T abajo Fin de Más e
The Use o Comics in he ESL Class oom o he
P ac ice o G amma and i s Impac on Mo i a ion.
El uso de los cómics en el aula de ILE pa a la
p ác ica de g amá ica y su impac o en la mo i ación.
Au o
Kenan Na haniel F ey Gál ez
Di ec o
Ma ía Eugenia Ossana
Más e Uni e si a io en P o eso ado de Educación Secunda ia Obliga o ia, Bachille a o,
Fo mación P o esional y Enseñanzas de Idiomas, A ís icas y Depo i as
Facul ad de Educación
Cu so 2019/2020
Table o con en s
Abs ac
1. In oduc ion 1
2. Jus i ica ion, Pu pose and Objec i es 3
2.1 Jus i ica ion 3
2.2 Pu pose 5
2.3 Objec i es 5
3. Theo e ical F amewo k 6
3.1 P e ious Rela ed Resea ch 6
3.2 Towa ds a De ini ion o Comics 9
3.3 Comics: Use ul Te ms 10
3.4 Comics in he Class oom 12
3.5 EFL Theo ies: Rele an Conside a ions 13
Cons uc i ism 13
Sca olding 14
S ephen K ashen’s Hypo heses 14
3.6 Mo i a ion 16
4. Me hodology 18
4.1 Type o esea ch 18
4.2 Con ex and pa icipan s 19
4.3 Ins umen s 20
4.4 P ocedu es 22
4.5 Analysis o Possible Resul s (due o COVID-19 ci cums ances) 24
4.6 Sugges ions o imp o emen 27
5. Conclusions 28
Bibliog aphy 30
Appendices 36
Appendix 1 36
Appendix 2 41
Appendix 3 52
Appendix 4 60
Abs ac
I is widely known ha s uden s‘ pe o mance a ies om one ano he and depends on
many ac o s: he indi idual, he con ex o he class, eache s and classma es, he
pe sonal si ua ion ou side he class oom and mo i a ion amongs o he hings. This
Mas e ‘s Deg ee disse a ion p opounds an in es iga ion p oposal ocused on he
educa ional po en ial o comics —as a medium— o g amma explana ion due o hei
en e aining na u e and he usage o pic o ial, ex ual and o he elemen s in o de o
deli e messages as mul imodal ex s. Fi s ly, e ms a e de ined so as o be able o
deploy hem in he analysis. A e wa ds, he wo king hypo heses a e p oposed: comics
( ocusing on comic s ips) can acili a e he s uden s‘ unde s anding, lea ning and
pe o mance o English g amma . Consequen ly, and as a esul , a second hypo hesis is
conside ed: comics may also inc ease s uden s‘ mo i a ion du ing English lessons. In
o de o do so, I will be using iangula ed da a collec ion ins umen s o he pu pose o
adding ex a alidi y o his esea ch. The heo e ical amewo k collec s di e en
educa ional aspec s and heo ies o use in he analysis and conclusions. Howe e , due o
he p esen na ional Co id-19 heal h si ua ion, his esea ch p oposal has no been
implemen ed; he e o e, eal da a ha e no been collec ed. Ne e heless, he e is a
hypo he ical analysis—using he heo e ical amewo k o discuss he po en ial o
comics— and a p oposal o unde ake he esea ch and ga he esul s in he u u e.
Keywo ds: Comics, G amma , Mo i a ion, Didac ic Resou ces, ESL Class oom
Es un hecho que el endimien o de los alumnos a ía de uno a o o. Es o depende de
muchos ac o es: el suje o, el ambien e áulico, p o eso es/as y compañe os/as, la
si uación pe sonal ue a del aula y la mo i ación del alumno/a en e o as azones. Es e
abajo de in de más e es un p oyec o que p opone una in es igación cen ada en el
po encial educa i o de los cómics —como medio—en la explicación de la g amá ica
po su na u aleza en e enida y el uso de di e en es elemen os pic ó icos, ex uales en e
o os con el in de asmi i mensajes en o ma de ex os mul imodales. En p ime luga ,
se de inen los é minos pa a pode lle a los a la p ác ica en el análisis. Después se
p oponen las hipó esis de abajo: que los cómics ( i as de cómic especialmen e) pueden
acili a la comp ensión, el ap endizaje y el uso de la g amá ica inglesa y, como
esul ado y segunda hipó esis, inc emen a la mo i ación de los es udian es du an e las
clases de inglés. Pa a ello u iliza é ins umen os de ecolección de da os iangulados
pa a añadi alidez a la p esen e in es igación. El ma co eó ico ecoge di e sos
aspec os y eo ías educa i as en el análisis y las conclusiones. Sin emba go, debido a la
p esen e si uación de eme gencia nacional de Co id-19, la in es igación no se ha pues o
en p ác ica y no ecoge esul ados p opios. A pesa de ello, se p opone un análisis
hipo é ico —u ilizando el ma co eó ico pa a conside a las posibilidades de los
cómics— y una p opues a pa a ealiza la in es igación y euni esul ados en el u u o.
Palab as Cla e: Cómics, mo i ación, g amá ica, ecu sos didác icos, ILE.

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1. In oduc ion
In he pas , he main pilla s in educa ion ha e been placed on he igu e o he eache
who has been ega ded as a key a iable in he lea ning p ocess. S/he was supposed o
explain and ansmi knowledge o he s uden . I he lea ne seemed incapable o
unde s anding a e a ew oppo uni ies o pa icipa ion, he s uden was deemed
incompe en and unable o lea n app op ia ely; hence, s/he was no wo h much
a en ion. Many o hese ―wo hless s uden s‖ we e discou aged and abandoned school,
o hei academic s udies, and ocused, ins ead, on ge ing a job and ea ning a li ing.
Who knows i one o hose s uden s would ha e e e ound he cu e o cance o , else,
i s/he could ha e made a g ea disco e y in any a ea o expe ise? Migh s/he ha e
w i en, say, a bes selle ? I will emain unknown because hey we e ega ded below he
equi ed s anda ds. Howe e , some eache s ha e shown a eal oca ion and ha e
e inced an in e es on eaching, helping s uden s who did no unde s and some aspec s
o a subjec .
In his esea ch disse a ion, I will concen a e on he p ac ice o g amma in
connec ion o he use o comics as a esou ce o eache s in he ESL class oom and i s
possibili ies o mo i a ing s uden s. Howe e , I ha e no been able o conduc he
esea ch in a eal class oom and, hus, he e a e no da a collec ed esul s. Hence, I will
specula e on he esul s, hypo hesizing on he possible ou comes and he easons behind
hem, aking in o accoun se e al heo ies and esea ch al eady ca ied ou in he ield.
The ul ima e objec i e is o p o ide a esea ch design ha can be unde aken
success ully in he u u e.
The gap ound ha leads o he hypo heses in his s udy is ha g amma is
some imes di icul o s uden s, e en mo e so o s uden s wi h lowe pe o mance on
English subjec . The p oblem is, hus, how o in oduce comics as an educa ional
esou ce. P e ious esea ch has been mainly ocused on English lea ning h ough
comics in e ms o gene al language compe ence acquisi ion, he use o g aphic no els
o li e a u e eaching in English, o he use o comics o mo i a ing s uden s in he
ESL class oom. Howe e , I could no ind any esea ch s udies o ien ed o he use o
comics in he ESL class oom ocused on g amma consciousness aising explana ions
and lea ning. The e o e, he e seems o be a common gap o bo h a iables pu sued by
he wo king hypo heses o his in es iga ion; ha is, English g amma eaching and he
2
use o comics du ing English lessons. Consequen ly, I ha e p oposed he ollowing
guiding ques ions:
- Could comics make g amma unde s anding easie o s uden s?
- Would comics help s uden s o acqui e, in his pa icula ins ance, P esen
Simple and P esen Con inuous enses o English mo e success ully?
- Could he use o comics e ince an imp o emen in he s uden s‘ ma ks
ega ding hese g amma i ems?
- Could ha imp o emen ha e a posi i e impac in he s uden s‘ communica i e
compe ence luency and accu acy?
- Would comics be a use ul sca olding ool?
- Could comics, in u n, be a mo i a ing esou ce in he EFL class?
I I could ind answe s o hese ques ions, I migh ind ano he use o comics as a
language eaching esou ce. These ques ions led me o he o mula ion o wo
hypo heses: a main hypo hesis and a subo dina ed one:
1. Comics —as a medium— can be a ema kable ool o he ESL class oom in
o de o imp o e he s uden s‘ unde s anding o speci ic g amma i ems, and
hus, upg ade lea ne s‘ academic esul s in a posi i e manne .
2. As a consequence, he use o comics can ans o m g amma ical lessons in o
mo e en icing sessions o he s uden s and, he e o e, imp o e hei mo i a ion.
This idea is based on S ephen K ashen‘s ―Comp ehensible Inpu ‖ hypo hesis ene
which claims ha linguis ic inpu could be easie o s uden s i i con ains isual aids
due o he di icul y o he abs ac na u e o g amma (1988).
The pu pose is o o e an aid o s uden s who migh ha e di icul ies in
comp ehending and acqui ing g amma ical ules o English and bene i he es o he
class. Al hough I wan o os e English lea ning o as many s uden s as possible since
i s le el in Spanish schools seems o be imp o ing o la e and nume ous amilies ha e
di icul ies o help hei child en wi h English due o he high linguis ic compe ence
le el. Thus, ou in en ion is o p o ide u he esou ces ha can be used in se e al
con ex s and acili a e English lea ning as a second language. The e o e, comics could
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help he eache o explain g amma deduc i ely and o gi e he s uden s a esou ce as
an aid o doing exe cises and p epa ing hei es s on hei own.
2. Jus i ica ion, Pu pose and Objec i es
2.1 Jus i ica ion
Cu en ly, he e a e se e al me hodologies o each English. The Educa ion Co ne
webpage, he ―The Lea ning Py amid‖ is shown (see Appendix 2, igu e 4) —adap ed
om he NTL Ins i u e o Applied Beha io al Science Lea ning Py amid— heo izes on
he amoun o in o ma ion ha s uden s could be able o emembe om di e en
lea ning me hodologies. An o dina y class deli e ing new con en in ou con ex s a s
wi h some p esen a ion o new con en by eso ing o explana ion om which s uden s
will be likely o emembe a 5% o he in o ma ion. A e wa ds, hey will ha e o
p ac ice wha hey ha e ―lea n ‖ because, wi h p ac ice, an a e age s uden will be able
o emembe a 75% o he in o ma ion s/he has been exposed o. Many ex books ha e a
b ie explana ion as an aid o pe o m p ac ice exe cises. S uden s will allegedly
emembe a 10% o wha hey ead. These pe cen ages do no equal 100%, each me hod
has a deg ee o accu acy in helping he s uden o e ain he in o ma ion and; he e o e,
hese pe cen ages a e indi idual, no cumula i e. Howe e , he ques ion a his junc u e
is wha would happen i di e en me hodologies a e combined du ing he explana ion
o con en and g amma ? Comics could be a meaning ul manne o combining heo y
and isuals o help he s uden s lea ning.
One o he easons ha inspi ed his app oach is a TED alk by Gene Luen Yang,
a ca oonis and high school eache in Bishop O‘Dowd High School in Oakland,
Cali o nia, which is named ―Comics belong in he class oom‖ (2016). This appealed o
me su icien ly so as o examine he ideo when hinking o an app oach o his
Mas e ‘s Disse a ion. The Ame ican eache explains how his s uden s in he subjec
algeb a conside ed him edious. He was o en imes compelled o assis o he eache s;
hus, he would eco d a ideo explaining he lesson, esul ing in a ye mo e edious ask.
He e en ually could en ision he solu ion by eso ing o explana ions h ough he
a o emen ioned medium: comics. The s uden s we e deligh ed and imp o ed
signi ican ly hei unde s anding on algeb a. P esen ly, his high school employs comics
in di e en a eas. Fo ins ance, he claims ha one o his o me colleagues, uses Sco
4
McCloud‘s ‗Unde s anding Comics‘ in his li e a u e and ilm class, since i gi es his
s uden s he language o discuss he ela ionship be ween wo ds and images (TED,
2016).
A e iden i ying he gap on he use o comics ocusing on g amma , I conside ed
mo i a ion as a ea u e widely s udied by esea che s and expe s in he ield in o de o
imp o e s uden s‘ lea ning. Howe e , my disse a ion was no in ended o ocus on
mo i a ion i sel bu as a consequence o imp o ing he eaching o g amma h ough a
mo e appealing esou ce. The e o e, he gap ound ocuses on making a heo e ical
aspec o English—as i is g amma — mo e en icing and obse ing i a linguis ic
imp o emen in his aspec could ha e a esul on he s uden s‘ mo i a ion owa ds
English lea ning.
Rega ding he educa ional law in Spain, his esea ch p oposal is in une wi h he
na ional legal equi emen s o se e al easons. In he na ional cu iculum (LOMCE,
Ó den ECD/489/2016), wi hin he o eign languages sec ion, English; one can ind
some me hodology o ien a ions. The i s is me hodological p inciple (sec ion e) ela ed
o mo i a ion de elopmen and c ea i i y, which s a es ha a a ia ion o esou ces, he
inclusion o sociocul u al knowledge, con ac wi h na i e speake s and he design o
c ea i e ac i i ies, can lead o posi i e a i udes ha a o new lea ning and acquisi ion.
In connec ion o g amma and ocabula y issues, he cu iculum s a es ha g amma
ep esen s knowledge o he language unc ioning. The eache mus in oduce he
g amma ical ules explici ly wi h illus a ed examples ha help he s uden s o
comp ehend syn ac ic and discu si e con en s. Finally, ega ding educa ional a en ion
o di e si y, he cu iculum poin s ou ha lea ning depends on se e al ac o s such as
age, cogni i e abili y o he s uden s‘ in e es . In addi ion, i men ions sca olding as
gene al s a egy o be used in he class oom —by ecou se o ables, images, concep
maps, models, language simpli ica ion and he like. The e o e, he use o comics as i is
sugges ed in his in es iga ion —and will be analysed in he ollowing sec ions— is
en i ely compa ible wi h mo i a ion, g amma ical con en explana ion and a en ion o
di e si y, allowing he use o sca olding as well.
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closu e acco ding o McCloud (appendix 1, igu e 2): momen - o-momen (single ac ion
in se e al panels, equi ing li le closu e), ac ion- o-ac ion (a single subjec in a
p og ession o ac ions), subjec - o-subjec which en ails he changing subjec s wi hin a
scene, which equi es he eade ‘s in ol emen , scene- o-scene used o signal he
ansi ions ac oss signi ican dis ances o ime and space, equi ing deduc i e easoning,
aspec - o-aspec ; ha is, he ansi ions be ween di e en aspec s o a place, idea o
one and non-sequi u which makes e e ence o no logical ela ionship be ween panels.
McCloud also iden i ies a numbe o ca ego ies o wo d and image combina ions (see
appendix 1, igu e 3) such as: wo d speci ic combina ions (pic u es illus a e bu do no
add o a comple e ex ), pic u e speci ic combina ions (wo ds do li le bu sound ack
he images), duo-speci ic panels (wo ds and images send he same message), addi i e
combina ions in which wo ds ampli y an image o ice e sa), pa allel combina ions
(wo ds and images ollow di e en cou ses wi hou in e sec ing), mon age (wo ds a e
in eg al pa s o he pic u e); and in e -independen —whe e wo ds and pic u es go hand
in hand. Del Rey Cabe o collec s hese explana ions wi h he objec i e o demons a ing
he as manne s by means o which comics can deli e in o ma ion, w i en o non-
e bal, de eloping isual and eading comp ehension and being s imula ing o he
s uden ‘s b ain.
Ano he cha ac e is ic o conside —p e iously men ioned al eady—is he
meaning ul e m: mul imodali y. The Cen e o Socio-Cogni i e Discou se S udies a
Moscow S a e Linguis ic Uni e si y has published an a icle abou mul imodali y and
de ines i as he ―human abili y o combine se e al modes o wo ld cogni ion and
communica ion — e bal, isual, kine ic (wi h he help o ges u es) and some o he s…‖
(SCoDis, 2016, online). Comics a e a combina ion o ex and illus a ions; hus, hey
seem o embody he e y concep o mul imodali y. Howe e , i we del e on ex s and
isuals ega ding comics, one can ind u he aspec s o conside a ion. Rega ding ex ,
comics o e di e en op ions, he e can be na a i e ex and he e can be dialogue. We
canno ind many ins ances o colloquial o al egis e in school ex books. Hence,
comics can o e he s uden s he possibili y o ecei ing o al inpu in a w i en o m
h ough he cha ac e s and o mal explana ions h ough he cap ions.

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3.4 Comics in he Class oom
In addi ion o he cha ac e is ics o comics and he ac ha hey can ansmi a lo o
in o ma ion in an en e aining manne , Isabel Ga cía Ma ínez in he Mas e ‘s
Disse a ion ―El cómic como ecu so didác ico en el aula de lenguas ex anje as‖ (2013)
de o es pa o he p oposal o explain why comics a e as ele an o eaching as many
seek o demons a e. In he p esen disse a ion, some o hem om B ines Gandía
(2012) and Manuel Ba e o (2002) will be conside ed. Ga cía Ma ínez s a es he
ad an ages o comics which, acco ding o B ines Gandía (2012), a e:
- I is an accessible, b ie and linguis ically ich ma e ial, wi h simple syn ax.
- Mos comic opics a e con empo a y and i hey a e no , hey a e s ill alid o he class oom.
- I s o ma is g aphical, allowing he s uden o ead ges u es, mo emen , images, e c.
- I acili a es he de elopmen o se e al abili ies, such as: comp ehension, in e p e a ion,
syn hesizing, sense o ime and space, in es iga ion…
- I p o ides an enjoyable en i onmen
- I mo i a es he s uden s due o i s simplici y and humo .
Subsequen ly, Ga cía Ma ínez u he in oduces he di e en u ili ies o comics by
Manuel Ba e o (2002):
- Fos e ing abs ac ion and imagina ion.
- Gene a ing eading habi s ollowing he occiden al o de .
- Cul i a ing a composi ional abili y.
- S imula ing abs ac imagina ion.
- Acqui ing knowledge and concep s such as oice-o e , o - ield scene, pe spec i e
- Fos e ing o eading apa om li e a u e, no ins ead.
- Enabling in e es o di e en g aphemes and ypog aphies, games wi h ex s, e c.
- Lea ning ligh , colo and space managemen .
- Unde s anding di e en na a i e models.
- Di e en ia ing audio isual na a ion om g apho- isual na a ion.
Al hough Ga cía Ma inez men ions mo e au ho s and hei ideas suppo ing he use o
comics, hese a o emen ioned ad an ages o using comics should be aken in o accoun
as a esou ce o English eaching, since hey do no only help he unde s anding o
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ideas and ex wi h he aid o images, bu also images a e pa o he medium o ansmi
ideas. In addi ion, hey induce he a ge eade — h ough di e en s imuli— o become
in ol ed in ce eb al ac i i y consciously and unconsciously while eading.
3.5 EFL Theo ies: Rele an Conside a ions
Rega ding EFL heo ies, me hods and app oaches, I ind in e es ing Lengua Salinas‘
(2015) pe spec i e on he use o comics and how hey con o m o educa ion s udies. She
conside s cons uc i ism, Vygo sky‘s zone o p oximal de elopmen , sca olding and
mo i a ion. Rica do San Ma ín (1992) also examines Ausubel‘s meaning ul lea ning on
he opic o comics. Ne e heless, I wan o e lec on Lengua Salinas‘ pe spec i e o
cons uc i ism, sca olding and mo i a ion since I ga he conside a ions a e mo e in
une wi h my idea on using comics o g amma eaching and mo i a ing s uden s.
Howe e , I also wan o ake in o accoun K ashen‘s idea o comp ehensible inpu and
a ec i e il e which is also p esen in Ma ina Alonso Abal‘s eaching p oposal (2010).
Cons uc i ism
The Uni e si y o Bu alo‘s webpage p o ides a de ini ion o he e m
cons uc i ism: ―Cons uc i ism is he heo y ha says lea ne s cons uc knowledge
a he han jus passi ely ake in in o ma ion‖ (―Cons uc i ism,‖ n.d.). They also ake
in o accoun he p ocesses o assimila ion— ha is, aking new in o ma ion and adding i
up in o exis ing schema a—and accommoda ion—using newly acqui ed in o ma ion o
e ise and ede elop an exis ing schema. The e o e, he heo y conside s ha a lea ne
s o es his/he knowledge in his/he own manne , building schema a by assimila ion and
ea anging i by accommoda ion. Lengua Salinas poin s ou ha his lea ning heo y
o e s new lea ning oppo uni ies. She ci es González (2012) ha cons uc i ism akes
he s uden in o conside a ion as a a ional being who is able o cons uc his/he own
knowledge. Howe e , his lea ning is always con ex ualized—i conside s some ac o s
as p ejudices o ea s ha he s uden may ha e ega ding his/he own lea ning. She also
a gues ha he e is e idence ha when eache s use hei s uden s‘ knowledge as he
s a ing poin and hey moni o hei changes du ing he lea ning p ocess, lea ning
imp o es in a g ea manne (Na ional Resea ch Council, 2000). The e o e, he eache is
a guide ha es ablishes some limi s and helps he s uden s i necessa y. Comics he e
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could be a ool o s uden s o consul on hei own and he eache could explain
g amma and be he acili a o o his medium a he same ime. Hence, gi ing he
s uden s enough space o econs uc lea ning o help hem i he need a ises.
Sca olding
Ka en Sue B adley and Jack Alden B adley discuss sca olding in hei essay
―Sca olding Academic Lea ning o Second Language Lea ne s‖ (2004). They ci e
O ando, Collie and Combs, who a gue ha ―sca olding e e s o p o iding con ex ual
suppo s o meaning h ough he use o simpli ied language, eache modeling, isuals
and g aphics, coope a i e lea ning and hands-on lea ning‖ (2003:345). They also ci e
Diaz-Rico and Weed who asse ha ―as s uden s become mo e p o icien , he sca old
is g adually emo ed‖ (2002:85). The e o e, hey iden i y and explain h ee ypes o
sca olding as especially e ec i e o second language lea ne s: simpli ying he
language, asking o comple ion a he han gene a ion and using isuals. Simpli ying
he language e e s o sho ening selec ions, speaking in p esen ense and a oiding
idioms; asking o comple ion ocuses on asking s uden s o choose answe s om a lis
o comple e a line o pa ag aph; and using isuals is p esen ing in o ma ion and asking
he s uden s o espond h ough he use o g aphic o ganize s, ables, cha s, ou lines
and g aphs. In his case, comics could no only be used o explaining g amma bu o
p ac ice i . Comics could in oduce simple language o he s uden s o unde s and, as
well as pa ially comple ed sen ences hey need o comple e, and despi e o he ac ha
hey a e no he same ype o isuals, comics a e a isual medium which could be
somehow adap ed o using sca olding, since i is p o en o ha e a posi i e impac on
s uden s lea ning.
S ephen K ashen’s Hypo heses
I deem i in e es ing o dedica e a pa o his disse a ion o linguis S ephen K ashen
and some o his hypo heses abou language acquisi ion and lea ning, aken om Schü z
(1998). K ashen s a ed i e hypo heses: he Acquisi ion-Lea ning hypo hesis, he
Moni o hypo hesis, he Inpu hypo hesis, he A ec i e Fil e hypo hesis, and he
Na u al O de hypo hesis. The Acquisi ion-Lea ning hypo hesis asse s ha he e is a
dis inc ion be ween lea ning (conscious p ocess) and acqui ing (unconscious p ocess),
15
which equi es na u al communica ion— ocusing in he ac o communica ion a he
han he o m o he u e ances. The Moni o hypo hesis explains he p e ious
hypo hesis in e ms o he ela ion be ween he wo concep s and he e ec one has on
he o he . This hypo hesis explains ha when he lea ne has su icien ime, ocuses on
o m and knows he ule, hei lea ning (conscious p ocess) will supe ise hei
acquisi ion in a communica i e ac ; ha is, lea ne s‘ conscious knowledge will moni o
hei unconscious knowledge. The Na u al O de hypo hesis is based on esea ch om
di e en esea che s ci ed in K ashen (1987) and s a es ha acqui ing g amma ical
s uc u es ollows a ―na u al o de ‖ ha is p edic able, al hough some s uc u es end o
be acqui ed la e han o he s. Howe e , he ones I wan o ake in o accoun , a e he
emaining hypo heses. The Inpu hypo hesis, acco ding o K ashen, leads he he lea ne
o imp o e and p og ess along he ―na u al o de ‖ when he/she ecei es an inpu ha is
a s ep beyond his/he s age o linguis ic compe ence. This is conce ned wi h acquisi ion
and asse s ha o acqui ing knowledge o he a ge language, he inpu mus be
unde s andable o he s uden using wha he/she al eady knows o comp ehend wha
he/she does no . I he e is no possibili y o he s uden o unde s and on his/he own
using wha hey al eady know, he e will no be acquisi ion o he language.
The nex hypo hesis is he A ec i e Fil e hypo hesis, which s a es ha a numbe
o ―a ec i e a iables‖ play a acili a i e, bu non-causal, ole in second language
acquisi ion. Such a iables a e: mo i a ion, sel -con idence, anxie y and pe sonal ai s.
When hese a iables a e posi i e—high mo i a ion, sel -con idence, good sel -image,
low le els o anxie y and ex o e sion— he s uden is be e equipped o being
success ul in language lea ning. On he con a y, when hese a iables a e nega i e, he
s uden aises his a ec i e il e and a ―men al block‖ may impede using
comp ehensible inpu o acqui e language.
A inal ema k is wo h poin ing ou , al hough i is no a concep de eloped wi hin
his hypo heses, he ole o g amma in he lea ning p ocess, acco ding o K ashen,
esul s in language acquisi ion when he s uden s a e in e es ed and he a ge language
used as a medium o ins uc ion. The e o e, he s uden s‘ p og ess is likely o a ise om
he medium no he message o g amma i sel (K ashen, 1987). To pu is simply,
conside ing K ashen‘s hypo heses and assump ions on g amma , comics can be a e y
meaning ul sou ce o comp ehensible inpu i used app op ia ely, wi h a di icul y ha
goes a s ep u he — he i+1 o lea ne ‘s in e language plus he nex s age in language
16
acquisi ion— beyond he s uden s‘ knowledge. Fu he mo e, i can also imp o e he
class oom en i onmen by aising he s uden s‘ mo i a ion and, a he same ime, i can
be an al e na i e and no el medium o s uden s o ge exposed o g amma , a he han
he adi ional and ex book communica i e o al o w i en inpu .
3.6 Mo i a ion
In ela ion o K ashen‘s a ec i e il e no ion, i seems ele an o del e on he a iable
o mo i a ion since i is a key concep in his hypo hesis. In ―The Impac o Mo i a ion
on English Language Lea ning,‖ Mi a Alizadeh asse s ha ―mo i a ion is a key ac o
o explaining he success o ailu e o any di icul ac i i y‖ (Alizadeh, 2016). Alizadeh
s a es ha mo i a ion can make a di e ence be ween ailu e and success; ha is o say,
i someone is mo i a ed enough while in ol ed in a ask, success is ce ainly bound o
be achie ed. Mo i a ion, hus, p o ides s uden s wi h a goal, a di ec ion hey ha e o
ollow. The e o e, i his key concep is missing and s uden s do no ha e a desi e o
lea ning, i will be di icul o hem o p ocess knowledge and s o e hey a e supposed
o in e nalize. Alizadeh examines di e en de ini ions om p o essionals in he ield
such as: C ookes and Schmid (1991), Ellio and Co ing on (2001), Pa dee (1990),
Ga dne (1985), Ox o d and Shea in (1994) among he mos p ominen . Ye , and in
o de o summa ize, hey all seem o ag ee on he concep o ac ion and he concep o
eason o aim. The e o e, mo i a ion could be de ined as he desi e o a ain an
objec i e o he eason behind one‘s ac ions.
The e a e di e en ypes o mo i a ion aken om di e en au ho s. Alizadeh
s a es ha acco ding o B own (2000) and Ga dne (1985) he e a e wo basic ypes:
in eg a i e and ins umen al mo i a ion. In eg a i e mo i a ion in ol es language
lea ning o pe sonal g ow h and cul u al en ichmen , while ins umen al mo i a ion
conside s language lea ning o unc ional o ex e nal easons. Dö nyei has de ined he
e ms in insic and ex insic mo i a ion. In insic mo i a ion engages lea ne s in an
ac i i y because i is enjoyable as a ask. Meanwhile, ex insic mo i a ion in ol es
ac ions pe o med o ge ins umen al aims, such as ea ning a ewa d o a oiding a
punishmen . Acco dingly, we can dis inguish ou ypes o mo i a ion: in eg a i e,
in insic, ex insic and ins umen al mo i a ion. As conclusion, Alizadeh explains ha
he s udy examines he ole o mo i a ion by e iewing esea ch on he ield. The e is
he con ic ion ha mo i a ion plays a key ole in he de elopmen o language skills,

17
ha i is an impo an ac o in lea ning—which is in luenced by o he a iables— and
ha eache s should encou age s uden s o ge in ol ed in unexpec ed a eas and ca y
ou esea ch o hei own mo i a ional p ocesses.
Elisabe To Cal o in he ―Language Lea ning Mo i a ion: The L2 Mo i a ional
Sel Sys em and i s Rela ionship wi h Lea ning Achie emen ‖ (2015) s udies he L2
Mo i a ional Sel Sys em by he expe on mo i a ion Zol án Dö nyei (2009). She
explains he h ee dimensions i is made o : he Ideal L2 sel , he Ough - o sel , and he
L2 Lea ning expe ience. The Ideal L2 sel is he ―L2-speci ic ace o one‘s ‗ideal sel ‘‖
(Dö nyei, 2009: 29). This is he image he lea ne would like o ha e in he u u e. Fo
example, i a lea ne wan s o become an L2 eache who is luen in English, his image
can be a mo i a ional ac o o he lea ne . To Cal o s a es ha his dimension is in
ela ion o in eg a i e and ins umen al mo i a ion. This Ideal L2 sel is a ― i id and
eal image: one can see, hea and eel one‘s ideal sel ‖ (Dö nyei e . al., 2006: 92). She
explains ha ― he ul ima e ideal sel is he na i e speake o he L2‖ (To Cal o 2015:
6) and, he e o e, he mo e posi i e he a i ude owa ds hese speake s, he b oade he
idealiza ion o he L2 sel .
The Ough - o sel dimension ―conce ns he a ibu es ha one belie es one ough
o possess o mee expec a ions and o a oid possible nega i e ou comes‖ (Dö nyei,
2009: 29). To Cal o a i ms ha obliga ions, esponsibili ies and pe cei ed du ies a e
he ac o s ha ha e an in luence on his dimension. The e o e, i a lea ne wan s o
please an ex e nal pe son wi h his/he luency, he Ough - o sel is he main mo i a o ,
which is also ela ed o ex insic mo i a ional ac o s —as de ined by Dö nyei— such
as he wish o being p aised by o he s o ge ing a ewa d. The L2 Lea ning expe ience
e e s o ―si ua ed, execu i e mo i es ela ed o he immedia e lea ning en i onmen and
expe ience‖ (Dö nyei, 2009: 29). To Cal o also explains he ea u es o his dimension
as si ua ion-speci ic mo i es such as he cu iculum, he L2 eache , he pee g oup and
he eaching ma e ials can ha e a s ong in luence on mo i a ed beha io (Papi, 2010).
This dimension is ocused on he lea ning p ocess, since some lea ne s ind mo i a ion
on ― he enjoymen o he lea ning en i onmen ‖ (To Cal o, 2015:6). She s a es ha
his dimension is ela ed o in insic mo i a ion due o he sui able en i onmen being
able o imp o e he s uden s‘ a i ude o s udy. To Cal o hen asse s ha he
combina ion o hese dimensions is supposed o mo i a e o lea n an L2. They can be
summa ized as ― he lea ne s‘ ision o hemsel es as L2 speake s, he social p essu es
18
om he ou side and a posi i e en i onmen ‖ (To Cal o, 2015:7). This sys em
p oposed by Dö nyei sheds ligh on he ac o s ha can mo i a e lea ne s and can help
o analyze he possible esul s o his esea ch.
4. Me hodology
In gene al e ms, he me hodology I ha e used o design his esea ch is inspi ed by he
p e iously men ioned esea ch in he ield. In o de o conduc his in es iga ion wi hou
he possibili y o collec ing da a o my own, I will seek o eso , as a as I am able o,
o he concep o iangula ion when i comes o conside ing he da a collec ion
ins umen s. Thus, he da a ga he ing sou ces I will use will be a inal es o he
s uden s, wo ques ionnai es (one o s uden s and ano he o eache s) and a ield
jou nal wi h a able (appendix 2, igu e 6) o g ade a numbe o a iables, opened as
well o w i en obse a ions as in appendix 2, igu e 7.
4.1 Type o esea ch
The esea ch I will p esen ly seek o de ise is a seconda y esea ch, since—as I
men ioned be o e—I ha e no had he oppo uni y o a emp a p ima y esea ch
collec ing esul s and e idences on my own. The e o e, I ha e ead esea ch on he ield
o educa ion o ga he in o ma ion ha can shed ligh o he wo hypo heses I
men ioned—whe he comics applied o g amma explana ions can imp o e he s uden s
unde s anding and esul s and, as a possible consequence, i i enhances lea ne s‘
mo i a ion. Ideally, o unde ake his esea ch as a p ima y esea ch, i could be a
longi udinal s udy on he use o comics o compa e he esul s o he s uden s o e a
long pe iod o ime, such as a whole cou se, al hough he minimum I would choose
would a didac ic uni , in o de o analyze whe he he e has been an imp o emen in he
s uden s linguis ic (and g amma ical) compe ence o no . None heless, he a iables o
analyze emain he same in a p ima y o a seconda y esea ch. The independen
a iable— he cause— a e comics, o mo e accu a ely, he use o comics while
explaining g amma ; and he dependen a iable is he s uden s‘ esul s —and expec ed
language imp o emen — h ough he use o comics. Howe e , he e would be an
addi ional dependen a iable de i ed om he o iginal dependen a iable, which is he
possible impac ha his u iliza ion o comics in he class oom and—in case o — he
19
imp o emen o hei esul s can enhance hei mo i a ion as well. This esea ch will be
ocused on collec ing mainly quan i a i e esul s which can be measu ed and
compa ed—al hough some quali a i e da a will be also eco ded. Fo his pu pose—and
using iangula ion—I ha e designed:
- A es he s uden s will need o do o assess hei amilia i y and unde s anding on
P esen Con inuous
- Two ques ionnai es— o s uden s and eache s— ha will p o ide quan i a i e
esul s om wo di e en pa icipan s ( he expe imen al g oup B and he eache /s).
- A ield jou nal wi h which I will collec quali a i e esul s in o de o add a di e en
pe spec i e o he esea ch.
4.2 Con ex and pa icipan s
The speci ic con ex will be wo class ooms (A and B) om i s cou se o he
seconda y school CPI La Jo a and ages be ween 11 and 12. The manne in which I will
men ion me hodology in his disse a ion is heo e ical; in o he wo ds, my sugges ions
on he c i e ia ha should be. Rega ding pa icipan s, he minimum should be wo
class ooms in o de o be able o compa e he esul s be ween bo h class ooms a e
eaching a g amma ical i em du ing a didac ic uni . In Spain, each class oom has an
a e age o wen y- i e s uden s, which would be make a o al numbe o i y
pa icipan s. Al hough, i is widely acknowledged ha he ideal esea ch should be
unde aken on he bigges sampling possible, he op imum sampling which can be
measu ed and compa ed wo class ooms om each cou se, in o de o collec as much
esul s as possible o gi e alidi y o he esea ch. Ne e heless, he oppo uni y o
ha ing wo class ooms o he esea ch, could be an excellen s a ing poin , since i is
di icul o ha e access o ha numbe o classes and a school o do so. In his case, I
will choose—as i I was doing he ac ual in es iga ion— wo classes om i s g ade
ESO, app oxima ely i y pa icipan s be ween ages 11 and 12. Bo h class ooms will be
non-bilingual and wi h a le el o English ha is alike. The con ol g oup will be
class oom A and he expe imen al g oup will be class oom B. The p esen esea ch
should be conduc ed wi h wo homogeneous g oups and he same eache in cha ge o
English wi h bo h g oups. The pa icipan s‘ classes ha e been desc ibed hypo he ically
om a school in which I ha e had he chance o obse e classes du ing P ac icum II.
20
Hence, Class oom A is composed by 25 s uden s, 12 males and 13 emales. The e a e 4
so-called ―p oblema ic s uden s‖ (3 males and 1 emale) in e ms o beha io ; ha is,
hey do no pay a en ion and seem unmo i a ed o lea n English; while ano he 7 (4
emales and 3 males) seem o be o en imes bo ed in class. Class oom B is a g oup o
10 males and 15 emales. The pa icipan s usually show p edisposi ion o wo k in he
subjec , al hough he e is some lack o in e es in 8 s uden s (5 males and 3 emales).
The s uden s ’le el o English e inces no signi ican dispa i y in bo h g oups. A he
beginning o he cou se, he s uden s o i s g ade o seconda y school in Spain ake an
ini ial e alua ion es ha e lec s hei le el o English and hei linguis ic compe ence.
Wi h his es being conduc ed by schools, he esea che has o ask he school o he
le el o bo h class ooms ha he school has al eady es ed. The g oup i sel does no
ma e a all in e ms o componen s, al hough he e a e some equisi es such as: he e
ha e o be s uden s ha seem bo ed in he class oom, do no pay a en ion, a e
unmo i a ed, o do no beha e; in o de o obse e i he e is an imp o emen in he
g oups ’pe o mance, beha io and a i ude—especially, wi h he a o emen ioned
s uden s.
4.3 Ins umen s
The ma e ial needed o my esea ch will be a s uden s‘ book o he English subjec —I
will use New English in Use o i s g ade ESO by Bu ling on Books— and a comic
s ip c ea ed o ul ill he linguis ic and g amma ical lea ning objec i es o he uni . The
book will be used in bo h class ooms, while he comic s ips (appendix 2, igu es 1 and
2) will be used only in class oom B ( he expe imen al g oup) in o de o be able o
compa e he esul s. Howe e , he book ac i i ies implemen ed in class oom B will be
adap ed o main ain simila i y be ween g oups, bu dep i ing g oup B om he use o
he book o ma . In o he wo ds, he expe imen al g oup will be exposed o a simila
con en wi h a di e en medium —comic mul imodali y o ex /image. This adap a ion
will simply be he ansc ibed exe cises om he book in o a documen . Two examples
can be seen in appendix 4.
Since ou main goal is g amma explana ion and unde s anding, he comic s ip
will be used in he explana ion o g amma as a complemen ins ead o using he book
o explain i , so he s uden s will ha e he comic s ip o help hem comp ehend he
27
humo ous, he s uden s ha e mo e p obabili ies o be engaged in he ask. I hey a e
a en i e and ha e he help o isuals, hey a e mo e likely o emembe a mo e
subs an ial amoun o in o ma ion and use i acco dingly. This, in u n, can lead o
imp o ing hei English le el and, hus, hei ma ks, which will become a ewa d o be
p oud o —ex insic mo i a ion. Along hese lines, he imp o emen o he lea ne s‘
accu acy and hei mo i a ion has he po en ial o become an ongoing ci cle ha can
inc emen each a iable.
In addi ion, he e ms o comics ha I men ioned aken om del Rey Cabe o
(2013) can be aluable da a he e. As I ha e men ioned be o e, ―closu e‖ could be o
some bene i , as i is imagina ion and abs ac ion abili y. In ela ion o he comic s ips
used in his s udy, he closu e is o en imes ―momen - o-momen ‖ o ―ac ion- o-ac ion,‖
bu he e a e imes when he e is a ―scene- o-scene‖ closu e in which he s uden s ha e
o hink—unconsciously— he p ocess o plo un olding h ough he s ip. This ac may
keep he s uden s a en i e o wha hey a e seeing, as he human b ain has a need o
comple e ex s, messages, sen ences, igu es, objec s and he like which a e incomple e
and o e a plausible in e p e a ion o meaning o hem. One can also discuss on he
wo d-image combina ions which a e—as a las eso — wha allows s uden s o
unde s and he a o emen ioned ―comp ehensible inpu .‖ The designed comics conside
he wo d speci ic and he addi i e combina ions. The wo d speci ic combina ion is
encou aged when pic u es illus a e wha i is being said, while addi i e combina ion
en ails images enhancing he ex ual meaning o ice e sa. Thus, hese combina ions
ansmi a message ha is mo e comple e o mo e unde s andable as a as in o ma ion
is conce ned.
4.6 Sugges ions o imp o emen
Despi e he ac ha his in es iga ion has been conduc ed wi h scan y a ailable
esou ces and op ions, as sugges ions o imp o emen , he i s op ion is o be able o
collec eal da a esul s, since his s udy is me ely hypo he ical. The da a collec ion
ins umen s migh be u he de eloped o , a leas , mo e ins umen s could be de ised
so as o ga he mo e da a in o de o gi e s a is ical and scien i ic alidi y o his
esea ch s udy. By he same oken, his in es iga ion p oposal would also be a mo e

28
accu a e and impac ul i i could be unde aken wi h mo e han wo class ooms o
du ing a mo e ex ended pe iod o ime.
5. Conclusions
To conclude, his esea ch could no be conduc ed due o he cu en Co id-19
ci cums ances and, hus, he e a e no ope a ional esul s. Howe e , he heo ies abou
language conside ed in his s udy a e no agains one ano he , bu can be used in
ha mony in o de o achie e he objec i e o lea ning a L2. These heo ies and e ms
ha e been used o discuss he possible esul s ha could ha e been collec ed i his
in es iga ion had been unde aken. I his heo e ical p emises p e iously analyzed a e
accu a e and hey ha e been p ope ly conside ed —when his p oposal is pu in o
p ac ice in an app op ia e con ex — hey should p o e o be in une wi h a sound
analysis o eal da a. These ha e been he heo y a gumen s o each he belie ha he
use o comic s ips o g amma explana ions can help he s uden s o unde s and
English g amma in a mo e meaning ul manne han i hey we e no used. As a
consequence, aking in o accoun di e en pe spec i es on mo i a ion, he e is a high
p obabili y o inc easing s uden s‘ mo i a ion owa ds English i hey ealize ha hey
a e lea ning and ha hey unde s and messages wi h comics o a g a e ex en .
Mo i a ion i sel would hen be an impo an ac o o he s uden s in he p ocess o
lea ning. In o he wo ds, g amma unde s anding would ha e a posi i e impac on
mo i a ion, which would ha e a a o able in luence as well on English lea ning,
c ea ing a success ul dynamics.
Ano he ac ha helped o each his conclusion is Lengua Salinas‘ (2015) esul s
in he esea ch. She obse ed ha by using comics in he class oom, he s uden s
seemed mo e pa icipa i e, which indica ed ha hey we e mo e con iden han be o e,
hei spelling and g amma ical accu acy imp o ed signi ican ly in he a ailable ime,
and in spi e o hei se e al mis akes, lea ne s showed he equi ed le el o English,
hei sel -con idence and sel -image subs an ially imp o ed. Wi h he a ailable heo ies,
da a and esul s, I would a i m ha he s a ed hypo heses a e mos likely o be alida ed
i he esea ch was conduc ed wi h wo g oups om which da a could be collec ed and
esul s d awn. In o he wo ds, comic s ips could be a e y use ul complemen o
g amma explana ions which could, in u n, lead o an imp o emen English
29
unde s anding and lea ning. A he same ime, he use o comics could also ha e a
bene icial e ec on he s uden s‘ mo i a ion. The eason o his s a emen is he use o
he iangula ion, a s a egy ha allows conside able esea ch alidi y by aking di e en
pe spec i es ega ding in o ma ion and esul s—collec ing esul s wi h se e al and
di e se ins umen s— and ha could p o e ex emely help ul whene e his esea ch
could be ac ually conduc ed.
30
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Appendices
Appendix 1
Figu e 1: Elemen s o comics acco ding o del Rey Cabe o (2013).
My ansla ion om del Rey Cabe o (2013): In his agmen om Blacksad: Alma Roja
(Díaz Canales & Gua nido 2005:48) he main cha ac e is ic elemen s o comics can be
seen: panels (1), gu e (2), speech bubbles/balloons (3) and cap u e (4). O he
seconda y elemen s can also be app ecia ed, such as: onoma opoeias (―c aash‖) o
kine ic lines.
Figu e 2: Types o closu e om McCloud (1994:74).
43

44
Figu e 2: Comic s ip on P esen Simple – P esen Con inuous using ―S o yboa dTha ‖
45
46
47
Figu e 3: es o he s uden s‘ knowledge on P esen Con inuous.
48

49
Figu e 4: Ques ionnai e o s uden s.
50
Figu e 5: Ques ionnai e o eache s.
Figu e 6: able o he ield jou nal.
Daily obse a ion
Lesson 1
Lesson 2
Lesson 3
Lesson 4
The s uden s a e a en i e
du ing he explana ion
The s uden s ha e many
doub s a e he explana ion
S uden s pa icipa e mo e in
class
Shy s uden s answe
51
spon aneously
The s uden s seem ne ous
when asked o pa icipa e
The s uden s‘ p oduc ion is
accu a e
The s uden s a i ude
owa ds he es is con iden
Figu e 7: Field jou nal: an example o a possible en y, apa om he able.
En y 4: Da e X. S uden ‘s book page 52.
Class oom A.
Du ing g amma p ac ice oge he , he e ha e been:
- 10 pa icipa ions in he eading exe cise.
- 10 pa icipa ions in exe cise 2.
- 8 pa icipa ions in exe cise 3.
The s uden s we e somewha accu a e in hei answe s ega ding he use o g amma ,
bu he pa icipan s we e mos ly om he same s uden s du ing he lesson. When se e al
mis akes appea ed, hey we e asked i he e we e any doub s abou P esen Con inuous.
A ew eplied hey had, bu some mo e seemed o ha e doub s as well.
Class oom B.
Du ing g amma p ac ice he e ha e been:
- 8 pa icipa ions in he eading exe cise.
- 13 pa icipa ions in exe cise 2.
- 15 pa icipa ions in exe cise 3.
The s uden s we e mos ly accu a e in hei answe s ega ding he use o g amma . The
pa icipan s we e di e se and hey s ill had doub s ega ding P esen Con inuous.
Howe e , mos o he s uden s seemed o ha e unde s ood he basics.
52
Appendix 3
Figu e 1: page 49 om he s uden ‘s book. Opening.
59
Figu e 8: page 56 om he s uden ‘s book.

60
Appendix 4
Figu e 1: ansc ibed example om exe cise 6, page 51, New English in Use 1.
6. Copy and comple e he sen ences wi h he e bs in b acke s. Use he P esen
Con inuous a i ma i e. Then ma ch he people o he coun ies hey a e in.
1. Dan (hike) in She wood Fo es now.
2. Sue and Linda (climb) Moun Fuji.
3. I ( ake) pho os in he Moja e Dese .
4. We (si ) in a Bedouin en a he momen .
5. Jake ( isi ) he Pa henon igh now.
6. M and M s O‘Conno (swim) in Lake Como.
a) Egyp c) England e) USA
b) I aly d) Japan ) G eece
61
Figu e 2: ansc ibed example om eading exe cise 1, page 52, New English in Use 1.
READING:
1. Read he a el b ochu e. Which geog aphical ea u es can people see on
his holiday in Mexico?
MYSTERIOUS MEXICO
Planning a holiday? Looking o an unusual place wi h many exci ing hings o
see and do? Then come o Mexico. We a e o ganising a g oup ip now.
Zone o Silence
The Zone o Silence is in he Chihuahuan Dese . People call i Zone o Silence
because he e a en’ any ele ision, adio, mic owa e o sa elli e signals he e.
Tha ’s igh – people in he Zone o Sience can’ wa ch TV, lis en o he adio o
alk on mobile phones! Scien is s a e s udying his unusual a ea, bu hey ha en’
go an explana ion o i ye .
La Ven a
This gian Olmec head is in La Ven a Pa k. The e a e 17 o hese heads in
Mexico, They a e 3,000 yea s old. The heads a e 1.47-3.4 me es all and hey
weigh up o 45 onnes. Each head is om one big s one. The s ones come om he
moun ains – 80 kilome es om La Ven a. How can you mo e a 45- onne s one
o e hills and i e s wi hou lo ies and machines? This is s ill a mys e y oday.
Guanajua o
O iginally a Spanish ci y, Guanajua o is in a alley nea he Sie a he
Guanajua o moun ains. I is a beau i ul ci y wi h an unusual sec e . Dead bodies
become mummies because he wea he is e y d y. You can see some o hese
mummies in he Guanajua o Mummy Museum. Some o hem a e s ill wea ing
clo hes!
Did you know? Fo almos 300 yea s, Mexico was a colony o Spain. In 1810,
Mexico decla ed i s independence.