Visualizing second language learning: a microgenetic case study using pantomime comics for adult ESL students

Abstract

Comics are regularly used in language classrooms. Most language teachers and researchers in applied linguistics justify the use of comics through individual characteristics such as motivation, humor, and aiding comprehension. Some studies use comics in social settings, but do not consider the images as a significant factor in language development. This study investigates the effectiveness of instruction using pantomime comics on both language acquisition and language development for adult English as second language (ESL) students. A mixed methods approach is employed to investigate individual acquisition and language development during a collaborative task. Analyses of written tests, transcriptions, and audio/video data using analytical foci, deixis, and transcription conventions following conversation analysis ascertains how comic images affect individual learners and contribute to language development between learners. Results suggest that comics can benefit the language learner individually and act as a powerful, mediational tool for language development and co-construction of knowledge between peers.