The Effect of Graphic Novels on EFL Learners’ Reading Comprehension

Reema Aldahash, Sultan Altalhab


Saudi EFL learners struggle to read English and encounter obstacles that prevent improvement. Recently, graphic novels were introduced as alternative teaching and learning materials in academic settings. Nevertheless, research in this area remains limited. Therefore, this study examines the effect of reading a graphic novel on reading comprehension and investigates the perceptions of EFL teachers and students regarding the deployment of graphic novels in their classrooms. Sixty-six intermediate school students were divided into experimental and control groups. After the reading sessions, both groups completed reading comprehension tests. Results revealed that reading graphic novels positively affects reading comprehension as the experimental group achieved superior results to the control group. Both EFL teachers and students believe that graphic novels help in improving reading skills. The study concludes by discussing related implications.


Graphic Novel, Reading Comprehension, Teacher Perceptions, Student Perceptions, EFL

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