Comics to improve the production of descriptive, expository and narrative texts in university students
DOI:
https://doi.org/10.31637/epsir-2026-2041Keywords:
comics, literacy, writing skills, reading skills, descriptive texts, expository texts, narrative texts, mixed-methods approachAbstract
Introduction: This article examines the effect of comics on improving literacy skills in descriptive, expository, and narrative texts among university students. Methodology: Using a mixed-methods approach, a quasi-experimental study was conducted with 100 students divided into two groups: an intervention group, which used comics in their classes, and a control group, which followed the traditional method. Both groups received lessons for four months, and tests were administered to assess their text production skills. Additionally, a focus group with eight students was conducted to explore their perceptions of using comics, addressing topics such as motivation, effectiveness, challenges, collaboration, and feedback. Results: The findings showed that the use of comics had a significant impact on text production, especially in descriptive texts. The students in the intervention group notably outperformed those in the control group. Students’ perceptions were mostly positive, highlighting that comics made learning more enjoyable and improved their writing skills. Discussion: The integration of comics into literacy activities can be an effective strategy to capture students’ interest, facilitate the understanding of complex concepts, and improve academic performance.
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