International Journal Of Literature And Languages
79
https://theusajournals.com/index.php/ijll
VOLUME
Vol.05 Issue04 2025
PAGE NO.
79-81
10.37547/ijll/Volume05Issue04-20
A Systematic Model for Media Technology Driven
English Instruction at The A1 Level
Zarlikov Ikram Batirbaevich
Doctoral student, Karakalpak State University named after Berdakh, Nukus, Uzbekistan
Received:
27 February 2025;
Accepted:
23 March 2025;
Published:
26 April 2025
Abstract:
This study presents a comprehensive model for integrating media technologies into English instruction
for A1 level learners, aiming to develop both foundational language skills and media literacy. The model is built
on a systematic framework comprising five interrelated blocks
—
target, theoretical-methodological, content,
organizational-functional, and result-diagnostic
—
ensuring a structured and scientifically justified approach. It
emphasizes stages of instruction including motivational, theoretical, practical, and reflexive-evaluative, each
tailored to foster engagement, critical thinking, and creative output. Through the application of tools such as
hypermedia messages, audiovisual content, and platforms like Quizlet and Quizizz, the model promotes
interactive and culturally responsive pedagogy. Diagnostic feedback mechanisms allow for adaptive teaching
aligned with learner needs, enhancing both academic outcomes and digital competence. The study validates the
model’s effectiveness through theoretical substantiation and empirical testing, recommending its adoption in
modern language education to meet the demands of the information society.
Keywords:
Media technology, English instruction, A1 level, media literacy, modeling principles, interactive
knowledge, hypermedia, digital tools.
Introduction:
In
today’s
information
society,
integrating media technologies into foreign language
instruction is essential for developing both linguistic
competence and media literacy among A1 level
learners. Beginner students benefit from pedagogical
conditions that leverage multimedia tools to boost
motivation,
engagement,
and
communicative
confidence. A robust methodology organizes this
integration through a multi layered model
—
comprising
target,
theoretical
methodological,
content,
organizational functional, and result diagnostic
blocks
—
that ensures a scientifically grounded process.
This model is underpinned by principles such as
consistency, continuity, and positive emotional
attitude, adapted to learners’ cultural contexts and
developmental stages. Through systematic diagnostics
of student interests and adaptive feedback loops,
educators can select media resources that connect
classroom content to real life scenarios. The
methodology unfolds across four interrelated stages
—
motivational, theoretical, practical, and reflexive
evaluative
—
each designed to cultivate critical thinking,
creative skills, and autonomous media product
creation. Employing hypermedia messaging, audio
visual demonstrations, and interactive applications like
Quizlet and Quizizz enriches the learning environment
and promotes active student participation. Ultimately,
this approach equips A1 learners with foundational
English proficiency while simultaneously nurturing
essential media literacy competencies.
Pedagogical researchers usually use different drawings
to represent the object depending on the topic and
purpose. For example, processes are traditionally
analyzed through components such as the subject of
the activity, principles, conditions, objectives, and
results. Based on the research tasks, a model for
developing media literacy among students was
developed.
In the development of this model, the component
modeling mechanism was used, the systematic
approach was chosen as the main methodological
approach, and on its basis, modeling principles such as
consistency,
organization,
self-independent
development, continuity, and optimality were
International Journal Of Literature And Languages
80
https://theusajournals.com/index.php/ijll
International Journal Of Literature And Languages (ISSN: 2771-2834)
identified.
The goal is to determine, justify, and implement the
pedagogical conditions necessary for teaching English
to A1 level students through media education and
developing media literacy.
Its tasks are as follows:
-
to analyze the current state of media literacy
development in general education institutions in
Uzbekistan based on pedagogical analyses;
-
to clarify the meaning of the concepts of
"media", "media education", "media culture",
"information culture" and "media literacy" and to
identify a set of pedagogical conditions that serve to
develop media literacy among students in relation to
the research problem;
-
to work out a model for developing media
literacy in English lessons for A1 level students and
substantiate it theoretically;
-
to experimentally test the effectiveness of the
proposed methodology for developing media literacy
among students. [1; 184]
In the course of researching the process of media
literacy development, its principles were studied.
They are as follows:
-
cultural compatibility based on taking into
account the student's cultural conditions and
education in society;
-
semiotics - refers to the dynamic and statistical
laws of the subject of perception of sign-symbolic
systems and makes the thinking process more efficient;
-
focuses on learning the language of the media
and allows students to freely consume information;
-
subjectivity - relying on the student's active
actions, initiative in learning, personal experience, and
independence;
-
activity - the pedagogue creates conditions for
improving mutual cooperation to involve student to
media education activities;
-
develops creative activity in the process of
creating a media product. [2; 201]
In order to implement the model for developing media
literacy among students, it is necessary to develop a
program of facultative activities in the media education
cycle "Developing media literacy of students".
The media education field of general education
institutions is the result of the integration of media and
education, where professional education is carried out
in the modern conditions of the information society.
Media is an important tool for forming communicative
educational activities. The following are used for this:
-
creating hypermedia-messages;
-
coming out with an audio-visual demonstration
product;
-
recording the progress of team/personal
communication (audio-video and text recording);
-
communications in a digital environment
(email, chat, video conference, forum and blog);
-
considering the possibilities and advantages of
using modern media technologies to ensure and
achieve educational outcomes in the research process;
-
describing the system of methods, forms and
methods of ensuring and achieving educational results
among students at various stages of a foreign language
lesson and language selections, using modern media
technologies;
-
creating a base of materials and working out
didactic support for media technologies by arranging
according to topics and classes. [3; 55]
The leading idea is that the use of media technologies
in foreign language lessons as a means of ensuring and
achieving educational outcomes can significantly
improve the quality of foreign language teaching.
There are many modern media technologies that can
be used in foreign language lessons. According to the
method of organizing students' learning activity, online
services for forming independent activity of controlling
interactive knowledge can be divided into such as
"Puzzle cup", "Learning apps", "Quizizz" and "Quizlet".
Using modern media technologies, conditions are
created for the success and efficiency of education,
because it is impossible to imagine a student's creative
activity without interest, imagination, and emotions to
fill in the missing knowledge. The methodical and
qualified use of modern media technologies allows to
implement an approach to activity, as well as to
increase the effectiveness of the educational process.
CONCLUSION
The systematic integration of media technologies into
A1 English instruction cultivates both language skills
and critical media literacy among learners. By
structuring the learning process into defined blocks and
stages, teachers deliver targeted, culturally compatible
content that resonates with beginners. The
motivational stage sparks student interest through
diverse media activities, laying the groundwork for
deeper theoretical understanding and practical
application. Subsequent theoretical and practical
stages
reinforce
communicative
and
creative
competencies as students engage with hypermedia
messages, audio visual projects, and interactive digital
tools. Reflexive evaluative practices ensure continuous
International Journal Of Literature And Languages
81
https://theusajournals.com/index.php/ijll
International Journal Of Literature And Languages (ISSN: 2771-2834)
monitoring and self assessment, empowering learners
to critically evaluate their own progress and media
productions. Adaptive diagnostics and feedback loops
enable educators to refine teaching strategies and
maintain high levels of engagement. The inclusion of
online services such as Quizlet and Quizizz supports
autonomous learning and offers varied channels for
knowledge reinforcement beyond the classroom.
Ultimately, this media centered methodology not only
enhances A1 level students’ English proficiency but also
instills lifelong skills in media literacy, critical thinking,
and independent learning.
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