Abstract:
Authentic materials are among the most important tools a teacher can use in a class in order to make his/her teaching go smoothly and be effective in transmitting the necessary knowledge to all students. In this paper, the researcher discussed the effectively for using authentic materials on EFL learners’ reading comprehension skills. The general objective of this study was to investigate the effect of using authentic texts, on EFL learners reading comprehension skills, and coming up with valuable recommendation. To get a data a combination of two most important tools that were questionnaires and a test were used. The questionnaires have been designed for students before and after intervention to meet different purposes of the research. The test also have pre and post which is also to meet different purposes of the research. To this end the researcher designed experimental research design. As this research design help to examine whether there is a causal relationship between independent and dependent variable. To achieve the purpose quantitative research method was applied. In applying this method numerical data was manipulated and statistical models were constructed. Finally, by throughly investigating cause effect relationship of the given variable the study ravels that the use of authentic materials were regarded as a useful means to develop learners reading comprehension skills, motivate learners, arouse their interest and expose them to the the real language they will face in the real world. Based on the result of the study, it was recommended that English language teachers were find ways and means of exploiting authentic materials in a class room instruction because authentic materials are useful means, to bridge the gap between the class room and the real worlds. The research findings proven that the language taught in the class room must be linked to its function in the real world. If we do so, our students reading comprehension skill and their motivation towards reading skill changed positively.
