Reading Graphic Novels in English as a Foreign Language for Social-Emotional Learning: A Case Study with Japanese EFL Learners

Abstract

Recently, the area of social-emotional learning (SEL) has started to receive attention from researchers and educators in mainstream education. However, there is a noticeable absence of research done in the area of additional language instruction. This report explores the possibility of the integration of SEL into language lessons through a small-scale case study of reading in English as a foreign language (EFL) using graphic novels. Two Japanese EFL learners took a series of lessons in dialogic reading of graphic novels in English over four weeks. Data was collected relating to developments in the learners’ vocabulary and SEL, specifically self-awareness. Simple assessments were made of vocabulary before and after the treatment. The comparison of pre- and post- assessments showed that there was a notable gain in command of emotional lexical items in English. In addition, a qualitative analysis of the discourse between the instructor and participants, as well as teachers’ notes, revealed that dialogic reading of graphic novels allowed learners to deepen their understanding of emotions through their use of English.