The Complex Effects of Picturebooks on English as a Foreign Language Reading

While effects of picturebooks on reading were examined in higher grades (e.g., high school students) (Ajayi, 2009), little is known about the emerging English as Foreign Language (EFL) Kindergartens to 4th graders (i.e., K-4) students China. institutes are critical phenomena for EFL K-4 education China (Shi, 2019). Aiming test hypothesis that have positive reading, this study adopted within-subjects and between-subjects design examine comprehension a language institute Thirty-two participants assigned into two groups complete multiple choice ordering tasks. The results showed with outperformed tasks than those who did not, especially answering literal questions. With pedagogical implication goal, we suggest teachers need (1) provide scaffoldings class such activating students’ prior knowledge, (2) make connections experience process. (3) select considering complex relationship between pictures texts.