Empowering critical digital literacy in EFL: Teachers’ evaluation of didactic materials involving the recognition of presupposed information

• Brocca, Nicola ^[1] ; Masia, Viviana ^[2] ; Garassino, Davide ^[3]
  1. [1] University of Innsbruck

     University of Innsbruck

     Innsbruck, Austria

     
  2. [2] Roma Tre University

     Roma Tre University

     Roma Capitale, Italia

     
  3. [3] Zurich University of Applied Sciences

     Zurich University of Applied Sciences

     Winterthur, Suiza

     

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• Localización: Language teaching research, ISSN 1362-1688, Vol. 30, Nº. 7, 2026, págs. 3835-3859
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article proposes the use of a textual analysis technique involving the recognition of linguistic implicitness to promote Critical Digital Literacy (CDL) in the English as a foreign language (EFL) classroom. The technique, called Implicit Content Extraction (ICE), allows for the detection and analysis of (non- bona fide ) presuppositions, thus enabling students to identify how much and what potentially manipulative information is being conveyed in a text. ICE has been tested on ready-to-use communicative materials. The materials were evaluated by EFL teachers ( N  = 10) who participated in a semi-structured interview. The analysis shows a positive reception of the materials, which meet the need for CDL, and a willingness on the part of teachers to implement the technique. Concerns are also raised about the explicit treatment of presuppositions, pointing to a low ability of students and teachers to analyse implicit strategies in a text.