Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools

The aim of this article is to analyze the students’ performance before and after a comic-based didactic sequence to learn English vocabulary among 11th and 12th graders from a public and a semi-public school in Chile. This research was conducted through intervention sessions in which students were e...

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Autores principales:	Calisto Miranda, Sebastián Andrés, Ulloa Salazar, Gemalli Mizraim, Díaz Larenas, Claudio Heraldo
Formato:	Online
Idioma:	spa
Publicado:	Universidad de Costa Rica 2018
Acceso en línea:	https://revistas.ucr.ac.cr/index.php/intersedes/article/view/34071

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spelling	INTERSEDES340712021-06-09T20:05:36Z Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools Calisto Miranda, Sebastián Andrés Ulloa Salazar, Gemalli Mizraim Díaz Larenas, Claudio Heraldo vocabulary comics acquisition pictures reading The aim of this article is to analyze the students’ performance before and after a comic-based didactic sequence to learn English vocabulary among 11th and 12th graders from a public and a semi-public school in Chile. This research was conducted through intervention sessions in which students were exposed to comic-based instruction- the reading of a comic as first visual aid, classroom activities based on the comic strip and the production of comics based on the words learned in the lesson, using the Presentation, Practice and Production approach to language teaching. Research practitioners used pre and post-testing before and after the intervention respectively to collect the data required. The results showed a statistically significant difference between the pre and post tests conducted in both schools, therefore the comic-based instruction was effective as students proved to have learned the vocabulary taught Universidad de Costa Rica 2018-07-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Article Artículo application/pdf text/html https://revistas.ucr.ac.cr/index.php/intersedes/article/view/34071 10.15517/isucr.v19i39.34071 InterSedes; Vol. 19 No. 39 (2018) InterSedes; Vol. 19 Núm. 39 (2018) InterSedes; v. 19 n. 39 (2018) Intersedes; Vol. 19 N.º 39 (2018) 2215-2458 1409-4746 10.15517/isucr.v19i39 spa https://revistas.ucr.ac.cr/index.php/intersedes/article/view/34071/33639 https://revistas.ucr.ac.cr/index.php/intersedes/article/view/34071/36609 10.15517/isucr.v19i39.34071.g33639
institution	Universidad de Costa Rica
collection	InterSedes
language	spa
format	Online
author	Calisto Miranda, Sebastián Andrés Ulloa Salazar, Gemalli Mizraim Díaz Larenas, Claudio Heraldo
spellingShingle	Calisto Miranda, Sebastián Andrés Ulloa Salazar, Gemalli Mizraim Díaz Larenas, Claudio Heraldo Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools
author_facet	Calisto Miranda, Sebastián Andrés Ulloa Salazar, Gemalli Mizraim Díaz Larenas, Claudio Heraldo
author_sort	Calisto Miranda, Sebastián Andrés
description	The aim of this article is to analyze the students’ performance before and after a comic-based didactic sequence to learn English vocabulary among 11th and 12th graders from a public and a semi-public school in Chile. This research was conducted through intervention sessions in which students were exposed to comic-based instruction- the reading of a comic as first visual aid, classroom activities based on the comic strip and the production of comics based on the words learned in the lesson, using the Presentation, Practice and Production approach to language teaching. Research practitioners used pre and post-testing before and after the intervention respectively to collect the data required. The results showed a statistically significant difference between the pre and post tests conducted in both schools, therefore the comic-based instruction was effective as students proved to have learned the vocabulary taught
title	Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools
title_short	Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools
title_full	Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools
title_fullStr	Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools
title_full_unstemmed	Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools
title_sort	comic-based instruction and vocabulary learning among 11th and 12th graders in two chilean schools
publisher	Universidad de Costa Rica
publishDate	2018
url	https://revistas.ucr.ac.cr/index.php/intersedes/article/view/34071
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Comic-based instruction and vocabulary learning among 11th and 12th graders in two Chilean schools

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