The Influence of Deepfake Technology on the Development of Critical Media Literacy in Contemporary Language Education

Abstract

Rapid innovation in deepfake software affects the authentic use of digital content. It makes understanding, interpreting, and interacting with media in positive ways even more difficult. The purpose of this study is to examine the role reported from the application of deepfake technology in critical media literacy teaching in the contemporary classroom setup of language instruction. Employing a mixed methodology of qualitative and quantitative, the critical thinking capacity and the interpretative skills of the learners were studied. The research shows that 68% of the students have a basic understanding of the technology of deepfakes, and only 42% developed the discernment to identify amorphous content. The data portrays that, with technologically advanced and tool-aided learning, the teaching intervention to train and develop the learners' critical, creative, and reflective thinking, the improvement reached 60%. It is found that in the use of the deepfake technology, learners relied on realistic-looking visuals at a 70% rate of the total of 100%, and a mere 30% used contextual information. There is a growing use of perception of language in the avoidance of gaps and the condoning of negative thinking. There is evidence that developing critical thinking to address problems and isolation of thinking is needed in a digitally supportive technology classroom.