DefinePK

Abstract

The purpose of this study was to determine how task-based education incorporating animated videos affects reading comprehension, motivation, anxiety, and reading persistence. Using a quasi-experiment, 250 primary school pupils in grades 4-6 participated in the study. The experimental group received an intervention of integrating animated videos into task-based instruction, while the control group received a conventional reading strategy intervention. Reading proficiency was assessed using the Oxford Quick Placement Test. The t-test, effect size test, and chi-square were the data analysis methods employed in this investigation. The results showed that the intervention of integrating animated videos into task-based instruction had a significant impact on reading motivation, language learning anxiety, persistence, and reading ability. Reading comprehension ability increased significantly because the use of animated video scaffolding in task-based instruction facilitated students in recognizing various language features needed in reading activities. The reduction in reading anxiety was caused by animated video scaffolding and interactive learning, which can foster a positive psychological state that reduces anxiety. Therefore, the use of animated video scaffolding in task-based instruction methods not only increases reading comprehension activities but also contributes significantly to reading psychology. This study implies that teachers and educational practitioners should consider integrating multimodal scaffolding to improve reading comprehension skills.