This article reports the results of an experiment investigating the role of comic strips on ESL learners’ reading comprehension. Results: The low-level students receiving the high-level text with the comic strip scored signiﬁcantly higher than their counterparts receiving the high-level text only. Providing a comic strip with the high-level text did not enhance the high-level students’ recall. Includes pedagogical suggestions, discussion of results in light of various theories. Note: see pages 225-243.
This is an external resource which can be accessed here: http://188.8.131.52/TESOL/TQD_2008/VOL_38_2.pdf