ASSESSING TEACHERS’ MEDIA LITERACY COMPETENCIES IN SECONDARY EDUCATION

Abstract

This study explores the development and importance of media literacy competencies among 300 English as a Foreign Language (EFL) teachers in Kazakhstan's secondary schools, focusing on both personal and pedagogical-didactic skills. In today's media-saturated educational landscape, media literacy competencies are essential for educators to effectively teach critical analysis and responsible media engagement to students. The research employed a pragmatically-guided approach, utilising a web-based questionnaire to gather data from EFL teachers across urban and rural settings in Kazakhstan. Purposive sampling ensured the selection of teachers capable of providing relevant insights into media literacy practices in diverse educational contexts. The questionnaire, adapted from a validated instrument for assessing media literacy competencies, was chosen for its comprehensive coverage of personal and pedagogical-didactic skills relevant to media literacy. Quantitative analysis of the survey data employed descriptive and inferential methods to validate assumptions, assess variables, and draw conclusions about the usage and effectiveness of media literacy assessment strategies among teachers. The questionnaire findings highlight significant differences in EFL teachers' media literacy competencies across simple, middle, and advanced categories, showing strong technical skills but declining proficiency in critical understanding and active media participation. Results indicated that discussions and creative tasks like poster creation were the most frequently utilised strategies for assessing media literacy competencies among EFL teachers. The findings highlight the need for targeted training and support to strengthen both personal media literacy skills and instructional practices among EFL teachers.