The timeline and steps followed in the study's procedure are presented here. 3.1 Sampling
3.1.1 School Sampling
Prior to beginning the study, the researcher applied to two private EFL learning schools in the Athens area known for their innovative perspectives and practices. A fact also considered was the geographical proximity of the schools to the researcher's area of inhabitance.
Of the two schools contacted, one was both willing and ready to participate at the time of application and for the duration necessary; finding the topic and method proposed to be of great interest, and a practice the owner was both curious and willing to give the benefit of doubt to. The private EFL tutoring school is in the Athens area, and its owner is a native Greek speaker. She has over 20 years EFL teaching experience.
Upon the granting of consent from the owner/teacher, discussion began on class availability and appropriateness. A B' class -- an elementary level -- was considered when designing the study; however, upon careful consideration and discussion with the owner/teacher, and having deeper insight of her students' abilities, strengths and weaknesses, as well as
English level required to read and discuss comics in English, her C' class, was selected to be sampled. Additionally, the owner/teacher knew that the class in question had two dyslexic students.
3.1.2 Participant Sampling
The sample consisted of 9 Primary school students studying English as a second/foreign language in a mixed ability EFL classroom at a private foreign language school in Athens, Greece. The 9 students comprised of 6 boys and 3 girls aged 12. All students' mother tongue is Greek. The students' English level is approximately at an A2 level according to the Common European Framework of References for Language. Two of the male students were officially diagnosed with dyslexia by Public Assessment and Diagnostic Centers in Athens. For reasons of reliability and triangulation, students' responses were complimented by one of each student’s parents. 8 were mothers and 1 was a father. To best secure participants' anonymity and privacy, students were coded and referred to as Students 1, 2, 3, 4, 5,6,7,8,9, accordingly; while their parents were referred to as Parents 1 through 9. The teacher, a female, was referred to as Teacher.
3.2 L2 Considerations
It should be noted that it was the owner/teacher's insistence from the very first meeting that all unofficial and official interactions and processes be conducted solely in English.
Having this as a sign-off point of both the teacher, and later, the parents upon her suggestion, the researcher accepted the term and, thus, designed and conducted the study accordingly. Additionally, multiple questions had to be designed in order to derive as much information and insight from the students' responses as possible.
3.3 Ethical Issues and Considerations
As supported by the Bolton University's Code of Practice and Ethics Checklist, given that the study involves young participants, it was necessary to request and receive informed consent from the parents.
Therefore, a Consent Form was provided and signed by the parents of the students called to participate for completion and signing. All participants and their guardians held the right to withdraw from the study at any time, a point made explicit. Assurance that their anonymity and privacy would be respected by all means was further guaranteed. Parents of the students with dyslexia were furthermore, requested to provide a copy of their children’s diagnoses.
Additionally, the use of an audio recording device for the sole purpose of reliability and validity of the data to be used during the interview process with all parties as well as the discussion groups was made explicit to the parents, students and teacher both prior, during and after the respective processes, as well as in the consent forms.
3.4 Access and Entry
Having expressed interest in conducting the study at the school by its owner/teacher, the researcher meticulously explained, described and provided a detailed copy of the research rationale and procedure for her careful consideration.
As such, consent was given to initiate the procedure on behalf of the owner/teacher, who then made initial contact with the parents and students and then scheduled an official meeting between the parents, students and researcher in order to acquaint the participants with the researcher and the rationale and processes, upon which consent forms were distributed and signed. Two separate meetings were held, one with the parents and one with the students. Thus, the researcher was granted official parental consent and informal consent of the students themselves.
3.5 Timeline and Procedure Description Table 3: Timeline
PROCEDURE TIMELINE
School Sampling –
Meeting and Consent from Owner/Teacher Beginning of April 2014
Class Sampling Beginning of April 2014
Meeting and Consent from Parents (and
Elementary Reading Attitude Survey (ERAS)-McKenna and Kear(1990)
WEEK 1 (May 2, 2014)
Pre-Interview with Students WEEK 1
Pre-Interview with Parents WEEK 1
Pre-Interview with Teacher WEEK 1
Comic Book 1-Pt.1 -Silent Reading (Observation)
WEEK 2 Comic Book 1-Pt.1 – Literature Circle
Discussion Group WEEK 2
Comic Book 1-Pt.2 – Silent Reading (Observation)
WEEK 2 Comic Book 1-Pt.2 – Literature Circle
Discussion Group
WEEK 2 Comic Book 2-Pt1 – Silent Reading
(Observation) WEEK 3
Comic Book 2-Pt.1 – Literature Circle Discussion Group
WEEK 3 Comic Book 2-Pt.2 – Silent Reading
(Observation)
WEEK 3 Comic Book 2-Pt.2 – Literature Circle
Discussion Group
WEEK 3 Beginning of Comic Book Borrowing Library WEEK 3 Comic Book 3-Pt.1 – Silent Reading
(Observation) WEEK 4
Comic Book 3-Pt.1 – Literature Circle Discussion Group
WEEK 4 Comic Book 3-Pt.2 – Silent Reading
(Observation)
WEEK 4 Comic Book3-Pt.2- Literature Circle
Discussion Group
WEEK 4 Comic Book 4-Pt.1 – Silent Reading
(Observation) WEEK 5
Comic Book 4-Pt.1 – Literature Discussion Group
WEEK 5 Comic Book4-Pt.2 – Silent Reading
(Observation)
WEEK 5 Comic Book 4-Pt.2 – Literature Circle
Discussion Group WEEK 5
Post Questionnaire – Students WEEK 6 Post Questionnaire – Parents WEEK 6
Post Questionnaire – Teacher WEEK 6
End of Comic Book Borrowing Library WEEK 7 (unofficial)
The study, in total, consisted of seven consecutive weeks beginning on May 5th 2014 and ending officially on June 13th 2014, with the ending of the Comic Book Borrowing Library process. The four consecutive weeks of the comic book reading process began on May 5th and concluded on May 30th 2014.
The study was designed to follow a specific pattern in the derivation of data. Upon gaining access and consent, the process began with the conduction of pre-semi structured, focused interviews with the teacher and parents. Each parent also completed a form concerning some basic personal information. At the same time, and prior to interviewing the students, McKenna and Kear (1990)'s ERAS, was completed by the students, principally to get an initial and numerical picture of the students' reading attitudes. Upon the completion of the ERAS, the students were also individually interviewed.
During the interviews, all parties were allocated a copy of the questions for their viewing and better understanding. Simultaneously, the researcher kept notes on a separate copy in order to further aid transcription, triangulation and validity, especially of the students who had to respond in English. All interviews were audio-taped with full knowledge and consent. Then, the main body of the comic book silent reading and discussion groups commenced.
Given their age and English level as well as the time constraints 22- 25 page-length of the selected comics, they were separated into two parts, allowing the children time to read, comprehend and discuss the texts in a manageable time and length. For each of the 4 weeks of the study, students were provided with a half of a comic book two times a week, one half at the beginning of the week, the other at the end of the week. The days agreed upon and made available were Monday and Friday evenings, following the students’ regular English class with their teacher. As such, the study took the form of a temporary, after-class reading workshop of sorts.
All in all, a total of four comics were utilized for the comic book silent readings. The researcher took field notes and made observations on the silent readings and of the students' themselves. Upon the completion of each part, the researcher moderated a 10-20 minute Literature Circle Discussion Group during which the students discussed the comics. A total of 8 Literature Circle Discussion Groups took place. A temporary comic book borrowing library was also set up in the school's own borrowing library during the second week of the comic book process, containing 10-15 comic books.
Upon completion of the 4 week period, a targeted questionnaire was distributed to conclude on the perceived effects of the extensive comic book reading and borrowing library on the participants' (L2) reading attitudes and habits. The researcher was present with the students during its completion to explain the questions. Questionnaires were also provided to the parents and educator.