Overall, there was a significant difference in the scores of the participants in the experimental group (M=76.73, SD=8.436) and those of the learners in the control group (M=69.43, SD=7.722) t(54)=3.379, p = 0.001. In order to examine the effectiveness of graphic novels an independent-samples t-test was conducted to compare the means of the participants in the two groups. The data was analyzed through descriptive and inferential statistics tests. Finally a post–test was administrated and the scores were compared. This was followed by an interview to get deeper insights into their experience with the graphic novel. The control group studied the original play written in text format, whereas the other received the original play in graphic format. Then, the control (N=30) and experimental groups (N=26) were assigned the play of Macbeth for a number of reading activities. The data collection instrument consisted of a survey of student familiarity about graphic novels, a semi-structured interview about their experience with graphic novels, and the achievement test given after a 5-week treatment period.Īt the beginning of the study, a questionnaire was administrated to the participants to measure their familiar with the graphic novels and general approaches to reading in the target language (α =. With a similar level of proficiency, two intact 10th grade IB classes were randomly assigned to control and experimental groups. Thus, this study was aimed to investigate the effectiveness of graphic novels in teaching English as a foreign language.īased on the post-test-only two group randomized experimental design, it was carried out with 56 10th grade IB (International Baccalaureate) students enrolled in TED Ankara College Foundation Private High School in the 2010-2013 academic year. Graphic novels (sequential art, the arrangement of pictures or images and world to narrate a story or dramatize an idea) could play a central role in understanding texts because the simple sentences, visual or contextual clues and educated guess allow learners to comprehend some, if not all, of a story in the target language. Visuals are among many instructional techniques language teachers utilise in the classroom.
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