Enhancing Reading Comprehension through Visual Narrative Strategies among Iranian EFL Learners: A Multi-Level Proficiency Approach
Mustafa Fakher
1
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
Nesa Nabifar
2
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
Davud Kuhi
3
(
Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran
)
الکلمات المفتاحية: Visual Narrative Strategies, Reading Comprehension, Multimodal Literacy, EFL Learners, Iranian Education, Proficiency Levels,
ملخص المقالة :
This study investigates the efficacy of Visual Narrative Strategies (VNS), a pedagogical model integrating visual content with learner interaction, on reading comprehension outcomes among Iranian English as a Foreign Language (EFL) learners. Specifically targeting pre-intermediate and upper-intermediate proficiency levels, the research examines how personalized interpretation and dialogic engagement with visuals can enhance comprehension. A cohort of 120 learners aged 13–20 from two private language institutes in Urmia, Iran, was randomly divided into experimental and control groups across the two proficiency tiers. The experimental groups participated in ten VNS-based sessions incorporating image-rich texts, guided group discussions, and reflective tasks. Reading comprehension was measured using the Preliminary English Test (PET) and Oxford Placement Test (OPT), both pre- and post-intervention. Paired t-tests and Two-Way ANOVA analyses revealed statistically significant gains in the experimental groups' post-test scores across both proficiency levels, with no significant interaction effects between treatment and proficiency. These findings substantiate the role of VNS in facilitating cognitive engagement and textual understanding. The study aligns with current trends in multimodal literacy and offers practical implications for curriculum designers, language educators, and EFL policy makers seeking to promote effective and inclusive language instruction.
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