VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ********************* PHAN THỊ THẮM EFFECTIVENESS OF AUTHENTIC MATERIALS ON EXTENSIV[.]
Rationale for the study
Namdinh College of Education is a prominent institution with over 13,000 students, comprising five departments: foreign languages, natural sciences, pre-school and primary education, and social sciences, all focused on training teachers for primary and secondary schools across the province The Department of Foreign Languages at NCE, staffed by nine highly qualified teachers, offers General English courses for non-major students and English major programs, all trained at ULIS Among these educators, two hold MA degrees in TESOL, while others are pursuing master's courses; they demonstrate creativity and dedication to enhancing student learning outcomes.
Many students at this college face challenges in learning English due to limited access to supplementary resources, as the library does not provide enough books, newspapers, magazines, or CDs for self-study outside class Additionally, students often lack initiative in seeking external language resources, relying primarily on classroom input They frequently exhibit boredom and low motivation during lessons, find it hard to express opinions due to limited vocabulary and background knowledge, and struggle with real-life communication Vocabulary is crucial in language learning, as Schmitt (2008) emphasizes that learners need a large vocabulary and should set high vocabulary goals to communicate effectively in English.
2 not all learners can realize the importance of vocabulary and be able to find suitable methods to achieve that
To address the challenges in reading education, I believe it is essential to make lessons more engaging and to facilitate effective vocabulary acquisition through the use of authentic texts related to course topics for extensive reading This approach is widely recognized as one of the most effective strategies to expand students’ vocabulary and enhance their understanding of real-life contexts As Herry Sweet (1899) asserts, incorporating authentic materials into reading lessons significantly benefits language learning and vocabulary development.
The great advantage of natural, idiomatic texts over artificial’ methods’ or
Artificial language systems often lead to repetitive use of specific grammatical structures and vocabulary, overshadowing other equally or more essential language features Unlike natural language, which faithfully represents the full complexity and variety of language features, artificial systems tend to emphasize certain elements while neglecting others, resulting in a less accurate depiction of the language's true richness This highlights the importance of designing language models that do justice to every aspect of language to ensure comprehensive and authentic communication.
Authentic materials significantly enhance language learning by exposing students to a wide range of unrepeated vocabulary, diverse grammar structures, and natural word combinations Additionally, learners find these materials more engaging because they relate to real-life contexts, which increases their motivation and interest in studying the language.
Extensive reading (ER) is a crucial component of language learning, particularly in developing vocabulary knowledge and reading comprehension Research indicates that engaging in extensive reading exposes students to a wide range of vocabulary, which is essential for improving their understanding of texts According to Bell (2001), ER is an effective reading instruction strategy used in ESL and EFL settings to enhance reading fluency, comprehension, and vocabulary development Incorporating ER into language programs can significantly boost students' overall language proficiency.
From the facts mentioned above, I think that it is necessary to combine authentic materials and extensive reading to improve students’ knowledge of
3 vocabulary Therefore, I am motivated to conduct an experimental research to investigate the effectiveness of authentic materials applied in extensive reading on students’ vocabulary learning.
Aims of the study
This study is intended to investigate the effectiveness of the authentic materials on extensive reading in developing students’ vocabulary at Namdinh College of Education.
Research hypothesis
In order to achieve the above-mentioned objectives, this study is designed to test the following hypothesis:
Students who participate in the course with supplementary authentic materials experience greater improvements in their English vocabulary, including understanding word meanings, correct spelling, grammatical patterns, and collocations, compared to those who rely solely on traditional textbooks Using authentic materials enhances vocabulary acquisition by providing real-world context and practical usage Incorporating authentic resources into language learning fosters deeper understanding and retention of vocabulary, leading to more comprehensive language proficiency This approach has proven to be more effective in enabling learners to grasp complex aspects of words and apply them confidently in communication.
Methods of the study
Selecting the appropriate research method is crucial, as it serves as the foundational “glue” that integrates all elements of a study Researchers must carefully evaluate the strengths and weaknesses of various methods to determine the most suitable approach In this case, experimental research was chosen to validate the hypothesis, considering the different designs available—true-experimental, quasi-experimental, and pre-experimental—which vary in the level of control over variables and randomness (Salkind, 2006; 218) Given the study conditions, a quasi-experimental design was selected because the subjects were already assigned to two classes based on entrance exam scores prior to the research.
All participants are Vietnamese students aged 18 to 19 from rural areas of a small province, ensuring they share similar social and cultural backgrounds Additionally, one male student was withdrawn from the study during the experiment to achieve gender imbalance and enhance research validity.
Scope of the study
This experimental study explores the effectiveness of authentic materials in enhancing first-year English majors' vocabulary learning at Namdinh College of Education Focused on key aspects such as word meanings, spelling, grammatical patterns, and collocations, the research examines how real-world materials influence students' vocabulary development Authentic materials sourced primarily from online websites are employed to provide genuine language exposure, aiming to improve students' language proficiency and practical understanding.
Using authentic materials for extensive reading serves as a valuable supplement to classroom activities, rather than replacing in-class reading exercises It enhances students' vocabulary skills by providing real-world context and engaging content Incorporating authentic reading materials into language learning can significantly improve vocabulary acquisition and overall reading comprehension.
Significance of the study
This study offers valuable insights for teachers and learners by highlighting the significant role of authentic materials and extensive reading in enhancing students’ vocabulary development It provides convincing evidence of the effectiveness of authentic resources in language learning and offers practical suggestions for their optimal integration into extensive reading activities Additionally, the research aims to contribute to the development of a novel extensive reading program that leverages authentic materials to improve language acquisition.
Design of the study
This study consists of five chapters:
Part A provides a comprehensive overview of the research, outlining the rationale and objectives of the study It clearly states the research hypothesis and describes the methodology employed, including the scope and significance of the research Additionally, this section details the study's design, offering insight into how the investigation was structured to achieve its aims and contribute valuable knowledge to the field.
Part B consists of two chapters: chapter I and chapter II
Chapter I reviews the theoretical background of reading, authentic materials in second language acquisition, vocabulary learning and the related previous studies
Chapter II outlines the methodological framework of the study, providing a detailed description of the participants, data collection instruments, and the research procedure It also covers the data analysis process and discusses the importance of using authentic materials for extensive reading This chapter ensures a comprehensive understanding of the research design and methods employed.
Part C concludes the study by summarizing the key findings and discussing their pedagogical implications It highlights the significance of the results for improving educational practices and suggests practical strategies for educators Additionally, the section addresses the study's limitations and provides recommendations for future research to advance understanding in this area.
LITERATURE REVIEW
Theoretical background of reading
Reading has been defined by linguists, psychologists, and educators from various perspectives, but many agree that its primary purpose is to construct meaning, achieve comprehension, and actively respond to the material read.
- Anderson et al (1985) defines reading as the process of constructing meaning from written texts It is a complex skill which requires the coordination of a number of interrelated sources of information
Reading, as defined by Goodman (1971), is a psychological process where the reader reconstructs a message encoded by a writer through a graphic display This act of reconstruction involves interpreting written symbols to understand the intended message, emphasizing the cognitive nature of reading as an active, interpretive skill Effective reading comprehension relies on the reader's ability to decode and make meaning from written text, highlighting the importance of literacy and language proficiency.
“a cyclical process of sampling, predicting, testing and confirming.”
- Both William (1984) and Nutall (1996) claim that reading is “understanding what has been written”, and it is the “act of reconstruction.”
- In the National Accessible Reading Assessment Projects of the US, reading was defined in term of decoding information (Cline, F., Johnstone, C., & King, T, 2006):
Reading involves decoding written text by translating symbols, including Braille, into spoken words, and understanding is influenced by the reader’s purpose, context, text type, strategies, and prior knowledge.
Reading involves decoding and understanding text tailored to specific reader purposes Readers interpret written material by translating words into speech and directly deriving meaning from the text To achieve comprehension, they actively engage in constructive processes that transform the text into meaningful understanding, ultimately leading to successful reading comprehension.
Reading is the process of deriving meaning from text, which for most readers involves decoding written content Some individuals need adaptations like Braille or auditory methods to facilitate decoding Comprehension of text depends on factors such as the reader's purpose, the context, the nature of the material, and the reader's strategies and knowledge.
According to Carroll (1985), reading is defined as "the activity of decoding written language in order to derive meaning from it." This process encompasses, but is not limited to, decoding and understanding texts from various sources such as books, magazines, newspapers, and websites Developing strong reading skills is essential for comprehending and engaging with different types of written content across digital and print media.
- Alderson (2000) states that reading is “an enjoyable, intense, private activity, from which much pleasure can be derived, and in which one can become totally absorbed.”
Reading is often understood as the recognition of written words or the construction of meaning, yet it also serves as an opportunity to teach pronunciation and practice speaking skills Regardless of its specific purpose, reading always has a clear intent, making it an essential part of our daily lives.
This study integrates both intensive and extensive reading into the course, utilizing authentic materials as supplementary resources to enhance students' vocabulary development Understanding the theoretical foundations of these two reading approaches is essential to effectively implement and maximize their benefits in language learning.
Intensive reading is a learning approach where students engage with texts above their current linguistic level to enhance language skills According to Bruton (2002), it involves comprehensive understanding and language-focused tasks performed collectively by the entire class These materials often include numerous unfamiliar vocabulary words and complex grammatical structures, challenging learners' comprehension The primary goal of intensive reading is to enable students to explicitly learn new vocabulary and develop essential reading skills such as skimming, scanning, and guessing meaning from context.
Brown (2007) highlights that intensive reading is a classroom-oriented activity where students focus on the linguistic and semantic details of a passage It emphasizes students’ attention to grammatical forms, discourse markers, and surface structure details to achieve a clear understanding of the literal meaning This approach enhances students' comprehension skills by engaging them deeply with the text’s language features.
Bamford and Day (1997) define intensive reading as the careful and focused reading of shorter, more challenging foreign language texts to achieve a complete and detailed understanding This approach emphasizes the development of specific reading skills and is integral to teaching reading comprehension in foreign language learning.
According to Richards and Schmidt (2002), intensive reading enhances language learning by enabling students to make significant progress with the teacher’s guidance It provides a foundation for understanding complex structures, expanding vocabulary, and mastering idioms, thereby supporting overall language development.
According to Nation (2004), "intensive reading involves the detailed reading of texts with the two goals of understanding the text and learning language features through a deliberate focus on these items.”
Intensive reading in the classroom can challenge students to comprehend materials beyond their current linguistic level, thereby enhancing their vocabulary and key reading skills such as skimming, scanning, and contextual guessing This approach helps boost overall reading proficiency and promotes language development through focused engagement with complex texts.
Extensive reading (ER) is widely defined as the practice of reading large amounts of material for personal pleasure or interest, with minimal emphasis on productive tasks or follow-up language work (Hafiz & Tudor, 1989) Krashen (2004a) considers ER to be free voluntary reading, which surpasses direct instruction in developing reading skills, vocabulary, grammar, and writing Grabe and Stoller (2002) describe ER as an approach where learners engage with ample texts within their linguistic competence to enhance reading proficiency Walter (2003) emphasizes that ER involves students choosing texts that are not problematic, fostering autonomous learning Davies (1995) highlights that in ELT classrooms, ER programs resemble library-based activities that provide students with numerous accessible books, sufficient time, motivation, and encouragement, all without the pressure of formal assessments.
The ER program allows pupils to focus on reading without the pressure of competition, creating a supportive and enjoyable learning environment Students are encouraged to read extensively for both information and pleasure, fostering a positive attitude toward reading To ensure accessibility and engagement, reading texts are kept simple, enabling learners to understand without relying on dictionaries This approach aims to cultivate a love for reading and enhance language skills in a relaxed setting.
1.1.2.3 The role of extensive reading in language learning
Authentic materials in EFL
The definitions of authentic materials written by different researchers of language are slightly different in literature
Gilmore (2007) defines authentic materials as "real language" created by genuine speakers or writers for real audiences, intended to convey meaningful messages This perspective aligns with Morrow’s (1977), as cited by Gilmore, emphasizing that authentic materials are naturally produced texts by native speakers that can typically be understood effortlessly by native language users.
According to Nunan (1999), authentic materials are spoken or written language data created through genuine communication, not specifically designed for language teaching Harmer’s definition of authentic materials emphasizes their real-world origin, providing learners with exposure to natural language use outside the classroom Using authentic materials in language education enhances student engagement and improves real-life language skills, making them an essential resource for effective teaching.
Authentic texts are created by native speakers and are intended for real-life communication, not specifically for language learners (Harmer, 1991) As Nunan emphasizes, these authentic materials reflect genuine language use and are designed to meet the needs of native speakers, providing learners with exposure to real-world language context and usage.
According to Wallace (1992), authentic texts are defined as real-life materials that are not created for pedagogic purposes, meaning they are written for native speakers and encompass genuine, real-world language use.
Authentic materials are defined by Peacock (1997) as resources that have been produced to serve a genuine social purpose within the language community Unlike non-authentic texts, which are specifically designed for language learning, authentic materials reflect real-life language use Incorporating authentic materials into language instruction enhances learners' exposure to genuine language in meaningful contexts, making their learning experience more relevant and engaging Using these real-world resources can significantly improve language comprehension and communication skills by providing learners with authentic examples of how language is naturally used.
Authentic materials are defined in this paper as texts that convey a comprehensible message, allowing readers to naturally (re)construct meaning Based on Morrow’s definition, authentic materials effectively transmit their message and fulfill their purpose of communication The selected texts for analysis are considered authentic because they serve this primary function of conveying genuine communication to the reader.
Authentic materials are real language produced by genuine speakers or writers, designed without educational intent Examples include newspaper articles, TV and radio broadcasts, daily conversations, meetings, documents, speeches, and films, all readily available in everyday life The Internet stands out as a valuable source of authentic materials due to its continuous updates, visual appeal, and interactivity, making it a highly useful resource for language learning.
(2010) classifies authentic materials into three categories: audio, visual, and printed materials:
Audio materials for language learning encompass three main types: television programming such as commercials, quiz shows, cartoons, news, and weather reports; radio programming including interviews, talk shows, and advertisements; and taped conversations like telephone calls, meetings, short stories, poems, and novels These authentic audio resources are valuable for improving listening skills and can be integrated into functional writing tasks such as creating advertisements, drafting dialogues, writing news articles, preparing weather forecast reports, and developing interview schedules, meeting agendas, minutes, short stories, plays, poems, and novels Leveraging diverse audio materials enhances learners’ comprehension and practical language use across various contexts.
Visual materials are visual aids that learners can see, such as photographs, paintings, drawings, children’s artwork, and wordless images like road signs and picture books These visual materials effectively illustrate functional texts, including road signs, notices, directions, instructions, warnings, descriptions, expository texts, timetables, and medical reports like X-ray reports Incorporating visual materials into teaching enhances comprehension by providing meaningful visual context for various types of functional texts.
Printed materials constitute the third category of authentic resources, encompassing a wide range of functional texts such as newspapers (including articles, movie reviews, advertisements, astrology columns, sports reports, obituary columns, TV guides, recipes, directions, and notices), restaurant menus, directories, meeting minutes, memoranda, diaries, tourist information brochures, travel guides, greeting cards, letters, billboards, posters, bus schedules, and various forms (medical history, application, tax, etc.) These materials are essential for producing practical texts like newspaper articles, menus, directories, obituaries, bus schedules, and travel guides, providing authentic language practice for learners Optimized for SEO, these printed resources serve as valuable tools for engaging learners with real-world content and enhancing their comprehension and communication skills.
In this paper, I use the articles from online source for extensive reading to improve students’ vocabulary
1.2.3 Advantages and disadvantages of using authentic materials
1.2.3.1 Advantages of using authentic Materials
Research consistently shows that utilizing authentic materials in the classroom offers significant benefits for language learners Even when these materials are not used in real-life situations, proper integration can enhance language acquisition Incorporating authentic content into lessons provides learners with real-world context, increasing engagement and improving their practical language skills Ultimately, effectively exploiting authentic materials supports more effective and immersive language learning experiences.
Henry Sweet, one of the earliest linguists, emphasized the importance of using authentic texts in language learning, recognizing their advantages over traditional pedagogical materials He highlighted that natural, idiomatic texts accurately reflect the full range of language features, whereas artificial systems tend to promote repetitive use of limited grammatical structures and vocabulary, neglecting other essential language elements.
According to Berardo (2006), authentic materials provide learners with the opportunity to engage with real language and content, fostering a more genuine language learning experience These resources help students connect with how the target language is used outside the classroom, making their learning more relevant and practical Using authentic materials enhances interaction with real-world language, which can improve fluency and comprehension in real-life situations.
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- Authentic materials contain topics of interest to students and encourage reading for pleasure, and they are practical and real because they provide valid linguistic data (Martinez, 2002; Peacock, 1997)
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Intentional and Incidental Vocabulary Learning
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Incidental learning is a process where learners acquire knowledge without explicit intention, often learning one thing while intending to learn another (Richards & Schmidt, 2002) Unlike active, deliberate learning, incidental learning occurs naturally as learners are immersed in context, making it an effective method for acquiring vocabulary through contextual clues (Nagy, Herman, & Anderson, 1985) This approach highlights the importance of exposure and immersion in language acquisition, facilitating more organic and sustainable vocabulary development.
According to Ellis (1995), intentional learning involves deliberately focusing attention on the linguistic form or form-meaning connections, whereas incidental learning occurs when attention is primarily directed towards meaning or message content, with only peripheral attention given to form This distinction highlights the importance of focused attention in mastering language structures through deliberate study, while incidental learning emphasizes the natural absorption of language during meaningful communication Optimizing both intentional and incidental learning strategies can enhance language acquisition effectively.
Implicit vocabulary learning involves the unconscious acquisition of new words through repeated exposure, similar to incidental learning During this process, learners are usually unaware of their learning objectives until they complete a task, often discovering their progress only when faced with an unexpected test This approach emphasizes natural language acquisition without conscious effort (Chen, 2009).
Second and foreign language learners often need to intentionally learn their first several thousand words due to limited proficiency preventing them from "picking up" new words effortlessly However, Shokouhi (2009) argues that most vocabulary acquisition occurs incidentally later in the learning process, primarily through activities like extensive and intensive reading Consequently, this study utilized authentic reading materials to facilitate incidental vocabulary acquisition among students, highlighting the effectiveness of exposure to real-world texts in language learning.
Criteria of a good vocabulary test
A good vocabulary test shares the same criteria as a quality assessment overall, with reliability and validity being essential for effective evaluation According to Milton (2009), reliability refers to a test’s ability to consistently and accurately measure vocabulary knowledge over time This means that when a learner takes a vocabulary test, they should obtain similar results under comparable conditions, ensuring the test's dependability and usefulness in assessing language proficiency.
Objective vocabulary tests offer greater reliability than subjective assessments, making them a preferable choice for accurate measurement Teachers should carefully consider factors such as the number of test takers, assessor availability, marking costs, and the specific purpose of the vocabulary test—whether for placement, achievement, or diagnostic purposes—before selecting the appropriate testing format Additionally, students tend to achieve similar scores in the morning and afternoon sessions, indicating consistent performance across different times of the day.
Validity ensures that a test accurately measures what it is intended to assess, as highlighted by Heaton (1990) It is crucial that each assessment focuses solely on the specific skills or knowledge it aims to evaluate For example, an argumentative essay test should exclusively assess students’ ability to write persuasive essays, not other types of writing Ensuring test validity enhances the reliability and accuracy of the evaluation, making sure that the results truly reflect students’ capabilities in the targeted area.
There are three key types of validity in assessment: content validity, construct validity, and face validity Content validity ensures that a test includes the necessary and appropriate content to accurately measure the intended skill or knowledge Construct validity evaluates whether the test genuinely measures the underlying construct or ability it claims to assess, especially important in language testing where language knowledge is inferred from language production involving multiple skills Face validity pertains to the perceived credibility of the test by users, confirming that it appears to effectively measure what it is supposed to, thereby increasing its acceptance and trustworthiness Incorporating these validity types is essential for creating reliable and effective assessments.
Practicality is a crucial principle for designing effective assessments, ensuring tests are easy for teachers to mark and evaluate According to Thornburry (2002), assessments should be straightforward to correct and assess, streamlining the grading process Additionally, incorporating a variety of exercise types enhances student engagement and concentration, preventing attention from waning during the test.
Research into effectiveness of authentic materials on language acquisition
a lot of benefits In this study, the author aims at investigating their effectiveness on
21 students’ vocabulary Therefore, it is necessary to review the previous studies that researched the relationship between authentic materials and language acquisition
Many researchers have confirmed that using authentic materials will give students a number of benefits
Xerri (2012) emphasizes that selecting appropriate online texts aligned with students' language level, background, needs, and future goals is crucial for effective language development This pedagogical approach engages bilingual postgraduate students in improving their English writing skills by challenging them to utilize and expand their existing knowledge Additionally, choosing suitable texts helps boost students' confidence and motivation, fostering a more engaging and personalized learning experience that encourages active learning and sustained progress.
Krashen, Cho, and Ahn's (2005) study on using authentic texts for narrow reading among 37 fourth-grade Korean students found that the experimental group demonstrated improvements in reading skills, vocabulary, confidence, and interest in reading The study involved vocabulary tests requiring students to provide English equivalents and select matching words, as well as comprehension tests where students matched English phrases with Korean equivalents, though specific details about the number of items used were not provided To enhance the reliability of the research, future studies should utilize different items for post-tests compared to pre-tests.
Practicing teaching with authentic materials for over a decade, C Kelly, L Kelly, Offner, and Vorland (2002) confirm that real-life materials energize the classroom and foster positive attitudes toward learning These materials effectively complement traditional teaching methods, boosting student interest and motivation Floris (2008) emphasizes the importance of integrating authentic materials to enhance language acquisition and student engagement, making learning more meaningful and motivating.
22 incorporating authentic materials in the course design because they are more motivating, and engaging, and relevant to students’ lives
Guo (2012) investigated the impact of online authentic materials on English majors’ vocabulary and grammar, revealing significant improvements in vocabulary acquisition but not in grammar skills The study highlights that authentic materials enhance students’ knowledge, communication sources, and overall language skills, making them more engaged in class discussions Additionally, exposure to real-life English usage through authentic materials increases their relevance and interest, especially when tailored to students' comprehension levels However, the study lacks specifics on which aspects of vocabulary were tested and identified that a 25-item vocabulary test may not be sufficiently reliable for comprehensive assessment These findings suggest that authentic materials can effectively support vocabulary development in language learning.
In Vietnam, several researches on authentic materials have been carried out
Nguyen (2009) implemented a program to enhance students' listening skills using authentic listening materials After three months of intervention, the study confirmed the positive impact of authentic materials on improving listening proficiency among second-year students at Tay Bac University Additionally, the program contributed to more favorable student attitudes towards listening practice, demonstrating its effectiveness in language skill development.
Providing 30 second-year students at ThanhDo College of Technology with authentic materials for extensive reading over an 8-week period significantly enhanced their reading comprehension and fostered a more positive attitude towards reading, as confirmed by Tran (2010) This study highlights the effectiveness of authentic materials in improving language skills and student motivation in an educational context.
Hoang (2010) confirms that extensive reading with authentic materials positively impacts third-year English major students at Hanoi University of Industry by improving their reading proficiency and fostering a more positive attitude toward reading.
23 the materials for extensive reading, she don’t review them in the literature and no considerations for selecting materials were supposed
Authentic materials have been shown to significantly enhance students’ language acquisition, especially in developing listening and reading skills However, limited research has focused on their impact on vocabulary learning, highlighting a gap in existing studies This suggests the need for further investigation into how authentic materials influence vocabulary acquisition Motivated by these findings, I plan to conduct an experimental study to explore the effectiveness of authentic materials in improving students’ vocabulary learning outcomes.
METHODOLOGY
Research hypothesis
As mentioned previously, this study is designed to test the following hypothesis:
Students who participate in the course using supplementary authentic materials experience greater improvement in their English vocabulary This includes enhancements in understanding word meanings, correct word forms, grammatical patterns, and typical collocations Incorporating authentic resources into language learning significantly boosts vocabulary development compared to relying solely on textbooks.
The participants
This study involved 40 first-year female English major students from two classes (35A and 35B) at Namdinh College of Education, all from rural areas of Namdinh province and aged 18 to 19, ensuring a similar cultural background and social status The students were evenly divided into an experimental group (class 35A) and a control group (class 35B), with 20 students each, based on their entrance exam scores The experimental group was exposed to authentic materials over an 8-week period to enhance vocabulary learning, while both groups received identical classroom instruction, with the key difference being that the experimental group engaged in extensive reading of authentic materials, whereas the control group performed intensive exercises at home This design aimed to assess the impact of authentic materials on improving students' vocabulary acquisition.
Data collection instruments
In line with the objectives of the study and the research hypothesis, the two following instruments are used:
The primary data collection method involved selecting eight online articles from reputable sources such as BBC World Service, The New York Times, Time Magazine, VOA Special English, and New Scientist These articles, ranging from 800 to 1000 words, were chosen for extensive reading aligned with course topics Students are encouraged to extract and learn between 8 to 15 new vocabulary words from each article to enhance their language skills.
Week 1: Danger! This Mission to Mars Could Bore You to Death!
Freeze (verb): turn or be turned into ice or another solid as a result of extreme cold:
Dome (noun): A rounded vault forming the roof of a building or structure, typically with a circular base
Version (n): A particular form of something differing in certain respects from an earlier form or other forms of the same type of thing:
Multistage (adj): Consisting of, occurring in, or involving several stages or processes
Tremendous (adj): Very great in amount, scale, or intensity:
Massive (adj): Large and heavy or solid: a massive rampart of stone
Deprive (verb): Prevent (a person or place) from having or using something
stimulate (verb): Encourage or arouse interest or enthusiasm in: the reader could not fail to be stimulated by the ideas presented
gnawing (adj): Persistently worrying or distressing
hum (verb): Make a low, steady continuous sound like that of a bee
rigorously (adv): Extremely thorough and careful: the rigorous testing of consumer products
Week 2: Over-population Is Not the Problem
undetermined (adj): Not authoritatively decided or settled
sustain (verb): Strengthen or support physically or mentally
predecessor (n): A person who held a job or office before the current holder
unaltered (adj): Remaining the same; unchanged
propagate smt (verb): Breed specimens of (a plant or animal) by natural processes from the parent stock
conductive (adj): Having the property of conducting something (especially heat or electricity)
illustrative (adj): Serving as an example or explanation: this timetable is provided for illustrative purposes only
outrun (verb): Run or travel faster or further than
inherently (adj): Existing in something as a permanent, essential, or characteristic attribute
Week 3: The baby boom for gay parents
homemaker (n): A person, especially a woman, who manages a home
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adopt (verb): Legally take (another’s child) and bring it up as one’s own:
pursue sbd (verb): Persistently seek to form a sexual relationship with (someone):
surrogacy (n): The process of giving birth as a surrogate mother or of arranging such a birth
heterosexual (adj): (Of a person) sexually attracted to people of the opposite sex
indistinguishable from the real thing (adj): Not able to be identified as different or distinct
Commitment (n): The state or quality of being dedicated to a cause, activity, etc
resonant with (adj): Having the ability to evoke enduring images, memories, or emotions
Week 4: The long road to equality: What women won from the era ratification effort?
soak smt (verb): Make or allow (something) to become thoroughly wet by immersing it in liquid
ratify smt (verb): Sign or give formal consent to (a treaty, contract, or agreement), making it officially valid
constitutional (adj): Relating to an established set of principles governing a state: a constitutional amendment
dissipate (verb): (With reference to a feeling or emotion) disappear or cause to disappear
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