Comic Book 1 Pt

Prior to the initiation of the first comic book reading, all students were seemingly bubbling with excitement to begin reading, as suggested by their body language, gestures, laughing and smiling.

This excitement was also evident from the fact that students, who had not attended their normal EFL lesson, only came for the comic reading. This could have further translated to most students completing their reading rather quickly, as, interestingly, upon the quicker completion of their reading Students 5,7, and 1 wanted to read on further than suggested, to satisfy their curiosity of the following events. This behavior could indicate not only their reading speed, but also their apparent interest in the process and comic.

More specifically, the discussion group session began in a slightly awkward silence, and the researcher began scaffolding the conversation. When questioned, the students responded to liking the comic, while they did not seem to find something particularly difficult. Instead, they unanimously claimed that the story was interesting.

When asked to describe what was happening in the story, Student5 immediately came forward, not only regressing to his native Greek, but also deflecting the burden of response to Student1, who in turn, attempted to re- divert the attention and response, as shown by their interaction,

Student5: Student 1 απάντα! (=answer!)

Student1: No, no, no! Αυτός θέλει! (= he wants to!) Student5: No!

The researcher, in order to re-establish the flow of the conversation, repeated the question. Surprisingly, Student1 who had previously declined to respond, volunteered the answer: ''a team of heroes that...three of them play video games but it's a trap'', indicating his comprehension of the text and visuals and his interest in the process.

During this initial session, the following dialogue revealed some students’ good rapport and good command of English,

Student3: how we say...τηλεμεταφέρεται? Researcher:''telekinisis''

Student4:-no teleport?

Researcher:''...or teleport...it is a Greek word....thle and kinisis''

Student7: or teleport! Researcher:''or teleport...right!

On a question of whether or not the students were previously familiar with the story's characters, Students 1 and 3 were, while Student4 added '' I didn't know the names'', which Student2 echoed. This familiarity with the characters is indicative of prior knowledge/mental schemata, most likely employed by the students during their responses, as further indicated by Student1's continuous remarks and interruptions to add character names when he felt the other students were unfamiliar with them.

A moment of misunderstanding most likely due to restricted L2 comprehension occurred when the researcher asked who had set the trap in the story. Students 1 and 4 confused the word 'set' with 'said'. Student7 quickly corrected his fellow students in his native Greek. Nonetheless, his response showed both his willingness to respond as well as his comprehension of the text, question and vocabulary,

Researcher: Who set the trap! Student4: εγώ! (=me!)

Student1: Εγώ! (=me!) Μe!

Researcher: No...no...Not who said the trap...Who set the trap!

Student7: Ποιός έστησε την παγίδα! ( = who set the trap!)' Upon understanding the question, Student1 once again enthusiastically wanted to respond, persisting even when the researcher was attempting to prompt other students to respond as well: ''Student1: I know! I know! // Researcher: I know you know...Let's see if anybody else knows...Does

anybody know? // while classmates deliberating their responses and thinking // Student1: I know it! '' To which he responded correctly.

In terms of activating the students' inference drawing, the researcher inquired why they believed anyone would set a trap for the heroes, to which Student4 volunteered: '' because it's a team and bad people want to kill them'', while Student1 asked if he could provide his answer in Greek, namely: '' θέλουν να κατακτήσουν την πόλη!'', and the researcher re-stated in English: ''so they want to conquer the city!''.

Further students were asked to share their predictions of what will happen in the second, and final half of the comic to which Student5 cheekily responded: '' let's go see!'', then adding : ''a battle!'', to which all agreed. Then, when asked who they believed would win such a battle all students raised their hands eagerly and unanimously stated that the 'good' ones would. When questioned why the 'good' characters always won, an interesting interaction unfolded:''Student5: because they are good! // laughs // – Student1: //interrupts// Not always! '', indicating their understanding of the text, prediction skills and their greater understanding of comic plots and structure.

All in all, the first discussion group began slowly and necessitated the researcher/moderator to mostly prompt the conversation and ask questions, while the responses delivered were generally frugal and shorter. Student1 seemed generally enthusiastic to participate and contribute, and along with Student3 were previously familiar with the comic's characters. Student5, though active in the class and one of the faster readers, diverted his responses to Student1 on several occasions. However, in summary, all students replied to liking the comic and were positively inclined to the reading and discussion process, without finding something excessively difficult.

The most energetic participants were Students 1,4,6,5 and 3 and to a lesser extent Students 2 and 8. Students 7 and 9 did not comment or respond except when prompted and asked specifically to do so. As such, it could be implied that most of the students held a positive attitude towards the processes, and that the use of comic books in the class generated interest in discussing the topic.

3.3.2 Comic Book 1 Pt.2

All students were excited and enthusiastic, as they were impatient to find out the story's ending. Students 1 and 3, from the boys and all three girls seemed most eager, as they giggled, smiled and rubbed their hands in anticipation. Once again, Student7 seemed quiet, as did Student9.

When asked what they thought of the second half, Student1 responded: ''It was great!'', while Student7 said: ''I thought it was funny!” Student4 provided a much longer response in comparison and further supplied a justification for her view (‘‘it was funny and interesting, because it was about an experience. I really liked it! ''), indicating her command of English, and beginning a trend of gradually longer answers compared to the first session. Commenting on what they liked, Student7 spontaneously added: '' the pictures'', while Student4 following suit provided a longer response: '' I like all the story and the characters and the battle'', a position echoed by Student2

(''I like very much the pictures!''), while Student6 using more elevated vocabulary: '' I like the story lines, and what they say and the battle'', to which Student5 interrupted, questioning: ''the lines?'', indicating a misunderstanding due to their L2 level, and the fact that Student 6 is not only familiar with more specialized vocabulary, but is also confident enough to use it properly. Student7 added to his initial response, again regressing to Greek: ''Yes! 'Ηταν και αστείο όμως! (= Yes! But is was also funny!)''.

When the researcher asked if the predictions made previously were realized, they unanimously believed they were, presenting their understanding of the comic. The comic selected, had an underlying morale, or message which, while all others were deliberating, Student3 chimed: '' To work like a team!'', followed by Student8: ''eeeee...//thinking// if we fight like a team we can win!''; both correct according to the text. Student3 was eager to find the point to support it in the comic ( //excitedly looking through text// ''Ah! Where it says it!''), which he found and read aloud, indicating his comprehension, interest and attention he paid while reading.

respond when she questioned whether or not they believed, or rather, understood, that the battle was ever real or a computer game simulation. In response, all students excitedly raised their hands. However, the researcher decided to give the opportunity to the generally reserved and quiet Student9, who has not yet shown particular excitement at participating on his own accord, other than upon being prompted by the researcher and only provided one-word answers (''a video''). The other students' agreement with Student9's answer further show their comprehension and positive group behavior as they respectfully waited their turns and were unanimous in their agreement.

As such, it could be summarized that the participants as time progressed became more familiar with the processes, were generally consistent in showing excitement, eagerness and enjoyment to begin reading and discussing the text and discovering the validity of their predictions.

When searching for the story's morale, the EFL learners were able to appropriately distinguish and derive it through the context of the story displaying their comprehension. It could be claimed that a further indication of the children's positive, or growing positive, attitude towards (comic) reading and its subsequent discussion, is how students not only respected turn taking, but, more importantly, were able to bounce ideas and answers off each other without the aid of the moderator. As such, it could be implied that this practice could also have an (indirect) effect on the development of a positive, group reading and learning environment.

In the first two lessons, it was observed that:

 Some prompting was initially required to initiate flow of conversation and topic introduction;

 Students were generally excited and eager to read and discuss the topic, especially as their familiarity with the procedures and their comprehension and confidence seemingly grew;

 Almost all participants were active in the conversations, while some were less involved, despite their comprehension of the story as

indicated mostly by body language and non-verbal cues (i.e. head nodding);

 A growing trend of providing longer responses is evident, especially by students who were either more confident in their skills, and/or more attracted to the comic book genre initially;

 A further indication of comprehension are instances where students regressed to the original text to pinpoint where their responses were either based on or derived from;

 As familiarity with the processes grew, it was apparent that students developed more positive group dynamics when discussing the comic, likely because of their (growing) positive reading attitudes.