Using Animated Videos to Enhance Vocabulary Learning at the Noble Private Technical Institute (NPTI) in Northern Iraq/Erbil

Abstract

Vocabulary is one of the three essential components of the English language for mastering all skills. When the number of recognized words is insufficient, listening and reading comprehension suffers. A study was done at the Noble Private Technical Institute (NPTI) to assess the influence of animated videos on vocabulary learning in an effort to improve students’ vocabulary. Forty students participated in an experiment designed to test the main hypothesis, which posits that students who are taught through animated videos demonstrate significant gains in vocabulary mastery and learning results. The data were subjected to paired sample t-test and assessed statistically. The majority of students in this study agreed that animated videos aid in assimilation, make studying more interesting, aid in vocabulary development, and make English learning more productive. Also, the results of this study suggest that watching animated videos improves students’ comprehension and assimilation of terminology.

1. Review of the Study

The use of English, which is a foreign language to NPTI (Noble Private Technical Institute) in Erbil city, Northern Iraq, is a significant component of contemporary cultures. In a large number of workplaces and educational institutions, English is a first or second language that is spoken globally. The acceptance rate of English-medium institutions is higher than that of local language institutions. According to Bohara [1], English is the language of communication for the majority of societies.

Listening, speaking, reading, and writing are all essential for learning English. In societies where it is not extensively spoken or utilized, English is typically difficult to learn and teach. According to Smith, et al. [2], the most difficult task for English as a foreign language teacher in developing and underdeveloped nations is determining the most effective method of instruction. Effective English language training also requires instructor motivation, student motivation, and students’ learning capacity in addition to textual knowledge [3].

Throughout the last few decades, numerous studies have described various approaches and methodologies for teaching English as a second (ESL) or foreign language (EFL), such as task-based learning, audio-lingual learning, communicative language teaching, neutral instruction, content-based instruction, grammar-translation method, and direct method, with the oral approach added on top. They can be used for a variety of reasons, such as investigating, predicting, or describing a foreign language [4].

It is no longer possible to avoid studying English as a second language (ESL) because English has become the dominant language, particularly in academic settings. Our research strives to incorporate technology and contemporary tools into the teaching and learning process in order to promote effective and enduring learning [5]. As with any other language, English requires a great deal of focus. Instead of focusing on societal concerns, this study evaluated the teaching of English as a language by making it more engaging as a work of art [6].

There is a paucity of responsive tactics and procedures for enhancing the English vocabulary of students at technical institutes/universities in northern Iraq and at the Noble Technical Private Institute in Erbil [7]. Despite choosing English as the medium of instruction, even students in the English education department lack the ability to play with English vocabulary, which is essential for learning English as a second language (ESL) and for communicating, understanding, and writing successfully [8].

As a result, this study’s methodology used technological instruments for innovative learning. Using a series of animated videos, this research assesses the usefulness of using technology in northern Iraq for mid-career learners. This project aims to improve the manner in which students learn English by employing more adaptable teaching strategies and by encouraging lasting knowledge.

1.1. Research Objectives

Students at the Noble Technical Private Institute/Northern part of Iraq-Erbil city participated in the study with the purpose of analyzing the effectiveness of animated video methods in vocabulary learning. Our research study had several particular objectives:

The purpose of this study is to determine the student performance at Noble Technical Private Institute in Northern Iraq-Erbil, with animated video.

This study aimed to assess the performance of students at Noble Technical Private Institute in Northern Iraq-Erbil who were not taught with animation.

This study aimed to explore the efficacy of animated videos in enhancing English vocabulary learning.

A comparison between student performance after animated video and without animated video at Noble Technical Private Institute in Northern Iraq-Erbil.

1.2. Questions of the Research

Among students at the Noble Private Technical Institute in Northern Iraq-Erbil, how effective is the animated video method for vocabulary learning? The specific study questions are:

• When students are taught with animated videos, how do they perform?
• When students are taught without animated videos, how do they perform?
• When students taught with animation are compared to students taught without animation, how do they perform?

1.3. Hypothesis of the Study

Hypotheses 0 (H0).

Students taught using animated videos do not achieve significant improvements in their mastering of the vocabulary or in their learning outcome.

Hypotheses 1 (H1).

Students taught using animated videos achieve significant improvements in their mastering of the vocabulary or in their learning outcome.

1.4. Research Significances

The purpose of this study was to examine how animated videos can encourage the learning of English as a foreign language. It contributed to the increasing body of knowledge about video-based learning.

1.5. Research Study Theoretical Framework

The majority of schools today teach English because it has become a global language. Vocabulary is a vital part of language for language learners, as communication is impossible without it. Indeed, vocabulary knowledge is a critical instrument for acquiring communicative competence in any language for second language learners.

Improving one’s language comprehension and associated vocabularies on a regular basis is necessary for acquiring an outstanding command of a language. In the majority of situations, especially in Arab-speaking nations, English is a second language, necessitating effort and dedication to ensure students’ comprehension of the language and mastering of new vocabularies. As a form of instructional design, annotations play a crucial role in facilitating reading comprehension and vocabulary development while learning foreign languages.

According to Al-Akraa [9], multimedia learning, which comprises the complementary use of images and words in the learning process, has been utilized for decades and has therefore proven ineffective in accomplishing certain learning objectives and goals. Studies conducted by Copland, et al. [10] and Baarda [11] reveal a positive correlation between multimedia learning and the ease of comprehension and understanding of English language learners of new, unfamiliar vocabulary. Over the years, educators have struggled to create a balance between different multimedia annotations so that different media, such as pictures, videos, audio, and texts, are combined in order to assist English language learners in comprehending and understanding new and unfamiliar English vocabulary words.

Aldera and Mohsen [12] suggests that the combination of textual definition and images plays a crucial role in facilitating good mastering of new vocabulary compared to the usage of individual multimedia annotations such as images or textual definitions. In addition, the article says that the successful usage of mixed multimedia annotations such as audios and videos in assisting students to acquire and comprehend new language vocabulary of a second or foreign language is due to the incorporation of meaning-rich contexts and conversation. Animated videos have the potential to contextualize new language, making it easier for learners to comprehend and comprehend the meaning of the new word. Many research on sustainable development have been published, although the majority of them focus on single objectives such as education, health, or gender equality [13,14].

Horst and Meara [15] defined productive knowledge as the ability to recall and retain previously taught information, including a term or definition from a vocabulary standpoint, based on their definition. Webb [16] does not place this concern on a learner’s ability to write the word in its unique context, contrary to Meiri, et al. [17] contention. In contrast, receptive vocabulary refers to words directly comprehended from hearing, seeing, or reading [18]. Therefore, when learning new words, the knowledge curve begins with receptive vocabulary and proceeds to productive vocabulary, the latter of which is more complex.

In addition, animated videos contextualize new words and their definitions, followed by graphical definitions, which all play a crucial part in assisting students to comprehend difficult words. In addition, animated videos typically feature engaging, colorful characters and environments that have been catching the attention of students and extending their ability to concentrate. Some scholars, however, associate the use of animated videos in learning new vocabularies with distractions, noting that animated videos divert learners’ attention from the actual vocabulary to the interesting illustrations and characters, in primary school students, thereby impeding their ability to comprehend new vocabularies. Consequently, it is crucial to conduct an empirical investigation to determine the efficacy of animated videos in language acquisition in university students as this study tries to emphasize.

The latter demands excellent communication and the ability to articulate ideas, opinions, and thoughts. Those learning a second language can be instructed in a variety of methods. There are numerous types of animation, including cartoons and videos, books, essays, and online training [19]. Although there are many of these forms available, they may not always be sufficient; therefore, the makers must tailor the learning aids to the learner’s needs. Language serves to facilitate communication between individuals [20].

The use of multimedia in English language instruction is widespread in the modern digital era, with animated videos associated with rapid acquisition of new vocabulary. According to Akhtar [21], the usage of animated videos in English learning has resulted in the establishment of more colorful and engaging learning environments, as well as the provision of support for the vocabulary learning processes of students. Learning and comprehending new vocabularies is a time-consuming process that requires looking up the definitions of a large number of terms in text-based dictionaries, hence reducing the likelihood of learning and mastering vocabulary. Due to this ambiguity, the incorporation of animated videos as a means of acquiring new terminology is crucial. Sustainable development objectives can be promoted through mobile technologies, such as smartphone applications.

Baarda [11] argues that the use of animated videos to introduce new vocabulary is beneficial due to their interactivity and capacity to appeal to the majority of our senses while also introducing relevant situations for these new words.

1.6. The Importance of Videos for Teaching and Learning

There are many ways to teach English as a foreign language, which makes analyzing their effectiveness difficult [2]. There are various ways of teaching the English Language, both theoretically and in practice around the globe. However, visual techniques have a greater impact on students than written ones [22,23,24]. In the study carried out by D’Mello [25], it was observed that learners who were exposed to graphical and creative learning methods learned the concepts more quickly and easily [25,26].

Copland, Garton and Burns [10] in their study on the effectiveness of using animated videos in teaching second languages showed that animated videos and English TV programs played a crucial role in enhancing the understanding of English language by learners who watched the videos. The study reported that learners who watched animated English videos and other related TV programs with subtitles performed better in oral translation tests as compared to other learners that solely relied on static learning materials.

According to Bocanegra-Valle [27] the general use of audio visions such as animated videos in the classroom has gained prominence as a reliable tool for teaching second languages and mastering new vocabularies. In a study conducted by Mubarok, et al. [28] on Dutch-speaking universities, students reported that learners who admitted to being fond of watching English animated videos scored better grades in English subjects as compared to other learners that solely relied on static images and textual definitions.

A meta-analysis conducted by Akhtar [21] on 37 studies presented similar results in which technology-supported language learning is more effective and impactful as compared to traditional learning modes. The results of this study showed that the use of animated videos in learning second languages and vocabulary was more effective as compared to learning with instructions without the use of videos.

Moreover, Dzebeq, et al. [29] researched the same matter on 60 students in the 10th grade, divided into both control and experimental groups. 3o students were assigned as the control group as they did not participate in the animated video lessons compared to the other 30 students who learned through animated videos. The results showed a significant positive outcome of vocabulary learning through animated videos.

2. Research Study Methodology Part

This research project was primarily concerned with comparing the impact of animated videos on vocabulary learning to that of static visuals and textual description. To do this, the research project employs a quantitative research approach, which entails gathering numerical data and conducting a thorough analysis of said data in order to meet the study’s objectives and answer the research questions. The researchers randomly picked a subset of the Iraqi student population since it is easier and quicker to work with smaller study groups than with the entire population [11].

The study was conducted at the Noble Technical Institute in Iraq because of its reputation for incorporating contemporary technology into its teaching methods, which includes creating a modern learning environment with modern classroom furnishings and modern teaching techniques. In addition, the school is one of the pioneers of English language instruction in Iraq, producing students with high English language proficiency, English vocabulary mastery, and general language fluency. 19- to 22-year-old pre-intermediate and intermediate-level students were employed by the English Department at NPTI to investigate the effectiveness of animated films for vocabulary acquisition.

The experiment involving the control group and the experimental group lasted eight weeks. The language proficiency ranged from pre-intermediate to intermediate, or b1 to b2. This allowed the researchers to compare the performance of NTPI students taught with animation to those who were not.

2.1. Design of the Research

This research compared experimentally and control groups using experimental study methods. The experimental and control group results of the study’s subjects were utilized to determine the effectiveness of animation for learning vocabulary. In an experimental study comparing two groups, all parameters are held constant while the independent variable is altered [30].

In this study, for example, the researcher evaluates the effect of an independent variable, namely the use of animated videos, on a dependent variable, namely vocabulary learning. Using two groups and manipulating the independent variable multiple times to observe the effects it has on dependent variables is more successful when analyzing human behavior with two groups.

The experimental research approach was utilized because it enabled the researcher to test the hypothesis in a controlled environment by introducing the intended causal agent, which in this case is the usage of animated videos to observe the effect on vocabulary learning. In order to study the relationship between the two variables, the researchers also used an experimental research methodology due to its ability to create specific results and to identify the source and effect of a hypothesis.

To implement the above-described experimental research methodology, the researchers split the study group of pre-intermediate to intermediate level English department students with equivalent English skills and backgrounds into two primary groups: the control group and the test group.

2.2. Scope and Participants of the Research Study

NPTI is a higher education institute located in Erbil, Iraq. A modern learning environment made up of modern classroom setups equipped with multimedia facilities is provided at NPTI, which was founded in 2014. It also hosts department-specific workshops and labs. A total of 12 labs are available, all of which have the latest modern apparatus that is needed for the practical and experimental aspects of the subjects.

Random sampling was used to select participants from the NPTI in the Kurdistan region-Erbil. Using Simple Random Sampling, researchers were able to select individuals using a probability sampling technique. This study involved students from the English Education Department ranging from pre-intermediate to intermediate levels. A total of 40 students, 22 males and 18 females, were randomly selected and divided into two to participate the control and experimental groups. It is composed of 19 to 22-year-old participants [31].

The total number of students belonging to the pre-intermediate and intermediate in the English department is 60 students. The study designed and provided these students with a simple grammar quiz to ensure that the students selected for the study had the same level of English knowledge and proficiency to avoid biases. After the English quiz assessment, the study selected students who had scored 50% and above in the English test exam, which was the basis for having a number of 40 student-participants.

Out of the 40 students obtained from the English test exam, the researcher then used random sampling to obtain 20 students for the control test group and 20 students for the test group. The researcher used a random sampling method in dividing the group of students into two subset groups since a baseline factor had already been introduced and each student up for selection would provide results that represent the whole population. This method gave every participant an equal chance of selection thereby eliminating the chance of biasness.

2.3. Tools and Data Collections

The data of this study was collected using a test method. This study included a vocabulary examination. The purpose of the examination was to assess the students’ English vocabulary knowledge. The test results helped determine the students’ interest and learning capacity through the use of animated videos. Students’ knowledge of the definitions of words is measured by a vocabulary examination [32]. Two tests, a pre-test and a post-test were administered. The post-test included questions that were given after the lesson had been presented. It is used to evaluate the students’ knowledge and comprehension after a particular lesson. The pre-and post-tests include sections on reading, listening, writing, and speaking. The reading section consisted of two sections, the first of which consisted of multiple-choice questions and the second of word definitions. The examiner dictated 20 words to the students during the listening section, and they were then required to write down those words. The writing section is divided into four sections. In the first section, students were given five words with which to create sentences. In the second section, they were required to fill in the blanks with the given words. The final speaking section was based on a question to which students were required to respond.

2.4. Experiments

This research study mainly used an experimental method of data collection, which was carried out for eight weeks, to derive a causal relationship between the use of animated videos and vocabulary learning. Carrying out experiments in the field of natural settings is bound to be affected by external factors that need to be controlled in order to create a controlled experiment that provides reliable data. In this reference, the researcher used a simple English quiz to ensure that the students left for the random sampling for the study have a basic knowledge of English and are, therefore, on the same level of knowledge in terms of their grasp of the English language. This step was crucial in eliminating notable differences in students’ knowledge of the English language, which was an external factor that could have affected the control experiment. Therefore, the initial simple English quiz introduced provided a way of controlling the extraneous and confounding variable that emerged as a challenge for carrying out experiments among English students with different capabilities.

The independent variable from the experiments conducted by the researchers was the use of animated videos, while the dependent variable was the level of mastery of new vocabularies. The main research objective of carrying out these control experiments ways to determine the effectiveness of animated videos in learning new vocabulary, and therefore the study intended to create a causal relationship between animated videos and vocabulary learning.

2.5. Pre and Post Test

This research study used the descriptive data analysis method to analyze quantitative data obtained from the final English quiz written by students from both the control group and the experimental group. Furthermore, descriptive data analysis is used in analyzing data collected from the field in questionnaires by the English students. In addition, considering the nature of the research study, which involves generating a causal relationship between animated videos and ease of learning new vocabularies, the researcher acknowledged the ability of descriptive analysis in describing relationships as they exist in the real world, making its analysis real hence its adoption as a method of data analysis.

A diagram showing how data collection steps are carried out in Figure 1.

2.6. Ethical Considerations

Participants were required to sign a written consent form. Participants were briefed about the study’s purpose and objectives in the consent form before participating. NTPI management consented to and approved the study before it began. Participants were kept anonymous and confidential and were not harmed. Each research participant was treated equally and fairly by the researcher. The participants in the study were also asked to leave at any time without any penalty, and they were able to do so of their own volition. Participants in the research will be provided with a copy of the final report.

3. Study Results and Discussions

Table 1. Profile of the participants.

Variable	Participants Age Group	No of Participants	Percentage (%)
Participants age	19	10	25
	20	9	22.5
	21	11	27.5
	22	10	25
Gender	Male	22	55
	Female	18	45

shows that the age of the participants was 19–22 years old and most of the participants (27.5%) were aged 21, and males constituted the majority (55%).

3.1. Participants’ Vocabulary Pretest

Table 2. Result of the Pre-test exam.

Points of Pre-Test
Control Group		Experiment Group
Participant Number	Points	Participant Number	Points
1	41	21	44
2	53	22	56
3	64	23	67
4	55	24	58
5	73	25	77
6	86	26	89
7	83	27	86
8	68	28	73
9	55	29	58
10	42	30	45
11	65	31	68
12	66	32	69
13	74	33	77
14	72	34	75
15	52	35	55
16	56	36	59
17	68	37	71
18	68	38	71
19	67	39	70
20	77	40	81
Mean Score	64	Mean Score	67
Highest Score	86	Highest Score	89
Lowest Score	41	Lowest Score	44

shows the results of the vocabulary pre-test.

As a result, having 40 students as research subjects, it is evident that the highest and lowest pre-test scores, respectively, were 89 and 41.

Pre-test results revealed that most of the pre-intermediate students of NPTI in Northern Iraq-Erbil had average vocabulary knowledge (Result range: 89–41 and Mean Score: 66). Some participants performed well, while others did not. To promote the student’s vocabulary, it is necessary to apply teaching techniques.

3.2. Treatment Session

3.2.1. Post-Test Results

After observing the gaps in the understanding of vocabulary by the students, teaching techniques with the aid of animated videos were introduced. In order to measure the effectiveness of animated video teaching, participants of the pre-test exam were grouped into an experimental group and were taught vocabulary with animation, while the traditional group was taught vocabulary without animation.

Teaching without Animation

Results of calculating the post-test scores, the mean score was 70 for 20 participants who responded to the research study. There were 91 highest scores, 46 lowest scores, and 70 median scores.

Teaching with Animation

Based on data from 20 students participating as research respondents/subjects, the mean score was 76, and the highest score was 98.

Table 3. Result of Posttest exam.

Teaching without Animated Videos		Teaching with Animated Videos
Participant Number	Points	Participant Number	Points
1	46	21	53
2	58	22	69
3	69	23	80
4	60	24	66
5	78	25	88
6	91	26	96
7	88	27	92
8	73	28	89
9	60	29	68
10	47	30	65
11	70	31	78
12	71	32	78
13	79	33	89
14	77	34	88
15	57	35	64
16	61	36	71
17	73	37	86
18	73	38	83
19	82	39	78
20	82	40	70
Mean Score	70	Mean Score	78
Highest Score	91	Highest Score	96
Lowest Score	46	Lowest Score	53

is a summary of the results. Below is a table showing the results:

Based on the post-test results, the animate post-test treatment had the highest score of the two treatments. Compared to the session without an animated video, this session’s score is higher.

3.3. Study Assumptions

Based on

Table 4. Paired sample t-test analysis for the control group.

Paired Samples Correlations
		N	Correlation	Sig.
Pair 1	Pretest & Posttest	20	0.976	0.000

below, it has been shown that students who are taught with animation have a significantly better chance of mastering their vocabulary than those who are not. Based upon the paired t-test samples analysis that has been done for the experiment group (see

Table 5. Paired sample t-test analysis for the experiment group.

Paired Samples Correlations
		N	Correlation	Sig.
Pair 1	Pretest & Posttest	20	0.963	0.000

, correlation = 0.963, sig. = 0.000), teaching with animation is highly significant and there is a strong correlation between learning vocabularies and using animated videos.

Observing

Table 6. Independent sample t-test for post-test of both groups.

Independent Sample t-Test
	Group	N	Mean	Std. Deviation	Std. Error Mean
Posttest	Control Group	20	67.45	13.245	2.962
	Experiment Group	20	78.65	11.713	2.619

, that independent t-test has been done for the post-test results of both groups, the results (Control group: M = 67.45, SD = 13.245, Experiment group: M = 78.65, SD = 11.713), show a noticeable progress of the experiment group who has a higher grades’ mean and a lower standard deviation.

3.4. Results of the Research Questionnaire

In the survey questionnaires, shown in

Table 7. Summary questionnaire by percentage.

No	Questionnaire	Strongly Agree	Agree	Neutral	Disagree	Strongly Disagree
1	Assimilation is enhanced by animated videos	37.5	50	18.8	None	None
2	The learning process is more enjoyable with animated videos	50	37.5	6.3	6.3	None
3	Improved vocabulary learning when using animated videos	None	81.3	18.8	None	None
4	Animated videos make learning in the classroom more engaging	6.3	68.8	18.8	6.3	None
5	Animated videos are a faster way to learn English	None	18.8	50	25	6.3
6	The best way to learn English vocabulary is through animated videos	12.5	37.5	56.3	None	None

, consisting of six statements stating the effects of animated videos on vocabulary learning and were rated by the participants and administered to all participants, most participants agreed that learning through animation improves assimilation, keeps students engaged, improves vocabulary learning, makes classes more interactive, while not speeding up learning of the English language nor the best way to learn English vocabularies. As far as learning goes, there is a divergent opinion with animation considered to be the best form, while others disagree with that.

The following table summarizes the results:

4. Research Questionnaire Discussion

The pre-test revealed that a few of the students had a strong grasp of the English language. Students must be taught using an appropriate method in order for them to comprehend the material. Therefore, it is necessary to assess the efficacy of learning with animated video.

It appears that the mean and highest scores for participants taught with animations are higher than those of other groups. Additionally, animated videos are significantly more beneficial to learning than traditional learning systems. In addition, the participant questionnaires demonstrate the effectiveness of animated video-based learning.

The preceding discussion indicates that the underlying assumption Hypothesis (Ho) was rejected, while the underlying assumption Hypothesis (Ha) was accepted. Using animated cartoons and educational videos significantly improves students’ vocabulary acquisition. According to Andriano [33], video helps students improve their speaking and listening skills by providing authentic information and motivating them to learn the target language. According to a study by Adhannisa, et al. [34], children enjoy hearing about the use of media in the educational process. This study’s findings concur with those of Aditama and Solikhah [35], who found that short films are an effective method for teaching and enhancing vocabulary mastery. Kocak and Goktas [36] asserted that using a cartoon film to teach English verbs was especially advantageous. It facilitates the integration of students.

Animation Videos in Maximizing Students’ Knowledge through Receptive and Productive Vocabulary

The experimental group’s receptive and productive vocabulary skills improved after the post-test. The post-test results demonstrate that animated videos made the class more interactive and motivated students learn English. The experimental group produced significantly better results than the control group. Through the use of technology, videos, visual arts, cartoons, and pictures, we also observed a greater understanding of the concept in the experimental group compared to the control group.

The findings of this study are comparable to those of a study conducted by Aldera and Mohsen [12] on the use of both animated videos and still images in teaching new vocabulary. Post-test retention of receptive knowledge was greater among students taught with still images and animated videos compared to pre-test retention. In contrast, the study found that students who were taught using animated videos retained more productive knowledge about the protests than those who were taught using still images. In comparison to other methods of teaching vocabulary, such as still images, animated videos assisted students in acquiring both receptive and productive knowledge. This explains that animated videos utilize both receptive and productive vocabularies to maximize students’ knowledge vocabularies and aid in the acquisition of new vocabulary.

According to Zhuhadar, et al. [37], the Social Multimedia System contributes significantly to learning and achievement. Also, Varouchas, Sicilia, and Sánchez-Varouchas, et al. [38] stated that technology-enhanced learning is one of the most important quality drivers in higher education.

Arrogante [39] mentions that the use of animation videos plays an essential role in expanding students’ knowledge of vocabularies through the use of both known vocabularies (receptive) and productive vocabularies. She further points out that the use of both receptive and productive vocabularies in animation videos enables the achievement of goals of motivating students’ interest, providing realistic listening practice, stimulating language use, and increasing students’ awareness of particular language points.

Amin [8] points out that the Infusion of productive vocabularies alongside expressions, gestures, and other visual clues helps students in placing these vocabularies in the right context hence extending their vocabulary knowledge by use of productive vocabularies. In addition, he presents that the use of receptive vocabularies in animation videos plays a role in enhancing students’ motivation to learn new vocabularies as it creates a relatable learning environment that includes relatable and known English vocabularies. Through this, animation videos succeed in equally extending the receptive knowledge of learners.

5. Conclusions and Recommendations

Taking into account the results of the pre-test and post-test administered to the selected students in both the treatment and control groups, the average performance of students taught without animated video was good, whereas the performance of students taught with animated video was better compared. The majority of students agreed that animated videos facilitate assimilation, make studying more interesting, aid in vocabulary development, and make English learning more productive. Regarding the optimal method of education, divergent opinions exist. Some students believe that animated videos are the most effective method, while others disagree. It also appears that watching animated videos improves students’ vocabulary comprehension and assimilation. Consequently, animated videos can aid students in better comprehending and assimilating vocabulary. Therefore, it is highly recommended to learn other languages, despite the fact that research indicates that some individuals are auditory or visual learners. Teachers must have a fundamental knowledge of the contemporary education system. Teachers’ knowledge should be kept up-to-date through timely capacity building in the use of media and modern teaching techniques. Educational institutions must comprehend how technological advancements can be applied effectively [40].

6. Recommendations for Further Research

The study recommends the following to fill the research gaps:

• A study on the influence of animated videos on vocabulary learning was carried out in a different context, in a country adopting the English language as a primary language.
• A research study investigating the impact of animated videos on learning new vocabularies using the experimental design was carried out over a long period longer than the eight weeks of this study.
• A research study addresses the limitations of this study of a small sample population. The study should be conducted using a larger sample population with longer durations of animated videos.
• A comparative study is investigating the impacts of animated videos and narrative texts in learning vocabulary to create a clear view of the influence of animated videos.

7. Limitations and Implications of the Findings

The limitation of this study is that there was a short duration of treatment. Future researchers should consider applying the treatment throughout the school year. Also, the implication of this study is that animated learning has proven to be viable and should be encouraged at all levels of learning. There is assurance that it will improve students’ assimilation. This study was conducted among bachelor students alone; they are predominantly young adults, and the effectiveness among secondary school students and aged adult (andragogy) should be determined in future studies.