Media Literacy in Practice: Insights from Iranian ELT Learners
الموضوعات : نشریه تخصصی زبان، فرهنگ، و ترجمه (دوفصلنامه)Mona Fanaei 1 , Fatemeh Davardan 2
1 - Ph.D. Candidate in TEFL, and Teaching Assistant at Islamic Azad University of Ardabil, Iran
2 - Ph.D. Candidate in TEFL, and Teaching Assistant at Islamic Azad University of Ardabil, Iran
الکلمات المفتاحية: Educational Technology, ELT, Media Literacy,
ملخص المقالة :
One of the significant skills that encourages media use and critical thinking, in particular, in the digital era, is media literacy. The aim of this research is to investigate media literacy awareness and practice of 88 ELT students in Ardabil Azad University. The data were collected using a quantitative methodology with the administration of a 17-item questionnaire. The sample was comprised of 72 women (81.8) and 16 men (18.2) students, and the study compared self-assessment of media literacy competencies, consumption patterns, media trust, and attitude towards introducing media literacy to education. The results showed that 68 percent of the students had been trained in media literacy, and 63 percent believed they were average. The internet and social networks were the primary sources of information to 87 percent of the students, and 44 percent of students spent 3-5 hours daily on media. The research revealed discrepancies in the degree of trust because 46 percent of the research subjects referred to their information frequently, but 38 percent used sources that had been vetted. Most students (89 percent) strongly supported the idea of enriching media literacy, and 92 percent supported the idea of teaching media literacy in foreign languages. The results indicate that global media literacy practices should be incorporated in Iranian education in order to promote critical thinking.
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