Animated movie songs and listening comprehension

Abstract

The present study aims to analyze the influence of animated movie songs on the development of students' listening comprehension. It is quantitative research with a quasi-experimental design. The research was applied to 15 students of seventh grade from Unidad Educativa "Espiritu Santo". For this study, the Cambridge KET standardized exam was used, it was the data collection instrument. The experimental part of the research lasted 6 weeks and 11 pedagogical interventions were carried out, these involved the use of animated movie songs as the main listening tool for listening comprehension. To collect the results, a pre-test and a post-test taken from the Cambridge KET listening test, parts 1, 2, 3, 4, 5, were applied. Through this test, the listening ability was evaluated before and after using animated movie songs. The data obtained were statistically analyzed to determine the influence of animated movie songs on students and thus the validity of the hypothesis raised in the investigation. Therefore, the results of the pre-test showed that the participants had a low level of listening comprehension since the total average of the pre-test was 2.54 out of 5 points. After the treatment using animated movie songs, a post-test was applied and its total average was 3.63 out of 5 points. The results showed that students improved their grades because between the two exams there was an increase of 1.09 points. Finally, the study hypothesis was validated using SPSS statistical software, in which the null hypothesis was rejected and the alternative hypothesis was accepted. In conclusion, the implementation of animated movie songs allows to improve the level of listening comprehension and listening sub-skills. This is because animated movies have English songs with simple and repetitive words. In addition, these songs are entertaining and motivate to learn new words easily.