Comic Book 3 Pt

All students were evidently eager to begin, especially Student1, who remained absorbed in his reading. Student4 finished first, followed by Students 8 and 7. Student2, again, finishing last; while Students 1 and 4 re- read the comic awaiting the others to finish.

Again, Student4 initiated the conversation with a longer response: '' It was brilliant! Yes! It was! I liked reading about these Legion, it was brilliant!'', as did Student6 ( ''Yeah. It was very nice and I would like to know how does it continue''), all the while showing eagerness, excitement and interest in the

topic; while, later, she provided one the longest, most extensive responses of the entire study: ''A...Some children went with their school for a visit and they got closed in the cave and they couldn't go outside and then Superman, Batman and all the Legion came down and saved the children...but then the professor came and actually he invented a robot that had all the Legion's powers and the robot....emmm...emmm....Keep those heroes, the Legion....Πώς λέγεται 'φυλακισμένοι';'' showing her in-depth understanding of the comic, her L2 oral skills, interest and willingness to partake.

Meanwhile, Student1, who incorporated a new English word into his predictive, and rather insightful, response: '' Student1: Αδυναμίες πώς λέγονται; – Researcher: Weaknesses. – […] Student1: They're going to use their weaknesses to win!''.

Another point of interest and significance are those situations, indicative of the students' enthusiasm and interest and inference and prediction skills: ''Student8: I think that they will escape the prison and find he way to put the order'', and ''Student4: They will escape and they will fight all together!'', while Student3 provided a humorous response/prediction in Greek:''Θα φωνάξουν κλειδαρά! = They'll call a locksmith!'', as the heroes were imprisoned in a cage without being able to use their superpowers.

3.3.6 Comic Book 3 Pt.2

From the participant observations and field notes, it was derived that Student1, again, was overly excited and eager to read the comic and know its conclusion, so much so that he began reading before the others received their copies, and despite being asked not to, consistent with the behavior he had shownpreviously.

Following similar behaviors as in the previous discussions, Student4 initiated conversation, also indicating her comprehension and consolidating the predictions made on Monday (''It was very nice. Yes. It was nice and I liked it very much...em...Because we thought that all together they'll open the prison and they did!''); while most of the other EFL learners followed her lead and contributed their ideas (e.g., ''Student5: The fight was good!''; ''Student6: I liked the way superheroes thought so they could beat!''; ''Student8: That they destroyed everything!''; ''Student6: They didn't use their

powers to fight!''; ''Student1: They used technology! Gadgets...they used gadgets!''). Student4 followed up then adding: '' They....um....throw the robot in the water...and because the robot was mechanic and made by someone if it thrown in water it destroys it!''. All responses, nonetheless, showed the students' willingness and interest to partake, and their comprehension. Student8 then read the appropriate abstract from the original text to validate and base his and his fellow classmates' statements.

A further likely testament to the learners' comprehension and positive attitudes, was their persistence in inferring the deeper and/or hidden messages and subsequently hypothesize and predict what, they believed, was to follow. Evidence of this can be claimed to be the extensive dialogue among the participants and their pursuit of the story's common features with the previously read comics, mostly displayed by Students 1,4,5,8,3, and 6, particularly, Student1 and Student4,

Student1: About the battles?

Student4: Eeeem...It's about something that is not real. […] Student1: Are you talking about the code? […]

Student1: Superheroes? […] Student6: And heroes who use superpowers to helping people [...]

Student1: Heroes? […]

Student1: ...Maybe because it's a lesson about life?

as well as in finding the specific comic's morale: Student5: We must work as a team!

Student4: Yeah! To be kind to other people! Student8: To respect!

Student3: Yeah!...Respect! Student1: To help out!

Student1 actually able to pinpoint the relevant abstract within the text, with incredible excitement and eagerness (‘‘I found it! I found it! I found it! […] //to Student5// Δεν είναι λέξη....Είναι πρόταση! = it isn't a word, it's a sentence!''). This energetic interaction and verbal interplay between the students could be seen as indicative of an increasingly more positive attitude towards (comic) reading and as a positive reading habit, in terms of knowing when to intervene and sharing ideas with respect to turns. It, also, could serve as a

testament that the participants are more confident in their reading, oral, comprehension and inference and hypothesizing skills, as well as their ability to properly decode the deeper meanings and messages underlying.

All in all, in the fifth and sixth reading and discussion group sessions, it was observed that:

 Prompting is required to a much lesser extent than even the prior sessions, as the students are seemingly growing in their understanding of the procedures and are apparently growing in their comprehension of the texts, the underlying meanings and moral underpinnings. This being also evident from their longer responses and justifications of their positions, by most participants.

 It could also be claimed, once more, that a more positive attitude towards (comic) reading and the subsequent discussions has led to generally positive group dynamics witnessed during discussions; as students are evidently more willing, excited, spontaneous and independently providing responses, extending the flow of conversation, and opening new topics in a more conversational manner. Also, students are, again, bouncing ideas and considering the responses of others in their own.

 Once again, almost all participants were active in the conversations, while some were less involved, despite their evident comprehension. A recurring behavior.

 The trend of some students participating more than others with longer responses, compared to others who did not actively participate, still applies.

 A further indication of comprehension, and recurring – positive – behavior, are those instances where students returned to the original text to pinpoint where their responses were derived from.

 Schema existence and activation also seemingly aided in the comprehension skills, participation, interest and the provision of more accurate responses.

 Moral underpinnings, deeper meanings and messages relayed in the text, as well as finding a common threat between the comics read so far were also discussed and accurately distinguished by the students through dialogue mostly among themselves, with far less need to prompt and probe for answers.

 As such, it could be implied that, so far, the comic book reading, discussion groups and temporary comic book borrowing library has led to the students' apparent positive reading attitudes and habits. Therefore, this outcome responds to Research Question 3 about the effects comic book reading on reading attitudes and habits.