Topic 3 - TEXT-based Tools

Introduction

Text-based tools are an ever-growing area of free web-based learning technologies that are used with note-taking and document creation allowing groups of individuals to collaborate and edit each other’s documents and monitor changes made in real-time (Bower & Torrington, 2020). In education, learning the English language is one of the primary subjects as it is the language of international communication, business and trade, as well as building an understanding within cultures (Wijayanti, 2022).

One particular tool that is used in high school English classrooms and has a cast body of research is the text-based tool, Canva (https://www.canva.com/). Canva is a user-friendly graphic design platform that offers a myriad of features which enables users to create visually appealing materials through a wide range of templates, ultimately allowing it to be a tool used in educational settings (Sugiarni et al., 2024).

Affordances

Text-based tools have been shown to exhibit numerous affordances towards the learning of English for high school students. A key affordance was the ability for students to engage and interact effectively between themselves and the tool they use, ultimately providing them with moments of learning and reflection whilst studying their own performance (Ramos and Oliverira, 2022). More specifically, the use of Canva has shown to create a more interesting learning environment for English high school students, and enables them to learn text material more easily after using Canva as it increases the involvement of students during the learning process (Alamia, Rahmi and Hamid, 2024).

Pedagogy

In relation to the use of Canva, the cognitive processes of students are engaged whilst attempting to develop their reading and writing skills in their English classes. As cognitivism relies upon capturing a students attention through auditory of visual receptions, by using text or images, Canva has shown that these tools when applied through a cognitivist pedagogy can promote a students’ learning achievement, by promoting their comprehension (Ruswandi et al., 2024). Further research showed Canva to be an effective application for teaching writing to a class, showing that the pedagogical approach used with text-based tools can be effective both in individual and group settings (Qodariyah, 2024).

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Multimedia Learning Effects

The multimedia effect is a key learning effect when using Canva through the visual appeal of the platform and its effectiveness in teaching writing skills (Salsabila et al., 2023). Furthermore, the split attention effect also plays a part through the presentation of relevant information that promotes student engagement (Salsabila et al., 2023).

Limitations

As with other digital tools, limitations with text-based tools include internet access issues (Ramos and Oliveira, 2022), and with platforms such as Canva, the need to purchase premium subscriptions for enhanced functionality (Sugiarni et al., 2024).

References

Alamia, N., Rahmi, & Hamid, S. M. (2024). Canva based learning media: Students learning outcomes in senior high school. Journal of Conflict and Social Class 1(1)

Bower, M., & Torrington, J. (2020). Typology of free web-based learning technologies. Educational Technology.

Qodariyah, L. N. (2024). The effectiveness of using Canva application to teach writing to the 11th grade students of SMAN 2 Kediri. University of Nusantara PGRI Kediri. http://repository.unpkediri.ac.id/16374/3/RAMA_88203_2014050002_0711126302_0714026901_01_front_ref.pdf

Ramos, S. G. M., & Oliveira, H. R. (2022). Exploring affordances in digital tools: interaction and technology in a reading course. Ensino e Tecnologia em Revista 6(2), 18-33. https://doi.org/10.3895/etr.v6n2.16063

Ruswandi, R., Gumelar, W. S., Ermaya, A. S., & Ginanjar, G. (2024). The effectiveness of project-based learning by using Canva application of students’ descriptive writing achievement. Journal of English Education, Literature and Culture 9(2). https://doi.org/10.30659/e.9.2.1-20

Salsabila, S., Delfi, S. & Eliwarti. (2023). The effect of digital posters based on Canva application on students’ writing ability in narrative text at senior high school. Journal of Language Teaching and Learning, Linguistics and Literature 11(2). https://doi.org/10.24256/ideas.v11i2.4242

Sugiarni, S., Widiastuti, D. E., & Tahrun, T. (2024). The implementation of Canva as a digital learning tool in English learning at vocational school. English Learning Innovation 5(2), 264-276. 76. https://doi.org/10.22219/englie.v5i2.34839

Wijayuanti, E. (2022). Teaching English by using Canva: Students’ and lecturers’ voice. Academic Journal of English Language and Education 6(2). https://doi.org/10.29240/ef.v6i2.5709

*All images used on Home and PORTFOLIO pages, as well as in the header of this page were obtained from Google Sites – google image search.

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