Animated Films as Authentic Input to Enhance Listening Comprehension in EFL Learners
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https://doi.org/10.69639/arandu.v12i4.1750Palabras clave:
animated films, listening comprehension, listening strategies, English as a Foreign Language, student motivationResumen
This descriptive study explored the perceptions of A2-level learners of English as a Foreign Language (EFL) from the Language Center at the Technical University of Ambato regarding the use of animated films as a resource to improve listening comprehension. Sixty-eight students participated in the study, which employed a mixed-methods approach using a 21-item Likert-scale questionnaire. The instrument was validated through expert judgment and statistical reliability indicators (Cronbach’s = 0.941 and Aiken’s V = 1.0). The results showed a preference for 3D animated films in genres such as comedy, action, and family-oriented films, which enhanced attention, increased motivation, and reduced anxiety during learning. Additionally, students frequently used cognitive and affective strategies, complemented by metacognitive and social strategies. Overall, the findings indicate that animated films constitute authentic materials useful for strengthening listening comprehension and fostering learner autonomy in EFL contexts.
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Derechos de autor 2025 Juan Carlos Silva Valencia , Nayeli Giovanna Merlo Checa
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
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