The Ideological Effects of TV Ads on the Speaking Skills of ESL Students: A Critical Discourse Analysis of a University Class

Bushra Ni’ma Rashid

doi:10.55938/ijgasr.v5i1.335

Authors

Bushra Ni’ma Rashid Iraqi University https://orcid.org/0000-0003-2358-4849

DOI:

https://doi.org/10.55938/ijgasr.v5i1.335

Keywords:

Discourse, ESL Speaking Skills, TV Advertisements, Language Learning Products, Services, Critical Discourse Analysis

Abstract

This study analyzes eight ESL TV advertisements using an integrated CDA-MDA-SAT-FT model, revealing how they construct ideologies linking English proficiency to success, confidence, and global mobility. Findings show advertisements employ lexicalization (boosters, modality), multimodal cues (salient visuals, native-speaker voiceovers), directive speech acts (”Start today”), and problemsolution frames to naturalize English as essential for transformation. CDA uncovered neoliberal ideologies; MDA revealed visual reinforcement; SAT identified performative uptake; FT explained cognitive framing. These strategies position learners as deficient without intervention, marketers as solution-providers. Implications include heightened ESL learner expectations, pedagogical needs for media literacy, and commercialization of language education. Limitations include selective sampling and lack of reception data.

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