Journal on Efficiency and Responsibility in Education and Science

7-16

Authors: PEICHEVA,Dobrinka;MILENKOVA,Valentina

Media education is difficult to achieve as it is aimed at understanding and interpreting of the greatest concentration of sources and contents which are located in the media institutions. On the other hand, forming in two different and zealously protecting territory fields - pedagogy and media studies, media education is not yet positioned themselves in the relevant framework in almost all European countries. There are still no European or national mandatory requirements that would outlined its parameters in educational systems. This review study is an attempt to enter the historical roots and placing the problems that accompany media education in our country - legal policy framework; capacity-building; teacher training; materials and other relevant content; funding; educational institutions, etc. Within the presentation of the condition of educational institutions in this area, the review study focuses on a successful Bulgarian experience in combining the two research directions with respect to media literacy - media studies and pedagogy at the biggest Sofia University "St. Kliment Ohridski". Recommendations are made whit respect to the future positioning of the relevant issues of media literacy policy in the European context.

23-30

Authors: YÜKSELİR, Ceyhun

Although internet-assisted language teaching (IALT) has been recognised by the rapid progress of internet, there is a lack of published studies concerning the perceptions and perspectives of English Foreign Language (EFL) teachers on the integration of the internet into language learning and teaching. This study compares the differences between EFL university instructors’ perceptions and state and private school EFL teachers’ perceptions, towards the integration of internet-assisted language teaching (IALT) into EFL instruction. 82 participants took part in the survey and responded to the questions about their perceptions towards integrating internet-assisted language learning into EFL instruction, what types of internet resources they use to enhance language learning, and what kind of barriers prevent the use of the internet in EFL classes. A mixed-method approach, quantitative and qualitative, was administered in this study. The quantitative part of the research is a questionnaire with two sections, and the qualitative part is an open-ended questionnaire. Both quantitative and qualitative results demonstrate that although both instructors and teachers showed positive attitude towards IALT, the internet activities they used in the classroom were limited, and there were some barriers against internet use in the language classroom, such as limited time, limited computer facilities and certain technical problems.