Journal of Education and Teaching Learning

Pre-service Teachers’ Perceptions of Canva’s Effectiveness in Supporting Different Learning Styles in English Language Teaching

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Alya Syaharani Handini University of Brawijaya

Putu Dian Danayanti Degeng University of Brawijaya

Publisher

PT Media Jurnal dan Pendidikan

ISSN

2986-3791

eISSN

2986-3015

Received

1 May 2026

Accepted

4 May 2026

Online

21 July 2026

Issue

Vol.4 No.1 July (2026)

Pages

64-72

Article ID

143

Language

English

Keywords

Abstract

This study examines pre-service teachers’ perceptions of Canva’s effectiveness in supporting different learning styles in English Language Teaching (ELT). It explores how Canva facilitates visual, auditory, and kinesthetic approaches, as well as the challenges faced in developing instructional materials. Using a quantitative descriptive design, the study involved 60 pre-service English teachers from State University of Malang and Brawijaya University who had prior experience using Canva. Data were collected through a structured Likert-scale questionnaire distributed via Google Forms and analyzed using descriptive statistics such as mean and standard deviation with IBM SPSS Statistics 25. Findings indicate that Canva is highly effective in supporting especially visual and kinesthetic learning, as shown by very high mean scores. Despite some challenges in its use for instructional material development, Canva positively contributes to teaching presence, cognitive presence, and social presence in the classroom. The study concludes that Canva is a useful platform for creating instructional materials that accommodate diverse learning styles in English language teaching.

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Citation style

Alya Syaharani Handini, & Putu Dian Danayanti Degeng (2026). Pre-service Teachers’ Perceptions of Canva’s Effectiveness in Supporting Different Learning Styles in English Language Teaching. Journal of Education and Teaching Learning, 4(1), 64–72. https://doi.org/10.59211/mjpjetl.v4i1.143

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