AUTHENTICITY IN LANGUAGE PEDAGOGY: RETHINKING TEXT SELECTION FOR ESL LEARNERS
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Abstract
The concept of authenticity has gained new relevance in contemporary language pedagogy, particularly in relation to selecting reading materials for ESL learners. As classrooms increasingly emphasize communicative competence and real-world language use, the limitations of highly simplified or decontextualized texts have become more evident. The purpose of this research is to determine how authentic reading materials can enhance ESL learners’ reading skills by providing real linguistic exposure, meaningful content, and genuine communicative value. To achieve this aim, a mixed set of research methods was employed, including analysis of psychological- pedagogical literature, classroom observation, experimental application of authentic reading materials, and qualitative-quantitative interpretation of outcomes. Literature analysis helped to identify theoretical foundations of authenticity, while experimental classroom work allowed practical exploration of learners’ engagement, comprehension, and response to authentic input. The combination of observation and reflective student feedback provided insights into cognitive and motivational factors influencing the reading process. The novelty of this study lies in reconsidering current text-selection practices and demonstrating how authentic materials, when appropriately scaled and methodologically guided, can function as an effective alternative to overly simplified ESL reading passages. Authentic input exposes learners to natural linguistic patterns, diverse discourse structures, and culturally meaningful contexts, all of which contribute to deeper engagement and improved comprehension. At the same time, the findings indicate that effective integration requires careful alignment with learners’ proficiency levels, cognitive load, cultural familiarity, and instructional objectives. The discussion highlights essential selection criteria such as thematic relevance, vocabulary density, discourse clarity, cultural transparency, and learner readiness. A balanced approach is proposed – one that maintains the richness of genuine language while ensuring pedagogical accessibility. By adopting such a framework, teachers can design reading environments that enhance motivation, encourage independent meaning-making strategies, and strengthen long-term development of ESL reading skills.
How to Cite
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authentic materials, authenticity, ESL reading, text selection, learner engagement, communicative competence, real-life language input
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