EFL TEACHERS’ PERCEPTIONS OF THE EFFECTIVENESS IN USING GRAPHIC NOVELS

Abstract

World communication has shifted to more visual content and consumption. English as a foreign language educators can embrace this shift with the use of graphic novels is crucial to developing engaged readers and contextual thinkers. The visual nature of graphic novels results in a familiar format for readers to acquire information (Yang, 2008). For EFL learners, this is crucial for the advancement of their literacy skills. In addition, graphic novels combine images and text to convey critical and contextual storytelling elements (McCloud, 1993). This transfers to EFL learning by giving support to readers and strengthening their comprehension of the text. As visual information processing becomes more important to learning, graphic novels bridge the gap between reading and images and offer EFL educators a strong tool to build literacy and reader engagement in their classes.