Reading beyond language
Young adult fiction, perspective-taking, and theory of mind in the EFL classroom
Bibliographic Data
| ID | 22433670 |
|---|---|
| Authors | Katarína Devečková (0009-0001-1408-9136, Constantine the Philosopher University in Nitra, corresponding author) |
| Year | 2026 |
| Volume | 13 |
| Issue | 1 |
| Publication date | 2026-06-29 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | East European Journal of Psycholinguistics (JOURNAL) |
| Journal identifiers | ISSN: 2312-3265 • E-ISSN: 2313-2116 |
| Publisher | Lesya Ukrainka Volyn National University (PUBLISHER • UA) |
| DOI | 10.29038/eejpl.2026.13.1.dev |
| OpenAlex | W7167340924 |
| Language | EN |
| References cited | 22 |
This study explores the potential of young adult fiction addressing controversial topics to support theory of mind in EFL contexts. It examines how engagement with emotionally and socially complex literary narratives may foster perspective-taking, empathy, intrinsic motivation, and language learning among adolescent readers. The research employed a mixed-methods design. Initial quantitative data were collected via an online questionnaire administered to 169 young adults aged 18 to 30 to investigate reading motivation, engagement, and format preferences. The main phase consisted of a five-week extensive reading intervention conducted with ten female bilingual secondary school students, aged 17- 18, in Slovakia. Data were gathered through reflective written responses posted on Padlet and semi-structured interviews, enabling examination of both cognitive and affective dimensions of literary engagement. The findings indicate that sustained engagement with young adult fiction addressing controversial topics encouraged students to engage in deeper perspective-taking, mental state attribution, and empathetic reasoning. Students demonstrated an increasing ability to interpret characters’ motivations, emotions, and decisions, suggesting theory-of-mind-related skills. Emotional engagement emerged as an important mediating factor, while intrinsic motivation and guided reflection further supported students’ involvement in the reading process. The findings suggest that young adult fiction with controversial topics can serve as a valuable pedagogical resource in EFL classrooms by supporting linguistic development, empathy, critical reflection, and intercultural understanding. Disclosure Statement The author reported no potential conflicts of interest.
Cognition · Narrative · Student engagement · Theory of mind · Young adult · Media Influence and Health · Reading and Literacy Development · Themes in Literature Analysis
Social Linguistics and Literacies
Teaching and Researching
The Moral Laboratory
Reading in a Second Language
Making Minds
The Culture of Education
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Fiction
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Empathy & Literature
The effect of reading literary fiction on the theory of mind skills among persons with schizophrenia and normal controls
Does reading a single passage of literary fiction really improve theory of mind? An attempt at replication
| Highly cited | No |
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