Fostering Talk as Performance in an EFL Class Through the Critical Analysis of YouTubers’ Content

Abstract

This paper reports an action-research study aimed at exploring the benefits of the critical analysis of YouTubers’ content through the empowerment spiral model to foster students’ talk as performance. Twenty 11 th -grade students shared alternative messages related to social issues based on content analysis and reflections. Data were collected via preservice teachers’ journals, students’ written and multimedia artifacts, and voice recordings, whose analysis was done through processes of codification and categorization. The results showed that the implementation of critical media literacy helped students become aware of the content they were consuming and improve their English oral performance by means of specific oral activities. Therefore, this study has a balance between English as a foreign language learning and the use of critical approaches.