@article{Arabiana_Malifer_Betonio_2020, title={Video Cartoons and Task-Induced Involvement: Effects to Pupils’ L2 Incidental Literacy Acquisition}, volume={3}, url={http://journal2.uad.ac.id/index.php/eltej/article/view/2461}, DOI={10.12928/eltej.v3i2.2461}, abstractNote={While most studies that explored children’s incidental literacy acquisition focused on input from written text, this quantitative-qualitative study investigated the effects of using audio-visual input through close-captioned Aesop’s Fables cartoons from PinkFong and Task-Induced Involvement (n=6 eight-year old pupils). Wilcoxon Signed Rank Test reveals that there is a significant difference in the pretest, immediate posttest and delayed posttests scores after the intervention as shown in the 90%-95% confidence level. This study also examines quantitatively the interconnectedness of the four areas of children’s literacy skills: vocabulary, oral vocabulary and pronunciation, orthographic skill and comprehension after watching cartoons and engaging in tasks. Findings reveal a high correlation between the four literacy skills reflected as 95% confidence intervals. These findings reveal that incidental literacy acquisition is approached holistictically: the acquisition of one skill leads to the acquisition of the other literacy skills.}, number={2}, journal={English Language Teaching Educational Journal}, author={Arabiana, Elaiza Flor S. and Malifer, Dayvin Adrian Ember A. and Betonio, Helen Ranoco}, year={2020}, month={Sep.}, pages={151–162} }