A SYSTEMATIC REVIEW ON EFFECTIVE INSTRUCTIONAL PRACTICES OF USING PICTUREBOOKS IN ELEMENTARY CLASSROOMS
Keywords:
picturebooks, reading comprehension, English Language TeachingAbstract
The aim of this study is to investigate teaching practices using picturebooks with positive impacts on students' English language learning in English as a Second Language (ESL) and English as a Foreign Language (EFL) classrooms in elementary schools. A systematic literature research was conducted across five academic databases, focusing on empirical studies with elementary school participants published between 2000 and 2022. After applying strict inclusion criteria, fifteen studies were selected for detailed review and coding based on participant demographics, instructional practices, and measured learning areas. The results revealed six effective instructional practices: read aloud, intensive reading, extensive reading, creating picturebooks, storytelling, and drama. Read aloud showed up as the most frequently used practice, while reading comprehension was the most common language area measured. The findings demonstrate that integrating picturebooks with these practices significantly enhances students' reading comprehension, vocabulary acquisition, narrative skills, and overall learning motivation. The implications suggest EFL and ESL teachers should carefully select picturebooks aligned with their instructional objectives and implement appropriate instructional methods to maximize student engagement and language acquisition.
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