KURS ISHI

INTRODUCTION In Uzbekistan, the English language learning market demonstrated robust growth, with the number of individuals pursuing English language education expanding by an estimated 18% in 2023 alone, reaching over 1.5 million students across various institutions and private centers [1]. This surge is directly linked to the government's strategic initiatives aimed at fostering multilingualism and enhancing the nation's competitive edge in the global arena, as outlined in the "Strategy for Development of New Uzbekistan for 2022–2026" [2]. Furthermore, the demand for proficient English speakers in the workforce is projected to increase by 25% by 2027, particularly in sectors such as IT, tourism, and international trade, which collectively contribute approximately 12% to the national GDP [3]. However, despite these impressive growth figures, the effectiveness of reading instruction, a foundational skill for overall language proficiency, remains a critical area requiring further investigation, with national assessments indicating that only 45% of students achieve advanced or intermediate reading comprehension levels in English [4]. The contemporary relevance of scrutinizing authentic and non-authentic materials for teaching reading in English stems from several persistent challenges within language education. A primary concern is the gap between classroom-acquired reading skills and the ability to effectively navigate real-world English texts. Students often struggle to transfer their textbook-based knowledge to authentic news articles, academic papers, or professional documents, leading to diminished confidence and limited practical application of their language skills [5]. Moreover, the rapid evolution of digital communication and information dissemination necessitates a learner's capacity to process diverse text types, from social media posts to complex online reports, which are inherently authentic. While non-authentic materials offer structured learning pathways, their potential to foster critical thinking, cultural awareness, and pragmatic competence, crucial for effective global communication, remains a subject of ongoing debate and pedagogical refinement [6]. The unresolved problem lies in striking an optimal balance between the pedagogical scaffolding offered by non-authentic materials and the real-world exposure provided by authentic ones, especia ...