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Two pre-intermediate groups were formed with 30 participants each and received instruction for three months, twice weekly. The experimental group watched animation films in 6–7 minute segments and used two storybooks (“Good Dinosaur” and “Little Prince”) comprising 20 chapters in total. Pretests and posttests were administered, and interviews confirmed learners’ higher achievement and satisfaction in the experimental group.",{"@graph":69,"@context":122},[70,84,105],{"@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":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fostering-efl-learners-reading-comprehension-animation-film-technique-flourishing-creativity-literacy-vol-8-no-2/589695/",{"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/fostering-efl-learners-reading-comprehension-animation-film-technique-flourishing-creativity-literacy-vol-8-no-2/589695.png","ImageObject",300,407,{"name":92,"@type":93},"Cipher","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study?","Question",{"text":112,"@type":113},"To investigate the effect of implementing animation films on developing EFL learners’ reading comprehension.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the experimental instruction organized?",{"text":117,"@type":113},"For three months, instruction ran twice a week; the experimental group used animation films segmented into 6–7 minute sessions and two storybooks totaling 20 chapters, while both groups were assessed with pretests and posttests.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the results indicate about the experimental group?",{"text":121,"@type":113},"The experimental group achieved higher scores in the total mean and interview participants expressed satisfaction with using animation films in reading classes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589695,1792656853,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Advances in Language and Literary Studies ISSN: 2203-4714  \nVol. 8 No. 2; April 2017  \n Australian International Academic Centre, Australia  \n|  |  |  |\n| --- | --- | --- |\n|  |  |  |\n| Flourishing Creativity & Literacy |  |  |\n\nFostering EFL Learners’Reading Comprehension: Animation  \nFilm Technique  \nAsefeh Torabian (Corresponding author)  \nDepartment of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran  \n[E-mail: mnarafshan@yahoo.com](E-mail: mnarafshan@yahoo.com)  \nMassoud Tajadini  \nDepartment of Foreign Languages, Kerman Branch, Islamic Azad University, Kerman, Iran  \nDoi:10 .7575/aiac.alls.v. 8n.2p.55  \nURL: [http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.55](http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.55)  \nReceived: 06/02/2017  \nAccepted: 29/03/2017  \nAbstract  \nThe current study investigated the effect of implementing animation films on developing reading comprehension texts among EFL learners of a language institute in Kerman. For this purpose, two groups of pre-intermediate EFL learners were chosen (30 participants in each group) . After three months of instruction, twice a week, 2story books named the\"Good Dinosaur\" and \"Little Prince\" including totally 20 chapters in both groups and animation films including 60 minutes divided into 6 to 7 minutes in each session in experimental group were presented. To estimate the primary knowledge of the subjects, a pretest was taken from both groups and after the experiment came to an end, a posttest was followed. The result revealed that a meaningful relationship could be identified between the procedures incorporated for both groups. However, the experimental group achieved higher degree of achievement using animation films presented to them by scoring higher in the total mean and also, interview participants were satisfied with the use of animation films in the reading class.  \nKeywords: Animation film, reading comprehension, EFL learners  \n1. Introduction  \nSince reading is an important language skill and a highly-complicated act, students can struggle in many subjects without adequate reading comprehension skills. Lack of adequate knowledge in reading comprehension is a serious problem that students suffer from. However, weakness in understanding what they read may not be attributed to lack of intelligences or weakness of mental abilities but to being not familiar with reading comprehension (Bader El-Dean, 2009) . Nabeel(1994) asserted that the announcement of a reading assignment in some English classless provokes complains from students as they envision the long time it will require, the laborious task of looking up words’meanings in the dictionary. What makes matters worse is that after such boring task the students fail to comprehend the text.  \nRog (2001) believed that using animation films increases the learners’ concepts about print, story structure and other elements of text and provides learners with a wealth of information about the processes and functions of written language. It gives learners new understandings on various subjects that they encounter only through books (Terblanche, 2002) . Using animation films puts a high premium on student involvement (Hennings, 1994) . Moreover, watching animation films which makes enjoyment improves the chances that learners become lifelong readers; increasing the chances that reading life doesn’t end with high school graduation (Kimmel and Segal, 1983) .Atwell (1987) mentioned that the students are affected by using animation films and that these activities motivate them to borrow the books that are shared, to locate other books by the same author, and to respond actively and personally with texts.  \nComprehension is certainly the most important reading skill addressed by most scholars. Using animation films has positive effects on the development of reading comprehension. Reading comprehension has been shown to improve in various ways when using animation films is used in the classroom (Primamore, 1994","cbCaia11CU7VzOYN","https://ap.wps.com/l/cbCaia11CU7VzOYN","pdf",212413,"English","# Abstract\n# 1. Introduction\n## Reading comprehension challenges\n## Role of animation films in literacy","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To investigate the effect of implementing animation films on developing EFL learners’ reading comprehension.\"},{\"question\":\"How was the experimental instruction organized?\",\"answer\":\"For three months, instruction ran twice a week; the experimental group used animation films segmented into 6–7 minute sessions and two storybooks totaling 20 chapters, while both groups were assessed with pretests and posttests.\"},{\"question\":\"What did the results indicate about the experimental group?\",\"answer\":\"The experimental group achieved higher scores in the total mean and interview participants expressed satisfaction with using animation films in reading classes.\"}]","Fostering EFL Learners’ Reading Comprehension: Animation Film Technique - Flourishing Creativity & Literacy - Vol. 8 No. 2 | PDF",1792067946,23]