READING AUTHENTIC LITERATURE AS A MEANS OF INCREASING MOTIVATION TO LEARN A FOREIGN LANGUAGE

ABSTRACT

The article examines the role of reading authentic literature in increasing the motivation of students to learn a foreign language. The results of foreign and Kazakhstani studies on the impact of reading artistic texts on the development of language skills and educational motivation are analyzed. Examples of books that may be of interest to students when learning a foreign language are also given. It is concluded that the use of authentic literary works contributes to the formation of a sustainable interest in learning the language, expanding the vocabulary and developing the cultural competence of students.

Keywords: authentic literature, motivation, foreign language, reading, learning, students.

In the modern world, knowledge of foreign languages   is an important condition for successful communication and professional development. But the process of learning a foreign language takes a lot of time and requires effort. But one of the main tasks for teachers and students remains to maintain motivation. The main problem of low motivation among students is traditional exercises and adapted texts from textbooks, which for the most part is divorced from reality and are perceived as artificial. In this regard, teachers are looking for effective methods that can increase interest in learning the language. One of these methods is the use of authentic literature in the learning process. reading authentic literature is a powerful tool that can increase motivation to learn a foreign language, and this material can always be selected individually, focusing on the interests and age characteristics of students.

Authentic literature consists of texts (newspaper articles, blogs, excerpts from works of fiction, advertisements, podcasts) created by native speakers for native speakers and not specially adapted for educational purposes. Reading such works helps students to get acquainted with the real language, culture and thinking features of native speakers.

Many foreign researchers emphasize the significant role of reading fiction in the study of a foreign language. One of the most famous theories is the concept of extensive reading, according to which students read a large number of texts according to their interest. For example, a meta-analysis of studies on the study of a foreign language showed a positive effect of extensive reading on the development of various language competencies and an increase in interest in reading [1]. Results from other studies demonstrate that students show greater motivation to read if they can choose books that suit their interests. In one of the studies, about 77.5% of students noted that their motivation increases when the study materials coincide with their personal interests [2]. Thus, foreign studies confirm that the use of authentic literary texts can significantly increase the interest of students in learning a foreign language.

Kazakhstan also pays attention to the use of authentic texts when teaching foreign languages. Domestic researchers note that reading original literary works contributes to the formation of the communicative competence of students and the expansion of their cultural horizons. For example, in their work Abdykhalykova A.M., Beisembaeva J.A. investigated the use of digital authentic texts (news, sites, media) and showed that this material increases the interest and motivation of students, helps to acquaint students with real culture and language environment [3].

In addition, the use of interesting and modern works helps to make the learning process funnier.  When a student understands a real article, a promotional poster, or an excerpt from a favorite novel, they feel an immediate connection to a living language. As noted in the study of A.Z. Urazbaeva, A.G. Turgumbaeva the impact on students of authentic texts increases their cognitive involvement and gives a feeling of involvement in real culture, which significantly increases self-efficacy [4].

To increase motivation to learn a foreign language, it is important to select books that correspond to the age and interests of students, that is, literature that can evoke emotions. Laughter, sadness, sympathy for the characters or surprise at the plot twist all create a strong emotional connection with language. Emotions, in turn, are a powerful catalyst for memory and motivation “I want to read further to find out how it will end” , which means that the language learns "along the way," naturally.

Working with authentic literature, there is not just a retelling, but a process of integration into personal experience. When, after reading, students are offered tasks like: "What would you do in the place of the protagonist?" or "What conclusions from this story are important to you?" The language ceases to be just a subject. It becomes a tool for expressing your own "I," which radically changes the attitude towards the subject and forms a stable personality-oriented motivation.

To increase motivation to learn a foreign language, it is important to select books that are appropriate for the age and interests of students. For example, Roald Dahl's fairy tales "Charlie and the Chocolate Factory" or "Alice's Adventures in Wonderland" Lewis Carroll will be interesting for elementary school students, then for adolescent’s literature is needed that resonates with the psychological features of this age. If the text answers the student's internal requests or simply falls into the sphere of his hobbies (sports, music, fashion, science), learning the language turns from a duty into a hobby, for example J. K. Rowling “Harry Potter”.

The psychological moment is also very important, like the growth of autonomy and overcoming the challenge. Successfully reading an unadopted text is a victory over complexity. Correctly selected text (methodologists advise using the principle of "understandable entry" when the material is a little more complicated than the current level) creates a zone of closest development. Students may not understand every word, but capture the general meaning, and then, returning to the text, deepen their understanding of the details [5]. This develops language guesswork and autonomy - the ability to learn on your own. The feeling of "I was able to read and understand it" is a powerful motivator.

The use of authentic texts in foreign language lessons has a number of advantages:

1. increasing student motivation.

2. extension of vocabulary.

3. Familiarity with culture.

4. Development of critical thinking.

Despite the obvious advantages, the use of authentic texts requires a well-thought-out methodology from the teacher and careful preparation in several stages:

1. Pre-reading: Removing lexical difficulties, activating background knowledge, creating interest before reading.

2. While-reading: Tasks for global and selective understanding, using keys for self-control.

3. Post-reading: Moving from understanding to discussing, debating, role-playing, writing essays and creating projects.

Authentic materials can contain complex constructions, unfamiliar cultural realities and various dialects, which requires careful selection by the teacher.

Thus, reading authentic literature is an effective means of increasing motivation to learn a foreign language. Studies of foreign and Kazakhstani scientists confirm that the integration of authentic texts into the educational process contributes to the growth of internal motivation due to:

- increase the reliability of information and interest in it;

- emotional involvement;

- development of critical thinking and personal growth;

- building a sense of success and autonomy.

The inclusion of authentic literature in the educational process provides students with access to a real language through literature, they receive not only knowledge, but also a powerful incentive to continue this exciting path - the path of discovering the world through the prism of another language.

References:

1. Sangers, N. L., van der Sande, L., Welie, C., et al. Learning a Language Through Reading: A Meta-analysis of Studies on the Effects of Extensive Reading on Second and Foreign Language Learning // Educational Psychology Review. - 2025. - Vol. 37.  DOI: https://doi.org/10.1007/s10648-025-10068-6.
2. Taye, T., Teshome, G. The Impact of Extensive Reading on Academic Writing Proficiency in EFL Undergraduate Students // Discover Education. - 2025. - Vol. 4. DOI: https://doi.org/10.1007/s44217-025-00679-0.
3. Abdykhalykova, A. M., Beisembaeva, Zh. A. The Role of Digital Authentic Texts in Communicative Language Teaching // Vestnik Natsional'noi akademii nauk Respubliki Kazakhstan.- URL: https://journals.nauka-nanrk.kz/bulletin-science/article/view/6006 (accessed: 12.03.2026).
4. Urazbaeva, A. Z., Turgumbaeva, A. G. Ubezhdenie i motivatsiya studentov cherez izuchenie angliiskogo yazyka [Persuasion and Motivation of Students through Learning English] // Vestnik Karagandinskogo universiteta. Seriya Filologiya. - URL: https://vestnik.kgu.kz/index.php/kufil/article/view/163 (accessed: 12.03.2026).
5. Sagadiyeva, K. K., Mirza, N. V. The Opportunities of Higher Education: The Impact of Foreign Language Learning on the Development of Innovative Thinking of Students // Universitet enbekteri - Trudy universiteta. - Karaganda: NAO «Karagandinskii tekhnicheskii universitet imeni Abylkasa Saginova». - 2025. - No. 1 (98). - P. 311-317.