However, few studies look into the effectiveness of using authentic materials in enhancing students’ performance in grammar tests as well as improving their motivation for learning gramm
Trang 1TẠP cai CÔHG THÍtíNG
• NGUYEN THI THU HANG
ABSTRACT:
There is a great deal of research efforts in investigating the considerable importance of using authentic materials to second language teaching Simultaneously, the use of authentic materials in teaching grammar in the course of English as A Second Language (ESL) for students is also a discussed subject However, few studies look into the effectiveness of using authentic materials in enhancing students’ performance in grammar tests as well as improving their motivation for learning grammar This study is conducted to fill these gaps Seventy-six English majored students participated in this study The study collected and analyzed data from the pre-test and post-test, and from a questionnaire The study found that the use of authentic materials in grammar classes helps most of the students improve their results in grammar tests and increase their motivation for learning grammar
Keywords: authentic materials, grammar, motivation, students’ performance, grammar tests
1 Introduction
It is undeniable that a firm grasp of grammar is
essential to attain linguistic competence as well as
to "facilitate communicative economy” [14]
Teaching grammar, thus, is considered an essential
aspect of foreign language instruction [4], which
has resulted in a diversity of studies on applying
different useful techniques in grammar classes
Anderson (2005) advocates for context-based
grammar teaching when asserting that teaching
grammar in context establishes a close connection
between grammar rules and language in real life
[1] On the contrary, grammar teaching was
traditionally defined by Hedge (2000) as
implementing two techniques, namely "presenting
grammar” and "practicing grammar” [10] Use of
authentic materials in grammar lessons is also the
subject to discussion Eun (2010) was in totally favor of using audio aids and authentic materials to eliminate a longer tedious as well as to create an interesting and dynamic learning atmosphere [6] The foregoing review of literature indicates that
a variety of techniques have been employed to grammar teaching with an aim of getting students to
be in such a valuable experience of learning grammar However, there has been little investigation of the effectiveness of using authentic materials in teaching grammar for second-year English majored students The impacts of the technique on students’ motivation and grammatical competence should be taken into consideration It
is in this context that the study was undertaken to capture valuable insights into the effectiveness of using authentic materials in teaching grammar
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2 Literature review
2.1 What are authentic materials?
Kilickaya (2004) defines authentic materials as
the exposure to real language used in its own
community [11], In addition, Peacock (1997)
confirms that authentic materials “have been
produced to fulfill some social purposes in the
language community." Extending this argument,
Nunan (1999, p.80) [13] takes direct issue with
Peacock’s (1999) perspective on the definition of
authentic materials He argues that authentic
materials refer to English books, novels, or articles
that have been produced by an English-speaking
author to people in a native country, so the
language used has not been modified or simplified
in any way In light of these notions, authentic
materials are used in ESL classes with an aim at
closing the language gap between classroom
knowledge and real life [12]
Vaiciuniene and Uzpaliene (2010, p.95) made a
great contribution to the literature on indicating
three major sources of authentic materials: daily
objects, broadcast texts and websites [20]
According to them, business cards, bank leaflets,
receipts, financial statements, register forms,
emails etc belong to daily objects while
newspapers, journals, TV and radio programs,
films., documentaries, literature etc are
categorized into broadcast texts Websites are
undoubtedly becoming more and more preferred
now that they provide a constantly up-to-the-
minute environment [21],
2.2 The merits of using authentic materials in
ESL classes
The usefulness of authentic materials has ever
been acknowledged by a great number of
researchers Authentic materials are favored over
textbook materials thanks to its positive impacts on
students’ communicative competence and learning
motivation The study of one-year experiment
conducted by Gilmore (2007) indicates the
improvement of learners’ communicative capacity
when exposed to authentic materials since they
provide “a ready resource of natural or authentic,
texts for language learning.” [7, 15] Other experts
of language teaching and pedagogy share
Gilmore’s belief in the effectiveness of authentic
materials in enhancing students' communicative
competence Guariento & Morley (2001) contend
that applying authentic materials in ESL classes to
simulate real world in the classroom leads to communicative movements [8]
Another plus point of incorporating authentic materials in ESL classes is an increase in learners’ motivation Guariento & Morley (2001) asserts that authentic materials are in use of enhancing students’ motivation for language learning thanks
to their exposure to real language The idea has been confirmed in a variety of empirical studies Nutnail as cited in Berardo (2006) contends that
“authentic texts can be motivating because they are proof that the language is used for real-life purposes by real people.” Reportedly, a great source of different authentic texts facilitates finding materials that interest learners and as a result encourage them for further learning [3]
In term of grammar teaching, implementing authentic materials in grammar classes is considered as a way to help students to recognize the samples of English used by its native speakers
in their daily situations [12] Additionally, students would be more communicative in classroom activities It was the notion mentioned in the recent studies that aroused the writer’s interest in using authentic materials in teaching some grammatical structures in her class,
2.3 The challenges of incorporating authentic materials in ESL classes
Reportedly, authentic materials are widely favored because of their genuine contexts providing authenticity for classroom activities Nevertheless, there are ongoing debates over the use of authentic materials in ESL classes A lot of researchers point out several challenges when applying authentic materials in classes Martizen as cited in Berardo (2006) asserts that good knowledge of cultural background is required to understand the authentic text since authentic materials may be culturally biased Additionally, decoding the texts is a really challenging task for lower-level students due to a mix of different structures in authentic materials [8], According to Richards (2001), another challenge of using authentic materials is a burden for teacher in setting the materials fit to learning objectives, students’ interest and needs as well as in decoding the texts before classes [16]
2.4 Some concerns for applying authentic materials in ESL classes
The literature reviewed around the challenges that students and teachers can encounter when
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authentic materials are used in their classes has
aroused a lot of research efforts on what teachers
should take into consideration in the application of
authentic texts Senior (2005) highlights that one of
the primitive concerns is a specific purpose of
bringing the materials into the classroom: “ we
need to have a clear pedagogic goal in mind: what
precisely we want our students to learn from these
materials.” [17], It is the purpose that guides
teachers towards a smart choice of materials that
are congruent with the lesson objectives and the
students’ needs
A lot of scholars have considered the selection
of authentic materials is one of the most important
aspects that teachers should pay undivided
attention Haley and Austin (2001) assert that this is
a very challenging activity [9] Berardo (2006)
clarifies the statement with the idea that three
factors: suitability of content, exploitability, and
readability should be taken into account when
teachers select authentic texts Specifically, the
content of a text is considered suitable when it
interests the students, is compatible with their
needs and abilities, as well as is culturally relevant
to the students’ experience [2| Exploitability is
described as the way in which authentic materials
are used to develop students’ competence while
readability refers to the language of the text and the
difficulty of structures and lexical items (Bernardo
2006) Furthermore, Rogers and Medley as cited in
Pandian (2011) mentions quality, appropriateness,
and naturalness of the language as three other
factors to be considered for material selection
while Shomoossi et al (2007) point out the context
of use needs, the goals and interests of participants
as vital aspects for identification of authentic
materials 118],
2.5 The objectives of the study
A great number of studies conducted into the
implementation of authentic materials in ESL
classes have asserted the outstanding merits of
these materials in enhancing students’
performance as well as motivating them in
language learning Nonetheless, a deep
investigation into the positive influence of utilizing
authentic materials in teaching grammar is given
scant attention Hence, the study was carried out to
fulfill the gap in the literature
The purpose of the study is twofold First, this
study will assess the effectiveness of authentic
materials in improving students’ grammar acquisition Second, it is used to investigate students' perceptions on the implementation of authentic materials in grammar classes In relation
to the objectives of the study, the following research questions have been formulated
1 Are there any improvements on students' performance in grammar tests when utilizing authentic materials in teaching grammar?
2 To what extent, do authentic materials affect students’ motivation in grammar learning?
3 Methodology 3.1 Research approach
The relevant literature reviewing research methodology gives the writer ideas of choosing a suitable approach to conducting the research into the effectiveness of authentic materials in enhancing students’ performance in the grammar tests A T-test was administered to both experimental and control groups in order to determine "how common a phenomenon is, detect associations between measured variables and make generalizations" [5] via a large sample size Besides the researcher delivered a questionnaire to find out more information related to students' perceptions on the implementation of authentic materials in grammar classes The mixed method approach, thus, is useful to “capitalize on the strengths of each approach” and "offset their different weaknesses” [19],
3.2 Context and participants
The study was conducted with the participation
of two classes of seventy-six second-year English majored students who had completed the course Grammar One in the previous semester and continued the course Grammar Two in the third semester Their score of the final exam of Grammar One was mainly around average with slightly over 60% of D and 20 % of c Only 5% students got A, while the number of students got B was nearly 15% In addition, the researcher had witnessed their remarked reluctance to learn grammar in the previous course It appeared that the short - term benefit to pass the exams was the sole factor motivating them to work It was the situation that forced the writer to conduct a study
on the effectiveness of authentic materials in grammar classes
The research was carried out during the 15-week course of Grammar Two in the third semester with
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six grammatical patterns including Tenses,
Conditional Sentences, Passives, Participles,
Prepositions and Phrasal verbs The two classes
were taken as an experimental class and a control
j class The experimental class was taught Grammar
Two with the implementation of authentic materials
while the traditional grammar teaching method with
presenting and practice was applied in the class of
control class After careful consideration, the
researcher decided to use songs, cartoons, clips and
articles from newspapers and magazines as
authentic materials in teaching the above grammar
structures to the experimental class
3.3 Data collection and data analysis
The data collecting process started with
delivering a T-test to both classes At the
beginning of the course Grammar Two, a pre-test
with 50 multiple choice items was administered to
both control and experimental classes to ensure the
two classes have the same English level
Subsequently, the treatment was carried out to
teach the patterns to the experiment class during
15 weeks of the course Grammar Two After the
completion of the treatment, a 50 multiple choice
item post-test was given to both classes at the end
of the course to find out and determine students’
grammar acquisition on the six structures To
generalize the results, the SPSS statistics was
applied as a tool analyzing the data
In addition, a questionnaire succeeded the T-test in order to collect adequate data for the study since it is “an efficient way to gather larger amounts of data” (Hinchey, 2008) The researcher administered a questionnaire with seven rating scale questions and three open-ended questions to
38 students of the experimental class to find out their perspectives on the implementation of authentic materials in teaching grammar The analysis process was closely conducted through three steps: reading critically, interpreting, and drawing a conclusion The study, subsequently, supported a logical conclusion on the issue raised in the research questions
4 Results and discussion 4.1 The population of the treatment
The students’ pretest scores of both experimental and control classes were analyzed
by using independent t-test through statistical product and solution (SPSS) in order to find out whether the initial grammar competence of two classes was in the same level The result was shown in the Table 1
The computation analysis of the independent t-test showed that the sig of Levene's Test p value = 0.603 > 0.05, which means the equal variances assumed meaningful Sig (2-tailed) = 0.7 > 0.05, therefore, it obviously demonstrated that there was no significant difference between
Table 1 Comparison of pretest scores of experimental and control classes
Group N Mean std Deviation std error Mean
Pre-test Control group
38 5.0842 1.34858 21877 Experimental group 38 5.2105 1.49283 24217
Source: Author
Levene’stest
of equality of variances
t-test of Equality of Means
t df Sig.
(2-tailed)
Mean difference
std error difference
95% confidence Interval of difference
f Sig Lower Upper
Pre
-test
Equal
variances
assumed
.273 603 -.387 74 700 -.12632 32635 -.77659 58395
Equal
variances not
assumed
-.387 73.249 700 -.12632 32635 -.77670 52406
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the means of pretest scores for both experimental
and control classes It, hence, can be concluded
that the two classes belong to the same population
and the procedure of teaching grammar using
authentic materials can be implemented in the
experimental class
4.2 Effectiveness of authentic materials in
enhancing students ’performance in grammar tests
In order to determine whether there was any
improvement in students’ grammatical
competence after the treatment, the pretest and
posttest scores of the experimental class were
analyzed using t-test of Paired Two Samples of
Mean The process was to test the two hypotheses
The null hypothesis can be demonstrated as HO:
p 1 = p2, which means that there is no significance
difference between the means of pretest and
posttest scores And the alternative hypothesis is
Hl: pl * p2, which means the mean of posttest
score is higher than pretest one The computation
analysis was shown in the Table 2:
As displayed in the table the sig (2-tailed) of
the Paired Samples Test is smaller than 0.05, so
the null hypothesis HO is rejected, which means
that there is a significant difference between the
pretest and posttest scores of the experimental
class In addition, the mean difference between
the score of pretest and posttest is -1.59211, which
confirms that the posttest result was higher than
the pretest result It can come to a conclusion that
there is a considerable improvement on the
students’ grammatical competence after the
implementation of authentic materials
4.3 Comparative analysis of the pretest and posttest scores of the control class
The purpose of the analysis was to figure out the significant difference between the pretest and posttest of the control class The statistical calculation was shown in the Table 3
As demonstrated in the table, the sig for the comparison of the average score of the pretest and posttest was p = 000 which was smaller than 0.05,
so the mean of pretest is significantly different from that of the posttest Moreover, the mean of pretest and posttest are 5.0842 and 5.9474 respectively, and the mean difference was around .86316 Therefore, it could be affirmed that the mean of posttest score was higher than the mean of pretest score
4.4 Effects of authentic materials on students’ grammar acquisition
The data from posttest of two classes were analyzed and then compared by using t-test independent sample test It was carried out to determine whether there was any significant difference in students' achievement on grammatical competence between the experimental class (treated by using authentic materials) and the control class (treated by not using authentic materials) The result of independent sample test in post-test can be seen in the Table 4
The table demonstrates that sig of the Levene's was 000 which is smaller than 0.05, so the Equal variances not assumed was taken into consideration With the sing.(2-tailed) was 0.002
Table 2 Comparison of pretest and posttest of the experimental class
Mean N std deviation std error mean Correlation Sig.
Pair 1
ExperimentalPRE
ExperimentalPOST
5.2105 6.8026 _
38 1.49283
38 1.44137
.24217 23382
.514 001
Paired Differences
t df Sig.
(2-tailed) Mean std.
Deviation
std error mean
95% confidence interval
of the Difference Lower Upper
Pair experimental
Pre - experimentalPost -1.59211 1.44678 .23470 -2.06765
_ _
-1.11656 -6.784 37 000
Source: Author
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Table 3 Comparison of pretest and posttest scores of the control class
Mean N std deviation Std error mean Correlation Sig.
Pair 1
control_Pre
control_post
5.0842 5.9474
38 38
1.34858 76502
.21877 12410
.354 029
Source: Author
Paired Differences
t df Sig
(2-tailed) Mean std.
Deviation
std error mean
95% confidence interval
of the Difference Lower Upper
Pair control_Pre -
Control_post -.86316 1.29373 .20987 -1.28840 -4.113 -4.113 37 .000
Table 4 Comparison of the posttest scores of experimental and control classes
Group N Mean std Deviation std error Mean
Pretest control group 38 5.9474 76502 12410
Experimental group 38 6.8026 1.44137 23382
Source: Author
Levene’stest
of equality of variances
t-test of Equality of Means
t df Sig.
(2-tailed)
Mean difference
std error difference
95% confidence Interval of difference
f Sig Lower Upper
score
Equal
variances
assumed
16.050 000 -3.231 74 002 -.85526 26472 -1.38272 -.32781
Equal
variances not
assumed
-3.231 56.314 002 -.85526 26472 -1.38549 -.32504
which is smaller than 0.05, the finding rejected HO
and simultaneously confirmed that the posttest
scores of two classes were significantly different
Additionally, the mean difference between the
posttest of the experimental class and that of the
control class was 0.85526, which means that the
experimental class had higher result than the
control class Hence, the application of authentic
materials obviously had a significant effect on the
achievement of the experimental students
4.5 Students’ attitudes towards the use of
authentic materials in grammar classes
In order to investigate students’ attitudes
towards the use of authentic materials in teaching grammar, the questionnaire was given to thirty-eight students of the experimental class There were ten items in the questionnaire Seven of them consisted of five optional choices, namely strongly disagree, disagree, neither agree nor disagree, agree, and strongly agree that were arranged from one to five of the Likert Scale Additionally, the other three were open-ended questions to get deeper information from the population To analyze data from seven questions of the five-point Likert Scale, the descriptive analysis was used as could be seen in the Table 5.1,5.2:
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Table 5.1 Intervals of the five-point Likert Scale
Questions Intervals Descriptions
1,2,3,4
5,6,7
1.00-1.08 Strongly disagree
1.81-2.60 Disagree
2.61-3.40 Neither agree nor disagree
3.41-4.20 Agree
4.21-50 Strongly agree
Source: Author
information related to the implementation of authentic materials in grammar class First, the students’ responses to Question 8 regarding their favorite kinds of authentic materials were video clips, songs and magazines since they created interesting and unthreatening learning atmosphere Besides, they provided students with a vivid demonstration on how to use grammar patterns in real life
Table 5.2 Descriptive Statistics of seven questions of the five-point Likert Scale
N Minimum Maximum Mean std deviation
Question 1 38 2.00 5.00 3.9211 99679
Question 3 38 2.00 5.00 3.6842 90360
Question 2 38 2.00 5.00 3.9474 80362
Question 4 38 2.00 4.00 3.2632 60109
Question 5 38 3.00 5.00 3.9474 73328
Question 6 38 2.00 5.00 3.8158 80052
Question 7 38 2.00 5.00 3.7105 95600
Valid N (listwise) 38
Source: Author
As shown in the table, Question 1 with the mean
of 3.9211, the students asserted the effectiveness of
authentic materials in helping them understand the
grammar structures clearly The confirmation of an
interesting and motivating grammar class applied
authentic materials in Question 2 was also
determined with the mean of 3.9474 Obviously,
the students agreed with the statement of Question
3 that authentic materials demonstrate how to use
grammar structure vividly With the mean around
3.7 of Question 5, Question 6 and Question 7, it
could be concluded that the students were in favor
of the implementation of authentic materials in
grammar classes (Question 7) when asserting the
usefulness of these materials in increasing their
confidence in grammar exams (Question 5) thanks
to longer term memory (Question 6) Overall, the
means of 6 questions (except Question 4) are
between 3.41 and 4.20, so it can be confirmed that
the students are in agree level In other words, they
are in favor of the application of authentic
materials in grammar classes when confirming the
positive effects of these materials on their learning
Three open-ended questions in the
questionnaire were designed to obtain specific
The second concerning was the respondents' attitudes toward the positive effects of authentic materials on their grammar acquisition As many as thirty-three students (87%) stated that the implementation of authentic materials in grammar class was helpful since the grammar structures were presented vividly in an exciting and creative way Furthermore, they gained deeper insight into how to use these structures in speaking and writing thanks to the demonstration in newspaper, movies and songs The students, hence, perceived grammar learning as a prerequisite for the acquisition of communicative competence as well
as linguistic competence and felt highly motivated
to learn grammar Conversely, the other 13% or five participants thought that authentic materials distracted them from focusing on the main content
of the lesson, as a result they easily forgot the main points after classes
Question 10 concerned the students’ favor of applying authentic materials instead of traditional grammar teaching 87 % respondents showed their agreement on the implementation of authentic materials in grammar classes They explained that the positive effects of authentic materials in
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increasing their understanding of grammar
structures, their motivation for grammar learning
and their confidence in grammar exams convinced
them to support the implementation of authentic
materials in grammar classes
5 Conclusion and suggestion
In conclusion, the findings of the research affirm
that authentic materials are of use to improve
students’ performance in grammar tests, which
corresponds to the study of Berardo (2006) on the
effectiveness of authentic materials in increasing
students’ linguistic competence In addition, the
implementation of authentic materials in grammar
classes creates an interesting learning atmosphere
in which students feel more interested in grammar
lessons Obviously, authentic materials provide
students with perspicuous explanation of how
structures are used through daily situations In other
words, they bridge the gap between classroom and
the world outside; therefore, as displayed in the
findings, they increase students’ motivation in
grammar learning This is corresponding to the
investigation of Mestari (2016)
In terms of students' attitudes towards the
application of authentic materials in grammar
classes, the data from the questionnaire showed that the students were in favor of the use of authentic materials in grammar teaching They asserted that authentic materials assist them in comprehending the usage of grammar structures in different daily situations, which resulted in deeper understanding and more confidence in grammar tests
However, the challenges of vocabulary and distraction from the main content of each lesson are the two key points that teachers should take into consideration when applying authentic materials in grammar classes The level of vocabulary in each authentic material needs to suit students otherwise they may be demotivated in grammar classes Therefore, selecting suitable authentic materials is
a priority of the application Additionally, teachers should also concern the way in which they conduct grammar lessons with authentic materials The procedure needs to be logic, smooth and productive
It is obvious that there are some challenges when teachers apply new treatment in their classes; nevertheless, teachers could minimize these challenges with a careful selection of authentic materials, a well-prepared lesson plan and a willingness to changes ■
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Received date: June 2,2021
Reviewed date: June 15,2021
Accepted date: June 28,2021
Author information:
NGUYEN THI THU HANG
Van Lang University
HIỆU QUẢ CỦA VIỆC SỬDỤNG NGỮ LIỆU THẬT TRONG VIỆC GIẢNG DẠY NGỮ PHÁP
CHO SINH VIÊN NĂM THỨ HAI NGÀNH NGÔN NGỮ ANH
• NGUYỀN THỊ THU HẰNG
Trường Đại học Vởn Lang
TÓM TẮT:
Từ trước tới nay, có rất nhiều công trình nghiên cứu về tầm quan trọng của việc sử dụng ngữ liệu thật trong giảng dạy tiếng Anh Song song với đó, sử dụng ngữ liệu thật trong việc dạy ngữ pháp tiếng Anh cho sinh viên cũng là chủ đề được các nhà nghiên cứu quan tâm Tuy nhiên, chỉ một số ít trong các bài nghiên cứu đó tìm hiểu về hiệu quả của ngữ liệu thật trong việc cải thiện kiến thức ngữ pháp cho sinh viên hoặc thúc đẩy động lực học ngữ pháp của họ Nghiên cứu được tiến hành để làm rõ hai vấn đề trên Với sự tham gia của bảy mươi sáu sinh viên ngành Ngôn ngữ Anh, nghiên cứu đã thu thập và phân tích dữ liệu từ bài kiểm tra trước và sau khi áp dụng ngữ liệu thật trong dạy ngữ pháp song song với phân tích câu trả lời của sinh viên từ bảng khảo sát Kết quả tìm được cho thấy ngữ liệu thật giúp cải thiện kiến thức ngữ pháp của sinh viên, đồng thời thúc đẩy động lực học ngữ pháp của họ
Từ khóa: ngữ liệu thật, ngữ pháp, động lực, kết quả thi của sinh viên
318 SỐ 15 - Tháng 6/2021