The effect of authentic materials on the motivation of EFL learners
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Matthew Peacock [1]
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[1] City University of Hong Kong
City University of Hong Kong
RAE de Hong Kong (China)
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- Localización: ELT journal: An international journal for teachers of English to speakers of other languages, ISSN 0951-0893, Vol. 51, Nº 2, 1997, págs. 144-156
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 12 Citas
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Resumen
This article describes a classroom research project to investigate whether authentic materials increase the classroom motivation of learners, a claim often made but rarely, if ever, tested. A definition of motivation relevant to teachers was adopted-learner interest, persistence, attention, action, and enjoyment. Two beginner-level EFL classes participated, and both used authentic and artificial materials alternately. Results from two observation sheets and a self-report questionnaire indicate that while on-task behaviour and observed motivation increased significantly when authentic materials were used, self-reported motivation only increased over the last 12 of the 20 days of the study. However, learners also reported authentic materials to be significantly less interesting than artificial materials.
