This article analyzes the theoretical foundations, methodological process, and practical effectiveness of designing authentic learning materials for English philology students in higher education within the IMRaD (Introduction, Methods, Results, and Discussion) framework. The primary aim of the research is to design, pedagogically adapt, and evaluate the impact of authentic texts, audiovisual resources, academic sources, and digital corpora on students’ linguistic, philological, and research competencies. The study employs a mixed-methods design and a design-based research (DBR) approach, involving second- and third-year English philology students (N=142) and their instructors (N=8). Data were collected through needs analysis, material evaluation criteria, pre-/post-tests, observation protocols, semi-structured interviews, and assessment rubrics. Results indicate that lessons incorporating authentic materials improved students’ academic reading skills by 34%, critical analysis ability by 29%, and contextual speech comprehension by 31%. However, challenges such as material complexity, linguistic difficulties, and insufficient pedagogical preparation were identified. In the Discussion section, these findings are compared with constructivist, communicative, and materials development theories, and practical recommendations, limitations, and future research directions for integrating authentic materials into philological education are developed. The article presents a modern, learner-centered, and scientifically grounded methodology for creating materials for English philology programs in higher education.
Nargiza Ayubovna Mukhammadieva (Wed,) studied this question.