pág. 8796
USING DIGITAL COMIC-BASED
STORYTELLING TO ENHANCE CREATIVE
WRITING IN EFL CLASSROOMS
USO DE LA NARRACIÓN DIGITAL BASADA EN CÓMICS
PARA MEJORAR LA ESCRITURA CREATIVA EN LAS AULAS
DE INGLÉS
Tatiana Kaptevskaia
Universidad El Bosque
Felipe Jaramillo
Universidad El Bosque
Maria José Fajardo Zorro
Universidad El Bosque
pág. 8797
DOI: https://doi.org/10.37811/cl_rcm.v9i2.17627
Using digital comic-based storytelling to enhance creative writing in efl
classrooms
ABSTRACT
The purpose of this action research is to explore how digital comic-based storytelling can enhance the
creative writing skills of fifth-grade students in a rural Colombian school. A qualitative approach was
used, relying on non-observational methods with such instruments as writing samples, artifacts, and
interview questions. The educational material was designed using Google's website to create digital
comics, supported by artificial intelligence writing assistant tools and scaffolds to meet the needs of
students and to develop digital literacy skills in the English classroom. Findings showed improvement
in several aspects of students' creative writing. Students demonstrated enhanced creativity, coherence,
and clarity in their writing, fewer spelling errors, and expanded vocabulary. However, grammatical
accuracy, especially tense inconsistency, did not improve. Encouraging free expression increased
student engagement, interest, and motivation. This generally promoted a positive attitude and motivation
towards writing texts. With more time and focus on specific language areas, this material could also lead
to stronger grammar skills and even greater creative growth.
Keywords: digital comic, storytelling, artificial intelligence writing assistant tools, creative writing,
english as a foreign language (EFL)
1 Autor principal
Correspondencia: tkaptevskaia@unbosque.edu.co1
Tatiana Kaptevskaia
tkaptevskaia@unbosque.edu.co1
https://orcid.org/0009-0000-1800-3646
Universidad El Bosque
Felipe Jaramillo
lfjaramillo@unbosque.edu.co
https://orcid.org/0009-0009-4153-4221
Universidad El Bosque
Maria José Fajardo Zorro
mjfajardo@unbosque.edu.co
https://orcid.org/0009-0003-7632-4749
Universidad El Bosque
DOI: https://doi.org/10.37811/cl_rcm.v9i2.17627
Using digital comic-based storytelling to enhance creative writing in efl
classrooms
ABSTRACT
The purpose of this action research is to explore how digital comic-based storytelling can enhance the
creative writing skills of fifth-grade students in a rural Colombian school. A qualitative approach was
used, relying on non-observational methods with such instruments as writing samples, artifacts, and
interview questions. The educational material was designed using Google's website to create digital
comics, supported by artificial intelligence writing assistant tools and scaffolds to meet the needs of
students and to develop digital literacy skills in the English classroom. Findings showed improvement
in several aspects of students' creative writing. Students demonstrated enhanced creativity, coherence,
and clarity in their writing, fewer spelling errors, and expanded vocabulary. However, grammatical
accuracy, especially tense inconsistency, did not improve. Encouraging free expression increased
student engagement, interest, and motivation. This generally promoted a positive attitude and motivation
towards writing texts. With more time and focus on specific language areas, this material could also lead
to stronger grammar skills and even greater creative growth.
Keywords: digital comic, storytelling, artificial intelligence writing assistant tools, creative writing,
english as a foreign language (EFL)
1 Autor principal
Correspondencia: tkaptevskaia@unbosque.edu.co1
Tatiana Kaptevskaia
tkaptevskaia@unbosque.edu.co1
https://orcid.org/0009-0000-1800-3646
Universidad El Bosque
Felipe Jaramillo
lfjaramillo@unbosque.edu.co
https://orcid.org/0009-0009-4153-4221
Universidad El Bosque
Maria José Fajardo Zorro
mjfajardo@unbosque.edu.co
https://orcid.org/0009-0003-7632-4749
Universidad El Bosque
pág. 8798
Uso de la narración digital basada en cómics para mejorar la escritura
creativa en las aulas de inglés
RESUMEN
El propósito de esta investigación-acción es explorar cómo la narración digital basada en cómics puede
mejorar las habilidades de escritura creativa de estudiantes de quinto grado en una escuela rural
colombiana. Para realizar este estudio, aplicamos un enfoque de investigación cualitativa utilizando
métodos no observacionales, como artefactos, muestras de escritura de estudiantes y entrevistas. El
material educativo fue diseñado utilizando el sitio web de Google para crear cómics digitales, respaldado
por herramientas de asistente de escritura de inteligencia artificial y andamiajes para satisfacer las
necesidades de los estudiantes y desarrollar habilidades de alfabetización digital en el aula de inglés.
Los hallazgos mostraron mejoras en varios aspectos de la escritura creativa de los estudiantes. Los
estudiantes demostraron una mayor creatividad, coherencia y claridad en su escritura, menos errores
ortográficos y vocabulario ampliado. Sin embargo, la precisión gramatical, especialmente inconsistencia
en los tiempos, no mejoró. Fomentar la libre expresión aumentó la participación, el interés y la
motivación de los estudiantes. Esto generalmente promovió una actitud positiva y motivación hacia la
redacción de textos. Con más tiempo y enfoque en áreas específicas del idioma, este material también
podría conducir a habilidades gramaticales más sólidas e incluso a un mayor crecimiento creativo.
Palabras clave: cómic digital, narración de cuentos, herramientas de asistente de escritura de
inteligencia artificial, escritura creativa, inglés como lengua extranjera
Artículo recibido 15 marzo 2025
Aceptado para publicación: 18 abril 2025
Uso de la narración digital basada en cómics para mejorar la escritura
creativa en las aulas de inglés
RESUMEN
El propósito de esta investigación-acción es explorar cómo la narración digital basada en cómics puede
mejorar las habilidades de escritura creativa de estudiantes de quinto grado en una escuela rural
colombiana. Para realizar este estudio, aplicamos un enfoque de investigación cualitativa utilizando
métodos no observacionales, como artefactos, muestras de escritura de estudiantes y entrevistas. El
material educativo fue diseñado utilizando el sitio web de Google para crear cómics digitales, respaldado
por herramientas de asistente de escritura de inteligencia artificial y andamiajes para satisfacer las
necesidades de los estudiantes y desarrollar habilidades de alfabetización digital en el aula de inglés.
Los hallazgos mostraron mejoras en varios aspectos de la escritura creativa de los estudiantes. Los
estudiantes demostraron una mayor creatividad, coherencia y claridad en su escritura, menos errores
ortográficos y vocabulario ampliado. Sin embargo, la precisión gramatical, especialmente inconsistencia
en los tiempos, no mejoró. Fomentar la libre expresión aumentó la participación, el interés y la
motivación de los estudiantes. Esto generalmente promovió una actitud positiva y motivación hacia la
redacción de textos. Con más tiempo y enfoque en áreas específicas del idioma, este material también
podría conducir a habilidades gramaticales más sólidas e incluso a un mayor crecimiento creativo.
Palabras clave: cómic digital, narración de cuentos, herramientas de asistente de escritura de
inteligencia artificial, escritura creativa, inglés como lengua extranjera
Artículo recibido 15 marzo 2025
Aceptado para publicación: 18 abril 2025
pág. 8799
INTRODUCTION
Colombia aims to become a bilingual country, considering the importance of English as the global lingua
franca, the most widely spoken language in the world. The bilingual program in the country is largely
based on the Common European Framework of Reference for Languages (CEFR), which divides
language proficiency into listening, reading, speaking, and writing as key competencies.
Writing is considered one of the most challenging skills for students to master, yet it is also an important
communication skill. Writing requires more than just the ability to form sentences or a knowledge of
grammar and vocabulary; it extends far beyond these essential competencies.
As Hyland (2019) pointed out that "students obviously need an understanding of appropriate grammar
and vocabulary when learning to write in English; writing is obviously not only these things" (p.6).
Moreover, Hyland (2019) highlighted the complex nature of writing, pointing that such concepts
as “language structures, text functions, themes or topics, creative expression, composing processes,
content, and genre and contexts of writing" are essential to consider writing instruction (p.2).
According to Richards and Renandya (2002), "the difficulty lies not only in generating and organizing
ideas but also in translating these ideas into readable text" (p.303). Additionally, Nunan (1991) stated
that “learning to write coherently, and in the way which is appropriate for ones purpose and audience,
is something which many people never manage in their first language” (p.99). Unfortunately, writing
cannot be quickly acquired, as the ability to write effectively requires consistent practice. According to
Pawliczak (2015), the best way to develop writing skills is through creative writing. This is because
creative writing is a "playful engagement with language, stretching and testing its rules to the limit in a
guilt-free atmosphere, where risk is encouraged" (Maley, 2009, para. 3). Despite the complexity of
writing, it is a necessary skill because, like all aspects of language, it is communicative. It plays an
essential role in communication in our global community "as advances in transportation and technology
allow people from nations and cultures throughout the world to interact with each other" (Weigle, 2002,
p.1). Thus, English learning materials must be constantly improved to meet new challenges and
opportunities in today's increasingly digital and rapidly changing world. In order to innovate in the
educational sector in line with the demands of modern life and, at the same time, help students
effectively develop their creative writing skills, it is proposed to implement well-designed educational
INTRODUCTION
Colombia aims to become a bilingual country, considering the importance of English as the global lingua
franca, the most widely spoken language in the world. The bilingual program in the country is largely
based on the Common European Framework of Reference for Languages (CEFR), which divides
language proficiency into listening, reading, speaking, and writing as key competencies.
Writing is considered one of the most challenging skills for students to master, yet it is also an important
communication skill. Writing requires more than just the ability to form sentences or a knowledge of
grammar and vocabulary; it extends far beyond these essential competencies.
As Hyland (2019) pointed out that "students obviously need an understanding of appropriate grammar
and vocabulary when learning to write in English; writing is obviously not only these things" (p.6).
Moreover, Hyland (2019) highlighted the complex nature of writing, pointing that such concepts
as “language structures, text functions, themes or topics, creative expression, composing processes,
content, and genre and contexts of writing" are essential to consider writing instruction (p.2).
According to Richards and Renandya (2002), "the difficulty lies not only in generating and organizing
ideas but also in translating these ideas into readable text" (p.303). Additionally, Nunan (1991) stated
that “learning to write coherently, and in the way which is appropriate for ones purpose and audience,
is something which many people never manage in their first language” (p.99). Unfortunately, writing
cannot be quickly acquired, as the ability to write effectively requires consistent practice. According to
Pawliczak (2015), the best way to develop writing skills is through creative writing. This is because
creative writing is a "playful engagement with language, stretching and testing its rules to the limit in a
guilt-free atmosphere, where risk is encouraged" (Maley, 2009, para. 3). Despite the complexity of
writing, it is a necessary skill because, like all aspects of language, it is communicative. It plays an
essential role in communication in our global community "as advances in transportation and technology
allow people from nations and cultures throughout the world to interact with each other" (Weigle, 2002,
p.1). Thus, English learning materials must be constantly improved to meet new challenges and
opportunities in today's increasingly digital and rapidly changing world. In order to innovate in the
educational sector in line with the demands of modern life and, at the same time, help students
effectively develop their creative writing skills, it is proposed to implement well-designed educational
pág. 8800
material such as Google's website for creating digital comics, supported by artificial intelligence writing
assistant tools and scaffolds. According to Bitz (2008), the process of creating comics is “a means to the
end of creative thinking, personal expression, literacy development, and community building” (p.4).
Mulyana (n.d.) pointed out that “the implementation of AI-powered tools as writing assistant has proven
to be able to improve EFL students’ writing skills, motivation, and perception” (p.10).
Traditional materials, once considered effective, may no longer match the evolving skills, knowledge,
and competencies required by modern learners. As educational needs grow more complex, especially in
digital and multilingual contexts, conventional textbooks often fall short of meeting those demands.
According to Lang (2015), "a textbook is made of material that has been altered and simplified for the
learner" (p.3), which can limit the depth and authenticity of learning experiences. Furthermore, Núñez
and Téllez (as cited in Ramos & Aguirre, 2014) argued that “textbooks, which are not created for a
specific context, may produce a negative effect on students' motivation due to the fact that they usually
provide content which tends to generalize students' needs” (p.134). This lack of contextual relevance
can result in disengagement and reduced interest in learning.
In addition, the content of these materials may not be sufficient to develop essential language skills. For
instance, Gómez-Rodríguez (2010) found that only 5.91% of the activities in EFL textbooks in
Colombia focused on writing, indicating a serious gap in opportunities to develop this fundamental skill.
This limited focus on writing underscores the need for more innovative material that better addresses
the specific circumstances and interests of students.
To address these issues, this study was conducted at a rural school in La Calera where intensive English
was taught for 8 hours a week. The educational institution operates according to a structured program
with a textbook used as the primary educational material. In the textbook, written exercises are limited
to constructing sentences, grammar practice, filling in blanks, or rewriting sentences. This prevents them
from writing spontaneously and expressing their thoughts freely and creatively. In addition, it leads to a
lack of self-confidence. Besides, it was difficult to attract the attention of students. Although the school
had a class equipped with technology, students couldn't use it in English lessons. It caused a less
engaging and helpful educational process.
material such as Google's website for creating digital comics, supported by artificial intelligence writing
assistant tools and scaffolds. According to Bitz (2008), the process of creating comics is “a means to the
end of creative thinking, personal expression, literacy development, and community building” (p.4).
Mulyana (n.d.) pointed out that “the implementation of AI-powered tools as writing assistant has proven
to be able to improve EFL students’ writing skills, motivation, and perception” (p.10).
Traditional materials, once considered effective, may no longer match the evolving skills, knowledge,
and competencies required by modern learners. As educational needs grow more complex, especially in
digital and multilingual contexts, conventional textbooks often fall short of meeting those demands.
According to Lang (2015), "a textbook is made of material that has been altered and simplified for the
learner" (p.3), which can limit the depth and authenticity of learning experiences. Furthermore, Núñez
and Téllez (as cited in Ramos & Aguirre, 2014) argued that “textbooks, which are not created for a
specific context, may produce a negative effect on students' motivation due to the fact that they usually
provide content which tends to generalize students' needs” (p.134). This lack of contextual relevance
can result in disengagement and reduced interest in learning.
In addition, the content of these materials may not be sufficient to develop essential language skills. For
instance, Gómez-Rodríguez (2010) found that only 5.91% of the activities in EFL textbooks in
Colombia focused on writing, indicating a serious gap in opportunities to develop this fundamental skill.
This limited focus on writing underscores the need for more innovative material that better addresses
the specific circumstances and interests of students.
To address these issues, this study was conducted at a rural school in La Calera where intensive English
was taught for 8 hours a week. The educational institution operates according to a structured program
with a textbook used as the primary educational material. In the textbook, written exercises are limited
to constructing sentences, grammar practice, filling in blanks, or rewriting sentences. This prevents them
from writing spontaneously and expressing their thoughts freely and creatively. In addition, it leads to a
lack of self-confidence. Besides, it was difficult to attract the attention of students. Although the school
had a class equipped with technology, students couldn't use it in English lessons. It caused a less
engaging and helpful educational process.
pág. 8801
Statement of the Problem
The research problem was identified a questionnaire and a pre-test writing and also observed the lessons
by carrying out field notes with fifth-grade EFL students. They demonstrated challenges in writing:
spelling mistakes, awkward word choices, incoherent, incomplete sentences, and incorrect use of
grammar. These problems can make it difficult for them to master writing skills. It can also affect
speaking, which is important for communication. Many students were afraid to practice English because
they were not sure of grammar or words. It was difficult to make students interested. There was no
motivation to study.
Research Questions
● How do digital comic-based storytelling and the use of artificial intelligence writing assistant tools
enhance creative writing among EFL learners?
● What are the students' perceptions of using digital comic-based storytelling and the use of artificial
intelligence writing assistant tools in EFL classrooms?
Research Objectives
● To analyze the impact of the use of digital comic-based storytelling and artificial intelligence writing
assistant tools on EFL students' creative writing.
● To explore the students' perceptions of using digital comic-based storytelling and artificial intelligence
writing assistant tools to promote creative writing in EFL classrooms.
Rationale
Our action research project aimed to help fifth-grade learners gain creative writing skills in EFL
classrooms by implementing educational material like Google's website for creating digital comics,
supported by artificial intelligence writing assistant tools and scaffolds. The students' writing problems
were sought to be helped with. These included making correct, complete, and logical sentences, reducing
spelling errors, using appropriate vocabulary, and boosting self-confidence and interest. It was focused
not just on grammar and vocabulary but also on content, which helped with deeper language learning.
The creation of comics and the introduction of technology into this material might reduce their problems.
As Çiçolar and Bulut (2025) concluded that digital comics enhance writing skills while promoting
creativity and diversity in education”. Moreover, Using technology encouraged students to participate
Statement of the Problem
The research problem was identified a questionnaire and a pre-test writing and also observed the lessons
by carrying out field notes with fifth-grade EFL students. They demonstrated challenges in writing:
spelling mistakes, awkward word choices, incoherent, incomplete sentences, and incorrect use of
grammar. These problems can make it difficult for them to master writing skills. It can also affect
speaking, which is important for communication. Many students were afraid to practice English because
they were not sure of grammar or words. It was difficult to make students interested. There was no
motivation to study.
Research Questions
● How do digital comic-based storytelling and the use of artificial intelligence writing assistant tools
enhance creative writing among EFL learners?
● What are the students' perceptions of using digital comic-based storytelling and the use of artificial
intelligence writing assistant tools in EFL classrooms?
Research Objectives
● To analyze the impact of the use of digital comic-based storytelling and artificial intelligence writing
assistant tools on EFL students' creative writing.
● To explore the students' perceptions of using digital comic-based storytelling and artificial intelligence
writing assistant tools to promote creative writing in EFL classrooms.
Rationale
Our action research project aimed to help fifth-grade learners gain creative writing skills in EFL
classrooms by implementing educational material like Google's website for creating digital comics,
supported by artificial intelligence writing assistant tools and scaffolds. The students' writing problems
were sought to be helped with. These included making correct, complete, and logical sentences, reducing
spelling errors, using appropriate vocabulary, and boosting self-confidence and interest. It was focused
not just on grammar and vocabulary but also on content, which helped with deeper language learning.
The creation of comics and the introduction of technology into this material might reduce their problems.
As Çiçolar and Bulut (2025) concluded that digital comics enhance writing skills while promoting
creativity and diversity in education”. Moreover, Using technology encouraged students to participate
pág. 8802
more actively in writing activities (Williams and Beam, 2019). This research article may encourage
teachers to design their teaching materials in a way that meets the needs of students and helps develop
digital literacy.
Theoretical framework
The theoretical framework considers how innovative material affects students' creative writing. This
need arose because the Colombian education system lacks modern English resources to help students
improve their creative writing. This study integrates educational material, such as Google's website for
creating digital comics, supported by artificial intelligence writing assistant tools and scaffolds, into the
English learning process. Accordingly, concepts including creative writing, digital comics, and AI tools
were explained to assess their impact on the English learning process, mainly creative writing skills.
The criteria considered in our research as theoretical postulates are described below:
Creative Writing
Creative writing is defined in various ways in literature, but it has its own unique elements. For example,
Dawson (2004) stated that “creative writing does not need to refer specifically to ‘literary’ works, but
can refer to any writing which is ‘creative’, i.e. original, unconventional, expressive, etc.” (p. 21).
Babaee (2015) reported that Maley said that it is “any kind of writing which has an aesthetic or affective
rather than a purely pragmatic intention or purpose” (p.77). Regarding creative writing in schools,
Dawson (2004) described it as “the free expression of a child’s personality, the verbal enunciation of
their individual creativity” (p.21). In terms of creativity, Rosenberg (2015) explained that it involves
“using one’s imagination, changing existing ideas, being unique, original and innovative, having a
vision, or simply having the freedom to come up with new and unusual ways to carry out tasks” (p. 129).
Based on this, creativity is a primary element of creative writing, but it is not limited only to writing.
According to Wang (2019), creative writing has the following elements: “creativity, unique
symbolisation, personal expression and originality” (p.114). Moreover, Babaee (2015) noted that Maley
emphasized that all writing “is intended for a reader” and it should be written “in an accessible and
interesting way” (p.77). Thus, when students take part in creative writing, they turn their thoughts and
emotions into creative, understandable, and engaging written forms. Read (2015) noted that the
inclusion of creative thinking in English lessons helps children develop cognitive skills such as
more actively in writing activities (Williams and Beam, 2019). This research article may encourage
teachers to design their teaching materials in a way that meets the needs of students and helps develop
digital literacy.
Theoretical framework
The theoretical framework considers how innovative material affects students' creative writing. This
need arose because the Colombian education system lacks modern English resources to help students
improve their creative writing. This study integrates educational material, such as Google's website for
creating digital comics, supported by artificial intelligence writing assistant tools and scaffolds, into the
English learning process. Accordingly, concepts including creative writing, digital comics, and AI tools
were explained to assess their impact on the English learning process, mainly creative writing skills.
The criteria considered in our research as theoretical postulates are described below:
Creative Writing
Creative writing is defined in various ways in literature, but it has its own unique elements. For example,
Dawson (2004) stated that “creative writing does not need to refer specifically to ‘literary’ works, but
can refer to any writing which is ‘creative’, i.e. original, unconventional, expressive, etc.” (p. 21).
Babaee (2015) reported that Maley said that it is “any kind of writing which has an aesthetic or affective
rather than a purely pragmatic intention or purpose” (p.77). Regarding creative writing in schools,
Dawson (2004) described it as “the free expression of a child’s personality, the verbal enunciation of
their individual creativity” (p.21). In terms of creativity, Rosenberg (2015) explained that it involves
“using one’s imagination, changing existing ideas, being unique, original and innovative, having a
vision, or simply having the freedom to come up with new and unusual ways to carry out tasks” (p. 129).
Based on this, creativity is a primary element of creative writing, but it is not limited only to writing.
According to Wang (2019), creative writing has the following elements: “creativity, unique
symbolisation, personal expression and originality” (p.114). Moreover, Babaee (2015) noted that Maley
emphasized that all writing “is intended for a reader” and it should be written “in an accessible and
interesting way” (p.77). Thus, when students take part in creative writing, they turn their thoughts and
emotions into creative, understandable, and engaging written forms. Read (2015) noted that the
inclusion of creative thinking in English lessons helps children develop cognitive skills such as
pág. 8803
observation, questioning, imagination, and hypothesizing that benefit all subjects. While students
practice creative writing, they can also improve their language skills. In particular, Babaee (2015) argued
that, according to Maley, creative writing helps students expand their vocabulary, improve their word
choice, understand sentence structure, and even develop a natural sense of language rhythm and
pronunciation. Thus, as students develop creative and cognitive thinking and express themselves, they
deepen their connection to language.
There are some reasons why creative writing can be so beneficial to academic performance. Babaee
(2015) highlighted Maley’s view that creative writing permits students to "play" with the language they
are learning, without fear of criticism, making mistakes that help them learn. Moreover, Maley
emphasized that creative writing can be so exciting, students become immersed in the experience and
learn more (as cited in Babaee, 2015). Given these advantages, Kumar (2020) noted that “students are
curious about writing by their own abilities, knowledge, and imagination instead of believing the
instruction of the trainers and teacher” (p. 94). According to Colombia's Basic Standards of Competence
in Foreign Languages, fifth-grade students are required to create short stories based on a sequence of
illustrations (Ministerio de Educación Nacional, 2006). Following these standards, students wrote short
stories using three provided images. These served as both pre-test writing (diagnostic test writing) and
post-test writing to assess their progress.
Comic as a Tool of Storytelling
Comic book creation is an educational tool. It helps develop storytelling ability. Comics especially allow
students to organize ideas, express themselves, and develop creativity.
This educational value stems from the very nature of comics as a storytelling medium. A comic, whose
fundamental element is the “comic strip”, is a narrative told through a sequence of pictures, often
accompanied by text (Sabin, 2013). Comics use bordered panels to structure the story, breaking the
action into clear segments, with narration in framed text and dialogue in speech balloons (Sabin, 2013).
Thus, comics combine both text and images. A sequence of images and accompanying text, following
one another, tells the story. As Klaehn (2021) noted “the requirements for a great comic book are the
same as any other storytelling medium: compelling stories featuring compelling characters” (p. 2),
highlighting that narrative depth and character development are just as important in comics as in
observation, questioning, imagination, and hypothesizing that benefit all subjects. While students
practice creative writing, they can also improve their language skills. In particular, Babaee (2015) argued
that, according to Maley, creative writing helps students expand their vocabulary, improve their word
choice, understand sentence structure, and even develop a natural sense of language rhythm and
pronunciation. Thus, as students develop creative and cognitive thinking and express themselves, they
deepen their connection to language.
There are some reasons why creative writing can be so beneficial to academic performance. Babaee
(2015) highlighted Maley’s view that creative writing permits students to "play" with the language they
are learning, without fear of criticism, making mistakes that help them learn. Moreover, Maley
emphasized that creative writing can be so exciting, students become immersed in the experience and
learn more (as cited in Babaee, 2015). Given these advantages, Kumar (2020) noted that “students are
curious about writing by their own abilities, knowledge, and imagination instead of believing the
instruction of the trainers and teacher” (p. 94). According to Colombia's Basic Standards of Competence
in Foreign Languages, fifth-grade students are required to create short stories based on a sequence of
illustrations (Ministerio de Educación Nacional, 2006). Following these standards, students wrote short
stories using three provided images. These served as both pre-test writing (diagnostic test writing) and
post-test writing to assess their progress.
Comic as a Tool of Storytelling
Comic book creation is an educational tool. It helps develop storytelling ability. Comics especially allow
students to organize ideas, express themselves, and develop creativity.
This educational value stems from the very nature of comics as a storytelling medium. A comic, whose
fundamental element is the “comic strip”, is a narrative told through a sequence of pictures, often
accompanied by text (Sabin, 2013). Comics use bordered panels to structure the story, breaking the
action into clear segments, with narration in framed text and dialogue in speech balloons (Sabin, 2013).
Thus, comics combine both text and images. A sequence of images and accompanying text, following
one another, tells the story. As Klaehn (2021) noted “the requirements for a great comic book are the
same as any other storytelling medium: compelling stories featuring compelling characters” (p. 2),
highlighting that narrative depth and character development are just as important in comics as in
pág. 8804
traditional writing. Consequently, during comic creation, “learners interact with the pictorial narrative
and construct meaning from it, they will retell the visual story in their own written words; they will have
an active part in the storytelling process and experience” (David-West, 2012, p. 153).
Thanks to the arrangement of images in comics, students can develop a well-thought-out sequence of
presenting their ideas, practicing storytelling skills in a structured format. In this way, students can create
coherent stories with a clear beginning, middle, and ending, which are important components of
effective storytelling. Moreover, comics can support not only planning and organization in writing but
also creativity. As Bowkett and Hitchman (2012) stated “the structure of comic pages and panels can be
exploited as a visual analogue to written narrative in helping children to generate, organise and refine
their ideas” (p. 2). In turn, students often draw inspiration from their own experiences, thoughts, and
personal interests, from what is really important to them, and express this in their stories.
The comic-making process prompts students “to think visually and then communicate those visuals in
such a way that it will spark their imagination and enhance their creativity” (Sciamarelli, 2015, p. 110).
It is based on the visual thinking strategies (VTS). Listyani (2019) pointed out that according to Arnheim
(1964), “VTS is a teaching strategy which is used to encourage critical and creative thinking by using
visual images” (p.195). Thus, VTS is an approach to learning that uses visual imagery to develop both
critical and creative thinking. Regarding this, every perceived picture and visual image is considered a
statement of thought. Thus, comic images facilitate students with their expression of the creation story
and creativity, especially for students with visual learning styles. Furthermore, Rayo (2015) claimed that
there are many benefits of using picture stories in the area of language learning such as: "they can be
useful for written tasks as well tend to quickly engage students" (p.63).
As O’Rourke (2005) noted that it is important to encourage students to be creative, using the
technologies available to them to increase their involvement in learning activities. Using digital comic
is an opportunity for students to bring writing, technology, creativity, innovation, and student self-
expression into the classroom.
Several studies have shown that comic creation contributes to the development of students’ writing skills
and enhances their creativity in EFL classrooms. Wahyudin (2019) found that using comic strips
improved students' writing ability regarding organization. Likewise, comics, such as Pixton, helped
traditional writing. Consequently, during comic creation, “learners interact with the pictorial narrative
and construct meaning from it, they will retell the visual story in their own written words; they will have
an active part in the storytelling process and experience” (David-West, 2012, p. 153).
Thanks to the arrangement of images in comics, students can develop a well-thought-out sequence of
presenting their ideas, practicing storytelling skills in a structured format. In this way, students can create
coherent stories with a clear beginning, middle, and ending, which are important components of
effective storytelling. Moreover, comics can support not only planning and organization in writing but
also creativity. As Bowkett and Hitchman (2012) stated “the structure of comic pages and panels can be
exploited as a visual analogue to written narrative in helping children to generate, organise and refine
their ideas” (p. 2). In turn, students often draw inspiration from their own experiences, thoughts, and
personal interests, from what is really important to them, and express this in their stories.
The comic-making process prompts students “to think visually and then communicate those visuals in
such a way that it will spark their imagination and enhance their creativity” (Sciamarelli, 2015, p. 110).
It is based on the visual thinking strategies (VTS). Listyani (2019) pointed out that according to Arnheim
(1964), “VTS is a teaching strategy which is used to encourage critical and creative thinking by using
visual images” (p.195). Thus, VTS is an approach to learning that uses visual imagery to develop both
critical and creative thinking. Regarding this, every perceived picture and visual image is considered a
statement of thought. Thus, comic images facilitate students with their expression of the creation story
and creativity, especially for students with visual learning styles. Furthermore, Rayo (2015) claimed that
there are many benefits of using picture stories in the area of language learning such as: "they can be
useful for written tasks as well tend to quickly engage students" (p.63).
As O’Rourke (2005) noted that it is important to encourage students to be creative, using the
technologies available to them to increase their involvement in learning activities. Using digital comic
is an opportunity for students to bring writing, technology, creativity, innovation, and student self-
expression into the classroom.
Several studies have shown that comic creation contributes to the development of students’ writing skills
and enhances their creativity in EFL classrooms. Wahyudin (2019) found that using comic strips
improved students' writing ability regarding organization. Likewise, comics, such as Pixton, helped
pág. 8805
students improve their EFL writing skills by improving their ability to organize ideas, especially in terms
of coherence (Cabrera-Solano et al., 2021). Widiarti and Jamilah (2024) noted that comics supported
writing development by providing a clear and sequential visual representation. Additionally, Widioko
(2021) highlighted that digital comics make it easier for students to develop ideas by providing visual
support. Similarly, images and comic strips encourage students to form ideas, generate their creativity
more deeply, and cultivate their imagination in writing (Listyani, 2019). Moreover, the students' work
on creating comics has demonstrated that they are not only passionate about technology, but also deeply
immersed in using a multimodal format that values their authentic voice and arouses their interest
(Manning-Lewis, 2019).
To conclude, comics are a powerful tool for developing storytelling and writing skills. When comics are
used in the classroom, especially in digital form, it helps students improve digital literacy, creativity,
and storytelling while encouraging personal expression and interest in writing.
Technology
The need to integrate new digital technologies into everyday life directly results from the modern
development of society and technology. In this context, digital literacy has become vital for people to
function effectively in both personal and professional environments. According to Martin (2006), digital
literacy is “the awareness, attitude and ability of individuals to appropriately use digital tools and
facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources,
construct new knowledge, create media expressions, and communicate with others, in the context of
specific life situations, in order to enable constructive social action; and to reflect upon this process” (p.
155). Digital literacy is not only critical for success in the workplace and daily life but also plays a
significant role in modern education.
Among the most transformative developments in educational technology are artificial intelligence tools.
Tools based on artificial intelligence make learning more effective and engaging. For example, tools
such as artificial intelligence for generating images help students imagine the world they are writing
about. It allowed them to express abstract or complex ideas more clearly. In addition, AI-assisted writing
tools like Grammarly, chatbot assistants, and online translators provide immediate feedback, help
learners correct grammatical mistakes, and support vocabulary development. These tools give students
students improve their EFL writing skills by improving their ability to organize ideas, especially in terms
of coherence (Cabrera-Solano et al., 2021). Widiarti and Jamilah (2024) noted that comics supported
writing development by providing a clear and sequential visual representation. Additionally, Widioko
(2021) highlighted that digital comics make it easier for students to develop ideas by providing visual
support. Similarly, images and comic strips encourage students to form ideas, generate their creativity
more deeply, and cultivate their imagination in writing (Listyani, 2019). Moreover, the students' work
on creating comics has demonstrated that they are not only passionate about technology, but also deeply
immersed in using a multimodal format that values their authentic voice and arouses their interest
(Manning-Lewis, 2019).
To conclude, comics are a powerful tool for developing storytelling and writing skills. When comics are
used in the classroom, especially in digital form, it helps students improve digital literacy, creativity,
and storytelling while encouraging personal expression and interest in writing.
Technology
The need to integrate new digital technologies into everyday life directly results from the modern
development of society and technology. In this context, digital literacy has become vital for people to
function effectively in both personal and professional environments. According to Martin (2006), digital
literacy is “the awareness, attitude and ability of individuals to appropriately use digital tools and
facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources,
construct new knowledge, create media expressions, and communicate with others, in the context of
specific life situations, in order to enable constructive social action; and to reflect upon this process” (p.
155). Digital literacy is not only critical for success in the workplace and daily life but also plays a
significant role in modern education.
Among the most transformative developments in educational technology are artificial intelligence tools.
Tools based on artificial intelligence make learning more effective and engaging. For example, tools
such as artificial intelligence for generating images help students imagine the world they are writing
about. It allowed them to express abstract or complex ideas more clearly. In addition, AI-assisted writing
tools like Grammarly, chatbot assistants, and online translators provide immediate feedback, help
learners correct grammatical mistakes, and support vocabulary development. These tools give students
pág. 8806
personalized support that a traditional classroom may not always offer. Several studies were conducted
to support their effectiveness. In the study by Setiawan and Alkhowarizmi (2025), a descriptive
qualitative method was applied, and students reported improved grammar and increased motivation.
Similarly, Almashy et al. (2024) demonstrated that digital tools could target specific grammar issues,
noting that using Grammarly significantly reduced spelling errors in students' post-tests compared to
pre-tests. Moreover, machine translation tools like Google Translate have shown educational benefits
beyond simple translation. According to Laiche and Nemouchi (2021), students who used Google
Translate wrote longer and more organized sentences, used more diverse vocabulary, and made fewer
spelling errors. In this regard, integrating technologies, in particular artificial intelligence tools, into
education gives new ways of expressing complex ideas, provides quick grammatical feedback, and helps
students understand new words, facilitating the development of writing.
However, despite these benefits, there is limited research on whether students' grammar or vocabulary
improves over the long term. Although artificial intelligence tools increase accuracy and facilitate the
immediate completion of tasks, their role in long-term language acquisition remains uncertain. Students
may rely on external correction rather than learning grammar rules. Vocabulary acquired through tools
such as Google Translate may not always be preserved or accurately applied in future contexts. With
regard to effectively applying grammar rules in writing, consistent practice is important. This is
supported by Merrill Swain’s (1985) Comprehensible Output Hypothesis, which underscores the
importance of active language production for learning. As Lightbown et al. (2006) emphasized that “the
act of producing language that others can understand serves as a powerful motivator, pushing students
to improve and develop their language skills” (p. 115). As for vocabulary retention, it is influenced by
multiple factors, one of which is cognitive engagement. According to the Involvement Load Hypothesis,
the more involved the learners are in the task, the better they will remember and be able to use the words
they encountered (Hulstijn and Laufer, 2001). This suggests that passive or surface-level interaction
with vocabulary, such as simply reading translations, may not be enough for long-term learning unless
it is accompanied by meaningful, deeper engagement. Tools for writing texts using artificial intelligence
can facilitate this process, but they should be used as part of a broader learning approach. To promote
long-term grammatical and lexical development, students need not only feedback from artificial
personalized support that a traditional classroom may not always offer. Several studies were conducted
to support their effectiveness. In the study by Setiawan and Alkhowarizmi (2025), a descriptive
qualitative method was applied, and students reported improved grammar and increased motivation.
Similarly, Almashy et al. (2024) demonstrated that digital tools could target specific grammar issues,
noting that using Grammarly significantly reduced spelling errors in students' post-tests compared to
pre-tests. Moreover, machine translation tools like Google Translate have shown educational benefits
beyond simple translation. According to Laiche and Nemouchi (2021), students who used Google
Translate wrote longer and more organized sentences, used more diverse vocabulary, and made fewer
spelling errors. In this regard, integrating technologies, in particular artificial intelligence tools, into
education gives new ways of expressing complex ideas, provides quick grammatical feedback, and helps
students understand new words, facilitating the development of writing.
However, despite these benefits, there is limited research on whether students' grammar or vocabulary
improves over the long term. Although artificial intelligence tools increase accuracy and facilitate the
immediate completion of tasks, their role in long-term language acquisition remains uncertain. Students
may rely on external correction rather than learning grammar rules. Vocabulary acquired through tools
such as Google Translate may not always be preserved or accurately applied in future contexts. With
regard to effectively applying grammar rules in writing, consistent practice is important. This is
supported by Merrill Swain’s (1985) Comprehensible Output Hypothesis, which underscores the
importance of active language production for learning. As Lightbown et al. (2006) emphasized that “the
act of producing language that others can understand serves as a powerful motivator, pushing students
to improve and develop their language skills” (p. 115). As for vocabulary retention, it is influenced by
multiple factors, one of which is cognitive engagement. According to the Involvement Load Hypothesis,
the more involved the learners are in the task, the better they will remember and be able to use the words
they encountered (Hulstijn and Laufer, 2001). This suggests that passive or surface-level interaction
with vocabulary, such as simply reading translations, may not be enough for long-term learning unless
it is accompanied by meaningful, deeper engagement. Tools for writing texts using artificial intelligence
can facilitate this process, but they should be used as part of a broader learning approach. To promote
long-term grammatical and lexical development, students need not only feedback from artificial
pág. 8807
intelligence but also clear instructions, opportunities for active use, and reflection under the guidance of
a teacher.
So, artificial intelligence-based writing tools support students in improving grammar, spelling, and
vocabulary by providing immediate, personalized feedback in real-time. While these tools boost
motivation and enhance writing accuracy, their effect on long-term language retention remains
uncertain. As highlighted by the Involvement Load Hypothesis (Laufer and Hulstijn, 2001) and the
Comprehensible Output Hypothesis (Swain, 1985), meaningful engagement and active language
production are essential for lasting learning. Thus, artificial intelligence tools should be integrated with
teacher support and deep learning strategies. The introduction of digital literacy and artificial
intelligence tools that provide real-time feedback is not just a reaction to technological progress but also
a strategic step aimed at developing creativity, communication, and academic achievement in modern
classrooms.
METHODOLOGY
The present study applyed qualitative research approach. This approach was chosen since there was
utilized non-observational methods such as artifacts, student writing samples, and conducting student
interviews. Nassaji (2020) defined qualitative research as a naturalistic, interpretive approach that
explores non-numerical data, focusing on context, patterns, and processes rather than outcomes. Within
this approach, action research was used. According to Burns (2022), it combines both action and
research by implementing planned interventions to address issues or questions in a social context, aiming
to improve or change educational outcomes. Additionally, Burns (2022) pointed out that “action
research is characterized by a spiral of cycles” and "the action research process is less predictable than
in more “traditional” quantitative or qualitative approaches, as the direction and purpose of the
investigation may change dramatically as it is carried out" (p.4).
The process was guided by the educational action research model proposed by Kemmis and McTaggart
(1988), which involves planning, acting, observing, and reflecting.
It consisted of two cycles. The planning of our action research of the first cycle began by analyzing
students' needs, observing them, and evaluating classroom teaching and practice methods that revealed
difficulties in students' writing. Based on students' preferences and prior discussions, the implementation
intelligence but also clear instructions, opportunities for active use, and reflection under the guidance of
a teacher.
So, artificial intelligence-based writing tools support students in improving grammar, spelling, and
vocabulary by providing immediate, personalized feedback in real-time. While these tools boost
motivation and enhance writing accuracy, their effect on long-term language retention remains
uncertain. As highlighted by the Involvement Load Hypothesis (Laufer and Hulstijn, 2001) and the
Comprehensible Output Hypothesis (Swain, 1985), meaningful engagement and active language
production are essential for lasting learning. Thus, artificial intelligence tools should be integrated with
teacher support and deep learning strategies. The introduction of digital literacy and artificial
intelligence tools that provide real-time feedback is not just a reaction to technological progress but also
a strategic step aimed at developing creativity, communication, and academic achievement in modern
classrooms.
METHODOLOGY
The present study applyed qualitative research approach. This approach was chosen since there was
utilized non-observational methods such as artifacts, student writing samples, and conducting student
interviews. Nassaji (2020) defined qualitative research as a naturalistic, interpretive approach that
explores non-numerical data, focusing on context, patterns, and processes rather than outcomes. Within
this approach, action research was used. According to Burns (2022), it combines both action and
research by implementing planned interventions to address issues or questions in a social context, aiming
to improve or change educational outcomes. Additionally, Burns (2022) pointed out that “action
research is characterized by a spiral of cycles” and "the action research process is less predictable than
in more “traditional” quantitative or qualitative approaches, as the direction and purpose of the
investigation may change dramatically as it is carried out" (p.4).
The process was guided by the educational action research model proposed by Kemmis and McTaggart
(1988), which involves planning, acting, observing, and reflecting.
It consisted of two cycles. The planning of our action research of the first cycle began by analyzing
students' needs, observing them, and evaluating classroom teaching and practice methods that revealed
difficulties in students' writing. Based on students' preferences and prior discussions, the implementation
pág. 8808
of designed educational material, such as a Google website incorporating digital comic creation with
artificial intelligence writing assistant tools and scaffolds, was decided upon to enhance creative writing
and engagement. The purpose of the action research was to examine whether the implementation of
digital comic-based storytelling and the integration of technology tools could be considered effective
educational material for enhancing creativity and engagement in writing skills among EFL learners.
During the acting stage of the research, the planned intervention was applied through developed
material. After analyzing the initial results, the second cycle was started. During its implementation,
data was collected to support the triangulation process, which improved the reliability of the study. The
triangulation was based on three different instruments: writing samples, artifacts, and interview
questions. After data analysis, the results were discussed and evaluated, which enabled a deeper
understanding and provided new insights for the research.
Context and Participants
This study was conducted in a rural school where students studied English for eight hours a week. This
school used various strategies and methods to teach students English language skills. However, most of
these strategies followed a syllabus that used an established textbook as the primary learning material.
It caused limited opportunities for students to practice their communication skills, especially writing.
Additionally, even though the school was equipped with technology, students did not have the
opportunity to actively use technological tools in English lessons. The study involved 14 fifth-grade
students between the ages of 10 and 11 years old. Some of them lived in rural areas, while others lived
in Bogotá.
Ethical Considerations
This study included work with minor students. Therefore, approval was obtained from the school's
principal and parents through informed consent before implementation. Parental informed consent
guaranteed that the parents or legal guardians knew the implications of their children's participation,
what the research was about, and its benefits and rights to quit their participation. To protect participants'
identities, Law 1581 (2012) on the proper use of personal information was followed, and as a result,
students' names were not used, ensuring their anonymity.
of designed educational material, such as a Google website incorporating digital comic creation with
artificial intelligence writing assistant tools and scaffolds, was decided upon to enhance creative writing
and engagement. The purpose of the action research was to examine whether the implementation of
digital comic-based storytelling and the integration of technology tools could be considered effective
educational material for enhancing creativity and engagement in writing skills among EFL learners.
During the acting stage of the research, the planned intervention was applied through developed
material. After analyzing the initial results, the second cycle was started. During its implementation,
data was collected to support the triangulation process, which improved the reliability of the study. The
triangulation was based on three different instruments: writing samples, artifacts, and interview
questions. After data analysis, the results were discussed and evaluated, which enabled a deeper
understanding and provided new insights for the research.
Context and Participants
This study was conducted in a rural school where students studied English for eight hours a week. This
school used various strategies and methods to teach students English language skills. However, most of
these strategies followed a syllabus that used an established textbook as the primary learning material.
It caused limited opportunities for students to practice their communication skills, especially writing.
Additionally, even though the school was equipped with technology, students did not have the
opportunity to actively use technological tools in English lessons. The study involved 14 fifth-grade
students between the ages of 10 and 11 years old. Some of them lived in rural areas, while others lived
in Bogotá.
Ethical Considerations
This study included work with minor students. Therefore, approval was obtained from the school's
principal and parents through informed consent before implementation. Parental informed consent
guaranteed that the parents or legal guardians knew the implications of their children's participation,
what the research was about, and its benefits and rights to quit their participation. To protect participants'
identities, Law 1581 (2012) on the proper use of personal information was followed, and as a result,
students' names were not used, ensuring their anonymity.
pág. 8809
Pedagogical Intervention
In response to the challenges in writing skills faced by fifth-grade students at a rural school, this
pedagogical intervention was designed to incorporate a Google-developed website. The site included
worksheets and scaffolds covering vocabulary, past simple and past continuous tenses, connectors,
sequential order, narrative elements, and story-writing tips. In addition, it consisted of tools such as
artificial intelligence-generated images, Grammarly, chatbot assistant, and Google Translate. Including
these tools in the material made the comic creation process for students easier. The intervention lasted
five, with each session lasting one hour (see the description and materals in the APPENDIX). It
encouraged students to work collaboratively in groups, sharing their ideas. The pedagogical intervention
was based on students' preferences, which made the process engaging. Additionally, it provided students
with a new way to express themselves creatively.
The steps followed in the pedagogical intervention are described below:
Pre-Comic Preparation
During the first session, students explored the Google website. The introduction on the first page covered
what a comic is and its components. The students worked collaboratively in groups with worksheets
designed to support the comic book creation process, where they could receive automatic feedback.
Creating Comics Based on Images
In subsequent classes, students focused on creating comic strips using provided images. They placed
each image into a comic panel in the manner they wanted. Then, they developed a creative story with a
character, plot, problem, and solution. For this, they added speech bubbles to character dialogues. They
also wrote short descriptions for each image to explain the actions. Overall, these sessions helped
students better understand the sequence and elements of the narrative story. In addition, through the use
of tools like Grammarly, chatbot assistant, and Google Translate, students could check grammar and
learn new words.
Free Creating Comics
These last two sessions were similar to the previous ones, with one key difference: students created their
images using an AI-generated images tool to visualize their stories, choosing the genre themselves. The
purpose of these sessions was to work out the sequence and elements of the narrative, as well as to
Pedagogical Intervention
In response to the challenges in writing skills faced by fifth-grade students at a rural school, this
pedagogical intervention was designed to incorporate a Google-developed website. The site included
worksheets and scaffolds covering vocabulary, past simple and past continuous tenses, connectors,
sequential order, narrative elements, and story-writing tips. In addition, it consisted of tools such as
artificial intelligence-generated images, Grammarly, chatbot assistant, and Google Translate. Including
these tools in the material made the comic creation process for students easier. The intervention lasted
five, with each session lasting one hour (see the description and materals in the APPENDIX). It
encouraged students to work collaboratively in groups, sharing their ideas. The pedagogical intervention
was based on students' preferences, which made the process engaging. Additionally, it provided students
with a new way to express themselves creatively.
The steps followed in the pedagogical intervention are described below:
Pre-Comic Preparation
During the first session, students explored the Google website. The introduction on the first page covered
what a comic is and its components. The students worked collaboratively in groups with worksheets
designed to support the comic book creation process, where they could receive automatic feedback.
Creating Comics Based on Images
In subsequent classes, students focused on creating comic strips using provided images. They placed
each image into a comic panel in the manner they wanted. Then, they developed a creative story with a
character, plot, problem, and solution. For this, they added speech bubbles to character dialogues. They
also wrote short descriptions for each image to explain the actions. Overall, these sessions helped
students better understand the sequence and elements of the narrative story. In addition, through the use
of tools like Grammarly, chatbot assistant, and Google Translate, students could check grammar and
learn new words.
Free Creating Comics
These last two sessions were similar to the previous ones, with one key difference: students created their
images using an AI-generated images tool to visualize their stories, choosing the genre themselves. The
purpose of these sessions was to work out the sequence and elements of the narrative, as well as to
pág. 8810
develop a specific story genre. Ultimately, all the students' stories were compiled into one digital comic
book, which was shared with their classmates and parents as a final presentation.
Data Collection
Instruments such as artifacts, student writing samples, and student interviews were used for the research.
The artifacts presented the first comic strips and the second ones. Students created them through
collaborative group work. The writing samples included students' pre-test creative writing before
implementation and post-test creative writing after implementing educational material. The task
involved describing three given pictures, and the same activity was used for both pre-test and post-test
writings. The semi-structured interviews included 17 questions about how the educational material
developed on Google Sites helped learners improve their creative writing skills in English and enhance
their engagement. Additionally, the interview responses were transcribed.
DATA ANALYSIS AND DISCUSSION
To determine the results of the research, a thematic analysis approach was applied to qualitative data
coding and analysis. In this analysis, a theme was the outcome of some sort of coding. As Boström
(2019) stated that "the process of searching for themes is a central part of various qualitative methods
of analysis and involves the transformation of coded raw data into a thematic structure" (p. 1001). Our
research questions and the theoretical framework were instrumental in developing coding categories and
themes. The following steps were used during the coding of the data. First, relevant segments of the data
were assigned codes. Next, similar codes were grouped to identify patterns and relationships. From these
patterns, short statements or ideas were formulated. Finally, these statements were compared with
existing research and studies. For example, the theme “Developing coherence, clarity, and creativity
through an easy, clear digital comic storytelling process, despite grammar challenges” was developed
through the next process.
Initially, key aspects in the data, such as disorganized ideas, lack of proper punctuation, unclear
vocabulary, inappropriate words, lack of unity, and illogical ideas were identified. Then, students' pre-
test and post-test writings, along with their first and second artifacts, were compared, and their interview
responses were examined to track changes. By grouping related elements, repeated patterns were
identified by comparing the data before and after implementation, indicating improved coherence and
develop a specific story genre. Ultimately, all the students' stories were compiled into one digital comic
book, which was shared with their classmates and parents as a final presentation.
Data Collection
Instruments such as artifacts, student writing samples, and student interviews were used for the research.
The artifacts presented the first comic strips and the second ones. Students created them through
collaborative group work. The writing samples included students' pre-test creative writing before
implementation and post-test creative writing after implementing educational material. The task
involved describing three given pictures, and the same activity was used for both pre-test and post-test
writings. The semi-structured interviews included 17 questions about how the educational material
developed on Google Sites helped learners improve their creative writing skills in English and enhance
their engagement. Additionally, the interview responses were transcribed.
DATA ANALYSIS AND DISCUSSION
To determine the results of the research, a thematic analysis approach was applied to qualitative data
coding and analysis. In this analysis, a theme was the outcome of some sort of coding. As Boström
(2019) stated that "the process of searching for themes is a central part of various qualitative methods
of analysis and involves the transformation of coded raw data into a thematic structure" (p. 1001). Our
research questions and the theoretical framework were instrumental in developing coding categories and
themes. The following steps were used during the coding of the data. First, relevant segments of the data
were assigned codes. Next, similar codes were grouped to identify patterns and relationships. From these
patterns, short statements or ideas were formulated. Finally, these statements were compared with
existing research and studies. For example, the theme “Developing coherence, clarity, and creativity
through an easy, clear digital comic storytelling process, despite grammar challenges” was developed
through the next process.
Initially, key aspects in the data, such as disorganized ideas, lack of proper punctuation, unclear
vocabulary, inappropriate words, lack of unity, and illogical ideas were identified. Then, students' pre-
test and post-test writings, along with their first and second artifacts, were compared, and their interview
responses were examined to track changes. By grouping related elements, repeated patterns were
identified by comparing the data before and after implementation, indicating improved coherence and
pág. 8811
clarity in students' writing. This led to the appearance of the subcategory “Improvement of coherence
and clarity through digital comic storytelling”. Finally, by combining the subcategories, a theme was
formulated. During the analysis, triangulation was applied by comparing results fromn three data
sources: pre-test and post-test writings, students' artifacts, and interview responses. Based on similar
steps, three next themes were explained.
Table 1
Themes: Subcategories:
Developing Coherence, Clarity, and
Creativity through an Easy, Clear Digital
Comic Storytelling Process
AI Tools for Spelling Accuracy and
Vocabulary Expansion despite Ongoing
Struggles with Grammar Tenses
Free Self-Expression Enhances Interest in
Writing
● Improvement of Coherence and Clarity
through Digital Comic Storytelling
● Creativity Growth
● Grammar Knowledge in Using Different
Tenses
● Fewer Spelling Errors
● Vocabulary Expansión
● Personal Expression
Developing Coherence, Clarity, and Creativity through an Easy, Clear Digital Comic Storytelling
Process
This theme shows how digital comic storytelling, particularly due to its ease and clarity in story creation,
helped students improve their writing coherence, clarity, and creativity. Students could explore new
ideas, concepts, developed characters, organized their ideas, and wrote dialogues through this process.
The theme consists of three subcategories.
Improvement of Coherence and Clarity through Digital Comic Storytelling. This subcategory
demonstrates how coherence and clarity was enhanced throughout the process of integrating materials.
It includes a comparison between pre-test and post-test writings, artifacts of the first and second comic
strips, and excerpts from students' interviews.
Excerpt 1. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
Student 10: Once upon a time a mister from robotic and he explain to create a button the students to
request the materials to create the button in groups and celebrate to hes people create the button and the
clarity in students' writing. This led to the appearance of the subcategory “Improvement of coherence
and clarity through digital comic storytelling”. Finally, by combining the subcategories, a theme was
formulated. During the analysis, triangulation was applied by comparing results fromn three data
sources: pre-test and post-test writings, students' artifacts, and interview responses. Based on similar
steps, three next themes were explained.
Table 1
Themes: Subcategories:
Developing Coherence, Clarity, and
Creativity through an Easy, Clear Digital
Comic Storytelling Process
AI Tools for Spelling Accuracy and
Vocabulary Expansion despite Ongoing
Struggles with Grammar Tenses
Free Self-Expression Enhances Interest in
Writing
● Improvement of Coherence and Clarity
through Digital Comic Storytelling
● Creativity Growth
● Grammar Knowledge in Using Different
Tenses
● Fewer Spelling Errors
● Vocabulary Expansión
● Personal Expression
Developing Coherence, Clarity, and Creativity through an Easy, Clear Digital Comic Storytelling
Process
This theme shows how digital comic storytelling, particularly due to its ease and clarity in story creation,
helped students improve their writing coherence, clarity, and creativity. Students could explore new
ideas, concepts, developed characters, organized their ideas, and wrote dialogues through this process.
The theme consists of three subcategories.
Improvement of Coherence and Clarity through Digital Comic Storytelling. This subcategory
demonstrates how coherence and clarity was enhanced throughout the process of integrating materials.
It includes a comparison between pre-test and post-test writings, artifacts of the first and second comic
strips, and excerpts from students' interviews.
Excerpt 1. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
Student 10: Once upon a time a mister from robotic and he explain to create a button the students to
request the materials to create the button in groups and celebrate to hes people create the button and the
pág. 8812
button explode because no have resort the students reparate the button and the estudents were happy for
ever. (Pre-test writing. Date: 25/10/24)
Excerpt 2. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
Student 10: Once upon a time a classroom The mister is Albert Einstein he explain to the students to
what atoms conform next the mister said to her students that the students didn't create a button go to
complementaries all the students they were able create the button and celebrate her creations (Post-test
text. Date: 19/11/24)
Analysis of the structure of pre-test writing shows issues in coherence and clarity. The sequence of
events is confusing, and the connections between ideas are weak due to missing context. For example,
the sentence “he explain to create a button the students to request the materials to create the button in
groups” is unclear since it is difficult to determine whether the teacher explained how to create the button
or if the students asked to create it. Similarly, the phrase “celebrate to hes people create the button” does
not convey a clear idea. Furthermore, the sentence “the button explode because no have resort” does not
effectively explain the cause of the explosion, making the narrative even more challenging to follow.
Analysis of the logical flow and clarity of post-test writing still presents some issues with coherence and
clarity. For example, the transition from discussing atoms to mentioning a button is abrupt: “he explain
to the students to what atoms conform next the mister said to her students that the students didn't create
a button go to complementaries.”
Both texts contain errors that make it difficult to understand them, such as missing punctuation,
grammatical errors, incorrect word order, spelling errors, and incorrect use of words. However, the
second text demonstrates a more coherent and structured product. For example, it improves the order of
events: Mr. Einstein assigned students a task and introduced a consequence for not completing it.
According to the text, the students had difficulties at first, but in the end, they coped with them and
celebrated their success. The complicating condition "if students cannot successfully create a button,
they will have to go to supplementary sessions" adds tension and purposefulness to the story. Although
the transition from the discussion of atoms to the button-making task is abrupt, the story is more cohesive
overall.
button explode because no have resort the students reparate the button and the estudents were happy for
ever. (Pre-test writing. Date: 25/10/24)
Excerpt 2. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
Student 10: Once upon a time a classroom The mister is Albert Einstein he explain to the students to
what atoms conform next the mister said to her students that the students didn't create a button go to
complementaries all the students they were able create the button and celebrate her creations (Post-test
text. Date: 19/11/24)
Analysis of the structure of pre-test writing shows issues in coherence and clarity. The sequence of
events is confusing, and the connections between ideas are weak due to missing context. For example,
the sentence “he explain to create a button the students to request the materials to create the button in
groups” is unclear since it is difficult to determine whether the teacher explained how to create the button
or if the students asked to create it. Similarly, the phrase “celebrate to hes people create the button” does
not convey a clear idea. Furthermore, the sentence “the button explode because no have resort” does not
effectively explain the cause of the explosion, making the narrative even more challenging to follow.
Analysis of the logical flow and clarity of post-test writing still presents some issues with coherence and
clarity. For example, the transition from discussing atoms to mentioning a button is abrupt: “he explain
to the students to what atoms conform next the mister said to her students that the students didn't create
a button go to complementaries.”
Both texts contain errors that make it difficult to understand them, such as missing punctuation,
grammatical errors, incorrect word order, spelling errors, and incorrect use of words. However, the
second text demonstrates a more coherent and structured product. For example, it improves the order of
events: Mr. Einstein assigned students a task and introduced a consequence for not completing it.
According to the text, the students had difficulties at first, but in the end, they coped with them and
celebrated their success. The complicating condition "if students cannot successfully create a button,
they will have to go to supplementary sessions" adds tension and purposefulness to the story. Although
the transition from the discussion of atoms to the button-making task is abrupt, the story is more cohesive
overall.
pág. 8813
Image 1. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
(Artifact: first comic strip, third group. Date: 08/11/24)
Image 1. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
(Artifact: first comic strip, third group. Date: 08/11/24)
pág. 8814
Image 2. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
(Artifact: second comic strip, third group. Date: 12/11/24)The artifact of the first comic of the third
group presents an unclear and unstructured story. The students placed the text under each image but did
not connect them to other images and texts within the comic strip. As a result, each image and text tells
a separate story. Moreover, the ideas of each sentence are unclear due to a lack of context. However, in
the artifact of the second comic strip of the same group, there is an improvement in creating a coherent
and clear story, as the image panels and text are interconnected.
Excerpt 3. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
Image 2. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
(Artifact: second comic strip, third group. Date: 12/11/24)The artifact of the first comic of the third
group presents an unclear and unstructured story. The students placed the text under each image but did
not connect them to other images and texts within the comic strip. As a result, each image and text tells
a separate story. Moreover, the ideas of each sentence are unclear due to a lack of context. However, in
the artifact of the second comic strip of the same group, there is an improvement in creating a coherent
and clear story, as the image panels and text are interconnected.
Excerpt 3. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
pág. 8815
Researcher: What motivates you more to write—using digital comics or physical ones? And why?
Student 6: Digital comics because they help me stay organized and make my comic understandable.
(Transcription of the interview. Date: 12/11/24)
Excerpt 4. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
Researcher: Did digital comics help you organize the beginning, middle, and end of your story better?
Student 3: Yes, because there were six frames, so in the first two, we could write the beginning, then
the middle, and then the end. It was easier than writing it out, which is easier to do digitally.
(Transcription of the interview. Date: 12/11/24)
Excerpt 3 and excerpt 4 demonstrate that digital comics have helped make comics more understandable.
Using six frames helped students organize their stories with a clear beginning, middle, and end. This
made their stories more structured. As a result, the stories became easier to understand. This was
reflected in the improvement of coherence and clarity in students' post-test written works and artifacts
of the second comic strip.
Based on the analysis of the pre-test writing and post-test writing, comic strip artifacts, and interview
excerpt, the findings demonstrate that students improved in organizing their ideas making their stories
cleaer and more coherent. The students' interview responses revealed that digital comics helped them
manage their stories through the structured panels of the comic strip. Megawati and Anugerahwati
(2012) asserted that the sequence of comic strips, which reflects the chronological order of the story and
is considered a key element of narrative texts, has an impact on students’ improvement on organization
in writing a narrative text. Additionally, besides ordering images in a certain sequence, students “had to
use specific skills to create and represent meaning through both text and images” when creating comics
(EdComix Project, 2020, p. 41).
Creativity Growth. This subcategory highlights how students have the opportunity to cultivate a wide
range of creative thinking by engaging in activities that encourage the development of unique and
original ideas.
Excerpt 5. (Creativity growth)
Student 9: Albert Einten explain to the kids about of button. The kids don't understand and play with
the button. After the mister said to the kids, "What are you doing". The kids scared said, Sorry, mister,
Researcher: What motivates you more to write—using digital comics or physical ones? And why?
Student 6: Digital comics because they help me stay organized and make my comic understandable.
(Transcription of the interview. Date: 12/11/24)
Excerpt 4. (Improvement of Coherence and Clarity through Digital Comic Storytelling)
Researcher: Did digital comics help you organize the beginning, middle, and end of your story better?
Student 3: Yes, because there were six frames, so in the first two, we could write the beginning, then
the middle, and then the end. It was easier than writing it out, which is easier to do digitally.
(Transcription of the interview. Date: 12/11/24)
Excerpt 3 and excerpt 4 demonstrate that digital comics have helped make comics more understandable.
Using six frames helped students organize their stories with a clear beginning, middle, and end. This
made their stories more structured. As a result, the stories became easier to understand. This was
reflected in the improvement of coherence and clarity in students' post-test written works and artifacts
of the second comic strip.
Based on the analysis of the pre-test writing and post-test writing, comic strip artifacts, and interview
excerpt, the findings demonstrate that students improved in organizing their ideas making their stories
cleaer and more coherent. The students' interview responses revealed that digital comics helped them
manage their stories through the structured panels of the comic strip. Megawati and Anugerahwati
(2012) asserted that the sequence of comic strips, which reflects the chronological order of the story and
is considered a key element of narrative texts, has an impact on students’ improvement on organization
in writing a narrative text. Additionally, besides ordering images in a certain sequence, students “had to
use specific skills to create and represent meaning through both text and images” when creating comics
(EdComix Project, 2020, p. 41).
Creativity Growth. This subcategory highlights how students have the opportunity to cultivate a wide
range of creative thinking by engaging in activities that encourage the development of unique and
original ideas.
Excerpt 5. (Creativity growth)
Student 9: Albert Einten explain to the kids about of button. The kids don't understand and play with
the button. After the mister said to the kids, "What are you doing". The kids scared said, Sorry, mister,
pág. 8816
Sorry. don't worry said the mister and the students and the mister study the button. In this mister said
"pepe you want to press the button" pepe scared answer, "okay mister". The people on the classroom
look. Pipe walk to the button and press and explote scary pepe answer. "what happen". The mister said
is a surprise for your birthday pepe happy said yuppie and the classroom celebrate happily (Pre-test
writing. Date: 25/10/24)
Excerpt 6. (Creativity growth)
Student 9: in this class the Mr. Einstein the students said goodbye because the year is gonna be Finish.
The Mr. Einstein showd to the students a surprise and said, "resolve this problem and press the button."
After the kids said, "problem is impossible" and they search in google. The students, Finish the problem
with the ai and press the button. The Mr Einstein get close and said "use the ai" and the button didn't
work. The Mr. Einstein gift to the students other problem and the kids resolve the problem and have a
surprise and the mister happy finally.(Post-test text. Date: 19/11/24)
From the point of view of creativity, the pre-test writing presents a situation in which a button caused
an unexpected reaction, creating a surprise for the characters involved. The students' reaction to the
button caused fear and surprise. The scenario of the story is ordinary: it talks only about the mysterious
button. There are no other ideas in this story.
The idea presented in the post-test text, which shows how students solved a problem using artificial
intelligence (AI), is quite original and creative. The use of artificial intelligence in the problem-solving
process gives the plot a modern and creative touch.
Sorry. don't worry said the mister and the students and the mister study the button. In this mister said
"pepe you want to press the button" pepe scared answer, "okay mister". The people on the classroom
look. Pipe walk to the button and press and explote scary pepe answer. "what happen". The mister said
is a surprise for your birthday pepe happy said yuppie and the classroom celebrate happily (Pre-test
writing. Date: 25/10/24)
Excerpt 6. (Creativity growth)
Student 9: in this class the Mr. Einstein the students said goodbye because the year is gonna be Finish.
The Mr. Einstein showd to the students a surprise and said, "resolve this problem and press the button."
After the kids said, "problem is impossible" and they search in google. The students, Finish the problem
with the ai and press the button. The Mr Einstein get close and said "use the ai" and the button didn't
work. The Mr. Einstein gift to the students other problem and the kids resolve the problem and have a
surprise and the mister happy finally.(Post-test text. Date: 19/11/24)
From the point of view of creativity, the pre-test writing presents a situation in which a button caused
an unexpected reaction, creating a surprise for the characters involved. The students' reaction to the
button caused fear and surprise. The scenario of the story is ordinary: it talks only about the mysterious
button. There are no other ideas in this story.
The idea presented in the post-test text, which shows how students solved a problem using artificial
intelligence (AI), is quite original and creative. The use of artificial intelligence in the problem-solving
process gives the plot a modern and creative touch.
pág. 8817
Image 3. (Creativity Growth)
(Artifact: second comic strip, the first group. Date: 12/11/24)
The uniqueness of the characters, such as astronauts and aliens, and the storylines associated with their
battles (second comic strip, the first group) demonstrates the development of students' creative thinking.
Excerpt 7. (Creativity Growth)
Researcher: Did creating a digital comic help you create a story more easily or not?
Student 12: Yes, it made it easier for me and helped me to do it, to give more, to create more and to
have imagination in the comics and in the stories that I could do. (Transcription of the interview. Date:
12/11/24)
Image 3. (Creativity Growth)
(Artifact: second comic strip, the first group. Date: 12/11/24)
The uniqueness of the characters, such as astronauts and aliens, and the storylines associated with their
battles (second comic strip, the first group) demonstrates the development of students' creative thinking.
Excerpt 7. (Creativity Growth)
Researcher: Did creating a digital comic help you create a story more easily or not?
Student 12: Yes, it made it easier for me and helped me to do it, to give more, to create more and to
have imagination in the comics and in the stories that I could do. (Transcription of the interview. Date:
12/11/24)
pág. 8818
Excerpt 8. (Creativity Growth)
Researcher: What do you guys like more? Creating images using a digital tool or doing them by hand?
Student 2: I prefer to create images through a digital tool because I feel I can be more creative with
them. (Transcription of the interview. Date: 12/11/24)
Excerpt 9. (Creativity Growth)
Researcher: Which motivates you more to write, creating digital comics or physical comics?
Student 7: For me it's always better in digital because I like it, because it's cooler than in physical,
because I don't know how to draw. (Transcription of the interview. Date: 12/11/24)
Excerpt 7 illustrates that digital comics provided the opportunity to create more easily and encouraged
imagination in both comics and stories, as seen in the response of student 12. In addition, student 2
emphasized that digital tools allowed for more creativity when creating images. Also, the answer of
student 7 shows that digital tools motivated him more because he had trouble with traditional drawing.
Thus, these responses demonstrate that digital comics enhance creative thinking, increase motivation,
and provide an inclusive platform for story development.
After analyzing insights from three experts, it becomes clear that using digital comics fosters creativity,
mainly due to their use of images. Students reported that creating stories through digital comics was
easier and allowed them to express themselves more creatively. Since comics include images, they help
visual learners express themselves more effectively while creating characters and plots. According to
Rayo (2015), pictures is a medium for students to express their thoughts and feelings. Additionnaly,
with the wide variety of AI-generated images available, students can create whatever image they
imagine without limitations, further enhancing their creativity. Also, digital comics using AI-generated
images support learners with weak drawing skills
AI Tools for Spelling Accuracy and Vocabulary Expansion despite Ongoing Struggles with
Grammar Tenses
This category shows how important technology is in learning, especially AI writing tools. These tools
helped students finish tasks more easily, learn new words, and improve their spelling. However, it was
noted that students still had errors in tense usage even after checking with AI writing tools.
Excerpt 8. (Creativity Growth)
Researcher: What do you guys like more? Creating images using a digital tool or doing them by hand?
Student 2: I prefer to create images through a digital tool because I feel I can be more creative with
them. (Transcription of the interview. Date: 12/11/24)
Excerpt 9. (Creativity Growth)
Researcher: Which motivates you more to write, creating digital comics or physical comics?
Student 7: For me it's always better in digital because I like it, because it's cooler than in physical,
because I don't know how to draw. (Transcription of the interview. Date: 12/11/24)
Excerpt 7 illustrates that digital comics provided the opportunity to create more easily and encouraged
imagination in both comics and stories, as seen in the response of student 12. In addition, student 2
emphasized that digital tools allowed for more creativity when creating images. Also, the answer of
student 7 shows that digital tools motivated him more because he had trouble with traditional drawing.
Thus, these responses demonstrate that digital comics enhance creative thinking, increase motivation,
and provide an inclusive platform for story development.
After analyzing insights from three experts, it becomes clear that using digital comics fosters creativity,
mainly due to their use of images. Students reported that creating stories through digital comics was
easier and allowed them to express themselves more creatively. Since comics include images, they help
visual learners express themselves more effectively while creating characters and plots. According to
Rayo (2015), pictures is a medium for students to express their thoughts and feelings. Additionnaly,
with the wide variety of AI-generated images available, students can create whatever image they
imagine without limitations, further enhancing their creativity. Also, digital comics using AI-generated
images support learners with weak drawing skills
AI Tools for Spelling Accuracy and Vocabulary Expansion despite Ongoing Struggles with
Grammar Tenses
This category shows how important technology is in learning, especially AI writing tools. These tools
helped students finish tasks more easily, learn new words, and improve their spelling. However, it was
noted that students still had errors in tense usage even after checking with AI writing tools.
pág. 8819
Grammar Knowledge in Using Different Tenses. This subcategory highlights common student
mistakes, particularly tense inconsistency. Students often used the present simple tense instead of the
past simple, even though narrative stories are usually written in the past tense as they describe past
events. When students change tenses inappropriately, it can confuse the reader. As a result, the text may
become less accessible, especially to readers unfamiliar with the context.
Excerpt 10. (Grammar Knowledge in Using Different Tenses)
Student 11: In a classroom Albert Einstein is mister. He is scientific and speaked a button. They students
think. The mister Albert Einstein is suspicious. In the mater the quimic the mister speaking - Press,
press, press, press. The mister repetion for much sometimes. The students make a circle and look the
mister pressed the button and...Explosion The students is surprised.
-OMG, speaked owne. This is increible. everything flew. This is a sience? (Pre-test writing. Date:
25/10/24)
Excerpt 11. (Grammar Knowledge in Using Different Tenses)
Student 11: Once upon a time in the classroom of chemistry the mister Einstein said. - The chemistry
is impresonalt and fantastic. Pay attention. The Mister Einstein take a button. Mister Einstein open the
door and said. Students coming, go to classroom the chemistry (laboratory). The students happy ran
with the mister. In the classroom the mister said. - Press the button, fast, fast. The students press a button
and exploited. The students said. This is science? End..(Post-test text. Date: 19/11/24)
Excerpt 10 and excerpt 11 demonstrate that student 11 made mistakes with tense inconsistency in both
the pre-test and post-test texts. The student was expected to write a story using the past tense. Examples
of tense inconsistency in the pre-test include:
- incorrect usage of the present tense in the past narrative: “Albert Einstein is mister.”, “He is
scientific...” (“is” should be “was”), “The students is surprised.” (“is” should be “were”);
- confusing past action sequence: “The students make a circle and look..” (“make” and “look” should
be in the past tense: “made” and “looked”).
Examples of the same mistake in the post-test text include:
- incorrect usage of the present tense in the past narrative: “The chemistry is impresonalt and fantastic.”
(“is” changed to “was”), “The Mister Einstein take a button.” (“take” should be “took”)
Grammar Knowledge in Using Different Tenses. This subcategory highlights common student
mistakes, particularly tense inconsistency. Students often used the present simple tense instead of the
past simple, even though narrative stories are usually written in the past tense as they describe past
events. When students change tenses inappropriately, it can confuse the reader. As a result, the text may
become less accessible, especially to readers unfamiliar with the context.
Excerpt 10. (Grammar Knowledge in Using Different Tenses)
Student 11: In a classroom Albert Einstein is mister. He is scientific and speaked a button. They students
think. The mister Albert Einstein is suspicious. In the mater the quimic the mister speaking - Press,
press, press, press. The mister repetion for much sometimes. The students make a circle and look the
mister pressed the button and...Explosion The students is surprised.
-OMG, speaked owne. This is increible. everything flew. This is a sience? (Pre-test writing. Date:
25/10/24)
Excerpt 11. (Grammar Knowledge in Using Different Tenses)
Student 11: Once upon a time in the classroom of chemistry the mister Einstein said. - The chemistry
is impresonalt and fantastic. Pay attention. The Mister Einstein take a button. Mister Einstein open the
door and said. Students coming, go to classroom the chemistry (laboratory). The students happy ran
with the mister. In the classroom the mister said. - Press the button, fast, fast. The students press a button
and exploited. The students said. This is science? End..(Post-test text. Date: 19/11/24)
Excerpt 10 and excerpt 11 demonstrate that student 11 made mistakes with tense inconsistency in both
the pre-test and post-test texts. The student was expected to write a story using the past tense. Examples
of tense inconsistency in the pre-test include:
- incorrect usage of the present tense in the past narrative: “Albert Einstein is mister.”, “He is
scientific...” (“is” should be “was”), “The students is surprised.” (“is” should be “were”);
- confusing past action sequence: “The students make a circle and look..” (“make” and “look” should
be in the past tense: “made” and “looked”).
Examples of the same mistake in the post-test text include:
- incorrect usage of the present tense in the past narrative: “The chemistry is impresonalt and fantastic.”
(“is” changed to “was”), “The Mister Einstein take a button.” (“take” should be “took”)
pág. 8820
- confusing past action sequence: “Mister Einstein open the door and said.” (“open” is present tense,
“said” is past tense), “The students press a button and exploited.” (“press” is present tense, “exploded”
is past test).
These examples show the student’s uncertainty in using consistent tense in a past narrative. Comparing
the pre-test and post-test writings, we found that the issue of tense inconsistency persisted.
Image 4. (Grammar Knowledge in Using Different Tenses)
(Artifact: second comic strip, the second group. Date: 12/11/24)
Tense inconsistency was also observed in the second comic strip created by the second group (e.g.,
“attack” should be “attacked”). Such errors suggest that the students may not yet fully grasp the function
of tense within a narrative structure, even though they used Grammarly.
Excerpt 12. (Grammar Knowledge in Using Different Tenses)
Researcher: Did you learn about the use of grammar through the review of the digital tool? Was it
useful for you?
Student 8: Yes, but I didn't have much time for grammar because when there are a lot of topics in my
head, it kind of gets mixed up and one gets confused. (Transcription of the interview. Date: 12/11/24)
Excerpt 13. (Grammar Knowledge in Using Different Tenses)
Researcher: Did you learn about the use of grammar through the review of the digital tool? Was it
useful for you?
Student 5: A little, yes. (Transcription of the interview. Date: 12/11/24)
- confusing past action sequence: “Mister Einstein open the door and said.” (“open” is present tense,
“said” is past tense), “The students press a button and exploited.” (“press” is present tense, “exploded”
is past test).
These examples show the student’s uncertainty in using consistent tense in a past narrative. Comparing
the pre-test and post-test writings, we found that the issue of tense inconsistency persisted.
Image 4. (Grammar Knowledge in Using Different Tenses)
(Artifact: second comic strip, the second group. Date: 12/11/24)
Tense inconsistency was also observed in the second comic strip created by the second group (e.g.,
“attack” should be “attacked”). Such errors suggest that the students may not yet fully grasp the function
of tense within a narrative structure, even though they used Grammarly.
Excerpt 12. (Grammar Knowledge in Using Different Tenses)
Researcher: Did you learn about the use of grammar through the review of the digital tool? Was it
useful for you?
Student 8: Yes, but I didn't have much time for grammar because when there are a lot of topics in my
head, it kind of gets mixed up and one gets confused. (Transcription of the interview. Date: 12/11/24)
Excerpt 13. (Grammar Knowledge in Using Different Tenses)
Researcher: Did you learn about the use of grammar through the review of the digital tool? Was it
useful for you?
Student 5: A little, yes. (Transcription of the interview. Date: 12/11/24)
pág. 8821
Student 8 explains that when “a lot of topics” are mixed up, he is confused. This suggests that applying
multiple grammar rules at once can make it harder to learn grammar effectively. The response of student
5 further highlights that the digital tool wasn’t enough to significantly improve grammar knowledge.
Our findings, based on analysis of pre-test texts and post-test texts, artifacts, and students' responses,
indicate persistent errors in using different tenses despite using tools like Grammarly for grammar
correction. Even though Grammarly determines the most frequent errors in individual students’ writing
and provides focused feedback for each student, there should be additional teacher feedback and
explanations about grammar rules. Additionally, students need more practice to achieve accuracy in
grammar learning. That is the core idea behind Merrill Swain’s Comprehensible Output Hypothesis
(1985): during students' process of production, “they begin to see the limitations of their interlanguage”
(Lightbown et al., 2006, p. 150). Due to this, they can improve their language acquisition.
Overall, the impact of these mistakes extends beyond grammar accuracy: they affect both the readability
of the text and its engagement for the reader.
Fewer Spelling Errors. This subcategory shows how important it is to minimize the number of spelling
errors in writing. Frequent spelling errors can lead to confusion, misinterpretation, and difficulty reading
the writing text fluently.
Excerpt 14. (Fewer Spelling Errors)
Student 12: Once upon a time the mister Albert Einsten explained at the students if they press the botton
sospresous, the students got anxious to knew would happen to the press the red botton, after a week the
mister Albert Einsten press to the botton, the botton would open the portal that have a thing that you
dreamed, the students couldnt believe, because is imposible, but mister Albert Einsten tall to the students
that imposible can be posible you can doid, and the students tell to the mister Albert Einsten, that was a
good person an a good Mister. (Pre-test writing. Date: 25/10/24)
Excerpt 15. (Fewer Spelling Errors)
Student 12: Once upon a time in the chemistry class with the mister Einsten, he showed to the students
a button; this button when being press, open a partal; when the partal was opened and to enter your
dreams are found inside the partal. but the students wanted press the button but Einsten said that waited
1 week, when that happen the week the students were happy, then the students were press the button
Student 8 explains that when “a lot of topics” are mixed up, he is confused. This suggests that applying
multiple grammar rules at once can make it harder to learn grammar effectively. The response of student
5 further highlights that the digital tool wasn’t enough to significantly improve grammar knowledge.
Our findings, based on analysis of pre-test texts and post-test texts, artifacts, and students' responses,
indicate persistent errors in using different tenses despite using tools like Grammarly for grammar
correction. Even though Grammarly determines the most frequent errors in individual students’ writing
and provides focused feedback for each student, there should be additional teacher feedback and
explanations about grammar rules. Additionally, students need more practice to achieve accuracy in
grammar learning. That is the core idea behind Merrill Swain’s Comprehensible Output Hypothesis
(1985): during students' process of production, “they begin to see the limitations of their interlanguage”
(Lightbown et al., 2006, p. 150). Due to this, they can improve their language acquisition.
Overall, the impact of these mistakes extends beyond grammar accuracy: they affect both the readability
of the text and its engagement for the reader.
Fewer Spelling Errors. This subcategory shows how important it is to minimize the number of spelling
errors in writing. Frequent spelling errors can lead to confusion, misinterpretation, and difficulty reading
the writing text fluently.
Excerpt 14. (Fewer Spelling Errors)
Student 12: Once upon a time the mister Albert Einsten explained at the students if they press the botton
sospresous, the students got anxious to knew would happen to the press the red botton, after a week the
mister Albert Einsten press to the botton, the botton would open the portal that have a thing that you
dreamed, the students couldnt believe, because is imposible, but mister Albert Einsten tall to the students
that imposible can be posible you can doid, and the students tell to the mister Albert Einsten, that was a
good person an a good Mister. (Pre-test writing. Date: 25/10/24)
Excerpt 15. (Fewer Spelling Errors)
Student 12: Once upon a time in the chemistry class with the mister Einsten, he showed to the students
a button; this button when being press, open a partal; when the partal was opened and to enter your
dreams are found inside the partal. but the students wanted press the button but Einsten said that waited
1 week, when that happen the week the students were happy, then the students were press the button
pág. 8822
and the partal was opened the sudents enter and your dream become really. (Post-test text.
Date: 19/11/24)
Data analysis suggests that the pre-test and post-test texts contained significant spelling errors. However,
in the second text (post-test), an improvement was noted in which the student could reduce the number
of spelling errors.
Image 5. (Fewer Spelling Errors)
(Artifact: first comic strip, the second group. Date: 08/11/24)
The first comic strip of the second group shows the correct spelling. As a result, the text becomes more
accessible to readers.
Excerpt 16. (Fewer Spelling Errors)
Researcher: Did you guys learn anything through the digital tool's automatic spell checking?
Student 1: Yes, because we say that you wrote a word very badly and you go to a page and you can
and the partal was opened the sudents enter and your dream become really. (Post-test text.
Date: 19/11/24)
Data analysis suggests that the pre-test and post-test texts contained significant spelling errors. However,
in the second text (post-test), an improvement was noted in which the student could reduce the number
of spelling errors.
Image 5. (Fewer Spelling Errors)
(Artifact: first comic strip, the second group. Date: 08/11/24)
The first comic strip of the second group shows the correct spelling. As a result, the text becomes more
accessible to readers.
Excerpt 16. (Fewer Spelling Errors)
Researcher: Did you guys learn anything through the digital tool's automatic spell checking?
Student 1: Yes, because we say that you wrote a word very badly and you go to a page and you can
pág. 8823
write the word and there they tell you how to spell it correctly. (Transcription of the interview. Date:
12/11/24)
Excerpt 17. (Fewer Spelling Errors)
Researcher: Have you learned anything through the digital tool’s automatic spell-checking? Was it
useful?
Student 4: Some words we don’t know, and trying to write and then correct them helps you remember
the correction. (Transcription of the interview. Date: 12/11/24)
Excerpt 18. (Fewer Spelling Errors)
Researcher: Did creating comics make you want to write more stories in English using digital comics?
Student 3: For me, yes. English isn’t easy for me, but with this type of activity, it’s more understandable.
(Transcription of the interview. Date: 12/11/24)
The students’ responses show that digital tools, such as spell-checkers (Grammarly), help reduce
spelling errors and support them in remembering correct spelling. Overall, digital tools make
understanding English easier.
After analyzing the data, it became clear that the students had improved their spelling. Artificial
intelligence-based writing tools, particularly Grammarly, helped them spell words correctly. With fewer
spelling mistakes, their writing became easier to understand. According to students’ responses,
Grammarly helped them memorize the correct spelling of words. Overall, accurate spelling is important
for assisting readers to follow the story without confusion.
Vocabulary Expansion. Vocabulary expansion is vital in EFL for better understanding and
communication. By expanding vocabulary, students can add detail and clarity to their texts, especially
stories.
Excerpt 19. (Vocabulary Expansion)
Student 14: It was January 21st of 1920, and it was my First day of physics class in seven grade. And
my teacher was Albert Einstein. First, he write all the "Relativity Theory history and equations." and he
explain all about that Topic and he did an exam "an initial Fisic exam" it was easy because I was listening
to the explication. Then, he put all the information that was on the board on a notebook. After that he
explain quimic and we did an experiment "a quimic experiment about the Relitivity Teory and Fisic
write the word and there they tell you how to spell it correctly. (Transcription of the interview. Date:
12/11/24)
Excerpt 17. (Fewer Spelling Errors)
Researcher: Have you learned anything through the digital tool’s automatic spell-checking? Was it
useful?
Student 4: Some words we don’t know, and trying to write and then correct them helps you remember
the correction. (Transcription of the interview. Date: 12/11/24)
Excerpt 18. (Fewer Spelling Errors)
Researcher: Did creating comics make you want to write more stories in English using digital comics?
Student 3: For me, yes. English isn’t easy for me, but with this type of activity, it’s more understandable.
(Transcription of the interview. Date: 12/11/24)
The students’ responses show that digital tools, such as spell-checkers (Grammarly), help reduce
spelling errors and support them in remembering correct spelling. Overall, digital tools make
understanding English easier.
After analyzing the data, it became clear that the students had improved their spelling. Artificial
intelligence-based writing tools, particularly Grammarly, helped them spell words correctly. With fewer
spelling mistakes, their writing became easier to understand. According to students’ responses,
Grammarly helped them memorize the correct spelling of words. Overall, accurate spelling is important
for assisting readers to follow the story without confusion.
Vocabulary Expansion. Vocabulary expansion is vital in EFL for better understanding and
communication. By expanding vocabulary, students can add detail and clarity to their texts, especially
stories.
Excerpt 19. (Vocabulary Expansion)
Student 14: It was January 21st of 1920, and it was my First day of physics class in seven grade. And
my teacher was Albert Einstein. First, he write all the "Relativity Theory history and equations." and he
explain all about that Topic and he did an exam "an initial Fisic exam" it was easy because I was listening
to the explication. Then, he put all the information that was on the board on a notebook. After that he
explain quimic and we did an experiment "a quimic experiment about the Relitivity Teory and Fisic
pág. 8824
topics" we did the experiment but the teacher teach us how to put our experiment on a machine "the
machine that it would change our experiment on a expirience of the real. Relitivity teory and a mystery
and a new gravity for us" and he put a botton connected to the machine next to the notebook with all
information, then he said I will go for sequrity medids, DON'T TOUCH THE BOTTON and he left.
Some classmates write in their notebooks the board information, but I and my friends was looking the
botton, and my best friend Juaco press the botton and the teacher was right it was a new
experience…(Pre-test text. Date: 25/10/24)
Excerpt 20. (Vocabulary Expansion)
Student 14: My Explosive Class. I´ll never forget it, my chemistry and physics class in 7th grade with
the teacher called "Einstein", he wasn't so famous already but he was good ripde. first we play with the
experiments, it was fun, but 2 of my classmates: Arthurt and Cameloth, played with more dangerous
experiments and they create an inestable chemistry reaction and the classroom explote, all because my
not smart classmates press a button that was connectet with solar electricity, normal elecrecity and
explosive elements all of my classmates were confused, scared and angry because all our bagpags and
things were exploted with the classroom, The profesor, who was in the bathroom, see it, and Arthur was
expulsed with Camelot, and becaus that accident, out teache create the famous relativity theory, The
End. (Post-test text. Date: 19/11/24)
In comparison to both pre- and post-test writings, the vocabulary in the post-test text is slightly more
varied, using words like “ripde”, “solar electricity”, “explote”, expulse”, more adjectives and a little
more descriptive language (“dangerous experiments”, “explosive elements”, “confused”, “scared”, and
“angry”).
topics" we did the experiment but the teacher teach us how to put our experiment on a machine "the
machine that it would change our experiment on a expirience of the real. Relitivity teory and a mystery
and a new gravity for us" and he put a botton connected to the machine next to the notebook with all
information, then he said I will go for sequrity medids, DON'T TOUCH THE BOTTON and he left.
Some classmates write in their notebooks the board information, but I and my friends was looking the
botton, and my best friend Juaco press the botton and the teacher was right it was a new
experience…(Pre-test text. Date: 25/10/24)
Excerpt 20. (Vocabulary Expansion)
Student 14: My Explosive Class. I´ll never forget it, my chemistry and physics class in 7th grade with
the teacher called "Einstein", he wasn't so famous already but he was good ripde. first we play with the
experiments, it was fun, but 2 of my classmates: Arthurt and Cameloth, played with more dangerous
experiments and they create an inestable chemistry reaction and the classroom explote, all because my
not smart classmates press a button that was connectet with solar electricity, normal elecrecity and
explosive elements all of my classmates were confused, scared and angry because all our bagpags and
things were exploted with the classroom, The profesor, who was in the bathroom, see it, and Arthur was
expulsed with Camelot, and becaus that accident, out teache create the famous relativity theory, The
End. (Post-test text. Date: 19/11/24)
In comparison to both pre- and post-test writings, the vocabulary in the post-test text is slightly more
varied, using words like “ripde”, “solar electricity”, “explote”, expulse”, more adjectives and a little
more descriptive language (“dangerous experiments”, “explosive elements”, “confused”, “scared”, and
“angry”).
pág. 8825
Image 6. (Vocabulary Expansion)
(Artifact: first comic strip, the fourth group. Date: 08/11/24)
Image 6 shows that students used adjectives like “intelligent”, “brave”, and “handsome” to describe the
main character and also added more detailed descriptions of subjects such as “strong storm” and “a little
barrel”.
Excerpt 21. (Vocabulary Expansion)
Researcher: Did you guys learn any English words creating this digital comic? ¿Can you tell me one?
Student 9: Forest. (Transcription of the interview. Date: 12/11/24)
Excerpt 22. (Vocabulary Expansion)
Researcher: Did you guys learn any English words creating this digital comic? ¿Can you tell me one?
Student 10: Forest and Witch. (Transcription of the interview. Date: 12/11/24)
Image 6. (Vocabulary Expansion)
(Artifact: first comic strip, the fourth group. Date: 08/11/24)
Image 6 shows that students used adjectives like “intelligent”, “brave”, and “handsome” to describe the
main character and also added more detailed descriptions of subjects such as “strong storm” and “a little
barrel”.
Excerpt 21. (Vocabulary Expansion)
Researcher: Did you guys learn any English words creating this digital comic? ¿Can you tell me one?
Student 9: Forest. (Transcription of the interview. Date: 12/11/24)
Excerpt 22. (Vocabulary Expansion)
Researcher: Did you guys learn any English words creating this digital comic? ¿Can you tell me one?
Student 10: Forest and Witch. (Transcription of the interview. Date: 12/11/24)
pág. 8826
Excerpt 23. (Vocabulary Expansion)
Researcher: Did the use of digital comics make you want to write more stories in English?
Student 8: Yes, because it helps me to develop my English vocabulary more. (Transcription of the
interview. Date: 12/11/24)
Excerpt 21, excerpt 22, and excerpt 23 demonstrate that students developed their English vocabulary
while creating the digital comic. When asked if they had learned any new English words, student 9 and
student 10 recalled and shared specific vocabulary, such as “forest” and “witch”. Furthermore, student
8 mentioned that digital comics helped expand their vocabulary. Thus, through the process of creating
digital comics, students were encouraged to find and use words that matched their ideas, settings, and
characters, which in turn supported vocabulary development.
Analysis of the subcategory “Vocabulary expansion” through the data illustrates an improvement in
students’ vocabulary. Students were encouraged to use new words when creating stories, which resulted
in a broader range of descriptive language and more varied vocabulary. According to Craik and Lockhart
(as cited in Murugiah, 2013) “as learners manipulate the language in interesting and demanding ways,
attempting to express uniquely personal meanings (as they do with creative writing), they necessarily
engage with the language at a deeper level of processing than with expository texts” (p.8). This shows
the relation to Involvement Load Hypothesis: the deeper the processing, the better it is
remembered.Tools like Google Translate helped expand their vocabulary and supported their writing.
This also motivated students to write more. Overall, this process enhanced their confidence in writing.
Free Self-Expression Enhances Interest in Writing
Free self-expression in creating stories allows students to use their personal experiences, preferences,
emotions, thoughts in writing texts. As students develop their own stories, they naturally become more
interested.
Personal Expression. This subcategory shows that free self-expression connects to interest. When
students have freedom of expression, they engage more deeply in their interests, increasing motivation.
Excerpt 24. (Personal Expression)
Student 13: The secret button
Excerpt 23. (Vocabulary Expansion)
Researcher: Did the use of digital comics make you want to write more stories in English?
Student 8: Yes, because it helps me to develop my English vocabulary more. (Transcription of the
interview. Date: 12/11/24)
Excerpt 21, excerpt 22, and excerpt 23 demonstrate that students developed their English vocabulary
while creating the digital comic. When asked if they had learned any new English words, student 9 and
student 10 recalled and shared specific vocabulary, such as “forest” and “witch”. Furthermore, student
8 mentioned that digital comics helped expand their vocabulary. Thus, through the process of creating
digital comics, students were encouraged to find and use words that matched their ideas, settings, and
characters, which in turn supported vocabulary development.
Analysis of the subcategory “Vocabulary expansion” through the data illustrates an improvement in
students’ vocabulary. Students were encouraged to use new words when creating stories, which resulted
in a broader range of descriptive language and more varied vocabulary. According to Craik and Lockhart
(as cited in Murugiah, 2013) “as learners manipulate the language in interesting and demanding ways,
attempting to express uniquely personal meanings (as they do with creative writing), they necessarily
engage with the language at a deeper level of processing than with expository texts” (p.8). This shows
the relation to Involvement Load Hypothesis: the deeper the processing, the better it is
remembered.Tools like Google Translate helped expand their vocabulary and supported their writing.
This also motivated students to write more. Overall, this process enhanced their confidence in writing.
Free Self-Expression Enhances Interest in Writing
Free self-expression in creating stories allows students to use their personal experiences, preferences,
emotions, thoughts in writing texts. As students develop their own stories, they naturally become more
interested.
Personal Expression. This subcategory shows that free self-expression connects to interest. When
students have freedom of expression, they engage more deeply in their interests, increasing motivation.
Excerpt 24. (Personal Expression)
Student 13: The secret button
pág. 8827
When the teacher go out, the students are behavior, the students find a button that have a paper said
press, the students think that is a bad idea. In the next day again the teacher go out, a student think if he
press the button the scientif are very angry with students, but an other student think that it is a good idea
because he like the danger. The next day the student think again that it is a good idea, in the lunch he go
to the classroom and press the button, the objects fly in the air, the books, the rulers, the pencils and the
tables. When the objects fly the teacher enter to the classroom! the teacher see the situation, the student
think that the teacher gonna said that go to the director office, but when the teacher see are very happy
he never press the button because he feelt scary. The other day the teacher don't go to the classroom
because are so crazy and go to the Asylum. (Pre-test writing. Date: 25/10/24)
Excerpt 25. (Personal Expression)
Student 13: The scintist
When the scintis go to the classroom the student be sit down but one day the scintist go to a toilet and a
student see a button when he see a button he said that is so strange and belive that the teacher is a alien
or a robot. the student go to a toilet see a secret room, next see that the teacher enter to the room he
follow him, when the teacher press the button the things float in the air. (Post-test text. Date: 19/11/24)
In both the pre-test and post-test writing tasks, students were asked to create a story based on three
provided images. Some students included elements from their own lives. Excerpt 16 shows that Student
13 incorporated everyday events such as “bad behavior”, “lunch time”, and “going to the bathroom”.
These personal connections brought their interests in storytelling.
When the teacher go out, the students are behavior, the students find a button that have a paper said
press, the students think that is a bad idea. In the next day again the teacher go out, a student think if he
press the button the scientif are very angry with students, but an other student think that it is a good idea
because he like the danger. The next day the student think again that it is a good idea, in the lunch he go
to the classroom and press the button, the objects fly in the air, the books, the rulers, the pencils and the
tables. When the objects fly the teacher enter to the classroom! the teacher see the situation, the student
think that the teacher gonna said that go to the director office, but when the teacher see are very happy
he never press the button because he feelt scary. The other day the teacher don't go to the classroom
because are so crazy and go to the Asylum. (Pre-test writing. Date: 25/10/24)
Excerpt 25. (Personal Expression)
Student 13: The scintist
When the scintis go to the classroom the student be sit down but one day the scintist go to a toilet and a
student see a button when he see a button he said that is so strange and belive that the teacher is a alien
or a robot. the student go to a toilet see a secret room, next see that the teacher enter to the room he
follow him, when the teacher press the button the things float in the air. (Post-test text. Date: 19/11/24)
In both the pre-test and post-test writing tasks, students were asked to create a story based on three
provided images. Some students included elements from their own lives. Excerpt 16 shows that Student
13 incorporated everyday events such as “bad behavior”, “lunch time”, and “going to the bathroom”.
These personal connections brought their interests in storytelling.
pág. 8828
Image 7. (Personal Expression)
(Artifact: second comic strip, the second group. Date: 12/11/24)
The analysis of the second comic strip of the second group shows expression of students personality
through their preferences. The students chose to make the story about Iron Man, a popular superhero,
which shows their personal preference and excitement. The comic also includes a YouTube link to a
song where “Deadpool was dancing and singing”, which shows students' interest in music. This choice
reflects that the students enjoy Marvel superheroes and music.
Excerpt 26. (Personal Expression)
Researcher: What part of making a digital comic did you like the most?
Image 7. (Personal Expression)
(Artifact: second comic strip, the second group. Date: 12/11/24)
The analysis of the second comic strip of the second group shows expression of students personality
through their preferences. The students chose to make the story about Iron Man, a popular superhero,
which shows their personal preference and excitement. The comic also includes a YouTube link to a
song where “Deadpool was dancing and singing”, which shows students' interest in music. This choice
reflects that the students enjoy Marvel superheroes and music.
Excerpt 26. (Personal Expression)
Researcher: What part of making a digital comic did you like the most?
pág. 8829
Student 13: I really enjoyed creating my own images because it was much easier to choose our images
than the ones that came with the comic. (Transcription of the interview. Date: 12/11/24)
Excerpt 27. (Personal Expression)
Researcher: Did the use of digital comics make you want to write more stories in English?
Student 11: Yes, because it is a very cool and fun way to create comics more easily. (Transcription of
the interview. Date: 12/11/24)
Excerpt 26 and excerpt 27 show that making their own images for comics was more enjoyable for
students than using ready-made ones. So, they chose images and created stories based on their own
thoughts, ideas, experiences, and preferences. The fun and interactive nature of digital comics also
helped students get more involved in making stories.
After analyzing this subcategory using three data sources, it was found that free self-expression can help
students become more interested in storytelling. While working on their comics, students could share
their thoughts and express themselves through everyday experiences, character choices, and even songs.
This made them more engaged with the task. Moreover, students explained that using their images made
it easier for them to create stories, and they showed a desire to write more using digital comics. As
Brown (2023) explained “creative writing through creating comics can be a big motivation when it
comes to writing assignments because of how freely students can express themselves” (p. 7).
To answer our research question, digital comic-based storytelling enhanced creative writing among EFL
learners by improving their ability to produce coherent and clear texts and develop creativity.
Students showed significant improvement in how logically they structured their stories and how clearly
they expressed their ideas. The sequence of posted images allowed students to structure their narratives
with a clear beginning, middle, and end. This helped them express their ideas in a more organized
manner. Since comics rely on meaningful connections between pictures and text to convey information,
students naturally developed stronger storytelling skills, which were transferred into their creative
writing, producing complete and well-structured stories.
Moreover, it was identified that images created through an artificial intelligence tool enhanced students'
creative thinking. Since storytelling started with the creation of images, it helped students to create
Student 13: I really enjoyed creating my own images because it was much easier to choose our images
than the ones that came with the comic. (Transcription of the interview. Date: 12/11/24)
Excerpt 27. (Personal Expression)
Researcher: Did the use of digital comics make you want to write more stories in English?
Student 11: Yes, because it is a very cool and fun way to create comics more easily. (Transcription of
the interview. Date: 12/11/24)
Excerpt 26 and excerpt 27 show that making their own images for comics was more enjoyable for
students than using ready-made ones. So, they chose images and created stories based on their own
thoughts, ideas, experiences, and preferences. The fun and interactive nature of digital comics also
helped students get more involved in making stories.
After analyzing this subcategory using three data sources, it was found that free self-expression can help
students become more interested in storytelling. While working on their comics, students could share
their thoughts and express themselves through everyday experiences, character choices, and even songs.
This made them more engaged with the task. Moreover, students explained that using their images made
it easier for them to create stories, and they showed a desire to write more using digital comics. As
Brown (2023) explained “creative writing through creating comics can be a big motivation when it
comes to writing assignments because of how freely students can express themselves” (p. 7).
To answer our research question, digital comic-based storytelling enhanced creative writing among EFL
learners by improving their ability to produce coherent and clear texts and develop creativity.
Students showed significant improvement in how logically they structured their stories and how clearly
they expressed their ideas. The sequence of posted images allowed students to structure their narratives
with a clear beginning, middle, and end. This helped them express their ideas in a more organized
manner. Since comics rely on meaningful connections between pictures and text to convey information,
students naturally developed stronger storytelling skills, which were transferred into their creative
writing, producing complete and well-structured stories.
Moreover, it was identified that images created through an artificial intelligence tool enhanced students'
creative thinking. Since storytelling started with the creation of images, it helped students to create
pág. 8830
creative content and visualize their ideas more effectively. This was especially useful for visual learners
and students with limited drawing skills.
To answer our research question, artificial intelligence writing assistant tools improved creative writing
by reducing spelling errors in post-tests and expanding students’ vocabulary. While grammar accuracy
remained a challenge, in particular tense inconsistency, students demonstrated better spelling and richer
vocabulary. Tools like Google Translate supported vocabulary expansion, as students actively searched
for appropriate words during their writing process. This supports with Involvement Load Hypothesis
that deeper engagement leads to better retention. Reduction in spelling errors was achieved by
memorizing correct spellings through Grammarly. However, despite Grammarly’s real-time feedback,
persistent grammar mistakes suggest that students need more writing practice and explicit instruction to
achieve lasting grammatical accuracy.
To answer the second research question, students showed positive attitudes and increased motivation to
write, supported by the using digital comic-based storytelling and artificial intelligence writing assistant
tools. Incorporating personal thoughts, ideas, and preferences in their writings, students increased
engagement and made the writing process more enjoyable.
To conclude, combining digital comic-based storytelling with AI writing tools can effectively enhance
EFL learners’ creative writing, particularly coherence, clarity, and creativity. While long-term grammar
accuracy may require continued teacher support and students practice, students displayed greater
motivation and willingness to write and create more stories.
CONCLUSIONS
Using such material as the Google website with incorporated digital comic-based storytelling and
artificial intelligence writing assistant tools enhanced creative writing among fifth-grade EFL learners.
Implementing this innovative material led to improvements in several aspects of writing. Students
demonstrated increased creativity, an essential component of creative writing, and greater text coherence
and clarity. Minor gains were observed in spelling and vocabulary, particularly through tools like
Grammarly and Google Translate. There was no improvement in grammar accuracy, especially tense
inconsistency. Free students' expressions promoted engagement, positive attitudes, and motivation
toward writing.
creative content and visualize their ideas more effectively. This was especially useful for visual learners
and students with limited drawing skills.
To answer our research question, artificial intelligence writing assistant tools improved creative writing
by reducing spelling errors in post-tests and expanding students’ vocabulary. While grammar accuracy
remained a challenge, in particular tense inconsistency, students demonstrated better spelling and richer
vocabulary. Tools like Google Translate supported vocabulary expansion, as students actively searched
for appropriate words during their writing process. This supports with Involvement Load Hypothesis
that deeper engagement leads to better retention. Reduction in spelling errors was achieved by
memorizing correct spellings through Grammarly. However, despite Grammarly’s real-time feedback,
persistent grammar mistakes suggest that students need more writing practice and explicit instruction to
achieve lasting grammatical accuracy.
To answer the second research question, students showed positive attitudes and increased motivation to
write, supported by the using digital comic-based storytelling and artificial intelligence writing assistant
tools. Incorporating personal thoughts, ideas, and preferences in their writings, students increased
engagement and made the writing process more enjoyable.
To conclude, combining digital comic-based storytelling with AI writing tools can effectively enhance
EFL learners’ creative writing, particularly coherence, clarity, and creativity. While long-term grammar
accuracy may require continued teacher support and students practice, students displayed greater
motivation and willingness to write and create more stories.
CONCLUSIONS
Using such material as the Google website with incorporated digital comic-based storytelling and
artificial intelligence writing assistant tools enhanced creative writing among fifth-grade EFL learners.
Implementing this innovative material led to improvements in several aspects of writing. Students
demonstrated increased creativity, an essential component of creative writing, and greater text coherence
and clarity. Minor gains were observed in spelling and vocabulary, particularly through tools like
Grammarly and Google Translate. There was no improvement in grammar accuracy, especially tense
inconsistency. Free students' expressions promoted engagement, positive attitudes, and motivation
toward writing.
pág. 8831
There were some limitations in our research, primarily related to time. With more time, we might have
seen greater progress in grammar development. Technical issues, such as restrictions on free image
generation tools and login challenges due to students' email limitations, led to delays. In addition,
students were limited to three pre-selected images, which may have constrained their creative
expression. Nevertheless, many were able to craft original and engaging stories within these boundaries.
Educators should incorporate digital storytelling and AI tools in their English language classrooms. This
material attracts young students and develops creative abilities and writing skills in accordance with
modern educational standards. We offer the following recommendations. First, it is necessary to provide
students with the scaffolds for writing texts. Secondly, students should be able to choose topics that they
are interested in. Third, additional feedback and explanations should be provided regarding grammatical
errors when using Grammarly. By applying these strategies, teachers can create a more attractive and
supportive environment favorable to developing creative abilities and writing skills among EFL
students. Future studies could explore the influence of stories with different genres on creative writing
to further develop the imagination and encourage students to write more.
BIBLIOGRAPHIC REFERENCES
Almashy, A., Ahmed, A. S. M. M., Jamshed, M., Ansari, M. S., Banu, S., & Warda, W. U. (2024).
Analyzing the Impact of CALL Tools on English Learners' Writing Skills: A Comparative Study of
Errors Correction. World Journal of English Language, 14(6).
Babaee, R. (2015). Interview with Alan Maley on teaching and learning creative writing. International
Journal of Comparative Literature and Translation Studies, 3(3), 77–81.
Bitz, M. (2008). A rare bridge: The Comic Book Project connects learning with life. Teachers & Writers,
39(4), 3–10.
https://teachersandwritersmagazine.org/wp-content/uploads/2023/02/A-Rare-Bridge.pdf
Boström, P. K. (2019). In search of themes–keys to teaching qualitative analysis in higher
education. The Qualitative Report, 24(5), 1001-1011.
Bowkett, S., & Hitchman, T. (2012). Using comic art to improve speaking, reading and writing.
Routledge.
Brown, C. (2023). The Benefits of Using Comics in the Classroom.
There were some limitations in our research, primarily related to time. With more time, we might have
seen greater progress in grammar development. Technical issues, such as restrictions on free image
generation tools and login challenges due to students' email limitations, led to delays. In addition,
students were limited to three pre-selected images, which may have constrained their creative
expression. Nevertheless, many were able to craft original and engaging stories within these boundaries.
Educators should incorporate digital storytelling and AI tools in their English language classrooms. This
material attracts young students and develops creative abilities and writing skills in accordance with
modern educational standards. We offer the following recommendations. First, it is necessary to provide
students with the scaffolds for writing texts. Secondly, students should be able to choose topics that they
are interested in. Third, additional feedback and explanations should be provided regarding grammatical
errors when using Grammarly. By applying these strategies, teachers can create a more attractive and
supportive environment favorable to developing creative abilities and writing skills among EFL
students. Future studies could explore the influence of stories with different genres on creative writing
to further develop the imagination and encourage students to write more.
BIBLIOGRAPHIC REFERENCES
Almashy, A., Ahmed, A. S. M. M., Jamshed, M., Ansari, M. S., Banu, S., & Warda, W. U. (2024).
Analyzing the Impact of CALL Tools on English Learners' Writing Skills: A Comparative Study of
Errors Correction. World Journal of English Language, 14(6).
Babaee, R. (2015). Interview with Alan Maley on teaching and learning creative writing. International
Journal of Comparative Literature and Translation Studies, 3(3), 77–81.
Bitz, M. (2008). A rare bridge: The Comic Book Project connects learning with life. Teachers & Writers,
39(4), 3–10.
https://teachersandwritersmagazine.org/wp-content/uploads/2023/02/A-Rare-Bridge.pdf
Boström, P. K. (2019). In search of themes–keys to teaching qualitative analysis in higher
education. The Qualitative Report, 24(5), 1001-1011.
Bowkett, S., & Hitchman, T. (2012). Using comic art to improve speaking, reading and writing.
Routledge.
Brown, C. (2023). The Benefits of Using Comics in the Classroom.
pág. 8832
Burns, A. (2019). Action research in English language teaching: Contributions and recent developments.
Second handbook of English language teaching, 991–1005.
Cabrera-Solano, P., Gonzalez-Torres, P., & Ochoa-Cueva, C. (2021). Using Pixton for teaching EFL
writing in higher education during the COVID-19 pandemic. International Journal of Learning,
Teaching and Educational Research, 20(9), 102-115.
Çiçolar, R., & Bulut, B. (2025). The Effect of the use of Educational Digital Comics in Primary School
Fourth Grade Turkish Course on Students’ Writing Skills and Self-Efficiency. Türk Akademik
Yayınlar Dergisi (TAY Journal), 9(1), 68–96.
Dawson, P. (2004). Creative writing and the new humanities. Routledge.
David-West, A. (2012). Sequential Art and Sentence Construction: Wordless Comics in an EFL Context.
Mulberry/
愛知県立大学外国語学部英米学科 編, (61), 141–158.Gómez-Rodríguez, L. F.
(2010). English textbooks for teaching and learning English as a foreign language: do they really
help to develop communicative competence?. Educación y Educadores, 13(3), 327–346.
EdComix Project. (2020). EdComix: Comics as a pedagogical tool. Erasmus+.
https://ec.europa.eu/programmes/erasmus-plus/project-result-content/cdc03056-7734-4591-
ada9-ce9908e3cd0e/Guide_EN.pdf
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in
vocabulary acquisition. Language learning, 51(3), 539-558.
Hyland, K. (2019). Second language writing. Cambridge University Press.
Klaehn, J. (2021). Mike Richardson Interview. Journal of Graphic Novels and Comics, 12(5), 1207–
1211.
Kumar, T. (2020). Approaches in Teaching Writing Skills with Creative Writing: A TESOL Study for
Indian Learners. TESOL International Journal, 15(5), 78–98.
Laiche, S., & Nemouchi, A. (2021). The Impact of Google Translate on EFL Learners’ Writing
Performance. في الترجمة, 8(1), 412-429.
Lang, A. (2015). Comic strips in the English classroom.
Lightbown, Patsy M., and Nina Spada. How languages are learned 5th Edition. Oxford university press,
2006.
Burns, A. (2019). Action research in English language teaching: Contributions and recent developments.
Second handbook of English language teaching, 991–1005.
Cabrera-Solano, P., Gonzalez-Torres, P., & Ochoa-Cueva, C. (2021). Using Pixton for teaching EFL
writing in higher education during the COVID-19 pandemic. International Journal of Learning,
Teaching and Educational Research, 20(9), 102-115.
Çiçolar, R., & Bulut, B. (2025). The Effect of the use of Educational Digital Comics in Primary School
Fourth Grade Turkish Course on Students’ Writing Skills and Self-Efficiency. Türk Akademik
Yayınlar Dergisi (TAY Journal), 9(1), 68–96.
Dawson, P. (2004). Creative writing and the new humanities. Routledge.
David-West, A. (2012). Sequential Art and Sentence Construction: Wordless Comics in an EFL Context.
Mulberry/
愛知県立大学外国語学部英米学科 編, (61), 141–158.Gómez-Rodríguez, L. F.
(2010). English textbooks for teaching and learning English as a foreign language: do they really
help to develop communicative competence?. Educación y Educadores, 13(3), 327–346.
EdComix Project. (2020). EdComix: Comics as a pedagogical tool. Erasmus+.
https://ec.europa.eu/programmes/erasmus-plus/project-result-content/cdc03056-7734-4591-
ada9-ce9908e3cd0e/Guide_EN.pdf
Hulstijn, J. H., & Laufer, B. (2001). Some empirical evidence for the involvement load hypothesis in
vocabulary acquisition. Language learning, 51(3), 539-558.
Hyland, K. (2019). Second language writing. Cambridge University Press.
Klaehn, J. (2021). Mike Richardson Interview. Journal of Graphic Novels and Comics, 12(5), 1207–
1211.
Kumar, T. (2020). Approaches in Teaching Writing Skills with Creative Writing: A TESOL Study for
Indian Learners. TESOL International Journal, 15(5), 78–98.
Laiche, S., & Nemouchi, A. (2021). The Impact of Google Translate on EFL Learners’ Writing
Performance. في الترجمة, 8(1), 412-429.
Lang, A. (2015). Comic strips in the English classroom.
Lightbown, Patsy M., and Nina Spada. How languages are learned 5th Edition. Oxford university press,
2006.
pág. 8833
Listyani, L. (2019). The Use of a Visual Image to Promote Narrative Writing Ability and
Creativity. Eurasian Journal of Educational Research, 80, 193-223.
Maley, A. (2009). Creative writing for language learners (and teachers). Teaching English—British
Council & BBC.
https://www.teachingenglish.org.uk/professional-development/teachers/understanding-
learners/articles/creative-writing-language
Manning-Lewis, T. (2019). I hate writing: Making a case for the creation of graphic novels in the
Caribbean English classroom to develop students’ creative writing skills. Changing English,
26(4), 392-404.
Martin, A. (2006). A European framework for digital literacy. Nordic Journal of Digital Literacy, 1,
151-161.
Megawati, F., & Anugerahwati, M. (2012). Comic strips: A study on the teaching of writing narrative
texts to Indonesian EFL students. Teflin Journal, 23(2), 183.
Ministerio de Educación Nacional. (((2006). Estándares básicos de competencias.
https://www.mineducacion.gov.co/1621/articles-340021_recurso_1.pdf
Mulyana, N. Exploring the Use of Artificial Intelligence as Writing Assistant in EFL Classroom: A
Systematic Literature Review.
Murugiah, Mohana Ram. "Improving the 5th formers’ continuous writing skills through the creative
writing module." Advances in Language and Literary Studies 4.2 (2013): 7-12
Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427–431.
Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Pretence Hall
International.
O’Rourke, M. 2005. “Multiliteracies for 21st Century Schools.” ANSN 2: 1–12
Pawliczak, J. (2015). Creative writing as a best way to improve writing skills of students. Sino-US
English Teaching, 12(5), 347–352.
Ramos Holguín, B., & Aguirre Morales, J. (2014). Materials Development in the Colombian Context:
Some Considerations about Its Benefits and Challenges. How, 21(2), 134–150.
Listyani, L. (2019). The Use of a Visual Image to Promote Narrative Writing Ability and
Creativity. Eurasian Journal of Educational Research, 80, 193-223.
Maley, A. (2009). Creative writing for language learners (and teachers). Teaching English—British
Council & BBC.
https://www.teachingenglish.org.uk/professional-development/teachers/understanding-
learners/articles/creative-writing-language
Manning-Lewis, T. (2019). I hate writing: Making a case for the creation of graphic novels in the
Caribbean English classroom to develop students’ creative writing skills. Changing English,
26(4), 392-404.
Martin, A. (2006). A European framework for digital literacy. Nordic Journal of Digital Literacy, 1,
151-161.
Megawati, F., & Anugerahwati, M. (2012). Comic strips: A study on the teaching of writing narrative
texts to Indonesian EFL students. Teflin Journal, 23(2), 183.
Ministerio de Educación Nacional. (((2006). Estándares básicos de competencias.
https://www.mineducacion.gov.co/1621/articles-340021_recurso_1.pdf
Mulyana, N. Exploring the Use of Artificial Intelligence as Writing Assistant in EFL Classroom: A
Systematic Literature Review.
Murugiah, Mohana Ram. "Improving the 5th formers’ continuous writing skills through the creative
writing module." Advances in Language and Literary Studies 4.2 (2013): 7-12
Nassaji, H. (2020). Good qualitative research. Language Teaching Research, 24(4), 427–431.
Nunan, D. (1991). Language teaching methodology: A textbook for teachers. Pretence Hall
International.
O’Rourke, M. 2005. “Multiliteracies for 21st Century Schools.” ANSN 2: 1–12
Pawliczak, J. (2015). Creative writing as a best way to improve writing skills of students. Sino-US
English Teaching, 12(5), 347–352.
Ramos Holguín, B., & Aguirre Morales, J. (2014). Materials Development in the Colombian Context:
Some Considerations about Its Benefits and Challenges. How, 21(2), 134–150.
pág. 8834
Rayo, D. S. (2015). Writing Narratives with the Aid of Picture Stories. The University of Western
Ontario (Canada).
Read, C. (2015). Seven pillars of creativity in primary ELT. Creativity in the English language
classroom, 29-36.
Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of
current practice. Cambridge University Press.
Rosenberg, M. (2015). The learner as a creativity resource. Creativity in the English Language
Classroom, 123.
Sabin, R. (2013). Adult comics. Routledge.
Sciamarelli, M. (2015). Teaching children with mascot-inspired projects. Creativity in the English
language classroom, 104.
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language learning curriculum.
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ENHANCE JUNIOR HIGH SCHOOL STUDENTS’WRITING ABILITY. 16 November 2019,
Bandar Lampung, Indonesia i.
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Journal of Contemporary Studies in Education (IJ-CSE), 3(3), 245-255.
Widioko, T. (2021). Modified digital comics: an alternative way for enhancing students narrative text
writing ability. International Journal of Research and Review, 8(12), 344–355.
Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers & Education,
128, 227–242.
Rayo, D. S. (2015). Writing Narratives with the Aid of Picture Stories. The University of Western
Ontario (Canada).
Read, C. (2015). Seven pillars of creativity in primary ELT. Creativity in the English language
classroom, 29-36.
Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of
current practice. Cambridge University Press.
Rosenberg, M. (2015). The learner as a creativity resource. Creativity in the English Language
Classroom, 123.
Sabin, R. (2013). Adult comics. Routledge.
Sciamarelli, M. (2015). Teaching children with mascot-inspired projects. Creativity in the English
language classroom, 104.
Setiawan, F., & Alkhowarizmi, A. (2025). Exploring an Artificial Intelligence as Automated Feedback
Program in EFL Writing. ETERNAL (English Teaching Journal), 16(1), 202-224.
Wang, L. (2019). Rethinking the significance of creative writing: A neglected art form behind the
language learning curriculum.
Wahyudin, A. Y. (2019). E-COMICS IN TEACHING: USING COMIC STRIP CREATORS TO
ENHANCE JUNIOR HIGH SCHOOL STUDENTS’WRITING ABILITY. 16 November 2019,
Bandar Lampung, Indonesia i.
Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
Widiarti, Y. (2024). Canva and Comic Strips: Facilitate on Teaching Writing Instruction. International
Journal of Contemporary Studies in Education (IJ-CSE), 3(3), 245-255.
Widioko, T. (2021). Modified digital comics: an alternative way for enhancing students narrative text
writing ability. International Journal of Research and Review, 8(12), 344–355.
Williams, C., & Beam, S. (2019). Technology and writing: Review of research. Computers & Education,
128, 227–242.
pág. 8835
APPENDIX
Description of the pedagogical intervention
Session
information
Procedure Material
Pre-test Students took a pre-test that assessed their creative writing skills by
having them create a story based on three images
https://tinyu
rl.com/njah
pn7w
Session 2 Students explored a Google Site presentation on comics, covering
key elements like panels, speech bubbles, captions, and narrative
components such as characters, setting, plot, conflict, and resolution.
In groups, they matched adventure-related vocabulary to meanings
and completed gap-fill exercises using past simple, discussing verb
forms based on context. They practiced choosing between past
simple and past continuous and applied connectors to complete an
adventure text. Students also read a short adventure story, arranged
sentences, and identified narrative elements. Finally, they reviewed
instructions on writing a creative adventure story and explored
different genres.
https://sites.
google.com/
unbosque.e
du.co/adven
tures/eighth
-unit
Session 2, 3,
4, 5
Students created comics using preset and new images through a
Google website. They planned the beginning, middle, and end of
their stories, considering characters, setting, conflict, and resolution.
Speech bubbles were used for dialogues, and short captions
described each scene. To generate new stories, students used a tool
that generates AI images.
https://sites.
google.com/
unbosque.e
du.co/adven
tures/eighth
-unit
Post-test Students took a post-test that assessed their creative writing skills by
creating a story based on three images.
https://tinyu
rl.com/njah
pn7w
APPENDIX
Description of the pedagogical intervention
Session
information
Procedure Material
Pre-test Students took a pre-test that assessed their creative writing skills by
having them create a story based on three images
https://tinyu
rl.com/njah
pn7w
Session 2 Students explored a Google Site presentation on comics, covering
key elements like panels, speech bubbles, captions, and narrative
components such as characters, setting, plot, conflict, and resolution.
In groups, they matched adventure-related vocabulary to meanings
and completed gap-fill exercises using past simple, discussing verb
forms based on context. They practiced choosing between past
simple and past continuous and applied connectors to complete an
adventure text. Students also read a short adventure story, arranged
sentences, and identified narrative elements. Finally, they reviewed
instructions on writing a creative adventure story and explored
different genres.
https://sites.
google.com/
unbosque.e
du.co/adven
tures/eighth
-unit
Session 2, 3,
4, 5
Students created comics using preset and new images through a
Google website. They planned the beginning, middle, and end of
their stories, considering characters, setting, conflict, and resolution.
Speech bubbles were used for dialogues, and short captions
described each scene. To generate new stories, students used a tool
that generates AI images.
https://sites.
google.com/
unbosque.e
du.co/adven
tures/eighth
-unit
Post-test Students took a post-test that assessed their creative writing skills by
creating a story based on three images.
https://tinyu
rl.com/njah
pn7w