Reading beyond language: Young adult fiction, perspective-taking, and theory of mind in the EFL classroom
DOI:
https://doi.org/10.29038/eejpl.2026.13.1.devKeywords:
theory of mind, EFL, young adult fiction, empathy, perspective-taking, controversial topics, literary readingAbstract
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.
Generative AI Statement
AI tools were used solely for language editing and proofreading during manuscript preparation, while all research design, data collection, analysis, interpretation, and conclusions remained the responsibility of the author.
Downloads
References
Alatawi, M., & Harshman, F. (2023). Mutual identities: Fostering empathy between readers and characters in reading a work of fiction. World Journal of English Language, 13(8), 52–62. https://doi.org/10.5430/wjel.v13n8p52
Apperly, I. (2011). Mindreaders: The cognitive basis of “theory of mind”. Psychology Press.
Braun, V., & Clarke, V. (2013). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bruner, J. (1996). The culture of education. Harvard University Press.
Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
Decety, J., & Jackson, P. L. (2004). The functional architecture of human empathy. Behavioral and Cognitive Neuroscience Reviews, 3(2), 71–100. https://doi.org/10.1177/1534582304267187
Denham, A. E. (2024). Empathy & literature. Emotion Review, 16(2), 84–95. https://doi.org/10.1177/17540739241233601
Djikic, M., Oatley, K., & Moldoveanu, M. (2013). Reading other minds: Effects of literature on empathy. Scientific Study of Literature, 3(1), 28–47. https://doi.org/10.1075/ssol.3.1.06dji
Djikic, M., & Oatley, K. (2014). The art in fiction: From indirect communication to changes of the self. Psychology of Aesthetics, Creativity, and the Arts, 8(4), 498–505. https://doi.org/10.1037/a0037999
Fekete, J., Molnár, K., Vass, E., Simon, M., & Réthelyi, J. (2023). The effect of reading literary fiction on the theory of mind skills among persons with schizophrenia and normal controls. Frontiers in Psychiatry, 14, 1197677. https://doi.org/10.3389/fpsyt.2023.1197677
Freire, P. (2014). Pedagogy of the oppressed. Bloomsbury Academic.
Gee, J. (2015). Social linguistics and literacies: Ideology in discourses. Routledge.
Grabe, W. (2008). Reading in a second language: Moving from theory to practice. Cambridge University Press.
Hakemulder, F. (2000). The moral laboratory: Experiments examining the effects of reading literature on social perception and moral self-concept. Utrecht Publications in General and Comparative Literature.
Hall, G. (2005). Literature and language education. Palgrave Macmillan.
Johnson, E., & Vasudevan, L. (2012). Seeing and hearing students’ lived and embodied critical literacy practices. Theory Into Practice, 51, 34–41. https://doi.org/10.1080/00405841.2012.636333
Kern, R. (2000). Literacy and language teaching. Oxford University Press.
Kidd, D. C., & Castano, E. (2013). Reading literary fiction improves theory of mind. Science, 342(6156), 377–380. https://doi.org/10.1126/science.1239918
Kintsch, W. (1998). Comprehension: A paradigm for cognition.
Cambridge University Press.
Koopman, E. M. (2016). Effects of “literariness” on emotions and on empathy and reflection after reading. Psychology of Aesthetics, Creativity, and the Arts, 10(1), 82–98. https://doi.org/10.1037/aca0000041
Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
Kramsch, C. (1997). The privilege of the intercultural speaker. In M.
Byram & G. Zarate (Eds.). The sociocultural and intercultural dimension
of language learning and teaching (pp. 19-31). Council of Europe
Publishing.
Krashen, S. D. (2004). The power of reading: Insights from the research (2nd ed.). Libraries Unlimited.
Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of second language development. Oxford University Press.
Lenhart, J., Bohn-Gettler, C. M., & Rapp, D. N. (2022). The relationship between lifetime book reading and empathy in adolescents: Examining transportability as a moderator. Psychology of Aesthetics, Creativity, and the Arts, 16(4), 679–693. https://doi.org/10.1037/aca0000341
Mar, R., Oatley, K., & Peterson, J. (2009). Exploring the link between reading fiction and empathy: Ruling out individual differences and examining outcomes. Communications, 34(4), 407–428. https://doi.org/10.1515/COMM.2009.025
Mar, R. A., Oatley, K., Djikic, M., & Mullin, J. (2011). Emotion and narrative fiction: Interactive influences before, during, and after reading. Cognition and Emotion, 25(5), 818–833. https://doi.org/10.1080/02699931.2010.515151
Martinez, A. R., & Rubenstein, R. E. (2016). The truth of fiction: Literature as a source of insight into social conflict and its resolution. International Journal of Conflict Engagement and Resolution, 4(2), 208–224. https://www.jstor.org/stable/26928702
Nussbaum, M. C. (2012). Not for profit: Why democracy needs the humanities. Princeton University Press.
Oatley, K. (2016). Fiction: Simulation of social worlds. Trends in Cognitive Sciences, 20(8), 618–628. https://doi.org/10.1016/j.tics.2016.06.002
Premack, D., & Woodruff, G. (1978). Does the chimpanzee have a theory of mind? Behavioral and Brain Sciences, 1(4), 515–526. https://doi.org/10.1017/S0140525X00076512
Price, M. D. (2023). Young adult literature and empathy. Journal of the Texas Council of Teachers of English Language Arts, 53(1), 45–50. https://files.eric.ed.gov/fulltext/EJ1403373.pdf
Rampelli, M. (2023). How fiction affects children’s social-emotional learning. Psychology Today. https://www.psychologytoday.com
Renninger, K. A., & Hidi, S. (2017). The power of interest for motivation and engagement. Routledge.
Rezende, J. & Shigaeff, N. (2023). The effects of reading and watching fiction on the development of social cognition: a systematic review. Dementia & Neuropsychologia, 17. https://doi.org/10.1590/1980-5764-DN-2023-0066
Rosenblatt, L. M. (1994). The reader, the text, the poem: The transactional theory of the literary work. Southern Illinois University Press.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037//0003-066x.55.1.68
Ryan, R., & Deci, E. L. (2018). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Press.
Takahashi, Y., Himichi, T., Masuchi, A., Nakanishi, D., & Ohtsubo, Y. (2023). Is reading fiction associated with a higher mind-reading ability? Two conceptual replication studies in Japan. PLoS ONE, 18(6), e0287542. https://doi.org/10.1371/journal.pone.0287542
Trites, R. S. (2000). Disturbing the universe: Power and repression in adolescent literature. University of Iowa Press.
Wellman, H. M. (2014). Making minds: How theory of mind develops. Oxford University Press.
Wolf, M. (2018). Reader come home: The reading brain in a digital world. HarperCollins.
Sources
Alexie, S. (2009). The absolutely true diary of a part-time Indian. Little, Brown & Company.
Anderson, L. H. (2008). Speak. Hachette Children’s Group.
Asher, J. (2009). Thirteen reasons why. Penguin Random House Children’s UK.
Chbosky, S. (2009). The perks of being a wallflower. Simon & Schuster.
Council of Europe. (2020). Common European framework of reference for languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages
Eggers, D. (2014). The circle. Penguin Books Ltd.
Evans, N. (2020). The horse whisperer. Little, Brown Book Group.Gratz, A. (2017). Refugee. Scholastic US.
Green, J. (2013). Looking for Alaska. HarperCollins Publishers.
Green, J. (2018). Turtles all the way down. Penguin Random House Children’s UK.
Haddon, M. (2004). The curious incident of the dog in the night-time. Vintage Publishing.
Ishiguro, K. (2022). Klara and the sun. Faber & Faber.
Kuang, R. F. (2024). Yellowface. HarperCollins.
Lowry, L. (2014). The giver. HarperCollins.
Mawer, S. (2013). The girl who fell from the sky. Little, Brown Book Group.
Orwell, G. (2018). 1984. Vintage Publishing.
Pelzer, D. (1995). A child called “It”. Health Communications Inc.
Shusterman, N. (2020). Challenger deep. Walker Books Ltd.
Thomas, A. (2018). The hate u give. Walker Books.
Vizzini, N. (2007). It’s kind of a funny story. Disney Book Publishing Inc.
Appendix A
Reading Materials
Core tier (B1-B2): language accessible, emotionally powerful but clearly told, ideal for slow, immersive reading with minimal frustration
Four students chose reading material from this tier group.
Anderson, L. H. (2008). Speak (B1+/B2): A girl stops speaking after traumatic event – until she finds her voice again.
• Themes: trauma, silence, recovery
• Characteristics: short, clear prose; trauma theme sensitively handled
Lowry, L. (2014). The Giver (B1+/B2): In a world without emotion or memory, one boy learns the truth and questions control.
• Themes: dystopia, freedom, memory
• Characteristics: simple language, rich moral depth
Gratz, A. (2017). Refugee (B1+/B2): Three young refugees flee danger across different eras and countries.
• Themes: war, migration, hope
• Characteristics: multiple perspectives, clear narrative voice
Pelzer, D. (1995). A Child Called “It” (B1+/B2): A memoir of a boy’s survival through extreme parental abuse.
• Themes: abuse, trauma, resilience
• Characteristics: narrowing content but straightforward structure
Asher, J. (2009). Thirteen Reasons Why (B2+): A teen uncovers the reasons behind a classmate’s suicide through a series of tapes.
• Themes: bullying, suicide, blame
• Characteristics: clear teen voice, manageable pace
Alexie, S. (2009). The Absolutely True Diary of a Part-Time Indian (B2): A Native American teen leaves his reservation to attend an all-white school.
• Themes: race, poverty, humour, identity
• Characteristics: humour and cartoons support understanding
Chbosky, S. (2009). The Perks of Being a Wallflower (B2): A shy teen navigates friendship, trauma, and emotional growth in high school.
• Themes: depression, self-discovery, abuse
• Characteristics: diary format supports gradual comprehension
Green, J. (2018). Turtles All the Way Down (B2): A girl with OCD searches for a missing billionaire – and stability in her own mind.
• Themes: mental illness, guilt, healing
• Characteristics: accessible but layered; good for guided slow reading
Thomas, A. (2018). The Hate U Give (B2): A teen girl witnesses police brutality and must navigate race, identity, and activism.
• Themes: racism, justice, voice
• Characteristics: engaging and accessible; strong discussion potential; authentic contemporary voice
Stretch tier (B2-C1): a wider vocabulary range, more inferencing and abstract thinking, higher reading stamina – but reward deeper engagement
Five students chose material from this tier group.
Kuang, R. F. (2024). Yellowface (B2+/C1): A writer steals her dead friend’s novel and identity, raising questions of race and authorship.
• Themes: cultural appropriation, ambition
• Characteristics: satirical and dense; culturally sharp
Ishiguro, K. (2022). Klara and the Sun (C1): A solar-powered robot observes human love, illness, and belief from the outside.
• Themes: AI, empathy, belonging
• Characteristics: subtle, poetic language; theory of mind rich
Eggers, D. (2014). The Circle (C1): A young woman joins a powerful tech company – and discovers its dark side.
• Themes: surveillance, ethics, tech
• Characteristics: long, conceptual, ideal for tech-critical readers
Green, J. (2013). Looking for Alaska (B2): A quiet boy’s life is changed by a girl full of mystery, loss, and rebellion.
• Themes: grief, friendship, existentialism
• Characteristics: philosophical and emotional complexity
Shusterman, N. (2020). Challenger Deep (B2+): A teen battles mental illness as two realities – read and imagined – collide.
• Themes: schizophrenia, identity
• Characteristics: dual narrative structure; requires focus
Haddon. M. (2004). The Curious Incident of the Dog in the Night-time (B2): A neurodivergent boy investigates a mystery – and reveals his view of the world.
• Themes: neurodivergence, family, logic vs. emotion
• Characteristics: unique voice, logical structure with emotional undertones
Mawer, S. (2013). The Girl Who Fell from the Sky (B2+/C1): A WWII spy operates behind enemy lines while grappling with identity and loyalty.
• Themes: war, identity, female agency
• Characteristics: historical narrative; layered identity themes
Evans, N. (2020). The Horse Whisperer (B2): A girl and her horse are injured in an accident; healing begins in the wild.
• Themes: trauma, nature, love
• Characteristics: descriptive, emotionally subtle
Vizzini, N. (2007). It’s Kind of a Funny Story (B2): A depressed teen checks into a mental health facility and starts to recover.
• Themes: depression, self-worth, healing
• Characteristics: realistic and reflective with moments of humour and depth
One student chose their own reading material.
Orwell, G. (2018). 1984 (B2): A man struggles to keep his individuality under a government that watches and controls everything.
• Themes: surveillance, totalitarianism, truth vs. propaganda
• Characteristics: dystopian, thought-provoking, political.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Katarína Devečková
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Creative Commons «Attribution» 4.0