Psychology of color, integration of local culture and effect of infographics on English language learning

Abstract

PurposeMany students are found facing difficulties in learning English due to plenty of reasons: known and unknown ones. In order to overcome such an issue, the instructors have to explore for effective techniques of teaching English to motivate learners by any means. Technology in general and informatics in particular can be thought of as innovative tool of pedagogy in the current teaching-learning environment. The present proposal of research aims at creating innovative approaches, which attract learners' interest and catch their attention for better outputs.Design/methodology/approachFollowing subsections have been discussed keeping the significance in view. Setting of the study: The present study was conducted at King Abdulaziz University, Jeddah-Saudi Arabia, which is one of the Saudi Arabian universities; however, it has opened up new avenues for the pedagogues, teachers of English and researchers to conduct studies in various allied fields. In order to have a representative sample of students' population, the participants were chosen from the “preparatory year”. Material and tools: This study used a questionnaire (Appendix) and a test to evaluate performances of the two groups: controlled and experimental. In order to further strengthen the findings, semi structured interview was conducted for a few select students from the student-sample. Since the questionnaire was adapted, the statistical validity and reliability was not considered to be essential; however, content/face validity was ensured by consulting 10 experts in the field of education/methods of teaching.FindingsBased on the analysis of data gathered from the test performances of the two groups of students, it was found that there existed a significant difference in the test scores. The questionnaire responses also proved that infographics can be proved to be an interesting tool of education in general and English language teaching in particular. However, it has been noticed from the gathered data that not many teachers are comfortable using multimedia or infographics for different reasons. The results of the present study are in line with the study by Rezaei and Sayadian (2015) that support the idea of infographics that would help English teachers to develop understanding and insights to design among the learners. They further contend that the infographic instruction offers choices for the utilization of collaborative activities. In addition, the infographics enhance students' performance as a whole as also supported by Alrwele (2017).Research limitations/implicationsThe study was conducted on a small sample which might affect the generalization of the outcomes. It was carried out with special reference to teaching of vocabulary and reading.Practical implicationsThere can be many recommendations for different stakeholders. For teachers, it is recommended that they should know about the significance of infographs for catching the attention of students. They should know how to design interesting and colorful infographs. The administration/management should facilitate the teachers with the required software or platform to create infographics and integrate in an English language class. In addition, teachers should attend workshops and training courses organized for topics related to the infographs.Originality/valueThe author checked the study for plagiarism (excluding references) and found it to be 93% plagiarism free.

Relevance of Infographics, Collages, and Videos in the Learning of Medical English

“…Some of them were more positive towards different media such as infographics, collages or videos. The findings of this paper are consistent with the findings of Khan (2021) who studies the relevance of multimedia with special reference to infographics. They explored that most teachers generally have a positive attitude toward the role and significance of multimedia in English classrooms.…”

'New tricks to old dogs' the use of infographic for teaching grammar to EFL learners: A case study

“…The statistical findings showed that infographics were effective when used as a treatment in one group of research. As addressed in the literature, teaching grammar through the integration of infographics proved highly advantageous results in EFL teaching (Bicer & Baheshti, 2022;Khan, 2021;Nhan & Yen, 2021;Rezaei & Sayadian, 2015). It was reported that learner motivation significantly increased after the treatment of infographics.…”

“…Another similarity between these two researchs is that students' comprehension and understanding of the topic are empowered through infographics. Another study was carried out by Khan (2021). In this mixed-method experimental study, the researcher aims to figure out students' learning performance through infographics usage.…”

“…While communication and collaboration opportunities are quite limited in traditional classrooms, online classrooms provide an undreamt learning opportunity for communication and collaboration with a rich source of teaching materials. Moreover, traditional classroom interactions are not the sole way of learning anymore (Khan, 2021). Despite recent approaches such as communicative language teaching (CLT) assuming grammar teaching without appropriate context is meaningless, the necessity and resurgence of grammar teaching cannot be disregarded.…”

The impact of integrating infographics into English language instruction on mother tongue use and reading/writing performance: A systematic literature survey

“…The impact of infographics on teaching and learning, specifically idiomatic phrases, has been the subject of substantial research (Alrajhi, 2020), grammar (Hamid, Halim, Sahrir, & Studies, 2020;Nhan & Yen, 2021), vocabulary and reading (Khan, 2021;Kongwat & Sukavatee, 2019;Meialldy;Radchenko, 2018) learning engagement and memory recall (Alqudah, Bidin, & Hussin, 2019;Alrwele, 2017;Basco, 2020;Chicca & Chunta, 2020;Hsiao, Laquatra, Johnson, & Smolic, 2018;Naparin & Saad, 2017;Nuhoğlu Kibar, Sullivan, & Akkoyunlu, 2019;Polowsky & Steciuch, 2020;Shanks, Izumi, Sun, Martin, & Byker Shanks, 2017;Surketi & Sitawati, 2019;Waller, 2020;Yildirim, 2016); independent learning and self-efficacy (Alrwele, 2017;Ozdamli & Ozdal, 2018), critical thinking (Al-Mohammadi, 2017;Basco, 2020), language and culture (Khan, 2021); visual literacy (Alyahya, 2019;Bicen & Beheshti, 2017;Damyanov & Tsankov, 2018;López Cupita & Puerta Franco, 2019;Noh et al, 2015;Skenteridou & Tsiakis, 2021) and writing (Maamuujav, Krishnan, & Collins, 2020;Mubarok & Asri, 2020).…”