Teachers’ perceptions of the use of authentic materials in English as a foreign language classrooms

Abstract

The use of authentic materials increases exposure for target learners in foreign-language classroom contexts. However, little is known about how teachers perceive the use of authentic materials in English as a foreign language (EFL) context, such as classrooms in Tanzanian secondary schools. This qualitative case study research explored teachers’ perceptions of the use of authentic materials in EFL. The study was conducted in the Kilimanjaro region of Tanzania, specifically in the Moshi District Council. It involved five public lower secondary schools to represent the context in which most secondary school students in Tanzania learn EFL. Specifically, the study involved 20 teachers teaching the English language subject, from Form One to Four. Data were generated through in-depth semi-structured interviews. The findings revealed that teachers had positive perceptions of the use of authentic materials, as they enhance students’ understanding of the subject matter, long-term memory retention, linking the classroom to the real world, and motivation to learn. It also reports on challenges such as a lack of institutional support and inadequate training for EFL teachers. The findings have implications for improving English language teaching, teacher training and instructional practices in the country.