Elementary school learners’ perceptions of graphic novels in the EFL classroom

Abstract

This thesis focuses on elementary school learners’ perceptions of reading graphic novels in the EFL classroom. More specifically, the thesis reports on findings from research that examined Norwegian 7th grade learners’ perceptions of the advantages and challenges of reading graphic novels in the EFL classroom. Previous studies have shown that reading graphic novels in the EFL classroom can improve reading comprehension, increase motivation and engagement, and lead to the development of language and various literacies. Despite this, few studies explore learners’ perceptions of these books, and none on elementary school learners’ perceptions. Thus, the current study set out to cover this research gap.

To address this research gap, the current study employed a mixed methods research design. A two-week reading project was conducted in a 7th grade classroom with 29 learners, where the researcher conducted observations of 22 participating learners. Following the reading project, the participants responded to a survey, and two groups of four learners participated in a focus group interview.

The study found that a majority of the learners perceived graphic novels to be enjoyable and fun, as well as easier to read than other books. The learners found that the combination of images and less text made the books more comprehensible, especially for struggling and reluctant learners, as well as educational in terms of language and skills. The books also provided a variation from their usual lessons, which, combined with their enjoyment of graphic novels, might have instilled motivation and a want to read more. In contrast, some of the learners found reading for whole lessons to be too long for reading graphic novels. Likewise, some learners found that the order and structure of the books could be confusing and the language a bit difficult. A few learners also believed they might learn less from reading graphic novels than regular books as they include images and less text. Overall, the learners perceived graphic novels as enjoyable and advantageous despite a few challenges. As such, the current study’s findings imply that graphic novels should be implemented to a greater extent in the EFL classroom as they can lead to a variety of advantages, as perceived by the learners themselves.

This thesis focuses on elementary school learners’ perceptions of reading graphic novels in the EFL classroom. More specifically, the thesis reports on findings from research that examined Norwegian 7th grade learners’ perceptions of the advantages and challenges of reading graphic novels in the EFL classroom. Previous studies have shown that reading graphic novels in the EFL classroom can improve reading comprehension, increase motivation and engagement, and lead to the development of language and various literacies. Despite this, few studies explore learners’ perceptions of these books, and none on elementary school learners’ perceptions. Thus, the current study set out to cover this research gap.

To address this research gap, the current study employed a mixed methods research design. A two-week reading project was conducted in a 7th grade classroom with 29 learners, where the researcher conducted observations of 22 participating learners. Following the reading project, the participants responded to a survey, and two groups of four learners participated in a focus group interview.

The study found that a majority of the learners perceived graphic novels to be enjoyable and fun, as well as easier to read than other books. The learners found that the combination of images and less text made the books more comprehensible, especially for struggling and reluctant learners, as well as educational in terms of language and skills. The books also provided a variation from their usual lessons, which, combined with their enjoyment of graphic novels, might have instilled motivation and a want to read more. In contrast, some of the learners found reading for whole lessons to be too long for reading graphic novels. Likewise, some learners found that the order and structure of the books could be confusing and the language a bit difficult. A few learners also believed they might learn less from reading graphic novels than regular books as they include images and less text. Overall, the learners perceived graphic novels as enjoyable and advantageous despite a few challenges. As such, the current study’s findings imply that graphic novels should be implemented to a greater extent in the EFL classroom as they can lead to a variety of advantages, as perceived by the learners themselves.