Impact of the Use of Authentic Materials on Language Competence in English Teaching

Abstract

This research aims to analyze the impact of using authentic teaching materials compared to non-authentic materials in teaching English as a foreign language on the development of the linguistic competence of high school students from public institutions in the department of Lempira. This study was conducted under the paradigm of complexity, with a mixed approach, sequential explanatory design, quasi-experimental type, and case study. The sample comprised 331 students and twenty teachers representing all nineteen public high schools in Lempira. To carry out the data collection, the following tools were used: a Questionnaire of Perception and Use of Materials, a Semi-Structured Interview, a Classroom Observation Guide, a Language Proficiency Test following the standards of the Common European Framework of Reference for Languages (CEFR), and a Guide for Focus Groups. The findings demonstrate that the authentic teaching materials employed in teaching English positively and significantly impacted students' language competence development. It is revealed that there are statistically significant differences between the pre-test and post-test scores in all the language skills assessed, listening (p < 0.001), reading (p < 0.001), writing (p < 0.001), and listening (p < 0.012). Although authentic materials, such as music, audio, and video, are present in English teaching, their use is not systematic and sometimes non-existent.