Developing Reading Comprehension In English Pedagogy Students Through Comics

Abstract

This study examines the use of comics and graphic novels as reading materials and their impact on reading comprehension and vocabulary among 18 second-semester English pedagogy students in Ecuador. Grounded in Cognitive Load Theory, Dual Coding Theory, and Schema Theory, this research employed a mixed-methods design featuring a single-group pretest-posttest and semi-structured interviews. Quantitative results showed a significant improvement between the pretest (M = 3.50) and the posttest (M = 8.22), confirmed by a paired-samples t-test (t (17) = -8.82, p < .001) and a very large effect size (Cohen’s d = 2.08). These findings were supported by qualitative results, as participants reported lower anxiety when reading in English, increased motivation, and better comprehension of unfamiliar vocabulary due to the visual support provided by images, dialogue, and panels. It is concluded that comics are a promising, albeit underutilized, instructional resource in English as a Foreign Language (EFL) teaching, capable of reducing cognitive load and fostering more dynamic and meaningful reading experiences. This study contributes to filling a gap in the literature regarding the use of comics in English pedagogy programs in Ecuador.