애니메이션을 활용한 영어 지도가 초등학생의 어휘력과 정의적 영역에 미치는 영향

The effects of animation-based teaching on primary school students’ vocabulary knowledge and affective domain in EFL learning

This study focuses on the implementation of an animation movie for teaching English to primary school students. Using Thematic Unit, the researchers compared the animated film ‘Zootopia’ with the contents of the fifth-grade curriculum and selected 12 scenes from the movie. The class was planned and conducted after selecting and analyzing scenes and subjects suitable for the grade level and the central theme. Twenty five students in the fifth grade learned new vocabulary and expressions in the animation-based English class for 20 weeks. The effects of the class on students’ vocabulary knowledge and affective domain regarding interest, anxiety, confidence, and participation were examined through quantitative and qualitative methods. The data from the pre and post vocabulary tests and the surveys of affective domain were analyzed using t-test. Also, the qualitative data from the open-ended questions in the survey and the interview were analyzed to support the findings. The results of the data analysis showed that English learning using animated film had a significant effect on improving vocabulary knowledge. When comparing their changes of affective domains, the students demonstrated statistically significant higher scores in interest, participation, and confidence, but not in relieving anxiety. Based on the findings from this study, some pedagogical implications for using animation movie in primary EFL teaching are discussed in the paper.