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This paper focuses on integrating multimodal communication into the English-as-a-foreign-language classroom to enhance the development of students' multimodal communicative competence, multiliteracies, and 21st-century skills. To do so, I compiled a corpus of authentic materials from Lady Whistledown's Society Papers in Julia Quinn's novel "The Viscount Who Loved Me" (2000), her appearances as narrator in the Netflix series "Bridgerton" (2022), and some tweets posted by @Bridgerton. This corpus was used to plan and design a game-based teaching proposal. Finally, the paper offers a critical analysis and suggests how this proposal can feasibly contribute to fostering students' multimodal communicative competence.

The transition to the use of paper in public elementary schools in Mexico was not easy. At the end of the nineteenth century, the use of slates had been questioned due to the health risk they represented since students often erased their writing with saliva and the material with which the slates were made did not always meet the necessary specifications. On the other hand, paper, from a hygienic, pedagogical and aesthetic point of view, was considered a superior material compared to the hardness of the slate, the shine of the surface and the lack of precision obtained in the tracing of the letters. Derived from this approach, the possibility of changing materials in official schools was seriously envisioned. However, the paper represented a very high cost. Only two paper mills could supply the schools and it was necessary to lower the price, and guarantee the supply by enhancing the distribution system. This article analyses the beginning of the conversion process of a technology for learning to write such as the slate for paper. I analyse the expense that it meant for the authorities and families, how the change was the result of a multiplicity of social, cultural, economic and political relations that intersected to give a new configuration of time, noise and established values in the classroom.

This study aims to explore how e-textbooks with emotional design affect students' emotion, cognitive load and learning achievement. There were 147 freshman students in total: the experimental group I, II and control group consisted of 49, 47 and 51 students, using e-textbooks with emotional design, without emotional design and traditional paper textbooks. The results reveal the following: Students' emotion after using e-textbooks with emotional design is more positive than those using e-textbooks without emotional design and paper textbooks. Students' cognitive load after using e-textbooks with emotional design is significantly lower than those using etextbooks without emotional design. Students' learning achievement after using two types of e-textbooks is better than after using paper textbooks. Comparing all types of textbooks altogether, emotion has a significantly positive correlation with learning achievement, and both emotion and learnng achievement are significantly and negatively correlated with cognitive load. For the three types of textbooks, the relationship between emotion and learning achievement all becomes not significantly correlated. For two types of e-textbooks, cognitive load and learning achievement become not significantly correlated, disturbed by the digitalization of textbooks. Instructors are suggested to firstly adopt e-textbooks with emotional design, those without emotional design secondly, and paper textbooks rank last.

Purpose: This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach: Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings: The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook-question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications: This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value: The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

Treatment adherence is one of the milestones in the care of hypertensive patients, with new information and communication technologies as potential educational tools. This study aimed to evaluate the add-on effect of a digital cartoon educative video on the therapeutic observance of patients followed up in the General Hospital Yaoundé compared to standard of care. We conducted a randomized simple blind clinical trial at the cardiology unit of the Yaoundé General Hospital over a 6-month period from 1st March to 30th August 2022. We enrolled 110 patients and randomized them in blocs of 4 creating two groups of 57 and 53, respectively, without (group 1) and with (group 2) intervention. Preintervention treatment adherence was assessed using the Morisky Medication Adherence Scale (MMAS). In the standard group (G1), we provided standard paper-based clinical counselling, including oral advice, and in the intervention group (G2), we did the same and added a digital cartoon video containing exactly the same message as images and audio. The primary outcome was medication adherence after three months. The mean age was 56.65 ± 10.98 years in group 1 (paper) and 56.42 ± 10.46 years in group 2 (paper + video), without any significant difference. The two groups were similar regarding the proportion of females (36.8% in G1 and 49.3% in G2) and educational levels. According to the Morisky medication adherence scale, before the intervention, the proportions of patients with good, medium and low treatment adherence in groups 1 and 2 were 7%, 25.6%, 67.4%, and 5.1%, 43.6%, 51.3%, respectively, without any significant difference. After interventions, the proportion of patients presenting a good observance moved from 7 to 11% in group 1 (paper) and 5.1 to 20% in group 2 (paper + video). The intragroup variation in treatment adherence in the intervention group (before-after) tended to be significant, with a p-value = 0.0572, while this p-value was 0.712 in the standard group. Our results provide insight into how digital cartoon videos can help to have an add-on effect on the treatment adherence of hypertensive patients, with clinical significance.

The present study is related to the problem associated with student assessment with online examinations at higher educational institutes (HEIs). With the current COVID-19 outbreak, the majority of educational institutes are conducting online examinations to assess their students, where there would always be a chance that the students go for malpractice. It is difficult to set a question paper for any technical course with great novelty. Under these circumstances, safeguarding academic integrity has become a challenge for HEIs. This study is aimed at improving the quality of questions for online exams to increase the accountability of HEIs by proper evaluation of their students. A detailed procedure with suggestions for setting the questions for technical courses, in the format of assertion and reason, matching, multiple select types, etc., has been discussed with adequate examples. It deals with a strategy for ensuring that all the students are held to the standards that are reflected in their grades. The proposed evaluation method has been implemented on a test batch and presented the results along with a comparison with that of traditional question papers. It is witnessed that there is a simultaneous enhancement of students' learning as an additional benefit of implementing the proposed learning-oriented assessment method.