The Use of Digital Comics in Foreign Language Teaching: Experiences of Erasmus Students

ABSTRACT This study examines the reflections of using Pixton, the digital comics Web 2.0 tool, on the basic language skills of international exchange students under the Erasmus+ program. For this purpose, student‐made comic strips were used to teach the basic grammar of the language, which resulted in using the language in their daily lives and supporting their writing skills and vocabulary in this language. The research employed a mixed‐methods design to collect both quantitative and qualitative data, ensuring a comprehensive analysis of students' experiences. The participants of the study were 19 Erasmus students, selected through convenience sampling, all of whom were at the Pre‐A1 level. As data collection tools, the questionnaire and interview form developed by the researchers were used in the study. The researchers conducted the questionnaire with 19 participants and conducted interviews with 5 students who met specific criteria, including regular attendance, adherence to comic creation guidelines, and assignment completion. Qualitative data were analysed through content analysis, while quantitative data were analysed through descriptive analysis. The mixed‐methods design allowed for a better understanding of the relationship between students' perceptions and language acquisition, with both data types complementing each other. As a general result, the participants perceived the process as a positive experience and stated that they associated the words used in daily life and the events they experienced with the comics and embodied the foreign language words with the visuals. On the other hand, the participants perceived the time‐consuming nature of creating comic strips and scenarios negatively.