A Comparative Study of Media Literacy in Pre-service Chinese Language Teachers: Insights from Multiple Assessment Methods
Abstract
As media landscapes continue to evolve, media literacy (ML) competencies have become increasingly essential for educators, particularly pre-service Chinese language teachers (PCLTs). These teachers are at the forefront of adapting to curriculum reforms driven by China’s rapid digital transformation, making their ML competencies crucial for integrating digital media into language education effectively. However, existing assessments often rely on a single method and are predominantly based on Western contexts, which limits their ability to capture the multidimensional nature of ML and adapt to China’s educational landscape. To address this gap, this study examines the ML competencies of PCLTs using multiple assessment methods, explores variations across different dimensions, and seeks to optimize evaluation approaches. Grounded in Potter’s cognitive model, this study employs a mixed-methods approach involving 195 third-year PCLTs. Data were collected through a self-assessment questionnaire (personal locus), a multiple-choice test (knowledge structures), and qualitative news analysis activities (skills). The results indicate that although PCLTs rate their ML competencies highly in self-assessments, objective measures reveal significant gaps in their knowledge structures and practical analytical skills. Furthermore, a strong positive correlation was found between knowledge structures and practical skills. These findings highlight the limitations of self-assessment and underscore the necessity of a multidimensional evaluation framework. Accordingly, this study advocates for the integration of multiple ML dimensions to develop a more comprehensive assessment system. By enhancing ML evaluation tools, it provides theoretical and methodological insights for ML research and teacher education.
Keywords: Media education, digital literacy, self-assessment, qualitative method, news analysis activity.
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