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This study explores the potential use of digital infographics as an information-transfer model for academic discourse in the language classroom. It aims to answer two primary research questions: 1) What are the features of digital infographics used by students to organise and deliver information during language classroom discourse? and 2) How can teachers help students use digital infographics in classroom discourse? Students were required to review selected documentaries, transfer the information into digital infographics, and present their reviews in front of small groups of audiences. The digital infographics were collected, and the data were analysed by two experienced raters using an infographic evaluation checklist. Coding was used to systematically categorise the data, and simple descriptive statistics were employed in the analysis. The thematic areas emerged from the data were then explored. It was found that information organisation, as well as aesthetics and functionality of the digital infographics are features that should be included when considering digital infographics as an information-transfer model for language classroom discourse. Based on the identified features of digital infographics, this study has identified teaching strategies to help students use digital infographics in classroom discourse. The study then proposes the Digital Infographics Information-Transfer Model (DITRAM) to facilitate academic discourse in the language classroom. In conclusion, the study provides a better understanding of how digital infographics can be structured and used to convey information in academic discourse in the language classroom.
A Wed, study studied this question.