This study investigated the effects of using comic strips and context on the vocabulary learning of Korean high school students. Ninety high school students participated in the study and they were divided into three groups: a control group and two experimental groups using comic strips and using context, respectively. In addition, questionnaires were used to investigate students’ attitudes toward English vocabulary learning. The results of the study revealed that there were statistically significant differences in productive vocabulary retention among three groups in terms of short-term memory. In particular, the experimental groups showed high short-term memory rate compared with the control group, which may mean that the use of comic strips and context in English vocabulary learning is effective in improving learners’ productive vocabulary retention. Also there was a statistically significant difference in productive vocabulary retention among three groups in terms of long-term memory. The experimental groups showed a high long-term memory rate compared with the control group. The results of the questionnaire revealed that the two experimental groups showed more positive attitudes towards English vocabulary learning. This may suggest that teaching vocabulary with comic strips and context could be effective for students in English classes, and it is very helpful to develop various activities using comic strips and context.

The main purpose of this study is to investigate effects of writing instruction using comic strips on Korean students' English writing skills and learning attitudes. Using both narrative and descriptive writing tasks, the experiment was conducted for eight weeks with 120 secondyear middle school students. The experimental group had writing activities with comic strips, whereas the control group studied writing using the textbook or free writing. The results showed that the experimental group improved English writing skills more, and had more positive attitudes toward learning English, than the control group. Lower-level students in the experimental group showed a marked improvement in narrative writing, while upper-level students demonstrated a positive change in their attitudes. Through surveys, interviews, observation, and analysis of students' writing, it was revealed that the experimental group reacted differently depending on the contents and type of comic strips, and activity types. Comic strips that dealt with everyday life and were drawn humorously induced more interest, while those demanding cultural understanding diminished the students' motivation. Student participation increased when drawing their own strips and sorting cuts of comic strips into order.