| dc.description.abstract | In this international society, English has become an indispensable language. Most of the past researches only focused on the level of students’ reading comprehension in foreign language, but not explored students’ perceptions during the process of reading and whether different types of books have an impact on L2 reading or not. Therefore, this study focuses on the comparison of students’ flow experience before and after the English comic book guiding strategy activities, the impact on students’ feelings during L2 reading, and the changes of students’ flow experience during the activities.
46 students in 5th grade in an elementary school in Taiwan who use English as a second language participated in this study. This study conducted an L2 active reading activity in the first semester. In this activity, students can choose the books they wanted to read and draw the part they liked in the books they read. After that, they shared their work to others. In the second semester, we conducted an English comic book reading guiding activity. First, the guide used the guided the students how to read comic books through English comic book guiding strategies. After that, students were formed into groups and read the English comic books which were provided by the guide and finally asked the students to read aloud or answered the questions related to the content of the English comic books which designed by the guide. This study focused on the analysis of students’ flow experience, English reading attitude and the data of question and answer status. Finally, we interviewed each student.
The results of this research showed that English comic books reading guiding activity can effectively reduce students’ discomfort and anxiety during English reading. In terms of gender, the activity can effectively reduce the discomfort of male students during English reading. For female, it not only can help them understand more vocabulary, but also reduce the anxiety while they cannot understand the meaning of English words or sentences. In terms of different prior knowledge, although the activity can reduce the anxiety of high-achievement students while L2 reading, we found out that they were more likely to read what they like or choose books by themselves from the interview. To low-achievement students, they were more willing to participate in this activity and reduce their discomfort on L2 reading, however, they need someone to guide them to read. In terms of joining cram school or not, for those students who joint cram school, because they have a certain level of English proficiency, this activity not only can help them understand more vocabulary, but also reduce their anxiety which appears during L2 reading. For those who didn’t join the cram school, it can reduce their discomfort in L2 reading and their dislike of English.
Keywords: reading attitude, flow, comic book | en_US |