Kurdish EFL Students’ Attitudes towards the Use of Authentic Listening Materials in Improving their Oral Language Proficiency
Hogar Mohammed Tawfeeq
Sulaimani Polytechnic University (SPU) - International English Language Centre (IELC) Sulaimani, Kurdistan Region
DOI: https://doi.org/10.25130/Lang.8.4.15
Keywords: Attitudes, Authentic Listening Materials, Language Proficiency, Kurdish EFL University Students, Potential Difficulties
Abstract
It is argued that supplementing EFL classes with authentic listening materials helps EFL students be equipped with necessary skills and prepares them for real-life situations. Additionally, such materials tend to increase EFL learners’ interest and motivation in language learning. This study aims to explore the attitude of Kurdish EFL university students regarding the importance of authentic listening materials for improving their language proficiency. Moreover, it seeks to investigate any potential challenges faced by Kurdish EFL university students when they are exposed to authentic listening materials. To achieve these aims, this study employed a mixed method research design using a questionnaire and interview questions. A total of 76 students from the University of Human Development in Sulaimani City participated in the study. Of these, 18 volunteers have been interviewed to provide further details to corroborate the collected data from the questionnaire. The questionnaire’s findings has revealed that the overwhelming majority of the respondents have a positive attitude towards authentic listening materials in EFL classes. The results further showed that more low-proficiency students reported difficulties, such as vocabulary and cultural obstacles than high-proficiency ones. The findings of the interviews mainly supported the questionnaire data. It can be concluded that the use of authentic listening materials could motivate Kurdish EFL university students and enhance their oral language proficiency. Therefore, communicative English classes at the tertiary level should be supplemented with authentic listening materials to prepare students for real-life communication.
References
Al Azri, R. H. and Al-Rashdi, M. H. (2014).
The effect of using authentic materials in teaching. International Journal of Scientific and Technology, 3(10), pp. 249-254.
Alijani, S., Maghsoudi, M., and Madani, D. (2014). The
effect of authentic vs. non-authentic materials on Iranian EFL learners’ listening comprehension ability. International Journal of Applied Linguistics and English Literature, 3(3), 151-156.
Al-Khayyat, A. S. J. (2021). Investigating Postgraduate Students’ Perceptions Toward Learning ESP Via Google
Classrooms Platform. Journal of Tikrit University for Humanities, 28(3, 1), 67–77. https://doi.org/10.25130/jtuh.28.3.1.2021.23
Amin Abdullah, Z. H. (2020). The Impacts of Social Media on Kurdish EFL Students’ English Language Proficiency.
Journal of Tikrit University for Humanities, 27(5), 89–105. https://doi.org/10.25130/jtuh.27.5.2020.23Arafat, H. (2020). The perspectives and effectiveness
of authentic materials in listening comprehension of Saudi university students. British Journal of Education, 8 (3), pp.41-75.
Awla, D. J., and SADIQ, H. M. (2023). Kurdish EFL
university teachers and students’ attitudes toward the use of authentic materials in speaking classes. Journal of Duhok University, 26(1), pp. 1059-1077.
Barzani, S. H. H., Barzani, I. H. A., and Meena, R. S. (2022). Investigating Kurdish EFL students’ attitudes towards the
use of authentic materials in learning English. Canadian Journal of Language and Literature Studies, 2(1), 1-13.
Brown, D. B. (2014). Mixed methods research for TESOL. Edinburgh: Edinburgh University Press.
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford university press.
Febrina, W. (2017). Authentic vs non-authentic materials in teaching English as a foreign language (EFL) in Indonesia:
Which one matters more. Proceedings of the Asian Conference on Education, Australia (pp. 731-742). https://papers.iafor.org/wp-content/uploads/papers/ace2017/ACE2017_38649.pdf
Floris, F. (2008). Developing English for general academic purposes (EGAP) course in an Indonesian university. K@ta,
(1), 53-62.
Gebhard, Jerry G, (2006). Teaching English as a foreign or second language. USA: The University of Michigan.
Gunduz, N., Ozcan, D., and Uzunboylu, H. (2017). The influence of authentic materials on the students listening ability
in EFL classes. Ensayos: revista de la Escuela Universitaria de Formación del Profesorado de Albacete.
Hamouda, A. (2020). The perspectives and effectiveness of authentic materials in
listening comprehension of Saudi university students. British Journal of Education. 8(3), pp.41-75.
Harmer, J. (2015). The practice of English language teaching (5th edition). Pearson Education Limited: England.
Huda, M. (2017). The use of authentic materials in teaching English: Indonesia teachers’ perspective in EFL classes.
International Journal of Social Sciences, 3(2), pp.1907-1927.
Hussein, N. O., and Elttayef, A. I. (2018). The effect of using authentic materials on developing undergraduate EFL
students' communicative competence. 47, pp. 12-20, Journal of Literature, Languages and Linguistics.
Jordan, R. R. (1997). English for Academic Purposes: A Guide and Resource for Teachers. Cambridge. Cambridge
University Press.
Kılıç, Z. V. and İlter, B. G. (2015). The effect of authentic materials on 12th grade students’ attitudes in EFL Classes.
International Association of Research in Foreign Language Education and Applied Linguistics ELT Research Journal, 4(1), pp. 2-15.
Krashen, S. (1985). The input hypothesis: Issues and implications. London: Longman
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon Press Inc.
Mohammad, S. G., Abdel-Haq, E. M., and Al-Hadi, T. M. (2018). Using authentic materials for
vocabulary acquisition among EFL students. Journal of Faculty of Education, Benha University, 29(116), 171-197.
Mousavi, S. A., and Iravani, H. (2012). The effect of authentic versus non-authentic aural materials on EFL learners'
listening comprehension. English language and literature studies, 2(1), 21.
Nunan, D. (1992). Research methods in language learning. NY: Cambridge University Press.
Nuttall, C. (1982). Teaching reading skills in a foreign language. London: Heinemann.
Omar, F. R. and Mekael, H. F. (2020). Investigating EFL teachers' attitudes towards the use of authentic materials in
teaching English in Iraqi Kurdistan Region. European Scientific Journal,16(23).
Riddell, D. (2010). Teach English as a foreign language: Teach Yourself: eBook. Hachette UK.
Ruth, A., Wutich, A. and Bernard, H. R. (2023). The handbook of teaching qualitative and mixed research methods: A
step-by-step guide for instructors. New York: Routledge
Sabet, M. K., and Mahsefat, H. (2012). The impact of authentic listening materials on elementary EFL learners’
listening skills. International Journal of Applied Linguistics and English Literature, 1(4), 216-229.
Schmitt, N. (2000) Vocabulary in language teaching. Cambridge University Press, Cambridge.
Scrivener, J. (2005). Learning teaching (Vol. 2). Oxford: Macmillan.
Shaikh, G. (2023). Interviews. In a quick guide to research methods for dissertations in education, Parrish, A. and
Shaikh (Eds.), G. pp. 9-21. Great Britan: Bloomsbury Academic.
Thornbury S. (2017). The new A-Z of ELT. London: The UK.
