The conversation clubs: A case study of a critical media literacy implementation

Abstract

The current case study illustrates the influence of critical media literacy implementation on the development of argumentative skills through an extracurricular English Conversation Club at a Colombian university. Framed under a socio-critical paradigm and grounded in narrative analysis, the research explores participants' perceptions before, during, and after a series of pedagogical interventions integrating critical media literacy into non-formal discourse. Data was collected through several instruments such as surveys, focus groups, and participants' narratives, allowing an in-depth understanding of participants' experiences and self-perceptions about argumentative skills. Findings suggest that the structured incorporation of critical media literacy fostered greater awareness regarding social media content consumption, enhanced participants' capacity to interpret and evaluate information critically and promoted more coherent and structured oral argumentation. Additionally, the basic conversational and non-evaluative nature of the club contributed to increased confidence and spontaneity in argumentative exchanges. The study highlights the pedagogical potential of conversation clubs as transformative spaces where critical thinking and media awareness work together with foreign language learning. Implications suggest that integrating critical media literacy into extracurricular environments can significantly contribute to the strengthening of argumentative skills.