Multisensory Learning Through Anime: A Pathway to Improved English Proficiency for Engineering Students

Abstract

Since the 1990s, anime has burgeoned into one of the most widely consumed forms of entertainment media, renowned for its intricate plots and dialogues. This study investigates anime's potential as an innovative tool for English language learning, focusing on the efficacy of two viewing methods: English dubbing and English subtitles. Conducted among freshman engineering students at a Technical University in North Karnataka, the study initially sampled 120 students, of whom 75 preferred visual-verbal learning styles. These 75 students were divided into three groups of 25: one group watched English dubbed anime, another watched English subtitled anime, and the control group received traditional language instruction. Pre- and post-tests were conducted using the Common European Framework of References (CEFR) Self Assessment Grid, along with peer assessments to evaluate spoken interaction and production. Pre-test scores were low across all groups, with averages between 2.2 and 2.6. Post-test results showed that both anime-viewing groups significantly outperformed the control group, with the subtitled anime group achieving the highest improvement. Their scores averaged 5.7 in self-assessment and 5.8 in peer assessment for both spoken interaction and production. The English dubbed group also improved, with averages of 4.4 (self) and 4.6 (peer) in spoken interaction, and 4.6 (self) and 4.8 (peer) in spoken production. The control group showed no improvement, highlighting the limitations of traditional methods. These findings suggest that integrating anime, particularly with subtitles, into language learning curricula offers a dynamic and effective approach to improving English proficiency.