The Effect of Using Short Silent Animations on Efl Learners Writing

Abstract

This study investigated the effect of short silent animations on pre-intermediate EFL learners" writing. A homogenized group of 60 participants was non-randomly chosen and assigned as the control and experimental groups. Those in the control group watched five short animations with dialogue, while those in the experimental group had five short animations which were silent. The procedure lasted 10 sessions. In both groups, the participants were asked to write five writings regarding the subjects of the animations during the term and each of the writings should have contained a minimum of 90 and maximum of 140 words. The participants were provided both oral and written feedback. At the end of the instruction, a sample PET writing posttest was administered to both groups, an independent samples t-test was run on the mean scores of the two groups, and the results (t = -2.02, p = 0.037˂0.05) revealed that the experimental group outperformed the control group.

Short-animation video in web meeting classes for secondary school learners’ EFL writing achievement

“…It has been apparently proved that there is a significant effect of short animation video on the narrative EFL writing achievement of the 8 th Graders of Junior High School. This implies the importance of teaching EFL by using short animation video, as it is in line with some previous findings, for instance, explainer video was claimed both qualitatively and quantitatively can outperform the narrative writing achievement of EFL students of Muhammadiyah University (Akib & Syatriana, 2019), short animations with dialogue was argued effective to increase EFL oral and written ability (Marashi & Adiban, 2017), short video used in group discussion was evidently effective in teaching speaking to Indonesian EFL students (Masruddin, 2018), short English video can also improve learners' vocabulary mastery (Haslida, 2019), Plotagon can create learners' motivation to write (Guzmán Gámez & Moreno Cuellar, 2019), tailor-made animated cartoons presumably were mentioned as a good facilitator for learners' way of writing punctuation rules in English (Bakla, 2019), for the flipped classroom, different modalities of videos was needed for English writing classes (Umutlu & Akpinar, 2020), short stories through computers was implemented in language classrooms to have very positive effects on learners' language learning process (Yilmaz, 2015), WhatsApp group used as media for learning in English writing (Wahyuni & Febianti, 2019), and silent short movie was claimed to give a significant effect on the students' achievement in EFL narrative writing (Kartika et al, 2017). Having similar conclusions with some other previous findings, indeed, this current study appeared to strengthen the wide prism of technology praxis in EFL teaching, especially in EFL narrative writing.…”

“…The claim about effectiveness of teaching EFL writing by using a short animation video has been proved by some research findings. Numerous previous studies were conducted to investigate technology-based media in EFL teaching by mentioning various platform of technology, among others are explainer video, short animations with dialogue, short video, short English video, plotagon, tailormade animated cartoons, modalities of videos, short stories through computers, WhatsApp group, and silent short movie as pedagogical terms which were related to video as media in teaching, being claimed to give a significant effect on the students' achievement in EFL narrative writing (see Akib & Syatriana, 2019;Bakla, 2019;Guzmán Gámez & Moreno Cuellar, 2019;Marashi & Adiban, 2017;Haslida, 2019;Irawati, 2016;Masruddin, 2018;Kartika et al, 2017;Umutlu & Akpinar, 2020;Wahyuni & Febianti, 2019;Yilmaz, 2015). Most of those previous findings are strengthening the use of video as media in learning.…”

“…In terms of EFL writing, using short video as media in learning has been proved as a panacea of healing some learners' barriers in accomplishing their achievement. For instance, silent movie was proved as effective media in EFL writing achievement of vocational school students (Kartika et al, 2017); short movie was claimed as effective media to teaching speaking senior high school students (Masruddin, 2018); and short video animation was evidently seen as effective media in writing in Tehran language learners (Marashi & Adiban, 2017). Moreover, Machili et al, (2020) were interested in conducting research on the role of video in the integrated writing and strategy instruction (SI) in English for academic purposes (EAP).…”

“…The findings suggested positive impact of SI on the integrated writing performance. To mention some, those studies are dealing with video in the form of short movie, accept Marashi & Adiban's (2017) study, in the Asian context of EFL as prototype of large class learning. However, spesifically researches on the use of animation video for learners of EFL writing in larger classes are still rarely done.…”

Youtube Videos As Learning Media:A Review In EFL Contexts

“…For Alwehaibi (2015), Marashi & Adiban (2017), Mustofa & Sari (2020), Nova (2017), Nugroho & Atmojo (2020), Omar & Ghazali (2016), Puspitasari &Hanur (2016), andRanabumi et al, (2017) short story videos became their choice because of its fictional elements and their varied generic forms. The short story is a type of video that is different from a movie.…”