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Results show significant associations between higher viewing frequency, positive attitudes, and use of English subtitles and improved English vocabulary knowledge. Findings support incorporating cartoon-based materials for effective vocabulary 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2165-8714\u003Cbr>[https://www.eu-jer.com/](https://www.eu-jer.com/) |\n| --- | --- |\n\nCartoons as a Tool for Incidental Vocabulary Acquisition in Year 6 EFL  \nPupils  \nMelita Lemut Bajec * University of Ljubljana, SLOVENIA  \nBarbara Železnik  \nPoljane Primary School, SLOVENIA  \nKarmen Pižorn  \nUniversity of Ljubljana, SLOVENIA  \nReceived: March 31, 2025 ▪ Revised: June 12, 2025 ▪ Accepted: June 28, 2025  \nAbstract: Children today encounter English in various contexts, with cartoons serving as a particularly influential medium. Beyond their entertainment value, cartoons also promote incidental foreign language acquisition. This article presents the findings of a study involving 240 sixth-grade pupils from Slovenian primary schools. Employing a quantitative approach, the study utilised both a questionnaire and a knowledge test to explore the relationship between English cartoon viewing and incidental vocabulary acquisition. It examined the frequency of cartoon viewing, pupils’ attitudes towards English-language cartoons, and the impact of subtitles on vocabulary test performance. The results indicate that a higher frequency of cartoon viewing, positive attitudes towards English cartoons, and the use of English subtitles are significantly associated with enhanced English vocabulary knowledge. The findings underscore the educational value of English cartoons in supporting vocabulary development and highlight the potential of engaging multimedia content in fostering incidental vocabulary acquisition in both classroom settings and out-of-school contexts. Consequently, educators should incorporate cartoon-based materials to enhance vocabulary learning, introduce authentic language exposure, and provide multi-sensory experiences tailored to varying learner preferences and proficiency levels.  \nKeywords: Cartoon viewing, English, incidental vocabulary acquisition, primary school, vocabulary knowledge.  \nTo cite this article: Lemut Bajec, M., Železnik, B., & Pižorn, K. (2025) . Cartoons as a tool for incidental vocabulary acquisition in year 6 EFL pupils. European Journal of Educational Research, 14(3), 1015-1030. [https://doi.org/10.12973/eu-jer.14.3.1015](https://doi.org/10.12973/eu-jer.14.3.1015)  \nIntroduction  \nIn today's world, media engages children from a very young age, in􀏐luencing their emotional development, mental growth, and cognitive abilities (Lodhi et al., 2018; Yaseen, 2021; Webb & Rodgers, 2009). Among the most common and engaging media activities for children is cartoon viewing, which not only facilitates the incidental acquisition of foreign language vocabulary but also in􀏐luences learners’ attitudes toward language learning (Stamou et al., 2015) . Additionally, it enhances the understanding of abstract concepts, fosters engagement, creativity, motivation (Bahrani & Soltani, 2011), and boosts children's con􀏐idence in using a foreign language (France, 2010; Webb, 2010) . These bene􀏐its stem from the engaging and enjoyable nature of cartoons, making language learning more accessible and motivating for young learners.  \nCartoon viewing offers numerous bene􀏐its, both within the classroom and informal learning environments. However, educators and parents must be mindful of the potential risks associated with its overconsumption (Kuppens, 2010) and ensure that both the content and duration of exposure align with children’s developmental stages (Singer, 2022) . Namely, excessive exposure to inappropriate content can lead to hazardous behaviour (Vijayaratnam et al., 2025), including violence and the use of inappropriate language (Lodhi et al., 2018) . Additionally, it may create a blurred distinction between 􀏐iction and reality (Prithviraj et al., 2024), hinder social interactions, and impact a child’s emotional development (Karki & Sravanti, 2021). Cartoons can also shape viewers’ thinking (Gamage, 2019) by exerting social in􀏐luence, such as ","cbCairVHHxDnBk9B","https://ap.wps.com/l/cbCairVHHxDnBk9B","pdf",519872,16,"English","# Introduction\n## Cartoon viewing and incidental language acquisition\n## Benefits and risks of cartoon overconsumption\n## Prior research on subtitles and vocabulary gains","[{\"question\":\"How does the study measure incidental vocabulary acquisition?\",\"answer\":\"It uses a knowledge test alongside a questionnaire to examine pupils’ English cartoon viewing and related factors affecting vocabulary performance.\"},{\"question\":\"Which factors are linked to stronger English vocabulary knowledge?\",\"answer\":\"The results indicate significant links with higher cartoon viewing frequency, positive attitudes toward English cartoons, and the use of English subtitles.\"},{\"question\":\"What educational implication does the article draw for teachers and parents?\",\"answer\":\"Educators should incorporate cartoon-based materials to strengthen vocabulary learning while providing authentic language exposure and multi-sensory experiences aligned with learners’ preferences and levels.\"}]","Cartoons as a Tool for Incidental Vocabulary Acquisition in Year 6 EFL Pupils | PDF",1790871270]