Using Digital Comics for Enhancing EFL Vocabulary Learning during the COVID-19 Pandemic

Luz Castillo-Cuesta, Ana Quinonez-Beltran

Abstract


The aim of this quantitative study is to determine the impact of using digital comics to strengthen English as a Foreign Language (EFL) vocabulary knowledge during the COVID-19 pandemic. The approach was quasi-experimental with 262 public high school students from three of the four regions of Ecuador. The students’ ages ranged from 12 to 14 years and their proficiency level was A1 in accordance with the Common European Framework of Reference for Languages (CEFR). They were divided into control and experimental groups. The participants in both groups received explicit vocabulary instruction through workshops, but the experimental group had the opportunity to practise EFL vocabulary using digital comics while the control group used supplementary resources and the textbook established by the Ecuadorian Ministry of Education. The data were collected using pre-tests, post-tests, and a perception survey. Based on the statistical analysis, the results showed a significant improvement in vocabulary acquisition in the experimental group. This group also demonstrated a positive perception of the use of digital comics for enhancing EFL vocabulary knowledge because comics allowed students to create original digital stories and customise them according to their preferences. Further research might consider the use of comics for teaching specific linguistic skills in on-site learning environments.

https://doi.org/10.26803/ijlter.21.5.24


Keywords


vocabulary; digital comics; learning; public high schools

Full Text:

PDF

References


Ahmadi, N., Sadighi, F., & Gorjian, B. (2017). The effect of children's comic strip stories on beginners' English vocabulary retention. Journal of Applied Linguistics and Language Learning, 3(3), 55–63. https://doi.org10.5923/j.jalll.20170303.01.

Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International journal of teaching and education, 3(3), 21–34. https://doi.org10.20472/TE.2015.3.3.002.

Alsied, S. M., & Pathan, M. M. (2013). The use of computer technology in EFL classroom: Advantages and implications. International Journal of English Language & Translation Studies (IJ-ELTS), 1(1), 44–51. https://www.researchgate.net/publication/301612905_The_use_of_computer_technology_in_EFL_classroom_Advantages_and_implications

Ayar, Z., & Kiziltan, N. (2020). The Effects of Cartoons on the Use of Vocabulary Learning Strategies: A Case in Turkish EFL Classes. Educational Policy Analysis and Strategic Research, 15(2), 188–204. https://doi.org/10.29329/epasr.2020.251.10

Bai, Z. (2018). An analysis of English vocabulary learning strategies. Journal of Language Teaching and Research, 9(4), 849–855. http://dx.doi.org/10.17507/jltr.0904.24

Bancha, W., & Tongtep, N. (2021). Enhancing Vocabulary Memorization and Retention through LMS and MultiEx Game Platforms among Thai Tertiary Students. International Journal of Learning, Teaching and Educational Research, 20(10). https://doi.org/10.26803/ijlter.20.10.10

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://www.scopus.com/record/display.uri?eid=2-s2.0-85041684474&origin=inward&txGid=631e162193cfa1de585fca9a87d53a67

Calisto-Miranda, S. A., Ulloa-Salazar, G. M., & Díaz-Larenas, C. H. (2018). Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools. InterSedes, 19(39), 78–104. https://doi.org/10.15517/isucr.v19i39.34071

Cahyono, B. Y., & Widiati, U. (2008). The teaching of EFL vocabulary in the Indonesian context: the state of the art. TEFLIN journal, 19(1), 1-17. https://doi.org/10.15639/teflinjournal.v19i1/1-17

Castillo-Cuesta, L. (2022). Using Genially Games for Enhancing EFL Reading and Writing Skills in Online Education. International Journal of Learning, Teaching and Educational Research, 21(1). https://doi.org/10.26803/ijlter.21.1.19

ColaborAulaTIC. (2022, May 18). Toondoo, creador de cómic ONLINE gratuito, libro virtual, editor de imagen, avatar,…,un todo en uno. https://wp.catedu.es/colaboraulatic/toondoo-creador-de-comic-online-gratuito-libro-virtual-editor-de-imagen-avatar-un-todo-en-uno/

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

Csabay, N. (2006). Using comic strips in language classes. English Teaching Forum.

Darsalina, L., Syamaun, A., & Sari, D. F. (2016). The application of comic strips in teaching vocabulary. Research in English and Education Journal, 1(2), 137–145. http://jim.unsyiah.ac.id/READ/article/view/2582/1374

Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5–22. https://doi.org/10.1177/0047239520934018

Ecuadorian Ministry of Education. (2016). Lengua Extranjera [Foreign Language]. Retrieved March 19, 2019, from http://educacion.gob.ec/curriculo-lengua-extranjera/

Erina, R., Salam, U., & Husin, S. (2017). Teaching vocabulary by using English comic to improve vocabulary mastery. Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 6(12). http://dx.doi.org/10.26418/jppk.v6i12.23241

Fatimah, A. S., Santiana, S., & Saputra, Y. (2019). Digital comic: An innovation of using ToonDoo as media technology for teaching English short story. English Review: Journal of English Education, 7(2), 101–108. https://doi.org/10.25134/erjee.v7i2.1526

Fernández, C., Baptista, P., & Hernández Sampieri, R. (2014). Metodología de la Investigación. Editorial McGraw Hill.

Hao, T., Wang, Z., & Ardasheva, Y. (2021). Technology-assisted vocabulary learning for EFL learners: A meta-analysis. Journal of Research on Educational Effectiveness, 14(3), 645–667. https://doi.org/10.1080/19345747.2021.1917028

Jariah, A., Safnil, S., & Irwan, K. (2019). A need analysis on mastering English vocabulary using information and communication technology (ICT) for senior high schools. http://repository.unib.ac.id/18582/

Kirchoff, & Cook. (2015). Overviewing software applications for graphic novel creation in the post-secondary and secondary classroom. SANE journal: Sequential Art Narrative in Education, 2. https://files.eric.ed.gov/fulltext/EJ1167172.pdf

Lewis, M. (2005). The Lexical Approach: The State of ELT and a Way Forward. Hueber.

Marianthi, V., Boulodakis, M., & Retalis, S. (2016). From digitized comic books to digital hypermedia comic books: their use in education. University of Piraeus.

Nation, P. (2012). Vocabulary acquisition in second language acquisition. The Encyclopedia of Applied Linguistics. https://doi.org/10.1002/9781405198431.wbeal1265

Ocampo, R., & McNeill, A. (2019). The relationship between vocabulary size and reading comprehension performance of 12th Grade Thai EFL learners. Journal of Social Sciences, 29(19), 32–41. https://doi.org 10.13140/RG.2.2.27560.62729

Odinokaya, M. A., Krylova, E. A., Rubtsova, A. V., & Almazova, N. I. (2021). Using the discord application to facilitate EFL vocabulary acquisition. Education Sciences, 11(9). https://doi.org/10.3390/educsci11090470

Payne, J. S., & Whitney, P. J. (2002). Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development. CALICO Journal, 20(1), 7–32. http://www.jstor.org/stable/24149607

Pignot-Shahov, V. (2012). Measuring L2 receptive and productive vocabulary knowledge. Language Studies Working Papers, 4(1), 37–45. https://studylib.net/doc/8885857/measuring-l2-receptive-and-productive-vocabulary-knowledge

Puspasari, D. (2019, December). Digital comics in English language teaching. In Proceedings of Annual International Conference on Islamic Education and Language: The Education and 4.0 Industrial Era in Islamic Perspective (pp. 7–14). http://jurnal.uinbanten.ac.id/index.php/aiciel/article/view/2588.

Putra, H. E. (2016). Effective strategies for teaching vocabulary to young learners. Ta'dib, 14(2). https://ojs.iainbatusangkar.ac.id/ojs/index.php/takdib/article/view/209/208

Rajab, M. H., Gazal, A. M., & Alkattan, K. (2020). Challenges to online medical education during the COVID-19 pandemic. Cureus, 12(7). http://doi.org 10.7759/cureus.8966

Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd ed.). Cambridge University Press

Rivers, W. (1989). Ten principles of interactive language learning and teaching. National Foreign Language Center at the Johns Hopkins University. https://eric.ed.gov/?id=ED320438

Robles, A. (2017). Evaluating the use of Toondoo for collaborative e-learning of selected pre-service teachers. International Journal of Modern Education and Computer Science, 9(11), 25–32. http://doi.org10.5815/ijmecs.2017.11.03.

Sa'd, S. H. T. (2014). Implementing internet-based EFL teaching in Iran: (dis)advantages, obstacles and challenges from EFL learners' viewpoint. Dil ve Edebiyat Egitimi Dergisi, 2(10), 24.

Saleh, S. S., & Pretorius, F. J. (2006). English as a foreign language: Teachers' professional development via the Internet. Progressio, 28(1–2), 111–126. https://hdl.handle.net/10520/EJC88790

Schmitt, N. (2010). Researching vocabulary: A vocabulary research manual. Springer.

Seliaman, M. E., & Al-Turki, M. S. (2012). Mobile learning adoption in Saudi Arabia. World Academy of Science, Engineering and Technology, 69(9), 391–293. https://www.researchgate.net/publication/234078907_Mobile_Learning_Adoption_in_Saudi_Arabia

Susanto, A. (2017). The teaching of vocabulary: A perspective. Jurnal Kata: Penelitian Tentang Ilmu Bahasa Dan Sastra, 1(2), 182–191. http://doi.org/10.22216/jk.v1i2.2136

Tahsaldar, M., & Semaan, C. (2018). The impact of Toondoo comics on undergraduate students taking creative writing and children literature courses at the Lebanese University Faculty of Pedagogy. International Journal of Humanities Social Sciences and Education (IJHSSE), 5(8), 203–226. http://dx.doi.org/10.20431/2349-0381.05080019

Thornbury, S. (2002). How to teach vocabulary. Longman.

Tiemensma, L. (2009). Visual literacy: To comics or not to comics? Promoting literacy using comics. In World Library and information congress: 75th IFLA general conference and council(pp.23–27). http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1086.7660&rep=rep1&type=pdf

Velandia, A. (2016). Comics in ToonDoo and collaborative learning: A visual literacy resource to evidence vocabulary learning with emphasis in action verbs in an EFL group of seventh graders in a Cajicà school. Unpublished Thesis. Universidad Santo Tomás. https://repository.usta.edu.co/handle/11634/4351

Wehmeier, S., McIntosh, C., Turnbull, J., & Ashby, M. (2005). Oxford Advanced Learners Dictionary of Current English. Oxford University Press.

Wilujeng, N. C. S., & Lan, Y. J. (2015). Online comic in Mandarin Chinese's vocabulary learning: A Case Study of Budi Utama Multilingual School in Yogyakarta, Indonesia. IAFOR Journal of Education, 3(2), 31–52. https://eric.ed.gov/?id=EJ1100584

Wong, P. M., & Yunus, M. M. (2020). Enhancing writing vocabulary using Mentimeter. International Journal of Learning, Teaching and Educational Research, 19(3), 106–122. https://doi.org/10.26803/ijlter.19.3.7

Wright, B. W. (2003). Comic book nation: The transformation of youth culture in America. JHU Press.

Yang, X., Kuo, L. J., Eslami, Z. R., & Moody, S. M. (2021). Theoretical trends of research on technology and L2 vocabulary learning: A systematic review. Journal of Computers in Education, 8(4), 465–483. https://doi.org/10.1007/s40692-021-00187-8


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493