Effect of comic strips on English vocabulary teaching /

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Student Projects

2015

Ng, Yi Lok

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Vocabulary, a building block of language, is important for language learners. English as a Second Language (ESL) teachers and English as a Foreign Language (EFL) teachers have been constantly looking for effective teaching materials, particularly in English as a Foreign Language (EFL) setting where appropriate learning materials are limited (Davis, 2006). Comic strips are viewed as innovative educational materials by an increasing number of educators. However, many proponents viewed them as informal genre which is unsuitable for educational purposes (Cary, 2006). Hence, this study investigated learners' attitudes towards the use of comic strips on English vocabulary learning; and examined whether the presentation style and pictorial presentation of comic strips can enhance adult's English vocabulary learning. Forty adults were recruited via convenience sampling. These participants were randomly allocated either into control group or experimental group, each participant completed a learning style questionnaire and a vocabulary test in the pretest. During the instructional session, the control group learned vocabulary with simple pictures while the experimental group learned with comic strips. Both experimental group and the control group completed posttest on the next day. Repeated-measures ANOVA was used to compare the performances between the pretest and posttest. The result of repeated-measures ANOVA showed that the experimental group achieved a better result compared with the control group. This finding corresponds with Mayer's (2009) cognitive theory of multimedia learning (CTML), and implies that comic strips can be an effective educational tool for English vocabulary learning in English as a Foreign Language (EFL) setting

LG51.H43 hp BEd(EL) 2015eb Ngyl

https://educoll.lib.eduhk.hk/records/hzD0oZEm