This paper is devoted to examining the effects of aural authentic materials to motivate second year English major students in listening classes at Hung Yen university of Technology and Education. 25 majored English students are invited to experience aural authentic materials applied in the listening class and they also are assigned to choose their own favorite aural authentic input to practice at home. The data from interview, observation and weekly reflection of what they self practiced were collected to be analyzed and then be presented in this paper. From that, the pedagogical implications are discussed to help the instructors and students implement aural authentic input effectively inside and outside the classroom. |
