PIXTON

 Reflection on using Pixton for a comic-based activity in 4ºESO

For this activity, students used Pixton to create comics while practicing reported speech.

Below is a reflection on how the process unfolded.

Organizing the Groups

I explained to the students that they would work in small groups of three or four. Each

group was responsible for choosing a scenario and dividing roles such as scriptwriter,

designer, and editor. Some students said they preferred working with their friends, so I

allowed some flexibility while ensuring a mix of skills in each group.

Sequence of tasks

1. I introduced Pixton and its features, showing how to create characters, add text,

and design panels.

2. Each group brainstormed a short dialogue and transformed it into reported

speech.

3. They created a rough draft on paper before transferring it to Pixton.

4. After designing their comics, students reviewed and edited each other’s work for

grammar accuracy and creativity.

5. Finally, they shared their finished comics with the class and provided feedback

on each other’s projects.

Learning objectives and how Pixton helped chieve them

The main objectives were:

• To practice reported speech in context. Pixton allowed students to see how direct

speech changed when reporting conversations. For example, one group wrote:

o "I love reading comics!" → She said she loved reading comics.

• To improve collaboration skills. Working in teams encouraged peer discussion

and problem-solving.

• To enhance digital literacy. Using Pixton familiarized students with digital

storytelling tools.

Encouraging Creativity and Imagination

Students had the freedom to create their own characters and settings, which made the

activity more engaging. Some groups invented funny or dramatic situations, such as an

alien invasion or a detective solving a mystery, which kept the language practice

exciting.

Student Enjoyment and Challenges

• Most enjoyed: Designing characters and choosing backgrounds. Many students

found it fun to personalize their comics.

• Least enjoyed: Some struggled with reported speech rules, especially

changing tenses. However, they supported each other by checking examples and

asking for clarification.

Improvements for next time

• Provide a quick grammar review before starting to reinforce reported speech

rules.

• Allow students to create individual comics if they prefer working alone.

• Give more time for peer feedback to refine their comics.

Sharing the final projects

We projected the comics on the screen, and each group presented theirs, explaining the

story and reported speech examples. Students also voted on the most creative comic.

Opportunities for discussion and co-evaluation

After presentations, students exchanged constructive feedback using guiding questions

such as:

• What did you like about this comic?

• Was the reported speech used correctly?

• How could the story be improved?

This reflection activity helped students become more aware of their learning progress

while making grammar practice more interactive and enjoyable