In this page, there is a justification for the choice of tasks in this plan here.
In the activation stage, it is useful to use Cram, “a web-based learning solution, which enables students to create, print and share flashcards for studying” (Software Advice, 2025). For Haycraft (1978) and Cross (1991) there are some benefits to using flashcards in language teaching. They are, namely: a) Flashcards can be used for consolidating vocabulary; b) Flashcards are motivating and eye-catching; c) Flashcards are effective that can be used for any level students; d) Flashcards can be taken almost everywhere and studied when are has free moment; e) Flashcards can be arranged to create logical grouping of the target words.
In activity 2, Ss are guided through a number of steps that may lead to the development of research skills, “actions or tasks that can be taught, practiced, and performed to establish facts, postulate new ideas, test ideas to collect data, and analyze data to draw conclusions” (Vieno et al., 2022). For the authors, research skills include:
“Critical appraisal—evaluating the methods, data, and conclusions of published research to determine its validity and reliability;
Information synthesis—combining information from various sources in a logical manner to draw conclusions;
Decision making—selecting and executing a specific course of action;
Problem solving—identifying sources of difficulty and finding reasonable and effective solutions to them;
Data collection—gathering information using structured methods to support the objectives of the study;
Data analysis—manipulating and modelling data to reveal trends and correlations to make conclusions related to a set of study objectives;
Communication—the sharing of information with others through either written or verbal means” (Vieno et al., 2022).
Such research skills will be developed in the steps in activity 2. In activity 3, T explains how to use StoryboardThat, a tool “that makes it easy to create storyboards even without being an artist” (StoryboardThat, 2025). By making a storyboard, ss’ will make “evident the extent to which they can demonstrate their ability to use their knowledge of linguistic rules for effective communication” (Widdowson, 1978). Effective communication may include the right choice of grammar and lexis and the suitable use of tone to convey meaning clearly. The best way to see what students truly know is having them engage in communication and assess where there’s room for improvement.
The task with StoryboardThat could be placed at the augmentation level of the SAMR model due to the technological “functional improvement over what could have been achieved with traditional tools” (Romrell et al., 2014). With traditional tools, it is possible to create a simple storyboard but with StoryboardThat, the functional improvements include easy panel rearrangement, quick visual scene creation and integrated text and imagery. These improvements can boost narrative clarity and allow more efficient revisions for content creators.
The task with StoryboardThat will lead to the development of Bloom’s higher-order thinking skills, such as analyzing, evaluating and creating. Creating a storyboard will be “putting elements together to form a novel, coherent whole and make an original product” (Wedlock, 2017). This product is the storyboard that learners will analyze before presenting it to the class. During presentations, peers will use a chart to evaluate each storyboard’s strengths and weaknesses. This allows students to create, analyze, and evaluate using clear criteria and standards.
Activity 4 may foster digital literacy by engaging learners in the three essential competencies described by Canada’s Center for Digital and Media Literacy (CCDML, 2014). According to the CCDML (2014) “the three essential competencies to be digitally literate are:
I. Information Literacy: The ability to access, evaluate, and critically analyse digital information from various sources. It involves discerning the reliability and credibility of information found online.
II. Communication Literacy: The proficiency to effectively communicate using digital tools and platforms. This includes skills in writing, presenting, and collaborating in digital environments.
III. Digital Citizenship: The understanding of ethical and responsible behavior while using digital technology. It involves respecting privacy, copyright, and digital rights, as well as promoting a positive and safe online environment”
The creation, evaluation and sharing of storyboards enables the practice of accessing and evaluating digital information, communicating effectively through digital media, and demonstrating responsible and ethical use of technology within an academic setting.
Canada’s Center for Digital and Media Literacy (CCDML) (2014). Digital literacy fundamentals. Media Smarts. Available at http://mediasmarts.ca/digital-media-literacy-fundamentals/digital-literacy-fundamentals
Cross, D. 1991. A Practical Handbook of Language Teaching. London: Cassel.
Haycraft, J. 1978. An Introduction to English Language Teaching. England: Longman
Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR model as a framework for evaluating mLearning. Journal of Asynchronous Learning Networks, 18(2), 79–93.
https://doi.org/10.24059/olj.v18i2.435
Software Advice. (2025). Cram 2025: Benefits, features & pricing.
https://www.softwareadvice.com/tutoring/cram-profile/
StoryboardThat (2025). Home. https://www.storyboardthat.com/
Vieno, K., Rogers, K. A., & Campbell, N. (2022). Broadening the Definition of ‘Research Skills’ to Enhance Students' Competence across Undergraduate and Master’s Programs. Education Sciences, 12(10), 642.
https://doi.org/10.3390/educsci12100642
Wedlock, B. C. (2017). The technology driven student: How to apply Bloom’s revised taxonomy to the digital generations. Journal of Education & Social Policy, 4(1).