Perceptions and practices of watching English-dubbed anime and perceived speaking skill improvement among diploma TESL students in Malaysia
DOI:
https://doi.org/10.15282/Keywords:
Audiovisual input, English-dubbed anime, Informal language learning, Perceived speaking, TESL studentsAbstract
In modern education, English has become a key global language for communication, making proficiency especially important for many non-native speakers. This study investigates the perceptions and practices of Diploma in Teaching English as a Second Language (DTESL) students at Kolej Poly-Tech MARA (KPTM) Kota Bharu in watching English-dubbed anime and how these relate to their perceived improvement in speaking skill. A cross-sectional quantitative correlational design was applied, involving a Likert-scale questionnaire administered to 376 DTESL students at KPTM Kota Bharu. The data were analysed using SPSS Version 27 through descriptive statistics, Spearman’s rho correlation and simple linear regression analyses to examine associations between students’ perceptions, practices and perceived speaking skill improvement. The results indicate that students generally held positive perceptions toward English-dubbed anime in relation to their perceived speaking-related learning experiences. They also indicate that both positive perceptions and active practices such as repetition, imitation and repeated viewing were significantly associated with perceived speaking skill improvement. These findings suggest that English-dubbed anime may be associated with learners’ perceived speaking development within informal audiovisual contexts. The study offers pedagogical insights for TESL educators and curriculum developers on how informal multimedia resources may relate to students’ perceived speaking-related learning experiences. However, the findings are limited to learners’ self-reported perceptions collected within a single institutional context. Future research is encouraged to incorporate longitudinal designs and objective speaking assessments to further explore speaking development across different learner populations.
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