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Journal articles on the topic 'Authentic classroom'

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

Lowe, Kevin B. "The authentic classroom." Journal of Management & Organization 25, no. 03 (2019): 445–52. http://dx.doi.org/10.1017/jmo.2019.41.

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AbstractA panel of eight leadership scholars was convened to participate in a panel at the 20th International Leadership Association Conference to discuss the benefits and the pitfalls of applying authentic leadership theory to the classroom setting. Inspired by Ken Parry's masterful teaching and the authenticity that he displayed in the classroom, this paper provides an overview of the panel's discussion as they grappled with the attractions, the challenges and the risks that are posed to both teacher-scholars and student-scholars in bringing their full selves into the classroom.

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Hadjioannou, Xenia. "Bringing the Background to the Foreground: What Do Classroom Environments That Support Authentic Discussions Look Like?" American Educational Research Journal 44, no. 2 (2007): 370–99. http://dx.doi.org/10.3102/0002831207302173.

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Authentic discussions are dialogically oriented classroom interactions where participants present and consider multiple perspectives and often use others’ input in constructing their contributions. Despite their instructional effectiveness, authentic discussions are reportedly rare in classrooms. This qualitative case study examines the features of the environment of a fifth-grade classroom community where authentic discussions were frequent. The examination used recorded class sessions, interviews, and field notes to identify seven aspects of the classroom environment that appeared to be esse

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Block, David Martin. "Authentic video and classroom observation." System 21, no. 1 (1993): 49–67. http://dx.doi.org/10.1016/0346-251x(93)90006-3.

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Tursunboevna, Nematova Zebo. "THE USEGE OF AUTHENTIC MATERIALS IN THE LANGUAGE CLASSROOM." International Journal Of Literature And Languages 03, no. 02 (2023): 68–73. http://dx.doi.org/10.37547/ijll/volume03issue02-13.

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Teaching with authentic materials has been a hot topic in the English teaching industry for quite some time. With the dawn of easy and widespread internet access, students are exposed to a large number of authentic English texts and resources online. Many of our learners now also work in multi-cultural and multi-national companies or study abroad. The article create the need for students to be able to understand a variety of authentic English sources. In this article we will show you how to help your students develop the skills needed to understand and react to authentic texts.

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Kelly, Sean, Andrew M. Olney, Patrick Donnelly, Martin Nystrand, and Sidney K. D’Mello. "Automatically Measuring Question Authenticity in Real-World Classrooms." Educational Researcher 47, no. 7 (2018): 451–64. http://dx.doi.org/10.3102/0013189x18785613.

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Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve teaching effectiveness and consequently student achievement. Unfortunately, current methods to measure question authenticity do not scale because they rely on human observations or coding of teacher discourse. To address this challenge, we set out to use

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Albert, Joseph F., and Kaitlin Vadla. "Authentic Leadership Development in the Classroom." Journal of Leadership Education 8, no. 1 (2009): 72–92. http://dx.doi.org/10.12806/v8/i1/ab2.

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Walker, Michelle. "Authentic Assessment in the Literature Classroom." English Journal 86, no. 1 (1997): 69. http://dx.doi.org/10.2307/820786.

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Walker, Michelle. "Authentic Assessment in the Literature Classroom." English Journal 86, no. 1 (1997): 69–75. http://dx.doi.org/10.58680/ej19973323.

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Downing, Megan. "Authentic Classroom Leaders: The Student Perspective." Journal of Leadership Education 15, no. 1 (2016): 178–80. http://dx.doi.org/10.12806/v15/i1/i2.

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Tway, Eileen. "The Resource Center: Authentic Classroom Interaction." Language Arts 66, no. 2 (1989): 201–5. http://dx.doi.org/10.58680/la198924864.

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Schaffalitzky, Caroline. "What makes authentic questions authentic?" Dialogic Pedagogy: An International Online Journal 10 (February 8, 2022): A30—A42. http://dx.doi.org/10.5195/dpj.2022.428.

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In some approaches to dialogic pedagogy research, authentic questions have long attracted attention, since the prevalence of authentic questions has been used as an indicator of the dialogic quality of classroom activities. However, this article offers an analysis of the concept of authentic questions in the research literature and shows that this concept is less clear than is commonly assumed. For instance, descriptions and definitions offered are very heterogeneous even within particular studies, and classifications of authentic questions vary across research literature. The analysis identif

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Dejaynes, Tiffany, and Alicia Ciocca. "Reimagining Research." English Journal 114, no. 4 (2025): 115–17. https://doi.org/10.58680/ej20251144115.

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Elrod Whitney, Anne. "Keeping It Real: Valuing Authenticity in the Writing Classroom." English Journal 106, no. 6 (2017): 16–21. http://dx.doi.org/10.58680/ej201729176.

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Thomas, M'Balia. "The Everyday Creativity of Authentic Classroom Assessments." LEARNing Landscapes 14, no. 1 (2021): 393–407. http://dx.doi.org/10.36510/learnland.v14i1.1039.

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This paper examines the everyday creativity embedded within authentic classroom assessments. While not all authentic assessments are necessarily creative (i.e., novel, innovative, and contextually appropriate), I demonstrate everyday creativity in two authentic classroom assessments I have adopted in my TESOL courses. In revealing the everyday creativity of these tasks, and in light of their desired learning outcomes, I seek to demystify the role everyday creativity can play in student demonstrations of knowledge and skill.

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Rusmawaty, Desy, Haryanto Atmowardoyo, Arifuddin Hamra, and Nurdin Noni. "Teachers’ Beliefs of Authentic Materials for Teaching Reading in Indonesian EFL Classrooms." Journal of Language Teaching and Research 9, no. 3 (2018): 608. http://dx.doi.org/10.17507/jltr.0903.21.

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It is believed that authentic reading materials can link students to contextual use of English, as they can improve students’ communicative and cultural competences. Related to point, this is very important to highlight the investigation on teachers’ beliefs about authentic reading materials as it is reflected through the teachers’ expectation and how they manifest them in classroom practices. This is a case study of four teachers who teach English at public senior high school in Samarinda, East Kalimantan. The study explores the beliefs of these teachers about authentic reading materials in t

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Knight, Rupert. "Really Saying Something? Speaking Up for Authentic Classroom Talk." FORUM 65, no. 1 (2023): 98–107. http://dx.doi.org/10.3898/forum.2023.65.1.12.

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Pupils' talk within classrooms has recently seen a renewed focus of attention, usually under the banner of oracy. Much of the justification at policy level seems to stem from a 'levelling-up' agenda, based on oracy's distinctive contribution to enhancing opportunity through developing pupils' communicative competence with benefits for employability and attainment. Worthy and well-founded as these aspirations are, this article seeks to reassert, alongside them, the potential of oracy also to promote pupils' authentic voices and involvement in their own learning. Some criteria for avoiding 'voic

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Farrugia, Adrian, Kate Seear, and Suzanne Fraser. "Authentic advice for authentic problems? Legal information in Australian classroom drug education." Addiction Research & Theory 26, no. 3 (2017): 193–204. http://dx.doi.org/10.1080/16066359.2017.1343823.

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Abdykhalykova, A., and A. Kakimova. "Transforming foreign language classroom using authentic podcasts." BULLETIN of the L.N. Gumilyov Eurasian National University. PEDAGOGY. PSYCHOLOGY. SOCIOLOGY Series 123, no. 2 (2018): 23–27. http://dx.doi.org/10.32523/2616-6895-2018-123-2-23-27.

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Bakhadirovna, Mirkasimova Madina. "Choosing authentic materials for the english classroom." ACADEMICIA: AN INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL 11, no. 2 (2021): 1036–38. http://dx.doi.org/10.5958/2249-7137.2021.00500.0.

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Royer, Karen. "Summative Authentic Assessment in the French Classroom." Clearing House: A Journal of Educational Strategies, Issues and Ideas 69, no. 3 (1996): 174–76. http://dx.doi.org/10.1080/00098655.1996.10114307.

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Cranton, Patricia. "Fostering authentic relationships in the transformative classroom." New Directions for Adult and Continuing Education 2006, no. 109 (2006): 5–13. http://dx.doi.org/10.1002/ace.203.

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Anam, Khoirul, Ahmad Munir, and Syafiul Anam. "Teachers’ Perception about Authentic Materials and Their Implementation in the Classroom." IJET (Indonesian Journal of English Teaching) 8, no. 1 (2019): 1–8. http://dx.doi.org/10.15642/ijet2.2019.8.1.1-8.

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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

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Et al., Avilova Khalida Nabijanovna. "Creating Authentic Reading Materials for EFL Learners In Uzbekistan." Psychology and Education Journal 58, no. 1 (2021): 2730–42. http://dx.doi.org/10.17762/pae.v58i1.1157.

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Reading skill plays an important role as it is an indispensible tool in majority language classrooms. Selection and development of EFL (English as a Foreign Language) reading materials relevant to local context must be carefully done by the teachers, because every internet resource or course book may not be appropriate in all classrooms. This paper gives an overview about reading material development and the selection of authentic materials for designing reading tasks in the English as a foreign language classroom in Uzbekistan. It also looks for theories which support the efforts in developin

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Liu, Hui, and Hu Dong. "Authentic Language Models and Authenticity in the Foreign Language Classrooms." Journal of Educational Research and Policies 6, no. 8 (2024): 61–66. http://dx.doi.org/10.53469/jerp.2024.06(08).13.

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The selection of discourse materials is an important part of the English textbook development process. It is essential to select discourse materials that have potential curricular value and are consistent with the characteristics of the English language discipline. Both authentic and artificial language models play a role in English language learning, but in general authentic language models are not used enough. The use of authentic materials in the classroom can be a useful tool to motivate students and enhance their interest and motivation in learning. When used properly in real-life learnin

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Alisherovna, Khodjayeva Nodira. "THE USAGE OF AUTHENTIC MATERIALS IN TEACHING A FOREIGN LANGUAGE." International Journal Of Literature And Languages 03, no. 05 (2023): 16–19. http://dx.doi.org/10.37547/ijll/volume03issue05-04.

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The subject gives general data about authentic materials and their powerful use in classrooms. There are various definitions for authentic materials, however, they do share something. Every one of the definitions features the way that authentic materials imply “exposure to genuine language and its utilization in its local area”. “Authentic materials will be materials that we can use in the classroom and that poor person been changed in any capacity for ESL learners”. Because of the explores completed and the studies directed it has come out that there are many benefits in utilizing real materi

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Sandoval, Jennifer. "Connection Over Correction: Engaging Students in Conversational Commitments for Effective Communication Across Difference and Difficulty." Journal of Communication Pedagogy 5 (2021): 31–39. http://dx.doi.org/10.31446/jcp.2021.2.06.

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In light of a national reckoning with racism in the U.S., many instructors are assessing their own pedagogical practices with regard to handling these topics in their classrooms. In developing my authentic teaching philosophy over the course of 18 years, I have adapted many practices I used in my prior career in dispute resolution. To clarify, I center classroom engagement around what Hart (2007) describes as “a pedagogy of interiority.” Classroom engagement focuses on connection rather than correction as we help students develop their “authentic inner potentials” (p. 2). I regularly challenge

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Kodirova, Shakherizode S. "USING AUTHENTIC MATERIALS IN ELT IN THE PROCESS OF CONTINUOUS EDUCATION." CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 02, no. 12 (2021): 71–74. http://dx.doi.org/10.37547/philological-crjps-02-12-15.

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The present article considers the peculiarities of using authentic materials in teaching English. Additionally, given the advantages and disadvantages of using authentic materials in FLT. Reasons to opt for real-world materials rather than classroom ones are analyzed deeply. Being able to use English outside the classroom, using real-world materials is important. It gives students the opportunity to know how English is in the real world. In this study, the positive effects of using authentic materials to enhance students' communicative competence are scientifically proved.

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MASONI, LICIA. "From EFL classroom language to classroom lexicon: Importing formulaic story language into teacher talk." Glottodidactica. An International Journal of Applied Linguistics 46, no. 2 (2020): 123–41. http://dx.doi.org/10.14746/gl.2019.46.2.08.

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This paper reports on a language activity carried out in an Italian University with student teachers attending a primary education course. The activity was designed to train them to use authentic children’s picturebooks as a source for EFL language learning. It consisted of identifying and ‘noticing’ (Mackey 2006) multiword expressions and ready-made utterances in a number of authentic picturebooks and simulating instances of weaving the picturebook language into the fabric of daily classroom talk. Following the activity, the students wrote individual pieces of reflective writing describing th

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Arianie, Masita. "Authentic Material and Interactive Activities in EFL Classroom." ENGLISH FRANCA : Academic Journal of English Language and Education 1, no. 2 (2017): 115. http://dx.doi.org/10.29240/ef.v1i2.289.

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Abstract  Actively engaging EFL learners in the classroom will help them think more deeply about the course content, bring additional energy to the classroom, and help identify the extent to which they may be struggling with the material. Yet, some teachers of English are having problem to engage students’ attention. Incorparating authentic material and interactive activities such as jigsaw reading and group discussion can be alternative ways to deliver the materials.The purpose of this paper is to highlight interactive activities which can motivate students and increase their inte

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Potočnik Topler, Jasna. "Using authentic materials for students of tourism in Slovenia: English language acquisition for students of the Faculty of Tourism of the University of Maribor." ExELL 2, no. 2 (2014): 104–15. http://dx.doi.org/10.1515/exell-2016-0005.

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Abstract The article examines the process of teaching English for specific purposes at the Faculty of Tourism of the University of Maribor, Slovenia using coursebooks and authentic supplementary materials. The survey has shown that the students of the Faculty of Tourism prefer supplementary authentic materials to coursebooks because they find them sufficiently interesting or challenging. Specially designed classroom materials that are put into the Moodle by the teacher also offer opportunities for various activities in lesson planning for teaching, listening, speaking, reading and writing. Ano

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Sari, Yeni Novita, Risnawati Risnawati, and Zelvia Liska Afriani. "The Authentic Assessment Based on Curriculum 2013 Carried by EFL Teacher." Jadila: Journal of Development and Innovation in Language and Literature Education 1, no. 3 (2021): 377–88. http://dx.doi.org/10.52690/jadila.v1i3.124.

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In 2013 curriculum that is a new technique to students assessment. It is know as called authentic assessment. The purpose of this study is to describe the ability of English teachers at SMAN 04 Kota Bengkulu in applying authentic assessment in classroom learning activities. This research is a descriptive qualitative research. Researcher used three instruments, namely interview, observation, and documentation in collecting data. The English teachers at SMAN 04 Kota Bengkulu are already quite good at applying authentic assessment in English learning Activities. Application of authentic, the rese

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Zhambylkyzy, M., and O. V. Molotovskaya. "Authentic materials in teaching English." Bulletin of L.N. Gumilyov Eurasian National University. PHILOLOGY Series 136, no. 3 (2021): 138–47. http://dx.doi.org/10.32523/2616-678x-2021-136-3-138-147.

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This article provides general information about authentic materials andtheir use in a foreign language classroom. It does so by giving a brief overview of theconcept of authentic materials and discussing core problems that impede a wide use ofauthentic materials in a classroom. English language teachers find them timeconsuming for planning a lesson and avoid using authentic materials because theycontain complex language structures. Further, the paper goes on with a literatureand historical overview and describes different approaches to the definition of theterm ‘authentic materials. The articl

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Butterworth, Carina. "Applied Authentic Assessment in Engineering Technology Courses for Academic Integrity." Canadian Perspectives on Academic Integrity 4, no. 2 (2021): 77. http://dx.doi.org/10.55016/ojs/cpai.v4i2.74230.

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Teamwork and individual work within the classroom and in the online environment have seen a shift in how students engage in course materials and in how the material has been delivered to the students. Individualizing projects has become a way to both engage the student and to harness their strengths which results in improved adherence to academic integrity policies. This presentation will discuss my experience in developing, implementing and creating authentic assessments in my classroom to promote healthy academic integrity activities in the engineering technology discipline; and ending with

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Mardjuki, Moch Said. "English Teachers’ Perception on the Use of Authentic Assessment in 2013 Curriculum." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 2, no. 2 (2018): 151. http://dx.doi.org/10.21093/ijeltal.v2i2.95.

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Authentic assessment in 2013 Curriculum leads the students to be autonomous learner and become higher order thinking. However, the English teachers prefer to use non-authentic than authentic assessment. This study seeks to find out how English teachers use the authentic assessment in the classroom and the barriers and the way the English teachers solve the problems in conducting authentic assessment. Interview was used to find out of five postgraduate English education students at a university in Bandung used authentic assessment in the classroom. Authentic assessment can encourage the English

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Hamidah, Fitria Nur, and Friska Nabilla Pinkan. "PROJECT-BASED LEARNING IN THE LANGUAGE CLASSROOM: ENGAGING LEARNERS IN AUTHENTIC LANGUAGE USE." TRANSFORMATIONAL LANGUAGE LITERATURE AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) 2, no. 1 (2023): 29–34. http://dx.doi.org/10.55047/transtool.v2i1.1371.

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Project-based learning is a valuable instructional approach that can promote the simultaneous development of language, content, and skills in academic EFL classrooms. By enabling students to engage in real-world projects, this approach not only transforms the dynamics of the classroom but also empowers learners to take ownership of their learning experiences, ultimately fostering higher levels of academic literacy and critical thinking skills in language acquisition. This study explored the impact of project-based learning on language skills and academic performance in ESL classrooms. The rese

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Orooq, Ghuson, and Anwar Hussein-Abdel Razeq. "Use of Authentic Materials in English as a Foreign Language Classrooms: Challenges, Reasons, Types and Frequency." Journal of Educational Sciences 20, no. 20 (2022): 161–75. http://dx.doi.org/10.29117/jes.2022.0092.

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This descriptive analytical research study investigated English as a foreign language teachers’ attitudes towards the use of authentic materials in their classrooms, reasons for using authentic materials, challenges in using authentic materials, types of authentic materials they use and how often they use such materials. The participants of the study consisted of all 63 grade ten English as a foreign language teachers in one of the school districts in Palestine. The researches collected both qualitative and quantitative data. Qualitative data were collected through open-ended questions that as

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Umaraliyeva, Munojat Mashrabovna, and Omina Aliyevna Bozorboyeva. "USING AUTHENTIC MATERIALS IN AUTONOMOUS LEARNING A FOREIGN LANGUAGE." GOLDEN BRAIN 1, no. 15 (2023): 44–49. https://doi.org/10.5281/zenodo.8008287.

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<em>The use of authentic materials in autonomous learning of a foreign language has become increasingly popular due to its numerous benefits. Authentic materials refer to real-life language materials, i.e., materials that are designed for language use in real situations outside the classroom. This article argues that learners who are exposed to authentic language materials can develop their language skills more effectively and efficiently than traditional classroom learning. Furthermore, this paper will examine some of the challenges associated with using authentic materials and explore strate

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Hegelheimer, Volker, and Dustin Tower. "Using CALL in the classroom: Analyzing student interactions in an authentic classroom." System 32, no. 2 (2004): 185–205. http://dx.doi.org/10.1016/j.system.2003.11.007.

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Ayubi, Shalehuddin Al, Dian Erlina, and Deta Desvitasari. "English Teachers’ Perception on the Use of Authentic Assessment in EFL Classroom at MA Al-Fatah Palembang." Jadila: Journal of Development and Innovation in Language and Literature Education 2, no. 1 (2021): 73–87. http://dx.doi.org/10.52690/jadila.v2i1.185.

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The aims of the study is aimed to find out English teacher’s perception on the use of authentic assessment and it’s difficulties in EFL classroom. The approach of this study used a qualitative research. One of the qualitative research designs applied in this study was case study design. The participant of this study two of the English teachers of MA Al-Fatah Palembang. The data were collected through interview. The results of this study showed that the use of authentic assessment in EFL classroom at MA Al-Fatah Palembang is very helpful by the teachers in learning process. This research findin

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Bin Abdul Aziz, Muhammad Noor, and Nurahimah Mohd Yusoff. "Improving Process Writing with the Use Authentic Assessment." International Journal of Evaluation and Research in Education (IJERE) 5, no. 3 (2016): 200. http://dx.doi.org/10.11591/ijere.v5i3.4539.

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<p>The paper discusses on how process writing is improved with the use of authentic assessment in an English Language classroom. Eleven primary school children from Year 4 in a rural school in Sabah are the participants of the study. Data were collected by observing them during the English Language lessons and at the end of the series of observations, an interview session was conducted. The results of the study revealed thatusing authentic assessment to assess young learners’ writing skills is beneficial and effective in helping them to write better in the English Language classroom. The

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Islam, Muhammmad Reazul. "Literature in EFL/ESL Classroom: Integrating Conventional Poetry as Authentic Material." International Journal of Language and Literary Studies 4, no. 3 (2022): 312–28. http://dx.doi.org/10.36892/ijlls.v4i3.1052.

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The paper aims to explore how poetry and poetic devices function as authentic sources and as required materials for teaching and learning English as a second language or a foreign language. It affirms that different modes of poetry, for example, tongue twisters, children's rhymes, sonnets, short and long poems, etc., can be stimulating, appealing, and above all, the natural material to the EFL/ESL classrooms. Through an interactive and integrated teaching approach, the paper intends to promote and motivate learners and teachers to use poetry as a functional source of literature for teaching En

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Azizah, Rizki, Muaamaroh, and Mauly Halwat Hikmah. "PRACTICE AND CHALLENGES ON AUTHENTIC ASSESSMENT OF EFL YOUNG LEARNER’S WRITING SKILLS." Holistik Analisis Nexus 1, no. 8 (2024): 17–26. http://dx.doi.org/10.62504/nexus830.

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Young learners’ English writing skill in EFL classroom setting is as essential to take into consideration as other English skills. For ensuring the progression-making, in term of monitoring the level of achievement, the authentic assessment offers various advantages that should not be taken for granted. This study aimed at investigating, 1) the assessment practice in the classroom, 2) the effectiveness of authentic assessment practice for assessing writing skill, and 3) the challenges of the practice. This study was a descriptive case study. The population of the study encompassed 31 learners

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Schwartz, Sydney L. "Early Childhood Corner: Authentic Mathematics in the Classroom." Teaching Children Mathematics 1, no. 9 (1995): 580–84. http://dx.doi.org/10.5951/tcm.1.9.0580.

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Sianna, Sianna. "Teaching Writing with Authentic Video in EFL Classroom." ELS Journal on Interdisciplinary Studies in Humanities 1, no. 4 (2018): 448–58. http://dx.doi.org/10.34050/els-jish.v1i4.5395.

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This study focuses its investigation on the effectiveness of authentic video in improving the students’ writing skill. The participants were 42 (22 for the experimental group and 20 for the control group) second semester students majoring in English Education Department at Universitas Muhammadiyah Parepare. A quasi-experimental method with two pretest-posttest group design was applied to gain the data. In the process of using the video, there were some types of video used such as documentary, educational video, tutorial video, news, and entertainment video. Those were assumed as videos that sh

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Lopez, Tará Burnthorne, April Field Kemp, and Russell McKenzie. "Building authentic intercultural awareness in the business classroom." Journal of International Education in Business 12, no. 2 (2019): 198–211. http://dx.doi.org/10.1108/jieb-11-2018-0054.

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Purpose This paper aims to illustrate a useful classroom exercise that addresses this challenge. International experiences help university students develop global cultural awareness and better understand culture’s impact on decision-making. As more companies grow their global operations, they seek students with global competency (Eaton and Kleshinski, 2014). However, less than 7 per cent of US university students have basic cultural intelligence according to Lopes-Murphy (2014). This presents faculty with the significant challenge of developing students’ global competency within the walls of t

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Gooda, Theresa. "Situating students as authentic writers outside the classroom." English in Education 53, no. 1 (2019): 77–86. http://dx.doi.org/10.1080/04250494.2019.1579614.

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Foster, Stuart J., and Charles S. Padgett. "Authentic Historical Inquiry in the Social Studies Classroom." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 6 (1999): 357–63. http://dx.doi.org/10.1080/00098659909599425.

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Murugavel, T. "Review: Using Authentic Video in the Language Classroom." ELT Journal 59, no. 1 (2005): 80–82. http://dx.doi.org/10.1093/elt/cci014.

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Yusuf, Keezrawati. "Motivation to Read Authentic Narrative Texts: A Focus on Pre-University Students in an ESL Class." Journal of Cognitive Sciences and Human Development 8, no. 2 (2022): 44–53. http://dx.doi.org/10.33736/jcshd.4505.2022.

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Abstract:

       Second Language (L2) instructors often use authentic text, although it is designed for real-world communication among speakers of a target language. However, it is criticised for being too complex for L2 learners. This study explores the level of acceptance of 85 pre-university students of authentic narrative text in their ESL lessons and the factors that influence their reading motivation. The quantitative data were collected using a 9-item questionnaire. The findings show that the students had a high acceptance of reading authentic narrative t

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Newell, Christine, and Chase Orton. "Classroom Routines: an Invitation to Discourse." Teaching Children Mathematics 25, no. 2 (2018): 94–102. http://dx.doi.org/10.5951/teacchilmath.25.2.0094.

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