Exploring EFL Teachers' Perceptions of Media Literacy in Kazakhstan

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  • Author(s): Aigul Yeleussiz
  • Language:
    English
  • Source:
    Journal of Social Studies Education Research. 2024 15(1):282-316.
  • Publication Date:
    2024
  • Document Type:
    Journal Articles
    Reports - Research
  • Additional Information
    • Availability:
      Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
    • Peer Reviewed:
      Y
    • Source:
      35
    • Education Level:
      Secondary Education
    • Subject Terms:
      Foreign Countries; Media Literacy; Secondary School Curriculum; Employment Potential; Educational Policy; Alignment (Education); Critical Thinking; Creativity; Functional Literacy; English (Second Language); Language Teachers; Barriers; Teacher Attitudes; Teaching Methods; Educational Philosophy
    • Subject Terms:
      Kazakhstan
    • ISSN:
      1309-9108
    • Abstract:
      Developing media literacy has emerged as a key requirement in our rapidly evolving world. Particularly, the incorporation of media literacy into the secondary school curriculum in Kazakhstan is perceived to have a long-term impact on the employment prospects of graduates and aligns with the country's multi-vector policy. Consequently, teachers recognize the imperative to foster media literacy in their classrooms. The integration of media literacy into the existing school curriculum holds profound importance, challenging students' critical thinking skills, creativity, and functional literacy. This study aims to explore the development of media literacy within English as a Foreign Language (hereinafter, EFL) classrooms, concentrating on teachers' perceptions and challenges related to media literacy. Utilizing a qualitative approach, the research entails conducting semi-structured interviews with EFL teachers in Kazakhstan. This study is based on in-depth, semi-structured interviews with fifteen EFL teachers in schools in Kazakhstan. The findings reveal that, despite certain barriers, EFL teachers acknowledge the necessity of incorporating media literacy components into their classrooms. The tension associated with teaching media literacy manifests in decisions related to selecting appropriate resources, adopting effective approaches, and navigating the attitudes of other education stakeholders. The research outcomes contribute to filling the current gap in studies within this domain, offering practical insights for teachers working in similar environments.
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1424861