Graphic Novels: An Alternative Approach to Teach English as a Foreign Language

Autor/inn/en	Öz, Hüseyin; Efecioglu, Emine
Titel	Graphic Novels: An Alternative Approach to Teach English as a Foreign Language
Quelle	In: Journal of Language and Linguistic Studies, 11 (2015) 1, S.75-90 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-578X
Schlagwörter	Cartoons; Novels; Teaching Methods; English (Second Language); Second Language Instruction; Advanced Placement Programs; Private Schools; High School Students; Grade 10; Foreign Countries; Experimental Groups; Control Groups; Drama; Questionnaires; Likert Scales; Semi Structured Interviews; Achievement Tests; Scores; Adolescent Literature; Classics (Literature); Literature Appreciation; Literary Devices; Symbolic Language; Inferences; Vocabulary Development; Reading Comprehension; Critical Thinking; Learning Modalities; Reading Motivation; Second Language Learning; Learning Strategies; Mixed Methods Research; Familiarity; Statistical Significance; Pretests Posttests; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Zeichentrickfilm; Novel; Roman; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Private school; Privatschule; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Schauspiel; Fragebogen; Likert-Skala; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Literarische Wertung; Literaturarbeit; Symbolsprache; Inference; Inferenz; Wortschatzarbeit; Leseverstehen; Kritisches Denken; Lernumgebung; Lesemotivation; Zweitsprachenerwerb; Learning methode; Learning techniques; Lernmethode; Lernstrategie
Abstract	This article reports the findings of a study that investigated the role of graphic novels in teaching English as a foreign language (EFL) to International Baccalaureate students (aged 15-16) in TED Ankara College Foundation Private High School. Two intact 10th grade classes were randomly assigned to the control and experimental groups who studied the play of "Macbeth" for various in-class activities. A questionnaire, semi-structured interview and achievement test (post-test) were employed to gather data from the participants. The findings revealed that there was a significant difference in the scores of the participants in the experimental and control groups, with the graphic novel playing a significant role in understanding (i) literature elements such as symbol, setting and foreshadowing, (ii) inference and (iii) vocabulary. However, it did not play a significant role in answering comprehension questions, discussing quotations, and analysing comparison-contrast or cause-effect relationships. Furthermore, the findings revealed that graphic novel greatly shaped and influenced the critical thinking and literary devices, and vocabulary learning skills of participants. The present study calls for integrating graphic novels into the syllabi of the relevant schools as these materials appeal to the students' visual senses and yield more insights compared with traditional plain literary texts. (As Provided).
Anmerkungen	Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01