天主教輔仁大學碩士班碩士論文

指導老師：林麗娟 博士

大學生使用繪本學習英文之研究

The Research of Pictorial Story Books for

Learning English among College Students

 研究生：徐千代 撰

中華民國一百一十一年一月

Table of Contents
Chapter 1 Introduction
1.1 Research Background and Motivation
1.2 Research Purpose and Questions
Chapter 2 Literature Review
 Chapter 1 Introduction
1.1 Research Background and Motivation
With the emphasis on global learning around the world, English learning becomes
important in diverse settings, including universities, professional training, high
schools, and primary schools. To meet the trend of globalized learning, authorities in
many countries provide leadership and gradually moving towards a "bilingual
education" system. At elementary and secondary levels, English has become one of
the important courses in the school curriculum. In higher education, English is a
compulsory course. Students need to accomplish certain English proficiency levels as
a graduation threshold.
Much research has addressed the EFL (English as a Foreign Language) learning
difficulties among college students, and students might use their strategies to improve
their learning of English (e.g. Miles, Ehri and Lauterbach, 2016; Özmat, D., &
Senemoğlu, 2021; Purwanto, Fadhly and Rahmatunisa, 2021). For example, Miles,
Ehri and Lauterbach (2016) note that many college students experience problems in
learning new vocabulary (including memorizing meanings or spelling of the new
words), and have difficulties in understanding the passages in the books for learning a
wide range of subject areas in their professional training. Due to the lack of lexical
resources for reading comprehension, students with low English proficiency often
experience distress and lose motivation to learn with English (Hayati & Jalilifar,
2009).
Students who have difficulties in listening comprehension and speaking often feel
panic to understand and respond to others in face-to-face interactions. The lack of
knowledge of lexical resources and dialogue practices, including pronunciations and
sentence structures makes EFL students experience problems in communication in
English (Chen, 2005). Other problems are also experienced by students when faced
with unfamiliar vocabulary in the passages. It is difficult to understand the meanings
and contexts of the reading, especially when the target vocabulary is new to EFL
students. Some of the words in the passages are too long with too many alphabets to
memorize. Without practicing with a higher level of learning strategies, students learn
English by memorizing. As a result, students are unable to enhance their learning as
expected (Liu, 2008).
Traditionally, the use of print-based storybooks can be made of different materials
(including paper, cloth, and plastic) for children at a very young age for culturing
reading literacy. These pictorial books can influence children’s learning attitude
toward language learning and assist proficiency and familiarity with the language.
Illustrations and drawings in these storybooks can trigger children’s imagination and
motivation in learning (Tian & Liao, 2016; Collin, 2010). Storybooks can be also used
in students with different ages for encouraging the learning of language skills, such as
writing and vocabulary and literacy development in the language (Susilowati, Ifadah
& Mulyadi, 2019; Ahern, Bermejo, & Fleta, 2008). By associating with pictorial
contents, learners can s predict the development of the plots in the story. (Woody,
Daniel & Baker, 2010).

Picture stories books can be served as an effective communication tool for conveying
concepts or personal philosophy among English learners. With the visuals and dialogs
provided in the picture books, intended meanings can be perceived more easily. For
university students in Taiwan, English as a foreign language (EFL) learners can use
children’s literature to motivate language learning. The storybooks become a tool for
learning English. With the characteristics of presenting real-life scenarios in stories,
concepts and knowledge are easily conveyed (Huang, 2015).

With the advances in digital technology, the use of e-books become popular.
Electronic storybooks contain much more intriguing content for learners to explore
and link with their own personal interests. Therefore, it is positive for students to
reinforce learning of the instructional contents and enhance and their listening and
speaking ability. The sound effects and animations used in the e-storybooks can help
learners with a basic level of proficiency (A1 level) become motivated to attend to the
learning content and be engaged in acquiring language in interesting learning
environments (Hsieh & Huang, 2020). Students’ use in different formats of
storybooks is worth notice. Related research for analyzing students’ reactions toward
the materials to enhance EFL learning is important.

1.2 Research Purpose and Questions

To promote an interesting learning experience, creating a language learning culture is
important to help students learn English better (Saafin, 2019). Most students who
experienced difficulty in English acquisition due to stress or anxiety. Many English
learning materials might not interest students. There are also barriers resulting from
poor strategy use in audiolingual acquisition. Literature has suggested many materials
to help EFL students to learn (e.g. Fu, 2021; Liu, 2008; Saafin, 2019). The use of
interesting materials is one of the important teaching approaches adopted by EFL
teachers. For example, the use of picture books provides interesting subjects to help
students attend to the learning contents.

Picture storybooks, literally mean the use of pictures containing various drawings or
illustrations to portray the expression of the stories’ contents. Created by artists and
writers, picture books can be published in both print-based and electronic formats.
Both formats have their own advantages and disadvantages.

For most university students, using standardized English learning materials (such as
textbooks) might not interest students. Students might feel pressured or bored with the
learning contents, and lose motivation to learn English. With little interest toward the
content, students are not able to learn and reflect with English actively. In learning of
speaking skills in English, it is important to encourage students to practice with their
oral presentations. However, most students have negative feelings or unease
emotional experiences with oral presentations. They also experience difficulties in the
oral presentation. (Al-Nouh, Abdul-Kareem& Taqi, 2015).
To encourage interactive learning, teaching materials should be designed with
considerations of different learning styles. Students’ learning styles are categorized in
visual, auditory, and kinesthetic aspects (Brown, 2000). To meet EFL learning needs
among students in different learning styles, stories books can be served as an effective
communication tool for conveying concepts or among English learners. With the
visuals and dialogs provided in the picture books, intended meanings can be perceived
more easily. For college EFL students in Taiwan, Huang (2015) uses children’s
literature to motivate language learning. The storybooks become a tool for learning
English. With the characteristics of presenting real-life scenarios in stories, concepts
and knowledge are easily conveyed (Huang, 2015). Rasouli and Ahmadi (2021)
suggest that pictorial learning materials provide a potential motivational impact for
enhancing reading comprehension and writing. The study also finds a significant
enhancement of reading comprehension and writing engagement among college EFL
students.

In this research, EFL college students’ use of pictorial books in learning English will
be studied. Since most difficulties for English learning are lack of interest and distress
feelings, the use of interactive learning materials in teaching and learning might
engage students in active learning. Many studies suggest the integration of dialogue
strategies and pictorial learning. Students’ actively participate in acquiring knowledge
in learning English when learning contents are interesting (Gusnina, 2018;
Mardiyanti, Ermiana, & Setiawan, 2021; Walsh & Blewitt, 2006; Zuparova,
Shegay& Orazova, 2020). However, these studies are conducted among children at
younger ages. Few researches are conducted in exploring the use of pictorial materials
among college students or adults. Therefore, college students’ use of pictorial
materials in learning English will be stuied. The research questions raised in this study
are listed as followed:
1. How does students perceive the importance of English Learning?
2. What types of learning materials EFL learners used to read to learn English?
3. What did EFL learners experience in using pictorial materials to learn English?
4. What are the supportive elements in story books to acquire English?
5. What expectations do college students in using storybooks to learn English?
 Chapter 2 Literature Review
2.1. Global EFL Trend
With the global learning trend, learning English becomes one of the important second
languages for citizens in the world. English plays an important role in diverse sources
of learning and is considered an essential tool to communicate and make relationships
with international people. English is an international language used to assist
difficulties among the international communities. Being the most spoken language,
English can be the primary language to ask for help when traveling in non-English
countries (Zuparova, Shegay& Orazova, 2020).

As a basic skill for students in diverse learning settings, English helps in accessing
information from the Internet among diverse digital devices. Striving with bilingual
education in the global learning trend, schools and institutions offer digital English
classes to enhance students’ English comprehensive capability by providing learning
resources and e-books. Integrated into technological devices, English learning can be
ubiquitous. Students can search for diverse digital instructional materials for learning
of reading, writing, speaking, and listening comprehension in English. Some of the
learning materials also provide quizzes and practices for students to self-monitor their
own learning. Especially during the period of COVID-19, convergence in school for
face-to-face lessons might be risky, engaging in distant learning with online resources
makes learning progress not suspended by the epidemic (Sun & Wang,2021).

Learning English broadens students’ vision of the world. Students learn differences
from diverse cultural perspectives and special festivals from overseas countries.
Learning English also encourages cross-cultural communications, open friendships,
and understanding of language to ethnics. The process of acquiring English skills
widens students’ understanding and perceptions via interactions with intercultural
materials. (Cruz Arcilia, 2007)

In addition to formal learning, students can learn English from diverse approaches.
Alhadad, Mustofa, & Karimullah (2021) suggest the benefits of English entertainment
exposure in language acquisition. Many entertainment programs produced in English
are broadcasted through their commercial platform, including music, movies,
podcasts, and E-books. Learning from these English programs encourages students’
willingness to acquire language. The popularity of mobile media enables individuals
to obtain, perceive and communicate in language learning. (Alhadad, Mustofa, &
Karimullah ,2021)

2.2. Problems in EFL

In learning English, reading comprehension is one of the major elements in guiding
learners to acquire knowledge about the language. Inexperienced learners might spend
the potential cognitive effort to decipher the unfamiliar passages to grasp the
meanings of the textual materials (Kasim & Raisha,2017). From the process, learners
need to progress with constructing knowledge about the pragmatics and structure of
syntax in the texts in order to comprehend English passages well and effectively
(Kasim & Raisha, 2017).

In learning of English pronunciation, learners often experience being unconfident

about speaking with accurate pronunciation in the public. Most EFL learners might
feel embarrassed and distressed with the words with inaccurate pronunciation in
communication with others. These negative feelings drastically decrease learners’
willingness to speak in English. Baran-Łucarz (2013) explains phonetics learning
anxiety as the fear of negative evaluation in oral performance and pronunciation
mistakes. It is crucial for teaching students to become familiarized with accurate
pronunciation to reduce students’ anxiety in speaking (Baran-Łucarz,2013)

Different learning problems can be identified among English as EFL learners. For
example, limited lexical resources in the use of vocabulary among EFL learners cause
feelings of distress to memorize too many words in a limited time. Having problems
in acquiring sufficient lexical resources, EFL learners often encounter barriers to
comprehending texts that are written in English. The issue of “lack of lexical
resources” for EFL learners can be the main problem in establishing teaching-learning
communication in a classroom. Without sufficient lexical resources, students often
feel confused about the topics are taught in the classroom and the contents for
learning. (Deyuan, 2013)
From the mainstreaming acquisition’s perspective, the emphasis of exam-taking tasks
is an explicit learning obstacle that most EFL learners are feeling afraid to deal with.
Some theories with this kind of obstacle can be interpreted. (e.g. Husna & Murtini,
2019; Elif & Yayli, 2019; Lin &Warden 1998) If the learning method is too
compulsory with too much long-term exam to take, learners’ willingness can
drastically decrease because of too much and complicated rules, alphabetical order or
points to bear in mind. Furthermore, learners can quickly give up learning. (Husna &
Murtini, 2019) On the other hand, Elif and Yayli (2019) indicated that several
conditions can directly precede potential negative impacts for learners to overcome
difficulties: (1) not enough time to answer and complete test (2) environmental
atmosphere (3) not focusing on the contents (4) unsatisfying results of the score (5)
instructors’ punishment. With concerning reasons of English exam-taking, generally
speaking, if the obstacles cannot be accomplished by learners at once, their attitude of
avoiding learning English can emergev(Lin & Warden, 1998).

There are various ways to keep abundant vocabulary available in learners’ minds,
such as note-taking, picture visualization, and guessing. These strategies can learners’
learning pressure and help learners to acquire competency in learning vocabulary (Fu,
2021). To learn new vocabulary, interactive or vivid content in English learning is
important to help students to gain motivation in learning. Interest and passion are
important to engage students in English learning. Providing students with a pleasant
atmosphere also encourage students to be involved in the learning content. Learning
materials, such as concurrent events, cultural drama, or festival blending, are
beneficial to reinforce vocabulary emergence. (Demircioğlu, 2010)

Under the support of bilingual education, schools at different levels strive to reach the
goal of English learning. Mainstreaming, in the context of EFL education, most
schools use the traditional methods to teach English to foster learners’ competency.
For example, giving exams, assignments, or memorizing tests are common methods.
However, these methods often cause negative feelings and learning pressure toward
learning. Different from the traditional learning approach, learning with storybooks,
students can start from short passages, diverse visual illustrations to build on learning
capability. Students learn by reflections from the passage a story to grasp the main
idea of the narrated content (Walsh & Blewitt, 2006). The storybooks use simple
vocabulary to facilitate English learners to improve their vocabulary literacy.
Furthermore, the simple words used in the picture storybooks are more
comprehensible among people. Even if some vocabulary is too sophisticated to learn,
the words can combine images for creating scenarios to make the words more
meaningful to the readers (Hickman, 2004).

2.3. Pictorial story for EFL

The pictorial storybooks applied in EFL helps learners to read aloud or repeat the
sentences in the stories. By practicing with the pronunciations and reading the passage
of the story contents, students can enhance their speaking ability. The vivid pictorial
story contents provide potential interest to engage students in comprehending the
topics and learning the vocabulary and the main ideas of the stories (Collins, 2010).
For example, in students’ language-learning with the pictorial story, “Monkeys
Jumping on the Bed,” vocabulary can be taught as students read through the story
contents. With the emergence of frequent words and passages, students can learn the
vocabulary and the structure of the sentences. Being impressed by the story contents
and the motive to predict what will happen next in the reading passages, students
actively reflect on the reading contents. This practice of reading-aloud facilitates
learners to become familiarized with complicated English words

Picture storybooks can be a powerful language and tool. When used appropriately, it
is helpful for establishing social relationships and expressing ideas. Picture
storybooks also help nurture personality and interpersonal communication and
promote students’ reading cultures. Some storybooks aim to improve the learning of
grammar or sentence structures, some intend to teach a specific subject or convey
ideas or concepts related to learning. (Tian & Liao, 2016).

The use of picture books not only motivate children but also adults to learn, especially
for the beginners of English learning. By outlining the storybook information, the
instructor might begin the learning session with pictures to read aloud. During the
warm-up activity, the instructor gives a prize to the students who can speak the
stories’ contents precisely and correctly. Learners may be motivated to respond and
transform their learning attitudes positively because they think that English can be
interactive and interesting. (Sun, 2020)
Salhi and Kuprina (2021) suggest that the use of stories in learning can be an adequate
method to motivate English learners to engage in learning more actively. The use of
storybooks in English learning can not only improve four basic skills (listening,
reading, speaking, and writing) but also help students to establish a social
conversation. Furthermore, a role-play activity can be used to help learners to practice
the use of language in realistic learning settings. The storybooks can be a beneficial
learning tool in classrooms. It is also a helpful learning material for English learners
to establish a good learning model and facilitate learning of the main idea of the topic.
(Ahern, Bermejo, & Fleta, 2008)

Pictorial storybooks can be applied in diverse learning contexts to reflect social and
cultural ambiances for acquiring knowledge. The use of easy texts and life contents
can quickly catch readers’ attention and help learners to grasp the main ideas and
concepts intended to convey. With the design of scenarios from the visual artworks,
the pictorial information also encourages empathy and cultural perspectives. The
scenes blended into the EFL can appeal to learners and encourage learning
motivation. (Chlapana & Tafa, 2014)

Too much complex vocabulary in reading can drastically decrease learners’ interest to
acquire English learning. The pictorial storybooks contain easily recognized words,
short sentences, vivid illustrations, and delicate drawings, providing a welcoming
atmosphere to invite readers. With the use of paintings or drawings, the main ideas
and concepts of reading passages are easily understood. Instead of memorizing the
contents, the comprehensive pictorial stories make the learning of English more
meaningful to the students (Horst, 2011).

Most picture storybooks are created with narrators and different characters with
specific personalities, such as friendly, positive, negative, evil, or other. In
communicative language teaching, picture storybooks are more interactive. With the
personalities embedded in the characters and plots designed in the stories, personal
communication will be reinforced. By projecting oneself as the role of a character in
the storybook, students learn how to express their feelings and emotions with the story
to reflect their own opinions or thoughts. (Huang & Shan,2008)

2.4. Supportive elements in pictorial storybooks

Learning a language with picture books, strategies can be integrated to help learners
cognitively process the contents. Students’ imagination will be triggered when
derivative and interesting activities. For example, the use of worksheets might be
attached at the end of storybooks to invite students’ expression of thoughts or ideas by
using shapes or colors to reflect their understanding. Preview and prediction strategies
might be used to look into the story plots. Many picture storybooks also use a
worksheet for matching or drawing to acknowledge learning of vocabulary and give
learners a chance to describe their creation (Susilowati, Ifadah & Mulyadi,2019).

During the teaching process, teachers might pause for a while to explain the use of a
specific word or make sentences with new vocabulary. Classroom activities, such as
games and role-play with the use of new words, can reinforce the learning of new
materials. With practices from the vivid learning contents and timely interactions with
the teacher, students are encouraged to get familiar with the contents and quickly
memorize the concepts from the learning resources. (Bintz, 2011)

With the advances of digital technology, the use of audio aids in picture storybooks
has become prevalent. Students can read and listen to learn English literally at their
own pace. The audio learning materials provide the accurate pronunciation of the
definition of the vocabulary (including translations and explanations). Students can
repeat listening and practice oral speaking over and over again. As practicing with
the speakers, students can quickly memorize the plots and the main ideas of the
learning contents. Other strategies, such as the “Question and Answer” (Q & A)
activities, may be used for eliciting students’ learning of the contents. The Q & A
activity might extend the answers or provide more knowledge. Learners can also ask
some interacting questions to interact with others. (Pearman & Lefever-Davis, 2006).
These embedded elements in the storybook can be helpful and beneficial for learners
to comprehend and memorize the learning content easily.

When helping students learn EFL with storybooks, it is important to link pictures with
the reading content. The scenarios in the storybooks can assist learners to relate
learning concepts (Lacina & Silva, 2010). The illustrations provided in the storybooks
provide contextual mnemonics for learning vocabulary, especially for some new
words. While giving the instruction for the use of lexical resources, vocabulary
learning can be taught with a step-by-step explanation to link the stories’ topic. For
example, the story topic of Christmas can be introduced by learning new words
related to Christmas’s themes in the stories, followed by the details about the
meanings and definitions (Lacina & Mathews, 2012).

2.5 Electronic pictorial storybooks

With the prevalence in the use of technological devices in modern society, many
teachers in educational intuitions or schools begin to utilize electronic storybooks as
digital teaching materials to aid their instructions, including electronic picture
storybooks and animated audiobooks. The use of electronic picture storybooks can
assist learners’ motivation in learning listening comprehension by playing the stories
anytime at any place. In acquiring audiolingual language skills, learners can
effectively learn the skills and knowledge in a cheerful and optimistic atmosphere.
With so many web-based resources available for autonomous learning, students can
use their free time to read the stories and learn new vocabulary (Ramírez Verdugo &
Alonso Belmonte, 2007).

To help students to attend to the learning content, many websites use eye-catching
animations and videos to motivate students learning. The contents provide a friendly
environment for both teaching and learning purposes. Students are engaged in self-
learning with well-design learning resources. Teachers also enjoy teaching with the
diverse varieties of animations and videos. Many instruction strategies might be
integrated into teachings, such as song teaching, vocabulary tutor, interactive games,
crafts, and other class activities. With these strategies embedded in teaching,
instructors can put more emphasis on managing the learning environments to involve
students in participating in class interactions more actively in the activities for
teaching with stories. (Basyoni, Bee, & Seng, 2020)

Most digital forms of picture storybooks have an important characteristic in helping

learners’ listening proficiency. The electronic story applications provide the function
for oral narration for guided reading. The users can listen to the native English
speakers in reading. After guided reading, learners can practice their pronunciations
by read-aloud and repetition of the reading contents. With the integration of audio and
oral practicing, both listening and speaking abilities can be enhanced. The practices
also help leaners to remember the story contents (Smeets & Bus, 2013). The use of
multimedia in digital story books, students are motivated in vocabulary learning, story
comprehension and reading engagement (Zhou & Yadav, 2017).

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