Text vs. Comics: An Action Research on Prose Comprehension

Abstract

Aims: This study aims to explore the effectiveness of using comic strips in enhancing comprehension skills of Grade VII students along with encouraging speaking skills. Study Design: The study employs a quasi-experimental design involving a single group exposed to two teaching content through two methods; text and comic strips. Place and Duration of Study: The study was carried out for one week on the sample of 20 randomly selected Grade VII students from Chitkara International School, Panchkula, Haryana. Methodology: Two chapters from the NCERT textbook prescribed for Grade VII in CBSE schools in India were selected for instruction. One prose chapter was taught using a traditional text-based approach, while the other employed comic strip methodology. Post-tests were administered after each instructional method to evaluate their effectiveness and enable a comparative analysis of students’ comprehension skills. A mixed-method research design was adopted, integrating quantitative data from the post-tests with qualitative insights gathered through classroom observation and student feedback on their learning experience with comic strips. Results: The post-test results favoured the use of comic strip pedagogy over traditional text-based teaching, with an average gain of 6.26% in student performance. The comic strip activity not only enhanced reading comprehension but also encouraged speaking skills, as students were engaged in creating their own stories and narrating them to peers. Conclusion: This study underscores the powerful role comic strips can play as an innovative instructional tool, fostering a more engaging, inclusive, and student-centred learning environment. In addition to enhancing academic performance, comic strip pedagogy empowers learners to develop and express critical 21st-century communication skills - both written and oral - in creative and meaningful ways. The findings advocate for the integration of comic strips into regular EFL teaching practices, offering a dynamic alternative to traditional methods and effectively addressing varied learning preferences while breaking the routine of conventional instruction.