EFL students taught grammar and vocabulary with Pixton comic strips scored significantly higher on a post-test than control students taught without Pixton¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a four-month quasi-experiment with 163 Ecuadorian junior-high EFL students, the experimental group using Pixton significantly increased its post-test score (t= 3.9294, p= 0.0001) relative to the control group. → Cabrera 2018

Evidence¶

Cabrera 2018¶

Cabrera, P., Castillo, L., González, P., Quiñónez, A., & Ochoa, C. (2018). The impact of using Pixton for teaching grammar and vocabulary in the EFL Ecuadorian context. Teaching English with Technology, 18(1), 53-76. https://eric.ed.gov/?id=EJ1170640

q2 · i? · causal · r2

Quasi-experimental pre-test/post-test control-group study in a public high school in southern Ecuador; 85 experimental students used Pixton-designed materials and 78 controls used posters, flashcards and PowerPoint. The post-test mean was 11.911 (experimental) versus 9.803 (control), with "t= 3.9294 p= 0.0001" as printed in Table 2.

"As regards the post-test administered to both group s, the results show that students in the experimental group significantly increased thei r score (t= 3.9294, p= 0.0001)."

Discussion¶

Learner Variables¶

• Syntax — outcome: instruction changes it

Related Claims¶

• Experimental-group students perceived Pixton comic strips as useful for learning EFL grammar and vocabulary — related
• Students rated comic strips made with Pixton as original, motivating, and useful, and most wanted their continued use — related
• Teachers perceived Pixton comic strips as an innovative teaching aid and reported no difficulty creating comics or giving clear explanations — related
• Before the intervention, most students reported little classroom technology use, but most felt motivated when teachers used technological tools — related
• In a Thai university EFL course, students revising with Kahoot achieved higher adjusted post-test grammar and vocabulary scores than students revising with paper quizzes — a broader claim this one bears on
• Self-regulated jigsaw IV produced significantly higher achievement gain scores than traditional teaching in a university EFL grammar unit — related