Before the intervention, most students reported little classroom technology use, but most felt motivated when teachers used technological tools¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i? 43.56% of students said their teachers use no technological resources, about 60% reported no technology in grammar (59.51%) and vocabulary (56.44%) activities, yet 74.23% felt motivated when teachers did use such tools. → 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

Pre-questionnaire administered to all 163 students (translated into Spanish and piloted with 20 students) to diagnose technological skills, reported in section 4. The article also reports 43.56% said teachers use no technological resources and 25.76% did not feel motivated, citing low proficiency. All figures are descriptive.

"The majority of students affirmed that when their t eachers use technological tools, they feel motivated (74.23%) because they facilitat e the language learning process."

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
• Students rated comic strips made with Pixton as original, motivating, and useful, and most wanted their continued use — related
• Staying motivated was the most pervasive challenge of learning remotely, and students missed instructor feedback, peer collaboration, and hands-on experiences — related