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The Impact of Using Animation on Developing Fourth Year (Science Division) High School Students’ Language Skills | ||
| Anbar University Journal of Languages and Literature | ||
| Article 1, Volume 9, Issue 1, 2017, Pages 171-215 PDF (0 K) | ||
| DOI: 10.37654/aujll.2017.123477 | ||
| Authors | ||
| Asst. Prof Dr. Salah Mohammed Salih; Abdul-Sattar Ibrahim Shibeeb | ||
| Abstract | ||
| The study aims at finding out the effectiveness of using animation in enhancing the levels of reading skill of the students; to what extent using animation can develop the students’ levels in the listening skill; and whether using animation has greater impact on one of these two skills rather than the other. Based on the study questions, the researcher adopted the null hypothesis and the quasi-experimental approach (tests) to the investigate the effectiveness of using animation technology as a teaching method to gauge the impact it may have on developing the English language receptive skills (reading and listening) of 4th-Year (Science Division) High School displaced Students’ in Sulaimaniyah Governorate during the academic year 2015-2016. The data obtained from the mathematical calculations of the scores of the pre and posttest of both the experimental and control groups substantiate differences between the average score of experimental group for pre and posttest at both the reading and listening skills and their subskills. This indicates that animation has positive effect on increasing students’ achievement. Animation has proved its effectiveness on developing reading and listening skills on all the levels. The gap between the experimental group in the pre and post test scores is wide. The gap is also wider between the scores of the control group and the experimental group in favor of the experimental group. The effect size indicated that the effect of animation movie program on developing the receptive domain for the experimental group is larger than those of control group. | ||
| Keywords | ||
| Animation; reading and listening skills; receptive skills; subskills | ||
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