It’s Comical! A mixed-method study of EFL teachers’ experiences using comic books at the upper secondary level

Abstract

The reputation of comic books has not always been the best. The public view of comic books has long been that it is a lesser medium with no educational value. In contrast, previous research states that comic books can have positive effects when used in the EFL classroom with studies claiming that students are showing higher levels of reading comprehension and reading motivation. Despite this, few teachers seem to be using comic books. The reason for this is unclear but research states that teachers are generally unsure of how to use comic books.

The aim of this study was to fill this gap in knowledge by investigating EFL teachers’ experiences of using comic books. To do this, quantitative data was collected through a self-developed questionnaire, where 53 Swedish upper secondary EFL teachers participated, and qualitative data was collected through semi-structured interviews. Four EFL teachers in Sweden were interviewed and the data from both the quantitative and qualitative data collection was analyzed.

The results imply that when using comic books in the classroom, students show higher levels of reading comprehension when reading with comic books. They also show higher levels of reading motivation and engagement with the material. Challenges that may arise when using comic books come from using it too similarly to a regular novel and ignoring the images which leads to unsatisfying discussions from the students. The results show that some participants face resistance from colleagues or the school management. The study concludes that comic books are an underutilized material in the EFL classroom in Sweden, but it is considered a valuable tool for the teachers who have used it in their EFL teaching.