Cueto, RenéContreras Moreno, Luis ÁngelPeña Ochoa, Keila Andrea2020-06-012020-06-012020-05-31https://repositorio.unicordoba.edu.co/handle/ucordoba/2700Listening is the English language skill that models language for students to understand sounds, intonation, pronunciation, differences in accents, and so forth as stated by Tomlinson (1984, cited by Hamouda 2013, p. 117). This skill allows people to share messages effectively making it possible to communicate. After initial observations carried out in a primary school, it was possible to identify students’ difficulties when understanding L2 listening activities. This action-case study explores how primary students’ listening skills may change when using animated cartoons in L2 lessons. The study also investigate students’ perception about this tool. Data was collected through observations, one semi-structured interviews for the students, one structured interview for the teacher, and an initial and final test for the students. Results showed that there was an improvement in students’ listening skills and they recognized it as a good tool for developing the L2.AKCNOWLEDGMENTS……………………………………………………………….. viABSTRACT ……………………………………………………………………………...viiiRESUMEN………………………………………………………………………………. ixCHAPTER 1: INTRODUCTION ..................................................................................... 1CHAPTER 2: THEORETICAL FRAMEWORK………………………………….….. 32.1 Conceptual Framework …………………………………………………………….…. 32.1.1 Listening Skill……………………………………………………………………….. 32.1.1.1 Listening as an Active Skill and its Importance……………….…………………... 42.1.2 Teaching Listening…………………………………………….…………………….. 52.1.3 Animated Cartoons…………………………………………….……………………...62.2 Literature Review……………………………………………….………………………7CHAPTER 3: METHODOLOGY……………………………….……………………… 93.1 Type of Research and Research Questions…………………….….……………...……. 93.2 Context and Participants……………………………………….….……………………103.3 Elicitation Procedures………………………………………….….……………………103.4 Data Analysis………………………………………………….….…………………….12CHAPTER 4: FINDINGS………………………………………………………………...134.1 English classes before the implementation of animated cartoons………………………………………………………………………………….....134.2 Changes in students’ listening skills after the implementation of animated cartoons…………………………………………………………………………….………164.3 Attitudes concerning the implementation of animated cartoons……………………….20CHAPTER 5: DISCCUSSION…………………………………………………………...22CHAPTER 6: CONCLUSIONS………………………………………………………….23REFERENCES……………………………………………………………………………25APPENDIX 1……………………………………………………………………………...29APPENDIX 2………………..……………………………………………………………36APPENDIX 3……………………………………………………………………………...38application/pdfengCopyright Universidad de Córdoba, 2020Trabajo de grado - Pregradoinfo:eu-repo/semantics/restrictedAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)EscuchaEnseñar escuchaDibujos animadosListeningTeaching listenigAnimated cartoons