Abstract:

Intermediality has become increasingly relevant in English language teaching (ELT) as contemporary learners engage with texts across multiple media. This paper examines how intermediality can enhance literary comprehension and multimodal literacy in ELT contexts. Focusing on the graphic novel adaptation of The Scarlet Letter, the research paper explores both structural and relational dimensions of intermediality as defined in Werner Wolf’s typological framework. Through comparative textual analysis, close reading, and interpretative methods, the paper investigates how the shift from a canonical prose novel to a multimodal format reshapes narrative meaning and the way readers engage with the text. The findings show that combining verbal and visual elements simplifies some aspects of the narrative and can make the story more accessible for language learners. The paper also considers the pedagogical value of including intermedial literary texts in ELT, particularly in developing reading comprehension, visual literacy, and motivation among students who may find traditional prose challenging. By linking literary theory, multimodal analysis, and classroom practice, the research illustrates how graphic novels can reframe canonical works and offer meaningful opportunities for enriching literature teaching in ELT contexts.

Keywords:

English language teaching, intermediality, literary text, graphic novel.