School Teachers’ Perception of the Impact of Cartoon Video Assistance in Vocabulary Development at the Primary Level of ESL Learners

This research examined teachers' perception of cartoon videos adapted to facilitate learning through multimedia in the vocabulary development of primary-grade ESL Learners. It was, then, aimed at discovering the perception among the teachers on the utilization of animated videos for teaching young learners English vocabulary. This information was collected from samples of elementary school teachers from both public and private schools in the district. They were given a standardized questionnaire containing a five-point Likert scale, and their responses were analyzed to derive the findings. Teachers also reported that cartoon films made their students more attentive, more engaged, and more interested during vocabulary lessons. Cartoon instruction received a better response from students than conventional methods, said several teachers. Teachers in Rahim Yar Khan generally agreed with the statement in the survey that using cartoon movies to introduce vocabulary is a fine idea. It was, therefore, recommended in the study to use cartoon-based multimedia aids in teaching English vocabulary to lower levels for enhancing English language skills in students while making the learning process invigorating and effective.Most of the teachers believed that cartoon films were an enjoyable and practical way to help in learning new words. According to the teachers, colorful imagery, context-based narration, and repeated use of the language helped children to understand, remember, and use new words with more confidence. Teachers felt concerned about the ability of cartoon videos to grab students' attention, which would otherwise have been lost to conventional methods, while at the same time providing a lively and fun ambience for the students to learn in. These teachers have experienced that classes supported by cartoons greatly encourage students to lower language anxiety and be actively involved in learning, particularly for those who are shy or slow learners.