Impact of Authentic Material on Foreign Language Teaching and Learning in

Bangladesh: An Investigation
MA Thesis

Submitted By
Mohammad Galib Shahriar
ID.:1020791555
Major: Teachign English to the Speakers of Other Languages (TESOL)
North South University

Supervised By
Mahjabeen Hussain
Lecturer, Department of English
North South University
Plot# 15, Block-B
Bashundhara R/A, Dhaka-1229

Acknowledgements
First and foremost, all praise is due to Allah who gave me the ability to accomplish
this work.
I would like to express my deepest gratitude and appreciation to my supervisor
Mahjabeen Hussain , Lecturer, Department of English, North South University, for
her acceptance to be my supervisor, and for providing me with insightful and
valuable comments. She had always been there whenever I needed her help and
support.
I would also like to express special thanks to my maternal uncle Meah Md Yousuf
Chowdhury, Associate Professor and Head of the Department of Business
Administration, Chittagong Cantonment Public College, Chittagong, for inspiring
me to get admitted at North South University to do my Masters in TESOL.
In addition, my sincere appreciation goes to my friends, including- Anupam
Biswas, Nanda Kumar Das and Zia Uddin Khuzima, for their guidance and support
throughout the development of this study.
Finally, I would like to express my deep gratitude to all those who contributed,
directly or indirectly, to this project. Particularly, I am thankful to the students and
teachers who participated in the study. Without them, the study would have been
impossible.

Abstract
Students in Bangladesh often have difficulties in learning English as a foreign
language for lack of appropriate learning materials in the classroom. Too often
foreign language teaching texts in our country are designed either too difficult or
too easy for students. Without appropriate texts that suit them, learners spend long
hours in the classroom accomplishing very little in the long run. Most of them
remain weak in reading, writing, listening and speaking in English properly even
after receiving higher education. Students performance varies according to the
type of materials given to them. A significant amount of research shows that there
is something about the type of textbooks/materials that should be looked into and
evaluated carefully so that necessary adaptation can be made for effective learning
to take place. When learners are introduced to variety of materials, it is necessary
to understand what impact they have on the learners. This research, therefore, aims
to find out whether there is any impact on performance when students read
authentic materials beside the textbooks.

Table of contents
Chapter One: Introduction
1.1.

English as a Foreign Language in Bangladesh

1.1.1. Evaluation of English Teaching and Learning in Bangladesh
1.1.2. Introduction of New Textbook

1.2.

Identification of Problem

1.3.

Hypothesis

1.4.

Research Questions

1.5.

Purpose

1.6.

Rationale

1.7.

Significance of the Study

Chapter Two: Literature Review

2.1.

Authenticity

2.2.

Types of Authenticity

2.3.

Authentic Material

2.4.

Background History

2.5.

Examples of Authentic Material

2.6.

The Role of Authentic Material in EFL Teaching and Learning

2.6.1. Arguments in Favor of Authentic Material

2.6.2. Arguments Against the Use of Authentic Materials

Chapter Three: Methodology

3.1.

Data Collection

3.2.

Participants

3.3.

Rationale for Selecting Target Students

3.4.

Experimental Classes

3.5.

Questionnaires

3.6.

Time Management

Chapter Four: Findings

4.1.

Material Planning
4.1.1. Textbook Evaluation
4.1.2. Personal Material

4.2.

Selection of Authentic Material

4.2.1. Materials Used in the Classroom

4.3.

Teaching Grammar Points

4.4.

Evaluation of the Students

Chapter Five: Data Analysis

5.1.

Comparative Study on Two Tests

5.2.

Speaking Skill

5.3.

Analysis of the Questionnaires

Chapter Six: Conclusion

6.1.

Impact of Authentic Materials on the Students

6.2.

Teachers Opinion on the Use of Authentic Material

6.3.

Problems in Introducing Authentic Material

6.4.

Limitations

6.5.

Conclusion

Appendix- I
Appendix-II
Appendix-III
Appendix-VI
Appendix-V
Appendix-VI
Appendix-VII
Appendix- VIII
Appendix- IX

Chapter one: Introduction

(1.1) English as a Foreign Language in Bangladesh:

The popularization of English in this subcontinent was a result of the efforts made
by Lord Macaulay (a British Governor General) in the early 19th Century. In fact,
Lord Macaulays policy aimed at forming a class who might serve as interpreters
between the British and the millions of subjects, a class of persons Indian in Blood
and color, but English in taste, in opinions, in moral and in intellect (Aggarwal,
1983). Precisely speaking, the objectives were designed to serve the interest of the
masters, not of the subjects.
But those days are gone now. There have been lots of political and socioeconomic
changes so far. The partition of Bengal in 1905 and its unification in 1906, the
creation of Pakistan in 1947 and finally the birth of Bangladesh in 1971 have all
had their impacts on the attitudes and motivation of English learning. In
Bangladesh, English has now assumed the status of a foreign language. It is
considered as a stair of prosperity, a tool of acquiring knowledge, a means of
establishing international relation and a sign of sophistication.
Though English in our country is taught as a compulsory subject in schools,
colleges and madrashas from the primary to the tertiary level, it is a matter of
sorrow that most of our people cannot speak or write English properly- even after

receiving higher education. So we can perceive that there are some problems in
the procedure of English language teaching and learning in our country.
(1.1.1) Evolution of English Language Teaching and Learning in Bangladesh:
English language teaching and learning in this independent nation initially started
its journey with Grammar Translation (GT) method. It is to be noted that English
language teaching and learning in our educational institutions suffered badly after
the Liberation War in 1971, and English lost its previous dominant status, though it
was still a compulsory subject from secondary to higher secondary levels. It so
happened because of the strong public sentiment in favor of the mother tongue,
Bengali.
This situation started to develop in course of time. The decision of making English
as a compulsory subject from Class-1 to Class- 10 in 1990, its implementation in
1992 and the reintroduction of English in B.A., B.S.S., B.Com., and B. Sc. courses
as a compulsory subject of 100 marks after 1993 contributed greatly to establish
English as a well-accepted foreign language in our country. Yet, there was no
change in the method (i.e. GT) of teaching. It was only in the late 1990s when
Communicative Language Teaching (CLT) was introduced in this country with a
view to increasing the communicative competence of our students. And NCTB is
still following this method.

(1.1.2) Introduction of New Textbooks:

To come out of the traditional GT method according to the decision of the Ministry
of Education, a standard book, namely English for Today, was introduced by
NCTB (National Curriculum of Textbook Board) claiming to reflect the
communicative principles in 2001.
These new English textbooks books from class 6 to 12 were developed by English
Language Teaching Improvement Project (ELTIP) jointly funded by the
government of Bangladesh and Department for International Development (DFID)
of the UK Government. The books claim to follow the communicative approach to
teaching and learning English in Bangladeshi situations. Our young learners are
still guided by those books.
Uddin (2008) says that these textbooks at different classes provide learners with a
variety of contents, information and activities. And these have been designed and
developed for the development of four basic language skills- listening, speaking,
reading and writing.
Later on, NCTB published English Grammar and Composition (Book-2) from the
academic session 2005 for the students of classes 9-10. The rationale behind
designing this book is that in a non-English speaking country like Bangladesh
where English is taught as a foreign language still prevails a notion that it is

important to know the grammar and structure of a language to become competent

in it. This book will enable learners to learn necessary grammatical rules and also
to use grammar in context.
(1.2) Identification of problem:
It is undoubtedly true that the situation of English language teaching and learning
in Bangladesh is not so good (EIA, 2009a). It is a very common phenomenon that
teachers in our country tenaciously follow the textbooks determined by NCTB in
the classrooms. As we know, in any given context, students vary from each other
in their attitude, aptitude, motivation and many other aspects. So, if the teachers
use textbooks as the only tool for teaching English in the classroom, they carry the
risk of depriving many of the students from their actual learning. Some of the
negative aspects that such practices have are as follows:
1. The teacher who follows any course book slavishly will inevitably bore himself
or herself as well as the students (McRae ,1991, p.23).
2. To go through the course book entirely will surely encourage rote learning at
the expense of communicative use of language (McRae, 1991, p. 23).
3. The reading selections in the ESL/EFL course books are often quite short and
they often fail to present appropriate and realistic language models. The lack of
challenging reading materials could also slow the students language
development creating a plateau effect (Kayapinar, 2009).

4. Text-book oriented classes often tend to be teacher-dominated. So, teacherdominated lecture-based pedagogy remain the norm in Bangladeshi school
culture where students are in a passive role, limited to memorizing facts and
reciting them back to their teacher (Shohel and Howes, 2008).
5. When students are given course books that are similarly designed as their past
learning materials, they may sometimes lose their interest and motivation to
study. But without any motivation, it is not possible to acquire a second/
foreign language (Masgoret and Gardner , 2003).
(1.3) Hypothesis:
My hypothesis is that the textbook oriented classes in Bangladesh pose a great
impediment in the way of acquiring or learning English as Foreign language
efficiently. Such practices often discourage students and keep them away from
learning English as a foreign language. Considering English as a subject rather
than a language, students often get tempted to study it for scoring good marks in
the examinations. As a result, most of our students cannot grow up with a strong
base in this particular language and, with their bookish knowledge, can only write
and speak incorrect English. I assume that the use of authentic materials in the
classrooms besides the textbooks will pave a way for the students to be efficient in
listening, reading, writing and speaking in English.
(1.4) Research Questions:

I have a particular goal in my research. To reach that goal, I have followed some
specific research questions so that I can keep myself within the track and do not
end up my research in vain. These questions are as follows:
1. What is authentic material?
2. Does the use of textbooks alone, published by NCTB, help students to
develop proficiency in English language?
3. Is there any necessity for other materials apart from the textbooks to teach
English to young people?
4. Will the use of authentic materials beside the textbooks in the classrooms
contribute to the actual learning of English as a foreign language?
5. What impact does using authentic material have in addition to textbook?
(1.5) Purpose:
The main purpose of my research is to investigate whether it is possible or not to
use some other materials in the Bangladeshi classrooms beside the textbooks in
order to make the classes more effective and fruitful.
Davis (1997) has suggested that materials other than traditional texts have to be
used in the class to expose students to language used in the outside world. With
regard to this, I am intensely interested to apply authentic materials on a particular
group of students and observe the effect on them. Authentic materials can be
defined as a text or non-text that are not specifically designed for language

teaching and contain example of real language in ways that it would be used for
communicative needs (Jacobson, Degener, & Purcell-Gates, 2003).
Going back to my own school life, I can recall how miserable the subject English
was for all of us in a rural school. Our grim-faced teachers would appear before us
with a textbook and a cane and force us to memorize the rules, the structures, the
vocabularies and, what is more, the language itself. In fact, this is the same
scenario in almost every school in our country and that is how our students get
deprived of the real language learning experience.
So, my intention is to drift a wind of change in the traditional way of English
teaching and learning in Bangladesh. And to do this, I have tried my best to use the
tool of authentic material.
(1.6) Rationale:
It is certain that every student in our country wants to learn English; but their
learning becomes quite exam-oriented in course of time. That is what creates great
obstacle in the way of true learning of English. My support goes to the use of
authentic materials in the classroom besides the textbooks, for it will contribute to
the actual English learning of our students.
A review of the pertinent literature supports the use of authentic material in the
EFL classroom. Authentic materials (a) give the students the opportunity to
practice English, (b) help the students gain confidence in their English ability, (c)
expose the students to cultural differences and customs, and (d) help the students

develop their ability to find pertinent information quickly (Kelly, Offner, &
Vorland, 2002, p.12). Moreover, authentic materials lower the degree of anxiety
when students face new situations in the target language (Moya, 2000). And it is
true that authentic materials have a positive effect on increasing students
motivation, and make learning more enjoyable (Karpova, 1999).
For all the reasons, it goes without saying that authentic materials play an
important role in developing the language competence of any student who is
learning English as a second/foreign language.
(1.7) Significance of the Study:
Research in this field is very significant in Bangladesh because very few people
have concentrated in this area before. Everybody is concerned about the fact that
the inclusion of English as a compulsory subject form the primary to the tertiary
level cannot bring about any change in the English language proficiency of our
students. Some give blame to the entire education system of Bangladesh for this
reason and the others give blame to the methodology/ methodologies that are
followed here. It is quite surprising that almost all of them do not focus on the fact
that the materials (textbooks) that are used in the classrooms can also be
challenged and blamed.
My present study will try to dig out the significance of using authentic materials
beside the textbooks in the classroom and their impact on the students. I hope that
this new sort of study will be able to catch the attention of other researchers, and

more investigation will be held in this particular area very soon. Hence, I think that
traditional thought of taking textbooks as the only instruments for teaching and
learning English will be changed in the near future.

Chapter Two: Literature Review

(2.1) Authenticity:
The word authenticity is the most frequently used term in language teaching and
learning in the recent period. Throughout the history of English language teaching,
authenticity is taken as being synonymous with genuineness, realness, truthfulness,
validity, reliability, undisputed credibility, and legitimacy of materials or practices
(Tatsuki, 2006). However, Mishan(2005) intends to set some criteria for
authenticity rather than defining the term and says that authenticity is a factor of (i)
provenance and authorship of the text, (ii) original communicative and sociocultural purpose of the text, (iii) original context of the text, (iv) learning activity
engendered by the text, and (v) learners perceptions of and attitudes to the text
and the activity pertaining to it (p.18). Yet, there are a lot of confusions connected
to the idea of "authenticity".

(2.2) Types of Authenticity:

Authenticity is not confined to one thing. It may appear at different points and at
different stages. Authenticity in language learning can be of different types, for
instance, authenticity of text (Guariento & Morley, 2001), authenticity of
competence (Canale & Swain, 1980), learner authenticity (Widdowson, 1979),
authenticity of classroom (Taylor, 1994) and so on.
Here, authenticity of text is related to the selection of language materials, activities
and methods used in the classroom establishing a relation with the real world
situation. Being authentically competent means that a learners performance should
as much as possible correspond to the way native speakers perform. Therefore,
learner authenticity refers to the learners positive feelings and reactions towards
materials and the pedagogical intentions inherent in them. And lastly, the authentic
role of the classroom indicates to the provision of those facilities in which the
participants can publicly share their achievements and problems, and get a chance
to be involved in the overall process of learning a language together as socially
motivated and socially situated activity.
So, we can harmonize our opinion with Breen (1985) that all the possible sorts of
authenticity within language teaching are in continual interrelationship with one
another and hence they all collectively yield opportunity for students to learn a
language.

(2.3) Authentic Material:

Different researchers and linguists have tried to define authentic material from
different perspectives. For instance, Harmer (1991) says that authentic materials
(either written or spoken) are items designed for native speakers of English and are
not designed for language students per se. Nunan (1989) also concentrates on the
issue of purpose and states that authentic is any material which has not been
specifically produced for the purpose of language teaching.
On the other hand, Morrow (1977) defines authentic text as the language produced
by a real speaker or writer for a real audience which was expected to express a real
message. Rogers & Medley (1988) moved further and looked at the terms
authenticity and authentic as used for describing oral and written language samples
that were the reflection of language forms which were used naturally and
appropriately based on the cultural and situational context. MacDonald et al.
(2006) contend if there is a correspondence between the texts used in the classroom
and types of texts used outside the classroom then it is possible to call such texts
authentic.
In spite of some differences among these definitions by different researchers and
linguists, there remains a sort of harmony among them. What is common in these
definitions is the exposure to real language and its use in its own community.

(2.4) Background History:

It is more than hundred years ago when the concept of authentic material first
appeared. But, this concept took longer period of time to be widely known and
flourished in the arena of second language/foreign language teaching and learning.
Henry Sweet is believed to be one of the first advocates who favored the use of
authentic materials in the 1890s and discussed their benefits over traditional ones.
According to him, natural texts do justice to every feature of the language while
artificial materials include repetition of certain grammatical constructions, certain
elements of the vocabulary, certain combinations of words to the almost total
exclusion of others which are equally, or perhaps even more essential (Cited in
Gilmore, 2004).
Later on, as Gilmore (2004) presents, the reappearance of authentic materials
dates back to the discussion raised by Chomsky (1965) and Hymes (1972) who
remarked that communicative competence does not only comprise of the
knowledge of the language but also of the needs for contextualized
communication.
As a result of their argument, the importance of teaching authentic texts in
culturally authentic contexts has been emphasized by communicative approaches
during the 1980s (Lin, 2004). This is also mentioned by Guariento and Morley
(2001) who asserted the use of authentic materials started from the onset of

communicative movements in which there was an attempt to simulate real world in

the classroom. However, many language teachers (Kilickaya, 2004) believe that
authenticity has proved its beneficial role in language teaching in course of time
and there is no argument regarding this.
(2.5) Examples of Authentic Material:
The sources of authentic materials (whether spoken or written) are infinite. Some
of them are used most frequently and the others are used less. Gebhard (1996)
gives many examples of authentic materials EFL/ESL teachers have used. Some of
his examples, which may serve as source material for lesson planning, are as
follows:

Authentic Material

Listening/
Viewing
material

Visual
material

Printed
material

Realia

SmartArt-1: Classification of Authentic Material

Authentic Listening/viewing Materials: Authentic listening/ viewing

materials include TV commercials, quiz shows, cartoons, news clips, comedy

shows, movies, soap operas, professionally audio/taped short stories and novels,
radio ads, songs, documentaries, sales pitches and so on.

Authentic Visual Materials: Slides, photographs, paintings, childrens

artwork, stick-figure drawings, wordless street signs, silhouettes, pictures from
magazines, ink blots, postcard pictures, wordless picture books, stamps, and Xrays can be some of the examples of authentic visual materials.

Authentic Printed Materials: Authentic printed materials cover a wide range.

They can be newspaper articles, movie advertisements, astrology columns, sports
reports, obituary columns, advice columns, lyrics to songs, restaurant menus, street
signs, cereal boxes, candy wrappers, tourist information brochures, university
catalogs, telephone books, maps, TV guides, comic books, greeting cards, grocery
coupons, pins with messages, and bus schedules.

Realia: The real-world objects that can be used as authentic materials in EFL
teaching and learning are coins and currency, folded paper, wall clocks, phones,
masks, dolls, puppets and many others.
(2.6) The Role of Authentic Materials in EFL Teaching and Learning:
Although the use of authentic materials in the classroom has become a common
practice throughout the world during the last 20 years, the issue still remains
debatable. There is great difference in opinions regarding the use/application of
authentic materials in the FL classroom. There are many who support the use of

authentic materials from the core of their hearts; but there are yet a considerable
number of linguists who turn their back to such notion and believe that the use of
authentic materials can only bring problems and cannot ensure any betterment for
EFL students.
(2.6.1) Arguments in favor of authentic materials:
The use of authentic materials has acquired mass popularity in the field of
language teaching especially in the last two decades for their multifarious
advantages. Authentic materials include a wide variety of text types and language
styles not easily found in traditional teaching materials (Martinez, 2002).Kelly et
al. (2002) state that authentic materials can bring the real world into the classroom
and to a considerable point can insert life inside the ESL/EFL class.
Guariento & Morley (2001) prefer using authentic materials because extracting
real information from a new/different language can be extremely motivating.
Chavez (1998), in the same way, agrees that using authentic materials is to the
benefit of the students because they are more enjoyable and students find a chance
to interact with the language and its use.
Oguz and Bahar (2008) see the advantage of authentic materials in the fact that
they engage both the learners and teachers attention in the language being
taught. In addition, Kim (2000) argues that authentic materials make a major
contribution to overcoming certain cultural barriers to language learning.

So, we can sum up the advantages of authentic materials by saying that authentic
materials- (i) affect positively on student motivation; (ii) give authentic cultural
information; (iii) expose students to real language; (iii) relate things more closely
to students needs; (iv) support a more creative approach to teaching.
(2.6.2) Arguments against the use of authentic materials:
Though many linguists and researchers support the use of authentic materials in the
classrooms, there are still a number of scholars who do not see any value of using
them. McNeil (1994) says that teachers face challenges regarding access to
authentic materials, the expense of purchasing them, and the time required to find
an appropriate authentic text and design suitable pedagogical tasks. Such issues
often make it impractical for instructors to integrate authentic materials into the
curriculum successfully.
Therefore, authentic input has long been perceived as too difficult for students to
understand. Martinez(2002) mentions that authentic materials may be too
culturally biased and difficult to understand outside the language community.
Learners may experience extreme frustration when confronted by an authentic
text, especially lower level students, as found by McNeil (1994).
However, Guariento and Morley (2001) assert that such difficulties can be
overcome by designing tasks that require only partial comprehension.

Chapter Three: Methodology

(3.1) Data Collection:
A descriptive research-design incorporating both qualitative and quantitative
instruments was used to accomplish the objectives of my study. The use of both
types of instruments provided me a more comprehensive picture for finding
appropriate answers to my research questions than could be possible with one data
collection method alone. For that reason probably Bryman (1988) argued for the
best of both worlds approach and suggested that qualitative and quantitative
approaches should be combined.
To give answer to my research questions, I used two sets of questionnairesseparately prepared for both teachers and students. I also used one set of question
paper to measure the improvement or vice versa of the target students. These
instruments helped me to collect information quantitatively and analyze them
statistically. Therefore, I kept observational notes of my experimental classes
which later on helped me to extract qualitative information of my students.
(3.2) Participants:
A group of eight students and eight teachers participated enthusiastically in my
research activity and helped me to a great deal to reach my goal.
The students who participated in my research are all studying in Landmark College
in Nikunja-2 at Dhaka. There were five boys and three girls. It should be

mentioned that I had worked in that school and college for a year from 9 January
2010 to 15 January 2011 (Appendix- 01).
Moreover, eight teachers, who are working in different schools at Dhaka and
Chittagong, facilitated my research activity by filling up a questionnaire designed
for them and also by sharing (oral) some important information and giving advices
form their experience and observation.
During teacher selection, I have not gone for only those who are working in the
city areas. I would have seen only a one-sided scenario if I had done so. In order to
bring a long desired successful completion of my research, I visited two schools
situated at rural areas and met the English teachers there. BGC Trust School and A.
As. Rahat Ali High School are the examples of two such institutions which are
located respectively in Chandanish and Patiya (two rual places) at Chittagong.
(3.3) Rationale for Selecting Target Students:
Because of time constraint and some other limitations, it was not possible to hold a
survey on every Bengali medium class, starting from Class-1 to Class-12. For that
reason, I decided to hold my experimental study on Class-10 students who had
been studying in Bengali medium schools. Some researchers such as Kilickaya
(2004) and Kim (2000) claim that authentic materials can be used with
intermediate and advanced level students only. But there are many others including
Miller (2005) and Bernhardt and Berkemeyer (1988) who believe that all levels of
students, even lower levels, are able to manage using authentic materials.

There are some reasons behind selecting the Class 10 students. First of all, these
students are quite matured to put their opinions in favor of or against the use of
authentic materials. Secondly, all the students have acquired their L1 (Bengali) at
this stage. This will provide me with an opportunity to see whether my target
students will be able to acquire L2 with the help of authentic materials even after
their lateralization. Finally, as the students of the secondary level are given extra
care by their respective teachers and schools in order to prepare them for the
Secondary School Certificate (SSC) Exam, I build up my mind with a hope that I
will get full support from both the teachers and the institutions during my research
activity, for they will wish all the possible developments of their students.
(3.4) Experimental Classes:
As a part of my research activity, I conducted classes in Landmark College
(situated in Nikunja-2 at Dhaka) and applied my own materials(authentic in nature)
on a group of Class-10 students. I took ten classes (Appendix- 06) including two
tests- each with 40 minutes duration. Those experimental classes provided me an
opportunity to observe the attitude of my students towards the use of authentic
materials and hence made me capable of coming to a conclusion. On the other
hand, the tests helped me to find out the development of my students after the use
of authentic materials.

(3.5) Questionnaires:
A questionnaire is a powerful evaluation tool of collecting quantitative information
in any research. Vaus (1992) reveals that survey is a popular research method for
collecting data in the field of English language education research, and that the
most common survey technique is the questionnaire.
In the present study, two sets of questionnaires were used to elicit information
from both students and teachers on different issues like the suitability of present
textbooks, the focus on different language skills in the classrooms, the necessity of
other materials, the acceptance of authentic materials in Bangladesh etc. The
contents of the questionnaires are crucial for the present researcher because they
have direct relations to the research questions and objectives.
All the questions in both the questionnaires are clear, succinct, and unambiguous
(Appendix- 03). Most of the questions in my questionnaires are multiple-choice
questions which offer a number of answer options. In fact, closed format questions
have many advantages in respect of time, efforts and money. In the closed format
questions the answers are restricted; therefore, it is easy to calculate percentages
and other statistical data over the whole group or over any subgroup of
participants. But I have not been too rigid throughout the questionnaires. At the
end of each questionnaire, I kept an option for both students and teachers to share
their opinions. Hence, I have tried to extract some qualitative information as well.

(3.6) Time Management:

Time management is a very important aspect in any research activity. It enables a
researcher to attain his/her goal within an expected time. In my study, I divided my
entire activities into four months. I allotted days for each and every activity. It
helped me to a great deal to be regular in my activities and not to be distracted
from attaining my goal. I allotted 20 days for literature review, 6 days for
preparing research proposal, 15 days for material development, 4 days for
preparing data collection tool and 30 days visiting schools, collecting information
and conducting classes. Therefore, I spent 10 days for data editing and selection,
15 days data analysis & preparing preliminary report, 5 days for preparing
corrected report and 5 days for proof reading and binding.

Chapter Four: Findings

(4.1) Material Planning:
The main intention of my research is to see what impact the use of authentic
materials lays on the English language learning of our students when such
materials are applied in the Bangladeshi classes. In fact, language learning means
the development of four skills- reading, writing, listening and speaking. So I tried

to focus on all these four skills while I had been developing materials (authentic)
for my Class-10 students.
(4.1.1) Textbook Evaluation:
A review of the textbooks (English For Today and English Grammar and
Composition), which are provided by NCTB to Class 9-10 students, shows that
they do not put equal emphasis on the four skills development of the learners
though they are designed to serve the purpose of communicative language
teaching. There are twenty-two units in the book English For Today which are
again subdivided into one hundred and nineteen lessons. An statistical look on the
Book Map of this textbook gives us a result that out of 119 lessons, it includes
reading activities in 109 lessons, writing activities in 111 lessons, listening
activities in 21 lessons and speaking activities in 60 lessons. The emphasis of
different language skills through different activities is shown in percentage below:
Total-119 lessons
100.00%
80.00%
60.00%
40.00%
20.00%
0.00%
Series 1

Reading
91.60%

Writing
93.28%

Listening
17.65%

Speaking
50.42%

Chart- 1: Skills of English Language followed in English For Today: For Class 9-10

It is quite interesting that though the book includes very minimal number of
listening activities, even then NCTB does not provide any CD along with the book
and it cannot be found in the market as well. That means the number of listening
activities is zero (0) in the real sense. On the other hand, the other textbook English
Grammar and Composition focuses only on grammatical structures and writing
skill and neglects other three major skills.
(4.1.2)Personal Material:
To conduct ten classes in Class-10 at Landmark College, I had to prepare my own
materials by integrating different authentic sources. I kept a keen eye while I was
preparing the lectures. I tried my best to keep a balance among the four skills so
that my students could get a better opportunity to learn English. As I have
mentioned in the previous chapter, I took ten classes in total including two tests
and I had to prepare materials for eight lectures. I gave emphasis on reading,
writing and speaking skills in 7 of my lectures and included listening activities 5
out of my 8 experimental classes. The percentage of given focus on each language
skill is as follows:

Total-8 lectures

100.00%

50.00%

0.00%
Series 1

Reading
87.50%

Writing
87.50%

Listening
62.50%

Speaking
87.50%

Chart-2: Skills of English language given preference in the experimental classes

Here listening activities are less in comparison to other three skills when they are
measured in respect of lectures. But they are equal when the matter of time is
concerned because there was a whole class of one hour and forty-five minutes
where students were exposed to the movie of Snow White. They watched and
listened to that movie for one hour and twenty-five minutes (Appendix- 06). So,
four skills are equally given emphasis in my experimental classes.
(4.2) Selection of Authentic Materials:
The selection and accessing of authentic materials is a very challenging activity.
Oguz and Bahar (2008) do not encourage random selection of authentic materials.
They mention that when choosing materials there should always be an aim in
using them and chosen materials should meet the objectives of the lesson. Further,
they point out that criteria such as learners age, level, interests, needs, goals, and
expectations must always be met.

So during the material selection, I tried to focus more on the following aspects:
Needs and interest

Cultural appropiateness
Language level
Quality of the material
Applicability
SmartArt-2: Important aspects of authentic materials selection
My first and foremost target during the material selection was to meet the students
interest as well as their relevant needs. After a brief conversation with my students
before taking the classes, I perceived that the students wanted to read the content of
the textbooks in a different way. In accordance to their need, I selected some
lessons (Lesson-4, Unit-1; Lesson-1, Unit-9; Lesson-3, Unit-9 Lesson-2, Unit-12;
Lesson- 5, Unit- 16; Lesson-1, Unit-19;Lesson-2, Unit-20; Lesson- 3, Unit-21)
from their first paper textbook and tried to use different real-world sources to make
the classes more interesting than ever before.
To make my materials culturally appropriate, I had to go through a process of
exclusion. There were some texts with the description of kissing or dating or

drinking in the bar or some others which were quite contradictory to our culture
and religion. I had to exclude them for the sake of avoiding any cultural shock.
Since the authentic materials were not created for the specific purposes of language
teaching, most of the time they used bombastic words, lengthy sentences and
unnecessary descriptions. In those circumstances, sometimes I had to replace the
hard words with easier synonyms, break the long sentences into small ones and
avoid the unnecessary descriptions. The newspaper article from The Daily Star on
the celebration of Pohela Boishakh (first day of Bengali New Year) and the
biography of Mother Teresa (Appendix- 06) can be two of the best examples of
this process.
Therefore, I found that some of the authentic materials were full of errors, typos,
and other mistakes. Thus, in selecting the materials, I had to check the quality of
materials as well. But as my students were not kids, I included some of the
materials through which I tried to expose them to the use of language in the real
world with abrupt beginning, fillers, and grammatical mistakes. I tried to give them
an idea of formal and informal English. For instance, the audio of Mother Teresa
and the video (movie) of Snow White (Appendix- 06) served that purpose of mine.
A text that cannot be exploited for teaching purposes is considered useless in a
teaching-learning process (Berardo, 2006). So, I selected my materials in a way so
that they could serve the purposes of teaching students some grammar points,

pronunciation and way of speaking. These materials were also expected to develop
the four skills the target students.
(4.2.1) Materials Used in the Classrooms:
Diverse authentic materials have been used in my experimental classes. I preferred
a blend of all sorts of materials including listening/ viewing materials, visual
materials, printed materials and realia (real-world objects) in order to make the
classes more interesting than ever before.
The materials that I used in the classroom are shown in a chart below:

Listening/
Viewing
Materials

Audio clips (an speech of Mother Teresa and a

recitation of Robert Frost's poem).
Video clips and movie (cartoon of Snow White).

Visual Materials

Pictures (downloaded from internet or collected

from other sourches).
Posters (Poster of Apollo- 11,Jatiyo Shonshod
Bhaban)

Printed
Materials

Newspaper and megazine articles (from The Daily

Star and Time magazine).
Newspaper advertisement (of Queen Mary
University of London)
Curriculum vitae and IELTS application form.

Realia

Wall clock and table clock

SmartArt-3: List of applied authentic materials

How these materials have been used to conduct classes and teach a group of
students can be seen and perceived by going the lesson plans given in Appendix
05.
The reason behind integrating different sources during material selection was
actually connected to the students motivation. I tried to make my classes as much
interesting as possible and hence longed to motivate my students to learn the
language with great enthusiasm.
(4.3) Teaching Grammar points:
My classes at Landmark College were not randomly taken. It was not my intention
to use different types of authentic materials just for the sake of using them. There
was a plan for every activity. I prepared my materials in a way so that I could teach
my students some grammatical aspects without making them conscious of their
learning. Regarding grammar, I put entire emphasis on Tense. I tried my best to
teach them the most frequently used tense forms including- Present Indefinite
Tense, Present Continuous Tense, Present Perfect Tense, Past Indefinite Tense,
Past Continuous Tense, Past Perfect Tense and Future Indefinite Tense (Appendix05; Lesson Plans). It was not that the students were only supposed to learn the
rules inductively, rather they were made apply their grammatical knowledge in the
classrooms through different activities like: pair work, group work or individual
activity in both speaking and writing.

(4.4) Evaluation of the Students:

One of the most challenging steps in teaching responsibilities is the evaluation of
student-progress. Evaluation is universally accepted as an integral part of teaching
and learning. It is one of the basic tools for determining what learners learn.
To evaluate the progress of my students, however, I followed the traditional
method of taking test in an untraditional way. I prepared a question (Appendix-07)
in such a way so that it could help me measure the development of the students in
three language skills- reading, writing and listening respectively. My question
paper was contrary to any traditional one in a sense that it did not show any
markings printed on it. I only kept a record of mark distribution in my diary so that
I could evaluate my students without letting them know it. That was because I did
not want my students to be exam oriented again. I allotted 30 marks for the entire
activities- equally distributed (10+10+10) for reading, writing and listening.
What I actually did was that I gave them the question in the very first day of my
class as a class activity (not as a test) and kept a record of how much each of my
students received. Then I started taking classes from the following day with my
authentic materials and continued this process up to the ninth class. On the tenth
class, therefore, I gave my students the same question paper to answer again. When
they did so and submitted their answer-sheets, I personally made a comparative

study between the marks of the former test and the later one. Hereby I tried to
determine the impact of the authentic materials on my students.
As far as the speaking skill is concerned, I did not set any test for it. I observed my
students throughout the ten classes. I kept a record of their attitude towards
speaking English and interest towards class participation starting from the very
first class to the last class. It helped me to a great deal to measure the progress of
my students in their speaking as well.

Chapter Five: Data Analysis

The descriptive and the contextual methods are followed for the data analysis. The
two methods are applied in the data analysis of the present study because these
methods are inexpensive, time saving and easily understandable. The findings of
the present study are shown in tables and column charts, and then narrative
description is presented in the text in a quantitative manner.
(5.1) Comparative Study on Two Tests:
It has already been mentioned in Chapter Three and Chapter Four that two tests
were taken of the participant students as a part of research investigation during the
experimental classes at Landmark College. A comparative list of marks which the
students received in those two tests is shown in the table below:

Students

Marks of
First Test
R

07

07

05

05

06

08

Total

Marks of

(individual)

Last Test

Total
(individual)

19

09

08

07

24

03

15

08

07

07

24

08

07

23

07

08

07

22

05

06

04

15

09

08

08

25

07

09

08

24

10

09

10

29

08

06

07

21

07

07

08

22

06

05

03

14

07

06

07

20

03

04

02

09

07

05

07

19

Total marks (of all students)

140

183

Table 4: Comparative study of marks

In this table, R stands for reading skill, W for writing skill and L for listening
skill. Moreover the actual names of the students have not been disclosed here. Only
different alphabets have been used to express their identities. If we look carefully
in this table, we will discover that all the students of Class-10 except one
performed better in the second test than the previous one. Only the mark of the C
has decreased by 01 in the second test who actually got 23 out of 30 in her former
one. Some of the students including B, D, and H showed tremendous improvement

in their second test. On the other hand, the other four students improved
themselves in the second test in the following way: F by 01 mark, A and E by 05
marks, and G by 06 marks.
However, the average improvement of the students after the use authentic materials
in consecutive eight classes is shown in a column chart:
Total Marks of TwoTests
80.00%
60.00%
40.00%
20.00%
0.00%
Series 1

First Test
58.33%

Last Test
76.25%

Chart 4: Percentages of marks in two tests.

Here we see that the average of the total marks of all the students in the first test is
58.33% but it has reached to 76.25% in the second test. That means the students
have improved up to 17.92% in the second test.
It is true that that the students have got some advantages in the second test and
there is no doubt about it. They have been given the same question paper twice. So
they have not faced the problem that students may face in their first look on a
question. Therefore, their previous acquaintance with this question paper has saved
their time as well. All these have actually helped them to do better in the second
test. Still the percentage of this improvement cannot be more than 5% to 7%. It

means that the other 10% or 12% of the students improvement results from use of
authentic materials in the classroom.
(5.2) Speaking Skill:
I did not set any sort of test to measure the development of the speaking skill of my
students. I observed them each day and kept notes of their behavior after each
class. Those notes later on helped me determine how much the speaking of the
students developed after the experimental classes. Two samples of such notes have
been given in Appendix- 08
From the observational notes, it became quite clear that though the students felt
shy to communicate with the target language initially, they came out of their
shyness in the later classes. Even they started to reduce the use of their mothertongue in the classroom gradually.
Though the students improved very less in speaking grammatically correct
sentences, their fluency increased considerably in comparison to their initial stage.
It was a positive sign that they started to communicate with their friends in English
which they had never done before.
That is how it is proved that the behavior of the students regarding their use of
English during their interaction with their friends and teacher was changed in a
positive way. The credit partly goes to the use of authentic materials in the

classrooms and partly to the inspiration that I provided them being a teacher to use
English in the classroom.
(5.3) Analysis of the Questionnaires:
Both the teachers and the students have shown their warm support in favor of the
use of authentic materials in the classrooms. There are some reasons behind it.
According to most of the students, the activities included in the textbooks are not
interesting at all. Their responses towards the textbook activities are as follows:
Textbooks are Interesting
80.00%
60.00%
40.00%
20.00%
0.00%

Series 1

yes

No

12.50%

62.50%

To some
extent
25%

to a greater
extent
0%

Chart 4: Students opinion regarding their textbooks

Here we see that though 12.50% of the students agree that the textbooks are
interesting and 25% of the students believe that their textbooks are interesting to
some extent, 62.50% (majority) of the students choose the option No. That
means they do not think that their textbooks are interesting. For that reason they go
for supporting the use of authentic materials in the classrooms.
Unlike the students, though many of the teachers believe that (Questionnaire-4) the
textbook activities are interesting, they do not consider that the textbooks provide

equal emphasis on every language skill. Their response regarding this issue can be
better perceived by looking at the chart below:
Emphasis on Four Language Skills
80%
60%
40%
20%
0%

Series 1

Yes

No

0%

75.00%

To some
extent
25.00%

To a greater
extent
0%

Chart 5: Teachers opinion regarding the emphasis of four language skills in

textbooks
The teachers have either chosen the option No or To some extent while
answering this question in the questionnaire (Appendix-3). 75% of them directly
say that the textbooks do not put equal emphasis on the four skills of English
language and the other 25% say that the emphasis is given only to some extent.
This can be a cardinal reason which makes the teachers support the use of
authentic materials where proper integration of four language skills is possible.
Again, the teachers support goes for the use of authentic materials beside
textbooks because they think that the tenacious use of textbook makes the students
very much exam oriented. The students assert in the questionnaire that they do not
read textbooks for passing the exam or getting good marks but the teachers showed
a contradictory opinion. Their remarks are as follows:

Purpose For Reading Textbooks

50%

0%
For
Forlearning
getting English
good marks/ For passing
For other
examination
reasons All of these
Series 1
25%
50.00%
12.50%
12.50%

Chart 6: Teachers opinion on the purpose of students for reading textbooks

Here we see that according to 50% of the teachers, students learn English for
getting good marks while only 25% of them believe that students read textbook for
learning English.
So we can come to a conclusion from the questionnaire that though the teachers
and students show contradictory opinions in some questions given in the
questionnaires, they stand united to assert that authentic materials should be used
in the classrooms besides the textbooks.

Chapter Six: Conclusion

(6.1)Impact of Authentic Material on the Students:
The experimental classes (Appendix- 06) with authentic materials opened up a
door for me to read the minds of my students and understand what they really

want, how they prefer to learn English, what really makes them go far away from
learning English for communicative purpose and so many others.
It is true that the students got bored initially when I started my classes with some
different materials which they were not used to seeing in their regular classes.
They felt uneasy and uncomfortable in the first class. But magical change took
place within very a short time. All of them became enthusiastic and cooperative in
the classroom. Even the shyest students came forward to communicate in the target
language.
Krashen (1982) claims that learners with high motivation, self-confidence, good
self-image and low level of anxiety are better equipped for second language
acquisition. Most of my students in the questionnaire shared that their textbooks
are not interesting at all. They supported (in the questionnaire) the use of authentic
materials because such materials were interesting and motivating for them. During
the experimental classes, I observed that the students did not feel the stress of
learning English for the sake of appearing exam; even they did not feel the stress of
completing the syllabus. Since the affective filter of the students was high, they
showed rapid improvement during my experimental classes.
It has already been proved that the students improved up to 17.92% (Chapter Five)
within ten days. The miracle took palace only because they were exposed to the
authentic material. The use of authentic materials beside textbooks can certainly

have a positive impact on the development of the language skills of our students as
the research has undertaken to discover. It can, I believe, have greater impact on
the learnability of students if the exposure to authentic material is lengthened.
(6.2)Teachers Opinion on the use of Authentic Material:
Most of the teachers prefer the use of authentic materials in classroom. They have
shown their warm support for it. In fact, all of them wanted to bring a change in the
way English is taught and learned in this nation. In the questionnaire, one of the
teachers (Appendix- 09) says that to implement different activities given in the
textbook, use of authentic materials will be very much effective. He further
believes that authentic materials will create interest among the learners.
Though few teachers expressed their anxiety regarding time and expense required
to prepare such materials, all of them showed their interest in the application of
authentic materials in classrooms. According to them, it will not be impossible if
government takes proper steps to introduce authentic materials at school and
college levels in this country.
It was quite surprising that the most experienced teacher who is working in a rural
school for more than 17 years thinks traditionally and does not support the use of
authentic materials. According to him, textbooks alone can improve the language
skills of our students if the books are used properly. He says (Appendix- 09) that
the NCTB text books are meant for the proper implementation of CLT in

Bangladesh and these books are self sufficient. So he thinks if the exercises given
in the texts are properly executed in the class by the teachers effectively, there will
be no problem for the learners to grasp the language.
(6.3) Problems in Introducing Authentic Materials:
There are some problems in the way of implementing authentic materials in a
developing country like Bangladesh. I have experienced them during my research.
While I was preparing materials for my students, I had the benefit of doing TESOL
(Teaching English to Speakers of Other Languages) at North South University. My
coursework at NSU involved me in gaining practical experiences, increase
theoretical knowledge, and experiences that helped me enormously in
understanding my students and preparing materials accordingly.But teachers
throughout Bangladesh who are working at different schools may not get the same
benefit of knowledge. Most of them are not well educated and well trained. They
are only expert in following the traditional way of teaching English. They know
how to prepare students for achieving good marks in the examination. Very few of
them are aware of the fact that English can be taught according to the needs of the
students, on the basis to their likes and dislikes. Most of them even do not know
that English can be taught with other materials apart from textbooks. So they
remain textbook-oriented throughout their teaching career.

Lack of Teacher motivation can be another major problem in the proper

implementation of authentic material. Going back to my own experience, I find
that I had to spend much time outside the classroom- in searching materials,
adapting them, arranging them in a way so that four skills were focused properly
and doing some other things. A teacher can only take those extra pressures if
he/she gets self motivated. Many of the teachers in our country get involved in
teaching profession out of their interest towards teaching profession. It hugely
injects a sort of negative attitude in the mind of our teachers towards proper
teaching. Such negative attitude does not motivate our teacher to be innovative and
give some extra effort so that our learners really get benefitted.
Last but not least, financial deficiency is an age-old problem in the education
sector of Bangladesh. The total expense of my research activities (including the
cost of preparing authentic materials) was financed me. I did it for a special
purpose, i.e. to complete my thesis successfully. But the practical situation is quite
different. Most of the teachers in our country are not properly paid. Sometimes
they face hardship to run their family life with their salaries. In this circumstance,
we cannot expect them to spend money for preparing additional materials. Though
our government provides students textbooks, it does not allot any budget for
inspiring teachers to prepare some other materials apart from the textbooks.
(6.4) Limitations:

Time and budget are two of them. Since my research had to be completed within a
certain period of time as it was required of the programme of the study I had
enrolled in, I could not carry out my experimental activities for long. It intended to
take classes with authentic materials at different levels of students and see the
impact. But the limitation of time and budget obliged me to confine myself to take
classes only at secondary level in Landmark College.
Because of the limitation of time and budget, therefore, I could not fulfill my
actual desire to visit at least 10 schools in both rural and city areas and meet at
least 15 English teachers. I had to be satisfied after visiting 5 schools and meeting
8 teachers.

(6.5) Conclusion:
The proposal of implementing authentic materials may sound as bizarre as a fairy
tale in a poor country like Bangladesh where students do not get spacious rooms to
do classes, sufficient benches to sit on, enough textbooks or additional books to
read and necessary copies and pens to write. Even most of our students in our
country do not get qualified as well as trained teachers who can actually help the
learners to remove their phobia related to English and guide them properly to learn
it in a better way. But we cannot stop dreaming for a better future.
It has already been proved in this study that the implementation of authentic
materials in the Bangladeshi classrooms will surely bring a wind of change in the

EFL (English as Foreign Language) teaching and learning in Bangladesh. So I can

assert that the time is not so far away when our students will be able to read, write,
listen and speak in English efficiently. To make that possible, we need to use
authentic materials beside textbooks in the classrooms. Now a caring support from
the government can make the revolution happen in English language teaching and
learning in the near future.

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