Using infographics as a technology-based tool to develop 21st century skills in an ESL context

Pazilah, Fetylyana Nor; Hashim, Harwati

doi:10.32698/0242

Cited by 11 publications

(10 citation statements)

References 8 publications

(12 reference statements)

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“…Dewitt and Alias (2014) as cited in (Pazilah & Hashim, 2018)stated that infographics can be used in the form of posters. Then, these students need to share with their friends, which will improve their communication skills.…”

Section: Introductionmentioning

confidence: 99%

Students’ Motivation in Writing Class Using of Canva: Students’ Perception

Utami

Djamdjuri

2021

ENGLISH

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This study aims to investigate students’ perception of using canva in writing class. This study used a qualitative descriptive approach and the research adapted questionnaire and also an interview to collect the data with ten students’ at Senior High School Bingin Teluk. The results of this study indicate that the use of Canva in the writing class has a positive impact on the participants. The positive impact is that Canva can increase students' motivation in writing classes, Canva can improve students' abilities in writing classes and Canva can also help students in writing classes. not only the positive impact that students have, but also obstacles in using Canva such as students having to have more time to design programs using Canva, and Canva has a premium account that we should pay for and there are some pictures which will appear and be provided without watermark.

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Section: Introductionmentioning

confidence: 99%

Students’ Motivation in Writing Class Using of Canva: Students’ Perception

Utami

Djamdjuri

2021

ENGLISH

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“…Infographics have been integrated in language learning with different purposes, both as a data visualization format [39,40] and as an effective tool to improve several language skills and components such as reading [41], writing [42], grammar [43] and vocabulary [44]. Dahmash et al [45] defined them as 'a visualization of ideas and data in a type of picture that combines data with design to communicate information to an audience in a comprehensible manner' (p. 12).…”

Section: Task-based Language Teaching (Tblt) and The Use Of Infographicsmentioning

confidence: 99%

Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)

Belda-Medina

2021

Education Sciences

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The number of publications on live online teaching and distance learning has significantly increased over the past two years since the outbreak and worldwide spread of the COVID-19 pandemic, but more research is needed on effective methodologies and their impact on the learning process. This research aimed to analyze student interaction and multimodal communication through Task-Based Language Teaching (TBLT) in a Synchronous Computer-Mediated Communication (SCMC) environment. For this purpose, 90 teacher candidates enrolled in the subject Applied Linguistics at a university were randomly assigned in different teams to create collaboratively digital infographics based on different language teaching methods. Then, all the teams explained their projects online and the classmates completed two multimedia activities based on each method. Finally, the participants discussed the self-perceived benefits (relevance, enjoyment, interest) and limitations (connectivity, distraction) of SCMC in language learning. Quantitative and qualitative data were gathered through pre- and post-tests, class observation and online discussion. The statistical data and research findings revealed a positive attitude towards the integration of TBLT in an SCMC environment and a high level of satisfaction with multimodal communication (written, verbal, visual) and student interaction. However, the language teacher candidates complained about the low quality of the digital materials, the use of technology just for substitution, and the lack of peer-to-peer interaction in their live online classes during the pandemic.

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“…Richards and Rodgers (2001) pointed out that learners who are involved in cooperative context are encouraged to take charge of their own learning process throughout the phases of planning, monitoring as well as assessment. Besides, students of today are known as digital generation which suggests that they have advanced technological literacy skills that can be beneficial for their language development (Pazilah & Hashim, 2018). Therefore, they are very much drawn to the incorporation of technology in ESL classroom because the use of gizmos is very enticing to them [34].…”

Section: Teaching and Learning Content -Integration Of Technology And...mentioning

confidence: 99%

TESL In-Service Teachers' Experiences When Evaluating an Oral History Workbook

Aziz

Makhtar

2021

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The implementation of the Common European Framework of Reference (CEFR) in English curriculum has led to the use of CEFR aligned foreign textbooks in Malaysian schools. However, the application of CEFR English textbooks from the United Kingdom has encountered a few oppositions as the advocates of Malaysian-based textbooks believe that English should be written contextually by emphasizing the local cultures and histories. In lieu of this, a group of in-service teachers in a Master's course had developed and evaluated each other's Oral History materials. The research objectives are to find out what are the material evaluation criteria frequently attended to by in-service TESL teachers when evaluating an oral history workbook and to what extent the inservice teachers have gained from evaluating oral history workbook developed by their peers. A mixed methodology research approach using basic frequency count, percentage value and qualitative data was employed in this study. Data was gathered from 109 in-service TESL teachers via their Personal Reflective Journal (PRJ), which they had written after evaluating an oral history workbook based on Tomlinson's and Mukundan's evaluation checklists. The findings identified the frequently attended criteria by the in-service teachers and that there are new criteria that can be added to the evaluation checklists. It is anticipated that this study could encourage educators to develop their own classroom materials, and material evaluators to consider the use of locally based English textbook and a revision to the material evaluation checklists to reflect current 21 st century pedagogy.

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Using infographics as a technology-based tool to develop 21st century skills in an ESL context

Cited by 11 publications

References 8 publications

Students’ Motivation in Writing Class Using of Canva: Students’ Perception

Students’ Motivation in Writing Class Using of Canva: Students’ Perception

Enhancing Multimodal Interaction and Communicative Competence through Task-Based Language Teaching (TBLT) in Synchronous Computer-Mediated Communication (SCMC)

TESL In-Service Teachers' Experiences When Evaluating an Oral History Workbook

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