# data[].attributes.body
Supplementary resources and materials help students to be motivated by generating curiosity in learning and prompting them to utilize the language within the classroom (Dodd, 2015).

# data[].attributes.body
Incorporating supplementary materials into the classroom is essential due to the diverse groups of learners with varying learning preferences and styles. Moreover, not all learners find the topics in textbooks relevant or engaging (Riasati & Zare, 2010).

# data[].attributes.body
According to Mestari & Malabar (2016): When teaching grammar, authentic materials assist learners in identifying examples of English as used by native speakers across various language contexts. Furthermore, these authentic materials enhance students' communicative abilities during classroom activities.

# data[].attributes.body
Akbari (2008) carried out a study with Iranian EFL students and he discovered that using pictures is an effective approach for instructing vocabulary acquisition, proving more favorable compared to relying solely on context. Furthermore, the research suggests that employing both pictures and context is better than traditional methods.

# data[].attributes.body
The field project carried by Yang (2020) points out that ineffective grammar teaching often involves inadequate teaching methods and a deficiency of learning materials adapted to real-world contexts. Moreover, he states that Incorporating genuine and context-rich materials into grammar instruction enables students to integrate syntactic structures with practical language usage.

# data[].attributes.headline
Küçükoğlu (2013) explains that teachers can help students to improve their reading comprehension by working with reading strategies such as:

# data[].attributes.subject
Küçükoğlu (2013) explains that teachers can help students to improve their reading comprehension by working with reading strategies such as:

# data[].attributes.body
To be proficient readers, students must establish objectives for their reading; hence, proficient readers approach reading with a clear purpose. Employing prediction as a strategy enhances comprehension by aiding readers in defining their reading goals.

# data[].attributes.body
Educators can inspire learners to visualize settings, characters, and events within a story, encouraging them to create drawings or written descriptions based on their mental visualization generated while reading the text.

# data[].attributes.body
Through this strategy, learners activate their existing knowledge and relate the concepts in the text to their personal experiences. Reading gains significance when the reader connects the text's ideas to their own beliefs, experiences, and current events.

# data[].attributes.body
In the process of summarization, learners develop the ability to differentiate between main ideas and supporting details. Another aspect of summarization involves discerning relevant information from irrelevant ones, which enhances students' text comprehension skills.

# data[].attributes.body
This strategy entails learners revisiting the text repeatedly during the reading process to locate answers to questions posed by the teacher before, during, and after reading. Through this approach, students refine their ability to differentiate between questions based on factual information or prior knowledge.

# data[].attributes.body
Students can be provided with methods to utilize visual aids such as illustrations, graphs, images, dates, relevant vocabulary, and headings from the text to make inferences.

# data[].attributes.body
Authentic materials captivate learners' interest due to their relevance and real-world applicability. This engagement facilitates active participation and deeper learning experiences (Brown, 2007).

# data[].attributes.body
Authentic materials offer learners a window into the culture, customs, and traditions of native speakers, fostering cultural awareness and sensitivity (Omaggio Hadley, 2001).

# data[].attributes.body
Exposure to authentic materials exposes learners to diverse language variations, including different registers, dialects, and colloquialisms, enhancing their linguistic flexibility and comprehension skills (Peacock, 1997).

# data[].attributes.body
Authentic materials resonate with learners' interests and goals, motivating them to engage with the language learning process and facilitating meaningful language acquisition (Ur, 1996).

# data[].attributes.body
1. ABC Mouse

2. HMH Readers

3. Epic!

4. Nessy

5. Teacher your Monster to Read

6. Reading.com

# data[].attributes.body
1. Audible

2. Promova

3. Kindle

4. Wattpad

5. Book wall

6. Learning Upgrade

# data[].attributes.body
Authentic materials provide learners with examples of language as it is naturally used in authentic contexts, preparing them for real-life communication situations (Richards & Rodgers, 2001).

# data[].attributes.body
Authentic materials enable learners to acquire language skills in context, facilitating deeper understanding and retention of grammar and vocabulary (Brown, 2007).

# data[].attributes.body
Skills acquired through engagement with authentic materials are transferable to various real-life situations, enabling learners to apply language knowledge effectively beyond the classroom (Ur, 1996).

# data[].attributes.body
Interacting with authentic materials cultivates learners' autonomy and self-directed learning skills, laying the foundation for lifelong language learning (Richards & Rodgers, 2001).

# data[].attributes.body
This approach prioritizes the use of language for communication purposes rather than solely focusing on grammar rules. Learners engage in meaningful communication tasks that require the application of grammar and vocabulary in authentic contexts (Richards & Rodgers, 2001).

# data[].attributes.body
Task-based learning involves designing tasks or activities that require learners to use grammar and vocabulary in real-world scenarios. Learners acquire language skills through the completion of tasks, promoting active learning and skill transfer (Willis, 1996).

# data[].attributes.body
Inductive teaching involves presenting learners with authentic language samples and guiding them to discover grammar rules and patterns on their own. This approach fosters critical thinking skills and deeper understanding of language structures (Thornbury, 2002).

# data[].attributes.body
Content-based instruction integrates language learning with subject matter content, using authentic materials related to learners' interests or academic fields. This approach facilitates language acquisition while promoting content knowledge (Brown, 2007).

# data[].attributes.body
Contextualized learning involves teaching grammar and vocabulary within meaningful contexts, such as authentic texts or communicative situations. Learners acquire language skills more effectively when they understand the context in which language is used (Richards & Rodgers, 2001).

# data[].attributes.body
Personalized learning allows learners to choose authentic materials and learning activities based on their interests, preferences, and language learning goals. This learner-centered approach increases motivation and engagement (Holec, 1981).

# data[].attributes.body
This approach integrates the teaching of grammar and vocabulary with the development of other language skills, such as listening, speaking, reading, and writing. Learners engage with authentic materials holistically, reinforcing their language skills across multiple domains (Richards & Rodgers, 2001).

# data[].attributes.body
Providing timely and constructive feedback on learners' use of grammar and vocabulary in authentic contexts is crucial for their language development. Teachers guide learners in identifying and correcting errors, promoting accuracy and fluency (Ellis, 2008).

# data[].attributes.body
Akbari, O. (2008). Teaching vocabulary items through contextualization and picture to elementary Iranian EFL students. Asian EFL journal, 10(3), 53-77. https://www.asian-efl-journal.com/September_2008.pdf#page=53

Brown, H. D. (2007). Principles of language learning and teaching. Pearson Longman.

Dodd, A. R. (2015). The use of supplementary materials in English foreign language classes in Ecuadorian secondary schools. English Language Teaching, 8(9), 187–195. https://doi.org/10.5539/elt.v8n9p187

Ellis, R. (2008). The study of second language acquisition. Oxford University Press.

Holec, H. (1981). Autonomy and foreign language learning. Pergamon Press.

Küçükoğlu, H. (2013). Improving reading skills through effective reading strategies. Procedia-Social and Behavioral Sciences, 70, 709-714. https://www.sciencedirect.com/science/article/pii/S1877042813001146

Life in the Mundane (2023). 4 Best Educational Reading Apps || Homeschool Literacy Resources. Youtube: https://www.youtube.com/watch?v=FH553A0J2hM

Mestari, S. A., & Malabar, F. (2016). The use of authentic materials in teaching grammar for EFL students (teachers perspective). LLT Journal: A Journal on Language and Language Teaching, 19(2), 125-131. DOI: https://doi.org/10.24071/llt.v19i2.306

Omaggio Hadley, A. (2001). Teaching language in context. Heinle & Heinle.

Peacock, M. (1997). The effect of authentic materials on the motivation of EFL learners. ELT Journal, 51(2), 144-156.

Raymond, B. (2020) Free App for Adult Learning. The Jam TV: https://www.youtube.com/watch?v=RBErGSC8iO0&t=114s

Richards, J. C., & Rodgers, T. S. (2001). Approaches and methods in language teaching. Cambridge University Press.

Riasati, M. J., & Zare, P. (2010). Textbook evaluation: EFL teachers' perspectives on" New Interchange". Studies in Literature and Language, 1(8), 54. http://cscanada.net/index.php/sll/article/view/j.sll.1923156320100108.007/1474

Thornbury, S. (2002). How to teach grammar. Pearson Education.

Ur, P. (1996). A course in language teaching. Cambridge University Press.

Willis, J. (1996). A framework for task-based learning. Longman.

Yang, J. (2020). Using contextualized materials to teach English grammar. Master's Projects and Capstones. 1133.
https://repository.usfca.edu/capstone/1133