Using Authentic Materials to Improve Writing English Proficiency

Arts, Social Sciences and Humanities

This study determined the effectiveness of authentic materials on the English writing proficiency of second-year Bachelor of Science in Tourism Management (BSTM) students at Legacy College of Compostela during the second semester of School Year 2025–2026. Employing a quantitative approach through a quasi-experimental one-group pretest-posttest research design, the study involved 50 second-year BSTM students selected through universal sampling. A validated writing proficiency test and analytic scoring rubric were utilized to gather data. Statistical tools used were mean, standard deviation, Shapiro-Wilk test, and Wilcoxon Signed-Rank Test. The findings revealed that the respondents obtained a Developing competency level in the pretest and a Proficient competency level in the posttest. Results further showed a significant difference between the pretest and posttest scores, indicating that authentic materials significantly improved the respondents’ writing proficiency. The use of authentic materials enhanced students’ grammar, vocabulary, coherence, and organization in writing. Overall, the study concluded that authentic materials serve as an effective instructional strategy in improving the English writing proficiency of college students. The integration of authentic materials promotes meaningful learning experiences and strengthens students’ communicative competence in academic writing.

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