World Education Connect Multidisciplinary e-Publication, Vol. V, Issue XII (December 2025), pp.158-163
Author
Nikki Joy C. Garcia
College of Education-Graduate School
Tarlac State University
Abstract.
The study aimed to assess the level of Media and Information Literacy (MIL) and technology adaptability among English teachers. In the 21st century, MIL was recognized as one of the essential skills that teachers needed to use various digital tools. This would enhance skills such as creativity, communication, and collaboration in English Language Teaching. The study used a descriptive-correlational research design, selecting Senior High School English teachers as participants through stratified sampling and conducting an online survey to collect data. The findings revealed that English teachers were at an advanced level in using collaborative tools to gather relevant information and create media-based content for English lessons. Thus, the use of technology had a positive impact on enhancing student engagement. However, English teachers showed an intermediate level of evaluation skills for media content, due to the vast amount of information online. This required the comprehensive guidelines for evaluating credible sources, fact-checking, and adhering to netiquette rules. The study also identified challenges faced by the English teachers, such as inequitable access, misinformation, and a lack of training in Technical Pedagogical Content Knowledge, which needed to be addressed to strengthen teachers' competency through a strategic action plan for technology integration into English Language Teaching.
Keywords: Media Literacy, Information Literacy, Technology Adaptability
INTRODUCTION
In the Digital Age, everyone with access to technology and the internet played a vital role in creating and utilizing digital tools to manage vast amounts of information and create and share content that advanced learning and opportunities. Many teachers became content creators to make English lessons creative and interactive. Using collaborative tools helped teachers develop the ability to analyze media messages and identify reliable online sources, as well as fact-check, due to the rampant misinformation on online platforms. Teachers created lesson plans that incorporated MIL trends, such as online news, social media posts, and infographics, to promote inquiry-based learning and collaborative tasks that contextualized the learning materials.
Bautista Jr. (2023) mentioned that acquiring a new skill was more than just mastering a macro skill to succeed. Media literacy was a vital survival skill that empowered individuals to recognize and respond to misinformation and disinformation and express themselves responsibly in the media. Similarly, Tibaldo (2022) found that college students enrolled in English and Communication courses faced challenges in MIL skills, such as evaluating credible data-based sources, identifying information disorders or the widespread spread of fake news, and following netiquette rules. Integrating technology into lessons was not automatic or guaranteed. Teachers faced challenges in assessing their skills in using the latest technology to deliver English lessons that met the needs and interests of learners to achieve the learning competencies.
Hatmanto et al. (2025) stated that English Language Teaching was no longer limited to the traditional classroom but was also carried out on online platforms, offering accessible, flexible, self-paced, and interactive learning experiences. According to Pervaiz, Shukat, and Hassan (2025), mobile apps proved to be useful tools for both teachers and students in the teaching and learning of the English Language. These apps offered a wide range of interactive content and authentic resources, helping to create online communities.
The objective of the study was to assess whether Senior High School English teachers had effectively used various collaborative tools and multimedia resources available at their respective schools in Angeles City. The aid of technology in teaching fostered gamified learning, and other interactive digital tools helped elicit students' engagement in English classes. The study also addressed the challenges encountered by English teachers in Media and Information Literacy, such as limited access to learning management systems due to an overload of ancillary tasks and outdated devices, which hindered the full integration and collaboration of these skills in the classroom.
https://doi.org/10.65494/pinagpalapublishing.40
