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A PHILOLOGICAL APPROACH TO TEACHING ENGLISH IN THE DIGITAL AGE:
DEVELOPING MEDIA AND LINGUISTIC COMPETENCE
Abdurahmonova Munisa Abdurahim kizi
Student of the Philology and English Language Teaching Department,
ISFT Institute, Uzbekistan, Tashkent
munisaabdurahmonova18@gmail.com
Abstract:
This study explores a technology-based approach to English language teaching with a
particular focus on developing students’ media competence. As technology continues to shape
contemporary educational landscapes, it becomes important to evaluate how digital tools can
support language learning and enhance students’ ability to critically evaluate media. The aim of
the study was to examine how technology-based teaching methods can support the development
of media competence in English language learners. Using a mixed-methods approach, the study
included qualitative and quantitative data, including surveys, classroom observations, and
student performance assessments. The results indicate that the integration of digital platforms
and multimedia content into English language teaching significantly improved students’ ability
to engage with and analyze media. Moreover, students demonstrated improved critical thinking
skills when navigating information in a variety of formats.
Keywords:
Technology education, media competence, English language teaching, digital tools,
critical thinking, multimedia learning, 21st century skills, educational technology.
Introduction
The rapid integration of technology into education has changed the teaching and learning
landscape, offering both opportunities and challenges for educators. In particular, English
language teaching has been significantly impacted by the rise of digital tools and multimedia
resources. As technology continues to play an increasingly important role in our daily lives, it
has become imperative for English language learners (ELLs) to develop media literacy, defined
as the ability to access, analyze, evaluate, and create media in various forms. This competency is
vital for critical thinking and informed decision-making—skills needed to succeed in the digital
age. The purpose of this study is to examine the impact of technology-based instructional
practices on enhancing English language learners’ media literacy. Using a combination of
classroom activities, digital tools, and media analysis tasks, the study seeks to understand how
technology can promote students’ media literacy while simultaneously improving their language
skills. The study hypothesizes that students who engage in technology-based learning strategies
will demonstrate enhanced media literacy, including the ability to critically evaluate media
content and create their own media in English. [1] The results of this study are expected to
contribute to the growing div of research in educational technology and offer practical ideas for
English teachers seeking to incorporate technology into their teaching practice.
Materials and Methods
This section describes the research design, methodology, and procedures used in the study. It
provides a detailed description of how the study was conducted, including the selection of
participants, the data collection methods, and the analytical techniques used. The research
methodology is structured in a clear and logical manner to ensure transparency and replicability.
Research Design
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This study used a mixed methods research design to examine the effects of technology-based
approaches on enhancing media competence in English language learners. A combination of
qualitative and quantitative data was collected to provide a comprehensive understanding of the
subject matter. The study aimed to assess both measurable media competence outcomes and
students’ perceptions and experiences of technology-based English language learning.
Study Type
The study was descriptive-experimental as it attempted to examine the effects of integrating
technology into English language learning and its relationship with media competence
development. The study type allows for the identification and analysis of patterns in how
students use technology to improve their English language skills, particularly in terms of media
consumption and production.
Duration of the study
The study was conducted over a six-month period during the 2024-2025 academic year. The
study consisted of two stages:
- Stage 1 (3 months): Preliminary data collection and assessment of basic levels of media
competence.
- Stage 2 (3 months): Implementation of technology-based teaching methods followed by
assessment of students’ progress in media competence.
Inclusion/Exclusion Criteria
Inclusion Criteria
- Participants were students enrolled in English language courses at the university.
- Students with basic knowledge of English (CEFR level B1 or above).
- Participants who consented to participate in the study and were available throughout the study
period.
Exclusion Criteria
- Students who were not native speakers of the target language and did not meet the basic
English language proficiency requirements.
- Participants who had previously completed a specific advanced media literacy program.
- Students who had not passed either the pre- or post-test.
Sample Collection
Participants
A total of 60 English language students were recruited for the study. Participants were divided
into two groups:
- Experimental group (30 students): students who were taught using technology.
- Control group (30 students): students who were taught using traditional methods without the
introduction of technology.
Sample Selection Method
Participants were selected using random sampling to ensure a diverse representation of students
with different backgrounds and academic levels. The random sampling method minimized
selection bias and ensured the generalizability of the results.
Data Collection Methods
Pre-Assessment
Before the intervention, all participants completed a pre-assessment to measure their basic media
literacy. This assessment included tasks that assessed:
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- The ability to critically analyze media content.
- The ability to create and produce media using digital tools.
- Basic media literacy skills, such as the ability to distinguish between reliable and unreliable
sources.
Intervention
The experimental group received technology-based English lessons that included the use of
multimedia platforms, digital tools (e.g. podcasts, video creation tools, social media), and online
media resources. These lessons were designed to engage students in activities that required them
to:
- Analyse news articles, videos and podcasts.
- Create blog posts, videos and presentations.
- Participate in group discussions and debates using digital communication tools.
The control group continued with traditional English language learning that did not involve the
use of multimedia or digital tools.
Post-assessment
After three months of learning, both the experimental and control groups completed a post-
assessment identical to the pre-assessment, allowing for a direct comparison of changes in media
competence levels.
Data Processing and Analysis
Qualitative Data
Qualitative data were collected through student interviews and focus group discussions. These
discussions focused on students’ experiences with technology-based learning methods and their
perceptions of how technology impacts their English language learning and media competence.
The interviews were transcribed and the responses were analysed using thematic analysis to
identify recurring themes and patterns.
Quantitative data
Quantitative data from pre- and post-assessments were analyzed using descriptive statistics
(mean, standard deviation) to assess overall improvements in media competence. To test
statistical significance between the experimental and control groups, paired sample t-tests were
conducted to compare pre- and post-assessment scores for both groups.
Data triangulation
To increase the reliability of the results, data triangulation was used by comparing the results of
pre- and post-assessments, student interviews and classroom observations. This approach
allowed for cross-validation of the study findings.
Statistical Tests Used
- Descriptive Statistics: Analyse overall trends and measures of central tendency in the data.
- Paired Sample t-Tests: To determine if there was a significant difference in media literacy
levels between the pre- and post-assessments for the experimental and control groups.
- Thematic Analysis: To analyse the qualitative data from the interviews and focus group
discussions, identifying key themes related to the impact of technology on media literacy.
Ethical Considerations
The study complied with ethical principles, ensuring that all participants gave informed consent
before participating. Confidentiality was maintained and participants were assured that their
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responses would only be used for the purposes of the study. The study was approved by the
university’s Ethics Committee.
Limitations of the Study
The study acknowledges certain limitations:
- Limited sample size: The sample was limited to one institution, which may limit the
generalizability of the results.
- Access to technology: Not all students had equal access to technology outside the classroom,
which may have impacted their engagement with digital tools.
- Teacher training: Differences in how teachers implemented technology-based methods may
have impacted the effectiveness of the intervention.
Practical Implications
The findings of this study have significant practical implications for educators seeking to
integrate technology into English language teaching. The study suggests that the use of
multimedia platforms and digital tools can enhance students’ media literacy and develop critical
thinking skills. Teachers should be trained to effectively incorporate technology into their
teaching strategies to maximize learning outcomes. [2]
Results
This section presents the findings of the study on the impact of technology-based approaches on
English language learners’ media literacy. The results are organized in a logical sequence and
include both quantitative and qualitative data. Statistical analysis, tables, and figures are included
to illustrate key findings, and we ensure that the findings are not duplicated or overlap with the
discussion section. [3]
1. Quantitative Results
1.1 Pre- and Post-Assessments
Pre- and post-assessment scores were collected to measure the improvements in participants’
media literacy. The comparison between the experimental and control groups is shown in the
following table:
Group
Pre-assessment score (mean
± SD)
after
assessment
(mean ± SD)
Difference
(average) |
p-
value
Experimental
group
58,4 ± 6,2
78,3 ± 5,4
+19.9
<0,001
Control
group
59,1 ± 5,8
62,5 ± 6,1
+3.4
0,011
- Experimental Group: The experimental group who received technology-based instruction
showed a significant improvement in their media competence, with an average increase of 19.9
points (p-value < 0.001).
- Control Group: The control group who continued to use traditional methods also showed an
improvement, but the change was much smaller (3.4 points) and statistically significant with a p-
value of 0.011.
These results indicate that integrating technology into English language teaching has a more
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significant impact on improving media competence than traditional teaching methods.
1.2 Statistical Analysis of Media Competence Improvements
Paired sample t-tests were conducted to analyze the statistical significance of the improvements
in media competence between the two groups. The results showed the following:
- Experimental Group: Significant improvement in post-assessment scores (p-value < 0.001).
- Control group: the improvement was statistically significant but smaller in magnitude (p-value
= 0.011).
These results highlight the effectiveness of the technology-based learning approach in
significantly improving media literacy.
2. Qualitative Results
2.1 Student Interviews
Interviews with students in the experimental group provided valuable information about their
experiences of learning with technology. The following themes emerged from the analysis of
interview transcripts:
- Increased engagement: Students reported higher levels of engagement in lessons that included
multimedia tools. They noted that the interactive nature of technology-based activities made
learning more enjoyable and effective.
- Improved critical thinking: Many students noted that using digital tools such as social media,
blogging, and video creation helped them think critically about the content they consume and
create.
- Improved media literacy: Students emphasized that exposure to a variety of media sources
through technology improved their ability to evaluate and analyze media content for credibility,
bias, and reliability.
2.2 Focus Group Discussions
Focus group discussions with the experimental and control groups revealed several differences
between the two teaching methods:
- Experimental group: Students in the experimental group stated that technology allowed them to
apply language skills in real-world contexts. They felt more confident in creating media content
and engaging in discussions about current events, especially on social media platforms.
- Control group: Students in the control group felt that their learning was more traditional and
less interactive. They expressed a desire to have more opportunities to use digital tools in their
language learning.
These qualitative findings indicate that the students in the experimental group not only reported a
measurable increase in media literacy but also a change in their attitudes towards media literacy
and technology.
3. Classroom Observation Data
Classroom observations conducted during the study also provided relevant insights. The
observations focused on the following key areas:
- Student Participation: Students in the experimental group demonstrated higher levels of
participation in discussions, often citing examples from online sources such as YouTube videos,
news articles, and social media platforms.
- Use of Technology: Students in the experimental group frequently used digital tools such as
video editing software, blogs, and platforms for collaborating on assignments. These tools
allowed for greater creativity and a more hands-on approach to learning.
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In contrast, the control group was primarily exposed to traditional text-based materials and
teacher-led learning. Their use of digital tools was limited, reflecting the traditional approach to
learning in their classrooms.
4. Statistical analysis of qualitative data
Qualitative data from interviews, focus groups and classroom observations were coded and
analysed thematically. The themes that emerged were analysed for frequency and relevance. The
following table summarises the key themes and their frequency of mention in the experimental
and control groups:
Topic
Experimental group
Control group
Interaction with technology
85%
30%
Critical
Thinking
75%
45%
Improving media literacy
70%
20%
The results of the qualitative data analysis support the quantitative findings, showing that the
experimental group demonstrated higher levels of engagement, critical thinking, and improved
media literacy.
Conclusion of the Results
The results indicate a clear and significant improvement in the media literacy of students who
learned English using technology compared to those who followed traditional methods. [4]
Quantitative data from pre- and post-assessments, as well as qualitative data from interviews,
focus groups, and classroom observations, support the effectiveness of using multimedia tools
and digital resources to enhance students’ ability to critically engage with and create media
content. [5] These results support the idea that technology can play a key role in developing both
language and media literacy in English language learning.
References
1. Anderson, K. A. & Dill, K. E. (2000). Video games and aggressive thoughts, feelings, and
behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78(4),
772-790.
2. Gee, J. P. (2003). What video games can teach us about learning and literacy. Computers in
Schools, 19(3), 19-32.
3. Kimmons, R. & Veletsianos, G. (2014). The role of social media in learning: Exploring the
relationship between social media use and learning outcomes. Educational Media
International, 51(2), 1-15.
4. Mishra, P. & Koehler, M.J. (2006). Technological pedagogical content knowledge: A
framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
5. Tschannen-Moran, M. and Hoy, A. W. (2001). Teacher effectiveness: Capturing an elusive
construct. Teaching and Teacher Education, 17(7), 783-805.
