The Use of EFL Authentic Materials: A Gender-Line University Teachers' Perspective

AbdulRahman Al Asmari, Malik Ajmal Gulzar


The present study attempted to explore the role of authentic materials (henceforth AM) in the interaction of the Saudi EFL university classrooms with an emphasis placed on gender-based analysis of EFL university teachers' classroom practices. Moreover, it introduces the concepts of what define AM, and presents various perceptions of researchers, teachers on their usefulness. To examine this phenomenon, Saudi EFL teachers’ perceptions about the use of authentic materials were investigated to improve English language skills at Saudi EFL university classrooms. After employing a structured questionnaire, the results indicated that Saudi EFL university teachers authenticated the significance of AM for improving language skills of Saudi EFL university students. Also, the results reflected that Saudi EFL teachers showed their preferences for the use of balanced AM and English for Academic Purposes (EAP) textbooks. The findings elicited the meaningful implications for the use of AM especially for the Saudi EFL university students.



Saudi EFL university teachers, beliefs, authentic materials, EAP books, EFL context

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