Exploring The Effect Of Authentic Foreign-language Material On Learners’ Emotional Motivation

Abstract

Learning is a process that involves negotiation of content between learners and their teachers. Since both participants are human beings, it is crucial to acknowledge their affective responses to content. One of the most studied notions in educational psychology is motivation. Therefore, the impetus behind the current study is to explore the effect of authentic teaching material on learners’ emotional motivation. To achieve this, the study employed a triangulation method that a teacher interview, classroom observations and a questionnaire. The teacher-addressed interview was conducted with 10 secondary-school English teachers in the province of Aflou, a city situated in central Algeria, about 400 Km to the south of Algiers the capital. Conversely, the remaining instruments were administered in the regions of Djelfa and Laghouat. Classroom observations were conducted in secondary schools of both regions, amounting to six sessions in total. The questionnaire was distributed to classes in the same schools and responses were obtained from 120 learners. The instruments collectively focused on collecting data about the learners physical and mental reactions to authentic teaching material on the basis that motivation can be observed in both the behavioural and the emotional changes that learners manifest. Another important aspect was the criteria considered by teachers while selecting authentic materials. The results reveal that the teachers adopt a broader view of authenticity that involves aspects such as real context, cultural relevance, intelligibility and relatability. As a result of incorporating authentic material, the learners’ motivation increases significantly as was visible in both their emotional reactions and high engagement levels.