Abstract
This paper outlines the results of the study that surveyed whether incorporating media literacy into English as a second language teaching promotes Kazakh students’ critical communication. We reflect on media literacy practices in language classrooms as modes of teaching that foster students' awareness of media content to recognise and resist fake news and disinformation. The present study investigates how the ability to access, understand, analyse, adjust, create, and communicate messages in various forms can best enhance Kazakh students’ language awareness and critical communication. The results indicate that suggested pedagogical frameworks take students through all necessary stages, ideas, and assumptions about media content and structure, contributing to Kazakh students’ critical communication development. Students demonstrate significant improvements in critical reading and listening, productive speaking and writing, and responding to the onslaught of media messages. They also acknowledge that media-oriented English language instruction created an environment to envisage real-life context and authentic language use.
Author Information
Perizat Yelubayeva, Al-Farabi Kazakh National University, Kazakhstan
Sholpan Kudyarova, Al-Farabi Kazakh National University, Kazakhstan
Galiya Kulzhanbekova, Al-Farabi Kazakh National University, Kazakhstan
Paper Information
Conference: ACE2023
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Yelubayeva P., Kudyarova S., & Kulzhanbekova G. (2024) Incorporating Media Literacy Into Foreign Language Classrooms to Advance Kazakh Students’ Critical Communication Skills ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.86
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.86
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