Ahmed Falih El Afif, Alief Noor Farida

The use of Toy Story 4 on recount speaking improvement

Introduction

The use of toy story 4 on recount speaking improvement. Enhance EFL students' recount speaking using Toy Story 4. This paper presents a teaching model leveraging the animated film to boost language learning, comprehension, and communicative ability.

Abstract

This paper investigates the impact of the animated film Toy Story 4 in EFL (English as a Foreign Language) education with emphasis on enhancing speaking recounting ability. With the significance of digital media in education today, films such as Toy Story 4 provide a valuable opportunity for immersive language learning. Using a proposed teaching model, teachers can transform students' watching of the film into their use of language with a recount narrative genre focus. Using the film's interesting plot, characterizations and emotional depth, the model is intended to help students construct cohesive spoken recount. By working with content, which interests students, motivation to learn and engagement is likely increased. The findings indicate that animated films serve as authentic language models, improve comprehension, and advance communicative ability. The proposed educational model contributes to theoretical understanding of multimedia learning and provides a practical approach for teachers wanting to enhance their pedagogical practices as educators of EFL.

Review

This paper presents an intriguing investigation into the pedagogical potential of the animated film *Toy Story 4* to enhance recount speaking abilities among EFL learners. The abstract effectively highlights the contemporary relevance of integrating digital media into language education, positing that popular films offer immersive and engaging opportunities for language acquisition. The core contribution lies in the proposed teaching model, which aims to leverage the film's compelling narrative, well-developed characters, and emotional depth to guide students in constructing cohesive spoken recounts. This approach is well-reasoned, as working with content that naturally interests students is likely to boost motivation and active engagement, key factors in successful language learning. While the abstract clearly outlines the theoretical framework and the rationale behind the proposed model, it briefly states that "The findings indicate that animated films serve as authentic language models, improve comprehension, and advance communicative ability." As a reviewer, this immediately prompts questions regarding the specific methodology employed to arrive at these findings. Details on the research design, participants, data collection instruments, and analytical approach would be crucial for a comprehensive evaluation of these claims. Without such information, it is difficult to assess the robustness and generalizability of the reported "findings." Further elaboration on the structure and specific activities within the proposed teaching model would also provide valuable insight into its practical implementation. Nonetheless, the paper's overarching goal of providing a practical and theoretically grounded approach for EFL teachers is commendable. If substantiated with rigorous empirical evidence in the full manuscript, this research could significantly contribute to both the theoretical understanding of multimedia learning and offer actionable strategies for educators looking to innovate their pedagogical practices. The focus on recount speaking, a vital narrative skill, using a culturally relevant and engaging medium like *Toy Story 4*, makes this an area of high interest for the EFL community. Future research could further delineate the specific linguistic features targeted and assess the model's efficacy across different proficiency levels.

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