Integrating Critical Discourse Analysis into Media Literacy Pedagogy in an Undergraduate EFL Program

Ahmadi, Parviz; Yousofi, Nouroddin

Volume 2, Issue 2 (July 2025) JCALS 2025, 2(2): 107-134 | Back to browse issues page

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Ahmadi P, Yousofi N. Integrating Critical Discourse Analysis into Media Literacy Pedagogy in an Undergraduate EFL Program. JCALS 2025; 2 (2) : 5
URL: http://cals.gonbad.ac.ir/article-1-69-en.html

Integrating Critical Discourse Analysis into Media Literacy Pedagogy in an Undergraduate EFL Program

Parviz Ahmadi

, Nouroddin Yousofi

Frahangian University

Abstract: (21 Views)

This qualitative study examines the integration of critical media literacy in an undergraduate English as a Foreign Language (EFL) classroom and explores how students and instructors experience discourse-based engagement with media texts. The study involved 20 male and female EFL undergraduate students and five EFL instructors who participated in a focus group interview. Data were collected over one academic term through classroom observations, student-written reflections, and instructor focus group discussions. Classroom activities focused on analyzing and producing media texts using discourse and multimodal analysis to support critical reading, discussion, and reflection. The findings indicate that students developed a stronger awareness of how meaning is constructed in media texts, including attention to word choice, visuals, framing, and selective representation. Students also showed growth in critical questioning, moving from surface-level comprehension toward analytical inquiry about purpose, audience, and credibility. Engagement increased through the use of multimodal texts, which connected classroom learning with students’ everyday media experiences and supported participation across varying language proficiency levels. Classroom interaction shifted toward more collaborative and dialogic patterns, with students taking greater responsibility for meaning-making. Instructors reported both challenges and benefits, emphasizing the importance of careful planning and facilitation. Overall, the study demonstrates that integrating critical media literacy into EFL instruction supports critical thinking, learner agency, and meaningful language use in higher education contexts.

Article number: 5

Keywords: critical media literacy, English as a Foreign Language (EFL), critical discourse analysis, multimodal texts, qualitative study, undergraduate EFL learners

Full-Text [PDF 494 kb] (21 Downloads)

Type of Study: Research | Subject: General
Received: 2025/06/10 | Accepted: 2025/06/29 | Published: 2025/07/1