Graphic novel as a didactic resource: dependence of the results on the academic level of the students
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Título: | Graphic novel as a didactic resource: dependence of the results on the academic level of the students |
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Autor/es: | Dubová, Veronika | Zaragoza Castelló, María Gloria | Revis, Andrew | Palmero, Mercedes | Formigós Bolea, Juan Antonio |
Grupo/s de investigación o GITE: | Digital Language Learning (DL2) | Fraseología del Discurso-en-Interacción / Phraséologie du Discours-en-Interaction (FRASDI / PHRASDI) | Genética Humana y de Mamíferos (GHM) | Neurobiología del Sistema Visual y Terapia de Enfermedades Neurodegenerativas (NEUROVIS) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Filología Inglesa | Universidad de Alicante. Departamento de Óptica, Farmacología y Anatomía |
Palabras clave: | Vocabulary | Graphic novel | Language learning |
Área/s de conocimiento: | Filología Inglesa | Farmacología |
Fecha de publicación: | 2021 |
Editor: | Universitat d’Alacant |
Cita bibliográfica: | Dubová, Veronika, et al. "Graphic novel as a didactic resource: dependence of the results on the academic level of the students". En: Satorre Cuerda, Rosana (coord.). Memorias del Programa de Redes-I3CE de calidad, innovación e investigación en docencia universitaria. Convocatoria 2020-21 = Memòries del Programa de Xarxes-I3CE de qualitat, innovació i investigació en docència universitària. Convocatòria 2020-21. Alacant: Universitat d’Alacant, 2021. ISBN 978-84-09-34941-8, pp. 3445-3453 |
Resumen: | This research implements graphic novel as a vocabulary learning resource. The experience has been carried out at three different levels of English language proficiency: (1) basic level (A2-B1) with VET students of Administration and Finance, (2) intermediate level with first-year students of the degree in English Studies at the University of Alicante (level B1) and (3) advanced level with fourth-year students of the degree in Translation and Interpreting at the same university (level C1-C2). The exercise had two parts: the first in graphic novel format and the second presented as a plain text. Students were asked to detect the meaning of 20 words, 8 of which appeared in the graphic novel part, 8 in the plain text part and 4 words that did not appear in the texts, to detect possible self-learning. The students answered the test before and after the session. Later they also filled in a satisfaction questionnaire. The results show that students learn vocabulary introduced with visual support better, especially at lower levels. The satisfaction survey manifests that most of the students liked the experience. Considering these results, we conclude that the use of graphic novel for teaching vocabulary is an effective resource, especially for lower-level students. |
URI: | http://hdl.handle.net/10045/121298 |
ISBN: | 978-84-09-34941-8 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/bookPart |
Derechos: | © 2021 by Universitat d'Alacant / Universidad de Alicante. Licensed under CC BY-NC-ND 4.0 |
Versión del editor: | http://hdl.handle.net/10045/119970 |
Aparece en las colecciones: | INV - NEUROVIS - Capítulos de Libros INV - DL2 - Capítulos de Libros Docencia - Redes ICE - Capítulos de Libros INV - FRASDI / PHRASDI - Capítulos de Libros |
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Memories-Xarxes-I3CE-2020-21_210.pdf | 853,55 kB | Adobe PDF | Abrir Vista previa | |
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