Abstract
This study investigated the effects of utilizing postmodern picturebooks with metafictive devices on elementary school students’ English communicative competence. The researcher selected 18 fifth graders of varying English levels and taught them the ten-week course using four picturebooks. Various types of data including worksheets, journals and interview were analyzed in a qualitative way and the results of pre- and post-questionnaire were quantitatively analyzed. The results of the study were as follows: First, children were able to enjoy the book while sympathizing with the character or recalling their own experiences or background knowledge related to the book. Based on their appreciation, they were able to gain emotional capabilities to discover and enjoy the values to pursue in life. Second, children were able to express their thoughts creatively by producing their own work that included metafictional devices. They were also able to develop creative thinking skills that allowed them to think about open endings in various ways or change the story with ideas different from the author. Third, children felt interested through various metafictive devices and post-reading activities while reading and engaging in postmodern picturebooks. Based on this increase in interest, they were able to develop self-management competencies to continue reading English on their own.
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