The Use of Media Content for Developing Critical Thinking in Teaching English at University

Abstract

In the context of rapidly growing volumes of information and digitalization, the task of developing critical thinking in students — the ability to meaningfully perceive, analyze and interpret information — is becoming especially relevant. This is especially important when teaching English as a foreign language, which requires not only knowledge of vocabulary and grammar, but also the ability to work with authentic materials, develop analytical thinking and form one’s own reasoned position. An effective means of achieving these goals is media content — a variety of text, visual and audiovisual materials used for educational purposes. Critical thinking is understood as the ability of an individual to meaningfully evaluate information, establish logical connections, form a personal point of view and make informed decisions. When studying English, these skills allow students to go beyond rote memorization and contribute to a deeper understanding of the educational material, while increasing their interest and motivation for learning. According to the concept of John Dewey, the educational process should be focused on developing students' independence, the ability to analyze and comprehend their own experience. In this context, the role of the teacher is not so much to impart knowledge as to create conditions for active learning, reflection, and critical interpretation of information.