The Impact of Media on EFL Learning in the ClassroomLebar, Eva (Avtor) Burazer, Lara (Mentor) EFL learningmedia integrationmedia categorieslanguage skillsempirical researchThere is no denying that media has occupied an important role in our daily lives, but now it has also been incorporated into the school curriculum. Ongoing discussions concerning the influence of social media on learning English as a foreign language, inside or outside the classroom, have become controversial among educators. In contrast, films and other media platforms encounter minimal resistance to being used wherever and whenever. The master's thesis focuses on the impact of media on EFL learning in the classroom setting, particularly among Slovene secondary school students who have more access to different media platforms and more experience than primary school students. The thesis is divided into two parts: theoretical and empirical. The theoretical part includes a literature review, where four distinct categories of media — namely social media, games (platforms connected to gaming), cartoons, film and television, and reading-oriented websites (magazines, articles) — are systematically examined. The exploration extends to an analysis of how each media contributes to the development of English language proficiency through the four language skills: listening, speaking, writing, and reading. Positive and negative aspects of each media are also presented to determine which media platform is the most efficient in ensuring a high level of acquisition. The empirical part incorporates a survey and interviews to investigate the impact of diverse media platforms on EFL learning. The survey, administered to 112 fourth-year secondary school students in Kranj, Slovenia, serves as a quantitative instrument to measure the perceived effects of media exposure on language acquisition. Following the survey, interviews were conducted with two teachers who taught these students for a duration of four years and eight other secondary school English teachers. The qualitative approach aims to determine the proficiency level difference between the students who actively engage with media as a supplemental English learning resource and those exhibiting little to no interaction with such media platforms.20242024-07-12 15:33:31Magistrsko delo/naloga159580VisID: 543510COBISS_ID: 202410243sl