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«XORIJIY TILLARNI O‘QITISH VA TARJIMA SOHASIDA
SUN’IY INTELLEKTDAN SAMARALI FOYDALANISHNING
ZAMONAVIY TENDENSIYALARI»

PROMOTING CRITICAL AWARENESS OF DISINFORMATION THROUGH
REFLECTIVE AND SELF-ASSESSMENT GAMES IN ENGLISH LANGUAGE
PEDAGOGY

Authors: Guli Bekturdiyeva Sodiqjon qizi , Abdurasulova Nilufar Abdusalim qizi
2
1
Affiliation: Xalqaro Nordik Universiteti, Xorijiy til adabiyoti 1-kurs magistranti , Xalqaro
1
Nordik Universiteti katta o’qituvchisi
2
DOI: https://doi.org/10.5281/zenodo.19658703

ABSTRACT

In the digital age, disinformation has become a pervasive challenge, significantly influencing
learners’ perceptions and critical thinking abilities. Within English language pedagogy,
fostering critical awareness of disinformation is essential for developing learners’ media
literacy and analytical skills. This article examines the role of reflective and self-assessment
games as pedagogical tools to enhance students’ ability to identify, analyze, and respond to
disinformation. Drawing on empirical studies and theoretical frameworks in education,
media literacy, and cognitive psychology, the research highlights how game-based learning
strategies promote metacognition, learner autonomy, and critical engagement. The findings
suggest that integrating reflective and self-assessment games into English language
teaching contributes to improved critical awareness and strengthens students’ ability to
evaluate information critically.

Keywords: disinformation, critical awareness, reflective learning, self-assessment, game-
based learning, English language pedagogy, media literacy.

INTRODUCTION
The rapid expansion of digital technologies and social media platforms has
transformed the way information is produced, distributed, and consumed. However,
this transformation has also facilitated the widespread dissemination of
disinformation false or misleading information intend to deceive audiences .
1
According to studies by UNESCO, the rise of disinformation poses significant risks to
democratic processes, social cohesion, and education systems .
2
In the context of English language pedagogy, learners are increasingly exposed
to diverse digital texts, making it essential to equip them with critical literacy skills.
Critical awareness of disinformation involves the ability to question sources, evaluate
credibility, and recognize bias . Traditional teaching approaches often focus on
3
linguistic competence, but contemporary educational frameworks emphasize the
integration of critical thinking and media literacy .
4

1 Wardle, C., & Derakhshan, H. (2017). Information Disorder: Toward an interdisciplinary framework. Council of
Europe, pp. 20–27.
2 UNESCO. (2021). Media and Information Literacy Curriculum for Educators and Learners. Paris, pp. 45–52.
3 Potter, W. J. (2013). Media Literacy. Sage Publications, pp. 78–85. 127
4 Luke, A. (2012). Critical literacy: Foundational notes. Theory Into Practice, 51(1), pp. 4–11.

II SHO‘BA:

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asoslari va konseptual yondashuvlari
https://www.asr-conference.com/