In today’s audiovisually driven world, various audiovisual programs can be incorporated as authentic sources of potential language input for second language acquisition. In line with this view, the present research aimed at discovering the effectiveness of exposure to news, cartoons, and films as three different types of authentic audiovisual programs on improving the language proficiency of low level language learners. To this end, 60 low level language learners were selected based on a language proficiency test and were assigned into three groups as group one, two, and three randomly. During the study which lasted for 10 weeks, the first group of the participants had exposure to a sample selected audiovisual materials from news, the second group of the participants had exposure to a sample selected audiovisual materials from cartoons, and the third group of the participants had exposure to a sample selected audiovisual material from various films. At the end of the study, another sample language proficiency test was administered to all the three groups to find out which group could gain significant language proficiency improvement. The results of the post-test were indicative of the fact that group one (news) failed to improve its language proficiency. In contrast, groups two (cartoons) and three (films) could improve their language proficiency. More importantly, the cartoon group participants’ improvement was more significant than that of the film group. The results showed that audiovisual programs generally are a great source of language input for teaching purposes. However, more caution should be given to the selection of the type of audiovisual programs for low level proficiency learners. Cartoons and films with good story lines seem to motivate the learners to absorb the language input better and have a significant effect on the language improvement.

/pdf/audiovisual-news-cartoons-and-films-as-sources-of-authentic-3hca3b65s1.pdf

Audiovisual news, cartoons, and films as sources of authentic language input and language proficiency enhancement

A Priest, a Rabbi, and a Minister Walk into a Bar: A Meta-Analysis of Humor Effects on Persuasion

Environmental education can effectively raise people’s awareness of environmental protection and encourage appropriate behaviors. This study explored the effect of narrative-based environmental education on children’s environmental awareness. To this end, we recruited first- and second-grade students from two elementary schools to participate in an experiment in which differences between the group receiving narrative-based environmental video education and the control group were compared. It was found that narrative-based environmental education can effectively promote children’s environmental awareness, which was mainly reflected in their environmental knowledge and environmental attitudes, however, not significant in their pro-environmental behavior intention. These findings support the implementation of environmental education for students in lower grades in the future.

/pdf/narrative-based-environmental-education-improves-16sbpgct.pdf

Narrative-Based Environmental Education Improves Environmental Awareness and Environmental Attitudes in Children Aged 6–8

Cartoons as a source of authentic audiovisual language input have proved to be effective in increasing language learners' motivation. In fact, the psychological aspects of utilizing cartoons as teaching materials have been emphasized by many researchers. In the same line, the present paper aims at further highlighting the pedagogical value of cartoons particularly for low level language learners. As a matter of fact, cartoons are good sources of modified language input which although may require less cognitive processing for comprehension, they may include new aspects of the language for low level language learners who have not acquired them yet. Key words: Cartoons, Authentic language input, Pedagogical value

/pdf/the-pedagogical-values-of-cartoons-236qwuu7fr.pdf

The pedagogical values of cartoons

Does instruction of "Integers" subject with cartoons effect students' mathematics anxiety?

Humor in the classroom has been shown to have many positive effects on attention, attitude, and engagement in higher order thinking skills. This study examined the effect on motivation and science performance of using humorous cartoons to teach mineral and rock concepts to sixth grade students as compared to more traditional methods. Four classes of students were randomly assigned to two groups, A (N = 30) and B (N = 33) that alternated between conditions for two units: minerals and rocks. Performance was determined using open-ended identical pretest/posttest instruments. Both groups received quality instruction on concepts addressed by the assessment, accessed the text, examined specimens, worked in cooperative groups, and attended class for equal amounts of time. Experimental procedures included viewing cartoons, interpreting the science facts, identifying the humor mechanism, improving cartoons, completing given cartoons, and creating original cartoons. Control procedures included lecture, discussion, written exercises and creation of a study outline. Students in the experimental condition exhibited higher motivation and significantly higher gain scores than students in the control condition (23.5% gain compared to 12.3%). Cohen's effect size was large, 0.953. Students' higher performance is attributed to their intense engagement with the content through the scaffolded cartoon activities.

Using Humorous Cartoons to Teach Mineral and Rock Concepts in Sixth Grade Science Class

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Using Humorous Cartoons to Teach Mineral and Rock Concepts in Sixth Grade Science Class