Integrating Media Literacy with GrammarTranslation Course Design: An Alternative School Case Study
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Media literacy-based course design is pivotal for digital addictus, especially in the case study alternative school catering to academically challenged students aged 16 to 17. This approach is particularly suitable for these students who are familiar with digital media. It plays a vital role in empowering learners to critically understand and interpret messages conveyed through media, making it essential for learners with low self-confidence and lacks of self-directed learning. Regarding Grammar- Translation course design and outcomes, the participants in a case study responded positively, as evidenced by their completion of a questionnaire. The findings indicate that the tailored course design effectively facilitated self-directed learning and promoted collaboration through teamwork, resulting in increased engagement in the media literacy course. Further research in this field will contribute to the continual enhancement of educational practices.
Abstract
Media literacy-based course design is pivotal for digital addictus, especially in the case study alternative school catering to academically challenged students aged 16 to 17. This approach is particularly suitable for these students who are familiar with digital media. It plays a vital role in empowering learners to critically understand and interpret messages conveyed through media, making it essential for learners with low self-confidence and lacks of self-directed learning. Regarding Grammar- Translation course design and outcomes, the participants in a case study responded positively, as evidenced by their completion of a questionnaire. The findings indicate that the tailored course design effectively facilitated self-directed learning and promoted collaboration through teamwork, resulting in increased engagement in the media literacy course. Further research in this field will contribute to the continual enhancement of educational practices.
참고문헌 (9)
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