Abstract
This article presents a research project that explored the perspectives of preservice and in-service primary English language teachers on the use of technology-enhanced tasks to support young learners’ development of oral communicative competence in the diverse primary English as a foreign language (EFL) classroom. The classroom-based research involved the implementation of technology-enhanced tasks in three different projects in three different primary schools. The projects aimed to support young learners in developing their speaking competence in the target language. Data were collected through classroom observation, teacher training, videography of lessons, and participant interviews. Reflexive thematic analysis was used to analyse the data. The results suggest that participants perceive technologyenhanced tasks not only as well suited to supporting children’s development of oral communicative competence, but also as implicitly promoting children’s digital and media literacy. These findings may point to a new avenue of research into teachers’ perspectives on the use of digital technologies in primary EFL classrooms. The article highlights that the use of technology-enhanced speaking tasks can be a subtle way of promoting digital and media literacy in young EFL learners.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Kullick, A. (2025). Implicitly developing young learners’ digital and media literacy through technology-enhanced tasks in primary EFL classrooms. Journal of Media Literacy Education, 17(3), 59-70. https://doi.org/10.23860/JMLE-2025-17-3-6
Included in
Communication Commons, Curriculum and Instruction Commons, Elementary Education Commons, Language and Literacy Education Commons
