Students ̓ Attitudes Toward Using Infographics on Learning Vocabulary in the EFL Classes

محورهای موضوعی : Research in English Language Pedagogy

Shahla Tavanapour ¹ , Azizeh Chalak ² , Hossein Heidari Tabrizi ³

1 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English, Isfahan(Khorasgan) Branch, Islamic Azad University, Isfahan,Iran
3 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

تاریخ دریافت : 1401/11/15 تاریخ پذیرش : 1401/12/24 تاریخ انتشار : 1402/03/11

کلید واژه: EFL learners, Multimodal, Visualization, Infographics, Attitude,

چکیده مقاله :

Infographics are visual representations of information intended to be presented quickly and clearly. The present study aimed to investigate students ̓ attitudes toward using infographics in learning vocabulary in EFL classes. To this end, the participants were selected through available sampling and the study was conducted at Pand Institute in Abadan, Khuzestan, Iran during the summer of 2022. All of them were females and their ages ranged from 20 to 30. In this quantitative descriptive study, a questionnaire (Alrwele, 2017) was given to the learners to determine their attitudes toward using infographics as teaching tools in the educational context. The participants were asked to answer the questions to indicate to what extent they agreed or disagreed with each statement on a five-point Likert Scale. The content and face validity of the questionnaire were confirmed by two experts at the Ph.D. level. The collected data were computed through descriptive statistics and one sample t-test. Most learners agreed with all 19 statements, all of which were positive comments about using infographics. Thus, a general trend of a positive attitude could be observed in the responses provided by the learners in the EFL class. Most students enjoyed the use of infographics within EFL contexts. Therefore, incorporating infographics into teaching could be a dynamic way for learners and engage in learning more. This finding could help language developers, syllabus designers, and teachers to develop programs and create books based on infographics.

منابع و مأخذ:

Afify, M. K.  (2018). The effect of the difference between infographic designing types (static vs animated) on developing visual learning designing skills and recognition of its elements and principles. International Journal of Emerging Technologies in Learning, 13 (9), 204-223. https://doi.org/10.3991/ijet.v13i09.8541

AL-Mohammadi, N. (2017). The effectiveness of using infographics as an approach for teaching programming fundamentals on developing analytical thinking skills for high school students in the city of Makkah in Saudia Arabia. Global Journal of Educational Studies, 3(1), 22-42.  https://doi.org/10.5296/gjes.v3i1.10854

Alrewele, N. S. (2017). Effects of infographics on student achievement and students' perceptions of the impacts of infographics. Journal of Education and Human Development, 6(3), 104-117. https://doi.org/10.15640/jehd.v6n3a12

Bicen, H., & Beheshti, M. (2017). The psychological impact of infographics in education. Broad Research in Artificial Intelligence and Neuroscience, 8(4), 99- 108.

Bicen, H., & Beheshti, M. (2019).  Assessing perceptions and evaluating achievements of ESL students with the usage of infographics in a flipped classroom learning environment. Interactive Learning Environments, 30(3), 498-526. https://doi.org/10.1080/10494820.2019.1666285

Dahmash, A., Al-Hamid, A., & Alrajhi., M. (2017). Using infographics in the teaching of linguistics. Arab World English Journal, 8(4), 430-443. https://dx.doi.org/10.24093/awej/vol8no4.9

Dunlap, J. C., & Lowenthal, P. R. (2016). Getting graphic about infographics: design lessons learned from popular infographics. Journal of Visual Literacy, 35 (1), 42-59. https://doi: 10.1080/1051144X.2016.1205832

Dur, B. (2014). Data visualization and infographics in visual communication design education at the age of information. Journal of Arts and Humanities, 3(5), 39-50. https://doi.org/10.18533/journal.v3i5.460

Folse, K. (2004). Vocabulary myths. The University of Michigan Press.

Fu, J. (2009). A Study of Learning Styles, Teaching Styles, and Vocabulary Teaching Strategies in Chinese Primary School- How Do They Differ and How Can They Be Integrated? Retrieved March 25, 2015 from http://hkr.diva-portal.org/smash/get/diva2: 228945/FULLTEXT01.pdf.

Hafner, C. A. (2015). Remix culture and English language teaching: The expression of learner's voice in digital multimodal compositions. TESOL Quarterly, 4(9), 486-506.

Hart, G. (2013). Effective infographics: Telling stories in the technical communication context. http://techwhirl. com/effective infographics-telling stories-in-the-technical-communication-context/on.

Islamoglu, H., Ay, O., Ilic, U., Mercimek, B., Donmez, P., Kuzu, A. & Odabasi, F. (2015). Infographics: A new competency area for teacher candidates. Cypriot Journal of Educational Sciences, 10(1), 32-39.

Ismaeel, D. A., & Al Mulhim, E. N. (2021). The influence of interactive and static infographics on academic achievement of reflective and impulsive students. Australasian Journal of Educational Technology, 37 (1), 147-162. https://doi.org/10.14742/ajet.6138

Jiang, L., Yang, M., & Yu, S. (2020). Chinese ethnic minority students' investment in English learning empowered by digital multimodal composing. TESOL Quarterly, 54 (4), 954-979.

Kabooha, R., & Elyas, T. (2018). The impacts of YouTube on multimedia instruction for vocabulary learning: Perceptions of EFL students and teachers. Canadian Center of Science and Education, 11 (2), 72-81. http://doi.org/10.5539/elt.v11n2p72

Kim, Y., & Belcher, D. (2020). Multimodal composing and traditional essays: Linguistic performance and learner perception. RELC Journal, 51(1), 86-100. https: //doi.org/10. 1177/0033688220906943

Kohnke, L., & Jarvis, A., & Ting, A. (2021). Digital multimodal composing as authentic assessment in discipline-specific English courses: Insights from ESP learners. TESOL Journal. https://doi.org/10.1002/tesj.600

Krum, R. (2013). Cool infographics: Effective communication with data visualization and design. John Wiley & Sons.

Locoro, A., Cabitz, F., Actis-Grosso, R., & Batini, C. (2017). Static and interactive infographics in daily tasks: A value in use and quality of interaction user study. Computers in Human Behavior, 71, 240-257.

Mayer, R. E., Bove, W., Bryman, A., Mars, R., & Tapangco, L. (1996). When less is more: Meaningful learning from visual and verbal summaries of science textbook lessons. Journal of educational psychology, 88(1), 64.

Mayer, R. E. (2005). The Cambridge handbook of multimedia learning. Cambridge University Press.

Matrix, S., Hodson, C. & Hodson, J. (2014). Teaching with infographics: Practicing new digital competencies and visual literacies. Journal of Pedagogic Development, 3 (2), 17-27.

Mills, K. (2016). Literacy theories for the digital age: Social, critical, multimodal, spatial, material and sensory lenses. Multilingual Matters.

Mol, L. (2011). The potential role of infographics in science communication [Unpublished master's thesis]. Universito of Amsterdam.

Noh, M., Shamsudin, W., Nudin, A., & Nariham, N. (2014). The use of infographics as a tool for facilitating learning. In  Hassan O., Abidin S., Legino R., Anwar R., Kamaruzaman M. (Eds). International colloquium of art and design education research. Singapore.

Ozdmali, F., Kocakoyun, S., Sahin, T., & Akdag, S. (2016). Statistical reasoning of the impact of infographics on education. Procedia Computer Science, 102, 370-377

Quiroga, L. M., Crosby, M. E., & Iding, M. K. (2004, Jan). Reducing cognitive load. Proceedings of the 37th Hawaii International Conference on System Sciences, 1-9.

Rahim, N. N., Khidzir, N. Z., Yusof, A. M.,  & Saidin, A. Z. (2016). An assessment of quality on animated infographics in an Islamic context. In proceedings 2016 IEEE international conference on teaching and learning in education (ICTLE 2016).

Schulten, K. (2010). Teaching with infographics: Places to start. Retrieved April 21, 2015 from http://learning.blogs.nytimes.com/2010/08/23/teaching-with-infographics-places- to-start/? r=0.

Schroeder, R. (2004). Interactive infographics in Europe--added value to online mass media: A preliminary survey. Journalism Studies, 5(4), 563-570.

Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan. Journal of Education and Practice, 6 (19), 226-233.

Smiciklas , M. (2012). The power of infographics: Using pictures to communicate and connect with your audience.  Que Publishing.

Sweet, H. (1899). The practical study of language: A guide for teachers and learners. Henry Holt and Company.

Sweller, J. (2017). The role of independent measures of load in cognitive load theory. In cognitive Load Measurement and Application (pp.17-22). Routledge.

Tavanapour, Sh., Chalak, A., & Heidari Tabrizi, H. (2022). Effect of animated infographics on vocabulary gain and retention of Iranian intermediate EFL learners. Iranian Journal of Applied Language Studies, 14(2), 17-30. https://doi.org/10.22111/IJALS.2022.7395

Wilkins, H. (1974). The effects of glosses on incidental vocabulary acquisition in reading: School of foreign languages. Journal of Language Teaching and Research, 1(2), 117- 120.

Yi, Y., Shin, D. –S., & Cimasko, T. (2019). Multimodal literacies in teaching and learning English in and outside of school. In L. C. de Oliveira (Ed)., The handbook of TESOL in K-12 (pp. 163-177). Wiley.

Yildirim, S. (2016). Infographics for educational purposes: Their structure, properties, and reader approaches. The Turkish Online Journal of Educational Technology, 15(3), 98-110.