DIGITAL VISUALITIES AND MEDIA PRACTICES: EXPLORING AI-GENERATED NARRATIVES FOR LEARNER ENGAGEMENT IN ESL CLASSROOMS

P. Madhan; Julius Irudayasamy; M. Natarajan

doi:10.29121/shodhkosh.v7.i1.2026.8365

Authors

Dr. P. Madhan Professor and Head, Department of English and Foreign Languages, Alagappa University, Karaikudi, Tamilnadu, India
Dr. Julius Irudayasamy Assistant Professor, Department of English Language and Literature, Dhofar University, Salalah, Oman
Dr. M. Natarajan Assistant Professor, Department of English and Foreign Languages, Alagappa University, Karaikudi, Tamilnadu, India

DOI:

https://doi.org/10.29121/shodhkosh.v7.i1.2026.8365

Keywords:

Ai-Generated Visuals, Esl Engagement, Cognitive Load, Visual Narratives, Multimodal Literacy

Abstract [English]

Background: The development of visual storytelling AI generators (DALL-E, Midjourney) has become a common feature of contemporary English as a Second Language (ESL) classes. Nevertheless, the current status and evidence on potential impacts of AI-based visual stories on learners’ engagement exhibit low proficiency.
Purpose: The present research aims at studying the effect of AI-based visual stories on behavioural, emotional, and cognitive engagement of ESL learners in the context of narrative writing within university settings of selected undergraduate students at random in India.
Methodology: A quasi-experiment with a mixed-methods approach was conducted among 48 B2-level undergraduate ESL learners for eight weeks using the author’s AI visual storytelling tool VisNAR. Data collection methods included validated questionnaires measuring engagement both before and after the intervention, cognitive load measurement scales, task completion time records, and semi-structured interviews conducted with 12 participants. These participants voluntarily agreed to take part in the study.
Results: There was a statistically significant rise in behavioural engagement (from M = 3.12, SD = 0.68 pre to M = 4.01, SD = 0.72 post; t(47) = 6.21, p < .001, d = 0.89) as well as emotional engagement (from pre M = 2.95, SD = 0.81 to post M = 3.88, SD = 0.79; t(47) = 5.94, p < .001, d = 0.78). However, no significant changes in cognitive engagement were observed (from pre-M = 3.45, SD = 0.70 to post M = 3.52, SD = 0.84, p = .557). Perceived cognitive load dropped from M = 5.2 to M = 4.1 (p = .03). According to the results of thematic analysis of qualitative data, visual stimuli were a "spark" to initiate writing activities in 11 out of 12 cases, while cognitive overload occurred in six out of 12 cases owing to the number of visual-stimuli details; moreover, visual fixation and passive imitation of AI-generated content were reported in five out of 12 cases.

References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. DOI: https://doi.org/10.1191/1478088706qp063oa

Chen, P. S. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners. Computers & Education, 54(4), 1222-1232. DOI: https://doi.org/10.1016/j.compedu.2009.11.008

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction (5th ed.). Wiley. DOI: https://doi.org/10.1002/9781119239086

Deci, E. L., & Ryan, R. M. (2000). Self-determination theory. Psychological Inquiry, 11(4), 227-268. DOI: https://doi.org/10.1207/S15327965PLI1104_01

Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement. Review of Educational Research, 74(1), 59-109. DOI: https://doi.org/10.3102/00346543074001059

Fredrickson, B. L. (2001). The role of positive emotions. American Psychologist, 56(3), 218-226. DOI: https://doi.org/10.1037//0003-066X.56.3.218

Henrie, C. R., Halverson, L. R., & Graham, C. R. (2015). Measuring student engagement. Computers & Education, 90, 36-53. DOI: https://doi.org/10.1016/j.compedu.2015.09.005

Hidi, S., & Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127. DOI: https://doi.org/10.1207/s15326985ep4102_4

Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. DOI: https://doi.org/10.1111/j.1540-4781.1986.tb05256.x

Jewitt, C. (2014). The Routledge handbook of multimodal analysis (2nd ed.). Routledge.

Kohnke, L., Moorhouse, B. L., & Zou, D. (2023). Generative AI in ELT. RELC Journal, 54(2), 45-59. DOI: https://doi.org/10.1177/00336882231162868

Kress, G. (2010). Multimodality. Routledge. DOI: https://doi.org/10.4324/9780203970034

Kruk, M. (2016). Virtual worlds in EFL instruction. Computer Assisted Language Learning, 29(8), 1304-1322.

Liu, J. (2016). Visual narratives and L2 writing. Journal of Second Language Writing, 34, 45-58.

Mayer, R. E. (2020). Multimedia learning (3rd ed.). Cambridge University Press. DOI: https://doi.org/10.1017/9781108894333.003

New London Group. (1996). A pedagogy of multiliteracies. Harvard Educational Review, 66(1), 60-93. DOI: https://doi.org/10.17763/haer.66.1.17370n67v22j160u

Oskoz, A., & Elola, I. (2016). Digital stories in L2 education. Language Learning & Technology, 20(2), 85-105. DOI: https://doi.org/10.1558/cj.v33i2.29295

Paas, F. (1992). Training strategies for transfer. Journal of Educational Psychology, 84(4), 429-434. DOI: https://doi.org/10.1037/0022-0663.84.4.429

Pekrun, R. (2006). The control-value theory of achievement emotions. Educational Psychology Review, 18(4), 315-341. DOI: https://doi.org/10.1007/s10648-006-9029-9

Philp, J., & Duchesne, S. (2016). Exploring engagement in tasks. Annual Review of Applied Linguistics, 36, 50-72. DOI: https://doi.org/10.1017/S0267190515000094

Reeve, J. (2013). How students create motivationally supportive learning environments. Journal of Educational Psychology, 105(3), 923-945. DOI: https://doi.org/10.1037/a0032690

Storch, N. (2009). Collaborative writing in L2 contexts. Journal of Second Language Writing, 18(1), 40-55. DOI: https://doi.org/10.1016/j.jslw.2009.02.003

Sweller, J. (2011). Cognitive load theory. In Psychology of learning and motivation (Vol. 55, pp. 37-76). Academic Press. DOI: https://doi.org/10.1016/B978-0-12-387691-1.00002-8

Tomlinson, B. (2013). Developing materials for language teaching (2nd ed.). Bloomsbury.

Wang, M. T., Fredricks, J. A., Ye, F., Hofkens, T. L., & Linn, J. S. (2019). Engagement scales. Journal of Psychoeducational Assessment, 37(3), 379-392.

Zhang, Z., & Hyland, K. (2022). Automated writing evaluation. TESOL Quarterly, 56(2), 712-733.