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VOL. 1, ISSUE 2 (2025)
Sifting through the Deluge: Teaching critical media literacy through inquiry-based English language instruction
Authors
Zainab Alkali Doknan
Abstract
The proliferation of
digital media and misinformation has created an urgent need for critical media
literacy instruction in secondary education. This mixed-method study
investigated the effectiveness of inquiry-based English language instruction in
developing students' critical media literacy skills and their ability to
evaluate information credibility. A quasi-experimental design with 287
secondary school students (aged 14–17 years) was employed, with 147 students in
the intervention group receiving 12 weeks of integrated inquiry-based media
literacy instruction and 140 in the control group receiving conventional
English language teaching. Critical media literacy skills were assessed using a
validated 45-item instrument measuring source evaluation, bias recognition, and
persuasion technique identification. Digital literacy confidence was measured
via self-report questionnaire. Semi-structured interviews with 24 purposively
selected students provided qualitative insights. Results demonstrated a
statistically significant increase in critical media literacy scores in the
intervention group (M = 78.4, SD = 9.2) compared to the control group (M =
64.7, SD = 11.3; t(285) = 11.24, p < 0.001, Cohen's d = 1.33). Students in
the inquiry-based program showed substantially improved capacity to identify
bias (χ² = 34.52, p < 0.001) and evaluate source credibility (F(2,285) =
28.63, p < 0.001). Qualitative analysis revealed increased metacognitive
awareness and confidence in navigating media environments. These findings suggest
that structured inquiry-based pedagogy integrated into English language
instruction provides significant benefits for developing critical media
literacy in adolescents. The study contributes to educational practice by
demonstrating that critical media literacy can be effectively embedded within
existing language arts curricula without requiring separate specialized
courses. Implications for curriculum design, teacher professional development,
and media literacy policy are discussed.
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Pages:23-29
How to cite this article:
Zainab Alkali Doknan "Sifting through the Deluge: Teaching critical media literacy through inquiry-based English language instruction". World Journal of English, Vol 1, Issue 2, 2025, Pages 23-29
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