The Impact of Using Picture Books on Reading Comprehension Among 9th-Grade EFL Learners

Abstract

Developing reading proficiency is essential for mastering English as a Foreign Language (EFL), yet many learners encounter difficulties due to restricted vocabulary and a lack of contextual understanding. To mitigate these issues, educators often suggest using picture books, which integrate visual imagery with text to help students decode meaning through multiple channels.
This study examines the influence of illustrated books on EFL reading comprehension using a quasi-experimental framework. The research involved 30 primary school pupils, divided into an experimental group using picture books and a control group receiving standard instruction. Results from pre- and post-test evaluations showed that students in the experimental group made significantly more progress than those in the control group.
These outcomes suggest that picture books are a powerful resource for enhancing comprehension and learner interest. Based on these findings, this study recommends EFL teachers incorporate  illustrated materials into their lessons  to enhance students’ understanding and engagement.