Comics for Inclusive English Language Learning: The CIELL App, Supporting Dyslexic English Language Learners [Konferenzbericht] Paper presented at the EUROCALL 2021 Conference (29th, Online, Aug 26-27, 2021).

Autor/inn/en	Joannidou, Shaunna; Sime, Julie-Ann
Titel	Comics for Inclusive English Language Learning: The CIELL App, Supporting Dyslexic English Language Learners [Konferenzbericht] Paper presented at the EUROCALL 2021 Conference (29th, Online, Aug 26-27, 2021).
Quelle	(2021), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Joannidou, Shaunna) ORCID (Sime, Julie-Ann)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Dyslexia; Student Needs; Teaching Methods; English (Second Language); Second Language Instruction; Cartoons; Telecommunications; Handheld Devices; Technology Uses in Education; Foreign Countries; Program Effectiveness; Writing Assignments; Essays; Language Teachers; United Kingdom; Cyprus; Germany; Greece + Suchen Sie Ihr Suchwort? Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zeichentrickfilm; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Essay; Aufsatzunterricht; Language teacher; Sprachunterricht; Großbritannien; Zypern; Deutschland; Griechenland
Abstract	As teaching moves increasingly online, language teachers are faced with the challenge of how to support dyslexic students in an inclusive manner in and out of the classroom. This paper will focus on an innovative educational multi-modal, mobile application -- Comics for Inclusive English Language Learning (CIELL) -- supporting upper-intermediate and advanced English as a Foreign Language (EFL) students with dyslexia when faced with language proficiency tests and academic writing tasks. A cyclical educational design research methodology (McKenney & Reeves, 2019) was used to include three cycles of feedback from stakeholders so that their views and suggestions would inform the development of an alpha, beta, and gamma version of the app, thereby maximising practical relevance. The discussion of the quantitative and qualitative feedback is supported by educational design research. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01