2.4 Related Research
Herron (1994, pp. 775-795) studied American university students of French and compared
video and text-based materials. An experiment was conducted in which the control group was
taught with a text while “semi-authentic” videos were used to teach the experimental group.
These videos were an “on-going drama in which native speakers interact in authentic situations”. The “drama” was created specifically for language learners but the videos also
included clips from French films and television advertisements which added a measure of
authenticity. The experimental group’s scores in listening comprehension showed significant
improvement over those of the control group.
Thanajaro (2000) conducted a study concerning the use of authentic materials to develop
listening comprehension in the English as a Second Language (ESL) classroom through
analysis of the class observation and interviews with students. The results revealed that the
use of authentic materials in ESL classrooms provided a positive effect on ESL student’s
motivation to learn the language.
Maneekul (2002) conducted a study on using authentic material and tasks to enhance
listening skill for undergraduate students majoring in English. The results revealed that
students’ listening skill increased to a higher level when using authentic materials and tasks
after watching native speakers’ video programs.