The use of authentic materials in English language teaching has been widely
acknowledged as an effective approach to enhance young learners’ engagement,
motivation, and comprehension. Authentic materials, such as real-life objects,
videos, songs, and printed texts, provide meaningful language exposure that reflects
real-world communication. Teachers play a crucial role in selecting and
implementing these materials to ensure they align with students’ developmental
needs and learning objectives. However, understanding teachers’ perceptions of
authentic materials is essential to evaluate their effectiveness and identify
challenges in their application. This study aims to investigate English teachers’
perceptions toward the use of authentic materials in teaching young learners and
the reasons behind their use in the classroom. A qualitative research method was
employed, using interviews as the primary data collection technique. Three English
teachers who teach young learners participated in the study, providing insights into
their experiences, beliefs, and classroom practices regarding authentic materials.
The findings reveal that all participants hold a positive perception of using authentic
materials, highlighting their role in enhancing students’ language acquisition,
enthusiasm, and real-world exposure to English. Teachers used authentic materials
for several reasons. First, they provided real-life context, helping students connect
classroom learning with everyday situations. Second, they increased motivation and
enthusiasm, as students found real-world materials more enjoyable than traditional
textbooks. Third, they improved students’ comprehension, allowing students to
experience language in a meaningful way. In conclusion, teachers perceive
authentic materials as beneficial for young learners, but their effective selection,
adaptation, and implementation are necessary.