Developing media literacy skills in teaching written online communication in English at secondary school
On the one hand, the development of modern ICTs and the Internet has led to the fact that virtual communication has replaced traditional communication and has become a trend in everyday communication practices, including student-teacher feedback. As a result, online interaction has become a mandator...
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| Main Author: | |
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| Format: | Article |
| Language: | English |
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State institution “South Ukrainian National Pedagogical University named after K D. Ushynsky”
2024-09-01
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| Series: | Науковий Вісник Південноукраїнського Національного Педагогічного Університету імені К. Д. Ушинського |
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| Online Access: | https://drive.google.com/file/d/1qu9UbfxpZ1NGm5UQd9Ba2TafcrCWDGO4/view |
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| Summary: | On the one hand, the development of modern ICTs and the Internet has led to the fact that virtual communication has replaced traditional communication and has become a trend in everyday communication practices, including student-teacher feedback. As a result, online interaction has become a mandatory component of foreign language learning according to the NUS model program. On the other hand, information has become more accessible and information flows have become more intense, so the use of media in education has become an integral feature of modern Ukrainian education. These two factors necessitate the implementation of media literacy in foreign language teaching, including English. The martial law in Ukraine and the influence of hostile media on people make media literacy a crucial factor in the fight for victory. The purpose of this paper is to analyze the writing lessons of the Go Getter series for grades 5-8 and the possibilities of implementing media literacy in these lessons. The descriptive method is used to outline the results of the lesson analysis and provide examples of media literacy implementation. Induction is used to move from the features of writing tasks in the context of media literacy in the Go Getter textbooks to the same features in other textbooks that include the option of virtual writing tasks. Another research method is concretization. It is analyzed in detail the articles of Ukrainian and foreign scholars. Different definitions of media literacy are presented. Six examples of integrating media literacy into teaching English-language online written communication using Go Getter textbooks are shown. It is proved that media literacy can be both an object of study and a means of teaching in English language lessons. The use of media literacy elements at any stage of the lesson is substantiated. It is confirmed that with the implementation of media literacy in writing lessons, secondary school students will have additional practice in oral and written communication. Prospects for further research are described. |
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| ISSN: | 2414-5076 2617-6688 |