English blogosphere as a resource for teaching media consumption and online interaction to high school EFL learners
DOI:
https://doi.org/10.33910/2686-830X-2026-8-2-102-109Schlagwörter:
media consumption, media literacy, online interaction, English blogosphere, English language teaching, senior high career-oriented schoolAbstract
The article addresses the problem of teaching media consumption and online interaction and focuses on the potential of the English blogosphere as a tool for teaching students in high career-oriented schools. It outlines the key features of the discursive space of the English blogosphere and blogs, which are viewed not merely as a source of content but as a distinct communicative environment governed by specific linguistic and social norms. The authors analyse and highlight the key features of this space, such as the hybridization of spoken and written language, hyperpersonality, linguistic compression, dynamic orthography, and multimodality, which collectively constitute the phenomenon of Netspeak. Drawing on this analysis, three main groups of difficulties that learners may encounter when engaged in media consumption and online interaction within the English blogosphere are systematized and described: linguistic and cultural, communicative-interactive, and cognitive-evaluative. The article proposes criteria for selecting blogs aimed at teaching high schoolers media consumption and online interaction as a mode of communication. The authors identify several institutional blogs that meet the proposed selection criteria and can be used in teaching English at high school, and, using the content of one of them, provide examples of exercises designed to develop target skills in 10th- and 11th-grade students: from the ability to critically analyse media texts and verify information to the ability to build constructive and ethical online communication in accordance with the principles of netiquette. The article concludes that the English blogosphere is a valuable and underexplored resource for English language teaching and that integrating blogs into the educational process can serve as a means of bridging the gap between the content of English language teaching and the actual communicative needs of adolescents.
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