Learning with a coursebook or with authentic materials?

When thinking about starting to learn a foreign language, we need to make a number of decisions related to organising this adventure. Most often, we wonder whether we should choose learning with a teacher or study independently using one of the many language apps or platforms currently available on the market. If we decide to work with a teacher, in what format should that be—group classes or individual lessons? We will certainly also spend some time considering whether the course should be intensive or spread out over a longer period, and whether to choose a Polish teacher or a native speaker of the language (we have already written about the differences between learning with a native speaker and a local teacher in this article).

We usually devote very little time to considering what materials we ourselves will use (if we are learning independently) or what materials the teacher we work with will use (if we decide to learn with a teacher). This choice is often random or habitual, guided by established routines or personal preferences. For example, many adult learners do not want to use coursebooks because they associate them with school. But is this really the right approach?

In this article, we will take a closer look at both methods and present arguments for and against each, so that you, the reader, can make a more informed decision about your foreign language learning.

Coursebooks for language learning

Learning with a coursebook – advantages:

• Structure and organisation: coursebooks offer a clear structure that guides learners through successive stages of learning. They are usually developed by methodological experts with experience teaching at different levels, who know which language elements should be introduced at each stage. They are written to present the language in a logical, well-organised way, following a set syllabus and enabling systematic knowledge acquisition.
• Systematic and comprehensive approach: coursebooks allow learners to gradually develop their language skills, starting from the basics and moving to more advanced topics. More advanced issues build on structures introduced earlier, especially in terms of grammar. Good coursebooks also demonstrate a comprehensive approach to introducing and practising vocabulary—new words are repeated and recycled in subsequent sections and exercises, making it easier to remember new phrases and expressions.
• Coverage of various aspects of language: coursebooks usually cover a wide range of language aspects, such as grammar, vocabulary, reading, writing, speaking, and listening. This enables learners to master the diverse skills they need in everyday life. Good coursebooks also address cultural and social aspects of a given language area and differentiate language according to register—teaching more formal language as well as everyday speech or even slang.
• Resources of major publishers: large publishing houses usually have significant financial and human resources, which allow them to prepare a wide range of supplementary materials for a given coursebook. In addition to the student’s book, there may be a workbook, a teacher’s book with extra materials, and various interactive resources—all thematically connected. This allows learners to practise a given topic in many different ways and reinforce their knowledge.
• Suitable for beginners: coursebooks are often recommended for people starting to learn a foreign language, as they provide essential information and introduce learners to the language context. They are useful for those who need confidence and a stable foundation before moving on to more advanced learning.

Learning with a coursebook – possible drawbacks:

In addition to their undeniable advantages, coursebooks also have certain disadvantages, including:

• Predictability and repetition: chapters are usually structured according to a similar pattern, so learners repeatedly encounter similar introductions and types of exercises. There are exceptions that try to surprise users, but the vast majority of coursebooks on the market suffer from a certain repetitiveness.
• Topics that may not interest a particular learner: as complete publishing products intended for a broad audience, coursebooks cover a general range of topics. These may not be particularly interesting or relevant to a specific learner.
• Outdated topics: in a rapidly changing world, topics quickly become outdated, and new events and concepts constantly emerge. In recent years, we have seen topics such as the pandemic and remote work, new armed conflicts, or widespread access to AI transforming business. These themes will eventually appear in coursebooks, but due to the publishing process, they may no longer be as current as when they first emerged.
• Too few exercises: sometimes a coursebook does not provide enough practice material to ensure proper automatisation of newly introduced content.
• “Textbook language”: the language presented in a coursebook is necessarily limited to selected words and expressions and cannot include all possible alternatives. This is simply due to space limitations. The choice of expressions may also feel somewhat artificial. Language is a living organism that constantly evolves, and the version selected by coursebook authors may not fully reflect the way people actually speak. Dictionary publishers add several new words each year—it is difficult for coursebooks to reflect such changes immediately.

Authentic materials selected individually

Learning based on individually selected materials – advantages:

• Tailored to needs: undoubtedly the greatest advantage of individually selected materials is their alignment with the specific needs and goals of the learner(s). Learners can choose content that interests them and is most useful, and focus on the specific skills they wish to develop.
• Variety of materials: learning based on individually selected materials allows exploration of diverse sources such as articles, films, series, podcasts, or literary texts. This exposes learners to a variety of language—not only thematically, but also in terms of accent and register—supporting the development of real-world comprehension skills. Authentic materials also provide valuable insights into the language and culture of a given country or language area.
• Current events and up-to-date topics: individually selected materials make it possible to base lessons on truly current topics. Easy access to the internet allows us to work with the latest news from business, culture, society, and beyond—discussing issues that are relevant to our here and now.
• Living, authentic language: authentic materials expose learners to real, unedited language. This allows them to become familiar with a wide range of vocabulary and expressions, as every speaker uses their own preferred phrases. It also helps learners practise understanding meaning even when not every word is known.
• Motivation and engagement: individually selected materials are often more motivating, as learners can choose topics that genuinely interest and emotionally engage them. This can increase involvement and sustain motivation over time.

Learning based on individually selected materials – potential drawbacks:

• Random or chaotic selection: despite their authenticity, there is a risk that materials may be chosen in a random and unstructured way. Authentic materials rarely form logical sequences and may include various grammar topics—sometimes unfamiliar ones. Working with one text may require understanding several different structures, which can be challenging, especially at lower levels. It is also difficult to ensure gradual progression in difficulty.
• Difficult to adapt for lower levels: since native speakers usually use at least intermediate-level language, it can be difficult to find suitable authentic materials for lower levels without simplifying them excessively. Preparing reading materials may require considerable effort from the teacher, and preparing listening materials may sometimes be impossible.
• Limited number of exercises: with authentic materials, it may be difficult to create sufficient varied exercises. Video/audio materials are easier to adapt, as transcripts can be created, but turning written texts into audio or video materials can be challenging. Preparing additional exercises is time-consuming, and teachers may not always have the capacity to do so thoroughly.
• Maintaining organisation can be challenging: for some learners, working with various articles, copies, and links can make it difficult to stay organised. It requires a reliable system for managing materials. Some learners prefer having one main coursebook they can always return to and easily find previously covered content.

Coursebook or authentic materials – summary

As we can see, both learning with a coursebook and learning based on individually selected materials have their strengths and weaknesses.

If we choose a coursebook, we can be sure that our learning will be structured and follow a logical process. Well-designed coursebooks ensure practice of all key language skills, including listening, with tasks carefully selected for our level. A well-written coursebook also repeatedly recycles vocabulary and structures without overwhelming learners with too much new content at once.

However, even the best coursebook can quickly become outdated in terms of topics or vocabulary. Language is alive, and our world changes rapidly, while the publishing process takes time. Moreover, vocabulary choices are still the authors’ selections and may involve certain limitations. Therefore, working with a coursebook is certainly beneficial at the initial stages of language learning, when we know very little and benefit from being “guided step by step”.

As learners progress, the need for individualisation often increases, which should be reflected in the choice of materials. Individually selected materials are therefore more suitable for learners who already have some language competence and need content tailored to their specific needs. A coursebook usually introduces general topics and grammar issues—even business coursebooks do—so not everything will necessarily be relevant or interesting to us.

Coursebook or authentic materials – what to choose?

We lean towards the “golden mean” approach. If we need structure or simply want a coursebook—why not? A good practice is to select the topics that best match our needs and skip those that do not interest us. It is also relatively easy to supplement coursebook content with additional authentic materials to enrich and diversify lessons.

If, on the other hand, we definitely do not want to use a coursebook at all, then authentic materials prepared individually are a valid option—with one important condition: for the course to succeed, a full needs analysis should be conducted and a syllabus prepared (we wrote about the importance of needs analysis here).

In conclusion, both approaches can lead to success. The final choice depends on the learner’s preferences and goals. Regardless of the method, the key factor is regular practice and commitment to developing language skills. Let us also remember that selecting and preparing such materials often requires significant additional effort from the teacher, and this extra work certainly deserves appreciation.