Media Text as a Didactic Resource in English Language Teaching: Theoretical and Methodological Principles of Selection and Classroom Use

Abstract

The article systematizes the theoretical and methodological foundations for using media texts in English language teaching at university level. A media text is treated not only as authentic language material but also as a multimodal object integrating verbal, visual, auditory, and digital channels of meaning-making. Drawing on research in media linguistics, authenticity, multiliteracies, media and information literacy, multimedia learning, and contemporary approaches to second language education, the paper identifies didactic functions of media texts. Particular attention is paid to the relationship between media-text work and the development of communicative competence, mediation skills, critical information processing and digital literacy. The article proposes criteria for selecting media texts for English classes and a staged model of classroom work: pre-text preparation, semantic and linguistic processing, critical-mediation analysis, and productive transformation of source material. It is argued that media-text effectiveness depends not on authenticity or technological format alone, but on alignment with learning objectives, learner proficiency, and task design.