MEDIA EDUCATION TECHNOLOGIES IN ENGLISH LANGUAGE CLASSES: FORMING PRACTICAL SKILLS OF FUTURE LANGUAGE TEACHERS

Abstract

Purpose. To develop and substantiate a practical case that equips future philology teachers to integrate media education technologies into English language instruction.

Methodology. The study applies systemic and competency-based approaches through comparative analysis of Ukrainian and international scholarship, synthesis, pedagogical modelling, and the design of a structured exercise system.

Scientific novelty. Four groups of practical skills for future philology teachers – analytical, methodological, technical, and communicative – are systematized, and the Media in Action case is introduced as an original didactic solution. Unlike existing approaches, in which media literacy and language objectives are developed sequentially, the proposed case integrates both goals within every learning task and requires their simultaneous realisation in each session. The case is designed for third- and fourth-year students at Ukrainian universities and is structured as four sequential two-hour sessions, one per skill group, totalling eight academic hours. Each block includes two exercises that progress from receptive through analytical to productive engagement with media.

Conclusions. Preparing future philology teachers to use media education technologies requires addressing three interrelated deficits: a competence deficit (insufficient practical skills in designing media education tasks), a critical deficit (reducing media education to purely functional skills), and a motivational deficit (weak pedagogical self-efficacy). The Media in Action case, structured across four exercise blocks, develops all three dimensions simultaneously and can be implemented within an English language teaching methodology course or a specialised media education elective. Further research should pilot the case empirically and develop rubrics for assessing media education competence.