Experimental-group students perceived Pixton comic strips as useful for learning EFL grammar and vocabulary¶

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 the post-questionnaire, 51.06% of experimental students rated Pixton very useful for learning grammar and 54.97% rated it very useful for vocabulary, with 19.14% and 13.90% rating it highly useful respectively. → 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

Post-questionnaire of the 85 experimental students after the four-month intervention, reported in section 4.1 and Table 1; for vocabulary, 54.97% said Pixton was very useful and 13.90% highly useful. These are descriptive percentages with no inferential test.

"the use of Pixton for learning EFL grammar was very useful (51.06%). Furthermore, an significant amount of students (19.14%) asserted that comic strips are highly useful for learning grammar."

Discussion¶

Related Claims¶

• EFL students taught grammar and vocabulary with Pixton comic strips scored significantly higher on a post-test than control students taught without Pixton — related
• Students rated comic strips made with Pixton as original, motivating, and useful, and most wanted their continued use — related
• Before the intervention, most students reported little classroom technology use, but most felt motivated when teachers used technological tools — related
• Teachers perceived Pixton comic strips as an innovative teaching aid and reported no difficulty creating comics or giving clear explanations — related