Abstract
The article describes an experimental study which sought to make its participants more aware of their media-filled environments and how their virtual representations could be utilized in language instruction. This innovative and experimental approach involved a series of extracurricular meetings of two groups of students: from Poland and Korea, under the guidance of their academic teachers. The task given to the students was to provide others with a brief overview of the highlights from their week, presenting them in the form of pictures or short videos and describing them in English. These moments, captured visually, were based on what they encountered in either the real world or in works of culture they consumed. Regularity of the meetings was key, as they would slowly develop the students’ ability to recognize what is the most effective in engaging their audience. Although the time was restricted, the groups were small-enough to guarantee that enough attention was paid to everyone. Consequently, the students would gradually learn how to prepare their own, inspiring teaching materials based on either their local environment or the virtual world of popular culture. For that purpose, they were also instructed on various basic aspects of visual language and media ecology.
Published Version
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