The authors interpret the graphic-novel advantage as arising from presenting idioms through both verbal and visual modalities within a storyline¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors propose that combining verbal and visual modalities, and presenting idioms in a scenario, may explain the experimental group's better scores; this is an interpretation, not a tested mechanism. → Ahmet Başal 2016

Evidence¶

Ahmet Başal 2016¶

Ahmet Başal, Talat Aytan & İbrahim Demir. (2016). Teaching Vocabulary with Graphic Novels. English Language Teaching, 9(9). https://doi.org/10.5539/elt.v9n9p95

q1 · i? · causal · r2

Authors' interpretation (type e) offered in the Results and Discussion section to explain the post-test difference, drawing on Murakami & Bryce (2009) and Mayer (2009). The modality mechanism itself was not manipulated or tested in the study.

"The underlying reason that made possible significantly better scores with the experimental group in the post-test may be that the gr aphic novel presents the idioms by combining the two modalities of the verbal and visual."

Discussion¶

Related Claims¶

• Adding relevant pictures or graphics to text improves learning from it, with a small pooled effect on reading comprehension, though whether dual coding explains the benefit is disputed — a broader claim this one bears on
• Multimedia Principle Improves Learning — related