Skip to main content

Advertisement

SpringerLink
Log in

The Influence of Presentation Format of Story on Narrative Production in Chinese Children Learning English-as-a-Second-Language: A Comparison Between Graphic Novel, Illustration Book and Text

  • Published:
Journal of Psycholinguistic Research Aims and scope Submit manuscript

Abstract

Past studies have shown that multimodal presentation of story can improve story-retelling performance in the first language. The purpose of the present study was to investigate whether similar multimedia effects can be observed in second language learning and graphic novel reading. A total of 51 Chinese elementary school children, aged 7–8, who were learning English as a second language were recruited. They were randomly assigned to one of the three experimental conditions that differed in the format of story presentation: English text, English text with pictorial illustrations or graphic novel. After reading the same story, the children retold the story in English. The narratives produced were then rated by two independent raters. The results of group comparison showed that children from the three experimental groups had similar performance, indicating that multimedia presentation may not always facilitate narrative production in English as a second language. Within-subject comparison further showed that the children were relatively strong in language skills and capturing the main ideas of the story, while showing weakness in story structure awareness, elaboration, as well as local and global cohesion. Suggestions for the application of multimodal presentation of narrative texts are discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4

Similar content being viewed by others

References

  • Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16, 183–198.

    Article  Google Scholar 

  • Bishop, D., & Edmundson, A. (1987). Language-impaired 4-year olds: Distinguishing transient from persistent impairment. Journal of Speech and Hearing Disorders, 52, 156–173.

    Article  PubMed  Google Scholar 

  • Bliss, L. S., McCabe, A., & Miranda, A. E. (1998). Narrative assessment profile: Discourse analysis for school-age children. Journal of Communication Disorders, 31(4), 347–362.

    Article  PubMed  Google Scholar 

  • Bosma, K., Rule, A. C., & Krueger, K. S. (2013). Social studies content reading about the American Revolution enhanced with graphic novels. Social Studies Research and Practice, 8(1), 59–76.

    Google Scholar 

  • Brante, E. W., Olander, M. H., & Nyström, M. (2013). Exploring the impact of contrasting cases in text and picture processing. Journal of Visual Literacy, 32(2), 15–38.

    Article  Google Scholar 

  • Brenna, B. (2013). How graphic novels support reading comprehension strategy development in children. Literacy, 47(2), 88–94.

    Article  Google Scholar 

  • Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. White Plains, NY: Addison-Wesley.

    Google Scholar 

  • Brown, H. D., & Abeywickrama, P. (2010). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education.

    Google Scholar 

  • Chan, A. Y. W. (2004). Syntactic transfer: Evidence from the interlanguage of Hong Kong Chinese ESL learners. The Modern Language Journal, 88(1), 56–74.

    Article  Google Scholar 

  • Cheung, H., Chung, K. H., Wong, S. W. L., McBride-Chang, C., Penney, T. B., & Ho, C. S.-H. (2010). Speech perception, metalinguistic awareness, reading, and vocabulary in Chinese-English bilingual children. Journal of Educational Psychology, 102(2), 367–380.

    Article  Google Scholar 

  • Ching, H. S., & Fook, F. S. (2013). Effects of multimedia-based graphic novel presentation on critical thinking among students of different learning approaches. TOJET: The Turkish Online Journal of Educational Technology, 12(4), 56–66.

    Google Scholar 

  • Christensen, L. (2006). Graphic global conflict: Graphic novels in the high school social studies classroom. Social Studies, 97(6), 227–230.

    Article  Google Scholar 

  • Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290.

    Article  Google Scholar 

  • Clark, J. S. (2013). “Your Credibility Could Be Shot”: Preservice Teachers’ Thinking about Nonfiction Graphic Novels, Curriculum Decision Making, and Professional Acceptance. Social Studies, 104(1), 38–45.

    Article  Google Scholar 

  • Clark, J. S. (2014). Teaching historical agency: Explicitly connecting past and present with graphic novels. Social Studies Research & Practice, 9(3), 66–80.

    Google Scholar 

  • Crawford, P. (2004). A novel approach: Using graphic novels to attract reluctant readers. Library Media Connection, 22(5), 26–28.

    Google Scholar 

  • Cruz de Quirós, A. M., Lara-Alecio, R., Tong, F., & Irby, B. J. (2012). The effect of a structured story reading intervention, story retelling and higher order thinking for English language and literacy acquisition. Journal of Research in Reading, 35(1), 87–113.

    Google Scholar 

  • Curriculum Development Council. (2004). English language education key learning area English language curriculum guide (Primary 1–6). Hong Kong: HKSARG.

    Google Scholar 

  • Dunn, L. M., & Dunn, D. M. (2007). Peabody picture vocabulary test-4th edition (PPVT-4). San Antonio, TX: Pearson.

    Google Scholar 

  • Dutke, S., & Rinck, M. (2006). Multimedia Learning: Working memory and the learning of word and picture diagrams. Learning and Instruction, 16(6), 526–537.

    Article  Google Scholar 

  • Edwards, B. (2009). Motivating middle school learners: The graphic novel link. School Library Media Activities Monthly, 25(8), 56–58.

    Google Scholar 

  • Ehlers-Zavala, F., & Bakken, J. P. (1997). The role of picture books. TESOL Journal, 7(1), 46–47.

    Google Scholar 

  • Eitel, A., Scheiter, K., Schüler, A., Nyström, M., & Holmqvist, K. (2013). How a picture facilitates the process of learning from text: Evidence for scaffolding. Learning and Instruction, 28, 48–63.

    Article  Google Scholar 

  • Elley, W. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41(3), 375–411.

    Article  Google Scholar 

  • Elley, W., & Mangubhai, F. (1983). The impact of reading on second language learning. Reading Research Quarterly, 19(1), 53–67.

    Article  Google Scholar 

  • Ercan, O. (2014). The effects of multimedia learning material on students’ academic achievement and attitudes towards science courses. Journal of Baltic Science Education, 13(5), 608–621.

    Google Scholar 

  • Evans, J. (2013). From comics, graphic novels and picture books to fusion texts: A new kid on the block! Education 3–13, 41(2), 233–248.

    Google Scholar 

  • Fitzgerald, J. (1984). The relationship between reading ability and expectations for story structure. Discourse Processes, 7, 211–241.

    Article  Google Scholar 

  • Fitzgerald, J., & Teasley, A. B. (1986). Effects of instruction in narrative structure on children’s writing. Journal of Education Psychology, 78, 424–432.

    Article  Google Scholar 

  • Foster, K. (2004). Graphic novels in libraries: An expert’s opinion. Library Media Connection, 22(5), 30.

    Google Scholar 

  • Foulsham, T., Wybrow, D., & Cohn, N. (2016). Reading without words: Eye movements in the comprehension of comic strips. Applied Cognitive Psychology, 30, 566–579.

    Article  Google Scholar 

  • Freytag, G. (1863). Die technik des dramas. Leipzig: Hirzel.

    Google Scholar 

  • Gambrell, L. B., & Chasen, S. P. (1991). Explicit story structure instruction and the narrative writing of fourth-and fifth-grade below-average readers. Literacy Research and Instruction, 31(1), 54–62.

    Google Scholar 

  • Gillam, R., McFadden, T., & van Kleeck, A. (1995). Improving narrative abilities: Whole language and language and language skills approaches. In M. Fey, J. Windsor, & S. F. Warren (Eds.), Language intervention: Preschool through the elementary years (Vol. 5, pp. 145–183). Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • Gordon, C. J., & Braun, C. (1983). Using story schema as an aid to reading and writing. The Reading Teacher, 37(2), 116–121.

    Google Scholar 

  • Griffin, P., Woods, K., Storey, P., Wong, E. K. P., & Fung, W. Y. W. (2007). Evaluation of the native-speaking English teacher scheme for primary schools in Hong Kong. Melbourne: The University of Melbourne.

    Google Scholar 

  • Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman.

  • Henry, R., & Simpson, C. (2001). A match made in heaven. Teacher Librarian, 28(3), 23.

    Google Scholar 

  • Höffler, T. N., & Leutner, D. (2007). Instructional animation versus static pictures: A meta-analysis. Learning and Instruction, 17(6), 722–738.

    Article  Google Scholar 

  • Hoffman, L., Templin, J., & Rice, M. L. (2012). Linking outcomes from Peabody Picture Vocabulary test forms using item response models. Journal of Speech, Language & Hearing Research, 55(3), 754–763.

    Article  Google Scholar 

  • Hughes, D. L., McGillivray, L., & Schmidek, M. (1997). Guide to narrative language: Procedures for assessment. Eau Claire, WI: Thinking Publications.

    Google Scholar 

  • Jared, D., Pei, Y. P., & Paivio, A. (2013). L1 and L2 picture naming in Mandarin-English bilinguals: A test of bilingual dual coding theory. Bilingualism, 16(2), 383–396.

    Article  Google Scholar 

  • Jennings, K. A., Rule, A. C., & Zanden, S. V. (2014). Fifth graders’ enjoyment, interest, and comprehension of graphic novels compared to heavily-illustrated and traditional novels. International Electronic Journal of Elementary Education, 6(2), 257–274.

    Google Scholar 

  • Jones, R., Gray, C., & Gordon, T. (2009). Primary Longman elect. Hong Kong: Longman Hong Kong Education.

    Google Scholar 

  • Kapalková, S., Polišenská, K., Marková, L., & Fenton, J. (2016). Narrative abilities in early successive bilingual Slovak-English children: A cross-language comparison. Applied Psycholinguistics, 37(1), 145–164.

    Article  Google Scholar 

  • Lavin, M. R. (1998). Comic books and graphic novels for libraries: What to buy. Serials Review, 24(2), 31–46.

    Article  Google Scholar 

  • Liu, G. (2006). Exploring the influence o f western picture books on Chinese elementary students ’ vocabulary gains, story-retelling abilities, and attitudes toward English language learning (Unpublished doctoral dissertation). Pennysylvania, USA: Indiana University of Pennysylvania.

  • Luckner, J. L., & Handley, C. M. (2008). A summary of the reading comprehension research undertaken with students who are deaf and hard of hearing. American Annals of the Deaf, 153(1), 6–36.

    Article  PubMed  Google Scholar 

  • Lyga, A. A. (2006). Graphic Novels for (Really) Young Readers: Owly, Buzzboy, Pinky and Stinky. Who Are These Guys? And Why Aren’t They Ever on The Shelf? School Library Journal, 52(3), 56–61.

    Google Scholar 

  • Martin, A. (2009). Graphic novels in the classroom. Library Media Connection, 28(2), 30–31.

    Google Scholar 

  • Mayer, R. E. (1999). Research-based principles for the design of instructional messages: The case of multimedia explanations. Document Design, 1, 7–20.

    Article  Google Scholar 

  • Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187–198.

    Article  Google Scholar 

  • McCabe, A. (1995). Evaluating narrative discourse skills. In K. Cole, P. Dale, & D. Thal (Eds.), Assessment of communication and language (pp. 121–141). Baltimore, MD: Paul H. Brookes.

    Google Scholar 

  • McFadden, T., & Gillam, R. (1996). An examination of the quality of narratives produced by children with language disorders. Language, Speech, and Hearing Services in Schools, 27, 48–56.

    Article  Google Scholar 

  • McGraw, K. O., & Wong, S. P. (1996). Forming inferences about some intraclass correlation coefficients. Psychological Methods, 1(1), 30–46.

    Article  Google Scholar 

  • Omori, T., Ishii, T., & Kurata, K. (2004). Eye catchers in comics: Controlling eye movements in reading pictorial and textual media. Paper presented at the 28th International Congress of Psychology. Retrieved from http://www.cirm.keio.ac.jp/media/contents/2004ohmori.pdf.

  • Orrantia, J. O., Múñez, D., & Tarín, J. (2014). Connecting goals and actions during reading: The role of illustrations. Reading and Writing, 27(1), 153–170.

    Article  Google Scholar 

  • Paivio, A. (1986). Mental representations: A dual coding approach. New York: Oxford University Press.

    Google Scholar 

  • Paivio, A., Clark, J. M., & Lambert, W. E. (1988). Bilingual dual-coding theory and semantic repetition effects on recall. Journal of Experimental Psychology. Learning, Memory, and Cognition, 14(1), 163–172.

    Article  Google Scholar 

  • Pantaleo, S. (2012). Middle-school students reading and creating multimodal texts: A case study. Education 3–13, 40(3), 295–314.

    Google Scholar 

  • Paul, R., & Norbury, C. (2012). Language disorders from infancy through adolescence: Listening, speaking, reading, writing, and communicating (4th ed.). Missouri: Mosby.

    Google Scholar 

  • Petersen, D. B., Thompsen, B., Guiberson, M. M., & Spencer, T. D. (2015). Cross-linguistic interactions from second language to first language as the result of individualized narrative language intervention with children with and without language impairment. Applied Psycholinguistics, 37(3), 703–724.

    Article  Google Scholar 

  • Pirnay-Dummer, P., & Ifenthaler, D. (2011). Reading guided by automated graphical representations: How model-based text visualizations facilitate learning in reading comprehension tasks. Instructional Science, 39(6), 901–919.

    Article  Google Scholar 

  • Roch, M., Florit, E., & Levorato, C. (2016). Narrative competence of Italian-English bilingual children between 5 and 7 years. Applied Psycholinguistics, 37(1), 49–67.

    Article  Google Scholar 

  • Romero-Jódar, A. (2013). Comic books and graphic novels in their generic context. Towards a Definition and Classification of Narrative Iconical Texts, Atlantis, 35(1), 117–135.

  • Ronen, I. (1997). The compositional pattern of Boris Godunov and Freytag’s Pyramid. Elementa: Journal of Slavic Studies & Comparative Cultural Semiotics, 3(3), 195.

    Google Scholar 

  • Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2), 141–156.

    Article  Google Scholar 

  • Schüler, A., Arndt, J., & Scheiter, K. (2015). Processing multimedia material: Does integration of text and pictures result in a single or two interconnected mental representations? Learning and Instruction, 35, 62–72.

    Article  Google Scholar 

  • Schwarz, G. (2006). Expanding literacies through graphic novels. English Journal, 95, 58–64.

    Article  Google Scholar 

  • Squires, K. E., Lugo-Neris, M. J., Peña, E. D., Bedore, L. M., Bohman, T. M., & Gillam, R. B. (2014). Story retelling by bilingual children with language impairments and typically developing controls. International Journal of Language & Communication Disorders, 49(1), 60–74.

    Article  Google Scholar 

  • Stein, N. S., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. In R. Freedle (Ed.), New directions in discourse processing (Vol. II, pp. 53–120). New York, NJ: Ablex.

    Google Scholar 

  • Suen, M. T. M., Li, W. O., & Wong, S. W. L. (2018). A review of the cognitive and emotive mechanisms underpinning the facilitatory effects of comic features on reading comprehension. EC Psychology and Psychiatry, 7(3), 106–111.

  • Tabachnick, S. (2009). Teaching the graphic novel. New York: Modern Language Association of America.

    Google Scholar 

  • To, C. K. S., Stokes, S. F., Cheung, H. T., & T’sou, B. (2010). Narrative assessment for Cantonese-speaking children. Journal of Speech, Language, and Hearing Research, 53(3), 648–669.

    Article  PubMed  Google Scholar 

  • Ukrainetz, T. A., & Gillam, R. B. (2009). The expressive elaboration of imaginative narratives by children with specific language impairment. Journal of Speech, Language, and Hearing Research, 52(4), 883–898.

    Article  PubMed  Google Scholar 

  • Verhallen, M. J., & Bus, A. G. (2011). Young second language learners’ visual attention to illustrations in storybooks. Journal of Early Childhood Literacy, 11(4), 480–500.

    Article  Google Scholar 

  • Whaley, J. F. (1981). Readers’ expectations for story structure. Reading Research Quarterly, 17, 90–114.

    Article  Google Scholar 

  • Wong, S. W. L. (2014). When a teacher met a cartoonist: A guide to creating educational graphic novels. Department of Psychology, The Education University of Hong Kong.

  • Wong, S. W. L., Miao, H., Cheng, R. W.-Y., & Yip, M. C. W. (2017). Graphic novel comprehension among learners with differential cognitive styles and reading abilities. Reading & Writing Quarterly: Overcoming Learning Difficulties, 33(5), 412–427.

  • Zaretsky, E. (2014). The role of L1 and L2 reading on L1 preservation and positive cross-linguistic transfer among sequential bilinguals. Written Language and Literacy, 17(1), 139–164.

    Article  Google Scholar 

Download references

Acknowledgements

We would like to thank all the students who participated in this study. We thank Ms Nek Mak for drawing the illustration book and graphic novel used in this study.

Funding

This research was supported by the General Research Fund from the Research Grants Council of Hong Kong (GRF845213).

Author information

Authors and Affiliations

  1. The Education University of Hong Kong, Tai Po, Hong Kong

    Tracy K. S. Chan & Vina Wing-Hei Leung

  2. Department of Education Studies, Hong Kong Baptist University, Kowloon Tong, Hong Kong

    Simpson W. L. Wong

  3. The University of Hong Kong, Pok Fu Lam, Hong Kong

    Anita M.-Y. Wong

Authors
  1. Tracy K. S. Chan
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Simpson W. L. Wong
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Anita M.-Y. Wong
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Vina Wing-Hei Leung
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Simpson W. L. Wong.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Chan, T.K.S., Wong, S.W.L., Wong, A.MY. et al. The Influence of Presentation Format of Story on Narrative Production in Chinese Children Learning English-as-a-Second-Language: A Comparison Between Graphic Novel, Illustration Book and Text. J Psycholinguist Res 48, 221–242 (2019). https://doi.org/10.1007/s10936-018-9600-9

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10936-018-9600-9

Keywords

Search

Navigation