VIPCALL: A design-based method of visual grammar symbols for improving EFL Students’ fiction writing
Abstract
This mixed-methods DBR study designed and assessed VIPCALL, a web-based multimodal program, which embedded visual grammar symbols into fiction writing instruction for EFL learners. The sample included 50 university students at an intermediate proficiency level who were involved in a 16-week intervention involving needs analysis, symbol development, classroom implementation, and iterative refinement. Quantitative tools included validated grammar pre- and post-tests (Cronbach's α = 0.86) and writing rubrics; qualitative data included classroom video logs, peer debriefings, and student reflections. Change in grammar and writing results were measured with paired-samples t-tests and normalized gain, N-Gain = 0.71; thematic analysis was applied to qualitative data. The findings described here include statistically significant improvements in grammar recognition, writing accuracy, and narrative coherence-mean pre being 119.63 and mean post being 158.93-and self-reported decreases in anxiety, plus heightened engagement and confidence while writing creatively. The study illustrates the effectiveness of visual-symbol scaffolding within a collaborative digital environment as a means to harmonize grammatical accuracy with creative expression and presents practical guidelines on how to integrate symbol-based tools into the pedagogy of EFL writing.
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DOI: http://dx.doi.org/10.30659/e.11.1.202-216
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