A Problem-Based approach to teaching reading in foreign language to promote reader autonomy among university students

In the context of contemporary challenges facing higher education, including digitalization, fragmented information perception, and the improper use of artificial intelligence by students, the development of reader autonomy is becoming particularly relevant as a foundation for continuous self-education. The article presents the results of a study aimed at developing and validating a model of problem-based foreign language reading instruction as a tool for fostering reader autonomy among university students. The authors' primary contribution lies in the creation of a six-stage model that facilitates a sequential transition from creating a problem situation to transferring mastered strategies to new contexts. The model comprises the following stages: awareness of a problem situation, formulation of a learning problem, search for missing knowledge, application of new knowledge, reflection, and strategy transfer. The practical implementation of the model is illustrated in detail through the example of working with an authentic article on digital detox, which reveals specific tasks and pedagogical techniques for each stage. Particular attention is paid to methods of problematization, including contrasting, cognitive traps, the unfinished text method, and micro-research. Key pedagogical conditions for the effective implementation of the model are identified: diversity of textual materials, personal engagement of students, the presence of a problem component in texts, organization of analytical activity, and the inclusion of a reflective component. It is established that the proposed approach contributes not only to the development of reader autonomy but also to the formation of critical thinking, metacognitive skills, and the capacity for self-regulated learning. The practical significance of the research lies in the potential application of the developed model within the higher education process to prepare competitive specialists capable of continuous self-education and effective professional activity in conditions of intercultural interaction. The authors declare no conflicts of interests.

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