Joy of Reading in the ESL Classroom : Can reading a self-selected graphic novel create joy of reading and lead to free voluntary reading for vocational English pupils? A case study

Abstract

In this thesis I look at whether reading a self-selected graphic novel can lead to joy of reading, and if it increases the likelihood of free voluntary reading. The study was conducted in a Norwegian vocational English class. 12 pupils participated through reading and working with a graphic novel, as well as responding to a pre-and a post-reading questionnaire. Moreover, the teacher of the class was interviewed. A control group consisting of 14 vocational English pupils was used as an indication of the representativity of the intervention group. Even thoughthere was a general increase in positive attitudes towards reading, the results from the study were not unanimous regarding the pupils experiences of joy of reading. A comparison of the results from the pre-to the post-reading questionnaire also suggests an increase in the likelihood of the participants conducting free voluntary reading.