BEYOND TEXTS: A MULTIDIMENSIONAL MODEL FOR EVALUATING AUTHENTICITY IN EFL MATERIALS

Ezzeddine Saidi

Abstract


The concept of authenticity in English as a Foreign Language (EFL) has often been limited to a narrow definition, typically focused on authentic texts or real language use. However, authenticity is a multifaceted concept that requires consideration from multiple perspectives to fully understand its impact on language teaching and learning. This paper proposes a multidimensional model for evaluating authenticity in EFL materials, incorporating three broad sources of authentic language use, namely texts, tasks, and contexts. The model further divides these sources into seven constituent elements, enabling a comprehensive assessment of how authenticity is represented in EFL materials. The proposed model was applied to two textbooks used in the Tunisian EFL context, offering valuable insights into the varying degrees of authenticity across the texts, tasks, and contexts presented in these materials. The analysis showed limited degrees of linguistic naturalness and structural appropriateness in listening and reading activities (text authenticity) in both textbooks; low to moderate degrees of situational relevance and goal-orientedness in speaking and writing activities (task authenticity); and moderate to high degrees of socio-pragmatic appropriateness in both receptive and productive modes (context authenticity).  These findings provided valuable insights into the design of Tunisian EFL materials, highlighting areas where authenticity can be strengthened. Furthermore, they proved that the proposed model can be used to evaluate authenticity in other EFL contexts, offering a flexible framework for assessing language learning materials globally.

 

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Keywords


authenticity, EFL, textbook evaluation, multidimensional model, materials design

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References


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DOI: http://dx.doi.org/10.46827/ejfl.v10i1.6512

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