APPLYING AUTHENTIC MATERIALS IN TEACHING ENGLISH READING SKILLS TO UNIVERSITY STUDENTS THROUGH THE 5E INSTRUCTIONAL MODEL

Abstract

This paper proposes a reading instruction model for Vietnamese university students that integrates Authentic Reading Materials within the 5E instructional framework (Engage – Explore – Explain – Elaborate – Evaluate). Using a conceptual and document–based research approach, the study synthesizes theories and previous research on authentic materials, the 5E model, and reading pedagogy. Findings indicate that the 5E model can be effectively combined with authentic texts when learning activities are clearly designed across all five stages, allowing learners to take an active role in constructing meaning. The study outlines the model’s structure, classroom application, and provides a sample lesson using a real English article. The study also shows that this model is feasible in Vietnamese universities, provided that teachers select appropriate materials, scaffold learning tasks, and incorporate formative assessment.