Research Article
Media Literacy Awareness and Verification Behaviour in Resisting Misinformation and Disinformation Among University Students in Rangpur, Bangladesh
Issue:
Volume 12, Issue 3, September 2026
Pages:
56-67
Received:
1 July 2026
Accepted:
13 July 2026
Published:
28 July 2026
DOI:
10.11648/j.cls.20261203.11
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Abstract: The rapid growth of digital media has significantly increased university students' exposure to misinformation and disinformation, making media literacy an essential skill for navigating the contemporary digital information environment. However, empirical research on media literacy awareness and verification behavior (skills) among students of Bangladeshi public university, specifically in the Rangpur area, remains inadequate. This research analyzes the influence of technological skills and media literacy education on students' ability to resist misleading information among undergraduate students at Begum Rokeya University, Rangpur. A cross-sectional quantitative design was applied with 200 undergraduate students through a structured questionnaire by using convenient sampling. Composite index scores measuring media literacy awareness (including understanding of misinformation, disinformation, identifying misleading headlines or images, media bias, and verification methods) and information verification behaviour (including cross-checking practices, source reliability assessment, and avoidance of sharing unverified information) were developed from questionnaire responses and analysed using frequency analysis, cross-tabulation, and chi-square tests. The findings showed that 52.5% of respondents fall within the high level of media literacy awareness. However, 63% stated that they share information without verification at least occasionally, highlighting a considerable gap between awareness and actual practice. A Chi-square test confirmed a statistically significant relationship between media literacy awareness and verification or resistant behavior (χ2 = 12.779, p = 0.012). Technological skills showed an even stronger relationship with verification behavior (χ2 = 27.397, p < 0.001) and was associated with both awareness and actual verification practices. Notably, formal media literacy education was almost entirely absent among respondents with 97% reporting no classroom exposure. Although an overwhelming majority (98%) has supported its inclusion in university curricula. As the study contributed the first empirical evidence from the Rangpur region, demonstrating that media literacy awareness alone is not sufficient to ensure responsible online behavior. The findings indicate the importance of promoting practical media literacy education and digital evaluation skills into university curricula to expand students’ ability to combat misinformation and disinformation.
Abstract: The rapid growth of digital media has significantly increased university students' exposure to misinformation and disinformation, making media literacy an essential skill for navigating the contemporary digital information environment. However, empirical research on media literacy awareness and verification behavior (skills) among students of Bangl...
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Research Article
Analysis of Errors in the Phonetic Transcription of English Consonants by Iraqi Undergraduate Language Students
Ali Kareem Ali*
Issue:
Volume 12, Issue 3, September 2026
Pages:
68-73
Received:
1 March 2026
Accepted:
12 March 2026
Published:
30 July 2026
DOI:
10.11648/j.cls.20261203.12
Downloads:
Views:
Abstract: Raising students’ familiarity with the phonological system of the target language is an essential aspect of teaching pronunciation, particularly in contexts where English is learned as a foreign language. Phonetic transcription has traditionally been used in language teaching, especially at advanced levels, as a tool to help learners understand the relationship between sounds and their written representations. It plays a significant role in enabling students to recognize and produce English sounds more accurately. One of the major objectives of using phonetic transcription in teaching is to identify and analyze the errors made by students when interpreting English words, particularly those involving consonant sounds. Iraqi learners of English often encounter difficulties in distinguishing between certain phonemes due to differences between the phonological systems of Arabic and English. These difficulties frequently result in systematic pronunciation errors that may affect intelligibility and communication. In addition, phonetic transcription helps raise students’ awareness of these errors by providing clear explanations and representations of the correct pronunciation. Through systematic practice, learners become more capable of recognizing phonemic contrasts and applying them in spoken language. This study focuses on the fundamental patterns associated with learning phonemic transcription and highlights the most frequent errors made by Iraqi students of English. Identifying these common mistakes can help teachers place greater emphasis on problematic sounds during instruction. Consequently, this targeted focus can improve students’ pronunciation skills and enhance the overall effectiveness of the language learning process.
Abstract: Raising students’ familiarity with the phonological system of the target language is an essential aspect of teaching pronunciation, particularly in contexts where English is learned as a foreign language. Phonetic transcription has traditionally been used in language teaching, especially at advanced levels, as a tool to help learners understand the...
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