TEACHERS’ AND STUDENTS’ PERCEPTIONS OF CANVA FOR SUPPORTING LEARNER ENGAGEMENT AND READING COMPREHENSION IN UZBEK EFL CLASSROOMS
Keywords:
Key words: Canva; EFL; learner engagement; comprehension; student perceptions; Uzbekistan; digital toolsAbstract
Annotation: This article explores how Canva supports learner engagement and comprehension in Uzbek EFL classrooms. Canva is a free design tool. Many teachers use it, but there is little research from Uzbekistan. First, the article reviews recent studies on Canva in English teaching. Then it reports a small survey of 26 students from one public school in Tashkent. The students were in grades 8–11. About 80% said Canva made lessons more engaging. Almost 90% said it helps them understand vocabulary and grammar at least sometimes. However, teachers used Canva inconsistently. Students also reported weak internet, too much text on slides, and phone restrictions. The results suggest that Canva has strong potential. Teachers need training, devices, and simple slide design to use it well. The article ends with a plan for a larger study of teachers’ and students’ views.
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