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Beko, L., & Mićović, D. (2022). Inter-faculty cooperation in English language teaching using educational comic strips on
geoforensics – A pilot study, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE),
10(3), 89-97.
Introduction
In order for teaching to be good, it is necessary to use good strategies and activities. However,
strategies and activities alone do not constitute good teaching per se. We know that the value of teaching
rests on routine, experience, personal development and constant re-examination. However, when it
comes to interdisciplinary areas, in order for successful teaching to take place, it is our rm belief that it
is necessary that the teacher or teachers combine their own classroom experience with the experience
of teachers with the same practice and develop a new combination of experience, informed thinking
and openness to change. It is then a path towards a higher order of routine, growth, monitoring and
professional judgment.
Higher education has induced new elds of cooperation and new ways of teaching that enable
students to cross the boundaries of their academy in an easy and meaningful way. The growing literature
has offered concepts of collaborative and intercultural learning, along with interdisciplinary concepts,
using theorists with a wide range of expertise all of whom have commented and written extensively on
utilization of educational comic strips as a form of innovative and yet-to-be fully incorporated in an ELT
classroom (Britton, 1970; Apostel et al., 1972; Klein, 1990, 1996; Kline, 1995; Aram, 2004; Schmidt, 2008,
2011; Krohn, 2010; Frodeman, 2010; Killick, 2012; Parr, 2012; Parr, 2012; Maki, 2016; Seddon, 2016;
Townsin and Walsh, 2016).
It is notable from our experience that higher education institutions rarely promote inter-faculty
cooperation within the same country in the eld of foreign language as an educational challenge. The
common practice of teaching the same foreign language activity at two completely different faculties – in
our case two universities (the University of Criminal Investigation and Police Studies and the University of
Belgrade, Faculty of Mining and Geology) – is a situation where the heterogeneity of lecturers, students
and teaching materials may potentially lead to tension and uncertainty (Bammer 2013: 100). Our initial
Inter-Faculty Cooperation in English Language Teaching Using
Educational Comic Strips on Geoforensics – A Pilot Study
Lidija Beko
1*
, Dragoslava Mićović
2
1
Faculty of Geology and Mining, University of Belgrade, Serbia, e-mail: lidija.beko@rgf.bg.ac.rs
2
University of Criminal Investigation and Police Studies, Belgrade, Serbia, e-mail: dragoslava.micovic@kpu.edu.rs
Abstract: The paper deals with the research and promotion of inter-faculty cooperation in the eld of foreign language
teaching. By focusing on educational comic strips as an underutilised language strategy at university level, we have tried to
reduce or completely eliminate the tensions and uncertainties that accompany the learning or teaching of a new academic eld.
The study explores how a particular narrative from geoforensic practice is transformed into adapted educational comic strips.
The focus then turns to the application of educational comic strips in language classes, and how six lecturers at two different
faculties and their students in the rst year of study perceive that application and respond to the challenges of teaching/learning
in this way. Two surveys were conducted in order to obtain more precise data on the quality of the comic strips as a teaching/
learning activity: the former, a qualitative survey of lecturers, and the latter, a quantitative survey of students. The results of
the research indicate that even when the area of exploration such as geoforensics and comic strips is somewhat unknown for
both teachers and students, the authenticity of material, the quality of preparation, the conscious and explicit participation of all
sides, all potentially lead to new forms of good practice and positive linguistic outcomes.
Keywords: inter-faculty cooperation, educational comic strips, English language, geoforensics.
Original scientic paper
Received: October, 17.2022.
Revised: November, 16.2022.
Accepted: December, 01.2022.
UDK:
378.147::811.111
070.449.8:37.015.31
10.23947/2334-8496-2022-10-3-89-97
© 2022 by the authors. This article is an open access article distributed under the terms and conditions of the
Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
*
Corresponding author: lidija.beko@rgf.bg.ac.rs
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Beko, L., & Mićović, D. (2022). Inter-faculty cooperation in English language teaching using educational comic strips on
geoforensics – A pilot study, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE),
10(3), 89-97.
attempt is to design such teaching materials that will enable our language teachers and students to
communicate across academic disciplines in an inexhaustible and generative way. Our goal is to test the
range of innovative activities focusing on the application of the comic strip in a language learning classroom
in order to develop the best possible teaching quality, exchange our knowledge and experience, develop
an even distribution of knowledge and practice in this eld and to rely on programs which do not involve
movement across national borders but the movement of institutions into an afliated educational system
‘at home’.
Inter-faculty cooperation: geoforensics and criminal studies
The progress of forensic science began dramatically with the popularity of television series in the
1990s (CSI, Silent Witness, etc.). Their popularity has also inuenced the growing interest in educational
programs in which young people could potentially pursue their careers in academic programs related to
the study of forensics or geoforensics mimicking their favourite actors on television. Since forensics has
become a part of everyday speech today, it can be said that forensic scientists are crucial in providing
scientic evidence in criminal and civil investigations. Although forensic scientists use a number of
scientic techniques to investigate and determine even the smallest details, geoforensic scientists are
the only experts who can properly detect materials of geological origin. Thus, geologists are often asked
to transfer or communicate results, advice and recommendations from their geological exploration to
different recipients, such as the police, politicians, policy makers, the public, the media, and the judiciary.
For this reason, it is of central importance for them to avoid the failure to communicate their message
precisely, accurately and clearly. According to Donnelly “if the correct message is not conveyed properly,
or is misunderstood, or misinterpreted, the consequences can be catastrophic” (Donnelly, 2008: 1). It is
noted that for geologists the communication of information can be more difcult than the investigation
itself. This is because many of these investigations apply highly sophisticated scientic techniques,
geological terminology and specic technical jargon that – when combined with the cultural and language
barriers, social, political, religious and economic constraints that often exist – put a geologist in a very
difcult position. In other words, conveying the geological data for the recipient to understand means
translating it into many ‘Englishes’ or sublanguages that exist within the multi-layered social strata.Thus,
bearing this in mind, the comic strip may be used as an activity created to mimic the real-life situations
in which a geologist may nd himself and mitigate the initial encounter with something perceived as
unknown language-wise.
Materials and Methods
This research study focuses on the assumption of applicability of educational comic strips at two
faculties, as well as on summarizing the rst results of this collaborative approach from two perspectives
– the teachers’ perspective and the students’ perspective. From the point of view of language, work on
comic strips should shed light on possible forms of vocabulary work as well as communicative skills
exercises. It is assumed that the respondents, both the teachers and the students, will show openness
and understanding for the new form of work in order to be able to adequately adapt to the newly set goals
of innovation. When it comes to inter-faculty cooperation, we assume that the respondents will show
readiness to cooperate, openness to improving the work on comic strips through suggestions, personal
experiences and understanding of all the novelties that learning situations bring about.
Although it is not common to use different instruments in a single study, we have decided in favour
of two different kinds of research – a qualitative for teachers and a quantitative for students – since the
latter is considered more appropriate for the rst-year students. With this in mind, the following hypotheses
were set:
Hypothesis 1 postulates that, as educational comic strips contain two forms of expression, artistic
and verbal, they can effectively engage students in active reading and thinking.
Hypothesis 2 postulates that learning vocabulary and communication is more entertaining and
benecial for adult students when it is based on educational comic strip material.
Hypothesis 3 postulates that comic strips can refresh communication skills and improve science
literacy when operated via inter-faculty cooperation.
In order to be able to participate in this study, both the teachers and students had to be familiar with
educational comic strip as one type of teaching material. The particular comic strip which was used in
class before giving the questionnaires to teachers and students is given hereinbelow. This comic strip was
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Beko, L., & Mićović, D. (2022). Inter-faculty cooperation in English language teaching using educational comic strips on
geoforensics – A pilot study, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE),
10(3), 89-97.
created by one of the teachers and was used in class with the students at both universities. Therefore,
both the teachers and the students who participated in this study were familiar with the teaching material.
Figure 1. Example of a geoforensic text
Figure 2. Example of a comic strip used in a language classroom
Research sample no. 1 - Teachers
The rst part of the study – the qualitative study – included six language professors at two different
faculties, with a total of 205 years of experience between them. The average length of service of the
respondents is slightly over 29 years, which implies maturity, practice and enthusiasm. Apart from work
experience, further background information is that all respondents have either active or passive knowledge
of at least two more foreign languages and that two professors are also court interpreters.
Geology Mystery Files: The Case of Pollen Helping to Solve a Murder
Source: https://www.lsu.edu/science/geology/news/current_news/2015/babydoe.php)
What started as a nice summer walk for one Massachusetts lady and her dog on 25 June, 2015,
turned into the beginning of an investigation into the dreadful murder of a two-year-old. After the
lady’s dog sniffed a plastic bag and the woman discovered the remains of an unrecognisable
toddler, she immediately called the police.
The child was badly decomposed and bloated, but the autopsy didn’t reveal any signs of injury.
Due to the body’s long exposure to water, the police were unable to collect the girl’s ngerprints
and identify her. They started calling her Baby Doe.
The police made various efforts to nd out who Baby Doe was and what had happened to
her. They combed through the missing children’s database, conducted many tests for toxins,
cleaning materials, drugs, and alcohol in the girl’s body, and eventually managed to reconstruct
a photo of the victim.
That’s where the geoforensics team joined the investigation. Dr Andrew Laurence, an
experienced palynologist, and his student assistant, Shannon Ferguson, carefully searched
the girl’s hair and clothes for any signs of pollen and other forensic clues about the girl’s location
before she was dumped in the garbage.
Dr Laurence and Ferguson conducted a chemical processing to isolate pollen grains and
examine them. They found traces of pine, soot, and some rare pollen types in all samples,
which helped them determine the girl had spent time near Boston prior to her murder.
The discovery didn’t pinpoint the killer, but it greatly helped the police narrow down their search
and increase search efforts in the area. They released the computer-generated image of the girl
to the local public and soon received many calls with sometimes helpful leads.
The most helpful clue came from a person called Michael Sprinsky in September 2015. He told
the police his friend, Rachelle Bond, confessed to him that her boyfriend killed her daughter,
Bella Bond, who turned out to be “Baby Doe”.
The mother and her boyfriend, both drug users, were charged with the murder of Bella Bond
and were found guilty two years later.
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Beko, L., & Mićović, D. (2022). Inter-faculty cooperation in English language teaching using educational comic strips on
geoforensics – A pilot study, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE),
10(3), 89-97.
Instrument no. 1
The purposely designed open-ended questionnaire used with teachers in this study comprised
two parts, the rst consisted of six questions and the second involved one table. The questions were
connected with the above-mentioned hypotheses, and the suitability of comic strips in language teaching
via innovative language activities. By using a qualitative content analysis, core beliefs and experiences
were identied. The questionnaire was anonymous, with no time and length limits, which contributed to
the validity of the study as professors gave honest and comprehensive answers.
Results of the qualitative study
1. Question – To what extent do you think that the use of educational comic strips is a useful
educational activity in the dual learning of English and geoforensics?
“I think that the use of comic strips in general and educational comic strips in particular, is very
useful. Above all, I think it is very difcult for current generations to read longer texts because they are
used to shorter text messages combined with auditory or visual content.”
“I believe that any quality and innovative activity that is not related to classical learning with a
textbook and notebook encourages learning a foreign language, including the specic language and
jargon of the given profession.”
“Through this approach, students have the opportunity to simultaneously master professional
terminology in English and their mother tongue. We often witness that, in the absence of adequate
knowledge or adequate translations of foreign professional terms, we get naturalised versions of English
terms, which greatly harms the mother tongue.”
2. Question – To what extent do you think that educational comic strips contribute to scientic and
rational thinking?
“This comic strip specically relates to pollen sample analysis, which students should be familiar
with from another subject, so the comic strip really encourages thinking and the use of previously acquired
knowledge from another academic eld.”
“Like other teaching materials, educational comics will have a stimulating effect on some students,
while others may remain indifferent or may even consider it inadequate, unserious, and uninteresting, and
this is an observation from personal experience. It happened to me that one group of students accepted
innovative educational material with enthusiasm, while another even resented it, despite being students
of the same generation at the same faculty.”
“Since the comic strip illustrates a situation from real life, with possible real dialogues, students are
given the opportunity to anticipate the development of the situation while reading the comic strip and think
about possible conclusions based on the data they have at the moment.”
3. Question – To what extent do you think educational comic strips contribute to vocabulary
learning?
“Comic strips as a form are not very rich in text, so the text that they do contain can be a good basis
for students to create additional content, which absolutely expands the knowledge of vocabulary.”
“Educational comic strips facilitate the acquisition of vocabulary because the verbal content is
accompanied by an illustration, so that it is memorised faster and more permanently.”
“To a large extent – the very concept of comic strips, in which students must actively participate
in the creation of content, encourages participants to look for new, adequate words and terms that are
appropriate in a given context. At the same time, modern technology (using online dictionaries) should be
available to them.”
“It is known that vocabulary is best learned through fun and interesting teaching content, which
this comic certainly is. Thus, a very subtle introduction of new vocabulary, as here, gives the student the
opportunity to understand the meaning of new words from the context, create their own associations and
thus better ensure word memory.”
4. Question – In your opinion, which communication strategies do you think educational comic
strips encourage?
Here, the answers can be summed up as follows: asking questions is a very important communicative
strategy at all times: a) rst of all it implies feeling free to ask questions if something is not clear about the
task, b) and then enquiring about the content of the comic strip, unknown words, etc. In the exercise of
lling in the missing parts, students are expected to present their ideas to colleagues and the professor
openly and logically. This additionally encourages interpersonal communication which is ideal for group
or pair work. In this way, listening to and respecting the opinions of other students is properly conducted.
Public speaking skills encourage students to speak clearly, and to feel free to address the audience in a
more than one way. Interview skills help students learn to ask adequate and concise questions related
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Beko, L., & Mićović, D. (2022). Inter-faculty cooperation in English language teaching using educational comic strips on
geoforensics – A pilot study, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE),
10(3), 89-97.
to a given topic. Persuasion skills enable students working in a group or pair to correct each other by
making them see the situation differently. Analytical and logical presentation skills are greatly improved by
the comic strip, because it instructs students to analyse drawings, interpret them, follow the sequence of
events and present the content in a logical order.
5. Question – In your opinion, how often should an educational comic strip be used in teaching?
“Not too often, because any exercise that is overexploited becomes boring. The recommendation
might be to use it more often in lessons or areas that are difcult for students, so that the content can be
presented through comics in a more acceptable way to learn.”
“The answer cannot be given precisely, because it depends on many parameters. First, it depends
on the total number of hours of a language course, and then on how students react to this form of work.
Perhaps it is best to nd a balance in such a way that out of the total number of topics, only a certain
number would be processed in this way, with the choice falling on those topics that are more difcult for
students.”
“Any kind of audio-visual stimulus is welcome in foreign language teaching, and should be a more
common practice in classes (depending on the technical possibilities in the classroom).”
6. Question – To what extent do you think that this type of inter-faculty cooperation is useful?
“This type of cooperation is a great way to exchange ideas, and maybe to encourage some of us
who may not have dared to start creating some similar material.”
“Based on personal experience, I can say that some teachers see themselves exclusively as
‘reproducibles’ and do not want to try their hand at creating teaching materials.”
“This is a good example of the synergy of two educational institutions whose goal is to encourage
the learning of the language for specic purposes in a more effective way.”
“This kind of cooperation would greatly help language teachers and keep them up to date with
current trends and thus give students the up-to-the-minute terms and expressions.”
As mentioned earlier, the following table is a part of the research in which the participants were
invited to suggest exercises that they thought could be used with an educational comic strip. Their
responses were summed up in Table 1 as follows:
Table 1
Activities suggested by the participants
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Beko, L., & Mićović, D. (2022). Inter-faculty cooperation in English language teaching using educational comic strips on
geoforensics – A pilot study, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE),
10(3), 89-97.
Discussion of the teachers’ answers
The rst hypothesis was related to the suitability of educational comic strips based on geoforensics
as a new scientic eld and it encompassed questions 1 and 2. Based on the fact that comics can reduce
the cognitive load associated with complex reasoning because they can present important information in
a simpler and more symbolic way than equivalent academic texts, the researchers concluded that the use
of comic strips can signicantly improve foreign language teaching in the following way: illustrations are
easier to process than the text; texts provide a wide variety of real life examples; innovative activities are
preferred to routine tasks. According to this logic, illustrations facilitate the creation of mental models and
help with understanding the complexity of both content and linguistics.
The second hypothesis pertained to the acquisition of vocabulary and improvement of communication
skills and it comprised questions 3 and 4. The results of the research suggest that comic strips are
stimulating in a multitude of ways, but above all through active participation and critical and creative
speaking. Experienced teachers who have tried this method with students nd that it brings remarkable
progress if the students are introduced into a kind of input-output circle, otherwise the impact of comic
strips is limited. In other words, our idea is to minimise the stereotypical teaching of science and language,
and at the same time use multidisciplinary teaching as much as possible, but the measure of success will
greatly depend on the cultural habits of our students as lovers of comic strip art.
The third hypothesis, which deals with cooperation between two faculties, involves questions 5 and
6. The results of this research suggest, but do not fully prove, that the effects of educational comic strips
are welcomed, that they provide powerful motivation for professors to establish themselves as teacher-
researchers. The acceptance of cooperation is clearly demonstrated in the willingness to mutually design
appropriate activities that can be improvised around the text and comics in order to develop all of the
students’ linguistic abilities. Equally important is that by means of innovative comic strips students’ overall
scientic literacy can be improved in an unpressured and spontaneous way.
Research sample no. 2 - Students
The second part of the study included 44 student respondents in this survey, 35 from the Faculty
of Mining and Geology and nine from the University of Criminal Investigation and Police Studies.
Respondents have mainly three levels of English language prociency, from B1 to C1. Consequently, it is
assumed that respondents will have an unequal evaluation when it comes to the application of new forms
of language learning.
Instrument no. 2
A special closed-ended questionnaire was used, which included six questions, two for each
hypothesis. A Likert scale with values (1) strongly disagree; (2) disagree; (3) neither agree nor disagree;
(4) agree; (5) strongly agree was used. The questionnaire was anonymous in order to contribute fully to
the validity of the study. Students were given 30 minutes to complete the questionnaire which was offered
to them in November, 2021. Students were instructed to make their answers as precise as possible which
is crucial for the success of the study. The questionnaire and the summary of students’ answers are given
in Table 2 below.
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Beko, L., & Mićović, D. (2022). Inter-faculty cooperation in English language teaching using educational comic strips on
geoforensics – A pilot study, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE),
10(3), 89-97.
Table 2
Questionnaire and summary of students’ answers
Results
The students evaluated reading in this way: a large number of students (question 1: 29.5% strongly
agree and 27.3% agree, referring to the usefulness of reading criminal stories along with scientic comic
strips) answered in favour of the benets of reading. The development of this concept carries the risk that
freshmen students are unreective receivers very often prone to manipulation and exposed to hateful
speech and offensive behaviour when it comes to crime stories.
As for question 2, referring to the ease of remembering, 52.3% of the students either strongly agree
or agree that texts and illustrations provide motivational and engaging stimuli for reading.
The answers to questions number 3 and 4 respectively (in the former 61.3% either agree or strongly
agree, and in the latter 70.4% either agree or strongly agree) suggest that students nd comic strips a
good basis for discussion and debate which at the same time offers the possibility to look for alternative
opinions.
The answers to questions 5 and 6 are also prevailingly positive (for the former 63.6% either strongly
agree or agree, and for the latter 68.2% either strongly agree or agree), in other words students like this
multidisciplinary narrative and nd it refreshing in a classroom.
Discussion
Based on the overall results of the study, the researchers concluded that the use of educational
comic strips has the potential to signicantly improve the foreign language learning repertoire. Educational
comic strips can reduce cognitive load via illustrations and simplied narrative, while remaining useful to
read.
The offered texts may afford learners the chance to discover the possibility of safe reading with a
wide variety of styles, facilitating them to recognise the scientic, ideological, and professional aspects
of the given narratives, and shielding them from being spoonfed with information by dubious entities.
Additionally, geoforensics and criminal stories combined with comic strips encourage learners to take
control of their reading, gain different academic and practical perspectives on life and professions, and
deepen their understanding of an ethical approach. Therefore, the rst hypothesis that comic strips can
effectively engage students in active reading and thinking (as they contain both artistic and verbal forms
of expression) has been conrmed.
When it comes to the second hypothesis pertaining to the more enjoyable learning of language
and communication via educational comic strips, students assessed (within questions 3 and 4) that real
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Beko, L., & Mićović, D. (2022). Inter-faculty cooperation in English language teaching using educational comic strips on
geoforensics – A pilot study, International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE),
10(3), 89-97.
life examples adequately serve the purpose of work-place-related language based on their needs and
expectations. The brevity of the extracts is decisive as short passages both teach the language and
educate students to develop as global citizens as they can easily communicate the attained vocabulary,
since learning vocabulary is not only about training, but also requires the application of what is learnt.
Lastly, when it comes to the third hypothesis which encompasses question 5 and 6, the students
evaluated positively both of the assumed aspects of refreshing English classes via educational comic
strips and improving literacy by means of interdisciplinary and interfaculty cooperation. Even though
such interdisciplinary and inter-faculty goals and practice are not prominent in ESP, we try quite naturally
and rightly to encourage the use of texts and educational tools and techniques that address students’
professional and academic areas of interest. The attempted model of teaching and learning that is offered
in this research addresses the suitability and ways of integrating not only real-life cases and stories, but
also different genres and registers that are likely to contain subject matter with the potential to appeal to
workplace-oriented students.
Conclusion
The research published in this paper dealt with issues related to the use of educational comic
strips based on geoforensics in English language teaching at two different faculties. Starting from the
assumption that real-life stories and authentic cases can be motivating and engaging, broadly expanding
students’ cultural, academic and professional context, the educational effects of educational comic strips
are yet to be explored in specialised language teaching.
The results of this small-scale pilot study obtained by applying a qualitative survey for teachers,
and a quantitative survey for students, conrmed the initial three hypotheses regarding educational
comic strips: the rst related to their suitability in effectively engaging students in reading and thinking;
the second to their adequacy in enhancing students’ language and communicative skills; the third to
refresh learning/teaching by means of innovative teaching materials. The respondents showed positive
attitudes, openness, adaptability and curiosity in a potentially unknown and insufciently researched form
of work. While the teachers perceived new functions of stories and real-life worlds within the classroom
to be further developed, the students showed readiness to cooperate in the areas where science, logical
reasoning, artistic imagery and intercultural issues play a role.
Although inter-faculty interaction seems fragile and challenging with heterogeneous educational
disciplines, an attempt has been made to create a common repertoire of practice and educational
resources that will potentially allow for further enriched learning and teaching, starting with the application
and utilization of the comic strip. We believe that artifacts that have been produced on this occasion and
by which individuals contribute to the work they are engaged in are key to the interconnection of higher
education professionals with similar expertise.
Acknowledgements
The authors would like to express their sincere gratitude to the students of the Faculty of Geology
and Mining and the students of the University of Criminal Investigation and Police Studies who were
willing to cooperate in this survey, as well as to the teachers from the two faculties who were willing to
share their opinions and experiences and offer their suggestions to improve the future practice in the
classroom.
Conict of interests
The authors declare no conict of interest.
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