Authentic materials are one of common materials in teaching English. Most of teacher usually use them to be implemented into their classroom. One of the reasons of the teachers they use it in the classroom is in order to give the students example of the real use of English in social life. Other than authentic materials, the teachers also usually use textbook. It is because textbook gives much easier for the teachers to use it in the classroom and also for the students to studied at home. In implementing the authentic materials is not as easy as using textbook. The teachers need to be creative to select and modify the authentic materials to be able to be implemented. It is because the authentic materials are not produced for pedagogical purposes. So, in this study, the objectives of the researcher are to seek about the perception of using authentic materials in the classroom, the reasons of the teachers about the perception, and also the way of the teachers when implementing the authentic materials in the classroom. Regarding the objectives above, the qualitative research is appropriate to be conducted in this study. It is in order to get the deep data from the research subject. To get the data, this study uses interview and observation. By the interview, it gets the answer of all the research questions. And by the observation, it gets the supporting data from the interview.

This research describes authentic materials and created materials (teacher-made materials) especially their benefits and limitations in English Language Teaching (ELT). This research is library research. The researcher collects data from books and articles published in journals related to authentic material and created material. The analysis shows considerations in English Language Teaching (ELT) are whether to use authentic or created material. Authentic materials refer to manuscripts, photos, videos, and other sources that are not prepared specifically for educational purposes. Meanwhile, created materials refer to textbooks or others specifically developed as teaching materials. In practice, two methods for teachers/lecturers use teaching materials such as adapting and adopting. Any course books or commercial textbooks can be utilized to be adapted as created materials. Authentic materials from a variety of sources that incorporate real language use also can be adopted.

This study is dedicated to investigating the use of authentic materials in the development of listening comprehension skills. Listening is very often considered the most difficult language skill to learn, while being a basic one in terms of communication. For one, the audio materials that accompany most traditional textbooks are often unnatural in terms of rhythm and speed and are built on poorer lexical options than what one would find in actual speech. This is another subject-matter gap between what is learned inside the classroom and the real-world context. The main objective of the research will be to establish the effectiveness of authentic materials such as news broadcasts, YouTube videos, films, podcasts, and songs on students' development of listening competence. It was conducted on a survey of 33 English language learners. The instruments of research used were a questionnaire that aimed to determine the type of authentic material used, how frequently they were used, how useful they were, and how they influenced the learners' motivation. The results indicated that the most significant advantage, by far, is that authentic materials greatly assist in the development of the learners' aural comprehension skills, together with a sense of correct, natural pronunciation. Further, such material proved a very powerful catalyst in motivating students and therefore raising overall interest in the process of language learning. Some impediments appeared, though: fast speech rates and lexical barriers sometimes were not easy to overcome, especially by beginner students. The researcher was therefore able to conclude that authentic materials can play a crucial role both for advancing students’ listening level as well as for preparing students for real-life conversations while at the same time promoting student engagement. Following this trend, it can therefore be recommended that English language teachers should incorporate authentic material systematically and at the students’ level while at the same time using supporting activities to promote better understanding.

Authentic materials are an effective tool for developing intercultural communicative competence and speech in foreign language learners. Such materials bridge the gap between the learning process and real life, bringing a lively atmosphere into the classroom. The most important aspect of authentic materials is that, because they are not modified by language instructors, learners have the opportunity to immerse themselves in the natural language environment and authentic cultural context. These materials allow learners to directly familiarize themselves with the customs and lifestyle of the speakers of the target language. Furthermore, the use of authentic materials enhances learners' motivation and helps them understand the cultural peculiarities of the language speakers. In this article, we discuss types of activities aimed at developing learners' speech through the use of authentic materials and provide practical examples.

This article explores the development of logical thinking in students of higher medical institutions through the use of authentic materials. Authentic materials refer to real-life resources and scenarios that reflect the complexities and challenges of medical practice. The integration of authentic materials in medical education enhances students' logical thinking skills by providing opportunities for critical analysis, problem-solving, and evidence-based decision-making. The article discusses various strategies for incorporating authentic materials, such as case-based reasoning, real-world simulations, interdisciplinary approaches, and reflective writing. It highlights the importance of mentorship, technology integration, and continuous assessment in facilitating the development of logical thinking. The findings emphasize the significance of creating a supportive learning environment that nurtures students' logical thinking abilities, preparing them for the complexities of the medical profession.

This article examines the use of digital authentic audio-video materials in teaching listening comprehension skills in foreign language classes. It examines the feasibility of using digital authentic audio-video materials in foreign language classes as a means of accelerating the learning process and maximizing its communicative orientation. A survey was conducted among B2 level students studying foreign language and literature to determine which types of digital authentic audio-video materials they prefer to work with. The participants of the study consisted of thirty seven students’ first-year at English and literature course (September-December, 2024) from Samarkhand state foreign language institute and data were collected through observation and a survey questionnaire. The findings show that the digital authentic videos positively is defined listening comprehension skills, fostering deeper cognitive engagement, self-directed learning and the students’ greater confidence and motivation.

The provided article explores the role of authentic materials in the process of learning a foreign language. The article examines the advantages of using authentic texts, audio and video materials, such as newspapers, magazines, films, songs and Internet resources, compared with traditional textbooks. The author analyze the impact of authentic materials on the development of language competence, including vocabulary, grammar, pronunciation and communication skills.

This article explores the role and effectiveness of authentic materials in the context of foreign language teaching. Authentic materials such as newspapers, podcasts, films, and advertisements offer learners exposure to real-life language use, enhancing their communicative competence and cultural awareness. The study outlines several methods used to integrate authentic content into classroom instruction, including pre-teaching vocabulary, interactive tasks, and learner-centered exploration. The results show that students become more motivated, engaged, and confident in using the target language when exposed to natural linguistic input. Moreover, authentic materials encourage the development of critical thinking skills and support the acquisition of language in a more meaningful and context-rich way. Despite certain challenges, such as material complexity or cultural barriers, the use of authentic resources is shown to be a highly beneficial approach in modern language education.

This paper endeavors to examine the motivational impact derived from the incorporation of authentic materials within English as a Foreign Language (EFL) learning environments. It further offers strategic recommendations for educators on how to structure such materials in ways that enhance learners’ comprehension and, consequently, sustain and elevate their motivational levels. In contemporary second language pedagogy, authentic materials have assumed a pivotal role due to their capacity to deliver meaningful linguistic input and expose learners to a diverse array of real-life content. This exposure not only stimulates interest but also fosters intrinsic motivation among students. Authentic materials have nowadays become an important part of second language classes mainly because they provide semantic input to students and enable them to interact with a wide variety of information that allows them not only to find inspiration but also to become motivated learners.

The article explores a methodology for enhancing writing skills through the use of authentic materials. It considers the significance of authentic materials in language learning and provides practical strategies for selecting, analyzing, and implementing these materials in writing instruction. The methodology includes pre-writing activities, text analysis, and writing tasks aimed at fostering language proficiency and cultural understanding. The article advocates for a dynamic approach to writing instruction that integrates authentic materials to create meaningful learning experiences.

The importance of listening skill in language learning in EFL (English as a Foreign Language) classes is demonstrated in the paper. The relationship between listening comprehension and authentic materials is vital while learning any language especially English. The authentic materials effect on student’s knowledge, motivation and understanding the context. In this article the theories and opinions of the researchers in this field were mentioned. This paper is also provided with a survey participation of experienced teachers in different types of education settings. The teachers have various students who are in every level of learning English including beginner, elementary, intermediate, upper-intermediate, and advanced. According to their teaching experience, they fulfilled the survey and supplied personal thought about using authentic materials in the classroom. The results are explained and visualized in order to improve clarification. Furthermore, they are compared with previous researches, and views of scholars. Finally, the future recommendation is provided.

Authentic materials refer to real-world resources, such as radio broadcasts, films, or podcasts, that are produced for native speakers. These materials contrast with language learning textbooks, which often simplify language to suit learners’ needs.How Authentic Materials Enhance Listening Comprehension in Language Learning.

This research focuses on developing and implementing a methodology for using authentic materials to eliminate pragmatic errors among English philology students. The formation of pragmatic competence requires the ability to use language appropriately in cross-cultural contexts. The study presents strategies for identifying, analyzing, and correcting pragmatic errors through authentic video, audio, and textual materials. Results from a 16-week experimental study involving 170 students indicate that exercises based on authentic materials improve students' understanding and practical application of pragmatic features by 42%. The research employed Discourse Completion Tasks, role-play scenarios, and retrospective verbalization methods.

The usage of authentic materials in language education has emerged as a pivotal strategy in enhancing the acquisition of a second language. This article investigates the impact of integrating authentic materials—defined as resources originally produced for native speakers, such as newspapers, songs, movies, and social media content—on the process of language learning. The findings of the research underscore the importance of authentic materials in creating a more engaging, motivating, and effective language learning environment, suggesting that their strategic use can significantly impact language acquisition.

This article explores the use of authentic materials and real-life situations in English writing instruction for working students. It highlights the benefits of this approach, including enhanced relevance and engagement in the learning process. The article discusses practical strategies for incorporating authentic materials, the importance of context, and the development of critical skills. It also acknowledges the challenges and adaptations required for effective implementation. Ultimately, it emphasizes that this methodology equips working students with lifelong skills that extend beyond the classroom.

Improving written competence with the help of authentic materials is a powerful and effective way to enhance language skills. Nowadays, linguists are discovering more and more new methods and techniques in order to make the process of acquiring language skills easier. The purpose of authentic materials is also concluded in the matters of time-saving, since by integrating with real-life materials or handouts, learners might with ease implement and heed the rules in writing.

The constructivist learning approach declares that the singular develops data effectively and in a manner particular to oneself collaborating with their current circumstance as opposed to only trusting that the data will be sent to the person in question straightforwardly. In constructivist learning conditions, learners ought to connect with valid exercises and materials addressing reality. As the true learning conditions incorporate the issues and intricacy present, in actuality, they furnish the learners with authentic materials. Also, learners work agreeably and openly with companions, guardians, or further developed others, like educators, in school and non-school settings. Thus, they keep learning both in and outside school.

This six-week observational study explored how authentic materials (videos, newspapers, podcasts, realia, social-media posts, interview transcripts) affect intermediate-level secondary-school students’ engagement and skills in English. Ten learners experienced one material type per session, and their perceptions of motivation, vocabulary growth, listening comprehension, cultural awareness, and confidence were surveyed. Overall, authentic materials—especially videos and print media—boosted student motivation and vocabulary acquisition, with notable improvements in listening skills and cultural insight. These findings suggest that thoughtfully selected real-world resources, when scaffolded appropriately, can meaningfully enhance language learning.

Selecting suitable reading materials is critical for fostering students’ language and cognitive skills. This paper examines the importance of authenticity in reading materials and strategies for encouraging purposeful reading among students. Drawing on existing literature and integrating personal insights, the study highlights how authentic texts and goal-oriented activities enhance learning.

This article reflects the use of authentic reading materials in teaching EFL learners. It is emphasized that teaching a natural, modern foreign language is only possible with materials derived from the lives of native speakers or created in accordance with established and used speech standards while taking into account the cultural and mentalities of native speakers.

Many language textbooks are accompanied by an audio component. Usually, the listening texts are scripted, which means that the spoken discourse was àrst written out and then read and recorded. Scripted language is an effective teaching tool, but it lacks certain features of authentic input. Their pronunciation is careful, intonation is exaggerated, sentences are complete, and there is no background noise to distract the listener. This is very different from authentic listening, which involves the language native speakers use in real life. I share information learned from years of designing texts that advance knowledge-building in the context of project-based science teaching and advance readers’ textual dexterity. Our research is conducted in the context of project-based learning in science, and we approach our inquiry from multiple theoretical perspectives. To increase comprehensibility of difàcult listening materials, teachers can do several prelistening exercises to activate content and vocabulary knowledge, assign listening to the same text multiple times with different purposes, and use a transcript before or after listening. Long segments can be presented in parts with comprehension-check activities between them.

It is significant that our nation is undergoing extensive reforms, including adjustments to the higher education system. Because raising the standard of education, solidifying the academic and technical foundation of higher education, and expanding access to higher education will all be crucial in elevating our nation to a position of prominence on the global stage. This post will talk about how authentic resources are used in English courses to develop modern education.

Motivation is a key determinant of success in English for Specific Purposes (ESP) courses, yet learners often face barriers such as perceived irrelevance of course content, time constraints, and negative past experiences with language learning. This article explores these challenges and offers strategies to overcome them, emphasizing tailored course content, interactive activities, and the use of technology. Drawing on insights from scholars like Gardner, Dornyei, and Hutchinson, the discussion highlights the importance of needs analysis, authentic materials, and teacher support in fostering learner engagement. Practical examples and case studies illustrate how these strategies can transform ESP classrooms into dynamic, motivating environments that align with learners' professional goals.

This study explores effective strategies for teaching grammar in context, emphasizing the integration of grammatical forms within meaningful communication. Traditional grammar instruction often isolates rules, which may hinder learners’ ability to use language naturally. In contrast, contextualized grammar teaching enhances both accuracy and communicative competence. The study reviews literature on communicative language teaching, task-based learning, and guided discovery, highlighting the benefits of authentic materials, technology integration, and collaborative activities. Using a mixed-methods approach, the research examines the impact of contextualized grammar instruction on intermediate-level English learners, analyzing pre- and post-test results, classroom observations, and student interviews. Findings suggest that teaching grammar in context increases learner engagement, fluency, and retention while fostering confidence in real-life communication. The study underscores the importance of balancing form-focused instruction with communicative practice for effective language learning.

The integration of online resources in English for Specific Purposes (ESP) classes has significantly enhanced the development of integrated language skills—reading, writing, listening, and speaking. By providing access to authentic materials and leveraging interactive tools, online platforms create opportunities for students to engage with language in real-world contexts relevant to their specific fields. This article explores how these resources contribute to improved language proficiency, focusing on their role in developing holistic communication skills necessary for professional success. The use of multimedia, interactive tasks, and virtual collaboration supports ESP learners in acquiring the specialized language they need for their careers.