Forster. Adopted from the Independent Newspaper Thursday 5 January 2017.
http://emagazinepdf.com/2017/01/the-independent-5-january-2017/. Accessed on 07/02/2018.
Text Three
Saudi Arabia to Flog Foreign Workers for Burning-Bus Protest over Unpaid Wages

Seven buses were burned in Mecca by construction workers who were owed wages last year

A group of foreign construction workers who staged a protest about unpaid wages have
been sentenced to 300 lashes and four months behind bars in Saudi Arabia. Video from the
protest in April shows a row of buses belonging to their employer, Binladin Group, set ablaze
by the angry men, who claimed had not been paid for six months. Authorities confirmed at the
time that seven buses were set alight. In the courtroom in Mecca, some of the protesters were
reportedly sentenced to four months in prison and 300 lashes for destroying public property and
inciting unrest during the demonstration.
Others were given a lesser sentence of 45 days’ detention. Workers employed by the
Binladin Group and Saudi Oger were left waiting for their wages after a collapse in oil revenues
left the kingdom unable to pay the private firms it had contracted to undertake major building
projects. Binladin Group, which has constructed hundreds of landmark buildings in Saudi
Arabia on government contracts, was founded more than 80 years ago by the father of deceased
Al-Qaeda leader Osama bin Laden. The company said it had completed payment to 70,000
sacked employees at the end of 2016. Workers still with the company would get their back pay
as the government settled its arrears, the company said. Tens of thousands of employees of
Saudi Oger, which is led by Lebanon’s Prime Minister Saad Hariri, were also waiting for wages.
One Oger worker said in December that he had received part of the money but was still owed
five months of pay.
The government had earlier said that it would pay its arrears to private firms by the
following month. But on 22 December, Finance Minister Mohammed Aljadaan, after releasing
details of the national budget for 2017, said money owed to the private sector would be paid
“within 60 days”. The majority of foreign workers in Saudi Arabia come from India, Pakistan
and Bangladesh. Many send the majority of their earnings to families in their home country,
who rely on them to get by.

Charlotte England. Adopted from the Independent Newspaper Thursday 5 January 2017.
http://emagazinepdf.com/2017/01/the-independent-5-january-2017/. Accessed on 07/02/2018.
Text Four
Mediterranean Diet Can Slow down Brain Ageing
It has long been claimed that a Mediterranean diet is good for your health, but a new study
suggests it may benefit the brain as well as the body – and could help slow down brain ageing.
A study by academics for the journal Neurology found that older people who followed a
Mediterranean diet lost less brain volume over a three-year period than those who did not stick
to the diet as closely. The diet includes large amounts of fruit and vegetables, olive oil, beans
and cereal grains such as wheat and rice with moderate amounts of fish, dairy and limited
quantities of meat. Study author Dr Michelle Luciano of the University of Edinburgh in
Scotland said: “As we age, the brain shrinks and we lose brain cells which can affect learning
and memory. This study adds to the body of evidence that suggests the Mediterranean diet has
a positive impact on brain health.”
Researchers began studying the diets of 967 Scottish people who did not have dementia
aged 70. Of those people, 562 had an MRI brain scan at around age 73 to measure overall brain
volume, grey matter volume and thickness of the cortex, which is the outer layer of the brain.
From that group, 401 people returned for a second MRI at age 76. The study claims dietary
difference explained 0.5 per cent of the variation in total brain volume – an effect that was half
the size of that due to normal ageing. However, there was no relationship found between grey
matter volume or cortical thickness and the Mediterranean diet. While it is widely claimed that
fish is “good for the brain” the scientists behind this latest study believe the benefits they saw
were not brought about simply by eating less meat and more fish. “It’s possible that other
components of the Mediterranean diet are responsible for this relationship, or that it’s due to all
of the components in combination,” Dr Luciano said.
Dr Luciano said this study differed from previous studies because it followed people over
at least three years whereas previous studies examined brain measurements at just one point in
time. She said: “In our study, eating habits were measured before brain volume was, which
suggests that the diet may be able to provide long-term protection to the brain.” The
Mediterranean diet has long been lauded by experts for its apparent ability to prevent many
serious illnesses, including heart disease and breast cancer. It is often advocated by dieticians
and nutritionists as an effective way to lose weight or stay slim because it delivers higher
amounts of “good” fats.
Rachel Roberts. Adopted from the Independent Newspaper Thursday 5 January 2017.
http://emagazinepdf.com/2017/01/the-independent-5-january-2017/. Accessed on 07/02/2018.
Appendix C: Reading Comprehension Test (Based on the fourth text entitled
Mediterranean Diet Can Slow down Brain Ageing)

University of Mascara.
Department of English Language.
First Year LMD.
Module: Reading Comprehension and Written Expression.

A/ Reading Comprehension:
Part One: Read the text carefully then do the following activities
1- Entitle the text?
…………………………………………………………………………………………………

2- How many paragraphs does the text contain? Justify.

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
3- What is the topic sentence of the first paragraph?
………………………………………………………………………………………………….
4- What is the general idea of the text?
………………………………………………………………………………………………….
5- What is the source of this text?
…………………………………………………………………………………………………...
6- When was it published?
…………………………………………………………………………………………………..
7- In which paragraph does the author confirm the effects of Mediterranean diet on brain
health? Justify from the text.
…………………………………………………………………………………………………..
8- To whom is addressed Mediterranean diet?
…………………………………………………………………………………………………..
9- What do these words mean?
- Mediterranean diet: ……………………………………………………………………………
- Dementia: ……………………………………………………………………………………...
10- What are the components of the diet?
…………………………………………………………………………………………………
………………………………………………………………………………………………….
11- What is the aim of the brain scan?
…………………………………………………………………………………………………...
Part Two: Say if the statements are true or false then correct the false one (s):
a- MRI is a scan used to produce an image of the inside a person’s body.
…………………………………………………………………………………………………...
b- Mediterranean diet protects people from heart attack.
…………………………………………………………………………………………………...
c- The Mediterranean diet advantages is due to all its components.
…………………………………………………………………………………………………...
2- Justify the use of capital letters in the following words:
It – Dr – Scottish – MRI – Luciano – Edinburgh
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………………………………………………………….
3- Find in the text synonyms of the following words:
Praised = …………….. Proposes = ……………
4- Find in the text antonyms of the following words:
High =/= …………….. Gain =/= ……………….
5- What do the underlined words refer to?
It = which= they=
6-List at least 3 or 4 new words you have learnt them from this text?
…………………………………………………………………………………………………
7- Summarize the text?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Appendix D: Student’s Questionnaire

Dear students,
Thank you for your interest and help in this work. The following questionnaire is a part of
our study. Its aim at gathering pieces of information about the effectiveness of using authentic
material as an example (English newspaper text) in developing reading skill for first year LMD
students at the English department in Mascara University. I warmly invite you to answer the
following questions appropriately. We are grateful to your collaboration.

As a general idea about my topic, authentic materials refer to those texts produced by native
speakers for non-teaching purposes. Such materials include films, radio, interview, articles,
magazines, newspapers…etc.

The authentic material taken as an example for this study: the incorporation of newspaper
texts as authentic material in teaching reading comprehension.

Section One: Background Information

1. Gender: male female

2. Age 18-24 24-more
3. Do you enjoy learning English?
Yes No

Section Two: Learners’ Attitudes towards Authentic Materials

1. Do you know the meaning of an authentic material?

Yes No

2. Do you like the use of authentic material in learning English?

Yes No

3. Is it beneficial for you the use of newspaper texts as an authentic material while dealing with
reading comprehension?

Yes No
 4. What is your aim behind reading newspaper as an authentic text in the classroom?

For pleasure for learning

Section Three: The Effect of Newspaper Text on Learners’ Performance

Please tick (√) the appropriate answer.

N° Statements Responses

Uncertain
Agree
agree

Disagree

disagree
Strongly

Strongly
1 I believe that texts based on newspaper are more effective and
enjoyable than non-authentic ones.

2 While using newspaper texts, I feel the need and the desire to read
materials written in English.

3 One reason I read newspaper texts is that they clarify how English
is used in the native community.

4 Using newspaper texts improve my reading skills.

5 Using newspaper text enriches my vocabulary, expressions and

structures.

6 I benefit from reading strategies when I get exposed to authentic

newspaper text.

Section Four: Students’ Perceptions towards the Use of Authentic Materials

Please give your opinion about the questions below.

1. Do you think that by reading authentic newspaper text helps you improving your reading
skill?

Yes No

If yes, how does it help?

…………………………………………………………………………………………………...
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…………………………………………………………………………………………………...

If no, why doesn’t it help?

…………………………………………………………………………………………………..
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…………………………………………………………………………………………………...

2. Do you think that reading authentic text helps you learn vocabulary?

Yes No

If yes, how does it help?

…………………………………………………………………………………………………..
…………………………………………………………………………………………………...
…………………………………………………………………………………………………...

If no, why doesn’t it help?

………………………………………………………………………………………………….
………………………………………………………………………………………………….
……………………………………………………………………………………………….....

Thank you for your kind collaboration

Appendix E: Interview for First Year EFL Teachers of Reading Comprehension and
Written Expression.

Sir/ Madame,

This interview is part of an academic research. It is about the impact of using authentic
materials in improving the reading skill for first year students in the department of English
language. The researcher would be very grateful if you answer the following questions and
promises that your information will remain confidential and will be used for academic purposes
only. Thank you, in advance, for your kind collaboration.

Section One: Background Information

1. Gender

……………………………………………………………………………………………………………

2. How long have you been working as a teacher?

……………………………………………………………………………………………………………

3. How long have you been teaching the module of Reading Comprehension and Written
Expression?

…………………………………………………………………………………………………...

Section Two: Teachers’ Perspectives about the Use of Authentic Materials

1. What do you use as materials in teaching reading comprehension?

…………………………………………………………………………………………………
…………………………………………………………………………………………………

2. Have you ever used authentic text in the session of reading comprehension?

…………………………………………………………………………………………………
…………………………………………………………………………………………………

3. How often do you use authentic materials in the module?

…………………………………………………………………………………………………
…………………………………………………………………………………………………..
…………………………………………………………………………………………………...

4. In your point of view, what can make the use of the language “authentic” in classroom?
…………………………………………………………………………………………………
…………………………………………………………………………………………………

5. In selecting authentic materials (texts), what criteria would you follow?

 Course objective
 Students’ needs
 Students’ language level
 Others, please mention

…………………………………………………………………………………………………
…………………………………………………………………………………………………

6. Why do you prefer to use an authentic text?

 Help students to get exposed to real language

 Develop their reading skill
 Increase their motivation for reading
 Others, please mention

…………………………………………………………………………………………………
…………………………………………………………………………………………………

7. What is the reaction of your students after working on authentic text (newspaper as
example)?

…………………………………………………………………………………………………
…………………………………………………………………………………………………..
…………………………………………………………………………………………………...

8. In case you do not rely on authentic texts in the class, justify why?

 Difficult to be used
 Time consuming
 Syllabus constraints
 Others, please mention

…………………………………………………………………………………………………

…………………………………………………………………………………………………

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