Abstract
The primary aim of this study is to investigate the effectiveness of selected task-design strategies for integrating digital authentic materials into ESP instruction. It mainly focuses on how teachers navigated this alternative learning environment and the challenges they experienced. A mixed-methods approach was employed, gathering quantitative data through standardized tests and qualitative data through interviews and classroom observations. The study involved thirty-five language instructors from the English language departments of two leading Kazakh universities. The results revealed that critical media literacy instruction to use authentic materials in language learning significantly enhances language proficiency and engagement and effectively equips students with the necessary skills to navigate and assess the digital information landscape. These findings underscore the potential of digital authentic materials in language instruction, paving the way for a promising future in language education. The research highlights the importance of integrating digital literacy into the curriculum to prepare students for the demands of the digital age. The research findings provide vital insights for policymakers and stakeholders to deliberate on effective professional development programs. These programs can assist educators in addressing challenges and acquiring essential content knowledge, pedagogical expertise, and technological competence.