Teacher Trainees’ Perspectives of Teaching Graphic Novels to ESL Primary Schoolers

Yusof, Suriani Mohd; Lazim, Zalina Mohd; Salehuddin, Khazriyati

doi:10.17576/3l-2017-2303-06

Cited by 10 publications

(9 citation statements)

References 25 publications

(22 reference statements)

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“…Following the articles' analysis, lack of visual literacy among students and teachers was discovered to be the most frequently mentioned challenge of teaching graphic novels in English classes (Masood & Iranmanesh, 2012;Cimermanova, 2014;Yusof et al, 2017;Yusof et al, 2020). According to Felten (2008), visual literacy is described as the ability to identify, comprehend, and make use of the distinctive syntax and semantics of various visual forms.…”

Section: Lack Of Visual Literacymentioning

confidence: 99%

“…On the other hand, a study from Yusof et al (2017), found that students were more preoccupied with the images and have failed to read the words in speech balloons while reading the graphic novels in class due to a lack of visual literacy and multiliteracies. This eventually caused them to comprehend the content incorrectly and their input became unclear.…”

Section: Lack Of Visual Literacymentioning

confidence: 99%

“…It is also necessary to teach students to understand how to create and analyse visual information as well as how to be aware of the lexicon of forms and colours. Additionally, students should develop skills for selecting which information to concentrate on as well as learn how to read in both verbal and visual formats (Steeves, 2015 as cited in Yusof et al, 2017) to ensure students could gain better understanding of the content in addition to developing their multiliteracies skills.…”

Section: Lack Of Visual Literacymentioning

confidence: 99%

“…After analysing all the shortlisted articles, it was found that the biggest contributor to this problem could be because of the lack of instructional strategies provided to teachers to teach graphic novels to the students (Lapp et. al., 2012;Yusof et al, 2017;Sinha & Malshe, 2017). One of the findings from Yusof et al (2017), which explored the difficulties trainee teachers encountered when teaching graphic novels to students in primary schools, found that most of the trainee teachers stated they did not explain the elements of graphic novels to their students before they began teaching.…”

Section: Lack Of Instructional Strategies Awareness and Resourcesmentioning

confidence: 99%

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Advantages and Challenges of Teaching Graphic Novels in English Classrooms: A Systematic Review

Aziz¹,

Aziz²

2023

IJARPED

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Graphic novels are a multimodal format that is growing in popularity, and they are increasingly being used as part of the literature curriculum in schools around the world. However, for a variety of reasons, graphic novels continue to be met with scepticism, and many instructors are hesitant to include them into their classrooms. This paper presents a systematic literature review of 18 relevant published research on the teaching of graphic novels in the English classrooms (English as a Second Language [ESL] and English as a Foreign Language [EFL] contexts) around the world for the past decade from the year 2012 to 2022. The findings highlight the advantages and the challenges of the teaching of graphic novels in English classrooms. Results revealed that there are five advantages of teaching the multimodal medium in the English classes which are; improved comprehension, boost reading motivation, enhance critical thinking skills, increased vocabulary acquisition and improved English-speaking proficiency. The review's findings also show that there are three key challenges in teaching graphic novels; lack of visual literacy among students and teachers, lack of instructional strategies and scepticism towards graphic novels. Furthermore, it was also discovered that the visual element of graphic novels which contribute to the primary benefits, is also the one that presents the greatest challenge. The limitations of past studies and recommendations for future research were also discussed.

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Section: Lack Of Visual Literacymentioning

confidence: 99%

Section: Lack Of Visual Literacymentioning

confidence: 99%

Section: Lack Of Visual Literacymentioning

confidence: 99%

Section: Lack Of Instructional Strategies Awareness and Resourcesmentioning

confidence: 99%

See 2 more Smart Citations

Advantages and Challenges of Teaching Graphic Novels in English Classrooms: A Systematic Review

Aziz¹,

Aziz²

2023

IJARPED

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“…questions (Dreyer, 2016;Hwang & Embi, 2007;Yusof, Lazim, & Salehuddin, 2017). Open-ended questions can be used to allow students to predict outcomes, make comparisons and draw conclusions.…”

Section:  Increases Motivationmentioning

confidence: 99%

Producing Global Malaysian Secondary Students through Foreign Novels: Perspectives

Zhou

Aziz

2020

International Journal of English Language and Literature Studie

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There are aspects of culture encapsulated in foreign literature in English that could potentially help students develop as global citizens. Students could examine the feelings, thoughts, cultural content and settings conveyed through literature and be able to apply them in their daily lives. This study aims to identify as to what extent the use of foreign literature in English chosen by the Ministry of Education expands students' perspectives as a global citizen, by applying Louise Rosenblatt's Transactional Theory and concept of Global Citizenship. Data were collected through interviews and observations; and analyzed according to the different themes based on the perceptions of students and teachers in the study. Results showed that appreciation for the novel was greatly decreased as students were deeply rooted in the culture of studying for examinations. In conclusion, while the use of foreign novels was able to activate an understanding of global citizenship and instil values, the learning process itself may be hindered by multiple factors.Contribution/Originality: The paper's primary contribution is to determine how the learning of foreign novels is able to transform Malaysian secondary students into global citizens. This research is presented to enlighten readers on the use of foreign novels when teaching secondary school students and provide information to assist teachers and researchers in using foreign literature to produce global citizens in secondary schools.

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“They’re So Stinkin’ Popular, How Could You Say No?” Graphic Novel Collection Development and School Librarian Self-Censorship

Moeller¹,

Becnel²

2020

The Library Quarterly

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Teacher Trainees’ Perspectives of Teaching Graphic Novels to ESL Primary Schoolers

Abstract: ABSTRACT

Cited by 10 publications

References 25 publications

Advantages and Challenges of Teaching Graphic Novels in English Classrooms: A Systematic Review

Advantages and Challenges of Teaching Graphic Novels in English Classrooms: A Systematic Review

Producing Global Malaysian Secondary Students through Foreign Novels: Perspectives

“They’re So Stinkin’ Popular, How Could You Say No?” Graphic Novel Collection Development and School Librarian Self-Censorship

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