Decoding visual elements in digitised foreign newscasts

Abstract

Despite a growing body of work in media literacy, theorists have given scant attention to the ways foreign language learners may develop media decoding skills. In the context of technology-rich learning environments, for example, how do learners come to understand the media, and how does the use of media influences their foreign language development? The aim of this case study is to examine how foreign language learners decode visual elements as they develop media literacy. Ten students of Japanese watched digitised newscasts and ‘thought aloud’ as they responded to short-answer comprehension tasks.

Results indicate that visual elements have both assistive and deleterious affects in understanding a foreign language. Productive further research may best focus on developing a selection criteria for newscasts, using more subtle methodological techniques and creating better technology-mediated tasks.