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-2026-8-2-102-109Keywords:
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.
References
СПИСОК ЛИТЕРАТУРЫ
Бойд, Д. (2020) Все сложно: Жизнь подростков в социальных сетях. М.: Изд. дом ВШЭ, 352 с.
Взрослые и дети в интернете: цифровые привычки, риски и безопасность. Аналитический отчет. (2024) Лаборатория Касперского. [Электронный ресурс]. URL: https://kids.kaspersky.ru/article/vzroslye_i_deti_v_internete_analiticheskiy_otchet_2024 (дата обращения 15.06.2026).
Девятерикова, Е. В. (2025) Средства невербального общения как компонент содержания обучения иностранному языку. В кн.: Н. В. Акимова (ред.) Теория и практика обучения иностранным языкам: традиции и перспективы развития. Материалы Х международной научно-практической онлайн-конференции студентов и молодых ученых. М.: Изд-во Государственного университета просвещения, с. 101–105.
Жукова, О. В., Константинова, С. И. (2024) Комментирование как прием обучения учащихся монологической речи на уроках английского языка. В кн.: Н. В. Кормилина, Н. Ю. Шугаева (ред.). Актуальные вопросы иноязычного образования в контексте межкультурного взаимодействия. Сборник научных статей XXXVI Международной научно-пракической конференции. Чебоксары: Изд-во Чувашского государственного педагогического университета им. И. Я. Яковлева, с. 330–337.
Перевёрткина, М. С., Сейфединова, А. (2025) Методическая адаптация упражнений как актуальная профессиональная задача учителя иностранного языка в условиях индивидуализации обучения. Рема, № 2, с. 118–141. https://doi.org/10.31862/2500-2953-2025-2-118-141
Федоров, А. В. (2014) Словарь терминов по медиаобразованию, медиапедагогике, медиаграмотности, медиакомпетентности. М.: Директ-Медиа, 62 с.
Чичерина, Н. В. (2007) Типология медиатекстов как основа формирования медиаграмотности. Известия Российского государственного педагогического университета им. А. И. Герцена, т. 9, № 47, с. 159–166.
Crystal, D. (2004) A Glossary of Netspeak and Textspeak. Edinburgh: Edinburgh University Press, 197 p.
Ducate, L. C., Lomicka, L. L. (2005) Exploring the blogosphere: Use of web logs in the foreign language classroom. Foreign Language Annals, vol. 38, no. 3, pp. 410–421. https://doi.org/10.1111/j.1944-9720.2005.tb02227.x
Kesteven, L. (2023) Publishing via Blogs. In: Publishing Online for Writers. Cham: Palgrave Macmillan Publ., pp. 55–66.
Thangaraj, S., Maniam, M. (2015) The influence of netspeak on students’ writing. Journal of Education and Learning, vol. 9, no. 1, pp. 45–52. https://doi.org/10.11591/edulearn.v9i1.963
SOURCES
Common European framework of reference for languages: Learning, teaching, assessment. Companion Volume with New Descriptors. (2018) [Online]. Available at: https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989 (accessed 15.06.2026). (In English)
Media Literacy Basics. (2026) NAMLE. [Online]. Available at: https://mlw.namle.org/resources/media-literacy-basics/ (accessed 15.06.2026). (In English)
REFERENCES
Adults and Children online: Digital Habits, Risks and Safety. Analytical report. (2024) Kaspersky Lab. [Online]. Available at: https://kids.kaspersky.ru/article/vzroslye_i_deti_v_internete_analiticheskiy_otchet_2024 (accessed 15.06.2026) (In Russian)
Boyd, D. (2020) It’s complicated: The social lives of networked teens. Moscow: HSE Publ., 352 p. (In Russian)
Chicherina, N. V. (2007) Typology of media texts as a basis for media literacy formation. Izvestia: Herzen University Journal of Humanities & Sciences, vol. 9, no. 47, pp. 159–166. (In Russian)
Crystal, D. (2004) A Glossary of Netspeak and Textspeak. Edinburgh: Edinburgh University Press, 197 p. (In English)
Devyaterikova, E. V. (2025) Nonverbal means of communication as a component of the content of learning foreign languages. In: N. V. Akimova (ed.). Theory and practice of teaching foreign languages: Traditions and development prospects. Materials of the 10th International scientific and practical online conference of students and young scientists. Moscow: State University of Education Publ., pp. 101–105. (In Russian)
Ducate, L. C., Lomicka, L. L. (2005) Exploring the blogosphere: Use of web logs in the foreign language classroom. Foreign Language Annals, vol. 38, no. 3, pp. 410–421. https://doi.org/10.1111/j.1944-9720.2005.tb02227.x (In English)
Fedorov, A. V. (2014) Media education dictionary, media education, media literacy, media studies, media competence. Moscow: Direkt-Media Publ., 62 p. (In Russian)
Kesteven, L. (2023) Publishing via blogs. In: Publishing online for writers. Cham: Palgrave Macmillan Publ., pp. 55–66. (In English)
Perevertkina, M. S., Sejfedinova, A. (2025) Methodological adaptation of exercises as a core pedagogical responsibility of a foreign language teacher in the context of individualized instruction. Rhema, no. 2, pp. 118–141. https://doi.org/10.31862/2500-2953-2025-2-118-141 (In Russian)
Thangaraj, S. R., Maniam, M. (2015) The influence of netspeak on students’ writing. Journal of Education and Learning, vol. 9, no. 1, pp. 45–52. https://doi.org/10.11591/edulearn.v9i1.963 (In English)
Zhukova, O. V., Konstantinova, S. I. (2024) Commenting as a method of teaching monologic speech to students at English lessons. In: N. V. Kormilina, N. Yu. Shugaeva (eds.). Topical Issues of foreign language education in the context of intercultural interaction: Collection of scientific articles from the XXXVI international scientific and practical conference. Cheboksary: Chuvash State Pedagogical University Publ., pp. 330–337. (In Russian)
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Marina S. Perevertkina, Sofya A. Noskova
This work is licensed under a Creative Commons Attribution 4.0 International License.
The work is provided under the terms of the Public Offer and of Creative Commons public license Creative Commons Attribution 4.0 International (CC BY 4.0).
This license permits an unlimited number of users to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material for any purpose, including commercial use.
This license retains copyright for the authors but allows others to freely distribute, use, and adapt the work, on the mandatory condition that appropriate credit is given. Users must provide a correct link to the original publication in our journal, cite the authors' names, and indicate if any changes were made.
Copyright remains with the authors. The CC BY 4.0 license does not transfer rights to third parties but rather grants users prior permission for use, provided the attribution condition is met. Any use of the work will be governed by the terms of this license.
