Perceptions of Instructors and Students Using Authentic Reading Materials in Teaching English Language

The aim of this study is to examine students’ and teachers’ perception on using authentic reading materials in teaching English language and to know the differences and similarities between students and instructors in terms of their perceptions of using authentic reading materials in teaching English language, in Eastern Mediterranean University. This case study follows a triangulation approach, and it is a mixed-method study in which quantitative and qualitative data were collected through student questionnaires and instructor interviews. The participants of the study are 60 first year students and 4 instructors in the Department of English at the EMU. The findings of the analysis reveal that students’ opinions are positive concerning using authentic reading materials in teaching English language and while almost of the instructors found it positive and useful. While the differences are most of the teachers are considering authentic materials as problems to their students due to their proficiency levels because some students may still find those texts difficult, and also their students’ ages but the students are not considering those problems at all, while the similarities are both the teachers and students are perceiving the use of authentic materials in learning and teaching as useful materials that will enhance their learning and teaching. Keywords: Reading skills, Authentic Materials, Vocabulary development, EFL learners, FLE classes.