Students’ ability to identify media bias in written press

Abstract

The intention of this study is to analyze the relationship between reading comprehension and students’ ability to identify media bias in written press. The participants for this study were sixty EFL students from a language department of an Ecuadorian university. There was no random assignment of participants to the control and experimental groups. Information was obtained from a questionnaire by Browne and Keeley (2004). Data was coded manually, and the outcomes showed no significant improvement in students’ ability to identify media bias referred to the variable “time”. Also, there was no significance in the interaction of the variable “time” and the variable “group”, and there was little difference in the two times the test was taken by both groups.