Students rated comic strips made with Pixton as original, motivating, and useful, and most wanted their continued use¶

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? 50.31% of students rated the comic strips as original, 59.76% as motivating, and 71.67% as useful; 85.06% agreed they would like teachers to continue using comic strips in class. → 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

Descriptive post-questionnaire results from the experimental group reported in section 4.1. The article also states that "the majority of students (85.06%) agreed that they would like their teachers to continue using comic strips in class." No inferential statistics accompany these percentages.

"Indeed, most of the students did rate the use of comic strips as original (50.31%), motivating (59.76%), or useful (71.67%)."

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