Using comic books with pre-intermediate language students for reading comprehension and vocabulary recognition

Abstract

The purpose of this study is to explore the effects of using comic books with a group of pre-intermediate language
students for reading comprehension and vocabulary recognition. For this research, 12 volunteer students from a
public university participated in a six-session itinerary. A pre-test and post-test applied to the 12 participants where
they solved reading comprehension and vocabulary exercises using a comic book. In four more sessions, a group
of 6 participants worked on the exercises using a comic while the other 6 volunteers did the same using only the
transcription of the comic’s text. When the pilot study finished, those students were interviewed about their experience
during the project and the effects on their performance. The results of the quantitative and qualitative data
analysis showed that all the participants that used comics, regardless of proficiency and text level, performed better
on reading comprehension and vocabulary recognition than the ones using the transcripts. The findings of the study
confirm that comics can be a motivation for reluctant readers and an effective tool for literacy and language learning.
The results of the study are discussed along with the existing literature on the use of visuals for developing reading
skills. Implications for language teachers and some suggestions for further research are also provided.