Enhancing EFL Media Literacy through an Integrated NAMLE-CDA Active Learning Model

Abstract

In today’s digital landscape, where individuals are constantly exposed to diverse and often biased media, EFL learners face a dual challenge: enhancing their English proficiency while developing critical media literacy skills, a combination that is rarely addressed in traditional curricula. This study investigates how combining Activity-Based Learning (ABL) and Project-Based Learning (PBL) with the NAMLE-CDA framework can transform Thai English major undergraduates from passive media consumers into critical analysts and producers, despite struggles with English language development alongside analytical thinking. Implemented in an English for Media Literacy course with 19 third-year students, the research followed Patphol’s (2020) four-step model and adopted a mixed-methods design. Multiple instruments were employed to collect both qualitative and quantitative data sets, including teaching and learning materials and evaluations. Qualitative findings revealed progressive student development in three key areas: linguistic and multimodal analysis, contextual awareness, and strategic communication. Quantitative data supported these results, indicating high levels of student satisfaction (M=4.35, SD=0.81), with particularly strong ratings in student engagement and content coverage (both M=4.69, SD=0.48).  Integration of the two data sets suggested that the approach’s effectiveness stemmed from (i) a structured analytical framework, (ii) sequenced learning progression to manage cognitive load, (iii) collaborative group tasks that facilitated peer support, and (iv) alignment between assessment methods and intended learning outcomes. By translating theoretical frameworks into scaffolded classroom practices, the approach bridged the gap between media theory and language acquisition, addressing a significant research need in EFL contexts. This study provides empirical evidence on integrating critical discourse analysis with media literacy education in language learning, offering a practical framework for similar programs aiming to cultivate competent language users and media-literate global citizens.