Visualization Method of Educational Information of the English Language Grammar Communicative Teaching in a Non-Linguistic University

Chirkova, Elena I.; Chernovets, Elena G.; Zorina, Elena

doi:10.21125/edulearn.2019.0214

Cited by 3 publications

(25 citation statements)

References 1 publication

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“…Experiments have been conducted to bring comic strips into language classrooms (see, for example, Cabrera et al, 2018, Chirkova et al, 2019Da Silva et al, 2017;Hamidah et al, 2015;Kılıçkaya & Krajka, 2012;Kohnke, 2018;Mahir, Ali, & Amin, 2016;Megawati & Anugerahwati, 2012;Merc, 2013;Rokhayani & Utari, 2014;Sharma, 2020). One of the main reasons for using comic strips in language classrooms is that they are easy to read and make.…”

Section: Procedures Of Using Comic Strips As Teaching Mediamentioning

confidence: 99%

“…Research from Cabrera et al (2018), Chirkova et al (2019, Da Silva et al (2017), Kılıçkaya & Krajka (2012), and Megawati & Anugerahwati (2012) provide guidelines on how to use comic strips for language learning. Concerning the learning goals targeted, the teacher can incorporate the comic strips as parts of the teaching material, learning activities, or the assessment.…”

Section: Procedures Of Using Comic Strips As Teaching Mediamentioning

confidence: 99%

“…In this case, comic strips are beneficial for vocabulary learning (Cabrera et al, 2018;Cimermanová, 2015). Chaikovska (2018) adds that comic-based activities reinforce traditional grammar and vocabulary tasks. Furthermore, Megawati (2012) states that comic strips are suitable for assisting the students to understand vocabulary.…”

Section: ) Comic Strips For Improving Vocabularymentioning

confidence: 99%

“…Comic strips are examples of multimodal texts that combine words and pictures for representing a story (Budiman, Sada, & Wardah, 2018;Poai, 2018;Rengur & Sugirin, 2019;Sarma, 2016). The combination provides a better visual modality that increases the students' motivation, improves the students' creative abilities, and promotes the creative learning process (Chirkova, Chernovets, & Zorina, 2019;Gilakjani et al, 2011). According to Sarma (2016) and Symeon, as cited in Yunus, Salehi, Tarmizi, Idrus, & Balaraman (2011), the use of comic strips in printed form for educational purposes began in the middle of the 20 th century in the USA and have become a trend because they are considered as effective media.…”

Section: A Introductionmentioning

confidence: 99%

“…Therefore, it could be said that comic strips are beneficial for improving students' English learning as effective media in language teaching. Thus, comic strips are considered suitable for the current education system (Chaikovska, 2018).…”

Section: A Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Comic Strips for Language Teaching: The Benefits and Challenges According to Recent Research

Wijaya

Suwastini

Adnyani

et al. 2021

ETERNAL

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Recent studies have argued for the use of comic strips in language teaching, while concerns with the challenges in its application are also frequently highlighted. Using George’s (2008) model of literature review, the present study will elaborate on the use of comic strips as a medium of learning, its benefits, and the challenges in its implementation. The data sources are research articles related to the implementation of comic strips for language teaching, published in reputable international journals and accredited national journals from 2011 to 2020. The review reveals that previous studies have proven that comic strips in language teaching can promote students’ vocabulary, improve students' grammar competence, support the students' reading skills, and help the students who lack writing skills. However, these studies also show concerns on challenges in implementing comic strips in language teaching, such as its relevance, the choices of the topics, and how it cannot support spoken skills as much as it would support the written skills. It implies that while comic strips can be good media for teaching language, teachers should also find strategies in overcoming the challenges that may occur during its implementation.

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Section: Procedures Of Using Comic Strips As Teaching Mediamentioning

confidence: 99%

Section: Procedures Of Using Comic Strips As Teaching Mediamentioning

confidence: 99%

Section: ) Comic Strips For Improving Vocabularymentioning

confidence: 99%

Section: A Introductionmentioning

confidence: 99%

Section: A Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Comic Strips for Language Teaching: The Benefits and Challenges According to Recent Research

Wijaya

Suwastini

Adnyani

et al. 2021

ETERNAL

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Visualization of Learning and Memorizing Processes Using Mobile Devices: Mind Mapping and Charting

Vorona-Slivinskaya

2020

Int. J. Interact. Mob. Technol.

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<p class="0abstract">The purpose of the study is to test the effectiveness of visualization of learning and memorization in the educational process in higher educational institutions. The research was carried out in higher educational institution in the Russian Federation among 1-4-year students as well as teachers. The sample included 200 students and 35 teachers. The experiment consisted of three stages - introductory, experimental, and final. The initial assessment of students’ professional knowledge was carried out at the introductory stage. The goal of the experimental stage was to introduce visualization of learning and memorization, mainly, the use of mind maps and charts in students’ professional training. Tasks were developed and used, providing for the creation of mini projects, construction layouts with charts, mental maps (reflecting the professional role of a specialist in construction and architecture fields), features and stages of design, priorities of architectural and construction activities. At the final stage, the final assessment of students’ progress in vocational training and a comparative analysis of the data were carried out, conclusions were drawn about the advisability of visualizing the processes of learning and memorizing in higher education. Teachers’ attitude towards the active implementation of visualization of learning and memorizing was also studied at the introductory and final stages. To determine teachers’ attitude towards the active implementation of visualization of learning and memorizing, the survey was conducted. The introduction of the above-mentioned tasks gave the following results in the experimental group. Namely, there were high growth rates of students with a high level of knowledge (11.5%), 16.4% - with a sufficient level of knowledge and 13.7% - with an average level of knowledge; there was also a decrease in the number of students with low grades (by 16.6%) compared to the control group at the final stage. The number of teachers with positive-promising and positive attitude towards visualization of learning and memorizing increased by 14.3%, the number of respondents with positive-neutral attitude decreased by the same percentage, and there was not a single teacher who retained a negative attitude. The practical value of the results lies in the possibility of using the questionnaire and tasks developed in the real educational process of modern higher education institutions.</p>

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Digital pedagogical pillars in the system of teachers’ additional professional education

MONAKHOVA

2020

Man and Education

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Visualization Method of Educational Information of the English Language Grammar Communicative Teaching in a Non-Linguistic University

Cited by 3 publications

References 1 publication

Comic Strips for Language Teaching: The Benefits and Challenges According to Recent Research

Comic Strips for Language Teaching: The Benefits and Challenges According to Recent Research

Visualization of Learning and Memorizing Processes Using Mobile Devices: Mind Mapping and Charting

Digital pedagogical pillars in the system of teachers’ additional professional education

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