Please enable JavaScript.

Coggle requires JavaScript to display documents.

How does the use of authentic materials impact the EFL learning process…

- - - - This article supports our reserach, because it provides ideas based on a real study conducted at a private university in Colombia, regarding the relevance of developing and implementing contextualized EFL materials and how those materials could foster a more equitable, inclusive, and respectful future society, whose individuals recognize and value their own culture, and respect cultural diversity. The study is focused on EFL textbooks because the author considers that in the educational context, textbooks of all major fields of knowledge “play a fundamental role in the teaching and learning processes”.
  - - - This article is useful to our research because it provides concrete results from various studies worldwide on the use of authentic material in ESL/EFL classrooms and its influence on student performance. In this way, we can gain a broader and more comprehensive understanding of the advantages and challenges posed by the development and use of authentic material.
  - - - This article is suitable to support our research because it presents the results of a study that utilizes authentic material to enhance the listening comprehension of EFL learners. We consider it important because the listening skill often has fewer resources for activity development and relies mainly on artificial conversations that can be dull and repetitive for students. The study concludes that the use of authentic material, such as songs, has a significant effect on student's performance in this skill and promotes the use of language communicatively in the real world.
- - - - This article covers several important concepts when implementing a critical thinking approach with EFL students, from the conception of what "critical thinking" means, its application, and the challenges posed by this approach for both students and teachers. The study incorporates ideas and definitions from various authors, as well as responses from teachers at different universities in Libya who participated in the survey conducted for the study. Among various findings, the study concludes that the literature provides strong evidence supporting the successful integration of critical thinking in EFL classroom instructions and for recognizing language learners' criticality and language competence. This is valuable for our research because it provides a broader understanding of how critical thinking development is promoted in students and also outlines some interesting activities for fostering critical thinking in the language classroom.
  - - - This article is useful for our research because, through a critical review of the literature, it suggests there is a high positive correlation between learners’ critical thinking skills and their language proficiency gains. In addition, it describes ways to improve English language teaching by incorporating critical thinking in three major areas, one of them talks about language learning materials that incorporate critical thinking, and we consider that it integrates this construct with authentic materials. The article suggests seeing student’s critical thinking development as a language pedagogical approach.
  - - - The results obtained from this research study are useful for our research Project because they represent a first step toward a more thorough comprehension of critical thinking in the context of EFL and explore how factors such as self-efficacy, learner personality, and learner anxiety affect the critical thinking of EFL learners. It's important to note that these factors often interact, and the impact on critical thinking can vary from individual to individual. Moreover, educational environments, teaching methods, and the specific context of critical thinking tasks also play a role in shaping the relationship between these factors and students' ability to think critically.