Despite their potential benefits, teacher-created animated cartoons have not found much room in second-language (L2) research, probably due to some technical challenges involved in creating them. This paper reports the findings of a mixed-methods embedded experimental study, designed to test the impact of tailor-made animated cartoons on the correct use of common punctuation rules in English. The participants were 112 Turkish-first language (L1) learners of English, assigned to either the treatment or control group through random cluster sampling. The instructional materials in the treatment group included teacher-created animated cartoons, exercises designed using SCORM-compliant software, and a forum for discussions in Moodle. The participants in the control group, on the other hand, used PowerPoint presentations (PPTs) instead of animated cartoons and completed the same follow-up activities. Quantitative results suggested that the treatment and control groups’ post-test and late post-test scores significantly differed in favour of the former. Moreover, qualitative data from semi-structured interviews and document analysis revealed that the participants, especially those in the treatment group, viewed this learning experience highly positively. The findings globally imply that tailor-made animated cartoons might facilitate the learning of punctuation and help raise students’ awareness of it.

中文翻译：

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定制动画在英语写作标点符号教学中的混合方法研究

尽管有潜在的好处，但教师创作的动画片在第二语言 (L2) 研究中并没有找到太多空间，这可能是由于创作它们涉及到一些技术挑战。本文报告了一项混合方法嵌入式实验研究的结果，旨在测试定制动画对正确使用英语常用标点规则的影响。参与者是 112 名土耳其语第一语言 (L1) 的英语学习者，通过随机整群抽样分配到治疗组或对照组。治疗组的教学材料包括教师制作的动画卡通、使用符合 SCORM 的软件设计的练习以及 Moodle 中的讨论论坛。另一方面，对照组的参与者，使用 PowerPoint 演示文稿 (PPT) 代替动画，并完成了相同的后续活动。定量结果表明，治疗组和对照组的后测和后期后测得分显着不同，有利于前者。此外，来自半结构化访谈和文件分析的定性数据显示，参与者，尤其是治疗组的参与者，高度积极地看待这种学习经历。全球范围内的调查结果表明，量身定制的动画片可能有助于学习标点符号并有助于提高学生的意识。来自半结构化访谈和文件分析的定性数据显示，参与者，尤其是治疗组的参与者，高度积极地看待这种学习经历。全球范围内的调查结果表明，量身定制的动画片可能有助于学习标点符号并有助于提高学生的意识。来自半结构化访谈和文件分析的定性数据显示，参与者，尤其是治疗组的参与者，高度积极地看待这种学习经历。全球范围内的调查结果表明，量身定制的动画片可能有助于学习标点符号并有助于提高学生的意识。