Andere Kunden interessierten sich auch für
![Text Structure Awareness Impact on ESP Learners¿ Reading Comprehension]( "Text Structure Awareness Impact on ESP Learners¿ Reading Comprehension")
Text Structure Awareness Impact on ESP Learners¿ Reading Comprehension42,99 €![Self-regulated Learning, Locus of Control, and Reading Comprehension]( "Self-regulated Learning, Locus of Control, and Reading Comprehension")
Self-regulated Learning, Locus of Control, and Reading Comprehension46,99 €![Cohesive Readability of Expository Texts and Reading Comprehension]( "Cohesive Readability of Expository Texts and Reading Comprehension")
Cohesive Readability of Expository Texts and Reading Comprehension32,99 €![Test-taking Strategy Use on the Reading Section of the TOEFL iBT]( "Test-taking Strategy Use on the Reading Section of the TOEFL iBT")
Test-taking Strategy Use on the Reading Section of the TOEFL iBT51,99 €![Reading Ability of EFL Learners]( "Reading Ability of EFL Learners")
Reading Ability of EFL Learners23,99 €![English for Non Specialists]( "English for Non Specialists")
English for Non Specialists62,99 €![Brazilian National High School Evaluation (ENEM) and the AWL theory]( "Brazilian National High School Evaluation (ENEM) and the AWL theory")
Brazilian National High School Evaluation (ENEM) and the AWL theory32,99 €
The aim of this study was to shed light on the nature of comic strips and to assess the probable effect of using comics as reading materials on intermediate EFL learners' motivation to read. It was also aimed to find out whether using comic strips has any effect on students' comprehension of comics and accordingly comprehension of other reading materials. Two groups of teenage intermediate EFL learners were selected for this study. The participants were 91 fifth and sixth grade students. A Nelson Proficiency Test was administered in order to determine the homogeneity of the two groups. Then, the learners were assigned to experimental and control groups and participated in a reading program. The students' motivation to read was assessed at the beginning and end of the study administering the Motivational Questionnaire (Mori, 2002). The pre- and post-test data obtained from the students' responses to the questionnaire was fed into SPSS and a Pearson product-moment correlation coefficient was used to analyze the raw data. The analysis showed that the students' motivation to read increased significantly at the end of the reading program.