Using Pixton for Teaching EFL Writing in Higher Education during the Covid-19 Pandemic

Cabrera-Solano, Paola; Gonzalez-Torres, Paul; Ochoa-Cueva, Cesar

doi:10.26803/ijlter.20.9.7

Cited by 9 publications

(9 citation statements)

References 24 publications

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“…In this way is noted a clear difference between the results of pre and post-test in written proficiency of the students above. These conditions are similar to previous studies, such as those conducted by Cabrera-Solano et al, (2021), who showed that the use of comic stips improved writing abilities, and indeed its use encourages motivation among the students. While Green (2015) demonstrated that comics, used by medical students improve writing skills and other positive competence like the effect of comics on their professional identity.…”

Section: Discussionsupporting

confidence: 90%

The Paris Conference on Education 2022: Official Conference Proceedings

2022

PCE Official Conference Proceedings

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We extend a standard for doing agile scrum teamwork in education that permits individual assessment within teams (IAFOR ECE2020). Since the teacher's bandwidth in education is limited and increasingly under pressure, we focus on course design options that can be used to leverage the bandwidth. One economizing option in courses is to let teams prerecord prototype presentation videos before sprint review takes place. This allocates expensive teacher's time to team interrogation time which enriches interaction and engagement and enables effective sharing between teams to improve communication flow in sparse stakeholder feedback scenarios. We also describe three learning analytic pathways that can be smartly integrated into learning dashboards to monitor student and team progress or into learning recommender systems and chatbots to generate action-directed, just-in-time feedback and advice to students. The first one is for setup that enables control of important team diversity and student inclusion parameters such as demographic, personality and professional traits that are known from the student population in advance and that enables handy attribution of 21st-century skill sets within teams. The second one is the product pathway that builds on a datastream generated from qualitative, quantitative and immersive product features that are known from prototyping. The third one is the process pathway in which information on 21st-century skills is generated that are at play in individual and dynamic team processes. We are convinced that these extensions will further enable effective learning technology that is directed to applying agile scrum in education efficently, both for students as teachers.

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Section: Discussionsupporting

confidence: 90%

The Paris Conference on Education 2022: Official Conference Proceedings

2022

PCE Official Conference Proceedings

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“…As explained in the research results, 31 lesson ideas can be adopted to teach the reading narrative text. Compared to the number of previous studies on storyboards and pixtons which were only 5 studies (Cabrera-Solano et al, 2021;Foulsham et al, 2016;Hung, 2019;Naar, 2013;Purnomo, 2017). Thereby, the decision to conduct exploratory research sourced from these two websites turned out to be very precise.…”

Section: Levels Of Reading Comprehension Skills That Can Be Taught Us...mentioning

confidence: 89%

Lesson Ideas of Narrative Reading Comprehension Using Storyboard Makers

Mawaddah

Heriyawati²

2022

veles

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Even though stories are interesting material to learn, reading them still becomes a difficult skill because students are burdened and bored with piles of words when reading texts. Multimodal text is a solution to this issue that has been widely researched. One example of multimodal texts is the storyboard, which refers to a medium like a comic combining a sequence of storyline pictures and texts such as dialogues and narration. This teaching medium is assumed to have many advantages in improving students’ reading comprehension because students are engaged with the storyboarding activities. Meanwhile, research about how to utilize comics or storyboards in teaching reading comprehension is less well observed. This research aims to investigate the extent of the advantageous lesson ideas in the storyboard makers and the levels of reading comprehension skills that can be taught using the storyboard makers. Since the data is explored and collected from the websites, the design of this study is exploratory research. This study revealed that the two storyboard makers provide a large number of innovative lesson ideas that have been advantageous in teaching narrative reading comprehension. This research also implied that storyboarding can be applied to many levels of reading comprehension skills, including lexical, literal, inferential, applied, critical, and effective comprehension, as well as possibly beneficial for extensive reading.

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“…Some scientists as P. Cabrera-Solano, P. Gonzalez-Torres and C. Ochoa-Cueva [8], A. Maatuk, E. Elberkawi, S. Aljawarneh, H. Rashaideh, and H. Alharbiet [21]) and others [29], [24], [34], [18], [3], discuss different issues connected with University staff training to cope with on-line teaching successfully in lockdown.…”

Section: Discussionmentioning

confidence: 99%

“…The second one describes lockdown experience. The teaching and learning experience in some countries as Ukraine [22], Turkey [3], Ecuador [8], Nigeria [17], [25], [36], Philippines [24], Colombia [34], India [11], Thailand [38], Vietnam [26] and the United Arab Emirates [13], Mexico [2] is shown. Nevertheless, there are some gaps need to be filled in order to solve the hottest teaching and learning problems.…”

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confidence: 99%

Real Country Experiences: On-line Teaching in Wartime after Pandemic in Ukraine

Костікова

Holubnycha²,

Marmaza³

et al. 2023

Int. J. Interact. Mob. Technol.

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The manuscript points on the new challenges in higher education in terms of wartime in Ukraine after the world pandemic. The real country experience in English on-line teaching and learning is defined as it was important during the lockdown and it is suitable now in wartime in Ukraine. The aim of the research is to show helpful ideas, experience, to stress the advantages for English on-line teaching and learning. Some general theoretical methods as analysis and synthesis, and the empirical one as questionnaires discovered the advantages of the issue under study. The research has pointed out to the results: on-line teaching and learning prove the development of all the English language skills; off-line teaching and learning are basically useful for the students with high motivation. The Moodle platform (version 3.7), the University platform “Educational Electronic Information Complex” (EEIC), Zoom, Meet, Skype, Microsoft Teams are used for on-line teaching and learning. The most common advantages are the prospect to watch learning material on a laptop or mobile phone screen, to start any type the recordings as audio as video in the best quality. The conclusion is it is necessary to find a balance between on-line and off-line learning, communication, and interaction.

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Using Pixton for Teaching EFL Writing in Higher Education during the Covid-19 Pandemic

Cited by 9 publications

References 24 publications

The Paris Conference on Education 2022: Official Conference Proceedings

The Paris Conference on Education 2022: Official Conference Proceedings

Lesson Ideas of Narrative Reading Comprehension Using Storyboard Makers

Real Country Experiences: On-line Teaching in Wartime after Pandemic in Ukraine

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