Enhancing Vocational EFL Learners’ Reading and Listening through Animated Narratives: A Quasi-Experimental Study
Keywords:
Animated Narrative, Digital Literature, EFL, Listening Comprehension, Reading ComprehensionAbstract
This quasi-experimental study examined the impact of animated narrative digital literature on receptive language skills among tenth-grade students at SMK Muhammadiyah 2 Bontoala Makassar. Two intact classes (N ≈ 60) were purposively selected based on school scheduling and assigned to either the experimental group (animated short films) or the control group (printed texts with audio). Both groups completed pretests and posttests in reading and listening comprehension. The intervention consisted of eight 90-minute sessions focusing on narrative organization, contextual meaning, and speaker tone. Data were analyzed using descriptive statistics in SPSS 25, comparing gain scores and proficiency distributions across the groups. In reading, the experimental group improved from 56 to 134 (Δ = +78), while the control group increased from 28 to 46.5 (Δ = +18.5), showing a greater improvement in the experimental group. In listening, the experimental group’s total rose from 87 to 208 (Δ = +121), compared to the control group’s increase from 28 to 45 (Δ = +17), demonstrating a significantly larger gain. These findings highlight the practical advantages of animated narrative digital literature for enhancing both reading and listening comprehension, supporting multimedia and dual-coding theories of learning.
References
Ahmed, A. M. (2019). Students’ reflective journaling: an impactful strategy that informs instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483–500. https://doi.org/10.1080/14623943.2019.1638246
Bagazi, A. (2022). Reading Self-Concept and Motivation: a Perspective From Students With Reading Difficulties. International Journal of Education and Practice, 10(4), 334–349. https://doi.org/10.18488/61.v10i4.3197
Bohn-Gettler, C. M., & Kaakinen, J. K. (2022). Introduction to the Special Issue on Emotions in Reading, Learning, and Communication. Discourse Processes, 59(1–2), 1–12. https://doi.org/10.1080/0163853X.2021.1899369
Chen, J., Lin, C. H., Chen, G., & Fu, H. (2023). Individual differences in self-regulated learning profiles of Chinese EFL readers: A sequential explanatory mixed-methods study. Studies in Second Language Acquisition, 45(4), 955–978. https://doi.org/10.1017/S0272263122000584
Grabe, W., & Stoller, F. L. (n.d.). Teaching and researching reading.
Hernawati, M. (2021). How Far the Ecowarrior Will Go: An Ecofeminist Reading of Disney’s Moana. 3L: Language, Linguistics, Literature, 27(4), 257–268. https://doi.org/10.17576/3L-2021-2704-18
Johnson, C. I., & Mayer, R. E. (2009a). A testing effect with multimedia learning. Journal of Educational Psychology. https://doi.org/doi.org/10.1037/a0015183
Johnson, C. I., & Mayer, R. E. (2009b). A testing effect with multimedia learning. Journal of Educational Psychology, 01(3), 621. https://doi.org/doi.org/10.1037/a0015183
Mardiani, M., & Baharuddin, A. F. (2023). LITERATURE-BASED EFL INSTRUCTION: BENEFITS FOR LANGUAGE SKILLS DEVELOPMENT, LEARNING MOTIVATION, AND CULTURAL UNDERSTANDING. LLT Journal: A Journal on Language and Language Teaching, 26(2), 796–811. https://doi.org/10.24071/llt.v26i2.6366
Oliver, K. M., & Williams-Duncan, S. (2019). Faith Leaders Developing Digital Literacies: Demands and Resources across Career Stages According to Theological Educators. Journal of Media Literacy Education, 11(2), 122–145. https://doi.org/10.23860/JMLE-2019-11-2-7
Paivio, A. (1986). Mental representations: A dual coding approach. Oxford Science Publications.
Purnama, S., Asriati, S., & Hamid, S. M. (2025). the Metacognitive Self-Regulation of Students Toward English Learning Achievement At X1 Smpn 2 Duampanua Pinrang. English Language Teaching Methodology, 5(1), 1–6. https://doi.org/10.56983/eltm.v5i1.589
Romero, G. M. P. (2021). Reshaping english language teachers’ beliefs in the digital era. Razón y Palabra, 24(109). https://doi.org/10.26807/rp.v24i109.1702
Rost, M. (2024). Teaching and researching listening. Routledge.
Sari, W. S., Faruk, & Hurley, U. (2023). Reading stories for pleasure: An insight into Indonesian university students’ practice in online reading platforms. Indonesian Journal of Applied Linguistics, 13(2), 430–442. https://doi.org/10.17509/ijal.v13i2.63076
Vagg, T., Balta, J. Y., Bolger, A., & Lone, M. (2020). Multimedia in Education: What do the Students Think? Health Professions Education, 6(3), 325–333. https://doi.org/10.1016/j.hpe.2020.04.011
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Sitti Asriati, Megawati (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
