Comic Book 2 Pt

In this 1st _{session of week 2, all students seemed eager and excited to begin} reading, Student1 even more so, and were curious and eager to find out the story's conclusion in its second part ( ''Student5:Και η συνέχεια κυρία; =what about the rest miss?'';''Researcher: OK! Student1 is really excited! – Student1: I want to know what is going to be!'').

Once again, the session began with Student5 deflecting the burden of response to Student1 (''So ask Student1 everything!''). The motivation behind Student5's recurrent habit of deflecting responses to Student1 could be humor, his appreciation that Student1 is a knowledgeable and avid comic reader and/or possible self-esteem/confidence issues.

However, it was Student4 who volunteered the first response, not only stating that she liked the comic, but also stating what she liked specifically (''OK...from reading the comic I like it very much because I like very much Superman and...there we...it present as a Legion...the members of the Legion and how Superman goes in''). This willingness and initiative, while also providing a longer response, could be a product of her positive attitude towards (comic) reading, comprehension and (growing) confidence. Similarly, Student8 and Student6 stated liking the comic: ''Student8: I like very much this comic because I didn't knew how Superman joined the Legion of superheroes and....but I enjoyed it''; ''Student6: I like this comic book. It was about a legion of superheroes, it introduced the members of the

Legion of superheroes and how Superman tried to get in....I don't know...that's what I wanted to say'', further suggesting growing confidence and comprehension.

It should be noted that Student7 and Student9 remained somewhat quiet and reserved once again. Student7, however, did engage at times, while Student9 merely provided a single-worded response upon prompting by the moderator. This more reserved behavior could be a result of a lack of confidence and/or a certain lack of interest to engage, or due to the fact that they do not generally engage in such reading and discussion practices, especially in their L2.

During this discussion group, more of a dialogue between the students took place, almost in debate form, allowed by the moderator/researcher, in order to witness group dynamics, flow of conversation, individual attitude, contribution, as well as their understanding of the story. This dialogue was focused on when the story took place and, later, on whether or not the hero had his powers.

Students 3,4,5,6,7, and 8, were active and persistent in their involvement, returning to the original text to base their responses on, a behavior that is deemed positive as it indicates both their willingness to participate as well as their comprehension not only of the plot, but also of the relevant textual abstracts on which their responses are based on,

Researcher: Does he or not? Student4: No!

Student6: No! Student2:No!

Student5: Έχει! (=He does!) Student4: DOESN'T!

Student5: But not so much!

Student7: Δεν έχει! (=He doesn't have!) Student6: Maybe he doesn't know!

Student3: Μέχρι αυτήν τη στιγμή! (= until now!) Student5: He has superpowers!

Student4: Yeah! Student8:He does. Student5:Not so.

Student3: Actually....Δεν έχει όλες! (= He doesn't have them all!)

[…]

Student7: Look that! […]

Student2: He has, because look!

Further points of interest are those indicating some prior knowledge, i.e., mental schemata, apparently aiding their comprehension:''Student1: He's youngest...younger...eh...he don't....doesn't have superpowers right now!'', as well as some regressing back to Greek to provide a meaningful an insightful response, indicating comfort in their L1: ''Student5 (in low voice): Κυρία, μήπως ζούσε στο παρελθόν και ήρθαν; = maybe he lived in the past and they came?)''. Lastly, predictions made of what will follow were also lengthy and accurate (‘‘Student4: I think it will show us how Superman take his powers....and how goes in....joins the Legion!''; ''Student6: A! Yes. I think that he'll join the team!'').

In summary, this session showed a growing understanding and familiarity with the procedures, evident by the participants’ active participation, their evident eagerness and excitement to both read and discuss and growing comprehension accompanied by longer responses. What also could be implied are the students' positive attitude towards (comic) reading, as shown by the positive group dynamics developing through respect of turns and bouncing ideas between themselves.

3.3.4 Comic Book 2 Pt.2

Prior to this reading session, too, most participants seemed eager to discover the story's ending, which Student5, again, completed first, followed by Student8 and Students7, 4 and 3, and the others after them.

During the entire session, moreover, almost all students were excited, eager and willing to volunteer responses, especially Student1, who before class impatiently asked his regular EFL teacher to quickly complete their English lesson to begin the comic reading. He also was seemingly eager to initiate the temporary comic book borrowing library, and then, began reading even before the rest of his classmates had received their copy of the comic.

When they were asked whether or not they liked it: '' Student6: Very good! – Student4: Very good! – Student8: It was very good! – Student1: Really great! I was excited!''; while when justifying their opinions: '' Student1:.the end was exciting. The end.''; ''Student8: His fighting with all the others!''; ''Student7: for the fight!''; while, once more, Student4 provided a

much longer response: '' Ah! It was excellent all the story. I liked it very much...and also really how Superman, how Clark becomes Superman and fight between them''; while Student6 also followed with a response showing her comprehension and level of L2 fluency: '' In the beginning he didn't want to go to the future with those then he decided that he wanted he was brave in the fight!''.

Again, Student5 was consistent in his habit of deflecting the response to Student1: ''Yes! Student1 wants to!''. Again, this behavior could be the result of various reasons. It will be of interest to the researcher to examine whether or not this behavior changes at all during the remaining sessions.

Willingness to respond, interest, enthusiasm and the existence and activation of mental schemata, were evident on numerous occasions during the conversation by various students: ''Researcher: Do you believe this really happened and this is how Clark really became Superman? '' – ''Student1: No!'' – ''Student3: No!'', while Student3 then displayed his focus/attention, comprehension, willingness and interest by further supporting his answer basing it on the original text:''...and it say here with the other plans, it isn't really!''. Prior knowledge, as well as advanced prediction skills, furthermore, were displayed by Students 8 ('' He came from another planet and he keeps his power a secret when he find the others from the Legion and then join them''; '' I think he will learn more powers and will fight with the Legion and will bring justice!''); and Student6 (''Yes! I think he will quit his job, from his job and he'll keep being in the Legion''), as well as Student3: '' He will be the Captain of the Legion!''.

Thus, growing responses show that as students were further familiarized with the process, they became all the more forthcoming with their responses and involvement, and confident in their comprehension and L2 oral skills. Furthermore, the existence of mental schemata was also apparent in the responses of some of the students, which supplemented their comprehension and prediction skills.

In the third and fourth reading and discussion group sessions, it was observed that:

extent, as the students are seemingly growing in their understanding of the processes, and are apparently growing in their comprehension of the texts, the underlying meanings and moral underpinnings.  It could also be claimed that a (growing) positive stance and behavior

towards (comic) reading and the subsequent discussion processes, is the reason behind the more positive group dynamics witnessed during the discussion groups, as students are evidently more willing, excited and spontaneous in their responses and there is more of an unmoderated dialogue taking place among them. Also, it should be noted that students are bouncing off ideas and considering others' responses in their own.

 Students were generally excited and eager to read and discuss topic, since their comprehension and confidence have seemingly grown even more; also evident from their longer responses and justifications of their positions, by most participants.

 Once again, almost all participants were active in the subsequent conversations, while some were less involved, despite their apparent comprehension of the story.

 A further indication of comprehension, and recurring – positive – behavior, are instances where students returned to the original text to pinpoint where their responses were either based on or derived from.  Schema existence and activation also seemingly aided

comprehension skills, participation, interest and the provision of more accurate responses.