Animated Short Films on Productive English Language Skills

This study aims to investigate the use of animated short films and assess their effects on seventh-grade students' English language proficiency development at the Unidad Educativa Cristiana Nazareno in Riobamba during the 2023–2024 school year. A projected educational project will employ animated short films as a teaching tool to improve students' written and spoken English. Prior to the intervention, students' English proficiency levels will be determined; animated short films will be used to improve these skills; and the impact of the intervention will be assessed. The quantitative approach was applied in this research because it provides veracity and objectivity to the data obtained, allowing for the adequate fulfillment of objectives. Additionally, the experimental design was also part of the methodological process, through analysis of variance (ANOVA). This facilitated the comparison of the two study groups according to their participation in the strategy to improve their productive language skills, that is, the experimental and control groups. To ensure adequate data processing, nonparametric complementary tests such as the Kruskal-Wallis test were applied, since sampling uniformity was not determined in the sample. Through these calculations, it was verified that the results obtained are reliable and represent the reality of the study context. These evaluations allowed for the verification of the reliability of the results obtained, which confirmed that the use of animated short film techniques (AES for oral skills and BEW for written skills) presented significantly higher averages than the traditional methods used with the control group (CCS and DCW). Students who worked with the animated short videos had superior productive English skills, according to confidence intervals. The employment of additional statistical approaches guaranteed the authenticity of the data gathered, notwithstanding certain constraints pertaining to homoscedasticity and normalcy. The groups who were taught via animated short films fared better on average than the control group, which was confirmed by the Kruskal-Wallis test. In conclusion, it is reasonable to state that animated short films serve as a cutting-edge teaching resource for the improvement of useful English language proficiency. The results highlight how crucial it is to use multimedia materials in language instruction in order to raise student motivation, engagement, and performance. Future studies should examine combinations with different teaching methods and increase the intervention's duration and sample size.

• Autor principal: Guamán Tituaña, Paulina Alexandra (author)
• Format: bachelorThesis
• Idioma: spa
• Publicat: 2025
• Matèries: CORTOMETRAJES ANIMADOS; HABILIDADES PRODUCTIVAS; INTERVENCIÓN PEDAGÓGICA; METODOLOGÍA EXPERIMENTAL
• Accés en línia: http://dspace.unach.edu.ec/handle/51000/15642