Vol. 12/ Núm. 4 2025 pág. 1
Animated Films as Authentic Input to Enhance Listening
Comprehension in EFL Learners
Películas animadas como insumo auténtico para mejorar la comprensión auditiva en
estudiantes de inglés como lengua extranjera
Juan Carlos Silva Valencia
https://orcid.org/0000-0001-7127-3709
jc.siva@uta.edu.ec
Universidad Técnica de Ambato
Ecuador – Ambato
Nayeli Giovanna Merlo Checa
https://orcid.org/0009-0000-2043-5958
ncheca6426@uta.edu.ec
Universidad Técnica de Ambato
Ecuador – Ambato
Artículo recibido: (la fecha la coloca el Equipo editorial) - Aceptado para publicación:
Conflictos de intereses: Ninguno que declarar.
ABSTRACT
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 α = 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.
Keywords: animated films, listening comprehension, listening strategies, English as a
Foreign Language, student motivation
RESUMEN
Este estudio descriptivo exploró las percepciones de estudiantes de inglés como lengua extranjera
de nivel A2 del Centro de Idiomas de la Universidad Técnica de Ambato sobre el uso de películas
animadas como recurso para mejorar la comprensión auditiva. Sesenta y ocho estudiantes
participaron en el estudio, que empleó un enfoque de métodos mixtos mediante un cuestionario
Vol. 12/ Núm. 4 2025 pág. 2
con escala Likert de 21 ítems. El instrumento fue validado mediante juicio de expertos e
indicadores de confiabilidad estadística (α de Cronbach = 0.941; V de Aiken = 1.0). Los resultados
mostraron una preferencia por películas animadas en 3D de géneros como comedia, acción y
familiar, que favorecieron la atención, aumentaron la motivación y redujeron la ansiedad durante
el aprendizaje. Asimismo, se observó el uso frecuente de estrategias cognitivas y afectivas,
complementadas con estrategias metacognitivas y sociales. En conjunto, los hallazgos indican
que las películas animadas constituyen materiales auténticos útiles para fortalecer la comprensión
auditiva y promover la autonomía del aprendizaje en contextos de inglés como lengua extranjera.
Palabras clave: películas de animación, comprensión auditiva, estrategias de escucha,
inglés como lengua extranjera, motivación estudiantil
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
con escala Likert de 21 ítems. El instrumento fue validado mediante juicio de expertos e
indicadores de confiabilidad estadística (α de Cronbach = 0.941; V de Aiken = 1.0). Los resultados
mostraron una preferencia por películas animadas en 3D de géneros como comedia, acción y
familiar, que favorecieron la atención, aumentaron la motivación y redujeron la ansiedad durante
el aprendizaje. Asimismo, se observó el uso frecuente de estrategias cognitivas y afectivas,
complementadas con estrategias metacognitivas y sociales. En conjunto, los hallazgos indican
que las películas animadas constituyen materiales auténticos útiles para fortalecer la comprensión
auditiva y promover la autonomía del aprendizaje en contextos de inglés como lengua extranjera.
Palabras clave: películas de animación, comprensión auditiva, estrategias de escucha,
inglés como lengua extranjera, motivación estudiantil
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 4 2025 pág. 3
INTRODUCTION
Listening comprehension remains a persistent challenge for EFL learners, regardless of
context or delivery mode. Al-Harbi and Mirza (2024) found that university students in online
courses identified limited authentic exposure, fast speech, accent variability, and lack of
pedagogical scaffolding as key barriers. Their study showed that these difficulties were not only
linguistic but also contextual, as many learners struggled with unstable online environments,
unfamiliar pronunciation patterns, and tasks that offered little support for processing meaning.
The authors emphasized that students often felt overwhelmed by the pace and naturalness of real
English speech, which revealed a gap between classroom input and authentic communication.
Similarly, Saputri et al. (2025) reported that even teacher-education students struggled with
perception, segmentation, and constructing meaning from oral input, underscoring the
universality of listening difficulties. Their study revealed that these challenges appeared even
among advanced learners, who often failed to recognize connected speech and adapt to different
accents or fast delivery. The authors concluded that such persistent problems indicate a lack of
authentic listening practice in many programs, reinforcing the need for pedagogical strategies that
expose students to more natural and varied input. These findings confirm that listening is not only
an underdeveloped skill in many curricula but also one that requires targeted pedagogical
innovation.
Theoretical perspectives on multimedia learning highlight why animated materials may
be effective for tackling these difficulties. Mayer (2021) argues that presenting information
through coordinated auditory and visual channels fosters deeper processing and reduces cognitive
overload. According to his cognitive theory of multimedia learning, meaningful understanding
occurs when learners actively select relevant information, organize it coherently, and integrate
verbal and visual representations. This principle is particularly relevant for listening pedagogy,
as learners frequently face rapid delivery, accent variability, and dense input that strain the
auditory channel. Visual elements in animation can therefore provide parallel cues, such as
gestures, context, and imagery, that help segment continuous speech and support comprehension.
Alamri (2025) extends this argument in the EFL context, noting that authentic multimedia
resources enhance listening comprehension and learner motivation when they are appropriately
chosen and aligned with students’ proficiency levels. The author emphasizes that multimedia
materials create more engaging learning experiences by mirroring real communicative situations,
provided that teachers offer suitable scaffolding to guide attention and manage cognitive load.
Together, these perspectives suggest that animated materials can function as effective pedagogical
tools that integrate authenticity, motivation, and dual-channel processing to improve listening
comprehension in EFL learners.
INTRODUCTION
Listening comprehension remains a persistent challenge for EFL learners, regardless of
context or delivery mode. Al-Harbi and Mirza (2024) found that university students in online
courses identified limited authentic exposure, fast speech, accent variability, and lack of
pedagogical scaffolding as key barriers. Their study showed that these difficulties were not only
linguistic but also contextual, as many learners struggled with unstable online environments,
unfamiliar pronunciation patterns, and tasks that offered little support for processing meaning.
The authors emphasized that students often felt overwhelmed by the pace and naturalness of real
English speech, which revealed a gap between classroom input and authentic communication.
Similarly, Saputri et al. (2025) reported that even teacher-education students struggled with
perception, segmentation, and constructing meaning from oral input, underscoring the
universality of listening difficulties. Their study revealed that these challenges appeared even
among advanced learners, who often failed to recognize connected speech and adapt to different
accents or fast delivery. The authors concluded that such persistent problems indicate a lack of
authentic listening practice in many programs, reinforcing the need for pedagogical strategies that
expose students to more natural and varied input. These findings confirm that listening is not only
an underdeveloped skill in many curricula but also one that requires targeted pedagogical
innovation.
Theoretical perspectives on multimedia learning highlight why animated materials may
be effective for tackling these difficulties. Mayer (2021) argues that presenting information
through coordinated auditory and visual channels fosters deeper processing and reduces cognitive
overload. According to his cognitive theory of multimedia learning, meaningful understanding
occurs when learners actively select relevant information, organize it coherently, and integrate
verbal and visual representations. This principle is particularly relevant for listening pedagogy,
as learners frequently face rapid delivery, accent variability, and dense input that strain the
auditory channel. Visual elements in animation can therefore provide parallel cues, such as
gestures, context, and imagery, that help segment continuous speech and support comprehension.
Alamri (2025) extends this argument in the EFL context, noting that authentic multimedia
resources enhance listening comprehension and learner motivation when they are appropriately
chosen and aligned with students’ proficiency levels. The author emphasizes that multimedia
materials create more engaging learning experiences by mirroring real communicative situations,
provided that teachers offer suitable scaffolding to guide attention and manage cognitive load.
Together, these perspectives suggest that animated materials can function as effective pedagogical
tools that integrate authenticity, motivation, and dual-channel processing to improve listening
comprehension in EFL learners.
Vol. 12/ Núm. 4 2025 pág. 4
Empirical evidence supports these theoretical claims. In Pakistan, Younas and Dong
(2024) demonstrated that animated films significantly enhanced learners’ vocabulary acquisition,
as the combination of visual context and meaningful narratives made new lexical items more
comprehensible and memorable. The authors argued that the animated format facilitated implicit
learning through storylines that linked words to actions and emotions, thereby increasing retention
and engagement. At the school level, Simatupang et al. (2024) found that students exposed to
animated movies achieved higher post-test scores in listening comprehension compared to those
taught through traditional methods. The researchers attributed this improvement to the presence
of visual cues and contextual information that supported the decoding of spoken input and eased
cognitive load during listening. Similarly, Ratu et al. (2024) observed that the use of animation
videos in classroom practice led to noticeable gains in students’ ability to identify key information
and interpret meaning from auditory input, especially when visuals were aligned with spoken
discourse. Consistent results were reported by Liya et al. (2024), who found that short animated
movies promoted vocabulary learning through the same cross-modal mechanisms, suggesting
interconnected benefits for receptive skills such as listening comprehension. Collectively, these
studies confirm that animated materials function as effective authentic input that fosters
comprehension, attention, and motivation among EFL learners.
Additional studies corroborate these outcomes across diverse age groups. Yamin et al.
(2023) demonstrated that young learners improved their listening comprehension when exposed
to animated short films specifically designed for classroom integration. Their study highlighted
that animation captured learners’ attention, simplified message interpretation, and supported
meaning-making through synchronized visuals and narration. The researchers emphasized that
animated films promoted both comprehension and motivation, as students were more willing to
participate and maintain focus throughout listening activities. Similarly, Khumairah et al. (2023)
conducted a quasi-experimental study that confirmed significant gains in students’ listening
scores after systematic exposure to animated videos, with results showing statistical significance
(p = .006). The authors noted that animation provided context and visual reinforcement that
helped learners identify key information, predict meaning, and retain auditory input more
effectively than those taught through conventional techniques. Together, these converging
findings suggest that animation functions as a robust pedagogical medium that supports
comprehension, attention, and memory processes across both primary and secondary educational
contexts, reinforcing its value for developing listening skills in EFL learners.
Beyond comprehension scores, the affective dimension of animated materials deserves
emphasis. Research has consistently shown that films lower anxiety and foster positive attitudes
toward language learning. Safira (2025) reported that learners engaged more actively and
attentively when movies were integrated into listening instruction, noting that visual storytelling
captured students’ interest and reduced their resistance to listening tasks. The study concluded
Empirical evidence supports these theoretical claims. In Pakistan, Younas and Dong
(2024) demonstrated that animated films significantly enhanced learners’ vocabulary acquisition,
as the combination of visual context and meaningful narratives made new lexical items more
comprehensible and memorable. The authors argued that the animated format facilitated implicit
learning through storylines that linked words to actions and emotions, thereby increasing retention
and engagement. At the school level, Simatupang et al. (2024) found that students exposed to
animated movies achieved higher post-test scores in listening comprehension compared to those
taught through traditional methods. The researchers attributed this improvement to the presence
of visual cues and contextual information that supported the decoding of spoken input and eased
cognitive load during listening. Similarly, Ratu et al. (2024) observed that the use of animation
videos in classroom practice led to noticeable gains in students’ ability to identify key information
and interpret meaning from auditory input, especially when visuals were aligned with spoken
discourse. Consistent results were reported by Liya et al. (2024), who found that short animated
movies promoted vocabulary learning through the same cross-modal mechanisms, suggesting
interconnected benefits for receptive skills such as listening comprehension. Collectively, these
studies confirm that animated materials function as effective authentic input that fosters
comprehension, attention, and motivation among EFL learners.
Additional studies corroborate these outcomes across diverse age groups. Yamin et al.
(2023) demonstrated that young learners improved their listening comprehension when exposed
to animated short films specifically designed for classroom integration. Their study highlighted
that animation captured learners’ attention, simplified message interpretation, and supported
meaning-making through synchronized visuals and narration. The researchers emphasized that
animated films promoted both comprehension and motivation, as students were more willing to
participate and maintain focus throughout listening activities. Similarly, Khumairah et al. (2023)
conducted a quasi-experimental study that confirmed significant gains in students’ listening
scores after systematic exposure to animated videos, with results showing statistical significance
(p = .006). The authors noted that animation provided context and visual reinforcement that
helped learners identify key information, predict meaning, and retain auditory input more
effectively than those taught through conventional techniques. Together, these converging
findings suggest that animation functions as a robust pedagogical medium that supports
comprehension, attention, and memory processes across both primary and secondary educational
contexts, reinforcing its value for developing listening skills in EFL learners.
Beyond comprehension scores, the affective dimension of animated materials deserves
emphasis. Research has consistently shown that films lower anxiety and foster positive attitudes
toward language learning. Safira (2025) reported that learners engaged more actively and
attentively when movies were integrated into listening instruction, noting that visual storytelling
captured students’ interest and reduced their resistance to listening tasks. The study concluded
Vol. 12/ Núm. 4 2025 pág. 5
that films promoted higher levels of concentration and motivation by creating a relaxed, enjoyable
atmosphere that encouraged participation. Similarly, Murshidi (2020) found that using films in
UAE university classrooms increased students’ motivation and confidence in using English, while
simultaneously reducing language learning anxiety. The results indicated that exposure to
authentic audiovisual materials helped learners feel less intimidated by native speech and more
comfortable interacting with real-life language. Hamalosmanoglu et al. (2020) further
demonstrated that animated films can influence students beyond linguistic outcomes, shaping
positive attitudes and values that connect language learning with social awareness. Their findings
highlighted that animation engages both cognitive and emotional domains, allowing learners to
relate language content to personal and moral development. Collectively, these studies suggest
that animated and film-based materials foster an affective climate conducive to learning by
enhancing engagement, reducing anxiety, and promoting motivation—key factors that sustain
long-term progress in listening comprehension.
Effective listening pedagogy, however, requires more than motivational resources; it also
depends on strategy instruction and diagnostic support. Robillos (2022) demonstrated that a
teaching cycle incorporating planning, monitoring, and evaluating listening tasks not only
increased learners’ metacognitive awareness but also produced measurable improvements in
comprehension, as participants reported greater confidence and ability to manage their listening
processes. Similarly, Meng et al. (2023) used a cognitive diagnostic assessment (CDA) approach
to analyze incorrect responses in listening tests and found that the most prevalent barriers for EFL
learners were semantic understanding and vocabulary recognition, thus showing that CDA can
pinpoint specific listening difficulties such as segmentation, inference or lexical access. These
findings underscore that listening instruction is most effective when materials like animated films
are paired with diagnostic feedback and strategy-based pedagogy that addresses learners’ actual
needs, rather than relying solely on engaging input.
Despite the growing body of evidence from Asia and the Middle East demonstrating the
effectiveness of animated materials for developing listening comprehension, empirical research
in Latin America remains scarce, and studies focused specifically on animated films are even
more limited. In Ecuador, no previous research has systematically examined their pedagogical
potential within higher education, where listening comprehension continues to be a persistent
challenge for EFL learners. While some local studies have explored digital tools or audiovisual
aids in language instruction, few have analyzed the specific affordances of animation as an
authentic, multimodal resource. This scarcity of evidence highlights the need to contextualize
findings from other regions and examine whether similar benefits, such as improved
comprehension, increased motivation, and reduced anxiety, emerge within Ecuadorian
classrooms. Addressing this gap, the present research analyzes the perceptions of A2-level
students from the Language Center at the Technical University of Ambato regarding the use of
that films promoted higher levels of concentration and motivation by creating a relaxed, enjoyable
atmosphere that encouraged participation. Similarly, Murshidi (2020) found that using films in
UAE university classrooms increased students’ motivation and confidence in using English, while
simultaneously reducing language learning anxiety. The results indicated that exposure to
authentic audiovisual materials helped learners feel less intimidated by native speech and more
comfortable interacting with real-life language. Hamalosmanoglu et al. (2020) further
demonstrated that animated films can influence students beyond linguistic outcomes, shaping
positive attitudes and values that connect language learning with social awareness. Their findings
highlighted that animation engages both cognitive and emotional domains, allowing learners to
relate language content to personal and moral development. Collectively, these studies suggest
that animated and film-based materials foster an affective climate conducive to learning by
enhancing engagement, reducing anxiety, and promoting motivation—key factors that sustain
long-term progress in listening comprehension.
Effective listening pedagogy, however, requires more than motivational resources; it also
depends on strategy instruction and diagnostic support. Robillos (2022) demonstrated that a
teaching cycle incorporating planning, monitoring, and evaluating listening tasks not only
increased learners’ metacognitive awareness but also produced measurable improvements in
comprehension, as participants reported greater confidence and ability to manage their listening
processes. Similarly, Meng et al. (2023) used a cognitive diagnostic assessment (CDA) approach
to analyze incorrect responses in listening tests and found that the most prevalent barriers for EFL
learners were semantic understanding and vocabulary recognition, thus showing that CDA can
pinpoint specific listening difficulties such as segmentation, inference or lexical access. These
findings underscore that listening instruction is most effective when materials like animated films
are paired with diagnostic feedback and strategy-based pedagogy that addresses learners’ actual
needs, rather than relying solely on engaging input.
Despite the growing body of evidence from Asia and the Middle East demonstrating the
effectiveness of animated materials for developing listening comprehension, empirical research
in Latin America remains scarce, and studies focused specifically on animated films are even
more limited. In Ecuador, no previous research has systematically examined their pedagogical
potential within higher education, where listening comprehension continues to be a persistent
challenge for EFL learners. While some local studies have explored digital tools or audiovisual
aids in language instruction, few have analyzed the specific affordances of animation as an
authentic, multimodal resource. This scarcity of evidence highlights the need to contextualize
findings from other regions and examine whether similar benefits, such as improved
comprehension, increased motivation, and reduced anxiety, emerge within Ecuadorian
classrooms. Addressing this gap, the present research analyzes the perceptions of A2-level
students from the Language Center at the Technical University of Ambato regarding the use of
Vol. 12/ Núm. 4 2025 pág. 6
animated films as a pedagogical resource to enhance listening comprehension in English. By
exploring both the motivational and linguistic dimensions of this resource, the study seeks to
provide empirical insights that inform curriculum design and promote the integration of authentic,
multimodal materials in EFL instruction. Furthermore, it aims to contribute to the limited Latin
American literature on audiovisual language pedagogy by illustrating how culturally adaptable
animated content can foster meaningful engagement and support the development of receptive
skills in higher education contexts.
METHODOLOGY
This study employed a mixed-methods descriptive design to examine the perceptions of
A2-level EFL students regarding the use of animated films as a pedagogical resource to enhance
listening comprehension. The quantitative phase involved a Likert-scale questionnaire that
identified predominant patterns in students’ preferences and strategies. The qualitative phase
consisted of a descriptive interpretation of these results to explain the observed tendencies in light
of learners’ motivational and linguistic experiences. This methodological combination was
considered appropriate to obtain both measurable data and contextual understanding of how
animated films contribute to listening development in EFL contexts.
Context and Participante
The study was conducted at the Language Center of the Technical University of Ambato,
located in Ambato, Ecuador. Participants were sixty-eight students enrolled in A2-level English
courses according to the Common European Framework of Reference for Languages (CEFR).
They represented diverse academic programs and ranged in age from nineteen to twenty-two.
Their regular exposure to audiovisual materials in both classroom and everyday contexts made
them suitable for investigating the pedagogical potential of animated films in developing listening
comprehension. Inclusion criteria comprised official enrollment in A2-level courses, regular
attendance, and voluntary participation. Exclusion criteria involved students from other
proficiency levels or those unable to attend data-collection sessions, while elimination criteria
applied to incomplete or invalid responses.
Data Collection Instrument
The data collection technique employed was a survey, and the corresponding instrument
was a questionnaire designed to address the main objective of the research. The questionnaire
consisted of twenty-one close-ended items organized into three dimensions: (a) students’
perceptions of animated films in relation to listening comprehension, (b) preferences for
animation types and genres, and (c) listening strategies used while engaging with such materials.
All items used a five-point Likert scale ranging from Never to Always to indicate frequency. The
instrument was validated by three language-teaching specialists whose feedback led to minor
animated films as a pedagogical resource to enhance listening comprehension in English. By
exploring both the motivational and linguistic dimensions of this resource, the study seeks to
provide empirical insights that inform curriculum design and promote the integration of authentic,
multimodal materials in EFL instruction. Furthermore, it aims to contribute to the limited Latin
American literature on audiovisual language pedagogy by illustrating how culturally adaptable
animated content can foster meaningful engagement and support the development of receptive
skills in higher education contexts.
METHODOLOGY
This study employed a mixed-methods descriptive design to examine the perceptions of
A2-level EFL students regarding the use of animated films as a pedagogical resource to enhance
listening comprehension. The quantitative phase involved a Likert-scale questionnaire that
identified predominant patterns in students’ preferences and strategies. The qualitative phase
consisted of a descriptive interpretation of these results to explain the observed tendencies in light
of learners’ motivational and linguistic experiences. This methodological combination was
considered appropriate to obtain both measurable data and contextual understanding of how
animated films contribute to listening development in EFL contexts.
Context and Participante
The study was conducted at the Language Center of the Technical University of Ambato,
located in Ambato, Ecuador. Participants were sixty-eight students enrolled in A2-level English
courses according to the Common European Framework of Reference for Languages (CEFR).
They represented diverse academic programs and ranged in age from nineteen to twenty-two.
Their regular exposure to audiovisual materials in both classroom and everyday contexts made
them suitable for investigating the pedagogical potential of animated films in developing listening
comprehension. Inclusion criteria comprised official enrollment in A2-level courses, regular
attendance, and voluntary participation. Exclusion criteria involved students from other
proficiency levels or those unable to attend data-collection sessions, while elimination criteria
applied to incomplete or invalid responses.
Data Collection Instrument
The data collection technique employed was a survey, and the corresponding instrument
was a questionnaire designed to address the main objective of the research. The questionnaire
consisted of twenty-one close-ended items organized into three dimensions: (a) students’
perceptions of animated films in relation to listening comprehension, (b) preferences for
animation types and genres, and (c) listening strategies used while engaging with such materials.
All items used a five-point Likert scale ranging from Never to Always to indicate frequency. The
instrument was validated by three language-teaching specialists whose feedback led to minor
Vol. 12/ Núm. 4 2025 pág. 7
revisions to enhance clarity and coherence. Reliability was confirmed through Cronbach’s alpha
(α = 0.941; Aiken’s V = 1.0), indicating high internal consistency.
Data Analysis
Quantitative data from the Likert-scale items were analyzed using SPSS (version 25)
through descriptive statistics, including frequency distributions and percentages, to identify
prevalent trends and patterns in students’ responses. Qualitative data from the open-ended
comments were examined through content analysis, categorizing responses into recurring themes
such as enjoyment, motivation, emotional engagement with characters, and perceived learning
benefits. This integration of numerical and qualitative evidence offered a more holistic view of
how animated films support students’ engagement and listening comprehension in EFL contexts.
Ethical Considerations
The study was conducted with institutional authorization and under the supervision of
university authorities. All participants provided informed consent after being fully briefed on the
nature and purpose of the research. The ethical principles of transparency, confidentiality,
anonymity, and voluntary participation were strictly observed throughout the entire process to
protect participants’ rights and ensure the integrity of the study.
RESULTS
The following section presents the main findings of the study, organized into three
categories: types of animated films, genres of animated films, and listening comprehension
strategies. The quantitative results are summarized in Tables 1–3, which highlight the most
relevant patterns and tendencies reported by participants. Each category captures a different
dimension of how animated materials contribute to listening development among A2-level EFL
learners at the Technical University of Ambato. The first part examines students’ preferences for
particular animation formats, such as 2D, 3D, or stop-motion, and how visual realism influences
comprehension and engagement. The second part explores the genres most appreciated by
learners, especially those that combine humor, action, and family-friendly content, which appear
to foster motivation and attention during listening practice. Finally, the third part focuses on the
listening strategies most frequently employed by students, emphasizing their use of cognitive,
affective, and metacognitive processes to interpret meaning and maintain focus. Together, these
results provide a comprehensive picture of how animated films operate not only as sources of
linguistic input but also as multimodal tools that sustain motivation, enhance understanding, and
encourage strategic listening behavior in EFL contexts.
revisions to enhance clarity and coherence. Reliability was confirmed through Cronbach’s alpha
(α = 0.941; Aiken’s V = 1.0), indicating high internal consistency.
Data Analysis
Quantitative data from the Likert-scale items were analyzed using SPSS (version 25)
through descriptive statistics, including frequency distributions and percentages, to identify
prevalent trends and patterns in students’ responses. Qualitative data from the open-ended
comments were examined through content analysis, categorizing responses into recurring themes
such as enjoyment, motivation, emotional engagement with characters, and perceived learning
benefits. This integration of numerical and qualitative evidence offered a more holistic view of
how animated films support students’ engagement and listening comprehension in EFL contexts.
Ethical Considerations
The study was conducted with institutional authorization and under the supervision of
university authorities. All participants provided informed consent after being fully briefed on the
nature and purpose of the research. The ethical principles of transparency, confidentiality,
anonymity, and voluntary participation were strictly observed throughout the entire process to
protect participants’ rights and ensure the integrity of the study.
RESULTS
The following section presents the main findings of the study, organized into three
categories: types of animated films, genres of animated films, and listening comprehension
strategies. The quantitative results are summarized in Tables 1–3, which highlight the most
relevant patterns and tendencies reported by participants. Each category captures a different
dimension of how animated materials contribute to listening development among A2-level EFL
learners at the Technical University of Ambato. The first part examines students’ preferences for
particular animation formats, such as 2D, 3D, or stop-motion, and how visual realism influences
comprehension and engagement. The second part explores the genres most appreciated by
learners, especially those that combine humor, action, and family-friendly content, which appear
to foster motivation and attention during listening practice. Finally, the third part focuses on the
listening strategies most frequently employed by students, emphasizing their use of cognitive,
affective, and metacognitive processes to interpret meaning and maintain focus. Together, these
results provide a comprehensive picture of how animated films operate not only as sources of
linguistic input but also as multimodal tools that sustain motivation, enhance understanding, and
encourage strategic listening behavior in EFL contexts.
Vol. 12/ Núm. 4 2025 pág. 8
Table 1
Types of Animated Films
Item Mean
1. In my English lessons, I practice listening with handmade animated classics.
For instance, Snow White and the Seven Dwarfs or Spirited Away. [Traditional
Animation]
2,69
2. While studying English, I usually watch anime films full of bright colors and
artistic details, such as Dragon Ball Z or One Piece. [2D Animation]
2,57
3. I enjoy watching animated films that include advanced visual effects to
improve my listening, like Toy Story or The Grinch. [3D Animation]
3,75
4. During class, we use stop-motion movies with slow movement. For example,
Coraline or Corpse Bride. [Stop-Motion Animation]
2,51
5. My teacher shows animated films with lifelike movements, such as A
Christmas Carol or Avatar. [Motion Capture Animation]
2,81
Table 1 shows that the highest preference was given to 3D animated films such as Toy
Story and The Grinch, which obtained the strongest mean score among all formats. This trend
indicates that students are drawn to productions that combine realistic movement, vibrant color,
and high-quality sound, all of which help sustain attention during listening activities. The
predominance of 3D animation may also be related to its greater availability on popular streaming
platforms and in classroom materials, making it the most familiar and accessible format for
learners. The integration of visual and auditory cues in 3D animation supports comprehension by
providing context that reinforces spoken language and allows learners to infer meaning from
gestures, expressions, and actions.
By contrast, 2D animation (Dragon Ball Z, One Piece) and stop-motion productions
(Coraline, Corpse Bride) were the least favored by students, as reflected in their lower mean
scores. These formats, while artistically valued, tend to rely on stylized visuals and rapid dialogue
that may challenge less experienced listeners. Traditional animation (Snow White and the Seven
Dwarfs, Spirited Away) and motion-capture films (A Christmas Carol, Avatar) received moderate
evaluations, suggesting that students still appreciate them but perceive them as less effective for
language learning than 3D animation. Overall, these findings highlight how technological
sophistication and visual realism can enhance learners’ engagement and facilitate understanding,
reinforcing the role of modern animated films as authentic, multimodal resources for developing
listening comprehension in EFL contexts.
Table 1
Types of Animated Films
Item Mean
1. In my English lessons, I practice listening with handmade animated classics.
For instance, Snow White and the Seven Dwarfs or Spirited Away. [Traditional
Animation]
2,69
2. While studying English, I usually watch anime films full of bright colors and
artistic details, such as Dragon Ball Z or One Piece. [2D Animation]
2,57
3. I enjoy watching animated films that include advanced visual effects to
improve my listening, like Toy Story or The Grinch. [3D Animation]
3,75
4. During class, we use stop-motion movies with slow movement. For example,
Coraline or Corpse Bride. [Stop-Motion Animation]
2,51
5. My teacher shows animated films with lifelike movements, such as A
Christmas Carol or Avatar. [Motion Capture Animation]
2,81
Table 1 shows that the highest preference was given to 3D animated films such as Toy
Story and The Grinch, which obtained the strongest mean score among all formats. This trend
indicates that students are drawn to productions that combine realistic movement, vibrant color,
and high-quality sound, all of which help sustain attention during listening activities. The
predominance of 3D animation may also be related to its greater availability on popular streaming
platforms and in classroom materials, making it the most familiar and accessible format for
learners. The integration of visual and auditory cues in 3D animation supports comprehension by
providing context that reinforces spoken language and allows learners to infer meaning from
gestures, expressions, and actions.
By contrast, 2D animation (Dragon Ball Z, One Piece) and stop-motion productions
(Coraline, Corpse Bride) were the least favored by students, as reflected in their lower mean
scores. These formats, while artistically valued, tend to rely on stylized visuals and rapid dialogue
that may challenge less experienced listeners. Traditional animation (Snow White and the Seven
Dwarfs, Spirited Away) and motion-capture films (A Christmas Carol, Avatar) received moderate
evaluations, suggesting that students still appreciate them but perceive them as less effective for
language learning than 3D animation. Overall, these findings highlight how technological
sophistication and visual realism can enhance learners’ engagement and facilitate understanding,
reinforcing the role of modern animated films as authentic, multimodal resources for developing
listening comprehension in EFL contexts.
Vol. 12/ Núm. 4 2025 pág. 9
Table 2
Genres of Animated Films
Item Mean
6. I enjoy watching movies that portray epic adventures and challenges. For
instance, How to Train Your Dragon. [Adventure Films]
3,21
7. I prefer films that include humorous situations. For example, Shrek. [Comedies] 4,1
8. I like movies that depict magical settings and supernatural beings. For instance,
Spirited Away. [Fantasy Films]
3,75
9. I am interested in films that highlight futuristic technology. For example, Wall-
E. [Science Fiction Films]
3,82
10. I appreciate films that address themes like loss or personal growth. For
instance, Up. [Dramas]
3,78
11. I enjoy animated films with thrilling action sequences. For example, The
Incredibles. [Action Films]
4,03
12. I like films where characters perform songs. For example, The Little Mermaid.
[Musicals]
3,49
13. I prefer watching films that create suspense and tension. For instance, Coraline.
[Horror Films]
3,72
14. I gain new knowledge when I watch animated documentaries. For example,
Waltz with Bashir. [Documentary Animation]
3,65
15. I enjoy films suitable for all family members. For instance, Toy Story. [Family
Films]
4,03
16. I like films that tell romantic love stories. For example, Beauty and the Beast.
[Romantic Films]
3,76
17. I get excited by films featuring characters with superpowers. For instance,
Spider-Man: A New Universe. [Superhero Films]
3,79
Table 2 reveals that comedies (Shrek), action films (The Incredibles), and family-oriented
productions (Toy Story) were the most preferred genres among students. These types of films
combine entertainment, emotional appeal, and accessible dialogue, allowing learners to process
spoken English more easily. Their humorous and familiar contexts help sustain attention, lower
anxiety, and encourage positive emotional engagement—conditions that enhance listening
comprehension. The popularity of these genres suggests that students are more receptive to
learning when content is enjoyable, visually stimulating, and linguistically approachable.
A second group of genres, including romantic stories (Beauty and the Beast), superhero
adventures (Spider Man: A New Universe), dramas (Up), science fiction films (Wall E), and
fantasy narratives (Spirited Away), also received favorable evaluations, though at slightly lower
Table 2
Genres of Animated Films
Item Mean
6. I enjoy watching movies that portray epic adventures and challenges. For
instance, How to Train Your Dragon. [Adventure Films]
3,21
7. I prefer films that include humorous situations. For example, Shrek. [Comedies] 4,1
8. I like movies that depict magical settings and supernatural beings. For instance,
Spirited Away. [Fantasy Films]
3,75
9. I am interested in films that highlight futuristic technology. For example, Wall-
E. [Science Fiction Films]
3,82
10. I appreciate films that address themes like loss or personal growth. For
instance, Up. [Dramas]
3,78
11. I enjoy animated films with thrilling action sequences. For example, The
Incredibles. [Action Films]
4,03
12. I like films where characters perform songs. For example, The Little Mermaid.
[Musicals]
3,49
13. I prefer watching films that create suspense and tension. For instance, Coraline.
[Horror Films]
3,72
14. I gain new knowledge when I watch animated documentaries. For example,
Waltz with Bashir. [Documentary Animation]
3,65
15. I enjoy films suitable for all family members. For instance, Toy Story. [Family
Films]
4,03
16. I like films that tell romantic love stories. For example, Beauty and the Beast.
[Romantic Films]
3,76
17. I get excited by films featuring characters with superpowers. For instance,
Spider-Man: A New Universe. [Superhero Films]
3,79
Table 2 reveals that comedies (Shrek), action films (The Incredibles), and family-oriented
productions (Toy Story) were the most preferred genres among students. These types of films
combine entertainment, emotional appeal, and accessible dialogue, allowing learners to process
spoken English more easily. Their humorous and familiar contexts help sustain attention, lower
anxiety, and encourage positive emotional engagement—conditions that enhance listening
comprehension. The popularity of these genres suggests that students are more receptive to
learning when content is enjoyable, visually stimulating, and linguistically approachable.
A second group of genres, including romantic stories (Beauty and the Beast), superhero
adventures (Spider Man: A New Universe), dramas (Up), science fiction films (Wall E), and
fantasy narratives (Spirited Away), also received favorable evaluations, though at slightly lower
Vol. 12/ Núm. 4 2025 pág. 10
levels than the top ranked categories. These genres often integrate emotional depth, moral themes,
and imaginative worlds, providing learners with rich linguistic input and diverse communicative
situations. While they may contain more complex vocabulary and longer dialogues, students
appear motivated by their engaging plots and cultural familiarity. These findings indicate that
variety in narrative and emotional tone helps maintain learner interest while supporting exposure
to authentic, context-embedded language use.
By contrast, adventure films (How to Train Your Dragon), musicals (The Little
Mermaid), animated documentaries (Waltz with Bashir), and horror films (Coraline) were the
least preferred genres. Adventure films, despite their visual appeal, often include fast-paced action
and overlapping sound effects that make it harder for learners to follow spoken cues. Musicals
combine melody and lyrics, which can obscure pronunciation and rhythm, while documentaries
frequently involve technical vocabulary and abstract narration. Horror films, with their
suspenseful tone and emotional intensity, may create anxiety rather than relaxation, hindering
comprehension. Overall, the results show that learners value clarity, emotional balance, and
linguistic accessibility in animated content, emphasizing the need to select genres that motivate
without overwhelming them during listening activities.
Table 3
Listening Comprehension Strategies
Item Mean
18. I connect what I hear with knowledge I already have. [Cognitive Strategies] 4,15
19. When I listen in English, I pay attention to whether I am understanding the
audio. [Metacognitive Strategies]
4,1
20. If I don’t understand what I hear in English, I look for help or ask for
clarification. [Social Strategies]
3,79
21. Even if it is hard to catch everything, I stay motivated to continue listening in
English. [Affective Strategies]
4,12
Table 3 shows that students relied most on cognitive strategies, particularly those
involving connections between new auditory input and previously acquired knowledge. This
pattern suggests that learners actively construct meaning while listening rather than relying solely
on surface comprehension. By linking new information to familiar concepts, students can infer
meaning, predict content, and process messages more effectively. These findings imply that
learners engage in a reflective form of listening that aligns with constructivist views of language
learning, where comprehension emerges from integrating prior experience with new input.
The next most frequent strategies were affective and metacognitive in nature. Affective
strategies, such as maintaining motivation even when comprehension is difficult, highlight
students’ resilience and willingness to persist despite challenges. This emotional self-regulation
levels than the top ranked categories. These genres often integrate emotional depth, moral themes,
and imaginative worlds, providing learners with rich linguistic input and diverse communicative
situations. While they may contain more complex vocabulary and longer dialogues, students
appear motivated by their engaging plots and cultural familiarity. These findings indicate that
variety in narrative and emotional tone helps maintain learner interest while supporting exposure
to authentic, context-embedded language use.
By contrast, adventure films (How to Train Your Dragon), musicals (The Little
Mermaid), animated documentaries (Waltz with Bashir), and horror films (Coraline) were the
least preferred genres. Adventure films, despite their visual appeal, often include fast-paced action
and overlapping sound effects that make it harder for learners to follow spoken cues. Musicals
combine melody and lyrics, which can obscure pronunciation and rhythm, while documentaries
frequently involve technical vocabulary and abstract narration. Horror films, with their
suspenseful tone and emotional intensity, may create anxiety rather than relaxation, hindering
comprehension. Overall, the results show that learners value clarity, emotional balance, and
linguistic accessibility in animated content, emphasizing the need to select genres that motivate
without overwhelming them during listening activities.
Table 3
Listening Comprehension Strategies
Item Mean
18. I connect what I hear with knowledge I already have. [Cognitive Strategies] 4,15
19. When I listen in English, I pay attention to whether I am understanding the
audio. [Metacognitive Strategies]
4,1
20. If I don’t understand what I hear in English, I look for help or ask for
clarification. [Social Strategies]
3,79
21. Even if it is hard to catch everything, I stay motivated to continue listening in
English. [Affective Strategies]
4,12
Table 3 shows that students relied most on cognitive strategies, particularly those
involving connections between new auditory input and previously acquired knowledge. This
pattern suggests that learners actively construct meaning while listening rather than relying solely
on surface comprehension. By linking new information to familiar concepts, students can infer
meaning, predict content, and process messages more effectively. These findings imply that
learners engage in a reflective form of listening that aligns with constructivist views of language
learning, where comprehension emerges from integrating prior experience with new input.
The next most frequent strategies were affective and metacognitive in nature. Affective
strategies, such as maintaining motivation even when comprehension is difficult, highlight
students’ resilience and willingness to persist despite challenges. This emotional self-regulation
Vol. 12/ Núm. 4 2025 pág. 11
reduces anxiety and helps sustain attention throughout listening tasks. Metacognitive strategies,
including monitoring comprehension and self-evaluation, reveal that students are conscious of
their understanding and can adjust their focus when they detect problems. Together, these
strategies illustrate that students combine emotional control with self-management skills to
enhance their listening performance.
By contrast, social strategies, such as seeking help or clarification from others, appeared
less frequently. This tendency suggests that learners prefer to rely on internal resources rather
than collaborative interaction when encountering difficulties. While such independence reflects
self-reliance, it may also limit opportunities for negotiation of meaning and peer learning.
Encouraging students to complement individual effort with cooperative listening activities could
therefore foster deeper comprehension and social engagement. Overall, these results indicate that
the participants adopt a primarily autonomous approach to listening, supported by cognitive and
affective mechanisms that enable them to cope with the inherent challenges of processing spoken
English in EFL contexts.
DISCUSSION
The students’ preference for 3D animation suggests that visual sophistication plays a role
in sustaining attention and engagement in listening tasks. This aligns with Khumairah et al.
(2023), who reported that animated videos are effective because their dynamic features capture
learners’ focus. Furthermore, these features, such as synchronized audio-visual cues, character
gestures, and rich backgrounds, offer additional scaffolding that may help listeners decode spoken
language more accurately Similarly, Younas (2024) noted that animated films create immersive
contexts that expose learners to authentic language input. In this sense, learners may benefit not
only from hearing the language but also from visual context that helps infer meaning when
comprehension is partial. Mukazhanova et al. (2022) also emphasized that cartoons and animated
films are particularly valuable for teaching listening skills to young learners. Taken together, these
findings indicate that technological advancements in animation contribute not only to enjoyment
but also to the perceived usefulness of the material for developing listening skills. The implication
is that EFL instructors might consider prioritizing animations with high visual quality when
designing listening practice sessions to maintain motivation and support comprehension.
The inclination toward genres such as comedy, action, and family-oriented films confirms
that motivation is reinforced when content is entertaining and emotionally engaging. Anggraini
and Abduh (2023) found that humorous narratives enhance comprehension by fostering positive
emotions. Likewise, Ratu et al. (2024) demonstrated that animation videos can increase
motivation when aligned with learners’ interests. Students who select or respond to film genres
they enjoy are more likely to engage actively with listening tasks, self-regulate their attention,
and persist through challenging segments of audio. The relatively lower preference for musicals
reduces anxiety and helps sustain attention throughout listening tasks. Metacognitive strategies,
including monitoring comprehension and self-evaluation, reveal that students are conscious of
their understanding and can adjust their focus when they detect problems. Together, these
strategies illustrate that students combine emotional control with self-management skills to
enhance their listening performance.
By contrast, social strategies, such as seeking help or clarification from others, appeared
less frequently. This tendency suggests that learners prefer to rely on internal resources rather
than collaborative interaction when encountering difficulties. While such independence reflects
self-reliance, it may also limit opportunities for negotiation of meaning and peer learning.
Encouraging students to complement individual effort with cooperative listening activities could
therefore foster deeper comprehension and social engagement. Overall, these results indicate that
the participants adopt a primarily autonomous approach to listening, supported by cognitive and
affective mechanisms that enable them to cope with the inherent challenges of processing spoken
English in EFL contexts.
DISCUSSION
The students’ preference for 3D animation suggests that visual sophistication plays a role
in sustaining attention and engagement in listening tasks. This aligns with Khumairah et al.
(2023), who reported that animated videos are effective because their dynamic features capture
learners’ focus. Furthermore, these features, such as synchronized audio-visual cues, character
gestures, and rich backgrounds, offer additional scaffolding that may help listeners decode spoken
language more accurately Similarly, Younas (2024) noted that animated films create immersive
contexts that expose learners to authentic language input. In this sense, learners may benefit not
only from hearing the language but also from visual context that helps infer meaning when
comprehension is partial. Mukazhanova et al. (2022) also emphasized that cartoons and animated
films are particularly valuable for teaching listening skills to young learners. Taken together, these
findings indicate that technological advancements in animation contribute not only to enjoyment
but also to the perceived usefulness of the material for developing listening skills. The implication
is that EFL instructors might consider prioritizing animations with high visual quality when
designing listening practice sessions to maintain motivation and support comprehension.
The inclination toward genres such as comedy, action, and family-oriented films confirms
that motivation is reinforced when content is entertaining and emotionally engaging. Anggraini
and Abduh (2023) found that humorous narratives enhance comprehension by fostering positive
emotions. Likewise, Ratu et al. (2024) demonstrated that animation videos can increase
motivation when aligned with learners’ interests. Students who select or respond to film genres
they enjoy are more likely to engage actively with listening tasks, self-regulate their attention,
and persist through challenging segments of audio. The relatively lower preference for musicals
Vol. 12/ Núm. 4 2025 pág. 12
and documentaries suggests that less emotionally appealing or more cognitively demanding
content may reduce learners’ willingness to engage. This echoes Fu et al. (2023), who emphasized
that affective factors strongly influence listening performance. Accordingly, the data suggest that
the match between learner interest and film genre can act as a motivational leverage, thereby
improving exposure to spoken English and perhaps reducing dropout or passive behavior during
listening tasks.
Regarding learning strategies, the predominance of cognitive and metacognitive
approaches highlights the importance of self-regulation in language learning. Pei et al. (2023)
showed that self-directed metacognitive practice enhances listening outcomes, while Wei and Fan
(2022) confirmed that on-screen texts help learners monitor comprehension and activate prior
knowledge. These results are consistent with Montero Perez (2022) and Reynolds et al. (2022),
who documented that captions and subtitles support vocabulary acquisition and comprehension.
The use of cognitive strategies such as linking new input to existing knowledge suggests that
learners are actively constructing meaning rather than passively receiving audio; metacognitive
strategies such as monitoring comprehension indicate learners are aware of their own listening
process and able to adjust when needed. The limited reliance on social strategies is consistent
with Suryanata and Anwar (2023), who observed that learners often depend more on internal
resources than collaborative interaction. This pattern suggests that while independent strategy
use is strong, there is room for pedagogical intervention to promote cooperative listening
activities, peer discussions and clarification tasks which may further support comprehension and
learner autonomy.
The consistency of these findings aligns with Younas and Dong (2024), as it reinforces
the pedagogical value of integrating animated films into EFL classrooms. Their study, like the
present one, highlights that animation offers a multimodal environment in which visual and
auditory input work together to facilitate comprehension and maintain engagement. Similarly, Al
Hakim et al. (2023) demonstrated that students exposed to animated videos achieved significant
gains in listening comprehension compared to those who received traditional instruction,
suggesting that multimodal cues and visual support have measurable effects on learning
outcomes. Together, these studies confirm that animated materials are not only motivating but
also effective tools for enhancing understanding in EFL contexts. However, the scope of the
current research remains limited by its reliance on self-reported data, which may not fully reflect
real performance in listening tasks. Furthermore, the exclusive focus on animated films leaves
open the question of whether comparable results would occur with other types of audiovisual
materials, such as live-action movies or interactive media. Future studies could therefore
incorporate experimental designs and performance-based measures to assess the relative impact
of different multimedia formats on listening development.
and documentaries suggests that less emotionally appealing or more cognitively demanding
content may reduce learners’ willingness to engage. This echoes Fu et al. (2023), who emphasized
that affective factors strongly influence listening performance. Accordingly, the data suggest that
the match between learner interest and film genre can act as a motivational leverage, thereby
improving exposure to spoken English and perhaps reducing dropout or passive behavior during
listening tasks.
Regarding learning strategies, the predominance of cognitive and metacognitive
approaches highlights the importance of self-regulation in language learning. Pei et al. (2023)
showed that self-directed metacognitive practice enhances listening outcomes, while Wei and Fan
(2022) confirmed that on-screen texts help learners monitor comprehension and activate prior
knowledge. These results are consistent with Montero Perez (2022) and Reynolds et al. (2022),
who documented that captions and subtitles support vocabulary acquisition and comprehension.
The use of cognitive strategies such as linking new input to existing knowledge suggests that
learners are actively constructing meaning rather than passively receiving audio; metacognitive
strategies such as monitoring comprehension indicate learners are aware of their own listening
process and able to adjust when needed. The limited reliance on social strategies is consistent
with Suryanata and Anwar (2023), who observed that learners often depend more on internal
resources than collaborative interaction. This pattern suggests that while independent strategy
use is strong, there is room for pedagogical intervention to promote cooperative listening
activities, peer discussions and clarification tasks which may further support comprehension and
learner autonomy.
The consistency of these findings aligns with Younas and Dong (2024), as it reinforces
the pedagogical value of integrating animated films into EFL classrooms. Their study, like the
present one, highlights that animation offers a multimodal environment in which visual and
auditory input work together to facilitate comprehension and maintain engagement. Similarly, Al
Hakim et al. (2023) demonstrated that students exposed to animated videos achieved significant
gains in listening comprehension compared to those who received traditional instruction,
suggesting that multimodal cues and visual support have measurable effects on learning
outcomes. Together, these studies confirm that animated materials are not only motivating but
also effective tools for enhancing understanding in EFL contexts. However, the scope of the
current research remains limited by its reliance on self-reported data, which may not fully reflect
real performance in listening tasks. Furthermore, the exclusive focus on animated films leaves
open the question of whether comparable results would occur with other types of audiovisual
materials, such as live-action movies or interactive media. Future studies could therefore
incorporate experimental designs and performance-based measures to assess the relative impact
of different multimedia formats on listening development.
Vol. 12/ Núm. 4 2025 pág. 13
CONCLUSIONS
This study establishes that animated films are more than a motivational aid; they function
as authentic and scientifically grounded pedagogical resources for strengthening listening
comprehension in EFL. By integrating multimodal input, they provide learners with contextual
cues that enhance comprehension, support vocabulary retention, and foster more positive and less
stressful learning environments. This directly meets the main objective of the study by
demonstrating the pedagogical value of animated films in making listening both accessible and
engaging.
Moreover, the research highlights that effectiveness depends on the type and genre of
animation selected. The preference for 3D, comedy, action, and family-oriented films illustrates
how visual clarity and emotional resonance improve both engagement and comprehension.
Conversely, genres such as stop-motion and fantasy demand additional scaffolding, especially for
learners with lower proficiency. This outcome addresses the second objective by clarifying how
genre and format influence learner engagement and comprehension.
In addition, the predominance of cognitive and affective strategies reflects learners’
reliance on self-regulation and persistence when processing audiovisual input. While
metacognitive and social strategies were used less frequently, their limited role points to a
pedagogical opportunity: educators can design activities that integrate collaborative tasks and
reflective monitoring to complement individual autonomy. This insight fulfills the third objective
of the study by identifying the strategies most commonly applied and suggesting how pedagogy
can be adapted accordingly.
Finally, beyond these specific findings, the study contributes to applied linguistics and
EFL pedagogy by demonstrating how animated films operate at the intersection of cognitive,
affective, and motivational dimensions of learning. Their use supports the broader goal stated in
the introduction: providing learners with authentic, motivating, and accessible resources to
overcome the challenges of listening comprehension. At the same time, the research advances
theoretical understanding of multimodal resources and offers practical guidance for teachers,
confirming the achievement of the study’s objectives and adding evidence-based knowledge to
the field of second language acquisition.
CONCLUSIONS
This study establishes that animated films are more than a motivational aid; they function
as authentic and scientifically grounded pedagogical resources for strengthening listening
comprehension in EFL. By integrating multimodal input, they provide learners with contextual
cues that enhance comprehension, support vocabulary retention, and foster more positive and less
stressful learning environments. This directly meets the main objective of the study by
demonstrating the pedagogical value of animated films in making listening both accessible and
engaging.
Moreover, the research highlights that effectiveness depends on the type and genre of
animation selected. The preference for 3D, comedy, action, and family-oriented films illustrates
how visual clarity and emotional resonance improve both engagement and comprehension.
Conversely, genres such as stop-motion and fantasy demand additional scaffolding, especially for
learners with lower proficiency. This outcome addresses the second objective by clarifying how
genre and format influence learner engagement and comprehension.
In addition, the predominance of cognitive and affective strategies reflects learners’
reliance on self-regulation and persistence when processing audiovisual input. While
metacognitive and social strategies were used less frequently, their limited role points to a
pedagogical opportunity: educators can design activities that integrate collaborative tasks and
reflective monitoring to complement individual autonomy. This insight fulfills the third objective
of the study by identifying the strategies most commonly applied and suggesting how pedagogy
can be adapted accordingly.
Finally, beyond these specific findings, the study contributes to applied linguistics and
EFL pedagogy by demonstrating how animated films operate at the intersection of cognitive,
affective, and motivational dimensions of learning. Their use supports the broader goal stated in
the introduction: providing learners with authentic, motivating, and accessible resources to
overcome the challenges of listening comprehension. At the same time, the research advances
theoretical understanding of multimodal resources and offers practical guidance for teachers,
confirming the achievement of the study’s objectives and adding evidence-based knowledge to
the field of second language acquisition.
Vol. 12/ Núm. 4 2025 pág. 14
REFERENCES
Al Hakim, M. I. I. (2024). Using animation video to enhance EFL students’ listening
comprehension. RETAIN: Journal of Research in English Language Teaching, 12(1), 24–
29. https://ejournal.unesa.ac.id/index.php/retain/article/view/59071
Al-Harbi, N. S., & Mirza, N. A. (2024). Investigating listening comprehension challenges in
online EFL courses: Perspectives from university students. Journal of Curriculum and
Teaching, 13(5), 199–218. https://doi.org/10.5430/jct.v13n5p199
Alamri, W. (2025). Evaluating benefits and challenges of authentic materials in EFL context for
listening purpose. Frontiers in Education, 10, 1611308.
https://doi.org/10.3389/feduc.2025.1611308
Anggraini, H. P., & Abduh, M. (2023). The influence of cartoon film media on story listening
skills and cognitive learning outcomes. Al-Ishlah: Jurnal Pendidikan, 15(4), 5357–5366.
https://doi.org/10.35445/alishlah.v15i4.3281
Fu, Y., Zhang, L. J., & Hu, G. (2023). Exploring the relationship between metacognitive
awareness and listening comprehension performance in EFL. Frontiers in Psychology, 14.
https://doi.org/10.3389/fpsyg.2023.1148610
Hamalosmanoglu, M., Kizilay, E., & Saylan Kirmizigül, A. (2020). The effects of using animated
films in the environmental education course on prospective teachers’ behavior towards
environmental problems and their attitude towards solid waste and recycling. International
Online Journal of Education and Teaching (IOJET), 7(3), 1178–1187.
https://eric.ed.gov/?id=EJ1258446
Khumairah, A. R., Korompot, C. A., & Sultan. (2023). Utilizing animated videos to improve
listening abilities in English language instruction. Research and Innovation in Applied
Linguistics-Electronic Journal, 1(2), 96–118. https://doi.org/10.31963/rial-ej.v1i2.4258
Liya, A. Z., Lekatompessy, J., & Patty, J. (2024). The use of short animation movies to improve
students' vocabulary acquisition. Pattimura Excellence Journal of Language and Culture
(PEJLaC), 4(2), 122–132. https://doi.org/10.30598/PEJLaC.v4.i2.pp122-132
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Meng, Y., Wang, Y., & Zhao, N. (2023). Cognitive diagnostic assessment of EFL learners’
listening barriers through incorrect responses. Frontiers in Psychology, 14, 1126106.
https://doi.org/10.3389/fpsyg.2023.1126106
Montero Perez, M. (2022). Second or foreign language learning through watching audio-visual
input and the role of on-screen text. Language Teaching, 55(2), 163–192.
https://doi.org/10.1017/S0261444821000501
REFERENCES
Al Hakim, M. I. I. (2024). Using animation video to enhance EFL students’ listening
comprehension. RETAIN: Journal of Research in English Language Teaching, 12(1), 24–
29. https://ejournal.unesa.ac.id/index.php/retain/article/view/59071
Al-Harbi, N. S., & Mirza, N. A. (2024). Investigating listening comprehension challenges in
online EFL courses: Perspectives from university students. Journal of Curriculum and
Teaching, 13(5), 199–218. https://doi.org/10.5430/jct.v13n5p199
Alamri, W. (2025). Evaluating benefits and challenges of authentic materials in EFL context for
listening purpose. Frontiers in Education, 10, 1611308.
https://doi.org/10.3389/feduc.2025.1611308
Anggraini, H. P., & Abduh, M. (2023). The influence of cartoon film media on story listening
skills and cognitive learning outcomes. Al-Ishlah: Jurnal Pendidikan, 15(4), 5357–5366.
https://doi.org/10.35445/alishlah.v15i4.3281
Fu, Y., Zhang, L. J., & Hu, G. (2023). Exploring the relationship between metacognitive
awareness and listening comprehension performance in EFL. Frontiers in Psychology, 14.
https://doi.org/10.3389/fpsyg.2023.1148610
Hamalosmanoglu, M., Kizilay, E., & Saylan Kirmizigül, A. (2020). The effects of using animated
films in the environmental education course on prospective teachers’ behavior towards
environmental problems and their attitude towards solid waste and recycling. International
Online Journal of Education and Teaching (IOJET), 7(3), 1178–1187.
https://eric.ed.gov/?id=EJ1258446
Khumairah, A. R., Korompot, C. A., & Sultan. (2023). Utilizing animated videos to improve
listening abilities in English language instruction. Research and Innovation in Applied
Linguistics-Electronic Journal, 1(2), 96–118. https://doi.org/10.31963/rial-ej.v1i2.4258
Liya, A. Z., Lekatompessy, J., & Patty, J. (2024). The use of short animation movies to improve
students' vocabulary acquisition. Pattimura Excellence Journal of Language and Culture
(PEJLaC), 4(2), 122–132. https://doi.org/10.30598/PEJLaC.v4.i2.pp122-132
Mayer, R. E. (2021). Multimedia learning (3rd ed.). Cambridge University Press.
Meng, Y., Wang, Y., & Zhao, N. (2023). Cognitive diagnostic assessment of EFL learners’
listening barriers through incorrect responses. Frontiers in Psychology, 14, 1126106.
https://doi.org/10.3389/fpsyg.2023.1126106
Montero Perez, M. (2022). Second or foreign language learning through watching audio-visual
input and the role of on-screen text. Language Teaching, 55(2), 163–192.
https://doi.org/10.1017/S0261444821000501
Vol. 12/ Núm. 4 2025 pág. 15
Mukazhanova, A., Rybalkina, Y., & Gavrilova, Y. (2022). Using cartoons and animated films to
teach listening skills to young learners. European Proceedings of Social and Behavioural
Sciences, 122, 1193–1199. https://doi.org/10.15405/epsbs.2022.03.149
Murshidi, G. A. (2020). Effectiveness of movies in teaching and learning English as a foreign
language at universities in UAE. Psychology and Education, 57(6), 442–450.
https://www.researchgate.net/publication/344880376_Effectiveness_of_Movies_in_Teac
hing_and_Learning_English_as_a_Foreign_Language_at_Universities_in_UAE
Pei, T., Suwanthep, J., & Lu, H. (2023). The effect of self-directed online metacognitive listening
practice on Chinese EFL learners’ listening ability, metacognition, and self-efficacy.
Frontiers in Psychology, 14, Article 1285059. https://doi.org/10.3389/fpsyg.2023.1285059
Ratu, Y. H., Susilawati, E., & Salam, U. (2024). Improving students’ listening comprehension
using animation video. Journal of Education and Teaching (JET), 5(2), 187–198.
https://doi.org/10.51454/jet.v5i2.377
Reynolds, B. L., Cui, Y., Kao, C.-W., & Thomas, N. (2022). Vocabulary acquisition through
viewing captioned and subtitled video: A scoping review and meta-analysis. Systems,
10(5), 133. https://doi.org/10.3390/systems10050133
Robillos, R. J. (2022). Learners’ listening skill and metacognitive awareness through a
pedagogical cycle. International Journal of Instruction, 15(3), 393–412.
https://doi.org/10.29333/iji.2022.15322a
Safira, N. Z. (2025, March 15–16). Students’ engagement in listening through movies
[Conference paper]. Proceedings of the 4th International Conference on Education and
Social Sciences (PSSH), Purwokerto, Indonesia.
https://conferenceproceedings.ump.ac.id/pssh/article/download/1629/1677
Saputri, A., Ahada, I., Setiawan, I., & Sucahyo, D. (2025). Listening comprehension challenges:
Analyzing EFL students in the English teacher education program at Universitas
Mulawarman. Borju Research Journal, 7(1), 147–157.
https://doi.org/10.24903/bej.v7i1.1995
Simatupang, S. U. M., Simarmata, R. O., & Sitorus, N. (2024). The effect of using animation
movies as learning media on listening skills in eighth grade at SMP Negeri 37 Medan.
Alacrity: Journal of Education, 4(3), 239–253. https://doi.org/10.52121/alacrity.v4i3.453
Suryanata, H., & Anwar, N. (2023). Enhancing listening skills in Arabic language learning: An
innovative approach using animated films. Indonesian Journal of Islamic Studies, 11(3),
320–335. https://doi.org/10.21070/ijis.v11i3.1680
Wei, R., & Fan, L. (2022). On-screen texts in audiovisual input for L2 vocabulary learning: A
review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.904523
Mukazhanova, A., Rybalkina, Y., & Gavrilova, Y. (2022). Using cartoons and animated films to
teach listening skills to young learners. European Proceedings of Social and Behavioural
Sciences, 122, 1193–1199. https://doi.org/10.15405/epsbs.2022.03.149
Murshidi, G. A. (2020). Effectiveness of movies in teaching and learning English as a foreign
language at universities in UAE. Psychology and Education, 57(6), 442–450.
https://www.researchgate.net/publication/344880376_Effectiveness_of_Movies_in_Teac
hing_and_Learning_English_as_a_Foreign_Language_at_Universities_in_UAE
Pei, T., Suwanthep, J., & Lu, H. (2023). The effect of self-directed online metacognitive listening
practice on Chinese EFL learners’ listening ability, metacognition, and self-efficacy.
Frontiers in Psychology, 14, Article 1285059. https://doi.org/10.3389/fpsyg.2023.1285059
Ratu, Y. H., Susilawati, E., & Salam, U. (2024). Improving students’ listening comprehension
using animation video. Journal of Education and Teaching (JET), 5(2), 187–198.
https://doi.org/10.51454/jet.v5i2.377
Reynolds, B. L., Cui, Y., Kao, C.-W., & Thomas, N. (2022). Vocabulary acquisition through
viewing captioned and subtitled video: A scoping review and meta-analysis. Systems,
10(5), 133. https://doi.org/10.3390/systems10050133
Robillos, R. J. (2022). Learners’ listening skill and metacognitive awareness through a
pedagogical cycle. International Journal of Instruction, 15(3), 393–412.
https://doi.org/10.29333/iji.2022.15322a
Safira, N. Z. (2025, March 15–16). Students’ engagement in listening through movies
[Conference paper]. Proceedings of the 4th International Conference on Education and
Social Sciences (PSSH), Purwokerto, Indonesia.
https://conferenceproceedings.ump.ac.id/pssh/article/download/1629/1677
Saputri, A., Ahada, I., Setiawan, I., & Sucahyo, D. (2025). Listening comprehension challenges:
Analyzing EFL students in the English teacher education program at Universitas
Mulawarman. Borju Research Journal, 7(1), 147–157.
https://doi.org/10.24903/bej.v7i1.1995
Simatupang, S. U. M., Simarmata, R. O., & Sitorus, N. (2024). The effect of using animation
movies as learning media on listening skills in eighth grade at SMP Negeri 37 Medan.
Alacrity: Journal of Education, 4(3), 239–253. https://doi.org/10.52121/alacrity.v4i3.453
Suryanata, H., & Anwar, N. (2023). Enhancing listening skills in Arabic language learning: An
innovative approach using animated films. Indonesian Journal of Islamic Studies, 11(3),
320–335. https://doi.org/10.21070/ijis.v11i3.1680
Wei, R., & Fan, L. (2022). On-screen texts in audiovisual input for L2 vocabulary learning: A
review. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.904523
Vol. 12/ Núm. 4 2025 pág. 16
Yamin, S. A., Ratih, K., & Prastiwi, Y. (2023). Teaching listening to young learners through short
animation movie. Premise: Journal of English Education, 12(3), 1058–1074.
https://doi.org/10.24127/pj.v12i3.8434
Younas, M., & Dong, L. (2024). The impact of using animated movies in learning English
vocabulary: An empirical study of Lahore, Pakistan. SAGE Open, 14(3).
https://doi.org/10.1177/21582440241258398
Yamin, S. A., Ratih, K., & Prastiwi, Y. (2023). Teaching listening to young learners through short
animation movie. Premise: Journal of English Education, 12(3), 1058–1074.
https://doi.org/10.24127/pj.v12i3.8434
Younas, M., & Dong, L. (2024). The impact of using animated movies in learning English
vocabulary: An empirical study of Lahore, Pakistan. SAGE Open, 14(3).
https://doi.org/10.1177/21582440241258398