TEACHERS’ USE OF ANIMATED VIDEOS IN ENGLISH LANGUAGE INSTRUCTION FOR YOUNG LEARNERS

Raditya Nugraha; Dea Safitri; Rahmatul Ummah; Siti Saadah; Nabhan Syauqi

doi:10.24235/eltecho.v10i1.25664

TEACHERS’ USE OF ANIMATED VIDEOS IN ENGLISH LANGUAGE INSTRUCTION FOR YOUNG LEARNERS

Raditya Nugraha^(1*), Dea Safitri⁽²⁾, Rahmatul Ummah⁽³⁾, Siti Saadah⁽⁴⁾, Nabhan Syauqi⁽⁵⁾,

(1) UIN Siber Syekh Nurjati Cirebon
(2) UIN Siber Syekh Nurjati Cirebon
(3) UIN Siber Syekh Nurjati Cirebon
(4) UIN Siber Syekh Nurjati Cirebon
(5) UIN Siber Syekh Nurjati Cirebon
(*) Corresponding Author

Abstract

The integration of technology into English language teaching has created opportunities to foster more interactive and engaging learning environments for young learners. This study investigates how elementary school teachers integrate animated videos into English language instruction for young learners. A qualitative case study approach was adopted, involving two English teachers at an elementary school in Cirebon, Indonesia. Data were obtained through classroom observations, semi-structured interviews, and document analysis, and were examined using thematic analysis. The findings reveal that animated videos were incorporated through three systematic instructional phases: pre-viewing, while-viewing, and post-viewing activities. Teachers adjusted the use of these videos according to students’ grade levels, instructional objectives, and specific classroom conditions. The findings further demonstrate that animated videos can facilitate vocabulary acquisition and enhance students’ classroom engagement when supported by appropriate pedagogical strategies. This study contributes practical insights into the effective integration of multimedia resources in English language teaching for young learners. Overall, the effectiveness of animated videos is determined not merely by the technological medium itself but also by teachers’ pedagogical guidance, instructional planning, and classroom decision-making. Future studies should investigate the sustained effects of animated video integration on young learners’ language development over an extended period.

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DOI: 10.24235/eltecho.v10i1.25664