Using Comics with Novice EFL Readers to Develop Reading Literacy

Cimermanová, Ivana

doi:10.1016/j.sbspro.2015.01.916

Cited by 36 publications

(45 citation statements)

References 6 publications

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“…Thirdgrade students of elementary school like colorful pictures as they find in illustration in comic. Scott McCloud (in Cimermanová, 2015) describes that comic is juxtaposed pictorial and other images in deliberately constructed in sequence to convey information and/or to produce aesthetic response from the readers [4].…”

Section: Introductionmentioning

confidence: 99%

The Development of Contextual Teaching and Learn-ing-Based Comic as a Learning Media for Elementary School Students

Rosyida¹,

Mustaji²,

Subroto³

2018

Proceedings of the 1st International Conference on Education Innovation (ICEI 2017)

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The research aimed at developing and testing the validity, practicality, as well as the effectiveness of learning a learning media in the form of comic based on Contextual Teaching and Learning (CTL) on Social studies. Observation model and development model (R&D) of Borg and Gall used were the research. The result of this research showed that the CTL-based comic is a reasonable, practical and effective media. The use of CTL-based comic gives influence to the learning outcomes of the students. It could be seen through the result of the t-test from the try-out which showed that t count is 2.55 > from t table 2.903. The use of CTL-based comic as a learning media also got good response from the students with percentage 90.5%. Therefore, it could be concluded that CTL-based comic was reasonable, practical and effective to improve the learning outcomes on Social studies lesson of the third-grade students in Elementary School.

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Section: Introductionmentioning

confidence: 99%

The Development of Contextual Teaching and Learn-ing-Based Comic as a Learning Media for Elementary School Students

Rosyida¹,

Mustaji²,

Subroto³

2018

Proceedings of the 1st International Conference on Education Innovation (ICEI 2017)

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“…L2 writing scholars have agreed that the foreign language context is fundamentally different, in the sense that there is little access to the target language in the surrounding environment and that the purpose for developing literacy skills is often unclear (Leki, 2001;Reichelt, Lefkowitz, Rinnert, & Schultz, 2012). As a result, foreign language literacy is often discussed in relation to language acquisition and linguistic development (Cimermanová, 2015;Fukunaga, 2006;Warner & Dupuy, 2018). For example, Fukunaga's (2006) study on Japanese as foreign language learners suggested that reading animes could contribute to the development of word recognition, listening skills, pronunciation, and cultural awareness.…”

Section: Research On L2 Literacymentioning

confidence: 99%

“…In contrast, a large part of the existing discussion on EFL literacy is situated in instructional settings and constrained within the scheme of language development (e.g., Cimermanová, 2015), thus downplaying the interactive, dynamic, and social nature of literacy in a digital era. The literature of the second language (L2) and literacy education hence points to the need for more studies on multilingual users' multiple forms of meaning-making in various contexts (Dagenais, Toohey, Bennett, & Singh, 2017).…”

Section: Introductionmentioning

confidence: 99%

Multilingual and Multimodal Literacy Beyond School : A Case Study of an Adult Vlogger in China

Xiao¹

2020

The Journal of AsiaTEFL

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Second language literacy research in recent years has attended to emerging genres and various literacy practices. Less explored, however, are the innovative ways of meaning-making and communication facilitated by the use of multimodal resources in a foreign-language context. To bridge the gap, this study investigates how a Chinese-English bilingual speaker coordinates and orchestrates design elements in her vlogs and how decision makings are informed by various factors. Interview data and vlog analysis show that the participant is skillful in using digital technologies, anticipating audiences' needs, fulfilling rhetorical purposes, and negotiating with constraining contextual factors. This study challenges the view that learners in an EFL country have limited opportunities to use the language due to the lack of contact with the target language community. It also suggests that EFL educators could build on what learners do on their own while encouraging them to repurpose the use of vlogs and mobile technologies.

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“…Alanyazındaki araştırmalara bakıldığında çizgi romanlara ilişkin bazı çalışmaların bulunduğu (Akkaya, 2013;Başal, Aytan ve Demir, 2016;Topkaya, 2016) ve eğitici çizgi romanların öğrenme öğretme süreçlerinde yararlanılabilecek kaynaklardan biri olduğu araştırmacılar tarafından ifade edilmektedir (Başol, 2011;Cimermanová, 2015;Graham, 2011;Öz ve Efecioğlu, 2015;Rajendra, 2015;Swai, 1978). Buna karşılık alanyazında Adam Olmuş Çocuklar ile Kahraman Kadınlarımız eğitici çizgi roman dizilerinin disiplinler arası içeriklerini belirlemeyi ve bunları okuduğunu anlama stratejileri ile ilişkilendirmeyi amaçlayan herhangi bir çalışmaya rastlanmamıştır.…”

Section: Eğitici çIzgi Roman Ve Disiplinler Arası İlişkilerunclassified

Eğitici Çizgi Romanların Işığında Okuduğunu Anlama Stratejilerinin Kullanımı

Karagöz

2018

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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One of the defining elements of the learning environment are materials. The materials contribute learning/teaching process to have qualification; in this sense, educational comic books composed of pictures and literature are extremely crucial in terms of learning environment. This study aims at determining the interdisciplinary contents of educative comic books in the light of the books Adam Olmuş Çocuklar and Kahraman Kadınlarımız belonging to social anthropologist Suat Turgut, understanding how the secondary school students use reading comprehension strategies and showing the practicality of strategies. A conceptual framework about the educational comic books was formed in this study and according to this, the interdisciplinary potentials of comic books were highlighted by emphasizing the role of them in education environment. All the comic books examined in this study were analyzed and categorized within this particular context. The study is a descriptive research and the analysis of the data is based on the document analysis and content analysis technique. It is stated at the end of study that the contexts in the comic books Adam Olmuş Çocuklar and Kahraman Kadınlarımız are rich in interdisciplinary contents. It was observed that, when these comic books are associated with the other ones, they have a functional contribution to learning/teaching process. Moreover, literacy strategies were presented in the study with the purpose of helping to practise the educative comic books. It is highlighted at the end of the study that the strategy (K-W-L) 'What I know, What I want to learn and What I learnt' that is used for this study is the one students are the most successful. On the other hand, it was observed that the most compelling strategy to practise in a learning environment is (POSSE) the reading comprehension strategy. In the light of available findings, there are some suggestions about the comic books for teachers, researchers and publishers. ÖzÖğrenme ortamının belirleyici ögelerinden biri de materyallerdir. Materyaller öğrenme/öğretme sürecinin nitelik kazanmasına ortam hazırlar. Bu bağlamda resim ve edebiyatın bileşiminden oluşan eğitici çizgi romanlar öğrenme ortamı açısından son derece önemlidir. Bu çalışma sosyal antropolog Suat Turgut'un Adam Olmuş Çocuklar ile Kahraman Kadınlarımız çizgi roman setlerindeki eserler örneğinde eğitici çizgi romanların disiplinler arası içeriklerini belirlemek, ortaokul öğrencilerinin okuduğunu anlama stratejilerini nasıl kullanabileceklerini görmek ve kullanılan stratejilerin uygulanabilirliğini göstermek amacıyla yapılmıştır. Çalışmada eğitici çizgi romanlar hakkında kavramsal bir çerçeve oluşturulmuş; bu çerçeveye göre çizgi romanların eğitim ortamındaki yeri üzerinde durularak disiplinler arası olanakları vurgulanmıştır. Çalışma kapsamında incelenen çizgi romanlar belirlenen çerçevede çözümlenerek sınıflandırılmıştır. Çalışma betimsel bir araştırma olup, verilerin analizinde doküman incelemesi ve içerik analizi tekniğinden yararlanılmıştır. Çalışma sonucunda Adam Olmu...

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Using Comics with Novice EFL Readers to Develop Reading Literacy

Cited by 36 publications

References 6 publications

The Development of Contextual Teaching and Learn-ing-Based Comic as a Learning Media for Elementary School Students

The Development of Contextual Teaching and Learn-ing-Based Comic as a Learning Media for Elementary School Students

Multilingual and Multimodal Literacy Beyond School : A Case Study of an Adult Vlogger in China

Eğitici Çizgi Romanların Işığında Okuduğunu Anlama Stratejilerinin Kullanımı

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