N=8
Based on the information derived from the eight students’ interviews, the researcher of the present study perceived the different roles that picture cues could play in EFL junior high school reading.
According to the students’ responses to Interview Question 1 about their willingness to read, five interviewees, three at the higher level (Student A, E and G) and two at the lower level (Student B and H), indicated that vivid picture cues enhanced their motivation for English reading with more fun and clearer understanding (See Table 12). The other three students, one at the higher level (Student C) and two in the lower level (Student D and F), considered picture cues ineffective to their reading willingness as the following responses. For example, Student C and F expressed:
Student C: Using picture cues doesn’t make me more willing to read because picture cues don’t seem to be helpful to my reading in all aspects. (A higher level student in Group 2, Apr. 21, 2009)
Student F: Using picture cues doesn’t make me more willing to read. When there are all English words which I don’t understand, it doesn’t matter to me if there is a picture cue or not in the reading passage. I don’t want to read English passages even though I may take a look at picture cues. (A lower level student in Group 3, Apr. 22, 2009)
On the one hand, the higher level student who opposed the function of picture cues for improved motivation in reading seemed to be confident in her own language ability and didn’t believe that she might need any possible help from picture cues. On the other hand, the two lower level students who had similar answers to Interview Question 1 couldn’t trust any possible facilitator in English reading because their limited knowledge of English reduced their confidence and blocked their attempts to read in English.
For Interview Question 2 about students’ reading anxiety, six interviewees, three at both the higher (Student A, E and G) and the lower level (Student B, F and H), felt that picture cues which offered amusement or hints reduced their reading anxiety when the other two students, one at both the higher (Student C) and the lower level (Student D), had dissimilar opinions and viewed picture cues as time-consuming or useless supplement (See Table 12). One of the students responded negatively to this question:
Student D: Since my English is poor, reading with picture cues or not makes no difference to my nervousness. I don’t know what’s really going on in the passages. So picture cues won’t reduce my reading anxiety. (A lower level student in Group 2, Apr. 21, 2009)
The answer revealed that the influence of lower English proficiency on students’
confidence in English reading could result in higher language anxiety.
Referring to Interview Question 3 about students’ comprehension for main ideas, six interviewees, four at the higher level (Student A, C, E and G) and two at the lower level (Student B and H), agreed that picture cues relevant to the written words could reflect main ideas in print, reinforce readers’ impressions or patience for the texts, and then benefit comprehension for main ideas of the passages (See Table 12), as one of the students answered:
Student B: Using picture cues does help because picture cues can reflect the main idea in written words. Beside, picture cues may arouse my interest in reading so that I can read more patiently and get the main idea of the passage. (A lower level student in Group 1, Apr. 21, 2009)
But the other two students at the lower level disagreed with the viewpoint for either the incomplete information shown in picture cues (Student F) or the powerless feelings towards English reading (Student D).
For Interview Question 4 about students’ memory for the texts, half students, two at both the higher (Student A and E) and the lower level (Student B and D), believed that picture cues which helped readers find clues for details before, during, and after reading could be useful (See Table 12).
Student A: Using picture cues can reinforce my memory for the reading texts. I tend to make a link between the written words and the picture cue in reading, and then try to memorize as many things mentioned in the texts as possible. If I can’t think of the details afterwards, the picture in my mind can remind me of the written descriptions. (A higher level student in Group 1, Apr. 21, 2009)
The others, two at both the higher (Student C and G) and the lower level (Student F and H), distrusted this function of picture cues for increased memory since picture cues were not equal to written words. One of the students even thought that funny picture cues might interfere with his reading and influenced his memory for details.
Student G: Using picture cues doesn’t really reinforce my memory. Picture cues make me want to laugh. They may interrupt my reading and waste my time. Only if there is enough time, picture cues might help my memory for the texts. (A higher level student in Group 4, Apr. 22, 2009)
Student H: Using picture cues doesn’t result in reinforced memory for the reading texts.
I think before reading English passages, memorizing English vocabulary is important. If I don’t have enough vocabulary, I can’t understand the details in texts, and won’t remember the details, either. (A lower level student in Group 4, Apr. 22, 2009)
Both higher and lower level students who had negative answers to Question 4 tended to rely more on words than on picture cues in reading for prominent memory.
Concerning Interview Question 5 about students’ reading preference, five interviewees, two at the higher level (Student A and E) and three at the lower level (Student B, D and F), preferred reading materials with picture cues (See Table 12).
They could have clearer understanding or be more relaxed and patient by using picture cues in reading. One of the students clearly explained her thought:
Student E: I prefer reading materials with picture cues. If there are many words without picture cues in reading, I will feel tired easily. Besides, I will not feel so worried or afraid (if there are picture cues in reading). However, the number of picture cues should not be too many, or I will feel the passage is a little complicated with too much information. The presentation of picture cues in reading is important. (A higher level student in Group 3, Apr. 22, 2009)
Two students at the higher level (Student C and G) preferred reading materials with only written words because they might read faster without extra information, or might be more concentrated on the written texts without the interference of picture cues. One student at the lower level (Student H) answered that reading with or without picture cues made no difference to him. As for the detailed reasons for each interview question from the students’ responses, they are summarized in Table 13.
Each student could have more than one reason in his/ her response.