Utilizing Canva: Illustrative Content for Enhancing Writing Skills of Lower Secondary ESL Students

Nur Roselyn Raihan Binti Muhammad Affindy, Melor Md Yunus and Hanita Hanim Ismail
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Nur Roselyn Raihan Binti Muhammad Affindy: Faculty of Education, University Kebangsaan Malaysia, Malaysia
Melor Md Yunus: Faculty of Education, University Kebangsaan Malaysia, Malaysia
Hanita Hanim Ismail: Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3, 4586-4599

Abstract: This study investigates the impact of Canva-based tasks on enhancing the writing skills of lower secondary ESL students and explores their perceptions of the platform as a learning tool. Conducted with 66 students aged 13 to 15 at an international school in Kluang, Johor, the research spanned two academic terms (10 weeks each) and employed a mixed-method approach. Pre- and post-tests evaluated improvements in four writing components—content, communicative achievement, organisation, and language—while semi-structured interviews provided qualitative insights into students’ experiences. Quantitative results revealed statistically significant improvements across all components, with organisation and content showing the most significant gains. The calculated effect sizes confirmed substantial practical significance, emphasising Canva’s role in fostering structured, coherent, and linguistically precise writing. Qualitative findings highlighted Canva’s ability to enhance student motivation, engagement, and confidence. Participants praised its visual templates and interactive features, making writing tasks less intimidating and enjoyable. Challenges such as initial unfamiliarity and technical limitations were minimal and diminished over time. The study underscores Canva’s transformative potential in ESL writing instruction, particularly for improving idea organisation and addressing linguistic challenges. It contributes to constructivist and multimodal literacy theories by demonstrating how digital tools scaffold learning and promote active engagement. Practical recommendations include integrating Canva into ESL curricula, training teachers for effective use, and addressing infrastructural barriers for equitable access. Future research should consider expanding the sample size to enhance generalizability, explore Canva’s applicability to other language skills, and examine its effectiveness across diverse educational contexts, bridging traditional and digital pedagogies to equip students with 21st-century skills.

Date: 2025
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