000099277 THE USE OF AUTHENTIC TEXTS AS READING COMPREHENSION MATERIALS FOR NON-ENGLISH MAJOR STUDENTS: AN ACTION RESEARCH AT VIETNAM NATIONAL UNIVERSITY OF AGRICULTURE SỬ DỤNG VĂN BẢN CHÍNH THỨC LÀM TÀI LIỆU ĐỌC HIỂU CHO SINH VIÊN KHÔNG CHUYÊN NGÀNH TIẾNG ANH: NGHIÊN CỨU HÀNH ĐỘNG TẠI ĐẠI HỌC NÔNG NGHIỆP VIỆT NAM
INTRODUCTION
Context o f the Study
In ESL and EFL settings, materials are a core element alongside students, teachers, teaching methods, and evaluation (Kitao, 1997) Materials encompass a broad spectrum—commercially produced textbooks, real-life materials, and reference resources (Yugandhar, 2014)—and they directly shape the teaching and learning process A wide range of ESL/EFL materials is now designed, developed, and used in English instruction, with commercially produced textbooks becoming popular in universities These textbooks offer clear advantages: they are authored by experienced designers, and their contents are typically tested before publication, giving teachers a degree of confidence in using them Yet even well-known designers acknowledge limitations: no single textbook can meet every class’s needs, the language in textbooks is often fairly artificial since they are designed for learning, and effective instruction frequently requires adapting materials, including those created by teachers In practice, teachers often overlook their own role as materials designers because of packed schedules and limited training in materials development.
Statement o f the Research P roblem
At Vietnam National University of Agriculture (VNUA), English teachers mainly rely on the third edition of New Headway Pre-Intermediate by John and Liz Soars Published in 2007, the course book contains outdated reading passages and topics that no longer match students’ needs The unit-reading texts are aligned with targeted grammar and vocabulary points, which makes them feel artificial and less relevant to VNUA students’ interests Moreover, the texts share similar types, lengths, and levels of difficulty, leading to repetition, boredom, and demotivation in many reading lessons Consequently, teachers need to revise and adapt the textbook, and the researcher seeks ways to replace textbook texts with alternative materials to address these issues.
By searching in the current literature, the researcher found that authentic texts might be a good alternative.
Authentic materials are defined as texts “produced by and for native speakers” (Bacon, 1990) and they are “real-life texts, not written for pedagogic purposes” (Wallace,
Research indicates that authentic materials are valuable sources for English learning and teaching due to their variety of text types and language styles, their exposure to specialized contexts, their facilitation of intake, and their power to motivate students to read (Martinez, 2002; Higuchi, 1998; Nunan, 2001) While some argue that authentic materials are not designed for pedagogical use and may lie outside the curriculum, careful selection of authentic materials that align with each lesson’s topic and integration with well-designed activities can address this issue and enhance curriculum relevance.
Research A im
This study investigates the impact of authentic texts used as reading materials on students' reading comprehension and their attitudes toward authentic texts in reading classes at Vietnam National University of Agriculture (VNUA) Set within the Vietnamese higher education context, the research aims to determine whether authentic reading materials can improve comprehension skills and foster positive perceptions of real‑world language use among VNUA students.
Key Research Q uestions
Towards achieving the above aim, this study seeks answers to the two following research questions:
1 To what extent can the use o f authentic texts in reading lessons affect students’ English language reading comprehension?
2 What are VNUA students’ attitudes towards the use o f authentic texts in their reading classes?
Scope o f the S tu d y
This study, conducted at Vietnam National University of Agriculture (VNUA), a public university, investigates strategies for teaching reading skills to non-English major students The sample consisted of 30 first-year students Although authentic texts can take various forms, this research primarily used printed reading passages that could be distributed to students as hand-outs.
Structure o f the Study
This study is structured into five chapters as follows:
Chapter 1- Introduction presents background information on the context o f the research including the researcher’s personal motivation and need to conduct the study.
Chapter 2 - Literature review critically reviews relevant literature in the field in order to lay a foundation o f previous researches on which this current research is conducted.
Chapter 3 - M ethodology presents the research methodology including a description and a rationale for selection o f an action research design as well as relevant data collection methods, data analysis and procedure to ensure ethical research practice.
Chapter 4 - Findings and Discussions describes the data, data analysis results and discussion o f the findings.
Chapter 5 - Conclusion provides recommendations and conclusions as well as limitations of the study.
Summary o f Chapter 1
Chapter 1 highlights the vital role of teaching materials in the EFL/ESL learning process and outlines the challenges teachers face in selecting suitable materials for English classrooms It identifies problems with current reading materials at VNUA, noting repetitive types, excessive length, mismatched difficulty levels, and a lack of alignment with students’ needs and interests To address these issues, the study examines the impact of authentic texts as an alternative to the textbooks currently in use The chapter also presents the research aim and questions, acknowledges the study’s limited scope, and concludes by outlining the overall structure of the research.
LITERATURE REVIEW
Reading, Reading Comprehension, Reading Process, Reading Procedure and
Alderson (2000) defines reading as “an enjoyable, intense, private activity, from which much pleasure can be derived, and in which one can become totally absorbed” (p 28)
Reading is a daily activity essential to everyday life and serves three primary purposes: survival, learning, and pleasure Alderson (2000) describes reading as driven by these three aims: to meet daily information needs and respond to real-world situations (survival), to acquire knowledge and skills in classroom settings or assignments (learning), and to read voluntarily for enjoyment (pleasure) Reading for survival addresses immediate information needs—such as street signs, advertisements, and timetables—reflecting Flaubert's view that reading is to live, not merely to amuse or instruct (Flaubert, 1857, cited in Harrison, 2003) By contrast, reading for learning is typically goal-oriented within educational contexts, and reading for pleasure is pursued by individuals out of free will for personal enjoyment.
Intensive reading and extensive reading are the two most common approaches to reading, with intensive reading focusing on detailed analysis of the passage and requiring close attention to vocabulary, grammar, expressions, and ideas, while extensive reading emphasizes understanding the overall meaning and main ideas, allowing readers to skip over lines, words, or structures to grasp the big picture (Loucky, 2005).
Comparing intensive reading with extensive reading, Loucky (2005) presents an overview o f some contrastive aspects between intensive and extensive reading as indicated in the following table.
Stress on reading skill development Stress on large quantity o f reading based on level o f learners’ comprehensible input.
Emphasis on “language focused learning” Emphasis on “fluency development”
More stressful reading, often same reading texts are assigned for the whole class
Larger variety o f texts types from different sources.
Use o f dictionaries Often avoidance o f any dictionaries
Focus on certain skills/ strategies No need for manipulations
Table 2.1 Intensive reading and Extensive reading (Loucky, 2005, p 1041.)
Intensive reading involves careful, detailed engagement with a text, guided by specific learning aims and tasks, followed by explicit instruction and practice in targeted reading skills and strategies By contrast, extensive reading emphasizes processing large quantities of material to develop reading fluency and overall reading proficiency.
Scholars Hedge (2001) and Snow (2002) agree that reading comprehension should be understood as the process of simultaneously extracting and constructing meaning through active interaction with written language Reading comprehension is shaped by the three interrelated factors of reader, text, and activity (Snow, 2002), a relationship that can be illustrated by Figure 2.1.
Figure 2.1 A Heuristic for Thinking About Reading (Snow, 2002)
Reading comprehension is shaped by the dynamic interplay of three key components: text, the reader, and the reading activity The reader encompasses cognitive abilities, prior knowledge, and experiential background that influence interpretation The text covers both printed and digital materials, while the activity includes the reader’s goals, strategies, and the outcomes produced by engaging with the material Together, these components continually influence one another, determining the level of understanding a reader can achieve.
Reading comprehension, as defined by Ranyner et al (2001) and Tompkins (2011), is the level of understanding of a text or message This understanding arises from the interaction between the written words and knowledge outside the text Consequently, reading comprehension should be understood as the level of understanding a text based on an interactive process between linguistic and non-linguistic knowledge—the ongoing reader–text interaction through various reading activities.
In order to have a sound background knowledge o f teaching reading for ESL or EFL students, it is necessary to understand the process o f reading, which according to Hedge
Reading is an interactive, purposeful, and critical process Hedge (2001) describes reading as an interactive activity in which readers draw on schematic knowledge—general world knowledge, sociocultural knowledge, and topic and genre knowledge—along with systemic knowledge of linguistic features and how these features interact.
Reading should be treated as a purposeful process, with the strategies used to approach a text shaped by the reader's objectives Hedge (2001) agrees with Pugh (1978) that reading is a process in which the choice of strategies depends primarily on the purposes of reading For example, skimming helps readers obtain a global understanding of the text's content, whereas scanning is typically used to locate a specific point of information.
Third, viewing reading as a critical process, Hedge (2001) argues that texts are constructed in particular ways by writers to persuade readers to accept the underlying ideology of the text He cites the use of the pronoun “we” by politicians who seek to build a bond with the audience by presenting a shared view of the topic To read critically, students need to recognize how language can be manipulated by writers to shape interpretation and influence beliefs.
Reading interactive process purposeful process critical process
Figure 2.2 presents reading as activity that refers to interactive, purposeful and critical process W ith sound understanding o f this, teachers may be able to choose appropriate texts and design suitable reading activities For instance, as to reflect reading interactive process, teachers may activate both students’ schematic and systemic knowledge Furthermore, teachers should help students to develop suitable reading strategies in order to meet purposes o f the reading.
Burgess and Head (2005) insist that whatever type o f reading tasks, students should begin by a general reading procedure by trying to predict what the text will be about on the basis o f title The second step is skimming to get a general idea o f the text and only then should they decide on their answers to reading comprehension exercises by using specific strategies suited to each type o f task B urgess’ view point on a general procedure o f reading comprehension can be elaborated by a model called SCROL procedure invented earlier by Grant (1993) The model provides teachers with a procedure involving five steps First, students are required to survey headings and subheadings and try to guess the topic, activate any available knowledge on the topic and make guesses what information the writer might present Second, they should try to relate the headings and subheadings, try to write down key words from the headings and subheadings that might provide information about the connections Third, students are asked to read the text and look for main ideas, supporting ideas and underlying key words or expressions In the fourth step, students should outline major ideas and supporting ideas without looking back at the text Finally, only after finishing outlining, students can look back to the text, check and correct inaccurate information in their outline The SCROL procedure invented by Grant (1993) is presented as follows:
Figure 2.3 SCROL procedure o f Reading (Grant, 1993, p.430)
Grant's five-step reading procedure, a versatile five-step reading strategy, can be implemented through a range of classroom activities In the Survey step, students read each heading and subheading to activate prior knowledge and predict what information the author might present In the Connect step, they examine how the headings relate to each other The third step involves looking for words and phrases that convey important information about the headings and help identify main ideas and supporting details The final two steps, Outlining and Looking Back, occur after the full text is read: Outlining requires reflecting the text structure without rereading, and Looking Back involves rereading and correcting any inaccuracies in the outline.
Hedge (2001) argues that teachers should anchor reading instruction in a concise set of general goals for the reading component of an English language course The six goals are: the ability to read different types of English texts; adaptation of reading styles and strategies to a range of reading purposes; development of systemic knowledge to support reading competence; development of schematic knowledge to facilitate interpretation of the text’s meaning; ability to recognize the structure of written texts in English; and the ability to take a critical stance toward the content of the texts.
Effective reading instruction relies on clear criteria for selecting materials in a reading course According to Hedge (2001), the selection should first meet learners’ specific needs and then provide variety across topics, length, rhetorical organization, and reading purposes In practice, teachers evaluating a text might ask: What is the text about, and why would we read it in real life? By aligning material choice with learners’ goals and ensuring diverse text types, educators create a more relevant and balanced reading program that fosters engagement and comprehension.
Readers may approach a text in multiple ways, and recognizing these approaches helps tailor instruction to authentic reading goals The first question highlights the genuine reason for reading a specific text, the second examines the reading procedure outlined earlier, and the third is answered by a forthcoming list of reading activities designed to help students apply the right strategies.
Materials in Language Teaching and L earning
2.2.1.1 Definition and Characteristics o f E LT Materials
Tomlinson (2003) notes that many people equate language teaching materials with course books because that reflects their typical classroom experience Yet he defines materials more broadly as anything that supports language learning (p 38), encompassing linguistic, visual, and auditory resources Consequently, learning materials come in diverse formats, including printed texts, audio on cassette, and projector-based displays.
Tomlinson (2011) argues that although instructional materials come in various types, they share several core characteristics First, effective materials must have an impact by capturing learners’ curiosity, interest, and attention through engaging presentation, appealing content, and an achievable level of challenge To choose materials that work for the majority of learners, teachers should understand what is likely to attract their students.
Materials should help learners feel at ease Tomlinson (2011) challenges the view that teachers alone bear the responsibility for student comfort and argues that the design of the materials themselves should promote ease through both their appearance and their content For instance, learners tend to be more comfortable with resources that include illustrations and visuals rather than pages filled with words, signaling that approachable formats can make the learning experience more supportive.
Materials should help learners develop confidence by making them feel successful and by providing tasks that push their competence at an achievable pace Tomlinson (2011) critiques the default practice of simplification, warning that teachers’ reliance on plain language and easy activities can erode confidence because classroom discourse often does not reflect real-world language use He advocates using materials that align with students’ current abilities and invite their creativity, offering authentic, attainable challenges that boost confidence and encourage ongoing language development.
Teaching materials should be relevant and useful, selected based on research into target learners’ interests and learning goals; analyzing students’ needs and interests before choosing materials helps ensure perceived relevance and utility Tomlinson (2011) identifies four characteristics of effective materials, which guide how decisions about materials are made.
Yuganddar (2014) provides an overview of English learning materials by classifying them into three types: published teaching materials intended for instructional use, which comprise various documents and activities; authentic materials used in real-life communication that serve as valuable resources for language learning; and reference materials such as dictionaries or encyclopedias that help learners access additional details during their studies.
Published or commercially designed EFL/ELT materials are among the most popular resources, crafted by language experts to ensure high quality in design, content, and organization They offer clear advantages for teachers, especially those who lack training or experience, by providing structure and a sense of confidence and security in classroom use Yet these prepared materials also come with drawbacks Hwang (2005) argues that, while such materials can lay the foundation for language learning, they should not be overvalued, because students often face difficulties adapting the “school English” embedded in published texts.
Furthermore, 1 omlinson (2003) points out that course books may fail to meet learners’ needs as well as their learning styles, proficiency levels and classroom contexts.
Authentic materials are real texts created not for language learners but for speakers of the target language, a definition attributed to Harmer (1991) Their biggest advantage is that they provide learners with exposure to authentic language used in real communicative contexts Beyond this core benefit, authentic materials offer a range of additional features as well as certain challenges in their implementation, which will be examined in detail in the next part of this section.
Reference materials such as dictionaries and encyclopedias come in general and specific forms: general reference works target a broad audience with accessible overviews, while specific reference works deliver in-depth coverage of a single topic; both can be excellent sources for knowledge enrichment.
Numerous books and journals highlight the importance of exposing students to real-world uses of English beyond the classroom, arguing that authentic materials offer a more effective alternative to prepared course books (Tomlinson, 2011) Before discussing the advantages and disadvantages of authentic materials, this study reviews the relevant literature to establish a clear definition of what constitutes authentic materials.
Authentic materials are defined as texts produced by and for native speakers of the target language, a view stated by Bacon and Finnemann (1990) Harmer (1991) concurs, describing authentic texts as real materials designed for native speakers rather than for language students, meaning they should be created for the actual speakers of the language.
Those who emphasize authentic materials define them as texts written by native speakers and published in contexts designed specifically for native-speaker consumption, with no consideration given to non-native accessibility In other words, authentic materials are created for native audiences first, reflecting real-world language use, and are not routinely adapted to meet the needs of language learners.
Scholars agree that authentic materials and authentic texts are not designed for teaching and learning purposes, but rather reflect the real language used by native speakers I share this view that authentic materials serve non-pedagogical aims, yet I question why such materials are assumed to be written only by native English speakers and used exclusively within a “native” community.
As English has become a global lingua franca, the number of non-native English speakers continues to grow The U.S Census Bureau reports that the number of people five and older who speak a language other than English at home has more than doubled in the last three decades, rising at a rate roughly four times faster than the nation’s overall population growth from 1980 to 2007 This trend is echoed in many other countries, signaling a broader shift toward multilingual households and increased language diversity in daily life and education.
In the UK, the share of non-native English speakers in primary schools has risen by at least a third in recent years As these non-native speakers form a larger part of the English-speaking community, researchers argue that standard native-speaker varieties can no longer be treated as the only correct models of English (Tomlinson, 2005, p 12) Therefore, an international variety of English should be recognized as a valid target for ESL or EFL learners who require English for international communication (Tomlinson, 2005, p 6).
Summary o f Chapter 2
Across this chapter, a broad range of studies from diverse contexts—West to East and including Vietnam—are reviewed to situate the current research within a global reading literature The review shows that reading in general and second language (L2) reading are complex, multi-faceted activities that involve numerous cognitive, linguistic, and metacognitive processes Consequently, teachers should consider a set of practical implications when teaching English reading to help students improve their reading proficiency and overall achievement.
Literature review shows a range of studies on the use of authentic materials, beginning with a clear definition and followed by a discussion of their advantages and disadvantages The evidence indicates that incorporating authentic materials into reading instruction generally yields positive effects on both students’ reading comprehension and attitudes, though more research is needed to fully capture the attitudinal dimensions (including the three aspects presented in Figure 2.6) Further studies are required to provide evidence on the effectiveness of using authentic texts for teaching English reading in teachers’ own contexts Consequently, the researcher decided to conduct a study with her students at VNUA, hoping to contribute to the literature, and the next chapter describes the research design employed in this study.
RESEARCH M ETHODOLOGY
Overview o f Research D esigns
Creswell (2012) identifies eight commonly used research designs in education: experimental, correlational, survey, grounded theory, ethnographic, narrative research, mixed methods, and action research These designs are grouped into three categories based on data type: quantitative (numerical data), qualitative (descriptive/interpretive data), and mixed methods (a combination of both) The eight designs' overview is summarized in Creswell’s figure, illustrating how each design aligns with distinct data approaches and research goals.
Figure 3.1 Overview of research designs (Creswell, 2012, p.12)
Figure 3.1 presents eight research designs organized into three groups The first group includes experimental designs, correlational designs, and survey designs; they differ in purpose and research procedures, yet all are based on quantitative data collection The second group comprises grounded theory, ethnographic designs, and narrative designs—three distinct qualitative research approaches that aim to explain, describe, and interpret qualitative data The last group consists of mixed methods and action research; mixed methods, as their name suggests, involve collecting and analyzing mixed (both qualitative and quantitative) data to understand the research problem.
Action research is classified in the third group because its data collection is based on either quantitative or qualitative methods, or a combination of both; however, it differs from traditional mixed-methods research in that it directly addresses a practical issue in the researcher’s own setting, using iterative cycles of data collection, analysis, reflection, and action to improve practice and inform change.
W ithin the scope o f this study, the researcher decided to choose action research as the research design She wanted to deal with the issue o f materials development at her university
In the next part o f this chapter, general information about action research and the implem entation o f this research design are mentioned in detail.
Action Research
Action research is a relatively recent research design that originated in the 1930s with the social psychologist Kurt Lewin It was initially used mainly in the social sector to address issues among multicultural groups By the mid‑1950s, action research had spread to education, and in the 1970s many action research projects were carried out in Great Britain and the United States Since then, it has become a prominent approach among research designs In education, action research aims to enhance teaching and learning by enabling researchers to investigate and address their own problems or issues within their own educational settings.
Creswell (2012) identifies the key characteristics of action research: researchers examine practical issues with the aim of solving an immediate, real-world problem As a form of applied research, action research is conducted by practitioners themselves to improve their own practices In the current study, these features guide the approach and methods used to address the issue at hand.
28 the teacher-researcher seeking to solve problems related to her English teaching reading, decided to refer to action research as her research design.
Action research offers opportunities to better understand and improve educational practices It is an ongoing spiral of activities that involves continuous reflection on problems, systematic data collection, and deliberate action The results of action research can be easily shared and immediately implemented by teachers, school personnel, parents’ associations, and other stakeholders.
Based on the characteristics noted above and the insights from her informal conversations with students as well as a pre-study questionnaire distributed to colleagues, the researcher chose action research as the design for her study This approach enables her to examine and refine her own reading‑teaching practices in order to enhance her students' reading comprehension The findings from this research could be readily shared with English teachers at VNUA to support collaborative improvements in teaching and learning.
Nunan (2001) describes action research as a circle o f seven steps including initiation, preliminary investigation, hypothesis, intervention, evaluation, dissemination and follow-up The circle can be illustrated as follows in Figure 3.2:
Figure 3.2 Steps in doing action research ( Baley et al, 2001, p.30 )
Baley et al (2001) describe seven steps in action research, beginning with practitioner-initiated inquiry grounded in a real classroom problem The process proceeds with collecting preliminary data, either formally or informally, followed by forming a hypothesis after reviewing the initial data In the fourth step, the practitioner implements multiple interventions in the class and invites student participation in the action After several weeks, the situation is evaluated using diverse methods to measure improvement A workshop is then conducted to report the research results, and the process continues as an ongoing cycle in which the inquiry is revisited and extended In the current study, six of these steps have been completed, with the dissemination step to be orally presented at the thesis defense.
According to Section 1.1, Context of the Study, at VNUA, English reading instruction mainly relies on the third edition of New Headway Pre-Intermediate, published in 2007 This textbook contains many reading passages that are outdated and do not align with the needs and interests of English language learners For example, Unit 7 features readings about the film star Davina Moody and the Golden Rush Band, topics that students were unfamiliar with, leading to a reluctance to engage with the material.
Recognizing the limitations of coursebook texts, the researcher explored replacement options by reviewing current literature The findings suggest that authentic texts could be a viable alternative, as they enable teachers to access a broad range of reading materials that better meet students’ needs and interests.
To address the issue, the researcher collected baseline data in her reading classes Through informal student interviews and a questionnaire distributed to English teachers at VNUA, she identified problems with the current reading texts Students and teachers alike showed little interest in the texts, and analysis of the teachers’ responses revealed that they did not value the current reading materials The texts were seen as uninteresting and lacking variety in text types, suggesting that the current use of reading texts in the textbook may contribute to students’ negative attitudes toward reading and to poorer reading performance.
Following an initial data review and a literature search on learning and teaching reading (see Chapter 2), the teacher-researcher identified authentic materials as a potential solution to the current reading challenges She formulated the hypothesis that using authentic texts could influence students’ reading, specifically that reading activities involving authentic texts would improve both reading comprehension and students’ attitudes toward English reading Accordingly, she designed an intervention to introduce authentic texts into her reading instruction, with the action to be described in the next step of the study The expected outcome is enhanced English reading comprehension and more positive attitudes toward English reading.
During a period o f 15 weeks, the teacher tried to integrate authentic text use into each reading lessons, based on topics mentioned in the course books (Places and things, Fame,
Dos and Don’ts, Going Places and Things That Changed the World introduces students to authentic materials and texts, with an initial trial in week 2 From weeks 3 to 14, the curriculum features diverse reading activities based on authentic materials of various types integrated into each lesson to build real-world language skills In week 15, students complete a second major reading exercise and finish a questionnaire Each week’s plan is described in detail, outlining the step-by-step progression from foundational knowledge to applied reading tasks using authentic materials.
During week 1, in the first lesson, students participated in a major reading exercise The results of this exercise were analyzed to assess their reading comprehension and to guide the subsequent introduction of authentic texts into the course.
During weeks 2 and 3, students engaged in reading activities built around an authentic article about the ten most multicultural cities in the world They began by matching pictures of the ten cities to their names, then read two passages about London and Amsterdam to practice scanning strategies and to enrich their vocabulary for city descriptions The tasks were designed to strengthen skimming and scanning abilities while expanding learners’ descriptive language Students were also assigned at-home reading of the remaining cities, with week 3 continuing the lesson to cover the rest of the article.
From week 4 through week 14, authentic texts were assigned for students to read both in class and at home, covering varied types such as biographies, job advertisements, memos, tourist brochures, instructions, and statistics Reading activities were adjusted to help learners practice different reading strategies and expand their vocabulary In week 15, students completed the second major reading exercise and finished the accompanying questionnaire.
Although authentic reading texts varied in terms o f types and contents, the reading lessons included three stages o f pre-, while- and post- reading:
In the pre-reading phase, the teacher aimed to equip students with both schematic and systemic knowledge A range of activities was implemented, including discussing the illustration that accompanies the text, identifying text types, predicting content, and listing existing information or vocabulary related to the topic These exercises were designed to activate students' prior knowledge and draw on language the learners already know, helping to lay a foundation for comprehension and engagement with the upcoming reading.
During the while-reading phase, the teacher treats reading as an interactive process and aims to foster active readers Students undertake activities that follow the text’s ideas, understand the information presented, take notes, activate prior knowledge from the pre-reading phase, and react to the opinions expressed in the texts The teacher supports these activities with a broad range of exercises, such as having students complete a prepared chart with information from the texts, posing questions to prompt reflection, asking them to answer questions, and encouraging them to tick and cross in the margins to reflect their reactions to the writer’s opinions.
Research Participants
This study recruited 30 university students from Vietnam National University of Agriculture (VNUA), predominantly first-year learners in the same English 2 class Participants had already passed the TOEIC entrance exam at the start of the 2015–2016 academic year, meeting a minimum TOEIC score of 255 as an entry requirement to join English 2 courses.
A 30-student sample was selected for this research because surveying the entire population of thousands of English 2 students at VNUA was impractical, making sampling the preferred approach The sample was drawn from six classes taught by the researcher during the second term of the 2015–2016 academic year The group shares the same characteristics as the broader population, with TOEIC scores generally ranging from 255 to 355, and it comprises a mixed-gender cohort of mainly first-year students.
The researcher acknowledges that involving teachers would have made the study more complete; however, due to time and resource constraints, only students were recruited as participants This limitation is recognized in the current study, and the researcher plans to involve teachers in future research to broaden the study’s scope and enhance its findings.
Participants in the study underwent a 15-week treatment period employing authentic texts in class and at home They completed two major reading exercises (see Appendices 1 and 2) and answered a questionnaire at the end of the course (Appendix 4) They were informed that engaging in the two exercises and the questionnaire indicated their consent to participate, that participation would not affect their grades, and that their responses would remain confidential.
The researcher obtained approval from the Head of the English Division at VNUA to conduct the study and secured consent from the students to participate voluntarily At the outset, the purpose and methodology of the study were clearly explained to both the Head of the English Division and the participating students.
Data Collection Instrum ents 3 4 1 Major Reading E xercises
This study tests the hypothesis that reading activities based on authentic texts can positively influence students’ English reading, positing that using authentic texts as reading materials may improve performance on the second major reading exercise and cultivate more positive attitudes toward reading To evaluate the hypothesis, the researcher selects reading exercises and a questionnaire as data collection instruments, with methodological details provided in Appendices 1–4.
In order to assess students’ reading comprehension before and after the use of authentic texts in reading class, the researcher decided to use two major reading exercises in week 1 and week 15 The researcher hoped that result analysis may yield valuable information on students’ English reading comprehension before and after the intervention.
The two m ajor reading exercises were applied before the beginning and at the end o f the action These exercises aim to identify how well students understand what they read In order to ensure the validity o f the data, they were designed before the period o f treatment and were at the same level o f difficulty They also had the same format to test students’ reading comprehension skill Each consists o f 6 different reading comprehension passages o f different text types, followed by 20 multiple choice questions and lasts for 30 minutes.
These two major reading exercises aim to measure students’ reading comprehension before and after the activity They are designed to test four key reading abilities: first, understanding the main ideas or gist, i.e., skimming, which requires reading the text from start to finish and answering questions that reflect comprehension of the whole paragraph or passage; second, finding specific details through scanning, by locating keywords and phrases that are often paraphrased in the questions; third, understanding implications, which tests the ability to read between the lines and infer meaning not explicitly stated; and fourth, determining the meaning of words in context, which assesses vocabulary knowledge and the skill of guessing word meaning from surrounding text.
Both major reading exercises were designed with similar length, aligned difficulty levels, text types, and the reading abilities they test To ensure the validity and reliability of the assessments, they were presented to two teachers from the Department of Education and Foreign Languages at VNUA for their comments on suitability and appropriateness.
Glanz (2014) identifies the questionnaire as one of the most common survey instruments used in action research, particularly useful for sampling to examine participants’ attitudes toward a specific issue In this study, the aim is to explore students’ attitudes toward authentic texts and their perceived achievement after integrating authentic texts into reading classes The questionnaire was administered to all students after the course had concluded The instrument was adapted from Al-Musallam’s 2009 study, College Instructors and Learners’ Attitudes to Authentic EFL Materials in Saudi Arabia, with some items removed and several items revised to be reverse-worded to prevent students from “ticking-through.”
The following table justifies the relevance o f the questionnaire in relation to the research questions formulated in Chapter 1 :
1 I appreciate the use o f authentic texts in reading class.
2 I feel motivated in reading since the authentic texts were used in reading class.
3 I feel excited when I can read a text written for real-life purposes.
4 I enjoy reading activities designed by the teacher
37 based on authentic reading materials.
5 I like reading topics mentioned in authentic materials o f this course.
To be honest, I am afraid o f tackling authentic texts that are not simplified for learning purposes (*)
7 Authentic texts enable me to comprehend other materials outside the class.
8 Authentic texts introduce me to how language is used in the real world.
9 Authentic texts improve my reading comprehension.
10 Authentic texts do not enrich my vocabulary (*)
11 Authentic texts increase my familiarity with the use o f grammar rules in their original texts.
12 Authentic texts increase my cultural understanding.
13 I become more active in reading class thanks to authentic texts.
14 I am ready to discuss on topics mentioned in authentic texts.
15 I have tried to find my own reading based on teacher’s suggestions on authentic texts.
16 I refuse to use authentic texts in reading class
17 I do not pay attention when my English teacher is explaining the authentic texts (*)
18 I prefer to use only authentic texts in reading class.
Table 3.1 Specification o f questionnaire items (* Statements with reversed scores)
This questionnaire includes 18 statements (items 1–18) that participants respond to by selecting one of the five alternatives: strongly disagree, disagree, neutral, agree, and strongly agree The statements are designed to obtain data to answer Research Question 2 of the study.
This study explores VNUA students’ attitudes toward authentic texts used in their reading classes, using an 18-item questionnaire designed to cover the three components of attitude: the affective (items 1–6) reflecting students’ feelings, the cognitive (items 7–12) reflecting their beliefs, and the behavioral (items 13–18) reflecting their actions To minimize misunderstandings and enhance ease of completion, the questionnaire was translated into Vietnamese.
Data Collection Procedure
In collecting data there are some steps done as follows:
During week 1, prior to the intervention, students were given the first major reading exercise The assessment consisted of six reading‑comprehension passages with twenty multiple‑choice items and lasted thirty minutes The collected results provided baseline data on the students’ reading comprehension before the treatment.
After completing the first step, the students underwent a 13-week treatment period Authentic texts prepared for the reading activities were chosen based on topics in the textbook New Headway Pre-Intermediate, 3rd Edition, which was assigned as the course book Before starting the activities, students were clearly informed about what authentic materials are and the course structure was explained The teaching and learning process was organized into three phases: pre-reading, while-reading, and post-reading.
Third, after the treatment concluded, participants completed a second major reading exercise in week 15 While this exercise was not identical to the one from week 1, the level of difficulty, format, and time allowed remained similar to minimize bias from students remembering the first exercise.
Finally, students completed a questionnaire to gauge their attitudes toward the authentic texts used in the course; the combination of their scores and questionnaire responses provides empirical support for the study’s findings, conclusions, and recommendations.
Two data types were collected for this study: scores from the two major reading exercises and responses to a questionnaire After data collection, the researcher coded the data and entered both the reading scores and the questionnaire responses into separate SPSS data files to prepare for subsequent analysis.
To present the results of the two main exercises, the researcher began with descriptive statistics and then classified participants into four reading proficiency groups: good to excellent, average to good, poor to average, and poor readers (David P Harris, 1969, p 134) The results for both score sets were described and compared using raw counts, percentages, and mean values.
For the questionnaire data, descriptive statistics of students’ responses were first calculated and compared The data were divided into two groups reflecting the three components of attitude (see Chapter 2) and then processed with SPSS The results were subsequently analyzed and interpreted in Chapter 4.
Summary o f Chapter 3 3 9
The aim of this study is to investigate how authentic texts as reading materials affect students’ reading comprehension and their attitudes toward authentic texts After reviewing research methods and designs, action research emerged as the most suitable approach, as it enables the teacher-researcher to address classroom challenges directly in her own setting (Hinchey, 2008) In this study, the teacher-researcher explores ways to enhance reading instruction by using authentic materials as an alternative to textbook reading, with the goal of improving comprehension and fostering more positive views of real-world texts.
In the current study, data collection relied on two major reading exercises and a questionnaire The first reading exercise was administered before introducing authentic texts, while the second was conducted at the end of the intervention to assess improvements in students' reading comprehension The exercises aimed to measure progress in reading comprehension, and the questionnaire, distributed at the course end, captured students’ attitudes toward authentic texts Together, the results from the two reading exercises address Research Question 1, and the questionnaire results address Research Question 2.
Thirty students were selected as the study participants from six classes taught by the researcher during the second semester of the 2015–2016 academic year Participation was not tied to their grades, and all responses were kept confidential.
Following data collection through tests and a questionnaire, the researcher proceeded to analyze the data using SPSS 19.0 The results and findings of the current study are presented and discussed in detail in Chapter 4 of this report. -**Support Pollinations.AI:** -🌸 **Ad** 🌸Powered by Pollinations.AI free text APIs [Support our mission](https://pollinations.ai/redirect/kofi) to keep AI accessible for everyone.
RESULTS AND DISCUSSIONS
Research Questions Revisited
To report the results, we revisit the two research questions presented in Chapter 1, because the ultimate aim of the study is to provide clear answers to them These two core questions guide the research, shape the interpretation of the findings, and ensure the results align with the original objectives.
1 To what extent can the use o f authentic texts in reading lessons affect students’ English language reading comprehension?
2 W hat are VNUA students’ attitudes towards authentic texts used in their reading classes?
In the next part o f this chapter, the results o f the research are reported based on these two research questions and discussed in light o f the supporting data and the literature review.
Answers to Research Question 1
Research question 1: To what extent can the use o f authentic texts in reading lessons affect students’ English language reading comprehension?
This study investigates how using authentic texts in English reading lessons affects students’ reading comprehension To determine impact, students’ reading scores from two major assessments—Week 1 and Week 15—were tracked to measure progress Data from participating students’ scores on these two exercises were analyzed quantitatively with SPSS to answer the research question.
Mean Min Max Standard deviation
Reading scores recorded from m ajor reading exercise in W eek 1
Reading scores recorded from m ajor reading exercise in W eek 15
Table 4.1 Descriptive Statistics for M ajor reading exercise results
Major reading exercise in week 1 Major reading exercise in week 15
Table 4.2 Summary of Major reading exercise results
Tables 4.1 and 4.2 show that the mean score for the first major reading exercise was 61.40 in week 1 and 64.83 in week 15, a slight increase over the period Despite this modest rise, the distribution of students across performance categories changed: the four groups—“good to excellent” (80–100), “average to good” (60–79), “poor to average” (50–59), and “poor”—showed shifts in numbers across the two assessment points.
(score 40-49) reader (David P Harris, 1969, p 134) More specifically, there was an increase in the number o f the average-to-good readers from 13 (43.3%) to 17 (56.7%) while the number o f poor readers decreased from 5 (16.7%) to 1 (3.3%).
The next section analyzes changes in scores for two major reading exercises across four core reading comprehension skills: understanding the main ideas, finding specific details, interpreting implications, and grasping the meaning of words in context (Hughes, 2007) The analysis focuses on how learners perform in each skill, revealing score trends in identifying main ideas, locating details, inferring implications, and interpreting vocabulary in context This concise, keyword-friendly framing links assessment results to essential reading competencies and supports clear, SEO-conscious reporting of the study.
4.2.2 The Changes in Students’ Ability to Understand the Main Ideas
Figure 4.1 The changes in students’ ability to understand the main ideas
Figure 4.1 shows the distribution of scores across two major reading exercises designed to assess students’ ability to identify the main idea, with a score range from 5 to 15 (1–3 correct answers map to the lower end) For the first exercise, the percentage of students who answered all three main-idea questions correctly (a score of 15) remained at 40% In the second exercise, no student scored 0 or 5, while some students achieved two correct answers (a score of 10), indicating a shift in the ability pattern between the two readings.
44 increased from 56.7% to 60% To sum up, there was a slight improvement on students’ ability to understand main ideas in the second major reading exercise.
4.2.3 The changes in students’ ability to find specific details
Figure 4.2 The changes in students’ ability to find specific details
Both major reading exercises included 10 questions designed to assess students’ ability to find details in the texts, with a perfect score of 50 indicating all details were identified Figure 4.2 shows that the detail-identification performance changed only slightly between exercises: in the first exercise, no student scored as low as 20, whereas in the second exercise one student did The share of students achieving high scores (40 or 45, corresponding to 8 or 9 correct answers) rose from 10% to 33.3%, while the number scoring 25, 30, or 35 fell from 26 to 19 Overall, these changes reflect an improvement in detail identification skills after the treatment.
45 4.2.4 The change in students’ ability to understand implications
Figure 4.3 The changes in students’ ability to understand implications
Figure 4.3 illustrates changes in students' ability to understand implications, assessed by four questions designed to test reading between the lines As shown in Appendix 3, the results indicate how the understanding-implications skill was measured across the major reading exercises There were some changes between the first and second major reading exercises, but they did not meet expectations The proportions of students who scored zero correct answers and those who answered three or four items correctly (scores of 0, 15, and 20) remained stable, while the share of students with exactly one correct answer increased and the number with two correct answers decreased Overall, students' performance in the second major reading exercise did not match the level achieved in the first major reading exercise.
4.2.5 The Changes in Students’ Ability to Understand the Meaning of Specific Words in Context
Figure 4.4 Changes in students’ ability to understand the meaning o f specific words in context
Figure 4.4 shows that, compared with Figures 4.1–4.3, the most significant improvement in students’ comprehension occurred in vocabulary In the first major reading exercise, 70% of students scored 0 or 5 on questions about the meaning of specific words, while in the second major reading exercise this figure was 43.3% The number of students who provided two or three correct answers to the three vocabulary-related questions increased significantly, from 9 to 17, or from 30% to 56.7%.
In order to get an overview on the improvement o f students reading comprehension on all o f the four skills, the following table and Figure can be referred
Figure 4.5 Overview of percentage of students with correct answers in Week 1 and Week 15
Across the four reading skills tested, understanding implications declined slightly, while the other three skills improved, with the largest gain seen in understanding the meaning of specific words in context After the treatment period, students performed better on reading exercises in three of the four skills, but the overall improvements were not statistically significant This finding raises questions about how to apply authentic texts more effectively to achieve larger gains in students’ reading comprehension Chapter 5 will address this issue and provide concrete recommendations.
Answers to Research Questions 2
Research question 2: What are VNUA students’ attitudes towards authentic texts used in their reading classes?
To assess the impact of the treatment on students' attitudes toward reading, the researcher analyzed data from a post-treatment questionnaire administered to 30 English 2 students at VNUA The study presents a descriptive statistical analysis of the respondents' answers, organized around three attitude dimensions: affective, cognitive, and behavioral Findings addressing research question 2 were derived from the items answered by all 30 participants, with responses measured on a five-point Likert scale (strongly disagree, disagree, neutral, agree, strongly agree).
To answer Research Question 2, we analyzed the questionnaire items completed by 30 respondents Reading attitudes were measured using a five-point Likert scale, with response options ranging from 'strongly disagree' to 'strongly agree' (including 'neutral'), enabling examination of the level of agreement on each item The synthesis of these responses reveals overall trends in student reading attitudes within the sample and supports interpretation of how these attitudes relate to the research question.
“neaitral”, “agree” and “strongly disagree”.
The answers to questionnaire were analyzed according to three aspects o f attitudes (M cLeod, 2014).
A ffective aspect of attitude N Min Max Mean SD Var.
I appreciate the use o f authentic texts in reading class.
I feel motivated in reading since the authentic texts were used in reading class.
I feel excited when I can read a text written for real- life purposes.
I enjoy reading activities designed by the teacher based on authentic reading materials.
I like reading topics mentioned in authentic materials o f this course.
To be honest, I am afraid o f tackling authentic texts th at are not simplified for learning purposes (*)
Overall mean for alTective aspect: 3.62
Cognitive aspect of attitude N Min Max Mean SD Var.
Authentic texts enable me to comprehend other materials outside the class.
Authentic texts introduce me to how language is used in tlhe real world.
A uthentic texts improve my reading comprehension 30 3 4 3.97 0.18 0.03 Authentic texts do not enrich my vocabulary (*) 30 2 4 3.50 0.63 0.40
A uthentic texts increase my familiarity with the use o f gram m ar rules in their original texts.
A uthentic texts increase my cultural understanding 30 3 5 3.43 0.57 0.23
Overall mean for cognitive aspect: 3.70
Behavioral aspect of attitude N Min Max Mean SD Var.
I become more active in reading class thanks to authentic texts.
I am ready to discuss on topics mentioned in authentic texts.
I have tried to find my own reading based on teacher’s suggestions on authentic texts.
I refuse to use authentic texts in reading class (*) 30 2 5 3.43 0.63 0.39
I do not pay attention when my English teacher is explaining the authentic texts (*)
I prefer to use only authentic texts in reading class 30 2 5 3.21 0.83 0.69
Overall mean for be ợavioral aspect: 3,76
Table 4.4 Descriptive statistics o f students’ attitudes towards authentic texts
Aggregating the affective, cognitive, and behavioral components, the overall mean score for students’ attitudes toward authentic reading texts is 3.69, indicating positive attitudes toward authentic texts used in English reading classes Among the three components, the behavioral aspect records the highest mean score, while the affective aspect shows the lowest The following section discusses these three aspects in detail.
51 4.3.2 The Affective Aspect of Attitude a f f p p t i v p a s n p r t
Figure 4.6 Affective aspect of students’ attitude towards authentic texts
Although the affective dimension shows the lowest mean among the components, the overall mean of 3.62 indicates that students hold positive attitudes toward authentic texts Figure 4.5 reveals that statement 1—reflecting students’ appreciation for authentic texts—scored the highest mean, suggesting a fondness for real-life materials in the reading class Statement 2, with a mean of 3.83, shows that most students agree authentic materials motivate them in English reading lessons The other four statements recorded means of 3.43, 3.43, 3.50 and 3.37, respectively, indicating that participants were generally interested in the authentic texts and reading activities introduced by their teacher Together, responses to the first six statements demonstrate positive feelings toward authentic reading texts used in English classes.
Figure 4.7 Cognitive aspect of students’ attitude towards authentic texts
Figure 4.7 illustrates the cognitive aspect of students' attitudes toward using authentic texts in English reading classes Of the six statements (7–12) in the questionnaire, students strongly believed that authentic texts help them comprehend materials beyond the classroom, expose them to real-world English use, and they agreed that authentic texts improve their reading comprehension (statements 7–9) The figure also shows that students perceive authentic texts to offer advantages in vocabulary growth, grammar, and cultural understanding (statements 10–12) Although these beliefs may not be reflected in their performance on major reading exercises, they indicate that students accept and value the use of authentic materials.
53 4.3.4 The Behavioral Aspect of Attitude
Figure 4.8 Behavioral aspect of students’ attitude towards authentic texts
The overall mean for the behavioral aspect of students’ attitudes toward authentic texts was 3.76, the highest among the three attitude aspects mentioned in the questionnaire As shown in Figure 4.7, students became more active (S13: mean = 4.03) and more willing to participate in discussions in reading class thanks to authentic texts (S2: mean = 3.43) They were also active in finding more authentic texts based on the teacher’s suggestions (S3: mean = 4.13) In addition, the students were willing to use authentic texts in English reading classes Figure 4.8 shows that the lowest mean was for statement 18 (S18: mean = 3.21), which asks about readiness to use authentic texts as the only materials in reading classes The results suggest that students did not seem ready to rely solely on authentic reading texts as the only reading materials.
The study found that the overall mean attitude score toward authentic texts was 3.69 on a 5-point Likert scale, indicating largely positive attitudes among students The affective and cognitive dimensions averaged 3.62 and 3.70, respectively, suggesting that learners are fond of authentic texts and believe in their value The behavioral dimension achieved the highest mean at 3.76, signaling positive behaviors toward authentic texts in English reading classes.
Discussion
Based on the data analysis, this study identifies two key findings: the impact of authentic texts on students' reading comprehension and students' attitudes toward using authentic texts in their reading lessons These findings align with the two research questions posed at the outset of the study and together capture the core results of the analysis.
4.4.1 Impacts o f Authentic Texts on VNUA Students’ Reading Comprehension
Regarding the first question of the study on the impacts of authentic texts on students' reading comprehension, the findings show a modest improvement in several reading skills, with mean scores rising from 61.40 to 64.83 The most notable gains were in understanding the meaning of specific words in context These results corroborate prior research by Leow (1993) and Crossley et al., confirming the beneficial effect of authentic texts on reading comprehension.
(2007) which claimed that authentic texts facilitate greater intake in terms o f vocabulary and expressions The other two skills including understanding main ideas and details witnessed small changes as discussed above.
A major reading exercise addressed the question of how authentic texts affect students' reading comprehension The findings show that while exposure to authentic texts improved reading comprehension overall, the improvements were not statistically significant, except for vocabulary identification, where gains were notable.
4.4.2 Attitudes o f VNUA Students’ Towards Using Authentic Texts in Their Reading Lessens
Overall, students showed relatively positive attitudes toward authentic texts used in reading lessons, a finding that confirms prior studies (Kienbaum, 1986; Peacock, 1997; Hwang, 2005; Berario, 2006; Su, 2008; Salman Alfarisi, 2010), which suggest that authentic materials offer advantages for developing students’ attitudes toward reading The positive attitudes may stem from a shift away from a limited textbook-only learning environment toward authentic language use as it appears in real-world contexts by native speakers The use of authentic materials also generated considerable interest, with students enjoying engaging with a diverse range of authentic texts that differ from those in their textbooks.
Participants in the reading class appreciated the use of authentic texts and felt motivated by the new reading materials and teacher-designed activities Their positive affective attitudes reflected beliefs in the benefits of authentic texts, with the majority agreeing that such texts help them comprehend materials beyond the class, illustrate real-world language use, improve reading comprehension, enrich vocabulary, enhance familiarity with grammar rules, and broaden cultural understanding These findings add to the literature on students’ attitudes toward authentic materials in English classes and echo prior work by Peacock (1997), Berardo (2006), Hwang (2005), and Salman Alfarisi (2010), which also reported positive attitudes but focused primarily on affective aspects The current study confirms those results and shows that students’ positive feelings and beliefs regarding authentic texts facilitate greater active participation in reading, readiness to discuss topics from authentic texts, attempts to locate further authentic reading based on teacher suggestions, and increased attention in class, reflecting the behavioral aspect of attitude.
On the whole, the research findings reveal that using authentic texts did have positive impacts on both 30 participating students’ reading comprehension and their attitudes towards
English reading education shows that the impact on students' reading comprehension was not as remarkable as expected, but their positive attitudes toward authentic texts suggest the potential for larger gains when authentic materials are integrated into English reading classes over a longer period with more appropriate activities These findings provide evidence of the advantages of authentic materials for VNUA students in particular and Vietnamese students in general, highlighting the value of authentic texts in boosting engagement and long-term outcomes.
Summary of Chapter 4
Chapter 4 reports the results of the current study from the investigation, addressing two research questions The findings indicate that these results satisfactorily answer the questions and demonstrate the appropriateness of authentic texts for teaching English reading at VNUA The evidence supports integrating authentic materials into the VNUA English curriculum to enhance reading comprehension, engagement, and cultural relevance, with clear implications for curriculum design and classroom practice.
Research findings indicate that students' reading comprehension improves only slightly after implementing authentic texts This modest gain may occur because this new type of material requires more time for students to become familiar with it The results also suggest that teachers should draw on current research to select appropriate authentic texts and to design engaging activities that fully exploit their instructional potential.
Analysis of the questionnaire data indicates that students participating in the study held positive attitudes toward using authentic texts in their reading classes They reported feeling motivated and excited by authentic materials and believed these texts enriched their vocabulary, grammar, cultural understanding, and overall reading comprehension The students’ reading behaviors improved as well; they became more attentive in class and more proactive in seeking additional reading texts on their own Although they appreciated authentic texts, their responses suggested they were not ready to replace traditional readings entirely, pointing to the need for further research on how to integrate authentic materials most effectively in English instruction.