IMPACT OF AUTHENTIC MATERIALS ON PREDICTING INFORMATION IN

LISTENING COMPREHENSION PERFORMANCE OF SENIOR SECONDARY

SCHOOL STUDENTS IN NORTH- WEST ZONE, NIGERIA

BY

Phina Eloho WILCOX

Department of English Languages
Federal College of Education (T) Bichi, Kano State.
elohowilcox@gmail.com

Ramlatu Jibir-Daura
Department of Arts and Social Science Education
Ahmadu Bello University, Zaria. gjdaura@gmail.com

Sadiq Mohammed
Department of Arts and Social Science Education
Ahmadu Bello University, Zaria. Sadiqmohammed5@gmail.com
ABSTRACT

The study examined the impact of authentic materials for making prediction in the listening
comprehension performance of senior secondary students in North- west zone, Nigeria. Quasi
experimental pre-test post-test design was adopted for the study. The population for the study
was all the senior secondary schools’ students in North- West Zone, Nigeria. Two intact classes
of SSII students selected through purposive sampling technique constituted the sample for the
study. One of the intact classes served as the experimental group and the other the control group.
Listening comprehension achievement test was the instrument used in collecting data for the
study. The data collected was analyzed using mean and standard deviations to answer the
research question while independent samples t-test was used to test the hypotheses at 0.05 level
of significance. The result showed that making prediction using authentic materials had
significant influence on senior secondary school students listening comprehension. Predicting
what the listening text talked about helped to stimulate and trigger the student’s prior knowledge
which they connected to new information in the listening text to improve their performance in
listening comprehension. From the results, it was recommended that teachers expose students to
authentic materials to make predictions before and during the listening process which is the key
for effective listening comprehension. Making prediction before listening enhances motivation,
active engagement and trigger students’ prior knowledge for processing information. It also
supports critical thinking and evaluation during listening, ultimately leading to better listening
comprehension performance.
Key words: authentic materials, making prediction, listening comprehension, prior knowledge.
Introduction

Quality education at all levels of education depends heavily on qualified teachers,

instructional facilities and materials. English language is the language of instruction in Nigeria

and every learner is expected to develop a level of proficiency in the language in order to

succeed academically and beyond the school. The vital role of English language necessitates that

language teachers equip students to acquire the desired language proficiency for communication,

academic and career achievement.

Experience has shown that teaching English language to second language learners

without the aid of instructional material is grossly ineffective and inefficient in producing desired

learning outcomes. (Okhakhu et al., 2016) opined that instructional materials play a significant

role in enhancing performance of students in schools. Instructional materials promote

explanation of concepts and students understanding and retention of concepts taught. Guo & Li

(2018) in (Sunnatul, Ahmad & Anam, 2022) stated that inappropriate materials make learners

face difficulties in learning English. Listening is not an easy one-step process where students just

listen to texts and answer questions on it. It is an active process that require suitable materials to

exposes students to how the language is used in real life contexts to stimulate and design

effective engaging listening activities. Azizah (2016) stated that authentic materials (AM) bring

real language exposure into the class, stimulate and enhance creative teaching.

The term authentic materials refer to those that exposes one to use of English language in

real or natural communication contexts. Authentic materials expose learners to genuine samples

of speech similar to what they will encounter outside the classroom and introduce them to how a

conversation in a natural situation of the language occur (Zaripov, 2023). (Gilmore, 2007)

defined AM as stretches of real language used for real communication, produced by a real
speaker or writer for a real audience and designed to convey a real message. (Polat & Eristi,

2019) authentic materials are materials that are not originally constructed for teaching purposes

but for some social purposes in the language community e.g. entertainment, advertisement,

interview, conversation, news broadcast, information etc. Apsari (2014) described authentic

material as those taken from real life sources eg newspapers, magazines, songs, literatures, and

materials taken from the internet.

Listening comprehension is the ability to consciously listen to oral language, comprehend

and respond to it. Listening comprehension is defined as the ability to comprehend oral language

at the discourse level: stories, conversations and informational texts through processes of

extracting and constructing meaning (Kim &Pilcher, 2016). Listening comprehension is a critical

language skills and predictors of learners’ language competence, overall academic achievement

as well as career prospects. Listening comprehension enables our daily interactions at home,

school, and workplace. Through active listening people engage in meaningful communication to

comprehend one another and respond accurately, and build stronger relationships. Listening

takes a greater percentage in learning and oral communication; (Huy 2015 in Nicholas & Bello

2022; Renukadevi, 2014) noted that over 50 percent of time learners spend in learning a foreign

language is devoted to listening.

Research has revealed that good listening comprehension ability has a positive effect on

other language skills such as speaking, reading and writing. Yalcinkaya et al. (2009) asserted that

the foundation of receptive and expressive skills is built upon aural and oral skills.
Huptman and Wilkins (2008) in (Wakgari, 2022) maintained that language is acquired through

meaningful experience and conversational exchanges and not by practicing isolated structure of

grammar using teacher centered strategy. The objective of teaching listening comprehension is to

support students to cope with comprehending speech in real-life and use it to meet their needs for

communication, education and professional development. Thus, the materials used in teaching

listening comprehension ought to be relevant to the learners needs and its applicability in real-

life contexts.

(Akuzel, 2006; Saeedi & Biri, 2016; Woottipong, 2014) stated that materials used in

teaching listening should reflect real life context so that students will be successful in the

language use in real word situations. This will inspire and advance their listening comprehension

when practicing with materials that exemplify the language they will encounter outside the

classroom. Considering the numerous benefits of listening comprehension in language learning,

academic and professional success. It is imperative that students are exposed to materials that

enhance their listening skills. For this reason, the researcher examined the impact of authentic

materials on senior secondary school students listening comprehension in North -West Zone,

Nigeria.

Literature Review

Authentic materials demonstrate how English is spoken in real situation (Kamariah,

Husain, Atmowardoyo, Salija; 2018). And reflect situations that learners may face in an English-

speaking environment in order to help them transit into a world where English is the norm

(Zazulak, 2017). The use of AM to teach English language make the learning process more

engaging, imaginative and motivating for students. They also enable learners to elicit genuine

responses in the language (Zazulak, 2017). Hall, 1995 cited in (Komariah, Hendra Heriansyah,
2017) opined that AM are not created for educational purpose but can be a reliable tool for

teachers because of its authenticity of language. A common point in the above definitions of

authentic materials is 'exposure to samples of real language’ as used in real communication to

convey messages in diverse contexts.

AM can be obtained from diverse sources that depict real-life language use. Examples of

authentic Listening materials include films; TV commercial, quiz shows, cartoon, news, comedy

shows, dramas, movies, radio news, advertisement, documentaries, songs, fictions/ short stories

and other forms of literary works (Setyowati & Sukmawan, 2019). Authentic materials provide

the opportunity to learn plethora things in language classroom because materials expose the use

of language inside and outside the classroom (Ahmed, 2017). Teaching students using AM

enable learners participate in genuine interaction both inside and outside the classroom (Arianie,

2017). Hatimah, Rofiq, &Handayani (2013) opined AM can helped students reduce the gap

between the classroom and real-life situations, expose them to different culture, grammar and

discourse types.

It is important that listening comprehension lessons are presented in creative and

appealing ways using materials that can encourage language learning. Students would not likely

listen to content they do not find interesting; necessitating teachers use of AM to design tasks

and interactive activities that would motivate students to listen efficiently. AM are powerful

language learning tools that may motivate students develop the listening skills due to the

authenticity of the language. They are contextual and can benefit all categories of learners

especially students with short attention span. This is because AM evoke many sensory organs

that aids listening comprehension and results in permanency of learning. Allen (2017) contented

that they are more interactive and triggers language acquisition.

 Students are captivated with authentic materials especially those accessed from radio,

TV, You Tube and internet. Teachers can take advantage of their interest on these sources to

enhance their listening comprehension. Students can also be assigned further listening practice

via AM to strengthen their listening comprehension outside the classroom. To support students’

listening comprehension, AM may be ideal for providing meaningful learning experiences.

The use of AM in language teaching encourage student-centered learning and supports

learners’ interaction and collaboration in class. The more students interact with the target

language, the higher their interest in listening to comprehend the language. They can can be used

to encourage students to cooperate at pair, small group and whole class interaction to improve

efficient listening, critical evaluation and problem solving. Meena (2020) stated that AM provide

language input by which different forms of interactions occur between learners and teachers in

the classroom and increase EFL learners’ proficiency in real contexts. Al-Azri and Al-Rashidi

(2014), opined that AM makes students control language learning environment and facilitates the

development of language skills: listening, speaking, reading and writing Mugimu and Sekiziyivu

(2016).

Authentic materials enable making predictions to improve listening comprehension.

Before listening, good listeners make prediction about what the listening text will talk about.

Making prediction help to trigger listeners prior knowledge which they connect to new

information in the listening text to construct meaning, ultimately leading to better listening

comprehension. According to Underwood 1989 in (Agung, Kiagus & Pertiwi, 2021) it is

inappropriate to plunge students into the listening text, because it makes it extremely difficult

for them to comprehend using the natural listening skills. Students should be exposed to making

prediction about the listening text through listening activities on authentic materials.
 Students can use information from authentic materials, such as titles, pictures and

diagrams to anticipate what will happen in the story (Bailey, 2015). This help students activate

their prior knowledge and connect the content of the materials to what is being learnt. Students

will be stimulated, inspired and find it easier to comprehend listening text when they can

anticipate the topic of listening and connect it to their past knowledge and

experiences. According to (Xi, 2018) the use preexisting knowledge to analyze the new

information enable listeners to make prediction and understand the text. During the listening

process, making predictions using authentic materials in listening comprehension lessons help

students envision what will come next in the text, or what ideas or evidence the author will

present to support an argument. Listeners need to evaluate the predictions they make

continuously, and revise those predictions that are not confirmed by the listening text. Making

prediction leads to meaningful interactions and learning experiences promoting listening

comprehension.

Many empirical studies such as (Surachai & Monnipha, 2016; Meral, 2017; Putri,

Ningsih & Refnaldi, 2018; Polat & Erişti, 2019; Maftuh, Mudofir, Aziz, Maaliah & Fitriana,

2021) found positive effects on learners listening comprehension performance. (Putri, Ningsih &

Refnaldi, 2018) reported that AM helped the experimental group to focus and have control in

the learning process. Meral (2017) maintained that well-prepared learning activities on the

content of authentic materials were effective at improving low-level learners’ listening

comprehension and self-confidence.

(Polat & Erişti, 2019) findings revealed that the experimental group performed better in

listening and other language skills than the control group. Maftuh1, Mudofir, Aziz, Maaliah&

Fitriana (2021) investigated the effect of authentic materials on ESL listening comprehension.
The research findings proved that authentic materials improve the students’ listening

comprehension in identifying the general information, giving detailed information, providing

implicit information, identifying the purpose of the writer, and making inference. (Surachai

&Monnipha, 2016) revealed that authentic materials motivated EFL learners and increase their

self-confidence to accomplish listening task.

Statement of the Problem

The role of authentic materials in providing exposure to second learners of English

language cannot be overemphasized. Unfortunately, English language teachers in most senior

secondary schools do not employ authentic materials to support learners listening comprehension.

The materials often used in teaching listening is the language text read to the students or

occasionally an audio being played to the students who only listen and answer questions on the

audio. Students find it difficult to listen efficiently in order comprehend speech in this way., they

become apprehensive and easily turned off.

Also, it is worrisome that the teaching of listening comprehension is overlooked in most

secondary schools in the area of study. (Nicholas, Lawal & Bello, 2022) lamented that it is

erroneously conceived listening skill is automatically developed in teaching/learning process.

The inability of students to comprehend oral language has negative impact on language learning

and quality of education. This is because listening is the major language skills by which students

receive class instruction and it empowers them to express their ideas orally or in writing.

Oyetunde, (2013) reported a close connection between listening competence and students’

academic achievement.

Research Questions
The research questions formulated for the purpose of this study is:

What is the mean difference in making prediction in listening comprehension

performance of senior secondary students taught using authentic materials and those

taught in the conventional method?

Research Hypotheses

The following null hypotheses was stated and tested at p=0.5 level of significance.

There is no significant mean difference in making prediction in listening comprehension

performance of senior secondary students taught using authentic materials and those

taught in the conventional method.

Research Method
The study employed a pre-test, post-test quasi experimental design with a control group.

The population of the study consisted of 292,615 senior secondary two students’ studying in

public senior secondary schools in North - West Zone of Nigeria (Source: National Bureau of

Statistics, 2019). The sample consisted of senior secondary school two students selected through

purposive sampling from in Kano and Katsina. The samples were in two intact classes, one for

the experimental group and the other control group. The instrument for data collection was

listening comprehension achievement test. The instrument was validated and had reliability

coefficient of 0.76 obtained through Pearson Product Moment correlation. The data collection

procedure involved administration of pretest for both groups, treatment for experimental group

using authentic materials, and posttest for the two groups. The experimental group were taught

with authentic materials (picture, song, news broadcast, story, conversations) while the control

group were taught without AM. At pre-test, a listening text was read to both group then they

answered questions on it while at posttest, the experimental group watched a video clip and

answered given questions but the control group listened to the text read to them and answered the
questions on it. The research question was answered using mean and standard deviation and the

hypothesis was tested using independent samples t-test at a significance of 0.05 level of

significance.

Data Analysis and Interpretation

The data for was analyzed and interpreted based on the research question and null hypothesis.

Research Question

What is the impact of authentic materials on making prediction in listening comprehension

performance of senior secondary students? This research question was answered using means,

standard deviations and 95% confidence interval of the difference. The result is presented in

Table 1.

Table 1 Means and Standard Deviations on making prediction in listening comprehension

performance
95% Confidence
Interval of the
Std. Error Mean Std. Error Difference
Group N Mean SD Mean Difference Difference Lower Upper
Control 31 1.16 1.675 .301
Experimental 31 3.87 2.078 .373 -2.710 .479 -3.668 -1.751
Total 62

Table 1. presents the Means and Standard Deviations in making prediction information in

listening comprehension performance of the students that participated in this study. The mean

performance score of the control group was (M=1.16, SD=1.675) and that of the experimental

group was (M=3.87, SD=2.078). The mean difference was -2.710 and the 95% confidence

interval of the difference was between -3.668 and -1.751. This showed that there was a

difference between the making prediction in listening comprehension performance scores of

students taught using authentic materials and those that were taught using conventional method.
Null Hypothesis

There is no significant difference on the impact of authentic materials on making prediction in

listening comprehension performance of senior secondary students. This null hypothesis was

analyzed using independent samples t-test tested at level of significance. The result of the

analysis is presented in Table 2.

Table 2. Summary of independent samples t-test on making prediction in listening

comprehension performance
95% Confidence
Interval of the
Mean Std. Error Difference
Group N Mean SD T df P Difference Difference Lower Upper
Control 31 1.16 1.675
Experimental 31 3.87 2.078 -5.653 60 .000 -2.710 .479 -3.668 -1.751
Total 62
Table 2. presents the summary of independent samples t-test on making prediction in listening

comprehension performance of the students that participated in this study. The result showed

that; the null hypothesis which stated no significant difference was rejected. Therefore, there was

a significant difference on the impact of authentic materials on making prediction in listening

comprehension performance of senior secondary students taught using authentic materials and

those taught without authentic materials.

Discussion of Findings

This study examined the impact authentic materials on senior secondary school students

listening performance in North-West Zone, Nigeria. Table 1. presents the means and standard

deviations on making prediction in listening comprehension performance of the students that

participated in this study. The mean performance score of the control group was (M=1.16,

SD=1.675) and that of the experimental group was (M=3.87, SD=2.078). The mean difference

was -2.710 and the 95% confidence interval of the difference was between -3.668 and -1.751.
This showed that there was a difference between making prediction in listening comprehension

performance scores of students taught using authentic materials and those that were taught

without authentic materials. Table 2. presents the summary of independent samples t-test in

making prediction in listening comprehension performance of the students that participated in

this study.

The result shows that 𝑡(60) = −5.653,𝑝 = 0.000; the null hypothesis which stated no

significant difference was rejected. Therefore, there was a significant difference on the impact of

authentic materials on making prediction in listening comprehension performance of senior

secondary students taught using authentic materials and those taught without authentic materials.

The study findings agree with (Putri, Ningsih &Refnaldi, 2018; Polat & Erişti, 2019;

Maftuh, Mudofir, Aziz, Maaliah& Fitriana, 2021) who revealed significant effects of AM in

developing listening comprehension. They pointed out that the use of authentic materials

motivated learner and aroused their interest to learn. The study also agrees with Huptman and

Wilkins (2008) in (Wakgari, 2022) who maintained that language is acquired through

meaningful experience and conversational exchanges and not by practicing isolated structure of

grammar using teacher centered strategy.

The achievement of experimental group in making prediction was due to the fact that they were

involved in interactive activities make predictions about the text before listening which activated

their prior knowledge used in making sense of the text and critically evaluating the authors ideas

during the listening process. This corroborates (Xi, 2018) assertion that preexisting knowledge

enable listeners to make prediction and understand listening text.

Conclusion
 The study showed that students’ performance in listening comprehension was

significantly impacted making predictions with authentic materials. This indicated the relevance

of authentic materials in predicting information before and during the listening process for

activating prior knowledge and critical evaluation. Authentic materials inspired the students to

participate actively in lesson through real life listening activities designed on the materials. The

activities were learner-centered and essential in students’ creativity, innovation and autonomy in

learning. A substantive conclusion to be drawn from this study is that authentic materials could

be used to make prediction before and during the listening process to improve students listening

comprehension. As such, English language teachers should endeavor to use authentic materials to

make listening lessons interesting and comprehensible to students.

Recommendations

Based on the findings of this study, the following recommendations were made:

English language teachers should expose students to suitable authentic materials and

encouraged making predictions before and during the listening process to improve their listening

comprehension. Predicting what the listening text will talk about will stimulate and trigger the

student’s prior knowledge which is key to connecting new information with the listening text for

efficient listening comprehension. Furthermore, getting students actively engaged in making

predictions during the listening process influence critical thinking and evaluation when students

envision what idea or evidence will be presented next by the author to support his argument.

Suitable authentic materials and technological facilities with internet connectivity should

be provided in schools by the government and educational stakeholders. This will give teachers

and students access to innumerable relevant authentic materials to influence effective listening

comprehension teaching and learning. Such materials will support teachers to plan inspiring,
creative and innovative learning activities that motivate students to learn cooperatively and

independently.

Curriculum planners should integrate authentic materials into the teaching of listening

comprehension. They also should provide appropriate contexts and topics in line with learning

objectives and students’ language proficiency level. Furthermore, they should give teachers

guidance on how to implement listening with materials that reflect real life situations and

genuine listening practice for students.

Teachers should encourage autonomous learning by giving students listening assignment

with authentic materials from radio/ tv programme or online materials which is easily accessible

to them. This will not only boost students listening comprehension but also give them confidence

using the language for communication, critical reasoning and problem solving.
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