Perceived Effects Derived from Post-Targeted Questionnaires

This section presents the effects the students, parents and teacher perceived indicated in their post-questionnaires. All questions were formatted in accordance to the initial interviews in order to comment, compare and conclude on observed effects.

Therefore, according to questionnaires completed by the students, it could be supported that the overall consensus is that students generally enjoyed both the comic book reading and comic book borrowing library, as displayed by Tables 17 and 18, following.

Table 17:

Did you enjoy the comic book reading process? On a scale of 1 to 5, with 5 being the most and 1 being the least, how much did you enjoy

it? Student1 YES 5 Student2 YES 4 Student3 YES 4 Student4 YES 5 Student5 YES 4 Student6 YES 5 Student7 YES 5 Student8 YES 4 Student9 YES 3

Table 18:

Did you enjoy the comic book borrowing library? On a scale of 1 to 5, with 5 being the most and 1 being the least, how much did you enjoy

it? Student1 YES 5 Student2 YES 3 Student3 YES 3 Student4 YES 5 Student5 YES 5 Student6 YES 5 Student7 YES 1 Student8 YES 3 Student9 YES 2

The Teacher adding the learners ''were looking forward to having their reading session […]. Even when they went on a school with their Greek school one day, they came to the English lesson only to attend the comic session''. She also believed that her students enjoyed their comic reading to the maximum of 5 points; adding '' most definitely Student 1, Student4 and Student6'' enjoyed it most. Concerning her students' enjoying the comic book borrowing library, she further graded their experience with a 4.

Accordingly, when students were asked whether they believed comic reading improved their reading attitudes, they unanimously responded 'Yes'; whereas in terms of the effect the use of comics had on their reading habits, 6 students believed that they have begun to see a difference, while three did not. Some indicative justifications follow:

'' because I can read difficult words now'', and habits, '' now I want more comics'' (Student1)

'' because we read a lot of comics. I love comics!'', and concerning habits, '' because I did this project I read more’’ (Student3)

''because I sometimes read comics and now I am reading one in two weeks and I like comics now, I think that they are funny''; while better habits, ''because now I want to read more comic books and I want to read more books in English'' (Student4)

'' I want to read comics more than books. I like reading more..''; and habits, '' because it is nicer to read comics than reading just books'' (Student5)

'' I think that right now I enjoy reading more than I was before'', as for habits, ''I liked very much when we were reading comics and because when I was borrowing some comics from the library, I spent more hours reading''. (Student6)

'' now I can read better'' (Student7)

'' yes better now because we started reading comic books and not only school activities and texts and we did it with joy and excitement''; while his habits seemingly improved, '' because we see reading in a different way and not like chore''. (Student8)

'' yes. I read without stop and I know more words'' (Student9)

Additionally, 5 parents felt that the overall process has somewhat improved their children's reading attitudes, while two parents see 'A Little’ improvement already. The two remaining parents were unsure of its benefits for the moment, choosing 'Maybe'.

When asked why: Parent1 felt the comic book reading process improved her son's attitude as it aided in his reading of more complex texts. Parent2 felt it benefited his daughter's attitude because it gave her an incentive for more consistent and interesting reading due to the humor in comics. Parent3 felt the process has shown her son the potential in liking to read, while Parent4 believed her daughter has benefited from being familiarized with comics in English. Parent5 felt her son's attitudes have improved because

he has come into direct contact with a new way of reading and learning that brought him joy and sparked his interest. Parent6 has begun witnessing some change in her daughter's attitude because she is now reading more consistently. Parent7, whose son is dyslexic, felt it might have improved her son's reading attitudes but is awaiting actual proof of it, a sentiment shared by Parent9. Parent8 has seen an improvement in her son's reading attitude because he had fun learning.

The class' Teacher felt the comic reading has begun to improve her students' attitudes to reading, because they now show more tolerance towards unfamiliar vocabulary.

4 parents also believed that their children's reading habits have improved, while 3 have seen some change towards the better. Only one parent was unsure of the improvement at the moment of questioning, responding 'Maybe', and another stated that she did not see any improvement.

In detail, Parent1 saw an improvement, since her son wasn't restless reading longer text and has shown more interest in reading, Parent2 has seen a little improvement since his daughter has begun reading a little more than usual. Parent3 has begun seeing some change in her son's habits since his interest in reading has grown throughout the process. Parent4's daughter's habits seemingly improved, because she read more, and besides the comics read during the reading process, she also used the library. Similarly, Parent5 believed having had borrowed comics from the library was beneficial to her son's reading habits. Parent6 believed her daughter's habits improved slightly, since she read a little more consistently. Parent7 thought her son's reading habits might have improved, but is yet to see definite indications of it. Parent8 has seen an improvement in her son's habits, since he now reads more and with more joy. Only Parent9 believed that the overall process had no real effect on her son's reading habits.

The Teacher, moreover, believed the reading process benefited her students' reading habits, adding that the comic book borrowing library aided in the improvement in both her EFL learners' reading attitudes and habits, because ''they were attracted to it and were curious to look at its content, and took initiative to look and borrow books''. She also stated that the

students who most benefited from the overall processes were Student1, Student3 and Student7. Interestingly, two students she witnessed having benefited from the process were the dyslexic learners. Reflecting this, practically all the students believed the comic borrowing library had a beneficial effect on their reading attitudes and habits.

Students were also asked if they believed that if comics were used more often in class, if they would enjoy reading more, to which most believed it would, while the rest answered 'Maybe'. When Parents were asked a similar question, the majority of 7 parents, believed it would; whereas, one parent was unsure, and another was negative. The Teacher too was unsure of the results of such a practice, although claimed she might consider applying comic book reading at her school. On further inquiry, 6 students also believed that if a permanent comic book library were to be set up, they would continue borrowing, while the remaining three were unsure. Five parents responded 'Maybe' at the prospect, and the other four were positive. The Teacher also responded 'Maybe', while she felt that having a permanent comic library might also be a practice she would consider employing after having witnessed the process and participation.

Meanwhile, Tables 19 and 20 present the students' and parents' views on whether or not they believed reading and reading in English, specifically, is now enjoyed more.

Table 19: Do you now enjoy reading more?

Do you enjoy reading in English more?

Student1 YES Student1 YES

Student2 YES Student2 YES

Student3 YES Student3 YES

Student4 YES Student4 YES

Student5 MAYBE Student5 MAYBE

Student6 A LITTLE Student6 YES

Student7 YES Student7 YES

Student8 YES Student8 YES

Table 20: Do you believe comic book reading in English has or will make your child read more?