Media Literacy as Linguistic Practice: English Foreign Language Learners Respond to Hoaxes and Hate Speech

Sari Dewi  Noviyanti; David Ilham  Yusuf

doi:10.31849/37r36w43

Authors

Sari Dewi Noviyanti Universitas Islam Negeri Walisongo, Semarang, Indonesia
David Ilham Yusuf Universitas Islam Negeri Kiai Haji Achmad Siddiq, Jember, Indonesia

DOI:

https://doi.org/10.31849/37r36w43

Keywords:

Digital citizenship, English language teaching, Hate speech, Hoax, Media literacy

Abstract

The rapid spread of hoaxes and online hate speech has intensified the need for pedagogical approaches that extend beyond linguistic competence toward critical digital citizenship, particularly in English as a Foreign Language (EFL) contexts. This study examines EFL learners’ perceptions of integrating media literacy into English instruction and evaluates its effectiveness in enhancing critical evaluation skills, confidence, and responsible online engagement. Using a descriptive mixed-methods design, the study involved 175 undergraduate students at an Indonesian Islamic university who participated in a structured two-week media literacy intervention embedded in English reading and writing classes. Semi-structured interviews were subsequently conducted with 20 selected participants. Quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis. The findings indicate that approximately 90 percent of participants reported improved ability to assess news credibility, identify misinformation, and engage respectfully in online discussions. Additionally, 87 percent experienced reduced anxiety when encountering hoaxes, and 89 percent felt better prepared to respond constructively to hate speech. Qualitative analysis revealed three interrelated themes: enhanced critical awareness, increased communicative confidence, and a strengthened sense of social responsibility as digital citizens. By addressing hoaxes and hate speech concurrently within an EFL classroom, this study fills an important empirical gap in non-Western contexts, where these issues are often examined separately. The findings demonstrate that integrating media literacy into EFL instruction serves a dual function: supporting language development while fostering ethical and responsible digital participation. These results have clear implications for incorporating culturally responsive media literacy into EFL curricula.

Author Biographies

Sari Dewi Noviyanti, Universitas Islam Negeri Walisongo, Semarang, Indonesia

Sari Dewi Noviyanti is a senior lecturer in the Department of Religious Studies, Faculty of Ushuluddin and Humanities, Universitas Islam Negeri Walisongo Semarang. Her research and teaching focus on English Language Teaching, particularly EFL writing, academic literacy, intercultural communicative competence, digital learning, and religion-based education. Through her scholarly work, she explores how language education can foster critical thinking, cross-cultural understanding, and ethical awareness in diverse learning contexts. In addition to her academic responsibilities, she actively supports community and educational initiatives that promote interfaith youth engagement and digital literacy across Indonesia, reflecting her commitment to inclusive and socially responsive education.
David Ilham Yusuf, Universitas Islam Negeri Kiai Haji Achmad Siddiq, Jember, Indonesia

David Ilham Yusuf is a university instructor and researcher in the Department of Islamic Guidance and Counseling, Faculty of Da’wah and Communication, Universitas Islam Negeri Kyai Haji Achmad Siddiq Jember, Indonesia. His academic interests encompass Educational Psychology and Islamic Social Studies, with a focus on the intersections of education, religion, and social development. He has contributed to a range of studies addressing family dynamics, youth interfaith engagement, and sociological as well as religious perspectives on education and community empowerment in Indonesia.

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