Learners’ perceptions of collaborative digital graphic writing based on semantic mapping

The use of digital technology in the classroom has paved the way for various and creative ways of enhancing learners’ skills and has provided teachers with the opportunity to employ new and creative activities in which learners are more active while trying to improve their skills such as writing. The current study aimed to investigate learners’ perceptions of collaborative digital graphic writing to revise assigned readings and lectures and to determine how collaborative digital graphic writing based on semantic mapping appealed to different learning styles as well as its possible contribution to learner retention of course content. The participants included EFL (English as a Foreign Language) seniors at a state university in Turkey. They practiced creating digital graphic organizers via a piece of software on the assigned readings and the lectures. The findings pointed out that digital graphic writing had unique characteristics for the revision of the assigned readings since utilizing both text and visuals supplied learners with an entertaining and creative medium for revising the concepts. Moreover, it was determined that collaborative digital graphic writing also provided a useful way to support retention of course content in addition to the opportunity to learn from each other’s comments and suggestions.