A Study on the Necessity of Critical Media Literacy in EFL University Classrooms
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Abstract
The purpose of this study is to reconsider the current use of media in EFL contexts and to find a more meaningful way to use media in English language teaching. The primary concerns were current media use in an EFL context, the role of media in constructing EFL students' ideologies, and the necessity of critical media literacy for EFL contexts. Using an ethnographic research design, including class observations and student and teacher interviews, the major findings of this study are as follows: Although recent pedagogical trends advocate the use of a variety of media technologies, media was primarily being used as a means to cultivate students' linguistic skills functionally, as opposed to implementing a critical use of media in the classroom. However, as media was one powerful aspect in constructing EFL learners' ideologies toward English and western cultures and reinforcing false beliefs, English education today needs to equip EFL learners to problematize the realities represented in media and to challenge the social, cultural assumptions and inequalities embedded within English education. Thereby, they will become empowered and develop a greater sense of self-esteem as EFL learners.
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