Evaluating the Usability of the Flipbook-EVI Module for Vocabulary Instruction in Distance Learning: Insights from the TUP Framework

Abstract

This study investigates the usability of the Flipbook-EVI (Explicit Vocabulary Instruction) Module in distance learning, designed to address challenges faced by underprivileged and rural students in Malaysia in adapting to the newly implemented CEFR curriculum. The module offers mobile-friendly, self-paced vocabulary acquisition through interactive multimedia instruction, aligned with the Common European Framework of Reference for Languages (CEFR). Using the Technology, Usability, and Pedagogy (TUP) framework, this third phase of a design and developmental research (DDR) initiative evaluates the module’s usability through semi-structured interviews with six ESL teachers in Malaysia. The interviews were transcribed and analyzed using thematic analysis, revealing key themes related to teacher engagement, module usability, student outcomes, and suggestions for improvement. This study fills a gap in research on the usability of digital tools for vocabulary instruction in rural and underprivileged settings, particularly within the context of CEFR implementation in Malaysia. The thematic analysis highlights the module’s strengths, such as the integration of multimedia elements, flexible accessibility, the alignment of the Flipbook-EVI module with the CEFR framework, consistent design and supplementing traditional instruction, and a self-paced learning experience. It also identifies weaknesses like unreliable internet connectivity and limited device availability, challenges in sustaining student engagement and the need for teacher guidance and support for effective integration. The findings offer practical implications for integrating digital tools into vocabulary instruction, providing flexible, scalable options for supporting student progress remotely.