COMIC STRIPS AND GRAMMAR DEVELOPMENT AMONG IRANIAN YOUNG EFL LEARNERS

This study was an attempt to investigate the effect of using comics on improving grammar recognition and performance in young Iranian EFL learners. To this end, an experimental pair and a control pair were formed, each of which included ۴۵ pre-intermediate participants who were selected by convenience sampling. Before the assignment was set, the participants were homogenized through the use of KET. All participants were female to control for the variable of gender, which was not one of the variables in this study. Grammar and speaking Pre-tests administered by the researchers assured us that the participants did not know the grammatical points targeted for this study. As the study progressed, the experimental group received grammar instruction with the aid of comic strips, while the control group was taught thesame grammar points using traditional methods of grammar instruction. After ۱۶ sessions, both groups took a researcher-created grammar posttest and a speaking test. The former measured the participants' recognition of grammar, whereas the latter measured the participants' ability to reproduce those grammar points in their speech. The data collected from the groups were then submitted for data analysis, including ANOVA and t-test. Results indicated that the use of comic strips could have a positive effect on participants' grammatical competence and performance. A number of pedagogical implications for L۲ teachers are presented in this study.

Keywords:

comic strips , grammar instruction , grammar recognition , L۲ teaching