Vidhyayana - ISSN 2454-8596

An International Multidisciplinary Peer-Reviewed E-Journal

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Use of Animation Films as a tool in Second Language Classroom to

Enhance English Language Productive skills

Dr. Dhirendrasinh Rana

Volume - 8, Issue - 6, June - 2023 Page 1

 Vidhyayana - ISSN 2454-8596
An International Multidisciplinary Peer-Reviewed E-Journal
www.vidhyayanaejournal.org
Indexed in: ROAD & Google Scholar

Abstract:

The objectives of this research are to find out whether using animation film is effective in English language
classroom or not and to know how far is the effectiveness of using animation film to enhance productive
skills. Related to the object of the research, the researcher used experimental method. The research was
conducted at Saraswati Vidyalaya School, Jambusar, Gujarat. .The population in this research is the upper
primary students of Saraswati Vidyalaya School. The total number of population was 30 students. The
sample were VIII- i class as the experiment group which consist of 30 students, and VIII- d class as the
control group which consist of 30 students. The writer used t-test in order to check whether the use of
animation film is effective to enhance productive skills. The result of her research showed that using
animation film medium is effective to improve students’ productive skills. It can be proved by the pre test to
post test mean of the students‟ writing skill of the class which are not taught with animation film (50.36 to
57.95). The students‟ writing skill of the class which are taught by animation film shows significant
improvement (50. 45 to 67.95). From the t-test result, it can be seen that the class which is taught by
animation film medium get higher score (11.2) than the class which is not taught by animation film medium
(5.88). It indicates that by using animation film medium, the students can improve their productive skill
effectively.

Introduction

Language is a medium of any type of communication. Emotions, feelings, views, thoughts, beliefs, ideas can
be expressed only through the language. It is a language that makes us different from animals. Each country
has many languages and dialects. In short, there are many languages and dialects spoken in the world. Some
languages like English, Hindi, Chinese, etc., are spoken by million people, whereas some languages such as
Liki, Ongota, Tanema, Njerep are spoken less around in thousands (Nishanthi, 2018).

Further, Nishanthi (2018) mentioned that when we glance at the present world, we come to know that
English as a language has gained its place in all the fields. Hence, we cannot ignore English and have to
accept its importance in current scenarios and are learned and spoken widely in the world.

English nowadays is considered the most dominant language and is known as a global or international
language. As a language, it is widely accepted and used in most countries of the world. Hence, all types of
international communications or transactions such as business, education, corporate, sports, movies,

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 Vidhyayana - ISSN 2454-8596
An International Multidisciplinary Peer-Reviewed E-Journal
www.vidhyayanaejournal.org
Indexed in: ROAD & Google Scholar

agriculture are done in English (Nagpal, n.d.).

Latha said (2018) that English plays all in all a multi-dimensional function in everyday life. It is utilized as a
mode of correspondence in clinical, instructive areas, transport stations, private areas, aviation routes,
railroad stations, banks, and so forth. English is a link language and is utilized in business and trade both at
local and worldwide levels.

Students who go out of the country for education and career will be serene if they are good at
communication skills. We know about the present scenario that students are prime learners of English as it
helps in planning their profession and achieve their goals. On the off chance that the students can
communicate in English, they would have the certainty to confront the vast majority of the difficult
individual, which ends up being a decent encounter for them to apply the equivalent to confront interviews
(Latha, 2018).

English Language Teaching In Gujarat

On 1st May 1960, Gujarat state separated from Mumbai, Maharastra. Gujarat became the independent state
of India. In the beginning, there was biased for the English language due to patriotic feelings. It means the
people of Gujarat are considered unpatriotic to talk in English. On 26th May 1960, the Chief Minister of
Gujarat arranged a conference to decide the status of English in Gujarat.

Later, the L. R. Desai committee was appointed by Gujarat's government to study the need for English in
Gujarat. Initially, Gujarat state had adopted a unique education system in which English was taught in
Gujarati Medium School from standard 8th and an optional subject at 10th board level. This practice had
adverse output in different ways as psychological problems were faced by students and their lack of
curiosity in English learning.

According to Chauhan (2013), English was started to teach from primary in several states of India. Hence,
English was taught as an optional subject secondary and higher secondary and in graduation also. English
during that time taught as Grammar Translation Method. Finally, English was made an optional subject in
the 5th, 6th, and 7th standard. That directed two groups of learners: one who had studied English for three
years and second those who did not study as a subject.

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 Vidhyayana - ISSN 2454-8596
An International Multidisciplinary Peer-Reviewed E-Journal
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According to Chauhan (2013), from 2004, the functional syllabus of English introduced at secondary and
higher secondary in Gujarat was introduced in 8th and 11thstandard in 2004, 9th and 12th and 10th standard
2005. Towards the end of the 20th century, English entered Gujarat as prominent in Gujarat.

Shah (2012) mentioned that Gujarat saw positive changes in the approach of the people as well as in policies
maker of the Government; these changes reflected were in the textbooks, and the Government of Gujarat
made compulsory English subjects from v standard.

In his research, Chauhan (2013) pointed out that in 2007 government had decided to pass English
compulsory in SSC if they want to do further study in higher education. It was taken initiative by the
government so that students can get advantages in higher education and future employment.

Rationale of the study

English is used as the second language in a country such as India throughout the world with English's spread
and growth. Technology plays essential role in English Language Teaching now- a- day. Since various
approaches and innovations are being applied to assess the efficacy of the teaching and the learning process,
the number of English learners is growing. It has been there for a long time to use authentic materials in the
form of films, radio, videos, and television. Technologies have proven to be effective in substituting
conventional education.

No question animated movies are entertainment, education, and information forms. We ought to urge ESL
learners to watch animation films because it provides a better platform to enhance language proficiency and
linguistic abilities. English is known as the 2ndlanguage for India, and that is the reason Indian feels more
difficulties in productive skills. Thus, they can enhance the English skills while watching animated films.By
watching animation films; they know the correct sound of the word and improve their communications. It
has been observed that commercial Animation films are more interesting for children and have been more
successful in attracting the learners' attention.

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 Vidhyayana - ISSN 2454-8596
An International Multidisciplinary Peer-Reviewed E-Journal
www.vidhyayanaejournal.org
Indexed in: ROAD & Google Scholar

Objectives of the study

The study tries to answer the following questions through its data and the conceptual elaborations:

1. To pick animated films for receptive English and efficient skills of high primary ESL students.
2. To prepare tasks to enhance productive skills of the English language based on selected animation
films.
3. To validate the tasks by ascertaining their effectiveness.
4. To try out the program on the target group.
5. To know the opinion of ESL learners towards learning through animation films.
6. Studies on the usefulness of animated films to improve ESL primary school students' sensitive and
active English-language skills.

Variables

Independent variable
This study's autonomous variables were the delivery of the materials through commercial animation films to
enhance English language skills (LSRW).
Dependent variable
The dependent variables in this study were the pre-test &post-test scores that measured the effect of the
materials on English language skills concerning speaking and writing skills. It was followed by series of
tests and questionnaires to observe the development in the process.

Hypotheses

The given null-hypotheses guided the study:

HO1: There will be no significant difference in the mean scores of the Pre-test and Post-test of the
Control group concerning Productive skills.
HO2: There will be no significant difference in the mean scores of the Pre-test and Post-test of the
Experimental group concerning Productive skills.

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 Vidhyayana - ISSN 2454-8596
An International Multidisciplinary Peer-Reviewed E-Journal
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Indexed in: ROAD & Google Scholar

Delimitation of the study

The study focused on commercial animation movies' effectiveness in teaching ESL students English
language productive skills at the upper primary level. This study has the following limitations.

• The Upper- Primary level comprises three standards sixth, seventh and eighth. This study, however,
was limited to Gujarati Medium School students of the eighth standard.
• The study utilized only the commercial animation films based on Indian culture and ethos.

Research Design and Methodology

A researcher checked the assumptions mentioned above in a controlled context to observe commercial
animated films' efficacy for developing English language skills at the top primary level. As Seliger and
Shohamy (1989) pointed out, "Experimental experiments are carefully designed to control and identify
variables. Experiments are usually often conducted to examine the force of the relationship amongst
variables.

There are different forms of analysis, including experimental, study and analytical design, etc. Every
research design can be grouped into different categories. Herbert W. And Elana S. Seliger. (1989) involves
four different study designs, such as community design, factorial design, and virtually experimental design.
Pravit (1999) shows three different types of experiments research design such as (1) pre-experimental, (2)
Quasi-experimental & (3) True-experimental.

To satisfy the requirements, the present analysis is of true experimental nature to assess the intervention
program's efficacy, i.e., two groups of experimental pre- and sub-test researchers (Control & Experimental).
The design is presented under.

Pre-test Treatments Post-test

Experimental group X1 T X2

Control group Y1 Y2

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 Vidhyayana - ISSN 2454-8596
An International Multidisciplinary Peer-Reviewed E-Journal
www.vidhyayanaejournal.org
Indexed in: ROAD & Google Scholar

Population

The population may be assumed to be a category from which the test is taken as the Present study was
carried out in Gujarati medium school Shree SaraswatiVidyamandir, Jambusar (Gujarat). The researcher
selected Upper primary level students for the experiment. The researcher selected H.S.Shah High school,
Jambusar, as a control group. The School was selected by convenient sampling technique.

Sample

As part of this experimental research, the researcher selected the 8th standard randomly from all Upper
primary levels' available standards. 40 Students were selected by random sampling technique for the
experimental group. Twenty-two were a woman, and eighteen were male. The mother tongue of all the
participants was Gujarati. They study English as Second Language with Gujarati as the medium of
instruction. Another 40 students have been chosen for the control group as a study. Of these, there were
twenty-three women and Seventeen males.

A random sample for data collection was possible to test hypotheses. To test the data, a simple sample was
available. Simple Random Sampling is a type of probability sampling technique. This method is selected
solely by accident, and it is equally probable for any member of the population to be included. The study
participants were motivated by the fact that they belonged to an entire community with a shared mother
tongue and education history.

No. of Participants

Experimental group Control group

Girls Boys Girls Boys

22 18 23 17

Research Procedure and Tools for Data Collection

The tools for the study were prepared under the guidance of English Language Teaching experts from H M
Patel Institute of English Training and Research. The following tools had been used for the study.

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• Questionnaire (Teachers)
• Pre-test
• Interview
• Intervention
• Observation Questionnaire
• Post-test
• Feedback form

Units Name of Animation films Duration Number of Tasks

One The Woodcutter- Chhota Bheem 9:47 13

Two Teachers Day Celebration- Chhota Bheem 2:15 10

Three Chutki’s wish- Chhota Bheem 11:49 12

Four Monsters Party- Chhota Bheem 11:47 12

Five Krishna and Horror Cave 7:43 10

Six Boat Race- Chhota Bheem 12:55 11

Seven Damodara Lila- Little Krishna 10:20 10

Eight Ninja Hathhori 9:55 12

Nine Bheem vs Hercules 10:47 9

Ten Akbar Birbal- The field of Gold 9:45 10

Eleven Disco Dandiya- Chhota Bheem 12:40 10

Twelve The whirlwind Demon- Little Krishna 7:48 10

Thirteen The action Adventure 8:47 10

Fourteen A matter of Devotion 9:40 12

Total 151

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 Vidhyayana - ISSN 2454-8596
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The Experiment and Schedule

The researcher started the implementation on 1st July 2019 to 16th September 2019. The experiment lasted
for 80 hours. The researcher spent 90 Minutes every day with Participants. Throughout the treatment,
students were given proper instruction and guidance, and evaluation by the researcher. One by one, all the
prepared tasks were given to the student for practice.

Analysis and Interpretation of the Data

HO1: There will be no significant difference in the mean scores of the Pre-test and Post-test of the
Control group concerning Productive skills.

To test the above stated hypotheses; Mean and t value of the pre-test and the post-test scores of speaking and
writing skills on the experimental group were calculated which is shown in the table given below.

Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pre-test 6.20 40 1.528 .242

Pair 1
Post-test 5.80 40 1.285 .203

The table shows that the mean score of Productive skills of the pre-test is 6.65with SD 1.528. The mean
score of post-test Productive skills is 5.80with SD 1.285. The difference between pre & post-test mean
values is 0.40In addition, a pre & post-test correlation review was carried out to verify the criteria for a T-
test.

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 Vidhyayana - ISSN 2454-8596
An International Multidisciplinary Peer-Reviewed E-Journal
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Indexed in: ROAD & Google Scholar

Table 4.24 Paired Samples Test

Paired Differences

95% Confidence Sig. (2-

Std. Interval of the t Df tailed)
Std.
Mean Error Difference
Deviation
Mean
Lower Upper

Pre-test - Post-
test of
Pair 1 .400 1.562 .247 .351 1.349 1.599 39 .118
Productive
skills

The T value derived from the calculation of the mean pre &post-test scores is 1,599. The mean of the paired
difference is 0.400 with SD is 1.562. The details also reveal that the P value (Sig 2 tailed) or value of
significance is 0.118 which is greater than 0.05 (p >0.05). The analysis displays that there was no significant
difference among the mean scores of the pre &post-test of control group in productive skills at 5% level.
Hence, there is no significant difference which leads to the acceptance of the sixth null hypothesis at the
5% level of significant. (t= 1.599: p= 0.118>0.05). Therefore, the outcome from the analysis could
establish that there is no significant difference between the mean scores of pre & post -test of control group
students with respect to productive skills because they were not part of treatment program based on
Commercial Animation films.

HO2: there will be no significant difference between in the mean scores of the Pre &Post-test of
Experimental group with respect to Productive skills.

The pre & post-test outcomes for productive skills (speaking &writing) of the experimental group had been
evaluated by means of a T-test paired study, which assessed the material effects on improving the skills of
speaking and writing.

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 Vidhyayana - ISSN 2454-8596
An International Multidisciplinary Peer-Reviewed E-Journal
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Table Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean

Pre-test 6.53 40 1.519 .240

Pair 1
Post-test 10.48 40 2.396 .379

The table displays that the mean scores of Productive skills of the pre-test are 6.53 with an SD of 1.519. The
mean score of post-test Productive skills is 10.48 with an SD of 1.285. The difference in the mean scores of
pre &post test is 3.95. Furthermore, a pre &post-test correlation review was carried out to verify the criteria
for a T-test.The table below shows the correlation among pre & post-test outcomes.

Table 4.27 Paired Samples Test

Paired Differences

95% Confidence
Sig. (2-
Interval of the t df
Std. Std. Error tailed)
Mean Difference
Deviation Mean

Lower Upper

Pre-test
-3.950 2.218 .351 -4.659 -3.241 -11.262 39 .000
Post-test

The T-value derived from the study of the average pre-test & post-test scores is -11. 262. The mean of the
paired difference is -3.950 with SD 2.218.The data show that the P-value (tailed Sig 2) or meaning value is
0,000 and less than 0.05 (p <0.05). It is also shown by data. The analysis displays that the difference among
the mean pre &post-test scores of the experimental group in productive skills at the level of 5 percent was
highly significant. Hence, there is a significant difference which leads to the rejecting of the seventh null

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hypothesis at the 5% level of significant. (t= -11.262: p= 0.00<0.05). The results of the study will also
shows that there is a substantial change among the mean pre-& post test scores of students in the
experimental group with regard to productive skills since they were part of the Commercial Animation film-
based treatment program.

Findings of the study

The study was an effort to evaluate efficacy of commercial animation films to teach English linguistics kills
of 8th standard ESL learners of Gujarati medium school of Gujarat. The key results of the analysis are as
follows:

➢ Animation films were one of the instruments used by high school students in the language classroom.
➢ The data analyzes showed that students are capable to improve their productive skills in English
through animated films in terms of improving the ESL students' English skills in production.
➢ The data analysis showed that, with the aid of animated movies, students can improve their receptive
skills in English in terms of improving their receptive skills in English of ESL learners.
➢ Taking animated movies as a tool to develop the skills of students in English as a second language
can make this teaching process more exciting and successful.
➢ The learners reacted more positively and with greater confidence to improve their L2 better
compared to conventional teaching methods with the help of animated films and their program.
➢ Animated films stimulate learners to develop their productive skills in English language.
➢ Films with animation are supports for teachers in the process of education. Animated films can be a
really good tool to demonstrate what teachers want to teach. It can generate interest of the topic
which is either difficult or not interesting.
➢ The use of animated films is effective for the students having high motivation. A study generated the
facts that animated movies can turn the boring and less important topic alive and interesting.
➢ Animation videos provide authentic materials in the language classroom.

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 Vidhyayana - ISSN 2454-8596
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5.5 Recommendations

The researcher proposes the following recommendations in the light of the main results.

• Curriculum designers are recommended:

- To integrate commercial animation films in the Gujarat primary, secondary and higher secondary
institutions in the educational process.
- To provide a syllabus in school with different tasks based on animation films to enhance English
language skills.
- - To provide schools with sufficient facilities for using animated films in language classrooms
such as the Projectors, speakers, computers, and special space.
- To give training to teachers of design tasks and using technology in the language classroom.
• The teachers of English shall be instructed to:
- The transition from conventional approaches to modern techniques, such as commercial animated
movies, establishes a new environment for language learning.
- Use modern facilities in language classrooms that enhance students’ contribution and interaction
in the language classroom.
- Teachers should change their duties to help learners acquire a language, from dominating in the
class to becoming facilitators.

5.6 Suggestions for Further Researches

Education in India and Gujarat needs much more research that can help improve more strategies, methods,
approaches, and techniques to teach English in the language classroom. The researcher suggests the
following titles for further studies.

- Effectiveness of secondary level animation films – A comparative analysis.

- Effectiveness of animated films for secondary English teaching
- The Efficacy of animation films to teach English at the higher secondary level

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 Vidhyayana - ISSN 2454-8596
An International Multidisciplinary Peer-Reviewed E-Journal
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Indexed in: ROAD & Google Scholar

Conclusion

In conclusion, the research was necessary to determine the effectiveness of commercial animation films in
teaching English. Animated films are very useful for change the learning and teaching atmosphere.
Animated films are among the best language learning resources. It has a positive effect on learners as well as
on tutors.

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