PROMOTING CRITICAL AWARENESS OF DISINFORMATION THROUGH REFLECTIVE AND SELF-ASSESSMENT GAMES IN ENGLISH LANGUAGE PEDAGOGY
Abstract
In the digital age, disinformation has become a pervasive challenge, significantly influencing learners’ perceptions and critical thinking abilities. Within English language pedagogy, fostering critical awareness of disinformation is essential for developing learners’ media literacy and analytical skills. This article examines the role of reflective and self-assessment games as pedagogical tools to enhance students’ ability to identify, analyze, and respond to disinformation. Drawing on empirical studies and theoretical frameworks in education, media literacy, and cognitive psychology, the research highlights how game-based learning strategies promote metacognition, learner autonomy, and critical engagement. The findings suggest that integrating reflective and self-assessment games into English language teaching contributes to improved critical awareness and strengthens students’ ability to evaluate information critically.
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