Using Arts Integration to Foster Effective Reading Comprehension Skills at the High School Level

Abstract

This study investigates the effectiveness of arts integration in improving reading comprehension among high school students in Pakistan, particularly in English as a Medium of Instruction (EMI) contexts. It employs a mixed-methods approach, combining quantitative needs analysis with qualitative feedback from three intervention cycles. These cycles utilized various arts integration strategies, such as narrative essay illustration, expository essay doodling and semantic mapping, and novel-based arts activities. Data collection included pre-and post-intervention questionnaires, diagnostic assessments, and reflective sessions. Findings reveal significant improvements in students' reading comprehension, memory retention, and motivation. Students reported better understanding, recall, and enjoyment of learning through arts-integrated activities. The study contributes to the literature on arts integration in language education and offers recommendations for curriculum design, teacher training, assessment practices, and community engagement to support and expand arts integration in education.