The idea of “authentic instruction” has been proposed as a new term in literature, expanding the range of perspectives in a constructivist and student-centered approach to teaching. Newmann, Gamoran and Marks (1996) define authentic instruction as a type of instruction that incorporates some combination of four conditions in which students are invited to exhibit higher order thinking skills and perform a substantive conversation level, demonstrate deep knowledge and experience a connection between classroom work and the world beyond the classroom. So far, however, there is an unfortunate lack of research on EFL teachers’ ways of integrating authentic instruction into their teaching, as perceived by the teachers, themselves. It has been further noted that teachers are not always willing to use authentic teaching practices because of some obstacles (Knapp & Shields, 1995). Thus, the objectives of this study are two parts. First, it aims to qualitatively investigate the perceptions of English teachers in terms of their implementation of authentic instruction. Specifically, it will investigate how English teachers incorporate forms of authentic instruction in their classroom teaching. Secondly, the study examines both the conditions enhancing authentic instruction and those posing problems and obstacles against the implementation of authentic instruction. 

Knapp, M. S. & Shields, P. M. (1995). Academic challenge in high-poverty classrooms. Phi Delta Kappan, 76(10), 770. Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic Pedagogy and Student Performance. American Journal of Education, 104(4), 280-312.