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Exploring EFL Teachers’Perceptions, Practices and Challenges of Teaching

Reading Skills through Authentic Texts
Netsanet Haymanot Belete1
Email: netsanethaymanot@gmail.com
Injibara University, Injibara, Ethiopia
Minwuyelet Andualem Desta2
Email:minwuye2008@gmail.com.
Debre Tabor University, Debre Tabor, Ethiopia
Sualih Mussa (PhD)3
Email: tagelesualih@gmail.com

Debre Markos University, Debre Markos, Ethiopia

Abstract- This study was conducted to assess the perceptions, practices and challenges of EFL teachers
of teaching reading skills through authentic texts in EFL classes at Addis Kidam, and TililiPreparatory
School, Awi Zone. In doing so, descriptive survey design that contains mixed methods approach of data
collection and analyses was employed. Observation, questionnaire and interview were used to collect the
data. To conduct this study, 32 grade 11thstudents were selected using simple random sampling to fill
questionnaire. Six EFL teachers were also selected using comprehensive sampling for both observation
and interview. The study revealed that EFL teachers perceived that authentic texts are undoubtedly
important to facilitate the students reading classes, but they were limited and didn’t go further in using
authentic texts meaningfully; sometimes they skipped authentic texts by ordering the students to read by
their own. The study also revealed that difficulty level of the authentic texts and their tasks, unfamiliarity
of the culture on texts, length of texts, vague instructions of tasks, inability to modify the authentic texts,
skipping the authentic texts, lack of students’ interests towards authentic texts, lack of reading experience,
lack of background information about the texts and students’ limited vocabulary were the major
difficulties that highly hindered the proper use of authentic texts to teach reading in EFL classes. To
alleviate such difficulties, EFL teachers should practice authentic texts interactively for the purpose of
students’ reading improvements.
Keywords: Authentic Texts; Reading Skills; Perception; Practice
1. Introduction
For ESL/EFL learners, acquiring a foreign language implies developing several skills in the
target language which sometimes can be challenging for learners, especially when they are
exposed to real life situations of communication. If the final goal of learning foreign language is
to be competent in the target language and use it in real life situation, teacher and learners should
exercise authentic texts in the class room. Using authentic texts in the class room can be a useful
tool to motivate learners and make them feel comfortable when they use the foreign language. In
this sense, Nuttall (1996) as cited in Nădra (2016: 1) argue that “authentic text can be motivating
because the language is used for real life purpose by real people.”

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According to Kazemi et al (2014), in the 1970s communicative approaches to language teaching

encountered with a need to develop students’ English language skills for the real world with
authentic texts. Ethiopian National Agency for UNESCO (2001, p, 14) states that “Learners will
create an atmosphere of real-life situations and form social interaction in the classroom, so as to
solve their problems through communication.” Teachers, therefore, must stimulate the classroom
by implementing authentic texts. “Scholars argue that the usage of authentic texts helps to
bridge the gap between the classroom knowledge and the students’ capacity to participate in the
real-world events” (Kazemi et al (2014:155). Alonson (2011) also notes that one of the main
reasons for using authentic texts is that they connect the classroom to the outside world and bring
reality into the artificiality of the classroom. Even if the classroom is not a real-life situation,
authentic texts have a very important place within it. Learners can benefit from the exposure to
real language being used in a real context rather than the exposure to the artificial language of
the textbooks. Another reason of preferring authentic texts is their cultural content aspect.
Because these texts are prepared for native speakers, they reflect the details of everyday life in a
culture, as well as its societal values.
While many researchers are quick to point out the extensive benefit of implementing authentic
texts in ESL/EFL classroom in relation to acquiring target language, there are many other
researchers and practitioners who are against the use of authentic texts in EFL/ESL class room.
Martinez (2002) notes that authentic texts might be culturally biased. It is because most EFL
learners have different cultural background with the target language. This may lead to
confusion and misunderstanding since the learners are not fully aware of the cultural differences.
Both teachers and students may find cultural exposure in the materials is worrisome. There are
some culture and habit in the target language which may not be appropriate and familiar
in other cultures. If the learners are being exposed to new cultures, the cultural change may likely
to happen. Similarly, Guariento and Morley (2001) argue that the materials given in the EFL
classroom are genuine and delivered without any editing process. As a result, there will be many
unfamiliar words which may be too hard for the English as a Foreign Language (EFL) learners.
This leads to frustration and confusion on the learners.
Although the above scholars argue against, currently many countries use communicative
language teaching approach language use, function and form. This creates a great opportunity to
implement authentic texts while language is functional. Pandian and Zohoorian (2011) state that
in communicative language teaching there appeared a change in focus from English as a system
to be studied to English as a means of communication and applying real life situation through
authentic texts. Despite this fact, authentic texts in comparison to the other ELT materials in
language teaching have been given less emphasis. This neglect of authentic texts in foreign
language seems to have been the causes for difficulty witnessed among learners to find out using
English language properly in expected level: the right word to express their thoughts and
difficulties in understanding written and listening texts.
There are a number of underlying reasons why authentic texts should be implemented in EFL
settings. Ebrahim and Hamidi (2015) state that authentic texts can generate communication
processes while engaging learners in real-life or communication; Authentic materials can
encourage reading for pleasure because authentic texts are likely to contain topics of
interest to learners; authentic texts can also develop the learners’ self-esteem and enhance
motivation on them. One of the chief reasons their proponents state is that authentic materials
can develop the learners’ cultural awareness of L2 because they reflect cultural features of

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the language; Authentic texts can keep students informed about what is happening in the
world, so authentic texts have an intrinsic educational value. Authentic texts can give a sense
of achievement as well.Based on the researcher’s practical experience, there is a general
tendency to depend on contrived materials like textbook and thinking it as the only materials
using in teaching EFL classes. In the textbooks, the texts are often supplied with vocabulary lists,
explanatory comments as well as with fixed questions. The original text can be changed formally
and linguistically to suit the textbook needs. Therefore, the researchers observed the practical
problem in his work place.
Related to this study, there have been many studies carried out in abroad that show the effect of
implementing authentic texts in EFL and ESL classes. Gilmore (2007) conducted a study on
effect of using authentic texts in EFL class and the findings show that teaching English language
with authentic texts of various types and levels and they show overall positive outcomes on
learners in learning the target language and in terms of developing communicative competence.
Ebrahim and Hamidi (2015) also conducted a study on the importance of authentic texts to
facilitate EFL classes. They used descriptive survey research design and they revealed that
authentic texts are very important for sustaining conducive teaching learning processes.Besides,
local researcher Kefyalew (2013) conducted a research about the application of authentic with
task based approach in FEL class on second year college students and the main findings of this
research indicates that using authentic texts like authentic texts, authentic visual materials,
authentic audio materials, authentic electronic materials are more applicable with task based
approach and makes the target language real. Based on the study, to keep up the quality and
function effectively, a frequent assessment and study of the curriculum, the textbooks and the
language teachers would contribute to the quality of education. It also shows that some of the
exercises are not designed for genuine communications; some of the skills are not presented in
the way the learners’ need to practice; and significant numbers of topics and contents are
mismatched with the learners’ interest and culture.
By looking at the above researches, the gaps are clearly observed related to implementing
authentic texts in EFL class and features of authentic texts. The above three studies did not touch
the analysis and implementation of authentic texts regularly and properly. Therefore, the above
researches have gaps of time, scope and subjects. For instance, Kefyalew (2013) did not study on
grade eleven classroom settings, and he mainly focused on the application of authentic texts in
reference to college students via task based instruction. By considering such gaps, the
researchers filled the gap of the study on the analysis of authentic texts and its implementation in
EFL class room in the case of grade eleven English textbook at selected preparatory schools. The
researchers combined the implementation and the challenges of practicing the authentic texts
which are designed in the textbook to teach reading skills in EFL classes. Accordingly,based on
the general objective of the study, the following specific objectives were designed: (A).To
examine the perceptions of EFL teachers towards teaching reading skills through authentic texts
in EFL classes.(B).To assess EFL teachers’ practices of teaching reading skills through authentic
textsin EFL classes.(C).To identify challenges of EFL teachers in teaching reading through
authentic texts in EFL classes.

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2. Methods
2.1. Research Design
The researchers used descriptive survey research design that employed qualitative and
quantitative method of data collection and analysis method since the study was concerned with
describing what was actually being implemented by language teachers to teach reading skills
using authentic texts. This research design was preferred over others because it provides answers
for the questions of who, what, when, where, and how associated with a particular research
problem.
2.2. Population and Sampling Techniques
The participants of this study were all grade eleven English teachers in Addis Kidam and Tilili
preparatory school.There were six grade eleven English teachers, and324 students at the school
who were teaching grade eleven students in 2019/2020academic year. All EFLteachers were
selected as participants by using comprehensive sampling technique for interview and
observation. This is because they are manageable to take a sample as comprehensive. Besides,
among 324 students, by taking 10% of the students, 32 students were taken as sample size for the
study by using simple random sampling technique for questionnaire.
2.3. Instruments
Three instruments were employed to investigate the perceptions, practices and challenges in
teaching reading skills through authentic texts. The instruments wereobservation, questionnaire
and interview.
Observation:Observation was the major tool which can be used to conduct this research.
Classroom observation is mainly used to assess the actual implementation of authentic texts in
EFL classes. The researchers conducted classroom observation and it helps them to gather
primary data by giving them the opportunity to look the actual implementation of authentic texts
in English language teaching and features of authentic texts. Lesson observation is important
because it supplements the questionnaire and interview methods in cross checking if the
respondents implement or not. Throughout the given time, twelve observations were conducted.
Two observations were conducted for each six grade eleven English teachers. Classroom data
provides good information for researcher how teachers implement authentic texts and interact
with their students. The observation checklist was adapted from Methela (2013) to identify
implementation of authentic texts. 10 qualitative observation checklists were designed to assess
EFL teachers’ implementation to teach reading skills through reading skills.
Questionnaire: The purpose of designing and administering questionnaire for grade eleven
students was to collect large data from relatively large participants to get reliable and valid data
for the conclusion. The researchers have prepared both close ended and open ended questions for
grade eleven students at Addis Kidam and Tilili preparatory school. Thus, two types of questions
(close ended and open ended questions) were designed and administered to the
respondents.Close ended questions enabled the researchers to get quick responses whereas the
researchers prepared open-ended questions so as to describe the nature of the problem freely.
The close-ended questions were provided with guided responses as guided responses were easier
to analyze whereas the open ended questions allowed the respondents to express their idea freely
without restriction on the alternatives. It also helped the researchers to collect extra information

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what he had previously asked. The questions were distributed to the sample participants (grade
eleven students), and all of them were collected.
Due to this reason, the researchers prepared questionnaire for 32 grade eleven students who were
selected randomly. For those students, 10 close ended likert scale items and 4 open ended
questions were designed. Those questionnaire was designed in line with the perception,
implementation and challenges of using authentic texts to teach reading skills on grade eleven
English classes. The researchers adapted the questionnaires from Ebrahim and Hamidi (2015).
The researchers have made great modification so as to make the items convenient for their
objectives.
Interview:The aim of interview here is to cross check some unclear items in observation and
questionnaire in which the researchers used it as a triangulation. The researchers conducted face
to face interview with participants. The researchers used semi structured interview to reduce
rigidity of structured interview. The researchers recorded and wrote down note while
interviewing. The participants were all grade eleven English teachers. The interview focuses on
the implementation of authentic texts and their perceptions towards teaching reading through
authentic texts. The interview questions were designed by the researchers.
2.4. Data Analysis
As it was mentioned in chapter one, the objective of this study was to assess the perception,
implementation and challenges of authentic texts to teach reading in EFL classes. More
specifically, mixed methods of data analysis methods were used in this study. For this purpose,
the data was gathered through observation, questionnaire and interview from grade eleven
students and teachers. The data in this study was analyzed qualitatively and quantitatively. The
data gathered from open ended questions, observation checklist and interview were analyzed
qualitatively in descriptive way by using words and sentences. Besides, the data gathered
through close ended questions was analyzed quantitatively by using frequency, and percentage in
numeric ways.
3. Findings
3.1. Analysis of Classroom Observation
Concerning classroom observation sessions, the researchers have analyzed two observation
sessions for each of the six EFL teachers. The researchers have observed six EFL teachers by
using comprehensive sampling in the schools. The frequency of observation sessions was limited
to two times in each EFL teacher since they showed almost similar traits in the classrooms. Since
the classroom observation checklists designed for this study were purely qualitative, the
researcher also analyzed each checklist qualitatively by raising individual EFL teacher’s idea so
as to make generalizations. As observation was major data gathering tool, the researchers also
more focused on this instrument. Not to mention the names of the teachers, the researchers used
pseudo names like T1, T2, T3, T4, T5 and T6 in the classroom observation analysis. Therefore,
the detail analyses of observation sessions were forwarded qualitatively in the following section.
The first checklist asked whether EFL teachers encouraged the students to express their feelings
and opinions and make connections between their own personal and cultural experiences and
those expressed in the texts. Concerning to this item, the researcher observed that some EFL
teachers asked the students to express their feelings, opinions, attitudes, experiences and
thoughts by comparing their own with the text. Even though it was not sufficient, some of them

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encouraged the students to express their personal experiences towards the authentic text. For
instances, T1 and T3 tried to ask the students to express their experiences and feeling towards the
authentic texts. For example, T1 asked the students, “What is your feeling about the poem? What
are the feelings? Say something please.”
In the researchers’ overall observation, he observed only two EFL teachers who asked the
students to express their feelings and experiences about the authentic texts. The remaining 4
(majority of) EFL teachers didn’t ask the students to express their experience and feeling with
respect to the cultures in the authentic texts. Therefore, we can argue that most EFL teachers
were not responsible for asking the students to express their feelings, attitudes and experiences
towards the authentic texts. They didn’t give attention for the students’ experiences and feelings.
Even, there are various questions on the textbook that asked the students to express their feeling,
attitudes and experiences about the authentic texts, but teachers were unable to ask them to do
those tasks. For instances, let’s look at the questions which are related to the students
experiences, attitudes and opinions towards the authentic texts.
• Have you ever stung by the scorpion/snake? (p. 75)
• What would you do if you are stung by the scorpion/snake? (p. 75)
• Do you think you would feel the same if you left home? If not, think of some of adjectives
to describe how you would feel. (p. 156, item 5c)
• Discuss your reaction to this text. Do you like it? Why/why not? (p. 156, item 5d)
Therefore, EFL teachers should have asked at least these questions to assess their opinions,
attitudes and experiences towards the authentic texts. Contrary to this, EFL teachers didn’t
perform such activities that could ignite the students’ interest during the instructional processes.
The second checklist asked whether EFL teachers explained new words, technical terms and
slangs of the reading activities on authentic texts while reading and doing the activities. As the
researcher observed in the classrooms, almost all EFL teachers didn’t show deviant linguistic
expressions in the authentic texts to familiarize them for the students. Actually, there are some
deviant expressions in the authentic texts to be explained, but teachers were unable to touch
deviant expressions which are out of the rules of language. Since most authentic texts were
designed in foreign cultures, teachers needed to familiarize the culture and also the deviations by
showing some unfamiliar expressions for the students. Contrary to this, teachers did which are
only the exercise particularly comprehension questions, and proceeded to the next topic.
In the researchers’ observation experience, only one teacher (T4) explained some unique
(deviant) linguistic features in ‘Leaving Miguel Street’ (p.156) for the students to familiarize. For
example:
• You getting frighten, eh? (Line 8).
• Is a bad sign? (Line 17).
• I know I not going to ever see you in Miguel Street again. (Line 22).
• Why? Because I knock the milk down? (Line 23).
Otherwise, other EFL teachers didn’t explain the deviant linguistic features. Deviant expressions
are found in poems and extracts in the textbook, but teachers didn’t stress on these portions, and
they simply skipped these expressions. The third checklist asked whether EFL teachers
implement authentic texts to teach reading skills in their EFL classroom. This checklist from
observation session was to determine whether teachers implement authentic texts in their EFL

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classroom or not. Based on the data from observation, most EFL teachers did not implement the
authentic texts in meaningful ways. They simply forward the texts and questions for the students
without helping the students to understand the whole texts in advance.
For instance, T4 in session 2 ordered the students to read the text, leaving Miguel street’ and he
finally ordered the students to answer the questions that follow. The teachers did not clarify the
text and the tasks for the students. Similarly, T2 in session 1 presented the poem ‘acoli cooking’
without any linguistic guidance for the students. As a result, students were observed in
challenging situation to understand the poem and answer the questions in the text. Besides, T3 in
his 2nd session was observed that he simply gave the definitions of the key words from the poem,
‘night of the scorpion’, and finally he asked the students to answer the questions on the text. T1
tried to define the new words and he tried to create opportunity for the students to familiarize the
reading text ‘operation rhino’. In the same way, T5 and T6 were not using any method of
employing authentic texts. They formed groups of the students and they ordered to read the
reading texts. Later on, they again ordered the students to answer the questions that follow.
To sum, from the above observed data, we can conclude that EFL teachers are limited to practice
authentic texts in the classrooms. They did not do anything better than other no authentic texts.
EFL teachers did not give attention about the authentic texts to be taught in the classroom. The
fourth checklist asked whether EFL teachers used varieties of pre-reading, while-reading and
post-reading activities while using authentic texts. Practically, EFL teachers have used varieties
of reading activities so as to assess the students’ overall understanding about the authentic texts.
As the researchers observed them, few EFL teachers used pre reading activities; some teachers
used while reading tasks and all of the observed EFL teachers used post reading activities.
Before the reading session, EFL teachers were observed that they only ordered the students to
read the text individually for some minutes. While the students were reading the authentic texts,
most teachers wrote some key terms (sometimes with their equivalent meanings) on the
blackboard. On the other hand, after the students finished reading, EFL teachers again ordered
the students to discuss and do the comprehension questions based on the text they have read.
EFL teachers have given much emphasis on comprehension questions; like true/false, matching
and multiple choice questions, but they ordered the students to read and do evaluation and
attitudinal questions at the end. Hoe ever, students were effective if they were asked those
attitudinal and discussion questions since such questions are free and open ended by themselves.
As the researchers analyzed the suitability of the authentic texts and the reading tasks, he
concluded that the reading tasks had few pre reading activities, some while reading activities and
plenty of post reading activities. Hence, the activities and the practices have left similar. That is
to mean that there are no pre reading tasks and also the teachers don’t use pre reading activities;
there are plenty of post reading tasks and also the teachers dominantly devoted their time in
discussing on post reading activities. Therefore, it can be concluded that EFL teachers are
dependent solely on the textbook. The fifth checklist asked whether EFL teachers explained and
even modify the authentic texts for the will of the students so as to make the reading lesson
interactive. Based on the recorded data, few EFL teachers tried to paraphrase and explain the
authentic texts for the students to understand the authentic texts easily. Even though EFL
teachers were expected to explain and summarize the authentic texts for the students to make the
authentic texts familiar, they didn’t explain, clarify and modify the authentic texts for the
students. As the students were finishing reading the authentic texts, EFL teachers immediately

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asked the students to do the activities on the authentic texts. During that time, if students didn’t
understand the texts, they remained strange for the authentic texts and highly challenged.
Instead of explaining and clarifying the authentic texts for the students, some EFL teachers
explained about the general fundamental concepts of authentic texts. For instance, they taught
them about the concepts of the lesson. In this situation, EFL teachers were out of the today’s
lesson since they devoted their time by explaining the concepts of authentic texts. Contrary to
explaining the authentic texts for the lesson, most EFL teachers have explained about the
fundamental concepts of authentic texts. For example, T5 (in the 1st session) explained about the
criteria for a poem and features of a novel; T3 (in the 1st session) lectured about elements of
poetry; T2 (in the 1st and 3rd sessions) explained about elements of fiction, and T6 (in the 1st
session) taught the structure of plot and play.Surprisingly, all of the observed teachers didn’t
modify the authentic texts; they presented the authentic texts as they were in the textbook. They
didn’t totally try to make any modifications for the students to make the lessons interactive. EFL
teachers were simply ordering the students to read the authentic texts, and then students are
required to do the activities based on the texts. Hence, EFL teachers didn’t either add or revise
the authentic texts. No attempts were made to modify the authentic texts for making compatible
for the students’ culture, interest, language proficiency and literacy background.
To sum, based on the videoed data, it can be deduced that EFL teachers didn’t paraphrase,
explain and modify authentic texts to make the authentic texts interactive. Even, in wrong
direction they explained more about the content knowledge of authentic texts rather than the
authentic texts and the practices themselves. Logically, EFL teachers were required to
summarize and simplify the authentic texts for the sake of students’ understanding, but they
didn’t do favor for students even practically. The sixth checklist asked whether EFL teachers
made the reading lessons through authentic texts interactive for the students by relating the texts
and activities with their real life experiences. The fourth observation checklist focuses to what
extent teachers make authentic texts easy and interactive while teaching in terms of accuracy and
fluency. In this checklist, the researcher observed that authentic texts contain difficult words for
the purpose of fluency and accuracy. The teachers implement the texts poorly, and the students
get challenged to do with those texts, because the languages are difficult for the students’
linguistic proficiency. While the teachers used authentic texts, students always challenged to read
and understand the texts without any help. Teachers did not provide any help for the students and
students lose hope on learning with authentic texts. On the contrary, teachers do not attempt to
make the authentic texts easy for their teaching. They asked the students without any
modification as it is. The researcher did not observe the teachers while they make AM easy for
their teaching.
For instance, T4 in his 2nd session did not modify the AM about malaria. The teacher simply
presented what is written on the textbook without making simple and easy. Similarly, T2 did not
make the text (African union) in the class. He only presented the activities which are found in the
text and let them do the task in group. Slightly, T5 and T6 tried to shape the texts towards the
interest of the students in their 1st and 3rd sessions respectively.The last checklist asked whether
EFL teachers explained the social, political, cultural and economic aspects of the authentic texts
to the students so as to convey the intended meanings of the authentic texts. Most importantly,
the social, cultural, political and economic aspects of the authentic texts are the key to make the
authentic texts easy to understand. On the contrary, as the researchers observed three observation
sessions for each EFL teachers, EFL teachers didn’t say anything about the political, social,

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cultural and economic aspects of the authentic texts. EFL teachers simply did the activities only
on the activities, and left from the class. Even, there are various questions in the textbook that
ask the students to express their culture and the culture in the authentic texts. For example:
• In what ways is the culture depicted in this text: a) similar and b) different from your
culture?(p. 45)
• This poem is set in India. How similar is the scene described with the neighbors and the
holy man around the mother in her agony similar to what happens in your culture (p. 64,
item 4d).
Like the above questions, EFL teachers could ask the students to express their cultural view
towards the authentic texts. EFL teachers were unable to explain the socio-economic, political
and cultural trends in the text with the students. But, no one explained these situations for
students. Probably, students could understand the authentic texts very well if EFL teachers
explain the background information of the texts.
3.2. Analysis of Grade Eleven Students’ Responses to Questionnaire
The analysis of grade eleven students’ questionnaire was analyzed here under. The items in a
questionnaire were categorized based on their relationship thematically. Below each table, the
qualitative description of the frequency and percentage followed.
Table 1: The implementations of authentic texts to teach reading skills
N Items 1 2 3 4 5 Total
o F % f % F % f % F % F %
1 Teacher asks the students to find out the 2 6. 5 15 5 15. 1 43. 6 18. 3 10
writer’s purpose while reading authentic texts. 25 .6 625 4 75 75 2 0

2 The teacher explains new words in authentic 7 21 6 18 5 15. 4 12. 1 31. 3 10

texts for the students while reading. .8 .7 625 5 0 25 2 0

3 The teacher completes pre reading, while 3 9. 5 15 6 18. 1 34. 7 21. 3 10

reading and post reading activities while using 37 .6 75 1 375 875 2 0
5 25
authentic texts in EFL classes.
(Key: 1=Strongly Agree, 2=Agree, 3=Undecided, 4= Disagree, 5=Strongly Disagree, f = Frequency)
As table 1 shows, 2 (6.25%) and 5 (15.625%) students respectively strongly agreed and agreed
that the teacher asks the students to find out the writer’s purpose while reading authentic texts.
However, 14 (43.75%) of the respondents disagreed and 6 (18.75%) of the students strongly
disagreed that the teacher asks the students to find out the writer’s purpose while reading
authentic texts, whereas 5 (15.625%) of them remained undecided. From the above numerical
data, it can be understood that most of the respondents disagreed on the idea that the teacher asks
the students to find out the writer’s purpose while reading authentic texts. Thus, EFL teachers
were limited to ask them to find the writer’s purpose while teaching authentic texts to teach
reading skills in EFL classes.In added to tem 2, 7 (21.875%) and 6 (18.75%) of the respondents
strongly agreed and agreed respectively that the teacher familiarizes new words in authentic texts
for the students while reading. On the contrary, 4 (12.5%) and 10 (31.25%) of the respondents
disagreed and strongly disagreed respectively on the idea that the teacher explains new words in
authentic texts for the students while reading whereas 5 (15.625%) of them remained undecided.

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From this analysis, it can be deduced that some of EFL teachers familiarize new words in
authentic texts for the students while reading whereas the remaining EFL teachers do not
familiarize new words in authentic texts for the students while reading.
Responses to item 3 also show that 3 (9.375%) and 5 (15.625%) of the respondents strongly
agreed and agreed respectively that the teacher completes pre reading, while reading and post
reading activities while using authentic texts in EFL classes. On the contrary, 11 (34.375%) and
7 (21.875%) of the respondents disagreed and strongly disagreed respectively on the idea that the
teacher completes pre reading, while reading and post reading activities while using authentic
texts in EFL classes. The remaining 6 (18.75%) did not decide. From this data, it can be
concluded that most of EFL teachers did not complete pre reading, while reading and post
reading activities while using authentic texts in EFL classes, and a few EFL teachers completed
pre reading, while reading and post reading activities while using authentic texts in EFL classes.
Table 2: The implementations of authentic texts to teach reading skills
N Items 1 2 3 4 5 Total
o F % f % f % f % F % F %
4 Teacher explains the general idea of the 1 34 8 25 4 12. 5 15 4 12. 3 10
authentic texts to comprehend the reading text. 1 .3 5 .6 5 2 0

5 Teacher designs extra questions from the - - 4 12 3 9.3 1 43 1 34. 3 10

authentic texts for better understanding .5 75 4 .7 1 375 2 0

(Key: 1=Strongly Agree, 2=Agree, 3=Undecided, 4= Disagree, 5=Strongly Disagree, f = Frequency)

Item 4 in table 2 tells us that 11 (34.375%) replied that the teacher explains the general idea of
the authentic texts to comprehend the reading text, and 8 (25%) of the respondents also agreed
upon the same idea. On the other hand, 5 (15.625%) disagreed that the teacher explains the
general idea of the authentic texts to comprehend the reading text, and 4 (12.5%) of the
respondents strongly disagreed on this idea where as 4 (12.5%) of the respondents remained
silent to decide. From this item, it can be understood that most EFL teachers have explained the
general idea of the authentic texts to comprehend the text to the students.As it can be seen in
item 5, we can see that 4 (12.5%) of the respondents agreed that the teacher designs extra
questions from the authentic texts for better understanding of the text. On the opposite side, 25
respondents (14 disagreed and 11 strongly disagreed) claimed that the teacher did not design
extra questions from the authentic texts for better understanding of the text whereas 3 (9.375%)
of the respondents remained silent to decide. From this numerical data we can generalize that
EFL teachers did not design extra questions from the authentic texts for better understanding of
the text.
Table 3: The implementations of authentic texts to teach reading kills in EFL classes
N Items 1 2 3 4 5 Total
o F % F % f % F % F % f %

6 The teacher asks the students to guess the 2 6. 6 18 - - 18 56 6 18 3 10

meaning of new words from the authentic text. 25 .7 .2 .7 2 0

7 The teacher encourages the students to relate - - 4 12 3 9. 19 59 6 18 3 10

the themes of the authentic texts they read to .5 37 .3 .7 2 0

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their own personal experiences. 75

(Key: 1=Strongly Agree, 2=Agree, 3=Undecided, 4= Disagree, 5=Strongly Disagree, f = Frequency)

From item 6 in table 3, 2 (6.25%) and 6 (18.75%) of the respondents strongly agreed and agreed
respectively on the idea that the teacher asks the students to guess the meaning of new words
from the authentic text. On the contrary, 24 respondents (18 disagreed and 6 strongly disagreed)
replied that the teacher did not ask the students to guess the meaning of new words from the
authentic text. From this we can deduce that teachers were limited to ask the students to guess
the meaning of new words from the authentic text, and they did not enable the students to guess
the meaning of new words from the text contextually.
As in item 7, we can see that 4 (12.5%) of the respondents replied that the teacher encourages the
students to relate the themes of the authentic texts they read to their own personal experiences.
On the contrary, 25 (19 agreed and 6 disagreed) of the respondents replied that the teacher did
not encourage the students to relate the themes of the authentic texts they read to their own
personal experiences whereas 3 (9.375%) of them remained silent to decide whether the teacher
encourages the students to relate the themes of the authentic texts they read to their own personal
experiences or not. From this obtained data, we can deduce that most of EFL teachers did not
encourage the students to relate the themes of the authentic texts they read to their own personal
experiences, and they are in low status to relate the text with the students’ real life experiences.
Table 4: The challenges of using authentic texts to teach reading skills
N Items 1 2 3 4 5 Total
o F % F % f % F % F % f %
8 Students’ lack of interest hinders the teacher to 8 25 1 40 2 6. 6 18 3 9. 3 10
use authentic texts to teach reading skills. 3 .6 25 .7 3 2 0

9 Difficulty of the authentic texts hinders the 2 65. 9 28 - - 2 6. - - 3 10

teacher to practice authentic texts regularly. 1 625 .1 25 2 0

1 Unfamiliarity of the authentic texts makes the 8 25 1 53 3 9. 4 12 - - 3 10

0 students confused while reading the text. 7 .1 37 .5 2 0

(Key: 1=Strongly Agree, 2=Agree, 3=Undecided, 4= Disagree, 5=Strongly Disagree, f = Frequency)

According to item 8 in table 4, 8 (25%) of the respondents strongly agreed that students’ lack of
interest hinders the teacher to use authentic texts to teach reading skills, and 13 (40.625%) of the
respondents agreed on the idea that students’ lack of interest hinders the teacher to use authentic
texts to teach reading skills. Contrary to the above numerical data, 9 (6 disagreed and 3 strongly
disagreed) respondents oppose the idea that students’ lack of interest hinders the teacher to use
authentic texts to teach reading skills, and 2 (6.25%) of them were unable to decide whether
students’ lack of interest hinders the teacher to use authentic texts to teach reading skills or not.
From this idea, we can generalize that students’ lack of interest hinders the teacher to use
authentic texts to teach reading skills, and students are not interested while learning authentic
texts in reading lessons. Their low interest towards authentic texts faces challenges to implement
authentic texts in reading lessons.As in item 9 in the same table above, 30 respondents (21
strongly agreed and 9 agreed) replied that difficulty of the authentic texts hinders the teacher to
practice authentic texts regularly whereas 2 (6.25%) of them disagreed the idea that difficulty of
the authentic texts hinders the teacher to practice authentic texts regularly. From this explicit

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numerical data, we can conclude that difficulty of the authentic texts hinders the teacher to
practice authentic texts regularly. Difficulty levels of authentic texts have negative impacts on
sustaining conducive teaching learning environment on reading lessons. Authentic texts are not
comprehensible enough for grade 11 students, and they are behind their level of understanding
and level of language proficiency.
Item 10 dictates that 25 respondents (8 strongly agreed and 17 agreed) believed that unfamiliarity
of the authentic texts makes the students confused while reading the text. On the contrary, 4
(12.5%) of the respondents disagreed on the idea that unfamiliarity of the authentic texts makes
the students confused while reading the text whereas 3 (9.375%) of the respondents were unable
to decide whether unfamiliarity of the authentic texts makes the students confused while reading
the text not. From the data we got above, we can deduce that unfamiliarity of the authentic texts
makes the students confused while reading the text. When unfamiliar authentic texts are
incorporated in the textbook for the students, it hinders the students capable of understanding.
Unfamiliar authentic texts make the reading lessons challenging and demanding to understand
the text and the idea easily.
3.3. Analysis of Grade Eleven EFL Teachers’ Interview
Interview was conducted with six grade eleven EFL teachers individually with the researcher.
The analysis of interview was presented by picking points from the interviewees using separate
quotations. So as to make the analysis easy, interview questions were analyzed in order. Not to
mention the names of the interviewees, pseudo names like T1, T2, T3, T4, T5 and T6 are given
for them.The first question was asked whether EFL teachers enjoyed teaching reading skills
through authentic texts in EFL classes when compared with non-authentic texts or not. When
they are asked, sample interviewees have forwarded their responses as the following:
T1 replied, “Yes I am interested because it is useful for me, I want to develop my professional on
this.” The second teacher (T2) responded, “Yes I am interested but I don’t have skill to teach,
and there is mismatch between the interest of mine and the interest of students.” On the contrary,
T3 said, “I am not interested because the students have no interest. Depend on this situation, I
hate it, and it can be boring class because I don’t enjoy.”
Besides, T4 replied that he had the interest especially the stories which are narrated on that piece
of writing is interesting even though the language are difficult to understand. Like T1 and T2, T5
is interested although students are not willing to learn the authentic texts. Because students are
not active participant on the texts, it is the cause to skip the text and try to teach the grammar
parts only. At last, T6 claimed, “Yes I am too much interested to use authentic text because we
never deny that authentic texts are significant tool how to teach students by entertaining.”
From the above interview data, we can conclude that all teachers except T3 are interested in
using authentic texts, and they enjoy authentic texts. Therefore, EFL teachers have positive
perceptions towards using authentic texts in teaching reading skills, and they are interested in
using authentic texts to teach reading skills. The second question was asked to check whether
authentic texts are functional to improve the students’ reading performances or not. This item
dealt with the perceptions of EFL teachers on the importance of authentic texts to improve the
students the students’ reading skills development. EFL teachers were asked: Do you think
authentic texts are important to improve the students’ language awareness and skill
development? They have responded as the following:

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First, T1 said, “Really it is very important to develop their skills like reading and vocabulary.”
The second teacher; like T2, responded, “Perfectly.” The third interviewee answered, “Logically
they are important, but the actual practice is not.” Similarly, T4 replied, “It is important for the
students develop their language skills especially the so called reading skill.” Like the former
interviewees, T5 also said, “They are very important. Authentic texts enable the students to
develop their skill and to develop their cultural background.” Finally, T6, also replied,
“Definitely, we never deny that authentic texts play crucial role to make the students to be
effective in the communication.”
From the above discussion, all EFL teachers responded that authentic texts are important to
develop the students’ reading skills development. Therefore, undoubtedly EFL teachers have the
perception that authentic texts play significant role in teaching and learning language. Skills can
be developed and their language can be improved through using authentic texts. The third
question was asked to check their perception whether authentic texts are more interesting than
that of non-authentic texts to improve the students’ reading habits or not. In relation to the
importance of authentic texts when compared to non-authentic texts, respondents have given
their ideas in to two categories. Almost all respondents argued that authentic texts were
interesting, important and special; non authentic texts could not give as such importance like
authentic texts. These respondents argued that authentic texts are very important to develop the
students’ reading skills. For instance, the summary has been put as follow:
Authentic texts are important to facilitate students’ language performance for their
learning; they stimulate students’ creativity; through authentic texts we can learn
macro and micro skills like vocabulary and pronunciation; they play a crucial role
in developing the language; reading authentic texts is a pleasurable end entertaining
activity.
On the other hand one respondent (T3) opposes the idea like the following:
No I don’t think so because they can learn a lot of things from non-authentic texts, and
most of the time our students depend on non-authentic texts rather than authentic
texts. From the texts I can’t find my students to read and understand the texts, and it
is difficult to learn and teach because the contents are not understandable for the
students.
From the above controversies, we can generalize based on the responses from respondents that
authentic texts are very important texts to teach students in interesting and appealing ways. They
are spices for language learning and skills development. Particularly, appropriate authentic texts
are stimulants for language learning in EFL classes. The fourth question was asked to check
whether EFL teachers explain the central idea of the authentic texts for better understanding in
EFL classes or not. In relation to this question, interviewees have given their responses as the
following:
T1 said, “Yes, I give explanation about its central ides.” The second teachers answered that she
tried to give thematic explanation for the students. The third interviewee said that he simply gave
central messages which are found on the text, but I don’t give extra vocabularies.
T4 said, “Before detail reading, I told the students the central idea, but I didn’t give much
message since I don’t have information about the texts.” Moreover, T5 described, “before
students read the text the authentic text, I try to explain the central idea of the text, but I do not

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give much since it is unfamiliar.” The last interviewee (T6), “Basically, I did it very much I give
explanation about the message. As much as I can I also tried to give thematic analysis of the
authentic texts.”
From the data obtained above, most of EFL teachers explained the central idea of the authentic
texts for the students for further understanding of the text. The fifth question was asked to check
whether EFL teachers explain new words or vocabularies and expressions when expressions are
difficult for the students. In relation to this question, interviewees have given their responses as
the following:
T1 said, “While they are reading I jot down some of the words on the board and I give the
meaning according to the contexts. If I am familiar with the culture, I will share my experiences”
the second teachers answered that she tried to give vocabulary guidance for the students. The
third interviewee said that he simply gave definitions of words which are found on the activity,
but I don’t give extra vocabularies.
T4 said, “Before detail reading, I told the students the meaning some difficult words, but I didn’t
give much guidance since I don’t have information about the texts.” moreover, T5 described,
“before students read the text the authentic text, I try to define the bold words or vocabulary
words to understand the text, but I do not give much guidance since it is unfamiliar.” The last
interviewee (T6), “Basically, I did it very much I give vocabulary guidance. As much as I can I
also tried to give the vocabulary guidance in the authentic texts.”
Based on the responses, all teachers more or less gave vocabulary guidance for the students to
make the texts easy to understand. On the contrary, few of them gave little guidance for the
students since the culture in the texts were not familiar for the teachers and the students.
Therefore, the researcher can deduce that EFL teachers have given vocabulary guidance but not
much guidance. In the researcher’s observation sessions, they simply defined key words from the
text for the students. The last item in the interview sessions, the researcher asked: What are the
challenges encountered while implementing authentic texts to teach reading skills in EFL
classes? Mention student-related, teacher- related and textbook related problems to practice
authentic texts. Then, EFL teachers mentioned their challenges by giving special focuses on the
challenges. They have disclosed numerous challenges that hindered the conducive environment
for teaching and learning reading through authentic texts. The researcher has listed out the
challenges which are mentioned by interviewees here under.
Students were unable to understand the authentic texts; students have no interest to read
authentic texts; they don’t have background information about authentic texts; the tasks by
themselves are difficult, and students are not familiar with the cultures of authentic texts.
Besides, there are no authentic texts in the schools; teachers are dependent only on grammar
parts, and teachers skip or ignore these authentic texts. furthermore, the languages in the
authentic texts are difficult to understand the authentic texts (especially, the poems); authentic
texts are very broad and too long for the students; it is difficult to get the meanings from the
authentic texts; the linguistic expressions are difficult for the students and even for the teachers,
and authentic texts generally are beyond the students level of understanding and level of
intellectual maturity.

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4. Conclusion
Based on the major findings of the study, the following conclusions and recommendations were
drawn.The researchers believe that authentic texts are not yet given the attention it deserves in
grade eleven English textbook. This is justified as the amount of authentic texts included in the
textbook are not enough and well prepared. Even, the authentic texts are not interesting and
suitable for the students. It is believed that EFL teachers have positive attitude towards the use of
authentic texts, but they are limited in their practice. They know that authentic texts are
important to develop the students’ language proficiency, but they did not practice well. The
researchers believe that implementation of authentic texts in EFL class at Addis Kidam and Tilili
preparatory school are very limited as teachers’ observation result showed. Even though teachers
told to the researchers in their interview and they have made attempt to implement, it was not
that to say authentic texts are implemented.It is understood that difficulty level of the authentic
texts, unfamiliarity of the texts and idiomatic expressions from the texts are text related
challenges.Besides, teachers didn’t explain and modify authentic texts for the students; they
didn’t satisfy the students’ interest and forced them to read the text without any introduction
about the texts, and EFL teachers were limited how to create interest in reading lessons.
In relation to students, they are unable to understand the authentic texts; students aren’t
interested in authentic texts; they don’t have background information about the texts; students
are not familiar with the authentic texts and they are not rich enough in vocabulary. Finally, it
was recommended that authentic texts should be designed to teach reading skills that has not
been treated in the textbook so that students can experience the use of authentic texts in its full
range. In other words, textbook writers should include various authentic texts to teach reading
skills. Moreover, teachers should encourage their students to improve their reading habits on
authentic texts and do authentic text based activities using various techniques; like
reinforcements.
Acknowledgement: The authorsgive great thanks for all participants who cooperate with them
in the data collection process of the study.
Funding: This study received no specific financial support.
Competing Interests: The authors declare that they have no competing interests

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