The Impact of Authentic Context in an EAP setting on Reading Motivation
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Feb 8, 2017
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2017-02-08
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2017-02-08 (1)
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Abstract
While authenticity is recurrently associated with higher motivation, the question remains how an authentic context can affect reading motivation in an EAP setting. To investigate the effect, two groups of 30 EAP students were selected through cluster random sampling as control and experimental groups. A mixed methods approach was employed to collect data. The quantitative method encompassed the administration of the reading motivation questionnaire and the qualitative methods were the focus group interview and diary writing. Having administered the pretest of the reading motivation questionnaire at the beginning of the study, the researchers administered the posttest after the 8-week intervention of providing an authentic context. The findings revealed that the experimental group (Authentic context) had a higher reading motivation after the intervention as compared to the control group (traditional context). The interview findings also supported the quantitative findings. Moreover, the data from the diaries shed more light on the students’ general views of the two contexts such as their impressions of the tasks and activities, impressions of what was enjoyable and what was not, and the reactions to the instructor and the peers.
Key term: reading motivation, EAP, authentic text; authentic task, authentic context
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Zohoorian, Z., Naeini, M. B., & Rahimi, A. (2017). The Impact of Authentic Context in an EAP setting on Reading Motivation. Contemporary Educational Researches Journal, 6(4), 134–153. https://doi.org/10.18844/cerj.v6i4.1246
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References
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Alimohammadi, M. (2003). Quality Assurance in teaching English. Proceedings of the IADIS International Conference (pp. 1235-1239). Portugal: IADIS.
Amirian, Z., & Tavakoli, M. (2009). Reassessing the ESP courses offered to engineering students in Iran. English for Specific Purposes World, 8 (23), 1-13.
Amiryousefi, M., Dastjerdi, H.V., & Tavakoli, M. (2012). Iranian EAP students' reading strategy use and their beliefs about reading comprehension components: toward an EAP reading model. World Applied Sciences Journal, 18 (8), 1172-1179.
Anderson, N. J. (1999). Exploring second language reading: issues and strategies. Canada: Heinle & Heinle.
Atai M. R. (2002). EAP curriculum planning in Iran: an incoherent educational experience. Special Issue of the Journal of Faculty of Letters and Humanities, Teacher Training University 9 (3), 17-34.
Atai, M. R., & Nazari, O. (2011). Exploring reading comprehension needs of Iranian EAP students of health information management (HIM): A triangulated approach. System, 39 (1), 30-43.
Atai, M. R., & Shoja, L. (2011). A triangulated study of academic language needs of Iranian students of computer engineering: Are the courses on track. RELC Journal, 42 (3), 305-323.
Awasthi, J. R. (2006). Textbook and its Evaluation. Journal of NELTA, 11, 1-10.
Bastola, P. (2006). Task-based learning in language class. Journal of NELTA, 11(1-2), 130-132.
Bax, S. (2003). The end of CLT: a context approach to language teaching. ELT Journal, 57(3), 278–287.
Bell, F. L. (2005). Comprehension aids, internet technologies, and the reading of authentic materials by adult second language learners (PhD dissertation). The Florida State University, USA.
Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6 (2), 60-69.
Blay, R., Mercado, K. A., & Villacorta, J. (2009). The relationship between motivation and second language reading comprehension among fourth grade Filipino students. The Philippines ESL Journal, 2, 5-30.
Breen, M.P. (1985). Authenticity in the language classroom. Applied Linguistics, 6, 60-70.
Cambria, J., & Guthrie, J.T. (2010). Motivating and engaging students in reading. New England Reading Association Journal, 46(1), 16-29.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching. Cambridge: Cambridge university press.
Crossley, S. A., Louwerse, M. M., McCarthy, P. M., & McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. The Modern Language Journal, 91(1), 15-30.
Cubillo, P. C. & Brenes, C. N. (2009). Using task-based instruction in an ESP course in the computer center at the University of Costa Rica. Actualidades Investigativas en Educación, 9 (1), 1-25.
Dhanapala, K. V. (2008). Motivation and L2 learning behaviors of university students in Japan and Sri Lanka. Journal of International Development and Cooperation, 14 (1), 1-11.
Eslami-Rasekh. Z. (2005). The relevance and sociocultural significance of pragmatics for ESAP. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp.57-80). Tehran: SAMT.
Eslami-Rasekh. Z. (2010). Teachers’ voice vs. students’ voice: A needs analysis approach to English for Academic Purposes (EAP) in Iran. English Language Teaching, 3 (1), 3-12.
Eslami-Rasekh, A., & Simin, Sh. (2011). Teaching English for specific purposes: a no man's land area of activity: investigating ESP courses administrated in Iranian universities. English for Specific Purposes World, 32.
Eslami-Rasekh, A., & Simin, Sh. (2012). Investigating EAP of Tourism in Iran: a Case Study of Students’ Perception. English for Specific Purposes World, 36 (12).
Farhady, H. (2005). Reflections on and Directions for ESP Materials Development in SAMT. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (3). Paper presented at the First National ESP/EAP Conference, Iran (pp. 2-32). Tehran: SAMT.
Fathi, B. V. (2008). The importance of materials design in ESP and EST. Iranian Journal of Applied linguistics, 1 (3), 39-61.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40 (2), 97-119.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.
Grellet, F. (1981). Developing reading skills: a practical guide to reading comprehension exercises. Cambridge: Cambridge University Press.
Guariento, W. & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55 (4), 347–353.
Gulikers, J. T. M., Bastiaens, T. J., & Martens, R. L. (2005). The surplus value of an authentic learning environment. Computers in Human Behavior, 21(3), 509–521.
Hashemi, M. R., Lamir, A., & Namjoo, F. (2011). English for B.Sc. students of physical education in Iran: A study of perception of English needs and effectiveness of ESP textbooks. English Language and Literature Studies, 1(2), 14-24.
Hasrati, M. (2005). Rethinking the underlying features of EAP: Is it just text, or more? In G.R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp. 45-56). Tehran: SAMT.
Hassaskhah, J. (2005). From theory to practice: where is the missing link? In G.R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp. 13-34). Tehran: SAMT.
Hayati, A. M. (2008). Teaching English for Special Purposes in Iran. Arts and Humanities in Higher Education. 7 (2), 49-164.
Hayati, M., & Jalilifar, A. (2010). Task-based teaching of micro-skills in an EAP situation Task-based teaching of micro-skills in an EAP situation. Taiwan International ESP Journal, 2 (2), 49-66.
Horwitz, E. K. (2008). Becoming a language teacher: a practical guide to second language learning and teaching. Boston: Pearson Education.
Hutchinson, T., & Waters, A. (1987). English for specific Purposes: A learning centered Approach. Cambridge: Cambridge University Press.
Hwang, C. C. (2005). Effective EFL education through popular authentic materials. Asian EFL Journal, 7 (1), 90-101.
Hyland, K. (2006). English for Academic purposes: an advanced resource book. NY: Routledge.
Jacobson, E., Degener, S., & Purcell-Gates, V. (2003). Creating authentic materials and activities for the adult literacy classroom: A handbook for practitioners. NCSALL teaching and training materials. Boston, MA: NCSALL at World Education. Retrieved Sep 2013, from www. Ncsall.net/fileadmin/resources/ teach/ Jacobson.pdf.
Jodairi, A. (2005). Teachers as coordinators in developing ESP curriculum. In G.R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (2). Paper presented at the First National ESP/EAP Conference, Iran (pp. 99- 126).Tehran: SAMT.
Khaniya, T. R. (2006). Use of authentic materials in EFL classrooms. Journal of NELTA, 11(2), 17-23.
Kilickaya. F. (2004). Authentic materials and cultural content in EFL classrooms. The Internet TESL Journal, 10 (7).
Landelle, A. J. E. (2004). Motivations, language learning beliefs, and experiences of Hmong and Spanish-speaking students in the foreign language classroom. PhD Dissertation, University of Minnesota.
Le Loup, J. W. & Ponterio, R. (2000). Creating standards-based activities integrating authentic materials from the WWWâ€, In W. M. Heller (Ed.), ABC to PhD: Foreign Language Proficiency for ALL, Annual Meeting Series No. 17, 13-20; Schenectady, NY: New York State Association of Foreign Language Teachers.
Lowe, I. (2009). Authentic lesson material in ESP. Retrieved: Sep, 2013 from http://www.scientificlanguage.com/esp/authentic.pdf.
MacDonald, M. N., Badger, R., & Dasli, M. (2006). Authenticity, culture and language learning. Language and Intercultural Communication, 6 (3&4), 250-26.
Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes 7, 277-289.
Mishan, F. (2005). Designing Authenticity into Language Learning Materials. Bristol: Intellect.
Mitchell, M. L., & Jolley, J. M. (2010). Research design explained. Belmont: Wadsworth, Cengage Learning
Moghimizadeh, R. P. (2008). The study of syntactic avoidance on the written production of Persian university students majoring in teaching English as a foreign language (Unpublished PhD dissertation). Universiti Sains Malaysia, Pinang, Malaysia.
Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14 (2), 91-110.
Noora, A. (2008). Iranian undergraduates non-English majors’ language learning preferences. GEMA online Journal of Language Studies, 8 (2), 33-44.
Oguz, A., & Bahar, H. O. (2008). The importance of using authentic materials in prospective foreign language teacher training. Pakistan Journal of Social Sciences, 5 (4), 328-336.
Oura, G. K. (2001). Authentic task-based materials: Bringing the real world into the classroom. College Faculty Bulletin, 21, 65-84.
Rahimi,A.; Zolfaghari, S. ( 2015). Iranian EFL Students’ Demotivation. LANGLIT.2 (2), 143-150.
Rasinski, T. V. (2006). A brief history of reading fluency. In S. J. Samuels, & A. E. Farstrup (Eds.). What research has to say about fluency instruction. (pp. 4-23). Newark, DE: International Reading association.
Richards, J. C. (2013). Curriculum approaches in language teaching: forward, central and backwards design. RELC Journal, 44 (1), 5-33
Sadeghi, A. R. (2005). ESP methodology: A transition from the present state. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (2). Paper presented at the First National ESP/EAP Conference, Iran (pp. 21-33). Tehran: SAMT.
Schutte, N. S., & Malouff, J. M. (2007). Dimensions of reading motivation: development of an adult reading motivation scale. Reading Psychology, 28 (5), 469-489.
Shrum, J. L., & Glisan, E. W. (2000). Teacher’s handbook: contextualized language instruction. Boston: Heinle & Heinle.
Soleimani, H. (2005). EAP in Iran: drawbacks of SAMT EAP textbooks. In, G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (3). Paper presented at the First National ESP/EAP Conference, Iran (pp. 216-229). Tehran: SAMT.
Suzani, M. S. (2005). Teaching ESP in the faculties of medicine and related fields: bridging the gap between theory and practice. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference (3). Paper presented at the First National ESP/EAP Conference, Iran (pp. 147-159). Tehran: SAMT.
Tayebipour, F. (2005). The role of TEFL instructors vs. Specific-field instructors in ESP/EAP teaching. In G.R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp. 219-234). Tehran: SAMT.
Taylor, D. (1994). Inauthentic Authenticity or Authentic Inauthenticity? The Electronic Journal for English as a Second Language, 1 (2).
Velazquez, A. C., & Redmond, M. L. (2007). The Use of Authentic Texts in the K-12 Spanish Program. In L. P. McCoy, (Ed.). Studies in Teaching 2007 Research Digest. Research Projects Presented at Annual Research Forum (pp. 133-138). NC, Winston-Salem.
Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32 (2), 59-68.
Woo, Y., Herrington, J., Agostino, Sh., & Reeves, T. C. (2007). Implementing authentic tasks in web-based learning environments. Educause Quarterly, 3, 36- 43.
Ziahosseiny, S. M. (2005). A psycholinguistic approach to ESP/EAP material design. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp. 157-168). Tehran: SAMT.
Zohrabi, M., & Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or student-centered learning: English Language in Iran. English Language and Literature Studies 2 (3), 18-30.
Ajideh, P. (2009). Autonomous learning and metacognitive strategies essentials in ESP class. English Language Teaching, 2 (1), 162-168.
Akbari, Z., & Tahririan, M. H. (2009). Vocabulary learning strategies in an ESP context: The case of para/medical English in Iran. The Asian EFL Journal Quarterly, 11(1), 39-61.
Alimohammadi, M. (2003). Quality Assurance in teaching English. Proceedings of the IADIS International Conference (pp. 1235-1239). Portugal: IADIS.
Amirian, Z., & Tavakoli, M. (2009). Reassessing the ESP courses offered to engineering students in Iran. English for Specific Purposes World, 8 (23), 1-13.
Amiryousefi, M., Dastjerdi, H.V., & Tavakoli, M. (2012). Iranian EAP students' reading strategy use and their beliefs about reading comprehension components: toward an EAP reading model. World Applied Sciences Journal, 18 (8), 1172-1179.
Anderson, N. J. (1999). Exploring second language reading: issues and strategies. Canada: Heinle & Heinle.
Atai M. R. (2002). EAP curriculum planning in Iran: an incoherent educational experience. Special Issue of the Journal of Faculty of Letters and Humanities, Teacher Training University 9 (3), 17-34.
Atai, M. R., & Nazari, O. (2011). Exploring reading comprehension needs of Iranian EAP students of health information management (HIM): A triangulated approach. System, 39 (1), 30-43.
Atai, M. R., & Shoja, L. (2011). A triangulated study of academic language needs of Iranian students of computer engineering: Are the courses on track. RELC Journal, 42 (3), 305-323.
Awasthi, J. R. (2006). Textbook and its Evaluation. Journal of NELTA, 11, 1-10.
Bastola, P. (2006). Task-based learning in language class. Journal of NELTA, 11(1-2), 130-132.
Bax, S. (2003). The end of CLT: a context approach to language teaching. ELT Journal, 57(3), 278–287.
Bell, F. L. (2005). Comprehension aids, internet technologies, and the reading of authentic materials by adult second language learners (PhD dissertation). The Florida State University, USA.
Berardo, S. A. (2006). The use of authentic materials in the teaching of reading. The Reading Matrix, 6 (2), 60-69.
Blay, R., Mercado, K. A., & Villacorta, J. (2009). The relationship between motivation and second language reading comprehension among fourth grade Filipino students. The Philippines ESL Journal, 2, 5-30.
Breen, M.P. (1985). Authenticity in the language classroom. Applied Linguistics, 6, 60-70.
Cambria, J., & Guthrie, J.T. (2010). Motivating and engaging students in reading. New England Reading Association Journal, 46(1), 16-29.
Celce-Murcia, M., & Olshtain, E. (2000). Discourse and context in language teaching. Cambridge: Cambridge university press.
Crossley, S. A., Louwerse, M. M., McCarthy, P. M., & McNamara, D. S. (2007). A linguistic analysis of simplified and authentic texts. The Modern Language Journal, 91(1), 15-30.
Cubillo, P. C. & Brenes, C. N. (2009). Using task-based instruction in an ESP course in the computer center at the University of Costa Rica. Actualidades Investigativas en Educación, 9 (1), 1-25.
Dhanapala, K. V. (2008). Motivation and L2 learning behaviors of university students in Japan and Sri Lanka. Journal of International Development and Cooperation, 14 (1), 1-11.
Eslami-Rasekh. Z. (2005). The relevance and sociocultural significance of pragmatics for ESAP. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp.57-80). Tehran: SAMT.
Eslami-Rasekh. Z. (2010). Teachers’ voice vs. students’ voice: A needs analysis approach to English for Academic Purposes (EAP) in Iran. English Language Teaching, 3 (1), 3-12.
Eslami-Rasekh, A., & Simin, Sh. (2011). Teaching English for specific purposes: a no man's land area of activity: investigating ESP courses administrated in Iranian universities. English for Specific Purposes World, 32.
Eslami-Rasekh, A., & Simin, Sh. (2012). Investigating EAP of Tourism in Iran: a Case Study of Students’ Perception. English for Specific Purposes World, 36 (12).
Farhady, H. (2005). Reflections on and Directions for ESP Materials Development in SAMT. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (3). Paper presented at the First National ESP/EAP Conference, Iran (pp. 2-32). Tehran: SAMT.
Fathi, B. V. (2008). The importance of materials design in ESP and EST. Iranian Journal of Applied linguistics, 1 (3), 39-61.
Gilmore, A. (2007). Authentic materials and authenticity in foreign language learning. Language Teaching, 40 (2), 97-119.
Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.
Grellet, F. (1981). Developing reading skills: a practical guide to reading comprehension exercises. Cambridge: Cambridge University Press.
Guariento, W. & Morley, J. (2001). Text and task authenticity in the EFL classroom. ELT Journal, 55 (4), 347–353.
Gulikers, J. T. M., Bastiaens, T. J., & Martens, R. L. (2005). The surplus value of an authentic learning environment. Computers in Human Behavior, 21(3), 509–521.
Hashemi, M. R., Lamir, A., & Namjoo, F. (2011). English for B.Sc. students of physical education in Iran: A study of perception of English needs and effectiveness of ESP textbooks. English Language and Literature Studies, 1(2), 14-24.
Hasrati, M. (2005). Rethinking the underlying features of EAP: Is it just text, or more? In G.R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp. 45-56). Tehran: SAMT.
Hassaskhah, J. (2005). From theory to practice: where is the missing link? In G.R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp. 13-34). Tehran: SAMT.
Hayati, A. M. (2008). Teaching English for Special Purposes in Iran. Arts and Humanities in Higher Education. 7 (2), 49-164.
Hayati, M., & Jalilifar, A. (2010). Task-based teaching of micro-skills in an EAP situation Task-based teaching of micro-skills in an EAP situation. Taiwan International ESP Journal, 2 (2), 49-66.
Horwitz, E. K. (2008). Becoming a language teacher: a practical guide to second language learning and teaching. Boston: Pearson Education.
Hutchinson, T., & Waters, A. (1987). English for specific Purposes: A learning centered Approach. Cambridge: Cambridge University Press.
Hwang, C. C. (2005). Effective EFL education through popular authentic materials. Asian EFL Journal, 7 (1), 90-101.
Hyland, K. (2006). English for Academic purposes: an advanced resource book. NY: Routledge.
Jacobson, E., Degener, S., & Purcell-Gates, V. (2003). Creating authentic materials and activities for the adult literacy classroom: A handbook for practitioners. NCSALL teaching and training materials. Boston, MA: NCSALL at World Education. Retrieved Sep 2013, from www. Ncsall.net/fileadmin/resources/ teach/ Jacobson.pdf.
Jodairi, A. (2005). Teachers as coordinators in developing ESP curriculum. In G.R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (2). Paper presented at the First National ESP/EAP Conference, Iran (pp. 99- 126).Tehran: SAMT.
Khaniya, T. R. (2006). Use of authentic materials in EFL classrooms. Journal of NELTA, 11(2), 17-23.
Kilickaya. F. (2004). Authentic materials and cultural content in EFL classrooms. The Internet TESL Journal, 10 (7).
Landelle, A. J. E. (2004). Motivations, language learning beliefs, and experiences of Hmong and Spanish-speaking students in the foreign language classroom. PhD Dissertation, University of Minnesota.
Le Loup, J. W. & Ponterio, R. (2000). Creating standards-based activities integrating authentic materials from the WWWâ€, In W. M. Heller (Ed.), ABC to PhD: Foreign Language Proficiency for ALL, Annual Meeting Series No. 17, 13-20; Schenectady, NY: New York State Association of Foreign Language Teachers.
Lowe, I. (2009). Authentic lesson material in ESP. Retrieved: Sep, 2013 from http://www.scientificlanguage.com/esp/authentic.pdf.
MacDonald, M. N., Badger, R., & Dasli, M. (2006). Authenticity, culture and language learning. Language and Intercultural Communication, 6 (3&4), 250-26.
Mazdayasna, G., & Tahririan, M. H. (2008). Developing a profile of the ESP needs of Iranian students: The case of students of nursing and midwifery. Journal of English for Academic Purposes 7, 277-289.
Mishan, F. (2005). Designing Authenticity into Language Learning Materials. Bristol: Intellect.
Mitchell, M. L., & Jolley, J. M. (2010). Research design explained. Belmont: Wadsworth, Cengage Learning
Moghimizadeh, R. P. (2008). The study of syntactic avoidance on the written production of Persian university students majoring in teaching English as a foreign language (Unpublished PhD dissertation). Universiti Sains Malaysia, Pinang, Malaysia.
Mori, S. (2002). Redefining motivation to read in a foreign language. Reading in a Foreign Language, 14 (2), 91-110.
Noora, A. (2008). Iranian undergraduates non-English majors’ language learning preferences. GEMA online Journal of Language Studies, 8 (2), 33-44.
Oguz, A., & Bahar, H. O. (2008). The importance of using authentic materials in prospective foreign language teacher training. Pakistan Journal of Social Sciences, 5 (4), 328-336.
Oura, G. K. (2001). Authentic task-based materials: Bringing the real world into the classroom. College Faculty Bulletin, 21, 65-84.
Rahimi,A.; Zolfaghari, S. ( 2015). Iranian EFL Students’ Demotivation. LANGLIT.2 (2), 143-150.
Rasinski, T. V. (2006). A brief history of reading fluency. In S. J. Samuels, & A. E. Farstrup (Eds.). What research has to say about fluency instruction. (pp. 4-23). Newark, DE: International Reading association.
Richards, J. C. (2013). Curriculum approaches in language teaching: forward, central and backwards design. RELC Journal, 44 (1), 5-33
Sadeghi, A. R. (2005). ESP methodology: A transition from the present state. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (2). Paper presented at the First National ESP/EAP Conference, Iran (pp. 21-33). Tehran: SAMT.
Schutte, N. S., & Malouff, J. M. (2007). Dimensions of reading motivation: development of an adult reading motivation scale. Reading Psychology, 28 (5), 469-489.
Shrum, J. L., & Glisan, E. W. (2000). Teacher’s handbook: contextualized language instruction. Boston: Heinle & Heinle.
Soleimani, H. (2005). EAP in Iran: drawbacks of SAMT EAP textbooks. In, G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (3). Paper presented at the First National ESP/EAP Conference, Iran (pp. 216-229). Tehran: SAMT.
Suzani, M. S. (2005). Teaching ESP in the faculties of medicine and related fields: bridging the gap between theory and practice. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference (3). Paper presented at the First National ESP/EAP Conference, Iran (pp. 147-159). Tehran: SAMT.
Tayebipour, F. (2005). The role of TEFL instructors vs. Specific-field instructors in ESP/EAP teaching. In G.R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp. 219-234). Tehran: SAMT.
Taylor, D. (1994). Inauthentic Authenticity or Authentic Inauthenticity? The Electronic Journal for English as a Second Language, 1 (2).
Velazquez, A. C., & Redmond, M. L. (2007). The Use of Authentic Texts in the K-12 Spanish Program. In L. P. McCoy, (Ed.). Studies in Teaching 2007 Research Digest. Research Projects Presented at Annual Research Forum (pp. 133-138). NC, Winston-Salem.
Wigfield, A. (1997). Reading motivation: A domain-specific approach to motivation. Educational Psychologist, 32 (2), 59-68.
Woo, Y., Herrington, J., Agostino, Sh., & Reeves, T. C. (2007). Implementing authentic tasks in web-based learning environments. Educause Quarterly, 3, 36- 43.
Ziahosseiny, S. M. (2005). A psycholinguistic approach to ESP/EAP material design. In G. R. Kiany, & M. Khayyamdar, (Eds.). Proceedings of the First National ESP/EAP Conference, (1). Paper presented at the First National ESP/EAP Conference, Iran (pp. 157-168). Tehran: SAMT.
Zohrabi, M., & Torabi, M. A., & Baybourdiani, P. (2012). Teacher-centered and/or student-centered learning: English Language in Iran. English Language and Literature Studies 2 (3), 18-30.