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Using Self-Generated Drawings to Facilitate Reading Comprehension in an Undergraduate EFL Class

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Title: Using Self-Generated Drawings to Facilitate Reading Comprehension in an Undergraduate EFL Class
Language: English
Authors: Antonieta Morales-Jaramillo, Éder Intriago-Palacios (ORCID 0000-0002-9433-7186), Paolo Fabre-Merchán, Frans Recalde-Garcia
Source: MEXTESOL Journal. 2024 48(4).
Availability: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Reading Comprehension, Self Concept, English (Second Language), Second Language Learning, Second Language Instruction, Undergraduate Students, Comparative Analysis, Reading Materials, Reading Instruction, Reading Tests, Freehand Drawing, Reading Improvement, Learning Theories, Foreign Countries, Visual Aids
Geographic Terms: Ecuador
ISSN: 2395-9908
Abstract: This study sought to explore the power of self-generated drawing to improve reading comprehension of English language learners in a university setting. Fourteen undergraduate students, divided into control and experimental groups, read a chapter from a graded reader. The experimental group was instructed to construct self-generated drawings as they read to help them with comprehension while the control group only read. The students in both groups were given a pretest to determine their familiarity with the story, a posttest to measure reading comprehension, and were asked to write a short summary of the story to determine their reading comprehension. To learn about future use of the strategy, the students in both groups were asked to complete a self-perception survey. The study revealed mixed results: while the learners that drew while reading showed better reading comprehension when writing a summary, when assessed on a reading comprehension test, those who only read did slightly better. These results cannot be compared to studies involving language learners because of the absence of such studies, but experiments carried out in other disciplines with content area learners showed that learners benefit from drawing as they study. The use of self-generated drawings to support reading comprehension or other aspects of language learning shows promise at the theoretical and practical level. Considering the results reported in this study, more research needs to be done to show the benefits of self-generated drawings for English language learners.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468554
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Using Self-Generated Drawings to Facilitate Reading Comprehension in an Undergraduate EFL Class
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  Data: <searchLink fieldCode="AR" term="%22Antonieta+Morales-Jaramillo%22">Antonieta Morales-Jaramillo</searchLink><br /><searchLink fieldCode="AR" term="%22Éder+Intriago-Palacios%22">Éder Intriago-Palacios</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9433-7186">0000-0002-9433-7186</externalLink>)<br /><searchLink fieldCode="AR" term="%22Paolo+Fabre-Merchán%22">Paolo Fabre-Merchán</searchLink><br /><searchLink fieldCode="AR" term="%22Frans+Recalde-Garcia%22">Frans Recalde-Garcia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22MEXTESOL+Journal%22"><i>MEXTESOL Journal</i></searchLink>. 2024 48(4).
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  Data: MEXTESOL Journal. Bernardo Couto 48, Col. Cuauhtemoc, Alcadía Cuauhtemoc, Ciudad de Mexico, 06880, Mexico. Tel: +55-55-66-87-49; e-mail: mextesoljournal@gmail.com; Web site: http://www.mextesol.net/journal/
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  Data: 14
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  Data: <searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Freehand+Drawing%22">Freehand Drawing</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Improvement%22">Reading Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Theories%22">Learning Theories</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ecuador%22">Ecuador</searchLink>
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  Data: 2395-9908
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  Label: Abstract
  Group: Ab
  Data: This study sought to explore the power of self-generated drawing to improve reading comprehension of English language learners in a university setting. Fourteen undergraduate students, divided into control and experimental groups, read a chapter from a graded reader. The experimental group was instructed to construct self-generated drawings as they read to help them with comprehension while the control group only read. The students in both groups were given a pretest to determine their familiarity with the story, a posttest to measure reading comprehension, and were asked to write a short summary of the story to determine their reading comprehension. To learn about future use of the strategy, the students in both groups were asked to complete a self-perception survey. The study revealed mixed results: while the learners that drew while reading showed better reading comprehension when writing a summary, when assessed on a reading comprehension test, those who only read did slightly better. These results cannot be compared to studies involving language learners because of the absence of such studies, but experiments carried out in other disciplines with content area learners showed that learners benefit from drawing as they study. The use of self-generated drawings to support reading comprehension or other aspects of language learning shows promise at the theoretical and practical level. Considering the results reported in this study, more research needs to be done to show the benefits of self-generated drawings for English language learners.
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  Data: 2025
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  Data: EJ1468554
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: English (Second Language)
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Reading Materials
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Freehand Drawing
        Type: general
      – SubjectFull: Reading Improvement
        Type: general
      – SubjectFull: Learning Theories
        Type: general
      – SubjectFull: Foreign Countries
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      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Ecuador
        Type: general
    Titles:
      – TitleFull: Using Self-Generated Drawings to Facilitate Reading Comprehension in an Undergraduate EFL Class
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            NameFull: Antonieta Morales-Jaramillo
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            NameFull: Éder Intriago-Palacios
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            NameFull: Paolo Fabre-Merchán
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            NameFull: Frans Recalde-Garcia
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              Y: 2024
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