Learning English through news: a task-based approach to enhancing PR students’ media literacy

Abstract

The article explores the integration of authentic English-language news content as a tool for enhancing media literacy and developing domain-specific communicative competence among students majoring in Public Relations. The focus is placed on implementing a Task-Based Language Teaching (TBLT) approach in combination with news analysis techniques within an ESP (English for Specific Purposes) framework. The study outlines the stages of an educational project that employed up-to-date headlines from authoritative sources as the basis for a sequence of tasks designed to build not only linguistic but also critical and professional skills.

Through task completion, students practiced relevant vocabulary, conducted semantic and pragmatic headline analysis, identified forms of media framing and manipulation, and adapted authentic materials into various PR genres. Working with real-life media also contributed to fact-checking and cross-source comparison. The project encouraged the development of soft skills, including public speaking and analytical argumentation.

The article presents the results of a student survey, which demonstrated increased motivation to learn English and a desire for continued engagement with current global issues through foreign-language media. Based on the findings, the author offers practical recommendations for enhancing ESP courses for communication-related fields, including the integration of digital tools, student-led media projects, and the systematic use of critical news analysis as an integral component of language instruction. The project highlights the value of combining language education with media analysis to prepare socially responsible, globally minded, and professionally competent graduates.