The impact of digital authentic materials in ESP classrooms on students’ critical thinking and effective communication

The main goal of this study was to examine the effectiveness of specific task-design strategies for integrating accurate digital materials into English for Specific Purposes instruction. The study, which involved thirty-five language instructors from the English language departments of two prominent Kazakh universities, used a mixed-methods approach, collecting quantitative data through standardized tests and qualitative data through student interviews and classroom observations. The significant results showed that teaching critical media literacy and using authentic materials in language learning significantly improves language proficiency and student engagement. It equips students with the necessary skills to navigate and evaluate digital information. These findings highlight the potential of authentic digital materials in language instruction, suggesting a promising future in language education. The research findings underscore the crucial role of policymakers and stakeholders in considering these insights when developing effective professional development programs. These programs, informed by the study's findings, can help educators address challenges and acquire essential content knowledge, pedagogical expertise, and technological competence, thereby enhancing the quality of language education.

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