The effects of graphic novels to improve readings skills on EFL students

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Fecha
2024Autor
Loyola, Cristóbal
Narváez, Tiare
San Martín, Camila
Tapia, Violeta
Metadatos
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Reading comprehension is a fundamental yet challenging skill for learners of English as a
Foreign Language (EFL), particularly in Chile, where national assessments reveal persistently
low performance in this area. This study investigates the potential of graphic novels as an
innovative instructional tool to enhance reading comprehension and vocabulary acquisition
among 10th-grade EFL students in a subsidized school in Santiago. Adopting a quasi experimental design, the research compares two groups: a control group exposed to a traditional
textual novel and an experimental group engaging with a graphic novel adaptation of Alice in
Wonderland. Both groups completed pre- and post-tests to assess progress in reading
comprehension and vocabulary.
Statistical analysis using paired t-tests and non-parametric tests indicated no significant
difference in outcomes between the two groups, suggesting that while graphic novels may enrich
visual literacy and student engagement, they do not universally enhance reading comprehension.
This finding highlights the importance of factors such as prior knowledge, student motivation,
and the cognitive demands of integrating visual and textual information.
The study underscores the nuanced role of multimodal texts in EFL education and
recommends further exploration of strategies to optimize the integration of graphic novels,
including training students to decode multimodal content effectively and tailoring material to
their interests. By addressing these variables, future research may better elucidate the conditions
under which graphic novels can be most beneficial in educational contexts.
Keywords: Graphic novels, reading comprehension, vocabulary acquisition, EFL, multimodal,
learning, educational tools, secondary education.
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