Qualitative analysis of effects of the use of authentic materials in remedial English classes at a Japanese university

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Despite 6 years of learning English in junior and senior schools, many Japanese university students still struggle to understand fundamental knowledge of English. Education for such students is called remedial education and its need is increasing in Japan because of decreasing number of young people and diversifying university entrance exams which allow every academic level of applicants to enter university. In order to address this issue, I would like to introduce a remedial class in which English has been taught with authentic materials for one academic year in 2012. Authentic materials, such as songs, movies, and so on were used instead of textbooks, and important grammatical points in these materials were explained when it was necessary. As for the selection of the materials, relatively easy and short ones concerning their expertise or contents which seem to interest students were carefully chosen by the instructor. At the end of the semester a questionnaire and an interview were conducted. Findings from questionnaire and interview showed that students preferred authentic materials to textbooks and the use of such materials has a tendency to promote remedial students' learner autonomy and their motivation. Interview data was analyzed by the method of Grounded Theory Approach.

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