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A sample of thirty-five students completed tasks based on selected cartoons, assessed through quantitative and qualitative methods using audio recordings, classroom observations, and a structured questionnaire. Findings show active involvement by most students, positive motivational effects, enhanced comprehensibility, and stronger collaborative and peer learning, leading to the conclusion that cartoons can effectively teach speaking skills for Sri Lankan ESL learners.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cartoons-as-an-authentic-supplementary-teaching-tool-in-english-as-a-second-language-classrooms-read-online-free/589892/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cartoons-as-an-authentic-supplementary-teaching-tool-in-english-as-a-second-language-classrooms-read-online-free/589892.png","ImageObject",300,407,{"name":92,"@type":93},"Cart","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What was the main purpose of using cartoons in the ESL speaking classrooms?","Question",{"text":113,"@type":114},"To examine students’ performance on assigned cartoon-related tasks and their perceptions of cartoons as an authentic supplementary teaching tool that facilitates speaking.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the study conducted and what data were collected?",{"text":118,"@type":114},"The research used quantitative and qualitative methods, relying on audio recordings, classroom observations, and a well-structured questionnaire to evaluate perceptions.",{"name":120,"@type":111,"acceptedAnswer":121},"What did the study find about students’ involvement and motivation?",{"text":122,"@type":114},"Most students actively engaged in the assigned cartoon tasks and described them in a detailed, controversial way, with facilitator clues that improved motivation and participation.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},589892,1792171308,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},18829141979164,"https://eur-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Advances in Language and Literary Studies  \nISSN: 2203-4714  \n[www.alls.aiac.org.au](www.alls.aiac.org.au)  \n| Cartoons as an Authentic Supplementary Teaching Tool in English as a Second Language Classrooms\u003Cbr>Sandamali Gamage*\u003Cbr>Department of Languages, University of Moratuwa, Bandaranayake Mawatha, Moratuwa 10400, Sri Lanka Corresponding Author: Sandamali Gamage, [E-mail: prabhasanda1985@gmail.com](E-mail: prabhasanda1985@gmail.com) |  |\n| --- | --- |\n| ARTICLE INFO | ABSTRACT\u003Cbr>The present study seeks to find the students’ performance towards the assigned tasks related to cartoons and their perceptions towards the use of it as an authentic, supplementary teaching tool to facilitate the process of speaking. A sample of thirty-five students was selected to involve indifferent tasks related to selected number of cartoons. The researcher conducted an empirical investigation by employing quantitative and qualitative research methods. Audio recordings and classroom observations were used to investigate the students’ active involvement towards the assigned tasks related to cartoons and a well-structured questionnaire was employed to evaluate their perceptions towards the use of it as an authentic supplementary tool in teaching the speaking skills of ESL learners. The results of the study revealed that a majority of students actively involved in the assigned task related to cartoons. The students gave a comprehensive and controversial account of the assigned cartoons incorporating the clues given by the facilitator resulting to assure better learner motivation and participation, transforming the teaching and learning experience into an enjoyable, stimulating, and memorable experience. Furthermore, nearly 70% of students demonstrated a positive perception towards the use of cartoons in ESL classrooms as they believed it facilitates their speaking skills making the input more comprehensible and enhancing collaborative learning. Besides, they accepted that cartoons improve students’ personal relationships with fellow students and promote peer learning. Based on the findings, it was concluded that cartoons can be effectively used as an authentic supplementary tool in ESL classrooms to teach speaking skills to Sri Lankan ESL learners. |\n| Article history\u003Cbr>Received: October 28, 2018\u003Cbr>Accepted: December 08, 2018\u003Cbr>Published: February 28, 2019\u003Cbr>Volume: 10 Issue: 1\u003Cbr>Advance access: January 2019 |  |\n| Conflicts of interest: None\u003Cbr>Funding: None |  |\n| Key words:\u003Cbr>Authentic,\u003Cbr>Cartoons,\u003Cbr>English as a Second Language, Speaking,\u003Cbr>Supplementary,\u003Cbr>Teaching Tool |  |\n\nINTRODUCTION  \nIn Sri Lanka, English is considered the second language learnt by many Sri Lankans. Teaching English as a second language has been given utmost priority in the current education policy (Karunaratne,2008) . Furthermore, the present education system in Sri Lanka focuses more on the knowledge and technical skills of students required for the competitive job market (De Lanerolle,1991; De Mel,2001, as cited in Karunaratne,2008) . In this context, English Language Teaching (ELT) has played an impressive role in the country’s development (Karunaratne,2009) . It is being taught at elementary, secondary and tertiary levels. Nowadays, as a second language most urban schools used English as the sole medium of instruction to teach the curriculum. Other government schools consider English as a language to be learned separately by students (Makulloluwa,2013) .  \nDespite the prominence given to English language yet there is a remarkable discrepancy in the proficiency level of the students from school to school and from region to region based on the factors like age, exposure and socio-economic variables (Karunaratne,2008). Having recognized the importance of English, the Department of Languages (DOL) of  \nUniversity of Moratuwa offers proficiency courses in English language to facilitate the students’ language skills resulting to perform better in their academic","cbCailaHaSx0ObJq","https://ap.wps.com/l/cbCailaHaSx0ObJq","pdf",2110980,"English","# Introduction\n# Study Focus and Context\n# Methodology and Data Collection\n# Results and Findings\n# Conclusion","[{\"question\":\"What was the main purpose of using cartoons in the ESL speaking classrooms?\",\"answer\":\"To examine students’ performance on assigned cartoon-related tasks and their perceptions of cartoons as an authentic supplementary teaching tool that facilitates speaking.\"},{\"question\":\"How was the study conducted and what data were collected?\",\"answer\":\"The research used quantitative and qualitative methods, relying on audio recordings, classroom observations, and a well-structured questionnaire to evaluate perceptions.\"},{\"question\":\"What did the study find about students’ involvement and motivation?\",\"answer\":\"Most students actively engaged in the assigned cartoon tasks and described them in a detailed, controversial way, with facilitator clues that improved motivation and participation.\"}]","Cartoons as an Authentic Supplementary Teaching Tool in English as a Second Language Classrooms - read online free | PDF",1792068344,25]