Graphic novel as a didactic resourcedependence of the results on the academic level of the students

Resumen

We have implemented a teaching model using graphic novel to help English language learners with vocabulary acquisition. 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 students did a reading exercise in two parts: the first in graphic novel format and the second presented as a plain text. They 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, in order 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 and want to repeat it. Considering these results, we conclude that the use of graphic novel for teaching vocabulary is an effective resource, especially at low levels of language proficiency.