Contextualized language instruction: Exploring the role of authentic animated stories on the attitudes of young efl learners towards learning English

In this study, the role of contextualized language instruction through authentic animated stories in teaching EFL to YLs was investigated. The potential role of using such an approach was assessed in terms of students? attitudes towards learning English. 31 sixth grade students aged 11-12 participated in the study. Five authentic animated stories were used as overarching themes into which some basic vocabulary, structures, and functions of the target language were integrated. For the purposes of this study, data were collected by employing an attitude questionnaire, an open-ended questionnaire, a semi-structured interview, and lesson evaluation forms. On the whole, the outcome of the study is that students kept their initial positive attitudes towards learning English with contextualized language instruction through authentic animated stories. The study also proved that students? concerns related to learning English decreased through such instruction. The findings of the present research suggest that authentic animated stories offer teachers opportunities to present and recycle vocabulary, grammar, and functions of the target language in context through integrating many extension activities related to the story theme.Key Words: Contextualized language instruction, authentic animated stories, teaching English to young learners, attitude.