Jordan Journal of Educational Sciences Vol. 1, No.

3, pp 243-251

The Effect of the Use of Authentic Reading Materials in Teaching

English on Eleventh Grade EFL Students’ Motivation

Abdallah Baniabdelrahman*

Received Date: June 9, 2005 Accepted Date: Nov. 26, 2005

Abstract: This study investigated the effect of using English

‫اﺛﺮ اﺳﺘﺨﺪام ﻧﺼﻮص اﻟﻘﺮاءة اﻷﺻﻴﻠﺔ ﻓﻲ ﺗﺪرﻳﺲ اﻟﻘﺮاءة ﺑﺎﻟﻠﻐﺔ‬
language authentic reading materials in teaching English on
EFL students’ motivation. The sample consisted of two ‫اﻻﻧﺠﻠﻴﺰﻳﺔ ﻋﻠﻰ داﻓﻌﻴﺔ ﻃﻠﺒﺔ اﻟﺼﻒ اﻟﺤﺎدي ﻋﺸﺮ‬
eleventh grade sections. One was randomly assigned as the
control group (37 students) and the other was assigned as the
experimental group (35 students). Then students’ motivation .‫ اﻷردن‬،‫ ﺟﺎﻣﻌﺔ اﻟﻴﺮﻣﻮك‬،‫ ﻛﻠﻴﺔ اﻟﺘﺮﺑﻴﺔ‬،‫ﻋﺒﺪاﻟﻠﻪ ﺑﻨﻲ ﻋﺒﺪاﻟﺮﺣﻤﻦ‬
level was measured against a self-reported learner motivation
questionnaire. The data were analyzed via factorial ANOVA ‫ ﻫﺪﻓﺖ ﻫﺬه اﻟﺪراﺳﺔ اﻟﻰ اﺳﺘﻘﺼﺎء اﺛﺮ اﺳـﺘﺨﺪام ﻧـﺼﻮص اﻟﻘـﺮاءة اﻻﺻـﻴﻠﺔ‬:‫ﻣﻠﺨﺺ‬
repeated-measures factors and between-groups factors. The
‫ وﻗـﺪ ﺗﻜﻮﻧـﺖ ﻋﻴﻨـﺔ اﻟﺪراﺳـﺔ ﻣـﻦ‬.‫ﻓﻲ ﺗﺪرﻳﺲ اﻟﻠﻐﺔ اﻻﻧﺠﻠﻴﺰﻳﺔ ﻓﻲ اﺛﺎرة داﻓﻌﻴـﺔ اﻟﻄﻠﺒـﺔ‬
results of the study revealed a significant increase in the EFL
students’ motivation across time in both of the experimental ‫ﺷﻌﺒﺘﻲ ﺣﺎدي ﻋﺸﺮ ﺗﻢ اﺧﺘﻴﺎرﻫﻤﺎ ﺑﺎﻟﻄﺮﻳﻘـﺔ اﻟﻌـﺸﻮاﺋﻴﺔ اﻟﻌﻨﻘﻮدﻳـﺔ ﻣـﻦ ﻣﺪﻳﺮﻳـﺔ اﻟﺘﺮﺑﻴـﺔ‬
and control groups. Moreover, the results revealed significant ‫ وﺗﻢ ﻗﻴـﺎس داﻓﻌﻴـﺔ اﻟﻄﻠﺒـﺔ ﻣـﻦ ﺧـﻼل اﺳـﺘﺒﺎﻧﺔ اﻋـﺪت ﺧﺼﻴـﺼﺎ‬.‫واﻟﺘﻌﻠﻴﻢ ﻟﻠﻮاء اﻟﻜﻮرة‬
differences between the two groups after 12 weeks of ‫ وﻗ ـﺪ اﻇﻬــﺮ‬،‫ واﺳــﺘﺨﺪم ﺗﺤﻠﻴــﻞ اﻟﺘﺒــﺎﻳﻦ اﻟﻤﺘﻜــﺮر ﻓــﻲ ﺗﺤﻠﻴــﻞ اﻟﺒﻴﺎﻧــﺎت‬.‫ﻟﻬــﺬا اﻟﻐــﺮض‬
treatment in favor of the experimental group. Based on the .‫اﻟﺘﺤﻠﻴــﻞ ازدﻳــﺎدا ﻓــﻲ ﻣــﺴﺘﻮى داﻓﻌﻴــﺔ اﻟﻄﻠﺒــﺔ ﻓــﻲ اﻟﻤﺠﻤﻮﻋــﻪ اﻟﺘﺠﺮﻳﺒﻴــﺔ ﻋﺒــﺮ اﻟــﺰﻣﻦ‬
results of the study, more studies are recommended to be
carried out in different situations for a more thorough ‫وﺑﺎﻹﺿــﺎﻓﺔ إﻟــﻰ ذﻟــﻚ أﻇﻬــﺮ ﻓﺮوﻗــﺎ ذات دﻻﻟــﺔ ﺑــﻴﻦ اﻟﻤﺠﻤــﻮﻋﺘﻴﻦ اﻟــﻀﺎﺑﻄﺔ واﻟﺘﺠﺮﻳﺒﻴــﺔ‬
investigation. (Key words: motivation, authentic materials & ‫ وﻗـﺪ اوﺻـﺖ‬.‫ اﺳﺒﻮﻋﺎ ﻋﻠﻰ ﺑـﺪء اﻟﺪراﺳـﺔ‬12 ‫ﻟﺼﺎﻟﺢ اﻟﻤﺠﻤﻮﻋﺔ اﻟﺘﺠﺮﻳﺒﻴﺔ ﺑﻌﺪ ﻣﻀﻲ‬
non-authentic materials, teaching English) ‫)اﻟﻜﻠﻤـﺎت‬.‫اﻟﺪراﺳﺔ ﺑﺈﺟﺮاء اﻟﻤﺰﻳﺪ ﻣـﻦ اﻟﺪراﺳـﺎت ﻋﻠـﻰ ﻣـﺴﺘﻮﻳﺎت ﻣﺨﺘﻠﻔـﺔ ﻣـﻦ اﻟﻄﻠﺒـﺔ‬
(‫ ﺗﻌﻠﻴﻢ اﻻﻧﺠﻠﻴﺰﻳﺔ‬،‫ اﻟﻤﺎدة اﻷﺻﻠﻴﺔ وﻏﻴﺮ اﻷﺻﻠﻴﺔ‬،‫ اﻟﺪاﻓﻌﻴﺔ‬:‫اﻟﻤﻔﺘﺎﺣﻴﺔ‬

Introduction Brown (1994) categorizes three levels of

Motivation plays a crucial role in the second/ motivation and claimed that learning a foreign language
foreign language learning. It influences how students requires some or all of the three levels. The three levels
use the second/foreign language; how much they are global motivation, situational motivation, and task
interact with native speakers; how much input they motivation. Global motivation refers to the general
receive in the target language; students' achievement; motivation of a person to learn a second or foreign
students' proficiency level, and how long students language. Situational motivation depends on the
preserve and maintain the second/foreign language environmental context in which the second/foreign
skills after language study is over (Oxford & Shearin, language is being learned. It involves the level of
1994: 12).Over the past few years, ESL (English as a comfort or anxiety the learners feel during the learning
second language) and EFL (English as a foreign situation, as well as the learners’ willingness to take risk
language) researchers have discussed a number of and attempt to interact with others. Task motivation, on
motivational concepts and theories (Crooks & Schmidt, the other hand, refers to learners’ perceptions of the
1991; Dornyei, 1994 and 2001; Tremblay & Gardner relevance of classroom language tasks ((Van Aachen,
1995) and suggested two dichotomies of motivation: 1999: 114).
intrinsic/extrinsic and integrative/instrumental. While Crookes & Schmidt (1991) claim that motivation to
extrinsically motivated learners do something because learn a language has both internal and external features.
of an external reward that may be obtained, intrinsically Internal motivation includes four attitudinal factors: a)
motivated learners do something because of the rewards interest in the L2/FL (second/foreign language) based
obtained from the activity itself. Community integrative on existing attitudes, experience, and background
motivation is the positive disposition towards the knowledge on the learner's part; b) relevance that
second language group and the desire to interact with involves the perception of personal needs; c) expectancy
and even become similar to valued members of that of success or failure; and d) outcomes. In contrast,
community (Dornyei, 2001). Instrumentally motivated external characteristics are manifest in the learner’s
individuals are motivated if they see language learning behavior when he: a) decides to choose, pays attention
capacity as having extrinsic benefits such as a job to, and engages in L2/FL learning; b) persists in L2/FL
opportunity. over an extended period of time and returns to it after
* Faculty of Education, Yarmouk University, Irbid, Jordan.
interpretation; and c) maintains a high activity level.
© 2005 by Yarmouk University, Irbid, Jordan.

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 Jordan Journal of Educational Sciences

integration of authentic materials in EFL language

One of the main components of foreign language classroom (Besco, 1998; Brandl, 2002; Chun & Plass,
learning motivation is the learning situation which is 2000; Walz, 1998). In other words, web authentic
made up of intrinsic and extrinsic motives and materials can be obtained and used to motivate students
motivational conditions concerning three areas. The first to learn. Besides, learners may foster autonomy and
area relates to course-specific motivational components life long learning by searching what is interesting for
which are related to the syllabus, the teaching materials, them on the internet.
the teaching method, and the learning tasks. These can To conclude, the teaching materials of the
be described by four motivational conditions: interest, second/foreign language play a vital role in learners’
relevance, expectancy, and satisfaction. The second area motivation. Moreover, there is a feeling among many
relates to teacher-specific motivational components EFL researchers that authentic materials might be
which include the affiliative drive to please the teacher, helpful in increasing students’ motivation to learn
authority type, and direct socialization of student English.
motivation (modeling, task presentation, and feedback). Review of Literature
The third concerns group-specific motivational Many researchers claim that authentic materials
components and includes orientation, norm and reward motivate learners in developing all language skills
system, group cohesion, and classroom goal structure because they are intrinsically more interesting and
(Dornyei 1994:273). stimulating than artificial or non-authentic materials
The teaching materials of the second/foreign (Lee, 1995; Peacock, 1997; Shei, 2001).
language play a vital role in learners' motivations Lin (2002) found that authentic songs had great
(Dornyei, 2001). Therefore, great concern should be effect on EFL learners’ motivation. He reported that
paid to the process of choosing them. In this regard, English songs were interesting and appropriate to
L2/FL researchers have recently started calling for the students’ proficiency levels. In a doctoral dissertation,
use of authentic materials; consequently, a considerable McCrann (1998) investigated the native English
theoretical discussion is devoted to their role in teaching speakers’ reading strategies for Japanese and Spanish in
foreign languages and their positive effects on the the United States of America, the researcher found that
learners’ achievement and motivation (Lin, 2004; students’ motivation affects their reading strategies.
Abanomey, 2002). Authentic materials which are Shei (1994) conducted a quasi-experimental study
materials written by native speakers for native speakers in Taiwan to investigate the effect of authentic materials
for their life affairs and not specifically designed for on EFL learners’ listening comprehension and attitudes
pedagogical purposes, have been recently recognized in towards learning English. After two semesters of
many studies to be effective and interesting in teaching exposing students to authentic materials, the results
foreign languages. Compared to specially designed indicated that the learners had developed positive
textbooks, authentic materials are intrinsically more attitude towards authentic English.
interesting and stimulating (Lee, 1995, Peacock, 1997, In a study done by Reakes (1990) to investigate the
Shei, 2001). Moreover, authentic materials have been effect of authentic materials on communicative
claimed to bring learners closer to the target language competence of Fifth Grade students studying the French
culture and to make learning more enjoyable and more language twenty minutes a day over nine months, the
motivating (Krasmsch, 1993). Students often show more results showed no significant gains in communicative
active involvement and participation in learning by competence, but they reflected some significant gains
pursuing what is of personal interest to them. Lee on a French language attitude questionnaire.
(1995) points out that the use of authentic materials has In another study by Besco (1998), students
become a common practice inside language teaching reported that the web based authentic materials were
classes because they are interesting, engaging, more real to them than other instructional materials.
motivating, relevant, and culturally enlightening. Further studies were carried out by Gonzalez (1990),
One of the problems in using authentic materials in and Peacock (1997) to investigate the effect of authentic
EFL classes in the past was that such materials and materials on learners’ attitudes and motivation. The two
resources were not easily available for classroom use. studies were quasi-experimental ones. The sample size
The problem no longer exists nowadays because ranged from 8 to 22. The two studies revealed no
English newspapers, magazines, and books are available statistically significant differences in students’ self-
all over the world. Moreover, the World Wide Web has reported questionnaires on motivations. Nevertheless,
become an appropriate tool because it links a wide the students reported that they were more enthusiastic
range of websites and provides easy accessibility of and motivated by the use of authentic materials.
information based on categories and related features. Moreover, Thanajaro (2000) investigated the effect of
EFL teachers can use many useful resources and items using authentic materials on ESL students listening
related to the students’ interests. ability and students’ motivation. The results revealed
Although most of the materials on the websites are that the use of authentic materials in ESL (English as a
not designed for pedagogical purposes, the World Wide second language) classroom had a positive effect on
Web is flexible and appropriate to facilitate the ESL students’ motivation to learn English.

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Furthermore, in a quasi-experimental study Lin teachers of English of the two schools involved in this
(2004) investigated the effect of using web-based study. The duration and purposes of the study were
authentic materials and non-authentic materials on explained to them.
motivation and reading achievement of EFL learners in Two schools were randomly selected from Al-
two classes at a college in Taiwan. The sample was 102 Kourah Directorate of Education/Jordan - one Eleventh
students. The students’ motivation level was measured Grade section was randomly chosen from each of the
against a self-reported learner motivation questionnaire two schools. The purpose of the study was explained to
as a repeated measure-design. The study was conducted the students. Then the students signed a consent form to
over a period of six weeks. Contrary to expectations, the agree to have their data included for analysis in the
results indicated that the motivation levels did not study.
change much across time. Even, the non-authentic This study is a quasi-experimental one using one
material group showed significantly higher motivation control group and one experimental group. The primary
than the web-based authentic material group. The variable was students’ motivation levels. The study was
findings implied that authentic and web-based authentic conducted over a period of twelve weeks (the beginning
materials did not have a positive effect on EFL learners’ of October/2004 – end of December/2004), five hours
motivation. per-week, with the group size and membership
As can be inferred, the above reviewed literature remaining constant.
shows a contradiction in the results of the different The Sample
studies regarding the effect of using authentic materials The sample of the study consisted of two eleventh
on EFL learners’ motivations. Some studies indicated grade student sections in Al-Kourah Directorate of
that authentic materials have a better effect than non- Education chosen randomly using the cluster sampling
authentic materials; and some did not indicate method. One of the two sections was randomly assigned
significant differences between the use of authentic and as the control group (37 male students) and the second
non-authentic materials. One study indicated that non- section was assigned as the experimental group (35
authentic materials had even a better effect on EFL male students). Then students’ motivation level was
learners’ motivation than web-based authentic materials. measured against a self-reported learner motivation
This contradiction requires more investigation and more questionnaire.
studies of larger samples of learners and different types To decrease the effect of outside factors, the
of authentic materials. The present study is an attempt in experimental and control groups were chosen from two
this direction. different schools using the cluster sampling method.
Statement of the Problem There were no homework assignments to be done
This study attempts to investigate the effect of outside the classroom. Moreover, t-test of independent
using English language authentic reading materials in samples was also used to ensure the equivalence and
teaching English on EFL students’ motivation. It homogeneity of the two groups (the control group and
addresses the following question: the experimental group) at the beginning of the study
1. Is there any significant difference in motivation (results are presented in table 1 below).
levels across time between Jordanian EFL students Table 1: Results of T-test of Independent Samples at
who use authentic materials and those who use non- the Beginning of the Experiment
authentic materials? Group N Mean SD Standard DF T- Pr>/t/
Error value
Definition of Terms Control 37 3.00 1.20 0.2349
Authentic materials: Materials that are obtained from 70 -0.63 0.53
Experimental 35 3.15 1.19 0.2256
real-life situations without being modified or
changed for pedagogical purposes (Spence-Brown, The results of the T-test of independent samples
2002). They are materials written by native show that there was no significant difference between
speakers of a language to be read by other native the motivation of the experimental group and that of the
speakers of the same language by various walks of control group (T, 70= -0.63, P= 0.53). This indicates
life. In this study authentic materials refer to that the two groups were equivalent and homogenous
English language materials produced by native with regard to their motivation towards foreign
speakers of English for native speakers of English language learning (FL) before starting the experiments.
and not for pedagogical purposes. Thus, any significant change in the students’ motivation
Non-authentic materials: English language materials would be attributed to the difference in the teaching
produced for pedagogical purposes. materials.
Motivations: Students’ enthusiasm for the materials Materials
used in class and their active involvement in the The control group used the non-authentic materials
learning process. which Eleventh Grade students’ use in all Jordanian
Research Design and Procedures public schools. The experimental group used authentic
In order to obtain permission to conduct the present materials chosen by the researcher from magazines,
study, the researcher approached the director of Al- newspapers, and websites. The materials covered topics
Kourah Directorate of Education, the principals, and the

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 Jordan Journal of Educational Sciences

like: menus from restaurants on the web, weather, Results

advertisements, entertainment such as movies, and food. Table 2: Results of MANOVA Test of the Effect of
All the materials had been chosen before the study Time and Teaching Materials (authentic and non-
started. Then they were given to four Eleventh Grade authentic) on the Students’ Motivation across Time.
teachers of English, two university professors of TEFL Source Value F-value Num Den Pr>F
(Teaching English as a Foreign Language) and two DF DF
Wilks’ 0.67 16.91 2 69 <0.0001
supervisors of English for their comments. Parts of the lambda
materials were deleted and new ones were added based The results of the MANOVA test show that there
on the experts’ comments. were statistically significant effects for both time and
The control and the experimental groups were teaching materials on the students’ motivation for
taught by their respective English language teachers learning English (Wilks’ Lambda (2, 69) = 0.67, P=
who have a bachelor degree in English and a university 0.0001).
diploma degree in TEFL. The purpose and the Table 3: Repeated Measures Analysis of Variance
procedures of the study were explained for the teachers. Univariate Test Effect of Group*Time on Students’
The teacher of the experimental group was provided Motivation
with the whole module of authentic materials needed for Source DF Type III Mean F- Pr>F
his students before the study started. SS Square Value
Instrument and Data Collection Time 2 113.59 56.80 95.57 <0.0001
Time*Group 2 36.16 18.08 30.43 <0.0001
This study used a highly structured self-reported
Error 140 83.20 0.59
learner questionnaire (adapted from Peacock, 1997 and
As evident in table 3 there was a statistically
Lin, 2004). The questionnaire aims to measure the
significant interaction between time and groups
levels of motivation generated by the materials used in
(experimental group and control group) (F (2,140) =
the study. The questionnaire consists of eight questions
30.43, P= 0.0001). For more clarification see figure 1
measuring the following components of motivation:
below. The results also show that there were significant
interest (items 1 & 2), relevance (items 3 & 4),
differences between the students' motivation across time
expectancy (items 5 & 6), outcome (items 7 & 8),
(F (2, 140) =95.57, P=0.0001). This calls for contrasting
learner’s involvement (item 9), and learner’s
the students' motivation across time.
concentration on the learning task (item 10). Each item
Table 4: Means and Standard Deviation of the
scored from one to eight. Two questions are added to
Interaction between Time and Groups
the questionnaire to measure the increase in the Time Control Group Experimental Group
students’ language and culture knowledge during the __
study. N X SD N X SD
The questionnaire was completed by both the Week 1 37 3.00 1.20 35 3.15 1.18
Week 6 37 3.35 1.56 35 3.50 1.09
control and experimental groups three times: at the Week 12 37 3.81 1.12 35 5.70 1.39
beginning of the study (week one), in the middle of the * Means are out of 8
study (week six), and at the end of the study (week 12). The means of the two groups in week 1 and week 6
The questionnaire was validated by three TEFL were very close to each other. Regarding week 12 the
professors, three TEFL graduate students, and three table shows that the mean score of the experimental
TEFL supervisors. The reliability coefficient for the ten group (5.70) was greater than the mean score of the
items in the pre-test of the motivation questionnaire was control group (3.81).
85.6%. Moreover, a split-half reliability check was
conducted to check the internal consistency of the self-
reported motivation questionnaire, correlating total
scores on five items in part one and five items in part
two. The reliability coefficient for part one was r =
78.79% and for part two r = 81.22%.
Data Analysis
The collected data were analyzed via factorial
ANOVA repeated-measures factors and between-groups
factors using the SAS software to check if there were
changes in the students' motivation across time, and to
check if there were significant differences between the
motivation levels of the control group and the
experimental group in the two post tests (after six weeks
and after 12 weeks).

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Interactionbetween
Interaction between Time
Timeand Groups
and groups

5
Level of Motivation

4
Control
3
Experimental
2

0
Week 1 Week 2 Week 3
Time

Figure 1: Interaction between Time and Groups

Figure 1 shows that although the motivation of the The comparison of the motivation of the control
control group and the motivation of the experimental group after six weeks of treatment with their motivation
group were very close in week 1 and week 6, there was at the beginning of the experiment shows that their
a big difference in their motivation in week 12. The motivation after six weeks of treatment was statistically
motivation of the experimental group in week 12 was significantly higher than their motivation at the
significantly greater than the motivation of the control beginning of the experiment (F(1,36) = 25.41, P <
group. 0.0001).
Effect of Time: Table 7: Contrast Variable: Time 3 with Time 1
A: Results of MANOVA Test Source DF Type III Mean F-Value Pr>F
Table 5 below presents the results of MANOVA SS Square
Mean 1 24.81 24.81 23.44 <0.0001
test and exact F statistics for the effect of time on the Error 36 38.12 1.06
motivation of the students of the control group across Table 7 shows that the motivation of the control
time. group after 12 weeks of treatment was significantly
Table 5: Results of MANOVA Test of the Effect of higher than their motivation at the beginning of the
Time on the Motivation of the Students of the Control experiment (F(1,36) = 23.44, P < 0.0001).
group across Time C: MANOVA Test of the Effect of Time on the
Statistic Value F-Value Num Den Pr>F
DF DF Motivations of the Students of the Experimental
Wilks’ Lambda 0.47 20.80 2 35 0.0001 Group across Time
MANOVA test of variance shows that there was a Table 8: MANOVA Test and Exact F Statistics for the
significant effect for time on the students' motivation Effect of Time on the Motivations of the Students of the
(Wilks’ Lambda (2, 35) = 20.80, P= 0.0001). Because Experimental Group
the results do not present the specific effect of each Statistic Value F-Value Num Den Pr>F
DF DF
period of time, the repeated measures analysis of Wilks’ 0.28 42.98 2 33 <0.0001
variance was run in table 6 below. Lambda
B: Results of Repeated Measures Analysis of MANOVA test of variance shows that time has a
Variance-Analysis of Variance of Contrast significant effect on the students' motivation (Wilks’
Variable (Time) of the Control Group. Lambda (2, 33) = 42.98, P< 0.0001). This requires
Table 6: Contrast Variable: Time 2 with Time 1 running the repeated measures analysis of variance.
Source DF Type Mean F-Value Pr>F D: Results of Repeated Measures Analysis of
III SS Square
Mean 1 4.71 4.71 25.41 <0.0001
Variance-Analysis of Variance of Contrast
Error 36 6.67 0.19 Variable (Time) of the Experimental Group.

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 Jordan Journal of Educational Sciences

Table 9: Contrast Variable: Time 2 with Time 1 Table 12: Results of the Analysis of Variance between
Source DF Type III Mean F-Value Pr>F Groups in the Middle of the Experiment (Week 6)
SS Square Source DF Type III Mean F-Value Pr>F
Mean 1 4.11 4.11 25.32 <0.0001 SS Square
Error 34 5.53 0.16 Model 1 0.38 0.38 0.30 0.58
Table 10: Contrast Variable: Time 3 with 1 Error 70 85.58 1.27
Source DF Type III Mean F-Value Pr>F Corrected 71 88.96
SS Square Total
Mean 1 227.33 227.33 88.33 <0.0001 As indicated in table 12 after six weeks of
Error 34 87.51 2.57 treatment, the two groups continued expressing no
As shown in Tables 9 and 10 there were significant differences in their motivation. The results
statistically significant differences between the show that there was no statistically significant
motivation of the individual students of the difference between the motivation of the experimental
experimental group across time in favor of time 2 (after group and that of the control group (F (1, 70) = 0.30, P
six weeks) and time 3 (after 12 weeks of treatment). F- = 0.68).
values were (F (1, 34) = 25.32, P<0.0001) and (F (1, 34) Table 13: Results of Analysis of Variance between
=88.33, P<0.0001) respectively. Groups at the End of the Experiment (Week 12)
E: Effect of Groups: Tables 11, 12 and 13 below Source DF Type Mean F-Value Pr>F
present the results of the repeated measures analysis III SS Square
of variance between groups across time Model 1 64.20 64.20 41.44 <0.0001
Error 70 108.45 1.55
Table 11: Results of the Analysis of Variance between Corrected Total 71 172.66
the Two Groups at the Beginning of the Experiment The results of the analysis of variance between the
(Week 1) two groups at the end of the study (after 13 weeks of
Source DF Type III Sum F-Value Pr>F
SS Square treatment) show that there was a significant difference
Model I 0.46 0.46 0.32 0.57 between the motivation of the students of the
Error 70 99.35 1.42 experimental group and that of the control group (F(1,
Corrected 71 99.80 70) =41.44, P < 0.0001) in favor of the experimental
Total
group.
The results of the analysis of variance between the
Results Related to Items 11 & 12
two groups at the beginning of the study show that there
Items 11 & 12 in the questionnaire asked students
were no significant differences between the motivation
to identify the level of increase in their English
of the students of the experimental group and the
language knowledge and culture knowledge after 12
control group (F(1, 70) =0.32, P=0.57). This means that
weeks of treatment. Table 14 below presents the means
the two groups were equivalent at the beginning of the
and standard deviations of the students’ answers.
study.
Table 14: Means and Standard Deviations of the Students’ Responses on Items 11 and 12 across Time
Control Group Experimental Group

No. Item Six Weeks 12 Weeks 6 Weeks 12 Weeks

Mean SD Mean SD X SD X SD
11 My language knowledge 3.68 0.95 4.03 0.91 3.71 1.02 5.68 0.98
increased after using the
teaching materials.
12 My Culture Knowledge 3.45 1.18 3.87 1.15 3.68 0.95 5.26 1.02
increased after using the
teaching materials
The results in table 14 indicate that the mean score knowledge, the mean score of the control group was
of the students' responses regarding the increase in their 4.03 whereas the mean score of the experimental group
language and culture knowledge after six weeks of was 5.68. For culture awareness, the mean score was
treatment was 3.68 and 3.45 respectively for the control 3.87 for the control group and 5.26 for the experimental
group students. For the experimental group, the means group.
were 3.71 and 3.68 for the language and culture The results also show that the increase in language
knowledge respectively. Moreover, the results show that and culture knowledge from week six to week 12 was
there were no big differences between the responses of greater for the experimental group than it was for the
the control group and the experimental group. The low control group. Furthermore, the results indicate that
results, however, show that the students were not there was a big difference between the responses of the
satisfied with the increase in their language and culture students of the two groups with regard to the increase in
knowledge after six weeks of treatment. their culture knowledge in week 12 in favor of the
However, the results revealed significant experimental group.
differences between the responses of the two groups
after 12 weeks of treatment. Regarding language

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Discussion of Results motivating, relevant, and culturally enlightening (Lee,

The results of the study revealed a significant 1995).
increase in the EFL students’ motivation across time The increase in the students’ language and culture
(after six and 12 weeks of treatment) in both groups (the knowledge was disappointing after six weeks of
experimental and control groups). Nevertheless, there treatment for the two groups. For the students of the
were no significant differences between the motivation control group, the teaching material among other factors
of the EFL students of the experimental group and that might be the reason because as students stated it was not
of the control group after six weeks of treatment, but interesting. For the experimental group the reason might
there were significant differences between them after 12 be the difficulty of the authentic material itself. Another
weeks of treatment in favor of the experimental group. reason for this low motivation is perhaps because it was
The increase in the motivation of the students of the first time that the students were exposed to foreign
the control group across time might be due to the nature culture texts.
of the English language teaching materials of the While the increase in the students’ language
Eleventh Grade which is more related to the students’ knowledge continued to be disappointing for the control
life in comparison with the teaching materials of the group after 12 weeks of treatment, it was satisfying for
previous grades or might be due to the character of the the experimental group. It seems that exposing students
teacher, his teaching techniques and his personal ability to authentic materials for a long period of time offers
to motivate learners to learn English. The increase in the them an opportunity to cope with and understand new
motivations of the students of the experimental group terms, expressions, and native speakers, styles of
across time could be partially attributed to the fact that writing and FL ways of social and cultural behavior.
authentic materials are more realistic and more There was also a better increase in the students’
interesting than non-authentic materials. culture knowledge with regard to the experimental
Although there was an increase in the motivation group in comparison with the control group. This result
of the students of the two groups across time, the is expected because authentic materials include more
increase in the motivation of the students of the control cultural items and terms than non-authentic materials
group was less than the increase of the motivation of the do.
students of the experimental group even after 12 weeks The results of this study support the findings of Lee
of treatment. The results show that there was no (1995) Peacock (1997), Shei, (2001), & Lin (2002) and
significant difference between the motivation of the two contradict those of Gonzalez (1990), Peacock (1997),
groups after six weeks of treatment. It could be so and Mainenti (1997) which might be because the
because of the difficulty of the authentic materials samples of these three studies were small.
which might require more time for students to Conclusion
understand. Authentic materials usually have more new This study revealed that the use of authentic
words and phrases than non-authentic materials. materials has advantages over the use of non-authentic
Nevertheless after 12 weeks of treatment, there was materials if students are given enough time. The use of
a significant difference between the motivation of the authentic materials increases students’ motivation and
two groups in favor of the experimental group. This their willingness to learn. Exposing EFL students to
indicates that EFL students need time long enough to authentic materials increases their language and culture
cope with authentic materials with regard to their new knowledge just as well. The results of the study should
words, phrases, and the stylistic way of native speakers’ motivate EFL teachers to include authentic materials in
writings. The results also indicate that enough exposure teaching English as a foreign language.
of students to FL authentic materials increases their Based on the results of this study, more studies are
understanding and makes them more motivated to learn. recommended to be carried out in different situations for
This finding supports Krasmsch (1993) who claims that further investigation.
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Appendix A
Self – Reported Learner Motivation, Language Knowledge, and Culture Knowledge Questionnaire (Adapted
from Peacock, 1997 & Lin, 2004)

Thank you for your participation in this study. Please complete the following questionnaire with directions preceding
each section.

Part I: Personal Information

1. Which group do you participate in?
A). Authentic material group B). Non-authentic material group
2. Gender
A). Male B). Female
Part II: The purpose of this part is to assess your perception regarding the value of the teaching materials used in your
group; please circle the number on each item to show how you rate the following concepts. For all the items, the higher
number represents the positive impression about the materials or learning tasks. The lower number represents the
negative impression about the materials or learning tasks.

No. Concept 8 7 6 5 4 3 2 1 concept

1 Interesting 8 7 6 5 4 3 2 1 Boring
2 Exciting 8 7 6 5 4 3 2 1 Dull
3 Meaningful 8 7 6 5 4 3 2 1 Meaningless
4 Relevant 8 7 6 5 4 3 2 1 Irrelevant
5 Easy 8 7 6 5 4 3 2 1 Difficult
6 Clear 8 7 6 5 4 3 2 1 Confusing
7 Enjoyable 8 7 6 5 4 3 2 1 Unenjoyable
8 Satisfying 8 7 6 5 4 3 2 1 Unsatisfying
9 Personally 8 7 6 5 4 3 2 1 Not Involved
involved
10 High 8 7 6 5 4 3 2 1 Low
Concentration Concentration

Part III: The following two questions relate to the improvement of your language and cultural knowledge after
experiencing the materials.

11. My language knowledge increased after using the teaching materials.

Strongly Disagree 1 2 3 4 5 6 7 8 Strongly Agree
12. My Culture Knowledge increased after using the teaching materials.
Strongly Disagree 1 2 3 4 5 6 7 8 Strongly Agree

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