Yıl 2018, Cilt 26, Sayı 2, Sayfalar 281 - 286 2018-03-15

The Effect of Comic Strips on Efl Learners’ Reading Motivation
Çizgi Romanların Yabancı Dil Olarak İngilizce Öğrenen Öğrencilerin Okuma Motivasyonu Üzerindeki Etkisi

Fatemeh Hassanirokh [1] , Parisa Yeganehpour [2]

72 53

The aim of this study is to shed light on the nature of comic strips - an ignored genre in English language textbooks in Turkey - and to assess the probable effect of using comics as reading materials on Turkish intermediate EFL learners’ motivation to read. Two groups of Turkish teenage intermediate EFL learners were selected for this study. A Nelson Proficiency Test was administered in order to determine the homogeneity of the two groups. It was found that the experimental group students’ reading motivation was highly correlated with reading comics. The findings of this study may shed new light on the relationship between the kind of reading genres used in language classes and the students’ motivation to read the materials. These findings have important implications for offering new insights to material developers for the development and inclusion of enjoyable reading materials in English textbooks.

Bu çalışmanın amacı, Türkiye’deki İngilizce ders kitaplarında ihmal edilen bir tür olan çizgi romanların niteliğine ışık tutmak ve okuma materyali olarak çizgi roman kullanımının ortaokul seviyesinde İngilizce öğrenen Türk öğrencilerin üzerindeki muhtemel etkisini ortaya koymaktır. Bu araştırma için, ortaöğretim seviyesinde İngilizceyi yabancı dil olarak öğrenen Türk öğrencilerden iki grup seçildi. Bu iki grubun homojenliğini belirlemek için Nelson Seviye testi uygulandı. Deney grubundaki öğrencilerin okuma motivasyonlarının çizgi roman okuma ile yüksek oranda ilişkili olduğu bulunmuştur. Bu çalışmanın bulguları, dil derslerinde kullanılan okuma türleri ile öğrencilerin ders materyalını okuma konusundaki motivasyonu arasındaki ilişki üzerine yeni bir ışık tutabilir. Bu bulgular, eğlenceli okuma materyallerının geliştirilip İngilizce ders kitaplarında kullanılması için melzeme geliştiricilere yeni bir bakış açısı sunması bakımından önemli öneriler içermektedir. 

  • Baker, L. & Wigfield, A. (1999). “Dimensions of Children’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement”. Reading Research Quarterly, 34, 452-447.
  • Belmerchri, F. & Hummel, K. (1998). “Orientations and motivation in the acquisition of English as a second language among high school students in Quebec City”. Language Learning, 48 (2), 219-244.
  • Cox, K.E. & Guthrie, J.T. (2001). “Motivational and cognitive contributions to students’ amount of reading”. Contemporary Educational Psychology, 26, 116-131.
  • Çelik, M. (2004). “Humor: what it can do for tertiary students?” Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 27, 59-66.
  • Davies, J. & Brember, I. (1993) Standards in reading at key stage 1Ð a cause for celebration? A seven-year cross-sectional study, Educational Research, 40(2), pp. 1± 9.
  • Dornyei, Z, & Csizer, K. (1998). “Ten commandments for motivation language learners: results of an empirical study”. Language Teaching Research, 2 (3), 203-229. Retrieved on October 5, 2016 from http://www.ltr.sagepub.com/content/vol2/issue3/.
  • Dornyei, Z. (2003). “Attitudes, orientations, and motivations in language learning: Advances in theory, research and applications”. Language Learning, 53 (1), 3-32.
  • Fowler, W.S. & Coe, N. (1976). Nelson English language Tests. Canada: Nelson and Sons Ltd.
  • Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
  • Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology, 13, 266-272.
  • Gardner, R. C., Day, J. B., & Macintyre, P. D. (1992). Integrative motivation, induced anxiety, and language learning in a controlled environment. Studies in Second Language Acquisition, 14(2), 197-214.
  • Gardner, R.C. , Smythe, P. C. , & Clemet, R. (1979). “Intensive second language study in a bicultural milieu: An investigation of attitudes, motivation and language proficiency”. Language learning, 29, 305-320.
  • Gardner, R. C., Tremblay, P. F., & Masgoret, A-M. (1997). Towards a full model of second language learning: An empirical investigation. The Modern Language Journal, 81, 344-362.
  • Guthrie, J. T. , Hoa, A. L. W. ,Wigfield, A. ,Tonks, S. M. Humenick, N.M., Littles, E.(2007). “Reading Motivation and Reading comprehension Growth in the later Elementary Years”. Contemporary Educational Psychology. 32(3), 282-313.Retrieved on April 29, 2017 from http://eric.ed.gov/ERICWebPortal
  • Hong-Yun, W, & Ping, H (2007). “Major factors influencing reading comprehension: a Factor analysis approach”. Sino-US English Teaching. 4 (9), 14-19. Retrieved on May 04, 2017 from
  • http://wenku.baidu.com/view/0977010590c69ec3d5bb75ce.html
  • Krashen, S. D. (2004). Applying the comprehension hypothesis: Some suggestions.
  • Latha, L.H. (1999). “A Reading Program for Elementary Schools”. English Teaching Forum On-Line, 37 (4). Retrieved on May 04, 2017 from, http://www.exchanges.state.gov/forum/vols/vol37/no4/p12.htm
  • Mclntosh, C, N. & Noels, K. A. (2004). “Self-Determined Motivation for Language Learning: The Role of Need for Cognition and Language Learning Strategies”. Zeitschrift fur Interkulturellen Fremdsprachenterricht, 9 (2). Retrieved on March, 2012, from http://zif.spz.tu-darmstadt.de/jg-09-2/beitrag/Mcintosh2.htm.
  • Mori, S. (2002). “Redefining motivation to read in a foreign language”. Reading in Foreign Language, 14 (2).
  • Oxford advanced Learners’ Dictionary. (2004). Oxford: Oxford University press.
  • Pinsonneault, B.C. (2008). “Authentic input in early second language learning”. Unpublished Thesis. University of Massachusetts Amherst. Retrieved on May 03, 2017 from.
  • http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1236&context=theses&sei-redir=1&referer=
  • Razi, S. (2005). “The effects of cultural schema and reading activities on reading comprehension”. The Reading Matrix. 4 (2), 20-53. Retrieved on September 20, 2011 from. http://www.readingmatrix.com/conference/pp/procedings/razi.pdf
  • Wright, G. (1979). The comic strip in the classroom for the reluctant disabled reader. Reading Improvement, 16, 13-17.
  • Worthy, J. Moorman, M. Turner, M. (1999). “What Johnny likes to read is hard to find in school”. Reading Research Quarterly, 34 (1), 12-27.
Birincil Dil en
Konular Eğitim Bilimleri
Diğer ID 997
Dergi Bölümü Makaleler
Yazarlar

Yazar: Fatemeh Hassanirokh
E-posta: fati_hasanirokh@yahoo.com
Kurum: Atatürk Üniversitesi, Kazım Karabekir Eğtim Fakültesi, Erzurum
Ülke: Turkey


Yazar: Parisa Yeganehpour
E-posta: yeganehpour.parisa@gmail.com
Kurum: Ağrı İbrahim Çeçen Universitesi, Fen Edebiyat Fakültesi, Ağrı
Ülke: Turkey


Bibtex @araştırma makalesi { kefdergi389875, journal = {Kastamonu Eğitim Dergisi}, issn = {1300-8811}, address = {Kastamonu Üniversitesi}, year = {2018}, volume = {26}, pages = {281 - 286}, doi = {10.24106/kefdergi.389875}, title = {The Effect of Comic Strips on Efl Learners’ Reading Motivation}, key = {cite}, author = {Yeganehpour, Parisa and Hassanirokh, Fatemeh} }
APA Hassanirokh, F , Yeganehpour, P . (2018). The Effect of Comic Strips on Efl Learners’ Reading Motivation. Kastamonu Eğitim Dergisi, 26 (2), 281-286. DOI: 10.24106/kefdergi.389875
MLA Hassanirokh, F , Yeganehpour, P . "The Effect of Comic Strips on Efl Learners’ Reading Motivation". Kastamonu Eğitim Dergisi 26 (2018): 281-286 <http://dergipark.gov.tr/kefdergi/issue/31580/389875>
Chicago Hassanirokh, F , Yeganehpour, P . "The Effect of Comic Strips on Efl Learners’ Reading Motivation". Kastamonu Eğitim Dergisi 26 (2018): 281-286
RIS TY - JOUR T1 - The Effect of Comic Strips on Efl Learners’ Reading Motivation AU - Fatemeh Hassanirokh , Parisa Yeganehpour Y1 - 2018 PY - 2018 N1 - doi: 10.24106/kefdergi.389875 DO - 10.24106/kefdergi.389875 T2 - Kastamonu Eğitim Dergisi JF - Journal JO - JOR SP - 281 EP - 286 VL - 26 IS - 2 SN - 1300-8811-2147-9844 M3 - doi: 10.24106/kefdergi.389875 UR - http://dx.doi.org/10.24106/kefdergi.389875 Y2 - 2017 ER -
EndNote %0 Kastamonu Eğitim Dergisi The Effect of Comic Strips on Efl Learners’ Reading Motivation %A Fatemeh Hassanirokh , Parisa Yeganehpour %T The Effect of Comic Strips on Efl Learners’ Reading Motivation %D 2018 %J Kastamonu Eğitim Dergisi %P 1300-8811-2147-9844 %V 26 %N 2 %R doi: 10.24106/kefdergi.389875 %U 10.24106/kefdergi.389875