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RESUMENRESUMEN ABSTRACTABSTRACT
El uso de materiales auténticos ha sido considerado
como una herramienta efectiva durante el proceso
de enseñanza-aprendizaje del idioma inglés,
especialmente para el desarrollo de las destrezas de la
escucha. En este sentido, la presente investigación tiene
como objetivo analizar las percepciones que tienen
los estudiantes de séptimo grado sobre los benecios
que el uso de materiales auténticos mediados por
la tecnologías han provocado en el desarrollo de su
escucha. La investigación se efectúo en una escuela
primaria de la ciudad de Loja durante el año lectivo
2022-2023. Las investigadoras aplicaron el modelo de
investigación-acción y se apoyaron en un cuestionario
para recopilar datos cuantitativos y cualitativos,
los cuales se interpretaron y analizaron mediante
estadística descriptiva y análisis temático. Los
resultados mostraron que los estudiantes estuvieron
de acuerdo en que los materiales auténticos como
canciones, dibujos animados, conversaciones, charlas
TED y documentales les ayudó a aprender el idioma,
mantenerse motivados, desarrollar interacción con
sus compañeros, sentirse cómodos y mejorar sus
habilidades auditivas. Por lo tanto, se concluyó que
los alumnos de séptimo percibieron positivamente el
uso de materiales auténticos proporcionados a través
de la tecnología.
Palabras clave: Materiales auténticos, aprendizaje del
idioma inglés, destrezas de escucha, percepciones,
tecnología
e use of authentic materials has been considered an
eective tool during the English language teaching-
learning process, especially for developing listening
comprehension skills. In this sense, the present
research aims to analyse the seventh-grade students’
perceptions on the benets of authentic materials
through technology in the improvement of their
listening comprehension skills at an elementary
school in Loja city during the 2022-2023 school
year. To do this, the researcher applied an action
research model approach with a questionnaire to
gather quantitative and qualitative data, which
were interpreted and analysed by using descriptive
statistics and thematic analysis. e results showed
that students agreed that authentic materials like
songs, cartoons, conversations, TED talks, and
documentaries helped them to learn the language,
keep them motivated, develop their interaction with
their classmates, feel comfortable, and improve their
listening skills. erefore, it was concluded that
seventh-grade students perceived positively the use
of authentic materials provided through technology.
Keywords: Authentic materials, English language
learning, listening comprehension skills, perceptions,
technology
Percepciones de los alumnos sobre los benecios de los materiales auténticos
a través de la tecnología en la comprensión auditiva de inglés
Students’ perceptions on the benets of authentic materials through technology
in English listening comprehension
RECIBIDO: 27/02/2023 ACEPTADO: 18/05/2023
Joselin Mabel Ávila Castillo
Universidad Nacional de Loja
joselin.avila@unl.edu.ec
ORCID: 0009-0003-5704-5912
Marcia Iliana Criollo Vargas
Universidad Nacional de Loja
marcia.criollo@unl.edu.ec
ORCID: 0000-0002-5326-2456
DOI: 10.54753/eac.v12i1.1785
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ISSN: 2602-8174
INTRODUCCIÓNINTRODUCCIÓN
Currently, technology has had a strong
impact on the English language teaching-learning
process because of its multiple benets. According
to Ahmadi (2018), this tool has enabled students
to become independent learners, build their own
knowledge and engage with the language. At the same
time, it has provided students with access to a wide
range of digital platforms and authentic materials
such as songs, cartoons, conversations, TED talks,
and documentaries, which help them to learn in an
interactive, creative, and dynamic way. From these
advantages, it can be stated that technology is an
eective resource to make teaching more entertaining,
productive, and interesting.
Additionally, it is worth mentioning that the
use of authentic materials through technology has
facilitated the development of listening comprehension
skills. Researchers such as Tran and Duong (2020)
have found that students oen struggle with this skill
since it involves a complex process of understanding
verbal messages transmitted by native speakers. In
that sense, authentic materials have been considered
a suitable solution, as they allow students to interact
and learn the language in real-life situations (Codina,
2020); likewise, they motivate them and make
them feel comfortable during the listening process
(Alimbaev & Shamuratov, 2022). us, it is concluded
that these materials are necessary to improve students’
listening comprehension skills in the classroom.
Given the above, this study aims to analyse
the seventh-grade students’ perceptions on the
benets of authentic materials through technology
in the improvement of their listening comprehension
skills at an elementary school in Loja city during the
2022-2023 school year. erefore, the researcher has
formulated the following research question: what are
the perceptions on the benets of authentic materials
through technology for the development of English
listening comprehension skills among seventh-grade
students at an elementary school in Loja city?
e present research was developed in order to
show teachers the students’ perceptions on the benets
of using authentic materials such as conversations,
songs, TED talks, documentaries, and cartoons to
improve their listening comprehension skills during
the English language teaching-learning process.
To carry out this study, the researcher applied
action research, which was developed through an
intervention proposal for eight weeks. e research
instrument was a questionnaire that included one
ordering question and ve closed multiple-choice
questions to collect quantitative data and six open-
ended questions to gather qualitative information
related to students’ perceptions on the benets of
using authentic materials to develop their listening
comprehension skills.
THEORETICAL FRAMEWORKTHEORETICAL FRAMEWORK
Technology
What is technology?
Technology refers to systems and devices
designed and invented through scientic knowledge
to meet human needs. Coccia (2019) states that
“Technology is a complex system made and/or used
by living systems, that is composed of more than one
entity or sub-system” (p. 154). Based on this denition,
it can be pointed out that technology and science are
related since both enable the creation of resources and
tools that help people to be more productive in their
daily activities.
Importance of technology in education
Nowadays, technology plays an important
role in the educational eld since it allows teachers
to adopt innovative, creative, and entertaining
classroom activities that stimulate students to learn
interactively. Raja and Nagasubramani (2018) claim
that “anks to technology; education has gone from
passive and reactive to interactive and aggressive” (p.
34). Undoubtedly, technology has revolutionized the
quality of education by facilitating an ecient and
eective teaching-learning process.
60
Moreover, technology applied to education has
enabled students to have the possibility of acquiring
their knowledge according to their interests. Ahmadi
(2018) states that “e use of technology has changed
the methods from teacher-centered to learner-
centered ones” (p. 119). is has provided students
with meaningful learning to develop their critical
thinking skills which will benet their personal and
professional life.
Technology for English language teaching
Currently, technological resources such as
computers, speakers, projectors, and laptops are
widely used for English language teaching since these
allow teachers to design their classes with interactive
activities in which students can actively participate
and collaborate with each other. Nawaila et al. (2020)
mention that “technology presents such a signicant
number of alternatives for making teaching more
productive and interesting” (p. 19). In this sense, it can
be said that technology is a key resource for improving
English teaching methods within the classroom.
Technology and authentic materials
e use of authentic materials through
technology helps students to develop their four
language skills and increase their curiosity and
motivation. Alimbaev and Shamuratov (2022) state
that “Utilizing technologies and authentic materials
together leads to more advantages that are positive:
increasing critical thinking, integrating skills, and
learning perspectives, feeling comfort, and mastering
a second language as their L1” (p. 214). From this point
of view, it can be mentioned that the combination
of authentic materials and technology is crucial to
provide students with meaningful learning outcomes.
Authentic materials
What are authentic materials?
Authentic materials are written and spoken
materials created by native speakers which provide the
audience with real-life situations in dierent contexts.
Codina (2020) claims that “Typically, authentic
materials are considered language samples that
naturally occur in contexts where native speakers use
the language” (p. 4). erefore, this type of material
is an excellent resource for exposing students to real
discourse in which they can learn vocabulary and
expressions commonly used by speakers in their daily
lives.
Likewise, it is essential to point out that
authentic materials refer to resources that are not
produced for educational purposes as they are
obtained from real communication between native
speakers. Shaxzoda (2022) explains that “they aren’t
structured in a special way and they don’t use specic
grammar or vocabulary” (p. 1427). ese materials
are primarily focused on social function; nevertheless,
they can also be applied in the educational eld to
stimulate students’ learning and connect the real
world with the classroom.
Advantages of authentic materials
e application of authentic materials in the
classroom provides students with a wide range of
benets that make the teaching-learning process
more meaningful, interesting, and motivating. Jaelani
(2021) mentions that “By using authentic materials
in the classroom, it will help students bridge the gap
between the classrooms and outside the classroom and
also it can motivate students to learn” (p. 14). Based
on this author, it can be pointed out that authentic
materials are crucial for fostering English learning
in real contexts and increasing students’ motivation,
creativity, and interest.
Another positive aspect of authentic materials
is that they are created with words and expressions
frequently used by native speakers, which helps
students signicantly improve their language skills.
Toreniyazova and Otegenova (2022) claim that “ey
naturally encourage students to be better readers and
listeners” (p. 1805). From the advantages mentioned
above, it can be said that authentic materials primarily
develop the students’ receptive skills, such as reading
and listening, and enable them to learn new cultural
aspects of the target language.
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Disadvantages of authentic materials
Although previous studies have found many
advantages of using authentic materials for the
teaching-learning process, there are other research
works that are against them. According to these
reports, authentic listening materials are dicult to
understand, as they are produced with various dialects
and accents (Anvarovna, 2022). e diversity of these
dialects will lead students to feel frustrated since they
will not be able to accurately understand and interpret
the messages conveyed by the speakers.
Another disadvantage of authentic materials
is that they are designed with advanced grammar
and vocabulary which can hinder students’ listening
comprehension skills. Abdillajonovna (2022) notes
that “e biggest problem with authentic materials is
that if the wrong type of text is chosen, the vocabulary
may not be relevant to the learner’s needs and too
many structures can create diculty” (p. 78). is
refers to the fact that not all authentic materials
have an academic vocabulary as they are not created
specically to teach the language.
Types of authentic materials
ere are three types of authentic materials
that can be used depending on the students’ level and
the content of the subject. As Fachraini and Sartika
(2019) state “Authentic materials can be in the form
of printed, video and audio that can be found around
them such as newspapers, magazines, photos, reality
shows, soap operas, short lms, radio broadcasts and
others” (p. 277). Together, these authentic materials
allow students to be exposed to a variety of real-world
situations and become familiar with the language.
Authentic listening materials
e rst type of authentic material refers
to auditory materials such as radio news, radio
advertisements, songs, conversations, and podcasts
which are created to convey a message to the listener.
Haricha (2019) considers that “audio authentic
materials have positive eects on students in the
foreign language classroom because they expose
students to real language and they feel that they are
learning the real language and they focus more on
students’ needs” (p. 37). Undoubtedly, these auditory
materials are necessary for the teaching-learning
process, as they help students to have direct contact
with the target language.
Authentic video materials
e second type of authentic material is
related to audio-visual materials like television
programs, TV series, cartoons, and movies which
are considered eective tools for learning English.
is view is supported by Iskhokovna and Erkinovna
(2021) who emphasise that “When watching video
fragments, students see how words are pronounced,
see articulation and assimilate it unconsciously” (p.
2995). Overall, this author highlights the importance
of using authentic video materials to create a positive
learning climate for students.
Authentic printed materials
Finally, the third type of authentic material is
material written on paper that includes lyrics of songs,
newspapers, restaurant menus, maps, and tourist
information brochures. Owiti et al. (2019) assert
that “Bringing authentic printed materials into the
classroom will denitely support language acquisition.
is is because exposing learners to authentic text
enables them to focus on language details and
internalize generalisations for themselves” (p. 161).
ere is no doubt that these resources are useful for
the teaching-learning process since students can learn
useful words, phrases, and expressions for the outside
world.
Authentic materials to develop listening comprehension
skills
e selection of authentic materials for the
development of listening comprehension skills must
be based on the students’ needs, interests and levels,
as well as their relevance to the teaching-learning
process. According to Nurkholida (2018), “Teachers
need to design material which meets the students’
potential needs” (p. 59). In this sense, it is important
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METHODOLOGYMETHODOLOGY
that teachers choose appropriate authentic materials,
such as videos on YouTube and songs since these
resources motivate students to acquire and learn the
English language in a real context.
Videos on YouTube
In English, listening comprehension is a
complex process that needs to be developed through
interesting authentic materials such as videos on
YouTube since they have a strong eect on students’
level, motivation, and interest. Qomariyah et al.
(2021) in their research study mention that “YouTube
is a rich source of authentic materials especially in
English lessons which could motivate students to
interact in an educational capacity through English
language videos” (p. 68). In the same vein, Al Harbi
(2021) asserts that “Using YouTube videos as a
pedagogical tool in English language lessons, would
give students a better understanding of the presenting
material” (p. 3). Collectively, these writers show that
videos on YouTube can make learning more fun,
meaningful, innovative, and creative, which would
help learners improve their listening comprehension
skills in English.
In this sense, it is worth mentioning that the
YouTube platform oers students a wide range of
authentic video materials which can be classied into
the following categories:
Table 1
Classication of videos on YouTube
Videos on YouTube
CATEGORY CONCEPT EXAMPLES
Informative Informative videos are
focused on informing
people about relevant
topics around the world.
BBC News Do-
cumentaries
Educational Educational videos are aimed
at educating viewers through
academic knowledge.
TED talks
Entertain-
ment
Entertainment videos
are intended to entertain
and catch learners’
attention and interest.
- English
conversations
- Cartoons
Songs through Lyrics Training website
Songs are useful resources for developing
students’ listening comprehension skills since they are
produced with dierent grammatical structures and
vocabulary. Jumadullayeva (2020) claims that “Song
is a great language package that bundles culture,
vocabulary, listening, grammar and a host of other
language skills in just a few rhythms” (p. 185). Based
on this statement, it can be concluded that songs are
eective to make students feel more motivated and
interested in learning the target language.
Furthermore, it is fundamental to mention
that there are various websites that use music videos to
improve listening comprehension skills, one of them
is “Lyrics Training” in which students can ll in the
lyrics of their favourite songs. Medina (2019) states
that “Lyrics Training is a website that helps to perfect
the listening skill, thanks to the production of music
videos, the ease of acquisition or rapid comprehension
of the pronunciation of each word belonging to their
respective language” (p. 16). is website is denitely
a great tool for education because it allows students
to become familiar with new words, phrases, and
expressions.
is research was carried out during the 2022-
2023 school year with seventh-grade students at an
elementary school in Loja city, who were divided into
four males and twenty-three females. e students
were an average age between 11 and 13 years old. ey
all have an A2.2 level of English language prociency
according to the Ecuadorian National Curriculum.
is sample was selected using the convenience
method in which the students were chosen on the basis
of their accessibility (Bhardwaj, 2019). However, due
to the age, it was necessary to use informed consent
signed by the parents to authorise the application of
dierent techniques and instruments throughout
the research process (Geier et al., 2021). erefore,
the researcher provided participants with a code of
anonymity to follow ethical principles of privacy.
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RESULTSRESULTS
e study was conducted through the mixed
method to collect and analyse both quantitative and
qualitative data (Gihar, 2022). In that regard, the
survey technique was used with the instrument of
a questionnaire which was designed with the Likert
scale from strongly agree to strongly disagree (Gay et
al., 2012). is allowed the researcher to gather the
students’ perceptions on the benets of implementing
authentic materials to improve their listening
comprehension skills, language learning, motivation,
peer interaction, and comfort.
e design of the study was based on practical
action research established by Efron & Ravid (2019)
in which the researcher followed some steps. Firstly, a
problem was identied within the classroom. Secondly,
background information was gathered from the
seventh-grade students. irdly, a study was designed
based on the characteristics of the participants to
provide an eective solution to the problem. Aer
that, a proposal was implemented with authentic
materials such as songs, cartoons, conversations, TED
talks, and documentaries. en, quantitative and
qualitative data were collected by applying the survey
technique with the instrument of a questionnaire.
Subsequently, the information collected was analysed
through dierent statistical tables and graphs. Finally,
results were shared with the educational community
to show the students’ perceptions of the authentic
materials.
e quantitative data gathered from the
questionnaire were presented through descriptive
statistics (Creswell, 2012) and illustrated with a table
and a bar graph that showed the students’ perceptions
of authentic materials in the development of their
listening comprehension skills, motivation, language
learning, comfort, and peer interaction. On the other
hand, the qualitative information was analysed based
on thematic analysis (Creswell, 2012), which allowed
the researcher to corroborate the ndings by selecting
the most important narrative data obtained from the
open-ended questions.
e present section will show the results and ndings obtained by the researcher about the students’ perceptions
on the benets of implementing authentic materials through technology. In that sense, these results will be
explained by using the numerical and narrative data gathered from the questionnaire. erefore, the data will
be presented in a table and bar graph with their corresponding interpretation and analysis.
STATEMENTS SA A N D SD T
F%F%F%F%F%F %
e use of English conversations through the YouTube platform
allowed you to acquire language.
4 15 12 44 8 30 1 4 2 7 27 100
e songs used on the Lyrics Training website enabled you to
dynamically interact.
10 37 8 30 8 30 1 3 0 0 27 100
e BBC news documentaries helped you to improve your liste-
ning comprehension.
7 26 10 37 7 26 3 11 0 0 27 100
e cartoons used through the YouTube platform made you feel
comfortable.
12 44 9 33 5 19 1 4 0 0 27 100
e application of dierent TED talks motivated you to learn
English language.
5 19 9 33 12 44 0 0 1 4 27 100
Table 2
Seventh-grade students’ perceptions of the use of authentic materials through technology at an elementary school
Note. SA = Strongly agree, A = Agree, N = Neutral, D = Disagree, SD = Strongly disagree, T = Total
64
e above table presents the students’
perceptions on the benets of using dierent authentic
materials to improve their listening comprehension
skills, peer interaction, language learning, motivation,
and comfort.
According to Table 2 results, 44% of the
participants agreed that the use of conversations via
the YouTube platform allowed them to acquire the
language, as these provided them with new vocabulary
on dierent topics. On the other hand, 30% of them
had a neutral stance, since they mentioned in the
open-ended questions that conversations were useful
resources but too complex to understand due to the
advanced lexical range used by the native speakers.
In that sense, 15% of the participants strongly agreed
because the videos helped them to learn words and
expressions applied in real-life contexts. Last but
not least, 7% of the students strongly disagreed and
4% disagreed with the statement. In fact, one of the
students supported his answer by saying “Hay palabras
que no sabemos y eso nos confunde” [ere are words
we don’t know and that confuses us] (S-05).
Likewise, the data table shows that 37% of
the participants strongly agreed that songs through
Lyrics Training website helped them to dynamically
interact with their classmates while developing their
listening comprehension skills, which was supported
by one student who mentioned “Las canciones nos
permitieron pensar e interactuar” [e songs allowed
us to think and interact] (S-18). On the other hand,
30% of the students chose the options “agree” and
“neutral” because they felt that the songs enabled
them to learn words in a motivating and entertaining
way; however, these sometimes had complex
grammar and vocabulary that confused them several
times. In contrast, 3% disagreed since they considered
that songs did not encourage collective participation
within the classroom.
Furthermore, it is interesting to note that 37%
of the surveyed students agreed with the documentary
provided by BBC News since it helped them improve
their listening comprehension sub-skills such as
listening for predicting, listening for gist, listening
for specic information, listening for understanding
vocabulary, and listening for sequencing. In this
sense, one student pointed out “Si porque aprendimos
palabras nuevas y eran relacionadas con el contenido”
[Yes because we learnt new words and they were
related to the content] (S-27). What is more, 26% of
them strongly agreed and had a neutral stance as this
authentic material presented relevant information
about a historical event which included advanced
words for the students’ age. In contrast, 11% of
students disagreed with the statement because they
did not understand it.
In response to statement 4, it could be
said that 44% of the students strongly agreed that
watching cartoons provided through the YouTube
platform aroused their curiosity and made them feel
comfortable during the listening process. Conversely,
33% of them agreed because they liked to watch,
learn and have fun with the characters and the plot.
Nevertheless, 19% of the participants had a neutral
point of view since they enjoyed the cartoons but did
not consider these as resources for teaching English,
as one participant noted “Es solo para divertirse”
[It’s just for fun] (S-05). Lastly, 4% of the surveyed
disagreed, describing cartoons as weird.
As shown in Table 2 outcomes, 44% of those
who responded to item 5 had a neutral opinion about
TED talk to increase their motivation since it provided
them with meaningful information that included
advanced expressions. In contrast, 33% of them
agreed with this type of content because it enabled
them to acquire useful words in real-life situations.
On the other hand, 19% of the students strongly
agreed as they indicated that their interest increased
when they listened to a speaker from another country.
Last but not least, 4% strongly disagreed due to its
lexical complexity in understanding the main idea
and details, which was corroborated by one student
who argued the following “Porque es muy difícil”
[Because it is very dicult] (S-25).
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Figure 1
Seventh-grade students’ preference for authentic
materials at an elementary school
is bar graph illustrates the seventh-
grade students’ preferences for dierent authentic
materials like songs, cartoons, conversations, TED
talks, and documentaries to develop their listening
comprehension sub-skills such as “listening for
predicting”, “listening for gist”, “listening for specic
information”, “listening for understanding vocabulary”
and “listening for sequencing”.
As seen in gure 1 results, 56% of the
students preferred songs to improve their listening
comprehension skills since they made the English
lessons more dynamic and interesting, as mentioned
by some participants in the open-ended questions.
Instead, 19% selected cartoons as these included
animated characters and stories according to their
level. On the other hand, 15% of the surveyed chose
conversations as their favourite for learning words
because they involved vocabulary commonly used
by native speakers in their daily lives. In contrast,
7% of them liked the TED talk for being easy and
informative. However, 3% opted for the documentary
provided by BBC News due to the fact that it allowed
them to learn about relevant aspects from around the
world.
DISCUSSIONDISCUSSION
What are the perceptions on the benets of authentic
materials through technology for the development of
English listening comprehension skills among seven-
th-grade students at an elementary school in Loja city?
e results indicated that 44% of the surveyed
participants agreed that conversations used on the
YouTube platform allowed them to learn English
since these included a wide range of new words,
phrases, and expressions. In that sense, Codina
(2020) conrms that this type of authentic material
is a helpful resource for learning the English language
because the students have the possibility to listen to
real-life situations.
At the same time, 37% of the students strongly
agreed that songs through the Lyrics Training
website were their favourite authentic material
because they enabled them to interact dynamically
with their classmates while the video was playing.
is is consistent with Jumadullayeva (2020), who
describes songs as a perfect linguistic package to
promote students’ participation since these materials
stimulate their curiosity, motivation, and interest in
understanding the content.
Likewise, these results showed that 37% of
the students agreed that the documentary provided
by BBC News helped them to improve their listening
comprehension skills since they could easily predict
the content, identify the general idea, recognize the
key information, and sequence events. In this regard,
Toreniyazova and Otegenova (2022) have found
that documentaries are eective authentic materials
to encourage students to be better listeners, as they
have the opportunity to be exposed to real news from
around the world.
Additionally, 44% of them strongly agreed
that cartoons made them feel comfortable since
they included simple and entertaining conversations
between the animated characters. In accordance with
the previous nding, studies carried out by Alimbaev
and Shamuratov (2022) have shown that the use of
these authentic materials is appropriate for children
because it helps them feel comfortable and motivated
to improve their listening comprehension skills.
66
BIBLIOGRAPHYBIBLIOGRAPHY
Finally, 33% of the respondents pointed out that
the TED talk motivated them to learn English despite
its advanced vocabulary. is supports the ideas of
Jaelani (2021), who states that authentic materials
serve to motivate students within the classroom since
these help them to realise the importance of learning a
universal language like English to communicate with
people from other countries.
Nevertheless, one of the limitations of the
research work was the lack of technological resources
for each student since most of them did not have their
own devices to develop their listening activities.
CONCLUSIONSCONCLUSIONS
From the previous results and ndings,
it is concluded that the seventh-grade students
perceived positively the use of authentic materials
such as conversations, songs, documentaries, TED
talks, and cartoons. In general, these resources were
accepted by the majority of students because they
learned the language in real-life situations, increased
their motivation, and actively interacted with their
classmates during the development of the listening
activities.
Authentic materials were useful tools for
teaching English because they boost the development
of the students’ listening comprehension sub-skills.
Specically, the students were able to predict the content
of listening through it, recognize the main idea of the
listening source, identify the key vocabulary about the
topic, and sequence the events during the listening
process. erefore, it is evident that authentic materials
have a signicant impact on students’ listening skills.
It is advisable for teachers to apply a wide
variety of authentic materials with technology. is
will allow students to arouse their interest in learning
the English language in a motivating way. At the same
time, it is recommended to use songs as authentic
material according to the students’ level and age, as
these will make the listening process more entertaining
and interesting. What is more, these materials give
enough exposure to the students into the English real
language by adapting their ears to several accents.
Abdillajonovna, S. S. (2022). e use of authentic
reading materials. ResearchJet Journal of
Analysis and Inventions, 3(5), 76-87. https://
doi.org/10.17605/OSF.IO/JW9K8
Ahmadi, M. R. (2018). e use of technology in
English language learning: A literature review.
International Journal of Research in English
Education, 3(2), 116-125. http://ijreeonline.
com/article-1-120-en.pdf
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