logo

Articles

Vol. 2 No. 1 (2022): Visual literacies and visual technologies for teaching, learning and inclusion

Extracting the story behind the CIELL essays: Inclusive visual design of the webtoons in the CIELL mobile app

DOI:
https://doi.org/10.21428/8c225f6e.122c0187
Submitted
8 August 2026
Published
15-08-2026

Abstract

Visual narratives, such as found in comics and picture books, are often seen as easy to understand as their visual language is familiar to many from a young age, however, recent neuroscience research suggests it is complex. This paper discusses the main challenges in the visual design of the award-winning ‘Comics for Inclusive English Language Learning’ (CIELL) mobile application (app) that supports the needs of learners with dyslexia in the additional language class. The innovative teaching approach embodied in the app promotes literacy through webtoons (mobile comics) and has been designed to be dyslexia-friendly and inclusive. Around 10% UK population have dyslexia and other specific learning differences, however these students are greatly underrepresented in higher education and this is a worldwide issue of social justice. Language qualifications such as IELTS are key to accessing English-medium universities worldwide and so can be a major barrier. In addition, there is increasing pressure on language teachers to provide digital support for students. A narrative account from the visual designer explores the two principal challenges of the visual design, illustrated with webtoons from the app. First, some forms of essay writing are not typical stories and lack characters and key structural elements such as a climax, so characters had to be invented. Secondly, the visuals need to reinforce the memorisation processes of learners with dyslexia, so metaphors were used. However, this is not simply a process of translation or literal illustration as the visuals add another layer of meaning to the stories and therefore needs to be taken into account within the overall design. This educational approach shows how visual narratives in webtoons can create an inclusive, dyslexia-friendly mobile app for teaching and learning of English as an additional language. While this is only one example, it contributes insight into the theoretical and practical challenges of the visual design and may inspire further research in this under-researched area.

References

  1. Banister, F. & Ryan, C. (2001). Developing science concepts through story-telling. School Science Review, 83(302) 75-83.
  2. BC ELTons (2021, November 16). British Council announces ELTons 2021 winners. https://www.britishcouncil.org/about/press/british-council-announces-eltons-2021-winners
  3. BDA. (2019). British Dyslexia Association. https://www.bdadyslexia.org.uk/dyslexic
  4. BDA. (2022). Am I dyslexic?: Signs of dyslexia (adult). https://www.bdadyslexia.org.uk/advice/adults/am-i-dyslexic/signs-of-dyslexia
  5. Biancarelli, F., Grenson, O., Raffaele, S., Speltens, O., Teng P., You, & Miel, R. (2014). Partners. https://ec.europa.eu/regional_policy/en/information/publications/youth/2014/comic-partners
  6. Brand EU (2018). DESANTIX launches Weekly Web Animated Comic Strips of Captain Euro®. http://www.brandeu.eu/2018/10/desantix-launches-weekly-web-animated-comic-strips-of-captain-euro/
  7. Brown, B. (2011). Cinematography: Theory and Practice (2nd ed.) Focal Press. https://www.oreilly.com/library/view/cinematography-theory-and/9780240812090/10_Chapter5.html
  8. Brown, K.R. & Broido, E. (2015). Engaging students with disabilities. In S. Harper & S. Quaye (Eds.). Student engagement in higher education: Theoretical perspectives and practical approaches for diverse populations. Routledge.
  9. CAST (2018). Universal design for learning guidelines, version 2.2. http: //udlguidelines.cast.org
  10. Cimermanová, I. (2015). Using comics with novice EFL readers to develop reading literacy. Procedia - Social and Behavioral Sciences, 174, 2452–2459. https://doi.org/10.1016/j.sbspro.2015.01.916
  11. Cohn, N. (2013). The visual language of comics: Introduction to the structure and cognition of sequential images. Bloomsbury.
  12. Cohn, N. (2019). Visual narratives and the mind: Comprehension, cognition, and learning. In K. D. Federmeier & D. M. Beck (Eds.), The psychology of learning and motivation: Knowledge and vision (vol. 70, pp. 97-127). https://doi.org/10.1016/bs.plm.2019.02.002
  13. Cohn, N. (2020). Who understands comics? Questioning the universality of visual language comprehension. Bloomsbury.
  14. Cole, D. (2014, March 13). A message from your brain: I’m not good at remembering what I hear. National Geographic. https://news.nationalgeographic.com/news/2014/03/140312-auditory-memory-visual- learning-brain-research-science/
  15. Comics Uniting Nations (2015). Comics. http://www.comicsunitingnations.org/comics/
  16. COMMIX (2017). COMMIX methodology or how to apply comics in education: Or how to make fun when teaching and learning. http://www.commix-project.eu/resources-pdf/COMMIX-methodology.pdf
  17. Eco, U. (2001). Experiences in translation. University of Toronto Press.
  18. Eco, U. (2003). Mouse or Rat?: Translation as Negotiation. Weidenfeld & Nicolson.
  19. Eisenberg, H. (2014, September 15). Humans process visual data better. Thermopylae Sciences + Technology. http://www.t-sciences.com/news/humans-process-visual-data-better
  20. EssayInfo (2018). Narrative essay. EssayInfo writing guides. https://essayinfo.com/essays/narrative-essay/
  21. Florian, L. & Spratt, J. (2013). Enacting inclusion: A framework for interrogating inclusive practice. European Journal of Special Needs Education, 28(2), 119-135. https://doi.org/10.1080/08856257.2013.778111
  22. Freytag, G. (1896). Freytag’s Technique of the drama, an exposition of dramatic composition and art. S.C. Griggs & Company. https://www.ebooksread.com/authors-eng/gustav-freytag/freytags-technique-of-the-drama-an-exposition-of-dramatic-composition-and-art-yer.shtml
  23. Griffin, E., & Pollak, D. (2009). Student experiences of neurodiversity in higher education: Insights from the BRAINHE project. Dyslexia, 15, 23-41. http://doi.org/10.1002/dys.383
  24. Hackford, T. (2004). Ray. IMDb. https://www.imdb.com/title/tt0350258/
  25. House, J. (2018). Translation: The basics. Routledge.
  26. Jakobson, R. (1959). On linguistic aspects of translation. Harvard University Press.
  27. Joannidou, S. & Sime, J.A. (2021). Comics for inclusive English language learning: The CIELL app, supporting dyslexic English language learners. In N. Zoghlami, C. Brudermann, C. Sarré, M. Grosbois, L. Bradley, & S. Thouësny (Eds), CALL and Professionalisation - Short papers from EUROCALL 2021 (pp. 161-166). https://doi.org/10.14705/rpnet.2021.54.1326
  28. Jones, E. (2010). The use of comic books style reading material in an EFL extensive reading program: A look at the changes in attitude and motivation to read in English in a Japanese university. Language Education in Asia, 1(1).
  29. Källvant, L. (2015). Reading comics in the language classroom: A literature review. Göteborgs Universitet. https://gupea.ub.gu.se/bitstream/handle/2077/41223/gupea_2077_41223_1.pdf
  30. Kormos, J. (2017). The second language learning processes of students with specific learning difficulties. Routledge.
  31. Kormos, J. (2020). Specific Learning Difficulties in ELT: Part of the Cambridge Papers in ELT Series. Cambridge University Press. https://www.cambridge.org/gb/files/2415/7856/0079/CambridgePapersInELT_SpLDs_2020_ONLINE.pdf
  32. Kormos, J. & Csizér, K. (2010). A comparison of the foreign language learning motivation of Hungarian dyslexic and non-dyslexic students. International Journal of Applied Linguistics, 20, 232–250. https://doi.org/10.1111/j.1473-4192.2009.00247.x
  33. Kormos, J. & Kontra, E. H. (2008). Hungarian teachers’ perceptions of dyslexic language learners. In J. Kormos & E. H. Kontra (Eds.) Language Learners with Special Needs (pp. 189-213). http://dx.doi.org/10.21832/9781847690913-010
  34. Kormos, J., Košak-Babuder, M. & Pižorn, K. (2019). The role of low-level first language skills in second language reading, reading-while-listening and listening performance: A study of young dyslexic and non-dyslexic language learners. Applied Linguistics, 40(5), 834–858. https://doi.org/10.1093/applin/amy028
  35. Kormos, J. & Smith, A. M. (2012). Teaching languages to students with Specific Learning Differences. Multilingual Matters.
  36. Kourdis, E. (2015). Semiotics of Translation: An Interdisciplinary Approach to Translation. In P. P. Trifonas (Ed.), International Handbook of Semiotics (303-320). Springer. https://doi.org/10.1007/978-94-017-9404-6_13
  37. Krusemark, R. (2017). Comic books in the American college classroom: A study of student critical thinking, Journal of Graphic Novels and Comics, 8(1), 59-78, https://doi.org/10.1080/21504857.2016.1233895
  38. Lakoff, G. & Johnson, M. (2003). Metaphors we live by (2nd ed.). The University of Chicago Press.
  39. Lefèvre, P. (2000). Narration in Comics. Image [&] Narrative. Online Magazine of the Visual Narrative, 1. http://www.imageandnarrative.be/inarchive/narratology/pascallefevre.htm
  40. MacCullagh, L., Bosanquet, A. & Badcock, N. A. (2017). University students with dyslexia: A qualitative exploratory study of learning practices, challenges and strategies. Dyslexia, 23, 3-23. http://doi.org/10.1002/dys.1544
  41. Maunsell, M. (2022). Dyslexia in a Global Context: A Cross-Linguistic, Cross-Cultural Perspective. Latin American Journal of Content & Language Integrated Learning, 13(1), 92-113. https://doi.org/10.5294/laclil.2020.13.1.6
  42. Millogo, V., Gaufreteau, A., & Millogo, D. C. (2021). Narrative-based interventions in first grade student with language difficulties: An exploratory study. Academia Letters, Article 4398. http://www.doi.org/10.20935/al4398
  43. Mills, K. A. & Unsworth, L. (2017). Multimodal literacy. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.232
  44. Pino, M. & Mortari, L. (2014). The inclusion of students with dyslexia in higher education: A systematic review using narrative synthesis. Dyslexia, 20, 346-369.
  45. Plan (2016). Counting the invisible: Girls’ rights and realities. Plan International. https://reliefweb.int/sites/reliefweb.int/files/resources/countingtheinvisble_zimbabwe.pdf
  46. Pollak, D. E. (2005). Dyslexia, the self and higher education: Learning life histories of students identified as dyslexic. Trentham.
  47. Popa, N. L., & Tarabuzan, E. O. (2015). Using comic strips in teaching and learning French as foreign language: Changes in motivational beliefs. Review of Artistic Education, 9/10, 273–278.
  48. Rand, P. (1965). Design and the play instinct. Education of Vision. https://www.csus.edu/indiv/e/estiokom/design_play_instinct.pdf
  49. Richardson, G. (2021). Dyslexia in higher education. Educational Research and Reviews, 16(4), 125-135. https://doi.org/10.5897/ERR2021.4128
  50. Schwarz, R., & Terrill, L. (2000). ESL Instruction and adults with learning disabilities. Center for Adult English Language Acquisition. http://www.cal.org/caela/esl_resources/digests/LD2.html
  51. Shaywitz, S. & Shaywitz, J. (2020). Overcoming dyslexia: The essential program for reading problems at any level (2nd ed.). Sheldon Press.
  52. Shiang, R. F. (2018). Embodied EFL reading activity: Let’s produce comics. Reading in a Foreign Language, 30(1), 108-129.
  53. Sime, J.A. & Themelis, C. (2021). Comics for inclusive, technology-enhanced language learning Compendium: A guide for teachers on using the CIELL App. CIELL Learning Resources. https://ciell.eu/wp-content/uploads/2021/04/CIELL-Compendium-v3.pdf
  54. Stentiford, L. & Koutsouris, G. (2020). What are inclusive pedagogies in higher education? A systematic scoping review. Studies in Higher Education, 46(11) 2245-2261. https://doi.org/10.1080/03075079.2020.1716322
  55. Themelis, C, & Sime, J.A. (2020). Comics for inclusive technology-enhanced language learning. In S. Mavridi & V. Saumell (Eds.), Digital Innovations and Research into Language Learning (pp. 93-114). IATEFL.
  56. Thompson, K., & Bordwell, D. (2008). Film History: An Introduction (8th ed.), McGraw-Hill Higher Education.
  57. UN SDG (2022). Do you know all 17 SDGs? United Nations. https://sdgs.un.org/goals
  58. Versaci, R. (2008). "Literary literacy" and the role of the comic book: Or, "You teach a class on what?". In N. Frey, & D. Fisher (Eds.), Teaching visual literacy: Using comics, graphic novels, anime, cartoons, and more to develop comprehension and thinking skills (pp. 91-111). Corwin.
  59. Welby, V. (1903). What is meaning? Studies in the development of significance. Macmillan. https://archive.org/details/whatismeaningst01welbgoog/page/n72/mode/2up
  60. Yuan, Y., Major-Girardin, J., & Brown, S. (2018). Storytelling is intrinsically mentalistic: A functional magnetic resonance imaging study of narrative production across modalities. Journal of Cognitive Neuroscience, 30(9), 1298-1314. https://doi.org/10.1162/jocn_a_01294
  61. Zimmerman, B. (2010). Using digital comics for language learning. ELearn, 2010(1). https://dl.acm.org/citation.cfm?id=1710033