Fostering EFL Learners’ Reading Comprehension: Animation Film Technique

Abstract

The current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group). After three months of instruction, twice a week, 2story books named the "Good Dinosaur" and "Little Prince" including totally 20 chapters in both groups and animation films including 60 minutes divided into 6 to 7 minutes in each session in experimental group were presented. To estimate the primary knowledge of the subjects, a pretest was taken from both groups and after the experiment came to an end, a posttest was followed. The result revealed that a meaningful relationship could be identified between the procedures incorporated for both groups. However, the experimental group achieved higher degree of achievement using animation films presented to them by scoring higher in the total mean and also, interview participants were satisfied with the use of animation films in the reading class.

Comparison of Malay and Banjarese vocabulary in Upin and Ipin animated films

“…Upin and Ipin are also culturally contextual and can be explored in vocabulary and narrative discourse instruction (Moghadam et al, 2012). Animated film techniques improve students' reading comprehension (Torabian & Tajadini, 2017). It is beneficial for students in understanding reading texts based on the results of interviews (Torabian & Tajadini, 2017).…”

“…Animated film techniques improve students' reading comprehension (Torabian & Tajadini, 2017). It is beneficial for students in understanding reading texts based on the results of interviews (Torabian & Tajadini, 2017). This technique increased a higher score in students' reading comprehension (Torabian & Tajadini, 2017).…”

“…It is beneficial for students in understanding reading texts based on the results of interviews (Torabian & Tajadini, 2017). This technique increased a higher score in students' reading comprehension (Torabian & Tajadini, 2017). The texts read by directly seeing the animated film increase the speed of their reading comprehension.…”

The Complex Effects of Picturebooks on English as a Foreign Language Reading

“…A large body of research used DCT as a theoretical framework to analyze effects of visualization in foreign language learning such as vocabulary acquisition (e.g., Shalmani, 2010) and reading comprehension (e.g., Huang, 2019;Roohani et al, 2015). Researchers applied DCT in various learning contexts including comic book reading (Roozafzai, 2012), multimedia-based learning (Karbalaei & Zare, 2019;Torabian & Tajadini, 2017), and picturebooks reading (Hashemifardnia et al, 2018). Nevertheless, participants in these studies are either teenagers or adults.…”

Teaching Business English with TED Talks: Putting Ideas into Practice

“…TED talks are also a valuable material in increasing the students' reading comprehension skills. The recent studies of Hayikaleng, Nair and Krishnasamy (2016), Torabian and Tajadini (2017), Metruk (2018) investigated the effects of using authentic videos on EFL reading comprehension among vocational and university students, which indicated a significant achievement in reading comprehension of the experimental group compared to the control group. Results suggested that authentic videos might be considered as an effective instructional tool for improving English reading comprehension and as an important teaching resource in English classrooms.…”