Views: 4,832
Arab World English Journal (AWEJ) Volume 16. Number 2, June 2025 Pp.459-472
Foreign Languages Department, Faculty of Biology and Technology,
Sumy National Agrarian University, Sumy, Ukraine
Department of Aviation English, Ivan Kozhedub Kharkiv National Air Force University,
Kharkiv, Ukraine
English Language Department, Faculty of Humanities, National University of Kyiv Mohyla Academy, Kyiv, Ukraine
Department of Psychology and Social Work, Municipal Institution of Higher Education Khortytsia National Educational and Rehabilitation Academy of Zaporizhzhia Regional Council, Zaporizhzhia, Ukraine
Department of English Language Practice and Teaching Methods, Faculty of Ukrainian and Foreign Philology, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine
This study investigates the role of authentic texts in fostering critical thinking skills among English language learners, addressing the need for structured pedagogical approaches. The research evaluates how adapted authentic materials enhance language learning through lexical, communicative, and audio-linguistic methodologies, emphasizing their cultural, and cognitive significance. The study employed the approach combining content analysis with statistical comparisons using Sherman’s test and Phillips’ test to assess perceptions and critical thinking development. The study involved 120 Ukrainian university students. The results demonstrated strong agreement among both teachers (97%) and learners (93%) regarding the benefits of authentic texts. Participants showed high proficiency in completing tasks of varying complexity, achieving success rates of 98% for simple tasks, 95% for creative tasks, and 89% for complex tasks. These outcomes highlight significant improvements in objective text analysis, logical reasoning, self-organization, and problem-solving abilities. The findings suggest that integrating authentic texts into EFL curricula effectively cultivates critical thinking while promoting cultural and linguistic competence. Recommendations include adopting the tripartite lexical-communicative-audio-linguistic framework across language programs, selecting culturally diverse materials, and expanding research to include students at different proficiency levels for broader validation.
Lytvynko, O., Hlukhovska, M., Absaliamova, Y., Bessarab, A., &Chobaniuk, M. (2025). The Role of Authentic Texts in the Development of Critical Thinking in English Teaching. Arab World English Journal, 16(2):459-472
Abbasova, K. (2023). The challenges master: German as second foreign language at Nakhchivan State University. International Journal of Philosophical Studies and Social Sciences, 3(6), https://ijpsss.iscience.uz/index.php/ijpsss/article/view/532
Albeihi, H. H. M., & Rice, M. F. (2025). Generative AI and language diversity: Implications for teachers and learners. Arab World English Journal, 16(1), 43-54. https://dx.doi.org/10.24093/awej/vol16no1.3
Alharbi, W. (2023). AI in the foreign language classroom: A pedagogical overview of automated writing assistance tools. Education Research International, 2023(1), 253331. https://doi.org/10.1155/2023/4253331
Aranha, S., Cavalari, S. M. S., & Cunha, J. N. C. (2023). Task design within virtual exchange: The case of institutionally integrated teletandem. Language, Culture and Literature in Telecollaboration Contexts (pp. 1-16). Cham. https://doi.org/10.1007/978-3-031-33830-4_1
Bidenko, L., Diachuk, L., Ghahrodi, H. L., Krymets, O., & Cherniavska, S. (2024). Project-oriented teaching during learning Ukrainian as a foreign language: Development of students’ communication skills. Revista Eduweb, 18(1), 245-258. https://doi.org/10.46502/issn.1856-7576/2024.18.01.18
Çelik, F., Ersanlı, C. Y., & Arslanbay, G. (2024). Does AI simplification of authentic blog texts improve reading comprehension, inferencing, and anxiety? A one-shot intervention in Turkish efl context. International Review of Research in Open and Distributed Learning, 25(3 Special Issue), 287-303. https://doi.org/10.19173/irrodl.v25i3.7779
Chaikovska, H., Levchyk, I., Adamska, Z., & Yankovych, O. (2024). Formation of sustainable development competencies in Ukrainian English for specific purposes students. International Journal of Sustainability in Higher Education, 25(4), 744-766. https://doi.org/10.1108/IJSHE-07-2023-0306
Chen, N. (2023). The story of a loner learner: Reconsidering authenticity and authentic engagement in second language learning. Language Teaching, 56(1), 22-28. https://doi.org/10.1017/S0261444822000180
De la Vall, R. R. F., & Araya, F. G. (2023). Exploring the benefits and challenges of ai-language learning tools. International Journal of Social Sciences and Humanities Invention, 10(01), 7569-7576. https://doi.org/10.18535/ijsshi/v10i01.02
Drašler, A., & Podgoršek, S. (2022). Student perceptions of the use of authentic materials and tasks in LSP teaching. Journal for Foreign Languages, 14(1), 325-341. https://doi.org/10.4312/vestnik.14.325-341
Hussein, B. A. E. (2025). Incorporating Literature into EFL/ESL Classroom. Arab World English Journal, 16(1), 145-161. https://dx.doi.org/10.24093/awej/vol16no1.9
Hwang, W.-Y., Nurtantyana, R., Purba, S. W. D., Hariyanti, U., Indrihapsari, Y., & Surjono, H. D. (2023). AI and recognition technologies to facilitate English as foreign language writing for supporting personalization and contextualization in authentic contexts. Journal of Educational Computing Research, 61(5), 1008-1035. https://doi.org/10.1177/07356331221137253
Ivashchuk, A., Malyk, V., Trubenko. I., & Varha, N. (2023). Analysis of current trends in teaching English in Ukraine. Revista on line de Política e Gestão Educacional, 27(2), e023048. https://dspace.uzhnu.edu.ua/jspui/handle/lib/56835
Jaafar, E. A., & Ganapathy, M. (2022). Investigating EFL learners’ ability to analyse poetic language: A pedagogical corpus stylistic approach. Theory and Practice in Language Studies, 12(5), 866-875. https://doi.org/10.17507/tpls.1205.06
Kazhan, Y. M., & Karpiuk, V. A. (2024). Enhancing German language learning through interactive tools. CTE Workshop Proceedings, 11, 15-28. https://doi.org/10.55056/cte.596
Kersten, M. (2023). Learning by doing: The benefits of adopting an online negotiation support system into an English for academic purposes course. Journal of Teaching English for Specific and Academic Purposes, 11(1), 127-148. https://doi.org/10.22190/JTESAP220618009K
Kozlova, T. O., & Polyezhayev, Y. G. (2022). Cognitive-pragmatic study of Australian English phraseology. Journal of Interdisciplinary Research, 12(1), 85-93. https://doi.org/10.33543/12018593
Liu, C.-C., Guo, Y., Hwang, G.-J., Tu, Y.-F., & Wang, Z. (2024). Effects of an article-structure strategy-based spherical video-based virtual reality approach on EFL learners’ English reading comprehension and learning conceptions. Interactive Learning Environments, 32(6), 2647-2664. https://doi.org/10.1080/10494820.2022.2155840
Manabe, K., Hwang, W.-Y., & Chuang, Y.-W. (2023). English learning enhanced by collaborative contextual drama in an authentic context. Interactive Learning Environments, 31(7), 4490–4506. https://doi.org/10.1080/10494820.2021.1972321
Michelson, K., Abdennebi, M., & Michelson, C. (2023). Text-centered “talk” in foreign language classrooms: Comparing the affordances of face-to-face and digital social annotated reading. Foreign Language Annals, 56(3), 600-626. https://doi.org/10.1111/flan.12712
Nematova, Z. (2023). The usage of authentic materials in the language classroom. International Journal of Literature and Languages, 3(02), 68-73. https://doi.org/10.37547/ijll/Volume03Issue02-13
Nguyen, H. (2023). The application of consciousness-raising in teaching translation in a Vietnamese tertiary English language program. Translation & Interpreting: The International Journal of Translation and Interpreting Research, 15(1), 200-215. https://www.trans-int.org/index.php/transint/article/view/1178
Okumuş, A., & Gürbüz, N. (2023). Subtitles and captions: An instrument for intentional or incidental learning? Electronic Journal of Foreign Language Teaching, 20(2), 111-136. https://doi.org/10.56040/aong2021
Rakhmonova, N. B. (2024). About some features of authentic text materials in teaching a foreign language. Central Asian Journal of Literature, Philosophy and Culture, 5(1), 45-49. https://cajlpc.centralasianstudies.org/index.php/CAJLPC/article/view/1136
Sasabone, L., Jubhari, Yu., & Bashar, Kh. (2023). The effectiveness of authentic materials for reading comprehension of English for specific purposes (ESP) students. IJOLE: International Journal of Education and Humanities, 2(2), 125-134. https://doi.org/10.56314/ijoleh.v2i2.173
Wang, Y., Xu, M., Jiang, Y., & Jin, T. (2023). Connecting form with function: Model texts for bilingual learners’ narrative writing. Assessing Writing, 57, 100753. https://doi.org/10.1016/j.asw.2023.100753
Xavier, L. G. (2024). Rethinking grammar teaching: Dynamic approach in Portuguese as a foreign language. Language Teaching Research Quarterly, 39, 96-107. https://eurokd.com/doi/10.32038/ltrq.2024.39.08
Xiao, Y., & Zhi, Y. (2023). An exploratory study of EFL learners’ use of ChatGPT for language learning tasks: Experience and perceptions. Languages, 8, 212. https://doi.org/10.3390/languages8030212
Zare, J., Karimpour, S., & Aqajani Delavar, K. (2021). Classroom concordancing and English academic lecture comprehension: an implication of data-driven learning. Computer Assisted Language Learning, 36(5–6), 885-905. https://doi.org/10.1080/09588221.2021.1953081
Zasina, A. J. (2024). Parallel corpus in analysing Czech spoken expressions and their equivalents in English, French, and Polish. Linguistica Pragensia, 34(2), 100-124. https://doi.org/10.14712/18059635.2024.2.2
Oksana Lytvynko, PhD in Philology, Associate Professor of the Foreign Languages Department, Faculty of Biology and Technology, Sumy National Agrarian University, Sumy, Ukraine.
ORCID: https://orcid.org/0000-0002-2241-3776
Maryna Hlukhovska, Candidate of Philological Sciences, Head of Department of Aviation English, Ivan Kozhedub Kharkiv National Air Force University, Kharkiv, Ukraine.
ORCID: https://orcid.org/0000-0001-6533-3015
Yana Absaliamova, Candidate of Pedagogical Sciences, Associate Professor, English Language Department, Faculty of Humanities, National University of Kyiv Mohyla Academy, Kyiv, Ukraine.
ORCID: https://orcid.org/0000-0001-5860-6337
Anastasiia Bessarab, Doctor of Science in Social Communications, Professor, Department of Psychology and Social Work, Municipal Institution of Higher Education Khortytsia National Educational and Rehabilitation Academy of Zaporizhzhia Regional Council, Zaporizhzhia, Ukraine.
ORCID: https://orcid.org/0000-0003-3155-5474
Mariia Chobaniuk, Candidate of Philological Sciences/PhD, Associate Professor, Department of English Language Practice and Teaching Methods, Faculty of Ukrainian and Foreign Philology, Drohobych Ivan Franko State Pedagogical University, Drohobych, Ukraine. ORCID: https://orcid.org/0000-0002-6047-4852