Using Comic Strip Stories to Teach Vocabulary in Intensive Reading Comprehension Courses


The present study was carried out to determine the effect of listening to comic strip stories on incidental vocabulary learning among Iranian EFL learners. To this end, an Interchange placement test was administered, and a group of homogeneous females including 40 participants were selected from a population of 86 at the pre-intermediate level. Then they were randomly assigned to an experimental group (EG) and a control group (CG). Each group had 20 students which ranged in age from 10 to 16 years old. A vocabulary knowledge scale (VKS) was given to all participants as a pre-test to measure learners' knowledge on 60 unknown target vocabularies. During the treatment, an experimental group listened to comic strip stories with watching photos of stories through power point slides, whereas the control group just listened to comic strip stories without watching any photos of stories. After six treatment sessions, all participants took a post-test which was similar to the pre-test. The results of whole tests were gathered and analyzed through SPSS software. The results of Paired Samples t-test showed that both groups had a significant improvement after the treatment, since listening to stories had an effect on vocabulary learning. In addition, to compare both groups' performance on post-test, an Independent Samples t-test was administered which indicated that there was a significant difference between the experimental and control groups whilst, experimental group almost outperformed the control group who dealt with watching stories' photos to achieve incidental vocabulary learning remarkably.

Author Information
Bahman Gorjian, Islamic Azad University, Iran

Paper Information
Conference: IICLLDubai2016
Stream: Innovative language teaching and learning methodologies

This paper is part of the IICLLDubai2016 Conference Proceedings (View)
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Posted by James Alexander Gordon